Activity Plan

Preliminary Information:

Name of Student Educator: Eranmalee Ranaweera

Curriculum Area: cognitive Developmental Domain: Problem Solving (Colour

matching/ math)
Indoor: Indoor Outdoor:
Age of Children:18 months to 30 months No: of Children: 3-6 children

Date of Implementation: 02/06/2019

Resources Used to Prepare Plan (in APA format):

Children’s Resource or Storybook (in APA format, to be used as part of activity-

before/after/extend/enhance learning):
My previous experiences
Part I – Planning

Rational for the activity (sentence form)

Some children in the class are confident in their problem solving skills. Some others like
to do puzzles. During my observations, I noticed some children like to recognize colours
and make tower using blocks.
List one from each domain and indicate the reference to ELECT

While participating in the activity the child will, independently or limited

assistance:

Physical
ELECT number: # 5.3 senses: Using all senses to identify and differentiate properties
and materials.
Specific Skill:
1 While engage in this activity, the child can identify the colours and categories
according to the colours..
Social/Emotional
ELECT number: # 1.1 social Interest- Engage in short group activities.
Specific Skill : While participating in this activity, the child will learn to work with friends
cooperatively.

Cognitive/Language
ELECT number : #4.2-Solving problems in actions by trial and error.
Specific Skill : While participating in these activities, the children will enhance their
cognitive skills, as they match colours.
Learning Materials needed:
Felt papers in different colours
Bristle board
Glue
Scissors
Blocks in different
Description of Set-Up.
This Cognitive activity is more suitable to do it in the class. Also, this activity can be
done as an individually as well as with a small group (children1-5).
First, I will invite the children to come and join with me to do our new math game. I will
show the materials to get their attraction. I will ask a few questions to have a gate way
to the activity.”Do you know what colour is this?”
” Would you like to do a matching game with me?”
I will provide the materials to the toddlers and work with them. I will make sure to ask
questions while they do this activity.

. Guidelines to Foster Self-Regulation:

“Tell me name the colours”
“Are you ready match the colours?“Where does this block go?”

Health or Safety Considerations:

Materials are child sized
Non toxic materials
The teacher is observing the children throughout the activity.

Part II – Implementation

Invitation (aimed at getting children’s attention and interest):

Teaching Steps (detailed and clear)
”I have a surprise today”
“Who wants to do a game with me?”
“Come , join with me! Let’s have fun my friends”
Closure:
Lots of encouraging words
“Yey”, “great”, “fantastic job”, “you did a really good job today”

Transition:
The children have to tidy up for their lunch.
“It’s time to tidy upIt’s time to tidy up”
Ways in which the following are incorporated into this activity:

i) Creativity
(Explain in sentence form how activity promotes creativity): I introduced the basic
colours and then created to a colour matching game.
ii) Inclusiveness
(Explain in sentence form how activity fosters inclusiveness)
This activity was a play based, so every child in the classroom was able to participate. I
also gave an opportunity to children to participate this activity who came late to the
program.

Part III Documentation

The Learning Story:

“Match the Block”

According to my observations, I found out children’s interests, abilities and ideas. I feel I
have done a very successful implementation for this activity.
I noticed some children including Ben, William, Jacob and Hunter are interested in
doing puzzles. Based on these observations, I designed this colour matching activity. At
the time of implementation, there were nine children in the classroom. All of them took
part in the activity. I said “look what I have for you today” they were so surprised and
just got closer and closer to me. During their free play time, I suggested them to tidy up
the classroom so that I can show my surprise to them. They astonished to hear the
word “surprise,” and most of the children helped the staff tidy up the classroom.
I brought the materials to the table, and I invited them to come and join our new activity.
I said, “ Look what I have today.”
“ I have a fun game “
“Let’s do our new activity.”
All the children in the classroom came to the table everyone wanted to participate in the
game. I said “ Let’s take turns” “A few friends can play the game at a time and the other
need to wait for the turn patiently.
William, Hunter and Jacob played first. William and Jacob knew all the colours. They
picked blocks from the container and placed on the matching felt paper board correctly.
William did a couple of blocks correctly. I said “Good Job William you did it right.”
Hunter kept some yellow blocks correctly on the yellow felt paper. When Hunter got a
yellow block and laced on red felt paper, Jacob said “no it is here and showed the
correct place. After, Cohen, Ben and Abigail got their turn. Some of the children in the
class are very young. They got their turns as well. Arniv, Bethany and Laila got their turn
after. I asked them sowing blue block, “What colour is this” Arniv said “ blue.”
I encouraged him saying “ good job Arnive you know colours.” All of them were taken
part of the activity from time to time. They seemed very interacted and engaged in the
activity. After doing the matching game with blocks, William brought the container with
many farm animals. I extended the activity to match the farm animals with colours. This
math game was a vast success. My cooperating teacher and the staff cheered up all the
children for doing a great job. After doing this activity, the children were ready to have
their lunch at the table. They all cooperated to tidy up the desk again. The materials left
on the shelf, so they have the accessibility to the activity when they want to play.
Implementation of these activities was a great success.

Analysis of Learning;
(What did the child(ren) do and understand during this experience?
They all participated the activities happily. They enhanced their math skills (cognitive)
when they match and sort out the blocks by colours.
Extension of Learning:
(What opportunities will the student educator provide to extend on this
experience?)
I can improve these activities by adding some challenging tasks according to their
abilities like advance matching games, and making puzzles, so children will improve
their skills.

C –Self-Reflection of Student Educator’s Learning / Performance

**Must be completed before the cooperating teacher’s evaluation

Strengths:
(how did the student impact the success of the activity minimum of 2):
I was fully engaged and interacted with the children throughout the activity.
I was able to get children’s full attention from the beginning to the end.

Recommendations:
(what can the student do differently to change, improve, enhance the experience
– minimum of 2):
Use a variety of materials of different colours, so children will learn more colours (I
chose only basic colours red, blue and yellow.)
When I implement the activity, I could do it on the carpet , so more children would
participate at a time.
______________________________________________________________________
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D - Cooperating Teacher’s Evaluation: (Please include signature and

date)
**To be completed after the student has self-reflected.