Refer to the rubric for specific information about requirements for each section.

NAME OF ACTIVITY TEACHER AGE GROUP

Pumpkin Life Cycle Miss Slatton Kindergarten
NUMBER of CHILDREN in LEARNING CENTER DATE OF ACTIVITY
the GROUP for ACTIVITY
20 Pumpkins October 9, 2019
BRIEF DESCRIPTION of ACTIVITY SPACE and MATERIALS NECESSARY
This section of your activity plan will be scored This section of your activity plan will be scored
using indicators #10 & 11 on the Activity Plan using indicators #15 & 16 on the Activity Plan
Rubric. Rubric.
(NAEYC: 1a; InTASC: 4, 7; SC 4.0: SO, IP) (NAEYC: 5a; InTASC: 3, 4, 5, 8; SC 4.0: EN, AM )

In a whole group setting, the teacher will re- Space Needed:

introduce the small book Pumpkins. TTW  Whole group Polka-dot carpet space
highlight the Words Wall Word “the” After  4 Center tables
the book, the teacher will address any
questions the students may have. Materials:
 ELMO Camera
TTW direct the students to the Pumpkin life
 SMART board
Cycle anchor chart. TT and TSW arrange
 Pumpkins small book
the pictures in the correct sequence to show
the life cycle of a pumpkin.  White clip easel
 Beige Masking Tape
TSW watch the clip “How does it grow?  Life cycle cards
Pumpkins” on YouTube.  Life Cycle anchor chart paper
 Play-Doh
TT and TSW review the chart from the
previous day “Pumpkins have, Pumpkins  Ring Doorbell
Need, Pumpkins Are”  Life Cycle sequencing paper

TSW move to their assigned groups and Integration of technology:

complete a life cycle sequencing chart.  Smart board- The smart board will be
used to display the common words
Scaffolding will occur as the teacher will be
used in the sentences from the ELMO
walking around helping students with the
camera. Utilizing the Smart board will
correct order. TTW direct students back to
help students that are visual learners.
the completed sequencing chart. TTW also
 ELMO camera- The ELMO camera
put a copy of the life cycle sheet on the
will be utilized to put papers and
ELMO camera for students to see more
documents onto the Smart Board.
clearly. TTW model cutting the first card
Students will be able to see the papers
out and gluing it in the correct order for the
on a larger scale, and TTW be able to
students to see.
demonstrate what needs to be done so

NAEYC STANDARDS
This section of your activity plan will be scored
using indicator #56 on the Activity Plan Rubric.
(NAEYC: 6c; InTASC : 7; SC 4.0: SO, IP)
What NAEYC Standards proficiencies will the
Teacher Candidate demonstrate through this
assignment? If other program standards are given,
there will be no credit given for this criterion.
Standard 5: Using content knowledge to build
meaningful curriculum
5c: Using own knowledge, appropriate early
learning standards, and other resources to design,
implement, and evaluate developmentally
meaningful and challenging curriculum for each
child
the students can see it on their paper,
broadcast on the smart board
 RING doorbell- This classroom
management tool is an effective use of
technology in gaining student attention.
When the doorbell rings, students are
to drop everything in their hands and
raise them in the air until further
instructions are given.
 Easel- The easel will be used to hold
the anchor charts in place while
students come to put life cycle cards in
place. This simple yet effective use of
technology in the classroom makes it
much easier than holding anchor charts
up by hand.
DIFFERENTIATING INSTRUCTION:
This section of your activity plan will be scored
using indicators #13, 17, 18, 19, 57 on the Activity
Plan Rubric.
(NAEYC: 1b,c; InTASC: 1,2,3,4; SC 4.0: MSB, MS, IP,
EX, RC, LSP,TKS,GS, EN)
INSTRUCTIONAL GROUPING
State the format of the instructional group that will
be participating in your activity (e.g., whole class,
small group?). Briefly explain why you have
chosen this arrangement and how it will best meet
the needs of your learners.
Students will be grouped with an MKO that can
help if they have a question during the writing
lesson. This lesson will be taught in a whole group
setting, but as the students go to their writing tables
LEARNING STANDARDS
This section of your activity plan will be scored
using indicators #1, 3, & 55 on the Activity Plan
Rubric.
(NAEYC: 5c; InTASC: 4, 7; SC 4.0: SO, IP )
Be sure to use the appropriate standards for grade
level/age of children.
K.L.2A.1 Obtain information to answer
questions about different organisms found in
the environment (such as plants, animals, or
fungi).
K.I.2.1 With guidance and support, engage in
daily explorations of texts to make connections
to personal experiences, other texts, or the
environment.
MCC.K..2.1 Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts that name and
supply information about the topic.
K.MC.1.2 Practice the skills of taking turns,
listening to others, and speaking clearly.
they will be broken up into different groups.
Starting in a whole group setting gives all of the
students the teacher the opportunity to teach the
content to the whole group. Breaking into small
group helps to give the teacher the opportunity to
break the students into their leveled groups to help
those who need more assistance with the
assignments and content. Those who do not need
as much assistance can work at their own pace and
complete the assignment.
ACCOMMODATIONS
Note: If this lesson is planned to be taught in a
field placement, the accommodations should
address the needs of the children in the class. If
this is a model lesson, accommodations should be
developed to address special needs that may exist
at this grade level.
Provide appropriate accommodations for
1. different rates for completing tasks,
2. students at different cognitive levels,
3. students with special needs, IEPs or 504 plans.
 In order to promote good carpet skills,
TTW pass out blurt beans to students
prior to the start of the lesson. Students
who are prone to blurting will be
provided with more than one bean as to
give them more than one opportunity if
they blurt out.
 In order to keep the students that
cannot see from their spot on the carpet
on task, TTW allow them to move to
another spot on the carpet to get a
better view of the anchor chart
 Early finishers will be allowed to get
out their chromebooks to get on Dream
Box or Teach your Monster to Read
OBJECTIVE(S) OF ACTIVITY
This section of your activity plan will be scored
using indicators #2 & 4 on the Activity Plan
Rubric.
(NAEYC: 5c; InTASC: 4, 5; SC 4.0: SO, IP)
Include Audience, Behavior, Condition and Degree
Given the opportunity to understand the needs
of a pumpkin, TSW sequence the life cycle of a
pumpkin with 90% accuracy.
APPLICABLE 21st CENTURY SKILLS -
PROFILE OF THE SC GRADUATE
This section of your activity plan will be scored
using indicator #5 on the Activity Plan Rubric.
Identify which 21st century skills are relevant
to your lesson/activity and specific examples
from your lesson/activity that demonstrate
these skills.
(Refer to 21st Century Skills Document)
- WCK 2) Multiple languages, science,
technology, engineering, mathematics
(STEM), arts and social sciences.- TSW be
demonstrating this skill by identifying and
sequencing the life cycle of a pumpkin. They will
be incorporating this in with other standards such
as reading and writing. This skill is important for
students to learn at an early age because it engages
them in critical thinking and analyzing how things
are made and how they can work and grow.
- LCC 2) Self-direction- TSW be demonstrating
this skill during the sequencing portion of the
lesson. They will use self-direction in figuring out
what pictures they want to use in what order and
GUIDANCE
This section of your activity plan will be scored
using indicators #22-24, & 58 on the Activity Plan
Rubric.
Anticipating that students will have trouble
blurting during the book or during the anchor
chart, blurt beans will be provided for all students.
Students who continue to speak out without raising
their hand will have to put their bean back in the
jar.
Anticipating that young children have short
attention spans, the book will be short, fun, and
engaging. Each student will have the opportunity
to participate
Anticipating that students will play with scissors,
the teacher will pass stickers out once students are
ready to cut out their pictures.
Anticipating that some students will have struggles
cutting out the smaller boxes in the sorting center,
TTW already have them cut out and ready for the
students to glue in the correct column.
Anticipating that some students learn best through
visuals, TTW use an anchor chart to sequence the
life cycle on a large scale.
Anticipating that some students learn best through
kinesthetic learning, TTW have some students
come up to the anchor chart and help sequence the
life cycle.
ESSENTIAL QUESTION
This section of your activity plan will be scored
using indicator #6 on the Activity Plan Rubric.
(NAEYC: 5c; InTASC: 4, 5)
(SC 4.0: SO, IP, QU, TH, TCK, TKS, MS)
what colors they want to use on their life cycle.
TTW model prior to letting the students begin their
sequencing.
What significant question(s) do you want the
learners to be able to answer as a result of the
learning that takes place during this lesson? Be
sure that the EQ(s) is (are) based upon the
curriculum standard(s) you have chosen for this
lesson. The EQ must stimulate student thinking
and inquiry. (Use questioning such as how, why,
explain, describe, why do you think that?)
How do plants and animals change and grow?
ESSENTIAL VOCABULARY
This section on your activity plan will be
scored using indicator #7 on the Activity Plan
Rubric.
Consider which terms you will need to have pre-
taught or teach during this activity that are
essential for the students to understand the
objective(s) and concept(s) of the lesson. (e.g.,
story elements such as “character”).
Essential vocabulary- vocabulary that will be
used on the chart:
I used the terms and definitions that will be
used out loud for my students to come up and
decide what picture matches the definition that
was said, so it will be clear for them what
pictures will be used on the sequencing chart
Life Cycle- how a pumpkin changes and grows
from a tiny seed to a great big pumpkin
Soil- we plan the seeds of the pumpkin into this
Seed- this is how pumpkins begin
Sprout- a little green plant grows out of the soil
from the seeds
Leaves- flat green part of the plant that grows from
the sprout or vine of the pumpkin
Flower- these start to bloom on the pumpkin vine
Green pumpkin- a small pumpkin of this color
grows under each flower, but it keeps growing
Orange pumpkin- this pumpkin is ready to be
picked from the pumpkin patch! what color is it?
ANTICIPATORY SET and PROCEDURES
(NAEYC: 4c; InTASC: 1, 2, 3, 8) (NAEYC: 4c; InTASC: 1, 2, 6, 7, 8)
(SC 4.0: QU, MS, PIC, LSP, AM, AF, TCK, TKS, GS, TH, PS, SW, SO, IP)

When writing instructional strategies this section tell what you are doing and how you are going to do
it.
ANTICIPATORY SET This section of your activity plan will be scored using indicator #8 on the Activity
Plan Rubric.
Gaining Attention: TTW gather the students on the carpet and tell them that today they are going to be
talking more about pumpkins. TTW tell them that they are going to start with a book about Pumpkins
then watch a video about their life cycle. TTW have a pumpkin life cycle sequencing chart hanging on the
easel for the students to see to spike their interest and get them thinking about the flow of the life cycle.

Accessing Prior Knowledge: TTW access PK by asking the students to think of a word to describe
pumpkins that they used to make the needs, have, are chart from the previous day. Remind students of the
book from the previous day- how the pumpkin seed began growing in the spring and finished growing in
the fall, then started all over again. Remind students of the apple life cycle from the previous week- ask
them to look for similarities in the apple and pumpkin life cycle

Relevance: Explain to students that all living things go through a cycle of life. All life cycles are
different, but it’s important for all living things.

State the Objective: TTW explain that TSW be focusing on the life cycle of the pumpkin and how they
grow from seed to a great big pumpkin.

PROCEDURES- Label each part and give the steps or detailed information underneath the heading.
This section of your activity plan will be scored using indicators #9, 12, 14 of the Activity Plan Rubric.
Content Presentation:
 Express excitement of the pumpkin book and video and how it will help us learn more about
pumpkins and their life cycle
 TTW give students their Talk Partners so there is no confusion when it is time to turn and talk to
their neighbor during the book
 TTW ask the students to turn nose to nose, knees to knees with their talk partner and share one
word that they remember from the predictive anchor chart yesterday
 TTW count down from 3, 2, 1 and the students should all be turned back criss-cross looking at
her ready to begin
 TTW read the book to the students- stopping on pages and prompting students to turn to their talk
partners with appropriate questions
 TTW play the video on the life cycle of the pumpkin to support the book and enhance the lesson
and content
Guided Practice:
 After the video TT and TSW arrange the life cycle pictures in the correct sequence on the
sequencing chart
 TTW go over the different stages of the life cycle as the students come up to paste the pictures in
the correct order
 TTW prompt students with questions to activate their learning
 TTW respond to any confusion before dismissing to worktables
Independent Practice:
 After completing the chart, TTW dismiss students to their worktables
 TTW complete a cut-and-sort of the life cycle where they will color the pictures with the correct
colors as well
 TSW cut out each individual picture from the bottom of the sheet
 TSW paste the pictures in the correct order as demonstrated on the sequencing chart that TT and
TSW just finished previously
 Students that finish early may get on their Chromebook and get on Dream Box or Teach your
Monster to Read
Closure:
 Once the students have completed their writing sample, they will return to the carpet and the
teacher will ask them to turn to their talk partner and tell them one new thing they learned about
pumpkins
ASSESSMENT
This section of your activity plan will be scored using indicators #20 & 21 of the Activity Plan Rubric.
(NAEYC: 3c; InTASC: 1, 6; SC 4.0: AS, AF, SW, SO)
The assessment includes developmentally appropriate formative and summative assessment
strategies, and thoroughly describes how the teacher will determine student progress and
mastery of the objective through the summative assessment. How will you document the
assessment?

Formative: TTW monitor the students’ participation during the book, video and the anchor chart
activity to see if they understand how the pumpkins grow and live. The teacher will monitor and
adjust accordingly.

Summative: TTW assess the students’ comprehension through the individual sequencing
activity. Every student will turn this in upon his or her completion. TTW check to see if the
students cut each picture, glued them in the correct spot, and colored each picture. TTW monitor
and observe students while they are working in the activity but give little to no assistance.

RETEACHING - FOLLOW-UP AND EXTENDING THE ACTIVITY

This section of your activity plan will be scored using indicator #59 of the Activity Plan Rubric.
(NAEYC: 3a; InTASC: 7; SC 4.0: AS, SW, AF, GS)
 Include thorough explanations of how you plan to continue to scaffold learners who do not
master the concept or objective of the lesson. Plans are age, culturally, and individually
appropriate. Specific strategies for reteaching the content to those students who do not master
the objective are included.

While completing the lesson the following day, TTW extend the activity by showing students
real pumpkin seeds and asking students what will come next in the life cycle. TTW show
students a real pumpkin and have them talk about what color the pumpkin was before it turned
orange. This gives students real life examples to touch and see for visual and kinesthetic learning
extensions.

REFLECTION
This section of your activity plan will be scored using indicators #49-51 & 60 of the Activity Plan Rubric.
(NAEYC: 4d; InTASC: 9; SC 4.0: GDP, RT)
You should write a reflection that applies the theory of constructivist learning by appropriately
applying one to three examples of learning opportunities using constructivist terminology.
Also provide evidence of reflective thought by describing changes or improvements you would
make to the lesson in the future.

My CT taught this lesson.