Early Childhood Activity Plan

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

NAME OF ACTIVITY TEACHER AGE GROUP

Pumpkin Investigation Miss Slatton Kindergarten
NUMBER of CHILDREN in LEARNING CENTER DATE OF ACTIVITY
the GROUP for ACTIVITY
20 Pumpkins 10/10/19
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 Space Needed:

introduce and walk through all of the  Whole group Polka-dot carpet space
activities of the day- the pumpkin  4 Center tables
investigation.
 Outside playground area
TTW introduce the pumpkin investigation Materials:
sheet. TTW model how to do each activity  ELMO Camera
on the sheet with the pumpkin.  SMART board
TTW introduce the book “How to Pumpkins  “How Do Pumpkins Grow?” book by
Grow?” by Deanna Jump. After the book Deanna Jump
TTW address any questions that the  White clip easel
students may have.  Beige Masking Tape
TTW direct the students to the sink or float  Pencils
anchor chart. TSW come up and put their  Ring Doorbell
pumpkin under their prediction of what  Pumpkin Seed Data Anchor Chart
may happen when the pumpkin is put in
 Pumpkin Sink or Float Hypothesis
water. TT and TSW go outside to see if the
pumpkin will sink or float in a tub of water. Anchor Chart
TT and TSW come back in from the sink or  Pumpkin Name Clipart cut-outs
float activity and discuss whether their  5 small orange pumpkins
predictions were right.  1 large orange pumpkin
TTW cut open the pumpkin as the students  2 large white trash bags
make their prediction of how many seeds  Large Rubbermaid clear tub
they think are inside.  Carving knife
Scaffolding will occur as the teacher will be  Black Sharpie Marker
walking around helping students who have  Crayola Washable Magic Markers
questions during the investigation  white string
 unifix cubes
 Crayola crayons
 Early Childhood Activity Plan
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.
Integration of technology:
 Smart board- The smart board will be
used to display the common words
used in the sentences from the ELMO
camera. Utilizing the Smart board will
help students that are visual learners.
 ELMO camera- The ELMO camera
will be utilized to put papers and
documents onto the Smart Board.
Students will be able to see the papers
on a larger scale, and TTW be able to
demonstrate what needs to be done so
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 their sink or float
hypothesis 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,
 Early Childhood Activity Plan
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
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.S.1A. Conceptual Understanding: The
practices of science and engineering support
the development of science concepts, develop
the habits of mind that are necessary for
scientific thinking, and allow students to
engage in science in ways that are similar to
those used by scientists and engineers.
K.S.1A.1 Ask and answer questions about the
natural world using explorations, observations,
or structured investigations.
K.S.1A.3 With teacher guidance, conduct
structured investigations to answer scientific
questions, test predictions and develop
explanations: (1) predict possible outcomes, (2)
identify materials and follow procedures, (3)
use appropriate tools or instruments to make
qualitative observations and take nonstandard
measurements, and (4) record and represent
data in an appropriate form. Use appropriate
safety procedures.
K.L.2A.1 Obtain information to answer
questions about different organisms found in
small group?). Briefly explain why you have
chosen this arrangement and how it will best meet
the needs of your learners.
This lesson will be taught in a whole group setting,
but as the students go to their investigation tables
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 and
model 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
 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
 In order to promote good carpet skills,
TTW remind students to hold up a
quiet thumb to show that they are ready
instead of blurting out.
 In order to accommodate students that
will need more assistance during the
lesson, TSW will be broken into their
leveled groups so that those students
can get the help they need
 Early finishers will be allowed to get
out their Chrome Books to get on
Dream Box or Teach your Monster to
Read
 Early Childhood Activity Plan
the environment (such as plants, animals, or
fungi).
K.P.4A.1 Analyze and interpret data to
compare the qualitative properties of objects
(such as size, shape, color, texture, weight,
flexibility, attraction to magnets, or ability to
sink or float) and classify objects based on
similar properties.
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 perform a pumpkin
investigation, TSW analyze and interpret data
to compare the qualitative properties 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)
- WCS 3) Collaboration and teamwork- the
students will be working with their table groups to
complete certain sections of the investigation. they
will also be working together to pull out the insides
and the seeds of the pumpkin later on in the lesson.
This skill is highly valuable to students. Being able
to cooperate and work in groups and with others is
a skill that they will use for the rest of their lives,
GUIDANCE
This section of your activity plan will be scored
using indicators #22-24, & 58 on the Activity Plan
Rubric.
Your guidance plan should consider how you will
create a calm, safe, and predictable learning
environment. For example, how will you manage
your classroom routines, promote prosocial
interactions and prevent disruptions.
What are your behavioral expectations for your
learners, and how will you let them know what
those expectations are? Consider developmental
appropriateness for the activities. What are the
possible scenarios that may occur (based upon
age, individual and cultural differences of the
children)? How will you prepare for these
scenarios? How will you accommodate these
individual differences? How will you reinforce
appropriate behaviors?
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 some students will have struggles
with some of the larger words during this lesson,
TTW use them and then explain them on a level
that they will understand
 Early Childhood Activity Plan
not just in the classroom. Starting this skill early
and while it can be monitored in the classroom is
essential to helping young children learn good
social and team-work skills.
- WCK 2) Multiple languages, science,
technology, engineering, mathematics
(STEM), arts and social sciences. - TSW be
demonstrating this skill by completing the pumpkin
investigation. This skill is important for students to
learn at an early age because it engages them in
critical thinking and analyzing how things work
and grow.
- LCC 2) Self-direction- TSW be demonstrating
this skill during the investigation portion of the
lesson. They will use self-direction in figuring out
what process they want to use in their investigation
to measure their pumpkin. This skill is important
for students to learn at an early age because it
encourages their motivation to prepare and
develop as individuals capable of facing life
alone and successfully passing obstacles.
Anticipating that some students learn best through
visuals, TTW use an anchor chart for the students
to see what prediction they have each chosen for
the sink or float
Anticipating that some students learn best through
kinesthetic learning, TTW have the students make
their prediction of whether they think the pumpkin
will sink or float. TSW come up to the board with
their paper pumpkin with their name on it and tape
in to the “sink” or “float” column
Anticipating that some students learn best through
visuals, TTW use an anchor chart for the seed data
chart. TSW predict how many seeds they think are
in the pumpkin.
Anticipating that some students learn best though
kinesthetic learning, TSW make their predictions
on a sticky note and post it on the anchor chart.
Anticipating that some students learn best though
kinesthetic learning, TSW be able to pull out the
‘guts’ and the seeds of the pumpkin.
Anticipating that some students learn best from
visual aids, TTW model the activities on the
pumpkin investigation sheet
Anticipating that the students will have trouble
cutting the string to measure the pumpkin, the
string will be pre- cut for each pumpkin
Anticipating that the students will argue over the
string, there will be enough at each table for each
student to have one piece
Early Childhood Activity Plan

Anticipating that some students will have trouble

starting the sentence on their paper, the teacher
will model staring the sentence

Anticipating that some students may not want to

pull out the insides of the pumpkin for sensory
reasons, the students will be able to stand and
watch as the other students take turns.

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 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”).

Hypothesis- an idea or explanation that you then

test through study and experimentation.
Predict- what someone thinks will happen
Experiment- a scientific test
Investigation- find out everything that we can find
out
Sink- when something is completely under the
water
 Early Childhood Activity Plan

Float- when something is sitting on top of the

water

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)

Gaining Attention: TTW open with a walk through of the whole lesson, step by step of what the students
will be doing throughout the day to gain their attention. TTW tell the students that they will become
scientist for the day and they will put on their pretend science goggles for their investigation.

Accessing Prior Knowledge: TTW access PK by reading the book “How Do Pumpkins Grow” by
Deanna Jump. The students learned the seasons and life cycle of the pumpkin in the previous lessons.
TTW ask the students to turn to their talk partners to tell them what will happen on the next page of the
book.

Relevance: TTW inform the students that this investigation is important because they will be making
their own discoveries and predicting what will happen throughout the day. Making predictions and
making mistakes and trying again is all a part of being a scientist.

State the Objective: TTW explain that the students will be scientists for the day and will performing an
investigation- they will have to be very attentive and ready.
Content Presentation:
 TTW read the book “How Do Pumpkins Grow” by Deanna Jump
 TTW give turn and talk partners from the day before so that students know who to talk to when
prompted
 TSW discuss season changes and what happens next in the life cycle during the book with their
turn and talk partner
 TTW address the pumpkin investigation with the students
 TTW explain what a hypothesis is and how they will be making many “predictions” throughout
the day as scientists
 TTW walk through the qualitative properties that they will be addressing throughout the day
(such as size, shape, color, texture, weight, ability to sink or float)
 TTW focus on the properties of matter, explain to the students

Guided Practice:
 TTW pass out pumpkin prediction cards to the students
 TTW invite the students to turn to the anchor chart addressing the sink or float hypothesis
 TTW address what a hypothesis is
 Early Childhood Activity Plan

 TSW make their decision on whether they think the pumpkin will sink or float and put their
prediction pumpkin under which column their prediction matches
Independent Practice:
 TTW demonstrate each activity in the pumpkin investigation with a pumpkin
 TTW show the students how to draw their pumpkin, how to decide what size their pumpkin is,
how to count their lines on the pumpkin, how to measure their pumpkin with unifix cubes, how
to predict whether their pumpkin will sink or float, and how to measure the pumpkin with string
and measure the string with unifix cubes.
 TSW then move to their groups to complete the activity

Closure:
 TTW take the pumpkin outside for the students to test their hypothesis
 TT and TSW come back inside to check their chart to see how many people had the correct
hypothesis
 TT and TSW then gather around the front table and talk about what they think the inside of the
pumpkin will look like
 TTW encourage the students to use their 5 senses when they get inside the pumpkin
 TTW then carve the top of the pumpkin for the students to reach inside and pull out the insides
 As the students finish pulling out the insides with teacher guidance, TTW close the lid of the
pumpkin and begin passing around Wet Wipes and Paper Towels for students to wipe their hands
off
 TSW gather around the carpet as TT informs them that they will be returning from lunch to
continue their investigation
 TTW prompt students with questioning about their favorite part of the lesson so far- were they
surprised that the pumpkin floated?

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)
Formative: TTW monitor the students’ participation during the book and the anchor chart
activity. The teacher will monitor and adjust accordingly.

Summative: TTW assess the students’ comprehension through the pumpkin investigation sheet.
Every student will turn this in upon his or her completion. TTW check to make sure the student
has an understanding of the hypothesis on their own paper as well as size, shape and color.

RETEACHING - FOLLOW-UP AND EXTENDING THE ACTIVITY

This section of your activity plan will be scored using indicator #59 of the Activity Plan Rubric.
 Early Childhood Activity Plan

(NAEYC: 3a; InTASC: 7; SC 4.0: AS, SW, AF, GS)

During morning meeting the following day, TTW extend this activity by having students discuss
why they thought the pumpkin may have floated. TTW bring a smaller tub of water and
demonstrate some other sink and float items to show that heaviness is not always a factor in
whether an item sinks or floats
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.