WITC Activity Plan

Your Name: Mackenzie Correll

Learning Experience Title: Dinosaur tracks Ages of Children: 2-3
Type of Learning Experience: (check all that apply)
 Creative Art  Social Studies  Social
 Sensory Play
 Literacy & Language  Gross Motor  Emotional
 Health/Safety
 Dramatic Play  Fine Motor  Community Building
 Cooking/Nutrition
 Music & Movement  STEM  Other:
 Nature/Outdoor

Learning Experience Presentation Type: (check one)

 Large Group—all children  Small Group—a portion of  Activity choice during free play
participating at the same the children participating
time at the same time
Number of children participating at the same time:
Skills (what children will do):
- Use eye-hand coordination to dinosaurs in paint
- Clean their dinosaurs in the water bin
- Compare their footprints to the dinosaurs

Concepts (what children will learn/know):

- Paint is slippery and cold on my feet
- Dinosaur feet look different
- I can wash paint off my feet

This learning experience has been planned to feature the following WMELS performance standards:

- I.B.EL. 1a Moves with strength, control, balance, coordination, locomotion, and endurance.
- II.C.EL. 2 Engages in social interaction and plays with others.
- III.A.EL. 2 Listens and responds to communications with others.
- IV.A.EL. 1 Displays curiosity, risk-taking, and willingness to engage in new experiences.
- V.C.EL. 1 Uses observation to gather information.

Why have you chosen to do this experience? What observations have you made about the development, interests,
needs of individuals or groups of children in your care?
I am doing this activity based off my observations on Payton, who often plays with dinosaurs or pretends to be a
dinosaur, inside and outside. She also plays with other children and a lot of her peers also play with dinosaurs when
given the option. They were really engaged when we painted with blocks, so I think they will be excited to put their
dinosaurs in paint and compare their own footprints to the dinosaurs.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
- Dinosaurs
- Paper
- Paint
- Bins with water
- Towels and wash cloths
 - Kitchen area on the floor

Source of materials:
 All are available at the center/in the classroom
 Provided, in part, by cooperating teacher
 I am providing the following:

Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
- Set up paper, paint, wash bins, and put out dinosaur bin

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment
- Place roll paper on kitchen floor
- Have paper plates with paint on them around the paper
- Bins of water and soap with wash cloths and towels off to the side of the paper
- Put out extra dinosaurs
Transition Planning: Describe how the children will transition into the learning experience. Transition in to the
activity (preschool) OR Incorporation of individual child routines (infant/toddler).
- Listening to the book “How do dinosaurs learn their colors”
- Dinosaur cube transition, children will roll the cube to see how they will transition to the paint area

Procedure: What is the teacher’s role (what will you do) during this learning experience? What will the children do
during the learning experience? (Remember children are active, hands-on learners!). List all the steps in your activity
using numbers or bullet points, including an introduction and a conclusion.
- The children will all get to choose a dinosaur to hold during the book
- I will read the book “how do dinosaurs learn their colors”
- After that we will roll dinosaur cube to see how to transition to the paint area
- The children will get the chance to make dinosaur prints with their dinosaurs and paint
- If they want to I will let them walk across the paper with paint on their feet to compare their feet to the
dinosaurs
- There will be a few bins with water and wash cloths where they can wash their feet and their dinosaurs feet
- After they are finished we will transition with the song “dinosaur dinosaur turn around”

Questions to support inquiry and discussion and vocabulary words to introduce.

-Extinct -footprint -claws -paleontologist: a scientist who studies fossils? -herbivore: eats plants
-carnivore: meat eater -What is different between your footprints and the dinosaurs? - what happenes when you
move your dinosaur across the paper really fast? What happens when you go slow?
How will the learning experience area be cleaned up? (How will the children help in this process? Where will the
leftover materials be put? Where will the children’s art work be placed?)
The children will wash their feet and dinosaurs off after they are finished. The teachers will help clean their feet if they
are unable to get it all off. The paper with the foot prints will be left to dry and they hung up at a low level for the
children to stomp their dinorsaurs on because they like to pound their dinosaurs feet on the wall.
 Transition Planning: Describe how the children will transition out of the learning experience.
- Dinosaur Dinosaur song into free play

Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.

- Not all children will want to put paint on their feet, make it clear they don’t have to
- Some children may want more than one dinosaur, so have the bin of extra dinosaurs out
- It might get messy, understanding that the paint can be cleaned off the floor

ACTIVITY PLAN ASSESSMENT BY SUPERVISING TEACHER – This completed plan must be submitted to your
instructor for grading prior to implementing with children:

/5 Activity plan is developmentally appropriate (age appropriate, individually appropriate, culturally

appropriate)
/5 Activity plan follows best practices (play-based, open-ended, multi-sensory,hands-on)
/5 Professional presentation/spelling & grammar is correct/form is completely filled out

Once the Activity Plan has been assessed by the Supervising Teacher, make any changes to your plan and
then teach it. Make sure both you and your Cooperating Teacher have printed copies of the plan and the
evaluation forms that follow.
 POST-TEACHING ACTIVITY PLAN EVALUATIONS
Self-Evaluation of Learning Experience: The following questions should be answered as soon as possible after
presenting the activity in the classroom.
Reflect on your success. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?

What changes would you make in the space and/or materials used in this learning experience? All recommended
changes should be supported with examples of the children’s participation. If you said, “no change,” support your
response.

What changes would you make in your teaching of this learning experience? Support each change you list. If you said,
“no change,” support your response.

Would you do this learning experience again? Why or why not?

 TOTAL SELF-EVALUATION SCORE FOR THIS ACTIVITY: /5 points
Cooperating Teacher Evaluation of Learning Experience: The following questions should be answered during or as soon
as possible after student presented the activity in the classroom.
Reflect on the successes. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that the student planned to
support? How were you able to tell that the learning goals were met?

What changes would you suggest for the space and/or materials used in this learning experience? Please support all
recommended changes with examples. If you said, “no change,” pleae explain why not.

What changes would you suggest for the teaching of this learning experience? Please explain each change you list or if
you said, “no change,” support your response.

Do you think this learning experience should be repeated? Why or why not? Any other suggestions or tips or
comments?

TOTAL COOPERATING TEACHER EVALUATION SCORE FOR THIS ACTIVITY: /5 points

Adapted from The Registry (2018)