WITC Activity Plan

Your Name: Katie Harder

Learning Experience Title: Die-sider Ages of Children: 3-5
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: 4-6
Skills (what children will do):
Create art with clay
Mold clay into different shapes
Develop sensory through touch

Concepts (what children will learn/know):

Clay hardens as it drys
I can create images from my imagination
There are different ways to create art
Art can be 3-D

This learning experience has been planned to feature the following WMELS performance standards:
I.B.EL.2 Exhibitis eye-hand coordination, strength, control, and object manipulation
I.C.EL.1 Uses senses to take in, experience, integrate, and regulate responses to the environment
II.C.EL.3 Demonstrates understanding of rules and social expectations
III.A.EL.3 Follows directions of increasing complexity
III.B.EL.2c Uses vocalizations and spoken language to communicate, language function
III.C.EL.3 Shows appreciation of books and understanding how print works
IV.A.EL.2 Engages in meaningful learning through attempting, repeating, experimenting, refining and elaborating on
experiences and activities
IV.A.EL.3 Exhibits persistence and flexivility
V.A.EL.1 Uses multi-sensory abilities to process 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?
The children at the center love to use clay and playdough. I went to a conference and got this idea of using a giant die
and put different ideas on each side. The child roles the die and then creates whatever it rolls on. Example: Build your
favorite animal

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
Clay
Die (dice)
Feathers
Sequins
Sticks
Pom poms
Beads

Source of materials:
 All are available at the center/in the classroom: clay, feathers, sequins, sticks, pom poms, beads
 Provided, in part, by cooperating teacher
 I am providing the following: Die (Dice)

Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
Wrap the die and write phrases on it
Get clay out of children
Put out other materials for them to add to the clay

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment
Set out clay at spots on table
Put die (dice) on the table
Put materials in bowls on the table for children to use.

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).

Stomp like a jackhammer – this is how they will come to the table

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.
Teacher’s Role
 Give the die to each child
 Help them read what is on die
 Listen to what they would like to build
 Answer any questions they may have
 Guide them in mixing the clay
 Put end project up out of reach of others to dry
Student’s Role
 Role the die
 Use hands to move and knead the clay
 Create their art
 Add materials (if wanted) to their creation

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

Tell me about what your making?
How did you come up with that idea?
Tell me more about that.
Can you tell me a story about your art?
Sequins
Sticks
Beads
Knead
 Roll

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?)
Teacher will place creation in a high spot to harden. Teacher will place extra materials in designated areas. Teacher
will clean off and sanitize table. Chilren will wash their hands after playing with clay.

Transition Planning: Describe how the children will transition out of the learning experience.
Oreo, Dr. Jean’s Card – Pretend to lick one palm and then the other and then clap them together.

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

If children do not like the feel of clay they can use playdough or if they have sensory issues they can draw what they
are imagining instead of doing a 3-D art.

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)