Early Childhood Program Lesson Plan Format Movement Based Experiences

Name of Teacher Candidate: Natalee Skinner Date: November 4, 2020

Grade Range: (check one)
Pre-K – K _____ 1st – 3rd _____ 4th – 5th _____
Name of the Experience:
Pumpkin Patch Pattern Sorting
Targeted Areas of Development: Define whether the experience targets fine motor or gross motor skills.
Fine Motor, grasping small objects with two fingers and/or tweezers
Time Required: Instructional Groupings: Are you using whole group, small
10-15 minutes group, partners, quads, individual? Individual/Small Groups
Standards: List the state mandated standards that are the target of student learning and are key to this lesson. Include the number and
the text of each of the state mandated standards that is being addressed. If only a portion of a standard is addressed, include only the part
or parts that are relevant. (Required for indoor experiences and should be referenced as appropriate for outdoor experiences.)
GELDS Motor Skills: PDM6: The child will demonstrate fine motor skills.
PDM6.3a: Refines grasp to manipulate tools and objects.
PDM6.4a: Preforms fine-motor tasks that require small-muscle strength and control.
PDM6.4b: Uses hand-eye coordination to manipulate small objects with ease.
GELDS Measurement and Comparison: CD-MA4: The child will sort, seriate, classify, and create patterns.
CD-MA4.3c: Identifies and duplicates simple, repeating patterns.
As a result of this experience students will…
Learning Objectives: (Objectives are stated in measurable/observable terms. For movement-based experiences, these should represent
the skills that will be assessed. Experiences designed to support development of fine motor/small muscle skills should also include a content
The students will be able to use the tweezers with their thumb and one or more
area learning objective.)
fingers. The students will be able to use the tweezers to pinch and move small objects (pom-poms,
counting cubes, or other small colored items) onto the paper provided. The student will be able to
demonstrate an ability to duplicate a pattern through their placement of the small objects .
Assessment (Each learning objective must be assessed. How will students demonstrate the skills targeted in the learning objectives?
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Observation checklist – a checklist will be kept which records each student’s success in pinching with the
tweezers to move small objects and reproduce the pattern given; a “”, “+”, or “--“ will be used to designate
levels. A “” will be assigned if the skill is demonstrated without fail; a “+” will be assign if it is demonstrated
with practice; a “—" is assigned if substantial improvement is needed in demonstrating the skill.
Steps in the Experience (Include step-by-step directions necessary for implementation of the experience. Use a bulleted format.
Include the attention getter or the hook for the experience, the introduction, the procedures, and the closing.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the experience.)
A plate/bowl full of colored small objects that correspond to the colors on the paper in front of each child. Each
child at the table will have a different color pattern in front of them with different colored small objects as well
as a pair of tweezers.
Tell the children that each of them has in front of them different pumpkin families on the slips of paper. The
pumpkin family needs to make sure that the order for their picture makes sense.
Introduction: (State how the experience will be introduced. This should communicate the purpose of the experience, be directly related to
the learning objective(s) of the experience, tap into prior knowledge/experiences, and develop student interest.)
Today you can recreate the pumpkin family by moving these objects with the tweezers since they are so
small. This is going to help the pumpkin family see if the order that they want to stand for the picture makes
sense.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the experience– what the teacher
will do as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’
cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)

Using one set of tweezers and your own pattern card and bowl of small objects demonstrate what the child will
be doing to complete and repeat the pattern.

Tell the table of students that they will have an opportunity to practice moving the small objects with tweezers
Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Movement Based Experiences

by only using one hand and the tweezers to complete the action. Each table will have 5 to 6 students sitting at it
and each child will receive a pattern paper, tweezers, and a bowl/plate of small objects. The activity will take
place in the small group with these children at the table.

As students join the table to complete the activity, provide the directions below:
1. Stay in your seat and do not reach across others. Each of you have a different color pattern with the
appropriate materials to replicate the pattern.
2. Use the tweezers to copy the pattern of pumpkins that you have into your own pumpkin patch
provided.
3. Pick up one small object at a time to recreate the color pattern that you see on your paper.
4. Continue recreating the pattern in your own pumpkin patch until complete.
5. Once complete, count how many small objects you moved with the tweezers to see how many
pumpkins are in the pattern.
6. As a challenge see if you can continue the pattern on your own.
7. If time allows and other members at the table have also finished their pattern trade materials and
practice completing another pattern.
8. Try to complete the pattern using only two fingers (thumb and index finger) to squeeze the tweezers
when moving the objects.
Closure/Wrap up: (Describe how the experience will be summarized.)
Today you practiced using the tweezers to move the small objects to recreate the pattern you were given, and
you may have even completed multiple patterns. Would you be able to create your own pattern? Did you try to
create your own pattern?
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide a list of all materials needed to implement the
experience. Provide citations for all resources that you did not create. Attach key instructional material needed to understand what you and
the students will be doing. Examples: class handouts, images, etc.)
Tweezers- one per student at table (5 to 6)
Bowls of small objects of the same color as the pattern the child is given.
Slip of paper with the pumpkin pattern. The Pumpkin Patch Patterns are from “Wonderful Day in Pre-k” on
TeachersPayTeachers.

Observation Checklist for assessment

Modifications and Adaptations

Suggested Modification for Students with Disabilities: For students that experience delayed fine motor
development allow/encourage them to complete the pattern only using their index finger and thumb to grab
the objects. You may also supply objects are that slightly bigger and easier to pick up while still working on fine
motor skills.
For students with other disabilities, you may still use larger objects for them to grab in their hands and see if
Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Movement Based Experiences

they can manipulate the colored objects to create their own pattern as well as providing the pattern of 2 colors
rotating back and forth (pictured above). They may be allowed to place the objects directly on the color
associated with the object instead of placing it on the “pumpkin patch”.

Suggested Adaptations for the Other 2 Grade Ranges

For grades 1-3, the students may be given more complex patterns or continue making the pattern until there are
no more small objects left. See if they can create their own patterns using multiple colors and they may be
challenged to complete the task with their non-dominant hand. These students may explore completing the
activity with tools other than tweezers.
For grade 4-5, the students may be given more complex patterns and will be asked to perform the tasks with
their non-dominant hand. As a challenge these students may be given chop sticks without reinforcers to
complete the activity.

Documentation of Implementation

Photo depicting materials used for implementation

Photo documenting students’ engagement in the experience

Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Movement Based Experiences

Partner Teacher Signature verifying the date and time the experience was implemented

Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College