Northwood Technical College Activity Plan

Your Name: Sadie Hernandez Flores

Learning Experience Title: Dinosaur Roll & Move 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):

Move my body
Dance to music
Roll the soft cube
Form a circle
Follow directions

Concepts (what children will learn/know):

I can move my body in different directions.

I can listen to music and dance.
I can gather in a group and play a game.
I can throw a cube and make body movements.

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. Purpose and Coordination
I.B.EL.1B Moves with strength, control, balance, coordination, locomotion, and endurance. Balance and Strength.
II.A.EL.1 Expresses a wide range of emotions.
II.C.EL.2 Engages in social interaction and plays with others.
III.A.EL.1 Derives meaning through listening to communications of others and sounds in the environment.
III.A.EL.2 Listens and responds to communication with others.
IV.A.EL.1 Displays curiosity, risk-taking, and willingness to engage in new experiences.
IV.B.EL.2 Expresses self creatively through music, movement, and art.
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?

This group of children likes to participate in group activities that involves movement. There are several times
throughout the day, where we will dance, play on the balance board, play “Simon Says”, just to get their bodies
moving.
Specific list of space and/or materials needed including colors, amounts, sizes, etc.

 One soft pocket cube

 Printable dinosaur movement cards
 Scissors
 White cardstock
 Optional: Laminator
 Optional: Laminator sheet protectors

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

Teacher preparation needed before activity presentation, i.e., mixing paint, cutting paper, construction of flannel
board characters, etc.

Have the printable dinosaur movement cards printed, cut out and laminated.
Place the printable dinosaur movement cards inside the soft pocket cube.

If using technology for music, have the music available and ready to play.

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment

This activity will take place on the circle rug by the TV. This area in the room is the biggest, which will allow more
room for the children to move.

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).

After nap time, this is when children have a large amount of “free choice” time. This will be an activity option for
them. We can ask questions like, “would you want to play a Dino dance game?” “Would you want to move your body
like a dinosaur?”

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.

Each movement card included directions for moving like a specific dinosaur. Here are the movements that are
included: twist like a Tyrannosaurus Rex, stretch your neck like Brachiosaurus, flap your arms like a Pteranodon, swing
your tail like a stegosaurus, run like a Velociraptor, Tiptoe like a Triceratops.

Teacher:
1. First, gather your students in a circle and invite one child at a time to roll the cube in the middle of the circle.
2. Then, read the sentence on top of the cube aloud each time it is rolled. (The children will start to remember
the phrases on their own quickly).
3. Invite the children to move their bodies to match the words used to describe the dinosaur. You can keep
rolling the cube and playing as long as this activity holds their interest.
 Student:
1. Join the teacher at the circle.
2. Taking turns with peers, roll the cube in the middle of the circle.
3. Read the sentence/or ask for help on reading the sentence.
4. Move your bodies to match the words used.
Questions to support inquiry and discussion and vocabulary words to introduce.

Questions: Do you like to dance? What kind of music do you listen to? Can you show me your favorite dance move?
Vocabulary: dance, song, music, dinosaur, movement, yoga,

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?)

If using a CD player/TV, this item can be turned off.

The soft pocket cube will be given back to me to put away, since it is a personal item.
And children can participate in a new activity.

Transition Planning: Describe how the children will transition out of the learning experience.

As children start to lose interest in this activity, ask them show you one of their favorite dance moves. You can also
ask them to leave the activity by showing you one of the dinosaurs moves from the cube.

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

As the children are participating in the game, they will be practicing valuable skills that will help them become
successful in school and life. Waiting for a turn is a very hard concept for young children which helps them develop
self-regulation skills.

Also, as children are moving like dinosaurs, they are learning to follow directions and listen, all while developing their
gross motor skills.

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,” please 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)