This week you will begin work on the first draft of your Activity Plan. Review the sub-topic “Leaf Study: Trees and Plants in the City” (slides 17-29) in the powerpoint Curriculum Planning: Designing Long-Term Investigations. Think about the following:
- How do learning experiences build throughout the week?
- How is the curriculum theme integrated into various learning centers (e.g., classroom modifications)?
- How are whole group, learning center, and small group activities integrated?
- How does the teacher introduce the creative arts learning activity? What is the “spark”? What types of questions are asked?
- What materials are needed, including for the lessons leading up to the creative arts activity?
Now look at the model activity plan for a Puppet Theater Activity from another thematic curriculum unit. Each component of this Activity Plan is described in detail in the powerpoint Creating A Performing Arts Learning Experience: Puppet Theater.
For the final project, choose one creative arts activity from your thematic curriculum and design the first draft of an activity plan for a Pre-K class (3-5) using the Activity Plan Template. You may want to choose one of the activities you created earlier in the semester (music, dance, visual arts). Complete all sections of the activity plan template. Post your activity plan here. You will share your activity plans in small groups during Sunday’s class and use the feedback to refine and revise your learning experience.
To help you complete sections of the activity plan template:
Knowing the Learners: Use the developmental theories that you have studied.
Multimodal Engagement: Use Multiple Intelligence theory.
Differentiation: Use what you have learned about diversity and inclusion.
Growth and Learning: Use what you have learned about the developmental domains.
Standards/Goals: Use the New York State Prekindergarten Learning Standards:
Holly Squashic
ECE 211
Designing My Activity Plan
In the “Leaf Study” activity plan, the experiences build throughout the week with reading and re-reading books, making new, deeper understandings and connections. The same is done with observing artwork multiple times, to give the students the opportunity to make more observations.
The theme is integrated into literacy, science, art, and movement.
The whole group is involved in the circle time readings (with others on the theme books put in various centers ) for independent learning. The class as a whole is also able to explore and collect fall items in a nature walk but is able to independently, as well. I love how all the table centers allow the students to choose what they are most drawn to, while still all imbibing the sub-theme. An often forgotten center, music, is also a really unique way for the kids to explore this topic.
The theme, being “Trees and Plants in the City” is introduced, with the “spark” initiated through a read-aloud. This lends itself to facilitating the beginning exploration of leaves and trees for the students in a walkabout. A secondary “spark”, the sharing of two Georgia O’keefe art pieces (one of two leaves, one of abstract similarity) and asking the students questions such as “what do you notice?”, “what shapes do you see?” etc. These questions and continued discussions allow the class to share their thoughts and listen to the ideas of others.
Materials such as the leaves collected for art, natural materials (pinecones, tree bark, acorns) with magnifying glasses for science exploration, and beading with twigs for math and pattern making are all supplied and organized for the students to get the most from this subtheme.