CHILDREN CAN IDENTIFY THE FRUITS AND VEGETABLES AND COUNT THE AMOUNTS (CATEGORIES) OF FOOD THE CATAPILLAR EATS HELPS REINFORCE THEIR ABILITY TO COUNT TO 1 -??
CHILDREN CAN IDENTIFY THE FRUITS AND VEGETABLES AND COUNT THE AMOUNTS (CATEGORIES) OF FOOD THE CATAPILLAR EATS HELPS REINFORCE THEIR ABILITY TO COUNT TO 1 -??
CHILDREN CAN IDENTIFY THE FRUITS AND VEGETABLES AND COUNT THE AMOUNTS (CATEGORIES) OF FOOD THE CATAPILLAR EATS HELPS REINFORCE THEIR ABILITY TO COUNT TO 1 -??
CHILDREN CAN IDENTIFY THE FRUITS AND VEGETABLES AND COUNT THE AMOUNTS (CATEGORIES) OF FOOD THE CATAPILLAR EATS HELPS REINFORCE THEIR ABILITY TO COUNT TO 1 -??
fObser/af/ons-Dafa Collection & Analysis) What can children learn? What can children do?
Skills
Concepts:
WMEL! Performance Standards fP/annhg and CumcUum Goals)
STILL DOING FALL HARVAST, SO THE HUNGRY CATAPILLAR PLAYS INTO THE THEME SOMEWHAT ALSO IT CAN HELP WITH THE CHILDRENS COUNTING AND REGONITION OF SOME FRUITS, VEGETABLES, AND DAIRY/MILK
CHILDREN CAN IDENTIFY THE FRUITS AND VEGETABLES AND COUNT THE AMOUNTS (CATEGORIES) OF FOOD THE CATAPILLAR EATS HELPS REINFORCE THEIR ABILITY TO COUNT TO 1 -?? CHILDREN WILL DEMONSTRATE HOW HIGH THEY CAN COUNT WHILE COUNTING THE 25 FOODS THAT HE EATS. (THEY ARE PRETTY SMART) CHILDREN WILL IDENTIFY THE DAIRY/MILK FOODS
V. COGNITION AND GENERAL KNOWLEDGE
B. MATHEMATICAL THINKING B.EL. 1 DEMONSTRATES UNDERSTANDING OF NUMBERS AND COUNTING
THE HUNGRY CATAPILLAR STORY
Materials Needed
Invitation/Hook/Flnger Play/Song/Question
FLANNEL BOARD PIECES TO THE STORY
THE CHILDREN WILL ALREADY BE SITTING ON THE FLOOR AFTER BREAKFAST AND I WOULD LIKE TO DO A NAMING ACTIVITY WITH BODY PARTS EVERYBODY TOUCH YOUR NOSE....YOUR LEG....ELBOW AND SO ON. WITH WILL HELP WITH CHILDREN WHO MAY BE HAVING PROBLEMS DISTINGUISHING AND IDENTIFING BODY PARTS.
BODY PARTS GAME
READ THE HUNGRY CATAPILLAR FLANNEL BOARD STORY. (MAKE SURE TO PUT PIECES IN ORDER SO I'M NOT SEARCHING FOR SOMETHING AND LOSE THEIR ATTENTION ASK QUESTIONS LEAVE THE FLANNEL BOARD OUT FOR THEM TO USE IN THEIR FREE CHOICE (OBSERVE IF ANY USE IT TO RETELL OR PLAY WITH THE PIECES
Procedure (list steps in bullet points or numbers so you can follow along as you teach)
Questions to ask (open-ended questions support divergent thinking; how, why, whafj
CAN YOU COUNT THE
WITH ME? STOPPING DURING THE STORY TO COUNT THE FIRST 15 ITEMS INDIVIDUALLY AND TOGETHER. HOW MUCH FOOD IN ALL DID THE CATAP1LLAR EAT? WHAT FOODS ARE FRUIT? ARE ANY OF THEM VEGETABLES? THIS IS A TRICKY ONE DO YOU KNOW WHICH ONES ARE DAIRY/MILK PRODUCTS?
Prepare for the Activity- /mp/emenfafion
WITC nstructor Only /2 Activity Plan is developmentally appropriate /2 Activity Plan is comprehensive /I Professional Presentation/spelling & grammar Is correct
Reflection- On-Going Assessrnenf
REJECTION
How die the children
responc to the activity^ What did they do? What did they learn?
STUDENT
COOPERATING TEACHER
vX
-?/3 points
Was the activity well
organized? Were there enough materias? Were the guidance techniques appropriate?
3/3 points
-to
53 points
3IZ points
Was the activity
effective in encouraging the concepts and skills? Did the student encourage those concepts through questions? What would you do differently next time? How can you build on this actl/ity for your next lesson?
Brain-Based Strategies To Reach Every Learner - Surveys, Questionnaires, and Checklists That Help You Identify Students' Strengths-Plus Engaging Brain-Based Lessons and Activities PDF
Brain-Based Strategies To Reach Every Learner - Surveys, Questionnaires, and Checklists That Help You Identify Students' Strengths-Plus Engaging Brain-Based Lessons and Activities PDF
