Jordan Payne

Mrs. Shifflett , Kindergarten, Wilson Elementary

April 6, 9 am
3/23/16
Spring 2014
Sem I-ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program
TITLE OF LESSON Dirt Cups
CONTEXT OF LESSON

At this station students will be making dirt cups. A few weeks prior the students will be learning
about the springtime and planting seeds in the dirt to bloom flowers. It will help students understand
that the ground is made up of many different components in a fun and tasty way.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will count the amount of
each food that is needed and describe one
set as having more, fewer, or the same
number of members as the other.

2. The student will exercise the use of

their fine motor skills to crush Oreos.
2. The students will record accurately the
amount of each food item that is needed
on their recipe cards.

Assessment
I will observe the children as they count their items and then ask the
question Are there any foods that have the same number of pieces? (Or
are there any that have more than the Oreos (for example) etc.) If there is
a child in particular, who isnt as vocal, I will ask them WHY or HOW do
we know that this one has fewer or more pieces than the other. All of the
above information will be recorded on the attached data collection
instrument.
I will observe the children as they use their hands to crush the Oreos in
the baggies that they are given. I will also
I will observe how the child holds their pencil and his/her success in
forming the words or numbers that they are writing. I will note if the child
is using a pincer grasp (using index and thumb) and record any language
that relates to writing the recipe cards. All of the above information will
be recorded on the attached data collection instrument.

RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)

Fine Motor Skills SOL K1.
b) Demonstrate the non-locomotor movements of bending, pushing, pulling,
stretching, turning,
twisting, swinging, swaying, rocking, and balancing.
Mathematics SOL K.1
The student, given two sets, each containing 10 or fewer concrete objects, will
identify and describe one set as having more, fewer, or the same number of members as the other set, using the
concept of one-to-one correspondence.
MATERIALS NEEDED (I will purchase all of these items)
Pre-made Chocolate Pudding (ground)
Nuts (rocks)
Oreos (dirt)
Gummy Worms
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Jordan Payne
Mrs. Shifflett , Kindergarten, Wilson Elementary
April 6, 9 am
3/23/16
Spring 2014
Sem I-ECED372

Plastic Baggy (to crush Oreos in)

Clear cups
Spoons
Wipes (for cleaning hands and messes that may occur)
Hand Sanitizer
PROCEDURE

Preparation of learning environment- I will have the pudding pre made and refrigerated to
bring in the day of the workshop. When the students reach my table there will be all of the
materials laid out in stations for them to begin their dirt cups. I will have the Oreos in a bowl that
they will count out and place in their bag in preparation for crushing as well as a bowl for the
nuts so that they can count them out (10). There will also be a bowl of gummy worms (8 in the
bowl at the beginning of each group).
Engagement and introduction of the lesson- In order to engage them, I will tell them that they
are going to eat DIRT today! Followed by the question, Have you ever eaten dirt before? Just
to be silly and grab their attention. The students will begin by writing their names on their cups. I
will then proceed to give them instruction step by step in order to be sure that they are following
along and not getting behind or ahead. I will encourage them to view the instruction card for
guidance.
Implementation of the lesson- I will begin by having them count out the amount of ingredients
that they need to make their cups of dirt. As we are doing this, we will also be incorporating our
recipe cards and filling in the blanks (I will ask questions like If we have 43 Oreos, what
number should we write next to the picture of the Oreos on the recipe card?). Which items have
fewer, more, or the same amount of items will be discussed. Through differentiation of the recipe
cards, the groups will stay engaged and hopefully not end too early or too late.
Closure- To aid enjoyment I plan to discuss what types of things do they like to do outside in the
dirt. I can ask questions like Have you ever played with worms? and tell a personal story about
how my 7 year old sister really likes to play with worms outside in the summer, even though I
sometimes think its yucky. I will also hang on to their recipe cards and my workshop group will
have them put together and brought back for each student. Every student will
Clean-up- In between groups I will restock the spots for the new children once the children who
are moving on to the next group have left. I will place more items in each of the bowls in order
for the new kids to count their items. I will use hand sanitizer in between groups before touching
food to ensure that I am not passing on germs to the childrens food. When all of the groups have
met, I will throw away the empty bowls and bags and pack up all items in preparation to be
moved out of the room.

DIFFERENTIATION
No students in class have any sorts of allergies so in terms of health, all children are capable to participate in
this lesson. The students will be divided into 5 groups each consisting of 4 students with a roughly even
distribution of girls and boys. They will be grouped based firstly on reading level. To differentiate, I have
multiple sets of recipe cards prepared with different blanks to fill based on ability. I will paperclip the
instruction cards that are similar together with the names of the students on the front. There are no ESL
learners in the classroom. Although, if there were, the language used and materials are to remain short,
concise, and clear.

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Jordan Payne
Mrs. Shifflett , Kindergarten, Wilson Elementary
April 6, 9 am
3/23/16
Spring 2014
Sem I-ECED372

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
This lesson could be completed more quickly than the other lessons than we have planned for the hour that we
are presenting. If that were to happen, I have questions that I can ask the students while they eat their dirt cups.
These include Do you help to cook at home? What is your favorite thing about your dirt cups? and Would
you consider making these where you live?. This is also a particularly messy station. The children will be using
spoons to transfer pudding from the large bowl of pudding into their cups. In order to maintain a quick clean up,
I will have wipes to clean tables and an extra plastic bag next to the table if we happen to be placed far away
from a trashcan in the classroom.

Lesson Plan Reflection

As soon as possible after teaching your lesson, reflect on the experience. Use the questions/prompts below to guide
your thinking. Be thorough in your reflection and use specific examples to support your insights.

A. How did your actual lesson differ from your plans? Describe the changes you made & explain why you made
them. Be thorough & specific in your description. (3 pts)

B. Evaluate the impact of the lesson based on your plan for assessing learning and the individual data you
collected on each objective. Cite multiple examples of student behavior & language that document your
conclusions. (8 pts)

C. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to present this lesson again. (2 pts)

D. If you were the teacher in this classroom, what follow-up experiences would you plan? (Develop your answer
based on the data that was collected and your observations during the lesson.) (2 pts)

E1. Share something you learned about young children as a result of planning and conducting the activity. Relate
this new knowledge to principles of child development or appropriate curriculum from your ELED 308 and
ECED 372 courses. (2 pts)

E2. Share something you learned about teaching as a result of planning and conducting this activity. Describe
how you will apply this new knowledge to upcoming opportunities for developing learning experiences for
children. (6 pts)

E3. Share something you learned about yourself as a result of planning & conducting this activity? (2 pts)

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