LESSON PLAN

NAME: Callista Szachury DATE: November 13

SUBJECT: Farm Unit GRADE: Kindergarten

TOPIC: Pigs in the Mud – Introduction to Pigs

FOUNDATIONAL OBJECTIVES
Students will:
- Understand that every surface has a texture (and in the case of the chocolate sauce a
smell as well)
- Compare 2 sets and identify the set that has as many as, more, or fewer objects

SWBAT:
- Have a new tactile experience by finger painting with chocolate sauce.
- Learn basic facts about pigs (what food they give us, how they stay cool in the sun)
- Use their listening skills during the closure activity

MATERIALS AND AIDS

- Chocolate sauce
- Pig Pictures (photocopied on pink paper)
- Garbage bags to cover tables
- Paper plates
- Pencils
- Pig Puppet

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SET: 10 min

- Have the students sit at the carpet area. Introduce them to Mr. Pig the Puppet. Have
Mr. Pig explain to them the parts of a pig (snout, hoof) and what a pig gives us
(bacon, sausage, ham, pork).
- Have Mr. Pig ask them if they have ever eaten these foods? Count and put the word
and the number up on the board. Compare the two numbers (which one is more,
which one has fewer).
- Ask the students how they stay cool during the summer.
- Mr. Pig will tell them how mud helps him and the other pigs keep cool in the
summer. Pigs like to make a “mud hole” a hole in the ground filled with mud, into
which they can roll around in or just sink into.
- Mud is also great for the pigs skin. It keeps it from getting sun burned and it also
keeps the bugs from biting.
- Mr. Pig tells the students that he has some other pig friends sitting on the tables that
are so warm and want to cool down. Can you help them?
DEVELOPMENT: 15 min

- Send the students to go and put on their paint shirts and to sit down at their table.
- Have the children write their name onto the pig pictures in the corner or on the back.
- Pour chocolate sauce into the paper plates (2 per student)
- Have the students use the sauce to finger paint and mud up their pigs.
- When the student is done, they will wash their hands and take off their paint shirt
and go and sit back down on the carpet.

CLOSURE: 7 – 10 min
- Have the students pick a spot around the room to sit down.
- Have one – two students picked for the Mother Pig Activity prior.
- The Mother Pig will go outside the room. Another child will be picked as the baby
pig. All the children put their heads down/lay down covering their face.
- Mother Pig comes back in looking for her baby piglet.
- When the mother is looking, the child chosen to be the baby, softly says “oink” over
and over.
- The mother pig gets to walk around trying to find her baby by listening for the
babies sound.
- If the mother pig has not found her baby within one minute, the teacher directs the
baby pig to stand up.
- Continue once more by choosing a new mother and baby pig.

Extension:
- Have the students act out the three little pigs (4 students in each pig house and 4
students with the wolf) while you recite it from memory.
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EVALUATION
- The Muddy Pig will be evaluated once the pigs are dry using the following criteria:
o Name – kindergarten way
o Cutting skills – beginning, developed, well developed

ADAPTIVE DIMENSION
- Those students who has weaker fine motor skills will be able to shine in this activity
since it involves mainly gross motor movements.
- Students may discover that they can print things in the chocolate sauce. Encourage
them to write farm related/pig related words.
- Once dry, some students (Drew, Talha, Declan) may need teacher directed
assistance to help the cut out their pig.

PROFESSIONAL DEVELOPMENT PLAN

PROFESSIONAL TARGET
Area: Instruction/Management
Specific Target: Transitions and Time Management

STEPS TO ACHIEVE TARGET

- Simplify directions and make sure that everyone is listening when they are given.
- Recognize if the students are becoming restless, move on to a different activity.

DATA COLLECTION:
1. How is the transition of the lesson from the Set to the Development?
On a scale of 1 to 10, 10 being highest. Please provide comment on choice.

2. Development to Closure? On a scale of 1 to 10. Please provide comment

on choice.

3. Any additional transitional comments?

Target for Connor:

1. How consist is my 1 – 2 – 3 Magic with Connor? Is the spacing equal
between the numbers?

2. Do I engage him in a discussion/debate or do I tell him once no discussion

then refuse to speak to him?