Fall 2016

ECED 372

LESSON PLAN OUTLINE

JMU Elementary Education Program

Sarah Burleson
Ms. Michelle DeFreese. Kindergarten. Elkton Elementary School
Immersion Week: Tuesday, October 18th after lunch
Submitted to CT on Monday, October 10 th

TITLE OF LESSON: Pumpkin

Prints!

The students will be using different shapes and sizes of pumpkins, including small, medium, and large
pumpkins and the bottom and inside of a pumpkin, as stamps in different color paint to create a piece of art.
CONTEXT OF LESSON
This activity is appropriate for my practicum children at this time because the topic of the week for Immersion
Week is pumpkins since it is Autumn and it is getting close to Halloween. The children will be studying pumpkins in
terms of their growth cycle, the many different uses of pumpkins, and the different varieties of pumpkins and squash
that exist. I have observed that my children are ready for this lesson because they have become decent at following
teacher directions correctly when they are in small groups and they have in interest in using paints to create artwork
that they may display in the classroom or hallway and may later take home. When they know that a certain piece of
artwork is to be displayed, they work hard on the result, which is why I believe they are ready to complete this activity.
I have also observed that they show a great interest in the aspects specific to Autumn, such as the changing colors of
leaves and especially pumpkins. They have been discussing seeing pumpkins at the store and wanting to go pick
pumpkins at the pumpkin patch or carve Jack-o'-Lanterns, so I think using pumpkins in an interesting and fun way to
experience pumpkins besides the normal uses and will prove exciting, engaging, and informative to my children.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will follow all the steps on
the activity instruction card with little to
no teacher assistance.

2. The students will correctly identify

ALL the colors they used in their artwork.

3. The students will correctly identify the

sizes of the pumpkins in relation to one
another (i.e. bigger than, smaller than, etc)

Plan for Assessment

After the students have completed the activity, I will look at their
completed artwork to assess if students have followed the steps given on
the instruction card: to 1) use all five colors of paint available in their
artwork and to 2) use all shapes and sizes of pumpkins available in their
artwork. During and after the activity, I will also assess how much
teacher assistance was needed in order for the students to follow the
instruction card.
Whether or not students used all the colors of paint, they must still be able
to identify the colors of paint that they did use in their artwork. I will
assess this objective AFTER the students have completed their pumpkin
stamp art by asking them each to point to and correctly identify the colors
that they see on their completed artwork.
I will begin this discussion of sizes of pumpkins when the students first
come to the table to begin the art activity, BEFORE they begin using
paint and stamping on their papers. I will prompt the students to identify
the sizes of the pumpkins first and then ask them to compare the sizes in
relation to the other pumpkins.

COLLECTION OF ASSESSMENT DATA

Pumpkin Print Data Collection sheets for all four objectives are attached at end of document.
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RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)

Math Standard K.10
The student will compare two objects or events, using direct comparison or nonstandard units of measure, according
to one or more of the following attributes: length, height, weight, temperature. Examples of nonstandard units include
foot length, hand span, new pencil, paper clip, and block.
Math Standard K.15
The student will sort and classify objects according to attributes.
English Standard K.2
The student will expand understanding and use of word meanings.
b) Use number words.
c) Use words to describe/name people, places, and things.
d) Use words to describe/name location, size, color, and shape.
English Standard K.3
The student will build oral communication skills.
a) Express ideas in complete sentences and express needs through direct requests.
d) Listen and speak in informal conversations with peers and adults.
g) Follow one- and two-step directions.
History and Social Science Standard K.8
The student will demonstrate that being a good citizen involves
a) Taking turns and sharing.
b) Taking responsibility for certain classroom chores.
d) Following rules and understanding the consequences of breaking rules.
g) participating in group settings.
Science Standard K.1
The student will demonstrate and understanding of scientific reasoning, logic, and the nature of science y planning
and conductive investigations in which
a) Basic characteristics or properties of objects are identified by direct observation.
c) A set of objects is sequenced according to size.
e) Nonstandard units are used to measure the length, mass, and volume of common objects.
Science Standard K.4
The student will investigate and understand that the position, motion, and physical properties of an object can be
described. Key concepts include
a) Colors of objects.
b) Shapes and forms of objects.
d) Relative sizes and weights of objects.
Science Standard K.7
The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include
b) Plants need nutrients, water, air, light, and a place to grow to survive.
c) Plants and animals change as they grow, have varied life cycles, and eventually die.
Science Standard K.9
The student will investigate and understand that there are simple repeating patterns to his/her daily life. Key concepts
include
b) The shape and forms of may common natural objects including seeds, cones, and leaves.
c) Animal and plant growth.
MATERIALS NEEDED
Paint---CT responsible for securing
-Red, blue, yellow, green, orange
-Already in classroom
Pumpkins---Myself
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-Two small pumpkins, one medium pumpkin, one (relatively) large pumpkin
Large Paper for Painting---CT
Plastic/Paper plates to hold paint---CT
-Already in classroom
Knife to cut pumpkin---Myself
-Pumpkin cutting happening previous to class
PROCEDURE
PREPARATION OF THE LEARNING ENVIRONMENT
I will set up the activity by first cutting one of the small pumpkins in half and removing the stem the night before
I present my activity. (In pinch for time, I would do this before the children arrived for class that day) When I get
to school the next day, right before my activity, I will begin by setting newspaper down on the back circle table
of the room with five chairs at the table (four students and one teacher) and preparing a plate of paint for each
color of paint that we have available for the activity. I will set these plates off of the table and out of student
reach so that they will not be a distraction while I explain the directions. I will set the three different sized
pumpkins and the pumpkin that is cut in half in the center of the table so that the students may see the pumpkins
and explore them when I give them the directions to do so. I will also have the pumpkins labeled by size with
cards that will sit in front of them AFTER the students have told me their respective sizes. I will have a large
piece of paper used for painting set in front of each chair that a student may sit in to complete the activity.
INTRODUCTION AND ORGANIZATION
I will introduce this activity to the children at the table by first getting their attention through asking them to
name the objects sitting in front of them on the table (Pumpkins!). We will then look at seeds from the inside of
the cut-in-half pumpkin and discuss how pumpkins grow from seeds into the pumpkins we see in Autumn,
especially around Halloween, because pumpkins have life cycles, just like the butterflies we just studied last
month in class. I will then ask the children if they have ever carved a Jack-o'-Lantern or done something else
with a pumpkin. After the students have all had a chance to respond to the previous question, I will ask them if
they have ever stamped with pumpkins. (I'm guessing the answer is no!) I will then put the paint plates onto the
table and begin explaining how to print with pumpkins!
IMPLEMENTATION
After placing the paint plates on the table, I will ask students to identify each color of paint on the table in front
of them; a child is only allowed to identify one color at a time. I will then ask them to identify the sizes of the
pumpkins sitting in front of them, after which I will place the label. I will then prompt students to discuss with
me the sizes of the pumpkins compared to one another; they must identify classifications such as bigger/smaller
than, taller/shorter than, and more depending on the logical content of the discussion and the quality of the
responses given by the students. After the students have identified the colors and sizes of the pumpkins, I will
tell (or demonstrate if necessary) how to stamp pumpkins in paint to create artwork on our own papers. I will tell
students that I expect them to use all the colors of paint in their paintings and all the sizes and shapes of
pumpkins as well. I will then let students begin their artwork, engaging them in conversation about what they are
creating with the pumpkins and what they think the pumpkin prints look like on a piece of paper.
CLOSURE
After the students are finished in creating their pumpkin print paintings, I will ask them what they learned from
the experience of using pumpkins to paint. After giving a few students the chance to respond, I will ask them if
they can think of any other uses for pumpkins besides stamping for art (Answers can include but are not limited
to: pumpkin pie, pumpkin seeds to eat, planting more pumpkins, carving Jack-o'-Lanterns, etc). All students
should attempt to provide at least one answer to this question; after these answers are provided, the teacher may

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ask the students to go wash their hands to get off all the paint, and then return to their seat, walking like they are
QUIETLY carrying a big pumpkin.
CLEAN-UP
The areas that must be cleaned following the activity include washing the paint off the pumpkins, throwing the
cut-in-half pumpkin away, placing the finished works of art in a safe place to dry (consult the CT about this safe
place), and then removing and throwing away the newspaper than was covering the table. The bottles of paint
must be returned to their correct location in the classroom, all trash must be disposed of properly in the trashcan,
and the table, chairs, and floor must be checked over for signs of dropped paint. If there is any present, it must be
cleaned up immediately so as not to make a mess for another day or for someone else. The area must be returned
to its former condition and left even cleaner than the state it was originally found in.
DIFFERENTIATION
I have planned to meet the needs of all the student in my classroom by first having this activity in small groups
rather than conducted with the whole class altogether. Many of the students in my class profit from direct or
small-group instruction, so that is why I have chosen to set the lesson this one. Another way that I have planned
in order to meet the needs of all the students in my classroom, such as those with physical limitations, is to have
paint brushes available for those who struggle with using the pumpkins as stamps. They must prove to me first
that they are not able to complete the activity in the intended away before they receive a paint brush, and even
then they can only "stamp" or dab the paint brush on the paper like they will be doing with the pumpkins. I am
considering the varied learning styles and abilities and limited English language proficiency by making sure that
my labeling cards will have pictures as well as words on them, so that all students may be able to understand the
card. I will extend and enrich the learning of students who have additional challenges or support the learning of
the child who is struggling with the objectives by offering more assistance during the lesson, such as helping
prompt the names of shapes and colors, and bringing in outside knowledge and assistance through use of the
knowledge of other students, through story books that may help the child understand the content taught, and
through coordination with the teacher on how to offer more assistance outside of the activity.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
As much as I think that this art lesson will be a great way for my students to interact with pumpkins and paint
and create beautiful works of art, a lot could go wrong with this lesson as well, such as misunderstanding or not
listening/following directions, and many other situations. I think the most common issue that may happen is
students not correctly following directions and miss completing the objectives. The way I will deal with this
situation is to talk with the student about what their error was, but also what they did well in the lesson. I will
then tell them to better listen and follow directions next time, and monitor their progress as they continue
completing the activity or do another activity to see if they are following directions in that activity. Another
thing that could go wrong in this lesson plan is that the pumpkins do not correctly work as stamps for printing
for my children, and the way I would deal with this situation is to give them a paint brush and instead have them
either stamp only with a paint brush or use the paint brush to paint a picture of a pumpkin using the pumpkins in
front of them as models. A mess with the paint could occur and in that situation I will ask for other adult help to
clean up the mess and/or the child, and work with that adult to help remedy and clean up the situation. A final,
and possibly likely, situation that could happen is that some students do just not want to do this lesson. In that
situation, I would ask my CT for what she would like me to do: make the child participate in the activity,
whether through still using the pumpkin stamps or using the paint brush alternative, or to let them choose to not
be a part of the fun activity that is taking place and miss out on instructional and fun time.

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