WITC Activity Plan

Your Name: Juanita Dietmeier

Learning Experience Title: Lily Pad Hop Ages of Children: 2-3
Type of Learning Experience: (check all that apply)
 Creative Art  Social Studies  Social
 Sensory Play
 Literacy & Language  Gross Motor  Emotional
 Health/Safety
 Dramatic Play  Fine Motor  Community Building
 Cooking/Nutrition
 Music & Movement  STEM  Other:
 Nature/Outdoor

Learning Experience Presentation Type: (check one)

 Large Group—all children  Small Group—a portion of  Activity choice during free play
participating at the same the children participating
time at the same time
Number of children participating at the same time: 10
Skills (what children will do):
Moves with strength, control, balance, coordination, locomotion and endurance by jumping 8 1/2 inches, balancing
on one foot. Demonstrates understanding of rules by following directions to hop,giant step, twirl, prance, skip,
balance, or hop backwards. Derives meaning through listening for frogs croaking. Shows apprieciataion of books
and understands how print works by listening to the story. Demonstrates and understands numbers and counting.

Concepts (what children will learn/know):

How to jump 8 ½ inches, balance on 1 foot, what a frog croaking sounds like, recognize numbers 1-10.

This learning experience has been planned to feature the following WMELS performance standards:
I.B. EL. 1b Moves with strength, control, balance, coordination, locomotion, and endurance. (balance and strength).
IIC.EL.3 Demonstrates understanding of rules and social expectations.
III A.EL.1 Derives meaning through listening to communications of others and sounds in the environment.
III C.EL.3 Shows appreciation of books and understands how print works.
V.B.EL. 1 Demonstrates and understanding of numbers and counting.

Why have you chosen to do this experience? What observations have you made about the development, interests,
needs of individuals or groups of children in your care?
I chose this activity because when I observed Miles, I noticed he could use some help in hopping and balancing.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
We will do this activity outside.
Frog and Toad Together book, Lily Pads that I make,

Source of materials:
 All are available at the center/in the classroom
 Provided, in part, by cooperating teacher
 I am providing the following: I will get the book from the library and make the lily pads ahead of time.
Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
I will order book from the library. Make lily pads out of cardstock and lamilnate them.

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment
I will put the book and lily pads in a bag to bring with outside.

Transition Planning: Describe how the children will transition into the learning experience. Transition in to the
activity (preschool) OR Incorporation of individual child routines (infant/toddler).
We will sing our cleanup song. When we are done cleaning up I will tell the children to crawl like a cat to the lineup
feet to get ready for circle time outside.

Procedure: What is the teacher’s role (what will you do) during this learning experience? What will the children do
during the learning experience? (Remember children are active, hands-on learners!). List all the steps in your activity
using numbers or bullet points, including an introduction and a conclusion.
 I will read the book Frog and Toad Together when we get outside.
 We will listen to see if we hear any frogs or toads.
 I will have the children come up one at a time to get a lily pad out of the bag.
 When everyone has a lily pad I will ask the children to put their lily pad on the ground and stand on it.
 I will have the children hop to a certain number.
 I will ask the children to stand on one foot.
 I will do this a few times.
 I may also ask the children to twirl, take a giant step, prance, skip, gallop or jump backwards to the lily pad.
 We will line up the lily pads and jump on them in order from number 1-10.
 I will ask the children to pick up the lily pads when we are done with them.

Questions to support inquiry and discussion and vocabulary words to introduce.

Questions: What is a lily pad?, Where do frogs live?
Vocabulary: Lily pad, balance, twirl, prance, skip, backwards, croaking,

How will the learning experience area be cleaned up? (How will the children help in this process? Where will the
leftover materials be put? Where will the children’s art work be placed?)
I will put the book back in the bag after I am done reading it.
I will ask the children to pick up the lily pads and put them into the bag when everyone is finished.

Transition Planning: Describe how the children will transition out of the learning experience.
I will ask the children to hop over and line up, we will sing our line up song and hop over to our play yard to play
outside.
 Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.
I will assist the children that need help jumping, balancing and finding the correct number to jump on.

ACTIVITY PLAN ASSESSMENT BY SUPERVISING TEACHER – This completed plan must be submitted to your
instructor for grading prior to implementing with children:

/5 Activity plan is developmentally appropriate (age appropriate, individually appropriate, culturally

appropriate)
/5 Activity plan follows best practices (play-based, open-ended, multi-sensory,hands-on)
/5 Professional presentation/spelling & grammar is correct/form is completely filled out

Once the Activity Plan has been assessed by the Supervising Teacher, make any changes to your plan and
then teach it. Make sure both you and your Cooperating Teacher have printed copies of the plan and the
evaluation forms that follow.
 POST-TEACHING ACTIVITY PLAN EVALUATIONS
Self-Evaluation of Learning Experience: The following questions should be answered as soon as possible after
presenting the activity in the classroom.
Reflect on your success. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?

What changes would you make in the space and/or materials used in this learning experience? All recommended
changes should be supported with examples of the children’s participation. If you said, “no change,” support your
response.

What changes would you make in your teaching of this learning experience? Support each change you list. If you said,
“no change,” support your response.

Would you do this learning experience again? Why or why not?

 TOTAL SELF-EVALUATION SCORE FOR THIS ACTIVITY: /5 points
Cooperating Teacher Evaluation of Learning Experience: The following questions should be answered during or as soon
as possible after student presented the activity in the classroom.
Reflect on the successes. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that the student planned to
support? How were you able to tell that the learning goals were met?

What changes would you suggest for the space and/or materials used in this learning experience? Please support all
recommended changes with examples. If you said, “no change,” pleae explain why not.

What changes would you suggest for the teaching of this learning experience? Please explain each change you list or if
you said, “no change,” support your response.

Do you think this learning experience should be repeated? Why or why not? Any other suggestions or tips or
comments?

TOTAL COOPERATING TEACHER EVALUATION SCORE FOR THIS ACTIVITY: /5 points

Adapted from The Registry (2018)