project planning journal...song/fingerplay 9.1.m pk.b respond to different types of music and dance...

Baker & Rissmiller 1

Nurun Begum, East Stroudsburg University

Project Planning Journal ECED 323: Project and Play

Name of Teachers:

Deanna Baker & Kylie Rissmiller

Project Title: Farming

Project Dates: November 5 to November 16

School/Center: Middle Smithfield Elementary

Age Level: 4-5 years old



Planning Web:

Please draw your planning web here

Children will need enough knowledge about the topic to develop questions for investigation.

What event can be used to focus the children’s attention on this topic?

☐ Book ☐ Video ☐ Related objects ☐ Discussion ☐ Dramatic play

Explain the activity:



KWL Chart

K (Know) W (Want to know) L (Learned) ● Animals

○ Chickens

○ Cows

○ Horses

○ Pigs

○ Goats

○ Roosters

○ Sheep

● Vegetables

○ Corn

○ Apples

○ Carrots

○ Tomatoes

● Tractors cut the grass

● Herd the cows with a

dog

● Farmers take care of

farms

● What kinds of tools

farmers use?

● What do cows eat?

● Do pigs roll in the

mud?

● What kind of food

comes from animals?

● How do you herd

sheep?

● Animals

○ Cows

○ Horses

○ Pigs

○ Ducks

○ Chicken

○ Sheep

● Farmers take care of

the animals

○ They feed the

cow's

○ They plant

vegetables and

fruit

● We get eggs from

Chickens

● We get milk and

butter from cow's

● We get meat from

animals

● Cow's

○ Only female

cows give us

milk

○ The baby

cow's drink the

milk and we

get it too

● We get wool from

sheep. We can make

clothes

● Cycle of a plant

○ Dig a hole

○ Plant the seed

○ Put soil on the

top

○ Water and give

it sunlight

● Vegetables and Fruit

○ Corn

○ Carrots

○ Potatoes

○ Tomatoes



○ Apples

○ Bananas

○ Strawberries

● At the Farmers

Market we can buy:

○ Vegetables

○ Milk

○ Butter

○ Fruit

● Tractors

○ Cut the grass

○ Help the

farmers plant

the seeds and

take care of

them

○ Help feed the

animals

●



PA Standards:

Subject Standards Read Aloud ● 1.3 PK.K With prompting and support actively engage in

group reading activity with purpose and understanding

● 1.2 PK.B Answer questions about a text.

● 1.2 PK.C With prompting and support, make connections

between information in a text and personal experiences.

Song/Fingerplay ● 9.1.M PK.B Respond to different types of music and dance

through participation and discussion.

Pre-writing ● 1.1 PK.D Develop beginning phonics and word skills

Math ● AL.2PK.C Attempt to accomplish challenging tasks by

employing familiar and new strategies as needed

● AL.2PK.C Attempt to accomplish challenging tasks by

employing familiar and new strategies as needed

● 2.4.PK.MP Use mathematical processes when measuring;

representing, organizing, and understanding data

● 2.4PK.A.1 Describe and compare measurable attributes of

length and weights of everyday objects (focusing on length)

Exploration ● 3.2 PK.A.3 Notice change in matter.

● Standard 4.4. PK.C Recognize that plants and animals grow

and change. (focusing on plants growth and change)

Art ● 3.1 PK.A.3 Recognize that plants and animals grow and

change

● 9.1.V.PK.B1 Combine a variety of materials to create a

work of art.

Physical Education ● 10.4 PK.B Exhibit balance while moving on the ground or

using equipment.

● AL.4.PK.A1 Relate knowledge learned from one experience

to a similar experience in a new setting

Technology ● AL.2 PK.E1 Retain and recall information presented over a

short period of time.

● AL.2.PK.E1 Retain and recall information presented over a

short period of time.



Goals:

Students will have a greater knowledge about farming.

Objectives:

Level Objectives Knowledge ● Students will be able to stay actively engage in answering

questions before, during and after the book. This will help

them retell the story in the future. (Kylie’s Read Aloud

Lesson)

● Students will be able to recognize numbers on the popsicle

sticks. They will practice one to one correspondence.

(Kylie’s Math Lesson #2)

● Students will be able to recognize changes in food

substances and know where it comes from. (Kylie’s

Exploration Lesson)

● Students will be able to recall information about what

sounds animals make and how to count physical objects.

(Kylie’s Technology Lesson)

● Students will be able to recall information about where milk

comes from after watching a video. (Deanna’s Technology

Lesson)

Comprehension ● Students will be able to identify the materials that we get

from sheep. (Kylie’s Art Lesson)

● Students will be able to identify the process of planting a

seed and identify what a plant needs to survive by planting

their own seeds. (Deanna’s Exploration Lesson)

Application ● Students will be able to apply words and motions that they

learn with a song. (Kylie’s Fingerplay Lesson)

● Students will be able to identify the different farm animals.

Students will finish the pattern with the correct animal and

create their own pattern of animals. (Kylie’s Math Lesson

#1)

● Students will be able to practice a yoga lesson that contains

various animal positions. (Kylie’s Physical Education

Lesson)

● Students will be able to repeat and demonstrate the “Dig a



Hole” song with fingerplay. (Deanna’s Fingerplay Lesson)

● Students will be able to practice the phonics of each letter

to creat whole words. (Deanna’s Pre-writing Lesson)

● Students will be able to demonstrate how each farm

animals moves and what noises they make during the

“Animal Movement Game”. (Deanna’s Physical Education

Lesson)

Analysis ● Students will be able to classify the beginning sound to a

picture of something on the farm. (Kylie’s Prewriting

Lesson)

● Students will be able to analyze and create a graph about

the class’s favorite animals. (Deanna’s Math Lesson #1)

Synthesis ● Students will be able to summarize their knowledge of the

jobs on a farm by answering questions about the text with

the help of the teacher prompting the students. (Deanna’s

Read Along)

● Students will be able to assemble a tractor out of popsicle

sticks and paint it. (Deanna’s Art Lesson)

Evaluation ● Students will be able to measure the lengths of different

vegetables and explain the lengths and why one is longer

and shorter than the other. (Deanna’s Math Lesson #2)

Vocabulary:

Subject Vocabulary Read Aloud ● Typewriter, electric blankets, emergency, exchange

● Barn, manure, farmers market, seeds, harvest

Song/Fingerplay ● Cow, pig, chicken, sheep, duck

● Soil, planting

Pre-writing ● Cow, horse, barn, tractor, goat, pig

● Cow, pig, duck, corn, yarn, carrot, chicken

Math ● Farm animal pattern cards

● Fence, colors, posible sticks

● Graph, greater than, less than

● Length, measurement, measure, longest, shortest

Exploration ● Cows, milk, cheese, butter, heavy whipping cream

● Soil, seed, plant cycle, roots, fertilizer

Art ● Sheep, wool, soft, scarves, hats, coats, blankets

● Tractor, wheels, engine, green

Physical Education ● Cats, legs, arms, hands, yoga



● Waddle, crawl, gallop

Technology ● Pigs, horse, cow, chickens, sheep, counting

● Utters, stable

Materials:

Subject Materials Read Aloud ● The book “Click Clack Moo, Cows That Type” by Doreen

Cronin

● The book “Jobs on a Farm (World of Farming)” by Nancy

Dickmann

Song/Fingerplay ● Video and smartboard

● Mini shovel, Pot, Fake plant

Pre-writing ● Close pins with letters on them, the circle wheel with all the

farm objects on them

● Pre-cut string, construction paper, glue scissors

Math ● Popsicle sticks, glue, pattern sheets

● Farm animal pattern cards

● Premade graph for visual representation, premade name tags

for the children

● Vegetables, beans with numbers

Exploration ● Heavy whipping cream, jars

● Seeds, soil, water, strophe cups

Art ● Paper, white paint

● The book “Pete the Cat: Old MacDonald Had a Farm” by

James Dean, popsicle sticks (preglued), green paint, yellow

and black construction paper, glue

Physical Education ● Video, laptop, projector

● Animal movement cards

Technology ● Projector, video, laptop

● Computer, video, pictures



Assessment Plan:

Subject Objectives Assessment

Plan

Assessment Evidence

Read Aloud

(Kylie)

● Students will be

able to stay

actively engage in

answering

questions before,

during and after

the book. This

will help them

retell the story in

the future.

● Observe

children and see

if they are

listening to the

story and

answering

questions to the

best of their

ability

● I will have one of my host

teachers take an image of

me reading the book to the

children. I will also have

one of them take a picture

while the students are

answering questions and

raising their hands.

Read Aloud

(Deanna)


able summarize

their knowledge

of the jobs on a

farm by answering

questions about

the text with the

help of the teacher

prompting the

students.

● By asking the

students

questions

throughout the

book and after

such as; “Where

do we get eggs

from?”, What

do we get from

sheep?” and

“What are

different jobs

that a farmer

does on the

farm?”, I will

be able to

determine if the

students

understand the

different types

of jobs that are

on a Farm.

● There will be pictures

taken of the students

listening to the book and

following directions

throughout the leson.

Song/

Fingerplay

(Kylie)


able to apply

words and

motions that they

learn with a song.

● Observe the

children to see

if they are doing

the appropriate

hand motions

and singing the



me and the students going

through the song and

finger motions.



song

Song/

Fingerplay

(Deanna)


able to repeat and

demonstrate the

“Dig a Hole” with

fingerplay.

● Through

observation I

will assess the

children as they

sing “Dig a

Hole” and

demonstrate

with fingerplay.

● There will be a video


doing the fingerplay. (A

video could not be taken

so a picture was done

instead)

Pre-writing

(Kylie)


able to classify the

beginning sound

to a picture of

something on the

farm.

● Assess if

students are

sounding the

words out and

looking for the

beginning

sound.

● There will be an image


taking the closepins to the

correct sounds.

Pre-writing

(Deanna)


able to identify

and practice the

phonics of each

letter to create

whole words.

● By asking the

questions such

as; “Why did

you choose to

pick (insert

word chosen)

rather than the

others?” or

“How do you

think you could

string the letters

together without

space between

them?”, to see

what the

students are

thinking. By

seeing their

final product, I

will be able to

determine if the

students need

more work with

certain letters.

● Each of the students will

have the words they

created, and it will hang

them on the bulletin board

outside.



Math (Kylie) ● Students will be

able to identify the

different farm

animals. Students

will finish the

pattern with the

correct animal and

create their own

pattern of animals.

● Observe the

children- see if

they are

finishing the

animal patterns

correctly and

creating their

own pattern



me and the students

working together to create

these patterns.

Math (Kylie) ● Students will be

able to recognize

numbers on the

popsicle sticks.

They will practice

one to one

correspondence.

● Observe the

children- see if

they are

finishing the

animal patterns

correctly and

creating their

own pattern.



me and the students

working together to create

these patterns.

Math (Deanna) ● Students will be

able to analyze

and create graphs

about animals and

other topics

chosen by the

students.

● Through

observation I

will see if the

students are able

to, as a group,

analyze the

graph, but as

they move into

center time ask

the students

similar

questions

individually.

● There will be a poster with

the graphs data hung up

by the word wall.

Math (Deanna) ● Students will be

able to understand

and describe the

lengths of

different

vegetables

● Through

observation and

asking

questions, listed

above, I will see

if the students

understand how

to measure and

understand the

correct meaning

of the

vocabulary

words

● There will be a picture

taken of the students and I

working together on their

measurements.



Exploration

(Kylie)


able to recognize

changes in food

substances and

describe where it

comes from.

● Observe the

children to see

if they are

taking turns

shaking the jars

and taking

interest in what

the liquid is

becoming.

● There will be images of

the students shaking the

plastic bags and also

tasting the butter that they

have made.

Exploration

(Deanna)


able to identify

what plants need

to survive and

grow their own

plant.

● By asking the

questions such

as; “After they

are planted,

what do the

seeds need to

become

plants?” or

“Why do you

think the plants

need a lot of soil

on top of the

seed instead of

it sitting on top

of the soil?” to

see how the

students

understand the

process of

planting seeds

and what they

need to grow.

● Each of the students will

have their plants planted

in the cups provided and

they will sit on the

window. We will watch

and keep track on how

they grow.

Art (Kylie) ● Students will be

able to identify the

materials that we

get from sheep.

● Ask the children

what kind of

materials we get

from various

animals, they

are learning

about what we

get from cows

and chickens as

● There will be images of

the sheep the children

made. They will also be

hung up on the farming

bulletin board we have

created.



well.

Art (Deanna) ● Students will be

able to assemble a

tractor out of

popsicle sticks

and paint it

● Through

observation I

will see if the

students are able

to create the

tractor out of

the provided

materials and

use glue and

paint properly

with all the

needed

components.

● The tractors that the

students made will be sent

home for the families to

have an update on what

the students are learning.

Physical

Education

(Kylie)


able to practice a

yoga lesson that

contains various

animal positions

● Observe if

children are

participating in

doing the

animal yoga

positions along

with the video.



participating in the yoga

lesson.

Physical

Education

(Deanna)


able to

demonstrate how

each farm animal

moves and what

noises they make

during the

“Animal

Movement

Game”.

● Through

observation I

will see if the

students were

about to do the

correct

movement for

each animal and

assess who

needs extra help



participating in the

movement game.

Technology

(Kylie)


able to recall

information about

the boy that was a

farmer and the

tasks that he took

care of on the

farm.

● Observe the

children

counting the

animals and

making animal

noises along

with the video.

● There will be a picture of

the students participating

and raising their hands

after the lesson when we

are asking and answering

questions.



Technology

(Deanna)


able to recall

information about

where milk comes

from after

watching video.

● By asking the

questions such

as; Where do

you think milk

comes from?,

What machine

did the farmers

use to get the

milk from the

cows faster?,

and Do all cows

produce milk?, I

will be able to

assess the

students’

knowledge

gained from the

video.

● After the students are

finish watching the video

and answering questions

about what they learned,

they will be able to go to

the water table. It has

been transformed into a

cow milking station.

Phase I: Reflections:

Take time to reflect on your selection of this possible topic. Record your thoughts.

1. What are your reasons for selecting this topic?

When choosing the topic “farming” for the students, we talked to our host teacher, Ms.

Charlene. She wanted us to have a topic that was excited for not only the students in the

classroom, but for us. She chose to have a farming lesson because most of the students when

playing with the animals, during free choice play, have enjoyed it. She talked to the students and

they seemed engaged and interested in the topic before we finalized it.

2. What possible directions could it take?

For our topic, we thought of a few directions that it could take. The first direction being

the different animals that live on the farm. We could learn about the sounds that those animals

make and the various products that we get from those animals. We then want to go into learning



about planting and the various stages of a plant. From there we can teach the children about

vegetables and that they grow on a farm.

3. What content or skills would be strengthened?

During these two weeks the children’s knowledge or content of farming will be

strengthened. The lesson plans that we have created will strengthen the children’s math

knowledge by practicing one to one correlation, measuring, and pattern making. The children’s

literacy and language development will be strengthened by the dramatic play area, our pre-

writing activities, new books we will add to the literacy center, and the word wall we have

created. Children will improve their fine motor skills and major motor skills from pre-writing

activities, new fingerplay songs, and physical education activities.

4. What do you know about this topic? What would you like to know about this

topic?

A farmer plants crops and raises animals are used for our food, fuel, and fiber. They

harvest their fruits and vegetables and sell them to consumers. We get products such as meat,

milk, butter and wool from animals. Farmers sell their goods in grocery stores and farmers

markets. We also know the sounds that farm animals make and what they eat. Some things we

would like to know about this topic is what crops get planted in what seasons. We would also

like to know some of the major issues in agriculture.



Activities You Have to Do

Content

Activity

Summary of the plan When will you

teach/do the

activity Partner 1

Kylie

Partner 2

Deanna

Routine Morning meeting

Narrative

Narrative Narrative

Language Arts Create a literacy center Narrative

1. Read aloud Lesson Plan

-“Click

Clack

Moo”

Lesson Plan

“Jobs on a

Farm”

Kylie- 11/05

Deanna- 11/05

2. Teach a song or finger

play

Lesson Plan

- “Finger

Family

Farm

Animals”

Lesson Plan

“Dig a

Hole”

Kylie- 11/14

Deanna- 11/06

3. Word Wall One Word Wall

4. Pre-writing activity

Lesson Plan

-Clip and

Learn

Farm

Beginning

sounds

Lesson Plan

-String

letters to

make

words

Kylie- 11/06

Deanna- 11/08

Math Create a math center Narrative

1. Teach at least two lessons Lesson Plan

1. Farm

animal

pattern

cards

2. Farm

fence

patterns

Lesson Plan

1. Data

graphing

about

favorite

animals

2.Measure

the

Vegetable

Kylie- 11/05,

11/12

Deanna- 11/05,

11/13

Science Create a science center Narrative

1. Do an exploration activity Lesson Plan

-Making

homemade

butter

Lesson Plan

-Planting

green

beans

Kylie- 11/06

Deanna- 11/06

Dramatic Play

Area

Change the dramatic play

area related to your topic

Narrative

Art Painting, Drawing, Using Lesson Plan Lesson Plan Kylie- 11/13



play dough, craft -Sheep

Finger

painting

-Painting

tractors

Deanna- 11/07

Physical

Education

Integrate music and

movement activities

Lesson Plan

-Yoga

(https://ww

w.youtube.c

om/watch?v

=Nfd6e4wB

Qho)

Lesson Plan

-Animal/

Famer

movement

game

Kylie- 11/09

Deanna- 11/14

Technology

Use Technology Lesson Plan

- “I want to

be a

farmer”

(https://ww

w.youtube.c

om/watch?v

=UsbZ-

1VmNvw)

Lesson Plan

- “Where

does milk

come

from?”

(https://ww

w.youtube.c

om/watch?v

=qYFA2-

4Zzhk)

Kylie- 11/08

Deanna- 11/12

Organize an

event for the

parent

Activity narratives One Event

Parent Event

-Pumpkin patch, with fun

interactive activities

10/25

(pre-approved)

Guest Speaker Activity narratives One Guest Speaker

Jamie Moore

11/16

Field Trip Activity narratives One Field Trip

Nature Walk

- “Can farm animals live

here?”

11/15

Documentation

Panel

One Poster



Narrative of the Activities

Morning Meeting:

- Morning Song

- Eyes are watching, ears are listening, voices quiet, body’s calm, this is how we

listen, this is how we listen, at this time, at this time (sing 2 times through)

- Attendance song

- (Child’s name) came to school to day, clap our hands and shout hooray

- Count

- The friends that came to school today

- The teachers

- The girls

- The boys

- Talk about which has more?

- “Are there more…

- teachers or friends in class?”

- girls or boys?”

- Days of the week

- Chant: There are 7 days in a week there are 7 days in a week

- Sing: Sunday Monday Tuesday Wednesday Thursday Friday Saturday, Sunday

Monday Tuesday Wednesday Thursday Friday Saturday

- Months of the Year

- Chant: there are 12 months in one year there are 12 months in one year

- Sing the months: January, February, March, April, May, June, July, September

October November December

- Chant: there are 12 months in one year

- “What’s the Weather?”

- What is the weather like today, like today, like today? What is the weather like

today (Child 1) and (Child 2) can you tell us!

- It is (weather word 1) and (weather word 2) today, (weather word 1) today,

(weather word 1) today, it is (weather word 1) and (weather word 2) today, (Child

1) and (Child 2) just told us.

- Read a book (not every morning)

Technology ideas-

https://www.youtube.com/watch?v=xzF1M8zwoow

https://www.youtube.com/watch?v=UsbZ-1VmNvw

https://www.youtube.com/watch?v=EwIOkOibTgM

https://www.youtube.com/watch?v=xzF1M8zwoow

https://www.youtube.com/watch?v=UsbZ-1VmNvw

https://www.youtube.com/watch?v=EwIOkOibTgM



https://www.youtube.com/watch?v=ykmFyHJq6FY

https://www.youtube.com/watch?v=qYFA2-4Zzhk

Literacy Center:

1. You must add at least 5 books, List the books by following the format below:

Doreen Cronin, 2000, “Click Clack Moo, Cows That Type”, Simon & Schuster

James Dean, 2014, “Pete the Cat: Old MacDonald Had a Farm”, HarperCollins

Jarrett J. Krosoczka, 2010, “Punk Farm (Punk Farm Books)”, Dragonfly Books

Nancy Dickmann, 2010, “Jobs on a Farm (World of Farming)”,

Heinemann

Stefan Page, 2014, “We’re Going to the Farmers’ Market”, Chronicle

Books

(Author, Year of Publication, Title, publisher)

2. You must create 2 pre-writing activities

a. The classroom already has a water table and we would just

add plastic vegetables, soap and scrubbing brushes to the

water table.

b. In the literacy center there will be some pre-cut

yarn and construction paper with pre-written

vocabulary words. The students will be able to

manipulate the yarn and create words of the

vocabulary words chosen.

3. Visual materials

The students will have the opportunity to make slime. They

can use it throughout centers and free choice. They all will

have the chance to take some home and there will be some

that is stored in the art center.

4. Game: Words/Letters

A fun game for the students is being able to match letters to

pictures. There will be pictures of each animal and the student

will have to match each animal to the letter that the animal

begins with as fast as possible with the most accuracy

https://www.youtube.com/watch?v=ykmFyHJq6FY

https://www.youtube.com/watch?v=qYFA2-4Zzhk



Documents: Upload the picture here



Math Center: Add four activities related to the theme. Describe each activity by following the

format below:

1. Name of the activity: Farm Playdough Math Mats

Goal: Students will be able to create their own manipulatives to count to 10

How the children will use the activity?

Each mat has a number 1-10 in the bottom right hand corner, the students will

have yellow playdough and will create yellow chicks to represent the number in the right

corner of their mat.

Benefit: Not only does this promote their math skills but also works on fine motor skills

2. Name of the activity: Farm Animals Measuring Cards

Goal: Students will be able to use pom poms, cubes or any other manipulative to measure

farm animals.


A group of 4-5 students will each have a farm animal. We will talk about what

each animal is and then the students will measure each animal using a manipulative and

then trade with a friend at the table so everyone gets to measure each farm animal.

Benefit: The student will learn to count how many manipulatives long each farm animal

is while working on fine motor skills from the pom poms or cubes that snap together.

3. Name of the activity: Feed the Pig

Goal: Students will be able to relate written numbers to number of objects on the cards

provided.


Each student will have a pig that they are in charge of feeding therefore each

student will have a paper pig. We will also have cut out vegetables. They will get an

order slip of what vegetables and how many they are supposed to feed their pigs. They

will count out vegetables and feed their pig. I will have them paste the vegetables inside

their pig.

Benefit: Students will relate written numbers to the amount of vegetables. Students will

work on fine motor skills white cutting and pasting vegetables.

4. Name of the activity: Data Graphs

Goal: Students will be able to analyze, graph and reflect on graphs made by the children

in class




In the morning meetings and circle times, the students will be asked to

demonstrate graphs with their bodies based on their favorite animals, favorite colors,

favorite vegetables and other categories.

Benefit: Students will be able to analyze a situation and discuss results and see what the

rest of their friends like and dislike.

Documents: Upload the picture of each activity here



Science Center: Add one activity related to the theme. Describe the activity by following the

format below:

Name of the activity: Measuring Vegetables

Goal: Students will learn about vegetables, where they come from, how they are grown and how

long each type is.


Students will first get to explore the vegetables with a magnifying glass. We will talk

about which types of vegetables they know and what their favorites are. We will then move into

measuring vegetables and seeing how long each one is.

Benefit: Students will learn about where vegetables come from and the benefits while

incorporating science and math skills.

Documents: Upload the picture of the activity here



Dramatic Play:

Change the theme related to your topic. Describe the activity by following the format below:

Name of the activity:

Goal: Students will be able to understand the concepts of purchasing items by giving payments

to receive what they want.


When the students are in the dramatic play area, they have the opportunity to take on

different roles of farmers market. The students will be able to collect money in exchange for

food and other items. They will be able to take on different roles as they play and begin to learn

real life experiences.

Benefit: Students will be able to understand the concept of real-life experiences.

Documents: Upload the picture of the activity here.



Parent Event: Create an interactive bulletin board for the parents

1. Write a letter to the parents by describing your intention

Dear parents,

On Thursday, October 25, 2018, our classroom will have the opportunity to go to

Mazezilla. Head Start will be paying for the trip but will not be providing transportation. We

will be able to take a tractor ride, feed the animals, enjoy motor gross activities and each child

will be able to pick their own pumpkin.

All the students have the opportunity to join us on this trip, but it can only be possible

with at least one parent or guardian attending. We encourage all of you to attend. We would

love to continue a parent partnership with you and have fun with the children at the same time.

As you know, Kylie Rissmiller and Deanna Baker have been in our classroom as part of

their education process with East Stroudsburg University. They will be joining us on the trip as a

way to interact with the students in a different setting and with you! Through this trip they will

begin to introduce their unit “farming” to the students.

We hope you can all attend and look forward to seeing you there!

Sincerely,

Ms. Charlene, Ms. Amber,

Ms. Kylie and Ms. Deanna

2. Write a paragraph by describing the event: when parent will come, what they will do

and how they will do, how long the event will go???

The students were able to go to Mazezilla for a field trip. The students could only attend

the even with their parents or other pre-approved guardian. The students were able to pick

pumpkins, learn about the different crops growing in the fields, pet and feed the animals, and

enjoy motor gross activities. There was not a need for parent permission slips because the

parents came with the children and were able to spend the day with them. The students were able

to focus on all the parts of the farm but also the tools used.




Guest Speaker: Your description will include the following elements:

• Who will be your guest speaker?

• Jamie Moore

• How should you invite him/her?

• She is a family friend who lived on a farm growing up.

• She has been called and said she can come, just needs the finalized date

• Will the visitor come into the classroom?

• She will come into the classroom after lunch

• She has her clearances

• Do you need to schedule a room or space?

• No, she will just come to the classroom

• How will you prepare the expert visitor to maximize the opportunities for investigation

for your children?

• She will be prepared about how the procedures of the room and some sample

questions the students may ask

• Discussion questions:

• What was it like to live on a farm?

• What kind of chores and responsibilities did you have on the farm?

• Materials and Supplies Needed When the Visiting Expert Comes

• If she has any pictures from her time on the farm, she would bring them in for the

children to see, not required.

• Plan Interactions with the Visiting Expert

• She will talk about her personal experiences on the farm

• She will answer discussion questions and whatever questions the students may

have.

• What questions the children would ask the experts?

• “What type of chores did you do?”

• “Was it fun to be with the animals?”

• “What is your favorite animal?”



Field Trip: Description of the trip, safety and preparation, permission. How will you use the

classroom helper? Materials and supplies for the field-site visit, possible demonstrations of tasks

or activities, and items or scenes that children may focus on, artifacts (tools, equipment,

products, etc.) that may be borrowed and brought back for further investigation, time schedule,

explanation of how children record what they see, what they think, and what they find out.

When thinking of what would be the best for our classroom for our field trip, we decided to go

for a walk outside. On this walk we decided we were going to talk about the differences and

similarities around a school compared to a farm. For this field trip, we needed only the

permission of both host teachers, nothing from the parents. For safety reasons, we had each

teacher (including us) be assigned to four students. This ensured that our students would stay

close to us and wouldn’t run away.

We did not need any materials except for the nature outside. Our field trip lasted about twenty

minutes. While we were outside we asked the students what they saw. They told us that they saw

leaves, trees, and grass. We asked them if they saw any animals like how there’s animals on the

farm. We asked them if there was any tractors, pigs, horses or farmers outside. They told us that

there were only squirrels and bunny rabbits. We scaffolded the children to understand that there

are differences between a outdoor environment of a school and the outdoor environment of a

farm.




Summary of 2 weeks Project Plan

Project Title: Farming

Name of the School: Middle Smithfield Elementary Head Start

University Supervisor: Anu Sachdev Name: Kylie Rissmiller Name: Deanna Baker

Week 1

Day Description of the Activity

Partner 1

Description of the Activity

Partner 2

Monday Read Aloud lesson

Click Clack Moo

Math Lesson 1

Farm fence patterns

MATH LESSON 1

Data Analysis

READ ALOUD LESSON

Jobs On a Farm

Tuesday Exploration lesson

Making butter

Prewriting activity

Beginning Sounds Clips

EXPLORATION LESSON

and FINGER PLAY

Planting plants & Dig a Hole

Wednesday

(case study observations)

ART LESSON

Read Pete the Cat book

Then do the “tractor with

popsicle sticks” craft

Thursday Technology lesson

Counting on the farm

PRE-WRITING LESSON

Letters/words with Yarn

Friday Physical Education

Animal Yoga

(case study observations)

Week 2

Day Description of the Activity

Partner 1


Partner 2

Monday Math lesson 2

Farm animal pattern cards

TECHNOLOGY LESSON

“Where does milk come

from?”

Tuesday Art Lesson

Sheep Finger painting

MATH LESSON 2

Measuring the Objects

Wednesday Finger play lesson

Finger Family Farm Animals

PHYSICAL EDUCATION

Animal Movement Game

Thursday Field Trip

Nature Walk

Field Trip

Nature Walk

Friday Guest Speaker Guest Speaker



ECED 321: Language Development and Cognition

Lesson Approval Form

Name: Deanna Baker Duration: 15 minutes Date/Time: 11/05, Circle Time

Activity: Read Aloud

Standards Standard 1.2 PK.B Answer questions about a text. Standard 1.2 PK.C With prompting and support, make connections between information in a text and personal experiences.

Objectives Students will be able summarize their knowledge of the jobs on a farm by answering questions about the text with the help of the teacher prompting the students.

Materials The book “Jobs on a Farm (World of Farming)” by Nancy Dickmann

Vocabulary Barn Manure Farmers Market Seeds Harvest

Descriptive Questions 1. Where do we get eggs from?

2. What do we get from sheep?

3. What are the different jobs that the farmer does on the farm?

4. What do you think the farmer is doing? (showing Harvesting)

5. Where do we get milk from? Description of the Activity Motivation:

• Select children with the help of the teacher and invite to carpet

• To grab attention of the children by asking the students to think about

what kind of jobs they think they would do on a farm if they were

there I do:

• I will give directions on how to behave appropriately

o Students will sit on their carpet squares and listen to the book

o Students will raise their hands when they want to speak

o Students will try to answer questions when asked

• I will read “Jobs on a Farm (World of Farming)” by Nancy

Dickmann

• I will ask questions while reading the book:

o What do you think the farmer is doing? (showing Harvesting) • I will ask the students questions when the book is finished

o Where do we get eggs from?

o What do we get from sheep?

o What are the different jobs that the farmer does on the farm?

o Where do we get milk from? We Do:



• Talk about the events in book together as they happen You Do:

• Pay attention to the book as I read

• Stay engaged in the story

• Try your best to answer questions when asked

• You will not call out when reading or call out answers with Assessment By asking the students questions throughout the book and after such as;

“Where do we get eggs from?”, What do we get from sheep?” and “What are different jobs that a farmer does on the farm?”, I will be able to determine if the students understand the different types of jobs that are on a Farm.

Reflections When choosing a book for this lesson, I wanted to pick something the children hadn’t heard before, a factual book, and one that they would have learned a lot from. “Jobs on a Farm” was perfect for this. The words on the pages were simple and did not exceed two sentences. The students seemed to enjoy the story and were excited when they learned something new from it. I do not think I would change anything about this lesson. It went smoothly, and the students learned a lot.

Documentation





Name: Deanna Baker Duration: 15 minutes Date/Time: 11/06, Circle Time

Activity: “Dig a Hole” Song and Fingerplay

Standards Standard 9.1.M PK.B Respond to different forms of music and dance through participation and discussion

Objectives Students will be able to repeat and demonstrate the “Dig a Hole” song with fingerplay.

Materials Mini shovel Pot Fake Plant

Vocabulary Soil Planting

Descriptive Questions 1. What is the first step when you plant?

2. Have you ever planted before?

3. Do your families plant? What do they plant?

4. Has anyone seen or used these tools before? What are they called?

5. What types of plants would you want to plant?

Description of the Activity Motivation:

• Students will learn the fingerplay and song during morning meeting,

but if it does not work out that way I will select 4-7 students with the

help of the host teacher and invite them to the carpet area.

• Grabbing the student’s attention with the tools brought in, showing

them the real-life tools I do:

• I will pass around the tools and ask them questions about the tools

o Has anyone seen or used these tools before? What are they

called?


1. Listen to me as I sing our song

2. Listen to our friends and be respectful

3. Watch me as I demonstrate our motions

4. Copy the fingerplay as we learn and sing

• I will ask them questions before we start learning the song:

o Have you ever planted before?

o Does anyone’s families plant? What kind of plant have you

seen them plant before?

• I will ask them questions after we learn the song and finish:

o What is the first step when you plant?

o What type of plants would you want to plant? We Do:

1. I sing while they listen



2. I sing, and they will repeat after me

3. We will sing it together

4. I then demonstrate fingerplay

5. Then we will do it together

6. I will then sing the song while they do the fingerplay

7. Finally, we will sing and do fingerplay together You Do:

• Children will listen to directions

• Answer questions

• Sing together with teacher Assessment Through observation I will assess the children as they sing “Dig a Hole” and

demonstrate with fingerplay. Reflections The students in my classroom already sing songs throughout the entire day

and were extremely excited to sing the new song that I was introducing to them. I first sang the verse and then they sang it with me mimicking the motions. I choose to teach them this song before we did the exploration lesson. This was good because they already had the knowledge of the steps of the process of planting. I would keep the order the same, but I would make sure that I personally was more prepared of the song to not mess up the words in the future.

Documentation





Name: Deanna Baker Duration: 10-15 minutes Date/Time: 11/08, Centers

Activity: Pre-Writing

Standards Standard CC.1.1.PK.D

Develop beginning phonics and word skills.

Objectives Students will be able to practice the phonics of each letter to create whole words.

Materials Pre-cut yarn Construction paper Glue Scissors

Vocabulary Cow Duck Carrot Corn Yarn

Descriptive Questions 1. What is this that we are using to make the letters and words?

(holding up the yarn)

2. How do you think you could string the letters together without space

between them?

3. Why did you choose to pick (insert word chosen) rather than the

others?

4. How do you think we can add to the word to change it?

5. Do you think this would be easier if we used different materials?

What materials?


• The color of the string/yarn is rainbow. This will grab the attention

of the children and make them interested on what they are doing.

I do:

• I will give directions on how the string is to be handled

o Take care of the string

o Not to pull it apart

o Follow the drawn letters to make the words with the string

• I will ask the students to practice their phonic sounds for each letter

as they make their words.

• I will assist students as they create the letters to each word

o Make sure they are using the correct letter

o Make sure they are shaping the letters

• I will ask the students which words they want to make before they



get started and what the materials were called.

• I will ask the students questions while we are working:

o Why did you choose to pick (insert word chosen) rather than

the others?

o How do you think you could string the letters together

without space between them?

o Do you think this would be easier if we used different

materials? What materials?

• I will ask the students questions after they are finished:

o How do you think we can add to the word to change it?

We Do:

• We will work on the letters together and talk about the animals or

vegetables we are creating

You Do:

• You will try to answer questions when asked

• You will do your best to make each letter of the words

• You will identify each letter when asked about them

Assessment By asking the questions such as; “Why did you choose to pick (insert word chosen) rather than the others?” or “How do you think you could string the letters together without space between them?”, to see what the students are thinking. By seeing their final product, I will be able to determine if the students need more work with certain letters.

Reflections The students are always working on their letter sounds throughout each part of the day. I liked this activity because it helped the students not only work on their sounds but stringing letters together to make words. I would change that the yarn would not be pre-cut next time they did this activity. It was hard to find the cut string to fit the letters that they choose. Other than that, the students loved the activity and it went smoothly.



Documentation



Name: Deanna Baker Duration: 10-15 minutes Date/Time: 11/05, Meeting after lunch

Activity: Math 1: Data Graphing

Standards Standard 2.4.PK.MP Use mathematical processes when measuring; representing, organizing, and understanding data

Objectives Students will be able to analyze and create a graph about the class’s favorite animals.

Materials Premade graphs for visual representation Premade name tags for the children

Vocabulary Graph Greater than Less than

Descriptive Questions 1. Which animal do you think will have the highest votes?

2. Were your predictions, right?

3. Which animal has the most votes?

4. Which animal is the least favorite in the class?

5. If we added a different animal to the list, how do you think it would

change the results

6. Is ___ greater than/less than ____? How do you know? Description of the Activity Motivation:

• The students enjoy creating in activities that involve figuring out

what is the majority

• They will want to see if their animal was picked or not I do:




o Students will do their best to answer questions when asked

o Students will choose their answers based off their opinions

and not of their peers

o Students will analysis the data with the teachers and peers

• I will help the students create the graph

• I will help the students analyze the graph

• I will ask them questions before we begin

o Which animal do you think will have the highest votes?

• I will ask them questions after we finish

o Were you right with your predictions?

o Which animal is the least favorite in the class?

o Is ___ greater than/less than ____? How do you know?

o If we added a different animal to the list, how do you think it

would change the results? We Do:

• We will analyze the graph together and find out which is greater You Do:

• You will do your best to answer questions when asked

• You will choose your answers based off your own opinions not of

your friends

• You will analysis the data with the teachers and peers Assessment Through observation I will see if the students are able to, as a group, analyze

the graph, but as they move into center time ask the students similar questions individually.

Reflections The students were really excited about this assignment. They enjoyed making the graph about something that they were in charge of. Originally, I was going to have the students use the premade nametags that I made, but after I got to the classroom the host teachers suggested that they work on writing their name for the graphs. I liked this change and I will make sure to add this to my future assignments. It helps the students stay engaged and feel more important in the process.



Documentation





Name: Deanna Baker Duration: 15 minutes Date/Time: 11/13, Centers

Activity: Math 2: Measurement

Standards Standard 2.4PK.A.1 Describe and compare measurable attributes of length and weights of everyday objects (focusing on length)

Objectives Students will be able to measure the lengths of different vegetables and explain the lengths and why one is longer or shorter than the other.

Materials Beans with numbers Vegetables

Vocabulary Length Measurement Measure Longest Shortest

Descriptive Questions 1. How are you measuring the items?

2. How do you know how long it is?

3. What is the length of the item?

4. Before we measure, which item do you think will be the longest?

5. Which item was the longest?

6. Which item was shortest? Description of the Activity Motivation:

• Telling a story about the vegetables the students will be measuring

• They have to find out which is the longest and shortest I do:


o Students will be sure to listen to instructions

o Students will answer questions to the best of their abilities

o Students will measure the items as accurately as possible

• I will provide students with the materials

• I will assist in measurement if needed

• I will ask questions before they start

o Before we measure, which item do you think will be the

longest?

• I will ask questions during the process

o How are you measuring the items?

o How do you know how long it is?

o What is the length of the item?

• I will ask questions after the students are finished

o Which item was the longest?

o Which item was shortest? We Do:

• We will measure items together if needed



• We will discuss what items are being used, how/what they are used

for on the farm, and the lengths of the items You Do:

• You will listen to instructions

• You will answer questions to the best of your ability

• You will measure the items as accurately as possible Assessment Through observation and asking questions, listed above, I will see if the

students understand how to measure and understand the correct meaning of the vocabulary words.

Reflections The best thing about this activity was how excited the students go about using the lima beans. They were excited to try and put them in order and then measure the different fruits and vegetables. One thing that I would change about this activity is that some of the number sets were packaged in serran wrap for the students who aren’t as familiar with their numbers.

Documentation

Approval of the Host Teacher: ________________ Date: __________________





Name: Deanna Baker Duration: 10-15 minutes Date/Time: 11/06, Centers

Activity: Exploration

Standards Standard 4.4. PK.C - Agriculture and Society

Recognize that plants and animals grow and change.

(focusing on plants growth and change)

Objectives Students will be able to identify the process of planting a seed and identify what a plant needs to survive by planting their own seeds.

Materials Seeds Soil Water Strophe cups

Vocabulary Soil Seed Seed cycle Roots Fertilizer

Descriptive Questions 1. What do you think is the first step when planting?

2. Why do you think the plants need a lot of soil on top of the seed

instead of it sitting on top of the soil?

3. We eat food to get energy to grow, what do you think the plants

need to grow?

4. After they are planted, what do the seeds need to become plants?

5. How long do you think it will take for our plants to grow?


• To motivate the students about the activity I will talk to them about

how we will all be able to grow something special!

I do:


o Students will wash hands before and after working with soil

and planting activity

o Students will each add the soil to their cups

o Students will add the seed of their choice to their cups

o Students will try to answer questions when asked

• I will assist students as they add the ingredients

• I will ask questions before we start the experiment:

o What do you think will be the first step when planting?

• I will ask the students questions during our experiment:

o Why do you think the plants need a lot of soil on top of the



seed instead of it sitting on top of the soil?

• I will take some records of what the students think will happen after

they are finished planting and after they take care of it

• I will ask the students questions after our experiment:

o We eat food to get energy to grow, what do you think the

plants need to grow?

o After they are planted, what do the seeds need to become

plants?

o How long do you think it will take for our plants to grow?

We Do:

• We will talk about each step of the process

• We will measure out soil together

• We will add them together if needed

You Do:

• You will try to answer questions when asked

• You will do your best to follow directions when planting.

• You will identify the steps taken when we plant the seeds and then

identify what the plants need to grow.

Assessment By asking the questions such as; “After they are planted, what do the seeds need to become plants?” or “Why do you think the plants need a lot of soil on top of the seed instead of it sitting on top of the soil?” to see how the students understand the process of planting seeds and what they need to grow.

Reflections This was the lesson that I was most excited about during the two weeks. I did it on the second day of the first week so that the students could plant their seeds and hopefully see them grow into something at the end of the two weeks. I did these lessons a couple of times throughout the years, but I don’t remember them being fun. I did the song before this so that the students could stay engaged in the lesson. They were excited to see what the whole experience would bring. They knew the seeds needed water and light, but they didn’t realize that they needed time to grow. This is something that I would make sure if clear in the future for future students.



Documentation





Name: Deanna Baker Duration: 15 minutes Date/Time: 11/07, Centers

Activity: Art

Standards Standard 9.1.V.PK.B1

Combine a variety of materials to create a work of art. Objectives Students will be able to assemble a tractor out of popsicle sticks and paint it

Materials “Pete the Cat: Old MacDonald Had a Farm” by James Dean Popsicle sticks Glue Green paint Yellow and black construction paper

Vocabulary Tractor Wheels Engine Green

Descriptive Questions

1. Why does a farmer need a tractor?

2. If you were a farmer, would you want your tractor to be green or another

color? Why?

3. How many wheels are on a tractor?

4. Do you think it would be hard to drive a tractor?


Motivation:

• Reading “Pete the Cat: Old MacDonald Had a Farm” by James Dean I do:


• I will read “Pete the Cat: Old MacDonald Had a Farm” by James Dean

• I will assist the students in gluing We Do:

• Talk about the events in book together as they happen

• We will talk about why farmers need a tractor You Do:

• Pay attention to the book as I read

• Stay engaged in the story

• Try your best to answer questions when asked

• You will not call out when reading or call out answers with

• Create your own tractor craft Assessment Through observation I will see if the students are able to create the tractor out of the

provided materials and use glue and paint properly with all the needed components. Reflections I was really excited that this activity was planned for the students. They were really

interested in tractors and what they were used for. I liked how this lesson had multiple parts to it and that is something I would definitely recommend keeping for someone else who does this lesson. Tying in a craft after a book was something that got the students engaged. I would make sure that next time I did a lesson similar to this I knew more



about random facts of the tractor. The students had some interesting questions that I had to answer a different day. However, I think the lesson was a great way for the students to stay engaged on one topic throughout the entire day.

Documentation





Name: Deanna Baker Duration: 15-20 minutes Date/Time: 11/14, Meeting after lunch

Activity: Physical Education

Standards Standard - AL.4.PK.A1

Relate knowledge learned from one experience to a similar experience in a

new setting Objectives Students will be able to demonstrate how each farm animal moves and what

noises they make during the “Animal Movement Game”. Materials Animal movement cards

Vocabulary Waddle Crawl Gallop

Descriptive Questions 1. How does a horse gallop?

2. Can you show me how a duck waddles?

3. What do pigs roll in? (mud) Can you show me?

4. What other animals live on a farm?

5. Why is it important to have a dog on the farm? (This ties into how

the students will learn that the dogs heard animals, and they will act

it out)


• The students are interested in new games

• When they finish lunch they usually watch a video about something

related to their topic, the alphabet or yoga. Instead of a video they

will be able to be a more active and play the “Animal Movement

Game”

• If they like it they can continue to play it when they head to the gym I do:


o Students will do their best to answer questions by

demonstrating the movement

o Students will do their best to perform the movement

correctly

o Students will stay in their personal spaces to ensure that they

do not hurt their friends

• I will read each card and ask the students to do the correct

movements You Do:

• You will do the movements the best to your ability

• You will answer questions when asked



• You will be aware of personal space

Assessment Through observation I will see if the students were about to do the correct movement for each animal and assess who needs extra help

Reflections This was one of my favorite lessons over the two weeks. The students were excited to play the game which made me more excited to play with them. The students enjoy more active lessons and I knew this would be one that they could all get involved in. The one thing I would change, would have been having a larger space for the students to move around in. I think that the students got a little silly when doing the activity, but it was not hard to bring them back to reality. They worked on their motor skills, balance, and their knowledge on the animals and the farmers jobs.

Documentation





Name: Deanna Baker Duration: 10 minutes Date/Time: 11/12, Meeting after lunch

Activity: Technology

Standards Standard AL.2.PK.E1

Retain and recall information presented over a short period of time. Objectives Students will be able to recall information about where milk comes from after

watching video. Materials YouTube video

Computer Pictures

Vocabulary Utters Stable

Descriptive Questions 1. Where do you think milk comes from?

2. What other animals can we get milk from?

3. What machine did the farmers use to get the milk from the cows

faster?

4. Do all cows produce milk?


• The students will want to be a part of Kylie’s water table activity.

Before they are able to do this, they will watch this video and learn

where milk comes from. I do:


o Students will sit on their carpet squares and watch the video

together

o Students will stay quiet and listen to the video

• I will be able to ask them questions

o Where do you think milk comes from?

o What other animals can we get milk from?

o What machine did the farmers use to get the milk from the

cows faster?

o Do all cows produce milk? We Do:

• We will have discussions about the video You Do:

• You will sit quietly and watch the video

• You will ask any questions you may have Assessment By asking the questions such as; Where do you think milk comes from?, What

machine did the farmers use to get the milk from the cows faster?, and Do all cows produce milk?, I will be able to assess the students’ knowledge gained from the video.

Reflections The technology lesson was something that I was most nervous for. I know that the students really enjoy watching the alphabet videos or watching books



being read, but I had never seen them watch a video based on a topic they were discussing in class. The video was able two brothers when loved milk and began to wonder where it came from. The boys went to a dairy farm and learned all about where milk comes from. It talks about how we get milk from female cows and not males and the different tools the farmers use to milk the cows. It was an informational video that was also fun for the children. I had a discussion with the students after the video was finished and they were very involved in the conversation and showed me that they retained a lot of the information from the video. The students were then able to go to the water station where Kylie added a cow for them to “milk” to put into practice what they learned. I don’t think that there is anything that I would change about this lesson. I found it successful.

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