Activity Plan
Designed by:
Curriculum Topic:
OVERVIEW/FRAMING
TOPIC
This topic covers the concepts of mathematical shapes, measuring their lengths
and calculating the circumference and area.
BIG IDEAS/OVERARCHING QUESTIONS
Questions that will be brought up include “Do you recognize the shapes? What
CONTENT FOCUS:
Visual Arts
Music
Identify which content area(s) will be
addressed in this activity
Emergent Literacy
Mathematics
Explain how the topic of this activity is
developmentally and culturally appropriate
for the group of learners for whom you are
designing it.
What kinds of questions will be explored
does the shape look like? What are the dimensions of the shapes (lengths and
and/or what new connections and ideas will be widths? How do you measure the circumference and the area of the shapes?
engaged through this activity?
AGE RANGE:
CURRENT DEVELOPMENT:
What do you know about the current growth
of learners in this age range for the content
focus?
What misunderstandings might children in
this age range have about the topic/content
and how do you plan to address this?
SOCIO-CULTURAL CONTEXT:
What do you know about this group of
children in terms of their cultural
backgrounds, learning styles, languages
spoken, and learning experiences to date?*
*
Movement/Dance
Science
Drama
Social Studies
KNOWING THE LEARNERS
7-10 years old
In the range of the age group will be able to identify various shapes, measure their
lengths and widths, and calculate their circumference and areas.
Children might be confused about the new vocabulary and they may not be able to
describe what they see.
I know in every home, each child may have encountered or come across different
shapes and this time I’ll be introducing them in a classroom set up.
Note: You are designing this activity for the three children observed for your Student Profiles assignment.
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MATERIALS
MATERIALS & LEARNING ENVIRONMENT PREPARATION
LEARNING ENVIRONMENT
What materials will you need to teach this activity?
List all books and materials, including any used
during the launch/reflection and during set up and
cleanup
EVENTS/RESOURCES
What modifications will you need to make to
the classroom to support this activity?
(e.g., centers, bulletin boards, meeting spaces)
What events or resources, including people,
might you need to arrange in advance?
Classroom
Field
Events include :
Blindfolding which require a safe
environment for the children.
Materials to be used include:
Manilla papers
Boxes
Tape measures
Balls
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THE LEARNING EXPERIENCE
The launch
Explain different shapes using various materials.
How will you engage the children in
this learning experience? How will you
introduce the concepts and vocabulary
of the topic? How will you describe the
procedures of the learning activity?
What will you say and do?
The activity
List the step-by-step procedures..
What will the children be doing? What
will you say or do to facilitate and
scaffold their learning? Be specific and
detailed in your description.
Reflection
As the activity wraps up, what
opportunities will you offer the
children to respond to and reflect on
this activity?
1. Touching the material and allowing them to give a similar shape.
2. Measuring the lengths and widths of the shapes
3. Calculating the area and perimeter using various formulas.
Before blindfolds come off, I’ll be able to make an hypothesis in order to be able to
identify what they’ll be touching.
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Possible Extensions
We can go out and gather shapes and relate them to the shapes learnt in class.
Multimodal Engagement
Through linguistic and visual learning will be able to gather learning materials and
concepts.
What could you do on another day to
build on this activity?
Identify and explain the ways in which
this activity offers opportunities to use
at least three different learning
modalities (kinesthetic, tactile,
linguistic, visual/spatial, auditory,
musical)
Differentiation
How will you modify this activity for
learners with different learning styles
and/or special needs (SLLs, physically
active, etc.)?
Physical differentiation will be used to differentiate the various concepts.
GROWTH AND LEARNING
How will this learning experience support the children’s growth and learning in the following domains? Use your knowledge of child development.
Cognitive/thinking
Children will think back to a memory that will help them in recognizing various shapes and objects.
Physical
Children will be able to touch objects and closely interact with them aiding them to connect to the
items thus making them more familiar.
Social/emotional
Language/literacy
Children will come up with a hypothesis to support their ideas.
Children will learn new words to describe what they are seeing.
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List 10-15 target vocabulary words:
Square, circle, rectangle, length, width, circumference, area, diameter, radius, pie.
Content Area(s)
Children will learn to describe the interaction of shapes and vocabulary taught.
STANDARDS/GOALS
What Pre-K Common Core Learning Standards are addressed in this activity?
Use the PKFCC to respond.
Be specific—choose those standards that are actually targeted by this learning activity (e.g., can development in regard to the standard be
measured by the evidence gathered (authentic assessment) during this learning activity?
Domain 1:
Approaches to Learning
Demonstrate an emerging recognition of shapes and lengths.
Domain 2:
Physical Development
and Health
Identify the lengths and widths of the shapes and calculate their circumference and areas of the
shapes.
Domain 3:
Social and Emotional
Development
Interacts with variety of materials through play and participate multiple play activities with
similar materials.
Domain 4:
Communication,
Language, and Literacy
Engage on the agreed upon rules of discussion like listening as others give their opinion and
engage with individuals with different opinions.
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Domain 5:
Cognition and Knowledge
of the World
Describe familiar shapes, add drawings and other visual aids in order to give the desired
additional concepts.
AUTHENTIC ASSESSMENT
What will you do to gather
evidence to assess each
child’s developmental
progress?
How will you determine
whether or not individual
children are getting the Big
Ideas and/or exploring the
Overarching Questions?
While children will be making predictions and guesses of the kind of shapes that they see, I will
write down notes of each and every word that each child uses to describe the nature of the
shapes. After the activity, I will have a circle time in order to share what each and every child
saw and cover what was seen in common. I’ll then write the key terms and shapes and formulas
of calculating the areas and circumference of the shapes.
Evidence may include
responses recorded during a
group discussion, a visual
arts project, a performance,
etc.
Your assessment activity
MUST be connected to the
Big Ideas and Overarching
Questions.
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