Hannah Aguilera

ECE 250-1001
Activity Plan

Age/Grade: Kindergarten
Curricular Domain: Cognitive
Objectives: After tracing their own feet, and the teachers feet,
students will compare the tracings to each other, and other classroom
objects, and be able to: 1) Identify ways in which the objects differ 2)
Think/Describe why certain objects are bigger than others 3) Describe
the act of measuring/comparing
Materials: Construction paper to trace on, pencil or marker to trace on
paper, children trace their own foot, teacher traces her own foot,
scissors to cut out tracing, other measurable classroom objects to
compare to, i.e. a book, a rug, a pencil box, and table top.
Activity: The activity is children tracing one of their feet, and
comparing the size of it to the teachers traced foot, and other objects
in the room, and how many feet it takes to measure a tabletop and
rug. First the teacher will show the children how to trace one foot (with
shoe off) with a marker or penicl. Then every child gets a piece of
paper and marker, takes off a shoe, and traces own foot. Teacher will
walk around and help children. Once every childs foot is traced,
teacher will cut out her own traced foot. Teacher sits children at craft

table to give out safety scissors for each student to cut around their
own foot. Once their foot is cut out, child must write name on back of
cut out foot with marker. Teacher will then hold up her paper foot next
to a childs paper foot. Ask students What is the difference between
these two feet? Why is my foot bigger than yours? Explains she/he is
an adult, and they are children, meaning she has bigger and has bigger
feet. Teacher then ask students to compare and their feet with each
other, and discuss what they see, i.e Your foot is the same size as
mine, or my foot is a little bigger than yours. Now she tells children
to go to bookcase and pick out a book. Once children have a book, hold
up their paper foot to it. Is your paper foot bigger or smaller than the
book? Teacher tells children to tell their peers at their table if their
foot is bigger or smaller than their book. Teacher holds up own paper
foot to a book and asks students the same question. She follows this
pattern, by asking students to put away books, and then grab a pencil
box, and then compare the size of foot and object. The final part of the
activity is handing out another piece of paper to students. Then she
shows students how to measure their tabletops with the paper feet.
Children measure a table with their paper foot, and record their
number of foot lengths on their new paper. Teacher asks each student
how many foot lengths it took to measure the table? Students also
then are asked to record their peers lengths, and see and discuss the
similarities between their own, and other childrens foot length

measurements of the table. The teacher then measures a tabletop with

her own foot and writes her number of foot lengths on the board.
Children now record the teachers foot length on their paper. She asks
Did it take more or less of my foot lengths to measure this table than
yours? This whole process is repeated with the rug in classroom.
Scaffolding: In order to reach success, students must have these
skills: Listening skills, concept of same/different, concept of big/small,
knowing how to use scissors, convergent thinking.
Supporting DAP Elements: Kindergarteners learn from their
interactions not only with adults but also with peers. Children
frequently test their ideas with peers and learn a lot from the reactions
they receive p. 205 DAP
The ability to not give into distraction, to listen to what others are
saying, and to focus on a given task for a productive length of time is
crucial for success. p. 204 DAP
Children compare the lengths of two objects both directly (by
comparing them with each other) and indirectly (by comparing both
with a third object). p. 203 DAP
One way to support cognitive development is by asking children
thought-provoking questions also when they encourage children to
record and document their knowledge using various representational
methods, such as words p .205 DAP