Early Childhood Program Lesson Plan Format Movement Based Experiences

Name of Teacher Candidate: Erika Rodenbeck Date: 10/14/2020

Grade Range: (check one)
Pre-K – K ___x__ 1st – 3rd _____ 4th – 5th _____
Name of the Experience:
Feed Jack the Jack-o'-Lantern
Targeted Areas of Development: Define whether the experience targets fine motor or gross motor skills.
Fine Motor Skills
Time Required: Instructional Groupings: Are you using whole group, small
10 to 15 minutes group, partners, quads, individual? Individual
Standards: List the state mandated standards that are the target of student learning and are key to this lesson. Include the number and the
text of each of the state mandated standards that is being addressed. If only a portion of a standard is addressed, include only the part or parts
that are relevant. (Required for indoor experiences and should be referenced as appropriate for outdoor experiences.)
VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.
e. Develop manual dexterity to develop fine motor skills.

Kindergarten Counting and Cardinality - MGSEK.CC.4 Understand the relationship between numbers and
quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each number name with one and only one object.
(one-to-one correspondence)
As a result of this experience students will…
Learning Objectives: (Objectives are stated in measurable/observable terms. For movement-based experiences, these should represent the
skills that will be assessed. Experiences designed to support development of fine motor/small muscle skills should also include a content area
learning objective.)
The students will be able to develop fine motor skills that require them to use their hands. The students will also
be able to count with meaning (one-to-one correspondence).

Assessment (Each learning objective must be assessed. How will students demonstrate the skills targeted in the learning objectives?
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each
learning objective should be assessed. DO NOT restate the learning objective.) Observation checklist – a checklist will be kept which
records each student’s success in grasping the tongs (fine motor skill) and in counting with meaning (one-to-one
correspondence); a “+”, ”” , or “– “ will be used to designate levels. A “+” will be assigned if the skill is
demonstrated without fail; a “” will be assigned if it is demonstrated with practice; a “–“ is assigned if substantial
improvement is needed in demonstrating the skill.
Steps in the Experience (Include step-by-step directions necessary for implementation of the experience. Use a bulleted format. Include
the attention getter or the hook for the experience, the introduction, the procedures, and the closing.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the experience.)
At the beginning of the experience I will introduce the students to Jack the Jacko lantern. I will put Jack on the
table in front of the student and I will say “This is Jack and he has been up in the attic since last Halloween and he is
super hungry for candy. Can you help me feed our friend Jack some candy so he will not be hungry anymore?”
Introduction: (State how the experience will be introduced. This should communicate the purpose of the experience, be directly related to
the learning objective(s) of the experience, tap into prior knowledge/experiences, and develop student interest.)
Today we are going to feed Jack candy. We are going to use tongs to feed Jack the candy “colored cotton ball”. We
are also going too count how many pieces of candy “colored cotton balls” we feed Jack.
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the experience–
what the teacher will do as well as what the student will do. Describe the strategies which will be used to support
students’ learning. Knowledge of students’ cognitive, social, emotional, and physical development along with their
cultural backgrounds should be evident.)

Using one of the tongs, demonstrate how to pick up the piece of candy “colored cotton ball”. Ask the class to count
how many pieces of candy “colored cotton balls” you feed Jack.

Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Movement Based Experiences

Tell the class that they will have an opportunity to feed jack and practice using the tongs. This will be done
individually and the student will be chosen by the PT. The activity will take place at the student’s desk.

As student joins the activity, provide the directions given below:

1. Put the tong in one of your hands.

2. Squeeze the tong to pick up the piece of candy “colored cotton ball”.
3. Move the tong with the piece of candy to the opening of Jack.
4. Before you feed Jack the candy “colored cotton ball” count the piece of candy.
5. Stop squeezing the tongs to let the piece of candy “colored cotton ball” fall into Jack.
6. Repeat steps 1 through 5 until Jack is full of candy.

Try to see if you can pick up more than one piece of candy “colored cotton ball” at a time.
Closure/Wrap up: (Describe how the experience will be summarized.)
Today we fee our friend Jack candy. Was it easier to feed him one piece of candy at a time or two pieces of candy
at a time? Why do you think this was true?
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide a list of all materials needed to implement the
experience. Provide citations for all resources that you did not create. Attach key instructional material needed to understand what you and the
students will be doing. Examples: class handouts, images, etc.)
 20 different colored cotton balls to symbolize candy
 1 pair of tongs
 1 pumpkin container (like a trick or treat bucket, Halloween bowl, etc.) that has a hole on top of it that is
big enough to fit the cotton balls (I used a pumpkin candle holder that looked like a Jack-O-Lantern)
 Clorox wipes to clean the materials after the students uses them for COVID safety
Modifications and Adaptations
Suggested Modification for Students with Disabilities: For a student with disabilities the opening on Jack the Jack-
O-Lantern could be made bigger. The activity could also be altered by having the teacher count with the student.
Suggested Adaptations for the Other 2 Grade Ranges
For grades 1-3, students could be required to pick up two pieces of candy “colored cotton balls” at a time. If the
students still need a challenge, the hole to put the candy “colored cotton ball” in could be smaller.
For grade 4-5, students could be required to pick up smaller pieces of candy “colored cotton balls”. If the students
still need a challenge, they could be required to pick up more than one piece of candy at a time and the hole could
be smaller.

Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Movement Based Experiences

Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Movement Based Experiences

Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College