Early Childhood Program Lesson Plan Format Movement Based Experiences

Name of Teacher Candidate: Natalee Skinner Date:11/5/2020

Grade Range: (check one)
Pre-K – K _____ 1st – 3rd _____ 4th – 5th _____
Name of the Experience:
Squirrel Feeding
Targeted Areas of Development: Define whether the experience targets fine motor or gross motor skills.
Fine Motor
Time Required: Instructional Groupings: Are you using whole group, small
10-15 minutes group, partners, quads, individual? Individual/Small Group
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.)
GELDS Motor Skills: PDM6 – The child will demonstrate fine motor skills.
PDM6.4a: Performs fine-motor tasks that require small-muscle strength and control.
PDM6.4b: Uses hand-eye coordination to manipulate small objects with ease.
PDM6.4c: Able to perform more complex fine motor tasks with accuracy 50% of the time.
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 student will use scissors to cut the paper while trying to cut on the line provided.
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 cutting the paper using scissors and following the dotted lines
while cutting; 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.)
Have a picture of an acorn and ask the children if they knew what it was. Allow them time to answer then ask if
they know who eats acorns.
Or have a picture of a squirrel and ask the children what animal it is and after they answer ask them what
squirrels eat.
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.)
Since we now know that a squirrel eats acorns maybe we can help these squirrels get their food. We will be
doing that today by cutting along the line to carry the acorn to the squirrel so they can eat. So today we will be
practicing cutting using scissors and we will do that to help the squirrels get acorns.
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 a pair of safety scissors and one of the worksheets demonstrate how to cut on the line to carry the acorn
to the squirrel. Remind them to not go past the squirrel.

Tell the class that they will have an opportunity to practice cutting the paper to bring the acorn to the squirrel
by using the scissors in the pencil box. This will be done individually during a small group time while sitting at a
table or a cluster of desks.

As the students are getting their scissors out of their pencil box provide the directions given below:
1. Stay in your seat and get your scissors out of your pencil box.
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

2. To use your scissors put your thumb through the small hole and your first two fingers through the
bigger hole.
3. Start cutting through the acorn.
4. Continue cutting along the dotted line to reach the squirrel.
5. Do not cu the squirrel or past the squirrel.
6. Try cutting different lines if you finish the first one. As a challenge try to cut all the different lines.
Closure/Wrap up: (Describe how the experience will be summarized.)
Today we practiced cutting with scissors in different ways to help the squirrel get an acorn to eat. Did you try
different things to make it easier? What helped?
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.)
The link to the TeachersPayTeachers page where this worksheet was found is the following:
https://www.teacherspayteachers.com/Product/Squirrel-and-Acorn-Scissor-Practice-Pages-FREEBIE-Fine-
Motor-Fun-for-Fall-1396885
Safety Scissors
Squirrel Picture
Observation Checklist for assessment
Modifications and Adaptations
Suggested Modification for Students with Disabilities:
For students who experience difficulties with fine motor skills, they may be allowed to trace the line with a
pencil or marker instead of cut it.
Suggested Adaptations for the Other 2 Grade Ranges
For grades 1-3, students may cut the more complex lines and may be more expected to stay on the line.
Students may experiment with creating their own lines to then cut with accuracy.
For grades 4-5, the students may be given the more complex lines to cut and will be expected to cut along the
line instead of around it. Students may experiment with drawing their own lines to then cut. If there are enough
materials provided, students may time themselves to see how quickly and accurately they can cut the line.

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
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