Learning Activity Plan for PreK-Grade 2
Teacher Candidate
Date/Time of Scheduled Visit
Name/Address of School
Age/Grade level
Cooperating Teacher
Name of Lesson
Content area(s)/developmental
domain(s) addressed
Brief description of the lesson
This lesson is:
Rationale
Timeframe
Objective(s) of the activity
Connections to standards
Alysha Rodriguez
N/A
Just Doodle It Preschool
Pre-K
N/A Classroom Number
Pumpkin Pie Play dough
What concepts or developmental skills will this lesson address?
The developmental skills this lesson will address are science knowledge, approaches to learning, fine motor &
sensory, language development and mathematics knowledge & skills.
Prior to the activity, the teachers will have a receipt chart and the ingredients set out for them to see. In a blank
chart paper, the teachers will ask the children what do they think they will be making today and record the
answers. After they have a small conversation recapping the activities they have completed they will play the game
pass the pumpkin, which follows the rules of hot potato. They will then each get the opportunity to create their own
pumpkin pie play dough.
 This lesson is a conclusion of a concept
Why is there a need for this lesson?
The need for this lesson is because this lesson closes out the unit of pumpkins, lastly adding a different twist to how
pumpkins can be used. This particular activity helps strengthen their fine-motor skills while building upon their
mathematic skills of measuring and mixing ingredients. They also get the opportunity to see how liquids change
into solids.
Keep in mind appropriate length of an activity for preschool-aged children is 20 mins at most, no more than 45
mins for children K-2 grade)
45 Minutes:
 5 minutes for discussion
 10 minutes for the Pass the Pumpkin Game
 20 minutes for the Pumpkin Pie Playdough Activity
 10 minutes to complete the last portion of the KWL chart & share reflections
What will children know, or demonstrate as a result of this learning experience?
Students will be able to use creative art to use scientific thinking where they engage in exploring by manipulating
objects, collecting information through observation and build upon physical development.
Which NYS Early Learning, or Common Core Standards are addressed? Are there other standards used?
The standards addressed in this lesson plan are:

Language Objectives
Resources/materials needed:
(Include any worksheets or sources of
evidence for children’s learning you
will use during the activity)
Technology inclusion (if applicable)
Procedures (step by step)
Learning Activity Plan for PreK-Grade 2
Curiosity and Initiative
PK.AL.4. - Exhibits curiosity, interest, and willingness to learn new things and have new experiences
a. Asks questions using who, what, how, why, when, where, what if
b. Expresses an interest in learning about and discussing a growing range of ideas
f. Willingly engages in new experiences and activities
Measurement and Data
PK.MATH.10. - Describes and compares measurable attributes
a. Identifies measurable attributes of objects, such as length or weight, and describes them using appropriate
vocabulary (e.g., small, big, short, tall, empty, full, heavy, light)
Persistence
PK.AL.5. - Demonstrates persistence
a. Maintains focus on a task
b. Seeks assistance when the next step seems unclear or appears too difficult
c. Modifies strategies used to complete a task
Physical Development
PK.PDH.5. - Demonstrates eye-hand coordination and fine motor skills
a. Demonstrates ability to use fine motor skills (e.g., engages in finger plays, uses materials such as pencils,
paint brushes, eating utensils and blunt scissors effectively)
Social Awareness and Relationships With Others
PK.SEL.3. - Demonstrates and continues to develop positive relationships with significant adults (primary
caregivers, teachers, and other familiar adults)
a. Interacts with significant adults
b. Seeks guidance from primary caregivers, teachers and other familiar adults
What language/vocabulary, communication, or literacy skill(s) do I want my students to develop in this lesson?
How is this activity using the specific academic language demand?
Students will be able to further develop their language skills and vocabulary skills as this allows to build through
expressive language.
 Small pumpkin for the pass the pumpkin game
 15 oz. can of pumpkin
 3 tbsp. pumpkin pie spice
 2-3 cups of corn starch
A smartphone/tablet will be used to capture the moments of the students doing the art activity and documentation.
Anticipatory Set (Connection/Motivation) What will you do to get children’s attention, or to introduce children to
this learning activity? Describe the process in getting them interested and engaged.
The teachers will have a receipt chart and the ingredients for children to visually see what we will be using for the
day. They will be asked what they think we will be doing for today’s activity. They will complete the last part of the
KWL chart, completing the “what have they learned about pumpkins” part of the chart.
 Learning Activity Plan for PreK-Grade 2

Once they have the small discussion, they will play the game pass the pumpkin, which follows the rules of hot
potato. Gather on the carpet in a circle, they pass the pumpkin while one of the children repeatedly says “hot
pumpkin, hot pumpkin” and yells out “stop!” the child to have the pumpkin in their hand is then given the
opportunity to say “hot pumpkin, hot pumpkin, Stop!” The game is completed once all children get the opportunity
to say “hot pumpkin”. After the game is complete, the children will be invited to the table where they will have the
visual receipt chart and ingredients to make the pumpkin pie play dough.

After all the children have gathered at the table where the materials are made available for all the children, they
will go over the receipt chart that will show step by step the way to make play dough. They will be instructed to
mix together the canned pumpkin and the pumpkin pie spice. As they are mixing they will be asked open-ended
questions such as: “how do the ingredients smell so far?” “How do the pumpkins feel as you mix them?” They will
then slowly add the cornstarch, measuring ½ a cup at a time. (Teachers should be walking around assisting
children with measuring.) Once they have mixed and measured all of the ingredients, they will use their hands to
knead the dough.
This activity is for independent practice but can be tailored to a small group or partnered activity.

Closure (sharing/reflection, next steps)

The students will have the opportunity to discuss how the play dough smells and feels. They will also be asked to
compare the canned dough to the pumpkins they felt when gutting the seeds out.

Method of assessing children’s Pre-assessment Assessment of Student Assessment of Children’s

understanding of
lesson/activity/objective(s)
(Be sure to include any tools,
rubrics/checklists and/or worksheets
you will use for assessment(s)
Outline the steps you will take to evaluate
student’s prior knowledge.
The students will complete the last portion of
the KWL chart in a discussion as to what they
have learned about pumpkins.
Learning
Outline the steps you will take
to evaluate students’ learning.
What evidence will I have to
assess whether students have
successfully achieved the
content objectives?
Language Learning
Outline the steps you will take to
evaluate students’ language
learning. What evidence will I
have to assess whether students
have successfully achieved the
content objectives?

The checklist will include The steps I will use to evaluate

questions pertaining to all of
the activities we completed in
unit such as”
What colors are pumpkins?
How and where do pumpkins
grow?
Are all pumpkins the same
size?
What are the parts of a
student’s language learning, and
whether students have
successfully achieved the content
objective is by doing a post
activity where they will be given
a picture of a pumpkin and they
will have to label the pumpkin
and write one word to describe.

Plans for differentiated
instruction/instructional
modifications
Follow up/Extension activities
Any additional information that
would be helpful for the observer to
know
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects of the learning activity
Learning Activity Plan for PreK-Grade 2
pumpkin?
Teachers will answer Y/N if
the child is able to properly
answer the questions.
Supporting children with identified delays Supporting English Language Learners
or disabilities What modifications should I make to the activity to ensure all
What considerations should I keep in mind students are included and engaged in all steps required to meet
regarding cultural relevance, age the lesson’s objectives?
appropriateness, and ability levels for all
learners? The modifications I will make to the activity to ensure all students
are included and engaged in all steps required are having visuals
The considerations I would keep in mind of the steps necessary to meet the lesson’s objectives, as well as
regarding cultural relevance, age having children help one another with lots of encouragement.
appropriateness, and ability levels for all
learners is making sure to provide lots of
visuals, a chart of the instructions, and lots of
one-on-one. Also, perhaps pairing children for
peer support.
How can I provide an opportunity to remediate, reinforce, or expand on students’ learning today in class?
The activity to follow that would provide reinforcement to learning today’s activity in class would be exploring the
inside of a pumpkin. The activity prior to degutting the pumpkin was an introduction to the vegetable, whereas this
follow up activity would foster students the opportunity for a complete hands-on experience where they’d use the 5
senses to examine the pumpkin.
Preparation prior to the activities being implemented is extremely important. Ensuring that all of the materials are
gathered prior to the activity. Also, ensuring that that all areas represent the pumpkin unit we will be studying.