Name: Jen Langer

LEARNING ACTIVITY PLAN

Site: Jen's Little Ones LLC
Description of Activity:
Number matching eggs. (I have Easter eggs with digits and words
written on the top half and dots representing the numbers on the
bottom half. 1-12) -
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Pattern matching eggs.
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Type of Activity: Easter Egg Matching
(numbers and or patterns)
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Age group: 1 -4
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Number in group: 3 -4
Opening Question/ Invitation/ Prop/ Finger P l a y :
Finger play : 5 little boiled eggs
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Concepts & Skills:
Older children will be able to match
numbers/words to corresponding dots,
y ounger children will be able to match the
colors.

Children will visually discriminate and
match patterns.

Children will recognize colors they are
wearing and follow the directions they
are asked to do in transition.
Questions to ask:
What color do y ou have? What color
Can
its match be?
an y ou find the matching pattern for

this egg?
Wha t is different about these 2 eggs?
Are they a match?
Are y ou wearing the same color as this
egg?
Procedure:
Introduce the numbered eggs. Show children how the top half has the
number and its word. Then show them the bottom half has dots. The
number of dots matches a number on the top half.
For the pattern matching game - give each child a few eggs to match.
Then spread the corresponding matches on the floor. Then have the
children match the patterns. a A
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Materials Needed:
Plastic eggs with numbers and dots.
Cardboard patterned eggs.
Performance Standards:
Health and physical development
Potential Guidance Techniques Needed:
Children might need guidance to observe
how to eliminate colors to find the
matching numbers on the math game.
Motor Development
B. EL . la moves wit h st rengt h, cont rol, ba la nce, coordina t ion, locomot ion a nd
endura nce. Purpose a nd coordina t ion
Sensory Organization
C . EL . 1 uses senses t o t a k e in experience, int egra t e, a nd regula t e responses t o
t he environment
A SSESSMENT
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Student
I
Coopera ting
Tea cher
1 . Briefly describe how t he children
responded t o t he a ct ivit y.
Were t hey a ct ively involved?
bid it meet t heir development a l
needs?
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2. Wa s t he a ct ivit y well orga nized?
Were t here enough ma t eria ls?
a ppropria t e?
Were t he limit s st a t ed

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3. Wa s t he a ct ivit y effect ive in
encoura ging t he concept s a nd sk ills
t o be lea rned?
bid t he st udent encoura ge t hose
concept s t hrough quest ions?
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4. How could t he a ct ivit y be
improved?
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5. Ot her comment s:
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6. C oopera t ing Tea cher' s Signature:
Total:
Average total:
/10
/10
CIRCLE TIME P LA N
NAME: Jen Langer
Easter Eaas #2
SITE: Jen's Little One's
Concepts/Skil l s:
Older children will be able to match numbers/words to
corresponding dots, y ounger children will be able to match the
colors. - ;06k j) (5\ DA0
Children will visually discriminate and match patterns. Gila
Children will recognize colors they are wearing and follow the . . . ---)
directions they are asked to do.
A ge Group: 1-4
Number in Group: 3-4
Settl er:
Number matching eggs. (I have Easter eggs with digits and words
written on the top half and dots representing the numbers on the
bottom half. 1-12)
Story /Book:
Easter Egg Hunt
Ga mes:
Pattern matching eggs. &cc6. '
If there is time, egg rolling on tape lines.
Music/Songs/Crea tive Movement:
Finger play : 5 little boiled eggs
Song of the day
Other A ctivities:
P l a stic ba g pa inting - l a ter cut into egg sha pes --.1 Qum tt.6.1)
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Tra nsition:
"If y ou are wearing (color), please go
get the (various supplies
needed for the art project). And meet us at
the table.
P erforma nce Sta nda rds:
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Health and physical development
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P otentia l Guida nce Techniques Needed:
Children might need guidance to observe how
to eliminate colors to find the matching
numbers on the math game.

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Motor Development
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B.EL.la moves with strength, control, balance, coordination,
locomotion and endurance. Purpose and coordination
Sensory Orga niza tion
C.EL.1 uses sensesto take in experience, integrate, and regulate
responses to the environment
Socia l a nd Emotiona l Devel opment
Emotional Development
A .EL.1 expresses a wide range of emotions
A.EL.2 understands and responds to other's emotions.
Self -Concept

B.EL.1 develops positive self-esteem

B.EL.2 demonstrates self-awareness
Socia l Competence
C.EL.2 engages in social interactions with others
C.EL.3 demonstrates understanding of rules and social expectations
Language development and communication

Listening and Understanding
A.EL.1 derives meaning through listening to communications of
others and sounds in the environment
A.EL.2 listens and responds to communications with others
A.EL.3 follows direction of increasing complexity
Speaking and Communicating
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A SSESSMENT
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Student
Coopera ting
Tea cher
1. Briefly describe how the children
responded to the activity .
Were they actively involved?
D id it meet their developmental
needs?
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2. Was the activity well organized?
Were there enough materials?
Were the limits stated
appropriate?
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3. Was the activity effective in
encouraging the concepts and skills
to be learned?
D id the student encourage those
concepts through questions?
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4. How could the activity be
improved?
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6. Cooperating Teacher's Signature:
Total:
Average total:
/10 10/10
/10 Final: jg/ 1 5