LESSON PLAN OUTLINE JMU Elementary Education Program

• Stephanie Martz• Mrs. L Smith, Stone Spring Elementary, Pre-K• October 23, 2014; Small Group Time• October 16, 2014

A. TITLE OF LESSON – Fall Leaves and Their Colors

B. CONTEXT OF LESSON

The children are acquainted with the season of fall and pumpkins during the month of October. The children are also interested in doing art projects and using art items such as glue. During this lesson, children will be using fine motor skills as well as literacy skills to create and talk about their leaf project. The children will first take a nature walk where they will explore the fallen leaves in their surroundings and learn why a leaf changes colors and falls off a tree during the fall months. Each child will be instructed to choose one leaf he or she would like to use for the project. The next step will be for a small group of children to re-create his or her chosen leaf using construction paper, glue, and glitter. Once the child has completed his or her leaf, he will then be asked to explain why he chose to decorate it in the way that he did as well as why leaves are different colors in the months of fall. This activity will engage children in a scientific art project that helps them better understand the colors of the leaves during fall.

C. LEARNING OBJECTIVES Developmental Objectives Plan for Assessment

1. The children will verbalize why the leaf is decorated in the way that he or she has created as well as explain why leaves change colors during the fall.

I will ask children at the completion of their project questions such as: 1-Why did you choose to decorate your leaf in this way? 2-Why did you choose this color of glitter? 3-Why do leaves change colors during the fall?

2. The children will demonstrate fine motor skills by using glue and glitter.

I will instruct children to decorate their leaf using glue and glitter to make it look like the leaf he or she chose from the nature walk. I will watch to see if the children are correctly using the art supplies and using self-control in the amounts being used.

D. ASSESSING LEARNING

Each student will be assessed on the following tasks: decorating a leaf to look similar in color to one chosen from outside and explaining why he or she chose to decorate their leaf in that manner as well as why leaves change color in the fall. See attached chart.

E. RELATED VIRGINIA STANDARDS OF LEARNING OR FOUNDATION BLOCKSa. Use complete sentences to ask and answer questions about experiences or about what has been read.b. Ask questions about the natural world related to observations.

c. Manipulate small objects using one hand independently, the other hand independently, and both hands working on the same task.

F. MATERIALS NEEDED Glitter (red and yellow), Smith Glue, Smith Construction paper, Smith, cut in the shape of a leaf, Martz Plastic cups, Smith Q-tips, Smith Newspaper, Martz Crayons, Smith

G. PROCEDURE Preparation of the learning environment:The table will be covered with newspaper so that glitter and glue can be cleaned easily. I will lay the newspaper out on the table prior to the nature walk and art project. The glue and glitter will be placed on the table. I will have already cut the construction paper into the shape of a leaf for the children. I will write the names’ of the small group students on the leaves prior to handing them out so that they can be identified.

Introduction of the lesson:I will ask children what they know about the season of fall and the leaves during the fall months. Once the group has discussed their prior knowledge, I will get them excited by telling them we are going on a nature walk where I will need each student to listen, observe, and collect a part of nature. I will ask the students to guess at what they will be collecting when we are outside.

Implementation of the lesson:Once the children are outside, we will begin our nature walk. During the walk, I

will explain to students why leaves change colors during the fall season. I will ask one student to answer why he or she thinks leaves change colors. I will then explain, “Leaves change colors during the fall because the trees are ready to rest during the cold winter months. All summer long the trees store food from the sun, rain, and air. This food is enough to last during the winter, so leaves stop forming a chemical called chlorophyll. This chemical is what makes leaves look green. When the chemical stops forming, the other colors of the leaves such as yellow, orange, red, and even brown can come out. Leaves will then fall from the trees because they cannot survive in the cold weather.” I will allow children to ask any questions they may have at the end of the lesson. Then each child will be instructed to choose one leaf to take back inside with them.

When we go back inside, the small group will be instructed to sit at the table and listen to the directions. I will briefly remind them that, “During the fall, leaves change colors. They change to red, yellow, orange, and brown. Then they fall off the trees to prepare for winter.” I will then explain the art activity to the children prior to handing them their leaf. “We are going to make our own fall leaves! What colors do you think you are going to use in decorating the leaves?” Allow one or two students to answer. “We are going to use red, and yellow glitter to decorate our leaves! You will also use

glue to make your glitter stay. Remember, we do not need to use a lot of glue! I want you to make your leaf look like the leaf you brought in from outside. If your leaf is mostly yellow, use mostly yellow glitter. When I give you your leaf, you may begin decorating. Remember to share the art products and be careful not to spill glitter on the floor.” I will then hand each student their leaf that already has their name on it. They will begin to decorate the leaf. Decorating should not exceed ten minutes.

While the children are working, I will observe their fine motor skills and self-control. I will observe how much glue each child uses as well as how accurate he or she is at applying the glue. I will watch if each child is using control in the amount of glue as well as glitter. During the art process, I will allow children to freely decorate their leaf but give reminders such as “Look at your leaf you brought in from the outdoors, make sure you are trying to make your project look like that leaf.” If the students ask for help with something such as pouring the glue, I will assist them slightly and make a note of it.

Closure:As each child completes their decorating I will begin to assess their learning. I

will ask each child in the small group the following three questions: “Why did you choose to decorate your leaf in this way? Why did you choose this color of glitter? Why do leaves change colors during the fall?” As they answer the questions I will write their answers word-for-word and assess their understanding of the project. This data will be included in the attached chart. Children will be instructed to wash their hands and join the rest of the class at the completion of the project while I put their art up to dry on the drying rack.

Clean-up:The only clean-up children will participate in is washing their hands. I will then

throw away the newspaper. I will then sweep any excess glitter off of the table, chairs, and floor and throw it away as well. I will throw away the plastic cups and used Q-tips. Glue and glitter will be put away. The decorated leaves will be placed on the drying mat. I will collect the leaves that the children brought in from the nature walk and throw them away.

H. DIFFERENTIATION

The lesson will be carried out with a small group versus the whole class. The group will complete this project during their normal group time so the other students of the class will be busy with other work. Each group will take a turn. If there is a student with communication or understanding issues, I will explain the lesson to him or her again before allowing the child to begin decorating their leaf. If a child finishes before the others, he or she will be given a blank sheet of construction paper in which they are allowed to creatively use the glue and glitter to make a fall picture.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Children could spill glue and/or glitter. If this happens I will clean up anything that is hindering the work of the project. Anything that is not hindering the child from finishing their work will be left for clean-up at the end of the project. If a child is misusing the glitter or glue, he or she will be reminded of the correct way to use it as well as the correct amount to use. If he or she continues to use too much on purpose, they will be asked to turn their project in as is. If a child is misusing the glitter such as putting it on

another student, they will be given one reminder and if the action continues, he or she will be given crayons instead to color their leaf instead of being able to use the glitter.

Lesson Implementation Reflection As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them.

II. Based on the assessment you created, what can you conclude about your impact on student

learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid?

III. Describe at least one way you could incorporate developmentally appropriate practice in a

better or more thorough way if you were to teach this lesson again.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?

V. As a result of planning and teaching this lesson, what have you learned or had reinforced

about young children as learners?

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced

about yourself?

Assessment Chart

Child’s Name Initial

Question 1: Why did you choose to decorate your leaf in this way?

Question 2: Why did you choose this color of glitter?

Question 3: Why do leaves change colors during the fall?

Did child demonstrate fine motor skills of properly using the art supplies?

T “Because mine’s like it.” [Pointing to her leaf from the nature walk.]

“I like it.” “Cold outside.”

L “’Cause I want to.”

“I want to make it sparkly and shine.”

“They change to yellow, like this.” [Pointing to his leaf from the nature walk.]

J “Since they are different colors.”

“I want mine to be pretty.”

“Since they’re broken.”

M “Just like the colors.”

“I don’t know.” “’Cause they die and new ones will grow!”

L “In different colors.”

“I mixed them, see, it matches my leaf. Duh.” [Pointing to her leaf from the nature walk.]

“Leaves then change colors.”

Reflection

The lesson plan went very well and the children were very excited to participate. There were some slight changes made to the original lesson plan to better fit the needs of the teacher and class schedule. Instead of taking a large group nature walk before the activity, the children were taken in small groups of about 3-5 students to take their walk during centers time. This was changed because small group time allows approximately 10-12 minutes per group so to ensure that there was enough time to complete the decorating of the leaves, the nature walks were done beforehand. This allowed each group enough time to do their leaves the way he or she wanted to as well as a better understanding of why leaves change colors during the fall. The explanation was shortened from what was printed in the lesson plan. The first small group lost attention in the lengthy explanation so it was made more to the point for the next few groups. The final change to lesson plan was that instead of pouring glitter out of the container directly on to the leaf, the glitter was placed in plastic cups and children were instructed to pinch the glitter and sprinkle it where they wanted it. This was also an improvement to the original plan because it helped minimize mess and overuse of glitter as well as added another fine motor skill to be observed.

Some of the children absorbed the lesson as well as enjoyed the decorating of the leaf whereas some did not remember much of the lesson when being assessed. Children such as Michael*, James*, and Tiffany* learned and explained well; children such as Levy*, Ashley*, and Jenny* were less interested in learning and focused more on decorating their leaves instead of answering questions or sharing their knowledge about leaves during the fall season. The children who expressed interest in learning and sharing their knowledge explained why leaves change colors and fall off the trees during the fall. After the activity was over, students were more interested in answering questions or discussing the fall leaves. During assessment, Michael* answered “I don’t know,” for one of the questions asked. However, after the completion of the lesson, he was very precise in explaining what he had learned from the activity and showed knowledge about why leaves change colors. This is something to be noted if the lesson plan were ever repeated: assess students after they have finished their leaf and washed their hands so that their attention is in the right place. When asking questions for assessment while the children were still working, their focus was not completely on the question but on the task at hand – the decorating.

This activity was appropriate and entertaining for children of this age. If this were incorporated into the lesson plans of a teacher of the classroom, it should be placed in the fall theme lesson plans. Lessons based on fall, leaves, pumpkins, and apple picking during the month of October could then transition to lessons based on turkey, pilgrims, and history of the country and holiday traditions in the months of November and December.

Young children can learn anything when they are interested in it. For example, in one of the nature walks, 4 boys were put together that normally have behavioral issues and are kept apart to keep problems at bay. There was concern that the children would ignore the lesson and play with toys instead of participating. However, this particular group did the best in the nature walk. Each child listened and answered questions, collected their leaf to bring inside for the project, and left all the toys and play equipment alone. This shows that when children are interested in what is being taught, they will listen and absorb the information. Their participation in the leaf decorating ranged per child; some were very interested and others were more interested in mixing the glitter together. When teaching information, interesting and entertaining activities should be incorporated as much as possible to keep children engaged. The more fun the lesson, the more engaged the children will be. When the teacher shows excitement for the material, the children will find the information more fun as well as easier to understand.

There were some nerves for teaching the first lesson to my class, however after the first minute passed, so did the nerves. I fell into “teacher mode” and felt very happy, comfortable, and in my place. This lesson plan as well as other experiences in this classroom have reinforced that teaching young children is what I want to do. It is exhilarating to feel in charge of a child’s learning and watching their reactions and excitement to the activity. Upon entering the classroom, the leaf decorating was already set up. The children were directed to go sit on the carpet so that small groups could be explained. As each child walked by the table for leaf decorating, their necks strained, eyes widened, fingers pointed, and excitement showed for whatever activity was set up at this table. It was very heartwarming to watch and inform the children they would get their turn soon. It was a great reminder that children are open to participating in whatever activity you provide for them if it is fun and exciting. It was also a reminder that children’s learning lies in the teachers’ hands. The teacher can control the learning environment, the engagement level, and the outcome of the lesson. This was a great first lesson in my Pre-K classroom and I am interested to keep working with these children and assessing their learning in different areas.

*Names have been changed.

This image shows two of the leaves that were completed. Some children took their time in placing their glue and glitter in specific patterns while most children created larger areas filled with glue and glitter.

After the completion of the lesson plan and allowing time for the leaves to dry, my cooperating teacher asked me to use their art for a fall theme poster to hang in the hall way for the month of November. I created this poster and it is now hanging outside of their classroom.