Documente Academic
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Documente Cultură
Date:____3/22/13_______________________
What information will children need to know to successfully explore and engage in the themed pretend play or
block experience? How will children gain this information?
The children will need to know what it means for an animal to have a habitat, they will gain this information from either
me or a book (most likely me), or possibly another child. They will need to know about the various animal habitats, this
information they will gain from the books.
2.
3.
Describe the set-up of your dramatic play area including the materials that children can use, what
visuals will be displayed, and how children can play there. Think about the natural ways children can
use reading, writing, and environmental print as they role play.
Describe the materials you will add to enhance childrens dramatic play or block experience.
There will be non-fiction books spread around the floor about animals and their habitats for children to look
through. There will be paper and markers so that the children can make signs for their animal habitats. There
will also be toy animals for the children to use. Once the block area is open, I will make my own habitat as
an example for the children.
What roles can children take on as they engage in your dramatic play experience?
As this is in pretend play and not block area, the primary role that the children will be taking on is zoo
keeper or animals.
Summary of Procedure:
How do you plan to support children in meeting your objectives and learning your content?
I will encourage them to look through the books, pick an animal that they like, and then use the book to
create a home (a habitat) for their animal using the blocks, paper, and markers.
How will you introduce this activity?
I will start to build my own animals habitat and invite the children to join me, telling them that I am
building a home (called a habitat) for my animal. Ill tell them that Im using the book to tell me what the
animal needs in its home.
Describe the role of the teacher to support childrens play.
I will start as a member of the play frame to give the children an idea of how the activity is intended to be
played out. I will use open-ended questions and challenges to get the children engaged in the activity. As the
children become more involved in the activity, I will ease out of the play frame and simply ask questions to
I need to adapt this activity by (be sure to include strategies for increasing the challenge AND
strategies for increasing the support):
Extension for children with higher skills:
Encourage the child to think about which animals can live together (based on what they eat, where they live,
etc.) and build habitats for animals that can live together. The children can also use paper to make labels for
their habitat. I will support children to use the books as a resource for writing words.
Simplification for children with lower skills:
Provide the child with the book that has the information on the animal they chose (so they dont have to
decide which book they need). I will use behavior reflections to help the children understand the connection
between what they are saying and what they are doing. I will use more challenges or I wonder statements
(such as I wonder where a zebra lives) to encourage the children in the activity.
List 2 curriculum modifications and describe how they would be helpful for supporting children to
engage in this area:
Activity simplification: if a child is struggling, I will simplify the activity or break down the steps to help
the child understand the activity. For example, the can use the books to build their habitat and not create
labels.
Adult support: I can model or join the childs play if they seem to be faltering in the activity
Peer support: if a child appears to want to be involved in the activity but is unsure how to start, I will
suggest that they help a child that is successfully building a habitat
Potential problems that may arise during this activity, and how I will prevent or solve them:
One potential problem is that children might have difficulty finding information in the books about their
animal. I can solve this by modeling how to search through the books to find information and how to use the
pictures to find information if I cant read the words.
Another potential problem is that children might be unsure about how to build a habitat. I can solve this
problem by modeling building a habitat or pair them with a child who is building a habitat.
Two activities that would extend this plan into other content areas of the classroom (what other
activities would be available during free play or group time that would reflect the objectives of this
activity):
As Im unsure what will be available during free play, this is just an estimation based on what is currently
available in the classroom. At the moment, the focus in the classroom is on fairy tales and nursery rhymes.
The children could apply the skills they learn about finding information in the books by taking books from
the reading area and acting out the stories in the pretend play area.
They could also use these skills if they ever are curious about something (i.e. why do flowers bloom?) to
find out the answer for themselves. This would be an activity that could either be planned or spontaneous. I
could work with a child to find out what they want to know more about, or what theyre curious about. I will
then encourage them to figure out ways that they could find these answers for themselves. Long term, I
could have the children each says something that theyre curious about and put these questions on the wall
in one spot. Then throughout the rest of the year, go back to these questions to help the children discover
new things and how to do research on their own.
I have designed an activity for the children to develop their language and literacy skills. In this activity the
children will use non-fiction books to create an animal habitat out of blocks. The children will also have the
opportunity to create labels or signs for their animals habitats, which supports their writing and print
knowledge. By providing children with this activity, I have created a meaningful opportunity to explore
language and literacy and learn about animal habitats (science). This activity will support childrens
understanding that they can look to books to find information.
Assessment:
Name
Habitat Built
Based on Book
Identifies Book
Anecdotal Records