Aracele Melgoza

Instructor: Joy Hearns

Child Development 259

Week 11/09/2015
Fall 2015
Activity Plan Format
1. Activity Title: How a seed grows? (The Life Cycle of a Plant)
2. Curriculum area/ Developmental Domain: Science/ Fine Motor Skills/ Cognitive.
3. Number of Children /Age and number of adults: Small group of children (4) / 3-5 year olds
and one teacher.
4. Materials Needed:

Soil
Water
Seeds
Trowel
Flower pot
Bottle of water
Lamp

5. Location and Setup of activity: I will lead the activity on the science area.
6. Preparation: I will gather the materials two days in advance. I will purchase the materials and
will display the materials in the science area on the day of the activity.
7. Specific behavioral objective: The activity will help children learn the process of how plants
grow and what a plant needs to grow. The children will also, learn how to observe and document
the process of how long does a seed take to grow a flower.
8. Procedure: I will start the activity in the circle area. I will introduce the topic by reading the
story The Tiny Seed By: Eric Carle. I will ask children open- ended questions. I will ask the
children:

Children, can you name some of the materials needed to plant a seed?
Children, how do you think a seed grows into a beautiful flower?
What does a seed need to grow?
How long do you think a seed takes to grow into a flower?
What happens to flowers when autumn comes?

After the discussion I will ask a small group of children (4) to go to the science area. When
children arrive to the science area, I will introduce the materials needed to plant a seed. I will
have one child pour soil into the flower pot. I will ask the child to add the soil with a trowel by
adding soil only half way of the flower pot. I will then have another child add the seeds into the
flower pot. The third child will add more soil with the trowel. The fourth child will use a bottle
of water to pour some water into the flower pot. Lastly, I will place the flower pot on top of the
science shelf and will turn the lamp to give some light to the flower pot. I will then ask the
children:

Can you tell me how you plant a seed?

Can you name some of the materials we used?
How long do you think its going to take for the seed to grow into a flower?

After the discussion, I will document the predictions of how long will it take the seed to grow
into a flower. I will display the predictions on the science area.
9. Discussion: Vocabulary: soil, water, sun light, seeds, flower, plant, hydrate, flower pot and
grow.
10. Terminating statement (how will you summarize the activity with the children): We just
learned about the process of growing a seed. Can you name some of the things that a seed needs
in order to grow? What will happen if a seed is not water daily? Why do you think sunlight and
water are the most important things that a seed needs in order to grow?
11. Clean up: I will sing the clean up song.
12. Transition (How will you transition children from this activity to another?): I will ask all
children to line up to go wash hands. After washing hands the children will transition to their
desire area.
13. Evaluation (Were your objectives met?): The children collaborate throughout the activity.
The children asked me, Are trees the same as plants? Because a tree needs water and sun to grow,
do leaves fall from plants too like the leaves of a tree? The children asked many questions they
were also, comparing and contrasting a tree and a plant. The children spoke about what a tree
needs in order to grow big. The children mentioned that a tree is the same as a plant because it
starts by a tiny seed, then it grows with water and the sun. The activity helped children enhance
their knowledge on growing. The children learned many learning outcomes throughout the
activity they learned to predict, compare and contrast, analyze and use their critical thinking as to
what may happen if a plant is not water daily. The activity was a success.
14. Follow up activities/ Future plans: The activity can be extended by having the children draw
the observations of the process of the growing seed. I can also; have a data poster with the days
and having the children draw on the side how the plant looks each day.

Aracele Melgoza

Instructor: Joy Hearns

Child Development 259

Week 11/09/2015
Fall 2015
Activity Plan Format
1. Activity Title: Can you name the tree?
2. Curriculum area/ Developmental Domain: Science, Art, Fine Motor and Sensory Skills /
Cognitive.
3. Number of Children /Age and number of adults: Small group of children (4) / 3-5 year olds
and one teacher.
4. Materials Needed:

Outdoor leaves
Magnifying glasses
White paper
Crayons
Pencils
Glue
Tree images (apple, orange, grape, lemon)

5. Location and Setup of activity: I will set up the science table by adding outdoor leaves.
6. Preparation: I will gather the materials two days in advance. I will collect the leaves on the day
of the activity to have them in good conditions.
7. Specific behavioral objective: The activity will help children learn to observed, classify,
compare and contrast the leaves collected. The children will also, learn to identify different types
of trees.
8. Procedure: I will start the activity in the circle area (with large group). I will start with a
discussion question to introduce the topic about Types of Trees. I will ask the children What
kinds of trees have you seen? I will write the question and the answers on the board. After the
discussion, I will introduce the types of trees with images. I will show one tree image at a time. I
will ask the children, Can you tell me, what kind of tree is this? I will show the children an
orange, apple, grape and lemon tree.

After the discussion, I will ask two children to go to the science area. I will start the activity by
asking children to look at the leaves on the science table. I will ask the children to observe the
leaves with a magnifying glass. I will ask the children:

Children, can you tell me what you see on the leaves?

What are the lines on the leaves called?
What colors do you see on the leaves?
Can you count how many green and yellow leaves there are?

When the children finish counting the leaves, I will ask the children to write the amount of green
and yellow leaves on the board. When the children finish, I will ask the children to draw their
favorite fruit tree (as a group). I will have the images of the fruit trees displayed on the floor for
children to choose from. After the children choose the tree, I will leave the image of the tree
displayed on the floor. The image will help the children draw their observations. When the
children finish I will ask the children to write down the name of the tree they decided to draw. I
will ask the children at the end of the activity:

Why did you decide to draw this type of tree?

Can you name some of the parts of your tree?
What does a tree need in order to grow?

At the end of the activity, I will have the children displayed their drawing in the circle area.
9. Discussion: Vocabulary: Leaf, tree, orange, lemon, apple, grapes, purple, green, brown, red,
yellow, trunk, branch, grow, sun, water, seed, tall, big and small.
10. Terminating statement (how will you summarize the activity with the children): We just
learned about different types of trees. Can you name some of the types of trees we learned about?
How does a tree grow? What kind of things did you observed on the trees? Were all of the trees
the same or different?
11. Clean up: I will sing the clean up song.
12. Transition (How will you transition children from this activity to another?): I will ask all
children to line up after cleaning up the area. I will then ask children to line up quietly to go to
the bathroom to wash their hands. After washing their hands, I will ask children to go to their
desire areas.
13. Evaluation (Were your objectives met?): The children collaborate throughout the activity.
When I asked the children to count how many green and yellow leaves there were, the children
began to place the leaves on the floor from biggest to smallest. One of the girls began to make a
green and yellow pattern. After separating the leaves from big to small the girls began to count
how many big leaves there were and how many small leaves there were. After counting them I
asked the girls to write the total of big and small on the board. Instead of the girls counting how

many green and yellow leaves there were, they counted big and small leaves. I decided to let the
girls explore since they were more interested in big and small patterns. When the girls choose
their favorite fruit tree they both work together on creating the grape tree. They separated the
drawing by one creating the trunk and the other creating the branches. At the end they both added
the purple grapes on the tree. Once they finish the drawing the girls came up with an idea of
adding some leaves to their drawing. The girls became real creative with the activity. I gave them
glue to paste some leaves into their grape tree drawing. The girls were able to use their
imagination, creativity and used their critical thinking skills to create their final piece.
14. Follow up activities/ Future plans: I can extend the activity by having a small group of
children create a mural of a fruit tree on the wall. I will set some crafts and recycle items on the
table for the children to become creative while creating their fruit tree. I will set the mural on the
dramatic area.