Northwood Technical College Activity Plan

Your Name: Sadie Hernandez Flores

Learning Experience Title: ICY Dinosaur Eggs Ages of Children: 2-3
Type of Learning Experience: (check all that apply)
 Creative Art  Social Studies  Social
 Sensory Play
 Literacy & Language  Gross Motor  Emotional
 Health/Safety
 Dramatic Play  Fine Motor  Community Building
 Cooking/Nutrition
 Music & Movement  STEM  Other:
 Nature/Outdoor

Learning Experience Presentation Type: (check one)

 Large Group—all children  Small Group—a portion of  Activity choice during free play
participating at the same the children participating
time at the same time
Number of children participating at the same time: 3-6
Skills (what children will do):

Melt ice
Manipulate tools
Explore frozen water
Squeeze the droppers/baster
Engage in curiosity

Concepts (what children will learn/know):

I will learn how to melt ice using a doper/baster and water.

I will learn that frozen water is cold.
I will learn that cold and warm water can melt ice.
I will learn that melting ice takes time.
I will learn that dinosaurs hatch from eggs.
I will learn that persistence and curiosity is important.
I will be able to connect books to my life.
I will learn that animals have moms.

This learning experience has been planned to feature the following WMELS performance standards:

I.B.EL.2 Exhibits eye-hand coordination, strength, control and object manipulation.

I.C.EL.1 Uses senses to take in, experience, integrate, and regulate responses to the environment.
II.C.EL.2 Engages in social interaction and plays with others.
II.C.EL.3 Demonstrates understanding of rules and social expectations.
II.C.EL.4 Engages in social problem-solving behavior and learns to resolve conflict.
III.A.EL.2 Listens and responds to communication with others.
III.A.EL.3 Follows directions of increasing complexity.
IV.A.EL.1 Displays curiosity, risk-taking, and willingness to engage in new experiences.
IV.A.EL.2 Engages in meaningful learning through attempting, repeating, experimenting, refining, and elaborating on
experiences and activities.
V.A.EL.1 Uses mutli-sensory abilities to process information.
V.A.EL.3 Applies problem solving skills
V.C.EL.1 Uses observation to gather information.
Why have you chosen to do this experience? What observations have you made about the development, interests,
needs of individuals or groups of children in your care?

I personally feel this group of kids are “mature” for their ages. They like to investigate and very creative when it comes
to trying to problem-solve. I think this activity will challenge them to apply their knowledge on how to melt the ice to
get their dinosaurs out.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.

 Balloons (not water balloons) because they are not as stretchy (have enough for each child)
 Mini plastic dinosaur figurines
 Plastic bin for melting and warm water
 Eye droppers, meat basters, or squeeze bottles
 Aprons (to avoid shirts getting wet)

*IF you don’t want to use balloons, freeze the dinosaurs in mini containers or ice cube trays.

Source of materials:
 All are available at the center/in the classroom
 Provided, in part, by cooperating teacher aprons/paint shirts
 I am providing the following: all other materials

Teacher preparation needed before activity presentation, i.e., mixing paint, cutting paper, construction of flannel
board characters, etc.

The dinosaur eggs will need to be made before presenting this activity to the children. Here are the steps to make that
happen.

1. Blow up a balloon and hold it for 30 seconds or so to stretch it out.

2. Stretch open the top of the balloon and stuff a dinosaur into the balloon.
3. Fill the balloon with water and tie it up.
4. Stick the balloons in the freezer and wait until they are frozen.
5. When the balloons are completely frozen, cut off the knot, and peel off the balloon.
6. Place the eggs in a bowl to carry them to table where the activity will begin.

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment

This activity will take place at the tables. The kids will have the opportunity to either sit or stand while doing
participating. They will be given an apron/paint shirt to help limit the amount of water that gets on their shirts.

Each child will pick an egg from the plastic bowl. There will be three kids to each plastic container. Each child will be
given a dropper/baster to find ways to melt the water to expose their dinosaur.

Transition Planning: Describe how the children will transition into the learning
experience. Transition in to the activity (preschool) OR Incorporation of individual child routines (infant/toddler).

We will read the book, Am I Yours? By Alex Latimer. This book is about a group of friendly dinosaurs trying to reunite
the lost egg to its family. The dinosaurs must discover what kind of dinosaur is inside. They ask questions to help the
unhatched egg find its family.
After reading the book, I will explain to the children that I have frozen eggs that have plastic dinosaurs in them. We
will then have to find ways to melt the ice to see what kind of dinosaur we have inside.

Procedure: What is the teacher’s role (what will you do) during this learning experience? What will the children do
during the learning experience? (Remember children are active, hands-on learners!). List all the steps in your activity
using numbers or bullet points, including an introduction and a conclusion.

Teachers Role:

1. Blow up a balloon and hold it for 30 seconds or so to stretch it out.

2. Stretch open the top of the balloon and stuff a dinosaur into the balloon.
3. Fill the balloon with water and tie it up.
4. Stick the balloons in the freezer and wait until they are frozen.
5. When the balloons are completely frozen, cut off the knot, and peel off the balloon.
6. Place your icy Dino eggs in a bowl or on a tray and set out a bowl of warm water to begin the melting fun!

Students Role:

1. Pick the frozen egg which contains the plastic dinosaur figurine.
2. Choose whether to use warm or cold water to melt the frozen egg.
3. Use a dropper/baster to get the ice to melt.
4. Melt away the ice to expose the dinosaur.

Questions to support inquiry and discussion and vocabulary words to introduce.

Questions: What else can you use to melt the eggs? What is a solid? What is a liquid? Does cold water melt the Dino
eggs any differently than warm water? Do all animals live? What kind of dinosaur do you have?
Vocabulary: warm, cold, solid, liquid, melt, frozen, ice, mother, child, lost, found, family

How will the learning experience area be cleaned up? (How will the children help in this process? Where will the
leftover materials be put? Where will the children’s art work be placed?)

The children will be able to place the droppers into a container when the project is done.
If the containers holding the leftover water from melting the eggs isn’t too heavy, they will be able to dump it in the
sink.
If the kids are using an apron, they will be able to take it off and place it back on the hook.

The teachers(s) will be responsible for cleaning the rest of the mess. They will need to wash the tables down with
soap/water mixture and then spray the sanitizing spray on it.

Transition Planning: Describe how the children will transition out of the learning experience.

Check for understanding:

Ask the kids what type of dinosaur they had in their frozen egg? Ask them what sounds dinosaurs make? Ask them to
stomp like a dinosaur. Ask them if cold water or hot water melted their egg?

Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.

Children are natural explorers. Giving them the option to pick a frozen dinosaur egg and watch them figure out how to
get the dinosaur out, will be a great experiment for them.
 Not all children have the same level of patience, so having alternative for children to melt their dinosaur eggs (maybe
let an egg sit in the classroom throughout the day and allow it to melt, etc.)

ACTIVITY PLAN ASSESSMENT BY SUPERVISING TEACHER – This completed plan must be submitted to your
instructor for grading prior to implementing with children:

/5 Activity plan is developmentally appropriate (age appropriate, individually appropriate, culturally

appropriate)
/5 Activity plan follows best practices (play-based, open-ended, multi-sensory, hands-on)
/5 Professional presentation/spelling & grammar is correct/form is completely filled out

Once the Activity Plan has been assessed by the Supervising Teacher, make any changes to your plan and
then teach it. Make sure both you and your Cooperating Teacher have printed copies of the plan and the
evaluation forms that follow.
 POST-TEACHING ACTIVITY PLAN EVALUATIONS
Self-Evaluation of Learning Experience: The following questions should be answered as soon as possible after
presenting the activity in the classroom.
Reflect on your success. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?

What changes would you make in the space and/or materials used in this learning experience? All recommended
changes should be supported with examples of the children’s participation. If you said, “no change,” support your
response.

What changes would you make in your teaching of this learning experience? Support each change you list. If you said,
“no change,” support your response.

Would you do this learning experience again? Why or why not?

 TOTAL SELF-EVALUATION SCORE FOR THIS ACTIVITY: /5 points
Cooperating Teacher Evaluation of Learning Experience: The following questions should be answered during or as soon
as possible after student presented the activity in the classroom.
Reflect on the successes. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that the student planned to
support? How were you able to tell that the learning goals were met?

What changes would you suggest for the space and/or materials used in this learning experience? Please support all
recommended changes with examples. If you said, “no change,” please explain why not.

What changes would you suggest for the teaching of this learning experience? Please explain each change you list or if
you said, “no change,” support your response.

Do you think this learning experience should be repeated? Why or why not? Any other suggestions or tips or
comments?

TOTAL COOPERATING TEACHER EVALUATION SCORE FOR THIS ACTIVITY: /5 points

Adapted from The Registry (2018)