Student Name:

Practicum Lesson Plan

Type of Activity: Art and Music and Movement
Age: 2
Number in group: 13

Observation and Planning

On-Going Assessment

Why do this activity?

(Observations-Data
Collection & Analysis)

What can children

learn?
What can children do?
Skills
Concepts:

WMELS Performance
Standards
(Planning and Curriculum
Goals)

While we are outside playing, a train will sometimes come by. The children get so excited screaming when
they hear the whistle. The children try to whistle. I showed them how to whistle with a piece of grass and they
all wanted to make the noise themselves. They didnt have much luck, but with this activity they will be able
to make the whistle noise and incorporate some art too.

The children will demonstrate eye-hand coordination

The children will apply what is told to them on how to make the whistle
The children will demonstrate creativity through music, movement, and art

Health and Physical Development

B. Motor Development
BEL2 Exhibits eye-hand coordination, strength, control, and object manipulation
Language Development and Communication
A Listening and Understanding
AEL 3 Follows directions of increasing complexity
Creativity and Imagination
BEL 2 Expresses self creatively through music, movement, and art

Materials Needed

Invitation/Hook/Finge
r Play/Song/Question

15 Paper towel rolls

15 pieces of precut wax paper 3x3
15 rubberbands
Several different color paint
Paint brushes
Tooth brushes
4 containers for paint
All aboard the choo choo train.. all aboard .. all aboard! I need ____, ____, ____, and _____ to join me at the
art able!
Chug, chug, chug; chug, chug, chug,
Chugging down the track
See our little choo-choo train
Chugging down and back.
We are cares all lined up
Chugging just like so
Hear our whistle toot-toot-toot
As down and back we go! Elizabeth Scofield
This is a 2 day activity
Day 1:

The children will have the opportunity to paint their whistles with a choice of a couple of painting tools
We will let them dry over night

Day 2:

Procedure
(list steps in bullet
points or numbers so
you can follow along as
you teach)

Questions to ask
(open-ended questions
support divergent
thinking; how, why,
what)

The children will put the wax paper square on the other end of the toilet paper roll, wrapping a rubber
band around the end, with the assistance of the teacher if needed.
Once all of the children have had the opportunity to finish their whistles we will try our whistles out.
We will line up chairs in a line to look like a train.
I will let the children lead the activities from there.

I wonder why the conductor blows his whistle?

How do you think this toilet paper roll with the wax paper and rubber band makes a whistle noise?
What if we didnt have the wax paper on the end?

Prepare for the Activity- Implementation

WITC Instructor Only
/2 Activity Plan is developmentally appropriate
/2 Activity Plan is comprehensive
/1 Professional Presentation/spelling & grammar is correct

Reflection- On-Going Assessment

REFLECTION
How did the children
respond to the
activity? What did
they do?
What did they learn?

COOPERATING TEACHER

STUDENT

/3 points

/3 points

/3 points

/3 points

/2 points

/2 points

Was the activity well

organized? Were
there enough
materials? Were the
guidance techniques
appropriate?
Was the activity
effective in
encouraging the
concepts and skills?
Did the student
encourage those
concepts through
questions?

What would you do

differently next time?
How can you build on
this activity for your
next lesson?