Centre/Agency/School/Program Name:

Curriculum/Model/Approach:

.
.

SHERIDAN PLANNING FORM

NAME OF STUDENT
DATE OF ACTIVITY
NAME/FOCUS OF

Bianca Schiavone

ACTIVITY

DIY Dino
18 mos

NUMBER OF CHILDREN

6-8
AGE RANGE OF CHILDREN
2.5 yrs
The children really enjoyed reading the dinosaur book and doing

ORIGINATING IDEA

the dino stomp song. They really enjoy art activities so I wanted

BASED ON OBSERVATION:

to create a diy dinosaur activity where they can make their own
dinosaurs.
HIGH SCOPE KEY

LEARNING ANTICIPATED
(MUST be completed,
according to program
model/approach)
(REFERENCES INCLUDED)

DEVELOPMENTAL

DEVELOPMENTAL

SIGNIFICANCE
ELECT

INDICATOR (KDI)

Cognition

E. Cognition

4.8 Memory: recalling previous

22. Exploring objects, 28.

work, increasing memory

Location of objects, 31. Seeing

capacity

from different viewpoints, 35.

Physical

Cause

5.2 Fine motor: tool use, pincer

F. Creative Arts

grasp, putting objects together

36. Imitate and pretend, 37.

Exploring materials
WHEN IN THE DAILY

WHERE WILL THE

ACTIVITY TAKE PLACE

MATERIALS: (Be Specific)

ROUTINE/SCHEDUL
Table top
-

E WILL THIS OCCUR

Dinosaur shapes
Crayons or markers
Scissors
Box for the dinosaur egg

Arts and crafts

10:30-11

BEGINNING
After we come back from devotion, I will have the materials on the table and invite the children to
join me at the table. Everyone will take a seat and I will introduce the activity. I noticed that you
really enjoyed the dinosaur book we read last week. Do you remember what we read? Yes!
Dinosaur Kisses. And do you remember the dance we did? Yes, the dinosaur stomp! I thought today
we could make our own dinosaurs So I brought it many different materials that we can work
with. I wonder what we can do with these materials?
MIDDLE
I will introduce the materials. We have some different dinosaur shapes! I big long neck dinosaur, a
wide head dinosaur. What do these look like? Yes the body and the legs! Now with all of our
colourful crayons/markers, lets create our own dinosaurs.
During this time I expect the children to be coloring and working with the materials. Ill give each
child their own dinosaur and if they would like more I can provide more. I expect them to be mixing
colors, not fully filling in the shapes of the dinosaurs.
I will be asking questions about what they are doing, such as; What kind of dinosaur are you
making? Does your dinosaur have a name? What could your dinosaur do? Where does he live? Is
he nice? Etc. I want to get the children interested in pretend play and creating stories and ideas
about their dinosaurs. And based on what I see I will make observational comments and ask
questions continually.
Nearing the end of the activity, I will say, In the book we read, the dinosaur came out of the egg! It
hatched from the egg! So once we are finished making our dinosaurs we need to put it in the egg so
they can grow and hatch!
END/TRANSITION
As the children finish up, I will ask them to return the crayons/markers to the bin. I will ask that
when they are finished their dinosaur, they put it into the egg (the box), so that their dinosaurs can
grow. I will tell the children that after naptime when they wake up, the dinosaurs will have hatched
and they can play with them. I will reflect on the activity with the children as they tidy and clean
up.
I will make sure they wash their hands and get ready for snack.
(During nap time I will assemble the dinosaurs)

Name/ Focus of Activity:

REVIEW BY STUDENT
WHAT OBSERVATIONS DID YOU MAKE ABOUT?
CHILDRENS BEHAVIOURS

CHILDRENS SKILLS

CHILDRENS INTERESTS

CHILDRENS IDEAS

SELF REFLECTION
WHAT DO YOU FEEL GOOD
ABOUT?

WHAT DID YOU STRUGGLE

WITH?

HOW WERE YOUR

STRATEGIES EFFECTIVE?
(WHAT WORKED?)
HOW COULD YOUR
STRATEGIES BE MORE
EFFECTIVE? (WHAT
COULD HAVE WORKED
BETTER?)
WHAT DID YOU OBSERVE/
HEAR DURING THIS
EXPERIENCE THAT COULD
BE USED AS AN
ORIGINAING IDEA FOR
ANOTHER ACTIVITY?

Name/ Focus of Activity:

OBSERVATIONS BY SUPERVISING TEACHER

Supervisin
g Teacher
INITIALS

The planning sheet was submitted in accordance with the agency

expectations
The experience was prepared, with materials for each child readily
available.
Active learning was supported throughout the activity.
Consistent guidelines and student educator support were evident.
Both student educator and children were involved in clean-up.
Both student educator and children were involved in transition.
Comments of Supervising Teacher:

Signature of Supervising Educator:

Date:

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