Learning Opportunity Planning Form

(Avoid opportunities associated with holidays)

Student Name: Gina Brower

Resource Used:
Date to be presented:

Site Supervisors Signature _________________________________________ Date __________________

It is required to discuss your final written plans with your site supervisor and obtain a sign-off signature one week before presenting this learning opportunity.

Primary Curriculum (content) Area: Dramatic Play

Learning Opportunity Name: Prop Box

Brief description/type:
Its a box this is a collection of dramatic play items that can be used in theme lesson planning. It also has teacher-made items
and realistic items that also can be put into the box or tote used.
WHO Its For:
Three 3 to 5 years old
List specific accommodations/adaptions:
Limit the number of children in the learning center p 10
Post a visual reminder of the limits p 10
Set out more than one materials p 10
Rotate objects regularly p 11
WHY-Rationale:
It helps children with their social emotional skills by negotiating roles and agreeing on a topic to play. They can recreate life
experiences in a way to cope with their emotions. Children develop small-muscle skills when they button and snap dress up
clothes and dress dolls. They also build up their language and literacy skills by engaging with other children. They use language
skills by explaining what they are doing. How cognitive fits in to dramatic play is because children create a picture in their mind
about past experiences.
Objective(s): By participating in this opportunity, the children will
Child/children will be able in follow limits and expectations
The children/child will be able to engage in conversation with other children
The child/children will remember and connects experiences
Standard(s):
Area 13: Creative Arts 13.3 Dramatic Play
HOW to Prepare: What you need:
MATERIALS:
Existing classroom props to use:
Pallets
Pillows
Rug
Shelves
Dress-up props:
Scrub tops
Stethoscope
Blood pressure cuff
Literacy props:
Eye charts
Wellness checklist
Labels on the containers
Technology props:
Electrical Blood Pressure Cuff
Music & Movement props:
Math props:
Eye chart lines
Science props:
Experimenting with a stethoscope
Experimenting with a Blood Pressure Cuff
Social Studies props:
Being a Doctor
Props to make (consider teacher-made & child-made):
Cotton swabs
Name tags
Blood pressure cuff
Stethoscope
Bandages
Other props:
Clipboard
TIME: 9:00
SETTING: Curriculum
SET UP/SPACE: Classroom
HOW to Teach:
Introduction (How will the children be involved in the planning & preparation of this center?):
The children could help with thinking up ideas or items to put in the prop box
Teaching steps (What is available to children? How many can work there at a time? Is there a time limit? Will all children get a
chance to work in the center today? Share any limitations, expectations, or safety concerns.):
1. Start reading a book about a doctor or what a doctor office looks like
2. Have three children play for 30 mins in the station
3. Discuss what a doctor does and why we need to go to the doctor
4. Have a song or a sign that it is time to clean up the station to go to another one
Closure & Transition:
I would have a song or a chime to signal to them it is time to switch staions and discuss what they learn what a doctor does.
HOW to Assess and Document
Objectives Evidence of Learning How to Document This Evidence
Children might
Child/children will be able in follow limits They might take a follow student and Record their conversations
and expectations pretend to give an exam
The children/child will be able to engage They could say what the doctor uses the Anadotal record
in conversation with other children cotton swabs for
The child/children will remember and They could explain when they went to Video the conversation you have with
connects experiences the doctor last them