rem Nur Tasl,

Esra Evren
Smeyra stner
ACTIVITY PLAN 1
Name of the activity: Our Skeleton
Type of the activity: Science &Art
Age group: 60 months
Time: 20 minutes
Materials: baby doll, the picture of the skeleton with its parts, colorful apaers, small parts of
the waste clothes, glue, punch,buds, acetate paper
Words: skeleton, joint, muscle
Concepts: short-long, soft-hard
Technology using: Prezi, easel.ly
Objectives and Signs
MOTOR DEVELOPMENT
Objective 4: It makes movements that require the use of small muscles.
Signs: Combining the objects to form new shapes.
Cutting materials
Pasting material
Objective 5: He/she dances with music and rhythm.

Signs:With music and rhythm makes various movements in repeatedly.

LANGUAGE DEVELOPMENT
Objective 5:He/she use language in order to communicate.
Signs: When child speaks, he/she uses his/her gestures and facial expression. He/she joins
conversation.
Objective 10:Child reads the visual material.
Signs: It examines the visual materials. It asks questions about audio visual materials. The
answer is about the visual materials.
LEARNING PROCESS
After breakfeast, in the circle time, teacher brings a soft baby toll that can not stand onits
foots and she wonders this reason and asks the childrens opinions. To develop the concept
better, she says that why do the people can walk and stand on their feet and have hard
structure like when we touch someone, there can not be a deep cavity like in dolls. After
getting responses, she says that living things are generally have the skeletons to stay on our
foots, otherwise what can be happen to us? teacher asks. Also, she shows imitation of falling
down if we do not have bones and children will also do the same thing with teacher.
Moreover, to feel and internalize the subject, she wants the children to touch their hands,
move their fingers, also she shows the joint places that provides more flexible movements for
the bones.In addition to this, she asks that why do not see our bones ? After observation and
telling the muscles feature , teacher gives the children some x ray papers that she wanted
them from the parents. Then, teacher explains the usage of x rays like to show our bones and
the doctore look at and heal us. Also, she can asks the children have they ever lived such kind
of experience in their lives. Later this, children will observe, touch and tell what they see, and

which body parts are there ? After conversation, teacher gives some picture about the parts of
the skeleton to combine each other to learn the places of the bones. With help of the teacher,
they make their own skeletons with this pictures. And the children hold them in their hands to
dance with the song of skeleton song with watching from the smart boards.
PARENT INVOLVEMENT ( volunteering)
Teacher writes down the notes that they will learn the subjet of the skeleton so she wants
the parents to bring some x ray papers that they find in the hospital or their homes. When the
children come to the class, they will tell the stroy of this pictures or their guesses.
ADAPTATION
If there is a child with usually impaired, then teacher wants her/him to touch herlself and
she describes the features of the bones and gives some embossed picture to touch and feel.
While making own skeleton, teacher can divide the class groups to help this child with the
asssistance of her peers. While during dancing, the child can create her style and teacher warn
the other children not to close her while dancing to prevent some injuries.
ASSESSMENT
Descriptive Questions
How did you create your own skeleton?
Why is the skeleton so important for us do you remember?
Sensorial Questions
How did you feel while dancing as if a skeleton?
If we do not have the skeleton, do you have difficulty while wlking, standing and why?

Questions about Daily Life

Did you got to a hospital to get a x ray?
Which other living things have the skeleton can you give some example?
Questions about objectives and signs
Did you understand that when you see the skeleton parts belongs to a living thing and how?

http://www.youtube.com/watch?v=e54m6XOpRgUdance video of skeletons

ACTIVITY 2
Name of the activity: Learning the 5 senses
Type of the activity: Math & Science (whole group)
Age group: 60 months
Time:20-25 minutes
Materials:cotton, sand paper, wet wipes, spices,salt, candy,lemon, matching pictures, eye
patch, headphone, shiny paper, clay,

Words:grafik, duyuorganlar
Concepts:kuru-slak, sert-yumuak, tatl-tuzlu
Technology using: bubble us, go animate
Objectives and Signs
Cognitive Development
Objective 5: It observes objects or assets.
Signs: He/she tells the object and texture of the asset.
Saying the voice of the objects and assets
Objective 20: Objects / symbols chart prepared.
Signs: Creating graphics using the object.
LANGUAGE DEVELOPMENT
Objective 6: Improving the vocabulary.
Signs: Using antonym
Objective10: Reading the visual materials.
Signs:It examines the visual materials.
LEARNING PROCESS
Before the children come to the class, the teacher creates 5 sensory corners to show and
represent 5 sensory organs like smelling, touching, hearing, tasting and seeing. To illustrate,
she brought some different materials for each grup like lemon, candy and salt for tasting area
and headphone, cd player, some music materials like rhytm sticks and drum for the hearing,

and she also placed the materials including sand paper, cotton, wet wipes for touching. In
addition to this, perfume, rose and spices were used in the forth area. Finally, the teacher puts
the shiny papers, colorful cartons to seeing corner. Then, she lets the children to discover the
materials and she begins to ask questions? Why did I bring these materials? Could you see
any similarities and differences between the corners and why? How do you feel when you
look at this materials? And the teacher tries to use opposite words to provide easier
remembering such as wet-dry, hard-soft. Maybe, she can want the children to give more
examples about the objects. After brainstorming part, she shows her finger puppets and says
that these are our 5 sensory organs and they have some features and responsibilities to our
body. Morevoer, when she finished telling the story, she wants the children to find related
subjects with these organs. For example, for the hearing, they can say that we use the
microfon and for the smelling we use perfume. Then, the teacher gives the matching pictures
to the children and she plays the music related to 5 sensory organs at the same time. Later on,
the teacher controls the answers and correct the wrong ones. Then, the class is directed to
make a graphic about the organs and they compare the numbers of the organs and find the
maximum and minumum ones. Moreover, to make this activity more enjoyable, children play
the krebe game which is played in a circle and one childs eyes were covered with some
piece of cloth and the child tries to find the name of the peers with touching them, then if the
child knows the peerss name, she/he can sit down and continue to the play. After this part,
teacher gives the clay to the children to make an persons body with showing 5 sensory
organs. At the end of the activity, the class evaluates the days activities flows like what they
did and learn.
PARENT INVOLVEMENT
Teacher tells the parents this weeks subject with wrting down childrens notebook and she
says that we will focus on 5 sensory organs today. To develop your childs sensory abilities,

we will send different activities realted to subject so you can choose one or two of them and
do the activity in your homw with your child. Pleas take some photos during the play to show
them in the classroom. So next day when the children come to the school, they will tell what
they did and show the pictures to their peers.
ADAPTATION
If there is a child with hearing problem, the teacher says that the children can observe any
corner according to what they want so the child does not have to focus only to hearing part
and feel badly.
ASSESSMENT
Descriptive Questions
1) Can you tell the order of the activity from end to the beginning part?
2) During the Krebe play, how did you find your peers names?
Sensorial Questions
1) How did you feel when you first come to the class and see the corners?
2) Which part is the most enjoyful part for you?
Ouestions about the Objectives and Signs
1)What does the graphic show in our activity?
2) While observing the material, which similarties and differences did you realize?
Questions about the Real Life
1) Can you give some examples of the hearing subjects?
2) What are the benefits of the 5 senses in our daily life?
ACTIVITY PLAN 3
Name of the activity: internal organs

Type of the activity:art&science integrated activity (whole activity)

Age group: 48 months
Objectives & Signs:
COGNITIVE DOMAIN
Objective1: Giving attention to object situation event
Signs:It should be focused object situation event.
Objective2.Estimating to object situation event.
Signs: Saying estimation about object situation event.

MOTOR DEVELOPMENT
Objective:4. It makes movements that require the use of small muscles.
Signs: The child pastes the materials.

Materials: crayons, , pictures about five sense organs, glue

LEARNING POCESS
The teacher comes to class and greets the children and asks What did you do in
weekend? The students talk about their weekend. The teacher tells his/her weekend. Then the
teacher says in the last week, we learnt our sense organs. The teacher says Today we learn
our internal organs. Then the teacher brings pictures of internal organs. However, children do

know any information about the insert organs. Therefore, the teacher just talks about heart,
stomach and the brain. The teacher uses Prezi to give information to children. The teacher
opens smart board to open Prezi. In Prezi, the teacher shows picture of heart and gives
information. She says The heart is one of the most important organs of the body. It pumps
blood into the body to keep you alive. She shows a video about heart. Then the teacher
shows a picture of stomach and she says. It places the digestion of food that people eat. You
can obtain energy from foods because of it. Then the teacher shows a brain picture. And
video related stomach. She says: The brain manages everything in the body. And she shows
video about the brain. The teacher gives heart, stomach and brain pictures. She says that you
can paint this picture whatever you want. After every children paint their pictures of internal
organs, the teacher says, now we glue this pictures our body according to their place. Then
children tries to find their place and glue tem on their body in right place. The end of the
activity, the teacher reads a book about the internal organs. Then the teacher ask question
related activity.
ASSESSMENT
Descriptive question
What materials we used in the activity?
What are internal organs?
What are function of the sense organs?
Sensual Questions:
How do you feel when you learn internal organs?
How do you feel when you try to find the true place the internal organs?

Questions for Gains:

Which functions do you learn about the internal organs?
Questions relating to live:
Have you ever see the three dimensional internal organs in real life.
PARENT INVOLVEMENT
Teacher wants to parents read the story which is about the internal organs for their children.
Then they talk the function of internal organs. The next day, children bring their stories, and
talk about what they learn.
ADAPTATION
If a child has visual impairment, the teacher can make pair when they find the internal organs
place or the teacher can prepare three-dimensional internal organs so that he/she finds right
place more easily.
REFLECTION PAPER
We selected the unit plan related to our body and 5 senses because we thought that this
subject could be visualized and used in technology programs. While preparing the daily
activities we give responsibilities for the group members like 1 activity for each member.
However, while preparing the materials, we worked together because we tried to integrate the
proper web programs for activities. Also, some web sites were tough to reach and save the
folders because of payment. Even, we had to delete our animation because of this. Actually,
working with other people is not easy because sometimes we could not had a consensus how
to apply the program and it cause to sepending waste time. During the process, we had
difficulty with while selecting the appropriate age group and their interest because teachers

have to know the prior knowledge and readiness for the instruction. Moreover, while
designing the materials, we were not sure whether it would work properly and pass the
transitions of the parts softly. On the contrast, we were used to select the objectives and
integrate them from previous internship experience. Actually, our plans are depending on
teacher centered activities that means the teacher demonstrate the objects and correct the
faults without brainstorming. Therefore, the children will not realize what they learned and
why and their metacognition levels will decrease in time. I suppose that we look at the events
in behaviorist perspective because we just only focus on the results rather than the process. If
we could utilize the cognitive theory, the students can construct their knowledge by
discovering the environment. We had to use eclectic method for program for helping the
teacher for arranging the objective according to child development levels and their individual
interests. In the process of utilizing the media and materials, we read our activity 2 times and
visualize them in our minds. Then, we will apply the programs for whole class for animations,
but for concept maps we can use hard copies to observe the pictures personally.
Generally, our activities based on scaffolding and reinforcement instructional methods.
Every activity should under teachers watch to children doing. Teacher give directions to
children how do that. Teacher help to children according to zone of proximal development. It
is important to know not only where a child is functioning now and where that child will be
tomorrow, but also how best to assist that child in mastering more advanced skills and
concepts. Thanks to application which based on internet technology, teacher observe and
report to childrens abilities effectively. In this point, teacher arranges next applications,
materials and media according to scaffolding approach. Learner participation have important
key role in our unit plan and we also ask from children their golden attendance. Children have
equally role with their teacher. In this plan, children are applicator and teacher is a guide in
the class. Teacher lends assistance about application in the internet. For example, teacher open

websites and then children start to activity. According to situation or childs level, teacher
should intervene child for improving. For learner participation, reinforcement is most
appropriate instructional method for early young children. Children want to well than other
children in class. Reinforcement is very effective way for applying internet materials in
activity. Thus we select this method for two main techniques in our lesson plans. Evolution is
not necessary part of early childhood education of our method. However, we should know
childrens level in activity for arrangement level. Thus our unit plan includes quizzes from
survey monkey. n this way we become informed children level with in black and White.
Children cannot read or writing so we use Pictures in our quizzes. They have matching logical
skill and our plan requires to matching pictures bout senses for example there is child who
listen music and there are three Picture options about sense. Every questions are different
page and if children select true options page can advance to next page question. In
scaffolding, teacher is active role and teacher usually spends time with children. So teachers
have ideas about children level with experience without materials such a exam. In this way
our evaluation method tend to teacher observation predominantly.
When we prepare the activity, we tried to to follow ASSURE model which are Analyze
learners, State standards & objectives, Select strategies, technology, media & materials,
Utilize technology, media & materials, Require learner participation, Evaluate & revise.
When we prepare the lesson plan, we tried to use every phase of ASSURE model. However,
when we prepare the activity, we imagine children and we prepared objectives according to
children who we think should gain these skills. Our units topic is five sense organs and our
skeleton. Our objects are generally rely on movement, dancing, estimating according to
childrens experience, realizing the differences between to objects texture and so far. In other
words, we want to take their

attention with movement and using technology. We did

internship in the first semester, so we know children. Childrens attention is most continued
thirty minutes. Therefore, our activities are generally 20-25 minutes to not boring children.