Part 1
LESSON PLAN
GRADE: 2 ND GRADE
TIME: 40 MINUTES
ACTIVITY: SORTING SHAPES FROM A SENSORY BIN
MATERIALS: course books, four small containers, shape buttons, handy scoopers, and black aquarium rocks
AIMS AND OBJECTIVES
Students will be able to describe how they feel about the texture of the black aquarium rocks and the shape buttons
Delegate your assignment to our experts and they will do the rest.
Students will be able to learn the different types of colors
Students will be able to identify and differentiate the different shapes
Students will learn sensory skills; hearing, visual, and touch skills
PROCEDURE
Small buttons of four different shapes (circle, triangle, rectangle, and square) are hidden beneath black aquarium rocks in a large container.
The learners are first expected to bring the shape buttons to the surface. This activity involves digging deep into the aquarium rocks with their fingers, thus feeling the texture of the rocks. To make the activity more interesting, each container will have the same number of the various shapes so that the learners make sure that they do not leave any shape beneath the aquarium rocks
All the while, the teacher gives instructions to leaners and monitors how they respond.
The first step will involve the identification of colors. The buttons will be marked in four different colors. The learners, therefore, will be expected to pick the buttons, regardless of their shapes and put them into the matching containers. The teacher will then see whether all the leaners have matched the colors.
The second step will involve the identification of shapes. The tutor will instruct the learners to pick the different shape buttons and place them into matching containers
All the picking will involve the use of handy scoopers to make the learners have a feel of how scissors work.
To make the learning experience even more interesting, the environment will be filled with toys and other props (Fox & Schirrmacher, 2014).
Part 2
LESSON PLAN
GRADE: 2 ND GRADE
TIME: 40 MINUTES
ACTIVITY: OLD MAC DONALD HAD A FARM (INTERGRATING ART AND ORAL SKILLS)
MATERIALS: rhyme book, large plastic tub, farm animals and characters, mini tongs, rice and yellow split peas
AIMS AND OBJECTIVES
The learners will be able to identify the correct names of common farm animals. As a result, they will improve their vocabulary of farm animals
By having a closer view of the miniature animal characters, the learners will have a better visual perception of them. Thereafter, they can attempt to represent them through drawing or painting.
The recital of the rhyme “Old Mac Donald” improves the learners’ memory and social skills.
The miniature animals are also colored into different colors and patterns, and hence at the end, the visual appeal of the animals improve the artistic skills of the learners.
PROCEDURE
All the farm animals are hidden in the rice and split peas mixture. The learners are required to use the tongs to find and catch each of the animals. The first animal to get caught is added into the song Old Mac Donald.
To create coherence, one learner at a time will identify the animals while the others will join into the song. By doing so, the learners will develop confidence as well as team work. For instance, group work will ensure that they name the animals correctly. It is akin to brainstorming but in a creative way.
To make the activity even more interesting, the learners will use their hands instead of the tongs to get the animals out of the rice and pea mixture. As a result, the learners will be able to feel the difference between the texture of the rice and peas.
Part 3
EARLY CHILDHOOD DEVELOPMENT ART CENTER
Description
The proposed art center will involve mainly teaching children basic skills of drawing and painting. However, it will also be important for children to interact with natural texture to improve their sensory skills. The art center will be two rooms, each room holding a maximum of 10 children aged between 6 months and 4 years.
Location
To achieve a conducive atmosphere, the art center will be located in a suburb, away from the noisy urban environment (Saracho, 2013).
Materials
Paints, brushes, markers, crayons, chalk materials, dough, clay, glue, tape, adhesives, paper, scissors, stampers, stamp pads, wood, pebbles, water (Jackman, Beaver, & Wyatt, 2014).
Rules and limits
As already mentioned, the classes will not exceed 10 learners. The aim is to give as much time and space as possible to each student for effective learning. In one room, there will be children from the age of 6 months to 2 years while the other one will accommodate children exceeding 2 years of age. It is because the two groups are at different development stages.
Part 4
ASSESSING PART 1 LESSON PLAN THROUGH OBSERVATION
The Part 1 Lesson plan involves equipping children with artistic skills of differentiating colors and shapes. As already mentioned, the first step will involve instructing the learners to group the buttons according to color then afterward identifying their shapes and matching them with their respective containers. Correct identification of the two aspects will demonstrate that the children have accomplished the learning objectives.
However, the process can be taken a little further. The learners will be provided with drawing materials: paints, drawing pencils and paper. The learners will then be told to observe the four different shapes and try to represent them on paper using the pencils. Afterward, they will be expected to color them according to how they see them. If the children are able to attempt and represent the shapes as seen, then they will have achieved the objectives. Basing on the outcome of the exercise, the instructor will establish whether more time is needed by the learners or not.
References
Fox, J. E., & Schirrmacher, R. (2014). Art and creative development for young children . Cengage Learning.
Jackman, H., Beaver, N., & Wyatt, S. (2014). Early education curriculum: A child's connection to the world . Cengage Learning.
Saracho, O. N. (2013). An integrated play-based curriculum for young children . Routledge.
