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Teacher Candidate
Date of Scheduled Visit
Name/Address of School
Age/Grade level
Cooperating Teacher
Julia Cheng
May 1, 2015
P.S. 126
Pre-K, ages 3-4
Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Brief description of the
lesson
This lesson is:
Rationale
Timeframe
Objective(s) of the
activity
Connections to
standards
Classroom Number
A new activity
A continuation of a previous lesson/activity
A review of a
A conclusion of a concept
previous lesson
Connection to Prior Knowledge: This lesson connects to the unit study of the
plant life cycle and reviews the different kinds of seeds
15 minutes
Students will explore different kinds of seeds and create a seed mosaic.
NYS Prekindergarten Foundation for Common Core
Visual Arts
1. Expresses oneself and represents what he/she knows, thinks, believes and feels through visual
arts.
a) Experiments with a variety of mediums and methods of using art materials (such as using a
big brush to paint broad strokes, combining colors, etc.).
b) Shows an interest in what can be created with tools, texture, color and technique.
c) Uses materials to build and create pieces that represent another item (blocks become a
castle; clay becomes a snake).
d) Chooses materials and subjects with intent and purpose.
e) Paints, draws and constructs models based on observations.
Resources/materials
needed:
Technology inclusion (if
applicable)
Procedures (step by
step)
Ten kinds of seeds of varying colors and sizes, glue, bowls, thick posterboard,
sample seed mosaic as a model
N/A
Anticipatory Set (Connection/Motivation)
Connect to prior learning: Yesterday, we read The Tiny Seed by Eric Carle.
What did we learn about seeds?
Introduce the ten different types of seeds and encourage children to describe
them using color, shape, and size.
Have them guess what kinds of plants might grow from these seeds.
Explain that students will be creating a seed mosaic and display an example
mosaic.
Instruction/Mini Lesson
Explain that children will work in groups. Each table will have shared supplies:
bowls of seeds, glue, and paper.
Demonstrate how to create a seed mosaic:
1) Carefully place glue on the posterboard
2) Place seeds on the glue
The instructions are intentionally open-ended so children can decide how they
would like to arrange the seeds.
Guided Participation (whole group)
As children create their mosaics, circulate around the room and assist as needed.
Closure (sharing/reflection, next steps)
Have students walk around the room to observe everyones work.
Select a few varied examples and describe how they are interesting and unique
from each other. Elicit descriptive language from students as well. Example:
Kelsey glued small black beans in a straight line. Derek used big and small
Pre-assessment
Before introducing the
activity, assess which
students struggle with
fine-motor skills. Provide
additional tools if
necessary, such as a
spoon to help pick up and
scatter seeds.
Supporting children
with identified delays
or disabilities
Students who may have
tactile or sensory
difficulties can be
supported by assistant
teachers.
Place bins of seeds in the sensory table.
Follow up/Extension
activities
Assessment of Student
Assessment of
Learning
Childrens Language
During the activity, observe Learning
if students are able to
Note if students are
follow the basic instructions able to describe seeds
(place glue and seeds on
using words related to
posterboard) and note
color, shape, and size.
individual approaches and
ability level related to the
creative work.
Supporting English Language Learners
Providing a visual demonstration of the activity will
help ELL students understand the instructions.
Connecting the activity to The Tiny Seed book can
help them practice the specific vocabulary acquired
from the prior lesson on the book.