Activity Plan - The Very Hungry Caterpillar - Preschool Practicum

WITC Activity Plan
Your Name: Jessica Colbert

Learning Experience Title: The Very Hungry Caterpillar Ages of Children: 3-5
Type of Learning Experience: (check all that apply)
 Creative Art  Social Studies  Social
X Sensory Play
X Literacy & Language  Gross Motor  Emotional
 Health/Safety
 Dramatic Play X Fine Motor  Community Building
 Cooking/Nutrition
 Music & Movement  STEM  Other:
 Nature/Outdoor
Learning Experience Presentation Type: (check one)

X Large Group—all children  Small Group—a portion of  Activity choice during free play
participating at the same time the children participating
at the same time
Number of children participating at the same time: 6-8 children at a time during center time
Skills (what children will do): . They will practice fine motor skills, practice turn taking, and listen and respond to the
story by attaching their story piece to the activity board.
Concepts (what children will learn/know):

The children will learn about the cycle of going from a caterpillar to a butterfly. They will learn about sequencing and
turn taking. The children will practice their listening skills. We can tell stories about what their favorite foods are.
This learning experience has been planned to feature the following WMELS performance standards
III. C. EL. 3 Shows appreciation of books and understands how print works.
V. A. EL. 1 Uses multi-sensory abilities to process information.
II. C. EL. 3 Demostrates understanding of rules and social expectations.
III. A. EL. 2 Listens and responds to communications with others.
III. C. EL 1 Develops ability to detect, manipulate, or analyze the auditory parts of spoken language.
I. B. EL. 2 Exhbits eye-hand coordination, strength, control, and object manipulation.
Why have you chosen to do this experience? What observations have you made about the development, interests,
needs of individuals or groups of children in your care?
I have chosen this book because it would be fun for the children to see all the foods the caterpillar is eating. Some
of the foods are silly because the caterpillar wouldn’t really eat them. The children will see how the caterpillar
grows and changes through the cycle. They will participate by taking turns putting their piece on the flannel board.
Specific list of space and/or materials needed including colors, amounts, sizes, etc.
Floor space for the children to sit

The Very Hungry Caterpillar Book
Activity Board- with pieces matching the story
Source of materials:
 All are available at the center/in the classroom
 Provided, in part, by cooperating teacher
X I am providing the following: The book and the activity board
Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
I made an activity board with story pieces. It includes the caterpillar, butterfly, fruits and other foods. There is one
piece for each child.
Teaching Sequence of the Learning Experience
Set-up and arrangement of materials and equipment
Set up book and activity board in open space on the floor. I will lean it against a shelf so everyone can see the book.
Transition Planning: Describe how the children will transition into the learning experience. Transition in to the
activity (preschool) OR Incorporation of individual child routines (infant/toddler).
I will do a song while the children are gathering around the circle rug. I will ask the cooperating teacher for a song
suggestion.
Procedure: What is the teacher’s role (what will you do) during this learning experience? What will the children do
during the learning experience? (Remember children are active, hands-on learners!). List all the steps in your activity
using numbers or bullet points, including an introduction and conclusion.
1. Gather the children to circle time using transition listed above

2. Introduce the book and activity board to the children by looking at the cover of the book and talking about
caterpillars. Also, I will ask questions about how about their experiences with caterpillars.
3. Hand each child an item from the story
4. As I am reading the book, the children will take turns putting their item in the correct sequence on the board
5. When the story is done and the board is completed, I will talk to them about how the caterpillar turns into a
butterfly.
6. Then the children will go to free play. I will come around and tap them on their back with my magic wand. As I
tap each child, they can get up and fly like a butterfly to free play.
Questions to support inquiry and discussion. Vocabulary words to introduce.
What did the caterpillar eat first? What did it eat next? What happened to the caterpillar when it was in the cocoon?
Have you ever seen a cocoon?
Vocabulary: names of fruits, caterpillar, cocoon, butterfly
How will the learning experience area be cleaned up? (How will the children help in this process? Where will the
leftover materials be put? Where will the children’s art work be placed?)
I will put the book away and leave the activitiy board out for the children.
Transition Planning: Describe how the children will transition out of the learning experience.
The children will be transitioning out by flying like a butterfly to free play.
Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.

All families will look different- split families, foster families, adoption- be sure to acknowledge this- we all have our
families and all families are not the same. Just like not everyone’s favorite color is purple.
Give the children enough time to put their item on the board and remember not to rush them. Take time to show the
pictures in the book.
ACTIVITY PLAN ASSESSMENT BY SUPERVISING TEACHER – This completed plan must be submitted to your
instructor for grading prior to implementing with children:
/5 Activity plan is developmentally appropriate (age appropriate, individually appropriate, culturally
appropriate)
/5 Activity plan follows best practices (play-based, open-ended, multi-sensory,hands-on)
/5 Professional presentation/spelling & grammar is correct/form is completely filled out
Once the Activity Plan has been assessed by the Supervising Teacher, make any changes to your plan and
then teach it. Make sure both you and your Cooperating Teacher have printed copies of the plan and the
evaluation forms that follow.
POST-TEACHING ACTIVITY PLAN EVALUATIONS
Self-Evaluation of Learning Experience: The following questions should be answered as soon as possible after
presenting the activity in the classroom.
Reflect on your success. Describe what went well.
Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?
What changes would you make in the space and/or materials used in this learning experience? All recommended
changes should be supported with examples of the children’s participation. If you said, “no change,” support your
response.
What changes would you make in your teaching of this learning experience? Support each change you list. If you said,
“no change,” support your response.
Would you do this learning experience again? Why or why not?
TOTAL SCORE FOR THIS ACTIVITY: /5 points

Cooperating Teacher Evaluation of Learning Experience: The following questions should be answered during or as soon
as possible after student presented the activity in the classroom.
Reflect on the successes. Describe what went well.
Did the learning experience support the developmental skills, concepts, and standards that the student planned to
support? How were you able to tell that the learning goals were met?
What changes would you suggest for the space and/or materials used in this learning experience? Please support all
recommended changes with examples. If you said, “no change,” pleae explain why not.
What changes would you suggest for the teaching of this learning experience? Please explain each change you list or if
you said, “no change,” support your response.
Do you think this learning experience should be repeated? Why or why not? Any other suggestions or tips or
comments?
TOTAL SCORE FOR THIS ACTIVITY: /5 points
Adapted from The Registry (2018)

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WITC Activity Plan

Your Name: Jessica Colbert

Learning Experience Presentation Type: (check one)

Concepts (what children will learn/know):

Floor space for the children to sit

1. Gather the children to circle time using transition listed above

Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.

Would you do this learning experience again? Why or why not?

TOTAL SCORE FOR THIS ACTIVITY: /5 points

TOTAL SCORE FOR THIS ACTIVITY: /5 points

Adapted from The Registry (2018)

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