Child Development Introduction to Curriculum

Math Lesson Plan

Britney Collins
Victor Valley Community College
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Name of Activity:
Children will be sowing seeds in the garden.
urriculum Area:
Math
!ength of Activity:
The length o the activity will be !"#$% minutes.
!earning "b#ectives:
Objective 1:
D&DP Measure '"# Measuring( The child will be able to use measuring tools such as
hands and ingers to measure the length between and the depth o the holes.
Objective 2:
D&DP Measure '$# Counting( The child will be able to count the number o onion
sets in their hands) !#$#'#*#".
Objective 3:
D&DP Measure '+# ,hapes( The child will be able to correctly name or identiy
circles- [Link]- and triangles.
Objective 4:
/ne#to#/ne Correspondence( The child will be able to demonstrate by putting one
seed in one hole.
$aterial/E%uipment Needed:
0arden
,eed pac1ets 2lima- peas- 3ucchini- corn- watermelon- radish- strawberries4
,ets 2onion- potato4
,mall ,hovel
&uler
5ater cans or recycled 6#gallon mil1 7ugs
Vegetables( 3ucchini- corn- radish- onion- watermelon- potato
&reparation:
8 Prepare the garden or planting.
8 9stablish rows with string and sta1es
8 Buy seed pac1ets- onion and potato sets and vegetables
8 Place ' onion sets each color 2red:white:yellow4 in a 3iploc1 or each child
8 Place water in the watering cans or the 6#gallon mil1 7ugs and place by the
garden
8 Place a seed or each item on a ';" card- with name clearly mar1ed
8 Place vegetables listed above in a large bas1et 2including ' mature onions(
red:white:yellow4.
&rocedures
'eginning
I will introduce this activity in circle time.
8 I will create interest in the children by as1ing them .uestions about where
vegetables and ruits come rom and how they are made. I will say- <5here
do you thin1 ruits and vegetables come rom= 5hat is your avorite ruit or
vegetable= >ow are they made and how do they grow=?
8 I will say <5e get our vegetables rom seeds. 9very vegetable starts out as a
tiny seed and then it needs ' things( dirt- sun and water to grow.?
8 I will show the children each individual seed pac1et 2with the picture on it4
and ma1e a one#to#one correspondence between the seed pac1et and the ';"
card with the individual seed on it. The ';" card will have the seed and the
name in clear bold lettering.
8 I will say- <This pac1et has 3ucchini seeds. They loo1 li1e this.? @s I point to
the ';" card seed with the name clearly written. I will trac1 the word with my
inger.
8 I will say- 2or each individual seed pac1et and ';" card4 <5hich vegetable
does this ma1e=? I will then show them the bas1et o vegetables and have
them tell me which one ma1es it ma1es.
$iddle:
8 I will show the children ' onion sets in a 3iploc1.. 9ach 3iploc1 will have a
red:white:yellow onion set.
8 I will support the children in the ob7ectives by(
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8 Leading them in a discussion about the color and shape o the onion sets in
their 3iploc1.
8 Leading them in a discussion about the number o onion sets in their 3iploc1
8 Leading them in a discussion about each onion set and how it matches the
mature onion 2yellow- red and white4.
8 I will tell them that we will be planting our seeds in the garden and pass out
one 3iploc1 or each o the children.
8 I will model the behavior o a seed by getting in a small ball- wrapping my
arms around my legs- and saying <LetAs be seeds. 5e start out very small?.
2Then slowly unwrap mysel until I stand up and wave my arms4. I say-
<5e need dirt- sun- and water and then we grow grow growB?
8 I will support individual children by calling out their names- giving them
praise or their modeling o a seed and correct negative behavior should it
appear. I they get too 3ealous- I will go near the child and say <This is how
seeds behave.?
8 5e will transition down to the garden by saying- <Does everyone have their
seeds= Is everyone ready to plant their seeds=?
8 @t the garden I will go over the saety rules when we wor1 in the garden. I
will e;plain to them how the string line wor1s and why it is there. I will
caution them to be careul not to trip over the string line. I will model this
behavior.
8 I will go over the saety rules o the shovel and show them where it is sharp.
8 @t the garden I will have a shovel handy and wor1 the dirt to show them how
important the dirt is and how seeds need it to grow. This is done to prepare
some children who may be hesitant about getting in the dirt and getting
<dirty?.
8 I will show them how we will plant the seed in the dirt by putting one inger
in the dirt to ma1e a home or the seed. Then- using their other hand- they
can measure out another hole. I will have a ruler handy to help them see that
their hand will be used as a unit o measure.
8 I will have each o the children open up their 3ip loc1 and smell the seeds.
8 I will guide the students to plant their seeds- one seed in each hole. 5hen all
students have planted their seeds I will say <5hat does a seed need to grow=
## Do we have the dirt= Do we have the sun= 5hat else do we need=
8 I will guide the students to water their seeds rom either watering buc1ets
placed nearby- or each individual 6#gallon water 7ug 2illed with water
earlier4.
End:
8 I will transition the children by giving them a warning and tell them all the
seeds have gone to sleep and its now time or us to have a nap too. Beore
we head bac1 I will say- <LetAs be seeds and line up in a row.? @ter they
are lined up- I will say <LetAs be seeds again and 0row 0row 0row.? Then I
will say <right now our seeds are asleepC and have the children go bac1 to a
ball. Then I will tell them it is time or us to sleep too.
8 I will tell them we will be chec1ing on the seeds every day and watering
them.
8 5hile watching them go through the activity again o growing. The
considerations or ending this activity are childrenAs diicult behavior li1e
children ighting or being over 3ealous as they are growing seeds. I will say-
<,eeds behave li1e this or how do seeds behave=? and model the growing
process again.
(hroughout the day/)ee*+ )hat opportunities )ill the children have to reflect bac*
on this activity,
Throughout the wee1 we will be returning to the garden and watering the seeds. 5e will
be able to model the seeds again and how they grow. I can continue to say seeds need
DI&T- ,DE- 5@T9& as they grow.
During story time we will be reading The Very >ungry Caterpillar by 9ric Carle. This
boo1 details dierent ruits and vegetables- and the children will be able to see very
bright colors- a hungry caterpillar eating through each one o the oods- and counting
each one o the oods as the story unolds.
5ithin a wee1 a small green stem will appear as the onion seeds sprout. 5e will
continue to water the seeds until they are matured.
5hen the onion sets are +? high we can cut a piece o and taste and smell it.
5hen the onion sets are !$? high they can ta1e them home in a 3iploc1 as <green
onions?- and the rest they can leave to mature in the all to ull onions.