Kali Kent

11/2/16
Lesson plan: Magazine collage
Social Development
This activity may support social development when children grab for the
magazine cutouts, in the same container. Children may experience
cooperative play, by working side by side next to each other. Children may
come up with stories, from the pictures in their collage.
Emotional Development
This activity may support Emotional Development when they see a family
picture in the magazine and relate it back to their family. Children may
experience self-control by not using all the glue on one paper, or by using all
the magazine.
Physical Development
1.

Large muscle Development

Doesnt support Large Muscle Development

2.

Small muscle Development

This activity may support small muscle Development by holding the scissors
in their fingers. They may use hand to hand by holding the piece of
magazine in one hand and cutting it with the other. Children also may use
hand to eye, by taking the glue out of the jars, and putting them back inside.
Intellectual Development
1.

Social Knowledge

Children may be exposed to names of animals, plants or people on the

magazine cutouts. They may also talk about the expectations of making a
collage, such as putting the magazine on top of the glue.
2.

Physical Knowledge

This activity may support physical knowledge by experiencing cause and

effect, such as cutting out the magazine, and then setting the magazine on
the glue, which then makes the magazine wet.
3.

Logical/Mathematical Knowledge

a.

Number concepts

This activity may support one-to-one correspondence, is a child putting each

paint brush, into its own container of glue. The children may also compare
amounts of glue, in each container.
b.

Classification

This activity may support classification by sorting through the magazines and
finding the ones that are only nature or only animals.
c.

Seriation

This activity may support seriation by comparing magazine cut outs from
large to small, or small to large.
d.

Conservation

The children may experience conservation by using all the glue out of the
container on their paper, and then asking if there is the same amount of glue
on the paper, as there was in the container prior to it being on the paper.
4.

Spatial/Temporal knowledge

a.

Spatial relationship

Children may experience spatial relationships by cutting out different shapes

on their paper, and putting them down in different directions.
b.

Temporal relationship

Children may experience Temporal relationship by spending a certain amount

of time at the table. Children may also experience temporal relationships, if
they have a picture of a baby and an older person on their paper.
5.

Representation

Children may experience representation by allowing one thing to stand for

another, such as cutting out different magazines and saying that it is a dog,
or cat.