WITC Activity Plan

Your Name: Anna Bonkoski

Learning Experience Title: Snake Beads
Ages of Children: 3-4 yr olds
YouTube URL: https://youtu.be/_eeGwLA0A-Q
Type of Learning Experience: (check all that apply)
 Creative Art  Social Studies  Social
 Sensory Play
 Literacy & Language  Gross Motor  Emotional
 Health/Safety
 Dramatic Play  Fine Motor  Community Building
 Cooking/Nutrition
 Music & Movement  STEM  Other:
 Nature/Outdoor

Learning Experience Presentation Type: (check one)

 Large Group—all children  Small Group—a portion of  Activity choice during free play
participating at the same the children participating
time at the same time
Number of children participating at the same time: 4-5
Skills (what children will do): Thread beads on to a pipecleaner and make the shape of a snake. Decorate a pom-pom
with googley eyes and glue pom-pom on to snake as a head.

Concepts (what children will learn/know): How to thread beads on to a pipecleaner in a straight or curved line. Color
recognition. Texture exploration. Shape recognition. Size recognition.

This learning experience has been planned to feature the following WMELS performance standards:
Health and Physical:
B.EL. 2 Exhibits eye-hand coordination, strength, control, and object manipulation
C.EL. 1 Uses senses to take in, experience, integrate, and regulate responses to the environment

Social and Emotional:

C.EL. 2 Engages in social interaction and plays with others
C.EL. 3 Demonstrates understanding of rules and social expectations

Language Development and Communication

A.EL. 2 Listens and responds to communications with others
A.EL. 3 Follows directions of increasing complexity
B. EL. 2b Uses vocalizations and spoken language to communicate. Language Content (Semantics: rule system for
establishing meaning of words, individually and in combination)

Approaches to Learning
A.EL. 2 Engages in meaningful learning through attempting, repeating, experimenting, refining, and elaborating on
experiences and activities.
B. EL. 2 Expresses self creatively through music, movement, and art

Cognition and General Knowledge

A.EL. 1 Uses multi-sensory abilities to process information.
B. EL. 3 Explores, recognizes, and describes, shapes and spatial relationships.
B. EL. 4 Uses the attributes of objects for comparison and patterning.

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 chose this activity because it would be something the children can take home and keep as a possession of something
for themselves and feel pride. I also chose it to explore small motor hands on bead threading and color choices.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
20 pipe cleaners
Multi colored beads (150+)
40 Googley eyes
20 Pom Poms
4 Glue bottles
4 art trays

Source of materials:
 All are available at the center/in the classroom
 Provided, in part, by cooperating teacher
 I am providing the following:

Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
Getting pipe cleaners out of package and set out for children
Getting beads laid out on art trays and ready for children
Getting pom poms laid out on trays and ready for children
Opening glue bottles so they are ready for use

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment
Each art tray will have all of the necessary art matierals needed for the project. Children will get to choose colors of
pipecleaners and beads.

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).
After morning meeting, we will set out the station choices and one of the choices will be art. We will pick all of the
kiddos that are sitting on the blue rug, they will have the first option to go to their center of choice. Next, the red rug
will get to choose their center of choice, the green rug, and lastly the yello rug.
 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.
-Show an example of my bead snake
-Ask children if they want to make a snake-“yes!”
-Hand out art trays and material
-Assist in bead being threaded on to the pipecleaners if they need help
-Assist in glueing googley eyes on to pom poms in needed
-Assist in glueing pom pom on snake if needed
-Ask children if they want to name their snake
-Write down child’s name and snakes name on paper
-Set finished snake on paper to dry
-Ask for children to help in cleaning up their art station spot
-Once children have materials completed, let them choose their next station of their choice.

Questions to support inquiry and discussion and vocabulary words to introduce.

-long
-short
-soft
-squishy
-What is your snakes name?
-What color do you want the head to be?
-How long do you want to make your snake?

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?)
As state above,
-Ask children if they want to name their snake
-Write down child’s name and snakes name on paper
-Set finished snake on paper to dry
-Ask for children to help in cleaning up their art station spot
-Once children have materials completed, let them choose their next station of their choice.
Work will be placed on a drying racl with a piece of paper with the child’s name on it.
Art matierals will stay at the art station and be replenished by teacher for the next group of students.

Transition Planning: Describe how the children will transition out of the learning experience.
The children will transition out of the activity by finishing their art experience and getting the choice to choose what
their next station choice is. They will clean up their art tray and complete their station time before moving onThe
children will transition out of the activity by finishing their art experience and getting the choice to choose what their
next station choice is. They will clean up their art tray and complete their station time before moving on.

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

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.
The entire activity went well! The children loved making snakes and naming them!
They enjoyed being able to choose their pipecleaner color and bead choices.
They felt in control of their project and were happy with the outcome!

Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?
I could see the children recognizing colors, shapes, textures and lengths. They had a lot of conversation about “im
using green!” or “I like this purple bead”.

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.
I think the only changes I would make would be to have more bead choices. I grabbed circle beads, but next time I
think I will grab a variety of shapes for this project.

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.
I would keep majority of my teaching the same, but maybe allow more children at the station at a time. They really
didn’t need much guidance or help and did great with the threading and making of the bead snakes!

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

Yes- I would do this leanrign experience again!
It was simple, yet the children learned so much and seemed to enjoy it so much. They had a pet snake by the end and
were able to name it!

TOTAL SCORE FOR THIS ACTIVITY: /5 points