You are on page 1of 3

EDUC 2220- Educational Technology

Infant-Pre-K Curriculum Plan: Technology-Based Lesson/Activity

Your Name ________Hannah Birnbrich___________________ Activity Title _______Safari Animals _________

Number of children participating at one time _8 children Ages _____3-4_____

IMPORTANT: When you are finished entering all of your information into the template, any information provided here
to help you through the planning process (in RED) can be deleted.

Activities written for previous classes cannot be re-used and must be the original work of the student.
Ohio Early Domain: Cognition and General Knowledge
Learning &
Strand: Life Science
Development
Standards: Topic: Explorations of Living Things

List at least 1 Standard Statement: With modeling and support, identify physical characteristics and
standard that
simple behaviors of living things.
is addressed
by this activity.
Write out each
component Domain: Cognition and General Knowledge
completely
Strand: Life Science
and exactly,
as published in Topic: Explorations of Living Things
ELDS.
Standard Statement:
With modeling and support, demonstrate knowledge of body parts and bodily processes
(e.g., eating, sleeping, breathing, walking) in humans and other animals.
Lesson
Children will learn about different safari animals and some of their attributes (what sound they
Summary:
make, how the move, what they eat)

Estimated This lesson will take a total of at least 150 minutes. Because it is being taught to children ages 3-4
Duration:
years old, I plan on dividing the lesson among five days and having them last 30 minutes each.
Preparation What preparation is needed?
of materials Gather materials, find images Goggle Images or Bing, find videos on YouTube
and
environment What materials will be used?
Laptop, tablets, sand, plastic safari animals, writing easel

How will the learning environment be set up?


The writing easel will be at the circle time rug. When we use the tablets, they will be at the
circle time rug. The sand and plastic safari animals will be in the sensory table.

Instructional Procedures:

Day 1:
First 10 minutes: Introductory Activity-Students will find a seat in front of the projection screen. We will watch a short
video that I have found on Youtube with animals that could be seen on a safari.
For the next 20 minutes: I will ask the children what they think we are going to talk about. Next, we will move to the
Circle time rug. I will use my laptop to introduce the students to the animals and their names from the video. I will use
images that I have found on Google Images or Bing. We will discuss that these animals can be seen on a Safari.
Day 2:
First 10 minutes: Introductory Activity- Students will gather at the Circle time rug. I will ask them if they can help me
remember some of the animals we talked about on the previous day. We will make a list of them.
For the next 20 minutes: I will tell the children that animals communicate when they make noise. I will use my laptop
to allow the children to listen to the sound that the animals make from our list. We will practice the sound that each
animal makes after we hear it.
Day 3:
First 10 minutes: Introductory Activity- Students will find a seat in front of the projection screen. I will ask them what
are some ways they can move their bodies.
For the next 20 minutes: I will play short clips that I have found on Youtube on different ways the animals we have
talked about move their bodies. After we watch each clip, we will pretend we are the animals and move our bodies
like them.
Day 4: Activity- Students will gather at the Circle time rug. I will ask them what some of foods they like to eat are. We
will make a list of them.
For the next 20 minutes: I will ask the children if they think that animals can eat any of the food we have on our list.
We will discuss if they can or not. Then I will introduce them to what food the different animals we have been talking
about do eat.
Day 5:
First 10 minutes: Do a recap with the children of what we learned and write it down to document it.
For the next 20 minutes: I will give the students 10 minutes to use tablets (the school as or I have rented) to explore
the educational app called, Animals for Kids: safari. Since there is a limited number of tablets, I will have sand in the
sensory table with plastic safari animals for the children to play with until it time for them to use the tablets.

Extension
http://pbskids.org/wildkratts/
This is a site based on the cartoon Wild Kratts, that is on PBS kids. Children can watch videos, play games, and learn
about different creatures.

Differentiated Instructional Support: Describe how instruction can be differentiated (changed or altered) to meet the
needs of gifted or accelerated students: I will set aside some tablets for them so that they can visit this website:
https://kids.nationalgeographic.com/animals/ to explore some of the animals we have talked about on their own and
in a more advanced way.
Discuss additional activities you could do to meet the needs of students who might be struggling with the material: I
plan on having an assistant teacher in my classroom. I will have them help the students who want to participate, but
might be struggling. If the assistant teacher is not present, I will scaffold them or do the lesson to a smaller group or
even individually.
Vocabulary:
tablet, app, YouTube, internet search, laptop, safari, Cheetah, Ostridge, Elephant, Giraffe, Zebra, etc.

For teachers I will need to bring my laptop on the days I plan on using it. I will need to gather images
from Goggle on the animals that we are going to learn about. Find videos from YouTube.
Get sand for the sensory table. Get plastic safari animals. Have the Animals for Kids: safari
app downloaded. Know and have the website address to National Geographic Kids that I
plan on using with the accelerated students. Locate a writing easel.

For students Tablets (from the school or ones that I have rented)