Small Group Activity Social Studies

CHDV 150 Introduction to Curriculum
Small Group Activity Form

Name of Activity:
Animals Babies on the Farm
Curriculum Area:
Social Studies
Length of Activity:
15 to 20 minutes
Learning Objectives (specify at least three):
The child will be able to express feelings of accomplishments when he or she finishes the activity with
or without help from teacher or peers ( SSD 2)
The child will be able to interact with peers during play (Measure 8, 10)
The children will be able to take turns. (Measure SSD 5)
The child will be able to share space and materials during the game. ( SSD12)
Material/Equipment Needed:
Index cards.
Crayons
magazines
newspapers
glue, scissors, prepared flash cards
masking tape/chalk
signs identifying team X & O
Farm Noises by Jane Miller
Preparation (What do you need to do beforehand?):

Prepare ten cards with the names (and, if possible, pictures) of the following animals that might be
found
on a farm. On the back of each card, write the name of that animals baby and the sound the animal
makes. Examples are cow/calf moo, chicken/chick cluck, dog/puppy ruff, duck/duckling quack, and
goat/kid
baa, lamb/sheep baa, pig/piglet oink, cat/kitten meow, goose/gosling honk, horse/foal heee.
Make a tick-tack-toe pattern on the floor with masking tape, and chalk (if desired, you can use the chalk
board and /or adapt as needed.
Make sure that there are enough bingo card to go around,
Procedures (step by step) Be Specific

*Beginning (How will I introduce activity?)
Prepare ten cards with the names (and, if possible, pictures) of the following animals that might be
found on a farm. On the back of each card, write the name of that animals baby and the sound the
animal makes. I.E. cow/calf moo, chicken/chick cluck, dog/puppy ruff, duck/duckling quack,
goat/kid baa, lamb/sheep baa, pig/piglet oink, cat/kitten meow, goose/gosling honk, horse/foal here.
Make a tick-tack-toe pattern on the floor with masking tape, and chalk if desired, you can use the
chalk board and /or adapt as needed.
Divide the students into groups of X and O.
Introduce the animals on the cards to the class.
The teacher calls the name of a parent animal for the teams.
The students must correctly name the offspring that corresponds with the teachers animal. (This
will be done individually and in turn.)
If the student answers correctly, he/she takes a place in a box on the board.
The first team to make a line of three wins.
The team that wins makes all of their animal noises at once.
Games continue until all students have had a chance to go.

Farm Animal Bingo. In this center, the children will be given a card with the name of a farm two
animal written on it. The teacher will call out letters of the alphabet. As the letters are called, the
students will mark that letter on their card. When all letters are marked, they can call out BINGO
and they win the game.
Animal Match. There are two cards of each animal. The game is played just like Match. The
players take turns trying to turn over a pair. At the end of the game, the person with the most cards
wins the game.
*Middle: (How will I support/enhance/scaffold?) The person reading your lesson plan should be able to
identify what you are saying or doing to support your stated learning objectives. THIS IS VERY
IMPORTANT.
I will support and enhance scaffolding helping the child that still have difficulty naming the baby animals,
by first demonstration to the children how the game is played. I would have another teacher ask me to give
me the name of a baby cow. When she answer the question correctly she would take a place on the box. The
child has the opportunity to use the wall of words. Wall of words. During this activity if the child forgets
the answers, I will introduce the animals on the cards again, until everyone succeed in participating.
Adaptation /Modification
Child #1 has Down syndrome, and is hard of hearing as a result of a stroke. The FM system will be used during
large group time, and during instruction time in the centers. The aide will be given instruction on what to do in
the centers so that she can accommodate this child during center time. Extra time will be given to help this
child complete tasks.
Child #2 has developmental delays, and might difficulty following directions. Directions should be repeated so
this child (and others who may have trouble following the directions) so that they have a clear understanding of
what to do. Reminders should be given throughout the centers to help all children stay on task.
*End: (How will I bring this activity to a conclusion and transition to the next activity? Be very specific
in how you will transition the children.)
I will make sure tha every child has had a turn to play the game. At the end of the 5 minutes, the children
will help put away the materials in the respected place. I will tell the children that it is now snack time.
The children will wash hands and sit down at the table for
Throughout the day/week, what opportunities will the children have to reflect back on this activity?
To reflect throughout the week I will have the child talk about their favorite baby animals through storytelling. I
will ask the children to tell me which game they enjoyed playing the most.
.

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CHDV 150 Introduction to Curriculum

Small Group Activity Form

The children will be able to take turns. (Measure SSD 5)

Preparation (What do you need to do beforehand?):

Make sure that there are enough bingo card to go around,

Procedures (step by step) Be Specific

Divide the students into groups of X and O.

Introduce the animals on the cards to the class.

The first team to make a line of three wins.

Games continue until all students have had a chance to go.

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