Ece Small Group Lesson Plan

ECE Small Group Lesson Plan
Name: Adayla Liggett
Activity Name The Very Hungry Caterpillar!
Developmental Mathematics - Counting & Number Identification

Area Focus Science - Spring animals: Caterpillars
ECSQ 1. Early Learning Expectation: Counting and Cardinality. Children

extend their understanding of numbers and their relationship to
one another and things in the environment.
- Emerging Indicators: Recognize and match number symbols
for small amounts with the appropriate amounts
2. Early Learning Expectation: Knowledge about the Earth. Children
show a beginning awareness of scientific knowledge related to the
earth.
- Emerging Indicators: Can talk about observable
characteristics of different seasons
Learning What do you want children to learn?

Objectives 1. Understand numbers, ways of representing numbers, relationships
among numbers, and number systems
2. Counting/number recognition
3. Matching dice roll to the physical number of objects
4. Addition (extension)
Assessment How will you know if they learn it?

The child will be successful in independently rolling the dice, identifying
the number, and placing the corresponding number of pom poms into the
caterpillar's mouth. The number of pom poms the student puts in the
caterpillar will match the number on the die.
Materials Recycled cardboard tube

Tape/Paper to cover one end of the tube opening
Materials to decorate the caterpillar if desired (green paper, pipe cleaners,
googly eyes, etc.)
Pom poms or small pieces of nature (acorns, pieces of bark, leaves, etc.)
Dice
Small Potential launch Ideas/introduction:

Conversations “What do you know about the signs of spring?”
“Is a caterpillar a sign of spring?”
“Have you ever read The Very Hungry Caterpillar?”
“I have a really fun math game for us today!”
“Have you ever rolled a die before!”
“What numbers do you see on this dice?”
“Give it a practice roll!”
“Maybe this caterpillar will turn into a butterfly if we feed it enough!”
Procedures Detail about what the teacher does, what children do, and where they do it.
List the steps in the process. Include DAP teaching strategies by name.
Ask questions: The teacher will start the lesson with some opening, related
questions (see above) to spark interest and excitement about the activity.
The teacher can also ask questions throughout the lesson to further the
children's inquiry. At a picnic table, the students and teacher will all sit
down and have their own materials in front of them. Give directions: The
teacher will introduce the caterpillar, dice, and pom poms and begin to
explain the activity by providing the students with steps to follow/
directions. As the teacher explains the directions she/he can Model and
Demonstrate what is expected of the students. This is the “I do” portion of
the activity. Now, the teacher is demonstrating hands-on while the students
watch. Based on the child’s receptiveness, you can go into the “we do” part
and try the dice roll and pom pom counting together, or skip to the “you
do” and have the child try independently. The teacher will explain to the
children that they will roll the dice and identify the number that landed
face up on the die. Once the number is identified, some fine motor skills
are applied while the students grab and count out the correct number of
pom poms. Feeding the caterpillar will provide another opportunity to
count. As each pom pom snack will be placed in its mouth, they will count
aloud. Then the pom poms will be dumped out and we start over again by
rolling the dice. While the kids work independently, the teacher will be
assisting the students according to their needs and observe them.
Acknowledge/Encourage: Throughout the whole lesson, the teacher will
acknowledge and encourage the students and their work. Some examples
of this may look/sound like; “You can do this”, “You are so close!”, “Just one
more!”, “Thank you for your help”, “You put five pom poms into his mouth!”
“You rolled the dice and it landed on a 4!”, and more. Depending on how the
lesson is going, this is where you can create/add a challenge (below in
extension). To check for child understanding the teacher will observe and
question the students as they work. And end the activity by congratulating
the students, thanking them, and sending them on their way to continue
playing.
Simplification What will you do if students need more support?

- If a student needs more support with this lesson, a number line will
be provided so they can refer to that when counting.
- You could also take away the dice aspect and have them feed the
caterpillar one pom pom, then two pom poms, then three, and on.
- Use larger pom poms and give them to the children one at a time
- Provide assistance when children are counting to emphasize
counting one by one with the counters
Extension How will you build on this lesson? What next? Can you make the activity
more challenging?
- To extend this activity for children, you may choose to work on
addition. Have the student roll the dice two separate times with two
sets of pom poms (different colors) and then create an addition
sentence out of the pieces and feed the hungry caterpillar the sum.

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Name: Adayla Liggett

Activity Name The Very Hungry Caterpillar!

Developmental Mathematics - Counting & Number Identification

ECSQ 1. Early Learning Expectation: Counting and Cardinality. Children

Learning What do you want children to learn?

Assessment How will you know if they learn it?

Materials Recycled cardboard tube

Small Potential launch Ideas/introduction:

Simplification What will you do if students need more support?

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