Pumpkin Observation

Background

I have created a simple child base curriculum on real pumpkins. Children will have the opportunity to expand their knowledge on pumpkins through: language, mathematics, life sciences, health and safety. I have also incorporated 2 different abilities accommodations for speech and vision impairments. The activities that I choose are built on the child’s interest and they are free to explore. The children are encouraged to contribute to their findings. I will document children’s responses.

Keywords: pumpkin, pulp, seeds, flower, sport, vine

1. Content Area 1: Language

Objective: Language Use and Conventions 1.0 Children use language to construct extended narratives that are real or fictional (California Preschool

The day of the field trip teachers and children will walk, they can engage in a conversation about the natural world around them. They can talk about what they think they will find at the pumpkin patch. The teacher can ask children to think back on how a pumpkin grows and expand on their ideas. As they are crossing the street the teacher will explain the importance of looking both ways and holding on to a parent or adult’s hand. They can also talk to them about stranger danger and the importance to not speak to anyone they do not know. The teacher can also explain procedures if they ever do encounter situation like this. The teacher can document children responses to review when they are back in the classroom. Some, vocabulary words that will be used are: pumpkin patch and farmer. Last, the teacher can print out pictures that were taken and create a book to place in the

This will create a new scenario for play. Children will dress up as farmers and have the opportunity to act out what they remember or learned from the pumpkin patch field trip. There can be a cashier, a host, some one who cleans and dust the pumpkins, the parent, the child etc. The possibilities are endless. Then, the teacher can encourage children to interact with peers and have them ask each other question. The teacher can also model a rich language environment, as children are conversing with each other. Last, the teacher can take pictures, print them out and post them in the dramatic area.

6. Differing Ability 1: Speech Impaired Accommodations:

1. The teacher can provide flash cards to assist the child. She can also use simple language such as: small, medium, big and pumpkin. Adding simple open-ended questions to the cards can help promote a rich language environment for the child.

2. Spend one on one time with this child to assist with his learning.

7. Differing Ability 2: Vision Impaired Accommodations:

1. Allow the child to feel the pumpkins ask questions to expand their knowledge.

2. Use word prompts to help encourage the child to