Chelsea Corcoran

ECED 2385
Discovery Tray

ACTIVITY PLAN for Science Tray

Name: The fall tray

This is a life science tray, all the items are things
made by the earth.
I have an item on my try that I dont really know
about so I looked up how to deal with them while
using them. They are black walnuts that arent
harvested yet.
https://youtu.be/w5wjt10Rmvw
Another thing is I have no idea about tree types; I am
so horrible at that so we used
https://www.arborday.org/trees/whattree/
to look up what kind of trees they had in their yard
with just their leaves and bark.

Levi is 5 years old and his brother is 10 years old that

is who I will be doing the discovery tray with, I will be
focusing mostly on Levi though. Levi loves Halloween
and all things pumpkin, but he doesnt really go
outside much and look at trees. I choose this try
because it is fall, and two because he loves pumpkins.
Another reason is because they have so many tree
different trees in their yard and he has no idea what
they are. I want him to understand and get outside
and play more.

I will focus on the types of things like what type of

tree did this leaf come from, what type of nut is this. I
also just threw the pumpkin in because it is fall and I
can tell him what all the different parts names are.

I will focus on Juglans nigra which is the type of tree that the
black walnuts all from. I will also focus on the word fall, and
everything that comes along with it. I will have my season book
so I can read to him what all happens in fall in nature other then
Halloween.
For the Learning outcomes

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

I want him to ask questions and be ready to learn a little bit

about whats in his back yard. Also what is happening during
fall.

L.K.1a. Print many upper- and lower-case letters.

We will be using the black walnuts coting to write his name.

L.K.5a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the
concepts the categories represent.

We will be doing this with the leaves so we can easily identify

them.
K.CC.1. Count to 100 by ones and by tens.

We will be putting the pumpkin seeds in piles of ten

so we can count them faster.

Standard 7 The Earth Identify non-living materials found on the school site and discuss how
these materials are similar and different.

We wont be finding things on the school site but at

home. But we will be discussing how they are similar
and different and coloring the leaves to see the
different veins.

This will be indoors at Levis house on his Kitchen

Floor.

Materials
 Different leaves
Pumpkins
Nuts
Sticks
Grass
Pumpkin carving tools
The book Four Seasons
Magnifying glass
Rubber gloves
Leaves
Crayons
Paper
News paper
Tape

I will have all the items on the table in order ready for
the activities I would like to do first.
First we will use the leaves and sticks to figure out
what types of trees they have in their yard.
I will have the crayons and the different leaves and
the paper there. I will tell them to pick their favorite
leaves, and arrange them the way they want them,
then put the white paper over top. I will tape it to the
table and they can use different crayons to make the
imprint.
Next we will use the Black Walnuts and the gloves to
make their name with the dye. I will explain how to
crack open the nut and what you can and cannot eat.
Then we will use the magnifying glass to observe the
sticks and the grass and the hay.
Last we will guess how many seeds are in the
pumpkin, then we will talk about all the different
aspects of the pumpkin. Last we will carve the
pumpkin because its fall!

Implementation reports.
When I did the try with Levi he was excited and knew
what most of the items were. They were never able to
bring out side things inside so he just didnt know
what was going on and thought we were going to get
in trouble. I first set up all the items on the small
table and we talked about each one. We then used
the website to figure out leaves came off what trees.
He thought it was pretty boring but he did help with
counting the points on the leaves or telling me the
color of the leaves. The next thing we did was letting
him choose the items he wanted on his imprint
drawing. I then taped it down on the table and he
used different color crayons to make the imprint of
two leaves, grass, and some hay. He was so happy
when he could see the leave, that he colored harder
to see if he could see the other leaf but it was just to
smooth. He then asked what was next, and I told him
to pick the black walnut he wanted to open. So we
took the walnut outside and carefully opened it to
make sure we didnt get it on our hands because we
didnt have the gloves on. He used the gooey yellow-
brown stuff to write his name after he put his gloves
on. He was having a hard time because the stuff
wasnt dark enough to see outside because it was
dark out. But he got it done with a capital L. We then
tried to crack open the nut but it was way to hard.
Levi tried his hardest he even put it up against the
wall on concrete and took the hammer as hard as he
could and still wouldnt open. So then we went inside
and got ready to open up the pumpkin and count the
seeds. We got it all out and I told him to put them in
piles of ten so that we can count them easily. I
explained all the parts to him, and then I pointed to
the stem and asked him what it was call and he told
me the stick, which I couldnt help but laugh. He then
told me the brains is his favorite part. We then went
on to carving and he chose to do a Pikachu. He then
went on to paint it because Pikachu isnt orange he is
yellow. I feel like this activity helped Levis fine and
gross motor skills. He picked up the small blades of
grass and seeds, he also colored with crayons and
wrote his name with his finger. Opening the green
shell and then using the hammer to open the nut used
his gross motor skills. His creativity was used when
he did the imprint, and making the Pikachu. It also
helped his social concept by having long
conversations with me. He also used his problem
solving skills by figuring out how to see the lines on
imprint by rubbing the paper harder.

Here are some pictures for documentation on our

discovery tray.
I also got a video of him trying to open the nut. But I
am not sure how to send it. Also have his imprint of
the leaf.

Another thing I did was write down some of the things

he said,

Oh man what are we doing I cant see anything.

(when he started coloring the paper.

well whats next that was cool. Talking about

opening the shell on the walnut but since we couldnt
get the actual nut open he was over it.

I thinks theres 60 thousand million seeds in the

pumpkin. His answer when I asked him how many
there was.
My favorite part of the pumpkin is the BRAINS!
When I asked him what his favorite part of this
activity was.

Yep mommy ours is the best because its the

coolest.
He said when he was done painting it.

Reflection.

I feel like the parts that worked the best were the
imprint and the pumpkin because its something he
could do and it al worked the way I wanted. I think
the nut would have been good if we could have gotten
the nut open with the hammer. I think all of this really
showed him about the outdoors in the fall. I also think
he learned a lot about the trees in his yard even
though it wasnt as fun because it wasnt a game or
anything just lots of questions about the leaves. I
think the next time I will make the tray more fun and
on a different topic. I will make sure they are learning
while having fun so they remember everything he
learns. I dont think he will remember the tress names
because he was over it after the first leaf. Also I think
I would make him write out his name with the hay and
grass and incorporate that in the imprint that would
have been fun. Grading yourself helps you see what
you have done wrong and what you need to fix in the
future. I think this is a valuable way to improve on the
next projects. I think there are areas I could have
improved on. I can apply what I learned here by
taking some of these activities and using them in the
classroom. I might ask the children to bring in a leaf
to see what kind of trees they have. I might also go
on a nature walk so they can see where the items
came from, the visual will help them put the names to
the picture.

Discovery Tray Grading Rubric ECED 2385

Student Name_________________________ Semester_________
Criterion ACTIVITY PLAN: Childrens Background
Standard 1a. Knowing and understanding young childrens characteristics and
needs, from birth through age 8.
Levels Does Not Meet Meets Expectations Exceeds Expectations
Expectations
Descriptor(s)
Explanation reflects very Explanation reflects Explanation strongly
limited knowledge of adequate knowledge of reflects knowledge of
childrens learning needs childrens learning needs childrens learning needs
related to science in the related to science in the related to science in the
early years. Explanation early years. Explanation early years. Explanation
does not connect activity includes rationales for includes clearly explained
to the childrens interests, choice of activity, taking rationales for choice of
background knowledge, into account childrens activity, taking into
and previous learning interests, background account childrens
experiences related to knowledge, and previous interests, background
the topic. learning experiences knowledge, and previous
related to the topic. learning experiences
related to the topic.
Score 10_ 0-6 7-8 9-10

Criterion ACTIVITY PLAN: Name of Tray, Area of Science , Content Knowledge,

Learning Outcomes, and Vocabulary
Standard 5a. Understanding content knowledge and resources in academic
disciplines: language and literacy, the arts, mathematics, science, physical
activity, health and safety and social studies.
Levels Does Not Meet Meets Expectations Exceeds Expectations
Expectations
Descriptor(s)
The science tray plan The science tray plan The science tray plan
does not demonstrate an demonstrates a basic demonstrates a strong
understanding of age understanding of age understanding of age
appropriate science appropriate science appropriate science
content. The tray may not content. content.
be correctly identified as The science tray is correctly The science tray is
supporting one of the 3 identified as supporting one of correctly identified as
the 3 areas of science. Plan
areas of science and TN- includes at least two (2) age- supporting one of the 3
ELDS may not be age appropriate TN-ELDS areas of science. Plan
appropriate or are not Learning Expectations in Math includes at least two (2)
linked to Math and and Science and at least two age-appropriate TN-
Science. Vocabulary (2) vocabulary words identified ELDS Learning
relate to science topic.
words identified do not Expectations in Math and
strongly relate to science Science and at least two
topic. (2) vocabulary words
 identified strongly relate
to science topic.
Score 9__ 0-6 7-8 9-10

Criterion ACTIVITY PLAN: Teacher Resources - Background Knowledge

Standard SS5: Skill in identifying and using professional resources.
Levels Does Not Meet Meets Expectations Exceeds Expectations
Expectations
Descriptor(s)
No teacher resources At least two (2) resources At least two (2) resources
provided or inappropriate identified, and at least identified, and at least
resources selected. one (1) is an online one (1) is an online
Resources do not support resource. Resources resource. Resources and
the teachers background and reference information reference information
knowledge of topic. demonstrate skill in demonstrate skill in
identifying resources that identifying high quality
are appropriate and resources that are
support the teachers appropriate, varied, and
background knowledge in support the teachers
the science topic. background knowledge in
. the science topic.
Score_9 0-6 7-8 9-10

Criterion ACTIVITY PLAN Materials

Standard 1c. Using developmental knowledge to create healthy, respectful, supportive, and
challenging learning environments for young children.
Levels Does Not Meet Meets Expectations Exceeds Expectations
Expectations
Descriptor(s) Materials do NOT meet Materials meet ALL of the Materials meet ALL of the
SEVERAL of the required required criteria for creating an required criteria for creating an
criteria for creating an appropriate learning appropriate learning
appropriate learning environment for age group environment for age group
environment for age group selected: selected:
selected:
__safe for children __safe for children
__safe for children __age-appropriate __age-appropriate
__age-appropriate __attractively displayed on a __attractively displayed on a
__attractively displayed on a durable tray durable tray
durable tray __in adequate amounts to __in adequate amounts to
__in adequate amounts to engage childrens interest but engage childrens interest but
engage childrens interest but not overwhelm them not overwhelm them
not overwhelm them __ photo submitted __ photo submitted
__ no photo submitted
Materials are also especially
 engaging and well-displayed to
attract children.

Score_10 0-6 7-8 9-10

Criterion ACTIVITY PLAN: Materials

Standard 4b. Knowing and understanding effective strategies and tools for early
education, including appropriate uses of technology.
Levels Does Not Meet Meets Expectations Exceeds Expectations
Expectations
Descriptor(s) Materials do NOT meet Materials basically meet ALL Materials strongly meet ALL of
SEVERAL of the required of the required criteria that the required criteria that
criteria that support effective support effective teaching support effective teaching
teaching strategies for a strategies for a science tray strategies for a science tray
science tray learning learning experience: learning experience:
experience:
__relate to a specific science __relate to a specific science
__relate to a specific science concept concept
concept __encourage childrens __encourage childrens
__encourage childrens exploration exploration
exploration __include tool or tools __include tool or tools
__include tool or tools __include childrens book or __include childrens book or
__include childrens book or print to support literacy print to support literacy
print to support literacy
Materials varied and creative.

Score_10 0-6 7-8 9-10

Criterion ACTIVITY PLAN

Standard 5b. Knowing and using the central concepts, inquiry tools, and structures of
content areas or academic disciplines.
Levels Does Not Meet Meets Expectations Exceeds Expectations
Expectations
Descriptor(s)
Activity Plan provides Activity Plan provides Activity Plan provides
little evidence of planning significant evidence of strong, substantial
an activity to support planning an activity to evidence of planning an
childrens development of support childrens activity to support
inquiry skills. Does not development of several childrens development of
support exploration and inquiry skills. Plan most all the inquiry skills.
inquiry approach to includes provision of Plan includes provision of
 science learning. materials that engage materials that engage
children in hands-on children in hands-on
learning. Plan indicates experiences. Plan
an understanding of demonstrates building
science inquiry learning. upon the initial interest
and needs of children.
Plan indicates a strong
understanding of science
inquiry learning.
Score_10 0-6 7-8 9-10

Criterion IMPLEMENTATION REPORT

Standard 4c. Using a broad repertoire of developmentally appropriate
teaching/learning approaches.
Levels Does Not Meet Meets Expectations Exceeds Expectations
Expectations

Implementation Report offers Implementation Report Implementation Report offers

little evidence of using inquiry- offers evidence of using strong evidence of using
based learning and teaching inquiry-based learning and
through facilitation. Lacks inquiry-based learning teaching through facilitation.
evidence of using and teaching through ALL of the teacher questions
developmentally appropriate facilitation. Most of the are open-ended and
approaches to science teacher questions are encourage a child to think and
curriculum for the child ages 2- open-ended and explore without the teacher
6. Emphasis is more on providing answers.
teacher directed learning and encourage a child to think Report clearly demonstrates
teacher as giver of and explore without the use of developmentally
knowledge. Report lacks teacher providing appropriate approaches to
evidence of teacher answers science curriculum for the child
questioning to support Report demonstrates use ages 2-6.
childrens thinking.
of developmentally
appropriate approaches
to science curriculum for
the child ages 2-6.

Score_9 0-6 7-8 9-10

Criterion DOCUMENTATION OF LEARNING

Standard 3b. Knowing about and using observation, documentation, and other
appropriate assessment tools and approaches, including the use of
technology in documentation, assessment, and data collection.
Levels Does Not Meet Meets Expectations Exceeds Expectations
Expectations
Descriptor(s)
Documentation offers Documentation reveals Documentation reveals
little evidence of beginning knowledge and strong knowledge and
 knowledge or use of use of appropriate competent use of
appropriate teacher methods for teacher appropriate methods for
documentation of documentation of teacher documentation of
childrens learning. Less childrens learning. At childrens learning. More
than 2 methods used. least 2 different methods than 2 methods used.
used.
Score 9 0-6 7-8 9-10

Criterion REFLECTION
Standard 4d. Reflecting on own practice to promote positive outcomes for children.
Levels Does Not Meet Meets Expectations Exceeds Expectations
Expectations
Descriptor(s) Not all questions answered on All questions answered All questions answered
Reflection. thoroughly on Reflection. thoroughly on Reflection.
Reflection may be very brief, Reflection demonstrates Reflection demonstrates
lack depth of thought or detail. beginning effort to learn from strong effort to learn from
teaching experiences to teaching experiences to
improve learning outcomes for improve learning outcomes for
children. children. Offers details on
applying what is learned to
new situations.
Score 8 0-6 7-8 9-10

Criterion ENTIRE PROJECT: ORGANIZATION AND WRITING

Standard SS3: Written and Verbal Communication
Levels Does Not Meet Meets Expectations Exceeds Expectations
Expectations
Descriptor(s)
Poorly organized. Can understand and Exceptionally well-
Numerous writing errors. follow. organized.
Incomplete, not all Some writing errors but Only 1 or 2 writing errors
required items included. readable. very well-written.
Complete. Most Complete and all
Rubric NOT scored instructions followed instructions followed
and/or not submitted with accurately. accurately.
assignment.
Rubric scored and Rubric scored and
submitted with submitted with
assignment. assignment.

Score_10 0-6 7-8 9-10

Final Score ___94____ out of 100 possible points

Student Name__Chelsea Corcoran ____________