Lesson Plan: Look What I Made!
Curriculum Alignment
NAEYC Accreditation Criteria for Curriculum Standards

2C.03 Children are provided varied opportunities and materials that support fine-motor development.

2D.07 Children are provided varied opportunities and materials that encourage them to have discussions to solve problems that are interpersonal and those that are related to the physical world.

2G.07 Children are provided varied opportunities and materials that encourage them to discuss scientific concepts in everyday conversation.

2G.08 Children are provided varied opportunities and materials that help them learn and use scientific terminology and vocabulary associated with the content areas.

2J.05 Children are provide varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g. cutting, gluing, and caring for tools.)

Head Start Indicators

Scientific Knowledge

  • Expands knowledge of and abilities to observe, describe and discuss the natural world, materials, living things and natural processes.
  • Expands knowledge of and respect for their body and the environment.

Language Development

Listening and Understanding

  • Shows progress in understanding and following simple and multiple-step directions.
  • Understands an increasingly complex and varied vocabulary.
National Science Standards

NS.K-4.3 Life Science

As a result of activities in grades K-4, all students should develop understanding of:

  • The characteristics of organisms
  • Life cycles of organisms
  • Organisms and environments
Learning Objective:

Your Cerebral Cortex is the largest part of your brain. It helps with creativity.


In this activity, young children will explore how their Cerebral Cortex makes it possible to create ideas. They will discuss a new word: creativity. Children will then do a craft activity using scissors, paper and glue to create an imaginary object or being – whatever they choose. After doing this activity, students will be able to explain that their Cerebral Cortex plays a part in being creative.

What You Will Need:

A creativity center for children to visit after your Cerebral Cortex lesson, including:

  • Colored paper
  • Glue
  • Scissors
  • Shapes to trace
  • Felt or fabric scraps

Other materials as available, such as cardboard egg cartons, pipe cleaners, and other recycled materials


Begin by listening to ‘Creativity’ from the Every Body Has a Brain soundtrack during a circle time. Ask if students can give their own definition of creativity. You may wish to create a list of the class’ ideas about creativity. When the children have given their ideas, offer the dictionary definition of the word:

Creativity: Ability to produce something new through imaginative skill, whether a new solution to a problem, a new method or device, or a new artistic object or form.

Song: Creativity

ASK How can you be creative? Introduce the art activity where they will make their own creation: a monster or creature, a machine, or any object they can imagine.

Tip: Combine the art activity with other centers, or create as a whole-class activity.

While children use materials, ask them to talk more about their ideas. Where did their ideas come from? They are using their Cerebral Cortex when they are creative!

Further Exploration:

Play these games and stories from Every Body Has a Brain game to help children continue to explore their creativity.

  • Make Music
  • Cerebral Cortex Brothers
Download Printables
Web Resources

Here is a page with a multitude of creative activities, on the PBS Kids site:

Crayola’s website has some creativity tools: