Early Childhood Education Lesson Plan Theme: Who We Are. Unit: 1 Week: 4 Day: 5

Transcription

1 Unit: 1 Week: 4 Day: 5 Resources Little Treasures: pages CD 3:32, 3:2, Content Area Flip Chart pg. 62 Everyday Math: M 1 Bigger and Smaller (CORE) RESOURCE: Teacher s Guide to Activities pgs PA Standard: 1.1: Learning to Read Independently Standard Statement: Associate some names of letters with their shapes and sounds Morning Message: Greeting, discuss plan for the day including unit theme, special visitors, and/or daily activities. 20 Minutes Circle Time Alphabet Time: Autumn is the season that comes after summer and before winter. Show flip chart. What happens to the trees when autumn, arrives and summer ends? (Leaves change color and fall) What is the weather like during autumn? (Get s cooler) Read the flip chart. We are going to listen and sing a song called Autumn Leaves. Play the song and encourage children to imitate leaves falling from the tree. The flip chart has words and pictures. Who would like to come up and point to a picture? Word? Remember, we are learning about the alphabet. The alphabet is made up of 26 letters. How many letters? (26). Each letter can be written as a capital and a lower case. How can you write each letter? (As a capital and a lower case). Each letter also has a name and a sound. What does each letter have? (A name and a sound.) A s name is A. It s sound is /a/ /a/ /a/. Songs: We are going to learn a song that gets our bodies moving. It s called Morning Movement. We get to move like animals. We have to listen very closely to what animal the CD says. Let s pretend we are different types of animals. Play cd several times and encourage children to join in. CD 3:32 EM Routines: There are two ongoing daily routines: the Attendance and Linear Calendar routines. Resource Teacher s Guide to Activities: pages See Routine (TAB) - 1

2 various items in two sizes (bigger and smaller); trays; Bigger and Smaller Picture WS! PA Standard: 2.6: Statistics and data analysis Standard Statement: Organize and display objects by one attribute EM Lesson: M 1: Bigger and Smaller, pgs Planning Tip: Collect several pairs of same-type, but different-size items (a large and small toy car, for example). Possibilities include blocks, buttons, dolls, books, dice, paper clips, index cards, and paper. Label one tray Smaller and the other tray Bigger. You might add simple drawings to illustrate big and small. Main Activity: Small Group and/or Center: Show children the pairs of materials you collected and the trays labeled Bigger and Smaller. Invite children to describe and compare the sizes of the two items in each pair, and then put each item on the proper tray (the bigger item on the bigger tray and the smaller item on the smaller tray). Leave the trays in a Center and encourage children to find other items in the room that come in two sizes to add to the correct trays. Invite children to share their discoveries with the group Minutes EM Small Group On-Going Assessment: Kid Watching Use this activity to assess whether children can make direct, comparisons to size and to note what types of words they understand or use to describe size. Optional Activity Art Connection: Children can use bubble wrap to print small circles in a big circle. To prepare, cut 4-inch (or larger) circles from bubble wrap. Make a handle by securely attaching a loop of tape on the flat side of the bubble wrap circle. Children dip the bubble wrap circles in a shallow tray of paint and then print on paper. Alternatively, children could use marker caps or other small circular stamps to make small circle prints on a large paper circle. Related Books A Pig is Big, by Douglas Florian, Big and Little, by Samantha Berger and Paula Chanko, Big Little, by Leslie Patricelli, Where s My Teddy?, by Jez Alborough, and Too Big, Too Small, Just Right, by Frances Minters UP Give children three or more different objects to sort by size order. DOWN Use picture of bigger and smaller. Have children compare their objects. Use objects whose only differing attribute is size. Color and shape should remain the same. Cut out shapes from construction paper if needed. - 2

3 big mixing bowl, 1 cup flour, 1 cup salt, ½ cup water, 1 tsp oil, extract (vanilla), plastic bags Optional: Tools and ingredients pictures PA Standard: 3.1a: Biological Sciences: Living and non-living organisms Standard Statement: Use the five senses as tools with which to observe, classify, collect information and describe observations LT Lesson: Smell We are going to use many different senses for our small group. We are going to make play dough. We are going to use our sense of sight to talk about what we see. We are going to use our sense of touch to talk about what it feels like. Last, we are going to use our sense of smell to talk about what it smells like. First we need a cup of flour. Pour flour into bowl. Pass the bowl around and ask, What does it look like? Smell? Feel? Next, we need to add 1 cup of salt. Have children look at salt and talk about what it feels, smells and looks like. Repeat previous step passing bowl around and discussing what happened when flour and salt mixed. Then, we need to add ½ cup of water. Pour in bowl. Pass bowl around and ask, What happened to our mixture? Last, we add 1 tsp of oil. I am going to add something to make our play dough smell (add an extract of your choice like peppermint). Now we have to mix it together. Model how to mix and pass the bowl around for children to mix. What is happening to the mixture? What does it look like? Fell like? Smell like? What did we make? (Play dough) Minutes LT Small Group UP Write down the recipe on chart paper, using pictures from clip art for the different measuring tools and ingredients. DOWN Ask yes or no questions. Does it feel hard? Do you like how it smells? or PATHS Lesson (twice a month) - 3

4 The Five Senses Hearing, by Maria Ruis, J.M. Parramon, and J.J. Puig PA Standard: 1.2: Reading, analyzing and interpreting text Standard Statement: State at least one important fact from informational text LT Book Time: The Five Senses Hearing, by Maria Ruis, J.M. Parramon, and J.J. Puig We have been talking about the senses that we use to explore the world. How many are there? (5) What are they? (hearing, sight, taste, touch, and smell) Today we are going to read a story about the sense of hearing. The title of the story is The Five Senses Hearing. This book was written and illustrated by three people. They are Maria Ruis, J.M. Parramon, and J.J. Puig. We know that the title is called The Five Senses Hearing. Look at the cover of the book and think of its name, what do you think it is going to be about? (encourage children to look at the cover and listen to the word hearing so they can figure out that it is about hearing) Let s read and see if our predictions or guesses are correct. Read the story and stop every few pages to talk about what the characters in the story are hearing. At the end of the story, ask, We thought this story was going to be about, were we right? What body part do we use to hear? What sounds do you like to hear? Why? What sounds don t you like to hear? Minutes Story Time Additional activities and ideas at these websites: /the-five-senses-preschool/-curriculum.htm or IFL Text Talk Lesson (twice a month) - 4

5 15-20 Minutes Cross-Curricular Activity large loom from poster board, basket of yarn, ribbons, and different types of paper strips, Divide a large piece of paper into squares (1 for each child), stampers, stencils, sponge painting or some other medium PA Standard: 9.1c: Production and performance: Visual Arts Standard Statement: Combine a variety of materials to create new products Science Social Studies Arts Enrichment Group Art Project--In order to build team spirit in the class, start a group art project that can be worked on over time. Make a large loom from poster board. Hang it somewhere in the room or put it on a table during center time. Leave a basket of yarn, ribbons, and different types of paper strips in a basket by the loom. Children can add to it over time. Call attention to the ongoing work from time to time, commenting on how well children are cooperating, how working together can make something beautiful, that each contribution is different. When finished with first art activity, complete the art activity below. Divide a large piece of paper into squares, with each child having a square. Using stampers, stencils, sponge painting or some other medium, have each child complete a square to be displayed in the classroom. Optional Activity: Snack Connection: Give children pretzel twists (or another food) in mini and regular sizes. Prior to eating, have children sort the pretzels on a plate or napkin according to whether they are little or big. Or Before lunchtime, choose one of the foods students will be served for lunch. Potatoes, for example- cooked and uncooked if possible. Pass the uncooked potato around and discuss observations. What does it look like? What color is it? What does it feel like? Is it smooth or rough? Can we hear a potato? What does it sound like if we drop it? Remove some of the peel and pass it around. What does it smell like? Give each child a small portion of cooked potato. What does it taste like? Are they eager to eat more of the potato at lunchtime? Advanced Prep for Future Lessons: Everyday Math: Various objects and trays for comparing size (M-1) Little Treasures: Gather Aa picture cards, butcher paper, crayons, markers and other supplies for a sharing mural. - 5