THE SUN 1 - Early Years Network - Mississippi State University

Preschool
Curriculum
for 4’s
2014
June
1
© 2014 The Early Years Network, a program of the MSU Extension Service
The Early Years Network, a program of the Mississippi State University Extension Service, is funded by the Mississippi Department of Human Services, Division of Early Childhood Care and Development.
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Contents
The Sun 1 ..................................................................................................................................................................................................................... 3
The Sun 2 ................................................................................................................................................................................................................... 10
Insects ........................................................................................................................................................................................................................ 17
Flying Insects............................................................................................................................................................................................................. 24
Page 2
THE SUN 1
Using some common tools (thermometer, ruler, and clock) we compared the melting time of two pieces of ice.
One was left in the classroom and one was placed in the sun on the playground.
Page 3
Unit: The Sun 1
Age Group: 4s
Date: June 2-6
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
PA 5. Use a variety of strategies to solve a problem, reach a goal, or answer a question
(e.g., work with others, use a variety of materials, experiment).
PA 6. Apply prior learning and experiences to build new knowledge.
VA 1. Produce original art (e.g., color, paint, draw) using a wide variety of materials and
tools
Creative Expression
MU 2. Sing a variety of short songs.
English Language
Arts
Mathematics
MU 3. Listen actively and respond to short musical works
LI 4 b. Identify environmental print (e.g., word wall, class dictation).
LI 5. With prompting and support, interact with common types of texts
MD 3. With guidance and support, sort, categorize, or classify objects (e.g., color, size,
length, height, weight, area, temperature).
CC 5. Use comparative language (e.g., more than, less than, equal to, or same) to
compare objects, using developmentally appropriate preK materials.
Social Studies
OW 5. Demonstrate an understanding of the role that people play in caring for the
environment
Physical
GM 5. Engage in gross motor activities that are familiar as well as activities that are new
Page 4
Development
and challenging
FM 2. Demonstrate fine muscle coordination using manipulative materials that vary in size,
shape, and skill requirement (e.g., punches individual computer keys, roll snake from clay).
SC 6. With prompting and support, identify nutritious foods (e.g., recognize source [animal,
plant], prepare, eat, and choose healthy foods).
SI 1. Make observations, predictions, and ask questions about natural occurrences or
events.
Science
SI 4. Explore materials, objects, and events and notice cause and effect.
ES 1. Describe daily weather changes and seasonal patterns using weather vocabulary
(e.g., hot, cold, warm, sunny, cloudy)
ES 2. Identify characteristics of the clouds, sun, moon, and stars.
Social Emotional
Development
SD 4. Participate successfully as a member of a group.
Thematic Unit:
Unit Overview





The children will experiment with representations of the Earth and Sun in order to
better understand revolution, rotation, and the day and night cycles.
The children will read a thermometer and create a temperature chart.
The children will use preschool art materials to make models of the layers of the sun.
The children will compare melting time of ice that is in the classroom with ice that is
in the sun.
The children will discuss what a fable is and what their purpose was.
Vocabulary
Sun, gas, layer, core, corona, orbit, revolution, rotation, energy, fable
Page 5
Small Group Instruction
Day
Book
Monday
The Sun by Charlotte Guillian
Tuesday
The North Wind and The Sun a fable by
La Fontaine
Wednesday
Thursday
Friday
Energy from the Sun by Allan Fowler
Activity
After reading this book we will take two bowls of ice and place on in the
science center and the other on the playground. Then we will note the
difference in how quickly the ice in the sun melts. Why does this happen?
(CC 5)
Fables were stories that people told a long time ago to explain things that
they could not understand that were happening around them. This story
does not explain how wind or the heat of the sun actually work. We will
discuss the difference. (LI 5)
We feel the sun’s energy through heat. This is why the ice melted so much
more quickly on the playground than in our classroom!! We will discuss the
change in temperature that we have noted lately and begin to chart the
temperature daily. (Daily Preschool Experiences for Learners at Every Level
pg. 327) (MD 3, ES 1, OW 5)
Nothing Sticks Like a Shadow by Ann
Tompert
After reading this fun fiction book, we will discuss what really makes a
shadow and experiment with shadows in the classroom using a shop light
and various objects. (SI 4, ES 2)
Sun by William Rice
After reading the book, we will take colored clay and make a model of the
sun’s layers (as illustrated on pgs. 28 & 29). (FM 2)
On the playground we will place various objects on different colored paper
and leave them in the sun. This afternoon we will see what the sun has
done to the paper and discuss why we think this happened! (SI 1, SI 4)
Page 6
Intentional Teaching
Using a light source (shop light) we will experiment with drawing the shadows of various objects. (VA 1)
Art
Language/
Writing
Math
Music
Nutrition/
Health
Nature/
Science
We will experiment with collage materials and discuss what a mosaic is. Next week we will be making a classroom
mosaic, so we will start small by practicing individually first. (PA 5)
We are going to make a sun word wall. We will write SUN on a large circle and cut out triangles and write words
that describe the sun on them. Some of the children will want to do this entirely by themselves, but others will
prefer the teacher to write the word after they’ve made a triangle. (LI 4b, SD 4)
Once we have melted ice, we will discuss how the temperature in our classroom is different than the temperature
in the sun. We will learn how to read our classroom thermometer and will begin to chart the weather on the
playground. (PA 6, MD 3)
“Mr. Golden Sun” by Raffi
“You are My Sunshine” by various artists (MU 2, MU 3)
Using pineapple slices and slices of bell pepper, we will make a sun snack. We will talk about how the peppers
represent the rays. Even though the sun’s corona doesn’t look like that, it shines so bright that people use rays like
this to represent the sun. We will also talk about how important it is to not stare directly into the sun. This can
damage our eyes!! (Sun Snack: Learn Every Day About Our Green Earth pg. 95) (SC 6)
Using a light source and a small globe, the children will experiment with rotation, revolution and how theses factor
into our day and night cycle. We will also use various other objects to experiment with the lengthening and
shortening of shadows. (ES 2)
We will melt ice in our classroom and on the playground and note the difference that the heat from the sun
makes in melting time. (CC 5)
We will place a bowl of ice in the sun and note the changes caused by the sun’s heat. We will compare this bowl
to the one we left in the science center, compare the temperatures on our classroom and playground
thermometers, and discuss why the rate of melting was different. (CC 5, MD 3)
Outdoor
Activities
The children will choose various objects from the classroom to place on top of multicolored paper. We will then
place these in the sunlight and check in the afternoon to see what the sun has done to the paper. (SI 1, SI 4)
Shadow tag is a fun way to play tag while keeping our hands, feet, and body to ourselves. Children run around
the playground trying to “tag” each other’s shadows!! (GM 5, SD 4)
Page 7
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add “sun” color collage materials
Add magnifying glasses
Add light source for shadows
Add colored clay
Add thermometers
Add child made graphs and charts (for temperature)
The beach:
Add goggles
Add floaties
Add swim suits
Add shovels and pails
Add sea creature puppets
Add ocean water (along the wall)
Add “sand” paper (brown paper that has been sponge painted to look like sand) on the floor
The Sun by various artists (created by AVP staff)
“Mr. Golden Sun” by Raffi
“You are My Sunshine”
Add colored water to the water table
Add sequins to the sand table
Add flashlights for structure shadows
Add flashlights
Add thermometers
Add multicolored paper for tearing (we will be making collages and mosaics the next two weeks)
Children can tear with their fingers, cut with scissors, or use the hole punchers
Page 8
Resources
Additional Books
The Sun is My Favorite Star by Frank Asch
The Sun by Martha E. H. Rustad
On Earth by G. Brian Karas
The Sun’s Daughter by Pat Sherman
My Light by Molly Bang
Summer Sun Risin’ by W. Nikola-Lisa
All About Preschoolers: An Environmental-Based Curriculum by Debby Cryer, Cathy Riley, Tracy Link, Lisa Walker
(KPRESS)
Count on Math: Activities for Small Hands and Very Lively Minds by Pam Schiller and Lynne Peterson (Gryphon
House)
References
Daily Preschool Experiences for Learners at Every Level by Kay Hastings, Cathy Clemons, and April Montgomery
(Gryphon House)
Learn Every Day About Our Green Earth by Kathy Charner (Gryphon House)
CD’s
Learn Every Day The Preschool Curriculum by Clarissa Willis, Sharon MacDonald, Kimberly P. Johnson, Karen
Nemeth, Pam Schiller, Rebecca Isbell, and Virginia Jean Herrod (Kaplan)
The Sun by various artists (created by Aiken Village Staff)
Includes:
“Mr. Golden Sun” by Raffi
“You are My Sunshine” by Jimmie Davis and Charles Mitchell (recorded by various artists)
Page 9
THE SUN 2
The children worked in small groups to make a rainbow mosaic.
Page 10
Unit: The Sun 2
Age Group: 4s
Date: June 9-13
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
Creative Expression
English Language
Arts
PL 1. Cooperate with peers during play by taking turns, sharing materials, and inviting others to
play.
PL 3. Exhibit creativity and imagination in a variety of forms (e.g., roles, props, and language).
PA 6. Apply prior learning and experiences to build new knowledge.
MU 4. With prompting and support, identify fast and slow tempos and simple elements of music.
DM 1. Create simple movements (e.g., twirl, turn around, shake).
IT 1. With prompting and support, ask and/or answer questions with details related to a variety of
informational print materials (e.g., charts, graphs, maps, lists, and other reference materials).
FS 1 a. Recognize an association between spoken and written words.
FS 1 c. Demonstrate awareness of the relationship between sounds and letters.
OA 3. With guidance and support, demonstrate an understanding of patterns, using
developmentally appropriate preK materials.
Mathematics
Social Studies
OA 3a. Duplicate and extend simple patterns using concrete objects.
MD 3. With guidance and support, sort, categorize, or classify objects (e.g., color, size, length,
height, weight, area, temperature).
OW 5. Demonstrate an understanding of the role that people play in caring for the environment
HE 2. Recognize events that happened in the past.
Page 11
Physical
Development
Science
Social Emotional
Development
FM 4. With prompting and support, use fine motor skills for self-expression.
FM 5. With prompting and support, participate in group activities involving fine motor experiences
SI 6. Work collaboratively with others.
PS 4. Explore what happens to objects in relation to other forces
SD 4 a. With prompting and support, share experiences and ideas with others (e.g., engage in
conversation to express ideas).
SD 4b. Sustain interactions with peers, allow others to join play activities, and play cooperatively
with others in small and large groups
Thematic Unit:
Unit Overview




The children will build on their knowledge of the sun.
The children will work as a group to prepare for and create a rainbow mosaic.
The children will experiment with prisms and light.
The children will relate ending letters (sounds) of words to whether or not they rhyme.
Vocabulary
prism, mosaic, zone, convective, radiative, chromosphere, photosphere, reflection, refraction
Page 12
Small Group Instruction
Day
Monday
Tuesday
Wednesday
Thursday
Friday
Book
The Sun is My Favorite Star by Frank
Asch
The Sun by Seymour Simon
My Light by Molly Bang
Rabbits and Raindrops by Jim Arnosky
Arrow to the Sun by Gerald
McDermott
Activity
After reading the book, we will listen to a recording of the sound that the
sun’s vibrations make. We will briefly discuss how the sounds can’t actually
be heard in space because outer space is a vacuum (we will talk about this
more in the upcoming weeks). (MU 4)
This book will expand our knowledge about the layers of the sun. We
already know the core and the corona and will now talk about the
convective and radioactive zones, the photosphere, and the
chromosphere. (PA 6, IT 1)
This book is about energy and how we can harness the sun to get this
energy. We will build on what we learned about energy last week and will
discuss the importance of conserving energy when we can. We will
brainstorm some ways that we can conserve more energy. (OW 5, SD 4a)
This book will be our introduction to what makes a rainbow. We have
experimented with prisms a little in the science center this week, but today
we will use the water hose to make a real rainbow on the playground. We
will talk about how rainbows always have the same colors in the same
order…every single time. (OA 3, OA 3a)
After reading this Caldecott Award winning book, we will begin our
rainbow mosaic. We have spent a lot of time this week preparing for this
project. I just know it will be beautiful. (Count on Math pg. 66) (HE 2)
Page 13
Intentional Teaching
Art
As a group we will collect and sort collage items that are all the colors of the rainbow. Then we will work to make
a classroom rainbow mosaic. This project will span several days and will take a lot of teamwork! (PL 3, FM 5, SD 4b)
The children will pick items of their choosing and continue to make sun prints on the playground. (FM 4)
We have begun a Kindergarten word wall. This week we will add color words to the wall. (FS 1a, PL 1)
Language/
Writing
Math
We will make a sun chart, one with descriptive words about the sun (hot, bright, etc.) and another with the word
ending “un.” This will help us better understand rhyming words. (Daily Preschool Experiences for Learners at Every
Level pg. 328)(FS 1a, FS 1c)
We will be sorting items by color a great deal this week, focusing on the colors in the rainbow and their order.
Every rainbow always consists of: red, orange, yellow, green, blue, and violet…in that order. We will use preschool
manipulatives to create and extend patterns in this order. (OA 3, OA 3a)
Music
We will sort items by color in order to make a rainbow mosaic! (MD 3)
What the Sun Sounds Like:
http://www.youtube.com/watch?v=U_97jGrgKd8
The children will get to hear what the vibrations of the sun actually sound like! (MU 4)
Nutrition/
Health
Nature/
Science
Outdoor
Activities
Encourage the children to dance with rainbow colored scarves. (DM 1)
With all the craziness of beginning our Kindergarten summer program at Sudduth, we were not able to make our
special sun snack. We will have it this week instead. (Sun Snack: Learn Every Day About Our Green Earth pg. 95)
(PL 1, SI 6)
We will also discuss the importance of staying hydrated in the hot sun. Sometimes it’s hard to know when we are
getting dehydrated. If you notice that one of your friends looks very sweaty, ask them if they want a water break.
(SD 4a)
After experimenting with prisms and flashlights, we will discuss prisms, refraction (how it is different than reflections)
and the role that they play in creating rainbows. We will also discuss a scientist named Sir Isaac Newton who is
credited with the invention of the man-made prism. (PS 4, HE 2)
Using the water hose, we will demonstrate how water can refract light to create a rainbow. (PL 1, PS 4)
We will continue to encourage the children to play shadow tag when it is sunny outside. (SI 6, SD 4b)
Page 14
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add a variety of collage materials
Add a large piece of paper for the rainbow mosaic (the children may want help making the outlines of each
section of the rainbow.
Encourage the children to paint with rainbow colors
Add a variety of rainbow colored sorters
Add books on the colors of the rainbow.
The beach:
Add goggles
Add floaties
Add swim suits
Add shovels and pails
Add sea creature puppets
Add ocean water (along the wall)
Add “sand” paper (brown paper that has been sponge painted to look like sand) on the floor
In addition to the beach, we will add a paper mache sun made by the children.
What the Sun Sounds Like
http://www.youtube.com/watch?v=U_97jGrgKd8
Add rainbow colored streamers
Add colored water to the water table
Add sequins and glitter to the sand table
Add rainbow colored blocks
Encourage children to make arches
Add prisms
Add flashlights
Add rainbow colored sorters and tweezers
Add sun puzzles
Add rainbow puzzles
Page 15
Resources
Additional Books
The Sun by Martha E. H. Rustad
On Earth by G. Brian Karas
The Sun’s Daughter by Pat Sherman
My Light by Molly Bang
Summer Sun Risin’ by W. Nikola-Lisa
The Good Morning Book by Margaret Wise Brown
Wake Up, Sun! by David Harrison
I Love You, Sun. I Love You, Moon by Karen Pandell
Now I Know What Makes the Weather by Troll Associates
I Wonder Why the Sun Rises and Other Questions About Time and Seasons by Brenda Walpole
All About Preschoolers: An Environmental-Based Curriculum by Debby Cryer, Cathy Riley, Tracy Link, Lisa Walker
(KPRESS)
Count on Math: Activities for Small Hands and Very Lively Minds by Pam Schiller and Lynne Peterson (Gryphon
House)
References
Daily Preschool Experiences for Learners at Every Level by Kay Hastings, Cathy Clemons, and April Montgomery
(Gryphon House)
Learn Every Day About Our Green Earth by Kathy Charner (Gryphon House)
CD’s
Learn Every Day The Preschool Curriculum by Clarissa Willis, Sharon MacDonald, Kimberly P. Johnson, Karen
Nemeth, Pam Schiller, Rebecca Isbell, and Virginia Jean Herrod (Kaplan)
The Sun by various artists (created by Aiken Village Staff)
Includes:
“Mr. Golden Sun” by Raffi
“You are My Sunshine” by Jimmie Davis and Charles Mitchell (recorded by various artists)
Page 16
INSECTS
Using pictures and x-rays of insects, we reviewed and drew their body parts.
Page 17
Unit: Insects 1
Age Group: 4s
Date: June 16-20
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
Creative Expression
PL 1. Cooperate with peers during play by taking turns, sharing materials, and inviting others to
play
PA 1. Follow through to complete a task or activity.
DM 2. Respond rhythmically to different types of music (e.g., fast, slow).
VA 1. Produce original art (e.g., color, paint, draw) using a wide variety of materials and tools.
LI 9. With prompting and support, compare and contrast adventures and experiences of
characters in familiar stories (e.g., how two stories are similar and/or different).
English Language
Arts
FS 2 b. Explore and recognize rhyming words (e.g., using songs, fingerplays, nursery rhymes,
imitation, poetry, and conversations).
SL 1 b. Engage in extended conversations.
MD 3. With guidance and support, sort, categorize, or classify objects (e.g., color, size, length,
height, weight, area, temperature).
OA 3 a. Duplicate and extend simple patterns using concrete objects.
Mathematics
GE 5. With guidance and support, explore using shapes to create representations of common
objects (e.g., use a square and a triangle to make a house).
CC 4. Count many kinds of concrete objects and actions up to 10, using one-to-one
correspondence; and, with guidance and support, count up to 7 things in a scattered
configuration.
Page 18
FC 2. With prompting and support, identify similarities and differences in people.
Social Studies
Physical
Development
FC 4. Identify some similarities and some differences in family structure, culture, ability, language,
age, and gender.
GM 2. Demonstrate coordination of large muscles to perform simple motor tasks (e.g., climbing,
jumping, stretching, and throwing a ball).
FM 1. With prompting and support, use fine muscle and eye-hand coordination for such purposes
as using utensils, self-care, building, and exploring (e.g., places small objects in bottle).
SI 1. Make observations, predictions, and ask questions about natural occurrences or events.
Science
Social Emotional
Development
LS 1. Name, describe, and distinguish plants, animals, and people by observable characteristics.
PS 2. Describe and compare objects and materials by observable properties (e.g., color, size,
shape, weight, texture, temperature).
SD 2 a. Engage in positive interactions and communications with classmates (e.g., greet peers, use
names of classmates, share materials).
SD 3 b. Offer and accept encouraging and courteous words to demonstrate kindness.
Thematic Unit:
Unit Overview




The children will identify and label the parts of an insect.
The children will discuss the difference between an insect and a bug.
The children will work as a team to demonstrate how an ant colony works.
The children will discuss different cultures and the part that insects play in other people’s
diets.
Vocabulary
insect, abdomen, antennae, head, body, jaws, mandible, stinger, thorax, safari, left, right, habitat,
ecosystem, colony
Page 19
Small Group Instruction
Day
Book
Monday
What Do Insects Do? By Susan
Canizares
Tuesday
Bug Safari by Bob Barner
Hey, Little Ant by Phillip and Hannah
Hoose
Wednesday
Thursday
Are You a Ladybug? by Judy Allen
and Tudor Humphries
The Grouchy Ladybug by Eric Carle
Friday
The Bugliest Bug by Carol Diggory
Shields
Activity
After reading the book, we will label the parts of an insect’s body using
photographs and x-rays of insects. Then, we will take clay and make
insects for the science center. They must have three body parts and six legs
in order to be an insect (Learn Every Day About Bugs and Spiders pg. 11) (SL
1b, LS 1)
People use the word bug when they are describing insects, but this is
incorrect. There are only certain insects that are actually bugs. After
reading the book, we will discuss the differences and go on an insect safari
on the playground. We will take binoculars and clip boards with us to aid
our observations. We will also take a bug box to catch some insects. (PS 2,
LS 1)
Ants are a very important part of our ecosystem and a good way for
scientists to study the diversity of a place. While some ants can bite and
sting, they typically will only do that if they are afraid we are going to hurt
them or their colony. After discussing the importance of leaving ants and
other insects alone, we will have a relay race on the playground and talk
about the team work that makes an ant colony work. (SL 1b, GM 2, SD 2a,
SD 3b)
After reading the book, We will discuss and label the parts of a beetle.
Beetles (like the lady bug) have very interesting mouths to help them grab
their food. We will talk about mandibles and use tweezers to pick things up
the way beetles do. (PL 1)
This is a fun fiction book about team work and bravery! After reading the
book, we will make shape bugs for our bulletin board in the classroom. (PL
1, GE 5)
Page 20
Intentional Teaching
The children love using our plastic toys to make paint tracks! Adding plastic insects to the art center provides us
an opportunity to label the parts of an insect! (VA 1)
Art
Language/
Writing
Math
The children worked so well as a group making our rainbow mosaic last week that we will try and have a group art
project from now until kindergarten. This week we will work as a team to cut out different shapes for all of our
friends to use when making bugs for the bulletin board. (PA 1, GE 5)
Ms. Georgia’s very favorite author/illustrator (Eric Carle) has several books about insects. We will explore a variety
of his work and discuss the similarities and differences. (LI 9)
We will sort insects using different criteria. For example, one time we may sort by color, another time by length,
and another by where they live or what food they eat. (MD 3)
Ants in your pants: this a great counting game that also helps strengthen our fine muscles and hand-eye
coordination. (CC 4, FM 1)
Using cardboard and shoes from dramatic play we will make a big insect. We will then use these different shoes
to make patterns (Learn Every Day About Bugs and Spiders pg. 71) (OA 3a)
Music
The Ants Go Marching is a great way to have some gross motor fun, learn the words to a simple song, and work on
rhyming words! (DM 2, FS 2b, GM 2)
Nutrition/
Health
In most parts of the world, people use insects as a source of protein. America is one of the few places where
people do not do this as much. We will talk about different cultures where insects are served up with lunch! (FC 2,
FC 4)
Insects are naturally drawn to sugary substances. In a spot where children do not play (outside of the fence) we
will conduct an experiment comparing the amount of insects drawn to sugary and salty water. (Science
Adventures pg. 144-145) (PS 2)
Nature/
Science
Outdoor
Activities
Using real and plastic insects, pictures and x-rays of insects we will discuss the parts of their bodies and something
called an exoskeleton that protects their bodies. We will make our own insects out of clay and display them in the
science center. (SI 1, LS 1)
We will go on a bug safari and collect some insects. We will also draw pictures of them and record our
observations. (PS 2, LS 1)
Ant relay race! An ant colony works because of team work. We will note how much faster we can get a
Boomwhacker (plastic musical instrument that resembles a relay baton) from one end of the track to another
when we work as a team. (PL 1, GM 2, SD 2a, SD 3b)
Page 21
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add insect sponges to the easel
Add pipe cleaners
Add straws
Add coffee filters
Add large plastic bugs
Add counting/sorting bugs
Add butterfly dominoes
Add The Big Bug Search by Ian Jackson
Add child made graphs on favorite types of crawling insects
Add items for a picnic:
Picnic baskets
Lemonade supplies
Picnic food
Straw hats
Camp chairs
Also add child made insects to the bulletin board
Kiss Your Brain by Dr. Jean
“Insect’s Body” #16
Rock and Roll Garden by Bari Koral and the Family Rock Band (Loopylou Tunes)
Songs About Insects, Bugs, & Squiggly Things by Jane Murphy (Kimbo Educational)
Add plastic ants to the sand table
Add insect sponges to the water table
Encourage the children to build ant hills
Add wooden insects
Add plastic insects
Add photographs and x-rays of insects
Add insect puzzles
Add plastic bug box to catch insects on the playground
Add honeycomb bees and tweezers
Add Cooties
Add Ants In Your Pants game
Page 22
Resources
Additional Books
Guess What I’ll Be by Anni Axworthy
A Fly Flew In… by Lisa Peters
The Beeman by Laurie Krebs
The True Book of Insects by Illa Podendorf
Beetle Bop by Denise Fleming
Bugs! Bugs! Bugs! by Bob Barner
The Happy Bee by Ian Beck
The Grouchy Ladybug by Eric Carle
The Very Quiet Cricket by Eric Carle
Peek-a-Bug by Jerry Smath
The Icky Bug Alphabet Book by Jerry Pallotta and Ralph Masiello
The Best Book of Bugs by Claire Llewellyn
Where Do Insects Life? by Susan Canizares and Mary Reid
Where’s That Insect? by Barbara Brenner and Bernice Chardiet
Bugs and Slugs by Judy Tatchell
In the Small, Small Pond by Denise Fleming
The Big Bug Search by Ian Jackson
The Creative Curriculum Study Starters #3 (Ants) by Charlotte Stetson (Teaching Strategies)
The Giant Encyclopedia of Lesson Plans For Children 3 to 6: More Than 250 Lesson Plans Created by Teachers for
Teachers by Kathy Charner, Maureen Murphy, and Charlie Clark (Gryphon House)
Learn Every Day About Bugs and Spiders by Kathy Charner (Gryphon House)
References
Learn Every Day The Preschool Curriculum by Clarissa Willis, Sharon MacDonald, Kimberly Johnson, Karen
Nemeth, Pam Schiller, Rebecca Isbell, and Virginia Jean Herrod (Kaplan)
Science Adventures: Nature Activities for Young Children by Elizabeth Sherwood, Robert Williams, and Robert
Rockwell (Gryphon House)
Science is Simple: Over 250 Activities for Preschooler by Peggy Ashbrook (Gryphon House)
Kiss Your Brain by Dr. Jean
“Insect’s Body” #16
CD’s
Rock and Roll Garden by Bari Koral and the Family Rock Band (Loopylou Tunes)
Songs About Insects, Bugs, & Squiggly Things by Jane Murphy (Kimbo Educational)
Page 23
FLYING INSECTS
We worked as a group to wrap Jorian in a cocoon…so he could emerge from his metamorphosis as a moth. (If
he would have chosen to a chrysalis, he would have become a butterfly).
Page 24
Unit: Insects 2 (Flying Insects)
Age Group: 4s
Date: June 23-27
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
Creative
Expression
PL 3. Exhibit creativity and imagination in a variety of forms.
CI 2. Ask questions to seek new information.
MU 4. With prompting and support, identify fast and slow tempos and simple elements of
music.
DM 2. Respond rhythmically to different types of music.
DP 2. Use available materials as either realistic or symbolic props.
LI 3. With prompting and support, identify some characters, settings, and/or major events
in a story.
English Language
Arts
LI 6. With prompting and support, identify the role of the author and illustrator.
LI 10. Actively engage in a variety of shared reading experiences with purpose and
understanding through extension activities.
OA 3. With guidance and support, demonstrate an understanding of patterns, using
developmentally appropriate preK materials.
Mathematics
OA 3a. Duplicate and extend simple patterns using concrete objects.
MD 1. With guidance and support, recognize measureable attributes of everyday objects
such as length, weight, size, using appropriate vocabulary
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Social Studies
Physical
Development
OW 1. Treat classroom materials and the belongings of others with care
FM 1. With prompting and support, use fine muscle and eye-hand coordination for such
purposes as using utensils, self-care, building, and exploring
SC 2. With prompting and support, practice safety procedures by responding
appropriately to harmful or unsafe situations
SI 8. Describe similarities and differences in the environment using the five senses.
Science
PS 2. Describe and compare objects and materials by observable properties
PS 3. Identify position and movement of people and objects
Social Emotional
Development
Thematic Unit:
Unit Overview
Vocabulary
LS 2. Describe plant, animal, and human life cycles
SD 5. Join ongoing activities in acceptable ways
SD 6a. With prompting and support, use strategies of discussion and negotiations to reach
a compromise
The children will discuss the word symmetrical and experiment with making
symmetrical art.
 The children will make patterns using “bumble bee” stripes.
 The children will experiment with different musical tempos.
 The children identify and label the parts of a butterfly.
 The children will distinguish the difference between a chrysalis and a cocoon.
delicate, symmetrical, chrysalis, cocoon, metamorphosis, egg, larva, stinger, honey comb,
pollen, pollenate

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Small Group Instruction
Day
Book
Monday
Wings by Judy Nayer
Tuesday
Life Cycles: Butterflies by Melanie
Mitchell
Wednesday
The Very Hungry Caterpillar by Eric
Carle
Thursday
Are You a Bee? By Judy Allen and
Tudor Humphries
Friday
A Firefly Named Torchy by Bernard
Waber
Activity
Insect wings are very delicate!! We will talk about what touching a
butterfly’s wings does to them. We will also discuss the word symmetry and
how butterfly and moth wings are all symmetrical. (PS 2)
After reading the book, we will wrap ourselves in a chrysalis (butterflies
come out of these…only moths emerge from cocoons) made a tissue
paper and turn into butterflies or moths! (LI 10)
Our extension activities for this book include a flannel board, child made
characters for dramatic play, and a pop-up book. We will read it several
times (because the children already love it!!) and will add these materials
to the centers after introducing them to the children. We will also drink our
juice from a butterfly proboscis at afternoon snack!! (PL 3, DP 2)
We must be careful around bees because if they think we are trying to hurt
them they may sting us. We will look through “bee eyes” (made from
securing drinking straws together with rubber bands). This is how insects see
us, which is why they might sting us even if we aren’t intending to hurt them.
We will talk about why it is so important to stay away from bees. We don’t
want to kill them because we need them to pollinate our plants! (CI 2)
Fireflies communicate by using a biolumiscent light that is caused by a
chemical reaction. We will experiment with using light to communicate by
using glow in the dark rings. Since things that glow are our vary favorite, this
is a great opportunity for us to work on turn taking and sharing. (SD 5, SD 6a)
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Intentional Teaching
Art
Language/
Writing
Math
When we put paint on only one side of a piece of paper and fold it in half, we end up with a symmetrical design.
Butterflies have symmetrical wings. This means that they are a mirror image of each other. (PS 3, OW 1)
Insect wings are very delicate. We will discuss this when using tissue paper and coffee filters. It is very important
that we do not touch their wings because the oil from our hands will damage them. (PS 2)
Ms. Georgia’s very favorite author/illustrator (Eric Carle) has several books about insects. We will explore a variety
of his work and discuss the similarities and differences. (LI 3, LI 6)
We have a wooden honeycomb with matching wooden bees. We will match the colors using tweezers. This is a
great matching activity as well as a way to build our fine motor skills. (MD 1, FM 1)
After cutting black and yellow stripes, we will make bumble bee patterns. (OA 3, OA 3a)
We will add butterfly wings to the music center so that children can pretend to be butterflies while dancing to
music. (DM 1)
Music
Nutrition/
Health
Nature/
Science
Outdoor
Activities
“Flight of the Bumblebee” by Rimsky-Korsakov
We will draw on butcher paper while listening to this song, changing our motions to go along with the tempo of
the song. (MU 4)
Butterflies drink from a proboscis. We will drink our juice through our own proboscis. We will also try some honey
and talk about the importance of keeping bees alive!
We will explore with our sense of hearing when we play “Catch a fly” (Learn Every Day About Bugs and Spiders
pg. 41) (SI 8)
After discussing the butterfly life cycle and the difference between a cocoon and a chrysalis we will wrap
ourselves in tissue paper and emerge as a moth or a butterfly (The Giant Encyclopedia of Lesson Plans pgs. 244245) (LS 2)
We will continue to search for insects on the playground and discuss why leaving them alone is very important.
We will also talk about which insects are harmless and which are very dangerous. (SC 2)
We will dance to “Flight of the Bumblebee” by Rimsky-Korsakov (DM 1, MU 4)
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Center Enrichment
Art
Math
Dramatic
Play
Music
Add insect sponges to the easel
Add pipe cleaners
Add straws
Add coffee filters
Add large plastic bugs
Add counting/sorting bugs
Add butterfly dominoes
Add The Big Bug Search by Ian Jackson
Add child made graphs on favorite types of flying insects
Add items for a picnic:
Picnic baskets
Lemonade supplies
Picnic food
Straw hats
Camp chairs
Also add child made insects to the bulletin board
Add butterfly wings
Kiss Your Brain by Dr. Jean
“Insect’s Body” #16
Rock and Roll Garden by Bari Koral and the Family Rock Band (Loopylou Tunes)
Sand/Water
Blocks
Science
Manipulative
Songs About Insects, Bugs, & Squiggly Things by Jane Murphy (Kimbo Educational)
Add plastic ants to the sand table
Add insect sponges to the water table
Encourage the children to build bee hives
Add wooden insects
Add plastic insects
Add photographs and x-rays of insects
Add insect puzzles
Add plastic bug box to catch insects on the playground
Add honeycomb bees and tweezers
Add Cooties
Add Ants In Your Pants game
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Resources
Additional Books
References
CD’s
Guess What I’ll Be by Anni Axworthy
A Fly Flew In… by Lisa Peters
The Beeman by Laurie Krebs
The True Book of Insects by Illa Podendorf
Beetle Bop by Denise Fleming
Bugs! Bugs! Bugs! by Bob Barner
The Happy Bee by Ian Beck
The Grouchy Ladybug by Eric Carle
The Very Quiet Cricket by Eric Carle
Peek-a-Bug by Jerry Smath
The Icky Bug Alphabet Book by Jerry Pallotta and Ralph Masiello
The Best Book of Bugs by Claire Llewellyn
Where Do Insects Life? by Susan Canizares and Mary Reid
Where’s That Insect? by Barbara Brenner and Bernice Chardiet
Bugs and Slugs by Judy Tatchell
In the Small, Small Pond by Denise Fleming
The Big Bug Search by Ian Jackson
The Creative Curriculum Study Starters #3 (Ants) by Charlotte Stetson (Teaching Strategies)
The Giant Encyclopedia of Lesson Plans For Children 3 to 6: More Than 250 Lesson Plans Created by Teachers for
Teachers by Kathy Charner, Maureen Murphy, and Charlie Clark (Gryphon House)
Learn Every Day About Bugs and Spiders by Kathy Charner (Gryphon House)
Learn Every Day The Preschool Curriculum by Clarissa Willis, Sharon MacDonald, Kimberly Johnson, Karen
Nemeth, Pam Schiller, Rebecca Isbell, and Virginia Jean Herrod (Kaplan)
Science Adventures: Nature Activities for Young Children by Elizabeth Sherwood, Robert Williams, and Robert
Rockwell (Gryphon House)
Science is Simple: Over 250 Activities for Preschooler by Peggy Ashbrook (Gryphon House)
Kiss Your Brain by Dr. Jean “Insect’s Body” #16
Rock and Roll Garden by Bari Koral and the Family Rock Band (Loopylou Tunes)
Songs About Insects, Bugs, & Squiggly Things by Jane Murphy (Kimbo Educational)
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