Sample Lesson Plan for 4-year-olds (March, April)

Preschool
Curriculum
for 4’s
2014
March - April
1
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Contents
Dr. Seuss ..................................................................................................................................................................................................... 3
Spring Break Fun ..................................................................................................................................................................................... 10
Birds........................................................................................................................................................................................................... 17
Birds 2........................................................................................................................................................................................................ 25
Dinosaurs 1 ................................................................................................................................................. Error! Bookmark not defined.
Dinosaurs 2 ............................................................................................................................................................................................... 41
Gardening 1 ............................................................................................................................................................................................ 48
Gardening 2 ............................................................................................................................................................................................ 56
Kindergarten 1 ........................................................................................................................................................................................ 63
2
DR. SEUSS
Tasting green eggs and ham.
3
Unit: Dr. Seuss
Date: March 4-7
Age Group: 4s
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
Creative Expression
English Language
Arts
PL 3. Exhibit creativity and imagination in a variety of forms
CI 4. Approach tasks and activities with increased flexibility, imagination, and
inventiveness.
VA 2. Create art work that reflects an idea, theme, or story
VA 3. Describe own art work.
LI 9. With prompting and support, compare and contrast adventures and experiences of
characters in familiar stories
FS 2a. Engage in language play
FS 2b. Explore and recognize rhyming words
CC 2. With prompting and support, recognize, name, and experiment with writing
numerals 0-10.
Mathematics
Social Studies
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
MD 2a. Use nonstandard units of measurement
FC 8. With prompting and support, identify some positive character traits of self and others
HE 2. Recognize events that happened in the past
4
Physical
Development
Science
GM 3. With prompting and support, demonstrate body coordination
FM 4. With prompting and support, use fine motor skills for self-expression
SI 6. Work collaboratively with others
PS 2. Describe and compare objects and materials by observable properties
Unit Overview:





The children will explore several different pieces of literature by the same author and illustrator, noting
the differences and similarities.
The children will count, add and subtract using preschool materials.
The children will mix primary colors to make secondary colors.
The children will follow a simple recipe to make a snack and Oobleck.
The children will experiment with rhyming words, including nonsense words (like rhyming their own names
by changing the first letter).
Vocabulary:
Dr. Seuss
author
illustrator
character
setting
imaginary
imagination
nonsense
primary
secondary
capillary
5
Small Group Instruction
Day
Monday
Book
No School
The Shape of Me and Other Stuff by Dr.
Seuss
Tuesday
There’s a Wocket in My Pocket by Dr.
Seuss
The Foot Book by Dr. Seuss
Wednesday
Mr. Brown Can Moo! Can You? by Dr.
Seuss
Green Eggs and Ham by Dr. Seuss
Thursday
Friday
Bartholomew and the Oobleck by Dr.
Seuss
Oh, the Thinks You Can Think! By Dr.
Seuss
Activity
Early Childhood Institute meeting
AM There are lots of shapes in this book that are familiar to us, but some are
not…Dr. Seuss uses lots of nonsense animals, shapes, and words in his
books! We will encourage the children to make nonsense animals of their
own by introducing the afternoon book and asking them what they think a
“Wocket” would look like. (PL 3, FC 8)
PM After reading the book, we will look at our Wocket illustrations. Did we
come up with similar ideas as Dr. Seuss? (HE 2)
AM After reading the book, we will trace our feet and cut them out. These
can be used to measure things in our classroom and on the playground.
How many of YOUR feet long is the block shelf?? (MD 2a)
PM Mr. Brown can make a lot of great noises. We will make a list of some of
our favorite noises that Mr. Brown can make (and some other silly ones that
we thought of ourselves) (FS 2a)
We will follow directions and simple recipes today to make:
AM green eggs and ham (ED 7a)
PM Oobleck The Ooey Gooey Handbook pg. 113 (SI 6)
Dr. Seuss showed us that it’s ok to think differently than other people.
Today we will draw UNDER the art table and make a birthday card for Dr.
Seuss!! (FM 4)
6
Intentional Teaching
Encourage the children to decorate our classroom for a Seussical Celebration!! (VA 2)
Art
Language/
Writing
Math
Music
Nutrition/
Health
Nature/
Science
Outdoor
Activities
Encourage children to make “wockets”… imaginary creatures were invented by Dr. Seuss. If we use our
imaginations, we can invent some interesting creatures of our own!! (VA 3)
Dr. Seuss had such a different perspective on life! This week we will change our perspectives by doing some
“under the table” art. The Ooey Gooey Handbook pg. 80 (CI 4)
This week, we will focus on rhyming words a great deal. We will make lists of rhyming words. (FS 2b)
We will also discuss the cool words that Dr. Seuss uses called NONSENSE words. We will make some nonsense
words of our own (most likely based on rhyming words we already know) (FS 2a)
After reading Ten Apples Up on Top the children will practice counting small plastic apples. (CC 4)
After reading One Fish, Two Fish, Red Fish, Blue Fish, children will practice counting small plastic fish (CC 2)
After reading The Foot Book, we will trace our feet. These feet will be used to measure things in the classroom. I
will trace my foot and laminate it so that children can use this as a non-standard measurement tool. We will
measure all kinds of different things using Mrs. Georgia’s foot!! Count on Math pg. 233 (MD 2a)
We will experiment with rhyming by listening to Shirley Ellis’ “The Name Game” and then make versions of our own
using our own names! (FS 2a, 2b)
Literacy in Motion by the Learning Station “Green Eggs and Ham” (LI 9)
We will follow a recipe to make green eggs and ham!! (ED 7a)
***We have egg allergies in our class, so we will make some modifications for those children***
After going on a picture walk (it’s a long book) with Bartholomew and the Oobleck we will make our own
Oobleck!! The Ooey Gooey Handbook pg. 113 (ED 7a)
We will be mixing colors in order to make our green eggs and ham…so we will explore with mixing colors in a
variety of ways. We will mix colors in zip lock bags and test tubes. We will also experiment with the capillary
action of paper and plants and notice how the colors change (for example, since celery is already a yellowish
green, this will affect the color we end up with…just like the yellow eggs will affect the color green we will have)
Science is Simple pg. 151, 152 (SI 6, PS 2)
After reading Ten Apples Up on Top we will practice walking on the playground while balancing an apple on our
heads. (GM 3)
After reading The Foot Book we will measure a line of masking tape by walking along it, heel to toe. Count on
Math pg. 233 (GM 3)
7
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add paper plates
Add collage materials
Add pom poms
Add pipe cleaners
Add craft sticks
Add counting/sorting fish
Add plastic apples
Add Ten Apples Up on Top
Add One Fish, Two Fish, Three, Four, Five Fish! By
Add small fruit and a scale
Encourage the children to create animal masks to be used in dramatic play
We will keep the Dr.’s office as the second unit of dramatic play and discuss the difference between a medical
doctor and a PhD (Illham likes to tell us all about this!!)
Add bells
Add homemade “seussical” instruments
This A Way That A Way by Ella Jenkins
Fun and Games by Greg and Steve
Literacy in Motion by The Learning Station
“Green Eggs and Ham”
“The Name Game” by Shirley Ellis (from YouTube)
Add fish to the water table
Add sand to the sand table (with the pea gravel)
Add zoo animals
Encourage children to use their imaginations to create nonsensical lands and animals with blocks.
Add new animal and plant puzzles
Add pinwheels
Add build a creature bucket
Add Cooties bucket
8
Resources
Additional Books
References
The Lorax by Dr. Seuss
Horton Hears a Who! by Dr. Seuss
Hop on Pop by Dr. Seuss
Fox in Socks by Dr. Seuss
I Am Not Going to Get up Today! by Dr. Seuss
The Cat In the Hat by Dr. Seuss
Count on Math by Pam Schiller and Lynne Peterson(Gryphon House)
Science Arts by MaryAnn F. Kohl & Jean Potter (Bright Ring Publishing)
Science is Simple by Peggy Ashbrook (Gryphon House)
The Creative Curriculum for Preschool Fourth Edition by Diane Trister Dodge, Laura J. Colker, & Cate Heroman
(Teaching Strategies)
The Ooey Gooey Handbook by Lisa Murphy (Ooey Gooey)
This A Way That A Way by Ella Jenkins
Fun and Games by Greg and Steve
CD’s
Literacy in Motion by The Learning Station
“Green Eggs and Ham”
“The Name Game” by Shirley Ellis (from YouTube)
9
SPRING BREAK FUN
Spring break is a time when we re-visit our favorite activities.
10
Unit: Spring Break Fun
Date: March 10-14
Age Group: 4’s
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
Creative Expression
English Language
Arts
Mathematics
PA 2. Demonstrate the ability to remain engaged in an activity or experience.
PL 3. Exhibit creativity and imagination in a variety of forms (e.g., roles, props, and
language).
MU 3. Listen actively and respond to short musical works (e.g., singing, answering
questions, following instructions).
DP 2. Use available materials as either realistic or symbolic props
LI 2. With prompting and support, retell familiar stories (from books, oral presentations,
songs, plays) using diverse media (conversations, drama, props throughout the classroom,
creative movement, art, and creative writing).
FS 1c. Recognize and name some upper- and lower-case letters of the alphabet,
especially those in own name.
GE 3. With guidance and support, explore the differences between two-dimensional and
three- dimensional shapes.
Social Studies
CC 2. With prompting and support, recognize, name, and experiment with writing
numerals 0-10.
FC 5. With prompting and support, demonstrate responsible behavior related to daily
routines.
Physical
OW 1. Treat classroom materials and the belongings of others with care.
GM 5. Engage in gross motor activities that are familiar as well as activities that are new
11
Development
and challenging (e.g., pulling, throwing, catching, kicking, bouncing or hitting balls, riding
wheel toys, skipping
FM 5. With prompting and support, participate in group activities involving fine motor
experiences (e.g., building together, finger plays, and dramatic play).
SI 7. Identify and name the body parts associated with the use of each of the five senses.
Science
Social Emotional
Development
PS 2. Describe and compare objects and materials by observable properties (e.g., color,
size, shape, weight, texture, temperature).
ED 4b. Refer to self by first and last name.
ED 7a. Follow one or two step directions
Unit Overview:

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

The children will participate in gross motor activities as a group.
The children will follow recipes and directions to make play dough and ice cream.
The children will compare and contrast different types of bubbles and note that most have a spherical
shape.
The children will note the difference between an upper and lower case letter.
Vocabulary:
props
characters
reenactment
sphere
upper case
lower case
scent
flavor
12
Small Group Instruction
Day
Book
*
Activity
The Very Hungry Caterpillar by Eric
Carle
*this week each afternoon book will
be chosen by the book chooser!!
After reading this book (which just happens to be by Miss Georgia’s favorite
author and illustrator) we will act out the story using child made costumes
and props. (PL 3)
Tuesday
Wiggle Waggle by Jonathon London
The Super Fun Show is the perfect complement to this fun book! This is a
great opportunity for some silly, gross motor fun!! It will also be an chance
for us to review proper tooth brushing procedure with the song the dentist
taught us (Wiggle Jiggle)(MU 3)
Wednesday
Anasi and the Moss Covered Rock by
E. Kimmel
This is one of the kids’ favorite books! We love reenacting this story and
talking about the foreshadowing of having the little bush deer on each
page. (LI 2)
The Little Mouse, the Red Ripe
Strawberry and the Big, Hungry Bear
by Don Wood
When we did our unit on bears, the kids really enjoyed this book!! After
reading it, we will make some gluten free strawberry scented play doh!! (FM
5)
I’m a Manatee by John Lithgow
This is another one of Miss Georgia’s favorites! This is such a fun and silly
book! After reading the book, we will listen to the author sing the book
while we look at the pictures!! Then, we will put this in the reading center
with a cd player for the children to use. (OW 1)
Monday
Thursday
Friday
13
Intentional Teaching
We are making strawberry scented play dough this week! We will have several discussions on the difference
between a scent and a flavor…just because it SMELLS like strawberries doesn’t mean it tastes like it!! (SI 7)
Art
Language/
Writing
Math
Music
After we make bubbles, we will add bubble wrap to the art easel and will discuss the differences and similarities of
the bubbles we made and the bubble wrap. (GE 3)
We will encourage the children to make props for outdoor dramatic play. (DP 2)
The children have been very interested in writing each other’s names lately. We are going to take advantage of
this by adding everyone’s name to the writing center wall. We will pay special attention to how the first letter is
capitalized and the rest are lower case. (ED 4a, FS 1c)
Hop Scotch is a fun way to use all of our muscles while we work on our number recognition. We will play on the
green carpet and make our own game outside using side walk chalk. Preschool Math pg. 142 (CC 2)
“Miss Mary Mack” is a great opportunity for us to work on crossing our mid lines!! (FM 5)
“The Super Fun Show” by Shawn Brown (MU 3)
Nutrition/
Health
We are going to continue to discuss of the importance of properly brushing our teeth and washing our hands.
(FC 5)
Nature/
Science
Using a simple recipe we will have to follow directions very carefully to make play dough AND ice cream!! (ED 7a)
Outdoor
Activities
Bubble Solution Science Is Simple pg. 205 (PS 2)
We will make an obstacle course on the playground! (GM 5)
We are reading some of our favorite stories this week…this lends itself to dramatic play outside!! We will take dress
up clothes (along with child made props) and perform on the stage. (PA 2)
14
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add bubble wrap
Add feathers
Add stickers
Ants in Your Pants game
Add hopscotch rug to the green carpet
Add a child made tree and materials for a picnic:
Lawn chairs
Picnic blankets
Picnic baskets
A grill
Lemonade supplies
“Mary Mack”
“Super Fun Show” by Shawn Brown
“I’m a Manatee” by John Lithgow
Add bubbles to the water table Sand and Water Play pg. 11
Add sand to the pea gravel that’s in the sand box
Encourage the children to use ALL of the blocks to build something!
Add test tubes for mixing solutions
Add minerals that Margot’s mom gave us
Add plastic pipes
(If this goes well, we’ll work with some REAL metal pipes)
15
Resources
Additional Books
References
The Very Quiet Cricket by Eric Carle
The Very Busy Spider by Eric Carle
Today is Monday by Eric Carle
Draw Me a Star by Eric Carle
Little Cloud by Eric Carle
Dan, the Taxi Man
Earl the Squirrel by Don Freeman
The Bubble Gum Kid by
The Crocodile and the Dentist by Taro Gomi
I Know and Old Lady by Brian Karas
The Pirates Who Usually Don't Do Anything by Cindy Kenney
**children are also encouraged to bring their favorite books to share with us this week!!
All About Preschoolers Volume 2 by Debby Cryer (Kaplan)
Creative Curriculum for Preschool Fourth Edition by Diane Dodge, Laura Colker, and Cate Heroman
Preschool Math by Bob Williams, Debra Cunningham, and Joy Lubawy (Gryphon House)
Sand and Water Play by Sherrie West and Amy Cox (Gryphon House)
Science Is Simple by Peggy Ashbrook (Gryphon House)
The Super Fun Show by Shawn Brown
“The Super Fun Show”
CD’s
“I’m a Manatee” by John Lithgow
Sing to Read by Dr. Mike
“Miss Mary Mack”
16
BIRDS
We took advantage of Mississippi State’s green campus and took a bird watching field trip.
17
Unit: Birds
Age Group: 4s
Date: March 17-21
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
CI 1. Demonstrate interest in new experiences by interacting with peers, using familiar
materials in creative ways, and investigating new environments
PA 6. Apply prior learning and experiences to build new knowledge
MU 3. Listen actively and respond to short musical works
Creative Expression
English Language
Arts
DP 2. Use available materials as either realistic or symbolic props
VA 2. Create art work that reflects an idea, theme or story
IT 7. With prompting and support, make connections between self and text and/or
information and text
WR 1c. Explore and experiment with a combination of written representations
CC 2. With prompting and support, recognize, name, and experiment with writing
numerals 0-10
Mathematics
CC 5. Use comparative language to compare objects, using developmentally
appropriate preK materials
OA 1. With guidance and support, experiment with adding and subtracting by using
developmentally appropriate preK materials
Social Studies
MD 2. With guidance and support, compare two objects using attributes of length, weight,
and size
FC 6a. Identify some rules for different settings
18
Physical
Development
Science
Social Emotional
Development
FC 9. With prompting and support, describe a simple sequence of familiar events
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 5. Describe and communicate observations, results, and ideas.
LS 2. Describe plant, animal, and human life cycles.
LS 3. Describe the needs of living things
SD 3a. Show affection and concern in appropriate ways
SD 3b. Offer and accept encouraging and courteous words to demonstrate kindness
Thematic Unit:
Unit Overview





Vocabulary
Children will observe birds in their natural environment, noting differences and
similarities between the different types of birds.
Children will follow rules in different environments than our school (field trip to watch
birds)
Children will play a gross motor game as a group, and interact with each other in
kind an appropriate ways
Children will sort and seriate feathers
Children will use feathers to test a scientific hypothesis
air sack, yolk, shell, albumen, nest, feather, beak, bird, soar, hatch, glide
19
Small Group Instruction
Day
Monday
Book
Birds at Your Fingertips by Judy Nayer
48 Activities to Get to Know the
Animals by Amy Moe-Hoffman pg. 34
Tuesday
Wednesday
PM Hovering Hummingbirds by Judith
Jango-Cohen
The Ugly Duckling by Hans Christian
Anderson
This book has very realistic illustrations of all different types of birds. After
reading it, we will place it in the art center to start the discussion of realistic
bird shapes and colors.
Margot’s mommy wrote a book!!! We are going to read an excerpt to
introduce us to birds. Afterwards, we will mix sugar water and see if we can
attract some hummingbirds.
This classic tells the story of a baby swan who feels out of place because he
looks different than the ducks that he is surrounded by. We will talk about
how we all look different and how important it is to appreciate those
differences and work to make sure none of our friends feel excluded.
BIRD WATCHING FIELD TRIP!! We have been observing birds on our
playground all week…now we will go to campus so we can note the
differences and similarities in types of birds that we see. (FC 6a)
PM Why do you think those differences and similarities exist? Why would
there be different birds on campus? Why would there be some of the same
birds all over town? (FC 9)
Thursday
Friday
Activity
Don’t Let the Pigeon Drive the Bus! By
Mo Willems
This Caldecott award winning books is one of our favorites. What would
happen if a bird drove the shuttle bus? We will write a story using child
dictation and writings. It should be a good one.
20
Intentional Teaching
Using non-fiction books and photographs we have taken, we will explore the different shapes and colors that birds
have in the wild. How can we use this information when we are drawing or painting? (IT 7)
Art
Language/
Writing
We will encourage the children to decorate the tree in dress up with birds and nests. They will make these using a
variety of different art supplies. (VA 2)
The children have mastered the art of making treasure maps we will use this knowledge to make binoculars for
bird watching this week. (PA 6)
After reading Don’t Let the Pigeon Drive the Bus by Mo Willems, we will begin to write our own story about birds.
This can be done by dictation or the children (with teacher assistance) can write the words themselves. Also, we
can write more than one story, so that everyone will get to offer their talents. (WR 1c)
Using glue and bird seed, we will “write” our names (or whichever letters we know from our names). Some
children may want to also write the names of their friends or family members! (CI 1)
The bird on the back of a Quarter is called a Bald Eagle. We will talk about our national bird and sort coins. This is
our first exposure to REAL money in the classroom. The children are going to love it. (CC 5)
Math
We will keep count (using tally marks) of the birds that we see and hear outside. Then, we will add up our total
and work on writing numerals. (CC 2, OA 1)
Seriating feathers Everyday Discoveries pg. 55 (MD 2)
“6 Little Ducks” Learn Every Day the Preschool Curriculum pg. 733 (FM 4)
Music
Wee Sing Children’s Songs and Fingerplays by Price, Steven, and Sloan
“Two Little Black Birds” (FM 5)
Sing to Read by Dr. Mike
“Chickary Craney Crow” (MU 3)
Nutrition/
Health
Nature/
Science
We will compare and contrast the needs of birds and our own needs. What do birds need to live? Could we
survive with the same basic needs? Would we want to? (LS 3)
We will take clipboards, pens, and binoculars to the playground (and to campus on our field trip) to draw pictures
of birds and keep count of how many birds we see vs. how many we hear. (SI 5)
Using a sequencing puzzle (egg to bird life cycle) and the book A Nest Full of Eggs by Priscilla Belz Jenkins, we will
discuss the life cycle of birds and the parts of an egg. (LS 2)
21
We will search for birds on the playground and record our findings through tally marks (keeping count) and
drawing pictures of birds that we see. (SI 5, CC 2, OA 1)
Outdoor
Activities
We will play duck, duck goose as a WHOLE group (SD 3a, SD 3b)
We will also put out extra bird seed (and some sugar water) and observe what changes take place on our
playground because of that (SI 5, LS 3)
22
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add feathers
Add informational text about birds
Add collage materials
Add feathers
Add coins
Add paper and pencils for coin scratchings (and practicing numerals)
Add binoculars
Add hats
Add vests
Add canteens
Add clipboards, paper, and pens
Encourage children to search for the birds they have created in the art center (DP 2)
“6 Little Ducks” Learn Every Day the Preschool Curriculum pg. 733
Wee Sing Children’s Songs and Fingerplays by Price, Steven, and Sloan
“Two Little Black Birds”
Sing to Read by Dr. Mike
“Chickary Chickary Craney Crow”
Add floating ducks to the water table
Add feathers to the sand table
Encourage children to build “nests” out of blocks
What kind of bird would live in that nest?
Add feathers
Add clip boards, paper, and pens for children to take outside and record bird observations
Add bird life cycle sequencing puzzle
Add a variety of bird puzzles
Sorting birdseed (using tweezers, scoops, and fingers)
Add “build a creature” bucket
23
Resources
Additional Books
References
About Birds by Cathryn Sill
Broken Beatrice by Ms. Libby
From Egg to Robin by Susan Canizares
This Bird Can’t Fly by Susan Canizares
A First Look at Animals: Birds
Flap Your Wings by P. D. Eastman
Are You My Mother? by P. D. Eastman
Tacky the Penguin by Helen Lester
Island Baby by Holly Keller
Inch by Inch by Leo Lionni
From Egg to Chicken by Robin Nelson
How and Why Birds Build Nests by Eldine Pascoe
Duckat by Gaelyn Gordon
Nanu, Penguin Chick by Theresa Radcliffe
The Great Ball Game by Joseph Bruchac
Every Day Discoveries: Amazingly Easy Science and Math Using Stuff You Already Have by Sharon MacDonald
(Gryphon House)
Learn Every Day the Preschool Curriculum by Clarissa Willis, Sharon MacDonald, Kimberly Johnson, Karen
Nemeth, Pam Schiller, Revecca Isbell, Virginia Jean Herrod (Kaplan)
Preschool Math by Bob Williams, Debra Cunningham, and Joy Lubawy (Gryphon House)
CD’s
Science is Simple: Over 250 Activities for Preschoolers by Peggy Ashbrook (Gryphon House)
Wee Sing Children’s Songs and Fingerplays by Price, Steven, and Sloan
“Two Little Black Birds”
Sing to Read by Dr. Mike
“Chickary Craney Crow”
24
BIRDS 2
Ella is showing off a bird she made using collage materials (including feathers).
25
Unit: Birds 2
Age Group: 4s
Date: March 24-28
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
Creative Expression
PL 3. Exhibit creativity and imagination in a variety of forms
PA 3. Seek out and accept help or information when needed from adults, from peers, or
use various devices or equipment
MU 1. Create sounds and rhythms using voice, body, instruments, or sound-producing
objects
VA 1. Create art work that reflects an idea, theme or story
LI 10. Actively engage in a variety of shared reading experiences with purpose and
understanding through extension activities
English Language
Arts
IT 1. With prompting and support, ask and/or answer questions with details related to a
variety of informational print materials
WR 1. With prompting and support, recognize that writing is a way of communicating for a
variety of purposes
CC 1. With prompting and support, recite numbers to 30 in the correct order.
Mathematics
Social Studies
CC 2. With prompting and support, recognize, name, and experiment with writing
numerals 0-10
MD 3. With guidance and support, sort, categorize, or classify objects
OW 1. Treat classroom materials and the belongings of others with care
26
Physical
Development
GM 5. Engage in gross motor activities that are familiar as well as activities that are new
and challenging
SC 5. With prompting and support, participate in a variety of physical activities
SI 8. Describe similarities and differences in the environment using the five senses
Science
Social Emotional
Development
PS 2. Describe and compare objects and materials by observable properties
LS 2. Describe plant, animal, and human life cycles
LS 3. Describe the needs of living things.
ED 2. Develop personal preferences
Thematic Unit:
Unit Overview




The children will engage in a variety of science experiments, graphing all of the
results.
The children will use a thermometer to keep the incubator the correct temperature
for eggs to hatch and then care for the baby chicks once they have hatched.
The children will work in a large group to play a gross motor game
The children will become acquainted with the life cycle of a bird, as well as the
parts of an eggs.
Vocabulary
white, yolk, shell, membrane, down, feathers, call, thermometer, temperature, incubator
27
28
Small Group Instruction
Day
Monday
Book
Counting is for the Birds by Frank
Mazzola, Jr.
Activity
This book gives us a great opportunity to talk about different types of birds
AND practice our number recognition, rote, and rational counting. We will
also talk about the predator in the book (the kitty cat) and how the birds
can keep themselves (and their nests) safe. (CC 1, CC 2)
PM We will begin our egg geode experiment. This will stay in the science
center for the remainder of the week so that we can chart the results. (IT 1)
From Egg to Chicken by Robin Nelson
Tuesday
This book tells us about the life cycle of a chicken. It leads perfectly into our
surprise for this week…an incubator full of chicken eggs (coincidentally all
about to hatch!!) will be in our classroom for a week or so!! (LI 10, IT 1)
Wednesday
Today’s small groups are dedicated to us getting used to having these
eggs and chickens in the classroom. We will name the chickens as the
hatch, make graphs and charts about the chickens, etc. but first we have
to know what is expected of us. There are very specific rules about the
incubator and the chickens. Today we will discuss those. (PA 3, LS 2)
Thursday
This book will be our introduction to the idea of using found materials to
make nests. (There is also some great review on the parts of an egg). We
will make nests using materials in the classroom and from the playground.
This could include: collage materials, cardboard, paper, sticks, moss, mud,
leaves, etc. (LI 10)
Friday
A Nest Full of Eggs by Priscilla Belz
Jenkins
What is a Bird? By Jenifer W. Day
Birds all have different beaks. We will do a science activity that also lets us
practice using our fine motor skills. We will practice using different tools that
mimic bird beaks and discuss the reasons why birds have the beaks that
they do. (LS 3)
29
Intentional Teaching
Art
Language/
Writing
Math
We will extend our bird art we began last week by focusing on three dimensional art using a variety of 3D art
materials. (PL 3)
We will encourage the children to decorate the tree in dress up with birds and nests. They will make these using a
variety of different art supplies. (VA 2, ED 2)
We have enjoyed writing silly fiction stories about birds doing things that they could NEVER do in real life. So, we
will continue to write them next week. This will include some teacher dictated stories as well as some that are
entirely written by the children. We will work in small groups, pairs, and one-on-one. (WR 1)
Counting is for the Birds by Frank Mazzola, Jr. counts up to 20. We will practice rote and rational counting as well
as numeral recognition. Children who are interested will also have an opportunity to practice writing some of their
numerals. (CC 1, CC 2)
We will chart the hatching and growth of our chickens and note the numbers associated with the tools needed to
help the chickens hatch (the thermometer!)(MD 3)
Music
Nutrition/
Health
Nature/
Science
Outdoor
Activities
This week we will attempt to mimic bird calls. We will practice by listening to bird calls outside and by finding the
birds that are not from our climate on YouTube. (MU 1)
We will compare and contrast the needs of birds and our own needs. What do birds need to live? Could we
survive with the same basic needs? Would we want to? (LS 3)
Egg Geodes found on Pinterest: http://www.pinterest.com/pin/28077197648318730/
The children will chart the growth of geodes using different ingredients (borax and two different types of salt) (IT 1)
We will have an incubator with eggs (and eventually real chickens) in our classroom! We will be responsible for
making sure the temperature stays where it is supposed to, and that we take good care of the baby chicks. (MD
3, PS 2, OW 1)
We will play duck, duck goose as a WHOLE group (GM 5, SC 5)
We will look for birds on the playground, and attempt to mimic their calls. (SI 8)
30
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add feathers
Add informational text about birds
Add collage materials
Add feathers
Add coins
Add paper and pencils for coin scratchings (and practicing numerals)
Add binoculars
Add hats
Add vests
Add canteens
Add clipboards, paper, and pens
Encourage children to search for the birds they have created in the art center (DP 2)
“6 Little Ducks” Learn Every Day the Preschool Curriculum pg. 733
Wee Sing Children’s Songs and Fingerplays by Price, Steven, and Sloan
“Two Little Black Birds”
Sing to Read by Dr. Mike
“Chickary Chickary Craney Crow”
Add floating ducks to the water table
Add feathers to the sand table
Encourage children to build “nests” out of blocks
What kind of bird would live in that nest?
Add egg geode experiment
Add incubator and eggs (and eventually baby chickens!!)
Add child made charts and graphs
Add feathers
Add clip boards, paper, and pens for children to take outside and record bird observations
Add bird life cycle sequencing puzzle
Add a variety of bird puzzles
Sorting birdseed (using tweezers, scoops, and fingers)
Add “build a creature” bucket
31
Resources
Additional Books
About Birds by Cathryn Sill
Broken Beatrice by Ms. Libby
From Egg to Robin by Susan Canizares
This Bird Can’t Fly by Susan Canizares
A First Look at Animals: Birds
Flap Your Wings by P. D. Eastman
Are You My Mother? by P. D. Eastman
Tacky the Penguin by Helen Lester
Island Baby by Holly Keller
Inch by Inch by Leo Lionni
How and Why Birds Build Nests by Eldine Pascoe
Duckat by Gaelyn Gordon
Nanu, Penguin Chick by Theresa Radcliffe
The Great Ball Game by Joseph Bruchac
Every Day Discoveries: Amazingly Easy Science and Math Using Stuff You Already Have by Sharon MacDonald
(Gryphon House)
Learn Every Day About Animals by Kathy Charner (Gryphon House)
References
Learn Every Day the Preschool Curriculum by Clarissa Willis, Sharon MacDonald, Kimberly Johnson, Karen
Nemeth, Pam Schiller, Revecca Isbell, Virginia Jean Herrod (Kaplan)
Preschool Math by Bob Williams, Debra Cunningham, and Joy Lubawy (Gryphon House)
CD’s
Science is Simple: Over 250 Activities for Preschoolers by Peggy Ashbrook (Gryphon House)
Wee Sing Children’s Songs and Fingerplays by Price, Steven, and Sloan
“Two Little Black Birds”
Sing to Read by Dr. Mike
“Chickary Chickary Craney Crow”
32
DINOSAURS 1
Dinosaur props were added to our Dramatic Play center.
33
Unit: Dinosaurs 1
Age Group: 4s
Date: March 31-April 4
Mississippi Early Learning Standards (Unit Objectives)
CI 1. Demonstrate interest in new experiences by interacting with peers, using familiar
materials in creative ways, and investigating new environments.
Approaches to
Learning
Creative Expression
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 3. Listen actively and respond to short musical works (e.g., singing, answering
questions, following instructions).
VA 3. Describe own art work.
LI 7. With prompting and support, make connections among self, illustrations, and the story
(e.g., picture walk, small group questions and answers, props in drama).
English Language
Arts
Mathematics
FS 1 a. Recognize an association between spoken and written words.
FS 2. With prompting and support, demonstrate an emerging understanding of spoken
words, syllables, and sounds.
FS 2d. Demonstrate an understanding of syllables in words (units of sound) by clapping,
stomping, and finger tapping.
OA 3a. Duplicate and extend simple patterns using concrete objects.
34
MD 2a. Use nonstandard units of measurement.
Social Studies
MD 2b. Explore standard tools of measurement.
FC 5. With prompting and support, demonstrate responsible behavior related to daily
routines.
HE 2. Recognize events that happened in the past.
GM 2. Demonstrate coordination of large muscles to perform simple motor tasks (e.g.,
climbing, jumping, stretching, and throwing a ball).
Physical
Development
GM 3. With prompting and support, demonstrate body coordination (e.g., balance,
strength, moving in space, walking up and down stairs alternating feet).
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 4. With prompting and support, practice common health routines (e.g., rest, meals,
exercise, and personal hygiene).
LS 1. Name, describe, and distinguish plants, animals, and people by observable
characteristics.
Science
Social Emotional
Development
ES 3. Collect, sort, identify, and describe natural objects in the natural world (e.g., rocks,
soil, leaves).
TE 1. Use appropriate technology tools (e.g., magnifying glass, telescope, microscope,
computer, simple machines) to explore objects and/or to discover new information.
SD 4. Participate successfully as a member of a group
ED 3. Show flexibility, inventiveness, and interest in solving problems
35
Thematic Unit:
Unit Overview




Children will distinguish between herbivore, carnivore, and omnivore teeth
Children will discuss the concept of extinction
Children will discuss climate change and the role it played in the extinction of the
dinosaurs
Children will use standard and non-standard tools of measurement
Vocabulary
extinct, fossil, carnivore, herbivore, omnivore, imprint, climate, ancestors, relative
36
Small Group Instruction
Day
Book
Activity
Monday
Bones, Bones, Dinosaur Bones by Byron
Barton
After reading this book, we will discuss what a fossil is and how fossils are the
only way we know about the existence of dinosaurs. As an activity we will
make our own fossils from air dry clay. (CI 1, FM 2, HE 2)
Dinosaurs by Gail Gibbons
An Apatosaurus has a foot that is 2 ½ feet long!! We will measure with a
tape measure to determine just how long that is and see how many of our
feet could fit in that space. (MD 2a, MD 2b)
Tuesday
Wednesday
Thursday
Friday
Dinosaurs Dance by Larry Dane
Brimner
If the Dinosaurs Came Back by
Bernard Most
Tiny Tyrannosaurus and Her Fierce
Teeth a Reader’s Digest Children’s
Book
After reading this book, we will engage in some gross motor fun by doing
the Dino Pokey! This fun version of the Hokey Pokey will ask our little
“dinosaurs” to put their tails, claws, etc. “in” and “out” (MU 3, GM 3)
What would it be like if the dinosaurs came back? What problems could
they cause? What things would you like about it and what would you not
like? We will journal about these thoughts. (PL 3, VA 3, ED 3)
This is our introduction to the concept of herbivores, carnivores, and
omnivores. We will discuss dinosaur teeth and how the shape of these
teeth can give us a clue to what type of foods these dinosaurs eat. (LI 7)
37
Intentional Teaching
Encourage children to create their own dinosaurs using a variety of materials. (FM 2)
Art
Language/
Writing
Math
Music
Nutrition/
Health
Nature/
Science
Outdoor
Activities
Encourage children to make footprints using plastic dinosaurs and discuss the different designs that different
movements create. (VA 3)
We are keeping feathers in the art center this week because the closest living relative to dinosaurs have
feathers…there have even been fossils found that had traces of feathers! (PA 6)
Dinosaurs have very long names. This lends itself to discuss syllables. We will clap and stomp the syllables of
various dinosaur names. (FS 2, FS 2d)
We will practice writing dinosaur names (this is often the first time I get dome of these guys to the writing table) we
will write down real and fictional dinosaur names. (FS 1a)
After reading Dinosaurs by Gail Gibbons, we will discuss the size of an Apatosaurus feet (the footprints were 2 ½
feel long). We will measure this length, both with standard (measuring tape, yard stick) and non-standard (our
own feet, blocks) forms of measurement. (MD 2a, MD 2b)
We will work on patterns using plastic dinosaurs of various types and colors. We will vary from ABAB to more
complicated patterns. (OA 3a)
Super Fun Show by Shawn Brown
“Dinosaur”
The Dino Pokey (to the tune of “Hokey Pokey”)
These will be done in small groups, large groups (on the playground) and individually as children choose the music
center. (MU 3, SD 4)
We will discuss dinosaur teeth. You can tell by looking at their teeth what kind of food they ate. This is a great
opportunity for us to discuss the importance of caring for our teeth and refreshing on proper tooth brushing
procedures. (SC 4, FC 3)
The best resources we have to help us learn about dinosaurs are fossils and books. We will read a variety of books
on the subject, and make our own fossils. (FM 2)
Next week, we will go on a field trip to campus to see some dinosaur fossils. We will discuss what we expect to find
and come up with some great questions for our tour guides! (ES 3, TE 1)
We will stomp like dinosaurs. (GM 2)
We will look for modern day dinosaurs on the playground (hint: we’ve been talking about them for two weeks
now) (LS 1)
38
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add plastic dinosaurs
Add air dry clay
Keep feathers out (from bird unit last week)
Add counting/sorting dinosaurs
Add measuring tape
Add an archeological dig to second theme:
Add dinosaurs
Add rocks
Add fossils
Add hard hats and canteens
Add trowels
Add hammers
Add flashlights
Add brushes
Add plastic dinosaurs
Add big dinosaur eggs (plastic)
Add egg shakers
Super Fun Show by Shawn Brown
“Dinosaur”
The Dino Pokey (to the tune of “Hokey Pokey”)
Add fossils and archaeological tools to the sand table
This doesn’t go with our theme per se, but Aubree and Will requested something special for the water table this
week:
Add plastic lemons, pitchers and cups, a lemon squeezer, measuring spoons and cups, mixing spoons, and
yellow food coloring (it’s a lemonade stand!!)
Encourage children to build dinosaurs with blocks
Add plastic dinosaurs
Add plastic dinosaurs
Add dinosaur puzzles
Add fossils (both plastic and made by children)
Add excavation tools
Add dinosaur fossils and excavation tools
Add dinosaur puzzles
Add clay for fossil making
39
Resources
Additional Books
Patrick’s Dinosaur by Carol Carrick
The Dinosaur Alphabet Book by Jerry Pallotta
All Aboard the Dinotrain by Deb Lund
Dinosaurs Galore! by Giles Andreae
Prehistoric Monsters did the Strangest Things by Leonora and Arthur Hornblow
Dinosaurs, A Pop-Up Book by Dot and Sy Barlowe
The Dinosaur in My Backyard by B. G. Hennessy
Dinosaurs by the National Geographic Society
Dinosaur Train by John Steven Gurney
Every Day Discoveries: Amazingly Easy Science and Math Using Stuff You Already Have by Sharon MacDonald
(Gryphon House)
Learn Every Day About Animals 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, Virginia Jean Herrod (Kaplan)
Preschool Math by Bob Williams, Debra Cunningham, and Joy Lubawy (Gryphon House)
Science is Simple: Over 250 Activities for Preschoolers by Peggy Ashbrook (Gryphon House
CD’s
Super Fun Show by Shawn Brown
“Dinosaur”
“The Hokey Pokey” by Dr. Jean
40
DINOSAURS 2
We measured Apatosaurus foot prints using the best non-standard unit of measure…our own
bodies! The children see how many of them can fit inside the 2 ½ ft. foot prints!
41
Unit: Dinosaurs 2
Age Group: 4s
Date: April 7-11
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
Creative Expression
CI 3. Make independent choices.
PA 4. Identify a problem or ask a question.
MU 3. Listen actively and respond to short musical works (e.g., singing, answering
questions, following instructions).
DM1. Create simple movements (e.g., twirl, turn around, shake).
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
WR 1b. Explore and experiment with a combination of written representations (e.g.,
scribbles, drawings, letters, and dictations) and describe writing
Mathematics
WR 6. With prompting and support, explore a variety of tools (e.g., digital media, art
materials) to collaboratively produce and publish creative writing.
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.
Social Studies
OA 2. With guidance and support, model real-world addition and subtraction problems up
through 5, using developmentally appropriate preK materials.
FC 9. With prompting and support, describe a simple sequence of familiar events.
42
Physical
Development
Science
Social Emotional
Development
SC 6. With prompting and support, identify nutritious foods (e.g., recognize source [animal,
plant], prepare, eat, and choose healthy foods).
LS 1. Name, describe, and distinguish plants, animals, and people by observable
characteristics.
TE 1. Use appropriate technology tools (e.g., magnifying glass, telescope, microscope,
computer, simple machines) to explore objects and/or to discover new information.
SD 5b. Lead and follow
Thematic Unit:
Unit Overview





The children will discuss defense mechanisms and how the environment the
dinosaurs lived in shaped the way they looked.
The children will discuss what herbivores ate and how important it is for us to eat
plenty of herbivore foods!
The children will practice addition and subtraction using their bodies.
The children will discuss the importance of writing information that we would like to
remember down and create a time line using our birthdays.
The children will discuss the basic principles behind DNA and will do a simple
science experiment to extract DNA from fruits and vegetables.
Vocabulary
predator, defense mechanism, herbivore, carnivore, omnivore, extinct, asteroid, climate,
theory, time line
43
Small Group Instruction
Day
Book
Dinosaurs Galore by Giles Andreae
Monday
After reading this book (it’s such a great one, good illustrations and rhymes
with very interesting information) we will do a simple science experiment
that Sable’s mom told us about. We will extract DNA from fruit!!
http://bioteaching.wordpress.com/2013/07/14/easy-experiment-to-extractdna-at-home-suitable-for-children/ (TE 1, LS 1)
Ten Terrible Dinosaurs by Paul Stickland
This book gives us an opportunity to count forward and backwards…which
are a great transition to addition and subtraction. After reading the book
and counting the dinosaurs, we will act out the story, pretending that we
are the ten terrible dinosaurs. (CC 4, OA 4)
Dinosaurs Roar, Butterflies Soar by Bob
Barner
This book is so interesting because it tells us that BUTTERFLIES actually lived
when the dinosaurs were on Earth!! There is also something called a time
line that show us around what time the dinosaurs lived, became extinct,
and when humans showed up!! (HE 2)
Tuesday
Wednesday
Activity
The Dinosaur Who Lived in My
Backyard by B. G. Hennessy
Thursday
AM In this book, the little boy and his sister save all of their lima bean to feed
the dinosaur in their back yard. We will have a discussion about how much
food a dinosaur would really eat…would our left over lima beans be
enough? Then, we will make a list of all of the vegetables we would save if
we had a dinosaur living on the playground. This will include children’s
writing and some dictation. (WR 6)
PM HERBIVORE TASTE TEST: we will eat a variety of different fruits and
vegetables (there will be a sign up sheet for this special activity) (SC 6)
Friday
How Do Dinosaurs Eat Their Food and
How Do Dinosaurs Go to School both
by Jane Yolen and Mark Teague
These books are some of Miss Georgia’s favorites!! This is a wonderful
opportunity for us to compare and contrast two different works by the same
author and illustrator. There will be similar characters and settings, but the
plots of these two stories are different. (LI 9)
44
Intentional Teaching
Art
Language/
Writing
Math
Music
Nutrition/
Health
Nature/
Science
Outdoor
Activities
This week we will add a variety of collage and three dimensional materials. This will open up the opportunity for
conversations about something very interesting…what DID dinosaur skin look like? Were dinosaurs brown and
green like many of the books we have read? Or were they pink and purple and covered with feathers? What
would have caused the way the dinosaurs looked (climate, defense mechanisms, etc.)(CI 3, WR 6)
We will continue writing dinosaur names (both real and made up) (WR 1b)
List making: what would you save to feed a dinosaur if we had one living in our back yard? (This dinosaur is going
to be a herbivore) This list will include children’s writing as well as dictated fruits and vegetables. (WR 6)
After reading Ten Terrible Dinosaurs by Paul Stickland, we will practice some addition and subtraction by
pretending that we are the ten terrible dinosaurs!! (CC 4, OA 4)
A time line is a way to keep up with past events. We will discuss why writing down information is a great way to
help us remember and we will make a time line of our birthdays to post on the wall. (We will work with children’s
memories, but Ms. Georgia also has a handy list!!) (FC 9, HE 2)
Super Fun Show by Shawn Brown
“Dinosaur” (MU 3)
“The Dino Pokey” by our Aiken Village students!! (DM 1)
Fruits and vegetables keep us so healthy!! We will discuss what our favorite fruits and vegetables are, and what
we would eat ALL the time if we were herbivores. (SC 6)
There have been movies that have suggested that we could bring the dinosaurs back. Last week we discussed
whether or not we thought this would be a good idea. This week we will discuss how it could be done by doing a
DNA experiment that Sable’s mom did in one of her pre-Vet classes!! We will use fruits and vegetables and
extract their DNA!!! Then, we will discuss what DNA is and how it is a part of us too!!
http://bioteaching.wordpress.com/2013/07/14/easy-experiment-to-extract-dna-at-home-suitable-for-children/
(TE 1, LS 1)
Making dinosaur habitats!! If we had dinosaurs on our playground, where would they live? Would some live in the
trees? The rocks? The sand box? The Garden? (PA 4)
We will stomp like dinosaurs and do the DINO POKEY!! (DM 1, MU 3, SD 5b)
45
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add a variety of collage materials
Add a variety of three dimensional items
Ten Terrible Dinosaurs by Paul Stickland
Add dinosaur counters
Add scale
Add an archeological dig to second theme:
Add dinosaurs
Add rocks
Add fossils
Add hard hats and canteens
Add trowels
Add hammers
Add flashlights
Add brushes
Add plastic dinosaurs
Add big dinosaur eggs (plastic)
Super Fun Show by Shawn Brown
“Dinosaur”
“The Dino Pokey” by our Aiken Village students!!
Add dinosaurs frozen in ice to the water table with excavation tools
Add fossils and excavation tools to the sand table
Encourage children to build dinosaurs with blocks
Add plastic dinosaurs
Add plastic dinosaurs
Add dinosaur puzzles
Add fossils (both plastic and made by children)
Add excavation tools
Add dinosaur fossils and excavation tools
Add dinosaur puzzles
Add clay for fossil making
46
Resources
Additional Books
Patrick’s Dinosaur by Carol Carrick
The Dinosaur Alphabet Book by Jerry Pallotta
All Aboard the Dinotrain by Deb Lund
Dinosaurs Galore! by Giles Andreae
Prehistoric Monsters did the Strangest Things by Leonora and Arthur Hornblow
Dinosaurs, A Pop-Up Book by Dot and Sy Barlowe
The Dinosaur in My Backyard by B. G. Hennessy
Dinosaurs by the National Geographic Society
Dinosaur Train by John Steven Gurney
Prehistoric Animals by Michael Dempsey and Angela Sheenan
Prehistoric Animals by Peter Zallinger
Dinosaurs and Other Prehistoric Reptiles by Jane Werner Watson
Daily Preschool Experiences for Learners at Every Level: Complete Developmental Plans for 100 Days by Kay
Hastings, Cathy Clemons, and April Montgomery (Gryphon House)
Giant Encyclopedia of Science Activities for Children 3 to 6 by Kathy Charner (Gryphon House)
References
CD’s
Learn Every Day The Preschool Curriculum by Clarissa Willis, Sharon MacDonald, Kimberly Johnson, Karen
Nemeth, Pam Schiller, Rebecca Isbell, Virginia Jean Herrod (Kaplan)
Math Arts: Exploring Math through Art for 3 to 6 Year Olds by MaryAnn F. Kohl and Cindy Gainer (Gryphon
House)
Super Fun Show by Shawn Brown
“Dinosaur”
“The Dino Pokey” by our Aiken Village students!!
47
GARDENING 1
The children explored a variety of different plants on our field trip to the MSU greenhouse.
48
Unit: Gardening
Age Group: 4s
Date: April 14-17
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
PA 2. Demonstrate the ability to remain engaged in an activity or experience
PA 6. Apply prior learning and experiences to build new knowledge
Creative Expression
VA 1. Produce original art (e.g., color, paint, draw) using a wide variety of materials and
tools.
MU 2. Sing a variety of short songs
English Language
Arts
LI 10. Children will participate in a variety of shared reading experiences (e.g., small group,
whole group, with a peer or teacher) with purpose and understanding through extension
activities (e.g., art activities, dramatic play, creative writing, movement
SC 6. With prompting and support, identify nutritious foods (e.g., recognize source
[animal, plant], prepare, eat, and choose healthy foods).
Mathematics
CC 3. With guidance and support, understand the relationship between numerals and
quantities.
49
CC 3a. Recognize that a numeral is a symbol that represents a number of objects, using
developmentally appropriate preK materials.
Social Studies
Physical
Development
Science
Social Emotional
Development
MD1. With guidance and support, recognize measureable attributes of everyday objects,
such as length, weight, size, using appropriate vocabulary (e.g., small, big, short, tall,
empty, full, heavy, light).
FC 6a. Identify some rules for different settings.
FC 9. With prompting and support, describe a simple sequence of familiar events.
FM 5. With prompting and support, participate in group activities involving fine motor
experiences (e.g., building together, finger plays, and dramatic play
GM 5. Engage in gross motor activities that are familiar as well as activities that are new
and challenging (e.g., pulling, throwing, catching, kicking, bouncing or hitting balls, riding
wheel toys, skipping).
LS 2. Describe plant, animal, and human life cycles.
LS 3. Describe the needs of living things.
SD 4. Participate successfully as a member of a group p.
SD 2c. Ask permission to use items or materials of others.
50
Thematic Unit:
Unit Overview



Vocabulary
With guidance and support, the children will get a basic understanding of the
gardening process
The children will use basic materials to pot their very own garden
The children will recognize the importance of properly caring for a garden
seeds, roots, weeds, weeding, spade, rake, hoe, gardening
51
Small Group Instruction
Day
Monday
Book
Vegetable Garden by Douglas Florian
Activity
Children will engage in the KWL Process. Children will state what they know
about the topic; children will state what they want to know about the topic
and later we will review what the children have learned. (LI 10)
During breakfast and lunch, we will discuss the importance of eating fruits
and vegetables. (SC 6)
The children will use an empty milk carton, soil, and seeds to plant their very
special garden. The children will observe the growing process of a living
thing. The children will recognize the essential components of growing a
seed. (LS 2, LS 3)
Tuesday
How a Seed Grow by Helene Jordan
Wednesday
The Flower Alphabet by Jerry Pallotta
and Leslie
The children will go to the outside and begin the gardening process; this
includes cleaning, weeding, digging, hoeing and painting overalls to place
as a human statue in the garden. (FM 5, GM 5, SD 2c)
Fieldtrip Plant Science Building/
Horticulture Department
After taking the field trip, the children will be encouraged to journal about
their experiences. This will include children’s drawings, writing, and some
teacher dictated words. (FC 6a, SD 4, FC 9)
No School
Good Friday
Thursday
Friday
52
Intentional Teaching
Art
The children will paint overalls and use them as a human statue for the garden. The children will use paint or craft
material s to create original art work.( VA 1)
Language/
Writing
Children will state what they know about gardening and what they want to learn about gardening. KWL Process
Hollyhocks and Honeybees pg. 22 (PA 6, LI 9)
Guess and count the number of seeds in a package. (CC 3a)
Math
Count the number of days for potted seeds to sprout. (CC 3)
Rulers to measure the space between the garden’s rows (20 inches) educatorsspinonit.com (MD1)
Music
Nutrition/
Health
Nature/
Science
Outdoor
Activities
Music will be provided for listening pleasure.” Vegetable Soup “and “I’m going to plant a Garden” by Ilene
Hoffman and Helen Jackson (MU 2)
Discuss the importance of eating vegetables and fruits during breakfast and lunch. (SC 6)
Describe the seed potting process (LS 2)
Describe the needs of living things (LS 3)
Improve fine and gross motor skill by cleaning, weeding and hoeing the garden to mix the soil and prepare for
planting(FM 5, GM 5, SD 2c)
Fieldtrip (FC 6a, SD 4, FC 9)
53
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add pipe cleaners
Add cotton balls
Add craft sticks
Add tissue paper
Add water colors
Add gardening magazines
Add Rulers
Add packets of seeds
Add straw hats
Add shades
Add empty sun screen bottles
Add gloves
Add silk flowers
Add water hose
Add watering cans
Add shovels and hoes
“Dandelion Seed” by Ilene Hoffman and Helen Jackson (Sing and Learn About Science)
“Vegetable Soup” by Ilene Hoffman and Helen Jackson(Sing and Learn About Science)
Add shovels
Watering pot
Encourage children to make rows like in a garden
Add silk flowers
Add potted plants
Add packets of seeds and magnifying glasses
Add vegetable puzzles
54
Resources
Additional Books
Plant Seeds A Book About How Living Things Grow by Scholastic
How Things Grow A book About Nature by Nancy Buss
Planting a Rainbow by Lois Ehlers
In The Garden by Grandreams Books
The Curious Garden by Peter Brown
The Vegetable Alphabet Book by Jerry Pallotta, Bob Thomson, Edgar Stewart
Quiet in the Garden by Aliki
Growing Colors by Bruce McMillan
The Tiny Seed by Eric Carle
Hollyrocks and Honeybees Garden Projects for Young Children by Sara Starbuck, Marla Olthof, and Karen
Midden (Redleaf Press)
References
CD’s
The Educators Spin On It.com (Parents with purpose
Sing and Learn About Science by Ilene Hoffman and Helen Jackson
“Vegetable Soup”
“I’m Going to Plant A Garden”
“Dandelion Seed”
“Evergreen Tree”
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GARDENING 2
Ella is planting some flowers in our garden on the playground. The children weeded and tilled
the area and planted all of the plants.
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Unit: Gardening 2
Age Group: 4’s
Date: April 21-25
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
CI 1. Demonstrate interest in new experiences by interacting with peers, using familiar
materials in creative ways, and investigating new environments
PA 1. Follow through to complete a task or activity
MU 3. Listen actively and respond to short musical works
Creative Expression
VA 1. Produce original art using a wide variety of tools
VA 2. Create art work that reflects an idea, theme or story
WR 1b. Explore and experiment with a combination of written representations and
describe writing
English Language
Arts
Mathematics
WR 6. With prompting and support, explore a variety of tools to collaboratively produce
and publish creative writing
SL 5. With prompting and support, add drawings or other visual displays to descriptions
MD 2a. Use nonstandard units of measurement
MD 2b. Use standard units of measurement
FC 9. With prompting and support, describe a simple sequence of familiar events
Social Studies
OW 5. Demonstrate an understanding of the role that people play in caring for the
environment
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Physical
Development
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 6. With prompting and support, identify nutritious foods
LS 1. Name, describe, and distinguish plants, animals, and people by observable
characteristics
Science
LS 2. Describe plant, animal, and human life cycles
LS 3. Describe the needs of living things
ES 3. Collect, sort, identify, and describe natural objects in the natural world
SD 4c. Accept assigned duties during play of classroom management routines
Social Emotional
Development
ED 2b. Select and complete tasks
ED 3b. Persist and problem solve when working on a task
Thematic Unit:
Unit Overview





The children will work in small groups to prepare our preschool garden for plants.
The children will explore a variety of real plants, labeling and discussing the parts of
each plant and the purpose of these parts.
The children will create sequencing cards by both drawing and taking photographs
of plants.
The children will observe the life cycle of a plant.
The children will classify different edible plants by type.
Vocabulary
stem, petal, root, sprout, beansprout, germinate, seedling, prepare, carbon dioxide,
oxygen, tuber, fruit, lyric
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Small Group Instruction
Day
Monday
Book
How a Seed Grows by Helene J.
Jordan
The Carrot Seed by Ruth Krauss
Wednesday
From Seed to Pumpkin by Wendy
Pfeffer
The Giving Tree by Shel Silverstein
Friday
This will be the first of many outdoor small groups this week. We will take
turns using real shovels and hoes to prepare our garden for plants. As we
are weeding, we will talk about the different parts of the plant and how
each of these parts help the plant to grow. (LS 1)
We are going to begin our “Little Sprouts” science experiment today. For
this experiment we will need: enough Ziploc bags, beans (NOT KIDNEY
BEANS…they are toxic when dried), and paper towels for each child in
class. Also, a pitcher of water, eye droppers, and tape. This experiment
will be the basis of sequencing cards that we are going to make and keep
to use in the classroom. (SL 5)
Tuesday
Thursday
Activity
After reading this book (which is also a wonderful opportunity for us to
discuss how gardening is something that takes a great deal of patience)
we will talk about tubers and prepare a sweet potato for sprouting. (ED 2b,
ED 3b)
This book tells us about the life cycle of a pumpkin. We will discuss what a
cycle is and work on sequencing with cards and puzzles. After practicing
for a while, we will make our own plant sequencing cards. We will use
children’s drawings and photographs that we take of our bean sprouts. (LS
2, FC 9)
This is one of Miss Georgia’s very favorite books. We will read it and review
what we have learned these past two weeks. Lillian said that one of the
things plants need to live is love. We will discuss how important it is that we
pay attention to our garden for the whole summer. It is our responsibility to
make sure we give the garden everything it needs to grow. (CI 1, PA 1, SD
4c)
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Intentional Teaching
Art
Language/
Writing
Math
Music
Nutrition/
Health
Nature/
Science
Outdoor
Activities
After weeding the garden, we will save some of the grass and weeds to use at the art center. Children will use
them to paint at the easel, as collage materials, or any other way they choose. This is an opportunity for the
teacher to start conversations about the different parts of the plants and what they do. (VA 1, VA 2)
We will draw and label the parts of a plant (WR 1b)
List making: What do plants need to survive? (This list will include children’s writing and words dictated to the
teacher.) (LS 2)
After weeding our garden, we will measure to see who pulled the longest weed! We will use the sidewalk as a
measuring place. After we guesstimate, we will use measuring tape to check our work. (MD 2a, MD 2b)
Discussing the life cycle of plants is a perfect opportunity to practice sequencing. We will work with sequencing
cards and puzzles. We will also draw and take pictures of our seedlings and plants to make our own sequencing
cards. (LS 2)
“Fruit Salad” by Sharon MacDonald Learn Every Day Music and
“Fruit Salad” by the Wiggles
These are two different songs about the same subject with the same title. We will discuss how lyrics are a lot like a
story and work on writing our own lyrics to songs. (MU 3, WR 6)
On Friday we will make and eat fruit salad. We will discuss what the fruit of a plant is and how many of the foods
we eat that we CALL vegetables are actually fruits. We will also talk about how growing your food is the best way
to know that your food is healthy. (SC 6)
“Little Sprouts” Science Adventures pgs. 134-135 The children will place beans in Ziplock bags wrapped with damp
paper towels. (DO NOT USE KIDNEY BEANS!!) These Ziplock bags will then be taped to the window in the science
center so that the children can chart the beansprouts (LS 3)
After discussing what a tuber is, we will prepare a sweet potato to sprout (we have a white potato allergy) by
sticking toothpicks in it and suspending it in a cup with a little bit of water. (FM 1)
“Worms are Good Guys” Learn Every Day About Our Green Earth pg. 74 While we are preparing our garden for
planting (weeding, tilling, etc.) we will discuss the important role that worms play in our ecosystem and why we
want them in our garden. (LS 2, OW 5)
We will spend a lot of time on the playground this week. The preschool garden is the CHILDREN’S garden. So,
they will be the ones to weed, till, plant, pick, etc. Please dress accordingly (especially this week (ES 3)
60
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add pipe cleaners
Add cotton balls
Add craft sticks
Add tissue paper
Add water colors
Add gardening magazines
Add rulers
Add measuring tape
Add packets of seeds
Add straw hats
Add shades
Add empty sun screen bottles
Add gloves
Add silk flowers
Add water hose
Add watering cans
Add shovels and hoes
Add cash register
Add “Flowers for Sale” sign (have one of the children make it)
“Dandelion Seed” by Ilene Hoffman and Helen Jackson Sing and Learn About Science
“Vegetable Soup” by Ilene Hoffman and Helen Jackson Sing and Learn About Science
“Fruit Salad” by Sharon MacDonald Learn Every Day Music and
“Fruit Salad” by the Wiggles
Add potting soil and silk flowers to the sand table
Add watering cans to the water table
Encourage children to make rows like in a garden
Add silk flowers
Add seedlings
Add potted plants
Add packets of seeds and magnifying glasses
Add plant puzzles
61
Resources
Additional Books
Plant Seeds A Book About How Living Things Grow by Scholastic
How Things Grow A book About Nature by Nancy Buss
Planting a Rainbow by Lois Ehlers
In The Garden by Grandreams Books
The Curious Garden by Peter Brown
The Vegetable Alphabet Book by Jerry Pallotta, Bob Thomson, Edgar Stewart
Quiet in the Garden by Aliki
Growing Colors by Bruce McMillan
The Tiny Seed by Eric Carle
Leaf Jumpers by Carole Gerber
Growing Vegetable Soup by Lois Ehlert
Planting a Rainbow by Lois Ehlert
Apples Here! by Will Hubbell
Fran’s Flower by Lisa Bruce
The Garden in Our Yard by Gregory Henry Quinn
Fruits and Vegetables by Stanley Collins
All About Preschoolers: An Environment-Based Curriculum by Debby Cryer, Cathy Riley, Tracy Link, and Lisa
Waller (KPress)
Learn Every Day About Our Green Earth by Kathy Carner (Gryphon House)
References
Learn Every Day: The Preschool Curriculum, Volume 2 by Devereux Center for Resilient Children, a Chapel Hill
Training-Outreach Project (Kaplan)
Science Adventures: Nature Activities for Young Children by Elizabeth Sherwood, Robert Williams, and Robert
Rockwell (Gryphon House)
CD’s
Sing and Learn About Science by Ilene Hoffman and Helen Jackson
“Fruit Salad” by Sharon MacDonald Learn Every Day Music and
“Fruit Salad” by the Wiggles
62
KINDERGARTEN 1
The playground at Kindergarten was definitely our favorite part!!
63
Unit: Kindergarten 1
Age Group: 4s
Date: April 28-May 2
Mississippi Early Learning Standards (Unit Objectives)
Approaches to
Learning
Creative Expression
CI 1. Demonstrate interest in new experiences by interacting with peers, using familiar
materials in creative ways, and investigating new environments
PA 2. Demonstrate the ability to remain engaged in an activity or experience
MU 3. Listen actively and respond to short musical works
DM 2. Respond rhythmically to different types of music
LI 9. With prompting and support, compare and contrast adventures and experiences and
characters in familiar stories
English Language
Arts
IT 5. With prompting and support, identify the front cover, back cover, and title page of a
book
IT 10. With prompting and support, actively engage in a variety of shared reading
experiences with purpose and understanding through extension activities
Mathematics
FS 1c. Recognize and name some upper and lower case letters of the alphabet,
especially those in own name.
MD 2. With guidance and support, compare two objects using attributes of length, weight,
and size
MD 3. With guidance and support, sort, categorize, or classify objects
64
Social Studies
Physical
Development
Science
Social Emotional
Development
GE 1. With guidance and support, correctly name shapes
FC 1. Identify self as a member of a family, the learning community, and local community
FC 6a. Identify some rules for different settings
FM 3. Demonstrate emerging coordination of fine motor muscles to perform simple motor
tasks
FM 4. With prompting and support, use fine motor skills for self-expression
SC 4. With prompting and support, practice common health routines
SI 6. Work collaboratively with others.
ES 1. Describe daily weather changes and seasonal patterns using weather vocabulary
SD 3b. Offer and accept encouraging and courteous words to demonstrate kindness
SD 4c. Accept assigned duties during play of classroom management routines
Thematic Unit:
Unit Overview





The children will support and encourage each other through rehearsal for
Graduation.
The children will engage in open ended discussions about their expectations for
Kindergarten.
The children will participate in short whole group activities
The children will design a classroom calendar to count down the days until
graduation
The children will begin to keep track of the weather
Vocabulary
classroom, schedule, calendar, principal, library, cafeteria, recess, uniform, alphabetical,
upper case, lower case
65
Small Group Instruction
Day
Book
Miss Bindergarten Gets Ready for
Kindergarten by Joseph Slate
Monday
Miss Bindergarten Stays Home from
Kindergarten by Joseph Slate
Kindergarten Kids by Ellen B. Senisi
Tuesday
I am too Absolutely Small for School by
Lauren Child
Wednesday
Thursday
Countdown to Kindergarten by Alison
McGhee
The Kissing Hand by Audrey Penn
Friday
Activity
These books are by the same author and illustrator, so they will give us an
opportunity to discuss the similarities and differences between the two
books. Also, each page has a different animal-student’s name highlighted
with the first letter capitalized and the rest lower case. We will make note of
this and practice it during center time at the writing and art tables. (LI 9, FS
1c)
This nonfiction book has photographs of real Kindergarten kids playing and
learning at big kid school. The cover has a weather calendar like the one
they will have at Kindergarten. We will begin to track and chart the
weather and start a classroom calendar. This will be designed and
produced by the children. (IT 5)
This book addresses some of the fears that the children may have about
going into a great big place like Kindergarten. Lola’s imaginary friend,
Soren Lorensen, is SO nervous but Lola does just fine! (FC 6a)
In this story, a little girl is so worried about going to Kindergarten because
she can’t tie her shoes yet. She has a lot of ideas about Kindergarten that
end up not being true at all. This will be our introduction to our favorite
manipulative activity…practicing tying shoes!! We have a few friends who
can already tie shoes, so they will help the rest of us learn!! (FM 3)
Some days we just really really miss our families! This happens in preschool,
Kindergarten, or even when you’re a grown up!! This story shows us how a
little raccoon and his Mommy deal with being apart from each other all
night (which is when a raccoon would go to school because they are
nocturnal). (FC 1)
66
Intentional Teaching
Art
Language/
Writing
Math
Music
Nutrition/
Health
Nature/
Science
Outdoor
Activities
We have a lot to celebrate! We will have our end of school picnic this week (moved to Thursday because of
weather) and Graduation next week. We will make decorations for our preschool and create “Congratulations”
art for our friends. (FM 3, FM 4)
Journaling: What are you the most excited to learn at Kindergarten? (This will include children’s art and words,
along with things dictated to the teacher) (IT 10, FM 4)
Our names: We will discuss how the FIRST letter of our name is upper case and the rest are lowercase. We will
practice this in the writing center. (FS 1c)
We are going to find fun ways this week to practice our Kindergarten lines! We will line up from shortest to tallest,
youngest to oldest, and other factors determined by the children. (MD 2, MD 3)
Thanks to Katie and Margot, the kids are all very interested in learning how to count in Spanish. This week we will
practice counting to ten AND learn how to say a few names of shapes in German! Learn Every Day the Preschool
Curriculum pg. 407 (GE 1)
Lillian and Will have been working on lyrics for a rewrite of “Do You Want to Build a Snowman” that is about
Kindergarten!! We will continue to work on these lyrics and practice performing the song. (CI 1)
Graduation is next Friday. We are going to continue to work on a performance to share with our families. (MU 3,
DM 2)
When we went to Sudduth we learned that we will all get to choose what we want for lunch each day. At Aiken
Village, we all eat the same, healthy foods for breakfast, lunch, and snack. We will talk about how important it is
to make good choices. (For example, the chocolate and strawberry milk offered each day might be best as a
“sometimes” drink) (SC 4)
We still have more planting to do in our garden…and then it is our responsibility to take care of ALL of those plants.
Our job chart is going to have to change. We will decide what new jobs need to be created in order to help
insure all of our gardening responsibilities are taken care of each week. (SD 4c)
An important part of having a successful garden is to work WITH the weather. We will start a weather chart, and
discuss what natural signs and technological resources we can use to help us predict the weather. (ES 1)
The playground is the perfect place for us to practice a few whole group activities. We will play with parachutes
and a few simple games (like duck, duck, goose) AND practice our Kindergarten line!! (PA 2, SI 6)
We are so lucky to have the stage on our playground. The next few weeks this stage will serve as our rehearsal
space for Graduation. (SD 3a)
67
Center Enrichment
Art
Math
Dramatic
Play
Music
Sand/Water
Blocks
Science
Manipulative
Add collage materials
Add streamers
Add very large pieces of paper
Add water colors and water color paper to the easel
Add transportation sorters (including school buses)
Add Inch by Inch by Leo Lionni
Add One Happy Classroom by Charnan Simon
Add small people sorters for extending patterns
Ask the children what they would like to put in our Kindergarten classroom based on our field trip to Sudduth
This may include:
Books
Paper
Pencils
Markers and crayons
A computer keyboard
Add paper and pencils for writing lyrics to songs
Add song books with lyrics and music
Add school bus with small people to the sand table
Add silk flowers and colored water to the water table
Add school bus
Encourage children to design a school with blocks
When blocks are lined up, ask them why they chose to line the blocks up in the particular way.
Add weather chart
Add bucket to the playground to collect precipitation
Add pineapple and sweet potato from last week (we are trying to see if they will sprout)
Add small people, houses, and animals
Add shoes to practice tying.
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Resources
Additional Books
References
CD’s
Off to Kindergarten by Tony Johnston
Kindergarten Rocks! by Katie Davis
Adventure Annie Goes to Kindergarten by Toni Buzzeo
Spider’s First Day at School by Robert Kraus
The Night Before Kindergarten by Natasha Wing
Jessica by Kevin Henkes
Welcome to Kindergarten by Anne Rockwell
Arthur’s Teacher Trouble by Marc Brown
I Love School by Philemon Sturges
Kindergarten A, B, C by Jacquelin Rogers
Tom Goes to Kindergarten by Margaret Wild
All About Preschoolers: An Environment-Based Curriculum by Debby Cryer, Cathy Riley, Tracy Link, and Lisa
Waller (KPress)
Learn Every Day: The Preschool Curriculum, Volume 2 by Devereux Center for Resilient Children, a Chapel Hill
Training-Outreach Project (Kaplan)
The Super Fun Show by Shawn Brown
Sing to Read by Dr. Mike
69