Sample Activities from a Buttercups™ Curriculum Guide

Sample
Activities
from
a
Sample™ Week from a
Buttercups ™ Curriculum Guide
Buttercups
Curriculum
Guide
(Ages 6 Months
to 36 Months)
Objectives are listed
for each activity to
promote growth and
development.
Week Five
Buttercups™
(continued)
Language Development
“Two in a Pair”
Clouds Vocabulary Card
Sung to “Bingo.”
Objective: listening L12, gross motor PH1
Objective: communicating L8, emergent literacy L12,
listening L2
Materials from Kit: Clouds Vocabulary Card
Your Materials: blanket
Sing this song with movement.
Theme 2 • Weather
Activities are
organized by week
in an easy-to-use
format! Every week
includes four pages of
activities for language
development,
physical
development,
cognitive
development, and
social-emotional
development.
I have arms. I use my arms.
I use my arms all day, oh!
Arms, arms, sway those arms.
Arms, arms, sway those arms.
Arms, arms, sway those arms.
I use my arms all day, oh!
Continue with the following:
Hands, hands - clap those hands.
Legs, legs - lift those legs.
Feet, feet - tap those feet.
Eyes, eyes - blink those eyes.
Ears, ears - touch your ears.
Set her in your lap and gently move her
body to correspond to the lyrics of the
song. Allow her to see your eyes as you
dramatically blink them.
Encourage him to create actions. Perform
the actions together.
©
FunShine Express, Spring 2010
Buttercups™ Vocabulary Card
Consider using a puppet to direct the child’s attention
to the Clouds Vocabulary Card. Point to and name
the clouds. Say, “These are clouds. The clouds are
white and fluffy. Clouds form in the sky.”
Select a cloudy day to spread a blanket outside
or near a window. Lay on your back with the children and study the clouds in the sky. Talk about the
shapes and the way they move. Encourage her to
say “clouds.”
Prepare: Best Bubble Solution (pg. 24)
Physical Development
Walking on Clouds
“Five Little Raindrops”
Objective: gross motor PH4, problem solving C12
Materials from Kit: bunny blocks (pg. 16)
Your Materials: cushions, pillows
Objective: listening L2, fine motor PH6
Perform the fingerplay for the children. Invite them
to use their fingers to mimic you.
Lay pillows and cushions on the floor. Invite the
children to walk, crawl, and climb on the “clouds.”
Place the bunny blocks on the other side of the
cushions. Encourage the children to get the
blocks.
Five little raindrops falling from a cloud.
(wiggle fingers down)
The first one said, “My, the thunder is loud!”
(hold up one finger, cover ears)
The second one said, “It’s cold tonight.”
(hold up two fingers, shiver and hug self)
The third one said, “Oh, the lightning is bright.”
(hold up three fingers, cover eyes)
The fourth one said, “Listen to the wind blow.”
(hold up four fingers, cup hand at ear)
The fifth one said, “Look, I’m turning to snow.”
(hold up five fingers, float downward)
Down they fell through the night,
(roll arms downward in front of body)
And turned the ground into a frosty delight.
Hold both her hands for balance. Walk with her
over the “clouds.” Encourage her to crawl back
to you.
Encourage him to walk, crawl, and climb. When
you recognize his preference, say “Sam likes to
climb. Go ahead Sam, climb over the ‘clouds’ to
the bunnies.”
Instructions are
detailed and easy
to understand.
Your preparation is
minimal.
© FunShine Express TM
© FunShine Express TM
Cut apart the Clouds
and Watering Vocabulary Cards along the
dotted lines. Laminate,
if desired. (Save the
Watering Vocabulary
Card for pg. 32.)
14
1.800.340.8103
Page 8
Curriculum Guide Symbol
If a sun symbol is pictured at the left of an activity, it indicates that the materials are included for that project
or prop. Look for a packet with craft materials for the number of children for which your kit was ordered.
Cognitive Development
Sensory
Sensory -- Creamy
Creamy
Clouds
Clouds
Cloud
Cloud Capture
Capture
Objective:
Objective: fine
fine motor
motor PH6,
PH6, exexploration
ploration C3,
C3, dramatic
dramatic play
play C14,
C14,
listening
listening L2
L2
Materials
Materials from
from Kit:
Kit: CD
CD enveenvelopes,
lopes, Epsom
Epsom salt,
salt, white
white cotton
cotton
balls
balls
Your
Your Materials:
Materials: gluestick,
gluestick, heavy
heavy
tape,
tape, fingerpaint,
fingerpaint, newspaper
newspaper
Objective:
Objective: exploration
exploration C2,
C2, fine
fine
motor
motor PH6
PH6
Your
Your Materials:
Materials: whipped
whipped topping,
topping,
liquid
liquid glue,
glue, cornstarch,
cornstarch, baking
baking
soda,
soda, construction
construction paper,
paper, tape
tape
Day
Day 1:
1: Cover
Cover aa table
table with
with newsnewspaper
paper and
and secure
secure itit with
with tape.
tape. Tape
Tape aa CD
CD envelope,
envelope, window
window side
side down,
down, to
to the
the
newspaper
newspaper in
in front
front of
of each
each child.
child. Place
Place aa small
small amount
amount of
of yellow
yellow fingerpaint
fingerpaint on
on
the
the envelope
envelope and
and encourage
encourage the
the children
children to
to “paint”
“paint” in
in aa circular
circular motion.
motion. Offer
Offer
orange
orange paint
paint on
on aa paper
paper plate.
plate. Demonstrate
Demonstrate how
how to
to use
use your
your fingertip
fingertip to
to make
make
fingerprints
fingerprints (rays)
(rays) around
around the
the circle
circle with
with orange
orange paint.
paint.
Day
Day 2:
2: Divide
Divide the
the Epsom
Epsom salt
salt among
among the
the children
children and
and place
place itit inside
inside the
the enenvelope.
velope. Seal
Seal the
the envelope
envelope with
with heavy
heavy tape.
tape. Give
Give each
each child
child aa cotton
cotton ball
ball and
and
encourage
encourage them
them to
to stretch
stretch itit and
and glue
glue itit to
to the
the other
other side
side of
of the
the envelope.
envelope.
Invite
Invite the
the children
children to
to shake
shake the
the envelope
envelope to
to hear
hear the
the “rain”
“rain” then
then flip
flip itit to
to show
show
the
the sun.
sun. Say,
Say, “Here
“Here is
is the
the sun.
sun. No
No more
more rain.”
rain.” Flip
Flip itit to
to the
the cloud
cloud again
again and
and say,
say,
“Here
“Here comes
comes the
the clouds.
clouds. ItIt is
is starting
starting to
to rain.”
rain.”
Mix
Mix together
together 11 cup
cup whipped
whipped
topping,
topping, 11 tsp.
tsp. baking
baking soda,
soda, and
and 11
tsp.
tsp. corn
corn starch.
starch.
Place
Place aa dollop
dollop of
of the
the mixture
mixture on
on
blue
blue construction
construction paper
paper and
and invite
invite
the
the children
children to
to form
form clouds
clouds with
with
their
their hands.
hands. Talk
Talk about
about the
the texture
texture
of
of the
the mixture.
mixture.
Secure
Secure construction
construction paper
paper with
with
tape
tape to
to her
her tray.
tray. Offer
Offer aa dollop
dollop
of
of whipped
whipped topping
topping only.
only. Invite
Invite
her
her to
to spread
spread the
the topping
topping to
to
form
form clouds.
clouds.
Add
Add four
four drops
drops of
of liquid
liquid glue
glue
Play
Play peekaboo
peekaboo with
with the
the envelope.
envelope. Hide
Hide your
your eyes
eyes behind
behind the
the sun.
sun. Move
Move the
the
to
to each
each cup
cup of
of whipped
whipped
sun
sun slightly
slightly away
away from
from your
your eyes
eyes and
and say,
say, “Peekaboo,
“Peekaboo, II see
see the
the sun.”
sun.” Then,
Then,
topping.
topping. Invite
Invite him
him to
to form
form
shake
shake the
the envelope
envelope and
and hide
hide behind
behind the
the cloud
cloud and
and say,
say, “Peekaboo,
“Peekaboo, II see
see
clouds
clouds on
on paper.
paper. Let
Let dry
dry overnight
overnight
rain
clouds.”
rain clouds.”
and
and display
display at
at his
his level.
level. Watch
Watch
carefully
so
he
doesn’t
taste
carefully
so
he
doesn’t
taste it.
it.
Talk
Talk about
about the
the weather
weather today.
today. Have
Have him
him show
show you
you the
the side
side of
of the
the envelope
envelope
that
that matches
matches the
the weather.
weather. Is
Is itit cloudy,
cloudy, rainy,
rainy, or
or sunny?
sunny?
Social-Emotional Development
Baby
Baby Yoga
Yoga - Divine
Divine Drops
Drops
Objective:
Objective: trust
trust SE1,
SE1, self
self regulation
regulation SE16
SE16
Stand
Stand with
with your
your feet
feet about
about 24
24 inches
inches apart,
apart,
toes
toes pointed
pointed out.
out. Hold
Hold each
each child
child with
with his
his
back
back against
against the
the center
center of
of your
your chest.
chest. Reach
Reach
one
one hand
hand underneath
underneath him
him to
to create
create aa seat.
seat.
Support
Support his
his neck
neck with
with your
your right
right hand
hand under
under
his
his chin,
chin, extending
extending your
your thumb
thumb and
and index
index finfinger
ger near
near each
each cheek.
cheek. Inhale
Inhale deeply
deeply through
through
your
your nose.
nose. Exhale
Exhale and
and bend
bend your
your knees,
knees,
quickly
quickly dropping
dropping down
down into
into aa wide
wide squat.
squat.
While
While inhaling,
inhaling, press
press your
your feet
feet into
into the
the floor
floor
and
and rise
rise back
back into
into starting
starting position.
position. Repeat
Repeat several
several times.
times.
And More...
More...
Language
Language -- What
What Makes
Makes aa
Rainbow?
Rainbow?
Objective:
Objective: emergent
emergent literacy
literacy
L13,
L13, exploration
exploration C3,
C3, communicommunicating
cating L9
L9
Materials
Materials from
from Kit:
Kit: What
What
Makes
Makes aa Rainbow?
Rainbow? book
book
Activities are written for
children 12 - 24 months
old.
A rattle symbol
indicates
suggestions for
adapting activities
for younger children
(6 - 12 mos).
A shoe symbol
indicates
suggestions for
adapting activities
for older children
(24 - 36 mos).
Bring
Bring out
out What
What Makes
Makes aa RainRainbow?
bow? by
by Betty
Betty Schwartz
Schwartz from
from
your
your Teacher
Teacher Materials.
Materials. Read
Read or
or paraphrase
paraphrase the
the story
story
as
as you
you show
show the
the pictures
pictures to
to each
each child.
child. Change
Change your
your
voice
voice with
with each
each character
character in
in the
the book.
book. Encourage
Encourage the
the
children
children to
to gently
gently feel
feel each
each ribbon
ribbon of
of the
the rainbow.
rainbow.
Hold
Hold her
her facing
facing you
you with
with her
her legs
legs pressing
pressing into
into your
your abdoabdomen.
men. Support
Support her
her lower
lower back
back with
with one
one hand
hand and
and the
the back
back
of
of her
her neck
neck and
and head
head with
with the
the other
other hand.
hand.
Hold
Hold the
the child
child in
in your
your lap.
lap. Model
Model page-turning.
page-turning.
Invite
Invite her
her to
to try.
try. Read
Read whatever
whatever page
page she
she is
is able
able
to
to find.
find.
Encourage
Encourage him
him to
to move
move alongside
alongside of
of you.
you. Offer
Offer him
him aa
teddy
teddy bear
bear to
to hold
hold through
through the
the pose.
pose. Inhale
Inhale noisily
noisily and
and
say
say “Whhhhh.”
“Whhhhh.” Say,
Say, “Whoosh”
“Whoosh” on
on the
the exhale.
exhale.
Encourage
Encourage him
him to
to use
use his
his character’s
character’s voice
voice to
to
repeat
repeat the
the last
last line
line on
on each
each page
page after
after you.
you. Invite
Invite
him
him to
to point
point out
out each
each story
story character.
character.
Caregiver
Caregiver Tip:
Tip: NURTURING
NURTURING SELF-ESTEEM
SELF-ESTEEM
Model
Model ways
ways to
to handle
handle various
various situations.
situations. You
You will
will help
help the
the children
children develop
develop the
the ability
ability
to
to respond
respond to
to challenges
challenges appropriately
appropriately and
and effectively.
effectively.
© FunShine Express TM
© FunShine Express TM
Material lists are
included with each
activity making it
easier for you to see
at a glance what you
should look for in
your kit and what you
need to gather.
15
15
Tips and ideas for
making the most
of daily routines
and nurturing child
development.
1.800.340.8103
Page 9
Sample Day from a
™
Sample
Day fromGuide
a
Curriculum
Fireflies
3-5 Years)
Fireflies™ (Ages
Curriculum
Guide
Every day
begins with
group activities.
We provide
suggestions
for welcoming
children,
organizing
circle time, and
planning the
day.
Materials are
listed with each
day’s activities
making it easier
for you to see at
a glance what
you need.
Objectives
are offered by
each activity
to promote
growth and
development of
various skills.
Theme 3 • Our Beautiful Earth
Day 18
Start Your Da
y!
Objectives: music A5, observation S1-S4, investigation S7 S9
Materials from Kit: Calendar
Greeting: Sing “Wind and Rain” (pg. 36). Talk about the temperature outdoors today. Is it
warm out or does the air feel cool? What kinds of clothes are necessary to play outdoors today? Check an outdoor thermometer. Consider charting the temperature for several days in a
row. Add today’s calendar piece to the grid and say the date together.
Daily Basics
Objectives: geometry M17, patterns M9, emergent reading L20
Suggested Materials: construction paper, letter F art materials, divided container
• Number,Color,orShape:Offer strips of colorful construction paper that vary in
length. Show the children how to arrange three of them to make triangles.
• More Letter F: Ask the children to help you think of letter F materials that could
be used for art (feathers, felt, fake fur, festoon, etc.). Place a few of those materials in a collage tray or other divided container. Label the container with the letter
“F”. Add the collection to the art center for children to use freely.
Discuss/Do
Objectives: vocabulary L14-L16, listening L2, conversation L5-L8, observation S1-S4
Materials from Kit: Rocks Topic Card
Suggested Materials: rock collection
• ParentParticipation: Ask parents to join you for your field trip today!
• ThingstoTalkAbout:Talk about rocks today! Bring out the Rocks Topic Card from
your Sample Teacher Pack and show it to the children. How are the rocks in the picture
being used? Have the children think of different words used to describe rocks such as
big, little, shiny, smooth, dull, heavy, and light. Where can we find rocks? Introduce the
Spanish word for rock, piedra (pronounced “pee-eh-drah”).
Sample Topic Card
• ThingstoDo:Ask if anyone knows what a collection is. Explain a collection if necessary. Does anyone
have a collection at home? What about a rock collection? Invite the children to bring special rocks or
collections from home over the next several days. Set the rocks out for everyone to observe and touch.
Compare the colors and textures of the rocks.
Songs & Rhymes - Movers & Shakers “Where Are You
Hiding?”
Objectives: music A5 A6
Sung to “Are
You Sleeping?”
Have the children
sing this song as
they hunt for rocks for the “Pebble
Pouch” activity (pg. 39).
Whereareyouhiding?
Whereareyouhiding,
Prettyrocks,prettyrocks?
Iamgoingtofindyou!
Iamgoingtofindyou!
Hideandseek!
Hideandseek!
Transition ideas
are offered
daily!
Sand Race
Objectives: observation S1, investigation S10, risk-taking AL12
Suggested Materials: funnels, detergent scoops, sand
Add three or four sizes of funnels and detergent scoops or small cups
to your sandbox or a sensory table filled with sand. Have each child
choose a funnel, hold it over the table, and fill a detergent scoop with
sand. On your signal, have them empty the sand into the funnel. How
did the funnels empty? Quickly? Slowly? Exchange funnels and repeat.
Place the funnels in order from slowest to fastest.
Giggle and Run
Objectives: gross motor PD7, investigation S10
Play some running games outdoors on a comfortable warm day. Invite
the children to run from one tree to another, from one piece of playground equipment to another, around the building, or have them chase
you around the yard. Children love to giggle and run! Create an indoor
obstacle course if weather is an issue.
Buzzin’ Right Along
Ask each child to show you what they would look like if they were a rock!
© Fireflies
© FunShine Express TM
© FunShine Express TM
Rocks
FunShine Express 2008
©
38
24
1.800.340.8103
Page 10
Activities are organized by day in an easy-to-use format. Materials in your kit and those you need to gather
are listed for each activity. Each day is organized into activities (left page) or learning centers (right page).
You may use these ideas in a large group or small group or review any or all activities on a one-to-one basis. We provide you with the flexibility to meet the needs of children in your program. You could add specific
times to your daily schedule on the blank planning calendar (see Online Extras - pg. 31).
Creative Arts -
We include
fun, creative
art materials,
saving you
money and
trips to the
store. The sun
symbol (upper
left) allows
you to see
at a glance
the activities
for which
we supply
materials.
Pebble Pouch
Objectives: fine motor PD3 PD6, art expression A1 A2, observation S1 S2
Materials from Kit: paper bags, green tissue,
tissue circles, artstraws, poms
Suggested Materials: scissors, glue, crayons
1
Give each child a white paper bag and provide crayons. Invite the children to color their
bags.
2
Divide the tissues and remaining materials among the children. Invite the children to create a
flower with the tissue circles by stacking the circles together and then “fluffing” them. Provide
glue and have them tear or cut the green tissue paper and artstraw into smaller pieces. Glue
the pieces to the paper bag. The poms can be glued to the middle of the flower. Let dry.
3
Take the Pebble Pouches on an outdoor rock hunt. Try to hunt for rocks in an area where
children might find a variety of small, pretty, or unusual rocks. After gathering for a bit, bring
the rocks indoors for additional activities (see below).
Adaptation: Provide glue sticks for the children. Invite them to spread the glue around the front of
their bag and then place the tissue paper pieces on the glue. Offer additional help as needed.
Dramatic Play -
Social/Emotional -
Pet Rocks
Give each child a small berry basket or a
styrofoam bowl. Have them choose one or
two favorite rocks from their rock hunt (see
step 3, “Pebble Pouch” activity, above) to be
“pet rocks.” Line the baskets with soft fabric
scraps or paper towels. Add wiggle eyes
with hot glue, if desired.
Math -
• Gather three small shoe
boxes and cut a different
sized hole in each of the box
lids. Place a container of
rocks on a table and sort the rocks according to which
hole they fit through best. When they are finished, open
the boxes and count the rocks inside.
Bathing Beauties
Objectives: observation S1-S3, patterns M9, M13, vocabulary L11-L16
Suggested Materials: old toothbrushes, soft cloths, rocks
After the children return from their rock hunt (see step 3,
“Pebble Pouch” activity, above), provide warm, soapy water
and old toothbrushes for them to clean their rocks. After the
rocks are cleaned and rinsed, dry them with soft cloths.
• Number small cups or bowls from one to ten. Have the
children count the correct number of rocks or pebbles
into each container.
Adaptation: Limit the number on the bowls to one
through five.
While the children clean their rocks, visit with them
about their treasures. Spend a little time looking at the rocks
everyone has collected. What colors can they see in the
rocks? Are they rough or smooth? Hard or soft? Which ones
are the largest and smallest? What shapes are the rocks?
Do the rocks look different when they are wet?
End Your Day!
Adaptation: Work with the children to reinforce descriptive language today. Rocks can be large or small, heavy or
light, and shiny or smooth. Choose a rock and work with the
children to describe it. Say, for example, “Rocks can also be
described as hard. What are some things that are soft?”
Ask the children to tell you what they remember
about rocks. If you went on a field trip, talk about it.
Discuss tomorrow’s activities.
© Fireflies
39
© FunShine Express TM
© FunShine Express TM
Rock Math
Objectives: patterns M9 M13,
numbers M1 M3
Suggested Materials: shoe
boxes, rocks
Have the children pretend to take care of their pet rocks in
the housekeeping area. What things do real pets need us
to do for them? Ask the children to think of names for their
special pets and encourage them to take very good care of
them today.
Science -
Rock Options
Objectives: communities SE20 SE22, observation S1S3, conversation L6 L7
Schedule a visit to a stone mason, rock quarry, or the
geology department of a local school or college to look at
different types of rocks. Or, have them visit you! Ask the
guide to visit with the children and explain the samples.
Do any of the children have rocks in the landscaping of
their yards at home or stone tiles inside their home? If so,
consider planning a quick visit to see a variety of ways we
can use rock.
Objectives: emotional development SE17,
dramatic play A10-A13
Suggested Materials: small berry baskets,
fabric scraps, rocks, glue, wiggle eyes
25
Instructions
are detailed
and easy to
understand.
Your
preparation is
minimal.
Learning
center-based
activities
are childoriented and
fun. Specific
learning
centers in your
environment
are optional.
Many
activities
include
suggestions
for adapting
activities to
meet the
needs of
younger
children or
those with
special needs.
1.800.340.8103
Page 11