3AM Weekly Lesson Plan
Katie Lead Teaching
Overview: The children are becoming increasingly comfortable with our daily classroom routine. They are beginning to notice one another and develop relationships. We will continue to support these social interactions as they get to know each other while sharing a common space. The children are continuing to explore the Fall season through its colors, falling leaves, and harvest vegetables. Using all of the vegetables families are bringing in to share, we will help children make connections between these foods and cooking through various baking and cooking projects.
**Materials: Red, yellow, and green paint, white paper, and brushes.
Rationale: To continue exploring fall colors in nature. More leaf visuals will continue to be attached to the art easel to promote inspiration. To explore color mixing and design elements including brush stroke, paint application, and pattern making.
Skills: Fine motor skills, creative expression, symbolic representation, object manipulation, observation
**Materials: Branches, leaves, sticks, string, yarn, pom-poms, ribbon, tinsel and glue
Rationale: To continue to explore natural materials including branches, leaves, and colors. The children found a branch on the playground that we brought into the classroom. Throughout the week, the children will be decorating the branch using materials inspired by the fall colors that we have been using in the classroom.
Skills: Fine motor skills, creative expression, object manipulation, cooperation, turn-taking, social negotiation, brainstorming, problem-solving, and classification
**Materials: Water, yellow and red food coloring, basters, ice cube trays, and a variety of containers.
Rationale: To explore what happens when the yellow and red water are mixed together. To continue supporting the use of the baster for manual dexterity and transferring water.
Skills: Observation, familiarity with materials, math skills (volume and spatial relations), comparison, prediction, and fine motor.
**Materials: Play dough, play dough tools (cookie cutters, muffin trays, garlic presses, rolling pins, pizza cutters, mixing bowls, wooden spoons), Visuals of people baking pies, pizzas, cupcakes, and muffins at eye level near the play dough table, pretend oven, mixing ingredients like Salt and Oregano.
Rationale:To enhance children's imaginary play. To promote ideas of baking and eating. To imitate steps of the real baking process by adding salt and herbs.
Skills: Symbolic representation, Fine motor skills, Familiarity with play dough and its properties, Observation, Creative expression and imagination, Social skills (i.e. turn taking)
**Materials: Mini rain sticks/shakers.
Rationale: To promote experimentation with sound and how to produce sound. To challenge children's thinking while creating a satisfying trial and error game with teachers and peers.
Skills: observation, trial and error, and sensory input.
**Materials: turtles, feeding, natural materials, terrarium
Rationale: To continue to investigate the turtles and begin supporting the children to hold them. Questioning - are the shell hard or soft? Why is the shell hard? What does it do?
Skills: Observation, ideas, try out.
**Materials: Gourds and squash that vary in color, size, shape, and texture, Tomatoes that vary in color, size, and shape, Ears of corn of various colors, Magnifying glasses, Crab apples, A halved squash, tomato, and crab apple, other fruits and vegetables brought in by children and families, and a Pumpkin with the top cut open.
Rationale: To continue to explore the food items at the science center. To observe the insides of a tomato, crab apple, and squash, and pumpkin. To investigate similarities and differences of each vegetable.
Skills: Observation, Comparison, Classification, Expressive language, Scientific and higher level thinking, Reasoning, and Problem Solving
**Materials: "bear cave," with stuffed animal bears and materials the children collected from nature, various animal fur, posted images of bears and questions about bears, and books focusing on bears and hibernation.
Rationale: To provide a space/cozy area to foster an animal story line. To promote pretend and symbolic play and support social interaction among students and teachers. To support literacy and language development and to promote emergent reading skills such as dictating a story from pictures. To create an opportunity to learn about bears, emphasizing a bear's need to adapt its lifestyle according to the season changes.
Skills: Role play, creative expression, sensory input, cooperation, turn taking, and communication, symbolic representation, and social skills; listening, speaking, phonological awareness, vocabulary expansion on the subject matter.
**Materials: Baby dolls, baby items (clothes, bottles, rattles, blankets), stuffed animals (puppies and bunnies) strollers, bibs, baby food jars, spoons, and high chairs.
Rationale: To continue interest in caring for babies and pets. To explore and incorporate baby and dog food into pretend play.
Skills: Communication, social skills, role play, symbolic representation, cooperative play, empathy, and turn taking
**Materials: Bowls, tongs, cardboard graham crackers, pipe cleaner pretzels, basket and napkins
Rationale: To promote fine motor skills of using tongs and taking a napkin. To encourage independence during snack time.
Skills: Self-help skills, taking turns, fine motor skills, and independence
**Materials: various dress-up clothes, and street signs, hollow blocks, ramps, fire trucks and cars.
Rationale: To support pretend play, symbolic play, foster social interaction and cooperative play. To support the children's interest in fire trucks that has developed during free play on the playground.
Skills: Communication, cooperation, turn taking, role play, symbolic representation, and social skills.
Math and Manipulatives
**Materials: Face matching game, natural material sorting activity, puzzles, fine motor manipulatives such as zippers, and peg boards
Rationale: To promote fine motor development, facial recognition, shape and color differentiation, and hand-eye coordination for spatial awareness.
Skills: visual discrimination, turn taking, fine motor control.
Language and Literacy
**Materials: Signs, questions, storylines, and related books posted in various curriculum areas and a variety of books on the book shelf. Books relating to fall (hibernation, leaves, etc).
Rationale: To continue to support their development in beginning role play, experience the basic components of language systems, and support understanding the changes of the season.
Skills: Listening, speaking, phonological awareness, observation, vocabulary expansion.
**Materials: foam blocks, hollow and cardboard blocks, planks, and pictures of children building with blocks.
Rationale: To support mathematical skills, social interaction, and collaborative building. To be incorporated into buildings, homes for the babies, or roads for the vehicles located nearby.
Skills: Communication, collaboration, large motor, expressive creation, mathematical and scientific concepts.
**Materials: Indoors - A Frame ladder, balance beam, slide, jumping station, monkey bars, donut hole, balance mat. Outside - rakes for raking leaves, wheel barrows, trikes, and tools for digging and molding sand.
Rationale: To support basic skills such as walking, climbing, balance, coordination, and upper and lower body development and promote social interaction and role play.
Skills: Perceptual Motor Skills (spatial, temporal, directional, and body awareness) and physical fitness (cardio vascular endurance, muscular strength and endurance, flexibility, and agility).
**Materials: Name songs, fall songs, books, fingerplay.
Rationale: To begin a routine, familiarize the children with each other's names, and promote a beginning sense of group, community, and collaboration.
Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.
Music - Music will be apparent throughout the day to support transitions and encourage participation.
**Materials: Piano, drums, tone blocks, tambourines, and shakers.
Rationale: To promote exploration of sound, volume, rhythm and social interaction. To introduce the children to new instruments.
Skills: turn taking, fine motor development, and mathematical concepts such as beats and patterns.
Monday - Rice Cakes and Milk
Wednesday - Apples and Saltines