May 2013 Archives

Small Group Documentation: May 29 & 30, 2013

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Spring Session 5/20-5/24/13

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Overview
This week we will continue to enjoy our spring weather by exploring our topics of spring, insects and caring for our environment. The soybean plants are growing faster than ever and the students have kept watering them and watching their progress. We have added worms to our insect table and we are interested in seeing what sort of composting they can do. We will also start looking into how to repurpose our scrap paper into new, usable paper.

Expressive Arts
-Materials: construction paper, markers, crayons, glue, paper, scissors, collage materials, cardboard squares, oil pastels, watercolor paint, magazines.
-Rationale: We have decided to change up the art table and introduce a new medium. The table will include oil pastels for a few days and as the week progresses the teachers will add watercolor paint for the children to experiment with the effects of combining the two. At the collage table, we will be expanding the children's interest in gluing different collage materials to cardboard bases. The children will have access to magazines and will be able to cut different pictures out of them to make their own collage.
-Skills: Creative exploration, imagination, symbolic representation, self-expression, fine motor control, color recognition, creative risk-taking, and hand/finger strength, manual dexterity.

Sensory
-Materials: water table, water, funnels, measuring cups, strainers, and buckets.
-Rationale: The teachers are replacing the sand table with the water table in the sensory area. This will lead into using water to explore the paper making process. The children have been talking about recycling, and that led to having a paper scrap basket in the class to reuse paper. Now we will take reusing paper a step further and actually make our own paper out of the paper we have collected. This will happen at the end of the week and potentially will lead into the week after.
-Skills: Imaginative and cooperative play, scientific thinking, problem solving, fine motor skills, sensory exploration and stimulation, creative expression, and social interaction.

Light Table
-Materials: Light table, plastic cut out shapes, white board, dry erase markers, and an eraser.
-Rationale: The teachers have changed the light table to include plastic cut out shapes that stick to the white board. The children have been encouraged to create different drawings using a combination of the cut outs and the dry erase markers. The teachers want the children to explore what they can make out of the different shapes and make up stories to go along with their creations.
Skills: Exploration, inquiry, observation, comparing, informative language, descriptive language, fine motor skills, and social interaction, and fine motor skills.

Science
-Materials: Labeled visual pictures of planting a seed, soybean seeds, squirt bottles (with water), clipboards, writing utensils, charts depicting the life cycle of a soybean plant, prompting questions, mealworm beetles, worms, magnifying glasses, and a bug game.
-Rationale: To continue to support the children's interest of growing plants, the teachers have continued the planting station at one of the science tables. The children will continue to watch their soybean plant grow and water it to take care of it. This will continue to foster their interest in how the plant life cycle works. The mealworm beetles have been joined by worms, found on the playground by the children. The children have continued to explore the insect's different roles in our habitat, including the composting jobs of worms to fertilize our soil.
-Skills: Sensory exploration, observation skills, critical thinking, mathematical and logical thinking, pre/early literacy, informative language, and descriptive language, scientific inquiry, drawing conclusions, reasoning, knowledge of the natural world, asking questions, hypothesizing, use of magnifying glasses

Math and Manipulatives
-Materials: Bug-oids, unit cubes, 3-D puzzles, animals and flower puzzles.
-Rationale: This week we will continue to use the math manipulative unit cubes and the bug-oids in the cave. The children have had continued interest in counting the unit cubes and making different number of cubes stacked together. The children have also still been very interested in creating their own bug out of the different parts. They name their own bugs and create detailed descriptions of their bug's behavior based on the type of physical attributes it has.
Skills: Problem solving, cause and effect relationship, early math concepts, number recognition, counting, number operations, symbolic representation, peer negotiation, hand-eye coordination, fine motor control, imagination, creative exploration.

Language and Literacy
-Materials: Paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, stamps (animals and alphabet letters), and ink pads of various colors.
-Rationale: The literacy table has materials available to encourage the children to write letters to classmates, writing down stories, etc. The children have been busy exploring the new stamps on the table, both making pictures and spelling out words on paper.
-Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play
-Materials:
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, ponchos, scarves, raincoats, boots, hats, and sunglasses.
School Area: Black board, chalk, notebooks, folders, pencils, and other assorted school supplies.
Dramatic play cave: stuffed animals from different habitats including the jungle, Arctic Ocean and the African Savannah, open-ended fabrics, globe, materials to create habitats (vines, leaves, wood).
-Rationale: Since our year at the lab school is coming to a close, the teachers have decided to change the dramatic play area to a "kindergarten/school" area. It is an area to familiarize the students who are going to kindergarten to some of the things they may see. It is also a place for the younger students to experience what they may see in a year or two. They will be able to practice doing worksheets, draw on the chalkboard, and do other school related activities. In the dramatic play cave, the animals have changed according to the children's interest in different habitats. The cave includes animals found in the African Savannah, Amazon jungle, and the Arctic Ocean. The children will have the opportunity to use the open ended and materials to create habitats for the animals.
-Skills: Role-play, symbolic representation, social interactions, social problem solving, discussions and conversations related to the spring season, self-help, listening, communication, negotiation, and indoor-outdoor connection.

Blocks
-Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, PCV pipe, maps, plastic building sticks.
-Rationale: The children will continue to have access to the block materials to encourage their ongoing interest in building. They have been building houses for different animals (jaguars, cheetahs, sea otters, etc.). The large plastic builders have provided opportunities for the children to pursue their passion for creating new structures they can fit inside.
-Skills: construction skills, dramatic play, symbolic representation, problem- solving, mathematical concepts such as symmetry and geometry

Large Motor
Materials: monkey bars with connected A-frame ladder and triangle slide, climber with donut slide and regular slide connected, river jump made with mats and bean bags, bean bag toss, and the climbing wall
Rationale: The gym has changed once again! The children will get the opportunity to practice their broad jumping and leaping skills over "the river (bean bags)", increase the "body-in-motion" (proprioceptive) skills as they slide down the donut slide and try to land on two feet, as well as foster their targeting skills as they throw beanbags into smaller cardboard targets. ·
Skills: jumping/landing skills (dynamic balance), upper/lower body muscular strength and endurance, cardiovascular endurance, hopping, propulsion skills, static balance (with bending, stretching, and throwing)

Snack
Monday - No School
Tuesday - Crackers & apples
Wednesday - Rice cakes & raisins
Thursday - Pretzels & applesauce
Friday - Popcorn & milk

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SPRING LP 5-27-2013

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Weekly Lesson Plan For Ross' Class

Week of: May 27-31, 2013

Lead Teaching This Week: Laura E.

Overview:
Hello Families, we hope you enjoyed the long weekend! Last week we made the most of the rainy days by digging for worms in the soil and splashing in puddles! With help from Mother Nature the children's hostas marked by their popsicle sticks at the front of the school are in full bloom, much to the excitement of the children! In the classroom the children will continue to expand their dramatic play in the doctor's office through building ambulances and other medical machines with the blocks. The teachers are hoping E1's dad and I1's dad will stop by this week, giving the children an opportunity to learn more about real doctors in our community. We are starting to wrap things up during these last two weeks, and this will be our last week for small groups. The teachers are excited for the pizza party this Tuesday, and we hope to see you all there!

Sensory Table:
• Materials: Various sized rocks, paint, and brushes
• Rationale: Early this week the teachers discovered the soil didn't look as healthy and rich as it had the first day it was placed in the sensory table. The soil was replaced with different sized rocks for the children to paint. The children had the opportunity to mix colors and even put the paint on their hands to explore different ways to paint the rocks. This coming week the table will have a water movement focus. The teachers will supply funnels and PVC pipes and tubes to create new water movement puzzles for the children to solve.
• Skills: Fine motor skills, collaboration with peers, exploration of water movement, problem solving

Expressive Art (art table, easel):
• Materials: Easel: paint, paintbrushes, plastic egg carton halves, paper; Art table: Paper, watercolors, water, egg carton halves, paintbrushes, white crayons
• Rationale: Last week the children explored combining crayons and watercolors, which led to the creation of secret messages! They made the messages by writing with a white crayon and painting over the message with the watercolors. The children remain interested in this art technique that teacher Frances introduced, therefore we will continue this activity and prompt the children to use their new secret messages for their spy kits. This could open doors for some dramatic play opportunities.
• Skills: recognition of colors, making patterns by using different colors, artistic expression, imagination/creativity, fine-motor

Science:
• Materials: soil, herb seeds, water, spray bottle, cartons, journals, pencils
• Rationale: Last week the children were given the opportunity to plant their own seed in a small carton. The children demonstrated great patience waiting for their seeds to sprout and persisted to water their seed everyday. As the seeds sprout the children will continue to nurture their own plant, learning the importance of water, sunlight and soil. They will soon have the opportunity to take home their plant to "transplant" into their own gardens.
• Skills: hypothesizing, making observations, exploring, recording data/information, strengthen understanding of plant life cycle

Math/Manipulatives (including The Nook):
• Materials: Shape puzzles, small build blocks in different shapes such as squares, rectangles, and triangles, geo-boards with rubber bands, number bingo
• Rationale: Last week the children were introduced to the geo-boards and enjoyed creating various shapes with the rubber bands. This week they will continue to explore the geo-boards and teachers will challenge the children to make various shapes and letters with the boards. This week the teachers will also introduce number bingo as an activity time center. The children have been enjoying the executive function games, therefore the teachers might add some more games with rules to our nook, which can become our "game room."
• Skills: shape/shapes recognition, symbolic representation (creating with blocks), fine motor, number recognition

Literature Center:
• Materials: Rubber stamps, markers, pencils, scissors, paper and white boards

• Rationale: This week the children will continue to use our literature center for writing and coloring. Many children are engaged in this center and teachers often use the hand over hand strategy to guide cutting and writing/drawing. Last week L4 and I1 came up with the idea of making "tiny" books with all of our extra scrap paper. The teachers will support this idea by gathering the scrap paper and providing the necessary supplies to create these books.
• Skills: Pre/early literacy skills, letter recognition, fine motor strength, phonemic awareness, creativity skills

Dramatic Play:
• Materials: "Doctors office" props (syringes, rubber gloves, stethoscope, band aids) dress up clothes (scrubs, doctors coat), body charts
• Rationale: This past week the teachers added body charts to the doctor's office which children have been using to figure out what part of their patient hurts. The teachers have taken many pictures of the children exploring the doctor's office, both as patients and as doctors. The teachers will print out these pictures and place them on the walls of doctor's office to prompt and guide more dramatic play. The children will also be given opportunities to make real life connections through meeting E1's and I1's dads, who are real doctors!
• Skills: imaginative/creative play, peer relationships, large motor skills, symbolic representation, connection to surrounding community/real-life experiences

Large Motor: Gym and Playground:
• Materials: Gym: monkey bars with connected A-frame ladder and triangle slide, climber with donut hole and regular slide connected, river jump made with mats and bean bags, bean bag toss, and the climbing wall; Playground: wheelbarrows, shovels, wagons, tricycles, soccer balls, Frisbee, and child built catapult for paper or soft balls
• Rationale: The gym has changed once again! The children will get the opportunity to practice their broad jumping and leaping skills over "the river (bean bags)", increase the "body-in-motion" (proprioceptive) skills as they slide down the donut slide and try to land on two feet, as well as foster their targeting skills as they throw beanbags into smaller cardboard targets. Our teacher's and Jaime's teachers collaborated to create the new gym setup and are excited to introduce the new areas to the children! Last week children were asking about building a catapult, so the teachers will look into a construction activity to throw some soft materials on our playground. As the weather improves the children have been engaging in dramatic play on the playground, and making good use of our stick house. There has also been great interest in riding the tricycles, climbing on the monkey bars, and practicing pumping on the swings.
• Skills: jumping/landing skills (dynamic balance), upper/lower body muscular strength and endurance, cardiovascular endurance, hopping, propulsion skills, static balance (with bending, stretching, and throwing), creativity (catapult construction...including safety provisions!)

Additional announcements and reminders:
• We hope you can come to the Pizza Party on Tuesday! If you haven't RSVP'd, please email Amy Pieren and let her know how many members of your family will be coming so we can make sure to have enough pizza for all!
• Small group will be wrapping up this week. It's been exciting watching the group topics unfold and children's learning/discovery blossom.

Snack
Monday - No School
Tuesday - Popsicles for I1's Birthday!
Wednesday - Rice cakes & raisins
Thursday - Pretzels & applesauce
Friday - Popcorn & milk

Weekly Plan May 27 - June 6 2013

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Weekly Lesson Plan

Marie's Class

May 27 - June 6

Overview
It's hard to believe that I am writing the last lesson plan of the school year! For the last two weeks of school we will concentrate on wrapping up many of our ongoing projects and explorations. The small groups will come to a close next week and the children will have a chance to share the information they have learned and games they have invented with their peers as a final culminating activity. We will measure our growing plants, continue our discussions about ways we can care for the earth, and look for bugs hiding in the nooks and crannies of our playground. These last few days of school we will also prepare for the transitions that the end of a school year inevitably brings. We will discuss kindergarten, new teachers, new schools and new friends and will discuss all that we have learned and experienced during our past year together.


Expressive Arts

-Materials: Wood pieces, wood glue, paint, clay, wire, construction paper, natural collage materials, markers, crayons, glue, paper, scissors, loose parts, cardboard squares

-Rationale: Many of the children continue to enjoy using the wood pieces at the art table to create imaginative machines, fairy houses, and other structures. This week we are adding natural materials to the art area to support the children's interest and to inspire them to add more detail tot heir creations. As the children use the loose parts and natural materials to represent mailboxes, doorknobs, windows and other details, they engage their cognitive flexibility skills and strengthen their executive function capabilities.
-Skills: Creative exploration, imagination, symbolic representation, self-expression, fine motor control, color recognition, creative risk-taking, and hand/finger strength.

Sensory 

-Materials: water table, tubes, cups, measuring cups, sieves, funnels, large containers
-Rationale: We have brought the water table back into our classroom for the last two weeks of school! The children will have a chance to incorporate a new element into the funnel and tube contraptions they have been constructing with the marble runs.
-Skills: Imaginative and cooperative play, scientific thinking, problem solving, measurement, beginning math concepts, fine motor skills, sensory exploration and stimulation, creative expression, and social interaction.

Light Table


-Materials: Colorform shapes, white board, erasable markers, prompting questions. 

-Rationale: The materials at the light table encourage the children to exercise their executive function skills in the context of our typical classroom environment. As children look closely at familiar shapes and explore the way these combine to create new figures they engage their working memory and exercise their cognitive flexibility. This week, the teachers have added a white board and erasable markers to the area. The teachers hope that the addition of these flexible and open-ended materials will encourage the children to expand their utilization of the shapes.
-Skills: Cognitive flexibility, shape recognition, fine motor skills, working memory, creative thinking

Science

-Materials: Labeled pictures of the sequence of planting a seed, clipboards, writing utensils, charts depicting the life cycle of a soybean plant, prompting questions, mealworms, magnifying glasses, a grow window, cups, sprouting seeds, rulers. 

-Rationale: Last week the children transplanted their sprouts to cups of soil and continued to discuss what plants need to grow and stay healthy. This week we will add rulers to the science area and will measure our growing plants, exploring numbers and math concepts within the context of our planting activity. 

-Skills: Observation skills, sequencing, critical thinking, mathematical and logical thinking, pre/early literacy, informative language, and descriptive language, scientific inquiry, drawing conclusions, reasoning, knowledge of the natural world, asking questions, hypothesizing, use of magnifying glasses

Math and Manipulatives


-Materials: Insect builders, insect puzzles, unifix cubes, manipulative puzzles, legos
-Rationale: Many of the children continue to enjoy exploring the math and insect materials in the caves. We will continue to have those materials available to support the children's interest and hands-on explorations of numeracy and insects. We will also bring the legos back for the last two weeks of school to support the interest in building and construction that we have seen manifest in the art area.
-Skills: Part to whole relationships, problem solving, early math concepts, number recognition, counting, number operations, symbolic representation, fine motor control

Language and Literacy


-Materials: Name cards, stamps, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, labels and stickers from the post office area, example of money.

-Rationale: The usual materials will continue to be available at the literacy table. In addition, teachers have added books about starting school, kindergarten, and summer transitions to the bookshelves to mirror the changes that are taking place in the children's lives as the school year comes to a close.
-Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play

-Materials: 

Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, ponchos, scarves, raincoats, boots, hats, and sunglasses.
Outside of the loft area: table, chairs, name tags, books about kindergarten, letter and number workbooks and worksheets, pencils, rulers
Dramatic play cave: stuffed animals, open-ended fabrics, a variety of stuffed animals

-Rationale: For the last two weeks of school we have transformed the dramatic play area into a "classroom." As the year draws to a close, the children will have an opportunity to play "school" and discuss the transitions that are coming up as some of our students start kindergarten, move to new classrooms, or simply take some time off for the summer!
-Skills: creative thinking, role-play, symbolic representation, social interactions, social problem solving, mathematical skills, self-help, listening, communication, negotiation

Blocks

-Materials: hollow blocks, unit blocks, ramps, wood boards, pvp pipe, large loose parts
-Rationale: Several children in our class have really enjoyed using the wooden pieces and loose parts in the art area to create elaborate structures and "fairy houses." The teachers have observed the children using uniquely shaped objects to represent a variety of materials (mailboxes, stepping stones, roof tiles, etc.). We want to support the children's cognitive flexibility and burgeoning creativity by bringing similar materials to the block area, where children will be able to interact with their larger creations in new and exciting ways.
-Skills: large motor, peer negotiating skills, dramatic play, symbolic representation, problem-solving, mathematical concepts such as symmetry and geometry, cognitive flexibility, creativity

Large Motor

-Materials: Gym: monkey bars with connected A-frame ladder and triangle slide, climber with donut slide and regular slide connected, river jump made with mats and bean bags, bean bag toss, and the climbing wall Playground: wheelbarrows, shovels, wagons, tricycles, soccer balls, Frisbee, and child built catapult for paper or soft balls
-Rationale: The gym has changed once again! The children will get the opportunity to practice their broad jumping and leaping skills over "the river (bean bags)", increase the "body-in-motion" (proprioceptive) skills as they slide down the donut slide and try to land on two feet, as well as foster their targeting skills as they throw beanbags into smaller cardboard targets. Our teacher's and Jaime's teachers collaborated to create the new gym setup and are excited to introduce the new areas to the children! Last week children were asking about building a catapult, so the teachers will look into a construction activity to throw some soft materials on our playground. We have also seen an explosion of dramatic play taking place outside now that the playground has fully awakened. Princess, fairies, super heroes, cat, dogs, tigers...the playground is filled with imagination every day!
-Skills: jumping/landing skills (dynamic balance), upper/lower body muscular strength and endurance, cardiovascular endurance, hopping, propulsion skills, static balance (with bending, stretching, and throwing), creativity (catapult construction...including safety provisions!)

Snack
Wednesday: Apples slices and crackers
Thursday: Pasta and red sauce

Weekly Documentations May 20 - May 24, 2013

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Spring Weekly Lesson Plan: 5/27/13-5/31/13
Jamie, Megan, Catherine, and Taylor Lead Teaching

Overview

As the year comes to an end, it is our intention to revisit some of the concepts and ideas we have discovered, discussed, and explored over the winter and Spring terms. We have introduced some camping materials to support the children's interest in camping and will encourage them to act out related dramatic play scenarios. We will introduce a weather related area at the science table based on their observations and comments about the stormy and rainy weather we have been experiencing. We will continue to foster developing and strengthening friendships that hopefully can grow over the summer as well. We will move towards inquiry and utilization within our curriculum areas and notice the way we, our bodies, our surroundings, and the natural world have changed over the year.

Expressive Arts 


**Materials: Easel, white thin paper, primary and secondary color paints, paint brushes

Rationale: To promote creative expression and continue to promote color mixing. To continue to provide opportunities for color recognition and awareness. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

Skills: Fine motor, exploration, creativity, artistic expression, turn taking, observation, color recognition

**Materials: paint, letter stamps, different types of paper and cloths to stamp on

Rationale: To promote creative expression and exploration of stamping, pressing, and transferring color. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials for children to stamp on and with.

Skills: Fine motor, exploration, creativity, artistic expression, turn taking, observation, color recognition

Sensory:

**Materials: bug visuals, bug home and food visuals, lily pad and pond visuals, green and blue play dough, gardening tools, impression tools, plastic bugs and spring animals, rocks,
sticks, pipe cleaners, and bug building materials.

Rationale: To learn about homes and habitats of animals and bugs in Spring. To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, fish and ocean animals, bubbles, whisks, nets, and buckets.

Rationale: To continue the exploration of soap and encourage children to use their motor and problem solving skills to create bubbles. To provide spring, water, and ocean animals for the children to increase their dramatic play. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: weather visuals and weather related objects

Rationale: To support the children's interest in weather related topics including rain, sunshine, storms, thunder, and lightning.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording,

Dramatic Play 


**Materials: Loft, farmers market design including: various fruits and vegetables, fake flowers, vases, plastic watering cans, shopping carts, baskets, grocery totes, checkout
counter: paper money, credit card swiper and credit cards, cash register, calculator, farmers market visuals

Rationale: To introduce farmers markets. To increase awareness of growing foods. To build on children's interests of role play and taking on jobs. To increase awareness of buying foods. To introduce local farming. To make connections to plants in the classroom. To continue to encourage planting and shopping experiences and give the children opportunities to express their ideas and share materials. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills: Health related skills, communication, collaboration, try out new ideas, creative expression, symbolic play, discussion, pretend play, modeling, buying/selling skills, role play, peer relationship skills, sharing

**Materials: Baby dolls, doll clothing, diapers, doctor materials including stethoscopes, medicine bottles, syringes, and other doctor tools

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Camping materials, blankets, sleeping bags, flashlights, pots, pans, and felt fire

Rationale: To expand on the children's interest in camping. To provide materials for the children to act out their ideas about building a fire, cooking food on the fire, staying outdoors, walking, and hiking outdoors.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, breakfast food set. Picnic table, picnic basket with sandwich making set, tablecloth.

Rationale: To continue the theme of spring and introduce picnics with warm weather and outdoor eating. To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Sorting and ordering tasks, 100 bead counter, viewfinders and slides, large train and firetruck matching puzzles, peg stackers

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring and vehicles. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To increase the awareness of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers

Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play,
while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, 
spatial concepts, construction skills (building), try out new ideas, turn taking, social skills

Large Motor 



**Materials: Indoors: Monkey bars with connected A-frame ladder and triangle slide, climber with donut slide and regular slide connected, river jump made with mats and bean bags, bean bag toss, and the climbing wall

Rationale: The gym has changed once again! The children will get the opportunity to practice their broad jumping and leaping skills over "the river (bean bags)", increase the "body-in-motion" (proprioceptive) skills as they slide down the donut slide and try to land on two feet, as well as foster their targeting skills as they throw beanbags into smaller cardboard targets. Our teacher's and Ross' teachers collaborated to create the new gym setup and are excited to introduce the new areas to the children!

Skills: jumping/landing skills (dynamic balance), upper/lower body muscular strength and endurance, cardiovascular endurance, hopping, propulsion skills, static balance (with bending, stretching, and throwing)

**Materials: Outdoors: Buckets, shovels, tricycles, dump trucks, wheelbarrows, construction vehicles, lawnmowers, basketball hoop

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration, role play

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), executive function activities, demonstrations by teachers


Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, drums, drum sticks and shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, variants of volume

Snacks:


Tuesday Apple slices and crackers
Friday Rice cakes and raisins

Spring Weekly Lesson Plan: 5/27/13-5/31/13
Jamie, Megan, Catherine, and Taylor Lead Teaching

Overview

As the year comes to an end, it is our intention to revisit some of the concepts and ideas we have discovered, discussed, and explored over the winter and Spring terms. We have introduced some camping materials to support the children's interest in camping and will encourage them to act out related dramatic play scenarios. We will introduce a weather related area at the science table based on their observations and comments about the stormy and rainy weather we have been experiencing. We will continue to foster developing and strengthening friendships that hopefully can grow over the summer as well. We will move towards inquiry and utilization within our curriculum areas and notice the way we, our bodies, our surroundings, and the natural world have changed over the year.

Expressive Arts 


**Materials: Easel, white thin paper, primary and secondary color paints, paint brushes

Rationale: To promote creative expression and continue to promote color mixing. To continue to provide opportunities for color recognition and awareness. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

Skills: Fine motor, exploration, creativity, artistic expression, turn taking, observation, color recognition

**Materials: paint, letter stamps, different types of paper and cloths to stamp on

Rationale: To promote creative expression and exploration of stamping, pressing, and transferring color. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials for children to stamp on and with.

Skills: Fine motor, exploration, creativity, artistic expression, turn taking, observation, color recognition

Sensory:

**Materials: bug visuals, bug home and food visuals, lily pad and pond visuals, green and blue play dough, gardening tools, impression tools, plastic bugs and spring animals, rocks,
sticks, pipe cleaners, and bug building materials.

Rationale: To learn about homes and habitats of animals and bugs in Spring. To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, fish and ocean animals, bubbles, whisks, nets, and buckets.

Rationale: To continue the exploration of soap and encourage children to use their motor and problem solving skills to create bubbles. To provide spring, water, and ocean animals for the children to increase their dramatic play. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: weather visuals and weather related objects

Rationale: To support the children's interest in weather related topics including rain, sunshine, storms, thunder, and lightning.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording,

Dramatic Play 


**Materials: Loft, farmers market design including: various fruits and vegetables, fake flowers, vases, plastic watering cans, shopping carts, baskets, grocery totes, checkout
counter: paper money, credit card swiper and credit cards, cash register, calculator, farmers market visuals

Rationale: To introduce farmers markets. To increase awareness of growing foods. To build on children's interests of role play and taking on jobs. To increase awareness of buying foods. To introduce local farming. To make connections to plants in the classroom. To continue to encourage planting and shopping experiences and give the children opportunities to express their ideas and share materials. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills: Health related skills, communication, collaboration, try out new ideas, creative expression, symbolic play, discussion, pretend play, modeling, buying/selling skills, role play, peer relationship skills, sharing

**Materials: Baby dolls, doll clothing, diapers, doctor materials including stethoscopes, medicine bottles, syringes, and other doctor tools

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Camping materials, blankets, sleeping bags, flashlights, pots, pans, and felt fire

Rationale: To expand on the children's interest in camping. To provide materials for the children to act out their ideas about building a fire, cooking food on the fire, staying outdoors, walking, and hiking outdoors.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, breakfast food set. Picnic table, picnic basket with sandwich making set, tablecloth.

Rationale: To continue the theme of spring and introduce picnics with warm weather and outdoor eating. To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Sorting and ordering tasks, 100 bead counter, viewfinders and slides, large train and firetruck matching puzzles, peg stackers

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring and vehicles. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To increase the awareness of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers

Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play,
while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, 
spatial concepts, construction skills (building), try out new ideas, turn taking, social skills

Large Motor 



Inside

**Materials: Monkey bars with connected A-frame ladder and triangle slide, climber with donut slide and regular slide connected, river jump made with mats and bean bags, bean bag toss, and the climbing wall

Rationale: The gym has changed once again! The children will get the opportunity to practice their broad jumping and leaping skills over "the river (bean bags)", increase the "body-in-motion" (proprioceptive) skills as they slide down the donut slide and try to land on two feet, as well as foster their targeting skills as they throw beanbags into smaller cardboard targets. Our teacher's and Ross' teachers collaborated to create the new gym setup and are excited to introduce the new areas to the children!

Skills: jumping/landing skills (dynamic balance), upper/lower body muscular strength and endurance, cardiovascular endurance, hopping, propulsion skills, static balance (with bending, stretching, and throwing)

**Materials: Outdoors: Buckets, shovels, tricycles, dump trucks, wheelbarrows, construction vehicles, lawnmowers, basketball hoop

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration, role play

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), executive function activities, demonstrations by teachers


Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, drums, drum sticks and shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, variants of volume

Snacks:


Monday No School
Wednesday Apple slices and crackers
Thursday Rice cakes and raisins

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Weekly Documentation: Week of May 20, 2013

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Small Group Documentation: May 22 & 23, 2013

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Weekly Lesson Plan: May 29-June 6, 2013

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Weekly Plan
Week of May 29, 2013
Elizabeth's Class

Overview:
It is hard to imagine that only two weeks remain of our school year! We will be wrapping up all of our rich investigations throughout the final 5 days of school, as we continue to support the children's interests and bring closure to the learning experiences we have shared over the past weeks. For example, as our shape-related curriculum comes to a close, a focus is brought to 3-D shapes (cones, spheres, cubes, cylinders, etc). This will be highlighted by our shape snack- ice cream CONES with SPHERES of coconut ice cream on top! In other areas of the classroom, games with rules continue to be a strong area of interest, as the children practice turn-taking, following directions, counting, cooperation, memory, and a variety of other useful skills. Memory games, Candyland, and other cooperative games are added to support this interest. Finally, as the year draws to a close, there will be a focus on saying goodbye to our classmates and teachers. As teacher Sam says goodbye on May 30, and we all say goodbye during our final class party on Thursday, June 6, it will be a time to talk about what is next (summer, kindergarten, a new classroom) and reflect on the feelings the children express about the coming changes. It has been a wonderful year, and the teachers are sad to see it come to an end. However, we all take pride and joy in the wonderful learning and growing that has taken place this school year!


Science
*Materials: Books about insects, wasp nest, cockroaches, mealworms, examples of different insects and their homes, bug containers with magnifying glasses, "Bug Bones" construction toys.
*Rationale: To allow for continued exploration of insects' homes/habitats- an area of great interest to many children. To support the children's ongoing interest in the different parts of insects, what makes insects different, and insect identification- "bug bones" are added to help children create their own bugs and practice identifying and labeling bug body parts in an open-ended and creative manner.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, topic-specific vocabulary, symbolic representation, creativity, fine motor.

Dramatic Play
Materials: Doctor's office materials (syringes, "medicine" bottles, stethoscopes, bandages, hospital gowns, scrubs•
Rationale: To support the children's strong interest in doctor's office play, community helpers, and caring for others. To encourage back and forth dramatic play interactions, symbolic reasoning, and awareness of health and wellness issues. To highlight a topic important in the lives of the class.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, turn-taking, perspective taking, body awareness and identification.

Language and Literacy
Materials: paper, pencils, markers, alphabet stamps, computer with varity of games.
Rationale: to foster the children's ongoing interest in the written word, alphabetic principle, and symbolic representation. The computer continues to be offered to foster cooperation, teamwork, and computer skills. The doctor's office combines easily with the writing center, as children practice writing out signs for the office, "bills" and "prescriptions" for the patients.
Skills: fine motor, letter recognition, eye-hand coordination, emergent writing and reading, curiosity, symbolic reasoning, peer interaction, technological awareness, keyboarding and mouse skills, planning and sequencing actions, cooperation, verbal communication.

Materials: Books on CD, Rhyming books, fiction and non-fiction books, books related to shapes.
Rationale: The classroom library continues to offer a variety of books that highlight a number of topics, foster the children's ongoing interests, and build awareness of new topics.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, awareness of technology.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, ropes, pulleys,
Rationale: to support children's ongoing interest in creating "inventions" and "machines" pulleys, ropes, and ramp materials are available in the block area.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, using a variety of media for self expression, problem solving, mathematical reasoning, understanding of cause and effect, awareness of physical properties (momentum, gravity), perseverance, analyzing and synthesizing, showing interest and respect for the creative work of self and others, applying previously acquired knowledge.

Expressive Arts (paint, drawing, clay)
Materials: various "loose parts," string, tape, scissors- clay, rubber insects
Rationale: To support the children's interest in simple machines, various collage materials, loose parts, and fasteners are added to the art table. To highlight creativity, planning, and cause and effect. Rubber insects are reintroduced to the clay table to support children's recent interest in creating mealworms, snails, and other creatures out of clay.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sequencing actions, planning, showing interest and respect for the creative work of self and others, self expression using a variety of media and tools, hand-eye coordination, creative problem solving, mathematic reasoning, spatial awareness, upper body strength.

Sensory (Soil Table)
Materials: water, tubing, syringes, water wheels
Rationale: This week we will return to our favorite sensory experience, water. To highlight the movement of water and the ways moving water interacts with other objects.
Skills: cause-and-effect, fostering social relationships, sensory exploration, observational skills, indoor-outdoor connections.

Math and Manipulatives
Materials:Puzzles, Shape puzzles, Games with rules (Memory, Candyland, cooperative games), various 3-D shapes.
Rationale: To further support our understanding of geometric shapes, to emphasize the children's interest in games with rules, to allow time for turn-taking, following directions, simple math, and the social challenges associated with games.
Skills: one-to-one correspondence, synthesis and analysis, fine motor development, hand-eye coordination, part-whole relationships, divergent thinking, awareness of shapes and shape names, comparing, matching, sorting, combining, turn-taking, cooperation, memory.

Large Motor

~Materials: Rolling slide and stairs, mini-trampoline, rope ladder, mini-peddallo, Bean Bag/Ring Toss, Beach-Ball Toss/Lava pit

~Rationale: To emphasize a variety of upper body strength challenges, including hand-eye coordination, catching, throwing, climbing and endurance. Lower body strength is also highlighted, including balance, pedaling, and jumping. All activities continue to focus on the important social skills of turn-taking, cooperation, and peer negotiation.


~Skills: Cardiovascular endurance, directional awareness, spatial awareness, catching/trapping, reaching, grasping, batting, static & dynamic balance, throwing, jumping, muscular strength and endurance, pedaling.

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Weekly Plan May 20 - May 24 2013

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Weekly Lesson Plan

Marie's Class

May 20 - May 24

Overview
The weeks are flying by and it is hard to believe that the year is almost over! The children are deeply involved in small groups right now and are often eager to share what they are learning and doing in those small groups with the class at large. Those focused investigations have sparked larger classroom explorations of insects, games, and numbers and teachers have been delighted to see the sense of community fostered by that give and take sharing of information. In the science area, our seeds have sprouted and this week the children have eagerly begun to play their seedlings. Transferring the seedlings out of their plastic bags and into cups of soil has prompted several rich conversations regarding what plants need to grown and what we can do to facilitate that growth.

Expressive Arts

-Materials: Wood pieces, wood glue, paint, clay, wire, construction paper, markers, crayons, glue, paper, scissors, loose parts, cardboard squares

-Rationale: The art area has been a busy spot for several weeks as the children have eagerly explored the wire, clay, and loose parts. Teachers decided to add small wood pieces to the art area after observing the children's interest in three-dimensional design using the loose parts. 
We hope that the addition of a new medium will keep the children deeply engaged in the exploratory process.
-Skills: Creative exploration, imagination, symbolic representation, self-expression, fine motor control, color recognition, creative risk-taking, and hand/finger strength.

Sensory 

-Materials: sand table, sand, water, various insects (plastic), scoops, shovels, molds, foliage, sticks, and plant stems. 
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Rationale: The children continue to enjoy exploring the materials in the sensory table. Last week's addition of sticks, foliage and natural materials encouraged the children to add more detail to the homes they have been creating for the insects. 

-Skills: Imaginative and cooperative play, scientific thinking, problem solving, construction skills, fine motor skills, sensory exploration and stimulation, creative expression, and social interaction.

Light Table

-Materials: Colorform shapes, photographs of recognizable shapes, prompting questions. 

-Rationale: For the past several weeks the Lab School teachers have been working to embed executive function skills in their classroom and curriculum instruction as part of an ongoing research project with the Institute of Child Development. The new materials at the light table support that goal in that they provide an engaging and developmentally appropriate way for the children to exercise their executive function skills in the context of our typical classroom environment. As children look closely at familiar shapes and explore the way familiar shapes combine to create new figures they engage their working memory and exercise their cognitive flexibility.
-Skills: Cognitive flexibility, shape recognition, fine motor skills, working memory

Science

-Materials: Labeled pictures of the sequence of planting a seed, clipboards, writing utensils, charts depicting the life cycle of a soybean plant, prompting questions, mealworms, magnifying glasses, a grow window, cups, sprouting seeds, rulers. 

-Rationale: Last week the children "planted" their bean sees in plastic bags, adding only water and cotton balls before hanging them in a sunny spot in the classroom. Our seeds have sprouted and are ready to be transplanted! This week we will move our sprouts to cups of soil and continue our discussion about what plants need to grow and how we all can work together to help them along! 

-Skills: Sensory exploration, observation skills, sequencing, critical thinking, mathematical and logical thinking, pre/early literacy, informative language, and descriptive language, scientific inquiry, drawing conclusions, reasoning, knowledge of the natural world, asking questions, hypothesizing, use of magnifying glasses

Math and Manipulatives

-Materials: Insect builders, insect puzzles, unifix cubes, manipulative puzzles
-Rationale: The bug builders have become a popular choice for many of the students in our classroom. Manipulating the different parts of the builders allow children to explore the different parts of an insect's body in new and creative ways. As the children assemble different bugs, teachers encourage them to draw on their previous knowledge about insects' bodies to inform their creations. 

-Skills: Part to whole relationships, problem solving, early math concepts, number recognition, counting, number operations, symbolic representation, fine motor control

Language and Literacy

-Materials: Name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, labels and stickers from the post office area, example of money.

-Rationale: The children continue to enjoy using the writing table in a variety of ways. This week they have been interested in making "money" to use in the flower shop! Teachers continue to support children as they use their literacy skills throughout the day in our classroom by reading books, researching important information on the internet, label their artistic creations, etc.
-Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play

-Materials: 
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, ponchos, scarves, raincoats, boots, hats, and sunglasses.
Flower Shop: flowers, cash register, order forms, baskets, ribbons, vases, aprons, cash register
Dramatic play cave: stuffed animals, open-ended fabrics, picnic basket, picnic blanket, food, flowers, flower box, watering cans, bees, seeds, hoes/rakes, gloves

-Rationale: The children continue to enjoy using the materials in the flower shop in a variety of ways, so we are leaving it intact for one more week! They have made magic potions form flowers, practiced selling flowers, and have built elaborate castles out of the hollow blocks and decorated them with flowers.
-Skills: creative thinking, role-play, symbolic representation, social interactions, social problem solving, mathematical skills, self-help, listening, communication, negotiation, and indoor-outdoor connection.

Blocks

-Materials: hollow blocks, unit blocks, ramps, wood boards, pvp pipe, large loose parts
-Rationale: Several children in our class have really enjoyed using the wooden pieces and loose parts in the art area to create elaborate structures and "fairy houses." The teachers have observed the children using uniquely shaped objects to represent a variety of materials (mailboxes, stepping stones, roof tiles, etc.). We want to support the children's cognitive flexibility and burgeoning creativity by bringing similar materials to the block area, where children will be able to interact with their larger creations in new and exciting ways.
-Skills: large motor, peer negotiating skills, dramatic play, symbolic representation, problem-solving, mathematical concepts such as symmetry and geometry, cognitive flexibility, creativity

Large Motor

-Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber


-Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.


-Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements, propulsive skills (swinging bar to bar).

Snack

Monday: Pretzels and dried apples
Wednesday: Oven fries
Thursday: Apple oatmeal cookies

SPRING LP 5-20-2013

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Weekly Lesson Plan For Ross' Class
Week of: May 20-24, 2013
Lead Teaching This Week: Hilary

Overview:
Hello Families! Last week was truly a week full of spring, with all the nice weather we had... hopefully, this week will be the same ☺. Last week, we kept an eye on the children's hosta plants outside the classroom...and noticed some dramatic changes! We also planted our own seeds during large group, and we will continue thinking/discussing how to care for them throughout the week; especially, "Watering our seeds so they grow!" Another change we made to the classroom was in the dramatic play area, switching from a coffee shop to a doctor's office. This week we will explore aspects of a doctor's office and continue to add new materials with the help of the children: using their past experiences and visit to the doctor as a guide.

Sensory Table:
• Materials: Soil, plastic trees, shovels, rakes, rocks, plastic bugs
• Rationale: The soil table continues to be a hit, as the children continued to explore with the soil and bugs all last week. We started to use the bugs and trees to create forests and make our own stories. This week we will additional materials like plastic trees and other animals that eat bugs or live in the woods to introduce the concept of food chains and habitats.
• Skills: peer interactions/collaboration, problem solving, imagination/creativity, fine motor

Expressive Art (art table):
• Materials: Easel: paint, paintbrushes, plastic egg carton halves, paper; Art table: Paper, watercolors, water, egg carton halves, paintbrushes.
• Rationale: Last week the children explored the new medium of watercolors. This week we will continue working with water colors and may add coffee filters to explore the differences in changing the type of paper we use as well as how the liquid color spreads and changes as it goes through/across the paper.
• Skills: recognition of colors, making patterns by using different colors, artistic expression, imagination/creativity, fine motor,

Science:
• Materials: soil, seeds, water, spray bottle, cartons, journals, pencils
• Rationale: Last week during large group we looked outside to see if our plants were growing along the front of the building, and boy, did they ever! The children noticed that some of their plants were even bigger than their popsicle sticks. Some of the children also planted their own seed to take care of in the classroom, as it turns out we had a bad bunch of soybeans...with no one's pouches resulting in germination. This week we will continue watching the plants outside and drawing what we see in our journals. We will also continue our seed planting and taking care of our plants by watering them every day and tracking the changes.
• Skills: hypothesizing, making observations, exploring, recording data/information, strengthen understanding of plant life cycle

Math/Manipulatives:
• Materials: Shape puzzles, small build blocks in different shapes such as squares, rectangles, and triangles, geo board
• Rationale: Last week the children continued to work on the puzzles with shapes, and this week we will switch out some of the puzzles to bring in some geo boards for the children to start exploring with. Geo boards work on fine motor skills and involved putting rubber bands on different pegs on the board. The children will create different shapes using their rubber bands.
• Skills: shape/shapes recognition, symbolic representation (creating with blocks), fine motor

Literature Center (including The Nook):
• Materials: paper, stamps, paint, white boards, markers light table, storybook pieces
• Rationale: The writing table continues to be a hit! Last week the children worked on making words by using letter stamps and drew lots of pictures! This week we will continue to provide paper and stamps for the children to use. The books on tape also seems to be a hit and we this week we may add some more books on tape to our collection. The children were introduced to new storybook pieces to use on the light table to create their own stories. We will continue using the storybook pieces this week and will add a few imaginative books to help give the children some ideas.
• Skills: letter recognition, pre/early literacy skills, imaginative thinking, symbolic representation, literacy skills

Dramatic Play:
• Materials: "Doctors office" props (syringes, rubber gloves, stethoscope, band aids) dress up clothes (scrubs, doctors coat)
• Rationale: The play in the coffee shop has started to fade this past week, so in collaboration with the afternoon class and a few discussions with some of the children we have decided to create a new dramatic play area. With the new change the children were excited to play in the doctor's office and made comments about a time when they went to the doctor. On Monday we will have even more new materials in the doctor's office!
• Skills: imaginative/creative play, peer relationships, large motor skills, symbolic representation, connection to surrounding community/real-life experiences.

Large Motor: Gym and Playground:
• Materials: Gym: monkey bars w/ connected slide and donut hole, a-frame balancing bridge and climbing walls Playground: wheelbarrows, shovels, wagons, tricycles and soccer balls)
• Rationale: The set up in the gym continues to be a hit! The children swing on the money bars with their feet and love trying to walk across the a-frame balancing bridge. After this week the teachers will be making some new changes to the gym. Also with the weather being so nice outside the teachers are going to open the toddler playground during free play to allow for larger motor/big body play. On the playground, we continue to bring out shovels, wagons, buckets, tricycles and soccer balls. We are seeing a lot of soccer games and digging in the sand to find treasure (gems).
• Skills: jumping/landing skills, upper/lower body, cardiovascular endurance, hopping, propulsion skills, static balance.

Announcements and reminders:
• This week, Laura E and Hilary will be gone on Monday, and Laura E will be gone on Thursday. Sheila will join us on Monday.
NO SCHOOL MONDAY, MAY 27 - In observance of Memorial Day
• Don't forget about the Pizza Party the following day - Tuesday night: 6-7.30p. We hope you can come!
Put in on the calendar - "End of the Year" Party on Thursday, June 6!

Snack:
Monday - Cucumbers & crackers
Tuesday - Rice Chex & fruit smoothies
Wednesday - Pretzels & dried apples
Thursday - Rice cakes & carrot sticks
Friday - Oven fries
**All snacks served with choice of milk or water, unless noted**

Spring Session 5/6-5/17/13

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Overview
We have had some wonderful weather lately that has allowed us to dig into our topics of spring, insects, and taking care of our habitat. One way that the children are representing their learning and ideas about these topics is by creating a classroom mural. It incorporates a vast array of insects, flowers, and even a trashcan! We look forward to future explorations outside as spring continues to come alive.

Expressive Arts
-Materials: clay, wire, wooden tools, construction paper, markers, crayons, glue, paper, scissors, found objects, natural materials (twigs, leaves, rocks, flowers, greenery), and cardboard squares.
-Rationale: This week we will continue to use clay as a sculpting medium. To support and enhance the children's interest in the creation of three-dimensional sculptures wooden tools are added to the clay table. At the collage table we will add various natural materials such as twigs, leaves, rocks, and flowers for the children to experiment with and explore. These natural materials will encourage children to use them in a variety of ways and explore their creativity. Also available for expressive arts this week is a mural that we are working on as a whole class. The children have been incorporating their knowledge of insects, flowers, fairies, and taking care of our habitat.
- Skills: Creative exploration, imagination, symbolic representation, self-expression, fine motor control, color recognition, creative risk-taking, and hand/finger strength.

Sensory
-Materials: sand table, sand, water, gems, sifter, various insects (plastic), scoops, shovels, molds, foliage, sticks, and plant stems.
-Rationale: Building on the children's experiences with wet sand and creating homes for the plastic insects in the table; we have added more natural materials to the table. The children were making homes out of flower stems, so we have added sticks and foliage in order for them to add more detail to their homes.
-Skills: Imaginative and cooperative play, scientific thinking, problem solving, construction skills, fine motor skills, sensory exploration and stimulation, creative expression, and social interaction.

Light Table
-Materials: A variety of shapes along with photographs of familiar objects
-Rationale: In order for the children to practice their cognitive flexibility, we added an activity that encourages them to arrange simple shapes to recreate images from photographs.
-Skills: Cognitive flexibility, matching, comparing, symbolic representation

Science
-Materials: Labeled pictures of the sequence of planting a seed, soybean seeds, clipboards, a marker, charts depicting the life cycle of a soybean plant, prompting questions, soil, planted seeds, worms, magnifying glasses, rulers, and plant growth charts.
-Rationale: To continue fostering children's interest in how the plant life cycle works we continue planting and observing the soy beans planted in cups. This will allow children to hypothesize what their plants will look like and how tall they will grow, observe the physical changes in their plants by measuring them and documenting the growth in their charts. In addition to the mealworms that are rapidly changing into beetles, earthworms that the children collected from the playground are also on the science table for observation.
-Skills: Sensory exploration, observation skills, sequencing, critical thinking, mathematical and logical thinking, pre/early literacy, informative language, and descriptive language, scientific inquiry, drawing conclusions, reasoning, knowledge of the natural world, asking questions, hypothesizing, use of magnifying glasses

Math and Manipulatives
-Materials: Insect builders, marble runs, unifix cubes, manipulative puzzles, lacing cards
-Rationale: The children continue to enjoy the insect builders that can be put together to create unique and exciting bugs. The unifix cubes will allow the children to continue building, practice counting, using one to one correspondence, and do simple number operations using a new material. The lacing cards have been a highly enjoyed item that will still be available to enhance fine motor skills.
-Skills: Problem solving, cause and effect relationship, early math concepts, number recognition, counting, number operations, symbolic representation, peer negotiation, hand-eye coordination, fine motor control, imagination, creative exploration.

Language and Literacy
-Materials: Name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, simple mazes, spring bingo, labels and stickers from the post office area, example of money, stamps.
-Rationale: The literacy table has materials available to encourage the children to write letters to classmates, writing down stories, etc. The children have also been very interested in making money for their flower shop. We have provided some examples of what bills look like in order for the children to have something to reference as they make money to add to the classroom flower shop.
-Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play
-Materials:
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, ponchos, scarves, raincoats, boots, hats, and sunglasses.
Flower Shop: flowers, cash register, order forms, baskets, ribbons, vases, aprons, wallet, and purses.
Dramatic play cave: stuffed animals, open-ended fabrics, picnic basket, picnic blanket, food, flowers, flower box, watering cans, bees, seeds, hoes/rakes, and gloves.
-Rationale: Our flower shop is going to continue to be present in the classroom. The children will continue to have opportunities to buy, sell, and arrange flowers and bouquets. They will also be able to use the money they have made at the literacy table to buy the flowers that they order. In the dramatic play cave we will continue to have the flower box, picnic materials, and animal friends. The children will be able to continue to have picnics and gather flowers to use in the flower shop.
-Skills: Role-play, symbolic representation, social interactions, social problem solving, discussions and conversations related to the spring season, self-help, listening, communication, negotiation, and indoor-outdoor connection.

Blocks
-Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, pvc pipe, maps, large scale manipulative builder.
-Rationale: The children will continue to have access to the block materials to encourage their ongoing interest in building. They have been building houses for different animals (jaguars, cheetahs, sea otters, etc.). To further their building interest and encourage the children to expand the possibilities of what can be created with the hollow blocks, a large manipulative builder will be added to the block area.
-Skills: construction skills, dramatic play, symbolic representation, problem- solving, mathematical concepts such as symmetry and geometry

Large Motor
-Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber

-Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.
-Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements, propulsive skills (swinging bar to bar).

Snack
Monday - Cucumbers & crackers
Tuesday - Pretzels & dried apples
Wednesday - Rice chex & carrot sticks
Thursday - Rice cakes & orange juice
Friday - Oven fries

Weekly Documentation May 13 - May 17, 2013

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Spring Weekly Lesson Plan: 5/20/13-5/24/13
Jamie, Megan, Catherine, and Taylor Co-Teaching

Overview:


As we near the end of the year, we will prepare to transition into the other classrooms by visiting the multi-age classrooms and playgrounds. We will continue to implement valuable executive function skills into our daily routines and curriculum. We will challenge the children to use their working memory skills to recall ideas, themes, and concepts we have explored over the year. We will work on their inhibitory skills by asking them to raise their hands during large group to share their ideas. We will continue to take care of our plants and observe the physical changes as they grow. We will continue to support the children's interests in relative Spring topics like farmers markets, bugs, birds, and weather as we move towards inquiry and utilization in our thinking and experiences.

Expressive Arts

**Materials: Easel, white thin paper, primary and secondary color paints, paint brushes

Rationale: To promote creative expression and continue to promote color mixing. To continue to provide opportunities for color recognition and awareness. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

Skills: Fine motor, exploration, creativity, artistic expression, turn taking, observation, color recognition

Sensory:

**Materials: bug visuals, bug home and food visuals, lily pad and pond visuals, green and blue play dough, gardening tools, impression tools, plastic bugs and spring animals, rocks, sticks

Rationale: To learn about homes and habitats of animals and bugs in Spring. To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, fish and ocean animals, bubbles, whisks, nets, and buckets.

Rationale: To continue the exploration of soap and encourage children to use their motor and problem solving skills to create bubbles. To provide spring, water, and ocean animals for the children to increase their dramatic play. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: Plant and food visuals, garden visuals, childrens pea- planters, pea seeds, rulers, markers, stickers, watering cans, spray bottles, pots and seeds, measuring table, markers and paper to document observations.

Rationale: To increase awareness of seeds, gardening, and planting. To promote independent gardening. To promote creative expression. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials. To integrate life cycles and promote responsibilities. To provide opportunities to observe and record changes in physical features.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording,

Dramatic Play

**Materials: Loft, farmers market design including: various fruits and vegetables, fake flowers, vases, plastic watering cans, shopping carts, baskets, grocery totes, checkout counter: paper money, credit card swiper and credit cards, cash register, calculator, farmers market visuals

Rationale: To introduce farmers markets. To increase awareness of growing foods. To build on children's interests of role play and taking on jobs. To increase awareness of buying foods. To introduce local farming. To make connections to plants in the classroom. To continue to encourage planting and shopping experiences and give the children opportunities to express their ideas and share materials. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills practiced: Health related skills, communication, collaboration, try out new ideas, creative expression, symbolic play, discussion, pretend play, modeling, buying/selling skills, role play, peer relationship skills, sharing

**Materials: Baby dolls, doll clothing, diapers, doctor materials including stethoscopes, medicine bottles, syringes, and other doctor tools

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.

Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community. To encourage children to work together to fight fires and help others.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, breakfast food set. Picnic table, picnic basket with sandwich making set, tablecloth.

Rationale: To continue the theme of spring and introduce picnics with warm weather and outdoor eating. To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: View finders, large matching fire truck and train puzzles, 100 bead counter

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and matching kills. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To increase the awareness of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers

Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, 
spatial concepts, construction skills (building), try out new ideas, turn taking, social skills

Large Motor 



** Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber

Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.

Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements,
propulsive skills (swinging bar to bar).

**Materials: Outdoors: Buckets, shovels, tricycles, dump trucks, wheelbarrows, construction vehicles, basketball hoop, lawn mowers, and watering cans.

Rationale: To provide children opportunities to engage in activities that challenge their
physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration, role play

Large group 





**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), seeds and dirt, demonstrations by teachers, community helper clothing worn by teachers for acting


Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, drums, drum sticks and shakers.
Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, variants of volume

Snacks:


Tuesday: Pretzels and dried apples
Friday: Oven fries

Spring Weekly Lesson Plan: 5/20/13-5/24/13
Jamie, Megan, Catherine, and Taylor Co-Teaching

Overview:


As we near the end of the year, we will prepare to transition into the other classrooms by visiting the multi-age classrooms and playgrounds. We will continue to implement valuable executive function skills into our daily routines and curriculum. We will challenge the children to use their working memory skills to recall ideas, themes, and concepts we have explored over the year. We will work on their inhibitory skills by asking them to raise their hands during large group to share their ideas. We will continue to take care of our plants and observe the physical changes as they grow. We will continue to support the children's interests in relative Spring topics like farmers markets, bugs, birds, and weather as we move towards inquiry and utilization in our thinking and experiences. We will also culminate our small groups and topics this week.

Expressive Arts

**Materials: Easel, white thin paper, primary and secondary color paints, paint brushes

Rationale: To promote creative expression and continue to promote color mixing. To continue to provide opportunities for color recognition and awareness. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

Skills: Fine motor, exploration, creativity, artistic expression, turn taking, observation, color recognition

Sensory:

**Materials: bug visuals, bug home and food visuals, lily pad and pond visuals, green and blue play dough, gardening tools, impression tools, plastic bugs and spring animals, rocks, sticks

Rationale: To learn about homes and habitats of animals and bugs in Spring. To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, fish and ocean animals, bubbles, whisks, nets, and buckets.

Rationale: To continue the exploration of soap and encourage children to use their motor and problem solving skills to create bubbles. To provide spring, water, and ocean animals for the children to increase their dramatic play. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: Plant and food visuals, garden visuals, childrens pea- planters, pea seeds, rulers, markers, stickers, watering cans, spray bottles, pots and seeds, measuring table, markers and paper to document observations.

Rationale: To increase awareness of seeds, gardening, and planting. To promote independent gardening. To promote creative expression. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials. To integrate life cycles and promote responsibilities. To provide opportunities to observe and record changes in physical features.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording,

Dramatic Play

**Materials: Loft, farmers market design including: various fruits and vegetables, fake flowers, vases, plastic watering cans, shopping carts, baskets, grocery totes, checkout counter: paper money, credit card swiper and credit cards, cash register, calculator, farmers market visuals

Rationale: To introduce farmers markets. To increase awareness of growing foods. To build on children's interests of role play and taking on jobs. To increase awareness of buying foods. To introduce local farming. To make connections to plants in the classroom. To continue to encourage planting and shopping experiences and give the children opportunities to express their ideas and share materials. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills practiced: Health related skills, communication, collaboration, try out new ideas, creative expression, symbolic play, discussion, pretend play, modeling, buying/selling skills, role play, peer relationship skills, sharing

**Materials: Baby dolls, doll clothing, diapers, doctor materials including stethoscopes, medicine bottles, syringes, and other doctor tools

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.

Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community. To encourage children to work together to fight fires and help others.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, breakfast food set. Picnic table, picnic basket with sandwich making set, tablecloth.

Rationale: To continue the theme of spring and introduce picnics with warm weather and outdoor eating. To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: View finders, large matching fire truck and train puzzles, 100 bead counter

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and matching kills. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To increase the awareness of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers

Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, 
spatial concepts, construction skills (building), try out new ideas, turn taking, social skills

Large Motor 



** Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber

Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.

Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements,
propulsive skills (swinging bar to bar).

**Materials: Outdoors: Buckets, shovels, tricycles, dump trucks, wheelbarrows, construction vehicles, basketball hoop, lawn mowers, and watering cans.

Rationale: To provide children opportunities to engage in activities that challenge their
physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration, role play

Large group 





**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), seeds and dirt, demonstrations by teachers, community helper clothing worn by teachers for acting


Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, drums, drum sticks and shakers.
Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, variants of volume

Snacks:


Monday: Pretzels and dried apples
Wednesday: Oven fries
Thursday: Cucumbers and crackers

Small Group Documentation: May 15 & 16

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Weekly Documentation: Week of May 13, 2013

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Spring Weekly Lesson Plan: 5/13/13-5/17/13

Megan Lead Teaching
Overview:


We will discuss the life cycle and bury our classroom pet, CoCo. We will continue to learn about Spring, the life cycle, and what plants, flowers, and food needs to grow. We will watch, measure, and observe the plants we planted and identify changes in their physical properties. We will hypothesize what they will look like and how tall they will grow. We will continue to support the children's interest in community helpers, vehicles, and dramatic play by narrating and extending their play with open ended questions and ideas. We have intentionally chosen manipulatives this week that support valuable cognitive skills like sorting, matching, ordering, identifying, and classifying skills.
We will move towards exploration and inquiry in our small group topics and support the children in comparing, contrasting, and processing information according to their own experiences.

Expressive Arts 


**Materials: Easel, white thin paper, primary and secondary color paints, paint brushes

Rationale: To promote creative expression and continue to promote color mixing. To continue to provide opportunities for color recognition and awareness. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

Skills: Fine motor, exploration, creativity, artistic expression, turn taking, observation, color recognition

Sensory:

**Materials: bug visuals, bug home and food visuals, lily pad and pond visuals, green and blue play dough, gardening tools, impression tools, plastic bugs and spring animals, rocks, sticks

Rationale: To learn about homes and habitats of animals and bugs in Spring. To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, fish and ocean animals, bubbles, whisks, nets, and buckets.

Rationale: To continue the exploration of soap and encourage children to use their motor and problem solving skills to create bubbles. To provide spring, water, and ocean animals for the children to increase their dramatic play. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: Plant and food visuals, garden visuals, childrens pea- planters, pea seeds, rulers, markers, stickers, watering cans, spray bottles, pots and seeds.

Rationale: To increase awareness of seeds, gardening, and planting. To promote independent gardening. To promote creative expression. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials. To integrate life cycles and promote responsibilities. To provide opportunities to observe and record changes in physical features.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording,

Dramatic Play

**Materials: Loft, farmers market design including: various fruits and vegetables, fake flowers, vases, plastic watering cans, shopping carts, baskets, grocery totes, checkout counter: paper money, credit card swiper and credit cards, cash register, calculator, farmers market visuals

Rationale: To introduce farmers markets. To increase awareness of growing foods. To build on children's interests of role play and taking on jobs. To increase awareness of buying foods. To introduce local farming. To make connections to plants in the classroom. To continue to encourage planting and shopping experiences and give the children opportunities to express their ideas and share materials. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills practiced: Health related skills, communication, collaboration, try out new ideas, creative expression, symbolic play, discussion, pretend play, modeling, buying/selling skills, role play, peer relationship skills, sharing

**Materials: Baby dolls, doll clothing, diapers, doctor materials including stethoscopes, medicine bottles, syringes, and other doctor tools

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.

Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community. To encourage children to work together to fight fires and help others.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, breakfast food set. Picnic table, picnic basket with sandwich making set, tablecloth.

Rationale: To continue the theme of spring and introduce picnics with warm weather and outdoor eating. To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Sorting and ordering tasks, potato-head set, matching tasks, color puzzles, spring and bug puzzles, habitat puzzles

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To increase the awareness of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers

Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, 
spatial concepts, construction skills (building), try out new ideas, turn taking, social skills

Large Motor 



** Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber

Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.

Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements, propulsive skills (swinging bar to bar).

**Materials: Outdoors: Buckets, shovels, tricycles, dump trucks, wheelbarrows, construction vehicles, basketball hoop

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration, role play

Large group 


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), seeds and dirt, demonstrations by teachers, community helper clothing worn by teachers for acting


Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, drums, drum sticks and shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, variants of volume

Snacks:


Tuesday: Applesauce and crackers
Friday: Rice cakes and craisins

Spring Weekly Lesson Plan: 5/13/13-5/17/13

Megan Lead Teaching
Overview:


We will discuss the life cycle and bury our classroom pet, CoCo. We will continue to learn about Spring, the life cycle, and what plants, flowers, and food needs to grow. We will watch, measure, and observe the plants we planted and identify changes in their physical properties. We will hypothesize what they will look like and how tall they will grow. We will continue to support the children's interest in community helpers, vehicles, and dramatic play by narrating and extending their play with open ended questions and ideas. We have intentionally chosen manipulatives this week that support valuable cognitive skills like sorting, matching, ordering, identifying, and classifying skills.
We will move towards exploration and inquiry in our small group topics and support the children in comparing, contrasting, and processing information according to their own experiences.

Expressive Arts 


**Materials: Easel, white thin paper, primary and secondary color paints, paint brushes

Rationale: To promote creative expression and continue to promote color mixing. To continue to provide opportunities for color recognition and awareness. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

Skills: Fine motor, exploration, creativity, artistic expression, turn taking, observation, color recognition

Sensory:

**Materials: bug visuals, bug home and food visuals, lily pad and pond visuals, green and blue play dough, gardening tools, impression tools, plastic bugs and spring animals, rocks, sticks

Rationale: To learn about homes and habitats of animals and bugs in Spring. To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, fish and ocean animals, bubbles, whisks, nets, and buckets.

Rationale: To continue the exploration of soap and encourage children to use their motor and problem solving skills to create bubbles. To provide spring, water, and ocean animals for the children to increase their dramatic play. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: Plant and food visuals, garden visuals, childrens pea- planters, pea seeds, rulers, markers, stickers, watering cans, spray bottles, pots and seeds.

Rationale: To increase awareness of seeds, gardening, and planting. To promote independent gardening. To promote creative expression. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials. To integrate life cycles and promote responsibilities. To provide opportunities to observe and record changes in physical features.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording,

Dramatic Play

**Materials: Loft, farmers market design including: various fruits and vegetables, fake flowers, vases, plastic watering cans, shopping carts, baskets, grocery totes, checkout counter: paper money, credit card swiper and credit cards, cash register, calculator, farmers market visuals

Rationale: To introduce farmers markets. To increase awareness of growing foods. To build on children's interests of role play and taking on jobs. To increase awareness of buying foods. To introduce local farming. To make connections to plants in the classroom. To continue to encourage planting and shopping experiences and give the children opportunities to express their ideas and share materials. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills practiced: Health related skills, communication, collaboration, try out new ideas, creative expression, symbolic play, discussion, pretend play, modeling, buying/selling skills, role play, peer relationship skills, sharing

**Materials: Baby dolls, doll clothing, diapers, doctor materials including stethoscopes, medicine bottles, syringes, and other doctor tools

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.

Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community. To encourage children to work together to fight fires and help others.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, breakfast food set. Picnic table, picnic basket with sandwich making set, tablecloth.

Rationale: To continue the theme of spring and introduce picnics with warm weather and outdoor eating. To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Sorting and ordering tasks, potato-head set, matching tasks, color puzzles, spring and bug puzzles, habitat puzzles

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To increase the awareness of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers

Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, 
spatial concepts, construction skills (building), try out new ideas, turn taking, social skills

Large Motor 



** Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber

Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.

Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements, propulsive skills (swinging bar to bar).

**Materials: Outdoors: Buckets, shovels, tricycles, dump trucks, wheelbarrows, construction vehicles, basketball hoop

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration, role play

Large group 


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), seeds and dirt, demonstrations by teachers, community helper clothing worn by teachers for acting


Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, drums, drum sticks and shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, variants of volume

Snacks:


Monday: Cucumbers and crackers
Wednesday: Rice cakes and craisins
Thursday: Applesauce and crackers

SPRING LP 5-13-2013

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Weekly Lesson Plan for Ross' Class
Week of: May 13 - 17, 2013
Lead teaching this week: Team teaching

Overview/goals: Hello families! With all of the rain from this past week we are hoping the plants outside will continue to grow. Last week, the children placed a popsicle-stick with their picture on it next to the budding hostas in front of the building, and will get an opportunity to observe and record the changes. This may be something fun to look at on your way in each morning, too! The teachers also noticed the children spending less time in the classroom coffee shop; therefore real food and drinks have been brought in to reengage the children. The children have been given the opportunity to sell, make, and serve the food/drinks, giving them the connection of what a real coffee shop job is like. Next week the children will continue selling "kid tea" and receiving their snack from the coffee shop. The teachers are thinking of changing the dramatic play area this week, too, so the children will get an opportunity to give their ideas about what the next area could be! As we get closer and closer to the end of the session, we want to start bring closure to some of our classroom explorations that have taken place this spring, as well as over the course of the school year.

Expressive Art (drawing table, clay table, paint easel):

• Materials: Drawing table: Paint, paint rollers, Styrofoam plants, Styrofoam blocks; Clay table: clay, cutting tools, wire, branches; Painting easel: paint, paper, and paint brushes

• Rationale: Experimenting with different ways to transfer designs from Styrofoam onto paper continues to be popular at the art table, thanks to Liam's sister, Alma, whom introduced this activity to the children last week. Color mixing and collaborating at the easel has also continued. The children are mixing primary colors to create new colors. Black and white paint is also available to create different hues. Story telling will continue at the clay table, using the materials at the table to help act out stories. A pirate story was told last week, which included a princess and a queen. The children created pirate ships and castles to go along with their storytelling.
• Skills: Creative/artistic expression, social skills, symbolic representation, experimentation, fine motor skills

Sensory Table:
• Materials: Soil, plastic insects, rocks, plastic trees/plants, plastic shovels and spades, grass seeds
• Rationale: Last week the children enjoyed using their imaginations at the soil table, by creating different scenarios for the insects. They explored the soil and built different homes/buried the insects. Many children tried to bury the large rocks and then ask other children to try and find them. Some children created "bad guy" and "good guy" insects and played various games following that theme.
• Skills: Fine motor skills, collaboration with peers, exploration of components of soil

Math/Manipulatives:

• Materials: Fraction puzzles, various shape puzzles, alphabet puzzles, story telling vinyl pieces; the nook: story telling pieces

• Rationale: The fraction puzzles have continued to be a challenging one for the children to figure out. They enjoy the challenge and will sometimes work together to help put together the pieces. The 3D/spatial rectangle puzzle has also been a popular and challenging puzzle that challenges the children's spatial planning/problem solving. These puzzles will continue to be the main focus of our table.
• Skills: One-to-one correspondence, fine motor skills, learning about/comparing fractions, part-to-whole relationships, shape recognition, letter recognition

Literature Center/The Nook:
• Materials: Rubber stamps, markers, pencils, scissors, paper and white boards

• Rationale: The story pieces in the nook continue to be popular among the children. After watching Laura P retell the "Jack and Jill" nursery rhyme, the children have started using the pieces to tell their own invented stories. The teachers will continue to bring the story pieces to large group and tell new stories in hopes to spark the interest in some new storytellers. The literature center will remain the same since the children are still interested in using the rubber alphabet stamps to write messages.
• Skills: Pre/early literacy skills, letter recognition, fine motor strength, phonemic awareness, creativity skills

Dramatic Play:
• Materials: "Coffee Shop" props (to-go coffee cups, lids, mugs, pitchers, cash register, our "own" money), food "making" materials (beads, puff balls, small squares, bottle caps), kitchen/cooking props (hand mixer, plates, our "own" oven, pans), coffee beans, measuring cups/spoons.
• Rationale: We had lots of fun in the coffee shop last week; we decided to make our own "kid tea" this week and sold it in the coffee shop. The children took on roles like the cashiers, customers, and servers. This also got them excited to use the food making materials, again. In addition to using the materials to make our own food we decided to make our own "kid" tea this week and sell it in the coffee shop. This week we will continue to use these materials to make more food and also may bring in another food item to sell out of the coffee shop for our the possible "grand closing" of the coffee shop, as we also feel ready for a new dramatic play set-up.
• Skills: imaginative/creative play, peer relationships, large motor skills, symbolic representation, connection to surrounding community/real-life experiences, math skills (measuring).

Block Area:
• Materials: Large hollow blocks, small shaped blocks, ramps, traction pads, wheels, keyboards.
• Rationale: We saw a plethora of TIVs, rocket ships, police cars, and stage building (to act out our own plays) in the block area last week. We have been busy working with the new materials that were added last week, like the wheels. During the play with the car building a few of the children used the wheels as fuel to put in their cars. This week we will continue to use these new materials to add onto the structures we build. With only a few weeks left in the school year we will start to wrap up some of these stories in the dramatic play area.
• Skills: Large and fine motor skills, problem solving, peer relationships.

Large-motor:

• Materials: Gym: Monkey bars w/ connected slide and donut hole, a-frame balancing bridge and climbing walls Playground: wheelbarrows, shovels, wagons, tricycles and soccer balls

• Rationale: In the gym: The children have enjoyed our new gym set. The A-frame balancing bridge and the monkey bars have been a hit this past week. The children will continue to explore the new set up. They will be able to challenge themselves physically to get to the top of the climbing wall, which they are eager to jump down from. On the playground: A frisbee has been introduced on the playground and the children have created rules for taking turns when throwing it. With the more spring-like weather lately, there have been worm hunts and digging for worms as well. Hopefully as it warms up, tricycles and wagons will be able to be used every day.

• Skills: Peer relationships, upper/lower body strength, dynamic and static balance hopping, jump/landing skills, propulsion skills,

Announcements/special interests:
• The all-school camping trip is this weekend! For those not planning to spend the night, I hope you'll still be able to join us for the events on Saturday. See the flyer of the Lab School homepage for more information.
• It's our dish week next week, and we would really appreciate help from the parents one last time!
• Believe it or not, the end of the year is almost here, and that means we'll be celebrating in a few ways. We have the Pizza Party on Tuesday, May 28 from 6-7.30p. We also have our "End of the Year" party schedule for Thursday, June 6. More details will come in the next week about times and possible locations, so stay tuned!

Snack:
Monday - Bagel pizzas
Tuesday - Celery & Sunbutter
Wednesday - Carrots & rice cakes
Thursday - Popcorn
Friday - Applesauce & crackers
** All snacks served with a choice of milk or water, unless otherwise noted**


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Spring Session 5/6-5/10/13

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Overview
As the spring weather is now cooperating we will dive into observation and exploration of the natural world outside of our classroom. To support children's interest and curiosity of our natural world, we will be collecting worms from the playground for our science table. This will provide children with an opportunity to investigate, compare and contrast them to the mealworms. To foster children's curiosity of the natural world, we will also be exploring our outdoor environment by going on a "Spring Scavenger Hunt". Inside our classroom, seeds have started sprouting and this week we will be transferring them into cups/pots. We will be hypothesizing what our plants will look like and how tall they will grow. We will also be observing the physical changes in our plants by measuring them and documenting their growth in charts. Lastly, we will be adding natural materials from the outdoors to our collage table which will give children opportunities to explore their creativity by using them in imaginative ways.

Expressive Arts
-Materials: clay, wire, wooden tools, construction paper, markers, crayons, glue, paper, scissors, natural materials (twigs, leaves, rocks, flowers), and cardboard squares.
-Rationale: This week we will continue to use clay as a sculpting medium. To support and enhance the children's interest in the creation of three-dimensional sculptures wooden tools are added to the clay table. At the collage table we will add various natural materials such as twigs, leaves, rocks, and flowers for the children to experiment with and explore. These natural materials will encourage children to use them in a variety of ways and explore their creativity. -Skills: Creative exploration, imagination, symbolic representation, self-expression, fine motor control, color recognition, creative risk-taking, and hand/finger strength.

Sensory
-Materials: sand table, sand, water, gems, sifter, various insects (plastic), scoops, shovels, molds, foliage, sticks, and plant stems.
-Rationale: Building on the children's experiences with wet sand and creating homes for the plastic insects in the table; we have added more natural materials to the table. The children were making homes out of flower stems, so we have added sticks and foliage in order for them to add more detail to their homes.
-Skills: Imaginative and cooperative play, scientific thinking, problem solving, construction skills, fine motor skills, sensory exploration and stimulation, creative expression, and social interaction.

Light Table
-Materials: Real flowers, labeled pictures of flower parts, magnifying glasses, tweezers, and clipboards.
-Rationale: The flowers have been moved from the science table over to the light table. The children have been interested in dissecting the flowers and examining the different parts that the flower is composed of. On the light table the children will be able to see through the petals and leaves and have a closer look at the structure of a flower.
-Skills: Sensory stimulation, exploration, inquiry, observation, asking questions, hypothesizing, comparing, informative language, descriptive language, fine motor skills, and social interaction.

Science
-Materials: Labeled pictures of the sequence of planting a seed, soybean seeds, cotton balls, plastic bags, clipboards, a marker, charts depicting the life cycle of a soybean plant, prompting questions, soil, pots, worms, magnifying glasses, ruler, and plant growth charts.
-Rationale: To continue fostering children's interest in how the plant life cycle works we will be transferring the sprouted beans into cups/pots. This will allow children to hypothesize what their plants will look like and how tall they will grow, observe the physical changes in their plants by measuring them and documenting the growth in their charts. To facilitate children's growing interest in the lifecycle of a beetle at the science table we have also added worms that children collected from the playground.
-Skills: Sensory exploration, observation skills, sequencing, critical thinking, mathematical and logical thinking, pre/early literacy, informative language, and descriptive language, scientific inquiry, drawing conclusions, reasoning, knowledge of the natural world, asking questions, hypothesizing, use of magnifying glasses

Math and Manipulatives
-Materials: Insect builders, marble runs, unifix cubes, manipulative puzzles, sewing needles, embroidery hoops, yarn, fabric, torn clothing items, lacing cards
-Rationale: This week we will continue to use the sewing materials to keep fostering the children's fine motor skills and problem solving skills. We have changed out the math cave with new materials. The children now have insect builders that when put together resemble bugs. The children will be able to connect the pieces and create their own bug. The unifix cubes will allow the children to continue practice counting using one to one correspondence and to practice number operations using a new material.
-Skills: Problem solving, cause and effect relationship, early math concepts, number recognition, counting, number operations, symbolic representation, peer negotiation, hand-eye coordination, fine motor control, imagination, creative exploration.

Language and Literacy
-Materials: Name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, simple mazes, spring bingo, labels and stickers from the post office area, example of money.
-Rationale: The literacy table has materials available to encourage the children to write letters to classmates, writing down stories, etc. The children have also been very interested in making money for their flower shop. We have provided some examples of what bills look like in order for the children to have something to reference as they make money to add to the classroom flower shop.
-Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play
-Materials:
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, ponchos, scarves, raincoats, boots, hats, and sunglasses.
Flower Shop: flowers, cash register, order forms, baskets, ribbons, vases, aprons, wallet, and purses.
Dramatic play cave: stuffed animals, open-ended fabrics, picnic basket, picnic blanket, food, flowers, flower box, watering cans, bees, seeds, hoes/rakes, and gloves.
-Rationale: Our flower shop is going to continue to be present in the classroom. The children will continue to have opportunities to buy, sell, and arrange flowers and bouquets. They will also be able to use the money they have made at the literacy table to buy the flowers that they order. In the dramatic play cave we will continue to have the flower box, picnic materials, and animal friends. The children will be able to continue to have picnics and gather flowers to use in the flower shop.
-Skills: Role-play, symbolic representation, social interactions, social problem solving, discussions and conversations related to the spring season, self-help, listening, communication, negotiation, and indoor-outdoor connection.

Blocks
-Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, pvc pipe, maps
-Rationale: The children will continue to have access to the block materials to encourage their ongoing interest in building. They have been building houses for different animals (jaguars, cheetahs, sea otters, etc.). The children have also continued their interest in creating plays and performing them with various props found around the room.
-Skills: construction skills, dramatic play, symbolic representation, problem- solving, mathematical concepts such as symmetry and geometry

Large Motor
-Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber

-Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.
-Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements, propulsive skills (swinging bar to bar).

Snack
Monday - Toast & orange juice
Tuesday - Carrots & rice cakes
Wednesday - Celery & sunbutter
Thursday - Popcorn
Friday - Applesauce & crackers

Small Group Documentation: May 8 & 9, 2013

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Weekly Documentation: Week of May 6, 2013

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Games Facilitated by: Allie

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Weekly Documentation May 6 - May 10, 2013

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Weekly Documentation May 6 - May 10, 2013

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Weekly Lesson PLan
Marie's Class
May 6 - May 10

Expressive Arts
-Materials: clay, wire, construction paper, markers, crayons, glue, paper, scissors, loose parts, cardboard squares
-Rationale: We have been using paint for a few weeks now and wanted to introduce a new material to the expressive arts area. We chose clay as a sculpting medium after noticing the children's interest in three-dimensional design using the loose parts. Teachers also expect the addition of the clay to inspire the children to explore the wire in new and unique ways.
-Skills: Creative exploration, imagination, symbolic representation, self-expression, fine motor control, color recognition, creative risk-taking, and hand/finger strength.

Sensory
-Materials: sand table, sand, water, various insects (plastic), scoops, shovels, molds, foliage, sticks, and plant stems.
-Rationale: The children have enjoyed exploring the new materials in the sensory table. This week we have added sticks, foliage and natural materials to the table to encourage the children to add more detail to the homes they have been craeting for the insects.
-Skills: Imaginative and cooperative play, scientific thinking, problem solving, construction skills, fine motor skills, sensory exploration and stimulation, creative expression, and social interaction.

Light Table
-Materials: Real flowers, labeled pictures of flower parts, magnifying glasses, tweezers, and clipboards.
-Rationale: The flowers have been moved from the science table over to the light table. The children have been interested in dissecting the flowers and examining the different parts that the flower is composed of. On the light table the children will be able to see through the petals and leaves and have a closer look at the structure of a flower.
-Skills: Sensory stimulation, exploration, inquiry, observation, asking questions, hypothesizing, comparing, informative language, descriptive language, fine motor skills, and social interaction.

Science
-Materials: Labeled pictures of the sequence of planting a seed, soybean seeds, cotton balls, plastic bags, clipboards, writing utensils, charts depicting the life cycle of a soybean plant, prompting questions, mealworms, magnifying glasses, and a bug game.
-Rationale: To continue to support the children's interest of flowers and plants, the teachers have started a planting station at one of the science tables. The children will be able to have their own soybean seed, plant it in a plastic bag and attach it to the window to wait for the bean to sprout..
-Skills: Sensory exploration, observation skills, sequencing, critical thinking, mathematical and logical thinking, pre/early literacy, informative language, and descriptive language, scientific inquiry, drawing conclusions, reasoning, knowledge of the natural world, asking questions, hypothesizing, use of magnifying glasses

Math and Manipulatives
-Materials: Insect builders, marble runs, unifix cubes, manipulative puzzles, sewing needles, embroidery hoops, yarn, fabric, torn clothing items, lacing cards
-Rationale: We will continue to foster the children's exploration of numbers and counting by providing materials that foster the engagement of these developing skills. Counters and unifix cubes provide the children with an opportunity to explore the meaning if numbers in a tangible and engaging way.
-Skills: Problem solving, cause and effect relationship, early math concepts, number recognition, counting, number operations, symbolic representation, peer negotiation, hand-eye coordination, fine motor control, imagination, creative exploration.

Language and Literacy
-Materials: Name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, simple mazes, spring bingo, labels and stickers from the post office area, example of money.
-Rationale: The literacy table has materials available to encourage the children to write letters to classmates, writing down stories, etc. The children have also been very interested in making money for their flower shop. We have provided some examples of what bills look like in order for the children to have something to reference as they make money to add to the classroom flower shop.
-Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play
-Materials:
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, ponchos, scarves, raincoats, boots, hats, and sunglasses.
Flower Shop: flowers, cash register, order forms, baskets, ribbons, vases, aprons, cash register
Dramatic play cave: stuffed animals, open-ended fabrics, picnic basket, picnic blanket, food, flowers, flower box, watering cans, bees, seeds, hoes/rakes, gloves
-Rationale: The children have enjoyed using the materials in the flower shop in a variety of ways. They have made magic pitions form flowers, practiced selling flowers, and have built elaborate castles out of the hollow blocks and decorated them with flowers. We will continue to have these popular materials available this week.
-Skills: Role-play, symbolic representation, social interactions, social problem solving, discussions and conversations related to the spring season, self-help, listening, communication, negotiation, and indoor-outdoor connection.

Blocks
-Materials: hollow blocks, unit blocks, ramps, wood boards, pvc pipe, marbles, marble mazes
-Rationale: Many children have enjoyed creating elaborate marble mazes out of the builders that were in the math and manipulatives cave. E have moved these materials to the back of the classroom and added larger balls and hollow pvc pipe so that the children can extend the structures they have been making using tubes and the hollow blocks. Teachers hope to encourage the children to use the concepts they have learned through working with the marble mazes (gravity, cause and effect, etc) and apply them to different materials.
-Skills: construction skills, dramatic play, symbolic representation, problem- solving, mathematical concepts such as symmetry and geometry

Large Motor
-Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber

-Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.


-Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements, propulsive skills (swinging bar to bar).

Snack
Monday: Cucumber slices and crackers
Wednesday: Granola bars
Thursday: Frozen peas and pretzels

Spring Weekly Lesson Plan: 5/6/13-5/10/13
Jamie, Megan, Taylor and Catherine Lead Teaching

Overview:


We will continue to learn about Spring, the life cycle, and what plants, flowers, and food needs to grow. We will watch, measure, and observe the plants we planted and identify changes in their physical properties. We will hypothesize what they will look like and how tall they will grow. We will continue to support the children's interest in community helpers, vehicles, and dramatic play by narrating and extending their play with open ended questions and ideas. We have intentionally chosen manipulatives this week that support valuable cognitive skills like sorting, matching, ordering, identifying, and classifying skills.

Expressive Arts 


**Materials: Easel, white thin paper, secondary color finger paints, large paint dishes

Rationale: To promote creative expression and continue to promote color mixing. To continue to provide opportunities for color recognition and awareness. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

Skills: Fine motor, exploration, creativity, artistic expression, turn taking, observation, color recognition

Sensory:

**Materials: bug visuals, bug home and food visuals, lily pad and pond visuals, green and blue play dough, gardening tools, impression tools, plastic bugs and spring animals, rocks, sticks

Rationale: To learn about homes and habitats of animals and bugs in Spring. To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, fish and ocean animals, bubbles, whisks, nets, and buckets.

Rationale: To introduce a new sensory experience and begin to understand water and it's properties. To introduce soap and encourage children to use their motor and problem solving skills to create bubbles. To provide spring, water, and ocean animals for the children to increase their dramatic play. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: Plant and food visuals, garden visuals, toilet paper rolls, dirt, pea seeds, "grow a bean", rulers, markers, stickers, pots and seeds.

Rationale: To increase awareness of seeds, gardening, and planting. To introduce and promote independent gardening. To promote creative expression. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials. To integrate life cycles and promote responsibilities. To provide opportunities to observe and record changes in physical features.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording

Dramatic Play

**Materials: Loft, home areas design including couch, rocking chair, telephones, family pictures, babies, small books, strollers, baby beds, diapers, flowers

Rationale: To integrate the kitchen area and loft to encourage the children to act out their ideas about cooking, care taking, and relationships. To provide babies for the children to prepare meals for, feed, take care of, and change.

Skills practiced: responsibility, communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion, pretend play, modeling

**Materials: Doctor materials including outfits, hair nets, stethoscopes, medicine bottles, syringes, and other doctor tools, human body books

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.


Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community. To encourage children to work together to fight fires and help others.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, breakfast food set, fruits, vegetables

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills: Health related skills, Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Sorting and ordering tasks, matching tasks, color puzzles, spring and bug
puzzles, habitat puzzles

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To introduce the concepts of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers

Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, 
spatial concepts, construction skills (building), try out new ideas, turn taking, social skills

Large Motor 



** Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber

Rationale: Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.

Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements, propulsive skills (swinging bar to bar).

**Materials: Outdoors: Buckets, shovels, tricycles, dump trucks, wheelbarrows, construction vehicles

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration, role play

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), seeds and dirt, demonstrations by teachers, community helper clothing worn by teachers for acting


Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, drums, sheet music, and shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, variants of volume

Snacks:


Tuesday: Birthday Snack
Friday: Granola Bars

Spring Session- Marie's Group

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Spring Weekly Lesson Plan: 5/6/13-5/10/13
Jamie, Megan, Taylor and Catherine Lead Teaching

Overview:


We will continue to learn about Spring, the life cycle, and what plants, flowers, and food needs to grow. We will watch, measure, and observe the plants we planted and identify changes in their physical properties. We will hypothesize what they will look like and how tall they will grow. We will continue to support the children's interest in community helpers, vehicles, and dramatic play by narrating and extending their play with open ended questions and ideas. We have intentionally chosen manipulatives this week that support valuable cognitive skills like sorting, matching, ordering, identifying, and classifying skills.
We will move towards exploration and inquiry in our small group topics and support the children in comparing, contrasting, and processing information according to their own experiences.

Expressive Arts 


**Materials: Easel, white thin paper, secondary color finger paints, large paint dishes

Rationale: To promote creative expression and continue to promote color mixing. To continue to provide opportunities for color recognition and awareness. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

Skills: Fine motor, exploration, creativity, artistic expression, turn taking, observation, color recognition

Sensory:

**Materials: bug visuals, bug home and food visuals, lily pad and pond visuals, green and blue play dough, gardening tools, impression tools, plastic bugs and spring animals, rocks, sticks

Rationale: To learn about homes and habitats of animals and bugs in Spring. To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, fish and ocean animals, bubbles, whisks, nets, and buckets.

Rationale: To introduce a new sensory experience and begin to understand water and it's properties. To introduce soap and encourage children to use their motor and problem solving skills to create bubbles. To provide spring, water, and ocean animals for the children to increase their dramatic play. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: Plant and food visuals, garden visuals, toilet paper rolls, dirt, pea seeds, "grow a bean", rulers, markers, stickers, pots and seeds.

Rationale: To increase awareness of seeds, gardening, and planting. To introduce and promote independent gardening. To promote creative expression. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials. To integrate life cycles and promote responsibilities. To provide opportunities to observe and record changes in physical features.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording

Dramatic Play

**Materials: Loft, home areas design including couch, rocking chair, telephones, family pictures, babies, small books, strollers, baby beds, diapers, flowers

Rationale: To integrate the kitchen area and loft to encourage the children to act out their ideas about cooking, care taking, and relationships. To provide babies for the children to prepare meals for, feed, take care of, and change.

Skills practiced: responsibility, communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion, pretend play, modeling

**Materials: Doctor materials including outfits, hair nets, stethoscopes, medicine bottles, syringes, and other doctor tools, human body books

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.


Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community. To encourage children to work together to fight fires and help others.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, breakfast food set, fruits, vegetables

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills: Health related skills, Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Sorting and ordering tasks, matching tasks, color puzzles, spring and bug
puzzles, habitat puzzles

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To introduce the concepts of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers

Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, 
spatial concepts, construction skills (building), try out new ideas, turn taking, social skills

Large Motor 



** Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber

Rationale: Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.

Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements, propulsive skills (swinging bar to bar).

**Materials: Outdoors: Buckets, shovels, tricycles, dump trucks, wheelbarrows, construction vehicles

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration, role play

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), seeds and dirt, demonstrations by teachers, community helper clothing worn by teachers for acting


Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, drums, sheet music, and shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, variants of volume

Snacks:


Monday Cucumber slices and crackers
Wednesday: Frozen Peas and Pretzels
Thursday: Granola Bars

Spring Session- Amy's Group

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Spring Session- Julianne's Group

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Spring Session- Julianne's Group

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WK 5 (May 28-30, 2013)

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WK 4 (May 21-23, 2013)

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WK 3 (May 14-16, 2013)

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WK 2 (May 7-9, 2013)

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WK 1 (April 30 - May 2, 2013)

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WK 4 (May 21-23, 2013)

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WK 3 (May 14-16, 2013)

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WK 2 (May 7-9, 2013)

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WK 1 (April 30 - May 2, 2013)

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WK 5 (May 28-30, 2013)

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WK 4 (May 21-23, 2013)

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WK 3 (May 14-16, 2013)

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WK 2 (May 7-9, 2013)

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WK 1 (April 30 - May 2, 2013)

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Spring Session 4/29-5/3/13

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Overview
It's been hard to transition to thinking about spring with all of this up and down weather. The good news is that we are still thinking spring in our classroom, even though it may not be reflected outside. As the week progresses we will be turning our attention to not just looking at plants, but doing some seed sprouting of our own at the science table. We will continue to provide hands-on experiences and discussions related to mealworm lifecycles, seasonal change in our habitat, flower dissections, and flower shop dramatic play. The children are also invested in helping care for our habitat, specifically by reducing waste and picking up litter. Some have begun using the scrap basket in the classroom and others have found litter on the playground and brought it to the garbage can. To foster their consideration and care for our habitat, the class will take a walk around the school grounds to pick up litter and make sure it gets put in the trash.

Expressive Arts
-Materials: clay, wire, construction paper, markers, crayons, glue, paper, scissors, loose parts, cardboard squares
-Rationale: We have been using paint for a few weeks now and wanted to introduce a new material to the expressive arts area. We chose clay as a sculpting medium after noticing the children's interest in three-dimensional design using the loose parts. Along with the clay we will provide stiff wire that can be incorporated into their creations.
-Skills: Creative exploration, imagination, symbolic representation, self-expression, fine motor control, color recognition, creative risk-taking, and hand/finger strength.

Sensory
-Materials: sand table, sand, water, various insects (plastic), scoops, shovels, molds, foliage, sticks, and plant stems.
-Rationale: Building on the children's experiences with wet sand and creating homes for the plastic insects in the table, we have added more natural materials to the table. The children were making homes out of flower stems, so we have added sticks and foliage in order for them to add more detail to their homes.
-Skills: Imaginative and cooperative play, scientific thinking, problem solving, construction skills, fine motor skills, sensory exploration and stimulation, creative expression, and social interaction.

Light Table
-Materials: Real flowers, labeled pictures of flower parts, magnifying glasses, tweezers, and clipboards.
-Rationale: The flowers have been moved from the science table over to the light table. The children have been interested in dissecting the flowers and examining the different parts that the flower is composed of. On the light table the children will be able to see through the petals and leaves and have a closer look at the structure of a flower.
-Skills: Sensory stimulation, exploration, inquiry, observation, asking questions, hypothesizing, comparing, informative language, descriptive language, fine motor skills, and social interaction.

Science
-Materials: Labeled pictures of the sequence of planting a seed, soybean seeds, cotton balls, plastic bags, clipboards, writing utensils, charts depicting the life cycle of a soybean plant, prompting questions, mealworms, magnifying glasses, and a bug game.
-Rationale: To continue to support the children's interest of flowers and plants, the teachers have started a planting station at one of the science tables. The children will be able to have their own soybean seed, plant it in a plastic bag and attach it to the window to wait for the bean to sprout. This will foster their interest in how the plant life cycle works and how it could potentially relate to the life cycle of the mealworms. The mealworms have progressed from the pupa stage and we have seen our first beetles. We will continue to watch their progress and explore their lives.
-Skills: Sensory exploration, observation skills, sequencing, critical thinking, mathematical and logical thinking, pre/early literacy, informative language, and descriptive language, scientific inquiry, drawing conclusions, reasoning, knowledge of the natural world, asking questions, hypothesizing, use of magnifying glasses

Math and Manipulatives
-Materials: Insect builders, marble runs, unifix cubes, manipulative puzzles, sewing needles, embroidery hoops, yarn, fabric, torn clothing items, lacing cards
-Rationale: This week we will continue to use the sewing materials to keep fostering the children's fine motor skills and problem solving skills. We have changed out the math cave with new materials. The children now have insect builders that when put together resemble bugs. The children will be able to connect the pieces and create their own bug. The unifix cubes will allow the children to continue practice counting using one to one correspondence and to practice number operations using a new material.
-Skills: Problem solving, cause and effect relationship, early math concepts, number recognition, counting, number operations, symbolic representation, peer negotiation, hand-eye coordination, fine motor control, imagination, creative exploration.

Language and Literacy
-Materials: Name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, simple mazes, spring bingo, labels and stickers from the post office area, example of money.
-Rationale: The literacy table has materials available to encourage the children to write letters to classmates, writing down stories, etc. The children have also been very interested in making money for their flower shop. We have provided some examples of what bills look like in order for the children to have something to reference as they make money to add to the classroom flower shop.
-Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play
-Materials:
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, ponchos, scarves, raincoats, boots, hats, and sunglasses.
Flower Shop: flowers, cash register, order forms, baskets, ribbons, vases, aprons, cash register
Dramatic play cave: stuffed animals, open-ended fabrics, picnic basket, picnic blanket, food, flowers, flower box, watering cans, bees, seeds, hoes/rakes, gloves
-Rationale: Our flower shop is going to continue to be present in the classroom. The children will continue to have opportunities to buy, sell, and arrange flowers and bouquets. They will also be able to use the money they have made at the literacy table to buy the flowers that they order. In the dramatic play cave we will continue to have the flower box, picnic materials, and animal friends. The children will be able to continue to have picnics and gather flowers to use in the flower shop.
-Skills: Role-play, symbolic representation, social interactions, social problem solving, discussions and conversations related to the spring season, self-help, listening, communication, negotiation, and indoor-outdoor connection.

Blocks
-Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, pvc pipe, maps
-Rationale: The children will continue to have access to the block materials to encourage their ongoing interest in building. They have been building houses for different animals (jaguars, cheetahs, sea otters, etc.). The children have also continued their interest in creating plays and performing them with various props found around the room.
-Skills: construction skills, dramatic play, symbolic representation, problem- solving, mathematical concepts such as symmetry and geometry

Large Motor
-Materials: Climbing wall, monkey bars to slide through the donut (the elephant), ladder bridge, mountain climber

-Rationale: In the gym we have created a set-up to challenge the children's body awareness and spatial skills. The ladder bridge is a series of metal rungs leading up to a heightened area over a set of mats and then descends again. The mountain climber is a set of stairs going up and down, as well as an area to climb over a bar and down to the mats below. The monkey bars to slide through the donut (aka elephant) challenges the children to be aware of their body as they go through without bumping their bodies on the donut. The climbing wall has two sets of ladders for the children to climb up. The mat below allows them to jump down safely.


-Skills: grasping strength, risk-taking, climbing up and down, arm and leg strength, jumping, stepping up/down, balance, spatial awareness, body awareness, coordinating movements, propulsive skills (swinging bar to bar).

Snack
Monday - Cucumber slices & crackers
Tuesday - Frozen peas & pretzels
Wednesday - Rice cakes & craisins
Thursday - Pasta & red sauce
Friday - Granola bars

SPRING LP 5-6-2013

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Weekly Lesson Plan For Ross' Class
Week of: May 6 - 10, 2013
Lead teaching this week: Laura P.

Overview/goals:
Hello families! Hopefully soon we will be seeing warmer temps, and spring will finally be ready to show itself, as we are ready to welcome it into our classroom (especially on the playground, as well)! In our class we have been focusing a lot on plants and the type of care that plants need in order to grow big and strong. Warmer temps and sunshine will help us emphasize this point. This week small groups are beginning to delve into more projects exploring more with numbers, letters and simple machines! Small groups will be introducing activities that will help foster deeper critical thinking skills of hypothesis creating/testing, and reasoning.

Sensory Table:
• Materials: Soil, plastic insects, rocks, plastic trees/plants, plastic shovels and spades
• Rationale: During large group, the children were shown how to plant seeds using soil. The importance of having rich nutrient filled soil was also discussed. In addition to this discussion, we also talked about how to care for our plants in order to help them grow. The children came up with a list of ways to help care for plants (e.g. not squishing, smashing or sitting on them. This week we will possibly bring in real grass seed to plant in a section of the sensory table that will be sectioned off.
• Skills: Fine motor skills, collaboration with peers, exploration of components of soil

Expressive Art (drawing table, clay table, paint easel):
• Materials: Drawing table: Paint, plastic shapes, plastic letters, receipt paper rolls, balls with designs, paper; Clay table: clay, cutting tools, wire, flowers/plants; Painting easel: paint, paper, and paint brushes
• Rationale: Mixing paints at both the drawing table and paint easel has continued to be a focal point of both art centers. The creation of stories and patterns has taken place at the drawing table expressed through the use of the stamping materials. A flower has been brought to the clay table to help inspire the children to create new clay structures. Interesting flowers and plants will be continually added to the table for inspiration. Frances will also we be in our class on Monday and Tuesday to help facilitate our print making activities.
• Skills: Creative expression, shape recognition, symbolic representation, experimentation, fine motor skills

Science:
• Materials: Rat home, insect homes, soybean seeds/pouches
• Rationale: The soybeans have relocated to the science center where children will be able to replant new seeds since our first trial did not turn out as expected. They will be able to compare and contrast the two different seeds and see which will bring more results. The children have hypothesized reasons why their seeds may not have been successful. They came up with reasons such as; there wasn't enough water, there was too much water and there was no soil. After bringing in the new larger rat home, the children have brainstormed ways to help the rats explore the heights of their new habitat. Drawings have been sketched in their journals and the hollow blocks have also been used to make smaller versions of what can be built in the rat homes. The soybeans have also relocated over to the science center where children will be able to replant new seeds since our first trial did not turn out as expected.
• Skills: Observation, data collection/recording, hypothesis creating/testing, making predictions

Math/Manipulatives:
• Materials: Fraction puzzles, various shape puzzles, alphabet puzzles; the nook: transparent shapes, people and worm pieces
• Rationale: Puzzles have continued to be a self-motivated activity in our classroom. The children have enjoyed the new shape and alphabet puzzles that have been brought in. The shape puzzles tie into the discussion we had about fractions, and the alphabet puzzles tie in with the small group of letters. New fraction puzzles will be added to help expand the children's understanding of the concept.
• Skills: Learning about/comparing fractions, part-to-whole relationships, shape recognition, letter recognition

Literature Center/The Nook:
• Materials: Rubber stamps, markers, pencils, scissors, paper and white boards
• Rationale: Last week the children showed an increase interest in the books on tapes, as well as looking at the books on the shelves on their own. New books will be added to the caves, where the bookshelves are currently located, while some of the children's favorites will still be kept in the classroom. Story pieces will also be added to the nook. Children will be able to tell their own story using these pieces from nursery rhymes that may already be familiar.
• Skills: Pre/early literacy skills, letter recognition, fine motor strength, phonemic awareness

Dramatic Play:
• Materials: Kitchen props (pots, pans, utensils, mixers, ovens, sink), to-go coffee cups, measuring cups/spoons, real coffee beans, food "making" materials (puff balls, beads, glass gems, bottle caps and small tile squares)
• Rationale: There has been a continually growing interest in using the open-ended materials to make food. The creation of food has expanded from coffee shop food to dog food and baby food for those children dressing up in the dramatic-play clothes and taking on roles such as animals, mommies, and babies. To bring back the interest/excitement to the coffee shop, we will serve real beverages (kid tea or juice) out of the coffee shop during open snack this week.
• Skills: Problem solving, peer relationships, creative expression, imaginative play, symbolic representation, measuring skills, counting skills

Blocks:
• Materials: Large hallow blocks, small shaped blocks, ramps, traction pads, and wheels
• Rationale: Creation of TIV's, rocket ships, and racecars continues to blossom and expand into more elaborate adventures. A new interest in creating stages for plays and putting on plays has also recently reemerged. The children dress up for their plays and often create the narrative themselves. These plays have been written down and recorded with the help of teachers. This week we will bring in more costumes and props for the plays (e.g. songs and books). Small marble ramps will also be added to help build on the high interest on ramps.
• Skills: Supporting social relationships, problem solving, large and fine motor skills

Large-motor:
• Materials: Gym: Monkey bars w/ connected slide and donut hole, a-frame balancing bridge and climbing walls Playground: wheelbarrows, shovels, wagons, tricycles and soccer balls
• Rationale: In the gym: The new gym set up has the children eager to head down to the gym! The children are just getting used to this new set up and have been exploring all the different areas. There are plenty of different stations and still room for group games. On the playground: Tricycles and wagons have been brought out on the warmer days, but with the weather constantly changing our time outside varies from day to day. We will continue to bring out shovels, tricycles, wagons and soccer balls as weather permits.
• Skills: Upper/lower body strength, hopping, jump/landing skills, propulsion skills, dynamic and static balance

Announcements/Special Interest
• We got a few most spaces for the all-school camping trip! If you're still thinking about it, put your name on the list, as time (and space) is running out! See the flyer on the Lab School website for details.
• Teacher Frances will join us on Monday and Tuesday to help expand the growing interest in the printmaking that took place at the art table last week. Alma (Liam's sister) will also join us for a bit on Monday, as it was she that was the catalyst for this exploration for this new artistic creation!
• Mark your calendar if they haven't been done so already: Pizza Party - Tuesday May 28 from 6-7.30p (rain date is set from the 29th, same time)

Snack:
Monday - Frozen peas & pretzels
Tuesday - Cucumber slices & crackers
Wednesday - Rice cakes & Craisins
Thursday - Granola bars (gluten-/dairy-free)
Friday - Bagel pizzas
** All snacks served with a choice of milk or water, unless otherwise noted**

Weekly Lesson Plan: Week of May 6th, 2013

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Weekly Plan
Week of May 6, 2013
Elizabeth's Class

-Updated May 18, 2013-

Overview:
As the spring session continues, the children's varied interests continue to deepen and diversify. With the introduction of small groups last week, the already strong interests in Insects, Moving Objects, and Letters and Words continue to grow. The children "check in" with our classroom insects daily, always making sure they are fed and healthy. The writing center is constantly buzzing both with the children's interest in producing words with markers or rubber stamps as well as their new interest in using the computer for communication purposes. An email exchange with a classmate in France recently showed the children yet another purpose for technology. Additionally, the block area continues to be busy as balls, marbles, and cars all roll down child-made ramps and across the carpet. The block area is also home to rich dramatic play as the children recently began showing interest in pretending to be police officers and building police vehicles. Finally, our ongoing investigation of shapes and geometry appears in many of the areas of our classroom, and is currently being channeled into creative expression. This takes the form of combining Colorform shapes to create new images, as well as cutting and reassembling tissue paper squares in the art area (modeled after the children's book A Perfect Square). With only a few more weeks left in the school year, I am very excited to see where the children's love of learning will take us next!

Science
*Materials: Books about insects, wasp nest, cockroaches, mealworms, bug containers with magnifying glasses, food scraps for insects, microscope, pencils and paper.
*Rationale: To allow for continued exploration of insects' homes/habitats- an area of great interest to many children. The children continue to visit the science area daily to check on our classroom insects. They participate in both sensory investigation with the insects (holding, watching, etc) but also participate in caring for the insects-namely feeding them each day.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, using tools to gather information, using books as sources of knowledge, curiosity.

Dramatic Play
Materials: Doctor's office materials (syringes, "medicine" bottles, stethoscopes, bandages, hospital gowns, scrubs
Rationale: To support the children's strong interest in doctor's office play, community helpers, and caring for others. To encourage back and forth dramatic play interactions, symbolic reasoning, and awareness of health and wellness issues. To highlight a topic important in the lives of the class.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, turn-taking, body awareness and identification.

Language and Literacy (including 'nook' area)
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program, word books, Letter Stamps, We-Paint computer program. Nook contains transparant images related to familiar nursery rhymes.
Rationale: to foster the children's ongoing interest in the written word, alphabetic principle, and symbolic representation. The computer continues to be a source of interest for the children. In order to emphasize creativity, open-ended engagement, mouse skills, and cooperation, a computer "Paint" program and a "shape design" game are offered. Additionally, capital letter stamps and stamp pads are added to the writing center so children can explore alphabetic principle as well as using a new way of producing written language. The 'nook' area contains the light table with nursery rhyme transparancies so the children can retell their favorite rhymes and combine images to create new stories.
Skills: fine motor, letter recognition, eye-hand coordination, emergent writing and reading, curiosity, symbolic reasoning, peer interaction, technological awareness, keyboarding and mouse skills, planning and sequencing actions, cooperation, verbal communication, phonological awareness, retelling familiar stories, story invention.

Materials: the library has a variety of non-fiction and fiction books. These books include nursery rhymes and other rhyming texts. Books on CD are also available.
Rationale: In order to support the children's growing interest in simple and easy to repeat rhymes, books that contain nursery rhymes or short poems are added to the book area. Other favorites also remain in the area, including many books on CD, to allow for child-initiated group story time.
Skills: receptive language, phonological awareness, early literacy, listening, working memory, long term memory, community building, expressive language, vocabulary introduction, awareness of technology.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, books about creating ramps, rain gutters, cars, marbles, police officer costumes, books about trucks and police vehicles, books about what police officers do.
Rationale: to continue to emphasize movement through ramp and track building. To foster more complex building and dramatic play experiences, additional books and props are added related to police play.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, imagination, negotation, using a variety of media for self expression, problem solving, understanding of cause and effect, awareness of physical properties (momentum, gravity), perseverance, analyzing and synthesizing, showing interest and respect for the creative work of self and others, applying previously acquired knowledge, using books as a source of information.

Expressive Arts (paint, drawing, clay)
Materials: Tissue paper squares, scissors, paper, glue. At the clay table-a variety of differently shaped tools (potato mashers, meat pounders, etc) that display different geometric patterns or textures.
Rationale: To emphasize the art of collage in combination with our ongoing exploration of geometry, while highlighting the art of a familiar children's book Perfect Square. To build awareness and understanding of geometric properties (e.g. how shapes combine to create new shapes). To allow for the creation of new shapes and textures on the surface of our clay creations as the children continue to engage with the clay and clay tools in a variety of representational and textural ways.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, awareness of patterns, awareness of literature, extending literacy experiences, working memory, showing interest and respect for the creative work of self and others, self expression using a variety of media and tools, hand-eye coordination, mathematic reasoning, spatial awareness, geometric awareness, upper body strength.

Sensory (Soil Table)
Materials: Soil, buckets, rakes, shovels, insect figurines.
Rationale: To support children's ongoing interest in mud and dirt. To provide a rich sensory experience and highlight the change of seasons as the snow melts and the soil emerges.
Skills: cause-and-effect, fostering social relationships, sensory exploration, observational skills, indoor-outdoor connections.

Math and Manipulatives
Materials:Puzzles, triangle "brain teaser" puzzle, Sight word boards, Shape puzzles, mosaic builder peg boards, colorform boards and shape clings.
Rationale: To emphasize creativity, cognitive flexibility, and collaboration as the children apply what they know about shapes in order to create symbols and images. To emphasize letter shape and matching, to continue to support fine motor development, hand control, and coordination.
Skills: one-to-one correspondence, synthesis and analysis, fine motor development, hand-eye coordination, part-whole relationships, divergent thinking, awareness of shapes and shape names, comparing, matching, sorting, combining, creativity, communication.

Large Motor
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~Materials: Monkey bars w/ connected slide and donut hole, a-frame balancing bridge and climbing walls Playground: wheelbarrows, shovels, wagons, tricycles and soccer balls


~Rationale: The children have enjoyed our new gym set. The A-frame balancing bridge and the monkey bars have been a hit this past week. The children will continue to explore the new set up. They will be able to challenge themselves physically to get to the top of the climbing wall, which they are eager to jump down from.
~Skills: Peer relationships, upper/lower body strength, dynamic and static balance hopping, jump/landing skills, propulsion skills,

Snacks:
Monday: Pretzels and dried apples
Wednesday: oven fries
Thursday: cucumber slices and crackers

Weekly Documentation April 29 - May 3, 2013

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Small Group Projects: May 1 & 2, 2013

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Weekly Documentation: Week of April 28, 2013

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