Recently in Ayuko's Weekly Plans F12 Category

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

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

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 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 Weekly Lesson Plan: 4/29-5/3/13
Jamie, Megan, Taylor and Catherine Lead Teaching

Overview:


We will begin to acknowledge and support the awareness of emerging Spring weather conditions including sunshine, warmth, wind, and rainy days. We will also continue to focus on Spring animals, life cycles, and the changes happening in the natural world outside of our classroom. We will prepare to plant our own garden outside the classroom by gathering materials and planting seeds initially indoors. Each child will plant their own seed, take care of it, and watch it grow. We will support and foster their dramatic play ideas regarding cooking, caretaking, doctors, and firefighters. We will provide materials for them to collaboratively build and create structures in the home and block area that support the curriculum theme of community helpers.

Expressive Arts 


**Materials: Easel, white thin paper, 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, green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs and spring animals, rocks, sticks

Rationale: 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 shape identification skills. 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, and buckets.

Rationale: To introduce a new sensory experience and begin to understand water and it's properties. To relate to previous knowledge of snow and ice from the winter term. 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

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: Light table in the room, cave with doctor materials including outfits, hair nets, x-rays, 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, fruit, vegetable, bug, dressing, and weather puzzles, pegs and peg board.

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: Rope-ladder, "bumpy-slide", pedalos, mini-trampoline, bean bags, pillows, mats, shakers, beach ball

Rationale: There is a new gym set up that the children are very excited about! The children are using the rope ladder to climb and experimenting new ways to go down the bumpy slide, as well as using their voices to hear changes for each bump. In the back of the gym, the mats are set up in square with pillows on the inside. This has been used for games of "shark in the middle", activities involving the shakers, and tag. The children are also using the pedaols and following arrows for the directions to travel. We will continue to have a group game at the end of gym time and will be introducing new games to this time.

Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion
skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, directional awareness, cooperation/negotiation, auditory listening for "stop" and "go",

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

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: Pretzels and celery
Wednesday: Trail Mix
Thursday: Rice chex and orange slices

Spring Weekly Lesson Plan: 4-22.13-4-26.13


Megan Lead Teaching

Overview:


As we anxiously wait for spring to arrive, we will continue to show interest in the changes happening and focus on planting, growth, and life cycles in the classroom. We will also continue to support ideas relating to the real world lives of doctors and firefighters. We will be modeling the care of doctors through check ups and not only visiting the doctor when we are sick, but also when we are healthy. We will continue to support literacy by creating a name book that encourages children to start to identify their name or letters in it and begin tracing or writing their name. Small groups are starting again and we have formed three groups based on curriculum areas and interests. The groups are construction, birds, and games. The groups have been intentionally formed to support friendships, encourage collaboration, and increase interest in topics.

Expressive Arts 


**Materials: Easel, white thin paper, dotters

Rationale: To promote creative expression. To continue to provide opportunities for color recognition. To increase fine motor skills 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: White lined paper, a variety of cutting sheets with different shapes, scissors, spring themed stickers, scrap bucket

Rationale: To increase fine motor skills and encourage the children to use the scissors in intentional ways. To provide sheets and lined paper for the children to cut along and cut in a variety of ways (snips and across the paper). To encourage the children to place the stickers in individual squares and support their 1-1 correspondence skills. To provide a bucket for the children to put their scraps and use again in an intentional way.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, observation, comparison, discussion

Sensory:

**Materials: bug visuals, bug home and food visuals, green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs, rocks, sticks

Rationale: 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 shape identification skills. 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, and buckets.

Rationale: To introduce a new sensory experience and begin to understand water and it's properties. To relate to previous knowledge of snow and ice from the winter term. 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

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

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: Light table in the room, cave with doctor materials including outfits, hair nets, x-rays, 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: Color stacking puzzles, sorting and ordering tasks, fruit, vegetable and weather puzzles, pegs and peg board.

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: Rope-ladder, "bumpy-slide", pedalos, mini-trampoline, bean bags, pillows, mats, shakers, beach ball

Rationale: There is a new gym set up that the children are very excited about! The children are using the rope ladder to climb and experimenting new ways to go down the bumpy slide, as well as using their voices to hear changes for each bump. In the back of the gym, the mats are set up in square with pillows on the inside. This has been used for games of "shark in the middle", activities involving the shakers, and tag. The children are also using the pedaols and following arrows for the directions to travel. We will continue to have a group game at the end of gym time and will be introducing new games to this time.

Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, directional awareness, cooperation/negotiation, auditory listening for "stop" and "go",

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

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: Pretzels and milk
Wednesday: Chex cereal and milk
Thursday: Crackers and cucumbers

Spring Weekly Lesson Plan: 4.15.13-4.19.13

Jamie, Megan, Catherine, and Taylor Lead Teaching

Overview:


As the children begin to create more elaborate and creative dramatic play scenarios involving doctors and firefighters, we will continue to provide ideas and materials to support them. We will facilitate activities and provide explanations for real world events and roles that community helpers play. We will continue to model and provide language for the children to go deeper into their exploration of materials and curriculum themes.

Expressive Arts 


**Materials: Easel, white watercolor paper, watercolor paints, and thin, small brushes

Rationale: To promote exploration of lighter colored shades and increase color awareness and recognition. To promote exploration of softer shades of color and the use of water to softer, darken, and experiment with the shade. To give the children an opportunity to represent some of their ideas on paper and begin to symbolically represent them.

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



**Materials: White lined paper, a variety of cutting sheets with different shapes, scissors, spring themed stickers, scrap bucket

Rationale: To increase fine motor skills and encourage the children to use the scissors in intentional ways. To provide sheets and lined paper for the children to cut along and cut in a variety of ways (snips and across the paper). To encourage the children to place the stickers in individual squares and support their 1-1 correspondence skills. To provide a bucket for the children to put their scraps and use again in an intentional way.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, observation, comparison, discussion

Sensory:

**Materials: bug visuals, bug home and food visuals, green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs, natural materials.

Rationale: To continue manipulating and creating things out of 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 shape identification skills. To encourage creative expression, imagination, invention, and persistence.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Sand table, scoops, shovels, molds, bucket, and rakes, toy cars, bridges, and vehicle props.

Rationale: To introduce a different sensory table and provide materials for the children to become familiar with sand and it properties. To build on the children's interest in building roads and driving their cars through the sand by providing vehicle props. To use tools in meaningful ways through prompting and modeling. To discuss the physical properties of sand and find ways to change and manipulate it. To ask questions and seek answers through active exploration.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science

**Materials: A variety of seeds, plant and food visuals, garden visuals.

Rationale: To increase awareness of seeds, gardening, and planting. 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.

Skills: Prediction, observation, discussion, ideas

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, family pictures, babies, and books

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, and dress.

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

**Materials: Light table in the room, cave with doctor materials including outfits, hair nets, x-rays, stethoscopes, medicine bottles, syringes, and other doctor tools.

Rationale: To build on the children's interest in caretaking and role playing by introducing doctors materials. To introduce x-rays and provide materials and resources for the children to find information about their bodies. 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 introduce new vehicles and materials in the block area. 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.

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

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set,
lunchboxes.

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 encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.


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


Math and Manipulatives 



**Materials: Bead stringing games, color stacking puzzles, sorting and ordering tasks, spring animal and weather 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: A variety of books about Spring, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf 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.

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

Large Motor 



**Materials: Rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline


Rationale: The theme for this new set-up is "big body movements." We added the smaller triangle slide of the edge of the climber, as well as the large donut slide to the side of the climber - challenging children to slide off the side of the jumping donut and land on their feet! We also added an inclined balance-beam bridge - adding a new level of challenge for those that enjoyed the bridge from the previous set-up. We put the scooter boards in the back of the gym, and we anticipate many new and fun games to be created over the next two weeks! Last, but certainly not least, we added the rope swing! A favorite of many, the large rope-swing challenges children to use many skills simultaneously in order to successfully swing back and forth! 


Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, cooperation/negotiation, "big-body" play

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

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.

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

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), rhyming stories and songs, modeling of activities

Rationale: To continue discussing the changes that are affecting us including spring, new siblings, and a new teacher in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts.


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.

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

Snacks:


Monday: Rice cakes and orange slices
Wednesday: Corn chex and applesauce
Thursday: Pretzels and raisins

Spring Weekly Lesson Plan: 4.8.13-4.12.13

Jamie, Megan, Catherine, and Taylor Lead Teaching

Overview:


As the children begin to feel comfortable again in the classroom we will continue to increase their awareness and exploration of the new curriculum areas and themes of Spring, weather, life cycles, flowers, birds, and community helpers. We will continue to intentionally form focus groups that support friendships and inquiry learning and problem solving activities. Our goal is to challenge the children to improve their fine motor and self-help skills by providing tools, games, and scenarios to help them improve and become more independent. We will provide a variety of dramatic play materials, outfits, and items for them to expand and elaborate their creative ideas and take on a variety of roles in the community.

Expressive Arts

**Materials: Easel, pastel colored paper, various textured paint brushes, rollers, color stamps, pastel colored paint

Rationale: To promote exploration of lighter colored shades and increase color awareness and recognition. To promote exploration of softer shades of color and give the children an opportunity to represent some of the colors they see in nature and the natural world during
Spring.

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



**Materials: White lined paper, a variety of cutting sheets with different shapes, scissors, spring themed stickers, scrap bucket

Rationale: To increase fine motor skills and encourage the children to use the scissors in intentional ways. To provide sheets and lined paper for the children to cut along and cut in a variety of ways (snips and across the paper). To encourage the children to place the stickers in individual squares and support their 1-1 correspondence skills. To provide a bucket for the children to put their scraps and use again in an intentional way.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, observation, comparison, discussion

Sensory:

**Materials: green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs, natural materials.

Rationale: To continue manipulating and creating things out of 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 try out materials for cause and effect relationship. To encourage shape identification skills. To encourage creative expression, imagination, invention, and persistence.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Sand table, scoops, shovels, molds, bucket, and rakes, toy cars.

Rationale: To introduce a different sensory table and provide materials for the children to become familiar with sand and it properties. To use tools in meaningful ways through prompting and modeling. To discuss the physical properties of sand and find ways to change and manipulate it. To ask questions and seek answers through active exploration.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science

**Materials: A variety of seeds, plant and food visuals, garden visuals.

Rationale: To increase awareness of seeds, gardening, and planting. 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.

Skills: Prediction, observation, discussion, ideas

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, babies, and books

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, and dress.

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

**Materials: Light table in the room, cave with 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 introducing doctors materials. 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. 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 encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To introduce new vehicles and materials in the block area. 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.

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

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, lunchboxes.

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 encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.


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


Math and Manipulatives 



**Materials: Bead stringing games, color stacking puzzles, sorting and ordering tasks, spring animal and weather 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: A variety of books about Spring, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf 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.

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

Large Motor 



**Materials: Rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline


Rationale: The theme for this new set-up is "big body movements." We added the smaller triangle slide of the edge of the climber, as well as the large donut slide to the side of the climber - challenging children to slide off the side of the jumping donut and land on their feet! We also added an inclined balance-beam bridge - adding a new level of challenge for those that enjoyed the bridge from the previous set-up. We put the scooter boards in the back of the gym, and we anticipate many new and fun games to be created over the next two weeks! Last, but certainly not least, we added the rope swing! A favorite of many, the large rope-swing challenges children to use many skills simultaneously in order to successfully swing back and forth! 


Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, cooperation/negotiation, "big-body" play

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

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.

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

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), rhyming stories and songs, modeling of activities


Rationale: To continue discussing the changes that are affecting us including spring, new siblings, and a new teacher in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts.


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.

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

Snacks:


Monday Black bean and sweet potato quesadillas (dairy and gluten free)
Wednesday- rice chex and raisins
Thursday- pretzels and carrot sticks

Spring Weekly Lesson Plan: 4.1.13-4.5.13
Jamie, Megan, Catherine, and Taylor Lead Teaching

Overview:


As the children return to school from Spring Break it is our intention to support them as they reestablish their relationships with peers and teachers. We will be mindful of relationships and new friendships that strengthened and began over the break based on the children's experiences interacting with classmates in different contexts such as a play date. We will also support the children in forming a new relationship with a new teacher. We will continue to build on previous interests in the classroom such as construction, packing their lunches for work or school, and cooking and baking. Our ideas will continue to be based upon our overarching theme of changes. We will also work as a team to spark new interests in new curriculum areas and themes such as Spring, weather, life cycles, flowers, and birds.

Expressive Arts 


**Materials: Easel, pastel colored paper, various textured paint brushes, pastel colored paint

Rationale: To promote exploration of lighter colored shades and increase color awareness and recognition. To promote exploration of softer shades of color and give the children an opportunity to represent some of the colors they see in nature and the natural world during Spring.

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



**Materials: White lined paper, cutting sheets, scissors, spring themed stickers

Rationale: To increase fine motor skills and encourage the children to use the scissors in intentional ways. To provide sheets and lined paper for the children to cut along and cut in a variety of ways (snips and across the paper). To encourage the children to place the stickers in individual squares and support their 1-1 correspondence skills.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, observation, comparison, discussion

Sensory:

**Materials: natural colored play dough, kitchen tools and dishes, rolling pins, impression tools, shape cut outs.



Rationale: To continue manipulating and creating things out of play dough. To continue to support themes of cooking and baking by providing relevant tools. To try out materials for cause and effect relationship. To encourage shape identification skills. To encourage creative expression, imagination, invention, and persistence.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Sand table, scoops, shovels, molds, bucket, and rakes.

Rationale: To introduce a different sensory table and provide materials for the children to become familiar with sand and it properties. To use tools in meaningful ways through prompting and modeling. To discuss the physical properties of sand and find ways to change and manipulate it. To ask questions and seek answers through active exploration.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science

**Materials: A variety of seeds, plant and food visuals, garden visuals.

Rationale: To increase awareness of seeds, gardening, and planting. 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.

Skills: Prediction, observation, discussion, ideas

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, babies, and books

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, and dress.

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

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. 


Rationale: To introduce new vehicles and materials in the block area. 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.

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

**Materials: Construction vests, tool boxes, plastic tools, tool belts, wooden 'nails' and boards to hammer, construction visuals.

Rationale: To continue exploring construction dramatic play materials based on the children's interest in building and using tools. To investigate what construction workers wear, tools they use, and structures they build. To merge the content areas of blocks and dramatic play to develop rich and intentional play. To encourage and provide opportunities
for collaborative play and building.

Skills: Role play, symbolic play, communication, turn-taking, collaboration, fine motor, self-help skills, creative expression, try out new ideas

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, lunchboxes.

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 encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Shape sorters, matching games, sorting and ordering tasks, spring animal and weather 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.

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

Language and Literacy 



**Materials: A variety of books about Spring, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf 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. 


**Materials: Light table in the room, literacy "cave" with names of children taped to walls, large letter cut outs, alphabet visuals

Rationale: To increase children's pre-literacy skills and letter identification skills.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting.

Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making airports, houses, garages, 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.

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

Large Motor 



**Materials: Rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline


Rationale: The theme for this new set-up is "big body movements." We added the smaller triangle slide of the edge of the climber, as well as the large donut slide to the side of the climber - challenging children to slide off the side of the jumping donut and land on their feet! We also added an inclined balance-beam bridge - adding a new level of challenge for those that enjoyed the bridge from the previous set-up. We put the scooter boards in the back of the gym, and we anticipate many new and fun games to be created over the next two weeks! Last, but certainly not least, we added the rope swing! A favorite of many, the large rope-swing challenges children to use many skills simultaneously in order to successfully swing back and forth! 


Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, cooperation/negotiation, "big-body" play

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow and ice. To encourage social interactions, collaboration, and turn taking.

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

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), rhyming stories and songs, modeling of activities


Rationale: To continue discussing the changes that are affecting us including spring, new siblings, and a new teacher in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts.
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.

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

Snacks:


Monday: Rice cakes and raisins
Wednesday: Fruit smoothie and rice chex
Thursday: Applesauce and milk

Winter Weekly Lesson Plan 

3.11.13-3.15.13

Jamie, Catherine, and Taylor Lead Teaching

Overview:


For the end of the term it is our intention to go full circle and revisit some of the concepts, themes, and ideas from the beginning of the year. We are looking to see how the children's thinking has changed, grown, and evolved based on their experiences. We will ask open-ended questions and see if the children can problem-solve and conceptualize their own ideas about the curriculum based on their new knowledge. We will continue to support their friendships and independent negotiation skills through intentional focus groups and verbally prompting and modeling. We will encourage the collaborative use of tools, materials, and objects to work together to accomplish a goal.

Expressive Arts

**Materials: Light table in the room, clear plastic film, red, yellow, and blue paint with glitter under saran wrap

Rationale: To promote a sensory experience and encourage fine motor manipulation and skills. To promote color mixing and allow the children to formulate their own ideas about color and its properties. To encourage children to problem solve and explore cause and effect relationships when manipulating the paint without actually touching it.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting, discussing,

**Materials: Easel, white paper, primary colors, various textured paint brushes and rollers

Rationale: To represent the color wheel and explore coloring mixing through another medium. To encourage prediction, questioning, and problem solving skills when mixing colors. To encourage creative expression, and provide the opportunity for the children to represent their ideas on paper.

Skills: Fine motor, collaboration, creative expression, sensory input, try out new ideas, representation.


**Materials: Primary colored paper, scissors, markers, colored tape, and letter cut outs

Rationale: To encourage the children to experiment with their creativity and ideas while drawing. To increase their manipulation of scissors and ability to cut snips or across a piece of paper. To continue identifying primary colors and apply their knowledge about color mixing and matching. To increase their letter identification skills and encourage pre-literacy skills.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion.


Sensory

**Materials: Brown playdough, kitchen tools, rolling pins, muffin tins, cookie sheets, pretend oven, and shape cut outs

Rationale: To represent some of the natural colors of baking and cooking in preparation for our final cooking project for the class parties. To provide baking ingredients to encourage measuring and pouring. To encourage shape awareness and identification skills. To provide natural opportunities for cooperation and sharing materials and ideas. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, cooperation, collaboration, exploration, creativity.

**Materials: Sensory table, snow, trucks, wooden hammers, shovels, and tool visuals.

Rationale: To continue manipulating snow indoors. To continue inquiring about the properties and transformations of snow in a warm temperature classroom. To encourage the children to apply their knowledge about what melts snow and ice and allow them to freely explore and experiment with the snow.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation, comparing, cause-and-effect

Science

Materials: Ice and snow time lapse and demonstration videos

Rationale: To observe snow and ice transformations that wouldn't be feasible in our classroom setting. To integrate technology into the curriculum.


Skills practiced: discussion, observation, prediction



**Materials: Horseshoe magnets, magnet sticks, magnetic board, magnet props and visuals, magnetic and non-magnetic items in a magnetic sort, charts to test magnetic and nonmagnetic items.

Rationale: To continue to prompt problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not by sorting them items. To provide both magnetic and non-magnetic materials for the children to increase awareness of the properties of magnets and explore why some items are magnetic while others are not.

Skills: Prediction, observation, discussion, ideas, recording ideas and experiments.

Dramatic Play 


**Materials: Construction vests, tool boxes, plastic tools, tool belts, wooden 'nails' and boards to hammer, construction visuals.

Rationale: To continue exploring construction dramatic play materials based on the children's interest in building and using tools. To investigate what construction workers wear, tools they use, and structures they build. To merge the content areas of blocks and dramatic play to develop rich and intentional play. To encourage and provide opportunities for collaborative play and building.

Skills: Role play, symbolic play, communication, turn-taking, collaboration, fine motor, self-help skills, creative expression, try out new ideas

**Materials: Loft, animal furs, stuffed bears and other woodland animals, blankets, sticks, magnetic fishing sticks, river and bush visuals, fish, berry, and nut visuals.

Rationale: To continue to explore the dramatic play theme of winter animals and activities. To explore what kinds of foods bears eat with a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries and nuts to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave. To create a more realistic setting and aid in dramatic play by covering the sides and top of the loft with dark paper and fabric.

Skills: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, chairs, animal carriers, conductor hats, destination visuals, personal travel visuals,

Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create
large structures, such as an airport, airplane, train, and train station.

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

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, lunchboxes.

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 incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work. To encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.

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


Math and Manipulatives 



**Materials: Matching card games, stringing beads, vehicle, winter animals, and tool puzzles, magnetic puzzles, Montessori seriation puzzles

Rationale: To include matching and time lapse cards that promote memory and problem solving skills. To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To continue to explore the concepts of seriation, ordering, matching, size, and whole-part relationships.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving, matching, short-term memory, and ordering.

Language and Literacy 



**Materials: To introduce books about emotions and encourage identifying one's own emotion and emotions of others. A variety of number and letter awareness books will be used to encourage pre-literacy skills. A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave', name cards with corresponding letters to stick, felt letters and felt boards.

Rationale: To promote investigation and utilization of information in books and applying it in play, to continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers, to promote letter and whole word (name) awareness.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, provide and inquire information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.




Rationale: To continue to encourage collaborative block building and making airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling by providing visuals of personal experiences. To use blocks to extend dramatic play themes including construction and the building of collaborative structures. To support spatial and weight concepts when building a structure.

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

Large Motor 



**Materials: Rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline


Rationale: The theme for this new set-up is "big body movements." We added the smaller triangle slide of the edge of the climber, as well as the large donut slide to the side of the climber - challenging children to slide off the side of the jumping donut and land on their feet! We also added an inclined balance-beam bridge - adding a new level of challenge for those that enjoyed the bridge from the previous set-up. We put the scooter boards in the back of the gym, and we anticipate many new and fun games to be created over the next two weeks! Last, but certainly not least, we added the rope swing! A favorite of many, the large rope-swing challenges children to use many skills simultaneously in order to successfully swing back and forth! 


Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular
endurance, cooperation/negotiation, "big-body" play

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, sleds, "bricks" of snow.

Rationale: To expand the children's knowledge of snow and ice and apply their learning in a new situation. To provide children with "bricks" of snow to encourage collaborative building outside and build on their interest in bear caves and igloos. To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow and ice. To encourage social interactions, collaboration, and turn taking. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To continue exploring the concept of "treasure hunting".

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

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), days of the week, emotions, ABC's, winter, bear, friendship, and color themed discussion, rhyming story and songs, dance and instrument activities, and modeling of activities. 




Rationale: To continue to draw awareness to people's emotions through gestures and body language. To introduce the days of the week in a song and book during large group. To allow children opportunities to share their ideas about curriculum areas with the group. To facilitate self-regulation when participating in a group. To continue discussing the changes that are affecting us including weather, colors, and the approaching end of the term. To encourage rhyming skills, story concepts, and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas.

Skills: Attention span, attending and orienting, respect for one another, following directions, self-regulation, sharing ideas.

Music

**Materials: Piano, maracas, drums, and nose makers, visuals of a band, visuals of parades, sheet music, blocks, and teacher-led songs.

Rationale: To provide materials for the children to make a stage and play music together. To investigate different sounds, volume, and rhythm. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel. To begin exploring parades and bands as ways to present, share, and collectively play music. To extend children's interest in sheet music, and playing instruments.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, fine motor.

Snacks

Monday: Rice chex and raisins
Wednesday: Pizza
Thursday: Applesauce and birthday snack

Winter Weekly Lesson Plan
3.4.13-3.8.13
Jamie, Catherine, and Taylor Lead Teaching

Overview:


As we near the end of the term we move towards the utilization stage within our curriculum areas of winter and colors. Our goal is to help the children apply their knowledge and learning in new situations and in the real world. We will continue to support independent self-help skills, empathy, and collaborative play through modeling and verbally coaching the children. We will continue to create meaningful and intentional focus groups to facilitate relationships and interactions among the children and encourage them to deeply explore the classroom areas while promoting and providing inquiry and problem solving situations.

Expressive Arts

**Materials: Easel, white paper, primary and secondary colors, various textured paint brushes and rollers

Rationale: To represent the color wheel and explore coloring mixing through another medium. To encourage prediction, questioning, and problem solving skills when mixing colors. To encourage creative expression, and provide the opportunity for the children to represent their ideas on paper.

Skills: Fine motor, collaboration, creative expression, sensory input, try out new ideas, representation.


**Materials: Large color wheel on art table, various materials that represent each color, glue, paintbrushes

Rationale: To help the children apply their knowledge of the color wheel and the difference between primary and secondary colors. To provide an opportunity to explore the color wheel through a variety of materials. To promote creative expression through collage work. To promote observation and discussion by comparing and identifying differences between materials and colors.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion, representational collage making.


Sensory:

**Materials: brown and white playdough, kitchen tools, rolling pins, muffin tins, cookie sheets, pretend oven, colored sea salt, and shape cut outs

Rationale: To continue experimenting mixing playdough colors. To represent some of the natural colors of baking and cooking. To provide baking ingredients to encourage measuring, pouring. To encourage shape awareness and identification skills. To provide natural opportunities for cooperation and sharing materials and ideas. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, cooperation, collaboration, exploration, creativity.

**Materials: Sensory table, snow, ice, demonstrations, frozen trucks, ice molds, 
salt, wooden hammers, shovels, and tool visuals, teacher demonstrations of pouring hot water and using tools to free the trucks.

Rationale: To continue manipulating snow and ice indoors. To prompt intentional problem solving and cause and effect scenarios by freezing objects like trucks into the ice and adding salt and hot water to see if it melts the ice. To continue inquiring about the properties and transformations of ice and snow. To provide prompts that encourage the children to compare and identify what tools and materials work best to melt the ice and free the objects. To show the transformations of ice through freezing and melting demonstrations.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation, comparing, cause-and-effect

Science

Materials: Ice and snow time lapse and demonstration videos

Rationale: To observe snow and ice transformations that wouldn't be feasible in our classroom setting. To integrate technology into the curriculum.


Skills practiced: discussion, observation, prediction



**Materials: Horseshoe magnets, magnet sticks, magnetic board, magnet props and visuals, magnetic and non-magnetic items in a magnetic sort, charts to test magnetic and nonmagnetic items,

Rationale: To continue to prompt problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not by sorting them items. To provide both magnetic and non-magnetic materials for the children to increase awareness of the properties of magnets and explore why some items are magnetic while others are not.

Skills: Prediction, observation, discussion, ideas, recording ideas and experiments.

**Materials: Light table in the room, pipettes, large plastic tweezers, test tubes, clear mixing trays, blue colored ice cubes, yellow liquid water colors,

Rationale: To promote experimentation, predicting, and observing cause and effect relationships with the droppers, test tubes of yellow watercolor, and blue colored ice cubes. To promote color mixing and melting qualities from the warmth of the table. To allow children to formulate their own ideas about color and its properties, such as light and dark. To encourage fine motor skills and dexterity when filling up, maneuvering, and squeezing the pipettes.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting, discussing,

Dramatic Play 


**Materials: Construction vests, tool boxes, plastic tools, tool belts, wooden 'nails' and boards to hammer, construction visuals.

Rationale: To continue exploring construction dramatic play materials based on the children's interest in building and using tools. To investigate what construction workers wear, tools they use, and structures they build. To merge the content areas of blocks and dramatic play to develop rich and intentional play. To encourage and provide opportunities for collaborative play and building.

Skills: Role play, symbolic play, communication, turn-taking, collaboration, fine motor, self-help skills, creative expression, try out new ideas

**Materials: Loft, animal furs, stuffed bears and other woodland animals, blankets, sticks, magnetic fishing sticks, river and bush visuals, fish, berry, and nut visuals.

Rationale: To continue to explore the dramatic play theme of winter animals and activities. To explore what kinds of foods bears eat with a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries and nuts to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave. To create a more realistic setting and aid in dramatic play by covering the sides and top of the loft with dark paper and fabric.

Skills: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, chairs, animal carriers, conductor hats, destination visuals, personal travel visuals,

Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station.

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

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, lunchboxes.

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 incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work. To encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.

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


Math and Manipulatives 



**Materials: Matching card games, stringing beads, vehicle, winter animals, and tool puzzles, magnetic puzzles, Montessori seriation puzzle,

Rationale: To include matching and time lapse cards that promote memory and problem solving skills. To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To continue to explore the concepts of seriation, ordering, matching, size, and whole-part relationships.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving, matching, short-term memory, and ordering.

Language and Literacy 



**Materials: To introduce books about emotions and encourage identifying one's own emotion and emotions of others. A variety of number and letter awareness books will be used to encourage pre-literacy skills. A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave', name cards with corresponding letters to stick, felt letters and felt boards.

Rationale: To promote investigation and utilization of information in books and applying it in play, to continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers, to promote letter and whole word (name) awareness.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, provide and inquire information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.

Rationale: To continue to encourage collaborative block building and making airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling by providing visuals of personal experiences. To use blocks to extend dramatic play themes including construction and the building of collaborative structures. To support spatial and weight concepts when building a structure.

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

Large Motor 



Gym set up TBD Monday

**Materials: Outdoors: Frozen trucks, buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, sleds, "bricks" of snow.

Rationale: To expand the children's knowledge of snow and ice and apply their learning in a new situation. To provide materials for the children to collaborate and problem solve different ways to free the trucks. To allow the children to transfer their knowledge and ideas from the classroom to a new setting. To provide children with "bricks" of snow to encourage collaborative building outside and build on their interest in bear caves and igloos. To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow and ice. To encourage social interactions, collaboration, and turn taking. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To continue exploring the concept of "treasure hunting".

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

Large group 



**Materials: Daily temperature recording chart, songs and rhymes led by teacher (gather, name, and topic songs and rhymes), emotions, ABC's, winter, bear, friendship, and color themed discussion, rhyming story and songs, dance and instrument activities, and modeling of activities. 




Rationale: To introduce a visual chart to track changes in the temperature over a long period of time in anticipation for Spring. To continue to draw awareness to people's emotions through gestures and body language. To introduce the concept of a parade through books and a video. To model and prepare children for watching and participating in demonstrations. To allow children opportunities to share their ideas about curriculum areas with the group. To facilitate self-regulation when participating in a group. To continue discussing the changes that are affecting us including weather, colors, and the approaching end of the term. To encourage rhyming skills, story concepts, and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas.

Skills: Attention span, attending and orienting, respect for one another, following directions, self-regulation, sharing ideas.

Music 





**Materials: Piano, maracas, drums, and nose makers, visuals of a band, visuals of parades, sheet music, blocks, and teacher-led songs.

Rationale: To provide materials for the children to make a stage and play music together. To investigate different sounds, volume, and rhythm. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel. To begin exploring parades and bands as ways to present, share, and collectively play music. To extend children's interest in sheet music, and playing instruments.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, fine motor.

Snacks

Monday: Blueberry applesauce and pretzels
Wednesday: Rice chex and raisins
Thursday: Rice cakes and milk

Winter Weekly Lesson Plan: 2.25.13 - 3.1.13



Catherine Lead Teaching
Overview:


This week we will provide materials and opportunities for children to inquire, develop and share their own ideas about the curriculum areas of winter, color, hibernation, building, cooking, and travel. Through listening to and recording predictions, demonstrating cause and effect relationships, and asking more complex, open-ended questions, we will encourage children to apply high-level thinking skills. New prompting signs and visuals will also offer the children ways to investigate, inquire, and lead play themes and ideas independently. Friendships and collaborative play will be encouraged through modeling and facilitating problem solving when sharing ideas, materials, and play themes.

Expressive Arts 


**Materials: Plexiglass clear easel, green, brown, white, black, and blue finger paints, winter scene visuals.

Rationale: To represent winter colors and explore coloring mixing through another medium. To prompt collaboration while sharing a canvas with other children. To use painting to gain sensory input.

Skills: Finger dexterity, fine motor, collaboration, creative expression, sensory input, try out new ideas, representation.


**Materials: Blue construction paper, cardboard pieces, cream paper, blue, green, brown, and white assorted crayons, scissors, assorted winter collage items, glue, field trip natural winter items.

Rationale: To provide an opportunity to explore the colors and textures of winter through a variety of materials. To promote creative expression through collage work. To promote observation and discussion by comparing and identifying differences between materials and colors. To discuss items from the natural world that were collected, and how they could be represented in creative collage.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion, representational collage making.


Sensory:

**Materials: brown and white playdough, kitchen tools, rolling pins, muffin tins, cookie sheets, pretend oven, colored sea salt, and letter cut outs.



Rationale: To continue experimenting mixing playdough colors. To represent some of the natural colors of baking and cooking. To provide baking ingredients to encourage measuring, pouring. To continue to encourage letter awareness and encourage pre-literacy skills. To provide natural opportunities for cooperation and sharing materials and ideas. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, cooperation, collaboration, exploration, creativity.

**Materials: Sensory table, snow, ice, demonstrations, penguins and whales, ice molds,
salt, wooden hammers, shovels, and tool visuals.

Rationale: To continue manipulating snow and ice indoors and integrate the curriculum themes of color and winter. To continue inquiring about the properties and transformations of ice and snow. To prompt intentional problem solving and cause and effect scenarios like freezing objects into the ice and adding salt to see if it melts the ice. To provide prompts that encourage the children to compare and identify what tools and materials work best to melt the ice. To show the transformations of ice through freezing and melting demonstrations.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation, comparing, cause-and-effect

Science

Materials: Ice and snow time lapse and demonstration videos

Rationale: To observe snow and ice transformations that wouldn't be feasible in our classroom setting. To integrate technology into the curriculum.


Skills practiced: discussion, observation, prediction

**Materials: Horseshoe magnets, magnet sticks, magnetic board, magnet props and visuals, magnetic and non-magnetic items, charts to test magnetic and nonmagnetic items.

Rationale: To continue to prompt problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not. To provide both magnetic and non-magnetic materials for the children to increase awareness of the properties of magnets and explore why some items are magnetic while others are not.

Skills: Prediction, observation, discussion, ideas, recording ideas and experiments.

**Materials: Light table in the room, pipettes, large plastic tweezers, test tubes, clear mixing trays, watercolor paper, liquid water colors, color matching swatches, small paint brushes.

Rationale: To create and mix colors to match swatches. To predict, experiment, and check until desired colors are mixed with droppers. To promote experimentation, predicting, and observing cause and effect relationships with the droppers, test tubes, and liquid water colors. To allow children to formulate their own ideas about color and its properties, such as light and dark. To encourage fine motor skills and dexterity when filling up, maneuvering, and squeezing the pipettes.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting, discussing,

Dramatic Play 


**Materials: Construction vests, tool boxes, plastic tools, tool belts, wooden 'nails' and boards to hammer, construction visuals.

Rationale: To continue exploring construction dramatic play materials based on the children's interest in building and using tools. To investigate what construction workers wear, tools they use, and structures they build. To merge the content areas of blocks and dramatic play to develop rich and intentional play. To provide opportunities for collaborative play and building.

Skills: Role play, symbolic play, communication, turn-taking, collaboration, fine motor, self-help skills, creative expression, try out new ideas

**Materials: Loft, animal furs, stuffed bears and other woodland animals, blankets, sticks, magnetic fishing sticks, river and bush visuals, fish, berry, and nut visuals.

Rationale: To continue to explore the dramatic play theme of winter animals and activities. To explore what kinds of foods bears eat with a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries and nuts to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave. To create a more realistic setting and aid in dramatic play by covering the sides and top of the loft with dark paper and fabric.

Skills: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, chairs, animal carriers, conductor hats, destination visuals, personal travel visuals, tickets, and pilot head phones


Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station.

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

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, lunchboxes.

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 incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work. To encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.

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


Math and Manipulatives 



**Materials: Sorting bears, vehicle and tool puzzles, magnetic puzzles, matching cards, snap connecting blocks.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To introduce small and large bears to practice cognitive skills of sorting, grouping, and ordering by their size and color. To continue to explore the concepts of seriation, ordering, matching, size, and whole-part relationships.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving, matching, short-term memory, and ordering.

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave', name cards with corresponding letters to stick, felt letters and felt boards.

Rationale: To promote investigation and utilization of information in books and applying it in play, to continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers, to promote letter and whole word (name) awareness.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, provide and inquire information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling by providing visuals of personal experiences. To use blocks to extend dramatic play themes including construction and the building of collaborative structures. To support spatial and weight concepts when building a structure.

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

Large Motor 



**Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall



**Rationale: To continue practicing new skills and deepen the children engagement in the large motor activities. The rolling bumpy slide allows children to continue experimenting with going down the slide in different ways like on their stomachs and backs. To build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.


**Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all), jumping and landing (green stacked mats).

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, sleds.

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow and ice. To encourage social interactions, collaboration, and turn taking. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To continue exploring the concept of "treasure hunting".

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

Large group


**Materials: Daily temperature recording chart, songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter, bear, friendship, and color themed discussion, rhyming story and songs, dance and instrument activities, and modeling of activities. 




Rationale: To introduce a visual chart to track changes in the temperature over a long period of time in anticipation for Spring. To model and prepare children for watching and participating in demonstrations. To allow children opportunities to share their ideas about curriculum areas with the group. To facilitate self-regulation when participating in a group. To continue discussing the changes that are affecting us including weather, colors, and the approaching end of the term. To encourage rhyming skills, story concepts, and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas.

Skills: Attention span, attending and orienting, respect for one another, following directions, self-regulation, sharing ideas.

Music 





**Materials: Piano, maracas, drums, and nose makers, visuals of a band, visuals of parades, sheet music, and teacher-led songs.

Rationale: To investigate different sounds, volume, and rhythm. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel. To begin exploring parades and bands as ways to present, share, and collectively play music. To extend children's interest in sheet music, and playing instruments.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, fine motor.

Snacks

Monday: Rice chex and raisins
Wednesday: Graham crackers and milk
Thursday: Birthday snack (fruit salad)

Winter Weekly Lesson Plan: 2.18.13 - 2.22.13


Taylor Lead Teaching

Overview:


To continue to provide materials that prompt comparing, questioning, and other inquiry based thinking skills. To encourage children to find solutions as to what works best when problem solving. To continue to provide materials that increase and expand the children's play ideas while encouraging intentional and purposeful use. To support fine motor, large motor, and self help skills when dressing and completing daily tasks and routines. To continue to intentionally group children during focus groups to support friendships, expand play preferences, and collaborate and share ideas. To continue to make personal connections and extend dramatic play through photographs and language about travel experiences. To provide and model language to encourage children to resolve conflicts and negotiate independently.

Expressive Arts 


**Materials: Easel, white paper, brown paper, blue paper. Various textured paint brushes and cool color shade visuals 




Rationale: To explore and increase awareness of cool, winter colors through mixing colors and painting. To encourage creative expression and provide the opportunity for the children to represent their ideas on paper.

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



**Materials: Blue construction paper, cardboard pieces, cream paper, blue, green, brown, and white assorted crayons, scissors, assorted winter collage items, glue, winter visuals

Rationale: To provide an opportunity to explore the colors and textures of winter through a variety of materials. To promote creative expression through collage work. To promote observation and discussion by comparing and identifying differences between materials and colors. To prompt and discuss which items from winter and the natural world could be added to the collage.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion, representational collage making.

Sensory:

**Materials: brown and white playdough, kitchen tools, rolling pins, muffin tins, pretend oven, colored sea salt, and letter cut outs.



Rationale: To continue experimenting mixing playdough colors. To represent some of the natural colors of baking and cooking. To provide baking ingredients to encourage measuring, pouring, and exploring cause and effect. To continue to encourage letter awareness and encourage pre-literacy skills. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Sensory table, snow, ice, colored ice cubes, penguins and whales, ice molds, salt, wooden hammers, shovels, and tool visuals.

Rationale: To continue manipulating snow and ice indoors and integrate the curriculum themes of color and winter. To continue inquiring about the properties and transformations of ice and snow. To prompt intentional problem solving and cause and effect scenarios like freezing objects into the ice and adding salt to see if it melts the ice. To provide children with visuals of themselves working to demonstrate meaningful use of tools. To provide prompts that encourage the children to compare and identify what tools and materials work best to melt the ice.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation, comparing.

Science

**Materials: Horseshoe magnets, magnet sticks, magnetic board, magnet props and visuals, feather, washer, single magnet, and sea shell.

Rationale: To continue to prompt problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not. To provide both magnetic and non-magnetic materials for the children to increase awareness of the properties of magnets and explore why some items are magnetic while others are not.

Skills: Prediction, observation, discussion, ideas

Materials: slideshow of bear pictures and video clips

Rationale: To continue to observe bear habits and hibernation. To extend the dramatic play theme of bears and hibernation and to incorporate technology in the classroom.


Skills practiced: discussion, observation, role play

**Materials: Light table in the room, pipettes, large plastic tweezers, clear mixing trays, red colored ice cubes, warm water.

Rationale: To explore mixing and creating color shades with droppers. To promote experimentation, predicting, and observing cause and effect relationships with the warm water and colored ice. To allow children to formulate their own ideas about color and its properties, such as light and dark. To encourage fine motor skills and dexterity when filling up, maneuvering, and squeezing the pipettes.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting, discussing.

Dramatic Play 


**Materials: Construction vests, tool boxes, plastic tools, tool belts

Rationale: To introduce construction dramatic play materials based on the children's interest in building and using and identifying tools. To develop awareness for what construction workers wear, tools they use, and structures they build. To merge the content areas of blocks and dramatic play to develop rich and intentional play.

Skills: Role play, symbolic play, communication, turn-taking, collaboration, fine motor, self-help skills, creative expression, try out new ideas

**Materials: Loft, animal furs, stuffed bears, blankets, flashlights, pillows, sticks, camping materials, bear books, fishing poles, magnetic sticks, river and bush visuals, fish and berry visuals, tree stumps.

Rationale: To continue to explore the dramatic play theme of winter animals and activities. To explore what kinds of foods bears eat with a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation and camping story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave. To provide natural materials like tree stumps to provide a realistic setting.

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

**Materials: Wooden trains, chairs, suitcases, animal carriers, conductor hats, destination visuals, personal travel and work visuals, tickets, and pilot head phones


Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station.

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

**Materials: Household kitchen furniture, plates, bowls, cups, food, household pets.

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 incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work.

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


Math and Manipulatives 



**Materials: Sorting bears, vehicle and tool puzzles, magnetic puzzles

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To introduce small and large bears to practice cognitive skills of sorting, grouping, and ordering by their size and color. To continue to explore the concepts of seriation, ordering, and exploring objects in relation to their size.

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

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf 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 incorporate our curriculum themes of winter and color into the literacy area 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 airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling and going to work by providing visuals of personal experiences. To begin using blocks to extend dramatic play themes including construction and the building of collaborative structures.

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

Large Motor 



**Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall



**Rationale: To foster new skills and keep the children engaged in the large motor activities, new equipment has been added to the large motor room. While many new pieces of equipment have been added, we have kept the rolling bumpy slide as many children continue to enjoy experimenting with going down the slide in different ways like on their stomachs and backs. To build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.


**Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)


**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, sleds.

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To continue exploring the concept of "treasure hunting".

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

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter, bear, and color themed discussion, rhyming story and songs, dance and instrument activities, and modeling of activities.

Rationale: To prepare for the field trip on Wednesday by having winter color and natural materials discussions. To prompt questioning and predicting about what materials we will encounter on our walk. To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas, and how to use new tools .

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

Music 





**Materials: Piano, triangles, drums, and egg shakers, tone bells, visuals of a band, visuals of a parade.

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 incorporate music with other dramatic play themes such as train travel. To begin exploring parades and bands as ways to present, share, and collectively play music.

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

Snacks

Monday: Rice chex and raisins
Wednesday: Granola bars
Thursday: Whole wheat bagels and non-daily honey butter

Winter Weekly Lesson Plan: 2.11.13 - 2.15.13


Jamie, Catherine, and Taylor Lead Teaching
Overview:



To continue to go deeper into the exploration of classroom materials and move toward inquiry learning. To encourage the children to ask, predict, investigate, and discuss ideas about learning. To investigate and experiment with cause and effect relationships in science, math, and manipulatives. To make personal connections to the curriculum through language and photographs. To continue to support and extend their dramatic play by providing additional props, materials, and experience that enhance their learning. To continue to encourage collaborative play, initiation of play, and help build and sustain friendships.

Expressive Arts 


**Materials: Easel, white paper, white, black, and orange colors, various textured paint brushes, orange color shade visuals 




Rationale: To promote exploration of color shades, introduce the concept of light and dark
colors, and increase color awareness. To explore the color orange through mixing colors and painting. To encourage creative expression, and provide the opportunity for the children to represent their ideas on paper.

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



**Materials: Black, light orange, and white paper, sorted orange color crayons, scissors, assorted orange collage materials, orange cellophane, orange tissue paper, glue, and visuals of orange shades.

Rationale: To provide an opportunity to explore the color orange in depth. To promote creative expression through collage work. To examine differences and similarities of the color orange in different materials. To promote observation and discussion of comparisons.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion, representational collage making.

Sensory:

**Materials: blue and white playdough, kitchen tools and dishes, rolling pins, muffin tins, cheese slicers, impression tools, pretend oven, and letter cut outs.



Rationale: To continue experimenting mixing playdough colors. To provide another medium for creating shades of the color blue. To try out materials for cause and effect relationship. To encourage letter awareness and encourage pre-literacy skills. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Sensory table, snow, ice, colored ice cubes, penguins and whales, ice molds, salt, wooden hammers, and shovels

Rationale: To continue manipulating snow and ice indoors and integrate the curriculum themes of color and winter. To begin inquiring about the properties and transformations of ice and snow. To prompt intentional problem solving and cause and effect scenarios like freezing objects into the ice and adding salt to see if it melts the ice. To use tools in meaningful ways through prompting and modeling.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science

**Materials: Horseshoe magnets, magnet sticks, magnetic board, and magnet props and visuals.

Rationale: To promote problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not.

Skills: Prediction, observation, discussion, ideas

Materials: slideshow of bear pictures and video clips

Rationale: To continue to observe bear habits and hibernation. To extend the dramatic play theme of bears and hibernation and to incorporate technology in the classroom.
Skills practiced: discussion, observation, role play

**Materials: Light table in the room, primary and secondary color liquid watercolor, pipettes, clear mixing trays, primary color light filters, colored ice cubes.

Rationale: To explore mixing and creating colors with droppers. To promote experimentation, predicting, and observing cause and effect relationships with the liquid watercolor and colored ice. To allow children to formulate their own ideas about color and its properties, such as light and dark.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting.

Dramatic Play 


**Materials: Loft, animal furs, stuffed bears, blankets, flashlights, pillows, sticks, camping materials, bear books, fishing poles, magnetic sticks, river and bush visuals, fish and berry visuals.

Rationale: To explore the dramatic play theme of winter animals and activities more deeply. To explore what kinds of foods bears eat by introducing a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation and camping story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave.

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

**Materials: Wooden trains, chairs, suitcases, animal carriers, conductor hats, destination visuals, personal travel and work visuals, tickets, and pilot head phones


Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station.

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

**Materials: Household kitchen furniture, plates, bowls, cups, food, household pets.

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 incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work.

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


Math and Manipulatives 



**Materials: Color puzzles, vehicle puzzles, magnetic puzzles

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To introduce the concept of seriation, ordering, and exploring objects in relation to their size.

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

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf 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 incorporate our curriculum themes of winter and color into the literacy area 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 airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling and going to work by providing visuals of personal experiences.

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

Large Motor 



**Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall



**Rationale: To foster new skills and keep the children engaged in the large motor activities, new equipment has been added to the large motor room. While many new pieces of equipment have been added, we have kept the rolling bumpy slide as many children continue to enjoy experimenting with going down the slide in different ways like on their stomachs and backs. To build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.


**Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)


**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, and street signs

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. Introduce traffic signs to increase awareness of common signs and symbols and extend interest in vehicles and traveling. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To introduce the concept of a "scavenger hunt" and searching for items while following directions.

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

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter, bear, and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities


Rationale: To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas, and how to use new tools .

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

Music 





**Materials: Piano, triangles, drums, and egg 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 incorporate music with other dramatic play themes such as train travel.

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

Snacks:

Monday: Shaved ice and rice cakes
Wednesday: Applesauce & triscuits
Thursday: Peas and brown rice

Winter Weekly Lesson Plan: 2.4.13 - 2.8.13

Catherine Lead Teaching

Overview:


As the children connect more with the classroom and the curriculum areas change and evolve, we are starting to see a deeper and more purposeful exploration of materials. The children are discovering meaningful ways to investigate the materials by noticing details and experimenting with cause and effect relationships. Our goal is to enhance their play by intentionally challenging their problem solving skills by asking deeper questions, allowing them to use their imagination, and encouraging them to formulate their own ideas, thoughts, and solutions. The curriculum areas of color and winter present intentional problem-solving opportunities through experimentation with ice, color mixing, and color shades. Children are also beginning to represent ideas such as travel, going to work, and riding on trains through collaborative dramatic play. Small groups continue to support and facilitate growing friendships and interest in specific topics.

Expressive Arts

**Materials: Easel, white paper, white, black, and purple colors, paint brushes, purple color shade visuals 




Rationale: To promote exploration of color shades, introduce the concept of light and dark
colors, and increase color awareness. To explore the color purple through mixing colors and painting. To encourage creative expression and provide the opportunity for the children to represent their ideas on paper.

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




**Materials: Black, light purple, and dark purple paper, sorted color crayons, scissors, assorted purple collage materials, purple cellophane, purple tissue paper, glue, and visuals of purple shades.

Rationale: To provide an opportunity to explore the color purple in depth. To promote creative expression through collage work. To examine differences and similarities of the color purple in different materials.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, observation, comparison, discussion, representational collage making.

Sensory:

**Materials: Red and blue playdough, rolling pins, cheese slicers, impression tools, pretend oven, and letter cut outs.



Rationale: To continue experimenting mixing two primary dough colors. To provide another medium for creating shades of the color purple. To try out materials for cause and effect relationship. To encourage letter awareness and encourage pre-literacy skills. To provide a pretend oven for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Materials: Sensory table, snow, ice, colored ice cubes, penguins and whales, ice molds, salt, wooden hammers, and shovels

Rationale: To continue manipulating snow and ice indoors. To deepen the exploration of ice and snow through intentional problem solving and cause and effect scenarios like freezing objects into the ice. To use tools in meaningful ways through prompting and modeling.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science 



**Materials: Animals furs, winter animal visuals, and magnifying glasses

Rationale: To continue exploring winter animals and how they stay warm in the winter. To observe different fur types and discuss their differences. To use the senses of touch and sight. To use new vocabulary, fuzzy, soft, fluffy, thick, camouflage


Skills: Sensory input, observation, discussion, ideas

**Materials: Live streaming video of a bear in hibernation

Rationale: To raise awareness of winter animal habitats and hibernation. To aid in dramatic play theme of bears and hibernation and to incorporate technology in the classroom

Skills practiced: discussion, observation, role play

**Materials: Light table in the room, primary color liquid watercolor, brushes, water color paper, primary color light filters, primary color fabric swatches, color

Rationale: To continue exploration of mixing primary colors to create secondary colors by adding new brushes and watercolor paper. To begin awareness of the color wheel, and prompt creating colors from the color wheel.

Skills: Observation, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression

Dramatic Play

**Materials: Loft, animal furs, stuffed bears, blankets, flashlights, pillows, sticks

Rationale: To continue to prompt dramatic play of winter animals and activities. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas of winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation story lines like building a fire and sleeping in a cave.

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

**Materials: Wooden trains, airplanes, map of the United States, plane stickers, dry erase markers, chairs, suitcases, animal carriers, conductor hats, destination visuals, personal travel and work visuals, and pilot head phones


Rationale: To continue symbolically representing vehicles using chairs. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to develop awareness of the world by placing destination visuals for the children to reference when engaging in the map and in dramatic play. To create ownership and continued excitement in the travel and work themes through personal photos and experiences.

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

**Materials: Household kitchen furniture, plates, bowls, cups, food, household pets.

Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of 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 incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work.

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


Math and Manipulatives 



**Materials: Color puzzles, seriation stackers, shape sorters, vehicle puzzles, number peg mats, letter magnets.

Rationale: To promote shape awareness through shape sorting boxes. To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce the concept of seriation, ordering, and exploring objects in relation to their size. To increase children's letter awareness, identification, and pre-literacy skills. 




Skills: comparison, persistence, fine motor control, hand-eye coordination, seriation, letter naming, problem-solving.

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes being displayed in different curriculum areas as well as the reading nook. Books in the 'cave'.

Rationale: To continue to promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area 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 make airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling and going to work by providing visuals of personal experiences.

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

Large Motor 



**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, bean bag toss, small balls, and a Pedalo- small, child leg and arm operated walker 


Rationale: To continue to provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for colder temperatures that prevent us from going outside. 




Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, spatial awareness, throwing and catching, and receptive skills.

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, and street signs

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. Introduce traffic signs to increase awareness of common signs and symbols and extend their interest in vehicles and traveling. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects.

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

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities


Rationale: To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas, and how to use new tools .

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

Music 





**Materials: Piano, triangles, drums, and egg 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 incorporate music with other dramatic play themes such as train travel.

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

Snacks:
Monday: Rice cakes and raisins
Wednesday: Vegetable soup with rice
Thursday: Warm dairy free cocoa and rice chex

Ayuko and Jamie's class
Taylor Lead Teaching

Overview:

As the children are becoming more familiar the materials in the classroom, we started to collaborate and combine the curriculum areas of winter and colors. The children have been making comments about going to work and traveling and we are working as a team to connect their life experiences to the curriculum areas to go deeper into their play. Friendships are continuing to grow as children are facilitating their own activities and play ideas in the classroom and outside. We continue to foster these and new friendships as we begin our small group meetings. The topics of these groups are storytelling, movement, and doctors. The children's curiosity, questions, and ideas will determine the direction of these meetings. As it gets colder outside we are trying to find other ways to engage in outdoor weather activities such as using ice and snow in the classroom. On days it is too cold to go outside we are finding engaging large motor activities in the gym and the classroom.

Expressive Arts 


**Materials: Easel, white paper, white, black, and green colors, paint brushes, green color shade visuals 




Rationale: To promote exploration of color shades. To explore one color and encourage creative expression while providing the opportunity to increase color awareness. To encourage the children to represent their ideas on paper. To provide the opportunity to mix and introduce the concept of light and dark colors. 


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

**Materials: White, black and green paper, color sorted markers, assorted green materials, green cellophane, green leaves, green tissue paper, glue, and visuals of green shades.

Rationale: To provide an opportunity to explore one color (green) in depth. To promote creative expression through collage work. To examine differences and similarities of the color green in different materials.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, observation, comparison, discussion, representational collage making.

**Materials: Red and blue playdough, rolling pins, cheese slicers, impression tools, and number cut outs.

Rationale: To continue experimenting mixing two primary dough colors. To reference the Claymation video while mixing colors. To try out materials for cause and effect relationship. To encourage number awareness and counting skills. 


Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Sensory 


**Materials: Ice mold, snow, toy penguins and whales, warm water, spray bottles, colored ice cubes, liquid water colors

Rationale: To continue to manipulate snow and ice indoors. To continue exploring the transformations of ice (freezing and melting). To prompt problem solving by freezing objects into the ice mold and trying to get them out. To continue exploring animals associated with snow and ice and their habitats. To combine the curriculum areas of winter and color by adding relevant color to the sensory table such as blue for water.

Skills: Fine motor, observation, social interaction, prediction, discussion

Science 



**Materials: Stuffed bears, books about winter animals, animal furs, sticks, felt board, blankets


Rationale: To go deeper into learning about winter animals, their habitats, and introduce the concept of hibernation and how animals cope in the winter. To prompt dramatic play relating to winter and winter animals and activities. To begin learning about winter animals through reading and expressing ideas of hibernation on the felt board.

Skills: Symbolic representation, role play, emerging literacy, discussion, communication, collaboration.

**Materials: Light table in the room, primary color liquid watercolor, sponge brushes, white paper, primary color light filters, primary color fabric swatches, color wheel and color mixing visuals. 



Rationale: To provide the opportunity to explore color concepts, such as adding primary colors to create secondary colors. To explore how light affects color. To encourage mixing primary colored paints to create secondary colors. To build awareness and begin exploration of creating the color wheel. 



Skills: Observation, fine motor, experimentation, cause and effect, prediction, color awareness, creative expression.

**Materials: Silent claymation video on the computer showing primary colors mixing to form color wheel. 


Rationale: To continue observing and witnessing colors mixing. To provide an opportunity to discuss primary colors and color mixing.
To integrate technology into the curriculum. 


Skills: Discussion, observation, sensory input, collaboration of ideas.

**Materials: Animals furs, winter animal visuals, and magnifying glasses

Rationale: To continue exploring winter animals and how they stay warm in the winter. To observe different fur types and discuss their differences. To use the senses of touch and sight. To use new vocabulary, fuzzy, soft, fluffy, thick, camouflage


Skills: Sensory input, observation, discussion, ideas

Dramatic Play

**Materials: Wooden trains, airplanes, cars, map of the United States, plane stickers, dry erase markers, train ticket making materials, chairs, suitcases, conductor hats, destination visuals, and pilot head phones


Rationale: To continue symbolically representing vehicles using chairs. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to develop awareness of the world by placing destination visuals for the children to reference when engaging in the map and in dramatic play. To provide opportunities for the children to create their own materials like train tickets to incorporate into their dramatic play scenarios.

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


**Materials: Hats, scarves, shawls, boots, mittens, jackets, vests, paper "Chilly Willy"

Rationale: To continue practice dressing "Chilly Willy" as a reminder of how to stay warm outside. To continue exploring various articles of winter related clothing and their functions. To practice dressing themselves and others. To prompt problem solving as children identify which clothing is needed to keep warm outside. We will test out their layers outside. 


Skills: Fine motor, problem solving, discussion, role play, collaboration, communication, creative expression

**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.


Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of taking care of babies, 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.


Math and Manipulatives 



**Materials: Color puzzles, seriation stackers, shape sorters, vehicle puzzles, number peg mats.

Rationale: To promote shape awareness through shape sorting boxes. To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle. To increase the children's exploration of color through an opportunity to place together the color wheel in the form of a puzzle. To increase children's number awareness and counting skills.

Skills: comparison, persistence, fine motor control, hand-eye coordination, seriation, rote counting, problem-solving

Language and Literacy 


**Materials: A variety of books including color, winter, and school themes being displayed in different curriculum areas as well as the reading nook. 


Rationale: To continue to promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding. 


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 make airports, houses, garage, train tracks, and bridges, train parts (i.e. engines), to support the story lines of traveling.

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

Large Motor 



**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, bean bag toss, small balls, and a Pedalo- small, child leg and arm operated walker 


Rationale: To continue to provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for snow days and colder temperatures that prevent us from going outside.

Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, spatial awareness, throwing and catching, and receptive skills.

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, chalk, and street signs

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. Introduce traffic signs to increase awareness of common signs and symbols and extend their interest in vehicles and traveling.

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

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities


Rationale: To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play.

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

Music 


**Materials: Piano, jingle bells, drums, tone bells, and egg 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 


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

Snacks:
Monday- Sunbutter Sandwiches
Wednesday- Cheerios and raisins
Thursday- Apples and rice cakes

January 23rd and 24th 3am
Ayuko, Jamie, Catherine, and Taylor Co-Lead Teaching

Overview:
As the children are adjusting back to the regular school routine, we are beginning to notice new friendships starting to form. We are going to continue to encourage the children to engage in collaborative projects by sharing ideas and materials. After the field trip, the children have taken a bigger interest in the winter weather. The outside temperature has been changing and fluctuating so much that we have been able to discuss further about how snow and ice melt. How come some areas are frozen and some are melted? The topic of colors are also present in our curriculum areas. Our focus is to begin identifying and understanding the primary colors and eventually the colors of the natural world. Many of the curriculum areas are arranged to address these curiosity and questions.

Expressive Arts
**Materials: Easel, white paper, white and primary paint colors, paint brushes, color wheel visual. 


Rationale: To promote awareness of primary colors and encourage creative expression while providing the opportunity to try out color mixing. To encourage the children to represent their ideas on paper. To provide the opportunity to begin mixing light and dark colors. 

Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking.
**Materials: Scissors, primary color liquid watercolor, sponge brushes, white paper, and color sorted crayons. 


Rationale: To provide an opportunity to mix colors using paints with other medium, such as crayons. To promote creative expression and representational drawing.
Skills: Fine motor, cutting, holding brushes and crayons, creativity, artistic expression, color exploration.

**Materials: Yellow and blue playdough, rolling pins, cheese slicers, impression tools, and number cut outs
Rationale: To begin experimenting mixing two primary dough colors. To reference the Claymation video to begin mixing the dough ourselves. To try out materials for cause and effect relationship. To encourage number awareness and counting skills.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Sensory
**Materials: Ice mold, snow, toy penguins and whales, warm water
Rationale: To continue to manipulate snow and ice indoors. To begin exploring the transformations of ice (freezing and melting). To continue exploring animals associated with snow and ice and their habitats.
Skills: Fine motor, observation, social interaction, prediction, discussion

Science
**Materials: Stuffed bears, books about winter animals, animal furs, sticks, felt board
Rationale: To begin awareness of winter animals and their habitats (hibernation). To prompt symbolic play relating to winter and winter animals and activities. To begin learning about winter animals through reading and expressing ideas of hibernation on the felt board.
Skills: Symbolic representation, emerging literacy, discussion, communication, collaboration.

**Materials: Light table in the room, Rainbow making crystal, primary color light filters, primary color fabric swatches, primary color tissue paper, white paper, glue, and flashlights. 

Rationale: To provide the opportunity to explore color concepts, such as adding primary colors to create secondary colors. To explore how light effects color. To encourage mixing primary colors by layering papers. 

Skills: Observation, awareness, fine motor, experimentation, cause and effect, prediction, cutting, gluing, trying new ideas.

**Materials: Silent claymation video on the computer showing primary colors mixing to form color wheel. 

Rationale: To observe and witness colors mixing. To provide an opportunity to discuss primary colors and how they mix. 
To integrate technology into the curriculum.
Skills: Discussion, observation, sensory input, collaborate ideas.

**Materials: Animals furs, magnifying glasses
Rationale: To begin awareness of winter animals and how they stay warm in the winter. To observe different fur types and discuss their differences. To use the senses of touch and sight. To use new vocabulary, fuzzy, soft, fluffy, thick, camouflage
Skills: Sensory input, observation, discussion, ideas

Dramatic Play
**Materials: Hats, scarves, shawls, boots, mittens, jackets, vests, paper "Chilly Willy"
Rationale: To practice dressing "Chilly Willy" as a reminder of how to stay warm outside. To continue exploring various articles of winter related clothing and their functions. To practice dressing themselves and others. To prompt problem solving as children identify which clothing is needed to keep warm outside. We will test out their layers outside.
Skills: Fine motor, problem solving, discussion, role play, collaboration, communication, creative expression

**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.
Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others. 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.


**Materials: Wooden trains, airplanes, cars, map of the United States, plane stickers, dry erase markers, train ticket making materials, chairs, and tape train tracks.
Rationale: To begin symbolically representing vehicles using chairs. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to create their own materials like train tickets to incorporate into their dramatic play scenarios.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


Math and Manipulatives 

**Materials: Color puzzles, seriation stackers, peg boards, zippers, puzzles, number magnets and board.
Rationale: To provide materials that support self help skills like zippers and to increase hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle. To increase the children's awareness and exploration of color through the opportunity to stack pegs and create patterns. To increase children's number awareness and counting skills.
Skills: comparison, persistence, fine motor control, hand-eye coordination

Language and Literacy
**Materials: A variety of books including color, winter, and school themed being displayed in different curriculum areas as well as the reading nook.

Rationale: To promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding. 

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 make airports, houses, garage, train tracks, and bridges, to support the story lines of traveling.
Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 

**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, and a Pedalo- small, child leg and arm operated walker
Rationale: To provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for snow days and colder temperatures that prevent us from going outside.
Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, and spatial awareness.

**Materials: Outdoors: Buckets, sleds, shovels, snow, yellow scooter cars, dump trucks, and wheelbarrows
Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking.
Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking

Large group
**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities
Rationale: To continue discussing the changes that are effecting us, such as the weather and the colors around the classroom.
Skills: Attention span, attending and orienting, respect for one another, following directions.

Music
**Materials: Piano, Accordion, tone bellss, and egg shakers. 

Rationale: To promote 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
Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Snacks
Wednesday: Cucumbers and rice cakes
Thursday: Oatmeal and raisins

January 14th-17th
Ayuko, Jamie, Catherine, and Taylor Co-Lead Teaching

Overview:
The children have been busy exploring the new and familiar materials and environment in the classroom. They have been reconnecting with other children and getting to know the new children and teachers in the classroom. We are going to continue to encourage the children to initiate play with their peers and engage in collaborative projects by sharing ideas and materials. The children have been noticing the changing weather conditions and the presence of winter outside in snow, ice, and the cold temperature. The children have been wearing layers and bringing warm clothing to combat the winter elements, and they have been learning valuable self-help skills while undressing and dressing during arrival and dismissal. The children are aware that Ayuko is pregnant and there is going to be a change when the baby is born. Materials and babies are available for the children to act out and create dramatic play scenarios about caretaking for a new baby.

Expressive Arts
**Materials: Easel, white paper, white and primary paint colors, paint brushes. 

Rationale: To promote awareness of primary colors and encourage creative expression while providing the opportunity to try out color mixing. To encourage the children to represent their ideas on paper.
Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking.

**Materials: Chalk, scissors, white and black paper, colorful tapes, and color sorted markers. 

Rationale: To promote creative expression while providing a variety of colorful medium options for the children to use. To promote awareness of color on light paper verses color on dark paper. To support skill development of cutting, using tape, and using chalk and markers. 
To promote awareness of similarities and differences in colors by sorting based on color families.
Skills: Fine motor, exploration, cutting, holding markers, creativity, artistic expression, color awareness.

**Materials: Playdoh, rolling pins, cheese slicers, impression tools, and number cut outs
Rationale: To continue to experiment with a variety of new tools. To try out materials for cause and effect relationship. To introduce new colors, promote mixing, and bring awareness to changes in the materials. To encourage number awareness and counting skills.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Sensory
**Materials: Ice mold, snow, small toy people and eventually vehicles
Rationale: To continue to provide opportunities to manipulate snow indoors. To begin to explore ice indoors and to observe the physical differences between them when they are side by side. To explore the ice with various sense including sight and touch. To introduce small toys to promote social interaction and observe how the toys interact with the snow and ice. Observe the changes ice and snow make in a warm environment
Skills: Sensory input, observation, social interaction, prediction, discussion

Science
**Materials: Light table in the cave, Rainbow making crystal, primary color light filters.
Rationale: To provide the opportunity to explore color concepts, such as adding primary colors to create secondary colors. To become aware of natural rainbows and how light affects color.
Skills: Observation, awareness, fine motor, experimentation, cause and effect, prediction, try new ideas.

**Materials: Silent claymation video on the computer showing primary colors mixing to form color wheel. 

Rationale: To observe and witness colors mixing. To provide an opportunity to discuss primary colors and how they mix. 
To integrate technology into the curriculum.
Skills: Discussion, observation, sensory input, collaborate ideas.

**Materials: Sensory touch and see materials.
Rationale: To learn and use the sense of touch and sight. To compare two materials and learn new vocabulary such as soft, rough, smooth, bumpy.
Skills: Ideas, discussion, observation, sensory input

Dramatic Play
**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.
Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others. 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.


**Materials: Coats, scarves, mittens, boots, sweaters, blankets, blazer jackets.
Rationale: To introduce winter specific clothing and a variety of layers to allow children to practice dressing themselves in the specific items. To prompt discussion about outdoor clothing children and to engage in symbolic play relating to winter outdoor activities. To encourage problem solving and explore cause and effect relationships by testing out which items keep the children warm outside.
Skills: Observation, discussion, fine motor, role play, communication, collaboration, creative expression

**Materials: Wooden trains, airplanes, cars, map of the United States, plane stickers, dry erase markers, train ticket making materials, and tape train tracks.
Rationale: To provide an opportunity for children to continue their interest and exploration of vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to create their own materials like train tickets to incorporate into their dramatic play scenarios.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


Math and Manipulatives
**Materials: Color puzzles, seriation stackers, peg boards, zippers, puzzles, number magnets and board.
Rationale: To provide materials that support self help skills like zippers and to increase hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle. To increase the children's awareness and exploration of color through the opportunity to stack pegs and create patterns. To increase children's number awareness and counting skills.
Skills: comparison, persistence, fine motor control, hand-eye coordination

Language and Literacy
**Materials: A variety of books including color, winter, and school themed being displayed in different curriculum areas as well as the reading nook.

Rationale: To promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding. 

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 make airports, houses, garage, train tracks, and bridges, to support the story lines of traveling.
Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 

**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, and a Pedalo- small, child leg and arm operated walker
Rationale: To provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for snow days and colder temperatures that prevent us from going outside.
Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, and spatial awareness.

**Materials: Outdoors: Buckets, sleds, shovels, snow, yellow scooter cars, dump trucks, and wheelbarrows
Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking.
Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking

Large group
**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities
Rationale: To introduce the children to the new changes and continue to orient them to the new teachers. To continue to work on rhyming and to prepare for the field trip and other changes that are happening in the schedule, weather, and classroom.
Skills: Attention span, attending and orienting, respect for one another, following directions.

Music
**Materials: Drums and bells 

Rationale: To promote 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
Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

January 3rd -10th
Ayuko and Jamie Lead Teaching

Overview:
As we welcome the children and families back from the long winter break, we plan to keep things simple to allow easy interactions with our new student teacher team. We are assuming that some children may have had travel experiences during break so we will have trains, planes, and cars available to capitalize on the memories. Familiar items will continue to be available so that the children could seek comfort when they come back to the classroom. Learning the basic steps of dressing for the winter outdoors (snowpants and boots and the rest) will be a big focus of our early days together.

Expressive Arts
**Materials: Easel, black paper, white and pastel paint colors.
Rationale: To promote creative expression while providing colors that represent snow. To create a contrast between light paint and dark background.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

**Materials: Playdoh, rolling pins, cheese slicers, impression tools.
Rationale: To experiment with a variety of new tools. To try out materials for cause and effect relationship.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, try out, creativity.

**Materials: Chalk, scissors, paper, colorful tapes, markers, and stickers
Rationale: To promote creative expression while providing a variety of writing and art tools for the children to use. To support problem solving opportunities on how to cut and use tape, use scissors, and chalk.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

Sensory
**Materials: Snow, penguins, bears, shovel, molds, mittens.
Rationale: To provide opportunities to manipulate snow indoors. To compare, observe, mold, feel, and begin wondering the difference between snow and ice. Questions will be asked, "How is snow made?" To observe what happens when snow enters a warm environment. To begin thinking about what type of animals enjoy the cold.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor

Science
**Materials: Light table, flashlights, different textured fabrics.
Rationale: To provide the opportunity to explore light and dark concepts. To observe and experiement which fabric shines through light and covers it.
Skills: Observation, prediction, fine motor, comparison, try out

**Materials: Sensory touch and see materials.
Rationale: To learn and use the sense of touch and sight. To compare two materials and learn new vocabulary such as soft, rough, smooth, bumpy.
Skills: Ideas, discussion, observation, sensory input

Dramatic Play
**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.
Rationale: To provide an opportunity to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


**Materials: Wooden trains, airplanes, cars, and train tracks.
Rationale: To provide an opportunity to reenact some of the travel experiences the children may have had over winter break.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


Math and Manipulatives
**Materials: Shape puzzles, self help clowns, problem solving stacker, puzzles
Rationale: To provide materials that support self help skills, such as zipping and bottoning, hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle.
Skills: comparison, persistence, fine motor control, hand-eye coordination

Language and Literacy
**Materials: A variety of books being displayed in different curriculum areas as well as the reading nook.

Rationale: To promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. 

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 encourage block building and make airports, houses, garage, train tracks, and bridges, to support the story lines of traveling.
Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor
**Materials: Indoors: basic gym set up for the first week.
Rationale: To provide and promote opportunities to engage in activities that enhance and challenge their physical skills.
Skills: Upper and lower body strength, endurance, balance, coordination, symbolic representation, creativity, turn-taking

**Materials: Outdoors: Buckets, sleds, shovels, balance beam, snow, yellow scooter cars
Rationale: To provide children opportunities to engage in activities that challenge their physical skills including a focus on balancing coordination skills. To facilitate activities that promote usage of snow.
Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking

Large group 

**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), reading "Eeny Miney Mouse," a rhyming story, dance and instrument activities, modeling of activities
Rationale: To introduce the children to the new student teachers. To sings songs that are familiar to them as they get used to the school routine again.
Skills: Attention span, attending and orienting, respect for one another, following directions.

Music
**Materials: Drums, shakers, piano and clappers. 

Rationale: To promote 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
Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

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