Winter Weekly Lesson Plan: 2.25.13 - 3.1.13
Catherine Lead Teaching
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.
**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.
**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
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,
**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.
**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
**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.
**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.
**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.
Monday: Rice chex and raisins
Wednesday: Graham crackers and milk
Thursday: Birthday snack (fruit salad)