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Curriculum Planning ProjectECE 334Ms. GarrettLaura Edwards4-4-16Identify group of children.The group of children that the curriculum is intended for is preschoolers. The preschool program is going to be a full day program operating from 8:00am-3:30pm. There will be 20 students in the class, ages 3 to 5 years old. I will have a full-time assistant teacher in the class with the children.Philosophy Statement This preschool curriculum uses Reggio Emilia and Montessori approaches. Reggio Emilia allows children to be creative. We believe that children learn best by being creative because it allows them to use their imagination and keeps their interest in wanting to learn more about the world. The Reggio Emilia approach focuses on collaboration and working in a group. We also believe that children can learn a lot more if they work together in a group because they get to see other people’s perspective on things and learn to get along with each other. Montessori believes that children are natural learners because they are curious about their world. It lets children find their interests. This curriculum believes that students will be more engaged in learning if they choose what they want to learn more about. The reason being is that they will pay attention if they are interested in what they are learning rather than learning something that doesn’t interest them. The Montessori approach lets children work at their own pace with the materials they choose. This curriculum thinks that children learn better at their own pace because they not are rushed to get done with an assignment. Develop 8-10 overall program goals.The child will grow socially and emotionally.Children will learn about being healthy and practice using their physical development skills.Students will acquire language and literacy skills.Children will obtain mathematics abilities. Students will be exposed to science topics.Children will learn to be creative in the arts.Students will pick what their want to learn. Children will work at their own pace on their schoolwork. Curricular Framework This model will be used for the preschool curriculum program that I created. I decided to use a diagram web because it is simple to read and understand. I used the Nebraska Early Learning Guidelines for ages 3 to 5 years of age to decide which developmental areas to use for the framework. The developmental areas that I used include social and emotional, physical, language and literacy, mathematics, science, creative arts (which includes music, art, movement, and dramatic play). 2-3 Early Learning GuidelinesPhysical:Child develops fine (small) motor skills.Child develops gross (large) motor skills.Science:Child develops scientific skills and methods.Child develops scientific knowledge skills.Mathematics:Child develops number and operations skills.Child develops geometry and spatial sense.Creative Arts:Child develops musical skills.Child participates in dramatic play activities.Child develops artistic skills. Social and Emotional:Child develops self-concept skills.Child acquires cooperation abilities.Child develops social relationships.Language and Literacy:Child develops speaking and communicating skills.Child acquires book knowledge and appreciation.Core and supplementary materialsCurriculum Areas (from FrameworkGuidelinesCore MaterialsSupplemental MaterialsPhysicalNE-ELG 3-5: Fine (Small) Motor Skills (H&P Development.01)Uses eye-hand coordination to perform a variety of tasksChild explores drawing and painting materialsCrayonsMarkersStampsPlay doughMasking tapePaint and paint brushPencilsColor pencilsSpongesCotton ballsSidewalk chalkPaperPaper platesCoffee filtersWall paperButcher paperNE-ELG 3-5: Gross (Large) Motor Skills (H&P Development. 02)Child develops coordination, balance, spatial awareness and strength through gross (large) motor activitiesUses indoor and outdoor gross (large) motor equipment safely and appropriatelyWooden beamConesPlayground setTricycle Jump ropeBalls TunnelSeesawWood chipsCushion Helmet Knee and elbow padsAir pumpScienceNE-ELG 3-5: Scientific Skills and Methods (S.01)Child uses senses, materials, events in nature, and the environment to investigate and expand knowledgeMakes observations, and describes objects and processes in the environmentDirt and soilSea shellsBinocularsSpray bottle with sensePlastic containersMagnifiersPencil and paperMeasuring tapeBucketNet FunnelTweezersJournalsBalance scalesShovel Clip boardNE-ELG 3-5: Scientific Knowledge (S.02)Shows interest in active investigationChild demonstrates understanding of simple cause and effect relationshipsRocksSandPlantsMagnetsBucket of waterSpoon StrawGlass jarPlastic lid PaintsStrainer/SifterPlanting potPaper clipsCansPaper towelsMixing spoon Clear containerMathematicsNE-ELG 3-5: Number and Operations (M.01)Counts up to ten or higherDistinguishes between numbers and lettersSmall blocks Colored bearsMagnetic shapesButtonsSea shellsBeadsBeansMagnetic letters and numbersNumber and letter puzzlesNumber and letter books CalendarsBoxes Magnet boardStorage shelfNail or thumb stackNE-ELG 3-5: Geometry and Spatial Sense (M.02)Learns about shapesCombines different shapes to make representations or patternsUses words that describe the relative position of thingsLidsBallsCereal boxWatermelonIce cream coneChesses cubesDiceWooden blocksDifferent shapes of boxesMagnets ToothpicksBlocksBoxDoll and stuffed animalsHatsMittensShoesPaper towelsPlatesRefrigerator Storage binJarContainer StorageHat hangerCreative Arts NE-ELG 3-5: Music (CA.01)Develops an appreciation for musicUses music as an avenue to express thoughts, feelings, and energyCD’s and playerScarvesStreamersFinger playsAction songsFast/slow musicLoud/soft musicMusical instrumentsMicrophoneOpen spaceCD caseAmplifiers Mirror ParachuteFlashlightJump ropeHoopsRibbonsNE-ELG 3-5: Dramatic Play (CA.04)Engages in role play with two or more childrenAssumes the role of someone or something else, or talks in language relevant to the assumed roleHatsCostumesPropsPretend foodTables and chairsPlay plates and silverwareStuff animals or dollsStorage StageMirrorNE-ELG 3-5: Art (CA.02)Uses materials to make a simple representation and describes or demonstrates how it was madeDraws or paints images with a few detailsDevelops confidence in own creative expression through process-oriented experiencesWatercolorsStamp padsStencilsClayComputer paint programPencil CrayonsMakersColored pencilsFinger paintsTempera paintsBrushes Video tape or audio recordCamera LaminateSpace to display children’s artwork and put it at eye levelPaper and pencilOverhead lightingTables and chairPencil sharpenerPaperPaper towels and water Drying tableShelf to display art workFlyer to advise an art showSocial and Emotional NE-ELG 3-5: Self Concept (S&E. 01)Likes self and shows pride in accomplishmentsJoins other children in various play activitiesCameraLaminate and laminate boardBook BinderBooksJump ropeSee sawParachute Wagon MirrorFamily photosPoster board with child’s strengths StorageHelmetBallsNE-ELG 3-5: Cooperation (S&E. 03)Uses compromise and conflict resolution skills Attempts to solve problems with other children independently, by negotiation, or other socially acceptable meansBoard gamesBlocks Painting and boxesStorage Paper towelsWater Language and LiteracyNE-ELG 3-5: Speaking and Communicating (L&L.02)Initiates interactions with adults and peersChild uses English or native language to share feelings and express ideasChild uses vocabulary that has been introducedHigh shelf with toys on topDrinks and snacksPuppetsCarryon and paperFamily or community photos BlocksPlaydough BooksBulletin Board rich in vocabulary PicturesThematic item that the children are learning about.Cups and platesStage and storage for the puppetsMats Bulletin board to hang the photosStorageStorageBackground and border for bulletin boardLaminator and thumb tacks NE-ELG 3-5: Book Knowledge and Appreciation (L&L.04)Picture reads; tells about the story from the pictures on the cover or in the book Knows specific words related to books such as author and illustrator BooksSequence cardsFelt board and piecesPuppetsPaperPencilsMakersStaplersStaples Colored Construction PaperStorageLaminator StorageCurricular StrandsColorsShapesNumbersLettersFeelingsWeather SeasonHolidaysAnimalsChildren’s Books The curricular strands I chose are colors, shapes, numbers, letters, feelings, weather, seasons, holidays, animals and children’s books. Color is an important curricular strand because children should be able to recognize and label the different colors. Shapes are an important curricular strand because children should be able to recognize and label them. It also helps define our environment and is one of the first steps of learning about math. Numbers are an important strand because children should be able to count to at least 10 and it will help with doing math in the future. Letters are an important strand because letter combinations form words, which we use every day for talking and reading. Feelings are an important strand because they let children express how they feel and understand the emotions of others. Weather is an important strand because children learn that it affects our daily lives and activities. Seasons are an important strand because they let children know how to dress for the day and what activities they can do outside. Holidays are an important strand because children learn the different traditions people celebrate. Animals are an important because children get to learn about the different types of creatures and they learn to have respect for nature and the animals themselves. Children’s books are an important strand because they get children interested in learning how to read, improve vocabulary and to share their opinions about which books they like.ThemesNursery RhymesFairy TalesTransportationWeather Outer SpaceDinosaurs FeelingsFriendship Ocean Life ZooThe two themes that I selected from the list are transportation and the zoo. I chose transportation because it fits the framework and I could come up with activities for each of the guidelines. I have or could get the resources and materials for each of the activities. The activities for the theme would be hands-on and this theme is relevant to children because they are starting to play with toy cars or trucks at a young age. Transportation is a diverse theme because there are many different vehicles. The activities that I could do for each area are, making parachutes or talking about hot air balloons for science, books on transportation for language and literacy, getting along with people on a certain type of transportation, following the rules, being away from your family for social and emotional, playing red light/green light for physical, counting how many wheels for math, and the wheels on the bus song for creative arts. I chose the zoo because it also fits the framework and I could come up with activities for each of the guidelines. I have or could get the resources and materials needed for each of the activities. The activities would be hands-on and it is relevant to the children because the majority have them have gone to the zoo and know what animals are there. Zoo is a diverse theme because there are different types of animals that live in the zoo. The activities that I could do for each area are categorize animals for science, books about the zoo for language and literacy, animal families for social and emotional, make animals out of paint or playdough for physical, counting animal toys for math and walk like a certain animal for creative arts.Curriculum Web Identified Project ThemeRationale The zoo theme is relevant to preschoolers because they are starting to learn and talk about the different types of animals that live here on earth. The students learn that not all animals live and walk on land. Some fly in the air and others live and swim in the water. They also learn that animals come in different colors and sizes. Children realize that we are not the only species living here on earth, making them realize we have to share this planet with them. It teaches them to respect the animals. The majority of children go visit the zoo and when they come back from the zoo, they like to share with people the different types of animals they saw and the fun activities they experienced there. Goals and Guidelines for ThemeNE-ELG: 3-5, ScienceChild develops scientific skills and methodsBegins to make comparisons between objects that have been observedChild uses senses, materials, events in nature, and the environment to investigate and expand knowledgeChild shows interest in measurement of time, length, distance, and weightNE-ELG: 3-5, Social and EmotionalChild understands and respects similarities and differences among adults and children in their program, home, and communityNE-ELG: 3-5, Language and LiteracyChild listens to directions and conversations with understandingDemonstrates understanding of the meaning of stories, songs and poemsNE-ELG: 3-5, Creative Arts (Movement, Music and Dramatic Play)Child is able to sing, play, move and create music, expressing individual imaginationDevelops an appreciation for musicChild expresses strong emphasis, steady beats and changing dynamics in various musical tempos and styles through movementResponds to the beat of songs or instrumental music with more complex movements (walking or jumping to the beat, clapping, etc.)Child participates in a variety of dramatic play activitiesUses words, actions and materials to portray a role, situation or settingEngages in role play with two or more childrenPhysical (Fine Motor)Child uses finger and hand control to operate and use small objects to demonstrate fine (small) motor coordinationDevelops fine (small) motor skills through participation in activitiesChild explores writing, drawing and painting materialsMathematicsChild develops knowledge of patternsBegins to recognize duplicates and extends simple patterns using a variety of materialsChild develops an understanding of the counting processCounts in nursery rhymes; counts all types of objects; plays with counting forward or backwardsChild develops spatial senseUses words that describe the relative position of things Vocabulary and conceptsScience:Extinct- No longer existing. (Source )Habitat- A place providing appropriate living on land and water for an animal and their family. (Source: )Endangered species- A group of animals that is at risk for disappearing forever. (Source: )Aquarium- A glass-sided tank in which fish or other sea animals and plants are kept to be on display. (Source: )Social and EmotionalHerd- A community of animals that live or are kept together. (Source: )Playful- Showing that you are enjoying yourself and not being serious. (Source: )Flock- A group of birds that are kept and feed together. (Source: )Aggressive behavior- When one animal attacks another animal to cause harm. ( Source: )Language and LiteracyZoo Keeper- A person who feeds and supervises the animals at the zoo. ( Source: )Aviary- A large cage where birds are kept. (Sources: , )Scaly- Covered with scales. (Sources: , )Snout- The long nose of some animals. ( Sources: , )Creative ArtsSlithering- To slide on the ground from side to side. (Sources: , )Waddling- To walk with short steps, swinging or rocking side to side. ( Sources: , )Roar- To express a loud, deep cry or howl. (Source: )Costume- Clothes worn by someone who is trying to look like a different person or thing. (Source: )Physical (Fine Motor)Board Game-A game that involves the moving of pieces form one location of the board to another (Source: )Stamps- A block used for imprinting with design. (Source: )Puzzles- A game that requires putting together pieces to form a full picture. ( Source: )Play Dough- A modeling substance used for making shapes and objects. (Source: )MathematicsPatterns- A repeated design. (Source: )Altogether- All is added together. (Source: )Subtract- To take away. (Source: )Matching- One that is the same like another. (Source: ) Descriptions of large group, small group and self-selection (center) activitiesLarge Group:Talk about how the animal parents are protective of their young. Play animal bingo.Count the number of animal toys or stuffed animals. Children move like different types of zoo animals (such as an elephant, monkey, lion, etc.)Sing the zoo theme song (it is sung to the tune of wheels on the bus) where you sing about the zoo animals you talked about.Read Tacky the Penguin and have children act out the story using props or imagination.Read Polar Bear, Polar Bear, What Do You Hear? Have children create puppets to use while the teacher reads the story.Sing the zebra song (this is sung to the song I’m a little teapot). Small Group:Play a memory game where the children match the adult animal with their baby animal. Create an animal pattern using animal toys or stuffed animals.Weigh a barrel of toy monkeys using a scale.Categorize animal toys according to flying, water and ground animals. Bring different animal textures for children to feel. Read Curious George Visits the Zoo and have felt pieces go along with the story for the children to use. Have children match the correct food to the correct animal that eats that food. Use stuffed animals or pictures of animals and place a bowl in front of each animal to put the play food or pictures of food cut from magazines in the bowl.Have children practice their shoe tying skills by tracing and cutting out zoo animal shapes from sturdy paper. Then laminate them and provide colored shoe laces for lacing. Self-selection (center) activities:Children make animal masks with emotionsZoo animal puzzles.Play Hungry, Hungry, Hippos board game.Use paint or play dough to make an animal.Have children play zoo by using stuff animals and being zookeepers. Have children play zoo nursery using stuffed animals, baby bottles, blankets, and pretend food. Have children create their own zoo. The teacher will read the book Twenty-One Elephants and Still Standing. After reading the book, have the children build a bridge for twenty-one elephant toys. Materials and ResourcesScience:Weighing a barrel of monkeys activity materials: a barrel of monkey toys and scaleFeed the Zoo Theme Animals! activity materials: stuffed animals, bowls, and play foodCategorizing different types of zoo animals materials: flying zoo animal toys, water zoo animal toys, and ground zoo animal toys. Habitat materials: bowl of water, tray of dirt, a pile of hay or grass, and many small toy zoo animals.Animal Textures materials: Different types of animal textures, which could include snakeskin, animal hide, and faux animal furLanguage and Literacy:Tacky the Penguin activity materials: Tacky the Penguin book, Hawaiian shirt, fishing nets, fishing poles, hats, bird cage, maps, and rocks. Curious George Visits the Zoo activity materials: Curious George Visits the Zoo book, felt pieces of characters, and felt board.Zoo Riddles activity materials: ABC Zoo bookPolar Bear, Polar Bear, What Do You Hear? activity materials: Polar Bear, Polar Bear, What Do You Hear? book, brown paper bags, crayons/markers, glue stick, scissors, and construction paper.Zoo Animal Story Bag activity materials: large bag and plastic toy zoo animals.Creative Arts:Animal Sounds and Faces activity materials: pictures or drawings of many different zoo animals, 10” x 12” cardboard pieces, tongue depressors or straws, glue or paste, and staples.Zebra Song activity materials: Zoo Theme Song activity materials: Animal Musical Chairs activity materials: chairs, pictures of zoo animals, enough to put 1 under each chair, recorded music.Moving like different zoo animals activity materials: noneSocial and Emotional:Match the adult with the baby animal game materials: pictures of adult zoo animals, pictures of baby zoo animals, cardboard, lamination.Helpful Zoo Animals activity materials: pictures of various zoo animals.Follow the Leader activity materials: noneTalk about how animal parents protect their young activity materials: noneTalk about how caged animals feel activity materials: nonePhysical (Fine Motor):Cool Clothespin Cats activity materials: construction paper, two spring-type clothespins, glue, scissors, markers or paint.Paper Plate Lions activity materials: paper plates, sandwich bags, and cotton balls, yellow tempera paint, and scissors.Giraffe Puzzle activity materials: Bulletin Board Smorgasbord book, page 45- picture of giraffe puzzle, crayons/markers, and scissors.Zoo Theme Lacing Card activity materials: pencils, sturdy cardboard, scissors, zoo animal shapes, lamination, hole punchers, and colored shoe laces.Elephant Puppet activity materials: small cup, scissors, felt-tip markers, glue stick, and gray felt.Mathematics:Animal Sorting activity materials: zoo stuffed animals.Playing animal bingo activity materials: animal bingo cards, chips, and master bingo card.Creating animal pattern activity materials: zoo animal toys or zoo stuffed animals.Which animal is bigger? activity materials: many toy models of zoo animals in various sizes.Count the zoo animals: zoo animal toys or zoo stuffed animals. Learning Center ProfilesLearning Center ProfileGeneral Description: (Include subject/topic, skill area, unit focus, age/grade level of intended users; number of students using materials at any one time).Preschool Fine Motor Center: The skill area for this center is learning about zoo animals through fine motor skills. Children will use their hands and fingers for the activities. This center is intended for 4-5 children and lets them choose the learning activities they want to do. The materials will be on a shelf in the fine motor center.Materials/Spatial Requirements: (materials needed for all learning activities; space needs-table, floor, corner, shelf, etc.).Materials needed for learning activity #1: posters/pictures of zoo animals, scissors and lamination.Materials needed for learning activity #2: Hungry, Hungry, Hippos board game.Materials needed for learning activity #3: paint, paint brush, cup of water, paper, and play dough.The space that will be needed is tables, chairs, floor and an easel. Shelves will also be needed for storage of these materials. Content Standards: (include state/national content standards related to the activities included).Nebraska Early Learning GuidelinesAge 3-5? Child uses finger and hand control to operate and use small objects to demonstrate fine motor coordination.? Develops fine motor skills through participation in activities.? Child explores writing, drawing and painting materials.Objectives: (What are the objectives to be accomplished when using center materials?)1. The students will put poster/picture pieces of an animal together.2. The students will play Hungry, Hungry, Hippos board game. 3. The students will create animals using fine motor materials.Activities: (Briefly list/describe the activities in the center. Indicate which objectives each of the activities will help learners accomplish*).1. Animal Puzzles-The students will put poster/picture pieces of an animal together to make an animal puzzle (1).2. Hungry, Hungry, Hippos- The students will play Hungry, Hungry, Hippos board game with other students in the center (2).3. Creating an animal-The students will use paint or play dough to create any animal they want (3).Learning Center ProfileGeneral Description: (Include subject/topic, skill area, unit focus, age/grade level of intended users; number of students using materials at any one time).Preschool Dramatic Play Center: The skill area for this center is children will learn about the different jobs at the zoo by role-playing. The children will act out different roles for the activities.This center is intended for 4-5 children and lets them decide what learning activities they want to do. The materials will be in a basket and shelf in the dramatic play center. Materials/Spatial Requirements: (materials needed for all learning activities; space needs-table, floor, corner, shelf, etc.).Materials needed for learning activity #1: stuffed animals, boxes, pools, bins, green sheet or piece of fabric, wading pool, props that include boots, safari-type hats, vests, nets, gloves, pail, pretend food (play fruit) and bowls. Materials needed for learning activity #2: stuffed animals, baby bottles, blankets, diapers, and pretend food.Materials needed for learning activity #3: slips of paper (zoo tickets) and hole puncher.The space that will be needed is table, corner shelf, and basket. The costumes, items and props will go on the shelf, while the stuffed animals will go in a basket. Content Standards: (include state/national content standards related to the activities included).Nebraska Early Learning GuidelinesAge 3-5? Uses words, actions and materials to portray a role, situation or setting.? Engages in role play with two or more children.Objectives: (What are the objectives to be accomplished when using center materials?)1. The children will pretend to be zookeepers.2. The children will play nursery using zoo stuffed animals.3. The children will pretend to be ticket takers for the zoo.Activities: (Briefly list/describe the activities in the center. Indicate which objectives each of the activities will help learners accomplish*).1. Welcome to the Zoo: Children will be zookeepers and take care of the animals. They can take other children on “tours” of the zoo and discuss what they know about each animal (1).2. The Nursery: Children will care for the baby animals in the zoo nursery. They will learn what each baby animal eats and drinks (2).3. Ticket Taker- Children will take other children’s tickets and hole punch them to let them into the zoo (3).Learning Center ProfileGeneral Description: (Include subject/topic, skill area, unit focus, age/grade level of intended users; number of students using materials at any one time).Preschool Science Center: The unit focus for this center is learning about the zoo and its animals by having children create or build something that is related to it. They will also sort different zoo animals into groups. Children will use different types of materials to build and create something for the zoo and its animals. This center is intended for 4-5 children and lets them choose what learning activities they want to do. The materials will be located in shelves in the science center.Materials/Spatial Requirements: (materials needed for all learning activities; space needs-table, floor, corner, shelf, etc.).Materials needed for learning activity #1: a bin with filler (such as beans/rice, dry pasta, birdseed, etc.), toy zoo animals, toy fencing and other items to create divisions (craft sticks, rulers, etc.), construction paper, cardboard, scissors, and tape to create plants and structures within the zoo, small containers and items that could be used as food bins/food for the animals (beads, gems, buttons, dry beans, cereal, etc.), small pieces of paper and writing utensils (to label the exhibits), and colored felt to serve as grass or water.Materials needed for learning activity #2: Twenty-One Elephants and Still Standing book, popsicle craft sticks, paper towel rolls, miniature red cups, learning resources jungle counters that include elephants.Materials needed for learning activity #3: collection of wild animal pictures. The space that will be needed for these activities are tables, floors, and shelves. All the materials will be located in shelves in the science center.Content Standards: (include state/national content standards related to the activities included).Nebraska Early Learning GuidelinesAge 3-5? Child uses senses, materials, tools, technology, events in nature, and the environment to investigate and expand knowledge.Objectives: (What are the objectives to be accomplished when using center materials?)1. The children will create their own zoo. 2. After listening to the story Twenty-One Elephants and Still Standing, the children will build a bridge 3. The children will sort a collection of wild animal pictures into families, such as putting animals that belong to the bear family.Activities: (Briefly list/describe the activities in the center. Indicate which objectives each of the activities will help learners accomplish*).1. Zoo Sensory Play: Children will create their own zoo using sensory materials/materials (1).2. Build A Bridge for 21 Elephants: Children will listen to the teacher read the book Twenty-One Elephants and Still Standing. After listening to the story, the children will build a bridge for the elephants using the materials listed above (2). 3. Animal Families: Children will use a collection of wild animal pictures and sort the animals into different types of families. The different types of families could include the cat family, ape family, bear family, bird family and reptile family (3). Bibliography Name: 3-D Animals Language Activities Kit Author: Shirley A. Steinmetz Publication Date: 1990290766515875000063500015557500029591003443605007626353486150001765300539115000Name: ABC Zoo Author: Jean Warren Publication Date: 19912628900193675000279400193675000Name: The Complete Daily Curriculum For Early Childhood: Over 1200 Easy Activities to Support Multiple Intelligences and Learning Style Author: Pam Schiller and Pat Phipps Publication Date: 20112876550616585000641350616585000Name: The Giant Encyclopedia of Circle Time and Group Activities for Children 3 to 6: Over 600 Favorite Circle Time Activities Created by Teachers for Teachers Author: Kathy Charner Publication Date: 19964318002178050002425700212090000Name: Creative Resources for the Early Childhood Classroom Author: Judy Herr and Yvonne Libby Larson Publication Date: 20092425700552005500698505556250002641600742315000287020745490000Name: Lyle, Lyle, Crocodile Author: Bernard Waber Publication Date: 19652228850174244000368300179705000Name: Sammy The Seal Author: Syd Hoff Publication: 1959 2897505452120000933450452120000Name: The Zoo Book Author: Jan Pfloog Publication Date: 19672711450763905000224790756920000Name: Zoozical Author: Judy Sierra Publication Date: 20111847850123952000-171450127635000 Name: Birthday ZooAuthor: Deborah Lee RosePublication Date: 20021238254209415001930400416242500Treatment of Content identified as impressional (I), foundational (F), or skilled (S).Children make animal masks with emotions (Skilled).Play a memory game where the children match the adult animal with their baby animal (Foundational).Talk about how the animal parents are protective of their young (Foundational).Zoo animal puzzles (Skilled).Play Hungry, Hungry, Hippos board game (Impressional).Use paint or play dough to make an animal (Skilled).Create an animal pattern using animal toys or stuffed animals (Impressional).Play animal bingo (Foundational).Count the number of animal toys or stuffed animals (Skilled).Have children play zoo by using stuff animals and being zookeepers (Skilled).Children move like different types of zoo animals (such as an elephant, monkey, lion, etc.) (Skilled).Sing the zoo theme song (it is sung to the tune of wheels on the bus) where you sing about the zoo animals you talked about (Foundational).Read Tacky the Penguin and have children act out the story using props or imagination (Foundational).Read Polar Bear, Polar Bear, What Do You Hear? Have children create puppets to use while the teacher reads the story (Foundational and Skilled).Read Curious George Visits the Zoo and have felt pieces go along with the story for children to use (Foundational).Weigh a barrel of monkey toys using a scale (Impressional).Categorize animal toys according to flying, water and ground animals (Foundational).Bring different animals textures for children to feel (Impressional).KWL ChartKnowWantLearnedThey know that animals live at the zoo.Want to know the names of the animals. They know that different kinds of animals are at the zoo.Want to know where there from. They know families or people visit the zoo to see animals.Want to know what types of food they eat.They know that it’s a special day when they visit the zoo and are excited.Want to know who takes care of them.ScheduleMonday, May 2, 2016 7:50am-8:15am Students will eat breakfast, use restrooms and go to centers. Teacher will monitor students. 8:15am-8:30am Circle Time. The teacher will go over day of the week, month, and weather and lead the students in reciting the Pledge of Allegiance 8:30am-9:15am The teacher will read Polar Bear, Polar Bear, What Do You Hear? and students will make puppets. This will be with all the students.9:15am-10:00am Students play animal bingo. This will be with all the students. The teacher will call out the animals during animal bingo. 10:00am-10:15am Recess/Outdoor time. Teacher will supervise students. 10:15-10:30am Restrooms/Wash hands. Teacher will monitor students. 10:30-11:00am Students can choose to play Hungry, Hungry, Hippos Board game or make animal masks with emotions. Teacher will supervise students. 11:00am-11:20am Lunch. The teacher will eat with the students and watch them.11:20am-11:45am Rest/Nap. The teacher will tell students to get their mats and put them away when finished. 11:45am-12:00pm Restrooms. Teacher will monitor students. 12:00pm-12:20pm Have children move like different zoo animals (such as an elephant, monkey, lion, etc.) All students will be involved with the activity. The teacher will tell the students what animal to move like.12:20pm-1:00pm The teacher’s aid will bring different animal textures for half of the students to feel while the teacher helps the other half of students weigh a barrel of monkeys. The teacher will divide students into two groups and switch activities at 12:40pm.1:00pm-1:30pm The teacher will direct a discussion about how the animal parents are protective of their young. This will be with all the students.1:30pm-2:00pm The teacher and students will sing the zoo theme song (it is sung to the tune of Wheels on the Bus) where you sing about the zoo animals you talked about. This will be with all the students.2:00pm-2:30pm Recess/Outdoor time. Teacher will supervise students.2:30pm-2:45pm Restrooms/Wash hands. Teacher will monitor students. 2:45pm-3:15pm Students can choose to do zoo animal puzzles or use paint or play dough to make an animal. Teacher will watch the students and direct cleanup.3:15pm-3:30pm Closure and Departure. The teacher will review the day’s activities and ask students questions about the activities. Weekly Planning Format DayScienceLanguage and LiteracyCreative Arts (Movement, Music, and Dramatic Play)Social and EmotionalPhysical (Fine Motor)MathematicsMondayWeigh a barrel of monkeys Tacky the Penguin storyAnimal Sounds and FacesMatch the adult with the baby animal gameCool Clothespin CatsAnimal SortingTuesdayMatch the food to the animal that eats that foodCurious George Visits the ZooSing the zebra songHelpful Zoo AnimalsPaper Plate LionsPlay animal bingoWednesday Categorize flying, water and ground animalsZoo RiddlesSing the zoo theme song Follow the LeaderGiraffe PuzzleCreate an animal patternThursdayMaking a HabitatRead Polar Bear, Polar Bear, What Do You Hear? and create puppets Zoo Animal Musical Chairs How the animal parents protect their young.Shoe tying skills by tracing zoo animal shapes laces for lacingWhich Animal is Bigger?FridayAnimal textures for children to feelZoo Animal Story BagMove like different zoo animals (such as an elephant, monkey, lion, etc.)Talk about how caged animals feelElephant PuppetCount the number of animal toys or stuffed animalsTwo specific activitiesCollege of Saint MaryLesson Plan Format with Lesson Reflection LESSON/ACTIVITY INFORMATIONTitle: Categorizing Animal ToysYour name: Laura EdwardsAge or Grade Level: Preschool Integrated Disciplines/Subjects: ScienceTime frame for Lesson: 15-20 minutesSTANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSNebraska State Standards; Nebraska Early Learning Guidelines, Nebraska Fine Arts Standards and ISTE Standards (as appropriate for the lesson):Nebraska Early Learning Guidelines; Ages 3-5/ Science? Child develops scientific skills and methods? Begins to make comparisons between objects that have been observedObjectives: Make certain to include When, Who, What and How (criterion for success) in your objectives. You may find terms related to Bloom’s Taxonomy of Cognitive Development helpful in formulating your objectives. Sample lead in phrases for writing learning objectives are listed below.During the activity, the child will be able to categorize animal toys according to flying, water and ground animals. Assessment: I would make an assessment chart with the students’ names on it and in other columns have flying, water, and ground animals categorized. I would then write down the names of the animals that the child correctly categorized. Materials: flying animal toys, water animal toys, and ground animal toys. LESSON PROCEDURESAnticipatory Set: I would play a guessing game with the students by asking what type of animal flies, swims, and walks. I would ask the students what is their favorite group of animals, according to the three categories. I would tell the students that today they are going to organize the animal toys, according to the three types of animal groups.Input/Modeling/Guided Practice/Check for Understanding: The following section must include all of the steps the teacher needs to do in order to carry out the lesson and must also include all of the responses and activities that students will be expected to do. DETAILS are important here in order to demonstrate your thinking of what this will look like in the classroom. Write this section so that the lesson could be easily replicated.Teacher will do:The teacher will bring the different types of animal toys to class.The teacher will demonstrate and explain the activity to the studentsThe teacher will assess the students to see if they met the objective successfully.Student will do:The students will listen to the teacher’s directions for the activity.The students will organize the animal toys, according to the three group areas. Closure: Can be whole group review or opportunities for individual responses. Talk about the activity and ask them if they know other types of animal groups.Differentiation:Describe how will you differentiate for varying student needs by identifying at least two distinct areas of learning needs and describing appropriate accommodations and/or modifications related to methods of instruction and student(s)’ ability to show evidence of learning. Check out Accommodations and Modifications to assist you.-For a child who has a hard understating directions or is autistic, I would provide a visual aid when giving directions to them.-For a child who has grasping problems, I would assign a para to help the child for this activity. The child would tell the para in which animal group to put the toy animal in. References: Include references used to prepare the lesson plan and references for items used in the lesson (ex. Books read to the students). NOTE: Make sure to acknowledge any co-authors if you are modifying a lesson that you may have created with another person, ANALYSISReview all of the previous sections of your lesson plan and complete item in the following section prior to teaching your lesson.Content Knowledge: Cateorgizing the animal toys into different types of groups. Teaching Methods/Strategies: Demonstrating and explaining the instructions for the activity to students, is effective because it lets the students know what they are going to do for the activity. Children learn to group the different types of animal classes, this is effective because helps them to recognize that there are different types of animals. Offers help throughout the activity for children who need it; this is effective because it lets the students know that the teacher will help them out when they need it. REFLECTIONAfter teaching the lesson, write a reflection to evaluate how you feel the lesson went (flow, timing, materials, etc.) and write a clear description about evidence of student learning. This description should directly refer to your plans for Assessment including your documentation strategies.Use the following thought questions to help you write your reflection.Review your assessment results. Did each child meet the objective? How do I know that each child learned what was intended?Were the children productively engaged? How do I know?What unplanned activities occurred? Why did these occur? Did I alter my instructional plan as I taught the lesson? Why?What additional assistance, support, and/or resources would have further enhanced this lessonIf I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why? Updated by Dr. M. K. FeltonJanuary 2015Cateorgizing Animal Toys Assessment ChartNamesFlying AnimalWater AnimalGround AnimalCollege of Saint MaryLesson Plan Format with Lesson Reflection LESSON/ACTIVITY INFORMATIONTitle: Animal Memory GameYour name: Laura EdwardsAge or Grade Level: PreschoolIntegrated Disciplines/Subjects: Social and Emotional DevelopmentTime frame for Lesson: 15-20 minutesSTANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSNebraska State Standards; Nebraska Early Learning Guidelines, Nebraska Fine Arts Standards and ISTE Standards (as appropriate for the lesson):Nebraska Early Learning Guidelines; Ages 3-5/Social and Emotional Development? Child understands and respects similarities and differences among adults and children intheir program, home, and community? Begins to understand various family roles, jobs, and rulesObjectives: Make certain to include When, Who, What and How (criterion for success) in your objectives. You may find terms related to Bloom’s Taxonomy of Cognitive Development helpful in formulating your objectives. Sample lead in phrases for writing learning objectives are listed below.During the activity, the child will be able to match the adult with the baby animal. Assessment: I would make a check list to see how well they met their objective. Materials: animal pictures of both the adult and the baby from science magazines, index cards, scissors, and glue sticks. LESSON PROCEDURESAnticipatory Set: I would ask the students if they are an adult or child and who takes care of them. I would ask the students if they think baby animals look like adult animals. I would tell the students that today we’re going to play a memory game where you match the adult animal with the baby animal. Input/Modeling/Guided Practice/Check for Understanding: The following section must include all of the steps the teacher needs to do in order to carry out the lesson and must also include all of the responses and activities that students will be expected to do. DETAILS are important here in order to demonstrate your thinking of what this will look like in the classroom. Write this section so that the lesson could be easily replicated.Teacher will do:The teacher will find pictures of adult and baby animals from science magazines. The teacher will then cut out the pictures and glue them on separate index cards.The teacher will bring the index cards with the animal pictures on them to class.The teacher will model and explain the activity to the students.The teacher will assess the students to see if they completed the objective successfully.Student will do:The students will listen to the teacher’s instructions for the activity.The students will take turns matching the adult animal to its baby animal. Closure: Can be whole group review or opportunities for individual responses. Talk about the activity and ask them if animal families are like human families.Differentiation:Describe how will you differentiate for varying student needs by identifying at least two distinct areas of learning needs and describing appropriate accommodations and/or modifications related to methods of instruction and student(s)’ ability to show evidence of learning. Check out Accommodations and Modifications to assist you.-For a child who has vision problems, make sure they are wearing glasses and that they are clean.-For a child who is slower at completing tasks, I would give them extra time to complete the activity. References: Include references used to prepare the lesson plan and references for items used in the lesson (ex. Books read to the students). NOTE: Make sure to acknowledge any co-authors if you are modifying a lesson that you may have created with another person, ANALYSISReview all of the previous sections of your lesson plan and complete item in the following section prior to teaching your lesson.Content Knowledge: Matching adult animal with is baby animal.Teaching Methods/Strategies: Modeling and explaining the directions for the activity to students, is effective because it lets students know what they will have to do for the activity. Children learn to match the adult animal with its baby animal, this is effective because they learn the similarities and differences between the adult animal and the baby animal. Provides assistance to students who need it throughout the activity, this is effective because it lets the students know that the teacher will help out when they need it. REFLECTIONAfter teaching the lesson, write a reflection to evaluate how you feel the lesson went (flow, timing, materials, etc.) and write a clear description about evidence of student learning. This description should directly refer to your plans for Assessment including your documentation strategies.Use the following thought questions to help you write your reflection.Review your assessment results. Did each child meet the objective? How do I know that each child learned what was intended?Were the children productively engaged? How do I know?What unplanned activities occurred? Why did these occur? Did I alter my instructional plan as I taught the lesson? Why?What additional assistance, support, and/or resources would have further enhanced this lessonIf I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why? Updated by Dr. M. K. FeltonJanuary 2015NamesCorrectly match the adult animal with its baby animal. Sample Section of a Parent LetterDear Parents/Guardians, 9-8-16 We will be starting zoo theme activities this week. The activities will cover six of the seven Nebraska Early Learning Domains, which include science, language and literacy, creative arts (movement, music, and dramatic play), mathematics, physical (fine motor), and social and emotional. We might need help with the physical (fine motor) activities because of the multiple tasks involved. If you are interested in helping, please contact me at 402-210-7146. After learning about the zoo, we will go on a field trip to the Henry Doorly Zoo. We will go to the Henry Doorly Zoo on Monday, September 26, 2016 and depart from the school at 8am. We will arrive back at the school at 2pm. The school will provide a sack lunch for each child. If you are interested in volunteering to come to the zoo with us to help out, please contact me.Thanks,Miss LauraTwo ParagraphsI would give a pre-assessment before beginning the zoo theme to see what they already know about it. I would assess what they are learning about the zoo during the activities. After learning about the zoo, I would give a post-assessment to determine how much they have absorbed about the topic.The tools I would use for assessment are portfolio assessments, assessment charts, checklists, anecdotal assessments. I would use the portfolio assessment for the fine motor activities because that way you can see their improvement in that area. I would use the anecdotal assessment for all the domains during all the activities because it is an ongoing assessment that can be continued anytime. I would use the assessment charts and checklists after doing a lesson because it is the assessment of the end product. Sample Checklist/Progress Report for one Curricular AreaSocial and Emotional Progress Report for ________________ Date ____________CompletedChildren make animal masks with emotions.Play a memory game where the children match the adult animal with their baby animal.Talk about how the animal parents are protective of their young. References -kids/) Toddler and Preschool Curriculum by Kathy HuttoABC Zoo by Jean WarrenAnimal Craft Fun by Beth MurrayBulletin Board Smorgasbord by Suzanne Glover and Georgeann GreweCreative Resources for the Early Childhood Classroom by Judy Herr, Ed. D. and Yvonne Libby LarsonThe Giant Encyclopedia of Circle Time and Group Activities for Children 3 to 6 edited by Kathy Charner3-D Animals Language Activities Kit by Shirley A. Steinmetz ................
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