~1414 Social studies large Group (2)

Originating idea: respectful to others

Materials:
Curriculum content: KDI social studies, being sensitive to others
feelings, social emotional
Opening statement: read the book yellow, red, blue feelings while
reading the book, have open conversation with the kids about feelings,
how would that make you feel?? While in circle ask the kids questions and
scenarios and how they would feel if that was them? What words would
they use? Would you get a teacher for help?
Middle: have puppets at circle and ask children to pick which ever puppet
they want to be, and have a puppet show. Act out the book, practice using
our words, and telling someone no thank you or stop and role play
many different situations with all of the kids so they know how to use their
words if they need to.
Scaffolding: use situations that have happened in the classroom, and
work them out with the kids.
-recognizing all childrens feelings, and what words they choose
End: I will bring out other props, phones, toys from classroom and let
them explore with those objects.
Then we will do recall time, about the puppet show, and clean up.
Follow up: open puppets more, use puppets in problem solving situations,
add puppets to the problem-solving box.

~1414 Science: large group(2)
Originating idea: transformation from solid to liquid
Materials: Six packs of jello, water. Cups, spoons.
Curriculum content: KDI science and technology, using and describing
something in many ways.
Beginning: sitting at tables in-group, introduce ideas of baking, sing the
song patty cake patty cake bakers man. Talk about what happens when
you mix ingredients, what are ingredients?
Middle: have 4-6 big bowls throughout the table, full of jello mix. Have
two kids help poor water, and two others help mix, to watch the color go
from white powder to bright color. Four kids helping at each bowl will give
everyone a turn.
Scaffolding: acknowledge each childs turn ask about what is happening?
What color did your mix turn? What flavor could it be? Put the jello boxes
around the table for children not helping to look at.
End: have children help scoop the jello into small cups, to make their own
personal jello cups.
Follow-up: put jello and bowls into the kitchen area, put the boxes in the
block area, and the art area.

1414 Physical development (1)
Originating idea moving in all sorts of ways, bending, shaking
Materials bear hunt CD
Curriculum content: KDI physical development, moving with objects,
expressing creativity with movement
Beginning: listen and watch the video were going on a bear hunt
Middle: create our own bear hunt throughout the classroom, have children
pick out classroom objects and place them all around the room, line up and
ask at random, what animal they would like to be, and how does that
animal move, or sound? Example slither like a snake, walk, hop, jump,
which ever all around and make a lot of drama play as well as physical
development.
Scaffolding: the kids will pick any type of animal and the scaffolding does
its self by lots positive reinforcement about how they choose that animal
moves.
End: walk all of our animals to the watering hole (snack tables) to take a
break from all the busy bear hunting. And enjoy a snack with recall time
Follow up: put the bear hunt CD in the book nook.

1414 Physical development (2)
Originating idea reminding children how to line up
Materials whistle
Curriculum content KDI physical development, health, and well being
acting upon movement directions
Beginning ask why we have to hurry up to line up outside? Is it
dangerous to stay outside?? Or run from our teachers?
Middle stand by the wall have the teacher walk to the other side, blow the
whistle and have kids run/hop/skip/gallop across the floor to the side the
teacher is on. In addition, keep switching sides. Back and forth.
Scaffolding make it into a game, move around, add obstacles, wow you
guys lined up so quickly
End back to circle time, to recall, why do we need to line up so quickly?
When you hear the whistle what do you?
Follow up practice outside
1414 social and emotional (1)
Originating idea: recognizing feelings
Materials: books, and dress up
Curriculum content: KDI social emotional expressing feelings in words,
building relationships between adults and children, dealing with social
content, dramatic play, pretending and role play
Beginning: read a book about feelings, impulsive puppy bullies go
home, read the books in the dramatic play area.
Middle: using the dress up, kitchen, blocks, have the kids act out the
books, role-play the characters. What would you do? How would you feel if
puppy did this to you? Let the kids take the full lead, teacher strictly
follows, with guidance if needed.
Scaffolding: recognizing feelings, with empathy, compassion, and
understanding.
End: read the books again, and ask the kids all sorts of questions about
what they just did to make sure they understand what they just did. And
finish with recall
Follow-up put copies of these books all over the room, in with the
problem solving bin.

1414 language, literacy, and communication (1)
Originating idea: matching words, to pictures.
Materials: print outs, scissors, glue, magazines
Curriculum content: writing in various ways, reading in various ways
Beginning: read a book pointing to the words and have kids point to the
picture that says the word. Go through the book pointing out sight words.
Middle:
center 1: teacher assisted, print out of words in one column and
pictures in the other side, have children draw a line from words to
pictures.
Center 2: using magazines find the letters in your name, cut them
out, and use glue, to glue their name on a piece of paper.
*scaffolding, go at the childs level if they can simply point to their
letters in the magazine, roll with it, if they can circle their letters. If
they can identify the letters in their name great.
Center 3: on printed sheets, have children trace their names in which
ever material they would like, marker, pencil, pen, crayon.
Center 4: using magnets and magnet board have children practice
arranging letters of our sight words.
*scaffolding by identifying letters, writing names, letter sounds.
End: warning, clean up time, and letter stomp back to the carpet, for recall
time.
Follow-up magazines in the book area, with scissors and paper

1414 language, literacy, and communication (2)
Originating idea: writing names in all different ways
Materials: -white board, markers, shaving cream, high lighters, crayons,
paper, opened art area
Curriculum content: writing practice, names, sensory
Beginning: circle time planning time, talk about what letters are in our
names, do you know how to spell your name? look at name cards?
Middle: small groups: center 1 using white boards with markers practice
writing names or letters
*scaffolding practice sight words
Center 2: shaving cream on the table practice tracing name in shaving
cream
*Scaffolding, practice sight words, letters, shapes
Center 3: color paper, with all sorts of different writing utensils, color
pencils, markers, crayons, chalk practice names, and colors
Center 4: create a nametag, using anything in the art area, paint, puff
balls, goodly eyes, ect. To make your name tag

Scaffolding: after they write their name they can try to write the sight
words. Also having an abc strip, name cards and examples will help!
End: recall time, shake our sillies out, listen and move
Follow-up add the abc strips to the art area, and also their nametags they
make

1414 Approaches to learning (1)
Originating idea: feelings, expressing feelings in different ways
Materials: art materials
Curriculum content: solving problems in encountered play, expressing
feelings, seeing and hearing how to solve problems
Beginning: read a problem solving book, open conversation about the
book
Middle: center 1: role play problems, with all sorts of different outcomes
with a teacher
Center 2: create a problem solving basket, including feelings cards, wheel
of solutions, let the kids help put it together, ask them what should go
inside.
Center 3: introduce friendly bear, open art materials have kids make a
picture about what they think feelings are, acknowledge all childrens
pictures.
Scaffolding: recognize all feeling will be different, understand each child.
Be sure they know you understand they might not feel happy, and that is
so okay. You dont always have to be happy.
End: bring everyone into a group and have open conversation about
feelings pass around friendly bear so they can tell their feeling to friendly
bear.
Follow-up keep friendly bear in an open space where children can use
him often, also keep the problem solving bin in an easy to get to place.

1414 approaches to learning (2)
Originating idea: making choices
Materials: parachute, classroom objects
Curriculum content: choices, allowing children to make the choices of
what they want, give a sense of control
Beginning: talk about choices, would you like to pick this book or that
book? Would you like to eat snack first, or play first? Lots of choices and
ask the children if they like picking what they do in their day.
Middle: using a parachute have the kids sit around and as a group, make
choices about what they would like to put in the parachute, would you like
to shake it fast or slow? Would you like to put the objects under the
parachute? What object would you like to use?
Scaffolding: what a great choice you made! I love that you want to put
the ball on top and shake it fast. Lots of love!!
End: Recall time, ask children what object they choose, and what they did
with the object. What other choices would you like?
Follow-up create a choice chart, filled with choices children can make,
and hang it in the classroom to allow children to choose their choices.

~~1414 social and emotional (2)
Originating idea: identify emotions
Materials: art materials
Curriculum content: expressing feelings
Beginning: sing the song if your happy and you know it, when have you
been happy? When were you upset? What did your face look like? Who
makes you feel better? Mommy? Daddy?
Middle: center 1-emotion cards (happy, sad, mad, excited) cut out and
glue faces to cards, and color them.
Center 2- feeling books, read through the feeling books and then
color your own feeling book
Center 3- role play with the teacher, social conflicts, using examples
in books, role play happy endings, role play surprise endings, work through
all different outcomes
Scaffolding: have the child role play different outcomes, use different
props, books, give the understanding its okay to be mad.
End: Recall if you are happy and you know clap, if you are mad stomp.
Follow-up: keep emotion cards around the classroom as a tool for
children to use if they get upset.

1414 Art: Dramatic Play (1)
Originating idea: child directed role-play
Materials: dress up, puppets, classroom props
Curriculum content: imitating actions and sounds, pretending and role-
playing
Beginning: talk about feelings, and skits, what is a skit? What can you do
with puppets?
Middle: allow children direct the role let them make up a skit, let them tell
the teacher who to be, what they would like to do.
-use dress up
-puppets
-have a puppet show
-use the house, if they need to play house
- make popcorn to watch the shows
Scaffolding: repeat what children say in the skit, open ended questions,
add more props
End: recall what the children said during the skit; embrace what the
children were talking about.
Follow-up use puppets to teach, use puppet as a line leader


1414 Art: Music (2)
Originating idea: listening to music in all forms, becoming familiar with
instruments
Materials: art materials, ice cream gallons, popsicle sticks, worksheets,
pop bottles
Curriculum content: math, with counting, moving to the music, drawing
shapes, identifying sounds, exploring sounds, playing musical instruments
Beginning: can anyone play musical instruments; show all of the
instruments how to use them what sounds they make
Middle: center 1- open play with musical instruments and scarves
Center 2- make a drum, popsicle sticks as sticks, ice cream buckets
as drum, stickers glitter, paint to decorate the ice cream bucket, and ribbon
to hang around neck so you can play.
Center 3- fill up pop bottles with water, at different levels have
children blow into the bottles to hear the different sounds
Center 4- worksheet of instruments, circle drum blue, circle guitar
red, ect. Counts how many of each you have, write the number
Scaffolding: lots of encouragement when making drum, hearing the
different sounds, ect.
End: recall, sing songs, dancing
Follow-up put musical instruments in the house, block areas, books about
music, noise makers

1414 Math (1)
Originating idea: counting in all sorts of ways
Materials: trucks, jenga, sand table, magnet numbers, small objects, pan,
uncooked rice
Curriculum content: counting, sorting, adult child relationship, sensory,
writing numbers.
Beginning: read I spy counting books.
Middle: center 1- large and small trucks, sort big and small; count how
many are on both sides
Center 2- jenga let the kids play, and then count how many pieces they got
before it fell over
Center 3- sand table, hide objects in the sand, have children find them,
and count how many they had. Use the magnet numbers to show how
many you found.
Center 4- baking sheet with rice, have children trace their numbers in the
rice.
Scaffolding: acknowledge all of the childs efforts.
End: give students a bag have them go around the room, find 4 blue
objects, 6 red things. And then share with the class what the collect.
Follow-up tape numbers on the bathroom stalls, number tables.


1414 Math (2)
Originating idea: patterns
Materials: small objects, beanbags, students
Curriculum content: observing people and the patterns, counting
Beginning: put small colored bears in a pattern have children identify the
patterns. Sing pattern songs.
Middle: use the class and put them in a boy girl pattern, have class decide
who goes next? Mix it up, boy boy girl girl who goes next.
Scaffolding: give class bean bags, arrange patterns by colors
End: recall time, pattern song,
Follow-up pattern cards, in block area, colored connectors out


~1414 Social Studies lesson (1)
originating idea: baking a cake
materials: cake mix, eggs, oil, water, bowl, spoon, measuring materials
curriculum content: KDI social studies (participating in group activities)
-sequences, different steps, measuring, group involvement, turn taking
Beginning: children will be at the large table, talking about what is order?
What do you put order? What is baking? Do you help mommy/daddy bake?
Patty cake, sing the song.

Middle: All ingredients ready, talk about what each item is, and what is
does to the cake.
step by step, go around the table and let each child do at least one step,
divide the steps
up, dumping the mix in the bowl can be a three person job, each "cup" of
water can be a
new friends job, ect. Continue going around to each student until all of the
steps are
completed.
Scaffolding: bring out empty cake/brownie mixes for children to look at
while they are waiting their
turn.
End: Recall time, ask which step each child got to do, cant wait to eat for
snack!

~1414 Science small group lesson (1)

Originating idea: Marches reading month, Dr. Seuss
Materials: rice, bowl, jello, cups, extra books, writing tools, water table,
water toys
Beginning: at circle time, read 1 fish, 2 fish, red fish, blue fish
Middle: has 4 different centers, where children will spend about 10
minutes at each table
center 1: have a few copies of the book at the table with markers, and
paper and let
the kids draw whatever they want about the book
center 2: have kids help make jello, and help poor it into a cup, and drop in
sweetish fish,
one, or two, red, or blue
center 3: a bowl of rice, with gold fish hiding in it, and have children use a
plastic spoon
to find the fish, and then count how many fish they found.
center 4: water table, with water toys, open for exploring, add bubbles
Scaffolding: add other objects into the water table, and sensory into the
water table. add
art materials to center 1, center 2 will be scaffold by recognizing
End: clean up, Recall time