The BEST
Teachers are those who show you where to LOOK
but don't tell you what to SEE
Teachers are those who show you where to LOOK
but don't tell you what to SEE
1. Name of Activity: Hopping Number Maze
Originating Idea: Number Hunt
Curriculum Area: Mathematics
Appropriate Age group: 3 to 5
Materials: gray scotch tape and variety of color tape
Beginning of Activity: Tell the children we going work with numbers today
Middle of Activity: I will start by making the grid pattern with gray tape by taping it on the floor. I’ll put the number in each space of the grid with color tape. I will use the numbers 1- 30, first start by putting the number in order then add numbers to mix them up with random numbers.
Early: I have an arrow pointing into maze at the start point by the number 1 to get the children going. And I’ll have another arrow at the end as the children find their out the maze.
Middle: Allow two children to enter on the number maze at a time to build teamwork with their classmates. I’ll have one child who know numbers order well and a child who beginning to recognize number.
Later: I’ll have the children call out the numbers as they hop or walk on it. I’ll join their play by having one of the children lead me through the maze, but I’ll pretend like the maze too hard and doesn’t know the number well and need help getting through the maze.
End of Activity: Well the children still having fun plying the with the number maze I’ll take the tape and make an arrow leading to each bathroom and inform the children it’s clean-up time and follow the arrow to the bathroom to wash hands and get ready to move on to the next activity.
Follow-up Ideas: Just reintroduce this activity to the children but this time I’ll use the alphabets and numbers and scarves to cover the children eyes as their partner walk them through the maze.
Assessment:
This activity when well everything happen as planned. The children loved fact that they were able to lead someone through the maze. Most of the children hopped to each number square while the other half felt the need to crawl on the maze to see the numbers better. In this activity the children gain the ability to work with numbers and have fun while doing it. All the children were excited about the number hunt activity and it really surprised me to see that this activity received a hundred percent participation from the children. This activity was successful and I don’t have any regrets with how it carried out.
Originating Idea: Number Hunt
Curriculum Area: Mathematics
Appropriate Age group: 3 to 5
Materials: gray scotch tape and variety of color tape
Beginning of Activity: Tell the children we going work with numbers today
Middle of Activity: I will start by making the grid pattern with gray tape by taping it on the floor. I’ll put the number in each space of the grid with color tape. I will use the numbers 1- 30, first start by putting the number in order then add numbers to mix them up with random numbers.
Early: I have an arrow pointing into maze at the start point by the number 1 to get the children going. And I’ll have another arrow at the end as the children find their out the maze.
Middle: Allow two children to enter on the number maze at a time to build teamwork with their classmates. I’ll have one child who know numbers order well and a child who beginning to recognize number.
Later: I’ll have the children call out the numbers as they hop or walk on it. I’ll join their play by having one of the children lead me through the maze, but I’ll pretend like the maze too hard and doesn’t know the number well and need help getting through the maze.
End of Activity: Well the children still having fun plying the with the number maze I’ll take the tape and make an arrow leading to each bathroom and inform the children it’s clean-up time and follow the arrow to the bathroom to wash hands and get ready to move on to the next activity.
Follow-up Ideas: Just reintroduce this activity to the children but this time I’ll use the alphabets and numbers and scarves to cover the children eyes as their partner walk them through the maze.
Assessment:
This activity when well everything happen as planned. The children loved fact that they were able to lead someone through the maze. Most of the children hopped to each number square while the other half felt the need to crawl on the maze to see the numbers better. In this activity the children gain the ability to work with numbers and have fun while doing it. All the children were excited about the number hunt activity and it really surprised me to see that this activity received a hundred percent participation from the children. This activity was successful and I don’t have any regrets with how it carried out.
2. Name of Activity: Does it Float or Sink
Originating Ideas: Water Play
Curriculum Area: Science and Technology
Materials: Large container or sink, water aprons, lots of objects of different size and different weight, plastic, metal, wood, foil, and Styrofoam.
Appropriate Age: 3 to 5
Beginning of Activity: I’ll tell the children we going to work with water and different materials to see how they will react once they touch the water.
Middle of Activity: I’ll show the children a demonstration of what we about to do in this activity. Then I’ll step back and the children lead the play by exploring the water.
Early: I’ll have paper for the children with each picture of the object on itwith a small box next to the pictures that we exploring with for this activity. Every child will have to put a check in the box of the items that floats. I’ll first have the children to look at the materials and discuss what items they think will float or sink and why they feel that way.
Middle: I’ll have a bucket of small material that weight different and have the children pick what they think would float. I’ll ask question about what the children is discovering what the floating and sinking (wait for the children to answer). Then I’ll add in the larger material to the activity.
Later: I’ll have an open discuss with the children on how they felt about the activity and can they think of other things that would float and sink. Give the children their space to keep exploring.
End of Activity: I’ll the children ten more minutes than its clean-up time.
Follow-up Ideas: Reintroduce this activity but I’ll add in little small people to put on the items and tell the children don’t let the people sink
Assessment:
This activity carried out as planned the children was very engaged, they would think of new thing to see float or sink in the water. I enjoyed watching the children run around the room trying to find things in the room as well to see if it would float. In this activity the children did a lot of critical thinking trying to discover what other items they can use. The entire class had fun with this activity and it didn’t surprise me because children love to play in water I love playing in water as well that’s why wanted to introduce this activity to the children because I was sure they like it. The only thing I would change about this activity would be add a few more materials. Other than that I won’t change anything.
Originating Ideas: Water Play
Curriculum Area: Science and Technology
Materials: Large container or sink, water aprons, lots of objects of different size and different weight, plastic, metal, wood, foil, and Styrofoam.
Appropriate Age: 3 to 5
Beginning of Activity: I’ll tell the children we going to work with water and different materials to see how they will react once they touch the water.
Middle of Activity: I’ll show the children a demonstration of what we about to do in this activity. Then I’ll step back and the children lead the play by exploring the water.
Early: I’ll have paper for the children with each picture of the object on itwith a small box next to the pictures that we exploring with for this activity. Every child will have to put a check in the box of the items that floats. I’ll first have the children to look at the materials and discuss what items they think will float or sink and why they feel that way.
Middle: I’ll have a bucket of small material that weight different and have the children pick what they think would float. I’ll ask question about what the children is discovering what the floating and sinking (wait for the children to answer). Then I’ll add in the larger material to the activity.
Later: I’ll have an open discuss with the children on how they felt about the activity and can they think of other things that would float and sink. Give the children their space to keep exploring.
End of Activity: I’ll the children ten more minutes than its clean-up time.
Follow-up Ideas: Reintroduce this activity but I’ll add in little small people to put on the items and tell the children don’t let the people sink
Assessment:
This activity carried out as planned the children was very engaged, they would think of new thing to see float or sink in the water. I enjoyed watching the children run around the room trying to find things in the room as well to see if it would float. In this activity the children did a lot of critical thinking trying to discover what other items they can use. The entire class had fun with this activity and it didn’t surprise me because children love to play in water I love playing in water as well that’s why wanted to introduce this activity to the children because I was sure they like it. The only thing I would change about this activity would be add a few more materials. Other than that I won’t change anything.
3. Name of Activity: Noodle Necklace
Originating Ideas: Fun Play
Curriculum Area: Approaches to Learning
Materials: Uncooked pasta in assorted shapes and size, ant type of noodles with holes in the middle for stringing, colors makers, paint, paintbrushes, aprons to cover the children.
Appropriate Age group: 3 to 5
Beginning of Activity: I’ll set the children on the big rug and tell them we going to create a fashion necklace, but will we make them out of pasta noodles.
Middle of Activity: I’ll have the children go to the tables in the art area and begin working on their necklaces, I’ll stand back and won’t lead the activity nor do any demonstrations I’ll let their mind do the exploring as they create the necklaces of their likes.
Early: If the child wants to add some color to their pasta, I’ll have the makers and paint at every table, and have new paper for the children can let it dry for a minute before they start to need it on the stings.
Middle: Make sure the children strings are extra long so as they need the noodles to the string there still are room to tie a knot around their necks. As the children continue to build their necklaces I’ll introduce some glitter to the activity for any child who want to add sparkle to their necklaces.
Later: I’ll encourage the children to make different patterns with the necklaces, for example, use two big noodles follow by three small noodles and different types of noodles.
End of Activity: Tell children it’s getting close to clean-up time so let’s finish up on our necklaces for we can move on to the next activity.
Follow-up Ideas: I will reintroduce the activity to the children later in there development, but I’ll add cooked noodles that doesn’t have a hole in them to see if the children will discover ways to add the noodles into their activity.
Originating Ideas: Fun Play
Curriculum Area: Approaches to Learning
Materials: Uncooked pasta in assorted shapes and size, ant type of noodles with holes in the middle for stringing, colors makers, paint, paintbrushes, aprons to cover the children.
Appropriate Age group: 3 to 5
Beginning of Activity: I’ll set the children on the big rug and tell them we going to create a fashion necklace, but will we make them out of pasta noodles.
Middle of Activity: I’ll have the children go to the tables in the art area and begin working on their necklaces, I’ll stand back and won’t lead the activity nor do any demonstrations I’ll let their mind do the exploring as they create the necklaces of their likes.
Early: If the child wants to add some color to their pasta, I’ll have the makers and paint at every table, and have new paper for the children can let it dry for a minute before they start to need it on the stings.
Middle: Make sure the children strings are extra long so as they need the noodles to the string there still are room to tie a knot around their necks. As the children continue to build their necklaces I’ll introduce some glitter to the activity for any child who want to add sparkle to their necklaces.
Later: I’ll encourage the children to make different patterns with the necklaces, for example, use two big noodles follow by three small noodles and different types of noodles.
End of Activity: Tell children it’s getting close to clean-up time so let’s finish up on our necklaces for we can move on to the next activity.
Follow-up Ideas: I will reintroduce the activity to the children later in there development, but I’ll add cooked noodles that doesn’t have a hole in them to see if the children will discover ways to add the noodles into their activity.
4. Name of Activity: Dancing Body
Originating Idea: Body Movement
Curriculum Area: Creative Arts
Materials: A variety of music, several colorful scarves, handkerchiefs, cloth napkins, bandanas, and party stringers
Appropriate Age group: 3 to 5
Beginning of Activity: I will open the play by telling the children we about to dance.
Middle of Activity: I stand back and let the children get a feel of the materials and what should they do with them.
Early: I'll clear some space for the children won't hurt themselves, turn on the music and join the children on the floor I will not enter their play just observe. If the children want me join in on their dancing I'll make my scarf dance to the beat of the music, just to see each child is watching me.
Middle: If the children are watching me I'll start playing peek-a-boo with my scarf. To see if the children will copy my act,then I'll have the children shake their scarf and move it as if the wind were blowing it. Then I'll switch out the music so that the children won't get bored with one song. Put in a song with a variety of tempos and genres (live pop, hip hop and soothing classical tunes) to move their body.
Later: Have the children float their scarves gracefully to the slow music. I can turn the radio off than start to call the children out by name and have them turn around or jump up and down, wave they scarf up high or down low.
End the Activity: To end this activity go around the room and call out the children name again one by one but this time I'll have the child dance, hop, or circle, etc to place the scarves back in the cabinet.
Follow-up Ideas: As the children continue their rapid growth reintroduce this activity and add some bells to go around their hands.
Originating Idea: Body Movement
Curriculum Area: Creative Arts
Materials: A variety of music, several colorful scarves, handkerchiefs, cloth napkins, bandanas, and party stringers
Appropriate Age group: 3 to 5
Beginning of Activity: I will open the play by telling the children we about to dance.
Middle of Activity: I stand back and let the children get a feel of the materials and what should they do with them.
Early: I'll clear some space for the children won't hurt themselves, turn on the music and join the children on the floor I will not enter their play just observe. If the children want me join in on their dancing I'll make my scarf dance to the beat of the music, just to see each child is watching me.
Middle: If the children are watching me I'll start playing peek-a-boo with my scarf. To see if the children will copy my act,then I'll have the children shake their scarf and move it as if the wind were blowing it. Then I'll switch out the music so that the children won't get bored with one song. Put in a song with a variety of tempos and genres (live pop, hip hop and soothing classical tunes) to move their body.
Later: Have the children float their scarves gracefully to the slow music. I can turn the radio off than start to call the children out by name and have them turn around or jump up and down, wave they scarf up high or down low.
End the Activity: To end this activity go around the room and call out the children name again one by one but this time I'll have the child dance, hop, or circle, etc to place the scarves back in the cabinet.
Follow-up Ideas: As the children continue their rapid growth reintroduce this activity and add some bells to go around their hands.
5. Name of Activity: Popping Dancing Babies
Originating Idea: Physical Body Health
Curriculum Area: Physical Development
Materials: bubble wrap, variety color of scarves
Appropriate Age group: 3 to 5
Beginning of Activity: Open up the activity by introducing a new body moving song to the children “Let the Music Move Your Feet”
Middle of Activity: I’ll play the video and move my body as the song say while singing alone with the song music for the child can try to pick up on what the movement is for this activity.
Early:I’ll make enough space for the children can really get their muscle moving. Before I play the song I’ll sing it without the music to the children and have the children moving their body as I do
Star jump, star jump, star jump, star jump (move body in a jumping jack motion)
Twist (moving body side to side)
Run, run, run, run (running in place)
Hop, hop, hop, hop (hopping on one leg)
Middle: Once the children got their energy is flowing and body moving to the sound of my voice. I’ll add the music and bubble wrap to their movement, at this point turn keep the music down low for the children would be able to hear the bubbles popping as they dancing.
Later: As the children exploring the bubble wrap with their feet, add the colorful scarves to their movement so as they jumping and twisting to add volume to the activity
End of Activity: I’ll inform the children it’s getting close to bring this activity to a end to move to the next activity. After 5 minutes passed I’ll start to sing the clean-up song. I’ll tell the children to pop all the bubbles then go to the large rug and wait for the next activity.
Follow-up Ideas: Later reintroduce this activity to the children, and I’ll add paint and large floor paper this time the bubble wrap will be around their feet and they walk and paint.
Originating Idea: Physical Body Health
Curriculum Area: Physical Development
Materials: bubble wrap, variety color of scarves
Appropriate Age group: 3 to 5
Beginning of Activity: Open up the activity by introducing a new body moving song to the children “Let the Music Move Your Feet”
Middle of Activity: I’ll play the video and move my body as the song say while singing alone with the song music for the child can try to pick up on what the movement is for this activity.
Early:I’ll make enough space for the children can really get their muscle moving. Before I play the song I’ll sing it without the music to the children and have the children moving their body as I do
Star jump, star jump, star jump, star jump (move body in a jumping jack motion)
Twist (moving body side to side)
Run, run, run, run (running in place)
Hop, hop, hop, hop (hopping on one leg)
Middle: Once the children got their energy is flowing and body moving to the sound of my voice. I’ll add the music and bubble wrap to their movement, at this point turn keep the music down low for the children would be able to hear the bubbles popping as they dancing.
Later: As the children exploring the bubble wrap with their feet, add the colorful scarves to their movement so as they jumping and twisting to add volume to the activity
End of Activity: I’ll inform the children it’s getting close to bring this activity to a end to move to the next activity. After 5 minutes passed I’ll start to sing the clean-up song. I’ll tell the children to pop all the bubbles then go to the large rug and wait for the next activity.
Follow-up Ideas: Later reintroduce this activity to the children, and I’ll add paint and large floor paper this time the bubble wrap will be around their feet and they walk and paint.
6. Name of Activity: My Book
Originating Idea: Imagination
Curriculum Area: Language
Materials: contraction paper, yarn crayons, holes puncher, glue, pictures of child likings, sale paper magazines.
Appropriate Age group: 3 to 5
Beginning of Activity: I tell the children we going to make a book about anything we like.
Middle of Activity: I’ll write the words for the children that don’t know how to write well yet and help the others spell words that are writing.
Early: Have the children cut out any picture that they chose to use for their story (if the child can’t find the pictures for their story they want to write they can draw the pictures instead).
Middle: The children will start putting their story book together by cutting the paper, making holes in the paper to add yarn through it to hold the paper together to form the book.
Later: Have the children add words with the pictures in the book and add finish touches to the book.
End of Activity: Have the children clean-up to read their book to the class, and when every child has read their story we move to the next activity.
Follow-up Ideas: reintroduce the activity again to the children but time change to topic of the books.
Assessment: This activity was fun to do with the children because they really had great ideas to put in their books and the activity turned out fine just like I planned. Every child were engaged in the activity, and I set back and listen to some of their conservation the children made me smile for example a lot of the children was talking to each other what they were going to put in the and how their mothers or sister would like this book. Over-all the activity had a great turn out and if I reintroduce this to the children I won’t’ change anything about it.
Originating Idea: Imagination
Curriculum Area: Language
Materials: contraction paper, yarn crayons, holes puncher, glue, pictures of child likings, sale paper magazines.
Appropriate Age group: 3 to 5
Beginning of Activity: I tell the children we going to make a book about anything we like.
Middle of Activity: I’ll write the words for the children that don’t know how to write well yet and help the others spell words that are writing.
Early: Have the children cut out any picture that they chose to use for their story (if the child can’t find the pictures for their story they want to write they can draw the pictures instead).
Middle: The children will start putting their story book together by cutting the paper, making holes in the paper to add yarn through it to hold the paper together to form the book.
Later: Have the children add words with the pictures in the book and add finish touches to the book.
End of Activity: Have the children clean-up to read their book to the class, and when every child has read their story we move to the next activity.
Follow-up Ideas: reintroduce the activity again to the children but time change to topic of the books.
Assessment: This activity was fun to do with the children because they really had great ideas to put in their books and the activity turned out fine just like I planned. Every child were engaged in the activity, and I set back and listen to some of their conservation the children made me smile for example a lot of the children was talking to each other what they were going to put in the and how their mothers or sister would like this book. Over-all the activity had a great turn out and if I reintroduce this to the children I won’t’ change anything about it.
7. Name of Activity: Photo Face Collage
Originating Idea: Inter self
Curriculum Area: Social and Emotional
Materials: Photographs of the children and some of their family, magazines, scissors, glue, poster board, small pom-pom balls, feathers, makers, crayons, stickers.
Appropriate Age group: 3 to 5
Beginning of Activity: Have the children come together in a large group on the floor, and tell them about the activity we going to do with use the face of many different people.
Middle of Activity: Print pictures of several photos of the child and their family number, I’ll stand out the children way but observing as the children making their poster board.
Early: Have the children go to the table to begin the collage, at the art table hand the children the photos of them and their family every child should have their own post board to start cutting and gluing pictures.
Middle: As the children come to a finish with the posters at their own pace, I’ll play a game with the children. I’ll call out certain features or emotions from the faces on their posters, such as who looks happy? Who has long hair? How many men do you see on your poster? Is anyone smiling showing their teeth? Wait in between the question for the children to respond.
Later: Have fun with the emotions game by asking the children to pint to a picture, call out the emotion on that face and act out that emotion.
End of Activity: Have the children put their posters up and get ready to move on to the next activity.
Follow-up Ideas: reintroduce this activity months later
Assessment:
This activity carried out as planned the children was very engaged, they enjoyed the fact they have chance to act out the emotions that were on the poster they made from pictures of their self and family members. A lot of the children did a really good job acting out the emotion and recognizing the different features on the pictures. I enjoyed watching the children the children express so many feelings. In this activity the children did a lot of critical thinking and interacting with their peers. The entire class had fun with this activity and it did surprise me because a lot of the children are shy and don’t do a lot of talking. The only thing I would change about this activity would be add a few more materials such as wigs, hats, mustaches, and eye glasses. Other than that I won’t change anything.
Originating Idea: Inter self
Curriculum Area: Social and Emotional
Materials: Photographs of the children and some of their family, magazines, scissors, glue, poster board, small pom-pom balls, feathers, makers, crayons, stickers.
Appropriate Age group: 3 to 5
Beginning of Activity: Have the children come together in a large group on the floor, and tell them about the activity we going to do with use the face of many different people.
Middle of Activity: Print pictures of several photos of the child and their family number, I’ll stand out the children way but observing as the children making their poster board.
Early: Have the children go to the table to begin the collage, at the art table hand the children the photos of them and their family every child should have their own post board to start cutting and gluing pictures.
Middle: As the children come to a finish with the posters at their own pace, I’ll play a game with the children. I’ll call out certain features or emotions from the faces on their posters, such as who looks happy? Who has long hair? How many men do you see on your poster? Is anyone smiling showing their teeth? Wait in between the question for the children to respond.
Later: Have fun with the emotions game by asking the children to pint to a picture, call out the emotion on that face and act out that emotion.
End of Activity: Have the children put their posters up and get ready to move on to the next activity.
Follow-up Ideas: reintroduce this activity months later
Assessment:
This activity carried out as planned the children was very engaged, they enjoyed the fact they have chance to act out the emotions that were on the poster they made from pictures of their self and family members. A lot of the children did a really good job acting out the emotion and recognizing the different features on the pictures. I enjoyed watching the children the children express so many feelings. In this activity the children did a lot of critical thinking and interacting with their peers. The entire class had fun with this activity and it did surprise me because a lot of the children are shy and don’t do a lot of talking. The only thing I would change about this activity would be add a few more materials such as wigs, hats, mustaches, and eye glasses. Other than that I won’t change anything.
8. Name of Activity: Tree Prints
Originating Idea: Teamwork
Curriculum Area: Social Studies
Materials: Variety colors of paint, paint, jumbo size poster board
Appropriate Age group: 3 to 5
Beginning of Activity: Have an open discussion with the children about the different seasons and how the outside looks when the seasons changes.
Middle of Activity: This a partnership activity so I’ll work side by side with the children
Early: I’ll cover the table with news paper have the children come over to the art table. I’ll begin by drawing a big tree without leaves on nit to cover the jumbo poster board. I’ll have the children chose the color paint they want to work with.
Middle: I’ll have the children cover their hands with the paint and place their hands on the paper. I’ll let two children at a time put their hand print on the tree. The hand prints will be in place for the leaves on the tree growing back from the season Fall.
Later: I’ll ask the children what else does we see outside and add it to the picture example if a child say they see the sun outside I’ll have that child draw the sun and paint it, if a child say they see grass I’ll have that child draw the grass and paint it as well I’ll follow that step until every child had a chance to add their own little something to the activity.
End of Activity: Have the children wash hands and materials to move on to the next activity.
Follow-up Ideas: I’ll reintroduce this activity but I’ll have the children do another season.
Assessment: The children really enjoyed the activity everything when as I planned for it to go. Some of the children didn’t really interact like they should’ve because they didn’t want to touch the paint with their. But over-all the activity turned fine, and the next I do this activity I’ll add materials from the outside like stick, acorn, or grass.
Originating Idea: Teamwork
Curriculum Area: Social Studies
Materials: Variety colors of paint, paint, jumbo size poster board
Appropriate Age group: 3 to 5
Beginning of Activity: Have an open discussion with the children about the different seasons and how the outside looks when the seasons changes.
Middle of Activity: This a partnership activity so I’ll work side by side with the children
Early: I’ll cover the table with news paper have the children come over to the art table. I’ll begin by drawing a big tree without leaves on nit to cover the jumbo poster board. I’ll have the children chose the color paint they want to work with.
Middle: I’ll have the children cover their hands with the paint and place their hands on the paper. I’ll let two children at a time put their hand print on the tree. The hand prints will be in place for the leaves on the tree growing back from the season Fall.
Later: I’ll ask the children what else does we see outside and add it to the picture example if a child say they see the sun outside I’ll have that child draw the sun and paint it, if a child say they see grass I’ll have that child draw the grass and paint it as well I’ll follow that step until every child had a chance to add their own little something to the activity.
End of Activity: Have the children wash hands and materials to move on to the next activity.
Follow-up Ideas: I’ll reintroduce this activity but I’ll have the children do another season.
Assessment: The children really enjoyed the activity everything when as I planned for it to go. Some of the children didn’t really interact like they should’ve because they didn’t want to touch the paint with their. But over-all the activity turned fine, and the next I do this activity I’ll add materials from the outside like stick, acorn, or grass.
9. Name of Activity: Teeth are Our Friends
Originating Idea: Healthy eating, to protect our body
Curriculum Area: Nutrition
Materials: Pictures cut out of healthy and unhealthy teeth, scissors, glue, jumbo size construction paper all colors, food magazines, grocery store sales papers lettuce, oranges, tomatoes, bread buns, cheese, pickles, turkey, chicken, ham, mayonnaise and new tooth brushes.
Appropriate Age Group: Pre-School (3 to 5)
Beginning of Activity: I will gather all the children together on the large rug, and open theactivity up by asking the question. What happen to our teeth if we don’t brush them every day in the morning when we wake up and at night before bed? I’ll give the children about 5 to 10 minutes with the opening discussion to give their opinion on what they feel would happen to the teeth if not brushed properly. Then I’ll ask them what foods are good for our teeth and body and what foods are not good for the teeth and body. I will inform the children that we will learn a new song about brushing our teeth.
Middle of Activity: I will place the children in groups of two’s and hand each of the groups two cutouts of teeth one cutout will be a healthy prefect clean tooth and the other cutout will be a damage rotten tooth. The teeth cutouts will be for the children to hold up when I show them different pictures of healthy and none healthy food. I’ll ask the children as I hold up the different pictures of food will this food keep our teeth healthy or will this food damage our teeth. I’ll wait a minute to give the children a chance to think and talkamong each other, about which cut out tooth they are to hold up for each picture I show them.
Early: I’ll sing the song for the children hear first then I’ll have them all join in with the singing and do the movement (acting like they brushing their teeth) to the song I’ve Been Brushing(sung to the tune of “I’ve Been Working on the Railroad”)
I’ve been brushing with my toothbrush,
Brushing every day
I’ve been brushing with my toothbrush,
It’s how I fight decoy.
All my teeth are gonna sparkle,
How proud I will be.
Every time I want to smile,
My teeth will shine for me!
Always brush your teeth, etc.
Middle: Next I’ll instruct the children to the art and craft tables to do a collage. At the tables there will be the food magazines and grocery store sale papers, glue, scissors, construction paper etc. I’ll tell the children to make a line down the middle of their paper, then at the top of the paper draw two teeth on one side draw a good tooth and the other side, draw a bad tooth. The next thing is to cut out all the food that is good and bad for our teeth then glue the food on the right side it belong on.
Later: I’ll go from table to table observing the children as they cut and glue the pictures. I’ll give the children 35 minutes to work on their collages before I tell them about the final project that got to do with eating healthy and nutrition.
End of Activity: Tell the children they have only 5 more minutes before it’s clean up time. After they time up with art and crafts I’ll start singing the clean-up song for the children can know time is up. After the area is completely clean the children will wash their hand while the children washing their hands I’ll have discussing time to see what we learned about eating healthy. While the children giving me their opinion on what they learned, I’ll be set the tables up with different meats, lettuce, cheese, pickles, bread buns, plastic serving wear, plates and cups. I will have the children make their own nutrition healthy sandwich to their likingfor lunch.
Originating Idea: Healthy eating, to protect our body
Curriculum Area: Nutrition
Materials: Pictures cut out of healthy and unhealthy teeth, scissors, glue, jumbo size construction paper all colors, food magazines, grocery store sales papers lettuce, oranges, tomatoes, bread buns, cheese, pickles, turkey, chicken, ham, mayonnaise and new tooth brushes.
Appropriate Age Group: Pre-School (3 to 5)
Beginning of Activity: I will gather all the children together on the large rug, and open theactivity up by asking the question. What happen to our teeth if we don’t brush them every day in the morning when we wake up and at night before bed? I’ll give the children about 5 to 10 minutes with the opening discussion to give their opinion on what they feel would happen to the teeth if not brushed properly. Then I’ll ask them what foods are good for our teeth and body and what foods are not good for the teeth and body. I will inform the children that we will learn a new song about brushing our teeth.
Middle of Activity: I will place the children in groups of two’s and hand each of the groups two cutouts of teeth one cutout will be a healthy prefect clean tooth and the other cutout will be a damage rotten tooth. The teeth cutouts will be for the children to hold up when I show them different pictures of healthy and none healthy food. I’ll ask the children as I hold up the different pictures of food will this food keep our teeth healthy or will this food damage our teeth. I’ll wait a minute to give the children a chance to think and talkamong each other, about which cut out tooth they are to hold up for each picture I show them.
Early: I’ll sing the song for the children hear first then I’ll have them all join in with the singing and do the movement (acting like they brushing their teeth) to the song I’ve Been Brushing(sung to the tune of “I’ve Been Working on the Railroad”)
I’ve been brushing with my toothbrush,
Brushing every day
I’ve been brushing with my toothbrush,
It’s how I fight decoy.
All my teeth are gonna sparkle,
How proud I will be.
Every time I want to smile,
My teeth will shine for me!
Always brush your teeth, etc.
Middle: Next I’ll instruct the children to the art and craft tables to do a collage. At the tables there will be the food magazines and grocery store sale papers, glue, scissors, construction paper etc. I’ll tell the children to make a line down the middle of their paper, then at the top of the paper draw two teeth on one side draw a good tooth and the other side, draw a bad tooth. The next thing is to cut out all the food that is good and bad for our teeth then glue the food on the right side it belong on.
Later: I’ll go from table to table observing the children as they cut and glue the pictures. I’ll give the children 35 minutes to work on their collages before I tell them about the final project that got to do with eating healthy and nutrition.
End of Activity: Tell the children they have only 5 more minutes before it’s clean up time. After they time up with art and crafts I’ll start singing the clean-up song for the children can know time is up. After the area is completely clean the children will wash their hand while the children washing their hands I’ll have discussing time to see what we learned about eating healthy. While the children giving me their opinion on what they learned, I’ll be set the tables up with different meats, lettuce, cheese, pickles, bread buns, plastic serving wear, plates and cups. I will have the children make their own nutrition healthy sandwich to their likingfor lunch.
10. Name of Activity: Telephone
Originating Ideas: Pretend Play
Curriculum Area: Language and Literacy
Materials: Phones for each child and one for the adult
Appropriate Age group: 16 to 35 months
Beginning of Activity: Sing the phone song
The phone is ringing, ring, ring, ring
Who will answer it
Hello how are you, I do say Hi!
We will talk for a while then say by.
Middle of Activity: Encourage the children to pretend they having a conversation with you
Early: Make phone noise ring, ring then pick up the phone hold it to your ear and say "Hello" the turn to the child and say oh it's for and call out the child name hand the phone to the toddler and encourage conversation from the child.
Middle: Give encourage words to the child when any sound or words made from them. Help the child explore the telephone by asking the if they know someone they like to call, what's the number. Wait and see if the child going to call out any numbers.
Later: With other phone telephone I'll make ringing sound again than call out a child name, and wait to the child say Hello then I will ask the child simple questions like, Hi how are you today? What are you doing today? Are you having a good day? Wait in between the question for the child to answer back. Then I'll reply back and ask another question once the child finish responding I'll say good bye. Make ringing sound again and call out another child name to conversation with.
End of Activity: By making ring sound calling out every child's name once the child answer tell them I'll talk to you later time to clean-up.
Follow-up Ideas: I'll try this activity again but add pictures of business such Chucky Cheese's, McDonald and a hospitals
Originating Ideas: Pretend Play
Curriculum Area: Language and Literacy
Materials: Phones for each child and one for the adult
Appropriate Age group: 16 to 35 months
Beginning of Activity: Sing the phone song
The phone is ringing, ring, ring, ring
Who will answer it
Hello how are you, I do say Hi!
We will talk for a while then say by.
Middle of Activity: Encourage the children to pretend they having a conversation with you
Early: Make phone noise ring, ring then pick up the phone hold it to your ear and say "Hello" the turn to the child and say oh it's for and call out the child name hand the phone to the toddler and encourage conversation from the child.
Middle: Give encourage words to the child when any sound or words made from them. Help the child explore the telephone by asking the if they know someone they like to call, what's the number. Wait and see if the child going to call out any numbers.
Later: With other phone telephone I'll make ringing sound again than call out a child name, and wait to the child say Hello then I will ask the child simple questions like, Hi how are you today? What are you doing today? Are you having a good day? Wait in between the question for the child to answer back. Then I'll reply back and ask another question once the child finish responding I'll say good bye. Make ringing sound again and call out another child name to conversation with.
End of Activity: By making ring sound calling out every child's name once the child answer tell them I'll talk to you later time to clean-up.
Follow-up Ideas: I'll try this activity again but add pictures of business such Chucky Cheese's, McDonald and a hospitals
11. Name of Activity: Mirror Me
Originating Ideas: Picture Me, and Peek-a-Boo
Curriculum Area: Social and Emotional, Physical and Health, Cognitive Development
Materials: Unbreakable wall mirror
Appropriate Age group: new born to 9 months
Beginning of Activity: By holding the child in front of a mirror so that they can see their self.
Middle of Activity: Encourage the child to want to look at the mirror by waving my hands to get child attention toward the mirror.
Early: Talk to the child about what I see in the mirror for example: I’ll call the child name and say I see you looking at me. I’ll tap the child image in the mirror to make sure their focus on the mirror, (when the child only a few weeks it take a lot to get their attention focus on one thing) and I see you and call the child name.
Middle: Once the child is focus in I’ll start talking to the child by pointing and name the child facial feature as they looking into the mirror for example: call the child name and say you have 1 nose, 2 ears, 2 eyes, and touch what I name on the child.
Later: I’ll start to play a game what the child in the mirror to see if the child will copy me, I’ll open and close my mouth, I’ll pat my head, Then tug at my ears and make funny faces to see if the child will follow my act.
End of Activity: I’ll the child on the floor on their tummy directly in front of the mirror encouraging the child play amongst their self.
Follow-up Ideas: I’ll this activity with the child again but this time I’ll add to the activity feathers, scarves, and music instrument.
Originating Ideas: Picture Me, and Peek-a-Boo
Curriculum Area: Social and Emotional, Physical and Health, Cognitive Development
Materials: Unbreakable wall mirror
Appropriate Age group: new born to 9 months
Beginning of Activity: By holding the child in front of a mirror so that they can see their self.
Middle of Activity: Encourage the child to want to look at the mirror by waving my hands to get child attention toward the mirror.
Early: Talk to the child about what I see in the mirror for example: I’ll call the child name and say I see you looking at me. I’ll tap the child image in the mirror to make sure their focus on the mirror, (when the child only a few weeks it take a lot to get their attention focus on one thing) and I see you and call the child name.
Middle: Once the child is focus in I’ll start talking to the child by pointing and name the child facial feature as they looking into the mirror for example: call the child name and say you have 1 nose, 2 ears, 2 eyes, and touch what I name on the child.
Later: I’ll start to play a game what the child in the mirror to see if the child will copy me, I’ll open and close my mouth, I’ll pat my head, Then tug at my ears and make funny faces to see if the child will follow my act.
End of Activity: I’ll the child on the floor on their tummy directly in front of the mirror encouraging the child play amongst their self.
Follow-up Ideas: I’ll this activity with the child again but this time I’ll add to the activity feathers, scarves, and music instrument.
12. Name of Activity: Body Paint
Originating Ideas: Pudding Play
Curriculum Area: Approaches to Learning, Creative Arts, Physical Development and Health
Materials: Paint variety colors, large floor paper and balls
Appropriate Age group: 5 to 12 months
Beginning of Activity: Take off all the children clothes everything except their diapers. While getting the children undress let the child know we about explore painting with using our bodies.
Middle of Activity: I’ll stand back and watch the children reaction to their new activity. I’ll give the children encouraging words to them on the move to their body moving through the paint.
Early: Place the paper on the floor and add different colors of paint on it, put the children on the paper and let them crawl through the paint (making sure they don’t crawl off the paper).
Middle: I’ll start talking to the children about what the beautiful colors on the paper, calling out the colors as they move, example call the child name and say what colors they to the paper.
Later: At this point I’ll add some more materials to their movement small beach balls would be prefect to add the children development.
End of Activity: I’ll take the children one by one to wash the paint off they body. As I washing the paint off them I’ll add a song with it. Example: This is the way I wash your feet
Follow-up Ideas: Reintroduce this activity to the children and watch their reaction to see if any movement would be different.
Originating Ideas: Pudding Play
Curriculum Area: Approaches to Learning, Creative Arts, Physical Development and Health
Materials: Paint variety colors, large floor paper and balls
Appropriate Age group: 5 to 12 months
Beginning of Activity: Take off all the children clothes everything except their diapers. While getting the children undress let the child know we about explore painting with using our bodies.
Middle of Activity: I’ll stand back and watch the children reaction to their new activity. I’ll give the children encouraging words to them on the move to their body moving through the paint.
Early: Place the paper on the floor and add different colors of paint on it, put the children on the paper and let them crawl through the paint (making sure they don’t crawl off the paper).
Middle: I’ll start talking to the children about what the beautiful colors on the paper, calling out the colors as they move, example call the child name and say what colors they to the paper.
Later: At this point I’ll add some more materials to their movement small beach balls would be prefect to add the children development.
End of Activity: I’ll take the children one by one to wash the paint off they body. As I washing the paint off them I’ll add a song with it. Example: This is the way I wash your feet
Follow-up Ideas: Reintroduce this activity to the children and watch their reaction to see if any movement would be different.
13. Name of Activity: My Photo Album
Originating Ideas: My Family around Me
Originating Idea: Social Recognition
Materials: A small photo album the type where the photos slide into clear plastic pockets that hold 4 by 6 inch photos and fingers puppet.
Appropriate Age group: 6 to 12 months
Beginning of Activity: Open the activity up by holding child in my leap and point to the child and call out their whole name first, last, age, and gender, than point to myself and do the same
Middle of Activity: This is a interacting activity, however if the child is able to speak try the child leads this activity by calling out their name and yours.
Early: Put the finger puppets on and sing the Finger Family song
Daddy finger, Daddy finger, Where are you
Here I am, here I am, how do you do
Mommy finger, Mommy, Where are you
Here I am, here I am, how do you do
Keep add different people for the child to enjoy. When you come to the smallest finger that's for the child make the finger personal and call out the child's name. The get the photo album that hold the baby relatives family friends. Also make sure included inside are pictures of caregivers, neighbors along with favorite pets and toy.
Middle: Give the album to the child and tell them it's their very own sit with the child and show them the photos. Since now at this point of the child development their grasp with the forefingers and thumb, to hold on thing help child turn the page point and call the name of the person on the pictures.
Later: Keep repeating that act child may start to react to familiar faces with excitement and child might be mesmerized by the parade of colorful pictures in the book.
End of Activity: Close this activity by going through the picture again for the last time with the child but this time sing the name of person you point to on the picture.
Follow-up Ideas: Wait to the child get just a few more older then try this activity with again and see if you get a different reaction from the child.
Originating Ideas: My Family around Me
Originating Idea: Social Recognition
Materials: A small photo album the type where the photos slide into clear plastic pockets that hold 4 by 6 inch photos and fingers puppet.
Appropriate Age group: 6 to 12 months
Beginning of Activity: Open the activity up by holding child in my leap and point to the child and call out their whole name first, last, age, and gender, than point to myself and do the same
Middle of Activity: This is a interacting activity, however if the child is able to speak try the child leads this activity by calling out their name and yours.
Early: Put the finger puppets on and sing the Finger Family song
Daddy finger, Daddy finger, Where are you
Here I am, here I am, how do you do
Mommy finger, Mommy, Where are you
Here I am, here I am, how do you do
Keep add different people for the child to enjoy. When you come to the smallest finger that's for the child make the finger personal and call out the child's name. The get the photo album that hold the baby relatives family friends. Also make sure included inside are pictures of caregivers, neighbors along with favorite pets and toy.
Middle: Give the album to the child and tell them it's their very own sit with the child and show them the photos. Since now at this point of the child development their grasp with the forefingers and thumb, to hold on thing help child turn the page point and call the name of the person on the pictures.
Later: Keep repeating that act child may start to react to familiar faces with excitement and child might be mesmerized by the parade of colorful pictures in the book.
End of Activity: Close this activity by going through the picture again for the last time with the child but this time sing the name of person you point to on the picture.
Follow-up Ideas: Wait to the child get just a few more older then try this activity with again and see if you get a different reaction from the child.
14. Name of Activity: Hidden Toys
Originating Idea: Hide and Seek
Curriculum Area: Approaches to Learning
Materials: Small toys of any kind and small blanket
Appropriate Age group: 4 to 10 months
Beginning of Activity: Let the children know they are about to play a game of hide and seek
Middle of Activity: Getting on the floor with the children and hide the toy to them interacting
Early: Put the children on the floor, get the children intrigued with the toys, then cover the toys completely with the blanket and say oh, where did it go?
Middle: Encourage the children to find the toys, I'll start to sing the song
Oh where, Oh where
has my toys have gone
Oh where, Oh where
Can they be...
I'll begin to partly covering the toys with the blanket. If the children does not attempt to get the toys, I will point to the toys and again encourage the children to find the toy. If the children still does not find them, I will take the blanket off the toys dramatically and say, Here it is!
Later: If the children is willing to play the game again, and they find the toys quicker this time around. I'll hide the toys under one blanket and then move it to the other, covering the toys completely. And sing Oh where has my toys gone.
End of Activity: I'll end the this activity simply by letting the children find all the toys
Follow-up Ideas: I'll present this activity to the children again but time add in toys that making noise to see if the children will follow the sound to find the toys
Originating Idea: Hide and Seek
Curriculum Area: Approaches to Learning
Materials: Small toys of any kind and small blanket
Appropriate Age group: 4 to 10 months
Beginning of Activity: Let the children know they are about to play a game of hide and seek
Middle of Activity: Getting on the floor with the children and hide the toy to them interacting
Early: Put the children on the floor, get the children intrigued with the toys, then cover the toys completely with the blanket and say oh, where did it go?
Middle: Encourage the children to find the toys, I'll start to sing the song
Oh where, Oh where
has my toys have gone
Oh where, Oh where
Can they be...
I'll begin to partly covering the toys with the blanket. If the children does not attempt to get the toys, I will point to the toys and again encourage the children to find the toy. If the children still does not find them, I will take the blanket off the toys dramatically and say, Here it is!
Later: If the children is willing to play the game again, and they find the toys quicker this time around. I'll hide the toys under one blanket and then move it to the other, covering the toys completely. And sing Oh where has my toys gone.
End of Activity: I'll end the this activity simply by letting the children find all the toys
Follow-up Ideas: I'll present this activity to the children again but time add in toys that making noise to see if the children will follow the sound to find the toys
15. Name of Activity: Paint with Ice
Originating Idea: Shaving cream painting
Curriculum Area: Creative Arts
Materials: Liquid tempera paint, ice cubes and ice trays, craft sticks, paper, smocks/ aprons, plastic wrap.
Appropriate Age group: 2 to 5
Beginning of Activity: I'll gather all the children to the art tables, and say to them " Who is ready to swirl and use melting paint over some paper"? We will learn and practice recognizing color and hand, and wrists practicing
Middle of Activity: I'll allow the children to put on their smock or aprons. Then pass out the materials to each table to start the fun paint with ice.
Early: At this time if the children need help pour the paint into the ice tray please give them a helping hand. Make sure the children pour the paint use safety first. Have each take turns having them count out, how many cubes of each color they want to use. When every child are finish filling up their trays. Have children choose a craft stick once the children have the stick tell them to place it into the middle of the each paint cube. After placing the stick in it should be able to stand up on it own. Just incase it doesn't stand up cover the tray with plastic wrap.
Middle: After have each child place the ice trays carefully in the freezer, and let it sit until the paint is frozen solid it shouldn't take no longer then a hour for the paint to freeze. Once the paint cubes are frozen, it's time to have fun time with paint. I'll ask to children to choose a color, and help them if needed take the cube out the tray.
Later: As the children holding the craft stick and swirling the frozen paint cube across the paper. The cube should start to melt leaving a fun lovely trail of paint behind. I'll encourage the children to use several different cube colors to make a rainbow masterpiece.
End of Activity: Inform the children that they have fiver more minutes before clean up time, and when their five minutes up I'll start to sing the clean-up song.
Follow-up Ideas: I'll reintroduce this activity to the children but this time wee only freeze blue and yellow paint for the children can discover what color would them two make.
Originating Idea: Shaving cream painting
Curriculum Area: Creative Arts
Materials: Liquid tempera paint, ice cubes and ice trays, craft sticks, paper, smocks/ aprons, plastic wrap.
Appropriate Age group: 2 to 5
Beginning of Activity: I'll gather all the children to the art tables, and say to them " Who is ready to swirl and use melting paint over some paper"? We will learn and practice recognizing color and hand, and wrists practicing
Middle of Activity: I'll allow the children to put on their smock or aprons. Then pass out the materials to each table to start the fun paint with ice.
Early: At this time if the children need help pour the paint into the ice tray please give them a helping hand. Make sure the children pour the paint use safety first. Have each take turns having them count out, how many cubes of each color they want to use. When every child are finish filling up their trays. Have children choose a craft stick once the children have the stick tell them to place it into the middle of the each paint cube. After placing the stick in it should be able to stand up on it own. Just incase it doesn't stand up cover the tray with plastic wrap.
Middle: After have each child place the ice trays carefully in the freezer, and let it sit until the paint is frozen solid it shouldn't take no longer then a hour for the paint to freeze. Once the paint cubes are frozen, it's time to have fun time with paint. I'll ask to children to choose a color, and help them if needed take the cube out the tray.
Later: As the children holding the craft stick and swirling the frozen paint cube across the paper. The cube should start to melt leaving a fun lovely trail of paint behind. I'll encourage the children to use several different cube colors to make a rainbow masterpiece.
End of Activity: Inform the children that they have fiver more minutes before clean up time, and when their five minutes up I'll start to sing the clean-up song.
Follow-up Ideas: I'll reintroduce this activity to the children but this time wee only freeze blue and yellow paint for the children can discover what color would them two make.