LESSONS PLAN FOR KINDERGARTEN

LESSONS PLAN FOR KINDERGARTEN WRITER: MELODY ROY Pima College, Tucson, Arizona Education Department Early Childhood Education STUDY SUBJECT To connect different members to their roles in the family To identify names(titles) of different members in the family (mom, dad, uncle, aunt) To compare different family members Hobbies of family Members Learning home address, things in the home

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LESSONS PLAN FOR KINDERGARTEN

WRITER: MELODY ROY

Pima College, Tucson, Arizona

Objective (What do we want children to know or be able to do)

To connect different members to their roles in the family

To identify names(titles) of different members in the family (mom, dad, uncle, aunt)

To compare different family members

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Hobbies of family Members

Learning home address, things in the home

Provocation (Check ONLY one and give example)

Child-Initiated

Teacher-Initiated

IMPLEMENTATION PLAN

Procedure (Identify group size, intro of lesson, special set-up if needed)

This lesson will be introduced at the start of class to all eight students We will then read “The Family Book” by Todd Parr After reading this book as a class we will discuss what family means to us and how

we feel about our families Then we will proceed to make a generic family tree on the board using internet cut outs of people (moms, dads) The children will work together to name different types of family members Guided by questions such as, “is your Uncle married? If he is what would you call her?”

“Does your mom have a brother?” What are the hobbies of your family members? Do you know your home address? What kind of things do you have in your home? The following choice of learning centers will be shared

#1 Art Table: A table will be set up with different cut outs of people, these people resemble fathers,

mothers, brothers, etc The children will be asked to create their very own family tree, using the class generic family tree as a guide line They will draw a tree of their choice and glue the picture onto the paper (if they have brought in photos of their real family they can use those) After finishing they may add finishing touches to their family tree such as flowers and grass

#2 Dramatic play area: In this open space the children will be asked to choose a family member, with

the teachers help, after decided on the key roles (mother, father, son, etc.) they will be asked to act out

a certain situation At first the teacher will provide a certain situation such as: They are visiting grandmafor the holidays After the children seem to have a handle on the role they are portraying the acting can get slightly more open ended allowing them to use their imagination and show their understanding or lack thereof, of the different roles (Examples: Mother might be strict, Grandfather might walk with a limp, Daughter might be extra girly)

#3 Music Area: In the music area children will start by listening to the song “The Family Song” This song

tells about the different members of a family and their different roles in the family and in society The children will first be asked to sing and even dance to the song, enjoying and understanding the lyrics After we have listened to the song and the children have become familiar with the rhythm and beat we will sing out own family trees Using the family tree charts from the art table students will lead, with theteachers help, the other students in singing “The Family Song” for that student’s family (I have a mom and three brothers; I have a mom and a dad and 2 sisters and 2 brother) Each student will get a chance

to hear their family tree sung

Modifications for children with differing abilities (Check one and state what will be done differently)

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Hearing Impaired: For the students that are hearing impaired they will be asked to dance along with the students and then focus on their family make up in the art area These students can enjoy every areas of the lesson plan with assistance.

Visually Impaired

Physical Limitations

Possible Artifacts/Documentation (Traces of evidence)

Group generic family tree

Individual family trees and songs

Collaboration (Identify colleagues/parents and their role in the lesson being successful)

Request for family’s to tell children of their different family members and have children bring in some article of clothing that reminds them of a certain family member (if dad wears hat all the time bring in a hat) Also ask the family’s, if possible, to provide the student with some pictures of family members

Time Needed

Class

Materials and Resources

Instructional Method/Materials (Thematic, Reggio, Project Approach, other)

Thematic with Reggio Approach

Assortment of family member cut outs

Articles of clothing for the different family members

Supplies for each learning center as described

Resources

The Family Book, Book by Todd Parr

The Family Song, song

STANDARDS & ASSESSMENTEarly Learning Standards

Objective 1: ELS Creativity; Strand 4- Concept 1: Creativity; The child demonstrates the ability to express their own unique way of seeing the world Uses imagination to generate new ideas

Objective 2: ELS Physical Development; Strand 1- Physical and Motor Development; Concept 2 Fine Motor Development; Indicator a-Uses fingers, hands, and wrists to manipulate a variety of tools and materials, (e.g., crayons, markers, chalk, sponges, paint brushes, scissors, pencils,

silverware).

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Objective 3: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With modeling and support, uses category labels and names objects within a category; e.g., fruit, vegetable, animal,

Transportation, etc

Assessments(May include informal and/or formal assessment)

Use a check list during the dramatic play activity to check the understanding of the students I will also ask them individual questions regarding different family members and their roles and record their answers to better help them in the future

Focus of Study

Animals

Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)

Kinders

1 To understand what an animal is, what an insect is

2 To be able to name a variety of animals and the sounds that are attributed to them

3 To be able to classify animals by (big or small) (indoor or outdoor/wild)

Provocation (Inspiration from and/or why have you chosen this lesson)

Child Initiated

IMPLEMENTATION PLAN

The lesson will be introduced to the students at the beginning of the day Read the book “My Little Animal Book” and ask the children questions like do you think you are bigger or smaller than this animal? What sounds does this animal make? What are indoor animals? What are wild animals? Will be asked to the children The following choices for learning centers will be given (Teacher may ask

questions of their own choosing)

Sensory Table: Small plastic animals and insects will be placed in a bucket full of sand and the children will be asked to dig through it and pull out the animals and insects or just one or the other Then they will be asked to place the plastic animals in a row according to the size that they would be in the real world (Lion would be before rabbit even if the plastic pieces are the same size)

Art Table: The children will be given different cut outs of animals and asked to place them together to create one animal (for example: lion head and rabbit ears don’t go together) If teacher has free time, for fun the children could create their own imaginary animal

Music Table: The children will sing along with the Old McDonald song, adding in new animals and sounds each time

Modifications for children with differing abilities

Hearing impaired: The children will be asked to focus on the art table and put together the animal parts

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They will then be allowed to create their own animal invention because they would be unable to sing along with the other students depending on the level of impairment.

Variety of plastic animals

Sand bucket

Recording of Old McDonald song without words

Parents will be asked to have children practice going over different animals and their sounds and then tobring cut outs of their favorite animals

Time Needed

Class

Thematic with Reggio approach

Scissors, glue

A large variety of plastic animals

Cut outs of different animals

Resources

My Little Animal Book, book

STANDARDS & ASSESSMENTEarly Learning Standards

Objective 1- ELS Reasoning and Problem-solving; Strand 5 Concept 2- Problem solving; Works to solve a problem independently

1 Children put the cut up pieces back together

Objective 2 – ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a variety of appropriate tools and materials to complete a planned task or investigation

Objective 3- ELS Language/ Literature; Strand 2-Emergent Literacy; Concept 3 Phonological Awareness; Differentiates between sounds that are the same and different

Look over the children’s work with putting the animals back together Review animal names, size and their sounds, indoor or outdoor

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Focus of Study

Plants (Fruits, trees, flowers, vegetables)

Kinders

1 To connect Plants to their environments

2 To compare different plants (fruit to vegetable)

3 To identify names of different plants

Child-Initiated or

Teacher-Initiated

IMPLEMENTATION PLAN

This lesson will be introduced during science class Start by reading a story from the book “Living

Things” Then different living things will be explained and the children will be asked to choose out of thecategories: Fruit, Vegetable, tree what is their favorite type from each group What is a fruit? What is a Vegetable? What are trees? Using this information we will make a chart on the board using pictures from the internet of Fruits, vegetables, trees, flowers Then a discussion of the similarities and

differences of things in each group will be had The following choice of learning centers will be shared.Note: Living things include much more that fruits, vegetables and trees of course but for the purpose of this lesson try to drive your class towards the specific categorize I recommend using not only flash cardswhen reviewing different fruits but also plastic fruits so that the children can hold then in their hands, feel the size, shape, and texture

1 Sensory Table: The students will be asked to make something, from one of these groups, of their choice using Play-Doh Books on fruits and vegetables, and nature life will be placed nearby for further learning

2 Art Table: A large piece of paper will be laid out on one table and numerous cut outs of fruits, vegetables, trees, flowers, leaves, etc The children will then be able to make their own collage using the different cut outs

-Focus: gluing materials, if teacher feels it is appropriate children can practice cutting out fruitpictures themselves

3 Science Table: A picture of a flower and a fruit will be on the table The children will place cut outs of water, food, soil, shelter, sun, etc below the pictures to show what each of them requires to live

Hearing Impaired

Visually Impaired Children will be encouraged to feel different types of plastic fruits and vegetables

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instead of gluing them to the paper Children will enjoy the activities with help from the teacher and other students.

Group Chart

Individual Play-Doh creations

Favorite living things pictures

Request that parents ask what fruit, vegetables, and trees are their children’s favorite and bring print outs of the various things This will allow children to choose more descriptive people ( for example if the child’s favorite fruit is a watermelon then they could bring a print out of a watermelon)

Time Needed

Class

Books on living things and nature, lots of cut outs of all different types of living things, pictures of things that they need to survive, paper, glue

Resources

Living Things; book by Dorothy Avery

STANDARDS & ASSESSMENT Early Learning Standards

Objective 1: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With modeling and support, uses category labels and names objects within a category; e.g., fruit, vegetable, animal,

Transportation, etc

Objective 2: ELS Physical Development; Strand 1-Physical and motor development; Concept 2- Fine motor development; Indicator c-Manipulates smaller objects, tools and instruments that require wrist and squeezing motions.

Objective 3: ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a variety of appropriate tools and materials to complete a planned task or investigation

Ask children questions on the different types of living organisms Check off understanding of each category (Fruits? Vegetables? What do flowers need to live?)

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Focus of Study

Introduction/ Personality

Kinders

1 To be able to introduce yourself by name and age (birthday)

2 To be able to tell us about yourself in detail

3 Discussing hobbies and dreams

4 Understanding different body parts and functions

Teacher-Initiated

IMPLEMENTATION PLANProcedure (Identify group size, intro of lesson, special set-up if needed)

This lesson will be introduced to the children in the start of the class at the start of the year The children will use it as an exercise to get to know their fellow students and teacher This lesson plan will help bring the students together as one class and can also be a good opportunity to assess the different levels and abilities of the students in class To start teacher will introduce his/her self to the children Explain what a birthday is and ask children their birthdays and ages Review hobbies, ‘What do you like

to do for fun? I like to paint!” First review body parts by pointing or touching body parts on your body, have children follow Say the names of each body part and have them repeat it Review with flash cards(show the card and ask them to place their hand on that body part without teachers lead)

-note: body parts should be covered in more detail in a later lesson

Sensory Table: Small dolls will be placed on a table so the children can manipulate them, feelingeach body part “What differences are their between the girl doll and the boy doll?” “Are there any similarities between you and the doll?”

Art Table: Draw a picture of you doing your favorite hobbies (*see parent involvement)

Science: Treasure hunt! Pictures of different body parts will be placed around the room Children will try to find enough body parts to make a complete person List should be written down (i.e 2 arms, 1 head, 2 legs) Is your person a boy or a girl?

Hearing Impaired

Visually Impaired Children will be encouraged to feel different body parts

Boy and girl doll

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Possible “head, shoulders, knees and toes dance” You can later make your own song adding in more parts as they learn them

Request that parents ask their children what their favorite hobbies are and have then bring in a cut out

of that activity (i.e like riding bike, bring cut out of bike)

Time Needed

Class

Materials and ResourcesInstructional Method/Materials (Thematic, Reggio, Project Approach, other)

Body part song

Resources

Body part cut outs

STANDARDS & ASSESSMENT Early Learning Standards

Objective 1: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With modeling and support, uses category labels and names objects within a category; e.g., fruit, vegetable, animal,Transportation, etc

Objective 2: ELS Physical Development; Strand 1-Physical and motor development; Concept 2- Fine motor development; Indicator c-Manipulates smaller objects, tools and instruments that require wrist and squeezing motions.

Objective 3: ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a variety of appropriate tools and materials to complete a planned task or investigation

Ask children to tell about themselves, what is your birthday? How old are you? Where is your arm? …

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Focus of Study

Kindergarten School

Kinders

1 To know the name and address of school

2 To know names of teachers

3 To know the names and purposes of toys in the classroom

Child Initiated

IMPLEMENTATION PLAN

The lesson will be introduced to the students at the beginning of the day First review the name of the school, and the names of teachers in the school Ask the children if they know the address of the school Review teachers with a picture of each teacher First introduce that teacher by name and ask the children if they know him/her ‘What are they like?’ Go over the materials in the class Talk about the names of different toys and how they should be used; give some examples of how they should be used and how they should not be used What is your favorite toy?

Sensory Table: Getting to know the different toys and materials in class Let the children explore the room using only one toy at a time, practice cleaning up after finished with one toy before moving to the next Observe and show proper ways to use each of them

Art Table: The children will match the pictures of their teachers to their names, also picture of the kindergarten to its name and pictures of various toys to their names

Music Table: Using the different teacher’s names, using steady beat sing the different teacher’s names together You can make it more complex “Mr Tom loves him mom, Ms Sunny is really funny…have fun with it

Pictures of teachers, school, toys

Names of teachers, school and toys

Steady beat recording

Time Needed

Class

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Observe their use of materials, check their knowledge of different teachers names

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Focus of Study

Transportation

Kinder

1 Understanding the concept of transportation and why it is important

2 Different means of transportation (car, motorcycle, boat, plane…)

3 Naming traffic signs and understanding their different meanings

Child-Initiated

Teacher-Initiated

IMPLEMENTATION PLAN

This lesson will be introduced to the class by first talking about transportation Children will be

prompted by the teacher on “what is transportation?” How do you come to school every day? Bus? Car?Motorcycle? Questions should be formed by teacher to help review the different types of

transportation (air, waiter, land) Flash cards and plastic objects should be used to review the names of each of the different types of transportation Let them, manipulate them so that they can show how it moves Review traffic signs

#1 Art Table:Painting, or drawing activity Give each child a piece of paper with a picture of a

transportation device (car, plane…) Have them paint or color their picture and ask them to draw the proper surroundings (plane in the sky, car on a road)

#2 Dramatic play area:Red light green light! Reviewing traffic signs Start with the basic red light green

light game and as understanding grown you can add in more complicated signs such as yellow light or turn signals (use flash cards)

#3 Sensory: Plastic toys (cars, planes, trains ) will be submerged in water or foam and the children will

pull out the different toys Depending on level teacher can ask for them to pull out all of the water transportation toys or all of the land transportation toys and separate them

Hearing Impaired: For the students that are hearing impaired they will be asked to look at the flash cards when playing the dramatic play activity

Visually Impaired

Students individual pictures or transportation

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Ask family to point out different traffic signs when they drive with their child

Time Needed

Class

Thematic with Reggio Approach

Assortment of Traffic signs

Plastic transportation toys

Objective 2: ELS Physical Development; Strand 1- Physical and Motor Development; Concept 2 Fine Motor Development; Indicator a-Uses fingers, hands, and wrists to manipulate a variety of tools and materials, (e.g., crayons, markers, chalk, sponges, paint brushes, scissors, pencils,

silverware).

Objective 3: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With modeling and support, uses category labels and names objects within a category; e.g., fruit, vegetable, animal,Transportation, etc

Use a check list during the dramatic play activity to check the understanding of the students

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Focus of Study

Occupation

Kinders

1 Understanding the different types of jobs

2 Knowing what kinds of materials are used for different jobs

3 Understand what each job does

Child Initiated

IMPLEMENTATION PLAN

The lesson will be introduced to the students in class Start by talking about the different types of jobs,

it is the teachers choice which jobs they choose to focus on Stick to a few main occupations so that the students will get a better grasp of them Talk about what each job is for and what the person does in that job Explain the different tools associated with certain jobs (ex Police officer carry a badge, Doctorsneed a stethoscope)

Art Table: Matching names of jobs to pictures Lay out a series of different pictures of people in their jobs or of objects that are usually associated with those jobs and ask the children to properly label them

as what career they belong to

Drama: Assign each child an occupation or allow them to choose one and have them act as that person would act Dress up with objects around the room and ask them what they might do during a normal day of work

Variety of flash cards

Pictures of different occupations

Parents will be asked to explain to their children what their job is

Time Needed

Class

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Glue, Pictures of different occupations

Look over the children’s work with putting the correct names of jobs with the pictures

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