Stephanie Goodwin

University of Alabama- CEE 491

Early Childhood Education Mini-
Thematic Unit and Center Project
June 29, 2011























Table of Contents
Title Page
Table of Contents
Web & Unit Goals
Standards
Unit Rationale
Two Lessons:
Math
Science
Centers:
Literacy
Math
Science
Social Studies
Synthesis and Reflection Paper


















All
about
Me
How am I different from
others? Learning Goals: Students will
be able to mix the primary
colors red, blue, and yellow
to make the secondary colors
orange, green, and purple for
their thumbprints.
Learning Goals: Students will
be able to correctly identify
the three primary colors red,
blue, and yellow. They will
also be able to identify the
secondary colors orange,
purple, and green. Students
will describe what primary
colors make the secondary
colors.
Materials for science lesson
and center: 6 clear water
bottles, food coloring, muffin
cups, Popsicle Sticks, Mouse
Paint, story board materials,
mixture chart, paint, graphic
organizer, wipes
Learning Goals: Students will
be able to communicate
characteristics about
themselves by completing an
All about Me Cube to share
with others.
How do I describe myself?
Materials for literacy center:
Pre-cut cube template, tri-
fold board with directions,
crayons, and clear tape Does everyone like what I
like?
Materials for math lesson
and center:
Learning Goals:
How does knowing about
myself help me learn about
my world?
Materials for social studies
center: Pre-drawn map, clip
art of school areas, scissors,
crayons, glue real map, and
GPS
Learning Goals: Students will
be able to correctly label the
five locations in their school
on their pre-drawn map.
Developmental Goals to
improve and develop skills in
students' mental, physical,
and social/emotional areas as
they learn about themselves
and others.
Alabamas Performance Standards for 4-Year-Olds

Emergent Literacy Standards:
2. Follow two-three step directions
6. Demonstrate ability to express ideas for varied purposes including asking
questions, making requests, sharing information, and recounting events
23. Show an awareness of others through exposure to written, spoken, and
visual forms of communication
24. Verbalize correct personal characteristics

Geometry and Spatial Sense:
8. Recognize, describe, compare, and name common shapes, their parts, and attributes

Science and Environmental Education
1. Use senses and a variety of tools and simple measuring devices to gather
information, investigate materials, and observe processes and relationships
2. Recognize and solve problems through active exploration, including trial and
error, interactions, and discussions with peers
5. Demonstrate growing abilities to collect and describe information through a
variety of
materials, tools, and means
6. Describe and discuss predictions, explanations, and generalizations based on
past experiences while growing in eagerness to learn about and discuss feelings
9. Show knowledge and respect for their world/environment through exploration

National Standards


NCTE/IRA Standards for English Language Arts
12. Students use spoken, written, and visual language to accomplish their own
purposes

National Science Education Standards (NSES):
SCIENCE AS INQUIRY STANDARDS
Abilities necessary to do scientific inquiry
PHYSICAL SCIENCE
Properties of objects and materials

National Council for the Social Studies Standards
III. People, Places, and Environments
a. Construct and use mental maps of locales, regions, and the world that
demonstrate understanding of relative location, direction, size, and shape.

National Council of Teachers of Mathematics
Early Childhood Mathematics:
Provide ample time, materials, and teacher support for children to engage in
play, a context in which they explore and manipulate mathematical ideas with
keen interest;












































Stephanie Goodwin
University of Alabama
CEE 491 Unit Rationale
June 28, 2011

























For this course I was placed in a Pre-Kindergarten classroom at Taylorville
Primary School. Taylorville Primary School sponsors the Jumpstart program. Jumpstart
is a program that offers young students an academic and social jumpstart into
kindergarten. I had the privilege of working with eighteen wonderful students; there were
five girls and thirteen boys. Out of my eighteen students five students were African
American and thirteen students were Caucasian. All of my students ranged from four to
five years old in age. When picking a theme for my unit with them I wanted to pick a
theme they could relate to and would enjoy learning about. Also, I wanted to keep
developmentally appropriate practice in mind. Developmentally appropriate practice
varies based on the developmental level, cultural background, and learning needs of
individual children and looks different across age groups of young children. (Dever &
Falconer 2008) When deciding on a theme I remembered what area do young children
love to talk and learn about the most, naturally themselves.
For my Thematic Unit project I was able to pick my own theme and I decided on
All About Me. I thought this would be a wonderful theme to begin our time together.
Most of these students have either stayed home their entire lives or have spent most of
their life in daycare. This is a new adventure for these students where they will build
relationships with other students and begin to form friendships. I wanted my students to
learn that they are each unique individuals but they also share similar qualities with the
other children in their classroom. This unit was designed to teach students how special
they are as individuals and how they are like other children as well using the four
different subject areas: math, literacy, science, and social studies.
For my Thematic Unit project I was instructed to design two lessons, math and
literacy, and four centers, math, literacy, science, and social studies. The first time I was
able to teach in my classroom I conducted a social studies center. When planning this
lesson I tried to keep each students language development, cognitive development, and
social/emotional development in mind. For this center I had my students create their
own passport. The concepts covered were coloring, cutting, geography, travel, and
locations. I also had them cut out five pictures of the five places they visit during the day
at Taylorville Primary and glue them on the back. I explained they would have to wear
these passports and get check marks every time they visited one of the set places.
They were able to work on their language development by listening to me explain the
concept of a passport and its purpose, this also enhanced their vocabulary. This also
provided them with interesting and relevant topics of study. Their cognitive development
emerged by working with on a hands-on activity and this topic of study reflected on their
immediate world, the activity was all about each individual child. They traced their name
and colored a picture of themselves, the passport belonged to them. Lastly, their
social/emotional development emerged by having the students work in groups and
communicate with others as they worked. This center was meaningful yet challenging;
each individual child was able to successfully complete the assigned task.
The second time I was able to teach in the classroom I conducted a literacy
center. This center was also travel themed. The concepts covered were cutting, gluing,
following directions, and language development. Each student was given two teacher
generated worksheets. They were instructed to cut out six pictures and then place them
on a separate page in one of two columns, what you would take on a trip and what you
would not take on a trip. Language development is provided in this center because the
students have to know what word each picture represents to be able to place it in the
correct column. For example, the students have to be able to see a picture of a camera
on the page and know that the picture represents the word camera. Cognitive
development is present in this center because students are working on a hands-on
activity with fluid and solid materials. This also relates to them because most of them
are taking a vacation this summer and this gives them some insight into thinking about
what is appropriate to take on vacation and what is not appropriate. Lastly,
social/emotional skills are being developed because once again students are working in
groups and communicating with each other. Working in groups is great way to promote
socializing in the classroom and also helps form friendships within the classroom.
My social studies and literacy centers were both integrated lessons. These
centers were designed to build off of each other. They were both travel based centers
that would teach relevant information while focusing on the main goal, each individual
child. My goal for these two centers, since they were the first I taught, was for students
to begin feeling comfortable around each other. I wanted them to work in groups and
learn about each other; their likes and dislikes. I wanted students to learn it is okay if
everybody has different opinions. Some of these children may not have interacted
socially with children they were not related to. My hope for these two centers was for
children to share with their peers about themselves and work on forming a classroom
community.
The first lesson I taught was a science lesson on primary and secondary colors.
The concepts covered were identifying the three primary colors red, blue, and yellow.
Also identifying the secondary colors orange, purple, and green. Students will describe
what primary colors make the secondary colors. This lesson begins by inserting food
coloring into three different bottles, making the primary colors. Then mix two colors into
three separate bottles making the secondary colors. Students are able to see how
mixing two colors makes a different color. After this as a class we will read the book
Mouse Paint and also model the story using magnets from the story. When we have
completed the lesson we will review primary and secondary colors in preparation for the
science center. The center builds from the lesson because they correlate with each
other. The science center has the students finger painting. Each student is given a
chart that has a place for six different thumb prints. The top three spaces are for
primary color thumb prints. The bottom three spaces are for secondary thumb prints.
The concepts covered are mixing paint, following directions, and language
development. The students language development is forming from social interactions
within the center and providing interesting and relevant topics of study; finger prints.
Everybody finger prints but each individuals is different, nobody has the exact same
thumb prints. Students cognitive development emerges from having students participate
in hands-on activities while learning about topics that pertain to them. Lastly, their
social/emotional development occurs because they are again working in groups and
learning how to communicate with each other. The task assigned for this center is
meaningful yet challenging.
The last lesson I taught was a math lesson on shapes. The concepts covered
were shape recognition, following directions, and language development. The shapes
we learned about were a circle, triangle, square, and rectangle. To begin the lesson I
introduced shapes by using shape boxes. My shape boxes consisted of different items
for each of the four different shapes covered. The students passed around the different
shapes and then came up with other examples. After we discussed the four different
shapes I had the children make a glyph. This glyph was a Shape Boy/Girl glyph.
Students were instructed to answer questions about themselves and color different
shapes based on which answer they chose per each question. I had students do this so
that they would see everyone shape glyph looked different but everyones shape glyph
was still a Shape Boy or Shape Girl. I wanted to put a major emphasis that it is okay to
be different because everyone is unique in his or her own way. At the end of my math
lesson on shapes, as a review for the center, we did the Shape Hokey Pokey. Each
child was given a bag with a yellow rectangle, purple square, green triangle, and red
circle. We sang the Shape Hokey Pokey using our shapes. My math center was
designed to build off of my math lesson. We played Shape Bingo. Each table had five
different mats and we played five different times to make sure that each child won a
game of Shape Bingo. I felt it was important to make everyone in our class a winner.
For my math lesson and center language development emerged from expanding our
math vocabulary and learning about interesting topics; such as shapes. Shapes are
everywhere in our world and I felt it was important for my students to be able to identify
shapes within their own world inside or outside of the classroom. Students cognitive
development was challenged by having students participate in hands-on activities, such
as the glyph. Lastly, students social/emotional skills were developed by working in
groups during whole group, when we made our Shape Boy/Girl glyph, and when playing
Shape Bingo. I really wanted to put a major emphasis on learning appropriate social
skills to be able to communicate within our classroom.
The integrated curriculum engages children in meaningful learning experiences
by bring together content learning and process skills so that children are using their
developing skills to learn about their world. Addressing substantial, interesting questions
about the real world. Providing opportunities for in depth exploration. (Dever & Falconer
2008) I found it to be very important to integrate my lessons so that students are able to
see the correlation in the All About Me Unit and to academics as well. All of the lessons
I have designed for this unit allow students to be creative in their learning process. My
goal for this unit was that students are able to see how the theme connects with social
studies, literacy, science, and math.














References
Denver, M & Falconer, R. (2008) Foundations and Change in Early Childhood
Education. Danvers, MA: John Wiley & Sons Inc.











































Stephanie Goodwin
CEE 491
Science Lesson
Created by: Stephanie Goodwin and Misty Jones

What are the primary colors? How can we make secondary colors?

Grade Level: Pre-K

National Science Education Standards (NSES):
SCIENCE AS INQUIRY STANDARDS
Abilities necessary to do scientific inquiry

PHYSICAL SCIENCE
Properties of objects and materials

Alabamas Performance Standards for 4-year-olds
Science and Environmental Education
1. Use senses and a variety of tools and simple measuring devices to gather
information, investigate materials, and observe processes and relationships
2. Recognize and solve problems through active exploration, including trial and error,
interactions, and discussions with peers
6. Describe and discuss predictions, explanations, and generalizations based on past
experiences while growing in eagerness to learn about and discuss feelings


Lesson Objectives:
Students will be able to correctly identify the three primary colors red, blue, and
yellow. They will also be able to identify the secondary colors orange, purple, and
green. Students will describe what primary colors make the secondary colors.

Management Plan:
Students will be given forty-five minutes to an hour to complete lesson.

Time specified for each phase of lesson:
Engage Phase: Five minutes
Explore Phase: Fifteen to twenty minutes
Explain Phase: Five minutes
Elaborate Phase: Fifteen to twenty minutes
Evaluate Phase: Ten to fifteen minutes


Materials List:
6 clear water bottles
Red, yellow, and blue food coloring
Copy of Mouse Paint by Ellen Stoll Walsh
Mouse Paint storyboard materials
Primary color chart
Secondary Color chart with mixtures noted

Safety:
Students need to be sitting on the rug during the lesson in order to
minimize spills with the water bottle demonstrations.


Distribution and collection of materials:
Ms. Goodwin and Ms. Jones will be in charge of distribution of materials.

ENGAGE:
Engage Key Question:
What are the three primary colors?

What do you already know?
Have you ever mixed colors and made a new color?

Your ideas:
Think of colors you can make with the three primary colors red, blue, and
yellow.

Engage Activity:
Create a class chart of color mixtures.
Student Product:
The students brainstorming ideas will assess if the students were
participating in the engage part of the lesson.

Transition to Explore Phase:

Discuss the class chart of color mixtures.

EXPLORE:
Activity:
Use the 6 water bottles with water in them to explore how primary colors mix to
make secondary colors. In one bottle, put in two red food coloring drops. The second
bottle will have yellow food coloring in it. The third bottle of water will have blue food
coloring in it. Ask the students what the name are of these three colors. Students
should answer primary colors. Now ask the students to guess what color red and
yellow will make. Demonstrate the experiment by placing drops of red and yellow food
coloring in the fourth bottle. Place the cap back on and shake well. Note results on
mixtures chart. Discuss that red and yellow make orange. Now ask the students what
color red and blue make. Experiment by placing drops of red and blue food coloring in
the fifth bottle. Place results on the chart. Lastly, let the students guess what colors
yellow and blue make. Use the sixth bottle to mix yellow and blue. Place the results on
the chart.
What do you notice?
What three colors are the primary colors that will mix to make new colors?
Students should answer red, blue, and yellow.
What three colors are the secondary colors? Students should answer orange,
purple, and green.

Student Product:
The students engagement and attention will show their participation in the
explore phase.


Transition to Explain Phase:

Allow the children to briefly share what they have learned so far.
Guiding questions:

What are the three primary colors that can mix to make the secondary colors?
Point to the chart to help students answer the question.

EXPLAIN/SCIENTIFIC LITERACY:
Guiding Questions:
What makes the primary colors so special?

Complete Explanation:

Primary colors are important because they make other colors. Primary means
first which means you have to have the primary colors first before you can make other
colors. Therefore, you need the red, yellow, and blue to make other colors. There is no
way to make the primary colors. You cannot mix any colors to make red, yellow, and
blue.

Explanation Summary:
To make other colors, you first need to have the primary colors to make the
secondary colors.

Transition to Elaborate Phase:
Now lets read a story about three mice that learn how to mix colors.

ELABORATE:
Begin reading Mouse Paint by Ellen Stoll Walsh. During the read aloud, use the
storyboard materials to reinforce the concept of mixing primary colors to make
secondary colors.

What do you notice?
What three colors are the primary colors that will mix to make new colors?
Why do you think the mice changed backed to the color white at the end?
Do you think there are other colors that can be made?

Student Product:
The students engagement and attention will show their participation in the
explore phase.



ACCOMMODATIONS:
ELL and struggling students will work with groups to help explain unfamiliar terms and
materials. They will also have more guidance and assistance from the teacher. The
visual impaired students will be placed at the front of the rug. Visual aids will assist the
visually impaired students. The advanced students will be able to explore the topic
more independently and work with a second copy of the storyboard materials to retell
Mouse Paint

EVALUATE:
Summative Assessment:
The students participation during the experiments and read aloud will be assessed
using the checklist.

Objectives: Students will be able to correctly identify the three primary colors red, blue,
and yellow. They will also be able to identify the secondary colors orange, purple, and
green. Students will describe what primary colors make the secondary colors.

Checklist

Students Participated
during the
experiment and
read aloud
Identified the
Primary Colors
Identified the
Secondary
Colors
Described
what
secondary
color is
made from
mixing two
primary
colors

A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
































Name: Stephanie Goodwin and Misty Jones

Process Standards: Problem Solving _____ Communications __X___ Reasoning _____
Connections __X___ Mathematical Representations ___X_____
Content Standards: Numbers/Operations ____ Algebra ____ Geometry__
Measurement ______ Data Analysis/Probability ____

Topic: Shapes
Grade Level: Pre-Kindergarten Whole Group
Time: Forty-five Minutes

Rationale: This lesson was designed to introduce basic shapes to these students. It is
my goal that by the end of this lesson each student will be able to demonstrate their
knowledge of a circle, triangle, square, and rectangle. The students will work on
learning their shapes while completing an activity during the lesson. These shapes are a
part of their everyday lives and are of interest to them. What would the world be without
shapes?

Alabama Office of School Readiness Standards:
Geometry and Spatial Sense:
8. Recognize, describe, compare, and name common shapes, their parts, and attributes

Example A: A child recognizes that a triangle is different from a rectangle.
Example B: A child uses play dough or unit blocks to form shapes.
Example C: A child finds common shapes in the room, talks about them, and compares
them to other things in their environment.
Example D: A child points to a triangle and counts its sides.
Example E: A child labels unseen common shapes by feel versus sight.

Classroom Learning Objective(s):
Students will be able to demonstrate knowledge of a triangle, rectangle, circle,
and a square.

Materials:
Four Shape Boxes and Materials
18 Bags of Shapes
18 Teacher Generated Worksheets
Crayons

Procedures:
Engage:
I will begin my lesson by having each student sitting on the rug. I will explain to
them that today we are going to be learning about shapes. Can anyone tell me a
shape? I will give students a moment to think and answer. If nobody answers I
will tell them that is quite alright because today we are going to be learning about
shapes. I will tell my students that I have toys I want to use in our lesson but
everyone must take care of the toys and share. If we argue over the toys I will
not pass them around for everyone to see and feel.
I will pull out my shape boxes and begin with a circle. I will pass around the four
objects in the circle box: a tire, cookie, and two circle bean bags. I want
everyone to see the circle and feel the circle. After everyone has had a turn I will
ask if anyone can give me an example of a circle. I will give students a moment
to think and answer. I will then introduce the triangle. I will pass around the
objects in the triangle box so that everyone can see and feel a triangle. After
everyone has had a turn I will ask if anyone can give me an example of a circle. I
will give students a moment to think and answer. I will then introduce the square.
I will pass around the objects in the square box so that everyone can see and
feel a square. After everyone has had a turn I will ask if anyone can give me an
example of a square. I will give students a moment to think and answer. I will
then introduce our last shape the rectangle. I will pass around the objects in the
rectangle box so that everyone can see and feel a rectangle.
After everyone has had a turn I will ask if anyone can give me an example of a
rectangle. I will give students a moment to think and answer. After we have gone
through all four shape boxes I will explain to the students our next activity.
Explore:
While everyone is still seated on the rug I will explain to the students the activity
we will be completing today. We are going to make a glyph; a glyph is a way to
graph information using pictures. I have two pictures; a shape boy and a shape
girl. Both the boy and girl are made out of the shapes we learned about today.
To complete this activity I will ask everyone questions and depending on your
answer you will color the shape a certain color. For example, if you are a boy
color the rectangles on the shape person orange. If you are a girl color the
rectangles on the shape person purple. I will keep asking questions until your
shape person is complete. Now that I have explained the activity everyone
needs to remain seated I will call you by tables to go to your seat. Mrs. Jones
and I will walk around the room to make sure nobody is confused or having
trouble following the directions. I will complete a checklist and check who
completed the assignment and who did not complete the assignment.
Explain:
After everyone has completed their shape boy or girl I will have each student put
their shape person in their mailbox. I will also make sure the students clean up
their materials and when they have they may return to the rug. When everyone
is seated on the rug I will ask the students if they enjoyed this activity. By raising
your hand was this activity hard to complete or easy to complete? Who can
name one of the shapes we learned about today? I will then continue to ask this
question until all four shapes have been named.
I want to end our lesson today with a song. By raising your hand who has heard
of the Hokey Pokey? I know we sang this song the first week of school but it is
going to be a little different this time. Instead of using our body parts we are
going to use the four shapes we learned about. Each student will be handed a
bag of four shapes: a red circle, a green triangle, a purple square, and a yellow
rectangle. I will then sing the first verse of the song using the red circle so that
everyone knows what they are supposed to do. Before we begin I will ask each
student to lay out their shapes in front of them so they can easily pick them up
for each verse of the song. After we sing the song I will have everyone put their
shapes back in the bag.
Elaboration:
If there is time to spare after I have completed my lesson I will be reading the
book The Greedy Triangle by Marilyn Burns. This book introduces many
advanced shapes. We will make a list of each shape on chart paper so that after
we have read the book I can draw a picture of each shape and we will talk about
each shapes features.
Assessment:
I have created a checklist for this activity. I will walk around and review each
students work while they are working on their assignment. If the student
completes the entire activity they get a check in the completed box. If the student
does not complete the entire activity they get a check in the incomplete box.

Accommodations:
When the students are split into their groups they will be able to work together
and communicate during this activity. I hope that by having students with different
learning capabilities working together it will benefit each student.

























Name: Stephanie Goodwin
Title of center: Traveling Tips
Content Area: Literacy
Concept(s): Cutting, Gluing, Following Directions, Language Development
National Standards:
The Standards for the English Language Arts
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Office of School Readiness Standards for Alabama:
Language, Vocabulary, and Oral Comprehension:
2. Follow two-and three- step directions:
Example A: After listening to direction, a child goes to the book center, selects a specific
book, puts it on the teachers chair, and then returns to his chair to join the small group
lesson.
Example B: After listening to directions, a child draws a picture of herself, writes her
name, and places her picture in her cubby.
Objectives:
Students will be able to demonstrate following multi-step directions.
Materials:
Two teacher generated worksheets
Scissors
Glue
Pencils
Procedures:
I will start my center by having all of my students sitting at their assigned seat at
their assigned table. I will explain to my students that today we are going to be
talking about what is appropriate to take on a trip and what is not appropriate to
take on a trip. I will ask the students to give me examples of items they take on
trips and then I will ask them to give me examples of items they would not take
on a trip.
I will hand out two teacher generated worksheets to each student. I will explain
the first worksheet has six pictures on it; money, a toothbrush, a playground, a
camera, fireworks, and an alligator. Each picture is surrounded by dotted lines. I
will explain to the students I want them to cut out each individual picture and
place it in a pile. After each picture is cut I want them place each picture in the
suitcase column, what they can take on a trip, or in the trashcan column, what
they would not take on a trip. When they have placed them in the correct column
they are to glue each picture in its correct column, remember a dot does a lot
with glue. I will also remind the students that when they are finished they need to
write their name on their worksheet. When everyone has finished I will walk
around and correct anyone who did not place a picture in its correct column.
After each student at the table has finished their worksheet completely I will
come around the table and check each students work to see if they receive a
check on my check list for today.
Explanation:
This center supports the content addressed because it corresponds with the
objective at hand, following two-and three- step directions. I feel this is an important skill
these children need to master by kindergarten. My center has students cutting out
pictures, putting glue on the back of each picture, and then placing it in the correct
column. Many students in my classroom are currently learning this skill. I believe this
center is a wonderful opportunity to help each student master following multi-step
directions.
Language development is provided in this center because the students have to
know what word each picture represents to be able to place it in the correct column. For
example, the students have to be able to see a picture of a camera on the page and
know that the picture represents the word camera. Also, since the students are broken
up into groups they are allowed to converse if someone is stumped on a picture or what
picture should go in what column. Being able to help a classmate in need is very
important because the students have to be able to communicate effectively enough to
explain a concept to their peers. Language development is so important in the
classroom and it can also be integrated into any subject matter.
Social and emotional skills are taught to children at a young age in hopes of them
being able to appropriately interact with other children and adults. Young children can
make friends anywhere; at school, the park, or even in a store. I feel it is my
responsibility as an educator to make sure that I set up social situations for the students
in my classroom to interact with each other. My center is set up so that the children are
working in groups. Group work facilitates conversation amongst the students. I do not
mind if the children ask each other questions about the center they are working on. The
whole point of school is to learn and children can learn from other people besides their
teacher. I have found that sometimes students learn best from their peers. My goal is to
help these students learn the appropriate social skills needed for kindergarten.
Assessment:
I have created a checklist for this center. I will walk around and review each students
work during their assigned center time. If the student completes the entire center they
get a check in the completed box. If the student does not complete the entire center
they get a check in the incomplete box.













Name: Stephanie Goodwin and Misty Jones
Title of center: S-H-A-P-E B-I-N-G-0
Content Area: Mathematics
Concept(s): Shape Recognition, Following Directions, and Language Development
National Standards:
National Council of Teachers of Mathematics:
Early Childhood Mathematics:
Provide ample time, materials, and teacher support for children to engage in
play, a context in which they explore and manipulate mathematical ideas with
keen interest;
Alabama Office of School Readiness Standards:
Geometry and Spatial Sense:
8. Recognize, describe, compare, and name common shapes, their parts, and attributes
Example A: A child recognizes that a triangle is different from a rectangle.
Example B: A child uses play dough or unit blocks to form shapes.
Example C: A child finds common shapes in the room, talks about them, and compares
them to other things in their environment.
Example D: A child points to a triangle and counts its sides.
Example E: A child labels unseen common shapes by feel versus sight.
Objectives:
Students will be able to recognize four shapes: a triangle, circle, square, and
rectangle.
Materials:
18 Shape Bingo Mats
Shape Bingo Cards
Counters
Procedures:
I will start my center by having all of my students sitting at their assigned seat at
their assigned table. I will explain to my students that today we are going to be
talking about shapes. Earlier we discussed four different shapes by raising your
hand can anyone name these shapes? I will give students time to tell me all four
shapes we learned about. By raising your hand can anyone give me examples of
a circle, triangle, square, and rectangle? I will give students time to tell me
different examples of all four shapes.
After we have discussed examples of all four shapes I will explain to the students
that today for our math center we are going to be playing a game. Has anybody
ever played Bingo before? If not, this is how you play everyone will be getting a
mat and some counters. The teacher at your table is going to call our different
shapes and you will put a counter on the shape your teacher call out. The first
one to get three shapes across, down, or diagonal wins the game. After the first
person wins we will rotate four more times. Each time we play if you get three
shapes across, down, or diagonal say Bingo! Each time someone at the table
wins they will receive a treat bag. We will all play the game five times to make
sure everyone is given the opportunity to win once and most importantly review
all of our shapes we have been discussing.
Each teacher will be given a checklist to check off the students who are or are
not having a hard time with this game. I want to see if my students are learning or
struggling with the four shapes: a circle, triangle, square, and rectangle.
Explanation:
This center supports the content addressed because it corresponds with the
objective at hand, demonstrating knowledge of shapes such as a circle, triangle,
square, and rectangle. These are the beginning shapes children learn about when they
begin school. Shapes make up our world and it is vital for students to learn these
shapes early on in their academic lives if they do not already know them. My center has
students playing a game, Shape Bingo, that requires them to know each of the four
shapes or else they cannot play the game, all the more reason to learn the shapes. I
came up with this center to help my students enjoy learning about shapes.
Language development is provided in this center because the students have to
know the word each pictures represents to be able to play Shape Bingo. The game
board has eight different colored shapes on the board. The students have to know their
colors and shapes to be able to know where to put their counter when a teacher calls
out a shape. Also the students are playing Shape Bingo in groups and are allowed to
communicate with each other quietly throughout the game. I realized someone might
get stumped on a shape and need help from a friend; I do not have a problem with this
unless its every shape. It is important for students to be able to help a classmate in
need because the students have to be able to communicate effectively enough to
explain a concept to their peers. Language development can be taught from this type of
center.
Social and Emotional skills are learned at an early age, either before
kindergarten or during kindergarten. Sometimes kindergarten is the first time a child
may have ever socialized in a group setting. I want the students in my classroom to feel
at ease with each other so that they can always ask a peer a question. My center is set
up so that the children are working in groups. Group work facilitates conversation
amongst the students. I do not mind if the children ask each other questions a few times
during the center. I obviously do not want students talking the entire time but social
interaction is very important at this age. My goal is to help these students learn the
appropriate social skills needed for kindergarten.
Assessment:
I have created a checklist for this center. I will walk around and review each students
work during their assigned center time. If the student completes the entire center they
get a check in the completed box. If the student does not complete the entire center
they get a check in the incomplete box.
Title of Center: Thumbprints with Primary and Secondary colors
Content Area: Science
Concept(s) or skill(s) Targeted: Sense of self, knowledge of primary colors, knowledge of
secondary colors, mixing, finger painting skills, fine motor skills
Created by: Stephanie Goodwin and Misty Jones

I. National Science Education Standards (NSES):
SCIENCE AS INQUIRY STANDARDS
Abilities necessary to do scientific inquiry
PHYSICAL SCIENCE
Properties of objects and materials
Alabamas Performance Standards for 4-year-olds
Science and Environmental Education
1. Use senses and a variety of tools and simple measuring devices to gather information,
investigate materials, and observe processes and relationships
2. Recognize and solve problems through active exploration, including trial and error,
interactions, and discussions with peers
6. Describe and discuss predictions, explanations, and generalizations based on past experiences
while growing in eagerness to learn about and discuss feelings

II. Objectives: Students will be able to mix the primary colors red, blue, and yellow to make the
secondary colors orange, green, and purple for their thumbprints.

III. Materials:
40 muffin cups
Popsicle sticks
Red, yellow, and blue finger paint
Graphic organizer and my example
Wipes
Center directions
Color mixture chart from science lesson
IV. Procedures:
Begin by stating that today we will be reviewing what primary colors make secondary
colors. Ask the students to name the three primary colors. Students should answer red, yellow,
and blue. Now ask them to name the three secondary colors. Students should respond that
orange, green and purple are secondary colors.
Explain that each student will be able to mix their primary colors to make secondary
colors. They will be making a thumbprint which each color on their graphic organizer. Model
how to mix the primary colors in the muffin cups with the Popsicle sticks. Then model how to
make a thumbprint in the correct colored square. Show the students that the orange thumbprint
goes in the orange box. Also, show the students how to wipe off their thumbs on the wipe before
moving to the next color.
Now pass out three muffin cups to each student. Add a drop of red paint to one muffin
cup. Then add a drop of blue paint into the second cup. A drop of yellow paint goes into the
third cup. Have the students fill in the red, yellow, and blue squares with the corresponding
thumbprint. Now give each student three Popsicle sticks. Add yellow paint to the red paint
already in the muffin cup. Add blue paint to the already yellow cup. Add red paint to the
already blue cup. Now each student can use the Popsicle sticks to mix the primary colors to
make the secondary colors. Instruct the students to make their thumbprints using the secondary
colors. Assist the students and take anecdotal notes during the center.
Once the students have completed their thumbprint on the graphic organizer, have them
come to the rug. Ask the students to explain what colors made orange, purple, and green. Also,
use this time to explain how everyones thumbprint is different. Nobody has the exact same
thumbprint. Have everyone look closely at their thumbs. Ask them if they see the lines on their
thumbs. Explain that everyones lines on their thumbs are different.

V. Explanations:
This center fits into the All about Me theme because the students are learning about their
unique thumbprints. During the center students will be practicing and developing their language,
cognitive, physical, and social/emotional skills. Students will be using their language skills to
answer questions during the center. They will also be communicating their knowledge by
accurately completely the center. Students will also be communicating their reasoning during
the wrap up of the lesson.
Students will be developing their cognitive skills by relating their prior knowledge from
the previous science lesson to the center. They will also be using their reasoning skills to mix
the colors and place their thumbprints in the correct square. This center gives students an
opportunity to learn about mixing colors and thumbprints while using hands-on materials.
Therefore, the center creates a meaningful learning opportunity by having the students work with
different materials to complete the graphic organizer.
The thumbprint center also allows students to practice their fine motor skills. They will
be stirring, mixing, and finger painting which helps develop their fine motor skills. Students can
also practice their social/emotional skills during the center by following directions and helping
their neighbors. Overall, this center creates and opportunity for students to develop knowledge
about mixing colors and finger painting that can help them in the future with other related tasks.

VI. Assessments:
A checklist will be used to assess students work and participation. I will assess whether they
mixed the correct primary colors to make the needed secondary colors. I will also look at
whether they fill out their graphic organizer correctly. Anecdotal notes will be taken to add any
addition information needed to effective assess the students.


Checklist

Objectives: Students will be able to mix the primary colors red, blue, and yellow to make the
secondary colors orange, green, and purple for their thumbprints.




Name: Stephanie Goodwin
Title of center: Passport to Pre-K
Content Area: Social Studies
Concept(s): Coloring, Cutting, Geography, Travel, and Locations
National Standards:
National Council for the Social Studies Standards:
IV. Individual Development & Identity
h. Work independently and cooperatively to accomplish goals.
Office of School Readiness Standards for Alabama:
Science and Environmental Education: Scientific Knowledge
9. Show knowledge of and respect for their world/environment though exploration.
Example A: A child takes a nature walk to look for seasonal changes.
Example B: A child assists in planting a tree or garden in the backyard of a home.
Objectives:
Students will be able to demonstrate locating places within their school.
Materials:
Two teacher generated worksheets
Crayons
Scissors
Yarn
Glue
Procedures:
I will start my lesson by having everyone sit in their assigned seat at their table. I will
explain to my students that today we are going to prepare to travel throughout the school.
In todays world whenever you travel somewhere out of the country you must have a
passport. I will ask my students, Does anyone know what a passport is? I will give
students time to think and if anyone has a guess they are free to tell me. If the students do
not know what a passport is I will show them a passport, my Dads. I will explain to them
that everyone must have a passport so that people in other countries know you are from
the United States and that a passport allows you to be in other countries around the world.
I will explain to them that for the rest of the day each time they leave the room they have
to have their passport just like when people leave the United States they have to have
their passport. I will then ask if anyone has any questions.
I will hand each student a passport that has their name and hometown written on it. I
will give them directions to draw a picture of his or herself and color it in the box
provided.
After each student has completed his or her passport they will take a look at their second
piece of paper given to them. This piece of paper has five pictures of different locations
around their school. Each picture is surrounded by a dotted line. Students will be
instructed to cut on the dotted line to cut out each picture. When the students have cut out
all five pictures they will then glue them to their passports. As the students finish I will
walk around and punch one hole into the top of the passport and tie a piece of yarn
around on the passport. The students will be instructed to wear their passport for the rest
of the day. I will explain to the student that these five pictures represent the five
checkpoints they will visit in a day. For example, when the students go outside to the
playground either Ms. Jones or myself will give them a check mark on the back of their
passport that will allow them to pass onto the playground. The five checkpoint areas are:
the puppet station, Mrs. Selvedges classroom, the lunch room, the restroom, and the
playground.
After each student at the table has finished their passport completely I will come around
the table and check each students work to see if they receive a check on my check list for
today.
Explanation:
This particular center supports the content addressed by showing knowledge of and
respect for their world and environment though exploration. I believe that it is important for
students to be aware of the world surrounding them at a young age. Maybe some children do not
know what a passport is or that each person who wants to leave the country has to have a
passport. There are people who do not learn about the meaning and the process of a passport
until they are adults. Also, the world is full of exciting places and I think learning about the
opportunities the world has to offer will only foster a love traveling and exploring at a young
age.
Language development is provided in this center by having a conversation with the
students about the process of traveling outside of the United States. By the students listening to
me explain the meaning and process behind a passport they will form a picture in their minds of
what a passport means to them. My hope is that these students will learn from this center and be
able to have a conversation with another student or adult about passports. This center has the
students actively involved in a meaningful learning experience. This center is a good opportunity
to not only teach social studies but also language development.
Social and emotional skills are very important in early childhood education. I feel it is
important for me as a teacher to provide meaningful opportunities for the students to interact
with each other. Children begin developing true friendships at a young age. My centers are set
up in groups. There are eighteen children in the classroom; there are two tables of four and two
tables of five. The students are randomly broken up into groups. This center is an environment
where students are able to socialize while they work, as long as they are really working. Group
work is also a time where some mediating might have to take place which is also a learning
experience about socially appropriate behaviors.
Assessment:
I have created a checklist for this center. I will walk around and review each students work
during their assigned center time. If the student completes the entire center they get a check in
the completed box. If the student does not complete the entire center they get a check in the
incomplete box.





















































Stephanie Goodwin
University of Alabama
CEE 491 Synthesis and Reflection Paper
June 28, 2011



















My summer placement for CEE 491 was at Taylorville Primary School in Tuscaloosa,
Alabama in a Pre-Kindergarten classroom. My cooperating teacher is kindergarten teacher Mrs.
Gina Sevedge. During my time at Taylorville I observed and learned many things that have
helped shape me into a better teacher. I did not know what to expect for this placement. I have
worked in a daycare setting but only with very young children. I was very excited to work with a
little bit older pre-school age children. I had a wonderful experience working with the children at
Taylorville Primary School. I feel as though they helped teach me some of the necessary skills
needed to be an effective pre-school teacher.
During my time at Taylorville Primary School observed many of the childhood practices
I learned about in practicum. I observed children in a dramatic play setting. Each morning from
7:45-8:15 children had free playtime. The centers available were Lincoln logs, Legos, Dinosaurs,
Puppets, Dramatic Play, and Blocks. The most popular morning centers were dramatic play and
blocks. There were many centers available for students use but there were always children at the
dramatic play station. The toys available were a pretend kitchen, kitchenware, pretend food, baby
dolls, and baby doll accessories. There was always a mixture of boys and girls at this center.
Children always played and interacted well together. Another center available for student use
was the block center. The blocks available were the big sturdy wooden blocks. Students enjoyed
being able to play at the block center together, boys and girls participated each day. Some
students actually became creative and would set up the blocks and use an orange from the
dramatic play center and play bowling.
Each day after breakfast around 9:00 a.m. we had music and movement time. Our song
choices were fun and exciting; Days of the Week, Months of the Year Macarena, Where is
Thumbkin, Alphabet Aerobics, Open Shut Them, and more. All of these songs had some sort of
movement or dance choreographed for the students. This was actually one of my favorite parts
of the day. The children would get so excited and actually get into the dance. I feel as though this
really got them awake and ready for a day of learning. One of the most important childhood
practices I saw in the classroom correlates with art and that is fine motor skills. My children were
using scissors, crayons, pencils, glue, and play dough each day. These skills are necessary for
kindergarten. I was very impressed with how my teacher introduces each one of these skills to
her students.
Another important childhood practice I noticed in this classroom was art. There was some
sort of art activity each day; and it always dealt with whatever we were studying that particular
day. My cooperating teacher, Mrs. Sevedge, was very creative with the art activities. Her
activities included more than just crayons and paper; for example she had the children trace their
names using noodles and glue, the children loved it. The last childhood practice I observed in
this placement was technology. Mrs. Sevedge used her CD player each day during music time. I
also really liked how Mrs. Sevedge uses the Elmo during her lessons. Anytime she explained an
activity that was multistep she provided an example on the Elmo or anytime we were reading a
book that asked the children to find something on the page she put that page on the Elmo. I feel it
is really important to introduce these students to technology at a young age so that they will grow
to be technology savvy students.
The only childhood practice I did not see that I learned about in CEE 491was sand/ water
table or sink. My teacher did not use a sand or water table that she could incorporate into her
classroom. I did not see one that was available for her to use, I think that this may have not been
the case because this is a Primary School and not Pre-School. I really learned a lot about
developmentally appropriate childhood practices through observing my students in my
classroom.
In block one of the elementary education program I was placed in a second grade
classroom at Westwood Elementary School. One of the lessons I taught was a lesson on
comparing and contrasting using a Venn diagram. I read the book Going to Town by Laura
Ingalls Wilder, from the Little House on the Prairie series. I then had my students compare and
contrast what it is like going to town today, then in 2010, versus the frontier days when Laura
Ingalls Wilder was a little girl. I had my students fill out a Venn diagram with their answers
included. I did not encounter any difficulties with this lesson because I taught my lesson in
November and they had been comparing and contrasting using Venn diagrams since August. My
lesson was developmentally appropriate because my students were able to successfully complete
my assignment. My lesson was really more of a review for them other than exploring life on the
frontier. This lesson was one of the first whole group lesson I had ever taught and I learned so
much from it. This lesson gave me a taste of the classroom management skills and time
management skills needed to be a great teacher.
In block two of the elementary education program I was placed at Southview Elementary
School in a kindergarten classroom. One of the lessons I taught in my kindergarten placements
was the life cycle of a butterfly. I had my students make the four different stages of life for a
butterfly with pasta noodles. Students had to use tools such as pencils, crayons, and glue to
complete my activity. I did encounter a few difficulties in this lesson. I taught my lesson in April
of my students kindergarten year and they still encountered trouble with glue. My cooperating
teacher did not put a major emphasis on a dot does a lot so it was up to me to teach this very
important skill. I had to monitor each student during the glue usage time. Another difficulty I
encountered during this lesson was spelling. During this time my cooperating teacher was
teaching writing units so I had my students label the egg, larva, caterpillar, and butterfly. Of
course I wrote each word on the whiteboard for them to copy but they still had trouble
transferring the letters from their mind onto paper. As an intern I felt the writing portion of the
lesson might have been too difficult but my classroom teacher encouraged me to challenge the
children. Even though the writing process was not easy all twenty of my students were able to
label all four stages of a butterfly. After they finished I realized how hard they worked and I was
very proud of their hard work and effort they put into my assignment. This experience taught me
that I cannot be afraid to push my students. If I underestimate their academic abilities they will
never learn anything because I will always be sticking to what I know they are capable of doing.
I learned I want my students to grow as students and that means challenging them each day.
My experience in a Pre-Kindergarten classroom has truly been wonderful. I have always
felt lead to teach younger children. When the opportunity can up to apply for this Early
Childhood Education Program I became very excited. In the beginning I did not realize all that
went into specializing in early childhood. This experience truly taught me how to develop and
challenge young minds while still having fun. This practicum experience was a wonderful
opportunity to observe and learn more about young children. I know that I still have much to
learn within the teacher education program but this course has taught me how to engage and
teach young minds. I have learned how to develop lessons that will challenge my students
cognitively, socially, emotionally, and physically.
I feel as though I have grown as an educator in many ways. I have learned the
importance of challenging children cognitively such as having children learn by doing not by
watching. I have learned children must participate in hands-on activities and minds-on activities.
Students must also be given time to learn through pretend play, this helps them as they develop. I
have also learned the importance of challenging students language development. I did not
realize that students would expand their vocabulary each day, which I so enjoyed watching. I
learned the importance of providing experiences through reading, singing, and literacy materials.
I have also come to realize that it is incredibly important to provide interesting and relevant
topics when teaching. I am so glad that my theme for my thematic unit project was All About
Me. My students loved learning all about how they are alike and different from other children.
Lastly, I have learned how to develop young students social and emotional skills. I have
learned that this is the age when children truly begin developing friendships. The children in my
classroom seem to function best in small groups. I so enjoyed watching their friendships grow
throughout the weeks. I believe that people can learn from other people besides teachers such as
their peers. Sometimes this is the best way children learn is from their peers. I really did not have
trouble with conflicts in this classroom. I realize that I may learn more about that in other
placements. One of the most important things I learned from this experience is to give
meaningful tasks that will challenge my students to reach a common goal but is attainable. I feel
as though it is very important to challenge my students every day. I want them to push to be
better in everything they do whether it is academically, socially, emotionally, and or physically.
My experiences have Taylorville Primary School have helped me learn how to be a better
educator. I hope that one day I might have the opportunity to teach Pre-Kindergarten and use all
that I have learned in the Early Childhood Education Program.