BYU-Idaho Preschool Lesson Plan

Lesson Plan # 23
Lab 4
Vehicles

Date: Monday, November 26, 2018

Supervisor: Aubrey Isakson
Lead Teacher: Melissa Reaves (Lesson 4)

Children Receiving Specific Focus Today:

1. Addie – Creative Art
2. Clancy- Blocks
3. Leo- Blocks
4. Nathan- Sensory
5. Lennon- Sensory
6. Londyn- Dramatic Play
7. Oliver- Blocks
8. Ty- Dramatic Play

Preassessment and Findings:

Based on Preassessment, I have planned the following activities for our children to increase their
knowledge about vehicles. Many of our children have shown an interest in cars, trains, and other
such vehicles. Many of the children have shown interest in vehicles since the beginning of lab as
many have been observed playing with the wood planes in the block area, driving boats in the
sensory bin, or riding tricycles outside. From conversations and observations of our children it
seems that many of our children know a bit about cars and that we can drive in cars. However,
other types of vehicles or transportation has been brought up by the children very often or been
a topic in the classroom. I wasn’t sure if the children didn’t know about any other vehicles, so I
asked the children more about if they knew what other vehicles there were. I found that many
of our children knew about trains and planes. The children also knew that’s planes flew in the air
and that trains stayed on the ground. However, many of the children did not mention if people
used them to go places or if people could use them at all. For this reason, I have chosen this
topic and have planned the following children for these activities:

Addie has been planned for the Creative Art area. She has been observed at the creative art
table many times. She enjoys drawing, color, and create. This activity will let Addie do all of
those things. She knows how to use art tools and will know what to do with the tools at this
activity.

Clancy, Leo, and Oliver have been planned for the block area. Each of them has been
observed in the block area. They each enjoy building and creating which is what they will be
able to do in the block area. All three of them know how to play with blocks and will know what
to do with the toys in this activity.

Nathan and Lennon have been planned for the sensory area. Both children have been
observed spending time at the sensory table many times. Each of them has shown an interest in
sensory activities and enjoy exploring new things. They both have played in a sensory table
before an will know how to use the tools at this activity.

Londyn and Ty have been planned for the Dramatic Play area. They each have been observed
spending time at the dramatic play area. Both children have an interest in imaginary play and
have shown that they understand how to play pretend.

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Some misconceptions found through preassessment has been that the children don’t believe
that people use boats to travel or get to places. I discovered this through asking the children
about boats and what boats do. The children I asked about boats told me that boats are used
in water and when I asked if boats could take people places the children answered no. This will
be addressed in our lesson as the third idea to be emphasized.

Ideas to be Emphasized and Overall Developmental Focus:

1. People can use boats to get places.
2. Vehicles are what we use to get places.
3. Vehicles come in all shapes and sizes.

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 BYU-Idaho Preschool Lesson Plan
Lesson Plan # 23
Lab 4
Vehicles

Date: Monday, November 26, 2018

Supervisor: Aubrey Isakson
Lead Teacher: Melissa Reaves (Lesson 4)

Ideas to be Emphasized and Overall Developmental Focus:

1. People can use boats to get places.
2. Vehicles are things we use to get places.
3. Vehicles come in all shapes and sizes.

Assignments:
___________________ Self-Selected
___________________ Small/Focus Groups
__________ /_________ Outdoor play
_________ /_________ Snack
_______________ Check-in/Check-out
_______________ Handwashing/Cubbies
_______________ Photographer
_______________ Other

OPENING CIRCLE 1:20-1:40

Activity Name Description Materials
Book Teacher will read the book to the students. Ask Engine, Engine Number Nine
Engine, Engine the students questions about the book to get by Stephanie Calmenson (WR
Number Nine them more engaged. B C1)
Movement Activity Play the song and have the children dance and Echo Dot (Front Office)
Shake Your Sillies shake to the song as it prompts them to.
Out
Phonemic Using the rhyming bingo pieces, the teacher will Rhyming Bingo (IWP)
Awareness put them on the felt board. The students will tell
Rhyming Bingo the teacher what words rhyming with the piece
that is on the felt board.
Music Activity or Using the speckled frog story helps and the frog Five Speckled Frog Story
Song or Fingerplay finger puppets, tell/sing the story of the Five Helps (IWP)
Five Speckled Frogs Speckled Frogs. The students can sing along and Frog Finger Puppets (WR
guess what will happen next. Cabinet 6)
Story (non-book) Tell the story of the Little Red Hen. As the teacher Little Red Hen Story Helps (WR
Little Red Hen tells the story place the story helps on the felt Cabinet)
board. Have the children guess what will
happen next and ask them questions to get
them engaged.
Age Appropriate Have the students stand up. The teacher will be
Game “Simon” and have the students copy an action.
Simon Says
Other Everyone will hold hands and walk in a circle

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Ring Around the singing the song and then when prompted by
Rosies the song everyone will sit down.

GATHERING TIME 1:40-1:50

Activity Name Description Materials

1. Vehicles come in “Hello boy and girls! Today we are going to be Car (RR2 R 166)
all different shapes learning more about vehicles, but first I want you Train (RR2 B 176)
and sizes. to meet my friend! This is Harry, say hello Harry!” Boat (RR2 G 122)
“Harry loves to travel, does anyone else love to Hand Puppet (WR Cabinet 6)
travel?”
“Well Harry is going to show us all the different
kinds of vehicles he has, and I want you to look
at the sizes and shapes of them, ok?”
“This here is a car, they can be small, or they
can be big. There are lots of different colors of
cars.”
“This here is a train. Trains can be very long or
very short. Trains can also be many different
colors.”
“This last vehicle is a boat. Boats can also be
very big or very small. Boats can also come in
many different colors.”
(Pictures will be provided to show different sizes
and colors)
2. Vehicles are “Now boys and girls, we use vehicles to go Hand Puppet (WR Cabinet 6)
things we use to get places. We can use a lot of different vehicles to
places. take us places. Who can tell me all the different
ways you can get places?”
“Wow, those are a lot of different vehicles.”
(Pictures will be provided of where vehicles can
take us)
3. People use boats “Boys and girls, did you know that boats can Boat (RR2 G 122)
to get places. take us places?” Hand Puppet (WR Cabinet 6)
“It’s true!”
“Boats can take us to places that are on the
other side of a lake or ocean.”
“Some boats can carry a lot of people and
some boats can only carry a few people.”
(Pictures will be provided of boats and people
on boats)
Transition to Self- “Alright boys and girls, thank you for learning
Selected about vehicles with Harry and me. Can we all
stand up and say good bye to Harry?”
“Bye Harry!”
“Okay now let’s go play!”

SELF-SELECTED ACTIVITIES 1:50-3:10

Books:
1. Short Train, Long Train (A16)
2. Trucks (B12)

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 3. Roller Skates! (C1)
4. The Car Washing Street (P5)
5. Big Wheels (R12)
6. Wheels (S17)
7. Trains by (T2)
8. Trucks, Trucks, Trucks (S24)
9. The Big Trip (G9)
10. Freight Train (C21)
11. The Little Engine That Could (P10)
12. The Little Fire Engine (L8)
13. Machines at Work (B10)
14. Short Train, Long Train (A16)
15. Tonka: Big Book of Trucks (R3)
Activity Name Description/Activity Objective Materials, Special Set-up
*Creative Art: Activity Description: Set out paper with print outs Paper with car outlines (IWP)
(6) of different vehicles on them. Set out crayons Crayons (Classroom)
Decorate Your and markers. Set out glue sticks. Set out felt, Markers (Classroom)
Vehicle stickers, cotton balls, buttons, and scrap paper. Glue Sticks (Classroom)
This activity is planned for Addie. She enjoys Felt (RR1 Shelf 13)
This will aid in the being at the art table and at this activity she will Stickers (RR1 Shelf 14)
children. be able to color and create. It also will provide Cotton Balls (RR1 Shelf 9)
understanding of her with the opportunity to work on her goal of Buttons (RR1 Shelf 9)
vehicles taking us playing with others as she and he classmates Scrap Paper (Classroom)
places and their design their own vehicles together.
different shapes Child Objective: Children will refine creative
and sizes. expression as they use stickers, feathers, buttons,
and feathers to create a car collage. The
children will refine their fine motor skills such as
their pincer grasp as they hold the markers and
glues sticks.
IELG 4.46: Uses artistic expression and language
to communicate emotions to make meaning of
experiences.
Intentional Teaching: Teachers will model how to
hold a marker or glue stick if needed. Teachers
will be there to help with pulling off stickers when
needed.
Language/Literacy Activity Description: Set out the magnetic letter
Activity: tracers. Have one of the letters traced as
(4-5) a model for the students.
Magnetic Tracing Child Objective: The children will use the tool to
Letters trace the letters. They will become more familiar Magnetic Tracing Letters (RR1
with letters and refine their letter recognition. W40)
Intentional Teaching: Teachers will show the
children how to trace the letters. Teacher will say
the letter name, the sound, and a word to the
letter the students are tracing.
*Manipulatives: Activity Description: Set out the staking train Staking Train (RR1 W37)
(4-5) bases. Set out the stacking train blocks. Have
Staking Train some the train blocks on the base.
Child Objective: The children will refine their fine

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This will aid in the motor skills like their pincer grasp as they put the
children blocks on to the base and stake the blocks on
understanding top of each other.
more about IELG 2.18.18: Puts together and pulls apart
vehicles and their manipulatives appropriately.
different shapes Intentional Teaching: Teachers will model for the
and sizes. students how to stack the blocks. Teachers will
ask students questions about trains and about
the train they are building.
*Math: Activity Description: Set out 5-6 cars. Set out 5-6 Plastic keys (RR2 R 159)
(4-5) key rings. Set out 15-16 keys. Have the cars lined Toy Cars (RR2 R 166)
Counting Keys to up. Have the key rings lined up with the cars.
Cars Have the keys laid out around the table.
Child Objective: The children will separate the
This will aid in the keys on to a key ring for each car. They will
children develop their math skills in order to figure out
understanding how many keys can go on each key ring.
more about Intentional Teaching: Teachers will help with
vehicles and their counting. Teachers will ask questions about how
different shapes the children are sorting the keys.
and sizes.
Science: Activity Description: Set out the 2 expandable Extendable Ball (RR1 P 84)
(4-5) ball. Set out 2-3 slinkies. Have one of the Slinkys (RR1 P 84)
Extendable ball & expandable ball expanded. Have paper and Paper (Classroom)
Slinky crayons there for the children to record what Crayons (Classroom)
they see.
Child Objective: The children will experiment with
the expandable ball and the slinkies. The
children will develop their problem-solving skills as
they experiment and investigate how the
expandable ball and slinkies work.
IELG 1.14: Children are exploring as they play.
Intentional Teaching: Teacher will model how to
use the expandable ball and slinkies. Teacher will
watch this area to make sure the toys are being
played with safely.
*Sensory Table: Activity Description: Set out two sensory bins. Extra Sensory Bin (GG)
(4-5) Have each bin filled half way with water. Have Water (Kitchen)
Boats two tubes running between each sensory bin. Tubes (RR2 BJ)
Have boats in each bin and some in each tube. Small Boats (RR2 G 122)
This will aid in the Have some foam alphabet letters (B, O, A, & T) Large Boats (RR2 G 122)
children’s floating in each of the bins as well. Foam Letters (RR1 W 40)
understanding of Child Objective: The children will use the water to 2 -3 Sensory mats
boats and that make the boats go down the tubes into the
they can be used other bin. The children will refine their recognition
to take us places. of the letters B, O, A, T.
Intentional Teaching: Model for the children how
to play with the boats and water. Watch that the
water stays in the bins. Point out the letters to the
children and say that they spell boat.
*Blocks: Activity Description: Set out cars, trains, planes, Mat (RR2 B 166)
(6-7) helicopters, school buses, and a mat. Set out Airplanes (RR2 B 166)

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Transportation plastic people. Set out train tracks. Set out Helicopters (RR2 B 166)
blocks. Create a busy town that has an airport Cars (RR2 B 166)
This will aid in the and a school. Where the people are rushing to Trains (RR2 B 171)
children’s get to their destinations. School Buses (RR2 B 186)
understanding of Child Objective: The children will use the blocks Plastic people (RR2 B 175)
using vehicles to to develop their imagination as they pretend the
get places and cars, trains, and planes are really moving and
that’s they different that the people are using them to get to places.
shapes and sizes. Intentional Teaching: Teachers will model how to
play with the toys and blocks. Teacher will ask
about the vehicles the children are using, where
they are going, etc.
*Dramatic Play: Activity Description: Set out cardboard plane. Plane (IWP)
(5-6) Set out cardboard train. Set out pilot uniforms. Train (IWP)
Traveling Set out train hats and whistles. Set out luggage. Pilot Uniform (RR2 Y 249)
Set out plastic food. Set out baby dolls. Train hats and Whistles (RR2 Y
This activity will aid Child Objective: The children will develop the 258)
in the children use of their imaginations as they take on the roles Luggage (RR2 Y 249)
understanding of everyday people traveling. Plastic Food (RR2 Y 228)
more about using IELG 1.15.12: Takes on pretend roles and Baby Dolls (RR2 Y 230)
in vehicles to get situations. Uses appropriate language, tone, and
places. movements (pretends to be a baby, crawling on
the floor and making baby sounds).
Intentional Teaching: Teachers will model how to
use the cardboard vehicles. Teacher will ask
questions about who the children are pretending
to be and what they are doing.
Alternatives:
Creative Art: Description: Set out the toilet paper tubes. Set Toilet Paper Tubes (RR1
Decorate your car out feathers, pom-poms, buttons, and yarn. Set Cabinet 4)
body out glue sticks, crayons markers, and scissors. Pom Poms (RR1 Shelf 17)
Feathers (RR1 Shelf 13)
Glue Sticks (RR1 Shelf 12)
Markers (RR1 O Cabinet 4)
Crayons (RR1 O Cabinet 4)
Buttons (RR1 Shelf 9)
2nd: Marble Works Description: Set out the marble works toys. Marble Works B (RR1 W38)
Construct a small tower and put the marble in
and around it.

ROTATING SNACK 1:50-2:40: 3 Ritz Crackers & 4oz. of Juice

OUTDOOR PLAY 2:00-3:00 Location: South Playground

Gross Motor: Activity Description: Set out 2 tunnels on the grass Tunnels (GG)
Tunnels area of the playground.
(1-2) Child Objective: Children will develop their gross
motor skills as they crawl through the tunnels.
Intentional Teaching: Teachers will help children

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 when needed. Teacher will watch this area to
make sure there is only one child in at a time.

2nd: Activity Description: Set out the balance beams Balance Beams (GG)
Balance beams in another grassy area of the playground.
(2-3) Child Objective: The children refine their gross
motor skills as walk across the beams without
falling off. The children will be developing other
motor skills like balancing.
IELG 2.17.19: Jumps on two feet and jumps over
small objects with balance and control.
Intentional Teaching: Teachers will model how to
walk across the beam. Teacher will watch this
area to make sure children don’t fall off.
3rd: Activity Description: Set out the Kitchen set under Kitchen Set (Small Shed)
Kitchen Set the fort. Set out plastic food on the kitchen set Plastic Food (RR2 Y 228
(4-5) and in the cupboards. Place it in a way that the
children will see it.
Child Objective: The children will pretend to cook
and make foods. The children will refine their
imagination skills to do this.
Intentional Teaching: Teachers will pretend play
with the children. Teachers will ask questions
about what the children are cooking/making.

CLEAN UP 3:10-3:20: Clean Up Song

Transition to Small Little Red Caboose: Will sing the song for the
Focus Groups color of each group. At the end of each song
one group will be dismissed to small focus.

SMALL FOCUS GROUP 3:20-3:30

Blue Green …………Red………… Yellow
Ms. Taylor Ms. Brittany Ms. Aubrey Ms. Emma
Emma Kate Nathan Ty
Addie Dessa Abby Londyn
Leo Clancy Bennett Scarlett
Camilla Oliver Lennon Graham
Jackson Aiden Simon

Your Activity Description & Objective Materials

Build a Car Description: The children will use the toilet paper Toilet Paper Tubes
tubes to make their own vehicles. They will use the (RR1 Cabinet 4)
glue sticks and other material to decorate their own Pom Poms (RR1 Shelf
vehicle. When they are done decorating, they will 17)
pick out four buttons. Then the teacher will use the Feathers (RR1 Shelf
pipe cleaners and buttons to put wheels on their 13)
vehicle. Glue Sticks (RR1 Shelf
Objective: The children will develop their creativity 12)
and design skills. They will see the process of making Markers (RR1 O
their own craft. Cabinet 4)
Intentional Teaching: Teachers will model for children Crayons (RR1 O
how to use the materials. Teachers will help when Cabinet 4)

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 needed. Buttons (RR1 Shelf 9)
Pipe Cleaners (RR1
Shelf 13)
1. Short Train,
Long Train by
Frank Asch
(A16)
2. Trucks by
Byron Barton
(B12)
3. Roller Skates!
by Stephanie
Calmenson
(C1)
4. The Car
Washing
Street by
Denise Lewis
Patrick (P5)
5. Big Wheels by
Anne
Rockwell
(R12)

CLOSING CIRCLE 3:30-3:40

We are the Dinosaurs: As the small focus groups are
Transition to Closing finishing up Lead teacher will start to sing the song
Circle and wave the children over to the gathering time
area. After 4-5x of singing the song ask the children to
be seated and begin closing circle activities.
Please look to Open Circle for Activities

WORDS TO SONGS & FINGERPLAYS (must provide):

We Are the Dinosaurs

(Chorus)
We are the dinosaurs marching, marching..
We are the dinosaurs, whaddya think of that?
We are the dinosaurs marching, marching…
We are the dinosaurs, we make the Earth flat! We make the Earth flat!

(Verse 1)
We stop and eat our food, when we’re in the mood.
We stop and eat our food on the ground.
We stop and eat our food, when we’re in the mood.
We stop and eat our food and then we’ll march along….

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‘Cause... (Chorus)

(Verse 2)
We stop and take a rest, over in our nest.
We stop and take a rest at the end of the day.
We stop and take a rest, over in our nest.
We stop and take a rest, and then you’ll hear us say….

That... (Chorus)

And then we ROAR!! ‘Cause we are the dinosaurs!

Five Little Speckled Frogs

Five little speckled frogs sat on a mossy log eating the most delicious bugs
Yum, Yum.
One jumped into the pool,
where it was nice and cool.
Now there are four green speckled frogs.
Glub Glub.
Four little speckled frogs……
Three little speckled frogs…..
Two…..
One….

“Little Red Caboose” (song, phonemic awareness, & motion)

Little red caboose, chug, chug, chug,

Little red caboose, chug, chug, chug,
Little red caboose behind the train, train, train, train
Smoke stack on your back, back, back, back,
Coming around the track, track, track, track
Little red caboose behind the train. Whoo! Whoo!
(Repeat with different colors)

RESOURCES (must provide):

Pinterest
Pervious Lesson Plans
Other Teachers

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