Two Weeks At A Glance Lesson Plan

Date: February 22nd - March 5th Teacher(s): Morgan

Statement of Intent for Learning: The children will continue cooperative learning and play with their class-
mates, and we will continue focus on developmental areas and our inquiry investigations.
Monday Tuesday Wednesday Thursday

1 Art Table At the Art Table, students will explore wet chalk.

1 Easel At the Easel, students will explore paint dobbers.

At the STEM Table, students will experiment with objects sinking and floating in wa-
1 STEM Table
ter.

1 Science/Nature At the Science/Nature table children will explore how oil and water separate.

1 Sensory At the Sensory Table students will work with play dough.

1 Quiet Manipula- In the Quiet Manipulative's area, children will work collaboratively on puzzles, match-
tives ing games, and sorting/counting bears.

1 Computers/ At Computers/Music, children will listen to the 123s and ABCs CD, and the Multicul-
Music tural Rhythm Stick Fun.

2 Blocks In the block area, children will build and explore the train set.

2 Books & Listen- We will focus on many different types of stories this week (storybooks, alphabet,
ing Station math, science, multicultural, friendships and more).

2 Writing At the Writing Table, children will use finger-painting to trace letters of the alphabet.

In the Dramatic Play area, children will explore the career of a Veterinarian through
2 Dramatic Play
props.

2 Light Table At the Light Table, children will explore Translucent Blocks.

At the Math Table, students will place a paper flower in the paper flowerpot with the
2 Math Table
corresponding letter on each.

1 Outside Play- Our outside time will include exploring the playgrounds and what materials the chil-
ground dren are interested in.

Inquiry Investiga-
Teachers will continue to work through their investigations with their small groups.
tions

Ten Little Monkeys Native American

Large Groups
Jumping on the The Mine-O-Saur Flannel Board My Friend Rabbit
Week 1
Bed Story

Large Groups How do Dinosaurs A-Counting we will Who Cares About

No School
Week 2 Get Well Soon? go the Weather?

Cereal Bar & Fruit Vanilla Wafers & Veggies & Dip &
Snack Week 1 Applesauce & Milk
Juice Milk Milk

Cinnamon Gra- Hummus & Wheat Bananas & Yogurt

Snack Week 2 No School
hams & Milk Pita & Water & Water

Small Group Activi- Inquiry Investiga- Inquiry Investiga- Inquiry Investiga- Inquiry Investiga-
ties Week 1 tions tions tions tions

Small Group Activi- Inquiry Investiga- Inquiry Investiga- Inquiry Investiga- Inquiry Investiga-
ties Week 2 tions tions tions tions
 Activity Plan for: February 22nd - March 4, 2021
1 Art Area - 1 Activity: Wet Chalk Drawings

Reason Why
The children enjoy working with chalk, and this activity will focus on the differences of wet and dry
Choosing This Ac-
substances. This also adds an exciting way to work with chalk.
tivity

Intent, Provocation,
The children will: explore how wet chalk transfers on to paper compared to dry chalk.
& goal(s):

Materials/
The materials used will be paper, chalk (GM), and water.
Resources:

Detailed Set-Up: Set two cups of water, chalk, and plain paper on the art table. Teachers will assist with the materials.

X Guided Instruction Co-Op Learning X Independent Work X Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Limit two children to the table at a time, and one teacher at the table to guide the children.

Do the children seem interested with this activity? Are the children noticing the differences between
Evaluation Ques-
wet and dry chalk? What are the children creating with the chalk? Can they tell you about what they
tions Assessment:
are creating?

Specific Skills: Fine motor, communication/language, social skills, use of imagination

Teacher: Morgan

1 Easel - 2 Activity: Paint Dobbers

Reason Why
Choosing This Ac- The children enjoyed doing this at the art table, it will be fun to incorporate these materials again.
tivity

Intent, Provocation,
The children will: explore paint dobbers, and use their creativity to paint.
& goal(s):

Materials/
Paint dobbers (GM), paper (RR)
Resources:

Detailed Set-Up: Set up the paper on the easel, place paint dobbers in the holder.

Guided Instruction Co-Op Learning C Independent Work Small Group

High-Energy X Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Two children to the easel at a time, have the children wear smocks.

Evaluation Ques- Are the children creating things with the dobbers? Can they tell you about what they have created?
tions Assessment: Are the children engaged with this activity?
Specific Skills: Fine Motor, imagination, art, creativity

Teacher: Morgan

Other Responsibili-
Clear Drying Rack and Put Items into Mailboxes
ties:

1 STEM Table - 3 Activity: Sink and Float

Reason Why
I chose this activity because the children will enjoy working with water and exploring different objects
Choosing This Ac-
weight.
tivity

Intent, Provocation, The children will: identify which objects sink or float in a tub of water, and circle which objects sink or
& goal(s): float.

The materials used will be water, heavy objects (Lg Motor), light objects (Lg Motor), pencils and
Materials/
sheets that will portray the different object (the children can circle which items sink or float) (I will print
Resources:
these off before class).

At the STEM Table, set up a large tub of water, and set objects around the tub. You can add a couple
Detailed Set-Up: items into the water to introduce the activity. Set the paper and pencils around the objects that corre-
late with each other. A teacher will assist with the materials/direction.

X Guided Instruction Co-Op Learning Independent Work X Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Limit one child at the table, and one teacher for guided instruction.

Are the children making predictions about wether the objects will sink or float before they place them
Evaluation Ques-
in the water? Are the children engaging with the activity? Can the children describe why some materi-
tions Assessment:
als float and why some sink?

Specific Skills: Fine motor, math skills, social skills, following directions

Teacher: Morgan

1 Science/Nature -
Activity: Immiscibles - Water and Oil
4

Reason Why
This activity will encourage the children to experiment with new materials. This is also a fun way to ex-
Choosing This Ac-
plore different properties of the two.
tivity

Intent, Provocation, The children will: explore the different properties of oil, water, and food coloring. They will explore
& goal(s): what happens when water and oil are mixed.
Materials/ The materials used are water, cooking oil (RR), food coloring (RR), clear jar, eyedropper (RR), and a
Resources: spoon (RR)

Place a jar of water at the Science table, and place the materials around the jar. Teachers will assist
with the experiment when the children come. (Pour a little water into the jar, pour cooking oil on top of
Detailed Set-Up:
the water and watch them separate into layers, try stirring them together. Using the eyedropper, care-
fully drop one or two drops of food color into the oil.)

X Guided Instruction Co-Op Learning X Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Limit one or two children to the table at a time, one teacher to assist with the experiment.

Do the children understand the different properties of oil and water? Are they able to identify the ma-
Evaluation Ques-
terials in the mixture? Can they explain why the oil and water won’t mix? Did the children seem inter-
tions Assessment:
ested in this activity?

Specific Skills: Fine motor skills, science, prediction, social skills

Teacher: Morgan

1 Sensory - 5 Activity: Playdoh, rollers, and cookie cutters

Reason Why
The children enjoyed using the playdoh the first week of school and they will experiment more with
Choosing This Ac-
the materials.
tivity

Intent, Provocation, The children will: explore play doh and it’s properties with materials such as cookie cutters, and
& goal(s): rollers.

Materials/
Play doh (classroom), sensory bins, cookie cutters (lg motor), rollers (lg motor)
Resources:

Detailed Set-Up: Children’s sensory bins will be set out with cookie cutters and rollers.

Guided Instruction Co-Op Learning Independent Work X Small Group

High-Energy X Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Two children limited to the table.

Evaluation Ques-
What do the children build with the play doh? Do they seem interested and engaged with this activity?
tions Assessment:

Specific Skills: Fine motor, communication/language, exploration

Teacher: Morgan

1 Quiet Manipula-
Activity: puzzles, counting bears, matching games (Flower matching game for the math activity)
tives - 6
Reason Why
Choosing This Ac- The children have enjoyed the puzzles, matching games, and counting bears.
tivity

Intent, Provocation, The children will: engage in cooperative play, problem solving, and working together to enhance their
& goal(s): social skills.

Materials/
puzzles, matching games, counting bears
Resources:

Place all items on the shelves and one or two puzzles, and games out for the children to get started
Detailed Set-Up:
with the materials.

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Limit three children and encourage problem solving and cooperative learning. Ask them questions
Guidance Limits:
about the materials.

Evaluation Ques- Are the children working together to solve the puzzles? Do they recognize numbers with the matching
tions Assessment: game? Are they counting bears and recognizing the different colors?

Specific Skills: Math, Color recognition, cooperative learning, counting, number recognition, sharing, fine motor skills

Teacher: Morgan

1 Computers/
Activity: 123s and ABCs; Multicultural Rhythm Stick Fun
Music - 7

Reason Why
The children will engage with the music, and expose the children to different songs about counting,
Choosing This Ac-
letters, and different cultures.
tivity

Intent, Provocation,
The children will: engage and listen to the music in the background while working.
& goal(s):

Materials/
123s and ABCs; Multicultural Rhythm Stick Fun (RR music CDs drawer #59)
Resources:

Detailed Set-Up: Put the CD in the CD player so it is ready to play when the children are at free play time.

Guided Instruction Co-Op Learning Independent Work Small Group

High-Energy Low-Energy
Methods:
High-Maintenance Low-Maintenance

Guidance Limits: Keep it low so it is not too. distracting.

Evaluation Ques-
Are the children noticing the music? Are they singing along? Do they seem to appreciate the music?
tions Assessment:

Specific Skills: Music appreciation, cultural expression, number and letter recognition.

Teacher: Morgan
2 Block Area - 8 Activity: Train Tracks

Reason Why
This is a new set up for this semester, and I think the children will enjoy building train tracks and play-
Choosing This Ac-
ing with the trains.
tivity

Intent, Provocation, The children will: work on hand-eye coordination, working together, and building different tracks for
& goal(s): the trains.

Materials/
Train Track and trains(RR)
Resources:

Detailed Set-Up: Set out the trains and build a small track that the children can build off of.

Guided Instruction X Co-Op Learning Independent Work X Small Group

X High-Energy Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Limit three children to the area

Evaluation Ques- Are the children exploring different structures for the train tracks? Are they working together to build
tions Assessment: the tracks or individually? Do the children seem engaged in the activity?

Specific Skills: Design, cooperative learning, sharing, communication/language

Teacher: Morgan

2 Book Area and

Listening Station - Activity: Exploring the different books in the classroom.
9

Reason Why
I want the children to continue their interests in the books we have in the classroom, and to listen to
Choosing This Ac-
the stories and tell what the pictures are telling in the stories.
tivity

Intent, Provocation, The children will: explore authors and illustrators, engage in books, and enhance their knowledge on
& goal(s): books.

Materials/
Books from Book List
Resources:

Detailed Set-Up: Make sure the books are nicely set out,

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy Low-Energy
Methods:
High-Maintenance Low-Maintenance

Guidance Limits: Limit 3-4 children.

Evaluation Ques- Are the children engaging with the books? Are the children assisted when reading the books (such as
tions Assessment: turning the pages and making predictions; you may have to prompt this)?

Specific Skills: Letter recognition, orientation of books, prediction

Teacher: Morgan

2 Writing Area - 10 Activity: Finger painting alphabet letters

Reason Why
Choosing This Ac- The children enjoy painting, and this activity will enhance tracing, writing, and letter recognition skills.
tivity

Intent, Provocation, The children will: practice writing/tracing letters of the alphabet, while focusing on their fine motor
& goal(s): skills.

Materials/ Paints (RR), laminated alphabet letters (Classroom), Paper with dotted lines for the letters (I will make
Resources: these)

Detailed Set-Up: Set up paints and paper at the writing table, spread out alphabet letters above the paper.

X Guided Instruction Co-Op Learning X Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Limit two children to the area, and one teacher to assist.

Evaluation Ques- Do the children seem engaged with this activity? Are the children able to recognize each letter? Are
tions Assessment: the children tracing the letters?

Specific Skills: Fine-motor skills, letter recognition, tracing, writing

Teacher: Morgan

2 Dramatic Play -
Activity: Veterinarian
11

Reason Why
I think it is important to incorporate careers in the classroom for the children to experience, and I think
Choosing This Ac-
they will enjoy acting out this profession.
tivity

Intent, Provocation,
The children will: explore the veterinarian profession through acting and dramatic play.
& goal(s):

Materials/
Veterinarian Dramatic Play box (RR)
Resources:

Detailed Set-Up: Set up an open space and inviting space for the children to feel comfortable
 Guided Instruction X Co-Op Learning Independent Work Small Group
High-Energy X Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Set out all of the items in an inviting matter.

Evaluation Ques- How are the children acting out this specific dramatic play? Are the children working and playing to-
tions Assessment: gether? Is there cooperative learning noticeable? Do the children seem interested in this setting?

Specific Skills: Cooperation, communication/language, acting

Teacher: Morgan

2 Light Table - 12 Activity: Translucent Blocks

Reason Why
Choosing This Ac- The children enjoy building, and they can stack the blocks.
tivity

Intent, Provocation,
The children will: focus on stacking and building with blocks.
& goal(s):

Materials/
Translucent Blocks (Light Room)
Resources:

Detailed Set-Up: Set the blocks out on the light table, stack some of the blocks so it looks inviting to the children.

Guided Instruction Co-Op Learning X Independent Work Small Group

High-Energy X Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Limit two children to the light table.

Evaluation Ques-
Are the children engaging with this activity? Do they seem interested in building and stacking?
tions Assessment:

Specific Skills: Fine Motor skills, creativity

Teacher: Morgan

2 Math Table - 13 Activity: Flowers in the Pots

Reason Why
Choosing This Ac- This will be a good activity for counting, and to practice number recognition and counting.
tivity

Intent, Provocation, The children will: place the flower in the flowerpot with the corresponding number of dots, they will
& goal(s): identify numbers and work on counting.
Materials/
Paper flowers, paper flowerpots (I will print these off)
Resources:

Tape the flowerpots to the side of the shelves, have connecters on the pots and flowers, stick the
Detailed Set-Up: flowers onto the flower pots in a different array so the children can arrange the flowers onto the corre-
lating pot.

X Guided Instruction Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Two children at a time

Evaluation Ques- Are the children engaging with this activity? Are they able to recognize the numbers with the correlat-
tions Assessment: ing dots?

Specific Skills: Number recognition, Counting, Fine Motor Skills

Teacher: Morgan

1 Outside Play-
Activity: Continue exploring the playground, sleds and snow equipment.
ground - 14

Reason Why
Choosing This Ac- The children enjoy sledding and shoveling so we will continue getting comfortable with the equipment.
tivity

Intent, Provocation,
The children will: engage in gross motor activities, social skills, and cooperative play.
& goal(s):

Materials/
sleds, shovels, buckets
Resources:

Detailed Set-Up: Have the materials out and ready for the children to explore.

Guided Instruction X Co-Op Learning Independent Work Small Group

X High-Energy Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Guidance limits for outside time.

Evaluation Ques- Are the children engaging in cooperative play? Are the gross motor skills being enhanced? Do the
tions Assessment: children seem interested in exploring the materials?

Specific Skills: Gross motor skills, cooperative play, imagination, sharing, exercise

Teacher: Morgan

Other Responsibili- Safety Checklist, Rainy-Day Set-up if needed, uncover sand area if needed, and do cleaning routine
ties: at the end of play on the playground
1 Monday Literacy
Activity: Ten Little Monkeys Jumping on the Bed, calender, weather chart, songs
Group Time - 17

Reason Why
This will correlate with our Dramatic Play area and we can engage with the books and classroom to-
Choosing This Ac-
gether.
tivity

Intent, Provocation,
The children will: participate by following along, singing, and talking about the book.
& goal(s):

Materials/
Ten Little Monkeys Jumping on the Bed, charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hello
questions or com- preschoolers, Today is Monday, February 22nd. Welcome to school! We are very happy to have you
ments to provoke here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitting next
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

1 Tuesday Literacy
Activity: The Mine-O-Saur, calendar, weather chart, songs
Group Time - 18

Reason Why
The children play together throughout the day so this book will enhance the importance of sharing and
Choosing This Ac-
taking turns.
tivity

Intent, Provocation,
The children will: participate by discussion about the book, following along, and singing.
& goal(s):

Materials/
The Mine-O-Saur (LM), charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hello
questions or com- preschoolers, Today is Tuesday, February 23rd. Welcome to school! We are very happy to have you
ments to provoke here and we are going to have a lot of fun today!
learning:
 Guided Instruction X Co-Op Learning Independent Work Small Group
High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitting next
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

1 Wednesday Lit-
eracy Group Time - Activity: Native American (Flannel Board Story), Calender, Weather Chart, Songs
19

Reason Why
Choosing This Ac- It is important to incorporate different cultures in the classroom, and this book will recognize those.
tivity

Intent, Provocation,
The children will: discuss images and what is occurring in the book, follow along, and sing.
& goal(s):

Materials/
Native American, Flannel Board (RR), charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hello
questions or com- preschoolers, Today is Wednesday, February 24th. Welcome to school! We are very happy to have
ments to provoke you here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitting next
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

1 Thursday Liter-
acy Group Time - Activity: My Friend Rabbit, calendar, weather chart, songs
20

Reason Why
During our webbing, the children showed a lot of interest about bunnies, so I am hoping this will spike
Choosing This Ac-
their interest and excite them.
tivity
Intent, Provocation,
The children will: discuss what is occurring in the book, follow along, and sing.
& goal(s):

Materials/
Book, charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hello
questions or com- preschoolers, Today is Thursday, February 25th. Welcome to school! We are very happy to have you
ments to provoke here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitting next
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

2 Monday Literacy
Activity: How do Dinosaurs Get Well Soon? Weather Chart, Calender, Songs
Group Time - 21

Reason Why
Choosing This Ac- The children are very interested in dinosaurs and this will help engage them with large group time.
tivity

Intent, Provocation,
The children will: engage with the book, follow along, and talk about the weather and calender.
& goal(s):

Materials/
How do Dinosaurs Get Well Soon Big Book (RR), Charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hello
questions or com- preschoolers, Today is (Day and Month)Welcome to school! We are very happy to have you here and
ments to provoke we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitting next
tions Assessment: to each other?
Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

2 Tuesday Literacy
Activity: A-counting we will go, weather chart, calender, songs
Group Time - 22

Reason Why
Choosing This Ac- This helps incorporate different skills, and helps us work together and engage with each other.
tivity

Intent, Provocation,
The children will: focus on their counting skills, and engage with the book.
& goal(s):

Materials/
A-Counting we will go big book (RR), Charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hello
questions or com- preschoolers, Today is Tuesday, March 2nd. Welcome to school! We are very happy to have you
ments to provoke here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitting next
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

2 Wednesday Lit-
eracy Group Time - Activity: Book: Who Cares About the Weather, Weather chart, calendar, songs
23

Reason Why
I want the children to recognize the weather and to engage with the book by noticing the different sea-
Choosing This Ac-
sons.
tivity

Intent, Provocation,
The children will: engage with the book and participate by following along..
& goal(s):

Materials/
Who Cares About the Weather? Big Book (RR) Charts.
Resources:
Detailed Set-Up, Ac-
tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hello
questions or com- preschoolers, Today is Wednesday, March 3rd. Welcome to school! We are very happy to have you
ments to provoke here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitting next
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

2 Thursday Liter-
acy Group Time - Activity: No School
24

Reason Why
Choosing This Ac-
tivity

Intent, Provocation,
The children will:
& goal(s):

Materials/
Resources:

Detailed Set-Up, Ac-

tivity Introduction, &
questions or com-
ments to provoke
learning:

Guided Instruction Co-Op Learning Independent Work Small Group

High-Energy Low-Energy
Methods:
High-Maintenance Low-Maintenance

Guidance Limits:

Evaluation Ques-
tions Assessment:

Specific Skills:
2 Small Group Ac-
Activity: Continue Inquiry Investigations about Butterflies; Life Cycle of a butterfly printable
tivity 3 - 31

Reason Why
During webbing, the children showed interest in butterflies, so we will begin our investigation learning
Choosing This Ac-
about the life cycle of a butterfly.
tivity

Intent, Provocation,
The children will: explore butterflies and their life cycle.
& goal(s):

Materials/
Life Cycle of the Butterfly Printable
Resources:

Detailed Set-Up, Ac-

tivity Introduction, &
Print off the life cycle, cut them out for the children to use and the children will place the printable in
questions or com-
the correct spot of the life cycle.
ments to provoke
learning:

X Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: All children are focused and engaged with the activity.

Does this activity enhance our knowledge on butterflies? Does this assist in our investigation? How
Evaluation Ques-
did the children respond to this activity? Can they talk about the life cycle of a butterfly and tell you
tions Assessment:
what happens?

Specific Skills: Science/Inquiry, Fine Motor, Matching

Rainy Day - 34 Activity: GoNoodle Yoga/Dancing or Play in the Christy Ballroom

Reason Why
The children love dancing and have fun with it, it is good to be active throughout the day and have a
Choosing This Ac-
little break, even if we have outside time indoors.
tivity

Intent, Provocation,
The children will: focus on gross motor skills, social skills, cooperation, and be active.
& goal(s):

Materials/ Computer for GoNoodle, Balls (Lg Motor), Jump Ropes (Lg Motor), Parachute (Lg Motor), Bowling
Resources: equipment (Lg Motor).

Set up the computer for GoNoodle in a place where all the children can see it. If in the Ballroom, place
Detailed Set-Up:
the materials in an inviting way for the children.

Guided Instruction X Co-Op Learning Independent Work Small Group

X High-Energy Low-Energy
Methods:
High-Maintenance X Low-Maintenance
Guidance Limits: Make sure each child is engaging with the specific materials for that day

Evaluation Ques- Are the children enjoying the activities? Is there anything they talk about wanting to do? Is each child
tions Assessment: participating?

Specific Skills: Gross motor skills, social skills, communication/learning, cooperative play

Book List
Title Author

Storybooks

Ten Little Rabbits Virginia Grossman & Sylvia Long

A Fish Out of Water Helen Palmer

Be You Peter H. Renynolds

The Book with No Words B.J. Novak

The Frog with the Big Mouth Teresa Bateman

I Ain’t Gonna Paint No More Karen Beaumont

Monsters Don’t Eat Broccoli Barbara Jean Hicks & Sue Hendra

Great Day for Up Dr. Suess

Will You Please Go Now Marvin K. Mooney

TattleTale Miles McHale & Elina Ellis

Love the World Todd Parr

The Picky Eater Betsey Parkinson & Shane Clester

Duck & Goose Tadd Hills

Some Things Are Scary Florence Parry Heide & Jules Feiffer

Twenty-six Princesses Dave Horowitz

Factual Books

Around the Pond: Who’s Been Here? Lindsay Barrett George

Inside Mouse, Outside Mouse Lindsay Barrett George

The Keeping Quilt Patricia Polacco

From Ice to Rain Marlene Reidel

Machines Anne & Harlow Rockwell

How do you feel? Lizzy Rockwell

Great Snakes Fay Robinson Jean Day Zallinger

When you were a baby Katherine Ross & Phoebe Dunn

Giant Dinosaurs Erna Rowe and Merle Smith

Rhyming Books/Alphabet Books

Listen, Listen Phillis Gershator & Alison Jay

Rin, Rin, Rin, Do Ren, Mi Jose- Luis Orozco & David Diaz

A is for Apple Allied Publishing Group

Alphabears ABC Books Kathleen Hague & Micheal Hague

Head, Shoulders, Knees, and Toes Annie Kulber

Hey Diddle, Diddle Laura Rader

The Feelings Book Todd Parr

Alphabet Roger Paré

Wordless or easy reader books

George’s Breakfast Paul George

Little You Richard Van Camp & Julie Flett

I need a hug Aaron Blabey

Color Baby genius

I’m still here in the bathtub Alan Katz

Fairy Numbers Caroline Repchuk & Rachael O’Neill

Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)

Festival of Colors Kabir Sehgal & Surishtha Segal

My Five Senses Aliki

It’s Okay To Be Different Todd Parr

The Perfect Present Gayle Opp

My Great- Aunt Arizona Gloria Houston & Susan Condie Lamb

It Takes A Village Jane Cowen-Fletcher

Wilfrid Gordonn McDonald Patrica Julie Vivas

Books for Listening Station

Due to covid restriction we will not have a listening station

 Other Items

Check that books are age appropriate and that you have some books for each section. Provide a
variety of books (friendship, content areas, empathy, related to investigations, etc.) Highlight the
books you would like to keep for next week.

Multicultural Analysis for Integration of Diversity:

Plans for the week of February 22nd -

Lead Teacher Morgan
Age of Children 3 and 4 year olds
Cultures represented in class Caucasion, African American, German,
Danish, Native American
Differing abilities represented in class: Speech and Various levels of learn-
ing

Cultural and Anti-bias materials: We have multi-cultural markers, crayons, and paper available
when needed. We also have many different cultural books in the book area.

Families reflected in the environment:We have family pictures in our room, and we have the chil-
dren’s ID cards out on our bulletin board.

Music from Children’s Backgrounds: We have Children’s Songs from Around the World playing
in the background.
Literature that reflects the children and families in the class:There are many different kinds of
books on the bookshelf to represent different types of families. We will also be using multicul-
tural books during group time discussions.

Activities that reflect the children and families:We always have the option of writing notes to
each other, to teachers, or to families via email if the parents were OK with that. We are also
looking at their individual interests to choose long-term investigations for the semester.

Group activities that have multicultural elements, anti-bias elements, or diversity elements:
We will be discussing families, friends, and other personal information at snack time so the chil-
dren and teachers will get to know each other better.

Others:

Not well integrated Middle Well integrated

Self-rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
 Weekly Ongoing Adjustments Form

Lead Teacher: Morgan

Week of: February 22nd-
Classroom: 3 and 4 Morning Lab

Center Name Changes Why: Rationale Children’s Re- Evaluation of Change

& Activity sponses
Nisha’s 3 and 4 Morning Lab Spring 2021
Goals for the week of:
Lead Teacher: Morgan LeGrand

Key Focus this week:

Additional class goals or areas for assessment:

Social: The children will continue to work on sharing with our classmates.

Emotional: The children recognize our friends’ different emotions, and feelings.

Mathematics: The children will continue to work on number recognition and counting skills.

Communication and Language: The children will communicate their knowledge on the subject
by predictions and results, also will follow directions and communicate in the dramatic play
area.

Reading and Literacy: The children will continue reading and listening and talking about the
books we read in the classroom.

Science and Inquiry: The children will explore new materials and predict what will occur during
the activity.

Fine Motor: The children will enhance their pencil grips and will work on increasing finger dex-
terity and control.

Gross Motor: The children will increase their coordination with outdoor/indoor play.

Staff Goals:

Teachers will continue getting to know the children’s different interests and interacting with
them at the different stations.

Teachers will continue observing the children, and how they play with others, and experiment
with materials.

Teachers will look for ways to resolve conflict with each child and will develop ways to step in
when children need assistance.
Individual Child Goals:

All children will continue exploring the different stations and activities.

All children will continue building relationships with teachers and friends in the classroom.

All children will work on cooperative play and engaging in new activities.