Emergent Curriculum Plan

Topic: Exercise
Lead: Information from previous session(s): Check-in/out (2 walkies, 2 tablets,
Annika speaker): Sharra
Harmsen S: We should encourage S to join other children in playing especially when she is wandering alone outside. Handwashing: Kaitlyn
Date: E: He would help push B and M in the cars outside when they got stuck. Point out to them their prosocial behavior when Pictures: Sharra
Wednesday, that occurs. Snack: Chelsey
November I: Teachers need to constantly shadow I inside and outside. Make eye contact with him when giving instruction or Small Focus Set Up: Kaitlyn
16, 2022 redirecting. Outside: Kaitlyn, Sharra
Lesson B: B was sitting in the wagon all alone by himself outside. Encourage him and other children to take turns pulling and
number: 3 pushing each other on the wagon. Today’s Schedule:
A: Monitor A when he’s playing with other children to remind him to not bite, pinch, or push others. Check-In: 1:15-1:30pm
Ev: He built a race track with El in the block area. Outdoor: 1:35-2:15pm
M: He spends the majority of his time building in the block area. Outdoor Clean-Up: 2:15pm
J: He spent 5 minutes in the small manipulatives with the magformers. Snack: 2:30-2:50pm
Clean-Up: 2:50pm
Gathering: 3:00pm
Small Focus: 3:15pm
Closing: 3:25pm

From this information, what do the children need to continue their learning and development?
The children need opportunities to problem solve and interact with each other by inviting them to play together and asking to share and take turns.

Based on these needs and the children’s interests, what are you going to teach?
I am going to teach about various exercises and physical activities we can participate in to get their bodies moving and play well with others.

Opportunities for self-directed learning, discovery, and play throughout the day:
Children will be able to discover new ways of body movement with the inside gym setup we will build including the rocking platform and exercise ball.

How I expect to:

● Develop relationships with individual children: I will ask more open ended questions to students about their play and creations.
● Support children in developing relationships with others: I will invite children to join group activities with other students.
● Establish a safe community of learning: Enforce that students keep their hands to themselves and give other students space in line and around tables.
● Establish/manage group expectations: I will gain their attention first and then explain clear directions before an activity.
● Provide opportunities for holistic development: I will provide opportunities for whole body movements in the indoor gym and in gathering time.
Activities, Assignments, Materials, and Locations:
CENTER ACTIVITY DESCRIPTION OF ACTIVITY MATERIALS IELG
DRAMATIC Inside Gym ● Gather materials and organize them in the GG - Rocking Platform Domain 2:
PLAY dramatic play area to create an indoor GG Shelf 6 - Smiley Face Goal 20 - Children
gymnasium. Foam Mats demonstrate the
Kaitlyn GG - Plastic Stairs stamina and energy to
Remind the children that we roll and stretch on the GG - Exercise Ball participate in daily
 exercise ball, and it stays on the ground. Kicking GG Shelf 3 - Flat Foam activities.
and throwing balls is for outside. Mats

BLOCKS Foam Blocks ● Gather foam blocks and put in a group in RR2 188 - Foam Blocks Domain 1:
the block area. RR2 186 - Large School Goal 2 - Children are
Sharra ● Gather 5 large school buses and fire trucks Buses & Fire Trucks able to generate new
and line up in the block area. ideas, approaches, and
● Place one of the ramps from the shelves in activities in daily
the block area near the large buses and routines.
trucks.

SENSORY Colored Rice & ● Choose 4 shovels, 3 funnels and 2 spinning RR2 128 - Colored Rice Domain 1:
Sensory Tools wheels if available from the Sensory Table RR2 121 - Sensory Goal 1 - Children show
Sharra Tools. Table Tools curiosity and interest
● Pour colored rice into the sensory table in learning and
and place sensory tools in rice. experimenting.

OUTDOORS Stepping Stones ● Gather all the stepping stones and place GG Shelf 7 - Stepping Domain 2:
& Rocking Horse them in the wood chips by the loft between Stones Goal 17 - Children
Kaitlyn the slide and the stairs. GG South Wall - Rocking demonstrate strength
● Place the rocking horse on the flattest area Horse and coordination of
in the grass. large motor muscles.

CREATIVE Tie-Dye Coffee Students will draw on coffee filters with markers RR1 10 - Coffee Filters Domain 1:
ART Filters then spray with a water bottle to watch the ink RR1 8 - Markers Goal 8 - Children
spread together. General Materials Shelf demonstrate
Sharra - Plastic Table Cover awareness of cause
● Gather 15 coffee filters and 6 different Closet - Masking Tape and effect
colored markers relationships.
● Combine two tables and cover with the
plastic table cover.
● Put 2 spray bottles in the middle of the
tables. Make sure the nozzle is closed to
restrict too much water from coming out.

SCIENCE Students will have the opportunity to experience

science at the art table.
MATH Sorting Cards ● Gather sorting cards and put them on a RR2 146 - Sports Domain 4:
small table next to the manipulatives. Sorting Cards Goal 41 - Children
Chelsey demonstrate
understanding of
patterns, relations, and
functions used to
organize their world
and facilitate problem
solving.

SMALL Flexi Blocks ● Collect Flexi Blocks and place them on one RR2 37 - Flexi Blocks Domain 2:
MANIPULAT table by the manipulatives cart. Goal 18 - Children
IVES demonstrate strength
and coordination of
Kaitlyn small motor muscles.

BOOKS ● Gather books and place on bookshelf Domain 5:

Goal 59 - Children
Sister A1 - “Song and Dance Man” by Karen Ackerman demonstrate
Eldridge D6 - “In the Snow” by Sharon Phillips Denslow comprehension of
F12 - “Corduroy” by Don Freeman printed materials and
L8 - “The Little Fire Engine” by Lois Lenski oral stories.
P10 - “The Little Engine That Could” by Watty
Piper
R3 - “Tonka: Big Book of Trucks” by Patricia Relf

P A23 - “Giraffes Can’t Dance” by Giles Andrede

and Guy Parker-Rees

BACK ● Gather materials and put them in the RR1 42 - Tinker Toys N/A
POCKET closet. RR2 144 - Nuts About
Counting
Sister
Eldridge

SNACK Graham Crackers & Bananas ● 1 large pitcher Domain 2:

● Write today's snack on the white board ● 2 purple towels Goal 24 - Children eat a
Chelsey outside classroom ● 11 small plates variety of nutritious
 ● Tie hair back ● 11 small cups foods.
● Snack smock ● 2 tubs for dirty
● Wash hands dishes
● 2 sets of gloves ● 3 child-sized
pitchers
Prep: ● 2 large serving
● Place 11 graham crackers in a serving bowl bowl
and cover with Saran Wrap. ● 2 pairs of child-
● Cut 6 bananas in half and put in another sized tongs
serving bowl and cover with Saran Wrap. ● Saran Wrap
● Fill one large pitcher with water and cover ● Two pairs of
with Saran Wrap then place in the fridge gloves
until snack time. ● 11 graham
● Gather all other materials and place them crackers
on a snack cart. ● 6 bananas

Serving:
● Each child will use tongs to get one sheet of
graham crackers.
● Each child will select half a banana from
the serving bowl with their hands.
● The teacher will fill the child-sized pitchers
with water and each child will use the
child-sized pitchers to fill their cup half full.

Special Assignments: During clean-up, we need to move the middle blocks shelves against the wall to open up space for our small focus activity. Turn the blocks toward the wall.

Clean Up: Clean Up Song by ELF Learning (iPad & Speaker) Transition: Song: “Do As I’m Doing”
- Move the shelves up against the wall with the blocks facing the wall so the
children can’t see them during gathering and small focus. Small Focus Groups: We will be doing yoga as one big group.

Transition:
Song: Make a Circle Song “Big and Round” by Kiboomers
- To the tune of “Frere Jacques”
Make a circle, make a circle, big and round, big and round
Everybody hold hands, everybody hold hands, now sit down, now sit down
Okay everybody, now wiggle your fingers!
Wiggle your fingers, wiggle your fingers, up up up, up up up
Wiggle all your fingers, wiggle all your fingers, down down down, down
down down
Description: Our group will focus on taking deep breaths and stretching while we do
yoga.
1. Students should get a yoga mat and spread out among the block and dramatic
play area facing the front wall.
2. We need one support teacher to be next to Ignacio and shadow him closely.
3. Annika will instruct the children to do various stretches and breathing exercises.
Materials:
GG - Yoga Mats, 4 Blue Towels
 Get ready to nod your head!
Nod your head, nod your head, yes yes yes! yes yes yes!
nod your head, nod your head, no no no! no no no!
Fingerplay: “I’m Bringing Home a Baby Bumblebee”
- I’m bringing home a baby bumblebee, won’t my mommy be so proud of
me. I’m bringing home a baby bumblebee, Ouch! He stung me!
- I’m squishing up a baby bumblebee, won’t my mommy be so proud of me.
I’m squishing up a baby bumblebee, Eww! He’s gooey!
- I’m licking up a baby bumble bee, won’t my mommy be so proud of me.
I’m licking up a baby bumblebee, Mmm! He’s yummy!

Gathering Time: Children will learn about different exercises and practice them as a
group.
1. Attention Getter: “Hey guys! We are going to exercise today! What kind
of exercise do you like to do?”
2. We exercise so that our bodies can be healthy and strong. There are
different ways to exercise. One way is to dance.”
a. I will play a song to dance to with the iPad and speaker for a few
seconds.
3. “Another exercise we can do is run! We can march and run in place to!”
a. We will run in place for 30 seconds
4. “Now, we are going to do squats!”
a. I will demonstrate by doing a good squat then we will do 10 squats
together.
5. “What other ways can we exercise?”
6. Wait for students' suggestions and do the actions they suggest.
a. jumping jacks
b. pushups
c. situps
d. climbing
7. “When we move our bodies like this everyday it helps us feel healthy,
strong, and happy! How do you feel right now?”

Materials:
iPad and Speaker
Transition: Song: “SIlly Dance Contest” by Jim Gill

Closing Circle:
Song: “Where is Thumbkin?”
Mouse in the House felt board game
Song: “Head, Shoulders, Knees and Toes”
Big Book: B M10 “Brown Bear, Brown Bear, What Do You See?” by Bill Martin Jr.
Five LIttle Ducks song
Dance/Song: “The Tooty Ta Song” by Kiboomers

Information from this session that can be used for the future: (This will be filled out during post-lab)
Start:

Stop:

Continue:

Curriculum Areas:

What are the children's interests and what experiences should the children have based on those interests (hands-on, challenging, meaningful, in-context, relevant, resources
available, etc.)

What conversations do we need to have or actions we should take to help the children learn more deeply?

In what developmental areas are the children showing interest or need and how can we facilitate development?