Birds Nest

LESSON PLAN

Thematic Unit: The Birds

Name of the Lesson: Weaving a Nest for 5 years old

Objective:	Ø  At the end of the lesson, the children will be able to understand how the nest is made by seeing an illustration of varied types of nest. Ø  Refine their physical skills through fine motor activity as they learn to weave their own nest using a yarn or a ribbon.
Pre-requisite Skills:	Recognition and understanding how and why the birds made their own nest and the importance of it. It will allow also the children to develop emotional and spiritual skills through empathizing with the Birds efforts of making it as they also making their own model nest.
Materials Needed:	Ø  Half a paper plate cut and punched hole across twice Ø  1 large strip of yarn or ribbon for each child (30 inches) Ø  1 brown or yellow crayon per child to shade the paper plate Ø  1 book about Birds Ø  1 real or fake birds nest
Classroom Dynamics:	Ø  During the discussion or presentation of the lesson and the display of the materials particularly the nest, the children must be seated in a semi-circle arrangement. Ø  During the activity or the nest weaving the children will be seated at their desk.
Presentation:	Ø  Children will be shown a bird’s nest. It will be passed around from child to child as the teacher will remind the students
Reinforcement Activity	Gather the students outside preferably in the park and let them look for a bird's nest. If they cannot find, bring them back inside the classroom or just gather them around you and show to them the man-made nest that you made. Let their imagination started to flow as you are discussing about the activity for the day. In the classroom: let them make their own bird's nest. Let them manipulate the materials and create according to their own will.
Developmental Focus:	Social, cognitive, emotional and fine motor skills

THE SENSE OF TOUCH

LESSON PLAN

THE SENSE OF TOUCH

Science Lesson for 4 to 5 years old

Objective:	After the lesson, the children will be able to feel things into their skin the sense of touch and understand the concepts of it as one of the 5 human senses.
Pre-requisite Skills:	Recognition and understanding of the objects in their world. It will allow the children to explore their curiosity how to feel things in different ways like when clothes are wet, dry, or soapy.
Materials Needed:	Ø  Warm water, liquid soap Ø  Doll clothes, cloths lines Ø  Basin and towels (basin will be on top of the towel, and there should be enough towels around to avoid mess and accident)
Classroom Dynamics:	Children will be positioned in one line or two depending on how big is the class. Prepare the materials needed but not the doll clothes.
Presentation:	Ø  Introduce the new lesson “The Sense of Touch”. Ø  Explain to the children how important it is as one of the five senses of human being. Ø  Show some colored pictures pertaining to the topic. Ø  Ask the children how they feel when touching wet or dry things to enhance their interest of the topic.
Reinforcement Activity:	Ø  Let children gather up the doll clothes in the housekeeping area and educator will gather the rest of the materials and positioned it to them. Ø  Encourage the children to wash all the clothes. Ø  First, wash in plain water. Ask them “How does it feel?” “Do the clothes feel different?” Ø  Next, let the children use liquid soap on them. Ø  Rinse the clothes. Ask “How do you feel?” Hang the clothes on a line. Ask “How do you feel as they begin to dry?” Ø  Discuss the different ways the clothes feel, why we wash clothes, why we use soap and why we hang clothes on a clothe line.
Developmental Focus:	Touching objects helps children become familiar with them. It is important to explain the sense of touch to the children because it works together with sight to help them identify and understand objects in their world. Ø  Intellectual, social, emotional and physical

Fill Me Up Lesson Plan Activity for Toddler

Activity Title and Description: Fill Me Up
          This activity is intended for 9 to 12 months however it can be expanded to a higher age group.

           This activity will enhance the children's curiosity as to what happen if they fill up the empty box/bucket with something or another toy and then empty it out. Children loves to 

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discover new things around them. 

This is the age where the child has intense desire to know things around them. They might not talk however child knows how to investigate things through observing and touching everything they see.

Materials/or preparation needed before the activity: We can use any materials that are readily available however, we are dealing with small children and so as an educator we are trying to find a materials that are safety to use for them like;

• empty shoe box
• small safe and soft objects to put in the shoe box or cereals

Setting/or space needed for the activity: Classroom settings or this can be done also in outside setting if it is summer or weather permitted.

Support from colleagues (if necessary): If using small but soft materials for filling, an educator might need helper for more supervision.

Rules for this activity: Gather the children around and let them sit on the floor. Give each child an empty box after introducing the materials or small bucket. Give them enough small soft objects or (cereals to make it safe for the children). Let them fill up the empty box and dump out again.

Safety and health rules (if necessary): Preference materials for safety are the following; cereals, small soft materials but not too small to choke on however in this case support from another educator might needed to avoid accident.

Which developmental areas this activity promotes: 

• Physical development
• cognitive skills

Objective and key experiences: At the end of the activity, the infants will be able to feel strong and supports his understanding of the concepts of empty and full.

Activity introduction (starter): Let the children sit on the floor and introduce the materials.

Lego Building Blocks: Little Builder

Unit Title: Building Blocks

Activity Name: Little Builder

Age Group: 5 to 6 years old

Goal of the Activity: (Using Blooms Taxonomy as a guide, what specific skills are you targeting). The skills I am targeting for this activity are to select, construct, explain, organize and demonstrate in their own way of making or building blocks.

Objective: At the end of the lesson the students will know how to manipulate and build a simple figure using mega blocks.

Materials Required: (All the materials need for the lesson and the reinforcement activity)

• DVD for watching Lego movie
• Mega blocks (plastic or wooden) in various shapes and sizes

Settings: (How is the classroom set up for the lesson and the activity?)

1. Gather all the materials needed for the activity.
2. Let the children sit on the floor to watch the Lego Movie.
3. After watching the movie, pause a few minutes to let the children relax and stabilize their excitement from the movie.

Procedure: (List the steps to accomplish your goal and the reinforcement activity)

1. After watching the movie, out all he materials needed for the activity (Lego blocks)
2. Let the children stay on their position and tell them about the building blocks activity. This activity is like a free play, so the children have to use their own imagination and creativity on how to manipulate and construct a figure. ( Teacher should always praise the child after they accomplish something.
3. The reinforcement activity will be focus on counting and using simple words to describe what a child can do with the blocks.

Implementing the Reinforcement Activity: (List the steps to explain the activity)

1. With the same materials and probably the same setting position, ask the children to count the blocks while building. (Use to reinforce counting and numbers). Counting can be done in group to make it more fun for them.
2. Let them describe in a simple words about their feelings while doing the activity.

Developmental Focus:  (What other areas of development does this lesson and activity cover?)

1. The lesson and activity covered in most areas of development such as fine-motor skills, physical and social skills. In addition, mathematical skills will come into as well as cognitive skills by implementing the reinforcement activity.
2. The other areas of development that are covered are social and emotional skills. This is when the children interact with each other. By doing so, they start building their self-esteem.

Extensions: (How can you extend the focus of the activity to encourage development in another area).

1. With the same set of materials and probably added some extra blocks with different figures and shapes, let the children enjoy the freedom of playing.
2. From time to time, teacher will interrupt and join the play and simply asking the children what she/he is trying to do with the blocks.
3. Always praise the child when they accomplish something, this is to boost their self-esteem.

The Way I Feel

Activity Name: The Way I Feel
Age Group: 3 to 5 years old
Number of Children: 10
Length of Time:15 to 20 minutes

Area of Development: Emotional and cognitive skills.

Goal of the Activity: Promoting emotional and cognitive development.
Objective of the Activity: the children will be able to identify, imitate, understand and express feelings of happy, angry, sad, sleepy, scared and surprised

Materials Required: Chart that contains different faces of emotions.

Introduction: Ask the children how are they feels today.

My Role: 

• Facilitator and will participate during imitating of the emotion through action song, "If You're Happy".

Detailed Progression of the Activity:

• Ask the children how they feel when they first woke up this morning and when their mother and or father dropped them off the daycare.
• recognize the children's feelings and let them know that it is important how they feel and to accept the different ways we feel. It is good for others to know how we feel and for us particularly the children how to express the feelings safely and in acceptable manners.
• Show the chart of different faces of emotions to the children and let them identify the emotions.
• Sing and action song, "If You're Happy"

Transition: 

• If You're Happy and You Know It

Extension: Use the same procedure in a small group time later in the day, ask the children about their feelings.

Example:

• You need to go to clean up the centers. Are you happy or sad? and Why?
• You find your favorite toy that you thought was lost, are you happy or sad

Planting Seed Experiment

PLANTING SEED EXPERIMENT

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This is a science experiment for young children ages from 5 to 7 years old. This activity will enhance the children's ability to grasp the concepts of how the  plants grow and the importance of water and sunlight to make a plant survive.

I-                Objective: To understand how the seed grow into a plant.

                     Collecting daily data.

          Comparison: Seed with enough water & sunlight vs seed with a lot of water & no sunlight

                                               

II-              Materials: Sunflower seed (any seed available), Plastic cup, water, paper & pen

III-            Procedure:

Prepare materials, wear gloves and plant the seed.

IV-             Data:    

  

Day	Seed with enough water & sunlight Measurement (cm)	Seed with lots of water & no sunlight Measurement (cm)
1	Just planted 0 cm	Just planted 0 cm
2	0 cm	0 cm
3	0 cm	0 cm
4	0 cm A little bit of soil breakage	0 cm
5	2 cm Sprout is coming	0 cm
6	2.5 cm	0 cm
7	1 inch	0 cm
8	2. 7 inches	0 cm
9	3.1 inckes	0 cm

  

1.      What did you notice on the first day of planting? 

-        Just dirt on the cup

2.      After a week, what did you notice about the two seeds? Does the seed grow or not?

-        The first cup, the seed grow but the other cup no.

V-               Analysis

When planting seed, we need to put enough water and sunlight in order for them to grow, however if we put a lot of water, the seed will get drowned and die and cannot survive. If we put a lot of water and place the pot in a sunny area, there will be possibilities that the seed will survive but if the seed will stay in the dark, the seed will die.

Important thought: 

Seed is like a child, if the mother will give enough love which is the water & sunlight, the child will grow healthy, if too much love or the child is always alone, the child maybe survived however, the child will grow unhealthy.

Great Taste Popsicle Fun Making

Activity Name: great Taste Popsicle Fun Making
Age Group: 4 to 5 years old
Number of Children: 10
Length of the Activity: 15 to 20 minutes

Goal of the Activity: Promoting cognitive skills and enhancing curiosity.

Objective of the Activity: The children will be able to anticipate the concept of making a Popsicle and be able to understand that there are steps that need to be done before they get the product.

Materials & Ingredients Required:

• Fruits of any kinds
• Sugar to taste
• Milk
• Yogurt
• Blender

Introduction: Introduce the activity & the materials to the children.

Detailed Progression of the Activity:

1. Prepare all the materials needed for the activity.
2. Cut all the fruits & place it on the plate.
3. Measure the sugar, milk & yogurt as needed.
4. Prepare the Popsicle molder or we can use plastic cups and Popsicle sticks.
5. Let the children guess how many hours does the Popsicle gets ready.
6. Record their answer and compare the data after.
7. Let the children draw what their Popsicle look example, the taste. Let them tell a short story about Popsicle, this is to enhance their imaginative and creative thinking skills plus language skills enhancing. (You can make video of the children when they describe or tell their experiment, this is optional).
8. Compare the guesses and the actual data result.

This activity is whole group participation.

Transitions: 

• If You’re Happy & You Know It,
• Aka Backa Soda Cracker

Sequencing: Goldilocks and the Three Bears

Activity Name: Sequencing Activity Goldilocks and the Three Bears
Age Group: 3 to 5 years old
Number of Children: 10
Length of Time: 15 to 20 minutes

Goal of the Activity: reinforcing memory skills and sequencing.
Objective of the Activity: The children will be able to know the sequence of the story of Goldilocks and the Three Bears and make their own version of the story.

Materials Required:

• Goldilocks and the three Bears books
• Picture cards of Goldilocks and the Three Bears with sticky tac or velcro

Introduction:

Ask the children if they know or hear the story of Goldilocks and the Three Bears.

My Role:

• Facilitator
• Ask open-ended question

Detailed Progression of the Activity:

1. Let the children sit on a semi-circle and give a hint for today's topic.
2. Read the book to the children about Goldilocks and the Three Bears.
3. Ask the children for an open-ended question in between readings.
4. Let the children guess what will going to happen to Goldilocks, this is to enhance their imagination and creative learning.
5. Let the children retell the story (1 minute story) by sequencing game.

Transitions: Acka Backa, or any other transitions

Extensions: 

1. Pretend play: the scene should be the same as the story
2. Matching game
3. Memory game
4. Coloring
5. Tracing activity
   

Early Literacy Learning Domain: Phonological Awareness

3.     Phonological Awareness

Target: To teach children the sequencing of the sounds.

Explanation: Phonological awareness is important for children because it is the foundation of literacy. We do not understand anything if we do not know the sounds and so the children. Sequencing and recognizing sounds will help us do spelling and reading and also help children understand and communicate well.

Activity: Music on the farm

In this activity, I need CD/DVD for the sounds of different animals on the farm. I will let the children hear the sounds carefully. When it stops, I will ask them one by one about the sounds they heard, imitate the sounds and identify what animals is it. Then, identify the first letter of the name of that particular animal and sounds it.

Listening Comprehension

Oral Language

Early Literacy Learning Domain: Oral Language

EARLY LITERACY LEARNING DOMAIN

Book Title: On the Farm

By: Henri Galeron

Age level: 4 to 5 years old

2.     Oral Language

Target: To teach children identify the different colors and shapes of fruits and vegetable they found on the farm based on the book On the Farm.

Explanation: Oral language development for children is very important because it is where we use to communicate with others and be understood by other people. On the Farm book is very helpful for children to talk and differentiate the fruits and vegetables.

Activity: Vegefruits Collections

In this activity, I need some materials (plastic or pictures of tomato, green beans, banana, etc.). I will divide the children into two groups if the class is big, if not just ask each one and collect fruits and vegetable according to its color  and shape. After collecting, let the children name each fruit and vegetables. Ask also what fruit and vegetable are their favorite. What color is their favorite and Why?

Listening Comprehension

Early Literacy Learning Domain: Listening Comprehension

EARLY LITERACY LEARNING DOMAIN

Consists of two domains such as  Linguistic Processing and Print Related

Book Title: On the Farm

By: Henri Galeron

Age level: 4 to 5 years old

LINGUISTIC PROCESSING

1.     Listening Comprehension

Target: At the end of the story, the children will be able to understand simple questions and demonstrate listening skills by answering the question based on the story.

Explanation: Listening comprehension is very important for children because it is part of the literacy.  Children will have to develop listening skills in order for them to understand and learn new vocabularies and helping them to recall parts of the stories. The questions and answers activity will assist the teacher to identify the listening ability of the children and recognize who are they that needs more help and attention.    

Activity: Questions and Answers

1.     What are animals living on the farm? Name at least 3 animals each child.

Answer: Hens, turkeys, cows, rabbits, pigs, etc.

2.     What animals produce milk?

Answer: Cow.

3.     Does the pigs sleep at night?

Answer: Yes

4.     Are there any vegetables you can find in the farm? What are they?

Answer: Yes, there are vegetables on the farm like tomatoes, green beans, potatoes, etc.

5.     Who takes good care of the farm?

Answer: Farmer takes good care of the farm

Oral Language