25 Aug Plan an integrated curriculum unit for a pre-K class. The topic needs to be “worms” and I attached a couple of file as an example of how it needs to be done. Should be quite detailed. Include more than fifteen activities.
The topic for discussion needs to be “worms.” Examples attached
Requirements: 1
Plan an integrated curriculum unit for a pre-K class. The topic needs to be “worms” and I attached a couple of file as an example of how it needs to be done. Should be quite detailed. Include more than fifteen activities.
Fish Integrated Curriculum Unit
Rationale
Children usually have an interest in living things. There are many kinds of fish and living fish in the ocean. When it comes to animals children are curious to hear about it. Fish come from different shapes, colors, sizes and forms. In this Integrated Unit children will be involved in knowing about the world of fish.
Planned Age Group: Toddler
Brainstorm
Books, songs, food, fish, ocean, parts of fish, fish dishes, fish sticks, tunafish
5 concepts/ big ideas
There are many different kinds of fish
What are the body parts fish have ?
Fish are important for what?
Some fish are pets
Where do fish live?
Environmental Changes:
1. Dramatic play will be set up to a fish theme
2. Sensory table will be filled with fish, water which will be changed each week
3. I will create a themed bulletin with fish and ocean background
4. Library will have fish books
Activity 1: The Rainbow Fish
Curriculum area: Language arts
Unit Concept supported: #3
Description:
I will begin with the children gathering for circle time and I will introduce the book The rainbow fish. I will read the book to the children and we’ll discuss how the rainbow fish was rude and selfish and that it’s important to always think and help one another because the rainbow fish only thought of himself and wouldn’t give one of beautiful scale to them. I’ll ask how many fish were present and if there was also an octopus present.
Objective: Children will learn about sharing and the happiness that sharing can bring yourself and others.
Developmental benefits: Social
Guidelines:
LC30: The younger toddler listens to stories
Activity 2: Fish
Curriculum Area: Motor/health/nutrition
Unit concept supported: #1, #3
Description: During circle time I will talk about the benefits of eating fish and how fish makes our body healthy. I will explain that fish is a food to eat. There is tuna fish, there is fish sticks, there is salmon, tilapia. Many types of dishes that fish can be cooked from. At lunch time we’ll have fish sticks for lunch and I’ll demonstrate that those are made out of fish and fish is a delicious food.
Objective: Children will learn that fish is an important nutrition for our bodies.
Developmental Benefits: Cognitive- Children will learn fish foods.
Guidelines:
LC39. The older toddler participates in conversations.
Activity 3: Ocean bag
Curriculum area: Sensory
Unit concept supported: #5
Description: I will create an ocean inside a ziploc bag with blue hair gel and inside the ziploc bag there will be toy fishes. This sensory project will be to demonstrate to the children where fishes live. Fishes live in the ocean and they need the water to live.
Objective: Children will be able to see from the sensory play where fishes live.
Developmental benefits: Children will use their hands to touch and experiment the sensory ocean bag
Guidelines: CD66 The younger toddler explores with sensory art materials and uses them to create visual effects.
Activity 4: Handprint fish
Curriculum area: Art
Unit concept supported: #1
Description: The children will be making handprint fish, I will provide paper and paint and I will paint their hands so they can make a handprint fish.
Objective: Children will paint on their paper
Developmental benefits: Paint using their hands
Guidelines: CD69. The older toddler creatively explores and experiments using a variety of sensory materials and art mediums.
Activity 5: Down in the deep blue sea
Curriculum area: Music/ creative movement
Unit concept supported: #4
Description: During circle time we will be singing and listening to ‘’Down in the deep blue sea’’. I will provide scarfs from different colors, children will stand up, dance and move to the song. This song talks about taking a dive in the deep blue sea where they’ll see a swimming fish, an octopus , a big whale, a baby shark, a jellyfish and starfish.
Objective: Children will listen and sing to the song
Developmental Benefits: Social emotional: Children will move and dance to the down in the deep blue sea song
Guidelines: CD68 The older toddler responds to and participates in music and dance with increasing skill in rhythm and movement.
Activity 6: Sorting by colors
Curriculum area: Math
Unit concept supported: #1
Description: During table activities we’ll have fish toys layed on the table and I’ll model sorting by colors so that the children can see and then I will say “your turn”. The children will sort them out by its colors,
Objective: sorting fish by colors
Developmental Benefits: Cognitive
Guidelines: CD55 The younger toddler shows awareness of quantity
Activity 7: How many body parts?
Curriculum area: Science
Unit concept supported: #2
Description: During table activity, we will have a big fish poster to discuss about fish body parts. After talking about fish body parts I will place a fish puzzle on the table and ask the children “Now, how can we put the fish together?”
Objective: Fish Body Parts
Developmental benefits: Cognitive
Guidelines: LC29. The younger toddler understands educators’ simple requests and statements referring to the present situation.
Activity 8: How long does a fish live
Curriculum Area: Social studies
Unit concept supported: #5
Description: We’ll discuss how long a fish lives. Although some fishes don’t live very long. Fish can live up to 2-5 years
Objective: Children will listen to the teacher explaining how long a fish lives.
Developmental benefits: Social skills
Guidelines: SED7 the older toddler seeks adults for information and support in understanding things
Activity 9
Curriculum Area: Trips/ visitor
Unit concept supported: #4
Description: We’ll have a visitor who has a pet fish and he’ll bring in the fish in his little aquarium to the class. The visitor will explain about the fish, what it eats and how to care for them. The visitor will talk about how fishes can be pets and the children will listen. The visitor will also give the children an opportunity to feed the fish.
Objective: Children will have a better understanding of how fish can be pets
Developmental benefits: Cognitive
Guidelines: CD64 The toddler observes and identifies living things and begins to identify their basic needs.
Activity 10: Where is little fish?
Curriculum area: Language arts
Unit concept supported: #1, #3
Description: At circle time we’ll read the book Where is little fish? As reading the book we’ll try to find the little fish as I read a long i’ll ask ‘’Where is little fish can you help me find him”
Objective: Children will listen to the story and interact
Development benefits: Cognitive, social
Guidelines: LC30 The younger toddler listens to stories
Activity 11: Baby shark
Curriculum area: Music
Unit concept supported: #3
Description: One of the most known songs is baby shark. Children love listening to baby sharks. It’s repetitive and they enjoy listening to it.
Objective: Children will practice singing the song and vocabulary
Development benefits: Language development by Singing the song
Guidelines: CD44 The older toddler recalls past information, such as repetitive parts to familiar songs, stories and fingerplays, and shares past events
Activity 12: Creating a fish
Curriculum area: Art
Unit concept supported: #3
Description: I will print and laminate a fish silhouette. During table time, I’ll give the children the fish silhouette mat and will provide them with other different materials like playdough, goggle eyes, popsicle sticks, buttons and will tell them “today we will be creating a fish”, I will model first and say “this is my fish, can you create yours?”
Objective: Children will create a fish
Development benefits: Fine motor skills
Guidelines: CD66 The older toddler explores with sensory art materials and uses them to create visual effects
Activity 13: Fishing day
Curriculum area: Dramatic play
Unit concept supported: #1
Description: In the dramatic play i’ll provide the children with a plastic pool and fish toys so that they can pretend to fish
Objective: Children will learn to take turns and pretend fish
Development benefits: Cognitive
Guidelines: PW50 The older toddler engages in a variety of physical activities
Activity 14: Living things
Curriculum area: Science
Unit concept supported: #1
Description: Children will play outside to move their bodies and the children will try to search for living things (ants, bugs)
Objective: Children will explore living things
Development benefits: Cognitive , social
Guidelines:CD61 The toddler discovers living things found in nature
Activity 15
Curriculum area: Puppet fish
Unit concept supported: #1
Description: During circle time I’ll have a puppet fish to act out for the children. It will make circle time fun and interesting. Children love when we use puppet animals. Puppet play makes children laugh.
Objective: Children will sit and listen to the puppet fish
Development benefits: Social
Guidelines: LC39 The older toddler participates in conversations
Bibliography
Children’s Books :
Where is little fish By Lucy cousins
The Rainbow Fish by Marcus Pfister
I love you baby shark by John john Bajet
Ten splishy , splashy fish By Tiger tales
Count with little fish by Lucy cousins
Max has a fish by Wiley Blevins
Twinkle twinkle little shark by Jeffrey Burton
Be thankful pout- pout fish by Deboreh Diesen
Smile, pout- pout fish by Deboreh Diesen
Little fish and friends by Lucy cousins
Teacher’s Bibliography
Where is little fish By Lucy cousins
The Rainbow Fish by Marcus Pfister
Caterpillar,LifeCycle:IntegratedCurriculumUnitRationale/ReasonforDoing:Childrenareinterestedandhavelotsofquestionsaboutotherlivingthings.Caterpillarsareaninsectthatisfamiliartochildrenandcanoenbeseeninnaturearoundthem.Iwouldplanthisactivityinspringasinsectsarestartingtocomeoutandweareabletogooutsideandmaybeseesomecaterpillarsandbutterflies.Hopefully,ifthechildrenaren’tabletoseethemoutsidewewouldhaveaccesstosomecaterpillarsasclasspets,sothechildrencouldwatchthemturnintobutterflies.Thiswouldbeacriticalprocessthatthechildrencouldactivelyobservewhilewelearnandreadaboutit(science).Therearealsogreatcaterpillarbooksandstoriesthechildrencouldread(languagearts).PlannedAgeGroup:4-5yrsold(Pre-k)BrainstormCaterpillarsWhatdotheyeat?HabitatCrysalisTheVeryHungryCaterpillarCocoonFiveLittleCaterpillarsMetamorphosisButterflies
LifeCycleNumberoflegs?arms?MetamorphosisSymmetry-ButterfliesConcepts1.Howdoesacaterpillarturnintoabutterfly?Howdoesthisprocesshappen2.Whatdoesacaterpillareat?Isitdifferentfromwhatweeat?3.Howdoesitmakeitshabitat-whatisachrysalis?4.Dotheyalllookthesame?Whatissymmetrylooklikeonabutterfly?EnvironmentalChanges:-Thesensorytableisfilledwithgreenfakegrassandpompomcaterpillarsthechildrencanplaywith-Thelibrarywillhavebooksoncaterpillarsandbutterflies-Posterswillbehungaroundtheclassroomaboutcaterpillarsandespeciallythelifecycle.-Acaterpillartableismadewhereallofourcaterpillarbooksare/wherestudentscanfindrecoursesandpicturesofcaterpillars-Realcaterpillarswerepurchasedfortheclassroomandthestudentsgottowatchthemgrowandeventuallyreleasethem
BookList:1.TheVeryHungryCaterpillarbyEricCarle2.CharlietheCaterpillarbyDonDeLuis3.PetetheCatandtheCoolCaterpillarbyJamesDean4.ClaraCaterpillarbyPamelaDuncanEdwards5.TheVeryImpatientCaterpillarbyRossBurach6.CaterpillarandBeanbyMartinJenkins7.InchByInch,byLeoLionni8.GottaGoGottaGo,bySamSwope9.TheCrunchingMunchingCaterpillar,bySheridanCain10.Rommie’sJourney,byMarieAlTeacherRecourses:1.InsectloreFAQforButterflyKits-https://www.insectlore.co.uk/faq/2.NationalGeographicKidandTeacherMetamorphosisExplorationPage-https://www.natgeokids.com/uk/discover/animals/insects/butterfly-life-cycle/3.ScholasticBookList-https://www.scholastic.com/teachers/teaching-tools/book-lists/subject/butterfly-caterpillar-book-list.html4.CaterpillartoButterflybyNationalGeographicKids5.CaterpillarsandButterflies:MakeYourOwnModelby:AnnabelSavery
Activity1:VeryHungryCaterpillarJournalCurriculumArea:NutritionUnitConceptsSupported:#2Description:Childrenwillengageinthisnutrition/healthactivitybytalkingaboutanddrawingtheirfavoritefoodandhealthyfood.AerreadingTheVeryHungryCaterpillarthechildrenwillhavestationsandonewillbefocusingonwritingintheirjournals.Atthewritingcenter,studentswillstartbygettingouttheirwritingjournalsandIwilldictatetothemthatthepromptfortodayis“IfIwasaveryhungrycaterpillarwhatwouldIwanttoeat?”,withthispromptstudentswillthenbedirectedtouseapencilandwriteontheirlinesintheirjournals.AertheywritetheiranswerIwillaskthechildrentodrawahealthyfood,somethingthatisgoodforourbodiestoeat.Eachchildwillthengettodrawapictureofwhatfoodtheyhavedescribed.Objectives:Childrenwillidentifyandwritethefoodtheywouldwanttoeatandgoodfoodforourbodiesinacompletesentence,inpencil,onthelinesoftheirjournals.DevelopmentalBenefits:-Cognitive:Determinewhetherafoodisgoodfortheirgrowingbodiesornot-Physical:thepracticeofkindergartengriponthepencilGuidelines:GuidelinesforPreschoolandKindergartenLearningExperience-W.PK.1:Dictatewordstoexpressapreferenceoropinionaboutatopic-W.K.1:Useacombinationofdrawing,dictating,andwritingtocomposeopinionpieces
Activity2:EatingLeavesArtCurriculumArea:LanguageArtsContentAreaSupported:#2Description:Duringcircletime,wewilldiscusswhatcaterpillarseatandhowtheyeattheirfood.Withourbigcaterpillarposter,thekidsandIwilllabelthecaterpillarsManidbleswhichisthemusclethatcaterpillarsusetochewtheirfood.Aerdiscussingthatcaterpillarseatmostlyleavesanddifferentkindsofplantswewillmoveontostations.Atthewriting/languageartstable,eachchildwillreceivealeafcutoutwithallthealphabetletterswrittenonit.Theywillpunchaholdinthelettersthatcreatetheirnameandthenthreadtheircaterpillarstring(yarn)throughtheholes.Objectives:Thechildrenwillpracticefindingthelettersfortheirnamesandutilizingtheirfinemotorskillstopunchouteachletter.DevelopmentalBenefits:Cognitive:PracticingspellingnamesandchoosinglettersLanguage:VerbalizinglettersastheypunchthemoutPhysical:Finemotor,usingaholepuncherandweavingtheyarnGuidelines:GuidelinesforPreschoolandKindergartenLearningExperienceF.PK.3:DemonstratebeginningunderstandingofphonicsandwordanalysisskillsW.PK.1:Dictatewordstoexpressapreferenceoropinionaboutatopic
Activity3:LifeCycleMovementCurriculumArea:CreativeArts(Dance/Movement)ContentAreaCovered:#1Description:Duringthiscircletimeactivity,Iwillinstructthekidstospreadoutandmakesuretheyhaveroomtodothisfunmovementbreak.Iwillreadtheinstructionsandshowthekidsanexampleofhowtheycanmaketheirbodieslikecaterpillarsdo.Wewillgothroughthemovementsofeachstageanddothisrepeatedlythroughouttheunitasatransitionalmovementbreak.Therefore,thisactivitywillreinforcethelifecycleofacaterpillarintoabutterflywhiledoingafunmovementactivity.LifeCycleMovement:1.Curluplikeanegg2.Crawllikeacaterpillar3.Bestillasachrysalis4.FlapyourwingslikeabutterflyObjectives:Childrenwillidentifythemovementcorrespondingwiththelifecyclestageandwillusegrossmotorskillstomaketheirbodiesintothatstage.DevelopmentalBenefits:-Cognitive:useofmemorytoidentifystepsofthelifecycleandrememberingvocab-Physical:GrossmotorskillsGuidelines:ArtsStandardsforPrek-Grade12Curriculum-K.D.Cr.02b:Focusonandpursueaprocessorideatocompletionduringdanceactivities-K.D.Cr.02a:Identifyanddistinguishbetweenbodypartsinmovemen
Activity4:All-About-MeCaterpillarCurriculumArea:LanguageArtsCurriculumAreaSupported:#1Description:Inthisactivity,childrenwillcreatetheirowncaterpillarswiththeirnamesandfunfactsbymatchingletterstogetherandfillingoutfunfactswithteachersinthisfunartproject.Atthearttable,Iwilltellthechildrentofirstcountthelettersintheirnamesandgrabasmanycirclesastheyneed,andaertheywillwritethelettersoftheirnamesoneach.Constructionpapercutoutswillbeusedtocreatethecaterpillarsandtheywillbeusedforthekidsallaboutmequestions.Iwillaskthechildrenanall-about-mequestionlike,“What’syourfavoritecolor?Animal,Food”andtheseanswerswillalsogoonthebodyofthehungrycaterpillaraswell.Aerallofthepiecesarewrittenontheywillpiecetogetheranddecoratetheircaterpillarwithmarkersandotherpre-madecutouts.Iwilllastlyhavethechildrenholduptheircaterpillarstoshoweachotherattheirtablesandaskthemtolookathowalloftheircaterpillarslookdifferentfromeachother,justlikethecaterpillarsinnaturetheyarealluniqueanddifferent.Objectives:Childrenwillidentifyeachletterintheirnameandwriteitontothepiecesoftheircaterpillarandwillusefinemotorskillstowrite,cut,glue,andtape.DevelopmentalBenefits:Cognitive:IdentifyandwritelettersPhysical:Finemotor,writinglettersonpaperLanguage:answeringteacherquestionsanddiscussinganswersGuidelines:GuidelinesforPreschoolandKindergartenLearningExperiencesF.PK.3:Demonstratebeginningunderstandingofphonicsandwordanalysisskills
Activity5:HungryCaterpillar;FruitsandVeggieSortingCurriculumArea:HealthandNutritionCurriculumAreaSupported:#2Description:Inthisactivity,childrenwillsortfoodsbasedoniftheyareafruitorvegetableandparticipateinafungamebyputtingthemintothecaterpillar’smouth.Wewilluseatissueboxthatisdisguisedasthehungrycaterpillarandlaminatedpicturesofdifferentfruitsandveggiestosortandplaceintothecaterpillar’smouth.Iwillaskthechildren“Pickoutallthefruitsandfeedthemtoourhungrycaterpillar”and“Nowplacealltheveggiesintohismouth”.Objectives:ChildrenwillgraspabetterunderstandingbetweenfruitsandveggiesandwhatishealthyforourbodiesDevelopmentalBenefits:Social-Emotional:ChildrenwillworktogethertoplaythegameandhelpeachotherLanguage:DiscussionamongchildrentoplacethecorrectfoodsandsortthroughthechoicesGuidelines:GuidelinesforPreschoolandKindergartenLearningExperiencesSEL7:Thechildwilldemonstratetheabilitytocommunicatewithothersinavarietyofways
Activity6:PomPomCaterpillarCurriculumArea:ArtUnitConceptSupported:#1DescriptionofActivity&Rationale:Childrenloveparticipatinginfunanddifferentartprojectswithmaterialsotherthanjustpencilsandmarkers.Thisprojectallowsthemtoexercisetheirfinemotorskillstomanipulatesmallmaterialsandoperateahand-held-holepuncher.Thechildrenwillbecreatingtheirowncaterpillarswithpompomsandgooglyeyesaswellasmakingasmallhabitatforthemwithpaperleavesandusingaholepunchertocutoutwheretheircaterpillarhaseaten.Childrenwillbegivenpompomsandgluethemtogetherthemselvesaswellascreatetheholeswheretheirinsecthaseaten.Iwillgiveeachchildleafcutoutandtheywillgluethepompomsontothesticktomaketheircaterpillarbody,aerwardstheywilladdsmallgooglyeyesandthenstartcuttingouttheirleaves.Theyhavetheoptiontoaddcutoutsontheleafforwhatthecaterpillarshaveeaten.Objectives:-Childrenwillmanipulatesmalltoolsanduseaholepuncher-ChildrenwilllineupandgluetheirpompomstogetherontheirownDevelopmentalDomains&Skills:Physical-finemotor(hole-punching)Creative-expressionthroughartGuidelines/StandardsAddressed(ArtsMassachusettsCurriculumFramework-GradesPrek-12)1.Generateandconceptualizeartisticideasandwork(PK-K.V.Cr.03)2.Refineandcompleteartisticwork(PK-K.V.Cr.03)
Activity7:CaterpillarStickerMathCurriculumArea(s):MathUnitConceptsSupported:#4DescriptionofActivity:Thechildrenwillusedifferentcoloredstickerstopracticecountingwhilemakingafuncaterpillar.Eachlinewillhaveanumbernexttoitwhichwillbethenumberofstickerslongthecorrespondingcaterpillarshouldbe.Eachchildwillgettopickwhichcolorstickerstheyuseandworkattheirownpacetodoalloftheircaterpillars.Thisisafunandengagingwaytogetthechildrenpracticingtheir1-10countingandIhadthemallcountoutloudastheywereplacingstickers.DevelopmentalGoalsAddressed:Cognitive:workingonnumbers;Physical:Finemotorskills;placingfingerprintsonthelinenexttoeachotherinordertomakethecaterpillarGuidelines/StandardsAddressed:GuidelinesforPreschoolandKindergartenLearningExperience-PK.CC.2:Recognizeandnamewrittennumerals0-10-PK.CC.3:UnderstandtherelationshipsbetweennumeralsandquantitiesuptotenObjectives:-Childrenwillcorrespondthewrittennumbertothenumberoffingerprintstheycreateoneachline-Childrenwillverbalizeeverynumberbeforetheycreatetheircaterpillarandcountout-loud
Activity8:PipeCleanerCaterpillar/ButterflyCurriculumArea:ArtUnitConceptSupported:#1Description:Inthisactivity,childrenwillcreatetheirowncaterpillarandturnitintoabutterflyoverthetwo-dayprocessproject.Iwillstartbydiscussingthemetamorphosisprocesswiththechildrenduringcircletomakesuretheyunderstandwhywearedoingthistwo-dayprocessproject.Next,thechildrenwillusepipecleanerstocreatetheircaterpillarwithbeadsandaerward,theywilladdwingstomaketheircaterpillarintoabutterfly.Thisactivitywillhelpkidsworkonfinemotorskillswhilereinforcingtheunderstandingofmetamorphosis.Objectives:Childrenwillcreateandreinforcetheirownlearningofthemetamorphosisprocess.DevelopmentalBenefits:-PhysicalDevelopment(Finemotor,cuttingoutleaves,andusingaholepuncher)-CognitiveDevelopment(createanddevelopideasaboutthemetamorphicprocessthroughart)Guidelines:ArtsStandardsforPrek-Grade12Curriculum-Generateandconceptualizeartisticideasandwork(PK-K.V.Cr.03)
Activity9:CaterpillarGeometryMatsCurriculumArea:Math,FineMotorUnitConceptSupported:#4Description:Childrenwillengagewiththismathandmotoractivitybyutilizingblocksandgeometrymatstocreatecaterpillarandbutterflyshapes.Thematswillbeprintedandthegeometryshapesintheclassroomwillbeusedinthisfamiliarandfunactivity.Eachchildwillgettopickamatandindividually,orasateam,puttogetherthecaterpillarandbutterflyshapes.Iwillaskthechildrenquestionsastheygolike“Whatshapedoyouneedtofinishyourpiece?”Objectives:Childrenwillidentifyandmatchtheshapeswiththecorrectspacesonthemats.Theywillusefinemotorskillsinordertoplacetheshapesontothematscarefully.DevelopmentalBenefits:-CognitiveDevelopment:Separateandmatchtheshapes-Physical:FinemotorskillswillbeusedtofittheshapesontothematscarefullyGuidelines:GuidelinesforPreschoolandKindergartenLearningExperiencesPK.G.2:Identifyvarioustwo-dimensionalshapesusingappropriatelanguageK.G.2:Correctlynameshapesregardlessoftheirorientationsoroverallsize
Activity10:LetterPuzzleMatchingCurriculumArea:LanguageArtsUnitConceptSupported:#4Description:Childrenwillmatchcardswithletterswhilealsomatchingthecolors/symmetricalpatternsofthebutterfliestogether.ThecardswillbelaidoutonthetableandmixedupandIwilldirectthechildrenthattheirgoalistomatcheachcardwithitsupperandlowercasematchingpairalongwithmatchingtherightcolors.Iwilldoanexample,matchingtwocardstogethertoshowthemhowtheyshouldbelinedupandputtogether.Thenthechildrencaneitherchoosetomatchontheirownorwithapartner.Objectives:Childrenwillpaireachletterandduplicatethissameprocesswiththecolorandpatternsofthebutterflies.DevelopmentalBenefits:Cognitive:MatchingandletterpracticeSocial/Emotional:Playwithothers,ingroupsorpairsGuidelines:GuidelinesforPreschoolandKindergartenLearningExperiencesF.K.3:Knowandapplygrade-levelwordanalysisskillsindecodingwordsF.PK.3:Demonstratebeginningunderstandingofphonicsandwordanalysisskills
Activity11:MetamorphosisCutandPasteCurriculumArea:ScienceUnitConceptSupported:#1Description:Childrenwillparticipateinthisscienceactivitywhichengagestheirfinemotorskillsbycuttingouteachimageofthestepsinthemetamorphosisprocessandcorrectlygluingthemontotheirsheet.Thesheetislabeledwithnumbersone-fourandthechildrenwillidentifyeachstep,matchitwiththecorrectnumber,cut,andgluetheimage.First,eachchildwillreceiveasheetandIwillinstructthemtocutouteachcirclewithastagedrawninsideofit.Aer,thechildrenwillallhavegluesticksandIwilltellthemtogluethestagesdownintheordertheyhappen.DevelopmentalGoals:Cognitive:identifyingtheprocessandlabelingitone-fourPhysical:Finemotorskills,cuttingwithscissorsObjectives:ChildrenwillidentifytheimagesandlabelthemwiththestepsofmetamorphosisGuidelines:GuidelinesforPreschoolandKindergartenLearningExperiencesK-LS1-2(MA):RecognizethatallplantsandanimalsgrowandchangeovertimeK-LS1-1:Observeandcommunicatethatanimalsandplantsneedfood,water,andairtosurvive
Activity12:SymmetryButterfliesCurriculmArea:MathUnitConceptSupported:#4Description:Childrenwilllearnaboutsymmetrybycreatingtheirpaperfoldbutterflies.Coloredconstructionpaperwillbeusedtocreatethesebutterflies,Iwilldrawtheoutlineofhalfabutterflyandstudentswillcutoutandfoldthepaperopentorevealtheperfectlysymmetricalbutterflytheycreated.Beforetheycutthechildrenwillhavetheopportunitytodecoratethefirsthalfofthebutterflybeforetheycut,aertheycuttheotherhalfIwilldirectthemtocreatethesamepatternontheotherhalfasbutterfliesaresymmetrical.Objectives:Childrenwillidentifythehalfandwholeofthebutterflyandusetheirfinemotorskillstocarefullycutonthelines.DevelopmentalBenefits:-CognitiveDevelopment:identifyingpartsofawhole,howhalfthebutterflybecameawholebutterfly-LanguageDevelopment:Expandingvocabulary,learningthewordsymmetry-Physical:FinemotorskillsGuidelines:GuidelinesforPreschoolandKindergartenLearningExperience-PK.G.1:Identifytherelativepositionsofobjectsinspaceandusetheappropriatelanguage(symmetrical)
Activity13:CaterpillarHabitatsCurriculumArea:ScienceUnitConceptSupported:#3Description:Thechildrenwillengageinthissciencewritingactivitybycreatinganentryintheirjournalsaboutwhatacaterpillarhabitatlookslike.Atthewritingtable,theywilldrawwhattheythinkacaterpillar’shomewouldlooklikeandincludethingsthattheywillneedtosurvive.Wewilldiscussandbrainstormideasofimportantthingscaterpillarswillneedlikefoodandwater.Aswe’vebeguntotalkaboutthemetamorphosisprocessandthestages,Iwillalsopointoutthatachrysaliscanbeconsideredthecaterpillar’shabitatasitdoeslivethereforsometime.Childrenwillalsobeencouragedtowritedownwhattheythinkandbrainstormoutloudwitheachother.Objectives:Childrenwillidentifywhatisnecessaryforacaterpillartosurviveandshowthemthroughwritinganddrawing.IntroduceandreinforcevocabularylikeCrysalisDevelopmentalBenefits:-Cognitive:Decidingwhatisneededinahabitat-Language:brainstorminganddiscussingideasaswellaswritingvocabularywordsGuidelines:GuidelinesforPreschoolandKindergartenLearningExperiencesK-LS1-1:Observeandcommunicatethatanimalsandplantsneedfood,water,andairtosurvive
Activity14:LifeCycleMatchingGameCurriculumArea:ScienceContentAreaSupported:#1Description:Inthisscienceactivity,childrenwillhavemultiplesetsofcardsdepictingeachofthefourstagesofmetamorphosis.Thegoalistomatchthecardsinorderfrombeginningtoendbylookingatthepictures.Thiscanbeplayedindividuallyortogetherasateamtomatchthecardstogether.ThecardswillallbelaidoutonthetableandIwillfirstremindthechildrenwhateachcardmeansbyholdingitupandaskingwhattheythinkthecardisdepicting.Onceitisunderstoodwhatallcardsmean,Iwillletthechildrenworktogetherorontheirowntostartmatchingtheminorder.Asabonus,Iwillaskthemtotrytolayouttheprocessbackward.Objectives:ChildrenwilldescribewhateachcardisdepictingDevelopmentalBenefits:Cognitive:Practicerememberingtheprocessofthelife-cycleSocial-Emotional:WorkingwitheachotherduringthegameGuidelines:GuidelinesforPreschoolandKindergardenLearningExperiencesK-LS1-2(MA):RecognizethatallplantsandanimalsgrowandchangeovertimeSEL7:Thechildwilldemonstratetheabilitytocommunicatewithothersinavarietyofways
Activity15:SearchingforCaterpillarsandButterfliesCurriculumArea:History/SocialScienceContentAreaSupported:#3Description:Duringthisactivity,childrenwillhavetheopportunitytolookforcaterpillarsinthewildaswellasreleasetheclassroombutterfliesoutintonature.Childrenwillgetthechancetohopefullyseesomecaterpillarsinnatureandberemindedofwhatweshouldlookforintermsofwherecaterpillarsliveandwhattheyneed.Thisactivitycanbedoneinanygrassyarealikeaplaygroundoranearbypark.Onceweareatourlocation,Iwilltellthechildrentostartwalkingaroundandlookingcloselyatsomeleaveswithmagnifyingglassesforcaterpillars.Wewillalsolooktoseeifwecanseeanybutterfliesflyingaround.Thisisalsoagreatopportunitytoreleaseourclassroombutterfliesaswell.Objectives:ChildrenwillhaveanopportunitytotryandidentifycaterpillarsinnatureandexperiencereleasingourclassbutterfliesintothewildDevelopmentalBenefits:Social-Emotional:ChildrenwillworktogethertolookforcaterpillarsasagroupLanguage:ChildrenwilldiscusswithteacherswhywearereleasingourbutterfliesandalsowhatweshouldbelookingfortofindcaterpillarsGuidelines:GuidelinesforPreschoolandKindergardenLearningExperiencesHistoryandSocialScienceCurriculumFramework,2018-Takewalkingtripsaroundtheneighborhood
