Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Part Two

XXX

Revised Submission Date

Toddler Activity Assignments & Set-up Plan

1. Fill in the assigned roles for the day and the responsibilities for that role. Then fill in the person
responsible for setting up the activity center, the materials needed, the book associated with the
center and any set-up or safety instructions.
Activity
Area
&
Activity
Title

Part Two
Lead:

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)
Melanie

Snack
Person:

Victoria

Photograp
her:

Marie

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

That you will do your

job as a lead. See
Lead Teaching
Evaluation form.
That you will follow
instructions and do
your job as snack
person
That you will follow
instructions and do
your job as the
photographer

Lead Teaching Checklist (turn

in all checklists at the end of
your lead teaching day)
Snack Checklist
(turn in to lead teacher at the
end of the teaching day)
Photographer Checklist (turn
in to lead teacher at the end
of the teaching day)

Page 1

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Activity
Area
&
Activity
Title

Art:
Salt
Dribbles

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Part Two

XXX

Revised Submission Date

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Victoria

IELG: D:1 G:8

C:3

Children will squeeze

the painted mixture
onto pieces of
cardboard. The
toddlers are able to
play with cause and
effect of squeezing
the bottles and seeing
thick paint dribble
across their canvas.
When the paint dries
the salt gives the
picture a sparkly
effect.

Salt Flour and water mixture

(IWP)
Food Flavoring (IWP)
Cardboard sheets (IWP)
Trash bags (2, Laundry room)
Squeeze bottles (3, RR1 43)
4 painting smocks (Laundry
Room)
Tape (classroom)

The Rainbow
Fish by Marcus
Pfister (RR2
TP4)

Place black trash

bags across the
table and tape
down. Then
place 2
cardboard
canvases on the
table and the
extras on the
counter near the
art center. Next
place the 3
bottles of the
mixture on the
table. Allow for 2
chairs to be
seated around
the art table.

Experiments
with the
effect of own
actions on
objects and
people.

Page 2

Activity
Area
&
Activity
Title

Sensory:
Shake It
Up

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)
Marie

Part Two

XXX

Revised Submission Date

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

IELG: D:4 G:46

C:1

Children will shake the

different bottles of
materials and listen
for the different
sounds each bottle
makes. Children are
able to use their sense
of sound.

6 water bottles with different

things to shake inside each
one(IWP)

Ding, Ding, &

Other Sounds by
Christine Salac
Dubov (RR2
TD3)

Keep the lid on

the sensory
table and
remove all the
chairs from
around the
table. Place the
noise bottles on
the table.

Uses a
variety of
materials for
tactile
experience
and
exploration
(paint, glue,
3dimensional
materials,
musical
instruments,
dance)

Page 3

Activity
Area
&
Activity
Title

Fine
motor:
Noodle
Colors

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)
Victoria

Part Two

XXX

Revised Submission Date

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

IELG: D:2 G:18

C:4

Children will sort

noodles by color into
designated bins or
thread the noodles
onto pipe cleaners,
depending on their
developmental level.

Colored Noodles ( 4 colors and

one handful of each color RR1
Cabinet 1)
4 Containers to sort colors
(RR1 Cabinet 4)
Colored paper to match the
colors to (RR2 Cabinet above
choppers)
10 Pipe cleaners (RR1 47)
1 art tray (RR1)

Colors by Jane
Conteh-Morgan
(RR2 TC15)

Place noodles on
an art tray in the
middle of the
table place the
pipe cleaners
and containers
around the table
for children to
choose which
activity to do.
Then cut the
colored paper
and place one
color in each
container s that
the children who
choose to sort
have a guide of
where to sort
each color.

Uses
forefinger to
thumb grasp
with
precision.

Page 4

Activity
Area
&
Activity
Title

Snack:

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)
Marie

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

IELG D: 5
G:52 C:
Development
al growth

Children will eat snack

using adaptive selfhelp skills. They will
indicate what they
would like to eat by
using expressive
language or gestures.

Snack checklist, 1 snack cart,

1 white bin for dirty dishes, 1
red bucket filled with soapy
water (found on snack cart or
in kitchen), 2 cloths for spills
(one for floor and one for
table). (Found in the kitchen
or laundry room). 24 prepackaged wipes (on toddler
counter or in toddler closet).
Cheese Squares
Crackers
Juice
Water
15 cups
15 plates

Uses words
and simple
phrases with
intent.
D:2 G:22 C:2
Feeds self
with spoon,
without
assistance

Page 5

Part Two

XXX

Revised Submission Date

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Put on your
apron, grab the
snack cart from
the classroom
and head to the
kitchen. Check
toddler snack on
activity plan.
Double check
that there are no
conflicts with
our toddler lab
allergy list. Be
aware of any
allergies or
choking hazards
and follow
adaptations as
needed.
Make sure the
children follow
the routine of
snack. See your
snack checklist
for the routine.

Activity
Area
&
Activity
Title

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Part Two

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

Signs for
Snack:

Cheese

Crackers

Juice

Page 6

XXX

Revised Submission Date

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Activity
Area
&
Activity
Title

Class
Clean-up
(Lead
Teacher
for the
day is in
charge of
this)

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)
Melanie

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

IELG D3 G31
Age 60 Months
through
Kindergarten
CI5:
Describes and
follows
classroom and
group routines.

The children and will

clean up all of the toys
and activities with
teacher support.
They will place all the
toys in the correct
bins, and stack the
bins and all other
props on the slide. (Do
not place anything on
top of the lockers).

Clean up song, CD player or

docking station, and toy bins.

Page 7

Part Two

XXX

Revised Submission Date

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Play the cleanup warning song

2 minutes before
it is time to
clean up. Put the
bins down
during this time
so they will be
ready to go
when clean-up
starts. Model
clean up
procedures for
toddlers and
give them
choices of items
to clean up.

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Activity
Area
&
Activity
Title

Transition
to Large
Group
Activities
(Lead
Teacher
for the
day is in
charge of
this)

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)
Melanie

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

IELG D5 G48
Age 6 to 18
Months CI8:
Follow singlestep directions
without
gestures

The lead teacher will

start the transition
activity to help the
children gather to the
large group area.

Wiggle your Fingers in the air,

Wiggle them Wiggle them
Everywhere. Stomp your feet
upon the ground, Stomp them
stomp them all around. Now
sit down and cross your feet,
hands in lap nice and neat.
Now were ready to start the
day, Well listen first and then
well play!

Children wiggle
fingers and stomp
their feet along with
the chant that the
teachers are saying.
As they do this, the
toddlers are gathering
together for the Large
Group activity.

Page 8

Part Two

XXX

Revised Submission Date

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Towards the end

of clean up,
teachers will
create a large
group area with
the shelves so
that children
have a defined
space to
participate in
the large group
activity.
We will have
large group in
the block are. I
will expand the
area and turn
the shelves
around so that
the blocks are
not visible to the
children. I will
place words to
songs on the
wall above the
block area so
that they are

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Activity
Area
&
Activity
Title

Large
Group
Activity-

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)
Melanie

4 Little
Speckled
Frogs.

Transition
to outdoor
play
Large south
playground

Melanie

Part Two

XXX

Revised Submission Date

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

IELG D:3 G:31

C:7
Participates in
loosely
structured
group play and
activities, such
as chasing
each other or
singing and
moving to
music
together.

Each teacher will get a

log that has four frogs
on it. Teachers and
children each get 4
frogs. Then we will
sing the Five Little
Speckled Frogs song
as we pull our frogs off
of the log (one at a
time during the song)
and toss them into
different ponds around
the gathering area.

Frogs (RR2 Top middle

Cabinets on the bottom shelf)
Logs (IWP)
Bowls of water (IWP)

See detailed
activity
description at
end of plan for
specific
instructions and
script for the
lead teacher to
follow

IELG D5 G48
Age 6 to 18
Months CI8:
Follow singlestep directions
without
gestures

Children get ready to

go outside by putting
on their coats and will
lining up on the rope.
Teachers will help the
children grasp the
rope and sing while
the children walk to
the outside play area.

Emergency backpack and rope

(behind door), check in/out
sheet.
Going outside, going outside.
My, oh my what a beautiful
day,
Going outside, Going outside
Going outside to Play!

Help toddlers
put on coats and
backpacks and
line up.
Teachers will
help the children
grasp the rope
and sing while
the children
walk to the
outside play
area.

Page 9

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Activity
Area
&
Activity
Title

Outdoor
Fine
Motor:
Clog the
Strainer

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)
Victoria

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

IELG D;2 G;18

C:12

Children will use fine

motor skills to thread
pipe cleaners through
the holes of a strainer.

3 Strainers (Kitchen)
Pipe Cleaners (whole bucket,
RR1)

Completes
simple insert
puzzles (uses
shape sorter
box or puts
pegs into peg
board).

Page 10

Part Two

XXX

Revised Submission Date

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Place strainers
and pipe
cleaners on a
towel in the
grass by the
drinking
fountain. (Near
the door of the
preschool
classroom)
Thread two or
three pipe
cleaners through
one of the
strainers so that
the children
have an
example of what
to do.

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Activity
Area
&
Activity
Title

Outdoor
Gross
Motor:
Hop, Skip
and a
Jump

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)
Marie

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

IELG D:2 G:17

C:5

Children will use gross

motor skills to hop,
jump or run across the
Lilly pads. They will
also crawl through the
tunnel to get to the
other side.

1 Tunnel (GG)
12 Stepping Stones (GG)

Balances on
one foot
briefly.
C:1
Walks and
runs with
skill;
changing
both speed
and direction.

Page 11

Part Two

XXX

Revised Submission Date

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Place the
stepping stones
out in a circle in
the grass near
the checkout
gate. Place the
tunnel also in
that area. Make
sure the grass is
dry so that the
children do not
slip when
running across
the pads.

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Activity
Area
&
Activity
Title

Inclement
Weather
Gross
Motor
Indoor
Activity:
Jump and
Tumble

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)
Marie

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

IELG D:2 G21

Jumps in place

Children will jump on

the trampolines one at
a time. Children will
also roll and climb on
the tumbling mats. As
they climb and jump,
the toddlers are
coordinating their
whole body to move in
complex ways.

1 Trampolines (Toddler Closet)

Tumbling Mats (GG) (get 2
triangle mats, 1 long fold-out
mats and 2 round shaped
mats.)

Page 12

Part Two

XXX

Revised Submission Date

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Set out the flat

mats on the
ground near the
dramatic play
area. The
triangle shaped
mats and round
shaped mats
around the flat
mat so the
children can
climb on them
safely.
Move the fine
motor table onto
the linoleum and
place
trampolines
about three
yards apart in
the space. Make
sure to watch
children on the
trampolines and
on the mats so
that no child
collides or hurts

Activity
Area
&
Activity
Title

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Person
Respons
ible for
Set-up
of
Center
(See
Teaching
Calenda
r for
Helpers)

Activity
Outcome/IEL
G
(This is the
skill you
want
children to
practice at
this activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item, and
whether you will be
bringing any of the items)

Part Two

XXX

Revised Submission Date

Book
(Title, author,
reference
number, and
location)

Set-up, Safety,
Routine,
and/or
Adaptation
Instructions
(Be specific)

Large Group Activity

Plan a large group activity that is developmentally appropriate for toddlers and historically and culturally sensitive. Dont forget to turn in the large
group activity materials with your plan.

Title: 4 Little Speckled Frogs

IELG Outcome: IELG D:3 G:31
Participates in loosely structured group play and activities singing and moving to music together.
The skills this activity promotes: This skill promotes singing in a group while completing an action. As the song counts down through
the frogs on the log, children are able to pick their frog up and toss him into the water.
Activity Description: Each teacher will get a homemade log that has 4 spokes on it. Then each toddler and teacher will get 4 frogs.
Teachers will help children put their four frogs onto the log, or hold onto them in their hand. As we sing the song children are able to toss
one frog into one of the four blue ponds around the gathering time. Teachers help children if needed. (If the toddlers want to hold on to
the frogs that is okay too, just as long as the teachers are doing the action to model for the children.)
Handing out props: Lauren will give a log to each child and teacher, While Courtney gives each person 5 frogs, 4 frogs are to put onto
the log and the other frog is for the children to hold in their hand. I will place the four blue ponds around the gathering time area where
the teachers are sitting with different groups of children. While the materials are being passed out teachers help children put their frogs
onto the log.
Introduction Script: Frogs like to hop, can you make your frog hop? Hop Hop Hop. Frogs also like to eat bugs, can you stick out your
tongue to eat a bug, Slurp Slurp Slurp. We are going to sing a song about frogs eating bugs and hopping into a pond. Then sing first
verse of 4 little speckled frogs.
Expectations for children: While we are singing we have the logs and frogs to show the children that they eat bugs and jump into the
pond. Through each verse of the song we will pause and count how many frogs we have left.
Page 13

Teacher: Melanie McFarlane_____

Part One

Lead Teaching Date: 3/13/15____

_____

Submission Date ___2/22/15______

Page 14

Part Two

XXX

Revised Submission Date