Teacher ______Amber Metz_________

Lead Teaching Date______3/24/15

Part One
Submission Date ____3/11/15_____

Part Two
Revised Submission Date

x
_____

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 and
Activity Title

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Activity
Outcome/IE
LG
(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)

Teacher ______Amber Metz_________

Lead Teaching Date______3/24/15

Art: Stamp It

Chelsea

Part One
Submission Date ____3/11/15_____

IELG D2
G18: This
supports
the child
indicator of
using
various
drawing
and art
materials.

For this
activity the
children will
have to
opportunity to
stamp
different
pictures and
letters onto a
stamp pad
and then onto
the aisle or to
a piece of
construction
paper.

Part Two
Revised Submission Date

Foam Stamps
(10) (RR1 Cabinet
E Drawer 1),
Stamp Pads (4)
(RR1 Cabinet E
Drawer 1), Aisle
(classroom),
Different colors of
construction
paper (10 sheets)
(RR2 lower left
cabinets)

x
_____

The Rainbow
Fish by
Marcus Pfister
(T P4)

Take out a
variety of
stamps and
place them
around the
art table.
Place four
stamp pads
in the center
of the table.
Place a piece
of
construction
paper at each
spot and
position the
aisle so the
children can
see that it is
there to use.
Place a large
white sheet
over the
aisle.

Teacher ______Amber Metz_________

Lead Teaching Date______3/24/15

Sensory: Frozen
Slime

Amber

Part One
Submission Date ____3/11/15_____

IELG D1
G14: This
activity
supports the
child
indicator of
using simple
tools (16-38
months).
IELG D4
G46:
Participates
in messy
play
activities
such as
painting,
water-play,
and building
sand
structures,
without
undue
stress.

For this
activity the
children will
have the
opportunity to
play at the
sensory table
by feeling
frozen slime
ooze through
their fingers
and scoop it
up and dump
it with various
sensory tools.

Part Two
Revised Submission Date

Elmers glue (1
bottle, I am
bringing it), liquid
starch (8 ounces,
I am bringing it,
sensory table,
cups (2) (Sensory
tools RR2 left
shelf) Shovels 2
(Sensory tools
RR2 left shelf),
Sensory scissors
(2) (Sensory left
back shelf)

x
_____

What Can
You Do in the
Snow? by
Anny
Grossnickle
Hines (T H10)

I will premake the

slime. Place a
garbage bag
into the
surface of the
sensory table
for easy clean
up. Dump the
slime onto
the garbage
bag so that it
is completely
covered.
Place a
variety of
sensory tools
scattered in
the sensory
table.

Teacher ______Amber Metz_________

Lead Teaching Date______3/24/15

Fine motor:
Create and
Imagine!

Chelsea

Part One
Submission Date ____3/11/15_____

IELG D2
G18 This
supports
the child
indicator of
pouring and
dumping
water,
sand, and
other
materials
using
containers
or a simple
tool. (16-38
months)

Children can
practice using
their fine
motor skills by
using their
creativity to
sculpt the
play dough
into different
shapes and
objects. They
can just use
their own
fingers or they
can also use
the different
play dough
tools to make
different
patterns,
textures, and
designs.

Part Two
Revised Submission Date

Play Dough (IWP),

play dough tools
(RR2 Sensory
resources green
13 and 14),
rubber shapes
(RR2 orange)
Metal trays (RR1)

x
_____

I Can, Can
You? by
Marjorie
Pitzer (RR2 T
P6)

Place the play

dough onto 2
metal trays
on the floor in
the fine
motor area.
Set out some
fun looking
tools and
place some of
the shapes in
the play
dough to
make it look
fun and
inviting.

Teacher ______Amber Metz_________

Lead Teaching Date______3/24/15

Snack: Yum Yum:

Go-gurts,
cracker, water,
and juice

Sara

Part One
Submission Date ____3/11/15_____

IELG D5 G49
CI1: This
supports the
child
indicator of
vocalizing
wants and
needs. (16-

38 months)
IELG D2 618
This
supports the
child
indicator of
eating with
utensils;
using some
eating
utensils
appropriately
. (16-38
months

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

Amber

IELG D3 G31
Age 60
Months
through
Kindergarten

Part Two
Revised Submission Date

Children will
be able to get
experience
with
expressing
what they
want vocally,
as well as
learning selfhelp skills by
pouring their
own drink,
scooping their
snack into
their bowl,
and putting
away their
dishes when
they are done.

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
pre-packaged
wipes (on toddler
counter or in
toddler closet).
Bowls, napkins,
cups, pitchers

The children
and teachers
will clean up
all of the toys
and activities

Clean up song,
CD player or
docking station,
and toy bins.

x
_____

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.
Play the
clean-up
warning song
2 minutes
before it is

Teacher ______Amber Metz_________

Lead Teaching Date______3/24/15

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

Amber
Plan For choice
in Large Group
Activity.

Part One
Submission Date ____3/11/15_____

CI5:
Describes
and follows
classroom
and group
routines.

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).

IELG D5 G48
Age 6 to 18
Months CI8:
Follow
single-step
directions
without
gestures

The lead
teacher will
start the
transition
activity to
help the
children
gather to the
large group
area.
The children
will finish
cleaning up
and follow
their
teachers to
the large
group area
to sit down

Part Two
Revised Submission Date

We will play the

two minute
warning song and
let the children
know that they
have two minutes
left to play. As a
class we will sing
the transition
song after cleanup. (Its Time to
Get Together
song) (Its time
to get together,
together,
together. Its time
to get together,
so come and sit
down.)

x
_____

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.
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.

Teacher ______Amber Metz_________

Lead Teaching Date______3/24/15

Part One
Submission Date ____3/11/15_____

Part Two
Revised Submission Date

x
_____

and wait for

instructions.
Large Group
Activity

Amber

IELG D3 G33
This
supports the
child
indicator of
exhibiting
physical
humor (e.g.
dancing,
falling down,
crawling,
looking
backward
through
legs.)
Range: 1638 months)

The children
will have the
opportunity to
sing and
dance to 2 out
of three songs
5 Little
Monkeys,
Shake Your
Sillies Out,
and Wheels
on the Bus

Shake Your
Sillies Out cd,
egg shakers (RR2
cabinets),
wheels, Wheels
On the Bus cd,
monkeys, silver
tray (1) RR1

Amber

IELG D5 G48
Age 6 to 18
Months CI8:
Follow
single-step
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
We will then sing
the transition
song. Its time to
go and play
outside, play
outside, play
outside. Its time
to go and play
outside, so hold
onto the rope.

(Please refer to a
detailed
description of the
large group activity
in the box at the
end of the plan).

Transition to
outdoor play
(Lead Teacher
for the day is in
charge of this.
Small north
playground

Set-up in
large group
area. Have
the bin with
the monkeys
and wheels
on the
outside of the
barrier. Have
a tray with a
wheel,
monkey, and
egg shaker
on it for the
children to
choose from.
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.

Teacher ______Amber Metz_________

Lead Teaching Date______3/24/15

Part One
Submission Date ____3/11/15_____

Part Two
Revised Submission Date

Outdoor Fine
Motor: Mr.
Potato Head Fun

Amber

IELG D2
G18: This
supports
the child
indicator of
manipulatin
g small
objects with
ease.

In this activity
the children
will have the
opportunity to
use their
creativity to
make the
potatoes have
different faces
and
accessories.

4 Mr. Potato
Heads, enough
accessories/body
parts for each of
the bodies(RR2
Orange)

Outdoor Gross
Motor: Beep
Beep!

Amber

IELG D2 G21
This
supports the
child
indicator of
attempting
new
activities
that require
familiar and
unfamiliar
physical
movement,
with our
without adult
assistance.
(16-38
months)

The children
will have the
opportunity to
drive the
toddler cars
around the
side walk and
practice their
hand-eye and
foot
coordination.

3 Toddler Cars
(large shed)

Inclement
Weather Gross
Motor Indoor
Activity:

Chelsea

IELG D2
G18 This
supports
the child
indicator of

Children can
practice using
their fine
motor skills by
using their
creativity to

Play Dough (IWP),

play dough tools
(RR2 Sensory
resources green
13 and 14)

x
_____

Set up the
potato bodies
and pieces on
the right
ledge out
side about
ten feet from
where we
walk through
the gate to
the
playground.
Scatter the
three cars
along the
sidewalk
outside.

Set the two

table on the
hard floor
right next to
each other so
that the

Teacher ______Amber Metz_________

Lead Teaching Date______3/24/15

Part One
Submission Date ____3/11/15_____

pouring and
dumping
water,
sand, and
other
materials
using
containers
or a simple
tool. (16-38
months)

sculpt the
play dough
into different
shapes and
objects. They
can just use
their own
fingers or they
can also use
the different
play dough
tools to make
different
patterns,
textures, and
designs.

Part Two
Revised Submission Date

x
_____

children are
sitting around
them in a
square.
Scatter the
different play
dough tools
and play
dough around
the tables for
the children
to play with.
Make sure
none of the
children
sticking the
play dough in
their mouth
or hitting
each other
with it.

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: Sing, Sing, Sing
IELG Outcome: IELG D3 G33 This supports the child indicator of exhibiting physical humor (e.g. dancing,
falling down, crawling, looking backward through legs). Range: 16-38 months)
The skills this activity promotes: Gross motor skills, Fine motor skills, social/emotional development,
cognitive development
Activity Description:

Teacher ______Amber Metz_________

Lead Teaching Date______3/24/15

Part One
Submission Date ____3/11/15_____

Part Two
Revised Submission Date

x
_____

Handing out props (how will you hand out props): I will have a supporting teacher hand out props to
each child while I get the music started.
Introduction Script (What will you say and do to get their attention and introduce the activity?): Today I
am going to let you choose what song we will sing. I have an egg shaker, a steering wheel, and a
monkey. Which one do you want to use Hazel? (then repeat for second song)
Expectations for children (What will you say and do to show the children how to participate in the
activity?): I will model for the children the different hand motions, dance moves, and song lyrics for the children, so
they can watch me during the song.
During the activity (What are you saying and doing during the activity for the children to model?): I am
singing to the words of the song and doing the dance moves or body motions to the lyrics.
Closing Script (What will you say and do to end the activity and transition to the next thing?): I will clap
and say That was so much fun! Thanks for singing with me today! Hand me your props so we can go outside and
play. We will then sing the transition song Its Time to go and Play Outside.
Collecting props (how will you collect the props?) The support teachers and I will collect the props
individually from the children.
Adaptations for individual toddlers: None
Materials: Shake Your Sillies Out cd, egg shakers (RR2 cabinets), wheels (Activity box), Wheels On
the Bus cd, monkeys.