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Diana Hill

Ines L. Headley

Fall, 2017

Benchmark Assignment

Rational: My Unit plan is based off the Fruits and Vegetables of the Caribbean and is designed for young children between the ages of 3- 4 years

old. The Caribbean region is known for its diverse and various vegetation. As part of our traditions natives of the islands usually have a rich garden

with bunch of tropical fruits and vegetable to self-sustain in their backyards or piece of land. I would like my students to gain knowledge about all

the fruits and vegetables of the Caribbean. I am introducing new books with most of the authors being from the Caribbean. The books talk about

fruits and vegetables or related to the subject from a seed to a nice bite or to a dish on your table. It’s important to show the students the different

ways we can use fruits and vegetables. Each book, I read to the children would fallow an activity from theme of the book. For me it’s very important

to connect my activities to the book I would read to the children, this connection can become part of their life. All the activities I choose are

connected to the NAEYC Standards. The reason why it’s important that these connections are made it’s to ensure that the children are engaging in

the fun learning experience. This lesson plan would take the students through and adventure of knowing the types of soils, planting seeds and

recognizing a whole variety of tropical fruits and vegetables. I will also introduce a tradition of the natives from the Caribbean that have to do with

Self-Sustain, therefore we create a garden with tropical seeds and vegetables as part of my lesson.
Literature Math Science Social Art/Music/Drama
Week Studies

Read Aloud the Introduce Put seeds in Talk about Making our
Monday book: The ABCs fraction to numbered how the Caribbean Fruits
of Caribbean the containers. Mark geography of and Vegetables
Fruits and children by each section of the Caribbean Portfolio where
Vegetables. By: doing the the garden with can be the students will
Julia E. Antoine. following: corresponding affected by place all their
Cutting the location. Let the heavy storms notes and
vegetables children dig and what activities of the
in half for holes for the could be the theme at the end
example: seeds. Give consequences of the two weeks
Cutting the them a ruler so of their fruits learning
guava in they know and vegetable experience. On
half = One exactly how far cultivations. their tables, I
half 1 /2, they need to dig would place
cut the down. Make a decoration items
banana in row of for them to
3 pieces= vegetables and decorate their
⅓ etc. the other of portfolios.
Read Aloud the Counting Out Use magnifying On a map of the Listening to the song:
book: Juliana's Loud how many glasses for the Caribbean, show Day - O “The Banana
Bananas “Where Do bananas Farms children to examine where in the Boat” By Harry
Your Bananas Come are in the the tiny white flower Windward islands Belafonte, th children will
From? By Ruth Windward Islands. that grows at the end the bananas come work with clay to create
Walton. of the tiny bananas. from. their bananas painted in
Thursday Read aloud the Have the Use a small planter Learn about the Have children Trace
book: Callaloo: A children count and plant the major Caribbean the letter “C” for
Jazz Folktale. Out Loud how Callaloo seeds or Islands where Callaloo and decorate
many leaves are take the seeds to the Callaloo is very the letter with Callaloo
Other book: in a small branch garden and plant the essential for leaves or seeds.
Growing Vegetable of Callaloo. seeds there. cooking.
Soup by: Lois

Friday Read aloud After reading the Learn the difference On a map of the Watercolor still life. A
the book: book, have a variety between a variety of fruits Caribbean, show fruit basket will be
Fruits: A of fruits on the from the Caribbean: where the different placed on the table
Caribbean tables and have the (guinep, jackfruit, fruits like Papaya, and each child will be
Counting children count out naseberry, guava, mangos, bananas, supplied with a pencil
Poem by as many as they watermelon and sweet- guavas, Kiwis, to sketch out the fruit
Valerie Bloom can (around 20). sop, etc.). Cutting the fruits Soursop and kinep and then a watercolor
Let the students in half for children to grow on each palette to fill in the
find which is the observe the variety of seed Island. fruit that they have
common shape in each fruit and textures. drawn.
among the fruits. (smooth, rough, slimy, etc)
WEEK Literature Math Science Social Art/Music/Drama
TWO Studies

Monday Read-Aloud the Introducing The students will The students Cutting couple fruits on
book: The ABCs Addition by adding analyze and and their half to provide different
of The fruits and learn about the families will “Stamp” shapes for the
Caribbean Vegetables: seeds inside the start a fruits children to use with
Fruits and 2 Guavas +2 tropical fruits and vegetable paint!
Vegetables. Bananas =? and vegetables garden.
By: Dr. Julia E. And how to plant
Antoine. them.

Tuesday Read-Aloud the In a basket is a Let's find out Have the Corn on the Cob
book: The Kai number of which of the students learn painting:
and Izzy Tales. mangos, the island have the about the Roll corn cobs in a tray
By: Shari Penn. children will count high production process it of shallow paint, then
Out Loud how of Mangos takes to grow roll it into a blank piece
many Mangos are a Mango tree. of paper.
inside the basket?
Thursday Read- Counting all Cutting some Sensory table with Dramatic play
Aloud the fruits for fruits and differences fruits and “The Farmer Market”
The the salad, vegetables to vegetables cut into The children will
book: learning discover how they pieces, to check the have a variety of
Oliver’s about look inside and texture, taste and tropical fruits and
Fruit shapes, why is healthy to smell. When we done, vegetables made of
Salad. weight and eat fruits and smelling, tasting and plastic to play and
By: colors. vegetables. touching, we will add they would also
Vivian Families were Sheaving cream learn about the
French inviting to this pretending its yogurt. different places
activity. Families came to this where they
activity…It’s was fun! (Children) could go
and get fruits and
Friday Read- Children The Students I made a big
Aloud will visit students will visit dice with all
the the fruits will learn through the colors on
book: and about the visuals the
Wait and vegetable types of the Island sides. We
See by: garden soils of of talk about
Tony and the Trinidad how all fruits
Bradman count Caribbean and and
how islands Tobago vegetables
many mayor come in the
plants production colors of the
are out. of rainbow.
Bananas. Then the
children one
by one will
roll the dice
and think of
a fruit or
that was that
color. Then I
will tell them
what was
good about
that fruit or

Diana Hill

Ines L. Headley

Fall, 2017
Unit Plan: The Caribbean

(Cultural Box)

Create Principles:

 Principal 1: Valuing the Funds of Knowledge of the people of the Caribbean.

 Principal 2: Encourage students to learn to appreciate and take care of nature

 Principal 3: To get knowledge of the vegetation of the Caribbean.

Objective: The objective of this lesson plan is to help children understand how people of the Caribbean are self-sustained which is a tradition

that we still preserved.

Rational: This Unit is completed with lesson plans to guide the teaching activities, by doing this, students will be able to value and embrace a

Caribbean tradition Self-Sustain.

Grade/ Age Level:

 3-4 years old

Session: One session program.
Sopori Preschool Daily Routine (One Session)

7:30 – 7:50: Morning Arrival Procedures

7:50 – 8:20: Hand Washing Breakfast

8:25 – 8:45: Community Building Circle, Songs, Brain Gym, Transition.

8:45 – 9:30: Outside Play Drinks.

9:30 – 11:00: Circle Time, Choice Time, Small Group Instruction, Clean Up.

11:00 – 11:10: Storytime, Music/Movement

11:05 – 11:40: Hand-Washing Lunch

11:40 – 12:30: Outdoor Play

12:30 – 2:10: Clean Up, Hand Washing, Quiet Time.

2:10 – 2:30/2:30-3:00: Snack-Dismissal.
Mathematics Standard

Strand 1: Counting and Cardinality: The child counts out loud and uses number words in daily conversations.

Concept 2: Knows numbers and symbols: The child identifies numerals and uses number word in daily activities to build an understanding of
number names and symbols children need number rich environments that allow them to explore and play with numbers and numerals through the
day and across the curriculum.

Concept 3: Count to Tell Number of Objects: The child uses number words and counting to identify quantity. Learning the meaning of numbers
begins with hands-on experiences using a variety of objects found in the home, the classroom and nature. To build an understanding of “how much”
and to explore number relationships, children need daily experiences involving counting in ways that are personally meaningful, challenging, and

Social Studies Standard

Strand 1: Family
Strand 2: Community
 Understands Family
 Understand Community, Rights, Responsibilities and Roles within Community
 Geography.
Strand 3: Historical Thinking
 Historical Thinking: Understanding Time -Past, Present and Future.

Fine Arts Standard
Strand 3: Drama
 Creates Dramatic Activities.


Standard 2: Building Family and Community Relationships

Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families.

Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families.

Standard 5: Using Content Knowledge to Build Meaningful

Standard 6: Becoming a Professional.