BYU-Idaho Preschool Lesson Plan

Lesson Plan #3
Lab C
Date: Tuesday, November 27, 2018
Supervisor:
Lead Teacher: HR

Preassessment and Findings:

 M has interest in the variety of green animals.

 L asked her friends, “What are your parents’ names?”
 H feels frustrated when he can’t accomplish a task quickly. He will ask for teacher assistance.
 A told her classmates about baking a cake.
 S has a huge fascination with the gecko. Each day since the gecko was in class S asks, “Where is the gecko.”
 A expressed wanting to be big like her older siblings. She then went on to tell me things that her siblings are accomplishing.
 C uses his gross-motor skills as he slides down the outdoor slide. He does tricks and asks if others saw it!
 During gathering time L would rather watch and listen to what is being done, rather than participating. Teamwork seems to make her
nervous because she usually steps back to observe.
 K loves to celebrate; “Everyone come to her party.” Then she hosted a party for one of the teachers. Many of the children came to
celebrate.
 J seems to love woodworking. She said that she has drilled holes in wood at her house.
 L asked me, “Do you have a mom?”
 J appreciates when teachers give him eye contact and really listen to what he’s saying. He also likes when he is given the option to
help complete a task.
 J appreciates when a teacher does the words and movements to a song next to him. He starts smiling so big.
 During dramatic play, C said, “My mom’s hair is black, my hair is blonde, and your hair is blonde too.”

Children Receiving Specific Focus Today:

1. M is willing to tell stories and ask questions. He is consistent with really listening to whoever is speaking to him. Today the goal for M is to
get to know his friends better through conversation.
2. A uses positive energy within her play. She is willing to play with the other children. Today the goal for A is to help others pretend play
in a positive manner.
3. H is proficient with using his gross motor skills. He shows interest in wanting to problem solve when doing creative arts. Today the goal
for H is to become more proficient in using his fine motor skills in art activities.
4. A loves pretend baking. She shows much passion in keeping things around her organized. She usually spends her time in dramatic
play, so today the goal for A is to try new things in new places.

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Ideas to be Emphasized and Overall Goals:
1. Talking with others creates friendships and enhances classroom community.
2. Learning about outdoor creatures teaches us respect for their existence.

Research about Topic:

Questions Anticipated:

What bugs can be in water?

-Dragonflies
-Mayflies, stoneflies, true flies
-Water Beetles

What is a pond?
-A small body of still water formed naturally or by hollowing or embanking (google dictionary).

What is a water lily/lily pad?

-A round, floating leaf that is an ornamental aquatic plant (google dictionary).

Mise en place means to keep all things in the kitchen in order. It incorporates checking to make sure you have all ingredients, before you
begin cooking. It means to keep a clean cooking surface throughout the cooking process. Mise en place promotes a better functioning
kitchen environment, and more organized cooking. Learning this method will developmentally help the children to learn the importance of
preparation when cooking with their families.

Books:
You Will Be My Friend talks about a bear that is searching for friends. It demonstrates that making friendships take effort and time.

The Mixed-Up Chameleon is about a chameleon that thinks many animals are awesome, and he wants to be like them. However, he gets so
confused by trying to be like the other animals that he forgets to be himself. This book encourages uniqueness and making friends that are
similar and different.

Go, dog. Go! is a book about a dog that moves and travels all around to different environments. The book encourages movement, change,
and entertainment.

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Snowballs goes through different materials that can be put on a snowman with real photos, promoting creativity!

Special instructions for the day: A field trip to the food lab on the third floor (room 333) will happen during gathering time. From the moment
that children arrive to class, talk to the children about the field trip that will be happening! Then to allow ourselves enough time to travel to &
from the food lab we will begin cleanup at 9:45am. Then we will do our normal “Milkshake” transition into gathering time. I will then take a
few minutes to do an overview about the field trip. Before we leave for the field trip, we need to divide into our color groups so that we can
line up & walk to the food lab. Teachers: specifically assist the children in your color group. Teachers need to be VERY attentive and helpful
with this entire process as it is something new for the children. The guest speaker (a food professor) will be done with her lecture class at
10am, and head right over to the food lab to give a tour to the children. She will then speak to the children for a few minutes about food
preparation tips. We will be in the food lab from 10-10:10ish (before the next Foods class begins). We will then line up as a class and walk
back down to the classroom. Then teachers need to assist their color group to small focus.

SELF-SELECTED ACTIVITIES 8:20 - 9:50 a.m.

Literacy Activities/ Books:
You Will Be My Friend by Peter Brown (R2 B26)
The Mixed-Up Chameleon by Eric Carle (R2 C18)
Go, dog. Go! by P.D. Eastman (R2 E16)
Activity Name Description/Activity Objective Materials, Special Set-up
Creative Art Activity Description: Hole punchers, paper, tissue paper Hole Punchers (R1 16)
Fine Motor Hole and stickers will be in creative art. Children will get to Tissue Paper (R1 Cabinet 17)
Punch Art explore what hole punchers do. The slick stix will also be Stickers (R1 14)
6 children available for the children to draw with. Slick Stix (SO)
(H) Set-up: The art table will be lined with colored butcher Paper (workroom)
paper (not white). All the materials listed will be placed Colored butcher paper (workroom)
in the middle of the table. The materials will be placed
in baskets. The diverse hole punchers will be placed
around the table. Colored construction paper can be
placed at each chair spot.
Child Objective: Children will strengthen their ability to
use fine motor skills as they create artwork.
Intentional Teaching: Teachers will be ready to assist if
children are confused how to use the hole punchers.
Teachers will be positive and encouraging towards the
artwork that children are creating. This is especially
good for H, because he will be able to explore new art

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 supplies while gaining more practice in using his fine
motor skills.
IELG: Domain 1 Goal 6: Children learn through
practicing skills and concepts, and can adapt their
thinking processes.
Manipulatives/Math: Activity Description: A variety of peg boards will be Peg Number Boards (R2 153)
Peg Boards provided on the manipulative table for the children to Wooden Peg Boards (R2 158)
6 children explore with. Wooden Pegs & Colored Foam Peg Board (R2 158)
Child Objective: Children will strengthen their ability to
use manipulatives, and to problem solve.
Intentional Teaching: Teachers can ask the children
what they are doing and encourage children to find
certain colors of pegs to place in the boards.
Science/Sensory: Activity Description: The big sensory bin will be filled Water Beads (R2 126)
Water Bead Pond with water beads, frogs, bugs, some plastic fish, lily Frogs (R2 150)
6 children pads, fish nets, etc. Bugs (R2 172)
(M) Set Up: Water beads will be placed in the large sensory Fish Nets (R2 255)
bin near the bathroom. The different frogs, bugs, fish, Lily Pads (IWP)
fish nets, homemade foam lily pads, and flowers will be Flowers (R2 242)
assorted in an appealing manner within the water
beads.
Child Objective: Children will learn about different
types of bugs, and the wide variety of creatures that
live in a pond.
Intentional Teaching: Teachers need to make
conversation with the children about what the children
know about bugs and ponds. Teachers will educate
children about the importance of bugs within nature.
This is especially good for M, because he will be able to
be in a comfortable environment that he can have fun
conversations about outdoor creatures with his friends.
Sensory Table: Activity Description: Cupcake liners and ice cream Ice Cream Dough (Make during set up)
Sensory Cupcakes dough will be placed in the small sensory table. Rubber cupcake liners (kitchen)
4 children Spoons, measuring cups, and rolling pins will be added Spoons (kitchen)
(A) for children to pretend bake with. Measuring cups (kitchen)
Set Up: The ice cream dough will be placed in the Rolling Pins (R2 120)
small sensory bin. The cupcake liners will be scattered
throughout the bin, along with spoons, measuring cups,
and rolling pins.

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 Child Objective: Children will experience ice cream
dough for the first time and their sensory and fine motor
skills will be strengthened.
Intentional Teaching: Teachers will engage in
conversation with the children and encourage sharing
between the children. This is especially good for A,
because she loves baking, and so this will invite her to
another area of the classroom to experience baking in
a new medium.
IELG: Domain 2 Goal 19: Children use senses to
enhance interactions with each other.
Blocks: Activity Description: Big and small waffle blocks will be Waffle Blocks (GG blue bin)
Waffle Blocks, Marble in the block area for children to build structures. Small Small Waffle Blocks (R2 184)
Tunnel, and Safari bend and extend tubes will be available with marbles, Bend and Extend Tubes (R1 49)
Animals for children to connect and roll marbles through. Safari Marbles (SO)
6 children animals will also be in the block area to add diversity Safari Animals (R2 172)
since the children enjoy animals.
Set Up: Scatter the blocks throughout the block area.
Connect a few blocks, and then pile the others blocks
for children to build with. Put the bend and extend
tubes in its own portion of the block area with a basket
of marbles. The safari animals can be placed around
the block area.
Child Objective: Children will practice and enhance
their gross motor skills with the big waffle blocks and
fine motor skills with the small waffle blocks.
Intentional Teaching: Teachers will encourage children
to use dialogue to create conversations, and remind
children to not climb on furniture, and to not jump from
built up blocks.
Dramatic Play: Activity Description: Post office dramatic play will be Post Office Bin (R2 253)
Post Office and set up in the dramatic play area. The chutes will be up Chutes (SO)
Housekeeping for “mail chutes.” There will be a letter/stamp writing Laundry Basket (R1)
6 children table set up with paper, envelops, markers, and stamps Envelopes (R1 10)
(A) that the children can write letters with. Stamps (R1 11)
Set Up: Place the post office dress up clothes on a Tape Measures (SO)
table. The letter station will have its own table with Paper (classroom)
writing supplies. The mailboxes will be placed in Colored Pencils (classroom)
dramatic play as well. Literacy signs will be hung on the Literacy Signs (IWP)
Bread & Dairy (R2 223)

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 walls for the children to see. The normal housekeeping Fruits & Vegetables (R2 223)
toys will be set up as well. Babies & Clothes (R2 225)
Child Objective: Children will be introduced to this new Strollers (SO)
activity and use their imaginations and creativity to Baby Blankets (SO)
play together. Baby Bottles (SO)
Intentional Teaching: Teachers can answer any Purses (R2 216)
questions regarding the post office and letter station Phones (R2 227)
that children may have. Encourage children to “mail” Dishes (Closet)
their letters down the chute. This is especially good for
A, because she enjoys having things slide, and she can
exemplify to the other children how to use the chute,
and how to pretend play. There will be literacy signs
around dramatic play (“Mail letters, write a letter,
etc…). Math will be incorporated with pretend
addresses on letters and the tape measures will be
available for children to measure how big the
packages they mail are.
Alternatives:
Table: Description: The wood work resources in the classroom Wood Work (classroom)
Wood Work will be put on the manipulative table for children to
work on hand eye coordination while becoming more
familiar with a new medium.
Floor: Description: Marble works can be set up on the floor Marble Works (R1 38)
Marble Works with marbles. Marbles/Marble Works (SO)

ROTATING SNACK 9:00-9:50 a.m.

Ritz crackers & Juice

OUTDOOR PLAY 9:10-9:50 a.m. Location: North Playground

Gross Motor: Activity Description: Balance beams will be on the Balance Beams (GG under shelves 10 & 12)
1st: Balance Beams playground for the children to walk across.
Set-up: Place the balance beams on the grass where it
is level.
Objective: Children will practice their balance skills that
will strengthen their gross motor development.
Intentional Teaching: Teachers can be encouraging as
children work to balance themselves as they walk

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 across the balance beams. Be in close proximity in
case a child falls.
2nd: Stepping Stones Activity Description: Stepping stones will be scattered Stepping Stones (GG Shelf 7)
throughout the playground for children to walk and
jump on.
Set-up: Place the stepping stones a little way apart
from each other so that children can take big steps or
jump from each stone.
Objective: Children will developmentally process how
to get from one stepping stone to the next.
Intentional Teaching: Teachers will be encouraging
and helpful as children may seek assistance.
IELG: Domain 2 Goal 17: Children demonstrate how to
use coordination and strength with gross motor skills.
3rd: Hula Hoops Activity Description: Hula Hoops will be provided for the Hula Hoops (GG 1st beam hanging)
children to have more practice learning how play with.
Set-up: Place hula hoops throughout the playground
so children can be creative with how to use them.
Objective: Children will learn how to move their body
in a circle to keep the hula hoop off the ground.
Intentional Teaching: Teachers can explain and
demonstrate how to hula hoop.

CLEAN UP 9:45-9:50 a.m.

I will give the children a 5-minute warning before it is time to clean up toys. Once it’s time to cleanup I will bring a clear bin around to each
area of the room and encourage help with cleaning up.

GATHERING TIME 9:50-10:10 a.m.

Transition
The Milkshake song will be played on the CD and we will do the dancing motions.
Activity Name Description Materials
1. Explanation of Once the children are seated, I will quickly show a hot Hot Pad (kitchen)
Field Trip pad, a cooking utensil, and salt and pepper to the Spatula (kitchen)
children. We will discuss each item, and then I will Salt & Pepper (kitchen)
explain how in the building there is a HUGE kitchen that
we get to take a field trip to. I will then explain how we
all must stay with our colored group of teachers and
children, and that we will take a walk through the
building to go look at the food lab and learn a kitchen
tip.

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 Script: As I hold up the hot pad, spatula, and salt &
pepper, I will ask the children “What is this?” Then I will
ask the children, “Where do these things go? What do
they help to accomplish?” Once we discuss the items, I
will say, “We are going on a special field trip today! We
are going to walk down the hall outside of our
classroom, and then up the stairs to a HUGE kitchen!
We will have a new teacher explain to us for a few
minutes how to be most prepared in the kitchen. We
each need to use our best listening ears during our field
trip.”
2. Field Trip to the Each teacher will stay with their colored group and be Food Lab (333)
Food Lab with Guest attentive as we walk in a line out the classroom door, SC
Speaker down the hallway, up the stairs, down another hallway,
and into the food lab. SC (a foods professor) has so
graciously offered to show the children around the
food lab (open cabinets, look at the cooking station,
etc.…) All the teachers need to be engaged and
helpful to guide children where they need to be,
whether that’s walking around the food lab and
exploring, or sitting quietly and listening to the guest
speaker. Then our guest speaker will describe a food
concept called “mise en place” which means to keep
all things in order. This concept will teach the children
the importance of setting out all ingredients before
beginning to cook! Then we will be excused to walk
back to our classroom.
IELG: Domain 1 Goal 14: Children get to participate in
exploring a new environment-the food lab.
3. Teachers need to all assist in keeping the children
Walk Back to the together as a class and helping children to walk in the
Classroom halls and down the stairs safely.

SMALL FOCUS GROUPS 10:10-10:25 a.m.

Transition
Once we are back in the classroom, we will sing I Can Blow a Bubble and divide into our color groups.
Your Activity Description & Objective Materials
Snowballs & Snowmen Activity Description: Teachers will read Snowballs to 1) Snowballs by Lois Ehlert
the children and ask questions as they go through 2) Blue Construction Paper (workroom)
the book. Then each child will be given a piece of 3) Cotton Balls (RR1 9 or Cabinet 5)

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 paper to create their own snowman on it. Children 4) Markers (classroom)
can use creativity to put cotton balls, drawings, 5) Buttons (R1 9)
buttons, etc onto the snowman. 6) Glue Sticks (classroom)
Objective: Children will learn about the variety of
materials that can create a snowman, and that
creativity is helpful.
Intentional Teaching: Teachers need to show
enthusiasm as they read the story, and encourage
creativity as the children create a snowman with art.
IELG: Domain 4 Goal 47: Children demonstrate that
they appreciate creative arts.

WORDS TO SONGS & FINGERPLAYS:

The Milkshake Song

You take a little milk, and you take a little cream.
You stir it all up, you shake it and you’ll sing….
A 1, 2, 3, 4…milkshake, milkshake, shake it up, shake it up, milkshake, milkshake, shake it all up
milkshake, milkshake, shake it up, shake it up, milkshake, milkshake, shake it all up
You take a little milk, and you take a little cream.
You stir it all up, you shake it and you’ll sing….
A 1, 2, 3, 4…milkshake, milkshake, shake it up, shake it up, milkshake, milkshake, shake it all up
milkshake, milkshake, shake it up, shake it up, milkshake, milkshake, shake it all up
You take a little milk, and you take a little cream.
You stir it all up, you shake it and you’ll sing….
A 1, 2, 3, 4…milkshake, milkshake, shake it up, shake it up, milkshake, milkshake, shake it all up
milkshake, milkshake, shake it up, shake it up, milkshake, milkshake, shake it all up
A 1, 2, 3, 4…milkshake, milkshake, shake it up, shake it up, milkshake, milkshake, shake it all up
milkshake, milkshake, shake it up, shake it up, milkshake, milkshake, shake it all up
Okay, now drink it!

I Can Blow a Bubble

Grab your Blue bubble gum and chew it all up

I can blow a bubble
Phew phew phew
It isn’t any trouble
Phew phew phew
Then I let it float up high and watch…. It….. POP!

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