BYU-Idaho Preschool Lesson Plan

Lesson Plan #: 1
Lab 123
Topic: Clothes
Date:​ 2/6/2020
Supervisor:​ Brother Godfrey
Lead Teacher:​ Cozette Ming (1st Lesson)

Pre-assessment and Findings:

When I was observing the preschool, I overheard a little girl wearing a white shirt with
ruffles speaking to a teacher about her teddy bear’s clothes. The teacher said, “You could sew
clothes for the teddy bear,” to which the girl replied, “you don’t sew clothes, you buy them!”
This demonstrated that this child had a misconception about where clothes come from and how
they are made.
Three of the students wearing protective goggles were smashing pieces of ice under the
guidance of a teacher. They were apparently having a lot of fun, and I think that they were
smashing the ice cubes to get something out of the middle, but I was not close enough to see
well. I heard the teacher tell one of the boys who was trying to smash the ice while wearing the
goggles on top of his head instead of over his eyes, “It’s science, so you have to wear goggles.”
She then asked the other children, “Why do you wear goggles?” To which they responded
enthusiastically, “Because it’s science!” From this I discerned that although there were not
necessarily misconceptions among these three children, they did not entirely understand the
function and importance of protective clothing. They understood that scientists wear goggles,
but I think that a lesson could expound on this and help the children better understand why it is
important for people of certain professions to wear certain protective gear.
I also overheard one conversation between one of the teachers and one of the preschool
boys at the back snack table. She put on a yellow hard hat and asked him who the hat belonged
to. He responded that it was a firefighter hat. The teacher asked if it was a firefighter hat or a
construction worker hat, to which he confidently replied that it was definitely a firefighter hat.
The teacher then asked, “Why does a firefighter wear a hat?” The preschooler replied, “So
nothing falls on his head.” The teacher asked, “What would happen if something fell on his
head?” to which the boy replied “His head would hurt.” The conversation continued, although I
could not hear the rest. I think that the children could also benefit from learning about which
clothes are associated with which professions, perhaps teaching the difference between a
construction hat and a firefighter hat and teaching about the other clothes associated with various
professions.
Children Receiving Specific Focus Today:
1. The girl in the ruffled shirt: Teaching that clothes can be made rather than bought

Ideas to be Emphasized and Overall Goals:

1. Some jobs, such as firefighters, construction workers, and scientists, need special
clothing for protection so they don’t get injured while they are working.
2. Many clothes are made by machines for us to buy in stores, but people can make their
own clothes if they know how to sew.
3. Clothes come in all shapes and sizes so that all people can have clothes that fit them.
4. Clothes come in all different colors and textures to fit different purposes.

Research About Topic:

Special Instructions for the Day:

 
At least ​five (5)​ activities (throughout the ​entire ​lesson plan) should relate to the Idaho Early 
Learning eGuidelines (IELG). If using the website, on the left side click on e-contents, look 
through the 5 domains (and sub-domains), find one that closely relates to your activity and the 
children need, select a goal (record the number), select the 36-60 month age range. Then look 
through the child indicators and select 1 or 2 that could be written as measurable and 
observable objectives. ​Modify the indicators and strategies to fit into the context of your activity​. 
Do NOT copy directly from the IELG. ​At least​ one IELG should be defined for each of the 
following: self-selected indoor, outdoor, gathering time or transition, and small focus activity.  
 
 
SELF-SELECTED ACTIVITIES 8:20 – 9:50 a.m. 
Two activities (inside or outside AND dramatic play) should strongly relate to your ideas to be 
emphasized and convey the content you are teaching today. Put asterisks by these topic-related 
activities and explain how it is related if needed. In addition, other activities should relate to the 
developmental concept/skill you are emphasizing today and provide the children with 
opportunities to explore/practice the concept/skill. As a reminder, activities that are directly 
connected are more likely to teach the topic – the more “related” the activity is the farther away 
it is from the true concept you are teaching. Be thoughtful and intentional about the activities 
you select. 
Books  Notes for Activity Set-Up;  Intentional Teaching 
(4 children)  Including All Materials  
Activity:​ ​Reading Station  Materials:    Script & Support 1: ​What other 
  A18 - The Mitten  clothes keep us warm in the 
Objective:​ Children will choose  C11 - The Costume Party  winter? What are they made of 
to come and have a teacher  D9 - Llama, Llama, Red  that makes them warm? Why 
read them books about clothes  Pajama  are summer clothes different 
to increase their vocabulary  H25 - New Shoes for Silvia  than winter clothes?   
and comprehension of the    When do you wear costumes? 
topic  Why do you wear costumes? 
  Do you have a favorite 
  costume? 
 
Additional Developmental  Script & Support 2:   
Purposes  What color are your pajamas?
Reading and comprehension of What are they made of (are they
words/vocabulary; warm, cool, soft, fuzzy, etc.)?
understanding of What kind of shoes do you
clothing/textiles  wear? Why do you wear them?
  What are they protecting your
 
feet from? Would you wear
flip flops in the snow? Would
you wear snow boots in the
summer? Why/Why not? 
Art/Creative  Notes for Activity Set-Up;   
(7 children)  Including All Materials 
@ 
 
Activity: ​ Button Craft  Set-up:  Script & Support 1:   
  Set all art/craft supplies out  What color buttons are you 
Objective:  on a craft table covered in a  going to use?   
Encourage students to be  tarp or disposable sheet for  Why are there different shapes 
creative and to express  easy clean up.   of buttons?  
themselves artistically. This    Why do buttons have holes?   
activity will encourage the  Materials:    What clothes do you have that 
children to be creative and will  Buttons (RR1)  have buttons?   
also help them develop their  Craft Sticks (RR1 Orange   
fine motor skills in cutting, gluing,  Cabinet 5) 
placing the buttons, etc.   Glue (RR1 Orange Cabinet 2) 
  Scissors 
Example for Art:  Paper - Printed with patterns 
Children will create a craft out  of clothes, animals, anything 
of paper and buttons and other  else children are interested in 
craft supplies.    (IWP) 
Other Craft Supplies (RR1 
Creative Arts) 
 
Room, bin color & #(e.g. RR1 
G42) 
 
 
 
Additional Developmental  Script & Support 2:   
Purposes  What are you going to do with 
Fine motor skills, creativity,  your button craft?   
increased confidence, artistic  Where are you going to put it?   
expression (IELG 2 - Motor 
Development) 
 
Science  Notes for Activity Set-Up;   
(5 children)  Including All Materials 
*ITBE 1 
@ 
Activity: ​Use different protective  Set-up:  Script & Support 1: 
clothings and figure out what  Lay out several articles of  Why do you need to wear 
they protect  clothing for the children to try  safety goggles?   
  on and have a variety of  What do safety goggles 
Objective:   activities that they can do in  protect?   
Allow students to discover for  those clothes, including a lab  What else can protect your 
themselves the intention of  coat or smock for mixing  eyes?   
protective clothing, such as  paint, gloves for moving  What else do you wear safety 
hard hats, lab coats, and safety  sticks and branches, safety  goggles for?   
goggles.    goggles for smashing ice  What people wear safety 
  cubes to get the toys frozen  goggles? (scientists, ets) 
inside, etc.     
Additional Developmental    Script & Support 2: 
Purposes  Materials:  What people wear hard hats? 
(IELG 4 - General Knowledge)  Smocks/lab coats (that can  What do the hats protect?   
get paint on them)  Why does that need to be 
paint  protected?   
Protective goggles  Why do you need to wear a lab 
gardening gloves  coat?   
Hard hats  Who else wears lab coats?   
branches or large blocks to  What do they do while they are 
move  wearing their lab coats?   
ice cubes with small animal 
toys frozen into them 
hammers 
trays to smash the ice on 
(lifted edges to hold water) 
 
Math  Notes for Activity Set-Up;   
(5 children)  Including All Materials 
 
Activity: ​Counting buttons and  Set-up:  Script & Support 1: 
pockets  Set out a bunch of buttons  How many buttons are on that 
  and string for the children to  string?   
Objective:  play with, perhaps stringing  Do you have more buttons or 
Help children to be able to  the buttons onto the string  more pockets?   
count better and to discover  provided (increasing fine  Can all of your buttons fiting 
how high they can count  motor skills while  your pockets?   
Also determine whether or not  encouraging children to  Why can more buttons fit in less 
they can tell which numbers are  count)  pockets?   
more than others, which are   
higher or lower on a number  Materials: 
line  Buttons 
  String 
Additional Developmental  coats (can use coats of  Script & Support 2: 
Purposes  children)  Which coat has the most 
Math and counting     pockets?   
(IELG 4 - General Knowledge)  Who has the most buttons on 
  their clothes?   
 
Manipulative  Notes for Activity Set-Up;   
(5 children)  Including All Materials 
*ITBE 2 
Activity: ​Lace up toys  Set-up:  Script & Support 1: 
Objective:  set out lace up toys and  Which toys are you lacing 
Children will lace two of the toys  shoelaces that can be  together?   
with aligning holes together in  played with by the children   Why did you decide to lace 
order to demonstrate how    those two?   
clothes are sewn together. We  Materials:  Is it easy?   
will then look at a piece of  lace up toys (RR1 White 47)  Why/Why not? what would 
clothing that has been sewn to  make it easier? Is it easier to 
show them how the activity of  lace up two toys that are the 
lacing two toys together is  same (that have holes in the 
almost exactly like sewing two  same places) or two different 
pieces of fabric together.    toys?   
 
Additional Developmental  Script & Support 2: 
Purposes  This is how people make 
Hand eye coordination and fine  clothes. Do you know anyone 
motor skill development  who can make clothes?   
(IELG 2 - Motor Development)  You can make blankets by 
doing the same thing.   
 
Sensory  Notes for Activity Set-Up;   
Including All Materials 
Activity: ​Feeling different  Set-up:  Script & Support 1: 
textures of clothing and  Set up a mailbox toy or  What does the fabric feel like?   
describing them  cardboard boxes and fill  Is the fabric fuzzy like your dog?   
  each of the boxes with a  Does the thing in the box feel 
Objective:  different piece of fabric or  like something else that you 
increase vocabulary of children  article of clothing. Have an  know?   
and help them to understand  open place for the children   
what they are feeling with their  to put their hands in so that 
hands in terms of texture  they can feel the fabrics but 
  cannot see them. Goal is to 
Additional Developmental  encourage the children to  Script & Support 2: 
Purposes  learn new words to describe  Does it feel rough or soft?  
Increased understanding of  textures and understand  Is it hard or bendable?   
English language  what they mean.    Do you feel any buttons or 
(IELG 5 - Communication,    zippers?   
Language, and Literacy)  Materials:  Can you find a pocket in there? 
  clothing/dress up clothing  Is there anything in the pocket?  
(RR2 Yellow 217, 225, 249-251,  Is there anything in your 
257-259)  pocket?   
Tulle (RR2 Yellow 216) 
cardboard boxes or mailbox 
(RR2 243 
 
Blocks  Notes for Activity Set-Up;   
(5 children)  Including All Materials 
 
Activity: ​play with toys that are  Set-up:  Script & Support 1: 
set up so that the children can  All toys set aside, little people  Why does the firefighter wear 
discover which clothings/outfits  are set up with outfits  those clothes? What would 
are associated with certain  associated with the toy  happen if a scientist wore 
professions  places set up (firefighter in  firefighter clothes? What would 
Objective:  the fire station, construction  happen if a firefighter wore 
Children will be able to identify  workers with the tractors and  scientist clothes? Why are 
which outfits are associated  John Deere toys)  clothes important?   
with different professions.     
Additional Developmental  Materials:  Script & Support 2 
Purposes  Fire station (RR1 Blue 166)  What do farmers wear?   
General Knowledge  little plastic people (RR1 Blue  What do people wear when 
170)  they wear tractors?   
airplanes (RR1 Blue 166)  Is there anything that they 
helicopters (RR1 Blue 166)  should be wearing that they’re 
John Deere toys (RR1 Blue  not wearing?   
182) 
small tractors (RR1 Blue 176) 
 
 
Dramatic Play  Notes for Activity Set-Up;   
Including All Materials 
Activity: ​Fashion show  Set-up:  Script & Support 1: 
Objective:    What are the people in the 
Encourage children to dress up  Materials:  class wearing?   
and count how many of the    Who is wearing costumes?   
other children are wearing  How many people are wearing 
what, ex. count all the people  pink?   
wearing dresses, count all the  How many people are wearing 
people wearing shirts  stripes?   
 
Developmental Purposes  Script & Support 2: 
(IELG 3 - Social and emotional 
Development)