Name Aaisha Phoenix

School/Grade: Kindergarten
Content What content area(s) does this lesson cover?
area(s)/developmental Creative Arts
domain(s) addressed
How does this lesson support all five domains of child development?

Social/Emotional: Children will learn the meaning and importance of confronting their emotions

Cognitive: Students will be assessing their own emotional disposition

Physical: Students learn to improve their fine motor skills by using paintbrushes

Language: Students improve their language skills by sharing and explaining their piece to the
rest of the class and by identifying moods and feelings by name.

Brief description and Social/Emotional health and development is increasingly becoming a common discipline for
rationale for the lesson young children in early education. Children need to be able to identify and regulate their
emotions. Being able to put a name to their feelings, and then come up with their own way to
manage them and create tools - with assistance from their families and teachers- that will help
them face them and handle them in a safe way. In a study done by Nix et al., (2013), they found
that improving preschool social/emotional skills resulted in increased academic and behavioral
adjustment after the child transitioned into kindergarten. It is essential that children are familiar
with their emotions at a young age. It sets the foundation so they can know more about
themselves and create relationships with others around them.
This lesson is: A new concept/activity
 45 minutes
Timeframe
Objective(s) of the activity Students will be able to illustrate their emotion.

Connections to standards New York State Early Learning Standard

Domain 3: Social and Emotional Learning

K.SEL.1. Identifies and manages emotions and behavior
Indicators: Recognizes and describes emotions and how they are linked to behavior [1A.1a]
K.SEL.4. Recognizes the feelings and perspectives of others
Indicators: Identifies the range of feelings one experiences over time and recognizes that feelings
change.
- Offers support to another child or shows concern when a peer appears distressed.
- Recognizes that others may experience situations differently from oneself [2A.1a].
- Uses listening skills to identify the feelings and perspectives of others

Domain 2: Physical Development and Health

K.PDH.5. Demonstrates eye-hand coordination and fine motor skills
Indicators: Demonstrates ability to use fine motor skills (e.g., engages in finger plays, uses
materials such as pencils, paint brushes, eating utensils and blunt scissors effectively)

Domain 4a: Communication, Language, and Literacy

K.AC.1. Demonstrates motivation to communicate
Indicators: -Participates in language activities in large groups, small groups, or independently.
-Listens attentively for a variety of purposes.

Language Objectives Students will be able to use expressive language such as “I’m not feeling like myself, I think I
need a minute alone, or to take a breath” are a great way for children to display autonomy over
their emotions.
Resources/materials needed:
(Include any worksheets or
sources of evidence for
children’s learning you will use
during the activity)
Technology inclusion (if
applicable)
Procedures (step by step)
“My Many Colored Days” by Dr. Seuss
Different colored watercolor paint
Paintbrushes
Cut-out people shapes
Small pocket-sized mirrors for each student
Anticipatory Set (Connection/Motivation)
Welcome students over to the rug/carpet area. Once everyone is seated, ask for volunteers to
share how they are feeling? What is their mood like? I will ask them to share these feelings using
colors, ex: “I feel yellow when… I feel like purple when”, etc… Then I will ask them to put a name
to these feelings and associate them to the color they mentioned: ‘purple for anxious’ ‘blue for
sad’ etc… (If they want to) I will have them share what led them to make them feel this way.
Then, I will introduce the book, “My Many Colored Days” by Dr. Seuss. While reading, I will ask
students to think about their own moods of the day.
Instruction/Mini Lesson
I will read “My Many Colored Days” and ask students to pay close attention to the colors
mentioned and the illustrations/feelings they associate with each color.
After the book, I will ask students to recall some of the colors used in the story and what
mood/action/illustration they associated with.
I will explain the activity. I will show students my own mood-person that I created. I will share
with them my own feelings/mood when I painted and how it reflected in my painting.
Let students know they will be doing the same. I will ask students to reach deep down inside of
themselves to establish and identify these feelings.
 Independent Practice

Students will be provided materials; a cut-out person made from paper/cardstock, various
watercolors, and paintbrush. They can take a moment to examine their frame of mind. I will
provide a small pocket mirror for each student to reflect and get a glimpse at themselves. Then
they can choose a color and start painting. They can use different colors if they so choose.
Closure (sharing/reflection, next steps)

I will have students volunteer and share their paintings to the class. They will explain the colors
they used and describe their mood. At the end, I will explain to children that in order to
overcome our emotions and feelings, we have to put a name to them.

Method of assessing children’s Pre-assessment Assessment of Student Assessment of Children’s

understanding of
lesson/activity/objective(s)
(Be sure to include any tools,
rubrics/checklists and/or
worksheets you will use for
assessment(s)
I will use an informal
assessment and make note of
how well children can explain
the colors they used, and how it
ties in with their
emotion/mood.
Learning Language Learning
- Students should be able
to name different - I will assess how children - I will look at how
emotions and moods connect their students use their
(happy, sad, anxious, pictures/drawings, and communication
excited, etc…). I will the colors they used to skills to express
ask students to go their mood. They should themselves. This will
around the room and be able to explain what be an ongoing
ask each student to made them choose those evaluation. During
name one. exact colors. unstructured/free
play, I will look for
students who
verbally express
themselves to their
peers.
Plans for differentiated
instruction/instructional
modifications
For advanced students, I will
encourage them to mix 2 or
more colors to see what color it
produces. Does this new color
match their mood or emotions?
For struggling learners, I will
pair them up with one of the
more advanced learners. I will
also provide visuals
Supporting children with Supporting English Language Learners, a culturally
identified delays or responsive pedagogy, and anti-bias/anti-racist curriculum
disabilities (i.e., IEPs and 504
plans) For ELL, I will find a reading of the book on YouTube in their
native language.
For students with delays, I will
create a little flip booklet with
multiple faces with different
emotions (happy, sad, nervous,
etc). Further in the booklet
will be pages of different
colors (red, blue, yellow, black,
etc..). They will choose an
emotion, then choose a color.

Follow up/Extension activities At the beginning of each day, or during morning meetings, students can share how they are
feeling. We can also incorporate printouts of emoji faces where each student can select one that
best fits their mood.
Family Engagement Activities
I will encourage families at home to ask their child how they are feeling - at least once a day.
They should also feel comfortable enough to share their moods and feelings with their child as
well. If they had a bad day at work, express that to their child. I will provide some examples of
prompts such as introducing the “rose and thorne” reflection conversation. At the dinner table,
or during family time, each member can go around and mention one highlight of their day or one
positive thing that happened (rose), then mention one challenging part of the day (thorne).
Having everyone in the family participate is a great way to lead by example to help young
children to communicate their mood and mindset.
Name Aaisha Phoenix

School/Grade: Kindergarten
Content What content area(s) does this lesson cover?
area(s)/developmental Physical Education
domain(s) addressed
How does this lesson support all five domains of child development?

Social/Emotional: Students will improve on social skills by following instructions and directions.

Cognitive: Children will be able process information by allowing them to move their bodies in
accordance to the actions that I will be displaying

Physical: Students will be utilizing their large gross motor muscles

Language: Students will be able to comprehend verbal requests on how to complete the actions.

Brief description and Gross motor and balancing is a lot more essential than we may think. We don’t just wake up one
rationale for the lesson day and acquire these skills and abilities. Pica (2008) states that in order to adequately assess

This lesson is:
Timeframe
Objective(s) of the activity
Connections to standards
children’s gross motor skills is to let them move around! Running, jumping, and climbing, are all
opportunities for us to notice anything that needs addressing - are they bending the knees when
they land from a jump (p. 2)? Are they running on their toes? These are all gross motor
developmental skills that children should be meeting. Balancing is also an important ability for
young children. Everything from climbing in and out of the tub, to putting on pants or skirts,
require us to balance on one leg.
A new concept/activity
30 minutes
Students will be able to use their balancing skills by standing on one foot while holding objects in
their hands and/or on their heads without stumbling.
Domain 2: Physical Development and Health
PK.PDH.3. Demonstrates coordination and control of large muscles
Indicators:
a.Maintains balance during sitting, standing, and movement activities
c. Runs, jumps, walks in a straight line, and hops on one foot
PK.PDH.4. Combines a sequence of large motor skills with and without the use of equipment
Indicators:
b. Explores, practices, and performs skill sets (e.g., throwing, pushing, pulling, catching, balancing,
etc.)
Domain 3: Social and Emotional Learning
PK.SEL.4. Develops positive relationships with their peers
Indicators:
f. Offers support to another child or shows concern when a peer appears distressed
Domain 4A: Communication, Language and Literacy

Language Objectives
Resources/materials needed:
(Include any worksheets or
sources of evidence for
children’s learning you will use
during the activity)
Technology inclusion (if
applicable)
Procedures (step by step)
PK.AC.1. Demonstrates motivation to communicate
Indicators:
c. Listens attentively for a variety of purposes (e.g., enjoyment, to gain information, to perform a
task, to learn what happened, to follow directions)
Students will be able to improve their language functions while articulating the hardest or
easiest part of the activity. They will use full sentences when expressing this… “The part that
was hardest for me was…. because…”
Book “The Cat in the Hat” by Dr. Seuss
Plastic cups
Plastic/paper plates
Balloons
Bean bags
N/A
Gather students onto the rug area.
I will read Dr. Seuss’ “The Cat in the Hat.” While reading, I will ask students to pay special
attention to the part where the Cat in the Hat balances different objects on his head and in his
hands.
After the story, I will ask students to recall some of the objects that the Cat in the Hat balanced
on his head and hands.
I will ask students to tell me what items they think they can balance on their head. Their hands?
Their tummy? One one leg… both legs… no legs…?
I will explain the benefits of balancing. We use balancing to kick a ball, climb in and out of bed,
put on our clothes (pants, skirts), and walk up stairs.
 Instruction/Mini Lesson

I will first go over the benefits of balancing and how we use this action in our daily lives.

I will then explain the activity. Children will practice standing on one foot while balancing
objects such as paper cups and plates, bean bags on their heads and hands. They will also
try keeping a balloon in the air while standing on one foot.

Students will stand in a straight line. When it is their turn they will be given an object
(paper plate, paper cup, balloon, bean bag) and they will have to balance it on a different
part of their body (head, hand, foot) for 10-30 seconds.

Other students who are waiting for their turn will cheer on their classmates and give
encouraging words.

Closure

At the end of the activity, we will regroup and go over the activity. Students will go over which
object was the hardest to balance and on which body part. I will take notes on students’
responses. Students will relay back to me why balancing is important in their everyday lives.

Method of assessing children’s Pre-assessment Assessment of Student Assessment of Children’s

understanding of Learning Language Learning
lesson/activity/objective(s) Students will be able to
explain some activities they do I will assess students based on At the end of the lesson,
how often they stumble, or have
I will use an informal
assessment method where I take balance.
notes on how well children
completed each task and record
any areas of concern I notice.
Plans for differentiated
instruction/instructional
modifications
Describe how you will support
struggling learners.
I will create task cards for
struggling learners, where we
will start with simple actions
(hopping from one leg to the
next), and then work our way
up to more challenging tasks.
Describe how you will support
learners who have mastered the
concepts and need additional
challenges.
that involve knowing how to
Supporting children with
identified delays or
disabilities (i.e., IEPs and 504
plans)
For students who have gross
motor delays, I will hold one of
their hands for support while
they practice standing on their
own.
to put their foot down to regain I will create a chart on the
their balance. white board and have
students come up and share
some actions that they
participate in that require
balancing skills. I will write
them down on the chart
Supporting English Language Learners, a culturally
responsive pedagogy, and anti-bias/anti-racist curriculum
For ELL, I can provide illustrations of the action I want them to
complete. I can create a booklet with various pictures of
demonstrations so that they can emulate it. I will also include
words and instructions written in their primary/home
language.
For advanced students, I will
have tape on the floor and they
will have to walk along the tape
while balancing the object on a
body part.

Follow up/Extension activities I will follow up with this activity by creating another balancing activity a month later and
observing my students’ progress.

Family Engagement Activities I can send a guide to families on activities they can do at home to help improve their child’s
motor development. I will also explain the benefits of their child having this skill. I will also
provide some actions to look out for to identify if their child may have motor delays.
Name Aaisha Phoenix

School/Grade: Kindergarten
Content What content area(s) does this lesson cover?
area(s)/developmental
domain(s) addressed Science

How does this lesson support all five domains of child development?

Cognitive: Students will understand and remember the life cycle of plants

Physical: Students will utilize fine motor skills while using their fingers, a spoon to dig small
holes in the dirt and plant their seeds.

Social/Emotional: Students will recognize their role in improving their community and their
environment.

Language: Students will listen to the teacher read aloud “The Lorax” by Dr. Seuss

Brief description and Introducing children to planting and the plant cycle is a great segway to launch into various
rationale for the lesson topics, such as environmental issues and healthy eating. Gardening is a great way for children to
grow, developmentally. According to Fernando and Potock (2016), children who participated in
gardening scored higher in science all around. They also suggested incorporating math into it,
such as measuring how tall the plants are growing week by week. Gardening and planting also
engages all of the senses. They get to see, smell, touch the flowers, plants, dirt, and the warmth
and glow of the sun. In addition, children can learn more about where their food comes from,
 which can increase healthy eating. What’s more fun than growing a cucumber or tomato from
scratch, and then eating it!
This lesson is: A new concept/activity

45 minutes
Timeframe
Objective(s) of the activity Students will be able to classify the life cycle of a plant.

Connections to standards Domain 2: Physical Development and Health

K.PDH.5. Demonstrates eye-hand coordination and fine motor skills
Indicators:
a. Demonstrates ability to use fine motor skills

Domain 3: Social and Emotional Learning

K.SEL.11. Contributes to the well-being of one’s school and community
Indicators:
b. Identifies and performs roles appropriate to one’s culture and community

Domain 4A: Communication, Language, and Literacy

K.AC.2. Builds background knowledge through communication
Indicators:
c. Attempts to use new vocabulary correctly
K.AC.5. Demonstrates a growing expressive vocabulary across all domains
Indicators:
c. Makes use of new and rare words introduced by adults or peers

Domain 5B: Cognition and Knowledge of the World: Science

K.SCI.4. [K-LS1-1.] Uses observations to describe patterns of what plants and animals (including
humans) need to survive

Language Objectives
Resources/materials needed:
(Include any worksheets or
sources of evidence for
children’s learning you will use
during the activity)
Technology inclusion (if
applicable)
Procedures (step by step)
Indicators:
b. Observes and describes plants’ need to have light
c. Observes and describes all living things’ need of water and other materials to live, grow,
and thrive
I want students to be introduced to new vocabulary words that they may have not heard before.
Vocabulary like photosynthesis and germination as well as describe the definition and process of
them. The goal is for students to go home and tell their families “...did you know plants turn sun
into food? It's called photosynthesis…”
.
“The Lorax” by Dr. Seuss
Various seeds of flowers of different colors, shapes, sizes (ex: zinnias, gerbera daisies, lupines,
sunflowers, etc….)
Biodegradable planting pots
Soil
Plastic spoons
Plant life cycle worksheet for assessment
A YouTube video, which I will play, explaining the life cycle of a plant.
Plant's Life Cycle | BBC Bitesize | science
Anticipatory Set (Connection/Motivation)
We will begin the lesson by reading aloud Dr. Seuss’ “The Lorax.” Before introducing the book, I
will ask if any student has read it before, or seen the movie.
Before reading, I will ask students to pay special attention to something in the book called
Truffula Trees, and what happens to them.
 Instruction/Mini Lesson

After reading the book, I will ask students to recall what they understood about the importance
of truffula trees, and what ended up happening to them.
I will then explain to the students that we will be making and planting our own truffula trees to
replace the ones from the story.

I will then explain the life cycle of a plant (seed, plant, root/sprout/germination, baby
plant/seedling, adult plant, pollination, seeds fall/disperse). I will also play a short, one-minute
YouTube video about the plant life cycle.

I will guide students on how to plant seeds using their hands to place the soil into the pots,
placing the seeds, placing more soil over the seeds, then watering the soil

Independent Practice

Each student will be given their materials (planting pots, soil, seeds), and then they will plant
their own seed in their pots the same way I explained to them.
Closure

I will bring the whole class together and reiterate what we learned, and call on students to tell
me the steps of a plant life cycle.

Method of assessing children’s Pre-assessment Assessment of Student Assessment of Children’s

understanding of Learning Language Learning
lesson/activity/objective(s) I will ask students to tell me
what they know about plants
(Be sure to include any tools,
rubrics/checklists and/or
worksheets you will use for
assessment(s)
Students will complete an
assessment worksheet (see next
page) where they have to cut
and paste the correct image of
the life cycle of a plant.
and trees. What are the
benefits of them? How do we
protect them?
I will use a formative assessment
where students will be given a
map of the plant cycle. Students
must be able to fill in each blank
space with the correct cycle.
Students must use the
correct
vocabulary/terminology
when explaining the life
cycle (germination,
photosynthesis, etc…)

Plans for differentiated
instruction/instructional
modifications
Describe how you will support
struggling learners.
I can play a YouTube video or a
recording of the reading of “The
Lorax” for students who are
visual learners. I can also
provide additional copies of the
book for children who may want
to read/look through the book
at their own pace.
Supporting children with
identified delays or
disabilities (i.e., IEPs and 504
plans)
For students with sensory
issues who don’t like the
feeling of dirt in their hands, I
will allow them to plant their
seeds with wet paper towels in
a glass jar.
Supporting English Language Learners, a culturally
responsive pedagogy, and anti-bias/anti-racist curriculum
I will include a step-by-step visual chart accompanied with
instructions/directions in their home/primary language for
how students should plant their seeds in the soil, and how to
take care of them once they take them home.

Describe how you will support

learners who have mastered the
concepts and need additional
challenges.
For advanced learners, we can
work together and create a
graphic organizer or a
brainstorming web to figure out
other ways to help the planet
and how they can implement
these ideas in their everyday
lives.

Follow up/Extension activities As a class, we can take a trip to the botanical garden, or to a community garden in the area.

Students will be allowed to take their pots home. With the help of their family, children will have
Family Engagement Activities to continue caring for their plants. When they sprout into an adult plant and become too big for
the pot, families will be encouraged to re-plant their flower into a park/open space in their
community.
Assessment Worksheet for previous lesson plan
References
Amazing Science. (2020, March 21). Plant’s Life Cycle [Video]. YouTube. https://www.youtube.com/watch?v=AcSgaUBwIn4

Fernando, N., & Potock, M. (2016, May 16). Gardening with Kids: How it Affects Your Child's Brain, Body and Soul... PBS. Retrieved

from https://www.pbs.org/parents/thrive/gardening-with-kids-how-it-affects-your-childs-brain-body-and-soul

Pica, R. (2008). Why Motor Skills Matter. YC Young Children, 63(4), 48–49. Retrieved from

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/btjlearningleapsbounds.pdf.

Robert L. Nix, Karen L. Bierman, Celene E. Domitrovich & Sukhdeep Gill (2013) Promoting Children's Social-Emotional Skills in

Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI, Early

Education and Development, 24:7, 1000-1019, DOI: 10.1080/10409289.2013.825565