Curriculum

Animals As Companions
Ages 3 to 5
Maggie Rimkunas
Acknowledgements
1
Sarah Rimkunas – My mom helped me to further develop my curriculum and assist me with
ideas to develop my curriculum to be the best it possibly can be.
Table of Contents
Acknowledgements.................................................................................................................2
2
Philosophy of Practice Description...........................................................................................4
Objectives of the Curriculum...................................................................................................5
Standards Matrix MELDS and/or CORE....................................................................................6
Statement on Assessment: EAGLE VIEW..................................................................................6
Curriculum Web....................................................................................................................10
Suggested Timeline for Curriculum........................................................................................10
Lessons/Activities/Happenings..............................................................................................12
Week 1: Dogs + Cats.........................................................................................................................12
Week 2: Horses + Cows....................................................................................................................15
Week 3: Goats + Sheep.....................................................................................................................18
Week 4: Alpaca + Angora Bunnies....................................................................................................21
Week 5: Ducks + Chickens................................................................................................................24
Week 6: Turtles + Otters...................................................................................................................26
Week 7: Gorillas + Spider Monkeys..................................................................................................29
Week 8: Giraffes + Elephants............................................................................................................32
Week 9: Lions + Tigers......................................................................................................................35
Week 10: Moose + Deer...................................................................................................................38
Week 11: Squirrels + Song Birds.......................................................................................................41
Week 12: Butterflies + Ladybugs......................................................................................................44
Description of Assessment.....................................................................................................46
Examples of Assessment........................................................................................................47
Materials Needed..................................................................................................................47
Glossary of Terms..................................................................................................................50
Works Cited...........................................................................................................................54
Philosophy of Practice Description
Rudolf Steiner was born on February 27, 1861 in Kraljević, Austria and passed away on
March 30, 1925 in Dornach, Switzerland. Steiner is an Austrian-born spiritualist, lecturer, and
founder of anthroposophy. Steiner built a Goetheanum in 1913 that he characterized as a
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“school of spiritual science”. From the Goetheanum, The Waldorf School Movement was
derived. Other projects that were derived from Steiner’s work include things such as
communities for persons with disabilities; scientific and mathematical research centres; schools
of drama, speech, painting, and sculpture; and therapeutic clinical centre located in Arlesheim,
Switzerland. (Encyclopædia Britannica)
Waldorf or Rudolf Steiner education is based on an anthroposophical view and
understanding of the human being, that is, as a being of body, soul and spirit. The education
mirrors the basic stages of a child’s development from childhood to adulthood, which in general
reflects the development of humanity through history from our origin, far back in past times up
to the present. (Mays & Nordwall)
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Objectives of the Curriculum
The following are the objectives included within the curriculum:
 Learn basic knowledge about the lesson’s animals and how they exist within the world.
 Work with natural objects to create a piece of artwork.
 Introduced to the idea of giving back to the community through the donation of
handmade goods to local organizations.
 Experience new textures and other attributes of items through sensory experiences.
 Explore parts of the animal’s body through activities.
 Work as a group to cook food while working on independence skills.
 Learn a musical skill related to an animal of the weeks lesson.
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Standards Matrix MELDS and/or CORE
The Standards used in this curriculum are all preschool level MELDS.
SS+ED – ED-SC: Chooses individual activities.
SS+ED – ED-SC: Expresses own ideas and opinions.
SS+ED – ED-SR: Begins to tell and follow basic safety guidelines and requirements.
SS+ED – ED-SR: Uses materials and equipment purposefully, safely and respectfully.
SS+ED – ED-SR: Listens with interest and understanding during conversations.
SS+ED – ED-ADS: Explores objects and materials, and interacts with others in a variety of new
settings.
SS+ED – SD-BRC: Plays beside and interacts with peers.
SS+ED – SD-BRC: Participates in group glee.
SAL – IC: Explores materials and actively uses them to follow through on an idea.
SAL – EP: Engages in individual or group activities that express real life experiences, ideas,
knowledge, feelings, and fantasy.
SAL – EP: Demonstrates an increasing capacity to maintain concentration for a meaningful
period of time.
SCA – VA: Explores a variety of developmentally appropriate materials and media to create 2
and 3 dimensional artwork.
SCA – VA: Begins to use art materials safely and appropriately.
SCA – M: Develops ability to sing expressively.
SCA – M: Listens to and explores various kinds of music and instruments, and natural sounds.
SS – LS: Uses senses to observe and describe properties of familiar plants and animals.
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SS – LS: Begins to use vocabulary for naming plants + animals moving beyond generic labels
(e.g. “bug”) to names of specific creatures (e.g. “ant”, “beetle”) and use symbols or icons to
identify where they see such creatures.
SPDH – FM: Develops increasing strength, dexterity, and hand-eye coordination to use hands,
fingers and wrists to manipulate objects.
SPDH – FM: Cuts paper in straight line.
SELL – RSL – CS: Makes observations about words and pictures in books.
(Desjardin, 2015)
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Statement on Assessment: EAGLE VIEW
The Students: The assessment of this curriculum is designed for the students in many ways.
Some of which being: the assessments are designed to further develop and probe the
students thinking of the topic/animal at hand. They are also designed in a way for the
students to become more active participants in their learning or in other words “to engage
children with their own learning” (McAfee, 2010).
The Teacher: The assessment of this curriculum is designed for the teachers in many ways.
Some of which being: that the assessments are observations along with questions to ask
the children meaning that in many ways it will be simpler for teachers to assess the
children since they can do it as they go rather than having to specifically set aside a time
to assess each child. The assessments are also designed keeping in mind that the
information from them is being used “to guide your interactions with children” and “to
report and communicate with others” (McAfee, 2010).
The Overall Curriculum: The assessment of this curriculum is designed with the curriculum in
mind in two major ways. One being that the assessment is not standardized meaning that
the assessment is comparing where the child previously was to where the child is now
rather than comparing a child to another child or a set rule of where they should be.
Another is that the assessment is designed mainly as a simple way for the teachers to
understand where the child is and a way to communicate with the families where their
child is.
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NAEYC Position Statements: The assessments within this curriculum align with the NAEYC
Position Statements in many ways. One being that the assessments are appropriate and
include multiple sources of information which is what is stated in P-1.5 “We shall use
appropriate assessment systems, which include multiple sources of information, to
provide information on children’s learning and development.” (NAEYC, 2011) Another
is that the assessments provide an opportunity to build individual relationships with each
child and make individual adaptations to benefit the child which is similar to what is
stated in P-1.7
We shall strive to build individual relationships with each child; made
individualized adaptations in teaching strategies, learning environments, and
curricula; and consult with the family so that each child benefits from the
program. If after such efforts have been exhausted, the current placement does not
meet a child’s needs, or the child is seriously jeopardizing the ability of other
children to benefit from the program, we shall collaborate with the child’s family
and appropriate specialists to determine the additional services needed and/or the
placement option (s) most likely to ensure the child’s success. (Aspects of this
principle may not apply in programs that have a lawful mandate to provide
services to a particular population of children.) (NAEYC, 2011)
These are just two of the biggest ways in which the assessment of this curriculum aligns
with the NAEYC Code of Ethics Position Statement.
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Curriculum Web
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Suggested Timeline for Curriculum
Each Lesson is a week-long full of activities. Lessons can be shortened or extended based
off the interest level of the children.
Week 1: Dogs + Cats
Week 2: Horses + Cows
Week 3: Goats + Sheep
Week 4: Alpaca + Angora Bunnies
Week 5: Ducks + Chickens
Week 6: Turtles + Otters
Week 7: Gorillas + Spider Monkeys
Week 8: Giraffes + Elephants
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Week 9: Lions + Tigers
Week 10: Moose + Deer
Week 11: Squirrels + Songbirds
Week 12: Butterflies + Ladybugs
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Lessons/Activities/Happenings
Week 1: Dogs + Cats
The purpose of this lesson is to introduce the students to the animals of the week, dogs
and cats, as well as gain a basic knowledge of the animals and how we are able to help the
animals that do not have forever homes.
Lesson Standards:
settings.
Lesson Objectives:
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Monday:
Children will be introduced to dogs and cats through new toys within the classroom. The
following toys will be introduced to the classroom on this day and will remain in the classroom
through the remainder of this unit.
 A large magnetic board or easel with magnetic wooden dogs and cats (1 of each for each
child in classroom)
 Wooden veterinary playset
Tuesday:
Children will each decorate a piece of wood from a tree that was cut down from the
property of the school. It will be a round disc of wood. The children will be shown physical
photos of what dogs and cats look like. The children will then create their version of dogs and
cats on the piece of wood using natural objects collected from the property of the school. These
natural objects can include leaves, sticks, flowers, and pinecones. Children will use glue to
adhere the items to the wood.
Wednesday:
Children will sock fish cat toys to donate to a local animal rescue or animal shelter.
Children will use old socks as well as recycled paper packing material. Socks and recycled paper
packing material will be provided by both the families of the students as well as the teachers
within the classroom and school.
Children will pack the recycled paper packing material into the socks. Once the socks are
mostly full of the paper packing material the teachers will tie the top of the socks tight in order to
keep the paper packing material in the sock when the cats are playing with the toy. (Xavier,
2016)
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Thursday:
Children will create a cat face plate as a craft in the classroom. Children will be provided
with paper plate to paint on with their choice color of paint. After the children have completed
painting the plates and they have dried the children will be provided with multiple colors of
construction paper. They will be able to cut out features of a cat face in their own way to finish
off their cat. They will adhere the construction paper to the plate in whatever location they feel is
best. They will have complete freedom over how their cat will turn out.
Friday:
Children will work with teacher to cook dog biscuits to donate to a local animal rescue or
animal shelter. Children will assist teacher with age-appropriate tasks within cooking dog
biscuits such as dumping the ingredients into the bowl and mixing the ingredients together in the
bowl.
Ingredients:
2 cups of plain or whole wheat flour
1 tablespoon of baking powder
1 cup of chunky or smooth peanut butter
1 cup milk
Directions:
Mix the dry ingredients together in one bowl and the milk and peanut butter in another.
Add the dry ingredients to the milk and peanut butter mixture to make a dough and knead
for about five minutes. Use a cookie cutter to make shapes and bake in a pre-heated oven
for about 20 minutes. The cookies should be hard but not rock solid. Don’t let your dog
eat them until after they have cooled. (Madson)
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Week 2: Horses + Cows
The purpose of this lesson is to introduce the children to the animals of the lesson, horses
and cows, as well as gain a basic knowledge of the animals and ways that we are able to help the
animals that don’t have forever homes.
Lesson Standards:
period of time.
Lesson Objectives:
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Monday:
Children will be introduced to horses and cows through new toys within the classroom.
The following toys will be introduced at the beginning of this lesson and will remain in the
classroom through the end of the unit.
 A horse and cow wooden magnet for the magnetic board or easel introduced during
lesson 1 (one of each animal per child within the classroom)
 Three wooden stick horses
 A wooden horse rocker for children
Tuesday:
Children will each decorate a piece of wood from a tree that was cut down on the school
property. The children will be provided with round discs of wood. The children will also be
showed physical photos of various horses and cows. The children will then create their own
version of a cow or horse using natural items that they have previously collected from the school
property. These items may include leaves, sticks, flowers, and pinecones. Additionally, the
children will also be able to use horse hair and horse shoes to create their animals. They will use
glue to create their animal.
Wednesday:
Children will work with teachers to create two different toys for horses to donate to a
local horse rescue. The first toy that the children will create for the horses is a string of treats.
The teachers will cut holes in 2 apples and 2 carrots for each child in the classroom. The children
will each be given a piece of thick string and the 2 apples and 2 carrots that have holes cut into
them. Each child will do their best to thread the string through each of the holes in the apples and
carrots. The teachers will then tie each end of the rope with large knots and will donate them to
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the local horse rescue. The second toy that the children will create for the horses is a noise barrel
for the horses to kick around. First, the children will all work together to paint the large plastic
barrel however they want. Then, the teacher will seal in the paint with a horse safe sealant. After
the barrel is sealed the children will assist the teacher with putting gravel into the barrel. After
that the barrel will be donated to the local horse rescue. (Jackson, 2020)
Thursday:
Children will assist teachers in making butter to their muffins for snack and other meals
at school. Each child will need a small non-breakable container that has a tight sealing lid. Each
child will be given a smaller cup with heavy cream. The children will pour the heavy cream into
the container with a tightly sealing lid. Once the teachers have sealed and made sure the seal is
tight on the container, the children will be given free rein to shake the container. Once the
desired consistency for the butter has been reached it can be used during any meal during the
school days. (Weichelt, 2019)
Friday:
Children will paint with cow hooves on large pieces of thick art paper. Children will be
given a cow hoof, paint, and a large piece of thick art paper. This activity is aimed to give the
children an opportunity to explore cow hooves and the shapes they can create. The children will
be able to create whatever they wish with the cow hoof, paint, and paper.
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Week 3: Goats + Sheep
The purpose of this lesson is to introduce the children to the animals of the lesson, goats
and sheep, to gain a basic knowledge of the animals as well as introduce the children to products
provided by animals.
Lesson Standards:
SS+ED – ED-SR: Begins to tell and follow basic safety guidelines and requirements.
period of time.
Lesson Objectives:
Monday:
Children will be introduced to the animals through new toys. The new toys will remain in
the classroom from this point in time till the end of the unit. The toys will be as follows:
 Wooden magnetic goats and sheep (1 of each for each child in the classroom)
 Wooden goat and sheep puzzle
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Tuesday:
Children will create a piece of artwork using natural items. They will be provided with
round discs of wood. They will also look at various physical photos of goats and sheep to use as
inspiration to create their own versions of these animals. Children will use items such as leaves,
sticks, flowers, and pinecones to create their animals out of. The children will also be provided
with wool that they can use to create their animal. They will use glue to create their artwork.
Wednesday:
The children will decorate a wooden goat seesaw with paint that has been premade by a
teacher or another member of the local community. The seesaw will be donated to a local goat
rescue or a local goat farm in need. The base of the seesaw will be a large wooden spool. The
part the goats walk on will be made of 2 2x6’s that are placed side by side and attached together
on each end on the back with 2x4’s. The children will be given free rein to paint the seesaw
however they please as a team. Once the children have completed painting the seesaw a teacher
will seal the wood and paint with an animal safe, weatherproof sealant.
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Thursday:
Children will cook with goat milk. Children with the help of a teacher will cook goat
milk pudding. The children will assist with age-appropriate tasks that will not pose any kind of
danger to the children. Put these ingredients into a blender:
4 cups goat milk
½ cup maple syrup
¼ cup cornstarch
3 eggs
Dash of salt
Blend for about 15 to 30 seconds on low until everything looks well blended. Pour the
ingredients into a medium pot on medium heat and stir with a whisk until it starts to bubble
around the edges and thicken. Keep stirring for about another 30 seconds to be sure it really is
bubbling and thickening, and then turn off the heat. Pour into individual serving dishes. Place in
fridge to chill for a few hours before serving. (Homesteader, 2012)
Friday:
Children will fill thick sturdy glass ornaments with dyed wool. Children will be provided
with sheep’s wool that has been dyed with fabric dye in various colors by the teachers
beforehand. The children will fill the glass ornaments with whatever colors of wool they see fit.
When given the ornaments the tops will be open for them to start filling right away. Once the
children have completed their ornament the teachers will replace the tops of the ornaments. The
teachers can then write the children’s name, date of the project, and teachers name in addition to
any other information that they see fit.
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Week 4: Alpaca + Angora Bunnies
The purpose of this lesson is to introduce the children to the animals of the lesson,
alpacas and angora bunnies, gain a basic knowledge of the animals and explore the details of the
animals.
Lesson Standards:
SS+ED – ED-SC: Expresses own ideas and opinions
Lesson Objectives:
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Monday:
Children will be introduced to the lesson’s animals, being alpacas and angora bunnies,
through the introduction of new toys within the classroom. These toys will be introduced into the
classroom at this point in the unit and will remain in the classroom till the conclusion of the unit.
The toys will include:
 Wooden magnetic alpacas and angora bunnies (1 for each child in the classroom)
 Wooden puzzles with alpacas and angora bunnies
Tuesday:
Children will experience a sensory activity involving angora bunny fur and alpaca fur.
Each child will be presented with a cup of angora bunny fur as well as a cup of alpaca fur on
trays. Children will be able to explore the furs however they want to. The teacher may encourage
but not require them to combine a bit of each of the angora bunny fur and alpaca fur. The
children will be able to feel the difference between the furs and possibly see how the two furs
change when combined.
Wednesday:
Children will create a masterpiece using natural materials. Children will be provided with
round wooden discs. These discs are sourced from a that had to be cut down on the property.
Children will collect items from the school property such as leaves, sticks, pinecones, and
flowers. These items will be used to create their own animal based off of physical images of
alpacas and angora bunnies. Children will create their own versions of the animals using the
natural items as well as they will be given the opportunity to use alpaca fur and/or angora bunny
fur to complete their masterpiece. Glue will be provided for children to secure their creation.
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Thursday:
Children will create paper plate bunnies. First the children will paint paper plates using
any color they want. Once the paint is dried the children will use scissors to cut whatever color
of construction paper they want. They will use this construction paper to add the features of
bunnies that they want. Children will also be provided with angora bunny fur to use on their
bunny if they want. They will use glue to complete their masterpiece.
Friday:
Children will work together with the teacher to make no bake apple ball bunny treats to
donate to a local animal shelter or bunny rescue. Children will assist in age-appropriate tasks.
Children will work on fine motor tasks while working as a team.
2 medium apples
½ cup leafy lettuce
1 banana
¾ cup rabbit pellet dry food
¼ cup oatmeal oats
1)Peel the apples, then puree the apples, lettuce, and bananas together in a blender. 2)Grind the
pellets into a dust and combine the fruit mixture with the pellet dust. 3)Grind the oats until they
are small flakes and keep them separate. 4)With your hands, mold the fruit mixture into small
balls. Then coat each of the balls in the oat flakes to create a powdered donut appearance.
5)Refrigerate for 30 minutes. (Pratt)
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Week 5: Ducks + Chickens
The purpose of this lesson is to introduce the children to the lesson’s animals, ducks and
chickens, gain a basic knowledge of the animals and explore details of the animals such as what
they like and what they provide for humans.
Lesson Standards:
SELL – RSL-CS: Makes observations about words and pictures in books.
Lesson Objectives:
Monday:
Children will be introduced to the week’s animals through the introduction of new toys in
the classroom. The toys will remain in the classroom from this point until the end of the unit.
They will include:
 Wooden magnetic ducks and chickens (1 for each child in the classroom)
 Wooden nesting boxes with stuffed animal chickens and wooden eggs
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 Wooden duck + chicken puzzles
Tuesday:
Children will use natural items to create a piece of artwork. Children will be presented
with multiple physical photos of ducks and chickens. Children will be encouraged to create their
own chicken or duck on a round disc of wood from a tree that was cut down on the school
property using natural items collected from the school property such as leaves, sticks, flowers,
and pinecones. They will use glue to build their duck or chicken.
Wednesday:
Children will use multiple colors of paint to decorate wooden eggs. Children will be
offered multiple tools to paint with such as various sizes of brushes, sponges, and rope. Children
will be able to paint as many of the wooden eggs as they would like in whatever colors they
would like. This activity will give the teacher an opportunity to talk to the children about how
both chickens and ducks lay eggs that can be eaten by humans. This is also a great sensory
activity for children.
Thursday:
Children will listen to the teacher read aloud Make Way For Ducklings by Robert
McCloskey. Children will then discuss the book with the teacher. Children will be expected to
make observations about the book or name items important to the life of a duck.
Friday:
Children will paint a kiddie pool to donate to a local farm. Children will be provided with
multiple sizes of brushes as well as multiple colors of paint. Children will be encouraged to work
as a team to paint the pool. After the children have completed painting the pool and the paint has
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dried the teacher or another adult will seal the pool with an animal safe sealant. After that, the
pool will be donated to a good cause that will be able to use it.
Week 6: Turtles + Otters

The purpose of this lesson is to introduce the children to the lesson’s animals, turtles and
otters. Additionally for the children to gain basic knowledge of the animals and what the animals
do.
Lesson Standards:
period of time.
Lesson Objectives:
Monday:
Children will be introduced to the animals of the weeks lesson through the introduction of
new toys in the classroom. These toys will remain in the classroom until the end of the semester.
 Wooden magnetic turtles and otters (one for each child in classroom)
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 Wooden turtle and otter puzzles
 Realistic indestructible turtle shell replica for them to explore
Tuesday:
Children will use natural materials from the property of the school to create a piece of
artwork. Children will be presented with physical photos depicting various turtles and otters. The
children will be provided with round discs of wood from a cut down tree on the property of the
school and glue. In addition, the children will collect natural items from the property of the
school such as leaves, sticks, flowers, and pinecones. Children will be encouraged to create their
own version of a turtle or otter or both.
Wednesday:
Children will first learn the lyrics to the song with the teachers. Once the children get the
idea of the lyrics, they will work on adding the movements with the lyrics. The song is as
follows:
I had a little turtle (Make a “turtle” with one fist with your thumb poking out) His name
was Tiny Tim I put him in the bath tub To see if he could swim (Moves arms in swimming
motion) He drank up all the water (Pretend to drink from a cup, making slurping noise) He ate
up all the soap (Open and close fingers as if they are eating, making munching noise) And now
he has a bubble In the middle of his throat! (Touch throat) Bubble bubble bubble (Slowly open
arms wider and wider, trill lips to make bubbling noise) Bubble bubble bubble POP (Pop fingers
out of mouth to make a popping noise) (Kids Songs: Tiny Tim the Turtle)
Thursday:
Children will use what they have learned about otters to create their own otter using a
toilet paper roll, multiple colors of paint, and multiple colors of construction paper. Children will
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be provided with scissors and glue to create the details of the otter. The children will also be able
to use various tools to paint with such as multiple sizes of brushes/sponges/rope/qtips.
Friday:
Children will use their knowledge of turtles to create their own turtle of own. Children
will use egg cartons and paint them with any color of paint they would like. Children will also be
provided with multiple colors of construction paper for the details of the turtle. Children will
work on using glue and scissors safely during this activity. Children will paint with various
textures and sizes of sponges for this activity.
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Week 7: Gorillas + Spider Monkeys
The purpose of this lesson is to introduce the children to the animals of the lesson,
gorillas and spider monkeys, gain basic knowledge of the animals and their behaviors.
Lesson Standards:
SS+ED – ED-SR: Begins to tell and follow basic safety guidelines + requirements.
settings.
period of time.
SCA – M: Listens to and explores various kinds of music + instruments, and natural sounds.
fingers, and wrists to manipulate objects.
Lesson Objectives:
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Monday:
Children will be introduced to the animals of this week’s lesson through the introduction
of new toys in the classroom. These toys will remain the classroom for the remainder of the unit.
 Wooden magnetic gorillas and spider monkeys (1 for each child in classroom)
 Wooden gorilla and spider monkey puzzles
Tuesday:
Children will create their own gorilla or spider monkey using natural items. Children will
look at physical photos of gorillas and spider monkeys. Children will create their own gorilla or
spider monkey on a round disc of wood from a tree cut down on the property of the school and
natural items such as leaves, sticks, flowers, and pinecones. Children will be provided with glue
to complete this activity.
Wednesday:
Children will build their own drums. The idea of this activity is that gorillas drum on
their chests. Children will build drums to use in exploring activity the following day. The
material necessary are cans, balloons, rubber bands, rice or small beans, scissors, and chopsticks.
The chopsticks will be used as drumsticks. The following are the instructions for constructing the
drums: 1)Get all your materials ready. If you wish, sand down the inside of the can first. 2)Cut
the end of the balloon off. 3)Stretch the balloon over the can and secure it in place with a rubber
band. (Maggy, 2014)
Thursday:
Children will explore the different sounds and vibrations that come from various different
drums. The children will be encouraged to notice the difference between the sounds and
vibrations of the various drums including their diy drum that they built on the previous day.
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Friday:
Children will work with teacher to make monkey bread. Children will work on dexterity
skills and hand-eye coordination.
2 loaves (1 lb each) frozen bread dough, thawed
1 cup packed brown sugar
¾ cup butter
1 pkg (3 oz) cook-and-serve vanilla pudding mix
2 TBSP 2% milk
2 tsp ground cinnamon
1)Kids prep the dough, grownups prep the pan The simple recipe starts with dividing the
dough into 1-inch pieces and placing them in a greased 13 x 9 – inch pan. 2)Kids mix,
grownups simmer and pour Measure the remaining ingredients before the kids join in, if you
prefer order to chaos. Let the kids add the ingredients to the saucepan before it gets hot. Bring to
a boil; grownups cook and stir 1 minute. Remove from the heat and pour over dough pieces.
3)Wait, then bake Cover your pan with parchment or foil and let raise in a warm spot for 45
minutes. This bread rises longer than it bakes. Rise for about 40 minutes on “proof” setting.
Preheat oven to 350degrees. Bake, uncovered, for 20-25 minutes. (Harris, 2020)
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Week 8: Giraffes + Elephants
The purpose of this lesson is to introduce the children to the lessons animals, giraffes and
elephants, gain a basic knowledge of the animals and learn songs related to the animals.
Lesson Standards:
Lesson Objectives:
Monday:
Children will be introduced to the animals of the weeks lesson through the introduction of
new toys in the classroom. The toys will remain in the classroom until the end of the unit.
 Wooden magnetic giraffes and elephants (1 for each child in classroom)
 Wooden puzzles of giraffes and elephants
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Tuesday:
Children will use natural materials + glue to create a piece of artwork based off of their
knowledge of elephants and giraffes. Children will be presented with physical photos of giraffes
and elephants. They will create their own giraffe or elephant based off of these photos and their
knowledge on a round wooden disc using natural materials such as leaves, sticks, flowers and
pinecones collected from the school property.
Wednesday:
Children will learn the song Gentle Giraffe. Children will work on their ability to sing
songs with expression. The song is as follows:
My best friend is a gentle giraffe, A gentle giraffe, a gentle giraffe. He doesn’t talk much
but he makes me laugh: Makes me laugh all day.
He danced a jig while crossing the bridge, Crossing the bridge, crossing the bridge. He
taught it to me and my sister, Midge, And now we jig all day!
Do you miss the jungle, Gentle Giraffe? Are you homesick? Are you sad? You’re the best
friend I’ve ever had! Please play with me! And stay with me!
He smiled and winked, that gentle giraffe, Gentle giraffe, gentle giraffe. We had a big
picnic in the grass, And drank plum juice all day!
Peanut butter, jubilee jam, Ginseng tea with half and half! Nothing’s too fine for my
giraffe! I love him true He love me too…oh…
My best friend is a gentle giraffe, A gentle giraffe, a gentle giraffe. He doesn’t talk much
but he makes me laugh, Makes me laugh all day. (Lewis)
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Thursday:
Children will make handprint giraffes. This activity is aimed for helping the children to
understand the parts of the giraffe’s body and the location of where they live, what they eat and
their size. Children will use a color of their choice to make a handprint on the paper. Children
will then add the eyes and any other details they chose with black or another color of paint. The
teacher will then discuss the environment in which giraffes live and what they eat.
Friday:
Children will make an elephant head. This activity is aimed for helping the children to
understand the parts of an elephant’s body and the location in which they live, what they eat and
their size. Children will paint a paper plate in their color of choice. Children will then cut
features of an elephants head out of their color choice of construction paper. Children will than
glue these features made of construction paper onto the painted plate. Children will discuss the
parts of an elephant’s body, location in which they live, what they eat, and their size with the
teacher.
35
Week 9: Lions + Tigers
The purpose of this lesson is to introduce the children to the lessons animals, lions and
tigers, gain a basic knowledge of the animals, what they do and where they live.
Lesson Standards:
SS+ED – ED-SR: Begins to tell and follow basic safety guidelines + requirements.
Lesson Objectives:
Monday:
Children will be introduced to the animals of the lesson through the introduction of new
toys in the classroom. They will remain in the classroom for the remainder of the unit.
 Wooden magnetic lions and tiger (1 for each child in classroom)
 Wooden lion and tiger puzzles
36
Tuesday:
Children will use natural material to create their own lion or tiger. Children will use a
combination of their knowledge of lions and tigers and physical photos that are provided of lions
and tigers to create this. Children will be provided with a round wooden disc to create their lion
or tiger on. Children will use natural items collected from the school property such as leaves,
sticks, flowers, and pinecones as well as glue to create this piece of artwork.
Wednesday:
Children will work with teacher to make edible playdough. This activity is aimed to teach
the children about the environment in which lions and tigers live in. The following is the recipe
for the edible playdough:
½ cup dairy-free margarine
¾ cup sugar
½ cup brown sugar
Mixture of 3 TBSP water + 2 tsp baking powder
1 tsp vanilla extract
1 ½ cups flour
½ cup cocoa powder
Mix both kinds of sugar with the room temperature margarine. In a separate bowl, mix together 3
tablespoons of water and 2 teaspoons of baking powder. Add this mixture to the sugar mixture.
Mix in the remaining ingredients. If the dough seems too sticky, add a little extra flour. Once the
dough had been mixed thoroughly, you can spoon some out for the kids to play with. (Dawn,
2014)
37
Thursday:
Children will each create a paper bag lion puppet and a paper bag tiger puppet. Children
will learn the features of lions and tigers through this activity. Children will choose their choice
of construction paper and cut out the features of both lions and tigers. Children will then glue the
features of the lion and tiger onto each of the paper bags they are provided with. Once this
activity is completed children will be given an opportunity to do a puppet show for the other
children and teachers in the class.
Friday:
Children will create handprint tigers. Children will make their handprint on thick paper
with their choice of paint color. They will then paint on the features of the tiger using a brush and
a different color of their choice. This activity is aimed to teach the children the features of a tiger
and the environment in which they live in.
38
Week 10: Moose + Deer
The purpose of this lesson is to introduce the children to the lessons animals, moose and
deer, gain a basic knowledge of the animals, learn about features of the animals, and explore how
the animals exist within the world.
Lesson Standards:
SS+ED – ED-SR: Uses materials and equipment purposefully, safely, and respectfully.
SCA – VA: Explores a variety of developmentally appropriate materials + media to create 2 and
3 dimensional artwork.
Lesson Objectives:
Monday:
Children will be introduced to the lessons animals through the introduction of new toys in
the classroom. They will remain in the classroom for the remainder of the unit.
 Wooden magnetic moose and deer (1 for each child in classroom)
 Wooden moose and deer puzzles
39
Tuesday:
Children will use their knowledge of the animals along with physical photos of moose
and deer to create their own using natural materials. Children will be provided with round discs
of wood to create their own moose or deer. They will create these on the wood using natural
items collected from the school property such as leaves, sticks, flowers, and pinecones. In
addition, they will be provided with glue.
Wednesday:
Children will make their own antlers and learn about what antlers do for moose and deer.
The supplies needed are: crepe paper in brown or grey and beige torn into little pieces and
scrunched into balls (older kids can complete this as they go); paintbrush; craft glue; headband;
ears and antlers cut from cardboard a couple of millimeters thick, shouldn’t bend easily but not
difficult to cut through (Draw an ear and antler on the cardboard or copy one from the internet
and cut out, leaving an extra long tab at the end where you’ll wrap it around the headband.) Use
the first piece as a template; stapler.
The instructions are as follows: 1)Face out the antlers so they are the right way up. Have
the child glue the front of them. 2)Stick the beige crepe paper on the antlers and the grey or
brown crepe paper on the ears. Let dry. 3)Wrap the long tab of an antler around the headband
and staple onto itself at the back to secure. Continue with the second side-by-side and place the
ears on the outside of the antlers. You might need a couple of staples to hold in place. The tighter
you make it around the headband, the better you’ll avoid the cardboard flopping this way.
(Kidspot, 2017)
40
Thursday:
Children will create foot and handprint moose. Children will choose a color of paint and
do a footprint as well as a handprint on a thick piece of paper. Once that has dried the children
will add features such as eyes, mouth, nose, and antlers using a paint brush. This activity will
help the children to understand the features and body parts of a moose.
Friday:
Children will explore moose and deer antlers through a sensory activity. Children will be
presented with a deer antler and a moose antler. Each on a tray. Children will be able to play and
explore the antlers for as long as they feel. Children may also be able to put the antlers in water
to see if it changes the way they feel or another aspect of the antlers.
41
Week 11: Squirrels + Song Birds
The purpose of this lesson is to introduce the children to the lesson’s animals, squirrels
and song birds, gain a basic knowledge of the animals what they eat and where they live.
Lesson Standards:
SS + ED - ED-SC: Chooses individual activities.
settings.
Lesson Objectives:
Monday:
the classroom. These will remain in the classroom for the remainder of the unit.
 Wooden magnetic squirrels and songbirds (1 for each child in classroom)
 Wooden squirrel and songbird puzzles
42
Tuesday:
Children will create their own piece of artwork of a squirrel or songbird using natural
material based off of their knowledge of the animals and physical photos of squirrels and
songbirds being provided by the teacher. Children will create this on a round wooden disc.
Children will create their squirrel or songbird using leaves, sticks, flowers, and pinecones
collected from the school property as well as glue. Children will also be supplied with feather
they can use to create their artwork.
Wednesday:
Children will each make an apple squirrel feeder. The children will then place them
outside to observe the squirrels. The supplies needed are: apples; string or twine; peanut butter;
and companion wildlife food.
The directions are as follows:1)Wash apples and cut off 1/3. 2)Hollow out the larger half
of the apple with a spoon. 3)In a large bowl, mix approximately a half cup of peanut butter with
a cup of companion wildlife food. 4)Pack the hollowed portion of the apple with peanut butter
and food mixture. 5)Tie the string or twine around the stem of the apple feeder. 6)Hang in
appropriate location. (Janessa, 2018)
43
Thursday:
Children will each make a pinecone bird feeder. The children will then place them
outside to observe the birds. The supplies needed are: pinecones, peanut butter, bowls, popsicle
sticks, paper plate or tray, bird seed, string or twine, scissors.
The directions are as follows: To begin making the pinecone bird feeders, children will
place their pinecone onto their paper plate or plastic tray and spread peanut butter on it with a
popsicle stick. Next, the children will sprinkle the bird seed on the pinecone, so it sticks to the
peanut butter. String can then be tied around the top of the pinecone and hand them up in their
location of choice. (Karen, 2018)
Friday:
Children will each paint a wooden birdhouse. Children will be provided with many colors
of paint to use on their birdhouses. Children will paint them using various tools such as
brushes/sponges/rope/qtips. The birdhouses once dry will be placed outside for birds to house
themselves in.
44
Week 12: Butterflies + Ladybugs
The purpose of this lesson is to introduce the children to the lessons animals, butterflies
and ladybugs, gain a basic knowledge of the animals, their lifecycles and what they look like.
Lesson Standards:
period of time.
SS – LS: Beings to use vocabulary for naming plants + animals moving beyond generic labels
Lesson Objectives:
Monday:
the classroom. They will remain in the classroom for the remainder of the unit.
 Wooden magnetic butterflies and ladybugs (1 for each child in classroom)
 Wooden butterfly and ladybug puzzles
 Wooden realistic cocoon replicas
45
Tuesday:
Children will create their own butterfly or ladybug based off of their knowledge of the
animals as well as physical photos of butterflies and ladybugs. Children will create this on a
round wooden disc using natural items such as leaves, sticks, flowers, and pinecones collected
from the school property. Children will also use glue to complete this activity.
Wednesday:
Children will learn about the lifecycle of butterflies through a fun exploration activity.
Children will be presented with realistic replicas of the lifecycle of a butterfly. Children will be
given the opportunity to explore these replicas and learn about the lifecycle of a butterfly.
Children will be taught about what all the stages of the lifecycle are.
Thursday:
Children will create potato stamp ladybugs. Children will be given potatoes that have
been cut in half and dried. Children will dip the potato into red paint and stamp it onto the paper.
Once the red paint has dried the children will be able to paint or draw the antennas and dots onto
the ladybugs using black paint or a black crayon. Children will learn the parts of a ladybug
through this activity.
Friday:
Children will create a sponge painted butterfly. Children will first paint on thick paper
with sponges. Children will use the color of their choice for this part of the project. Children will
then paint a popsicle stick the same or a similar color using a paint brush. Once these have dried
the teacher will cut the paper into the shape of a butterfly. Finally, the children will glue the
popsicle stick onto the butterfly along with pipe cleaners.
46
47
Description of Assessment
Children will be assessed on a regular basis throughout the curriculum. Children will be
observed throughout the curriculum to assess things such as how they are interacting with the
other children in the classroom, how they are using materials provided for the activities, and their
interest level in the various activities and content. Once a week the children will each be asked a
specific question or questions regarding the animals in that week’s lesson. At the conclusion of
week 6 and at the conclusion of week 12 children will be asked to name as many animals as they
can.
Guidelines for Weekly Verbal Assessment: Children will be considered to not meet the
standards during the weekly assessments if they are not able to answer any of the questions with
anything related to animals. For example, they answer the question where do dogs live with car.
Children will be considered to meet the standard during this weekly assessment if they are able
to answer with something related to animals but not the animal the question is about. For
example, they answer the question where do dogs live with ocean. Children will be considered
exceeds the standard during the weekly assessment if they are able to answer with something
related to the animal the question is asking about. For example, they answer the question where
do dogs live with people or a house.
Guidelines for The Mid and End of Curriculum Assessment: Children will be considered
to not meet the standards during these assessments if they are able to generically label or
specifically name 3 or less animals. Children will be considered to meet the standards if they are
able to specifically name between 3 and 6 animals. Children will be considered exceeding the
standards if they are able to specifically name more than 6 animals.
48
49
Examples of Assessment
Week 1 Assessment:
What sound does a dog make? What sound does a cat make? Where do dogs and cats live?
Week 2 Assessment:
What sound does a horse make? What sound does a cow make? Where do horses and cows live?
Week 3 Assessment:
What animals did we talk about this week? Where do goats and sheep live?
Week 4 Assessment:
What does the fur of the alpacas feel like? What does the fur of the angora bunnies feel like?
Week 5 Assessment:
What do ducks sound like? What do chickens sound like? What do ducks and chickens provide
for people?
Week 6 Assessment:
What color are turtles? What color are otters? Where do turtles and otters live?
Mid Curriculum Assessment:
What are some animals that you can tell me about? What is your favorite animal?
Week 7 Assessment:
What do gorillas do? What do spider monkeys do?
Week 8 Assessment:
Are giraffes short, are they tall? Are elephants small, are the big?
Week 9 Assessment:
What do lions and tigers say? Are they scary or cuddly?
Week 10 Assessment:
50
What is on a moose and deer’s heads? Are they small animals or bug animals?
Week 11 Assessment:
Where do you see squirrels and songbirds? What do squirrels and songbirds like to eat?
Week 12 Assessment:
Do butterflies have wings? Do both butterflies and ladybugs have wings?
End of Curriculum Assessment:
Tell me about as many animals as you can. What is your favorite animal?
51
Materials Needed
 Week 1 Lesson Toys: o Apple + carrots (2 of each for
o magnetic board or easel each child in classroom)
o magnetic wooden dogs and o Thick string or rope
cats o Thick plastic barrel
o wooden veterinary playset o Gravel
 Wood Dog + Cat Project: o Paint
o Round disc of wood o Horse safe sealant
o Physical photos of different  Butter Project:
dogs and cats o Small non-breakable tightly
o natural items such as leaves, sealing container
sticks, pinecones, & flowers o Small cup
o glue o Heavy cream
 Sock Fish Cat Toy:  Hoof Paint Art:
o Recycled packing material o Cow hooves
o Socks o Paint
 Cat Face Plate Project: o Thick art paper
o Paper plate  Week 3 Lesson Toys:
o Child-safe paint o Wooden magnetic goats +
o Black/pink construction sheep
paper o Wooden Goat + Sheep
o glue Puzzles
 Dog Bones:  Wood Sheep + Goat Project:
o Cookie Cutters o Round disc of wood
o Flour o Physical photos of sheep and
o Baking Powder goats
o Peanut Butter o Leaves, sticks, pinecones,
o Milk flowers
 Week 2 Lesson Toys: o Sheep’s wool
o Wooden magnetic horses and o Glue
cows (1 of each for each  Goat Seesaw
child in classroom) o Wooden spool
o 3 wooden stick horses o 2 2x6s
o A wooden horse rocker o 2x4s
 Wood Horse + Cow Project: o Screws or Nails
o Round discs of wood o Paint in many colors
o Physical photos of horses and o Animal and Weather Safe
cows Sealant
o Leaves, sticks, flowers,  Goat Milk Pudding:
pinecones o Blender
o Horse hair/shoes o Goat milk
o glue o Maple syrup
 Horse Toys: o Cornstarch
52
o Eggs o Rabbit pellet dry food
o Salt o Oatmeal oats
o Medium pot o Blender
o Whisk  Week 5 Lesson Toys:
o Stove o Wooden magnetic ducks and
o Serving cups chickens
 Wool Ornaments: o Wooden nesting box with
o Thick + Sturdy Glass stuffed animal chickens and
Ornaments wooden eggs
o Fabric Dye (Many Colors) o Wooden duck and chicken
o Sheep’s Wool puzzles
o Sharpie  Wood Duck and Chicken Project:
 Week 4 Lesson Toys: o Physical photos of ducks and
o Wooden magnetic alpacas + chickens
angora bunnies o Glue
o Wooden puzzles with alpacas o Round disc of wood
+ angora bunnies o Leaves, sticks, flowers, and
 Sensory Activity: pinecones
o Alpaca fur  Wooden Eggs:
o Angora bunny fur o Multiple colors of paint
o Cups o Wooden eggs (multiple sizes
o Trays if possible)
 Wood Alpaca + Angora Bunny o Various sizes of brushes,
Project: sponges, and rope
o Round wooden discs  Book:
o Leaves, sticks, flowers, o Make Way For Ducklings by
pinecones Robert McCloskey
o Physical photos of alpacas +  Duck Pool:
angora bunnies o Plastic Kiddie Pool
o Alpaca fur o Multiple colors of paint
o Angora bunny fur o Brushes of multiple sizes
o Glue o Animal safe sealant
 Bunny Plate:  Week 6 Lesson Toys:
o Paper plates o Wooden magnetic turtles and
o Paint (various colors) otters
o Construction paper (various o Wooden turtle and otter
colors) puzzles
o Glue o Realistic indestructible turtle
o Scissors shell replica
o Angora fur  Wood Turtle + Otter Project:
o Physical photos of turtles +
 Bunny Treats:
o Apples otters
o Round discs of wood
o Leafy lettuce
o Banana
53
o Leaves, sticks, flowers, o Frozen bread dough
pinecones o Brown sugar
o Glue o Butter
 TP Roll Otter: o Vanilla pudding mix
o Toilet paper rolls o Milk
o Multiple colors of paint o Ground cinnamon
o Multiple colors of o 13 x 9 baking pan
construction paper o Parchment paper
o Scissors o Saucepan
o Glue o Whisk
o Brushes/sponges/rope/qtips o Spatula
 Egg Carton Turtle: o oven
o Egg cartons  Week 8 Lesson Toys:
o Multiple colors of paint o Wooden magnetic giraffes
o Multiple colors of and elephants
construction paper o Wooden giraffe and elephant
o Scissors puzzles
o Glue  Wood Giraffe and Elephant Project:
o Various textures and sizes of o Glue
sponges o Physical photos of giraffes
 Week 7 Lesson Toys: and elephants
o Wooden magnetic gorillas o Round wood discs
and spider monkeys o Leaves, sticks, flowers,
o Wooden gorilla and spider pinecones
monkey puzzles  Handprint Giraffe:
 Wood Gorilla and Spider Monkey o Thick paper
Project: o Multiple colors of paint
o Physical photos of gorillas including black
and spider monkeys o Brushes
o Round discs of wood  Elephant Head:
o Leaves, sticks, flowers, o Paper plate
pinecones o Glue
o Glue o Various colors of paint
 DIY Drums: o Various colors of
o Cans construction paper
o Balloons  Week 9 Lesson Toys:
o Rubber bands o Wooden magnetic lions and
o Rice or small beans tigers
o Scissors o Wooden lion and tiger
o Chopsticks puzzles
 Drumming Day:  Wooden Lion and Tiger Project:
o Diy drums o Physical photos of lions +
o Various drums tigers
 Monkey Bread: o Round wooden discs
54
o Leaves, sticks, flowers, o Precut cardboard ears +
pinecones antlers
o Glue o Stapler
 Edible Play Dough:  Foot & Handprint Moose:
o Dairy-free margarine o Thick paper
o Sugar o Various colors of paint
o Brown sugar o Brushes
o Water  Sensory Antler Experience:
o Baking powder o Deer antlers
o Vanilla extract o Moose antlers
o Flour o trays
o Cocoa powder  Week 11 Lesson Toys:
o Bowls o Wooden magnetic squirrels
o Spoons and songbird
 Lion and Tiger Puppets: o Wooden squirrel and
o Paper bags songbird puzzles
o Various colors of  Wood Squirrel + Songbird Project:
construction paper o Physical photos of squirrels
o Glue and songbirds
o Scissors o Round wooden discs
 Handprint Tigers: o Feathers
o Thick paper o Leaves, sticks, flowers,
o Various colors of paint pinecones
including black o Glue
o brushes  Squirrel Feeder:
 Week 10 Lesson Toys: o Apples
o Wooden magnetic moose and o String or twine
deer o Peanut butter
o Wooden moose and deer o Companion wildlife food
puzzles o Knife
 Wood Moose and Deer project: o Spoon
o Physical photos of moose and o Bowl
deer  Bird Feeder:
o Round wood discs o Pinecones
o Leaves, sticks, flowers, o Peanut butter
pinecones o Bowls
o Glue o Popsicle sticks
 Antlers: o Paper plate or tray
o Crepe paper (brown, grey o Bird seed
beige) o String or twine
o Paintbrush o Scissors
o Glue  Bird Houses:
o Headband o Wooden bird houses
o Various colors of paint
55
o Brushes/sponges/rope/qtips  Butterfly Project:
 Week 12 Lesson Toys: o Sponges
o Wooden magnetic butterflies o Paint
and ladybugs o Popsicle sticks
o Wooden butterfly and o Pipe cleaners
ladybug puzzles o Glue
o Wooden realistic cocoon o Scissors
replicas o Paint brush
 Wood Butterfly and Ladybug o Thick paper
Project:
o Physical photos of butterflies
and ladybugs
o Round wooden discs
o Leaves, sticks, flowers,
pinecones
o Glue
 Butterfly Lifecycle:
o Wooden replicas of the
butterfly lifecycle
 Ladybug Project:
o Thick paper
o Potato
o Red paint
o Black paint
o Black crayon
56
Glossary of Terms
MELDS – Maine Early Learning and Development Standards
SS+ED – ED-SC – Standards for Social + Emotional Development - Emotional Development –
Self Concept
SS+ED - ED-SR – Standards for Social + Emotional Development - Emotional Development –
Self-Regulation
SS+ED - ED-ADS – Standards for Social + Emotional Development -Emotional Development –
Adapting to Diverse Settings
SS+ ED - SD-BRC – Standards for Social + Emotional Development - Social Development –
Building Relationships with Children
SAL - IC – Standards for Approaches to Learning – Initiative and Curiosity
SAL - EP – Standards for Approaches to Learning - Engagement and Persistence
SCA - VA – Standards for Creative Arts - Visual Arts
SCA - M – Standards for Creative Arts - Music
SS - LS – Standards for Science - Life Science
SPDH - FM – Standards for Physical Development and Health - Fine Motor
SELL – RSL-CS – Standards for Early Language and Literacy - Reading Standards for
Literature – Craft & Structure
57
Works Cited
Dawn, J. (2014, March 12). Edible Play Dough: Sensory Dough Series. The life of Jennifer dawn:
Edible play dough: Sensory dough series. Retrieved December 6, 2021, from
https://www.thelifeofjenniferdawn.com/2014/03/edible-play-dough-sensory-dough-
series.html.
Desjardin, T. A., & Mayhew, M. (2015, March). Maine’s Early Learning and Development
Standards. Augusta; Maine Department of Education.
Encyclopædia Britannica, inc. (n.d.). Rudolf Steiner. Encyclopædia Britannica. Retrieved
December 2, 2021, from https://www.britannica.com/biography/Rudolf-Steiner.
Harris, E. (2020, July 8). Here’s how to make monkey bread with your kids. Taste of Home.
Retrieved December 5, 2021, from https://www.tasteofhome.com/article/how-to-
make-monkey-bread-with-your-kids/.
Homesteader, T. (2012, June 30). Goat milk pudding. The Thrifty Homesteader. Retrieved
December 2, 2021, from https://thriftyhomesteader.com/100-yard-pudding-
almos/.
Jackson, J. (2020, November 19). Homemade toys my horse will play with. Pets on Mom.com.
Retrieved December 2, 2021, from https://animals.mom.com/homemade-toys-my-
horse-will-play-with-12250621.html.
Janessa. (2018, October 18). Easy to make bird and squirrel feeders. Thrifty Nifty Mommy.
Retrieved December 6, 2021, from https://thriftyniftymommy.com/easy-to-make-bird-
and-squirrel-feeders/.
Karen. (2018, May 7). How to make pine cone bird feeders with preschoolers. Preschool
Inspirations. Retrieved December 6, 2021, from https://preschoolinspirations.com/pine-
cone-bird-feeders/.
Kids songs: Tiny Tim the turtle. Parenthub. (2013, March 24). Retrieved December 4, 2021, from
https://www.parenthub.com.au/baby/baby-songs/tiny-tim/.
Kidspot Australia. (2017, July 3). How to make reindeer antlers: Easy Christmas craft for kids.
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Kidspot. Retrieved December 6, 2021, from
https://www.kidspot.com.au/parenting/things-to-do/reindeer-antlers/news-story/
9c8c11bd3122a1e99e152c7e6610b6d9.
Lewis, M. (n.d.). Gentle Giraffe. Gentle giraffe: Song lyrics and sound clip. Retrieved December
6, 2021, from https://www.songsforteaching.com/marlalewis/gentlegiraffe.htm.
Madson, D. (n.d.). Easy dog treat recipes. Kids Cooking Activities-Ideas, Recipes and Activities to
Teach Kids Cooking. Retrieved December 2, 2021, from https://www.kids-cooking-
activities.com/easy-dog-treat-recipes.html.
Maggy. (2014, June 3). Tin can drums for kids to make in 5 minutes. Red Ted Art – Make crafting
with kids easy & fun. Retrieved December 4, 2021, from
https://www.redtedart.com/tin-can-drums/.
Mays, R., & Nordwall, S. (n.d.). What is Waldorf Education? Waldorf Answers. Retrieved
December 2, 2021, from https://waldorfanswers.org/Waldorf.htm.
McAfee, O., Leong, D. J., & Bodrova, E. (2010). Basics of assessment: A Primer for early
childhood educators. National Association for the Education of Young Children.
NAEYC. (2011, May). Code of Ethics Position Statement. NAEYC.
Pratt, A. (n.d.). 5 homemade rabbit treats to make for Your Bunny. The Bunny Lady. Retrieved
December 2, 2021, from https://bunnylady.com/5-homemade-rabbit-treats/.
Weichelt, S. (2019, February 28). Kids making homemade butter – cooking with kids recipe.
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https://www.littlespoonsandspice.com/kids-making-homemade-butter/.
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59

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Animals As Companions

ideas to develop my curriculum to be the best it possibly can be.

Philosophy of Practice Description

founder of anthroposophy. Steiner built a Goetheanum in 1913 that he characterized as a

Switzerland. (Encyclopædia Britannica)

Waldorf or Rudolf Steiner education is based on an anthroposophical view and

to the present. (Mays & Nordwall)

 Work with natural objects to create a piece of artwork.

handmade goods to local organizations.

 Explore parts of the animal’s body through activities.

 Work as a group to cook food while working on independence skills.

 Learn a musical skill related to an animal of the weeks lesson.

SS+ED – ED-SC: Chooses individual activities.

SS+ED – ED-SC: Expresses own ideas and opinions.

SS+ED – ED-SR: Listens with interest and understanding during conversations.

SS+ED – SD-BRC: Plays beside and interacts with peers.

SS+ED – SD-BRC: Participates in group glee.

knowledge, feelings, and fantasy.

SAL – EP: Demonstrates an increasing capacity to maintain concentration for a meaningful

and 3 dimensional artwork.

SCA – VA: Begins to use art materials safely and appropriately.

SCA – M: Develops ability to sing expressively.

identify where they see such creatures.

fingers and wrists to manipulate objects.

SPDH – FM: Cuts paper in straight line.

children with their own learning” (McAfee, 2010).

report and communicate with others” (McAfee, 2010).

appropriate assessment systems, which include multiple sources of information, to

provide information on children’s learning and development.” (NAEYC, 2011) Another

We shall strive to build individual relationships with each child; made

individualized adaptations in teaching strategies, learning environments, and

services to a particular population of children.) (NAEYC, 2011)

with the NAEYC Code of Ethics Position Statement.

Week 1: Dogs + Cats

Week 2: Horses + Cows

Week 3: Goats + Sheep

Week 4: Alpaca + Angora Bunnies

Week 5: Ducks + Chickens

Week 6: Turtles + Otters

Week 7: Gorillas + Spider Monkeys

Week 8: Giraffes + Elephants

Week 10: Moose + Deer

Week 11: Squirrels + Songbirds

Week 12: Butterflies + Ladybugs

animals that do not have forever homes.

SS+ED – ED-SC: Chooses individual activities.

and 3 dimensional artwork.

fingers and wrists to manipulate objects.

 Work with natural objects to create a piece of artwork.

handmade goods to local organizations.

 Explore parts of the animal’s body through activities.

 Work as a group to cook food while working on independence skills.

through the remainder of this unit.

 Wooden veterinary playset

adhere the items to the wood.

within the classroom and school.

2 cups of plain or whole wheat flour

1 tablespoon of baking powder

1 cup of chunky or smooth peanut butter

eat them until after they have cooled. (Madson)

animals that don’t have forever homes.

SS+ED – ED-SC: Expresses own ideas and opinions.

SS+ED – SD-BRC: Plays beside and interacts with peers.