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Curriculum Planning Project

ECE 334Ms. GarrettLaura Edwards4-4-16

A. Identify group of children.

The group of children that the curriculum is intended for is preschoolers. The preschool program

is going to be a full day program operating from 8:00am-3:30pm. There will be 20 students in

the class, ages 3 to 5 years old. I will have a full-time assistant teacher in the class with the

children.

B. Philosophy Statement

This preschool curriculum uses Reggio Emilia and Montessori approaches. Reggio Emilia

allows children to be creative. We believe that children learn best by being creative because it

allows them to use their imagination and keeps their interest in wanting to learn more about the

world. The Reggio Emilia approach focuses on collaboration and working in a group. We also

believe that children can learn a lot more if they work together in a group because they get to

see other people’s perspective on things and learn to get along with each other.

Montessori believes that children are natural learners because they are curious about their

world. It lets children find their interests. This curriculum believes that students will be more

engaged in learning if they choose what they want to learn more about. The reason being is that

they will pay attention if they are interested in what they are learning rather than learning

something that doesn’t interest them. The Montessori approach lets children work at their own

pace with the materials they choose. This curriculum thinks that children learn better at their

own pace because they not are rushed to get done with an assignment.

C. Develop 8-10 overall program goals.

1. The child will grow socially and emotionally.

2. Children will learn about being healthy and practice using their physical development skills.

3. Students will acquire language and literacy skills.

4. Children will obtain mathematics abilities.

5. Students will be exposed to science topics.

6. Children will learn to be creative in the arts.

7. Students will pick what their want to learn.

8. Children will work at their own pace on their schoolwork.

D. Curricular Framework

Main Idea/ MjUnit Mj

Theme Mj

Physical Mj

Language Mjand Mj

Literacy Mj

Mathematics MjScience Mj

Creative Arts (Music, MjArt, Movement and Mj

Dramatic Play) Mj

Social and MjEmotional Mj

This model will be used for the preschool curriculum program that I created. I decided to use a

diagram web because it is simple to read and understand. I used the Nebraska Early Learning

Guidelines for ages 3 to 5 years of age to decide which developmental areas to use for the

framework. The developmental areas that I used include social and emotional, physical,

language and literacy, mathematics, science, creative arts (which includes music, art,

movement, and dramatic play).

E. 2-3 Early Learning Guidelines

Physical:

1. Child develops fine (small) motor skills.

2. Child develops gross (large) motor skills.

Science:

1. Child develops scientific skills and methods.

2. Child develops scientific knowledge skills.

Mathematics:

1. Child develops number and operations skills.

2. Child develops geometry and spatial sense.

Creative Arts:

1. Child develops musical skills.

2. Child participates in dramatic play activities.

3. Child develops artistic skills.

Social and Emotional:

1. Child develops self-concept skills.

2. Child acquires cooperation abilities.

3. Child develops social relationships.

Language and Literacy:

1. Child develops speaking and communicating skills.

2. Child acquires book knowledge and appreciation.

F. Core and supplementary materials

Curriculum Areas (from Framework

Guidelines Core Materials Supplemental Materials

Physical

NE-ELG 3-5: Fine (Small) Motor Skills (H&P Development.01) Uses eye-hand

coordination to perform a variety of tasks

Child explores drawing and painting materials

Crayons Markers Stamps Play dough Masking tape

Paint and paint brush

Pencils Color pencils Sponges Cotton balls Sidewalk chalk

Paper Paper plates Coffee filters Wall paper Butcher paper

NE-ELG 3-5: Gross (Large) Motor Skills (H&P Development. 02)

Child develops coordination, balance, spatial awareness and strength through gross (large) motor activities

Uses indoor and outdoor gross (large) motor equipment safely and appropriately

Wooden beam Cones Playground set Tricycle

Jump rope Balls Tunnel Seesaw

Wood chips Cushion Helmet Knee and elbow

pads

Air pump

Science NE-ELG 3-5: Scientific Skills and Methods (S.01)

Child uses senses, materials, events in nature, and the environment to investigate and expand knowledge

Makes observations, and describes objects and processes in the environment

Dirt and soil Sea shells Binoculars Spray bottle

with sense

Plastic containers

Magnifiers Pencil and

paper Measuring tape

Bucket Net Funnel Tweezers

Journals Balance scales Shovel Clip board

NE-ELG 3-5: Scientific Knowledge (S.02)

Shows interest in active investigation

Child demonstrates understanding of simple cause and effect relationships

Rocks Sand Plants

Magnets Bucket of water Spoon Straw Glass jar Plastic lid Paints

Strainer/Sifter Planting pot

Paper clips Cans Paper towels Mixing spoon Clear container

Mathematics NE-ELG 3-5: Number and Operations (M.01)

Counts up to ten or higher

Distinguishes between numbers and letters

Small blocks Colored bears Magnetic

shapes Buttons Sea shells Beads Beans

Magnetic letters and numbers

Number and letter puzzles

Number and

Boxes

Magnet board Storage shelf Nail or thumb

stack

letter books Calendars

NE-ELG 3-5: Geometry and Spatial Sense (M.02)

Learns about shapes

Combines different shapes to make representations or patterns

Uses words that describe the relative position of things

Lids Balls Cereal box Watermelon Ice cream cone Chesses cubes Dice

Wooden blocks Different shapes

of boxes Magnets Toothpicks

Blocks Box Doll and stuffed

animals Hats Mittens Shoes

Paper towels Plates Refrigerator

Storage bin Jar Container

Storage Hat hanger

Creative Arts NE-ELG 3-5: Music (CA.01)

Develops an appreciation for music

Uses music as an avenue to express thoughts, feelings, and energy

CD’s and player Scarves Streamers Finger plays

Action songs Fast/slow music Loud/soft music Musical

instruments Microphone

Open space CD case Amplifiers

Mirror Parachute Flashlight Jump rope Hoops Ribbons

NE-ELG 3-5: Dramatic Play (CA.04)

Engages in role play with two or more children

Assumes the role of

Hats Costumes Props Pretend food Tables and

chairs Play plates and

Storage Stage Mirror

someone or something else, or talks in language relevant to the assumed role

silverware Stuff animals or

dolls

NE-ELG 3-5: Art (CA.02) Uses materials

to make a simple representation and describes or demonstrates how it was made

Draws or paints images with a few details

Develops confidence in own creative expression through process-oriented experiences

Watercolors Stamp pads Stencils Clay Computer paint

program

Pencil Crayons Makers Colored pencils Finger paints Tempera paints Brushes

Video tape or audio record

Camera Laminate

Space to display children’s artwork and put it at eye level

Paper and pencil Overhead lighting Tables and chair

Pencil sharpener Paper Paper towels and

water Drying table

Shelf to display art work

Flyer to advise an art show

Social and Emotional

NE-ELG 3-5: Self Concept (S&E. 01)

Likes self and shows pride in accomplishments

Joins other children in various play activities

Camera Laminate and

laminate board Book Binder Books Jump rope See saw Parachute Wagon

Mirror Family photos Poster board with

child’s strengths

Storage Helmet Balls

NE-ELG 3-5: Cooperation (S&E. 03)

Uses compromise and conflict resolution skills

Attempts to solve problems with other children independently, by negotiation, or other socially acceptable means

Board games Blocks Painting and

boxes

Storage Paper towels Water

Language and Literacy

NE-ELG 3-5: Speaking and Communicating (L&L.02)

Initiates interactions with adults and peers

Child uses English or native language to share feelings and express ideas

Child uses vocabulary that has been introduced

High shelf with toys on top

Drinks and snacks

Puppets

Carryon and paper

Family or community photos

Blocks Playdough

Books Bulletin Board

rich in vocabulary

Pictures Thematic item

that the children are learning about.

Cups and plates Stage and storage

for the puppets

Mats Bulletin board to

hang the photos Storage

Storage Background and

border for bulletin board

Laminator and thumb tacks

NE-ELG 3-5: Book Knowledge and Appreciation (L&L.04)

Picture reads; tells about the story from the

Books Sequence cards Felt board and

pieces Puppets

Storage Laminator

pictures on the cover or in the book

Knows specific words related to books such as author and illustrator

Paper Pencils Makers Staplers Staples Colored

Construction Paper

Storage

G. Curricular Strands

1. Colors

2. Shapes

3. Numbers

4. Letters

5. Feelings

6. Weather

7. Season

8. Holidays

9. Animals

10. Children’s Books

The curricular strands I chose are colors, shapes, numbers, letters, feelings, weather, seasons,

holidays, animals and children’s books. Color is an important curricular strand because children

should be able to recognize and label the different colors. Shapes are an important curricular

strand because children should be able to recognize and label them. It also helps define our

environment and is one of the first steps of learning about math. Numbers are an important

strand because children should be able to count to at least 10 and it will help with doing math in

the future. Letters are an important strand because letter combinations form words, which we

use every day for talking and reading. Feelings are an important strand because they let children

express how they feel and understand the emotions of others. Weather is an important strand

because children learn that it affects our daily lives and activities. Seasons are an important

strand because they let children know how to dress for the day and what activities they can do

outside. Holidays are an important strand because children learn the different traditions people

celebrate. Animals are an important because children get to learn about the different types of

creatures and they learn to have respect for nature and the animals themselves. Children’s

books are an important strand because they get children interested in learning how to read,

improve vocabulary and to share their opinions about which books they like.

H. Themes

1. Nursery Rhymes

2. Fairy Tales

3. Transportation

4. Weather

5. Outer Space

6. Dinosaurs

7. Feelings

8. Friendship

9. Ocean Life

10. Zoo

The two themes that I selected from the list are transportation and the zoo. I chose

transportation because it fits the framework and I could come up with activities for each of

the guidelines. I have or could get the resources and materials for each of the activities. The

activities for the theme would be hands-on and this theme is relevant to children because

they are starting to play with toy cars or trucks at a young age. Transportation is a diverse

theme because there are many different vehicles. The activities that I could do for each area

are, making parachutes or talking about hot air balloons for science, books on

transportation for language and literacy, getting along with people on a certain type of

transportation, following the rules, being away from your family for social and emotional,

playing red light/green light for physical, counting how many wheels for math, and the

wheels on the bus song for creative arts.

I chose the zoo because it also fits the framework and I could come up with activities for

each of the guidelines. I have or could get the resources and materials needed for each of

the activities. The activities would be hands-on and it is relevant to the children because the

majority have them have gone to the zoo and know what animals are there. Zoo is a diverse

theme because there are different types of animals that live in the zoo. The activities that I

could do for each area are categorize animals for science, books about the zoo for language

and literacy, animal families for social and emotional, make animals out of paint or

playdough for physical, counting animal toys for math and walk like a certain animal for

creative arts.

I. Curriculum Web

Zoo Mj

Physical Mj(Fine Mj

Motor) Mj

Language Mjand Mj

Literacy Mj

Mathematics Mj

Science Mj

Creative Arts Mj(Movement, Music Mjand Dramatic Play) Mj

Social and MjEmotional Mj

Categorize MjAnimals toys Mjaccording to Mjflying, water Mjand ground Mj

animals Mj

Weigh a Mjbarrel of Mj

toys using Mja scale Mj

Bring Mjdifferent Mjanimals Mjtextures Mj

for Mjchildren to Mj

feel Mj

Children move like Mjdifferent types of zoo Mjanimals (such as an Mj

elephant monkey, lion, Mjetc). Mj

Sing the zoo theme Mjsong (it is sung to Mjthe tune of wheels Mjon the bus)where Mjyou sing about the Mjzoo animals you Mj

talked about. Mj

Have children play Mjzoo by using stuff Mjanimals and being Mj

zookeeper. Mj

Count the Mjnumber of Mj

animal Mjtoys or Mjstuffed Mj

animals. Mj

Play Mjanimal Mjbingo. Mj

Create a animal Mjpattern using animal Mj

toys or stuffed Mjanimals. Mj

Read Curious MjGeorge Visits the MjZoo and have felt Mjpieces go along Mjwith the story for Mj

the children to use. Mj

Read Polar Bear, MjPolar Bear, What Do Mj

You Hear. Have Mjchildren create Mj

puppets to use while Mjthe teacher read the Mj

story. Mj

Read Tacky the MjPenguin and Mjhave children Mj

act out the story Mjusing props or Mjimagination. Mj

Use paint or Mjplay dough Mjto make an Mj

animal. Mj

Play Hungry, MjHungry, Mj

Hippos board Mjgame Mj

Zoo Mjanimal Mj

puzzles. Mj

Talk about Mjhow the Mjanimal Mj

parents are Mjproactive of Mjtheir young. Mj

Play a memory Mjgame where the Mj

children match the Mjadult animal with Mjtheir baby animal. Mj

Children Mjmake animal Mjmasks with Mjemotions Mj

J. Identified Project Theme

1. Rationale

The zoo theme is relevant to preschoolers because they are starting to learn and talk about

the different types of animals that live here on earth. The students learn that not all animals

live and walk on land. Some fly in the air and others live and swim in the water. They also

learn that animals come in different colors and sizes. Children realize that we are not the

only species living here on earth, making them realize we have to share this planet with

them. It teaches them to respect the animals. The majority of children go visit the zoo and

when they come back from the zoo, they like to share with people the different types of

animals they saw and the fun activities they experienced there.

2. Goals and Guidelines for Theme

a. NE-ELG: 3-5, Science

Child develops scientific skills and methods

Begins to make comparisons between objects that have been

observed

Child uses senses, materials, events in nature, and the environment to

investigate and expand knowledge

Child shows interest in measurement of time, length, distance, and weight

b. NE-ELG: 3-5, Social and Emotional

Child understands and respects similarities and differences among adults

and children in their program, home, and community

c. NE-ELG: 3-5, Language and Literacy

Child listens to directions and conversations with understanding

Demonstrates understanding of the meaning of stories, songs and

poems

d. NE-ELG: 3-5, Creative Arts (Movement, Music and Dramatic Play)

Child is able to sing, play, move and create music, expressing individual

imagination

Develops an appreciation for music

Child expresses strong emphasis, steady beats and changing dynamics in

various musical tempos and styles through movement

Responds to the beat of songs or instrumental music with more

complex movements (walking or jumping to the beat, clapping, etc.)

Child participates in a variety of dramatic play activities

Uses words, actions and materials to portray a role, situation or

setting

Engages in role play with two or more children

e. Physical (Fine Motor)

Child uses finger and hand control to operate and use small objects to

demonstrate fine (small) motor coordination

Develops fine (small) motor skills through participation in activities

Child explores writing, drawing and painting materials

f. Mathematics

Child develops knowledge of patterns

Begins to recognize duplicates and extends simple patterns using a

variety of materials

Child develops an understanding of the counting process

Counts in nursery rhymes; counts all types of objects; plays with

counting forward or backwards

Child develops spatial sense

Uses words that describe the relative position of things

3. Vocabulary and concepts

a. Science:

Extinct- No longer existing. (Source

http://www.merriamwebster.com/dictionary/extinct)

http://www.merriamwebster.com/dictionary/extinct

Habitat- A place providing appropriate living on land and water for an animal

and their family. (Source:

https://nationalzoo.si.edu/Education/ClassroomScience/vocabularylist.cfm)

Endangered species- A group of animals that is at risk for disappearing forever.

(Source: http://kids.britannica.com/elementary/article-353099/endangered-

species)

Aquarium- A glass-sided tank in which fish or other sea animals and plants are

kept to be on display. (Source: http://www.dictionary.com/browse/aquarium)

b. Social and Emotional

o Herd- A community of animals that live or are kept together. (Source:

http://www.merriam-webster.com/dictionary/herd)

o Playful- Showing that you are enjoying yourself and not being serious. (Source:

http://www.merriam-webster.com/dictionary/playful)

o Flock- A group of birds that are kept and feed together. (Source:

http://www.dictionary.com/browse/flock)

o Aggressive behavior- When one animal attacks another animal to cause harm. (

Source: http://www.britannica.com/topic/aggressive-behaviour)

c. Language and Literacy

Zoo Keeper- A person who feeds and supervises the animals at the zoo.

( Source: http://www.dictionary.com/browse/zookeeper)

Aviary- A large cage where birds are kept. (Sources:

https://www.pinterest.com/pin/543246773771946209/,

http://www.dictionary.com/browse/aviary)

http://www.dictionary.com/browse/aviary

https://www.pinterest.com/pin/543246773771946209/

http://www.dictionary.com/browse/zookeeper

http://www.britannica.com/topic/aggressive-behaviour

http://www.dictionary.com/browse/flock

http://www.merriam-webster.com/dictionary/playful

http://www.merriam-webster.com/dictionary/herd

http://www.dictionary.com/browse/aquarium

http://kids.britannica.com/elementary/article-353099/endangered-species


https://nationalzoo.si.edu/Education/ClassroomScience/vocabularylist.cfm

Scaly- Covered with scales. (Sources:


http://www.dictionary.com/browse/scaly)

Snout- The long nose of some animals. ( Sources:

https://www.pinterest.com/pin/543246773771946209/, http://www.merriam-

webster.com/dictionary/snout)

d. Creative Arts

Slithering- To slide on the ground from side to side. (Sources:


http://www.dictionary.com/browse/slithering)

Waddling- To walk with short steps, swinging or rocking side to side. ( Sources:


http://www.dictionary.com/browse/waddle)

Roar- To express a loud, deep cry or howl. (Source:

http://www.dictionary.com/browse/roar)

Costume- Clothes worn by someone who is trying to look like a different person or

thing. (Source: http://www.merriam-webster.com/dictionary/costume)

e. Physical (Fine Motor)

Board Game-A game that involves the moving of pieces form one location of the

board to another (Source: http://www.dictionary.com/browse/board-game)

Stamps- A block used for imprinting with design. (Source:

http://www.dictionary.com/browse/stamp)

Puzzles- A game that requires putting together pieces to form a full picture.

( Source: http://www.thefreedictionary.com/puzzle)

http://www.thefreedictionary.com/puzzle

http://www.dictionary.com/browse/stamp

http://www.dictionary.com/browse/board-game

http://www.merriam-webster.com/dictionary/costume

http://www.dictionary.com/browse/roar

http://www.dictionary.com/browse/waddle


http://www.dictionary.com/browse/slithering


http://www.merriam-webster.com/dictionary/snout



http://www.dictionary.com/browse/scaly


Play Dough- A modeling substance used for making shapes and objects. (Source:

http://www.ldoceonline.com/dictionary/play-dough)

f. Mathematics

Patterns- A repeated design. (Source:

http://www.merriam-webster.com/dictionary/pattern)

Altogether- All is added together. (Source:

http://www.merriam-webster.com/dictionary/altogether)

Subtract- To take away. (Source: http://www.dictionary.com/browse/subtract)

Matching- One that is the same like another. (Source:

http://www.thefreedictionary.com/matching)

4. Descriptions of large group, small group and self-selection (center) activities

Large Group:

1. Talk about how the animal parents are protective of their young.

2. Play animal bingo.

3. Count the number of animal toys or stuffed animals.

4. Children move like different types of zoo animals (such as an elephant, monkey,

lion, etc.)

5. Sing the zoo theme song (it is sung to the tune of wheels on the bus) where you sing

about the zoo animals you talked about.

6. Read Tacky the Penguin and have children act out the story using props or

imagination.

7. Read Polar Bear, Polar Bear, What Do You Hear? Have children create puppets to

use while the teacher reads the story.

http://www.thefreedictionary.com/matching

http://www.dictionary.com/browse/subtract

http://www.merriam-webster.com/dictionary/altogether

http://www.merriam-webster.com/dictionary/pattern

http://www.ldoceonline.com/dictionary/play-dough

8. Sing the zebra song (this is sung to the song I’m a little teapot).

Small Group:

1. Play a memory game where the children match the adult animal with their baby

animal.

2. Create an animal pattern using animal toys or stuffed animals.

3. Weigh a barrel of toy monkeys using a scale.

4. Categorize animal toys according to flying, water and ground animals.

5. Bring different animal textures for children to feel.

6. Read Curious George Visits the Zoo and have felt pieces go along with the story

for the children to use.

7. Have children match the correct food to the correct animal that eats that food.

Use stuffed animals or pictures of animals and place a bowl in front of each

animal to put the play food or pictures of food cut from magazines in the bowl.

8. Have children practice their shoe tying skills by tracing and cutting out zoo

animal shapes from sturdy paper. Then laminate them and provide colored shoe

laces for lacing.

Self-selection (center) activities:

1. Children make animal masks with emotions

2. Zoo animal puzzles.

3. Play Hungry, Hungry, Hippos board game.

4. Use paint or play dough to make an animal.

5. Have children play zoo by using stuff animals and being zookeepers.

6. Have children play zoo nursery using stuffed animals, baby bottles, blankets, and

pretend food.

7. Have children create their own zoo.

8. The teacher will read the book Twenty-One Elephants and Still Standing. After

reading the book, have the children build a bridge for twenty-one elephant toys.

5. Materials and Resources

Science:

Weighing a barrel of monkeys activity materials: a barrel of monkey toys and scale

Feed the Zoo Theme Animals! activity materials: stuffed animals, bowls, and play food

Categorizing different types of zoo animals materials: flying zoo animal toys, water zoo

animal toys, and ground zoo animal toys.

Habitat materials: bowl of water, tray of dirt, a pile of hay or grass, and many small toy zoo

animals.

Animal Textures materials: Different types of animal textures, which could include

snakeskin, animal hide, and faux animal fur

Language and Literacy:

Tacky the Penguin activity materials: Tacky the Penguin book, Hawaiian shirt, fishing nets,

fishing poles, hats, bird cage, maps, and rocks.

Curious George Visits the Zoo activity materials: Curious George Visits the Zoo book, felt

pieces of characters, and felt board.

Zoo Riddles activity materials: ABC Zoo book

Polar Bear, Polar Bear, What Do You Hear? activity materials: Polar Bear, Polar Bear, What

Do You Hear? book, brown paper bags, crayons/markers, glue stick, scissors, and

construction paper.

Zoo Animal Story Bag activity materials: large bag and plastic toy zoo animals.

Creative Arts:

Animal Sounds and Faces activity materials: pictures or drawings of many different zoo

animals, 10” x 12” cardboard pieces, tongue depressors or straws, glue or paste, and

staples.

Zebra Song activity materials: http://www.preschool-plan-it.com/zoo-theme.html

Zoo Theme Song activity materials: http://www.preschool-plan-it.com/zoo-theme.html

Zoo Animal Musical Chairs activity materials: chairs, pictures of zoo animals, enough to put 1

under each chair, recorded music.

Moving like different zoo animals activity materials: none

Social and Emotional:

Match the adult with the baby animal game materials: pictures of adult zoo animals,

pictures of baby zoo animals, cardboard, lamination.

Helpful Zoo Animals activity materials: pictures of various zoo animals.

Follow the Leader activity materials: none

Talk about how animal parents protect their young activity materials: none

Talk about how caged animals feel activity materials: none

Physical (Fine Motor):

Cool Clothespin Cats activity materials: construction paper, two spring-type clothespins,

glue, scissors, markers or paint.

Paper Plate Lions activity materials: paper plates, sandwich bags, and cotton balls, yellow

tempera paint, and scissors.

Giraffe Puzzle activity materials: Bulletin Board Smorgasbord book, page 45- picture of

giraffe puzzle, crayons/markers, and scissors.

Zoo Theme Lacing Card activity materials: pencils, sturdy cardboard, scissors, zoo animal

shapes, lamination, hole punchers, and colored shoe laces.

http://www.preschool-plan-it.com/zoo-theme.html


Elephant Puppet activity materials: small cup, scissors, felt-tip markers, glue stick, and gray

felt.

Mathematics:

Animal Sorting activity materials: zoo stuffed animals.

Playing animal bingo activity materials: animal bingo cards, chips, and master bingo card.

Creating animal pattern activity materials: zoo animal toys or zoo stuffed animals.

Which animal is bigger? activity materials: many toy models of zoo animals in various sizes.

Count the zoo animals: zoo animal toys or zoo stuffed animals.

6. Learning Center Profiles

Learning Center Profile

General Description: (Include subject/topic, skill area, unit focus, age/grade level of intended users;

number of students using materials at any one time).Preschool Fine Motor Center: The skill area for this center is learning about zoo animals through fine motor skills. Children will use their hands and fingers for the activities.

This center is intended for 4-5 children and lets them choose the learning activities they want to do. The materials will be on a shelf in the fine motor center.

Materials/Spatial Requirements: (materials needed for all learning activities; space needs-table, floor, corner, shelf, etc.).Materials needed for learning activity #1: posters/pictures of zoo animals, scissors and lamination.Materials needed for learning activity #2: Hungry, Hungry, Hippos board game.Materials needed for learning activity #3: paint, paint brush, cup of water, paper, and play dough.

The space that will be needed is tables, chairs, floor and an easel. Shelves will also be needed for storage of these materials.

Content Standards: (include state/national content standards related to the activities included).

Nebraska Early Learning GuidelinesAge 3-5 Child uses finger and hand control to operate and use small objects to demonstrate fine motor coordination. Develops fine motor skills through participation in activities. Child explores writing, drawing and painting materials.

Objectives: (What are the objectives to be accomplished when using center materials?)

1. The students will put poster/picture pieces of an animal together.

2. The students will play Hungry, Hungry, Hippos board game.

3. The students will create animals using fine motor materials.

Activities: (Briefly list/describe the activities in the center. Indicate which objectives each of the activities will help learners accomplish*).

1. Animal Puzzles-The students will put poster/picture pieces of an animal together to make an animal puzzle (1).2. Hungry, Hungry, Hippos- The students will play Hungry, Hungry, Hippos board game with other students in the center (2).3. Creating an animal-The students will use paint or play dough to create any animal they want (3).


General Description: (Include subject/topic, skill area, unit focus, age/grade level of intended users; number of students using materials at any one time).Preschool Dramatic Play Center: The skill area for this center is children will learn about the

different jobs at the zoo by role-playing. The children will act out different roles for the activities.

This center is intended for 4-5 children and lets them decide what learning activities they want to do. The materials will be in a basket and shelf in the dramatic play center.

Materials/Spatial Requirements: (materials needed for all learning activities; space needs-table, floor, corner, shelf, etc.).Materials needed for learning activity #1: stuffed animals, boxes, pools, bins, green sheet or piece of fabric, wading pool, props that include boots, safari-type hats, vests, nets, gloves, pail, pretend food (play fruit) and bowls.Materials needed for learning activity #2: stuffed animals, baby bottles, blankets, diapers, and pretend food.

Materials needed for learning activity #3: slips of paper (zoo tickets) and hole puncher.

The space that will be needed is table, corner shelf, and basket. The costumes, items and props will go on the shelf, while the stuffed animals will go in a basket.


Nebraska Early Learning GuidelinesAge 3-5 Uses words, actions and materials to portray a role, situation or setting. Engages in role play with two or more children.


1. The children will pretend to be zookeepers.

2. The children will play nursery using zoo stuffed animals.

3. The children will pretend to be ticket takers for the zoo.


1. Welcome to the Zoo: Children will be zookeepers and take care of the animals. They can take other children on “tours” of the zoo and discuss what they know about each animal (1).

2. The Nursery: Children will care for the baby animals in the zoo nursery. They will learn what each baby animal eats and drinks (2).

3. Ticket Taker- Children will take other children’s tickets and hole punch them to let them into the zoo (3).


General Description: (Include subject/topic, skill area, unit focus, age/grade level of intended users; number of students using materials at any one time).

Preschool Science Center: The unit focus for this center is learning about the zoo and its animals by having children create or build something that is related to it. They will also sort different zoo animals into groups. Children will use different types of materials to build and create something for the zoo and its animals.

This center is intended for 4-5 children and lets them choose what learning activities they want to do. The materials will be located in shelves in the science center.

Materials/Spatial Requirements: (materials needed for all learning activities; space needs-table, floor, corner, shelf, etc.).

Materials needed for learning activity #1: a bin with filler (such as beans/rice, dry pasta, birdseed, etc.), toy zoo animals, toy fencing and other items to create divisions (craft sticks, rulers, etc.), construction paper, cardboard, scissors, and tape to create plants and structures within the zoo, small containers and items that could be used as food bins/food for the animals (beads, gems, buttons, dry beans, cereal, etc.), small pieces of paper and writing utensils (to label the exhibits), and colored felt to serve as grass or water.

Materials needed for learning activity #2: Twenty-One Elephants and Still Standing book, popsicle craft sticks, paper towel rolls, miniature red cups, learning resources jungle counters that include elephants.

Materials needed for learning activity #3: collection of wild animal pictures.

The space that will be needed for these activities are tables, floors, and shelves. All the materials will be located in shelves in the science center.


Nebraska Early Learning GuidelinesAge 3-5 Child uses senses, materials, tools, technology, events in nature, and the environment to investigate and expand knowledge.


1. The children will create their own zoo.

2. After listening to the story Twenty-One Elephants and Still Standing, the children will build a bridge

3. The children will sort a collection of wild animal pictures into families, such as putting animals that belong to the bear family.


1. Zoo Sensory Play: Children will create their own zoo using sensory materials/materials (1).

2. Build A Bridge for 21 Elephants: Children will listen to the teacher read the book Twenty-One Elephants and Still Standing. After listening to the story, the children will build a bridge for the elephants using the materials listed above (2).

3. Animal Families: Children will use a collection of wild animal pictures and sort the animals into different types of families. The different types of families could include the cat family, ape family, bear family, bird family and reptile family (3).

7. Bibliography

1. Name: 3-D Animals Language Activities Kit

Author: Shirley

A. Steinmetz

Publication

Date: 1990

2. Name: ABC Zoo

Author: Jean Warren

Publication Date:

1991

3. Name: The Complete Daily Curriculum For Early Childhood: Over 1200 Easy

Activities to Support Multiple Intelligences and Learning Style

Author: Pam Schiller and Pat Phipps

Publication Date: 2011

4. Name: The Giant

Encyclopedia of Circle

Time and Group Activities

for Children 3 to 6: Over

600 Favorite Circle Time Activities Created by Teachers for Teachers

Author: Kathy Charner


5. Name: Creative

Resources for the Early Childhood Classroom

Author: Judy Herr and Yvonne Libby Larson


6. Name: Lyle, Lyle, Crocodile

Author: Bernard Waber


7. Name: Sammy The

Seal

Author: Syd Hoff

Publication: 1959

8. Name: The Zoo Book

Author: Jan Pfloog


9. Name: Zoozical

Author: Judy Sierra

Publication Date:

2011

10. Name: Birthday Zoo

Author: Deborah Lee Rose


8. Treatment of Content identified as impressional (I), foundational (F), or skilled (S).

Children make animal masks with emotions (Skilled).

Play a memory game where the children match the adult animal with their baby

animal (Foundational).

Talk about how the

animal parents are protective of their

young (Foundational).

Zoo animal puzzles (Skilled).

Play Hungry, Hungry, Hippos board game (Impressional).

Use paint or play dough to make an animal (Skilled).

Create an animal pattern using animal toys or stuffed animals (Impressional).

Play animal bingo (Foundational).

Count the number of animal toys or stuffed animals (Skilled).

Have children play zoo by using stuff animals and being zookeepers (Skilled).

Children move like different types of zoo animals (such as an elephant, monkey,

lion, etc.) (Skilled).

Sing the zoo theme song (it is sung to the tune of wheels on the bus) where you sing

about the zoo animals you talked about (Foundational).

Read Tacky the Penguin and have children act out the story using props or

imagination (Foundational).

Read Polar Bear, Polar Bear, What Do You Hear? Have children create puppets to

use while the teacher reads the story (Foundational and Skilled).

Read Curious George Visits the Zoo and have felt pieces go along with the story for

children to use (Foundational).

Weigh a barrel of monkey toys using a scale (Impressional).

Categorize animal toys according to flying, water and ground animals

(Foundational).

Bring different animals textures for children to feel (Impressional).

K. KWL Chart

Know Want Learned

They know that animals live at

the zoo.

Want to know the names of

the animals.

They know that different kinds

of animals are at the zoo.

Want to know where there

from.

They know families or people

visit the zoo to see animals.

Want to know what types of

food they eat.

They know that it’s a special

day when they visit the zoo

Want to know who takes care

of them.

and are excited.

L. Schedule

Monday, May 2, 2016

7:50am-8:15am Students will eat breakfast, use restrooms and go to centers. Teacher will

monitor students.

8:15am-8:30am Circle Time. The teacher will go over day of the week, month, and weather and

lead the students in reciting the Pledge of Allegiance

8:30am-9:15am The teacher will read Polar Bear, Polar Bear, What Do You Hear? and students

will make puppets. This will be with all the students.

9:15am-10:00am Students play animal bingo. This will be with all the students. The teacher will

call out the animals during animal bingo.

10:00am-10:15am Recess/Outdoor time. Teacher will supervise students.

10:15-10:30am Restrooms/Wash hands. Teacher will monitor students.

10:30-11:00am Students can choose to play Hungry, Hungry, Hippos Board game or make

animal masks with emotions. Teacher will supervise students.

11:00am-11:20am Lunch. The teacher will eat with the students and watch them.

11:20am-11:45am Rest/Nap. The teacher will tell students to get their mats and put them away

when finished.

11:45am-12:00pm Restrooms. Teacher will monitor students.

12:00pm-12:20pm Have children move like different zoo animals (such as an elephant, monkey,

lion, etc.) All students will be involved with the activity. The teacher will tell the students what

animal to move like.

12:20pm-1:00pm The teacher’s aid will bring different animal textures for half of the students to

feel while the teacher helps the other half of students weigh a barrel of monkeys. The teacher

will divide students into two groups and switch activities at 12:40pm.

1:00pm-1:30pm The teacher will direct a discussion about how the animal parents are

protective of their young. This will be with all the students.

1:30pm-2:00pm The teacher and students will sing the zoo theme song (it is sung to the tune of

Wheels on the Bus) where you sing about the zoo animals you talked about. This will be with all

the students.

2:00pm-2:30pm Recess/Outdoor time. Teacher will supervise students.

2:30pm-2:45pm Restrooms/Wash hands. Teacher will monitor students.

2:45pm-3:15pm Students can choose to do zoo animal puzzles or use paint or play dough to

make an animal. Teacher will watch the students and direct cleanup.

3:15pm-3:30pm Closure and Departure. The teacher will review the day’s activities and ask

students questions about the activities.

M. Weekly Planning Format

Day Science Language and

Literacy

Creative Arts

(Movement, Music, and Dramatic

Play)

Social and Emotional

Physical (Fine

Motor)

Mathematics

Monday Weigh a barrel of monkeys

Tacky the Penguin story

Animal Sounds and Faces

Match the adult with the baby animal game

Cool Clothespin Cats

Animal Sorting

Tuesday Match the food to the animal that eats that food

Curious George Visits the Zoo

Sing the zebra song

Helpful Zoo Animals

Paper Plate Lions

Play animal bingo

Wednesday Categorize Zoo Sing the zoo Follow the Giraffe Create an

flying, water and ground animals

Riddles theme song Leader Puzzle animal pattern

Thursday Making a Habitat

Read Polar Bear, Polar Bear, What Do You Hear? and create puppets

Zoo Animal Musical Chairs

How the animal parents protect their young.

Shoe tying skills by tracing zoo animal shapes laces for lacing

Which Animal is Bigger?

Friday Animal textures for children to feel

Zoo Animal Story Bag

Move like different zoo animals (such as an elephant, monkey, lion, etc.)

Talk about how caged animals feel

Elephant Puppet

Count the number of animal toys or stuffed animals

N. Two specific activities

College of Saint MaryLesson Plan Format with Lesson Reflection

LESSON/ACTIVITY INFORMATIONTitle: Categorizing Animal ToysYour name: Laura Edwards Age or Grade Level:

PreschoolIntegrated Disciplines/Subjects: Science

Time frame for Lesson: 15-20 minutes

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSNebraska State Standards; Nebraska Early Learning Guidelines , Nebraska Fine Arts Standards and ISTE Standards (as appropriate for the lesson):

Nebraska Early Learning Guidelines; Ages 3-5/ Science Child develops scientific skills and methods Begins to make comparisons between objects that have been observed

Objectives: Make certain to include When, Who, What and How (criterion for success) in your objectives. You may find terms related to Bloom’s Taxonomy of Cognitive Development helpful in formulating your objectives. Sample lead in phrases for writing learning objectives are listed below.

During the activity, the child will be able to categorize animal toys according to flying, water and ground animals.

Assessment: I would make an assessment chart with the students’ names on it and in other columns have flying, water, and ground animals categorized. I would then write down the names of the animals that the child correctly categorized.

Materials: flying animal toys, water animal toys, and ground animal toys.

LESSON PROCEDURESAnticipatory Set: I would play a guessing game with the students by asking what type of animal flies, swims, and walks. I would ask the students what is their favorite group of animals, according to the three categories. I would tell the students that today they are going to organize the animal toys, according to the three types of animal groups.

Input/Modeling/Guided Practice/Check for Understanding: The following section must include all of the steps the teacher needs to do in order to carry out the lesson and must also include all

of the responses and activities that students will be expected to do.

DETAILS are important here in order to demonstrate your thinking of what this will look like in the classroom. Write this section so that the lesson could be easily replicated.

Teacher will do:

1. The teacher will bring the different types of animal toys to class.

2. The teacher will demonstrate and

Student will do:

1. The students will listen to the teacher’s directions for the activity.

2. The students will organize the animal

explain the activity to the students3. The teacher will assess the students

to see if they met the objective successfully.

toys, according to the three group areas.

Closure: Can be whole group review or opportunities for individual responses.

Talk about the activity and ask them if they know other types of animal groups.

Differentiation:Describe how will you differentiate for varying student needs by identifying at least two distinct areas of learning needs and describing appropriate accommodations and/or modifications related to methods of instruction and student(s)’ ability to show evidence of learning. Check out Accommodations and Modifications to assist you.

-For a child who has a hard understating directions or is autistic, I would provide a visual aid when giving directions to them.-For a child who has grasping problems, I would assign a para to help the child for this activity. The child would tell the para in which animal group to put the toy animal in.

References: Include references used to prepare the lesson plan and references for items used in the lesson (ex. Books read to the students). NOTE: Make sure to acknowledge any co-authors if you are modifying a lesson that you may have created with another person,

http://www.pacer.org/publications/pdfs/ALL15.pdf

LESSON ANALYSISReview all of the previous sections of your lesson plan and

complete item in the following section prior to teaching your lesson.

Content Knowledge:Cateorgizing the animal toys into different types of groups.


Teaching Methods/Strategies:Demonstrating and explaining the instructions for the activity to students, is effective because it lets the students know what they are going to do for the activity. Children learn to group the different types of animal classes, this is effective because helps them to recognize that there are different types of animals. Offers help throughout the activity for children who need it; this is effective because it lets the students know that the teacher will help them out when they need it.

REFLECTIONAfter teaching the lesson, write a reflection to evaluate how you feel the lesson went (flow, timing, materials, etc.) and write a clear description about evidence of student learning. This description should directly refer to your plans for Assessment including your documentation strategies.

Use the following thought questions to help you write your reflection.

Review your assessment results. Did each child meet the objective? How do I know that each child learned what was intended?

Were the children productively engaged? How do I know? What unplanned activities occurred? Why did these occur? Did I alter my instructional plan as I taught the lesson? Why? What additional assistance, support, and/or resources would have further enhanced this lesson If I had the opportunity to teach the lesson again to the same group of students, would I do anything

differently? What? Why?

Updated by Dr. M. K. FeltonJanuary 2015

Cateorgizing Animal Toys Assessment Chart

Names Flying Animal Water Animal Ground Animal

College of Saint MaryLesson Plan Format with Lesson Reflection

LESSON/ACTIVITY INFORMATIONTitle: Animal Memory GameYour name: Laura Edwards Age or Grade Level:

PreschoolIntegrated Disciplines/Subjects: Social and Emotional Development

Time frame for Lesson: 15-20 minutes

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSNebraska State Standards; Nebraska Early Learning Guidelines , Nebraska Fine Arts Standards

and ISTE Standards (as appropriate for the lesson):Nebraska Early Learning Guidelines; Ages 3-5/Social and Emotional Development Child understands and respects similarities and differences among adults and children intheir program, home, and community Begins to understand various family roles, jobs, and rules

Objectives: Make certain to include When, Who, What and How (criterion for success) in your objectives. You may find terms related to Bloom’s Taxonomy of Cognitive Development helpful in formulating your objectives. Sample lead in phrases for writing learning objectives are listed below.

During the activity, the child will be able to match the adult with the baby animal.

Assessment: I would make a check list to see how well they met their objective.

Materials: animal pictures of both the adult and the baby from science magazines, index cards, scissors, and glue sticks.

LESSON PROCEDURESAnticipatory Set: I would ask the students if they are an adult or child and who takes care of them. I would ask the students if they think baby animals look like adult animals. I would tell the students that today we’re going to play a memory game where you match the adult animal with the baby animal.

Input/Modeling/Guided Practice/Check for Understanding: The following section must include all of the steps the teacher needs to do in order to carry out the lesson and must also include all

of the responses and activities that students will be expected to do.

DETAILS are important here in order to demonstrate your thinking of what this will look like in the classroom. Write this section so that the lesson could be easily replicated.

Teacher will do:

1. The teacher will find pictures of

Student will do:

1. The students will listen to the teacher’s

adult and baby animals from science magazines.

2. The teacher will then cut out the pictures and glue them on separate index cards.

3. The teacher will bring the index cards with the animal pictures on them to class.

4. The teacher will model and explain the activity to the students.

5. The teacher will assess the students to see if they completed the objective successfully.

instructions for the activity.2. The students will take turns matching the

adult animal to its baby animal.

Closure: Can be whole group review or opportunities for individual responses.

Talk about the activity and ask them if animal families are like human families.

Differentiation:Describe how will you differentiate for varying student needs by identifying at least two distinct areas of learning needs and describing appropriate accommodations and/or modifications related to methods of instruction and student(s)’ ability to show evidence of learning. Check out Accommodations and Modifications to assist you.-For a child who has vision problems, make sure they are wearing glasses and that they are clean.-For a child who is slower at completing tasks, I would give them extra time to complete the activity.

References: Include references used to prepare the lesson plan and references for items used in the lesson (ex. Books read to the students). NOTE: Make sure to acknowledge any co-authors if you are modifying a lesson that you may have created with another person,



LESSON ANALYSISReview all of the previous sections of your lesson plan and

complete item in the following section prior to teaching your lesson.

Content Knowledge:Matching adult animal with is baby animal.

Teaching Methods/Strategies:Modeling and explaining the directions for the activity to students, is effective because it lets students know what they will have to do for the activity. Children learn to match the adult animal with its baby animal, this is effective because they learn the similarities and differences between the adult animal and the baby animal. Provides assistance to students who need it throughout the activity, this is effective because it lets the students know that the teacher will help out when they need it.

REFLECTIONAfter teaching the lesson, write a reflection to evaluate how you feel the lesson went (flow, timing, materials, etc.) and write a clear description about evidence of student learning. This description should directly refer to your plans for Assessment including your documentation strategies.

Use the following thought questions to help you write your reflection.

Review your assessment results. Did each child meet the objective? How do I know that each child learned what was intended?

Were the children productively engaged? How do I know? What unplanned activities occurred? Why did these occur? Did I alter my instructional plan as I taught the lesson? Why? What additional assistance, support, and/or resources would have further enhanced this lesson If I had the opportunity to teach the lesson again to the same group of students, would I do anything

differently? What? Why?

Updated by Dr. M. K. FeltonJanuary 2015

Names Correctly match the adult animal with its

baby animal.

O. Sample Section of a Parent Letter

Dear Parents/Guardians, 9-8-16

We will be starting zoo theme activities this week. The activities will cover six of the seven

Nebraska Early Learning Domains, which include science, language and literacy, creative arts

(movement, music, and dramatic play), mathematics, physical (fine motor), and social and

emotional. We might need help with the physical (fine motor) activities because of the multiple

tasks involved. If you are interested in helping, please contact me at 402-210-7146.

After learning about the zoo, we will go on a field trip to the Henry Doorly Zoo. We will go to

the Henry Doorly Zoo on Monday, September 26, 2016 and depart from the school at 8am. We

will arrive back at the school at 2pm. The school will provide a sack lunch for each child. If you

are interested in volunteering to come to the zoo with us to help out, please contact me.

Thanks,

Miss Laura

P. Two Paragraphs

I would give a pre-assessment before beginning the zoo theme to see what they already know

about it. I would assess what they are learning about the zoo during the activities. After learning

about the zoo, I would give a post-assessment to determine how much they have absorbed

about the topic.

The tools I would use for assessment are portfolio assessments, assessment charts, checklists,

anecdotal assessments. I would use the portfolio assessment for the fine motor activities

because that way you can see their improvement in that area. I would use the anecdotal

assessment for all the domains during all the activities because it is an ongoing assessment that

can be continued anytime. I would use the assessment charts and checklists after doing a lesson

because it is the assessment of the end product.

Q. Sample Checklist/Progress Report for one Curricular Area

Social and Emotional Progress Report for________________ Date ____________

Completed

Children make animal masks with emotions.

Play a memory game where the children match the adult animal with their baby animal.

Talk about how the animal parents are protective of their young.

References


http://ww.themeasuredmom.com/rainy-day-activity-for-preschoolers-zoo-sensory-play/

http://playgroundparkbench.com/engineering-science-for -kids/

http://www.merriamwebster.com/dictionary/extinct)









http://www.merriamwebster.com/dictionary/extinct

http://playgroundparkbench.com/engineering-science-for%20-kids/

http://ww.themeasuredmom.com/rainy-day-activity-for-preschoolers-zoo-sensory-play/


A-Z Toddler and Preschool Curriculum by Kathy Hutto

ABC Zoo by Jean Warren

Animal Craft Fun by Beth Murray

Bulletin Board Smorgasbord by Suzanne Glover and Georgeann Grewe

Creative Resources for the Early Childhood Classroom by Judy Herr, Ed. D. and Yvonne Libby

Larson

The Giant Encyclopedia of Circle Time and Group Activities for Children 3 to 6 edited by Kathy

Charner

3-D Animals Language Activities Kit by Shirley A. Steinmetz

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