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Preprimary Lesson Plan Two-Week Unit Videotape

Name: Sarah Hawley

Date: April 14, 2010

Age/Grade: PreK (3-5 years).

Name of Lesson and Subject Area(s): Sand Art. Visual Arts. Mathematics. Format/Grouping: Small groups. 3 children per group. Time required: Take up entire time of free choice play. 15 minutes per group. Might have to extend into a second day.

Materials needed: Bags of colored sand (6 colors), Plastic bottles, (3) funnels, (3) spoons, Newspaper, Camera, Labels, Pen, 16 bottle tops. Activity/Material Preparation Necessary: Obtain materials; possibly obtain pictures of sand art.

Goal (Purpose): To be able to express creativity and uniqueness.

Objectives: (1) To use measurement. (2) To explore an art material. Key Vocabulary: Art. Colors. Red, Blue, Green, Yellow, Orange, Brown.

Anticipatory Set/Connection to Prior Knowledge: The children in room three have a sand table that is open to them for their use every day. The children love to play in the sand table. They use buckets and bowls to measure the amount of sand they need. They have expressed an interest in colors. I decided it would be a fun experience for them to combine sand and color together. Learning Experience/Procedures: (1) The children will be given each a bottle to put their sand in, a funnel, a spoon and before them will be six different colors of sand in bowls/containers. (2) I will explain to them the directions and will demonstrate how to put the sand in their bottle. I will explain to them to use an appropriate amount of sand so that there will be enough for each group of children to use. (3) The children will put their desired color of sand in their bottle. (4)I will label the bottom of the bottle with their name after they are done putting the sand in. (5) I will then write down what they liked best about working with the colored sand. (6) While the children are putting the sand into the bottles, I will take photos to document the learning experience. Individualization(s): Since our classroom has children who are English Language Learners I will have our teacher’s assistant Gaby translate the instructions to the children in Spanish. If the children are having a difficult time with deciding how to design their sand art I will show them photos of sand art. Closure: For the closure part of this activity, I will take a photo of the children’s finished sand art. I will then ask them what they liked best about working with the sand art. Assessment: For the assessment part of this activity, I will revisit the sand art with the children a few days after we have done the activity to reflect upon the learning experiences. Benchmark(s) for State Standard: 26.A.ECd Visual Arts: Participate in the visual arts. 7.A.ECa Demonstrate a beginning understanding of measurement using non-standard units and measurement words.


Preprimary Lesson Plan Two-Week Unit Name: Sarah Hawley

Date: April 12, 2010

Age/Grade: PreK (3-5 years).

Name of Lesson and Subject Area(s): Pattern Block Designs. Mathematics. Visual Arts. Format/Grouping: Small groups. 3 children per group. Time required: During free choice. 10-15 minutes per group. Free choice time is approximately one hour. Goal (Purpose): To connect math and visual arts together.

Materials needed: Pattern Blocks, Camera, Paper, and Pen. Binder of pictures of pattern block designs. Activity/Material Preparation Necessary: Obtain materials. Objectives: (1) To notice patterning. (2) To express creativity. Key Vocabulary: Patterns. Connecting. Colors.

Anticipatory Set/Connection to Prior Knowledge: During free choice time I have noticed that children in room three like to play with pattern blocks and tell me what color and shape the block is. Learning Experience/Procedures: (1) I will have a binder of pattern block designs to show to the children in room three. (2) I will comment and have them comment about what shapes and colors that they see. (3) I will have them look for patterns in the designs as well. (4) I will have them create their own pattern block design. (5) I will take a photo of the child’s design and write down what it is that they created. Individualization(s): I will have Gaby help me if the ELL children in the classroom need to hear the instructions in Spanish. If children are having a difficult time working on the design I will help them by looking at the pictures in the example book individually. Closure: I will take a photo of the children’s designs and put them into a binder to keep in the classroom of their work. Assessment: I will put together a book of the pattern designs that the children made. I will have taken a photo of the pattern block design. I will sit down with the children in groups and discuss the designs after a few days. Benchmark(s) for State Standard: 8.B.ECa Recognize, duplicate and extend simple patterns, such as sequences of sounds, shapes and colors. 25.A.ECd Visual Arts: Investigate the elements of visual arts.


Preprimary Lesson Plan Two-Week Unit Name: Sarah Hawley Date: April 22, 2010 Age/Grade: PreK (3-5 years). Name of Lesson and Subject Area(s): Making Rainbow Bread. Cooking. Visual Arts. Mathematics. Format/Grouping: Groups of 2 children. Small grouping. Time required: Will be doing activity during the entire time of free play. Free play is approximately one hour.

Materials needed: Bread, Food coloring, Milk, Toaster, Paint Brushes (never used before), Newspaper, Bowls/Containers for the milk and food coloring. Plates.

Goal (Purpose): To show curiosity and to try a food item even if it does not look like it usually does.

Objectives: (1) Experience using food coloring. (2) Use an art medium on a food product.

Activity/Material Preparation Necessary: Obtain materials.

Key Vocabulary: Rainbow. Bread. Food. Colors. Anticipatory Set/Connection to Prior Knowledge: Along with the children studying the sky in room three and exploring with colors, rainbows relate both to the sky and colors. When the idea of rainbows is brought up to the children they get excited with curiosity. Learning Experience/Procedures: (1) Each child will be given a piece of bread and in front of them will be bowls of milk mixed with food coloring with a brush in the bowl. (2) Each child will “paint” what they want to on their peace of bread. (3) I will be documenting pictures while they are “painting” their piece of bread. (4) After they are done “painting” their piece of bread. I will set them aside to dry. After they have dried for a few minutes I will put them in the toaster. (4) After they are toasted the children will be able to eat them immediately. Individualization(s): I will have Gaby help me if the ELL children in the classroom need to hear the instructions in Spanish. I will help those who need help painting with the paintbrush.

Closure: The children will vote on whether or not they liked the rainbow bread. There will be a chart that says Yes or No. Yes is they liked the bread and No is they did not like trying the rainbow bread. This will help them gain confidence to say whether they liked a food or they did not like the food. Assessment: I will put together a documentation panel of the children making rainbow bread and we will revisit the documentation. I will ask them what they thought about the activity and if they had any hesitations about trying the bread with all the colors on it. Benchmark(s) for State Standard: 26.B.EC Use creative arts as an avenue for self-expression. 10.A.ECa Represent data using concrete objects, pictures, and graphs.


Preprimary Lesson Plan Two-Week Unit Name: Sarah Hawley

Date: April 15, 2010

Age/Grade: PreK (3-5 years).

Name of Lesson and Subject Area(s): Exploring the Sky. Language Arts. Drawing/Writing. Format/Grouping: Large Group. Children will be able to come up at any point during free choice time. Time required: Will take place during free choice time. Free choice time is approximately one hour. Goal (Purpose): To investigate the sky and express curiosity about the sky and how it relate to them.

Materials needed: Book/Binder of pictures of the sky. Pencils. Paper. Words about things that are in the sky in the book. Activity/Material Preparation Necessary: Create book/binder with pictures of the sky and words. Objectives: To describe what is in the sky. Key Vocabulary: Sky. Above. Weather.

Anticipatory Set/Connection to Prior Knowledge: The children in room three are starting a study about the sky. Recently, we had the children in room three tell us what they know about the sky. There was a range of responses.

Learning Experience/Procedures: (1) The children will look through a book of pictures of the sky with me. (2) They will either draw what they want to from seeing the photos and/or write down words they remember seeing along with the photos. (3) I will write down their responses of what they drew/wrote down and collect their pictures. Individualization(s): I will have Gaby the teacher’s assistant help to translate to the ELL children if they need anything translated into Spanish. I will help those who are not able to fully write their letters yet to help them individual write their letters of the words that they see in the binder. Closure: I will ask the children what they drew from the sky activity and what words they wrote down/attempted to write down. Assessment: I will create a binder/booklet of the children’s drawings/writing. I will look at this binder with the children at a later date. Benchmark(s) for State Standard: 1.A.ECa Understand that pictures and symbols have meaning and that print carries a message. 3.A.EC Use scribbles, approximations of letters, or known letters to represent written language.


Two Week Pre-Primary Lesson Plans  

These are the lesson plans from the two-week unit that I designed.

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