marvelous may · love the popsicle idea! please share any others you may have! challenge: pick a...

Marvelous May

Copyright © Taylor Brewer Sparkle in Second

Welcome to another month to learn and grow together! Get your magnifying glasses out and LET’S EXPLORE

BUGS! From ants to mosquitos, bees and

caterpillars these little guys are our friends!

Celebrations & Schedules May 3- Owen will be 2!

May 3- Sebastian will be 2! May 11- Tommy will be 2! May 30- Miss Shelly will

be 8:30-5:50

https://www.parentmap.com/article/healthy-food-kids-picky-

eaters-tips With summer coming

the mindset of continuing healthy

eating remains- refer to this website for

some tips and tricks! I LOVE the popsicle idea! Please share any others you may have!

Challenge: Pick a day this month and have a reading picnic! Bring a few snuggly friends, books,

snacks, and make a memory!

https://www.parentmap.com/article/healthy-food-kids-picky-eaters-tips














American Sign Language (ASL): duck, five, feather, birthday, party

Monday

Toddler Club Program

Date: May 7-11

Objective: This week children will sing "Five Little Ducks" and participate in activities that spring from

the song's lyrics.

Spanish Vocabulary: pato, cinco, pluma, cumpleanos, fiestaEnglish Vocabulary: duck, five, feather, birthday, party

Parents as Partners: Card #36

Lesson Plans Theme: Theme 9: Traditional Songs Week 4: Five Little Ducks

Friday

UNITE: Sing, "Six White Ducks" and

ask the children different questions

about the ducks.

CALM: Encourage the kids to do

breathing and calming exercises

CONNECT: Use Max to welcome

back all the kids who have been

absent .

BUILD COMMUNITY: Pass around

the Safe Keeper box and discuss our

safe community.

Music and

Movement

8:30-9:00

- Song: Five Little Ducks

- Finger Play: Duck Talk

- Instrument: Rhythm Sticks

- Movement Song: Marching to Stars

and Stripes

- Song: Six White Ducks

- Finger Play: 2 Little Ducks

- Instrument: Sand Blocks

- Movement Song: Row, Row, Row

your boat

- Song: Little Ducky Duddle

- Finger Play: Oh, Mister Sun

- Instrument: Drums

- Movement Song: Dance around

with Duck puppets.

Spanish

9:00-9:30

Miss Andrea's lesson

UNITE: Review all the things we

learned about the ducks and make

duck sounds,

CALM: Review the ASL words for

duck, five and feather.

CONNECT: Select a partner and

demonstrate the movements of the

rhyme.

BUILD COMMUNITY: Give examples

of how we would feel if someone

will not respond to us. Pass around

the safe keeper box and discuss our

safe community.

UNITE: Sing, "Five Little Ducks." Ask

children about their experience with

ducks.

CALM: Pretend to be ducks and eat

from the bottom of the pond.

Practice inhaling and exhaling.

CONNECT: Send well wishes to all

the kids who are absent.

BUILD COMMUNITY: Remind the

children that they are safe after all

the photos sticks are in.

UNITE: Sing, "Little Ducky Duddle."

(Frog Street sing-Along Song)

Continue to greet each student by

name.

CALM: Demonstrate how a duck

ducks its head under the water to

find the food under the pond.

CONNECT: Remind children to use

gentle hands. Provide examples of

how to help a friend.

BUILD COMMUNITY: Discuss the

importance of responding when

someone is talking to you. Ask

various questions to prompt

responses.

- Song: Ducky Hockey Pockey

- Finger Play: Bounce your little foot

- Instrument: Castanets

- Movement Song: Be kind to your

web-footed friends


- Song: A sailor went to see

- Finger Play: Round the lake

- Instrument: Bells

- Movement Song: Downy Duck

Miss Andrea's lesson Miss Andrea's lesson Miss Andrea's lesson

Thursday

UNITE: Discuss ducks and what

colors they are. Give each child a

feather to get a feel of the softness.

Encourage soft touches with the

feather.

CALM: Pretend to be ducks and

inhale then exhale as you lift and

duck your head.

CONNECT: Pair the children and

recite the rhyme "Two Little Ducks"

BUILD COMMUNITY: Tell the

children that it is heartless to ignore

someone who is speaking to you.

Tuesday WednesdayLESSON

COMPONENTS

Starting the Day

10:00-10:15

Monday Friday

Music and

Movement

8:30-9:00





and Stripes





your boat



- Instrument: Drums


with Duck puppets.





web-footed friends



- Instrument: Bells


ThursdayTuesday WednesdayLESSON

COMPONENTS

Story Folder: I Saw A Ship A-Sailing

There will be several words that you

will need to define for them. Pause

as you come across these words

and tell them the meanings.

Learning

Centers

10:15-10:30

Duck Search

Hide rubber ducks on the

playground and challenge them to

find them.

Sink and Float

Have a collection of items that will

sink or float and have the children

test the items in a tub of water.

Duck Talk

Give each child a feather and recite

the "Put Your Feather" poem. Act

out the actions.

Feather Moving

Challenge the children to move a

feather across the table without

using their hands. Suggest using a

paper plate or a tube to blow the

feather.

Story Time: Five Little Ducks

Read the story and ask students

how they celebrate their birthdays?

Teach the ASL sign for "birthday"

and "party."

Feather Painting

Invite children to paint using a

feather.

Story Folder: "The Runaway Cookie

Parade"

Use story props to retell this story of

the runaway cookie. Challenge the

children to find the cookie shaped

like a duck.

Creativity Station;

Teach the ASL sign for duck, Invite

students to trace and color a duck.

Floaters and Droppers

Have the children drop an

assortment of items into a box on

the ground. Talk about items that

dropped quickly or swiftly.

Creativity Station;

Teach the ASL sign for duck, Invite

the students to trace and color a

duck.

Science:

Invite students to make nests with

shtedded paper and explain that

ducks pluck their feathers from their

chest to add to their nest.

Birthday Preparations

Review the Five Little Ducks book

and talk about how the ducks

prepared for mama's party. Teach

the ASL sign for "birthday" and

"party."

Story Folder: The Runaway Cookie

Parade

Review the ASL sign for "duck" and

find the duck shaped cookie in the

story.

Duck Search

Hide rubber ducks on the

playground and challenge them to

find them.

Continue to practice playing the

game "Duck, Duck, Goose"

Responding

Talk about the importance of

responding when somebody is

speaking to you. Read the poem

"Downy Duck" and point out that the

duck answered when asked a

question.

Story Time: Five Little Ducks

Ask the children what they think the

story is about, as you show them the

cover of the book. Teach ASL signs

for "five" and "duck."

Sensory:

Invite students to play with rubber

ducks in the sensory table.

Duck, Duck, Goose

Have students sit in a circle and pick

a child to be "it" to gently tap on

another child's head and say

"goose."

Duck Feet

Look at Photo Activity Card #61

(duck.) and make comparisons to the

children's feet.

Language

Development

Todd C: 3:00-

3:30

Todd A/B: 4:00-

4:30

Construction:

Construct a small pond with a

circular blue construction paper,use

cotton balls to represent a hill and

invite the kids to reenact the "Five

Little Ducks "

Outdoor Play

10:30-11:00

3:30-4:00

Social

Emotional

Development

Todd C: 4:00-

4:30

Todd A/B: 3:00-

3:30

Tickle Game

Use a soft feather to tickle the

children with as you recite the poem

"Round The Lake."

Duck, Duck, Goose

Have students sit in the circle and

begin to practice playing Duck Duck

Goose.

Cognitive

Development

Todd C: 3:00-

3:30 Todd A/B:

4:00-4:30

Photo Activity Card #61 (duck.)

Stimulate the discussion by asking

questions on the back of the card.

Teach the ASL sign for "duck."

Monday Friday

Music and

Movement

8:30-9:00





and Stripes





your boat



- Instrument: Drums


with Duck puppets.





web-footed friends



- Instrument: Bells


ThursdayTuesday WednesdayLESSON

COMPONENTS

Feed the Duck

Provide a "feed the duck box" and

tongs with fish shaped crackers.

Invite the children to use their fine

motor skills to feed the fish crackers

to the duck, using tongs.

Ducky Hokey Pokey

Invite the children to dance to the

Ducky Hokey Pokey using duck

body parts.

Physical

Development

4:30-5:00

Duck Tracks

Place "duck prints" in a pathway

around the room or down the hall

and invite children to follow the path

of duck prints.

Duck Action Rhyme

Have children act out the rhyme

"Little Ducklings" by pretending to

be asleep on the floor. Then, the

children will stand as the rhyme

begins.

Flap Your Wings

Give each child 2 paper plates and

invite the children to flap their wings

fast or slow to the beat of the music.

Coordinates eye-hand movements

(A.3.c.)

Uses tools (A.3.d.)

Communicates to describe thoughts

and actions (E.4.a.)

Develops an ability to be creative

and expressive through a variety of

activities, such as pretend play, art,

and music (D.5.b.)

Develops the attitude of an explorer

(D.1.e.)

Develops increasing ability to

identify own emotional responses

and those of others (B.2.g.)

Learning Goals

Develops an ability to be creative

and expressive through a variety of

activities, such as pretend play, art,

and music (D.5.b.)

Develops the attitude of an explorer

(D.1.e.)

Uses objects in new ways or pretend

play (D.4.a.)

Develops control of small muscles

for manipulation and exploration

(A.3.b.)

Develops an increasing ability to

take another's point of view and to

empathize with others (B.4.g.)

Coordinates eye-hand movements

(A.3.c.)

Uses tools (A.3.d.)

Communicates to describe thoughts

and actions (E.4.a.)

Uses imitation in pretend play to

express creativity and imagination

(D.4.b.)

Shows interest in colors, shapes,

patterns, and pictures (D.1.c.)

Makes things happen and watches

for results and repeats actions

(D.1.d.)

Develops emerging skills in caring

and cooperation (B.4.f.)

Develops increasing ability to identify

own emotional responses and those

of others (B.2.g.)

Applies knowledge to new situations

(D.2.c.)

Develops the attitude of an

"explorer"- competent, confident

learner who asks questions and

makes discoveries (D.1.e.)

Develops responsive and reciprocal

communication skills,such as turn-

taking (B.4.e.)

Develops an expectation that words,

books, and pictures can amuse,

delight, comfort, inform, and excite

(C.3.d.)


Lesson Plan Theme 10: Bugs Week 1: Mosquitoes and Flies

Friday

Music and

Movement

8:30-9:00

- Song: Insect song

- Finger Play: Round and round


- Movement Song: Shoo fly action

song

- Song: Mosquitoes

- Finger Play: walk, Buzzers

- Instrument: Sand Shakers

- Movement Song: There was and

old lady who swallowed a fly

American Sign Language (ASL): insect, mosquito, fly, bite, thorax, abdomen, antennae, pest

Monday


Date: May 14-18

Objective: For the next few weeks, children will be studying about insects. This week children will learn

about mosquitoes and flies.

Spanish Vocabulary: insecto, mosquito, mosca, picadura, torax, abdomen,

antenas, plagaEnglish Vocabulary: insect, mosquito, fly, bite, thorax, abdomen, antennae, pest

UNITE: Sing the Insect song, Head,

thorax, abdomen In the same tune

as Head, shoulders knees and toes.

CALM: Practice the" Buzzing

breathing"

CONNECT: Greet all the children by

name.

BUILD COMMUNITY: Discuss using

kind words.

Spanish

9:00-9:30


Learning Centers

10:15-10:30


UNITE:" Baby Bumblebee", sing the

song with actions.

CALM: Review how to take in a

deep breath and release it.

CONNECT: Use Max to welcome the

kids who have been absent.

BUILD COMMUNITY: Teach kind

phrases and give examples like

please and thank you.

UNITE: Invite the kids to repeat the

song "All Around My Yard" as the

same tune as "The Wheels On The

Bus."

CALM: Point out the sound that the

bees make "bzz,bzz,bzz."

CONNECT: Demonstrate the "Round

and Round"rhyme and select

partners

BUILD COMMUNITY: Talk about the

hurtful words and how they hurt our

friends.

Creativity Station

Color wax paper with black crayons

and cut out wings and tell the kids

that flies are the only insects that

have one pair of wings.

Pretend and Learn

Invite the kids to dress up and

pretend like bugs.

Follow the Crumbs

Make a "crumb" path using small

balls of yellow paper and invite the

children to pretend to be flies.


Mosquito, Mosquito, Fly

Play the game as you would Duck,

Duck, Goose.

Follow the Crumbs

Make a "crumb" path using small

balls of yellow paper and invite the

children to pretend to be flies.

Fine Motor

Make pretend flies with black tissue

paper and pretend to sweep them.

Cooking

Pretend to prepare food for the flies

in our kitchen.

UNITE: Review the new Vocabulary

words thorax,abdomen and sting

CALM: Review the ASL signs for

ant, bug and bee.

CONNECT:Name the children who

have been absent and send them

good wishes.

BUILD COMMUNITY: Pass out the

Safe Keeper box and as you put the

photos back tell the kids that they

are safe.

Thursday

UNITE: Sing the Insect song, Head,

thorax, abdomen, abdomen

CALM: Invite the kids to follow the

breathing pattern.

CONNECT: Repeat the same "Round

and Round" throughout the day.

BUILD COMMUNITY: Discuss how

kind words make our friends feel

that we care.

Have children choose and pretend to

be flies or mosqutioes and act out

the insects they choose.


COMPONENTS

Science

Invite the kids to look at the insect

pictures using a magnifying glass.

Starting the Day

10:00-10:15

Outdoor Play

10:30-11:00

3:30-4:00

Mosquito, Mosquito, Fly

Play the game as you would Duck,

Duck, Goose.

- Song: My pet Mosquito

- Finger Play: Flea Fly

- Instrument: Bells

- Movement Song: Dragonfly ribbon

dance

- Song: Little Peter Rabbit

- Finger Play: Flea, Fly Flow


- Movement Song: Something in my

boot.

- Song: Shoo fly

- Finger Play: Insect song

- Instrument: Multicultural

Instruments

- Movement Song: Mosquito March

Friday

Music and

Movement

8:30-9:00

- Song: Insect song

- Finger Play: Round and round


- Movement Song: Shoo fly action

song

- Song: Mosquitoes

- Finger Play: walk, Buzzers

- Instrument: Sand Shakers

- Movement Song: There was and

old lady who swallowed a fly

Monday ThursdayTuesday WednesdayLESSON

COMPONENTS

- Song: My pet Mosquito

- Finger Play: Flea Fly

- Instrument: Bells

- Movement Song: Dragonfly ribbon

dance

- Song: Little Peter Rabbit

- Finger Play: Flea, Fly Flow


- Movement Song: Something in my

boot.

- Song: Shoo fly


- Instrument: Multicultural

Instruments

- Movement Song: Mosquito March

Story Time: Backyard Bugs

Ask children about their experiences

with mosquitoes and flies. Teach the

ASL sign for "mosquito" and "fly"

Bug Puzzles

Invite the children to work on the

"Bug Puzzles: Mosquito

and Fly."

Bug Puzzles

Invite the children to work on the

"Bug Puzzles: Mosquito

and Fly."

Bug Buzzers

Invite the children to listen for

buzzing sounds while reciting

"Buzzers" pg 7

Listening Story: "Guy the Fly Likes

Pie"

Read the story and let the children

know that every time you say

"cherry pie" the children will rub

their tummies.

Fly Paper

Explain that sometimes people trap

flies using fly paper. Have the

children feel the sticky side of a self

adhesive paper.

Pick a Pet

Show children photo activity cards

#12, #13, #51, #52, and #54 and

discuss which animals make good

pets and which do not.

Read: There Was An Old Lady Who

Swallowed A Fly

Talk about the sequence of the

animals that they lady swallowed.

Play Dough

Show the children how to roll a ball

of play dough into balls and make

the 3 body parts of an insect. Use a

pipe cleaner for the antennae and

teach the ASL sign for "antennae."

Flea Fly

Read the poem "Flea Fly" and talk

with children about insect bites and

how to take care of them. Remind

children about bug safety.

Read: There Was An Old Lady Who

Swallowed A Fly

Read the story with props


Talk about habits of each insect in

the story. Ask a volunteer to show

you the fly's eyes.

Sing "My Pet Mosquito" to the tune

of "How Much is That Doggy In the

Window"

Shoo Fly

Ask children to act out the actions to

the song "Shoo Fly."

Play Dough

Show the children how to roll a ball

of play dough into balls and make the

3 body parts of an insect.

Back Scratch

Read the poem "Flea, Fly, Flow" and

brainstorm ways to scratch an itch.

Bugs Flying

Give each child 2 paper plates and

flap their arms like insects.

Shoo Fly

Ask children to act out the actions to

the song "Shoo Fly." Ask the childen

what makes the fly come around?

Language

Development

Todd C: 3:00-3:30

Todd A/B: 4:00-

4:30

Social Emotional

Development

Todd C: 4:00-4:30

Todd A/B: 3:00-

3:30

Flea Fly

Read the poem "Flea Fly" and teach

the ASL sign for "insect" and "bite"

Cognitive

Development

Todd C: 3:00-3:30

Todd A/B: 4:00-

4:30

Photo Activity Card #51 mosquito

and #52 fly

Teach the ASL sign for "mosquito"

and "fly."

Develops language skills in

structured language contexts, such

as through books, fingerplays,

singing, storytelling, reenacting

(C.2.d.)

Develops increasing awareness of

what can harm them (A.1.g.)


change positions and move body

from place to place (A.2.b.)

Demonstrates receptive language

and expressive language skills

(C.1.d.)

Learning Goals

Begins to learn and internalize rules,

routines, and directions (B.3.e.)

Develops language skills in

structured language contexts, such

as through books, fingerplays,

singing, storytelling, reenacting

(C.2.d.)



Coordinates eye and hand

movements (A.3.c.)

Develops a feeling of being valued

as an important individual who

belongs in a group setting (B.2.h.)

Show interest in colors, shapes,

patterns, and pictures (D.1.c.)

Responds to and interacts with

others (B.4.b.)

Uses tools and different actions on

objects (A.3.d.)



Develops an understanding that

symbols/pictures can be "read" by

others (C.3.g.)

Develops increasing ability to change

positions and move body from place

to place (A.2.b.)


and expressive language skills

(C.1.d.)

Imitates sounds, gestures, signs, or

words (C.2.b.)

Develops responsive

communication skills (B.4.e.)

Uses senses to explore people,

objects, and the environment (D.1.b.)


change positions and move body

from place to place (A.2.b.)

Physical

Development

4:30-5:00


Date: May 21-25

Objective: This week the children will learn about ants and bees. The will learn how to identify these

insects and how to stay safely away from their bites and stings.

Spanish Vocabulary: hormiga, hormiguero, abeja, picadura, torax,

abdomen, antenas, bichoEnglish Vocabulary: ant, anthill, bee, sting, thorax, abdomen, antennae, bug


Lesson Plan Theme 10: Bugs Week 2: Ants and Bees

Spanish

9:00-9:30


Learning

Centers

10:15-10:30

American Sign Language (ASL): ant, anthill, bee, sting, thorax, abdomen, antennae, bug

Monday Friday

UNITE: Review all that we learned

about ants and bees.

CALM: Talk about breathing

exercises and how they relax you.

CONNECT: Partner children and

have them try this game, and then

switch roles.

BUILD COMMUNITY: Discuss how

using the kind words make people

know that you care.

UNITE: Sing "The Insect Song"

head, thorax and abdomen song in

the tune of head, shoulders, knees

and toes.

CALM: Learn to take deep breath

and release it.


back the kids who have been

absent.

BUILD COMMUNITY: Place all the

photos in the box, place the lid and

say "We are all safe here."

UNITE: Discuss the places where we

can find bugs and mosquitos.

CALM: Point out the bzz,bzz bzz

sound that the bees make is called

the buzzing sound.

CONNECT: Demonstrate the

anticipation game called Buzzing

Bees.


importance of using kind words like

please and thank you.


Creativity Station

Invite the children to paint pictures

of bumblebees.

Gross Motor

Make a masking tape trail on the

carpet and put some scented cotton

balls on the trail and encourage the

kids to pretend to be ants and use

their nose to crawl and follow the

trail.


Fine Motor

Use the laminated ant puzzle pieces

to create ants .

Teach the ASL sign for ants and talk

about their color and what they eat.

Thursday

UNITE: Act out the song "Baby

Bumblebee."

CALM: Invite the children to copy

this breathing pattern.

CONNECT: Play a game with your

Index finger by making circles in the

air with a buzzing sound and

landing the pretend bee on each

other's tummy.

BUILD COMMUNITY: Explain the

children that the hurtful words hurt.


COMPONENTS

Science

Invite the children to look at the

insects through a magnifying glass.

Starting the Day

10:00-10:15

UNITE:" Shoo Fly." Ask children if

they have been bothered by a fly

CALM: Learn and practice the

"buzzing breathing."


the kids that are absent.


the Safe Keeper Box and tell the kids

that they are safe.

Music and

Movement

8:30-9:00

- Good Morning

- Song: Baby Bumblebee

- Finger Play: Here is the bee hive

- Instrument: Bells

- Movement Song: Ribbon Dance

- Good Morning

- Song: All around my yard

- Finger Play: Little Ant


- Movement Song: Insect Song

- Song: Head, Shoulders, Knees and

toes

- Finger Play: Buzzy, Buzzy,

bumblebee


- Movement Song: Can you move

like me?

- Good Morning

- Song: Wiggle, Giggle, Shake

- Finger Play: Once I saw a ant hill

- Instrument: Maracas

- Movement Song: The ants go

marching

- Good Morning

- Song: Little ants

- Finger Play: Bee waggle

- Instrument: Shakers

- Movement Song: Bean bag dance

Monday FridayThursdayTuesday WednesdayLESSON

COMPONENTS

Music and

Movement

8:30-9:00

- Good Morning

- Song: Baby Bumblebee

- Finger Play: Here is the bee hive

- Instrument: Bells

- Movement Song: Ribbon Dance

- Good Morning

- Song: All around my yard

- Finger Play: Little Ant


- Movement Song: Insect Song

- Song: Head, Shoulders, Knees and

toes

- Finger Play: Buzzy, Buzzy,

bumblebee



like me?

- Good Morning

- Song: Wiggle, Giggle, Shake

- Finger Play: Once I saw a ant hill


- Movement Song: The ants go

marching

- Good Morning

- Song: Little ants

- Finger Play: Bee waggle


- Movement Song: Bean bag dance

Bug Memory Game

Give the children fly, mosquito, bee

and ant cards and have them play

the memory game. Review each

insect in isolation.

Crawling Ants

Discuss places that ants find food.

Set beanbags to represent food and

have the children crawl to the "food."

Ms. Bumblebee Gathers Nectar

Use the puppets to reenact the

listening story with props.

Encourage students to find various

body parts of the bee.

Cognitive

Development

Todd C: 3:00-

3:30 Todd A/B:

4:00-4:30

Photo Activity Cards #53 (ant) and

#54 (bee).

Teach the children ASL signs for

"ant" and "bee." Review the signs

for "mosquito" and "fly." Use the

back of the card for discussion

ideas.

Little Ant

Teach the children the fingerplay

and invite the children to name the

body part as the ant walks on. Teach

the ASL sign for "anthill."

Teach the fingerplay "Anthill" and

the ASL sign for "anthill."

Invite the children to act out patterns

such as: waggle, waggle, crawl or

fly, fly, waggle.

Ms. Bumblebee Gathers Nectar

Tell the listening story, then

encourage the children to point out

the bumblebee's antennae and legs.

Count the body parts.

Fly Like a Bee

Flap your paper plate wings to the

song "Mouret-Rondeau."


such as: waggle, waggle, crawl or

fly, fly, waggle.

Preventing Stings

Teach the ASL sign for "sting" and

remind children to be still when a

bee comes around, so that it will not

chase them. Talk about treating a

bee sting.

Sing: The Ants Go Marching

Sing the song while the children

follow the actions to the words.

Story Time: Little Ants

Read the story and have the children

demonstrate how the ants move.

Encourage participation.

Buzzy, Buzzy Bumblebee

Say the rhyme and invite the

children to respond. Have the

children clap along as they wait for

their turn.

Here is the Beehive

Teach the children the fingerplay

and discuss that a beehive is a

home for a bee.

Teach the fingerplay "Anthill" and the

ASL sign for "anthill."


such as: waggle, waggle, crawl or fly,

fly, waggle.

Preventing Stings

Teach the ASL sign for "sting" and

remind children to be still when a bee

comes around, so that it will not

chase them.

Bee Waggle

Place a plastic flower on the floor

and show to children how to

"waggle" like a bee .

Buzzy, Buzzy Bumblebee

Say the rhyme and invite the

children to respond. Have the

children clap along as they wait for

their turn.

Invite the children to march around

the playground in a straight line like

ants.

Language

Development

Todd C: 3:00-

3:30

Todd A/B: 4:00-

4:30

Outdoor Play

10:30-11:00

3:30-4:00

Social

Emotional

Development

Todd C: 4:00-

4:30

Fingerprint Bugs

Dip the child's finger in fingerpaint

and make 3 prints in a row to look

like body parts of an insect. Use

markers to turn them into ants or

bees.

Invite the children to march around

the playground in a straight line like

ants.


Display the book and read, pausing

to discuss bees and ants. Teach the

ASL for bee and ant.

Physical

Development

4:30-5:00

Can You Move with Me?

Play "Can You Move with Me?" and

follow the directions in the lyrics.



belongs within the group setting

(B.2.h.)

Learns and begins to use math

concepts during daily experiences

(D.2.g.)

Deveops increasing awareness of


Understands pictures can represent

real things in the environment

(C.3.e.)

Begins to develop personal

relationships with peers (B.4.d.)

Learning Goals



belongs within the group setting

(B.2.h.)

Learns and begins to use math

concepts during daily experiences

(D.2.g.)



Uses senses to explore people,

objects, and the environment (D.1.b.)



Develops control of small muscles

for manipulation and exploration

(A.3.b.)

Moves body to achieve a goal

(A.2.c.)

Develops a knowledge of the natural

environment in the outdoor area of

the program (D.1.g.)

Develops capacity to predict routines

and regular events that make up the

day (B.3.b.)

Understands pictures can represent

real things in the environment (C.3.e.)

Begins to develop personal

relationships with peers (B.4.d.)

Uses senses to investigate their

environment (D.1.b.)

Engages with stories and books

(C.3.c.)

Matches items that go together

(D.1.h.)


(A.2.c.)

Establishes secure relationships

with primary caregivers (B.1.a.)

Begins to develop interests and

skills related to numbers and

counting (D.2.f.)

LESSON

COMPONENTS

Starting the Day

10:00-10:30

Thursday

UNITE: Roly Poly Caterpillar Sing in

the tune of "Itsy, bitsy, Spider."

CALM: Demonstrate taking in a

deep breath while lifting your arms

and exhaling while lowering your

arms.

CONNECT: Make the children take

turns to be the caterpillar and the

wall.

BUILD COMMUNITY: Tell the

children that kind words let others

know that that we care.

Tuesday Wednesday


- Good Morning

- Song: Did you ever see?

- Finger Play: Won’t you come out?

- Instrument: Bells

- Movement Song: Metamorphosis

Miss Andrea's lesson Miss Andrea's lesson

- Good Morning

- Song: Butterfly Kisses

- Finger Play: Butterfly


- Movement Song: Fuzzy Caterpillar

UNITE: Discuss the sounds that all

the insects make and repeat them

throughout the day.

CALM: Remind the children that

inhaling and exhaling deeply helps

them relax and feel less. stressed

CONNECT: Review the ASL signs

butterfly, bug, and insect.

BUILD COMMUNITY: Explain the

kids that the hurtful words hurt and

do not let people know that we care.

UNITE: Sing "The Insect Song" in

the same tune as 'Head, Shoulders,

knees and toes." Encourage

participation.

CALM: Demonstrate taking in a

deep breath while lifting your arms

and exhaling while lowering your

arms.


back all the children who have been

absent. Select a partner to

demonstrate the rhyme ."Caterpillar

Crawl."

BUILD COMMUNITY: Keep all the

photos back in the box and say: "We

are all safe here."

UNITE: Greet each student by name

and sing, "All Around My Yard" to

the tune of "The Wheels on the Bus."

CALM: Practice inhaling and exhaling

several times. Explain that deep

breathing prepares our minds and

bodies for the day.

CONNECT: Repeat the rhyme and

invite the children to be the

caterpillar.


importance of using kind words like

thank you and please.

UNITE: Welcome each student back

by name. "Roly Poly Caterpillar"

sing in the tune of "Itsy, bitsy,

Spider."

CALM: Invite the children to

gracefully lift and lower their arms

as if they are flying like butterflies.


the children who are absent.


the Safe Keeper Box and remind the

children that they are safe.

Music and

Movement

8:30-9:00

- Good Morning

- Song: Roly-Poly Caterpillar



- Movement Song: All around my

yard

- Good Morning

- Song: Little Caterpillar

- Finger Play: 5 Little Caterpillars

- Instrument: Drums

- Movement Song: Caterpillar Crawl

- Good Morning

- Song: My busy garden

- Finger Play: Fuzzy Caterpillar



like me?

Spanish

9:00-9:30

Miss Andrea's lesson Miss Andrea's lesson

American Sign Language (ASL): caterpillar, butterfly, metamorphosis, thorax, abdomen, insect, bug, antennae

Monday


Date: May 28-June 1

Objective: This week children will learn about caterpillars and how caterpillars become butterflies.

Spanish Vocabulary: oruga, mariposa, meamorfosis, torax, abdomen,

insecto, bicho, antenasEnglish Vocabulary: caterpillar, butterfly, metamorphosis, thorax, abdomen, insect, bug, antennae


Lesson Plan Theme 10: Bugs Weel 3: Caterpillars and Butterflies

Friday

LESSON

COMPONENTSThursdayTuesday Wednesday

- Good Morning



- Instrument: Bells


- Good Morning





Music and

Movement

8:30-9:00

- Good Morning





yard

- Good Morning



- Instrument: Drums


- Good Morning





like me?

Monday Friday

Language

Development

Todd C: 3:00-3:30

Todd A/B: 4:00-

4:30

Creativity Station

Invite the children to use

eyedroppers to drop water (with

food color) on the coffee filters to

make " butterfly wings" and discuss

that this process is called

absorption.

Outdoor Play

10:30-11:00

3:30-4:00

Social Emotional

Development

Todd C: 4:00-4:30

Todd A/B: 3:00-

3:30

Caterpillar Crawl

Review the rhyme introduced in the

"Starting the Day." Practice the

rhyme with each child individually.

Butterfly Watch

Encourage children to be on the

lookout for butterflies. Teach the

ASL sign for "butterfly."

Cognitive

Development

Todd C: 3:00-3:30

Todd A/B: 4:00-

4:30

Photo Activity Card #55 (caterpillar

to butterfly).

Teach the children ASL sign for

"caterpillar" and "butterfly." Review

other insect signs the children have

learned.

Physical

Development

4:30-5:00

Play Dough Caterpillars

Show children how to roll green or

brown balls and line the balls up to

make caterpillars. Review the ASL

sign for "caterpillar."

Metamorphosis

Invite children to perform the 4 steps

of the metamorphosis process.

Discuss vocabulary that may be new:

cocoon, silky, grand, glorious.

Caterpillar, Caterpillar, Butterfly

Play this game as you would Duck,

Duck, Goose.

Butterfly Kisses

Demonstrate how to give butterfly

kisses on the back of their hands.

Use the rhyme "butterfly kisses" as a

springboard.

Invite the children to act out like

butterflies to the poem "Butterfly."

(pg 29)

Play Dough Caterpillars

Show children how to roll green or

brown balls and line the balls up to

make caterpillars. Review the ASL

sign for "caterpillar."

Invite the children to hold paper

plates like wings and act like

butterflies, flying on the playground.

Dancing Butterflies

Invite children to dance with colorful

streamers like butterflies to "Mouret-

Rondeau."

Invite the children to hold paper

plates like wings and act like

butterflies, flying on the playground.

Caterpillar, Caterpillar, Butterfly

Play this game as you would Duck,

Duck, Goose.

Cocoon

Invite the children to wrap up the

teacher's arm in toilet paper, like a

cocoon.

Fuzzy Caterpillar

Act out the rhyme with the children.

Encourage participation.

Fine Motor

Encourage the children to work the

Caterpillar and Butterfly puzzles.

Science

Metamorphosis Sequence Cards:

Invite children to place the cards in

the correct sequence (egg,

caterpillar, chrysalis, butterfly)

Discuss the different stages with

them (eat, spin, sleep, fly away as a

butterfly).

Gross Motor

Invite the children to assemble the 4-

piece puzzles on top of the picture

board.

Cocoon

Invite the children to wrap up the

teacher's arm in toilet paper, like a

cocoon.


Read the story and pause to discuss

insects of interest to the children.

Teach the ASL sign for "insect."

Little Caterpillar

Invite children to act out the rhyme.

Explain that a caterpillar's change is

called metamorphosis. Teach the

ASL sign for "metamorphosis."

Pretend and Learn

Pretend to be caterpillars emerging

from a cocoon and flapping their

new butterfly wings.

Discuss how metamorphosis works

with "Won't You Come Out?" poem

(pg. 28)

Find the Caterpillars

Place 2-inch pieces of yarn in a

sensory table of green paper "grass"

and invite the children to find the

yarn (caterpillars).

Butterfly Match

Encourage children to match the

butterfly halves of the "butterfly

match cards." Have the children

point out the wings, antennae, and

body.

Bug Memory Game

Play the memory game with fly,

mosquito, ant, and caterpillar cards.

Review each in isolation.

Little Caterpillar

Invite children to act out the rhyme.

Teach the ASL sign for caterpillar

and metamorphosis. Model and

assist in the rhyme.

Teach the children the song "Did

You Ever See a Caterpillar?" and

discuss where caterpillars hide.

Teach the ASL sign for "caterpillar."


Read the story and pause to discuss

insects of interest to the children.

Teach the ASL sign for "insect."

Learning Centers

10:15-10:30

LESSON

COMPONENTSThursdayTuesday Wednesday

- Good Morning



- Instrument: Bells


- Good Morning





Music and

Movement

8:30-9:00

- Good Morning





yard

- Good Morning



- Instrument: Drums


- Good Morning





like me?

Monday Friday

Connects new and known

experiences (D.3.d.)

Develops communication skills

(C.2.e.)


others (B.4.b.)


(D.1.h.)


(C.2.d.)

Learning Goals

Develops an increasing awareness

of the impact and consequences of

their actions (B.3.c.)


skills (C.1.d.)

Searches for missing or hidden

objects (D.3.b.)

Shows ability to acquire and

process new information (D.3.c.)

Shows ability to cope with stress

(B.3.a.)

Shows ability to acquire and

process new information (D.3.c.)


(D.1.h.)


(C.2.d.)


others (B.4.b.)

Understands that pictures can

represent real things in the

environment (C.3.e.)

Develops a knowledge of the natural

environment in the outdoor area of

the program (D.1.g.)

Uses objects in a new ways or in

pretend play (D.4.a.)

Develops playful interest in

repetitive sounds and words

(rhythm, rhyme, alliteration) (C.3.b.)

Develops skill and confidence with

processes of art, such as collage

and painting (D.5.a.)

Develops an increasing ability to

keep a steady beat through chants

and movement to rhythmic patterns

(A.2.f.)

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