Teacher: Alyvia Probert

Date: 10-6-2014
Activity Name: ABC/123 Jungle Domain Focus:
Musical Chairs
Cognitive/Social

Goals/Objectives

Materials
Location
Lesson
Introduction

Main Activity

Closure
Transition
Questions
Individualization
1. specific children
2. simplifications
3. extensions

Assessment

Children will identify letters and numbers

quickly and accurately.
Children will enjoy working together to play
the game, gaining further interaction with
their large group.
Children will be excited to play the game,
listen carefully for their cue to stop, and look
forward to seeing with their letter will be.
Paper
Markers
Chairs
Jungle Music
An open space

Snack area
Place chairs in a circle with enough chairs for
each student. Write a letter and a number on
each sheet of paper.
Demonstrate how the game is played, by
having the student teachers demonstrate one
round of the game.
Instruct children to move in a line around the
chairs just as if the were playing normal
musical chairs. When the music stops, pick one
child to tell you what letter and number they
landed on.
Play until each child has had a turn, and then
have the children move back to the carpet to
receive their center tags.
Give children name-tags for center time.
What is the number you landed on?
What is the letter you landed on?
What do you do when the music stops?
Some students may need extra help with their
letter, teachers can help students that have
hesitations.
Ask some students just their number, or just
the letter.
Ask students their number and letter.

Were the children able to recognize their

number accurately?
Did the children enjoy the game and
cooperate with other students?
Where the students listening to the music
with anticipation for it to stop?
Date: 10-7-2014

Teacher: Alyvia
Probert
Activity Name:
Jungle Obstacles

Domain Focus: Physical

Goals/Objectives

Materials
Location
Lesson
Introduction

Main Activity

Closure
Transition
Questions

Children will practice their fine and gross

motor skills by balancing, crawling, and
jumping to avoid the alligators.
Students will be able to step carefully one
foot in front of the other and stay on the line.
Students will demonstrate good social moral
by cheering each other on and offering
encouragement to their group.
Students will enjoy participating in the
activity and feel accomplished when they
make it through the obstacle course.
Open space
Colored painters tape
Balance beam
Crawling tube
Alligator print outs
Classroom
Use the painters tape, balance beam, and
crawling tube to create and obstacle coarse.
For extra fun place alligator printouts along
the path.
Model for the children how they can complete
the obstacle coarse.
Direct the children one at a time to carefully
make their way through the obstacles.
Remind them to be careful of the snapping
alligators! Have students who are waiting
encourage the other children.
When each child has completed the obstacle
coarse, praise children for their
accomplishments. Let them go again if theyd
like.
Give children nametags for center time.
What was the hardest part of the obstacle
coarse?
What part did you like the best?
Who were you able to encourage?

Individualization
4. specific
children
5. simplificati
ons
6. extensions

Assessment

1. Some students may need extra help staying

on the obstacle coarse, teachers placed
strategically will help children stay focused.
2. If children are having a hard time balancing,
offer them encouragement, its okay if they
have to step off to keep their balance, but
encourage them to keep trying.
3. Have children go through again with a
beanbag balanced on their head.
Were students able to balance fairly easily?
Were the students cautious about where they
were placing their feet? Do students seem to
grasp an understanding of how to encourage
one another?

Teacher: Alyvia Probert

Date: 10-8-2014

Activity Name: Baking

Soda Clay Animals

Domain Focus:
Aesthetic

Goals/Objec
tives

Materials

Location

Students will demonstrate strong fine motor

skills while doing the craft.
Students will be expressive and creative as
they construct their own masterpieces.
Students will be cooperative with others,
working side by side.
Table Space
Sheets of paper to identify the artwork for
each child.
Baking Soda Clay for each child
Food coloring
Pictures of jungle animals
Premade example
Snack Tables

Lesson
Introduction

Before children have a seat at small groups,

explain to them what activity they will be
working on. Show them an example of a
premade example, and then put the
example away. Send students to the tables
they will be working at.

Main
Activity

Give each child a chunk of baking soda clay,

and have them mold the clay until it is soft.
Ask them to pick a color to add to the clay

and have them blend the color in.

Let children use the animal pictures for
inspiration, but encourage them to be
creative in their own art.
Place finished work on drying racks and have
children wash their hands.

Closure
Transition

Back to the carpet for center tags.

Tell me about what you are making?
Why did you choose that color?
What does the clay feel like?

Questions
Individualiz
ation
7. specific children
8. simplifications
9. extensions

1. Some children may not like to touch the clay,

give them tools to cut and press with.
2. Let the children play with the dough, but not
worry about making an animal.
3. Encourage children who are getting it to be
detailed about how they create their
animals.

Assessment

Did students demonstrate strong fine motor

control?
Did they feel free to be creative and messy?
Were they cooperative and thoughtful of the
other children at the table?

Teacher: Alyvia Probert

Date: 10-9-2014

Activity Name: Habitat

Domain Focus:
Cognitive/Scienc
e

Goals/Objec
tives

Materials

Through this activity childrens

knowledge about other living things will
be stimulated as the group works
together to figure out who lives where.
Children will be able to bring background
knowledge that they have about the
animals to figure out where they belong.
A plastic animal for each child
representing the different habitats.

Location

Lesson
Introduction

3 Aluminum pie pans on some other

shallow dish.
Water, dirt, and grass (one for each
pan).
Large group area.
Large Group Area

Begin by talking with the children about

where they live, their home, yards, foods
they eat, etc. Tell the children that this is
called a habitat, and that each animal
has their own habitat too. Introduce the
three habitats you have with you, water,
dirt, and grass. Place them on the carpet
in front of you.

Main
Activity

Pass out one plastic animal to each child.

Taking turns ask each child to tell
everyone what animal they have and
make predictions about what habitat it
belongs to. Have them come up in turn
and place the animal in the habitat they
think it belongs. Are they right? Ask the
other children what they think?

Closure

Continue on until all the animals have

been placed correctly, and review the
habitats with the students.

Transition

Give children center tags for center time.

Questions

What animal do you have?

What habitat do we live in?
What habitat is your favorite?

Individualiz
ation
10. specific children
11. simplifications
12. extensions

1. Some children may have a hard

time sitting for the activity, engage these
children by making them helpers.
2. To simplify this activity use less variety of
animals and stick with just two habitats,
like water and dirt.

3. For and extension, create a graph with

the students at the end of the activity to
chart your results.