Child Development Center Lesson Plan- Penguins

Name: Kailey Morash (along with partners Kaegen ODonnell, Jenna Lundy, Abby Sweeney,
and Jordan Morris)
Target Grade Level: Pre-K (ages 3-5)
Teaching Materials:
Penguin Company song
Goldfish
Penguin printouts
Colored pencils
Standards:
MATH STANDARDS:
Describe and compare measurable attributes.
CCSS.MATH.CONTENT.K.MD.A.1
Describe measurable attributes of objects, such as length or weight. Describe several measurable
attributes of a single object.
CCSS.MATH.CONTENT.K.MD.A.2
Directly compare two objects with a measurable attribute in common, to see which object has
"more of"/"less of" the attribute, and describe the difference. For example, directly compare the
heights of two children and describe one child as taller/shorter.
Know number names and the count sequence.
CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.
SCIENCE STANDARD:
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or
animals (including humans) and the places they live. [Clarification Statement: Examples of
relationships could include that deer eat buds and leaves, therefore, they usually live in forested
areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their
surroundings make up a system.]
MUSIC STANDARD:
Robinsons Standard For Music Education number 8:
Understanding relationship between music, the other arts, and disciplines outside the arts.
Music Objective:
Students will learn the song Penguin Company from listening to the teachers and then will be
able to sign along with song, while incorporating movements as well. Students will be able to use
choreographed movement in a song about penguins, in a role-playing way, in order to gain an
understanding about penguins bodies. They will gain more of an understanding from, and
through, the musical selection.

Math Objective:
Students will be able to count up to five using the gold fish and penguin worksheet. Students will
be able to recognize numbers and know how much of a unit goes with that number. Students will
be able to differentiate heights in relation to each other and penguins.
Science Objective:
Students will learn more about penguins environmental needs, like what type of environment
they live in and what type of food they need. Using the print-out of 5 penguins, each with a 1, 2,
3, 4, or 5 on their bellies, students will be able to assess the penguins hunger by giving that
penguin how many fish (goldfish) it needs to be full.
Overall Objective: Students will gain knowledge about penguins. Students will be able to use a
picture of a penguin to feed it after learning about what penguins eat due to their environment.
Students will gain understanding and knowledge of penguins through a co-equal lesson that will
use multiple different aspects of skills and practices. Students will know more about penguins
after this lesson.
Rationale:
This lesson plan is a co-equal lesson that incorporates learning in a few different school subjects
while focusing on one topic, penguins. Students will practice a few different skills within this
lesson, including Math, Science, Music, and Movement skills. Penguins are a fun topic for
students of this age group to learn about, but sometimes the idea of counting and learning about
animal diets can sound boring and monotonous to students, so this lesson is a creative way of
getting them to practice those skills. Students of this age are just starting to learn numbers,
counting, body movements, and words to songs, and this lesson helps them practice those skills.
Students will learn more about penguins through guided questions and facts that we will throw
out to them, which will increase their knowledge on the funny, waddling creatures.
Teaching/Learning Sequence:

Introduction:
o T: Begin the class by asking the students what facts they might already know about penguins.
What do penguins look like? What colors are they? Do you think penguins can fly? Do
they come in different sizes? How does a penguin move around? Where do they live?
o T/S: Students have time to answer the questions on their own and then we guide them towards
the correct answers and new knowledge!
o T: Will ask the students to stand up and become penguins! Okay class now let's all waddle
over into a line from tallest to shortest!
o Students will waddle around like penguins and teachers will help guide them into a line in
height order.
o T: Just like you guys Penguins come in different sizes! teachers will give an example of 3
different sized penguins (Tall-Emperor 4ft, medium-Macaroni 20in., short-Little Blue 10-12in.)
in relation to the height of the students.
o T: Alright students spread your wings so we are all a wingspan apart! Teachers demonstrate
wingspan with/for the students

o T: Now are we are going to have some fun and do the Penguin Company dance!

Body:
o T: We are going to learn a little song today to go along with our lesson on Penguins. It is
called Penguin Company. I am going to sing it and I want you all to listen with both your ears
and your eyes.
Before teacher begins, go through each of the movements to make sure students can do all
movements before starting the actual musical element.
o T: now when we say right wing flap your right wing! Right wing!
o S: flap right wing
o T: now when we say left wing flap your left wing! Left wing!
o S: flap left wing
o T: when we say right leg swing your right leg! Right leg!
o S: swing right leg
o T: when we say left leg swing your left leg! Left leg!
o S: swing left leg
o T: Now let's put the movements and the song together!
o T/S: All teachers begin singing: Have you ever seen a penguin company? Take a look at me, a
penguin you will see. Penguins, attention! Penguins, begin! Right wing
o T/S: Have you ever seen a penguin company? Take a look at me, a penguin you will see.
Penguins, attention! Penguins, begin! Right wing, left wing
o T/S: Have you ever seen a penguin company? Take a look at me, a penguin you will see.
Penguins, attention! Penguins, begin! Right wing, left wing, right leg
o T/S: Have you ever seen a penguin company? Take a look at me, a penguin you will see.
Penguins, attention! Penguins, begin! Right wing, left wing, right leg, left leg
o T: Great job students!
o T: Okay students now if we can all waddle back to your seats so we can pass out our next
activity!
o T: Pass out the penguin printouts (on the worksheet it has 5 penguins each with a number on
their belly informing the student how many goldfish to feed each penguin)
o T: The five penguins on the sheet of paper are very hungry! Do you think we should feed
them?
o T: gives each student about 15 goldfish
o T: Okay students each penguin has a number and that number tells how many fish the
penguin needs to eat! Place the right amount of goldfish in the bellies of the penguins! Once you
are done raise your hand so we can come around and see if the penguin is full!
o S: feed their penguins and raise their hands when finished
o T: walks around to check students worksheets to make sure they are placing the correct
amount of goldfish on the correct corresponding number. If the student is correct then the student
may eat their goldfish!

Closure
o T: students may now name and color their penguins if they would like using the colored
pencils
o T: Great job students! Now we are going to wrap up the lesson for today, with a final
question. Can you guys tell us at least one thing you have learned about penguins today!?

o S: shout out what they have learned

Assessment:
Assessment will be done before and after the lesson. The teachers will open the lesson by asking
students questions about penguins. We will observe the overall knowledge on this topic. This
will be a formative assessment, just to gauge students prior knowledge on the content area.
Throughout the lesson, formative assessment will continue by asking students different questions
about the specific subject were on (so if were moving onto the Science part of the lesson, well
ask them Science-related questions). Then, at the end of the lesson, the teachers will ask the
students what they have learned at the end of the lesson. Students will be free to raise their hands
and answer as they like, so this final assessment will be formative as well. If we had more time
with the students, we would probably give them a Summative assessment by going around the
room and having each student talk about what they learned, or by giving out a small little quiz
and having them answer questions on what they learned