Curriculum Plan: ACTIVITY

(Non-Implemented)

ECDE Course _______________

Student Name
Play__

_______Alli Whitaker_______

Developmental Area (5b) __Physical and Creative

Activity Title (1a) Welcome 2 the Jungle____ Number of children participating at one time _4-7_
Ages __3+___
Note: This assignment is aligned with the current NAEYC 2010 Standards, notated by standard / section
number.
Consult the ECDE Curriculum Planning Manual for procedure and expectations in completing
this form. Activities written for previous classes cannot be re-used and must be the original
work of the student.
Observational
cues (3b):

What might be
observed that
indicates this would
be an appropriate and
interesting experience
for these children at
this time?

Concepts (5b):
(include two
correspond to
objectives)

A child has a favorite animal that lives in the Jungle, learning where animals live
creating the Jungle theme
Day one: 25 to 35 minutes with both activities, Day two: 30 to 35 minutes with both
activities, Day three: 25 to 35 minutes with both activities, Day four: 15 to 25
minutes with both activities, Day five: 25 to 30 minutes for the obstacle course

Day One
1. The Jungle Book will be a good reference to compare to real animals who live in
the Jungle
2. Materials will be used to make paper animal masks
Day Two
1.
Mats will be spread out in a circle for a game to learn jungle sounds
2.
Day Three
1.
The Jungle Book will be a good reference to compare to real animals who live in the
Jungle
2. The Hungry Bear will growl out a colorful letter
Day Four
1.
Animals will be matched together, the correct head to body
2. Handprints will create jungle animals
Day Five
1.
Green duct tape will represent vines in the jungle, and a blanket laid out on the floor
for quicksand

Objectives (5b):
(include two
correspond to
concepts)

2. Blankets over chairs will represent a bat cave, and rings to toss onto a pole
Day One
1.
Children will be able to point out animals within the book to animals in the Jungle

By participating in
this activity, the child
may begin to:

2. Children will cut and paste materials to make their masks

Day Two
1.
Children will be able to identify what sounds the animals of the Jungle make
2.
Day Three
1.
Children will be able to point out animals within the book to animals in the Jungle
Children will sing the alphabet song and find certain letters among the magnets
2.
Day Four
1.
Children will match the animals correctly by looking for similarities
2. Children will be able to give the animals of the Jungle a name
Day Five
1.
Children will crawl and jump over the vines, and jump over the quicksand

Preparation of
materials and
environment
(1a), (1c), (6b):

2. Children will crawl under the chairs and blankets like real animals in a bat cave,
and toss rings onto a pole
What preparation is needed?
Day One: Bring book and materials
Day Two: Pre-laminate animal mats and bring terrarium materials
Day Three: Bring book, glue blue construction in shoe box for water and bring bear
toy figurine
Day Four: Print off animals and cut in half, print off jungle animal coloring pages,
stock paint, paint brushes, and paper
Day Five: Set up obstacle course; green duct tape to look like vines, blanket on the
floor for quicksand, blankets over chairs for the bat cave, and a pole and rings for
ring toss
What materials will be used?
Day One: Jungle Book book, paper plates, construction paper, scissors, glue,
googley eyes, markers
Day Two: Laminated animal mats for each child, small jar/bottle, dirt, small animal
toy, plants
Day Three: Jungle Book book, magnetic letters, construction paper, bear toy figurine
Day Four: Printed off animals, paint, white paper, paint brushes, markers/crayons
Day Five: Green duct tape, blankets, animal faces, large plastic rings, pole/stand,
chairs
How will the learning environment be set up?
Day One: Paper plates, construction paper, scissors, glue, eyes and markers will be
in their own compartments across the table.
Day Two: Mats will be set up in a circle for each child to stand on for the game, and
land on one when the music stops playing; the children will take turns pouring in
the terrarium ingredients, everyone getting a turn to look inside afterwards.
Day Three: A shoe box with blue construction paper for the water and a bear toy
figurine inside, each child taking a turn to make the bear growl out a letter for
his/her classmates to find it.
Day Four: The printed off animal pictures will be laid out on the floor or table,
whichever the children would like. They are required to match the body and the
head of the animals together. The children will be rotating from the animal
matching to the table where they will be making animal handprints. When theyre
tired of the matching, they have the opportunity to color or draw their own Jungle
animals.
Day Five: Jungle Obstacle Course; Green duct tape will be spread out in one area to
be vines and the children go over or under them, a blanket to be quicksand and the

children have to jump over it, chairs and blankets meant to be a bat cave for the
children to crawl through, and an animal ring toss for the children to get the rings
around the pole.
Preparation of safe environment (1a), (1c):
Preventing problems and guidance concerns:
Day One: I will sit at the table when the children make their masks using scissors and glue.
Day Two: Repeat to the children to be nice when playing the game and dont push.
Day Three: Repeat to the children that taking turns is important and only fair.
Day Four: I will sit at the table when the children color.
Day Five: I will repeat to the children not to push and rush at each of the courses and only one at a time.
Safety considerations:
Day One: Handling the scissors wrong and cutting something or someone getting hurt, glue in a childs
mouth or hair.
Day Two: A child pushing another child and getting hurt.
Day Three: Throwing a magnet at another child.
Day Four: Throwing a crayon or marker at another child, paint in a childs mouth.
Day Five: A child pushing another child and getting hurt, tripping over a vine, throwing a ring at another
child.
How these will be addressed:
Day One: Wash mouth or hair out with warm water; if in mouth call 911, wash injury off with warm water
and give a band aid.
Day Two: Continuously remind the children no pushing, I will pull the child aside and ask them why they
were pushing. If the child gets hurt, wash off their injury and give them a band aid.
Day Three: Repeat no throwing and make sure the other child is ok.
Day Four: Repeat no throwing, wash mouth out with warm water and call 911
Day Five: Repeat no pushing and pull the child aside asking why they shoved the other child. Make sure
the child is ok and not seriously hurt, give them a band aid if they need one. Repeat no throwing, and ask
why the child threw the ring.
Additional Instructor comments:
Student Name ________________________________ Activity Title
_________________________________________________
Procedure (1c), (SS123):
Introduction/motivator (What you will actually say/do with to encourage childrens participation? Be
specific.)
Day One: I will be holding the book and asking the children if they recognize any of the animals on the
cover, then say Well, were going to read this book today!. After we read the first half, well make our
own animals. Now that we read about some animals that live in the Jungle, do you want to make your
own?
Day Two: The laminated animal mats will be on the floor placed in a circle. I will exaggerate about them
and let the children investigate them, occasionally asking, Do you know what animal that is?. When
were ready to play the game, Ill say, Ok, everyone get on an animal mat and get ready!. The music will
play as the children walk around the circle, standing on a mat when the music stops.
Day Three: I will hold the book and say Look at what I have again! Do you remember us reading this book
from the other day?. After a yes answer, I will ask, Do you remember what its about?. I will then read
the second half of the book. Once finished, I will ask the children what they thought of the book. The
Hungry Bear activity and materials will be sitting on the table as I will usher the children over and sit
down. Ill introduce the game to them and then well play.
Day Four: The paper and paint will sit out on the table with the paint brushes. I will first spread the animal
matching cards out, some on the floor and some at the table. While theyre trying to match the animals
together, I will individually call over each child to paint their hands for their animal handprints. Once they
have finished with the matching, they can draw or color their own jungle animals.
Day Five: I will introduce the obstacle course to the children and give them the instructions, Remember
not push or shove, and only one at a time. The children will start out by standing in line at the first
course, the jungle vines. Once the first child has gone through, then the second can enter and so on.
Steps:
What will the teacher do/say? What will the children do during the activity?
(Be sure to acknowledge how/when the concepts and objectives come to fruition in these steps.)

Day One: During the activity, the children will first listen to the first half of the book, afterwards we make
animal masks.
Day Two: The children will play Jungle Parade, a game where they circle the animal mats while the music
plays until it stops, landing on an animal. Each child then takes a turn to make the sound of their animal.
After playing the game, as a group well put together a class terrarium.
Day Three: The children will listen to the second half of the book, then playing Hungry Bear after finishing
the book.
Day Four: Children will match the bodies of every animal to the correct head and rotating each child to
make animal handprints. After getting bored of the matching game, the children can color or draw their
own jungle animals.
Day Five: The children will go through an obstacle course, starting with the green duct tape vines and then
jump over the blanket quicksand. Next, theyll go crawl through the bat cave and end with animal ring
toss.

Open-ended Questions (Descriptive language statements for Infant/Toddler Plan):

What do you think of the Jungle so far? Which animal is your favorite?
Scaffolding Comments:
You all are Jungle experts now!
Vocabulary:
Monkey, Tiger, Rhino, Hippo, Zebra, Snake, Giraffe, Lion, Elephant
Closing (1c):

Statement that
summarizes childrens
experience

Transition:

What will you do/say to

support children as they
finish this experience?

End of activity and

individual clean up:
What will you and/or the
children need to do to
clean up?

Ohio Early Learning

& Development
Standards
(backmap) (5c):
List at least 2 standards
that are addressed by
this activity. Write out
each component
completely and exactly,
as published in ELDS.

Day One: Woah, you look like a real (jungle animal)!

Day Two: Your (animal sound) sounds so real, its scary!
Day Three: Can you sing the alphabet to me now?
Day Four: Wow, look at your animal handprints!
Day Five: How was traveling through the Jungle?
Day One: When youre done making your masks, dont forget to put them in your
cubby to take home!
Day Two: Did you have fun making the terrarium?
Day Three: I bet you know the whole alphabet now!
Day Four: Do you know what animal this is?
Day Five: What did you think of the Jungle? Was it fun going through?
Day One: Put the book on the bookshelf, and any unused paper plates,
construction paper, and googley eyes away along with the scissors, glue, and
markers
Day Two: Put animal mats on the shelf and find a place for the terrarium
Day Three: Put the book on the bookshelf and the Hungry Bear game on the shelf
Day Four: Put the animal pattern matching game away on the shelf, and their
coloring/drawing as well as their handprints in their cubbies
Day Five: Fold up the blankets, put the chairs back, take down the tape and throw
it away, clean up the rings and poles
Domain: Physical well-being and Motor Development
Strand: Motor Development
Topic: Large Muscle, Balance, and Coordination
Standard Statement: Walking in circles around mats, jumping over quicksand,
moving through vines, crawling through the bat cave, and tossing the rings
Domain: Cognitive Development and General Knowledge

Strand: Cognitive skills

Topic: Memory, patterning, identify and describe animals
Standard Statement: Matching cards, pointing out letters and naming animals