Margaret Fitzsimmons

Curriculum Planning
Comprehensive Curriculum Planning Project-final
Lesson Plan-Large Group Activity
Student Name: Margaret Fitzsimmons

Activity: art-healthy food collages

Age Group: 3s and 4s

Date of Activity:

Wisconsin Model Early Learning Standards Addressed

(write out standard in its entirety):

1.Health and physical development

B. Motor development
Performance standard: B. EL. 2 Exhibits eye-hand coordination, strength, control, and object
manipulation.
Developmental continuum: Uses strength and control to perform complex fine motor tasks.
5.Cognition and general knowledge
B. Mathematical thinking
Performance standard: B. EL. 4 Uses the attributes of objects for comparison and patterning
Developmental continuum: Sorts and/or describes objects by one or more attributes or characteristics.
How will you check to see if the standard(s) is met
learned what you wanted them to learn)?

(what will you look for, observe or ask about children to know they

I will watch to make sure the children are cutting on the lines and curves neatly, and control the glue
bottle. I will also watch to make sure they can sort healthy and not so good for us foods.
Materials and Set Up Needed (Include all items needed for the activity including materials/supplies, books, etc.. Include the
name and author of books; attach words/actions to songs and finger-plays; Identify any specific set up that may be required):

Magazines, glue, scissors, cutouts of people, markers, large poster paper, image from choosemyplate.gov

Introduction (Include a visual or other creative attention getting technique; relate the introduction to the activity):
We will discuss in a large group which foods are healthy, and which foods arent good for us. After looking at an
image of choosemyplate.gov, we will brainstorm a list of healthy foods, and unhealthy foods.
Procedure (order of the activity):
After the introduction, I will ask the children to cut out images of foods they eat from magazines. After they cut out
the images of foods, I will ask them to sort the healthy foods from the unhealthy foods. Next I will have them glue
the images of healthy foods on the front of their cutout person, and the images of the unhealthy foods on the back.

Closure/Transition (What will you say/do to let the children know the activity is over, to review lessons learned, and to transition
the children to the next activity; relate the closure to the activity just completed)?

I will ask the children to share them with the class. I will hang the projects from the ceiling, so they can be viewed
from both sides.
Modifications for individuals:
To challenge some individuals, I will ask them to explain which foods are considered a grain, protein, dairy, fruit, or
vegetable?
For individuals that work quickly, I will ask them to decorate their cutout person.

Lesson Plan-Enhanced Story Time

Student Name: Margaret Fitzsimmons

Activity: Literacy corner-What is healthy?

Age Group: 3s and 4s

Date of Activity:

Wisconsin Model Early Learning Standards Addressed (write out standard in its entirety):
1.Health and Physical Development
A. Physical Health and Development
Performance Standard: A. EL. 3 Demonstrates a healthy life style
Developmental continuum: Begins to take responsibility for personal hygiene and exercise needs.
3.Language Development and communication
C. Social Competence
Performance standard: C. EL. 2 engages in social interaction and plays with others
Developmental Continuum: Demonstrates respect for others
How will you check to see if the standard(s) is met
learned what you wanted them to learn)?

(what will you look for, observe or ask about children to know they

I will ask the children what they do to stay healthy. I will also make sure while they are sharing on the
carpet that they are taking turns to talk, and participating.
Materials and Set Up Needed (Include all items needed for the activity including materials/supplies, books, etc.. Include the
name and author of books; attach words/actions to songs and finger-plays; Identify any specific set up that may be required):

From Head to Toe by Eric Carle

Poster paper
Marker
Lined paper with space to draw above
Coloring supplies-markers, crayons, colored pencils
Pencils
Introduction (Include a visual or other creative attention getting technique; relate the introduction to the activity):
Read the book From Head to Toe by Eric Carle. Discuss that exercise is good for our bodies. Then we
Will discuss other ways we can keep our bodies healthy. (Brushing our teeth, getting enough sleep, eating
Healthy)
Procedure (order of the activity):
After the introduction, I will ask the children to think of one thing they do to stay healthy. Then I will ask them to
draw a picture of something they do to stay healthy. After the children complete their drawings, I will ask them to
write about the picture they drew.
Closure/Transition (What will you say/do to let the children know the activity is over, to review lessons learned, and to transition
the children to the next activity; relate the closure to the activity just completed)?

Using all of their drawings and writing, I will create a class book to put in our literacy corner.
Modifications made for individuals:
For advanced learners, I will ask them to add more details to what they write about. For example, if a child says
they brush their teeth to stay healthy, I will ask them to write how often they do every day, or how often they should
brush their teeth every day.
For challenged learners, I will guide them through choosing a topic to draw, and I will guide them through the writing
process.
Lesson Plan-small group activity

Student Name: Margaret Fitzsimmons

Activity: science-planting tomatoes

Age Group: 3s and 4s

Date of Activity:

Wisconsin Model Early Learning Standards Addressed

(write out standard in its entirety):

5.Cognition and General Knowledge

C. Scientific thinking
Performance Standard: C. EL. Hypothesizes and makes predictions
Developmental Continuum: Makes plans for testing hypotheses to prove or disprove predictions.
5.Cognition and general Knowledge
B. Mathematical thinking
Performance standard: B. EL. 5 Understands the concept of measurement
Developmental Continuum: Compares and orders by size.
How will you check to see if the standard(s) is met
learned what you wanted them to learn)?

(what will you look for, observe or ask about children to know they

I will ask the children what they think is going to happen to the tomato plants. I will prompt them to make a
few predictions. I will record their hypotheses.
I will provide the children with measuring tapes and rulers, so they can measure how tall the plants get.
Materials and Set Up Needed (Include all items needed for the activity including materials/supplies, books, etc.. Include the
name and author of books; attach words/actions to songs and finger-plays; Identify any specific set up that may be required):

soil, flower pots, watering cans, tomato seeds, rulers, paper, pencils, pictures
Introduction (Include a visual or other creative attention getting technique; relate the introduction to the activity):
With a small group of children, I will tell them we are going to plant tomato plants. I will show them pictures of
tomato seeds, roots, and plants. Next I will explain what plants need to grow.
Procedure (order of the activity):
After the introduction, I will have each group put soil in the pot, plant the seed, and ask them to water their plants.
We will place one flower pot next to the window, one in the closet, and one in a corner away from windows. There
will be three groups for this experiment. One tomato plant will be in complete darkness, one with partial darkness,
and one with sunlight.
Next I will ask each group to make a hypothesis. I wall ask which plant they think will grow to be the tallest.
Over time I will invite each child to measure and record how tall the plant gets.
Closure/Transition (What will you say/do to let the children know the activity is over, to review lessons learned, and to transition
the children to the next activity; relate the closure to the activity just completed)?

To conclude the activity, we will record which plant is the tallest and explain why. We will discuss why that plant
grew to be the tallest. I will send seeds home with the children so they can plant tomatoes at home with their
families. After discussion, they can walk there bag of seeds to their cubbies.

Dramatic Play Lesson Planning Guide

Student Name: Margaret Fitzsimmons
Dramatic Play Theme: Healthy Bodies-gym
Relevant Wisconsin Model Early Learning Standards:
1.Health and physical development
B. Motor development
Performance standard: B. EL. 1b Moves with strength, control, balance, coordination,
locomotion, and endurance.
Developmental continuum: Walks, runs, climbs, jumps, skips, and hops with control.
4.Approaches to learning
B. Creativity and learning.
Performance standard: B. EL. 1 Engages in imaginative play and inventive thinking
through interactions with people, materials, and the environment.
Spotlight Words (Vocabulary you would expect children to learn while interacting
with the materials):
Heart, gym, muscles, work out, active, warm up, stretch, yoga, treadmill
Materials/Props:
List all material and props you will need. If necessary, attach a separate sheet of
paper.
Water bottles, tunnel, mini trampoline, yoga mat, 1 pound weights, images of
workout techniques and workout equipment, pretend treadmill (to run in place on),
cd player, cds
Set-Up:
Describe the physical set-up of the space. Describe how you will create the play
theme within the space you have available to you. Be specific with your
descriptions.
On the wall I will hang up a sign that says Miss Margarets Gym. I will put the
terms up with images below them. I will divide the area into the following sections:
mini trampoline, yoga mat, tunnel, treadmill, and weights. At each station, I will
have images of techniques.
Child Roles/Action Schemes:
Describe the pretend play roles you will encourage children to explore in this unit.
I want the children to pretend they all have a gym membership. I want the children
to explore many ways to get moving, and get their heart rate up. I will discuss
warming up and stretching too.
Open Ended Questions:

Identify 5-7 open ended questions you can use when playing with children to
encourage divergent thinking and their further exploration of the roles identified
above.
1. What are some ways we can work our arm muscles?
2. Is there anything in our gym that could help us work our leg muscles?
3. While working, sometimes we get thirsty. What could we bring to the gym to
help us stay hydrated?
4. Do you like to walk, or run on the treadmill?
5. Did you see that there are many ways we can lift the weights?
Behavioral Guidelines and Safety Considerations (Direct and Indirect
Guidance)
Identify any specific guidelines or limits you will set to encourage safe exploration of
the dramatic play theme and materials. Include safety considerations and
limitations of the numbers of children allowed to play, if applicable.
I will allow up to 5 children in the dramatic play center. One will be allowed in the
tunnel at a time. I will have to supervise each child, especially with the one pound
weights and the tunnel. Also, they will only be allowed in there for short periods of
time.

Planning Changes to the Environment

Teacher: Margaret
Fitzsimmons
Age Group: 3 to 4 year olds
Weekly Theme: healthy bodies

Environmental
and Movement

Blocks

Dramatic Play

Table Games or
Manipulatives

blocks. Have the children

make a gym-include a mini

trampoline, water bottles, a

guess how many it will take.

tunnel, tiny weights to lift, etc.

Measure height of body using

bone counting game,

Discuss if it will take more, or

less blocks for certain people.

Art

Literacy Corner

Discovery/Science

Have images of food cut

out. Let the children sort

Read about our bodies and

ways to keep them healthy,

sort the healthy and

unhealthy foods, how does

the images and glue on

examples of proteins,

write about something we do

to stay healthy and draw a

our food change after we

cook it

fruits, vegetables, grains,

and dairy.

picture of it. Collect all of

them at the end and make a
class book to keep in the
library.

Sensory Table

Music and/or Movement

What is blood made of: ping

Sing washing hands song,

pong balls (white blood cells),

practice washing hands, and

discuss appropriate times to

red bubble (red blood cells),

red rectangles (platelets)

wash your hands. Also dance

to get up and move cd.

Gym or Outdoors
obstacle course

Planning for Groups

Monday

Tuesday

Wednesday

Large Group
Time
(songs, stories,
games,
discussion, etc.)

healthy mean?

healthy food

obstacle course

collage

song and
practice
washing hands

create a face
using vegetables
snack

Eating The

Stories for Read

Live In

From Head to

Alouds and
Library

By: Michael

Toe

and Vegetables

Tyler and David

By: Eric Carle

From A to Z

Lee Csicsko

Activities

Friday

hand washing
What does

The Skin You

Small Group

Thursday

Alphabet: Fruits

By: Lois Ehlert

Brush Your
Teeth Please
By: Leslie
McGuire

brushing teeth

Height
estimation

bone counting

using blocks

game

Going To The
Doctor By: Anne
Civardi

plant tomato

song, discuss in

sorting food

plants

small groups

images

when we brush
our teeth

Family
Involvement
Activity

families come in to do obstacle course with their children

Field Trip

visit to dentist office and dr. office

Classroom
Visitor

nutritionist