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

Monday

��Toddler�Club�Program

Date: May 22-26, 2017

Objectives: Children will learn about ants and bees. They will learn to identify these insects and how to stay safe away from their bites and stings.

Spanish Vocabulary: hormiga, hormiguero, abeja, picadura, tórax, abdomen, antenas, bicho/insecto

English Vocabulary: ant, anthill, bee, sting, thorax, abdomen, antennae , bug

Parents as Partners: Send home Parents as Partners Card 38.

Lesson Plan for Bugs • Insectos - Ants and Bees • Hormigas y Abejas (week 38)

Friday •UNITE: Sing "The Insect Song" • "La canción del insecto" ( Frog Street Action Songs CD) .•CALM: Continue the buzzing breathing children learned last week. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Practice using kind words.

•Little Ants • HormiguitasRead the story. Have children demonstrate each of the ant moves. Ask children which ant move they like best.Teach the ASL sign for anthill.

•UNITE: Sing "Baby Bumblebee" • "El bebe abejorro" (Frog Street Sing-Along Songs CD) .•CALM: Continue the buzzing breathing children learned last week. •CONNECT: Demonstrate the anticipation game calle Buzzing Bees. •BUILD COMMUNITY: Pass around the Safekeeper Box and invite each child to put his or her photo inside. Discuss using kind words.

•UNITE: Sing "All Around My Yard" • "Alrededor de mi jardín" (Frog Street Sing-Along Songs CD).•CALM: Continue the buzzing breathing children learned last week. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Give examples of kind words and phrases.

• Greet every child by name and introduce the theme.Tell children that this week we will be learning about bugs. •UNITE: Sing "The Insect Song" • "La canción del insecto" ( Frog Street Action Songs CD).•CALM: Continue the buzzing breathing children learned last week. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.

•Backyard Bugs • Los insectos del jardínRead the story. Focus on the bees and ants.Teach the ASL signs for bee and ant.

•Little Ants • HormiguitasRead the story. Have children demonstrate each of the ant moves. Ask children which ant move they like best.Review the ASL sign for anthill.

•Ms. Bumblebee Gathers Nectar • La Sra. Abejorro colecta néctar (p 46)Use the Ms. Bumblebee Gathers Nectar puppets (Patterns CD). Encourage children to point to the bumblebee's antennae and legs.

•Backyard Bugs • Los insectos del jardínRead the story. Focus on the bees and ants.Review the ASL signs for bee and ant.

Thursday •UNITE: Sing "Baby Bumblebee" • "El bebe abejorro" ( Frog Street Sing-Along Songs CD).•CALM: Continue the buzzing breathing children learned last week. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Practice using kind words.

Tuesday WednesdayLESSON COMPONENTS

Language Development

Starting the Day

Monday Friday •UNITE: Sing "The Insect Song" • •UNITE: Sing "Baby •UNITE: Sing "All Around My • Greet every child by name

Thursday •UNITE: Sing "Baby


Music and Movement

•Frog Street Sing-Along Songs-Canciones para cantar juntos de Frog Street Sing "Baby Bumblebee" • "El bebe abejorro".

•Frog Street Action Songs - Canciones de acción de Frog StreetSing "The Insect Song" • "La canción del insecto".

•Frog Street Sing-Along Songs-Canciones para cantar juntos de Frog Street Sing "Baby Bumblebee" • "El bebe abejorro".

•Bug PuzzleInvite children to work the Bug Puzzles: Bees and Ants (p 42).

•Little AntTeach children the finger play. Invite children to name the body parts the ant walks on.

•Crawling antsDiscuss places ants find and are attracted to food. Explain that we often see ants crawling along in a straight line toward the food they find.

Cognitive Development

• Photo Activity Cards53 (ant • hormiga)54 (bee • abeja)Use the suggestions on the back of the cards to stimulate discussion. • Make sure the child understands the vocabulary associated with bugs.

•Here Is the BeehiveTeach children the finger play.Discuss the beehive as a home for bees.

•Fine MotorInvite children to put the Ant Puzzle together, work with them to get legs and antennae in the right places.

•Preventing StingsDiscuss some of the recommended precautions to avoid being stung by bees and ants.Teach the ASL sign for sting.

•Frog Street Sing-Along Songs-Canciones para cantar juntos de Frog Stree t Sing "Baby Bumblebee" • "El bebe abejorro".

•Creativity StationFinger paint bumblebees or paint with bumblebees colors.

•ScienceInvite children to look at insect photos through a magnifying glass.

•Bee WaggleExplain to children that when a bee wants to alert other bees about the nectar and pollen it has found, it circles around the nectar and wiggles its backside. This move is called a "waggle."

•Movement PatternsDescribe to children an ant or bee movement pattern, such as waggle, waggle, crawl or fly, fly, waggle. Invite children to act out the pattern.

Learning Centers

•Little Peter RabbitTeach the song "Little Peter Rabbit." Point out that many animals are bothered by bugs. They are pests. Teach the ASL sign for pest.


•Movement PatternsDescribe to children an ant or bee movement pattern, such as waggle, waggle, crawl or fly, fly, waggle. Invite children to act out the pattern.

•Ant MarchInvite children to march around the playground in a straight line ants.

•Treating Bee StingsDiscuss the recommendations for treating a bee sting.

•Gross MotorMake a trail (masking tape) on the floor that branches off in several directions. Place some scented and some unscented cotton balls along the trail. Encourage children to pretend to be ants and use their nose as they crawl along the trail to follow the scent.

•AnthillTeach children the finger play Once I Saw an Anthill.. Review the ASL for anthill.


•Buzzing BeesRepeat the Buzzing Bees game. Play this game with each child one at a time.

•Little AntsInvite children to act out the ant moves as you play and sing this song.

•Fingerprint BugsHelp children dip a finger in finger paint and then make three fingerprints in a row so the prints connect to look like the three body parts of an insect.

•ScienceInvite children to look at insect photos through a magnifying glass.

Outdoor Play

Social Emotional Development

•Buzzy, Buzzy BumblebeeSay the rhyme and invite children to respond. Have children clap along with the words as they wait for their turn to respond.


Physical Development

•Fly Like a BeePlay "Mouret-Rondeau." Invite children to hold a paper plate in each hand and flap their "woings" to fly like a bee.

Monday Friday •UNITE: Sing "The Insect Song" • •UNITE: Sing "Baby •UNITE: Sing "All Around My • Greet every child by name

Thursday •UNITE: Sing "Baby


• Uses imitation in pretend play to express creativity and imagination(D.4.b.)• Develops control of large muscles for movement, navigation, andbalance (A.2.a.)• Coordinates eye and hand movements (A.3.c.)• Begins to develop interests and skills related to numbers andcounting (D.2.f.)• Moves body to achieve a goal (A.2.c.)• Develops control of large muscles for movement, navigation, andbalance (A.2.a.)

Learning Goals

Begins to learn and internalize rules, routines, and directions (B.3.e.)• Develops emerging skills in caring and cooperation (B.4.f.)• Develops a feeling of being valued as an important individual who belongs within the group setting (B.2.h.)Learns and begins to use math concepts during daily experiences(D.2.g.)• Understands that pictures can represent real things in theenvironment (C.3.e.)

• Develops language skills in structured language contexts, such as through books, finger plays, singing, storytelling, and reenacting(C.2.d.)• Develops an understanding that symbols/pictures can be “read” by others (C.3.g.)• Develops capacity to predict routines and regular events that make up the day (B.3.b.)• Engages with stories and books (C.3.c.)

• Uses senses to investigate the environment to discover what objects doand how things work (D.1.b.)• Develops spatial understandings, including an awareness of how objectscan be fitted together (D.1.f.)• Shows interest in colors, shapes, patterns, and pictures (D.1.c.)Develops increasing awareness of what can harm them (A.1.g.)• Establishes secure relationships with primary caregivers (B.1.a.)• Begins to develop personal relationships with peers (B.4.d.)

• Develops increasing awareness of what can harm them (A.1.g.)• Shows imagination and creativity to solve problems (D.2.b.)• Responds to and interacts with others (B.4.b.)Begins to develop interests and skills related to numbers andcounting (D.2.f.)• Develops control of small muscles for manipulation and exploration(A.3.b.)• Matches items that go together (D.1.h.)

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

Monday


Date: May 29-June 2, 2017

Objectives: Children will continue their study of the character istics of insects. Children will learn about caterpillar and how caterpillars become butterflies .

Spanish Vocabulary: oruga, mariposa, metamorfosis, tórax, abdomen, insecto, bicho/insecto, antenas

English Vocabulary: caterpillar, butterfly, metamorphosis, thorax, abdo men, insect, bug, antennae


Lesson Plan for Bugs • Insectos - Caterpillars and Butterflies • Orugas y Mariposas (week 39)

Friday •UNITE: Sing "The Insect Song" • "La canción del insecto" (Frog Street Action Songs CD ).•CALM: Invite children to stand and gracefully lift and lower their arms as if they are flying like a butterfly. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Practice using kind words. • Calendar/Weather

•Little Caterpillar • La oruguitaInvite children to act out he rhyme.Teach the ASL sign for caterpillar.

•UNITE: Sing "All Around My Yard" • "Alrededor de mi jardín" ( Frog Street Sing-Along Songs CD).•CALM: Invite children to stand and gracefully lift and lower their arms as if they are flying like a butterfly.•CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Give examples of kind words and phrases. • Calendar/Weather

•UNITE: Sing "All Around My Yard" • "Alrededor de mi jardín" (Frog Street Sing-Along Songs CD) .•CALM: Invite children to stand and gracefully lift and lower their arms as if they are flying like a butterfly.•CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Give examples of kind words and phrases. • Calendar/Weather

H

O •Fuzzy Caterpillar • La oruga peludaInvite children to act out the rhyme.Review the ASL sign for insect.

•Little Caterpillar • La oruguitaInvite children to act out he rhyme.Teach the ASL sign for caterpillar.

•Backyard Bugs • Los insectos del jardínRead the story. Discuss the insects that are of interest to children.Review the ASL sign for insect.

Thursday•UNITE: Sing "Roly-Poly Caterpillar" • "Roly-Poly la oruga" ( Frog Street Sing-Along Songs CD ).•CALM: Invite children to stand and gracefully lift and lower their arms as if they are flying like a butterfly. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Practice using kind words. • Calendar/Weather



Starting the Day

Monday Friday •UNITE: Sing "The Insect Song" • •UNITE: Sing "All Around My •UNITE: Sing "All Around My H

Thursday•UNITE: Sing "Roly-Poly


Music and Movement

Y •Frog Street Sing-Along Songs-Canciones para cantar juntos de Frog Street Sing "All Around My Yard" • "Alrededor de mi jardín".

•Frog Street Sing-Along Songs-Canciones para cantar juntos de Frog Street Sing "All Around My Yard" • "Alrededor de mi jardín".

•Bug Memory GameGive children the fly, mosquito, bee, ant, caterpillar, and butterfly memory cards: Bugs (Patterns CD). Invite children to first match the bugs into pairs.

•Butterfly MatchEncourage children to match the butterfly halves together using the Butterfly Match cards (Patterns CD).

•Butterfly MatchEncourage children to match the butterfly halves together using the Butterfly Match cards (Patterns CD).Cognitive Development

L •Did You Ever See a Caterpillar?Discuss caterpillars. Point out that caterpillars are usually on bushes where they can eat leaves.Review the ASL sign for caterpillar.

•Fine MotorEncourage children to work the caterpillar and butterfly puzzles.

•Metamorphosis PuppetsHelp children glue cotton balls to cover the "cocoons." Attach a Pop-Out Butterfly (p 43) to a tongue depressor and show children how to put the butterfly inside their cocoon.


•ScienceMetamorphosis Sequence Cards (Patterns CD).Explain children the different stages.

•ScienceMetamorphosis Sequence Cards (Patterns CD).Explain children the different stages.

•Dancing ButterfliesInvite children to dance with colorful streamers like butterflies to "Mouret-Rondeau."

•Caterpillar, Caterpillar, ButterflyPlay this game as you would play Duck, Duck, Goose (p 42).

Learning Centers

•ButterflyInvite little ones to act out the poem. Discuss butterflies.


•FlyingInvite children to hold one paper plate in each hand and flap their "wings" like butterflies around the playground.


•Butterfly Kissesteach children how to give butterfly kisses. Use the rhyme as a springboard.

•Pretend and LearnSuggest that children pretend to be caterpillars emerging from a cocoon and flapping their new butterfly wings.

•Play Dough CaterpillarsShow children how to roll green or brown Kool-Aid Play Dough (p 43) and then line the balls up to make a caterpillar.


•Caterpillar CrawlReview the rhyme introduced in Starting the Day. Practice the rhyme with each child individually.

•Play Dough CaterpillarsShow children how to roll green or brown Kool-Aid Play Dough (p 43) and then line the balls up to make a caterpillar.

•Caterpillar CrawlReview the rhyme introduced in Starting the Day. Practice the rhyme with each child individually.

Outdoor Play


I

A


D

Monday Friday •UNITE: Sing "The Insect Song" • •UNITE: Sing "All Around My •UNITE: Sing "All Around My H

Thursday•UNITE: Sing "Roly-Poly


• Uses imitation in pretend play to express creativity and imagination(D.4.b.)• Develops control of large muscles for movement, navigation, andbalance (A.2.a.)• Coordinates eye and hand movements (A.3.c.)• Begins to develop interests and skills related to numbers andcounting (D.2.f.)• Moves body to achieve a goal (A.2.c.)• Develops control of large muscles for movement, navigation, andbalance (A.2.a.)

Learning Goals



• Develops increasing awareness of what can harm them (A.1.g.)• Shows imagination and creativity to solve problems (D.2.b.)• Responds to and interacts with others (B.4.b.)Begins to develop interests and skills related to numbers andcounting (D.2.f.)• Develops control of small muscles for manipulation and exploration(A.3.b.)• Matches items that go together (D.1.h.)

American Sign Language (ASL): insect, ladybug, dragonfly, abdomen, thorax, anten nae, pest

Monday


Date: June 5-9, 2017

Objectives: Children will end their study of insects. Children will learn about ladybugs and dragonflies.

Spanish Vocabulary: insecto, mariquita, libélula, abdomen, tórax, antenas, plaga

English Vocabulary: insect, ladybug, dragonfly, abdomen, thorax, antenn ae, pest


Lesson Plan for Bugs • Insectos - Ladybugs and Dragonflies • Mariquitas y Libélulas (40)

Friday•UNITE: Sing "Dragonflies" • "Libélulas" ( Frog Street Sing-Along Songs CD ).•CALM: Invite children to stand and lift and lower their arms as if they are flying with dragonfly wings. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Practice using kind words.

•Five Little Ladybugs• Cinco mariquitasDisplay the book cover. Discuss the colors of the ladybug.Teach the ASL sign for ladybug.

•UNITE: Sing "Dragonflies" • "Libélulas" ( Frog Street Sing-Along Songs CD).•CALM: Remind children that inhaling and exhaling helps reduce stress. •CONNECT: Read the rhyme Ladybug, Ladybug and then select a partner and act out the rhyme as you read it again. •BUILD COMMUNITY: Pass around the Safekeeper Box and invite each child to put his or her photo inside. Discuss using kind words.

•UNITE: Sing "The Insect Song" • "La canción del insecto" ( Frog Street Action Songs CD) .•CALM: Invite children to stand and lift and lower their arms as if they are flying with dragonfly wings.•CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Give examples of kind words and phrases.

•UNITE: Sing "Dragonflies" • "Libélulas" ( Frog Street Sing-Along Songs CD ).•CALM: Invite children to stand and lift and lower their arms as if they are flying with dragonfly wings. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Practice using kind words.



•All Around My Yard • Alrededor de mi jardínNew verses for the dragonfly and ladybug are included for this song. Choose a child to pretend to be each insect you sing about.Teach the ASL sign for insect.

•Backyard Bugs • Los insectos del jardínRead the story. Discuss the insects that are of interest to children.Review the ASL sign for insect.

Thursday•UNITE: Sing "Five Little Ladybugs" • "Cinco mariquitas" ( Frog Street Sing-Along Songs CD).•CALM: Invite children to stand and lift and lower their arms as if they are flying with dragonfly wings. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Practice using kind words.



Starting the Day

Monday Friday•UNITE: Sing "Dragonflies" • •UNITE: Sing "Dragonflies" • •UNITE: Sing "The Insect Song" •UNITE: Sing "Dragonflies" •

Thursday•UNITE: Sing "Five Little


Music and Movement



•Frog Street Sing-Along Songs-Canciones para cantar juntos de Frog Street Sing "Five Little Ladybugs • "Cinco mariquitas".


•Ladybug • MariquitaTeach children the action rhyme. Invite children to talk about the colors of the ladybug.

•DragonflyGive each child two wings. Invite children to use colored markers to draw veins on the wings.Review the ASL sign for dragonfly.

Cognitive Development


•Bug PuzzlesInvite children to assemble de Bug Puzzles: Ladybug and Dragonfly ( p 42). •Photo Activity Cards56 (ladybug • mariquita)57 (dragonfly • libélula)Use the suggestions on the back of the cards to practice vocabulary and stimulate discussion. Teach children the ASL sign for dragonfly.

•Fine MotorUsing finger paint show children how to use their finger to create "loopity loops" in the paint just like the path of flying dragonfly.

•Make a WishDiscuss the fact that many people believe ladybugs are good luck. Ask children what wish they would make if a ladybug landed on them.


•ConstructionUsing butcher paper make a pond. Invite children to place the greenery around the pond.


•Ladybug, Ladybug Fly Away HomeMake a circle on the floor (masking tape) large enough for everyone to sit inside. Have children sit inside the circle. Tell them that when you say, "ladybug, ladybug, fly away home" they should stand up and fly away from the circle.

•Ladybugs and Dragonfly SearchLook outdoor for ladybugs and dragonflies.

Learning Centers

•Spot TossPlace the Large Ladybug (p 43) on the floor. Create a throw line and invite children to toss Black Spots (p 43) onto the ladybug.•Ladybug, Ladybug Fly Away HomeMake a circle on the floor (masking tape) large enough for everyone to sit inside. Have children sit inside the circle.


•Follow the PathMake a pathway of black dots. Have children follow the path to find their way home. Place a ladybug photo (Insect Photos Patterns CD) at the spot designated as home.

•FlyingInvite children to hold one paper plate in each hand and flap their "wings" like ladybugs around the playground.

•Hungry DragonfliesTech children the finger play. Discuss what a dragonfly eats and ask children how this is different from what they eat.

•Creativity StationInvite children to paint "ladybugs" or to create a picture in ladybugs colors.

•Dragonfly FitPlace large Green Lily Pads (Patterns CD) in a pathway on the floor. Have children pretend to be dragonflies fitting from lily pad to lily pad. Give directions that instruct the "dragonflies" to hop, jump, or walk from one lily pad to another.

•Fly Away HomeInvite children to hold a red paper plate in each hand and "fly" around the playground like ladybugs.


•My Busy GardenSing the song and have children demonstrate the actions at the end of the lines. Add new verses for the dragonfly and the ladybug.

•Ladybug Stick PuppetGive each child a Ladybug Stick Puppet (p 43). Have them use the puppet as they recite the rhyme Ladybug, Ladybug.


Outdoor Play



•FlyingInvite children to hold one paper plate in each hand and flap their "wings" like ladybugs around the playground.


•Ladybug, Ladybug Fly Away HomeMake a circle on the floor (masking tape) large enough for everyone to sit inside. Have children sit inside the circle. Tell them that when you say, "ladybug, ladybug, fly away home" they should stand up and fly away from the circle.

Monday Friday•UNITE: Sing "Dragonflies" • •UNITE: Sing "Dragonflies" • •UNITE: Sing "The Insect Song" •UNITE: Sing "Dragonflies" •

Thursday•UNITE: Sing "Five Little


• Uses imitation in pretend play to express creativity and imagination(D.4.b.)• Develops control of large muscles for movement, navigation, andbalance (A.2.a.)• Develops confidence with moving in space, moving to rhythm, andplaying near and with others (A.2.e.)• Moves body to achieve a goal (A.2.c.)• Responds to nonverbal and verbal communication of others (C.1.b.)

Learning Goals

• Uses imitation in pretend play to express creativity and imagination(D.4.b.)• Develops control of large muscles for movement, navigation, andbalance (A.2.a.)• Develops confidence with moving in space, moving to rhythm, andplaying near and with others (A.2.e.)• Moves body to achieve a goal (A.2.c.)• Responds to nonverbal and verbal communication of others (C.1.b.)

• Listens with interest to language of others (C.1.a.)• Understands that pictures can represent real things in theenvironment (C.3.e.)• Engages with stories and books (C.3.c.)• Develops capacity to predict routines and regular events that make up the day (B.3.b.)• Engages with stories and books (C.3.c.)

• Uses senses to investigate the environment to discover what objects do and how things work (D.1.b.)• Develops spatial understandings, including an awareness of how objectscan be fitted together (D.1.f.)• Shows interest in colors, shapes, patterns, and pictures (D.1.c.)• Applies knowledge to new situations (D.2.c.)• Develops spatial understandings, including an awareness of how two-dimensional objects can be fitted together (D.1.f.)

• Develops increasing awareness of what can harm them (A.1.g.)• Shows imagination and creativity to solve problems (D.2.b.)• Begins to develop interests and skills related to numbers and counting (D.2.f.)• Matches items that go together (D.1.h.)• Develops an increasing ability to take another’s point of view and to empathize with others (B.4.g.)

LESSON COMPONENTS


Starting the Day

Thursday•UNITE: Sing "Old MacDonald Had a Farm" • "El anciano MacDonald tenia una granja" (Frog Street Sing-Along Songs CD).•CALM: Old Mac Donald washes his face, brushes his teeth, exercises, takes some deep breaths to calm himself and exhale several times. Now he is ready to work. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Remind children that helpful hands are kind. • Calendar/Weather

Tuesday Wednesday

•Old MacDonald • El anciano MacDonald story folderDisplay the story cover. Ask children to name the animals they think they will hear about in this story.Review the ASL signs for horse, foal, cow, calf, dairy, plow.

•This Little Cow• Esta vaquitaTeach children the poem. Have them hold up one finger for each cow.Review the ASL signs for horse, foal, cow, calf, dairy, plow.

•Grandpa's Farm • La granja del abueloExplain that farmers also plant crops that provide food for us to eat.Review the ASL signs for horse, foal, cow, calf, dairy, plow.

•UNITE: Sing "The Old Gray Mare" • "La anciana yegua gris" (Frog Street Sing-Along Songs CD).•CALM: Explain Mac Donald's tasks and invite children to act them out with you. •CONNECT: Role play the action rhyme To Market, To Market. •BUILD COMMUNITY: Pass around the Safekeeper Box and invite each child to put his or her photo inside. Give examples of helpful hands, such as passing something to someone. • Calendar/Weather

•UNITE: Sing "Did You Feed My Cow?" • "Alimentaron a mi vaca?"•CALM: Old Mac Donald washes his face, brushes his teeth, exercises, takes some deep breaths to calm himself and exhale several times. Now he is ready to work.•CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Remind children that helpful hands are kind. • Calendar/Weather

Greet each child by name as children enter the classroom and then again as you begin "Starting the Day."•UNITE: Sing "Old MacDonald Had a Farm" • "El anciano MacDonald tenia una granja" (Frog Street Sing-Along Songs CD).•CALM: Tell children that Old MacDonald does some tasks every day before he starts his work. •CONNECT: Role play the action rhyme To Market, To Market. •BUILD COMMUNITY: Pass around the Safekeeper Box and invite each child to put his or her photo inside. Discuss using helpful hands. • Calendar/Weather

•Old MacDonald • El anciano MacDonald story folderDisplay the story cover. Ask children to name the animals they think they will hear about in this story.Teach the ASL signs for farm, farmer.

•UNITE: Sing "Old MacDonald Had a Farm" • "El anciano MacDonald tenia una granja" (Frog Street Sing-Along Songs CD).•CALM: Old Mac Donald washes his face, brushes his teeth, exercises, takes some deep breaths to calm himself and exhale several times. Now he is ready to work. •CONNECT: Name the children who are absent and send them well wishes. •BUILD COMMUNITY: Tell children our classroom is a safe place, we are a community of learners who take care of each other.Remind children that helpful hands are kind. • Calendar/Weather

•Grandpa's Farm • La granja del abueloExplain that farmers have animals on their farm that provide food or help the farmer do his work.Teach the ASL signs for horse, foal, cow, calf, dairy, plow.

American Sign Language (ASL): farm, farmer, horse, foal, cow, calf, dairy, plow

Monday


Date: June 6-10, 2016

Objectives: Children will study farm animals. Children will lea rn about horses and dairy cows.

Spanish Vocabulary: granja, granjero, caballo, potro, vaca, ternero, lácteos, arar

English Vocabulary: farm, farmer, horse, foal, cow, calf, dairy, plow


Lesson Plan for Farm Animals • Animales de la granja - Horses and Cows • Caballos y Vacas (41)

Friday

LESSON COMPONENTS Thursday•UNITE: Sing "Old MacDonald

Tuesday Wednesday•UNITE: Sing "The Old Gray •UNITE: Sing "Did You Feed My Greet each child by name as •UNITE: Sing "Old MacDonald Had

Monday Friday

•ConstructionSit with children and encourage them to use blocks to make fences for the cows and horses.

Outdoor Play


•Pony RideSit in a chair and allow little ones to straddle your foot for a horse ride.

•HorseshoesTeach children how to play Horseshoes (p 43). Use streamers to create a throw line.


•Clip ClopGive each child two blocks and invite children to use the blocks as rhythm instruments to make horse galloping sounds as they listen to "William Tell Overture" (Frog Street Action songs CD).

•The Farmer in the DellInvite children to play The Farmer in the Dell (Frog Street Action Songs CD) using verses suited to this unit about cows and horses.


•Purple CowsTeach children the silly poem. Show them a Purple Cow (Patterns CD) and encourage them to compare it to the cow on Photo Activity Card 59 to understand the humor of a purple colored cow.

•Let the Cow Bells RingRemind children that farmer sometimes put cows bells around the neck of their cows so they can hear where their cows roam.

•Baby HorsesDisplay the mommy and baby horse in Skidamarink. Point out that a baby horse is called a foal. A girl foal is a filly and a boy foal is a colt.

Learning Centers

•Five Little PoniesTeach children the poem and have them count down on their fingers.

•Frog Street Action Songs - Canciones de acción de Frog StreetSing "The Farmer in the Dell" • "El granjero en el pajar".

•Moo, Moo, NeighPlay Moo, Moo, Neigh like you would play Duck, Duck, Goose (p 44).


•How Tall Are YouTell children the height of a horse is measured in "hands." Use your hand as a tool to measure the height of each child.

•Creativity StationInvite children to dip a piece of chalk into buttermilk. Point out that buttermilk comes from cows.

•Library and ListeningEncourage children to use the props to sing "Old MacDonald."

•Making ButterPoint out that butter comes from milk that cows produce. Invite children to help make butter from whipping.

•Frog Street Sing-Along Songs-Canciones para cantar juntos de Frog Street Sing "Old MacDonald Had a Farm" • "El anciano MacDonald tenia una granja".

•Creativity StationInvite children to dip a piece of chalk into buttermilk. Point out that buttermilk comes from cows.

•Pretend and LearnEncourage children to pretend to be farmers.

•GallopingDiscuss different ways horses move (gallop, trot, run, lope). Recite the rhyme. Teach little ones to gallop.

•Pony RidersEncourage children to have fun riding Noodle Ponies (p 43) outdoors.

•Photo Activity Cards58 (horse • caballo)59 (cow • vaca)Use the suggestions on the back of the cards to practice vocabulary and stimulate discussion.

•Farm AnimalsEncourage children to assemble the Farm Animal Puzzles: Cows and Horse (p 42). Discuss the role horses and cows play on the farm.

Music and Movement

•Frog Street Action Songs - Canciones de acción de Frog Street Sing "Old MacDonald Had a Farm" • "El anciano MacDonald tenia una granja".

•Frog Street Action Songs - Canciones de acción de Frog StreetSing "The Farmer in the Dell" • "El granjero en el pajar".

•Frog Street Sing-Along Songs-Canciones para cantar juntos de Frog Street Sing "Old MacDonald Had a Farm" • "El anciano MacDonald tenia una granja".

•Are You Listening?Explain that sometimes cows wear a bell around their neck so their owner can tell exactly where they are.

•Mommies and Baby Animals• Mamy y bebes animalesGive children the horse/foal and cow/calf Mommy and Baby Animals (p 43). Encourage children to match the mommies with their babies.

•Dairy ProductsDisplay a few dairy products. Talk with children about these foods that are made from the milk produced by dairy cowsCognitive Development

LESSON COMPONENTS Thursday•UNITE: Sing "Old MacDonald

Tuesday Wednesday•UNITE: Sing "The Old Gray •UNITE: Sing "Did You Feed My Greet each child by name as •UNITE: Sing "Old MacDonald Had

Monday Friday• Responds to and interacts with others (B.4.b.)• Establishes secure relationships with primary caregivers (B.1.a.)• Shows ability to acquire and process new information (D.3.c.)

Learning Goals

• Establishes secure relationships with primary caregivers (B.1.a.)• Begins to develop and demonstrate a positive sense of self (B.2.e.)• Develops the inclination and ability to respond appropriately to others (B.3.f.)• Uses objects in new ways or in pretendplay (D.4.a.)

• Listens with interest to language of others (C.1.a.)• Imitates sounds, gestures, signs, or words (C.2.b.)• Recognizes familiar people, places, and things (D.3.a.)• Develops an ability to be creative and expressive through a variety of activities, such as art (D.5.b.)

• Matches items that go together (D.1.h.)• Develops spatial understandings, including an awareness of howtwo- and three-dimensional objects can be fitted together (D.1.f.)• Applies knowledge to new situations (D.2.c.)• Uses imitation in pretend play to express creativity and imagination (D.4.b.)

• Begins to develop interests and skills related to numbers and counting (D.2.f.)• Develops control of large muscles for movement, navigation, andbalance (A.2.a.)• Develops confidence moving to rhythm (A.2.e.)

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