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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Marching Band Unit of Study, Mixed Ages (Birth through School-Age) Copyright © 2016 by Nancy Dougherty Marching Band Unit of Study is a component of the Early Learning Success Curriculum. Early Learning Success Curriculum, copyright © 2014, is written by Nancy Dougherty.
It is owned exclusively by Early Learning Success, LLC with all rights reserved. Early Learning Success Curriculum is published online at www.earlylearningsuccess.net
Logo design is by Nancy Dougherty. © Early Learning Success, LLC, 2014. Disclaimer
Educators and providers that use the Early Learning Success curriculum are expected to adhere to the licensing statutes, regulations and requirements specific to their State.
Educators and providers should understand early childhood education and care best practices.
Educators and providers need to diligently monitor safety practices when using materials as appropriate for the developmental level of the children.
Online Resources for Unit Development www.wpclipart.com www.pinterest.com
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Units of Study All Units of Study have been developed using the same criteria. This process results in a very balanced and consistent delivery of activities that address all developmental domains. This also supports the early childhood education and care field in preparing children to be successful with STEM programming emphasis, (Science, Technology, Engineering and Mathematics). Supporting the Domains of Development and STEM Education Functions The Early Learning Success Curriculum Units of Study have been carefully designed to
support and enhance every child’s learning in all developmental domains:
Social & Emotional Development
Approaches to Learning
Creativity & the Arts
Language & Literacy Development
Cognitive Development, including math, science and social systems
Physical & Motor Development The Early Learning Success Curriculum uses Minnesota’s early learning standards as stated
in the Minnesota Early Childhood Indicators of Progress (ECIPs) document as the goals and objectives for children. These early learning standards cover the span of ages birth – school age. The curriculum is easily aligned with other early learning standards. The Units of Study also emphasize the skills and knowledge needed to be successful in the areas of STEM as stated by Janice Morrison (TIES STEM education monograph series, attributes of STEM education, 2006). She outlined several functions of a STEM education and suggested that students should be:
• Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations. • Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process. • Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process). • Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames. • Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention. • Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately.
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Using the Unit Materials The Planning Framework Planning for preschool through school-age children is done using a ‘framework’ that includes all six developmental domains. Through purposeful planning each Unit includes 2 activity plans that address the domains of Social & Emotional, Language & Literacy, Cognitive, Creativity & the Arts, and Physical & Motor Development either as the primary or secondary focus of the activity. In addition, each activity plan identifies an Approach to Learning component and explains how the activity supports school readiness. Each activity plan also includes a STEM Education Function.
The Unit planning framework provides many activities for educators/providers to implement but allows for freedom and creativity to create weekly plans that address the specific needs and interests of individual children and programs. The Units are not weekly plans, but can span several weeks depending on educator/provider preferences. A Sample Week is included but educators/providers should adapt and create plans that meet their programming needs. A blank planning form is included so that educators/providers can make each Unit their own.
Included in the Unit are activity plans, templates, patterns and pictures for the numbered activities in the planning framework. All the educator/provider needs to do is read through the activity plan and gather or prepare the necessary materials. Most materials are those commonly found in childcare programs such as glue, paint and paper. The activity plans include ideas for ‘getting ready’, the actual activity directions, questions to reflect upon, and the developmental domains and importance of the activity. This helps the educator/provider know what to look for in observing a child’s skill and knowledge development.
The Unit planning framework includes 8 numbered activities along with several other ideas that are not numbered. Complete instructions are included for each of the numbered activities, which can take more than one day to complete depending on time, schedules and interests of children. The sample planning sheet demonstrates how the activities in the planning framework can be used for weekly planning. A form is also included to note adaptations to activities for individual children.
Planning for Infants & Toddlers The Unit activities and experiences for this age address the development needs of a wide range of infants and toddlers. These experiences are designed based on learning and discovery through sensory interactions with the educator/provider. They can be easily integrated throughout different components of the day depending on the infant’s schedule. The activities can be adapted to meet the differing skills as young infants grow to be toddlers and then preschoolers. A block-style planning form is used to indicate activities in each domain. Planning for Preschool and School-Age The included Weekly Plan uses only a few of the activities listed in the Planning Framework. Each activity identifies a developmental domain so that learning activities are balanced across all domains. This also helps educator/providers be intentional with planning based on observations of a child’s needs.
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Marching Band Unit of Study Highlights Left, right, one, two marching in time….. Rat-a-tat-tat on the drum keeping the beat….. Oom pah pah, oom pah pah on the tuba …… A marching band has lots of sound and rhythm. Music helps children to learn the rhythm of language and literacy. In fact, music is a language in and of itself for many people. Adding the actions of playing a drum or marching in a band provides a kinesthetic experience in listening to the different aspects of music – the melody, rhythm and cadence of music. Language is very lyrical – when learning to speak, children listen to the sound and melody of letters and words as well as their rhythm and cadence – just like when experiencing music. Children can make music out of anything!! But it is much more fun to make ‘real’ instruments and use them in a marching band! Exploring the music can add joy and fun to the day. Hands on activities include:
Making instruments
Creating art based on the type of music
Forming a marching band – complete with uniforms!
There are many types of musical instruments that are easy to make with children. This Unit includes several that are fun and different . Enjoy the music you and children can make together!!
.
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Preschool & School-Age Planning Framework Marching Band Unit of Study is based on common developmental domains and early learning standards
Note: All activities encompass the Approaches to Learning Domain; the Social and Emotional Domain is integrated into specific activities
Language & Literacy Cognitive Creativity & the Arts Physical & Motor Reading Math Movement/dance/music Gross Motor
Activity 1: My Band Read Olivia Forms a Band by Ian Falconer More ideas at: http://www.oliviathepiglet.com/
Activity 3: Marching Band Game Follow the color and shape directions to have a great marching band
Activity 5: Music Moods Children listen to and respond to different types of music
Activity 7: Marching In Step Children learn ‘left’ and ‘right’ through marching around the room
Writing Science Art Studio Fine Motor
Activity 2: Alphabet Band Trace the letters in the name of some instruments
Activity 4: The Sounds of Music Explore the different sounds of musical instruments and make a couple of instruments
Activity 6: Marching Band Jacket Make a jacket just like those worn by the marching band members out of a paper bag
Activity 8: Marching Band Hat No marching band member is completely dressed without a hat!
Speaking/listening Social Systems Understanding Cereal Box Drum Paint and decorate a cereal box; thread heavy string/twine through top part of box (from one side to the other); tie in a loop so that box can be worn over head; hold box perpendicular to body (like a base drum in a marching band); play with 2 wooden spoons
Healthy Living
Taped Provide a tape player/recorder in the listening center where children can record their own music
Musical Group Puzzles Find pictures of: rock group, marching band, orchestra, small jazz group, piano player etc; make puzzles out of the pictures – helps children realize that there are lots of different types of music
Marching Band Obstacle Course Set up stations with different instruments; march to the various stations and play instrument
Social & Emotional Special Areas Emotional Ideas for ‘whole day’ programming:
Play different music at different times of the day; play music from other countries
Create a ‘song cup’ – write favorite songs onto tongue depressors; children pick songs from cup Dramatic Play/environment adaptations
Provide a box of ‘found objects’ to turn into musical instruments
Sensory – create shaker bottles out of clear plastic water or soda bottles (use different sizes), add different items to bottles to make noise – large and small beans, corn kernels, small bells, rocks etc.
Field Trips or Visitors
Visit a music store
Visit the local high school band class
Activity 3: Marching Band Game
Self-Concept
Activity 4: The Sounds of Music
Social Competence & Relationships
Activity 1: My Band
Books 7
Olivia Forms A Band by Ian Falconer The Jazz Of Our Street by Fatima Shaik Thump, Thump, Rat-A-Tat-Tat by Gene Baer Our Marching Band by Lloyd Moss The Jazz Fly by Matthew Gollub My Family Plays Music by Judy Cox Zin! Zin! A Violin by Lloyd Moss
Music Everywhere! by Maya Ajmera, Elise Hofer Derstine, Cynthia Pon Mole Music by David McPhail Violet's Music by Angela Johnson Faraway Drums by Virginia Kroll Moose Music by Sue Porter Tuba Lessons by T.C. Bartlett This Jazz Man by Karen Ehrhardt I Know a Shy Fellow Who Swallowed a Cello by Barbara S. Garriel Meet the Orchestra by Ann Hayes Ben’s Trumpet by Rachel Isadora Music over Manhattan by Mark Karlins Sunny by Robin Mitchell and Judith Steedman Jazz Baby by Lisa Wheeler M is for Melody by Kathy-jo Wargin
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Finger Plays and Songs
1. Happy Band Tune: If You’re Happy and You Know It If you’re happy and you know it, Beat your drum. If you’re happy and you know it, Beat your drum. If you’re happy and you know it And you really want to show it, If you’re happy and you know it, Beat your drum. .....blow your horn... .....ring your bell... .....march in place... .....shout hooray..! 2. Beat Your Drums Tune: Row, Row, Row Your Boat Beat, beat, beat your drums Beat them loud and clear Beat them hard, and beat them soft For everyone to hear Beat, beat, beat your drums Beat them all around Beat them hard, and beat them soft Now, don't make a sound. 3. I Play My Drum I play my drum with a tap, tap tap. I play my flute with a toot, toot, toot I play my violin with a zin, zin, zin I play my guitar like a Rock-n-Roll star! (Act out playing the instruments as you say this poem, at the end invite everyone to jam on their "air guitar"!)
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
4. The Finger Band Tune: Round the Mulberry Bush The finger band has come to town, come to town, come to town. The finger band has come to town so early in the morning. This is the way we play the drums, play the drums, play the drums. This is the way we play the drums so early in the morning. The finger band has gone away, gone away, gone away. The finger band has gone away so early in the morning Note: Insert any musical instrument in place of the drums 5. Little Boy Blue Little Boy Blue, Come blow your horn, The sheep's in the meadow, The cow's in the corn. Where is the boy Who looks after the sheep? He's under the haystack, fast asleep. 6. My Instruments Tune: Mary Had a Little Lamb Tune I can play my DRUM, DRUM, DRUM DRUM, DRUM, DRUM DRUM, DRUM, DRUM I can play my DRUM, DRUM, DRUM (hit the drum each time) Along with my guitar... I can play my GUITAR, GUITAR, GUITAR….. I can play my GUITAR, along with my Maracas... I can play my MARACAS, MARACAS, MARACAS, I can play my) MARACAS, along with my............... You can choose different instruments to keep the song going 7. We Ring our Bells Together We ring our bells together, We ring our bells together, We ring our bells together, We ring our bells together because it’s fun to do. Ring them up high (use high pitch) Ring them down low (use middle pitch)
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Ring them in the middle We ring our bells together because it’s fun to do 8. Marching Band This is the way we march in place, march in place, march in place, This is the way we march in place, all day long. This is the way we toot our horn, toot our horn, toot our horn, This is the way we toot our horn, all day long. This is the way we bang our drum, band our drum, bang our drum, This is the way we bang our drum, all day long. This is the way we skip and play, skip and play, skip and play, This is the way we skip and play, all day long! 9. Drums Boom! Boom! Boom! Goes the big bass drum. Rat-a-tat-tat goes the little one. And down the street in line we come To the boom, boom, boom Of the big bass drum, And the rat-a-tat-tat of the little one. 10. The Music Man Tune: The Muffin Man Oh do you know the Music Man The Music Man, the Music Man Oh do you know the Music Man Who plays upon his flute? Other instruments (add as many as you can think of): Bangs upon his drum Blows upon his horn Marches in the band
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Letters, Numbers, Colors and Shapes
Letter Focus N,n
Create page for “My Alphabet Book” – use the N from the template section, glue various pictures of things that start with the letter (nuts, nail, nest, necklace, net, nose etc)
Cut out different numbers (1-10); make a collage of numbers
Make several copies of the letter N and laminate; place the N in a shallow tray with finger paint, pudding or whipped topping; children trace over letter with fingers
Number Focus 9
Use 9 pretzel sticks to create a structure on a paper plate; use frosting to ‘glue’ the structure together; eat for snack
Play a game of ‘9’s – jump 9 times; turn around 9 times; touch your toes 9 times etc.
Cut egg cartons so there are 9 egg cups; set out many small items such as rocks, shells, buttons etc; place 1 item of the same thing in each of the 9 spaces in a carton – sets of 9 shells, 9 rocks, 9 buttons etc.
Color Focus purple
Cut out the letters for the word purple out of purple construction paper; hide around the room; children find the letters and make the work purple
Make ‘Purple Cow Juice’ for lunch (add red and blue food coloring to milk)
Create a ‘Purple Poem’ – write all the things you can think of that are purple; write them in a giant letter P
Shape Focus circle
Play circle games – Duck, Duck,
Goose; Motor Boat, Motor Boat etc.
Make paper chain – make circles out of paper strips and staple then together (it is too difficult for preschoolers to make interlocking paper chains)
Using frozen bread dough, make circles and bake; add different toppings and eat for snack or lunch
Websites for free printables www.education.com www.first-school.ws/THEME/alphabetp1.htm www.kidslearningstation.com www.abcteach.com http://www.actionalphabet.com/Home.html
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Weekly Planning Form: Preschool and School-Age
Weekly Theme: Marching Band Date: Letter: N,n Color: purple Number: 9 Shape: circle
Monday Tuesday Wednesday Thursday Friday
Group Time & Story Time
Activity 1: My Band Read Olivia Forms a Band by Ian Falconer Sing ‘Old McDonald Had a Band’; play instruments
N Day Create page for “My Alphabet Book” – use the N from the template section, glue various pictures of things that start with the letter (nuts, nail, nest, necklace, net, nose etc)
Read Our Marching Band
by Lloyd Moss or other books about marching bands and band instruments
Activity 6: Marching Band Jacket Make a jacket just like those worn by the marching band members out of a paper bag
Activity 6: Marching Band Jacket Finish Jacket
Domain/ECIPs Language & Literacy: Reading
Domain/ECIPs Language & Literacy: Writing
Domain/ECIPs Language & Literacy: Reading
Domain/ECIPs Language & Literacy: Listening
Domain/ECIPs Social & Emotional: Self Concept
Discovery Time
Activity 1: My Band Create group mural of ‘My Band’
Music Station Sensory Bottles Create shaker bottles out of clear plastic water or soda bottles (use different sizes), add different items to bottles to make noise – large and small beans, corn kernels, small bells, rocks etc.
Music Station Towel Xylophone Refer to instructions in Toddler section (page18)
Music Station Cereal Box Drum Refer to instructions on Planning Framework (page 6)
Music Station Explore the many different musical instruments in the classroom
Domain/ECIPs Social & Emotional: Social Competency & Relationships
Domain/ECIPs Creativity & the Arts: Creating
Domain/ECIPs Cognitive – Scientific Thinking & Problem Solving
Domain/ECIPs Physical & Motor: Fine Motor
Domain/ECIPs Approaches to Learning: Curiosity
Motor Skills
Junk Band Make instruments from found ‘junk’ or kitchen items
Make several copies of the letter N and laminate; place the N in a shallow tray with finger paint, pudding or whipped topping; children trace over letter with fingers
Activity 8: Marching Band Hat No marching band member is completely dressed without a hat!
Activity 8: Marching Band Hat Finish hat
Marching Band Parade March around the house or neighborhood
Domain/ECIPs Approaches to Learning: Curiosity
Domain/ECIPs Physical & Motor: Fine Motor
Domain/ECIPs Creativity & the Arts: Creating
Domain/ECIPs Approaches to Learning: Persistence
Domain/ECIPs Physical & Motor: Gross Motor
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Week of: Theme: Use this form to make adaptations for individual children
Activity:
Domain Focus:
Child Skills/adaptations
Activity:
Domain Focus:
Child Skills/adaptations
Activity:
Domain Focus:
Child Skills/adaptations
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Project or Theme Based Webbing Planning Form
Use this Webbing Form to add your ideas to the Unit
Development Domains 1. Social and Emotional 2. Approaches to Learning 3. Creativity and the Arts 4. Language and Literacy 5. Cognitive 6. Physical and Motor
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Planning Form
Weekly Theme: Date: Letter: Color: Number: Shape:
Monday Tuesday Wednesday Thursday Friday
Group Time & Story Time
Domain/ECIPs Domain/ECIPs Domain/ECIPs Domain/ECIPs Domain/ECIPs
Discovery Time
Domain/ECIPs Domain/ECIPs Domain/ECIPs Domain/ECIPs Domain/ECIPs
Motor Skills
Domain/ECIPs Domain/ECIPs Domain/ECIPs Domain/ECIPs Domain/ECIPs
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Week of: Theme:
Activity:
Domain Focus:
Child Skills/adaptations
Activity:
Domain Focus:
Child Skills/adaptations
Activity:
Domain Focus:
Child Skills/adaptations
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Infants & Toddlers Integrated planning based on the Minnesota Early Childhood Indicators of Progress, Birth - 3
Integrate the activities and experiences into the various components of your day
Experiences & Activities Educator/provider directly interacts with infant/toddler
Materials Needed
Experiences Infants and toddlers are working on these skills and behaviors through activities listed; each child meets specific developmental indicators based on individual development
Infants and Toddlers 1. Gather infant/toddler instruments and put them
in a large bin or basket 2. Using the instruments in the tub, take one out
one at a time and play with infant; talk about the sounds the instrument makes
3. Let infants put instrument in basket, take out of basket; use the words ‘in’ and ‘out’ as infant/toddler moves instrument
4. Turn over different sized plastic tubs and use as drums, tap with hands; add wooden spoons for drum sticks
5. Make a large ‘drum’ by painting a cardboard box to look like a drum, let infants and toddlers use their hands to pound the drum
6. Use kitchen pots, pans and wooden spoons for drums
7. Thread large jingle bells onto sturdy ribbon, tie ribbon ends securely together
8. Use ribbon to thread and sew jingle bells onto hair scrunchies (wrist and ankle bracelets,) or infant socks; tie ends of ribbon securely together to ensure that bells do not come loose and create a choking hazard ( you may want to add a drop of fabric or instant glue to the ribbon knot)
9. Make ‘bell bottles’ out of different sized clear, plastic bottles – add different sized jingle bells to bottles: small bells to small bottle, medium sized bells to medium sized bottle, large to large; securely glue top to bottle
10. Make bean shakers – use small plastic bottles (use the 8 oz size), add beans, pebbles, coarse sand to different bottles to create different sounds
11. Play different types of music on a CD player – talk about if the music is soft, slow, loud, fast etc
12. Holding infant, or help them to stand and move themselves, listen to the music and move around the room to the rhythm
13. Provide bubble wrap for infants and toddlers to walk and crawl over, making popping sounds
14. Use different types of paper to crumple – wax,
Baby and toddler instruments
Plastic bin or basket
Different sized plastic bins
Wooden spoons
Cardboard box
Tempera paint
Kitchen pots and pans
Jingle bells – small, medium and large size
Hair scrunchies and/or infant socks
Fabric/instant glue
Clear plastic bottles, small, medium and large
Dried beans
Pebbles
Coarse sand
CD player & different types of music CDs
Bubble wrap
Different types of paper – wax, tissue, wrapping etc
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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tissue, wrapping etc; listen to the different sounds made
Extended Learning for Toddlers
Bowl drum – use sturdy paper bowls; color and decorate by gluing age appropriate decorations; punch a hole in the rim and use string or yarn to attach a plastic spoon to drum (that way it never gets lost); use the plastic spoon as the drum stick
Towel xylophone - Roll up the long side of the bath towel – towel roll should be about 6 inches wide; place the different lengths of wood on the towel roll - be sure to spread the wood pieces out so they are not touching; use the wooden spoon to hit the wood; listen to the different sounds
Wooden Chimes – Use a large block of wood for the top of the chimes; screw in eye screws about 2-3 inches apart; in varying sized, smaller wooden blocks, screw in an eye screw; attach smaller wooden blocks to the large wooden block with sturdy string (arrange from smaller to larger wooden blocks, make sure they don’t touch each other); secure large block of wood so that the smaller pieces hang down; hit smaller blocks with a wooden spoon or mallet; listen for the different sounds
Rhythm Sticks – cut 1 inch/diameter wooden dowels into 12 inch lengths (each child needs 2 sticks); children paint dowels; glue strips of coarse sand paper to ½ of each dowel (for scratching sounds); children play by hitting together or scraping the sandpaper together
Marching Parade Flag – Make flags out of construction paper; use markers, paint, stickers, ribbon and other materials to decorate; staple or tape flag to extra long straws or wooden dowels; use when marching in a band
Toddlers
Sturdy paper bowls
Plastic spoons
String or yarn
Hole punch
Markers/crayons
Large bath towel
Different lengths of wood pieces
Wood spoons
Wood blocks – 1 large, several smaller
Eye screws (the type used to hook thinks onto)
Sturdy string
Wooden dowels – 1 inch in diameter (2 ft per child)
Coarse sand paper
Glue
Paint
Paper
Art materials for decorating
Extra long straws or ¼ inch/diameter wooden dowels, 12 inches per child
Development Domains
This material comes directly from the MN Early Childhood Indicators of Progress, Birth – 3 document.
Social and Emotional Development:
Trust and Emotional Security: o Engages in behaviors that build relationships with familiar adults o Shows preference for familiar adults o Responds to unfamiliar adults cautiously o Seeks ways to find comfort in new situations o Shows emotional connection and attachment to others
Relationships with Other Children: o Shows interest in and awareness of other children
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o Responds and interacts with other children o Begins to recognize and respond to other children’s feelings and emotions o Begins to show concern for others o Learns social skills, and eventually words, for expressing feelings, needs
and wants o Uses imitation or pretend play to learn new roles and relationships
Self-Awareness: o Expresses feeling and emotions through facial expressions and sounds or
gestures o Develops awareness of self as separate from others o Shows confidence in increasing abilities
Self-Regulation: o Begins to manage own behavior and show self-regulation o Shows ability to cope with stress o Shows increasing independence o Understands simple routines, rules or limitations
Language Development and Communication:
Listening and Understanding: o Shows interest in listening to sounds o Listens with interest to language of others o Responds to verbal communication of others o Responds to nonverbal communication of others o Begins to understand gestures, words, questions or routines
Communicating and Speaking: o Uses sounds, gestures, or actions to express needs and wants o Uses consistent sounds, gestures or words to communicate o Imitates sounds, gestures or words o Uses sounds, signs or words for a variety of purposes o Shows reciprocity in using language in simple conversations
Emergent Literacy: o Shows interest in songs, rhymes and stories o Shows interest in photos, pictures and drawings o Demonstrates interest and involvement with books and other print
materials o Begins to recognize and understand symbols
Cognitive Development:
Exploration and Discovery: o Pays attention to people and objects o Uses senses to explore people, objects and the environment o Attends to colors, shapes, patterns or pictures o Shows interest and curiosity in new people and objects o Makes things happen and watches for results or repeats action
Memory: o Shows ability to acquire and process new information o Recognizes familiar people, places and things o Recalls and uses information in new situations o Searches for missing and hidden objects
Problem Solving: o Experiments with different uses for objects
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o Shows imagination and creativity in solving problems o Uses a variety of strategies to solve problems o Applies knowledge to new situations
Imitation and Symbolic Play: o Observes and imitates sounds, gestures or behavior o Uses objects in new ways or in pretend play o Uses imitation or pretend play to express creativity and imagination
Physical and Motor Development:
Gross Motor Development: o Moves body, arms and legs with coordination o Demonstrates large muscle balance, stability, control and coordination o Develops increasing ability to change positions and move body from place
to place o Moves body with purpose to achieve a goal
Fine Motor Development: o Uses hands or feet to make contact with objects or people o Develops small muscle control and coordination o Coordinates eye and hand movements o Uses different actions on objects o Controls small muscles in hands when doing simple tasks
Physical Health and Well-Being: o Shows characteristics of healthy development o Responds when physical needs are met o Expresses physical needs nonverbally or verbally o Participates in physical care routines o Begins to develop self-help skills o Begins to understand safe and unsafe behaviors
Supporting Emergent School Readiness Infants and toddlers are acquiring the knowledge and skills that are the foundation of preschool readiness skills
These activities:
Encourage muscle development – both gross and fine motor
Provide experiences for cognitive development
Increase vocabulary
Support literacy development through books, songs, finger plays and language
Promote social and emotional development through nurturing the child to try and do new things
Promote the development of trusting relationships
Provide experiences to interact with other children
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Block Planning for Infants and Toddlers with Activities Theme: Marching Band Date:
Social and Emotional
Provide bubble wrap for infants and toddlers to walk and crawl over, making popping sounds
Language Development and Communication
Using the instruments in the tub,
take one out one at a time and play with infant; talk about the sounds the instrument makes
Cognitive
Let infants put instrument in basket, take out of basket; use the words ‘in’ and ‘out’ as infant/toddler moves instrument
Toddler Towel xylophone - Roll up the long
side of the bath towel – towel roll should be about 6 inches wide; place the different lengths of wood on the towel roll - be sure to spread the wood pieces out so they are not touching; use the wooden spoon to hit the wood; listen to the different sounds
Physical and Motor
Holding infant, or help them to stand and move themselves, listen to the music and move around the room to the rhythm
Toddler Marching Parade Flag – Make flags
out of construction paper; use markers, paint, stickers, ribbon and other materials to decorate; staple or tape flag to extra long straws or wooden dowels; use when marching in a band
Environment
Notes
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Block Planning for Infants and Toddlers Theme: Date: ______
Social and Emotional Language Development and
Communication
Cognitive Physical and Motor
Environment
Notes
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Infant & Toddler Pictures
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Preschool & School-Age Activity Plans
Activity 1: My Band
Directions Materials Needed
Getting Ready
Setting the stage for excited and engaged learning
Read Olivia Forms A Band by Ian Falconer (or another book about a marching band)
Talk about the different instruments that Olivia gathered to play in her band
Website for more activities: http://www.oliviathepiglet.com
Book Olivia Forms A Band by Ian Falconer
Activity Directions should be adapted to fit the individual skills of children
PS-K
Gather together musical instruments – real or ‘kitchen instruments’ (pot lids/wooden spoons, empty water bottles/beans etc)
Use instruments to create a group band
When finished, children draw pictures of themselves in the ‘band’
Cut around pictures and glue onto large piece of roll paper for a Group Band
Sing ‘Old McDonald Had a Band’ – substitute band instruments and sounds for animals
School-Age
Investigate the different sections in a band
Create a band, making sure that there are instruments in each section
Group project: on roll paper, draw band; include all sections of a band
Musical instruments
Kitchen instruments or found items
Paper
Crayons
Roll paper
Scissors
Glue
Reflection Extending the learning, encouraging critical thinking
Things to reflect on
What are some things that you can do by yourself?
What are some things that are more fun to do with friends?
Development Domains Main development focus of activity
Primary Focus: Language & Literacy Preschool – Emergent Reading: Represents stories told or read aloud through various media or during play School-age – Reading: Uses a variety of strategies to gain meaning from books and other print media Secondary Focus: Social & Emotional Preschool – Social Competence & Relationships: Sustains interaction by cooperating, helping, sharing, and expressing interest School-age – Social Competence & Relationships: Displays appropriate behavior when interacting in a group
Approaches to Learning Preschool – Imagination and Invention: Approaches tasks and experiences with
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flexibility, imagination, and inventiveness School-age – Learning Strategies: Exhibits persistence through play and the planning of short- and long-term projects
STEM Education Function
Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately
School/life Readiness Skill Development
Preschoolers are very curious about and interested in musical instruments. They love to play them and will have fun being part of a ‘band’. Drawing a picture of themselves playing in the band helps to further their understanding of being part of a group. This supports their self concept and social competence skills and understanding – important for school success. School-agers are at the age to start playing in the school band. Having them research different instruments is something that provide ‘real-life’ information that is useful for them. The research process is also an important learning strategy that will be used throughout their school careers.
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Activity 2: Alphabet Band
Directions Materials Needed
Getting Ready
Setting the stage for excited and engaged learning
Read M is for Melody by Kathy-jo Wargin (or another book from book list that includes instruments)
Talk about the different types of instruments included in the book
Identify a few instruments and write their name on chart paper
Have children try and make some of the sounds of the instruments
Book M is for Melody by Kathy-jo Wargin
Chart paper/marker
Activity Directions should be adapted to fit the individual skills of children
PS-K
Write the name of some instruments on lined paper – template include Find picture of instrument and glue onto paper with name
Laminate paper
Children use erasable crayons or non-toxic dry erase markers to trace words
Using the same instruments, cut out the different letters and place around the room
Write the names of the instruments and tape to wall
Children find the letters and place over the letters in the instrument’s name
Common Band Instruments: Drum Trumpet Tuba Cymbals Trombone Saxophone Clarinet
School-Age
Using the list of instruments provided in the template section, create an Instrument Alphabet Book
School-agers can look for instruments on the computer and print pictures or draw them
Write the names of the instruments on each page
Write a description of the instrument, what type of sound it makes, where it comes from
Create an alphabet book for younger children
Writing template
Laminating materials
Erasable crayons or non-toxic dry-erase markers
Construction paper
Paper
Access to computer for research
Book making materials
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Reflection Extending the learning, encouraging critical thinking
Things to reflect on
What is your favorite type of band instrument to play?
Why is it important that bands have different types of instruments in them?
Development Domains Main development focus of activity
Primary Focus: Language & Literacy Preschool – Emergent Writing: Engages in writing using letter-like symbols to make letters or words School-age – Writing: Uses writing tools with increasing skill Secondary Focus: Physical & Motor Preschool – Fine Motor: Uses eye-hand coordination to perform a variety of tasks School-age – Fine Motor: Demonstrates increasing skill in small muscle tasks such as dressing, writing, cutting, keyboarding and using a variety of tools Approaches to Learning Preschool – Curiosity: Shows interest in discovering and learning new things School-age – Interest in Learning: Expresses interest and excitement in learning new things
STEM Education Function
Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention
School/life Readiness Skill Development
Preschoolers are learning so many new things every day. One of the most exciting parts of all this new learning is when they transfer their learning from one area to another context. Preschoolers are usually interested in discovering the different alphabet letters. They are very proud of themselves when they can start identifying the letters in different words and signs in their neighborhood. Children that develop a love of reading are more likely to do well in school, and life. School-agers should be challenged to dig deeper when exploring new information or topics. This activity builds on the growing knowledge school-agers are accumulating regarding music and musical instruments. Taking it a step farther by having school-agers create a book for the group also provides them the opportunity to show leadership skills and to ‘give’ to their community.
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Activity 3: Marching Band Game
Directions Materials Needed
Getting Ready
Setting the stage for excited and engaged learning
Cut out several red hearts, blue squares, yellow triangles, orange stars, purple circles, and green diamonds
For each colored shape, decide an action and a number: example, at the red heart do 5 jumping jacks; write the direction on one of each of the shapes
Make a ‘rebus’ instruction chart with the colored shape and the action
Practice doing the exercise for each color/shape
Construction paper – cut out several of each shape/color
Marker
Tape
Activity Directions should be adapted to fit the individual skills of children
PS-K
Lay out the shapes in a path to follow with the ‘marching’ band (make it circular so that the children can keep marching)
Tape shapes down to the floor
Play fun ‘marching band’ music
Children choose easy to play marching band instruments – bells, sand blocks, finger castanets, tambourine etc (see Template section for simple directions for making instruments)
Children march along the line to the music, playing their instrument
When the music stops (play similar to Freeze), children stop on a colored shape and do that action
For a simpler version – teacher calls out various color shapes and actions when the music stops, those children on that color do the action School-Age School-age children can be the leaders in this activity for the younger children– 1 can control the music, 1 can call the actions, 1 can lead the group
School-age children can make a harder option for themselves: instead of having just one shape at each spot, create a series of shape/actions such as red/blue/red and tape them to different areas of the room; when the music stops, school-agers need to find a set of shapes/actions to do
They could also create a second game: - draw/color the shapes/actions on a set of
Construction paper to make colored shapes
Tape
Simple, musical instrument – see directions in Template section
CD player, marching band CDs
Index cards
Markers or crayons
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index cards (several of each); - each time the music stops, a new card is drawn and added to the cards already drawn - each school-ager will have a different set of actions to complete when the music is stopped
Reflection Extending the learning, encouraging critical thinking
Things to reflect on
What did you notice about your heart beat after you did several sets of shape/actions?
What is the hardest exercise for you to do? What type of exercise to do you like best?
Development Domains Main development focus of activity
Primary Focus: Cognitive – Mathematical & Logical Thinking Preschool – Spatial Relationships/Geometry: Identifies and names common shapes School-age – Mathematical Reasoning: Uses math concepts and strategies to solve problems
Secondary Focus: Social & Emotional Preschool – Emotional: Explores a wide range of emotions in different ways (e.g., through play, art, music, dance) School-age – Emotional: Demonstrates effective self-regulation of own behavior Approaches to Learning Preschool – Risk-Taking: Chooses new as well as a variety of familiar activities School-age – Interest in Learning: Displays comfort with exploring and discovering new things
STEM Education Function
Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process)
School/life Readiness Skill Development
Preschoolers have very active little bodies! They need lots of different opportunities to exercise and develop their large muscles, as well as learn to find some quiet activities for ‘regrouping’. This activity is fun and active! While playing a ‘freeze’ type game, children learn to listen and think about their personal space. These are great skills for being ready for school. School-agers like things that provide a challenge. Through creating patterns to follow when landing on a ‘freeze’ spot will challenge them to remember and repeat the actions. As school-ager progress through their school years, memory and recall is very important for on-going learning and success.
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Activity 4: The Sounds of Music
Directions Materials Needed
Getting Ready
Setting the stage for excited and engaged learning
Listen to a variety of different musical instruments (you can use the instruments you have – best if children can see and hear them played)
Talk about the sounds they make, talk about how we play different instruments – some instruments we hit, some we blow into, and some we strum
Watch a portion of Walt Disney’s Fantasia – a collection of animated Western classical music
A variety of musical instruments
Walt Disney’s movie - Fantasia
Activity Directions should be adapted to fit the individual skills of children
PS-School Age There are many different types of musical instruments that are easy and fun to make, see Template section for more options Sand Blocks
Each child needs 2 wooden blocks that are the same size and easy for them to grip
Decorate both blocks with paint or markers
Cut coarse sandpaper to fit the larger surface of the blocks
Glue sandpaper onto blocks
Add cupboard knobs on opposite side of sandpaper for handles
Rub together to play Horn
Decorate paper towel roll with markers
Cover one end of the paper towel roll with waxed paper and secure it with a rubber band
Punch a row of holes along one side of the roll with the tip of a pen
To play, sing a tune into the open end of the horn
School-agers may want to create many of the instruments included in the Template section. Provide a box of materials for them to make on their own.
Sand Blocks
Wooden blocks – 2 per child
Coarse sandpaper
Glue
Cupboard knobs/drawer pulls
Paint/markers Horn
Paper towel roll
Markers
Waxed paper
Rubber band
Pen
Box of found objects or other materials to use to make instruments – see Template section for instructions
Reflection Extending the learning, encouraging critical thinking
Things to reflect on
What type of instrument do you like to play best?
Why do bands and orchestras need so many different types of instruments?
Development Primary Focus: Cognitive – Scientific Thinking & Problem Solving Preschool – Questioning: Asks questions and seek answers through active
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Domains Main development focus of activity
exploration School-age – Inquiry Skills: Seeks information through active exploration and investigation
Secondary Focus: Social & Emotional Preschool – Self Concept: Begins to experiment with own potential and show confidence in own abilities School-age – Self Concept: Displays growing confidence in abilities, skills, talents and preferences Approaches to Learning Preschool – Reflection & Interpretation: Generates ideas, suggestions, and/or makes predictions School-age – Reflective Learning Practices: Makes independent decisions based on interests, learning and experiences
STEM Education Function
Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process
School/life Readiness Skill Development
Preschoolers will feel very proud to have ‘real’ instruments that they made!! This project requires patience as it takes more than one day to complete. Preschoolers are learning many important things through this project – listening to and following directions; patience and delayed gratification; and pride in what they can accomplish. All of these skills will help them when they enter school. School-agers can really experiment and expand their skills through creating some of the more detailed instruments provided in this activity. Carefully following directions when completing a project is great practice for real-life, everyday skills (using recipes, putting together items bought from a store, and installing and using appliances).
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Activity 5: Music Moods
Directions Materials Needed
Getting Ready
Setting the stage for excited and engaged learning
Read Jazz Baby by Lisa Wheeler Listen to it on: https://www.youtube.com/watch?v=a7f0-vJ1xuY
Talk about the different types of instruments in the book
Play some different types of music – jazz, marching, classical, quiet
Talk about where the music comes from, who listens to it, who plays it etc.
Have children move their bodies to the different rhythms, have them talk about how the music makes them feel
Book, Jazz Baby by Lisa Wheeler
CD player
Variety of music CD’s
Activity Directions should be adapted to fit the individual skills of children
PS-K
Provide large sheets of paper
Children need to have enough room to paint or draw over the entire paper - For jazz – use red, yellow and blue paint - For classical – use red, orange, yellow, green, blue and purple markers - For quiet – mix red, yellow and blue paint with white paint to make pastel colors - For marching – use black markers or crayons
Do this on different days:
Listen to the music, children move their bodies to the rhythm
Play one of the types of music and have children ‘paint or draw’ what they feel from the music
Talk with the children about how the music made them feel, and how that ‘looks’ on their paper
School-Age
School-agers also complete artwork while listening to different types of music
They could use different art mediums such as clay, paint, markers, pencils etc.
After 3-4 different types have been listened to and ‘painted/drawn/sculpted’, school-agers reflect on how the type of music influenced their artwork
Large sheets of paper
Paint – all colors
Markers – all colors
CD player
CD’s of different types of music – jazz, classical, quiet, marching etc.
Reflection Extending the
Things to reflect on
Why do people like and listen to different types of music?
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learning, encouraging critical thinking
How does music help you complete different tasks – exercise, read, sleep, relax, work etc.?
Development Domains Main development focus of activity
Primary Focus: Creativity & the Arts Preschool – Responding: Shows others and/or talks about what they have made or done School-age – Responding: Discusses personal experiences in creating and performing
Secondary Focus: Cognitive – Social Systems Understanding Preschool – Human Relationships: Recognizes and appreciates similarities and differences between self and others from diverse backgrounds School-age – World: Recognizes the interrelationships between countries, cultures and languages in the world
Approaches to Learning Preschool – Curiosity: Shows eagerness and a sense of wonder as a learner School-age – Interest in Learning: Expresses interest and excitement in learning new things
STEM Education Function
Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations
School/life Readiness Skill Development
Preschoolers may not have heard different types of music. Music can be a reflection of moods, or can be used to alter moods. Knowledge of this can be used to create different feelings in the room – adults can use this to enhance an activity or quiet a noisy group. Children may start to recognize how different music makes them feel and act. School-agers should be able to recognize how different types of music can impact their moods and actions. Comparing several different ‘moods’ or types of music can provide information that school-agers can use as they grow – energetic music for exercise and busy activities; quiet music for study and restfulness. Understanding personal needs and preferences is important for developing resiliency in times of stress.
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Activity 6: Marching Band Jacket
Directions Materials Needed
Getting Ready
Setting the stage for excited and engaged learning
Read Our Marching Band by Lloyd Moss
Ask children if they have ever seen a marching band in a parade
Talk about the uniforms the band members wear
See pictures in Template section
Book Our Marching Band by Lloyd Moss
Pictures of marching band uniforms
Activity Directions should be adapted to fit the individual skills of children
PS-K
Paper grocery bags are cut following the diagram in the Template section, 1 bag is needed per child
Children paint or use dot painters to color the paper bag – may take more than one day to completely cover the paper bag
Glue large buttons onto the front of the paper bag (cut side is the back)
Add other decoration such as braid or fringe (fringe can be made by snipping paper strips; braid can be made from braiding ribbon or yarn)
Add fringe to the epaulets (the cut part over the shoulder)
School-Age
Provide school-age children with heavy fabric and fabric glue to make a cloth marching band jacket (no sleeves)
Use a similar design as the paper bag jacket – see diagram in Template section
School-agers should draw out their design so they have a plan to follow
Use fabric glue for shoulder seam (or teach them simple sewing stitches)
Glue on buttons and trim
Template section -Picture of paper bag jacket
Paper grocery bags, 1 per child
Tempera paint and brushes; or dot painters
Large buttons, 4-8 per child
Glue
Fringe or braid – optional School-Age extras
Stiff/heavy fabric
Fabric glue
Reflection Extending the learning, encouraging critical thinking
Things to reflect on
What other groups of people wear special uniforms?
Why do special groups of people wear uniforms?
How does a uniform help them do their jobs?
Development Domains Main development focus of activity
Primary Focus: Creativity & the Arts Preschool – Creating: Uses a variety of media and materials for exploration and creative expression School-age – Creating: Participates in creating and/or performing dance and movement, theater and drama, music and song, and the visual arts, including drawing, painting, sculpture, printmaking, design, photography, video and filmmaking
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Secondary Focus: Physical & Motor Preschool – Fine Motor: Uses eye-hand coordination to perform a variety of tasks School-age – Fine Motor: Demonstrates increasing skill in small muscle tasks such as dressing, writing, cutting, keyboarding and using a variety of tools Approaches to Learning Preschool – Imagination & Invention: Tries out various pretend roles in play or with make-believe objects School-age – Learning Strategies: Uses creativity to invent new ways to solve problems and explore objects
STEM Education Function
Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process)
School/life Readiness Skill Development
Preschoolers love to play dress up. This activity provides a ‘band jacket’ for every child! Children will be so proud of their marching band – complete with jacket, instruments and hat that they have made themselves. So many skills addressed – self concept, fine motor development, creativity, listening to directions…. all necessary for school readiness and success. School-agers will learn great ‘real life’ skills through designing and making a band jacket out of real fabric. This type of activity can be something that school-agers turn into a life-long hobby …. sewing and creating. The steps they follow from start to finish is important for many school and life projects… design, organize/prioritize the steps, implement the plan, complete project.
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Activity 7: Marching In Step
Directions Materials Needed
Getting Ready
Setting the stage for excited and engaged learning
Play the ‘Hokey Pokey’ to start becoming familiar with ‘left’ and ‘right’
Use the Marching Song below to practice marching, using a ‘left, right’ cadence
Song – Hokey Pokey
C D player
Activity Directions should be adapted to fit the individual skills of children
PS-K
Make copies of the ‘shoe’ tops – Template included
Children decorate their shoe tops using different materials
Cut shoe tops out
Cut out black ‘L’s and ‘R’s
Glue the black letters onto shoe tops
Tape shoe tops onto children’s shoes
Use with marching song below – use drums to help children keep beat
Practice ‘marching’ step – lift knees high and make crisp steps, marching starts on left foot
School-Age
Encourage school-agers to create other marching songs – make sure there is a ‘left and right’ component to the marching song
Draw pictures and write words on pictures
Put marching songs together to make a book **This could be part of a book with jump rope rhymes
Shoe top Template
Paper
Materials for decorating shoe top
Black paper
Letters – L, R; included in Template section
Glue
Drum
Materials for book making
Reflection Extending the learning, encouraging critical thinking
Things to reflect on
Why is it important to know the different between left and right?
How is ‘left and right’ used in our everyday world?
Development Domains Main development focus of activity
Primary Focus: Physical & Motor Preschool – Gross Motor: Develops large muscle control and coordination School-age – Gross Motor: Demonstrates increasing large muscle control and coordination in hand, arm, leg and body movements
Secondary Focus: Cognitive – Mathematical & Logical Thinking Preschool – Spatial Relationships & Geometry: Uses words that show understanding of order and position of objects School-age – Solves problems using spatial relationships: Recognize attributes of and relationships among shapes
Approaches to Learning Preschool – Persistence: Seeks and/or accepts help or information when need School-age – Learning Strategies: Demonstrates risk-taking by trying new activities
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STEM Education Function
Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations
School/life Readiness Skill Development
Preschoolers are learning about their bodies, how they move, and the space in which they move. Learning ‘left’ and ‘right’ is so important for so many things in our real-life world. Putting shoes on the right foot, giving/following directions, book and writing orientation are just a few things that rely on knowing left from right. The sooner children have this orientation, the easier reading and writing will be for them. School-agers may also struggle a little with left/right orientation. Marching using fun marching songs can help everybody learn left and right. The other part that school-agers will take away from this activity is making something that can be used by the entire group for a long time. This is something they can be really proud of, helping with positive self concept development and group cohesion.
Marching Song (start on your left foot) We go marching down the street, boom 1 – 2 – 1 – 2 on our feet, boom Left is left and right is right, boom 1 – 2 – 1 – 2 , day to night, boom
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Activity 8: Marching Band Hat
Directions Materials Needed
Getting Ready
Setting the stage for excited and engaged learning
Bring in a variety of hats – straw hat, baseball hat, cowboy hat, football helmet etc.
Talk about who wears each type of hat
Find a marching band hat – borrow from a local school band or use a picture
Variety of hats
Picture of a marching band hat, or borrow from high school band
Activity Directions should be adapted to fit the individual skills of children
PS-K
Make copies of the hat template on cardstock
Children color hat using markers, paint or crayons
Cut out hat
Decorate hat – use feathers, cotton balls, gems and other decorating materials
Fold brim of hat up
Staple hat to paper strip band to wear School-Age
Cut out hat from stiff felt
Decorate using feathers, cotton balls, gems; use fabric glue
Fold brim up; staple along fold to keep it folded
Glue hat to felt headband
Hat template
Cardstock
Markers, paint, crayons
Scissors
Decorations for hat – feathers, cotton balls, gems etc.
Glue
Construction paper for paper strip band
Staples and stapler School-age materials
Stiff felt
Fabric glue
Felt for felt head band
Reflection Extending the learning, encouraging critical thinking
Things to reflect on
Why are different types of hats used for different purposes?
What is your favorite type of hat to wear, and why?
Development Domains Main development focus of activity
Primary Focus: Physical & Motor Preschool – Fine Motor: Develops small muscle control and coordination School-age – Fine Motor: Demonstrates increasing small muscle control and coordination in eye, hand and body movement Secondary Focus: Creativity & the Arts Preschool – Creating: Uses a variety of media and materials for exploration and creative expression School-age – Creating: Demonstrates the fundamental knowledge and techniques needed to create and perform Approaches to Learning Preschool – Imagination & Invention: Tries out various pretend roles in play or with make-believe objects School-age – Learning Strategies: Demonstrates problem-solving skills through play and daily activities
STEM Education Function
Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames
School/life Readiness Skill
Preschoolers will feel their uniform is complete for their marching band, and they are ready to march!! Hats are so fun and easy to make with preschoolers. The
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Development
more materials available, the fancier they will be. This activity provides lots of fine motor skill development and practice using a scissors. Cutting is a very complicated task and hard to learn – preschoolers need many opportunities to master this skill. School-agers can use some of the same skills as when making the band jacket…. design, plan and implement steps, completed project. The hat and jacket will be fun to add to the dramatic play area for all the children to play use. Through contributing to the group’s activities, school-agers see how important it is to ‘give’ and not always ‘receive’.
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Pictures & Templates
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Pictures of items that start with N
Nail Nest Net Number
Nail Nest Net Number
Nail Nest Net Number
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Activity 2: Instrument Alphabet Alphabetical List of Musical Instruments A – accordion, acoustic guitar B – bagpipes, banjo, bassoon, bell, bongo, bugle C – castanets, cello, clarinet, conga, cornet, cymbals, chimes, cowbell, clarinet D – drums E – ektara, erhu, erxian F – flute, flutophone, flugelhorn, French horn, finger cymbals, fiddle G – glockenspiel, gongs, guitar, glass chord H – harmonica, harp, harpsichord, horn, Harp, Harpsichord, I - Ipu , Igil, Irish bouzouki, Inci, Irish Uilleann, Istarski mih J – jug Janggu, Jew’s harp, Jiaohu, Jinghu, K – kazoo, keyboard, kettle drum L – lute, lyre M – mandolin, maracas N – Naqara, Nyckelharpa, Nadaswaram, Natural Trumpet, Nay, Ney, Northumbrian small pipes, Nose flute O – organ, oboe P – piano, percussions, pipe organ, Piccolo Q – quinticlave, Qanun, Quena R – recorder, rain stick, rattle, reed pipe S – saxophone, snare drum, steel drum, strings, sousaphone, synthesizer, Spoons, Sitar, Slide guitar, Steel guitar, Slide whistle T – tambourine, triangle, trombone, trumpet, tuba, turntables, Tom-tom U – ukulele, Udu Ud/ oud, Irish Uilleann V – viola, violin, Vertical flute W –Whip/slapstick, Welsh pipes, Willow flute, Wind Chimes, Washtub bass, whistle X – xylophone, Xylorimba, Xalam, Xiaodihu, Xiao, Xun Y – Yun Lo, Yang Chin, Yang chi’in, Yueh Ch’in, Yayli tanbur, Yazheng, Yu, Yehu, Z – zither, Zhongdihu, Zhuihu, Zither, Zonghu, Zampogna, Zaqq, Zufalo, Zurna
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Writing Template Use this template to write the names of musical instruments for children to trace or copy
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Activity 3: Marching Band Game Directions for easy to make instruments
COMB HARMONICAS Materials
An assortment of clean combs in different colors Sheets of wax paper
Directions Fold the wax paper over the teeth of the comb, with an equal amount of paper on either side. Make sure the wax side of the paper faces away from you. Hold the comb so the teeth face up and hum through the paper.
FINGER CYMBALS Materials
2 Baby food far lids (or any 2 lids of the same size) 1/4 - 1/2 inch wide elastic Hammer Nail Misc. craft supplies for decorations
Directions Cut two 4-inch pieces of elastic. Use the hammer and nail to punch a hole in the center of each baby food jar lid. Push both ends of a piece of elastic through each hole. Tie the ends of the elastic into a knot. Decorate your finger cymbals using a variety of craft supplies. Once any paint or glue is dry, you can slip your finger cymbals onto your thumb and pointer finger and make music.
PLASTIC EGG MARACAS Materials
Plastic eggs Tape Small rocks or dried beans
Directions Collect small rocks from outside. Put them inside the eggs, sealing it shut with tape. . TAMBOURINE Materials 2 heavy-duty paper plates Glue Hole punch String Jingle bells Crayons Directions Glue two paper plates together, facing each other. Using a hole punch, make holes around the plates and tie jingle bells to the holes with string. Decorate the tambourine with crayons. Shake to play.
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
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Activity 4: The Sounds of Music More Musical Instruments to Make TAMBOURINE 2 heavy-duty paper plates Glue Hole punch String Jingle bells Crayons Glue two paper plates together, facing each other. Using a hole punch, make holes around the plates and tie jingle bells to the holes with string. Decorate the tambourine with crayons. Shake to play. DRUM Empty oatmeal box with cover or coffee can Yarn Pen 2 pencils 2 spools Glue Construction paper Crayons Before beginning, you can decorate the oatmeal box with construction paper and/or crayons for a colorful effect. Place the cover on the box. Optional: Use a pen to make a hole in the center of the cover and in the center of the bottom of the box. Through these holes, pull a piece of yarn long enough to hang around child’s neck and down to their waist. For the drumsticks, place the spools at the ends of the pencils, secure with glue if necessary. Beat to play. CHIMES Ruler or stick Washers Acrylic paint String Mixing spoon Hang the washers from the ruler or stick with pieces of string by wrapping the string around the ruler or stick and securing. Strike the washers with the mixing spoon to play. Optional: You can make this craft colorful by painting the washers first with acrylic paint. GUITAR Empty shoe box Rubber bands Ruler or stick Remove the cover from the box. Stretch the rubber bands around the box. Attach the ruler or stick to the back of the box on one end to act as the arm of the guitar. To play, strum or pluck the rubber bands.
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
HAND BELLS 2 toilet paper rolls Duct tape Hole punch 4 jingle bells String or yarn Cover paper towel roll with duct tape for durability. Punch a hole in each end of the paper towel rolls. Tie two jingle bells to each side of the paper towel rolls by running string or yarn through the holes and carefully tying off. Shake to play.
DIDGERIDOO Materials: 2 cardboard wrapping paper tubes taped together – about 3 ft long Paint/markers Glue Things for decorating – string, feathers, beads etc Directions:
1. Decorate cardboard tube using paint, markers and extra materials 2. Create a mouthpiece for your didgeridoo by rolling a piece of poster paper into a cone and
gluing/taping it to the end of your tube. 3. To play your didgeridoo, stand or sit with the instrument straight out in front of you, with one end
resting on the ground. Place your mouth inside the tube and make a loose motorboat sound with your lips.
THUMB PIANO Materials: Square of wood – 6 in by 6 in, ¾ inch thick 9 popsicle sticks 3 wood screws – 1 inch long Strip of wood – 1 in wide by 7 long by ¼ in thick Directions
1. Decorate square or wood 2. Screw wood strip into wood square – 1 screw ½ to ¾ in from the edge of wood square, wood strip
½ to ¾ in from top 3. Glue 1 popsicle stick across the wood square, about ½ in under the wood strip; let dry 4. Loosen the 3 screw enough so that popsicle sticks can be slipped under the wood strip 5. Place 4 popsicle sticks under the wood strip between the center and outside screws – 4 on each
side 6. Arrange the popsicle sticks so that they are at different lengths 7. Use thumbs to press down on the tips to make different sounds – can be tuned
See picture
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Activity 6: Marching Band Jacket
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Activity 7: Marching in Time
Shoe Top Template
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
Activity 8: Marching Band Hat
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Marching Band Unit of Study © Early Learning Success, LLC, 2016
www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com
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