70 110p. · PDF fileself and his body, provides many opportunities to encourage the ... Clothes help protect our bodies. a. We wear clothes to keep our

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Camp, Janet; Wilkerson, PeggyAll About Me. Unit 1 Curriculum Guide.George Peabody Coll. for Teachers, Nashville, Tenn.Demonstration and Research Center for EarlyEducation.Office of Economic Opportunity, Washington, D.C.;Office of Education (DHEW) , Washington, D.C.70110p.Information Office, DARCEE, Box 151, George PeabodyCollege, Nashville, Tennessee 37203 ($1.50)

EDRS Price MF-$0.65 HC-$6.58*Curriculum Guides, Early Childhood Education,*Individual Differences, Instructional Materials,Interpersonal Relationship, *Self Concept, SensoryTraining, *Skill Development, *Social Relations,Unit Plan

This curriculum guide presents a 2- or 3-week unitconcerned with the individual child and his relationships withmembers of the classroom social group. One in a series of resourceunits, this unit is placed first for several reasons: (1) its contentis highly motivational; (2) it provides a meaningful context foracquainting children with each other; (3) it encourages thedevelopment of basic sensory skills; (4) it contributes todevelopment of a positive self-concept; and (5) it is designed toreview and extend previously developed concepts and skills. Thecontent is ordered from the most simple to the most complex, enablingthe teacher to terminate the unit at any point where the contentbecomes too complex or abstract for the children to grasp.Instructional materials and unit content should be adapted to reflectthe physical characteristics of the different children in theclassroom. Provided is a listing and explanation of each of theskills to be developed accompanied by suggested instructionalactivities. Instructional materials are listed with sources; and theappendix provides additional instructional aids. (Author/AJ)

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U. S. DEPARTMENT OF HEALTH, EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS CEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION

ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.

ALL ABOUT ME

Unit 1

by

Janet Camp

Peggy Wilkerson

The Demonstration and Research Centerfor Early Education

George Peabody College for Teachers1970

ACKNOWLEDGMENTS

A manual such as this requires the cooperation of many people. We

are particularly grateful to the teachers with whom we worked, to the

children and to their parents.

Special thanks are owed to Kathy Behm for art work, to Peggy Wilkerson

and Marilyn Elkins for editorial assistance and to Martha Lisle and Kaye

Spradling for typing.

The work represented in this manual was funded by Office of Economic

Opportunity Grant CG 9995 and Office of Education Contract No. NPECE-70-006.

Contractors undertaking such projects under government sponsorship are

encouraged to express freely their professional judgment of the conduct

of the product. Points of view or opinions stated do not, therefore,

represent the official policy of either office.

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Table of Contents

Page

I. Introduction a-1

II. Concepts and Understandings a -2

III. Sequenced Instructional Guide a-7

Unit Understanding A a-8

Unit Understanding B a-11

Unit Understanding C a-24

Unit Understanding D a-47

Unit Understanding E a-56

Unit Understanding F a-60

Unit Understanding G a-73

Unit Understanding H a-77

Unit Understanding I a-82

IV. Instructional Materials a-84

V. Appendix a-94

I. Introduction

The unit All About Me is concerned with the individual child and hisrelationships with members of the classroom social group--the teachers andother children. All About Me is placed first in the series of resourceunits for several important reasons:

1. Since most children are interested in and concerned about themselves,the content should be highly motivational to the group.

2. This unit, which could very appropriately be called Getting toKnow You and Me, provides a meaningful context for acquainting thechildren with each other--a very important initial step in the beginningof a program or a new school year.

3. Young children learn most effectively when engaged in concreteinteractions with the environment. This unit, which deals withthe aspect of the child's environment most immediate to him--him-self and his body, provides many opportunities to encourage thedevelopment of basic Sensory Skills which lay the intellectualgroundwork for subsequent Concept Development.

4. The major content objectives for the child are to develop awarenessand understanding of self--the child's name, body parts, functionof the body parts, clothing, interests, and abilities. Hopefullythese experiences will contribute to the child's development of apositive self-concept, the solid foundation necessary for subsequentlearning and development.

5. Every child has been experiencing himself since birth. All About Me,

therefore, is focusing on experiences familiar to all the childrenin the group. This unit is designed to begin "where the child is"and to review and extend the understandings, concepts, and skillswhich he has developed previously.

This unit, as all units in the series, must be adapted to yourparticular group of children. Although it is suggested that two or threeweeks be devoted to A1, Na, you will need to adjust the length accord-ing to the interest, attention span, and skill level of your children.Because the understandings are ordered from the most simple to the mostcomplex, you can terminate the unit at any point where the content becomes toocomplex or abstract for the children to grasp. Instructional materials,as well as the content of the unit, should be adapted for your particularchildren. All commercial or teacher-made materials concerning the selfand the body should reflect the physical characteristics of the differentchildren in your classroom.

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II. Concepts and Understandings

A. Everyone has a name.

1. Each of us has a first name.

2. Names are used for identifying ourselves and each other.

3. Some of us have the same first or last name as someone else.

4. Most of us have a middle name.

B.. The part of us that we see is called the body.

1. Each part of the body has a name.

skin chesthair waisthead abdomenneck hipsshoulders legs knees anklesarms elbows wrists feet (foot) toes - toenailshands fingers - fingernails

. The head has very special parts, each with a name.

face mouth lips teeth (tooth)forehead earseyes - eyebrows eyelashes cheeksnose chin

C. Each part of the body has a special use.

1. We use our legs and feet to move from one place to another and towalk, jump, run, hop, skip, dance, and kick.

2. We use our arms to move and carry objects.

3. We use our hands and fingers to touch, grasp, and carry objects,to clap to music, and to make signals and gestures.

4. We use our eyes to see.

5. We use our ears to hear sounds.

6. We use our nose to help us breathe and to smell odors.

7. We use our mouth to eat, talk, sing, whistle, and breathe.

8. We use our teeth to chew food and to help us speak clearly.

9. Our skin protects our body from rough objects.

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10. Our hair helps to keep us warm in cold weather.

D. We wear clothes on our bodies.

1. Each piece of clothing has a name.

hat trousers skirtcoat blouse socksshoes underpants stockings hose

dress shirt pajamasslip tie gownpants jacket shorts

2. Some clothes are worn by males.

trousersshirttie

3. Some clothes are worn by females.

dress skirtslip gownblouse stockings or hose

4. Some clothes are worn by both males and females.

hat pantscoat jacket

shoes pajamas

socks

5. Clothes help protect our bodies.

a. We wear clothes to keep our bodies from being cut or scratched.

b. We wear clothes to keep the hot sun from burning our skin insummer.

c. We wear clothes to keep our bodies warm when the weather iscold in winter.

E. We are all alike in many ways.

1. We have the same basic body parts.

2. We have the same basic needs.

a. We need food, water, and air.

b. We need exercise to be healthy.

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c. We need sleep and rest to be healthy.

d. We need to keep our bodies clean in order to stay healthy.

F. We are different in many ways.

1. We are different sizes.

a. Some of us are short; some of us are tall.

b. Some of us are fat; some of us are thin;

c. Some, of us are big; some of us are little.

2. We have different colors of skin.

a. Some of us have very dark skin.

b. Some of us have very light skin.

c. Some of us have freckles on our skin.

3. We have different colors, textures, and lengths of hair.

a. Some of us have very dark brown, red, or black hair.

b. Some of us have very light red or blond hair.

4. We have different colors of eyes.

a. Some of us have blue eyes.

b. Some of us have brown eyes.

c. Some of us have green or gray eyes.

5. We are different sexes.

a. Some of us are male (boys, men).

b. Some of us are female (girls, women).

6. We are different ages.

a. Some of us are very young infants.

b. Some of us are children.

c. Some of us are adults.

d. Some of us are very old people.

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7. Our voices are different.

a. Our voices are different in volume and pitch.

b. Each person has his own distinctive voice which can be used toidentify him.

8. We have different abilities.

a. Each person has a certain amount of skill to do different tasksat home and at school.

b. There are some things we can do better than others and sometasks which others do better than we do.

9. We have different interests or likes and dislikes.

a. Each person has a certain amount of interest in differentactivities at home and at school.

b. There are some activities we like that others do not enjoy andsome activities others enjoy that we do not like.

10. There are different ways that each of us feels at certain times.

a. Sometimes we feel happy which we show by smiling, laughing,clapping our hands, jumping up and down, dancing or singing.

b. Sometimes we feel sad which we show by frowning, crying, or bybeing very quiet.

c. Sometimes we feel angry or mad which we show by frowning or bybeing very quiet.

d. Sometimes we feel like being alone.

G. Although we have many differences, we can work together as a group.

1. We need standards for sharing food, toys, materials.

2. We need standards for taking turns.

3. We need standards for caring for our classroom materials.

H. Our bodies grow and change.

1. When we are very young, we are called babies or infants.

a. We are very small and light in weight.

b. We are not able to move about by ourselves.

c. We have very little body hair and no teeth.

d. We cannot tell others how we feel or what we want because wecannot talk.

2. As we grow older, we are called children.

a. We get taller and heavier in weight.

b. We begin moving around by learning to walk.

c. We begin to take care of ourselves by using our arms and handsto feel ourselves, to hold and carry objects, and to dressourelves.

d. We grow more body hair and have teeth.

e. We learn to talk so we can tell others how we feel and what wewant.

3. When we are full grown, we are called adults.

a. We stop getting taller.

b. We have strong bones and muscles to help us move and lift heavyobj( ts.

c. Men have body hair on their faces.

d. Women give birth to live young.

e. We can take care of ourselves without help.

4. When we become very old, we are called elderly.

a. Our muscles and bones are no longer as strong.

b. Sometimes we lose our teeth.

c. Sometimes our hair becomes gray or white.

d. Sometimes we cannot see or hear very well.

e. Our skin becomes wrinkled.

f. Sometimes we need help in taking care of ourselves.

I. We are all living things.

1. Living things grow, reproduce, and need food, water, and air inorder to live and grow.

2. Things which are not alive are called non-living things.

3. Clothes, furniture, and toys are some non-living things because theydo not grow and reproduce.

III. SEQUENCED INSTRUCTIONAL GUIDE

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III. Sequenced Instructional Guide

UNIT UNDERSTANDING: A. Everybody has a name.


2. Names are used for identifying ourselves and eachother.

3. Some of us have the same first or last name assomeone else.

4. Most of us have a middle name.

BASIC SKILLS TO BE DEVELOPED INSTRUCTIONAL ACTIVITIES

SENSORY SKILLS

Auditory SkillsListens to discussion and songSeparates and combines melody,

rhythm, and words of songIsolates proper names from other

song words

ABSTRACTING SKILLS

Conceptual SkillsKnows concept of selfKnows words, melody, and rhythm

of songRecognizes proper names of self,

teacher, other children

Association SkillsRelates self with a proper nameRelates teacher and other chil-

dren with their proper names

RESPONSE SKILLS

Verbal SkillsIdentifies self by proper nameReproduces melody, rhythm, and

words of songAnswers when proper name is

spoken or sung

1. Basic ActivityTalk to the children about your ownname and the names of any otherteachers or adults in the classroom.Emphasize the fact that everyone hasa special name. Move around the groupand ask each child "Who are you?"Encourage each one to give his firstname. If any child does not give hisname, you say, "This isIf any children share the same firstname, draw this fact to the attentionof the group. Indicate that there isa problem: Whenever you use the name,both (or more) children will respond.With the children, decide what youwill call these children (using amiddle name or last name) in order toidentify each one.

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Teach the children the song "Where isMary?" Sing the whole verse, indica-ting the lines that a child shouldsing. Select a child most likely toparticipate as a role model, and demon-strate the song for the group. Thenmove around the group, singing to eachindividual child as all the childrenhelp sing the teacher's lines.

EvaluationNote how many children (1) respond totheir names, (2) answer when theirnames are called, (3) sing the correctmelody and words to the song

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c, d, e. Discriminates, recognizes,and identifies printedname for self

Relates printed name withspoken name for self

1. (cont.)

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Extension ActivitiesThis song can be sung often duringthe unit. As soon as the childrenare responding eagerly, ask individualchildren to assume the role of theteacher. This will help them learn toidentify all the other children in thegroup.

Throughout the unit, emphasize, eachchild's name in every possible way.Some suggested techniques are:

a. Whenever you speak to a child, askhim a question, give him directions,or respond to' his comments, use hisfirst name.

b. Encourage the children to refer toeach other by name.

c. Make each child a name tag to weararound his neck for several days.This will help you to identify thechild and will help the child under-stand that his name is important.

d. Make a name tag for each child'schair and coat hook. This practiceshould be continued throughout theyear to encourage the child tolearn to recognize and later iden-tify his printed name.

e. Print each child's name on all hisart and paper work. This should bedone as the child watches or helpsyou hold the crayon. By continuingto do this all year, you will helpthe child recognize the letters inhis name and their order, and hewill probably attempt to reproducehis name by the end of the year.

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2. Names are used for identifying ourselves and eachother.


SENSORY SKILLS

Visual SkillsFocuses attention on teacher and

bookIsolates objects in the pictures

Auditory SkillsListens to the story being toldListens to labels for picturesListens to questions

ABSTRACTING SKILLS

Conceptual SkillsKnows objects in the picturesKnows concept of a nameUnderstands simple questions

Association SkillsRelates pictures with the events

in the storyRelates objects in the pictures

with their labels

RESPONSE SKILLS

Verbal SkillsAnswers simple questions about

storyLabels objects in picturesDescribes drawing

Motor SkillsManipulates crayons and paper

2. Basic ActivityRead the book Maria, Everybody Has AName to the children.

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This may be the first time a book isused with these children. Describethe book: It has a front cover and aback cover "just as you have skin toprotect you." Call attention to thetitle or name of the book. Also notethe picture of a little girl about thesame age and size as the children inthe room. This book should be picture-read; therefore, the teacher must bevery familiar with the story. Whenpicture-reading to children, hold thebook so all children can see the pic-tures.

Tell the story in sequence using thepictures in the book to illustrateeach part of the story you tell. Theamount of the story you will includewill depend upon the attention spanof the children. If they seem rest-less, quickly finish the story. Justbefore the end of the story ask, "Doyou think Maria will ever say hername?" When you have finished thestory, emphasize the fact that Maria,like each of them, does have a name.

Assessment ActivityLet the children use crayons and paperand draw one thing or one person fromthe story. As they draw encouragethem to tell you about their pictureand other parts of the story.

UNIT UNDERSTANDING: B. The part of us that we see is called the body.


2. The head has very special parts, each with a name.

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SENSORY SKILLS

Visual SkillsFocuses attention on child's bodyIsolates the major parts of the

body

Auditory SkillsListens to labels for body and

parts

ABSTRACTING SKILLS

Conceptual SkillsKnows concept of bodyKnows major body parts

Association SkillsRelates each body part with its

label

RESPONSE SKILLS

Verbal SkillsLabels the major body partsRepeats complete sentence

responses modeled byteacher

Motor SkillsLocates a body part when named

1. Basic ActivityUsing yourself and a child, show thechildren what is meant by the label"body." Then focus on the basicparts -- head, shoulders, arms, hands,chest, hips, legs, feet. Point to thehead of the demonstration child,making sure to indicate the whole head.Ask the children if anyone can namethis part of the body. If no onegives the label "head," supply thelabel. Ask the children to repeatthe word. Encourage the children tosay, "That is a head," or "That is

's head." Ask the child tofind the same part on your body. Con-tinue this procedure, moving from headto feet. When all the basic partshave been covered, repeat the proce-dure for any of the parts which wereunfamiliar to most of the children.

Assessment ActivityPlay a recognition game. Ask individ-ual children to come to the front ofthe room and find a certain part of

's body. If any have diffi-culty, ask other children to assist.When a child locates a part, encouragethe child to name it.

a. Distinguishes, knows, andlabels small body parts

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Extension Activitiesa. When the children are familiar with

the most basic body parts, intro-duce the labels for the smaller,more obscure parts -- neck, elbows,wrists, fingers, fingernails, waist,abdomen, knees, ankles, toes, toe-nails, hair, skin.

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b. Discriminates, recognizes,and identifies numberconcepts one, two,one to five

Counts body parts one-by-one

1. (cont.)

b. Use the parts of the body through-out the unit to develop number con-cepts and relationships. Forexample, use the head, neck, chest,and abdomen as examples of sets of

one to five, one to ten

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one. Use the arms, shoulders,hands, wrists, elbows, hips, legs,knees, ankles, and feet as examplesof sets of two. Fingers and toescan be used for one-by-one countingfrom one to five and eventually toten.

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SENSORY SKILLS

Visual SkillsFocuses attention on reflection

of self in mirrorFocuses attention on photographIsolates body partsDiscriminates one photographic

image of a child from another

Auditory SkillsListens to directionsListens to labels for body parts

and to the descriptions of therelationships of body parts

ABSTRACTING SKILLS

Conceptual SkillsKnows body partsKnows mirror and its useRecognizes position concepts --

top, bottom; above, below;over, under; between; at theside; beside; front, back

Recognizes number concepts --one, two

Association SkillsRelates self with mirror image

and photograph of selfRelates other children with

their photographsRelates each body part and

each concept with its label

RESPONSE SKILLS

Verbal SkillsIdentifies number concepts'- -

one, twoIdentifies photographs of self

and other children

Motor SkillsReproduces a recognizable

model of the body

2. Basic ActivityPlan an activity for a small group ofchildren which requires a minimalamount of teacher direction, leavingyou free to work with an individualchild. Taking one child at a time,give him the opportunity to study hisreflection in a full-length mirror.As you name different parts of thebody, ask him to point to his own ashe looks in the mirror. Then standbehind the child and describe therelationship of his body parts as hewatches his reflection. Move yourhands from his head to his feet as youemphasize the position of each part.

Examples: Your head is on the topof your body; your neck is underyour head, between your head andyour shoulders.

Then ask him "how many" of each parthe has.

If possible, take a photograph of eachchild. Display the pictures, with the'children's names, in the room wherethe children can study them and learnto identify the images of each other.

Assessment ActivitiesDuring the unit, give the childrenmany opportunities to reproduce modelsof body figures using a variety of artand construction materials -- clay,play dough, crayons and paper, paint,Rig-a-Jig, Tinkertoys, etc: Notewhether the models of the body becomemore realistic as the children learnmore about body parts and their rela-tions to each other.

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SENSORY SKILLS

Visual SkillsFocuses attention on model of selfFocuses attention on mirror image

of selfDistinguishes body, parts in

drawingDiscriminates likenesses in the

colors of crayons and thecolors of clothing and skin

Auditory SkillsListens to directions

ABSTRACTING SKILLS

Conceptual SkillsKnows body parts

Association SkillsRelates self with model of selfRelates each body part with its

label

RESPONSE SKILLS

Verbal SkillsLabels body parts

Motor SkillsSelects crayons to match the

colors of clothing and skinManipulates crayons within thick

lineManipulates scissors appropriately

3. Basic ActivityMake a life-size model of each child.Taking one child at a time, have thechild lie on his back on a large pieceof white or tan butcher paper. Usinga. black magic marker or thick crayon,draw around his body to make his out-line. (Place his arms and legs so thatyou can draw under the arms and betweenhis fingers and legs.) Ask the childto label the parts of his body whichare shown in, the drawing. As the childlooks at his reflection in the full-length mirror, ask him to select cray-ons from a box which match the colorsof his clothes and his skin. If hehas difficulty, assist him in findingthe matching colors. Encourage thechild to color his model to make itlook just like he looks. When thechild has finished coloring the model,give him scissors to cut out the form.Show him how to cut on the wide line.

EvaluationAssess each child's abilities to dothe following: (1) match colors ofclothing and crayons, (2) color withinthe thick line, (3) color body partsto approximate his actual appearance,(4) cut out the model along the line,(5) label body parts.

When all the models are finished, hangthem on the walls around the room.Put a name label under each one.

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a. Discriminates, recognizes,and identifies the modelsof other children

b. Discriminates, recognizes, andidentifies size concepts --tall, short, fat, thin

c. Discriminates likenesses anddifferences among colors

3. (cont.)

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Extension ActivitiesThe models can be used later in theunit in the following ways:

a. Point out distinctive features ofeach and encourage the children toidentify the models of each other.

b. Use the models for size comparisons(tall, short, fat, thin).

c. Use the models for color matching.Point to a color and one model andask a child to find another modelwhich has the same color on it.

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SENSORY SKILLS

Visual SkillsFocuses attention on teacher as

she models appropriate actionsfor the song or singing game

Discriminates circle formation

Auditory SkillsListens to the melody, rhythm,

and words of the song orsinging game

Separates and combines melody,rhythm, and words

ABSTRACTING SKILLS

Conceptual SkillsKnows concept of selfKnows concept of bodyKnows body partsKnows words, melody, rhythm,

and actions of songRecognizes shape concept -- circle

Association SkillsRelates the action with appro-

priate line in the songRelates the action with the

appropriate body part

RESPONSE SKILLS

Verbal SkillsReproduces song correctlyIdentifies circle formation

Motor SkillsReproduces actions of song

appropriatelyReproduces circle formation by

holding hands in a group

4. Basic ActivityTeach the children a simple actionsong or singing game involving theparts of the body. ("Head, Shoulders,Knees, and Toes," "Where's MisterThumbkin?," songs on Concept Records,Volumes 1 and 3). Select a song whichhas a relatively simple melody andinvolves repetition of words. Whenintroducing a new action song orsinging game, teach the words and thetune taking one line or verse at atime. After the song has been learned,introduce the appropriate actions orthe directions for the game which cor-respond with the song lines. If youuse a circle formation for the game,introduce the concept of a circle andshow the children how to "make a circle"by holding hands.

19.

EvaluationAs the children learn the action songor singing game, note how well eachchild is able (1) to reproduce themelody, (2) to reproduce the words,(3) to touch or use the appropriatebody part as it is designated in thesong.

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4. (cont.)

Extension Activitiesa. Throughout the unit, teach the

children several songs about bodyparts. When the children have nodifficulty with the simple verses,move on to the songs which havemore complex tunes ("Put YourFinger in the Air," "The HokeyPokey").

b. Whenever the circle formation isused, encourage the children to"make a circle" without help.

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SENSORY SKILLS

Visual SkillsFocuses attention on representa-

tions of body partsDiscriminates among body partsDiscriminates likenesses and

differences in sizes of bodyparts

Separates and combines body partsto make a whole

Auditory SkillsListens to discussion of body

partsListens to questions concerning

positions of body partsListens to directions concerning

assembly of body parts

ABSTRACTING SKILLS

Conceptual SkillsKnows parts of the bodyRecognizes size concepts -- long,

shortRecognizes position concepts --

top, bottom; above, below;over, under; between; at theside; beside; front, back

Understands "What comes next?"

Association SkillsRelates representations of body

parts with own bodyRelates each body part and each

concept with its label

5. Basic ActivityPlay a flannelboard game to focus onthe positional relationships of thebody parts. Make a large felt body,and cut it into parts which can beassembled like a puzzle, or use acommercial flannel set (Instructo,My Face and Body). Introduce theactivity by creating an atmosphere ofenthusiasm and suspense. Hold up afew pieces of the felt figure andexplain that you can make somethingwith these pieces of felt and youwonder if anyone can guess what theycould make. Encourage the childrento identify the different parts asyou show each one. Hold up an arm anda leg to see if they can discriminatebetween the two. Talk about the con-cepts "long" and "short" and have thechildren compare their own arms andlegs.

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As a group, construct the felt figureon the flannelboard, beginning withthe head. Ask "What comes next?" asyou move down the body. Encourage thechildren to verbalize where they areplacing each part, using the labelsfor the concepts top, above, below,under, beside, at the sides, next to.

Assessment ActivityFollowing the flannelboard activity,give each child a piece of constructionpaper and an envelope of pre-cut partsto assemble a whole body.

This activity can be varied accordingto the skill level of the children inthe following ways:

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RESPONSE SKILLS

Verbal SkillsLabels representations of body

partsIdentifies "What comes next?"Identifies size conceptsDescribes positions of body parts

Motor SkillsArranges body parts to make a

whole figurePastes body parts appropriately

15. (cont.)

a. Less skilled or immature childrenmay be more successful if the bodypieces are very realistic inappearance, similar to the feltpieces used in the previous activ-ity. In addition, they may requiresome visual aid in assembling thepieces -- a full-length mirror wherethey can check their own reflectionor a sample of the completed con-struction figure which is displayedas a model for them to follow.

b. More skilled children can probablyassemble the pieces without lookingat a whole figure (using a mentalimage of a complete body).

When a child has assembled the bodyparts, give him paste to completehis construction. For each child,provide a jar of paste or a pieceof paper towel with a lump of pasteon it. Later in the year it willbe appropriate to expect childrento share paste jars. Encourageeach child to use one finger,"pointer finger," for pasting.Place names on the finished workand display them on the classroomwall.

Discriminates, recognizes, andidentifies shape concepts --circle, square, rectangle

Discriminates, recognizes, andidentifies color concepts --red, yellow, blue

Discriminates, recognizes, andidentifies number concepts --one, two

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Extension ActivityMany children could use basic shapesto construct a more abstract figure.

Examples: Use a circle for a head,a square for the body, and twolengths of thin rectangles for armsand legs.

The parts could be of colored construc-tion paper of one or more primarycolors (red, yellow, blue), shapes(circle, square, rectangle), sizes(long, short), and number sets (oneand two).

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SENSORY SKILLS

Visual SkillsFocuses attention on reflection of

self in mirrorFocuses attention on puzzleDistinguishes facial parts in

mirror reflection and in puzzleSeparates and combines puzzle parts

Auditory SkillsListens to labels for facial partsListens to questions concerning

positiOns of facial partsListens to directions for game and

puzzle assembly

ABSTRACTING SKILLS

Conceptual SkillsKnows concept of selfKnows major body partsKnows facial partsKnows mirror and its useRecognizes shape concept -- roundRecognizes position concepts --

top, bottom; above, below;over; under; between; at theside; beside; front, back

Recognize number concepts -- onetwo

Association SkillsRelates self with mirror image of

selfRelates each facial part and each


RESPONSE SKILLS

Verbal SkillsLabels facial partsIdentifies positions of facial

parts in relation to each otherIdentifies number concepts

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6. Basic ActivityGive each child a small hand mirrorto observe his reflection as youdiscuss the head (round) and itsparts. Ask the children to identifythe basic parts -- face, hair, ears,eyes, nose, mouth -- as you point toyour own. Supply any labels they donot give. Then move to other parts --forehead, eyebrows, eyelashes, cheeks,lips, teeth, chin -- using the sameprocedure of finding and identifyingeach part as you used with the bodyparts. Ask the children questionsinvolving recognition of positionconcepts.

Example: What is above your nose?What is beside your nose? What isunder (below) your nose?

Then ask individual children todescribe where a certain part is loca-ted in relation to the other parts.Assist children in verbalizing theorientation when necessary. Collectthe mirrors and play a quick, funaction game. Give the children fastdirections for finding a body part.

Examples: close your eyes, pointto your nose, wiggle your ears,open your mouth, close your mouth.

Assessment ActivityMake face puzzles by mounting largemagazine pictures of faces on heavytagboard and cutting them into pieces.Make some of the puzzles quite simpleby making few cuts and keeping basicparts intact. Make others more diffi-cult by increasing the number of cutsmade. Give each child a puzzle appro-priate to his ability level. As eachcompletes his puzzle, ask him to iden-tify the parts of the head and tellyou how many of each part there are.Encourage him to work another puzzlewhich is a little more difficult.

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SENSORY SKILLS

Visual SkillsFocuses attention on felt face and

removable partsFocuses attention on potato and

facial partsDetects missing parts of flannel

face

. Separates and combines facial parts

Auditory SkillsListens to questionsListens to directions

ABSTRACTING SKILLS

Conceptual SkillsKnows face and facial partsKnows concept of a nameRecognizes position conceptsRecognizes number concepts --

one, two

Association SkillsRelates flannel face with own

faceRelates potato head with real headRelates each object and each


RESPONSE SKILLS

Verbal SkillsLabels facial partsIdentifies position and number

conceptsIdentifies missing partsSuggests names for flannel face

and potato head

7. Basic ActivityPlay a "What's Missing?" game on theflannelboard. Make the Felt Face withremovable parts (DARCEE). Ask indi-vidual children to identify a part asyou hold it up, and place it on thefelt face in the proper position.When the face is assembled, perhapsthe children would like to suggest aname for the face.

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Then introduce the game. Explain thatwhen you tell them to close theireyes, you will remove a part of Is

face. You will tell them when to look.The first person to raise his hand andcorrectly tell what is missing (orwhat has lost) can put the partback on the face. When the childrenunderstand the game, ask different onesto assume the role of the teacher.

Assessment ActivityMake potato heads, using no model ormirror, to see how well the childrencan place the parts of the head. Giveeach child a potato for the head. In

a sectioned box, place the facial partswhich can be plastic pieces from acommercial potato head kit or teacher-made construction paper pieces. Askeach child to select the parts he willneed, identify each part, and tell youhow many of each he needs. As eachchild completes his head, encouragehim to name it. Assess how well he wasable to select, identify, count, andarrange the parts.

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Motor SkillsPlaces missing facial part in

correct position (,n flannelface

Selects parts needed to completepotato head

Assembles small facial parts tomake a head

7. (cont.)

a. Recognizes and identifiesposition concepts

Recognizes and identifiesnumber concepts -- one, two

b. Recognizes and identifies colorconcepts -- red, yellow, orblue

Recognizes and identifies shapeconcept -- circle

Recognizes and identifies sizeconcepts -- large, small

Recognizes and identifiesposition concepts

Recognizes and identifies num-ber concepts one, two

Extension ActivityPlan a paste and construction paperactivity using a face and its parts.This activity can be planned in avariety of ways to develop basicskills and concepts with children atdifferent levels of ability.

Examples:

a. The children can paste realisticrepresentations of facial featureson an outline of a head drawn on alarge piece of manilla paper.Focus on position concepts and num-ber sets of one and two.

b. The children can construct a faceusing one basic shape and one pri-mary color. A large whole circlecould be used for the head withsmall circles of one color to beused for the eyes, nose, and mouth.Focus on recognition and identifi-cation of position, color, size,number, and shape concepts.

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c. Recognizes and identifies colorconcepts -- red, yellow, blue

Recognizes and identifies shapeconcepts -- circle, square,triangle

Recognizes and identifies sizeconcepts -- large, small

Recognizes and identifiesposition concepts

Recognizes and identifiesnumber concepts -- one, two

d. Describes face using labelsfor color, shape, size,and number concepts

7. (cont.)

26

c. If the children have learned severalshapes and colors, this activitycan be used as a review of colorsand shapes. Parts of the face canbe made of red, yellow, and bluecircles, squares, and triangles.Size concepts can be reviewed ordeveloped by using a large circlefor the head and small circles foreyes, a large triangle for a hatand a small one for the nose.Position concepts and number setswould be emphasized as well ascolor, size, and shape concepts.

d. A box of construction paper piecesof three shapes, three colors, andtwo sizes could be placed on thetable. Each child could selectwhatever pieces he wished for hisfacial features. Give each child around piece of white paper for theface. When the faces are completed,each would be asked to describe thecolor, shape, size, and number ofthe pieces he used for the face,eyes, ears, nose, and mouth.

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UNIT UNDERSTANDING: C. Each part of the body has a special use.

1. We use our legs and feet to move from one place toanother and to walk, jump, run, hop, skip, dance, andkick.


3. We use our hands and fingers to touch, grasp, andcarry objects, to clap to music, and to make signalsand gestures.




7. We use our mouth to eat, talk, sing, whistle, andbreathe.

8. We use our teeth to chew food and to help us speakclearly.




SENSORY SKILLS


she gives directions for gameand points to body parts

Distinguishes body parts

Auditory SkillsListens to directions during

gameListens to questions during.

game

ABSTRACTING SKILLS

Conceptual SkillsKnows concept of bodyKnows body partsKnowsfacial partsKnows uses of body parts and

facial parts

. Basic ActivityPlay a short direction game, askingthe children to move or point to dif-ferent parts of the body.

Examples: Close your eyes. Shakeyour hands. Nod your head.

Then focus on one body part at a timeand see if the children can tell youthe use(s) for each part. Move fromthe largest, obvious parts such aslegs, arms, feet, hands to eyes, ears,nose, mouth, skin, hair. Refer to thechildren's body parts to encourageresponses.

Examples: What can Bobby do withhis legs? Pretend that Bobby doesnot have any legs.

When you move to parts of the face,have the children cover their ears,

27

pinch their nose, andclosed to aid them inthe eyes, ears, nose,

hold their lipsgiving uses forand mouth.

1.

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Conceptual Skills (cont.)Recognizes motion concepts --

close, open, blink, wiggle,nod, tap, clap, shake, feel,touch, hold, lift, carry,walk, run, jump, climb, hop,eat, chew, drink

Association SkillsRelates each body part with its

useRelates each body part and each


RESPONSE SKILLS

Verbal SkillsIdentifies uses of body parts

Motor SkillsFollows directions in gameDramatizes uses of body parts

1. (cont.)

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With each body part, have the childrendramatize all the uses which they cangive. Whenever possible, give themadditional uses which they have notverbalized. Use actions and objectsto illustrate each of the uses.

EvaluationTo close the activity, ask each childto name a use for one body part asyou point to it. When you point toany one part a second or third time,encourage the child to name a usewhich is different from those alreadynamed for that part. Call on theleast advanced children for the simple,more obvious ones. Note carefully theparts for which the children cangive few uses. Then plan other activi-ties which concentrate on the uses ofthese parts.

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1. We use our legs and feet to move from one place toanother and to walk, jump, run, hop, skip, dance, andkick.




SENSORY SKILLS


she demonstrates body actionsand gives directions

Auditory SkillsListens to recordListens to directions for

dramatizationDistinguishes the rhythm of the

music

ABSTRACTING SKILLS

Conceptual SkillsKnows body partsKnows uses of body partsRecognizes motion concepts --

dance, stomp, run, walk,jump, hop, sway, gallop,skip, wiggle

Association SkillsRelates "listening ears" with

careful listeningRelates rhythm with body movementRelates each motion concept with

its label

2. Basic ActivitySelect an appropriate rhythm record todramatize different body actions.First play the record for the childrento listen to the music. Introduce theidea of "good listening ears." As youlisten to the music with the children,demonstrate different body actionswhich the music suggests to you.

Examples: That music makes me feellike running...like hopping...likedancing.

Encourage the children to suggestappropriate actions to correspond withthe music.

29

Space the children around the class-room. As you play the record again,give them different action directionsto dramatize. Be sure that your direc-tions correspond with the speed andrhythm of the music being played.

EvaluationMake careful observations to see whichchildren have understood the directionsand how well they can move with therhythm.

Li

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RESPONSE SKILLS

Verbal SkillsSuggests actions to reproduce

Motor SkillsReproduces gesture for "listening

ears"Reproduces actions suggested by

the teacher or the children

2.(cont.)

30

Extension Activitiesa. Conduct similar activities with this

record or Others. Encourage thechildren to suggest the actions tobe dramatized.

b. Teach the children several finger-plays, action songs ("Busy"), andsongs from records which concen-trate on the different movements oflegs, arms, feet, hands, toes, andfingers. Use these activities todevelop the many different motionconcepts which are illustrated.

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SENSORY SKILLS

Visual SkillsFocuses attention on hands

and objects

Auditory SkillsListens to labels for objectsListens to labels for textures

as objects are handledListens to directions for

playing game

Tactile-Kinesthetic SkillsDiscriminates differences in

textures among the objects

ABSTRACTING SKILLS

Conceptual SkillsKnows wood, stone, cotton, bark,

pine cone, dough, paper, silk,fur

Recognizes texture concepts --hard, soft; rough, smooth;thick, thin

Knows an object by touching it

Association SkillsRelates each object with its

textureRelates each object and each


Classification SkillsComprehends classes of objects

which are soft, hard, rough,smooth, thick, thin

3. Basic ActivityMake a "Feel It" Box which includesmaterials and objects having a varietyof textures.

Examples:pieces of wooda stonecottontree barkpine conedoughpapersilk

31

fur

(hard, rough)(hard, smooth)(soft, fuzzy)(rough)

(rough, prickly)(soft, sticky)(smooth, thin)(smooth, thin,slippery)(soft, fuzzy,thick)

Use the box in an activity to developtactile discrimination and textureconcepts.

Begin the activity with a fingerplayor poem about our hands. Then directthe children's attention to their ownhands and ask them to tell you all theways they use them. Be sure that"touching objects" is a use includedin the discussion. Introduce the "FeelIt" Box in a game fashion. Display oneobject or piece of material at a timeand ask the children to name each one.Give them labels for the materialsthey cannot identify and return tothese a second time. Then proceed todiscussing how the objects feel. Pre-sent pairs of objects which illustrateopposite texture concepts -- hard,soft; rough, smooth; thick, thin --such as wood and cotton. With eachpair, move around the group as youdirect each child to feel bothmaterials. Discuss with the childrenhow each feels.

1

E.

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BASIC SKILLS TO FE DEVELOPED INSTRUCTIONAL ACTIVITIES

RESPONSE SKILLS

Verbal SkillsLabels objectsIdentifies texture conceptsIdentifies object which is

touched but not seen

Motor SkillsSelects object from boxFeels object in order to label

and identify texture

3. (cont.)

Encourage the children to identify thetextures.

EvaluationTo close the activity, ask each childto take one material from the boxwithout looking. Ask him to identifythe object and tell something abouthow it feels. Then ask the group tothink of other objects which feel soft,hard, rough, smooth, thick, thin.During snack and lunch times, discussthe textures of objects in the class-room.

a. Discriminates, recognizes, andidentifies texture con-cepts -- fuzzy, stickyprickly, slippery

b. Discriminates, recognizes,and identifies fine dif-ferences in texture

Uses comparative statements

c. Discriminates, recognizes,and identifies weight con-cepts -- heavy, light

32

Extension ActivitiesThe "Feel It" Box can be used manytimes throughout the year to extendthe development of tactile discrimina-tion. Some suggestions are:

a. Use the box to develop other textureconcepts: fuzzy, sticky, prickly,slippery, etc.

b. Use the box later to refine dis-criminations by comparing andordering the objects.

Examples: Find somethingsofter than the wood; findsomething harder than cotton;find the softest object inthe box; etc.

c. Use the box to develop concepts ofweight -- heavy and light

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BASIC SKILLS TO 3E DEVELOPED INSTRUCTIONAL ACTIVITIES

d. Recognizes and identifiesobject by touch only

Identifies texture andweight concepts

e. Describes textures of objectswithout touching theobjects

f. Sorts objects by textures

3. (cont.)

d. Play a Blindfold Game with the box.Blindfold one child at a time. Askhim to select an item from the box,identify it and/or describe how itfeels.

e. As the children learn to discrimi-nate and identify different tex-tures using many concrete objects,begin to use some books which focuson touch (My. Bunny Feels Soft, aHands, What Is Your Favorite Thingto Touch).

f. When the children have developedconcepts of basic textures, addmore objects to the box so that thechildren can sort or classify themaccording to the different tex-tures.

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SENSORY SKILLS

Visual SkillsFocuses attention on hands and

paper models of handIsolates each child and each

model hand when counting

Auditory SkillsListens to questions and

directions

ABSTRACTING SKILLS

Conceptual SkillsRecognizes color concepts --

red, yellow, blueRecognizes number sets

one to fiveKnows song name for each finger

Association SkillsRelates a paper finger with each

finger named in song

RESPONSE SKILLS.

Verbal SkillsIdentifies color conceptsCounts children, paper hands, and

fingers, one-by-one to tenIdentifies number setsReproduces melody, rhythm, and

words of song

Motor SkillsManipulates scissors to cut on

a lineStands when color of his paper

is namedPairs paper fingers with real

fingersPoints to correct finger during

song

4. Basic ActivityMake red, yellow, and blue constructionpaper hands to use for number activi-ties. Ask each child to choose andidentify the color of paper for hismodel hand. Trace the outline of eachchild's hand (fingers spread) on red,yellow, or blue construction paper andprint the child's name on the palm.Cut out the hand. (If a child isskillful in handling scissors, heshould be encouraged to cut the handhimself. While you are working withindividual children, give those whoare waiting or finished some newsprintand crayons to trace their own or eachother's hand.

34

When the model hands are finished, usethem for a color and number game.Work with a group of six to ten chil-dren at a time. Arrange the childrenin a circle or semi-circle. The fol-lowing activities are suggested:

a. Together count the number of chil-dren in the group; then count thenumber of paper hands. Emphasizethe fact that there is a paper handfor each child; there are as manypaper hands as children.

b. Ask the children with red hands tostand in front of the group. Countthe hands; count the children withred hands. Use the words "set ofred hands" and emphasize the numberof the set. Use the same procedurefor the blue and yellow hands.

c. Ask the children to count the fin-gers on their real hand; then, ontheir paper hand. Emphasize the"set of five fingers." Ask the

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4. (cont.)

children to place their real handon top of their paper hand, andtell you if there is a paper fin-ger for each real finger.

d. Using the paper hand, ask the chil-, dren to find Mr. Thumbkin, Pointer,

Middleman, Ringman, and Pinky(Little Man). Then sing "Where'sMister Thumbkin?" using the modelhand. Ask the children to pointto the correct paper finger as yousing each verse.

EvaluationNote how well each child could do thefollowing: (1) identify the colors ofthe paper hands; (2) count paper handsand fingers; (3) pair paper fingerswith real fingers; (4) identify numbersets one to five.

Extension ActivitiesUse the fingers as "material" inactivities designed to develop number.concepts and relationships. Find fin"gerplays and games which involvecounting and number sets which you canuse with these math activities.

a. Use the fingers for countinggames one-by-one counting fromone to five and one to ten.

b..Use the fingers to develop the con-cept of one-to-one Correspondence.Each finger on one hand can bematched or paired with a finger onthe other hand.

c. Use the fingers of one hand to workwith number sets from one to five.

35

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SENSORY SKILLS

Visual SkillsFocuses attention on image of

eyes in mirrorFocuses attention on objectsDiscriminates likenesses and

differences among objects

Auditory SkillsListens to labels for eye

parts and eye motionsListens to directions

ABSTRACTING SKILLS

Conceptual SkillsKnows eye and eye partsKnows objectsRecognizes motion concepts

open, shut; wink, blinkRecognizes color concepts --

brown, blue, greenUnderstands concepts of same and

different

Association SkillsRelates own eyes with mirror

image of eyesRelates "looking glasses" with

careful lookingRelates each eye part and each


RESPONSE SKILL

Verbal SkillsLabels eye, eye parts, and

eye motionsIdentifies color of eyesLabels objectsIdentifies objects as same or

different

5. Basic ActivityGive each child a hand mirror to lookat his eyes while you discuss them.Together, label and describe the partsaround the eyes such as lid, eye-lashes, eyebrows. Introduce the labelsfor eye motions -- open, shut, blink,wink -- and have the children demon-strate each with you. Ask each childto identify the color of his eyes asyou collect the mirrors.

Introduce the idea of imaginary"looking glasses." Circle your eyeswith your thumbs and index fingersand explain that when you do this youwant them to put on their "lookingglasses" to look very carefully atsomething. Tell them you are going toshow them objects, and you want themto look very closely at them. Showthe children two objects which areidentical (such as two cups the samecolor, shape, and size) and one ob-ject completely different from theother two (such as a spoon). Ask ifsomeone can tell you which objectis different, which are the same, andwhy. If the children cannot respondappropriately, spend time developingthe concepts of "same" and "different."Then move on to other sets of objects,two like objects and one different ineach set. Use objects which arealready familiar to the children sothey will focus only on likenesses anddifferences. Between each differentset of objects, remind the childrento keep their "looking glasses" on.

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Motor SkillsReproduces eye motionsReproduces gesture for "looking

glasses"Selects objects which are the

same and different

5. (cont.)

EvaluationDisplay all the objects used in theactivity. Point to one object. Aska child to find an object that is thesame as the one you designate and thento find an object that is different..Continue to point to objects untilevery child in the group has had aturn. Note carefully those childrenwho have difficulty in order to planadditional activities of this sortfor them.

37

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SENSORY SKILLS

Auditory SkillsListens to discussion of earsListens to directions and soundsDiscriminates likenesses and

differences among sounds

ABSTRACTING SKILLS

Conceptual SkillsKnows ears and their useRecognizes sounds

Association SkillsRelates each sound with its

source

RESPONSE SKILLS

Verbal SkillsIdentifies sounds and their

sources

Motor SkillsReproduces gesture for "listening

ears"Covers eyes with hands

6. Basic ActivityHave a short review discussion on theears. and their use. Prepare the chil-dren for a listening game by tellingthem to put on their "listening ears"and to cover their eyes with theirhands. Move around the room, makingdifferent sounds which should befamiliar to the children. After makingeach sound, stop and ask the childrenwhat makes the sound. If no one canidentify the source, repeat the sound.If there is still no response, showthe children how you made the sound.

Examples of sounds: walking onthe floor, running water, tappinga pencil, coughing, sneezing,laughing, closing a door, scrapinga chair.

EvaluationAt the end of the activity, repeat thesounds which were difficult for thechildren to identify.

a. Reproduces sounds for othersto identify

b. Discriminates, recognizes, andidentifies "outside" sounds

38

Extension Activitiesa. Play the game again during the unit

and have the children take turnsmaking the sounds for the others toidentify.

b. Later record on tape a variety offamiliar sounds that the childrenmight hear outside their homes ornear the school. Play the tape forthe children and ask them to iden-tify the source of the sound. Notewhich sounds seem most unfamiliar

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6. (cont.)

to the children. Make a point to lis-ten for these sounds and others when-ever you are outside for play or fora walk. Then repeat this activity tosee if the children have learned toidentify the sounds.

39

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SENSORY SKILLS

Auditory SkillsListens to directions and soundsDiscriminates likenesses and

differences among the soundsmade by the containers

ABSTRACTING SKILLS

Conceptual SkillsUnderstands concepts of same and

different

Association SkillsRelates sound with its possible

origin or cause

RESPONSE SKILLS

Verbal SkillsIdentifies sounds as same or

differentGuesses contents of container

Motor SkillsShakes containers appropriatelySelects the correct container

to make a matching pair

7. Basic ActivityA fun auditory discrimination game canbe played with,a teacher-made "SoundMatching" Box. Find 12 containers(plastic medicine jars or pill bottles)to make six pairs of shakers. Placean equal amount of rice in two of thejars, making sure that the jars makeidentical sounds when shaken. Makefour more pairs of shakers using dif-ferent materials such as salt, pins,paper clip, rubber band. Leave theremaining pair of jars empty. Put the12 shakers in a small box. Each childcan take turns selecting a jar andfinding its mate with the same sound.Encourage the children to guess whatmight be inside the jars.

EvaluationNote which children have difficultymatching the sounds. Give themopportunities to work individuallywith the sound box in a quiet place.Some children will find the taskeasier if they work with fewer pairsof shakers at first (perhaps just twoor three pairs).

Extension ActivityLater the children can help makeadditional pairs of shakers. Havethem look for materials in the class-room or outside (gravel, crayons,tacks, nails) and make pairs ofshakers which sound "just alike."

40

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SENSORY SKILLS

Auditory SkillsListens to songs and voicesListens to directionsDiscriminates likenesses and dif-

ferences in volumeDiscriminates likenesses and dif-

ferences in pitch

ABSTRACTING SKILLS

Conceptual SkillsRecognizes volume concepts loud,

softRecognizes pitch concepts -- high,

low

Association SkillsRelates each concept with its

label

RESPONSE SKILLS

Verbal SkillsReproduces voice volume and pitch

as directedIdentifies voice as loud, soft,

high, lowDirects other children to vary

volume and pitch

8. Basic ActivityUse songs which the children alreadyknow to demonstrate how sounds canvary in volume and pitch. Introducethe concepts of loud and soft sounds,then high and low sounds as you singthe song to illustrate each concept.

EvaluationAsk each child to say his name fourdifferent ways: with a loud, soft,high, and low voice. Then vary yourown voice and ask the children toidentify how you are talking. En-courage the children to use the words"soft," "loud," "high," and "low" byasking individual children to givedirections to the other children totalk a certain way.

Recognizes, identifies, andreproduces variations involume and pitch when alteredsimultaneously

41

Extension ActivitiesLater these concepts can be combinedto have the children sing or talkusing loud, low voices; soft, highvoices, etc.

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6. We use our nose'to help us breathe and to smell odors.


SENSORY SKILLS

Auditory SkillsListens to directionsListens to labels for odors

Taste-Olfactory SkillsDiscriminates likenesses and

differences among odors

ABSTRACTING SKILLS

Conceptual SkillsKnows concept of nose and its useKnows substances in containersRecognizes substances by odor onlyUnderstands concepts of same and

different

Association SkillsRelates each odor with its sourceRelates each substance and odor

with its label

RESPONSE SKILLS

Verbal SkillsIdentifies substances as same or

differentIdentifies substances by odor only

Motor SkillsSelects the correct container to

make a matching pairSelects the substance which is

named by the teacher

9. Basic ActivityPlay a "Smell It" game. Fill smallcontainers with a variety of familiarmaterials having very distinctiveodors. Some suggested substancescould be perfume, vinegar, peanut but-ter, onion, paste, or others withwhich the children are familiar. Filltwo containers with each one of thesubstances.

Blindfold a child. Give him a con-tainer to smell and instruct him tosmell each of the other containers tofind one which smells the same as his.When he has found a matching container,encourage him to identify the sub-stance. Supply the label for him ifhe cannot name it. Give each child aturn.

Assessment ActivityIn a later activity, place just onecontainer of each substance on thetable. Blindfold one child at a timeand instruct him to find a certainsubstance which you name. Encourageeach child to identify all the sub-stances as he smells the differentcontainers to find the one you havenamed.

Extension ActivitiesAs the children become familiar withdifferent odors, particularly foods,play this game again using new sub-stances in the containers.

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8. We use our teeth to chew food and to help us speakclearly.


SENSORY SKILLS

Visual SkillsFocuses attention

she identifiesparts

Focuses attentionin book

on teacher asmouth and its

on pictures

Auditory SkillsListens to labels for mouth parts

and their usesListens to story and questions

concerning story

ABSTRACTING SKILLS

Conceptual SkillsKnows mouth, tongue, teeth, lips,

and their usesUnderstands contents of storyUnderstands story's sequence of

eventsUnderstands simple questions

concerning story

Association SkillsRelates each mouth part with its

useRelates each mouth part and each

use with its label

RESPONSE SKILLS

10.Basic ActivityAsk the children to name all the dif-ferent ways they use their mouths.Demonstrate each use as it is named,and indicate how the tongue, teeth,and lips are involved in each of theuses. Suggest uses which the childrendo not volunteer. Be sure to includewhistling.

Read or tell the story Whistle forWillie as you show the children thepictures. Direct the children to puton their "looking glasses" and to lookcarefully at the pictures. Explainthat pictures can tell a story.

EvaluationAsk the children very specific ques-tions about the story, moving from thebeginning to the end. Make the ques-:-

tions very simple.Examples: What was the boy's name?What did Willie want to be able todo?

Verbal SkillsLabels mouth, tongue, teeth, lipsIdentifies uses of mouth partsAnswers questions concerning story

43

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Verbalizes freely in role-play,dramatization, conversation,recording on tape

10.(cont.)

44

Extension ActivitiesOne of the most important uses of themouth is for talking. Plan manyactivities which encourage verbaliza-tion. Some suggestions are:

a. Role-play situations using dolls,puppets, model people, paper dolls,dress-up clothes, and telephones.

b. Dramatizations of stories.

c. Conversation between teacher andchild and among the children atlunch and snack time.

d. Frequent use of a tape recorder toencourage singing and talking.

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SENSORY SKILLS



differences among flavors

ABSTRACTING SKILLS

Conceptual SkillsKnows concept of nose and mouth

and their use for tastingKnows the items of foodRecognizes the foods by taste onlyUnderstands concept of same and

different

Association SkillsRelates each flavor with its sourceRelates each food and flavor with

its label

RESPONSE SKILLS

Verbal SkillsIdentifies flavorsIdentifies foods by their taste

onlyIdentifies flavors as same or

different

11.Basic ActivityPlan another blindfold game similarto the "Smell It" game in activityC-9. This time, have the childrentaste familiar foods and try to iden-tify them. Some suggested items are:applesauce, peanut butter, pickles,orange, marshmallows, mint candy,chocolate candy.

EvaluationNote which foods are not identifiedby each child. Give each an oppor-tunity to taste these foods againat the close of the activity.

Extension ActivitiesAs soon as the children can identifyfamiliar foods by their taste, planother activities to refine tastediscrimination and develop flavorconcepts:

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a. Discriminates, recognizes, andidentifies taste concepts --sweet, sour, bitter, salty

b. Understands that sugar is asweetener

c. Discriminates, recognizes, andidentifies flavor concepts --grape, cherry, orange, lemon,peppermint, chocolate, cin-namon, vanilla

Relates flavor with its sourceand identifies source

11.(cont.)

46

a. Have a tasting party to develop theconcepts of sweet, sour, bitter,and salty. As the children tastesuch items as sugar, lemon juice,strong black coffee, and salt, sup-ply the description label for eachone. Provide opportunities for thechildren to taste, identify, anddescribe many foods which have thesecharacteristics.

b. Plan a demonstration to show howsomething sour can be made sweet bythe addition of sugar. As a group,make lemonade from real lemons.Have each child taste and describethe liquid before and after thesugar is added.

c. Have tasting parties using items offood with common flavors such asgrape, cherry, orange, lemon, pep-permint, chocolate, cinnamon,vanilla. Provide opportunities forthe children to see and taste theobject from which the flavor origi-nated (a lemon, an orange, a cherry)and to sample various products con-taining the flavor extract. Candy,cookies, cake, juice, and jellomake good samples for such anactivity. If possible, plan lunchand snack menus to include many ofthese foods all during the year.

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SENSORY SKILLS

Visual SkillsFocuses attention on ingredients

and procedure for cooking

Auditory SkillsListens to explanation of

procedure and labels foringredients

Listens to questions

Tactile-Kinesthetic SkillsDiscriminates likenesses and

differences in texture andtemperature


differences in flavors

ABSTRACTING SKILLS

Conceptual SkillsKnows milk, water, cocoa, sugar,

liquid, powder, steamRecognizes texture concepts --

wet, dryRecognizes temperature concepts --

hot, coldRecognizes taste concepts -- sweet,

bitterUnderstands sequence of preparation

12.Basic ActivityMake hot chocolate in the classroom inan electric cooker to demonstrate allthe things we can learn by using ourhands, eyes, nose, and mouth.

The following procedure is suggested:

a. Show the children the four ingre-dients -- milk, water, cocoa, andsugar -- and label them together.

b. Compare the ingredients. Put asmall amount of each one in a des-sert dish. Place the four disheson a tray and move around thegroup. As each child touches andlooks at the four ingredients, talkabout "wet" and "dry," "liquid" and"powder." Name other substancesand ask the children to describethem as wet or dry. Ask whetherthe milk is hot or cold.

c. Remove the dishes of milk and waterfrom the tray and move around thegroup again. Ask each child totaste the cocoa and the sugar anddiscuss "bitter" and "sweet."

d. Measure the ingredients. Mix thecocoa and sugar and discuss thefact that the mixture is still dry.Add the water and discuss what hap-pens to the mixture as you stir it.

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Association SkillsRelates each ingredient and

each concept with its labelRelates combination of

ingredients with hot chocolateRelates each ingredient with its

texture, odor, and tasteRelates steam with heat or hot

liquids

Classification SkillsComprehends classes of liquids

(milk, water) and powders(sugar, cocoa)

RESPONSE SKILLS

Verbal SkillsIdentifies hot chocolate and its

ingredientsIdentifies texture, temperature,

and taste of ingredientsAnswers questions concerning

ingredients and preparation

12.(cont.)

48

e. Place the cocoa mixture in thecooker and stir in the milk. Askthe children to feel the outsideof the cooker to see how cold itfeels.

f. Turn on the cooker and talk to thechildren about what is happening tothe liquid.

g. Direct the children's attention tothe steam as a sign that a liquidis very hot. Have each come closeto the cooker to feel the heat.

h. Serve each child a cup of steaminghot chocolate. Leave a small amountof the hot chocolate in the cookerand set it aside in the room.Later in the day, have the childrendip a finger into the liquid anddiscuss what temperature change hastaken place.

EvaluationAs the children drink the cocoa, dis-cuss how it was made. Review thelabels "wet," "dry," "hot," "cold,""sweet," "bitter." Ask questions suchas: "What did we put into the hotchocolate that was bitter?" "Whattwo ingredients were wet (liquids)?""What made the hot chocolate sweet?"

a-46





SENSORY SKILLS

Visual SkillsFocuses attention on skin and

hair with and withoutmagnifying glass

Auditory SkillsListens to discussionListens to labels for skin,

hair, magnifying glass

ABSTRACTING SKILLS

Conceptual SkillsKnows skin and hair and the

functions of eachKnows magnifying glass and its

useRecognizes size concepts --

large, big; small, little

Association SkillsRelates skin, hair, and

magnifying glass withtheir labels

Relates magnifying glass withits use

Relates skin and hair with theirfunctions

RESPONSE SKILLS

Verbal SkillsLabels skin, hair, and

magnifying glassIdentifies size conceptsIdentifies functions or uses

of skin, hair, magnifyingglass

40

13.Basic ActivityDiscuss skin and hair with the children.Have ther locate the skin and hair ontheir bodies. Explain to the childrenhow each of these parts is used forprotection. Use a magnifying glass togive each child an opportunity to lookclosely at his skin. Give the chil-dren the label for this object. Demon-strate its function and describe itsuse using the words "large" (big) and"small" (little). As each child looksthrough the glass, point out the tinyhairs on his arms and legs.

EvaluationDuring the activity, note whether ornot each child can (1) label skin andhair, and (2) use the labels "large"and "small" appropriately.

a-47

UNIT UNDERSTANDING: D. We wear clothes on our bodies.







SENSORY SKILLS

Visual SkillsFocuses attention on clothingIsolates each article of clothingDiscriminates likenesses and

differences in clothingIsolates each child when counting

Auditory SkillsListens to discussion and labels

the articles of clothingListens to directions

ABSTRACTING SKILLS

Conceptual SkillsKnows concept of clothing and

specific articles of clothingRecognizes number concepts

Association SkillsRelates each article of clothing

with its labelRelates certain clothing with

girls, with boys, or with both

Classification SkillsComprehends classes of girl's

clothes and boy's clothes

17.

1. Basic ActivityDiscuss with the children the factthat the objects we wear on our bodiesare called clothes or clothing andthat each different piece of clothinghas a special name. Select a girl tocome to the front of the group. Withthe children's help, identify eacharticle of clothing she is wearing.As each is named, ask all those whoare wearing the same article to raisetheir hands. Then select a boy andrepeat the procedure.

50

Play a direction and counting game.Ask all the children wearing dressesto stand. Then count how many chil-dren are wearing dresses. Emphasizethat all those children wearing dres-ses are girls. Ask all those wearingshoes to stand. Count the children.Indicate that both boys and girls wearshoes. Continue naming articles ofchildren's clothing, counting thechildren wearing each article andindicating who wears it -- boys, girls,or both.

EvaluationAt the close of. the activity, ask eachchild to name the articles of clothinghe is wearing. Note which childrenare having difficulty. If a child can-not label his clothing, give the namesand ask him to point to each one.

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RESPONSE SKILLS

Verbal SkillsLabels articles of clothingIdentifies an article of

clothing as to whether itis worn by girls or boys

Counts children one-by-one

Motor SkillsRaises hand and stands when an

article of clothing whichhe is wearing is named

Points to-article of clothingwhen named

51

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SENSORY. SKILLS

Visual SkillsFocuses attention on flannel-

board materialsDiscriminates likenesses and

differences among flannelpieces

Auditory SkillsListens to discussion and

directions

ABSTRACTING SKILLS

Conceptual SkillsKnows body partsKnows articles of clothingRecognizes color concepts --

red, yellow, blueRecognizes position concepts --

on, off; over, under; above,below; on top of, underneath

Association SkillsRelates articles of clothing

and concepts with theirlabels

RESPONSE SKILLS

Verbal SkillsLabels body parts and articles

of clothingIdentifies the colors and positions

of the articles of clothing

Motor SkillsSelects articles of clothing as

verbally directedPlaces felt clothing on flannel

figure

. Basic ActivityMake the flannelboard set Willie theWeatherboy (DARCEE), or use a feltfigure of a boy from a commercialmaterial. Introduce the figure bytelling the children the boy's nameor by asking the children to name him.Show the children the felt clothingand involve them in dressing the boyfigure. Ask the more verbal childrento suggest the articles of clothing.As each piece is named, ask a child tofind that article of clothing and placeit on the figure. Discuss the place-ment of each article in terms of bodyparts and position.

Examples: John put the shirt onhis chest, above the pants.

When the figure is dressed, play acolor game using red, yellow, and blueshirts, pants, and jackets. Give eachchild a turn to place a certain colorshirt, jacket, or pair of pants on thefigure. For the more advanced chil-dren, give two directions at a time.

Example: Mary, can you dressin a red shirt and blue pants?

EvaluationEvery time the clothing is changed,ask different children to describewhat the boy is wearing. Encouragethem to name the articles of.clothingand to identify the color of each.

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SENSORY SKILLS

Visual SkillsFocuses attention on pictures

Auditory SkillsListens to directions and

questions

ABSTRACTING SKILLS

Conceptual SkillsKnows articles of clothingKnows special occasions or

activities

Association SkillsRelates articles of clothing

with their labelsRelates article of clothing with

sex and age of person who wouldwear it

Relates article of clothing withspecial occasion on which itwould be worn

Classification SkillsComprehends classes of clothing

as to whether worn by girls,boys, or both; ladies, men,or both

RESPONSE SKILLS

Verbal SkillsLabels articles of clothingIdentifies clothing as to who

would wear it, and for whatspecial occasion it might beworn

3. Basic ActivityPlace pictures of articles of clothing.(PLDK Stimulus Cards) in a paper bag.Give each child one or more turns toselect a picture from the bag, toidentify the picture, and to tell whowould wear the clothing -- a boy, girl,both boys and girls (men and ladies).With some clothing, ask when it wouldbe worn -- what special occasion oractivity.

53.

EvaluationNote carefully which clothing is un-familiar to the children so that youcan plan more activities involvingthese articles of clothing.

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a. Verbalizes freely duringrole-play

Uses voice intonations inrole-play

Uses gestures and mannerismsin role-play

b. Knows and labels articles ofclothing

Recognizes and identifiescolor concepts

3. (cont.)

54

Extension Activitiesa. Fill a large carton with men and

women's clothing. Give the chil-dren many opportunities to "dressup" and role-play adults engaged indifferent activities. Continuallychange the articles of clothing inthe box to encourage a variety ofpossible roles. Try to includeclothing and equipment associatedwith many different occupations.

b. Teach the children the song "MaryWore a Red Dress." When the chil-dren have learned the song, sing todifferent children in the roomusing the name and clothing descrip-tion of each one.

Example: Jimmy wore a blueshirt.

Ask the children what words youcould use to sing to differentchildren in the room.

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BASIC SKILLS TO BE DEVELOPED I INSTRUCTIONAL ACTIVITIES

SENSORY SKILLS

Visual SkillsFocuses attention on paper doll

and clothesDiscriminates likenesses and dif-

ferences among dolls and theirclothing

Auditory SkillsListens to questions

ABSTRACTING SKILLS

Conceptual SkillsKnows family membersKnows articles of clothingKnows concept of special activities

or occasions

Association SkillsRelates article of clothing with

family memberRelates article of clothing with

activity or occasionRelates certain roles with family

member

RESPONSE SKILLS

Verbal SkillsLabels articles of clothing,

special activities oroccasions, and family members

Verbalizes freely in role-playsituation

4. Basic ActivityLocate a paper doll family for infor-mal small group activities. Have eachchild select a doll and help sort outthe clothes which will fit the doll.Encourage the children to role-playreal-life situations with the dollfamily. Dress them for differentactivities or occasions eating,going to bed, going out in the rainand question the children concerningwhat clothing they place on the dolland how they decide the appropriateclothing. Stimulate the children torole-play the actions and verbaliza-tions of these dolls. Encourage thechildren to trade dolls and assumedifferent roles during the activity.

EvaluationNotice how well each child can(1) find the clothing for his doll;(2) identify the clothing; (3) asso-ciate certain clothing with certainoccasions or activities; (4) associatecertain roles with different familymembers; (5) verbalize the part hisdoll plays.

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Motor SkillsSelects doll and appropriate

clothesManipulates paper dolls and

clothing

4. (cont.)

Relates article of clothingwith activity or occasion

is

56

Extension ActivitiesGive the children opportunities todress Willie for different activities.

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BASIC SKILLS TO'BE DEVELOPED INSTRUCTIONAL ACTIVITIES

SENSORY SKILLS

Visual SkillsFocuses attention on magazine

picturesIsolates pictures of clothing

in magazines

Auditory SkillsListens to discussion, questions,

and directions

ABSTRACTING SKILLS

Conceptual SkillsKnows articles of clothingKnows weather conditionsKnows concept of protection and

the use of clothing forprotection

Understands reasons for wearingclothing

Classification SkillsComprehends classes of clothing --

boy's, girl's, men's, women's

RESPONSE SKILLS

Verbal SkillsIdentifies articles of clothingIdentifies the uses of clothingIdentifies clothing by class to

which it belongsSuggests reasons for wearing

clothing

57

5. Basic ActivityAsk the children questions to stimu-late them to tell you why they thinkwe wear clothing on our bodies. Ifthey do not verbalize any ideas rela-ted to protection, discuss specificsituations to lead them in this direc-tion.

Examples: (1) Describe a rainy dayand ask them what would happen tous if we wore no clothes. (2) De-scribe walking on rough stones withno shoes. (3) Describe walkingthrough bushes with no clothes onour bodies.

Introduce the word "protect" andreview the mentioned situations todevelop the concept.

Assessment ActivityGive the children magazines and scis-sors to look for and cut out clothingpictures. When each child has foundseveral pictures, collect the scissorsand magazines. Place pictures ormodels of a man, woman, boy and girlin front of the children. Ask eachchild to select one of his pictures,identify it, tell which figure orfigures would wear this article ofclothing. Continue taking turns untilall the pictures are sorted.

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Motor SkillsManipulates scissors to cut out

clothing pictures

5. (cont.)

Extension ActivityThe children might enjoy making aclothing poster with their pictures.Draw lines on a large piece of tag-board or newsprint to make fourquarters. Paste the pictures of theman, woman, boy, and girl on theposter, placing one figure in eachquarter. The children could pastethe appropriate clothing in eachsection of the poster.

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UNIT UNDERSTANDING: E. We are all alike in many ways.

1. We have the same basic body parts.



SENSORY SKILLS

Visual SkillsFocuses attention on children,

pictures, and objectsDiscriminates likenesses and

differences among peopleDiscriminates among objects and

actions in pictures


and song wordsDistinguishes melody and rhythm

of song

ABSTRACTING SKILLS

Conceptual SkillsKnows objects and their usesKnows action concepts eat,

drink, sleep, wash, brush,comb, etc.

Understands concept of alike

Association SkillsRelates real object and action

with picture of object andaction

Relates real objects, picturedobjects, and activities withtheir labels

RESPONSE SKILLS

1. Basic ActivityAsk the children to identify the waysthat all people are alike. Encouragethem to look at you and each other tofind clues. Encourage them to thinkabout ways we all look alike andthings which all of us can do. If

they cannot name common activities andneeds, ask questions to help them ver-balize that we all eat, drink, sleep,wash, etc. Show the children pictures(Teaching Pictures) of the ways wecare for our bodies in order to bewell or healthy sleeping, eating,washing hands and face, taking a bath,brushing teeth, getting sunshine andexercise, combing hair. With eachpicture, discuss why this activity isimportant and what happens if it isnot done. Use actions and objects(spoon, washcloth, soap, toothbrush,comb, and brush) to dramatize eachactivity. With each picture discus-sion, ask questions (what, why, when)and give the children information onlywhen they cannot provide it.

Verbal SkillsIdentifies ways in which people

are alikeIdentifies common activities and

needsLabels real objectsLabels objects and activities in

pictures1

5j

Teach the children the tune to "TheMulberry Bush." Sing about the activ-ities you discussed.

Examples: (1) This is the way weeat our food, (2) ...brush our

hair, (3) ...wash our face.As you sing each verse, dramatize theactivity using appropriate actions andobjects. Ask different children tostand before the group and imitate theverses by pointing to one of the pic-tures or by selecting an object anddemonstrating the activity.

a-57



Verbal Skills (cont.)Answers questions concerning

actions and needsReproduces melody, rhythm, and

words of song

Motor SkillsPoints to the picture which

represents an action inthe song

Dramatizes actions to song

1. (cont.)

60

EvaluationTo close the activity, ask individualchildren to name one way in which allpeople are alike. Encourage eachchild to give a different way.

a-58




SENSORY SKILLS


she models procedures


ABSTRACTING SKILLS

Conceptual SkillsKnows objectsRecognizes action concepts --

wash, scrub, brush, squeeze,rub, wipe

Understands most appropriate timesfor washing face and hands andbrushing teeth

Understands sequence of steps inwashing face and hands andbrushing teeth

Association SkillsRelates each object and action

with its label

RESPONSE SKILLS

Verbal SkillsLabels objectsIdentifies actionsSuggests most appropriate time for

washing hands and face andbrushing teeth

Motor SkillsManipulates materials (for washing

face and hands and brushingteeth) appropriately and incorrect sequence

61

2. Basic ActivityProvide each child with his own wash-cloth, soap, toothbrush, and tooth-paste which he can use at school.Involve the children in deciding themost appropriate time to wash handsand faces (perhaps before snack), andto brush teeth (after eating).

The first time the two activities arei'ritroduced, be sure to help the chil-dren learn the appropriate techniques(how to rinsc., all soap from skinbefore drying, how to squeeze theneeded amount of toothpaste, how tomove the brush for correct cleaningto occur). Emphasize the sequence ofsteps both in washing and in brushingteeth.

Assessment Activiqm.The following day, watch the childrento observe which ones do and do notremember the correct procedures.Assist the children who are havingdifficulty. Praise those who areable to perform these two tasks quiteindependently.

1.

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2. (cont.)

Extension ActivitiesUse these activity times to developbasic concepts:

a. Discriminates, recognizes, andidentifies color conceptsred, yellow, blue

a. Color concepts red, yellow, blue(washcloths and toothbrushes)

b. Discriminates, reocgnizes, andidentifies shape concepts --square

b. Shape concepts square (wash-cloth)

c. Discriminates, recognizes, andidentifies size conceptslong, thin

c. Size concepts long, thin (tooth-brush and toothpaste)

d. Discriminates, recognizes, andidentifies position con-cepts up, down, around,on, off, in, out

d. Position concepts -- up, down,around, on, off, in, out

e. Pairs objects in one set withobjects in another set (one-to-one correspondence)

Counts objects one-by-one

f. Discriminates, recognizes, andidentifies texture concepts --soft, hard, rough, prickly,slippery, dry, wet

g. Discriminates, recognizes, andidentifies temperature con-cepts hot, cold, warm

h. Discriminates, recognizes, andidentifies taste-olfactoryconcepts

i. Recognizes and identifiesactions -- wash, brush,squeeze, rub, wipe, scrub

62

e. Number concepts -- one-to-onecorrespondence of sets (children,washcloths, toothpaste, tooth-brushes, soap); one-by-one countingof materials

f. Texture concepts -- soft, hard,rough, prickly, slippery, dry, wet

g. Temperature concepts -- hot, cold,warm (water)

h. Odor, taste, flavor concepts --(soap, toothpaste)

i. Action concepts -- wash, brush,squeeze, rub, wipe, scrub

a-60

UNIT UNDERSTANDING: F. We are different in many ways.


2. We have different colors of skin.

3. We have different colors, textures, and lengths of hair.

4. We have different colors of eyes

5. We are different sexes.


7. Our voices are different.

8. We have different abilities.


10. There are different ways that each of us feels atcertain times.


SENSORY SKILLS

Visual SkillsFocuses attention on childrenDiscriminates likenesses and

differences among physicalcharacteristics of children


questions

ABSTRACTING SKILLS

Conceptual SkillsKnows body partsKnows articles of clothingRecognizes likenesses and

differences in color, size,and texture

1. Basic ActivityPlan a likeness and difference activitycomparing children in the classroom.Ask a boy and a girl to stand in frontof the group. Ask the other childrento identify all the ways that the twochildren are alike. If they needencouragement to respond, ask ques-tions.

Example: What do you see that boththese children have? (clothes,

arms, legs, hair, etc.)When the group has identified manylikenesses, ask the children in whatways these two children are different.Ask questions to focus attention ondifferences in size, skin color, haircolor and length, eye color, sex,clothing.

63

EvaluationSelect another pair of volunteers forcomparison. Ask each member of thegroup to identify one difference inthe two children.

I

I

I

a-61



RESPONSE SKILLS

Verbal SkillsIdentifies ways in which two chil-

dren are alike and differentincluding dimensions of color,size, and texture

Uses comparative statements --taller, shorter; bigger,smaller; lighter, darker;shorter, longer

1. (cont.)

Note which children can and cannotidentify likenesses and differencesand which dimensions of comparison aredifficult for the group as a whole.Plan additional activities for certainchildren or for the total group.

64

Extension Activitiesa. Plan an activity in which the chil-

dren compare the characteristics oftwo children using large picturesor models of children (Judy StorySets).

b. If you have taken a picture of eachchild in the class, plan smallgroup activities in which the chil-dren can compare each other whilelooking at their pictures.

c. With more advanced children, usebooks pertaining to differences inhuman characteristics (StraightHair, Curly Hair; Your Skin andMine; Look at Your Eyes),

a-62




SENSORY SKILLS

Visual SkillsFocuses attention on children and

chartsDiscriminates likenesses and

differences in height amongchildren and among height marks

Discriminates self portrait andname from those of otherchildren.


questions

RESPONSE SKILLS

Verbal SkillsIdentifies size conceptsUses comparative statements --

taller, shorter; tallest,shortest

Motor SkillsDraws image of selfOrders self and others by

increasing heightFinds a height mark taller than

and shorter than the designatedmark

2. Basic ActivityMake a chart showing the height ofeach child to use for size comparisons.Make a marker for each child by cuttingwhite tag board strips approximately2" wide and 45" - 50" long. Attachthe strips to a wall of the classroom.Place the strips parallel to each otherin a vertical position with the bottomof each strip just touching the class-room floor. Have each child draw hisown "portrait" to attach to the top ofhis strip. Place a name card for eachchild above his portrait.

Work with small groups of five or sixchildren at a time. Focus on the con-cepts of tall and short by comparingyour height with that of one of thechildren. Then compare two childrento establish which one is the tallerand which is the shorter of the two.Then show that the taller of the twobecomes the shorter when compared toyou. After comparing the heights ofthe children, see if they can orderthemselves in a line from shortest totallest. Have one child at a timestand against his strip on the wall.Place a piece of cardboard on hishead to designate his height. Holdthe cardboard steady as the childstands on a chair and makes a line(with a felt pen) on his strip to markhis height.

Assessment ActivityAfter the heights of all five childrenhave been marked, ask individual chil-dren to compare the marks and find thetallest and shortest marks. Point toa mark and ask a child to find onewhich is taller, and then one which is

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2. (cont.)

shorter than the mark to which youpoint. Continue this procedure untilevery child has had a turn.

If the children have difficulty dis-criminating among the heights of themarks, cut off the tops of the stripsright on the height line. If the chil-dren have no trouble comparing theheight marks, leave the excess at thetop of the strip so that you can markthe child's height several times duringthe year as he grows.

b. Discriminates, recognizes,and identifies size con-cepts fat, thin

66

Extension Activitiesa. After completing the unit, remove

the strips and store them. Everythree or four months, repeat thebasic procedure in this activityto dramatize the fact that thechildren are growing. Each timeyou measure, use a different colorpen to draw the height line.

b. Plan other activities where youcompare people in terms of beingfat or thin. Collect magazinepictures of people of differentsizes for the children to compare.

a-64




SENSORY SKILLS

Visual SkillsFocuses attention on picturesIsolates pictures of people

in magazinesDiscriminates characteristics

which indicate general agecategories

Auditory SkillsListens to discussion, directions,

and questions

ABSTRACTING SKILLS

Conceptual SkillsRecognizes size concepts --

big, little; short, tallRecognizes texture concepts --

wrinkled, smoothUnderstands age concepts

young, old; younger, older

Association SkillsRelates certain physical charac-

teristics with young, old;younger, older

RESPONSE SKILLS

Verbal SkillsIdentifies age according to

certain physical characteristicsUses comparative statements --

younger than, older than

Motor SkillsManipulates scissors

3. Basic ActivityAsk each child how old he is. Discussage with the children.

Examples: Who do you think isolder, you or your teacher?...Yourteacher is older than you; she haslived a much longer time than you.Who do you think is older, you oryour mother (daddy)?...Your motherand daddy are also older than youbecause they have lived much longerthan you. Who is younger, you oryour baby brother (sister)?...

67

Age is a difficult concept for childrento grasp. Try to keep your examplessimple and concrete. Use magazinepictures of babies, children, parents,and old people to illustrate age dif-ferences. Discuss with the childrenthe physical characteristics of thefigures which give clues to their age(size, hair color, skin texture, etc.).

Assessment ActivityGive each child a picture magazine andask him to find and cut out picturesof someone older than he is and youngerthan he is. Ask each child to describethe age of the figures he finds inrelation to himself (which are youngerthan he; which are older than he).

a-65


7. Our voices are different


SENSORY SKILLS

Auditory SkillsListens to discussionListens to voices on the tape

and during the gameDiscriminates differences among

voices

ABSTRACTING SKILLS

Conceptual SkillsRecognizes voices of children

Association SkillsRelates voice sound with a

particular person

RESPONSE SKILLS

Verbal SkillsReproduces melody, rhythm, and

and words of songIdentifies children's voices

4. Basic ActivityDiscuss with the children the factthat each one of them has his ownspecial voice which is a little dif-ferent from anyone else's. Ask thechildren to select several songs tosing. As they are singing, movearound the group with a tape recorderand record the voices of severalindividual children and yourself. Askthe children to listen carefully whileyou play the tape. Encourage the chil-dren to identify the different voicesas they hear them played. Do thisseveral times in order that everychild has an opportunity to record andhear his own voice. Explain that wecan identify the voices because eachone is different from all the others.

68

Assessment ActivityPlay a game with the children. Blind-fold one child. Point to anotherchild to speak and see if the blind-folded child can identify the voice.Give each child a turn at both beingblindfolded and speaking to be identi-fied. .

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f3. We have different abilities.


SENSORY SKILLS

Visual SkillsFocuses attention on other

children and the leader

Auditory SkillsListens to discussions and

directions

ABSTRACTING SKILLS

Conceptual SkillsRecognizes motion concepts

modeled by leaderUnderstands concepts of easy

and hard

RESPONSE SKILLS

Verbal SkillsIdentifies a task as easy or

hard

Motor SkillsReproduces the actions modeled

by the leader

5. Basic ActivityAsk each child to do several motor-coordination tasks such as button ashirt, zip a zipper, fasten snaps, tieshoe laces, run a race, balance on aboard, hop, skip, jump. When selectingsuch activities, be sure to includesomething that each child can do.

After each child has completed theselected tasks, ask him which was theeasiest for him to do and which thehardest. Direct the children's atten-tion to the fact that we are differentin what each one finds easy and diffi-cult to do. Then discuss how otherschool activities, such as pasting,painting, listening to stories, cutting,are easy for some children and diffi-cult for others.

Assessment ActivityTeach the children the game "Followthe Leader." The teacher can be thefirst leader. Then let the childrenvolunteer to be leaders. Each leaderwill differ in what he asks the groupto do, depending on his abilities.

Extension ActivityPlay the game all year to note how theabilities of different children changeas a result of new experiences andpractice.



a-67


SENSORY SKILLS

Visual SkillsFocuses attention on the activities

available for choice

Auditory SkillsListens to discussionListens to choices available

for "selected activity"

ABSTRACTING SKILLS

Conceptual SkillsUnderstands concepts of like and

dislikeUnderstands concept of choice

RESPONSE SKILLS

Verbal SkillsIdentifies likes and dislikesIdentifies a choice of activities

6. Basic ActivityDiscuss the fact that we are differentin what each of us likes and dislikes.Ask each child to name his favoritefood. Make a list of all those men-tioned, and then review all the differ-ent foods that were mentioned asfavorites. Ask each child which foodhe likes least (or dislikes most).Repeat the same procedure as with thefavorite foods.

Continue the survey of likes and dis-likes using smells, sounds, songs,school materials, etc. If songs areused, you may wish to sing a few oftheir favorites.

Assessment ActivityIntroduce a "selected activity period"which is a block of time in the daywhen each child selectserom three orfour available activities somethingthat he would like to do. Make surethat the activities are familiar tothe children in order to encouraTe,purposeful choosing. The objectiveduring this choice time is to encour-age each child to persist at a taskwhich he likes.

At the beginning of selected activityperiod, have the three or four areasof the room set up with the materialswhich are available for that day.Explain to the children what activi-ties are available, pointing to thearea of the room where each activitywill take place. Go around the groupasking each individual child to makehis choice as Tpu name the three orfour activities. Some suggestedactivities for early in the year mightbe wooden blocks in one corner of theroom; role-play with dress-up clothes

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6. (cont.)

in another corner; puzzles at onetable; paper and crayons or magazines,scissors, paste, and paper at anothertable.

Extension ActivitiesAs the year progresses, continue usingthe selected activity time once a dayor several times a week. The choicesoffered should vary and the number ofactivities available should increaseas the children learn how to use manydifferent materials and develop theability to make choices. Graduallyinclude more school-type activitiesamong the choices books, tablegames, water colors.

1,

'71

1

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SENSORY SKILLS

Visual SkillsFocuses attention on facial

expressionsDiscriminates between smile and

frown on children in mirrorreflections and in pictures

Auditory SkillsListens to discussion, directions,

and questions

ABSTRACTING SKILLS

Conceptual SkillsKnows facial expressions --

smile, frownUnderstands affective concepts

happy, sad

Association SkillsRelates smile with happiness,

frown with sadnessRelates smile and frown with

their labelsRelates happiness and sadness

with particular circumstances

RESPONSE SKILLS

Verbal SkillsLabels smile and frown on children

in picturesIdentifies affective concepts

happy, sadUses negative statements -- not

happy, not sadSuggests circumstances which cause

happiness and sadness

7'

7. Basic ActivityArrange the children's chairs in asemi-circle. Ask the children to lookat the persons sitting next to them.Do they see happy or sad faces? Askone of the less shy children to "puton" a happy face. The others shouldlook at his face and tell how they knowhe is happy. Be sure that the childrennotice wide-open, bright eyes, and theturned-up edges of the mouth. Labelthis expression a "smile" and ask thechildren to suggest some things thatmake them happy.

Choose another child to "put on" asad face and ask the others to describeit. Be sure that the children noticethat the edges of the mouth are turneddown, the eyes are droopy, and thereare wrinkles in the forehead. Labelthis expression a "frown" and discussthe things that make us sad orunhappy.

When the children seem to understandthe differences between a smile anda frown, pass out small hand mirrorsand ask the children to look at them-selves as they make smiles and frowns.Ask them to notice how their faceschange when they change expressions.

EvaluationCollect the mirrors and tell the chil-dren that now you are going to drawsome faces and they are to decidewhich are happy and which are sad. Ona chalkboard or large piece of paper,draw a happy face by making a largecircle, round, wide eyes, and curvedline with the ends turned down for themouth. You might add tears, stating

a-70



7. (cont.)

that sometimes when we are sad, we cry.Ask the children to identify theexpressions you draw and tell why theface might be smiling or frowning.When discussing the frowning face, usethe label "not happy" as well as "sad"to emphasize that sad is the oppositeof happy.

a. Reproduces faces with happy andsad expressions

Describes drawing using labelssuch as "happy," "sad";"smile," "frown"

b. Discriminates, knows, andreproduces words, melody,and rhythm of songs

73

Extension Activitiesa. Give the children paper and crayons

and ask them to draw smiling andfrowning faces by modeling the onesthat you have drawn. The childrenwill probably indicate expressiononly by curving the mouth up ordown; however, some may includedetails. Have the children describethe faces they have drawn.

b. Teach the children songs whichstress affective concepts -- "I'mSo Glad I Came to School Today"(DARCEE), "If You're Happy."Emphasize the appropriate facialexpression while singing.

a-71




SENSORY SKILLS

Visual SkillsFocuses attention on facial

expressionsIsolates facial expressions in

pictures of storyDiscriminates among facial

expressions

Auditory SkillsListens to story and labels for

affective statesListens to directions, discussion,

and,questions

ABSTRACTING SKILLS

Conceptual SkillsKnows facial expressionsUnderstands affective concepts --

glad, sad, bad, sorry, good,frightened, brave, grouchy,gentle, mean, happy

Understands the events in story

Association SkillsRelates facial expression with

affective stateRelates affective state with

particular circumstancesRelates each affective state

with its label

RESPONSE SKILLS

Verbal SkillsLabels facial expressionsIdentifies affective conceptsSuggests circumstances which cause

particular affective states

Motor SkillsReproduces facial expressions

modeled by teacher

8. Basic ActivityRead the book Jack Is Glad, Jack IsSad to the, children. Include only theemotions that the children are mostlikely to understand: glad, sad,sorry, good, frightened, brave, grouchy,gentle (or nice),quean, and happy. Besure that the children notice how Jack'sexpression changes throughout the story.Model each one of the expressions andask the children to reproduce it.

4

.74

Assessment ActivityPlay a "Go Fishing" game with studyprints of various facial expressions(Understanding Our Feelings or maga-zine pictures). Place a large paperclip at the top of each picture andput them in a large*basket. Give.thechild who is "fishing" a pole with alarge magnet (hook) attached to a longstring. Each child can have a turnfishing into the basket. When he"catches" a picture, he sAould hold itup for the others to see. Then askhim to identify the expression and totell a "story" about the person in thestudy print, explaining why he looksthat way. If the child cannot respond,prompt him by asking what would makehim feel like'the person in the pic-ture.

9i

a-72




SENSORY SKILLS

Visual SkillsFocuses attention on plaques

or picturesDiscriminates likenesses and

differences among facialfeatures


questions

ABSTRACTING SKILLS

Conceptual SkillsKnows facial featuresUnderstands concepts of alike

and different

RESPONSE SKILLS

Verbal SkillsLabels facial featuresIdentifiesfaces as alike or

different.Identifies the specific facial

features which are alike ordifferent

9. Basic ActivityWith a small group of children, con-duct a visual discrimination activityfinding likenesses and differencesamong facial features (PerceptionPlaque Set or teacher-made faces on3" x 3" cards). Make eight sets ofthree faces. In each set put twofacesthat are exactly alike and onethat is different. Show the childrena set of Plaques or cards and comparethe three faces according to eachfeature (eyes, nose, and mouth). Asa group, determine which two faces arethe same, which one is different, andhow it differs from the other two.Work with several sets of faces untilthe children understand the task.

EvaluationGive each of the children a set ofthree faces. Ask them to look care-fully at their pictures and decidewhich two faces are alike and whichone is different. As each child raiseshis hand, ask him to tell which two ofthe faces are alike, which is differ-ent, and how it differs from the othertwo. When the children have completedtheir explanations to you, they mayexchange sets of faces. Continue thisprocedure until each child has workedwith several different sets.

1

a-73

UNIT UNDERSTANDING: G. Although we have many differences, we can work together asa group.

1. We need standards for sharing food, toys, and materials.




SENSORY SKILLS

Visual SkillsFocuses attention on picturesIsolates objects and actions in

the pictures

'Auditory SkillsListens to discussion and

questions

ABSTRACTING SKILLS

Conceptual SkillsUnderstands concepts of sharing,

taking turns, helping, andworking together

Understands concept of a ruleUnderstands reason or reasons for a

rule

Association SkillsRelates situation in picture with

real situation in the class-room or at home

RESPONSE SKILLS

Verbal SkillsLabels objects and actions in

picturesIdentifies examples of sharing,

taking turns, helping, andworking together

Suggests reasons for a rule

1. Basic ActivityLocate several pictures which illus-trate situations where children oradults are sharing, taking turns',helping each other, working together,and sharing ideas (Teaching PicturesSocial Development or magazine pic-tures). Displaying one picture at atime, encourage the children todescribe what is in the picture and to"tell a story" about what is happeningin the picture. Emphasize the words"sharing," "taking turns," "helping"as they are appropriate. With eachdifferent picture, use examples offamiliar situations in the classroomto further develop the concept illus-trated by the picture.

Example: Whenfocusing on a pic-ture involving sharing, discuss thetimes during the day when sharingis necessary -- when using alimited number of materials of onekind like tricycles or blocks, or,when eatingat snack or lunch time:

Ask the children to volunteer examplesof sharing, taking turns, and helpingat home. Encourage all. the childrento participate in the picture discus-sions.

76

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UNIT UNDERSTANDING:' G. Although we'have many differences, we can work together asa group.


1. (cont.)

Assessment ActivityDiscuss general classroom rules whichencourage sharing, taking turns, orhelping, and see if the children cansuggest reasons why each rule isnecessary.

Example: Ask the children to thinkwhy you ask them to raise theirhand to receive attention, why youask them to speak in low voicesduring work period, or why you ask

. each child to clean up and put awayone material before getting outanother.

Notice whether or not the childrensense the necessity for simple class-room rules.

Identifies a classroom problemSuggests a rule to solve the

problem.

Extension ActivitiesWhen classroom problems develop duringthe year, such as messy cupboards orhigh noise level, discuss the problemwith the children and involve them inarriving at a rule to solve the prob-lem.

a-75


1. We need standards for sharing food, toys, and materials.



SENSORY SKILLS

Visual SkillsFocuses attention on pictures in

storyDiscriminates among facial

expressions of characters inthe story


and story

ABSTRACTING SKILLS

Conceptual SkillsRecognizes affective conceptsUnderstands concepts of friend and

enemyUnderstands concepts of sharing,

taking turns, helping, andsolving problems

Understands the story content andthe sequence of events in story

Association SkillsRelates certain characteristics

with friend and enemy

RESPONSE SKILLS

Verbal SkillsDescribes characteristics of a

friend or enemySuggests solutions to problems

between friendsIdentifies affective concepts in

storyAnswers questions concerning

story content and sequence ofevents in story

2. Basic ActivityDiscuss with the children what itmeans to have a friend or to be afriend. Ask individual children totell what a friend is. Describeseveral simple problem situationsinvolving two children and ask thechildren how two friends would solvethe problem.

Example: two boys with only onetricycle, two children and only oneapple or cookie.

Use names of your children in thesituations to hold their interest.

78

Read the story Let's Be Enemies to thechildren. Show the pictures as youread. Encourage the children to iden-tify the feelings of James and John inthe story.

a-76




SENSORY SKILLS

Auditory SkillsListens to standards concerning

use of a materialListens to songDistinguishes melody, rhythm, and

words of song

ABSTRACTING SKILLS

Conceptual SkillsUnderstands concept of "clean-up

time"

Association SkillsRelates song with clean-up time

RESPONSE SKILLS

Verbal SkillsReproduces melody, rhythm, and

words of song

3. Basic ActivityEvery time you introduce a new pieceof material to the children, be verycertain to explain carefully andsimply the rules for its use and care.From the beginning of the year, involvethe children in collecting, cleaning,and putting away any materials theyuse for an activity.

Teach the children the song "It'sClean-Up Time." This song can beused daily to signal the end of anactivity when clean-up is necessarybefore outdoor play, lunch, or snack.

EvaluationNotice which children do and do notcare for and help clean up materials.Give much attention and praise tothose children who are helping.

Extension ActivityAs the year progresses, the childrenshould be expected to assumeincreasingly more responsibility forclean-up time.

9

a-77

UNIT UNDERSTANDING: H. Our bodies grow and change.

1. When we are very young, we are called babies orinfants.





SENSORY SKILLS

Visual SkillsFocuses attention on baby, baby

objects, and pictures of babiesDiscriminates likenesses and dif-

ferences between self and baby

Auditory SkillsListens to discussion and questions

ABSTRACTING SKILLS

Conceptual SkillsKnows body parts and the function

of eachRecognizes size concepts -- big,

little; large, small; larger,smaller

Recognizes action concepts -- crawl,walk, cry, talk, coo

Understands age concepts -- young,old; younger, older

Understands sequence of human growthKnows objects and pictures of

objectsKnows function of each baby object

Association SkillsRelates baby with certain objects

and characteristicsRelates each real or pictured

object with its labelRelates objects which have a

similar function

1. Basic ActivityIf at all possible, ask a mother tobring a baby to school. (A doll couldbe substituted.) Encourage the chil-dren to watch the baby and gentlytouch a hand or foot if the motherpermits. Ask the children to name theways the baby is like them and differ-ent from them. Be sure the childrencompare size, body parts, means ofmoving about, eating, communicatingwith others, number of teeth, amountof hair, and amount of independence.Discuss how they were all once thissmall (young). Good food, exercise,and care help us to grow from babiesto children to adults.

80

Assessment ActivityHold up various objects and picturesof objects which one associates with ababy. Ask individual children tolabel each object and tell why a babyuses or wears the object. Then askthe child to explain why he does notuse or wear the same object. Wheneverappropriate, ask the child what heuses or wears in place of the babyobject.

Example: If the object is a bottle,the child would say that he uses acup or glass for drinking becausehe is able to hold it. If theobject is a bib, the child mightsay he doesn't wear one because hespills very little food. He mayuse a napkin instead.

a-78



RESPONSE SKILLS

Verbal SkillsIdentifies way in which baby is

alike and different from selfLabels real objects and pictured

objectsSuggests objects which are

similar in function to thebaby objects

81

a-79




SENSORY SKILLS

Visual SkillsFocuses attention on teacher and

pictures in story

Auditory SkillsListens to story, questions, and

discussion

ABSTRACTING SKILLS

Conceptual SkillsKnows facial expressionsRecognizes affective conceptsRecognizes size concepts -- big,

little; large, small; bigger,larger, smaller

Understands sequence of events instory

Understands sequence of humangrowth

Association SkillsRelates facial expression with

affective stateRelates affective state with its

causeRelates picture with event in

story sequence

RESPONSE SKILLS

Verbal SkillsAnswers questions concerning story

content and sequence of eventsInterprets pictures (picture-

reading

i2. Basic ActivityRead or picture-read the book Bunny'sNew Clothes. Make sure all the chil-dren have an opportunity to look atthe pictures as you move through thestory. When Oliver starts to cry, askthe children why he is so sad and howthey would feel. Some children mayfind this amusing, but others willfeel sad. Both reactions are accep-table. ,As you move on, ask the chil-dren questions to build anticipationfor the events to follow.

Examples: Ask what they thinkOliver's mother will do about thetight clothes.

EvaluationBecause this is a simple story, itshould be fairly easy for. the childrento recall the events in sequence. Askquestions, beginning with the bunny'sname and what he did when he woke upone morning, to help the childrenrecall the story. Show the picturesin the book as clues to the eventswhich took place. At the close of thereview, emphasize the fact that Oliverwas growing (getting bigger). Ask thechildren if anyone is'wearing shoes ora dress, shirt, or pants which arebeginning to feel tight. Talk abouthow they are all growing bigger.

Extension ActivityRead other stories about growth andchange such as Patrick Will Grow orWhen I Grow Up.

82

a-80


1. When we are very young, we are called babies orinfants.





SENSORY SKILLS

Visual SkillsFocuses attention on height charts

and picturesDiscriminates likenesses and

differences in physicalcharacteristics of peoplein pictures

Scans pictures from left to right

Auditory SkillsListens to discussion, new labels,

questions, and directions

ABSTRACTING SKILLS

Conceptual SkillsRecognizes size concepts -- short,

tall; shorter, taller; big,little; large, small; bigger,larger, smaller

Understands age concepts andgrowth cycle infant, child,teenager, adult, elderly person

Understands adult activities andoccupations

Association SkillsRelates age of a person with

certain characteristicsRelates each stage in the growth

cycle with its label

3. Basic ActivityPlan an activity to review and expandthe concepts of height, growth, andage which were introduced in activi-ties F-2 and F-3. Direct the children'sattention to their height charts onthe classroom wall. Ask the childrenif they will always be the same heightas the charts now show. How will theychange in height over the year? Askdifferent children to find their chartsand point to where they think theirheight lines might be when they go tofirst grade. Accept any responsewhich indicates the child understandsthat the line will move up because hewill grow taller.

83

Then ask the children how they willlook when they are "all grown up."What types of things can adults do?Ask each child to contribute somethinghe would like to do or "be" when hebecomes a grown-up or adult.

Discuss changes which occur in adultsas they grow older. As they growolder, we say they become "elderly."Ask different children to describe agrandparent or great-grandparent.

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RESPONSE SKILLS

Verbal SkillsPredicts his own growthSuggests adult activitiesSuggests what he would like to do

or be when he becomes an adultDescribes people in picturesIdentifies the age of a person by

certain physical characteristics

Motor SkillsPoints to a place on the height

chart which is above thepresent height mark

Orders pictures of people byincreasing age from left toright

3. (cont.)

84

Assessment ActivityCollect approximately six magazinepictures of males and females atdifferent stages in the growth cycleinfant, child, teenager, adult,elderly person -- and mount each oneon tagboard. Show the children thepictures in no particular order. Askthem to describe each person and iden-tify his general age group. Then askthe children to order the picturesfrom the youngest to the oldest. As

the children establish the sequence,arrange the pictures in front of thegroup (from youngest to oldest) movingfrom left to right.

a-82

UNIT UNDERSTANDING: I. We are all living things.

1. Living things grow, reproduce, and need food, water,and air in order to live and grow.

2. Things which are not alive are called non-living things.

3. Clothes, furniture, and toys are some non-living thingsbecause they do not grow and reproduce.


SENSORY SKILLS

Visual SkillsFocuses attention on teacher, real

objects, and pictures of objects


and directions

ABSTRACTING SKILLS

Conceptual SkillsKnows real and pictured objectsUnderstands concepts of growth

and changeUnderstands concepts of living

and non-living

Association SkillsRelates growth and change with

living thingsRelates each real and pictured

object with its label

Classification SkillsComprehends classes of living

and non-living things

RESPONSE SKILLS

Verbal SkillsLabels objects and pictures of

objectsIdentifies object as to whether it

grows and changesIdentifies object according to

whether it is living or non-living

Uses negative statements notliving

1. Basic ActivityExplain to the children the fact thatall people babies, children, mothersfathers, grandparents, friends arecalled living things. Living thingsare all the things around them whichgrow and change. Move around the roompointing to different objects, and askthe children if each is or is not aliving thing. Include yourself andseveral children as some of the objects.With each object, ask if the objectgrows and changes. Use a plant in theroom or one which you bring to schoolas one object you discuss. Comparea child to the plant. Even though theplant does not move around like people,it does grow and change. Plants, likepeople, are living things.

Assessment ActivityIn a later activity, play a classifi-cation game to evaluate whether thechildren have grasped the concepts of"living" and "non-living." In a bag'

or box, place an assortment of pic-tures of people,, clothing, toys, fur-niture, plants, common animals (cat,dog). Give each child a turn to selecta picture from the bag, label it, andtell whether it is or is not a livingthing. Ask each child to explain hisanswer in terms of whether or not theobject grows and changes.

a-83

UNIT UNDERSTANDING: I. We are all living things.


1. (cont.)

Extension ActivityIf possible, take an observation walkaround the school to look for livingand non-living things. Try to findsome plants, people, animals, stones,toys, etc. to point out to the chil-dren. Encourage the children to labeleach object and identify it as a livingor non-living thing.

86

a-84

IV. Instructional Materials

BOOKS SOURCE

Best Word Book Ever

Bunny's New Clothes

Childcraft

Volume 1 Poems and Rhymes

Scarry, R.

Braddock, J.

Do You HearWhat I Hear?

Find Out By Touching

Follow Your Nose

Fun for Chris

A Happy Day

Jack Is Glad

Let's Be Enemies

Let's Imagine Sounds

Look at Your Eyes

Borten, H.

Showers, P.

Showers, P.

Randall, B. E.

Decaprio, A.

Steiner, C.

Udry, J. M.

Wolff, J.

Showers, P.

The Magic Friend Maker Bond, G. B.

Maria,Everybody Has a Name

My. Big Book

and Scotty's Room

M. Bunny Feels Soft

My. Five Senses

Haas, D.

Wright, B.

Steiner, C.

Golden Press, Inc., 1963(Giant Golden)

Watkins-Strathmore, 19631-,

Field Enterprises EducationalCorp., 1966

Abelard-Schuman, Ltd., 1960

Thomas Y. Crowell Co., 1961(Let's-Read-and-Find-Out)


Albert Whitman & Co., 1956

Wonder Books, Inc., 1965(Early-Start Preschool Reader)

Alfred A. Knopf, Inc., 1962

Scholastic Book Services. 1961

E. P. Dutton Co., Inc., 1962(Imagination Book)


Whitman Publishing Co., 1966(Small World Library)

Whitman Publishing Co., 1966(Big Tell-a-Tale)

Whitman Publishing Co., 1954(Giant Tell -a -Tale)

Alfred A. Knopf, 1958

Aliki Thomas Y. Crowell Co., 1962(Let's-Read-and-Find-Out)

87

El

1,

BOOKS

My Hands

My Special Day

One Boy LivesIn a House

Patrick Will Grow

A SpecialPlace for Johnny

Straight Hair,Curly Hair

This Room Is Mine

Tobe

Aliki

Fiedler, J.

White, F.

Bond, G. B.

Haas, D.

Goldin, A.

Wright, B. A.

Sharpe, S. G.

What Is Your Favorite Gibson, M.Thing to Touch?

What Mary Jo Shared Udry, J.

When I Grow Up

Whistle for Willie

Who Are You?

Your Skin and Mine

Mace, K., &Mace, H.

Keats, E. J.

Bradfield, J., &Bradfield, R.

Showers, P.

SOURCE

Thomas Y. Crowell Co., 1962(Let's-Read-and4ind-Out)







Chapel Press, 1939

Grosset and Dunlap, 1965

Albert Whitman & Co., 1966

Golden Press, 1950(Little Silver)

Viking Press, 1964



FILMS SOURCE

Choosing Clothes for Health (11 min., b/w)

O

Coronet Films

a-86

RECORDS SOURCE

Concept Record: Volume 1(12" L. P.)

Songs (Body Concept and Self Image)My BodyKnees, Knees, KneesI Am Me

Concept Records

Concept Record: Volume 2 Concept Records.(12" L. P.)

Songs (Health and Cleanliness)

Concept Record: Volume 3 Concept Records

(12" L. P.)

Action Songs (Body Parts)

SONGS SOURCE

DARCEE SONGS

I'm So Glad I Came to School Today

It's Clean-Up Time

Fireside Book of Children's SongsWinn, M. (Ed.)

Come On and Join Into the Game (p. 158)

The Hokey-Pokey (p. 168; circle game)

The Mulberry Bush (p. 172)(Tune for "Heads, Shoulders,Knees, and Toes")

Put Your Finger in the Air (p. 164)

This Old Man (p. 85)

Where's Mister Thumbkin (p. 110)

The Joy of MusicMcLaughton, R., &Schliestett, P.

Mary Wore a Red Dress (p. 47)

89

(see Appendix)

Simon and Schuster, 1966

(see Appendix)

Summy-Birchard Co., 1967

T

a-87

SONGS SOURCE

Music Round About Us Follett Publishing Co., 1964Heller, R. (Ed.)

It's. Clean-Up Time (p. 63)

Music Round the ClockKrone, M. T. (Ed.)

Are You Sleeping (p. 11)(Tune for "Where is Mary?")

Fun to Be a Helper (p. 15)

New Music HorizonsMcConathy, 0., et. al. (Eds.)

Follett Publishing Co., 1963

(see Appendix)

Silver Burdette Co., 1949

Busy (p. 36)

Singing With Children Wadsworth Publishing Co., Inc.,Nye, R., & Nye, V., et. al. (Eds.) 1962

If You're Happy (p. 8)

Song Flannel Board Packet - David C. Cook Publishing Co.Helping and Sharing (No. A1526)

POEMS, FINGERPLAYS, AND ACTION VERSES SOURCE

Poems and Verses to Begin On Chandler Publishing Co., 1967Bissett, D. J. (Ed.)

After a Bath. (p. 24)

Everybody Says (p. 16)

Feet (p. 18)

Hands (p. 20)

A Matter of Taste (p. 30)

My Name (p. 16)

Reflection (p. 16)

Walking (p. 19)

90

a-88

POEMS, FINGERPLAYS, AND ACTION VERSES SOURCE

Read-Together Poems Harper & Row Publishers, 1961Brown, H. A., & Heltman, H. J. (Eds.)

Sneezing (p. 55)

Rhymes for Fingers and Flannelboards Webster Publishing Co., 1960Scott, L. B., & Thompson, J. J. (Eds.)

Follow the Leader (p. 108)

Fun With Hands (p. 110)

I Wiggle (p. 117)

Open, Shut Them (p. 110)

Ready to Listen (p. 114)

Touch Your Nose (p. 113)

CHARTS AND STUDY PRINTS SOURCE

Language - Kit A Ginn & Co.

Picture Cards (facial expressions)The Carnival (Unit 12)

Magazine pictures -- people and clothing

Peabody Language Development Kit American Guidance Service, Inc.Level #1 - Stimulus Cards

Activity CardsClothing Cards

Teaching Pictures

Health and Cleanliness (No. A1530)

Safety (No. A867)

Social Development (No. A1533)

Understanding Our Feelings (No. 1215)

91

David C. Cook Publishing Co.

Instructo Corp.

FLANNEL BOARD SETS SOURCE

DARCEE Flannel Board Sets

Felt Face

Willie the Weatherboy

David C. Cook Flannelgraph Sets

Song Flannel Board Packet - Helpingand Sharing (No. A1526)

Winkie the Teaching Bear (No. A875)(with stories)

(see Appendix)

David C. Cook Publishing Co.

Instructo Flannel Board Aids Instructo Corp.

My Face and Body (No. 284)

We Dress for the Weather (No. 285)

ACTIVITY KITS AND INSTRUCTIONAL GAMES SOURCE

All By Myself (No. A1575) David C. Cook Publishing Co.

Perception Plaque Set (No. A389) Creative Playthings, Inc.

PUZZLES AND SEQUENCE BOARDS SOURCE

Judy Puzzles

Boy (No. 212, 6 pcs.)

Girl (No. 213, 6 pcs.)

Judy See-Quees

Johnny Growing (No. Q72, 6 frames)

Brushing Teeth (No. Q54, 4 frames)

Combing Hair (No. Q55, 4 frames)

The Judy Co.

The Judy Co.

a-90

PUZZLES AND SEQUENCE BOARDS SOURCE

Playskool Puzzles

Colors I See (No. 155-23, 4 pcs.)

For My Bath (No. 115-16, 4 pcs.)

I Set the Table (No. 155-24, 5 pcs.)

My Toys (No. 155-13, 4 pcs.)

When It Rains (No. 155-22, 4 pcs.)

Sifo Puzzles

Favorite Toys (No. 14H, 5 pcs.)

Playskool, Inc.

Sifo Co.

CONSTRUCTION MATERIALS SOURCE

Hammer Nail Set (No. 511)

Potato head kit

Rig-a-Jig (No. 300 Deluxe)

Tinkertoys (No. 146)

Playskool, Inc.

Landfield Co.

A. G. Spalding & Bros.

MODELS AND DRAMATIC ACTIVITY MATERIALS SOURCE

Bendable Rubber Family(No. B492 - Negro)(No. B292 - White)

Door Knob Telephone (No. 488)

Dress-up clothes, male and female

Judy Story Sets

Judy's Friends (No. ST-1)

Negro Family (No. ST-11, small models)(No. 911, large models)

White Family (No. ST-2, small models)(No. 912, large models)

93

Creative Playthings, Inc.

Playskool, Inc.

The Judy Co.

F

r.

a-91

MODELS AND DRAMATIC ACTIVITY MATERIALS SOURCE

Mirrors

Paper dolls

Rubber Family Hand Puppets(No. G550 - Negro)(No. G450 - White)

Creative Plaything's, Inc.

Telephones Bell Telephone Co.

Vinyl Baby Dolls(No. D267, D197 - Negro)(No. D266, D198 - White)

Creative Playthings, Inc.

Wood Laundry Set (No. Q135) Creative Playthings, Inc.

DEMONSTRATION MATERIALS AND EQUIPMENT SOURCE

Activities

B-2

B-2, B-3, B-5

B-6, C-5, F-7

Camera--preferably Poloroid

Full-length mirror

Hand mirrors

B-7 Potatoes for makingpotato heads

C-5 Collection of common objectsfor likeness and differenceactivity

C-6, F-4 Tape recorder

C-12 Electric cooker or hot plateIngredients and utensils formaking hot chocolate

C-13 Magnifying glass

E-1 Collection of objects foractivity demonstration --spoon, washcloth, soap,toothbrush, comb, brush

94

a-92

DEMONSTRATION MATERIALS AND EQUIPMENT SOURCE

Activities

E-2 Washcloth (red, yellow, blue),soap, toothbrush (red, yellow,blue), toothpaste for each child

H-1 Collection of objects and picturesof objects associated with a baby

H-3 Collection of pictures of peopleof different ages

TEACHER-MADE MATERIALS SOURCE

Activities

B-5 Envelope of pre-cut bodyparts for each child; tobe used for a pastingactivity

B-6 Face puzzles usingmagazine pictures

B-7 Flannelboard Set:Felt Face

B-7 Pre-cut parts offace; to be usedfor a pasting activity

C-3 "Feel It" Box --collection of scrapsof many kinds ofmaterial

C-7 "Sound Matching" Box

C-9 "Smell It" Box

C-9, C-11, F-4 Felt Blindfold

C-11 "Taste It" Box

95

(see Appendix)

(see Appendix)

TEACHER-MADE MATERIALS SOURCE

Activities

D-2, D-4 Flannel Board Set: (see Appendix)

Willie the Weatherboy

F-8 "Go Fishing" Pole

F-9 Sets of faces forlikeness anddifference activity

96

4

12

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SONG: "Where Is Mary?"

Activity A-1

Source of Tune

"Are You Sleeping"Music Round the Clock (p. 11)

Krone, M. T. (Ed.)

Follett Publishing Co., 1963

Words for Song

T: Where is Mary?

T: Where is Mary?

T: There she is. or C: Here I am.

T: There she is or C: Here I am.

T: How are you this morning?

C: Very well and thank you.

T: She is sitting down.

T: She is sitting down.

Suggested Procedure for Using Song

Repeat the verse until youhave sung to every child in the room. If thechild hesitates to identify himself by singing "Here I am," the teacherand other children can sing "There he is." (Other words can be sub-stituted for the last two lines.)

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ACTION SONG: "Head, Shoulders, Knees, and Toes"

Activity B-4

Source of Tune

"The Mulberry Bush"Fireside Book of Children's Songs (p. 172)

Winn, M.; & Miller, A. (Eds.)

Simon and Schuster, 1966

Words for Song

My head, my shoulders, my knees, my toes,My head, my shoulders, my knees, my toes,My head, my shoulders, my knees, my toes,Let's clap hands together.

My toes, my knees, my shoulders, my head,My toes, my knees, my shoulders, my head,My toes, my knees, my shoulders, my head,Let's sit down together.

Suggested Procedure for Using Song 4-

Sing the song While standing. As you name the body parts, touch themusing both hands. Other actions than "clap hands" and "sit down" canbe substituted for the last line of each verse.

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FLANNEL BOARD SET: FELT FACE

Activity B-7

Sketches of Face

Boy

Suggested Materials

Girl

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patterns forface -- face, hair, eyebrow, ear, eye, nose, mouth, pigtail

felt -- brown or:beige (face, ears, nose, eyelids)rust (Mouth)brown: or ..blue (iris of eye)white (eye)black (PUiil of eye)black-o4:_brown (hair)blue or red (bows)

white glue

scissors

Suggested Procedure for Making Face

1. Patterns and color of felt for hair and facial features should beadapted for use with children of different ethnic groups.

2. Cut pieces

3. Glue lid, iris, and pupil to white eye; glue bow to pigtail

4. Hair, eyebrows, eyes, ears, nose, mouth are all removable parts

and should not be attached.

F.

0 (.5

Patterns for Face

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FELT BLINDFOLD

Activities C-9, C-11, F-4

Sketch of Blindfold

Suggested Materials

patterns for blindfold -- mask, eyebrow, eyelash

felt -- yellow (blindfold)brown (eyebrows, eyelashes)

grosgrain ribbon -- brown, 1 yard

white glue

pinking shears and scissors

Suggested Procedure for Making Blindfold

1. Cut blindfold with pinking shears.

2. Cut eyebrows and eyelashes with scissors. Separate lashes bycutting on the lines.

3. Glue brown trim to blindfold.

4. Cut ribbon in half; sew ribbon halves to sides of mask.

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Patterns for Blindfold

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FLANNEL BOARD SET: WILLIE THE WEATHERBOY

Sketch of Willie

Activities D-2, D-4

Suggested Materials

heavy cardboard (14" x 16")

cotton flannel -- pale yellow or beige (2/3 yd.)

masking tape

contact paper (1/2 yd.)

patterns -- Willie, tree, tree cover, undershorts, short pants,short-sleeved shirt, shoe, sock, jacket, book

felt -- medium brown or beige (Williedark brown (tree)red (shirt, jacket, book)blue (shirt, pants, book)yellow (shirt, jacket, book)green (tree cover, grass)black (hair, shoes)white (socks, undershorts)

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Suggested Materials (cont.)

scissors

white glue

felt pens -- fine point (trim on Willie and clothing)

Suggested Procedure for Making Willie

A. Flannelboard

1. Place piece of flannel on a table.

2. Lay cardboard on center of flannel.

3. Fold flannel over board on all four sides; miter the corners.

4. . Fasten loose edges of flannel to back of board with masking tape.

5. Cover back of board with contact paper.

B. Willie

1. Patterns and color of felt for hair and facial features shouldbe adapted for use with children of different ethnic groups.

2. Cut: Willie (medium brown or beige)tree (dark brown) and tree cover (green)pants (blue)3 shirts (red, yellow, blue)2 jackets (red, yellow)3 books (red, yellow, blue)2 shoes (black)2 socks (white)underpants (white)eyes (white felt or paper, 'trimmed with felt pen)

3. Draw nose, mouth, and eyebrows on Willie's face using. finetip felt pens.

4. Glue: eyes and hair to Willie's headunderpants to Willie's bodyshoes to sockstree to flanrielboardWillie to flannelboard

5. Clothing, grass, tree cover are all removable parts and shouldnot be attached to the board.

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Patterns for Willie the Weatherboy

a-103

10 G

Patterns for Willie the Weatherboy (cont.)

short-sleeved shirt

I

shorts

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Patterns for Willie the Weatherbo (cont.)

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SONG: "I'm So Glad I Came to School Today"

Source of Song

DARCEE teachers

Song

Activity F-7

a-106

I'm so glad I came to school to - day, Came to school to-day,CI

i. I' w-- kir /::= MN MW &WM Li UMWNi dr

Came to school to-day.CI

I'm so glad

FI came to school to-day,

Came to be with all my friends.

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SONG: "It's Clean-Up Time

Source of Song

Mrs. June MillerDARCEE Lead Teacher

Song

Activity G-3

a-107

It's clean up time. It's clean up time. It's al - most time for snack.

C c C/ C, rME 1

r .1r A N w . mimw min -.Amor- r =or INE amp" isir-, I moo.It's clean up time. It's clean up time. Let's put our back.

Additional Verses

It's clean-up time, it's clean-up time,It's almost time to eat;It's clean-up time, it's clean-up time,Let's make things nice and neat.

It's clean-up time, it's clean-up time,It's almost time for play;It's clean-up time, it's clean-up time,Let's put our work away.

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70 110p. · PDF fileself and his body, provides many opportunities to encourage the ... Clothes help protect our bodies. a. We wear clothes to keep our