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Flowers and Plants

IntroductionThe International Preschool Curriculum (IPC) sets high standards for early childhood education and

provides teachers with a comprehensive framework for curriculum delivery, suggested activities and

assessment. Each thematic unit is drafted by one or more qualified and experienced curriculum drafters and

reviewed by an advisory committee consisting of early childhood academics, consultants and teachers.

The IPC offers a support network for teachers to discuss their ideas and obstacles and encourages its

members to be at the forefront of the organizations development.

IPC Editorial Team

Dr. Erika Burton, Ph.D.

Prof. Donna Skinner Ph.D.

Dr. Rebecca Reynolds Ed.D.

Gabriela Brown, M.A.

2013 Curriculum Edition Revised August 2013

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COPYRIGHT NOTICE

The contents and use of IPC materials are protected by registered trademarks and international intellectual property laws

and treaties. Do not disseminate, photocopy, electronically transmit or duplicate any part of IPC materials without express and

written consent of the copyright holder. Breach of copyright may result in criminal and civil penalties in a court of the copyright

holders choice in accordance with your agreement with the IPC.

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The top text summarizes the sub content learning area that is being followed

and is intended as a reference guide. The lower text indicates the activitys title.

The IPC recognizes six content learning areas and more than a dozen sub

content learning areas. Whenever you see this icon, you are following activities

within a specific content learning area. By no means should you teach these

content learning areas in chronological order, nor should you necessarily teach

all activities within the same content learning area in the same day. Instead, the

IPCs editorial team suggests around one activity from each content learning

area each day. Wherever possible, try to ensure that elements of language, play,

numeracy and motor skills are accounted for each day.

How to Follow and Teach the IPC Curriculum

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Assessments are available on IPC School Manager.

Examples of activity suggestions are provided whenever possible.

The activity section provides the teacher with clear instructions on how the

activity should be undertaken and supervised. The IPC recommends second

or third language instruction and has deliberately designed the activity

instructions to be easily adaptable for any language use. These step-by-

step instructions should be read carefully prior to engaging students in the

activity. The IPC recommends that teachers plan their daily lesson plans at

least one day in advance.

In order to benchmark assessment, the IPC uses learning objectives. The same

learning objectives may apply for all age groups. In some circumstances, there

are level-specific objectives that are designed to reflect a more specific age

group. The IPC editorial team takes the view that children develop at varying

rates and that developmentally appropriate objectives often have no direct

reference to age groups. Generally, the IPC suggests L1, L2 and L3 as levels for

children aged 3, 4 and 5+ respectively.

The IPC includes a vast array of classroom and individual student materials.

Some materials will also have item numbers to correspond with the materials

provided by the IPC.

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Paper Flower LeiPatterning

Materials

Cardstock in assorted colors

Colorful drinking straws

Printer

Scissors

Yarn (60cm/24in of yarn per lei)

FNP-C1 FNP-C2

1.0

ObjectivesL1

The student will use prior knowledge to createa pattern.

-L2 L3The student will work independently in developin

fine motor skills and pattern awareness.

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Teacher observation of students ability to understand and complete the activity of

patterning and the use of fine motor skill levels (threading).

Activity

Teacher Preparation:Prior to the activity, the teacher should pre-cut the following:

5 flowers per student out of an assortment of colored cardstock, adding a

small hole in the center of each flower

60 cm. /24 in. of yarn per student, tying a knot at one end and wrapping

tape around each end.

drinking straws cut into 4 cm./1.5 in. segments (the exact length is not

important; a segment of the straw is needed between each flower)

Finally, the teacher should pre-make one lei to show the class.

1. The teacher should greet students as they enter the class by saying Aloha (Aloha

means Greetings, hello, good-bye, affection, love).

2. The teacher will start the lesson by showing the studentsFNP-C1, explaining howthe lei is a part of the Hawaiian tradition. The tradition was brought to Hawaii by

early Polynesian settlers.

3. The teacher should place FNP-C2 on display,so the students can get an idea of

where Hawaii is.

4. Next, the teacher will show the students the pre-made lei and explain how the

class will all be making one.

5. The teacher will pass out the pre-cut pieces of yarn to each of the students. The

students will then choose up to three different colored flowers to make a pattern

throughout their lei.

6. The students should be guided to thread a flower onto the yarn, pushing the

flower down to the knot. Then, the students should add a piece of straw pushing it

down to the flower. Then repeating, flower, straw, flower, straw.

7. The students will repeat the pattern until the lei is complete. The teacher should

help the students tie their lei closed.

8.Allow the students to wear the leis through out the day.

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The Other HalfSymmetry

Materials

Colored pencils/crayons/markers

Glue

Pencils

White construction paper

FNP-C3

FNP-S1 FNP-S2

1.1

ObjectivesL1

The student will experience the conceptof symmetry.

-L2 L3The student will finish the flower by following the

rule of symmetry.

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Teacher observation of students ability to recreate the symmetry of an object.

Activity

1. The teacher will use FNP-C3 todemonstrate symmetry by drawing a symmetrical

second half.

2. The students should be encouraged to help the teacher as they draw the second

half of the image.

3. After the class activity, the students should return to their tables.

4. The teacher will then pass out FNP-S1to L1 students and FNP-S2to -L2 L3

students.

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1 Flower, 2 Flower, Red Flower, Blue...Number Sense

Materials

Colored pencils

Glue

Pencils

Plastic flowers

Pom poms or circles cut from of

varied colored construction paper

FNP-C4

FNP-S3

1.2

ObjectivesL1 The student will be able to count from 1up to 10.

L1 L3- The student will use one-to-one correspondence

-

L2 L3 The student will be able to count from 1 up to 20.

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Teacher observation of students ability to count using one-to-one correspondence

and number sense, work cooperatively with a partner and be able to follow simple

directions.

Activity

1. The teacher will begin the lesson by leading a whole class count ( L1 students

should go up to 10 and -L2 L3 students up to 20).

2. Next, the students will be paired with a partner to use one-to-one correspondence

and plastic flowers.

3. Each pair of students will receive a handful of plastic flowers along with 2-3

FNP-C4.

4. The students will place the correct number of plastic flowers on FNP-C4. The

teacher must encourage peer correction from other student pairs.

5. Each student will then work individually to complete their own Flower Pot. The

teacher will pass out FNP-S3to each of the students. Each FNP-S3will have a

different number on it. The students will glue flowers (construction paper circles or

pom poms) according to the number on their worksheet.6. Once all the students have finished, have -L2 L3 students put their flower pots

in numerical order.

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The Same and Different FlowersSorting

Materials

Fake flowers

Construction paper

1.3

ObjectivesL1

The student will be able to sort objects based on characteristic.

-L2 L3The student will be able to sort objects based on

several characteristics.

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Teacher observation of stundets ability to speak out their reasons during the

sorting activity.

Activity

Teacher Preparation:Prior to the activity, the teacher should gather a large variety of

fake flowers and decide on simple sorting characteristics. The teacher will then label

sheets of construction paper with the different characteristics (e.g., for L1 students,

small flower on 1 sheet of paper, and large flower on another or round flower/non-

round flower; for-

L2 L3 students, white round flower/non-white round flowers).

1. The teacher will introduce the sorting activity, and then demonstrate with 1-2

flowers on how to sort the flowers by characteristics.

2. The teacher will then group the class into small groups.

3. The teacher will pass out the labeled construction paper and flowers to each of

the groups.

4. The students will then sort the flowers onto the construction sheets. Studentsshould be encouraged to speak to each other about their flower placements.

5. When the group has finished sorting, the teacher should come back over and see

how the students did. The teacher will then ask if all the students agree where the

flowers are placed and if not, the teacher will ask the student why they disagreed.

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From Seed to FlowerTime Awareness and Sequencing

Materials

Construction paper

Glue

FNP-C5

FNP-S4

FNP-S5

1.4

ObjectivesL1 The student will be able to sequence items.

-L2 L3The student will be able to sequence items based

the passage of time.

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Teacher observation of students final product and skill mastery.

Activity

1. The teacher will begin the activity by using FNP-C5to discuss how plants start

as seeds, and grow. The teacher will use sequential vocabulary (e.g., first, second,

next, fourth, last, and so forth).

2. During the discussion, the teacher should spark the students curiousity by asking

questions like: how long does it take a plant/flower to grow? A tree?

3. The students should go back to their tables where the teacher will then pass out

FNP-S4to each L1 students and FNP-S5to each of the -L2 L3 students.

4. The students will cut out the images from FNP-S4and FNP-S5. Then, the students

will glue them in correct chronological order and understand how a plant starts as

a a seed and grows to become a plant.

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Materials

Glue

Seeds (pumpkin, sunflower)

Construction paper

Small paper plate

1.5

ObjectivesL1

The student will compare groups of objects usinmore and less.

L2The student will compare groups of objects usinmore, less and some.

L3The student will compare groups of objects usinmore, less, fewer, some, most and least.

Seeds and More SeedsComparison of Quantity

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Teacher observation of students ability to think their way through the various

groupings.

Activity

1. The teacher will begin this activity by dividing the class into small groups.

2. The teacher will pass out 10 to 20 seeds to each group. The groups should be

asked to individually sort the seed into piles of:

L1 More and less: The students will glue the seeds onto a paper plate dividedinto 2 sections: more/less.

L2 More, less and some: They will glue the seeds onto a paper plate, divided

into 3 sections: more/less/some.

L3 Least/few/most and other combinations of the comparison words: They will

decide which groupings of seeds they want to depict on their paper plate.

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Materials

Construction paper in assorted

colors

Glue

Green stems

Tag board

LBRY21

FNP-C6

FNP-C7

FNP-S6

2.0

ObjectivesL1

The student will identify the different colorsthat flowers can be.

-L2 L3The student will be create a plant picture using

the various parts by name.

A Garden of ColorsObservation

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Teacher observation of students abilitiy to create life-like flowers and name the

different parts of a plant.

Activity

Teacher Preparation:Prior to the activity, the teacher should pre-cut 5-10 strips of

green paper, per student, for flower stems.

1. The teacher will begin the lesson by reading LBRY21. Next, the class will discussthe book they just read. Continue the discussion by asking students to name all

the different types of flowers that they know.

2. The teacher will then guide and focus the students attention to the colors of those

flowers (e.g., A rose could be red, pink or white).

3. Using FNP-C6, the teacher will then review the parts of the plant (roots, stem,

flower, leaves, buds, fruit). The teacher should fill in the example for L1 students,

while the -L2 L3 students should be encouraged to help the teacher fill in the

diagram.4. Next, the teacher will instruct the students in making their own paper flower

garden. The goal will be to include as many different colors of flowers as discussed.

5. L1 The students will pick flower tops from the pictures and glue them onto their

stems, making a multi-colored garden.

6. -L2 L3 The students will look through FNP-S6in order to copy and draw on a

piece of construction paper, (with the help of the teacher as needed), a flower that

they choose to replicate.

7. The students will cut out their flower tops and glue them onto green stems. They

are to cut out leaves, roots and buds too. The students should be encouraged

to name their plant parts as they glue each on. The students will create a multi-

colored garden, showing the plant parts. Then, the students will discuss each of

their flowers.

8. To close the activity, the teacher will teach the students the song on FNP-C7,

repeating as interest holds.

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Materials

Assortment of seeds

Black markers

Stencil of a large circle

Large white cardstock paper

2.1

ObjectivesL1

The student will examine seeds for similaritiesand differences.

-L2 L3The student will work in a small group to classify sort an assortment of seeds.

-L2 L3The student will classify and explain their reason grouping seeds.

Sorting SeedsClassification and Sorting

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Teacher observation of students ability to examine seeds and be able to sort them

and explain their reason for classification.

Activity

1. The teacher will begin the lesson by separating the class into small groups.

2. Each of the groups will be given a large number of seeds to work with.

3. L1 students will organize the seeds into two distinctive groups. -L2 L3 students

will continue to sort into other subgroups. (e.g., smooth and bumpy, long andround, fruits and vegetables, and so forth). No seed should be left out.

4. Once all groups have had sufficient time to organize, each group will discuss their

categorization techniques.

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Materials

Planting soil

Plastic milk jug [empty] one each

Seeds of fast-growing plants

Sun

Water

FNP-C8

2.2

ObjectivesL2

The student will use their senses to observe andexamine plant growth.

L2The student will demonstrate the ability to followsimple steps to accomplish a task.

-L2 L3The student will observe a plant growingand graph the results.

What Plants Need to Survive?Observation

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Teacher observation of students ability to follow simple steps to plant a seed.

Teacher observation of students ability to record growth over a period of time.

Activity

Teacher Preparation:Prior to the activity, the teacher may want to send home a note

asking parents to send in old, cleaned out plastic milk jugs. The teacher should pre-

cut the top halves off the milk jugs.

1. The teacher should gather the students around, asking them what plants need

to survive (sun, water, soil). The teacher will then go over the proper care for the

plants.

2. The teacher will guide the students to fill the jugs with soil, and then plant a seed

in the soil.

3. The students will water their plants as needed and observe the growth of the

classroom plants.

4. For-

L2 L3 students, a small ruler should be placed in the soil, next to where the

student planted the seed. Have the students water the pot plant daily, and make

sure it gets enough sun.

5. With the teachers help, the students will record/draw, on anFNP-C8, how much

the plant grows in a week, in two weeks, and so forth (numeracy).

Example:

Always check the back of your seed pack for the germination period.Here is a list of a few fast-growing plants:

Marigolds

Lima Beans

Grass

Cosmos

Zinnias

Nasturnums

Corn

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Materials

Patch of grass outside

Something plastic (e.g., lid, plate

or even a toy)

2.3

ObjectivesL1 L3-

The student will discover that plants need the sunto grow.

Sun Blocking ExperimentCause and Effect

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The teacher will ask each student why the grass was dying, and listen for

responses to observe the students mastery of the concept.

Activity

1. The teacher will begin the lesson by reviewing what plants need to survive. The

teacher will then ask students, what do you think will happen if a plant doesnt

get any sunlight?

2. The teacher will explain to the class that they are going to perfom an experiment

by blocking the sun from a patch of grass in the yard, explaining to the students

that the item covering the patch of grass must not move in order for the

experiment to work.

3. The class will go outside, where the teacher will place something on top of a green

patch of grass in the yard.

4. In four or five days, the teacher, together with the students, will go back outside

and lift the piece of plastic to see the patch underneath.

5. The teacher will ask the class questions: Why is the grass losing its color? Is itdying? Why is it dying? (it needs sun)

6. The teacher will remove the plastic piece, and go back to investigate the same

patch of grass in 4 or 5 days.

7. After 4 or 5 days, the teacher will take the students back outside to investiage

the same patch of grass. The teacher will ask the students, Why is the grass more

green now? (it now has sun)

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Materials

Two simple plants

Watering can

2.4

ObjectivesL1 L3-

The student will discover that plants need water tgrow.

-L2 L3The student will name 2 things that plants need t

live.

Water Blocking ExperimentCause and Effect

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The teacher will ask each student why the plant was dying, and listen for

responses to observe the students mastery of the concept.

Activity

1. The teacher will introduce the topic of how plants need water to live. The teacher

will then explain to the class how they will be preforming an experiment to prove

this.

2. The two plants will be placed in sunlight. The class will decide which plant will be

watered daily and which will not (mark the plants for reference).

3. Discuss and predict what will happen to the plants.

4. Have the class gather daily around the plants to check on the experiment, water

the designated plant only and note the changes to each of the plants.

5. After about 5 days, water the dying plant. Discuss and reach a conclusion.

6. The teacher should ask -L2 L3 students what things do plants need to grow (sun,

water and soil).

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Materials

LBRY22

3.0

ObjectivesL1 L3-

The student will use their auditory memory topredict what will happen next to the story.

Reading PicturesLiteracy Prediction and Auditory Memory

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Teacher observation of students ability to picture read, and have the oral

language and auditory memory to predict what will happen next.

Activity

1. The teacher will present the pictures in LBRY22, without reading the words. The

teacher will then let the students tell the story.

2. L1 may need prompts and help with words.

3.-

L2 L3 should respond in full sentences, repeating some of the books vocabulary.

4. The students will predict what is going to happen next.

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Materials

Carrots (ready to eat)

Carrots (with their tops)

LBRY22

3.1

Objectives

L1

The student will listen attentively to a story andbe able to answer questions to demonstratecomprehension.

- L2L1The student will be able to retell parts of thestory using details.

-L2 L3 The student will be able to sequence story events

A Carrot GardenReading Comprehension

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Teacher observations of students ability to listen attentively, recall and

sequence story events.

Activity

1. The teacher will begin the lesson by readingLBRY22.

2. The teacher will ask comprehension questions.

3. The teacher will go more in depth with -L2 L3 students asking: What happened

first, next, then and so forth (use pictures as prompts as needed).

4. The teacher will show the students a fresh carrot with its top still attached. The

students should examine, and then discuss, a carrot from the garden.

5. The students may finally eat the carrots.

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Materials

FNP-C9

3.2

ObjectivesL1

The student will develop phonologicalawareness by participating in the rhyming activit

-L2 L3 The student will recite ryhme with success.

-L2 L3 The student will identify the rhyming words.

Seeds, Seeds, SeedsFluency and Auditory Memory

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Teacher observation of students ability to repeat a simple rhyme, noting who

among the students could identify the rhyming words.

Activity

1. The teacher will begin the activity by teaching the class the song on FNP-C9.

2. The teacher will ask if any one recognizes the tune and any rhyming words

(teacher assistance as needed).

3. Repeat the song with the students.

4. The students will be separated into groups of four and will be asked to recite

FNP-C9with teachers assistance and guidance.

5. The teacher should question -L2 L3 students about which words rhyme in

the song.

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Materials

Rose-scented oil/perfume

LBRY23

FNP-C10

FNP-S7

FNP-S8

FNP-S9

3.3

ObjectivesL1

The student will develop awareness for theletter R.

L2 The student will write the letter R.

L3 The student will use their own drawing to conveythe meaning of a printed word.

R is For RoseLetter Recognition

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Teacher observation of students ability to listen, comprehend a story and

identify the letter R.

Teacher observation of students fine motor skills needed in writing.

Activity

1. The teacher will begin the lesson by reading LBRY23.

2. The teacher should encourage a discussion among the students about the book

and ask the students some questions to further the discussion.

3. After the discussion, the students will pay attention to the teacher as she/heshows FNP-C9, drawing attention to the beginning letter of the name.

4. The teacher will display them so the students can seeFNP-C10during the next

part of the activity.

5. The teacher will pass FNP-S7to L1 students, FNP-S8to L2 students and FNP-S9

to L3 students.

6. Once the students have completed their worksheets, they will bring them up to

the teacher and the teacher will spray the sheet with the rose-scented perfume.

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Materials

None

3.4

ObjectivesL1

The student will actively participate in learning hoto write the letter R.

-L2 L3The student will actively participate in practicing

the writing of alphabet letters.

Air WritingWriting Skills

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Teacher observation of students participation in learning their letters.

Activity

1. The teacher will introduce the activity by telling the students that they are going

to do some air writing, telling the students to grab their pretend marker and raise

it in the air ready to write.

2. L1 Facing your back to the student, you will air write a letter R, writing high above

your head so all students can see. Say, First I am going to draw a line straight

down, then I am going to go to the top of the line and make a half a circle, and

then put a leg out. What letter did I write? The students will guess what letter it

was. Then, ask them to write an air R with you. Repeat the above. Ask them what

color they wrote the letter, and if the letter was tall or short. Then, do it again. Air

write some other known letters.

3. -L2 L3 Select any letter and air write it, following the same instructions as above.

Omit the dialog the first time, then ask the students what air letter you wrote. If

their responses are not correct, insert the dialog of how to write the letter and askagain. Continue a few times more. Then, pair up the students and have them air

write letters for their partners to guess.

ActivityThe teacher explains:

1. L1 The teacher will ask the students to get a partner. One partner will sit with his/

her back to the other. The partner will trace a letter R on the back of the other

partner and that partner will guess the letter. Several other known letters can be

traced on the partners back. Then, the partners will switch.

2. -L2 L3 The teacher will ask the students to get a partner. One partner will sit with

his/her back to the other. The partner will trace a letter on the back of the other

partner, and that partner will guess the letter. The alphabet letters that students

will be tracing on their partners backs should be randomly selected. Then, the

partners switch.

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Materials

FNP-C10

3.5

ObjectivesL1

The student will recognize a letter and itscorresponding sound.

-L2 L3The student will recognize 5 or more letters and

their corresponding sounds.

Beginning Sounds of PlantsLetter Sounds

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Teacher obervation of students ability to recognize and state the beginning

letter sounds of a word.

Activity

1. The teacher will gather the students to play a game, using FNP-C10.

2. For L1 students, the teacher will pick some selected flowers, and then show them

to the students. The students will then guess the beginning letter sound of the

name of the flower.

3. For -L2 L3 students, the teacher will show the flowers and the students will guess

the correct begining letter sound.

4. The teacher will place the right ones in one stack and the wrong ones in another

stack. The teacher will count each stack and make appropriate comments. The

wrong stack will be distributed to small groups to study.

5. After the students have had time to review the cards that were handed out, the

teacher will redo the cards. At the end of the activity, the teacher will ask the

students if they knew more the first or the second time.

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Materials

Colored construction paper

Crayons

Glue

Scissors

LBRY24

FNP-S10

FNP-S11

3.6

ObjectivesL1 The student will decide what is real and what is n

-L2 L3The student will use their imaginations and expantheir vocabularies.

L1 L3-

The student will analyze and judge the story line,evidenced by their critical thinking oral response

Sequence of EventsCritical Thinking

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Teacher will rate responses based on the depth of their reasoning in their responses.

For example a response such as because I liked it, would rate low and a response

such as because the sunflower reaches for the sun would rate higher.

Teacher observation of students mastery level based on those needing assistance to

sequence and those that have mastered this skill.

Activity

1. The teacher will begin the lesson by reading LBRY24.

2. The teacher will ask the students which part of the story they liked the best and

which part the least. -L2 L3 students should be able to clearly state why.

3. The students will return to their tables where the teacher will pass outFNP-S10to the L1 students and FNP-S11to the -L2 L3 students.

4. The students should color and then cut their worksheets apart and arrange them

into the story line.

5. The students should practice sequencing their cards with their peers.

6. Finally, the students should arrange them in the correct chronological order and

glue them onto a piece of construction paper.

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Materials

Easel

Large print book (preferably about

flowers and plants)

Pointer stick

3.7

ObjectivesL1

The student will experience the left to rightdirectionality of reading.

-L2 L3The student will discover and experience the left

right directionality of reading.

Left to Right, Thats How We Read!Concept of Print Directionality

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Activity

1. The teacher will choose a large print book that can be placed on display for the

whole class to see.

2. For L1 students, the teacher will read the book while using the pointer to point to

the words as they are spoken (read). The teacher will remind the students that left

to right and top to bottom of the page is how we read.

3. For -L2 L3 the students, students will take turns holding the pointer and moving

the pointer to the words as the teacher speaks (reads) them.

Teacher observation of students reading readiness skills: how students are able

to hold the book correctly, turn pages appropriately, determine the front from the

back, read the pictures and enjoy the process of reading readiness and the use of

directionality. The teacher will assist or model the appropriate skills for students not

practicing the appropriate skill level.

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Materials

Book (previously read in this unit

or new about flowers and plants)

3.8

ObjectivesL1 L3-

The student will use their auditory memory topredict what will happen next in the story.

Reading PicturesLiteracy Prediction and Auditory Memory

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Teacher observation of students ability to picture read and who has the oral

language and auditory memory to predict what will happen next.

Activity

1. The teacher will present the pictures in the book by not reading the words aloud.

Instead, the teacher will encourage the students to tell the story by what they

see from the pictures.

2. The students will predict what is going to happen next.

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Materials

FNP-C11

3.9

ObjectivesL1 The student will identify colors.

-L2 L3The student will be able to match flowers with th

color and name.

Flower GameVisual Memory

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Teacher observation of students active participation in the game and who

remembers their colors and flower names.

Activity

1. The teacher will gather the students and then divide them into two teams.

2. For L1 students, the teacher will show one card from FNP-C11to team one,

asking what the color of the flower is.

3. If the team responds correctly, that team wins a point. If the first team respondsincorrectly, then the other team gets to guess.

4. Following that rounf, the teacher will draw another card and show it to team

two. Continue with the game, and around 10 rounds, count to see which team

correctly named more flowers, and therefore won. Repeat if there is interest.

5. For -L2 L3 students, the teacher will show one card from FNP-C11to team one,

asking about the color of the flower and its name.

6. If the team responds correctly that team wins a point, if not the other team

gets to guess.

7. The next card is shown to team two. (If the students are having a hard time

guessing the correct answer, the teacher can give hints to one team at a time,

until the correct flower name is guessed.)

8. Continue with the game, and after around 10 rounds, count to see which team

won. Repeat if there is interest.

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Materials

Books (books on flower and plants

or other age-appropriate books)

3.10

ObjectivesL1

The student will enjoy reading bookswith classmates.

L2The student will enjoy reading books and telling

classmate about the book.

L3The student will enjoy reading books and will rea

it to a small group of students.

I Love Books!Reading Readiness Print Motivation

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Teacher observation of students participation in reading books. The teacher will then

encourage the students who are not enjoying (only looking at) a book.

Activity

The teacher will remind students about directionality the left right and top to

bottom of the page reading. The teacher will allow the students to come up and take

one book to sit and read.

L1 Students will select books and enjoy reading them with a classmate.

L2 Students will read a book and select a classmate to share the book with.

L3 Students will read a book and read it with a small group.

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Materials

Attendance/student name list

Pencils or colored pencils

FNP-S12

3.11

ObjectivesL1

The student will be able to write and recognize thfirst letter of their name.

L2The student will be able to write and recognize

their first name.

L3The student will be able to write and recognizetheir first name and show mastery of their

last name.

I Can Write My Name!Fine Motor Writing

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Teacher observation of students fine motor skills. The teacher must praise the

students on how wonderfully they can write.

Activity

Teacher Preparation:Prior to the activity, the teacher may want to take FNP-S12and

pre-write all the childrens first name on the top line.

1. The teacher will pass out FNP-S12to each of the students according to theirnames written on the worksheet.

2. L1 Students should be instructed to copy the first letter on the next line(s). The

teacher should ask each student what letter they are writing, while watching

them write.

3. L2 Students should be instructed to copy their first name, saying the letters out

loud as they write. The teacher should ask each student what letters they are

writing, while watching them write.

4. L3 Students should be instructed to copy their full name, saying the letters outloud as they write. The teacher should ask each student what letters they are

writing, while watching them write.

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Materials

Bird seeds

Large bowl

Large open pine cones

Newspaper or parchment paper

Oats or corn meal

Plastic sandwich bag

String

Vegetable shortening or peanut

butter*

4.0

ObjectivesL1

The student will develop awareness of thenatural wonders of nature.

L2The student will construct using a variety of

materials.

L3 The student will observe cause and effect.

Pinecone Bird FeederNatural World

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Teacher observation of students active participation in creating his or her own bird

feeder and their thoughtful responses to the I wonder questions.

Activity

Teacher Preparation:Prior to the activity, the teacher should tie roughly 12 in./

24 cm. of string to each pine cone. The teacher should pre-make one pinecone bird

feeder to show to the students. If using peanut butter, make sure no student has

an allergy to peanuts; otherwise, use vegetable shortening.

1. The teacher will set up a table for the activity, covering it in newspaper or

parchment paper. The teacher will have the ingredients for the recipe readily

available.

2. The teacher will gather the students around and show them a pre-made pinecone

bird feeder, explaining to the students that they will all be making their own!

3. The teacher will then have the students help in creating/measuring the recipe to

spread over the pinecone. The recipe calls for 1/2 cup of vegetable shorteningor peanut butter, 2 1/2 cups of cornmeal or uncooked oats, and some small bird

seeds. Mix all of the ingredients in a large bowl.

4. With the assistance of the teacher, the students will cover the pinecone in

the mix.

5. The class can then hang some of the bird feeders from a tree on the school

grounds (so the class can later observe) or they can be placed in a plastic

sandwich bag to take home.

6. After the class has finished hanging their feeders, the teacher should close out theactivity by asking the students some questions such as, Who do you think will

want to eat these seeds? , Do you think any cats/dogs/pigs/horses will eat from

our pine cone feeders?, Do all birds like peanut butter?, What do you wonder

about?, and other open-ended questions.

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Materials

Camera

Seeds of various veggies

Shovel

Small individual pots or larger

planting box

Smocks

Water

LBRY24

4.1

ObjectivesL1 L3-

The student will participate in planting theclass garden.

-L2 L3

The student will develop awareness for the

importance of gardening and farming (critical

thinking).

Vegetable GardenConservation

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Teacher observation of students active interest and participation in the garden.

The teacher listens carefully to the responses of -L2 L3 student to the critical

thinking questions as a way to determine their grasp of the importance of planting,

maintaining and caring for our natural environment.

Activity

Teacher Preparation:Prior to the activity, the teacher should find and designate a

garden area on the school grounds.

1. The teacher will begin the lesson by reading LBRY24.

2. The teacher will discuss and focus the students attention on the magic of planting

and the reward of witnessing such natural beauty.

3. The teacher will ask the students questions, such as: Where do tomatoes come

from?, Where do carrots come from?, Where do green beans come from?, Where

do onions come from?, Where do potatoes come from? and so forth.

4. The students will review and list items that are needed to plant a garden.

5. The teacher will demonstrate each of the items needed as she explains theirplanting activity.

6. The students will choose from an assortment of seed packets and proceed to the

planting area.

7. Have the students plant their seeds and follow through daily checking for

moisture and light.

8. Every few days, gather the students to discuss their observations and take a photo

to record the changes they observe. Print the photos for class review.

9. Incorporate Math counting and graphing the numbers of sprouts, measuring

which ones are the biggest, the smallest and so forth.

10. Critical Thinking The teacher will ask -L2 L3 students probing questions: Is your

mother or father a gardener?, If you had a vegetable garden, what vegetables

would you grow?, If you had a flower garden, what plants would you grow?, Why

do we have gardens?, What is a farmer?, Have you ever been to a farm?, What

would we do without farmers? and so forth.

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Materials

Colored construction paper

Crayons

Glitter

Glue

Markers

Paint

Paper plates

Scissors

Simple flower shape stencils

Ribbons

5.0

ObjectivesL1

The student will cut, glue and use creativity tomake a flower crown.

L1 L3-The student will be able to describe their own

creative work.

L1 L3- The student will express theirself through art.

Flower CrownVisual Art

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Teacher observation of students ability to follow through simple steps to make a

flower crown and take pride in their creation.

Activity

Teacher Preparation:Prior to the activity, the teacher should pre-cut 3 slits into

the center of the paper plates, leaving about an inch at the edges of the plate. The

teacher should create a flower crown of their own to show the students a finished

product.

1. The teacher will show a finished flower crown to the students explaining to the

class how they will follow instructions to make their very own flower crown.

2. The teacher will pass out the prepared paper plates, one per student.

3. The students will begin by painting their crown using any color of paint.

4. The paint should be left to dry.

5. While the paint is drying, the students will use simple flower stencils to trace oncolored construction paper. The teacher should encourage the students to invent

their own flowers as unqiue piece for the center of their crown.

6. After they have traced their flowers, the students will cut out their flowers.

7. Next, after the paint has dried, take the paper plates and bend the triangles

formed by the cuts upwards, forming leaf-like shapes.

8. The students will take their flower cut outs and glue them to their crowns, placing

their unquie flower in the center of their crown.

9. After the flowers are glued to their crown, the students may continue decorating

their crown by adding glitter and ribbon.

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Materials

Green pipe cleaners

Tissue paper in assortment

of colors

5.1

ObjectivesL1

The student will use a variety of materials tocreate an original work of art.

-L2 L3 The student will describe their own project.

L1 L3-

The student will build hands-on sensorydevelopment through the hands-on project.

Tissue Paper Flower BouquetsVisual Art

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Teacher observation of students ability to follow simple steps (auditory memory)

and work with teachers guidance, using fine motor skills, to create a small bouquet

of tissue paper flowers.

Activity

Teacher Preparation:Prior to the activity, the teacher should cut pieces of tissue

paper about 20 x 25 cm (8 x 10 in). Place paper in pile and fold like an accordion. The

teacher should create a flower to show the students.

1. The teacher will show the students their tissue paper flower, and explain to the

students that they will follow instructions to create their own beautiful bouquet

of flowers.

2. The students will choose folded tissue paper for their flowers.

3. Next, with the assistance of the teacher, they will tie the center of the folded

paper with a green pipe cleaner.

4. The student will then gently pull the pieces of paper towards the top center of the

flower, separating each sheet of paper from the others (forming the petals of theflower).

5. The students may work on more than one flower, creating a small bouquet for a

special person in their lives.

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Materials

Assorted colors of construction

paper or cardstock

Glue

Markers and crayons

Scissors

5.2

ObjectivesL1 The student will use art as a form of self-expressio

L1 L3-The student will follow simple steps to create a pi

of art.

L3 The student will show interest in making their owpiece of art look neat and finished.

Pop-up Flower CardVisual Art

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Teacher observation of students ability to work cooperatively with teachers and

classmates and to be able to use their artistic creativity to make an original work

of art.

Activity

Teacher Preparation:Prior to the activity, the teacher should fold two rectangular

pieces of construction paper, or cardstock of different colors, in half. One piece will be

the outside of the card and one piece will be the inside. On the piece that will be the

inside, cut a short, diagonal line near the middle of the fold. Fold the flap just made.

Unfold the flap. Open the card. Push the flap towards the inside of the card this willform a vase-like pop-up. This will need to be done for every card. The teacher should

create one to show the class the project.

1. The teacher will show a pre-created pop-up card to the students, and explain how

they will all make their very own pop-up card by following instructions.

2. The students will create flowers, leaves and stems using stencils or their own

creativity.

3. The students will color and then cut out their flower, leaves and stems.

4. Next, the teacher will guide the students to glue the flowers, leaves and stems

to the vase-like pop-up. Flowers should not stick out of the card when the card

is closed.

5. The students will then glue the card to the other piece of folded construction

paper. Assist the students to make sure that they do not glue the flaps down.

6. Have the students write a message on their flower pop-up card. Assist them

with writing, and depending on their level, the teacher may write their messageas they recite it.

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Materials

Crayons

Paints

Paint brushes

Painting paper

Sun flower seeds to eat

FNP-C12

FNP-C13

FNP-S13

5.3

ObjectivesL1 L3- The student will critique a famous piece of art.

-L2 L3The student will recreate their own Van Gogh

painting.

Vincent Van GohnArt Appreciation

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The teacher will ask: Who was Van Gogh and what did he paint? The teacher will

observe who responds appropriately: A famous artist, who painted a sunflower

picture.

Activity

Teacher Preparation:Prior to the activity, the teacher should take note of any

student allergies against sunflower seeds.

1. The teacher will place on display FNP-C12.Th teacher will explain to the studentsthat Vincent Van Gogh was a famous artist from the 1800s.

2. Ask their opinions of the FNP-C12, such as what they like, dislike, whats wrong,

the colors, and so forth.

3. The teacher will pass out FNP-S13to L1 students to color .

4. -L2 L3 Students will draw their own Van Gogh, then move to an easel to paint it.

5. Once the students have completed their art, have the students gather around to

look at FNP-C13, while eating sunflower seeds.6. Discuss the other famous pieces of Van Gohns art career.

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Materials

Fruits (orange/grapefruit

segments, strawberries,

blueberries, grape halves,

pineapple, apple slices)

Lemons

Paper plates

5.4

ObjectivesL1 L3-

The student will create a flower fromedible materials.

-L2 L3 The student will identify various savory flavors.

Edible Flower CreationsSensory Art

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Activity

Teacher Preparation:Prior to the activity, the teacher should pre-cut the pieces of

fruit andtake note of any student allergies. Lemon should be squeezed onto the

fruit pieces so they do not turn brown.

1. The teacher will start the activity by having all the student wash their hands,

remember to sing the happy birthday song to know they have washed their

hands long enough!

2. The teacher will pass out paper plates to each of the students.

3. The teacher will explain the art project making a flower with the fruit pieces.

The teacher will demonstrate for the class creating a flower out of fruit on a

paper plate.

4. Now, its the students turn; the teacher should walk around observing thestudents project and progess.

5. After making their creations, the students will examine (but not touch) each

others and then eat their own creation!

6. The teacher should probe -L2 L3 students about the fruits and their taste: is it

sweet or is it sour?

7. There is no right or wrong way to make this creation.

Teacher observation of students active participation, fine motor development and

enjoyment.

Teacher observation of -L2 L3 students ability to identify sweet and sour tastes.

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Teacher observation of students participation and coordination of motor

movements.

Activity

1. On a good weather day, the class should go outside.

2. The teacher will have the students walk around in a circle and while moving

pretend to be: a seed, a tree, a banana, the sun, a watering can, rain, a tiny plant, a

sunflower and so forth.

3. The teacher will say freeze and the students must freeze in that position.

4. Continue.

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Materials

Plastic watering can

6.1

ObjectivesL1 L3- The student will demonstrate a sense of balance.

Can You Balance This...Balance

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Teacher observation of students ability to balance things on their heads and walk.

Activity

1. The teacher will demonstrate how to balance something on their head, a

toy watering can, for instance.

2. The teacher will then walk forward, trying to keep the can balanced on their head.

3. The students can take turns trying to walk across the room with the itembalanced on their head.

4. Encourage Hooray! and Good try! to enforce a positive atmosphere.

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Materials

Colored pencils, crayons, markers

Flower stencils

Pencils

White paper

6.2

ObjectivesL1 L3- The student will utilize their fine motor skills to dr

-L2 L3The student will identify the roots, stems, leaves,

and flowers in their drawings.

Stencil PlantsFine Motor Skills

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Teacher observation of students ability to correctly hold a pencil and the

manipulative skills of the student.

Activity

1. The teacher will make crayons, colored pencils, markers, paper and stencil readily

available to the students. The teacher will then invite and encourage students to

come up and use the materials.

2. The students will draw plants, flowers and trees using the stencils.

3. The students will color their drawings.

4. The teacher will ask the students questions about their drawings.

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Materials

FNP-C13

7.0

ObjectivesL1 L3- The student will actively participate in a sing alon

-L2 L3The student will make their own actions to the

words in the song.

Sing Along FunMusic and Movement

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Teacher observation of students active participation and enjoyment.

Activity

1. The teacher will introduce the song on FNP-C13through singing.

2. For L1 students, the teacher should incorporate movements.

3. For -L2 L3 students, the teacher should encourage them to make up their own

movements to the song.

4. Repeat and have fun!

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Materials

Beans

Marching music

Stapler

Tubes

7.1

ObjectivesL1 The student will demonstrate rhythm.

-L2 L3The student will demonstrate and march

in rhythm.

Lets Make Music!Music and Rhythm

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Teacher observation of students active participation and rhythmic movements as per

developmental age.

Activity

Teacher Preparation:Prior to the activity, the teacher should create a maraca for

each student using a stapler, cardboard tube (paper towel or toilet paper) and beans.

Watch for staples, as they may scratch or stab students.

1. The teacher will demonstrate the use of a maraca and explain that they are

rhythm instrument.

2. The teacher will demonstrate shaking the maraca to the rhythm of the music.

3. L1 students will each have a maraca and will shake the maracas to the music.

4. -L2 L3 students will shake the maracas and march around in a circle in rhythm to

the marching music.

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Materials

FNP-C14

8.0

ObjectivesL1

The student will demonstrate their ability to follosimple game rules.

L2The student will demonstrate their abilty to follow

simple game rules and respect for others.

L3The student will demonstrate their ability to follosimple game rules, show respect for others and

help others.

Match the FlowersFollowing Rules and Social Skills

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Teacher observation of students use of social skills and visual memory.

Activity

1. The teacher will group a small number of students at a time for this activity.

2. The teacher will explain the matching game procedure. The teacher will tell the

students that they will be taking turns, waiting for their turns, paying attention to

the cards turned over by their classmates and showing respect to others.

3. L3 Students will play the game and once finished, will assist the teacher in

helping monitor the L1 group.

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Materials

9.0

ObjectivesL1 L3-

The student will use oral language to describe theworld around them.

L3The student will use descriptive words and

complete sentences.

Show and TellDescriptors

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Teacher observation of students active listening, eagerness to participate and oral

language development.

Activity

Teacher Preparation:Prior to the activity, the teacher should send home a note

several days before the activity, informing parents of the upcoming Show and Tell

and reminding parents to send something Flower and Plant related with their child to

school that day.

1. The class will gather around as each child presents. During show and tell, each

student will be given an opportunity to talk about their item.

2. L1 The teacher may need to assist with words to keep the tell going.

3. -L2 L3 The teacher might ask probing questions, such as: Where did you get this?,

What is it made of? and so forth.

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Materials

List of all the students home

addresses

List of all the students names

(first, middle and last names)

9.1

ObjectivesL1

The student will orally recognize their first and lasname, along with their address.

L2The student will orally recognize their first, middl

and last name, along with their address.

L3The student will state their first, middle and last

name, along with their address.

Hi My Name is... and I Live at...Personal Identity

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Teacher observation of students recognition and knowledge of their own name.

Activity

1. The teacher will begin the activity by gathering the students into a group and

sitting on the floor.

2. For L1 students, the teacher will call out a name (first and last) and that student

will stand up and remain standing. After everyone is standing, the teacher will call

out a name and that student will sit down.

3. For L2 students, the teacher will call out a middle name and that student(s) will

stand up. After everyone is standing, the teacher will call out a middle name and

that student(s) will sit down.

4. For L3 students, each student will take turns telling the class their full name (first,

middle and last).

5. After the name activity has been played, the teacher can move onto addresses.

With the class still sitting on the floor, the teacher may say something like, I knowsomeone who lives at 123 ABC Street and their last name is _______ (say name

slowly).

6. Have the student stand up when they hear their address. Once all the students are

standing, say just the students address (looking at that student), then have the

students sit back down.

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What Kind of Plant Would You Be?Critical Thinking

Materials

10.0

Objectives

L1 L3-

The student will use problem solving by orallyresponding to open-ended and thought-provokiquestions about the plant world around them.

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Activity

The teacher will ask open-ended questions (see examples below) and accept all

responses. L1 students may need prompts and help with selection of words.-L2 L3 students should respond in complete thoughts and sentences.

Example:

What kind of plant would you be? Why?

What would happen if we did not have any seeds?

What would happen to plants if it did not rain for a long time?

What would happen to plants if it rains all the time?

What would happen if we did not have any vegetables? What would happen to the plants if we did not have any sun?

Why do you think most plants are green?

Do we really need flowers? Why / why not?

I wonder what the difference is between a farmer and a gardener.

What is a vegetarian?