Going to the Zoo - Early Learning Successearlylearningsuccess.net/.../Going-to-the-Zoo-Unit... · Going to the Zoo Unit of Study based on common developmental domains and early learning

Going to the Zoo Unit of Study © Early Learning Success, LLC, 2016

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Going to the Zoo

Unit of Study Mixed Ages

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Going to the Zoo Unit of Study, Mixed Ages (Birth through School-Age) Copyright © 2016 by Nancy Dougherty Going to the Zoo Unit of Study is a component of the Early Learning Success Curriculum. Early Learning Success Curriculum, copyright © 2014, is written by Nancy Dougherty.

It is owned exclusively by Early Learning Success, LLC with all rights reserved. Early Learning Success Curriculum is published online at www.earlylearningsuccess.net

Logo design is by Nancy Dougherty. © Early Learning Success, LLC, 2014. Disclaimer

Educators and providers that use the Early Learning Success curriculum are expected to adhere to the licensing statutes, regulations and requirements specific to their State.

Educators and providers should understand early childhood education and care best practices.

Educators and providers need to diligently monitor safety practices when using materials as appropriate for the developmental level of the children.

Online Resources for Unit Development www.wpclipart.com www.pinterest.com





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Units of Study All Units of Study have been developed using the same criteria. This process results in a very balanced and consistent delivery of activities that address all developmental domains. This also supports the early childhood education and care field in preparing children to be successful with STEM programming emphasis, (Science, Technology, Engineering and Mathematics). Supporting the Domains of Development and STEM Education Functions The Early Learning Success Curriculum Units of Study have been carefully designed to support

and enhance every child’s learning in all developmental domains:

Social & Emotional Development

Approaches to Learning

Creativity & the Arts

Language & Literacy Development

Cognitive Development, including math, science and social systems

Physical & Motor Development The Early Learning Success Curriculum uses Minnesota’s early learning standards as stated in

the Minnesota Early Childhood Indicators of Progress (ECIPs) document as the goals and objectives for children. These early learning standards cover the span of ages birth – school age. The curriculum is easily aligned with other early learning standards. The Units of Study also emphasize the skills and knowledge needed to be successful in the areas of STEM as stated by Janice Morrison (TIES STEM education monograph series, attributes of STEM education, 2006). She outlined several functions of a STEM education and suggested that students should be:

• Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations. • Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process. • Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process). • Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames. • Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention. • Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately.



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Using the Unit Materials The Planning Framework Planning for preschool through school-age children is done using a ‘framework’ that includes all six developmental domains. Through purposeful planning each Unit includes 2 activity plans that address the domains of Social & Emotional, Language & Literacy, Cognitive, Creativity & the Arts, and Physical & Motor Development either as the primary or secondary focus of the activity. In addition, each activity plan identifies an Approach to Learning component and explains how the activity supports school readiness. Each activity plan also includes a STEM Education Function. The Unit planning framework provides many activities for educators/providers to implement but allows for freedom and creativity to create weekly plans that address the specific needs and interests of individual children and programs. The Units are not weekly plans, but can span several weeks depending on educator/provider preferences. A Sample Week is included but educators/providers should adapt and create plans that meet their programming needs. A blank planning form is included so that educators/providers can make each Unit their own.

Included in the Unit are activity plans, templates, patterns and pictures for the numbered activities in the planning framework. All the educator/provider needs to do is read through the activity plan and gather or prepare the necessary materials. Most materials are those commonly found in childcare programs such as glue, paint and paper. The activity plans include ideas for ‘getting ready’, the actual activity directions, questions to reflect upon, and the developmental domains and importance of the activity. This helps the educator/provider know what to look for in observing a child’s skill and knowledge development.

The Unit planning framework includes 8 numbered activities along with several other ideas that are not numbered. Complete instructions are included for each of the numbered activities, which can take more than one day to complete depending on time, schedules and interests of children. The sample planning sheet demonstrates how the activities in the planning framework can be used for weekly planning. A form is also included to note adaptations to activities for individual children.

Planning for Infants & Toddlers The Unit activities and experiences for this age address the development needs of a wide range of infants and toddlers. These experiences are designed based on learning and discovery through sensory interactions with the educator/provider. They can be easily integrated throughout different components of the day depending on the infant’s schedule. The activities can be adapted to meet the differing skills as young infants grow to be toddlers and then preschoolers. A block-style planning form is used to indicate activities in each domain. Planning for Preschool and School-Age The included Weekly Plan uses only a few of the activities listed in the Planning Framework. Each activity identifies a developmental domain so that learning activities are balanced across all domains. This also helps educators/providers be intentional with planning based on observations of a child’s needs.



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Going to the Zoo Unit of Study Highlights

The roar of a lion ….. The chatter of monkeys ….. The scream of a peacock ….. The bark of seals ….. There are so many sounds to listen for when visiting the zoo. Most children enjoy a trip to the zoo to see the many different animals. This is a good way to teach children about taking care of the animals in our world, especially those that are on the endangered species list. Most zoos provide an educational program for groups of children. There are also some great websites that provide animal webcams and a virtual zoo experience.

Houston Zoo: http://www.houstonzoo.org/meet-the-animals/animal-webcams/

National Zoo: http://nationalzoo.si.edu/animals/webcams/

San Diego Zoo http://kids.sandiegozoo.org/animal-cams-videos

Children learn best through active exploration. Through hands-on activities, children:

Stretch and move with Animal Yoga

Participate in drama, acting out Goodnight Gorilla by Peggy Rathmann

Create their own ‘kangaroo pouch’

Practice cutting skills by creating a lion

There are so many animals to learn about in our world. The Jungle Safari Unit of Study, available at www.earlylearningsuccess.net provides activities on other animals children might see in a zoo.



http://www.houstonzoo.org/meet-the-animals/animal-webcams/

http://nationalzoo.si.edu/animals/webcams/

http://kids.sandiegozoo.org/animal-cams-videos


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Preschool & School-Age Planning Framework Going to the Zoo Unit of Study based on common developmental domains and early learning standards

Note: All activities encompass the Approaches to Learning Domain; the Social and Emotional Domain is integrated into specific activities

Language & Literacy Cognitive Creativity & the Arts Physical & Motor Reading Math Movement/dance/music Gross Motor

Activity 1: My ‘Goodnight Gorilla’: Part 1 Read the story Goodnight Gorilla by Peggy Rathmann or view at

https://www.youtube.com/watch?v=

uBrK58hi8KA

Activity 3: Monkeys Love Bananas Folder game where children match numbers and count bananas!

Activity 5: To the Zoo! Sing ‘Mama’s Taking Me to the Zoo Tomorrow’ Read various books about visiting the zoo

Activity 7: Zoo Animal Yoga Draw your favorite zoo animal, and create a yoga pose similar to it

Writing Science Art Studio Fine Motor

Zoo Animals Write different zoo animals on pieces of paper; draw pictures; tape up on wall so children can copy the word – start with the letter A, see if children can name an animal for all letters!

Graph It Make a list of different zoo animals; categorize and chart the animals that fly, crawl, jump, and run etc.

Activity 6: Roar! It’s a Lion! Read The Artist Who Painted a Blue Horse by Eric Carle Children use painting and cutting skills to create a unique lion

Activity 8: Pockets Are Fun! Sew around a kangaroo pouch to make a pocket!

Speaking/listening Social Systems Understanding Healthy Living

Activity 2: My ‘Goodnight Gorilla’: Part 2 Children take turns acting out the story Goodnight Gorilla by Peggy Rathmann ; gather and make props

Activity 4: Piece of the Puzzle Children are exposed to ‘endangered animals’, and discover how important each animal is to the environment

Zebra Snacks Spread cream cheese on a bagel Children make stripes with sliced, black olives

Social & Emotional Special Areas Emotional Ideas for ‘whole day’ programming:

Have materials available in art center to make various zoo animal headbands – children design their own animal

For a fun lunch, glue on different construction paper ears to paper plates

Visit a zoo web cam – some internet addresses available on page 5 Dramatic Play/environment adaptations

Put stuffed or plastic zoo animals in the block center

Put animal costumes in the dress-up area; or add animal print fabrics for children to create their own costume

Create special obstacle courses based on specific animals; example a Monkey obstacle course for jumping/swinging; an Alligator obstacle course for crawling/swimming

Field Trips or Visitors

Field trip to a zoo, or nature center that has animals

Invite a zoologist in to talk about animals, or other person that does animal shows

Activity 2: My ‘Goodnight Gorilla’: Part 2

Self-Concept

Activity 3: Monkeys Love Bananas

Activity 8: Pockets Are Fun!

Social Competence & Relationships

Activity 5: To the Zoo!



https://www.youtube.com/watch?v=uBrK58hi8KA




Books

Goodnight Gorilla by Peggy Rathmann Curious George Visits the Zoo by H.A. and Margaret Rey Two Little Monkeys by Mem Fox 1, 2, 3 To the Zoo by Eric Carle What Do You Do with A Kangaroo by Mercer Meyer The View at the Zoo by Kathleen Long Bostrom Never, Ever Shout in a Zoo by Karma Wilson Zoo-Looking by Mem Fox If Anything Ever Goes Wrong at the Zoo by Mary Jean Hendrick We’re Going on a Lion Hunt by David Axtell Dear Zoo by Rod Campbell Going to the Zoo by Tom Paxton Brown Bear, Brown Bear, What Do You See? by Bill Martin A Children's Zoo by Tana Hoban Cuddly Duddley by Jez Alborough Gorilla by Anthony Browne Nighttime at The Zoo by Dale Smith On Beyond Zebra! by Dr. Seuss Polar Bear, Polar Bear, What Do You Hear? by Bill Martin Tacky the Penguin by Helen Lester What if the Zebras Lost Their Stripes? by John Reitano Zebras by Jenny Markert The Zoo That Grew by James Kruss The Artist Who Painted a Blue Horse by Eric Carle Endangered Animals Gone Wild by David McLimans Help the Animals of South America by Robert Sabuda Can We Save Them? by David Dobson It’s My World Too by Elana Pasquali Panda by Caroline Arnold Pi-Shu the Little Panda by John Butler Legend of the Giant Panda by A.B. Curtiss



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Finger Plays and Songs

1. Zoo Song Sung to Mary Had a Little Lamb I went to the zoo one day, zoo one day, zoo one day I went to the zoo one day And I saw a (fill in the blank.) 2. At the Zoo Sung to Frere Jacques Lions, tigers, Monkeys, bears, At the Zoo In my view See the birds are soaring Hear the lions roaring at the zoo Me and you.

3. Zoo Sounds Sung to the tune of The Wheels on the Bus The lions at the zoo go ROAR, ROAR, ROAR! ROAR, ROAR, ROAR! ROAR, ROAR, ROAR! The lions at the zoo go ROAR, ROAR, ROAR! as they eat and play! Insert other animals and sounds such as: Snakes-hiss Hyenas- ha Zebras-bray

4. I Went to the Zoo Oh I went to the zoo, And what did I see? I saw a great big tiger, Lookin' at me He went Raaar, raaar He went Raaar, raaar He went Raaaar raaar raar, And that's what he said to me Oh I went to the zoo, And what did I see? I saw a great big monkey, Lookin' at me He went Ooo-ooo-o Ooo-ooo-o, He went Ooo-ooo-o Ooo-ooo-o He went Ooo-ooo-o Ooo-ooo-o, And that's what she said to me! Continue with other animals and sounds

5. Alice the Camel Alice the camel has 5 humps Alice the camel has 5 humps Alicet he camel has 5 humps Now ride Alice ride, boom boom boom! Continue singing with 4 humps, 3 humps, 2 humps, 1 hump, no hump End with ‘Now Alice is a horse of course’



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6. Five little Monkeys Five little monkeys, swinging in a tree (hold up five fingers, and swing hand) Teasing Mr. Alligator, can't catch me, (make wings by placing thumbs in arm pits, and rock elbows up and down) You (point to child) can't catch me!!! (point to self) Shhhh (index finger to your mouth) Along comes Mr. Alligator.... quiet as can be (Place palms together thumbs pointing up, and fingers away from you, and move back and forth like a fish) And he snaps (clap hands in front of a child) that monkey right out of that tree. Repeat with Four, three, two and one. After the last monkey, say No more monkeys swinging in the tree. (use gesture for "all gone" or "I don't know")

7. Underneath the Monkey Tree Come and play a while with me, Underneath the monkey tree. Monkey See and Monkey Do, Just like monkeys in the zoo. Swing your tail, one, two, three, Underneath the monkey tree. Monkey See and Monkey Do, Just like monkeys in the zoo. Jump around and smile like me, Underneath the monkey tree. Monkey See and Monkey Do, Just like monkeys in the zoo

8. Itsy Bitsy Monkey Sung to Itsy Bitsy Spider The Itsy Bitsy monkey climbed up the coconut tree (climb up with hands.) Down came a coconut & hit him on his knee ...Oww! (Hit hands on knee) Out came a lion shaking his mighty mane...AND.. (use hands to make mane) The Itsy Bitsy monkey climbed up the tree again (Climb up with hands)

9. Five Little Koala Bears Five little koala bears in a eucalyptus tree The first one said, hey look at me. The second one said I’m a pretty furry bear. The third one said, I don’t have a care. The fourth one said, Australia is my home. The fifth one said, I will never roam. Five little koala bear in a eucalyptus tree Climbing and playing and happy to be free!

10. Alligator Noise (Softly) Alligator (Make alligator mouth with fingers) Looking for some food in the morning (Louder)Alligator (Make alligator mouth with hands) Looking for some food in the morning (Louder) Alligator (Make alligator mouth with arms) Looking for some food in the morning

11. Zebras in a Zoo Five zebras in a zoo (Wiggle fingers.) The first one said, I need new shoes (Touch thumb with other hand) The second said, I do, too (Touch index finger with other hand) The third one said, My name is Sue (Touch middle finger with other hand)



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The fourth one said, It’s nice to meet you (Grab ring finger and shake hands with it) The Fifth one said, How do you do? (Wave with little finger.) 12. Ten Baby Kangaroos Ten baby kangaroos standing in a row When they see their mama, they bow just so (bow) They kick to the left (hop to the left) They kick to the right (hop to the right) Then they close their eyes & sleep all night. (Put head on hands and pretend to sleep) Continue with Nine Baby Kangaroos, Eight Baby Kangaroos, etc. 13. Kangaroos 5 baby kangaroos all in a row (Hold up five fingers.) When they see their mother they kick just so (bend and unbend fingers quickly) For their mothers they have missed (Hold up other hand.) So they run and give her a great big kiss (Wiggle fingers going towards other hand) 14. Elephant's Trunk The elephant has a trunk for a nose (bend at waist, hold arms down like trunk) And up and down is the way it goes (sway arms) He wears such a saggy, baggy hide (sway arms) Do you think two elephants could fit inside? (shrug) 15. An Elephant Went Out To Play One elephant went out to play Out on a spider web one day He (she) had such enormous fun He (she) called for another elephant to come Hey Elephant! Continue with two elephants… then 3, then 4 etc. Note: Have your children stand in a circle with one in the middle, each verse have them invite another student in. 16. The Elephant The elephant goes like this and that, this and that, this and that. (Walk heavily and stomp feet loudly) The elephant goes like this and that, cause he's so big and fat! (Puff up cheeks and stretch out arms) He has no fingers and has no toes, He has no fingers and has no toes. (Wiggle fingers; wiggle toes) He has no fingers and has no toes, But goodness, gracious, what a nose! (Stick arms out like a long trunk.)

17. Yickity-Yackity, Yickity-Yak Yickity-yackity, yickity-yak, the yak has a scriffily, scraffily back, Some yaks are brown yaks and some yaks are black, yickity-yackity, yickity-yak. Sniggildy-snaggildy, sniggildy-snag, the yak is all covered with shiggildy-shag; He walks with a ziggildy-zaggildy-sag, sniggildy-snaggildy, sniggildy-snag.



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Letters, Numbers, Colors and Shapes

Letter Focus A, a Create page for “My Alphabet Book”

– use the A from the template section, glue various pictures of things that start with the letter A – apple, alligator, acorn, ant etc.

Construct ‘A’s out of a variety of materials – craft sticks, stick pretzels, Q-tips, chenille stems; some pieces will need to be broken in half

Cut out the letter A,a from magazines and glue onto paper for a collage

Number Focus 7

Count the number of days in a week, sing a ‘Days of the Week’ song

Draw 2 circles on a paper, laminate; count out 7 small items and place in a bowl; children put items from the bowl into the two circles, making sets of numbers that add up to 7

Make a book with 7 pages, on page 1 write the number 1 and cut out a picture of one item and glue onto page, on page 2 write the number two and cut out 2 pictures and glue etc.

Color Focus red

Have RED apples for snack or lunch (emphasize the letter A also)

Sing ‘Mary Wore a Red Dress’, children name different ‘red’ things that Mary could wear

Cut out the letters for the word RED from red construction paper (12 X 18 inch paper); glue onto a contrasting piece of paper (12 X 18); use red collage materials and glue onto the RED letters

Shape Focus diamond

Tape a diamond onto the floor;

children walk on the tape, drive cars on the tape, and/or line up blocks on the tape

Cut sandwiches into diamond shapes for lunch or snack

Diamond construction zone – cut out many different sized diamonds for children to glue onto paper, creating different items and buildings

Websites for free printables www.education.com www.first-school.ws/THEME/alphabetp1.htm www.kidslearningstation.com www.abcteach.com http://www.actionalphabet.com/Home.html



http://www.education.com/

http://www.first-school.ws/THEME/alphabetp1.htm

http://www.kidslearningstation.com/

http://www.abcteach.com/

http://www.actionalphabet.com/Home.html

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Weekly Planning Form: Preschool and School-Age

Weekly Theme: Going to the Zoo Date: Letter: A, a Color: red Number: 7 Shape: diamond

Monday Tuesday Wednesday Thursday Friday

Group Time & Story Time

Read Zoo Stories Read several stories about zoo animals and visiting the zoo

Activity 6: Roar! It’s a Lion! Read The Artist Who Painted a Blue Horse by Eric Carle

Red Day Sing ‘Mary Wore a Red Dress’, children name different ‘red’ things that Mary could wear

Activity 3: Monkeys Love Bananas Read a Five Little Monkeys story; Play the folder game where children match numbers and count bananas!

Zoo Animals Write different zoo animals on pieces of paper; draw pictures; tape up on wall so children can copy the word – start with the letter A, see if children can name an animal for all letters

Domains/ECIPs Approaches to Learning: Curiosity

Domains/ECIPs Language & Literacy: Emergent Reading

Domains/ECIPs Creativity & the Arts: Responding

Domains/ECIPs Cognitive – Mathematical & Logical Thinking

Domains/ECIPs Approaches to Learning: Reflection & Interpretation

Discovery Time

Activity 7: Zoo Animal Yoga Draw your favorite zoo animal, and create a yoga pose similar to it

Activity 6: Roar! It’s a Lion! Children use painting and cutting skills to create a unique lion

Cut out the letters for the word RED from red construction paper (12 X 18 inch paper); glue onto a contrasting piece of paper (12 X 18); use red collage materials and glue onto the RED letters

Make a book with 7 pages, on page 1 write the number 1 and cut out a picture of one item and glue onto page, on page 2 write the number two and cut out 2 pictures and glue etc.

Graph It Make a list of different zoo animals; categorize and chart the animals that fly, crawl, jump, and run etc.

Domains/ECIPs Social & Emotional: Self Concept

Domains/ECIPs Creativity & the Arts: Creating

Domains/ECIPs Cognitive – Scientific Thinking & Problem Solving

Domains/ECIPs Cognitive – Mathematical & Logical Thinking

Domains/ECIPs Cognitive – Scientific Thinking & Problem Solving

Motor Skills

Activity 7: Zoo Animal Yoga Use the pictures of animal yoga poses to create a yoga routine

Activity 6: Roar! Finish lion – snip mane and glue to body of lion

Have RED apples for snack or lunch – children use plastic knives to cut their apple into small slices or pieces

Put animal costumes in the dress-up area; or add animal print fabrics for children to create their own costume

Activity 7: Zoo Animal Yoga Use the pictures of animal yoga poses to create a yoga routine

Domains/ECIPs Social & Emotional: Social Competence & Relationships

Domains/ECIPs Physical & Motor: Fine Motor

Domains/ECIPs Physical & Motor: Physical Health & Well Being

Domains/ECIPs Social & Emotional: Emotional

Domains/ECIPs Physical & Motor: Gross Motor



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Week of: Theme: Use this form to make adaptations for individual children

Activity:

Domain Focus:

Child Skills/adaptations

Activity:

Domain Focus:


Activity:

Domain Focus:




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Project or Theme Based Webbing Planning Form

Use this Webbing Form to add your ideas to the Unit

Development Domains 1. Social and Emotional 2. Approaches to Learning 3. Creativity and the Arts 4. Language and Literacy 5. Cognitive 6. Physical and Motor



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Planning Form

Weekly Theme: Date: Letter: Color: Number: Shape:

Monday Tuesday Wednesday Thursday Friday

Group Time & Story Time

Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs

Discovery Time


Motor Skills




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Week of: Theme:

Activity:

Domain Focus:


Activity:

Domain Focus:


Activity:

Domain Focus:




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Infants & Toddlers Integrated planning based on the Minnesota Early Childhood Indicators of Progress, Birth - 3

Integrate the activities and experiences into the various components of your day

Experiences & Activities Educator/provider directly interacts with infant/toddler

Materials Needed

Experiences Infants and toddlers are working on these skills and behaviors through activities listed; each child meets specific developmental indicators based on individual development

Infants and Toddlers 1. Gather stuffed zoo animals and puppets for

infants and toddlers to hold 2. Rub the infant’s hand over the fur, use the word

‘soft’ 3. Bring in a piece or real fur, help infants and

toddlers to ‘pet’ the fur 4. Make a ‘texture’ puzzle board – use an old,

wooden animal puzzle frame, glue different textured fabric pieces to the inside of the frame; or draw an outline of a zoo animal onto a piece of plywood, glue different textured fabric pieces onto the animal shape

5. Read board books about zoo animals 6. Read special ‘touch and feel’ animals books 7. Look at pictures of zoo animals and make

animals sounds, laminate for durability 8. Hold the infants and move like different zoo

animals 9. Sing zoo songs and do finger plays, pages 8-10 10. Provide ‘zoo-keeping’ materials – plastic food to

feed the stuffed animals, brush for their fur, veterinary kit for animals that are sick, blankets and pillows for animal beds etc.

11. Use blocks to set up a zoo, put stuffed animals in each area created by blocks

12. Use animal cookie cutters, dip into non-toxic, washable tempera paint and stamp onto paper

13. Infants and toddlers use green crayons to color ‘grass’ on paper; use frosting to glue animal crackers onto the ‘grass’

14. Make ‘animal toast’, use animal cookie cutters to cut shapes out of toasted bread for snack

Extended Learning for Toddlers

Animal Puzzles: Copy and laminate the pictures; cut into 2, 3 or 4 easy-to-match puzzle pieces; copy a second picture, laminate but do not cut apart; toddlers can line the cut pictures on top of the whole picture

Torn Paper Window Animal: Use a permanent marker to draw a zoo animal on the non-sticky side of clear contact paper; with sticky side of the contact paper up (tape to

Stuffed zoo animals and/or puppets

Piece of real fur

Old wooden animal puzzle frame or piece of plywood

Textured fabric pieces

Books about zoo animals

Touch and Feel animal books

Pictures of zoo animals

Laminating materials

Plastic food for the animals – banana for monkey, lettuce for elephant, meat for lion etc.

Brush

Veterinary medical kit

Blankets and pillows

Blocks

Animal cookie cutters

Paper

Non-toxic, washable tempera paint

Green chubby crayons

Frosting

Animal crackers

Bread, toasted Toddlers

Pictures of zoo animals


Permanent marker

Clear contact paper

Construction paper

Box or basket

Tape

Small balls or bean bags



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table), toddlers tear construction paper into small pieces and stick into the animal shape; when animal is filled in, it can be stuck to a window; create an entire zoo!

Feed the Elephant (or other animal): Turn a box or laundry basket into an elephant’s head by adding paper ears and a trunk (or other appropriate features); provide small balls or bean bags to toss and feed the elephant

Elephant Tracks: cut out circles for elephant feet, add toenails; tape the feet to the floor; toddlers hop from one footprint to the next

Zebra Crackers: toddlers spread softened or whipped cream cheese onto a cracker; using sliced black olives, children line up the olives to make a stripe; other materials for stripes could be blueberries or raisins (not exactly black but dark)

Sensory Table: add plastic zoo animals to the sand table along with rocks, small tree branches, people figures; toddlers can create their own ‘zoo’ in the sand table

Crackers

Softened or whipped cream cheese

Paper plates

Plastic knives

Sliced black olives, blueberries or raisins

Sensory table, with sand

Rocks, small tree branches, people figures

Development Domains

This material comes directly from the MN Early Childhood Indicators of Progress, Birth – 3 document.

Social and Emotional Development:

Trust and Emotional Security: o Engages in behaviors that build relationships with familiar adults o Shows preference for familiar adults o Responds to unfamiliar adults cautiously o Seeks ways to find comfort in new situations o Shows emotional connection and attachment to others

Relationships with Other Children: o Shows interest in and awareness of other children o Responds and interacts with other children o Begins to recognize and respond to other children’s feelings and emotions o Begins to show concern for others o Learns social skills, and eventually words, for expressing feelings, needs

and wants o Uses imitation or pretend play to learn new roles and relationships

Self-Awareness: o Expresses feeling and emotions through facial expressions and sounds or

gestures o Develops awareness of self as separate from others o Shows confidence in increasing abilities

Self-Regulation: o Begins to manage own behavior and show self-regulation o Shows ability to cope with stress o Shows increasing independence o Understands simple routines, rules or limitations

Language Development and Communication:

Listening and Understanding:



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o Shows interest in listening to sounds o Listens with interest to language of others o Responds to verbal communication of others o Responds to nonverbal communication of others o Begins to understand gestures, words, questions or routines

Communicating and Speaking: o Uses sounds, gestures, or actions to express needs and wants o Uses consistent sounds, gestures or words to communicate o Imitates sounds, gestures or words o Uses sounds, signs or words for a variety of purposes o Shows reciprocity in using language in simple conversations

Emergent Literacy: o Shows interest in songs, rhymes and stories o Shows interest in photos, pictures and drawings o Demonstrates interest and involvement with books and other print

materials o Begins to recognize and understand symbols

Cognitive Development:

Exploration and Discovery: o Pays attention to people and objects o Uses senses to explore people, objects and the environment o Attends to colors, shapes, patterns or pictures o Shows interest and curiosity in new people and objects o Makes things happen and watches for results or repeats action

Memory: o Shows ability to acquire and process new information o Recognizes familiar people, places and things o Recalls and uses information in new situations o Searches for missing and hidden objects

Problem Solving: o Experiments with different uses for objects o Shows imagination and creativity in solving problems o Uses a variety of strategies to solve problems o Applies knowledge to new situations

Imitation and Symbolic Play: o Observes and imitates sounds, gestures or behavior o Uses objects in new ways or in pretend play o Uses imitation or pretend play to express creativity and imagination

Physical and Motor Development:

Gross Motor Development: o Moves body, arms and legs with coordination o Demonstrates large muscle balance, stability, control and coordination o Develops increasing ability to change positions and move body from place

to place o Moves body with purpose to achieve a goal

Fine Motor Development: o Uses hands or feet to make contact with objects or people o Develops small muscle control and coordination o Coordinates eye and hand movements



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o Uses different actions on objects o Controls small muscles in hands when doing simple tasks

Physical Health and Well-Being: o Shows characteristics of healthy development o Responds when physical needs are met o Expresses physical needs nonverbally or verbally o Participates in physical care routines o Begins to develop self-help skills o Begins to understand safe and unsafe behaviors

Supporting Emergent School Readiness Infants and toddlers are acquiring the knowledge and skills that are the foundation of preschool readiness skills

These activities:

Encourage muscle development – both gross and fine motor

Provide experiences for cognitive development

Increase vocabulary

Support literacy development through books, songs, finger plays and language

Promote social and emotional development through nurturing the child to try and do new things

Promote the development of trusting relationships

Provide experiences to interact with other children



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Block Planning for Infants and Toddlers with Activities Theme: Going to the Zoo Date:

Social and Emotional

Bring in a piece or real fur, help infants and toddlers to ‘pet’ the fur

Language Development and Communication

Look at pictures of zoo animals and

make animals sounds, laminate for durability

Cognitive

Provide ‘zoo-keeping’ materials – plastic food to feed the stuffed animals, brush for their fur, veterinary kit for animals that are sick, blankets and pillows for animal beds etc.

Toddlers

Animal Puzzles: Copy and laminate the pictures; cut into 2, 3 or 4 easy-to-match puzzle pieces; copy a second picture, laminate but do not cut apart; toddlers can line the cut pictures on top of the whole picture

Physical and Motor

Infants and toddlers use green crayons to color ‘grass’ on paper; use frosting to glue animal crackers onto the ‘grass’

Toddlers

Elephant Tracks: cut out circles for elephant feet, add toenails; tape the feet to the floor; toddlers hop from one footprint to the next

Environment

Notes



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Block Planning for Infants and Toddlers Theme: Date: ______

Social and Emotional Language Development and

Communication

Cognitive Physical and Motor

Environment

Notes



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Preschool & School-Age Activity Plans


Directions Materials Needed

Getting Ready

Setting the stage for excited and engaged learning

Ask children if they have ever gone to the zoo

Ask them what they think happens at night

No supplies

Activity Directions should be adapted to fit the individual skills of children

PS-K

Read Goodnight Gorilla by Peggy Rathmann Also available online at


Children draw pictures of their favorite part of the story

School-Age

School-agers research gorillas using the internet or other resource books

They write up a short report on gorillas

Questions to respond to: 1. Where do gorillas live in the wild? 2. What types of food do they eat? 3. How do they communicate with each other? 4. Do they use tools? 5. Share some information about Koko, and

sign language.

Book, Goodnight Gorilla by Peggy Rathmann

Paper

Crayons/markers

Access to the internet or other resource books: gorillas

Writing paper

Pencils

Reflection Extending the learning, encouraging critical thinking

Things to reflect on

Can animals use keys to open doors at the zoo?

Why didn’t the zookeeper know what was going on?

Development Domains Main development focus of activity

Primary Focus: Language & Literacy Preschool – Emergent Reading: Retells information from a story School-age – Reading: Uses a variety of strategies to gain meaning from books and other print media

Secondary Focus: Language & Literacy Preschool – Listening: Listens with understanding to stories, directions, and conversations School-age – Listening: Understands increasing number and complexity of words

Approaches to Learning Preschool – Curiosity: Shows eagerness and a sense of wonder as a learner School-age – Interest in Learning: Demonstrates an interest in the world around them and how they interact with it

STEM Education Function

Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately




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School/life Readiness Skill Development

Preschoolers enjoy having stories read to them. They are beginning to be ‘reflective thinkers’ by being able to talk about what might happen based on what they know. This is an important skill in being able to gain meaning from books. Children need this skill in order to be successful in developing comprehensive reading skills – important for school readiness. School-agers want to know the ‘real’ facts about what they see or experience. They are able to read non-fiction material in order to answer specific questions. This is an important skill for school success. As school-agers get into the higher grades they will be using research to write reports to explain events or things in their world.



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Getting Ready


Read Goodnight Gorilla by Peggy Rathmann

Also available online at


Talk with the children about acting out a story



PS-K

Read the story again and diagram the plot

Make a chart with children that indicates what color key unlocks which animal, and in what order the animals were let out

Make a list of the ‘props’ needed for the story

Have children take turns being the different characters in the story

You may have to add more animals in the zoo so that everyone gets a part

School-Age

School-agers read the story

They write a script for the story

Children try out for a specific part in the story

They create a ‘stage’, complete with background scenes

They also gather the props needed

When ready to perform, school-agers can present the play to younger children or tape it to show their families


Chart paper

Paper

Roll paper

Stage frame

Props for play

Video recorder



What do you like best about reading a story, or having one read to you?

What are some things you can do with your imagination?

What skills do you need in order to be an actor/actress?


Primary Focus: Language & Literacy Preschool – Speaking: Speaks clearly enough to be understood in home language and/or English School-age – Speaking: Demonstrates ability to use language to express feelings and convey ideas

Secondary Focus: Social & Emotional Preschool – Emotional: Explores a wide range of emotions in different ways (e.g., through play, art, music, dance) School-age – Emotional: Exhibits competence in exploring, recognizing, understanding and describing own emotions




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Approaches to Learning Preschool – Imagination & Invention: Tries out various pretend roles in play or with make-believe objects School-age – Learning Strategies: Uses creativity to invent new ways to solve problems and explore objects


Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process)


Preschoolers may love to be the ‘star’ of the show! Children gain many skills when they act out a story – language skills, appropriate social behaviors, and patience to wait their turn. Some children may be very reluctant or shy, and will need to be encouraged and supported to join in; others may want to always be the main character and they need to learn about sharing and the rights of others. All children benefit from the experience of being part of acting out a story! School-agers can become very involved in the ‘production’ aspects of putting on a play. Some school-agers feel more comfortable being in the spotlight, and others may need some encouragement. At this age, it is still very important that all children have a part in the ‘on stage’ part of a production, as well as all need to help with the ‘back side’ of it. As school-agers move towards their middle school years, they will start to decide where their comfort is – on stage, or behind it.



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Activity 3: Monkeys Love Bananas!


Getting Ready


Read a story about monkeys

Learn a finger play about monkeys – see page 9

Talk about what we often think about what monkeys eat – bananas!

Books about monkeys

Finger plays about monkeys


PS-K

Make a large monkey on a manila folder, see picture of monkey in Template section

Add a spinner to monkey’s tummy – spinner in Template section

Laminate folder

Copy and cut out lots of bananas – in Template section

Laminate bananas

Children spin the arrow to see how many bananas to ‘feed the Monkey’

Another option is to glue some bananas on the folder, write numbers on the bananas that children are working on

Make a second set of bananas that have the matching number on them

Laminate

Children put the matching loose banana on the folder

When the children spin a number, they pick the corresponding banana

School-Age

School-agers use the monkey and spinner BUT need to complete the counting grid by coming up with a math equation that equals the number spun Example – the number on the spinner was 8, the equation could be 2 X 4; or 10 – 2 etc.

They write the equation on the back of their counting grid

After correctly coming up with an equation for the number, they mark off that many bananas on their number grid

Manila folders

Picture of monkey – in Template section

Spinner Template


Brad fastener for spinner

Paper

Banana counting grid

Pencils



Do monkeys really like bananas? (Where can you find out this information?)

Where do bananas grow? What other fruit grows in a tree?



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Primary Focus: Cognitive – Mathematical & Logical Thinking Preschool – Number Concepts and Operations Demonstrates increasing interest in and awareness of numbers and counting School-age – Number Concepts and Operations: Understands basic mathematical operations

Secondary Focus: Social & Emotional Preschool – Self Concept: Demonstrates increasing self-direction and independence School-age – Self Concept: Exhibits a positive self-concept through displaying confidence, self-direction and independence

Approaches to Learning Preschool – Persistence: Seeks and/or accepts help or information when needed School-age – Learning Strategies: Demonstrates problem-solving skills through play and daily activities


Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations


Preschoolers are so excited to learn new things, and share this with others. Learning to count and recognize numbers is something they are very proud of being able to do. The more experiences preschoolers have to practice their counting and number recognition, the more they will be able to transfer this knowledge to other areas. Transference of knowledge is key to success in school. School-agers should be encouraged to use higher level thinking and problem solving strategies when playing games or completing projects. In this activity, they need to think about math equations that equal the number they spin – this is the reverse of much of traditional school work. The ‘answer’ is not one specific equation so it requires them to think of many options. This ability to think of the many options to solve problems can help school-agers solve difficult problems in school and in life.



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Activity 4: Piece of the Puzzle


Getting Ready


Have children stand up and hold onto hands to form a circle

Have children walk around in their circle

Have one child let go of hands and sit down

Have children continue to walk in a circle

What happens?

Discuss how important for all of children to be holding hands and walking together in the circle

Read a book about endangered animals – see book list or choose others

Any of the books from the Endangered Animals book list


PS-K

Use any animal puzzle you have in the program

Have children sit in a group, (equal to the number of puzzle pieces plus adult)

Provide each person with a puzzle piece

Help children put the puzzle together

Take the puzzle apart

Hand out puzzle pieces again, only remove one piece (without children realizing it)

Again, help children put puzzle together again only with piece missing (the adult’s piece)

Have children talk about what happens when a piece is missing

Read a book about pandas – see book list

Copy and laminate the panda picture in Template section

Cut into 2, 3, 4 or more pieces (depending upon the children’s skills)

Provide a panda puzzle for each child

Put puzzle pieces in a zipper lock bag for children to take home

School-Age

School-agers research endangered animals

They choose one to create a poster about

First, they need to make a draft of their poster on a piece of paper

Then they transfer their ideas to a 12 X 18 piece of construction paper

School-agers can also find the address of the program or group that is working to save their particular animal

They can write a letter asking for information or

Animal puzzle – number of pieces appropriate for age group

Book about pandas

Panda picture – Template section

Paper


Zipper lock bags

12 X 18 inch construction paper

Access to internet or research resources

Colored pencils/markers



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to find out how they can help

School-agers may even decide to work as a group to raise money for a particular endangered animal



Why is it important to save endangered animals?

What can you do to protect these endangered species?


Primary Focus: Cognitive – Social Systems Understanding Preschool – Understanding the World: Shares responsibility in taking care of their environment School-age – World: Recognizes the interrelationships between countries, cultures and languages in the world

Secondary Focus: Cognitive – Scientific Thinking & Problem Solving Preschool – Questioning: Makes predictions about objects and natural events School-age – Life Science: Begins to understand the relationships between living things and own environment

Approaches to Learning Preschool – Reflection & Interpretation: Thinks about events and experiences and applies this knowledge to new situations School-age – Reflective Learning Practices: Sets personal goals based on learning and experiences


Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames


Preschoolers can be very receptive to ideas about taking care of the world and each other. This is where we can start teaching children to be ‘stewards of the earth’ – to take care of the earth, the animals that inhabit it, and each other so that we can all live a healthy and happy life. Children that can put others first are developing empathy and social responsibility – both necessary for becoming adults that care about their community and world. School-agers are starting to develop the attitudes and beliefs that will help them become successful and contributing adults. Caring for the earth, animals that are critical for the environment, and for other people contributes to a life philosophy that values each creature as crucial to the good of the whole. Developing a belief system is important for success in school and life.



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Activity 5: To the Zoo!


Getting Ready


Read Going to the Zoo by Tom Paxton, or any book about going to the zoo

List the different animals they might see at the zoo

Have children demonstrate how a particular animal would move

Book, Going to the Zoo by Tom Paxton, or any book about going to the zoo

Paper, marker


PS-K

Children sing the words to the song – see below

Turn large cardboard boxes into cars for going to the zoo

Children paint, color and glue on accessories to turn the boxes into cars

Children can pretend to drive the car to the zoo and visit the different animals

Tape pictures to the floor of the different animals visited in the song

Children can ‘drive’ their cars to the various animals

School-Age

School-agers choose different destinations to visit – the moon, the beach, the game etc.

They write lyrics for their new song

School-agers turn shoeboxes into vehicles to take them to their destination using paint, markers, paper and other materials

Lyrics to song – below

Large cardboard boxes

Paint & brushes

Markers/crayons

Construction paper

Glue

Scissors

Paper

Pencils

Shoeboxes



What is your favorite animal at the zoo?

Where would like to visit?


Primary Focus: Creativity & the Arts Preschool – Creating: Uses a variety of media and materials for exploration and creative expression School-age – Creating: Demonstrates the fundamental knowledge and techniques needed to create and perform

Secondary Focus: Social & Emotional Preschool – Social Competence & Relationships: Uses play to explore, practice, and understand social roles and relationships School-age – Social Competence & Relationships: Demonstrates effective social and interpersonal skills with peers

Approaches to Learning Preschool – Imagination & Invention: Tries out various pretend roles in play or with make-believe objects



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School-age – Learning Strategies: Exhibits persistence through play and the planning of short- and long-term projects


Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process)


Preschoolers love to make things out of cardboard boxes. Providing them a destination to go to with their cardboard box helps children expand their creative play. Through creative play, preschoolers are practicing the things they see in their world, and they are learning about social behaviors and interactions. This helps children make sense of the things in their world, which in turn nurtures school readiness. School-agers like to be challenged. Taking a well-known song and changing it based on specific criteria helps school-agers think ‘outside the box’, developing higher level thinking and problem solving skills. In their school careers, school-agers are often given a set of facts and asked to solve a problem. This is a skill that is also needed for success as an adult.



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Mama’s Taking Us to the Zoo Tomorrow Mama's taking us to the zoo tomorrow Zoo tomorrow Zoo tomorrow Mama's taking us to the zoo tomorrow We can stay all day Chorus We're going to the zoo, zoo, zoo How about you, you, you? You can come too, too, too We're going to the zoo, zoo, zoo. See the elephant with the long trunk swingin' Great big ears and long trunk swingin' Sniffin' up peanuts with the long trunk swingin' We can stay all day. Chorus See all the monkeys scritch scritch scratchin' Jumpin' all around and scritch scritch scratchin' Hangin' by their long tails scritch scritch scratchin' We can stay all day. Chorus Big black bear all huff huff a-puffin' Coat's too heavy, he's huff huff a-puffin Don't get too near the huff huff a-puffin' Or you won't stay all day. Chorus Seals in the pool all honk honk honkin' Catchin' fish and honk honk honkin' Little tiny seals all honk honk honkin' We can stay all day. Chorus We stayed all day and I'm gettin' sleepy Sittin' in the car gettin' sleep sleep sleepy Home already and I'm sleep sleep sleepy We have stayed all day. We've been to the zoo, zoo, zoo So have you, you, you You came too, too, too We've been to the zoo, zoo, zoo. But - Daddy's taking us to the zoo tomorrow Zoo tomorrow Zoo tomorrow Daddy's taking us to the zoo tomorrow We can stay all day!



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Activity 6: Roar! It’s A Lion!


Getting Ready


Read The Artist that Painted a Blue Horse by Eric Carle

Talk about how sometimes we need to paint/color things just the way they are – scientific observation

Sometimes we paint things the way we ‘feel’ about them, or want them to be – artistic or creative license

Look at a picture of a lion

Talk about what color it is, and about its mane

Book, The Artist that Painted a Blue Horse by Eric Carle

Picture of a lion


PS-K

Children choose a color they want their lion to be

Children sponge paint a 9 X 12 inch piece of white construction paper the color of their choice

They also sponge paint a small white paper plate

When the paper is dry, children fold it in half, short ends together (like a hamburger bun)

They draw a half circle on side opposite the fold – see diagram below

Holding the two edges together, children cut on their line – this makes the body of the lion

Save the scraps for the tail

On the paper plate, children draw the face of their lion using markers

Children snip all around the outside of the plate to create the mane

Glue onto one end of the body

On the other end, add a tail – cut a strip from the scrap cut from lion’s body

Glue onto the end opposite the head

Add yarn or a pompom at the end of the lion’s tail

School-Age

Follow the directions in Template section to make a simple origami lion’s head, found at http://www.origamiway.com/easy-origami-lion.shtml

School-agers could make an entire ‘zoo’ of origami animals!

White 9 X 12 inch construction paper

Tempera paint – many colors

Sponges

Small, white paper plates

Scissors

Markers or crayons

Glue

Yarn or pompoms

Origami paper

Directions for origami lion – in Template section



http://www.origamiway.com/easy-origami-lion.shtml


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Why do we need to know how to record, paint or illustrate things using scientific observation strategies?

Why is it okay to also paint or illustrate items based on artistic or creative feelings or desires?


Primary Focus: Creativity & the Arts Preschool – Creating: Uses a variety of media and materials for exploration and creative expression School-age – Creating: Expresses feelings and experiences in the creative process

Secondary Focus: Physical & Motor Preschool – Fine Motor: Explores and experiments with a variety of tools (e.g., spoons, crayons, paintbrushes, scissors, keyboards) School-age – Fine Motor: Demonstrates increasing small muscle control and coordination in eye, hand and body movements

Approaches to Learning Preschool – Persistence: Demonstrates ability to complete a task or stay engaged in an experience School-age – Learning Strategies: Demonstrates risk-taking by trying new activities


Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames


Preschoolers often paint or color based on whichever crayon or paint they first pick up! They are more interested in the actual process than the result (i.e. – the child that paints the ENTIRE paper one color!). It is refreshing to see the artistic and creative side of children. At some point, preschoolers will learn the difference between drawing something exactly as they see it (scientific observation) and how they feel/or want it to be. We need to encourage and nurture both types of a child’s work – the actual/factual side, and the creative side, in order for children to grow to be successful adults. School-agers are learning to complete intricate and elaborate projects. Origami is an example of how important it is to follow directions, and to be exact in completing them in order to get the results desired. This is a very important lesson as school-agers go through their school years, and into adulthood. Many tasks and occupations require precise work for success.

Lion Body Add head to one end, tail to the other Fold Legs Legs Draw ½ circle, cut out



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Getting Ready


Read What Do You Do with A Kangaroo by Mercer Meyer or other books with kangaroos

Learn the kangaroo finger plays, page 10

Talk about why kangaroo are so special – they have a huge pocket or pouch!

Book, What Do You Do with A Kangaroo by Mercer Meyer


PS-K

Look at pictures of a kangaroo

Talk about the different parts – big back legs, little front legs, long tail, body size etc.

Make copies of the kangaroo on construction paper – in Template section

Children cut out the kangaroo

Use brown tempera paint to sponge paint the picture of the kangaroo

Make copies of the kangaroo pouch on tan paper

Cut out pouch

Adult – place pouch onto kangaroo body, use glue stick on pouch edges (leave top unglued) to attach to body, then punch holes around the sides – leaving top of pouch open

Children use yarn to ‘sew’ pouch onto kangaroo (it is already glued onto the kangaroo so it shouldn’t move)

School-Age

Prepare the base for a paper mache kangaroo –see diagram below

Blow up a balloon, tape it to a paper cup, which is the pouch

Crumple a paper and tape to top of balloon

Tape a toilet paper tube to each side of the balloon for the legs

Set kangaroo base on a Styrofoam plate or tray

Use strips of newspaper dipped in papier mache and cover kangaroo base – recipe below

Let dry and add a second and third layer of papier mache strips

Add different features with the second and third layer – ears, front arms, tail etc.

When kangaroo is dry, paint with tempera paint

Pictures of kangaroo

Kangaroo Template

White construction paper

Brown tempera paint

Sponges

Tan construction paper

Glue stick

Paper punch

Yarn

Paper

Balloons

Paper cups

Toilet paper rolls

Styrofoam plate/trays

Old newspaper

Papier mache ingredients – see recipe



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What do we use to carry things instead of a pouch on our tummies?

What other animals have pouches to carry items?


Primary Focus: Physical & Motor Preschool – Fine Motor: Develops small muscle control and coordination School-age – Fine Motor: Demonstrates increasing small muscle control and coordination in eye, hand and body movements

Secondary Focus: Creativity & the Arts Preschool – Responding: Shows interest and respect for the creative work of self and others School-age – Responding: Discusses personal experiences in creating and performing

Approaches to Learning Preschool – Persistence: Demonstrates ability to complete a task or stay engaged in an experience School-age – Learning Strategies: Uses creativity to invent new ways to solve problems and explore objects


Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process


Preschoolers are developing their small motor skills in many of the things they do on a daily basis – feed themselves, get dressed, look at books, and build with blocks etc. Through activities that use small muscle hand/eye coordination, preschoolers are developing the skills they will need to be successful with school tasks and many real-life activities. School-agers like to create things with their hands, using fine motor skills. This activity (with papier mache) is also somewhat time consuming and may be a bit frustrating. This nurtures persistence and patience in school-agers which will help them learn to follow through on projects and activities.



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Side View – School Age Papier Mache Kangaroo

crumpled paper cup balloon toilet paper tube Papier Mache recipes Recipes from One Hundred and One Recipes for Fun, available at www.earlylearningsuccess.net

69. Uncooked Papier Mache Paste

1 cup flour

2 cups water

1. Mix ingredients together, stirring until there are no lumps

70. Cooked Papier Mache Paste

1 cup flour

5 cups water

1 tablespoon salt

1. Pour 4 cups of water into pot and bring to a boil 2. Mix 1 cup flour with 1 cup warm water, stirring until there are no lumps 3. Slowly pour flour/water mixture into boiling water, stirring to prevent lumps 4. Continue cooking mixture until it thickens, about 2 or 3 minutes 5. Consistency should be about the thickness of glue 6. Stir in 1 tablespoon salt – as a preservative 7. Store in refrigerator




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Activity 8: Zoo Animal Yoga


Getting Ready


Read a story about zoo animals – see Zoo Book list or choose others

Talk about how the animals look when they are standing, moving, and resting

Book about zoo animals – see Zoo Book list or choose others


PS-K Adult should have some knowledge of yoga; websites with animal yoga poses for children: http://mothernatured.com/2014/03/25/animal-yoga-for-kids/ http://theinspiredtreehouse.com/jungle-animal-yoga-for-kids/

Have children choose 4 to 6 zoo animals they want to use to create yoga poses

Children draw pictures of the animals to show how they stand or rest

Name the animal pose – children may have more than one animal doing the same pose

Set a routine of zoo animal yoga poses that make sense in how to stretch and move our bodies

Tape the pictures to the wall for ‘Zoo Yoga’ time

Children move and stretch their bodies into the zoo animal poses

School-Age

School-agers can choose more zoo animals to use to create poses (8 to 10)

Challenge the school-agers to develop their poses around an animal theme – animals with hooves, animals that live in the jungle, animals that live in water etc.

They draw pictures of the animal poses – following general yoga movements

They could put their different ‘theme-based’ yoga routines into a book for the group

Access to yoga books – both for adults and children

Paper

Crayons



How does yoga make your body stronger?

What do animals do to exercise their muscles?


Primary Focus: Physical & Motor Preschool – Gross Motor: Develops body strength, balance, flexibility, and stamina School-age – Gross Motor: Demonstrates increasing large muscle control and coordination in hand, arm, leg and body movements



http://mothernatured.com/2014/03/25/animal-yoga-for-kids/

http://mothernatured.com/2014/03/25/animal-yoga-for-kids/

http://theinspiredtreehouse.com/jungle-animal-yoga-for-kids/

http://theinspiredtreehouse.com/jungle-animal-yoga-for-kids/

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Secondary Focus: Social & Emotional Preschool – Self Concept: Develops an awareness of self as having certain abilities, characteristics, and preferences School-age – Self Concept: Exhibits a positive self-concept through displaying confidence, self-direction and independence

Approaches to Learning Preschool – Reflection and Interpretation: Thinks about events and experiences and applies this knowledge to new situations School-age – Reflective Learning Practices: Sets personal goals based on learning and experiences


Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations


Preschoolers are learning new ways to stretch and move their bodies. Children that are physically fit are more likely to develop a positive self-image, which contributes to positive self-esteem and confidence They are also more likely to be able to sit attentively for periods of time. This is important for school readiness. School-agers are getting to the age where body image, and what their peers think of them, is very important. School-agers that are comfortable with their bodies are more confident and have a better self-concept than school-agers that are self-conscious about their bodies. Feeling confident is important in order to have positive social interactions, which in turn supports a positive learning environment – critical for school success.



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Pictures & Templates The letter A



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Apple Alligator Acorn Ant





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Activity 3: Monkeys Love Bananas! Copy monkey below, glue onto manila folder Add spinner to monkey’s tummy - divide spinner into as many spaces as needed; write the numbers children are working on in the spinner spaces Children spin and pick the number of bananas indicated to ‘feed the monkey’



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Spinner Directions

Cut out spinner and arrow; divide circle into as many spaces as desired

Laminate

Punch hole in arrow and attach to center of spinner with brass fastener, make sure it spins freely

Use erasable marker to add numbers to the spaces Arrow for Spinner



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Counting Grid



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Activity 4: Piece of the Puzzle Copy, laminate and cut into 2, 3, or 4 pieces (depending on children’s skills)



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Activity 6: Roar! It’s A Lion!

Easy Origami Lion Instructions

From: http://www.origamiway.com/easy-origami-lion.shtml

Learn how to make this ferocious origami lion with just a few simple folds.

Learn how to make an origami ninja with instructions below. Difficulty: Easy!

Step 1: Start with a square sheet of origami paper, color side down. If you only have regular rectangular paper,

follow instructions on how to make origami paper.

Step 2: Fold the left half to the right, corner to corner, then unfold.




http://www.origamiway.com/origami-paper.shtml

http://www.origamiway.com/how-to-make-origami-paper.shtml

http://www.origamiway.com/how-to-make-origami-paper.shtml

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Step 3: Fold the top half down, then unfold again.

Step 4: Fold a part of the bottom corner up as shown in the picture.

Step 5: Fold the left and right corners

in above the horizontal crease like in the picture.

Step 6: Turn the paper over

horizontally.

Step 7: Fold down the top part, beginning at slightly below the halfway

crease.



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Step 8: Turn the figure over.

Step 9: Draw on the face




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Kangaroo Template



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Pouch – punch holes on dots



Documents

Going to the Zoo - Early Learning Successearlylearningsuccess.net/.../Going-to-the-Zoo-Unit... · Going to the Zoo Unit of Study based on common developmental domains and early learning