Copy of Copy of October week 10 2023-2024
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Ivy Tech Community College, Northcentral *
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100
Subject
Mathematics
Date
Feb 20, 2024
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docx
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Uploaded by Heathnc
Early Learning Center Lesson Plans
Mrs. Collier Room Date: October 22-27
Theme: Size Week: 11
Week Theme: Color, Shape, and Size Monday Tuesday Wednesday
Thursday Friday 7:00-7:45
Arrival/Free Play
Arrival/Free Play
Arrival/Free Play
Arrival/Free Play
Arrival/Free Play
Arrival/Free Play
7:45-8:00
Clean-up/Wash
Hands/Restrooms
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
8:00-8:20
Breakfast
Breakfast following food program guidelines Breakfast following food program guidelines Breakfast following food program guidelines Breakfast following food program guidelines Breakfast following food program guidelines 8:20-8:30
Clean-up/Wash
Hands/Restrooms
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
8:30-9:00 Playroom Indoor gross motor activity options. Indoor gross motor activity options. Indoor gross motor activity options. Indoor gross motor activity options.
Indoor gross motor activity options. 9:00- 9:20
Greeting Circle/
Morning Message
Unite: Sing “Sing a Song of Opposites”. Display Vocabulary Cards (gigantic-gigantesco,tiny-pequeno). Ask: What does gigantic mean? What does tiny mean? Sing “Twinkle, twinkle, Little Star”. (pg 47) in a gigantic voice while making gigantic blinking star hand motions. Sing it again in a tiny voice while making tiny blinking star hand motions. Ask volunteers to remind everyone what we learned yesterday or last week. Tell children that this week we will be learning about sizes. Sing a Song of Opposites
(
Tune: “Mary Had a Little Lamb”)
This is tiny. This is enormous. This is tiny and this is enormous. This is tiny and this is enormous. Sing along with me. Calm:
S.T.A.R breathing (Pretzel) Have children take deep breaths in and exhale.
Connect:
Introduce the Absent Child Ritual Say: A member of our school family is absent today. Tell children why some students may be absent.(sick, appointments etc…) Tell children
that you want to be sure to send well wishes to absent friends every day. Place the absent students name or photo on the wish well heart and sing “We wish you well.”
Commit: Introduce my job as the Safekeeper by saying:Recite the Safekeeper Ritual to children as you home the box: My job is to keep you safe. Then children say: And it is our job to
help keep the classroom safe. This week will keep the classroom safe by using (walking feet, listening ears, gentle hands, big voice, sharing, helping hands). Morning Message: Monday: Big things can be enormous. (B,b,t)
Tuesday: Baby turtles are tiny. (B,b,t)
Wednesday: The turnip is very big. (T,t,b)
Thursday: Papa Bear has big things. ( B,b,t)
Friday: Baby Bear has tiny things. ( B,t) 9:20-9:30 Restrooms/Wash
Hands Clean-up/Wash Hands/Restrooms/Diaper Change
9:30-10:00
Playground
Outdoor play weather permitting.
10:00-10:10
Clean-up/Wash
Hands/Restrooms
Clean-up/Wash Hands/Restrooms/Diaper Change
10:10-10:35
Math/Literacy/
STEAM/ Read
Aloud # 1
Math: Remind children that we have classified items by color and by shape. Tell them that today we will classify items by size. Math: Say the rhyme “Balls”. “Pelotas” (pg. 24) Display the set of nine balls. Ask
a volunteer to help you classify the balls into sets by their size: Math:
Display the Stacking Blocks Sequence Cards. Invite a volunteer to help arrange the cards from the smallest stack to the largest stack. Math: Teach children “Three Green
Frogs”. Provide nine green frog counters and the small, medium, and large “ Math: Display the three bears from “Three Bears Sort” (Portal: Patterns). Display the bears’ belongings (suitcases, bowls, chairs, beds). Ask a volunteer to help
Display small, medium and large plates, cups, and spoons. Ask volunteers to help you sort Goldilocks tableware by size so things will be easy to find when the bears come to visit. When you have finished, explain that you have three sets of small, medium and large items. Ask volunteers to identify which stack of tableware will be used for which bear ( Baby Bear, Mama Bear, Papa Bear). Literacy:
Display The Three Bears Vacation. Share the name of the author and illustrator. Explain that the author writes words (txt) in a book and the illustrator creates the pictures (illustrations). Prepare: Ask children if they remember what this story is about. Invite a volunteer to tell others what the story is about. Read:
Pause on pages that describe or disrespect size(pages
2-3 small/ medium/large suitcases,pages 12-13 size of cookies snack, page 16 different-
sized bears don't fit the same in equal-sized beds). small, medium, large. If time permits, take the balls outdoors. Invite children to try to catch each ball. Ask: Which ball is easiest to catch? Why? Literacy: Provide three blocks in three different sizes. Ask a volunteer to
sort the blocks by size. Literacy: Lily Pads” (Portal: Patterns). Invite a volunteer to help you classify the frogs onto small, medium and large lily pads. Literacy: classify the items by size to determine which items belong to which bear. Literacy:
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Ask: Why did Papa Bear sleep on
the floor? 10:35-10:45
Storytime
Choose a book to read to the students. 10:45-10:50
Restrooms/Wash
Hands Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
Clean-up/Wash Hands/Restrooms/Diaper Change
10:50-11:05
Lunch/Lunch
Clean Up Lunch following food program guidelines. Lunch following food program guidelines. Lunch following food program guidelines. Lunch following food program guidelines. Lunch following food program guidelines. 11:05-11:25
Free Play
Students choose what they want to play with, cleaning up their areas when they finish before moving on to another play activity. Adults in the room will be interacting with the children, and engaging in their play activities. Students choose what they want
to play with, cleaning up their areas when they finish before moving on to another play activity. Adults in the room will be interacting with the children,
and engaging in their play activities. Students choose what they want to play with, cleaning up their areas when they finish before moving on to another play activity. Adults in the room will be interacting with the children, and engaging in their play activities. Students choose what they want to play with, cleaning up their areas when they finish before moving on to another play activity. Adults in the room will be interacting with the children, and engaging in their play activities. Students choose what they want to play with, cleaning up their areas when they finish before moving on to another play activity. Adults in the room will be interacting with the
children, and engaging in their play activities. 11:25-11:50
Math/Literacy/
STEAM/ Read
Aloud # 2
Math: Encourage children to sort the plates, cups and spoons by size for the first three days. On Day 4, change to frogs and lily pads and on Day 5 change to the “Three Bears Sort” items. Ask children how and why questions about their sorting each day. During the week, have children count the items in each set. Math: Fill a tub with sand and mix a couple cups of pea gravel (or marbles). Have children use a strainer to separate the gravel
( or marbles) from the sand and place it in a bucket. Ask: How does this work? Help children recognize that the size of the sand and gravel (marbles) impacts if it can go through the small holes in the strainer. Math: Have children sort the farm animals. Encourage them to build a farm with places for the animals to live. Have them build a pen for the pigs, a barn for the horses, a pasture for the cows, and a hen house chickens. Literacy: Math: Ask: Which animal needs the largest space to live? Which animal needs the largest space to live? Have children arrange the animals from smallest to largest. Challenge children to think of other
ways they can classify the animals. Literacy: Math: Encourage children to roll small, medium, and large balls. When they are finished, have them classify the balls by size. Ask how and why questions and questions that prompt children to think about their criteria for sorting. Ask: What makes a ball medium instead of large? Literacy:
Literacy:
Prepare: Read:
Ask: Literacy:
.
Steam:
11:50-12:00
Rest room
Wash Hands/Restrooms/Diaper Change
Wash Hands/Restrooms/Diaper Change
Wash Hands/Restrooms/Diaper Change
Wash Hands/Restrooms/Diaper Change
Wash Hands/Restrooms/Diaper Change
12:00-1:30
Rest Time/Quiet
Time
Rest Time/ Quiet Time
Rest Time/ Quiet Time
Rest Time/ Quiet Time
Rest Time/ Quiet Time
Rest Time/ Quiet Time
1:30-2:00
Wash Hands/
Snack break Snack following food program guidelines.
2:00-2:30
Physical
Education Student’s participate in P.E. activities while adults help keep them active and engaged. 2:30-2:40
Rest Room Wash Hands/Restrooms/Diaper Change
Wash Hands/Restrooms/Diaper Change
Wash Hands/Restrooms/Diaper Change
Wash Hands/Restrooms/Diaper Change
Wash Hands/Restrooms/Diaper Change
2:40-4:00
Freeplay/
Dismissal Student’s choose what they want
to play with, cleaning up their areas when they finish before moving on to another play activity. Adults in the room will be interacting with the children, and engaging in their play activities and helping them get their stuff together as they are dismissed. Student’s choose what they want to play with, cleaning up their areas when they finish before moving on to another play activity. Adults in the room will be interacting with the children, and engaging in their play activities and helping them get their stuff together as they are dismissed. Student’s choose what they want to play with, cleaning up their areas when they finish before moving on to another play activity. Adults in the room will be interacting with the children, and engaging in their play activities and helping them get their stuff together as they are dismissed. Student’s choose what they want to
play with, cleaning up their areas when they finish before moving on to another play activity. Adults in the room will be interacting with the children, and engaging in their play activities and helping them get
their stuff together as they are dismissed. Student’s choose what they want to play with, cleaning up their areas when they finish before moving on to another play activity. Adults in the room will be interacting with the
children, and engaging in their play activities and helping them get their
stuff together as they are dismissed.
Learning Outcomes:
Child manages actions, words, and behavior with increasing independence (P-ATL 4)
Child demonstrates an increasing ability to control impulses (P-ATL 5)
Child engages in and maintains positive interactions and relationships with other children (P-SE 3)
Child Demonstrates awareness that spoken language is composed of smaller segments of sound (P-LIT 1)
Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (Conventions of Print) (P-LIT 2)
Child identifies letters of the alphabet (P-LIT 3)
Child attends to communication and language from others (P-LC 1)
Children understand and respond to increasingly complex communication and language from others. (P-LC 2)
Child asks and answers questions about a book that was read aloud (P-LIT 5)
Child understands simple patterns (P-MATH 7)
Child demonstrates knowledge of personal safety practices and routines (P-PMP 6)
Child appropriately handles and takes care of classroom materials (P-ATL 3)
Child observes and describes observable phenomena (objects, materials, organisms, and events) (P-SCI 1)
Child engages in scientific talk (P-SCI 2)
Child plans and conducts investigations and experiments (P-SCI 5)
Child analyzes results, draws conclusions and communicates results (P-SCI 6)
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