BYU-Idaho Preschool Lesson Plan

PHASE #1
Lesson Plan #1
Lab #1
PlantsSeeds
Date:
Friday, May 29th, 2015
Supervisor: Hannah C
Lead Teacher:
Amber Metz
Preassessment and Findings:
I interviewed children during free play and snack time about plants.
I asked Ashtyn, Jacob, and Elias What does a plant look like? Ashtyn said A
flower Elias said The grass, and Jacob said The ground.
-I asked some of the younger children separately (Jacob, Max, Oli, Aksel, Sully) Can
you eat plants? Each of them said No.
-I asked some of the older children if you can eat plants. Sam said Duh. Daegan
said Some plants. Levi said Yes.
-I asked What kind of plants can you eat? and Sam said Potatoes, Daegan said
Carrots, and Levi said Vegetables.
-I asked Emma, Jane, and Claire what the parts of a plant were and they agreed
Dirt, petals, and a seed.
-I was able to find out that some of the older children knew that plants included
vegetables, but the younger children did not know that. Some of the older children
knew that plants are living, but some of the younger children did not know this.
None of the children knew what the basic parts of a plant were.
Children and Learning/Development Goals:
1. Sully: work on fine motor skills.
2. Emma: letter names and sounds.
3. Jacob: writing and drawing letters.
4. Daegan: identify letters and sounds.
5. Ashtyn: identify all letters and write them.
6. Swede: skipping, getting more involved with singing and dancing, and
buttoning.
Ideas to be Emphasized:
1. Plants provide us with food like fruits and vegetables.
2. Plants have roots, a seed, a stem, and leaves.
Preschool Concepts or Skills:
1. Identifying what the different parts of plants are in their environment (stems,
leaves, roots, seeds)
2. Taking care of a plant in the greenhouse are you going on a field trip? Or are
ou getting a greenhouse here?

Assignments:

______Christy_____________ Self-Selected

______Callie_________

Floater/Runner/Snack
________Sam___________ Small/Focus Groups _________Brooke_______ Booth/
Photographer
__________Hannah C._________ Outdoor play

_______Amber________

Greeter/Walkie (Lead Teacher)

_________ Hannah M._________ Snack

_______Lisa________ Data

Collector
special instructions: tell about the field trip
SELF-SELECTED ACTIVITIES 8:20 - 9:50 00 a.m.
Literacy Activities/ Books:
-An Alphabet Salad: Fruits & Vegetables from A to Z by Sarah L Schuette S5
- Flower Garden by Eve Bunting B17
-Night Tree by Eve Bunting B11
you did this just right! Italics and everything!
Language and Literacy: Language and Literacy will be embedded into our activities. In
the sensory table there will be small colored letters for the children to find and identify. For
our manipulatives activity we will have letter beads set out for the children to spell words
on a necklace or bracelet.
Materials, Special SetActivity Name
Description/Activity Objective
up
Creative Art:
Activity Description: There will be
Butcher paper (RR1 Orange
Leaf Rubbings (5 butcher paper covering the whole art
Wall)
children)
table. Underneath the butcher paper will
Regular white paper (In
Supervision not
be a bunch of leaves glued with a glue
classroom)
required
stick think through how to get the glue off
Glue sticks (RR1 Cabinets
the table. The children will use crayons to
above sink)
color on the butcher paper and soon
Crayons (In classroom)
realize that there are leaves underneath
Leaves (IWP)
because the rubbings will appear as they
color.
*Manipulatives Activity Description: The children can
Fruit and string (RR1 white
: Stringing Fruit
string the different fruits and letter beads
W 41)
and Letters (4
onto the string. While they are stringing
Bead Letters (RR1 white W
children)
the fruit, the teachers will emphasize that
44)
Supervision not
fruits are a plant that we are able to eat.
String (RR1 Cabinet F
required
When they are stringing the letters sound
Drawer 2)
out the letter sounds with them and ask
them what they are spelling.
Math: Plastic
Activity Description: On the math table Plastic worms with cards
worms with
will be plastic worms with cards that have
(RR2 Red R 32)
cards (3
different colors and numbers of worms.
children)
The children will place the correct number
Supervision not
and color of worms onto the cards.
required

*Science: Plant
or not? (3
children
Supervision not
required).

*Sensory
Table: Dirt and
Plant Parts
(5 children)
Supervision
required@
Blocks: Choo
Choo (5)
Supervision not
required

*Dramatic
Play: Grocery
store fun
(6 Children)
Supervision not
required@ I think
youd better pla
to have and
adult here.

Activity Description: There will be a

large chart on the science table. The chart
will be made out of butcher paper and will
be covered with lots of pictures of plants
and other people, animals, and objects.
One side of the chart will be titled Plants.
The other side will say Not a Plant. The
teachers will emphasize with to? the
children that plants are grown from the
tree or the ground. The children will decide
which items go where by moving them into
that side of the chart. Make sure to make
this a learning experience and not a quiz
show!
Activity Description: The sensory table
will be filled with soil. In the dirt will be
small carrots, roots, leaves and letters. The
children can dig for the different parts of a
plant, as well as different letters in the
alphabet.
Activity Description: The block area will
be set up as a train station. The train track
and train will weave in and out of the area
youd better set this up. It sounds like you
have a vision and that will help make this
area a success!. The Kaleidoscope blocks
will be scattered inside and outside of the
train track. The children can build with
them and look through them to see
different shapes and images inside.
Activity Description: The dramatic play
area will be set up as a grocery store. The
main foods that will be set out are fruits
and vegetables. There will also be other
healthy food options. Set it up well and get
rid of the housekeeping stuff. Cradles do
NOT belong in a grocery store. The closer
to realistic the better! The teachers in the
area will emphasize that these fruits and
vegetables that we eat from the grocery
store are plants because they grow from
trees and from the ground. Some of them
have leaves and a stem still attached to
them when you buy them, which are parts
of a plant.

Butcher paper (RR1 Orange

wall)
Markers (In classroom)
Tape (RR1 top shelf)
Plant pictures (IWP)
Other item pictures (IWP)

Description: Butcher paper will be

covering the art table. There will also be a
few pieces of constructing paper set out.
The children can use dot markers to create

Dot markers (RR1 cabinet

6)

Soil(RR2 sensory shelf)

Carrots, roots, leaves,
seeds (IWP)
Small shovels and rakes
(RR2 sensory tools)
Wooden train set (RR2 Blue
B 40
Kaleidoscope blocks (RR2
Blue B 43)

Plastic Fruit (RR2 Yellow 35)

Plastic Vegetables (RR2
Yellow 37)
Grocery baskets (Yellow 29)
Paper (In classroom)
Pencils (In classroom)
Purses (RR2 Yellow 11)
Cash register (RR2 Yellow
55)
Plastic food Meats (RR2
Yellow 38)

Alternatives:
Creative Art:
Dots, Dots,
Dots
(4 children)

drawings and pictures on the butcher

paper. If they would rather have their own
drawing they can use the construction
paper.
2nd: Sensory:
Water marbles
(5 children)

Description: Water marbles will be put in

the sensory table and it will also have
boats and other toys. There will also be
shovels and buckets. Students will try to
discover if anything can float in the water
beads with the boats and other water toys.

Water Marbles RR2 Green

127
Boats RR2 Green 122
Sensory table tools (RR 2
Green)

ROTATING SNACK
9:00-9:500 a.m.
Snack will be served at the start of class instead of at 9:00 a.m. because we will be cutting
self-selected activities short to leave for our fieldtrip. Snack time will be from 8:20 to 8:45.
What are you having for snack? Some sort of plant I hope!
OUTDOOR PLAY
9:10-9:50 a.m.
Location: South
Playground
Outdoor play will begin early because we are leaving for our fieldtrip at 9:00. Outdoor play
will be from 8:30 to 8:45.
Gross Motor:
Description: The children will walk across Wooden balance beam
Balance,
the balance beam and try to keep their
(Gross garge)
balance, balance balance so that they do not fall off. If
walking forward is too easy for them they
can try walking backwards instead.
2nd: *Paint with
Description: The easel will be placed
Flowers with stem attached
flowers
outside on the sidewalk near the two
(IWP where will you get
Supervision
preschool classrooms. There will be
these? Ask a florist and
required @
butcher paper covering both sides of the
they may give you some
easel. In both trays of the easel there will
old ones. DO NOT steal
be flowers, paintbrushes and paint in little
them from a cemetery! )
containers. The children can use the
flowers to paint on the butcher paper.
Large Tempera Paint RR1
They can also use the paintbrushes if they Cabinet 6
do not want to use the flowers. While the
children are painting the teachers should
Trays RR1 Cabinet 6
emphasize that they are using a stem as
their handle for their paintbrush and a
Foil RR1 Cabinet 6
stem is a part of a plant.
Butcher Paper RR1 Orange
Wall
Tape RR1 White 32

3rd: Chalk
drawings
Supervision not
required

Description: The children can draw and

color with chalk on the sidewalks not on
walls. The teachers can draw different
plants and flowers so that the children
start thinking about the theme.

Chalk (RR1 Drawer 2)

CLEAN UP
9:50-9:55 a.m.
We will give a two minute warning to the children at 8:48. We will then sing The Clean-up
song at 8:50.
Its clean up time at preschool. Its time for girls and boys, to stop what theyre doing and
put away the toys.
GATHERING TIME
9:55-10:10 a.m. or 2:55-3:10 p.m.
Transition did you get the field trip form filled out?
I will play The Monkey Dance on the CD player. The children will come dance to the music
with me. Toward the end of the song I will tell everyone to dance as low to the ground as
you can and then dance while sitting.
The guest speaker is teaching the children at the greenhouse from 9:30 to 10:00. We will
leave for the fieldtrip at 9:10 to get there at 9:30. We will get back to the classroom around
10:30.
Activity Name
Description
Materials
1.Talk with the
I will ask the children if any of them know
children about
where we are going today in class.just tell
the fieldtrip
them! We are going to the greenhouse! It
Plants provide
is where you grow different plants. Does
us with food like anyone know what is a greenhouse is
fruits and
teach them, then quiz them!? It is where
vegetables.
you grow different plants. We will have a
guest speaker teaching some really cool
things about plants, but in order for him to
do that we have to be on our best
behavior. We need to make sure that we
are listening and paying attention to him
when he is talking. The building that we
have to go to is here on campus, so we are
going to walk there today. Make sure you
are listening and following instructions
from your teachers so that we can get to
the greenhouse safely. If you are wearing
green grab your jacket if you have one and
line up with Miss Brooke by the door. If you
are wearing blue grab your jacket and line
up with Miss Brooke by the door. Do you
have parent volunteers? Youll only want to
have two children for each adulttalk to
me to make sure we get this all put
together right.
2. Plants have
We will form a single file linenaw and
roots, a seed, a
walk toward the back doors of the Clarke
stem, and
building facing the Romney building. We

leaves.

3. Guest
Speaker: Daniel
Dewey

will walk straight toward the Romney

building until we pass it and turn left
toward the library. We will keep walking
straight up the hill, past the MC, and
toward the roundabout sidewalk. We will
continue to go straight until we get to the
Benson building. There is a small period
when we will have to walk in the street go
between the Kimbal and Taylor and you
can ealk in the garden more than the
parking lot. to get to the Benson and we
need to make sure all of the children are
holding a teachers hand. On our walk to
the Benson building we will sing a variety
of songs including Five Little Ducks, A
Hunting We will Go, Miss Mary Mack,
and Down By the Bay good ideaI have
not seen many of the goals listed for the
children imbedded in the plan yet. These
will help.
The guest speaker, Daniel Dewey will be
talking to the children about plants and
what they are. He will talk to the children
about the parts of a plant and what they
look like. He will provide hands-on
activities for the children to participate in.
After the lesson is over, we will let the
children use the bathroom and get drinks
at the drinking fountain before we head
back to the Clarke because 10:00 is a
passing period for students and we dont
want to be walking back during this time.
But you still need to be back by 10:30
perhaps have snack at 10:00? As a group?

CLOSING CIRCLE
10:25-10:40 a.m.
Transition Shake Your Sillies Out I will play the song on the CD player and sing and dance
to the words of the song. The children will copy my lead. Have it set up before you to
minimize the confusion when you get beck! Also, you be the first on in the room to make
sure they have someplace to go right away.
Activity Name
*The parts of a
plant

Description
I will have the parts of a plant placed on the felt board,
which are the seed, stem, roots, and leaves. I will use a
puppet to ask the children what the different parts of a
plant are. I will then use the puppet to say First there is
a seed that has to be planted in the ground in order for
a plant to grow. Which part do you think comes next?

Materials
Felt board
(WR Drawer
2)
Felt plant
parts (IWP)
Teacher

Fruits and
Vegetables
Phonemic
awareness

Parachute Fun

The roots come next. The roots hold the plantthe plant
in place and store food and water for the plant. What do
you think comes next? The stem is next. The stem
moves water up the plant to the leaves. Which part do
you think comes next? The leaves soak up the sun to
help the plant grow.
I will have a felt board and place different fruits and
vegetables onto it. I will review with the children that
fruits and vegetables are a type of plant. I will ask the
children What is this fruit or vegetable called? I will let
the children respond and say What letter does guh guh
grape start with? Yes a G! and continue sounding out
the beginning letter of the fruits and vegetables.

The teacher will tell each child to hold onto a piece of

the parachute, so that everyone is standing around it in
a circle. The children will then hold it with both hands
and the teacher will turn on a CD of classical music. The
teacher will tell the children to wave the parachute to
the beat of the song. When the rhythm of the song is
fast then wave the parachute fast. When the rhythm of
the song is slow then wave the parachute slow.

Puppet (WR
Cabinet 2)

Felt board
(WR Drawer
3)
Felt fruits and
vegetables
(WR Drawer
3)

Parachute
(Gross
Garage)
CD player
(Workroom)l
The Best of
Tchaikovsky
CD
(Workroom
blue 9)

The Freeze
Song

Brown Bear,
Brown Bear,
What Do You
See?

Play The Freeze Song from the CD. Give each child a
scarf to dance with. Dance around in crazy ways so the
children will want to dance too. When the song stops,
everyone freezes in whatever pose that they are in.
When the music starts again the children start dancing
again.

I will orally tell the children the story Brown Bear,

Brown Bear, What Do you See? I will hand out the
popsicle sticks to each child with the pictures from the
story on them. Some children will have the same
character, which is okay. I will have the brown bear
popsicle stick to start out the story. I will say Brown
bear, brown bear, what do you see? and in a deeper
voice I will then say I see a purple cat looking at me.

The Freeze
Song WR Cd
case
CD Player
Workroom
Cabinet 1
shelf 2
Scarves
Workroom
Cabinets 2&3
Brown Bear,
Brown Bear
popsicle
sticks with
each
character on
them
(WR Cabinet

One or two of the children will have the purple cat. I

will guide the children with the purple cat to then say
Purple cat, purple cat, what do you see? They can
then choose what they want the purple cat to see by
looking at the other animals/people that the other
children are holding up. They can then say I see the
green frog looking at me. Continue until every
character has been used in the story.
Plant Memory
There will be twelve small cards face down on the floor.
On the cards will be pictures of roots, seeds, stems,
leaves, and fruits and vegetables. The children will
uncover two face down cards by flipping them up. The
children have to try and remember where the card is at
that they need for a match. If they do not get a match
they face the cards back down on the floor.
Maybe add a regular book to read too?
Be prepared for a quiet activity after this busy and
walking day
WORDS TO SONGS & FINGERPLAYS):
Shake My Sillies Out By Raf
I've gotta shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
And wiggle my waggles away!
I've gotta clap, clap, clap my crazies out,
Clap, clap, clap my crazies out,
Clap, clap, clap my crazies out,
And wiggle my waggles away!
I've gotta jump, jump, jump my jiggles out,
Jump, jump, jump my jiggles out,
Jump, jump, jump my jiggles out,
And wiggle my waggles away!
I've gotta yawn, yawn, yawn my sleepies out,
Yawn, yawn, yawn my sleepies out,
Yawn, yawn, yawn my sleepies out,
And wiggle my waggles away!
I've gotta shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
And wiggle my waggles away,
And wiggle my waggles away!
Brown bear, Brown bear, What Do You See
Brown bear, brown bear
What do you see?

2)

16 Memory
cards (IWP)

I see a red bird

Looking at me
Red bird, red bird
What do you see?
I see a yellow duck
Looking at me
Yellow duck, yellow duck
What do you see?
I see a blue horse
Looking at me
Blue horse, blue horse
What do you see
I see a green frog
Looking at me
Green frog, green frog
What do you see?
I see a purple cat
Looking at me
Purple cat, purple cat
What do you see?
I see a white dog
Looking at me
White dog, white dog
What do you see?
I see a black sheep
Looking at me
Black sheep, black sheep
What do you see?
I see a gold fish
Looking at me
Gold fish, gold fish
What do you see?
I see a mother
Looking at me
Mother, mother
What do you see?

I see beautiful children

Looking at me
Children, children
What do you see?
We see a brown bear
A red bird
A yellow duck
A blue horse
A green frog
A purple cat
A white dog
A black sheep
A gold fish
And a mother looking at us
That's what we see
Five Little Ducks
Five little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only four little ducks came waddling back...
Four little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only three little ducks came waddling back...
Three little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only two little ducks came waddling back...
Two little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only one little duck came waddling back...
One little duck went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but no little ducks came waddling back...
No little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"

10

and all five ducks came waddling back.

A Hunting We Will Go
A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
We'll catch a fox and put him in a box
And then we'll let him go
A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
We'll catch a fish and put him on a dish
And then we'll let him go
A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
We'll catch a bear and cut his hair
And then we'll let him go
A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
We'll catch a pig and dance a little jig
And then we'll let him go
A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
We'll catch a giraffe and make him laugh
And then we'll let him go
Miss Mary Mack
Miss Mary Mack Mack Mack
All dressed in black, black, black
With silver buttons, buttons, buttons
All down her back, back, back.
She asked her mother, mother, mother
For 50 cents, cents, cents
To see the elephants, elephants, elephants
Jump over the fence, fence, fence.
They jumped so high, high, high
They reached the sky, sky, sky
And they didn't come back, back, back
'Til the 4th of July, ly, ly! - See more at:
http://www.grandparents.com/grandkids/activities-games-and-crafts/miss-mary-

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mack#sthash.M5iaZ606.dpuf
Down by the bay
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Have you ever seen a goose
Kissing a moose?"
Down by the bay
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Have you ever seen a whale
With a polka dot tail?"
Down by the bay
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Have you ever seen a fly
Wearing a tie?"
Down by the bay
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Have you ever seen a snake
Baking a cake?"
Down by the bay
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say

12

"Have you ever had a time

When you couldn't make a rhyme?"
Down by the bay
RESOURCES:
mrsjonesroom.com
teachpreschool.com
wordplayhouse.com

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