SUNY Canton Early Childhood Program

Name: Molly Atkinson Date: October 6, 2016

Curriculum Theme: Eric Carle
Age: ___I ___T _X_PS ___K
Focus: Mathematics

Title of Lesson: Children, Children, What Did You Learn?

I. Concept Statement
The children will enhance their mathematical skills by engaging in a storytelling experience and bar graphing
activity.
II. HSELOF Domain
_X_ Mathematics Development

III. Sub-Domains
HSELOF Sub-Domain 1: Counting and Cardinality
HSELOF Code: P-MATH 1
HSELOF Goal: Child knows number names and the count sequence.

Objective 1:
The children will gain a better understanding of numbers by verbally counting the number of animals that are
in the storybook Brown Bear, Brown Bear, What Do You See? by Bill Martin and Eric Carle.

HSELOF Sub-Domain 2: Measurement

HSELOF Code: P-MATH 8
HSELOF Goal: Child measures objects by their various attributes using standard and non-standard
measurement. Uses differences in attributes to make comparisons.

Objective 2:
The children will discover, identify and sequence animals from the storybook Brown Bear, Brown Bear, What
Do You See? by Bill Martin and Eric Carle by color and size differences.

HSELOF Sub-Domain 3: Geometry and Spatial Sense

HSELOF Code: P-MATH 10
HSELOF Goal: Child explores the positions of objects in space.

Objective 3:
The children will enhance spatial awareness by standing in order according to the size of the laminated
animal they were given that coincides with the storybook Brown Bear, Brown Bear, What Do You See? by Bill
Martin and Eric Carle.
 IV. Materials Needed:

Book: Brown Bear, Brown Bear, What Do You See? By Bill Martin and Eric Carle
9 laminated animal images from the storybook [brown bear, red bird, yellow duck, blue horse, green
frog, purple cat, white dog, black sheep, gold fish]*
1 large poster board graph*
9 pairs of Velcro dots*
Felt board easel
Lyrics to the Big and Small Action Song to display for children

*Prior to the childrens arrival, I will lay the laminated animal images on the circle time rug for each child to
find as they take their seat on the rug.
*Prior to the childrens arrival, I will draw a color coordinated bar graph with 9 bars (1 for each animal in the
storybook), increasing in size from left to right, on the poster board.
*Prior to the childrens arrival, I will stick one Velcro dot to the back of each laminated image. I will stick the
other half to each Velcro dot to the bottom of each bar on the color coordinated bar graph.
V. Directions / Steps / Process [Parts A, B C]:

A. Motivation
The children will enter circle time and see one laminated animal cut out on the ground around the circle.
I will instruct the children to each sit down and take an animal.
I will go around the circle asking each child what their animal is and if it is big or small.

B. Steps
1. I will have the children pick up their animal cutouts as they sit around the circle and ask them the
following probing questions:
What kind of animal do you have?
What color is it?
Is it big or small?
2. I will ask the children to assist me in reading the storybook, Brown Bear, Brown Bear, What Do You
See? by Bill Martin and Eric Carle, by sticking their animal to the easel as we come across them in the
story.
3. As we read the story I will engage the children by asking them probing questions about the animals in
the story. Ex: Is this animal big or small? Where have you seen them before?
4. When the story has ended, I will ask the children if they would like to assist me in putting the animals
on the bar graph I created.
5. I will then return the laminated animals to the children by asking them first, if they had a big animal or
a small animal. Then, asking what color their animal is.
6. When we have narrowed it down to the specific animal, I will ask the child to tell me what kind of
animal it is.
7. When each child has their laminated cutouts back, I will assist them in standing in order based on the
size of their animals. Biggest will be on the right will smallest is on the left.
8. Once the children are in line, I will ask them to one at a time, starting at the smallest animal, to stick
their animal to our color coordinated bar graph. Ex: Gold fish, being the smallest, will be stuck to the
smallest bar, which will be colored gold. Green frog, being the next smallest, will be stuck to the next
bar, which will be colored green, and so on.
9. I will ask the children probing questions as they are placing their animals on the graph. Ex: Why does
the red bird go there? What color is the next bar?
10. I will instruct the children to count the number of animal bars on our bar graph aloud with me.
 11. I will instruct the children to return to circle time by telling them to move like their laminated animal.
Ex: Fly like a red bird; run like a brown bear, swim like a gold fish.

C. Conclusion and Transition

Conclusion
I will sing and do the movements to, Big and Small Action Song to the whole group. After singing it once I will
instruct the children to join me in singing it again, with the movements.

Transition
The children will chose their favorite animal from the story and scurry away like that animal to the next
classroom activity.

VI. Supplemental Materials

Big and Small Action Song

This is big, and this is small. (Open arms wide, then close together.)
This is big, and this is small. (Open arms wide, then close together.)
I can be big like a bear. (Open arms and feet wide.)
I can be small, curled into a ball. (Crouch into ball.)
This is big, and this is small. (Open arms wide, then close together.)
This is big, and this is small. (Open arms wide, then close together.)
Tune: Twinkle Twinkle Little Star

08-12-2016 MM/CM