Education:
BS of Elementary Education
University of Nebraska - Lincoln
1983
National Administrator Credential
National Child Care Association
2007
Job Experience
1999 - present Director and Lead Teacher, Olivet Christian Preschool
Taught up to 90 students per year
Hired, supervised and evaluated staff of three teachers
Instrumental in obtaining a four star rating with the Iowa Quality Rating System
Obtained Reach for the Stars, Empowerment, VNS grants
1996 -1999 Administrative Assistant, The Quilted Closet, Johnston, IA
Friday, December 14, 2007
Monday, December 10, 2007
Lesson Plan #5
Materials Needed·
Paper· Pencil
Other Materials: Other Resources(e.g. Web, books, etc.)
3 hula hoops
laminated construction paper fish in red and blue, half with stars and in sizes small, medium and large from Mailbox may/June 2006
"One Fish, Two Fish, Red Fish, Blue Fish" by Dr. Seuss
Fee, Fie Phomemic Awareness by Mary Hohmann
Steve Spangler Science
Teachers.net
Objectives(Specify skills/information that will be learned. It must be derived from the education standard(s) and address the Goal/Purpose)
Iowa Early Learning Standards 2006
Area 11 Mathematics and Science -
11.6 Measurement*Children understand comparision and measurement.
*The child can sort, classifiy and put objects in series, using a variety of properties.
Procedures(Describe what the instructor AND students will do at each stage of the lesson. This is a play by play of what will happen)
1. Gather children around in space large enough for large motor activity.
2. Read "One Fish, Two Fish, Red Fish, Blue Fish" pages 1 -17.
3. Show the children the fish you have made. Have an assortment of fish photocopyed from Mailbox onto red and blue construction paper in small, medium and large sizes. Before laminating them, put stars on half of the red and half of the blue.
4. Have a red and a blue hula hoop on the floor on the other side of the room. Give each child a fish and expalin that their job is to run to the other side of the room and put the red fish in the red hula hoop and the blue fish in the blue hula hoop.Chldren will wait for their name and then run to the other side of the room to the hoops to put them in. Have the children count the fish and discuss which hula hoop has more fish and which has less.
5. Retrieve the fish and put a star in one of the hoops. Now distribute the fish and have the children sort them according to whether or not their fish has a star on it. Emphasize that we are no longer looking at the color but at the star. Children individaully run and sort their fish.Have the children count the fish and discuss which hula hoop has more fish and which has less.
6. Retrieve the fish, add a hula hoop and put a small, medium and large fish in each hula hoop. Have the children sort the fish according to size. Encourage them to take the time to compare the fish that they are holding to the fish that is already in the hoop. Demonstrate this. Individual children run to the hoop and classify their fish. Have the children count the fish and discuss which hula hoop has more fish and which has less.
Assessment/Verification(Steps to check for student understanding. (We will talk about this in Chapter 15. )
Watch the children and see who is able to sort according to the catagory given. Repeat the exercise as necessary.
Watch the children as they use several small manipulatives geared toward sorting. Are they able to do it?
Reinforcement/ Expansion Activities(Describe the independent activities to further develop or build upon this lesson. Often this involves independent or small group work. You may think in terms of seat work, web work, discovery projects, )
1. Read the entire book "One Fish, Two Fish, Red Fish, Blue Fish" to the children.
2. Set up a fishing area in free play with a hula hoop and some fishing poles. Use the fish and put paper clips on them and a magnet on the poles. When they "catch" a fish, have them sort them into baskets labeled either with colors, stars, or sizes.
3. Have the children sort colors in small manipulatives using the Montisourri color sorting box. 4. Have a tape measure and rulers out and encourage the children to measure things around the room, including the teacher's foot and hand! Help make a chart with pictures of what they measure and the number of inches those items were.
5. Put masking tape on the wall in the block area at various heights and have the children build towers to those heights. Have them count how many blocks it takes to reach the tape. Encourage predictions as to how many blocks it will take to reach the tape.
6. In housekeeping, label the food tubs with pictures of fruits and vegetables and have the children sort the food into the appropriate bin.
7. Question of the day chart - " What is your favorite color of fish?
8. Do a color mixing activity (Steve Spangler) and have the children explore what might happen if red and blue touch!
9. Use the Teddy Bear counters to classify according to size and/or color.
10. Have the alphabet printed on various colors of cards - Bigger cards with upper case and smaller cards with lower case. Laminate. Have the child find matches -either by color, by size or by letter.
Adaptations(Choose a special need and add adaptations where it will be necessary for those students).
Talented and Gifted
1. When counting the fish, have the child do additonal math with the fish - ask "How many fish are there altogether?" or "How many more red fish are there than blue fish?"
2. Read the entire book to the child in free time and explore other items in the book that could be classified - such as creatures with strange names or people.
3. Help make up more silly words that rhyme with the silly rhyming words already in the book. 4. Use the hula hoops to make a Venn diagram and explore ways to classify the fish that would fit into this diagram.
Hearing impaired
Look at the child when giving directions.
2. Always have the appropriate fish in visual sight and point to it as needed
3. Tap the child on the shoulder when it is the child's turn to go
4. Have the child repeat back to you the instructions
Additional NotesLesson plan for one teacher and 8 4-year olds.
Bibliography:
Iowa Early Learning Standards 2006
"One Fish, Two Fish, Red Fish, Blue Fish" by Dr, Suess
Mailbox magazine
Fee, Fie Phomemic Awareness by Mary Hohmann
Steve Spangler Science
Teachers.net
Paper· Pencil
Other Materials: Other Resources(e.g. Web, books, etc.)
3 hula hoops
laminated construction paper fish in red and blue, half with stars and in sizes small, medium and large from Mailbox may/June 2006
"One Fish, Two Fish, Red Fish, Blue Fish" by Dr. Seuss
Fee, Fie Phomemic Awareness by Mary Hohmann
Steve Spangler Science
Teachers.net
Objectives(Specify skills/information that will be learned. It must be derived from the education standard(s) and address the Goal/Purpose)
Iowa Early Learning Standards 2006
Area 11 Mathematics and Science -
11.6 Measurement*Children understand comparision and measurement.
*The child can sort, classifiy and put objects in series, using a variety of properties.
Procedures(Describe what the instructor AND students will do at each stage of the lesson. This is a play by play of what will happen)
1. Gather children around in space large enough for large motor activity.
2. Read "One Fish, Two Fish, Red Fish, Blue Fish" pages 1 -17.
3. Show the children the fish you have made. Have an assortment of fish photocopyed from Mailbox onto red and blue construction paper in small, medium and large sizes. Before laminating them, put stars on half of the red and half of the blue.
4. Have a red and a blue hula hoop on the floor on the other side of the room. Give each child a fish and expalin that their job is to run to the other side of the room and put the red fish in the red hula hoop and the blue fish in the blue hula hoop.Chldren will wait for their name and then run to the other side of the room to the hoops to put them in. Have the children count the fish and discuss which hula hoop has more fish and which has less.
5. Retrieve the fish and put a star in one of the hoops. Now distribute the fish and have the children sort them according to whether or not their fish has a star on it. Emphasize that we are no longer looking at the color but at the star. Children individaully run and sort their fish.Have the children count the fish and discuss which hula hoop has more fish and which has less.
6. Retrieve the fish, add a hula hoop and put a small, medium and large fish in each hula hoop. Have the children sort the fish according to size. Encourage them to take the time to compare the fish that they are holding to the fish that is already in the hoop. Demonstrate this. Individual children run to the hoop and classify their fish. Have the children count the fish and discuss which hula hoop has more fish and which has less.
Assessment/Verification(Steps to check for student understanding. (We will talk about this in Chapter 15. )
Watch the children and see who is able to sort according to the catagory given. Repeat the exercise as necessary.
Watch the children as they use several small manipulatives geared toward sorting. Are they able to do it?
Reinforcement/ Expansion Activities(Describe the independent activities to further develop or build upon this lesson. Often this involves independent or small group work. You may think in terms of seat work, web work, discovery projects, )
1. Read the entire book "One Fish, Two Fish, Red Fish, Blue Fish" to the children.
2. Set up a fishing area in free play with a hula hoop and some fishing poles. Use the fish and put paper clips on them and a magnet on the poles. When they "catch" a fish, have them sort them into baskets labeled either with colors, stars, or sizes.
3. Have the children sort colors in small manipulatives using the Montisourri color sorting box. 4. Have a tape measure and rulers out and encourage the children to measure things around the room, including the teacher's foot and hand! Help make a chart with pictures of what they measure and the number of inches those items were.
5. Put masking tape on the wall in the block area at various heights and have the children build towers to those heights. Have them count how many blocks it takes to reach the tape. Encourage predictions as to how many blocks it will take to reach the tape.
6. In housekeeping, label the food tubs with pictures of fruits and vegetables and have the children sort the food into the appropriate bin.
7. Question of the day chart - " What is your favorite color of fish?
8. Do a color mixing activity (Steve Spangler) and have the children explore what might happen if red and blue touch!
9. Use the Teddy Bear counters to classify according to size and/or color.
10. Have the alphabet printed on various colors of cards - Bigger cards with upper case and smaller cards with lower case. Laminate. Have the child find matches -either by color, by size or by letter.
Adaptations(Choose a special need and add adaptations where it will be necessary for those students).
Talented and Gifted
1. When counting the fish, have the child do additonal math with the fish - ask "How many fish are there altogether?" or "How many more red fish are there than blue fish?"
2. Read the entire book to the child in free time and explore other items in the book that could be classified - such as creatures with strange names or people.
3. Help make up more silly words that rhyme with the silly rhyming words already in the book. 4. Use the hula hoops to make a Venn diagram and explore ways to classify the fish that would fit into this diagram.
Hearing impaired
Look at the child when giving directions.
2. Always have the appropriate fish in visual sight and point to it as needed
3. Tap the child on the shoulder when it is the child's turn to go
4. Have the child repeat back to you the instructions
Additional NotesLesson plan for one teacher and 8 4-year olds.
Bibliography:
Iowa Early Learning Standards 2006
"One Fish, Two Fish, Red Fish, Blue Fish" by Dr, Suess
Mailbox magazine
Fee, Fie Phomemic Awareness by Mary Hohmann
Steve Spangler Science
Teachers.net
Lesson Plan #4
Materials Needed·
Paper· Pencil
Other Materials: Other Resources(e.g. Web, books, etc.)
Every child Reads - Heartland AEA
Tape - Kindermusik:Level one - Listening examples
Tape player
Large pieces of butcher
paperscarves - one per child
paint brushes - one per child and several buckets of water
crayons
Objectives(Specify skills/information that will be learned. It must be derived from the education standard(s) and address the Goal/Purpose)
Iowa Early Learning Standards
10.3 - Early writing: Children engage in early writing experiences
*child is given opprotunity to use large and small motor control in pre-writing skills
Procedures(Describe what the instructor AND students will do at each stage of the lesson. This is a play by play of what will happen)
Prior to lesson starting, tape two large pieces of butcher paper to wall. Each is large enough for 8 children to stand at .
2. Gather children and give each a scarf.
4. Play 3 or 4 (!5 second) examples and encourage chldren to move the scarf to match what they are hearing. Children move with their scarf to the music.
5. Take the scarves and give each child a paint brush. Have then paint with water , playing 3 or 4 examples on the tape. Again, chldren are encouraged to paint to match the music.
6. Move to the other paper and give each child a crayon. Encourage the children to color to match what they are hearing on the tape. Play several tracks.
7. All the time, encourage the children as they are moving to the music. Use body language to match the music. Be a good role model.
Assessment/Verification(Steps to check for student understanding. (We will talk about this in Chapter 15. )
Child is able to demonstrate control of scarf, brush and crayon.
Child exhibits an ability to try different strokes to match different music. Child is able to grasp various instruments to pre-write.
Reinforcement/ Expansion Activities(Describe the independent activities to further develop or build upon this lesson. Often this involves independent or small group work. You may think in terms of seat work, web work, discovery projects, )
1. Clothes pin drop - Child picks up cotton ball with clothes pin and drops it in a different container.
2. Dramatic play - "Pizza Hut" Cener allows for order taking with pad and pencil and pizza making with felt pizzas and felt toppings.
3. Art - finger painting
4. Water table - Use turkey basters, eye droppers and "syringes" from play doctor kits to strengthen fingers and grasping
5. Play-doh table - ABC cookie cutters, strengthening grasp
6. Crayons kept in freezer until used - their coldness adds interest
7. Add clappers to the music center
8. Magnets in the science center. Small motor is developed as they pull them apart.
9. Use wooden tracing boards with stylus
10. Have scented markers available
11. Put masking tape shapes down on the floor in the block area and encourage following the shapes with blocks.
Adaptations(Choose a special need and add adaptations where it will be necessary for those students)
Visually impaired
Child is able to participate in activity with aide along side to keep child in safe space.
Child encouraged to feel wet paper after brush exercise.
Child tops pizza and has order pad with raised letters.
Uses wooden tracing board without stylus and uses finger to trace.
Make the taped shapes in the block room raised so the child can follow them.
BD -
Child is able to earn tokens in token ecomomy system for appropriate behavior during activity
Praise often during activity, emphasizing successes and good choices
Stay near student during activity, placing hand on child's back if child starts to get too agitated.
Allow child to sit out of activity if needed.
Have alturnative paper available if needed to be removed from large group activity.
Additional Notes
Lesson planned for one teacher and 8 students (4 year olds)
Bibliography:
Iowa Early Learning Standards 2006
Every Child Reads- Heartland AEA
Lesson Plan #3
Materials Needed
Paper· Pencil
Other Materials: Other Resources(e.g. Web, books, etc.)
Egg sized smooth stones with "s" printed on them - one per child
"Stone Soup" by Marcia Brown
Chart and marker
Paper bag with stone soup ingredients - stone, potato, carrot, onion, milk carton, soup bone (clean :-) ) Have enough so that each child can hold one.
Soup pot
Objectives(Specify skills/information that will be learned. It must be derived from the education standard(s) and address the Goal/Purpose)
Iowa Learning Standards, 2006
1. 11.2 Early Literacy - Children engage in early reading experiences
*child will be able to listen to and relate back the story of Stone Soup
2. 9.4 - Peer interactions
Children develop the ability to interact with peers respectfully and to form positive peer relationships
* child will be able to demonstrate sharing
Procedures(Describe what the instructor AND students will do at each stage of the lesson. This is a play by play of what will happen)
1. Place around the room egg-sized smooth stones with "S" marked on them.
2. Gather the chidlren around and ask them to go on a stone hunt with teacher.
3. After each child has found a stone, gather children together in circle time.
4. Ask "What are some things that we can do with our stones?"
5. Record answers on a chart.
6. Ask "How about making some soup with our stones?"
Introduce "Stone Soup" by Marcia Brown.
7. While reading the story, pull out of the bag each ingredient as it is introduced in the story eg - stone, potato, carrot etc.
8. Have the children take turns putting the items into a soup pot, emphasizing the sharing that is going on.
9. Have the children tell back the story using prompts of "first" then" and "last". Depending on the interest level, have different chldren lead in the maiking of the soup.
10. Finally, tell the children they make keep their "S" stones, emphsizing that "S" is for stone, "S" is for soup and "S" is for sharing.
Assessment/Verification(Steps to check for student understanding. (We will talk about this in Chapter 15. )
1. child will be able to relate back the story, using first, next and last prompts as needed.
2. Child will be able to verbalize some of the items shared to make the soup.
3. Child will be able to verbalize that he shared in making the soup.
Reinforcement/ Expansion Activities(Describe the independent activities to further develop or build upon this lesson. Often this involves independent or small group work. You may think in terms of seat work, web work, discovery projects, )
1. In the sand table, put egg-sized smooth rocks with ABC's printed on them.
2. Dramatic play - Add a big soup pot to the kitchen Provide real potatoes, carrots and onions to the kitchen for a limited time.
3. Make "Sharing Soup". Have each child bring a small can of soup ingredients - such as carrots, corn, potatoes, macaroni, broth etc. Mix all together and eat at snack time.
4. Question of the day with chart - "What is your favorite soup?"
5. Find words around the classroom that start with the letter on the rock.
6. In art center have paper bowls available. Encourage children to fill up bowls with the "soups" that they like.
7. Read "Growing vegetable Soup" by Lois Ehlert and "The Hungry Thing" by Jan Slepian and Ann Seidler
8. Large Motor - Bean Bag toss into a large soup kettle
9. Add plastic vegetables and bowls to the block center.
10. Have some metel pots and wooden spoons in the music center.
11. Use vegetable counters to make patterns and for sorting.
12. Have the rock collection out on the science table, complete with magnifying glasses. Adaptations(Choose a special need and add adaptations where it will be necessary for those students).
Downs Syndrome
1. Stay with the child as he finds the stone in the stone hunt.
2. Make sure child holds each object as it comes out of the bag during the reading of the story.
3. Have the child sit next to teacher.
4. Have ABC cards in relief available so child can trace the letter with finger. Help him find words that match to his rock .
Visually impaired
1. Let child handle all soup ingredients
2. Let child hold the soup pot and feel as each of the ingredients are put in
3. Have ABC cards in relief available so child can trace the letter with finger. Help him find words that match to his rock .
4. Emphasize the "ess" hissing sound
Additional Notes
This activity is planned for a circle time with 10 4-year olds.
Bibliography:
Iowa Early Learing Standards -2006
Special Education in Contemporary Society, by Gargiulo
Stone soup by Marica Brown
Charts for Children by Judy Nyberg
Paper· Pencil
Other Materials: Other Resources(e.g. Web, books, etc.)
Egg sized smooth stones with "s" printed on them - one per child
"Stone Soup" by Marcia Brown
Chart and marker
Paper bag with stone soup ingredients - stone, potato, carrot, onion, milk carton, soup bone (clean :-) ) Have enough so that each child can hold one.
Soup pot
Objectives(Specify skills/information that will be learned. It must be derived from the education standard(s) and address the Goal/Purpose)
Iowa Learning Standards, 2006
1. 11.2 Early Literacy - Children engage in early reading experiences
*child will be able to listen to and relate back the story of Stone Soup
2. 9.4 - Peer interactions
Children develop the ability to interact with peers respectfully and to form positive peer relationships
* child will be able to demonstrate sharing
Procedures(Describe what the instructor AND students will do at each stage of the lesson. This is a play by play of what will happen)
1. Place around the room egg-sized smooth stones with "S" marked on them.
2. Gather the chidlren around and ask them to go on a stone hunt with teacher.
3. After each child has found a stone, gather children together in circle time.
4. Ask "What are some things that we can do with our stones?"
5. Record answers on a chart.
6. Ask "How about making some soup with our stones?"
Introduce "Stone Soup" by Marcia Brown.
7. While reading the story, pull out of the bag each ingredient as it is introduced in the story eg - stone, potato, carrot etc.
8. Have the children take turns putting the items into a soup pot, emphasizing the sharing that is going on.
9. Have the children tell back the story using prompts of "first" then" and "last". Depending on the interest level, have different chldren lead in the maiking of the soup.
10. Finally, tell the children they make keep their "S" stones, emphsizing that "S" is for stone, "S" is for soup and "S" is for sharing.
Assessment/Verification(Steps to check for student understanding. (We will talk about this in Chapter 15. )
1. child will be able to relate back the story, using first, next and last prompts as needed.
2. Child will be able to verbalize some of the items shared to make the soup.
3. Child will be able to verbalize that he shared in making the soup.
Reinforcement/ Expansion Activities(Describe the independent activities to further develop or build upon this lesson. Often this involves independent or small group work. You may think in terms of seat work, web work, discovery projects, )
1. In the sand table, put egg-sized smooth rocks with ABC's printed on them.
2. Dramatic play - Add a big soup pot to the kitchen Provide real potatoes, carrots and onions to the kitchen for a limited time.
3. Make "Sharing Soup". Have each child bring a small can of soup ingredients - such as carrots, corn, potatoes, macaroni, broth etc. Mix all together and eat at snack time.
4. Question of the day with chart - "What is your favorite soup?"
5. Find words around the classroom that start with the letter on the rock.
6. In art center have paper bowls available. Encourage children to fill up bowls with the "soups" that they like.
7. Read "Growing vegetable Soup" by Lois Ehlert and "The Hungry Thing" by Jan Slepian and Ann Seidler
8. Large Motor - Bean Bag toss into a large soup kettle
9. Add plastic vegetables and bowls to the block center.
10. Have some metel pots and wooden spoons in the music center.
11. Use vegetable counters to make patterns and for sorting.
12. Have the rock collection out on the science table, complete with magnifying glasses. Adaptations(Choose a special need and add adaptations where it will be necessary for those students).
Downs Syndrome
1. Stay with the child as he finds the stone in the stone hunt.
2. Make sure child holds each object as it comes out of the bag during the reading of the story.
3. Have the child sit next to teacher.
4. Have ABC cards in relief available so child can trace the letter with finger. Help him find words that match to his rock .
Visually impaired
1. Let child handle all soup ingredients
2. Let child hold the soup pot and feel as each of the ingredients are put in
3. Have ABC cards in relief available so child can trace the letter with finger. Help him find words that match to his rock .
4. Emphasize the "ess" hissing sound
Additional Notes
This activity is planned for a circle time with 10 4-year olds.
Bibliography:
Iowa Early Learing Standards -2006
Special Education in Contemporary Society, by Gargiulo
Stone soup by Marica Brown
Charts for Children by Judy Nyberg
Lesson Plan #2
Materials Needed·
Paper· Pencil
Other Materials: Other Resources(e.g. Web, books, etc.)
"Seed to Plant" by Melvin and Gilda Berger
one white carnation per child
one plastic test tube and holder (Steve Spangler) per child
food coloring
sharp knife for teacher
water
chart paper and marker
Objectives(Specify skills/information that will be learned. It must be derived from the education standard(s) and address the Goal/Purpose)
Iowa Early Learning Standards 2006
Area 11.4
Scientific reasoning: Children observe, describe, and predict the world around them.
At the end of this lesson, the children will be able to sucessfully predict what color their white carnation will be after sitting in colored water and be able to tell why.
Procedures(Describe what the instructor AND students will do at each stage of the lesson. This is a play by play of what will happen)
1. Gather no more than 8 children to the table and read to them "Seed to Plant" by Berger.
2. Discuss the three things plants need to grow: soil, water and sun. Have visuals in addition to book - such as a glass of water, a picture of rain, soil in a cup, a sunny window.
3. Ask the children "How does the water get into the plant?" Show them the picture of the roots. "We can see the roots, but what is happening in the leaves?" Wait for responses.
4. Show the carnation - explain that the flowers used to have roots. Give each child their carnation and have them talk about and point out the various parts of the flower.
5. Have the children fill their test tubes with water and after they have chosen their color, help them put about 20 drops of food color in their tube.
6. Have the children make predictions about what might happen to their flower and why.
7. Chart their responses.
8. Have the children put their flowers in their tubes. Set aside until the next day of school.
9. Next day - have the children observe and teacher record what happened to their flowers.
Assessment/Verification(Steps to check for student understanding. (We will talk about this in Chapter 15. )
Record the children's observations on the classroom chart. Child should be able to verbalize that his flower was in green water and now turned green because the plant drank green water and it traveled up the stem.
Reinforcement/ Expansion Activities(Describe the independent activities to further develop or build upon this lesson. Often this involves independent or small group work. You may think in terms of seat work, web work, discovery projects, )
1. Dramatic play - Set up a green house with plastic flowers, baskets, aprons for workers.
2. Children can decorate a yogurt container with a face, put in dirt and grass seed. Water it and place it in a sunny window and watch a grasshead appear.
3. Put dirt in the sensory table along with 3 oz. disposable cups. Encourage the children to plant seeds to take home. Label cups.
4. Add tractors, farm animals to the block area.
5. Add various types of beans,seeds to the free art area and encourage mosaic work.
6. At home spray paint big lima beans and use them at school as markers, counters and for patterns.
7. Read Eric Carle's "The Tiny Seed". Children can participate in a wall mural which has many flowers in it and they can draw more and adorn them with tissue paper squares that they glue on.
8. Make a chart about which flowers or colors of flowers they like best.
9. If in the spring or fall, take a nature walk and see the flowers in peoples gardens. We are fortunate where we are in that we are right near a trail that goes by private homes and their back yards. Many gardens to see.
10. Play "Seed, seed, sprout". (Duck, duck, goose)
Adaptations(Choose a special need and add adaptations where it will be necessary for those students).
ADHD1. Allow the child to get up and move as necessary around the table. This might be accomplished by sending her on little errands - to get more water or a marker or something.
2. Have the child sit in the chair next to the teacher.
3. Have picture board available to follow steps. 4. Praise often for attention given.
Additional NotesThis lesson was planned as a table activity with one teacher and 8 four year olds.
Bibliography:
Iowa Early Learning Standard
Seed to Plant by Berger
The Tiny Seed by Carle
Steve Spangler Science.com
Everything preschool.com
Lesson Plan #1
Materials Needed·
Paper· Pencil
Other Materials: Other Resources(e.g. Web, books, etc.)
Hobby Horse ( one for each child)
Song Sheets: " I'm a Little Cowboy/girl" and "I hop on my Horse" from http://www.everythingpreschool.com/
CD - William Tell Overture
CD Player
Objectives(Specify skills/information that will be learned. It must be derived from the education standard(s) and address the Goal/Purpose)
To practice developing large motor skills of walking, runnig, jumping, skipping and galloping
Iowa Early Learning Standards, 2006
Area 7 - 7.3
Large Motor DevelopmentStandard: Children develop large motor skills.
Procedures(Describe what the instructor AND students will do at each stage of the lesson. This is a play by play of what will happen)
1. Gather children together and sing "I'm a little cowboy/girl" Children sing nad learn appropriate motions.
2. Have children choose their horse. To avoid a "stampede", choose children according to the color of their shoes.
3. Sing "I hop on my Horse" Children sing with teacher and learn words
4. Turn on William Tell Overture. Teacher-"How does this music make you want to move? Let's move in this direction." All the children ride their horse in a clockwise directin around the room. 5. Stop the music. Teacher " I saw a lot of different ways to ride our horses. Let's try walking (skipping, galloping, jumping) them around the circle this time."Children move around the room in various ways.
6. Encourage children to verbalize different ways to ride their horses.
Assessment/Verification(Steps to check for student understanding. (We will talk about this in Chapter 15. )
Visual assessment: Which children are walking ( running, jumping, skipping, galloping ) on their horses? which children tire easily, trip or bump into other children?
Written check list
Watch at recess - who is running, who has trouble keeping up, who doesn't try
Reinforcement/ Expansion Activities(Describe the independent activities to further develop or build upon this lesson. Often this involves independent or small group work. You may think in terms of seat work, web work, discovery projects, )
Recess: Take horses outside and allow for more riding.
1. Since we are outside, encourage more running.
2. Set up a course which might pose some challanges such a stick to jump over, a sharp corner to turn, a place to trade horses.
3.Bathroom line - Use the cowboy songs and motions to help children transition to snack time. 4.Center ideas - Set up a Chuck Wagon center with a rocking horse. Children can take turns driving the wagon and riding the horse.
5.Allow for horse races in the hall if adequate supervison is available.
6. Add bandanas and cowboy hats to dramatic play area. Add a guitar to the chuch wagon area. 7. Add horses and fence pieces to the blocks
8. Put a CD with cowboy songs in the listening center
9. Read "Cowboy Small" and have a paper doll with cowboy clothes ready for the children to dress. Put in reading center and as children reread the book they can dress the cowboy.
10. Put out star books and have a small group constellatin lesson for those who are interested. Tell how cowboys wouldsleep under the stars.
Adaptations(Choose a special need and add adaptations where it will be necessary for those students).
Trent pulls an O2 tank. Teacher will ride next to him to carry his tank as he rides. Keep him on the edge of the mainstream so that no children will in advertenlty ride over the supply line. Zachary has CP and ankle braces. Adapt his horse by removing the stick. Allow him an alternate course to allow him room to swerve and to move at his own speed.
Lily has high functioning autism and doesn't want to ride her horse witht the group. Allow her to stand off to one side and observe the chilren, holding her horse.
Additional Notes: At any time be cognizant of children who are having trouble in the mainstream of the horses. Allow for plenty of room. This lesson plan was designed for our large motor room, 1 teacher and 8 students.
Bibliography:
Iowa Early Learning Standards (2006)Department of Educationpage 57 - 58
EverythingPreschool.com
Last edited on: December 7, 2007 1:45 PM
Paper· Pencil
Other Materials: Other Resources(e.g. Web, books, etc.)
Hobby Horse ( one for each child)
Song Sheets: " I'm a Little Cowboy/girl" and "I hop on my Horse" from http://www.everythingpreschool.com/
CD - William Tell Overture
CD Player
Objectives(Specify skills/information that will be learned. It must be derived from the education standard(s) and address the Goal/Purpose)
To practice developing large motor skills of walking, runnig, jumping, skipping and galloping
Iowa Early Learning Standards, 2006
Area 7 - 7.3
Large Motor DevelopmentStandard: Children develop large motor skills.
Procedures(Describe what the instructor AND students will do at each stage of the lesson. This is a play by play of what will happen)
1. Gather children together and sing "I'm a little cowboy/girl" Children sing nad learn appropriate motions.
2. Have children choose their horse. To avoid a "stampede", choose children according to the color of their shoes.
3. Sing "I hop on my Horse" Children sing with teacher and learn words
4. Turn on William Tell Overture. Teacher-"How does this music make you want to move? Let's move in this direction." All the children ride their horse in a clockwise directin around the room. 5. Stop the music. Teacher " I saw a lot of different ways to ride our horses. Let's try walking (skipping, galloping, jumping) them around the circle this time."Children move around the room in various ways.
6. Encourage children to verbalize different ways to ride their horses.
Assessment/Verification(Steps to check for student understanding. (We will talk about this in Chapter 15. )
Visual assessment: Which children are walking ( running, jumping, skipping, galloping ) on their horses? which children tire easily, trip or bump into other children?
Written check list
Watch at recess - who is running, who has trouble keeping up, who doesn't try
Reinforcement/ Expansion Activities(Describe the independent activities to further develop or build upon this lesson. Often this involves independent or small group work. You may think in terms of seat work, web work, discovery projects, )
Recess: Take horses outside and allow for more riding.
1. Since we are outside, encourage more running.
2. Set up a course which might pose some challanges such a stick to jump over, a sharp corner to turn, a place to trade horses.
3.Bathroom line - Use the cowboy songs and motions to help children transition to snack time. 4.Center ideas - Set up a Chuck Wagon center with a rocking horse. Children can take turns driving the wagon and riding the horse.
5.Allow for horse races in the hall if adequate supervison is available.
6. Add bandanas and cowboy hats to dramatic play area. Add a guitar to the chuch wagon area. 7. Add horses and fence pieces to the blocks
8. Put a CD with cowboy songs in the listening center
9. Read "Cowboy Small" and have a paper doll with cowboy clothes ready for the children to dress. Put in reading center and as children reread the book they can dress the cowboy.
10. Put out star books and have a small group constellatin lesson for those who are interested. Tell how cowboys wouldsleep under the stars.
Adaptations(Choose a special need and add adaptations where it will be necessary for those students).
Trent pulls an O2 tank. Teacher will ride next to him to carry his tank as he rides. Keep him on the edge of the mainstream so that no children will in advertenlty ride over the supply line. Zachary has CP and ankle braces. Adapt his horse by removing the stick. Allow him an alternate course to allow him room to swerve and to move at his own speed.
Lily has high functioning autism and doesn't want to ride her horse witht the group. Allow her to stand off to one side and observe the chilren, holding her horse.
Additional Notes: At any time be cognizant of children who are having trouble in the mainstream of the horses. Allow for plenty of room. This lesson plan was designed for our large motor room, 1 teacher and 8 students.
Bibliography:
Iowa Early Learning Standards (2006)Department of Educationpage 57 - 58
EverythingPreschool.com
Last edited on: December 7, 2007 1:45 PM
Health or Physical Challenges
Health or Physical Challenges
Definition - Students who have physical or health disabilities that interfere with their educational performance qualify for special services under three possible categories: orthopedic impairments, multiple disabilities and traumatic brain injury. Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease, and impairments from other causes. Multiple disabilities means concomitant impairments( such as mental retardation-blindness, mental retardation-orthopedic impairment) the combination of which causes severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment or both, that adversely affects educational performance. Applies to open or closed head injuries resulting in impairments on one or more areas. Such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing and speech. The term does not apply to brain injuries that are congenital or regenerative or to brain injuries induced by birth trauma. Other health impairment mans having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the education environment that (I) is due to chronic or acute health problems such a s asthma, ADD or ADHD, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and (ii) adversely affects a child's educational performance.
Characteristics
Neuromotor impairments – abnormality of or damage to the brain, spinal cord, or nerves that send impulses to the muscles of the body. Often results in complex motor problems that can affect several body systems.
A. Cerebral Palsy – individuals with cerebral palsy have abnormal, involuntary and or uncoordinated motor movements.
Spastic – characterized by very tight muscles , resulting is stiff, uncoordinated movements.
Athetoid – movements are contorted, abnormal and purposeless
Ataxic – poor balance and equilibrium in addition to uncoordinated voluntary movement.
Mixed – combination of types
B. Spina Bifida – Spinal cord ins not enclosed during development, resulting in improper functioning of the spinal cord. The characteristics of spina bifida depend on the location of the defect. There is a lack of movement and sensation below the area of injury. Student will usually have difficulty in walking, requiring braces, crutched, a walker or a wheelchair. Almost always require catheterization.
Degenerative Diseases
Muscular Dystrophy – characterized by progressive muscle weakness form degeneration of the muscle fiber. Usually no disability is apparent at birth. Degeneration begins with leg weakness and continues until student is wheelchair bound.
Orthopedic and Musculoskeletal disorders
A . Juvenile rheumatoid arthritis is a chromic arthritic condition affecting the joints that occurs before age 16. Symptoms usually include joint stiffness after immobility, pain with joint movement, limitations in joint motion, sometimes fever.
B. limb Deficiency – arm)s) or leg(s) are partially or completely missing. Typically, a prosthetic device is fitted and used.
Traumatic Brain Injury
Refers to temporary or permanent injury to the brain from such causes as car accidents, accidental falls and gunshot wounds to the head. The effects range from no ill effects to severe disability.
Other Health Impairments: these can include seizure disorders, asthma, or AIDS,
A. Seizures – a sudden temporary change in the normal functioning of the brain's electical system as a result of excessive, ncontrolled electical activity in the brain. During an absence seizures, the person will lose consciousness, stop moving and stare straight ahead. Typically they last less than 30 seconds. The person “wakes” up and does not remember the seizure. In a complex partial seizure, consciousness is impaired and the person usually exhibits a series of involuntary motor movements. Tonic-mal seizures is a convulsive seizure in which the person loses consciousness and becomes very stiff, followed by jerkiness and will fall down. Can last from 2 – 5 minutes.
B. Asthma – The most common pulmonary disease of childhood. When triggered, the child has difficulty breathing. Symptoms include shortness of breath, wheezing, coughing, labored breathing.
AIDS – Acquired immune deficiency syndrome is a chronic illness of childhood. Poses little threat of transmission in the school setting.
Accommodations:
Teacher/student ratio – adjust as needed
Classroom furniture – provide special furniture as needed, wheelchair access to rooms and building and bathroom facilities
Position of learning materials – within easy reach
Talk with all children about this child's needs and how to be respectful of and helpful to the child.
Establish and maintain a medication plan with the school nurse
Do not over-compensate for the child's weakness – for example, do not speak louder to him because his legs don't work
Use small group instruction and peer activities
Learn and respond to the child's form of communication
Use adapted utensils as needed, such as scissors, spoon and fork etc.
Offer alternative food choices to meet individual needs regarding health and safety.
Find alternate recess options for high-pollen days.
Definition - Students who have physical or health disabilities that interfere with their educational performance qualify for special services under three possible categories: orthopedic impairments, multiple disabilities and traumatic brain injury. Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease, and impairments from other causes. Multiple disabilities means concomitant impairments( such as mental retardation-blindness, mental retardation-orthopedic impairment) the combination of which causes severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment or both, that adversely affects educational performance. Applies to open or closed head injuries resulting in impairments on one or more areas. Such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing and speech. The term does not apply to brain injuries that are congenital or regenerative or to brain injuries induced by birth trauma. Other health impairment mans having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the education environment that (I) is due to chronic or acute health problems such a s asthma, ADD or ADHD, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and (ii) adversely affects a child's educational performance.
Characteristics
Neuromotor impairments – abnormality of or damage to the brain, spinal cord, or nerves that send impulses to the muscles of the body. Often results in complex motor problems that can affect several body systems.
A. Cerebral Palsy – individuals with cerebral palsy have abnormal, involuntary and or uncoordinated motor movements.
Spastic – characterized by very tight muscles , resulting is stiff, uncoordinated movements.
Athetoid – movements are contorted, abnormal and purposeless
Ataxic – poor balance and equilibrium in addition to uncoordinated voluntary movement.
Mixed – combination of types
B. Spina Bifida – Spinal cord ins not enclosed during development, resulting in improper functioning of the spinal cord. The characteristics of spina bifida depend on the location of the defect. There is a lack of movement and sensation below the area of injury. Student will usually have difficulty in walking, requiring braces, crutched, a walker or a wheelchair. Almost always require catheterization.
Degenerative Diseases
Muscular Dystrophy – characterized by progressive muscle weakness form degeneration of the muscle fiber. Usually no disability is apparent at birth. Degeneration begins with leg weakness and continues until student is wheelchair bound.
Orthopedic and Musculoskeletal disorders
A . Juvenile rheumatoid arthritis is a chromic arthritic condition affecting the joints that occurs before age 16. Symptoms usually include joint stiffness after immobility, pain with joint movement, limitations in joint motion, sometimes fever.
B. limb Deficiency – arm)s) or leg(s) are partially or completely missing. Typically, a prosthetic device is fitted and used.
Traumatic Brain Injury
Refers to temporary or permanent injury to the brain from such causes as car accidents, accidental falls and gunshot wounds to the head. The effects range from no ill effects to severe disability.
Other Health Impairments: these can include seizure disorders, asthma, or AIDS,
A. Seizures – a sudden temporary change in the normal functioning of the brain's electical system as a result of excessive, ncontrolled electical activity in the brain. During an absence seizures, the person will lose consciousness, stop moving and stare straight ahead. Typically they last less than 30 seconds. The person “wakes” up and does not remember the seizure. In a complex partial seizure, consciousness is impaired and the person usually exhibits a series of involuntary motor movements. Tonic-mal seizures is a convulsive seizure in which the person loses consciousness and becomes very stiff, followed by jerkiness and will fall down. Can last from 2 – 5 minutes.
B. Asthma – The most common pulmonary disease of childhood. When triggered, the child has difficulty breathing. Symptoms include shortness of breath, wheezing, coughing, labored breathing.
AIDS – Acquired immune deficiency syndrome is a chronic illness of childhood. Poses little threat of transmission in the school setting.
Accommodations:
Teacher/student ratio – adjust as needed
Classroom furniture – provide special furniture as needed, wheelchair access to rooms and building and bathroom facilities
Position of learning materials – within easy reach
Talk with all children about this child's needs and how to be respectful of and helpful to the child.
Establish and maintain a medication plan with the school nurse
Do not over-compensate for the child's weakness – for example, do not speak louder to him because his legs don't work
Use small group instruction and peer activities
Learn and respond to the child's form of communication
Use adapted utensils as needed, such as scissors, spoon and fork etc.
Offer alternative food choices to meet individual needs regarding health and safety.
Find alternate recess options for high-pollen days.
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