LESSONS PLAN FOR KINDERGARTEN
WRITER: MELODY ROY
Pima College, Tucson, Arizona
- Education Department
- Early Childhood Education
STUDY SUBJECT
1. Family members
2. Animals
3. Plants (Fruits, trees, flowers, vegetables)
4. Introduction/ Personality
5. Kindergarten School
6. Transportation
7. Occupation
8. Hometown
9. Tet Holiday
10. Natural Phenomenon
11. Prevention of Disasters
12. Energy
13. Plastic
14. Holidays
15. Additional Things
Family Members
Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)
Kinder
Objective (What do we want children to know or be able to do)
To connect different members to their roles in the family
To identify names(titles) of different members in the family (mom, dad, uncle, aunt)
To compare different family members
Hobbies of family Members
Learning home address, things in the home
Provocation (Check ONLY one and give example)

Child-Initiated
Teacher-Initiated
IMPLEMENTATION PLAN
Procedure (Identify group size, intro of lesson, special set-up if needed)
This lesson will be introduced at the start of class to all eight students. We will then read “The
Family Book” by Todd Parr. After reading this book as a class we will discuss what family
means to us and how we feel about our families. Then we will proceed to make a generic family
tree on the board using internet cut outs of people (moms, dads). The children will work
together to name different types of family members. Guided by questions such as, “is your
Uncle married? If he is what would you call her?” “Does your mom have a brother?” What are
the hobbies of your family members? Do you know your home address? What kind of things do
you have in your home? The following choice of learning centers will be shared.
#1 Art Table: A table will be set up with different cut outs of people, these people resemble
fathers, mothers, brothers, etc. The children will be asked to create their very own family tree,
using the class generic family tree as a guide line. They will draw a tree of their choice and glue
the picture onto the paper (if they have brought in photos of their real family they can use those).
After finishing they may add finishing touches to their family tree such as flowers and grass.
#2 Dramatic play area: In this open space the children will be asked to choose a family
member, with the teachers help, after decided on the key roles (mother, father, son, etc.) they will
be asked to act out a certain situation. At first the teacher will provide a certain situation such as:
They are visiting grandma for the holidays. After the children seem to have a handle on the role
they are portraying the acting can get slightly more open ended allowing them to use their
imagination and show their understanding or lack thereof, of the different roles. (Examples:
Mother might be strict, Grandfather might walk with a limp, Daughter might be extra girly)
#3 Music Area: In the music area children will start by listening to the song “The Family Song”
This song tells about the different members of a family and their different roles in the family and
in society. The children will first be asked to sing and even dance to the song, enjoying and
understanding the lyrics. After we have listened to the song and the children have become
familiar with the rhythm and beat we will sing out own family trees. Using the family tree charts
from the art table students will lead, with the teachers help, the other students in singing “The

Family Song” for that student’s family. (I have a mom and three brothers; I have a mom and a
dad and 2 sisters and 2 brother) Each student will get a chance to hear their family tree sung.
Modifications for children with differing abilities (Check one and state what will be done
differently)
Hearing Impaired: For the students that are hearing impaired they will be asked to dance along
with the students and then focus on their family make up in the art area. These students can
enjoy every areas of the lesson plan with assistance.
Visually Impaired
Physical Limitations
Possible Artifacts/Documentation (Traces of evidence)
Group generic family tree
Individual family trees and songs
Collaboration (Identify colleagues/parents and their role in the lesson being successful)
Request for family’s to tell children of their different family members and have children bring in
some article of clothing that reminds them of a certain family member (if dad wears hat all the
time bring in a hat) Also ask the family’s, if possible, to provide the student with some pictures
of family members.
Time Needed
Class
Materials and Resources
Instructional Method/Materials (Thematic, Reggio, Project Approach, other)
Thematic with Reggio Approach
Assortment of family member cut outs
Articles of clothing for the different family members
Supplies for each learning center as described
Resources
The Family Book, Book by Todd Parr
The Family Song, song
STANDARDS & ASSESSMENT
Early Learning Standards

Objective 1: ELS Creativity; Strand 4- Concept 1: Creativity; The child demonstrates
the ability to express their own unique way of seeing the world. Uses
imagination to generate new ideas.
Objective 2: ELS Physical Development; Strand 1- Physical and Motor Development; Concept 2
Fine Motor Development; Indicator a-Uses fingers, hands, and wrists to manipulate a variety of
tools and materials, (e.g., crayons, markers, chalk, sponges, paint brushes, scissors, pencils,
silverware).
Objective 3: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With
modeling and support, uses category labels and names objects within a category; e.g., fruit,
vegetable, animal,
Transportation, etc.
Assessments(May include informal and/or formal assessment)
Use a check list during the dramatic play activity to check the understanding of the students. I
will also ask them individual questions regarding different family members and their roles and
record their answers to better help them in the future.




!"#$%&''&('!!
1. '&'&
2. !!$&&)!&
3. !!!!*'
+$##*'&&$&&
,&#
-+./-/0 0+.0
+#12
&'!&&!&3&!(4-
.)5(6(&&7#(&(!
&&8%&&(8%&8%&

'8%!(&&&'&'!
$&(7#&'&
!9#'!!(&
&'!(&&&"&
&&&'!(&#'&1&
&'!&'.'!!!!$&#&
1
!9&&'!$:(&
&;9&!!<&
&&#&&&'
-!9&&''&& -='
&#
->#&'&:!#
?9&&'!(&!&&

&'&!'&'$#!&'!!
'&&&&$
+!#*=#$
@#
!(
3 -='&'
,!##*&&!
+'!(&$&#$:&
&!&$
0
,
-3
#-&*-&#3+"&&
&#'&3&


$#
,:
3
-.)5(!(
0=3=A/-/0
/.
!"#$B2/.3+!2$CD,E2+!$C Works
to solve a problem independently.
B,&&!(&
!"#$EF/.CB27C,E2$##C2G$
($##
!"#$2/..*.CE2/.C,+&
'C=:#!'&&:
-*
.($&&<'('&H&!(&3$'
1&
Focus of Study
Plants (Fruits, trees, flowers, vegetables)
Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)
Kinders
Objective (What do we want children to know or be able to do)
1. To connect Plants to their environments
2. To compare different plants (fruit to vegetable)
3. To identify names of different plants
Provocation (Check ONLY one and give example)
Child-Initiated or
Teacher-Initiated
IMPLEMENTATION PLAN
Procedure (Identify group size, intro of lesson, special set-up if needed)
This lesson will be introduced during science class. Start by reading a story from the book

“Living Things”. Then different living things will be explained and the children will be asked to
choose out of the categories: Fruit, Vegetable, tree what is their favorite type from each group.
What is a fruit? What is a Vegetable? What are trees? Using this information we will make a
chart on the board using pictures from the internet of Fruits, vegetables, trees, flowers. Then a
discussion of the similarities and differences of things in each group will be had. The following
choice of learning centers will be shared.
Note: Living things include much more that fruits, vegetables and trees of course but for the
purpose of this lesson try to drive your class towards the specific categorize. I recommend using
not only flash cards when reviewing different fruits but also plastic fruits so that the children can
hold then in their hands, feel the size, shape, and texture.
1. Sensory Table: The students will be asked to make something, from one of these groups,
of their choice using Play-Doh. Books on fruits and vegetables, and nature life will be
placed nearby for further learning.
2. Art Table: A large piece of paper will be laid out on one table and numerous cut outs of
fruits, vegetables, trees, flowers, leaves, etc. The children will then be able to make their
own collage using the different cut outs.
-Focus: gluing materials, if teacher feels it is appropriate children can practice cutting
out fruit pictures themselves.
3. Science Table: A picture of a flower and a fruit will be on the table. The children will
place cut outs of water, food, soil, shelter, sun, etc. below the pictures to show what each
of them requires to live.
Modifications for children with differing abilities (Check one and state what will be done
differently)
Hearing Impaired
Visually Impaired Children will be encouraged to feel different types of plastic fruits and
vegetables instead of gluing them to the paper. Children will enjoy the activities with help from
the teacher and other students.
Physical Limitations
Possible Artifacts/Documentation (Traces of evidence)
Group Chart

Individual Play-Doh creations
Favorite living things pictures
Collaboration (Identify colleagues/parents and their role in the lesson being successful)
Request that parents ask what fruit, vegetables, and trees are their children’s favorite and bring
print outs of the various things. This will allow children to choose more descriptive people. ( for
example if the child’s favorite fruit is a watermelon then they could bring a print out of a
watermelon)
Time Needed
Class
Materials and Resources
Instructional Method/Materials (Thematic, Reggio, Project Approach, other)
Thematic with Reggio approach
Books on living things and nature, lots of cut outs of all different types of living things, pictures
of things that they need to survive, paper, glue
Resources
Living Things; book by Dorothy Avery
STANDARDS & ASSESSMENT
Early Learning Standards
Objective 1: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With
modeling and support, uses category labels and names objects within a category; e.g., fruit,
vegetable, animal,
Transportation, etc.
Objective 2: ELS Physical Development; Strand 1-Physical and motor development; Concept 2-
Fine motor development; Indicator c-Manipulates smaller objects, tools and instruments that
require wrist and squeezing motions.
Objective 3: ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a variety
of appropriate tools and materials to complete a planned task or investigation
Assessments(May include informal and/or formal assessment)
Ask children questions on the different types of living organisms. Check off understanding of
each category (Fruits? Vegetables? What do flowers need to live?)

Focus of Study
Introduction/ Personality
Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)
Kinders
Objective (What do we want children to know or be able to do)
1. To be able to introduce yourself by name and age (birthday)
2. To be able to tell us about yourself in detail
3. Discussing hobbies and dreams
4. Understanding different body parts and functions
Provocation (Check ONLY one and give example)
Teacher-Initiated
IMPLEMENTATION PLAN
Procedure (Identify group size, intro of lesson, special set-up if needed)
This lesson will be introduced to the children in the start of the class at the start of the year. The
children will use it as an exercise to get to know their fellow students and teacher. This lesson
plan will help bring the students together as one class and can also be a good opportunity to
assess the different levels and abilities of the students in class. To start teacher will introduce
his/her self to the children. Explain what a birthday is and ask children their birthdays and ages.
Review hobbies, ‘What do you like to do for fun? I like to paint!” First review body parts by
pointing or touching body parts on your body, have children follow. Say the names of each body
part and have them repeat it. Review with flash cards(show the card and ask them to place their
hand on that body part without teachers lead)
-note: body parts should be covered in more detail in a later lesson.
Sensory Table: Small dolls will be placed on a table so the children can manipulate
them, feeling each body part. “What differences are their between the girl doll and the
boy doll?” “Are there any similarities between you and the doll?”
Art Table: Draw a picture of you doing your favorite hobbies. (*see parent involvement)
Science: Treasure hunt! Pictures of different body parts will be placed around the room.
Children will try to find enough body parts to make a complete person. List should be
written down (i.e. 2 arms, 1 head, 2 legs) Is your person a boy or a girl?

Modifications for children with differing abilities (Check one and state what will be done
differently)
Hearing Impaired
Visually Impaired Children will be encouraged to feel different body parts
Physical Limitations
Possible Artifacts/Documentation (Traces of evidence)
Boy and girl doll
Possible “head, shoulders, knees and toes dance” You can later make your own song adding in
more parts as they learn them
Collaboration (Identify colleagues/parents and their role in the lesson being successful)
Request that parents ask their children what their favorite hobbies are and have then bring in a
cut out of that activity. (i.e. like riding bike, bring cut out of bike)
Time Needed
Class
Materials and Resources
Instructional Method/Materials (Thematic, Reggio, Project Approach, other)
Thematic with Reggio approach
Body part song
Resources
Body part cut outs
STANDARDS & ASSESSMENT
Early Learning Standards
Objective 1: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With
modeling and support, uses category labels and names objects within a category; e.g., fruit,
vegetable, animal,
Transportation, etc.
Objective 2: ELS Physical Development; Strand 1-Physical and motor development; Concept 2-
Fine motor development; Indicator c-Manipulates smaller objects, tools and instruments that
require wrist and squeezing motions.
Objective 3: ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a variety

of appropriate tools and materials to complete a planned task or investigation
Assessments(May include informal and/or formal assessment)
Ask children to tell about themselves, what is your birthday? How old are you? Where is your
arm? …
Focus of Study
Kindergarten School
Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)
Kinders
Objective (What do we want children to know or be able to do)
1. To know the name and address of school
2. To know names of teachers
3. To know the names and purposes of toys in the classroom
Provocation (Inspiration from and/or why have you chosen this lesson)
Child Initiated
IMPLEMENTATION PLAN
Procedure (Identify group size, intro of lesson, special set-up if needed)
The lesson will be introduced to the students at the beginning of the day. First review the name
of the school, and the names of teachers in the school. Ask the children if they know the address
of the school. Review teachers with a picture of each teacher. First introduce that teacher by
name and ask the children if they know him/her. ‘What are they like?’ Go over the materials in
the class. Talk about the names of different toys and how they should be used; give some
examples of how they should be used and how they should not be used. What is your favorite
toy?
Sensory Table: Getting to know the different toys and materials in class. Let the children
explore the room using only one toy at a time, practice cleaning up after finished with one toy
before moving to the next. Observe and show proper ways to use each of them.
Art Table: The children will match the pictures of their teachers to their names, also picture of
the kindergarten to its name and pictures of various toys to their names.
Music Table: Using the different teacher’s names, using steady beat sing the different teacher’s
names together. You can make it more complex “Mr. Tom loves him mom, Ms. Sunny is really

funny…have fun with it.
Possible Artifacts/Documentation (Traces of evidence)
Pictures of teachers, school, toys
Names of teachers, school and toys
Steady beat recording
Collaboration (Identify colleagues/parents and their role in the lesson being successful)
Time Needed
Class
Materials and Resources
Instructional Method/Materials (Thematic, Reggio, Project Approach, other)
Thematic with Reggio approach
Picture of teachers
Resources
Steady beat
STANDARDS & ASSESSMENT
Early Learning Standards
Objective 1- ELS Reasoning and Problem-solving; Strand 5 Concept 2- Problem solving;
Works to solve a problem independently.
1. Children put the cut up pieces back together
Objective 2 – ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a
variety of appropriate tools and materials to complete a planned task or investigation.
Objective 3- ELS Language/ Literature; Strand 2-Emergent Literacy; Concept 3 Phonological
Awareness; Differentiates between sounds that are the same and different.
Assessments(May include informal and/or formal assessment)
Observe their use of materials, check their knowledge of different teachers names
Focus of Study
Transportation
Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)
Kinder
Objective (What do we want children to know or be able to do)

1. Understanding the concept of transportation and why it is important
2. Different means of transportation (car, motorcycle, boat, plane…)
3. Naming traffic signs and understanding their different meanings
Provocation (Check ONLY one and give example)
Child-Initiated
Teacher-Initiated
IMPLEMENTATION PLAN
Procedure (Identify group size, intro of lesson, special set-up if needed)
This lesson will be introduced to the class by first talking about transportation. Children will be
prompted by the teacher on “what is transportation?” How do you come to school every day?
Bus? Car? Motorcycle? Questions should be formed by teacher to help review the different
types of transportation (air, waiter, land) Flash cards and plastic objects should be used to review
the names of each of the different types of transportation. Let them, manipulate them so that they
can show how it moves. Review traffic signs.
#1 Art Table:Painting, or drawing activity. Give each child a piece of paper with a picture of a
transportation device (car, plane…) Have them paint or color their picture and ask them to draw
the proper surroundings. (plane in the sky, car on a road)
#2 Dramatic play area:Red light green light! Reviewing traffic signs. Start with the basic red
light green light game and as understanding grown you can add in more complicated signs such
as yellow light or turn signals. (use flash cards)
#3 Sensory: Plastic toys (cars, planes, trains ) will be submerged in water or foam and the
children will pull out the different toys. Depending on level teacher can ask for them to pull out
all of the water transportation toys or all of the land transportation toys and separate them.
Modifications for children with differing abilities (Check one and state what will be done
differently)
Hearing Impaired: For the students that are hearing impaired they will be asked to look at the
flash cards when playing the dramatic play activity.
Visually Impaired
Physical Limitations
Possible Artifacts/Documentation (Traces of evidence)

Students individual pictures or transportation
Collaboration (Identify colleagues/parents and their role in the lesson being successful)
Ask family to point out different traffic signs when they drive with their child.
Time Needed
Class
Materials and Resources
Instructional Method/Materials (Thematic, Reggio, Project Approach, other)
Thematic with Reggio Approach
Assortment of Traffic signs
Plastic transportation toys
Resources
STANDARDS & ASSESSMENT
Early Learning Standards
Objective 1: ELS Creativity; Strand 4- Concept 1: Creativity; The child demonstrates
the ability to express their own unique way of seeing the world. Uses
imagination to generate new ideas.
Objective 2: ELS Physical Development; Strand 1- Physical and Motor Development; Concept 2
Fine Motor Development; Indicator a-Uses fingers, hands, and wrists to manipulate a variety of
tools and materials, (e.g., crayons, markers, chalk, sponges, paint brushes, scissors, pencils,
silverware).
Objective 3: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With
modeling and support, uses category labels and names objects within a category; e.g., fruit,
vegetable, animal,
Transportation, etc.
Assessments(May include informal and/or formal assessment)
Use a check list during the dramatic play activity to check the understanding of the students.
Focus of Study
Occupation
Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)
Kinders

Objective (What do we want children to know or be able to do)
1. Understanding the different types of jobs
2. Knowing what kinds of materials are used for different jobs
3. Understand what each job does
Provocation (Inspiration from and/or why have you chosen this lesson)
Child Initiated
IMPLEMENTATION PLAN
Procedure (Identify group size, intro of lesson, special set-up if needed)
The lesson will be introduced to the students in class. Start by talking about the different types
of jobs, it is the teachers choice which jobs they choose to focus on. Stick to a few main
occupations so that the students will get a better grasp of them. Talk about what each job is for
and what the person does in that job. Explain the different tools associated with certain jobs (ex.
Police officer carry a badge, Doctors need a stethoscope)
Art Table: Matching names of jobs to pictures. Lay out a series of different pictures of people in
their jobs or of objects that are usually associated with those jobs and ask the children to properly
label them as what career they belong to.
Drama: Assign each child an occupation or allow them to choose one and have them act as that
person would act. Dress up with objects around the room and ask them what they might do
during a normal day of work.
Possible Artifacts/Documentation (Traces of evidence)
Variety of flash cards
Pictures of different occupations
Collaboration (Identify colleagues/parents and their role in the lesson being successful)
Parents will be asked to explain to their children what their job is.
Time Needed
Class
Materials and Resources
Instructional Method/Materials (Thematic, Reggio, Project Approach, other)
Thematic with Reggio approach
Glue, Pictures of different occupations

Resources
STANDARDS & ASSESSMENT
Early Learning Standards
Objective 1- ELS Reasoning and Problem-solving; Strand 5 Concept 2- Problem solving;
Works to solve a problem independently.
1. Children put the cut up pieces back together
Objective 2 – ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a
variety of appropriate tools and materials to complete a planned task or investigation.
Objective 3- ELS Language/ Literature; Strand 2-Emergent Literacy; Concept 3 Phonological
Awareness; Differentiates between sounds that are the same and different.
Assessments(May include informal and/or formal assessment)
Look over the children’s work with putting the correct names of jobs with the pictures.
Focus of Study
Hometown
Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)
Kinders
Objective (What do we want children to know or be able to do)
1. Knowing where they are from
2. Vietnamese holidays
3. Knowledgeable of traditional foods and customs of their home town
Provocation (Check ONLY one and give example)
Child-Initiated or
Teacher-Initiated
IMPLEMENTATION PLAN
Procedure (Identify group size, intro of lesson, special set-up if needed)
This lesson will be introduced during class. The teacher will begin by telling the students about
his/her hometown and some of its landscapes, foods, and cultures. Proceed to ask the children
about their hometown. “Do you know some of the holidays of your hometown?” “Do you eat
anything special on holidays? ” Explain to them what traditional cuisine is and review some of
them with the students. Covers the definition of landscape and with pictures explain the different

types of landscapes. “What type of landscapes does your home town have?”
4. Sensory Table: Allow the children to feel some material from the traditional clothes of
their hometown. Pictures of different traditional outfits will be laid out, have the children
tell you which country they are from.
5. Art Table: Painting landscapes Let the children paint different types of landscapes, have
them label the different types of things they draw in their landscape.
6. Cooking: If materials and supplies are available, find a simple dish from your students
home town that you can make together in class (i.e. Korean students might enjoy making
rice cakes or kimbap)
Modifications for children with differing abilities (Check one and state what will be done
differently)
Hearing Impaired
Visually Impaired Children will be encouraged to feel different types of fabrics from the
clothing.
Physical Limitations
Possible Artifacts/Documentation (Traces of evidence)
Cooking creation
Landscape paintings
Collaboration (Identify colleagues/parents and their role in the lesson being successful)
Request that parents talk a little about their hometown with their child so that they have a basis
on what to place the days class.
Time Needed
Class
Materials and Resources
Instructional Method/Materials (Thematic, Reggio, Project Approach, other)
Thematic with Reggio approach
Resources
STANDARDS & ASSESSMENT
Early Learning Standards
Objective 1: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With

modeling and support, uses category labels and names objects within a category; e.g., fruit,
vegetable, animal,
Transportation, etc.
Objective 2: ELS Physical Development; Strand 1-Physical and motor development; Concept 2-
Fine motor development; Indicator c-Manipulates smaller objects, tools and instruments that
require wrist and squeezing motions.
Objective 3: ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a variety
of appropriate tools and materials to complete a planned task or investigation
Assessments(May include informal and/or formal assessment)
Ask children questions on the different types of living organisms. Check off understanding of
each category (Fruits? Vegetables? What do flowers need to live?)
Focus of Study
Tet Holiday
Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)
Kinders
Objective (What do we want children to know or be able to do)
1. Understanding what Tet Holiday is and the fruits that are associated with it
2. Knowing the activities of Tet and the outfits worn during this holiday
Provocation (Check ONLY one and give example)
Teacher-Initiated
IMPLEMENTATION PLAN
Procedure (Identify group size, intro of lesson, special set-up if needed)
This lesson will be introduced to the class by introducing what the Tet holiday is. The teacher
will start by reviewing what holidays are and then moving to the specific topic of the Tet
holiday. Provide the children with some images and examples from Lunar New Year. Review
different traditions that are followed on this holiday such as returning to your family. Show
pictures of the different outfits that are worn.
7. Sensory Table: If possible bring in one of the traditional outfit that is worn during the
Tet Holiday let the children touch it, manipulate it, and explore the different aspects of
this outfit.

8. Art Table: Making a collage from a variety of pictures of what you family does on Tet
holiday!!
-cutting, gluing skills
9. Resource table: Some of the traditional fruits for Tet holiday will be laid out on a table
(or pictures) and children will be asked to identify them
Possible Artifacts/Documentation (Traces of evidence)
Family collage
Collaboration (Identify colleagues/parents and their role in the lesson being successful)
Request that parents talk about Tet holiday with children.
Time Needed
Class
Materials and Resources
Instructional Method/Materials (Thematic, Reggio, Project Approach, other)
Thematic with Reggio approach
Glue, scissors
Cut outs of families celebrating holidays, Tet fruits, Outfit
Resources
STANDARDS & ASSESSMENT
Early Learning Standards
Objective 1: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With
modeling and support, uses category labels and names objects within a category; e.g., fruit,
vegetable, animal,
Transportation, etc.
Objective 2: ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a variety
of appropriate tools and materials to complete a planned task or investigation
Assessments(May include informal and/or formal assessment)
Review the Tet holiday by having a class discussion about the collages made by each student.
Focus of Study
Natural Phenomenon
Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)

Kinders
Objective (What do we want children to know or be able to do)
1. Understanding the concept of weather and weather change
2. Understanding the seasons and what comes along with each
3. Understanding of rain and the importance of water
Provocation (Check ONLY one and give example)
Teacher-Initiated
IMPLEMENTATION PLAN
Procedure (Identify group size, intro of lesson, special set-up if needed)
This lesson will be introduced to the children by first asking what kind of day is it. Talk about
the weather, is it hot? Is it cold? Are their clouds in the sky?. Using flash cards of the different
seasons first talk about all of the different seasons and then review what kind of weather each
season has. The children should be able to tell you from looking at the picture if it is hot or cold.
Move on to ask them what kind of activities do they do in each season and which season is their
favorite season. The topic of rain will be introduced after finishing seasons and different types
of weather. Ask the children what they know about rain and build upon what they know by
telling them what rain is make of, why it rains, how it rains, etc.
Sensory/ Science Table: Make it rain! You can start by demonstrating for the students
how a dry land turns wet after sprinkling some water on it. Let the children feel the water
fall onto their hands and then let then try to make it rain on the landscape by sprinkling
water. (landscape can be made in the art section)
Art Table: A rectangular box will be placed on the table along with numerous supplies
that the children will use to make a certain type of landscape. (Depending on children’s
abilities you can split them up into groups and let them each make a different type of
landscape or season) Let them place “snow” or sand, leaves, and whatever else you can
get your hands on to help them make it a realistic landscape.
Possible Artifacts/Documentation (Traces of evidence)
Picture of the landscape they created
Time Needed
Class

Materials and Resources
Instructional Method/Materials (Thematic, Reggio, Project Approach, other)
Thematic with Reggio approach
Books on the seasons and rain
Resources
STANDARDS & ASSESSMENT
Early Learning Standards
Objective 1: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With
modeling and support, uses category labels and names objects within a category; e.g., fruit,
vegetable, animal,
Transportation, etc.
Objective 2: ELS Physical Development; Strand 1-Physical and motor development; Concept 2-
Fine motor development; Indicator c-Manipulates smaller objects, tools and instruments that
require wrist and squeezing motions.
Objective 3: ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a variety
of appropriate tools and materials to complete a planned task or investigation
Assessments(May include informal and/or formal assessment)
Ask children questions on the different types of landscapes.
Focus of Study
Prevention of Disasters
Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinders)
Kinders
Objective (What do we want children to know or be able to do)
1. Knowing how to recognize a disaster
2. Knowing the steps to take if a disaster takes place
3. Understanding different ways to avoid disasters
Provocation (Check ONLY one and give example)
Teacher-Initiated
IMPLEMENTATION PLAN
Procedure (Identify group size, intro of lesson, special set-up if needed)

This lesson will be introduced to the children by showing them images of different kinds of
disasters. Review the different kinds of disasters first. Ask the children if they have even been
in, heard of, or know someone who has been in a natural disaster. Talk about the differences
between them and the dangers that come with them. Talk about safety with the students. “What
do you do if you see fire?” Talk about what to do if something does happen and what they can do
to ensure that it won’t happen. (It is at teacher’s discretion which disaster they choose to focus
on, I would choose fire and water because they are the two most relevant dangers for children of
this age.)
Sensory Table: Using the Landscapes made in a previous class pour a large amount of
water on it (flood it) and watch what happens. Ask the children questions about what
they see and what they would do if something like this was happening to them.
Art Table: Steps of safety. Children will be given a work sheet with the steps to take
during a disaster, for example if a fire starts. The work sheet might include 5 or 6
pictures of the steps to take when a fire starts. The pictures should be out of order, asking
the children to cut out the pictures and place them in the correct order. –Teacher can use
precut papers.
Music: Fire song “Stop, drop ,roll roll around” Sing and dance to the safety measures to
take after the start of a fire.
Collaboration (Identify colleagues/parents and their role in the lesson being successful)
Talking about natural disasters
Time Needed
Class
Materials and Resources
Instructional Method/Materials (Thematic, Reggio, Project Approach, other)
Thematic with Reggio approach
Fire song
Resources
Fire song
STANDARDS & ASSESSMENT
Early Learning Standards

Objective 1: ELS Language; Strand 1-Language;Concept 3- Vocabulary; Indicator c-With
modeling and support, uses category labels and names objects within a category; e.g., fruit,
vegetable, animal,
Transportation, etc.
Objective 2: ELS Physical Development; Strand 1-Physical and motor development; Concept 2-
Fine motor development; Indicator c-Manipulates smaller objects, tools and instruments that
require wrist and squeezing motions.
Objective 3: ELS Science; Strand 1-Inquiry; Concept 2-Investigation; Indicator a- Uses a variety
of appropriate tools and materials to complete a planned task or investigation
Assessments(May include informal and/or formal assessment)
Review different types of disasters