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American Sign Language (ASL): tricycle, bicycle, wagon, wheels, travel, feet, roll

Monday

Toddler Club Program

Date: July 31 - August 4, 2017

Objectives: Children will be learning about transportation and travel. Children will learn about walking and

dancing as well as riding a tricycle or a wagon.

Spanish Vocabulary: triciclo, bicileta, carro, ruedas, viajar, pies, rodarEnglish Vocabulary: tricycle, bicycle, wagon, wheels, travel, feet, roll

Parents as Partners: Send home Parents as Partners Card 49.

Lesson Plan for On the Go • Sobre la marcha - Tricycles and Wagons • Triciclos y

Carros (Week 1)

Friday

•UNITE: Frog Street Action Songs -

Canciones de acción de Frog

Street

Sing "My Little Red Wagon" • "Mi

carrito rojo".

•CALM: Remind children that deep

breathing helps relieve stress.

•CONNECT: Name the children

who are absent and send them

well wishes.

•BUILD COMMUNITY: Tell children

our classroom is a safe place, we

are a community of learners who

take care of each other.

Practice using our listening ears to

pay attention to other's big voices.

• Calendar/Weather

• Goldilocks Story Pathway

Lead children through the story

using Goldilocks Story

Pathway (p 42) as a guide.

Review the ASL sign for

tricycle, bicycle, wagon,

wheels, travel, feet, roll.

•UNITE: Frog Street Action

Songs - Canciones de acción

de Frog Street

"Put Your Little Foot" • "Pon tu

piecito".

•CALM: Have children form a

line behind you and take a

breathing walk by taking a few

steps and inhaling, and then

exhaling

•CONNECT: Demonstrate how

to bicycle your legs.

•BUILD COMMUNITY: Pass

around the Safekeeper Box and

invite each child to put his or

her photo inside.

Remind children they use their

big voice when they don't like

what someone else is doping.



Songs - Canciones de acción de

Frog Street

Sing "My Little Red Wagon" •

"Mi carrito rojo".





exhaling



well wishes.

•BUILD COMMUNITY: Tell

children our classroom is a safe

place, we are a community of

learners who take care of each

other.

Give examples of big voices.


Greet each child by name as

children enter the classroom

and then again as you begin

"Starting the Day."



de Frog Street


"Mi carrito rojo".





exhaling.



well wishes.




her photo inside.

Discuss listening to big voices.


•Gram Is Coming to My House •

Mi abuelita viene a mi casa

Read the story pausing at the

end to discuss the vehicles.

Teach the ASL signs for



•Gram Is Coming to My House • Mi

abuelita viene a mi casa

Remind children the book is about

a grandmother who is on her way

to see her grandson.

Review the ASL signs for tricycle,

bicycle, wagon, wheels, travel,

feet, roll.

•My Aunt Violet • Mi tia Violeta

story folder

Display the cover of the story

folder and define transport .

Review the ASL signs for





Ask children about names they

use for their grandmother.

Review the ASL signs for



Thursday



de Frog Street


piecito".

•CALM: Remind children that

deep breathing helps relieve

stress.



well wishes.


children our classroom is a

safe place, we are a community

of learners who take care of

each other.

Practice using our listening

ears to pay attention to other's

big voices.


Tuesday WednesdayLESSON COMPONENTS

Language Development

Starting the Day

Monday Friday



Street


carrito rojo".





well wishes.










de Frog Street


piecito".





exhaling






her photo inside.







Frog Street


"Mi carrito rojo".





exhaling



well wishes.





other.






"Starting the Day."



de Frog Street


"Mi carrito rojo".





exhaling.



well wishes.




her photo inside.



Thursday



de Frog Street


piecito".



stress.



well wishes.





each other.



big voices.



Starting the Day

Music and Movement

•Frog Street Sing-Along Songs-

Canciones para cantar juntos

de Frog Street

Sing "Can You Move with Me?"

• "Te puedes mover conmigo".

•Frog Street Action Songs -


Street


piecito".



Street


"Mi carrito rojo".

•Tricycle

Discuss tricycles and bicycles.

Display Photo Activity Card 73.

Count the wheels on the bicycle.

Teach children the finger play My

Bike

•Tricycle

Discuss tricycles and bicycles.

Display Photo Activity Card 73.

Count the wheels on the

bicycle.

•Transportation Puzzles

Encourage children to assemble

the Transportation Puzzles:

Wagon and Tricycle ( p 43).Cognitive Development

•Photo Activity Cards

72 (wagon • carro)

73 (tricycle • triciclo)

Use the suggestions on the

back of the cards to practice

vocabulary and stimulate

discussion.

•Wagon Wheels

Give children Wagons and

Wheels )Patterns CD) and

invite them to create wagons

with different sizes of wheels.

•Creativity Station

Invite children to paint tricycles.

•Recite the rhyme Stop, Look,

and Listen. Work with children

one at a time to "cross the

street" safely.



Street


carrito rojo".


Invite children to paint wagons.

•Discovery

Invite children to explore a

tricycle and a wagon.

Encourage children to name the

parts.

•Galloping

Recite the rhyme Ten Fast Zebras.

Demonstrate the zebra

movements.

•Take a Walk

Take a walk inside the school.

Call attention to ways people

move.

Learning Centers

•Travel Time

Invite children to sing and

move to the song "The Grand

Old Duke of York."



Street


piecito".

•Baby Steps

Show children hot to take baby

steps. Challenge them to walk

across the playground using

baby steps.

•Put Your Little Foot

Teach children this fun dance.

•My Wagon

Teach children the poem My

Wagon. Have children echo each

line in the poem and perform the

motions.

•Construction

Create masking tape pathways

along the floor. Invite children

to use the box lids as wagons.

•Riding My Bike

Teach children to recite this

poem while practice pedaling.

•Wash the Tricycle

Have children wash the tricycle

with a sponge and towels.

•Walking Safely

Point out we travel, or move

from one place to another using

our feet.

•Tactile Crawl

Create a tactile pathway using

various textured material. Invite

children to crawl over the

pathway.

•Footprint Mural

Do this activity one child at a

time. Have children take their

shoes off, ask them to step on

the paint and then walk on the

paper. Tell children they have

traveled on foot from one

location to another.

•Construction

Create masking tape pathways

along the floor. Invite children

to use the box lids as wagons.

Outdoor Play

Social Emotional

Development

•My Wagon

Teach children the poem My

Wagon. Have children echo

each line in the poem and

perform the motions.

•Baby Steps

Show children hot to take baby

steps. Challenge them to walk

across the playground using

baby steps.

Physical Development

•Bicycle Exercise

Lie on your back and

demonstrate moving your legs

as if your were pedaling a

bicycle.

Monday Friday



Street


carrito rojo".





well wishes.










de Frog Street


piecito".





exhaling






her photo inside.







Frog Street


"Mi carrito rojo".





exhaling



well wishes.





other.






"Starting the Day."



de Frog Street


"Mi carrito rojo".





exhaling.



well wishes.




her photo inside.



Thursday



de Frog Street


piecito".



stress.



well wishes.





each other.



big voices.



Starting the Day

• Develops control of large

muscles for movement, navigation,

and balance (A.2.a.)

• Develops confidence with moving

in space, moving to rhythm, and

playing near and with others

(A.2.e.)

Learning Goals

• Shows ability to cope with

stress (B.3.a.)

• Responds to and interacts

with others (B.4.b.)

• Develops increasing ability to

identify own emotional

responses (B.2.g.)

• Develops language skills in

structured language contexts,

such as through books, finger

plays, singing, storytelling, and

reenacting

(C.2.d.)

• Engages with stories and

books (C.3.c.)

• Shows interest in colors,

shapes, patterns, and pictures

(D.1.c.)

• Develops spatial

understandings, including an

awareness of how

two- and three-dimensional

objects can be fitted together

(D.1.f.)

• Develops and demonstrates

the ability to remember and

connect new and known

experiences and information

(D.3.d.)

• Develops awareness,

understanding, and

appreciation for their bodies

and how they function (A.2.d.)

• Begins to understand safe

and unsafe behaviors (A.1.f.)

• Shows emotional connections

and attachment to others while

beginning

to show independence (B.1.c.)

American Sign Language (ASL): car, truck, bus, ice cream truck, wheel, passenger, seat belt, windshield wipers

Monday


Date: August 7 - 11, 2017

Objectives: Children will be learning about transportation and travel. Children will learn about vehicles

that move on roads: cars, trucks, and buses.

Spanish Vocabulary: carro, camión, autobús, camión de helados,

ruedas, pasajero, cinturón de seguridad, limpiaparabrisasEnglish Vocabulary: car, truck, bus, ice cream truck, wheel, passenger, seat belt, windshield wipers


Lesson Plan for On the Go! • Sobre la marcha! - Cars, Trucks, and Buses • Carros,

Camiones y Autobuses (Week 2)

Friday

•UNITE: Frog Street Sing-Along

Songs-Canciones para cantar

juntos de Frog Street

"I'm a Little Red Dump Truck" •

"Soy un camioncito rojo"Wagon" •

"Mi carrito rojo".

•CALM: Demonstrate how people

on a bus may sit up and down

while riding the bus by sitting tall

and erect and then relaxing.



well wishes.












"Soy un camioncito rojo".

•CALM: Demonstrate how

people on a bus may sit up and

down while riding the bus by

sitting tall and erect and then

relaxing.

•CONNECT: Discuss sitting by

someone on a bus.




her photo inside.







Frog Street

Sing "The Wheels on the Bus" •

"Las ruedas del camión".





relaxing.



well wishes.





other.






"Starting the Day."




Sing "I'm a Little Hunk of Tin" •

"Soy un pedacito de estaño".





relaxing.



well wishes.




her photo inside.



Thursday










relaxing.



well wishes.





each other.



big voices.



Starting the Day

Monday Friday






"Mi carrito rojo".







well wishes.

















relaxing.


someone on a bus.




her photo inside.







Frog Street







relaxing.



well wishes.





other.






"Starting the Day."










relaxing.



well wishes.




her photo inside.



Thursday










relaxing.



well wishes.





each other.



big voices.



Starting the Day

Music and Movement



de Frog Street





de Frog Street





Street



•Does it Roll?

Provide a collection of items that

roll. Invite children to explore the

items to determine if they roll.

•Car Tracks

Make a car track and point out

the path they make.



the Transportation Puzzles: Car,

Truck, and Bus (p 43).

•The Wheels on the Bus

Tell children that he words in

the book are similar to the

words in the song.

Review the ASL sign for car,

truck, bus, ice cream truck,

wheel, passenger, seat belt,

windshield wipers.

Cognitive Development


74 (car • carro)

75 (truck • camión)




discussion.

•Windshield Wipers

Discuss the purpose of

windshield wipers. Review the

song.





Teach the ASL signs for car,



windshield wipers.

•Sitting Politely

Work with children individually

to remind them about how to

keep your body on your own

space when sitting beside

someone else.



Street


carrito rojo".

•Windshield Wiper Moves

Have children move their hands

back and forth like windshield

wipers as you recite this rhyme.

•Bus, Car, and Truck Search

Look through the window to

look for buses, cars, and

trucks.

•The Wheels on the Bus

Tell children that he words in the

book are similar to the words in

the song.

Review the ASL sign for car, truck,

bus, ice cream truck, wheel,

passenger, seat belt, windshield

wipers.

•Here Is a Car

Teach children this little

transition rhyme.



de Frog Street

"Buckle Up" • "Abróchate el

cinturón".

•Bus, Car, and Truck Search

Look through the window to

look for buses, cars, and

trucks.

•Cars and Trucks

Take cars and trucks outdoors to

play with in the sandbox or on the

sidewalks.

•Car Safety

Discuss being safe in and around a

car.

•Bus Driver • Chofer del

autobús

Teach children the finger play

and explain them that people

who ride the bus are called

passengers .

Review the ASL signs for car,



windshield wipers.





Teach the ASL signs for car,



windshield wipers.

•Red Light, Green Light

Use Stop-and-Go Circles (p 43)

as you play a game of Red

Light, Green Light.

•Cars and Trucks

Take cars and trucks outdoors

to play with in the sandbox or

on the sidewalks.

•Buckle Up for Safety

Talk with little ones about

wearing seat belts. Teach them

the song "Buckle Up."

•Windshield Wiper Moves

Have children move their hands

back and forth like windshield

wipers as you recite this

rhyme.

•Car Safety

Discuss being safe in and

around a car.


Outdoor Play

Social Emotional

Development

•Sitting Politely

Work with children individually

to remind them about how to

keep your body on your own

space when sitting beside

someone else.

•Cars and Trucks

Take cars and trucks outdoors

to play with in the sandbox or

on the sidewalks.


•Here Is a Car

Teach children this little

transition rhyme.

Monday Friday






"Mi carrito rojo".







well wishes.

















relaxing.


someone on a bus.




her photo inside.







Frog Street







relaxing.



well wishes.





other.






"Starting the Day."










relaxing.



well wishes.




her photo inside.



Thursday










relaxing.



well wishes.





each other.



big voices.



Starting the Day

•Construction

Use masking tape to create

"roads" on the floor. Place the

"garages" along the road. Invite

children to move the cars along the

roads and park them in the

garages.


Place a sponge in a shallow

box and pour tempera paint on

it. Invite children to roll the car

wheels over the sponge and

then roll them ontoi a sheet of

paper to make tire stacks.

•Pretend and Learn

Invite children to sit inside the

boxes and use a steering wheel

to drive the "car."Learning Centers

•Science

Provide containers for children

to roll like wheels. Point out the

round shape of the containers.

•Construction

Use masking tape to create

"roads" on the floor. Place the

"garages" along the road. Invite

children to move the cars along

the roads and park them in the

garages.


muscles for movement, navigation,

and balance (A.2.a.)

• Imitates sounds, gestures, signs,

or words (C.2.b.)

• Develops responsive and

reciprocal communication skills,

such as turn-taking (B.4.e.)

• Increasingly understands non-

verbal messages and makes non-

verbal

requests (C.1.c.)

Learning Goals


stress (B.3.a.)



• Develops emerging skills in

caring and cooperation (B.4.f.)

• Recognizes and responds to

the feelings and emotions of

others (B.4.c.)

• Develops confidence and

ability to express emotional

needs without fear (B.1.f.)

• Develops language skills in

structured language contexts,

such as through books, finger

plays, singing, storytelling, and

reenacting

(C.2.d.)


verbal messages and makes

non-verbal requests (C.1.c.)

• Develops an understanding

that symbols/pictures can be

“read” by others (C.3.g.)

• Begins to develop interests

and skills related to numbers

and counting (D.2.f.)

• Shows interest in colors,

shapes, patterns, and pictures

(D.1.c.)

• Makes things happen and

watches for results and repeats

actions (D.1.d.)

• Develops and demonstrates

the ability to remember and

connect new and known

experiences and information

(D.3.d.)



awareness of how two- and

three-dimensional objects can

be fitted together (D.1.f.)


understanding, and

appreciation for their bodies

and how they function (A.2.d.)





• Uses hands or feet to touch

objects or people (A.3.a.)



LESSON COMPONENTS


Starting the Day

Thursday




"If I Had Wings" • "Si tuviera

alas".

•CALM: Demonstrate flying like

and airplane and coordinate

your breathing accordingly.



well wishes.





each other.



big voices.


Tuesday Wednesday

• The Train

Read the chant to children and use

the names of children in your care

as you say the second line.

Discuss the sounds the train

makes.

Review the ASL sign for train,

tracks, engine, caboose, airplane,

fly, wings.

•Little Engine 99 • El trenecito

99 Prop Story

Discuss the first car (engine)

and the last car (caboose).

Review the ASL signs for train,

tracks, engine, caboose,

airplane, fly, wings.





Teach the ASL signs for train,






Sing "Little Red Caboose" • "El

furgoncito rojo".




•CONNECT: Invite children to

sing the chant "Chug, Chug."




her photo inside.







Frog Street

Sing "Airplane Flyers" • "Pilotos

del avión".






well wishes.





other.






"Starting the Day."




Sing "Down By the Station" •

"En la estación".






well wishes.




her photo inside.







Teach the ASL signs for train,







furgoncito rojo".


and airplane and coordinate your

breathing accordingly.



well wishes.








• The Train

Read the chant to children and

use the names of children in

your care as you say the

second line. Discuss the

sounds the train makes.

Review the ASL sign for train,



American Sign Language (ASL): train, tracks, engine, caboose, airplane, fly, wings

Monday


Date: August 14 - 18, 2017

Objectives: Children will be learning about transportation and travel. Children will learn about vehicles

people use to travel longer distances: trains and airplanes.

Spanish Vocabulary: tren, vías del tren, locomotora, furgón de cola,

avión, volar, alas .English Vocabulary: train, tracks, engine, caboose, airplane, fly, wings


Lesson Plan for On the Go! • Sobre la marcha! -Trains and Airplanes • Trenes y Aviones

(Week 3)

Friday

LESSON COMPONENTS

Starting the Day

Thursday





alas".






well wishes.





each other.



big voices.


Tuesday Wednesday





furgoncito rojo".









her photo inside.







Frog Street


del avión".






well wishes.





other.






"Starting the Day."





"En la estación".






well wishes.




her photo inside.







furgoncito rojo".






well wishes.








Monday Friday

•Construction

Use masking tape to make a

"train track" on the floor. Invite

children to push trains (small

boxes) along the track.

Outdoor Play

Social Emotional

Development

•Close Seating

Explain to little ones that

airplanes and trains require

that people sit close to one

another.

•Airplane Search

Have children watch airplanes

that may fly overhead as they

are outdoors playing.


•Airplane Action

Teach children this action

rhyme. Define words that may

be unfamiliar to them (revved,

instruments, runway).

•Fly Like and Airplane

Give each child two paper

plates to use as wings. Have

children use crayons to

decorate their "wings."

•Airplane Shadows

Have children spread their arms

like airplane wings.

•Airplane Sounds

Discuss the sounds that

airplanes make. Encourage

children to make the sounds

with you.

•Train Cars

Discuss the names of the train

cars as mentioned in the finger

play. Describe the basic

difference between a

passenger train and a freight

train.

•Paper Airplanes

Invite children to color on

sturdy paper. With their

permission, fold their art into a

paper airplane.

Learning Centers

•Choo-Choo

Teach children the action

rhyme chant. Discuss the

sounds trains make.



de Frog Street


alas".

•Airplane Search

Have children watch airplanes

that may fly overhead as they

are outdoors playing.

•Choo-Choo Trains

Invite children to form a line and

hold onto the waits of the child in

front of them and move around the

playground making train noises.

•Graham Cracker Engine

Help children make a cracker train

on a paper plate.

•Construction

Use masking tape to make a

"train track" on the floor. Invite

children to push trains (small

boxes) along the track.

•Fine Motor

Invite children to make an airplane

appears by using the airplane

template ( p 42).

•The Flight Attendant Says

Play a game similar to Simon

Says. Give commands that

would be appropriate for

passengers on a flight.


Canciones para cantar juntos de

Frog Street


furgoncito rojo".


Have children finger paint train

tracks by using two fingers to

wipe off parallel lines of paint.


Arrange boxes like train cars

and invite children to pretend

they are on a train ride.

•Airplane Flyers

Have children pretend to put on

their googles and caps and climb

into their stunt airplanes.

•Choo-Choo Trains

Invite children to form a line

and hold onto the waits of the

child in front of them and move

around the playground making

train noises.


77 (train • tren)

78 (airplane• avión)




discussion.

•Airplane Moves

Discuss the movements of

airplanes: taxi down the

runway, take off, fly, and land.


rhyme The Airplane.

Music and Movement



de Frog Street


"En la estación".



de Frog Street


furgoncito rojo".



Street


del avión".

•Airplane Googles

Help each child construct a pair of

airplane googles.

•Balancing Wings

Have children walk along a

strip of masking tape while

holding their arms out like

wings.




Airplane and Train (p 43).Cognitive Development

LESSON COMPONENTS

Starting the Day

Thursday





alas".






well wishes.





each other.



big voices.


Tuesday Wednesday





furgoncito rojo".









her photo inside.







Frog Street


del avión".






well wishes.





other.






"Starting the Day."





"En la estación".






well wishes.




her photo inside.







furgoncito rojo".






well wishes.








Monday Friday

• Moves body to achieve a goal

(A.2.c.)

• Uses imitation in pretend play to

express creativity and imagination

(D.4.b.)

• Responds to nonverbal and

verbal communication of others

(C.1.b.)





verbal messages and makes non-

verbal requests (C.1.c.)

Learning Goals

• Begins to learn and

internalize rules, routines, and

directions (B.3.e.)

• Develops a feeling of being

valued as an important

individual who belongs within

the group setting (B.2.h.)


stress (B.3.a.)

• Recognizes and responds to

the feelings and emotions of

others (B.4.c.)

• Develops confidence and

ability to express emotional

needs without fear (B.1.f.)




• Develops a playful interest in

repetitive sounds and words

(rhythm, rhyme, alliteration)

(C.3.b.)

• Listens with interest to

language of others (C.1.a.)








muscles for movement,

navigation, and balance (A.2.a.)

• Uses objects in new ways or in

pretend play (D.4.a.)

• Shows imagination, creativity,

and uses a variety of strategies

to solve

problems (D.2.b.)








• Imitates sounds, gestures,

signs, or words (C.2.b.)

• Demonstrates receptive

language and expressive

language skills (C.1.d.)







American Sign Language (ASL): boat, ship, ocean, lake, motor, wind, water

Monday


Date: August 21 - 25, 2017

Objectives: Children will learn about transportation vehicles that move on the water: boats and ships.

Spanish Vocabulary: botes, barco, océano, lago, motor, viento, aguaEnglish Vocabulary: boat, ship, ocean, lake, motor, wind, water


Lesson Plan for On the Go! • Sobre la marcha! -Boats and Ships • Botes y Barcos

(Week 4)

Friday




Sing "Row, Row, Row Your Boat" •

"Rema, rema, rema tu bote".

•CALM: Tell children you will be

pretending to be the wind that

blows sailboats.



well wishes.








• Little Canoe

Read the story and invite

children to perform the actions

with you.

Review the ASL sign for boat,

ship, ocean, lake, motor, wind,

water.

•UNITE: Sing "Big Green Boat"

• "El botesote verde".



blows sailboats.

•CONNECT: Have children

pretend they are rowing a long

boat.




her photo inside.








Sing "Row, Row, Row Your

Boat" • "Rema, rema, rema tu

bote".



blows sailboats.



well wishes.





other.






"Starting the Day."






bote".



blows sailboats.



well wishes.




her photo inside.



•How Do They Move? • Como

se mueven?



Teach the ASL signs for boat,


water

•I Saw a Ship A-Sailing• Vi un

barco que navegaba

Discuss the unfamiliar words in

this nursery rhyme.

Review the ASL sign for boat,


water.

•I Saw a Ship A-Sailing• Vi un

barco que navegaba

Discuss the unfamiliar words in

this nursery rhyme.

Review the ASL signs for boat,


water.

•How Do They Move? • Como

se mueven?

Read the book and pause on

each page to review what

powers each boat.

Teach the ASL signs for boat,


water.

Thursday

•UNITE: Sing "Have You Ever

Seen a Sailboat?" • "Has visto

alguna vez un velero?"



blows sailboats.



well wishes.





each other.



big voices.




Starting the Day

Monday Friday








blows sailboats.



well wishes.












blows sailboats.



boat.




her photo inside.










bote".



blows sailboats.



well wishes.





other.






"Starting the Day."






bote".



blows sailboats.



well wishes.




her photo inside.



Thursday






blows sailboats.



well wishes.





each other.



big voices.



Starting the Day

Music and Movement



de Frog Street



bote".



Street

Sing "My Bonnie Lies Over the

Oceans" • "Mi amada descansa

en el océano".



de Frog Street



bote".

•Sailboats Move

Teach children the action rhyme.

Demonstrate how a boat tips and

then rights itself while sailing in

the wind.

•Build a Shape Vehicle

challenge children to use the

shapes to build transportation

vehicles.




Sailboat and Ship (p 43).Cognitive Development


79 (boat • bote)

80 (ship • barco)




discussion.

•Build a Shape Vehicle

challenge children to use the

shapes to build transportation

vehicles.

•Science

Invite children to drop items

(feather, cork, spoon, etc.) in a tub

of water to see which ones sink

and which ones float.

•Boat and sun safety

Discuss some simple boat

safety rules. Demonstrate for

children the power of

sunscreen.


Canciones para cantar juntos de

Frog Street




Invite children to paint ocean

pictures. Show them how to

swirl their brush to make a

wave effect.


Paint a blue water line on the

boxes and convert them into

"boats."

•Airplane Flyers

Have children pretend to put on

their googles and caps and climb

into their stunt airplanes.

•Making Waves

Have children hold the edges of

a blue sheet and pretend is an

ocean.

Learning Centers

•Choo-Choo


rhyme chant. Discuss the

sounds trains make.



Street

Sing "My Bonnie Lies Over the

Oceans" • "Mi amada descansa

en el océano".

•Making Waves

Have children hold the edges of

a blue sheet and pretend is an

ocean.

•Motor Boat, Motor Boat

Hold hands with one child at a time

and circle around saying the

rhyme.

•A Sailor Went to Sea

Teach children the song. Discuss

tools that make it easier to see

things on the water, such as

sunglasses and binoculars.

•Sensory

Invite children to make "wind"

to blow boats across the water.

•Fly Like and Airplane

Give each child two paper

plates to use as wings. Have

children use crayons to

decorate their "wings."


Hold hands with one child at a

time and circle around saying

the rhyme.

•Sailboat Fun

Invite children to sail Ice

Sailboats (p 42) in a tub of

water. Have children blow on

the sails gently to see the boats

move.

•Train Cars

Discuss the names of the train

cars as mentioned in the finger

play. Describe the basic

difference between a

passenger train and a freight

train.

•A Sailor Went to Sea

Teach children the song.

Discuss tools that make it

easier to see things on the

water, such as sunglasses and

binoculars.

•Science

Invite children to drop items

(feather, cork, spoon, etc.) in a

tub of water to see which ones

sink and which ones float.

Outdoor Play

Social Emotional

Development

•Boat and sun safety

Discuss some simple boat

safety rules. Demonstrate for

children the power of

sunscreen.


Hold hands with one child at a

time and circle around saying

the rhyme.


•Airplane Action

Teach children this action

rhyme. Define words that may

be unfamiliar to them (revved,

instruments, runway).

Monday Friday








blows sailboats.



well wishes.












blows sailboats.



boat.




her photo inside.










bote".



blows sailboats.



well wishes.





other.






"Starting the Day."






bote".



blows sailboats.



well wishes.




her photo inside.



Thursday






blows sailboats.



well wishes.





each other.



big voices.



Starting the Day

• Moves body to achieve a goal

(A.2.c.)

• Uses imitation in pretend play to

express creativity and imagination

(D.4.b.)

• Responds to nonverbal and

verbal communication of others

(C.1.b.)




• Develops an increasing ability to

keep a steady beat through chants,

dances, and movement to rhythmic

patterns (A.2.f.)


understanding, and appreciation

for their bodies and how they

function (A.2.d.)

Learning Goals



directions (B.3.e.)

• Develops a feeling of being

valued as an important

individual who belongs within

the group setting (B.2.h.)


stress (B.3.a.)

• Develops an ability to be

creative and expressive

through music (D.5.b.)



directions (B.3.e.)



• Shows interest in songs,

rhymes, and stories (C.3.a.)















muscles for movement,

navigation, and balance (A.2.a.)

• Uses objects in new ways or in

pretend play (D.4.a.)

• Shows imagination, creativity,

and uses a variety of strategies

to solve

problems (D.2.b.)






• Understands and begins to

use oral language for

conversation and

communication (C.2.c.)



• Imitates sounds, gestures,

signs, or words (C.2.b.)










• Makes things happen and

watches for results and repeats

actions (D.1.d.)

• Pays attention and exhibits

curiosity in people and objects

(D.1.a.)

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