BYU-Idaho Preschool Lesson Plan

Lesson Plan #2
Lab 3
Teamwork

Date: Monday, Oct 7, 2019

Supervisor: Lindee Phillips
Lead Teacher: Lindee Phillips 1st lesson

Preassessment and Findings:

Many of the children know that preschool is a time when they are with teachers and many other children close to their age. Many of them
understand that it is a time in which they can play together with friends. One of the purposes of preschool is to help children make friends and
learn how to play cooperatively in groups. Preschool is a time when children are learning how to recognize social cues and how to
communicate and play with friends. Some of the children do not yet understand that when they work and play with others, activities can be
even more fun than when they play on their own. The children may also not understand that by communicating with their peers, play time can
be more fun because they are playing with each other towards a shared goal. Some of the children may think that group time is not fun due
to the fact that they have to follow certain rules. Today, the children will begin to understand that group time can be one of the most fun times
because we are all working together to do the same thing. To help the children learn this concept, throughout the entire day, they will
experience working in groups and having fun at the same time. During gathering time, we will work together to make a peanut butter and jelly
sandwich and we will also do a parachute activity, trying to keep balls inside the parachute. Some of the children, including L, A, and W were
observed smiling and laughing as they participated in a group parachute activity. This activity is great practice working as a group and is a
perfect demonstration that group time can be some of the most fun times. During small focus, the children will work in their groups to move
the car through the cardboard maze. For dramatic play, the children will pretend to be firefighters as they work together to put out fires
throughout the room.
A few of the children in our lab, including H and L, have previously had a difficult time wanting to participate in group times. H has been
observed wandering the classroom during gathering time and refusing to join the rest of the class. L has been observed running to the book
corner to get away from group time and also being very resistant to come back to the group. The activities planned for today will get them
more excited to participate as a group. Some of our children have goals to work on their socialization and communication skills. These children
include D, C, L, M, F, A, and J. Through the activities that are planned for today, these children will be able to work on these skills as they
participate in a team and communicate with each other.

Children Receiving Specific Focus Today:

1. A (Outdoor 2)
2. B (Dramatic Play)
3. C (Dramatic Play)
4. S (Art)
5. V (Art)
Ideas to be Emphasized and Overall Goals:
1. We can work together, as a team, to make preschool more fun.
2. Today the activities will have a focus on communication to help the children learn how to cooperate with each other better.

Research about Topic:

Teamwork is when a group of people collaborate and work together towards a common goal or objective (Wikipedia contributors,
2019). A team or group can consist of any number of people with two or more. There are many different effectiveness models that can help
teams succeed and get to know members better. Some models focus on how a team is structured, some on how communication happens, and
other models focus more on the talent that individuals bring to the plate (Valdellon, 2016). Within a group, there can be a variety of different
skill sets, perspectives, backgrounds, etc. Many of the most effective teams consist of members who have these different characteristics and
use them to their advantage in reaching the teams goal(s). There are several other key points that are vital to making teamwork effective.
Some key points include having a clear purpose or goal, tolerating and respecting differences amongst team members, learning to trust team
members, and ensuring that all team members have the chance to communicate their thoughts. One of the most important points amongst
these is communication. Teams can be positively or negatively affected depending on how communication occurs within a team. This can be
especially true within groups of children because they are just beginning to learn how to communicate. One of the first and more important
skills children will learn in school is how to work in groups. Preschool is a great time to start teaching and emphasizing teamwork since it a
such an important skill that they will use throughout their school and career (The Importance of Teaching Young Children Teamwork, 2016).
Teaching children teamwork sets the foundation for them to establish skills in problem-solving, cooperation, listening, creativity, and self-
esteem (The Importance of Teamwork for Preschoolers, 2018). Through teamwork, children will also learn how to communicate effectively with
their peers and become familiar with verbal and nonverbal cues.

The Importance of Teaching Young Children Teamwork. (2016). Retrieved from http://www.thelearninglodgeinramsey.com/Blog/entryid/8/the-
importance-of-teaching-young-children-teamwork
The Importance of Teamwork for Preschoolers. (2018). Retrieved from https://www.smallworldearlylearning.com/the-importance-of-teamwork-
for-preschoolers
Valdellon, Lionel. (2016). 6 Different Team Effectiveness Models to Understand Your Team Better. Retrieved from
https://www.wrike.com/blog/6-different-team-effectiveness-models/
Wikipedia contributors. (2019, September 24). Teamwork. In Wikipedia, The Free Encyclopedia. Retrieved 02:08, September 25, 2019, from
https://en.wikipedia.org/w/index.php?title=Teamwork&oldid=917559223

SELF-SELECTED ACTIVITIES 8:20 – 9:50 a.m.

*Books: (4) Notes for Activity Set-Up; Including All Intentional Teaching
 Materials
Activity: STORY TELLING - The children will Stone Soup by Heather Forest (F17) Script & Support 1: Teachers should be
use puppets, stuffed animals, and felt pieces Saturday Market by Patricia Grossman (G15) prepared to help children work with other
to tell stories. They will work together to The Giant Jam Sandwich by John Vernon children rather than teachers. Teachers can
come up with ideas and tell each other their (L26) help children with ideas for a story, but
stories. Bee-bim Bop! by Linda Sue (P2) encourage children to work in groups to further
Objective: The children will practice social Firefighters A to Z by Chris Demarest (D4) make up a story. Teachers can say, “Oh, what
skills as they talk to each other and make up Harry Builds a House by Derek Radford (R1) is the name of your puppet? What did he do
stories. Building Shapes by Susan Canizares (P C18) yesterday?”
Additional Developmental Purposes: Bridges are to Cross by Philemon Sturges Script & Support 2:
The children will gain experience talking and (PS11)
collaborating in groups with children their If you Give a Mouse a Cookie by Laura
own age. This activity may be challenging for Numeroff (N5)
the children, but it is achievable with teacher The Mixed-Up Chameleon by Eric Carle (C18)
assistance. There will be some stories that There was an Old Lady Who Swallowed a Fly
the children are familiar with to help them by Simms Taback (T11)
start using their imaginations, but in a Materials:
comfortable way. Children’s language skills Puppets (WR)
will also be challenged. They will learn to Stuffed animals (WR)
communicate in ways that other children ‘If you Give a Mouse a Cookie,’ ‘The Mixed-
understand. Up Chameleon,’ and ‘There was an Old Lady
Who Swallowed a Fly’ felt stories (WR)
Art/Creative: (4-5) Notes for Activity Set-Up; Including All
Materials
Activity: SARAN WRAP PAINTING - The Set-up: Script & Support 1: The teachers can use this
children will paint on Saran Wrap that is A teacher will put a blue mat on the hard activity to connect with and communicate with
wrapped around PVC pipes. floor where the art table usually goes. There the children to get to know them better.
Objective: The children will use artistic will be a PVC structure put on this blue mat. Teachers can say, “What are you painting a
expression as they use paint brushes to Wrap the Saran Wrap around the pipes. picture of today?” “Why did you choose to paint
paint on the Saran Wrap. Prepare four small containers of paint (with that?”
Additional Developmental Purposes dish soap mixed in). Each container should Script & Support 2: This activity will be great
The children will use their imagination to have three or four colors. Put them on the for V who likes to paint. She has a goal to
create unique works of art. The children will floor near the pipes. Provide one or two paint identify letters and numbers. Teachers should
also work on their fine motor skills as they brushes for each container of paint. paint with Valentina to show her letters and
practice holding the paint brushes. Materials: numbers. The teachers can ask, “Do you know
PVC pipes (GG) what number this is?” This activity will also be
Saran Wrap (Kitchen) good for S. She has a goal to work on letters.
Gallon Paint (RR1 Cabinet 6) Teachers can draw an S to see if she recognizes
Dish Soap (RR1 Under the sink) it. They can do the same with the other letters
Paint brushes (RR1 O11) of her name.
Science: (3-4) Notes for Activity Set-Up; Including All
Materials
Activity: SPOON CATAPULTS - The children Set-up: A picture of a target will be taped to Script & Support 1: Teachers can extend
will use spoon catapults to shoot pom-poms the pillar in the middle of the room. Some learning at this activity by using rich
towards a target. contact paper will be taped to the wall over vocabulary. For example, teachers can say,
Objective: The children will explore cause the target with the sticky side facing out. “the pom-pom fell off the wall because of
and effect as they shoot pom-poms at a The Catapults will be placed on the table and gravity” or teachers can ask questions like,
target. one or two bowls of pom-poms will also be “why do you think that one shot up so far?”
Additional Developmental Purposes on the table. Script & Support 2:
The children will explore concepts of gravity Materials:
and physics as they shoot the pom-poms and Catapults (IWP)
watch them go in all directions. This will also Target (IWP)
help children develop their fine motor skills Pom-poms (RR1 O17)
as the use their fingers on one hand to hold Small paint bowl (for pom-poms) (RR1 C19
down the catapult and the fingers on the D1)
other hand to push down the spoon to shoot Contact paper (WR)
the pom-pom in a specific direction. Tape (Closet)
Math (3) Notes for Activity Set-Up; Including All
Materials
Activity: PEG BOARDS – The children will Set-up: The peg boards will be placed on a Script & Support 1: Teachers can use this
put rubber bands on the peg boards and table. Put some pegs in the boards and activity as an opportunity not only to teach
experiment with different shapes and make shapes using the rubber bands. Put numbers, but also to familiarize children with
different sizes of rubber bands. the extra rubber bands on the table. shapes and their names. Teachers can point out
Objective: The children will develop patterns in the pegs such as 3 pegs, then 2,
mathematical thinking as they make shapes Materials: then 3, then 2, or 4 blue pegs and one red on
out of rubber bands on the boards. Wooden Peg Boards (RR1 R158) and so forth.
Additional Developmental Purposes Rubber bands (Office) Script & Support 2:
The children will become more familiar with
different sizes, such as small, medium, and
large, as they play with and stretch the
different sized rubber bands. The children
will also be challenged to use their fine
motor skills in order to manipulate the
rubber bands
Manipulative (4) Notes for Activity Set-Up; Including All
Materials
Activity: INTERLOCKING LEGOS – The Set-up: The Interlocking legos will be laid out Script & Support 1: The teachers will
children will put together the lego blocks to on a table. There will be some structures put encourage the children to put these blocks
build structures or put together color together that the children will be able to together and to pull them apart. Teachers
patterns. recognize and there will also be legos put should also help children to plan what they are
Objective: The children will develop fine together in patterns. going to build and to help them recognize
motor skills as they put together and pull Materials: patterns in the blocks, For example, “I noticed
apart the lego blocks. Interlocking blocks (RR1 W37) this blue yellow pattern. Can you find any other
patterns?”
Additional Developmental Purposes Script & Support 2:
The children will also work on their cognitive
skills as they decide what to make and figure
out how to make it. They will use these skills
to identify color patterns.
Sensory (4) Notes for Activity Set-Up; Including All
Materials
Activity: BUG SEARCH - The children will Set-up: The animal bedding will be placed in Script & Support 1: The teachers can use this
sort through the animal bedding to find little the sensory table, along with the bug activity to help spark children’s curiosity by
bugs. counters, shovels, funnels, containers and saying, “Oh, what did you find? How did you
Objective: The children will develop sensory other sensory table tools. The bugs will be find it? What do you think you will find next?”
exploration skills as they scoop, pour, and hiding underneath the bedding, except for a
sift through the animal bedding. few of them.
Additional Developmental Purposes Materials: Script & Support 2:
This activity will also help children with their Guinea pig animal bedding (RR2 G127 or
social skills because children are so close in 137)
proximity to each other and children often Sensory table tools (RR2 G121)
want the same toy to play with, Bug counters (RR2 R159)
Blocks: (4-5) Notes for Activity Set-Up; Including All
Materials
Activity: TOWER BUILDING - The children Set-up: There will be different structures Script & Support 1: Teachers should
will use the provided blocks to build towers made up using these different blocks. There encourage children to work together to build
of all shapes and sizes. will also be metal cars around the area. structures. When appropriate, the teachers can
Objective: The children will use creative Posters of buildings will be taped around the help the children experiment with the blocks
expression to build unique towers and use area to help children come up with ideas of and how to build a sturdy structure. Teachers
the blocks in different and new ways. what they can build. can use words such as ‘foundation’ and
Materials: ‘structure’ that the children may not be familiar
Kaleidoscope blocks (RR2 B169) with to teach them new vocabulary.
Additional Developmental Purposes For Unit blocks (Classroom) Script & Support 2:
this activity, the children will also work on Tower Posters (IWP)
their cognitive skills as they familiarize Metal Cars (RR2 B176)
themselves with the different sizes of blocks
and experiment with which blocks stack on
top of each other really well and which ones
don’t.
*Dramatic Play (6) Notes for Activity Set-Up; Including All
Materials
Activity: The dramatic play area will be set Set-up: There will be the lemonade stand in Script & Support 1: Teachers will encourage
up as a firefighting scene. The children will the dramatic play area with pieces of fire children to type messages on the keyboard and
pretend to be firefighters in a variety of ways taped to it. Fire pieces will also be taped press the numbers on the phone to call people.
using their imagination. around the loft and sporadically around the This will encourage their development of
Objective: The children will participate in classroom. There will be firefighter costumes language skills and number recognition.
imaginative play as they pretend to be and hats placed around this area as well. In Teachers will also encourage children to work
firemen and put out fires. the loft, there will be a computer and phone together as they put out the fires.
IELG: D1G5 which will act as an office. These objects will
Developmental Purposes: The children provide a math and literacy aspect. Script & Support 2: This activity will provide
will practice working as a team as they a great opportunity to help B with her goal of
communicate with their peers about putting being a play leader, or initiating play with
the fires out with the water hose. In other Materials: others. Teachers will help her know what to say
words, the children will be working on their Fire Station (RR2 Y244) and how to invite others to play with her. For
teamwork skills and communication skills. Lemonade Stand (GG) example, teachers can say to her, “We need
Office (RR2 Y247) help to put out this fire, how about you go ask
____ for help”
This will also be a great activity for C. She does
not have any goal that was identified by her
parents. So, until we can determine a goal for
her, we can focus on helping her make friends
at preschool and helping with other social skills
she may need help with. This is a very social
activity and will help us to identify how we can
help Charlotte.
ALTERNATIVES

Creative Art/Table (5-6) Notes for Activity Set-Up; Including All

Materials
Activity: STENCIL DRAWING – There will be Set-up: Place the markers, crayons, and
markers, pencils, and crayons for the pencils around the table. Put some of the
children to outline and color in the stencils stencils over the paper and put the rest in
the middle of the table.
Materials:
Paper, Crayons, Markers, Pencils (Classroom)
Stencils (RR1 W46)
Floor (4) Notes for Activity Set-Up; Including All
Materials
Activity: WIDGETS – The children will Set-up: Put the widgets on the table.
manipulate the widgets to make pyramids
and color patterns Materials:
Widgets (RR1 W43)
OUTDOOR PLAY 8:30 – 9:50 a.m.
South Playground

Gross Motor (4) Notes for Activity Set-Up; Including All

Materials
Activity: FOAM OBSTACLE COURSE – The Set-up: Set up the obstacle course on the Script & Support 1: The teachers can
children will climb on the mats and go grassy area near the willow hut. encourage children to problem solve by asking
through the obstacle course. them how they think they can get over the
Objective: The children will use gross motor Materials: larger mats. Teachers can encourage them to
skills as they climb through the course. Foam mats (GG Shelf 3-6) think of ways themselves for example, “How
were you able to get over the mats before you
got to this one?”
Additional Developmental Purposes Script & Support 2:
The children will also recognize that all the
mats are different sizes and this will
challenge them to figure out ways to climb
over each mat.
2nd Outdoor (3) Notes for Activity Set-Up; Including All
Materials
Activity: BASKETBALL – The children will Set-up: Put the basketball hoop near the Script & Support 1: The teachers should
throw the ball towards the basketball hoop. small shed and the balls nearby. encourage the children to work as a team and
Objective: The children will develop gross wait for each other to throw the balls. Teachers
motor skills as they aim and throw the Materials: can help the children get excited when their
basketball. Basketball hoop (SS) friends make the balls into the hoops by saying,
Balls (GG) “Wow, _______ made the ball in the hoop. Let’s
give him a high five! Okay now it’s your turn.”
Additional Developmental Purposes Script & Support 2:
The children will also be able to work in This will be a great activity for A because he
teams as they wait for their friends to throw like to play outside and to catch balls. Teachers
the ball. They will be able to work on social can play catch with him while they encourage
and communication skills. him to pronounce his words, “Can you say
ball?” Teachers can start up a conversation
with him and, if needed, ask him to say
sentences or just words over again to help him
gain practice.
3rd Outdoor (2) Notes for Activity Set-Up; Including All
Materials
Activity: TUNNELS – The children will crawl Set-up: Put the tunnels on a grassy area Script & Support 1: The teachers can ask the
through the tunnels and find some plastic near the building. Put the numbers 1-7 in the children what they found in the tunnels and see
numbers along the way. tunnels. who recognizes the numbers and who can work
Objective: The children will use gross on number recognition some more.
motor skills as they crawl through the Materials:
tunnels on their arms and legs. Tunnels (GG)
Additional Developmental Purposes Plastic numbers (RR1 W45) Script & Support 2:
The children will also have the opportunity to
recognize the numbers they find in the
tunnels.

SNACK 8:45 – 9:30 a.m.

Graham crackers and milk

CLEAN UP 9:50 – 9:55 a.m.

At 9:45, I will start warning the children that clean-up time is in 5 minutes. I will continue to warn them as it gets closer to 9:50, making sure I
remind support teachers to do the same thing. At 9:49, I will get all the bins from the closet and put them throughout the room, then at 9:50 I
will start playing the clean-up song from the speaker. I will start cleaning up with the children and encourage all the children around me to
clean up with us. If necessary, I will hand children some toys and have them put the toys in the bins.
GATHERING TIME 9:55 – 10:10 a.m.

Script Intentional Teaching

Transition: I will play ‘The More We Get Intentional Teaching About Activity – This
Together’ on the speaker. This will get the will help children transition smoothly to the
children’s attention and gather them to the center of the room for gathering time and will
center of the room. prepare children to learn about how we can be
happier together.
Attention Getter: I will bring out a tray of a Script 1: I will pull out a tray of items needed
few things that are covered with a towel. to make a sandwich. I will quickly put on a
Materials: glove and open the peanut butter. I will
Tray, blue towel, a few napkins, peanut smack some peanut butter onto my hand
butter, honey, butter knife, bread, glove with the glove to surprise the children. I will
(Kitchen) ask, “Who knows what this is? What are
some things we make with peanut butter?”
Activity: I will have the children give me Script 1: “On this tray, I have bread, peanut Intentional Teaching About Activity – This
directions on how to make a sandwich. I will butter, and honey. What can I make with activity is great for gathering time because the
follow their directions quite literally. This will these?” Wait for responses, “We can make a children are actively engaged in conversation
make things humorous and challenge the sandwich with all of these! And that’s with the teacher and it will keep their attention
children to be specific in their directions. exactly what we are going to do! But I need through humor. This activity teaches both the
Objective: The children will practice you all to tell me how to do it. I am going to idea to be emphasized and the developmental
communication skills as they form sentences do exactly what you tell me to do. We all focus for the day. The children will give
to give the teacher directions. have to work as a team to get this done. directions, I will do exactly what they say. The
IELG: D5G49 Who knows what a team is?” Have them children will think that the things I am doing are
Set-up: Put all materials on a tray and cover answer, then say “yea, a team is a few silly. They will have fun and be laughing
with a blue towel. children who work together! Okay, what together. This teaches the idea to be
Materials: should I do first to make this sandwich?” I emphasized. Then, in order to actually finish
Tray, blue towel, a few napkins, peanut am going to follow their directions exactly. the sandwich, the children will be challenged to
butter, honey, butter knife, bread (Kitchen) When finished, or close to, I will say, “Wow, be specific in their words and sentences. This is
that was harder than I thought it was going helping them work on their communication
to be, but we did it! We had to all work skills.
together as a team to make this sandwich.”
Activity: The children will be divided into Script 1: “Okay! Now we are going to do Intentional Teaching About Activity – This
two groups. Each group will have a another really fun activity. We will all hold activity is great for gathering time because it
parachute with a few snow balls in it. The onto the parachute and bounce these balls. will keep them all engaged the whole time.
children will work together to bounce the We will need to work together to keep these Many of the children have done a similar
balls but keep them in the parachutes. balls inside the parachute”. I will show them activity before and loved it so this will be an
Objective: a part of the parachute and put one of the enjoyable but slightly different activity for
The children will work on communication and balls inside of it to emphasize that that is them. This activity teaches my ITBE very well
cooperation skills as they talk with each what we are going to do as a team. to divide by giving the children hands on experience with
other and bounce the balls inside the into 2 groups, I will say, “Everyone with a having fun in groups.
parachute. blue shirt on (or something else that large
Set-up: I will assign a teacher to be in number of children have) please go to the
charge of the second group of children and book area!” I will do something like this
give them the materials. again until about half the children are gone. I
Materials: will then bring the children to the dramatic
2 Parachutes (GG) play area so there will be more space
Snowballs (RR1) between the 2 groups. I will explain to the
other teacher the purpose of this activity and
that they may need to remind the children
that they have to work together to keep the
balls inside the parachute.

SMALL FOCUS 10:10 – 10:25 a.m.

Notes for Activity Set-Up; Including All

Materials
Transition: I will start singing the “Can You Materials: Intentional Teaching About Activity – This
Find” song. When we are dismissing the red Small focus cards (IWP) transition works well because it is related to the
team, I will hold up the red color. When topic, but especially because it will provide for a
finished, I will say, “Goodbye red team! smooth dismissal of each group. At the
Follow your teacher to the red table!” I will beginning of each song, the children will hear
do the same for the remaining colored AND see that it is (or isn’t) their turn to go to
teams. their group. The children will have the whole
song to make this connection and by the end
they will be prepared to either stay seated or
get up and follow the teacher.
Activity: After reading and talking about the Materials: Script & Supports 1: As the teachers read the
book, Sheep in a Jeep by Nancy Shaw, the Card board maze (IWP) book to their group, they will point out ways
teachers will introduce the activity. For this Cars (RR2 B145) that the sheep are working together. For
activity the children will work together, just example, “Wow, all of the sheep got out to
like the sheep did in the book, to move the Books: push the car together! That must’ve been hard
car. The children will each hold one part of 1. Sheep in a Jeep by Nancy Shaw (IWP) work. What do you think would’ve happened if
the cardboard maze and learn how to move 2. We’re going on a Bear Hunt by only one sheep tried to push the car?” Teachers
the car to the finish line. Michael Rosen (P R12) should ask the children about times when they
Objective: The children will use social skills had to work in a team. The teachers can also
as they communicate with peers and work in ask if they remember what a team is.
groups.
IELG: D3G31
Developmental Purposes: The children Script & Supports 2: During the activity the
will get first-hand experience working in teacher can guide the children to get started,
small groups towards a specific goal. but then quickly back off so as to encourage
Through trial and error, the children will the children to communicate with each other
learn strategies that will help them about how to move the car. Teachers can help
communicate effectively and make decisions the children understand that through
with peers. communication and teamwork, they can get the
car to the end, but we have to listen to each
other! For example, teachers can say, “Oh, I
think Charlotte had a great idea, let’s all listen
to what she has to say.” Teachers can also ask
 questions like, “What would happen if Maverick
moved his side of the box up while Adaline
moved hers down? Should we try that?” Or
“what should we do to get the car from here to
there?” Teachers can also use this as an
opportunity to introduce new words to the
children such as tilt, lean, drift, and veer.
CLOSING CIRCLE 10:25 – 10:35 a.m.

Activity Description Materials

*Transition: The Action Song I will play The Action Song from YouTube and Phone
dance to the music with the children. Speaker
Book: The Grouchy Ladybug I will read the book The Grouchy Ladybug by The Grouchy Ladybug  by Eric Carle (B C14)
Eric Carle
*Movement Activity: Duck and Jump I will have everyone run in place. I will Tree branch and stump posters (IWP)
explain that when I show the picture of the
stump, we all jump, and when I show the
picture of the tree branch, we all duck.
*Phonemic Awareness: What’s in the I will use the red barn and put several Red barn (RR1 B182)
Barn? animals inside. I will say, “I wonder what’s Sheep, cow, horse, chicken, goat, pig (RR1
inside the big red barn! I wonder what’s in it B177)
for me! It starts with ‘sh’ and ends with
‘eep.’ Oh, what do you think it could be?” I
will do this for several different animals until
they are ready to move onto a new activity.
Fingerplay: Five Little Hot Dogs Sizzling in I will tell the children the story of the five
the Pan little hot dogs and do the finger motions with
them.
Story (non-book): The Five Little Monkeys I will tell the children the story of The Five Five Little Monkeys finger puppets (IWP)
Little Monkeys using my felt finger puppets.
The children can say the words along with
me.
Age-Appropriate Game: What’s Missing? I will have several farm animals on the floor. Farm animals (RR1 B177)
I will have the children get a good look at Blanket (WR)
them before I cover them with a blanket. I
will take one away and ask the children what
is missing.

*Required activities

WORDS TO SONGS & FINGERPLAYS:

5 Little Hot Dogs

5 little hot dogs sizzling in a pan
The grease got hot and one went BAM!
4 little….
3 little….
2
1

The Action Song by The Singing Walrus

https://www.youtube.com/watch?v=T2qXSMENrQA

The More We Get Together

https://www.youtube.com/watch?v=lldmkrJXQ-E

Can you find?

Can you find the red team,
The red team, the red team?
Can you find the red team,
Then wave your hand goodbye?
Goodbye red team!
Continue with green and blue

RESOURCES:
Kaelin Olsen Pinterest
Teachpreschool.com
Abbye Johns