BYU-Idaho Preschool Lesson Plan

PHASE #1
Lesson Plan #11
Lab #1
Plants
Date:
Friday, May 29th, 2015
Supervisor: Hannah C
Lead Teacher:
Amber Metz
Preassessment and Findings:
I interviewed children during free play and snack time about plants.
I asked Ashtyn, Jacob, and Elias What does a plant look like? Ashtyn said A
flower Elias said The grass, and Jacob said The ground.
-I asked some of the younger children separately (Jacob, Max, Oli, Aksel, Sully) Can
you eat plants? Each of them said No.
-I asked some of the older children if you can eat plants. Sam said Duh. Daegan
said Some plants. Levi said Yes.
-I asked What kind of plants can you eat? and Sam said Potatoes, Daegan said
Carrots, and Levi said Vegetables.
-I asked Emma, Jane, and Claire what the parts of a plant were and they agreed
Dirt, petals, and a seed.
-I was able to find out that some of the older children knew that plants included
vegetables, but the younger children did not know that. Some of the older children
knew that plants are living, but some of the younger children did not know this.
None of the children knew what the basic parts of a plant were.
Children and Learning/Development Goals:
1. Sully: work on fine motor skills.
2. Emma: letter names and sounds.
3. Jacob: writing and drawing letters.
4. Daegan: identify letters and sounds.
5. Ashtyn: identify all letters and write them.
6. Swede: skipping, getting more involved with singing and dancing, and
buttoning.
Ideas to be Emphasized:
1. Plants provide us with food like fruits and vegetables.
2. Plants have roots, a seed, a stem, and leaves.
Preschool Concepts or Skills:
1. Identifying what the different parts of plants are in their environment (stems,
leaves, roots, seeds)
2. Taking care of a plant in the greenhouse, while on a fieldtrip.

Assignments:
______Christy_____________ Self-Selected

______Callie_________

Floater/Runner/Snack
________Sam___________ Small/Focus Groups _________Brooke_______ Booth/
Photographer
__________Hannah C._________ Outdoor play

_______Amber________

Greeter/Walkie (Lead Teacher)

_________ Hannah M._________ Snack

_______Lisa________ Data

Collector
Special Instructions: We are going on a fieldtrip to the greenhouse in the
Benson building. We will shorten self-selected activities to forty minutes. We will
then have a five minute large group time, where I tell the children what we will be
doing on the fieldtrip and the expectations. We will then leave at 9:10 to start
walking to the Benson. We will be on the fieldtrip from 9:30 to 10:-00 am. On the
way home we will stop in the gardens to eat a snack together and then we will walk
back to the Preschool Lab and have closing circle.
SELF-SELECTED ACTIVITIES 8:20 - 9:00 a.m.
Literacy Activities/ Books:
-An Alphabet Salad: Fruits & Vegetables from A to Z by Sarah L Schuette S5
- Flower Garden by Eve Bunting B17
-Night Tree by Eve Bunting B11
Language and Literacy: Language and Literacy will be embedded into our activities. In
the sensory table there will be small colored letters for the children to find and identify. For
our manipulatives activity we will have letter beads set out for the children to spell words
on a necklace or bracelet.
Materials, Special SetActivity Name
Description/Activity Objective
up
Creative Art:
Activity Description: There will be
Butcher paper (RR1 Orange
Leaf Rubbings
butcher paper covering the whole art
Wall)
(5)
table. Underneath the butcher paper. The
Regular white paper (In
children will use crayons to color on the
classroom)
butcher paper and soon realize that there
Glue sticks
are leaves underneath because the
Crayons (In classroom)
rubbings will appear as they color.
Leaves (IWP)
*Manipulatives Activity Description: The children can
Fruit and string (RR1 W41)
: Stringing Fruit
string the different fruits and letter beads
Bead Letters (RR1 W 44)
and Letters (4)
onto the string. While they are stringing
String (RR1 Cabinet F
the fruit, the teachers will emphasize that
Drawer 2)
fruits are a plant that we are able to eat.
When they are stringing the letters sound
out the letter sounds with them and ask
them what they are spelling.
Math: Plastic
Activity Description: On the math table Plastic worms with cards
worms with
will be plastic worms with cards that have
(RR2 R 32)
cards (3)
different colors and numbers of worms.

*Science: Lima

The children will place the correct number

and color of worms onto the cards.
Activity Description: Children will watch a

Lima beans soaked in water

over night
One sandwich bag per child
(Kitchen in the cabinet to the
right of the oven)
Cotton balls (RR1 O 25)
Water in a paint Tupperware
(RR1 Far left bottom cabinet)
Permanent marker

Beans in a Bag

seed grow in a bag. Each child will be given a

plastic bag, 4-5 lima beans, and wet cotton
balls. Write the childs name on the bag then
have them soak their cotton balls in water
(enough to make a single row across the
bottom of the bag. Then take one to five lima
beans a place them in the bag. If a child wants
more remind them that the beans need room
to grow and if we put to many they will not
have the room their need to grow. Seal the
bag very tightly to ensure the moisture does
not escape. Then help the child tape the bag
in the window by the science table.

*Sensory
Table: Dirt and
Plant Parts
(5)@

Activity Description: The sensory table

will be filled with soil. In the dirt will be
small carrots, roots, leaves and letters. The
children can dig for the different parts of a
plant, as well as different letters in the
alphabet.
Activity Description: The block area will
be set up as a train station. The train track
and train will weave in and out of the area.
The Kaleidoscope blocks will be scattered
inside and outside of the train track. The
children can build with them and look
through them to see different shapes and
images inside.
Activity Description: The dramatic play
area will be set up as a grocery store. The
main foods that will be set out are fruits
and vegetables. There will also be other
healthy food options. Set it up well and get
rid of the housekeeping stuff. The teachers
in the area will emphasize that these fruits
and vegetables that we eat from the
grocery store are plants because they
grow from trees and from the ground.
Some of them have leaves and a stem still
attached to them when you buy them,
which are parts of a plant.

Soil(RR2 sensory shelf)

Carrots, roots, leaves,
seeds (IWP)
Small shovels and rakes
(RR2 sensory tools)

Description: Butcher paper will be

covering the art table. There will also be a
few pieces of constructing paper set out.
The children can use dot markers to create
drawings and pictures on the butcher
paper. If they would rather have their own
drawing they can use the construction

Dot markers (RR1 cabinet

6)

Blocks: Choo
Choo (5)

*Dramatic
Play: Grocery
store fun
(6)@

Wooden train set (RR2 B

40)
Kaleidoscope blocks (RR2 B
43)

Plastic Fruit (RR2 Yellow 35)

Plastic Vegetables (RR2
Yellow 37)
Grocery baskets (Yellow 29)
Paper (In classroom)
Pencils (In classroom)
Purses (RR2 Yellow 11)
Cash register (RR2 Yellow
55)
Plastic food Meats (RR2
Yellow 38)

Alternatives:
Creative Art:
Dots, Dots,
Dots
(4 children)

paper.
nd

2 : Sensory:
Water marbles
(5 children)

Description: Water marbles will be put in

the sensory table and it will also have
boats and other toys. There will also be
shovels and buckets. Students will try to
discover if anything can float in the water
beads with the boats and other water toys.

Water Marbles (RR2 Green

127)
Boats (RR2 G122)
Sensory table tools (RR 2
Green)

ROTATING SNACK
10:00-10:10 am
For snack we will be eating in the gardens after our fieldtrip. We will sit on a blanket in the
grass and have granola bars and juice boxes.
OUTDOOR PLAY
9:10-9:50 a.m.
Location: South
Playground
Outdoor play will begin early because we are leaving for our fieldtrip at 9:00. Outdoor play
will be from 8:30 to 8:45.
Gross Motor:
Description: The children will walk across Wooden balance beam
Balance,
the balance beam and try to keep their
(Gross garage)
balance, balance balance so they do not fall off. If walking
forward is too easy for them they can try
walking backwards instead.
2nd: *Paint with
Description: The easel will be placed
Flowers with stem attached
flowers
outside on the sidewalk near the two
(IWP)
preschool classrooms. There will be
butcher paper covering both sides of the
Large Tempera Paint RR1
easel. In both trays of the easel there will
Cabinet 6
be flowers, paintbrushes and paint in little
containers. The children can use the
Trays RR1 Cabinet 6
flowers to paint on the butcher paper.
They can also use the paintbrushes if they Foil RR1 Cabinet 6
do not want to use the flowers. While the
children are painting the teachers should
Butcher Paper RR1 OWall
emphasize that they are using a stem as
their handle for their paintbrush and a
Tape RR1 W32
stem is a part of a plant.

3rd: Chalk
drawing

Description: The children can draw and

color with chalk on the sidewalks, not on
the walls. The teachers can draw different
plants and flowers so that the children
start thinking about the theme.

Chalk (RR1 Drawer 2)

CLEAN UP
9:50-9:55 a.m.
We will give a two minute warning to the children at 8:48. We will then sing The Clean-up

song at 8:50.
Its clean up time at preschool. Its time for girls and boys, to stop what theyre doing and
put away the toys.
GATHERING TIME
9:55-10:10 a.m. or 2:55-3:10 p.m.
Transition
I will play The Monkey Dance on the CD player. The children will come dance to the music
with me. Toward the end of the song I will tell everyone to dance as low to the ground as
you can and then dance while sitting.
The guest speaker is teaching the children at the greenhouse from 9:30 to 10:00. We will
leave for the fieldtrip at 9:10 to get there at 9:30. We will get back to the classroom around
10:30.
Activity Name
Description
Materials
1.Talk with the
I will tell the children that we are going to
children about
the greenhouse today! A greenhouse is
the fieldtrip
where you grow different plants. We will
Plants provide
have a guest speaker teaching some really
us with food like cool things about plants, but in order for
fruits and
him to do that we have to be on our best
vegetables.
behavior. We need to make sure that we
are listening and paying attention to him
when he is talking. The building that we
have to go to is here on campus, so we are
going to walk there today. Make sure you
are listening and following instructions
from your teachers so that we can get to
the greenhouse safely. Each teacher will
be assigned two students. There will be a
few parent volunteers. Jacob and Claire
please hop to Miss Christy. Jane and Sully
gallop to Miss Lisa etc.
2. Plants have
We will now walk toward the back doors of
roots, a seed, a
the Clarke building facing the Romney
stem, and
building. We will walk straight toward the
leaves.
Romney building until we pass it and turn
left toward the library. We will keep
walking straight up the hill, past the MC
and in between the Kimball and the Taylor.
We will then walk through the garden to
get to the Benson and go through the
second door of the Benson on the right to
get to the greenhouse. We need to make
sure all of the children are holding a
teachers hand. On our walk to the Benson
building we will sing a variety of songs
including Five Little Ducks, A Hunting
We will Go, Miss Mary Mack, and Down
By the Bay The teachers will be assigned
to focus on the goals of the children they
are working with. Those with letter goals

3. Guest
Speaker: Daniel
Dewey

will sound out words of different things

they see on the way to the Benson. Those
who are working on social skills will work
on that etc.
The guest speaker, Daniel Dewey will be
talking to the children about plants and
what they are. He will talk to the children
about the parts of a plant and what they
look like. He will provide hands-on
activities for the children to participate in.
After the lesson is over, we will go to the
gardens and eat snack as a group until
10:10. We will then walk back to the
Preschool Lab and have closing circle.

CLOSING CIRCLE
10:25-10:40 a.m.
Transition Shake Your Sillies Out I will play the song on the CD player and sing and dance
to the words of the song. The children will copy my lead. This will be set up before the
children and I get back to the classroom.
Activity Name
*The parts of a
plant

Fruits and
Vegetables
Phonemic
Awareness

Parachute Fun

Description
I will have the parts of a plant placed on the felt board,
which are the seed, stem, roots, and leaves. I will use a
puppet to ask the children what the different parts of a
plant are. I will then use the puppet to say First there is
a seed that has to be planted in the ground in order for
a plant to grow. Which part do you think comes next?
The roots come next. The roots hold the plant in place
and store food and water for the plant. What do you
think comes next? The stem is next. The stem moves
water up the plant to the leaves. Which part do you
think comes next? The leaves soak up the sun to help
the plant grow.
I will have a felt board and place different fruits and
vegetables onto it. I will review with the children that
fruits and vegetables are a type of plant. I will ask the
children What is this fruit or vegetable called? I will let
the children respond and say What letter does guh guh
grape start with? Yes a G! and continue sounding out
the beginning letter of the fruits and vegetables.

The teacher will tell each child to hold onto a piece of

the parachute, so that everyone is standing around it in
a circle. The children will then hold it with both hands
and the teacher will turn on a CD of classical music. The

Materials
Felt board
(WR Drawer
2)
Felt plant
parts (IWP)
Teacher
Puppet (WR
Cabinet 2)

Felt board
(WR Drawer
3)
Felt fruits and
vegetables
(WR Drawer
3)

Parachute
(Gross

teacher will tell the children to wave the parachute to

the beat of the song. When the rhythm of the song is
fast then wave the parachute fast. When the rhythm of
the song is slow then wave the parachute slow.

Garage)
CD player
(Workroom)l
The Best of
Tchaikovsky
CD
(Workroom
blue 9)

The Freeze
Song

Brown Bear,
Brown Bear,
What Do You
See?

Plant Memory

Play The Freeze Song from the CD. Give each child a
scarf to dance with. Dance around in crazy ways so the
children will want to dance too. When the song stops,
everyone freezes in whatever pose that they are in.
When the music starts again the children start dancing
again.

I will orally tell the children the story Brown Bear,

Brown Bear, What Do you See? I will hand out the
popsicle sticks to each child with the pictures from the
story on them. Some children will have the same
character, which is okay. I will have the brown bear
popsicle stick to start out the story. I will say Brown
bear, brown bear, what do you see? and in a deeper
voice I will then say I see a purple cat looking at me.
One or two of the children will have the purple cat. I
will guide the children with the purple cat to then say
Purple cat, purple cat, what do you see? They can
then choose what they want the purple cat to see by
looking at the other animals/people that the other
children are holding up. They can then say I see the
green frog looking at me. Continue until every
character has been used in the story.
There will be twelve small cards face down on the floor.
On the cards will be pictures of roots, seeds, stems,
leaves, and fruits and vegetables. The children will
uncover two face down cards by flipping them up. The
children have to try and remember where the card is at
that they need for a match. If they do not get a match
they face the cards back down on the floor.

WORDS TO SONGS & FINGERPLAYS):

Shake My Sillies Out By Raf

The Freeze
Song WR Cd
case
CD Player
Workroom
Cabinet 1
shelf 2
Scarves
Workroom
Cabinets 2&3
Brown Bear,
Brown Bear
popsicle
sticks with
each
character on
them
(WR Cabinet
2)

16 Memory
cards (IWP)

I've gotta shake, shake, shake my sillies out,

Shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
And wiggle my waggles away!
I've gotta clap, clap, clap my crazies out,
Clap, clap, clap my crazies out,
Clap, clap, clap my crazies out,
And wiggle my waggles away!
I've gotta jump, jump, jump my jiggles out,
Jump, jump, jump my jiggles out,
Jump, jump, jump my jiggles out,
And wiggle my waggles away!
I've gotta yawn, yawn, yawn my sleepies out,
Yawn, yawn, yawn my sleepies out,
Yawn, yawn, yawn my sleepies out,
And wiggle my waggles away!
I've gotta shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
And wiggle my waggles away,
And wiggle my waggles away!
Brown bear, Brown bear, What Do You See
Brown bear, brown bear
What do you see?
I see a red bird
Looking at me
Red bird, red bird
What do you see?
I see a yellow duck
Looking at me
Yellow duck, yellow duck
What do you see?
I see a blue horse
Looking at me
Blue horse, blue horse
What do you see
I see a green frog
Looking at me
Green frog, green frog

What do you see?

I see a purple cat
Looking at me
Purple cat, purple cat
What do you see?
I see a white dog
Looking at me
White dog, white dog
What do you see?
I see a black sheep
Looking at me
Black sheep, black sheep
What do you see?
I see a gold fish
Looking at me
Gold fish, gold fish
What do you see?
I see a mother
Looking at me
Mother, mother
What do you see?
I see beautiful children
Looking at me
Children, children
What do you see?
We see a brown bear
A red bird
A yellow duck
A blue horse
A green frog
A purple cat
A white dog
A black sheep
A gold fish
And a mother looking at us
That's what we see
Five Little Ducks

Five little ducks went out one day

Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only four little ducks came waddling back...
Four little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only three little ducks came waddling back...
Three little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only two little ducks came waddling back...
Two little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only one little duck came waddling back...
One little duck went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but no little ducks came waddling back...
No little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
and all five ducks came waddling back.
A Hunting We Will Go
A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
We'll catch a fox and put him in a box
And then we'll let him go
A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
We'll catch a fish and put him on a dish
And then we'll let him go
A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
We'll catch a bear and cut his hair
And then we'll let him go

10

A hunting we will go, a hunting we will go

Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
We'll catch a pig and dance a little jig
And then we'll let him go
A hunting we will go, a hunting we will go
Heigh ho, the dairy-o, a hunting we will go
A hunting we will go, a hunting we will go
We'll catch a giraffe and make him laugh
And then we'll let him go
Miss Mary Mack
Miss Mary Mack Mack Mack
All dressed in black, black, black
With silver buttons, buttons, buttons
All down her back, back, back.
She asked her mother, mother, mother
For 50 cents, cents, cents
To see the elephants, elephants, elephants
Jump over the fence, fence, fence.
They jumped so high, high, high
They reached the sky, sky, sky
And they didn't come back, back, back
'Til the 4th of July, ly, ly! - See more at:
http://www.grandparents.com/grandkids/activities-games-and-crafts/miss-marymack#sthash.M5iaZ606.dpuf
Down by the bay
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Have you ever seen a goose
Kissing a moose?"
Down by the bay
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Have you ever seen a whale

11

With a polka dot tail?"

Down by the bay
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Have you ever seen a fly
Wearing a tie?"
Down by the bay
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Have you ever seen a snake
Baking a cake?"
Down by the bay
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Have you ever had a time
When you couldn't make a rhyme?"
Down by the bay
RESOURCES:
mrsjonesroom.com
teachpreschool.com
wordplayhouse.com

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