1. Focus of Study African Animals Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs.

, Kinder) 5 years Objective (What do we want children to know or be able to do) 1. To verbally identify at least 4 African Animals and 4 facts about each one. 2. To convey knowledge of at least 4 African Animals through demonstration (role play). [Characteristics i.e. movement, sound, habitat, etc] 3. To sort and classify African Animals Provocation (Check ONLY one and give example) Child-Initiated or Teacher-Initiated Teacher inspired by book and took opportunity to introduce African Animals to the children. IMPLEMENTATION PLAN Procedure (Identify group size, intro of lesson, special set-up if needed) Size of group: 12 Introduction: The lesson will be introduced during story time (on the rug area). The book The Selfish Crocodile (by Faustin Charles and Michael Terry) will be read out loud with the children. The class will discuss the animals in the book. Various African Animals will be identified along with the continent of Africa. 1. A list of African animals identified in the book will be charted on poster paper. 2. The U.S. and where they live will be located on a large map (review) and then Africa will be located. We will start with 5 or so African animals (the ones that the children show the most interest in) and begin researching African Animals by computer software and books. Each day we will review the animals we have identified as a class and ask about any other African animals they have discovered.

#1 Design/Technology The Learning Center [Computer/iPad] The Learning Center will supply iPads. (The 4 apps are FREE through iTunesU) The first 2 apps will be introduced immediately. The other 2 apps will be introduced by pairs of interest as their need for challenge comes up. 2 children will share an iPad.

The 1st app: African Mammals HD [Includes over 300 full screen photos to show the best of the African mammals and there is also a check list to mark off animals you have seen.] The 2nd app: Free Sound Game Wildlife Animals [A fun and educational game for young children of 0-4 years of age. You can choose out of 40 boards with more than 50 different wildlife animals in 2 game levels. Game Level 1: Learning phase and Game Level 2: Game phase.] The 3rd app: Animals in Puzzle Blocks: Africa HD [Game for toddlers and preschoolers. There are 3 levels specifically projected for different age groups that represent a challenge for everybody. Easy (2x2), Medium (3x3), and Hard (4x4)]

The 4th app: Animals of Africa LITE- A Montessori Approach to Geography [They will learn where each animal lives on the African continent, several facts about each animal, and their current conservation status. #2 Drama The Play Center [Special section devoted to Africa for the Lesson] A section of the Play Center will be devoted to the lesson on African animals. A large green rug will be placed in the area to represent the jungle. A thin, long, rectangular blue rug will be placed on top of the green rug to represent the river. Large brown pillows will be added to the section to represent habitats in the jungle. They use their tongue to catch food, and they live near water. The children display their knowledge of the animals posture/movement, sound, diet, and habitat. The teacher will also discuss with the children what animal they are at that moment and ask questions about that animals movement, sound, diet, and habitat and inquire to any other facts or characteristics they have learned. #3 Math The Math Center (in groups of 4 -5 children) There will be several boxes (shoe size) on the table with labels on them. Ex. Reptiles, Mammals, Aves (Birds), Feline, and Fish. There will also be 1 box with colorful laminated pictures of African animals. The front will have the picture and name while the back has what species it is. The children will sort the animals into groups and then choose a classification of species they think the animal is and then place it in the labeled box. The children will be able to self-check with the species labeled on the back of the card. The children will each have a worksheet with the species names listed on it; they will tally the number of African animals in each species box and have a total of all the animals.

Teacher or aid will sit with the group to observe and discussions will take place on what the similarities are between the box of same species and any differences. Modifications for children with differing abilities (Check one and state what will be done differently) Hearing Impaired - The movement of the animals will be exaggerated as will the facial expressions when they imitate the animal sounds. Use the same visual start, stop, listen and relax symbols and use picture cue cards and sign language interpreter/aid available. Visually Impaired Physical Limitations - The iPad will be secured to a fixed position to accommodate the childs reach and hand/arm functionality. An aid will be on hand to offer assistance with the operation of the device and conveying the information verbally as well. Possible Artifacts/Documentation (Traces of evidence) #1 The class will graph what animals they learn about and have it displayed on the wall. #2 Specializing section of Play Center for African jungle Photographs while role playing Video/ Audio recordings of role playing #3 Math tally worksheet use during activity to count African animal species. Collaboration (Identify colleagues/parents and their role in the lesson being successful) The family and Staff at the center will be notified (posted weekly lesson and letter home) in advance of the upcoming lesson: African Animals. We will ask about any special knowledge or connection to the lesson they may have and invite them to share with the class. We also encourage Family and Staff in identifying African Animals in cartoons, books, online, clothing, etc (Where ever they may be seen or brought up). Time Needed One week theme. If interest continues and more learning opportunities present itself it could be extended another week or two. Materials and Resources Instructional Method/Materials (Thematic, Reggio, Project Approach, other) Thematic #1 Large poster paper for the class graph, large world map, iPads, and additional books on African Animals. #2 Large green rug, thin, long blue rug, large brown pillows, multiple colored fabrics is shades of animals (green, brown, tan, etc), plush African animals, etc #3 Several boxes, colorful laminated pictures of African animals, tally worksheet and pencil. Resources Charles, F. & Terry, M. (2000). The Selfish Crocodile, London, England: Scholastic Inc. Assorted books and magazines, internet/ iTunesU ,

Family and Staff #1 The 1st app: dotnamestudios (2012). African Mammals HD (Version 2.0) [Mobile application software]. Retrieved from https://itunes.apple.com/us/app/african-mammals-hd/id489408837?mt=8 The 2nd app: Banana Apps (2013). Free Sound Game Wildlife Animals (Version 2.5) [Mobile application software]. Retrieved from https://itunes.apple.com/us/app/free-sound-game-wildlife-animals/id627841541?mt=8 The 3rd app: Johnny Onoje (2013). Animals in Puzzle Blocks: Africa HD (Version 1.2) [Mobile application software]. Retrieved from https://itunes.apple.com/us/app/animals-in-puzzle-blocks-africa/id617720228?mt=8 The 4th app: Rantek Inc. (2013). Animals of Africa LITE A Montessori Approach to Geography (Version 2.0) [Mobile application software]. Retrieved from https://itunes.apple.com/us/app/animals-africa-litemontessori/id512816208?mt=8 #2 Family and Staff contributions of fabrics, plush animals and other materials. #3 N/A STANDARDS & ASSESSMENT AZ Early Learning Standards Objective #1 - ELS Language and Literacy; Strand 1: Language; Concept 3: Vocabulary; Indicator a. With modeling and support, uses age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their meanings with each area; e.g., world knowledge, names of body parts, feelings, colors, shapes, jobs, plants, animals and their habitats, and foods; words that describe: adjectives, verbs, and adverbs. Indicator c. With modeling and support, uses category labels and names objects within a category; e.g., fruit, vegetable, animal, transportation, etc. ELS Language and Literacy; STRAND 2: Emergent Literacy; Concept 3: Phonological Awareness Indicator a. Differentiates between sounds that are the same and different (e.g., environmental sounds, animal sounds, phonemes).

Objective #2 - ELS Fine Arts ; Strand 3: Drama; Concept 1: Creates Dramatic Activities The child uses the portrayal of events, characters, or stories through acting and using props and language to explore and create. Indicator a. Assumes roles from daily activities using a variety of props.

Indicator b. Takes on more than one dramatic play role at a time. Indicator c. Dramatizes familiar stories. Indicator d. Adds details and new elements to dramatic play situations. ELS Physical Development, Health, and Safety; Strand 1: Physical and Motor Development; Concept 1: Gross Motor Development The child moves with balance, control and coordination. Indicator b. Moves with control (e.g., walks, runs, skips, jumps, gallops, hops).

Objective #3 - ELS Mathematics; Strand 1: Counting and Cardinality; Concept 3: Counts to Tell Number of Objects Indicator a. Counts groups of objects using one-to-one correspondence (one object for each number word). Concept 4: Compares Numbers and Quantities The child applies a range of strategies such as counting or matching to compare sets of objects. a. Compares two sets of objects using terms such as more, fewer, or the same. ELS Mathematics; Strand 3: Measurement and Data; Concept 1: Sorts and Classifies The child sorts and groups objects by a variety of characteristics/attributes. Indicator a. Sorts and classifies objects by one or more attributes (e.g., size, color, shape, texture, use). Indicator b. Explains how items were sorted into groups.

Assessments(May include informal and/or formal assessment) #1 Notes of African Animal discussions and iPad apps work Checklists of African Animals studies and iPad app progress #2 Photographs, Video/ Audio of role playing activity Teacher notes of verbal comments that reflect understanding of African Animals #3 Tally worksheet of African animal species Teacher anecdotal notes on group discussions or audio recording

2. Focus of Study African Animals Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinder) 5 years Objective (What do we want children to know or be able to do) 1. To identify Africas 3 basic ecosystems and identify at least 4 African animals that live in each one. 2. To identify at least 4 African animals and where in Africa they live. 3. To visually demonstrate the 3 ecosystems and 1 African animal (mask) of their choice. Provocation (Check ONLY one and give example) Child-Initiated or Teacher-initiated Teacher inspired by book and took opportunity to introduce African Animals to the children. IMPLEMENTATION PLAN Procedure (Identify group size, intro of lesson, special set-up if needed) Size of group: 12 The whole group will be introduced to the term ecosystem. We will discuss what it is, how many there are and then focus on the 3 ecosystems Africa has (jungle/rainforest, grasslands/savanna, and Sahara Desert). #1 Science The Science Center [3 Sensory Tables] with 4 5 children at a time There will be 3 sensory tables set up. 1. Green (jungle/rainforest) containing planting soil and parts of nature (i.e. grass, bush and twigs from outside) plus a stream (river) of water. 2. Yellow (grasslands/savanna) containing dirt and parts of nature (i.e. sparse to dry grass, thin twigs and rocks) plus a few watering holes. 3. Tan (Sahara Desert) containing sand and scarce parts of nature. Assorted books about the different ecosystems will be displayed near the tables for reference. Assorted plastic African animals will be available for the children to match with the ecosystem that animal lives in. Children will have paper and pencil to write what they observe about the 3 different ecosystems and which African animals live there. Teacher or aid will sit with the group to observe while activity takes place and take notes of childrens understanding of the 3 different ecosystem and which African animals live there.

#2 Geography The Learning Center [Computer] and Reading Center The whole group will utilize the large world map concentrating on Africa. The class will review the first 5 African animals that caught their initial interest. - Review the 3 ecosystems. And identify which ecosystem the 5 African animals live in. - Identify where the 5 African animals live in the continent of Africa. The children will be in groups (4 5) and pick at least 3 African animals to review, identify their ecosystem, and where they can be found in Africa. Assorted books (including large print books with well distinguished maps) and the computer using National Geographic for Kids website will be available for research. A large laminated map of Africa will be available for each group. The colorful laminated pictures of African animals [used in the Math activity] will be used as place markers for where the animal can be found in Africa. Teacher or aid will sit with the group to observe while the activity takes place and initiate discussions to determine their process of thought during the activity. While also taking notes on childrens understanding of where the animal can be found in Africa. A photograph will document their progress as well. #3 Visual Art [Fine Arts] The Art Center The whole group will collaborate and work to make 3 murals (1 for each ecosystem). The murals will be displayed on the walls in near proximity to each other and the Drama Play Center. The children will use 3 large pieces of paper, paint and brushes on 3 different tables in the classroom. The children will decide which African animal they want to make a mask of. Paper plates, construction paper, glue, scissors, markers, etc will be provided so they can create the African animal of their choice. Teacher/aid will listen to any request for extra materials to create specific look/characteristic and try to accommodate the artists need. Teacher and aid will circulate to assist child in creation with discussion, questions and encouragement with the creation of the murals and masks. Masks will be kept in the classroom for use during the African animals lesson and displayed for a short time after the lesson has ended before they are sent home. Modifications for children with differing abilities (Check one and state what will be done differently) Hearing Impaired Visually Impaired Physical Limitations An aid will be on hand to offer assistance with the operation of devices (computers, sensory tables, books, paint brushes, etc) and stating and discussing the information verbally one on one as needed. Possible Artifacts/Documentation (Traces of evidence) #1 Childrens written (words, symbols, or drawings) observations of the 3 ecosystems and which African animals live in there.

#2 Photograph of the large map activity will document their progress on understanding of where the animals can be found in Africa. #3 3 Murals (1 of each ecosystem) displayed in the classroom. Childrens mask of an African animal. Collaboration (Identify colleagues/parents and their role in the lesson being successful) The family and Staff at the center will be notified (posted weekly lesson and letter home) in advance of the upcoming lesson: African Animals. We will ask about any special knowledge or connection to the lesson they may have and invite them to share with the class. We also encourage Family and Staff in identifying African Animals in cartoons, books, online, clothing, etc (Where ever they may be seen or brought up). Time Needed One week theme. If interest continues and more learning opportunities present itself it could be extended another week or two. Materials and Resources Instructional Method/Materials (Thematic, Reggio, Project Approach, other) Thematic #1 & #2 Paper & pencil and Supplies for each learning area as described. #3 3 large pieces of paper, paints & brushes, tape, paper plates, sticks, glue, scissors, construction paper, markers, etc Resources Charles, F. & Terry, M. (2000). The Selfish Crocodile, London, England: Scholastic Inc. Assorted books and magazines, internet Family and Staff

STANDARDS & ASSESSMENT AZ Early Learning Standards Objective #1 ELS Standard; Strand 1: Inquiry and application; Concept 1: Exploration, Observations, and Hypotheses The child asks questions and makes predictions while exploring and observing in the environment. Indicator a. Exhibits curiosity about objects, living things, and other natural events in the environment by using one or more senses. Indicator d. Begins to describe the similarities, differences and relationships between objects, living things and natural events. Objective #2 - ELS Social Studies; Strand 2: Community; Concept 3: Geography The child demonstrates an awareness of locations within and around their community. Indicator a. Uses words to describe directionality and/or location within the community. Indicator b. Describes some physical features of the environment in which the child lives; e.g., bodies of water, mountains, weather.

Objective #3 - ELS Fine Arts ; Strand 1: Visual Arts; Concept 1: Creates and Understands Visual Arts The child uses a wide variety of materials, media, tools, techniques and processes to explore, create and understand art. Indicator b. Creates art work with details which represent creative and personal choices, ideas, experiences and feelings. Indicator d. Seeks an understanding of artwork by self or others by commenting on or questioning the artwork.

Assessments(May include informal and/or formal assessment) #1 Childrens written observations of the 3 ecosystems and which African animals live there. Teacher notes of verbal comments that reflect understanding of African animals and the 3 ecosystems they live in. Photographs of exploration activity #2 Photographs of the large map activity will document their progress on understanding of where the animals can be found in Africa. Teachers notes on childrens understanding of where the animal can be found in Africa. #3 The class 3 murals of the ecosystems Childrens mask of an African animal. Photographs of the children with and without their African animal masks in front of the 3 murals (3 ecosystems).

3. Focus of Study African Animals Intended Age Group (Infants, Toddlers, 3 yrs., 4yrs., Kinder) 5 years Objective (What do we want children to know or be able to do) 1. To see and identify at least 4 African animals at the zoo 2. To write a book about (at least) 4 African animals 3. To vocally and physically demonstrate African animals Provocation (Check ONLY one and give example) Child-Initiated or Teacher-initiated Teacher inspired by book and took opportunity to introduce African Animals to the children. IMPLEMENTATION PLAN Procedure (Identify group size, intro of lesson, special set-up if needed) Size of group: 12

#1 Family Studies Field Trip to the Zoo The teacher, at least 1 aid, an aid and or parents of children with visual impairments, at least 3 parent volunteers, and 1 zoo guide (consulted in advance about lesson focused on African animals). The class will discuss and plan a trip to the city zoo to see African animals in real life and gain knowledge form zoo staff. Brainstorming of questions and expectations will take place at least 3 days before the actual zoo field trip. The zoo also has maps and sections (ecosystems) and gives the children real world activity to read, understand maps and experience where the animals live. Photographs and video will be taken of the children and (primarily) African animals at the zoo. The teacher will note the childrens reactions and information displayed during the tour and conversations. #2 Language Arts The Writing Center The children will create a book about African animals (at least 4). They can tell about their trip to the zoo, tell facts about the animal, talk about their favorite species, and describe the ecosystem they live in, where they would visit them in Africa, etc A choice of paper, utensils (pencils, colored pencils, crayons, markers, etc), and glue will be offered. Teacher and aid will circulate to assist child in creation with discussion, questions and encouragement with making their book.

Children will read the book to teacher/aid, friend, parent or entire class if they choose. Books will be displayed by the library/Reading Center during the lesson. Books will be sent home after the lesson has ended. [Music will be played throughout the lesson plan activities centered on the theme of African animals.] #3 Music [Fine Arts] The Classroom The whole group will listen to music containing nature, animal, and kids music with focus on African animals. Children will participate by singing, making animal sounds, imitating animal movements and folk tales/lullabies. [Music will be played throughout the lesson plan activities centered on the theme of African animals.] Modifications for children with differing abilities (Check one and state what will be done differently) Hearing Impaired Visually Impaired An aid will be with the child when needed to ensure as many opportunities for learning and experience are possible. Alternative items/objects will be found that will help the child take in the experience. This will also give the other students benefit to another learning intake and enhance their learning as well. Physical Limitations Possible Artifacts/Documentation (Traces of evidence) #1 Brainstorming of questions and expectations before the zoo field trip. Photographs and video will be taken of the children and (primarily) African animals at the zoo. The teacher will note the childrens reactions and information displayed during the tour and conversations. #2 Each child makes a book about African animals (at least 4). #3 Notes on childrens vocal and physical demonstration of African animals. Video/Audio recording of creative dance. Collaboration (Identify colleagues/parents and their role in the lesson being successful) The family and Staff at the center will be notified (posted weekly lesson and letter home) in advance of the upcoming lesson: African Animals. We will ask about any special knowledge or connection to the lesson they may have and invite them to share with the class. We will send a letter home for parent volunteers on the field trip. We also encourage Family and Staff in identifying African Animals in cartoons, books, online, clothing, etc (Where ever they may be seen or brought up). Time Needed One week theme. If interest continues and more learning opportunities present itself it could be extended another week or two. Materials and Resources

Instructional Method/Materials (Thematic, Reggio, Project Approach, other) Thematic #1 Sunscreen, water, protective clothing, extra clothing, drinks, snacks, etc #2 A choice of paper, utensils (pencils, colored pencils, crayons, markers, etc), and glue, etc #3 Music (cd, stream, YouTube, flash drive, iPod, etc), radio or computer with speakers. Resources Charles, F. & Terry, M. (2000). The Selfish Crocodile, London, England: Scholastic Inc. Assorted books and magazines Family and Staff volunteers #1 Transportation to and from the zoo. STANDARDS & ASSESSMENT AZ Early Learning Standards Objective #1 - ELS Social Studies; Strand 2: Community; Concept 1: Understands Community The child recognizes that he/she lives in a place with many people and that there are people and events in other places. Indicator b. Identifies, discusses and asks questions about similarities and differences in other people in their community.

Objective #2 - ELS Language and Literacy; Strand 1: Language; Concept 1: Receptive Language Understanding The child demonstrates understanding of directions, stories, and conversations. Indicator b. Actively engages in finger-plays, rhymes, chants, poems, conversations, and stories ELS Language and Literacy; Strand 1: Concept 2: Expressive Language and Communication Skills The child uses verbal and nonverbal communication for a variety of purposes to share observations, ideas, and experiences, problem-solve, reason, predict and seek new information Indicator d. Initiates, sustains, and expands conversations with peers and adults Concept 3: Vocabulary The child understands and uses increasingly complex vocabulary. Indicator a. With modeling and support, uses age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their meanings with each area; e.g., world knowledge, names of body parts, feelings, colors, shapes, jobs, plants, animals and their habitats, and foods; words that describe: adjectives, verbs, and adverbs. ELS Language and Literacy; Strand 2: Emergent Literacy; Concept 5: Comprehension The child shows an interest in books and comprehends books read aloud with increasing text complexity.

Indicator g. With modeling and support, begins to demonstrate an understanding of the differences between fiction and non-fiction. ELS Language and Literacy; Strand 3: Emergent Writing; Concept 1: Early Writing, Writing Processes, and Writing Applications The child uses writing materials to communicate ideas. (Writing Processes ) Indicator b. With modeling and support, uses a combination of drawing, dictating and emergent writing to communicate an idea or opinion about an experience, story, or book, and to express knowledge or share information about a topic of interest.

Objective #3 - ELS Fine Arts; Strand 2: MUSIC AND CREATIVE MOVEMENT; Concept 1: Creates and Understands Music, Movement and Dance The child uses a wide variety of instruments, movements, techniques and music to explore and create. Indicator Uses voices to make animal sounds. Indicator d. Responds to different types of music, (e.g., rock, classical, jazz, spirituals, reggae, Native American chants, gospel, bluegrass, lullabies, marches and country music).

Assessments(May include informal and/or formal assessment) #1 Photographs and video will be taken of the children and (primarily) African animals at the zoo. The teacher will note the childrens reactions and information displayed during the tour and Conversations at the zoo and back in the classroom. #2 Book about African animals (at least 4). Formal assessment/ checklists on African animals (at least 4) facts. Notes on process of creation, story and facts conveyed verbally and in writing/ illustration. #3 Video/ Audio of vocal & physical demonstration and verbal description of African animals. Teacher notes of verbal comments that reflect understanding of African Animals.