Teacher:

Lead Teaching Date

Jessica Howard

Part One ___________

5/28/15

Submission date

5/11/15

Part Two

Revised Submission Date

__________

Toddler Activity Pre-Plan: Part Two

1. What concepts or skills do you want the toddlers to explore or practice as they participate in your activities?
TTD Chapter 8This weeks plan focuses on the importance of creative expression and art through exploring cause and effect
outcomes in art and other creative experiences. During outdoor play, the children will be given the opportunity use mud paint and
paint brushes on butcher paper taped against the fence or shedchildren will use fine motor skills to hold the paint brushes and
make marks on the paper. At the fine motor center, children will manipulate play dough by rolling it out and using cookie cutters to
make stamp shapes in the dough. The art center will be set up with paint and paint brushes at the easel for the children to hold
using a variety of grasps and stroke types.
2. What would like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 1. Criteria a. I practice classroom awareness and position myself to see the playground.
Section 2. Criteria b. I show respect for the toddlers by showing interest/concern for them.
Section 2. Criteria c. I promote independence in the toddlers as they play and explore.
I would like you to observe my room awareness and that I am making the point to position myself to be able to see what is going on
throughout the day and that I am being purposeful and intentional in my positioning. Also that I am being purposeful and intentional in
my interactions with the children and that I am promoting exploration and play and also responding to each child individually.
3. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you anticipate them exploring and practicing
skills as they participate in the activities below. Remember to talk to your teaching team before you begin this, so that you are not
planning duplicate activities each week.
Toddlers
Goal and/or other
IELG Outcome(s)
Interests or
Name of center and how
What the teacher will do to
Name
skills to be practiced
that relate(s) to the goal
observations of child
the activity will help the
support the child at the
(Specific, observable,
Reference the domain,
that connect to how child work on their goal or
activity (be specific, yet
and measurable with
goal, age range, and child
you are planning for
skill development. What
brief)
criteria/conditions)
indicator
them today.
will they be doing as they
practice their goal? (Be
specific, yet brief)
Sam will count and
IELG Ages 16 to 38 Months
During our home visit
Center: Sensory
Teachers will assist Sam as he
Sam
describe the number of
objects he is playing with
3 times daily during
Toddler Lab.

D4G36 CI4: Counts rote,

saying number words, though
not always in the correct
order.

Sams mom said that he

enjoys sensory activities,
and this is something
that has been observed
in lab as well.

Page 1

At the sensory table, Sam will

be able to explore textures
and shapes, as well as count
the blocks/fabric samples
that are a part of the board.

counts and identifies the

number of objects on the board.
Teachers will count aloud and
encourage Sam to count with
them.

Teacher:

Jessica Howard

Lead Teaching Date

Toddlers
Name

5/28/15

Part One ___________

Submission date

5/11/15

Part Two

Revised Submission Date

__________

Goal and/or other

skills to be practiced
(Specific, observable,
and measurable with
criteria/conditions)

IELG Outcome(s)
that relate(s) to the goal
Reference the domain,
goal, age range, and child
indicator

Interests or
observations of child
that connect to how
you are planning for
them today.

Name of center and how

the activity will help the
child work on their goal or
skill development. What
will they be doing as they
practice their goal? (Be
specific, yet brief)

What the teacher will do to

support the child at the
activity (be specific, yet
brief)

Naomi

Naomi will use 2 word

sentences to express
needs and wants 2 times
daily during Toddler lab.

IELG Ages 16 to 38 months

D5G52: Increasingly uses
words and phrases.

During the first week of

lab Naomi drew at the
art easel.

Teachers will prompt Naomi to

ask verbally for the things that
she wants or needs rather than
simply giving it to her.

Jody
Michael

When told no, Michael

will stop the
inappropriate action 2/3
times each toddler lab
day.

IELG D5 G54
36-60 months
Children demonstrate
comprehension and meaning
in language.

Michael played cooking

in the kitchen and
preparing food during
dramatic play.

Tristan

Tristan will be able to

appropriately name the
primary colors by the end
of toddler lab.

IELG D1 G1
36-60 months
Children show curiosity and
interest in learning.

In lab, Tristan painted

using the paper towel
tubes.

Center: Art
At the art center Naomi will
use language to ask for more
paper, paint, or a paint
brush.
Center: Fine Motor
In the fine motor area, we
will include cookie cutters
and simple cooking
materials to encourage him
to participate. Instead of
pushing or throwing to get
what he wants he will
practice responding to
teacher instructions and
following directions.
Center: Art
At the art center Tristan will
be able to paint again.
Primary colors will be
provided for him to identify
and match.

Page 2

Teachers will help Michael to

direct his behavior by providing
options and 1-2 step
instructions for Michael to
follow while at play. For
example, a teacher might say,
Michael, we dont use the
hammer to hit our friend. We
use the play dough hammer
only to pound the play dough.
Teachers will assist Tristan in
recognizing primary colors by
prompting or asking questions
such as, can you find the red
paint? or try using the blue.

Teacher:

Jessica Howard

Lead Teaching Date

Toddlers
Name

5/28/15

Part One ___________

Submission date

5/11/15

Part Two

Revised Submission Date

__________

Goal and/or other

skills to be practiced
(Specific, observable,
and measurable with
criteria/conditions)

IELG Outcome(s)
that relate(s) to the goal
Reference the domain,
goal, age range, and child
indicator

Interests or
observations of child
that connect to how
you are planning for
them today.

Name of center and how

the activity will help the
child work on their goal or
skill development. What
will they be doing as they
practice their goal? (Be
specific, yet brief)

What the teacher will do to

support the child at the
activity (be specific, yet
brief)

Carter

Carter will engage in

social interaction by
making eye contact with
teachers and peers 2/3
times daily when
communicating.

IELG D5 G50 CI7

Age 16-38 Months:
Attends to speaker with eye
contact and response for a
portion of a conversation, one
on one.

Carter painted with the

paper towel tubes. At
the art center.

Center: Art
At the art center, Carter will
be given the opportunity to
practice making eye contact
with his peers by having to
acknowledge them as they
share paint and brushes

Lawrence
Tank

Tank will match colors

red, yellow, blue, and
green in any order every
time.

IELG Ages 16 to 28 months

D1G13 CI6: Notices and
describes how items are the
same or different.

Bella

Annabella will share with

a classmate during free
play 2/3 opportunities
every day of Toddler Lab.

IELG D3 G28 Aged 16-34

months CI3:
Initiates social interaction
with peers (e.g. brings toys to
child or takes toys away,
moves closer to child, or
stares at the child).

Tank frequently plays at

sensory activities, like
the sensory table,
washing his hands, and
drinking at the water
fountain.
Bella spends the
majority of her time at
snack and at the art
tabledrawing,
coloring, and painting.

Center: Sensory
While exploring at the
sensory board; Tank will
identify colors within the
blocks, tiles, and fabric
samples.
Center: Fine Motor
At the fine motor activity, art
will be incorporated giving
she the opportunity to
manipulate and mold play
dough in unique ways while
also working on her goal of
sharing with others. She will
be given opportunities to
give some of her play dough
to another peer who
wants/needs some to play as
well.

Teachers will prompt Carter to

make eye contact through self
talk. Teachers will talk and
interact with Carter, which will
help him to feel more
comfortable making eye
contact. Also teachers will
encourage peers to ask Carter to
share with them which will help
Carter to respond to his peers
by making eye contact.
Teachers will assist Tank in
recognizing colors by prompting
him to point to specific colors.
Also, teachers will use parallel
talk to describe what Tank is
doing as he plays.
Teachers will encourage Bella to
share the play dough that she
has with a peer, when the
opportunity presents itself. For
example, Lets share with
Collette, it looks like she wants
to play with the play dough
too.

Page 3

Teacher:

Jessica Howard

Lead Teaching Date

Toddlers
Name

5/28/15

Part One ___________

Submission date

5/11/15

Part Two

Revised Submission Date

__________

Goal and/or other

skills to be practiced
(Specific, observable,
and measurable with
criteria/conditions)

IELG Outcome(s)
that relate(s) to the goal
Reference the domain,
goal, age range, and child
indicator

Interests or
observations of child
that connect to how
you are planning for
them today.

Name of center and how

the activity will help the
child work on their goal or
skill development. What
will they be doing as they
practice their goal? (Be
specific, yet brief)

What the teacher will do to

support the child at the
activity (be specific, yet
brief)

Collette

Collette will share with

another child during free
play 2/3 opportunities
every day of Toddler Lab.

IELG D3 G28 Aged 16-34

months CI3:
Initiates social interaction
with peers (e.g. brings toys to
child or takes toys away,
moves closer to child, or
stares at the child).

Collettes information
packet said that she
likes coloring/painting.
She spends the majority
of Toddler lab at the art
center or at dramatic
play.

Teachers will assist Collette in

sharing by describing how she
can share with another child.
For example, Collette will you
give some play dough to Carter
so that he can play too?

Kyla

Kyla will be able to match

the colors pink, brown,
white, blue, and yellow at
every opportunity.

IELG Ages 16 to 28 months

D1G13 CI6: Notices and
describes how items are the
same or different.

In lab, Kyla has played in

the dramatic play area,
as well as the sensory
and art activities.

Ruth

Ruth will express

needs/wants by putting
two signs together two
out of four opportunities
daily.

IELG Ages 16-38 months

D5G49 CI5: Uses single
words, phrases, or short
sentences to convey needs
and wants.

During the first couple

of days of lab, Ruth
drew at the art center
for the majority of time
but she hasnt painted
yet.

Center: Fine Motor

Since Collette enjoys art
activities and playing house
in dramatic play, we will
carry those two ideas into
the fine motor activity.
At the fine motor activity,
Collette will share play dough
by giving some of the play
dough she is using to another
peer who doesnt have any
but would like to participate.
Center: Sensory
At the sensory activity, Kyla
will be able to identify
specific colors as she
explored the colored shapes,
textures, and fabrics present
on the sensory board.
Center: Art
At the art table she will be
given the opportunity to
paint and use signs there to
say things like art or
paint in addition to please.

Teachers will prompt Kyla to

match the colors by encouraging
her to point out specific colors
during her free play. Teachers
will also just parallel talk to
describe the colors of the
objects that she is exploring.
Teachers will model signs for
Ruth to use and help her to sign
those things.

Art

Page 4

Teacher:

Jessica Howard

Lead Teaching Date

Part One ___________

5/28/15

Submission date

5/11/15

Part Two

Revised Submission Date

__________

Toddler Activity Assignments & Set-up Plan

4. Fill in the assigned roles for the day and the responsibilities for that role. Then fill in the person responsible for setting up the activity
center, the materials needed, the book associated with the center and any set-up or safety instructions.
Activity Area
&
Activity
Title

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Part Two Lead:

Jessica

Snack Person:

Megan

Photographer:

Jade

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
That you will do
your job as a lead.
See Lead Teaching
Evaluation form.
That you will follow
instructions and do
your job as snack
person
That you will follow
instructions and do
your job as the
photographer

Page 5

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item,
and whether you will be
bringing any of the
items)

Lead Teaching Checklist

(turn in all checklists at
the end of your lead
teaching day)
Snack Checklist
(turn in to lead teacher
at the end of the
teaching day)
Photographer Checklist
(turn in to lead teacher
at the end of the
teaching day)

Book
(Title, author,
reference number,
and location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Teacher:

Jessica Howard

Lead Teaching Date

Activity Area
&
Activity
Title

5/28/15

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Part One ___________

Submission date

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Art:
Lets Make a
Stamp!

Jessica/Jade

IELG D2G18 Ages

16 to 38 Months
CI5: Uses
forefinger to
thumb grasp
with precision.

Sensory:
What does that
feel like?

Jessica

IELG D1G13 Ages

16 to 38 Months
CI6: Notices and
describes how
items are the
same or
different.

5/11/15

Part Two

Revised Submission Date

__________

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
Toddlers will use
stamps to make
shapes and patterns
on their paper. The
will use palmer
and/or pincer
grasps to hold the
stamps and apply
pressure as they
apply the stamps to
the page.

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item,
and whether you will be
bringing any of the
items)

Book
(Title, author,
reference number,
and location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Butcher Paper (RR1,

art/wall), Art table
(closet or lab), Stamp
Markers (RR1, O16), 15
colored paper (WR),
tape (lab or WR)

Colors by Jane
Conteh-Morgan
(WR T C15)

Children will
explore textures
and shapes as they
flip, feel, and move
pieces creating a
sensory experience.
Children will use
senses to recognize
similarity and
differences
between the
different textures.

Sensory/texture board
(IWP)

Color Zoo by Lois

Ehlert (WR E5)

Cover the art table in

butcher paper (taped
underneath).
Colored paper will
we placed around
the table for the
children to use with
the stamps and
stamp pads in the
center of the table
for all the children to
share. Place the
book near the art
center.
The homemade
sensory board will be
placed on the floor in
the fine motor area,
since the fine motor
activity will be on the
linoleum side. Place
book on the floor
near the sensory
board.

Page 6

Teacher:

Jessica Howard

Lead Teaching Date

Activity Area
&
Activity
Title

Fine motor:
Play Dough
Marks

5/28/15

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Jade

Part One ___________

Submission date

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D1G14 Ages

16 to 38 Months
C12: Uses simple
tools.

5/11/15

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
Children will
manipulate the play
dough with their
hands and fingers,
also by using small
rolling pins, cookie
cutter and other
play dough tools to
cut and shape the
play dough in a
variety of ways.

Page 7

Part Two

Revised Submission Date

__________

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item,
and whether you will be
bringing any of the
items)

Book
(Title, author,
reference number,
and location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

play dough (toddler

cupboard), play dough
toys (RR2, G124)
rolling pins, cutters, 5-6
cookie cutters, wood
play dough hammers

The Best Mouse

Cookie by Laura
Numeroff (T N1)

The sensory table

will be moved out of
the lab (to the
closet) and replaced
with the fine motor
table, which will be
placed on the
linoleum side of the
room. Play dough
will be set out with a
variety of rolling
pins, cookie cutters,
and other play
dough tools. The
book will be placed
near the table.

Teacher:

Jessica Howard

Lead Teaching Date

Activity Area
&
Activity
Title

Snack:
String Cheese
and Pretzels;
Milk and Water

5/28/15

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Megan

Part One ___________

Submission date

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D5G49 Ages

16 to 38 Months
CI5: Uses single
words, phrases,
or short
sentences to
convey needs
and wants.

5/11/15

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
Children will use
language to express
needs and wants
while participating
in snack timethey
may point, sign, or
ask verbally.

IELG D2G24 Ages

16 to 38 Months
CI3: Makes
personal food
choices among
options.

Page 8

Part Two

Revised Submission Date

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item,
and whether you will be
bringing any of the
items)

Snack checklist, 1 snack

cart, 1 white bin for
dirty dishes, 1 red
bucket filled with soapy
water (found on snack
cart or in kitchen), 2
cloths for spills (one for
floor and one for table).
(Found in the kitchen or
laundry room). 24 prepackaged wipes (on
toddler counter or in
toddler closet).
List food items, utensils
and dishes here:
String cheese cut in half
(small chunks for Ruth in
a separate bowl),
serving bowl for cheese,
pretzels (4 to 5 per
child), serving bowl for
pretzels, measuring
scoop/spoon for
pretzels, small bowls
(12), cups (12), napkins,
toddler pitchers, large
mixing pictures with
milk and water.

__________

Book
(Title, author,
reference number,
and location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Put on your apron,

grab the snack cart
from the classroom
and head to the
kitchen. Check
toddler snack on
activity plan. Double
check that there are
no conflicts with our
toddler lab allergy
list. Be aware of any
allergies or choking
hazards and follow
adaptations as
needed.
Make sure the
children follow the
routine of snack.
See your snack
checklist for the
routine.

Teacher:
Lead Teaching Date

Activity Area
&
Activity
Title

Jessica Howard
5/28/15

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Part One ___________

Submission date

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Part Two

5/11/15

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)

Revised Submission Date

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item,
and whether you will be
bringing any of the
items)

__________

Book
(Title, author,
reference number,
and location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Signs for Snack:

Page 9

pretzel

pretzel

cheese

cheese

water

water

milk

milk

Teacher:

Jessica Howard

Lead Teaching Date

Activity Area
&
Activity
Title

5/28/15

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Part One ___________

Submission date

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

Class Clean-up
(Lead Teacher
for the day is in
charge of this)

Jessica

IELG D3 G31 Age

60 Months
through
Kindergarten
CI5:
Describes and
follows
classroom and
group routines.

Transition to
Large Group
Activities
(Lead Teacher
for the day is in
charge of this)

Jessica

IELG D5 G48 Age

6 to 18 Months
CI8:
Follow singlestep directions
without gestures

5/11/15

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
The children and
will clean up all of
the toys and
activities with
teacher support.
They will place all
the toys in the
correct bins, and
stack the bins and
all other props on
the slide. (Do not
place anything on
top of the lockers).
The lead teacher
will start the
transition activity to
help the children
gather to the large
group area.
All will sing Large
Group Transition
song.

Page 10

Part Two

Revised Submission Date

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item,
and whether you will be
bringing any of the
items)

Clean up song, CD player

or docking station, and
toy bins.

Circle Time
(tune of Wheels on the Bus)

Circle time's here

Sit with our friends
with our friends
with our friends
Circle time's here
Sit with our friends
To have some fun

__________

Book
(Title, author,
reference number,
and location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Play the clean-up

warning song 2
minutes before it is
time to clean up. Put
the bins down during
this time so they will
be ready to go when
clean-up starts.
Model clean up
procedures for
toddlers and give
them choices of
items to clean up.
Towards the end of
clean up, teachers
will create a large
group area with the
shelves so that
children have a
defined space to
participate in the
large group activity.

Teacher:

Jessica Howard

Lead Teaching Date

Activity Area
&
Activity
Title

Large Group
Activity
Parachute
Movement
(Please refer to
a detailed
description of
the large group
activity in the
box at the end
of the plan).

5/28/15

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Jessica

Part One ___________

Submission date

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D4G46 Age

16-38 Months
CI4: Explores
various ways of
moving with or
without music.

5/11/15

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
Children and
teachers will each
hold one edge of
the parachute. The
song Hall of the
Mountain King
(classical music) will
be played and
children will follow
the music through
their movements.
We will practice
small up and down
movements for the
softer music and
then larger
movements for
louder music.

Page 11

Part Two

Revised Submission Date

__________

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item,
and whether you will be
bringing any of the
items)

Book
(Title, author,
reference number,
and location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Small Parachute (GG),

Hall of the Mountain
King Song (IWP)

Not Applicable

Instructions will be
given about how to
follow the rhythm
and patterns of the
music. When the
music is quiet, small
movements are
made, loud music
large movements.
The children and
teachers will get into
a circle and the small
parachute will be set
out. Instruction will
be given for the
children to stand and
grab one end of the
parachute and we
will practice before
the music is played.
After practicing, the
music will be played
and the children will
follow the rhythm of
the music.

Teacher:

Jessica Howard

Lead Teaching Date

Activity Area
&
Activity
Title

Transition to
outdoor play
(Lead Teacher
for the day is in
charge of this)

5/28/15

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Jessica

Part One ___________

Submission date

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D5 G48 Age

6 to 18 Months
CI8:
Follow singlestep directions
without gestures

Large south
playground
Small north
playground

st

1 Outdoor
Activity:
Balance Beams

Jade

IELG D2G17 Ages

16 to 38 Months
CI8: Walks in a
straight line.

5/11/15

Part Two

Revised Submission Date

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
Children get ready
to go outside by
putting on their
coats and will lining
up on the rope.
Teachers will help
the children grasp
the rope and sing
while the children
walk to the outside
play area.

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item,
and whether you will be
bringing any of the
items)

The balance beams

will be set out with
some distance
between, so that
the children can
walk between
them. Children will
practice balancing
and walking in a
straight line.

balance beams (GG)

Page 12

Emergency backpack
and rope (behind door),
check in/out sheet
Go Outside Song:
(tune of Oh My Darling
Clementine)

Let's go outside
Let's go outside
Let's go-o outside
Grab your backpack and
the rope
Outside we will go

__________

Book
(Title, author,
reference number,
and location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Help toddlers put on

coats and backpacks
and line up.
Teachers will help
the children grasp
the rope and sing
while the children
walk to the outside
play area.

Place the balance

beams on an open
flat part of the
playground (can be
near the tramp, but
make sure there is a
safe distance
established.
Teachers will offer
assistance to the
children as needed

Teacher:
Lead Teaching Date

Activity Area
&
Activity
Title

nd

2 Outdoor
Activity:
Mud Paint Art

Jessica Howard

Part One ___________

5/28/15

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Jessica /Jade

Submission date

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D4G46 16
to 38 Months
CI3: Chooses
artistic activities
some of the time
when offered.
IELG D2G18 16
to 38 Months
CI6: Uses a
paintbrush.

5/11/15

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
White butcher
paper will be taped
up on the fence (or
the outside of the
shed). Mud paint
(dirt mixed with
water, soap, and
liquid paint) will be
in bowls that will be
lined with foil. Paint
brushes will also be
provided for the
children to use
while painting with
the mud paint on
the butcher paper.

Page 13

Part Two

Revised Submission Date

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item,
and whether you will be
bringing any of the
items)

white butcher paper

(RR1 wall or lab), tape
(WR), blue paint (RR1
wall or lab), red paint
(RR1 wall or lab), green
paint (RR1 wall or lab),
yellow paint (RR1 wall or
lab), potting soil (RR2,
G138), sifter (RR2,
G120), foil (RR1, wall),
soap (K), paint bowls
(RR1, wall), large paint
brushes (RR1, 015),
paint smocks (K or lab)

__________

Book
(Title, author,
reference number,
and location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

Tape the white

butcher paper
(maybe two pieces)
to the fence near the
small shed. Sift out
the large chunks out
of the potting soil.
Mix the dirt with a
small amount of
water, soap, and
paint until it has
sufficient color, and
is smooth enough to
be painted. Smocks
will also be placed on
the ground near the
mud paint for
children to use while
painting.

Teacher:
Lead Teaching Date

Activity Area
&
Activity
Title

Inclement
Weather Gross
Motor Indoor
Activity:
Indoor Bowling

Jessica Howard
5/28/15

Person
Responsible
for Set-up of
Center
(See Teaching
Calendar for
Helpers)

Jessica/Jade

Part One ___________

Submission date

Activity
Outcome/IELG
(This is the skill
you want
children to
practice at this
activity)

IELG D2G17 Ages

16 to 38 Months
CI4: Kicks and
throws a ball,
but with little
control of
direction or
speed.

5/11/15

Activity
Description
(This is a detailed
description of what
the activity is and
how the children
will be exploring,
playing and
practicing the
activity outcome)
The bowling set will
be set up in the
classroom with
extra balls. Children
will throw, roll, or
kick the ball
towards the pins
and then retrieve
the ball. Children
will practice whole
body coordination
as they move the
ball towards the
pins.

Page 14

Part Two

Revised Submission Date

__________

Materials Needed
(Be specific with item
name, the number you
need, the reference and
location of the item,
and whether you will be
bringing any of the
items)

Book
(Title, author,
reference number,
and location)

Set-up, Safety,
Routine, and/or
Adaptation
Instructions
(Be specific)

bowling set (GG), balls

(GG)

Not Applicable

The bowling pins will

be set up in a nontraditional way (in a
straight line) which
will broaden the
target area and allow
more children to
participate at one.
Teachers will
facilitate child safety,
and model for
children how to
throw, kick, or roll
the ball as needed.

Teacher:

Jessica Howard

Lead Teaching Date

5/28/15

Part One ___________

Submission date

5/11/15

Part Two

Revised Submission Date

__________

Large Group Activity

Plan a large group activity that is developmentally appropriate for toddlers and historically and culturally sensitive. Dont forget to turn in the large group activity
materials with your plan.
Title: Parachute Movement
IELG Outcome: IELG Ages 16 to 28 Months D3G31 C17: Participates in loosely structured group play and activities, such as chasing each other or singing and

moving to music together.

The skills this activity promotes: Socialization with peer, sharing of the parachute, gross motor movements (arm motions), fine motor skills (grasping the parachute),
and following simple instructions.
Activity Description: Children and teachers will each hold one edge of the parachute. The song Hall of the Mountain King (classical music) will be

played and children will follow the music through their movements. We will practice small up and down movements for the softer music and then
larger movements for louder music.
Introduction Script (What will you say and do to get their attention and introduce the activity?): Boys and girls today we are doing to dance to music. Who likes to
dance? Children will raise their hands or signal in some other way. The music we are going to listen to today is extra special because it has loud parts (raise voice) and
quiet parts (whisper). And we are going to do what the music tells us to.
So when its quiet (whispering), we are going to move slow; everyone wave your hands slow. (Teachers and children will wave their hands slowing)
But when the music is loud (raise voice) we are going to move fast; everyone wave your hands fast. (Teachers and children will wave their hands fast)
Expectations for children (What will you say and do to show the children how to participate in the activity?): Teachers will model and practice with the children
moving their hands fast (loud) and slow (quiet) before introducing the parachute. Scripts are explained above and each will be practiced 2 times.
Handing out props (how will you hand out props): Okay, boys and girls, its time to feel the music. Lets all hop up like a frog and get into a circle. Support teachers
will help children to form a small circle while the parachute is pulled out and set on the floor. Now everyone needs to hold on to the parachute because we are going to
dance together. Teachers will assist children in picking up part of the parachute, and we will practice again this time with the parachute. Do we remember what we do
when the music is quiet? We move slowly. (Teachers will model slow movements with the parachute and children will follow. And then what do we do when we hear
loud music? We move fast. (Teachers will model faster movements with the parachute. Okay, the music is quiet again, lets move it slow.
During the activity (What are you saying and doing during the activity for the children to model?): Okay, now its time to add the music. The song will be played. It
starts out quiet and builds overtime until it becomes louder. I hear quiet music, lets move the parachute slowly. Teachers will model and assist as needed. As the
music gets louder, movements will get faster to match the pace as the song progresses. Its getting loud, lets move faster.
Closing Script (What will you say and do to end the activity and transition to the next thing?): At the end of the song, we will stop shaking the parachute. Wow, that
was really fast, but now there is no music, so we have to stop moving just like the music. Everyone stop. So now that the music is gone we are going to drop the
parachute. Everyone let the parachute drop. Support teachers will assist individual children in dropping the parachute.
Collecting props (how will you collect the props?) As soon as the parachute is dropped, it will quickly be pulled away and balled up so that the children cant get to it.
All done!
Adaptations for individual toddlers: For Carter and Ruth, individual scarves will be provided so that they can participate without having to hold onto the parachute with
everyone. They will be encouraged to try participating in the group, but if not a support teacher will assist them with the scarves, one for each hand and we will be given
the option of sitting during the activity or standing up with the rest of the group.

In redirecting inappropriate behaviors with the parachute, toddlers will be given option to continue use scarves or to follow previous instructions.

Page 15