BYU-Idaho Preschool Lesson Plan

Lesson Plan # 3
Dara McAllister
Hot & Cold/Problem-Solving

Date: Tuesday, July 10, 2018

Supervisor: Megan Pullicar
Lead Teacher: Dara McAllister

Preassessment and Findings:

This section should address:
 VXXX and VXXX both told me that they like bubbles.
 OXXX made a taco and burrito out of play dough.
 When I asked JXXX what a rabbit says, JXXX replies, “hop.”
 When we had the pattern bugs out, TXXX matched the bus on the bug chart.
 EXXX told me that she thinks bugs are scary but she likes them.
 During free time, EXXX got out a puzzle and solved it. VXXX also got out a puzzle and solved the same one three times.
 JXXX enjoyed cutting strawberries and kept sneaking bits of strawberry in while cutting.
 RXXX and EXXX were taking water from the sensory bin and dumping it in the pavilion.
 While playing in the dirt, OXXX exclaimed, “Their real worms.”
 JXXX told me that he likes hamburgers but he does not know how to make them. He also likes ice-cream.
 While talking about hamburgers JXXX told me that hamburgers are hot and ice-cream is cold.
 TXXX got his truck stuck in the area by the slide and could not get his car over the rocks. He stayed there for about 10-15 minutes
trying to get out. He did not give up and kept trying. Eventually he took a break and pulled weeds.
 When I asked TXXX if he likes ice-cream he told me that he did and that someone gives him ice-cream. I could not understand who
he said gave him ice-cream.
 TXXX and JXXX both worked hard to wash the toy cars on the playground.
 TXXX used two hands to cut string.
 While watching TXXX, I realized that he does not like dirt or touching worms. He does everything to avoid touching them. However,
he does use a shovel to dig in the dirt to find worms and then uses the shovel to pick up the worms.
 TXXX also observed that worms are cold.
 While talking to OXXX, she told me that she likes pancakes. Chocolate chips, blueberries and vinegar do not belong in pancakes.
 EXXX told me that she likes mini pancakes. Peanut butter is for sandwiches and jam is for pancakes.
 VXXX told me that she likes mini mouse pancakes.
 OXXX was making waffles out of playdough.
 LXXX made pancakes with playdough.
 LXXX told me she wants to learn more about doctors. She also was pretending to be a doctor in dramatic play outside and I was her
patient.
 LXXX told me she makes pancakes with her mom.
 Several of the children were complaining that the water the fish were in was cold.
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  VXXX told me that fish like cold water.
Children Receiving Specific Focus Today:

1. TXXX: To help TXXX accomplish this goal of using one hand to cut with scissors, we will set up a web of string in the gazebo outside with
some tape and scissors. This way TXXX can practice his scissor skills while doing an activity he has been observed doing in the past.

2. RXXX: To help RXXX with his goal of smooth transitions, there will be a special activity for him to do during gathering time. Last week
we noticed that he does better with the transitions if we can get him interested in an activity. Last time it was taking photos and
showing him the photos. For RXXX I have planned the magnetic pattern Blocks. It is a different activity to draw his attention. I will also
ask RXXX if he would like to help me set up for gathering time.

3. JXXX: JXXX has a goal to speak more so I have planned a construction activity for him. Outside by the little shed block will be stacked
to make a structure. There will also be tractors that he can play with. I have noticed that JXXX speaks more while doing activities that
he enjoys and whenever we have sand, he stays at that activity for a long time.

4. VXXX: VXXX love exploring new actives. Even though she knows all the letters in the alphabet, she still has trouble getting them in the
right order. For her, I have planned an ice block activity. Letters will be placed in blocks of ice and hammers will be placed by the
ice so that she can hammer out the letters. This activity is different than what we have done before, so VXXX will be drawn to it and
start talking about the letters.

Ideas to be Emphasized and Overall Goals:

1. Children will discover the differences between hot and cold by using their sense of touch to feel the difference.
2. Children will improve their cognitive development by solving different types of puzzles.

IELG:
1. D2 G 24 DG: Participate in mealtime routines with increasing independence and using utensils. CI: Uses spoon and fork, but continues
to use fingers for efficiency.
2. D3 G27 DG: Shows confidence from familiar adults. CI: Approaches adults for assistance and offers to assist adults.
3. D1 G11 DG: Tries multiple ways to solve problems and create play. CI Explores various ways to solve a problem and tries out options
until satisfied.
4. D3 G28 GG: Engages in mutual social play that involves cooperation and shared purpose. CI: Interacts with peers in play, playing
common themes and taking turns using the same materials and activities.
5. D4 G41 DG: Sorts, orders, classifies, and forms simple patterns among objects using color, number, size, and shape. CI: Compares
shape and size of familiar objects.

Research about Topic:

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Research About Topic:

 The two hydrogen and one oxygen molecule make the atom more positive which is why water sticks to itself.
 Difference Between Water and Ice
 The hydrogen bonds between hydrogen and oxygen atoms are weaker than covalent bonds, and they control the physical
properties of water and ice. Water molecules are hydrogen bonded more strongly to each other in ice than in liquid water, though in
ice the molecules are more widely separated, causing ice to be less dense than water.
 Melting
 Ice melts when heat energy causes the molecules to move faster, breaking the hydrogen bonds between molecules to form liquid
water. In the melting process, the water molecules actually absorb energy. This is why an ice cube melts more quickly on the outside
and retains its coldness and solidity longer at the center: melting is a cooling process. As more heat is introduced, the ice will continue
to melt, and if the temperature exceeds the boiling point, about 100 degrees Celsius (212 degrees Fahrenheit), more hydrogen bonds
between water molecules will break completely, creating water vapor.
 Hot and cold are relative terms
 Heat is a short way to say “heat energy”
 Heat has more energy than cold
 Heat is stored when molecules inside move around and bump into each other
 This is explained through the kinetic theory to explain where the heat goes when we heat things up.
 The less kinetic energy, the colder something gets.
 It is impossible to reach absolute zero and have the molecules stop moving all together.
 Heat is the energy stored inside something.
 Temperature is a measurement of how hot or cold something is.
 There are classic buttermilk pancakes, whole wheat pancakes, apple spiced pancakes, hot chocolate pancakes, cinnamon roll
pancakes, carrot cake pancakes, and so much more.
 Use real butter milk when making pancakes
 Add sugar to the pancake batter
 Make a well in the dry ingredients, then pour in the wet ingredients.
 Let the batter be lumpy
 Grease a nonstick skillet or griddle with a cold stick of butter
 Use a cookie scoop or a pancake dispenser
 Flip when the bubbles just begin to pop
 If you make a lot of pancakes regularly, invest in a griddle
 Recipe 1 (need to try this)
o 10 ounces, weight All-purpose Flour- 2 Cups
o 1/4 cup Sugar
o 2 teaspoons Baking Powder
o 1/2 teaspoon Baking Soda
o 1/4 teaspoon Salt
o 2 Large Eggs
o 2 cups Buttermilk
o 1 teaspoon Vanilla Extract
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 o Butter (for Greasing The Pan)
 Steps to problem solving
o Defining the problem
o Generating alternatives
o Evaluating the selecting alternatives
o Implementing solutions.

Special instructions for the day:

This is Specifically for RXXX
To help RXXX with transitions, there will be magnetic pattern blocks in the cupboard for him to play with during gathering time. A teacher will
be assigned to direct RXXX to this special activity. I will also ask him if he would like to help me set up for gathering time.
Materials
Magnetic Pattern Blocks (SO Shelf 5)

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

Literacy Activities/ Books:

1. Pancakes, Pancakes! By Eric Carle (C3)
2. Once Cold Night By Claire Ewart (E12)
3. Splash! By Flora McDonnel (M23)
4. There was a Cold Lady Who Swallowed Lucille Colandro (P C6)
5. Wambat & Bandicoot: Best of Friends By Kerry Argent (A13)
6. The Bear’s Picnic By: Stan & Jan Berenstain (B20)
7. The Very Hungry Caterpillar By: Eric Carle (C4)
8. Let’s Cook a Treat By: Cyntia Defelice (D5)
9. Bread Comes to Life By George Levenson (L15)
10. The Giant Jam Sandwich By: John Vernon Lord (L15)
.
Activity Name Description/Activity Objective Materials, Special Set-up
Creative Art: Bubble Activity Description: Butcher paper will be placed on two tables that are Bubble Solution (RR1 Cabinet 21
Art (#6) pushed together. Then there will be bowls of soapy water that is different Drawer 1)
colors with bubble wands. The children will then blow bubbles at the paper. 7 Bubble wands (RR1 Cabinet 21
When the bubbles pop on the table it will leave a colored impression. There Drawer 1)
will also some crayons on the table so that the children can color if they White butcher paper (RR1 Counter)
desire to. Tape (Classroom)
Bowls (Kitchen)
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 Set-up: Cover two tables with white butcher paper. Then mix the bubble Muffin Tin (RR1Cabinet 19 Draw 1)
solution with different water color. Mix cool whip and colors in muffin tin the Paint Brushes (Shelf 11)
night before and place in the freezer to freeze. Place the frozen paint, Cool Whip (IWB)
bubble mixture, and bubble wants on the table with smaller pieces of white Water color (RR1 Cabinet 2)
paper.
Child Objective: Students will explore a new way of creating art: they can
use their mouths to blow bubbles and create art as well as discover what
shapes are made when bubbles pop.
Intentional Teaching: Encourage the children to blow bubbles at the table.
Point out that when bubbles pop they create circle shapes. Point out that
the bubbles are warmer than the frozen paint.
Manipulatives/Math: Activity Description: On half a table, there will be the colored playdough Playdough (Classroom)
Playdough and Rocks and a bunch of rocks. Rocks (IWB)
(IELG D4 G41 DG: Child Objective: Children will discover what shapes are made when they Scissors (Classroom)
Sorts, orders, classifies, press rocks into the playdough. The children will also mix the rocks into the
and forms simple play dough to feel the difference between smooth playdough and rocky
patterns among playdough.
objects using color, Set-up: On half a table, place the playdough and the rocks. Place the rocks
number, size, and in a basket. Have some play dough that has no rocks in it. Some play
shape. CI: Compares dough with rocks on the top, and some playdough with rocks mixed
shape and size of throughout.
familiar objects.) Intentional Teaching: Point out that the playdough with the rocks in it feel
(#6) different from the play dough with out rocks. Also point out that different
shaped rocks make different imprints on the play dough.
Blocks Activity Description: This activity works on improving children’s problem- White constructors (RR2 Blue 189)
*White and colored solving skills. Children will build structures with different sized and shaped Colored constructors (RR2 Blue 189)
constructors pieces. They will discover what happens when you connect curved pieces
(IELG D1 G11 DG: Tries and strait pieces together.
multiple ways to solve Child Objective: Children will explore what happens when you attach a
problems and create strait constructor and a curved constructor together and how to get a tower
play. CI Explores to stand tall.
various ways to solve Set-up: In the block area place out two large baskets. One with the colored
a problem and tries constructors and the other with the white constructors. Then build a couple
out options until of different structures.
satisfied.) Intentional Teaching: Point out to the children that some of the white
(#6) constructors are curved. Encourage the children to build tall structures.

Science/Sensory: Activity Description: The large sensory bin will be full of ice cubes. There will Bag of Ice (ordered)
*Ice and sea animals also be squirt bottles for the children to melt the ice. Also mixed into the ice, 7 Sea Creatures (RR2 Green 123)
(#6) there will be a variety of sea creatures and animals that live in the cold. 7 Polar Animals (RR2 Blue 172)

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 Child Objective: Children will explore how ice melts by squirting the ice with 3 Fish nets (RR2 Blue 121)
water. Children will also feel that the ice is cold. 3 Strainers (RR2 Blue 120-121)
Set-up: Fill the large sensory bin with ice cubes. Mix in the different animals. 4 Beakers (RR1 72)
Place nets and squirt bottles around the sides of the bin.
Intentional Teaching: Explain to the children that ice is cold and when
something warmer than the ice is squirted onto it, it warms the ice slightly
and caused the ice to melt.
Sensory Table: Activity Description: In the small sensory bin, there will be a mixture of Epson Vinegar (Kitchen)
*Epson Salt and Salt and baking soda. On the sides of the bin but still in the bin there will be Baking Soda (Classroom)
Baking Soda (ask four different colors of vinegar and eye droppers. The children will then fill Epson Salt (RR1 Under Sink)
Sam) their eye droppers with the vinegar and drop the vinegar onto the baking Water color Red, Yellow, Blue
(#4) soda mixture. The baking soda mixture will then start to bubble, and the (RR1Cabneit 2)
children can watch colors mix. 6 Eye droppers (RR1 7)
Child Objective: Children will explore what happens when vinegar and
baking soda mix and problem solve how to make different colors by mixing
colors together.
Set-up: Mix baking soda and Epson salt together. Then using the cups we
put paint in, color some vinegar. One color goes in each cup and the cups
are placed at the four corners of the bin. The add the eye droppers. Put
one in each color and several in the bin.
Intentional Teaching:
Dramatic Play: Activity Description: Children will pretend to be scientist and preform Science Lab (SO)
*Scientist science experiments. There will be scales that the children can measure Goggles (RR2 Yellow 258)
(IELG D3 G28 GG: with. On the loft there will be a pully system that the children can explore. Beakers (RR1 71)
Engages in mutual Child Objective: Children will improve their problem-solving skills by figuring 4 Scales (RR2 Red 151)
social play that out how to work the scales and pully system. The children will also improve 5 Dolls (RR2 Yellow 230)
involves cooperation their social skills as they work together to solve different problems. 6 sets Doll clothes (Dramatic Play)
and shared purpose. Set-up: On the loft, hand the pully system. Place scales on the loft, under Note book (RR2 Make with printer
CI: Interacts with the loft, and on the table. Place beakers and petri trays around the room as paper and staples)
peers in play, playing well. Pencils (Classroom)
common themes and Intentional Teaching: Help the children to discover how the pully system and Puppets (WR)
taking turns using the the scales work. Encourage them to solve different problems.
same materials and
activities.)
(#8)

Alternatives:
Table: LXXX logs Description: Children will use pieces of wood and connect them together to LXXX Logs (RR2 Red 173)
create structures and improve their fine motor skills.

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Floor: *Puzzles Description: To encourage problem solving, children will take a puzzle a part Puzzles (RR2 Yellow 231)
and try to solve it again. They will work on developing fine motor skills by
picking up the puzzle pieces and fitting them together.

ROTATING SNACK 9:00-9:50 a.m.

¼ Slice of Water Mellon, 3 Club Crackers, and Water

OUTDOOR PLAY 9:10-9:50 a.m. Location: North Playground

Gross Motor: Activity Description: Outside there will be four cars that the children can ride Cars 4 (Outside Shed)
Car Wash in. There will also be a bucket of soapy water and some sponges. The Black bucket (Kitchen)
(#4) children will use the sponges and soapy water to clean their car. Sponges (RR2 Green 122)
Set-up: Along the fence, place a black bucket of soapy water and the four Water (Outside)
cars. Put the sponges in the soapy water. Soap (RR1 Under Sink)
Objective: Children will improve their gross motor skills by walking around in
the cars and discovering how to get the cars to move when it gets stuck.
Intentional Teaching: Let them know that it is okay to get out and push the
car if they get stuck.
2nd: Activity Description: For this activity, two different colored string will be Scissors (Classroom)
*String Cutting wrapped around the posts in the gazebo. The string will create a web. 2 Colors String (RR1 17)
For TXXX Scissors will be placed in the gazebo as well. The children will use the scissors Tape (Classroom)
(IELG D3 G27 DG: and problem-solving skills to get into the gazebo without getting caught in Basket (SO)
Shows confidence the string.
from familiar adults. Set-up: Create a web of string in the gazebo. Place tape and scissors in the
CI: Approaches gazebo as well. Attach the basket up high and place the scissors in it. This is
adults for assistance to make sure that the toddlers do not get into the scissors. Make sure you
and offers to assist watch the scissors and make sure they get put up high away from the
adults.) toddlers.
(#6) Objective: Children will improve their cutting skills by using one hand to cut
the string. Children will also improve their problem-solving skills by figuring
out how to get into the gazebo.
Intentional Teaching: Help the children to use the scissors with one hand.
3rd: Activity Description: The outside blocks will be set up by the little shed that Trucks (Outdoor shed)
Trucks and Blocks they are stored in. Then bigger trucks form the outdoor shed. The children Outdoor blocks (Outdoor shed)
For JXXX will then build structures with the trucks.
(#6) Set-up: Build a few structures with the blocks and set the trucks around.
Place a couple blocks in the in the back of the trucks. Make sure that some
blocks are in the sun and some are not.

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 Objective: Children will explore the concept that the sun heats things up as
they compare the blocks in the sun to the block in the shade.
Intentional Teaching: Explain that the sun warms objects up. Also point out
the differences between the blocks in the sun and the blocks in the shade.
*Letter Ice Activity Description: Letters will be placed into containers of water that we Containers (IWB)
For VXXX will then freeze. After the water turns to ice, the children will use a hammer Water (Kitchen)
(#4)@ to free the letters from the ice. There will also be salt water available in squirt 26 Large Letters (RR1 45)
bottles for the children to spray at the ice chunks. 4 Plastic Hammers (RR1 55)
Set-up: In containers, place a layer of water and a couple letters. Freeze it 3 Spray Bottles (RR1 87)
overnight. The next day do the same thing and add more water and letters. Salt (Kitchen)
Repeat this until the container is full. On the day of preschool, when we Water (Kitchen)
have a couple of minutes to do last minute things, take the ice blocks
outside and place it by the hammers and googles under the windows in the
shade. Make salt water and put it in the squirt bottles.
Objective: Children will explore the qualities of ice as the touch it, feel it, and
chip at it will the hammers.
Intentional Teaching: Point out that the pieces of ice that they chip off melt
faster than the big block.

CLEAN UP 9:50-9:55 a.m.

No Song

GATHERING TIME 9:55-10:10 a.m.

Transition
Slippery Fish and Put the Baby to Bed
Activity Name Description Materials
Hot and Cold packs I will get a cold pack and a hot pack. Then I will explain that there are Cold Pack (IWB)
things that are cold like ice and things that are hot like the sun and the Hot Pack (IWB)
rubber pieces outside. I will then pass around the two different pacts so that
the can feel the difference.
Before gathering time starts, I need to place the heat pack in the
microwave to warm it up.
How to make Using a laminated recipe and instruction page, I will make pancake batter. I Pancake stuff (IWB)
Pancakes will explain that some of the ingredients, like milk, and eggs are cold. I will Bowl (Kitchen)
then let them feel the milk jug. When you mix the cold ingredients with the Spoon/whisk (Kitchen)
other ingredients it makes the batter cold just like the cold ingredients. I will
then ask if you eat cold pancakes. I will explain that before a pancake is
eaten it is heated up and cooked so that the pancake becomes hot.
Script Today, there were many things out to play with that were hot and cold.
What were some things that were hot? What were some things that were

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 cold? This pack was in the freezer. (Pass around the ice pack.) How does it
feel? This pack was in the microwave. (pass around the heat pack.) How
does it feel.
While, sometimes we take cold things and warm them up so that we can
eat them.
Today we are going to make pancakes!
Some of the ingredients that we use in pancakes are cold. (Display all the
ingredients.
Which items here are considered cold? Milk and eggs.
If there is time explained what is in the pancake mix.
If there is not time. Crack the egg.
We do not eat the shell of the egg, just the inside, once it is cooked. Eating
a raw egg could make you sick.
Blend the egg and the rest of the liquid ingredients together.

SMALL FOCUS GROUPS 10:10-10:25 a.m.

Transition
Bubble Gum Song

Your Activity Description & Objective Materials

Cooking Pancakes in Activity Description: Children will take a turn pouring the liquid ingredients 1) Pancake batter (IWB)
the classroom. into the dry ingredients. (Both the dry and liquid ingredients will be mixed 2) Griddle (parent)
previously.) Then the children will mix the mixture. When the batter is all 3) Bowl (Kitchen)
IEGL: D2 G 24 DG: mixed the children will be able to feel the bowl the batter is in to see if it is 4) Spoon (Kitchen)
Participate in mealtime hot or cold. Then the teacher will use a griddle to cook the pancakes. 5) Pitcher (Kitchen)
routines with increasing When the pancakes are done the children will be able to feel them and 6) Flipper(Kitchen)
independence and tell if it is still cold or if it change temperatures. Children will then be able to 7) Butter (IWB)
using utensils. CI: Uses spread some jelly on their pancake if they want to. 8) Hey, Pancakes! By: Tamson
spoon and fork, but Objective: Children will explore the difference between hot and cold by Weston (SO)
continues to use fingers feeling the cold liquid ingredients before cooking the pancakes and the 9) Jam (Parent)
for efficiency. hot pancake after it has been cooked.
Intentional Teaching: Do not let the children touch the hot griddle at all.
Explain that before we add heat to the pancake batter the batter is cold.
After we add heat, the pancake is warm.

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WORDS TO SONGS & FINGERPLAYS:
I Can Blow a Bubble
I can blow a bubble
It isn’t any trouble
Then I let it float up high
And watch it pop

Slippery Fish
Slippery fish, slippery fish
sliding through the water
Slippery fish, slippery fish
Gulp, gulp, gulp
oh no, its been eaten by a...
octopus, octopus squiggling in the water
octopus, octopus
gulp, gulp, gulp
oh no, its been eaten by a...
tuna fish, tuna fish
flashing through the water
tuna fish, tuna fish
gulp, gulp, gulp
oh no its been eaten by a...
Great White Shark, Great White Shark
lurking in the water
Great White Shark, Great White Shark
gulp, gulp, gulp
oh no, its been eaten by a...
Humongous whale, humongous whale
spounting in the water
Humongous whale, humongous whale
gulp, gulp, gulp
(burps)

Baby Song:
Now it’s time to go to bed
Put the Baby in the bed
Cover the baby in the bed
Give the baby a kiss
Wah Wah
O No! It woke up

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What else can we give the baby to help it go to bed?
Repeat as children direct

RESOURCES:
Amber Williams
Megan Pullicar
Team Member from Lab C
Looking in Resource Room
Pinterest
Children in the lab

Materials:
Ice

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