Introduction and Preparation for the Focus Area – Things...

Introduction and Preparation for the Focus Area – Things that Grow

Introduction

During the first 18 months of life, children are usually referred to as young infants (birth to 8 months) and mobile infants (8 to 18 months). Children between the ages of 18 and 36 months are usually called toddlers. In Focus Areas 1, 2, 3, and 4, toddlers were involved in experiences that focused on themselves, their families, their communities, and their favorite things for play and learning. Focus Area #5 is Things that Grow. In this Focus Area, Things that Grow, the experiences will primarily support the following Development Strand:

5. To learn to think – Cognitive Development As in all of the Focus Areas, there are experiences that support all of the Developmental Strands with a strong emphasis on

6. To learn to communicate – Language Development As noted in the Focus Area #1 introduction, The Arkansas Framework for Infant and Toddler Care contains information about each developmental strand and how the strands intertwine with each other. It is suggested that you review the Framework as a foundation for using the Adventures for Toddlers curriculum with your children. Toddlers love to be outdoors. Give them a small shovel, a place to dig and the shade of a tree and they will stay outdoors for hours, especially when the weather is warm. Take advantage of toddlers’ love for the outdoors as you involve them in experiencing things that grow in their environment. Each program, family and community will have a different outdoor environment. Become familiar with these environments so that you can involve toddlers in relevant hands-on experiences with things that grow. Through both planned and spontaneous experiences, caregivers can provide opportunities for toddlers to become aware of and be involved with things that grow in their natural environment. _________________________________________________________________________ Note that many of the experiences in this Focus Area have an age designation of either Younger Toddler (YT) or Older Toddler (OT) and that these two age designations do not specify age in months. Weekly plan sheets that focus on one or more of the big ideas in a Focus Area are included. One plan sheet for each week will be designated for Younger Toddlers and one for Older Toddlers. There will be several weeks of plan sheets for each Focus Area. Some of the same experiences will be included for more than one week because toddlers need many opportunities to develop and reinforce skills and begin to understand concepts. Developers of Adventures for Toddlers suggest that caregivers use their knowledge of individual children to determine which experiences are appropriate for which children in their care. Feel free to adapt the weekly plan sheets or to develop new plan sheets to meet the needs of each child and of the group. Consider adding additional experiences from the many that are a part of this Focus Area.

Adventures for Toddlers – Focus Area #5 – Things that Grow #5.0 – Introduction and Preparation

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Resources

• Children’s books can be purchased online, from school supply catalogs or local

book stores. • Check with your local library for the availability of children’s books. • Contact the Division of Child Care and Early Childhood Education for the following

materials or locate on the Arkansas Better Beginnings website.

Arkansas Framework for Infant and Toddler Care Picture This: A Framework for Quality Care for Infants and Toddlers Infant and Toddler Family Connection A Story a Month – The Carrot Seed (patterns for storytelling figures) A Story a Month – The Tale of Peter Rabbit (patterns for storytelling

figures)

• The Infant /Toddler Photo Activity Library, A Pam Schiller Resource, published by Gryphon House (52 photos & activity cards focusing on the following topics: Me and My Body, Families, Things I Wear, Toys, Pets, Big Animals, Transportation, Construction.)

• CDs which can be ordered online or from school supply catalogs:

o Baby Beluga by Raffi o Songs for I Love You Rituals and Songs for I Love You Rituals 2 with songs

by Dr. Becky Bailey and music by Mar Harman o Start Smart Songs for 1s, 2s & 3s – Brain-Building Activities by Pam

Schiller, KIMBO Educational o Toddlers on Parade, KIMBO Educational o 50 Toddler Sing-Along Songs (2 CDs with 50 activities), Twin Sisters.

Picture File

• Collect pictures that relate to this Focus Area – Things that Grow. Examples of

pictures to collect include: o vegetable and flower gardens o people planting, caring for and harvesting vegetables o flowers featured in events such as weddings o flowers, vegetables and trees o events that include people and trees – child in swing hanging from a tree

limb, children climbing tree, picnic under a tree Include small (index card size) as well as larger pictures. Consider mounting the small pictures on index cards. Laminate or cover all of the pictures with clear, self-adhesive paper for durability.

• Post some of the pictures on the wall at toddler’s eye level. Observe to see if toddlers look at the pictures and point to and/or name the objects or people in the pictures. Join them and expand on what they say. For example, say to Megan who is looking at a collection of pictures of flowers, “Megan, you’re looking at the pretty flowers in the bride’s bouquet. Tell me about the flowers you saw when you went to your aunt’s wedding.”


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• Put some of the small pictures in a container and place it in the library area so that it is accessible to children. Observe a child as he takes the pictures out of the box. Should the child bring a picture to you, involve him in discussing what he sees in the picture. “The man in this picture is planting a garden.”

• Keep some of the pictures in a basket or tote bag within easy reach. Use the pictures with an individual child or a small group of children. Invite them to name objects and to talk about what is happening in the pictures. Allow children to look at the pictures on their own. Model and talk with them about the proper way to handle the pictures.

• Determine if funds are available to purchase The Infant /Toddler Photo Activity Library, a Pam Schiller resource published by Gryphon House.

Note: Refer to Curriculum Tips and Techniques – Picture File, for additional information about how to organize a picture file.

Toddler Environment

The toddler environment should always provide equipment and materials for language experiences, manipulative exploration, gross motor and block play, sensory exploration, pretend play and outdoor exploration. The following additions to the environment are intended for the entire Focus Area: Things that Grow. Each Weekly Plan Sheet will specify which materials to add for that week. Language Area

• Add the following books: o We Can Grow Vegetables o Red Rose, Red Rose, What Do You See? o Flowers of Many Colors o I Like Trees o If I Were a Blue Bird

• Add container of pictures that have been laminated or covered with clear self-adhesive paper. (See Picture File, page 2 for examples of types of pictures to collect.)

Manipulative Exploration

• Vegetable Match Cards • Sensory Bottles with vegetable seeds and dried beans (also Sensory) • Flower Match Cards • Leaf Match

Gross Motor & Blocks • Add small tree branches and evergreen boughs • Add trucks for hauling branches and boughs

Sensory Exploration

• Add Sensory Bottles with vegetable seeds and dried beans • Add Sensory Bottles with dried flowers • Add potting soil in a small tub. Include small plastic rake, shovel, gardening gloves,

plastic flower pots and plastic or silk flowers

Pretend Play • Add an arrangement of silk or plastic flowers in an unbreakable vase. • Add additional silk or plastic flowers and unbreakable vases. • Add pine cones and evergreen boughs in a basket. • Add a gardening prop box. Include a small plastic rake, shovel, gardening gloves,

flower and vegetable seed packets, plastic flower pots and plastic or silk flowers.


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• Post pictures of flower and vegetable gardens and of trees on the wall in the pretend play area.

• Add gardening magazines or catalogs. Outdoor Exploration

• Involve children in locating their special tree either on the playground or in a safe area that is nearby. Plan experiences that include the tree.

• Hang wind chimes from the branch of a tree. Locate them so that children can hear them. Observe to see if children look for the source of the sounds made by the chimes. If children do not notice the wind chimes, for example, make a comment such as, “I wonder where that sound is coming from. Let’s see if we can find out what is making that sound.”

• Go on a sensory walk with the children. Invite them to touch safe items in nature: the bark of a tree, the leaves of a shrub or tree, a pinecone that is on the ground. Use tactile words to describe the items. “Feel how rough the bark of this tree is.” “This pine cone is prickly.” Encourage them to notice the flowers that are blooming.

• Take a basket of toys outdoors and place it under a tree. Encourage children to play with the toys in the shade of the tree.

• Take a gardening prop box outdoors. Include a small rake, shovel, gardening gloves, flower and vegetable seed packets, plastic flower pots and plastic or silk flowers.

Safety Note: It is the responsibility of the child care program and each employee to ensure the safety of toddlers in the program. This includes the materials and equipment provided for children’s use. Should you have safety questions, the developers of this curriculum suggest that you consult with your Child Care Licensing Specialist for technical assistance. Curriculum books such as The Creative Curriculum for Infants, Toddlers & 2s, 2nd Edition, contain safety information. See Curriculum Tips and Techniques, References and Resources, for additional resources. .

Family Experiences

Send home a note to families stating that for the next few weeks the children will be involved in the Focus Area: Things that Grow. They will participate in experiences that focus on growing vegetables and flowers and on trees that they see in their environment. How families can be involved in this toddler topic will depend on the situation of each child and his or her family. Consider some of the following ways to involve the families:

• Invite families to send a photo of their child under a tree in the backyard or in the park, for example.

• Invite families to send photos of their child and family members enjoying an outing such as a picnic that takes place under a tree.

• Invite families to send catalogs and magazines that feature things that grow. • Suggest that families involve their children in planting and caring for things that

grow in the family garden or flower beds. • Know your families. Invite a family member that you know grows a garden to bring

in some harvested vegetables to share with the children.


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#5.1 - Vegetables

Big Ideas

Here are some big ideas about things that grow that you can help toddlers explore:

We can grow vegetables. Vegetables are good to eat.

Vegetables come in different sizes, shapes, colors and textures.

Materials to Collect and

Make

Featured Books The Carrot Seed by Ruth Krauss, illustrated by Crockett Johnson (+BB) The Tale of Peter Rabbit by Beatrix Potter (+BB) Mother Goose Books Key: (BB) – Available in Board Book only (+BB) – Also available in Board Book Note: See the Book List section for additional books that can be used if some of the featured books are unavailable and as supplemental books to read with children.

Books to Make We Can Grow Vegetables (See Attachment: We Can Grow Vegetables) Storytelling Figures

• Locate at A Story a Month on the Arkansas Better Beginnings website: Storytelling figures (felt or magnetic) for the book, The Carrot Seed (A Story a Month) Storytelling figures (felt or magnetic) for the book, The Tale of Peter Rabbit (A Story a Month)

Additional Materials

• Packet of carrot seeds • Small, clear plastic self-closing bag • Raw vegetables such as potatoes, carrots with tops, lettuce, cabbage, radish with tops,

onions, tomatoes, bell pepper • Vegetable cards – 2 sets • Feely bag or box • Pictures of vegetables, including vegetables that are growing • Beanbags

Note: Choose raw vegetables that can be used in the kitchen for preparing a meal for the children. Involve the cook in preparing vegetable soup for you and the children.

Adventures for Toddlers – Focus Area #5 – Things that Grow # 5.1 – Vegetables

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Book List

*Featured Books

*The Carrot Seed by Ruth Krauss, illustrated by Crockett Johnson *The Tale of Peter Rabbit by Beatrix Potter Humpty Dumpty and Other Rhymes by Iona Opie and illustrated by Rosemary Wells Little Boy Blue and Other Rhymes by Iona Opie and illustrated by Rosemary Wells My First Real Mother Goose Board Book by Blanche Fisher Wright

Reading Books with

Toddlers

Note: Review the section in Curriculum Tips and Techniques on Reading Books with Children, for suggestions on how to use books with children. Benchmarks: 4.5.C Shows enjoyment of books and stories 6.1.C Gains an understanding of basic concepts and relationships Book: The Carrot Seed (OT) First Reading of The Carrot Seed

• Open a packet of carrot seeds and pour them into a small, clear self-closing plastic bag. Include the seed packet in the bag so that children can see the picture of carrots.

• Have a bunch of carrots with tops in a container such as a bowl. • Invite children to join you to hear a story about growing carrots. • Show children the plastic bag with carrot seeds and allow them to hold and examine

the bag. • Invite children to say what is in the bag and to name the vegetable pictured on the seed

packet. If children are unable to identify seeds and carrots, say, “These are carrot seeds. You can plant them and grow carrots like these.”

• Show children the bunch of carrots with tops. Allow each child to hold a carrot. • Invite children to name the vegetable. Encourage them to tell you what they know

about carrots. • Collect the bag with seeds and the carrots and put them away. • Show the cover of the book to the children and say, “I’m going to read this book, The

Carrot Seed, to you. • Point to the seed and say, “It’s tiny like the seeds we saw in the bag.” • Show each page and either read or tell the story, depending on the attention span of

the children in your group. ____________________________________________________________________________ Second Reading of The Carrot Seed

• Take the plastic bag with carrot seeds, the bunch of carrots and a small plastic watering can to the book area. Keep the watering can out of sight until the end of the story.

• Invite children to examine the bag of seeds and the carrots. • Collect the bag and carrots and put them out of sight of the children. • Show the cover, say the title, and read the story with the children. • Show the children the watering can and invite them to take turns holding and

examining the can. Encourage them to discuss their experiences with watering cans.


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Third Reading of The Carrot Seed

• Invite children to join you in the book area to help you read the story, The Carrot Seed. • Show the cover, read the title, and say to children, “I need you to help me read this

book.” • Begin to read the words on a page, leaving off the last part of the sentence. For

example, on page one, read, “A little boy planted a ____”, pause and encourage children to say “carrot seed.”

• Show the second page and read, “His mother said____,” and allow children to use their own words to say what mother said.

• Be selective in the pages you choose to leave off the words. You will want to read all of the words on the pages where the children probably won’t remember the words.

• Thank the children for helping you read the story. ____________________________________________________________________________ Book: The Tale of Peter Rabbit by Beatrix Potter (OT) First Reading of The Tale of Peter Rabbit

• Collect small stuffed rabbits and place them in a basket. • Say to children, “I have a basket of rabbits that I am taking to the book area. I’m going

to read a story about a rabbit whose name is Peter.” • Invite children to hold the rabbits. Encourage them to describe how the rabbits feel

(soft). Which one do they think is Peter Rabbit? • Show the cover of the book to the children and say, “The name of this book is The Tale

of Peter Rabbit and this is Peter Rabbit.” • Consider telling the story, rather than reading it because of the length.

Note: If you do not have enough rabbits for each child in the story group, take only one rabbit to the book area. Allow each child a brief time to hold the rabbit, then put it away until the end of the story. Retelling of The Tale of Peter Rabbit

Once upon a time there were four little rabbits (point to each rabbit as you say the name); Flopsy, Mopsy, Cotton-tail and Peter. They lived with their Mother, Mrs. Rabbit, under the root of a big tree. One morning their Mother said, “You may go out and play, but don’t go into Mr. McGregor’s garden.” Flopsy, Mopsy and Cotton-tail went outside and began to pick blackberries. But Peter ran straight to Mr. McGregor’s garden and squeezed under the gate. He began to eat beans, lettuce and radishes. Then Peter met Mr. McGregor who began to chase him. As he was running from Mr. McGregor, Peter lost both of his shoes and then the big buttons on his jacket got caught in a net. Peter managed to wiggle out of his jacket. He ran into the tool shed and jumped into a water can to hide from Mr. McGregor. Peter sneezed; “Kerchoo” and Mr. McGregor heard him and began to chase him again. Peter ran and ran and was so tired. He saw a mouse and a cat, but they couldn’t help him get out of the garden. Then he saw the gate and squeezed under it and ran home.


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__________________________________________________________________________ Second Reading of The Tale of Peter Rabbit

• Collect some of the vegetables named in the story. • Place the vegetables in a covered container and keep the container out of sight until

the end of the story. • Say to children,”I’m going to the book area to read a story about a naughty rabbit

named Peter who got into Mr. McGregor’s vegetable garden.” • Show the cover and say the title of the book. • Read or tell the story to the children. • Bring out the container and say to children, “There are some vegetables in here that

Peter found in Mr. McGregor’s garden. What do you think they are?” • Acknowledge what children say. For example, say, “Jenny says she thinks there are

beans in here. Phillip says he thinks there are carrots in here. Let’s open up the container and see if they are right.”

• Open up the container and invite children to look at its contents. • Take out one vegetable at a time and invite children to name it and discuss what they

know about it. Does their grandfather grow it? Their mother cook it? They eat it? • Invite children to hold and examine the vegetables. • Call their attention to differences in color, shape, and size for example.

____________________________________________________________________________ Book: We Can Grow Vegetables First Reading of We Can Grow Vegetables (YT & OT) (See Attachment: We Can Grow Vegetables)

• Collect two vegetables such as carrots with tops and potatoes and place in bowl. • Say to children, “I have something special in this bowl which I’m taking to the book

area.” • Invite children to name the vegetables and examine them. Encourage children to

discuss what they know about the vegetables. • Put the vegetables away. • Read the book with the children. • Review the book by going back through each page and inviting children to name the

vegetables on the page. ____________________________________________________________________________ Second Reading of We Can Grow Vegetables

• Read the book with the children. • Review by reading part of the sentence on a page and inviting children to complete it.

For example, read page 1, “We can grow…” and encourage children to say “carrots.”

Mr. McGregor hung up Peter’s jacket and shoes for a scarecrow to scare the birds away. Peter’s Mother wondered, “What has Peter done with his jacket and shoes?” Peter didn’t feel very well that night, so his Mother put him to bed with some hot tea. Flopsy, Mopsy and Cotton-tail had bread, milk and blackberries for supper.


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Language

and Cognitive Materials

and Experiences

Benchmark: 4.5.C Shows enjoyment of books and stories Planned Experience: Storytelling (OT) The Carrot Seed (A Story a Month) The Tale of Peter Rabbit (A Story a Month) How to begin:

• Make either felt or magnetic storytelling figures for the story. • Read the book with children several times so they are familiar with the characters and

the order of events. • Use the storytelling figures to tell the story. • Involve children in placing figures on the storyboard when you feel they can do this..

____________________________________________________________________________ Benchmark: 4.4.C Communicates through language

Vegetables I Like to Eat

I like corn, carrots and tomatoes,

Peas, green beans and potatoes.

Which ones do you like to eat: Corn, carrots or tomatoes,

Peas, green beans or potatoes?

Extensions: • Invite children to discuss which of the vegetables they like to eat. • Have pictures of the vegetables included in the rhyme. (See Attachment: Vegetable

Cards) • Hold up the appropriate picture as you say the name of each vegetable. • Attach vegetable pictures to a paint stirrer to make a vegetable puppet. • Give each older toddler one of the vegetable puppets and invite them to hold up their

puppet when their vegetable is named. ___________________________________________________________________________

Ten Little Carrots

(Sing to tune of “Ten Little Indians” and hold up appropriate number of fingers while counting and singing)

One little, two little, three little carrots, Four little, five little, six little carrots.

Seven little, eight little, nine little carrots. Ten little carrots are growing.

Extension:

• Make ten of the carrot vegetable cards, laminate or cover them with clear self-adhesive paper, and place a strip of felt or a magnetic strip on the back of each. (See Attachment: Ten Little Carrots)

• Place cards one at a time on a felt or magnetic board as you sing the song. Note: Place the carrots in three rows to match the numbers of carrots in each line of the song. For example, place three carrots in a row as you sing the first line, three in a row for line two, four in a row for lines three and four.


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Benchmark: 4.4.C Communicates through language

Five Green Cucumbers

Five green cucumbers (5 cucumbers on board) Growing on a vine. Four for my friends

But this one's mine (remove 1 cucumber from board)

Four green cucumbers Growing on a vine.

Three for my friends, But this one's mine. (remove 1 cucumber from board)

Three green cucumbers

Growing on a vine. Two for my friends,

But this one's mine. (remove 1 cucumber from board)

Two green cucumbers Growing on a vine. One for my friends,

But this one's mine. (remove 1 cucumber from board)

One green cucumber Growing on a vine.

None for my friends, But I'll share mine. (Return all cucumbers to board)

Note: Print Five Green Cucumbers (See Attachment: Five Green Cucumbers) on cardstock or heavy paper. Laminate or cover with clear self-adhesive paper and back with either a strip of felt or a magnetic strip to place on a felt or magnetic board. Place the cucumbers in a row on the board before beginning the rhyme. ____________________________________________________________________________ Benchmark: 6.3.C Develops strategies for solving problems Planned Experience: Vegetable Match (YT & OT) Materials: two sets of the Vegetable Cards How to begin:

• Make two sets of the Vegetable Cards and laminate or cover them with clear self-adhesive paper for durability. (See Attachment: Vegetable Cards)

• Invite a small group of toddlers to join you at a low table or in an area on the floor that is out of the flow of traffic.

• Place one set of the cards face up and allow each child to select a card. • Invite children to name the vegetable on their card. Help them with names they may

not know. • Say to children, “I have cards just like yours. I’m going to show you a card and ask

who has a card just like mine.” Show one of the cards and say, “This is a carrot. Who has a card just like mine; a card with a carrot on it?”

• Comment when a child matches your card. Say, “Yes, Jamie, your card is just like mine. Your card has a carrot on it.” Encourage children to say the name of the vegetable.

• Continue the game until all of the cards have been matched.


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Self, Social and

Emotional Experiences

Benchmarks: 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities 1.4.C Asserts independence 3.3.C Demonstrates caring and cooperation Planned Experience: Create a Vegetable Garden (OT) Materials: large strip of butcher paper, pictures of vegetables cut from magazines and seed catalogs, glue in small containers, cotton swabs for spreading glue How to begin:

• Place the butcher paper, the glue in containers, and cotton swabs on a table. • Spread the vegetable pictures out in a pan so that children can see each one. • Say to children, “We are going to plant a vegetable garden. Everyone will have a turn

planting their favorite vegetables.” Write “Our Vegetable Garden” at the top of the paper.

• Invite two children at a time to join you at the table. • Suggest that children select their favorite vegetable to put in the vegetable garden.

Comment about the vegetables children select. Say, for example, “Caleb is planting corn in the garden and Mallory is planting cabbage.”

• Guide children to turn their picture face down, use the cotton swab to spread glue on the back of the picture, and place the side with glue on it onto the paper.

• Allow children to choose where to place their vegetable pictures and to select additional pictures for the garden.

Extensions:

• Consider writing under the pictures the name of the vegetables and who planted them. For example, write: Caleb’s corn.

• Hang the vegetable collage on the wall at toddler’s eye level. • Invite children to join you in “reading” the names the vegetables and who planted them.

Sensory and Art

Materials and

Experiences

Benchmark: 5.2.C Develops fine motor skills Planned Experience: Scrubbing Potatoes (YT & OT) Materials: three or four potatoes, potato scrubber, small dishpan or tub, towel How to begin:

• Place two or three inches of water in the pan and place the pan on a towel on a low table.

• Place the potatoes and the scrubber on the table next to the pan of water. • Invite a child to scrub the potatoes so they will be clean for cooking. • Remind the child to keep the water in the tub.

____________________________________________________________________________ Benchmarks: 4.4.C Communicates through language 6.1.C Gains an understanding of basic concepts and relationships 6.3.C Develops strategies for solving problems Planned Experience: Vegetable Feely Bag (YT & OT) Materials: feely bag or box, vegetables such as onion, carrot, cucumber, bell pepper


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How to begin: • Invite an older toddler to join you at a table or on the floor in an area that is out of the

flow of traffic. • Show the child two of the vegetables; an onion and a cucumber, for example. Invite

him/her to the name the vegetable. If the child does not know the name of the vegetable, say, “This is a cucumber and this is an onion.” Allow the child to explore and talk about the vegetable. Call attention to the way the vegetables feel and their shape and color. For example, say, “The cucumber is long and the onion is round.”

• Place the two vegetables in the feely bag or box. • Invite the child to put his/her hand in the bag and feel the vegetables. Say to the child,

“Can you pull out the cucumber?” • Comment on what the child has done. For example, if he/she pulls out the cucumber,

say, “Yes, Jared, you pulled out the cucumber.” If the child pulls out the onion instead, say, “Jared, you pulled out an onion. Can you reach in again and pull out the cucumber?”

Extensions:

• Continue this experience with two more vegetables; a carrot and a bell pepper, for example.

• Extend the experience to include three vegetables if children are able to easily distinguish between two.

• Adapt the experience for Young Toddlers by having them reach into the bag, pull out a vegetable and name it.

Note: Begin with two vegetables that are quite different in shape and/or texture so that children can be successful.

Food Experiences

Benchmarks: 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities 1.4.C Asserts independence 5.4.C Develops self-help skills Planned Experience: Vegetable Tasting (OT) Materials: small pieces of raw vegetables such as bell pepper, broccoli, cauliflower, cucumber, small plates, napkins, dip such as Ranch dressing How to begin:

• Wash the vegetables thoroughly, cut them into small pieces (bell pepper in strips, cucumber in slices and broccoli and cauliflower in flowerets), and place them in separate bowls. Place a small spoon in each bowl.

• Place the dip in a small bowl and add a spoon that children can handle. • Invite two or three children to join you at a low table. • Give each child a plate and napkin. • Spoon one or two of each of the pieces of vegetables on your plate, describing what

you are doing. Say, for example, “I’m taking bell pepper, broccoli, cauliflower and cucumber. Now I’m going to put a spoon of dip on my plate”.

• Invite each child to spoon at least one of the pieces of vegetables on his/her plate. Assist the children as needed.

• Take a taste of one of the vegetables and comment, “I’m going to eat the cucumber first.” Name each vegetable as you taste it. Say, “Sometimes I like to use a dip for my vegetables” as you dip the broccoli into the dressing.

• Invite children to taste the vegetables on their plate. • Avoid forcing a child to taste the vegetables. Model and describe, but do not insist.


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Extensions:

• Encourage the children to talk about the vegetables. Which was their favorite? Do they eat any of these vegetables at home?

• Allow all children who want a turn to be involved in the vegetable tasting experience. • Involve the cook in preparing vegetable soup for the children. As you and the children

enjoy the soup together, call attention to the different vegetables that are in the soup. Note: Make sure that the vegetable pieces do not pose a choking hazard. Note: Check for food allergies before offering new foods to children. Note: Caregivers and children should always wash hands before participating in a food experience.

Movement, Music and

Gross Motor

Experiences

Benchmark: 5.1.C Develops gross motor skills 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Shake It! (YT & OT) Materials: clear plastic water or drink bottles and vegetable seeds and dried beans How to begin:

• Place vegetable seeds and dried beans in individual bottles. • Superglue the caps on securely and cover with strong clear tape. • Place three or four of the bottles on a shelf where children can easily see and select

them. • Observe as a child experiments with the bottle. • Join the child, select a bottle and begin to sing the following song to the tune of “Row,

Row, Row Your Boat.” Suit actions to the words

Shake, shake, shake that bottle. Shake it if you can.

We can shake it, then we’ll stop. Then we’ll start again.

Shake, shake, shake that bottle,

Shake it if you can. Shake it loud, then shake it soft.

Then we’ll start again.

Extensions: • Use the shakers as you and the children move and dance to music.

Note: Encourage other children to join you in the experience. ____________________________________________________________________________ Benchmarks: 3.3.C Demonstrates caring and cooperation 4.3.C Responds to verbal and non-verbal communication Planned Experience: Pass the Beanbag (OT) Materials: 2 or 3 identical beanbags


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How to begin: • Place the beanbags on the floor in an area that is out of the flow of traffic. • Pick up one of the beanbags and say, “I wonder what we can do with these beanbags.” • Allow children who join you to explore the beanbags. Encourage them to say and

demonstrate what they can do with beanbags. • Collect the beanbags and say, “We’re going to play a game with just one of the

beanbags” and put the other beanbags out of sight. • Invite the children to form a circle with you by holding hands, then ask children to drop

hands. • Say, “I’m going to pass the beanbag to John. John you pass the beanbag to Audrey,

and Audrey will pass the beanbag to Leandra.” • Guide the children through the process of passing the beanbag to each other as you

say or sing, “Pass the beanbag to your friend, Audrey. Pass the beanbag to your friend Leandra. Pass the beanbag to your friend, Ms. Brown.”

Extensions:

• Vary the game by adding the words “Stop” and “Go.” Say to the children, “When I say ‘Stop’, hold the beanbag until I say ‘Go’.” Make sure each child has a turn holding the beanbag when you say “Stop.”

• Add variety by playing music as you pass the beanbag to each other. • Make a Sensory Bottle with beans and play “Pass the Bean Bottle” with the children.

The bottle allows the children to see the beans.

Transition Times

One Little Tomato, Oh, So Red Materials: pictures of real tomatoes backed with felt or magnetic strips, felt or magnetic board (See Attachment: One Little Tomato)

• Say the following rhyme as you take a tomato from the board and touch a child’s head with it to send the child to the next activity such as washing hands or getting a jacket:

One little tomato,

Oh, so red, Fell “Kerplunk” on Susan’s head.

• Adapt the rhyme as follows to send more than one child at a time to the next activity:

Two little tomatoes,

Oh, so red, Fell “Kerplunk” on Susan and Andrew’s head.

Note: Adapt other finger plays previously listed as transitions to move children from one activity or place to another.

Family Experiences

• Invite families to collect and bring to the center magazines or catalogs that contain pictures of vegetables.

• Share with families the Vegetable Garden that children created.

• Share with families some of the vegetables children ate during the food experience.


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Weekly Plan Sheet

Week of __________________ Topic: #5.1 Vegetables

Caregiver(s) __________________________________

Big Ideas We grow vegetables. Vegetables are good to eat. Vegetables come in different sizes, shapes, colors and textures.

Changes to the Environment

Language Materials / Books Manipulative Exploration Gross Motor Materials

& Equipment / Blocks Sensory Exploration Pretend Play Outdoor Exploration

Add books: We Can Grow Vegetables

Add Vegetable Match cards, sensory bottles with vegetable seeds and dried beans

Shake It!

Add sensory bottles with vegetable seeds and dried beans, Vegetable Feely Bag

Gardening prop box Gardening prop box

Experiences for the Week Day Books Fingerplays, Language

and Cognitive Self, Social and

Emotional Sensory, Art, Nutrition Movement, Music, and Gross Motor Transition Times

Monday Select from book list/classroom library – p. 2

FP or Song: Ten Little Carrots – p. 5 Game: Vegetable Match – p. 6

Vegetable Feely Bag – p. 7

Shake It! – p. 9

One Little Tomato, Oh, So Red – p. 10

Tuesday First Reading of: We Can Grow Vegetables - p. 4

FP or Song: Five Green Cucumbers – p. 6 Game: Vegetable Match – p. 6

Scrubbing Potatoes – p. 7

Shake It! – p. 9


Wednesday Select from book list/classroom library – p. 2

FP or Song: Vegetables I Like to Eat – p. 5 Game: Vegetable Match – p. 6


Shake It! – p. 9


Thursday Second Reading of: We Can Grow Vegetables - p. 4



Shake It! – p. 9


Friday Select from book list/classroom library –p. 2

FP or Song: Vegetables I Like to Eat – p. 5 Game: Vegetable Match – p. 6


Shake It! – p. 9


Younger Toddler

Weekly Plan Sheet

Week of __________________ Topic: #5.1 - Vegetables

____________ Caregiver(s) __________________________________

Big Ideas We grow vegetables. Vegetables are good to eat. Vegetables come in different sizes, shapes, colors and textures.


Language Materials / Books Manipulative Exploration Gross Motor Materials

& Equipment / Blocks Sensory Exploration Pretend Play Outdoor Exploration

Add books: We Can Grow Vegetables

Add Vegetable match cards, sensory bottles with vegetable seeds and dried beans

Shake It!

Add sensory bottles with vegetable seeds and dried beans, Vegetable Feely Bag

Gardening prop box Gardening prop box




Monday First Reading of: The Carrot Seed – p. 2


Create a Vegetable Garden – p. 7


Shake It! – p. 9


Tuesday First Reading of: The Tale of Peter Rabbit – p. 3

FP or Song: Five Green Cucumbers – p. 6 Storytelling Figures: The Carrot Seed – p. 5



Pass the Beanbag – p. 9


Wednesday First Reading of: We Can Grow Vegetables – p. 4

FP or Song: Vegetables I Like to Eat – p. 5 Storytelling Figures: The Tale of Peter Rabbit - p. 5



Shake It! – p. 9


Thursday Second Reading of: The Carrot Seed – p. 2




Pass the Beanbag – p. 9


Friday Second Reading of: The Tale of Peter Rabbit – p. 4

FP or Song: Vegetables I Like to Eat – p. 5 Storytelling Figures: The Carrot Seed – p. 5


Vegetable Tasting – p. 7

Shake It! – p. 9


Older Toddler

We

Can Grow Vegetables

We can grow carrots.

We can grow green beans.

We can grow corn.

We can grow green peas.

We can grow potatoes.

We can grow tomatoes.

We grow vegetables to eat.

Five Green Cucumbers

Vegetable Cards

Ten Little Carrots

One Little Tomato

#5.2 – Flowers

Big Ideas


We can grow flowers. Flowers have names.

Flowers come in many different colors.

Flowers need soil, water and sunshine to grow.


Make

Featured Books Note: Developers could locate no appropriate books about flowers for toddlers. Key: (BB) – Available in Board Book only (+BB) – Also available in Board Book Books to Make Red Rose, Red Rose, What Do You See? (See Attachment: Red Rose, Red Rose) Flowers of Many Colors (See Attachment: Flowers of Many Colors) Storytelling Figures

• Storytelling figures (felt or magnetic) for the book, Red Rose, Red Rose, What Do You See? (See Attachment: Red Rose Storytelling)

• Storytelling figures (felt or magnetic) or stick puppets for the book, Flowers of Many Colors (See Attachment: Flowers of Many Colors Storytelling Figures)


• Pictures of flowers • Bouquet of real flowers in plastic vase • Silk or other artificial flowers • Flower Match Cards – 2 sets • Purple Pansy Cards – 5 • Supplies for planting flowers: potting soil, small plastic pots with saucers, small plants

such as petunias • Measuring cup • Small watering can • Gardening gloves • Small rake • Flowers in bottles • Scarves

Safety Note: Check with Licensing Specialists for a list of plants / flowers that are unsafe to have in the classroom.

Adventures for Toddlers – Focus Area #5 – Things that Grow #5.2 - Flowers

1

Book List

*Featured Books

Books selected from Classroom Library Note: Developers were unable to find any books about flowers that were appropriate for toddlers.

Reading Books with

Toddlers

Note: Review the section in Curriculum Tips and Techniques on Reading Books with Children, for suggestions on how to use books with children. Benchmarks: 4.5.C Shows enjoyment of books and stories 6.1.C Gains an understanding of basic concepts and relationships Book: Red Rose, Red Rose, What Do You See? (YT & OT) (See Attachment: Red Rose, Red Rose, What Do You See?) First Reading of Red Rose, Red Rose, What Do You See?

• Place a small bouquet of real flowers in a plastic vase. • Say to children, “I have some really pretty flowers I would like to show you. I am taking

the flowers to the book area.” • Invite the children who join you to have turns holding the vase and examining the

flowers. • Call attention to the colors of the flowers. • Set the vase on a shelf near the book area. • Show the cover of the book and say, “I’m going to read this book to you about flowers.

The name of the book is Red Rose, Red Rose, What Do You See?” • Read the story with the children. • Bring the vase of flowers back to the group and say, “These flowers need some water

to keep them pretty for a few days. I’ll add some water to the vase.” • Add water and place the flowers on a shelf where children can see them.

Note: Check with a local florist or with a grocery store where real flowers are sold. Ask them to give you any flowers they are unable to sell. Note: Use plastic flowers if you are unable to secure real flowers. Note: Look for flowers that match the ones in the book. Note: When flowers are wilted, say to children, “Our flowers are wilted and we need to throw them away.” Add new flowers if they are available. ____________________________________________________________________________ Second Reading of Red Rose, Red Rose, What Do You See? (YT & OT)

• Take the Flower Match cards (See Attachment: Red Rose, Storytelling Figures & Flower Match) to the book area, keeping them out of children’s sight until the end of the story.

• Invite children to join you in reading a book about flowers. • Show the cover and say the title of the book.


2

• Read the story with the children. • Allow each child to select one of the Flower Match cards. • Place the book on the floor with pages facing toward children so they can see each

page. • Read a page and ask a child who has the card that matches the page to place it on the

page. Say, “Michelle, you have a red rose just like the one on this page.” Return the card to the child.

• Continue turning the page and inviting children to find the matching card. ____________________________________________________________________________ Book: Flowers of Many Colors (YT & OT) (See Attachment: Flowers of Many Colors) First Reading of Flowers of Many Colors

• Take a small plastic vase of real flowers in different colors to the book area. If possible, have flowers that have a scent that can be easily detected.

• Say to children, I have some flowers of many different colors I would like to show you. I’m taking the flowers to the book area.

• Invite children to hold the vase, one at a time, and to look at and smell the flowers. • Set the vase on a shelf as you read the book with the children. • Show the cover of the book and give the title. Call attention to the colors of the flowers

on the cover. • Read the story with the children. • Bring the vase of flowers back to the group and invite children to help you identify the

color of each flower.

Note: Be aware of any allergies that children might have to certain flowers and avoid using those flowers. ___________________________________________________________________________ Second Reading of Flowers of Many Colors (YT & OT)

• Take the Flowers of Many Colors book and puppet or magnet board figures to the book area.

• Keep figures out of sight of children until the end of the story. • Invite children to join you in reading the book. • Read the story with the children. • Display figures on the floor facing children. • Show a page of the book and invite a child to find the matching figure.

Language and

Cognitive Materials

and Experiences

Benchmark: 4.5.C Shows enjoyment of books and stories Planned Experience: Storytelling (OT) Red Rose, Red Rose, What Do You See? (See Attachment: Red Rose, Storytelling Figures & Flower Match) How to begin:

• Make felt or magnetic storytelling figures or stick puppets for the story. • Read the book with children several times so they are familiar with the flowers and the

order of events. • Use the storytelling figures to tell the story. • Involve children in placing figures on the storyboard or to hold the stick puppets when

you feel they can do this.


3

Planned Experience: Storytelling: (OT) Flowers of Many Colors (See Attachment: Flowers of Many Colors – Storytelling Figures) How to begin:

• Make either felt or magnetic storytelling figures for the story. • Read the book with children several times so they are familiar with the characters and

the order of events. • Use the storytelling figures to tell the story. • Involve children in placing figures on the storyboard when you feel they can do this.

____________________________________________________________________________ Benchmarks: 4.4.C Communicates through language

6.1.C Gains an understanding of basic concepts and relationships.

Flowers Everywhere

There are flowers, flowers everywhere. Their wonderful scent fills the air.

Some flowers are orange and some are blue.

I’m sure there are purple flowers, too.

Some flowers are red and some are white. But my favorite flowers are yellow ‘cause they’re so bright.

How about you? Tell me real quick, Which color flower would you pick?

Extension:

• Make two sets of the Flower Match Cards. (See Attachment: Red Rose Storytelling Figures and Flower Match) Laminate or cover with clear adhesive to preserve.

• Add a strip of felt or a magnetic strip to the back of the cards. • Place the appropriate card on a felt or magnetic board as you say each color in the

rhyme. If children are ready for this, give each of them a figure and invite them to place the figure on the board when you say that color. You can first place your card on the board and they can add their matching one, or children who know their colors can place their card on the board when that color is named in the rhyme.

____________________________________________________________________________

Five Little Flowers

Five little flowers (Hold up five fingers) Standing in the sun. See their heads nodding (Make fingers nod) Bowing, one by one. (Make fingers bow) Down, down, down (Raise hands, wiggle fingers & lower arms to act out falling rain) Falls the gentle rain. And the five little flowers Lift up their heads again! (Hold up five fingers)


4

Ten Little Flowers

(Sing to tune of “Ten Little Indians” and hold up appropriate number of fingers while counting and singing)

One little, two little, three little flowers, Four little, five little, six little flowers.

Seven little, eight little, nine little flowers. Ten little flowers are growing.

____________________________________________________________________________

Purple Pansies

One purple pansy in our garden grew (Hold up fingers one at a time as verse Out popped another, and that made two progresses) Two purple pansies were all that I could see; But Bill found another, and that made three. Three purple pansies – if I could find one more, I’d put them all together, And that would make four. Four purple pansies, sure as you’re alive! Why, here is another! And now there are five! Extension:

• Make five purple pansy cards (See Attachment: Purple Pansy Cards) and laminate or cover with clear adhesive to preserve.

• Add a strip of felt or a magnetic strip to the back of the cards. • Place a pansy on a felt or magnetic board as you say the verse where a pansy is

added. ___________________________________________________________________________ Benchmark: 6.3.C Develops strategies for solving problems Planned Experience: Flower Match (YT & OT) (See Attachment: Red Rose, Storytelling Figures & Flower Match) Materials: two sets of flower cards How to begin:

• Make two sets of the Flower Match Cards and laminate or cover them with clear self-adhesive paper for durability.


• Place one set of the cards face up and allow each child to select a card. • Say to children, “I have cards just like yours. I’m going to show you a card and ask

who has a card just like mine.” Show one of the cards and say, “This is a red rose. Who has a card just like mine; a card with a red rose on it?”

• Comment when a child matches your card. Say, “Yes, Jamie, your card is just like mine. Your card has a red rose on it.” Encourage children to say the name and color of the flower.

• Continue the game until all of the cards have been matched.


5

Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Planting Small Plants (YT & OT) Materials: potting soil, two or three plastic flower pots with saucers, small plants (Petunias for example), measuring cup, container for soil, newspaper, small watering can How to begin:

• Place potting soil in a container that allows children to dip a measuring cup into it. • Involve two or three children at a time to help with the planting. • Cover table with newspaper for easy cleanup. • Place a pot in a saucer. • Allow each child to use the measuring cup to transfer a cup of soil from the container to

the pot. Add additional soil if needed. • Use your hands to make a hole large enough for the plant. • Place the plant in the hole. • Invite each child to pat down the soil around the plant. • Place a small amount of water in a watering can and invite each child to pour a little bit

of water in the pot. Guide the children in the pouring so that each has a turn. • Continue with the planting so that each child who wishes to be is involved in the

experience. • Involve children in placing the pots in an area where they will get sun.

Extension:

• Develop a system for allowing turns for children to water. • Involve the children in looking at the plants, especially when they bloom.

Self, Social and


Benchmarks: 1.1.C Feels valued and attached to others 1.3.C Asserts independence 5.2.C Develops fine motor skills 5.3.C Coordinates eye and hand movements Planned Experience: Family Flower Card (OT) Materials: construction paper of different colors cut in half sheets, glue in small containers, craft sticks for spreading glue, petals and leaves from artificial or silk flowers How to begin:

• Separate petals and leaves from stems and place them in two small trays, one for the petals and one for the leaves. Spread the flowers and leaves out on the trays for easy selection by the children.

• Fold the half sheet of construction paper in half again to create a greeting card. • Invite children to create a flower card for their family, • Allow each child to select his or her color of construction paper. • Write on the front of the card a child has selected the following: Flowers for Belinda’s

Family • Invite children to select petals and leaves for their card and glue them to their card. • Allow the children to do as much of this experience as possible, helping only as needed

and requested. For example, explain and demonstrate how to use the craft stick for spreading the glue on the petals and leaves, but DO NOT DO IT FOR THEM!

• Allow children to glue as many or as few petals and leaves as they choose and to place them anywhere on their card. Some children may choose to glue on only one or two petals, while another child may cover the card.


6

Extension: • Provide crayons and/or washable markers so that children can add their drawings to

their cards. • Invite children to give the card to family members who pick them up.

Note: This is NOT A TEACHER DIRECTED ACTIVITY! Each child DOES NOT have to create a card. ____________________________________________________________________________ Benchmarks: 3.2.3 Shows interest in peers 4.3.C Responds to verbal and non-verbal communication Planned Experience: Find Your Flower Friend (YT & OT) (See Attachment: Red Rose, Storytelling Figures & Flower Match) Materials: two sets of Flower Match Cards in a small basket How to begin:

• Make two sets of the Flower Match Cards and laminate or cover with clear adhesive. • Invite children to join you in finding their flower friend. • Place the cards in a basket. Have the same number of cards as children, making sure

that there are two cards for each type of flower. • Allow each child to select a card. • Say to one child, “Nicholas is looking for his flower friend. He has a red rose. Who has

a red rose just like Nicholas has?” • Support a child who may not recognize that she has the same card as another child.

Say, for example, “Olivia, you have a red rose just like the one Nicholas has. Show us your red rose. You are Nicholas’ flower friend.”

• Continue the game until all children have matched their cards. Note: If there are an uneven number of children, you select a card and model the experience. For Younger Toddlers:

• Invite a younger toddler to join you for a game. • Give the child two flower cards and you have one that matches one of the cards. • Place your card on the table and invite the child to show you his / her flower "that is just

like my flower." • Say to child, "Now our two flowers are friends." • Continue this experience with other flower cards if the child seems interested.

Involve other children in the experience

Sensory and Art

Materials and

Experiences

Benchmarks: 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities 1.4.C Asserts independence 3.3.C Demonstrates caring and cooperation 5.2.C Develops fine motor skills Planned Experience: Create a Flower Garden (YT & OT) Materials: large strip of butcher paper, pictures of flowers cut from magazines and seed catalogs, glue in small containers, cotton swabs or small craft stick for spreading glue How to begin:

• Place the butcher paper, the glue in containers, and cotton swabs on a table. • Spread the flower pictures out on a tray so that children can see each one.


7

• Say to children, “We are going to plant a flower garden. Everyone will have a turn planting their favorite flowers.” Write “Our Flower Garden” at the top of the paper.

• Invite two children at a time to join you at the table. • Suggest that children select their favorite flower to put in the flower garden. Comment

about the flowers children select. Say, for example, “Caleb is planting pink roses in the garden and Mallory is planting yellow daisies.”

• Guide children to turn their picture face down, use the cotton swab to spread glue on the back of the picture, and place the side with glue on it onto the paper.

• Allow children to choose where to place their flower pictures and to select additional pictures for the garden.

Extensions:

• Consider writing under the pictures the name of the flowers and who planted them. For example, write: Caleb planted pink roses.

• Hang the flower collage on the wall at toddler’s eye level. • Invite children to join you in “reading” the names of the flowers and who planted them. • Invite families to look at the children’s flower garden.

____________________________________________________________________________ Benchmarks: 5.2.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations Planned Experience: Sandy Flower Garden (YT & OT) Materials: small tub, clean sand, small silk or artificial flowers, gardening gloves, small plastic rake and watering can (no water) How to begin :

• Place about three inches of clean sand in a small tub. • Add flowers to the tub. • Place the gloves, small rake and watering can on the table next to the tub. • Observe to see how children use the materials. Make comments such as, “Maria, I see

that you are planting a red flower. Do you think it needs some water to help it grow?” ____________________________________________________________________________ Benchmark: 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Flowers in a Bottle (YT & OT) Materials: clear plastic water or drink bottles, artificial flowers that are small enough to fit in the bottles How to begin:

• Collect clear plastic water or drink bottles, wash them, and remove all labels • Place small flowers in the bottles. • Securely glue the bottle caps onto the bottles. • Cover the caps with a strong tape. • Place the bottles on a low shelf or table. • Observe toddlers as they interact with the bottles. Do they shake them? Do they look

at the flowers inside the bottles? • Join toddlers as they interact with the bottles. Pick up two of the bottles and say, “I see

pink flowers in this bottle and I see red and yellow flowers in this one.” Extension:

• Make two bottles that have the identical flowers in them. Place them with bottles that


8

are different. • Pick up one of the bottles and invite and say, “My bottle has yellow flowers in it. Koby,

can you find another bottle just like this? That’s right, Koby, you found another bottle with yellow flowers in it.”

Movement, Music and

Gross Motor

Experiences

Benchmarks: 1.4.C Asserts independence 5.1.C Develops gross motor skills Planned Experience: Flower Dance (YT & OT) Materials: scarves of different colors such as red, pink, and yellow stored in a basket How to begin:

• Allow each child to select a scarf from the basket. • Call attention to the colors of the scarves children have selected. For example, say,

“Zach, your scarf is red and Jan and Hamilton’s scarves are yellow; just like the colors of the flowers.”

• Play a tape or CD such as “The Waltz of the Flowers” from Tchaikovsky’s Nutcracker Suite. Substitute another waltz tune if this one is not available.

• Invite children to join you in “Moving like flowers blowing in the wind” as you move to the music with your scarves.

___________________________________________________________________________ Benchmark: 3.3.C Demonstrates caring and cooperation Planned Experience: Ring around the Roses (OT) Materials: you and the children How to begin:

• Invite children to join hands and make a circle with you. • Begin to sing “Ring around the Roses” as you move in a circle. • You and the children fall to the ground as you sing the last line, “We all fall down.”

Note: This is a good game to play outdoors where there is more space. It is also a good way to gather children together in preparation for going indoors.

Transition Times

Who Has This Flower? Materials: two sets of Flower Match Cards (See Attachment: Red Rose, Storytelling Figures & Flower Match)

• Keep one set of the cards and allow each child to select a card from the other set. • Show one of the cards and say, “I have a purple pansy. Who has a purple pansy just

like mine? That’s right, Shanna, you have a purple pansy.” Transition child to next activity.



9

Family Experiences

• Invite families to collect and bring to the center magazines or catalogs that contain pictures of flowers.

• Share with families the Flower Garden that children created.

• Suggest that families involve their child in planting flowers at home.


10

Weekly Plan Sheet

Week of __________________ Topic: #5.2 - Flowers

____________ Caregiver(s) __________________________________

Big Ideas We can grow flowers. Flowers have names Flowers come in many different colors. Flowers need soil, water and sunshine to grow.


Language Materials / Books


Gross Motor Materials & Equipment /

Blocks Sensory Exploration Pretend Play Outdoor

Exploration

Add books: Red Rose, Red Rose, What Do You See?, Flowers of Many Colors

Add Flower Match cards

Scarves

Add sensory bottles with dried flowers, potting soil in a tub, small rake, shovel, gardening gloves, plastic flower pots and plastic or silk flowers

Add an arrangement of silk or plastic flowers in an unbreakable vase, as well as loose flowers and unbreakable vases, gardening prop box, post pictures of flower and vegetable gardens and of trees on the wall, gardening magazines or catalogs

Add garden prop box




Monday First Reading of: Red Rose, Red Rose, What Do You See? – p. 2

FP or Song: Five Little Flowers – p. 4 Game: Flower Match – p. 5

Find Your Flower Friend – p. 6

Create a Flower Garden –p. 7

Flower Dance – p. 9

Who Has This Flower? – p. 9

Tuesday First Reading of: Flowers of Many Colors –p. 3

FP or Song: Ten Little Flowers – p. 5


Sandy Flower Garden – p. 8



Wednesday Second Reading of: Red Rose, Red Rose, What Do You See? – p. 2

FP or Song: Purple Pansies – p. 5


Flowers in a Bottle – p. 8



Thursday Second Reading of: Flowers of Many Colors –p. 3

FP or Song: Flowers Everywhere – p. 4





Friday Select from classroom library

FP or Song: Five Little Flowers - p. 4 Experience: Planting Small Plants – p. 6





Younger Toddler

Weekly Plan Sheet

Week of __________________ Topic: #5.2 - Flowers

____________ Caregiver(s) __________________________________

Big Ideas We can grow flowers. Flowers have names Flowers come in many different colors. Flowers need soil, water and sunshine to grow.




Gross Motor Materials & Equipment / Blocks Sensory Exploration Pretend Play Outdoor

Exploration Add books: Red Rose, Red Rose, What Do You See?, Flowers of Many Colors

Add Flower match cards

Scarves

Add sensory bottles with dried flowers, potting soil in a tub, small rake, shovel, gardening gloves, plastic flower pots and plastic or silk flowers

Add an arrangement of silk or plastic flowers in an unbreakable vase, as well as loose flowers and unbreakable vases, gardening prop box, post pictures of flower and vegetable gardens and of trees on the wall, gardening magazines or catalogs

Gardening prop box

Experiences for the Week Day Books Fingerplays, Language and

Cognitive Self, Social and


Monday First Reading of: Red Rose, Red Rose, What Do You See? – p. 2

FP or Song: Five Little Flowers – p. 4 Game: Flower Match – p. 5

Family Flower Card – p. 6

Create a Flower Garden – p. 7



Tuesday First Reading of: Flowers of Many Colors –p. 3

FP or Song: Ten Little Flowers – p. 5 Storytelling Figures: Red Rose, Red Rose, What Do You See? –p. 3

Family Flower Card – p. 6


Ring Around the Roses – p. 9


Wednesday Second Reading of: Red Rose, Red Rose, What Do You See? – p. 2

FP or Song: Purple Pansies – p. 5 Storytelling Figures: Flowers of Many Colors – p. 4





Thursday Second Reading of: Flowers of Many Colors – p. 3

FP or Song: Flowers Everywhere – p. 4



Ring Around the Roses – p. 9



FP or Song: Five Little Flowers - p. 4 Experience: Planting Small Plants – p. 6





Older Toddler

Flowers Of Many Colors

We see flowers, flowers

everywhere.

The wonderful scent of flowers

fills the air.

Some flowers are orange.

Some flowers are blue.

I’m sure there are

purple flowers, too.

Some flowers are

red.

Some flowers are white.

My favorite flowers are yellow.

Because yellow flowers are so

bright!

How about you? Tell me real quick,

Which color flowers would you pick?

Flowers of Many Colors Puppet or magnet board characters

Purple Pansy Cards

#5.3 – Trees

Big Ideas


Trees are all around us; in our yard, in the park, on the playground.

Trees give us shade.

We can have fun in the shade of trees.

Birds live in trees.


Make

Featured Books Note: Developers were unable to locate any books about trees that are appropriate for toddlers. Key: (BB) – Available in Board Book only (+BB) – Also available in Board Book Books to Make I Like Trees (See Attachment: I Like Trees) If I Were a Blue Bird (See Attachment: If I Were a Blue Bird) Storytelling Figures

• Storytelling figures (felt or magnetic) or stick puppets for the book, If I Were a Blue Bird (See Attachment: If I Were a Blue Bird Storytelling Figures)


• Pine needles, pine cones, pieces of bark, a small branch with leaves, small sticks/branches

• Feely bag or box • Small tub, basket/box/bag • Simple toys such as trucks, cars, plastic dishes and washable dolls stored in basket with

cover • Large sheet, blanket or vinyl tablecloth • Tree with branches, five yellow birds for use on a felt of magnetic board • Ten green leaves and brown tree trunk with branches for use on a felt or magnetic board • Pictures of individual pine cones, individual apples • Picnic basket and unbreakable dishes

Book List

*Featured Books

Books selected from Classroom Library Note: Developers were unable to find any books about trees that were appropriate for toddlers.

Adventures for Toddlers – Focus Area #5 - Things that Grow #5.3 – Trees

1

Reading Books with

Toddlers

Note: Review the section in Curriculum Tips and Techniques on Reading Books with Children, for suggestions on how to use books with children. Benchmarks: 4.5.C Shows enjoyment of books and stories 6.1.C Gains an understanding of basic concepts and relationships Book: I Like Trees (OT) (See Attachment: I Like Trees) First Reading of I Like Trees

• Collect items such as pine cones, pieces of bark and a small branch with leaves. Place the items in a bag.

• Say to the children, “I have some things in this bag that I need your help with.” • Bring out one item at a time and invite children who join you to name the items. • Ask the children, “Where do you think this pine cone and this bark and this branch came

from?” Guide them to see that all of the items came from a tree. • Involve children in discussing trees. Ask questions such as, “Who has trees in their

yard? Do you ever play under the tree? Do you help rake leaves that fall from trees?” If there are trees that children can see from your room, ask them to look out the window at the trees.

• Show the cover of the book and invite children to tell you what they see on the cover. • Say the name of the book and say, “Let’s find out why we like trees.” • Read each page and allow children time to comment. On the first page, point out the

shaded area. • Review the book by showing each page and inviting children to describe what is

happening on that page. Note: If children say the items in the bag came from the ground, for example, say, “Yes, I found them on the ground, but they came from a tree.” ____________________________________________________________________________ Second Reading of I Like Trees (YT & OT)

• Collect some simple toys such as small trucks and cars and plastic dishes and washable dolls that can easily be carried outdoors. Include a couple of books. Store the toys in a basket or tub with a cover so that children cannot see them. Place the container under a tree.

• Provide something to cover the ground such as a large sheet, blanket or vinyl tablecloth on which children can sit for story time.

• Explain to children that “When we go outside, we’re going to read a book under our special tree. You can all sit on the sheet as you listen to the story.”

• Guide the children to sit on the sheet. • Show the cover and read the title. • Read each page and allow children time to comment. Call attention to the page about

reading a story under a tree and say, “That’s what we’re doing. We’re reading a story under a tree.”

• Follow up by showing the page about playing under a tree. • Bring out the container with toys and invite children to say what they think is in it. For

example, say, “I have some special things in this basket. They are things we can play with under our tree. What do you think they might be?” Accept all answers.

• Take toys out one at a time and invite children to say what they might do with the toy. • Place the dishes and dolls and the books on the sheet and locate the small vehicles in

another area. • Guide children to select where they want to play. • Sit on the sheet and begin to look at a book. Read with children who join you.


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• Continue this experience only as long as children remain interested, then involve them in picking up the toys before moving on to another area of the playground.

Note: Provide a sufficient number of toys to take outdoors for the number of children in your group, plus a couple of extras so that children have choices. Note: Consider forming two groups for this experience if there are two caregivers with the children. This will make it much easier to read a story to the children and to avoid conflict over toys. Note: Place the basket of toys under the tree when children go outdoors on a hot day. Spread a sheet or cloth on the ground. Notice if children seem to be getting overheated and suggest that they play in the shade of the tree. Note: Sing songs under the tree. Note: Have snack or a picnic lunch under a tree. ____________________________________________________________________________ Book: If I Were a Blue Bird First Reading of If I Were a Blue Bird (YT & OT) (See Attachment: If I Were a Blue Bird )

• Go to the book area and say to children, “I’m going to read a book about a blue bird.” • Show the cover and read the title. • Ask children if they have ever seen a blue bird. Where did they see it? • Read the first page and ask children what they think the blue bird will see. Accept all

answers. • Turn the page and read “I’d see a red cow looking at me.” • Continue with the reading, inviting children to guess what they think the blue bird will see

on the next page. • Read the last page and, then point to each animal and invite the children to name it.

Identify animals by color if children do not do so. For example, “That’s a yellow duck.” Note: Consider asking Young Toddlers to point to a specific animal. For example, say, “Brennan, can you find the pink pig?” ___________________________________________________________________________ Second Reading of If I Were a Blue Bird (YT & OT)

• Go to book area and say to children, “I’m going to read a book about a blue bird and all of the animals she sees.”

• Show the cover and read the title. • Read each page, inviting children to predict which animal the blue bird will see. • Read the last page and invite children to name each animal.

Extension:

• Involve children in making the sound of each animal in the book. This can be done as you read each page and/or on the last page of the book.


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Language and

Cognitive Materials

and Experiences

Benchmark: 4.5.C Shows enjoyment of books and stories Planned Experience: Storytelling (OT) If I Were a Blue Bird (See Attachment: If I Were a Blue Bird Storytelling Figures) How to begin:

• Make either felt or magnetic storytelling figures or stick puppets for the story. Laminate or cover the figures with clear self-adhesive paper for durability.

• Read the book with children several times so they are familiar with the characters and the order of events.

• Use the storytelling figures to tell the story. • Involve children in placing figures on the storyboard or holding stick puppets when you

feel they can do this. ____________________________________________________________________________ Benchmarks: 4.4.C Communicates through language 6.1.C Gains an understanding of basic concepts and relationships

Ten Little Leaves (Sing to tune of “Ten Little Indians” and hold up appropriate

number of fingers while counting and singing)

One little, two little, three little leaves, Four little, five little, six little leaves.

Seven little, eight little, nine little leaves. Ten little leaves are on a tree.

Extension:

• Make ten green leaves and a brown tree trunk with branches, from cardstock that you laminate or cover with clear self-adhesive paper. Back the figures with either a strip of felt or a magnetic strip.

• Place the tree on a felt or magnetic board before you begin singing the song. • Place leaves one at a time on the tree branches as you sing the song.

Extension:

• Invite children to place the leaves on the tree when you feel they are ready for this. Note: Leaves and tree truck and branches can be made from felt. ____________________________________________________________________________

Five Yellow Birds

(Make appropriate motions to go with the words)

I looked up in a big oak tree (Pretend to look up in tree) And saw five yellow birds looking down at me. (Hold up 5 fingers) One yellow bird sang a pretty song, (Pretend to sing as you hold up one finger) Flapped his yellow wings (Flap arms) And then he was gone. (Fly one hand away)

I looked up in a big oak tree And saw four yellow birds looking down at me. One yellow bird sang a pretty song, Flapped his yellow wings And then he was gone.


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I looked up in a big oak tree And saw three yellow birds looking down at me. One yellow bird sang a pretty song, Flapped his yellow wings And then he was gone.

I looked up in a big oak tree And saw two yellow birds looking down at me. One yellow bird sang a pretty song, Flapped his yellow wings And then he was gone.

I looked up in a big oak tree And saw one yellow bird looking down at me. One yellow bird sang a pretty song, Flapped his yellow wings And then he was gone.

I looked up in a big oak tree And saw no yellow birds looking back at me. No yellow birds singing a pretty song, Nor flapping their wings Because they’re all gone. Extension

• Make a tree with branches and five yellow birds. Back the figures with either a strip of felt or a magnetic strip.

• Place the tree on a storyboard. Add the five yellow birds. • Remove one bird at a time as you say the rhyme with the children. • Ask children if they would like the birds to come back to the tree. If they say, “Yes,” add

one bird at a time, counting them from one to five. None: Invite one child at a time to either remove or add a bird to the tree when you feel children are ready for this. Note: Continue the motions as described in the first verse for the remainder of the verses, changing the number of fingers to match the number of birds in each verse. ____________________________________________________________________________

Oak Tree

Here is an oak tree, straight and tall (Stand up tall) And here are its branches wide. (Put arms up into the air, fingers outstretched) Here is a nest of twigs and moss (Cup hands together) With three little birds inside. (Hold up 3 fingers) The breezes blow, the branches sway (Move arms gently to and fro) The babies are rocked to sleep that way. (Pretend to sleep)


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The Apple Tree

Way up high in an apple tree, (Hold hands above head, form circles with thumb & Two red apples smiled down at me. forefinger of each hand. Smile.) I shook that tree as hard as I could (Put hands out as if on a tree and shake) Down came those apples, (Hands above head and lower to ground) And Mmmmmmmmm were they good. (Rub tummy) ____________________________________________________________________________ Benchmark: 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Leaf Match (YT & OT) Materials: construction paper leaf shapes How to begin:

• Make large leaf shapes from 9” x 12” construction paper of different colors. Make two leaves of each color. Laminate or cover them with clear self-adhesive paper for durability.


• Keep one set of the leaves and invite each child to select a leaf from the other set. • Say to children, “I have leaves that are the same color as your leaves. I’m going to

show you a leaf and ask who has a leaf just like mine.” Show one of the leaves and say, “This is a red leaf. Who has a red leaf just like mine?”

• Comment when a child matches your leaf. Say, “Yes, Jamie, your leaf is red just like mine.” Encourage children to say the color of the leaf.

• Continue the game until all of the leaves have been matched. ____________________________________________________________________________ Benchmark: 5.2.C Develops fine motor skills Planned Experience: Feeding the Birds (YT & OT) Materials: bird feeder, bird seed, small measuring cup, tray or newspaper How to begin:

• Locate a bird feeder and purchase a small bag of bird seed. • Put the bird seed in a container that will allow the children to easily scoop it out. • Place the bird feeder, bird seed in the container and measuring cup on a tray or

newspaper on a low table. • Invite two or three children at a time to join you in adding bird seed to the feeder. Let

other children know that they will have a turn adding bird seed to the feeder. • Invite one child at a time to use the measuring cup to scoop up the bird seed and add it

to the feeder. • Allow all children who wish to be involved in the experience a turn. • Hang the feeder in a tree on the playground or in a tree that children can observe from

their room. • Suggest that children observe to see if any birds come to the feeder. • Call attention to the colors and sizes of the birds. For example, say, “That’s a little

brown bird eating at the feeder. We call that bird a sparrow.”


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Extension: • Involve children in refilling the bird feeder when it becomes empty. • Take photos of the birds at the feeder. Involve children in looking at the photos and

talking about the birds. Post the pictures on the wall at children’s eye level. Observe to see if children look at the photos. Join them and make comments such as, “That’s the red bird that came to our feeder. The red bird is called a cardinal.”

• Post on the wall pictures of birds that you have observed coming to the feeder.

Note: Notice the types of birds you see outdoors and purchase bird seed that appeals to these birds. Note: Placing newspaper or a tray on the table will make it easier to clean up any bird seed that might spill as children scoop and pour. Note: For younger toddlers, cut off he bottom half of a plastic milk carton or a liter drink bottle. Invert the top half and use as a funnel to make filling the feeder easier for the children. Safety Note: Make sure that the children wash hands after they help fill the bird feeder.

Self, Social and


Benchmarks: 1.2 Becomes aware of self as a unique individual

1.4 Asserts independence Planned Experience: Our Special Tree (YT & OT)

• Locate a tree on the playground or in an area where it is safe to take your children. • Visit the tree with the children. Invite them to touch the bark of the tree and talk about

how it feels. Look for birds in the tree. Encourage children to relate their experiences with trees.

• Join hands, make a circle and walk around the tree. • Read a story with children under the tree. • Explain to the children that they will help write a story about the tree and that you would

like to take their photo with the tree. • Discuss with the children some of things they might do for their special photo with the

tree. For example, they might stand next to the tree, or sit under it. They might hug the tree or look at a book under it.

• Take a photo of each child and the tree with the pose they choose. • Take a photo of all of the children and the tree. • Create a small photo album / book entitled: Our Special Tree. • Use the group photo for the cover of the album. • Have a page for each child which describes the photo as follows: This is Richard. He is

standing next to our special tree. • Use the group photo for the last page as follows: This is all of us under our special tree.

Extension:

• Read the book with the children and place it in the book area for them to look at on their own.

• Invite children to share the book with their families. • Consider creating another book as follows: Take photos of the children as they

participate in various group experiences under their special tree; for example, singing a song, having a picnic, reading a book, and playing a game.

• Have a page for each experience that describes the photo as follows: We are singing a song under our special tree.

Note: Involve children in this experience after you have read the book, I Like Trees, with them.


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Note: Ask another staff member to help you with the taking of the photos if you are the only adult with your group of children. Note: You may have to suggest a couple of choices for children for their photo with the tree. For example, say, “Richard, would you like to stand next to the tree or sit on the ground under the tree?” ____________________________________________________________________________ Benchmarks: 1.1.C Feels valued and attached to others 1.2.C Becomes aware of self as a unique individual 3.2.C Shows interest in peers 3.3.C Demonstrates caring and cooperation Planned Experience: This Tree Is Our Friend (YT & OT) Materials: you and the children How to begin:

• Take your children to the special tree and guide them to join you in holding hands and making a circle around the tree.

• Walk around the tree and sing the following song with the children, beginning with the tree, then adding a verse for each child in the group:

This Tree Is Our Friend

(Sing to tune of The Farmer in the Dell)

This tree is our friend, This tree is our friend,

Hi ho the dairy oh, This tree is our friend.

Paula is our friend, Paula is our friend, Hi ho the dairy oh, Paula is our friend.

Note: Sing a verse about each child. If children seem to become tired of walking around the tree, stop and sit on the ground as you finish the song.

Sensory and Art

Materials and

Experiences

Benchmarks: 5.2.C Develops fine motor skills 5.3.C Coordinates eye and hand movements Planned Experience: Sticky Wall (OT) Materials: leaves, small sticks/branches, pieces of bark How to begin:

• Collect leaves, small sticks/branches and pieces of bark. • Place these items on a tray. • Attach a long piece of self-adhesive paper to the wall with the sticky side out. Make sure

paper is securely attached in place and at toddlers’ level. • Invite children to stick nature items to the sticky wall. • Talk with the children about he items that they choose to stick on the wall. For example,


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say, “Jeanne, you stuck a piece of rough bark to the wall.” Note: Supervise this experience so that children don’t put items in their mouth. ____________________________________________________________________________ Benchmarks: 4.4.C Communicates through language 6.1.C Gains an understanding of basic concepts and relationships 6.3.C Develops strategies for solving problems Planned Experience: Things that Grow on Trees Feely Bag (YT & OT) Materials: feely bag or box, pine cone, piece of bark, small tree branch with leaves or pine needles How to begin:

• Invite an older toddler to join you at a table or on the floor in an area that is out of the flow of traffic.

• Show the child the pine cone, piece of bark and small branch. Allow the child to explore the items. Name and use words to describe the items. Say, for example, “Feel this piece of bark. It feels rough. Now feel the pine cone. It feels prickly.”

• Place the items in the feely bag or box. • Invite the child to put his/her hand in the bag and feel the item. Say to the child, “Can

you pull out the pine cone?” • Comment on what the child has done. For example, if he/she pulls out the pine cone,

say, “Yes, Jared, you pulled out the pine cone.” If the child pulls out the piece of bark instead, say, “Jared, you pulled out the piece of bark. Can you reach in again and pull out the pine cone? Remember it feels real prickly.”

Extensions:

• Adapt the experience for Young Toddlers by having them reach into the bag, pull out an item and name it. If they are unable to name the item, say, “Eric, you pulled out a pine cone. Feel how prickly that pine cone is.”

Food Experiences

Benchmarks: 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities 1.4.C Asserts independence 5.4.C Develops self-help skills Planned Experience: Picnic Under Our Special Tree (OT) Materials: sandwiches cut in half and stored in a self-close plastic bag, small containers of juice with straws, small non-breakable plates, napkins, picnic basket, tray, plate for sandwiches, sheet or vinyl cloth to cover the ground, small plastic bag for garbage How to begin:

• Ask a co-worker to spread the sheet on the ground before you and the children go outdoors.

• Show the children the page in the book, I Like Trees, about having a picnic. • Explain to children that all of you will have a picnic under their special tree. • Involve the children in preparing for the picnic by inviting them to place some of the

items in the basket. For example, you can have each child’s name on his or her container of juice and invite the child to place the container in the basket.

• Involve children in naming the different items as they are placed in the basket. • Listen for their comments about previous picnic experiences and respond to what they

say. “Nikki said she and her brother went on a picnic in the park with their daddy. Do you remember some of the things you took on your picnic, Nikki?”


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• Wash your hands and help children wash their hands before going outdoors. • Let children know that they are to sit on the sheet when they arrive at their special tree. • Place the plates and napkins on the tray and invite each child to take one. • Place the sandwiches on the plate and invite each child to take a sandwich. • Read the names on the juice containers and give each child his or her container of juice. • Prepare your plate and you and the children enjoy the picnic. • Involve children in returning plates to the tray and putting napkins and empty juice

containers in plastic bag. Note: Prepare sandwiches to meet nutrition requirements for your program or add other items that will be easy for children to eat outdoors. Note: Guide the children to take the sandwich closest to them so they do not touch other sandwiches on the plate. Note: Caregivers and children should always wash hands before participating in a food experience.

Movement, Music and

Gross Motor

Experiences

Benchmarks: 5.1.C Develops gross motor skills 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Leaf Dance (YT & OT) Materials: leaves from Leaf Match Experience, CD or tape with music that suggests swaying, twisting and twirling How to begin:

• Place leaves in a container such as a basket. • Play a CD or tape, select a leaf and begin to sway with the leaf. • Invite children to select a leaf and join you in dancing with the leaves.

_____________________________________________________________________________ Benchmarks: 5.1.C Develops gross motor skills 5.3.C Coordinates eye and hand movements Planned Experience: Pine Cone Toss (OT) Materials: pine cones and a small tub, basket or box How to begin:

• Place a small tub or box next to a wall. • Begin to toss pine cones into the container. • Invite children who join you to take turns tossing the pine cone into the container. • Assist children to be successful by helping them adjust their distance from the container.

Transition Times

One Brown Pine Cone Materials: pictures of pine cones backed with felt or magnetic strips, felt board

• Say the following rhyme as you take a pine cone from the board and touch a child’s head with it to send the child to the next activity such as washing hands or getting a jacket:


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One little pine cone

Oh, so brown Touched Susan’s head As it fell to the ground.

• Adapt the rhyme as follows to send more than one child at a time to the next activity:

Two little pine cones

Oh, so brown Touched Susan and Andrew’s heads

As it fell to the ground.

Extension:

• Substitute The Apple Tree rhyme and two felt or magnetic apples for pine cones.

Note: Consider using two real pine cones if they are available. _____________________________________________________________________________

Match This Leaf

• Use leaves from the Leaf Match experience. • Keep one set of the leaves and invite children to select a leaf. • Show your leaf and say, “I’m looking for someone who has a red leaf just like mine.

Yes, Leandra, you have a red leaf just like mine. Give me your red leaf and go with Ms. Betty to wash your hands for lunch.”

• Continue this until each child has been transitioned. Extension:

• Show two leaves of different colors if you wish to transition more than one child at a time.


Family Experiences

• Invite families to collect and bring to the center magazines or catalogs that contain

pictures of trees.

• Suggest that families plan experiences with their child under a tree in their yard, in the neighborhood or community park: a picnic, reading a book, or looking for birds, for example. If they take photos of the event, ask them to share the photos with you so that you share them with the other children.

• Plan a family picnic under your special tree. Invite families to join you and the children

for a story, a song and a picnic lunch.


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Weekly Plan Sheet

Week of __________________ Topic: #5.3 - Trees

___________ Caregiver(s) __________________________________

Big Ideas Trees are all around us; in our yard, in the park, on the playground. Trees give us shade. We can have fun in the shade of trees. Birds live in trees.




Gross Motor Materials & Equipment / Blocks Sensory Exploration Pretend Play Outdoor Exploration

Add books: I Like Trees, If I Were a Bird

Add leaf match Add small tree branches and evergreen boughs, trucks for hauling branches and boughs

Things That Grow on Trees Feely Bag

Add pine cones and evergreen boughs in a basket

Involve children in locating their special tree, Hang wind chimes from the branch of a tree, Go on a sensory walk, Take a basket of toys and place under a tree




Monday Select from classroom library

FP or Song: Oak Tree – p. 5 Game: Leaf Match – p. 6

Our Special Tree – p. 7

Things that Grow on Trees Feely Bag – p. 9

Leaf Dance – p. 10

One Brown Pine Cone – p. 10

Tuesday First Reading of: If I Were a Blue Bird – p. 3

FP or Song: The Apple Tree – p. 6 Experience: Feeding the Birds – p. 6




Match This Leaf – p. 11

Wednesday Second Reading of: I Like Trees -p. 2

FP or Song: Oak Tree – p. 5

This Tree Is Our Friend – p. 8




Thursday Second Reading of: If I Were a Blue Bird –p. 3

FP or Song: Ten Little Leaves – p. 4






FP or Song: Five Yellow Birds – p. 4





Younger Toddler

Weekly Plan Sheet

Week of __________________ Topic: #5.3 - Trees

___________ Caregiver(s) __________________________________

Big Ideas Trees are all around us; in our yard, in the park, on the playground. Trees give us shade. We can have fun in the shade of trees. Birds live in trees.




Gross Motor Materials & Equipment / Blocks Sensory Exploration Pretend Play Outdoor Exploration

Add books: I Like Trees, If I Were a Bird

Add Leaf Match Add small tree branches and evergreen boughs, trucks for hauling branches and boughs

Things That Grow on Trees Feely Bag

Add pine cones and evergreen boughs in a basket

Involve children in locating their special tree, Hang wind chimes from the branch of a tree, Go on a sensory walk, Take a basket of toys and place under a tree

Experiences for the Week Day Books Fingerplays, Language and

Cognitive Self, Social and


Monday First Reading of: I Like Trees - p. 2

FP or Song: Oak Tree – p. 5 Game: Leaf Match – p. 6


Sticky Wall – p. 8



Tuesday First Reading of: If I Were a Blue Bird – p. 3

FP or Song: The Apple Tree – p. 6 Experience: Feeding the Birds – p. 6



Pine Cone Toss – p. 10


Wednesday Second Reading of: I Like Trees - p. 2

FP or Song: Oak Tree – p. 5 Storytelling Figures: If I Were a Blue Bird –p. 4





Thursday Second Reading of: If I Were a Blue Bird –p. 3

FP or Song: Ten Little Leaves – p. 4



Pine Cone Toss – p. 10



FP or Song: Five Yellow Birds – p. 4


Picnic Under Our Special Tree – p. 9



Older Toddler

I Like Trees

I like trees because they give us shade.

I like trees because we can read a story

under them.

I like trees because we can have a picnic

under them.

I like trees because we can sing a song

under them.

I like trees because we can play under

them.

I like trees because we can see birds in

them.

I like trees.

If I Were

a Blue Bird

If I were a blue bird high in a tree When I looked down,

what would I see?

I’d see a red cow looking up at me.


what would I see?

I’d see a yellow

duck looking up at me.


what would I see?

I’d see a black cat looking up at me.


what would I see?

I’d see a brown dog looking up at me.


what would I see?

I’d see a green frog looking up at me.


what would I see?

I’d see a pink pig looking up at me.


what would I see?

I’d see all of the animals looking up

at me.

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If I Were a Blue Bird Puppet or magnet board characters

Introduction and Preparation for the Focus Area – Things...

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