Picnic Party

Unit of Study Mixed Ages

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Logo design is by Nancy Dougherty. © Early Learning Success, LLC, 2014.

Disclaimer Educators and providers that use the Early Learning Success curriculum are expected to adhere to the licensing statutes and requirements of their State. Educators and providers should understand early childhood education and care best practices, and diligently monitor safety practices when using materials as appropriate for the developmental level of the children.

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Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Units of Study All Units of Study have been developed using the same criteria. This process results in a very balanced and consistent delivery of activities that address all developmental domains. This also supports the early childhood education and care field in preparing children to be successful with STEM programming emphasis, (Science, Technology, Engineering and Mathematics).

Supporting the Domains of Development and STEM Education Functions The Early Learning Success Curriculum Units of Study have been carefully designed to support and enhance every child’s learning in all developmental domains:  Social & Emotional Development  Approaches to Learning  Creativity & the Arts  Language & Literacy Development  Cognitive Development, including math, science and social systems  Physical & Motor Development

The Early Learning Success Curriculum uses Minnesota’s early learning standards as stated in the Minnesota Early Childhood Indicators of Progress (ECIPs) document as the goals and objectives for children. These early learning standards cover the span of ages birth – school age. The curriculum is easily aligned with other early learning standards.

The Units of Study also emphasize the skills and knowledge needed to be successful in the areas of STEM as stated by Janice Morrison (TIES STEM education monograph series, attributes of STEM education, 2006). She outlined several functions of a STEM education and suggested that students should be: • Problem-solvers – able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations. • Innovators – creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process. • Inventors – recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process). • Self-reliant – able to use initiative and self-motivation to set agendas, develop and gain self- confidence, and work within time specified time frames. • Logical thinkers – able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention. • Technologically literate - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately.

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Using the Unit Materials The Planning Framework Planning for preschool through school-age children is done using a ‘framework’ that includes all six developmental domains. Through purposeful planning each Unit includes 2 activity plans that address the domains of Social & Emotional, Language & Literacy, Cognitive, Creativity & the Arts, and Physical & Motor Development either as the primary or secondary focus of the activity. In addition, each activity plan identifies an Approach to Learning component and explains how the activity supports school readiness. Each activity plan also includes a STEM Education Function.

The Unit planning framework provides many activities for educators/providers to implement but allows for freedom and creativity to create weekly plans that address the specific needs and interests of individual children and programs. The Units are not weekly plans, but can span several weeks depending on educator/provider preferences. A Sample Week is included but educators/providers should adapt and create plans that meet their programming needs. A blank planning form is included so that educators/providers can make each Unit their own.

Included in the Unit are activity plans, templates, patterns and pictures for the numbered activities in the planning framework. All the educator/provider needs to do is read through the activity plan and gather or prepare the necessary materials. Most materials are those commonly found in childcare programs such as glue, paint and paper. The activity plans include ideas for ‘getting ready’, the actual activity directions, questions to reflect upon, and the developmental domains and importance of the activity. This helps the educator/provider know what to look for in observing a child’s skill and knowledge development.

The Unit planning framework includes 8 numbered activities along with several other ideas that are not numbered. Complete instructions are included for each of the numbered activities, which can take more than one day to complete depending on time, schedules and interests of children. The sample planning sheet demonstrates how the activities in the planning framework can be used for weekly planning. A form is also included to note adaptations to activities for individual children.

Planning for Infants & Toddlers The Unit activities and experiences for this age address the development needs of a wide range of infants and toddlers. These experiences are designed based on learning and discovery through sensory interactions with the educator/provider. They can be easily integrated throughout different components of the day depending on the infant’s schedule. The activities can be adapted to meet the differing skills as young infants grow to be toddlers and then preschoolers. A block-style planning form is used to indicate activities in each domain.

Planning for Preschool and School-Age The included Weekly Plan uses only a few of the activities listed in the Planning Framework. Each activity identifies a developmental domain so that learning activities are balanced across all domains. This also helps educator/providers be intentional with planning based on observations of a child’s needs.

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Picnic Party Unit of Study Highlights

Baskets packed with your favorite foods ….. A blanket spread out jussst right ….. Sunshine and gentle breezes ….. And of course, the ants (and other bugs) have found the way! ….. Picnics are a time for sharing and to enjoy the great outdoors with family and friends.

Picnics are just part of summer fun! Many communities and families have picnics to celebrate special summer days or events. Nothing beats a picnic in the middle of winter or a rainy day either. This Unit of Study provides hands-on activities, for children to:  Creatively use language to develop a ‘word quilt’  Explore how families and communities celebrate with picnics  Make their own picnic basket out of a shoebox

Plan a picnic and see how much the children enjoy it … well, maybe not the bugs!

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Preschool & School-Age Planning Framework Picnic Party Unit of Study based on common developmental domains and early learning standards Note: All activities encompass the Approaches to Learning Domain; the Social and Emotional Domain is integrated into specific activities Language & Literacy Cognitive Creativity & the Arts Physical & Motor Reading Math Movement/dance/music Gross Motor Picnic Book List Activity 3: My Picnic Blanket Activity 5: The Ants Go Marching Activity 7:‘Ant at A Picnic’ Circle Enjoy reading books about picnics Use various patterns to create a Children sing and march to the song, Game from the Picnic Book List picnic blanket increasing the number in line to match Fun circle game! the song verse Writing Science Art Studio Fine Motor Activity 1: Picnic Fare Ant Anatomy Activity 6: Shoebox Picnic Basket Activity 8: Clay Picnic Food Create a poster of picnic foods Detail the anatomy of an ant; create Make a usable picnic basket out of a Use self-hardening clay to make a a puzzle to put the ant together shoebox; process and product activity! variety of picnic food http://www.giftofcuriosity.com/learni ng-about-insect-body-parts-free- printable/ Speaking/listening Social Systems Understanding Healthy Living Activity 2: Picnic ‘Word Quilt’ Activity 4: We’re Going On A Pack A Picnic Make a ‘word quilt’ out of special Picnic Make a list of good foods to eat on a picnic words Identify special days families picnic! celebrate with picnics Pack them in a picnic basket and head outdoors! Social & Emotional Special Areas Emotional Ideas for ‘whole day’ programming:  Activity 5: The Ants Go Marching  Use picnic-ware for everyday lunches  Have lunch outside on a blanket Self-Concept  Children bring in beach blankets for their own personal picnic blanket  Activity 2: Picnic ‘Word Quilt’ Dramatic Play/environment adaptations  Add a picnic basket, plastic foods, and appropriate dishes to dramatic play  Add plastic bugs –ants to sand in the sensory table Social Competence &  Use teddy bears or other stuffed animals to have a ‘teddy bear picnic’ Relationships Field Trips or Visitors  Activity 4: We’re Going On A  Take your picnic to a local park Picnic  Invite a chef into the group to help create a picnic lunch

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Books

The Bears' Picnic by Stan Berenstain Freda Plans a Picnic by Stuart J. Murphy A Picnic by Rozanne Lanczak Williams The Watermelon Seed by Greg Pizzoli A Summer Picnic by Richard Scarry Celebration! by Jane Resh Thomas Ernest and Celestine's Picnic by Gabrielle Vincent Having a Picnic by Sarah Garland Henry's Fourth of July by Holly Keller It's the bear! by Jez Alborough Little Critter's the Picnic by Mercer Mayer Mr. Pig's Picnic by Keiko Kasza Mr. Putter and Tabby Row the Boat by Cynthia Rylant Once Upon a Picnic by John Prater Picnic by Emily Arnold McCully Pig William by Arlene Dubanevich Sun Sand Sea Sail by Nicki Weiss The 14 Forest Mice and the Spring Meadow Picnic by Kazuo Iwamura The Picnic by Jean Claverie The Rattlebang Picnic by Margaret Mahy The Teddy Bears Picnic by Jimmy Kennedy This is the Bear and the Picnic Lunch by Sarah Hayes Up To Ten and Down Again by Lisa Campbell Ernst We Had a Picnic This Sunday Past by Jacqueline Woodson We’re Going On A Picnic by Pat Hutchins The Best Picnic Ever by Clare Jarrett Mouse’s First Summer by Lauren Thompson One Watermelon Seed by Celia Barker Lottridge

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Finger Plays and Songs

1. Picnic in the Park Song Tune: She'll Be Comin' Round the Mountain When She Comes Yes, we'll all go on a picnic in the park. Yes, we'll all go on a picnic in the park. Bring some lunch** and bring a ball.** There will be such fun for all! Yes, we'll all go on a picnic in the park.

2. Here We Go On A Picnic Tune: Mulberry Bush, Act out the parts as you sing Here we go on a picnic today, A picnic today, a picnic today. Here we go on a picnic today, On such a beautiful ______(day of the week).

This is the way we spread our blanket, Spread our blanket, spread our blanket. This is the way we spread our blanket, On such a beautiful ______.

More verses: This is the way we eat our lunch... This is the way we play our games... This is the way we clean it up... After a delightful picnic.

Final verse: We had fun on a picnic today, Picnic today, picnic today. We had fun on a picnic today, On such a beautiful ______.

3. Ants at a Picnic Ants, Ants everywhere Ants on my apple, Ants on my pear. Ants at a picnic Are not so great. I see five crawling On my plate

4. Let's Pack a Picnic Basket A-tisket, A-tasket, Let's pack a picnic basket. We'll fill it up with food to munch. What's in our picnic lunch?

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

5. Going On A Picnic Going on a picnic Got to pack a lunch What should we bring Munch, munch, munch

Children suggest picnic foods For additional verses: Going on a picnic Going to eat a …(food)… Feeling full and happy Munch, munch, munch

Ready for a picnic Ready for our lunch Now we are ready Munch, munch, munch!

6. The Picnic Fried chicken, watermelon, apple pie Do you love picnics? So do I! Lemonade, root beer, chocolate cake Waves and seagulls along the lake. Games and singing, a little dance Don’t forget – there will be ants!

7. Ants at the Picnic Tune: Skip to My Lou Ants at the picnic, what'll I do? Ants at the picnic, what'll I do? Ants at the picnic, what'll I do? Guess I will eat real quickly!

8. Five Hungry Ants Five hungry ants, marching in a line They came upon a picnic, where they could dine They marched into the salad They marched into the cake They marched into the pepper Oh-uh! That was a mistake! AAAAAAAAAACCCCCCCCCCHHHHOOOOOOO!

9. Watermelon Patch Song Tune: “Are You Sleeping?” Watermelon, watermelon (make a circle with arms) On the vine, on the vine (wiggle arms) Sweet and red and juicy, sweet and red and juicy (rub tummy) Please be mine! Please be mine! (palms together, pleading)

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

10. 5 Little Hot Dogs Frying in a Pan 5 little hot dogs frying in a pan, the grease got hot and one went bam 4 little hot dogs frying in a pan, the grease got hot and one went bam, 3 little hot dogs frying in a pan, the grease got hot and one went bam, 2 little hot dogs frying in a pan, the grease got hot and one went bam, 1 little hot dog frying in a pan, the grease got hot and one went bam, No little hot dogs frying in a pan, the grease got hot and the PAN went bam.

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Letters, Numbers, Colors and Shapes

Letter Focus R, r Number Focus 1

 Create page for “My Alphabet Book”  Set up a ‘store’ (using toys or play – use the R,r from the template food) where children can use section, glue various pictures of pretend money (make from paper, things that start with the letter R – craft foam, or felt; label with a 1), use rabbit, ring, rainbow, rain etc. one coin to ‘buy’ one item  Tape (with masking tape) an R on the  Make it a ‘Day of One’ – one book floor, children walk on the tape line for rest time, one color to paint/color  Cut out many R’s and r’s; hide them with, use one quantity for lunch – around the room, children need to find one scoop, one sandwich etc., one matching pairs R-r (you can cut them piece of paper for group drawing etc. out of matching colors for an added  Name things that come in ‘one’s – layer of matching) one nose, one navel, one glass for each child at lunch, one kitchen table

Color Focus purple Shape Focus star

 Make ‘purple cows’ for a treat –  Trace stars onto construction paper grape juice concentrate, milk and ice for children to cut out; staple onto a cream, put in blender… yum plastic straw for Star Wands (add  Put shaving cream into a zipper bag, glitter if desired) add red and blue food coloring;  Cut stars from sponges, use for children make purple! sponge painting  Make a purple collage – set out only  Use a star cookie cutter and make purple collage materials to glue onto star toast or cut star bread for purple paper sandwiches

Websites for free printables  www.education.com  www.first-school.ws/THEME/alphabetp1.htm  www.kidslearningstation.com  www.abcteach.com  http://www.actionalphabet.com/Home.html  Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Weekly Planning Form: Preschool and School-Age

Weekly Theme: Picnic Party Date: Letter: R, r Color: purple Number: 1 Shape: star Monday Tuesday Wednesday Thursday Friday Activity 1: Read books Create page for “My Put shaving Make a group Picnic Fare from Picnic Alphabet Book” – cream into a collage – set out Create a poster Book List use the R,r from the zipper bag, add only purple of picnic foods Children gain template section, red and blue collage glue various vocabulary and food coloring; materials to glue pictures of things understanding that start with the children make onto purple Group Time of their world letter R – rabbit, purple! paper & Story Time ring, rainbow, rain etc. Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs Language & Cognitive – Language & Cognitive – Social & Literacy: Social Systems Literacy: Scientific Emotional: Writing Understanding Reading Thinking & Social Problem Competence & Solving Relationships Cut out many Activity 8: Clay Ants in the Sand Make ‘purple Activity 8: Clay R’s and r’s; hide Picnic Food Add plastic ants cows’ for a treat Picnic Food them around the Use self- and other bugs to – grape juice Use self- room, children hardening clay the sand/sensory concentrate, milk hardening clay need to find to make a table; have and ice cream, to make a matching pairs variety of picnic pictures of ants put in blender… variety of picnic R-r (you can cut food and bugs for yum food, paint food them out of children to look at Discovery matching colors Time for an added layer of matching) Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs Language & Creativity & the Cognitive: Social & Creativity & the Literacy: Arts: Creating Scientific Emotional: Arts: Reading Thinking and Emotional Evaluating Problem Solving Tape (with Activity 6: Activity 6: Activity 6: Pack a Picnic masking tape) Shoebox Picnic Shoebox Picnic Shoebox Picnic Use Shoebox an R on the Basket Basket Basket picnic to pack a floor, children Make a usable Make a usable Make a usable picnic and head walk on the tape picnic basket picnic basket out picnic basket out out for lunch line out of a of a shoebox; of a shoebox; shoebox; paint paint inside of box glue tissue paper Motor Skills outside of box onto box; add handle Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs Physical & Physical & Social & Approaches to Social & Motor: Gross Motor: Fine Emotional: Self Learning: Emotional: Motor Motor Concept Persistence Emotional

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Week of: Theme: Use this form to make adaptations for individual children Activity:

Domain Focus:

Child Skills/adaptations

Activity:

Domain Focus:

Child Skills/adaptations

Activity:

Domain Focus:

Child Skills/adaptations

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Project or Theme Based Webbing Planning Form Use this Webbing Form to add your ideas to the Unit

Development Domains 1. Social and Emotional 2. Approaches to Learning 3. Creativity and the Arts 4. Language and Literacy 5. Cognitive 6. Physical and Motor

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Planning Form Weekly Theme: Date: Letter: Color: Number: Shape: Monday Tuesday Wednesday Thursday Friday

Group Time & Story Time

Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs

Discovery Time Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs

Motor Skills Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs Domains/ECIPs

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Week of: Theme:

Activity:

Domain Focus:

Child Skills/adaptations

Activity:

Domain Focus:

Child Skills/adaptations

Activity:

Domain Focus:

Child Skills/adaptations

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Infants & Toddlers Integrated planning based on the Minnesota Early Childhood Indicators of Progress, Birth - 3 Integrate the activities and experiences into the various components of your day Experiences & Activities Materials Needed Educator/provider directly interacts with infant/toddler Experiences Infants and Toddlers  Books from book list, Infants and toddlers 1. Look at books that provide page 23 are working on language/vocabulary about picnic foods,  Pictures of picnic foods – these skills and outdoor activities, or things babies do (book list some provided in behaviors through on page 23) template section, pages activities listed; 2. Look at pictures of picnic food 23 & 24 each child meets 3. Bring in plastic food (same as pictures in #2)  Plastic picnic foods specific and match food to picture  Blanket developmental 4. Lay a blanket on the floor for infants to crawl  Different size baskets indicators based on on/over  Small, medium, large individual 5. Bring in different size baskets to put things in teddy bears development 6. Put a small, medium, large teddy bear in the  Plastic picnic dishes and small, medium, large basket; use the words utensils small, medium, large  Picnic basket 7. Use the words in, out when you put the bears in  Baby dolls or take out of the baskets 8. Put plastic picnic dishes and utensils in a picnic  Fruits infants and

basket toddlers can eat 9. Lay dishes and utensils on blanket and have a  Crackers picnic with baby dolls or teddy bears  Paper 10. Take the picnic blanket outside and let infants  Chubby crayons crawl on grass and blanket  Water table or shallow 11. Make a special picnic fruit plate using bananas, tub strawberries, watermelon and other fruits that infants and toddlers can eat 12. Have a picnic, inside or outside; lay a blanket on the floor/ground and have crackers and juice 13. Make copies of a picnic basket picture, use crayons to color on picture (help infants start to hold and use crayons) 14. Put plastic fruits in the water table or shallow tub or water; infants and toddlers wash the fruit for the picnic

Extended Learning for Toddlers Toddlers  Colored Fruit Match – make copies of different  Pictures of fruit – some fruits, laminate; toddlers match the pictures included on pages 25 &  Picnic Hunt – hide plastic picnic food around 26 the room; toddlers go on a hunt to find the food  Laminating materials and put it in a picnic basket  Plastic picnic food  Ants on a Log – draw a log on a 12 X 18 piece  Picnic basket of construction paper, (one for each toddler);  12 X 18 white paper toddlers paint the log; paint toddler’s feet black  Brown and black or brown, let them ‘walk’ across the log; when washable tempera paint Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

foot prints are dry, add legs, antennae and eyes  Toddler sized paint to the ants with crayons brushes  Ants on A Log on a Picnic – use a carrot  Crayons peeler to peel the outside of celery (this takes  Celery off the hard to eat stringy layer); toddlers use  Carrot peeler plastic knives to spread peanut butter or cream  Plastic knives cheese onto celery; add raisins; eat outside on  Peanut butter or cream a blanket for a picnic cheese  Picnic Blanket – cut an old sheet into 2 X 4  Raisins foot pieces (or use other fabric); fill spray  Paper plates bottles with colored water – use liquid water  Picnic blanket colors; take fabric outside and let toddlers  Old sheet or fabric decorate their ‘blanket’ by spraying with the pieces, 2 X 4 ft for each colored water child  Picnic Plate – using magazines or grocery  Small spray bottles store ads to cut out a variety of picnic foods,  Liquid water colors toddlers glue pictures to paper plate for the perfect picnic plate!  Magazines and grocery store ads  Glue Development Social and Emotional Development: Domains  Trust and Emotional Security: This material comes o Engages in behaviors that build relationships with familiar adults directly from the MN o Shows preference for familiar adults Early Childhood o Responds to unfamiliar adults cautiously Indicators of o Seeks ways to find comfort in new situations Progress, Birth – 3 o Shows emotional connection and attachment to others document.  Relationships with Other Children: o Shows interest in and awareness of other children

o Responds and interacts with other children o Begins to recognize and respond to other children’s feelings and emotions o Begins to show concern for others o Learns social skills, and eventually words, for expressing feelings, needs and wants o Uses imitation or pretend play to learn new roles and relationships  Self-Awareness: o Expresses feeling and emotions through facial expressions and sounds or gestures o Develops awareness of self as separate from others o Shows confidence in increasing abilities  Self-Regulation: o Begins to manage own behavior and show self-regulation o Shows ability to cope with stress o Shows increasing independence o Understands simple routines, rules or limitations Language Development and Communication:  Listening and Understanding: o Shows interest in listening to sounds o Listens with interest to language of others o Responds to verbal communication of others Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

o Responds to nonverbal communication of others o Begins to understand gestures, words, questions or routines  Communicating and Speaking: o Uses sounds, gestures, or actions to express needs and wants o Uses consistent sounds, gestures or words to communicate o Imitates sounds, gestures or words o Uses sounds, signs or words for a variety of purposes o Shows reciprocity in using language in simple conversations  Emergent Literacy: o Shows interest in songs, rhymes and stories o Shows interest in photos, pictures and drawings o Demonstrates interest and involvement with books and other print materials o Begins to recognize and understand symbols Cognitive Development:  Exploration and Discovery: o Pays attention to people and objects o Uses senses to explore people, objects and the environment o Attends to colors, shapes, patterns or pictures o Shows interest and curiosity in new people and objects o Makes things happen and watches for results or repeats action  Memory: o Shows ability to acquire and process new information o Recognizes familiar people, places and things o Recalls and uses information in new situations o Searches for missing and hidden objects  Problem Solving: o Experiments with different uses for objects o Shows imagination and creativity in solving problems o Uses a variety of strategies to solve problems o Applies knowledge to new situations  Imitation and Symbolic Play: o Observes and imitates sounds, gestures or behavior o Uses objects in new ways or in pretend play o Uses imitation or pretend play to express creativity and imagination Physical and Motor Development:  Gross Motor Development: o Moves body, arms and legs with coordination o Demonstrates large muscle balance, stability, control and coordination o Develops increasing ability to change positions and move body from place to place o Moves body with purpose to achieve a goal  Fine Motor Development: o Uses hands or feet to make contact with objects or people o Develops small muscle control and coordination o Coordinates eye and hand movements o Uses different actions on objects o Controls small muscles in hands when doing simple tasks  Physical Health and Well-Being:

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o Shows characteristics of healthy development o Responds when physical needs are met o Expresses physical needs nonverbally or verbally o Participates in physical care routines o Begins to develop self-help skills o Begins to understand safe and unsafe behaviors Supporting These activities: Emergent  Encourage muscle development – both gross and fine motor School  Provide experiences for cognitive development Readiness  Increase vocabulary Infants and toddlers  Support literacy development through books, songs, finger plays and language are acquiring the  Promote social and emotional development through nurturing the child to try knowledge and skills and do new things that are the  Promote the development of trusting relationships foundation of  Provide experiences to interact with other children preschool readiness skills

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Block Planning for Infants and Toddlers with Activities Theme: Picnic Party Date:

Social and Emotional Language Development and Communication

 Lay dishes and utensils on blanket and have a picnic with baby dolls or teddy  Look at books that provide bears language/vocabulary about picnic foods, outdoor activities, or things babies do (book list on page 23)

Cognitive Physical and Motor

 Put a small, medium, large teddy  Put plastic fruits in the water table or bear in the small, medium, large shallow tub or water; infants and basket; use the words small, toddlers wash the fruit for the picnic medium, large

Toddler Toddler  Ants on a Log – draw a log on a 12 X  Ants on A Log on a Picnic – use a 18 piece of construction paper, (one for carrot peeler to peel the outside of celery each toddler); toddlers paint the log; (this takes off the hard to eat stringy paint toddler’s feet black or brown, let layer); toddlers use plastic knives to them ‘walk’ across the log; when foot spread peanut butter or cream cheese prints are dry, add legs, antennae and onto celery; add raisins; eat outside on a eyes to the ants with crayons blanket for a picnic

Environment

Notes

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Block Planning for Infants and Toddlers Theme: Date: ______

Social and Emotional Language Development and Communication

Cognitive Physical and Motor

Environment

Notes

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Infant & Toddler Activity Directions Infant Book List Biscuit’s Picnic by Alyssa Satin Capucilli Poppy and Max and the River Picnic by Sally Grindley In the Tall, Tall Grass by Denise Fleming The Very Hungry Caterpillar by Eric Carle Peek-a-Boo! By Roberta Grobel Intrater Hands Can by Cheryl Willis Hudson Brown Bear, Brown Bear, What Do You See? By Bill Martin, Jr. Runaway Bunny by Margaret Wise Brown Picnic Food Pictures

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Toddler Fruit Match Cards

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

Preschool & School-Age Activity Plans

Activity 1: Picnic Fare

Directions Materials Needed Getting Ready  Talk with children about a time when they had a  Book on picnics from the Setting the stage for picnic Book List excited and engaged  Ask questions about what they ate, what they learning did, who was on the picnic etc.  Read a book about picnics from the Book List Activity PS-K  Chart or roll paper Directions should be  Draw a large plate onto a piece of chart/roll  Markers adapted to fit the paper  Magazines/food ads individual skills of  Paint/color the rest of the paper to look like a  Scissors children picnic blanket  Glue

 Cut out pictures from magazines or  Paper food/grocery store ads of foods to eat on a  Pencils picnic  12 X 18 construction

 Write the name of the food next to it on the paper

plate  Paper plates  Hang the picnic blanket/plate paper up in the writing center  Provide paper and pencils for children to try and copy the ‘picnic food’ words

School-Age  School-agers make individual posters using 12 X 18 construction paper  Paint/color the construction paper to look like a picnic blanket  Glue a paper plate onto the construction paper  Cut out from magazines or food/grocery store ads of foods to eat on a picnic  Glue onto paper plate  Use a computer/printer to print off the names of the foods and glue next to food Reflection Things to reflect on Extending the  What are some safety precautions that need to be taken when learning, encouraging preparing/transporting foods for a picnic? critical thinking  What do you think is the most eaten food at a picnic? Chart answers from class Development Primary Focus: Language & Literacy Domains Preschool – Emergent writing: : Engages in writing using letter-like symbols to Main development make letters or words focus of activity School-age – Writing: Demonstrates increased ability to use keyboarding skills

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Secondary Focus: Physical & Motor Preschool – Fine Motor: Uses eye-hand coordination to perform a variety of tasks School-age – Fine Motor: Demonstrates increasing skill in small muscle tasks such as dressing, writing, cutting, keyboarding and using a variety of tools Approaches to Learning Preschool – Persistence: Seeks and/or accepts help or information when needed School-age – Learning Strategies: Exhibits persistence through play and the planning of short- and long-term projects STEM Education Technologically literate - understand and explain the nature of technology, Function develop the skills needed, and apply technology appropriately School/life Preschoolers are starting to realize how important the ‘written word’ is for Readiness Skill communicating in our daily lives. Preschool children are eager to mimic adults Development through ‘writing’, which they will use in a variety of activities. Seeing adults write lists and notes to themselves and others helps children understand how much information is shared through written language. This is an important school readiness skill. School-agers are improving their dexterity with manual writing skills as well as their keyboarding skills. This requires developing muscle strength in their fingers and hands, as well as good hand/eye coordination. The development of good keyboarding skills is important for success in today’s world of technology.

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Activity 2: Picnic ‘Word Quilt’

Directions Materials Needed Getting Ready  Read a couple picnic books from the Book List  Picnic books from Book Setting the stage for  Learn a finger play about picnics (pages 8-10) List excited and engaged  Discuss the different things people bring or do  Chart paper learning on a picnic  Marker  Write items on a chart paper  Picture dictionary  Show children a picture dictionary  Explain that they are going to draw pictures about picnic words to help create a ‘word quilt’, finished project looks like a paper quilt Activity PS-K  Paper Directions should be  Children draw pictures of the different things  Markers/crayons adapted to fit the people bring to or do on a picnic  Hole punch individual skills of  Write descriptive words on the pictures  Yarn children  Punch holes on the 4 corners of the papers  Tape

 Using yarn, tie the papers together to resemble  Picture dictionary a quilt  Computer/scanner/  Hang up the quilt as your ‘word quilt’ or visual printer access

dictionary  3-ring binder  Include a picture dictionary next to where the ‘word quilt’ is hung

School-Age  School-agers develop an extensive list of things to take, do, or see on a picnic  Each school-ager chooses 4-6 items to illustrate  They do an initial illustration  When they are satisfied with their drawing, the items are scanned into a computer and then shrunk so that 4-6 pictures can be put on one page  Pictures are labeled with a short definition of the word  All pages are put together in a 3-ring binder as part of a group picture dictionary Reflection Things to reflect on Extending the  When do we need to use a dictionary? learning, encouraging  What are other resources we can use to find definitions or information about critical thinking specific words? Development Primary Focus: Language & Literacy Domains Preschool – Speaking: Uses increasingly complex and varied vocabulary and Main development language focus of activity School-age – Speaking: Uses language for a variety of purposes

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Secondary Focus: Social & Emotional Preschool – Self Concept: Begins to develop awareness, knowledge, and acceptance of own gender and cultural identity School-age – Self Concept: Demonstrates awareness and knowledge of self- including gender, gender roles, culture and community Approaches to Learning Preschool – Curiosity: Shows interest in discovering and learning new things School-age – Interest in Learning: Displays comfort with exploring and discovering new things STEM Education Innovators – creatively use science, mathematics, and technology concepts and Function principles by applying them to the engineering design process School/life Preschoolers are rapidly developing vocabulary and communication skills. Readiness Skill Children need a large ‘working’ vocabulary (around 15,000 words they can use Development and understand) when they go to school for success in learning to read. The more experiences preschoolers have to develop vocabulary, the more successful they will be in school. School-agers use their developing vocabulary to learn about and understand the world around them. It is important for their on-going school success to continue to develop an increasingly complex vocabulary. This is an important life-long learning attribute in order to be successful adults in an ever-changing world.

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Activity 3: My Picnic Blanket

Directions Materials Needed Getting Ready  Look at some different fabrics that have a  Fabrics with a repeating Setting the stage for pattern/print – plaids, stipes, other patterns that pattern excited and engaged show a repeat; look at a checkerboard  Checkerboard learning  Discuss what makes a ‘pattern’  Colored blocks or other  Make a ‘pattern’ of girl/boy/girl/boy sorting materials  Use some colored blocks or other materials to create other simple patterns Activity PS-K  Blanket pattern Directions should be  Use ‘patterning’ template that is appropriate for templates/grids adapted to fit the the skills of children  Paper individual skills of  Cut construction paper into squares the same  Construction paper children size as template squares, many colors  Scissors

 Children use patterning templates to lay paper  Glue

squares in a repeatable pattern  Crayons or colored

 Glue squares onto paper pencils  Lay out the second row on the template, using the pattern (if first row is A-B pattern, second row could be B-A pattern so that it makes a checkerboard, or if A-B is continued, it would form a stripe)  Glue paper squares onto the blanket pattern  Follow pattern for each row; glue down  Some pattern sequences could be A-B-C; A-B, A-A-B-B etc

School-Age  School-agers use a blank pattern grid to create their own pattern  Fill in pattern using ½ inch pattern grid and fill in spaces with crayons or colored pencils  For extended activity, print a variety of complex mandalas for school-agers to complete design with colored pencils www.printmandala.com Reflection Things to reflect on Extending the  Where do we see patterns that are made by people in our world? learning, encouraging  Where do we see patterns in nature? critical thinking Development Primary Focus: Cognitive – Mathematical & Logical Thinking Domains Preschool – Patterns and Relationships: Recognizes and duplicates simple Main development patterns focus of activity School-age – Patterns and Relationships: Makes, copies and extends patterns Secondary Focus: Creativity & the Arts Preschool – Creating: Uses a variety of media and materials for exploration and Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

creative expression School-age – Creating: Demonstrates the fundamental knowledge and techniques needed to create and perform Approaches to Learning Preschool – Imagination and Invention: Approaches tasks and experiences with flexibility, imagination, and inventiveness School-age – Learning Strategies: Demonstrates problem-solving skills through play and daily activities STEM Education Inventors – recognize the needs of the world and creatively design, test, redesign, Function and then implement solutions (engineering process) School/life Preschoolers struggle with the concept of patterning. The more experience and Readiness Skill opportunity they have with creating and recognizing patterns, the easier it will Development become. Many language and math skills have a foundation in patterns. Children that understand patterns are more successful with school tasks, and develop higher level thinking processes. School-agers may still have a hard time ‘seeing’ patterns. Learning experiences throughout the K-12 system include patterning activities. Providing school-agers concrete experiences to create and replicate patterns will help them master this skill for school success.

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Activity 4: We’re Going On A Picnic

Directions Materials Needed Getting Ready  Read We Had a Picnic This Sunday Past by  Books, We Had a Picnic Setting the stage for Jacqueline Woodson, We’re Going On A This Sunday Past by excited and engaged Picnic by Pat Hutchins or any other book about Jacqueline Woodson, learning families going on a picnic We’re Going On A  Talk about special times/days when families Picnic by Pat Hutchins might have a picnic – Memorial Day, 4th of July, or any other book about Labor Day, birthdays, Mother’s Day, Father’s families going on a picnic Day etc. – look these days up on a calendar  List the special days families go on picnics  Calendar (yearly) Activity PS-K  Picnic blanket Directions should be  Lay a picnic blanket on the floor  Picnic basket adapted to fit the  Set a picnic basket next to the blanket  Plastic foods individual skills of  Gather plastic food that would be eaten on a  Paper children picnic and put in the middle of the blanket  Index cards

 Learn the finger play ‘Going On A Picnic’, page  Pencils 9 – for additional verses, children add the foods  Equipment for picnic that are on the blanket games  Once the food has been chosen, it is put in the basket

School-Age  School-agers can plan games that can be played on a picnic  Write the rules on index cards to save in a file box  Gather the materials  When the group has a ‘picnic day’, these games are ready to go! Reflection Things to reflect on Extending the  What are some special days your family gets together? learning, encouraging  Why are picnics fun? critical thinking Development Primary Focus: Cognitive – Social Systems Understanding Domains Preschool – Understanding the World: Begins to recall recent and past events Main development School-age – Family: Understands the roles and relationships of family and family focus of activity members Secondary Focus: Social & Emotional Preschool – Social Competence & Relationships: Uses play to explore, practice, and understand social roles and relationships School-age – Social Competence & Relationships: Shows respect for all people, cultures and communities Approaches to Learning Preschool – Reflection & Interpretation: Thinks about events and experiences and Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

applies this knowledge to new situations School-age – Reflective Learning Practices: Makes independent decisions based on interests, learning and experiences STEM Education Problem-solvers – able to define questions and problems, design investigations Function to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations School/life Preschoolers are beginning to remember ‘past’ events and applying their Readiness Skill memories to ‘present’ or ‘future’ experiences. This learning includes the Development understanding of time, represented in days, weeks, months and years. The development of memory is a cognitive skill that is used for school and life success. School-agers love to make up games, and try out their imagination and leadership skills. Providing ‘real life’ opportunities for school-agers to develop special games and then teach these games to others gives school-agers experience in trying out some new skills.

5. Going On A Picnic Going on a picnic Got to pack a lunch What should we bring Munch, munch, munch

Children suggest picnic foods For additional verses: Going on a picnic Going to eat a …(food)… Feeling full and happy Munch, munch, munch

Ready for a picnic Ready for our lunch Now we are ready Munch, munch, munch!

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Activity 5: The Ants Go Marching

Directions Materials Needed Getting Ready  Read The Ants Go Marching by Dan Crisp  Book, The Ants Go Setting the stage for Marching by Dan Crisp excited and engaged learning Activity PS-K  Words to the song – see Directions should be  Singing the ‘Ants Go Marching’ song, play a below adapted to fit the singing, circle game  Paper individual skills of  Children start by marching in a circle, single file  Pencils children  Next, march in a circle 2 by 2, then 3 by 3 until  Crayons/markers all children are in one line

School-Age  School-agers use the Ants Go Marching song to create their own version: they can change the actions, change the animal, change the destination or change all of them!  Each verse can even be a different animal Example: The monkeys go swinging one by one Eeee, Eeee, Eeee, Eeee The monkey go swinging one by one Eeee, Eeee, Eeee, Eeee The monkeys go swinging one by one, The first one stops to have some fun, And they all go swinging Up in the tree Where they know They’ll be free  Make lists of animals and animal sounds, actions that rhyme with the numbers, and then a result that rhymes with the action/destination  They could then illustrate their new song for a group book Reflection Things to reflect on Extending the  What other groups of people march to music? learning, encouraging  How does singing help keep the rhythm when marching? critical thinking Development Primary Focus: Creativity & the Arts Domains Preschool – Responding: Shows interest and respect for the creative work of self Main development and others focus of activity School-age – Responding: Discusses personal experiences in creating and performing Secondary Focus: Social & Emotional Preschool – Emotional: Demonstrates increasing competency in recognizing and

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describing own emotions School-age – Emotional: Demonstrates effective self-regulation of own behavior Approaches to Learning Preschool – Risk Taking: Uses a variety of strategies to solve problems School-age – Interest in Learning: Demonstrates new learning through play experiences STEM Education Self-reliant – able to use initiative and self-motivation to set agendas, develop and Function gain self-confidence, and work within time specified time frames School/life Preschoolers are developing ‘group skills’ – being able to interact in a group Readiness Skill through understanding how each member is feeling. Learning about emotions – Development theirs and others, helps children develop social skills that will help them be successful in school. Add marching and singing to an activity, and the result is a fun, and maybe silly time! School-agers can become very creative, and silly, when changing the words and actions to a well-known song. This is a time when the school-ager can be silly but still be in control of their actions. The activity encourages creativity through using language to rhyme actions, numbers, and a destination in keeping with the ‘Ants Go Marching’ song. Lots of thinking and vocabulary development with this activity – both great skills for school success.

The Ants Go Marching The ants go marching one by one. Hoorah! Hoorah! The ants go marching one by one. Hoorah! Hoorah! The ants go marching one by one; The little one stops to suck his thumb,

Repeat And they all go marching down into the ground To get out of the rain. Boom, boom, boom, boom!

The ants go marching two by two. …… The little one stops to tie his shoe, Repeat

The ants go marching three by three. …….. The little one stops to climb a tree, Repeat

The ants go marching four by four. …… The ants go marching four by four; The little one stops to shut the door, Repeat

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The ants go marching five by five. …… The little one stops to take a dive, Repeat

The ants go marching six by six. …… The little one stops to pick up sticks, Repeat

The ants go marching seven by seven. …… The little one stops to pray to heaven, Repeat The ants go marching eight by eight. …… The little one stops to roller skate, Repeat

The ants go marching nine by nine. .…. The little one stops to check the time, Repeat

The ants go marching ten by ten. Hoorah! Hoorah! The ants go marching ten by ten. Hoorah! Hoorah! The ants go marching ten by ten; The little one stops to shout "THE END!!"

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Activity 6: Shoebox Picnic Basket

Directions Materials Needed Getting Ready  Bring different baskets into the group – laundry  Different types of baskets Setting the stage for basket, strawberry basket, picnic basket excited and engaged  Discuss what might be put in each type of learning basket  Talk about why people use baskets to carry items Activity PS-K  Shoebox bottoms – one Directions should be  Each child needs the bottom of a shoebox – for each child adapted to fit the ask families for help in collecting enough!  Tempera paint individual skills of  Paint the box – children can choose any color  Paint brushes/paint shirts children they want; they can paint both the  Tissue paper squares

inside/outside of box  Glue

 When paint is dry, glue small pieces of tissue  Rope

paper to outside of box (this provides  Pictures of baskets from texture/looks like it is woven) different  Punch holes on opposite sides; insert a piece of cultures/countries rope (about 12-15 inches) and tie for the handle  Construction paper strips  Plan a picnic where children can use their  Fabric scraps individual picnic baskets for their lunch/snack

School-Age  Look at pictures of baskets from different cultures – talk about the materials used and how the baskets were used  School-agers paint their shoebox  Instead of gluing pieces of tissue paper onto the box, they glue strips of paper horizontally along the sides – gluing just at the corners  When the glue is dry, weave strips vertically through the horizontal strips; glue  If desired, line the inside of the box with fabric  Add handle, similar to the preschool directions Reflection Things to reflect on Extending the  What are ways you use baskets? learning, encouraging  What are some different cultures that make and use baskets? What materials critical thinking do they use to make their baskets? Development Primary Focus: Creativity & the Arts Domains Preschool – Evaluating: Shares experiences, ideas, and thoughts about art and Main development creative expression focus of activity School-age – Evaluating: Examines cultural contributions in each of the artistic disciplines of dance and movement, theater and drama, music and song, and the visual arts, including drawing, painting, sculpture, printmaking, design, photography, video and filmmaking

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Secondary Focus: Cognitive – Social Systems Understanding Preschool – Understanding the World: Identifies characteristics of the places where they live and play within their community School-age – World: Recognizes the interrelationships between countries, cultures and languages in the world Approaches to Learning Preschool – Curiosity: Shows interest in discovering and learning new things School-age – Interest in Learning: Exhibits curiosity regarding own world and the people in it STEM Education Problem-solvers – able to define questions and problems, design investigations Function to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations School/life Preschoolers love the process of art – painting and gluing are two of their favorite Readiness Skill activities! This activity gives preschoolers the opportunity to use their fine motor Development skills when painting and gluing. This increases their muscle strength and hand/eye coordination, necessary for writing and self-help tasks. School-agers enjoy the process of art but also want a ‘real’ product when finished. They want a product that they can be proud to use or give to someone. As school-agers grow and develop, they are increasingly gaining skills and practicing for their role as an adult. The more opportunities provided them to develop these skills, the more successful they will be as adults.

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Activity 7: Ant At A Picnic

Directions Materials Needed Getting Ready  Ask children to talk about things that can  Book, Ants at the Setting the stage for happen at a picnic – direct the conversation to Picnic: Counting by excited and engaged how ants always show up! Tens by Michael Dahl learning  Read Ants at the Picnic: Counting by Tens by Michael Dahl Activity PS-K  Deck of number cards, Directions should be Game is played similarly to Duck, Duck, Goose (appropriate to age and adapted to fit the  Children sit in a circle, one person is the ‘ant’ skill development of individual skills of  The ant chooses a number card and walks children) children around the circle, tapping the other children on the head and counting out the numbers  When the ‘ant’ gets to the number on the card, the ant says ‘PICNIC”  The child that is tapped with PICNIC chases the ant around the circle, trying to tag them  The ‘PICNIC’ is the next ‘ant’  Continue play until all children have had a turn to be the ‘ant’

School-Age  Provide number cards that are appropriate to age group: counting by 5’s or 10’s; multiples of 2, 3, 4, 5. 6, 7, 8, 9, 10 etc. (working on their multiplication facts) Reflection Things to reflect on Extending the  Why do ants always come to a picnic? learning, encouraging  What are some special facts about ants? critical thinking Development Primary Focus: Physical & Motor Domains Preschool – Gross Motor: Develops body strength, balance, flexibility, and stamina Main development School-age – Gross Motor: Demonstrates increasing large muscle control and focus of activity coordination in hand, arm, leg and body movements Secondary Focus: Cognitive – Mathematical & Logical Thinking Preschool – Number Concepts & Operations: Demonstrates ability to count in sequence School-age – Number Concepts & Operations: Shows understanding of number and quantity Approaches to Learning Preschool – Curiosity: Shows eagerness and a sense of wonder as a learner School-age – Interest in Learning: Expresses interest and excitement in learning new things STEM Education Logical thinkers – able to apply rational and logical thought processes of science, Function mathematics, and engineering design to innovation and invention

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School/life Preschoolers are just learning to play group games. It takes a lot patience to wait Readiness Skill your turn in circle games – it is really important that all children stay engaged until Development the game is done and everyone has had a turn. You may find that some children want to be done as soon as they have had their turn. To be a good citizen, we have to make sure that fairness and equality is part of each person’s understanding and practices. Playing group games helps children develop this understanding. School-agers have a pretty good sense of what is fair – especially if they see themselves on the side of ‘unfairness’. They may also want to quit when their turn is over, but should be expected to continue until everyone has had their turn. It is easier to get them to see that everyone deserves a turn. This understanding helps school-agers develop empathy and caring for others, a trait that helps them be good citizens and community members.

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Activity 8: Clay Picnic Food

Directions Materials Needed Getting Ready  Talk about picnic food, and why it is easy to eat  Plastic foods Setting the stage for with our fingers excited and engaged  Bring plastic food to the group, talk about learning whether food is a good food for a picnic  Make a list of easy-to-eat picnic foods Activity PS-K  Self-hardening clay or Directions should be  Use self-hardening clay or make clay using ingredients to make clay adapted to fit the recipes below (recipes below) individual skills of  Give each child a ball of clay (about the size of  Paper plates children a plum or small apple)  Tools for sculpting  Children sculpt/shape their food on a paper  Tempera paint

plate  Water-based  Children should be allowed to make more than polyurethane one item  Fabric squares  Let clay dry  When dry, children paint their food  Adult - spray with water-based polyurethane when dry

School-Age  School-agers should be encouraged to make a complete picnic sculpture - ‘plateful’ of picnic food, set out on a fabric square for the blanket, complete with an ant  School-agers may want to try several different clay recipes for various parts of the picnic food Reflection Things to reflect on Extending the  What types of materials do sculptors use in their artwork? learning, encouraging  What is your favorite type of art medium to work with? Why? critical thinking Development Primary Focus: Physical & Motor Domains Preschool – Fine Motor: Develops small muscle control and coordination Main development School-age – Fine Motor: Demonstrates increasing small muscle control and focus of activity coordination in eye, hand and body movements Secondary Focus: Creativity & the Arts Preschool – Creating: Uses a variety of media and materials for exploration and creative expression School-age – Creating: Expresses feelings and experiences in the creative process Approaches to Learning Preschool – Imagination & Invention: Approaches tasks and experiences with flexibility, imagination, and inventiveness School-age – Learning Strategies: Uses creativity to invent new ways to solve problems and explore objects Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com

STEM Education Innovators – creatively use science, mathematics, and technology concepts and Function principles by applying them to the engineering design process School/life Preschoolers need lots of opportunities to strengthen their finger/hand muscles Readiness Skill and hand/eye coordination. This development is crucial for many school readiness Development tasks such as cutting, holding a book/turning the pages, writing and keyboarding. It is equally important for the everyday ‘real-life’ tasks of getting dressed, feeding oneself, and using the bathroom. The better the fine motor skills, the more successful children are in school. School-agers also need muscle strengthening in their hands/fingers. As children go through their school career, more and more tasks rely on the ability to use hand/eye coordination and finger strength/stamina to complete the tasks. Even as adults, we need to continue to exercise our finger and hand muscles in order to complete many of the tasks we do daily.

Recipes for Self-hardening Clay From One Hundred and One Recipes for Fun, available at www.earlylearningsuccess.net

24. Bread Sculpting Dough – for school-age children The recipe is for one child  1 slice of bread  1 tablespoon white glue  Acrylic paint 1. Smoosh all ingredients together with hands – it is very sticky and gooey 2. Keep mixing together until the dough is soft, it takes several minutes 3. Sculpt desired shape and let dry – this dough gets hard quickly if not used right away 4. When dry, paint with acrylic paint

Feels like ceramic when dry

25. Crepe Paper Clay  Crepe Paper cut into thin strips  1 cup flour  1 cup salt  Large containers and water For each Crepe Paper color:  Place Crepe Paper in large container and add enough water to cover paper  Let soak for about one hour until most of the water is absorbed into the paper  Pour off excess water  Add small amounts of flour and salt (in equal parts, start with ¼ cup each) and mix by hand until you have a clay-like mixture  Create sculptures by forming the Crepe Paper clay with your hands  Use the different colors of clay to create interest in your sculpture  Let dry and apply a glue and water mixture to seal – no need to paint

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26. Craft Clay  1 cup cornstarch  2 cups baking soda  1 ½ cups water 1. Combine cornstarch, baking soda and water 2. Cook until thickened to dough-like consistency 3. Turn out onto pastry board and cover until cool 4. Knead until smooth 5. Form with hands or roll out and cut with cookie cutters 6. Air dry; paint when dry

27. Play Clay  3 cups baking soda  1 ½ cups cornstarch  1 ¾ cups water  ¼ cup salt 1. Stir all of the ingredients together in a saucepan 2. Cook on medium heat, stirring occasionally until the mixture bubbles and thickens 3. Spoon out onto a board and cover with a damp cloth until cool 4. Knead until smooth and divide into smaller balls 5. Add a few drops of food coloring or liquid water color 6. Mold into shapes and let air dry 7. Clay pieces will harden slowly without baking 8. Paint when dry

28. Flour and Salt Clay  4 cups flour  1 cup salt  Food coloring  Water 1. Mix ingredients to desired dampness; add food coloring with water 2. Form desired shapes 3. Air dry for several days 4. Paint when dry

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29. Salt and Cornstarch  1 cup salt  ½ cup cornstarch  ¾ cold water 1. Mix ingredients together over low heat 2. Stir until thick, about 2-3 minutes 3. Pour onto waxed paper until cool 4. Knead until smooth 5. Roll or shape as desired 6. Air dry and paint

38. Modeling Magic Clay 1  2 cups cornstarch  1 cup white school glue 1. Start with mixing the ingredients in a plastic bag 2. Turn out onto waxed paper and continue to mix, use plastic gloves to keep hands from getting too sticky 3. Add a little more cornstarch it mixture is too sticky; add a few drops of glue it mixture is too crumbly or dry 4. Use wax paper to work on 5. To color, add a little acrylic paint and knead in 6. Let dry on wax paper, dries hard

39. Modeling Magic Clay 2  2 cups baking soda  1 cup cornstarch  1 ½ cups cold water  Food coloring 1. Mix all ingredients together in saucepan 2. Heat over medium heat, stirring constantly until mixture bubbles 3. Cook until mixture thickens 4. Place in bowl and cover with damp cloth until cool enough to handle 5. Knead until smooth

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Pictures & Templates The letter R

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Rabbit Ring Rainbow Rain

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Activity 3: My Picnic Blanket Templates for picnic blanket patterns

Picnic Party Unit of Study © Early Learning Success, LLC, 2016 www.earlylearningsuccess.net Some pictures courtesy of www.wpclipart.com