Galileo Pre-K Online Curriculum: G3 Activities: 18-36 Month-Olds

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Galileo® Pre-K Online Professional Development Manual Fundamentals of Galileo Galileo Pre-K Online Curriculum: G3 Activities: 18-36 Month-olds

Assessment Technology Incorporated 6700 E. Speedway Boulevard Tucson, Arizona 85710 Phone: 520.323.9033 • Fax: 520.323.9139 ati-online.com • [email protected]

Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds

Kerridan A. Kawecki, B.A. Margaret A. Johnson, M.Ed. Michelle C. Larson, M.P.H.

Assessment Technology Incorporated 6700 E. Speedway Boulevard Tucson, AZ 85710 1.800.367.4762 www.ati-online.com [email protected]

©Assessment Technology Incorporated 2014 “Galileo” and the Galileo logos are trademarks or registered trademarks of Assessment Technology Incorporated. All rights reserved. No part of this document may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from the publisher. Printed in the U.S.A Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds

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Galileo® Pre-K Online Curriculum G3 Activities for 18-36 Month-Olds Table of Contents

Accessing the Galileo® Activities...... 1 To Print Plan Activities ...... 1 Search for Activities ...... 2 A Little Bit Louder Now ...... 4 A New Interest Center ...... 5 Aboriginal face art ...... 6 Action Words ...... 7 All Aboard the Animal Train! ...... 8 Alphabet Chant ...... 9 Alphabet Chips ...... 10 Alphabet Sandwiches (or Number Sandwiches) ...... 11 Alphabet Soup ...... 12 Animal Actions ...... 13 Animal Apartments! ...... 14 Animal Collage ...... 15 Animal Match Game ...... 16 Animal Parts ...... 17 Animal Rhymes ...... 18 Animal Sound Story ...... 20 Apple Prints ...... 21 Apple Sorting ...... 23 Archaeology Dig ...... 24 Assisted Ball Rolling ...... 26 Autograph book ...... 27 Autumn Mural ...... 29 Baby dolls ...... 31 Ball Toss ...... 32 Balloon Fun! ...... 33 Balls and Tubes ...... 34 Basket of Activity! ...... 35 Be Right Back Baby ...... 36 Bead string snakes ...... 38 Bean Bag Dance ...... 39 Bean Bag Hotcakes ...... 40 Bean Bag Toss ...... 41 Bean Sprouts ...... 42 Bear Hunt ...... 43 Beautiful Necklaces ...... 44 Bells ...... 45 Bird Feeders ...... 46 Bird Nests ...... 48

Bird Observatory ...... 49 Bird's Nest Collage ...... 50 Black ...... 51 Black And White Animals ...... 52 Black And White Penguin Collage ...... 53 Block Building Together ...... 54 Blossoming Builders ...... 55 Blotto Color Blobs ...... 57 Blowing in the wind ...... 58 Blown Paint Monsters ...... 59 Blue ...... 60 Boats in Water ...... 61 Body Art ...... 62 Body Book ...... 63 Body Bubble Popping ...... 64 Bowl Full of Beans ...... 65 Box of Socks ...... 66 Brush our teeth ...... 67 Bubble Bubble Fizz Fizz ...... 68 Bubble Fun ...... 69 Bubble Prints ...... 70 Building Barns and Corrals ...... 71 Building Blocks ...... 72 Building Roads for Cars & Trucks...... 73 Building with Cups ...... 74 Bunny Rabbit Hop ...... 75 Butterfly Hide and Go Seek ...... 76 Button Ornaments ...... 77 Button Ribbon ...... 79 Camping ...... 80 Car painting ...... 81 Car Seat Practice ...... 82 Cereal Strings ...... 84 Circles ...... 85 Classroom Farm ...... 86 Classroom Hockey Game...... 88 Classroom Labels ...... 89 Clothespin Painting ...... 91 Clown Parade ...... 92 Color Hop ...... 93 Color Sort ...... 94 Color Sorting Sticks ...... 96 Color Tag ...... 97 Colored Celery ...... 98 Cotton Ball Art ...... 99 Creative Corn ...... 101 Dancing on the Beach ...... 102 Dear Class! ...... 103

Dinosaur Eggs ...... 104 Do a Dash of Dishes ...... 106 Drip, Drop Smile! ...... 108 Dry Beans, Wet Beans, Cooked Beans ...... 109 Everyone Had a Farm ...... 111 Fall Leaves on a Tree ...... 113 Feeling Wheel ...... 115 Flower Sorting ...... 117 Fly Away Little Birds ...... 118 Foam Pit ...... 119 Follow the Yellow Brick Road ...... 120 Framed Art ...... 121 Frozen Oobleck ...... 122 Fruit Wash ...... 124 Glowing Exploration ...... 125 Go for four ...... 127 Going Fishing ...... 128 Grape Bunches ...... 129 Grass Gardens ...... 130 Grass Heads ...... 133 Green ...... 134 Green is Good! ...... 135 Hammering Baked Cotton Balls ...... 136 Hanging Hands ...... 137 Happy Hair ...... 139 Happy Music, Sad Music ...... 140 Hatching rocks ...... 141 Head, Shoulders, Knees and Toes ...... 143 Hey That's Me! ...... 144 Hide and Listen ...... 145 Hide and Seek ...... 146 High Seas ...... 147 Hip Hop Hoops ...... 148 How's the Weather? ...... 149 I Spy ...... 151 Itsy Bitsy Spider ...... 152 Jingle Dance ...... 154 Jumping up and down ...... 155 Labels...... 156 Lava Strings ...... 157 Let's All Clean Up! ...... 158 Light and Dark Shape Matching ...... 160 Little drummer boys and girls ...... 161 Little Road Builders ...... 162 Look at this. What's it? ...... 164 Lucky Shamrocks ...... 165 Magic Spider Webs ...... 166 Magnetic Shapes ...... 167

Magnets in a Bottle ...... 168 Making Special Hats ...... 169 Maraca Dance ...... 170 Marble Painting ...... 171 Matching Disks ...... 172 Matching Magnets ...... 173 Matching Outfits ...... 174 Matching Photos ...... 175 Melon Madness ...... 176 Melting Snowmen...... 177 Moving Day ...... 178 Musical Chairs ...... 180 Musical Crayons ...... 181 My Bones! ...... 183 Nutty painting ...... 185 Obstacle Course ...... 186 Ocean in a bottle ...... 187 One Fish Two Fish Red Fish Blue Fish ...... 189 Oobleck Exploration...... 190 Ooey, Goey, Silly Slime ...... 191 Orange ...... 192 Our Class Mobile ...... 193 Our School Book! ...... 195 Outdoor Color Match ...... 196 Packing for a trip ...... 197 Paint Rollers ...... 198 Paint Tablets ...... 199 Paper Bag Kites ...... 201 Paper hug ...... 202 Paper Plate Snakes ...... 203 Paper Tube Collage ...... 204 Parade of Children ...... 205 Pipe Cleaner Threading ...... 206 Pirates ...... 207 Playdough Play ...... 209 Please and Thank You ...... 211 Pocket Day ...... 213 Popsicle Puzzle ...... 214 Pouring Practice ...... 216 Pre-K Basketball ...... 217 Preschool Needle Point ...... 218 Preschool Rock Band ...... 219 Puffy Paint Pictures ...... 220 Rain Art ...... 221 Rain Chain ...... 222 Rectangles ...... 224 Red ...... 225 Red Light Green Light ...... 226

Reduce, Reuse, Recycle ...... 227 Reverse Letters...... 228 Rock n' Roll ...... 229 Rocking the Boat ...... 230 Rolling a Mat ...... 231 Round and Round They Are ...... 232 Row Row Row Your Boat ...... 234 Rubber Band Box ...... 235 Sand Castles ...... 236 Scavenger Hunt ...... 237 Sensory Gloves ...... 239 Sensory Matching...... 240 Sensory Smells ...... 241 Sewing Animals ...... 242 Shadow faces ...... 243 Shake, Rattle and Roll ...... 244 Shape Shifters ...... 246 Sharing feelings ...... 247 Sidewalk Sayings ...... 249 Sing and dance with me ...... 251 Sink and Float ...... 253 Smoothie Sensory Play ...... 254 Snow Painting ...... 255 Snow Play ...... 256 Sock Puppets ...... 257 Sock Toss ...... 258 Song: Do You Know the Muffin Man? ...... 259 Song: Hickory Dickory Dock ...... 260 Song: If You're Happy And You Know It ...... 261 Song: I'm A Little Tea Pot ...... 262 Song: Look who came to school today ...... 263 Song: Mary Had A Little Lamb ...... 264 Song: Monkeys On The Bed ...... 266 Song: Monkeys Sitting In A Tree ...... 268 Song: One Potato ...... 269 Song: One, Two, Buckle My Shoe ...... 270 Song: Ten In A Bed ...... 271 Song: The Ants Go Marching ...... 272 Song: This Old Man ...... 273 Song: Two Little Black Birds ...... 275 Song: We are all going to help today ...... 276 Sound Match ...... 277 Spaghetti Mobiles ...... 278 Spiders ...... 279 Splish Splash! ...... 280 Sponge Squeezing ...... 281 Sponge throwing ...... 282 Spring Mural ...... 283

Squares ...... 284 Stained Glass Window Decorations ...... 285 Stop n' Dance ...... 287 Story: Fuzzy Bear Gets Dressed ...... 288 Story: Ali Baba and the Forty Thieves ...... 289 Story: Arrow to the Sun ...... 290 Story: Bear Snores On ...... 291 Story: Bringing the Rain to Kapiti Plain ...... 293 Story: Calico Cat at the Zoo ...... 294 Story: Chugga Chugga Choo Choo ...... 295 Story: Don't Let the Pigeons Drive the Bus ...... 296 Story: Dragons and Fantastic Creatures ...... 297 Story: Elephants Aloft ...... 298 Story: Giggle, Giggle, Quack ...... 299 Story: Good Night Moon ...... 300 Story: Goodnight Goodnight Construction Site ...... 302 Story: Growing Vegetable Soup ...... 303 Story: Hands Are Not For Hitting ...... 304 Story: Hello Bugs! ...... 306 Story: How Are You Peeling? Foods With Moods ...... 308 Story: How Do Dinosaurs Say Good Night ...... 309 Story: Hug by Jez Alborough ...... 310 Story: I Read Signs ...... 311 Story: Little Bear's Visit: Grandmother and Grandfather Bear ...... 312 Story: Mama Zooms ...... 313 Story: More More More Said The Baby ...... 314 Story: Red Leaf, Yellow Leaf ...... 315 Story: Rolling Along with Goldilocks and the Three Bears ...... 316 Story: Room on the Broom...... 317 Story: So Say The Little Monkeys ...... 318 Story: Sometimes I'm a Bombaloo ...... 319 Story: Ten Apples Up On Top ...... 320 Story: The First Strawberries ...... 321 Story: The Funny Little Woman ...... 322 Story: The Giant Cabbage ...... 323 Story: The Giant Carrot ...... 324 Story: The Lorax ...... 325 Story: The Poky Little Puppy ...... 326 Story: The Rain Came Down ...... 327 Story: The Secret Footprints ...... 328 Story: The Three Bears ...... 329 Story: Trucks, Trucks, Trucks ...... 330 Story: Why The Sky Is Far Away ...... 331 Streamer Dance ...... 332 Street Safety ...... 333 Sugar Chalk Art ...... 334 Sunflowers ...... 335 Tactile Toes ...... 337

Tagging Toddlers ...... 339 Temperature Sensors ...... 340 Thanks Giving ...... 341 Thanksgiving Dinner is Served! ...... 342 Things I Like Collage ...... 344 Things That Go Together ...... 345 Time for Dinner ...... 346 Toddler Bowling ...... 347 Toddler Pool Game ...... 348 Toddler Twister ...... 350 Topple towers ...... 352 Treasure Hunt ...... 353 Triangles ...... 355 Tube Snow Man ...... 356 Tug Box ...... 357 Tug Together ...... 359 Tunnel Time ...... 360 Undressing Practice ...... 361 Vegetables are Yummy! ...... 362 Veggie Stamps ...... 363 Washing Hands! ...... 364 What do you feel? ...... 365 What's in the jar? ...... 366 What's this? ...... 368 When You're Emotional And You Know It ...... 369 White ...... 370 Wind paint ...... 371 Woof Woof, Meow, Purr ...... 372 Word of the Week ...... 373 Writing in the Sand ...... 374 Yellow ...... 375 Yummy Apples ...... 376 Zip, Zip, Open, Close ...... 378

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Accessing the Galileo® Activities Galileo® provides over 900 ready-to-use activities that are linked to the Galileo® lesson plans. Activities can also be used in a stand-alone situation. The Galileo activity libraries available include: 1. Galileo G3 Activity Library. These are classroom activities. 2. Times for Learning G3. These are activities that can be done in a home environment. They require little or no materials. They are great activities for parents to be involved in their child’s learning. 3. Storyteller G3 Activity Library. These are special Language and Literacy activities housed in this library. Please note, only programs that have purchased Galileo Plus have access to Storyteller.

This handbook provides a copy of each of the 590 activities in the Galileo® G3 Activity Library.

To Print Plan Activities 1. Login to Galileo® 2. Click the Curriculum tab. 3. Click the Activity Build and Select link under Activities. 4. Select the Center, if necessary. 5. Select your Class.

6. Select the Library. 7. (Optional) Select the Developmental Area. 8. (Optional) Select the Knowledge Area.

9. Storyteller activities sometimes include Resources that may be downloaded by the teacher. To access the Resources place your mouse over the paper clip icon.

A box of resource(s) will popup. Click on the resource paper clip you would like to view and/or print.

10.To print the activity, click on the printer icon.

Search for Activities 1. Login to Galileo® 2. Click the Curriculum tab. 3. Click the Activity Build and Select link under Activities. 4. Select the Class. 5. Select the Library, G3 Activity Library: 18-36 months 6. (Optional) Search for a specific activity by narrowing the search using the Developmental Area, Knowledge Area, and Goal fields.

7. You may type keyword(s) in the Search for field. Keywords can be materials, interest centers, etc.

8. Click the Search button. 9. A total Count and Page Number (when applicable) appears. 10.To view and print the activity, click on the printer icon.

A Little Bit Louder Now

2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 44. Demonstrates the ability to move in time with music.

MATERIALS: Song "A Little Bit Louder Now" by the Isley Brothers.

SETUP: None

STEPS: 1) Bring the children to an area where they have plenty of space to move around and dance freely. 2) Explain to the children that you will be dancing with the music changing their dance to fit the music when it's quiet or loud. 3) As you play the song model dancing to the music changing your dancing as the music goes from quiet to loud.

A New Interest Center

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 11. Explores the contents of cabinets and drawers. CONCEPT DEVELOPMENT AND MEMORY 30. Places items back in their “correct” place. 33. Participates in rearranging areas of the room. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 4. Enjoys opportunities to help parents, caregivers, and teachers (e.g., assisting with setting the table or folding the clothes). 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 5. Begins to explore the environment independently. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 19. Participates in rearranging areas of the room. 23. Wants to be assigned a “job”. 25. Puts an object “on top of” or “under” the table, upon request.

MATERIALS: Materials for the new interest center you would like to arrange in the classroom. Boxes or containers to place the materials you are removing from the previous interest center. Setup: Prepare the materials for the new center so that the rearrangement of the classroom can be done smoothly. STEPS: 1) Explain to the children that you will be removing one interest center and adding something new in its place. 2) Begin by assigning a job to each child to help with removing the previous interest center materials. For example, you may show the children which toys need to be placed in containers to be removed, show each child which one you would like him or her to pack in the container. 3) Once the materials from the previous interest center have been removed have the children help you move items left in the area around as needed and age- appropriate. 4) Ask each child to do a specific job to assist with arranging the materials in the new interest center.

ENRICHMENT: -Once the new interest center is arranged, ask the children to identify what activities they see in the interest center.

Aboriginal face art

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 42. Notices that another child has features (e.g., brown hair) similar to her/his own.

MATERIALS: Finger Paint: white, red, yellow, and brown Smocks Construction paper: light brown for faces, other colors for eyes, nose, mouth and hair SETUP: 1) Cut faces out of the light brown construction paper 2) Cut pieces for the children to use as eyes, noses, mouths and hair 3) Setup the arts area for the children to finger paint the faces 4) Research aboriginal face painting from Australia, considering printing pictures from the internet to show the children examples STEPS: 1) Tell the children about the art of face painting in Aboriginal Australian cultures 2) Allow the children to put together the faces (or for smaller children you may need to have the face assembled for them) then paint the faces 3) Have the children display their aboriginal faces and describe what they painted

ENRICHMENT: 1) Read story books which relate to Australia and Aboriginal culture such as: An Australian ABC or An Australian 123 by Bronwyn Bancroft The Outback by Annaliese Porter Disney's Little Einsteins: Australian Adventure (Disney's Little Einsteins Mission) by Susan Ring(Author), Aram Song(Illustrator) 2) If there are families from Australia in your program, invite them to share about their culture in class

Action Words

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 2. Begins to enjoy and initiate humor, such as laughing in response to games. SELF-REGULATION: BEHAVIORAL REGULATION 31. Listens to and follows simple rules in small group activity. SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 52. Points to and names several of their own body parts. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: BEHAVIORAL REGULATION 25. Listens to and follows simple rules in small group activity. SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 40. Points to and names several of their own body parts.

MATERIALS & SETUP: None

STEPS: 1) Move in different ways inviting the children to imitate your movements as you describe the movements. For example, stand up tall and reach high above your head while saying "Reach high!" or flap your arms like a bird and say "move your arms up, and now down." ENRICHMENT: -Let the children be the leaders as you describe what they are doing.

All Aboard the Animal Train!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY WRITING 43. Climbs into a box and making motor sounds. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 28. Pulls/pushes a wagon or cart around the play area possibly putting toys in it. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 9. Puts objects in a box. FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Uses two objects together (e.g., putting a spoon in a cup and moving the spoon around). 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 4. Begins to put away toys when clean-up is announced.

MATERIALS: Cardboard box (one or more) Stuffed animals Train conductor's hat (optional)

SETUP: 1) Place the animals on the ground 2) Place the boxes on the ground near the animals

STEPS: 1) Explain to the children that the animals are in the circus and need to get to their next destination on the train. Each box is a train car and you need their help putting the animals in the train cars 2) Have the child place the animals in the box or boxes. 3) Push the boxes along the floor making train noises.

ENRICHMENT: -Let the children take turns pushing the box around while wearing a train conductor's hat. If you have more than one box, more than one child can push a box. -If you have more than one box this may be an opportunity to practice sorting using the animals. You may decide how you would like to sort based on which animals you have available, for example, by color, size, or habitat.

Alphabet Chant

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 4. Follows a one-step direction from an adult. COMMUNICATING AND SPEAKING 12. Repeats words heard or gestures seen. 2-3 years: G3 Language, Communication, Reading & Writing COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs.

MATERIALS& SETUP: None

STEPS: Begin marching and clapping your hands as you say the chant below. This chant is written as a call and response. You say a line, then the children repeat it back to you. A B C D E F G A B C D E F G School is so much fun to me. School is so much fun to me. H I J K L M N H I J K L M N Learn and play with all my friends Learn and play with all my friends O P Q R S and T O P Q R S and T We're the best of friends as you can see We're the best of friends as you can see. U V W X Y Z U V W X Y Z Now it's time to stop and FREEZE! Now it's time to stop and FREEZE! ENRICHMENT: When children freeze, quietly give them directions or motion for them to follow you. You can change the last line of the chant to say, " Now, look at your teacher please"; "Now get on your coats, please."; or whatever else you want them to do.

Alphabet Chips

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY WRITING 52. Recognizes the first letter in her/his first name. 40. Communicates by scribbling with some letter-like shapes. 41. Recognizes the first letter in her/his first name. 2-3 years: G3 Language, Communication, Reading & Writing EARLY WRITING 52. Recognizes the first letter in her/his first name. 40. Communicates by scribbling with some letter-like shapes. 41. Recognizes the first letter in her/his first name.

MATERIALS: Water bottle lids Permanent marker

SETUP: 1) Write the letters of the alphabet on the tops of the water bottle lids, with one letter per lid.

STEPS: These can be used in multiple ways to practice learning the alphabet. One common way to use these is to play alphabet bingo, or give each child all the letters in their name to learn to recognize their names.

Alphabet Sandwiches (or Number Sandwiches)

MATERIALS: 1) Tan paper 2) Orange paper 3) Marker 4) Lunch box (optional)

SETUP: 1) Cut the tan paper into squashes (these are your bread slices) 2) Cut the orange paper into circles (this is your cheese for your cheese sandwich) 3) Write each letter of the alphabet (or a number) on one piece of "bread" be sure you have two pieces with each letter (or number) 4) Write each letter of the alphabet (or a number) on a piece of "cheese," you only need one of each 5) Place these in a lunch box

STEPS: 1) Talk to the children about cheese sandwiches. Tell them that a sandwich is made by putting a piece of cheese between two slices of bread. Show them that there are two slices of bread and one piece of cheese with each letter (or number). 2) Encourage the children to make letter sandwiches (or number sandwiches) by matching up the letters on the bread and the cheese.

ENRICHMENT: Add a piece of green "lettuce" with the number or letter on it. Write short words or the children's names on the bread and cheese.

Alphabet Soup

MATERIALS: A soup pot (or a black plastic Halloween cauldron) Large soup spoon Plastic or magnetic letters Laminated alphabet placement or alphabet poster

SETUP: 1) Put the plastic letters that you want to reinforce in the soup pot along with the spoon. 2) Display alphabet poster where children can easily see and touch it.

STEPS: -This activity teaches matching letters to an example, letter recognition, and sound recognition. Children enjoy stirring the pot and picking a letter. 1) Each child takes a turn by stirring the "soup" with a large plastic spoon and scooping out one letter. The child then tells the group what letter it is and finds the matching letter on an alphabet chart or placement. 2) For children who are learning to match sounds with letters, you can add the task of modeling the sound or asking the class to say the sound.

NOTES: -This short activity is more enjoyable in a group and gives children more exposure to listening and looking at letters.

Animal Actions

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 18-24 months: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 36. Begins to imitate words and word sounds. 40. Looks at the adult giving directions and then follows the directions. 2-3 years: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure). 2-3 years: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 31. Looks at the adult giving directions and then follows the directions.

MATERIALS & SETUP: None

STEPS: 1) Take the children outside or to a large open space in the classroom where they have the freedom to move around. 2) Instruct the children to move like different animals, for example you might say, "Slither like a snake!" Or "Jump like a frog!" Or "Leap like a deer!" ENRICHMENT: Let the children decide which animals to act out. Act out an animal and let the children guess what animal you are.

Animal Apartments!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 9. Participates independently in an increasing variety of experiences. 18-24 months: G3 Approaches to Learning PERSISTENCE 13. Tries various shapes in a shape-sorting toy until the shape finally fits. CREATIVITY AND INVENTIVENESS 27. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 2-3 years: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc. CONCEPT DEVELOPMENT AND MEMORY 31. Sorts objects (e.g., beads) by color or by size.

MATERIALS: Door hanging show organizer Small stuffed animals and dolls which fit in compartments Large container to hold the animals/dolls

SETUP: 1) Hang the shoe organizer where the children can reach the pockets 2) Place the container holding the stuffed animals and dolls below it

STEPS: 1) Allow the children to discover this new interest activity on their own during free time. If none of the children venture to this new area, you may model sorting play by placing the animals and dolls in the pockets then placing them back in the container. Younger children may struggle to put the animals and dolls in the pockets, encourage them to keep trying and praise their persistence once completed. Older children may use this as an opportunity to practice sorting and organizing the animals and dolls.

ENRICHMENT: 1) Other small toys or objects can be substituted for the stuffed animals. Prompt the children to place all of the objects with certain characteristics together, this will allow him/her to practice sorting based on a specific characteristic. 2) Create a scavenger hunt in the classroom by encouraging the children to find items to place in the shoe organizer. For example, ask the children to all find things that are the color red and place them in the shoe organizer pockets.

Animal Collage

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 22. Matches sounds to pictures of animals. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 39. Begins to enjoy small-group activities facilitated by an adult. 55. Makes up words to describe objects, events, emotions.

MATERIALS: One large piece of green paper, one large piece of blue paper Pictures of animals cut out of magazines, or printed off the computer. Be sure you have some animals that live in water and some that live on land Glue or tape

SETUP: 1) Cut out animal pictures 2) Glue a couple of pictures of animals on the green paper which live on land. Glue a couple of pictures of animals that live in water on the blue paper. 3) Write "Land" on the top of the green paper in big, clear letters. Write "Water" on the top of the blue paper in big, clear letters. 4) Put the large papers on the wall.

STEPS: 1) Explain to the children that some animals like fish, live in the water, point to your examples on the blue paper. And other animals like ___ (use examples from the pictures you have cut out) live on the land, point to your examples on the green paper. 2) Give each child a picture of an animal, help the children glue or tape their animal on the correct paper (blue for aquatic animals and green for land animals). Be sure to say the name of the type of animal as they stick it on the paper. If the animal makes noise, practice with the child making the sound the animal makes, if the animal lives in water, ask the child to make a pretend noise for their animal. ENRICHMENT: Once the animals are on the correct papers, allow the children to draw on the paper around the animals to create "habitats" for their animals. Encourage them to imagine what it looks like under the ocean as they draw the "habitat" under the water.

Animal Match Game

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 22. Matches sounds to pictures of animals.

MATERIALS: Four match-play cards with individual game pieces (see instructions below) Box or container for game cards/pieces

SETUP/STEPS: -This activity can be first introduced by you, instructing the children how to play by matching the individual game pieces to the card. 1) The game begins with four children. Each child chooses one game card. Pull out a game piece at random from the box and holds up the game piece for the children to see. As you hold up the piece, say the name of the animal and make its sound. 2) The child who looks at his/her playing card and finds the animal match, gets to put the game piece on his/her card. 3) The child who has the first full card wins the game and gets to be the caller for the next game played. This game can be included in the Table Toys center for free choice by the children. NOTES: -Copy small (2" x 2") copies of the following animals; the quantity needed is in parentheses. Duck (4) Chicken (4) Pig (4) Cow (4) Horse (4) Cat (4) Dog (4) Owl (4) -Make game cards by pasting six animal copies on a piece of 8 1/2" x 11" poster board; you will have enough animal copies to make four playing cards and individual game pieces for placing on the cards. There should be one of each of the following on the cards: 1 card with Chicken, Duck, Pig, Cow, Horse, Cat 1 card with Chicken, Cat, Cow, Pig, Dog, Owl 1 card with Duck, Horse, Dog, Chicken, Owl, Pig 1 card with Cat, Duck, Pig, Horse, Dog, Owl Laminate (or cover with clear contact paper) all cards and game pieces for durability. -Place in storage container and leave on Table Toy shelf.

ENRICHMENT: -These animals are selected from "Old Mc Donald Had A Farm" and can be attached to singing this song.

Animal Parts

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 22. Matches sounds to pictures of animals. 18-24 months: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 52. Points to and names several of their own body parts. 54. Notices that another child has features (e.g., brown hair) similar to her/his own. 2-3 years: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 40. Points to and names several of their own body parts. 42. Notices that another child has features (e.g., brown hair) similar to her/his own.

MATERIALS: One stuffed animal for each child Pictures of the animals represented by your stuffed animals (optional)

SETUP: Give each child a stuffed animal Keep a stuffed animal for yourself

STEPS: 1) Using your stuffed animal show the children the animal's arms, legs, mouth, eyes and nose. 2) Talk about how different animals have different types of hands, arms, legs, mouths and features. Talk with the children about how these differences influence what the animals eat, how they move, the sounds they make and where they live. Show pictures of each animal if possible to provide a more realistic view of the animal’s parts. 3) Have the children look at a friend and notice their features. Talk about how human features are different than their animals and how our fingers, hands, eyes, ears, allow us to do the things we need to do.

ENRICHMENT: -Have the children draw a picture of the environment where their stuffed animal lives.

Animal Rhymes

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY READING AND PRINT AWARENESS 30. Asks adults to repeat favorite rhymes, fingerplays, or stories. 34. Repeats portions of familiar books and rhymes. 2-3 years: G3 Language, Communication, Reading & Writing COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. EARLY READING AND PRINT AWARENESS 21. Repeats portions of familiar books and rhymes 23. Smiles as they ask questions and repeat stories, songs, and rhymes.

MATERIALS: animal patterns markers scissors Velcro flannel board

SETUP: Color and cut out the farm animals Attach a small piece of Velcro to the back of each one and place them on the flannel board.

STEPS: 1) Tell the children you want them to be detectives and try to identify the animal in your riddles 2) Choose a child to come up and point to the animal after you read the rhyme

I give you milk I say moo moo On grass and hay I chew and chew

Oink, oink oink Is what I say In mud I like to Play

I like to sleep I also Purrr I have whiskers and very soft fur

Neigh, neigh I gallop and run

I'll give you a ride That's lots of fun

Waddle, waddle, waddle "Quack, quack, quack My feathers can be White yellow or black

Baa, baa, baa Yes I have some wool baa, baa, baa three bags full

Woof, woof, woof give me a bone if I'm your friend You're never alone

I'll lay some eggs in my nest Cluck, Cluck cluck I'll do my best

ENRICHMENT: Let the children make up their own riddles about animals.

Animal Sound Story

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 7. Reacts to funny portions of a story by smiling or laughing. 4. Reacts to funny portions of a story by smiling or laughing. EARLY READING AND PRINT AWARENESS 36. Comments on characters in books. 38. Engages in "pretend" reading with other children during play activities. 2-3 years: G3 Language, Communication, Reading & Writing LISTENING AND UNDERSTANDING 7. Reacts to funny portions of a story by smiling or laughing. 4. Reacts to funny portions of a story by smiling or laughing. EARLY READING AND PRINT AWARENESS 21. Repeats portions of familiar books and rhymes 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words. 25. Requests rereading of favorite books. 29. Uses “reading” in play activities.

MATERIALS: None

SETUP: None

STEPS: 1) Make up a story about 2 animals, have the children make the sounds of the animals as you say their names Example: There once was a pig (the children make pig noises) who was friends with a cat (the children make cat noises)...

ENRICHMENT: Use storybooks to recreate this activity.

Apple Prints

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Enjoys messy activities, such as finger painting. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 25. Combines materials, objects, equipment in new ways to produce multiple uses. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys.

MATERIALS: 3-4 apples Knife 3-4 colors of washable paint Small amount of black paint in a container Paint brushes Smocks Large construction paper Markers Butcher paper

SETUP: 1) Cut the apples, creating cross sections that will show the seed area and possibly the stem. It is best to cut the apples early in the morning as they work better when they have sat out for a few hours. 2) Put different colors of paint in shallow trays with paintbrushes. 3) Make apple prints on a spare piece of construction paper.

STEPS: 1) Children will use the apple halves as stamps to make apple prints on their construction papers. -Demonstrate how to use the brush to paint the flesh of the apple, including the stem. This works much better than dipping the apple into the paint - too much paint gets on the apple and the children's fingers get too messy. -Explain to children that they should use the same apple with the same color. Also remind them not to mix the brushes between colors. -As they stamp the apples, encourage the children to discuss what they see on their papers. -Encourage children to add seeds to their apples by using the small brush in black paint to dab black dots. This will be challenging for the children, but good practice. 2) After children make their own pictures, they should notify you or an adult helper (perhaps by raising their hands.) Ask them to count how many apple stamps they

© 2014 Assessment Technology Incorporated Revised as of 04/17/14 A-21 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds have on the paper. Write their names and this number on their papers, or ask the children to do this. Children can compare numbers of apples with other papers and indicate which papers have more or less. 3) As time permits, use a large piece of butcher paper to demonstrate a simple color pattern using the apples (e.g., red/green/green). Ask children to work in pairs to extend this color pattern the length of the butcher paper. This makes a colorful bulletin board background or mural. 4) Remind children to wash hands and return smocks.

ENRICHMENT: -Children can stamp apples on a large piece of butcher paper. When dry, hand out numbers to the children (or give them a number verbally), and ask them to circle a group of that number of apples.

NOTES: -This activity is best done in groups of four during a free exploration time. It requires some adult help at various stages (counting, getting started on the mural). -Red, green and yellow paint appears vibrant on a black background paper, but you have to use white crayon to write the names.

Apple Sorting

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 31. Sorts objects (e.g., beads) by color or by size. 2-3 years: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 13. Sort objects by a dimension, such as size or color.

MATERIALS: Make a large tree either on a felt board with a brown trunk and a green circle at the top for leaves. Construction paper: Yellow, red and green Velcro SETUP: 1) Hang up the felt board tree on the wall 2) Cut apples out of construction paper, or felt in green, red and yellow, in different sizes 3) Attach Velcro to the back of the apples STEPS: -This setup can be used for many different activities, such as: 1) Place all the apples in a basket. Have one child or a small group of children sort the apples by color, placing all apples of a selected color on the tree. For example you may ask them to put all the yellow apples on the tree. 2) You may ask the children to sort the apples by size by asking them to place all the small or all the large apples on the tree. 3) Place all the apples on the tree and ask the children to pick apples based on color or size. ENRICHMENT: Ask the children how many they picked? or How many are left? Which group of apples have more? Less? NOTES: This activity is great to use as a transition activity. As a child finds their apples they can be sent to another activity. This activity can be done for each child’s learning level

Archaeology Dig

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 20. Finds hidden objects. PROBLEM-SOLVING AND CREATIVE EXPRESSION 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 YEARS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 24. Experiments with a variety of strategies to solve a problem or complete a task. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). CREATIVITY AND INVENTIVENESS 18. Uses tools to retrieve items that are out of reach (e.g., using a string to pull a toy toward self). 23. Participates in sand and water activities. 26. Uses objects together as tools. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Persists with objects, or with frustrating toys. 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle).

MATERIALS: 1) Pan or box for sand 2) Sand 3) "Artifacts," these can be any small items the children can dig for 4) Sorting tray (optional)

SETUP: 1) Fill pan with sand 2) Bury artifacts

STEPS: 1) During group time talk with the children about the idea of the past and history. Explain that sometimes things are left behind and buried in the ground over time. Explain that archaeologists are the people who dig for these artifacts from history. 2) Bring students to the sandbox and ask them to do on a dig and see what they find. 3) When all students have found something, sit down and discuss the "artifacts". Ask the children what the artifact is, and how they think it was used in the past.

ENRICHMENT: -You may bury items from different themes, then ask the children to sort or classify the artifacts they've found. -Pair this activity with reading of a storybook related to archaeology, such as: Archaeologists Dig for Clues (Let's-Read-and-Find-Out Science 2) by Kate Duke -Give the children "archaeology tools" such as spoons or brushes that they can use to find their "artifacts"

Assisted Ball Rolling

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 2. Plays side-by-side with another child using the same or similar toys. CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools. 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 13. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). SELF-REGULATION: BEHAVIORAL REGULATION 31. Listens to and follows simple rules in small group activity. 2-3 years: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 10. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure).

MATERIALS: Large piece of fabric or a sheet Lightweight ball

SETUP: Place the fabric on the floor, have the children sit across from each other around the edges without sitting on the fabric, with one child assigned as the "helper" not sitting around the edge of the fabric (this child's job will be to grab the ball when it rolls off the fabric). STEPS: 1) Have the children gently pull on the fabric to make it tight in the middle. 2) Have the "helper" place a light weight ball on the fabric. Have the children practice lifting and lowering the fabric, tightening and loosening the fabric to move the ball around. If the ball rolls off the fabric the "helper" can grab the ball and put it back on. 3) Have the "helper" job rotate through to other children. ENRICHMENT: -If the children are doing well rolling the ball around the fabric, try to move the ball in a planned fashion. For example, try rolling it around from one child to the next, or try bouncing it on the fabric. NOTES: This is a great activity for practicing with vocabulary related to directions. Use words to help direct the children's movement of the sheet.

Autograph book

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 4. Follows a one-step direction from an adult. EARLY WRITING 40. Shows scribbling or markings to others. 46. Makes purposeful marks on paper. 47. Uses a variety of writing tools (e.g., pencils, crayons, markers, paints). 50. Uses scribbles on paper to communicate a message. 51. Holds pencil with thumb and forefinger. 52. Recognizes the first letter in her/his first name. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY WRITING 37. Shows scribbling work to others. 38. Holds pencil with thumb and forefinger. 39. Draws figures and shapes to convey meaning. 40. Communicates by scribbling with some letter-like shapes. 41. Recognizes the first letter in her/his first name. 43. Use scribbles on paper to communicate a message.

MATERIALS: 1) Construction paper 2) Stapler 3) Markers 4) Alphabet chart

SETUP: 1) Create small books by folding the construction paper and stapling it along the "spine" of the book 2) Bring out a box of markers of different colors 3) Place alphabet chart where it can be easily seen by the children

STEPS: 1) Discuss the fact that each child's name can be written using letters of the alphabet. 2) Show each child the first letter of their name on the alphabet chart, if you have printed name tags for each child, pass them out to the children so they can see their name written in print 3) Give each child a full piece of paper to practice writing their names. 4) Explain that they will each get an autograph book and can go around and have their friends "sign" their autograph book. 5) Pass out the construction paper books and let the children practice writing their names in their friend's autograph books.

ENRICHMENT: -Give each child an appropriately sized copy of their name which they can trace as they practice writing their names on their practice paper and in their friend's autograph books.

NOTES: At this age they will likely only be able to make scribbles, potentially with some letter like shapes. Some advanced children may be able to write some letters. Don't worry that their "names" don't include correct letter formation, this is a step in their progression towards writing their names correctly. Some children may also draw small pictures to represent their names.

Autumn Mural

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Enjoys messy activities, such as finger painting. 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 5. Participates in parallel play. SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. 28. Begins to attend during short, focused activities (e.g., listening to simple stories being read). 2-3 years: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 1. Participates in parallel play. 4. Engages in positive social play alongside, and occasionally with, other children. SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. 24. Plays beside another child for short periods of time. 25. Listens to and follows simple rules in small group activity. SELF-REGULATION: SOCIAL PROBLEM-SOLVING 33. Shares occasionally with other children.

MATERIALS: light blue butcher paper (about 10 feet long for 15 kids) white sheets of paper about 24" square black marker tempura or washable paint (brown, red, yellow, green, orange) flat paint trays sponges art smocks

SETUP: Cut thin cleaning sponges into a simple leave shape, or use sponge scraps for more abstract leaves. Put a sponge with shallow trays of paint for orange, yellow, red, and light green. Make the background of the mural: 1)Use brown poster paint to create several trees (trunks and branches) on the light blue butcher paper background. Add a little brown for the ground. 2) Using the white paper, cut and create a few white clouds that appear like they might be blowing air.

STEPS: The class will create a mural depicting the weather and environmental changes that occur in the season of autumn/fall by working on the mural in small groups. 1) Divide children into groups of 4-5 kids and have them put on art smocks. Situate the children at the bottom of the mural paper. Discuss what trees that are losing

© 2014 Assessment Technology Incorporated Revised as of 04/17/14 A-29 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds their leaves look like- what colors they have and how a few green leaves might still be on the tree. 2) Allow children to choose a color leaf they would like to start with. Children stamp sponge leaf prints on the tree branches. If they want to change leaf colors, they must ask a peer to trade with them. Model language they can use to do this. 3) After children have stamped many leaves in the tree, pretend you are the wind coming to blow some leaves off. Use a black marker to add wind coming from the cloud (streaks of lines coming out of the cloud) Ask children where the leaves will go when the wind blows and have them sponge stamp some more leaves in the falling in the air and on the ground. 4) Return sponges to the container and wash hands. Before the next group begins, caution them about wet paint that might be on the mural.

ENRICHMENT: -As you learn about animal behaviors in Fall, add some creatures to your mural. (e.g. read about squirrels and put a squirrel in the scene.) -Create a mural on your glass window using the following recipe: 2 Tbsp powdered tempera paint, 1 Tbsp warm water, 1 tsp Dish washing Liquid. Measure powdered paint into a container. Mix in water thoroughly to achieve a smooth paste. Add dish washing liquid, mixing completely, but gently, so that the paint doesn't become sudsy. Takes 5-10 minutes to dry on a window and washes off easily with a solution of water and vinegar.

NOTES: This activity should be done in groups of 4-5 children at a time, perhaps as the art activity during free exploration time. It creates a nice bulletin board! -Keep the trees more short and stubby so children kneel at the bottom of the picture and reach the trees without getting paint on their clothes. The clouds and wind can be up high in the picture.

Baby dolls

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. 28. Begins to attend during short, focused activities (e.g., listening to simple stories being read). SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 57. Cooperates with dressing and undressing activities. 2-3 years: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 6. Takes on the role of an adult figure in pretend play. TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 14. Plays with toys meaningfully (e.g., preparing food in housekeeping). 2-3 years: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 31. Looks at the adult giving directions and then follows the directions.

MATERIALS: 1) Baby dolls 2) Blankets 3) Diapers 4) Bathing areas for baby dolls (optional) 5) Changes of clothes for baby dolls (optional)

SETUP: 1) Bring out baby dolls and items related to your goals for the activity

STEPS: 1) Let the children explore the baby dolls, diapers and blankets. 2) Talk to the children about what babies need, i.e. to sleep, be changed, and be bathed 3) Explain to the children that they are going to get to _____ (change the baby's clothes, bath the baby, put the baby to sleep-whichever fits your goals for the activity) 4) Demonstrate for the children how to gently take care of their baby and perform whichever skill you have identified for the day's activity.

ENRICHMENT: -Facilitate a group discussion with the children about their baby. Ask the children what their baby likes to eat, where their baby sleeps, how old their baby is.

Ball Toss

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 1. Looks in the likely location when asked by an adult where an object/person might be (e.g., “Where is the kitty?”). 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 20. Finds hidden objects. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 13. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 17. Searches for removed or lost objects. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 10. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). 12. Tries out new games and toys.

MATERIALS: Ball Box Tube (optional)

SETUP: 1) Place the box on the floor

STEPS: 1) Have the children stand in a circle around the box. 2) Throw the ball into the box a couple times asking the children, "Where did the ball go?" The ball should now be out of sight. Let them walk over to see the ball in the box, when they see it say, "Yes, you're right, it went in the box. I threw the ball in the box." 3) Give the ball to one child and ask them to "Throw the ball into the box." 4) Ask the children again, "Where did the ball go?"

ENRICHMENT: -Replace the box with a tube and roll the ball through the tube. Watch to see if the children begin to predict that the ball will come out the other end of the tube. Repeating this activity over multiple days will allow the children the opportunity to build predictions based on past experience.

Balloon Fun!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 3. Approaches or stands next to other children and adults in play situations. GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 7. Stands on tiptoes to reach for an object. 8. Runs although she/he may have difficulty stopping and turning. 2-3 years: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Approaches or stands next to other children and adults in play situations. GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 5. Runs although she/he may have difficulty stopping and turning. 7. Jumps in place and off low objects, such as a step. 8. Stops and turns while running. FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 11. Sorts basic shapes (e.g., triangles and squares). HEALTH: SHOWS BASIC PHYSICAL NEEDS ARE MET 41. Makes use of inside and outside environments to play in.

MATERIALS: A variety of balloons in different colors

SETUP: 1) Blow up balloons and place in a large bag until you're ready to use them 2) Take balloons and children outdoors to a large play area

STEPS: There are many things that can be done with balloons, this is simply a suggestion: 1) Have all the children stand in a circle 2) Pass the balloons down having each child pass the balloons around in a circle until each child has one. Then let the children practice throwing, catching, kicking and playing with the balloons

ENRICHMENT: -Encourage each child to count the balloons as they are being taken out of the bag, as well as naming the different colors of the balloons. -Draw shapes on the balloons with permanent markers, use these shapes to sort the balloons, or ask the children what shapes they have on their balloons to practice shape recognition. NOTES: If balloon breaks it should be immediately removed for the child's safety.

Balls and Tubes

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 16. Explores objects by taking things apart, stacking sorting, tracing, etc. PROBLEM-SOLVING AND CREATIVE EXPRESSION 41. Uses trial and error to fit different shapes into holes or to stack things in order. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc. CONCEPT DEVELOPMENT AND MEMORY 31. Sorts objects (e.g., beads) by color or by size. PROBLEM-SOLVING AND CREATIVE EXPRESSION 53. Finds solutions basic everyday problems (e.g., peels paper off a crayon to continue coloring). 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle).

MATERIALS: 1) One or more cardboard boxes 2) Cardboard tubes of different sizes (i.e., wrapping paper tube, paper towel tube, toilet paper tube, packing tube for mailing a poster) 3) Balls of different sizes that will fit in the different size tubes

SETUP: 1) Place the box or boxes on the floor with the tubes and balls distributed among them. Place different size balls and tubes in each box. STEPS: 1) During free time show the children how to roll the balls through the tubes into the boxes. Let them practice with which balls fit in which tubes. Of course the small balls will fit in all of the tubes, but the larger balls may only fit in the larger tubes.

ENRICHMENT: Talk about the color of balls as well as counting the balls being used by a friend.

Basket of Activity!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. 18-24 months: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 3. Approaches or stands next to other children and adults in play situations. 2-3 years: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. 25. Listens to and follows simple rules in small group activity. 2-3 years: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Approaches or stands next to other children and adults in play situations.

MATERIALS: 1) Plastic eggs 2) Paper 3) Pen 4) Basket

SETUP: 1) Write simple tasks on pieces of paper. Make one for each of your plastic eggs. Select activities which are appropriate based on the children in your class. You may need to model the actions for the children. Examples include: Jump up and down 3 times Point to something red Touch your nose Smile big!

STEPS: 1) Have the children stand in a circle 2) Walk around the room with your basket of eggs, let each child pick an egg. As each one selects an egg read the instructions for the activity and have the class perform that action. Then move on to the next child.

ENRICHMENT: -Customize this activity to fit the theme of your lessons for the week. If you are working on body parts, have each of the activities relate to identifying a body part, etc. NOTES: You can easily use this activity as a way to assess different goals based on what activities you have the children demonstrate.

Be Right Back Baby

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY WRITING 39. Moves toward the door when parents get ready to leave. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 10. Plays "dress-up", imitating the behaviors of familiar adults. CONCEPT DEVELOPMENT AND MEMORY 17. Enacts familiar events or household chores. 2-3 YEARS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 19. Models everyday activities and pretends to take on the roles of other people (e.g., mommy, daddy, baby, teacher). 22. Acts out familiar life scenes (e.g., picking up a bag or lunch box and saying, “I go to work”). 18-24 MONTHS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 19. Engages in pretend play (e.g., feeds baby doll with bottle, pretends to lock/unlock door.) 24. Models everyday activities and pretends to take on the roles of other people (e.g., mommy, daddy, baby, teacher). 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 7. Insists on routines for transitions (e.g., when parents drop-off the child at the center). SELF-REGULATION: EMOTIONAL REGULATION 18. Demonstrates the ability to be comforted by familiar adults when frightened. SELF-CONCEPT: MUTUAL RELATIONSHIPS 42. Looks across the room to familiar adults periodically when playing with peers. 43. Acknowledges the presence/arrival of familiar adults when they see them (e.g., says "hi"). 44. With the help of teachers, begins to effectively handle separation from parents when they leave her/him at the early care/education setting. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 42. Takes on roles during pretend play. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 3. Insists on routines for transitions (e.g., when parents drop-off the child at the center). 6. Takes on the role of an adult figure in pretend play. SELF-REGULATION: BEHAVIORAL REGULATION 27. Continues to use comfort objects such as blankets and stuffed animals to calm

© 2014 Assessment Technology Incorporated A-36 Revised as of 04/17/14 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds her/himself. SELF-CONCEPT: MUTUAL RELATIONSHIPS 34. Acknowledges the presence/arrival of familiar adults when they see them (e.g., says "hi"). 35. With the help of teachers, begins to effectively handle separation from parents when they leave her/him at the early care/education setting.

MATERIALS: Children should bring one of their favorite baby dolls, stuffed animals, blankets or toys from home.

SETUP: Arrange a house keeping area for the children to pretend to be moms and dads. Steps: 1) Have the children bring their special object to the house keeping area. Encourage them to pretend to be a mom or a dad taking care of their baby. 2) Compliment each child on their baby, hug each of their babies and tell each child how much you like their baby. 3) Compliment each child on what good care they are taking of their babies. 4) Encourage them to act out taking care of their babies including leaving their baby for a few minutes while they "go to work." Talk to the babies while the children can hear you saying, "What good babies you are. You see your mommys and daddys will be back to get you after work because they love you so much. Just like ______(use the child or children's names)___'s mommy or daddy will always come back to get them after school because they love him/her/them so much too!" 5) Have the children separate from their babies for a short time while they "go to work." Let the children know that you will take really good care of their babies for them while they are at work. Keep in mind, for some children this may be too difficult. Those children should be supported with an open heart. Separating from their parents is a challenge for young children, while this activity can help them with the transition remember that each child will build confidence and comfort at an individual pace. 6) Some children may separate for a few minutes and keep coming back to check on their baby. Comment on what a good mom or dad that child is and show them that their baby is okay. Let them know they can come home from work anytime to be with their baby. ENRICHMENT: The following storybooks relate to children learning to separate from their parents when going to school. Waiting for Mom by Linda W. Tyler Off to School by Ann Schweninger Mommies at Work by Eve Merriam Come Play With Us by Anne Sibley You Go Away by Dorothy Corey Willy Bear by Mildred Kantrowitz Sabrina by Martha Alexander

Bead string snakes

MATERIALS: Yarn Macaroni

SETUP: 1) Cut enough strings so there is one or two for each child 2) Thread a noodle through one end of the yarn, then tie the yard around it to create a knot around the macaroni at the end of the yarn piece. This will be the stopper to keep the child's noodles from coming off the string. 3) Arrange bowls of noodles in easy child's reach on the table

STEPS: 1) Explain to the children that they are going to make a pet snake in class today. 2) Show the children how to string the yarn through the noodles. 3) Allow each child to make one or two macaroni snakes. 4) Assist children who struggle by modeling the grasp of beads and strings. Provide verbal strokes/compliments on the colorful qualities of the "snakes" when they show you the finished product.

ENRICHMENT: Give the children a specific goal when they string beads to make a snake. This goal can relate to another math goal and will provide a specific task for children to complete rather than just the vague direction of stringing beads. Some examples are: -Make a snake that is 10 beads long. -Provide a color pattern for the children to copy. Make a simple color pattern on white paper such as red, blue, red, blue, red, blue, etc.... -Make a snake that has three different colors in it. Try to make a pattern using the three colors to repeat themselves. -Make a snake that is all one color.

NOTES: -This is an excellent table toys class area activity for a small group of 2-4 kids.

Bean Bag Dance

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 4. Follows a one-step direction from an adult. 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 13. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 25. Puts an object “on top of” or “under” the table, upon request.

MATERIALS: Bean Bags (1 for each child)

SETUP: None STEPS: 1) Review the positional words you will be using during the song 2) Give each child a bean bag 3) Sing the "Bean Bag Dance" song while modeling how to move the bean bag around with the instructions in the song (see notes)

NOTES: To the tune of the Hokey Pokey

Put your bean bag Up Put your bean bag Down Put your bean bag Up Shake it all around Do the Bean Bag Dance and Turn yourself around That's what it's all about

Put your bean bag over (demonstrate putting the bean bag over the top of something) Put your bean bag under (demonstrate putting the bean bag under something) Put your bean bag over Shake it all around Do the Bean Bag Dance and Turn yourself around That's what it's all about

*repeat using any positional words you are practicing with the children* Put your bean bag _____ Put your bean bag _____ Put your bean bag _____ Shake it all around Do the Bean Bag Dance and Turn yourself around That's what it's all about

Bean Bag Hotcakes

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Uses two objects together (e.g., putting a spoon in a cup and moving the spoon around). 2-3 years: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 10. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). 14. Plays with toys meaningfully (e.g., preparing food in housekeeping).

MATERIALS: Tray or a lightweight toy frying pan Spatula 3-4 flat bean bags

SETUP: 1) Place the bean bags on the tray 2) Place the spatula near by 3) Place this in the house or kitchen interest center

STEPS: 1) As a child is exploring the bean bags show them how to use the spatula to flip the bean bag like a pancake. The child can practice flipping the hot cakes in the tray pretending to be cooking them, and practice flipping the hot cakes as they put them on a plate when they are "done cooking." This helps the child practice rotating their forearm and using tools.

Bean Bag Toss

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Approaches to Learning PERSISTENCE 17. Repeats activities or games over and over, such as building a block structure, taking it apart, and rebuilding it. 18-24 months: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 31. Listens to and follows simple rules in small group activity. 32. Waits to take her/his turn. 2-3 years: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 25. Listens to and follows simple rules in small group activity. 26. Waits to take her/his turn.

MATERIALS: Small Bean Bags Laundry Basket

SETUP: Place bean bags in the laundry basket in an open exploration area of the classroom.

STEPS: 1) Bring a small group of children to this area of the classroom. Give each one a bean bag or two. Show them how they can stand at different places and toss the bean bag into the laundry basket. 2) Support the children in practicing their throwing as they each toss their bean bags into the laundry basket, taking turns, then retrieving them to toss again.

Bean Sprouts

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing COMMUNICATING AND SPEAKING 16. Uses question words (e.g., "why" and "what"). 20. Asks questions to obtain information or assistance. 22. Engages in short conversation with other children and/or adults. 24. Combines words to create meaningful short sentences. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 7. Looks at insects, leaves, or other things from nature, examines and watches them move or grow. 2-3 years: G3 Language, Communication, Reading & Writing COMMUNICATING AND SPEAKING 13. Asks questions to obtain information or assistance.

MATERIALS: Clear jar Paper towel Bean seeds Water Setup: Place each item individually on a table where the children can see it.

STEPS: 1) Talk with the children about how plants grow from seeds. Show them the seeds and explain that they are bean seeds and that you will be growing bean plants. 2) Scrunch up a paper towel so that it touches the sides of the jar in at least the bottom 1/3 of the jar. 3) Wet the paper towel. 4) Place the beans between the paper towel and the glass jar. Then place it in a sunny area of the classroom. You will need to keep the paper towel moist so be sure to check it each day as you and the children observe your beans. If you'd like you can place a cheese cloth over the top of the jar and hold it in place with a rubber band, otherwise, leave the lid off of the jar. Be sure it is out of the children's reach. 5) You will see the beans begin to sprout. Because the beans are between the paper towel and the glass you will be able to watch them grow and mature. The plant may even grow out the top of the jar! You may decide to plant the bean plant in soil and allow it to continue to grow.

ENRICHMENT: Read stories about gardening and farms to support children's learning that beans grow into plants that produce food for people to eat.

Bear Hunt

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 48. Uses objects for other than their intended purposes. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 18. Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake). 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 19. Engages in pretend play (e.g., feeds baby doll with bottle, pretends to lock/unlock door.) 21. Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake).

SETUPS: Bring children to group area invite them to go on a bear hunt. Explain to the children to repeat each sentence as you say the chant. STEPS:

Start tapping legs one at a time with the children. Chant: We're going on a bear hunt. We're going to catch a big one. I'm not scared. Cause I've got my flashlight. (Pretend to hold a flashlight) Do you see what I see? (Shade your eyes with you hand) It's tall, tall tree. Can't go over it, Can't go under it, Can't go through it, I guess we'll have to climb up it. (Pretend to climb up the tree and come back down) * Start over again go through as many obstacles as you can such as tall grass (rub hands together), river (Pretend to put bathing suit on and swim), mud (walk slow). You finally come to a cave. Make it as scary as you like, whisper, walk slowly, and turn on your flashlight. Pretend to see the bear. Scream and run (tap legs quickly). Go backwards through the mud, river, tall grass and up the tree back home where you can close the door and be safe from the bear. ENRICHMENT: Let the children come up with the obstacles you see along the way.

Beautiful Necklaces

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 41. Uses trial and error to fit different shapes into holes or to stack things in order. 50. Threads beads by coordinating a string into the bead opening. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 24. Experiments with a variety of strategies to solve a problem or complete a task. 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 36. Threads beads by coordinating a string into the bead opening. 53. Finds solutions basic everyday problems (e.g., peels paper off a crayon to continue coloring).

MATERIALS: Yarn Circular objects such as toilet paper tubes cut into .5-1 inch lengths, large beads, shower curtain rings, etc.

SETUP: 1. Cut the yard into 15-20 inch lengths 2. Tie a large bead or other circular item to one end of the yarn 3. Place the other circular items in a container for the child to pick from

STEPS: 1. Encourage the children to string the circular objects on the yarn to make beautiful necklaces for themselves or to give to a friend 2. Show the children how to string the yarn through the hole in the object 3. Once the child has finished stringing objects onto the yarn tie the ends of the yarn together to make a necklace which the child can put over their head to wear

NOTES: -Be sure the objects you provide the children for stringing are large enough to avoid being a choking hazard

Bells

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 2-3 years: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Does not need assistive audiological devices or uses needed assistive audiological devices, such as hearing aids, if appropriate.

MATERIALS: Bells of different types: jingle bells, bells with handles, bells on strings, any variety of bells which will allow the children to explore the sounds and shapes.

SETUP: 1) Place the different types of bells in the music area. Consider including pictures showing how the different bells are used, for example, include a picture of a horse drawn carriage with the jingle bells, or multi-cultural dancers with jingle bells around their ankles.

STEPS: 1) During free exploration time as you see children exploring the bells spend some time discussing the different bells with them. Talk about the different sounds and shapes of bells. Use words to describe the sounds of the bells such as softer or louder.

Bird Feeders

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Enjoys messy activities, such as finger painting. 51. Uses materials such as pencils, paints, and play dough in different and varied ways 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Uses materials such as pencils, paints, and play dough in different and varied ways

MATERIALS: Pine cones Peanut butter Birdseed Plastic knives or spoons Yarn (OR use cardboard milk cartons, scissors, yarn, birdseed, plastic bags, construction paper, glue)

SETUP: 1) Ahead of time, you can tie the strings to the feeders or cut holes in milk cartons. 2) Put the bird seed in an open container so children can scoop the seed out easily.

STEPS: 1) Discuss with children what animals need to survive. Some questions you might ask include: "Do animals need a home?" (introduce words such as shelter, dog house, caves, trees) "Can animals get too cold? or too hot?" (Fur keeps them warm, shelter, dog sweaters) "Do animals need to eat, drink?" (ask children for examples) 2) Tell children that in the winter time, some birds have a hard time finding enough food. They eat seeds, but the seeds are all off the trees and some are blown away, buried beneath snow, or washed away. That is why some birds fly to warm places in the winter to find food. Some people put out bird feeders in their yards for the birds that stay here. Invite them to make a bird feeder for their yards (or keep some at school to observe birds feeding). 3) Make bird feeders. Here are two options. The first one is messier, but children love it! Pine cone feeder: Tie a length of yarn around the top third of the pine cone as a hanger. Children spread peanut butter into the spaces on the pine cone. Roll or spoon on the bird seeds. Place it in a plastic bag. Milk Carton Feeder: Tie a string of yarn to a hole punched in the top of the milk carton. Cut a window inside a ½ gallon or quart size cardboard milk carton (the window should be at least 2" from

© 2014 Assessment Technology Incorporated A-46 Revised as of 04/17/14 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds the bottom). Children spoon the birdseed into a plastic bag to take home. Children decorate the outside of the milk carton by tearing and gluing scraps of natural colored construction paper.

ENRICHMENT: -Keep some feeders at school to make scientific observations of birds.

NOTES: -This activity should be done in a small group of 3-5 children due to the messiness of the birdseed. -This activity is best following the reading of "The Mitten" by Jan Brett (see activity titled "Story: The Mitten"). Other connections to make from this activity are to the previous themes of trees and the story "Animals Shouldn't Wear Clothing." -It provides the opportunity to discuss migration, animal needs and habitats. The finished bird feeders can be used to make scientific observations.

Bird Nests

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 2. Plays side-by-side with another child using the same or similar toys. 18-24 months: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 47. Moves their body to fit inside a tunnel toy with a peer or sibling. 2-3 years: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 4. Engages in positive social play alongside, and occasionally with, other children. SELF-REGULATION: SOCIAL PROBLEM-SOLVING 33. Shares occasionally with other children. SELF-CONCEPT: MUTUAL RELATIONSHIPS 36. Initiates play with a familiar peer. 38. Enjoys an activity of interest (e.g., art) with a friend.

MATERIALS: Wading pool (one or more depending on how much space you have) Stuffed animals, toys, puppets in the shape of birds (optional) Books about birds Pillows

SETUP: 1) Place the wading pool or pools in the classroom 2) Place the pillows and bird items in the pools STEPS: 1) Explain to the children that these are bird nests. Show them a picture of a bird's nest. 2) Encourage the children to make themselves comfortable in the nest as you read them a story about birds and talk about how birds live in nests. 3) After the story encourage the children to play in the nests like birds. Notes: Leave the bird's nests in the classroom for a week or more using this as an opportunity to learn more about birds throughout the course of the week.

Bird Observatory

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 1. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. EARLY WRITING 49. Asks adult to write words on her/his drawings or paper. 50. Uses scribbles on paper to communicate a message. 2-3 years: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 6. Labels or describes “drawings” or scribbles. 2-3 years: G3 Language, Communication, Reading & Writing LISTENING AND UNDERSTANDING 1. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. EARLY WRITING 33. Asks adult to write words on her/his drawings or paper. 39. Draws figures and shapes to convey meaning. 43. Use scribbles on paper to communicate a message.

MATERIALS: Bird feeder or nesting supplies Binoculars Paper Pencils, crayons or markers

SETUP: 1) Place a bird feeder and/or nesting supplies outside your classroom window to attract birds 2) Place binoculars, paper and drawing supplies near the window Steps: 1) Show the children how to use the binoculars 2) Invite the children to come to the window and look for birds during free time. Encourage them to use the paper and drawing supplies provided to draw pictures of the birds they see and what the birds are doing. 3) Write the name of the bird on the child's drawing.

ENRICHMENT: Cut pictures out of magazine representing the birds that are common to your area or print them off the internet. Laminate these on construction paper pages, ask the children to identify which ones they have seen. This can be done in a group or one on one by asking the children to point to the pictures of the birds they have seen. The children may then show their drawings of the birds and share those with you and their classmates.

Bird's Nest Collage

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS EAGERNESS AND CURIOSITY 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys.

MATERIALS: Construction Paper Glue Yarn Sticks Egg Stencils Markers Pictures of birds nests in trees (these can be found in story books or online)

SETUP: 1) Arrange art materials in the art area for children to make their collage 2) For younger children cut out the egg shapes for them.

STEPS: 1) Show the children pictures of birds’ nests in trees. Talk to them about the fact that birds build their nests from sticks and grass and strings that they find on the ground. Explain that the birds build their nests high up in trees to protect their eggs. 2) Direct the children to draw a tree on their construction paper. Then glue the sticks and yard into a nest shape in their tree. They can trace eggs and cut them out to put in their nests.

ENRICHMENT: Talk to the children about the kinds of birds that live in your area. Compare their sizes, shapes and colors. Talk about the materials that birds use to build nests and how high or low the nests are in the trees.

NOTES: Take a walk and look for nests in the trees.

Black

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 4. States clear preferences regarding colors, foods, and clothes. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 31. Sorts objects (e.g., beads) by color or by size.

MATERIALS: Objects that are black. Be sure to bring in a variety of types of objects including foods, clothing, and everyday objects Black paint, markers or crayons Construction paper Music

SETUP: Arrange black items around the classroom Stock the arts area with black art supplies

STEPS: 1) During circle time talk with the children about the color black. Show the children the items you brought in which are black. Pass the items around so they can touch and feel the items. 2) Allow the children to taste the food you brought in that is black, this could be olives, pepper or any other black food. 3) Ask the children what other items they see in the classroom that are black. 4) Ask them about other objects or things they can think of from their life outside the preschool that are black. 5) Tell the children you will be playing a "What's black?" game. Play music for a minute or so as the children dance around, when the music stops the children should find something black and touch it with their hand. This can be done multiple times, ask the children to find a different black item each time. 6) In the arts center encourage the children to create artwork using different shades of the color black. NOTES: Wear black the day you decide to introduce this activity.

Black And White Animals

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing COMMUNICATING AND SPEAKING 13. Names pictures in books. EARLY READING AND PRINT AWARENESS 31. Uses words to label and describe pictures/objects in books. 32. Points to appropriate picture in a book when asked by an adult. 2-3 years: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 8. Finds details in a favorite picture book.

MATERIALS: Books with pictures of animals

SETUP: Bring the books into the reading area

STEPS: 1) Show the children the books and instruct them to find pictures of animals which are black and/or white.

ENRICHMENT: As the children which parts of the animals are which color. For example, a child may point to a penguin and say that it has both black and white. Ask the child which parts of the penguin are white, the child may then answer that the penguin's belly or stomach is white.

Black And White Penguin Collage

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys.

MATERIALS: Pictures of penguins Black and white scraps of paper Googly eyes Small orange triangles (for beaks!) Glue Construction paper to glue collage on

SETUP: 1) Cut small orange triangles for beaks 2) Lay out the materials in the art area

STEPS: 1) Show them the pictures of penguins. Discuss what they look like: Black bodies, white stomachs, eyes, and orange beak. 2) Show them that they can tear the paper into shapes to make their own penguins, remind them that all their penguins will look different. The goal is to be creative! The penguins don't have to look like the picture, they will all be unique. 3) Leave the pictures of penguins visible while the children tear the paper and glue it to their construction paper to make penguins.

ENRICHMENT: You can give the children scissors to cut the paper if you would like them to practice using scissors.

NOTES: For younger children you may need to assist them in gluing the beak and eyes.

Block Building Together

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 5. Follows two-step directions. 12. Stacks blocks and knocks them down. PROBLEM-SOLVING AND CREATIVE EXPRESSION 41. Uses trial and error to fit different shapes into holes or to stack things in order. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. SELF-CONCEPT: MUTUAL RELATIONSHIPS 46. Initiates play with a familiar peer. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 13. Builds a tower of two to four cubes. HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 40. Looks at the adult giving directions and then follows the directions. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 15. Uses play materials in the intended way (e.g., building with blocks). 16. Plays without disrupting or destroying the work of others. SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance.

MATERIALS: Blocks of different shapes and sizes, and colors if available

SETUP: 1) Arrange the blocks in the block area in piles near the children so each pile has the same type of blocks. STEPS: 1) Bring the children to the block area and have each child select a pile of blocks to work with. 2) Invite them to build a structure with their blocks. 3) Copy the structures you see the children building, saying things like, "I am going to put my little block on the corner, just like you did" to illustrate that you are following their lead 4) Once the structure has been completed, knock it down and lead the child in rebuilding it. NOTES: In this activity children will learn that patterns can be recreated and repeated. They will also learn vocabulary related to position.

Blossoming Builders

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning PERSISTENCE 11. Insists on completing a task even when assistance is needed. 17. Maintains concentration in an activity despite distractions or interruptions. CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 22. Acts out familiar life scenes (e.g., picking up a bag or lunch box and saying, “I go to work”). 24. Experiments with a variety of strategies to solve a problem or complete a task. 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 16. Plays with toys meaningfully (e.g., preparing food in housekeeping). SELF-REGULATION: BEHAVIORAL REGULATION 28. Begins to attend during short, focused activities (e.g., listening to simple stories being read). SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 60. Attempts to engage in independent activities (e.g., taking off an open coat) and not giving up immediately if having difficulty. 61. Seeks help from familiar adults after unsuccessfully attempting to complete a task. 2-3 years: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 2. Successfully hooks toys together. PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Persists with objects, or with frustrating toys. 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 18-24 months: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Uses two objects together (e.g., putting a spoon in a cup and moving the spoon around).

MATERIALS: Child's hammer Golf tees Styrofoam (or another material to hammer the tees into)

SETUP: Place the hammer, tees and Styrofoam in the classroom where the children can discover the materials and explore the activity during free time.

STEPS: 1) Allow the children to explore this activity on their own providing assistance as

© 2014 Assessment Technology Incorporated Revised as of 04/17/14 A-55 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds needed to help the children hammer the golf tees into the Styrofoam. Some children may have seen adults using a hammer and nails while for others this will be a new concept. 2) Encourage the children to use the "claw" side of the hammer to remove the golf tees.

ENRICHMENT: -Couple this activity with stories about building and construction such as "Good Night Construction Site"

NOTES: You may experiment with other materials for the children to hammer their "nails" into such as pumpkins or apples.

Blotto Color Blobs

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys.

MATERIALS: Various colors of paint in paint cups Spoon or paintbrush for each color Paint rollers White construction paper Butcher paper, or other sturdy paper, folded down the middle; newspaper.

SETUP: 1) Ask children to help spread newspaper on art table to aid in clean up after art project and to help fold painting paper down the middle. 2) Have materials available on art table or at easel.

STEPS: 1) Children can create designs by blobbing paint on middle fold, folding on the fold, and pressing or rolling paint out to edge of paper from the fold. If the paper is large enough, the process can be repeated. 2) Allow to dry. 3) Have children help clean up after the activity.

ENRICHMENT: After the designs have dried, invite the children to show their designs to the class and ask the class to describe what they might see in the design.

Blowing in the wind

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 6. Eagerly seeks and takes pleasure in learning new skills. 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 2. Begins to enjoy and initiate humor, such as laughing in response to games. 5. Participates in parallel play. SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. 31. Listens to and follows simple rules in small group activity. 18-24 months: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 36. Begins to imitate words and word sounds. 40. Looks at the adult giving directions and then follows the directions. 2-3 years: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. 25. Listens to and follows simple rules in small group activity. 2-3 years: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 31. Looks at the adult giving directions and then follows the directions.

MATERIALS: Light objects which will move when the child blows on them such as a feather, pinpong ball or light weight paper. Noise makers which use air for sound such as whistles (optional)

SETUP: 1) Arrange items where children can reach them

STEPS: 1) Teach children how to blow by exaggerating a puckered face, puffing up your cheeks and blowing air onto their hand. 2) Encourage them to try blowing onto their hand. 3) Once the children have demonstrated the ability to blow, show them how they can effect an object with their breath. Show them how they can move a piece of paper, or a feather by blowing on it. 4) Let them practice effecting objects with their breath. ENRICHMENT: -Give the children noise makers which use breath for sound and let them practice making noise through blowing.

Blown Paint Monsters

MATERIALS: Construction paper Paint Straw Googly eyes Black marker

SETUP: 1) Arrange art supplies as needed for use. Steps: 1) Teach the children how to blow through a straw. Have them practice blowing through the straw and feeling the air come out the other side. 2) Place a small paint puddle on the paper. Encourage the children to blow on the paint puddle to spread it out. This will become your monster body. As the children blow the paint around it will form a unique shape that will be the body of the monster. Repeat this with other colors of paint as desired. 3) Once the paint is dry help the children glue googly eyes on their monster bodies. Monsters can have as many eyes as you like. 4) Once the eyes on in place, help the child draw a mouth on their monsters.

Blue

MATERIALS: Objects that are blue. Be sure to bring in a variety of types of objects including foods, clothing, and everyday objects Blue paint, markers or crayons Construction paper Music

SETUP: Arrange blue items around the classroom Stock the arts area with blue art supplies

STEPS: 1) During circle time talk with the children about the color blue. Show the children the items you brought in which are blue. Pass the items around so they can touch and feel the items. 2) Allow the children to taste the food you brought in that is blue, this could be a blueberry, grape, or any other blue food. 3) Ask the children what other items they see in the classroom that are blue. 4) Ask them about other objects or things they can think of from their life outside the preschool that are blue. 5) Tell the children you will be playing a "What's blue?" game. Play music for a minute or so as the children dance around, when the music stops the children should find something blue and touch it with their hand. This can be done multiple times, ask the children to find a different blue item each time. 6) In the arts center encourage the children to create artwork using different shades of the color blue.

NOTES: Wear blue the day you decide to introduce this activity.

Boats in Water

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Uses cups and other containers when playing with sand and water. 53. Begins to enjoy small-group activities facilitated by an adult. 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 45. Persists with objects, or with frustrating toys. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Uses cups and other containers when playing with sand and water. 53. Begins to enjoy small-group activities facilitated by an adult. 45. Persists with objects, or with frustrating toys. 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle).

MATERIALS: Toy boats, rafts, things that float Rocks and other small things that do not float Water table Smocks

SETUP: 1) Fill table with water 2) Line up the items on a table near by 3) Cover children's clothes

STEPS: 1) Bring children over the water table in small groups 2) Play with them at the water area experimenting with making the boats float and pushing them around, let them experience that the rocks do not float, and that if they put the rocks on the boats, then the boats can carry the rocks and float. 3) Give the children the chance to push the boats around in the water experimenting with the way they move and can carry different objects.

ENRICHMENT: Ask the children why they think the rocks can be carried on the boats, but don't float on their own.

Body Art

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 52. Points to and names several of their own body parts. 2-3 years: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 40. Points to and names several of their own body parts.

MATERIALS: Large piece of butcher paper, child size Markers including one large black marker

SETUP: 1) Lay out a piece of paper on the floor

STEPS: 1) Have child lay on large piece of paper 2) Trace the child's body talking about their body parts as you trace their body with the black marker 3) Let child decorate their picture

ENRICHMENT: Label the child's head, arms, hands, legs, feet and stomach on the paper using the black marker

Body Book

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 3. Points to body parts when asked. 18-24 months: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 52. Points to and names several of their own body parts. 2-3 years: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 40. Points to and names several of their own body parts.

MATERIALS: Construction paper Pictures of body parts from magazines or the internet Binder

SETUP: 1) Cut pictures of different body parts and glue them onto construction paper pages 2) Put the pages into a binder 3) Label each body part in clearly written letters

STEPS: 1) With the children sitting together in a circle show them each page of the book while pointing to the picture, say the name of the body part and point to it on your own body. 2) Encourage the children to point to their body part and say the name.

ENRICHMENT: -Point to the body part and let the children give you the name. -Instead of saying the name of the boy part when you point, ask the children what the body part is called while you point to it.

Body Bubble Popping

MATERIALS: Bubbles Music (optional)

STEPS: 1) Blow bubbles in a large open area in the classroom or outdoors. Encourage the children to pop the bubbles using specific body parts as you call them out. For example, you may call out, "Toes!" to encourage the children to pop the bubbles using their toes, then "Elbows!" to encourage the children to pop the bubbles with their elbows. In this way the children will review their body parts and have fun in the process!

Bowl Full of Beans

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 1. Places items in containers and then pours them out, repeatedly. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 23. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). 18. Uses tools to retrieve items that are out of reach (e.g., using a string to pull a toy toward self). 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 18. Uses tools to retrieve items that are out of reach (e.g., using a string to pull a toy toward self). 26. Uses objects together as tools. 27. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy).

MATERIALS: Dried beans 2 large bowls Cups of different sizes, spoons, and/or scoops (these are your tools)

SETUP: Place the beans in one bowl so that it is about half way filled, put both bowls on a table or the floor. Place the cups, spoons and/or scoops near the bowl with the beans in it.

STEPS: 1) Sit with the child near the bowls and tools. 2) Explain to the child that you would like to take the beans and put them into the other bowl. 3) Let the child experiment with different ways to get the beans from one bowl to the next using their hands and the tools you've provided. Encourage the child to practice with different tools. If you have a spoon with slots, this could be a good practice for the child to see how the beans slip through the spoon making it more difficult to transfer them to the second bowl.

NOTES: Be sure to work closely with the child as beans can be a choking hazard.

Box of Socks

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 31. Sorts objects (e.g., beads) by color or by size.

MATERIALS: Socks of different colors, unmatching is okay! A basket

SETUP: 1) Place rolled up socks in the basket

STEPS: 1) Make the basket of socks available during free time 2) Encourage the children to be creative with them, unrolling them, putting them on, taking them off and exploring the different fabrics. 3) When the children have finished exploring the socks, encourage them to roll them back up in pairs and place them back in the basket.

ENRICHMENT: Encourage children to sort the socks based on color

NOTES: Children can roll, throw, put on and take off the socks, they can wear them on their hands or on their feet. Let them explore and see what activities they create using the socks!

Brush our teeth

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Physical Development and Health SELF HELP: PARTICIPATES IN BASIC HEALTH AND SAFETY ROUTINES 30. Brushes teeth with help. 2-3 years: G3 Physical Development and Health SELF HELP: PARTICIPATES IN BASIC HEALTH AND SAFETY ROUTINES 26. Brushes teeth with help.

MATERIALS: Cardboard brushes for each child (optional), a toothbrush for each child, or the children can use their finger to make motions.

Song "Brush Our Teeth" "Brush Our Teeth" This is the way we brush our teeth, brush our teeth, brush our teeth This is the way we brush our teeth, so early in the morning. Brush them up and brush them down, in little circles or round and round Don't brush them from side to side, for those sugar bugs will surely hide.

SETUP: This activity can occur during teeth brushing as a transition activity or in small or large groups when introducing teeth brushing

STEPS: 1) Give children cardboard brushes or show them how they may use their finger to imitate song. 2) Have children join you in singing song and demonstrating actions.

ENRICHMENT: Read a Dental theme book to the children (examples include) these may be found at your local library or you may ask the regional library if they have any of these available. Arthur's Tooth by Marc Brown Where's Your Tooth by Rozanne Lanezak Williams Trevor's Wiggly-Wobbly Tooth by Kester L. Laminack My Loose Tooth by Stephen Krensky When I see My Dentist by Susan Kuklin Little Rabbit's Loose Tooth by Lucy Bate Berenstain Bears Visit the Dentist by Jan and Stan Berenstain

Bubble Bubble Fizz Fizz

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Enjoys messy activities, such as finger painting. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 9. Participates independently in an increasing variety of experiences. 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools.

MATERIALS: Vinegar Baking soda Food Coloring Eye droppers Pie plate or shallow dish Jar

SETUP: 1) Place the vinegar in a jar. Add a few drops of food coloring 2) Place the eye droppers in the jar. 3) Line the pie plate with baking soda.

STEPS: 1) Place the items in an area where the children can explore them during independent exploration time. 2) Encourage the children to use the eye dropper to drop small amounts of the vinegar into the baking soda and watch it bubble and fizz.

NOTES: Watch the children carefully, while baking soda and vinegar are edible materials a child still may experience discomfort or become sick from drinking vinegar or eating the baking soda or baking soda with vinegar.

Bubble Fun

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 15. Tries out new games and toys. 18-24 months: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 7. Stands on tiptoes to reach for an object. HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 40. Looks at the adult giving directions and then follows the directions. 2-3 years: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 7. Jumps in place and off low objects, such as a step. 8. Stops and turns while running.

MATERIALS: Bubbles Music Tools such as spatulas, fly swatters, large cooking spoons, or plastic cups Setup: Find an area that is free of objects so the children can move freely Music (optional)

STEPS: 1) Bring the children to an open area 2) Blow bubbles around the children and encourage them to try to catch and pop the bubbles in different ways using simple tools. For example encourage the children to try and catch a bubble in a cup, or pop the bubble using a large cooking spoon.

ENRICHMENT: Let the children blow the bubbles.

Bubble Prints

MATERIALS: Nontoxic bubbles (see bubble recipe below) Food coloring--red, blue, yellow Bubble blowing wands or straws Paper plates or newsprint Small plastic container for mixing food coloring and bubbles

SETUP: 1) Pour a small amount of bubble liquid into containers. 2) Add drops of food coloring into the bubble liquid (make different colors by combining the primary colors). Make enough individual containers for all children to have one, or make at least 8 to 10 bubble containers. 3) Shake or stir to mix. 4) Place containers, bubble wands/straws, paper plates/newsprint in art center. STEPS: 1) Discuss with children how much fun we can have with bubbles. Discuss what a bubble is, what shape a bubble can be, what it does, where it goes, etc. 2) Ask the children to use the bubble print materials to blow bubbles onto the paper, making color burst designs.

ENRICHMENT: -This activity can be set up as easel art for several days. -As an outdoor activity, clamp a large piece of butcher paper or bulletin board paper to a fence and let the children work together to create a class mural.

Building Barns and Corrals

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 12. Stacks blocks and knocks them down. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall).

MATERIALS: Building blocks of any type (log-type blocks are especially good for this activity) Plastic farm animals and horses

SET UP: 1) Place materials in the block or building class area.

STEPS: 1) Ask children to talk about the different kinds of structures found on farms (barns, shades, houses, fences, corrals, pens). Have children talk about the purpose or function of these structures. Why do we have corrals? (So that the animals don't run away or get lost.) Why do we have barns? (To protect our animals from rain, cold and wind. To protect the animals' food from getting ruined by rain.) If possible, show a picture of a grain silo that stores and protects food. 2) Invite children to create farms and ranches, barns and corrals with the blocks. Encourage them to work cooperatively and use the animals as props to dramatize the farm situation. Barns, shades, and various pens for different animals can be built and then used for dramatization.

Building Blocks

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 12. Stacks blocks and knocks them down. PROBLEM-SOLVING AND CREATIVE EXPRESSION 52. Takes an adult’s hand, leads the adult to the block area, and gives the adult a block. 2-3 years: G3 Approaches to Learning PERSISTENCE 15. Repeats activities or games over and over, such as building a block structure, taking it apart, and rebuilding it. CREATIVITY AND INVENTIVENESS 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). 18-24 months: G3 Approaches to Learning PERSISTENCE 17. Repeats activities or games over and over, such as building a block structure, taking it apart, and rebuilding it. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 52. Takes toys/materials from one area to another area for play (e.g., takes toys from the dress-up corner to the block area).

MATERIALS: Blocks of various sizes Small animals or other toys to incorporate with the blocks (optional)

SETUP: 1) Arrange blocks in the block area

STEPS: 1) Allow children to explore blocks freely ENRICHMENT: You can add animals, trucks and cars, and people. Encourage the children to count the blocks, and ask which blocks are bigger vs smaller, larger vs. taller. The younger children will enjoy stacking and knocking over. Encourage the older children to build houses or other familiar structures, when doing so ask them to give you a tour of their creation.

Building Roads for Cars & Trucks

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY WRITING 48. Draws horizontal and vertical lines. 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 5. Participates in parallel play. 2-3 years: G3 Language, Communication, Reading & Writing EARLY WRITING 32. Draws horizontal and vertical lines.

MATERIALS: Building blocks Pieces of light colored butcher paper approximately five feet in length Dark colored chunky crayons or washable markers Play vehicles

SETUP: 1) Cut enough pieces of butcher paper for three or four children to use a five foot long piece cooperatively.

STEPS: 1) Children use the chunky crayons or washable markers to draw roads on the butcher paper. You may want to show an example of how wide a road should be by placing a toy car on the paper and drawing its width. Encourage dialogue of where these roads might lead (house, store, school, etc.). Encourage them to use parking lots, divided road marks, and intersections. 2) As the children develop the roads, they should add garages and buildings using the blocks. 3) When more than three children join the activity, you may want to provide another sheet of butcher paper for a new cooperative group to start. 4) Use for dramatic play now and save for the remainder of the week!

NOTES: -This activity is best suited for child self-selection and small groups.

Building with Cups

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 48. Uses objects for other than their intended purposes. 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 25. Combines materials, objects, equipment in new ways to produce multiple uses. 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 22. Views objects from all sides.

MATERIALS: Plastic cups, such as plastic party cups for beverages

SETUP: Place the cups in the building area

STEPS: 1) As you see the children exploring the cups, encourage them to practice with different ways to stack the cups. Help them observe that depending on how the cups are facing they will either stack on top of each other (such as with the open sides facing opposite directions and stacking with the bottoms together) or, one cup will slide inside the other (such as when the open sides are facing the same direction).

Bunny Rabbit Hop

2-3 years: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 7. Jumps in place and off low objects, such as a step.

MATERIALS: Music for hopping

SETUP: 1) Clear out enough space for hopping 2) Leave a few solid objects which the child can use to support their hopping efforts

STEPS: 1) Show the child how to jump and hop 2) Hold the child's hands and encourage them to jump with you. 3) Then have the child hold onto something his/her size and jump and hop. 4) Then see if they can jump / hop on their own.

ENRICHMENT: Talk about rabbits and how they hop from place to place. If the children are ready, help them in hopping from one place to another.

Butterfly Hide and Go Seek

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 20. Finds hidden objects. 31. Searches for removed or lost objects. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Explores most areas of the classroom. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 5. Begins to explore the environment independently. 9. Explores most areas of the classroom. 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 17. Searches for removed or lost objects.

MATERIALS: Large butterflies cut out of paper

SETUP: 1) Tape butterflies around the classroom or outside play area. Some can be slightly hidden. Place a large number on each butterfly. You will want to have at least two butterflies for each child in your class.

STEPS: 1) Tell the children they have an important job helping your find all the butterflies that have gotten loose in the classroom. Explain that each one has a number so you can make sure you find them all. 2) As the children explore the classroom finding the butterflies place each butterfly in a line in numerical order at the front of the classroom. Leave space between the butterflies to fill in all of the butterflies in their correct numerical order. 3) As the children bring you a butterfly be sure you point out the number, and explain that you are placing in the number line according to the other numbers around it. 4) As you get close to finding all of the butterflies be sure you accentuate counting the butterflies at the front of the room and which ones are missing. 5) When you find all of the butterflies be sure to have the children watch as you point to each number and count the found butterflies. 6) Be sure to thank the children for their good detective work finding all of the butterflies and helping you put them at the front of the class where they belong.

Button Ornaments

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 30. Places items back in their “correct” place. PROBLEM-SOLVING AND CREATIVE EXPRESSION 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 years: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 2. Successfully hooks toys together. CONCEPT DEVELOPMENT AND MEMORY 16. Places items back in their “correct” place. PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Persists with objects, or with frustrating toys. 18-24 months: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Uses two objects together (e.g., putting a spoon in a cup and moving the spoon around).

MATERIALS: Canvas with a wooden frame or piece of foam board. Fabric such as flannel Buttons Ornaments Staples/staple gun

SETUP: 1) Sew the buttons onto the fabric. Be sure they are spaced out well so that as the children hang the ornaments on the buttons the ornaments will not cover other buttons. 2) Place the fabric on the canvas or foam board and staple the edges around the back side of the board. You should end up with the fabric stretched across the board with the buttons on the front. 3) Place the ornaments in a basket. 4) Place the button board on an easel with the ornaments nearby.

STEPS: During independent exploration time encourage the children to loop the ornament strings over the buttons to hang the ornaments on the button board. Once they have put all the ornaments on the board, encourage them to take each ornament off the board. This will incorporate different skills than placing the ornaments on the board.

ENRICHMENT: -If you want to select a special theme for your button board you can create a scene on the board using paint or cut out flannel pieces. Place the buttons on the scene in appropriate locations for the individual ornaments. For example, you may make a board with a barn yard theme. Place buttons in the barn, in the fenced areas, in the house, in the sky, and let the children place animals ornaments in the right places for example birds in the sky, horses in the fenced areas, and cows in the barn. -To increase the challenge of this activity vary the size of the buttons and the size of the ornament loops. -You may also decide to include some snaps on the board and add snaps to the ornaments. This way children will have to identify which ornaments snap on to the board and which have strings to hang over the buttons.

Button Ribbon

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 23. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools. 27. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 18-24 months: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Uses two objects together (e.g., putting a spoon in a cup and moving the spoon around).

MATERIALS: Button ribbon (see notes section for making a button ribbon) Felt pieces with holes cut in them (see notes section) Basket to hold the pieces and the button ribbon

SETUP: 1) Make the button ribbon 2) Place the button ribbon in a basket with the felt pieces 3) Place the felt pieces and button ribbon in the dress up or home interest center

STEPS: 1) As children are exploring this basket encourage them to practicing their buttoning skills by pulling the ribbon through the felt piece. This will lace all of the felt pieces onto the ribbon. 2) Encourage the children to practice taking the felt pieces off by pushing the button back through the hole in the felt piece.

NOTES: To make a button ribbon: Cut a piece of ribbon about 10-12 inches long. Sew a medium to large size button on one end. Sew a large piece of felt on the other end. To prepare the felt pieces: Cut felt pieces into a desired small shape Cut a slit in the center of the shape the correct size for the button to fit through.

Camping

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 33. Participates in rearranging areas of the room. 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 5. Participates in parallel play. 6. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 15. Tries out new games and toys. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 42. Takes on roles during pretend play. 2-3 years: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 1. Participates in parallel play. 2. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). 4. Engages in positive social play alongside, and occasionally with, other children.

MATERIALS: Tent or large sheet Sleeping bag or blanket Flashlights Optional: cook set, picnic basket, toy binoculars, or picnic items.

SETUP: 1) Set up the dramatic play area like a camp site. 2) Put up a small tent, with sleeping bags and/or blankets. If you don't have a tent you can make one out of a sheet balanced over chairs or other objects. 3) Add items such as flashlights, and child binoculars, and a camp cook set. Make sure all items are safe for infants.

ENRICHMENT: Have child dress child in pajamas for "pajama day" and bring in a sleeping bag and have children sleep in sleeping bag on their cot. Have a picnic lunch/snack outside like going camping

NOTES: Read books about camping and the outdoors. This activity pairs well with the "Going on a Bear Hunt."

Car painting

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 5. Participates in parallel play. 6. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). 2-3 years: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 1. Participates in parallel play. 2. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). 4. Engages in positive social play alongside, and occasionally with, other children.

MATERIALS: Tempura paint or other washable paint A large piece of butcher paper Toy cars of different types Paper plates

SETUP: 1) Tape the butcher paper to a table or a place on the floor where the children can work together. 2) Place moderate amounts of paint in the paper plates. 3) Place the cars and plates of paint on the table for children to work together on a car painting.

STEPS: 1) Have the children find places around the table. Show them how to dip the cars wheels in the paint then drive the car around the paper to create a car painting. 2) Encourage the children to cooperatively work together creating a large mural.

NOTES: The paint will easily wash off of the cars when the children have completed the activity.

Car Seat Practice

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 4. Follows a one-step direction from an adult. COMMUNICATING AND SPEAKING 20. Asks questions to obtain information or assistance. 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 5. Follows two-step directions. PROBLEM-SOLVING AND CREATIVE EXPRESSION 44. Demonstrates assertiveness by saying “No!” or “Me Do it" when adults try to help with self-care tasks. 18-24 months: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 61. Seeks help from familiar adults after unsuccessfully attempting to complete a task. 2-3 years: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 5. Asks for help when needed. PROBLEM-SOLVING AND CREATIVE EXPRESSION 38. Wants to get her/his own way even if it conflicts with adults. 18-24 months: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 38. Begins to use language, such as two-word phrases, to communicate with others. 2-3 years: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 47. Talks about the neighborhood, city, or area in which she/he lives.

MATERIALS: Car Seat (one or two car seats) Chair Plate or other round object (optional)

SETUP: 1) Place the car seat or seats behind a chair.

STEPS: 1) Show the children the car seat. Explain that you will be going on a special car ride today and each of them will get to take turns sitting in the car seat on the way to your destination. 2) Help each child sit in and buckle in to the car seat. While each one is in the car seat you may sit on the chair and pretend to be driving somewhere special.

ENRICHMENT: Allow the children to pretend to be the car driver.

NOTES: This is a good activity to partner with another dramatic play activity. For example, Bear Hunt. Practice car seat safety on your way to the forest to go on a bear hunt.

Cereal Strings

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 38. Chooses to solve simple tasks (e.g., attempting a simple puzzle). 48. Uses objects for other than their intended purposes. 50. Threads beads by coordinating a string into the bead opening. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 36. Threads beads by coordinating a string into the bead opening. 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle).

MATERIALS: Cheerios, Fruit Loops or another circular cereal Yarn

SETUP: 1) Place cereal in a bowl 2) Cut yarn to lengths of about 18 inches

STEPS: 1) Give each child a piece of yarn 2) Encourage the children to string the cereal onto the yarn. 3) When they have finished stringing the cereal tie a knot in the yarn to make a necklace.

ENRICHMENT: -Help the child tie their own knot in the yarn.

Circles

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 11. Sorts basic shapes (e.g., triangles and squares).

MATERIALS: Masking tape Construction paper circles

SETUP: 1) Make a circle on the floor of the classroom using masking tape. 2) Cut circles out of construction paper 3) Tape a few construction paper circles around the classroom at child eye level.

STEPS: 1) Show the children the circle on the floor. Have them walk around the circle. Talk about the fact that there are no sides or corners. Instruct the children to sit on different sides and hold hands to make a "human circle." 2) Show them the paper circles. 3) Give each child a circle. Have them look around the classroom and see if they see any other circles. Have them point to the other circles they see. These might be the construction paper circles you placed around the room, or circles represented in other objects in the room. 4) Let the children explore their construction paper circles by coloring them in the arts center.

ENRICHMENT: -Instead of having the children point to the other circles, have them get up and walk over to the other circles and stand next to them.

Classroom Farm

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 17. Enacts familiar events or household chores. 22. Matches sounds to pictures of animals. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 18. Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake). 19. Models everyday activities and pretends to take on the roles of other people (e.g., mommy, daddy, baby, teacher). 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 21. Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake). 24. Models everyday activities and pretends to take on the roles of other people (e.g., mommy, daddy, baby, teacher). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 23. Wants to be assigned a “job”. PROBLEM-SOLVING AND CREATIVE EXPRESSION 42. Takes on roles during pretend play. 52. Takes toys/materials from one area to another area for play (e.g., takes toys from the dress-up corner to the block area).

MATERIALS: Plastic farm animal toys Blocks Play hay bales or boxes covered in yellow construction paper Carrots or apples (optional) Boxes sized to fit the animals (optional)

SETUP: 1) Place a piece of fabric or a sheet on the ground 2) Put the farm animals all standing up in a container 3) Place blocks on the fabric or sheet

STEPS:

On Monday- 1) Show the children the animals and tell them that you will all be caring for the animals for a week while their farmer goes on vacation. 2) Tell the children that the first thing you will need to do is build fences to keep the animals safe. Using the blocks work with the children to build fences to keep the animals in. 3) Once the animals are in their fenced in areas. Tell the children that they will

© 2014 Assessment Technology Incorporated A-86 Revised as of 04/17/14 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds need to feed the animals, give them water and attention everyday. 4) Place boxes in the corals as barns, if you have boxes available that are the right size. 5) Show them how to pretend to take hay off of the pretend bale and feed it to one of the animals. 6) Place a small bowl of water in each coral for the animals to drink.

Each day during the week- 1) At the beginning of the day tell the children it's time to care for the animals. Work together to take them out of their barns, feed the animals and get them fresh water to drink. 2) Each evening put the animals in their barns (if available).

On Friday- 1) Congratulate the children on a job well done caring for the animals. Tell them their farmer is coming to pick them up and take them home that afternoon after school.

ENRICHMENT: Read stories related to animal care such as: The Very Busy Spider by Eric Carle Giggle, Giggle, Quack by Doreen Cronin (Author), Betsy Lewin (Illustrator)

Classroom Hockey Game

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools.

MATERIALS: Balloons Cardboard pieces Cardboard tubes

SETUP: 1) Make the hockey sticks (see the notes section) 2) Blow up the balloons

STEPS: 1) To play hockey with the children set aside an area that will be the goal. This could be one wall in the classroom, a box turned on it's side to create a goal box or a rug on the floor. 2) Place all the balloons on one side of the room, opposite the goal. 3) Give each child a hockey stick and let them practice using the hockey sticks to move the balloons to the goal.

NOTES: To make the hockey sticks: Cut cardboard rectangles that are about 4 inches by 8 inches or larger Cut a slit lengthwise in the tubes, slide the tube over the long edge of the cardboard rectangle. This will make a handle on the cardboard rectangle which will act as the hockey stick. You may stabilize the stick with duct tape if you like.

Classroom Labels

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 5. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. EARLY READING AND PRINT AWARENESS 31. Uses words to label and describe pictures/objects in books. EARLY WRITING 45. Scribbles spontaneously often using circular motions. 46. Makes purposeful marks on paper. 47. Uses a variety of writing tools (e.g., pencils, crayons, markers, paints). 52. Recognizes the first letter in her/his first name. 2-3 years: G3 Language, Communication, Reading & Writing LISTENING AND UNDERSTANDING 1. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. COMMUNICATING AND SPEAKING 14. Uses words to describe activities (e.g., playing catch) or functions of objects (e.g., spoon for eating). EARLY READING AND PRINT AWARENESS 27. Recognizes that a spoken word/speech can be written and read. EARLY WRITING 41. Recognizes the first letter in her/his first name.

MATERIALS: Construction paper Tape Art supplies Large black marker

SETUP: 1) Create labels for areas of your classroom by cutting out the letters from construction paper. 2) Be sure you have enough letters so that each child in the class gets to decorate at least one letter. 3) Arrange the art supplies in the arts area

STEPS: 1) Explain to the children that you are creating signs to label different areas of the classroom. Tell them that a sign is a word on a piece of paper that tells you what can be found in that area of the classroom. Words are made up of letters and you want the children's help in decorating the letters for the signs. 2) Give each child a letter. As you do tell them what letter you are giving them. As you give them the letter you can associate the letter with a familiar word or object, for example you may give the child the letter that is the first letter of their name, as you give them the letter you might say, "Sarah, this is the letter S. This letter

© 2014 Assessment Technology Incorporated Revised as of 04/17/14 A-89 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds makes the sss sound, it's the first letter in your name, Sarah." 3) Allow each child to decorate the letter however they want to using the arts supplies you have provided. 4) Once the children's letters have been decorated and dried as needed paste the letters to construction paper to make the signs. After you have the signs completed show the signs to the children, point out their letters and let the children "help" you put the signs up in the classroom. As you place a sign in an area, talk with the children about what the sign says, and what you are labeling.

NOTES: Creating signs and labels for your classroom will provide exposure to literacy skills such as letter recognition and reading. As you post a sign it is advisable to include both the written word and a picture. The picture will cue the children as to what the label says as they will not be able to read the words yet.

Clothespin Painting

MATERIALS: Clothespins Paint Cotton balls Paper

SETUP: 1) Place the cotton balls in one container 2) Put out clothespins so each child can take one 3) Pour paint into shallow containers

STEPS: 1) Arrange children around a table so they can all paint together. 2) Show the children how they can use a clothespin to pick up a cotton ball, holding the cotton ball with the clothespin dip it in the paint and paint with it on a piece of paper. 3) Assist the children as needed to create artwork with the cotton ball using clothespins.

Clown Parade

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 6. Describes activities, such as “Me eat”. PROBLEM-SOLVING AND CREATIVE EXPRESSION 53. Begins to enjoy small-group activities facilitated by an adult. 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 32. Pretends to be a character from a story or show. PROBLEM-SOLVING AND CREATIVE EXPRESSION 48. Initiates interactions with playmates. 2-3 years: G3 Language, Communication, Reading & Writing LISTENING AND UNDERSTANDING 4. Reacts to funny portions of a story by smiling or laughing. 6. Responds appropriately to questions about a picture book being read.

MATERIALS: Storybook about clowns (optional)

STEPS: 1) Read a story about clowns (optional) 2) Ask the children to name things that clowns do as they act them out 3) Have the children all follow the leader as you demonstrate the things the children indicated that clowns do

NOTES: Suggested clown book C is for Clown by Stan Berenstain

Color Hop

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 8. Runs although she/he may have difficulty stopping and turning. 2-3 years: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 5. Runs although she/he may have difficulty stopping and turning. 6. Walks to a destination without help. 7. Jumps in place and off low objects, such as a step. 8. Stops and turns while running.

MATERIALS: Sidewalk chalk

SETUP: 1) Draw large circles on the sidewalk or cement area in the outdoor play area using different colors of chalk. Have at least three different colors. You may make multiple circles of the same colors if you want to. Be sure there is space between the circles, this is a gross motor activity so we want to give enough space between the circles for the children to practice moving in between.

STEPS: 1) Bring the children outside and show them the colored circles. Stand next to each one and tell them what color it is. 2) Have the children all start by standing next to you away from the circles. You will give instructions to the children such as, "Hop with both feet to a blue dot." As you give directions, model the activity you are looking for. Tailor your directions to fit the developmental levels of the children in your class. 3) Once each child is at a blue circle, give another instruction, such as, "Skip to a yellow circle." 4) Continue giving instructions until the children have tired of the activity.

Color Sort

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 1. Places items in containers and then pours them out, repeatedly. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 6. Plays beside other children, imitating the play of another child. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 5. Participates in parallel play. 6. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 16. Places items back in their “correct” place. 31. Sorts objects (e.g., beads) by color or by size. PROBLEM-SOLVING AND CREATIVE EXPRESSION 46. Imitates other children’s play or begins to play with others in associative play. 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 years: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 1. Participates in parallel play. 2. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). SELF-REGULATION: BEHAVIORAL REGULATION 24. Plays beside another child for short periods of time. SELF-REGULATION: SOCIAL PROBLEM-SOLVING 33. Shares occasionally with other children.

MATERIALS: Poker chips (or another colored item to sort) 4 empty Kleenex boxes Colored construction paper corresponding to the colors of your chips Tray to hold all the Kleenex boxes together.

SETUP: -Cover the Kleenex boxes with colored construction paper to correspond with your

© 2014 Assessment Technology Incorporated A-94 Revised as of 04/17/14 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds poker chips or other sorting material. Poker chips will likely be green, black, red and blue, therefore if you are using poker chips, you will cover one Kleenex box with blue paper, one with red, one with green and the last one with black paper to match the chips.

STEPS: 1) Encourage one or two children to work on this activity. Depending on the number of chips you have this can be a good activity for children to work on together. 2) Store each colored chip in the box corresponding to its color. As the children begin the activity they will likely pour the chips out of the boxes, because of the shape of the top of the Kleenex box they will be challenged to pour all of the chips out and may need to use some problem solving skills to get all of the chips out of the box. 3) Once all of the chips have been poured out, the children can practice their sorting skills placing the colored chips back in the corresponding box. Again the shape of the opening at the top of the box may challenge some children. 4) Once the children have put the chips back in the containers they may enjoy pouring them out again and refilling! 5) Depending on the child, you may find that for some children just putting the chips back in the boxes without sorting is enough of a challenge. If that's the case don't worry about discouraging them from putting the colors in the "wrong" box.

NOTES: Keep in mind that poker chips are a choking hazard. Be aware of the age and stage of the children in your class and decide if poker chips are an appropriate choice or if you should select a different object for sorting.

Color Sorting Sticks

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 16. Explores objects by taking things apart, stacking sorting, tracing, etc. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 years: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc. CONCEPT DEVELOPMENT AND MEMORY 31. Sorts objects (e.g., beads) by color or by size.

MATERIALS: Fruit loops (or colored beads) Play dough matching the fruit loop colors Dry spaghetti noodles or thing wood sticks Tray or large plate

SETUP: 1) Place the play dough in a mound on the tray with the colors spread out. 2) Place the noodles or sticks lying flat on the tray. 3) Place the fruit loops in a bowl.

STEPS: 1) Encourage the children to stick the noodles into the play dough mounds to stand up. These will be used for color sorting, be sure there is at least one noodle in each color of play dough for the children to sort the fruit loops. 2) Encourage the children to sort the fruit loops by threading them onto the noodles matching the color of the fruit loop to the color of the play dough mound.

Color Tag

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. 31. Listens to and follows simple rules in small group activity. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 58. Continues to engage in a performance activity (e.g., dance) as familiar adults applaud. 18-24 months: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. 2-3 years: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. 24. Plays beside another child for short periods of time. 25. Listens to and follows simple rules in small group activity. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 48. Continues to engage in a performance activity (e.g., dance) as familiar adults applaud.

MATERIALS: Music

SETUP: None

STEPS: 1) Show the children an example of a color. Point out other things in the classroom that are also that color. Tell the children you will be playing music for them to dance, when the music stops they should find something that color and put their hand on it. 2) Play music while the kids dance around. 3) Stop the music and model finding something the selected color and putting your hand on it.

ENRICHMENT: Let a child control the music.

Colored Celery

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 7. Looks at insects, leaves, or other things from nature, examines and watches them move or grow. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck).

MATERIALS: Food Coloring Cups or jars Water Celery

SETUP: 1) Place about 2 inches of water colored with food coloring in each cup or jar. 2) Separate the celery stalks, but leave the leaves on the tops. 3) Cut the large light colored part off the bottoms of the celery stalks. STEPS: 1) Show the children the celery, tear a piece of celery in half so the children can see the veins inside. Explain that celery lives by drawing water up through its veins. 2) Tell the children you will be making colored celery by placing it in the colored water and allowing the celery to drink the colored water through its veins. 3) Place at least one piece of celery per child into the cups/jars of colored water. Place them in a cool location or refrigerator. 4) Every day for three days check the celery and see how far the color has been drawn up the stalks. 5) After three days, or sooner if the color has reached the leaves, take the stalks out of the colored water. Show the children how the celery has changed color. Compare the colored celery to regular celery. 6) Offer the children the opportunity to taste the colored celery or the regular celery as a snack.

Cotton Ball Art

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing COMMUNICATING AND SPEAKING 10. Uses one-word utterances or short phrases to influence the actions of others (e.g., "mine"). 11. Says a few basic words (e.g., "mama," "dada"). 14. Uses two-word sentences to share ideas, feelings, or needs. 15. Uses negative words (e.g., "no"). 16. Uses question words (e.g., "why" and "what"). 17. Invents new words for fun and experimenting. 18. Practices conversational skills during pretend play. 19. Repeats or tries different words/sentences to get another child or adult to respond. 20. Asks questions to obtain information or assistance. 22. Engages in short conversation with other children and/or adults. 23. Recognizes that a pause means that it is his/her turn to talk. 24. Combines words to create meaningful short sentences. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 6. Plays beside other children, imitating the play of another child. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 2. Plays side-by-side with another child using the same or similar toys. 2-3 years: G3 Language, Communication, Reading & Writing COMMUNICATING AND SPEAKING 9. Combines words to create meaningful short sentences. 12. Uses basic rules of grammar in speech (e.g., personal pronouns, plurals, position words). 13. Asks questions to obtain information or assistance. 14. Uses words to describe activities (e.g., playing catch) or functions of objects (e.g., spoon for eating). 15. Participates in conversations at snack and play times. 16. Initiates conversations with others using toys, experiences, books, or pretend play. 17. Asks questions to get the attention of an adult. 19. Asks questions to keep a conversation going. 20. Responds to comments or questions from others during a conversation.

MATERIALS: Construction paper Large cotton balls Glue stick or glue

SETUP: 1) Lay a large piece of colored construction paper on a table. 2) Choose a theme for the picture, for example you may choose to paint a picture of a tree and use the cotton balls to make snow in a winter scene, or use paint to color the cotton balls in the picture to act as leaves.

STEPS: 1) Put glue on a cotton ball and show the child how to stick the cotton onto the paper. 2) Show the children how they can pull the cotton ball apart to change the shape before gluing it to the paper. 3) Work together with the children to create the cotton ball picture encouraging communication and discussion while you work.

Creative Corn

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Uses materials such as pencils, paints, and play dough in different and varied ways 18-24 months: G3 Physical Development and Health HEALTH: SHOWS CHARACTERISTICS OF GOOD NUTRITIONAL HEALTH 31. Consumes a variety of healthy foods from all food groups when offered by an adult.

MATERIALS: An assortment of different corn products such as: -corn on the cob -creamed corn -whole kernel canned corn -corn chips -popped corn

SETUP: Put the different corn products in separate bowls leaving the corn on the cob in the husk.

STEPS: 1) Show the children the corn on the cob as you husk it. Show them the outside husk pieces, the silk inside and the how the kernels grow on the cob. 2) Show them how you can cut the corn off the cop making individual kernels. 3) Pass around the different pieces of the corn on the cob, the silk, the husk and the cob to let the children explore this. Explain that this is how all corn grows. 4) Pass around the different corn products and talk about how the corn is processed to make each one. 5) Explain how many fruits and vegetables are processed to make different foods or used as ingredients in a recipe.

ENRICHMENT: -Let the children try husking the corn -Let the children taste the different forms of corn

NOTES: -Prior to this activity be sure there are no children in your class allergic to corn.

Dancing on the Beach

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 53. Begins to enjoy small-group activities facilitated by an adult. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 24. Experiments with a variety of strategies to solve a problem or complete a task. 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 22. Views objects from all sides. 23. Participates in sand and water activities.

MATERIALS: Large pan to make a sand box Sand Assortment of child size or miniature shoes (doll shoes, shoes from key rings, baby shoes, etc.) Water

SETUP: 1) Place about 1.5 inches of sand in the pan 2) Add enough water to make the sand the consistency of snowball making snow 3) Place the small shoes in a bowl next to the sand box

STEPS: 1) Bring the children to the sand box 2) Show the children the bottom of the shoes and explain that as we walk our shoes can make prints on the ground 3) Take one shoe with distinctive markings on the bottom and show the children how the shoe makes marks in the sand 4) Next show them how a shoe with high heels makes different prints in the sand 5) Encourage the children to talk about the differences they see in the prints as you demonstrate making shoe prints with different shoes 6) Give the children a chance to make shoe prints in the sand

ENRICHMENT: Discussion questions: Why do different shoes make different prints? Is it possible to just make a print from the heel or the toe of the shoe? Why can't you see a pint from the middle of the high heel shoe? If you have more than one type of sand setup a second pan and compare how the prints look different in the different plans. Considering having one with dry sand for comparison. Allow the children to make prints with their own shoes.

NOTES: If you do not have sand available you can make shoe prints in different materials, such as play dough or using paint on paper.

Dear Class!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 34. Answers questions about prior events. 2-3 years: G3 Language, Communication, Reading & Writing EARLY READING AND PRINT AWARENESS 27. Recognizes that a spoken word/speech can be written and read.

MATERIALS Paper Pen Envelope Stamp STEPS: 1) Bring the children to a small group area 2) Talk with them about what mail is and how mail is delivered by a postman 3) Tell the children that they will be helping to write a letter... To themselves! Explain that when you are finished, you are going to give it to the post office and see how long it takes to get back to you! Allow the children to fill in the blanks in your letter.

Dear ______(name of your class, or your program)! We are writing a letter to ourselves! Today was a great day in class because we did ______. The theme for our class this week is ______. This is very fun because ______. (Continue the letter as your conversation with the children directs) End it by writing, "We are mailing this letter on ______” (write in the date and day of the week). We will see how long it takes to come back to us! 4) Show the children how to address the envelope, and where to place the stamp. 5) If possible, take a picture of the outside of the addressed and stamped envelope. 6) Walk with the children to the mailbox to mail the letter. 7) Print out the picture of the envelope and save it to compare with the letter when it arrives. 8) When your letter is returned, make a big deal out of it! "We got a letter! Who do you think it is from?" See if they recognize the envelope! 9) Open the letter and read it! They will love hearing their letter. Ask the children questions about the activities they described in the letter. 10) Place the envelope that it came in with the printed picture of the envelope that you sent it in on the floor. Ask the children what looks different? What did the post office need to do to get the letter to you? ENRICHMENT: 1) Allow the children to draw small pictures to include in the letter. 2) You may also decide to coordinate with another teacher. Each class can write a letter to the other class.

Dinosaur Eggs

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 5. Explores new toys to see how they work. CREATIVITY AND INVENTIVENESS 23. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 24. Experiments with a variety of strategies to solve a problem or complete a task. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). CREATIVITY AND INVENTIVENESS 22. Views objects from all sides. 23. Participates in sand and water activities. 27. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy).

MATERIALS: Balloons Water Small dinosaur toys Freezer

SETUP: 1) Collect the above materials

STEPS:

Day 1 1) Talk with the children about the fact that dinosaurs an animals that no longer exist and that they were born in eggs, like birds. 2) Explain that you will be making pretend dinosaur eggs out of ice and helping the dinosaurs hatch. 3) Have the children help you place a dinosaur toy inside a balloon, then fill the balloon with water to make it about twice as big as it needs to be for the toy. Tie a knot in the end. 4) Once all the dinosaurs are in balloons with water, place them in the freezer.

Day 2 1) Tell the children it's time to hatch their dinosaurs. Take the balloons out of the freezer. They should be fully frozen. First ask the children to help you remove the balloon from the ice. Let them explore different ways to remove the balloon. For example, cutting it with scissors and pulling it off, or trying to untie the knot. 2) Once the balloon is removed, you will have a round piece of ice with the dinosaur

© 2014 Assessment Technology Incorporated A-104 Revised as of 04/17/14 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds in it. Have a pan of water nearby. You can place the eggs in the water and let the children feel the slippery eggs as they try to pick them up, and play with them in the water. 3) Point out to the children that when you put the dinosaurs in you added liquid water, but in the freezer it froze into ice. This will be a valuable experience to introduce the children to the properties of water. 4) Ask the children to explore ways to get the dinosaurs out of the ice. Some may suggest throwing the egg on the ground, or hitting it with something. Be sure you explain that you do not try those things on real eggs, only on pretend ice eggs. Then experiment with their suggestions. This will help them to explore the properties of matter. 5) Once you have tried to get the dinosaurs out, take any remaining ice eggs and place one or more in a bowl with water and one or more in a bowl without water. Ask the children which one they think will melt faster to let the dinosaurs out. Throughout the day check and see which one melts faster. Don't expect the children to be able to verbalize their hypothesis at this age, we are simply exposing them to the basic principles. 6) Once you see that some of the dinosaurs are free, revisit the activity and talk about which melted faster, the ice eggs in water or the ice eggs in air.

ENRICHMENT: Notes: -Be sure to watch the children carefully with the balloon pieces as these may be a choking hazard.

Do a Dash of Dishes

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 2. Imitates adult activities such as reading a magazine or helping to set the table. 4. Enjoys opportunities to help parents, caregivers, and teachers (e.g., assisting with setting the table or folding the clothes). CREATIVITY AND INVENTIVENESS 19. Models everyday activities and pretends to take on the roles of other people (e.g., mommy, daddy, baby, teacher). 20. Uses objects together as tools. 22. Acts out familiar life scenes (e.g., picking up a bag or lunch box and saying, “I go to work”). 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 3. Imitates adult activities such as reading a magazine or helping to set the table. 6. Eagerly seeks and takes pleasure in learning new skills. CREATIVITY AND INVENTIVENESS 19. Models everyday activities and pretends to take on the roles of other people (e.g., mommy, daddy, baby, teacher). 23. Participates in sand and water activities. 24. Models everyday activities and pretends to take on the roles of other people (e.g., mommy, daddy, baby, teacher). 26. Uses objects together as tools. 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 13. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). SELF-REGULATION: BEHAVIORAL REGULATION 28. Begins to attend during short, focused activities (e.g., listening to simple stories being read). SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 60. Attempts to engage in independent activities (e.g., taking off an open coat) and not giving up immediately if having difficulty. 2-3 years: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 6. Takes on the role of an adult figure in pretend play. TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 10. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). 14. Plays with toys meaningfully (e.g., preparing food in housekeeping).

MATERIALS: Plastic or non breakable dishes 2 Plastic wash bins Dish drying rack Dish towel Smocks (optional to keep clothes dry)

SETUP: Place the dishes in one bin (these are your "dirty" dishes) Next to that place water and a small amount of child safe soap in the water Next to that place the dish drying rack Place the dish towel on the table near the drying rack

STEPS: 1) During free exploration time encourage children to practice washing dishes. They may have seen their families wash dishes and will mimic these activities. If not, you may demonstrate for them taking a "dirty" dish and washing it with your hands in the water, drying it and placing it in the drying rack.

Notes: Monitor the children carefully to ensure they are safe around the bin of water.

Drip, Drop Smile!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 6. Eagerly seeks and takes pleasure in learning new skills. CREATIVITY AND INVENTIVENESS 23. Participates in sand and water activities. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 49. Claps to express appreciation or joy. 55. Makes up words to describe objects, events, emotions.

MATERIALS: Water Water bottle with a "sports top" Eye dropper Spray bottle (be sure to select one that does not resemble a cleaning product bottle)

SETUP: 1) Fill the water bottle, spray bottle and eye dropper bottle with water Steps: 1) Sit with the child or a small group of children. 2) Explain that they will be experiencing water in different forms 3) Start with the eye dropper and place one drop of water on the child's hand. Let them play with the water drop and talk about how it feels. 4) Place another drop of water on another part of their body, for example their arm or their leg. 5) Use the water bottle to dribble a small amount of water using the same process, then continue on with misting a small amount of water onto the child's hands, arms or legs using the spray bottle. In all cases avoid the child's face.

ENRICHMENT: In this activity children are exploring the sensation of the water in different forms. You may use this same process with other substances such as oil, if you chose to use oil be sure to use a hypoallergenic, food grade oil and only use a small amount because it may stain the child's clothing. Encourage the children to talk about how the water feels on their skin. Suggest that they blow on their wet skin to feel the coolness. Or rub the area with their other hand to feel the slippery sensation.

Dry Beans, Wet Beans, Cooked Beans

MATERIALS: One package of large dried Lima beans Measuring cup Large clear plastic bowl Water Crock pot or slow cooker

STEPS: 1) During group time direct children to close their eyes and hold out their hands. Place a "secret object" (Lima bean) in their hands. 2) Before they open their eyes ask them: Is it big or small? Is it soft or hard? What color do you think it is? What do you think it is? 3) Have the children open their eyes and examine the bean. Have them share their thoughts about the beans. 4) Explain that the beans have been dried, all the water has been removed, so they can be stored for a long time and that we need to get the water back into the bean before we can eat it. Tell them that you will experiment to see how you can get the water back into the beans 5) Place one cup of beans in a bowl and set it aside out of reach. Place the rest of the beans in a large bowl of water and place it aside out of reach 6) The next day take down the two bowls. Give each child one dry bean, and one wet bean. Invite them to share about the difference between the two beans. Tell them that the wet bean still isn't going to taste good because not enough water has gotten back into the bean. Suggest that by cooking the bean more water might enter the bean and it will taste better. 7) Put half a cup of beans from the water brown in a small bowl and set aside with the bowl of dry beans. Place the remaining beans in a crock pot or slow cooker and place it in a safe place for cooking. 8) Once the beans have finished cooking and have cooled off give each child one dry bean, one wet bean, and one cooked bean. As then to describe the difference. As them which one they think will taste better and be easier to eat.

9) Serve a small amount of cooked beans to each child as a tasty snack!

ENRICHMENT: Try different types of beans and see what differences the children notice.

NOTES: Be careful with this activity as it involves the use of small beans, it may not be suitable for younger children.

Everyone Had a Farm

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 43. Joins in or tries to sing songs and finger plays without encouragement. 2-3 years: G3 Language, Communication, Reading & Writing LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. 18-24 months: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 39. Sings simple songs and finger plays.

MATERIALS: Toys in the shape of farm animals or pictures of farm animals

SETUP: Give each child the toy or picture of a farm animal of their choice.

STEPS: 1) Sing the song "Old McDonald Had a Farm" substituting the name of the child for 'Old McDonald' as you sing about their animal. While you sing about their animal they can hold up their animal for everyone to see.

ENRICHMENT: -Let each child tell their classmates what noise their animal makes

NOTES:

Old McDonald Had a Farm song verse: Old McDonald Had a Farm E-I E-I Oh

And on that farm he had a ______(animal)___ E-I E-I oh

With a ___(animal noise)___ here and a ___(animal noise)___ there Here a __(animal noise)_ there a ___(animal noise)____ Everywhere a ___(animal noise)____ Old Mc Donald Had a Farm E-I E-I Oh

Here is an example of how the song will be sung substituting the names of the children:

Jessie Lynn Had a Farm E-I E-I Oh

And on that farm she had a pig E-I E-I oh

With an oink oink here and am oink oink there here an oink, there an oink Everywhere an oink oink

Jessie Lynn Had a Farm E-I E-I Oh

While the song is being sung Jessie Lynn can hold up a picture of a pig, or a little toy pig to show the other children what a pig looks like.

Fall Leaves on a Tree

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY WRITING 40. Shows scribbling or markings to others. 45. Scribbles spontaneously often using circular motions. 46. Makes purposeful marks on paper. 47. Uses a variety of writing tools (e.g., pencils, crayons, markers, paints). 48. Draws horizontal and vertical lines. 51. Holds pencil with thumb and forefinger. 2-3 years: G3 Language, Communication, Reading & Writing EARLY WRITING 32. Draws horizontal and vertical lines. 37. Shows scribbling work to others. 38. Holds pencil with thumb and forefinger. 18-24 months: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 16. Scribbles using a variety of materials (e.g., chalk, finger paints, crayons).

MATERIALS: Coffee filters Spray bottle of water Water based markers in fall colors (brown, green, orange, yellow) Large butcher paper tree Tape

SETUP: 1) Cut coffee filters into leaf shapes 2) Paint a large leafless tree on a piece of butcher paper and hang it on the wall where the children can reach it.

STEPS: 1) Talk with the children about leaves turning color during the fall. Tell them that the leaves change color on the tree, and then fall to the ground. 2) Explain that you will be making fall leaves to decorate a tree in your classroom. Show them the tree on the wall. 3) Give each child a coffee filter leaf shape. 4) Have them color the shape with the water based markers. 5) Once they have decorated the leaf let them spray it with the spray bottle of water. This will cause the marker colors to bleed into each other making the leaf look marbled, like a fall leaf. 6) Let each child make as many leaves as they want. 7) Allow the leaves to dry. 8) Use a dark brown or black marker to make veins in the leaf (optional). 9) Help each child tape their leaves onto the tree. Some children might place their leaves on the tree branches, others might put their leaves on the ground around

© 2014 Assessment Technology Incorporated Revised as of 04/17/14 A-113 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds the tree. Others might decide to place their leaves around the tree as if they are currently falling.

NOTES: This activity can be done to create fall leaves for other projects if you live in an area without deciduous trees.

Feeling Wheel

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY READING AND PRINT AWARENESS 26. Points to pictures in books as they are named by an adult. 32. Points to appropriate picture in a book when asked by an adult. 35. Makes connections between her/his own experiences and those presented in books/stories. 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 54. Points to pictures that represent feelings and names the emotions. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 40. Points to pictures that represent feelings and names the emotions. 2-3 years: G3 Language, Communication, Reading & Writing EARLY READING AND PRINT AWARENESS 22. Makes connections between her/his own experiences and those presented in books/stories. 2-3 years: G3 Social and Emotional Development SELF-REGULATION: EMOTIONAL REGULATION 17. Begins to recognize that others smile when they smile, and others look unhappy when they cry. 20. Begins using emotionally charged words (e.g., "I’m mad”) to get needs met, as opposed to simply acting out needs.

MATERIALS: Construction paper Cartoons or pictures depicting emotions (4 total) Paper brad or a button and yarn Storybooks for discussion about emotion (these may be books about emotions such as The Way I Feel Books by Albert Whitman or books which you can identify feelings in the characters for class discussion). SETUP: 1) Create a feeling wheel (see notes)

STEPS: 1) Read a storybook that depicts a strong emotion. 2) Talk to the children about that emotion. Encourage them to share examples of when they have felt that emotion. 3) Show them the feeling wheel and ask them which picture they think represents that emotion, and move the arrow to point towards that emotion. 4) As you read stories or talk about experiences in the classroom the feeling wheel can be used as a tool to talk about emotions. 5) Talk about appropriate ways to express that emotion.

ENRICHMENT: The feeling wheel can be used to support children who have difficulty talking about their emotions. Encourage them to use the wheel to tell you how they are feeling by pointing the arrow toward the emotion they are experiencing.

NOTES: A feeling wheel is like a wheel of fortune wheel with 4 emotions represented on the circle. You can spin the arrow in the center to point to the individual emotions.

To create a feeling wheel: 1) Cut an arrow out of construction paper 2) Cut a large circle out of construction paper and draw two thick lines dividing the circle into 4 parts 3) Cut out pictures of 4 emotions, Angry, Happy, Sad, Tired (or any other emotion you would like to substitute) 4) Glue one emotion picture in each quadrant of the circle 5) Using the paper brad or a button and yard affix the base of the arrow to the center of the circle. You can now move the arrow to point to the different emotions around the wheel.

Flower Sorting

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen. 31. Sorts objects (e.g., beads) by color or by size.

MATERIALS: Artificial Flowers varying sizes Non-breakable vases

SETUP: Place the flowers and vases in the dress-up area

STEPS: 1) Allow the children to discover the flowers and vases during free time 2) Encourage them to sort the flowers based on color, or size 3) Help them create flower arrangements by placing the flowers in vases

ENRICHMENT: Talk about the different types of flowers that the children are playing with.

Fly Away Little Birds

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 4. Follows a one-step direction from an adult. 2-3 years: G3 Social and Emotional Development SELF-CONCEPT: MUTUAL RELATIONSHIPS 38. Enjoys an activity of interest (e.g., art) with a friend. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure).

MATERIALS: Pieces of yarn about 1 foot long Blanket or a sheet (or nests from the activity Classroom Nests)

SETUP: Place the blanket on the floor if you do not already have nests set up on the classroom.

STEPS: 1) Have all the children climb into the nest. Explain that they are baby birds who will be learning to fly today. 2) Have the children sit down and hold on to their feet looking up and saying "peep" "peep" pretending to be hungry baby birds. Feed each one by giving them a "worm" (piece of yarn) 3) Explain to the children that baby birds have to develop their strength before they are able to fly. Show them how to practice moving their arms up and down saying "up" and "down" as they move their arms. 4) When the children feel ready to fly encourage them to fly out of the nest and fly around the room saying "up" and "down" as they flap their wings. 5) To end the activity tell the baby birds it's time to come back home to the nest to rest.

Foam Pit

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 9. Participates independently in an increasing variety of experiences. 18-24 months: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 6. Pushes and pulls large objects. HEALTH: SHOWS BASIC PHYSICAL NEEDS ARE MET 45. Demonstrates an interest in actively exploring the environment.

MATERIALS: Pool noodles cut into sections about 4-6 inches long Plastic children's wading pool

SETUP: 1) Cut the pool noodles and place them in the wading pool.

STEPS: 1) Encourage the children to climb into the wading pool and wade through the foam noodles. They can toss the noodles, stack the noodles, kick the noodles...whatever they like! This is a gross motor exploratory activity that will allow them to explore.

Follow the Yellow Brick Road

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 5. Walks to a destination without help. 2-3 years: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 6. Walks to a destination without help.

MATERIALS: Yellow chalk if the activity will be performed outside, or yellow tape (or masking tape) if the activity will be indoors

SETUP: 1) Draw a yellow chalk line outside or use tape to create a yellow line on the floor in the classroom. Be sure your line has some twists and turn, and connects the end of the line to the beginning. You want to be able to walk along the line making a few cycles through the circular shape. STEPS: 1) Read a story book around the Wizard of Oz (examples provided in the notes section) 2) Explain to the children that you will be following the yellow brick road like Dorothy and her friends. 3) Take the children to the "Beginning" and talk your way along the yellow brick road. Pointing out imaginary images from the story. Be sure that you are walking along the line carefully, tell the children to place their feet carefully along the yellow brick road. ENRICHMENT: -For children who exhibit a high level of balance, stop occasionally and instruct the children to stand on one foot, or hop in place for extra balance practice. NOTES: The goal of this activity is for the children to practice their balance by walking along the line. -The Wizard of Oz/El mago de oz: Bilingual Fairy Tales (Level 4) (Read It Yourself With Ladybird: Level 4) (Spanish Edition) -The Wizard of Oz (Keepsake Stories) Paperback by Carol Ottolenghi(Author),Jim Talbot; also available in a bilingual version: The Wizard of Oz: El Mago de Oz (Keepsake Stories) Paperback by Carol Ottolenghi(Author),Jim Talbot

Framed Art

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 48. Uses objects for other than their intended purposes. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Persists with objects, or with frustrating toys.

MATERIALS: Art materials Marshmallows Glue Shallow dishes for glue Construction paper

SETUP: 1) Arrange art supplies as needed for creating a drawing or painting on the construction paper. 2) Place glue in the shallow dishes 3) Place marshmallows in small dishes

STEPS: 1) Have children create an art piece on the construction paper in whatever form you would like. This could be a painting, drawing, colored picture using crayons or markers. 2) Once the art piece is complete tell the children they will be creating a frame for their art piece by gluing marshmallows around the edge of their art piece. 3) Show them how to dip a marshmallow in the glue and place it at the edge of their construction paper. Encourage them to glue marshmallows all the way around their construction paper to create the frame. 4) Let the glue and art piece dry as needed. Once this is completely dry hang the framed pictures on the wall.

Frozen Oobleck

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing COMMUNICATING AND SPEAKING 14. Uses two-word sentences to share ideas, feelings, or needs. 22. Engages in short conversation with other children and/or adults. 24. Combines words to create meaningful short sentences. 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen. PROBLEM-SOLVING AND CREATIVE EXPRESSION 55. Makes up words to describe objects, events, emotions. 2-3 years: G3 Language, Communication, Reading & Writing COMMUNICATING AND SPEAKING 11. Uses descriptive words with objects (e.g., "pretty flowers"). 16. Initiates conversations with others using toys, experiences, books, or pretend play. 20. Responds to comments or questions from others during a conversation.

MATERIALS: Corn starch Water Food Coloring Ice tray

SETUP: 1) See Notes for instructions to make Oobleck. 2) Place Oobleck in ice trays and freeze overnight 3) Reserve some unfrozen Oobleck (optional)

STEPS: 1) Place the frozen Oobleck cubes in bowls or on a tray for sensory play. Let the children play with the frozen pieces. They will slowly melt into a gooey Oobleck puddle that will be equally as fun for the children to play with. 2) You may want to let the children play with the frozen and unfrozen Oobleck together and discuss the similarities and differences between the frozen and the unfrozen Oobleck.

ENRICHMENT: -You may also give the children regular ice cubes along with the frozen Oobleck cubes and ask the children to talk about the differences they experience between the two frozen substances.

NOTES: Decide how much you want to make, then mix together: 2 parts cornstarch 1 part water The product will be liquid until you apply pressure such as squeezing it or pounding on it or stepping on it, then it will behave like a solid. You may color it with food coloring if you like.

Fruit Wash

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Physical Development and Health HEALTH: SHOWS CHARACTERISTICS OF GOOD NUTRITIONAL HEALTH 33. Makes personal food choices from several healthy options. 2-3 years: G3 Physical Development and Health SELF HELP: PARTICIPATES IN BASIC HEALTH AND SAFETY ROUTINES 27. Participates in bathing/washing routines (e.g., using a washcloth or towel). Fruit such as apples or pears (you may use real foot or toy fruit)

MATERIALS: Tub Water Soap Sponges, or cloths for washing

SETUP: Place water and few drops of child safe soap in a tub Place the fruit near the bin along with the sponges or cloths

STEPS: 1) Explain to the children that fruit should be washed before you eat it 2) Show them how to gently wash and dry the fruit 3) Encourage them to try washing and drying the fruit

Glowing Exploration

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 5. Explores new toys to see how they work. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 6. Eagerly seeks and takes pleasure in learning new skills. 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 2-3 years: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc. PROBLEM-SOLVING AND CREATIVE EXPRESSION 55. Makes up words to describe objects, events, emotions.

MATERIALS: Tonic water (optional) Neon non-toxic, washable paints of different colors Black light

SETUP: 1) Place small amounts of neon paint into clear cups of water. About one tablespoon of paint per cup of water. Mix each thoroughly. 2) Place tonic water into clear cups (optional). 3) Make ice cubes out of the tonic water and the neon paint water. 4) Just before the activity take the ice cubes out of the freezer and place in clear bowls.

STEPS: 1) Bring the children into a special area of the classroom, your "Science Lab." Talk to them about glowing and explain that some objects glow in the dark or in a special light called a black light. 2) Explain that you will need to turn down the lights for them to see the glowing. 3) Let them explore the cups and the ice cubes before you turn down the lights. 4) Turn on the black light and let them see how it reacts with the items with the lights on. 5) Turn down the lights and let them watch the ice cubes and cups of water glow. Let them each hold a glowing ice cube and move it around in their hands. Let them play with the ice cubes watching them melt into glowing water. 6) You may customize this activity as desired, for example playing with mixing the colored water or placing the ice in the different colored water cups to see how the colors react. Be sure to also show them how white colors in their clothes will glow

© 2014 Assessment Technology Incorporated Revised as of 04/17/14 A-125 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds also. Any children who have white clothing on will enjoy seeing their whites glow in the black light. 7) During your exploration time be sure to turn the lights on and off a couple times so the children can see the glowing properties change from when the lights are on, to the lights being off.

ENRICHMENT: -After you have completed the activity set up an art area for the children to paint representations of their glowing experience with the neon paints.

NOTES: Black light bulbs can be purchased inexpensively at a home improvements store such as Home Depot, a craft store such as Michael's, or a box store such as Walmart. A black light bulb can be placed in a standard light figure or flashlight. If you want to make your "Science Lab" fancy, place glow in the dark or other neon things in this area before the activity. Let the children explore these items before you turn off the lights, when the lights go off they will delight in seeing these items glow in the dark or under the black light. If you wear a white "scientist" coat or a shirt with white on it the children will also enjoy seeing the white glow under the black light. This activity may be a little intimidating for some children. Be sure the children feel safe and secure before turning down the lights.

Go for four DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 4. Follows a one-step direction from an adult. 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 12. Stacks blocks and knocks them down. PROBLEM-SOLVING AND CREATIVE EXPRESSION 41. Uses trial and error to fit different shapes into holes or to stack things in order. 2-3 years: G3 Approaches to Learning PERSISTENCE 15. Repeats activities or games over and over, such as building a block structure, taking it apart, and rebuilding it. CREATIVITY AND INVENTIVENESS 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 3. Seeks help from trusted parents, caregivers, and teachers. SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. SELF-REGULATION: SOCIAL PROBLEM-SOLVING 38. Puts away toys when asked by a familiar adult. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 61. Seeks help from familiar adults after unsuccessfully attempting to complete a task. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 18-24 months: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 13. Builds a tower of two to four cubes. HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 40. Looks at the adult giving directions and then follows the directions.

MATERIALS: 4 or more blocks

SETUP: 1) Set blocks out in the block area in groups of 4

STEPS: 1) As a child explores the block area, encourage him or her to stack all four blocks to make a tower 4 blocks high.

Going Fishing

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 24. Experiments with a variety of strategies to solve a problem or complete a task. 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 18. Uses tools to retrieve items that are out of reach (e.g., using a string to pull a toy toward self). 26. Uses objects together as tools.

MATERIALS: Dish tub Objects, some that sink and some that float (examples include ping pong balls, rocks, toys, pom pom balls, small balloons, toy coins) Tools such as a large slotted spoon, a large non-slotted spoon, tongs and spatula Water Empty bowl large enough to hold all of the objects

SETUP: 1) Fill the dishpan about half way with water 2) Place the objects in the water 3) Place the dishpan in an area where the children can explore it during open exploration time 4) Place the tools next to the dishpan along with an empty bowl

STEPS: 1) As the children are exploring the dishpan of water encourage them to use the tools to fish out the objects and place them in the empty bowl. Let them experiment with which tools are best to fish out each type of object. 2) Encourage the children to be creative in problem solving. 3) For some children using the tools will be too challenging, in this case encourage the children to reach into the tub and pull out the objects with their hands.

Grape Bunches

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY WRITING 46. Makes purposeful marks on paper. 51. Holds pencil with thumb and forefinger. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 2-3 years: G3 Language, Communication, Reading & Writing EARLY WRITING 32. Draws horizontal and vertical lines. 38. Holds pencil with thumb and forefinger.

MATERIALS: Finger paint in green and purple Brown crayon or marker White paper A bunch of grapes Raisins SETUP: 1) Cut the grapes in half or quarters to avoid the choking hazard. 2) Leave some grapes attached to the step to show the children how the grapes grow in a bunch. STEPS: 1) Talk with the children about grapes and how they grow in bunches. Explain that grapes are a fruit which can be green or purple and are a healthy snack. 2) Show the children the grapes in a bunch on a stem. You may also have chosen to find pictures of grapes online or in books to show the children. 3) Pass around the cut grapes for the children to taste. Talk about how grapes can be used to make raisins, grape juice and jelly. Pass around the raisins for the children to taste. 4) Give each child a piece of paper and a brown crayon to draw a stem for their grape bunch. 5) Using finger paint encourage each child to make grapes using their finger prints to fill in the grape bunch on their stem.

Grass Gardens

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 7. Looks at insects, leaves, or other things from nature, examines and watches them move or grow. PERSISTENCE 17. Maintains concentration in an activity despite distractions or interruptions. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). CREATIVITY AND INVENTIVENESS 22. Views objects from all sides.

MATERIALS: Clear plastic drinking cups- One for each child Construction paper to make faces on the cups (optional) Whole wheat kernels, or wheat seeds Spray bottle full of water with the word "Water" written on it Paper towel Potting soil Tray or wash bin to hold the cups as the wheat grass germinates

SETUP:

Prepare the cups: -Poke 3-4 small holes in the bottom of each cup -Cut paper towel into circles to sit in the bottom of the cup below the soil, this can easily be done by tracing the bottom of the cup on a folded paper towel for size and cutting along the traced circle. -Cut paper towel into circles to sit on top of the soil in the cups, this can be easily done by tracing the lip of the cup on a folded paper towel for size and cutting along the traced circle. Prepare the construction paper to make cute little faces on the cups: -Cut out white circles or ovals to make eyes -Cut colored and/or black circles smaller than the while ones to finish the eyes -Cut pink or red lip shapes in smiles

Prepare the wheat: -Soak the wheat overnight in water. Use about 3 times as much water as you have seeds. First rinse the seeds, then place them in clean water to soak, then rinse them again in the morning before you have the children plant them.

STEPS:

Day one-

1) Explain to the children that they will be growing their own grass and that grass grows just like other plants. Starting from a seed and turning into a green plant. Show them the seeds, the soil and the cups explaining that you will be growing the seeds in the potting soil in the cups. Show them the spray bottle of water and explain that they will each get to use the spray bottle to water their seeds every morning, and that they need to remember that this spray bottle is safe to use because it has only water in it, and they will have an adult helping them, but that other spray bottles may have chemicals in them so they should not play with other spray bottles. 2) Let the children tape the faces onto the cups (optional) 3) Write the child's name on his or her cup. 4) Have the children place one moistened small circle of paper towel at the bottom of their cup 5) Help each child put about 2 inches of potting soil in their cup 6) Help the children water their potting soil by spraying it thoroughly with the spray bottle. If the children are not able to get it fully moistened you can use a cup to add water 7) Have the children place a layer of seeds on the moistened soil. The seeds will be moist from being soaked and rinsed. You will want to have a layer of seeds that is about one seed thick so the seeds may be touching on the sides but are not sitting on top of each other. 8) Moisten the larger paper towel circles and place one on top of the seeds in each child's cup. 9) Place the cups on the tray or in the wash bin and place it in a window or in a sunny place in the classroom.

Day 2-5 1) Each morning help the children thoroughly water their seeds using a spray bottle and spraying the seeds directly. To do this you will lift up the top paper towel and spray the seeds. Keep the paper towel moist as well by dipping it in a cup of water and placing it back over the seeds. The goal is to keep the soil and the seeds moist during days 2-5. Have the children help with watering using the spray bottle but be sure that you make sure they are moist before you leave in the evening and be sure the children have thoroughly soaked them. 2) Each day as you are watering look at the seeds and talk about what you see in the germinating process. 3) Talk about the fact that plants need water and light to survive and that's why you are watering them and placing them in the sun. 4) By about day 5 the grass may be growing well in which case you can remove the top paper towel.

Day 6-7 1) If you started your seeds on Monday this will be the weekend. The wheat grass will still need to be watered at least once a day. You may need to take the cups home to water them over the weekend

Day 8-10

1) Continue to water the wheat grass daily. Talk with the children about the change in their grass over the weekend. 2) At first there will be one stalk of grass from each seed, then the stalk will split, at which time it's time to harvest the grass. You can use scissors or help the children use scissors to cut the grass if you'd like. At this point you can continue caring for them for another growth of grass, or you can send them home with the children or have the children say goodbye to their grass gardens and dispose of them. 3) Wheat grass is edible, you could consider letting the children taste their grass after discussion about the fact that not all grass is eatable.

Grass Heads

MATERIALS: Inexpensive nylons Grass seed Soil Cups 1 tablespoon measuring spoon 1 cup measuring cup

SETUP: Cut nylons about 1 foot above the foot.

STEPS: Day 1: 1) Give each child a nylon 2) Have them pour 1 tablespoon of grass seed into the toe of the nylon 3) Pour 1.5-1 cups of soil into the nylon. Let the children push it down to the toe 4) Help the children tie a knot as close to the soil as they can so that the nylon makes a solid ball of soil at the end with the grass seeds at the top and the tail of the nylon at the bottom. This creates the head for the "grass head." 5) Cut the nylon so there is about a 2-3 inch tail of extra nylon. 6) Place each nylon ball at the top of a cup with the tail hanging down into the cup. 7) Put about an inch of water in the cup. Day 2-5: 1) Keep the "grass heads" in the classroom window, maintain about .5-1 inch of water in each cup. 2) Have the children use a spray bottle to spray the top of their "grass head." This will keep the grass seeds moistened to allow them to grow. 3) Once the grass has grown long enough you can let each child decide how they would like to cut their "grass head's hair." Help them using child safe scissors to cut their grass. ENRICHMENT: -Decorate a face on the "grass head" by painting on the nylon or pinching the nylon and tying knots.

Green

MATERIALS: Objects that are green. Be sure to bring in a variety of types of objects including foods, clothing, and everyday objects Green paint, markers or crayons Construction paper Music

SETUP: Arrange green items around the classroom Stock the arts area with green art supplies

STEPS: 1) During circle time talk with the children about the color green. Show the children the items you brought in which are green. Pass the items around so they can touch and feel the items. 2) Allow the children to taste the food you brought in that is green, this could be an apple, spinach, or any other green food. 3) Ask the children what other items they see in the classroom that are green. 4) Ask them about other objects or things they can think of from their life outside the preschool that are green. 5) Tell the children you will be playing a "What's green?" game. Play music for a minute or so as the children dance around, when the music stops the children should find something green and touch it with their hand. This can be done multiple times, ask the children to find a different green item each time. 6) In the arts center encourage the children to create artwork using different shades of the color green.

NOTES: Wear green the day you decide to introduce this activity.

Green is Good! DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Physical Development and Health HEALTH: SHOWS CHARACTERISTICS OF GOOD NUTRITIONAL HEALTH 31. Consumes a variety of healthy foods from all food groups when offered by an adult. 33. Makes personal food choices from several healthy options. 2-3 years: G3 Physical Development and Health HEALTH: SHOWS CHARACTERISTICS OF GOOD ORAL HEALTH 36. Chews all food completely prior to swallowing.

MATERIALS: Variety of green colored foods: examples include kiwi, green apples, green grapes, green beans, lettuce, celery... Any assortment of green foods.

SETUP: 1) Prepare the foods as needed to be safe and enjoyable for the children to sample. You may need to cut certain foods such as grapes which may be a choking hazard or cut large foods like celery stalks. Some foods may need to be cooked or prepared.

STEPS: 1) Show the foods to the children and talk about how each one is green in color but tastes different. Some of the foods will be salty, some will be sweet but they will all taste good. As you talk about each food, pass around a sample for each child to try.

NOTES: Remember that you have the opportunity to give the children a positive introduction to vegetables and fruits. Be positive about how each one tastes and encourage each child to try all of the fruits and veggies.

Hammering Baked Cotton Balls DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 17. Enacts familiar events or household chores. 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 5. Explores new toys to see how they work. PERSISTENCE 11. Insists on completing a task even when assistance is needed. CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools. 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen. 18-24 months: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Uses two objects together (e.g., putting a spoon in a cup and moving the spoon around).

MATERIALS: Flour Water Oven Cotton Balls Food coloring (optional) Child's hammer

SETUP: 1) Make baked cotton balls (see notes) 2) Place the cotton balls on a surface safe for hammering STEPS: 1) Show the child how to place a cotton ball in an open space for hammering. 2) Encourage the child to hit the cotton ball with the hammer. This will squish the cotton ball with a satisfying crunch. The child can continue to hammer the cotton ball as much as they like. NOTES: To make baked cotton balls: 1) mix equal parts water and flour 2) Add food coloring if you like and mix 3) Dip the cotton balls in the mixture, being sure they are completely covered. 4) Bake in the oven for about 30-45 minutes on 250F. They should come out of the oven as crunchy cotton balls.

Hanging Hands

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 4. States clear preferences regarding colors, foods, and clothes. 5. Follows two-step directions. CONCEPT DEVELOPMENT AND MEMORY 26. Insists that most objects are “mine”. PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Enjoys messy activities, such as finger painting. 2-3 years: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 7. Washes hands or picks up toys when directed to do so. 2-3 years: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. 26. Waits to take her/his turn. SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 45. Refers to her/himself by positive characteristics (e.g., “smart” or “strong”).

MATERIALS:

Day 1- 2 cups Flour 1 cup Salt Cold Water

Day 2- Painting supplies

SETUP:

Day 1- -Mix the flour and salt together, then add cold water slowly while mixing until you have achieved the consistency of play dough. -Roll the dough out until it is about 1/4 inch thick. -Cut into circles that are larger than the child's hands (using a cookie cutter or the lip of a glass to cut the circles. -Prepare the oven to bake the finished product at 250 degrees for 2 hours.

STEPS: Day 1- 1) Before the dough dries give each child a circle of dough and help them create a hand print in the dough, or make finger prints around the circle (you decide which you would like them to do and help them achieve that). Make a hole at the top of the circle to place a ribbon to hang the circle. 2) Once each child has made a hand print bake the circles at 250 degrees for 2

© 2014 Assessment Technology Incorporated Revised as of 04/17/14 A-137 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds hours. Be sure you have scratched the child's name in the bottom of the circle, or on the top so that you know who's hand is who's.

Day 2- 1) Let each child decorate their hand print using paints. 2) Once the paint is dry let each child select a ribbon to tie through the hole to create a hanger for the hand print.

ENRICHMENT: -Make construction paper envelopes to place the hand prints in for the children to give to their families. Let each child draw a special picture on the envelope for their family.

Happy Hair

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 8. Begins to take care of her/his hair using a comb or brush. 18-24 months: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 54. Notices that another child has features (e.g., brown hair) similar to her/his own. 2-3 years: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 42. Notices that another child has features (e.g., brown hair) similar to her/his own. 43. Identifies other children as “boys” and “girls”.

MATERIALS: Dolls with different types of hair Hair combs and brushes Mirrors

SETUP: 1) Place the dolls, combs and brushes all together on a table

STEPS: 1) Have the children inspect the dolls. Talk about the similarities and differences between the dolls. Be sure the children mention the differences in hair. 2) Have the children look in the mirrors and discuss the differences in the children's hair, color, style, texture, and haircut. Be positive about each person's hair. 3) Encourage the children to try brushing or combing the doll's hair and their own hair.

NOTES: Look at pictures in a magazine of different hair styles and types.

Happy Music, Sad Music

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 54. Points to pictures that represent feelings and names the emotions. 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 28. Uses words to describe feelings (e.g., “happy”).

MATERIALS: Paper Plates Marker

SETUP: 1) Draw a happy face on one plate and a sad face on another plate. Make enough for each child to have one of each. 2) Find multiple selections of music, some that are happy sounding others which are sad sounding.

STEPS: 1) Give each child a happy and a sad face. 2) Play the different music selections. Instruct the children to hold up the paper plate face that represents the tone of the music.

ENRICHMENT: 1) Have the children make the paper plate faces.

Hatching rocks

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 16. Explores objects by taking things apart, stacking sorting, tracing, etc. CONCEPT DEVELOPMENT AND MEMORY 20. Finds hidden objects. 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. 31. Searches for removed or lost objects. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools. 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen. PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Persists with objects, or with frustrating toys. 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle).

MATERIALS: Dirt Flour Sand Salt Water Small toys such as dinosaurs Sand tray or sensory bin Large paint brushes

SETUP: 1) Make the hatching rocks 2) Place them in a sand tray or sensory bin filled with dirt

STEPS: 1) Once the rock are hidden in the dirt encourage the children to carefully dig for the rocks and explore what is inside each rock. As they break the "rock" away from the toy encourage them to use the paint brushes to brush the dirt off of the toy.

NOTES: To make the hatching rocks: Mix the following together: 1 1/4 cups dirt 1 1/4 cups flour 3/4 cup salt 1/2 cup sand. Begin to slowly add water until the mixture is able to hold its form. Form the mixture around a small toy and place on a cookie sheet to dry. They will dry into hard rocks.

You may decide to make some rocks without toys inside to provide variety for the children.

Head, Shoulders, Knees and Toes

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 5. Participates in parallel play. 18-24 months: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 36. Begins to imitate words and word sounds. 2-3 years: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 40. Points to and names several of their own body parts. 2-3 years: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Approaches or stands next to other children and adults in play situations.

STEPS: 1) Sing the Head, Shoulders, Knees and Toes song: -For younger children sit with the child and touch their body parts as you sing the song -For older children model touching your own body parts along with the song and have them follow you. 2) Sing the song a couple times through in different ways, loud, soft, fast or slow.

NOTES: Song Lyrics: Head, shoulders, Knees and toes, knees and toes Head, shoulders, Knees and toes, knees and toes Eyes, and ears, and mouth and nose Head, Shoulders knees and toes, knees and toes

Hey That's Me!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY WRITING 46. Makes purposeful marks on paper. 47. Uses a variety of writing tools (e.g., pencils, crayons, markers, paints). 51. Holds pencil with thumb and forefinger. 18-24 months: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 53. Points to her/himself in a photograph. 54. Notices that another child has features (e.g., brown hair) similar to her/his own. 2-3 years: G3 Language, Communication, Reading & Writing EARLY WRITING 37. Shows scribbling work to others. 38. Holds pencil with thumb and forefinger. 2-3 years: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 41. Points to her/himself in a photograph. 42. Notices that another child has features (e.g., brown hair) similar to her/his own.

MATERIALS: Laminated pictures of the children's faces (see notes) Dry erase markers, window crayons or other drawing materials which can be removed from the laminated pictures.

SETUP: Make the laminated faces

STEPS: 1) Let each child decorate their face. Some children may decide to draw glasses, beards, mustaches, the possibilities are endless! Talk with the children about what they are drawing and why.

NOTES: To make the laminated faces: 1) Print a high quality 8x10 picture of each child's face 2) Glue this to card stock (optional) 3) Cut out the child's face 4) Laminate the picture and cut off any extra lamination paper. You should now have a large size, laminated picture of each child's face.

Hide and Listen

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 40. Looks at the adult giving directions and then follows the directions. 2-3 years: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 31. Looks at the adult giving directions and then follows the directions. 34. Responds to instructions during group time. 35. Does not need assistive audiological devices or uses needed assistive audiological devices, such as hearing aids, if appropriate.

MATERIALS: Bell

SETUP: None

STEPS: 1) Give the child who is going to be "it" a bell or other small noise maker. Tell him or her to find a hiding place then periodically ring the bell or make noise. 2) Explain to all of the children that you are going to play a hide and seek game listening with your ears to find the person instead of looking with your eyes. 3) Have all of the children close their eyes. Help the child who is "it" find a hiding place. When he or she is hidden they can start ringing the bell periodically. Help the other children search using their ears. Encourage them in the right direction if they seem to be struggling with following the sound. Point out the general direction where you hear the sound. 4) Once the person who is "it" has been found, select another child to hide and start the game over.

NOTES: If you have a child with hearing impairment, pair him or her up with a friend so they can look search together.

Hide and Seek

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 19. Makes a detour to retrieve an object. 20. Finds hidden objects. 31. Searches for removed or lost objects. 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 17. Searches for removed or lost objects.

MATERIALS: Large object to hide (optional), such as a large stuffed animal.

SETUP: None

STEPS: 1) Tell the child that you are going to hide (or hide an object-let them see the object) and have them find you. Tell them to wait until you say "Go!" to come look for you. 2) Allow the children to see you hide, or watch you hide the object. Say "Go!" when you are ready for them to come find you.

ENRICHMENT: -If the children are very successful, you may move on to having them turn around or close their eyes as you hide yourself or the object.

NOTES: Be sure if you hide that you are still able to see the children to ensure their safety.

High Seas

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 18. Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake). 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 19. Engages in pretend play (e.g., feeds baby doll with bottle, pretends to lock/unlock door.) 21. Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen.

MATERIALS: Large piece of blue fabric

SETUP: Place the fabric on the ground, have the children sit across from each other around the edges of the fabric, but not on the fabric.

STEPS: 1) Have each child take hold of the edge of the fabric. 2) Explain that you will be pretending the blue fabric is the ocean responding to different kinds of weather. You will describe each weather pattern and give directions to the children as to how to move the sheet. 3) Weather pattern options include: Calm seas with light wind: Move the sheet gently to make little waves and ripples in the fabric. Stormy seas with high winds: Move the sheet vigorously up and down, side to side in big motions to create large waves. A sunny day with whales jumping: Move the sheet in gentle waves, then say, "here comes a big jump!" then give the sheet a big ripple to simulate the whale jumping. Cold winter in the Arctic: Pull the sheet tight so it is rigid to simulate the frozen ice in the Arctic.

Hip Hop Hoops

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 5. Follows two-step directions. CONCEPT DEVELOPMENT AND MEMORY 21. Associates spoken words with familiar objects or actions. 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 2. Begins to enjoy and initiate humor, such as laughing in response to games. 5. Participates in parallel play. 2-3 years: G3 Social and Emotional Development SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure).

MATERIALS: Hula Hoops

SETUP: 1) Place hula hoops on the floor touching each other.

STEPS: 1) Show the children how to hop from one hoop to the next. 2) Encourage them to hop from one to the next, following a pattern. You can use a follow the leader showing them how to go from one hoop to the next.

ENRICHMENT: -Arrange the hoops in different ways for example, arrange all the hoops touching each other in a circle and have them hop from one hoop to the next in a circle, or arrange them in a zigzag pattern and have them follow you in that pattern -If the children are ready, encourage them to hop on one foot instead of both.

NOTES: -Remember some children will hop on both feet while others may be able to hop on one foot -It may take the children a few hops to get through each hoop which is okay!

How's the Weather?

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY READING AND PRINT AWARENESS 31. Uses words to label and describe pictures/objects in books. 32. Points to appropriate picture in a book when asked by an adult. 2-3 years: G3 Language, Communication, Reading & Writing LISTENING AND UNDERSTANDING 6. Responds appropriately to questions about a picture book being read. COMMUNICATING AND SPEAKING 20. Responds to comments or questions from others during a conversation. EARLY READING AND PRINT AWARENESS 22. Makes connections between her/his own experiences and those presented in books/stories. 30. Asks adults to read printed information such as signs, labels, advertisements.

MATERIALS: Signs for common weather patterns (see notes section) A "Weather Center" in the classroom decorated with items that represent different weather patterns. Include pictures and storybooks about weather. SETUP: 1) Arrange a weather center in your classroom. This center should have storybooks and pictures of different weather conditions. Consider hanging "Fluffy Clouds" in the area by stringing fluffy cotton from fishing line from the ceiling. 2) Create an area on the wall, a poster board or an easel to place your weather sign on a daily basis. You can decorate this area to make it look special to frame the weather sign.

STEPS: 1) Begin by taking the children to the weather center and reading a storybook about weather such as, Weather (DK Lift the Flap) by DK 2) After introducing the different weather patterns in the book show them your weather signs. Explain what each one means. 3) Look out the window and ask the children what the weather looks like today. Place the sign related to this weather pattern on your weather center sign area. 4) Each day make a point to take down the weather sign saying, "Yesterday the weather was _____," then ask the children how the weather is today. Place that weather sign in the weather center sign area. If the weather is the same each day, that's okay! It is still a good idea to remove the weather sign each day and ask the children to tell you how the weather is each day.

ENRICHMENT: -Instead of asking the children how the weather is and hanging the sign yourself, place all of the weather signs together and encourage the children to pick the sign that reflects the day's weather patterns and place the sign in the sign area.

NOTES: A weather pattern sign can be created easily by printing a full page picture from the internet to represent common weather patterns in your area, or creating pictorial signs in your own way. Be sure that under each picture you write the word corresponding to the picture. For example, print out a full page picture of a sunshine, under the picture write, Sun. Laminate these signs as you will be using them for multiple days.

I Spy

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 1. Looks in the likely location when asked by an adult where an object/person might be (e.g., “Where is the kitty?”). 5. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. 2-3 years: G3 Language, Communication, Reading & Writing LISTENING AND UNDERSTANDING 1. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. 4. Reacts to funny portions of a story by smiling or laughing. 6. Responds appropriately to questions about a picture book being read.

MATERIALS: None

SETUP: None

STEPS: 1) This activity can be used in any environment. Begin by finding an interesting, colorful object. Say, "I spy with my little eye, something that is _____(example blue)." 2) Let the children try to guess what you see that is blue. You can give them hints along the way until they guess what it is. You can give hints verbally and by looking at the object to direct their attention in the right direction.

Itsy Bitsy Spider

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY READING AND PRINT AWARENESS 30. Asks adults to repeat favorite rhymes, fingerplays, or stories. 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 2-3 years: G3 Language, Communication, Reading & Writing LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words. 18-24 months: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 12. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin?”). HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 36. Begins to imitate words and word sounds. 39. Sings simple songs and finger plays. 2-3 years: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 10. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin”). HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 30. Sings simple songs and finger plays.

MATERIALS: None

SETUP: None

STEPS: Two year-olds love finger play and will do it over and over. Ask the children to say this poem with you.

Itsy bitsy spider went up the water spout (move your fingers up in a crawling position) Down came the rain and washed the spider out. (move your fingers downward like falling rain) Out came the sun and dried up all the rain. (make a big circle with your arms) And the iitsy bitsy spider went up the spout again. (move your fingers upward in a crawling motion)

Jingle Dance

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 42. Demonstrates some movement to rhythms. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 months: G3 Approaches to Learning PERSISTENCE 12. Plays the same music and movement activity over and over. 18-24 months: G3 Physical Development and Health HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs).

SETUP: 1) Make one ankle bell bracelet per child. 2) Find some music with a regular rhythm.

STEPS: 1) Tie a jingle bell ankle bracelet around the ankle of each child, be sure you place this on all left or all right ankles. As you do this talk to the child, tell them, "I am going to tie a jingle bell bracelet around your right ankle" (or left if it's the left ankle). This introduces the idea of right and left, although this is not the focus of this activity. If you have children in your class with motor delays or physical challenges you may tie the bracelet around their wrist instead. 2) Play the music and encourage the children to dance through different movements. Model the movements you are suggesting to the children. For example, give directions such as, "Now stomp your left foot to the rhythm of the music, this is the quiet foot. It's so quiet, we don't hear those bells," (the one without the bracelet). Then, "Now stomp your right foot to the rhythm of the music, the one with the jingle bell bracelet! Listen to those jingle bells!" 3) After instructing the children through some dance moves, give them time to dance freely with their ankle bells on. Encourage them to jingle their bells in time with the music.

NOTES: Make one jingle bell ankle bracelet for each child. Take pieces of yard that are the right size to tie around the child's ankle. Tie about three jingle bells along the yarn leaving space at the ends to tie this around the child's ankle.

Jumping up and down

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 7. Jumps in place and off low objects, such as a step.

MATERIALS: A small step or solid object for the child to jump off of.

SETUP: None

STEPS: 1) Hold the child around the middle or by the hands and encourage them to jump starting with just jumping up and down on the floor. 2) Have the child stand on top of the small step and have them jump off while you are holding them for support.

NOTES: -As the child jumps lift them a little higher than necessary so they can feel the motion of jumping.

Labels

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY READING AND PRINT AWARENESS 31. Uses words to label and describe pictures/objects in books. EARLY WRITING 49. Asks adult to write words on her/his drawings or paper. 52. Recognizes the first letter in her/his first name. 2-3 years: G3 Language, Communication, Reading & Writing EARLY READING AND PRINT AWARENESS 29. Uses “reading” in play activities. 30. Asks adults to read printed information such as signs, labels, advertisements. EARLY WRITING 33. Asks adult to write words on her/his drawings or paper. 36. Stacks several blocks and then calls it “my house”. 40. Communicates by scribbling with some letter-like shapes. 41. Recognizes the first letter in her/his first name. 43. Use scribbles on paper to communicate a message.

MATERIALS: White paper Thick marker

STEPS: 1) When the child is constructing something during a structured or a child-initiated activity talking with the child about what they are making. Ask "What are you building?" Let the child tell you about their creation. Based on the child's language skills you may receive a more or less complex answer. 2) Make a sign for their construction indicating what it is. For example, if the child is building a fence for farm animals, write Fence, on a piece of white paper in a thick marker using clear letters. Say to the child, "This sign says fence, F E N C E fence. I am going to put it here next to your fence." Then fold the paper so that it will stand up next to the fence.

ENRICHMENT: -If the child has more advanced language skills you may add the child's name to the sign. For example, you may have written, "Jordan's Fence." Explaining to the child, "I wrote Jordan's Fence. You see here is your name, Jordan, J O R D A N, the 's means it is your fence. Here is the word fence F E N C E. I am going to put this sign here by your fence." - If the child is practicing writing skills you may suggest that the child copy your letters on the same paper. For example, the child may practice copying the word fence below your letters. Their letter formation may resemble scribbles but they will still be learning and practicing. NOTES: The child will likely not be able to read the sign, but the exposure to literacy skills including letter recognition will support development of reading and writing skills.

Lava Strings

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. 2-3 years: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 6. Walks to a destination without help.

MATERIALS: Yarn Chairs, tables, classroom furniture Masking tape

SETUP: 1) Decide on an area of your classroom to create your obstacle course. 2) Rearrange chairs or other furniture as needed so that you can string the yarn between furniture items to create the obstacles. For example, you may tape one piece of yarn to the floor, tie another between two chairs such that the children must crawl under it, and then place another piece of yarn high enough so the children can walk under it easily. The challenges you create will be entirely based on the capabilities of the children in your class.

STEPS: 1) Bring the children to the obstacle course area. 2) Explain that you will be playing a follow the leader game as you move through your obstacle course trying not to touch the strings. 3) You may lead the children through the obstacle course demonstrating how to move beyond the yarn without touching it. For example stepping over the yarn on the floor, or crawling under a piece of low yarn. NOTES: The goal is for the children to avoid touching the yarn as they go through, but of course it is to be expected that as children are building their kinesthetic awareness and gross motor skills they will end up touching the yarn. Once the children are ready for a greater challenge, try using paper streamers instead of yarn. Unlike yarn the paper will tear under stress and therefore presents a greater challenge.

Let's All Clean Up!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 30. Places items back in their “correct” place. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 4. Enjoys opportunities to help parents, caregivers, and teachers (e.g., assisting with setting the table or folding the clothes). 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). CREATIVITY AND INVENTIVENESS 24. Models everyday activities and pretends to take on the roles of other people (e.g., mommy, daddy, baby, teacher). 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 6. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 16. Places items back in their “correct” place. 23. Wants to be assigned a “job”. 18-24 months: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 9. Puts objects in a box. 2-3 years: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 4. Begins to put away toys when clean-up is announced.

MATERIALS: One or more baskets or boxes

SETUP: 1) After completing an activity or free time set out the box/es or basket/s.

STEPS: 1) Tell the children you would like them to help you clean up the classroom. Instruct them to put the toys, materials or other items in the basket to "clean up."

ENRICHMENT: 1) If you have multiple boxes or baskets have the children work on sorting the items. For example, all stuffed animals go in one, all the trucks go in another, etc. 2) Play the song "A Spoon Full of Sugar" from Mary Poppins during clean up. 3) Encourage the children to put their toys back "in the right place" if they know where the toys belong.

NOTES: The children may not be able to actually help put things back in all the right places, but this will help them learn good habits for helping to clean up. You may need to model the behavior for the children before they are able to put the toys in the baskets or boxes on their own.

Light and Dark Shape Matching

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning PERSISTENCE 10. Tries various shapes in a shape-sorting toy until the shape finally fits. 18-24 months: G3 Approaches to Learning PERSISTENCE 13. Tries various shapes in a shape-sorting toy until the shape finally fits. 2-3 years: G3 Physical Development and Health FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 11. Sorts basic shapes (e.g., triangles and squares).

MATERIALS: Construction paper of the 2 different shades of the same color. Black marker

SETUP: 1) Cut shapes out of two different shades of the same color of paper. For example, cut a square, star, heart, oval and triangle out of light green and dark green paper. 2) Trace your shapes on the same color of paper. For example, trace your square, star, heart, oval and triangle cut from light green paper onto a piece of light green paper, repeat for the dark green paper. 3) Write the names of the shapes on the cut outs and on the piece of construction paper. 4) Laminate the pieces. STEPS: 1) Show the child the difference between the light and the dark colored pieces. Explain that they will be matching the shape and the color of the cut out pieces to those on the large pieces of paper. 2) Hold up one of the cut out pieces and ask the child, "What shape is this?" Once they identify the shape, ask them, "Is it dark green or light green?" Move the shape in front of the dark paper and the light paper as you ask this question to show the child the difference. Once they have correctly identified it, place that piece over the corresponding traced shape. Repeat this until the child is ready to do the matching on their own.

Little drummer boys and girls

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 42. Demonstrates some movement to rhythms. 48. Uses objects for other than their intended purposes. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 2. Plays side-by-side with another child using the same or similar toys. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 39. Begins to enjoy small-group activities facilitated by an adult. 44. Demonstrates the ability to move in time with music.

MATERIALS: Pots and Pans Plastic bowls (optional) Wooden spoons Plastic spoons (optional) Metal Spoons (optional)

SETUP: 1) Arrange the pots, pans and utensils in the music area. STEPS: 1) As children begin to explore the music are encourage them to experiment with different ways to use the pots and pans to make music. Let them know there is no right or wrong way to make music, they will simply use the items together to create their own unique music.

ENRICHMENT: -If you have utensils made of different materials encourage the children to try different ones to see how they sound different. You can also talk with them about how the different materials feel different in their hands. -You can arrange a concert as the children play their music together. Some children can be the audience while others are in the band.

Little Road Builders

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 41. Uses trial and error to fit different shapes into holes or to stack things in order. 48. Uses objects for other than their intended purposes. 2-3 years: G3 Approaches to Learning PERSISTENCE 15. Repeats activities or games over and over, such as building a block structure, taking it apart, and rebuilding it. CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 24. Experiments with a variety of strategies to solve a problem or complete a task. 25. Combines materials, objects, equipment in new ways to produce multiple uses. 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). 18-24 months: G3 Approaches to Learning PERSISTENCE 17. Repeats activities or games over and over, such as building a block structure, taking it apart, and rebuilding it. CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools. 27. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy).

MATERIALS: Blue jean roads or other roads that children can put together Toy cars and trucks

SETUP: 1) Place blue jean roads (or other roads) in a bin with some size appropriate cars and trucks. 2) Place this bin in an area of the classroom where the children will have space to build their roads using other objects to enhance their roadway. STEPS: 1) As the children explore the roads encourage them to put the pieces together to make a long roadway for their cars and trucks to follow. Support them in placing the different road shapes together to achieve a road that traverses different areas and moved up, down and around other objects. For example, a child may build a bridge by placing their road over blocks, or may go around a "mountain" by placing a teddy bear in their roadway and using corner pieces to go around the bear. Scaffold this activity as needed to support them in creating a traversing roadway. You may find that if you place the teddy bear in the way you will encourage them to problem solve by finding the corner pieces to go around the bear, this supports the development of important problem solving skills.

NOTES: Blue jean roads are very easy to make and are a wonderful addition to the classroom because they are flexible roads which support children's creativity in building roads. These allow the children to create roads that go up and down over hills and other objects as well as around objects. They are light weight and easy to store.

To make blue jean roads: 1) Cut old pairs of blue jeans into 6 inch strips. Make some curved corner pieces, some long straight pieces, some T's, and some 4 way stops. These will be your roads. 2) Use yellow fabric paint to make a dashed line down the center of each of your road pieces. 3) Optional: To avoid fraying use fray check or glue along the edges of your roads. If you like to sew you could also place a zig zag stitch along the edges of your roads.

Look at this. What's it?

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing LISTENING AND UNDERSTANDING 5. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. COMMUNICATING AND SPEAKING 10. Uses one-word utterances or short phrases to influence the actions of others (e.g., "mine"). 13. Names pictures in books. 14. Uses two-word sentences to share ideas, feelings, or needs. EARLY READING AND PRINT AWARENESS 31. Uses words to label and describe pictures/objects in books. 2-3 years: G3 Language, Communication, Reading & Writing LISTENING AND UNDERSTANDING 1. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. COMMUNICATING AND SPEAKING 8. Repeats or tries different words/sentences to get another child or adult to respond.

MATERIALS: None

SETUP: None

STEPS: 1) As you are spending time with the child point to an object and name it. For example, point to a tree and say, "Look Jenny, there's a tree." Point to and name everyday objects to help the child learn to identify them and expand their vocabulary. 2) The child may begin pointing to objects, in which case name them for the child.

ENRICHMENT: -Once the child has developed a broad vocabulary of objects, point to an object and say to the child, "Jenny, look at this. What is it?"

Lucky Shamrocks

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 27. Occasionally asks about a favorite adult when the adult is not present. 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 27. Understands that some family/friends may live far away. 2-3 years: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 44. Talks about her/his family.

MATERIALS: Green paper cut into medium to large size shamrocks Markers or crayons

SETUP: 1) Cut one shamrock for each child.

STEPS: 1) Talk to the children about things they are thankful for in their lives, or things they feel lucky to have in their lives. This may be their family members, friends, toys or pets. 2) Give each child a shamrock and encourage them to draw the things they feel lucky to have in their lives on the leaves of the shamrock.

Magic Spider Webs

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY WRITING 45. Scribbles spontaneously often using circular motions. 46. Makes purposeful marks on paper. 47. Uses a variety of writing tools (e.g., pencils, crayons, markers, paints). 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 2-3 years: G3 Language, Communication, Reading & Writing EARLY WRITING 32. Draws horizontal and vertical lines. 37. Shows scribbling work to others. 39. Draws figures and shapes to convey meaning.

MATERIALS: White paper White crayon Black water color paint

SETUP: 1) Prepare arts supplies for use.

STEPS: 1) Give each child a white crayon and a white piece of paper. Encourage them to draw on the paper creating their magic spider web which will be invisible. 2) Once the children have finished drawing their spider webs, have them paint the entire paper with black water colors. The white crayon area will not absorb the black paint and the webs will appear white while the paper turns black.

ENRICHMENT: This activity can lead to discussion about the properties of materials as the children see that the paint does not stick to the crayon.

Magnetic Shapes

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 4. States clear preferences regarding colors, foods, and clothes. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 31. Sorts objects (e.g., beads) by color or by size.

MATERIALS: Magnetic Shapes (see notes for instructions to make magnetic shapes) Dry erase board, metal board or other magnetic surface

SETUP: 1) Place the magnetic board in a free play area of the classroom where the child can easily reach it. 2) Place the magnetic shapes nearby STEPS: 1) During open exploration encourage the child to use the magnetic shapes to create other shapes on the magnetic board. Shapes can be combined in many ways to make other shapes. ENRICHMENT: -Talk with the child about the colors and shapes. -As the child to sort the shapes and/or colors NOTES: Magnetic shapes are easy to make. The goal is to make multi-colored shapes in different sizes. -Begin by collecting old magnetic business cards or advertisement magnets. -Glue colored paper over the old magnetic business cards to cover up the advertisement -Cut them into geometric shapes such as squares, triangles, rectangles or circles. These will be flat and easy for the child to pick up, place and remove from the magnetic surface.

Magnets in a Bottle

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 5. Explores new toys to see how they work. CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 25. Combines materials, objects, equipment in new ways to produce multiple uses. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). CREATIVITY AND INVENTIVENESS 18. Uses tools to retrieve items that are out of reach (e.g., using a string to pull a toy toward self). 22. Views objects from all sides. 26. Uses objects together as tools. MATERIALS: -Pipe cleaners with metal wires -1 liter plastic bottle -Large magnet

SETUP: 1) Cut the pipe cleaners to about 2 inches long. 2) Place the pipe cleaners in the plastic bottle. 3) Put the lid on the bottle

STEPS: 1) Allow the children to explore using the magnet to attract the pipe cleaners in the bottle. As they move the magnet up and down on the outside of the bottle it will attract the wires in the pipe cleaners which will allow the children to manipulate the pipe cleaners inside the bottle through the plastic.

Making Special Hats

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 10. Plays "dress-up", imitating the behaviors of familiar adults. PROBLEM-SOLVING AND CREATIVE EXPRESSION 48. Uses objects for other than their intended purposes. 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 25. Combines materials, objects, equipment in new ways to produce multiple uses. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Uses materials such as pencils, paints, and play dough in different and varied ways

MATERIALS: Paper bowls Yarn Art supplies Hole punch

SETUP: 1) The children will be decorating the bottom of the bowls to make a special hat. To place a chin strap on the hat use the hole punch to make 2 holes in the edge of the bowl, one on each side. Tie a piece of yarn through each hole, this can be tied under the child's chin when they are wearing the hat.

STEPS: 1) Show the children how the hats will be worn on their heads with the yarn tied under their chin. 2) Allow each child to decorate their hat using the provided art materials.

ENRICHMENT: 1) Couple this activity with books or discussion about different kinds of hats worn by people with different jobs.

NOTES: This activity can be done to make hats for a special occasion or related to a specific theme.

Maraca Dance

MATERIALS: 2 paper plates per child Beans Yarn cut into 6 inch pieces Hole punch Paint/Markers or other art supplies Music

STEPS: 1) Give each child a plate to decorate. Have them decorate the bottom of the plate. 2) Once the child has finished decorating and the plates have dried as needed. Place the plate face to face with another un-decorated plate (so the bottoms of the plate are facing outward). Punch holes in the rim of the plates. 3) Place a hand full of beans between the plates. Use the yarn to tie the plates together, holding the beans between the plates. The strings will hang down like streamers off the side of the maraca, the beans will be held inside as the two plates are held tightly together by the strings tied through the holes in the rims of each plate. The side of the plate decorated by the child will be facing out. 4) Give each child their maraca. Show them how they can shake it in different patterns and in different ways. 5) Put on music and have a dance party with the children. Encourage the children to play their maraca in different ways. Some children might play it shaking it with one hand, with both hands or even laying down and holding it between their feet! This is their chance to be creative with their new instrument.

Marble Painting

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 2-3 years: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Uses materials such as pencils, paints, and play dough in different and varied ways

MATERIALS: Plastic plates Paint Construction paper cut smaller enough to fit onto the plate Shaving cream

SETUP: 1) Spread the shaving cream onto the plastic plates. Make one for each child. 2) Place nickle size amounts of 3-4 different colors of paint on the shaving cream, a total of one puddle for each color.

STEPS: 1) Sit the children down at a craft table with one of the plastic plates filled with shaving cream and color puddles. 2) Encourage the children to use their fingers to swirl the colors together. Talk about the new colors you see being made. 3) Once the children have swirled their colors take a piece of paper and press it down on top of the shaving cream. There's no need to press very hard, just enough for the shaving cream and paint to stick to the paper. 4) Let this dry for 5-10 minutes. 5) At this point the shaving cream can be scraped off and the swirly painting will be left behind. You can either give the children a plastic scraping tool and show them how to scrape off the shaving cream, or you can scrape it off for them.

Matching Disks

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning PERSISTENCE 16. Shows interest in completing simple puzzles, stringing beads successfully, and repeating attempts to use scissors. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 6. Eagerly seeks and takes pleasure in learning new skills. 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 31. Sorts objects (e.g., beads) by color or by size. PROBLEM-SOLVING AND CREATIVE EXPRESSION 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle).

MATERIALS: Wrapping paper or other patterned paper: At least four different patterns Lids from food containers, small paint cans, or circles cut out of card stock paper Small box

SETUP: 1) Cut patterned paper circles and glue them to the lids, or card stock paper circles. Be sure to make at least two that are the same so the child can practice matching. You may decide to make one side of each circle different so there are more matching options available depending on which side of the circle the child has facing up. 2) Place the circles in the small box.

STEPS: 1) Show the box to the child. Ask him or her to find the circles that have the same patterns.

Matching Magnets

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 years: G3 Approaches to Learning PERSISTENCE 10. Tries various shapes in a shape-sorting toy until the shape finally fits. 18-24 months: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). PERSISTENCE 13. Tries various shapes in a shape-sorting toy until the shape finally fits.

MATERIALS: Large cookie sheets Construction paper Magnets

SETUP: 1) Place the magnets on the construction paper and trace their shapes. 2) Tape the construction paper to a cookie sheet 3) Place the magnets in a basket near the cookie sheet in an interest center

STEPS: 1) While the children are exploring the cookie sheet and magnets encourage them to place the magnet over the matching shape on the construction paper. The magnet will stick to the cookie sheet.

ENRICHMENT: -You may decide to use magnetic letters as the magnets. In this case spell simple words as you trace the letters onto the construction paper. This will expose the children to basic words and practicing with letter recognition. The children will likely not be able to read the words directly, but you can read the words for them.

NOTES: -As you select the magnets you would like to include in this activity, be sure they are of unique shapes so the children are able to match the unique traced shape to the correct magnet.

Matching Outfits

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 6. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). SELF-CONCEPT: MUTUAL RELATIONSHIPS 46. Initiates play with a familiar peer. 2-3 years: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 2. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). 4. Engages in positive social play alongside, and occasionally with, other children. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure).

MATERIALS: Strips of cloth about 2-3 feet long and 6 inches wide SETUP: 1) Tie or sew the strips into circles so that they can be worn as sashes by the children. One side of the circle will rest on their shoulder while the circle goes around their body and the opposite end rests on their hip, like a sash that is worn at a pageant. 2) Make an assortment of sashes being sure to have two of each fabric so they match. STEPS: 1) Have the children sit in a circle facing away from each other. 2) Help each child put on a sash. 3) Say 'on your mark, get set, go!' and have the children stand up and find the person who is wearing the sash that matches theirs. If you have an odd number of children, you can wear a sash so that each child will have a special matching buddy. ENRICHMENT: -Once the children have found their matching buddy. Have them explain to you what their fabric looks like. The color, the pattern, if there are pictures on it, etc.

Matching Photos

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 53. Points to her/himself in a photograph. 2-3 years: G3 Social and Emotional Development SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 41. Points to her/himself in a photograph.

MATERIALS: Photos of the children in your class Construction paper

SETUP: 1) Take pictures of the children in your class. Print the photos and glue each one to a piece of construction paper. You will have now made cards with the children's pictures on them. 2) Write each child's name under their picture. 3) Cut each card in half. Cut some in half horizontally, some vertically and some diagonally. 4) Place these in a basket.

STEPS: 1) As a child is exploring the pictures encourage them to find the matching halves. They will have many clues including the shape of the halves and the picture. If you used different colors of construction paper, the halves of one photo will have the same construction paper color so that will also serve as a clue. 2) Once the child has matched all of the halves, point to different pictures and ask the name of the child in the picture. Ask the child to identify their own picture.

ENRICHMENT: -You can make this activity more or less difficult through the shapes you cut and the colors of construction paper. For example, if you use the same color construction paper on the back of each picture the activity will be more difficult. Similarly if you cut each picture into the same shape (for example you cut each picture in half diagonally), the activity will be more difficult.

Melon Madness

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing COMMUNICATING AND SPEAKING 14. Uses two-word sentences to share ideas, feelings, or needs. 24. Combines words to create meaningful short sentences. 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 4. States clear preferences regarding colors, foods, and clothes. 18-24 months: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 22. Views objects from all sides. 2-3 years: G3 Language, Communication, Reading & Writing COMMUNICATING AND SPEAKING 9. Combines words to create meaningful short sentences. 14. Uses words to describe activities (e.g., playing catch) or functions of objects (e.g., spoon for eating). 15. Participates in conversations at snack and play times. 16. Initiates conversations with others using toys, experiences, books, or pretend play. 20. Responds to comments or questions from others during a conversation.

MATERIALS: 3+ different types of melons (examples: watermelon, cantaloupe, musk melon). Knife (to cut open the melon) Cutting board SETUP: Arrange the melons in an area where the children can easily explore them Steps: 1) Show the different types of melons to the children. Let them touch and explore them. Talk about the different colors and textures of the rinds. 2) Cut the melons open one at a time and talk about the inside. Look at the seeds and the flesh inside the melon. Let the children feel the seeds and other parts that you will not be eating. 3) Cut the melon flesh into bite size pieces or make melon balls for the children to taste each melon for a snack. Talk about how melon has many healthy vitamins and minerals to help the children grow big and strong.

Melting Snowmen

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 18-24 months: G3 Social and Emotional Development TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 15. Tries out new games and toys. 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen. PROBLEM-SOLVING AND CREATIVE EXPRESSION 55. Makes up words to describe objects, events, emotions.

MATERIALS: Baking soda Dish soap Salt Water Bowl Vinegar in squeeze bottles Large bin or water table

SETUP: 1) Make the baking soda dough (see notes) Steps: 1) Working in bins or a water table (something with sides to capture the eruption) encourage the children to make snowmen using the baking soda dough. They can practice rolling the dough into balls and stacking the balls to make snowmen. If you have water proof accessories such as foam hats, small twigs or beans encourage the children to add as much detail to their snowmen as they'd like. 2) Once all the children at the table are finished with their snowmen give them each a squeeze bottle of vinegar and encourage them to spray their snowman. He will melt into a foaming puddle. 3) Talk with the children about the reaction and the combination of the baking soda and vinegar.

NOTES: To make baking soda dough: Mix the following: 2 cups of baking soda 2 tablespoons of salt Then add 1 teaspoon of dish soap and mix well. The dough will now be dry and crumbly. Add 8 tablespoons of water. Mix the ingredients until the mixture is mold-able and will make a nice snowball

Moving Day

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge EXPLORATION AND DISCOVERY 11. Explores the contents of cabinets and drawers. CONCEPT DEVELOPMENT AND MEMORY 28. Pulls/pushes a wagon or cart around the play area possibly putting toys in it. 30. Places items back in their “correct” place. 33. Participates in rearranging areas of the room. 2-3 years: G3 Approaches to Learning EAGERNESS AND CURIOSITY 8. Explores most areas of the classroom. PERSISTENCE 11. Insists on completing a task even when assistance is needed. CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 23. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 24. Experiments with a variety of strategies to solve a problem or complete a task. 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). 18-24 months: G3 Approaches to Learning PERSISTENCE 14. Insists on completing a task even when assistance is needed. CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools. 27. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 2-3 years: G3 Cognitive Development and General Knowledge CONCEPT DEVELOPMENT AND MEMORY 19. Participates in rearranging areas of the room. 23. Wants to be assigned a “job”. 25. Puts an object “on top of” or “under” the table, upon request.

MATERIALS: Moving boxes, cardboard boxes. Be sure some of them are small enough for the children to carry. A moving dolly (optional) Wagon (optional)

SETUP: Place the boxes in a stack in one area of the classroom.

STEPS: 1) Stack the boxes in the classroom. 2) Explain to the children that it is "moving day" and they will be helping you pack up and move things in the classroom. Explain that sometimes people move their homes too, but you will be moving certain areas of your classroom. 3) Show the children an area of items that you would like to pack up in the boxes. Show the children some items and have them help you pick the correct size box. If the children suggest a box that is too small for your items, pick that box anyway and let the children try to place the larger items in the box. 4) When the correct size boxes have been selected have the children help you pack the items in the boxes. 5) Show the children where you would like to put the boxes. Have them help you move the boxes to another area as appropriate based on their motor development. 6) If you have a dolly use this to move some of the boxes, talk through this as you do it. This may help the children learn about using tools to accomplish a project. If you have a wagon which is appropriate for the children to use help them load a box or two in the wagon and pull it to the correct area of the classroom.

ENRICHMENT: -Show children how to carry a box together to practice team work.

NOTES: Use this activity to help you prepare new areas of the classroom and rearrange interest centers.

Musical Chairs

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Cognitive Development and General Knowledge PROBLEM-SOLVING AND CREATIVE EXPRESSION 42. Demonstrates some movement to rhythms. 18-24 months: G3 Approaches to Learning PERSISTENCE 12. Plays the same music and movement activity over and over. 18-24 months: G3 Physical Development and Health GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 2-3 years: G3 Social and Emotional Development SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure).

MATERIALS: Music player and music Chairs

SETUP: 1) Arrange chairs in a circle. Be sure there is one for each child. Steps: 1) Explain to the children that you will be playing a song for them to dance to. Invite them to dance around inside the circle. When the music stops, they will need to find a chair. 2) Play the music and encourage the children to dance. Feel free to point out when you see children being exceptionally creative with their dancing. Praise each child throughout the game. 3) Stop the music abruptly, the children should now run for a chair. 4) Play the music again, do not remove a chair as you would for standard musical chairs. In this game everyone wins! 5) Stop and play the music as many times as you wish based on the interest level of the children.

Musical Crayons

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 months: G3 Language, Communication, Reading and Writing EARLY WRITING 40. Shows scribbling or markings to others. 45. Scribbles spontaneously often using circular motions. 46. Makes purposeful marks on paper. 50. Uses scribbles on paper to communicate a message. 2-3 years: G3 Approaches to Learning CREATIVITY AND INVENTIVENESS 21. Scribbles on a piece of paper to communicate (e.g., makes a "shopping list"). 18-24 months: G3 Approaches to Learning PERSISTENCE 12. Plays the same music and movement activity over and over. CREATIVITY AND INVENTIVENESS 20. Scribbles on a piece of paper to communicate (e.g., making a shopping list). 2-3 years: G3 Language, Communication, Reading & Writing EARLY WRITING 37. Shows scribbling work to others. 38. Holds pencil with thumb and forefinger. 39. Draws figures and shapes to convey meaning. 40. Communicates by scribbling with some letter-like shapes. 43. Use scribbles on paper to communicate a message.

MATERIALS: Large piece of butcher paper Crayons Music (both fast and slow music)

SETUP: 1) Lay out the butcher paper on the floor in one long piece 2) Place the crayons on the paper where the children can easily grab them while coloring 3) Prepare the music so that you can play a slow song, then a fast song and then a slow song again

STEPS: 1) Position the children around the butcher paper so each one has a space to draw 2) Tell the children you would like them to draw along with the feeling of the music 3) Start playing a slow song, let the children pick the color they think represents the music and color along with it. For slow music encourage them to make big, slow movements such as big circles. 4) Play the fast music and encourage them to color along with the fast music. For fast music they may select a different color and change their coloring patterns dramatically maybe moving into a fast, little scribble pattern. 5) Play slow music again and have them change to coloring along to the slow music.

ENRICHMENT: -Talk to the children about how the different music tempos felt different and how this changed the way they were coloring and potentially the colors they were using.

My Bones!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 3. Points to body parts when asked. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. PERSISTENCE 17. Maintains concentration in an activity despite distractions or interruptions. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. PERSISTENCE 14. Insists on completing a task even when assistance is needed. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 52. Points to and names several of their own body parts. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 40. Points to and names several of their own body parts.

DESCRIPTION: Children are asked to use magic nuudles or packing peanuts to create a person or skeleton to practice learning body parts.

MATERIALS: Starch based packing peanuts or Magic Nuudles (available at craft stores or online) Small bowls for water

SETUP: 1) Wet one washcloth per child. 2) Arrange washcloths on tables in the arts area. 3) Place bowls of packing peanuts or Magic Nuudles on the table where the children can reach them.

STEPS: 1) After introducing the children to naming their body parts bring them to the art tables. 2) Explain to the children that they are going to build people, or skeletons using the packing peanuts. 3) Show the children that when they get the packing peanuts wet by pressing it gently onto the washcloth, the peanuts will stick together. Demonstrate the way that you can build a person or a skeleton using the packing peanuts. As the children build their people or skeletons, as individual children what parts they have included

© 2014 Assessment Technology Incorporated Revised as of 04/17/14 A-183 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds on their person. For example, you may ask a child, "Sarah, what part are you putting on your person now?" as she adds another peanut to her creation. This will allow for review of the body parts as the child is creating their person or skeleton.

ENRICHMENT/SCAFFOLDING: 1) For some children you may need to direct the creation of their person or skeleton by providing step by step instructions. Beginning with the child selecting one peanut for the body, then adding legs, arms and a head upon your instruction to do so. You may be as creative as you like including hands, feet, hair... 2) Some children may do well creating their person or skeleton laying down, others may enjoy the challenge of trying to create a standing person or skeleton. 3) Many of the children's creations will stand on their own, by wetting the "feet" the can be made to stand upright and stick to a given location. Place a large piece of paper on the table and allow the children to draw a playground on the paper. Place the "people" on the playground and arrange it on display in the classroom. Or if you have instructed them to make skeletons for Halloween, you may decide to draw a pumpkin patch in which to arrange the skeletons.

NOTES: Once the Nuudles or starch packing peanuts are dipped onto a damp washcloth, they will stick to whatever you set them on. If they are left in water for a period of time, they will eventually dissolve. If you do not have washcloths you may use small bowls of water, reminding the children not to let their packing peanuts sit in the water. If magic Nuudles or starch packing peanuts are not available to you, you could use any type of packing peanuts and glue for the same affect.

Nutty painting

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Enjoys messy activities, such as finger painting. 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 2-3 YEARS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE Problem-Solving And Creative Expression 37. Uses materials such as pencils, paints, and play dough in different and varied ways 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Uses two objects together (e.g., putting a spoon in a cup and moving the spoon around).

MATERIALS: Drawing Paper Cookie Sheet or pan with edges Nuts such as acorns or chestnuts which are round and will roll easily Paint Spoons

STEPS: 1) Place a sheet of drawing paper on the cookie sheet or in the pan 2) Put nuts in the paint 3) Remove the nuts with a spoon and place them on the drawing paper. 4) Encourage the children to roll the nuts on the paper, they may roll the nuts by tipping the pan, or by pushing them with their fingers or other tools such as a spoon

ENRICHMENT: 1) Show the children how to lift and tip the pan to direct which way the nuts roll 2) Ask the children to describe what they see in their picture 3) Ask the children to explain how the picture was made by the nuts, see if they can describe the fact that the paint will stick to the nuts then will come off of the nuts as the nut rolls on the paper

NOTES: Depending on your environment there may be a variety of nuts, beans or seeds that are available for gathering outside. For example, acorns or chestnuts. Be careful to monitor the children during this activity to ensure they do not put the small objects in their mouths.

Obstacle Course

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 8. Explores most areas of the classroom. CREATIVITY AND INVENTIVENESS 24. Experiments with a variety of strategies to solve a problem or complete a task. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. Gross Motor Development: Demonstrates Balance, Control, And Coordination 4. Climbs up and walks down stairs with adult assistance. 5. Walks to a destination without help. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 6. Walks to a destination without help. 7. Jumps in place and off low objects, such as a step. 9. Walks up and down stairs independently, using alternating feet, and without holding rail.

DESCRIPTION: Create a safe obstacle course in the classroom to challenge the children's gross motor skills.

MATERIALS: Pillow, cushions, and other low items such as cardboard boxes, hula hoops, tunnels, etc.

SETUP: Place items in an obstacle course in an open area indoors or outdoors. Ensure that the obstacle course is designed in such a format that it is appropriate for the motor development of the children in your class. Create obstacles which safely allow the children to practice going under, climbing over and moving around objects.

STEPS: 1) Lead the children through the obstacle course assisting them as needed to provide an appropriate challenge for their gross motor development.

Ocean in a bottle

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 5. Follows two-step directions. PROBLEM-SOLVING AND CREATIVE EXPRESSION 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 YEARS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 23. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 24. Experiments with a variety of strategies to solve a problem or complete a task. 18-24 MONTHS: G3 APPROACHES TO LEARNING Creativity And Inventiveness 23. Participates in sand and water activities. 26. Uses objects together as tools. 27. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy).

DESCRIPTION: Children will make an ocean in a bottle to practice following directions, problem solving and learn about the ocean.

MATERIALS: 1) Clear 16 ounce soda bottle with label removed. 2) Fish shapes from plastic plate or craft foam 3) Glitter or plastic confetti 4) Water 5) Blue food coloring 6) Funnel (optional)

SETUP: 1) Cut small fish out of a plastic plate or craft foam. If using craft foam cut some of the fish a little bit too big to fit through the bottle opening without being folded, this will let the children practice problem solving to get the fish into the bottle, and the fish will "pop open" into a flat fish once it's in the body of the bottle 2) Prepare the glitter, confetti and water

STEPS: 1) Help the children put the fish into bottle, add glitter or confetti. If you have a funnel available allow them to try the funnel to get the glitter and confetti into the bottle, this is a good way to practice using tools and problem solving. If they struggle to get the fish into the bottle, support them in gently folding the fish to get it into the bottle 2) Fill the children's bottles 3/4 of the way full with water 3) Add 1 or 2 drops of blue food coloring 4) Secure the cap on the bottle with hot glue or duct tape 5) Instruct children to gently shake bottle and observe the ocean in motion

ENRICHMENT: -Pair this activity with storybooks or other activities related to marine life and the ocean. As the children to describe their fish and share with you what they know about fish and sea creatures. -Allow the children to cut out their own fish from craft foam. For a real challenge, have them cut out an octopus!

One Fish Two Fish Red Fish Blue Fish

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 7. Reacts to funny portions of a story by smiling or laughing. COMMUNICATING AND SPEAKING 13. Names pictures in books. EARLY READING AND PRINT AWARENESS 26. Points to pictures in books as they are named by an adult. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 6. Responds appropriately to questions about a picture book being read. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes.

DESCRIPTION: Read the Dr. Seuss story One Fish Two Fish Red Fish Blue Fish while working with a felt board for the children to practice identifying shapes and colors.

MATERIALS: Storybook One Fish Two Fish Red Fish Blue Fish by Dr. Seuss Felt Board Felt shapes of: 1 red fish, 1 blue fish, 1 black fish, 1 yellow star, 1 car, a smiley face, a sad face, a yellow hat.

SETUP: 1) Prepare the felt shapes and felt board Steps: 1) Bring the children to sit in the story area. 2) Place the felt board next to you in an easy place for the children to access it. Give each child a felt piece telling them what it is. For example, "Sarah, this is a yellow star." If you have more children than felt pieces, have two children work together, or make additional colored fish so you have more than one blue and red fish so that each child has one. 3) Explain to the children that as you read the story you will pause when you come to the sections about their special felt pieces and each one of them will get to place their piece on the felt board. 4) As you read the story pause as you read the lines about the felt pieces. Invite the child who has that piece to come up and place it on the felt board. Depending on the developmental level of your children, you may need to provide more or less support for them identifying if it is their turn to come up and place their felt piece on the board. 5) This is a long story, if your children are not ready for an activity that long, stop reading when you reach the line, "What a lot of funny things go by."

Oobleck Exploration

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen.

DESCRIPTION: Children learn about the properties of materials by exploring Oobleck.

MATERIALS: Cornstarch Water

SETUP: Decide how much you want to make, then mix together: 2 parts cornstarch 1 part water The product will be liquid until you apply pressure such as squeezing it or pounding on it or stepping on it, then it will behave like a solid. You may color it with food coloring if you like.

STEPS: 1) Make the oobleck 2) Place it in a tray in the sensory exploration area 3) Encourage the children to play with it, pushing, pulling, pounding, stamping, poking.... Let their imaginations run wild. This is a unique sensory experience as the properties change based on how it's being acted upon.

ENRICHMENT: -Provide tools for the children to use when exploring the oobleck.

Ooey, Goey, Silly Slime

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen.

DESCRIPTION: Children learn about properties of matter through exploring a homemade slime.

MATERIALS: Child safe glue such as Elmer's Liquid starch Food coloring (optional)

SETUP:

Make the slime: Mix 1 cup of glue to 3/4 cup of liquid starch. Mix constantly as you add small amounts of the liquid starch to the glue. Add a few drops of food coloring if desired.

STEPS: 1) Place the slime in a tub in the sensory exploration area. Encourage the children to push, pull, roll, pinch and play with it to explore the properties of the slime.

Orange

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. States clear preferences regarding colors, foods, and clothes. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 31. Sorts objects (e.g., beads) by color or by size.

DESCRIPTION: Children learn about the color orange.

MATERIALS: Objects that are orange. Be sure to bring in a variety of types of objects including foods, clothing, and everyday objects Orange paint, markers or crayons Construction paper Music

SETUP: Arrange orange items around the classroom Stock the arts area with orange art supplies

STEPS: 1) During circle time talk with the children about the color orange. Show the children the items you brought in which are orange. Pass the items around so they can touch and feel the items. 2) Allow the children to taste the food you brought in that is orange, this could be an orange, a peach, or an orange bell pepper. 3) Ask the children what other items they see in the classroom that are orange. 4) Ask them about other objects or things they can think of from their life outside the preschool that are orange. 5) Tell the children you will be playing a "What's orange?" game. Play music for a minute or so as the children dance around, when the music stops the children should find something orange and touch it with their hand. This can be done multiple times, ask the children to find a different orange item each time. 6) In the arts center encourage the children to create artwork using different shades of the color orange. NOTES: Wear orange the day you decide to introduce this activity.

Our Class Mobile

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 53. Points to her/himself in a photograph. 54. Notices that another child has features (e.g., brown hair) similar to her/his own. 55. Identifies other children as “boys” and “girls”. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 41. Points to her/himself in a photograph. 42. Notices that another child has features (e.g., brown hair) similar to her/his own. 43. Identifies other children as “boys” and “girls”. 45. Refers to her/himself by positive characteristics (e.g., “smart” or “strong”).

DESCRIPTION: Create a mobile of pictures of children in the class.

MATERIALS: Photos of the children in your class (you can take photos at school or as each family to bring in a picture of their child) Construction paper cut to be about .5-1 inch larger than each photo Clothes hanger, stick, or other rod to use as a frame for the mobile String Glue Decorating supplies

SETUP: 1) Cut construction paper to be about .5-1 inch larger than the printed photos

STEPS: 1) Give each child a piece of construction paper to decorate. Explain that this will be the picture frame around their photo. They can decorate the back of the paper, and the edges. Don't worry if they decorate both sides equally, you will glue the photo over one side. 2) After the "picture frames" are completed as dried as needed (based on the art supplies used for decoration) show each child their picture as they watch you glue their photo on to their "picture frame." Write each child's name on the picture frame in clear, bold letters, either the front under the photo or the back. 3) Make a hole in the top of each picture frame and tie it to a string tied to the mobile frame. 4) Hold up the mobile and show the children each picture. Start with saying, "who is this?" If the child doesn't answer or another child doesn't respond with the correct name of their classmate, say, "This is Susan!" and show the picture. 5) If you have a picture of the entire class also hang this from the mobile. 6) Hang the mobile in the classroom so the children can see themselves and their classmates.

ENRICHMENT: -Talk about characteristics of each child. For example you might say, "Look at this picture! Susan is a girl who has beautiful red hair." This helps the children identify girls and boys, differences and similarities between the way each child looks, and gives each child positive feedback. -Ask each child to identify one positive characteristic about the way they look.

Our School Book!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: MUTUAL RELATIONSHIPS 44. With the help of teachers, begins to effectively handle separation from parents when they leave her/him at the early care/education setting. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: MUTUAL RELATIONSHIPS 34. Acknowledges the presence/arrival of familiar adults when they see them (e.g., says "hi"). 35. With the help of teachers, begins to effectively handle separation from parents when they leave her/him at the early care/education setting. 39. Approaches a new person after familiar adults have talked with that person for a while.

DESCRIPTION: Make a book of pictures of the people in your school to help children become familiar with the people who work in the school.

MATERIALS: 1) Photos of each person the children will come in contact with at school 2) Construction paper 3) Three ring binder or rings

SETUP: 1) Create the Our School Book! -Print out a picture of each person and glue it to a piece of construction paper with the person's name and title on each page. For example, there will be a picture of Ms. Larson in her office with her name written in clear bold letters and the word Principal written under to indicate that Ms. Larson is the Principal of the school where the Pre-K classroom resides. -Laminate each page -Place the pages in a three ring binder or bind it together with rings.

STEPS: 1) At the beginning of the program year bring all the children together, tell them you will be introducing them to their new friends at school. 2) Show them the pictures and introduce them to each person they will see at the school.

ENRICHMENT: -Read a storybook about school -take the children on a tour of the school and show them where each person is after you have shown them the book. As you find each person's office, show the children the page in the book and the office location, if the person is there let the children say hello.

Outdoor Color Match

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. States clear preferences regarding colors, foods, and clothes. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE Concept Development And Memory 31. Sorts objects (e.g., beads) by color or by size.

DESCRIPTION: Children practice matching colors in an outdoor matching game.

MATERIALS: Sidewalk chalk of different colors Basket Toys or objects of different colors that match the sidewalk chalk colors

SETUP: 1) Draw large circles on the sidewalk or outdoor play area, one of each color of chalk. 2) Place objects the same colors as the sidewalk chalk in a basket. Try to have a few objects of each color.

STEPS: 1) Take the children outside and show them the circles. As you point to each one tell the children what color it is. Once you have reviewed the colors, you can reinforce them by having the children stand in circles which match the color of their clothing. 2) When you are ready to move on from reviewing the colors, place the basket on the ground and let the children explore the objects in the basket. 3) Once the children have seen all of the objects in the basket, take out one object. Hold it out for the children to see and ask them what color it is. 4) Once the children have identified what color it is ask them to identify which circle on the ground matches that object. 5) Ask a child to place the object in the matching circle. 6) Repeat this until every object has been placed in the correctly matched color circle. 7) Go to each circle and review the color and the objects.

Packing for a trip

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 30. Places items back in their “correct” place. 2-3 YEARS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 18. Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake). 19. Models everyday activities and pretends to take on the roles of other people (e.g., mommy, daddy, baby, teacher). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 16. Places items back in their “correct” place. PROBLEM-SOLVING AND CREATIVE EXPRESSION 52. Takes toys/materials from one area to another area for play (e.g., takes toys from the dress-up corner to the block area). 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 9. Puts objects in a box. FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 15. Empties and fills containers.

DESCRIPTION: Pretend to go on a trip by packing and unpacking suitcases.

MATERIALS: Tote bags, small suitcases, boxes with handles

SETUP: none STEPS: 1) Explain to the children that you are going on a trip to visit someone and that it's time to pack their bags. 2) Show them how to pack their suitcases with items from around the room. You can show them how to fold clothes from the dramatic play area (they may not be able to fold clothes neatly but will try to copy your folding) and place toys in their suitcases. 3) Once the children have packed you can pretend to go on a car ride, get on a plane or ride a train. Once you have "arrived" tell the children it's time to unpack for their visit. Encourage them to put the clothes and toys back where they found them as they unpack. ENRICHMENT: Have the children share their experiences about going on trips. Talk about how they got to their destination and what the experience was like.

Paint Rollers

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. Problem-Solving And Creative Expression 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 18-24 MONTHS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen. Problem-Solving And Creative Expression 37. Uses materials such as pencils, paints, and play dough in different and varied ways

DESCRIPTION: Children make art pieces by rolling paint over a piece of construction paper.

MATERIALS: Toilet paper or paper towel tubes Paper towel Construction paper Paint

SETUP: 1) Tape a piece of paper towel around the toilet paper or paper towel tube

STEPS: 1) Give each child a piece of construction paper and a tube with a piece of paper towel taped around it. 2) Have each child make drops and dribbles of pain on their piece of paper. 3) Encourage the children to roll the tube all around on the construction paper spreading the paint in different directions. This will make a beautiful art piece out of the paper towel covered tube and the construction paper!

Paint Tablets

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY WRITING 40. Shows scribbling or markings to others. 45. Scribbles spontaneously often using circular motions. 46. Makes purposeful marks on paper. 47. Uses a variety of writing tools (e.g., pencils, crayons, markers, paints). 48. Draws horizontal and vertical lines. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY WRITING 32. Draws horizontal and vertical lines. 37. Shows scribbling work to others. 39. Draws figures and shapes to convey meaning. 40. Communicates by scribbling with some letter-like shapes. 41. Recognizes the first letter in her/his first name. 43. Use scribbles on paper to communicate a message.

DESCRIPTION: Children practice writing and drawing using "tablets" made from bags of colored gel taped to the table.

MATERIALS: Packing Tape White Paper Sandwich or quart size freezer zipper bags (such as a ZipLoc bag) without writing on them. Colored Gel (see notes) Cotton swabs (optional)

SETUP: 1) Place 2-4 tablespoons of a colored gel (see notes) in a bag. Seal the bag well. 2) Place a white piece of paper on a table where the child can easily reach it. Tape the paper to the table. 3) Tape the bag with paint over the piece of paper, be sure to tape the bag on all sides including the side with the opening. The colored gel should distribute throughout the bag in a thin layer completely covering the paper below. 4) Make one for each child.

STEPS: 1) Let each child pick one colored bag. 2) Show the child how to use their finger or a cotton swab to "write" or "draw" on the bag. As the pressure is applied the paint will move out from under the pressure and the white of the paper below will be exposed. The paint will slowly fill in the area again erasing their drawing or writing. 3) Encourage the children to draw or write specific things based on their developmental levels.

ENRICHMENT: -Encourage children to draw circles, lines, shapes or complete letters based on their developmental levels.

NOTES: Watch carefully as the children are using these, if the bag begins to weaken in a certain spot put tape over the area or discontinue the use of that bag. You may want to put two zipper bags together to provide for an extra thick barrier for the colored gel.

Colored gel could be made from the following: Paint Gel and food coloring such as shampoo, hair gel, anything with a gel consistency) Glue mixed with water and food coloring Water mixed with cornstarch and food coloring.

Paper Bag Kites

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY WRITING 46. Makes purposeful marks on paper. 48. Draws horizontal and vertical lines. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY WRITING 32. Draws horizontal and vertical lines. 37. Shows scribbling work to others. 39. Draws figures and shapes to convey meaning. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 8. Runs although she/he may have difficulty stopping and turning. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 5. Runs although she/he may have difficulty stopping and turning.

DESCRIPTION: Children make paper bag kites.

MATERIALS: Small paper lunch sacks Yarn cut into 2-2.5 foot pieces Markers or crayons

STEPS: 1) Give each child a paper bag. Encourage them to draw things from the sky on their bag. Children will all have different ideas of what to draw, some may draw stars, other birds, other clouds, and others airplanes. 2) Once their bags have been colored help them attach a piece of yarn. Fold over the top of the bag about 1 inch, this creates a more sturdy opening for the bag. Tape, tie or staple one end of the string onto each short side of the opening of the paper bag. This will create a long yarn loop. 3) Take the children outside to fly their kites. Encourage them to hold on to the yarn as they run around the playground, the bag kites will follow behind them.

Paper hug

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 1. Shows affection, such as hugs and kisses. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 44. Talks about her/his family.

DESCRIPTION: Children make a "hug" out of paper for a special person in their life.

MATERIALS: Paper strips that are about 2 feet long and 8 inches wide Construction paper

SETUP: 1) Trace each child's hands and cut them out. 2) Take one strip of paper for each child, tape one hand on each side of the strip. This is the paper hug.

STEPS: 1) Ask each child which special person or people at home they would like to give a hug to. Ask them what is special about that person or those people. Write their answer on the strip of paper in a thick black marker. 2) Let the child decorate the hug using markers or crayons. Encourage them to draw special things that represent that person. For example if the child has said made a hug for her mom saying, "I love my mom. She takes me to the park," encourage the child to draw pictures of going to the park on her hug. 3) Encourage the children to give their paper hug to the special person in their life.

Paper Plate Snakes

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Uses materials such as pencils, paints, and play dough in different and varied ways

DESCRIPTION: Children create a pet snake out of a paper plate.

MATERIALS: Storybook about snakes such as, My Snake Blake by Randy Siegel (Author), Serge Bloch (Illustrator) Paper plates Scissors Paint, markers or crayons

SETUP: Arrange art supplies so children can decorate the paper plates to make their snakes

STEPS: 1) Tell the children they will be making a pet snake. 2) Have them each decorate a paper plate with art supplies 3) Once the plate has been decorated cut a spiral into the plate, leaving a rounded bulb in the center for a head. This will make a coiled up snake when the plate is sitting flat, when the child picks up the plate from the center, or the head portion the snake will uncurl into a spring shaped snake. 4) Let the children decorate the faces of their snakes. 5) Take the pet snakes to the reading area and let each child hold their pet snake in their laps while you read a story about snakes.

Paper Tube Collage

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. CREATIVITY AND INVENTIVENESS 25. Combines materials, objects, equipment in new ways to produce multiple uses. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. CREATIVITY AND INVENTIVENESS 22. Views objects from all sides.

DESCRIPTION: Children create a 3D collage using construction paper, paint and paper tubes. MATERIALS: Paper towel and toilet paper tubes cut into rings (approximately 2 inches thick) Construction paper Glue Paint SETUP: 1) Cut the paper tubes into rings that are about 2 inches thick. 2) Lay out the construction paper, and paint on a table where the children can work to create their collages. The glue will be used once the paint had dried. STEPS: Day 1: 1) Tell the children you will be making collages that are not flat. You can spend some time introducing the idea of a piece of paper with a drawing being flat, but that today you will be gluing the rings to the paper which will stick out from the page. 2) Help the children glue the rings to the construction paper. Help them be creative placing the rings on top of each other, sideways, standing up right, tearing the rings to make other shapes, there are many possibilities. Let their creativity shine! If you find that some of the rings need tape to help they stay on the paper, feel free to add some tape to support the rings. 3) Once the glue has dried get out the paints for the children to paint their collages. 4) Show the children how they can paint the different sides of their collage, including inside the rings. 5) Let the children paint the collage. Encourage their creativity and exploration of the three dimensional shape of their collage. 6) Once it is dry you may decide to have these collages sit flat on the table for display, or hang on the wall (depending on how secure the glued rings are). 7) Ask each child if they would like to name their collage, you can write the name of their collage on the paper. You can also help them "sign" their artwork.

Parade of Children

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 10. Plays "dress-up", imitating the behaviors of familiar adults. 18-24 MONTHS: G3 APPROACHES TO LEARNING PERSISTENCE 12. Plays the same music and movement activity over and over. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 5.Walks to a destination without help. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 48. Continues to engage in a performance activity (e.g., dance) as familiar adults applaud. 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure). 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 6.Walks to a destination without help.

DESCRIPTION: Children practice moving their bodies in different ways through a classroom parade.

MATERIALS: Dress up costumes Music

SETUP: Put dress up costumes in the dress up area which the children can put on and easily move around in. These may be hats, scarves or other clothing items.

STEPS: 1) Encourage each child to find a fun costume piece in the dress up area and put it on. 2) Put on some fun, upbeat music 3) Lead the children around the classroom in a parade like fashion. Have them follow the leader imitating movements such as crouching, jumping or moving their arms in different ways.

Pipe Cleaner Threading DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 18. String large beads into a piece of yarn. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Strings large beads onto a piece of yarn.

DESCRIPTION: Children practice threading through small holes by threading pipe cleaners through spools or pieces of large diameter straws.

MATERIALS: Parmesan cheese jar (the glass kind with a metal lid with holes in it) Pipe cleaners Empty spools from thread, or smoothie straws (with a large diameter) cut into 1-2 inch pieces

SETUP: Place the pipe cleaners and the spools (or straw pieces) inside the jar with the lid on.

STEPS: 1) Let the children explore this figuring out how to open the jar and take out the contents. 2) Encourage them to figure out how to put the lid back on, or place the lid on the floor. 3) The pipe cleaners can be stuck into the Parmesan cheese holes to stand upright as the child threads the spools (or straws) onto the pipe cleaners.

NOTES: If the ends of the pipe cleaners are sharp fold the tips over. You may decide that you would like to thread the pipe cleaners through the lid for the children. If this is the case, thread them through the holes in the lid and fold over pipe cleaner end that is inside the jar to make it too large to pull through the hole. This way the children can pull and push the pipe cleaner through the hole and it will not come out entirely.

Pirates

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 53. Begins to enjoy small-group activities facilitated by an adult. 18-24 MONTHS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 19. Engages in pretend play (e.g., feeds baby doll with bottle, pretends to lock/unlock door.) 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. 3. Approaches or stands next to other children and adults in play situations. GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 5. Walks to a destination without help. HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 40. Looks at the adult giving directions and then follows the directions. HEALTH: SHOWS BASIC PHYSICAL NEEDS ARE MET 45. Demonstrates an interest in actively exploring the environment. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. 25. Listens to and follows simple rules in small group activity. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure). 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 6. Walks to a destination without help.

DESCRIPTION: Children learn about pirates and are introduced to the concept of maps.

MATERIALS: Pirate hats and other dress-up props Treasure- this could be a container of pennies, a plate of cookies, anything that you can hide in the classroom as a treasure that the children can enjoy as a group Treasure Map (see notes) Storybook about Pirates such as: Peter Pan by J. M. Barrie (Author), Scott Gustafson (Illustrator)

SETUP: 1) Make a treasure map 2) Setup the pirate props in the dress-up area 3) Dress up as a pirate yourself 4) Hide a treasure in the classroom 5) Create a treasure map which shows where the treasure is hidden

STEPS: 1) Introduce the children to the idea of pirates in the story area by reading a storybook about pirates. 2) Show the children your treasure map and tell them that they will be going on a special adventure to find a hidden treasure in the classroom 3) Have the children dress up as pirates 4) Show them the treasure map again and point out the various areas of the classroom on the map and show them the line indicating where you need to walk. They may not be able to read the map but this introduces the concept of a map. 5) Starting at the beginning of your map trail, follow the map trail slowly, pointing out the features of the classroom as indicated on the map. Walk slowly and talk your way through following the map. 6) When you reach the end of the map let the children find the treasure. 7) Enjoy the successful treasure hunt together.

ENRICHMENT: Pirate storybook suggestions: Do Pirates Take Baths? by Kathy Tucker How I Became a Pirate by Melinda Long I Spy Pirate Treasure by Jean Marzollo Pirate School by Cathy East Dubowski What If You Met a Priate? by Jan Adkins

NOTES: To make a treasure map draw a basic map of your classroom with a dashed line to demonstrate the path and a big red X in the location where the treasure is hidden.

Play dough Play

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. CREATIVITY AND INVENTIVENESS 26. Uses objects together as tools. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen.

DESCRIPTION: Make a play dough for children to practice with fine motor skills and using tools to create their own unique play dough creations.

Materials: Play dough Tools to manipulate the play dough if desired

SETUP: Make play dough, or use purchased play dough

STEPS: 1) Make the play dough 2) Arrange play dough tools and play dough so children can sit at a table and reach the materials 3) Bring children to sit together at a table and work on their own play dough creations

ENRICHMENT:

-Make play dough specific to the season by adding different colors and scents

Basic Play dough Recipe (this recipe can be scaled up to make larger batches)- 1 cup flour 1 tablespoon oil 1 cup water 1/2 cup salt 2 teaspoons cream of tartar food coloring

Combine the ingredients in a saucepan and cook over medium heat while mixing constantly. When the mixture forms a ball, put oil on your hands and knead the dough until it's smooth. Store it in a closed container.

Example holiday version for the fall: Pumpkin Spice Play dough- add cinnamon, pumpkin pie spice, cloves and orange food coloring.

Please and Thank You DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 10. Uses one-word utterances or short phrases to influence the actions of others (e.g., "mine"). 11. Says a few basic words (e.g., "mama," "dada"). 18. Practices conversational skills during pretend play. 24. Combines words to create meaningful short sentences. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 6. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 62. Uses words to get her/his needs met (e.g., “More juice.”). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 12. Sometimes says “Please” and “Thank you” without prompting. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING COMMUNICATING AND SPEAKING 7. Practices conversational skills during pretend play. 8. Repeats or tries different words/sentences to get another child or adult to respond. 9. Combines words to create meaningful short sentences. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 2. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). 6. Takes on the role of an adult figure in pretend play. 8. Starts to imitate adult social behaviors such as using words like “please” and “thank you".

DESCRIPTION: Model saying please and thank you while pretending to have tea with the children.

MATERIALS: Plastic cups Empty beverage containers such as juice, milk containers or a tea pot.

SETUP: Place items in an interest center related to household items

STEPS: 1. Encourage the children to pretend to pour the beverage into cups and give the cups to you and their friends 2. As the child hands you a cup emphasize saying, "Thank you!" After you have pretended to drink your beverage, model asking for more with good manners, by saying, "More, Please." 3. Encourage the children to say please and thank you as they ask for more.

ENRICHMENT: -Practice this with other play food items or during snack time with real food items

Pocket Day

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 39. Identifies her/his own clothing items. 41. Uses trial and error to fit different shapes into holes or to stack things in order. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 51. Begins to locate/select materials for an activity (e.g., gets out art supplies for a project but may forget things or not get enough). 52. Takes toys/materials from one area to another area for play (e.g., takes toys from the dress-up corner to the block area).

DESCRIPTION: Children learn about pockets and to use their pockets to carry items.

MATERIALS: None

SETUP: None

STEPS: 1) Talk to the children about pockets. Show them different types of pockets and where they might find pockets in their clothing. For example, show them pockets in a jacket, the front of a shirt, or in a jacket. 2) Show them how to put their hands in their pockets and how to put objects in their pockets. 3) Give the children some time to find things to put in their pockets, then come back together and share the items they found for their pockets. These could be items from inside the classroom or outdoor items.

NOTES: Send home a note to the children's parents asking them to dress their child in something with pockets for pocket day.

Popsicle Puzzle

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 38. Chooses to solve simple tasks (e.g., attempting a simple puzzle). 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 13. Repeatedly does the same puzzles. CONCEPT DEVELOPMENT AND MEMORY 33. Completes three-or four-piece puzzles. PROBLEM-SOLVING AND CREATIVE EXPRESSION 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle).

DESCRIPTION: Children practice putting together simple popsicle stick puzzles.

MATERIALS: Large Popsicle stick puzzle (see notes for instructions) Small container to house the Popsicle sticks

SETUP: Place container with the Popsicle stick puzzle in a free play area for children to explore.

STEPS: 1) Allow the children to explore the Popsicle stick puzzles and practice putting the pictures together.

ENRICHMENT: -The difficulty of this activity is dependent on the pictures you use to make the puzzles. -Have the children help make the puzzles. Children can select the pictures and help paste the pictures to the Popsicle sticks. Teachers must cut the Popsicle sticks apart as razors are not safe for children to use.

NOTES: To make Popsicle stick puzzles: 1) Line up the Popsicle sticks with their long edges touching. Place long pieces of tape across the sticks to temporarily hold them tightly together. 2) Turn the sticks over so that the tapes side is down. 3) Glue your picture to the Popsicle sticks being sure to completely cover the back of the picture with glue so it will glue evenly to every part of the Popsicle sticks. 4) When the glue is dry turn the Popsicle sticks to picture side down and remove the tape. 5) Using a thin razor blade cut the sticks apart carefully but cutting the picture between the edges of the sticks. 6) You should end up with sections of the picture on each Popsicle stick so the children can practice putting the picture together by lining up the long edges of the Popsicle sticks.

Pouring Practice

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 1. Places items in containers and then pours them out, repeatedly. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE Exploration And Discovery 4. Explores objects by taking things apart, stacking sorting, tracing, etc.

DESCRIPTION: Children practice pouring skills using pom poms.

MATERIALS: 2 large matching cups, bowls or baskets Pom Poms

SETUP: 1) Put the pom poms in one cup

STEPS: 1) Show the child how to pour the pom poms from one cup into the other cup using both hands on the cup. 2) Encourage them to pour the pom poms back and forth from one cup to the other. If they spill, that's okay! Just pick them up and start again.

ENRICHMENT: -If pom poms are easy for your children to pour out of large cups you can create a bigger challenge by using smaller cups.

Pre-K Basketball

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 5.Walks to a destination without help. 6. Pushes and pulls large objects. 8. Runs although she/he may have difficulty stopping and turning. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 5. Runs although she/he may have difficulty stopping and turning. 6. Walks to a destination without help. 8. Stops and turns while running.

DESCRIPTION: Children practice gross motor skills with a basketball as they practice "making baskets" in a hula hoop.

MATERIALS: Hula hoop Basketball or similar bouncable ball

SETUP: 1) Place the hula hoop on the ground at one end of the play area Steps: 1) Line the children up at one end of the play area opposite the hula hoop 2) Show the children how to pass the ball back and forth, bounce the ball, and roll the ball. 3) Let the children work independently or together to "make a basket" but getting the ball into the hoop. They may throw it, carry it, bounce it or roll it to get the ball into the hoop.

ENRICHMENT: -Have the children count how many baskets they make. -Have them pass the ball back and forth as they work their way to the other end of the play area to make a basket.

Preschool Needle Point

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Persists with objects, or with frustrating toys. 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Uses two objects together (e.g., putting a spoon in a cup and moving the spoon around).

MATERIALS: Yarn Masking tape, or a small piece of pipe cleaner Embroidery hoop Non slip shelf/drawer liner (the rubbery kind with a wide weave)

SETUP: 1) Cut the shelf/drawer liner to fit in the embroidery hoop with a wide margin. 2) Cut a piece of yarn about 2 feet long. 3) Tie one end of the yarn around one side of the embroidery hoop (this is done to attach the yarn to the hoop so it doesn't get separated and misplaced). 4) Place the liner in the embroidery hoop and tighten the hoop ensuring. 5) Place masking tape over the end of the yarn to make a stiff side, this will be your "needle," or take a small piece of pipe cleaner about 3 inches long, fold it in half capturing the yarn a few inches from the end, then twist the pipe cleaner firmly around the yarn to make your needle.

STEPS: 1) Allow the children to explore the "needle point" activity. Encourage them to create a pattern sewing the yarn through the holes in the weave of the shelf/drawer liner. 2) Once the child has finished sewing you can back the yarn out so the same liner can be sewn over and over. ENRICHMENT: -You may draw a pattern on the shelf/drawer liner with a dark permanent marker and encourage the child to follow the lines with their yarn sewing.

Preschool Rock Band

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 58. Continues to engage in a performance activity (e.g., dance) as familiar adults applaud. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 48. Continues to engage in a performance activity (e.g., dance) as familiar adults applaud. 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure).

DESCRIPTION: Introduce the children to appropriate concert behavior Materials: Music insterments Chairs

SETUP: 1) Arrange the chairs in a half circle around the music area or "stage" 2) Bring out a selection of instruments 3) Find a short musical selection to play along with during the "concert"

STEPS: 1) Introduce the children to the idea of a concert. Explain that in a concert some people play music, they are the band, while the other people listen quietly, they are the audience. 2) Select a few children to be in the "band" and come up to the "stage" and pick their instrument 3) Play the short musical selection while the children in the band play their instruments along with the music 4) While the first band plays have the other children quietly sit and watch as the audience, then clap when the music is over 5) Rotate the children through the band until all of the children who would like to be in the band have had a chance to play for their friends ENRICHMENT: If you have access to the appropriate equipment play a video of a concert for the children. Show them where the audience is, and where the band is.

Puffy Paint Pictures

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 55. Makes up words to describe objects, events, emotions. MATERIALS: Flour Baking powder Salt Water Food coloring Card stock paper Squeeze bottles

SETUP: 1) Make the puffy paint. 2) Place the paint in squeeze bottles. The paint will be about the thickness of yogurt, check to be sure the squeeze bottle opening is large enough for the paint to come out as the children squeeze. 3) Cut the card stock to the right size for the children's art work.

STEPS: 1) Give each child a piece of card stock. 2) Encourage the children to make art work by squeezing the paint out of the squeeze bottles. The thick areas of paint will puff more than thin areas, encourage the children not to smear the paint around with their fingers or the tip of the squeeze bottle and to instead allow the paint to remain thick. 3) When the painting is completed put the pictures in the microwave for 20-50 seconds. The thicker paint will take longer to cook so the exact time will depend on how thick the child's art work is. Start with 20 seconds, and continue in 15 second increments until the paint has puffed well. Show the children how the paint changed as it cooked, ask them to talk about what they see that is different. Be aware that when the paint comes out of the microwave it is hot, once it's cooled, let the children feel their puffy picture.

Rain Art

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Enjoys messy activities, such as finger painting. 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 53. Begins to enjoy small-group activities facilitated by an adult. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Uses materials such as pencils, paints, and play dough in different and varied ways 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 4. Engages in positive social play alongside, and occasionally with, other children. SELF-REGULATION: BEHAVIORAL REGULATION 25. Listens to and follows simple rules in small group activity. Self-Concept: Mutual Relationships 38. Enjoys an activity of interest (e.g., art) with a friend.

DESCRIPTION: The rain creates unique art work as it spreads paint along a piece of butcher paper left out in the rain. This creates a conversation piece for children to express their imagination about the shapes and colors created by the rain.

MATERIALS: Butcher paper Tempera paint

SETUP: 1) Before it begins to rain on a rainy day lay a large piece of butcher paper outside on the ground. 2) Make blotches of tempera paint all over the paper. Once it rains let the paper dry outside. Once the paper and paint are dry inspect the art work that nature created as the rain caused the paints to spread out on the paper. If it is a very rainy day, you may need to retrieve your paper before the rain stops and allow it to dry inside. Talk with the children about the shapes you see in the paint.

Rain Chain

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Uses cups and other containers when playing with sand and water. 18-24 MONTHS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 23. Participates in sand and water activities. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 15. Empties and fills containers. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 15. Empties and fills containers.

DESCRIPTION: Children observe the properties of sand and water while practicing pouring.

MATERIALS: 2 Rain Chains (see notes), one for sand and one for water Bin Water Sand 2 cups

SETUP: 1) Hang the rain chains from a low branch outside or in the classroom at a height where the children can reach the top cup. 2) Place a bin under each one to catch the sand and water as it comes through the end of the rain chain. 3) Place a cup in the bin.

STEPS: 1) Pour a cup of water into the top of the rain chain and talk with the children about how the water travels through the holes in each cup and eventually comes out the base of the rain chain into the bin. Do the same with the sand rain chain. 2) Encourage the children to explore pouring the sand and water into the rain chains and watching it move through the different cups. Try to discourage them from mixing the sand and water as this will clog the holes in the plastic containers and prevent the substance from moving through the rain chain.

NOTES: To make a rain chain you will need 4-5 plastic food containers such as a sour cream container, string and a nail or awl to make holes in the plastic containers. Steps to make a rain chain: 1) Using the nail or awl make two holes in the edges of the plastic container across from each other (this is where you will tie the string). 2) Using the nail or awl make many holes in the bottom of each plastic container. If you will be placing sand in your cups you may need to make the holes larger than you will need to make the holes for the water. 3) Next you will need to connect the plastic cups using the string. Your goal is to tie the containers about 6 inches apart such that when you tie the rain chain to a low branch each cup will hang directly below the one above it in a vertical chain. The containers will need to hang upright so that the substance can flow through the holes in the container above then fill the next container in the chain, then flow through the holes to the next container. Your containers may not hang perfectly straight, don't worry, as long as the water or sand can move through the holes into the container below, your rain chain will be successful.

Rectangles

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 12. Stacks blocks and knocks them down. 16. Explores objects by taking things apart, stacking sorting, tracing, etc. 2-3 YEARS: G3 APPROACHES TO LEARNING Eagerness And Curiosity 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc. Concept Development And Memory 28. Uses words to describe feelings (e.g., “happy”). 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING COMMUNICATING AND SPEAKING 9. Combines words to create meaningful short sentences. 11. Uses descriptive words with objects (e.g., "pretty flowers"). Uses words to describe activities (e.g., playing catch) or functions of objects (e.g., spoon for eating). MATERIALS: Rectangular objects such as- A block of cheese An eraser An old cell phone A block Lego A box with a lid such as a Tupperware container SETUP: Put all the rectangular objects together Steps: 1) Show the rectangular objects to the children. Talk about each one including what it is, what it is used for, what it is made of, etc. 2) Talk with the children about how the objects are the same and different. For example, you might show them that the block and the Tupperware container are the same shape, but the block is bigger than the Tupperware and the Tupperware can be opened by removing the lid while the block doesn't open. 3) Let the children explore the objects and talk about what they notice that is the same, and what is different. They may observe the color, the size, the material, the use of the object, the possibilities are endless! Encourage them to experiment with the objects to explore their properties.

Red

DESCRIPTION: Children learn about the color red.

MATERIALS: Objects that are red. Be sure to bring in a variety of types of objects including foods, clothing, and everyday objects Red paint, markers or crayons Construction paper Music

SETUP: Arrange red items around the classroom Stock the arts area with red art supplies STEPS: 1) During circle time talk with the children about the color red. Show the children the items you brought in which are red. Pass the items around so they can touch and feel the items. 2) Allow the children to taste the food you brought in that is red, this could be an apple, strawberry, or any other red food. 3) Ask the children what other items they see in the classroom that are red. 4) Ask them about other objects or things they can think of from their life outside the preschool that are red. 5) Tell the children you will be playing a "What's red?" game. Play music for a minute or so as the children dance around, when the music stops the children should find something red and touch it with their hand. This can be done multiple times, ask the children to find a different red item each time. 6) In the arts center encourage the children to create artwork using different shades of the color red. Notes: Wear red the day you decide to introduce this activity.

Red Light Green Light

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 5. Follows two-step directions. CONCEPT DEVELOPMENT AND MEMORY 21. Associates spoken words with familiar objects or actions. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 31. Looks at the adult giving directions and then follows the directions.

DESCRIPTION: Children learn about basic traffic rules playing red light green light

MATERIALS: Model stoplight (this can be made out of construction paper) Flashlight

SETUP: None

STEPS: 1) Have the children stand in a group with you standing a few feet in front of them. 2) Show them the model traffic light. Explain that when the red light is illuminated cars stop, when the yellow light is illuminated cars slow down and when the green light is illuminated cars drive. As you discuss each one shine the flashlight on that colored circle on the model stop light. 3) Tell them to pretend that they are driving cars, encourage them to hold their hands out like they are holding a steering wheel and make car sounds. As you shine the light on the different colored circles on the model stop light have the children drive their cars responding to the colors you illuminate. You may illuminate the paper stop lights by holding a flashlight up to the back of the red, green and yellow circles. If your paper is not too thick, the flashlight will make the colored circle light up as you back light it. You may use the following verbal cues as you illuminate different colors: "Red on top...stop, stop, stop" "Yellow in the middle, slow down a little" "Green down below... go,go,go"

Reduce, Reuse, Recycle

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 16. Places items back in their “correct” place. PROBLEM-SOLVING AND CREATIVE EXPRESSION 51. Begins to locate/select materials for an activity (e.g., gets out art supplies for a project but may forget things or not get enough).

DESCRIPTION: Children practice identifying items which are garbage, recyclable or reusable.

MATERIALS: Clean trash items: recyclable and non-recyclable items, some reusable Garbage can Recycle bin A bin marked, Reusable

SETUP: Place the trash items on a table, spread out. Set the trash can and the recycle bin in front of the table

STEPS: 1) Talk to the children about the difference between items which are reusable, recyclable and garbage. 2) Hold up an item and talk with the children about whether they think it's garbage, recyclable or reusable. Once you have reached a consensus put the item in the correct bin.

NOTES: When discussing a reusable item, brainstorm ways it could be used. Both for the intended purpose of the item, and creative ways to use the item. For example, the tube form a paper towel role can be used for any different types of art projects, see what creative ideas the children have!

Reverse Letters

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY WRITING 47. Uses a variety of writing tools (e.g., pencils, crayons, markers, paints). 52. Recognizes the first letter in her/his first name. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY WRITING 41. Recognizes the first letter in her/his first name.

MATERIALS: White art paper Paint Sponges or brushes Masking tape

SETUP: -Place tape on a piece of art paper in the shape of the first letter of the child's name

STEPS: 1) Give each child a piece of paper with tape on it in the shape of the first letter of their name. 2) Allow the child to sponge paint or paint with a paint brush over the tape and all over the piece of paper 3) When the paint is almost dry carefully remove the tape to reveal the letter as an area without paint

ENRICHMENT: -Once the letter is dry let the child color in the letter with markers or crayons

Rock n' Roll

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 13. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen. PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Persists with objects, or with frustrating toys. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 6. Pushes and pulls large objects.

DESCRIPTION: Children practice manipulating objects by rolling or kicking a ball.

MATERIALS: Medium size ball (foam ball works very well)

SETUP: None

STEPS: 1) Have children sit in a circle with their legs spread. 2) Stand up and walk to sit in front of a child and roll the ball to them and ask them to roll it back. 3) Catch the ball and roll it to another child and have them roll it back.

ENRICHMENT: -Have the children roll the ball to each other. -Have the children kick the ball to you or each other.

Rocking the Boat

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 16. Explores objects by taking things apart, stacking sorting, tracing, etc. CONCEPT DEVELOPMENT AND MEMORY 21. Associates spoken words with familiar objects or actions. 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen.

DESCRIPTION: Children learn about properties of water including sinking and floating by experimenting with a rock and a cork in a jar of water.

MATERIALS: Wide mouth jar or bottle with a tight screw on lid Cork Small Rock Water

SETUP: 1) Place the cork and the rock in the jar 2) Fill it half way with water 3) Put the lid on tightly

STEPS: 1) Show the children that no matter how they rotate, shake or move the jar the cork always floats on the top of the water and the rock always sinks. 2) Introduce vocabulary related to water activities 3) Talk with them about their ideas related to why the cork floats and the rock sinks

ENRICHMENT: -Try other items in the jar to illustrate other things that sink and float.

NOTES: This may also be a good activity to introduce water safety.

Rolling a Mat

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING PERSISTENCE 11. Insists on completing a task even when assistance is needed. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 3. Imitates adult activities such as reading a magazine or helping to set the table. PERSISTENCE 14. Insists on completing a task even when assistance is needed.

DESCRIPTION: Children practice fine motor skills rolling a small place mat.

MATERIALS: A placemat made of small reeds or bamboo, such as those used to make sushi rolls. See the Resources area for information about these mats, they can be purchased at many stores including Walmart or Target. Container to hold the mat

SETUP: 1) Place the mat in a container in the house or kitchen interest center.

STEPS: 1) Show the children how to roll the mat. Start by laying it out flat, use little fingers to start it rolling, then push it into a roll using their palms. Show them how to pull it towards themselves as needed if it starts to get too far away for them to reach.

Round and Round They Are

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 14. Uses two-word sentences to share ideas, feelings, or needs. 24. Combines words to create meaningful short sentences. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 16. Explores objects by taking things apart, stacking sorting, tracing, etc. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 10. Uses familiar objects in new and different ways (e.g., a shoe as a telephone). 13. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc. CONCEPT DEVELOPMENT AND MEMORY 31. Sorts objects (e.g., beads) by color or by size. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING COMMUNICATING AND SPEAKING 9. Combines words to create meaningful short sentences. 11. Uses descriptive words with objects (e.g., "pretty flowers"). 14. Uses words to describe activities (e.g., playing catch) or functions of objects (e.g., spoon for eating). 20. Responds to comments or questions from others during a conversation.

DESCRIPTION: Explore a variety of round objects talking about the attributes which are the same and which are different.

MATERIALS: A variety of round things such as: Balls Oranges Grapes Cantaloupe Globe

SETUP: Place all the round objects together where the children can explore them.

STEPS: 1) Show the round objects to the children 2) Point out that all the objects are the same shape, but that they are not the same objects or used for the same purpose. 3) Show the children the different kinds of balls and explain what each is used for. For example, you might hold up a basketball and a softball saying, "These are both balls, but one is used for playing basketball and the other is used for playing softball." 4) Show the children the fruit, explain that they are all fruit but are different kinds of fruit. 5) Continue showing the children the round objects and explaining them to the children. 6) Tell the children you would like to figure out what makes the round objects the same and what makes them different. Hold up two objects and ask what makes them the same, and what makes them different. Examples may include- Hold up an orange basketball and an orange fruit. The children might say that both are orange which is true, but one is for playing and the other is for eating. Showing them a grape and a tennis ball. You might say they can both roll but the tennis ball bounces and the grape does not.

ENRICHMENT: -Let the children explore the round objects and show you the similarities and differences they observe.

Row Row Row Your Boat

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 2. Begins to enjoy and initiate humor, such as laughing in response to games. 5. Participates in parallel play. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 56. Initiates simple games and chooses things to explore. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 36. Begins to imitate words and word sounds. 37. Smiles upon hearing the names of familiar objects and people. 39. Sings simple songs and finger plays. 40. Looks at the adult giving directions and then follows the directions. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 1. Participates in parallel play. 4. Engages in positive social play alongside, and occasionally with, other children. SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. 25. Listens to and follows simple rules in small group activity.

DESCRIPTION: Children practice cooperation.

MATERIALS: None

SETUP: Sit on the floor with your legs apart facing the child.

STEPS: Hold hands with the child leaning forward as the child leans back and leaning back as the child leans forward to imitate rowing a boat while singing "Row Row Row Your Boat" (see notes for the words)

ENRICHMENT: Have the children practice this activity in pairs. Song lyrics: Row, row row your boat, gently down the stream, Merrily, merrily, merrily,merrily, Life is but a dream.

Rubber Band Box

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 1. Places items in containers and then pours them out, repeatedly. 16. Explores objects by taking things apart, stacking sorting, tracing, etc. PROBLEM-SOLVING AND CREATIVE EXPRESSION 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 16. Places items back in their “correct” place. 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen. PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Persists with objects, or with frustrating toys. 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 9. Puts objects in a box. FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Uses two objects together (e.g., putting a spoon in a cup and moving the spoon around). 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 15. Empties and fills containers.

DESCRIPTION: Child practices problem solving and fine motor skills by stretching rubber bands around a box.

MATERIALS: -Small to medium size box with a lid -Rubber bands which fit easily around the box when the lid is on (you may use standard rubber bands, or fabric bands such as hair bands)

SETUP: Place the bands in the box. Place one rubber band around the box to hold the lid on. STEPS: 1) During free exploration time encourage the child to take the rubber band off the box and explore the bands inside. Encourage them to take the bands out of the box and practice stretching the bands around the box with its lid on. Be sure the bands are not too tight so the child can safely put the bands on the box.

Sand Castles

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Uses cups and other containers when playing with sand and water. 2-3 YEARS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools.

DESCRIPTION: Children play with an indoor sand that provides a new sensory experience.

MATERIALS: Corn starch Sand Water Food coloring (brown or orange) Small sand toys such as cups and spoons

SETUP: 1) Make indoor sand (see notes section for the recipe) 2) Place sand in a bin with cups and spoons

STEPS: 1) Encourage the children to build sand castles and making other shapes with the indoor sand. This sand will stick together nicely so they can practice making shapes such as balls or snakes with the sand.

NOTES: To make indoor sand: •4 cups of play sand •2 cups of corn starch •1-3 cups of water •Orange or brown food coloring, liquid watercolors, or powdered paint

Scavenger Hunt

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 20. Finds hidden objects. 31. Searches for removed or lost objects. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 17. Searches for removed or lost objects. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance.

DESCRIPTION: Go on a scavenger hunt with your class.

MATERIALS: Objects to hide around the classroom or playground Piece of paper to write clues Adventure hats or props (optional)

SETUP: 1) Hide a few objects around the classroom or the playground. They don't need to be completely hidden the goal of this activity is to figure out the clues. 2) Write short clues on a piece of paper which you can share with the children to find the objects. The clues can be more or less complex based on the developmental level of the children in your class. For some children, you may simply write, "Next to the yellow slide," and it will be enough of a challenge for them to identify the slide. For other children you may write, "In the grass, under a tree, next to something yellow," leading them to find the yellow slide and the object next to it.

STEPS: 1) If you have hats or other dress up items such as safari hats place them in the dress up area for the children and give them a chance to dress up for their adventure. 2) Explain to the children that you will be going on an adventure following the special note you found in the classroom this morning. 3) Read a clue and have the children help you "guess" what the clue is referring to. While you read the goals, be sure to exaggerate reading them, follow the lines on the paper with your finger. It is valuable for the children to be exposed to the concept of written words providing information. As a group you can talk through the clues and find the objects. For some classes you may need to provide more or less support in "guessing" where the objects are hidden. Judge how much support is needed as you explore the activity with your children.

NOTES: You may alternatively decide instead of hiding objects, to search for things which are already in the classroom. An example would be using the different playground toys as your objects. When you write your clues you can write clues for the different areas of the playground, once you find each one let each child explore the found area, if your clue was to find the slide, once you identify the slide as your target object, let each child take a turn sliding down the slide before you move on to the next clue.

Sensory Gloves

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 21. Associates spoken words with familiar objects or actions. 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen.

DESCRIPTION: Children explore different materials through sensory gloves.

MATERIALS: Latex Gloves Materials to fill the gloves (sand, salt, sugar, beans, rice, marbles, liquid, BBs)

SETUP: 1) Fill one glove with each material. Once a glove is filled securely tie the opening so that the glove is securely filled with the material. 2) Place the gloves in the sensory area of the classroom.

STEPS: 1) Allow the children to explore the gloves. Introduce vocabulary related to the sensations of the different materials. For example, heavy, light, rough, big, small, crunchy, smooth...

NOTES: -Closely monitor children to ensure that the children don't swallow the small objects if the gloves tear. -This may be a good activity for Halloween in the classroom.

Sensory Matching

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen.

DESCRIPTION: Children explore the feel of different materials in sensory balloons.

Materials: Balloons Sensory materials such as beans, rice, sand, flour, small rocks or marbles.

SETUP: 1) Fill two balloons with each of the sensory materials. Tie the balloons securely closed. Be sure the balloon are only about 3/4 full so there is plenty of space for the materials to squish and move around as the children squeeze them. 2) Place all of the balloons in a bowl together. 3) Place the bowl in a sensory exploration area of the classroom.

STEPS: 1) As the children are exploring the balloons, introduce vocabulary related to sensation including rough, soft, light, heavy, etc. Encourage the children to find balloons that feel the same. Help them match the balloons with the same materials inside.

ENRICHMENT: -To make this activity easier, place the same materials in balloons that are the same color, with a different color balloon for each sensory material. This allows the children to match the color and the feel of the materials. To make the activity more challenging, place all of the materials in the same color balloons.

NOTES: Some of these items may be choking hazards, inspect the balloons to ensure they are not beginning to tear allowing the objects inside to escape.

Sensory Smells

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 14. Uses two-word sentences to share ideas, feelings, or needs. 24. Combines words to create meaningful short sentences. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING COMMUNICATING AND SPEAKING 11. Uses descriptive words with objects (e.g., "pretty flowers"). 20. Responds to comments or questions from others during a conversation.

DESCRIPTION: Children identify the scents of familiar things.

MATERIALS: Jars with lids Familiar smelling objects such as an orange, an apple, vinegar, anything with a strong smell that your children will recognize Cotton balls

SETUP: 1) Place a couple of cotton balls in a jar with a piece of the smelly object. The goal is for the cotton ball to pick up the scent of the object. Put the lid on and leave it overnight. 2) The next day take the objects out of the jars but leave the cotton ball in the jar with the lid on.

STEPS: 1) With all of the children sitting together take the lid off the jar and let each child smell the jar and cotton ball. 2) As the children smell it, ask them what it smells like. Let them explore the scent and describe it in their own words. Let them guess what it is. Once each child has shared their thoughts and guessed you can tell them what it is. 3) Repeat with each jar you prepared.

Sewing Animals

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 50. Threads beads by coordinating a string into the bead opening. 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 36. Threads beads by coordinating a string into the bead opening. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle).

DESCRIPTION: Children practice eye hand coordination and fine motor skills by threading string through holes in a cardboard animal.

MATERIALS: Cardboard or thin wood Animal stencils Stiff string or yarn

SETUP: 1) Use the stencils to cut animals out of the cardboard or thin wood 2) Punch holes along the outline of the animals large enough for the child to thread the string or yarn through 3) Tie the string to one side of the animal

STEPS: 1) Place the Sewing Animals in a bin for independent exploration. Encourage the children to thread the string through the holes in the animals in a sewing like motion. 2) Once a child has "sewn" all around the animal, you can un-thread the string and it can be reused.

Shadow faces

DESCRIPTION: Children learn about emotions during a simple outdoor activity.

Materials: Chalk

SETUP: On a sunny day make basic faces on the sidewalk outside using chalk to represent different emotions. For example you may make two circles for eyes and a line representing a smile to create a happy face. The goal is for the child to stand with their back to the sun making their shadow fall over the face so that the face appears as a face on their shadow.

STEPS: 1) Bring the children outside and show them each of the faces on the side walk. Talk with them about what emotion each one represents. 2) Show the children how to stand with their back to the sun so that the chalk face appears as a face on their shadow. 3) As a child positions him or herself with a face, talk with them about what that emotion means and what might make them feel that emotion.

Shake, Rattle and Roll

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 2. Drops a toy or a bottle on the floor and watches to see what happens. 16. Explores objects by taking things apart, stacking sorting, tracing, etc. PROBLEM-SOLVING AND CREATIVE EXPRESSION 53. Begins to enjoy small-group activities facilitated by an adult. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 5. Explores new toys to see how they work. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 2. Plays side-by-side with another child using the same or similar toys. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc.

DESCRIPTION: Make rattles with the children to explore the different properties of materials.

MATERIALS: 1/2 pint milk cartons Small items to use as rattles such as rocks, rice, dry beans, ping pong balls, paper clips, etc. Tape

SETUP: 1) Open the milk cartons and clean them out 2) Place each rattle item in a container such as a small bowl

STEPS: 1) Bring all the children to sit in a circle 2) Tell them you will be making musical instruments, rattles, using different materials. 3) Show the children the bowl of the first rattle material you will use. For example, if you will be making a rattle with small rocks, show the children the container of small rocks. 4) Place the rocks in the milk carton and tape it closed. Tape it very well so that no rocks are able to escape as these may be a choking hazard. 5) Pass around the first rattle so the children can shake and explore it. 6) Repeat by showing the children the rattle item then making the rattle and passing it around. 7) Once you have completed making all your rattles lead a discussion with the children about the different rattle items and how the rattles sound and feel different to shake. You may incorporate words related to the type of sound such as high or low pitch and terms related to the feel of the rattle such as heavy and light.

ENRICHMENT: -If the children in your class are able, allow them to make the rattles.

Shape Shifters

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 25. Combines materials, objects, equipment in new ways to produce multiple uses. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH Fine Motor Development: Demonstrates Healthy Perceptual-Motor Development 11. Sorts basic shapes (e.g., triangles and squares).

DESCRIPTION: The children practice with shapes while building a unique collage.

MATERIALS: Fabric, paper or foil cut into geometric shapes. Large piece of paper.

SETUP: Cut the material into basic geometric shapes.

STEPS: 1) Pick up a shape, tell the children what the shape is, then glue it to the large piece of paper. 2) Give each child the same shape and help them glue it to the paper. 3) Pick up a new shape and tell the children the name of the shape and glue it to the paper. 4) Give each child one of the new shapes and have them glue it to the paper. 5) Repeat until all of your shapes have been glued to the paper.

ENRICHMENT: -As you glue your shapes to the paper a collage will emerge with a unique pattern made of geometric shapes. Congratulate the children on their beautiful art piece and hang it in the classroom for display.

Sharing feelings

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 14. Uses two-word sentences to share ideas, feelings, or needs. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 36. Points, gestures, and makes sounds to indicate what she/he wants. 54. Points to pictures that represent feelings and names the emotions. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: EMOTIONAL REGULATION 21. Begins to recognize that others smile when they smile, and others look unhappy when they cry. 23. Engages in reassuring self-talk or changing goals when frustrated or frightened. SELF-REGULATION: SOCIAL PROBLEM-SOLVING 34. Uses emotional expressions to obtain desired objects, such as pouting, whining, and crying. SELF-CONCEPT: MUTUAL RELATIONSHIPS 44. With the help of teachers, begins to effectively handle separation from parents when they leave her/him at the early care/education setting. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 4. Reacts to funny portions of a story by smiling or laughing. Communicating And Speaking 9. Combines words to create meaningful short sentences. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: EMOTIONAL REGULATION 17. Begins to recognize that others smile when they smile, and others look unhappy when they cry. 19. Engages in reassuring self-talk or changing goals when frustrated or frightened. 20. Begins using emotionally charged words (e.g., "I’m mad”) to get needs met, as opposed to simply acting out needs. 21. Feels badly and expresses concern about breaking established rules. SELF-REGULATION: BEHAVIORAL REGULATION 23. Uses words or crying to get someone’s attention.

DESCRIPTION: Child learns to discuss emotions through modeling.

MATERIALS: None

SETUP: None

STEPS: 1) As you spend time with the child when you see him or her expressing a strong emotion, help them learn the words to describe this emotion by describing it for them. For example, if the child is sad when their mother drops them off at the center you might say, "I can see that you're sad to see your mom leave because you really love her." Or if the child looks very exciting when he sees his friend you might say, "I see that you are really excited to see Dylan!" This can help the child learn how to express their emotions verbally.

Sidewalk Sayings

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY WRITING 52. Recognizes the first letter in her/his first name. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY WRITING 41. Recognizes the first letter in her/his first name.

DESCRIPTION: Children practice tracing letters using sidewalk paint.

MATERIALS: Sidewalk Paint (see notes for instructions for making sidewalk paint) Paint Brushes

SETUP: Paint letters on the sidewalk outside. Place sidewalk paint in containers with brushes

STEPS: 1) Encourage the children to use the sidewalk paint to trace the letters you painted on the sidewalk.

ENRICHMENT: -This activity could also be done to practice shapes or numbers. The children practice making the shapes by tracing whatever you have painted first. -The sidewalk paint can also be used by the children to paint pictures or make a class mural outside. -Children can also use the sidewalk paint to trace letters through templates (see notes section for template instructions)

NOTES: To make sidewalk paint: -Mix a thin slurry on corn starch and water. -Add a few drops of food coloring. A muffin tin will make a wonderful paint holder that will allow you to have multiple colors available in one paint holder. To make a letter template: -Cut the letter out of a piece of paper. The template is the square paper without the letter. The child can place this on the sidewalk and trace the space where the letter was cut out to practice making the letter shape. When the template is removed, the letter will be left on the sidewalk.

Sing and dance with me

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 42. Demonstrates some movement to rhythms. 18-24 MONTHS: G3 APPROACHES TO LEARNING PERSISTENCE 12. Plays the same music and movement activity over and over. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: BEHAVIORAL REGULATION 28. Begins to attend during short, focused activities (e.g., listening to simple stories being read). SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 58. Continues to engage in a performance activity (e.g., dance) as familiar adults applaud. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 20. Asks to hear her/his favorite song over and over. 24. Sings several songs, poems, or finger plays with adults. PROBLEM-SOLVING AND CREATIVE EXPRESSION 43. Joins in or tries to sing songs and finger plays without encouragement. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays.

DESCRIPTION: Sing and dance to common children's songs

MATERIALS: Song lyrics (can be found online or in children's books of songs)

SETUP: None

STEPS: Bring the children together to sing and dance. For older children encourage them to sing with you, for younger children observe their participation, are they bouncing along with you? Are they babbling? Are they moving to the music?

ENRICHMENT: Teach the songs to the children

NOTES: Common children's songs include: Three Little Monkeys The Ants Go Marching Five Little Ducks I’m a Little Teapot Jack and Jill Looby Loo Ring Around the Rosie

Sink and Float

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 22. Engages in short conversation with other children and/or adults. 24. Combines words to create meaningful short sentences. 18-24 MONTHS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 23. Participates in sand and water activities. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING COMMUNICATING AND SPEAKING 9. Combines words to create meaningful short sentences. 16. Initiates conversations with others using toys, experiences, books, or pretend play. 19. Asks questions to keep a conversation going. 20. Responds to comments or questions from others during a conversation.

MATERIALS: Tub of water A variety of objects related to a chosen theme

SETUP: Fill the tub with water Place the objects near the tub

STEPS: 1) As the children explore the objects encourage them to place the objects in the water observing which float and which sink. 2) As they explore the objects, encourage the children to talk about their observations. Introduce vocabulary related to sinking, floating and the properties of water and objects. 3) As the children become more familiar with the concepts suggest that they make predictions about which objects will sink and which will float.

NOTES: This activity can be done with objects related to a wide variety of themes. For example, during the fall, the activity can be done with objects such as pine cones, small pumpkins, plastic pumpkins, fabric leaves, or other objects related to the fall or Halloween.

Smoothie Sensory Play

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 14. Uses two-word sentences to share ideas, feelings, or needs. 22. Engages in short conversation with other children and/or adults. 24. Combines words to create meaningful short sentences. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING COMMUNICATING AND SPEAKING 9. Combines words to create meaningful short sentences. 11. Uses descriptive words with objects (e.g., "pretty flowers"). 16. Initiates conversations with others using toys, experiences, books, or pretend play. 20. Responds to comments or questions from others during a conversation.

DESCRIPTION: Children explore a cold sensory smoothie material made by blending ice and shaving cream.

MATERIALS: Shaving cream Ice Blender Food coloring Bowls Smocks Bins, paper plates or trays for the children to play with the smoothie material Spoons, forks, straws, any tool the children might enjoy using when exploring the smoothie material

SETUP: 1) Just before you are ready for the activity blend a container of shaving cream and a handful of ice in a blender until it is nearly smooth. Separate this into bowls and color each bowl with food coloring (if desired). 2) Set out a paper plate for each child or a bin where the children can play together with the smoothie material.

STEPS: 1) Set out the bowls of smoothie material. Let the children experiment with the smoothie material. This activity is focused on sensory exploration. The smoothie material will be cold, fluffy and soft. Encourage the children to use vocabulary such as cold, soft, smooth and wet.

ENRICHMENT: -Paint can be mixed into the smoothie material instead of food coloring which will make this an interesting sensory painting activity.

Snow Painting

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys.

DESCRIPTION: Children paint with a thick, white paint that resembles snow and dries into a puffy solid paint. MATERIALS: Paint brushes or cotton swabs White school glue Shaving cream Glitter (optional) Construction paper (any color except white)

SETUP: Just before you are ready to paint mix: Equal parts shaving cream and glue. Add glitter if desired.

STEPS: 1) Set out bowls of the snow paint with cotton swabs or brushes for the children to paint pictures on construction paper. 2) The paint will be thick, when it dries it will remain puffy and soft to the touch. Before it dries children may stick items into the snow paint, when it dries these items will be stuck to it. For example, children may paint a picture of a snowman, then stick raisins and carrot pieces into the paint to make eyes, nose and a smile.

Snow Play

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys.

DESCRIPTION: Home made snow provides a fun sensory experience for children.

MATERIALS: 1 can of shaving cream 2 (16 ounce) boxes of Corn starch Buffalo Snow Flakes (a sparkly fake snow powder available at craft stores, optional) Peppermint oil (optional to add a scent) Bowl for mixing Bin

SETUP: 1) Make the snow, see the notes section for recipe 2) Place the snow in the freezer, the snow is ready for use once it's made, putting it in the freezer simply makes it a more realistic "snow" experience and adds the sensory experience of different temperatures

STEPS: 1) Bring the snow out of the freezer and place it in a bin for a small group of children to play with. 2) Encourage them to squish, roll and squeeze the snow. They can make little snowmen and other snow figures if they desire.

ENRICHMENT: -Couple this activity with storybooks about snow, especially if you live in an area that does not have a cold enough climate for snow.

NOTES: 1 can of shaving cream 2 (16 ounce) boxes of Corn starch Buffalo Snow Flakes (a sparkly fake snow powder available at craft stores, optional) Peppermint oil (optional to add a scent). Place the corn starch in a bowl, slowly mix half a bag of Buffalo Snow Flakes and one full can of shaving cream. It will make a fluffy light snow. Add the peppermint oil if you'd like to add a mint scent.

Sock Puppets

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 19. Engages in pretend play (e.g., feeds baby doll with bottle, pretends to lock/unlock door.) 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Pretends to be a character from a story or show.

DESCRIPTION: Children decorate sock puppets and use them for class discussion.

MATERIALS: Small socks to fit the children's hands Yarn (optional) Sharpie (Black and Red) Storybook with rhymes or repetition such as Sheep in a Jeep Lap by Nancy E. Shaw (Author), Margot Apple (Illustrator)

SETUP: 1) Draw eyes, lips and a tongue on the puppets in the appropriate places so that when the children put them on their hands the features will be in the right places. The eyes will be on the top of the toe area of the sock and the lips will be on the heel part of the sock with the tongue just above this. When the child puts their hand inside the sock their fingers will go into the toe area and their thumb will fill the heel to make the mouth open and close, with this hand position the eyes should be on the top of their hand. 2) Add yarn as hair on the puppets if you'd like. An easy way to add hair is to wrap the yarn around your hand a few times making a loop of yarn. Take this off your hand and pinch the loop together in the center. Tie a piece of yard around the middle and cut the folded ends. This will make a bow shaped bunch of yarn with the ends open. Sew this or glue this on top of the puppet's head.

STEPS: 1) Give each child a sock puppet and some markers. Let them decorate their puppet by coloring on the sock with markers. They can make clothes and other features on their puppet. 2) Show the children how to put their puppet on their hands and make it talk. 3) Read a storybook which will encourage the children to chant along with the repetition or repeat the rhymes using their sock puppets to do the "talking." 4) Have a class discussion about the book you've read, encourage the children to talk with their sock puppets.

Notes: Sock puppets can be saved and incorporated into other activities throughout the day.

Sock Toss

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 20. Finds hidden objects. 21. Associates spoken words with familiar objects or actions. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 9. Participates independently in an increasing variety of experiences.

DESCRIPTION: Children practice learning colors and throwing skills.

MATERIALS: Laundry Basket Socks of different colors

SETUP: Separate the pairs of socks and place them in a pile Place the laundry basket about 2 feet away

STEPS: 1) Have the child sit next to the pile of socks. 2) Ask the child to find two socks that are the same color, or that are a selected color. For example you might say, "Jill can you find two socks that are the same color?" or "Jill can you find two red socks?" 3) Once the child has two socks that are the same color they can toss them into the basket. It may be helpful for them to roll the socks together, you can show them how to do this or can do it for them if needed. 4) Repeat until all of the socks are in the basket.

ENRICHMENT: -Have the child locate two socks that are the same color and identify verbally what color the socks are.

Song: Do You Know the Muffin Man?

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays.

DESCRIPTION: Sing the song Do You Know the Muffin Man? and talk with the children about the song.

MATERIALS: None

SETUP: None

STEPS: 1) Sing the Song Do You Know the Muffin Man? after the song, talk with the children about the song. Ask questions such as: What do you think the Muffin Man does? Where does the Muffin Man live?

NOTES: Do You Know The Muffin Man? lyrics: Oh do you know the Muffin Man? The Muffin Man, The Muffin Man? Do you know the Muffin Man That lives in Drury Lane? Oh yes l know the Muffin Man, The Muffin Man, The Muffin Man. The Muffin Man. Yes l know the Muffin Man That lives in Drury Lane. Oh now we know the Muffin Man, The Muffin Man, The Muffin Man Now we know the Muffin Man That lives in Drury Lane.

Song: Hickory Dickory Dock

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 30. Asks adults to repeat favorite rhymes, finger plays, or stories. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 24. Sings several songs, poems, or finger plays with adults. PROBLEM-SOLVING AND CREATIVE EXPRESSION 43. Joins in or tries to sing songs and finger plays without encouragement. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 12. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin?”). Health: Demonstrates Auditory Skills That Support Healthy Development 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 10. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin”). Health: Demonstrates Auditory Skills That Support Healthy Development 30. Sings simple songs and finger plays.

DESCRIPTION: Sing the song Hickory Dickory Dock acting out the mouse running up and down the clock with your hands.

MATERIALS: None

SETUP: None

STEPS: 1) Sing the song Hickory Dickory Dock imitating the mouse running up and down the clock by encouraging each child to run their fingers up and down their body.

NOTES: Hickory Dickory Dock lyrics: Hickory Dickory Dock, The mouse ran up the clock. The clock struck one, The mouse ran down! Hickory Dickory Dock.

Song: If You're Happy And You Know It

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 20. Asks to hear her/his favorite song over and over. 24. Sings several songs, poems, or finger plays with adults. PROBLEM-SOLVING AND CREATIVE EXPRESSION 43. Joins in or tries to sing songs and finger plays without encouragement. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays.

DESCRIPTION: Sing the song If You're Happy And You Know It.

Materials: None

Setup: None

Steps: 1) Sing the song If You're Happy And You Know It

Notes: If You're Happy And You Know It lyrics: If you're happy and you know it clap your hands, (clap, clap) If you're happy and you know it clap your hands. (clap, clap) If you're happy and you know it And you really want to show it, If you're happy and you know it clap your hands. (clap, clap)

Song: I'm A Little Tea Pot

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 20. Asks to hear her/his favorite song over and over. 24. Sings several songs, poems, or finger plays with adults. PROBLEM-SOLVING AND CREATIVE EXPRESSION 43. Joins in or tries to sing songs and finger plays without encouragement. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays.

DESCRIPTION: Sing and act out the song I'm A Little Tea Pot

Materials: None

Setup: None

Steps: 1) Sing the song I'm A Little Tea Pot acting out the lyrics.

Notes: I'm a Little Teapot lyrics: I'm a little Teapot Short and stout, Here is my handle, (put one hand on hip) Here is my spout. (put one arm out like a spout) When I get all steamed up (wiggle and shake your body) Then I shout, (shout the word shout) Just tip me over (bend to the side bringing the "spout" arm towards the floor and the "handle" arm elbow towards the ceiling up) And pour me out!

Song: Look who came to school today

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult.

DESCRIPTION: Sing the Look Who Came to School Today song as a group.

Materials: none

Setup: none

Steps: 1) Gather the children during circle time 2) Sing this song together: Look Who Came To School Today! Look Who Came to School Today (tune: Mary Had A Little Lamb) Look who came to school today School today, school today Look who came to school today, _____(child's name) did.

The child named gets up and dances as children clap. Repeat with all the children's names, including the teacher's name.

Song: Mary Had A Little Lamb

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays.

DESCRIPTION: Sing the song Mary Had A Little Lamb.

Materials: None

Setup: None

Steps: 1) Sing the song Mary Had A Little Lamb 2) After singing the song, talk with the children about what happened in the song. Ask the children to describe the story in their own words. For example, you might ask: What kind of pet did Mary have? What color was her pet? What did Mary's lamb look like? Where did Mary's lamb go? Did the children at school like seeing Mary's lamb?

Notes: Mary Had A Little Lamb lyrics: Mary had a little lamb, little lamb, little lamb, Mary had a little lamb, its fleece was white as snow. And everywhere that Mary went, Mary went, Mary went, and everywhere that Mary went, the lamb was sure to go. It followed her to school one day school one day, school one day, It followed her to school one day, which was against the rules. It made the children laugh and play, laugh and play, laugh and play, it made the children laugh and play to see a lamb at school.

Song: Monkeys On The Bed

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 30. Asks adults to repeat favorite rhymes, fingerplays, or stories. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 20. Asks to hear her/his favorite song over and over. 24. Sings several songs, poems, or finger plays with adults. PROBLEM-SOLVING AND CREATIVE EXPRESSION 43. Joins in or tries to sing songs and finger plays without encouragement. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 12. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin?”). HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays.

DESCRIPTION: Sing the song Monkeys On the Bed using your hands to indicate the number of monkeys left jumping on the bed.

Materials: None

Setup: None

Steps: 1) Sing the song Monkey On The Bed (see notes section for lyrics) and use a hand to indicate the number of little monkeys jumping on the bed. As each one falls off, put one finger down.

Notes: Monkeys On the Bed lyrics: Five little monkeys jumping on the bed One fell off and bumped his head Mama called the doctor and the doctor Said, “No more monkeys jumping on the bed!" Four little monkeys jumping on the bed, three little monkeys jumping on the bed, (and so on).

Song: Monkeys Sitting In A Tree

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 30. Asks adults to repeat favorite rhymes, finger plays, or stories. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 12. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin?”). HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays.

Steps: 1) Sing the song Monkeys Sitting In A tree, as you sing the number of monkeys use your hand to indicate the number, as you sing "snap!" make big crocodile jaws with your arms and clap them together.

Notes: Monkeys Sitting In A Tree lyrics: Five little monkeys Sitting in a tree Teasing Mr. Crocodile-- "You can't catch me." "You can't catch me." Along comes Mr. Crocodile As quiet as can be-- SNAP!!! (Continue until all monkeys are gone) Away swims Mr. Crocodile As full as he can be!!!

Song: One Potato

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 30. Asks adults to repeat favorite rhymes, finger plays, or stories. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 12. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin?”). HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 10. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin”). HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 30. Sings simple songs and finger plays.

DESCRIPTION: Sing the song One Potato acting out the numbers with your fingers.

MATERIALS: None

SETUP: None

STEPS: 1) Sing the song One Potato, as you sing hold out your hands and indicate the numbers with your fingers.

NOTES: One Potato lyrics: One potato, two potato Three potato, four, Five potato, six potato Seven potato, MORE!

Song: One, Two, Buckle My Shoe

DESCRIPTION: Sing the song One, Two, Buckle My Shoe acting out the lyrics.

MATERIALS: None

SETUP: None

STEPS: 1) As you sing the song you will act out the lyrics. As you sing "buckle my shoe" have the each children touch their shoe, you can have one child standing at the door to shut the door as you get to this part of the song, pretend that you are picking up sticks and laying them straight during this part of the song, as you say big fat hen the children can pretend to act like chickens.

NOTES: One, Two, Buckle My Shoe lyrics: One, two, buckle my shoe; Three, four, shut the door; Five, six, pick-up sticks; Seven, eight, lay them straight; Nine, ten, a big fat hen!

Song: Ten In A Bed

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 20. Asks to hear her/his favorite song over and over. 24. Sings several songs, poems, or finger plays with adults. PROBLEM-SOLVING AND CREATIVE EXPRESSION 43. Joins in or tries to sing songs and finger plays without encouragement. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays.

DESCRIPTION: Sing the song Ten In A Bed acting out the lyrics.

MATERIALS: None

SETUP: None

STEPS: 1) Have the children all sit or lay down on the floor. Sing the song Ten In A Bed, as you sing "roll over" encourage all the children to lay down and roll over on the floor.

NOTES: Ten In A Bed song lyrics: There were ten in a bed and the little one said, "Roll over, roll over." (rolling motion) So they all rolled over and one fell out. There were nine in the bed and the little one said, “Roll over, roll over." So they all rolled over and one fell out.... (This is repeated until you get to the number one. Each time "roll over" is said, rolling motion is dramatized.) There was one in the bed and the little one said, “Good night!"

Song: The Ants Go Marching

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 20. Asks to hear her/his favorite song over and over. 24. Sings several songs, poems, or finger plays with adults. PROBLEM-SOLVING AND CREATIVE EXPRESSION 43. Joins in or tries to sing songs and finger plays without encouragement. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 5. Sings simple songs or finger plays with help from an adult. COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays.

MATERIALS: None

SETUP: None

STEPS: 1) Make a line with the children, as you sing the song march around the classroom like a parade. Encourage the children to jump and clap and act excited as they sing "Hurrah, Hurrah!"

Notes: The Ants Go Marching song lyrics: The ants go marching one by one, Hurrah, hurrah. The ants go marching one by one, Hurrah, hurrah. The ants go marching one by one, The little one stops to suck his thumb. And they all go marching down, To the ground, to get out of the rain. BOOM, BOOM, BOOM!

Song: This Old Man

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 30. Asks adults to repeat favorite rhymes, finger plays, or stories. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 24. Sings several songs, poems, or finger plays with adults. PROBLEM-SOLVING AND CREATIVE EXPRESSION 43. Joins in or tries to sing songs and finger plays without encouragement. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 12. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin?”). HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 10. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin”). HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 30. Sings simple songs and finger plays.

DESCRIPTION: Sing the song This Old Man while acting out the lyrics.

Materials: None

Setup: None

Steps: 1) Sing the song This Old Man while acting out the actions with the children. When each number comes up have the children hold up that many fingers, when the song says "he played nick nack on my ____" have the children pat their hands on that part of their body. As the song says "came rolling home" have the children make a rolling motion with their hands.

Notes: This Old Man lyrics: This old man He played one. He played knick knack on my thumb. With a knick knack paddy wack give a dog a bone, this old man came rolling home. Repeat using the following objects for the indicated numbers the old many played Two - shoe Three - knee Four - door Five – hive

Song: Two Little Black Birds

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 32. Asks to hear her/his favorite song over and over. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 39. Sings simple songs and finger plays. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 10. Imitates the hand motions of finger plays (e.g., “Where is Thumpkin”). Health: Demonstrates Auditory Skills That Support Healthy Development 30. Sings simple songs and finger plays.

DESCRIPTION: Sing the song Two Little Black Birds acting out the hand motions.

Materials: None

Setup: None

Steps: 1) Sing the song acting out the hand motions indicated in the notes section.

Notes: Two Little Black Birds lyrics and hand motions: Two little blackbirds sitting on a hill, (Put two forefingers and thumb on each shoulder to represent birds.) One named Jack. (Hold out one set of fingers.) One named Jill. (Hold out the other set of fingers.) Fly away, Jack. (Place one hand behind back.) Fly away, Jill. (Place other hand behind back.) Come back, Jack. (Return one hand to its shoulder.) Come back, Jill. (Return the other hand to its shoulder.)

Song: We are all going to help today

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 30. Places items back in their “correct” place. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 4. Enjoys opportunities to help parents, caregivers, and teachers (e.g., assisting with setting the table or folding the clothes). 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: SOCIAL PROBLEM-SOLVING 38. Puts away toys when asked by a familiar adult. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 16. Places items back in their “correct” place. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH SELF HELP: PARTICIPATES IN SELF-CARE 20. Provides assistance in picking up toys. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: SOCIAL PROBLEM-SOLVING 32. Puts away toys when asked by a familiar adult.

DESCRIPTION: Sing a song during cleanup time to illustrate the ways the children are helping to clean up the classroom.

SETUP: This is a song to sing together as you clean up the classroom, or setup for an activity.

STEPS: 1. Sing the song in the notes section. Use different children's names and point out the things they are helping with.

ENRICHMENT: -Let the children sing what they are doing by substituting, I for a child's name and describing what they are doing. NOTES: To the tune of Mary Had A Little Lamb Chorus- "We are all going to help today, help today, help today. We are all going to help today, to clean up the room." Sing the following phrases substituting in the children's names and describing what they are doing. Example- "Julie is going to help today, help today, help today, Julie is going to help today, she putting away the crayons." "_____ is going to help today, help today, help today, ___ is going to help today, he/she is ______."

Sound Match

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 36. Begins to imitate words and word sounds. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 31. Looks at the adult giving directions and then follows the directions. 34. Responds to instructions during group time. 35. Does not need assistive audiological devices or uses needed assistive audiological devices, such as hearing aids, if appropriate.

DESCRIPTION: Children identify instruments based on sound.

Materials: Musical instruments

Setup: None

Steps: 1) In the music center have the children all sit facing you as you place 4 different instruments in front of you. 2) Play each instrument and talk with the children about the sound. 3) Have the children close their eyes. Play one instrument. When you have finished have the children open their eyes and point to the instrument you played. 4) If the children are ready for more of a challenge, play two instruments, one and then the other while the children close their eyes. When they open them have the children point to the two instruments you played. 5) Once the children are ready for an even greater challenge, when the children's eyes are closed play a short rhythm on one to three instruments. You may have the child come up and try to recreate your rhythm.

Spaghetti Mobiles

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys.

DESCRIPTION: Children create mobiles out of cooked spaghetti noodles and glue.

Materials: Cooked spaghetti Glue Food coloring String Styrofoam trays such as meat trays

Setup: 1) Mix food coloring into bowls of glue 2) Cook spaghetti

Steps: 1) Arrange the children around a table. 2) Give each child a Styrofoam tray. 3) Help them dip a noodle into the glue and place it on the tray in a pattern. Repeat this with more noodles, layer the noodles being sure they overlap and are well covered with glue. 4) Once the child has finished adding noodles let them dry. 5) When the noodles are fully dry they should come off of the Styrofoam in one piece. Tie a string on them and hang them from the ceiling as mobiles.

Spiders

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING Listening And Understanding 3. Listens to the reading of a short picture book (e.g., 10 pages). 6. Responds appropriately to questions about a picture book being read. Early Reading And Print Awareness 22. Makes connections between her/his own experiences and those presented in books/stories.

Materials: A Story book about Spiders such as The Very Busy Spider by Eric Carle Construction paper Paint: white or black for the spider web depending on the colors of paper you have, brown Paint supplies (brushes, tray for hand dipping) Googlie eyes (optional) Pictures of spider webs

Setup: 1) Arrange painting supplies in the arts area 2) Pour small amounts of brown paint into trays for children to dip their hands to make their spider's body

Steps: 1) Read a storybook about spiders 2) Show the children pictures of spiders and their webs 3) Explain that they will be creating a painting of a spider in its web. 4) Begin the art project by having the children paint a web on the construction paper in black or white, depending on the color of construction paper you are using. 5) Help the children make a spider body by dipping one hand in brown paint, the child will make a hand print sideways so they end up with the palm as a body, and their fingers (4 fingers is best, but if they make a 5 finger hand print that's okay too) sticking out to the side to make the spider legs. Dip their hand one more time and place it in the opposite direction with the palm overlapping the first print. The palms overlap to make the body with the fingers coming out each side to make the legs. Try to have 8 legs, but if there are 10 legs, it's okay, that child will just have a special spider. 6) If desired let the children glue googlie eyes on their slider and paint a face on their spider. NOTES: Emphasize that many spiders are harmless but that some spiders bite and it is best to avoid playing with spiders.

Splish Splash!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Uses cups and other containers when playing with sand and water. 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 1. Participates in parallel play. 4. Engages in positive social play alongside, and occasionally with, other children. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 15. Empties and fills containers.

MATERIALS: Water table, water buckets, hose or other water source Cups and other toys to play with in the water

SETUP: Fill the water table or buckets with water Place the water toys around the buckets

STEPS: 1) Let the children independently explore the water toys and direct their own water play activities 2) Narrate what the children are doing. Saying things like, "Josh, you are filling up your cup and pouring the water out! Good job." As the children hear your descriptions they will increase their vocabulary and become more familiar with action words.

NOTES: Be aware to observe the children carefully around water to ensure they are playing safely. Keep in mind a child can drown in a small amount of water in left unattended.

Sponge Squeezing

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Uses cups and other containers when playing with sand and water. 18-24 MONTHS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 23. Participates in sand and water activities. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen.

DESCRIPTION: Children learn how to ring water out of a sponge.

MATERIALS: Bowl Multiple sponges cut into different sizes Water Tray

SETUP: 1) Place sponges in a bowl and add enough water to wet all of the sponges thoroughly. You may place a tablespoon of Listerine or other antiseptic mouthwash into the water to kill germs, antiseptic mouthwash is a good choice because it is safe for the children to play in unlike bleach. 2) Place the bowl on a tray. The tray can be included in an interest center such as the house or cooking area.

STEPS: 1) Show the children how to take out the sponges one by one and ring out the water and set them on the tray. Then place the sponges back in the bowl of water. 2) Encourage the children to practice ringing out the sponges and placing them back in the water.

Sponge throwing

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 23. Participates in sand and water activities. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 56. Initiates simple games and chooses things to explore. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. 3. Approaches or stands next to other children and adults in play situations. HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 40. Looks at the adult giving directions and then follows the directions. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: MUTUAL RELATIONSHIPS 38. Enjoys an activity of interest (e.g., art) with a friend. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure).

MATERIAL: Bucket of water Sponges

SETUP: Fill the bucket with water Take the sponges outside dry

STEPS: 1) On a warm day take the children outside to an open area along the side of the building or the sidewalk or cement outside 2) Give each child a dry sponge and show them how to place it in the water and see it expand with water 3) Once the sponges are wet instruct the children to throw the sponges at the wall or cement area outside to watch the sponges make artful pattern on the wall 4) Talk with the children about how the sponges fill with water and the water comes out when they hit the wall. Show them how to squeeze water out of the sponge ENRICHMENT: -Cut sponges in different shapes and let the children "sponge paint" with water on the cement using their different shaped sponges.

Spring Mural

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 7. Looks at insects, leaves, or other things from nature, examines and watches them move or grow. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys.

DESCRIPTION: Make a 3D classroom mural for the spring time.

Materials: Large piece of butcher paper Muffin liners of different sizes Craft grass (the kind that goes in Easter baskets) Paints Cotton balls Glue Green pipe cleaners

Steps: Day 1: On a nice spring day take the children outside for a walk, or to sit in the playground. Talk about what you see, hear, smell, feel about the weather. Be sure to incorporate all of your senses into the discussion.

Day 2: Put out the butcher paper on the floor. Show the children which side will be the sky, and which the ground. Have the children pain the sky area blue, the ground area brown.

Day 3: Once the paint has dried you are ready to begin adding your spring flowers, clouds and grass. Show the children how to pull the cotton balls to make them bigger and fluffier and glue them on the sky Show the children how to glue a pipe cleaner on to the ground area to make a flower stem, then using glue stick a large muffin liner to the top of the pipe cleaner, then glue a smaller muffin liner inside of it to make a flower. Children can paint leaves on their flowers or glue additional green pipe cleaners bent to make leaves. Children can glue the grass along the ground. Let the children make as many clouds, grass and flowers as they want.

Squares

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 6. Plays beside other children, imitating the play of another child. 8. Explores most areas of the classroom. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 2. Plays side-by-side with another child using the same or similar toys. 9. Explores most areas of the classroom. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 11. Sorts basic shapes (e.g., triangles and squares).

DESCRIPTION: Children learn about the shape: Square

MATERIALS: Masking tape Construction paper squares

SETUP: 1) Make a square on the floor of the classroom using masking tape. 2) Cut squares out of construction paper 3) Tape a few construction paper squares around the classroom at child eye level.

STEPS: 1) Show the children the square on the floor. Have them walk around the square. Talk about the four sides, and the corners. Instruct the children to sit on different sides and hold hands to make a "human square." Be sure the children at the points are holding their arms out in a corner shape. 2) Show them the paper squares. Point out the four sides and the points so the children can connect it as the same shape as the one on the floor. 3) Give each child a square. Have them look around the classroom and see if they see any other squares. Have them point to the other squares they see. These might be the construction paper squares you placed around the room, or squares represented in other objects in the room. 4) Let the children explore their construction paper squares by coloring them in the arts center. ENRICHMENT: -Instead of having the children point to the other squares, have them get up and walk over to the other squares and stand next to them.

Stained Glass Window Decorations

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY WRITING 46. Makes purposeful marks on paper. 47. Uses a variety of writing tools (e.g., pencils, crayons, markers, paints). 48. Draws horizontal and vertical lines. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Uses materials such as pencils, paints, and play dough in different and varied ways 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY WRITING 38. Holds pencil with thumb and forefinger.

DESCRIPTION: Children learn about properties of matter through making tissue paper "stained glass" window hangings.

Materials: Clear contact paper Colored tissue paper Construction paper Glue Black markers Pictures of stained glass windows, these can be found online or in books.

Setup: 1) Cut shapes out of the construction paper, these could be simple squares to look like a window (4 squares cut out of each page to create a boarder with a cross in center to look like panes of glass in a window), or stars, hearts, whatever shape you would like. 2) Place clear contact paper over the holes you cut in the construction paper. This will sit on the table with the sticky side showing through the holes in the construction paper. 3) Cut or tear the tissue paper into small pieces

Steps: 1) Show the children pictures of stained glass windows. Explain that you can see the colors of the glass as the light shines because the glass allows the light through but that you cannot see the sunshine through the walls or the window frame because the other material doesn't let the light shine through. 2) Give each child a construction paper piece with the contact paper sticky side up. 3) Give each child a black marker to make "straight lines" through their construction paper and over the contact paper areas. This will give the look of the stained glass. Encourage them to make lines in whatever directions they'd like. They may end up making circular scribbles which is okay too. Try to avoid them making thick black marks over the contact paper areas. The black lines should not predominate the project. 4) Have the children stick tissue paper pieces over the sticky contact paper being sure to completely cover it. They can also glue tissue paper over the construction paper frame. 5) When they are finished, tape these to the windows. Show the children how the light comes through the tissue paper better than through the construction paper and how they can see the different colors as the light comes through.

Stop n' Dance

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 5. Follows two-step directions. CONCEPT DEVELOPMENT AND MEMORY 33. Participates in rearranging areas of the room. 34. Laughs at funny things. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE Concept Development And Memory 20. Asks to hear her/his favorite song over and over. 21. Laughs at funny things.

DESCRIPTION: Children learn body control and the concepts of stop and go through this dancing activity set to music.

MATERIALS: Music

SETUP: None

STEPS: 1) Tell the children that they are to dance when the music is playing and stop when the music stops. 2) Play the music for a period of time saying, "go!" or "Dance!" as you start the music, then "Stop!" When you stop the music.

ENRICHMENT: -This activity could also be performed with the children running instead of dancing.

Story: Fuzzy Bear Gets Dressed

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 6. Finds her/his shoes when it is time to get dressed. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 2. Finds her/his shoes when it is time to get dressed. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH SELF HELP: PARTICIPATES IN SELF-CARE 19. Cooperates with dressing and undressing (e.g., poking arm into sleeve and pulling off sock). 24. Helps adults with dressing her/him (e.g., giving a matching sock, holding out a shoe after socks are on.) 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 3. Develops self-care skills, such as helping to dress him/herself. SELF HELP: PARTICIPATES IN SELF-CARE 20. Helps adults with dressing her/him (e.g., giving a matching sock, holding out a shoe after socks are on). 22. Dresses him/herself with help for difficult steps (e.g., getting their arms into sleeve holes).

DESCRIPTION: Read the story Fuzzy Bear Gets Dressed and practice dressing skills.

MATERIALS: Book "Fuzzy Bear Gets Dressed" illustrated by Krisztina Nagy Clothing to practice getting dressed such as socks, jackets or shoes (optional)

SETUP: None

STEPS: 1) Read"Fuzzy Bear Gets Dressed"

ENRICHMENT: -Practice getting dressed along with reading the book.

Story: Ali Baba and the Forty Thieves

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 36. Comments on characters in books. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes.

DESCRIPTION: Children are exposed to a traditional folk tale translated from Arabic.

MATERIALS: Storybook Ali Baba and the Forty Thieves (Flip Up Fairy Tales) by Claudia Venturini (Illustrator)

STEPS: 1) Show the children the cover of the book, point to the title and the illustrator's name as you read them. 2) Read the story to the children.

ENRICHMENT: This is a traditional story from the Arabic tales One Thousand and One Nights stories first translated in the early 1700's. This version is retold for children. This would be a very good story to share with the children when introducing a cultural heritage interest center focusing on the Middle East or Arabic cultures.

Story: Arrow to the Sun

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 28. Recognizes specific books by their covers. 36. Comments on characters in books. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 25. Requests rereading of favorite books. 31. Selects books, sometimes, over other activities when given a choice.

DESCRIPTION: Children learn about different cultures through a traditional Pueblo Indian story.

Materials: Storybook: Arrow to the Sun by Gerald McDermott

Steps: 1) Show the children the cover, point to the title, the name of the author and the illustrator as you read them. Explain what the author and illustrator do. 2) Tell them that this is a story from the Pueblo Indian tribe. 3) Read the story to the children.

NOTES: This is a traditional Pueblo Indian story which will help children learn about different cultures. This is a great book to include during a cultural heritage lesson or interest center.

Story: Bear Snores On

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 36. Comments on characters in books. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. PERSISTENCE 14. Listens closely and turns the pages of a storybook that is being read by a parent, caregiver, or teacher. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 4. Points to an unfamiliar picture in a book and looks at adult to provide the name for the object. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 10. Makes play dough creations. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 24. Retells a familiar story, poem, or song in his/her own words.

DESCRIPTION: Read the story Bear Snores On, then making "bear lairs" using basic art materials.

Materials: Book Bear Snores On by Karma Wilson Construction paper Glue Crayons, paint or markers Yarn or fabric (optional) Cotton

Setup: 1) Arrange art materials for making "bear lairs"

Steps: 1) Read the book Bear Snores On. 2) Talk about bears hibernating in the winter and that they need a safe cozy place to rest 3) Have the children make "bear lair" collages by painting/drawing on the construction paper and gluing the cotton, fabric or yarn to the paper (if desired).

ENRICHMENT: -When the book says "And the bear snores on" have the children repeat this line of the story with you.

NOTES: -This can be a great partner to the Going on a Bear Hunt Activity. -You may also decide to have the children build 3D "bear lairs" using play dough or other clay and forming a cave.

Story: Bringing the Rain to Kapiti Plain

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 26. Points to pictures in books as they are named by an adult. 27. Brings books over to adults to read. 28. Recognizes specific books by their covers. 31. Uses words to label and describe pictures/objects in books. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 22. Makes connections between her/his own experiences and those presented in books/stories. 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words. 25. Requests rereading of favorite books.

DESCRIPTION: Children learn about different cultures through a traditional story from Africa.

Materials: Storybook Bringing The Rain To Kapiti Plain by Verna Aardema illustrated by Beatriz Vidal

Steps: 1) Read the story Bringing the Rain to Kapiti Plain 2) This is an African story, it can open up discussion about different cultures and the way different cultures live. It is also about the need for rain to support the environment told from the perspective of a cattle farmer and therefore could be used to discuss the needs of living things for water.

NOTES: This is a good story to use to introduce different cultures. Consider including this story in a cultural heritage interest center in your classroom or during a weekly focus on African culture.

Story: Calico Cat at the Zoo

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 17. Invents new words for fun and experimenting. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING COMMUNICATING AND SPEAKING 11. Uses descriptive words with objects (e.g., "pretty flowers"). 14. Uses words to describe activities (e.g., playing catch) or functions of objects (e.g., spoon for eating).

DESCRIPTION: Learn different adjectives through reading the story Calico Cat at the Zoo.

MATERIALS: Storybook Calico Cat at the Zoo by Donald Charles

STEPS: 1) Read the book Calico Cat at the Zoo 2) This book is a good introduction to the different animals at the zoo and descriptive words. As you read talk about the animals and the descriptive words used. Have the children identify other things that are described appropriately by that word.

Story: Chugga Chugga Choo Choo

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 7. Reacts to funny portions of a story by smiling or laughing. 8. Listens to the reading of a short picture book (e.g., 10 pages). EARLY READING AND PRINT AWARENESS 26. Points to pictures in books as they are named by an adult. 28. Recognizes specific books by their covers. 29. Requests having a favorite book read over and over. 34. Repeats portions of familiar books and rhymes. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 21. Repeats portions of familiar books and rhymes 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 25. Requests rereading of favorite books. 29. Uses “reading” in play activities.

DESCRIPTION: Read the story book Chugga Chugga Choo Choo by Kevin Lewis

Materials: Book: Chugga Chugga Choo Choo by Kevin Lewis

Setup: None

Steps: 1) Read the story book "Chugga Chugga Choo Choo" by Kevin Lewis 2) Have the children make train noises as you read "Chugga Chugga Choo Choo" in the story text. Enrichment: Notes: -This is an excellent book to partner with other activities related to trains, such as All Aboard the Animal Train!

Story: Don't Let the Pigeons Drive the Bus

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. 31. Listens to and follows simple rules in small group activity. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: EMOTIONAL REGULATION 21. Feels badly and expresses concern about breaking established rules. SELF-REGULATION: BEHAVIORAL REGULATION 25. Listens to and follows simple rules in small group activity.

DESCRIPTION: Children learn about following the rules through reading the book Don't Let the Pigeon Drive the Bus.

MATERIALS: Book Don't Let the Pigeon Drive the Bus! by Mo Willems

SETUP: None

STEPS: 1) Read the book "Don't Let the Pigeon Drive the Bus!" by Mo Willems. After each page let the children answer the pigeon by saying "No!" 2) After the story talk about why the Busdriver might not have wanted the pigeon to drive the bus and the importance of following the rules.

ENRICHMENT: -Talk about rules that must be followed at home and in the classroom to keep everyone safe.

Story: Dragons and Fantastic Creatures

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 26. Points to pictures in books as they are named by an adult. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 6. Responds appropriately to questions about a picture book being read.

DESCRIPTION: This book will introduce children to the folklore creatures of traditional Chinese culture.

Materials: Storybook Demi's Dragons and Fantastic Creatures by Demi (Author)

Steps: 1) Show the children the cover and point to the written text as you read the author and title. 2) On each page talk the children through the images showing them the colors and talking about the image on the page. The descriptions for each image are brief, after reading it spend some time talking about the colors and style of the pictures.

Notes: This is a good book to incorporate into a cultural heritage interest center or activities focused on China.

Story: Elephants Aloft

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 25. Puts an object “on top of” or “under” the table, upon request.

DESCRIPTION: Children learn basic prepositions through reading the story Elephants Aloft.

Materials: Storybook Elephants Aloft by Kathi Appelt, illustrated by Keith Baker

Steps: 1) Read the story Elephants Aloft 2) As position words such as Above, Through, Behind and Across are illustrated in the book be sure to review these terms with the children. 3) After reading the book practice these words by having each child follow your directions for placing their hand or another item, Above an object, Behind an object, Across from another object, etc.

Story: Giggle, Giggle, Quack

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 7. Reacts to funny portions of a story by smiling or laughing. 8. Listens to the reading of a short picture book (e.g., 10 pages). EARLY WRITING 49. Asks adult to write words on her/his drawings or paper. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 3. Listens to the reading of a short picture book (e.g., 10 pages). 4. Reacts to funny portions of a story by smiling or laughing. 6. Responds appropriately to questions about a picture book being read. EARLY WRITING 33. Asks adult to write words on her/his drawings or paper. 42. Child asks adult to write a story told by the child.

DESCRIPTION: Read the story Giggle Giggle Quack and discuss who is writing the letters.

MATERIALS: Book: Giggle, Giggle, Quack by Doreen Cronin and pictures by Betsy Lewin

Setup: None

Steps: 1) Read the book "Giggle, Giggle, Quack" 2) Along the way ask the children if they think that the farmer asked his brother to get pizza for the animals, and wash the pigs in the bathtub and rent a movie for the animals. Encourage them to think critically about the story and come to the conclusion that it was the Duck who was writing those notes.

ENRICHMENT: -Write a new letter from the Duck to Farmer Brown's brother Bob. On a large piece of paper in front of the class write, Dear Bob, then let the children tell you what they would write if they were the Duck.

Story: Good Night Moon

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 8. Listens to the reading of a short picture book (e.g., 10 pages). COMMUNICATING AND SPEAKING 13. Names pictures in books. EARLY READING AND PRINT AWARENESS 26. Points to pictures in books as they are named by an adult. 27. Brings books over to adults to read. 28. Recognizes specific books by their covers. 29. Requests having a favorite book read over and over. 30. Asks adults to repeat favorite rhymes, finger plays, or stories. 32. Points to appropriate picture in a book when asked by an adult. 33. Pretends to read a book or story. 35. Makes connections between her/his own experiences and those presented in books/stories. 2-3 YEARS: G3 APPROACHES TO LEARNING PERSISTENCE 13. Requests that a favorite book be read over again. 14. Listens closely and turns the pages of a storybook that is being read by a parent, caregiver, or teacher. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 4. Points to an unfamiliar picture in a book and looks at adult to provide the name for the object. PERSISTENCE 16. Requests that a favorite book be read over again. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 21. Repeats portions of familiar books and rhymes 22. Makes connections between her/his own experiences and those presented in books/stories. 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words. 25. Requests rereading of favorite books. 26. Demonstrates basic book knowledge (e.g., holding book upright, turning pages right to left). 28. Engages in "pretend" reading with other children during play activities. 29. Uses “reading” in play activities. 31. Selects books, sometimes, over other activities when given a choice.

DESCRIPTION: Children identify objects in the pictures while reading the story Good Night Moon.

MATERIALS:

Storybook Good Night Moon by Margaret Wise Brown

STEPS: 1) During Story time read the book good night moon. 2) On pages with prompts, ask the children to help you identify what is in the room before you read the text. For example when the book says, "And a picture of-" ask the children to identify what they see in the picture before you read the next lines, "The cow jumping over the moon" and "And there were three little bears sitting on chairs." After you read the lines, be sure to point out to the children the items in the picture of the green room.

ENRICHMENT: -Ask the children to identify other things in the room which were not pointed out in the story text. -After reading the story have the children create their own special room. You can give them each a coloring page of a room and have them color their own room and draw their own objects in the room. In the resources area of this activity you will find a bedroom coloring page which you may print to use for this activity.

Story: Goodnight Goodnight Construction Site

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 4. Enjoys opportunities to help parents, caregivers, and teachers (e.g., assisting with setting the table or folding the clothes). 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 23.Wants to be assigned a “job”. 34. Answers questions about prior events. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: SHOWS BASIC PHYSICAL NEEDS ARE MET 45. Demonstrates an interest in actively exploring the environment.

DESCRIPTION: Read the story Goodnight Goodnight Construction Site and talk about construction vehicles and the importance of team work in getting a job done.

MATERIALS: Book: Goodnight Goodnight Construction Site

SETUP: None

STEPS: 1) Read the book Goodnight Goodnight Construction Site (see Enrichment for activity suggestions)

ENRICHMENT: -Ask the children if they have seen a construction site or construction trucks before. Ask them what they noticed? Was it loud? Was it dirty? Were there a lot of people around? -Talk with the children about having a job. Point out that each truck has a specific job on the construction site and they all work together to get their building built.

NOTES: Goodnight, Goodnight Construction Site by Sherri Duskey Rinker (Author),Tom Lichtenheld (Illustrator)

Story: Growing Vegetable Soup

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 35. Makes connections between her/his own experiences and those presented in books/stories. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Looks at insects, leaves, or other things from nature, examines and watches them move or grow. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 22. Makes connections between her/his own experiences and those presented in books/stories.

DESCRIPTION: Children learn about the life cycle of a plant including what plants need to survive.

MATERIALS: Storybook Growing Vegetable Soup by Lois Ehlert

STEPS: 1) Read the story Growing Vegetable Soup. 2) Talk about the way plants grow including the steps of planting a seed, watering and caring for the growing plants, then harvesting the vegetables.

NOTES: Partner this with the Grass Garden or Bean Sprouts activities.

Story: Hands Are Not For Hitting

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 54. Points to pictures that represent feelings and names the emotions. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 1. Shows affection, such as hugs and kisses. 8. Seeks support from familiar adults to resolve conflicts with peers. SELF-REGULATION: EMOTIONAL REGULATION 17. Recognizes the smiles on familiar adults' faces. 18. Demonstrates the ability to be comforted by familiar adults when frightened. 19. Seeks comfort from familiar adults when hurt or frightened. 20. Pats a crying child on the back as their parents, caregivers, and teachers help the hurt child. 21. Begins to recognize that others smile when they smile, and others look unhappy when they cry. 22. Begins to end tantrums with some redirection. 23. Engages in reassuring self-talk or changing goals when frustrated or frightened. SELF-REGULATION: BEHAVIORAL REGULATION 24. Looks to their parents, caregivers, and teachers when a loud sound scares them. 30. Uses words or crying to get someone’s attention. SELF-REGULATION: SOCIAL PROBLEM-SOLVING 34. Uses emotional expressions to obtain desired objects, such as pouting, whining, and crying. 35. Seeks comfort from parents, caregivers, and teachers when hurt or frightened. 36. Calls for help from a familiar adult to intervene in a dispute with another child (e.g., grabbing toys away). 37. Moves around another child that is in her/his way (e.g., going up a slide). SELF-CONCEPT: MUTUAL RELATIONSHIPS 41. Shows preferences for familiar adults when hurt or needing comfort. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 40. Points to pictures that represent feelings and names the emotions. 55. Makes up words to describe objects, events, emotions. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 5. Seeks support from familiar adults to resolve conflicts with peers. 7. Responds to another child’s or adult’s distress with efforts to assist. 8. Starts to imitate adult social behaviors such as using words like “please” and “thank you". SELF-REGULATION: EMOTIONAL REGULATION 17. Begins to recognize that others smile when they smile, and others look unhappy when they cry.

18. Begins to end tantrums with some redirection. 19. Engages in reassuring self-talk or changing goals when frustrated or frightened. 20. Begins using emotionally charged words (e.g., "I’m mad”) to get needs met, as opposed to simply acting out needs. 21. Feels badly and expresses concern about breaking established rules. SELF-REGULATION: BEHAVIORAL REGULATION 23. Uses words or crying to get someone’s attention.

DESCRIPTION: Read the book Hands Are Not For Hitting and discuss safe, appropriate ways to communicate feelings.

MATERIALS: Book: Hands Are Not for Hitting by Martine Agassi Ph.D.

SETUP: None

STEPS: 1) Read the book Hands Are Not For Hitting 2) Talk about appropriate ways to communicate feelings.

ENRICHMENT: -Show the children pictures of emotions and ask them what emotions are depicted in the pictures.

NOTES: Hands Are Not for Hitting (Best Behavior Series) by Martine Agassi Ph.D. (Author), Marieka Heinlen (Illustrator)

Story: Hello Bugs!

DESCRIPTION: Children learn about bugs through reading the storybook Hello, Bugs!

MATERIALS: Book Hello, Bugs! by Smriti Prasadam-Halls

SETUP: None

STEPS: 1) Read the Book Hello, Bugs. (See Enrichment for suggestions for coupled activities)

ENRICHMENT: -On each page have the children act out how they think that bug moves, or the sounds that bug makes. -After reading the book ask the children to categorize the bugs. For example, ask them:

Which bugs fly? Which bugs crawl? Which bugs make noise? Which bugs have you seen? -Give the children an opportunity to draw a bug. As they are drawing ask the child to describe their bug, ask if their bug flies? crawls? makes noise? Some children might draw a bug from the book, others might come up with their own unique bug.

NOTES: Hello, Bugs! by Smriti Prasadam-Halls, Illustrated by Emily Bolam.

Story: How Are You Peeling? Foods With Moods

DESCRIPTION: Children learn about emotions through reading the book How Are You Peeling? Foods With Moods.

MATERIALS: Storybook: How Are You Peeling? Foods With Moods by Saxton Freymann and Joost Elffers

STEPS: 1) Read the story How Are You Peeling? Foods With Moods. 2) Talk about different emotions. Encourage the children to share their experiences with different feelings. 3) Model different facial expressions for the children as you talk about each mood or feeling and talk about appropriate ways to express that emotion.

Story: How Do Dinosaurs Say Good Night

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH SELF HELP: PARTICIPATES IN BASIC HEALTH AND SAFETY ROUTINES 25. Participates in sleeping routines, such as listening to a story before a nap. Health: Shows Basic Physical Needs Are Met 46. Lies down or remains quiet during rest periods. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH SELF HELP: PARTICIPATES IN BASIC HEALTH AND SAFETY ROUTINES 28. Participates in sleeping/napping routines by getting and arranging comfort items. HEALTH: SHOWS BASIC PHYSICAL NEEDS ARE MET 40. Has calm and settled rest periods.

DESCRIPTION: Read the story How Do Dinosaurs Say Good Night? by Jane Yolen and talk about the importance of going to bed at bedtime.

MATERIALS: Book: How Do Dinosaurs Say Good Night? by Jane Yolen

SETUP: None

STEPS: 1) Read the book "How Do Dinosaurs Say Good Night?" by Jane Yolen

ENRICHMENT: -This is a good story to read just before nap time. -This is a good story to read then talk about the importance of going to bed at their bedtime and that sleep keeps us healthy.

NOTES: How Do Dinosaurs Say Good Night? by Jane Yolen

Story: Hug by Jez Alborough

DESCRIPTION: Children learn about expressing affection through reading the story Hug.

MATERIALS: Storybook: Hug by Jez Alborough

STEPS: 1) Read the story Hug by Jez Alborough 2) This is a good opportunity to talk about hugging and appropriate ways to express affection for special people in their life.

Story: I Read Signs

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 35. Makes connections between her/his own experiences and those presented in books/stories. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 22. Makes connections between her/his own experiences and those presented in books/stories. 30. Asks adults to read printed information such as signs, labels, advertisements.

DESCRIPTION: Children learn about different signs in the environment.

MATERIALS: Storybook I Read Signs by Tana Hoban

STEPS: 1) Read the story I Read Signs by Tana Hoban 2) Talk about different signs the children see in their environment and in the classroom.

NOTES: Putting signs in your classroom using both written words and pictures will expose children to letters and words which may positively impact the development of literacy skills. Also, helping children become familiar with signs in their environment can be a first step towards building street safety.

Story: Little Bear's Visit: Grandmother and Grandfather Bear

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: SOCIAL PROBLEM-SOLVING 33. Moves nearer to a familiar adult when noticing a stranger entering the room. Self-Concept: Mutual Relationships 43. Acknowledges the presence/arrival of familiar adults when they see them (e.g., says "hi"). 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 13. Starts becoming more comfortable when entering new environments. SELF-CONCEPT: MUTUAL RELATIONSHIPS 34. Acknowledges the presence/arrival of familiar adults when they see them (e.g., says "hi"). 39. Approaches a new person after familiar adults have talked with that person for a while. SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 44. Talks about her/his family.

MATERIALS: Book: Little Beat's Visit by Else Homelund Minarik

STEPS: 1) Read the story Little Beat's Visit the first section 'Grandmother and Grandfather Bear' 2) Talk with the children about a time when they remember visiting someone in their family or a friend. Remind them that all families are different and have different structures.

ENRICHMENT: -You may decide to use this story to lead into learning about family structures or about visiting other people and the differences between being at home and at someone else's house.

Story: Mama Zooms

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 35. Makes connections between her/his own experiences and those presented in books/stories. 36. Comments on characters in books. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 22. Makes connections between her/his own experiences and those presented in books/stories.

DESCRIPTION: Children are exposed to differently abled people and wheelchairs through the story Mama Zooms.

Materials: Storybook Mama Zooms by Jane Cowen-Fletcher

Steps: 1) Read the story Mama Zooms 2) Talk about wheelchairs and why someone might use a wheelchair. Be sure to stress to the children that wheelchairs are unique and special, not an obstacle or something to be afraid of. If you have someone in your class or in your school who uses a wheelchair as if they can come in to the class to show their chair to the children and talk with the children about being in a wheelchair.

Story: More More More Said The Baby

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 3. Points to body parts when asked. 8. Listens to the reading of a short picture book (e.g., 10 pages). EARLY READING AND PRINT AWARENESS 35. Makes connections between her/his own experiences and those presented in books/stories. 36. Comments on characters in books. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 52. Points to and names several of their own body parts. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 3. Listens to the reading of a short picture book (e.g., 10 pages). EARLY READING AND PRINT AWARENESS 21. Repeats portions of familiar books and rhymes 22. Makes connections between her/his own experiences and those presented in books/stories. 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 40. Points to and names several of their own body parts.

DESCRIPTION: Practice pointing to body parts while reading the story More More More Said The Baby.

MATERIALS: Book More More More Said The Baby by Vera B. Williams

STEPS: 1) Read the store More More More Said The Baby 2) On each page when the text comments on a body part have the children point to that part of their own body. For example, when Little Pumpkins Grandma "holds that baby nose to nose" have the children point to their nose, etc.

ENRICHMENT: -Ask the children if their family members ever do the things illustrated in the book, for example, Little Guy's Dad kisses his belly, ask the children if their family members ever kiss their bellies.

NOTES: More More More Said The Baby by Vera B. Williams

Story: Red Leaf, Yellow Leaf

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Looks at insects, leaves, or other things from nature, examines and watches them move or grow.

DESCRIPTION: Children learn about the life cycle of plants.

Materials: Storybook Red Leaf, Yellow Leaf, by Lois Ehlert

Steps: 1) Read the story Red Leaf, Yellow Leaf 2) Talk about the life cycle of plants

NOTES: This is a great activity to pair with Grass Gardens or Bean Sprouts

Story: Rolling Along with Goldilocks and the Three Bears

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 35. Makes connections between her/his own experiences and those presented in books/stories. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 4. Points to an unfamiliar picture in a book and looks at adult to provide the name for the object. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 3. Listens to the reading of a short picture book (e.g., 10 pages). Communicating And Speaking 16. Initiates conversations with others using toys, experiences, books, or pretend play. EARLY READING AND PRINT AWARENESS 22. Makes connections between her/his own experiences and those presented in books/stories.

DESCRIPTION: The classic Goldilocks story is retold with Little Bear in a wheelchair to introduce young children to differently abled people.

MATERIALS: Story book: Rolling Along with Goldilocks and the Three Bears by Cindy Meyers (Author), Carol Morgan (Illustrator)

STEPS: 1) Talk with the children about differently abled individuals including those in wheelchairs. Talk about how they can be friends just like people who are not in wheelchairs. 2) Read the story Rolling Along with Goldilocks and Three Bears. 3) After reading the story emphasize the special qualities of Baby Bear and what good friends he and Goldilocks became.

ENRICHMENT: -Invite someone into the classroom who is in a wheelchair. This may be someone working in your school, or a family member of one of the children. Let this person talk to the children about being in a wheelchair and demonstrate their chair for the children. For many young children wheelchairs may be frightening at first, by exposing them to wheelchairs in the classroom it will help them build confidence and acceptance for the differently abled. If the classroom guest is comfortable reading the story to the children, encourage them to read the story to the children.

Story: Room on the Broom

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 1. Shows affection, such as hugs and kisses. 6. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). SELF-CONCEPT: MUTUAL RELATIONSHIPS 40. Recognizes the name of a friend. 41. Shows preferences for familiar adults when hurt or needing comfort. 46. Initiates play with a familiar peer. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 26. Identifies a "best friend". 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 2. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). 4. Engages in positive social play alongside, and occasionally with, other children. 9. Verbally or nonverbally invites a peer to play. SELF-REGULATION: SOCIAL PROBLEM-SOLVING 33. Shares occasionally with other children. Self-Concept: Mutual Relationships 36. Initiates play with a familiar peer.

DESCRIPTION: Read the story Room On The Broom and talk about making friends.

MATERIALS: Book Room on the Broom by Julia Donaldson

SETUP: None

STEPS: 1) Read the story Room on the Broom and talk with the children about making new friends.

NOTES: Room on the Broom by Julia Donaldson (Author), Axel Scheffler (Illustrator)

Story: So Say The Little Monkeys

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 12. Repeats words heard or gestures seen. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING COMMUNICATING AND SPEAKING 10. Enjoys repeating rhymes and songs.

DESCRIPTION: Children chant along to the fun sounds in this Brazilian folktale.

MATERIALS: Storybook So Say The Little Monkeys by Nancy Van Laan (Author), Yumi Heo (Illustrator)

STEPS: 1) Read the story So Say The Little Monkeys. Have the children repeat the fun sounds with you as you read, for example, let the children chant along with you, "Plinka Plinka" "Wooya Wooya" "Jibba jibba jabba" as they come up in the story. As you repeat these versus point to the words on the page so the children can see them.

Story: Sometimes I'm a Bombaloo

DESCRIPTION: Children learn about emotions and appropriate ways to express their emotions.

MATERIALS: Storybook Sometimes I'm a Bombaloo by Rachel Vail illustrated by Yumi Heo

STEPS: 1) Read the book Sometimes I'm a Bombaloo. 2) As you are reading talk about the emotions the girl in the story is describing. 3) After you've finished the story talk about appropriate ways to express different emotions.

Story: Ten Apples Up On Top

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 53. Begins to enjoy small-group activities facilitated by an adult. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 30. Asks questions that include “How many?” or “How much?”.

DESCRIPTION: Children are exposed to numerals 1-10 and basic concepts of subtraction when reading the story Ten Apples Up On Top by Dr. Seuss.

MATERIALS: Book: Tem Apples Up On Top by Dr. Seuss 10 Apple cut outs with numbers printed on them tape

SETUP: 1) Cut out 10 apples and write numbers 1-10 on them (one number on each apple)

STEPS: 1) Distribute the apples with numbers to the children in your class. Position yourself to read the story next to the wall. 2) As you read the story ask each child to come up and hand you their apple. Begin with the 1 apple having the children bring up each apple number in order. As you tape the apples to the wall, begin with the first apple at the height of the children's heads. As you tape each apple to the wall, say the number and point to the numeral written on the apple. 3) After you read the story have the children take turns standing under the apples as if they are balancing on their heads. If you have some taller children their head might block some of the apples, this is a good thing! It allows you to talk about how each person is a different height. As the apples are blocked, ask the children how many apples are on the child's head, this also opens up discussion about basic principles of subtraction. 4) After the children have had a chance to stand with the apples, you may stand under the apples. Practice with the children identifying the number of apples on your head as you stand at different heights.

Story: The First Strawberries

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 26. Points to pictures in books as they are named by an adult. 32. Points to appropriate picture in a book when asked by an adult. 36. Comments on characters in books. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 4. Shows empathy for familiar others, especially those perceived to be hurt or sad. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 21. Repeats portions of familiar books and rhymes 26. Demonstrates basic book knowledge (e.g., holding book upright, turning pages right to left). 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: EMOTIONAL REGULATION 20. Begins using emotionally charged words (e.g., "I’m mad”) to get needs met, as opposed to simply acting out needs. 21. Feels badly and expresses concern about breaking established rules.

DESCRIPTION: Children learn the importance of apologizing when you have hurt someone's feelings as they are exposed to a traditional Cherokee story.

MATERIALS: Storybook The First Strawberries by Joseph Bruchac (Author), Anna Vojtech(Illustrator)

STEPS: 1) Show the children the cover of the book. As you read the title, name of the author and the illustrator read point to these on the cover. 2) Read the story to the children. 3) Talk with the children about the fact that this is a traditional story from the Cherokee tribe. 4) After reading the story talk about the importance of the man apologizing to his wife for hurting her feelings. Talk with the children about appropriate ways to say, "I'm sorry," when they know they have hurt someone's feelings.

NOTES: This is a traditional Cherokee legend about how strawberries came to be. This is a good book to share with children to expose them to different cultures.

Story: The Funny Little Woman

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 26. Points to pictures in books as they are named by an adult. 28. Recognizes specific books by their covers. 32. Points to appropriate picture in a book when asked by an adult. 36. Comments on characters in books. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 21. Repeats portions of familiar books and rhymes 26. Demonstrates basic book knowledge (e.g., holding book upright, turning pages right to left).

DESCRIPTION: Children are exposed to different cultures through a tale about a Japanese woman.

MATERIALS: Storybook The Funny Little Woman by Arlene Mosel (Author), Blair Lent (illustrator)

STEPS: 1) Show the children the cover of the book, as you read the title, author and illustrator point to the written words. Explain the roles of the author and the illustrator in creating a story book. 2) As you read the story talk with the children about what dumplings are, explain that they are a very good tasting (be positive as this may influence children's willingness to try new foods in the future) food that is eaten in Japan. 3) On each page where the woman laughs, encourage the children to laugh too. This will engage them in the story. 4) As you read the story point out parts of the story that are unique to Japanese culture.

NOTES: This is a good book to share with children to expose them to different cultures. This book is about a Japanese woman who makes dumplings. As the tale goes she giggles often, encourage the children to giggle with you.

Story: The Giant Cabbage

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 7. Reacts to funny portions of a story by smiling or laughing. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: MUTUAL RELATIONSHIPS 40. Recognizes the name of a friend. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 26. Identifies a "best friend". 27. Understands that some family/friends may live far away. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING COMMUNICATING AND SPEAKING 11. Uses descriptive words with objects (e.g., "pretty flowers").

DESCRIPTION: This is a story that illustrates friendship and teamwork.

MATERIALS: Storybook The Giant Cabbage: An Alaska Folktale by Cherie Stihler (Author), Jeremiah Trammell (Illustrator)

STEPS: 1) Talk to the children about friends and team work. 2) Read the story and talk with them about the friends working together to move the cabbage.

NOTES: This is a modern Alaskan folktale that illustrates teamwork and friendship.

Story: The Giant Carrot

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 8. Listens to the reading of a short picture book (e.g., 10 pages). 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 3. Listens to the reading of a short picture book (e.g., 10 pages).

DESCRIPTION: Children learn about the life cycle of plants through reading the story The Giant Carrot.

MATERIALS: Storybook The Giant Carrot by Jan Peck

STEPS: 1) Read the storybook The Giant Carrot 2) As you read talk about the life cycle of the carrot growing from seed after being planted in the soil.

NOTES: This activity is well paired with the Grass Garden or Bean Sprouts activities.

Story: The Lorax

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 48. Uses objects for other than their intended purposes. 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Uses materials such as pencils, paints, and play dough in different and varied ways 53. Finds solutions basic everyday problems (e.g., peels paper off a crayon to continue coloring). 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle).

DESCRIPTION: Children learn about the importance of trees and caring for the environment.

MATERIALS: Book: The Lorax by Dr. Seuss Cotton balls Markers Pipe cleaners Play dough

STEPS: 1) Read the story The Lorax by Dr. Seuss. After reading discuss the importance of trees, including the important things they do for the environment, for example providing homes and food for animals, and cleaning the air. 2) Explain to the children that they will be "replanting" the Truffula trees to help the environment. Show the children how to stick a cotton ball on a pipe cleaner and then stick the other end of the pipe cleaner in play dough so that it will stand up. 3) Give each child a ball of play dough. Encourage them to make as many Truffula trees as they can using the cotton balls and pipe cleaners. If desired they may use markers to color the cotton balls.

Story: The Poky Little Puppy

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 35. Makes connections between her/his own experiences and those presented in books/stories. 36. Comments on characters in books. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: EMOTIONAL REGULATION 21. Feels badly and expresses concern about breaking established rules.

DESCRIPTION: Children learn about the moral of a story through reading the Pokey Little Puppy.

MATERIALS: Book The Poky Little Puppy by Janette Sebring Lowrey

STEPS: 1) Read the book The Poky Little Puppy 2) Talk about the moral of the story.

Story: The Rain Came Down

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 5. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. 8. Listens to the reading of a short picture book (e.g., 10 pages). 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 1. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. 3. Listens to the reading of a short picture book (e.g., 10 pages).

DESCRIPTION: Children learn about weather conditions through the story The Rain Came Down.

MATERIALS: Storybook The Rain Came Down by David Shannon

STEPS: 1) Read the story The Rain Came Down to introduce different types of weather. Allow this to lead into discussion about the different weather you have experienced in your area recently.

ENRICHMENT: Lead into a discussion about how the weather affects animals and people, for example, that we need to wear coats when it's cold.

NOTES: This is a good activity to partner with the How's The Weather activity.

Story: The Secret Footprints

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY READING AND PRINT AWARENESS 31. Uses words to label and describe pictures/objects in books. 35. Makes connections between her/his own experiences and those presented in books/stories. 36. Comments on characters in books. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY READING AND PRINT AWARENESS 22. Makes connections between her/his own experiences and those presented in books/stories.

DESCRIPTION: This story teaches children about footprints and respecting diversity.

MATERIALS: Storybook The Secret Footprints by Julia Alvarez (Author), Fabin Negrin (Illustrator)

STEPS: 1) Talk with children about footprints. If possible, show them how to make footprints in a sandbox or other area outside. Show them how you can look at footprints to see where someone is going because you can see where their toes are pointing. 2) Read the story The Secret Footprints and talk about how the character's backwards feet made their footprints look backwards.

NOTES: This is a story from the Dominican Republic and can be used to expose children to different cultures, and respecting diversity. This story can also be partnered with the Dancing on the Beach activity about footprints.

Story: The Three Bears

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 5. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. COMMUNICATING AND SPEAKING 12. Repeats words heard or gestures seen. 14. Uses two-word sentences to share ideas, feelings, or needs. 16. Uses question words (e.g., "why" and "what"). EARLY READING AND PRINT AWARENESS 30. Asks adults to repeat favorite rhymes, finger plays, or stories. 34. Repeats portions of familiar books and rhymes. 35. Makes connections between her/his own experiences and those presented in books/stories. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 4. Reacts to funny portions of a story by smiling or laughing. COMMUNICATING AND SPEAKING 11. Uses descriptive words with objects (e.g., "pretty flowers"). 17. Asks questions to get the attention of an adult. EARLY READING AND PRINT AWARENESS 23. Smiles as they ask questions and repeat stories, songs, and rhymes. 24. Retells a familiar story, poem, or song in his/her own words.

DESCRIPTION: Read the story The Three Bears while acting out the story with three teddy bears.

MATERIALS: Three teddy bears, one small, one medium, one large The storybook The Three Bears (optional)

SETUP: None

STEPS: 1) Tell the story or the storybook "The Three Bears" using the teddy bears to act out the story. 2) When you say "Somebody's been eating my porridge" have the children repeat this line with you.

Story: Trucks, Trucks, Trucks

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 4. Follows a one-step direction from an adult. 8. Listens to the reading of a short picture book (e.g., 10 pages). 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 3. Listens to the reading of a short picture book (e.g., 10 pages). Communicating And Speaking 14. Uses words to describe activities (e.g., playing catch) or functions of objects (e.g., spoon for eating).

DESCRIPTION: Children learn different verbs through reading the story Trucks, Trucks, Trucks.

MATERIALS: Storybook Trucks, Trucks, Trucks by Peter Sis

STEPS: 1) Read the story Trucks, Trucks, Trucks highlighting the verbs (action words) in the story. 2) After reading the story act out the different verbs with the children to practice the meanings of the new vocabulary words.

Story: Why The Sky Is Far Away

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 5. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. EARLY READING AND PRINT AWARENESS 35. Makes connections between her/his own experiences and those presented in books/stories. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 1. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. EARLY READING AND PRINT AWARENESS 22. Makes connections between her/his own experiences and those presented in books/stories.

DESCRIPTION: This storybook retells a Nigerian folktale which teaches about taking care of the environment and not being greedy.

MATERIALS: Storybook Why The Sky Is Far Away: A Nigerian Folktale by Mary-Joan Gerson (Author), Carla Golembe (Illustrator)

Steps: 1) Talk with children about taking care of the environment. 2) Show them the cover of the book, as you read the title, the author and the illustrator point to these written words on the cover. Explain what the different roles are of the author and the illustrator. 3) Read the story to the children. 4) Talk with the children about caring for the environment.

NOTES: This is a very good book to use for lessons about African cultures or Nigerian culture.

Streamer Dance

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 4. Follows a one-step direction from an adult. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 5. Follows two-step directions. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 9. Participates independently in an increasing variety of experiences. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 35. Participates in listening and vocalizing activities (e.g., finger plays and songs). 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance.

DESCRIPTION: Children practice following directions and learn words related to speed and position.

MATERIALS: Streamers or scarfs Music

SETUP: None

STEPS: 1) In the movement area give each child a silky scarf or a streamer. Tell them that you will be playing music for them to dance with their streamer. Introduce the words high, low, fast and slow. Tell them that you will be calling out instructions while they dance and ask them to follow your suggestions for their dance. 2) As you play the music dance with the children to model the changes in dance based on your directions. Call out what you would like them to do using the words you introduced, for example "Wave your streamers up high!" As you wave your streamer above your head. Or, "Dance slow with your streamer" as you model dancing slowly with your streamer.

Street Safety

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 5. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 1. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. EARLY READING AND PRINT AWARENESS 30. Asks adults to read printed information such as signs, labels, advertisements. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: EMOTIONAL REGULATION 21. Feels badly and expresses concern about breaking established rules. SELF-REGULATION: BEHAVIORAL REGULATION 25. Listens to and follows simple rules in small group activity.

DESCRIPTION: Children learn basic street safety including learning about basic street signs.

MATERIALS: Book: Look Left, Look Right, Look Left Again by Ginger Pate (Author), Rhett Ransom Pennell (Illustrator) (or another book teaching pedestrian safety for children) Pictures of common street signs such as a stop sign, a stop light, a cross walk sign (showing walk and don't walk)

SETUP: None

STEPS: 1) Read a book related to pedestrian safety for children such as "Look Left, Look Right, Look Left Again. 2) Show the children the pictures of the common street signs and talk about what each one means and where they might encounter that sign. 3) Be sure to stress to the children that they should never cross the street without holding an adult's hand and should avoid being on the street by themselves.

ENRICHMENT: 1) Have the children demonstrate the appropriate behavior as you hold up one of the street signs.

Sugar Chalk Art

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. CREATIVITY AND INVENTIVENESS 20. Uses objects together as tools. 25. Combines materials, objects, equipment in new ways to produce multiple uses. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 14. Uses two objects together (e.g., putting a spoon in a cup and moving the spoon around).

MATERIALS: Black construction paper or a place outside to draw on the sidewalk with chalk Chalk Sugar Water Baby food jars

SETUP: Compile the materials

STEPS: 1) While the children are watching place 3 tablespoons of sugar in each baby food jar along with warm water to fill the jar 3/4 of the way. Make sure the children see the sugar in the jar with the water. 2) Give one jar to each child and instruct them to shake it. 3) Once the sugar is dissolved talk to the children about where the sugar went. 4) Give each child a piece of black paper, or take them outside to draw on the sidewalk. 5) Open the jars for them. Show them how to dip their chalk in the sugar and then draw on the paper or on the sidewalk. 6) Encourage the children not to use too much water on their paper. 7) When the chalk dries the drawing will sparkle in the sunlight from the crystallized sugar.

Sunflowers

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 16. Explores objects by taking things apart, stacking sorting, tracing, etc. CONCEPT DEVELOPMENT AND MEMORY 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Looks at insects, leaves, or other things from nature, examines and watches them move or grow. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc. Concept Development And Memory 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen.

DESCRIPTION: Children learn about seeds and flowers by investigating a sunflower, and make a classroom sunflower out of handprints.

MATERIALS: A cut sunflower, or a growing sunflower Unsalted sunflower seeds still in their shells Yellow construction paper Brown or black construction paper cut into a circle

SETUP: 1) Bring in a large cut sunflower and place it in a vase in the classroom 2) Place sunflower seeds in a bowl 3) Cut one large black or brown construction paper circle

STEPS: 1) Show the sunflower to the children. Talk about the seeds growing in the center of the sunflower. 2) Let the children feel the sunflower seeds in the bowl. Show them how the seeds can be opened to get the eatable part out. Explain that when birds eat seeds they are eating the inside of the seed, not the outside shell. 3) Explain that you will be making a classroom sunflower out of construction paper. Trace each child's hand on yellow paper and cut it out. Have the children help you glue or tape their hand prints to the circle so that the fingers form the petals coming off the back of the center circle. You can then attach this classroom sunflower to the door of the classroom or the wall in the classroom. 4) Leave the real sunflower in a vase in your classroom. When it wilts allow it to dry laying face up for a couple of days on a paper towel. 5) When the flower has dried for a couple days the inner seeds should be easy to remove. While sitting in a group with the children show them how the seeds can be taken out of the center of the sunflower. Tell them they will be helping feed the birds by removing the seeds from the sunflower. This will be good fine motor skill practice for them and they will enjoy the task. Once all of the seeds have been removed, you can take the seeds outside and sprinkle them on the ground where birds might find them, place them in a bird feeder or use them to make a bird feeder.

Tactile Toes

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 6. Finds her/his shoes when it is time to get dressed. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 2. Finds her/his shoes when it is time to get dressed. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 9. Puts objects in a box. FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 15. Empties and fills containers. SELF HELP: PARTICIPATES IN SELF-CARE 19. Cooperates with dressing and undressing (e.g., poking arm into sleeve and pulling off sock). 24. Helps adults with dressing her/him (e.g., giving a matching sock, holding out a shoe after socks are on.) 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES PERCEPTUAL-MOTOR STRENGTH, CONTROL, AND COORDINATION 15. Empties and fills containers. SELF HELP: PARTICIPATES IN SELF-CARE 22. Dresses him/herself with help for difficult steps (e.g., getting their arms into sleeve holes).

DESCRIPTION: Children practice using their toes to pick up pom poms and place them in a bin.

MATERIALS: Dish tub or wide mouth large can with a lid Large size pom poms A fun picture of feet

SETUP: 1) Put the pom poms in the container 2) Put the fun picture of feet on the lid

STEPS: 1) Let the children explore the bin and pom poms 2) Show them the picture of the feet 3) Help them remove their shoes 4) Explain that this is a fun challenge where they can practice picking things up with their toes! Show them how to dump the pom poms on the floor and practice

© 2014 Assessment Technology Incorporated Revised as of 04/17/14 A-337 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds picking up the pom poms and putting them in the bin using their feet while sitting on the floor. Encourage them to be creative, they may use a combination of their hands and feet in different ways. Maybe they use their feet together and sandwich the pom poms between their feet, maybe they pick them up with their toes, and maybe they use their fingers to put the pom poms between their toes to put them in the bin. This activity is about creativity and building motor skills using more than just their hands. 5) Help them put their shoes back on.

Tagging Toddlers

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 7. Tries new art materials such as play dough or finger painting, musical instruments, or other new toys.

DESCRIPTION: Children create a large spray paint mural on a piece of butcher paper, or on the snow in the winter.

MATERIALS: Large piece of butcher paper Spray bottles with liquid water color

SETUP: Tape the piece of butcher paper to a large wall or fence outside at eye level for the children.

STEPS: 1) Bring the children outside and let them use the spray bottles of liquid water color paint to create a large spray paint mural.

NOTES: -If you live in a snowy area, in the winter fill the spray bottles with food coloring and water. Take the children outside and let them make a "spray paint" art on the snow using the food coloring spray bottles. You can also make colored ice cubes with food coloring in water to make little building blocks for the children to play with outside in the snow.

Temperature Sensors

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 24. Combines words to create meaningful short sentences. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Uses cups and other containers when playing with sand and water. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 28. Uses words to describe feelings (e.g., “happy”). 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING COMMUNICATING AND SPEAKING 14. Uses words to describe activities (e.g., playing catch) or functions of objects (e.g., spoon for eating). 16. Initiates conversations with others using toys, experiences, books, or pretend play.

DESCRIPTION: Explore water at different temperatures.

MATERIALS: Ice Water Microwave to heat water, or use hot water from the tap 3 containers for water (large bowls, tubs or buckets)

SETUP: 1) Fill one container with ice water, one with room temperature water, one with warm water (be sure it's not too hot for the children to put their hands in but is warm enough for them to feel the heat).

STEPS: 1) Encourage the children to put their hands in each container to feel the different temperatures of water. 2) As they feel each one talk about the temperature and how it feels on their skin. 3) Talk about how a person may use each temperature of water. For example, many people like to drink cold water in the summer, warm water is nicer for taking a bath and room temperature water is good for watering plants.

ENRICHMENT: Have the children taste small amounts of water at different temperatures and talk about how it feels different in their mouths.

Thanks Giving

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 12. Sometimes says “Please” and “Thank you” without prompting.

DESCRIPTION: Practice saying Thank You.

MATERIALS: None

SETUP: None

STEPS: 1) Talk to the children about the word Thank You, and why it is used. Give them examples of when you might say Thank You. 2) Model saying Thank You when interacting with the children.

ENRICHMENT: -Read the story: Bear Says “Thank You" (Hello Genius) by Michael Dahl(Author),Oriol Vidal(Illustrator)

Thanksgiving Dinner is Served!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 48. Uses objects for other than their intended purposes. 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 2-3 YEARS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 18. Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake). 18-24 MONTHS: G3 APPROACHES TO LEARNING CREATIVITY AND INVENTIVENESS 21. Uses a variety of materials during play to represent objects and events (e.g., uses pegs with play dough as candles for cake). DESCRIPTION: Children practice fine motor skills while they make representations of Thanksgiving dinner using paper.

MATERIALS: Paper plates Small paper bags Masking tape Cotton balls Tissue paper in green, orange, light brown, white Construction paper in tan, pink, orange, yellow Glue Clear tape

SETUP: 1) Cut orange construction paper into pie size triangles, cut strips of light brown to make a crust if you'd like. 2) Cut yellow construction paper pieces in half or quarters (these can be made into ears of corn) 3) Cut tan construction paper into ovals to represent pieces of bread 4) Cut yellow construction paper into small squares to represent butter 5) Create a demonstration plate or two with representations of a Thanksgiving meal. Be sure to include all food groups including at least one vegetable.

STEPS: Talk with children about what they eat at Thanksgiving and what is commonly eaten at Thanksgiving. You may have families from other cultures in your classroom, support those children in celebrating with the food that they have commonly at home. You may need to be creative with these children to help them make a plate of food that represents what they have at home. If you have children in your class who do not celebrate Thanksgiving at home, that's okay! Every day is a good day to be thankful for the important things in your life. These children can create a plate of food which is typical for them at home, or

© 2014 Assessment Technology Incorporated A-342 Revised as of 04/17/14 Galileo® Pre-K Online Curriculum: G3 Activities for 18-36 Month-Olds create a plate of food that is commonly eaten for thanksgiving. The following are examples of how to create common foods using paper. As each one is completed, help the child glue it to a paper plate. Turkey leg: Fill a small paper bag about half way with cotton balls Twist the open end closed and place a piece of masking tape around it to close off the end Peas: Roll small pieces of green tissue paper into small balls Brussel sprouts: Roll pieces of green tissue paper into larger balls Corn on the cob: Make a yellow tube of construction paper and twist one end closed. Children can draw kernels on this if they desire. Carrots: Roll pieces of orange tissue paper or construction paper into carrot sized tubes or logs Green beans: Roll pieces of green tissue paper or construction paper into small tubes or logs Mash potatoes: Loosely crumple a piece of white tissue paper or Kleenex, or create a pile of cotton balls, a yellow square can go on top to represent a pad of butter Pumpkin pie: An orange triangle can be used to represent a piece of pie. A crust can be added by gluing this to a larger triangle of tan paper. Whip cream can be added with crumpled white tissue or cotton balls.

Things I Like Collage

DESCRIPTION: Children learn about preferences through making a construction paper and magazine picture collage.

MATERIALS: Pictures cut from magazines Glue or paste Construction paper

SETUP: 1) Cut pictures of different things out of magazines. Try to pick pictures of things you know the children will like 2) Place pictures in a basket

STEPS: 1) Talk to the children about things they like and the idea of favorites or preferences 2) Encourage the children to look through the pictures and pick out pictures of things they like 3) Have them pick a color of construction paper that is their favorite 4) Help them glue the pictures they selected onto the construction paper

Things That Go Together

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 5. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 3. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 8. Shows interest in sorting (e.g., sorting colored pegs into single-color piles, putting the small buttons in one container and the big buttons in another). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc. Concept Development And Memory 29. Lines objects up in one-to-one relationships (e.g., shoe/sock, fork/plate).

DESCRIPTION: The children learn to associate objects through practicing pairing objects.

MATERIALS: Items that go together, such as: Toothbrush and toothpaste Sock and show Teacup and saucer Spoon and fork Paper and pen Bowl and spoon Mittens and scarf

SETUP: Place the items in a bin

STEPS: 1) Talk to the children about things that go together. Point out that things that go together aren't the same, they are items that are different but are used similarly or used together. 2) Show them the items in the bin and ask them which items go together. 3) Let the children pick out items that go together. If you see them pair items in a different way than you planned, ask them why they paired the items as they did. It could be they are just looking at it differently. If you don't agree with the pairing don't tell them they are wrong, but encourage them that there may be an even better pairing.

Time for Dinner

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 10. Uses one-word utterances or short phrases to influence the actions of others (e.g., "mine"). 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 6. Describes activities, such as “Me eat”. 10. Plays "dress-up", imitating the behaviors of familiar adults. CONCEPT DEVELOPMENT AND MEMORY 17. Enacts familiar events or household chores. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 2. Imitates adult activities such as reading a magazine or helping to set the table. 4. Enjoys opportunities to help parents, caregivers, and teachers (e.g., assisting with setting the table or folding the clothes). CREATIVITY AND INVENTIVENESS 22. Acts out familiar life scenes (e.g., picking up a bag or lunch box and saying, “I go to work”). 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 3. Imitates adult activities such as reading a magazine or helping to set the table. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 62. Uses words to get her/his needs met (e.g., “More juice.”). DESCRIPTION: Children practice sharing a "sit down" meal and table manners.

MATERIALS: Table settings including silverware and plates Snack food to share at the table (optional)

STEPS: 1) Support the children in helping to set the table 2) Have each child sit at the table and role play a "sit down" meal, saying "please" and "thank you." If you have food to share, have the children practice sharing the food. 3) Have the children help clean up after the meal

Toddler Bowling

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: BEHAVIORAL REGULATION 27. Follows directions with adult assistance. 28. Begins to attend during short, focused activities (e.g., listening to simple stories being read). 31. Listens to and follows simple rules in small group activity. 32. Waits to take her/his turn. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. 25. Listens to and follows simple rules in small group activity. 26. Waits to take her/his turn.

DESCRIPTION: Children practice coordination and taking turns in a bowling activity.

MATERIALS: Medium to large size ball 4-8 paper towel tubes Masking tape Sand or small rocks

SETUP: 1) Tape up one end of the paper towel tubes. 2) Place a small amount of sand in each tube and tape up the other end. The sand is in the tubes to help them stand upright and help them fall over when they are hit by the ball.

STEPS: 1) Explain to the children that today you will all be going bowling. Take them outside or to a large open area in the classroom. 2) Set up the paper towel tubes about 5 feet away from the children in a diamond shape. Show the children that they can roll the ball and hit the tubes to knock them over. Encourage them that there are many ways to roll the ball; standing, sitting, through their legs, etc. 3) Let each child take a turn rolling the ball to hit the tubes, replacing them each time. Give each child a couple of tries if they miss the tubes. If some children are much challenged hitting the tubes have them move closer, if you have children you excel in this activity, have them move farther back.

Toddler Pool Game

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 13. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). 15. Tries out new games and toys. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 2. Exhibits emerging social play (e.g., seeks out familiar adults to help dress a doll). TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 10. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). SELF-REGULATION: SOCIAL PROBLEM-SOLVING 33. Shares occasionally with other children. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure).

DESCRIPTION: Children practice eye hand coordination while playing a modified game of pool.

MATERIALS: Large cardboard box Plastic balls of different colors 2 baskets or bins Long pieces of cardboard about 6 inches wide (optional)

SETUP: 1) Lay the box on its side and cut holes in the side facing the ceiling which are large enough for the balls to fall through easily. The difficulty of the game will vary depending on how large you cut the holes. 2) If you want to put bumpers on your "pool table" tape the long pieces of cardboard around the edges. The children will be rolling the balls into the holes, the bumpers will help the balls stay on top of the box if they do not fall into the holes. 3) Place half of the balls in each basket or bin 4) Close the lid of the box so that when the balls fall in they are stuck inside until you or one of the children retrieve them.

STEPS: 1) Have two or more children stand either on the same end of the box or opposite ends of the box. 2) Show the children how they can roll a ball down the table and it will fall into the holes. 3) Encourage the children to take turns rolling the balls into the holes. 4) After all the balls have fallen inside the box, you or the children can retrieve them from inside the box.

ENRICHMENT: -Ask the children which holes they are aiming for as they roll the balls.

Toddler Twister

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 4. Follows a one-step direction from an adult. 5. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 5. Follows two-step directions. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 9. Participates independently in an increasing variety of experiences. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 1. Shows independence as she/he moves around in a safe environment. 3. Approaches or stands next to other children and adults in play situations. HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 40. Looks at the adult giving directions and then follows the directions. HEALTH: SHOWS BASIC PHYSICAL NEEDS ARE MET 45. Demonstrates an interest in actively exploring the environment. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 12. Tries out new games and toys. SELF-REGULATION: BEHAVIORAL REGULATION 22. Follows directions, with adult assistance. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 11. Sorts basic shapes (e.g., triangles and squares). 13. Sort objects by a dimension, such as size or color.

DESCRIPTION: Children practice shapes, colors and following directions.

Materials: Large Felt Shapes (see notes section) Carpeted floor, grassy area or cement area outside "Wheel of Shapes" board of shapes (see notes section) or construction paper shapes that match your felt shapes (one paper shape for each unique felt shape)

SETUP: Place the felt shapes on a non-slip surface like a carpet, grassy area or cement area. Place them a couple feet apart so the children can easily stand on one shape.

STEPS: 1) If you have made a wheel of shapes, spin it and say out loud what shape the wheel has landed on. Instruct the children to all find a shape that matches and stand on or near it. For example, if the wheel stops on a yellow square, say "Find a yellow square" and point to the picture on the wheel. If you do not have a wheel of shapes hold up the construction paper shape that you would like the children to move to while announcing what it is. For example, hold up a construction paper yellow square and say, "Find a yellow square." 2) Repeat this as long as the children are interested having them move from one shape to the next.

ENRICHMENT: -Have the children announce what the shape and color are by pointing to the picture or holding up the example and saying, "What is this?" Once they tell you, have them move to that shape. -Instead of just having the children stand on or near the shape, have them do other things. Perhaps you say, "Go stand on a yellow square," or "Sit on a blue triangle" or "Put your hand on a red circle" so the children are connecting their knowledge of body parts, shapes and colors.

NOTES: Felt Shapes 1) Cut large felt shapes out of different colors of felt. Be sure you have at least two of each colored shape. For example you may decide to cut 2- Yellow Squares 2- Purple Triangles 2- Yellow Triangles 2- Red Squares 2- Blue Circles 2- Green Circles 2- Green Stars 2- Red Stars

Wheel of Colors Create a "Wheel of Fortune" Type wheel with one section for each color and shape that you have. As in the example above you will want to make your wheel such that it can land on a yellow square, purple triangle, yellow triangle, red square, blue circle, green circle, green star or red star.

Topple towers

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 12. Stacks blocks and knocks them down. PROBLEM-SOLVING AND CREATIVE EXPRESSION 52. Takes an adult’s hand, leads the adult to the block area, and gives the adult a block. 2-3 YEARS: G3 APPROACHES TO LEARNING PERSISTENCE 15. Repeats activities or games over and over, such as building a block structure, taking it apart, and rebuilding it. CREATIVITY AND INVENTIVENESS 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). 18-24 MONTHS: G3 APPROACHES TO LEARNING PERSISTENCE 17. Repeats activities or games over and over, such as building a block structure, taking it apart, and rebuilding it. CREATIVITY AND INVENTIVENESS 22. Views objects from all sides. 27. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY WRITING 36. Stacks several blocks and then calls it “my house”.

DESCRIPTION: The child learns cause and effect through building and toppling towers of blocks.

MATERIALS: Blocks

SETUP: None

STEPS: 1) While sitting in the block area with the child explain that you will be building a tower, then knocking it down. 2) Once the child has built a tower, just before you think it is about to fall, say "One, two, three, go!" And encourage the child to topple the tower. 3) Encourage the child to rebuild the tower. This time count, "One, two, three, four, go!" And encourage the child to topple the tower.

ENRICHMENT: -Count the blocks as the child is building.

Treasure Hunt

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 5. Follows two-step directions. CONCEPT DEVELOPMENT AND MEMORY 19. Makes a detour to retrieve an object. 20. Finds hidden objects. 31. Searches for removed or lost objects. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 4. Enjoys opportunities to help parents, caregivers, and teachers (e.g., assisting with setting the table or folding the clothes). 8. Explores most areas of the classroom. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 5. Begins to explore the environment independently. 9. Explores most areas of the classroom. CREATIVITY AND INVENTIVENESS 18. Uses tools to retrieve items that are out of reach (e.g., using a string to pull a toy toward self). 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 16. Places items back in their “correct” place. 17. Searches for removed or lost objects. 25. Puts an object “on top of” or “under” the table, upon request.

DESCRIPTION: Children go on a treasure hunt to find letters hidden around the classroom and match them to example letters.

MATERIALS: 2 copies of alphabet letters (you may use pictures related to any theme, these could be pictures of farm animals, numbers, etc). Tape

SETUP: 1) While the children are not present tape one copy of each letter around the classroom at child level where the children can easily find it. Base the difficulty of your hiding places on the developmental level of the children in your class. 2) Tape the other matching letters on a table or the floor where the children can reach them.

STEPS: 1) Tell the children that today you need help finding all your letters, that you have lost them around the classroom. Show them the letters on the table (or floor) and tell them there is one letter to match each of the ones on the table. 2) Ask the children to go around the classroom and find the letters, each time they find one, have them bring it to the table and place it on-top of the matching letter. 3) As each child brings up their found letters, praise them and tell them the name of the letter. For example say, "Good work Dan, you found the letter P."

ENRICHMENT: -Hide the letters in more challenging places. -Have the children name each letter as they bring it to the table.

Triangles

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 6. Plays beside other children, imitating the play of another child. 8. Explores most areas of the classroom. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 2. Plays side-by-side with another child using the same or similar toys. 5. Begins to explore the environment independently. 9. Explores most areas of the classroom. CREATIVITY AND INVENTIVENESS 22. Views objects from all sides. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH FINE MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PERCEPTUAL-MOTOR DEVELOPMENT 11. Sorts basic shapes (e.g., triangles and squares).

DESCRIPTION: Children learn about the shape: Triangle

MATERIALS: Masking tape Construction paper triangles

SETUP: 1) Make a triangle on the floor of the classroom using masking tape. 2) Cut triangles out of construction paper 3) Tape a few construction paper triangles around the classroom at child eye level.

STEPS: 1) Show the children the triangle on the floor. Have them walk around the triangle. Talk about the three sides, and the corners. Instruct the children to sit on different sides and hold hands to make a "human triangle." 2) Show them the paper triangles. Point out the three sides and the points so the children can connect it as the same shape as the one on the floor. 3) Give each child a triangle. Have them look around the classroom and see if they see any other triangles. Have them point to the other triangles they see. These might be the construction paper triangles you placed around the room, or triangles represented in other objects in the room. 4) Let the children explore their construction paper triangles by coloring them in the arts center.

ENRICHMENT: -Instead of having the children point to the other triangles, have them get up and walk over to the other triangles and stand next to them.

Tube Snow Man

DESCRIPTION: Children make a snowman using cotton balls and a toilet paper tube.

MATERIALS: Toilet paper tube Cotton balls Glue Construction paper in black and orange

SETUP: 1) Cut small circles out of black construction paper for eyes, or use googly eyes. 2) Cut small triangles out of orange paper to use as noses.

STEPS: 1) Give each child a pile of cotton balls. Encourage them to pull the cotton apart and flatten the balls. 2) Show the children how to apply glue all over the toilet paper tube and stick the flattened cotton to the outside of the tube. 3) Help the children glue eyes and a nose on to their snowman.

Tug Box

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 29. Pokes, drops, pushes pulls, and squeezes things to see what will happen. PROBLEM-SOLVING AND CREATIVE EXPRESSION 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 5. Explores new toys to see how they work. PERSISTENCE 15. Repeats activities or games over and over, such as building a block structure, taking it apart, and rebuilding it. CREATIVITY AND INVENTIVENESS 23. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 24. Experiments with a variety of strategies to solve a problem or complete a task. 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Shows interest in new experiences (e.g., reaching out to touch the rain, stopping play to watch a garbage truck). 6. Eagerly seeks and takes pleasure in learning new skills. CREATIVITY AND INVENTIVENESS 22. Views objects from all sides.

DESCRIPTION: Make a tug box to give the child an opportunity to explore cause and effect, and problem solving.

MATERIALS: Ribbons, string, yarn, pieces of fabric, any long pieces of material Small to medium size box

SETUP: 1) Measure how wide your box is. 2) Cut the ribbons, string, yard and fabric pieces to about 2.5 times that length. So, if your box is 10 inches wide, cut your material to about 25 inches long. 3) Tie a knot in one end of each of your strips of material 4) Cut holes in each side of your box, opposite each other. Thread one piece of material from the outside to the inside through one side of the box, through the center of the box and out the opposite side. 5) Tie a knot in the other end of the material so that the child can pull on one end of the material and it will slide through the box getting shorter on the other end, but will not pull all the way through because it is knotted on each side. 6) Repeat these steps until you have many pieces of different materials threaded through your box. The box will look like a multi-colored octopus with material strips

STEPS: 1) Place the tug box in a free play area of the classroom.

ENRICHMENT: -Talk with the child about why the material on one side gets shorter when they pull the material on the opposite side out longer.

Tug Together

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 13. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES BALANCE, CONTROL, AND COORDINATION 6. Pushes and pulls large objects. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 10. Demonstrates increasing ability to manipulate objects (e.g., bouncing up and down on objects). 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: DEMONSTRATES AUDITORY SKILLS THAT SUPPORT HEALTHY DEVELOPMENT 34. Responds to instructions during group time.

DESCRIPTION: Children learn about cause and effect in a group activity playing with a large piece of fabric.

MATERIALS: A large piece of fabric or a sheet

SETUP: Place the fabric on the floor, have the children sit across from each other along the edges of the fabric sitting near it but not on it.

STEPS: 1) Have the children hold on to the edge of the fabric. 2) Have everyone pull on the fabric at once and discuss how the fabric gets tight in the middle. 3) Have everyone stop pulling but continue to hold on to the fabric. 4) Have the children on one side pull, discuss how the fabric is pulled to that side, have the children switch so the ones on the other side pull, discuss how the fabric is pulled to that side. Continue in this see saw motion of the children pulling and relaxing the tension on the fabric. 5) Next have everyone pull the fabric up over their heads and back down. 6) Come up with whatever patterns you would like to play with the fabric. This activity helps children learn about cause and effect as they work together moving the fabric.

Tunnel Time

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 9. Participates independently in an increasing variety of experiences. 18-24 MONTHS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 5. Begins to explore the environment independently. 6. Eagerly seeks and takes pleasure in learning new skills. 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SELF AWARENESS AND CONNECTEDNESS TO OTHERS 47. Moves their body to fit inside a tunnel toy with a peer or sibling. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: EXPERIENCING AND DEVELOPING SECURE RELATIONSHIPS 1. Participates in parallel play. SELF-REGULATION: BEHAVIORAL REGULATION 24. Plays beside another child for short periods of time. SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 49. Demonstrates growing competence and confidence during activities (e.g., climbs higher and higher on a playground structure).

DESCRIPTION: Create a tunnel in the classroom and encourage the children to crawl through it.

MATERIALS: Chairs, sheet or blanket or several pool noodles

SETUP: 1) Arrange the chairs with a blanket over them to make a tunnel.

STEPS: 1) Show the children how to crawl through the tunnel.

ENRICHMENT: Encourage the children to crawl through in different ways, ie with a partner, forwards, backwards...

Undressing Practice

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH SELF HELP: PARTICIPATES IN SELF-CARE 19. Cooperates with dressing and undressing (e.g., poking arm into sleeve and pulling off sock). 22. Takes off an open shirt or coat without help. 23. Unzips zippers. 24. Helps adults with dressing her/him (e.g., giving a matching sock, holding out a shoe after socks are on.) 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH SELF HELP: PARTICIPATES IN SELF-CARE 19. Unzips zippers. 20. Helps adults with dressing her/him (e.g., giving a matching sock, holding out a shoe after socks are on). 22. Dresses him/herself with help for difficult steps (e.g., getting their arms into sleeve holes).

DESCRIPTION: Children practice basic undressing skills.

MATERIALS: None

SETUP: None

STEPS: 1) Choose a part of the day when you have plenty of time for the child to practice undressing. It is best if you can make time to practice during a natural undressing transition. You will loosen the child's clothing or help take the item half way off so they can more easily remove the clothing on their own. 2) Start with his shoes, because most children are interested in removing those. Untie the laces and loosen the shoe at the heel so that he only needs to pull it off his toes. Prepare the socks the same way by removing them from most of his foot before he pulls them off. 3) Offer only positive feedback after each item of clothing is removed. You took off your shoe! I think you can pull off your sock, too! 4) Undo any buttons or zippers and show him how to pull his arm through the sleeve, when the child is ready to try more difficult pieces of clothing such as a coat or shirt. 5) Help with pants by having the child stand and push his pants down to his knees. Then have him sit and invite him to pull them over his feet by himself.

ENRICHMENT: Talk about the patterns and colors on his clothes. As he takes off each item, use their names to help teach them the words to describe the clothing. Red shirt, you are taking off your red shirt.

Vegetables are Yummy!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: SHOWS CHARACTERISTICS OF GOOD NUTRITIONAL HEALTH 31. Consumes a variety of healthy foods from all food groups when offered by an adult. 32. Feeds her/himself first using hands and then with a spoon. 33. Makes personal food choices from several healthy options. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: SHOWS CHARACTERISTICS OF GOOD ORAL HEALTH 36. Chews all food completely prior to swallowing.

DESCRIPTION: Children learn about different vegetables by seeing pictures of them growing, seeing the raw forms and tasting them.

MATERIALS: Vegetables of different types such as carrots, broccoli, cauliflower, and green beans. Pictures of how the vegetables grow. Pictures can be found online Vegetables in a form the children can taste (this may be different for each vegetable).

SETUP: Bring in raw vegetables along with pictures of how they grow. Cut or prepare vegetable samples for the children to taste. Be sure to prepare them in such a way that the children will have a positive association with the vegetable and enjoy the taste.

STEPS: 1) Show the children the raw vegetables and the pictures of how the vegetables grow. Explain that vegetables grow in different ways on farms, or in people's yards and that they are harvested when they are ripe to be eaten. 2) Pass around the vegetables and the pictures so the children can see them. 3) Talk about the fact that vegetables are very healthy and can help them grow up big and strong. 4) Pass around small tastes of the vegetables for the children to try. Be sure to taste it yourself first and talk to them about how much you like it, and how good it is to eat the vegetable.

ENRICHMENT: -Give the children painting supplies and encourage them to paint pictures of their favorite vegetables. NOTES: Be sure you are very positive and only say positive things about the vegetables. Vegetables contain many important nutrients for children, as an important adult in their life if you are positive and excited about the vegetables it will help the children build a positive association with eating vegetables.

Veggie Stamps

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Enjoys messy activities, such as finger painting. 48. Uses objects for other than their intended purposes. 51. Uses materials such as pencils, paints, and play dough in different and varied ways. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Uses materials such as pencils, paints, and play dough in different and varied ways DESCRIPTION: Children use vegetables to create pictures of a farm growing vegetables.

MATERIALS: Bell peppers, Potatoes, Carrots, Celery, Broccoli Construction paper Paint

SETUP: Cut the veggies into good sizes for the children to hold them in their hands and use them as stamps. A bell pepper can make a nice shamrock shape when cut in half, carrots will make circles, a potato can be cut to make different shapes, celery will make a half moon and broccoli can make an uneven circular stamp. Cut the end off a bunch of celery, the pattern of stalks all together will make a flower shape.

STEPS: 1) Pour paint into shallow containers 2) Show the children the veggies and explain that you will be using them as stamps to make art work depicting the farm where the veggies came from. Talk with the children about the way vegetables grow in the ground and are grown in fields on farms. 3) Encourage them to use the different vegetables to make a picture of how the veggies grow on a farm.

Washing Hands!

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH GROSS MOTOR DEVELOPMENT: DEMONSTRATES HEALTHY PHYSICAL DEVELOPMENT 2. Actively participates in everyday health routines (e.g., washing hands). HEALTH: SHOWS BASIC PHYSICAL NEEDS ARE MET 47. Washes and dries hands with some supervision. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH SELF HELP: PARTICIPATES IN SELF-CARE 21. Insists on washing and drying his/her own hands. SELF HELP: PARTICIPATES IN BASIC HEALTH AND SAFETY ROUTINES 27. Participates in bathing/washing routines (e.g., using a washcloth or towel). HEALTH: SHOWS BASIC PHYSICAL NEEDS ARE MET 39. Washes and dries hands with some supervision.

DESCRIPTION: Child will learn how to wash their hands after meals, after outside play or when needed.

MATERIALS: Soap Sink with water Towel for drying hands

SETUP: None

STEPS: 1) Talk with the children about when it's important to wash your hands, for example, before eating. 2) Bring the child to the sink and demonstrate how to wash their hands. 3) Support the child in washing his or her hands using scaffolding as needed.

What do you feel?

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 15. Tries out new games and toys. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT TRUST AND EMOTIONAL SECURITY: RESPONDING TO THE ENVIRONMENT 12. Tries out new games and toys.

DESCRIPTION: Children guess what an object is based on feel.

MATERIALS: Fabric bag Small objects that the child is familiar with

SETUP: 1) Place the objects in the bag

STEPS: 1) When working with one child or a small group of children have one of them place their hand in the bag and grab an object. Leaving their hand in the bag, without peeking, have them describe what they are holding and guess what it is. Once they've guessed, they can take the object out of the bag and look at it. For younger toddlers, show them what's in the bag before they begin the game, for older toddlers they will usually be able to guess familiar objects without being shown first.

What's in the jar?

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 1. Places items in containers and then pours them out, repeatedly. 16. Explores objects by taking things apart, stacking sorting, tracing, etc. PROBLEM-SOLVING AND CREATIVE EXPRESSION 38. Chooses to solve simple tasks (e.g., attempting a simple puzzle). 56. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle). 2-3 YEARS: G3 APPROACHES TO LEARNING PERSISTENCE 11. Insists on completing a task even when assistance is needed. CREATIVITY AND INVENTIVENESS 23. Finds solutions to simple problems (e.g., riding toy is stuck on another toy so the child backs up and drives around the toy). 24. Experiments with a variety of strategies to solve a problem or complete a task. 26. Reorganizes objects to solve a problem (e.g., stacking so blocks don't fall). 18-24 MONTHS: G3 APPROACHES TO LEARNING PERSISTENCE 14. Insists on completing a task even when assistance is needed. CREATIVITY AND INVENTIVENESS 22. Views objects from all sides. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. Explores objects by taking things apart, stacking sorting, tracing, etc. PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Persists with objects, or with frustrating toys. 53. Finds solutions basic everyday problems (e.g., peels paper off a crayon to continue coloring). 54. Demonstrates some persistence and creativity in solving a problem (e.g., turns puzzle pieces in various directions to complete the puzzle).

DESCRIPTION: Children practice fine motor skills, coordination and problem solving through removing jar lids.

MATERIALS: 1) Jars or wide mouth plastic bottles with lids 2) Items that will fit inside the jars

SETUP: 1) Place one item in each jar

STEPS: 1) Show the children how to open a jar by twisting off the lid to get the object out. 2) Encourage them to try and open the jars

ENRICHMENT: -Use jars or bottles which you can't see through so the object inside is a surprise -Place an item in the jar that the child is particularly motivated to get, like a small snack -Use jars of different materials and sizes

NOTES: -Be sure the lids aren't on too tight so it's easy for the children to unscrew the lids.

What's this?

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 13. Names pictures in books. 16. Uses question words (e.g., "why" and "what"). EARLY READING AND PRINT AWARENESS 31. Uses words to label and describe pictures/objects in books. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 1. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. 6. Responds appropriately to questions about a picture book being read.

DESCRIPTION: Explore the items in pictures while sharing a book with a child.

MATERIALS: Storybook

SETUP: None

STEPS: 1) When sharing a book with a child point to an item in the book and tell them what it is. 2) Start by telling them one item per page, once they are familiar with a book you may be able to point out more than one item per page. 3) If the child points to a picture tell them what the object is.

ENRICHMENT: -Point to a picture and have them tell you what it is.

When You're Emotional And You Know It

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: EMOTIONAL REGULATION 17. Recognizes the smiles on familiar adults' faces. 21. Begins to recognize that others smile when they smile, and others look unhappy when they cry. 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-REGULATION: EMOTIONAL REGULATION 17. Begins to recognize that others smile when they smile, and others look unhappy when they cry.

DESCRIPTION: Sing the song "When You're Happy and You Know it" substituting different emotions.

MATERIALS: None

SETUP: None

STEPS: 1) Sing the song when you're happy and you know it substituting different emotions and facial expressions that relate to those emotions (see notes section for words)

ENRICHMENT: 1) Substitute the expressions for actions not to produce, for example: "When you're angry and you know it say I'm angry, when you're angry and you know it say I'm angry, when you're angry and you know it, don't use your hands to hit, when you're angry and you know it say I'm angry"

NOTES: When You're Happy and You Know It song lyrics: When you're happy and you know it clap your hands, When you're happy and you know it clap your hands, When you're happy and you know it then your face will surely show it, When you're happy and you know it clap your hands. The emotions can be easily substituted to teach the children to recognize different emotions. Be sure as you act out each emotion you show exaggerated examples of the facial expressions so the children can learn to recognize facial expressions related to emotions.

EXAMPLE: When you're sad and you know it make a frown, When you're sad and you know it make a frown, When you're sad and you know it then your face will surely show it, When you're sad and you know it make a frown.

White

DESCRIPTION: Children learn about the color white.

Materials: Objects that are white. Be sure to bring in a variety of types of objects including foods, clothing, and everyday objects White paint, or crayons Construction paper Music

Setup: Arrange white items around the classroom Stock the arts area with white art supplies

Steps: 1) During circle time talk with the children about the color white. Show the children the items you brought in which are white. Pass the items around so they can touch and feel the items. 2) Allow the children to taste the food you brought in that is white, this could be marshmallows, milk or any other white food. 3) Ask the children what other items they see in the classroom that are white. 4) Ask them about other objects or things they can think of from their life outside the preschool that are white. 5) Tell the children you will be playing a "What's white?" game. Play music for a minute or so as the children dance around, when the music stops the children should find something white and touch it with their hand. This can be done multiple times, ask the children to find a different white item each time. 6) In the arts center encourage the children to create artwork using different shades of the color white. Notes: Wear white the day you decide to introduce this activity.

Wind paint

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING LISTENING AND UNDERSTANDING 4. Follows a one-step direction from an adult. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 37. Enjoys messy activities, such as finger painting. 40. Begins to develop her/his own likes and dislikes. 2-3 YEARS: G3 APPROACHES TO LEARNING EAGERNESS AND CURIOSITY 1. Tries new art materials such as play dough, finger painting, musical instruments, or other new toys. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 18. Pokes, drops, pushes, pulls, and squeezes objects to see what will happen. PROBLEM-SOLVING AND CREATIVE EXPRESSION 45. Persists with objects, or with frustrating toys.

DESCRIPTION: The child will learn hand-eye coordination.

MATERIALS: Paper Tempera paint or watercolors Straws

SETUP: Arrange painting supplies on a table

STEPS: 1) Place watery puddles of paint on the paper 2) Show the child how to blow through the straw to direct the paint around the page.

ENRICHMENT: -This activity can also help a child learn the action of blowing. For additional practice, try blowing bubbles with the straw in a cup of water.

Woof Woof, Meow, Purr

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY WRITING 42. Crawls around on hands and knees, pretending to be a dog or cat. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE PROBLEM-SOLVING AND CREATIVE EXPRESSION 42. Takes on roles during pretend play. 46. Imitates other children’s play or begins to play with others in associative play.

DESCRIPTION: Children practice gross motor control and balance while pretending to be puppies and kittens.

MATERIALS: None

SETUP: None

STEPS: 1) Tell the children, "We are going to pretend to be puppies and kittens!" 2) Demonstrate pretending to be a puppy or a kitten, crawling on all fours and making soft noises 3) As the children pretend, ask them to lift up one hand and wave, or lift up and wave with one foot or wag their tails

Word of the Week

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 11. Says a few basic words (e.g., "mama," "dada"). 13. Names pictures in books. 19. Repeats or tries different words/sentences to get another child or adult to respond. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING LISTENING AND UNDERSTANDING 1. Identifies objects in the environment (e.g., picture of a dog in a book) when asked by an adult. COMMUNICATING AND SPEAKING 8. Repeats or tries different words/sentences to get another child or adult to respond. 11. Uses descriptive words with objects (e.g., "pretty flowers").

DESCRIPTION: Select a focus word for the week and introduce the children to the word through experiential items throughout the week.

Materials: Items that demonstrate the word of the week. Construction paper and a large marker.

Setup: Put the word of the week items in a box. Write the word of the week on the construction paper in large, clear letters, place this sign on the box.

Steps: 1) Introduce the children to the word of the week but showing them the items related to the word and describing the word for them. Use the word in a sentence. 2) Show the children the sign on the box with the word written on it. 3) Place the box of items in an appropriate interest center to let the children explore the items over the course of the week. Notes: The word of the week is a good activity to begin on Monday introducing the theme for the weeks lesson plans. The children will often learn more than one vocabulary word during the week, this is just the focus word for the weekly activities. For example, If the focus word of the week is Bag, you may place many different kinds of bags in the box. You may have a backpack, a purse and a grocery bag. Show each one to the children and illustrate for them that each item is unique but all are bags. Show them the backpack and tell them, "This is a backpack. It is a type of bag. You can put things inside it, like you can with all bags but this one has straps to wear it on your back."

Writing in the Sand

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING EARLY WRITING 40. Shows scribbling or markings to others. 45. Scribbles spontaneously often using circular motions. 47. Uses a variety of writing tools (e.g., pencils, crayons, markers, paints). 48. Draws horizontal and vertical lines. 2-3 YEARS: G3 LANGUAGE, COMMUNICATION, READING & WRITING EARLY WRITING 32. Draws horizontal and vertical lines. 37. Shows scribbling work to others. 39. Draws figures and shapes to convey meaning. 40. Communicates by scribbling with some letter-like shapes.

DESCRIPTION: Children learn about light while practicing writing skills.

Materials: Light box (if you don't have one, see notes section for instructions to make a simple light box) Clear plastic bin Sand, Salt or Rice Paint brushes

Setup: 1) Place a layer of sand in the bottom of the clear plastic bin that is about .5-1 inch think. 2) Place the plastic bin on the light box. 3) Place the paintbrushes nearby.

Steps: 1) Turn on the light in the light box. 2) The light will not be visible through the sand, but as the children use the paint brushes to write in the sand, the light will become visible as they displace the sand. 3) When the children have finished, or you need to replace the sand to cover the light again, simply lift the bin and gently shake it to bring the sand back to an even layer over the bottom of the bin. 4) Talk with the children about how the sand blocks the light from coming through and that when they move the sand out of the way with their paint brushes, the light becomes visible.

Enrichment: -If the children have learned letters, have them practice writing their letters in the sand.

Yellow

DESCRIPTION: Children learn about the color yellow.

Materials: Objects that are yellow. Be sure to bring in a variety of types of objects including foods, clothing, and everyday objects Yellow paint, markers or crayons Construction paper Music

Setup: Arrange yellow items around the classroom Stock the arts area with yellow art supplies

Steps: 1) During circle time talk with the children about the color yellow. Show the children the items you brought in which are yellow. Pass the items around so they can touch and feel the items. 2) Allow the children to taste the food you brought in that is yellow, this could be a banana, yellow bell pepper or yellow apple. 3) Ask the children what other items they see in the classroom that are yellow. 4) Ask them about other objects or things they can think of from their life outside the preschool that are yellow. 5) Tell the children you will be playing a "What's yellow?" game. Play music for a minute or so as the children dance around, when the music stops the children should find something yellow and touch it with their hand. This can be done multiple times, ask the children to find a different yellow item each time. 6) In the arts center encourage the children to create artwork using different shades of the color yellow.

Notes: Wear yellow the day you decide to introduce this activity.

Yummy Apples

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 LANGUAGE, COMMUNICATION, READING AND WRITING COMMUNICATING AND SPEAKING 14. Uses two-word sentences to share ideas, feelings, or needs. 24. Combines words to create meaningful short sentences. 18-24 MONTHS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE EXPLORATION AND DISCOVERY 4. States clear preferences regarding colors, foods, and clothes. 2-3 YEARS: G3 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE CONCEPT DEVELOPMENT AND MEMORY 28. Uses words to describe feelings (e.g., “happy”). PROBLEM-SOLVING AND CREATIVE EXPRESSION 55. Makes up words to describe objects, events, emotions. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH HEALTH: SHOWS CHARACTERISTICS OF GOOD NUTRITIONAL HEALTH 31. Consumes a variety of healthy foods from all food groups when offered by an adult. 32. Feeds her/himself first using hands and then with a spoon. HEALTH: SHOWS CHARACTERISTICS OF GOOD ORAL HEALTH 43. Chews all food completely prior to swallowing. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH SELF HELP: PARTICIPATES IN BASIC HEALTH AND SAFETY ROUTINES 29. Feeds his/herself without help. Practice vocabulary related to describing the apples and their experience eating the apples. They also practice defining a favorite.

MATERIALS: Apples: green, red and yellow Knife

SETUP: Cut enough slices of each color apple for the children in your class to have one of each color. Leave one apple of each color whole.

STEPS: 1) During group time give one apple color slice to each child. Pass around one whole apple of each color for the children to examine. 2) All together taste each color. As you taste one color, ask the children questions such as: -Is this apple sweet? -Is this apple soft? -Do you like this apple? -Does it taste different than the last apple? 3) After the children have had a chance to share their thoughts, you can share your ideas of about each apple color. Be positive in your descriptions, describe the basic differences in the apples but be sure to tell them you like all three. 4) After you have tasted all three apples, ask the children if they have a favorite, and if so, which one they like better.

ENRICHMENT: Create a graph of the favorite apple colors the children share.

Zip, Zip, Open, Close

DEVELOPMENTAL AREAS/KNOWLEDGE AREAS/GOALS 18-24 MONTHS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 57. Cooperates with dressing and undressing activities. 63. Shows interest in wanting to dress her/himself. 18-24 MONTHS: G3 PHYSICAL DEVELOPMENT AND HEALTH SELF HELP: PARTICIPATES IN SELF-CARE 23. Unzips zippers. 24. Helps adults with dressing her/him (e.g., giving a matching sock, holding out a shoe after socks are on.) 2-3 YEARS: G3 SOCIAL AND EMOTIONAL DEVELOPMENT SELF-CONCEPT: SENSE OF COMPETENCE AND CONFIDENCE 51. Shows interest in wanting to dress herself/himself. 2-3 YEARS: G3 PHYSICAL DEVELOPMENT AND HEALTH SELF HELP: PARTICIPATES IN SELF-CARE 19. Unzips zippers. 20. Helps adults with dressing her/him (e.g., giving a matching sock, holding out a shoe after socks are on). 22. Dresses him/herself with help for difficult steps (e.g., getting their arms into sleeve holes). 23. Helps with toileting by pulling her/his pants down and up.

DESCRIPTION: Children practice with zippers and buttons.

MATERIALS: Clothing with buttons such as jackets or sweaters Clothing with zippers such as sweatshirts or pants Basket

SETUP: 1) Place clothing in a basket. 2) Place the basket in a location where the children can explore it during free play time.

STEPS: 1) Encourage the children to explore the clothing in the basket during free play time. Encourage them to practice zipping and unzipping the zippers, opening and closing the buttons.

ENRICHMENT: -Teach the children how to fold clothing and have them fold the clothing when they put it back in the basket. They may not be able to fold the clothing neatly, but it is helpful for them to try.