Aubrey's Portfolio

Table Of Contents
1. Resumē: An Updated version of my best work resume for
getting a job in the Early Childhood pathway. Includes classes i
have taken as well as my interest, skills and experiences.
2. Letter of Intent: A letter the gives an idea of my goals and
intentions for my future in Early Childhood. Includes my career
goals as well as my experiences that would assist getting that
job.
3. 5 Lesson plans: including self-evaluations for each
a. E is for Elephant - An activity made to let the children
see the letter E. STudents made an elephant out of the
letter E to understand and make the connection that
elephant starts with E.
b. H is for Horse- An activity made to help the children learn
the letter H. Students made a horse out of the letter H
to understand and make the connection that horse starts
with H.
c. Government Unit- An Unit lesson made for a week long
social studies unit. This is made for first graders to learn
about how government works.
d. The Earth in Orbit- An activity made to help the children
learn how the Earth orbits the sun. This helps the children
understand that the Moon revolves around the Earth as

well. This is the activity I used and won first place in
SkillsUSA.
e. K is for King - An activity made to help children
understand the shape of the letter K. This will also help
the children know that king starts with K.
4. Samples of Toddler/ Infant Schedule and Note: Schedule and
notes typically sent home and posted daily for a center. They
include what the child ate and what time. As well as The
schedule for the day.
5. Awards/Certificates: Examples of accomplishments to assist in my
academic fields. This include my CPR and First Aid certification
and my acceptance certificate into POLYTECH High School. Also,
some of my athletic awards.
6. Best Works from ECE: shows my understanding of the content in
Early Childhood. My best works includes my MTD, Intrinsic v.
Extrinsic essay, George Counts Essay, Immunization chart,
Common App essay, TS Gold Reports, November Newsletter,
Award Winning Author essay, Black History Figure Essay, Multiple
Intelligence, Early Childhood Vocabulary Quiz, Special People in My
Life essay, Memorable essay, Five Year Goal essay, My Education
Philosophy essay, Food Allergies and Food Intolerance essay, Rh
Incompatibility essay, and both children's nutrition chart and
pregnant woman's nutrition chart.
7. One page paper: Discusses all that I have learned in Early
childhood in the past two year. This includes a brief description
of the classes I’ve taken.

8. Community service: Volunteer services I have performed related
to ECE. This includes international night certificate, years of
working at Hartly United Methodist Church as a vacation bible
school leader as well as pantry work, Creative Mentoring
certificate and certificate of donation to the National Scoliosis
foundation.
9. Bulletin Boards: Two bulletin boards that Melissa Veliz and I
have completed. “Some People Are Worth Melting For.: is a
bulletin Board based on the Disney character Olaf from Frozen
for winter. “We Came As Strangers We Leave As Friends” is a
bulletin board for the end of the preschool year.

Aubrey Simpson
aubreysimpson93@gmail.com
36 Clark St, Harrington, DE 19952
302-538-4236
Objectives:
My objective is to obtain a job as a cheerleading coach for three to five year-olds.
Education:
● POLYTECH High School
Experience:
● Student teaching at Lil’ Panthers Preschool
○ Interacts with Children throughout the school day
● Babysitting
○ Entertaining children and preparing meals such as lunch and dinner.
● Grade 11
○ Methods of early childhood education
○ Special topics
○ Human growth and development
○ Creating environments for learning
● Grade 12
○ DTCC ECE 111 Childhood Health, Safety, & Nutrition (ECE 12 A)
○ ECE 12 B - Early Childhood Curriculum & Instruction (B LUNCH)
○ ECE Internship
○ DTCC PSY 125 Child Development (ECE 12 C - Cont Issues)
Relevant Skills:
● Communication Skills
● Creativity Skills
● People Skills
● Computer Skills (Microsoft, Google Docs, Google Slides)
Interests:
● Singing
● Reading
● Writing
● Arts and Crafts

Letter
Of
Intent
Aubrey Simpson
aubreysimpson93@gmail.com

36 Clark St, Harrington, DE 19952
302-538-4236
May, 28th
2019
Mrs.Tina Lykens/ Jodine Cybulski
Early Childhood Education
POLYTECH High School
823 Walnut Shade Road
Woodside DE, 19980
Dear Mrs. Lykens and Mrs. Cybulski:
At POLYTECH High School, my career technical area is Early Childhood Education. As
a Junior, I work with the children and create bonds with each and every one of them, as well as
my fellow classmates. The experience I will obtain from being in this shop will help me toward
my future career as a cheerleading coach and 3rd grade teacher. In high school, I participate in
two sports, which include cheerleading for both football and competitively, as well as lacrosse.
These sports have aided my social skills and maintaining my physical activity level. Being a
cheerleading captain has helped me learn many things about leadership, such as how to control
certain situations and how to remain positive through tough times. I plan to apply these skills to
my future career. I make my school work a priority, maintaining good grades will ensure me
graduating with a high school diploma and, hopefully, my technical degree in Early Childhood
Education.
Succeeding high school, I plan to attend Wesley College to receive a minor in special
Education and a bachelor’s degree in Elementary Education. I intend to make the Women’s
lacrosse team. I wish to use these skills to proceed as a teacher as well as a cheerleading
instructor.
Sincerely,
Aubrey Simpson

Name: Aubrey Simpson Leader: Date: November/30/2017
Lesson Plan Form
Activity name: Elephants
Curricular Area: English, Art
Source:http://fastseoguru.com/tracing-letters-worksheet/printable-letter-e-tracing-worksheets-for
-preschool#sthash.YcKXTDhk.qjtu
Objectives: Area:
1. Kids will listen to the poem. cognitive
2. Kids will say the poem. cognitive
3. Kids will make the elephant craft. psychomotor
Description of activity:
Name and author of children’s literature used for intro: Meet The Elephants By: keith
Faulkner
Intro: Read the Book
Procedure: Kids will sit at the table and listen to the teacher read the poem. Then they will say
the poem back to the teacher.
Wrap-Up: Letter “E” worksheet
Describe immediate student assessment: Students will complete the worksheet on the letter
“E”
Observation of:
1. Kids knowing how to write the letter “E”
2. Kids know what sound the letter “E” makes
3. Kids can name something that starts with the letter “E”
Questions to ask:
1. Name three things the start with the letter “E”
2. What sound does the letter “E” make?
3. What does the letter “E” look like?
Hands on product: Kids will make an Elephant out of construction paper
Materials needed: Grey “E” cut outs, Grey Trunks and Ears, Crayons, Glue, Googly eyes

Describe a follow up activity: Kids will complete the worksheet by tracing the letters.

Name: Aubrey Simpson Leader: Date: November/27/2017
Activity name: H is for horse Curricular Area: English, Art
Source: https://www.teacherspayteachers.com/Store/Its-A-Jungle-Out-There
Objectives: Area:
Students will:
1. Recognize the letter “h” cognitive
2. Recognize that horse starts with ”h” cognitive
3. Use fine motor skills to create the horse
craft.
psychomotor
Name and author of children’s literature used for intro: Wild ponies By: Jim Arnosky
Intro: Read Book
Procedure: Kids will sit at the table and listen to the teacher read the book.
Guided practice: Kids will make a horse out of construction paper. By gluing the tails, hooves,
and hair onto the letter “h” the students will make a horse.
Materials needed: Brown “h” cut outs, Black hair and hooves, Glue, Googly eyes, tape, Twine
Independent Practice: Students will complete the worksheet on the letter “h”. Kids will
complete the worksheet by coloring the rectangles brown. Students should also repeat the sound
the letter “h” makes.
Observation of:
1. Kids knowing how to trace the letter “h”
2. Kids know what sound the letter “h” makes
3. Kids can name something that starts with the letter “h”
Questions to ask:
1. Name three things the start with the letter “h”
2. What sound does the letter “h” make?
3. What does the letter “h” look like?

1.Know – Understand – Do Organizer

Name: Topic: United States Government
Course/Subject: Social Studies 1st grade School/District:
Polytech

https://static1.squarespace.com/static/554d08b7e4b0c0cf87dd3425/t/5ab44c9e70a6ad6a9cb4aacf/1432341788299/

Which standards are students learning in this unit?

Civics Standard One K-3a: Students will understand that leaders are sometimes chosen by
election, and that elected officials are expected to represent the interests of the people who
elected them.
Civics Standard Two K-3: Students will understand that respect for others, their opinions and
their property is a foundation of civil society in the United States.
CCSS.ELA-Literacy.L.1.1.e : Use verbs to convey a sense of past, present, and future (e.g.,
Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
CCSS.MATH.CONTENT.1.NBT.C: Use place value understanding and properties of
operations to add and subtract.
Anchor Standard #9. Apply criteria to evaluate artistic work.

By the end of this unit, students will be able to...
KNOW: UNDERSTAND: DO:
❖ how to count to 44.
❖ George W. Bush, Barack
Obama, Donald Trump
were the last three
presidents.
❖ the presidents are in the
executive branch.
❖ dates for month/day/year.
❖ know what number goes to
which month.
❖ who George Washington is.
❖ who Abraham Lincoln is.
❖ how presidents get elected.
❖ who the last 3 presidents
were.
❖ who is in the executive
branch.
❖ dates go month/day/year.
❖ know that the first number
corresponds with the month.
❖ that George Washington
was the first president.
❖ that Abraham Lincoln was
the 16th president.
❖ Identify that there are 44
presidents of the united
states.
❖ List the last 3 presidents.
❖ Understand that the
president is in the executive
branch.
❖ Understand that dates are
two digit numbers.
❖ Read Today’s date.
❖ Read dates from the past.
❖ Explain who George
washington is.
❖ Explain who Abraham
Lincoln is.

2. Assessments

Name: Simpson Topic: United States
Government
Course/Subject: Social Studies School/District: Polytech

Common Assessments on what students should know and do in this unit:

Ask students if they know who George Washington and Abraham Lincoln are.
ask them to write a list of things that they know about them.

------------------------------------------------------------------------------------------------------------
Culminating Activity: Show video of George Washington and Abraham
Lincoln.
https://www.youtube.com/watch?v=nDac5gcLpxc
Students will watch the video attached to further explain who these
specific presidents are. This will grab their attention and lead them into the
unit. By showing this video, students should gain basic knowledge of who
these presidents were and some of the things they have done. Students
should be able to retell at least two things that have happened to these
presidents.

https://vignette.wikia.nocookie.net/cybernations/images/2/28/Federal_Government.p
ng/revision/latest?cb=20100307042902

3. Student Learning Map

Name: Simpson Topic:United States
Government
Course/Subject: Social Studies School/District:
Polytech

Key Learning

Government-Presidents in the executive branch-who, how, and
where
Unit Essential Question

What does the President do?

Major Concepts
Presidents Executive Branch How presidents are
elected
Lesson Essential Questions

Who were the last three
presidents?

What is the executive
branch? What do they do?

What process does a
president go through to
get elected?

Vocabulary

vice president, commander in
chief,

Executive, judicial, legislative

campaign, election,

4. Launch Activity

Name: Topic: United States Government
Course/Subject: Social Studies School/District: Polytech

Interview
This activity is an individual activity designed to help a student get to know
how the president gets elected. The students will be asked to interview
parents or other family members about what they remember about the
presidential elections. They will be put onto a timeline with dates. These
can be presented in class and displayed in the classroom.

Name: ________________________ Teacher:

Date of Presentation: ____________ Title of Work: ___________________

1 2 3 4
Organization
Audience cannot
understand
presentation because
there is no sequence
of information.
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical,
interesting
sequence which
audience can
follow.
____
Content
Knowledge
Student does not
have grasp of
information; student
cannot answer
questions about
subject.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student is at
ease with
content, but fails
to elaborate.
Student
demonstrates full
knowledge (more
than
required)with
explanations and
elaboration.
____
Visuals Student used no
visuals.
Student occasional
used visuals that
rarely support
text and
presentation.
Visuals related to
text and
presentation.
Student used
visuals to
reinforce screen
text and
presentation.
____

Mechanics
Student's
presentation had four
or more spelling
errors and/or
grammatical errors.
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
____
Delivery
Student mumbles,
incorrectly
pronounces terms,
and speaks too quietly
for students in the
back of class to hear.
Student
incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
____
Total----> ____

Teacher Comments:

5. ACQUISITION LESSONS

Acquisition Lesson Plan: EATS Plan for a Concept, Topic, or Skill --- Not for the Day

Teacher::Simpson Unit:: Government Class : First
Grade

ESSENTIAL
QUESTION:
What is the MOST
important concept/s or
skill/s?
What do students need
to learn to be able to
answer the Essential
Question
Who were the last three presidents?
_____________________________________________
When were they elected and who was their vice president?
ACTIVATING
STRATEGY:
How will you activate
“Hook” your lesson or
link to prior
knowledge?
Key Vocabulary to
Preview
Journal Entry about presidents – “My ...remembers the
presidential election of ….. from…….”
(Most students have a natural curiosity)
vice president, commander in chief
TEACHING
STRATEGIES:
- Collaborative Pairs
- Distributed Guided
Practice
- Distributed
Summarizing

The key is to
deliver instruction
in small blocks
with built in
assessment/
summarizing
prompts designed
to Initiate
Periodic Practice
or Summarizing
during the lesson.
Please see pages
8 and 9 under
teaching
strategies in the
book).
Graphic Organizer (notes taken using some form of graphic organizer every day):
Family timelines for presidents
Instruction:
Basic vocabulary review – vice presidents; Class discussion
on who was the last 3 vice presidents
Review how the presidents are elected.
Work on the president word search
Assessment/Summarizing Prompt 1:
George Washington and ABraham Lincoln– Activity A
If I were president worksheet – Activity B
Assessment/Summarizing Prompt 3 (add as needed):
Who’s Next? – Activity C
_______________________________________________________________
Assignments:
Worksheets –Abraham Lincoln and George Washington
SUMMARIZING
STRATEGY:
*Must answer the
Essential Question
Every day
KWL - Ticket out the door – 3-2-1 – Learning Logs – Draw Picture -
Reflection Questions etc.
Journal Entry, tic.tac.toe answers on cards for the next day,
workbook pages

https://i.pinimg.com/736x/2b/b5/70/2bb570d74e69d4f2bcaa5f99ec12d6f1--free-word-search-presidents-day-writing-activities.jp
g
https://i.pinimg.com/236x/f6/78/51/f678519afecf8c38e6f44e046756f094--presidents-day-groundhog-day.jpg
https://i.pinimg.com/originals/f2/92/79/f2927900e3a571dd3e40a04581fc95b3.jpg

https://i.pinimg.com/originals/6c/26/71/6c267118d0665bf800251785d74feee1.jpg
https://i.pinimg.com/236x/fc/da/a2/fcdaa23346c3e3a8cd5e8d1eb64cf614--george-washington-kindergarten-craft-george-washi
ngton-worksheets.jpg
https://i.pinimg.com/originals/d5/a2/15/d5a215cb762197aea3046bfc314b6b97.jpg

https://i.pinimg.com/originals/df/12/4e/df124ed1b7885721fbf61a7274d85e76.png

http://www.tunstallsteachingtidbits.com/wp-content/uploads/2018/02/original-3620968-1.jpg

Acquisition Lesson Plan Plan for a Concept, Topic, or Skill --- Not for the Day

Teacher: Simpson Unit: Government Class: 1st

ESSENTIAL
QUESTION:
What is the MOST
important concepts
or skills?

What do students
need to learn to be
able to answer the
Essential Question
(Content)
Who were Abraham Lincoln and George Washington?
_______________________________________________________________
What monetary were these presidents shown on? what are the values?
ACTIVATING
STRATEGY:
How will you activate
“Hook” your lesson or
link to prior
knowledge?
Key Vocabulary
to Preview
Partner timelines – George Washington v. Abraham Lincoln
As a group, the students will put together the timelines of the two presidents
then notice differences between the two.
TEACHING
STRATEGIES:
- Collaborative Pairs
- Distributed Guided
Practice
- Distributed
Summarizing

The key is to
deliver instruction
in small blocks
with built in
assessment/
summarizing
prompts
designed to
Initiate Periodic
Practice or
Summarizing
during the lesson.
Graphic Organizer s: students will use their adding skills to complete the
worksheet
Instruction:
Add ‘Em Up!- this is a hands-on worksheet were the students will use the
Quarter and the penny to make the amount shown.
Students will be given problems on the board to add with their money.

Partners will make a poster on the two presidents and include what
monetary they are on.

__________________________________________________________________________
Assignment:
Students will independently put together the graphic organizers on each
president.
SUMMARIZING
STRATEGY:
*Must answer the
Essential Question
Every day
KWL - Ticket out the door – 3-2-1 – Learning Logs – Draw Picture -
Reflection Questions etc.

a drawing of each president doing an action a president can do with a brief
description.

Extending Thinking Lesson Plan
Name: Aubrey Simpson Topic: Government

Essential Question:

What actions can presidents do?

Mini Lesson:

Review George Washington and Abraham Lincoln by having a discussion
about the exit ticket and by playing giant Bingo with the money.
Task:

students will make a Do and Don’t List on what presidents can and
cannot do while in office.

Sharing Summarizing

Have the students review each others list and add on things their
peers have said. This is good beginning practice for group projects and
also gives insight into classroom dynamics and student honesty and
responsibility.

7. Differentiation

This unit features varied activities that will appeal to different
interests and learning styles of students. For example:

Linguistic: oral presentations, research and written prompts,
word boxes and written assignments allow students to learn in a way that they are
most influenced.

Logical/Mathematical: Venn diagram, timelines, and comparing and contrasting will
let the students use their love of math in learning about the Presidents.

Visual/Spatial: learners that enjoy seeing the material will enjoy hands-on
addition, bingo, and making poster because it will let them learn the material in
the way they want to.

Interpersonal: activities like pairs/partner presentations, parent/family member
interviews and bingo will be enjoyable to interpersonal learners because they
will like talking to others about anything.

Intrapersonal: Giving handouts that are based on the student will allow students
who enjoy to work alone to do so. Activities such as exit tickets will be used to
help these students.

Bodily-Kinesthetic: hands-on addition are one of the activities that will help this
type of learner because it allows them to move around a little and work with
their hands.

Differing ability levels will be addressed in these ways: Providing more challenging
activities for those with a particular interest in an area most likely in a
hands-on volunteer assignment or in a project that can be utilized in a
community service capacity. Students who are having difficulty with any
assignments will be given accommodations in accordance with their IEP’s such as
alternate assignments or extra time as well as one-on-one help as needed during
class, with a special needs teacher or in after school tutoring.

8. UNIT CALENDAR

This unit starts at the 2nd
half of the 1st marking period during the 1st

semester. The unit follows the Common Core Standards in Delaware
for First Grade. The increasing difficulty of the material gives
students the opportunity to develop and highlight skills and the
teacher a chance to assess students varying skills as well as seek out
students who need extra help.

United States Government Test
Name__________________________Date___________________

1. Who was the First President of the United States?

2. Who was the 16th president of the United States?

3. What was George Washington known for?

4. What did Abraham Lincoln wear?

5. Give one monetary device that either George Washington or
Abraham Lincoln were on.

Reference Page
https://i.pinimg.com/736x/2b/b5/70/2bb570d74e69d4f2bcaa5f99ec12d6f1--free-word-
search-presidents-day-writing-activities.jpg
https://i.pinimg.com/236x/f6/78/51/f678519afecf8c38e6f44e046756f094--presidents-
day-groundhog-day.jpg
https://i.pinimg.com/originals/f2/92/79/f2927900e3a571dd3e40a04581fc95b3.jpg
https://i.pinimg.com/originals/6c/26/71/6c267118d0665bf800251785d74feee1.jpg
https://i.pinimg.com/236x/fc/da/a2/fcdaa23346c3e3a8cd5e8d1eb64cf614--george-wa
shington-kindergarten-craft-george-washington-worksheets.jpg
https://i.pinimg.com/originals/d5/a2/15/d5a215cb762197aea3046bfc314b6b97.jpg
https://i.pinimg.com/originals/df/12/4e/df124ed1b7885721fbf61a7274d85e76.png
http://www.tunstallsteachingtidbits.com/wp-content/uploads/2018/02/original-36209
68-1.jpg

Name: The Earth in Orbit. Entrant Name: Aubrey Simpson
Curricular Area: Science, Art. Age Group: Five to Six year olds
Sources:
https://www.youtube.com/watch?v=ttS4IKUUtIA We are The
Planets By: Storybots
https://www.youtube.com/watch?v=t-kzdR93bqw I’m So Hot By:
Storybots
https://www.youtube.com/watch?v=i235Y2HRksA Time to Shine
By: Storybots
Objectives:
● Identify what number the Earth is away from The sun/ Cognitive
● Understand the vocabulary skills (that the Earth revolves around the sun)/ Cognitive
● Use fine motor skills to create the science craft/ Psychomotor
ELFs:
● SE42-Follow simple rules and routines with minimal help
● AL34-Show eagerness and curiosity to learn about and discuss a variety of topics, ideas,
and tasks
● LL3-Increase vocabulary to include prepositions and basic concepts (Revolve, Orbit)
Materials:
● Brass fasteners
● Orange and yellow paint
● Paint brushes
● Paper plates
● Earth Cut outs
● Connector pieces
Introduction:
I will begin my lesson by showing the “I’m So Hot” followed by “We Are The Planes” videos by
Storybots. Once the Videos have ended, I will ask the children various questions about our solar
system.These questions will help them connect what they learned in the videos to their
independent practice.
Guided Practice:
To begin the guided practice, I will show the children that the earth revolves around the sun by
rolling the earth ball on the track. The orbit of the earth is not a perfect circle, the children will
understand that it is an oval shape. Every child will get a chance to roll the earth on its orbit.
Independent Practice:
During independent practice, the children will be making their craft. They will start by painting
the paper plate to look like the sun with yellow on the outside and red/orange on the inside. Next,
The children will use the connector pieces and brass fasteners to connect the Sun to the Earth.
The fasteners will allow the earth to rotate around the sun. This teaches the children that the
Earth revolves around the Sun.

Wrap Up:
The teacher will read There’s No Place Like Space by Tish Rabe. This book will allow
kids to get a deeper understanding of Space.
Vocabulary:
Orbit ~ the curved path of a celestial object or spacecraft around a star, planet, or moon,
especially a periodic elliptical revolution.
Revolve ~ move in a circle on a central axis.
Solar System ~ the collection of eight planets and their moons in orbit around the sun, together
with smaller bodies in the form of asteroids, meteoroids, and comets.
Planet ~ a celestial body moving in an elliptical orbit around a star.
Axis ~ an imaginary line about which a body rotates.
Equator ~ an imaginary line drawn around the earth equally distant from both poles, dividing the
earth into northern and southern hemispheres and constituting the parallel of latitude 0°.
Atmosphere ~ the envelope of gases surrounding the earth or another planet.
Oxygen ~ a colorless, odorless reactive gas, the chemical element of atomic number 8 and the
life-supporting component of the air.
Moon ~ the natural satellite of the earth, visible (chiefly at night) by reflected light from the sun.
Satellite ~ a celestial body orbiting the earth or another planet.

Name: Aubrey Simpson Leader: A team Date: December 5th, 2017
Lesson Plan Form
Activity name: K is for Kings
Curricular Area: Art and language
Source: http://www.dltk-teach.com/alphabuddies/letter-k.html
Objectives: Area:
1. Identify the letter “K” Cognitive
2. Identify that King starts with “K” Cognitive
3. Make the three kings craft Psychomotor
Description of activity:
Name and author of children’s literature used for intro or Wrap-up:
Three kings and a star by; Fred Crump Jr
Intro/ motivation/ hook:
Read book
Procedure: Read the book and ask kids what letter it is
Wrap-Up: Letter search
Describe immediate student assessment:
Observation of:
1. Identifying the letter “K”
2. Knowing What letter King starts with]
3. Knowing What shape it is
Questions to ask:
1. Name two things that starts with “k”
2. What sound “K” makes?
3. What shape is it this?
Hands on product: Kids will make the three kings craft out of construction paper
Materials needed: “K” cut outs in red, purple and blue, Blur sheets of construction paper,
Googly eyes, glue, black marker (to write “K” is for kings and the kids names on the back ),
Crown cutouts
Describe a follow up activity: Kids will complete the Letter “K” search by finding and circling
all of the “K” that they can find.

https://i.pinimg.com/736x/3a/6d/44/3a6d449dbf876c309839b41
17d00e274--letter-k-alphabet.jpg

Samples
Of Toddler/INfant
Schedules
And Notes

http://www.iconarchive.com/tag/baby
Miss Aubrey’s Infant Schedule

Morning
7:00-8:30 am Greeting
8:30-9:00 am Morning Feeding
9:00-9:30 am Freeplay with toys
9:30-10:00 am Tummy time
10:00-11:00 am Morning Nap
11:00-11:30 am Activity Time
11:30-12:30 Pm Lunch
Afternoon
12:30-1:00 pm Freeplay with toys
1:00-1:30 pm Tummy Time
1:30-2:00 pm Afternoon feeding
2:00-2:30pm Activity Time
2:30-3:00 pm Afternoon Nap
3:00 pm Pick Up

*Diaper checks every 2 hours

https://www.colourbox.com/preview/23719244-baby.jpg
Miss Aubrey’s Infant Schedule
Name_______________________ Date____________

Feeding:______________________________________ Time:________________________

Sleep:_____________________________________________________________________

Diaper checks every 2 hours
_____BM___/____Pee ______
_____BM___/____Pee ______
_____BM___/____Pee ______
_____BM___/____Pee ______
_____BM___/____Pee ______

How was his/her day?

https://cdn.pixabay.com/photo/2014/04/02/10/34/toddlers-303904_960_720.png
Miss Aubrey’s Toddler Schedule

Morning
7:00-8:30 am Greeting
8:30-9:00 am Morning Feeding
9:00-9:30 am Freeplay with toys
9:30-10:00 am Gross-motor time
10:00-11:00 am Morning Nap
11:00-11:30 am Circle Time
11:30-12:30 Pm Lunch
Afternoon
12:30-1:00 pm Freeplay with toys
1:00-1:30 pm Gross-motor Time
1:30-2:00 pm Afternoon feeding
2:00-2:30pm Circle Time
2:30-3:00 pm Afternoon Nap
3:00 pm Pick Up

*Potty training/Diaper checks every 2 hours

https://www.shutterstock.com/image-vector/cute-happy-smiling-little-baby-boy-454978309
Miss Aubrey’s Toddler Note Home

Name_______________________ Date______________

Food:______________________________________ Times:________________________

Sleep:_____________________________________________________________________

Bathroom: Checks Every 2 hours
_____BM___/____Pee ______
_____BM___/____Pee ______
_____BM___/____Pee ______
_____BM___/____Pee ______
_____BM___/____Pee ______
_____BM___/____Pee ______
.
How was Her/His Day:

Activity 3
preschooler
Key
Fruits
Vegetables
Grains
Protein
Dairy
Monday Tuesday Wednesday Thursday Friday
Breakfast 4 cup strawberry
smoothie, 3
ounces Whole
grain honey nut
cheerios, ½ cup
2% Milk
½ cup apple
slices, ½ cup
low-fat milk,½
cup Mini
Wheats, 1
ounce
Sausage links
½ cup
strawberries,
1 cup yogurt
with fruits,
1 granola bar,
½ cup 2% milk
1 banana ,
1 piece french
toast ,
1 ounce
breakfast
sausage ,
½ cup 2%
white milk
½ cup
peaches,
1 piece
pancake ,
2 ounces
breakfast
sausage ,
½ cup 2%
white milk
Morning
snack
Ants on a Log
¼ cup Celery, 1
ounce Peanut
butter, ¼ Cup
Raisins, ½ cup 2%
milk
1 Rice cake, ½
cup peaches,
12 cup 2%
milk, ¼ cup
celery sticks
⅓ cup peanut
butter ,
½ cup lowfat
white milk, ½
cup apples
4 oz triscuit
crackers ,
½ cup mini
carrots ,
½ cup
chocolate milk
½ cup of
honey nut
cheerios ,
½ cup 100%
apple juice , ½
cup water
Lunch ½ cup 100% fruit
juice, 2 slices
Whole wheat
bread,1 ounce
Turkey Breast
(sliced thinly), ½
cup Provolone
cheese
1 cup whole
wheat mac and
cheese,
½ cup 100%
fruit juice, ½
cup
cauliflower,
½ cup
chocolate
milk,
½ cup green
peas , 2
pieces bread
roll , ½ cup
water
½ cup mangos
,½ cup water
6 whole grain
pretzel sticks ,
1 cup whole
wheat
macaroni and
cheese ,
½ cup baked
beans
½ cup 100%
orange juice ,
1 slice white
bread ,
1 baked
chicken breast,
1 28g white
string cheese
Afternoon
snack
½ cup baby
carrots, ¼
Buttermilk ranch,
12 cup water
1 chocolate
chip granola
bar ,
⅓ cup corn ,
½ cup 100%
orange juice
½ cup
avocado ,
½ cup mixed
nuts ,
½ cup 100%
orange juice
2 hard boiled
eggs ,
¾ whole grain
rice ,
½ cup 100%
apple juice
1 chocolate
chip granola
bar ,
⅓ cup corn,
½ cup 100%
orange juice

Vitamin C, Vitamin D, Calcium, Phosphorus and Iron
Monday Breakfast iron Vitamin C calcium phosphorus
¼ cup strawberry smoothie 0.2 mg 2.4 mg
292.6 mg 228.8 mg
3 ounces Whole grain honey nut
cheerios
4.5 mg
6 mg
99.9 mg 99.9 mg
½ cup 2% Milk .1mg 2.7mg 357.8m
g
275.5mg
Monday Snack Iron Vitamin C Calcium Phosphorus
¼ cup Celery .1mg 1.2mg 16mg 9.6mg
1 ounce Peanut butter 2.7mg 0 6.9mg 58.9mg
¼ Cup Raisins 2.7mg 3.3mg 72.5mg 146.5mg
½ cup 2% milk 0.3 mg 1 mg 158.2 mg
124.6 mg
Monday Lunch Iron Vitamin C Calcium Phosphorus
½ cup 100% orange
juice
0.5 mg 124 mg 27.3 mg 42.2 mg
2 slices Whole wheat
bread
0.9 mg
0
20.4 mg
64.9 mg
1 ounce Turkey Breast
(sliced thinly
13.6 mg 0 147.2 mg 2105.5 mg
½ cup Provolone
cheese
0.1 mg 0 128.5 mg 84.3 mg
Monday Snack Iron Vitamin C Calcium Phosphorus
½ cup baby carrots 0.2 mg 4.2 mg 23.8 mg 25.2 mg
¼ Buttermilk ranch
0.1 mg 0.1 mg
18.8 mg 29 mg
12 cup grapefruit juice 0.5 mg 93.9 mg 22.2 mg 37.1 mg

Tuesday
Tuesday
Breakfast
Iron Vitamin C Calcium Phosphorus
½ cup apple
slices
0.1 mg
5.1 mg 6.6 mg 12.1 mg
½ cup
low-fat milk
0.1 mg 2.7 mg 350.4 mg 274.4 mg
½ cup Mini
Wheats
14.8 mg 0 16.3 mg 149.9 mg
1 ounce
Sausage
links
0.4 mg 0 0.4 mg 37.9 mg
Tuesday Snack Iron Vitamin C Calcium Phosphorus
1 Rice cake 0.2 mg 0 1.9 mg 33.3 mg
½ cup 2% milk 0.1 mg 2.7 mg 3.50.4 mg
274.4 mg
½ cup apples 0.1 mg
4.4 mg
5.5 mg 12.1 mg
Tuesday Lunch Iron Vitamin C Calcium Phosphorus
1 cup whole wheat
mac and cheese
0.7 mg 0.4 mg 92.4 mg 264.6 mg
½ cup 100% fruit juice 0.5 mg 124 mg 27.3 mg 42.2 mg
½ cup cauliflower 0.7 mg 56.3 mg 30.6 mg 43.2 mg
Tuesday Snack Iron Vitamin C Calcium Phosphorus
1 chocolate chip
granola bar
0.7 mg 0 28.8 mg 55.7 mg

⅓ cup corn 0.3 mg 5.2 mg 3.3 mg 56.6 mg
½ cup 100% orange
juice
0.5 mg 124 mg 27.3 mg 42.2 mg
Wednesday
Wednesday
breakfast
½ cup
strawberries
1.5 mg 105.6 mg 28.1 mg 33.2 mg
1 cup yogurt
with fruits
0.1 mg 1.2 mg 258.4 mg 226.1 mg
1 granola bar 0.7 mg 0 26 mg 64.4 mg
½ cup 2% milk 0.1 mg 2.7 mg 3.50.4 mg
274.4 mg
Wednesday
Snack
⅓ cup peanut
butter
4.8 mg 0 110.9 mg 923.6 mg
½ cup lowfat
white milk
0.1 mg 2.7 mg 3.50.4 mg
274.4 mg
½ cup apples 0.1 mg
4.4 mg
5.5 mg 12.1 mg
Wednesday
Lunch
½ cup Turkey
breast
13.6 mg 0 147.2 mg 2105.5 mg
½ cup green
peas
2.5 mg 22.7 mg 43.2 mg 187.2 mg
2 pieces
bread roll
0.9 mg 0
38.2 mg
80.6 mg
½ cup 2% 0.1 mg 2.7 mg 3.50.4 mg
274.4 mg

milk
Wednesday
Snack
½ cup
avocado
1.1 mg
20.1 mg
24.1 mg 104.5 mg
½ cup mixed
nuts
3.7 mg 0.7 mg
152.6 mg
646.6 mg
½ cup 100%
orange juice
0.5 mg 124 mg 27.3 mg 42.2 mg
Thursday
Thursday Breakfast Iron Vitamin C Calcium Phosphorus
1 banana 19.6 mg 19.6 mg 11.3 mg 49.5 mg
1 piece french toast 0.6 mg 0.1 mg 30.3 mg 39.4 mg
1 ounce breakfast
sausage links
0.4 mg 0 0.4 mg 37.9 mg
½ cup 2% white milk 0.1 mg 2.7 mg 3.50.4
mg
274.4 mg
Thursday snack Iron Vitamin C Calcium Phosphorus
4 oz triscuit crackers 0.4 mg 0 7.1 mg 41.9 mg
½ cup mini carrots 0.2 mg 4.2 mg 23.8 mg 25.2 mg
½ cup 2% milk 0.1 mg 2.7 mg 3.50.4 mg
274.4 mg
Thursday Lunch Iron Vitamin C Calcium Phosphorus
½ cup mango 0.2 mg 45.7 mg 16.5 mg 18.2 mg

½ cup baked beans 5 mg 2.8 mg 154.3 mg 275.8 mg
6 whole grain pretzel
sticks
1.1 mg
1.1 mg 7.1 mg 31.2 mg
1 cup whole wheat
macaroni and cheese
0.7 mg 0.4 mg 92.4 mg 264.6 mg
Thursday Snack Iron Vitamin C Calcium Phosphorus
2 hard boiled
eggs
1.6 mg 0 68 mg 233.9 mg
¾ whole grain
rice
1 mg 0 19.5 mg 150.2 mg
½ cup 100%
apple juice
0.5 mg 124 mg 27.3 mg 42.2 mg
Friday
Friday
Breakfast
½ cup
peaches
0.4 mg 11.2 mg 10.2 mg 34 mg
1 piece
pancake
0.4 mg 0.1 mg 35.7 mg
94.7 mg
2 ounces
breakfast
sausage
0.6 mg 17 mg 17.9 mg 103.6 mg
½ cup 2%
white milk
0.1 mg 2.7 mg 3.50.4
mg
274.4 mg
Friday Snack Iron Vitamin C Calcium Phosphorus
½ cup of honey
nut cheerios
4.5 mg 6 mg 99.9 mg 99.9 mg

½ cup 100%
apple juice
0.5 mg 124 mg 27.3 mg 42.2 mg
½ cup 2% milk 0.1 mg 2.7 mg 3.50.4 mg
274.4 mg
Friday
Lunch
½ cup 100%
orange juice
0.5 mg 124 mg 27.3 mg 42.2 mg
1 slice whole
grain bread
1 mg 0.1 mg 25.8 mg 49.9 mg
1 baked
chicken
breast
0.8 mg 1.4 mg 13 mg 231.3 mg
1 white string
cheese
0.4 mg 0 1085.9 mg 741.3 mg
Friday
snack
1 chocolate
chip granola
bar
0.7 mg 0 26 mg 64.4 mg
⅓ cup corn 0.3 mg 5.2 mg 3.3 mg 56.6 mg
½ cup
100%
orange juice
0.5 mg 124 mg 27.3 mg 42.2 mg

Tuesday Night Dinner
Set out bagels, shredded cheese tomato sauce and their favorite toppings and let your kids
become the chef. Have the child start with the bagel and smother on the pizza sauce. Add
cheese and favorite toppings. Once they and finished with their homemade pizza, pop it into the
microwave for 30-45 seconds. Begin to thinly slice potatoes and intrigue your children by
making homemade chips. Allow them to evenly spread the potatoes out onto the baking pan
and pop them into the oven for 6-10 minutes depending on how crisp you’d like them. Salt the
chips for a lovely homemade dinner.
bagels Tomato
sauce
Shredded
cheese
basil pepperoni salt Potatoes
Thursday Night Dinner
Using 6 inch tortilla rounds, put a mixture of cheese and diced chicken onto on side and fold the
excess tortilla over to cover the contents. Place quesadilla into oven at 350 degrees for 5-10
minutes based on how crunchy you want the tortilla to be. To add a fun spin on it, include fresh
spinach to make this healthy and delicious.
Grocery list
Shredded
cheddar
cheese
Tomato
sauce
Whole wheat
mini bagels
Fresh
spinach
6 inch tortilla
rounds
Pre cooked
chicken

Healthy Chicken Nuggets!
1. Preheat oven to 400 degrees F (200 degrees C).
2. Cut chicken breasts into 1 1/2-inch sized pieces. In a medium bowl, mix together the
bread crumbs, cheese, salt, thyme and basil. Mix well. Put melted butter in a bowl or
dish for dipping.
3. Also, cook fresh cut green beans.
4. Dip chicken pieces into the melted butter first, then coat with the breadcrumb mixture.
Place the well-coated chicken pieces on a lightly greased cookie sheet in a single
layer, and bake in the preheated oven for 20 minutes.
Chicken
breast
Bread
crumbs
Cheese Salt Thyme Basil Nonstick
cooking
spray
Butter

Monday Tuesday Wednesday Thursday Friday
Breakfast Fresh fruit cup ½
cup (melon,
strawberries, and
grape halves)
1% Skim Milk ½
cup
½ cup of
cucumber
½ slice whole
wheat bread
½ cup Orange
juice
Pineapple
yogurt ¼ cup
¼ cup of
oatmeal
½ cup snap
peas
½ cup of sliced
banana
¾ cup 1% Skim
milk
¾ oz of Walnuts
½ cup of
steamed carrots
½ cup of
applesauce
¾ cup 1%
Skim Milk
½ cup of corn
¾ of an egg
½ cup of
pineapple
rings
½ cup of
squash
⅜ cup of
kidney
beans
¼ cup of
noodles
Snack ½ cup of apple
juice
Plain granola bar
1
1 fresh banana
Strawberry
yogurt ¼ cup
1 medium apple
¾ cup 1% Skim
Milk
½ cup of
grape juice
Wheat
crackers 4(½
oz)
¼ cup
orange
sections
½ cup of
celery
Lunch Apple salad - ¼
cup (apples,
crushed
pineapple, raisins)
¾ cup of 1% Skim
milk
1 ½ oz of chicken
½ serving
cornbread
¼ cup of
honeydew
melon
½ cup Cooked
carrots
½ serving
blueberry
muffin
¾ cup 1%
Skim Milk
¼ cup
pineapple
cubes
¾ cup 1% Skim
Milk
½ cup of corn
¼ cup noodles
¼ cup of
canned
apricots
½ cup of
Brussel
Sprouts
¾ cup 1%
Skim Milk
½ serving
biscuit
¼ cup of
strawberries
1 ½ oz pork
chops
¾ cup 1%
Skim Milk
½ serving
roll
Snack green pepper
sticks – ½ cup
¾ oz of almonds
Carrot sticks
5-6
¾ cup 1%
Skim milk
Rice cakes 12
oz
¾ cup 1% Skim
Milk
Raspberry
yogurt ¼ cup
½ cup of
blueberries
1% skim
milk ½ cup
½ cup of
celery
Dinner ¼ cup of orange
slices
¾ cup of nonfat
milk
1 ½ oz grilled
chicken
½ cup of steamed
Broccoli
½ cup
pineapple juice
½ cup green
beans
1 ½ oz of Cod
6 oz. Greek
yogurt
¼ cup of
canned cherries
½ cup
asparagus
¾ cup 1% Skim
milk
¾ of an egg
1 plum
½ cup peas
¾ cup 1%
Skim milk
½ serving
plain muffin
½ cup
cran-apple
juice
¾ cup 1%
Skim milk
½ slice of
bread
½ cup lima
beans

Key
Fruits
Vegetable
Grains
Protein
Dairy
Monday’s Breakfast
Calcium Iron Vitamin C Vitamin A Vitamin D Protein
Fresh fruit
cup ½ cup
(melon,
strawberri
es, and
grape
halves)
14.9 mg 0.7
mg
4.7 mg 508.4 IU None 1000
mg
1% Skim
Milk ½
cup
38.3 mg None None 62.4 IU 12.5 IU 1000
mg
½ cup of
cucumber
8.3 mg .1 mg 1.5 mg 54.6 IU None 300 mg
½ slice
whole
wheat
bread
13.1 mg 0.4
mg
None None None 1150
mg
Monday’s 1st Snack
½ cup of
apple juice
8.7 mg 0.45
mg
1.1 mg 1.25 IU None 50 mg

Plain
granola
bar 1
25.8 mg 1.4 mg 0.4 mg 65.4 IU None 4200
mg
Monday’s Lunch
Calcium Iron Vitamin C Vitamin
A
Vitamin
D
Protein
Apple salad
- ¼ cup
(apples,
crushed
pineapple,
raisins)
2.97 mg 0.15
mg
1.25 mg 148.12
IU
Nona 250 mg
¾ cup of
1% Skim
milk
38.3 mg None None 62.4 IU 12.5 IU 1000 mg
1 ½ oz of
chicken
57.6 mg 6 mg none 398.4 IU none 115100
mg
½ serving
cornbread
80.95 mg 0.8 mg 0.1 mg 90.05 IU none 2200 mg
Monday’s 2nd Snack
Calcium Iron Vitamin C Vitamin Vitamin Protein

A D
green
pepper
sticks – ½
cup
13.5 mg 0.9
mg
181.9 mg 844.3 IU none 1500 mg
¾ oz of
almonds
70.3 mg 1.2
mg
none 1.4 IU none 6000 mg
Monday’s Dinner
¼ cup of
orange
slices
72 mg 0.2
mg
95.8 mg 405 IU none 1700
mg
¾ cup of
nonfat milk
313.6
mg
0.1
mg
2.5 mg 499.8 IU 98 IU 8500
mg
1 ½ oz grilled
chicken
53.4 mg 4.3
mg
none 282.6 IU none 89700
mg
½ cup of
steamed
Broccoli
31.2 mg 0.5
mg
50.6 mg 1207.4 IU none 1900
mg
Tuesday’s Breakfast
½ cup
Orange
juice
5 mg 0.3
mg
37.4 mg 109.6 IU none 500 mg
Pineapple
yogurt ¼
cup
43.5 mg 0.2
mg
0.3 mg 76.55 IU none 1300
mg

¼ cup of
oatmeal
28.47
mg
1 mg none 275.97 IU none 1000
mg
½ cup snap
peas
33.6 mg 1.6
mg
38.3 mg 824 IU none 2600
mg
Tuesday’s 1st Snack
Calcium Iron Vitamin
C
Vitamin
A
Vitamin
D
Protein
1 fresh
banana
5.9 mg 0.3 mg 10.3 mg 75.5 IU none 1300 mg
Strawberry
yogurt ¼
cup
43.5 mg 0.2 mg 0.3 mg 76.55 IU none 1300 mg
Tuesday’s Lunch
C
Vitamin
A
Vitamin
D
Protein
¼ cup of
honeydew
melon
2.65 mg 0.075
mg
7.97 mg 22.12 IU none 1000mg
½ cup
Cooked
carrots
23.4 mg 0.3 mg 2.8 mg 13417.6
IU
none 600 mg
½ serving
blueberry
muffin
53.85
mg
0.65 mg 0.45 mg 40.2 IU None 1850 mg
¾ cup 1% 229.7 0.075 none 374.85 75.4 IU 6225 mg

Skim Milk mg mg IU
Tuesday 2nd Snack
C
Vitamin
A
Vitamin
D
Protein
Carrot
sticks 5-6
40.3 mg 0.4 mg 7.2 mg 20509.4
IU
none 1100 mg
¾ cup 1%
Skim milk
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg
Tuesdays Dinner
C
Vitamin
A
Vitamin
D
Protein
½ cup
pineapple
juice
16.25
mg
0.4 mg 12.5 mg 6.25 IU none 450 mg
½ cup
green
beans
17.55
mg
0.6 mg 3.25 mg 289.15
IU
none 800 mg
1 ½ oz of
Cod
7.7 mg 0.3 mg 2.6 mg 27.2 IU none 19500
mg
6 oz.
Greek
yogurt
206.8
mg
0.1 mg 0.9 mg 57.6 IU none 5900 mg
Wednesday’s Breakfast
C
Vitamin
A
Vitamin
D
Protein

½ cup of
sliced
banana
3.75 mg 0.2 mg 6.55 mg 48 IU none 800 mg
¾ cup 1%
Skim milk
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg
¾ oz of
Walnuts
27.8 mg 0.8 mg 0.4 mg 5.7 IU none 4300 mg
½ cup of
steamed
carrots
23.4 mg 0.3 mg 2.8 mg 13417.6
IU
none 600 mg
Wednesday’s 1st snack
C
Vitamin
A
Vitamin
D
Protein
1 medium
apple
6.4 mg 0.1 mg 5.1 mg 48.6 IU none 300 mg
¾ cup 1%
Skim Milk
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg
Wednesday’s Lunch
C
Vitamin
A
Vitamin
D
Protein
¼ cup
pineapple
cubes
5.05 mg 0.1 mg 6.55 mg 20.2 IU none 225 mg
¾ cup 1%
Skim Milk
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg
½ cup of
corn
4.1 mg 0.7 mg 6.95 mg 65.6 IU none 2150 mg
¼ cup
noodles
1.75 mg 0.05 mg none none none 400 mg

Wednesday’s 2nd Snack
C
Vitamin
A
Vitamin
D
Protein
Rice cakes
12 oz
¾ cup 1%
Skim Milk
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg
Wednesday’s Dinner
C
Vitamin
A
Vitamin
D
Protein
¼ cup of
canned
cherries
0.7 mg 0 mg none 0.6 IU none 0 mg
½ cup
asparagus
20.7 mg 0.8 mg 6.9 mg 905.4 IU none 2200 mg
¾ cup 1%
Skim milk
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg
¾ of an
egg
40.2 mg 1.8 mg 2.3 mg 626.8 IU 48 IU 13000
mg
Thursday’s Breakfast
C
Vitamin
A
Vitamin
D
Protein
½ cup of
applesauc
e
5.1 mg 0.45 mg 2.15 mg 14.05 IU none 250 mg
¾ cup 1%
Skim Milk
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg

½ cup of
corn
4.1 mg 0.7 mg 6.95 mg 65.6 IU none 2150 mg
¾ of an
egg
40.2 mg 1.8 mg 2.32 mg 626.77
IU
47.92 IU 9750 mg
Thursday’s 1st Snack
C
Vitamin
A
Vitamin
D
Protein
½ cup of
grape juice
11.4 mg 0.3 mg 0.15 mg 10.1 IU none 700 mg
Wheat
crackers
4(½ oz)
7 mg 0.6 mg none none none 1200 mg
Thursday’s Lunch
C
Vitamin
A
Vitamin
D
Protein
¼ cup of
canned
apricots
29.3 mg 0.7 mg 12 mg 4126 IU none 1500 mg
½ cup of
Brussel
Sprouts
28.1 mg 0.9 mg 48.4 mg 604.5 IU none 2000 mg
¾ cup 1%
Skim Milk
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg

½ serving
biscuit
66.6 mg 0.8 mg 0.1 mg 23.2 IU none 2000 mg
Thursday’s 2nd Snack
C
Vitamin
A
Vitamin
D
Protein
Raspberry
yogurt ¼
cup
206.8
mg
0.1 mg 0.9 mg 57.6 IU none 5900 mg
½ cup of
blueberries
4.35 mg 0.2 mg 7.05 mg 39.15 IU none 550 mg
Thursday’s Dinner
C
Vitamin
A
Vitamin
D
Protein
1 plum 9.9 mg 0.3 mg 15.7 mg 569.3 IU none 1200 mg
½ cup of
peas
47.2 mg 1.9 mg 17.6 mg 1048.8
IU
none 2800 mg
¾ cup 1%
Skim milk
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg
½ serving
plain
muffin
56.7 mg 0.7 mg 0.1 mg 39.7 IU none 2000 mg
Friday’s Breakfast
C
Vitamin
A
Vitamin
D
Protein
½ cup of
pineapple
rings
20.2 mg 0.4 mg 26.2 mg 80.6 IU none 900 mg
½ cup of 23.1 mg .5 mg 7.7 mg 256.9 IU none 550 mg

squash
⅜ cup of
kidney
beans
23.025
mg
1.2 mg 1.05 mg none none 5025 mg
¼ cup of
noodles
Friday’s 1st Snack
C
Vitamin
A
Vitamin
D
Protein
¼ cup
orange
sections
76.9 mg 0.2 mg 83.3 mg 416.3 IU none 1300 mg
½ cup of
celery
20.2 mg 0.1 mg 1.55 mg 226.75
IU
none 350 mg
Friday’s Lunch
C
Vitamin
A
Vitamin
D
Protein
¼ cup of
strawberries
6.075
mg
0.15
mg
22.35
mg
4.55 IU none 250 mg
1 ½ oz pork
chops
13.5 mg 0.9 mg 0.9 mg 7.3 IU none 21400
mg
¾ cup 1%
Skim Milk
22.9 mg 0.075 none 374.85 75.4 IU 6225 mg

mg IU
½ serving
roll
Friday's 2nd Snack
C
Vitamin
A
Vitamin
D
Protein
1% skim
milk ½ cup
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg
½ cup of
celery
20.2 mg 0.1 mg 1.55 mg 226.75
IU
none 350 mg
Friday’s Dinner
C
Vitamin
A
Vitamin
D
Protein
½ cup
cran-apple
juice
8.7 mg 0.45 mg 1.1 mg 1.25 mg none 100 mg
¾ cup 1%
Skim milk
22.9 mg 0.075
mg
none 374.85
IU
75.4 IU 6225 mg
½ slice of
bread
½ cup lima
beans
32 mg 4.5 mg none none none 14700
mg

Positive Effects of Laughter and Fun in Classrooms
Aubrey R. Simpson
POLYTECH High School of Kent County Woodside, Delaware

Abstract
Gelotology, the physiological study of laughter and the incorporation of humor are two of
the many factors that can create a positive and more outgoing school setting. It explains the
effects laughter has in a classroom and ways teachers can incorporate jokes and humor into their
daily lessons. It is understood that not all teachers have the ability to crack a joke at the drop of a
hat. So, by providing educators with tips on ways to teach in such a way that allows for a fun and
educational environment.

https://youtu.be/XaG678AzVs4
THE POSITIVE EFFECTS OF LAUGHTER IN THE CLASSROOM
Author Dau Voire once said, “Laughter is and will always be, the best form of therapy.”
In today's society, too many children are put off at a young age due to poor teaching techniques.
Teachers should be enthusiastic not only in Early Learning classrooms but, all classrooms
ranging from preschool to college. Making school enjoyable for children boosts positive
hormones throughout the brain which increases memorization. Some teachers nowadays are
teaching straight out of the book and not from the heart, which is not only boring for the students
but the teachers as well. This not only makes the students not cherish the time that they have in
school but it makes the teachers lose their passion for teaching. Promoting positivity through the
curriculum could stop the current trend of students not wanting to go to school and begin to
enjoy themselves again. Some teachers do not know about the innovative online resources that
they could use to make their lessons more interesting with less effort. The implementation of
laughter in a classroom or school-wide setting will result in more positive, healthy, and
productive experiences for all students and staff.
Why is it important to incorporate laughter into the classroom?
It is important to incorporate laughter into the daily teaching routine. Macky Trabaudo
said “ Making school more fun is most interesting for the kids…” Laughter, in most cases, is
just as important as simple learning in an early childhood classroom. Professor Berk explains his
argument by applying a positive vibe to his class. "When I enter the classroom, I want to change

the entire atmosphere into one where everyone has fun with the material--even if the material is
complex," (Berk R.A. (May 7, 2003.) (Professors Are From Mars, Students Are From Snickers.)
By tapping into the multiple intelligences and teaching to fit all learning styles, teachers and
students could see results in test scores and assignments. Though, to most people this would
seem like more work and would require more thinking in order to teach outside of the curriculum
but, by doing this, teachers could change a child's life. Berk goes on to explain that adding
comedy to the lesson should not distract from the materials being taught. Add some jokes to the
lesson, but not too many that will cause the students to get off topic.
Humor is more memorable. (Stambor. Z, 2006, June). A study was taken to test this
theory for Kindergarten and First graders watching Sesame Street. "They watched either a
humorous or non-humorous Sesame Street segment. When content was tested, the children who
watched the humorous segments scored higher and showed better engagement than the control
group. Their engagement transferred even to the non-humorous portions of the lessons, resulting
in improved retention throughout." (Haines, S. T. (1970, January 01). The Benefits of Humor in
the Classroom.) The children remember the funny things that happen more than the regular
material presented. This is a function that occurs in the brain.
Theories on Teaching Techniques
There are different theories that explain teaching techniques. One theory is the
Montessori theory. The philosophy behind it is that the teachers are set in the Preschool as guides
only. Breaking that down, teachers are only there to assist the children only when they ask for

help. All teachers should encourage students to do things by themselves. In these schools, it is
focused on the children learning at their own pace. Games such as puzzles and shape matching
are examples that should be offered in schools that believe in the Montessori philosophy. Games
like these are considered manipulatives. “In Montessori programs, it’s really the teacher’s job to
help the kids find their way into the materials, a lot of which look like puzzles that engage the
child at this level,” Pianta says. “Kids work at whatever level they are working at. You don’t
organize the room according to a specific age.” ( Brown L. L. (n/a). Comparing Preschool
Philosophies: Montessori, Waldorf, and More. PBS. ) Parents tend to like this better because they
believe that this gives their children independence and leadership skills.
The second theory is Waldorf’s philosophy. In these school, the children are in a
classroom with children of different ages and continue through multiple grades with the same
teacher. All teachers in these schools must be certified. They focus on getting the children into a
routine. The focus is on creative learning in areas such as reading, theatre, singing, ect. Schools
that use this philosophy are good for students who are creative and enjoy predictability. Some
find Waldorf schools strange due to their traditional beliefs. “Waldorf does not include media
(computers, videos or electronics of any kind) and also does not involve academics, which means
no homework, tests, handouts or even desks.”( Brown L. L. (n/a). Comparing Preschool
Philosophies: Montessori, Waldorf and More. PBS. ) Some may think,”How is this considered a
school if they do not have desk and tests?” Schools like this are more rare than Montessori.
The last major philosophy of preschool teaching is Reggio Emilia. This is even more
scarce than Waldorf schools. These are based on schooling done from the 1940s in northern
Italy. Many teachers, including Loris Malaguzzi came together after World War II to rethink

schooling for their children. “The overall philosophy is that kids are really encouraged to
explore. The teachers are there to help them explore,” Wana says.” ( Brown L. L. (n/a).
Comparing Preschool Philosophies: Montessori, Waldorf and More. PBS. ) An example of this
would be a teacher taking the students outside to the garden and instead of asking the children
questions, the teacher listens to what the children are asking each other and chime in. If a student
is wondering why a carrot is under the ground while the tomato is not, the teacher would then
explain the reasons why and the differences.
While some school focus intently on only one of these philosophies, most schools now
are diverse. Teachers are combining certain aspects of each into classrooms. Lil’ Panthers
Preschool has fused these philosophies in an extraordinary way. Director Tina Lykens,
Co-director Jodie Cybulski and the senior class in Early Childhood Education of POLYTECH
High School have created an amazing atmosphere for the preschoolers. The high school teacher,
Tina Lykens teaches her students how to be successful teachers in the eyes of the administration
and the students. She has taught her students how to combine all of these philosophies into their
teaching. Michelle Lesher is a first grade teacher at Star Hill Elementary school. She has took her
own spin on these theories as well. Her focus it to have fun first and educate second. “Students
learn better in a more open environment… By making class fun for them makes it more likely
that they will learn too.”
How laughter affects the brain

Laughter has positive effects on the brain. Laughing releases a type of “dopamine reward
system” that send signals. ( Henderson. S, 2015 March 31 ). “...emotional responses are the
function of the brain's largest region, the frontal lobe.” (Brian, M. (2018, June 28). How
Laughter Works.) The amygdala and hippocampus, which are linked through the thalamus, are
linked to emotions.“The hypothalamus, particularly its median part, has been identified as a
major contributor to the production of loud, uncontrollable laughter..” (Brain, M. (2018, June
28). How Laughter Works.) Although, This is not a definitive answer as to why we laugh at a
joke. Laughing actually reduces certain stress hormones. “When we're laughing, natural killer
cells that destroy tumors and viruses increase, as do Gamma-interferon (a disease-fighting
protein), T-cells, which are a major part of the immune response, and B-cells, which make
disease-destroying antibodies.”( Brain, M. (2018, June 28). How Laughter Works. )
Young children are still discovering and exploring the world. Learning new things often
spark a sense of surprise and excitement to the child. This hysteria in the children is confusing to
adults because the things that make children laugh seem so random. Adults laugh at jokes that
have more meaning than a chicken crossing the road. Jokes geared toward grown-ups are more
political, cultural, and communal. Saying this does not mean that there is no overlap. For
example, if a toddler and his father are driving down the road and notice a bumper sticker of
President Donald Trump urinating on the word “liberals” may spark a sudden outburst of
giggles. The toddler may laugh because there is a person who mincturating on the back of a car.
While the father is laughing because he understands that the President does not seem to support
Liberals. Both laugh for different reasons but still enjoy it. Scientist have theorized why we
laugh.

Theories on Laughter in the Brain
There are many theories as to why we laugh at jokes. The Incongruity theory suggests
when logic and familiarity are twisted in a way that is unusual is humorous. “ Researcher
Thomas Veatch says a joke becomes funny when we expect one outcome and another happens.
When a joke begins, our minds and bodies are already anticipating what's going to happen and
how it's going to end.” (Brain, M. (2018, June 28). How Laughter Works.) The second theory is
the Superiority theory. This is basically laughing at someone’s mistakes or misfortunes. This is
generally seen more in younger children because they do not understand the feelings of others.
Those who laugh at jokes like this feel superior to the person and “... experience a certain
detachment from the situation and so are able to laugh at it.” (Brain, M. (2018, June 28) The last
theory is the Relief theory. This theory is often used in movies more than conversations.
Building up tension and using a situational joke to ease the brain is used in action and thriller
movies mostly. They relieve the tension by a side comment or two about the situation. The Relief
theory is sometimes confused with dark humor but they are different. This theory is used in the
moment, usually to make the atmosphere lighter. Dark humor is used to poke fun at an event that
happened in the past. Dark humor should not be used in a middle school or lower classroom.
Dark humor can be taken offensively or not understood so, the effect would be
counterproductive. These theories are good to use in the classroom to help make the information
memorable.

How laughter affects learning/ remembering information
Experts have been testing this for many years now. One study had two groups of college
students that listened to a lecture. The control group listened to a lecture without humor. The
experiment group experienced a lecture with humor relating to the material. The results were
”the students in the experimental group were significantly more able to recall and retain the
knowledge from the lectures.” ( Haines S.T. , 1970, January 01.) Other teachers have proved this
too. Hypothesizing that the brain will react differently to each joke depending on the individual's
level of understanding of logic. Former teacher of a second grade classroom, Tina Lykens shares
her experience of using jokes in her class. “ I used to always do a joke of the day and by using
the jokes, I could tell which one of the kids would be good at math. The ones who understood the
joke right away would always flourish in math. It was incredible to watch how more and more
students began to understand the jokes and their test scores improved too. As the logic part of
their brains were strengthened.” (Lykens, T. (2018, September 16.) One teacher did a trail where
they introduced a topic to two different groups of children and tested them afterward. The control
group got taught straight out of the book but had a more difficult time remembering the
information. “The students in the experimental group were significantly able to recall and retain
more of the knowledge from the lectures.” ( Haines S.T. , 1970, January 01.) This study shows
that teachers will receive better outcomes when using humor in their lessons than teaching
materials directly from the book.
Teaching without Humor

Not all teachers have the personality to add humor into their lesson but, most of the time
it is not the lack of personality, it is that they do not want to do the work. It is extra work to
change a lesson that is already premade but it is more beneficial. Teachers should try to do this.
“...humor increases arousal and arousal enhances long-term memory...” (A.|Cohen, S.,
L.|Russler, J., & M., K. (2009, November 30) That means it is more likely that the children
remember something that excited them, so excite them. Test scores reflect the teacher, so
teachers should strive to spark an emotion to boost test scores. Although teachers may not have
time to do so, this will change the way the children view school as a whole as well as teachers.
Making the lessons fun for the children will open their minds to new experiences. This will also
make the children feel more comfortable in the classroom. Creating a safe place for the children
is such an important role for the teachers. Teachers can be the only adults that the children may
trust. They should remember that every child comes from a different background and lifestyle.
Allowing the children to have a fun and safe place to learn and play can change their lives
drastically.
Online resources
It is understood that not all teachers are witty enough to be able to make jokes on the
spot. If they were to find themselves in a situation that they cannot produce a sense of appeal to
their students, online resources can be a major helping hand. Preschool teachers in the state of
Delaware enjoy GoNoodle® as a good source to get the children excited about school while

working on gross motor skills.(G. (n.d.). GoNoodle | Get Moving.) These fun videos mix fun
phrases with movements that get the blood pumping through their bodies. Some songs they have
are absolute nonsense but others are educational. The Lil’ Panthers Preschool of Woodside,
Delaware use both funny and educational videos during circle time. The leaders of this preschool
are the seniors in the Early Childhood Educations pathway at Polytech Technical High School of
Kent County. They also use Storybots® as another resource. ( (n.d.). Retrieved from
https://www.storybots.com/teachers/backpack ) Storybots® create educational songs based on
topics that are within the curriculum.
Product
For my product, I created a learning board for the Transformation Church in Dover
Delaware. This board will help the child learn the basic skills that they will need to know. It will
be colorful and fun for the child. This board will include the lyrics to “The Perfect Ten” song
that the children are learning. The other side to the board will be the verse John - 3:16. “ For God
so loved the world, that he gave his one and only son that whosoever believes in him will not
perish but have everlasting life.” This is just one verse that all christians should know. The
middle of the board will be an interactive game for the children to play. This game has pictures
of the important Bible figures that the children should know. The children will be able to tell the
story that goes along with the pictures as well.
The second part of my product is a positive teaching binder. This binder includes this
paper, a multiple intelligence essay, a learning style essay and lesson plan divided by subject

area. I donated this binder to the Lil’ Panthers Preschool in hopes to give the student teachers an
example on what they can do with their lesson plans.
I have mentored at Star Hill since October 11th, 2018. Miss Lesher has so many ideas as
to how she handles children. She fluently uses sarcasm to her children. Her morning routine
includes a greeting, which is usually a song or discussion. Friday, October 12th, Star Hill
Elementary had an inservice day. The day before Miss Lesher asked her students to say what
they were going to do on their three day weekend as an opener.
The last part of my product is a website. My website is called Involve. This website is a
blog for teachers who are struggling with getting their students engaged in the classroom.
Teachers can borrow or upload their own lesson plans. These lesson plans include fun activities
that the teachers can use to grab their students attention.
Conclusion
I choose this topic because through middle school, my stem and science teacher was a
huge influence on my decisions and personality. Jennifer Thomas taught me at Providence Creek
Academy. She has been teaching for nine years now. In three different schools, she has taught
sixth, seventh and eighth grade science and mathematics. She was always positive and pushed
me to do my best no matter how down I was feeling. She helped me with everything from
personal problems to math to social studies. I knew I could go to her no matter what. I think that
every child should have someone like that in their life. Her classroom was colorful and such a

positive environment. Ms. Thomas was like a second mom to me. She has taught me so many
lesson to apply inside the classroom and out.
Two other people who impacted my decision on this topic are my parents, Carl and Kelly
Simpson. Together, they teach at Benedictine in Ridgely, Maryland. This is a school for the
disabled students from ages five to twenty one. “Each child’s unique needs are met with high
staff to student ratios and a multidisciplinary approach using research-based methods and
techniques implementing MSDE approved curriculum.” (The Benedictine School. (n.d.).) Here,
my parents teach the students life skills as well as social skills. It takes an incredible passionate
person to teach them. They have taught me patience and cooperation. I am beyond blessed to be
raised by such an amazing couple with astounding, loving hearts.
In conclusion, incorporating humor into the classroom can increase trust with the
students, higher test results and a better learning environment. Laughter sends an all around
positive rapport in the brain and through the body. Teachers should be teaching to better their
students and not just for the paycheck. Although it may be difficult and time consuming to teach
using sources outside of the provided curriculum, it has a more lasting impact. The
implementation of laughter in a classroom or school wide setting will result in a more positive,
healthy, and productive experience for all students and staff.
Reflection
I did an MTD presentation on how to engage students using humor in classrooms. My topic was
easy because I am funny. It was interesting to learn about how to incorporate humor into my
classroom. In the beginning, I was told to write the paper on my topic. I had no idea what I was
supposed to do. I just kind of guessed on the entire paper. Although, I still consider the paper the
easiest part of the entire project. The most interesting thing that I learned was that there is a lot of
research about using humor in classrooms and that educators at POLYTECH are going to
conferences to persuade teachers to use humor in their classrooms. Mentoring was the second
item on my to-do list. I completed my mentoring at Star Hill Elementary School in a second

grade classroom. My teacher was Mrs.Lesher. She is an extraordinary teacher. In her classroom,
I felt comfortable and welcomed. The students were sweethearts. They made me pictures that
they drew by themselves and hugged me before I left. Mentoring was an experience I will never
forget. She taught me new phrases that I could use in my classroom. Then, it was presentation
time. If I had to use one word to describe the presentation portion of this project, it would be
stressful. Creating the presentation was not too bad but memorizing the slides was difficult.
Trying to make my presentation to fit all of the criteria was not too hard but definitely a
challenge. I had multiple teachers listen to my presentation and give me constructive criticism
that I took seriously While creating the presentation, I had to make products. I had three ideas for
my products. I was thinking about making a learning board for the Transformation Church, A
Positive Teaching Binder for Lil’ Panthers Preschool as well as a Build-a-bear that told jokes.
The learning board is going to be used to help the children learn the lyrics of the song and the
significant bible figures. The binder will be used as an example for the student teachers in the
preschool to understand how to make lesson plans and activities that can be done in cohorts. The
Build-a-bear did not happen because when I went to the store, the worker told me she could not
put two voice boxes into one bear. I was frustrated with that part. Before my presentation, I was
nervous but tried to play it off. As soon as I started talking all of those nerves went away. I knew
all the time and effort that I put into this was worth it after I had finished. Overall, I think that the
MTD made me understand teaching techniques. Writing the paper made me a better writer by
making me pay attention to details. The presentation made me a better public speaker by getting
in front of two teachers, an administrator, my pastor and husband, my parents and a dozen of my
peers and talking for about forty minutes. I believe that this project had a positive effect on my
overall personality and learning experience.

References
A.|Cohen, S., L.|Russler, J., & M., K. (2009, November 30). Humor on Learning in the College
Classroom: Evaluating Benefits and Drawbacks from Instructors' Perspectives. Retrieved from
https://eric.ed.gov/?id=EJ952139
Brain, M. (2018, June 28). How Laughter Works. Retrieved from
https://science.howstuffworks.com/life/inside-the-mind/emotions/laughter3.htm
Brown L. L. (n/a). Comparing Preschool Philosophies: Montessori, Waldorf and More. PBS.
retrieved from
http://www.pbs.org/parents/education/going-to-school/choosing/comparing-preschool-philosophi
es-montessori-waldorf-and-more/
Eagen, R. (1970, January 01). The Benefits of Humor in the Classroom. Retrieved from
http://edtheory.blogspot.com/2011/10/benefits-of-humor-in-classroom.html
Fleps P.(2017. Feb. 24) This is Your Brain on Humor. Live Happy. Retrieved from
https://www.livehappy.com/science/your-brain-humor
G. (n.d.). GoNoodle | Get Moving. Retrieved from
https://www.youtube.com/channel/UC2YBT7HYqCbbvzu3kKZ3wnw
Henderson, S. (2015, March 31).Laughter and Learning: Humor boots retention Edutopia
recieved from
https://www.edutopia.org/blog/laughter-learning-humor-boosts-retention-sarah-henderson
Lesher, M. (October, 2018)

Lykens, T (2018, September 17)
Menting A.M. (2010).Humor, Laughter, and Those Aha Moments, The Harvard Mahoney
Neuroscience Institute Letter. Retrieved from
https://hms.harvard.edu/sites/default/files/HMS_OTB_Spring10_Vol16_No2.pdf
(n.d.). Retrieved from http://www.apa.org/monitor/jun06/learning.aspx
(n.d.). Retrieved from https://www.storybots.com/teachers/backpack
Stambor, Z (2006, June).How Laughing leads to learning.American Physiological Association
Steele, K.(1998, May).The Positive and Negative Effects of the Use of Humor in the Classroom
Setting. Retrieved from https://files.eric.ed.gov/fulltext/ED426929.pdf
retrieved from http://www.apa.org/monitor/jun06/learning.aspx
The Benedictine School. (n.d.). Retrieved from
https://www.benschool.org/programs-services/the-school/
Trabadou, M (2018, September 20.)
What is Waldorf Early Childhood Education? (n.d.). Retrieved from
http://www.iaswece.org/waldorf-education/what-is-waldorf-education/

DOK Unit: Space fourth grade
Aubrey Simpson
Space
Standards/Objectives
Science Students who demonstrate understanding can:
MS-ESS
1-2.
Develop and use a model to describe the role of gravity in the motions
within galaxies and the solar system. [Clarification Statement: Emphasis
the model is on gravity as the force that holds together the solar system and
Milky Way galaxy and controls orbital motions within them. Examples of
models can be physical (such as the analogy of distance along a football fie
computer visualizations of elliptical orbits) or conceptual (such as mathem
proportions relative to the size of familiar objects such as students' school o
state).] Students will understand how the Earth uses gravity to rotate and k
the moon in place.
Students who demonstrate understanding can:
MS-ESS1-3. Analyze and interpret data to determine scale properties of objects
in the solar system. [Clarification Statement: Emphasis is on the analysis of data
from Earth-based instruments, space-based telescopes, and spacecraft to determine
similarities and differences among solar system objects. Examples of scale
properties include the sizes of an object’s layers (such as crust and atmosphere),
surface features (such as volcanoes), and orbital radius. Examples of data include
statistical information, drawings and photographs, and models.]
Students will recall the planets in order and name one characteristic of each.
English CCSS.ELA-LITERACY.RF.4.4.C
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary. Students will give a speech on their planet using the correct
vocabulary.
CCSS.ELA-LITERACY.L.4.1.E
Form and use prepositional phrases. Students will properly use prepositional phrase
in their speeches.
Math CCSS.MATH.CONTENT.4.MD.A.3
Apply the area and perimeter formulas for rectangles in real world and mathematical
problems. For example, find the width of a rectangular room given the area of the
flooring and the length, by viewing the area formula as a multiplication equation
with an unknown factor.
CCSS.MATH.CONTENT.4.OA.A.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a
statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as multiplication equations.

Social
studies
K-3a: Students will understand the nature and uses of maps, globes, and other
geo-graphics. Grade K and Grade 3
4-5a: Students will demonstrate development of mental maps of Delaware and of
the United States which include the relative location and characteristics of major
physical features, political divisions, and human settlements. Grade 4
Objectives
Students will recite the order of the planets.
Students will understand at least one characteristic of each planet.
Students will paint their planet and give a report on it.psych
Vocabulary
Solar System ~ the collection of eight planets and their moons in orbit around the sun, together
with smaller bodies in the form of asteroids, meteoroids, and comets.
Satellite ~ an artificial body placed in orbit around the earth or moon or another planet in order to
collect information or for communication.
Comet ~ a celestial object consisting of a nucleus of ice and dust and, when near the sun, a “tail”
of gas and dust particles pointing away from the sun.
Area ~ the extent or measurement of a surface or piece of land.
Perimeter ~ the continuous line forming the boundary of a closed geometric figure.
Mental map ~ a first-person perspective of an area and how they interact with it.
Diameter ~ a straight line passing from side to side through the center of a body or figure,
especially a circle or sphere.
Radius ~ a straight line from the center to the circumference of a circle or sphere.
Circumference ~ the distance around something.
https://www.google.com/search?safe=strict&rlz=1C1GCEB_enUS848&biw=1280&bih=881&q
=Dictionary
Technological age ~ a historic period in the 21st century characterized by the rapid shift from
traditional industry that the Industrial Revolution brought through industrialization, to an
economy based on information technology. https://en.wikipedia.org/wiki/Information_Age
Gravity ~ the force by which a planet or other body draws objects toward its center
https://spaceplace.nasa.gov/what-is-gravity/

Day One: Background Knowledge DOK-1
Knowledge
To begin the unit, the teacher should give the students a KWL chart and let them
work in small groups to fill out the sheet with at least two things written in each column.
English
https://ecdn.teacherspayteachers.com/thumbitem/Student-KWL-Chart-1373930006/original-595724-1.jpg
Science
https://i.pinimg.com/originals/8e/12/98/8e1298cb05510f01b6f9ee8924a7ffdb.gif
Students will attempt to place the planets in order from the sun. This will assess the
children to ensure they have the background knowledge to proceed in this lesson. The teacher

will then give the students the opportunity to give the correct order. Then, the students will be
introduced to the planet poem, “Planet Roll Call”.
Music
https://i.pinimg.com/originals/91/6a/df/916adf48c85b1fafaf1972ad6acd8624.jpg
The students will be expected to know the correct order of the planets not the
poem. THe poem is simply there to appeal to those students who learn better with
something to memorize.
.
Day two: Comprehension DOK-2
On day two, The teacher should start with a journal entry.
English

https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi7z4SO8IbiAhVpRN8KHTvfCIIQjRx6BAgBEAU&url=https%3A%2F%2Fwww.pinterest.c
om%2Fpin%2F172896073175798179%2F&psig=AOvVaw0PqpZSo6icuLiyq88YmFPv&ust=1557231079871548
Students should answer with 3-5 sentences and use the proper prepositional phrases.
After about 15-20 minutes, the teacher should then ask for at least two students to read their
journals aloud.
Math
Next the teacher, will begin teaching the math sections. The teacher should introduce this
subject with pleasure. Making the warm-up fun and interesting for the students. Using the
formula sheet the teacher will introduce how to find Area and perimeter of squares and

rectangles.
http://www.math-aids.com/images/perimeter-formula-1.png The teacher should make examples
to show to the students for teaching purposes. The teacher should constantly ask of anyone has
questions on what is being taught to eliminate as much confusion as possible. Students can

often get confused with math and as a teacher, that should be avoided.
Students should calculate the area of these three on their own. As the lesson is coming to an
end, the teacher should give this worksheet for homework.

https://www.commoncoresheets.com/Math/Area/Squares%20(Area%20and%20Perimeter)/Engli
sh/thumb.png
Social Studies
The teacher should begin by using a map of the solar system.
https://kappamapgroup.com/wp-content/uploads/2018/07/1718728.jpg

The warm up should have a broad question. “What is this?” Some students will say “space” or
“The planets” but, the answer is a map of the solar system. This will introduce the subject of
learning how to read maps. The teacher should then take the image away and ask the students
to make the map on a sheet of paper. This will show the students the use of a mental map.
Students will then create a mental map of their room. This will further their understanding of why
a mental map can be used. The teacher should then explain how people used a mental map
before the technological age.
http://krygier.owu.edu/krygier_html/geog_222/geog_222_lo/geog_222_lo03_gr/boston.jpg
By using the image above, the teacher should explain how people would make mental maps on
journeys and how astronomers made mental maps of constellations.

https://i.pinimg.com/originals/44/f0/79/44f0794d3d038626e346c8c392ba0c4e.png
Although early astronomers could look up in the sky to see the stars at night, it was far too dark
for them to draw them.
Day three: DOK-3
Application and Analysis

English
The teacher should review prepositions with the students and give a worksheet.
https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.greatschools.org%2Fgk%2Fwp-content%2Fuploads%2F2015%2F04%2F23033.gif&imgrefurl=https%3A%2F%
2Fwww.greatschools.org%2Fgk%2Fworksheets%2Fprepositions-2%2F&docid=u7R3qrArERZsIM&tbnid=M1NvC0EPQ6Zf8M%3A&vet=10ahUKEwjy38yAvIriAhXJm-AKHeRRB
FsQMwhNKAAwAA..i&w=256&h=332&safe=active&bih=657&biw=1024&q=preposition%204th%20grade&ved=0ahUKEwjy38yAvIriAhXJm-AKHeRRBFsQMwhNKAAwAA&iact=
mrc&uact=8
Math

Using the same formula sheet from the day before, should ask the students to find the area and
perimeter for the following shapes.

The teacher should have 3 students come to the board and solve the problems. Next, the
teacher will introduce how to solve for the different triangles.
After explaining, The teacher should use the following as class work.
After the students have successfully completed the classwork. The teacher should send the
following worksheet home for homework.

https://i.pinimg.com/originals/95/ba/60/95ba60efef5fd27c100e0faa962cbb8a.gif

Science
The teacher should begin this science lesson by dropping an apple from standing on the
desk. After this, the teacher should ask a broad question. “What happened to the apple?” After
allowing a few students to give their answers, the teacher will then begin to explain gravity.
Gravity is the force by which a planet or other body draws objects toward its center. The Earth
has gravity. The gravity the earth has is greater than that of the apple which is why it fell. The
force of gravity that the Earth has should be introduced but not expected to be known. EC
Question on the summative perhaps. Here, A crash course video should be played to help
further the discussion.https://www.youtube.com/watch?v=ljRlB6TuMOU After playing the video,
the teacher can have the students do their own experiments in small groups. This will allow
them to observe the power of gravity on their own. In these groups, one will have to record
which object that they chose fell the fastest and make observations about each object. Next, the
teacher will explain that each planet has gravity that affect them differently.
Social studies can be involved by explaining who Isaac Newton was.
https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.biography.com%2F.image%2Ft_share%2FMTM1NTU3NzMzOTA1NjQ3NjI2%2Fsir-isaac-newton-wikimedia_co
mmonsjpg.jpg&imgrefurl=https%3A%2F%2Fwww.biography.com%2Fnews%2Fisaac-newton-biography-facts&docid=uyDO8Wpaur6kNM&tbnid=5WZUpDCNIH-gMM%3A&vet=
10ahUKEwjLmJ6Y24fiAhUlnuAKHYe6AtsQMwhmKAIwAg..i&w=1026&h=1200&safe=strict&bih=881&biw=1280&q=isaac%20newton&ved=0ahUKEwjLmJ6Y24fiAhUlnuAKHYe
6AtsQMwhmKAIwAg&iact=mrc&uact=8
This would also cover the mapping sections because the teacher would show on
the map where Newton is from. Here the teacher will show how to read the maps
features. The land on the map has different colors that coordinate the hills/mountains in
that area. The close up map will help the students see it better. Then, students will
make their own map and shade it according to their liking. Each student will write a
small paragraph on their map explaining what it is and where the hills/mountains are.

Day Four DOK 3
To start this day, the teacher should have math problems on the board.
https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj-6Ym1tYriAhVDhuAKHQCZAWwQjRx6BAgBEAU&url=https%3A%2F%2Fwww.tes.co
m%2Fteaching-resource%2Farea-and-perimeter-homework-sheet-l5-6329903&psig=AOvVaw1lrbDKe2BIBj5ckozcSgr8&ust=1557352791772386

Next, the teacher should allow students to answer these questions on the board. Then allow
time for questions. The teacher should then becing to explain PI. π= 3.14159. This can be
turned into a test to see which student can memorize the most digits in PI by the end of the
week. Teachers should do this as a fun activity; not as a grade. The winner should get a free ice
cream or piece of candy. Next, the teacher should show how to find the area and perimeter of a
circle. Using the following worksheet as practice.
https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.commoncoresheets.com%2FMath%2FArea%2FArea%2520and%2520Circumference%2520Circle%2FEnglish
%2Fthumb.png&imgrefurl=https%3A%2F%2Fwww.commoncoresheets.com%2FArea.php&docid=U-mRKnq9zxp2ZM&tbnid=_IGEr8ELxzR_EM%3A&vet=10ahUKEwjFjr2it4riAh
XmTN8KHQGlCVEQMwhFKAIwAg..i&w=442&h=567&safe=active&bih=657&biw=1024&q=area%20and%20perimeter%20problems%20of%20circle%20fourth%20gradde&ved
=0ahUKEwjFjr2it4riAhXmTN8KHQGlCVEQMwhFKAIwAg&iact=mrc&uact=8
Teachers should be sure to do some problems on the board toward the end of math period to
ensure that the students are getting the correct answers. The teacher will give this worksheet for
homework.
Next, students will learn about the radius, circumference and diameter of circles.

https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.k5learning.com%2Fworksheets%2Fmath%2Fgrade-4-geometry-circles-circumference.gif&imgrefurl=https%3A
%2F%2Fwww.k5learning.com%2Ffree-math-worksheets%2Ffourth-grade-4%2Fgeometry%2Fgeometry-circles-circumference&docid=o-q71EsfMwthKM&tbnid=5Eb16cKjsRZjG
M%3A&vet=10ahUKEwjFjr2it4riAhXmTN8KHQGlCVEQMwhDKAAwAA..i&w=359&h=464&safe=active&bih=657&biw=1024&q=area%20and%20perimeter%20problems%20of
%20circle%20fourth%20gradde&ved=0ahUKEwjFjr2it4riAhXmTN8KHQGlCVEQMwhDKAAwAA&iact=mrc&uact=8
https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiortb585DiAhWId98KHbXzAuYQjRx6BAgBEAU&url=https%3A%2F%2Fsocratic.org%2
Fquestions%2Fwhat-is-the-circumference-of-a-circle-with-a-radius-of-11&psig=AOvVaw3oZStRzepBfjIKoH17PmsZ&ust=1557575743897081
Students will be shown the formula and given example problems for the students to try.
After, The students will try to find the diameter of the circles. By using the formula 2r=diameter,
the students will try to do it by themselves with the problems previously given.
Going into the Science and Social studies, The teacher will give the project requirements for
making their mental map of the planet given to the group. The Groups will make a scale model
of the planet given and give a small presentation about the characteristics of the planet. Scale

Styrofoam balls and paint should be given. The students will observe and record the following
characteristics.
● Place from the sun
● Miles from the sun
● Color
● Size
● Area
● Perimeter
● Circumference
● Radius
● Weather (hot or cold)
● Moons
● How many days in a year on that planet
● How long a day is
● One fun fact
Planets should include facts about the things that make them special, like saturn and its
rings or jupiter being the largest and uranus spinning up and down instead of side to
side. Time in class should be provided for the project to get complete.
Day five DOK 4
On the last day of the unit, students should finish their projects. The teacher should
remind students of all of the requirements. This day will be presentations. After
presentations are finished, the teacher should reveal the sun in the corner of the
classroom and explain that the students will be hanging their planets from the ceiling to
display for the remainder of the year.
Math quiz will be given
https://www.google.com/imgres?imgurl=https%3A%2F%2Fdryuc24b85zbr.cloudfront.net%2Ftes%2Fresources%2F11053946%2Fimage%3Fwidth%3D500%26height%3D500%
26version%3D1431428405471&imgrefurl=https%3A%2F%2Fwww.tes.com%2Fteaching-resource%2Farea-and-perimeter-of-rectangles-and-triangles-worksheets-11053946&d
ocid=bTJH1ARm1774PM&tbnid=gxm9Hhtw8OTUkM%3A&vet=10ahUKEwjb1-OWu4riAhUISN8KHYMtDEUQMwhGKAMwAw..i&w=354&h=500&safe=active&bih=657&biw=102
4&q=area%20and%20perimeter%20triagles%20test%204th%20grade&ved=0ahUKEwjb1-OWu4riAhUISN8KHYMtDEUQMwhGKAMwAw&iact=mrc&uact=8
English test

https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwje48jWu4riAhVlU98KHdVLCLoQjRx6BAgBEAU&url=https%3A%2F%2Fteachables.sch
olastic.com%2Fteachables%2Fbooks%2Fprepositions-grade-4-9780439434010_016.html&psig=AOvVaw2QKGM9JqOLypGSA0cLfDfG&ust=1557354478929595

References
MS-ESS1-2 Earth's Place in the Universe. (n.d.). Retrieved from
https://www.nextgenscience.org/pe/ms-ess1-2-earths-place-universe
MS-ESS1-3 Earth's Place in the Universe. (n.d.). Retrieved from
https://www.nextgenscience.org/pe/ms-ess1-3-earths-place-universe
Grade 4 » Operations & Algebraic Thinking. (n.d.). Retrieved from
http://www.corestandards.org/Math/Content/4/OA/
https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwje48jWu4riAhVlU98KHdVLCLoQjRx6BAgBEAU&url=https%3A%2F%2Fteachables.sch
olastic.com%2Fteachables%2Fbooks%2Fprepositions-grade-4-9780439434010_016.html&psig=AOvVaw2QKGM9JqOLypGSA0cLfDfG&ust=1557354478929595
https://www.google.com/imgres?imgurl=https%3A%2F%2Fdryuc24b85zbr.cloudfront.net%2Ftes%2Fresources%2F11053946%2Fimage%3Fwidth%3D500%26height%3D500%
26version%3D1431428405471&imgrefurl=https%3A%2F%2Fwww.tes.com%2Fteaching-resource%2Farea-and-perimeter-of-rectangles-and-triangles-worksheets-11053946&d
ocid=bTJH1ARm1774PM&tbnid=gxm9Hhtw8OTUkM%3A&vet=10ahUKEwjb1-OWu4riAhUISN8KHYMtDEUQMwhGKAMwAw..i&w=354&h=500&safe=active&bih=657&biw=102
4&q=area%20and%20perimeter%20triagles%20test%204th%20grade&ved=0ahUKEwjb1-OWu4riAhUISN8KHYMtDEUQMwhGKAMwAw&iact=mrc&uact=8
https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiortb585DiAhWId98KHbXzAuYQjRx6BAgBEAU&url=https%3A%2F%2Fsocratic.org%2
Fquestions%2Fwhat-is-the-circumference-of-a-circle-with-a-radius-of-11&psig=AOvVaw3oZStRzepBfjIKoH17PmsZ&ust=1557575743897081
https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.k5learning.com%2Fworksheets%2Fmath%2Fgrade-4-geometry-circles-circumference.gif&imgrefurl=https%3A
%2F%2Fwww.k5learning.com%2Ffree-math-worksheets%2Ffourth-grade-4%2Fgeometry%2Fgeometry-circles-circumference&docid=o-q71EsfMwthKM&tbnid=5Eb16cKjsRZjG
M%3A&vet=10ahUKEwjFjr2it4riAhXmTN8KHQGlCVEQMwhDKAAwAA..i&w=359&h=464&safe=active&bih=657&biw=1024&q=area%20and%20perimeter%20problems%20of
%20circle%20fourth%20gradde&ved=0ahUKEwjFjr2it4riAhXmTN8KHQGlCVEQMwhDKAAwAA&iact=mrc&uact=8

My Education Philosophy
“Education is the kindling of a flame, not the filling of a vessel.” (Socrates Quotes
(Author of Apología de Sócrates). (n.d.).) Education is an important part of a toddlers life. From
birth to fourth grade, children are learning so much information from life skills to knowledge. It
is essential to ensure that all children get the education they need. ThoughtCo. explains an
education philosophy is opinion based principles about overall education.The three philosophers
that most influence my education philosophy are Socrates, Noah Webster and Friedrich Froebel.
I believe in order to completely learn something, One must know they are not as smart as they
think, there is more for them to learn, and fear from questioning should not exist. Public
education is available for those who wish to pursue it. Children should begin the educational
process at age four or five to accelerate their development.
Although Socrates lived centuries ago, he has influenced education in a big way. I agree
that his 3-steps to begin education is completely true. I believe that in order to start learning one
must understand that they do not have knowledge. Then, they must have the willingness to learn.
Lastly, one must have self awareness and have no fear when it comes questioning. If an
individual is capable to complete these steps, They truly begin learning. “The only true wisdom
is in knowing you know nothing.” (Socrates Quotes (Author of Apología de Sócrates). (n.d.).)
The second philosopher is Noah Webster. It is more prevalent now that those who don’t
have money for school are getting the education that they need with access to books. Because of
Noah Webster, everyone has access to public education. It is easier for people to educate
themselves if they are willing. Going back to Socrates, One must have the willingness to learn. If
they are willing they must make an effort to do it. There is free education available through
public schools. “The heart should be cultivated with more assiduity than the head.” (Noah
Webster Quotes (Author of American Dictionary of the English Language). (n.d.). )
Lastly, Friedrich Froebel influenced my education philosophy. Kindergarten was thought
of by this german philosopher. Kindergarten is an important part of the education system.
Beginning the educational journey at ages four and five will ensure learning important life skills
and common courtesy. Froebel also discovered that the use of play, music, stories and activities
help that age group learn materials better. In Lil PAnthers Preschool, we have specific time for
music, stories, play and activities. This works because their minds are still processing
information and learning about their bodies. By adding these sections into the curriculum for
young children will ensure their learning and development. ”Play is the highest expression of
human development in childhood for it alone is the free expression of what is in a child's soul.”
(Friedrich Froebel (1782–1852) - Biography, Froebel's Kindergarten Philosophy, The
Kindergarten Curriculum, Diffusion of the Kindergarten. (n.d.).)

To conclude, My education philosophy includes ideas from Socrates, Noah Webster and
Friedrich Froebel. I believe in order to completely learn something, One must know they are not
as smart as they think, there is more for them to learn, and fear from questioning should not
exist. Public education is available for those who wish to pursue it. Children should begin the
educational process at age four or five to accelerate their development.

References
Socrates Quotes (Author of Apología de Sócrates). (n.d.). Retrieved from
https://www.goodreads.com/author/quotes/275648.Socrates
Lewis, B. (2019, January 15). What Is an Educational Philosophy and Why Does Every Teacher
Need One? Retrieved from
https://www.thoughtco.com/what-is-an-educational-philosophy-2081642
WH Magazine. (n.d.). Retrieved from
http://wh-magazine.com/educational-philosophy/socrates-and-his-philosophy-of-education
Socrates Quotes (Author of Apología de Sócrates). (n.d.). Retrieved from
https://www.goodreads.com/author/quotes/275648.Socrates
Noah Webster Quotes (Author of American Dictionary of the English Language). (n.d.).
Retrieved from https://www.goodreads.com/author/quotes/90942.Noah_Webster
Friedrich Froebel (1782–1852) - Biography, Froebel's Kindergarten Philosophy, The
Kindergarten Curriculum, Diffusion of the Kindergarten. (n.d.). Retrieved from
https://education.stateuniversity.com/pages/1999/Froebel-Friedrich-1782-1852.html
Friedrich Froebel (1782–1852) - Biography, Froebel's Kindergarten Philosophy, The
Kindergarten Curriculum, Diffusion of the Kindergarten. (n.d.). Retrieved from
https://education.stateuniversity.com/pages/1999/Froebel-Friedrich-1782-1852.html

Memorable Events
In my life, there have been quite a few events that have impacted me greatly. I am
clumsy. I know that may be odd because I am very athletic but, it’s true. I have broken my wrist
and my hand as well as, sprained both of my ankles, had patelofemoral in my knees, and had two
neck injuries. These events have had their toll on my physical development. My wrists and
ankles are very fragile and tend to need taping when I cheer. My knees act up during lacrosse
season from all of the running. I also get constant headaches and back pain due to the neck
injuries. Of course these injuries had a toll on my physical development.
Some events that affected my mental development are the schools that I attended and the
people I surrounded myself with. I attended quite a few schools growing up. Harlty Elementary
School, Providence Creek Academy, and Polytech High School are the schools that I went to.
Hartly did not allow me to start kindergarten in 2006 because my birthday was three hours off of
the cut off date. This means that I am one of the older people in my grade. This really didn’t
affect me when I was younger but when I switched school to PCA, my peers started to question
why I was so old. They thought that I had failed a grade and got held back. This did make me
feel a bit out of place for a while but, I made amazing friends that made me forget all about the
comments. I am still friends with these people today. Going from PCA to Polytech was a
difficult transition. All of my friends had gone to different schools so we didn’t get to hang out a
lot.
The final event is the biggest event that has changed me. I have five siblings and I am in
the exact middle. An older sister, an older brother and two younger sisters. About two years ago
now, my oldest sister, Macey, turned eighteen and moved out of our family home. This was

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