Forest of Safety
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This lesson plan aims to help students identify things that make them feel safe. It involves a story about feeling lost, asking students to think of times they felt unsafe and what makes them feel safe, then having them draw symbols of the safe items and glue them to handprint trees they make, creating a "Safety Forest" display. The goal is for students to recognize similarities and differences in what safety means to their peers.
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Lesson Plan TemplateContent Area or Developmental Focus All.docx
Lesson Plan Template
Content Area or Developmental Focus: All About Me (Self-Portrait)/ Social-Emotional
Age/Grade of Children: 12 months to 3 years old (Early Head Start)
Length of Lesson: 30 - 45 minutes
Goal
Recognize themselves as artists
Demonstrate a growing ability to care for themselves, their personal belongings, and to meet their own needs.
Objective
The child will use creativity to increase understanding and learning by creating a self- portrait.
Standards Included
Mississippi Early Learning Standards for Infants Through Four- Year - Old Children.
1. Make discoveries about self, others and the environment.
2. Find new things to do with familiar, everyday objects.
3. Shows delight in creating something new.
Materials
Various colors of people shaped poster board
Small hand mirrors
Crayons / Markers
Various colors of yarn (Hair)
Various colors of eyes
Glue
Introduction
The educator will tell the children that today we will be creating a self- portrait. The educator will communicate about portraits and why artists like to create them.
Lesson Development
The lesson will allow the children to understand similarities and differences between themselves and peers.
(For example: color of skin, eyes, and hair.)
Differentiation
Support: The child may need support with choosing the right color of people shape poster, eyes, yarn, crayon, or marker for the color of their image.
Enrichment: The educator will encourage the child to add 1 or more of their favorite things, such as ear rings.
Assessment
(Practice/ Checking for
Understanding)
The educator will observe the children work to see what they have created. To see have they added any favorite things. Ask open-ending questions about their self- portrait.
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Lesson Plan TemplateContent Area or Developmental Focus All.docx
Lesson Plan Template
Content Area or Developmental Focus: All About Me (Self-Portrait)/ Social-Emotional
Age/Grade of Children: 12 months to 3 years old (Early Head Start)
Length of Lesson: 30 - 45 minutes
Goal
Recognize themselves as artists
Demonstrate a growing ability to care for themselves, their personal belongings, and to meet their own needs.
Objective
The child will use creativity to increase understanding and learning by creating a self- portrait.
Standards Included
Mississippi Early Learning Standards for Infants Through Four- Year - Old Children.
1. Make discoveries about self, others and the environment.
2. Find new things to do with familiar, everyday objects.
3. Shows delight in creating something new.
Materials
Various colors of people shaped poster board
Small hand mirrors
Crayons / Markers
Various colors of yarn (Hair)
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Glue
Introduction
The educator will tell the children that today we will be creating a self- portrait. The educator will communicate about portraits and why artists like to create them.
Lesson Development
The lesson will allow the children to understand similarities and differences between themselves and peers.
(For example: color of skin, eyes, and hair.)
Differentiation
Support: The child may need support with choosing the right color of people shape poster, eyes, yarn, crayon, or marker for the color of their image.
Enrichment: The educator will encourage the child to add 1 or more of their favorite things, such as ear rings.
Assessment
(Practice/ Checking for
Understanding)
The educator will observe the children work to see what they have created. To see have they added any favorite things. Ask open-ending questions about their self- portrait.
Closing
The educator will ask the children to place their portraits in the basket. Allow the children to hang their portrait up around the class so it can be view by others. Ask the children open-ended questions about their portrait.
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Iartist video
This document provides instructions for making paper mache sculptures inspired by Aboriginal artist Lin Onus. It discusses Onus' sculpture "Goannas in Wheelbarrow" and how it represented humor in facing adversity. The activity encourages students to think about difficult times they have faced and create a paper mache sculpture representing it. Students are provided materials like newspaper, glue, and paint to construct and decorate their sculptures before displaying and reflecting on them.
Erasmus+ Project Based Learning activities for Inclusion
Under the frame of the Erasmus+ project “Inclusive Learning for Students”, Uk, Italy, Poland, Greece and Turkey cooperate to stimulate inclusion to every student and interest in the subjects of language, physics, history, science, environmental education, geography, physical education, design technology, ICT, music and Art.
3 arts lm q1
This document provides a learner's material for a MAPEH (Music, Arts, Physical Education, and Health) unit on drawing. It includes 8 drawing lessons that teach students about different types of lines, creating perspective through object size, shading techniques, landscape composition, and sketching occupations. The material was developed by Philippine educators to provide instruction on visual art concepts.
Math Lesson PlanGrade Level KSubjectMathPrepared ByAct.docx
Math Lesson Plan
Grade Level:
KSubject:MathPrepared By:
Activity Name:
Brown Bear Character PictographLearning Domain
Students will be organizing animals on a pictograph, counting, and interpreting data.Overview & Purpose
Students will learn the names of animals, colors, and how to create a pictograph by organizing the animals to determine analysis.
Education Standards Addressed
Collect and organize data by counting and using tally marks and other symbols. (DOK 1) describing data by using mathematical language such as more than, less than, etc. (DOK 1)
Objectives:
(Specify skills/information that will be learned.)
Students will learn through listening, engaging in discussion, and observing pictures. They will learn the names of animals, colors, create a pictograph, and count to determine more or less.Materials Needed:
· Brown Bear, Brown Bear, Book
· Squares made from construction paper
· Animal stamps
· Markers
· pictograph
Content:
(Specific skill/ concept being taught in lesson)
Listening, engaging, observing, and gathering information to create a pictograph to determine analysis
Vocabulary:
Discuss and define the words more, less, total, data, and pictographOther Resources:
Counting books, animal manipulatives, number flashcards, and counting videos.
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc.
The teacher reads Brown Bear, Brown Bear What Do You See? Show pictures. Engage in class discussion. Instruct students to use the animal stamps to make cards of their favorite animal in the story. Teacher will display a large pictograph in front of room and let students come up to put them in the correct row. Class will count to obtain the data analysis to determine the class favorite animal character in the story.Evaluation/Summary:
Use a worksheet that students will have to count the number of items in a group and write the correct number under the group. Then let them circle the number that is the largest of the groups
Remediation:
Remedial Activities
Adaptations or Individualization
Review in a one-on-one setting using manipulative animals to group and count.
Extension:
Enrichment Activities
Ask students to choose two animals from the story. Draw small pictures of the one that is their favorite and draw two less of the one that is their least favorite. Write the number under the pictures to represent how many.Additional Notes:
This book may also be used to teach color.
Science Lesson Plan
Grade Level:
K
Subject:
Science
Prepared By:
Activity Name: Sounds Good
Learning Domain
Exploring animal sounds by using the sense of hearing, and improving comprehension skills.
Overview & ...
PrintMaking and Other Media
This document provides a teaching guide for a printmaking and mail art lesson for 1st grade students. The lesson involves students creating their own postcards by drawing a picture on one side and including an address, note, and stamp on the other. The objectives are for students to define art vocabulary, create a postcard, write a short note, connect art to social studies, and appreciate writing. Materials needed include paper, coloring supplies, and small paper squares to use as stamps. Students will choose who to send their postcards to, then mail them by dropping them in a mailbox. Finally, the class will discuss the postcards they received and point out elements in the mail art.
Frog and toad are friends mcguireday
Frog and Toad are Friends is a book of short stories by Arnold Lobel that depict the friendship between Frog and Toad. The document provides a teacher's guide for a unit plan integrating the book across various subjects. Activities include reading comprehension, writing assignments, art projects, math games and more. The overarching theme is friendship, with lessons teaching students what makes a good friend and how Frog and Toad demonstrate kindness toward each other.
Paper Plate Birds
This document provides a record sheet for a classroom activity where children made paper plate birds. The activity aimed to teach children about birds, develop fine motor skills using scissors, and foster creativity. Materials included paper plates, colored paper, googly eyes, feathers, and glue. Children cut out wings and other shapes to assemble their birds. The activity supports early learning goals and can be adapted for different ages, skills, settings, and linked to other subjects like science, math, or literature.
Final report
This activity teaches children colors using a colors spinner and laminated cards with colored circles. The child spins the spinner and finds the matching colored circle. It helps children develop color recognition and matching skills. The document provides details on the learning objectives, materials needed, procedure, assessments, and tips for teaching the activity to 3-5 year olds.
Naturalistic intelligence
This document describes two activities to develop naturalistic intelligence in students. The first activity divides students into groups and sends them on a treasure hunt around campus to find plastic animals using clues on color cards. The second activity has students work in groups to guess which animal classmates are by asking yes/no questions while only using short answers. Both activities aim to teach vocabulary outdoors and through interactive games to make learning more engaging than traditional methods. They also develop other types of intelligence like linguistic, spatial, bodily-kinesthetic, interpersonal, and intrapersonal skills.
WEEK 1_PSA DLL.docx
This document provides a lesson plan for a week of psychosocial activities focusing on self-awareness, empathy, problem-solving, and community-building. Each day focuses on a different activity: sharing feelings through a "bag of feelings", creating masks representing emotions, identifying challenges and developing solutions, and building models of neighborhoods. The plan outlines objectives, materials, instructions, discussion questions and follow-up for each daily activity to help students develop important social-emotional skills through creative and collaborative exercises.
Unit clil.
This CLIL unit is designed for 3rd cycle primary students to learn about different animals. It has several objectives including classifying animals, learning their abilities, and using vocabulary to describe animals. A variety of activities are outlined such as using flashcards and websites to learn vocabulary, reading a story, playing a classification game, and creating an animal wallchart. Considerations for diversity and assessing student learning are also discussed.
Guided Reading, PBL by bridgette johnson
This document outlines a project-based learning activity to teach students how to comprehend reading stories through art. Students will be split into small groups and read stories, take notes, and recreate scenes or characters through art. They will then compare and discuss their artwork to build a deeper understanding. The goal is for students to stay focused by translating text into visual representations. Standards and materials and listed, including textbooks, art supplies, and interactive technology. A warmup and step-by-step process are provided to guide students through close reading, note-taking, artistic recreation, analysis, and presentation.
Art
This document outlines recommendations for accommodating infants, toddlers, children with special needs, and those from various cultural backgrounds in an early learning art center. It recommends providing a variety of open-ended art materials suited to different developmental levels and abilities, with close supervision for younger children. The teacher's role is to make materials accessible and provide support and encouragement to help children develop important skills like fine motor control, creative expression, and an appreciation of concepts like shape, pattern, and design through daily experimentation with art.
Lesson plan Nº 8
This lesson plan is for a 6th grade English class. The objectives are for students to practice describing images using the present continuous tense, using prepositions of place, and expressing obligation. Activities include a warm-up where students discuss past evaluations and correct mistakes. The main activity has students work in groups to match images with phrases in present continuous tense and children's rights. The class ends with the trainee giving students small gifts and saying goodbye.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Forest of Safety
- 1. Forests of Safety Madeline Large 3rd Grade
- 2. Objective Estimated Time: Approximately 1 hour Objective: Students will be able to identify three or four items that make them feel safe and display them visually through drawings.
- 3. The Hook ● Story about getting lost at Hershey Park ● Thiago Lopes - Photographer who captures images of loneliness, abandonment, and insecurity.
- 4. Guided Activity 1. Students will be invited to think of a time when they felt lost, alone, or abandoned, then describe how they felt with a neighbor. 2. Students will be asked to think of 3 or 4 people, places, pets, or items that make them feel safe. 3. Using markers, crayons, or colored pencils, students will draw pictures or symbols on index cards to represent these safety items.
- 5. Art Activity Steps 1. On index cards, students will draw 3 or 4 items that make them feel safe using markers, crayons, or colored pencils. 2. Students will watch teacher demonstrate how to make their handprint trees, then create their own on black construction paper using the brown paint. 3. Students will glue their pictures or symbols onto the "palm" part of the tree where the leaves would be.
- 6. Art Activity Steps 4. Students will tear brown and green tissue paper into balls and glue them onto their trees. 5. When students have completed their trees, encourage them to walk around and observe their peer's "Safety Forests." Are there similarities? Differences?
- 8. Rubric
- 9. Extensions ● During the Guided Activity, ask each table to write a list for them to refer back to compiling all of their ideas for what makes each of them feel safe.
- 10. Closing Statement ● This project gives students the opportunity to reflect upon their personal experiences and draw upon them to identify what makes them feel safe.