The Berenstain Bears Inside, Outside, Upside Down by Stan & Jan Berenstain

This silly book has few words but wonderful descriptions of inside and outside, as well as upside down.

Materials

  • Boxes big enough for the children to climb inside of.  (Ask your cook to save boxes that the schools food is delivered in).
  • A tumble mat or large pillow
  • Roll of masking tape
  • Hoola Hoop
  • 3-5 bean bags
  • One smaller box with a school object inside
  • A tray of ice cubes and a glass

Vocabulary

Before Reading the Story

Before the children arrive, put one favorite school toy in a box  and seal it shut.  Bring it to the group area and tell the children that you have put something inside the box.  Let the children take turns asking a question and then guessing what it might be.  If your children are unable to ask questions, give them clues.  Pass the box around and let the children shake it.  Tell them that it might be something that they would see in a particular center.  Tell them what color it is or what material it is made out of.  The idea is for the children to be able to guess from clues that you have given or questions that they have asked.

Approaches to Learning/Reasoning & Problem Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.  AND Language Development/Speaking & Communicating; develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes.

Reading the Story

This is a super short story.  Read it to the children and then go back and help the children read it to you.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences: to act out stories in dramatic play; and to predict what will happen next in a story.

 After Reading the Story

Bring a doll or stuffed animal to the group area.  Using the box from Before Reading the Story, have the first child put the doll inside the box.  Have the next child put the doll outside the box.  The next child puts the doll upside down.  Continue like this until everyone has had a turn.

Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.

 Discovery

Tell the children that you are going to try a watching experiment.  Fill the glass with the ice cubes and then add water to the top.  Put the glass out where it is visible to the children.  Every few minutes, go and examine the glass, do you see any changes?  (The glass should begin to sweat and the water drip out as the ice cubes begin to melt).   Encourage the children to tell you what they see happening.

Science/Scientific Skills & Methods; begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.

Music and Movement

Encourage the children to take turns practicing somersaults.  Help them by telling them to put their hands next to their feet and to tuck in their chin.  Some children may need a gentle push from an adult to help them get over.

Physical Health & Development/Health Status & Practices; progresses in physical growth, strength, stamina, and flexibility.

Play In The Pond.  Mark a large area on the floor to be the pond (or use your group rug as the pond if there is room to stand beside it.  Tell the children that when you say “In the pond”, everyone is to jump into the large marked off area.  When you say,”Out of the pond”, everyone is to jump out of the marked area.  Start by slowly saying in the pond, out of the pond.  Try calling faster or saying in the pond two and three times in a row before saying out of the pond.

Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.

Do The Hokey Pokey with the children.  https://www.youtube.com/watch?v=g11SI1nUcf8

You put your foot in, you put your foot out                                                                You put your foot in and you shake it all about.                                                        You do the hokey pokey and you turn yourself around                                            That’s what it’s all about!                                                                                                    Move up your body doing knees, hips, etc.  Do your whole body last.

Language Development/Listening & Understanding; understands an increasingly complex and varied vocabulary.  

Blocks

Ask the children to build structures and then put manipulatives inside and outside their structure.  Manipulatives may include people, animals, or small cars.

Language Development/Listening & Understanding; understands an increasingly complex and varied vocabulary.  

 Art

Give each child a piece of white construction paper.  Help them take strips of masking tape and tape from one side of the paper to the other.  Give each child 3-6 strips of masking tape.  Put out small containers of colored paint.  Encourage the children to paint inside each shape made by the masking tape a different color.  When the paint has dried, carefully pull the masking tape of f the paper.  The result will be a stain glass type look with white between each color.

Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.  AND Creative Arts/Art; develops growing abilities to plan, work independently, and demonstrate persistence in a variety of art projects.

Sand and Water

Fill the table up with water today and add a variety of containers.  Challenge the children to see which container holds the most water.  Show the children how to scoop with a measuring cup and count how many scoops it takes to fill a container.  Can they guess which will hold the most water?

Mathematics/Number & Operations; develops increasing ability to count in sequence to 10 and beyond AND Mathematics/Number & Operations; begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, equal to.  AND Science/Scientific Skills & Knowledge; begins to describe and discuss predictions, explanations, and generalizations based on past experiences.

 Library and Writing

Give each child a piece of drawing paper that has a line drawn down the middle.  Challenge the children to draw a picture of something that they like to do inside on one half and outside on the other.  Write a their responses on the bottom of each half.

Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play.

Dramatic Play

Suggest to the children that they play that they are going to town.  What do they need to take with them? (purse, money, dressing up, food basket, car keys).  Let them bring chairs into the center to make a car or truck to drive to town.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences: to act out stories in dramatic play; and to predict what will happen next in a story.

 Math and Manipulatives

Place a hoola hoop on the floor (or make a masking tape square).  Put a line back about 6 feet from the hoola hoop/square.  Give a child 3-5 bean bags and ask them to see if they can throw them into the hoola hoop/square.  After they have thrown their bean bags, have the child count how many are in the hoola hoop/ square and how many are outside.  Have them hand the bean bags off to the next child.  Older children can be encouraged to try to draw their results on a piece of paper.

Mathematics/Number & Operations; begins to make use of one-to-one correspondence in counting objects and matching groups of objects.

 Outdoor Play

Bring out any boxes that you have been able to collect and allow the children to play inside and outside of them.  Can they turn themselves upside down?

Social & Emotional Development/Cooperation; shows increasing abilities to use compromise and discussion in working, playing, and resolving conflicts with peers.

 Transitions

Use one of your boxes and ask each child to find something of a particular color to put inside the box.  (Aubrey can you find something red to put into the box, Alison can you find something green).  For children who are just learning their colors you can give them a small piece of colored paper or a crayon in the color that you would like them to find.

Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.   AND Mathematics/Geometry & Spatial Sense; shows growth in matching, sorting, putting in a series, and regrouping objects according to one or two attributes such as color, shape, or size.

Dear Parent- today we read a book about inside, outside, and upside down.  Ask your child to show you what inside looks like using a closet or bedroom.  (Can you put yourself inside the closet?)   Ask your child to show you what outside and upside down look like also.

About Kerry CI am an Early Childhood Educator who has seen daily the value of shared book readings with my preschoolers. I use the book theme in my centers and can daily touch upon a variety of Early Childhood Domains which makes assessing the children easy and individualized.