How Many Feet in the Bed?, by D. Johnston Hamm

This book offers a fun and different way of counting. It talks about morning rituals that will counterbalance all the books out there about night time rituals.

Materials

Pictures of animals and their feet.
Several sentence strips or long strips of paper with the numbers 0-10 written across.

A sentence strip for each child.

Vocabulary

Names of body parts. Include ones that the children might not know such as eye lashes, knuckles, thighs, ear lobes, etc..

Before Reading the Story

Ask the children to help name body parts that people have two of. Now ask the children if they can name body parts that you only have one of, ten of, many of (teeth, hairs, freckles)? Introduce the children and tell them that as you read the story, they will need to help you count the feet.

Mathematics/Number & Operations; begins to use one-to-one correspondence in counting objects and matching groups of objects. AND Language Development/Speaking & Communicating; uses an increasingly complex and varied vocabulary.

Reading the Story

While reading the story, touch the feet as you count them.

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

After Reading the Story

Have all the girls stick their feet into the circle and ask, how many feet do you think there are? Count all the girl’s feet. Repeat with the boy’s feet. Which have more feet, girls or boys? Now count all the feet together, there are a lot of feet!

Mathematics/Number & Operations; Begins to use language to compare numbers of objects with terms such as more, less, greater that, fewer, equal to. AND Mathematics/Number & Operations; demonstrates increasing interest and awareness of numbers and counting as a means to solving problems and determining quantity.

Discovery

Bring in an insect that is common to your area. Put it into a container that the children can observe it through. How many feet does this insect have? Do you see it’s eyes? How does the creature move? (I have found that roly polies and crickets work well).

Science/Scientific Skills & Methods; develops increasing ability to observe and discuss common properties, differences, and comparisons among objects and materials.

Music and Movement

Teach the children Hap Palmer’s song, What a Miracle.https://www.youtube.com/watch?v=mFlVciz8aGs

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences

Teach the chant, Left Foot Right Foot.

Left foot, right foot I am cool

Left foot, right foot I learned at school.

Make sure you are standing facing the children when you do this. You will put out your opposite foot so the children will mimic using their correct foot. Continue doing, hand, knee. elbow, hip. etc..

Language Development/Listening & Understanding; demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.

Blocks

Ask the child if they can build a structure using only ten blocks. Then ask them if they can build a structure using only five blocks, etc.? Observe if they are able to build using the correct number of blocks.

Mathematics/Number & Operations; begins to use one-to-one correspondence in counting objects and matching groups of objects. AND Language Development/Listening & Understanding; shows progress in understanding and following swimple and multi-step directions.

Art

Help each child draw around their shoe onto a piece of paper. Challenge them to decorate their shoe from a looking down perspective. For younger children it is easier to trace around their hand and then decorate it (fingernails, rings, freckles, hairs).

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences. AND Science/Scientific Scientific Knowledge; expands knowledge of and respect for their bodies and the environment.

Sand and Water

Put large rubber animals in the table today with wet sand. Stamp out animal foot prints.

Approaches to Learning/Initiative a& Curiosity; chooses to participate in an increasing variety of tasks and activities.

Library and Writing

On a sentence strip make the numbers 0-10. Give the children each their own sentence strip and encourage them to copy the numbers onto it. They can then cut these out and glue them to a piece of paper.

Literacy/Early Writing; experiments with a variety of writing tools and materials, such as pencils, crayons, and computers. AND Approaches t Learning/Engagement & Persistence; grows in abilities to persist in and complete a variety of tasks , activities, projects, and experiences.

Dramatic Play

Put out many pairs of shoes today so the children will be aware of their feet as they play. If you have the supplies, you could set up a pretend shoe store. As the children try on the different shoes, help them be aware if the shoes are too big, too small, or just right for their feet.

Math and Manipulatives

On a piece of paper write the number 0. On another write the number 2, 4, and 6. Put the papers on the table and give the child the picture so animals. Have the child count the number of feet and put the picture on the correct piece of paper. Put the 1 paper on the left and the 6 paper on the right. After the children sort the animals, point to the piles and say,”more, more, and most”.

Mathematics/Number & Operations; demonstrates increasing interest and awareness of numbers and counting as a means of solving problems and determining quantity. AND begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, equal to.

Outdoor Play

Take off your shoes and socks today and let the children walk barefoot on a variety of surfaces (sand, wet sand, grass, cement, gravel). Talk about how each one feels and which one they like the best.

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

Take off your shoes today and let the children paint with their feet. Use a long piece of bulletin board paper, have the children paint their feet with a paintbrush, and then hold the hand of a friend as they walk across the paper. Have either a hose or a pan of water they can wash their feet off with. Supply several towels for drying.

Creative Arts/Art; gains ability in using different art media and materials in a variety of ways for creative expression and representation.

Transitions

Ask several children stand together. Ask another child to count how many feet there are in the grouping. Ask different groups of children 1-5 come up and let the others count their feet.

Mathematics/Number & Operations; demonstrates increasing interest and awareness of numbers and counting as a means of solving problems and determining quantity.

Resources

Good Night Gorilla, by Peggy Rathmann

This is a cute story told with few words. As the zookeeper puts the animals to bed, something fishy is going on. Children will delight in the silliness of the story. This book is almost wordless and children will delight in retelling it over and over.

Materials

1-2 flashlights.
A liquor store sized box with a hole cut out on one side big enough for a child to shine a flashlight in and see.
Animal cards
Old keys (ask at a place that makes them)
Several bath or dishtowels
Zookeeper maze, 1 per child

Vocabulary

Before Reading the Story

Look at the cover of the book. Can the children tell what time it is? Ask them what the gorilla is holding? What do they think the story might be about? Introduce the book.

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.

Reading the Story

As you read the story, stop on each page and ask a question about the illustration. What is the gorilla taking out of the zookeeper’s pocket? What do you think the gorilla will do when the zookeeper says goodnight to the elephant? Where are all the animals going? What do the two eyes say in the picture? What do you think the zookeeper’s wife will do? Look who is still following the zookeeper’s wife, what do you think will happen next? Look at the banana, whom do you think ate it?

After Reading the Story

Ask the children if they thought the gorilla was being good or naughty, why? (He let all the animals out so they could play. He sneaked. My Mom would be mad. Me and my sister sneak to watch t.v. when we sleep) What happens when you disobey your parents? Why do you think your parents, and teachers, make rules? (To be safe, to be mean, to make me go to bed).

Approaches to Learning/Reasoning & Problem Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.

Put the pictures of the animals where the children can see them. Cover them up with a cloth and take one away. Can the children remember which animal is missing? After you have done this several times, challenge then to recall the order in which the animals appeared in the story. What was the mouse carrying throughout the story?

Approaches to Learning/Reasoning & Problem Solving; grows in recognizing and solving problems through active exploration, including trial and error, and interactions and discussions with peers and adults. AND 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.

Discovery

Provide flashlights for the children to use today. Bring in a box and cut a hole in it. The children can take turns putting something under the box and then using the flashlight to look through the hole and see what is inside.

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.

For older children start with the flashlight totally disassembled. Can they figure out how to put it back together so they can shine the light into the box?

Approaches to Learning/Engagement & Persistence; grows in abilities to persist in and complete a variety of tasks, activities, projects, and experiences.

Music and Movement

Teach the children the finger play, The Mouse.

Here is a mouse with ears so funny, Make a peace sign with fingers

And here is a hole in the ground. On other hand make a circle

When a noise he hears,

He pricks up his ears Pop up fingers of peace sign hand

And he runs to his hole in the ground. Put peace sign into circle hand

Creative Arts/Music; participates with increasing interest and enjoyment in a variety of music activities, including listening, singing, finger plays, games, and performances.

Play Monkey See, Monkey Do.

Start in a large circle and sing or chant the following. he children can take turns choosing an action that the other children imitate. Make sure you have plenty of room as it seems jumping, twirling, and running in place are popular actions.

When I clap, clap, clap, my hands, Choose an action for the children to copy

The monkeys clap, clap, clap, their hands. Children copy action

Monkeys see and monkeys do

Monkeys do the same as you. Switch out a child’s name for next round

Language Development/Listening & Understanding; shows progress in understanding and following simple and multi-step directions. AND Physical Health & Development/Health Status & Practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical fitness.

Blocks

The story takes place in a zoo. Challenge the children to make a zoo. Where do the animals go, where can the people walk? Put any book you may have depicting a zoo in the center for the children to use as a guideline to their building.

Social & Emotional Development/Knowledge of Families & Community; begins to express and understand concepts and language of geography in the context of the classroom, home, and community.

Art

Roll play dough out into pretend bananas and give the children plastic knives to practice cutting. Can they cut in slices? Can they cut the long way? Can they cut it in half? Can they cut 4 pieces?

Physical Health Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth, and toileting. AND Mathematics/Number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways?

Put dark paper and light colored paints at the easel today and let the children paint night time pictures.

Creative Arts/Art; gains ability in using different art media and materials in a variety of ways for creative expression and representation.

Sand and Water

Add hard plastic baby dolls and water to the table. Tell the children since the story took place at night that you thought it would be good to bath the babies before bedtime. Give the children several dish towels or bath towels to dry the babies.

Creative Arts/Dramatic PLay; participates in a variety of dramatic play activities that become more extended and complex. AND Physical Health & Development/Health Status & Practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical fitness.

Library and Writing

This story is available on YouTube.

Literacy/Book KNowledge & Appreciation; shows growing interest in reading related activities, such as asking to have a favorite book read,; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children.

Give children a copy of the Zookeeper maze and a pencil. Are they able to follow the maze and get the zookeeper to the bed without going over the lines?

Literacy/Early Writing; experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers.

Dramatic Play

Add stuffed animals to the center today and encourage the children to prepare the animals for night. Add several naptime blankets so they can tuck the animals in.

Social & Emotional Development/Knowledge of Families & Communities; progresses in understanding similarities and respecting differences among people such as genders, race, special needs, culture, language, and family structures.

Math and Manipulatives

If you can get old keys, they are great for sorting and counting.

Mathematics/Number & Operations; develops increased abilities to combine, separate, and name “how many” concrete objects. AND Mathematics/Patterns & Measurement; begins to determine whether two or not two shapes are the same size and shape.

Make two sets of the animal eyes cards and put them out for the children to match. You can use this like a Memory Game.

Mathematics/Patterns & Measurement; shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as color, shape, or size.

Outdoors Play

Play follow the leader with a twist. Have the children line up behind you and follow you as quietly as possible around the playground. Go around the tree, behind the sandbox, under the cover, etc. At intervals say “Do I hear a noise”? This is the signal for the children to freeze and you to turn around. If all are frozen still, turn back around and continue. If someone is still moving when you turn around, they go to a designated area and wait until the next freeze cycle.

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

Transitions

As the children move to the next activity tell them to move so quietly that no one can hear them. (My children used to like to do this as we passed by the offices on the way to the playground).

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

Resources

Creatures of the Night, by Judith E. Rinard

This book is part of a series from the; Books for Young Explorers National Geographic Society. It is full of wonderful close up photographs of many nocturnal animals, a great resource for any classroom.

Materials

Nature magazines with pictures of nocturnal animals.
American Sign Language pictures
Preparation of number charts, 1 per child.
Several flashlights

Vocabulary

Nocturnal (animals that come out at night and mostly sleep during the day)

Before Reading the Book

Ask the children if they know what the word nocturnal means. Ask the children if they can think of any animals that are nocturnal. Write these down on a large sheet of paper.

Language Development/Speaking & Communicating; uses an increasingly complex and varied vocabulary. AND Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks.

Reading the Story

This is a book that may be better to take a walk through versus reading with younger children. As you go through, allow the children to name the animals they recognize and to share any observations that they may have.

Science/Scientific Knowledge; expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes.

After Reading the Story

Look again at the list the children made of nocturnal animals. Can they add any others to their list? Did they think of any that were not in the book? (If someone has a pet gerbil they might have put it on the list though it is not in the book, congratulate them for thinking of something extra).

Discovery

Put the book into the discovery center to allow the children to further investigate.

Literacy/Book Knowledge & Appreciation;shows growing interest in reading -related activities, such as asking to have a favorite book read,; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children.

Bring in a large box or put a scarf over your science center table to make a cave. Give the children nature magazines and have them cut out nocturnal animals and tape to the walls. The children can crawl inside and pretend that it is night time. Add a flashlight.

Physical Health & Development/Fine Motor Skills; grows in eye-hand coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads, and using scissors.

Music and Movement

Sing Nocturnal Animals-sung to Frere Jaqua

Nocturnal animals, nocturnal animals,

Come out at night, come out at night

You may see the owl, looking for food

In the night, in the night.

You may see the bat, flying in the sky

You may hear the frog, singing near the pond

You may see the firefly, twinkling his light

Science/Scientific Knowledge; expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes.

Blocks

Give each child two poker chips. Show them how to lay one down flat and to use the other to make it jump by rubbing it quickly over the edge of the first. Suggest to the children that these are frogs. Encourage them to make a pond out of blocks and then practice jumping their frogs into the pond. This can be challenging for some children, encourage them to keep trying.

Approaches to learning/Engagement & Persistence; grows in abilities to persist in and complete a variety of tasks, activities, projects, and experiences.

Art

Let the children finger paint with a dark color to make a nighttime backdrop. Next have the children go through old nature magazines and cut out animals that come out at night. Glue these to the finger painting when it is dry. If you have no magazines, encourage the children to draw their own nocturnal animals.

Science/Scientific Skills & Methods; develops growing abilities to collect, describe, and record information through a variety of means, including discussion, drawings, maps, and charts.

Sand and Water

Fill the table with water. Add plastic foods. Note that raccoons look for fruits and vegetables at night and then wash them before they eat it. Encourage the children to pretend to be raccoons and wash the plastic foods, sorting out the fruits and vegetables.

Mathematics/Patterns & Measurement; shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as shape or size.

Library and Writing

Use the sign cards to show the children how to sign language some of the nocturnal animals. When they get good at these,you can incorporate them into the song Nocturnal Animals.

Language Development/Speaking & Communicating; develops increasing abilities ti understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; and for other varied purposes. AND Social & Emotional Development/Knowledge of Families & Communities; progresses in understanding similarities and respecting differences among people such as genders, race, special needs, culture, language, and family structures.

Dramatic Play

See Discovery

Math and Manipulatives

Make number charts with the children. On a long piece of construction paper make 10 lines across going down the paper. On the left hand side write the numbers 1-10. Let the children glue the appropriate number of animals to each line. Older children can be shown how to use a ruler to draw the lines and numbers. Label the top, I Can Count Nocturnal Animals

Mathematics/Number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in a meaningful way. AND Mathematics/Patterns & Measurement; enhances abilities to recognize, duplicate, and extend simple patterns using a variety of materials.

Outdoor Play

Can you jump like a frog? Can you hang upside down like an opossum/bat? Can you fly like an owl/bat? Can you run and hide like a mouse? Can you walk quietly like a leopard? Can you howl like a coyote? Can you leap like a flying squirrel?

Approaches to Learning/Reasoning & Problem Solving; grows is recognizing and solving problems through active exploration, including trial and error, and in interactions with peers and adults. AND Physical Health & Development/Health Status & Practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical fitness.

Transitions

Play, I’m Thinking Of A Nocturnal Animal. Begin to describe one of the animals in the book and see if the children can guess. (I’m thinking of a nocturnal animal that flies at night and catches insects to eat. During the day this animals sleeps upside down some place dark and quiet).

Resources