From Head to Toe, by Eric Carle

This book with big bold pictures makes it fun for children to get a little exercise while you read. When you finish you can’t help but feel good by all things that you can do!

Materials

Camera

Vocabulary

Arch (curved over)
Wiggle( making movements from side to side)
Stomp (walk with heavy feet)
Drinking cupps and several small pitchers

Before Reading the Story

Ask the children why they think exercise is important (to make my muscles strong, so I never get fat, so my brother can’t beat me up). Tell the children that even animals do exercise. Show the children the back of the book where the boy and the flamingo are kicking their legs. Ask them if they know what animal this is, what is it doing, can you do it? Tell the children that if they can do it they need to loudly say, “I can do it!”

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

Have everyone stand up and spread out. As you read allow the children to do the actions. Make sure that they leave room between themselves so as not to bump into one another.

Physical Health & Development/Health Status & Practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical development.

After Reading the Story

Ask the children if they can think of animals that do certain types of actions; Who swims? Who flies? Who slithers? Who gallops? Etc. Ask the children if they can do it and let them do the actions.

Language Development/Listening & Understanding; understands an increasingly complex and varied vocabulary. AND Approaches to Learning/Reasoning & Problem Solving; develops increasing ability to find more that one solution to a question, task, or problem.

Discovery

Put the book and a mirror into the center. Encourage the children to look in the mirror and do the actions.

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

Show the children how to use a piece f equipment in your science center (a spin top, a magnet and paper clips, texture match cards, etc.. When you are finished, ask if they can do it? (Spin a top on the table, pick up 5 paper clips with a magnet, find a texture card that matches an article of clothing you are wearing).

Approaches to Learning/Engagement & Persistence; grows in ability to persist in and complete a variety of tasks and activities.

Music and Movement

Sing Head Shoulders Knees and Toes https://www.youtube.com/watch?v=TSdeIhmv6v0

Physical Health & Development/Health Status & Practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical development.

Teach the children some simple yoga. Many yoga poses have animal names (the cat, the dog, the frog) https://www.youtube.com/watch?v=iHoErQuFw_4

Physical Health & Development/Health Status & Practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical development.

Blocks

The teacher goes into blocks and builds a simple block structure (10 blocks big). Ask the children, “Can you do it”? And encourage them to build one just like yours.

Approaches to Learning/Engagement & Persistence; grows in ability to persist in and complete a variety of tasks and activities.

Art

Eric Carle does his pictures using finger paints. Put finger paints on the paper and give the children sticks, combs, and any other things you can find that will make the lines through the paint. (finger nails work good too).

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

Put out the small pitchers and drinking cups. Show the children how to pour the cup without overflowing. Let the children practice pouring. Can they do it? For children who have had practice pouring, make marks on the cups for the children to use as filing lines.

Physical Health & Development/Fine Motor Skills; grows in hand-eye coordination needed to use tools such as scissors, paper punch, stapler, and hammer. AND Physical Health & Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth , and toileting.

Library and Writing

Tell the children that you are going to make a class book called Can You Do It? Ask each child to use a body part and tell you what they are doing. Take a picture of them doing their action. Put the pictures together to make a classroom book (Kerry can wiggle her fingers, can you do it? Roger can twist his waist, can you do it?). Do not be surprised if children show you ninja moves, somersaults, and squats.

Literacy/Early Writing; develops an understanding that writing is a way of communicating for a variety of purposes. AND Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.

Dramatic Play

Put out any exercise equipment that you may have and let the children experiment using .

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

Math and Manipulatives

Trace around the children’s hand. Let the children cut out their hand. Ask the children if there is something special they can do with their hands and write it on the hand cutout (I can pet my cat, I can zip my zipper, I can tie a knot).

Physical Health & Development/Fine Motor Skills; develops growing strength, dexterity, and control needed to use tools such as scissors, paper punch, stapler, and hammer. AND Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play.

Outdoor Play

Find a stick and write your names in the dirt. Can you do it? I can do it! Show the children how to form their letters if they do not already know.

Literacy/Early Writing; progresses from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name.

Transitions

Play 1-2-3 How Many Do You See? Make two fists and bump them together as you say 1-2-3. Then hold up 1-10 fingers as you finish the sentence. Let the children take turns naming how many fingers you are holding up.

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

Resources

The Story of Ferdinand, by Munro Leaf

This is the story about a bull who was contented and happy being himself even if he was not like all the other bulls. This is a story about accepting others for who they are. Ferdinand is a bull who just does not like to fight and play rough like all the other bulls. He is happy to sit and smell the flowers.

Materials

Dip cotton balls into different scents. Put the cotton ball into small containers that the scent can come through. (IE; a zip lock bag with small pin holes along the seal). Seal the container so the children can not open them. (vanilla, perfume, vinegar, mouthwash, shampoo, liquid soap)
Tape measurer or yard stick

Vocabulary

Bull ( a boy cow)
Lonesome (sad from being alone)
Snort (the sound of air being forced through nose)
Fierce (the fightingest)

Before Reading the Story

Ask the children if they ever like to be alone and do quiet things all by themselves? What kinds of things do you like to do by yourself? Do you have a special place that you go when you want to be alone? Show the children the front of the book and ask if they know what kind of an animal Ferdinand is (bull). Point out his neck muscles and say that bulls are very strong. Show the children where Spain is on a globe or a map. Explain to them that in Spain people fight with bulls kind of like how in the U.S. wrestlers fight with each other on television, it is a sport.

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

Reading the Story

When you get to the part where the author is telling how all the other bulls played and knocked their heads together; hold up your two fists and bump them together saying these are their heads.

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

When you get to the part where Ferdinand sits on the bumble bee, stop and ask the children what they think is going to happen.

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

Ask the children how they felt about Ferdinand not wanting to fight.? What if someone wanted to fight with you, what would you do? Is it ok to not do what everybody else is doing? Does everyone have to like to play in the mud just because I do? Am I being a good friend if I try to make you play in the mud when you do not want to? Is it ok to tell somebody “no” that you do not want to do something?

Social & Emotional Development/Cooperation; shows increasing abilities to use compromise and discussion in working, playing, and resolving conflicts with others. AND Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks.

Discovery

In the story Ferdinand liked to smell the flowers. Bring in several small containers that you have soaked a cotton ball in a scent. Let the children sniff and guess what the scents are. Ask them to tell you which scents they like and do not like. Ask them to tell you what other scents they like (peanut butter, my shampoo, my baby when he’s not stinky)

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

Begin a discussion on smells. What do we use to smell with? How do smells help us? (They tell us about smoke, they tell us where to find food).

Science/Scientific Skills & Methods; begins to describe and discuss predictions, explanations, nad generalizations based on past experiences.

Did you know that if you have a very plugged nose you can not taste food? At lunch if someone says they do not like something, see if they will try an experiment. Have them plug their nose and take a bite of the food. Tell them to hold their nose until after they have swallowed. THere, you see that was not so bad.

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Music and Movement

Do the fingerplay 5 Little Bulls

5 little bulls (hold up 5 fingers)

Bumping heads (bump knuckles of hands together)

Bumped too hard so went to bed. (rub forehead)

4 Little bulls (hold up 4 fingers)

Bumping Heads (bump knuckles of hands together)

Bumped too hard so went to bed. (rub forehead)

3 bulls

2 bulls

1 little bull (hold up 1 finger)

Couldn’t bump heads (shrug shoulder

He got bored so off he fled (put hands behind back)

Mathematics/Number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.

Teach the children the fingerplay, Here Is The Beehive

Here is the beehive (Make a fist with hand)

But where are the bees? (Shrug shoulders)

Hiding away where nobody sees. (Use other hand to point to fisted hand)

Oh, do you hear them? (Hold fisted hand to ea

They’re coming out of the hive

Here come the bees, 1,2,3,4,5! (Open up hand as count out the bees)

Mathematics/Number & Operations; develops increasing ability to count in sequence to 10 and beyond.

Blocks

Encourage the children to use the blocks to make a fence. Can they make a pattern fence with the blocks?

Mathematics/Patterns a & Measurement; enhances abilities to recognize, duplicate, and extend simple patterns using a variety of materials.

Art

Cut out circles, petal shapes, leaf shapes, and long strips for stems. Let the children collage the parts together to make flowers.

Creative Arts/Art; progresses in abilities to create drawings, paintings, models, and other art creations that are more detailed, creative, or realistic.

Library and Writing

Ask each child what it is that they especially like to do. Write their responses onto a piece of paper. Encourage the child to then illustrate their words. (I like to pet my cat cause he is soft and tickles me. I like to play video games on my Mommies phone. I like to play with my sister).

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences. AND Physical Health & Development/Fine Motor Skills; progresses in abilities using writing, drawing, and art tools, including pencils, markers, chalk, paint brushes, and various types of technology.

Sand and Water

Add silk or real flower petals to the water today.

Approaches to Learning/Initiative & Curiosity; approaches tasks and activities with increased flexibility, imagination, and inventiveness.

Dramatic Play

Put fresh or silk flowers onto the table for the children to enjoy.

Approaches to Learning/Initiative & Curiosity; approaches tasks and activities with increased flexibility, imagination, and inventiveness.

Math and Manipulatives

Using unifix cubes or counters, put out two sets and ask the children to count each set and tell you which has more or which has less.

Mathematics/Number & Operations; begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, and equal to.

Outdoor Play

Encourage the children to run and jump on the playground. Set up a long jump area. Mark a line across the ground and bring out a tape measurer. Have the children run and at the line jump as far as they can. Measure the children’s jumps using a tape measurer or yard stick. Also have the children stand at the line and jump from this standing position. Measure the length of their jumps.

Mathematics/Patterns & Measurement; shows progress in using standard and non-standard measures for length and area of objects.

Transitions

Ask the children questions about their five senses as they go off to the next activity. What do you use your nose for? How does your nose help you to know about the world? What is one thing you have to do to take care of your nose? Continue using all the senses.

Science/Scientific Knowledge; expands knowledge of and respect for their bodies and the environment.

Resources

Someone Special Just like you, by Tricia Brown

This book introduces young children to disabilities in a way that makes them so natural that the children will not think of a disability as something odd but a natural part of who each individual is.

Materials

Eyeglasses shape cut from poster board (1 per child)
Pipecleaners
Water Beads https://www.instagram.com/p/Bjara13HRlm/?utm_source=ig_embed
Pillow case
Chalk for playground

Vocabulary

Disability (a physical or mental condition that limits a person’s movements, senses, or activities)

Before reading the Story

Start a discussion with the children about how we are all different. That each of us has things that we like to do, things we are good at doing, and things we do not really like to do. Allow children to comment upon each of these thoughts. Explain to the children that it is all these different feelings that make us each special. Introduce the book.

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

Reading the Story

As you read, point out the different equipment that the children are wearing or using (See the hearing aid? It helps him to hear sounds and words). Answer any questions that the children might have about devices and equipment to help people with disabilities.

Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks. AND Language Development/Speaking & Understanding; develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; and for other varied purposes.

After Reading the Story

In our story today we saw lots of children who had special equipment to help them to be able to do things that they might not otherwise be able to. Does anyone remember the names or uses for one of the pieces of equipment? (glasses, hearing aid, walker). When people have to use special equipment they sometimes might need help. For example if a person is in a wheelchair, they might need help being pushed down the hall/to a center. You can be a friend by asking them if they would like you to help, or by just asking them if they would like to play with you. Ask the children to raise their hands if they like to have fun? And people with disabilities like to have fun too. Raise your hands if you like it when others ask you to play with them? And children with disabilities like to be asked to play too. Raise your hands if you like to be treated mean? People with disabilities do not like to be treated mean either. Raise your hands if you like to be treated with kindness? People with disabilities like to be treated with kindness also. End by telling the children that just like the title of the story today, they are all special and you are so glad that they are your friends.

Social & Emotional Development/Social Relationships; progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy or caring for others.

Explain that a person who is blind can not see out of their eyes. They have to learn to get around with the help of a friend or sometimes a dog that has been specially trained to help them. Tell the children that today you are going to pretend to be the dog or friend. Explain that as they move to the next activity, you are going to lead them while they close their eyes. Walk them to the line or the center. As you walk with them one at a time, ask them how it makes them feel to not be able to see out of their eyes? (scary, confused, unsure)

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.

Discovery

Put the book in the center today along with any other books or pictures that show equipment to help people with disabilities. Take a moment to share with the children the names of the pieces of equipment and how they help.

Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks.

Music and Movement;

Teach the children, It’s Love That makes The World Go Round https://search.myway.com/search/video.jhtml?enc=0&n=7867896c&p2=%5ECPZ%5Exdm317%5ETTAB02%5EUS&pg=video&pn=1&ptb=A0680D34-B28C-4AA7-BB20-22002DA2EFA5&qs=&searchfor=It%27s+love%2C+it%27s+love%2Cit%27s+love+that+make+the+world+go+round-song&si=55412556653&ss=sub&st=tab&tpr=sbt&trs=wtt

It’s love, its love, it’s love that makes the world go round,

It’s love that makes the world go round.

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

Blocks

If you have a set of disability people you can talk about each one and what their piece of equipment is called. Tell them that for a person in a wheelchair how it is hard for them to go up and down stairs. Ask the children if they can build a ramp to get into their block structure.

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

Art

Cut out eyeglass shapes from poster board and let the children decorate them. Use pipe cleaners to make the over the ear pieces.

Creative Arts/Art; progresses in abilities to create drawings, paintings, models, and other art creations that are more detailed, creative, or realistic.

Sand and Water

Add water beads to the center. As they swell in the water they become very sensory.

Library and Writing

Use plastic lacing letters or make letters from pieces of sand paper. Have the children lay the letters onto the table and put a piece of paper over. Use the side of a crayon to press down and make a rubbing. Can the children name the letters that they have used?

Literacy/Alphabet Knowledge; identifies at least 10 letters of the alphabet, especially those in their own name.

Dramatic Play

Add any kind of special equipment you can find so the children can understand how it feels to wear a brace or not see, etc. (Cut a box to make a brace that can be taped around a child’s leg, old sunglasses can have tape put on the lenses, ear phones can be added so the children hear through a muffled sound, and a chair can be turned into a pretend wheelchair).

Science/Scientific Knowledge; expands knowledge of and respect for their bodies and the environment.

Math and Manipulatives

Put out any puzzles that depict people with disabilities. Use the puzzles as a jumping board for a discussion on how we can help each other, ways to make people feel a part of the group (with and without special equipment), and acts of kindness in general.

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

Outdoor play

Is your playground and facilities handicap accessible? As you go to the playground, note to the children the ramps to get in and out of the building.

Physical Health & Development/Health Status & Practices; beuil;ds awareness and ability to follow basic health and safety rules such as fire safety, traffic and pedestrian safety, and responding appropriately to potentially harmful objects, substances, and activities.

Make a jumping game. On the cement, draw a large rectangle that is divided by slanted lines (see resources). The children start at one end and jump from name to name calling them out as they go. Can they identify their friends names? Can they identify the first letter of the name? You can also do this with colors, shapes, or individual letters.

Literacy?Alphabet Knowledge; increases in ability to notice the beginning letters of familiar words. AND Literacy/Early Writing; develops understanding that writing is a way of communicating for a variety of purposes.

Transitions

Use the pillowcase as a Feely Bag. Explain to the children that people who can not see with their eyes, learn to use their sense of touch to help them know what things are. Beforehand, gather a variety of objects from your various centers. Put an object one at a time into the pillow case so that the children can not see. Have the children take turns using their hands to feel the object in the pillowcase and guess what it is.

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.