Lesson Plan devloped by Kim Scofield

Objective:  After the children play Blues Clues 123 Activities, which focus
primarily on counting and patterns, the children will apply their learned
knowledge to a game. The students will be able:
1.) count the numbers one through ten out loud
2.) identify the numbers one through ten
3.) show the numbers one through ten using manipulatives

Goals: The goal of this lesson is to familiarize the young learner with the
numbers one through ten.

Procedure:
1.) Place cut outs of Blue (relating to the game) on the table in front of
each student with the corresponding number on them.
2.) Give each student a bag with 10 Blues Clues stickers (whatever you feel
the need to use) in it.
3.) You then call out a number one through ten.
4.) The task of the student is to find the Blue that has that number on its
stomach and using their stickers show that number on their cut out.

Recognizing Vowel Sounds with the Help of My First Incredible, Amazing Dictionary
Grades 1-2 - Lesson developed by Teresa Maturino-y-Buschman

Objectives:

     to practice listening and writing words with short vowel sounds
     to allow young students to explore their literacy learning independently
     to use an interactive dictionary to enhance learning

Assumptions:
Students have experience using the computer mouse and keyboard.

Materials:
Various objects whose names have the sound of the vowel covered for the lesson
(these should be objects with which students are or should be familiar)
drawing paper
crayons and/or markers

Procedure:
Begin the lesson by asking students to name the various objects presented to them.
Some objects may have more than one name, so tell the students by which name it will
be called during this lesson.

Write each vowel on the board and review their sounds.  Then ask the class what
vowel sound they hear in all of the objects.  Ask a volunteer to go to the board and
write or circle the letter of the sound they hear in all of the objects.

Hand a blank sheet of standard, white drawing or copy paper.  Ask and show the
students to fold it in half lengthwise.  Ask and show the students to fold it in half
widthwise and to fold it again widthwise.  Ask the students to count along with you
the number of rectangles created by the folds on the paper (there should be 8).  Explain
to students that they can work alone or with a partner to complete the rest of the
assignment on the computer.

Once students are stationed at their computer, have them click on My First Incredible,
Amazing Dictionary.  Then have them click on the alphabetical search.  Ask students to
find four words that have the same sound as the objects they saw earlier.  Have the
students write the word they found on one rectangle on the paper and draw a picture
of the word on the opposite rectangle/box.  Do the first one with them and let them
finish the remaining three.

Assessment
The completed word-sheet combined with the teacher’s observations will help assess
the students’ phonemic awareness of the vowel studied.  Also, having the students
share their work in a classroom circle may help them learn from each other’s work and
give the teacher insight to their understanding of the lesson.

Lesson Plan For EDU-360
Developed by: Cary A. Langley

SUBJECT: colors
GRADES:  K-1

MATERIALS
 PC equipped with paint
 Enough computers for a couple of students

OBJECTIVE
 Students will create a picture on paint using specific colors
 -this reinforces colors and their corresponding names, hand-eye coordination
and computer use

TEACHING
 Students will be taught there basic colors if they don’t already know them
using several different techniques
Students will be taught how to use paint

CHECK FOR UNDERSTANDING
 The teacher will go around and make sure all students know how to use paint

GUIDED PRACTICE / MONITORING
 Students will be told to make a picture, any picture they want on paint but
they have to use the colors red, brown, black, yellow, orange, purple, green,
blue and white at least once in their picture

CHECK FOR UNDERSTANDING
The teacher will look at the picture and make sure all colors were used, then ask
the student if he/she can describe what color each thing is on their painting

INDEPENDENT PRACTICE
Each student will be asked to draw a picture at home and to bring it to class for
show and tell, the other students who are not sharing at the time will be asked to
guess the colors in the picture

Lesson Plan for Jump Start Kindergarten By Genny Wald

Grade Level:  Kindergarten

Subject:  Introduction to the computer.

Objectives: To have the children familiar with the computer specifically
the mouse and the monitor.

Student Arrangement:  Class room computer

Time Allotment:  One week.

Procedure:
1.  Make a class list of the five to six students that will go on each
day.
2.  For each day you will follow the same procedure.
3.  Load the CD ROM into the computer, set up the computer so you are
ready to go..
4.  Have the children sit around the computer and you demonstrate how to
get into the school house.
5.  Once in the school house show them the different areas in which they
can go into:  Coloring, puzzles, shapes, click on the different animals
to hear them, what's wrong with the pictures, and etc. (Make sure the
volume is up so they can hear the rabbit telling them the directions,
colors, shapes, and sizes of things that they click.
6.  Allow each student to have their own turn going in and out of
various areas.
7.  Save various pictures for the children to print out and bring home.

Assessment:  When the students have a feel for how the mouse works and
the various programs.  The print out is the final assessment, to
complete the objectives.

I'm Me and I'm Special lessons developed by Sara Walker

I'm me and I'm special. I have a mouth that allows me to eat. I can observe differences in objects.

Title of Activity: Sink and Float Snack

Cognitive Area: Science

Objective:

To encourage children to develop eye-hand coordination, visual motor control and upper
body control, to teach children about matter and the scientific principle of sinking and
floating

Prerequisite Skills Needed:

Children will need to use the fine motor skills that allow them to use a pincher
(thumb-forefinger) grip to pull small food items out of a bowl.

Assessment of Prerequisite Skills:

Teacher is to observe children in a natural environment to determine each child’s
level of fine motor functioning. Teacher may wish to provide activities targeted towards
fine motor control prior to this activity. Such activities could include tweezers and buttons
in water table or paper ripping at art center. Teacher is to keep anecdotal notes regarding
each child's comfort level and ability to use fine motor skills.

Procedure:

Teacher is to ask a small group of children to help her/him spread out a bed sheet in an
open area. Everyone is to wash hands, get a bowl and sit around the sheet. Teacher is to
pass the pitcher and let children pour a little water into their bowls.

After children have poured the water, have each child lay on his stomach by his bowl. Pass
the raisins and apples and allow each child take some and put them in her/his bowl. Ask
the children "What is happening to the raisins and apples?" (The raisins sink and the apples
float.)

While lying on their stomachs, allow each child to pick out the apples and raisins using a
pincher grip. Activity may be enhanced to include classification if children are encouraged
to sort and then eat the fruit.

Special Needs Variation- Children who have difficulty using a pincer grasp may be encourage to pick out the fruit in whatever manner is comfortable. Teacher may even provide spoons or other tools to assist children in extracting the apple and raisins.

Materials:

Bowls, Raisins, Apples, Water, Pitcher, Bed Sheet
 
 

Assessment of Objective Mastery:

Teacher is to observe children as they attempt to pull the fruit from the bowls. The
following questions may provide a framework in completing observations. Were children
able to support themselves on elbows as they pulled out the snack, thus exhibiting upper
body control? Were children able to use a pincher grasp to pull out the fruit? What other
methods of extraction did the children use? Could children sort and classify the raisins
and apples?

Evaluating Success of Activity:

Teacher is to observe children at work during this activity. The following questions may
provide helpful in evaluating the success and continuation of this activity. Did children
have fun during this activity? Did they laugh and smile or were the facial expressions
strained or unpleasant? Were children eager to join the activity? Was this activity
challenging, yet did not cause children to become frustrated or overwhelmed?

Source of Activity:

Adler, L., Caton, B. & Cleveland, A. (1994) Activities Unlimited. Elgrin, Illinois: Building
Blocks
 

#2
I'm Me and I'm Special

I'm me and I'm special. I'm growing bigger everyday.
I'm bigger than I was at the beginning of the year and I'll be even bigger by the end!

Title of Activity: Measure Me

Curriculum Area: Science/Health and Safety

Objective:

To teach children about the concept of bigger and smaller, to familiarize children with the
concept of measurement and introduce measurement tools, to teach children about
temporal concepts and the passage of time

Prerequisite Skills Needed:

Children will need to be able to use visual discrimination skills to determine where marks
on a measuring wall are located. Children also need to have long term memory
functioning that enables them to compare recent measurements to previous
measurements.

Assessing Prerequisite Skills:

Teacher is to observe children in natural setting to assure that each child has the visual
discrimination skills necessary to distinguish between numbers and marking. Children do
not need to identify number, but do need to be able to determine if numbers are the same
or different.

Procedure:

At the beginning of the year or on child's first day, teacher is to introduce the
"Growing Wall" and explain to children that she will be measuring them and charting their
growth. Teacher is to allow children to explore a yardstick and explain the how a yard
sticks is used. Teacher may also wish to provide other types of measurement tools such as
a scale or balance or a tape measure. Children are to put their backs against the growing
wall and teacher is to put a mark and either child’s name or symbol at the top of
the child’s head on the wall. Children may then help the teacher use the measuring
stick to measure how tall each child is. Measurements are to be noted numerically both on
the wall and in specific growing journal. Children may record the numbers on the wall
and in the journal. If children are not comfortable noting this, teacher may assist. Children
may also be encourage to draw a picture of him/herself in the journal on the day the
measurement takes place. Measurements should be taken every four to eight weeks.

Materials:

Yard Stick (and other types of measurement devices), Butcher Block or Newsprint to put
on the Growing Wall.

Assessing Mastery of Objectives:

Teacher is to observe children as they participate in this activity. Teacher is to note
through anecdotal records each child's experience with this activity. Observations
will vary from child to child but all may include the following information. Were children
able to discriminate between marks and determine which one was higher and which was
lower? Were children able to assist in the measuring of the marks? Did they understand
how the yardstick was used? Were children able to draw a representation of themselves in
their journals? Were any children able to read and/or record any type of number?

Assessing Success of Activity:

Through observation teacher should be able to determine whether or not this activity is a
success and base her future lesson plans on her/his observations. The following questions
may aid teacher in determining the success and continuation of the activity. Do children
seem to enjoy being measured? Are they eager to show their families and friends the
"Growing Wall" or journals? Do children exhibit a sense of awe or pride about their
growth?

Source of Activity:

This activity sticks out in my mind as one of my favorite kindergarten experiences. I used
to love charting my growth (even though I was slow to grow and my growth was not near
the other children's). I still have journal and the pictures I drew. I still love to
revisit them upon occasion. It is too bad that growth is not as vertical or enjoyable these
days!
 

Dr. Seuss's ABC
Dr. Seuss
Lesson for Unit 2 by Stacey Biernat

Objectives:
1.  Students will identify at least two objects that start with a given
letter.

Pre-assessment/Rationale:
    Pre-assessment was done during previous class discussion activities and
within daily living environments.

Materials:
-The Letters A-Z in a bowl or basket
- Dr. Seuss's ABC
- Dr. Seuss's ABC CD-Rom

Procedure:

Initiation:

Pick a letter out of the bowl.  Ask students as a group to name as many
things that they can that starting with that letter.  Explain that you will
be reading a book that talks about the different things that start with the
same letter.

Development of Lesson:

1. Read to class Dr. Seuss's ABC.
2. Discuss how the book uses words that begin with the same letter.
3. Re-read book pausing to let student anticipate various key words that
begin with the same letter.
 

Closure:

With their learning buddy (a predetermined learning partner for the month),
have students pick one letter out of basket, walk around room for one minute
to find two objects that begin with that letter and sit down in their seats.
When all the students are seated, ask what objects they have found.

Assessment / Follow-up/Independent Practice:

-Class Discussions (as noted in description)
-"Walk Around" activity
-Use of Dr. Seuss's ABC CD-ROM from Living Books.  It could be used
interactively or the students can have the CD read to them.

Lesson #1
Math Matching   PreK - K
Developed by Christine Sullivan

Objective:
To understand one-to-one correspondence in association with sets and
numbers.
To understand quantity of equal value and practice number recognition.

Anticipatory Set:
Line up five apples and pile up five apples.  Which group has more.
Discuss student's answers.

Input:
Discuss with students that to match a set with another set it needs to be
equal or the same amount.
Draw a set of five objects and draw a matching set.  Write the number.
All these groups are the same.
Hand out five red circles, five blue, three yellow circles and two green
circles to students.  Count the students with the red circles and have
them sit in one area.  Repeat this for the other colors.  Which group of
circles has the same amount?  Discuss how they came up with their
responses.

Repeat this activity in smaller groups by using different sets of objects
(i.e. buttons, paperclips, pegs).  Use number cards for the group that
matches to enhance number recognition.

Closure:
Have group come back together.  Brainstorm how groups need to be equal.
What have they learned?

Independent Practice:
Use of CD Sesame Street Get Ready for Kindergarten (Part 2: Get Set to
Learn)
Concentrate on the Count's matching moon game.  The object of the game is
to match a set of moons to another set.  The level of difficulty increases
as the child is successful.
 

Lesson #2
The Cat in the Hat by Dr. Seuss        Kindergarten
Developed by Christine Sullivan

Objective:
To introduce rhyming words.

Anticipatory Set:
Wear a hat similar to the Hat worn in the story of The Cat in the Hat by
Dr. Seuss to get children excited about the story.

Input:
Discuss Dr. Seuss and his books.  His books usually have rhyming words
(i.e. cat/hat).
Read the story and discuss some of the rhymes.  Reread the story pausing
were the rhyming words would be to let the students guess.

Closure:
As a group make up a rhyme about the book (i.e. We read and had fun
listening to this book in the sun.)

Independent Practice:
CD from Living Books:  The Cat in the Hat by Dr. Seuss.  Children can
interact with the story on the computer.
 

Lesson #3

Computer Fun with Madeline      Kindergarten
Developed by Christine Sullivan

Objective:
For students to understand and have opportunities with the mouse and
printer of a computer.

Anticipatory Set:
Have a toy mouse and a computer mouse available.  Tell students that both
of these are called a mouse.

Input:
Discuss the computer mouse and how to click the left button. Use CD
Madeline's Rainy Day Activities.  Show students that by clicking on
something that shows a picture you will get to play an activity.  There
are many activities that can be printed.  Show students the coloring book
in Madeline's Rainy Day Activities.  By clicking this picture you will get
to the art area and be able to print.  Explain that a printer will print
out the picture that is on the screen.  Show them the printer and how to
properly place the paper in.  A picture of a printer will indicate that
you can print.

Some students will have computers at home and others do not; set up
computer buddies those who are experienced with the computers with those
who are not.  Let students explore and have experiences using the mouse
and the printer.

Closure:
As a group discuss the importance of the mouse and the printer. What
activities did the children like the best on the program?  How did the
mouse and printer help them.

Independent practice:
Continued use of the CD and other software.
 
 

Lesson #4

Super Sorters     PreK-K
Developed by Christine Sullivan

Objective:  To understand different sorting rules.

Anticipatory Set:
Have boys line up in one line and girls line up in another.  What did the
teacher just do?

Input:
There are many ways to sort things.  We just sorted by boys and girls.
Together brainstorm other sorting rules such as shape or color.
Introduce Nick Jr. Math CD  and concentrate on the super sorter game.
Children will need to sort according to the rules given by the characters.
The characters, in a positive way, let the students know if their answer
is wrong and guide them to the right answer.  They are considered Super
Sorters when they have completed it correctly.

Closure:
After every student has had a turn to play this game (this could take a
week if you can not do this in a computer lab).  Discuss why it might be
important to sort things.  Record ideas on chart paper.

Independent Practice:
Ask students to get three objects from home or the classroom that have the
same sorting rule (i.e. a button, a penny, and a soda cap would be all
things that are round).  Have the rest of the class guess their sorting
rule.

Title: Mat Say's/ Ages:9 months- 24 months
Lesson Plan developed by Maria A. Maddaloni

Objective/Goal: To develop langauge and to practice vocalizing,auditory

discrimination,cordination,kinisthetic development and cause and effect.

Materials: PC, modem, Playtime for Babies software,mouse,cd player and

cd of children's music

Length of time: These children are still very young so I will ajust to

them using and playing with it over a couple of months. My classroom
staff will also introduce it to each child one at a time.

How It Works:

Computer set up is in a sectioned off area of the classroom. Teacher and
child would work one to one in this situation and it would be an
individualized setting.

1. Teacher would start up the program ahead of time.

2.I would have some relaxing children's playing in the background.

3.I would sit the child on my lap, if the child is between the ages of 9
months thru 13months and not ready to sit in a chair, but the older
infants I would have a chair available for them.

4.The screen opens with Reader Rabbit and Mat the Mouse playing hide and
seek and Reader Rabbit is it.  Mat races into the house and hides in
the big toy chest.

5. This bring us next to the main menu, which is inside the toy chest
with Mat the Mouse. So that we can play an activity. We then would click
on a picture,first holding the mouse with the infants hands to
demonstrate or hold the star cursor over one of the pictures until the
points on the stars fill in.

6.Click on the picture of the chair, this is a game called Mat Say's, Mat
teaches babies to identify the different parts of their bodies by touch
and names. Each time the baby moves the mouse over a part of Mat's body,
Mat touches that part of the body and invites us to touch that part on
our bodies,this invites the baby to follow his lead. Alternately the
baby can touch and any key on the keyboard and Mat will select a body part at random.
The baby can also move the mouse over the switch to turn off the
light in the onscreen room, this will make the room dark,letting the
child focus on different parts of the body using a flashlight. To turn
light back on, move the mouse over the light switch again.

Away from the computer, I can play with the infants, this same  way and
have them point and touch body parts, older children could play a
scaled down version of head,shoulders,knees and toes.

Lesson Plan:2 Maria A.Maddaloni
Title:Rhyme Time/Ages: 9months-24months

OBJECTIVE/GOALS:
The focus is language development,sound patterns, cordination andcause/effect

How the Software Work:

Rhyme time engages babies with a group of active songs that encourage
babies to hands on movement. Songs like
"If your Happy, Clap your hands,Wheels on the Bus,ect." Babies learn to
use language,music,rhythm and body movement as they learn about the world around them. Babies select a song by moving the mouse over the picture around Mat. Mat demonstrates the songs by hand and body movements. Babies can also press any key on the keyboard and Mat will select the song at random.

Away from the computer, I am able to provide music thru tapes and cd's. I
consistently have all types of music playing in the classroom and the staff and myself can always be found singing and dancing with the babies.
 

Early Childhood Education Lesson Plans Developed by Shannon Wilcox

Lesson Plan 1

Title: Early Computer Skills for children 18 mo to 3 years

Objective: For children to get familiar with the computer before starting elementary
school

Materials: Computer, Windows/Macintosh CD-Rom, mouse, and the Jumpstart -
Toddlers  software program.

Ideal time for project: With young children it is hard to say how long it will take but I
estimate it  will take over a month for them to be completely familiar with the computer.

Procedure:

1) Show students what a computer looks like. Explain the functions of a keyboard,
mouse and monitor.

2) Hand out worksheets that have the diagram of the letters on the keyboard so they
can become familiar.

3) Break children into groups (it's easier to teach that way because there is more
interaction between teachers and students).

4) Let each student have a turn to feel the computer, press the keys and move the
mouse so they can get used to it and see what happens.

5) Start the software program, Jumpstart for Toddlers and explain what happens as
simply as it can be done and allow each child time to learn and play.
 

Lesson Plan 2

Title: Shapes and Colors for 3-7 years

Objective: To teach or review shapes and colors in a fun way.

Materials: Computer, mouse, windows/macintosh with CD-ROM, Sesame Street -
Elmo's Workshop software program.

Ideal time for project: For review it would only take a few days to master the
program but for younger children it will take a bit longer.

Prodecure:

1) Set up students in groups

2) go over computer and mpuse skills that were previously taught in another lesson

3) set up program, Sesame Street - Elmo's Workshop

4) Take each group to the computer and go over step by step what the software does
and how to work it. While one group doing this the others should be given
worksheets to complete.

This lesson plan is valuable for learning shapes and colors.The program teaches this
in a fun way so learning is not noticed by the child.

Lessons Plans For English in ECE settings developed by Holly Mandes
Lesson Plan #1

Objective:  To allow students to express creativity while using computer technology.

Materials: PC, books, and imaginiation

Plan:
    Students need to be allowed to express their creativity and imagination in a
technologically advanced setting.  During this project, students will use imagination,
stories, and the Paint program to design a representative picture of the events in the
story. Students should read the story to him/herself. Depending on the grade, the
length of the book would be appropriate. After he/she finished the story, he/she will
be allowed to use computer programs such as Microsoft Paintbrush etc. to color a
picture that represents the main event in the story. This lesson uses technology while
promoting reading and comprehension skills.

Lesson plan #2

Objective:  To promote creativity and computer typing skills.

Materials:  PC with word processing program, disk to save material, and creativity.

Lesson plan:

    Many elementary and middle level students enjoy stories that they provide their
own ending or make up all together.  This plan allows students to do both.  In this
lesson, students are given guidelines about a fictional story.  From there, one student
begins typing the story. He/she can write a couple lines of the beginning, but no
more than one paragraph.  He/she then saves it on a disk that is passed to the next
person.  The next student continues where the person left off, in order to further the
story along.  He/she also follows the guidelines. This process continues until each
student has had a chance to participate and the story is over.  This is a great way to
get students onto the computers, typing, and being creative.

Lesson plan #3
 

Objective: To allow students to use Microsoft Powerpoint to design and create an
animated slideshow presentation.

Materials:  PC with Microsoft Powerpoint and imagination

Lesson Plan:  Students create a story and animate it.  This will take a lot of
preperation by the teacher. She will need to allow students to work on Powerpoint
over the course of a year.  This could be a final project of some sort because of the
time consumption.  It will benefit students to learn how to use the slides at an early
age.

Lesson Plan #4

Objective:  This is a way for students to use the internet to answer their most
interesting questions.

Materials:  PC with internet capabilities.

Lesson plan:  Have students write two or three questions on a piece of paper. These
should be questions that they do not know the answers to and are looking to find.
Then, the lesson can be done one of two ways.  Either the teacher can bring students
to a computer lab and teach them how to search for the topics they are interested in by
using common search engines.  OR, the teacher and class can go through all of the
questions and pick a couple that they wish to explore.  From there, the class can go to
the computer lab. Using a smartboard or projector, the teacher and students can try to
find the answers to these questions.  This project can lead to research papers or can
simply be used for knowledge about the internet.  This project also calls for cautious
heed because of the types of sites that can be found on the internet. The teacher must
be sure that the computer lab that the young students are taken to blocks any adult
sites.

Lesson Plans developed by Susan Ward
Title: Spatial Relationships
Grade: K-first
Objective: Reinforce children¹s knowledge of spatial relationships.

The goal if for the children to acquire an understanding of spatial relationships, through the use of the words over, under, in front of, in or behind.

Lesson Plan 2
Title: Alphabet
Grade :K or first
Objective: To practice and reinforce children¹s knowledge of the written alphabet.

Children, with the guidance of the teacher, will use the software package Millie¹s Math House. The children will be instructed to click on to the letter chosen by the teacher. The children then have the opportunity to observe the picture given for the letter. The teacher will instruct students to repeat the word, thereby reinforcing the sounds of the letter.

 The goal is to familiarize the children with each letter, what it looks like, and what is sounds like.
 
 

Grade-1 Subject Matter-Sequencing Topic-Millie¹s Math House 
PETER MANEGGIA (PMJR)