BYU-Idaho Preschool Lesson Plan

Lesson Plan #20

Lab 1
Phase 3
Safari Animals
Date:
Friday, June 17, 2016
Supervisor:
Bridgette Poole
Lead Teacher: Emilee Wirth
Childrens Names and Learning/Development Goals:
1. C: His parents set the goal to develop social skills and share. C will share with his
classmates in the dramatic play area as they pretend play and go on different safaris
with different animal.
2. Z: Her parents set the goal for her to focus her attention. The art activity will allow
her to focus her attention on making different animal tracks across the paper on the
table.
3. A: Her parents set the goal for her to develop social skills and build relationships. The
sensory table will help A to engage in pretend play with her peers and build
relationships by washing the different safari animals together.
4. B: His parents set the goal for him to develop fine motor skills. Building animal
enclosures with the wooden blocks and different safari animals will help B to develop
his fine motor skills as he stacks and moves the animals around.
5. F: His parents set the goal for him to focus his attention on activities. In the math
activity F will focus his attention while putting the numbers in order to make a picture
of a safari animal.
6. N: Her parents set the goal for her to write capital and lower case letters. During the
alternative activity N will match the lower and upper case letters together on the
white board. This will help her to better recognize her letters in order to write them
on the white board next to her.
Preassessment and Findings:
1. In a conversation with B, we were digging in the sandbox and found a tiger. I asked where
tigers live and his response was They live in a zoo, I want to go to the zoo. Did you know
bears live in bear world? I then went on to ask him if bears live anywhere else and he said
no.
2. In the conversation with B, A came in and said, I am going to the zoo to see zebras. I
asked him what zebras were he said, black and white horses.
3. While sitting at the alternative table with L Miss Kaylynne asked him the different types of
safari animals that were in front of him and he stated all, but the rhino.
4. C was sorting animals by the different colors and types of animals in the math center. I
asked him if he like those types of animals he said, I do, I see them in zoos. I asked C if
they lived anywhere else in the world and he said, Probably.
5. As we were playing in the sandbox, B said he was pretending to be a wolf. I asked if
wolves live in the zoo he stated very clearly, wolves cannot live in the zoo. He then went
into how they are only meant to live in the forest with all the other animals.
6. F was able to name a gorilla, rhino, giraffe, zebra, and kangaroo. I asked him if all animals
can live together and he said, Yes.
7. K was sitting with all the animal in the math activity. She chose to play with the animals
instead of sort them, she said that all the animals are nice. I asked her also if all animals can
live together and she said, Yes. I asked her why she believed that and she replied back,
Yes, all my animals at home live together.

Ideas
1.
2.
3.

to be Emphasized:
Not all safari animals have the same footprint or track.
Not all safari animals can live together.
Many animals make many sounds.

Preschool Concepts or Skills:

1. Big and Small
2. Tall and Short
3. Rough and Smooth

BYU-Idaho Preschool Lesson Plan

Lesson Plan #20
Lab 1
Phase 3
Safari Animals
Date:
Friday, June 17, 2016
Supervisor:
Bridgette Poole
Lead Teacher: Emilee Wirth
Ideas
1.
2.
3.

to be Emphasized:
Not all safari animals have the same footprint or track.
Not all safari animals can live together.
Many animals make many sounds.

Preschool Concepts or Skills:

1. Big and Small
2. Short and Tall
3. Rough and Smooth
Assignments:
___________________ Self-Selected

_______________ Floater/Runner/Snack

___________________ Small/Focus Groups _________ /_________ Booth/ Photographer

___________________ Outdoor play
_________ /_________ Snack

_______________ Greeter/Walkie (Lead Teacher)

_______________ Data Collector

Special instructions for the day: N/A

SELF-SELECTED ACTIVITIES 8:20 - 9:50 a.m.
Literacy Activities/ Books:
Animal Dads, By Sneed B Collard III (C14)
The Baby Zoo, By Bruce McMillian (M23)
Color Zoo, By Lois Ehlert (E5)
Five Little Monkeys Jumping On The Bed, By Elleen Christelow (C21)
Good Night Gorilla, By Peggy Rathmann (R37)
Roar, By Pamela Duncan Edwards (B8)
Thanks to the Animals, By Allen Sockabasin (M36)
Language is embedded in the dramatic play and science area.
Activity Name

Description/Activity Objective

*Creative Art:
Track Paint (4)

Activity Description: Table will be covered in

butcher paper. Children will explore the
different animals by dipping their feet into the
paint and making tracks.
Child Objective: The children will use their
fine motor skills to dip the animals into the
paint.
Intentional Teaching: The teacher will ask
the children what types of animals there are
and why they think their tracks are not the

Materials, Special Setup

Big Safari Animals (RR2,
167)
Paint (RR1)
Butcher Paper (RR1)

*Manipulatives:
Building
Enclosures (3)

*Math: Animal
Pictures (4)

Science/Literacy
:
Fun with Magnets
(3)

*Sensory Table:
Animal Baths (3)

*Blocks:
Zootastic Blocks
(5)

same.
Activity Description: The children will build
animal enclosures with playdough, popsicle
sticks, and animals.
Child Objective: Children will use their fine
motor skills to stick popsicle sticks into the
playdough.
Intentional Teaching: The teacher will ask the
children what animals they think can live
together.
Activity Description: The children will put
together pictures of safari animals by putting
the numbers in the correct order.
Child Objective: The children will use their
fine motor skills as they develop math skills to
move the popsicle sticks into the correct
numerical order.
IELG D1 G4 C3: Uses at least two different
strategies to problem solve.
Intentional Teaching: The teacher will ask the
children what types of animals there are and
what numbers come next after each number.
Activity Description: Magnetic shapes,
wands, and letters will be placed out with metal
trays hanging from the ceiling. Some of the
magnets will start on the trays.
Child Objective: The children will use the
letters to make words and will learn to
recognize letters.
IELG D1 G8 C3: Predicts the effect of simple
actions.
Intentional Teaching: The teachers can ask
children what letters are in their name and why
they think magnets stay on the tray.
Activity Description: The children will explore
the water and soap as they wash the safari
animals in the sensory table.
Child Objective: Children will use their senses
and fine motor as they wash the animals and
feel the water.
Intentional Teaching: The teachers can ask
what type of animal they are washing and if
they think all the animals would live in the
same water hole.
Activity Description: The children will build
animal enclosures with the wooden and waffle
blocks.
Child Objective: The children will use their
gross and fine motor skills to manipulate the
blocks to build what they believe the animals
live.
IELG D1 G2: Uses imagination to create
structures.
Intentional Teaching: The teacher will ask
the children what animals they think can live

Small Safari Animals (RR2,

167)
Popsicle Sticks (RR1)
Playdough (Closet)

Popsicle Stick Pictures

(IWP)

Magnetic wands, shapes,

and letters (RR1 P75)
Metal Tray (IWP)

Safari and Zoo Animals

(RR2, 167)

Zoo Animals (RR2, 167)

Small Waffle Blocks (RR2,
177)

*Dramatic Play:
Day at the Zoo (6)

together in the wild.

Activity Description: The children will
pretend play a day at the zoo. Each of the
animal enclosures will have the name of the
safari animal on It for the children to sound out
and read.
Child Objective: The children will parallel play
as they build their social skills.
IELG D3 G28: Interacts with peers in play.
Intentional Teaching: The teacher will ask the
children what animals they see at the zoo and if
they all live together in one enclosure or
separate ones.

Paper Plate Faces (IWP)

Zoo Enclosure (IWP)
Animal Costumes (RR2,
245)
Safari Hats (RR2, 226)
Safari like Stuffed Animals
(RR2, on top of cabinet)
Pictures of Safari Animals
(IWP)
Names of Safari Animals
(IWP)

Alternatives:
Creative Art:
Stamps
*2nd: Animal Sort

Description: Children will use different types

of stamps to create a stamp collage. They will
be able to use different colors and textures to
make their final project.
Description: The children will sort animals by
color, type, or size.

Stamps (RR1)
Stamp Makers (RR1)
Animal Counters (RR2,147)

ROTATING SNACK
9:00-9:50 a.m.
French Toast Sticks (2 each); Syrup and Milk

OUTDOOR PLAY

9:10-9:50 a.m.

Location: South

Gross Motor:
Bean Bag Throw

Description: The children will throw the bean

bags into the holes on the wooden board.
Objective: The children will use their gross
motor skills to complete the action required to
throw the bean bag.
IELG D2 G17 C4: Throws large bean bag or ball
with some accuracy.
Intentional Teaching: The teacher will ask
the children what you do to perform the task.
Description: The children will build different
animal enclosures out of waffle blocks. With
pictures of the animals on them.
Objective: The children will develop gross
motor skills, such as bending.
Intentional Teaching: The teacher will ask
the children what they are building. If they say
a specific animal enclosure, ask them what kind
of animal.
Description: The children will bounce up and
down as the teeter totter moves.
Objective: The children will develop their
balance skills.
Intentional Teaching: The teacher will ask the
children what they are doing and why they
think that they go up and down on the teeter
totter.

Bean Bag Boards (GG)

Bean Bags (RR1)

*2nd: Waffle Blocks

3rd: Teeter Totter

Waffle Blocks (GG)

Pictures of Animals (IWP)

Teeter Totter (GG)

CLEAN UP
9:50-9:55 a.m.
Preschool Clean Up Song (x2)
GATHERING TIME
9:55-10:10 a.m. or 2:55-3:10 p.m.
Transition
We will dance to The Elephant as we walk in a circle, then we will get
round and slowly sit down. (CD G1)
Description
Activity Name
Whose Tracks are
Boys and girls, what have you seen around the
the same?
classroom today?
Today we are learning about safari animals
Not all animals
and how they all have different tracks. Tracks
have the same
are their footprints. Do you make footprints?
footprint or track.
Just like animals, each of us have different
footprints. Some are big and some are small.
Lets compare our feet to a few safari animals
feet. I want us all to take our shoes off and put
your shoes inside the foot of an animal. We will
count how many shoes are in each foot
together. We can see that each of us including
ourselves and the animals have different track.
No one is the same.
Do we all live
Not all animals can live together, just like each
together?
of us dont live together. In the Jungle, there are
animals that are bigger than others so they
Not all animals
need a larger space such as the gorilla,
can live together.
elephant, and hippo. Some need shelter or
water at all times such as the hippo. Giraffes
live in open area while tigers live in the bushed.
Just like each of us need something where we
live. What are some things that you need at
home to live and be happy? Some of us need
our blankets or special stuffed animal to sleep.
Animals are the same way, they need there
special environment to live. For instance, tigers
need the bushed to hide in and giraffes need
tall trees to eat from because bending over is
hard for them.
Name that Animal. All animals make different sounds, thats how
we know what animal is close to us. Lets
Not all animals
review what animals make what sounds. Hold
make the same
up a picture, what animal is this? What sound
sound.
does it make? Lets make a lion roar, roar!
Lets make a gorilla beat its chest. (Beat their
chest) Lets make an elephant toot its horn,
toot! (Repeat for 5 animals)

more and more quiet each

Materials
Butcher Paper with an
elephant, giraffe, gorilla,
tiger, lion, ostrich, and
monkey footprint. (IWP)
Pictures of the Animals
(IWP)

Gorilla, giraffe, hippo,

monkey, elephant, tiger,
lion pictures (IWP)

Book (RR2)
Pictures of Animals (IWP)

Read the book with many animals and what

they do. For instance, stomp like an elephant.
SMALL FOCUS GROUP
10:10-10:25 a.m.
Your Activity
Description & Objective

Materials

Transition to Small
Focus Groups
Animals all Around

CLOSING CIRCLE

A giraffe, a safari animal, will tap you on the head,

when you feel it. Go wash your hands and go to
snack.
Activity Description: The children will walk
around the Clark building to find the safari animals
on their checklist. They will check off the animals
as they spot them in their small focus groups.
Children will have binoculars and teachers should
tell them to tip toe and look in trees and behind
trash cans. (two groups go outside and two around
the Clark building)
Child Objective: Children will experience what a
safari feels like and understand the different
animals in the section classified as a safari animal.
Intentional Teaching: Teachers will ask questions
about what animals are classified as safari animals
and what sounds they make. Enhance the learning
of the child by telling them to tippy-toe as they
walk and look for the animals.

Picture of Animals
(IWP)
Check List (IWP)
Binoculars (RR1)
Safari Hats (RR2)
1) Thanks to
the Animals,
By Allen
Sockabasin
(M36)
2) Good Night
Gorilla, By
Peggy
Rathmann
(R37)
3) The Baby
Zoo, By
Bruce
McMillian
(M23)
4) Color Zoo,
By Lois
Ehlert (E5)

10:25-10:40 a.m.

Transition We will clap our hands and sing along to If Your Happy and You Know it
down. (CD G1)
Description
Activity Name
Review
What animal is this? What sound does it make?
What types of animals are safari animals?
We can find these animals both in the wild and in different
zoos throughout the world.
Phonemic
The children will match the adult safari animal to the baby
Awareness
safari animal. Recognizing the difference in the pictures and
Matching Animals
the animals will help develop phonological awareness.
Music
We will sing the Wheels on the bus and the children have bus
The Wheels on the
headbands.
Bus
Story/ Book
Clap Your Hands

I will read Clap Your Hands by, Lorinda Bryan Cauley

Red Light, Green

Light
Freeze Dance

Play red light green light. I will be on the one wall and the
children will be on the other.
I will play The Freeze and give the children scarves to dance
with.

Book: Does a

I will tell the story, Does a Kangaroo Have a Mother Too? by,

while sitting
Materials
Pictures of
Animals
(IWP)
Safari
Animals
(IWP)
Wheels on
the Bus
Headband
(IWP)
(CD G1)
Clap Your
Hands (RR2,
B C19)
Stop Signs
(IWP)
(CDY5)
Scarves
(RR2)
Does a

Kangaroo Have
a Mother Too?

Eric Carle, with felt board pictures.

WORDS TO SONGS & FINGERPLAYS (must provide):

The wheels on the bus go round and round.

round and round.
round and round.
The wheels on the bus go round and round,
all through the town!
The people on the bus go up and down.
up and down.
up and down.
The people on the bus go up and down,
all through the town!
The horn on the bus goes beep, beep, beep.
beep, beep beep.
beep, beep, beep.
The horn on the bus goes beep, beep, beep.
all through the town!
The wipers on the bus go swish, swish, swish.
swish, swish, swish.
swish, swish, swish.
The wipers on the bus go swish, swish, swish,
all through the town!
The signals on the bus go blink, blink, blink.
blink, blink, blink.
blink, blink, blink.
The signals on the bus go blink, blink, blink,
all through the town!
The motor on the bus goes zoom, zoom, zoom.
zoom, zoom, zoom.
zoom, zoom, zoom.
The motor on the bus goes zoom, zoom, zoom,
all through the town!
The babies on the bus go waa, waa, waa.
8

Kangaroo
Have a
Mother Too?
(RR2, B C12)
Felt pictures
(IWP)

waa, waa, waa.

waa, waa, waa.
The babies on the bus go waa, waa, waa,
all through the town!
The parents on the bus go shh, shh, shh.
shh, shh, shh.
shh, shh, shh.
The parents on the bus go shh, shh, shh,
all through the town!
The mummy on the bus says, I love you.
I love you, I love you
The daddy on the bus says, I love you, too.
All through the town.

RESOURCES (must provide):

Pinterest