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Activity: Ribbon Dancing WHO its for: ages 0-5 years old WHY this activity rationale: to teach

the importance and music and movement, and show the children different ways to move their bodies. Curriculum Area Objectives: Music and Movement- rhythm and coordination, and ways they move their bodies. Gross Motor: walk, run, jump, hop, marching, skip (locomotor) Directionality: moves body in a specific direction, moves objects in specific direction or position. Temporal Awareness: moves body to various tempos, rhythmic patterns and intensities

Physical Dev: Spatial awareness: moves in a confined space

Standards: Physical Health and Personal Safety- Children develop small and large muscle strength, coordination and agility. HOW to prepare: **Materials: ribbons, and CD **Set up: I will set this activity up in the gross motor or outdoor in order for the children to be able to move freely with their bodies. HOW to teach: **Introduction: I will put on the music CD and see how the children respond to it. **Teaching Steps: Once they begin to get involved in the music, I will supply them with ribbons to dance and move with. I will show them different ways that they can move their bodies. **Closure: I will begin to slow down the music, and ask the children to show some of the things they learned or love to do. I will leave the ribbons in the environment for the children to play with whenever they want. HOW to access and Document: I will make a source of documentation, and record observations of the ways that they move their bodies.

Activity: Cat Scavenger Hunt WHO its for: ages 3-5 WHY this activity rationale: I want to encourage children to be able to put things together, and look at their environment in different ways. Curriculum Area Objectives: Science- sorting according to appearance, comparing/classifying/organizing Emotional Dev: Appreciates own achievements Feels sense of belonging to the group Appreciates humour and fun

Social Dev: Functions successfully in groups at appropiate times

Physical Dev: Locates objects in space in relation to ones self : being able to use their bodies and find something close to their body Follows direction and path of objects in space: able to follow and find something in a certain area

Fine Motor: Arranges objects Grasps

Cognitive Dev: Puts things together/takes apart Locates items Follows verbal instruction

Standards: Curious Investigation- Children incorporate investigation and exploration into their play activities HOW to prepare: **Materials: laminated pictures of cat parts, tape, empty picture of a cat to put pieces on **Set up: I will have the pieces all scattered across the room ready for the children to find them HOW to teach: **Introduction: I will show the children a picture of a cat, and talk about the cat, and the parts that it has.

**Teaching Steps: I will tell them that the pieces are hidden around the room, and it is up to them to find the pieces to complete the body of the cat. **Closure: I will talk about the pieces of the cat, and make sure that the children got all the pieces in the right spot. I will talk about the parts and encourage the children to learn the names. HOW to access and Document: I will take pictures of the children searching for the pictures, and document the cooperation/teamwork between the children.

Activity: Cat ears WHO its for: ages 2-5 WHY this activity rationale: I want to encourage children in dramatic play, and explore different ways that they can be like a cat. Curriculum Area: Art- shape/form, hand-eye coordination Emotional Dev: Values self Acts independently Appreciates own achievements Feels sense of belonging to the group

Social Dev: Initiates contact with others

Physical Dev: Recognize body parts Recognizes own individuality and that of others

Cognitive Dev: Recognize Colour Recognize shape Measure objects Labels texture

Standards: Creativity and the arts- children use various media to create their own artistic expression HOW to prepare: ** Materials: paper, headbands, glue, ribbon, material ** Setup: I will give each child a headband and let them explore the materials that are available to create cat ears. HOW to teach: ** Introduction: i will talk to the children about how cats hear, and what they use to listen to the people they love. Once I have completed that, I will give them the materials to make their own ears. **Teaching Steps: I will supply the children with the appropriate materials, and show them different ways that they can make and use their cat ears.

**Closure: I will talk about the different ways that each child made their cat ears, and then use them for dramatic play. HOW to access and document: I will take pictures of them creating their cat ears, and the ways they use them in the dramatic play area.

Activity: Map of cats/ cats around the world WHO its for: ages 4-5 WHY this activity rationale: I want to encourage children to be aware of cats and animals around the world, and the places where they live. Curriculum Area Objectives: Social Studies- culture/geography concept Emotional Dev: Feels positive about ones ethnic heritage and culture Feels sense of belonging to the group

Social Dev: Interacts successfully with others

Cognitive Dev: Recognizes representations of things in pictures Observes things from different perspectives Follows verbal instruction Identifies and labels objects Finish the activity

Language Dev: Remembers pictures and symbols Engage in conversations

Standards: Culture and Heritage- Children develop an awareness and appreciation of others cultures and languages of the world. HOW to Prepare: **Materials: world map, cat laminate pictures with Velcro **Set Up: will have a picture of the world map, and have pictures of cats from around the world. HOW to teach: **Introduction: I will introduce the world map, and ask the children about places they know of around the world. I will show the pictures of cats to the children. **Teaching Steps: once I show the pictures to the children, I will ask them about the pictures they see, and let them guess where they are from. **Closure: once the children have found where the cats live/come from, we can talk about where the childrens cat live.

HOW to access and document: I will make a learning story on their process and discussions that arise from this activity.

Activity: Obstacle Course WHO its for: ages 1-5 WHY this activity rationale: this activity is to encourage gross motor, and using their bodies to explore a new kind of activity. Curriculum Area Objectives: Large Motor: coordination, flexibility Physical Dev: Moves body in confined space Makes body smaller to fit in small space Follows direction and path of objects in space Moves body in specific direction or position Flexibility Crawl, walk, jump, climbs, bends, turn

Cognitive Dev: Follow verbal direction

Standards: Curious Investigation- Children use their bodies to investigate, explore, and develop understanding of their environment. HOW to Prepare: **Materials: tunnel, scratching posts, **Set Up: this activity needs to be set up in a larger space and have enough room for the children move. This activity would be set up in the gross motor area, or outdoors. HOW to teach: **Introduction: I would discuss with the children about where do cats like to play, and where they go. I would then ask them about the different items that are part of the obstacle course. **Teaching Steps: I would personally go through the obstacle course and show them the steps that they could have to follow to make it to the end. I would show them different ways that they can maneuver their bodies through each part of the obstacle course. **Closure: I will bring the children back into a circle and ask them how it was. I will ask them what body parts they used the most, and what ways they used to get through the different parts of the obstacle course. HOW to access and document: I will take pictures and observe the different procedures that the children took to complete the obstacle course. I will document this experience.

Activity: Cat Puzzles WHO its for: ages 3-5 WHY this activity rationale: I want to encourage children to be able to solve problems and use their fine motor skills to piece it together. Curriculum Area Objectives: Fine Motor: grasp objects, finds objects visually Social Dev: Helps/cares for others Works well with others

Fine Motor: Controls hand movements Grasps Arrange objects

Cognitive Dev: Sort object by shape Differentiate part/whole

Physical Dev: Picks up object, reaches for it

Standards: Reason, Logic, and Scientific Inquiry- Children are able to carry out a series of actions HOW to Prepare: **Materials: laminated puzzle pieces, box to store the puzzle **Set Up: I will set the puzzle up on a flat surface, like a table or the floor to encourage cooperation and teamwork. HOW to teach: **Introduction: I will show them the completed puzzle and ask them what the picture is, and talk about the different ways that it can be out together. **Teaching Steps: I will encourage children to take turns (if playing with peers), and show different steps that the children can take to complete the puzzle. **Closure: I will talk with the children about the different ways that they went through in order to complete the puzzle. I will talk about what they final product came out to be.

HOW to access and document: I will observe their fine motor movements they use with their hands when making a puzzle. I will make a learning story, and take pictures of their experiences.

Activity: Cat Puppets WHO its for: ages 0-5 WHY this activity rationale: I want children to experience another source of Curriculum Area Objectives: Language/Literature: speaking/listening, having conversations, open ended questions Emotional Dev: Express needs verbally Clarifies and expresses feelings Values self Controls and channels emotions appropiately

Social Dev: Engages in conversations Asks and responds to questions Tells a story

Standards: Emotional Health and Belonging- Children learn how to express their emotions and feelings in a comfortable and positive manner. HOW to Prepare: **Materials: Cat puppets, both hand and finger. **Set Up: I will bring in the puppets and have a puppet theatre for to do a skit with the children. HOW to teach: **Introduction: I will set up the theatre and then bring out the cat puppet. **Teaching Steps: I will begin to present the skit to them, and interact with them. **Closure: I will end the skit, and then bring the children in a circle to talk about what was said, and done in the skit. Encourage them to talk and interact with the puppet whenever they need to. HOW to access and document: I will make a record of the questions and interactions that are made throughout the skit. I will document this experience through a learning story and pictures.

Activity: Cat Bingo WHO its for: ages 2-5 WHY this activity rationale: I want to make children aware of different symbols and be able to match the symbols. I want to make children aware of symbols and the words that link with it. Curriculum Area Objectives: Math- solving problems and representing Emotional Dev: Feels sense of belonging to the /group Appreciates humour and fun Observes limits and rules

Social Dev: Interacts successfully with others Understands role in groups/social play: feeling part of a group Adapts to changing demands

Fine Motor: Grasp Control hand movements Arranges objects

Cognitive Dev: Moves in space Recognizes representation of things in pictures Represents and describes things in terms of position and direction Follows verbal instruction Remembers rules and procedures Listens actively

Standards: Symbols and Representation- Children begin to understand that written words and symbols are used to indicate the names of objects and to express ideas and thoughts. HOW to Prepare: **Materials: bingo sheets, space markers, and a box to put the cards in **Set Up: I will make this available in the math area, with all the materials needed to make this activity a success.

HOW to teach: **Introduction: I will explain what the game is, and ask the children what pictures are on the sheets. Its important to make them aware of the pictures but also the name of the picture. **Teaching Steps: I will pick out the card that they have to out a marker on, and challenge them to place it on the right one. If needed, I will help them find it. I will point at the picture and say the word, I will repeat this step twice. **Closure: At the end of the game there will be a winner, so then we will play as many rounds that the children want to play. HOW to access and document: I will observe the different ways that children see and recognize that the picture is, and connect it with their board.