BYU-Idaho Preschool Lesson Plan

Lesson Plan #6
Lab 2
Jumping

Date: Wednesday, May 23rd, 2018

Supervisor: Madilyn Thomas
Lead Teacher: Lauren Smith (2nd Lesson)

Children Receiving Specific Focus Today:

1. Paxton- See outdoor play
2. Ella- See closing circle
3. John Curtis- See opening circle
4. Zoey- See creative art
5. Hayden- See math
6. Taryn- See gross motor activity
7. Quincy- See language/literacy activity

Pre-assessment and Findings:

Eight of the children’s interests include outdoor play or some sort of physical activity. During
home visits and through observation in the classroom, it is evident that the children enjoy
running, jumping, riding bikes, and participating in other gross motor activities. I think that
through incorporating physical activity, such as jumping into our activities along with focusing on
developing literacy skills, that both the interests and developmental needs such as social and
gross motor can be met for the children.
Quincy, Hayden, Paxton, Kyler, Zoey, and Alice all have shown strength in their gross motor
skills both observed indoors and outdoors. Kyler at one point was seen jumping over blocks
structures that he had made. Paxton and Hayden were both seen outdoors jumping into the
sandbox. I asked Quincy how we jump and he told me that we use our legs. When I asked Kyler
how he was jumping over the blocks he demonstrated to me the process of bending his knees
and springing up into the air. I asked Zoey what she thinks makes people jump higher, she
replied that taller people jump higher. Alice commented that she likes to jump and run. Jaessa
told me during snack that trampolines make us jump higher and when we jump next to
someone else we can “steal their bounce”. Taryn said she can jump off furniture to make us
jump farther. Landon told me that frogs know how to jump high.
Based upon the pre-assessment I think that during my lesson it will be important to teach
about the process of jumping using our legs, bending down, and even using our arms to make
us jump higher. It would also be beneficial to talk about the muscles in our legs that we use to
jump. We will have activities such as children jumping for letters hanging on strings, jumping and
measuring how far they jump, and talking about the different animals that jump and what
makes them jump high during gathering time.

Ideas to be Emphasized and Overall Developmental Focus:

1. The muscles in our legs give us the strength to jump off the ground.
2. The more we bend our legs and the lower to the ground we get, the higher we jump!
https://www.wikihow.com/Jump-Higher (you can see process of jumping here)
3. Today we will focus on developing literacy skills in various activities.

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 BYU-Idaho Preschool Lesson Plan
Lesson Plan #6
Lab 2
Jumping

Date: Wednesday, May 23, 2018

Supervisor: Madilyn Thomas
Lead Teacher: Lauren Smith (2nd Lesson)

Ideas to be Emphasized and Overall Developmental Focus:

1. The muscles in our legs give us the strength to jump off the ground.
2. The more we bend or legs and the lower to the ground we get, the higher we jump!
https://www.wikihow.com/Jump-Higher (you can see process of jumping here)
3. Today we will focus on developing literacy skills in various activities.

Assignments:

Self-Selected: Lauren
Runner: Shaelie
Check-in/Check-out:
Small/Focus Groups: Everyone
Handwashing/Cubbies: Alisha/ Madi
Outdoor play: Madi and Alisha
Photographer: Amanda
Snack : Amanda

OPENING CIRCLE 8:20 – 8:35 a.m.

Activity Name Description Materials
Big Book: This Old Read the big book to the children prompting This Old Man By Pam
man them to find where the old man is on each Adams(IWP)
page.
Movement activity: Head, shoulders, knees, and toes, this will
Head, shoulders, provide children with the opportunity to move
knees, and toes while also singing the words.
Phonemic Say the puppet likes to eat things that have a /s/ Puppet (WR Drawer 7)
Awareness: Puppets sound. Then have the children help you feed the Foods that start with S. Foods
eat too puppet foods that start with /s/ such as salad, that don’t start with s. (WR
sandwich, strawberries, soda, spaghetti. Drawer 9)
Music Activity or Sing and dance to shake your sillies out with egg Egg shakers (WR Shelf 4)
Song or Fingerplay: shakers.
Shake your sillies out
Story (non-book): I Children will sing along to “I know an old lady Big puppet and finger
know an old lady who swallowed a fly,” I will use one big puppet puppets (IWP)
who swallowed a fly and finger puppets during the song.
Age appropriate The children will follow “Simon says” commands
game: Simon Says the teacher gives. We will not trick the children
but will always say Simon says.

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GATHERING TIME 8:35 – 8:50 a.m.

Activity Name Description Materials

Boing! Boing! A This is my good friend Joey the Kangaroo. Kangaroo (IWP)
Kangeroo Jumping Joey really wants to jump high like his mama Frog (IWP)
Story kangaroo, but every time he tries to go BOING, Rabbit (IWP)
he goes flop and falls to the ground. Grasshopper (IWP)
The muscles in our Joey’s good friend Frog steps in to show how it is Koala (IWP)
legs give us the done. JUMP, JUMP, JUMP, but kangaroo still All on popsicle sticks. (RR2)
strength to jump off can’t go BOING. (Boys and girls can you show
the ground. me how to jump high and then sit right back Make sure block area is
down on the tape? Please give enough space bigger this time and that the
to your neighbor so none of our friends get hurt). tape area is bigger giving the
Grasshopper decides he is the one to show children more room to jump.
kangaroo how to jump so off he goes high into
the air. Kangeroo watches and tries, but he still
can’t jump.
(Lets jump high this time with our arms and say
BOING!) Just use our arms
Another friend comes along who really knows
how to jump…Rabbit! Up into the air he
goes. Kangaroo watches, but still can’t jump.
He is feeling very discouraged.
(Let’s jump again this time with our arms and
say BOING!) Just use our arms
Along comes his friend Koala who had been
watching Kangaroo very closely…He asks
Kangaroo an important question. What do you
have in your pocket?
(What do you think he has in his pockets boys
and girls?)
Hmmm…Kangaroo thinks and then starts
emptying his pocket.
Look at everything he had stuffed in there!
(empty crayons, ribbon, erasers)
Once kangaroo emptied his pocket he finally
could go…BOING! BOING! And, he had so
much fun jumping with her friends!
(Let’s all BOING BOING and jump with our
friends) (Please give enough space to your
neighbor so none of our friends get hurt)
(Okay now let’s sit down- what makes us and
the kangaroo jump?)
Explain the muscles in our legs, getting low, and
using our arms.
Is it easier when we don’t have anything in our
pockets.

Lets all practice Let’s all practice jumping like kangaroos. Song from Kindle
jumping like a Give yourself enough space so we don’t jump

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kangaroo! on our friends.
“We jump and we jump and we stop. We jump
The more we bend and we jump and we stop. We jump and we
or legs and the jump and we jump and we jump and we jump
lower to the ground and we jump and we stop!”
we get, the higher How can we jump higher?
we jump! Lets all get down really low and practice
jumping higher in the air this time.
This time lets pretend to jump like a frog.
“We jump and we jump and we stop. We jump
and we jump and we stop. We jump and we
jump and we jump and we jump and we jump
and we jump and we stop!”

Boys and girls you when we jump we bend our

legs and we can use our arms to get higher. The
lower we get the higher we can jump. The
reason we can jump is because of the muscles
in our legs. Do you remember what we learned
last time about our muscles? We have bodies
that help us to walk, run, and jump!
Transition to Self- Okay boys and girls lets slowly jump like a
Selected kangaroos and go look at the different activities
we have for today.

SELF-SELECTED ACTIVITIES 8:50 – 10:05 a.m.

Books: Five Little Monkeys Jumping On The Bed by Eileen Christelow C19
Five Little Bunnies Hopping on a Hill by Steve Metzger P M22
Play Time Rhymes by Marc Brown PL3
Biggest, Strongest, Fastest by Steve Jenkins PJ2
Brown Bear, Brown Bear, What Do You See? (5) by Bill Martin Jr M5
Do Bunnies Talk? By Dayle Ann Dodds D11
If You Give a Mouse a Cookie by Laura Joffe Numeroff N5

Activity Name Description/Activity Objective Materials, Special Set-up

Creative Art: (4) Activity Description: Children will use watercolors Water Colors (RR1 Orange
Water Colors to make their own creations. Five water colors Cabinet 2)
along with white paper will be placed on the Plastic cups (RR1 Orange
table with paint brushes along with cups of water Cabinet 6)
to clean off their brushes. Paint brushes (RR1Orange 11)
Child Objective: Children will develop creative Place white butcher paper
expression skills as they use the water colors to on table (RR1)
paint and create. Zoey enjoys art and being
creative and she can work on her goal by
tracing letters when prompted by a teacher with
the water colors.

(IELG D1 G2 CS) Engage child in creating and

completing projects using different media (clay,

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 collage, paint, music, dance, chalk, box
construction).

Intentional Teaching: Teachers can engage

children by asking questions about the colors
and what they are seeing as they dip their
brushes in the water. Teachers can also explain
why the colors change when using the colors
red, blue, and yellow.
*Language/Literac Activity Description: The children will jump like
y Activity: Jump for frogs and reach the different letters hanging
your letters! (3) from the pieces of yarn from the ceiling. Lily pads
will be underneath the yarn. They can identify
what the letters are on the yarn and what sounds
they make. Put this in the reading area in the
middle of the couches and bookshelf.
Child Objective: The children will develop pre-
literacy skills as they practice to reach letters and
identify letters/sounds, and which letters are the
letters of their name.
Puddles with letters (IWP)
Quincy can practice jumping for the letters on
Yarn (RR1 Orange 17)
the yarn and landing on the lily pads. He can be
Tape (closet)
creative in making a game which he enjoys
Gymnastic mats
doing by using the lily pads and letters. He also
can work on letter recognition and identifying
the sounds.
Intentional Teaching: Teachers will engage
children in jumping to the yarn and on the lily
pads by prompting them to find the correlating
letters in their name. They can also model
identifying the letters and their sounds. Teachers
will set the expectation to not pull the yarn but
just to touch the letter so that all our friends can
have a turn jumping.
Manipulatives: Links Activity Description: The children can link the Links (RR2 White 43)]
(4) different objects together on the manipulative Linking letter monkeys (RR2
table. They can sort them into their White 40)
corresponding and different colored groups.
They can also link together the linking letter
monkeys while identifying letters and their
correlating sounds.
Child Objective: The children will use their fine
motor skills as they link the objects together.

(IELG D5 G62 CS5) Engage child in activities to

develop fine motor control (clay, play dough,
lacing boards, beads, stencils, lighted peg
games, eye- droppers, tongs, and clothespins).

Intentional Teaching: Teachers can model linking

two objects together and assist children to do so
when necessary. The teachers can also model

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 and prompt children to identify letters and their
correlating sounds.
*Math: Jumping Activity Description: The children will jump to the Tape (closet)
and measuring (3) different lines of tape provided. The children will Tape Measurers (RR2 Red 159)
use tape measurers to measure how far they Clipboard (office) and paper
jumped. They can jump multiple times and try to with pencils (RR1)
get farther and farther. Children can use a
clipboard to record the distance they jump.

Child Objective: The children will work on their

cognitive skills as they use the tape measure to
measure how far they jump. They will develop an
understanding of the counting process with little
assistance.

(IELG D4 G39 CI1) Develops understanding of

counting process (recognition and naming
numerals one, two and three); counting up to
ten from memory in home language (e.g.,
recites, “one, two, three), without assistance.

They will also develop gross motor skills as they

practice jumping. Hayden is interested in trying
new things which he can do as he attempts to
jump to the pieces of tape. He can work on his
goal of counting by counting the number of
inches using the measuring tape with the help of
a teacher.

Intentional Teaching: Teachers can model how

to measure how far the children jumped using
the tape. Teachers can also prompt the children
to jump as far as they can to the different lines
on tape.
@ Science: Baking Activity Description: The baking sheet will be filled Butcher paper (to go under
soda and vinegar ¼ of the way with baking soda. There will be a the table) (RR2)
(4) few containers filled with vinegar dyed with Baking sheet (kitchen)
different colors. The children will use droppers to Baking soda (closet)
drop vinegar into the baking soda and see a Vinegar (kitchen)
chemical reaction. Red, green, and blue liquid
Child Objective: Children will develop water color to put into the
exploration skills and science skills as they use the vinegar (RR1 Orange)
droppers to drop vinegar into the baking soda
and witness a chemical reaction. Children will
also develop fine motor skills as they use the
droppers to squeeze out vinegar.
Intentional Teaching: Teachers will model using
the droppers to put the vinegar into the baking
soda. Teachers can also engage the children by
asking open ended questions and explaining
why the chemical reaction is happening.
Sensory Table: Activity Description: Children will be able to play Safari animals RR2 Blue 172

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Frogs in the pond with the frogs and have them jump from the lily Large Bug collection (RR2
(4) pads in the sensory table. Teachers will fill the Blue 172) (Just try to find
sensory table with 2-3 inches of water and place about 6-8 frogs)
the lily pads on top with the frogs spread Lily pads (IWP)
throughout the sensory table. Children can also Sensory tools (RR2 Green 120)
scoop and out the water.
Child Objective: Children will develop fine motor
skills as they pick up the frogs and make them
jump from the lily pads.
Intentional Teaching: Teachers can model how
to have the frogs jump from lily pad to lily pad.
The teacher can also engage the children in
conversations about how frogs jump, and why
they can jump far.
Blocks: Foam Activity Description: There will be foam blocks Foam blocks (all) (RR2 Blue
blocks (5) placed around the block area. The children will 88)
use the foam blocks to explore, experiment, and
create buildings or towers. They can incorporate
other blocks to build their creations.
Child Objective: Children will develop creative
expression as they build structures. They will also
develop fine motor skills while handling the foam
blocks.
Intentional Teaching: Teachers can engage
children in the play by prompting creativity and
modeling how to make block structures using the
foam blocks.
Dramatic Play: Activity Description: The children will dress up as Jungle/safari animals (WR
Jungle (5-6) animals and pretend to be in a jungle. They can Shelf 3)
use safari hats, vests, and the dramatic play area
will be decorated with “green plants”, stuffed 1 panda head hat (RR2
animals, and a tent. Yellow 159)
Child Objective: Children will develop social 1 rhino head hat (RR2 Yellow
emotional skills and use imaginative play to 159)
create a variety of ideas as they take on roles 3 ear sets (RR2 Yellow 159)
pretending to live in the jungle. (IELG D1 G2 CI3) 4 tails (RR2 Yellow 159)
Intentional Teaching: Teachers can model 1 patter giraffe blanket (RR2
appropriate skills to have with other children by Yellow 159)
taking turns with the animal costumes and being 1 bee costume (RR2 Yellow
kind to others. 159)
1 cheetah patter blanket
Math: Jumbo safari counters (RR2 Yellow 159)
Literacy: The Jungle is My Home by Laura 1 nemo costume (RR2 Yellow
Fischetto F2 159)
2 vests (RR2 Yellow 159)
I have observed that John Curtis is interested in 1 cheetah outfit (RR2 Yellow
animals, which he can play with in the dramatic 159)
play area. He can work on his goal of speech 4 safari hats (RR2 Yellow 159)
when pronouncing the different animals with
teachers. He can also be asked other open 1 Tent ( RR2 Yellow 246)
ended questions about the jungle by the
teachers. Paper and pencils (RR2)

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 Jumbo safari counters )RR2
Red 160)

Alternatives:
Creative Art: Description: Place paper, stamps, dot markers Pom poms (RR1)
Collage and various objects such as pom poms, googly Stamps (RR1)
eyes, tissue paper and buttons. They will create Tissue paper(RR1)
their own collage. Dot markers(RR1)
Paper
Googly eyes(RR1)
Butttons (RR1)
2nd: Frogs on a log Description: The children will work on their Frogs on a log (RR2 Red 150)
cognitive skills as they count the frogs and match
them according to their corresponding colors.

ROTATING SNACK 9:00 – 9:45 a.m.

¼ watermelon
Crackers
Water

OUTDOOR PLAY 9:10 – 10:00 a.m. Location: South Playground

*Gross Motor: Activity Description: Children can hold onto the Jumparoo (GG)
Jumparoo (5) bars of the jumparoo and practice jumping up Place the Jumparoo near
and down. Teachers can sing jumping songs such the sandbox outside.
as “five little monkeys” while the children are
jumping.
Child Objective: Children will develop gross motor
skills as they jump on two feet on the jumparoo
outside with balance and control. (IELG D2 G17
CI9)
Taryn can practice jumping with her friends and
work on taking turns without getting feelings hurt.
Intentional Teaching: Teachers can also prompt
slow jumping, fast jumping, and freezing while on
the jumparoo. They can also demonstrate and
prompt children to spell their name while jumping
saying a letter with each correlating jump.

2nd: Bowling (4) Activity Description: The children will knock down Bowling set (GG S16)
pins using the bowling balls outside. Set this up on the sidewalk
Child Objective: Children can develop gross near the small shed
motor skills while throwing and aiming the
bowling balls at the targets.
Intentional Teaching: Teachers can model how to
hold the bowling ball and aim at the pins.

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3rd: Hopscotch (4) Activity Description: Color hopscotch shapes Chalk (RR1 Orange 8)
outside. Children can hop on the shapes
alternating feet and add their own shapes using Put this on the sidewalk near
the chalk if desired. There will be letters on the our classroom
hopscotch shapes and the children can jump on
the different letters.
Child Objective: Children can develop gross
motor skills by balancing on both feet and
hopping. This activity addresses Paxton’s interests
in that it will take place outside. It will help Paxton
to work on his letter recognition skills as he
identifies the letters on the hopscotch shapes.

Intentional Teaching: Teachers can prompt

children to jump and identify letters. Teachers
can also model how to alternate feet on the
hopscotch.

CLEAN UP 10:05 – 10:15 a.m.

Clean up Song (Kindle)
Transition to Small I will play the hokey pokey song to gather the Hokey Pokey song (kindle)
Focus Groups children together in the gathering time area for and speaker (the office)
transition.
We will start to sing “Wiggle and Wiggle and
stop.” And then I will call out colored groups
when everyone is stopped. We will sing a verse in
between each colored group being called.
For example: “We wiggle and wiggle and stop.
Wiggle and wiggle and stop, wiggle and wiggle
and wiggle and wiggle and wiggle and wiggle
and wiggle and stop.” Okay is everyone
stopped? “Now reds go over with Mrs. Amanda.”
“Now we hop and we hop and we stop, we hop
and we hop and we stop, we hop and we hop
and we hop and we hop and we hop and we
hop and we stop.” “Okay is everyone stopped?
Now greens go to Miss Shaelie.” Etc.

SMALL FOCUS GROUP 10:15 – 10:30 a.m.

Group 1: Peter, Alice, Eli, Group 2: Cody, John Group 3: Kyler, Sadie, Group 4: Truman,
Hayden, Eli, Zoey (RED) Curtis, Olive, Paxton, Landon, Taryn, Lakota Mollie, Quincy, Ella,
Jaessa (GREEN) (BLUE) Beckham (Yellow)
Your Activity Description & Objective Materials

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Obstacle course field Description: Children will be split into groups for a Hulahoops (4) (GG)
trip (North Playground) story and for an alternate activity like the collage or Stepping stones (GG)
Set up beforehand frogs on the logs (if needed). Two groups will go at a “We play” obstacle
time outside for the obstacle course and spend course (GG)
about 7 minutes. The other group will be read a Magnetic ramps
book or participate in the alternate activities (GG)
provided. This obstacle course will provide Water Noodles (5)
opportunities for children to jump, bend over, (beautiful junk)
balance, and work on other gross motor skills.
Jump, Frog, Jump! By
(IELG D2 G17 CI9) Robert Kalan K1
Jumps on two feet and jumps over small objects with Who Hops? by Katie
balance and control. Davis S52

A Boy, a Dog, and a

Objective: The children will develop gross motor skills Frog by Mercer
as they go through the obstacle course and will Mayer M16
develop social/emotional skills when following
directions from the teacher. Set up the
Intentional Teaching: The teacher can model how to playground like an
use the obstacle course and review the ITBE’s about obstacle course
jumping and what helps us to jump higher and
farther.

CLOSING CIRCLE 10:30 – 10:40 a.m.

Transition to Closing Sing and march along to “We are the dinosaurs” Have We are the
Circle all students sit on the rug for closing circle after we dinosaurs (kindle)
“roar”.
Boys and girls can you tell me what we learned about
today?
Jumping!!
Review We learned that we have bodies that help us jump.
We learned that when we bend our legs and use our
arms we can jump higher. We also learned about
animals that can jump just like the kangaroo.
Children can sing along to the speckled frog song Speckled frogs set
and use their fingers to subtract each frog that jumps (RR2 Drawer 8)
Five Little Speckled off the log.
Frogs Song Ella can pretend to be an animal and dance during
the Five Little Speckled Frog song. She can work on
simple subtraction when using her fingers to count as
each frog jumps off the log.

Children will walk quickly when the teacher holds up Colored paper (IWP)
Red light and Green
green paper and the children will stop when the
light Song
teacher holds up red paper.
Chica Chica Boom Children will sing along to the chica chica boom song Chica Chica Boom
Boom Big Book and be prompted to say the upcoming words. Boom Big Book (RR2)
Children will roll a dice with pictures of animals on it Animal dice (Closet)
Animal Exercises
and do the correlating movements.
Five little monkeys The children will come over and we will have them RR1 G2 Track 1

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 hold up their fingers, and pretend to jump on the bed.
At the last monkey they will jump and sit down on the
tape.

Shake my sillies out

I’ve gotta shake, shake, shake my sillies out
Shake, shake, shake my silles out
Shake, shake, shake my sillies out
And wiggle my waggles away.
I’ve gotta clap, clap, clap by crazies out
Clap, clap, clap, my crazies out.
Clap, clap, clap my crazies out
And wiggle my waggles away
I’ve gotta jump, jump, jump my jiggles out
Jump, jump, jump my jiggles out
Jump, jump, jump my jiggles out
And wiggle my waggles away
I’ve gotta yawn, yawn, yawn my sleepies out
Yawn, yawn, yawn my sleepies out
Yawn, yawn, yawn my sleepies out
And wiggle my waggles away.

Five Little Speckled Frogs Song(Hold five fingers (frogs) on top of your
other arm (log)
Sat on a speckled log
Eating the most delicious bugs. Yum! Yum!
One jumped into the pool (jump a finger off the log into the pool)
Where it was nice and cool
Now there are Four green speckled frogs (Hold up four fingers)

Wiggle song:
“Wiggle and Wiggle and stop. Wiggle and wiggle and stop, wiggle and wiggle and wiggle and
wiggle and wiggle and wiggle and stop.”
“Now we hop and we hop and we stop, we hop and we hop and we stop, we hop and we hop
and we hop and we hop and we hop and we hop and we stop.”
“Now we spin and we spin and we stop, we spin and we spin and we stop, we spin and we spin
and we spin and we spin and we spin and we spin and we stop.”
“Now we wiggle and wiggle and we stop, we wiggle and wiggle and stop, we wiggle and
wiggle and wiggle and wiggle and wiggle and wiggle and stop.”

We are the dinosaurs

“We are the dinosaurs, marching, marching
We are the dinosaurs
WHADDAYA THINK OF THAT?
We are the dinosaurs, marching, marching
We are the dinosaurs, we make the earth flat
We make the earth flat

We stop and eat our food, when we're in the mood

We stop and eat our food on the ground
We stop and eat our food, when we're in the mood

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We stop and eat our food and then we march around

'Cause we are the dinosaurs!

And then we ROAR!”

RESOURCES :
PInterest

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