BYU-Idaho Preschool Lesson Plan

Lesson Plan #4
Lab 5
Reactions
Monday

Date: Monday, May 13, 2019

Supervisor: Aubri Ralphs
Lead Teacher: Marli Sears Lesson 1

Children Receiving Specific Focus Today:

1. Paisley (Creative Art/Blocks)
2. Rachel (Dramatic Play)
3. Hannah (Creative Art)
4. Maverick (Blocks)
5. Ethan ( Blocks)

Pre-assessment and Findings:

During the open house Camilla, Maverick, and Hannah spent time at the science table where they poured
vinegar on baking soda and watched the reaction. I talked to Camilla as she was in the science area
pouring vinegar onto the baking soda. I asked her if she knew what a reaction was, and she didn’t
respond. A little while later I asked her if she knew why it bubbled (the baking soda) and she didn’t
answer again. During the first day of preschool Hannah and Maverick were at the science table breaking
dinosaurs out of ice chunks. I asked them if they knew what a reaction was. Maverick said no and
Hannah did not respond. I will continue to do pre-assessment to see what other children know about
reactions.

I plan to teach the children about reactions and what reactions are. I will explain that a reaction is when
something causes something to change. I will also teach there are different types of reactions, and they
can cause a reaction when they add soap to milk, and when they add Mentos to coke.

Ideas to be Emphasized and Overall Developmental Focus:

1, A reaction is when something causes a something to change.

2. I can cause a reaction when I put soap in milk.
3. The activities today will focus on the children learning about cause and effect relationships as they
learn about and participate in different activities that teach about reactions.
 BYU-Idaho Preschool Lesson Plan
Lesson Plan Week 2
Lab 5
Reactions

Assignments Monday:
Marli Self-Selected Aubri Check-in/Check-out

Team Small/Focus Groups _Mandi /_Marli Handwashing/Cubbies

Camille /_Sam Outdoor play Camille_ Photographer
Amy Snack Other
Monday Snack: Club Crackers (3), Raisins (¼ cup), Water

Assignments Wednesday:
Mandi: Self-Selected Hailey: Check-in/Check-out
Team: Small/Focus Groups Sam / Amy: Handwashing/Cubbies
Marli /Aubrie: Outdoor play Camille: Photographer
Hailey: Snack Other
Wednesday Snack: ½ slice of toast, butter, 4 oz juice
Special instructions for the day:

Assignments Friday:
Camille :Self-Selected Marli Check-in/Check-out
Team: Small/Focus Groups Aubri / Camille: Handwashing/Cubbies
Amy /Mandi: Outdoor play Hailey: Photographer
Sam: Snack Other
Friday Snack:
Special instructions for the day:
SELF-SELECTED ACTIVITIES 1:20 – 2:50 p.m.

Books: Splash! By Flora McDonnell (M21), Starting Point Science by Usborne (M46), Mountains and
Volcanoes by Eileen Curran (C5)

Activity Name Description/Activity Objective Materials, Special

Set-up

Creative Art: Marli Activity Description: Crayons (classroom)

Marker Mania At the art center, the table will be covered with
#4 white butcher paper. There will be markers and Variety of Markers
crayons placed on the table, and the children will (RR1 Cabinet 4)
have the opportunity to color and draw on the white Dot Markers (RR1
butcher paper. Cabinet 20 drawer 1)
On their paperwork, it states that Hannah and
Paisley like to draw and color. They will have the Butcher Paper (WR)
opportunity to draw and color using markers and
crayons. They both have the goal of letter Tape (classroom)
recognition. Teachers can write different letters on
the paper (especially letters that are in their names)
and ask them about the different letters.

Language/Literacy Activity Description: Name tags (IWP)

Activity: I can spell my The children will have the opportunity to recognize Paper (WR)
name and identify the letters in their names. Their name Small Pencils (RR1
#5 tags will be placed in the reading area along with O16)
Mandi paper and writing materials, such as pencils, expo 6 Expo- Markers
markers, and crayons. They will be able to trace (Sister Pond)
the letters in their names on their laminated name Crayons (RR1 O8)
tags with expo markers and copy the letters on
paper with pencils and crayons.
Child Objective: The children will identify the
letters in their names by saying the letter out loud
and/or copying the letter on paper.

Intentional Teaching: Teachers will help children

find their name tags if they cannot find them and
say the letters with the children as they spell out
their names. Teachers can demonstrate how to
write a letter if a student needs assistance.

Manipulatives: Tubes Activity Description: The children will have the Building tubes (RR1
and balls opportunity to create ramps and tunnels for balls to W42)
Mandi go through. Wooden balls (RR1
#4 Child Objective: Children will be able to work on W42)
language skills as they communicate with peers and
teachers about the materials they need and what
the are building. IELG D5 G50 Age 30-
36 months CI11 Children will be able to
effectively communicate with their peers.
Intentional Teaching: Teachers can ask students
what they are building and encourage them to
include their peers while building.
Math: Organizing Activity Description: Children will use scissors to Straws (RR1 17)
Straws by Seriation cut straws and make different lengths. Then Scissors (RR1 16)
Camille children will then match straws by length and make
Age 30-36 patterns with different colors and size.
Child Objective: Children will use fine motor skills
to measure and count. They will practice math skills
and increase capabilities.

Science: Making Activity Description: Children will make ooblek Cornstarch

Ooblek using cornstarch and water. They can experiment Beakers (RR1
Camille with different colors of water. Colored water (RR1
Age 30-36 months Set Up: Place beakers with a small amount of
Children will exercise colored water and syringes to collect the water
fine motor skills and nearby. Have several small bowls with cornstarch
practice measuring. in them at each seat..
Child Objective: Children will learn about
reactions and solids vs. liquids.
Intentional Teaching: Teachers will model
measuring each of the substance and talk about
different ways that we could use the slime.
Sensory Table: Cloud Activity Description: Children will be able to Plastic Fruits and
sand explore cloud sand in the sensory table. There will Veggies (RR2 223)
Camille be plastic fruits and veggies toys hidden in the Cloud Sand (RR2
sand. 129)

Blocks: Marli Activity Description: In the block area, the Airplanes (6) RR2
Airplanes, Trains and children will have the opportunity to play with trains, Blue 166, Helicopters
Trucks! trucks, and cars. They will have the opportunity to (4) RR2 Blue 166, Toy
#4 build roads using the block set in the preschool Cars (7) RR2 Blue
classroom, and they will have the opportunity to 166, Wood
use Legos to build other structures in the block Community Cars
area. Signs RR2 Blue 176,
On their paperwork, it states that Ethan and Wooden Train Set
Maverick are interested in cars and blocks. This RR2 Blue 181,
area will have different blocks and cars they can Regular Legos RR2
play with. One of Ethan’s goals is to have social Blue 178
interactions and he can work on this goal as he
plays alongside the other children in the block area.
One of Maverick’s goals is to work on his fine motor
skills. He will have the opportunity to use the
pincer grasp as he picks up Legos or blocks and
makes buildings or structures out of them.
Dramatic Play: Activity Description: Stuffed Animals:
Marli/Mandi The dramatic play area will have kitchen toys in the 3 Cats & Dogs (WR
Veterinarian’s office kitchen area. The loft area will be turned into a cabinet 2), 4 forest
#5 veterinarian’s office. There will be a variety of animals (WR cabinet
stuffed animals and doctor supplies throughout the 5), 4 farm animals
loft area. The children will have the opportunity to (WR cabinet 5),
take care of the different animals there. There will
also be different books placed in the dramatic play 2-X-rays, 4 Dr. coats,
area about animals. Children will have the 2 scrub shirts, 2 hats,
opportunity to look through the books on animals 2 thermometers, 2
as they play there. The teachers can read the medication bottles, 2
books to the children or they can look through the syringes, 2
pictures. stethoscopes (RR2
On her paperwork it states that Rachel is interested Yellow 257)
in dress-up. She will have the opportunity to dress
up as a doctor in the dramatic play area. One of Books:
her goals is number recognition. There will be a Cats (WR SC J6),
variety of stuffed animals in the dramatic play area. Animal Baby (WR SC
Teachers can ask Rachel how many animals she is W4), Harry the Dirty
taking care of and assist her with counting as Dog (WR Z 3)
needed.
Alternatives:

Creative Art: Marli Description: Red, blue, yellow,

The children will have the opportunity to paint using green, purple paint
Painting with Cotton cotton balls. There will be different color paints and (RR1), Cotton Balls,
Balls cotton balls attached to clothes pins. The children Clothes Pins
will have the opportunity to use a different tool Aprons (Laundry
(cotton balls) to paint with rather than a paint brush Room)
or their fingers.

2nd: Mandi Description: The children will have the opportunity Stringing Fruit (RR1
to continue to develop fine motor skills by stringing W47)
string through small holes in pretend fruit.

3rd: Camille Description: Children will exercise fine motor skills Paper
by create rubbings of nature objects that they find Crayons (RR1 23)
outside (Ex: grass, wood chips, small rocks,
leaves)

ROTATING SNACK 1:50 – 2:30 p.m.

Monday: Club Crackers (3), Raisins (¼ cup), Water
Wednesday: ½ slice toast, butter, 4 oz juice
Friday: Graham crackers (3), 4 oz milk

OUTDOOR PLAY 2:00 – 2:45 p.m. Location: South Playground

Gross Motor: Big Activity Description: The children will lift and Waffle Blocks (GG).
Blocks! (3) Marli carry the big waffle blocks to build towers,
structures, or things they can play on.
Set up: Place the waffle blocks on the grass.
Have some of the waffle blocks already
assembled together so the children can see how
to use them.
Child Objective: The children will use their gross
motor skills as they lift and carry the big waffle
blocks to build towers, structures, or things they
can play on. IELG D2 G17 Coordinate whole
body movements to move in complex ways with
strength, agility, and balance.
2nd: Small Explosions Activity Description: The children will have the 3 2 Liter Coke (IWP)
Mandi opportunity to observe as a teacher puts Mentos 2 Packs Mentos (IWP)
into a coke bottle and watch it explode. They will
have the opportunity to help put Mentos into the
bottle with the teacher.
Child Objective: The children will have the
opportunity to learn about the chemical reaction
that happens when Mentos are put in Coke.
Intentional Teaching: Teachers will assist with
children putting Mentos into the Coke bottle, and
help them move out of the way before the reaction
happens.

3rd: Tie Dye Activity Description: Children will have the Kool aid to make dye
Camille opportunity to tie dye a white shirt with different (IWP)
colors. Children will twist shirts to make different Vinegar (RR1 33)
patterns and then spray them with a Kool Aid dye. Large bottles (RR 1)
Set Up: Teachers will need to combine dye with
vinegar and put them in squirt bottles.
Child Objective:
Intentional Teaching:

Monday
CLEAN UP 2:50 – 3:00 p.m.
Walrus Clean-Up song
Transition to Shake your Sillies Out Song Kindle and Speaker
Gathering Time After I have the majority of the children in the (office), Shake your Sillies
gathering time area, I will turn off the song and ask out song (on kindle).
them to sit on the tape to get ready for gathering
time.

GATHERING TIME 3:00 – 3:10 p.m.

Activity Name Description Materials

1. Bubbling Soda I will be holding a bottle of Coke in front of me to 2 Liter bottle of Coke
(Mentos and Coke) gain the attention of the children. (IWP)
A reaction is when “Boys and girls, thank you for coming to gathering Mentos (IWP)
something causes time! Today we are learning about reactions! A
something to reaction is when something causes something else
change. to change. There are many different types of
reactions, and today we are going to see two
activities that are reactions. The first activity we
will do is called Bubbling Soda! I have a bottle of
coke. I also have some Mentos candy. I am going
to pour the Mentos into the Coke and we will see a
reaction. (I will do the experiment as I am talking
so there isn’t wait time for the children).
As I am doing the experiment, I will invite the
children to do the actions with me. I will ask them
to pretend to hold a bottle of Coke. I will ask them
to pretend to pour Mentos into the coke along with
me. This will make the activity more engaging for
the children because they will be participating.

“Boys and girls, when we added the Mentos to the

Coke, they caused the Coke to bubble and shoot
out of the bottle! This is a reaction!”
2. Dancing Milk I am going to show you a different reaction. Milk
Remember that a reaction is when something (IWP
I can cause a causes something else to change! I am going to )
reaction when I put pour some milk into this pan. Now I am adding Soap
soap in milk. some food coloring to the milk. I have some soap IWP)
in this jar and I am putting this Q-tip into the soap.
Food Coloring
Before I put the soap into the milk, I will ask the (Kitchen)
children the following questions:
Pan (IWP)
What do you think will happen when we put the
soap in the milk?
Puppet (WR)
What kind of reaction will this cause?
I will listen to the children’s responses and
acknowledge what they say.
 “Boys and girls, pretend you have a Q-tip and get
ready to put your Q-tip with soap into the milk.
Let’s put our Q-tips in and see what happens when
soap and milk are mixed!”
(The colors will begin to move).

“Boys and girls, this is another reaction. The soap

is trying to grab onto the fat in the milk and that is
why the milk is moving! You will have the
opportunity to do this experiment during small
focus with your group!”

Transition to Small Sing the Color Song to dismiss groups (Lyrics Lyrics included at the
Focus included in the bottom of this plan) bottom of this lesson plan

SMALL FOCUS GROUP 3:10 – 3:25 p.m.

Dancing Milk Experiment
Group 1: (Pink) Group 2: (Blue) Group 3: (Purple) Group 4:
Miss Amy Miss Aubri/ Miss Mandi Miss Camille (Yellow)
Paisley Ethan Amelia Miss Hailey
Rachel Tobin Makyla Bryson
Hannah Navy Camilla Ender
Maverick Eliza Sage

Your Activity Description & Objective Materials

Dancing Milk Description: The children will have the
Room 203 opportunity to participate in the dancing milk Milk, soap, Q-Tips,
experiment as they work with their small focus food coloring, pan
group and do the experiment at the tables. The (IWP)
children will have a first-hand experience of
causing a reaction as they place a Q-tip covered White Rabbit’s Color
in soap into a pan filled with milk. They will see Book (WR B4)
the food coloring move as the soap reacts with
the milk. As the children are watching the Ruby, Violet, Lime
reaction, the teachers at the tables will re- (WR B44)
emphasize that a reaction is when something
causes something else to change. They caused Colors Everywhere
a reaction when they placed soap in milk. The (WR H17)
colors are moving because the soap is grabbing
onto the fat in the milk. Red Light, Green
Light (WR B33)

Big Red Barn (WR

B33)

Squirrels (WR B39)

The Very Hungry

Caterpillar (WR C4)

Do Bunnies Talk?
(WR D11)

CLOSING CIRCLE 3:25 – 3:40 p.m.

Transition to Closing I will gather the children by playing the Freeze Song on the Kindle. The
Circle children will dance to the song and freeze when the song says freeze.
Activity Name Description Materials

Movement Activity The children will have the opportunity to move around the We are the
We Are the Dinosaurs! room as we sing and dance to the song “We are the Dinosaur Song
Dinosaurs.” on the kindle,
Speaker
(Office)

Phonemic Awareness Trash Monster. Introduce the children to Manny the Pictures of
Monster. He only eats foods that begin with the /m/ Food (IWP)
sound. I will have the following pictures printed out, and Manny the
the children will determine whether or not Manny will eat Monster (IWP)
the food based on the beginning sound.
Mango, Banana, Melon, Milk, Muffin, Meat

Music Activity or Song or We will sing the following song together and do the N/A
Fingerplay actions with our fingers as we sing the song. We will do
the song at least twice so the children have the
“I had a Little Turtle” opportunity to see how the song and fingerplay goes.

Story (non-book) Brown Bear, Brown Bear What Do You See Printed Visuals
I will print off visuals of the story Brown Bear Brown Bear for the Story
What Do You See and use the visuals to tell the story to (IWP)
the children.

Age Appropriate Game Simon Says. The children will listen for the teacher to say N/A
“Simon Says” before they do the action that she states.
To make this DAP, I will always say “Simon Says” so I
am not tricking the children.
Read Big Book Is Your The children will have the opportunity to listen to the Is Your Mama a
Mama A Llama? story Is Your Mama a Llama? as I read the big book to Llama? (WR
them. I will engaged the children as I read the book as I BB K2)
invite the children to use their arms to pretend to be
different animals in the book. For example, they can
wave their arms up and down to be a bat. Another way
I can actively engage them is to invite them to make the
animal noise if the animal is familiar to the class, etc.
Old MacDonald Had a Using the Animal Felts in the WR, the children and I will Animal Story
Farm sing the song “Old MacDonald had a Farm” and I will Helps (WR
place different animals in the felt board as we sing the Drawer 8)
song.
Monday
WORDS TO SONGS & FINGERPLAYS:
For the other teachers so we can all learn about them; also include source (website, book, etc.).

Tiny Tim:

I had a little turtle

His name was tiny Tim
I put him in the bathtub
To see if he could swim.
He drank up all the water
He ate a bar of soap
And now my little turtle
Has a bubble in his throat.

Bubble, bubble, bubble

Bubble, bubble, bubble,
Bubble, bubble, bubble
Bubble, bubble, bubble, POP!

Color Song (To the tune of If You’re Happy and You Know It)

If you’re in the blue group, blue group

If you’re in the blue group, blue group.
If you’re in the blue group,

If your clothes have any red, any red.

If your clothes have any red,
Put a finger on your head.
If your clothes have any red, any red.

Additional Verses:
Blue: finger on your shoe
Yellow: smile like a happy fellow
Black: put your hands behind your back
Pink: give your eyes a double blink
(Pinterest)

RESOURCES :

Pinterest, Holly, Lisa, Ebby, Aubri, past lesson plans from toddler lab