Lesson Plan: Animals All Over the World
Create a lesson plan for a single day in a preschool classroom. Your classroom population is as follows:
20 students total Ages 3-5
• 1 student has a hearing impairment.
• 1 student has a visual impairment.
Your task is to create an interesting, engaging lesson plan for an average Tuesday during the spring semester. Your lesson plans must meet the following requirements:
1. There must be a cohesive theme for the day that’s present in every activity and lesson throughout the day.
2. Every lesson must incorporate one of the following art project, music, or movement activity. It doesn’t have to be the main focus of the lesson. Remember, a coloring page where each student will end with a similar final product doesn’t count as art.
3. You must include your accommodations for the child with a hearing impairment and the child with a visual impairment
4. Each lesson should account for students’ level of development. The independent activity shouldn’t require a sustained focus greater than 20 minutes.
Create a lesson plan for each of the following subjects- Should total 10 lesson plans
Science
Mathematics
Reading
Learning to Recognize/Write Letters of the Alphabet
Social Studies
Art
Physical Education
Cultural Appreciation
Conflict Resolution
Technology
Each subject must follow this formatting:
Subject:
Topic:
Materials Required:
Introduction:
Guided Practice:
Instructions to Students:
Art/Music/Movement Element and Explanation:
Accommodations:
Approximate Duration of Independent Activity:
Example:
This lesson belongs in a unit with a “Diversity is Wonderful” theme.
Subject: Reading
Topic: Everyone is Special
Materials Required: The Rainbow Fish by Marcus Pfister, white paper, colored tissue paper, shiny foil cut into small shapes, crayons, glue sticks, teacher’s example
Introduction: Reading the story, The Rainbow Fish, and have a discussion about why the Rainbow Fish is still special, even though he’s not the most beautiful fish in the ocean anymore. Key Question: What makes someone special? Is it their appearance or what’s inside? Or a mixture of both? What makes you special?
Guided Practice: If I were a creature that lives in the ocean, I would be an octopus. Because I feel like I’m always doing so many things at once. I feel like this fish is the best example of myself. It will be colorful and contain a single, shiny foil piece to represent my shiny scale.
Instructions to Students: You’ll be creating your own fish! This fish should be what you think you’d be if you lived in the ocean. Know that it doesn’t have to be a fish; it can be any creature that lives in or around the ocean, like an otter or a penguin. It should be just like you, though! You’ll use your hands to rip the tissue paper into smaller pieces, and you’ll glue them onto your page to create the shape of your fish. You’ll be allowed one shiny scale, and you can use your crayons to draw a face or other features you’d like.
Art/Music/Movement Element: Students will be creating their idea for what they’d look like as a fish. This qualifies as art because no two fish will look similar, and this isn’t busywork. Students are working on their self-reflection skills to find representations of who they are as individuals.
Accommodations: The student with the visual impairment can touch the book as it’s read to feel the shiny scales on the page. This student will also be given assistance to help glue and attach his or her fish scales. The student with the auditory impairment can sit more closely as the story is being read to hear better. Also for the hearing impaired student, a second reading of the story can occur if necessary.
Approximate Duration of Solo Activity: 15 minutes
Lesson Plan: Animals All Over the World
Your Name:
Subject and Section:
Professor’s Name:
Date Submitted:
Subject: Science
Topic: Animal Habitat
Materials Required: Paper, pencil, eraser, crayons, colored pencils, watercolor set
Introduction: Present different animals from the sky, sea, and land, inquiring about the differences between each. Have a discussion about where these animals live. Key Questions: What is your favorite animal? Where does it live? Does it have legs, wings, or fins?
Guided Practice: If I were to choose my favorite animal, I will choose a fish, a clownfish to be exact. It lives in the ocean and I like this animal because of its vibrant orange color and beautiful habitat. Just like many sea creatures, a clownfish has fins so it can swim around.
Instructions to Students: You are going to draw your favorite animal. You can choose any animal and also include its surroundings and environment. Use any of your art materials to put color and enhance your drawings. Label it and write why you have chosen this animal as your favorite.
Art/Music/Movement Element and Explanation: The activity incorporates the art element in it because it enables the students to be creative and decide how they want to construct their work, including the materials that they would want to use.
Accommodations: The student with visual impairment can opt to use a bigger paper for the activity. Prior to the activity, the art materials should be presented and laid out so that the student can be familiar with them. If the condition is severe, the materials that will be used can be changed into buttons, clay, and string art. For the child with hearing impairment, the instructions can be repeated, as necessary, with visual cues provided.
Approximate Duration of Independent Activity: 15 minutes
Subject: Mathematics
Topic: Counting Numbers
Materials Required: “Old MacDonald Had a Farm” Song, Modelling clay, popsicle stick fences, ¼ illustration board, glue, markers, colored pencils, crayons
Introduction: Teach and sing “Old MacDonald Had a Farm” to the students. Have a discussion about the animals that are mentioned in the song, including the sounds that they make.
Guided Practice: Personally, I would put 5 cows, 12 chickens, and 2 horses on my farm. I chose them for the milk, eggs, and means for heavy work needed on the farm.
Instructions to Students: You will be making your own animal farm! Put at least 3 kinds of animals on your farm. Use your clay to mold the animals. Use your board as a platform and then write down how many animals are placed in each fence. Decorate your farm as you wish.
Art/Music/Movement Element and Explanation: This activity incorporates both music and art because the students will make their own farm-based on their own liking and how they understood the song. They will also develop art skills by assembling the materials to form the animal that they want it to resemble.
Accommodations: Both students should be positioned near the teacher giving the instructions. Provide a good view of the environment from where they are seated. The instructions of the activity should be repeated to the student with a hearing disability with an emphasis on visual cues for better understanding. Despite the high kinesthetic activity, guidance with the handling of materials and assembly should be given to the student with visual disability.
Approximate Duration of Independent Activity: 15 minutes
Subject: Reading
Topic: Fables
Material Required: “The Hare and The Tortoise” book, paper, glue, colored pencils, crayons, marker, watercolor (set), pencil, eraser
Introduction: Read the story “The Hare and The Tortoise” to the class. Have a discussion about the similarities and differences between the two animals. Key Questions: What are the characteristics of the hare? And the tortoise? What kind of relationship do the two animals have?
Guided Practice: My favorite part of the story that I would love to draw will be during the contest where the tortoise can be seen to be working hard to finish the race. I would include the hare to show that speed does not determine the winner, having the right attitude does.
Instructions to Students: You will be creating an artwork of your favorite part of the story. Use the coloring materials to depict what you have on your mind and write down at the back of the paper what part of the story is in the drawing, and why it is your favorite.
Art/Music/Movement Element and Explanation: The activity includes the element of art because it will enable the students to reflect on the lesson and put it on paper. This will also allow them to choose the materials that they would want to utilize to create their work.
Accommodations: The student with visual impairment should be oriented about the material. A bigger paper may also be used or the student can use modeling clay to express his/her art instead. The student with hearing impairment should be positioned near the teacher and instructions should be repeated whenever necessary.
Approximate Duration of Independent Activity: 10 minutes
Subject: Learning to Recognize/Write Letters of the Alphabet
Topic: Knowing your ABCs
Materials Required: Alphabet flashcards, animal pictures
Introduction: Sing the “Alphabet Song” or “ABC”. Have a collaborative discussion with the class about the importance of knowing the alphabet and in what ways it can be used. Example: Reading storybooks, writing a letter to a loved one, ordering from a menu
Guided Practice: I see a letter E, E for elephant, and I imitate its long nose with my arms and its trumpet sound “Oooo!” L is for lion, the king of the jungle with its sharp claws and loud “Roar!”
Instructions to Students: You will be identifying what letter is shown in the flashcard, and beside it is an animal that starts with the same letter. In standing, copy the actions and the sound that that animal makes.
Art/Music/Movement Element and Explanation: The activity involves movement because it will require the students to mimic how the animal looks and moves around. This involves gross body movements and the use of their own body parts.
Accommodations: Both students should be positioned near the flashcards where they will be able to see them without any distractions or hindrances. The size and the images in the flashcards should be large enough for the student with visual impairment. The student with hearing impairment should not be positioned near noisy equipment like air conditioning units or windows so that there will be fewer distractions when participating in the activity. The instructions and mechanics of the activity may also be repeated when necessary.
Approximate Duration of Independent Activity: 5 minutes
Subject: Social Studies
Topic: Making Friends
Materials Required: “The Lion and the Mouse” story, paper, pencil, colored pencils, crayons
Introduction: Read the story of “The Lion and the Mouse”. Have a discussion about the importance of friendship and showing kindness to others. Gather the different opinions the students have about friendship, good deeds to others, and kindness.
Guided Practice: I will draw the mouse in the story because I admire its ability to look back on the kindness that the lion showed during their first meeting. Doing a good deed or kindness to others really does come around.
Instructions to Students: You will think about the lion and the mouse. Each one has its characteristics that are very admirable. Pick between the two, who is your favorite? Draw your favorite character and write down 2 traits we can copy from th...