meaganpetron1.files.wordpress.com · Web viewThe preschool students will take a trip to the MN...

Meagan PetronTrevor Carrier

EDUC 416 UNIT

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Activities Keyed To Concepts

1. There are many types of animals that live in the Arctic.

Introductory Activity 2: Find the Arctic AnimalsScience Lesson 1: Blubber ScienceScience Lesson 2: Animal Sounds ScienceSocial Studies Lesson 2: Polar Bears & SealsGross Motor Lesson 1: Ice Roads: Gross MotorLarge Group Lesson 1: Penguin ActivityMusic: Five Fat WalrusesMusic: Penguin FamilyMusic: Polar BearLanguage Arts: Finger Play: 5 Little PenguinsLanguage Arts: Finger Play: Five Little Polar BearsLanguage Arts: Finger Play: SealsLanguage Arts: Finger Play: Baby PenguinsLanguage Arts: Non-Book 1: StoriesLanguage Arts: Non-Book 2: StoriesAttendance 1: Polar Bear Index CardsSnack 2Snack 3: Oreo Penguin SnackField Trip 1: The MN ZooResource Person 2: Arctic ZookeeperHome/School Connection 1: Styrofoam Penguin

2. It is very cold in the Arctic and snow covers most of the ground all of the time.

Introductory Activity 1: The Arctic IntroductionArt Lesson 1: Snow PaintingArt Lesson 2: Polar Bear PuppetGross Motor Lesson 1: Ice Roads: Gross MotorFine Motor Lesson 1: Whipped SnowLarge Group Lesson 2: Snowball FightMusic: Snowey PokeySnack 1Fieldtrip/Walk 2

3. Igloos are a type of shelter built out of snow.

Math Lesson 1: Igloo MathLanguage Arts: Dramatic Play

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4. Fish live in the ocean, which covers most of the Arctic.

Math Lesson 2: Fishing For NumbersSocial Studies Lesson 1: Fish Market and RestaurantLarge Group Lesson 1: Penguin ActivityLanguage Arts: Dramatic Play

5. Blubber is fat that keeps animals warm.

Science Lesson 1: Blubber Science6. Ice roads are used in the arctic for transportation.

Gross Motor Lesson 1: Ice Roads: Gross Motor

7. The temperatures in the Arctic are getting warmer, which is making the ice roads melt.

Gross Motor Lesson 1: Ice Roads: Gross Motor

8. Arctic animals make unique sounds.

Science Lesson 2: Animal Sounds Science

9. Some people fish in the Arctic to sell or to eat.

Social Studies Lesson 1: Fish Market and Restaurant

10. There are very few Eskimos that still live traditionally in the Arctic today.

Resource Person 1: Eskimo

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Field Trip 1Field Trip – The MN Zoo

The preschool students will take a trip to the MN Zoo. A parent letter will be sent out to

ask permission for the children to take a trip to the MN zoo. During this time, the students will

see the animals that come from the Arctic, and the teacher will encourage discussion and ask

questions while stopping to see each animal. There will not be time to go through the entire zoo,

so the teacher will primary stay in the range of animals that come from the Arctic or may relate

to the Arctic. For example, the fish section of the zoo will not necessarily be only fish that are in

the Arctic, but it relates because the Atlantic Ocean is in the Arctic and fish live in the Ocean.

Concept:


Home School Connection 2

Volunteer Parents on Field Trip

Parent Letter:August 24, 2009

Dear Parents,

Hello! This month I am involving the children in a unit that incorporates an Arctic theme.

For these two weeks, we will be doing a variety of activities that promote cognitive, aesthetic,

physical, social, and emotional development, with the theme of the Arctic.

I have planned a special trip to the MN Zoo on Sept 3rd. The bus leaves at 7:00am and

the cost per child is $20.00. During the visit to the zoo, we will be specifically focuses on

animals that come from the Arctic, and there will not be time to cover the entire zoo.

Approximate arrival time is 8:00am, and departure is 11:00am. We should be back to the

preschool by noon, in time for the children’s naps. Lunch and snacks will be provided at the zoo.

If your child has permission to attend, please sign below, and return this slip and money during

child drop off or pick up by Sept 1. We also encourage any parent volunteers that would like to

join us, so that there is at least one adult for every 4 children. If you are interested, please sign

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up on the paper that is on the front door of the classroom. I look forward to seeing you at the

zoo and at parent/teacher conferences!

Sincerely,

Ms. Petron

Parent Signature_____________________________________________________________

Fieldtrip/Walk 2

Fieldtrip/Walk

A walk outside: Taking the children outside for a walk around the town or school while

there is snow on the ground or better yet snow actually falling with snow already accumulating

on the ground. This is a great way to show children life in the Arctic. Snow is usually falling with

lots and lots of snow already on the ground. Students will receive hands on simulated

experience of life in the Arctic without actually having to jump on a plane and fly there.

Concept:


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Art Lesson 1

Snow Painting

Early Childhood Indicator of Progress:

1. Domain: Creativity and the Arts 2. Domain Component: Creating3. Indicator of Progress:

a. Use a variety of media and materials for exploration and creative expression (pg. 38, num. 1).

2. Domain: Approaches to Learning3. Domain Components: Imagination and Invention4. Indicators of Progress:

a. Approach tasks and experiences with flexibility, imagination, and inventiveness (pg. 24, num. 1).

Concepts


Learning Objective:

1. Given the shaving cream/white glue mixture, and blue construction paper, the preschool students will create a winter scene.

Advanced Preparation:

Materials:

1. White glue2. Shaving cream3. Markers 4. Blue construction paper5. Blender

Set –Up:

1. Mix equal parts glue to shaving cream with a blender as needed determined by class size.

Guidance:

1. Remind the children that we only use the shaving cream/glue mixture for the project we are working on.

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Introduction/Motivation:

During circle time, introduce the arctic to the children. “Does anyone know what the arctic is? The arctic is part of the world that is very cold all of the time. There is more water than land in the Arctic. Most of the land is surrounded by water. What do you think all of this water is called? This water that is surrounding the land is called the Ocean. The Arctic is so cold that something very cold and white covers the ground most of the time. What do you think this is? Snow covers most of the ground all of the time. Something very hard and cold also covers a lot of the ocean in the Arctic. What do you think this is? Ice covers much of the ocean. Today we are going to be painting a picture of a snowy scenery, which will look similar to the Arctic!”

Procedure:

1. Have children sit at the art table.2. Have the children use the markers to draw trees, mountains, hills, water, and other

landforms or plants as they wish.3. Scoop a couple spoonfuls of the mixture onto each student’s sheet of blue construction

paper. 2. Have children finger paint a winter scene with the shaving cream. 4. Go around and check to see how each child is doing and encourage them.

Closure:

When each student is done, have the children show their artwork to the class and explain what their picture is, where the snow is, and why they decided to put snow in those areas. This is where the students will be measured if they created a winter scene. Then, have the children place the artwork on the table to dry completely.

Transition:

Using the snow flake wand, have the children line up at the door once the snowflake reaches them.

Developmental Variations:

Less advanced students may have a partner to come up with ideas and help them with their painting. More advanced students can make more than one picture if they finish before the others.

Other Variations:

Students can come to the table 3 or 4 at a time if there is a large class. This project can be done all together if there is a small class and art tables large enough.

Source:

Snow Painting (n.d.). Retrieved November 10, 2009, from Perfectly Preschool Web site: http://www.perfectlypreschool.com/Preschool-Lesson-Plans/Arctic-Animals/index.php.

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Art Lesson 2Polar Bear Puppet


4. Domain: Creativity and the Arts 5. Domain Component: Creating6. Indicator of Progress:

b. Use a variety of media and materials for exploration and creative expression (pg. 38, num. 1).

1. Domain: Approaches to Learning5. Domain Components: Imagination and Invention6. Indicators of Progress:

a. Approach tasks and experiences with flexibility, imagination, and inventiveness (pg. 24, num. 1).

Concepts:


Learning Objective:

1. Given the glue, construction paper cut outs, and Styrofoam cups, the preschools students will create a Polar Bear.


Materials:

1. Styrofoam cup2. Cotton round3. Wiggly eyes4. Glue5. Black construction or craft paper6. White construction or craft paper 7. Black marker8. Scissors

Set –Up:

1. Cut a head shape about 4 inches in diameter out of the white paper.2. Cut arm shapes about 2 inches long out of white craft paper. 3. Cut a small circle one third the size of the head, out of a cotton round. 4. Cut a black nose out of black construction paper and two small ears out of white

construction paper

Guidance:

“Remember that we use baby bear drops of glue, not papa bear drops. That means very tiny drops of glue for all of our project.” Help the students with gluing if needed and guide where to draw the mouth and place the nose, ears, head, legs, and cotton round.

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“Who knows where Polar Bears live? Most Polar Bears live in the Arctic. What do they look like? What color are they? They have big teeth, white fur, long sharp claws, and the biggest land animal in the Arctic. What kind of weather do they like? They like cold weather. Could that be why they live in the Arctic? Yes.”

Sing this song on the rug where they do circle time: (sing or state as a rhyme).

The polar bear lives in the Arctic,And he never gets cold in a storm,

He loves to swim in the icy cold water,And his skin keeps him warm.

The polar bear has a white coat,And he walks quite slow.

It's hard to see just where he is...Because he is white as snow.

“Would a Polar Bear be a good pet?” Discuss with the children the reasons why a polar bear would not be a good pet. Examples are: Eats lots of seals, claws, dangerous for humans, they might hurt us, and they like icy cold weather. “Since real Polar Bears wouldn’t be a good pet, we are going to make Polar Bears of our own that we can keep!”

Procedure:

1. Have the children glue the small circle that is precut from the cotton round, to the head near the bottom of the circle.

2. Have the children glue the black nose to upper area of the cotton round3. Have the children draw a mouth with a black marker on the cotton round below the nose. 5. Have the children glue two wiggly eyes to the head.6. Have the children glue the two small ears on the head.7. Place the Styrofoam cup upside down on a table.8. Have the children glue the head onto the Styrofoam near the bottom of the cup. 9. Have the children glue arms to the side of cup.

Closure:

Have the children name their Polar Bear and introduce him to the rest of the class. This is a good sharing time. At this time, ask review questions such as “Where does the Polar Bear live? What color is he again?” This is where the teacher will measure that each child created a Polar Bear.

Transition:

“If you can name a word that rhymes with bear, raise your hand and after telling your word, you can line go to free time.” Call on each child one at a time and after they state a word that rhymes with bear, allow that child to be dismissed.

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More advanced children can cut out their own nose, ears, and arms with supervision. Less advanced students may need more guidance of where the eyes, nose, mouth, arms, and head should be placed. They also may need to be consistently reminded and shown how to use small drops of glue.

Source:

Ratelle, Leslie (n.d). Polar bear craft. Retrieved October 9, 2009, from Twiggle Magazine Web site: Phttp://www.twigglemagazine.com/January-activities/polar-bear-craft.html

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Gross Motor Lesson 1

Ice Roads: Gross Motor

Early Childhood Indicators of Progress:

1. Domain: Physical & Motor Development2. Domain Components: Gross Motor Development 3. Indicator of Progress:

a. Develop large muscle control and coordinationb. Develop body strength, balance, flexibility, and staminac. Use a variety of equipment for physical developmentd. Develop ability to move their body space with coordination

Concepts:

1. There are many types of animals that live in the Arctic.2. It is very cold in the arctic and most of the ground is covered in snow all the time.6. Ice roads are used in the arctic for transportation. 7. The temperatures in the arctic are getting warmer, which is making the ice roads melt.

Learning objective:

1. Given the white cardboard, the students will create a pretend ice roads and work together to bring the penguins back to safety.


Materials:

1. 20 pieces of white paper (or 1 per child)2. Plastic eggs (2 per child) 3. Tape4. Stuffed or hand-made paper Snowy Owl

i. If making hand-made paper owl will need: 1. 1 piece white paper and 1 piece black paper2. Scissors 3. Glue4. White feathers (optional)5. Googly eyes (optional)

5. Basket6. Fake grass

Set Up:

7. Bring in a stuffed owl or hand-make owl. If hand making owl:i. Draw outline of owl out of white paper and cut out.

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ii. Glue eyes on the face.iii. Draw outline of beak on the black paper and cut out.iv. Draw outline of feet on the black paper and cut out.v. Glue beak on the face below the eyes.vi. Glue feet on the bottom.

8. Bring in basket and fake grass. Put the grass in the basket. Place on the floor where the beginning of the road will be.

9. Place the eggs on the opposite side where the road will be.


1. The teacher will start out with the children in a circle.2. The teacher will pull out the Snowy Owl, basket, and eggs and put them in the middle of

the circle so every student can see.3. Ask the students, “Have you ever seen an owl? What did it look like? Well, today I have

a special owl with me. This is a Snowy Owl.” The teacher will hand the owl to one student and it will be passed to each one. It will then be placed back in the center of the circle.

4. “Raise your hand if you can guess where the Snowy Owl lives.” For two minutes the teacher will call on the students while they guess.

5. “The Snowy Owl lives in the Arctic. If we can remember, the Arctic is very cold and there is snow on the ground all the time. For people to get around in the arctic, they have to make ice roads. Ice roads are roads made out of ice. Today we are going to build a pretend ice road. On one side of the ice road the owl and his nest will be sitting on the ground. On the other side are the owls eggs that she lost. You are going to help the owl by crossing the ice road and putting the owl’s eggs back into her nest!”

Procedure:

1. Each student will be given a piece of white paper.2. The students will work together to lay the paper down in a line to make a pretend road.3. The teacher will tape down each piece where the student lays their piece of paper.4. The students will get into a line and one student at a time will walk across the pretend

ice roads until he/she gets to the other side.5. The student that is on the other side will pick up an egg and carry it back to the

beginning side, and must stay on the ice roads.6. The student will put the egg in the nest. 7. After every student has gone one time, the teacher will pretend the temperatures in the

arctic are rising and take away every other piece of paper.8. The students will cross the ice roads again, but have to take big steps or jump to each

piece of paper, pretending that the road is melting. 9. Each student will carry an egg back over to the other side and put it in the nest again

until every student has gone. This is where the teacher will measure the objective to make sure the students created a pretend ice roads and worked together to bring the penguins back to safety.

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10. The students will then sit back in the circle with the Snowy Owl and her eggs and nest in the middle.

Closure:

While the students are in a circle, the teacher will say, “Thank you students for helping the Snowy Owl get all of her eggs back. The Snowy Owl is in danger of dying in the Arctic because of human activities that are ruining their homes. It is better to save the animals and their eggs like we did today.” The teacher will then pass around the basket with eggs in it, and each student will get to take an egg to take home with them.

Transition:

Time to clean up! Sing the song:

“Clean up, clean up!Everybody everywhere!

Clean up, clean up!Everybody do your share!”


Students who are in a wheelchair can wheel across the road. Since the road will be skinnier then their wheelchair, they will be told to stay in the middle where their feet are. It is ok if their wheelchair is off of the road. Students if blind, will have a partner. The blind student will place one hand on the shoulder behind their partner. Their partner will guide the blind student to the egg, place the egg in their free hand, guide them back to the other side, and place the egg in the basket for him/her.

Source:

Original by Meagan Petron

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Fine Motor Lesson 1

Whipped Snow

Early Childhood Indicators of Progress

1. Domain: Physical and Motor Development2. Domain Component: Fine Motor Development3. Indicator of Progress:

a. Develop small muscle control and coordination (num 1, pg 52).

Concepts:

2. The arctic is very cold and there is snow covering the ground all the time.

Learning Objectives:

1. Given the Ivory snowflake mix, the students will mold shapes of their choice.


Materials:

1. 1 cup measurer2. 1 large mixing bowl3. Ivory snowflakes4. Mixer5. Paper towels6. Book: In Arctic Waters by Laura Crawford

Set Up:

Mix 2 cups warm water with one cup Ivory snowflakes in a large bowl and mix with a mixer until fluffy.


“Where do some walruses live? Where do some polar bears live? Lets fine out where they live, and what other kind of animals live around them.” The teacher will read the students the story, In Arctic Waters, by Laura Crawford.

Procedure:

1. “Each of you will receive a small cup of fluffy soap on their paper towel. This is our pretend snow!”

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2. “Mold shapes out of the pretend snow of something that you learned about from the story. For example, you can make an animal and the surrounding home the animal lives in!”

3. Let the students mold for about twenty minutes. 4. Let the soap dry for a couple hours.

Closure:

Each student will get to share and explain what they made to the rest of the class. The teacher will help to incorporate what they learned with what they made by asking questions like, “Why did you make a polar bear? Because, a polar bear lives in the arctic.” This is where the teacher will measure the objective that the students will mold shapes of their choice.

Transition:

The teacher will have previously made a paper snowflake.

The teacher will go around the room and when the snowflake touches the children, they will be allowed to get up and wash their hands, and then line up to go outside.


Children who are blind or have fine motor disabilities will be given the snowflake mix, be able to feel it, and have help from the teacher molding.

Source

Whipped Snow (n.d.). Retrieved October 9, 2009, from Perfectly Preschool Web site: http://www.perfectlypreschool.com/Preschool-Lesson-Plans/Arctic-Animals/index.php.

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http://www.perfectlypreschool.com/Preschool-Lesson-Plans/Arctic-Animals/index.php

Large Group Lesson 1

Penguin Activity


7. Domain: Physical and Motor Development n8. Domain Component: Gross Motor Development9. Indicator of Progress:

a. Develop large muscle control and coordination (pg. 50, num. 1).b. Develop body strength, balance, flexibility, and stamina (pg. 50, num. 2).c. Use a variety of equipment for physical development (pg. 50, num. 3).d. Develop ability to move their body in space with coordination (pg. 50, num 4).

Concepts:

1. There are many types of animals that live in the Arctic. 10. Fish live in the ocean, which covers most of the Arctic.

Learning Objective:

1. Given the ball, the preschool students will practice waddling like a penguin. 2. Given the fish the preschool students will carry the fish from one side of the room to the

other.


Materials:

1. 1 Nurf ball or other squishy ball per student

Set –Up:

1. This is an activity that should be done in the gym or gross motor room. 2. Set up the Nurf balls on one side of the gym on the black line. If using a gross

motor room, have the balls lined up in a straight row on one side of the room.3. Cut out of construction paper something that looks like a lake of water. 4. Cut out of construction paper enough fish for each child to have at least 2 in

their basket. 5. Place the water and the fish on the other side of the room. They should be on

the opposite side of where the ball are. The fish should be on top of the water.

6. Make sure all toys are out of the way so the children have a large free space.


1. “Today we are going to hear a story about a little penguin who lives in the arctic. Not very many penguins live in the Arctic, but the penguins, who’s nick name is the Arctic

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Penguin, does live there. This story is about a little penguin who is looking for something to eat! It is called Rumble, Grumble, Gurgle, Roar, by Johnny Belt.

2. Play the video story which can be found at website: http://www.nickjr.com/playtime/cats/games/all_games/rumble.jhtml?=

3. What did the little penguin try to eat in the story? What does a penguin actually eat? How was the little penguin moving around? Was he flying? Was he running? Was he waddling? Yes, he was waddling. This is how you waddle.”

4. “Everyone stand up and pretend to waddle like a penguin! Now, we are going to make it even harder.” Take a Nurf ball and put it between your knees and walk around to show students what they will be doing.. “Today we are going to practice waddling like a penguin to try to find something to eat.”

Procedure:

1. Have each student stand on the black line, or the straight line next to each other so they can all see you. Each student should be standing next to a ball.

2. Have the children hold their large Nurf ball between the knees. 3. “When I say, ‘waddle,” everyone will need to waddle to the other side of the room, take

one of the fish from the ‘water’ and waddle back to the other side and place it in the basket.

4. Keep doing thing until all of the fish are out of the basket. Once all of the fish are gone, sit down on the black line.

5. If in the gross motor room, and there is not a black line, use a long piece of yarn.6. Say, “On your marks, get set, waddle!” Each child should race to get the most fish in

their basket. If the students drop the ball, they must stop, and reposition it back between their knees before going on. The balls must stay between their knees. This is where the teacher will measure the objective where the students will practice waddling like a penguin, and carry the fish from one side of the room to the other.

7. Every child should be sitting on the line by the end of the activity to prepare for some review.

Closure:

“Now, that we have played the penguin game, raise your hand if you can tell me what penguins eat? Raise your hand if you can tell me what kind of penguin lives in the arctic? Are there a lot of penguins in the Arctic?

Transition:

“If you have on a black shirt, one of the colors of a penguin, you may put your ball back in the basket and line up at the door. If you have on a white shirt, another color of a penguin, you may line up at the door. If you have on orange, the color of a penguin’s beak, you may line up at the door. If you like to waddle like a penguin, line up at the door.” Continue until everyone is lined up at the door.

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If there is a more advanced group of students, have them go all the way back to the beginning if they drop the ball, reposition the ball, and start over. If they are less advanced, the students can stop, reposition the ball between their knees, and move forward from where they are.

Source:

Levine, Joni (2004). Polar and Arctic art activities. Retrieved November 2, 2009, from Polar, Arctic, and Winter Animal Theme Website: http://www.childcarelounge. com/ Caregivers/ polar.htm

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Large Group Lesson 2

Snowball Fight


1. Domain: Physical and Motor Development2. Domain Components: Gross Motor Development3. Indicators of Progress:

a. Develop large muscle control and coordination (num 1, pg 50).b. Develop body strength, balance, flexibility, and stamina (num 2, pg 50).c. Use a variety of equipment for physical development (num 3, pg 50).d. Develop ability to move their body in space with coordination (num 4, pg 50).

Concepts:


Learning Objective:

1. Given the recyclable white paper the preschool students will construct a “shelter” for protection during a “snowball fight” simulation.


Materials

1. Recyclable White Paper2. Large Cardboard Boxes3. Duct Tape4. Markers

Set-Up

1. Put a box a box of recyclable paper on each side of the room.2. Put an even amount boxes of cardboard on each side3. Provide Duct Tape and markers to each group4. Separate the children into two even groups.


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The teacher will talk about what fun activities the children do in the snow. The teacher can create a list in front of the class to keep tract of all the ideas. This also shows that each child has a say and that their ideas are being represented and taken into account.

“ What are some fun activities you do in the snow?”

“Who do you play with in the snow?”

“ What season do you typically see snow?”

The Arctic is covered in snow. Everyday the people and animals deal with the many good things snow can bring as well as the hardships snow can present. “Today children we are going to concentrate on the fun things to do with snow. Today class snowball we will be having a snowball fight.”

Procedure:

1. Divide the students into 2 even groups.2. Go over rules

a. No crossing the center line that divided the two groups.b. Do not throw at anyone’s headc. Only throw white recyclable paperd. Anyone who throws anything else will be out of the gamee. Work as a team to create a shelter. This is where the teacher will measure the

students ability to create a shelter. 3. Create a centerline with Duct tape or any other tape presented. 4. Allow 10 minutes to create a shelter5. Allow 10 minutes for the game.

Closure:

After the time has expired the children will then form a circle by the centerline. “ How much fun was that activity?” What did you learn by working with your classmates?” “What were some good ideas that worked to make your shelter strong?” “Would you want to play a game like this again?” Then the teacher will talk about how animals of the arctic survive in such extreme conditions. “How do you think the animals keep warm in the Arctic?” “Do you think the Arctic animals “play” in the snow? If so, what do they do?”

Transition:

“If your birthday is in December, line up at the door.” “If your birthday is in January, line up at the door.” I would start out with snowy months of the year, after they are all done the teacher would move into the warmer months. The teacher would continue this until all the children are lined up at the door and ready to leave.

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This activity is in a large group setting. Each child will be responsible for different tasks within the group. Some children will be creating the shelter, other will be decorating the shelter, and others will be preparing “snowballs” and devising a strategy.

Source:

Michelle (n.d.). Retrieved on November 11, 2009, from Winter Games Web site: http://www.perpetualpreschool.com/preschool_themes/ice/ice_games.htm

Math Lesson 1 Igloo Math


1. Domain: Cognitive Development2. Domain Components: Mathematical and Logical Thinking: Number Concepts and

Operations3. Indicators of Progress:

a. Demonstrate increasing interest in and awareness of numbers and counting (num 1, pg 44).

b. Demonstrate understanding of one to one correspondence between objects and number (num 2, pg 44).

c. Demonstrate ability to count in sequence (num 3, pg 44).d. Demonstrate ability to state the number that comes next up to 9 or 10 (num 4, pg

44).e. Demonstrate beginning ability to combine and separate numbers of objects (num

5, pg 44).

Concepts:

3. Igloos are a type of shelter built out of snow.

Learning Objectives

1. Given the ice squares and igloos the preschool students will place the correct number of squares on each igloo.


Materials:

1. White construction paper2. Lamination paper3. Pencil4. Manila folders5. Scissors

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http://www.perpetualpreschool.com/preschool_themes/ice/ice_games.htm

Set Up:Cut out five igloos from construction paper and write a different number on each igloo. Laminate the igloos to an open manila folder. Do this again to have one manila envelope per group of 3-4.

a. Cut out ice squares from paper and laminate each square individually.

Introduction/Motivation

The teacher will start by playing a game called, Guess With 3 Clues.

“I am thinking of something white.”

“I am thinking of something very cold when you touch it.”

“I am thinking of something you can live in.”

What could be very cold when you touch it, white, and you can live in it?

The teacher will hold up a picture of an igloo.

“What is this called? This is called an igloo. An igloo is a shelter that is made out of snow. People build igloos in the arctic. They are still made to this day. What is an igloo used for? They are mostly used for as a shelter while hunting whale and seal. They use this as a base camp during hunting when the wind and blowing snow are just too much for man-made tents. So instead of tents, igloos are used!”

Procedure:

1. The students will come to the table one at a time and receive some ice squares.2. “I have a manila folder with igloos in it!” Each igloo has a number!”3. “Put the correct number of squares on each igloo.”4. The teacher will measure if the preschool students are placing the correct number

of squares on each igloo at this time.

Closure:

The teacher will correct all the students work to make sure they got the right amount of squares on each igloo. If there is one done incorrectly, the teacher and student will re count them together until it is correct. Have the student then place their ice squares back into the manila envelope.

Have the students sit in the area of circle time to review. “Now that we completed our activity, who can tell me again what an igloo is? What is it made out of? What is a reason that igloos are used? What are some kinds of animals that are hunted when using an igloo?” Why are they a good type of shelter? Let students respond. “Igloos are a shelter made out of snow. They are used as a shelter for hunting animals such as whale and seal because tents cannot handle the wind and blowing snow!”

Transition:

“If you wearing white, the color of an igloo, you may line up at the door.”

“If you are wearing blue or gray like a whale or seal that is hunted, you may line up at the door.”

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Continue colors until everyone is lined up at the door.


Children are less advanced, such as blind can have a partner, who can tell him/her what the number is on the igloo. Less advanced students will also only need to count up to the number 9 or 10. The teacher will help them to count if needed, and correct them as they go, so they will end up with the correct number of ice squares on each igloo when they are done.

For more advanced children, enough igloos and ice cubes should be made so that they can count up to the number 20.

Source:

Igloo math (n.d.). Retrieved October 9, 2009, from Perfectly Preschool Web site: http://www.perfectlypreschool.com/Preschool-Lesson-Plans/Arctic-Animals/index.php.

Math Lesson 2

Fishing For Numbers


1. Domain: Cognitive Development2. Domain Components: Mathematical and Logical Thinking: Number Concepts and

Operations3. Indicators of Progress:

a. Demonstrate increasing interest in and awareness of numbers and counting (num 1, pg 44).

b. Demonstrate understanding of one to one correspondence between objects and number (num 1, pg 44).

c. Demonstrate ability to count in sequence (num 3 pg 44).d. Demonstrate ability to state the number that comes next up to 9 or 10 (num 4, pg

44).e. Demonstrate beginning ability to combine and separate numbers of objects (num

5, pg 44).

Concepts:

4. Fish live in the ocean, which covers most of the Arctic.


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1. Given the fish and fishing pole the preschool students will correctly find the numbers given to them by the teacher.


Materials:

1. Construction paper in various colors2. Scissors3. Hole punch4. Magnet5. Paper clips6. Handle (can be stick or anything for child to actually hold on too)7. String to form the fishing line8. Superglue

Set Up:

1. Cut ten fish shapes, about 6-inches long each, out of the construction paper in different colors.

2. Write a different number from 1 to 10 on each fish.3. Punch a hole in each one near the mouth area. Slide a paper clip through each hole to

attach.4. Tie the string to the stick to make a fishing rod.5. Superglue the magnet to the end of the string. Let dry thoroughly.


Many people earn a living in Alaska by fishing. Some of the different types of fish they catch are: Salmon, Halibut, King Crab and Shrimp. “Have any of you eaten those types of fish?” Someone in Alaska might have caught a fish that they ate.

Procedure:

1. Scatter the fish so that the numbers are clearly visible. 2. Tell your child, “I’m hungry for a number 4 fish!” This is where the teacher will

measure the student’s ability to correctly find the number. 3. Watch him/her hunt for the fish with the correct number. This is where the teacher will

measure the student’s ability to correctly find the number. 4. Then they carefully lower the “rod” until the magnet catches the paper clip and he/she

“reels it in”. 5. Repeat with other numbers until all the fish are caught for a game that's so fun, it doesn't

even feel like math practice!

Closure:

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After the child has completed the activity have the child go over all the numbered fish. This is just a quick review to make sure the child understands the numbers they have “fished” for.

Then it would be a class review. The teacher would mix up the order from 1-10 and hold each individual fish up in front of the class and have the students respond. That way no student is put on the spot and they all can learn and participate in the ending activity. (In all the students will go through the numbers 1-10 about 3 times.)

Transition:

After every child has done the activity and its time to line up at the door. The class will then sit down on the carpet quietly. We will then play Willoughby, Wallaby with a polar bear.

Willoughby, Wallaby Wetsy, a Polar Bear sat on Betsey.

Willoughby, Wallaby Wevor, a Polar Bear sat on Trevor.

(Children will hand the Polar Bear off to children sitting quietly; this activity is done when all the children are waiting at the door.)


Children less advanced, such as blind can have a partner, who can tell him/her what the number is on the fish. Less advanced students will also only need to count up to the number 9 or 10. The teacher can help the child as they go if needed.

For more advanced students we can use more number fish such as 11-20.

Source:

Boyd, Hannah (2006). Play the fish for number game. Retrieved October 10, 2009, from Education.com web site http://www.education.com/activity/article/Fishing_for_Numbers_Game/

Science Lesson 1Blubber Science


1. Domain: Cognitive Development2. Domain Components: Scientific Thinking and Problem Solving3. Indicator of Progress:

a. Use senses to explore materials and the environment (num 1, pg 46).b. Identify and/or describe objects physical characteristics (num 2, pg 46).c. Ask questions and seek answers through active exploration (num 4, pg 46).d. Make predictions about objects and natural events (num 5, pg 46).e. Use tools for investigation of the environment (num 6, pg 46).

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f. Make comparisons between objects that have been collected or observed (num 7, pg 46).

Concept:


5. Blubber is fat that keeps animals warm.


1. Given the water table, the preschool students will hypothesis why arctic animals can stay warm in the cold weather.

2. Given the water table and bag of Crisco, the preschool students will predict how their hands will feel in the water with the blubber on them.

3. Given the water table and bag of Crisco, the preschool students will evaluate the difference between their hands with blubber and without blubber on them.


Materials:

1. Water table2. Ice3. 1 Ziploc bag4. Crisco5. Plastic arctic animals

i. Can buy from web site: http://www.thebigzoo.com/shopping/shopdisplayproducts.asp?id=40&cat=Bulk

Set-up:

1. Fill water table with cold water, lots of ice, and plastic arctic animals. 2. Fill a Ziploc bag with Crisco.

Guidance:

Guide the children in putting their hands in the bag of Crisco one at a time. The other students will get to watch while they take turns. Hold the bag closed on top while the student is putting their hand in the water so that the water does not seep inside the bag.


“Put your hands into the water to play with the animals!” The children will quickly tell the teacher that their hands are too cold.

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Procedure:

1. Talk to the children about how arctic animals stay warm in the icy water because of blubber. “Can someone tell me how they think arctic animals stay warm? Why do you think the arctic animals are able to live in the cold? Blubber is a fat that is underneath arctic animal’s skin, so the cold air or water does not affect them like it does us! This is part of the reason they need to live in cold places, and are able to survive!” This is where the teacher will measure how the preschool students hypothesis why arctic animals can stay warm in the cold weather.

2. The teacher will have one child at a time slip their hands into the Ziploc bag with Crisco. “The Crisco is a fat like the blubber on arctic animals. What are some of the character traits of the Crisco? What does it feel like? What does it look like? What do you predict will feel like when you put your hand back into the water with the bag of Crisco around it?” This is where the teacher will measure how the preschool students will predict how their hands will feel in the water with the blubber on them.

3. Close the bag around the child’s hand, and have him/her place their hand back into the water.

4. “What is the difference between how the water felt without the blubber and with it on your hand? The blubber makes your hand stay warm!” This is where the teacher will measure how the preschool students evaluated the difference between their hands with blubber and without blubber on them.

Closure:

The children will watch a short, funny clip about animals that have blubber in the arctic. The clip is at the following website:

http://video.google.com/videosearch?hl=en&source=hp&q=blubber+song&um=1&ie=UTF-8&ei=uszlSoyEHoG4NdSp9Z4D&sa=X&oi=video_result_group&ct=title&resnum=1&ved=0CBEQqwQwAA#

Transition:

Every child will take one plastic animal from the water table. The teacher will dismiss the children by what animal they chose. If their animal is called, the children will be dismissed from this activity and line up to go outside. For example, “If you chose a polar bear, you may line up at the door.”


More advanced can try to catch the arctic animals while they have the blubber (bag of Crisco) around their hand.

Less advanced students may have a partner to help them and make them feel engaged. For example, if they are not able to feel the water or put their hand in the bag of Crisco, the partner can explain to the partner what it feels like and include him/her. Another example would

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be a blind student would be guided by their partner to feel the water. The water table will also be low to the ground for any students in a wheel chair.

Source:

Blubber Science (n.d.). Retrieved October 9, 2009, from Perfectly Preschool Web site: http://www.perfectlypreschool.com/Preschool-Lesson-Plans/Arctic-Animals/index.php.

Science Lesson 2Animal Sounds Science


1. Domain: Cognitive Development2. Domain Component: Scientific Thinking and Problem-solving3. Indicators of Progress:

a. Identify and/or describe objects by physical characteristics (p. 46, num. 2)

Concepts:

1. There are many different types of animals that live in the Arctic.8. Arctic animals make unique sounds.

Learning Objective:

1. Given the sound that is on the tape recorder the preschool students will match that sound will the corresponding animal.


Materials:1. 1 Tape Recorder with 12 different animal sounds (Polar Bear, Elk, Musk Ox,

Snowy Owl, Wolverine, Arctic Wolf, Arctic Fox, Lemming, Caribu, Bow Head Whale, Walrus, Harp Seal)

2. Basket3. Sheet of paper with each child name and a column for each animal4. 1 Pen/Pencil for the teacher

Set-up: Have tables and chairs prepared for each child and all the materials set up and the table.

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Guidance: The teacher will need to press the tape recorder and stop it at the appropriate times, as well as lead discussion for each sound.


“What are some of your favorite animals?” Let students respond. “What are some of the noises the noises that these animals make?” Let students respond. “Today we are going to do a fun activity that involves using your listening ears! We are going to listen to some noises that come from animals from the Arctic! Does that sound like fun?”

Procedure:

1. Children will come to the table one by one and listen to 12 different animal sounds from a tape recorder, one animal at a time.

2. After the first animal is heard, the teacher will ask, “What animal makes that sound?” The student will look in the basket to find the corresponding animal to that particular sound.

3. This procedure will go on until all 12 animals have been heard and accounted for. 4. While each animal is being heard and picked out, the teacher will track the progress that

each child has made regarding which ones were easy or hard. It is also important to let children know to take their time and listen close to each unique sound. This is where the teacher will measure the student’s ability to match the sound with the corresponding animal.

5. If an incorrect match would occur, the student would then hear the sound again until he/she made the correct match.

6. The teacher will pick out an animal one at a time from the basket and ask, “What sound does this animal make?” This is also where the teacher will measure the student’s ability to match the sound with the corresponding animal.

Closure:

Have students get into a circle and sit on the rug where circle time is done. “What is your favorite Arctic animal that we have learned about today? Think about the animals that were inside the basket.” Let students raise their hands one at a time and share. After telling their favorite animal, have them make the sound of that animal.

Transition:

“If your favorite Arctic animal that we learned the noise of today is a polar bear you may line up at the door. If your favorite Arctic animal that we learned the noise of today is an Elk you may line up at the door. If your favorite Arctic animal that we learned the noise of today is a Snowy Owl, you may line up at the door.” Continue listing the animals until all of the children are lined up.


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For children that are less advanced, after listening to the noise, also describe the color of animal and other characteristics to help it be identified.

Have more advanced students listen to a separate tape that has animal noises of those animals, which may make a different noise than the adult animal.

Source:

Carrier, Trevor. (October 20, 2009).

Original Author Unknown (2000-2009). Science. Retrieved October 19, 2009, from The Activity Idea Place Web site http://www.123child.com/UBB/showthread.php?t=6342

Social Studies Lesson 1

Fish Market and Restaurant


11. Domain: Cognitive Development12. Domain Component: Social System Understanding; Human Relationships;

Understanding the world13. Indicator of Progress:

a. Participate in activities to help others in the community (pg.48, num. 3).b. Recognize and describe the roles of workers in the community (pg. 48, num. 4).

1. Domain: Social and Emotional Development2. Domain Components: Social Competence and Relationships3. Indicators of Progress:

a. Interact easily with one or more children (pg. 18, num. 1).b. Approach others with expectations of positive interactions (pg. 18, num. 3).c. Begin to participate successfully as a member of a group ( pg 18, num. 4). d. Use play to explore, practice, and understand social roles and relationships (pg. 18,

num. 5).e. Sustain interaction by cooperating, helping, sharing, and expressing interest (pg. 19,

num 7). f. Seek adult help when needed for emotional support, physical assistance, social

interaction, and approval (pg. 18, num. 8).

Concepts:

4. Fish live in the ocean, which covers much of the Arctic.9. Some people fish in the Arctic to sell or to eat.

Learning Objective:

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http://www.123child.com/UBB/showthread.php?t=6342

1. The preschool students will show that they must work together to buy, sell, cook, and consume food by using money.


Materials:

1. Toy cash register2. Baskets3. Play money4. Name tags5. Aprons6. Play dishes 7. Play fish

All of these materials can be found at this web site: http://www.discountschoolsupply.com/Product/ProductList.aspx?category=800&es=6074700000G&CMP=KNC-Google&s_kwcid=TC|10010|play%20food||S||3216061343&gclid=CM_g9KnWn54CFQ4hDQodSFSXmQ

Set –Up:

1. Set up a supermarket and restaurant in the classroom next to some tables that will be where the students eat. Have aprons, name tags, jackets, baskets, dishes, play money and a cash register available.

2. The children can use the fish and baskets that were previously used in the large group activity.

Guidance:

Guide the students as to where they are supposed to go. Explain to the them the stations. “This is the market where you will sell the fish to the customers and put the fish in the baskets. This is the part of the restaurant that you are going to cook the fish. This is the part of the restaurant with the cash register that you will sell the fish to the customers that want to eat. This table is where the customers will eat and the waitresses and waiters will serve them food.” Remind them that every time the fish is passed to someone else, money needs to be exchanged for the fish.


Hold up the money and say, “What do we use money for?” Let the children respond. “We use money so that we can buy products. We use money in exchange for the products. What kind of places do we use money?” Let students respond. “We use money at the grocery store, at restaurants, at McDonalds, to go get ice cream, etc. When we want something, usually we have to use money to pay for it. Today we are going to pretend to work at a type of store and a restaurant. The store is going to be a fish market. This is a type of store where people gather to buy and sell products, especially products that come from a farm. On some farms there are fish.

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Where else do we get fish? Some people fish in the ocean and lakes to eventually sell the fish to stores or markets. There are also fish in the Arctic. What kind of animals eat fish that are in the Arctic? The polar bears and Arctic penguins are two examples of animals that eat the fish. Today we are going to have a fish market, where the costumers can buy the fish. Then, you can take the fish to the restaurant, and cook it, and serve them to the customers, who can eat them. The important thing is that we all must work together to accomplish this, just like people to in real life.

Procedure:

1. Split the class into three groups. One group should be the sellers of the fish at the market, another group should be the cooks and cashiers in the restaurant, and the last group should be the customers who buy and eat the fish.

2. Have the sellers put the fish in the baskets and give to the costumers. Have the customers bring sell the fish to the workers at the store. Have the workers at the store sell the fish to more customers, who eat the fish.

3. Help and encourage the students to use their money to exchange for the fish. They can put the fish in the baskets and let the costumers have a ‘to go” meal or the costumers can sit down at the tables and eat while the waitresses and waiters wait on them. They can use the plates, silverwear, baskets, cups, etc to pretend to eat, cook, and cashier at a restaurant.

4. Have the students switch off so that each gets a turn being the sellers, customers, cooks, and cashiers.

Closure:

Have the students sit in the place that is used during circle time. “What did you like about being customer? What did you like about being a cook? Cashier? Seller? Do you think that if we didn’t work together, we would be able to have a market or a restaurant? Would the sellers be able to sell any fish without the customers? Would the customers be able to buy any fish without the sellers? Would we be able to eat any of the food at the restaurant if we didn’t have anyone to cook it for us?” Let students respond and discuss. “We all need to work together in order to accomplish these task don’t we!”

Transition:

“If I hand you a fish you may line up at the door to go to recess.” Each student will be handed a fish one at a time to line up at the door. The teacher will then hold one of the baskets and have the children place the fish in the baskets as they head out to recess.


For less advanced students, the teacher can make either a restaurant or a market instead of having both. This way, the students can practice one thing at a time, and they do not get confused. A preschool with more advanced or older students will be able to have both a market and a restaurant.

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Source:

Community and community helpers activities (n.d.). Retrieved October 9, 2009, from Tripod Web site: http://patricia_f.tripod.com/ssmotor.html

Social Studies Lesson 2

Polar Bears & Seals


1. Domain: Social and Emotional Development2. Domain Content: Social Competence and Relationships3. Indicators of Progress

a. Interact easily with one or more childrenb. Interact easily with familiar adultsc. Approach others with expectations of positive interactionsd. Begin to participate successfully as a member of a groupe. Use play to explore, practice, and understand social roles and relationshipsf. Begin to understand others’ rights and privilegesg. Sustain interaction by cooperating, helping, sharing, and expressing interesth. Seek adult help when needed for emotional support, physical assistance, social

interaction, and approvali. Use words and other constructive strategies to resolve conflicts.

Concepts:



1. Given the game the preschool students will use athletic ability to survive all the way to the end.

Advanced Preparations:

33

Materials:

1. Boundaries (could be lines or tape depending on the area of play)2. Hula Hoops

Set Up:

1. Place the Hula Hoops throughout the area of play.2. Put all the children and a circle and go over game rules.

o One person in Safety Zone (Hula Hoop) at a timeo Play for 10 minuteso 3 Polar Bears, rest of students seals.o If Polar Bear tags you, you have to stop where your tagged and sit down.o Stay in boundaries set upo Play until everybody has been tagged.o Children can only stay in Safety Zone for 10 seconds.


The teacher will start out by asking a couple quick questions to the children.

“What do you like to eat?”

“Why is that your favorite food?”

“Well, Polar bears have a favorite meal too. They love to eat seals. Do you think seal tastes good? (Expect children to say No) No! Your right.” “Well today we are going to pretend that we are seals trying to escape hungry Polar bears. We get to play a fun game that will show you how it might be in the arctic if you were a Polar bear or seal. “

Procedure:

1. The teacher will pick 3 students to be the Polar bear. (Everyone should get an opportunity to be polar bear)

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2. Have the rest of the students go to one end of the area of play. (Remind children of the rules)

3. Have the 3 Polar Bears stand in the middle area of play.4. Make sure to instruct the children to use speed and agility while avoiding being tagged.

This is where the teacher will measure athletic ability.5. Begin the activity. Let students play for about 10 minutes or until everyone is tagged.6. As a teacher only let a student stand in the “Safe Zone” for 10 seconds.

Closure:

Bring the students together in a circle and have them sit down. “What did we learn during that activity?” The Hula Hoops were safe spots during our game, what are safe spots the seals use?” What were your favorite parts of the game?”

Transition:

After every child has done the activity and its time to line up at the door. The class will then sit down on the carpet quietly. We will then play Willoughby, Wallaby with a Walrus. When a child is chosen they may then chose the next person to line up at the door.


Children that are in wheel chairs can still play and be part of the group. Instead of using Hula the teacher could use tape to show the “Safe” spots. This activity is just a fun game to get the class moving around and having fun.

Source:

Carrier, Trevor (2009)

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SNACKS

SNACK 1:

The teacher will have a plate of white foods for the Arctic or Snow theme. We will send a parent note out to have parents send with their children any white foods that they can think of that are mostly healthy, to create and snowy white platter of foods.

1. Cream cheese and bagels2. Crackers3. Milk4. white cheese curds5. Swiss cheese6. vanilla yogurt7. Califlauer and ranch dip8. Popcorn

Concept:


SNACK 2:

1. Animal crackers2. Gold fish crackers

Mix the animal crackers and Gold fish crackers together in a bowl.

While eating, have the children tell which animals might live in the Arctic and which ones don’t. The bears from the Animal crackers could be specified as Polar Bears which live in the Arctic, and the fish.

Concept:


Snack 3

Snacks

"OREO PENGUIN SNACK

Ingredients:

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1. Oreo cookie 2. Candy Corn 3. Hershey Kiss

Directions:

1. Divide the Oreo into two pieces.

2.Break or cut (with serrated knife) the half that does not have the icing on it.

3. Unwrap candy Kiss and push the flat part into the frosting of the Oreo cookie.

4.Take the two halves of the other part of the cookie and place on icing

with curved sides facing the center.

5. Use two pieces of candy corn to make the feet

Concept:


Resource Person 1

Resource Person

Eskimo

There are no better people in the world to describe life in the Arctic other than the people who make their homes in such a cold, isolated place. They could give the children a personal

37

view of not only daily but monthly chores as well as how they manage to survive in such an extreme environment.

1.) What do Eskimos live in?2.) How do they keep warm in such a cold environment?3.) What are some games they play in the Arctic?4.) What are some types of clothing Eskimos wear?5.) Do they usually have pets? If so, what kind?

Concept:

10. There are very few Eskimos that still live tradionally in Arctic today.

Home/School Connection 1

Home/School Connection

Styrofoam Penguin

Materials:

1. Small styrofoam egg2. Black and white craft paint3. Paint brush4. Black, orange, red and green felt5. Cotton balls6. 2 eyes7. Glue8. Scissors9. Popsicle stick or wooden dowel10. Serrated knife

Directions:

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1. Cut a small portion off the bottom of the styrofoam egg so that it sits flat.2. Paint the majority of the egg black. Paint a small egg shaped patch of white on the front

of the egg to be the penguin's stomach.3. Cut two small "eye" shaped pieces out of black felt for the wings. Glue onto either side

of the egg.4. Cut two small triangles out of orange felt for feet and glue them onto the bottom of the

egg.5. Glue two eyes onto the penguin.6. Cut a small triangle out of orange felt and glue under the eyes as a beak.7. Cut a small bowtie out of red felt and glue under the beak. Add a small white dot to the

middle the bowtie to better define the center point. 8. Cut a hat shape out of green felt. Pull apart a cotton ball and glue a bit to the point of

the hat as well as along the bottom of the hat. Glue a popsicle stick or wooden dowel to the back of the hat and insert it into the penguin's head.

Reasoning:

The teacher will give out the materials to the students in zip lock bags to take home. There they will construct a penguin with their family to bring back and show to the class. This activity would take a little time so this project would be given to students on a Friday so they had all weekend to finish and bring back on Monday. To show individuality they will write the child’s name on the front, white part of the penguin.

Concept:


Attendance 2

Attendance/Check In Idea

Snowflake

Description:

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When arriving to the classroom, students will find their name on the laminate snowflakes and place it in the Tundra bucket. The snowflake will be created by each student and laminated to help with wear and tear. This is a great way to help children to recognize their own written name.

Materials:

1. Construction Paper2. Scissors3. Bucket4. Glue/Tape5. Markers

Concept:


Language Arts

4 Finger Plays (With Words)

1.) 5 Little Penguins

Five little penguins swam in the ocean;

One saw a whale, then there were four.

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Four little penguins twirled around, Wheeee!

One spun off, then there were three.

Three little penguins with nothing to do;

One went fishing, then there were two.

Two little penguins having lots of fun,

One slid away, then there was one.

One little penguin, when day was done,

Went home to sleep, then there were none.

Concept:

1. There many types of animals that live in the Arctic.

2.) Five Little Polar Bears

Five little polar bears playing on the shore,

One fell in the water, and then there were four.

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Four little polar bears swimming out to sea,

One got lost, and then there were three.

Three little polar bears said, "What shall we do?"

One climbed an iceberg, then there were two.

Two little polar bears playing in the sun,

One went for food, then there was one.

One little polar bear didn't want to stay.

He said, "I'm lonesome!" and swam far away.

Concept:


3.) Seals

The seals all slap their shining flips,

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(Put hands under arms and flap arms.)

And bounce a ball on their nosey tips,

(Point to nose.)

And beat a drum and catch a bar,

(Beat a drum.)

And wriggle how pleased they are. (Wriggle)

Concept:


4.) Baby Penguins

One baby penguin makes a wish.

(Hold up 1 finger and point up)

Two baby penguins catch a fish.

(Hold up 2 fingers and clap hands)

Three baby penguins slip & slide.

(Hold up 3 fingers and slide feet back and forth)

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Four baby penguins run & hide.

(Hold up 4 fingers and run in place)

Five baby penguins look around, calling "Mamma! Mamma! Mamma!"

(Hold up 5 fingers and Shade eyes with hand)

Now they are found.

Concept:


2 Non-Book Stories

1.) The young wolverine opened it’s eyes after sleeping well for six hours to discover that the air was ten degrees below zero but was a bright sunny day. After stretching and arching his back, he scampered out of his den into the crisp morning air to search for food. He was always hungry.

He went to his usual food stash, a tree stump about 5 feet away from the opening of his den. In his hunger the wolverine failed to notice the difference in his food stash. The two rabbits he had killed the day before were moved from inside the tree stump to the edge of the tree stump.

The wolverine ran up to his rabbits, a loud snap filled the air. The wolverine’s foot was caught in a trap. He felt pain and began to thrashing around, tugging to free his foot. Finally, he pulled himself free from the trap. At first he wondered what had happened.

He howled and whimpered as he went back into his den to nurse his wound. It took three days before the wolverine could walk out of his den and find some vegetation to eat. After a couple of weeks the wolverine was completely heeled but, for the rest of his life the wolverine carried around the remembrance of that day that he was not alert. THE END!

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This story is about a Wolverine who got careless with its food and paid the price by stepping in a hunting trap. Our method would to use nice colored pictures of each of the main props (Wolverine, Sun, Den, Tree, 2 Rabbits, Trap, Plants) and put them on pop sickle sticks. Children would then be handed out a prop and they would be used to help serve as a visual aid for the story. Every time the main character (Wolverine) came across one of the props, that prop would stand up as they are now needed in the story. If a child were not being used, they would be sitting down waiting for their turn in the scene. This is a great way to keep the children’s attention as well as have some fun with the story.

Concept:


2.) One day a Young Polar got lost from his family, they were going to the other side of the Tundra. Scared and confused the young Polar Bear knew where he had to go, but did not know how to get their. On his way to the Tundra the Young Polar Bear receives help and instructions from newfound friends along the way. (Elk, Snowy Owl, Arctic Wolf, Arctic Fox, Arctic Hare, and even an old Walrus)

The method we would use to tell this story would be to use Puppets for the characters. Children would be assigned characters from the story at random and play along throughout the story. Children would have fun participating and actually acting out their assigned part.

Concept:


Dramatic Play

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We would turn a regular tent into an Igloo. The tent would be one of those clear ones that almost resemble a porch. That way the teacher can look in on the children at any angle as well as any time. On the inside we provide:

- Small blue tarp cut into circle (water hole)- Thin piece of wood about 12 in long with string attached (Fishing Pole)- Arctic Stuffed Animals- Arctic Clothes (Parka, Gloves, Stocking Cap, Scarf, Boots, Snowshoes)- Styrofoam (adds more realistic effects for Igloo Blocks)- White Styrofoam Packing Peanuts (adds effect of snow)

Language Development

- Communicate information using language.- Initiate, ask questions, and respond in conversation with others.

Concept:

3. Igloos are type of shelter built out of snow. 4. Fish live in the ocean, which covers most of the Arcitc.

Source:

Aaron (1998). Arctic Animal Stories. Retrieved on November 10, 2009 from website:

http://library.thinkquest.org/3500/arctic_animal_stories.html

Original Author Unknown (n.d). Retriedved on November 10, 2009 from website: http://www.hemelhouse.com/arcticsongs.htm

Original Author Unknown (n.d). Fun & Fantastic Fingerplays. Retrieved on November 10, 2009 from website:

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http://www.hemelhouse.com/arcticsongs.htm

http://library.thinkquest.org/3500/arctic_animal_stories.html

http://www.thebestkidsbooksite.com/funfingerplay.cfm

10 Children’s Books

1. This Place Is Cold (Imagine Living Here) By: Vicki Cobb

Focuses on the land, animals, plants, and climate of Alaska, presenting it as an example of a place where it is so cold your hair can freeze and break off.

2. Polar Bear Son: An Inuit Tale By: Lydia Dabcovich

When an Eskemo woman adopts an orphan polar bear cub that provides food for her as it grows up. When the men of the village grow jealous of the animal's superior hunting ability and decide to kill it, she sends it away. For years afterward, she walks far out on the ice and meets the bear, who brings her salmon and seal.

3. Polar Bear, Polar Bear What Do You Hear By: Bill Martin Jr, Eric Carle

This is a logical sensory book. The polar bear hears a lion roaring, who hears a hippopotamus snorting, who hears a flamingo fluting, who hears a zebra braying, and so on through a varied list of animals. At last the zookeeper announces that he hears children roaring.

4. Over in the Arctic: Where the Cold Winds Blow By Marianne Berkes, Jill Dubin

Each page highlights a different animal, including a polar bear and her cub, an Arctic hare and her leverets, and a wolf and his pups. The last verse tells of 10 "surprise" animals hiding in the previous pages and invites children to go back to the beginning for a closer read.

5. The Magic School Bus in the Arctic: A book about heat By: Joanna Cole, Art Ruiz

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http://www.thebestkidsbooksite.com/funfingerplay.cfm

The Magic School Bus slides into the icy arctic to learn why people, animals, and things lose heat and how they preserve it--from house insulation to walrus blubber!

6. In the Arctic Waters By: Laura Crawford

An arctic adaptation of “This is the House that Jack Built” follows polar bears, walruses, seals, narwhals and beluga whales as they chase each other around “the ice that floats in the Arctic waters.” This book helps children learn how these animals live in the cold, icy arctic region.

7. Far North in the Arctic: Counting Alaska’s Animals By: Cory Hansen

This engaging book celebrates the wonders of Alaska in rhyme and meter. Adapted from the classic counting poem "Over the Meadow" by Olive Wadsworth, it inspires children to count the wildlife of the great northern wilderness: baby whales, bear cubs, fox kits, ptarmigan chicks, and more. In addition to the rhyme, the text includes a short description of each animal and a glossary that explains in simple terms things like what igloos are and why Alaska is called "The Land of the Midnight Sun."

8. Little Polar Bear and the Husky Pup: By: Hans de Beer

A little polar bear leaves home on a walk, gets lost, and eventually finds his way home, meeting new animal friends along the way. In this title, he is chased by huskies when he comes too close to an igloo while looking for food. He escapes, but later finds a puppy that has gotten separated from the pack and has fallen through a crack in the ice. Lars and Floe become friends and the bear guides him back to the safety of civilization. While Lars is an independent spirit exploring the North Pole on his own, Floe wants nothing more than to be reunited with his mother.

9. Arctic Tale By: Rebecca Baines, Linda Woolverton, Mose Richards

Here is the recounting of the first eight years in the lives of a pair of newborn animals who make their homes in the vast area of the Arctic. They are a polar bear named Nanu and a walrus called Seela. Their lifestyles are quite different as Seela will always live with her family while Nanu will eventually go off to live on her own. Both must master survival skills as taught by

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their mothers and adapt to the changing climate of the Arctic. Eventually Seela, her herd and Nanu make the 200-mile trek to Rock Island which becomes their summer home for the following six years. At age eight, both are fully grown and find mates after returning to their winter quarters. The following spring, the saga begins anew with twin baby polar bears and a baby walrus.

10. Polar Bear Night By: Thompson, Stephen Savage

One keen, clear night, a polar bear cub wakes inside her warm den. Something in the moonlit stillness quietly beckons. What is it'The little cub sets out for the snow and sky and sea and ice, and the moon follows.So begins a magical journey through a starlit world filled with love and wonder.

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