15 HighScope Lesson Plans

Stacking and balancing boxes

1. Originating Idea: During play time the children enjoy stacking and balancing the blocks
in the play area.

Possible key experiences:
Language and literacy- Describing objects, events, and relations
Seriation- Arranging several things one after another in a pattern or sorting and
describing the similarities and non-similarities (red/blue/red/blue, big, bigger, biggest)

Materials: Different-sized boxes such as shoe, food or jewelry boxes and masking tape.

Beginning- Bring the different assortment of boxes to the table from smallest to largest.
Have the children take out each box one by one and give them a little time to observe
each and size.

Middle- Take the boxes to an open area and let the children begin stacking and building
the boxes. Comment on the unique or different ways the children use the boxes. For
example (I noticed that your tower keeps leaning over, what box could you use to help
it stay upright)? Observe the children and the language that they use.

End- Warn the children that they only have a few more minutes to play with the boxes.
As a cleanup activity make a game of who can stack the most boxes the fastest and put
them away.


Flower Leaf Prints
2. Originating idea- This activity was planned because fall is now in full affect. Children are
curious of the colorful leaves and the decaying flowers in our garden.

Possible key experiences:
Language and literacy: Describing objects, and relations
Movement- Moving in nonlocomotive ways (bending, twisting, and swaying arms)

Materials: Different varieties of flowers and leaves gathered from outside in different
colors and shapes. Large trash bags and plain white paper. One pounding tool for each
child such as a hammer.

Beginning- Lay a big plastic bag on a smooth surface such as a table or floor. Lay the
construction paper or card stock paper on top of the bags and the different
arrangements of flowers and leaves on top. Explain to the children that they can use the
flowers to create a design on their sheet of paper. Direct them to put another sheet of
paper on top of the first piece with the flowers still on the paper.

Middle- Once the children have added the second sheet of paper to their designs hand
out the pounding tools. Ask the children what they think will happen if they pound the
flowers and leaves that are in between the paper. Let them pound the leaves and
flowers and listening closely to their responses and watch their reactions. As they use
their pounding tools there will be imprints of the leaves and flowers on the paper. Ask
the children about the colors that are being created from the mashing of the flowers.
Encourage them to rearrange the flowers recreate different designs.

End- Warm students that the activity is about to come to an end and have the children
dispose of the flowers and leaves by the colors they created with their own designs.
Discuss a good place for them to display their work.


Noodles of Fun
3. Originating Idea- In class we read a book about wheat and grain, and in the book it
talked about noodles. Many of the students expressed their love for noodles and the
different types of noodles they enjoy eating.

Possible key experiences:
Language: Studying and describing differences and similarities, as well as sorting and
matching
Seriation: Comparing features such as bigger/smaller, and longer/shorter.

Materials: Cooked and uncooked noodles in an arrangement of colors, shapes such as
spirals and bow ties. One piece of cardboard for each child and glue.

Beginning- Give each student a small bowl of mixed cooked and uncooked noodles. Ask
them to tell you something that they notice or discover about the noodles.

Middle- Let the children explore for a minute and then acknowledge their discoveries.
All replies will not be the same, where as some take notice to the shapes and some will
notice the different textures. You can ask the children about why or how the noodles
feel different. After a short time for observation bring the cardboard and glue to the
table. Let the children create their own image from the noodles whether it is different
assortments of noodles or all the same.

End- Have the children store their artwork on the drying rack and then ask them to wipe
off their own space with napkin or paper towel. You can have the children sort the
bowls by cooked and uncooked noodles and then put away the noodles.


Give a Dog a Bone
4. Originating idea- Recently in class we had a show and tell where Mia brought in her
puppy Boscoe. From that event students have been pretending to be dogs at play time,
walking their classmates on pretend leashes feeding them pretend dog food the dog
bowls from the play area.

Possible key experiences:
Creative Representation- Identifying objects by sound, taste, touch, sight, and smell
Social relations- Being aware and respectful to others feelings, needs and interest

Material: Boscoe the dog. Or a stuffed animal. Some pet accessories such as a brush,
comb, bowl of water and leash. Materials for making leashes such as ribbon or string,
scissors and glue.

Beginning- Make a circle around Boscoe or stuffed animal of choice. Let the children
touch, smell, and listen to Boscoe. If its a pretend animal you can make sounds that
pertain to the animal. If its a real animal then explain to the children about the safety of
themselves and the pet. Talk to them about being gentle and kind to the animal as if
they would want to be treated.

Middle- Pay close attention to the comments that the students make about the look,
size, smell, and sounds that the animal make. Watch to see if they are fearful of the
animal or interested and wants to be close. Brush the dog and point out how he likes his
fur brushed because he wags his tail. Or explain that out in public dogs have to be on
leashes in order to walk or go places.

End: Tell children that they have one more minute to look at Boscoe and then you all
will take him on a short walk outside. Put him on the leash and let the children that are
comfortable get a chance to walk him (30 seconds or so) if possible let the children
decide who will walk him and what order they will take turns in. When the students are
done you can give him a treat.


Ice Cube Hockey
5. Originating idea- This week the gym coach taught the students about Hockey and they
played a hockey game for the last two days. Students have really enjoyed playing the
game of hockey and as free play some of them pretend to be Hockey players.

Possible key experiences:
Social relations- Collaborative Play
Movement- Describing and using nonlocomotive movement such as (moving arms, and
imitating the movement of the hockey stick)

Materials: Tape to create a rectangular sized rink with a table top or section of the floor.
Or blocks to make the rink. Popsicle sticks or crafts sticks used for hockey sticks. Bowls
of ice cubes used as hockey pucks and paper towel.

Beginning- Seat all of the children around the make shift hockey rink and have a
volunteer and yourself make an example of how to play. Give each child a stick and use
your stick to pass each one of them an ice cube. Use language describing your speed and
the ways the cube is going.

Middle- Hit the ice cube to your volunteer and have them repeat the same action to
you. Try to have the children create their own rules for the hockey game while
comparing the rules they learned in gym. Listen to how the children talk about how the
cubes are moving and how fast they can hit the cubes.

End- Bring the hockey game to an end by having each child toss their cubes into the sink
or bowl and then give them a piece of paper towel to wipe off the water from the table
or floor.

Sand Painting
6. Originating Idea- The students love to play in the sensory table with sand so I thought it
would be a great idea to do sand painting.

Possible key experiences:
Creative representation- Drawing and painting
Classification- Describing and using something in several different ways
Seriation- Comparing features (longer/shorter, bigger/smaller)

Materials: A water or sand table or a few big buckets of sand. Different sizes of brushes
and paint in various colors and smocks. Baby food jars.

Beginning- Ask children what they think would happen if paint and sand get mixed up
together. Ask do them if they can create a painting on top of the sand. Provoke their
thinking concepts to see what their responses will be. Have them gather around the
sand table and let them choose the paint brush they would like so they can begin
painting.

Middle- Observe the students carefully, and dont freight if there isnt much feedback
going on. This is something new in the classroom and they will probably be too focus to
talk to their peers or even you. See if they continue to use the same paint or change the
color numerous times. Try to engage them in conversation about the different sizes the
brushes make and colors the paint create.

End- Take some of the painted sand and put it into a baby food jar so children can take
it home as an art piece to show off at home. With children helping rise off the paint
brushes and paint containers and put away materials.


Jamming Jewelry
7. Originating Idea- Ms. Pat is one of the teachers in class and she loves to wear jewelry.
She wears beautiful earring and shiny necklaces with charm adored bracelets. Some of
the children have noticed and always ask what kind of jewelry she has on.

Possible key experiences:
Creative representation- Making models out of pipe cleaners, ribbons, and other
material
Seriation- Changing the shapes and the arrangement they are in (wrapping, twisting,
stacking and enclosing)

Materials: Brightly colored pipe cleaners, twist ties, paper clips and rubber bands.
Ribbon or string.

Beginning- Have a small bowl of assorted materials for each child waiting in their places.
Explain that you noticed how much they like admiring and touching Ms. Pats jewelry so
today we get to make our own. Show them some of the materials they will get a chance
to use when making their own jewelry.

Middle- Observe the children as they work with the materials given to them and try to
figure out how they will create their trinkets and what they will construct. Maybe a ring
or glasses, even a fancy head band. See if any children have issues with the pieces that
they make such as too long or too short or not enough pieces. Watch to see if they can
solve the problem on their own. Are they independently working or consistently asking
for help? While they are working create your own jewelry and explain what you made.

End- Set aside a special place that the children can display their jewelry. You can use
pieces of color paper or wrapping paper in the space and label a section for each childs
piece to go. Have the children that have made a ring, or bracelet or necklace put it on
display first (doesnt matter in which order you pick). One by one they will put the
jewelry on the display and then tell them to put away one material from the table.


Balloon Toss
8. Originating Idea- During gym time students love to play catch with each other. They
play catch with various sizes of balls.

Possible key experiences:
Movement- moving in locomotive ways (running, jumping, hopping and marching),
moving in nonlocomotive ways (anchored movement, rocking, twisting, bending, and
twisting arms)
Classification- Describing and exploring similarities and differences
Seriation- Comparing attributes (longer/shorter, bigger/smaller)

Materials: Different varieties of balloons filled with water, and air. And smocks just in
case someone gets wet.

Beginning- Go to an adequate amount of space in the classroom and join together.
Show the children the different sized balloons with water and air. Explain that today you
brought in balloons for them to play with, but they are not all the same. Ask them what
differences can they see and let them respond. Let them know that you all will go
outside to play with the balloons.

Middle- Use one of the children as an example and throw a balloon to them so they can
catch it. Have the student toss the balloon back to you, but explain to them that they
can make up their own games for the balloon. Let the students toss the balloons back
and forth and if one breaks listen to the answer they give. They may notice that all the
water burst out of the balloon once it hit the ground or that the balloons with air
bounce like basketballs.

End- Make a clean-up game of the balloons by having half the children put the air
balloons in a bag for later and the busted balloons in the trash.


Painting Wood Chips
9. Originating Idea- At recess time students like to look at the different sized and shaped
wood chips that are on the ground. They pretend that they are magical bridges that lead
to castles.

Possible key experiences:
Creative Representation- Drawing and painting
Classification- Exploring describing differences and similarities

Materials- Baskets of wood chips each student. Markers, paint, paint brushes and
smocks. Make sure before you begin the lesson that you have three different examples
of the woodchips as plain, markers, and paint.

Beginning- Have the three sample wood chips at the table for the children to inspect.
Ask the children what if any similarities and what differences they can see. Ask them
what wood chip they think is painted and which is colored in marker. Go further and ask
them why they came up with the answer that they gave you. After the discussion let the
children know that they have their own baskets of wood chips and they can create their
own wood chips.

Middle- Give the students time to color and paint the wood chips. You can sit near them
and make your own designs as well. Converse with the children about what they
decided to do with the wood chips that have.

End- The children that painted wood chips can put the on the dry rack and the students
that colored can put them up for the teacher to display or send home.


Autumn Tree Treasures
10. Originating Idea- As the weather changes the students notices the colorful leaves,
chestnuts, and acorns on the playground at playtime. You decide to use these as a small
group activity before adding them to the classroom play area.

Possible key experiences:
Creative representation- Identifying objects by sight, sound, taste, touch and smell
Classification- Exploring and describing similarities and differences as well as sorting and
matching
Number- Arranging two sets of objects in one-to-one correspondence

Materials- A box with a top filled with acorns and chestnuts. Have the top on the box
with a hole cut out on the side. And a small bag filled with acorns and chestnuts for each
child. A magnify glass for each student.

Beginning- Put the box on the table and have each child take a turn putting their hand in
the box and guessing whats inside. Ask them to describe what they think is inside the
box.

Middle- Have the small bags and magnify glasses on the table ready for the students.
Have each student take a bag and tell them to explore the contents in the bag with the
magnify glass. Listen to what the children say about the look and feel of the acorns and
chestnuts. Is it smooth or rough? Is it shiny or dull? Create questions for children to have
to think before they answer. See if the children sort the acorns by size or shape.

End- As an ending activity have the children put the acorns in one box and the chestnuts
in another.


Tongs, Tweezers and Chopsticks
11. Originating idea- In the sensory table a couple sets of tongs to see if the students would
take a liking to them. As I assumed they were thrilled with the tongs so I decided to
make an activity out of it, with adding a few more utensils.
Possible key experiences:
Initiative and social relations- Solving problems encountered in play
Movement- Movement with objects

Materials- Tongs, tweezers, and chopsticks (at least enough for each child to have one
tool). Small and medium sized objects such as twisted pipe cleaners, paper clips,
clothespins, and soft foam balls. And small bowls.

Beginning- Pick up one of the utensils and use it as a demonstration. Use the tongs to
try and pick up one of the objects with it and place it into the bowl. Ask if anyone can
pick up the item with the tweezers. Explain that this is an activity that you all will be
doing at small group time. Put all of the items on the table and the bowls next to the
children. Pass out the tongs, tweezers and chopsticks and let the children have their
choice and let them begin

Middle- This is a great way to observe the childrens manual coordination abilities.
Watch closely and see if its an easy task or very difficult for students to hold and use
the utensils. Can they hold them in one hand? Is it hard to place the item in the bowl?
Watch to see if they attempt to pick up items more than once or move on to another
object.

End- As a cleanup activity as each student to pick up three things and place them into
the bowl.

Aluminum Foil Sculpture
12. Originating Idea- Students have been really interested in making sculptures out of play
dough and newspaper in a three-dimensional design.
Possible key experiences:
Classification- Using and describing something in several ways
Space- Changing the shape and arrangement of objects

Materials- Cut aluminum foil pieces in various shapes, lengths, and sizes. Markers,
crayons, paper clips, string and masking tape.

Beginning- Show an example of a three-dimensional sculpture previously made by one
of them. Explain that you noticed that they have taken an interest in sculptures and
brought in some materials to create a sculpture.

Middle- Watch to see if any children draw directly on the surface or create a two-
dimensional figure. Point out how smooth the foil is before its crumpled up and how it
changes. Do they put foils together? Do they incorporate paper clips or string?

End- Ask children to describe their creations to you. What did they make? What made
them come up with that idea? Also point out different ways children used materials.
After talking have the children put away their artwork to take home.

*Undercover Creations*
13. Originating Idea- You have noticed that your children are not into drawing and coloring
like they use to be. You use this activity to try to spark the interest back into coloring
and drawing.
Possible key expectations:
Creative representation- Drawing and painting
Language and literacy- Writing in several different ways- scribbling, drawing, and
letterlike forms
Space- Exploring and describing positions, directions and distances

Materials- A large table with two large sheets of paper. One attached to the underside
of the table and the other attached to a wall so the children are able to draw on it.
Markers, crayons, ink pads and stamps.

Beginning- Explain to the children that they will be using stamps, markers and ink pads.
Show them the paper on the wall and on the table.

Middle- Have the drawing materials easily accessible to the children and observe them
as they try to draw in both areas. Watch who decides to go under the table and who
decides to use the wall. Are they combing any of the drawing utensils together or only
using one? Are they making actual pictures or creating scribbles. Ask them about their
drawings and see if they will describe or tell stories about their pictures.

End- After the small activity is finish have students put away the markers and stamp
pads. Talk to the children about how it felt to draw on the floor and on the wall.

Follow-up- Leave the papers up in the classroom. At planning time have children choose
an item that they want to use at work time. Have them trace around the item using the
paper under the table or on the wall.

Glitter Glue Designs
14. Originating Idea- Students enjoy the glitter play dough that was brought in for space
week. The reaction the glitter is tremendous so it was decided to make Glitter Glue
designs.
Possible key experiences:
Creative representation- Drawing and painting
Seriation- Comparing attributes (longer/shorter, bigger/smaller)

Materials- One glitter glue per child. Different colors of construction paper or cardboard
pieces.

Beginning- Give each child a bottle of glitter and have them make a choice of which
paper they would like to use.

Middle- Observe students that draw with the glitter glue and then the ones that do not.
They may be more interested in piling the glue on top of the paper or pouring unto their
hand.

End- Ask children to put the glitter glue back into the art area one by one.

Masking Tape Murals
15. Originating idea- Children have been showing a lot of interest in the tape and tape
dispensers in the writing area. They ball up the tape and stick it to the wall.
Possible key experiences:
Creative representation- Drawing and painting
Language and literacy- Describing objects, events and relations
Seriation- Comparing attributes (longer/shorter, bigger/smaller)
Number- Arranging two sets of objects in one-to-one correspondence

Materials- Cardboard or mat board paper. Several rolls of masking tape with markers
and crayons.

Beginning- Show the children an example of cardboard with masking tape attached to
its center. Lay the cardboard in the center of the table so all students can see. Rub a
crayon across the tape. Have a child pull off the tape and then listen to the students
comments. Give each child a piece of cardboard with several different pieces of masking
tape.

Middle- Observe if children choose to use a different technique or continue with the
crayon-on-tape technique. Other students may choose to draw on the cardboard pieces.
Others may just use the masking tape instead.

End- Have children clean up and let them take their murals home.