BYU-Idaho Preschool Lesson Plan

Lesson Plan #1
Lab A
Topic: opposites
Date: Thursday May 30, 2019
Supervisor: Sister Eager
Lead Teacher: Shayla Bates

Preassessment and Findings:

This section should address:
Throughout the past couple weeks of preschool, I was able to asses several of the children. With the topic I chose I asked several questions to
asses the children. Because my topic is based on sight I focused on having the describe what they were looking at the time. When Sofia and
Joseph was at the sensory table making bubbles I reached in the water and pulled out some of the hidden animals and asked each of them to
describe what they saw. Each were able to tell me what the animal was and then what color it was. When I pulled out two of the same animal
and asked them why they were different they could only tell me the colors were different. Asking them what was the same neither one could
figure out how to describe why they were the same. Talking with Wyatt and Tommy I found out that they both like to play cowboys when I
had them next to each other I asked them if they were the same because they both like cowboys. They seemed to understand my question and
go excited when they found out they were the same on liking cowboys. While Ali and Brinlee were playing in Dramatic play they enjoy
playing with the kitties. At one point I was with them and asked them how they were the same and how they were different. Brinlee took
over the talking for the both of them at that moment and told me how the kitties looked the same but were different colors and different sizes.
Ali then piped in and said that one was a mommy kitty and the other was a baby kitty. While playing with lady bugs at the sensory table with
James I asked him because he had two lady bugs in his hands how his ladybugs were the same and how they are different. He was able to tell
me that they were different because one had spots and one didn’t, but they were both orange. Brooklyn loved the oranges during small focus
and I was able to ask her what she thought was the same about the oranges. She told me they were all oranges, and all cut about the same size.
When I asked her what was different, she not only told me that they were different colors on the inside but they tasted different . When
attempting to asses Halleigh she wasn’t as keen to answer my question on how (we were in dramatic play) each of the meats were the same or
how they were different. I don’t think that she knew how to describe them to me so she didn’t answer. Joseph told me how he liked firemen
and policemen and when I asked him to tell me how they are the same he told me “I don’t know”. His answer was the same when I asked him
to tell me how they were different. During snack time I ask Lorelei what the difference between big and small and how they were opposite.
She then proceeded to tell me how big and small was opposite, by telling me how there are big fairies and small fairies and using her hands
she showed me the sizes.
Children Receiving Specific Focus Today:
1. Halleigh’s goal is to join in play with other children.
2. Ali, can strengthen her fine motor skills even more by doing activities that challenge fine motor skills.
3. James’s goal is to be able to quickly join other children during self selected activities
4. Joseph’s goal is to describe what he is doing or like in greater detail than using “I don’t know or Anything, or Everything”

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Ideas to be Emphasized and Overall Goals:
1. Opposites are the reverse of something like hot is the opposite of cold
2. Children will be able to identify opposites such as sweet and sour, liquid/frozen, rough and smooth, hard and soft, warm and cold.
Research about Topic:
 Basic concepts are taught when teaching opposites like participating in routines and engaging in conversations.
 Basic concepts are often found in pair also known as opposite. Like up/down, empty/full, and hot/cold.
 Being descriptive in your speech will help their vocabulary grow as they learn opposites.
 Basics concepts are a foundation of a child education and life and are critical to be taught in the classrooms.
 Children needs to learn basic concepts in order to be successful in reading, writing, and math.
 Knowing basic concepts help with understanding more advanced concepts, for example hot and cold help with later teaching temperature.
 Using books that teach basic concepts like opposites are a great tool to help teach children because it helps with
Special instructions for the day: None

SELF-SELECTED ACTIVITIES 8:20 - 9:50 a.m.

Literacy Activities/ Books:

Big dog… little dog (p E7)
Outside, inside ( p c13)
Smooth or rough (p H 8)
Walk and see opposites (p B 48)
I know my opposites (S48)
There was an old lady who swallowed a fly ( T11)
Spiky slimy smooth (B42)
I love bugs (S37)

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

Creative Art: Flat versus Activity Description: Children will be making are using the dot Dot n dot art paint (RR1)
not flat (6) and dot paints. They will also be given the opportunity to glue Colored paper (workroom)
pompoms to the paper to show how the picture can be flat and it Pom poms (RR1)
can be not flat. Set-up: Cover the table in butcher paper in order 6 small glue bottles (RR1)

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 to protect the table from the paint. Place construction paper, pom 3 Glitter glue bottles (RR1)
poms, dot and dot paint, and glue on the table. Butcher paper (RR1)
Child Objective: This teaches the concept of opposites they can
explore the opposites of flat and raised (not flat)
Intentional Teaching:
Haleigh and Ali both love to do art. And if Joseph on the chance
that he comes to the art table have teachers should encourage him
to describe in detail what he is making, because his goal is to be
more descriptive in what he is doing if asked.
Manipulatives: Marble Activity Description: Children will use the marble works in order Marble works (RR1)
works (up and down) (3) to build pathways for the marbles. Marbles (RR1)
Set up: place marble works pieces on the table and a basket full of
marbles to use
Child Objective: This activity helps with fine motor skills and
encourages the children to work together
Intentional Teaching: When a teacher is at the station with a
child they should help them learn the concept of up and down at
this station.
Math: counters with Activity Description: farm counters will be used for counting Jumbo farm counters (RR2)
playdough (in and out, and the children will be able to put them in the playdough Playdough
more and less) (3) Set up: if need to make playdough. Set out a basket of jumbo farm
counters to put in the play dough
Child Objective: The children will be learning the opposite
concept of in and out as the put the counters in and out of the
playdough
Intentional Teaching: Teachers should help the children learn
the concept of in and out. James also like to count and can get up
to at least 20 but he struggles to keep the higher numbers in order.
Teachers should help him to keep the bigger numbers in order.
Science/Sensory: Activity Description: For this activity it is similar to the reaction Veggie oil (kitchen)
Frozen and liquid of the lava lamp. But there will be frozen cubes of frozen colored Water
opposites (4) water with small toys frozen in side of the ice. The frozen water Water color paint (RR1)
will then be set on a tray covered in tin foil. There will be a layer 2 Cookie sheets (RR1)
at least 1 inch thick of oil that the children will be able to move the Small animal counters (RR2)
ice around in and as the ice melts it will give off the lava lamp Mini plus, plus blocks (RR1)
affect. As the ice melts the children will be able to use the Tin foil (kitchen)
tweezers to take the toy out of the ice. They can also use the Ice cube trays (RR1)
tweezer to move the ice cubes around Set-up: The night before Butcher paper (workroom)
mix water color paint in water and put in a ice tray. Before setting
in the freezer put one small toy that is listed in the materials in a
cube and freeze. Wrap tin foil around 2 cookie sheets to prep for
the oil. Also cover the table with butcher paper. On the day of lab
add about a 1 inch or 1.5 inch layer of cooking oil to the cookie

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 sheet where it covers the whole pan. Then right before the children
arrive put the ice cubes in the oil and set the tweezers out for the
children.
Child Objective: This teaches the concept of opposites they can
explore the opposites of frozen and liquid (not frozen)
Intentional Teaching: This activity was designed for Ali she
loves mixing but her goal for this lesson is to advance her fine
motor skills. This activity will help her because she will be able to
use the tweezers which uses finer motor skills than just scissor.
Haleigh also really love science and doing experiments.
Sensory Table: Water Activity Description: water beads will be places in the sensory Water marbles (RR2)
beads and toy insects, and table the children will be able find insects and the small animal Plastic insects (RR2) they are either on the math shelves or on the
animals (4) counters among the water beads. block shelves
Set up: place the water beads in the sensory table and add a layer Small animal counters (RR2)
of water. add small plastic insects and small animal counters to Shaving Cream
the table and mix them together. Day of the lab add a layer of
shaving cream to the sensory table.
Child Objective: Children will be able to work together to find
the hidden objects and
Intentional Teaching: James has an interest in insects that is why
it has specifically stated that there needs to be the plastic insects in
the water beads.
Blocks: tall and short Activity Description: Children will use a combination of the Card board blocks (RR2)
(6) blocks in the play area already and the cardboard blocks to make Safari animals (RR2)
towers
Set up: set cardboard blocks in the play area for the children to
play with
Child Objective: Children will learn the opposite concept of tall
and short with the blocks
Intentional Teaching: Teachers can explain how tall and short is
opposites
Dramatic Play: Activity Description: Along with house, children will play show 2 Cowboy hats (RR2)
Show Time (6) time and perform various talents for their peers. There will be 2 Fairy wings (RR2)
instruments that the children can play together or alone and a Tutu (RR2)
stage where children can really feel like they are in a show. House Dress (RR2)
will be set up in the loft and against the wall. Where children can Show Time (RR2)
pretend to go home from the show or take their babies or pets to 4 noise makers (RR2)
the show with them. 2 Drums (RR2)
Set up: set up house with plates and food on the table and a baby 4 baby dolls (RR2)
in the cradle. Showtime will take up most of the space closest to Baby clothes (RR2)
the door. Set up the stage with a few instruments on it to Baby blankets (RR2)
encourage play. Place a few chairs in front of the stage where 4 board books (RR2)
children can watch. Place the rest of the instruments in a bin 4 cameras (RR2)

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 beside the stage. Set up dress up clothes on the coat hangers . 4 cell phones (RR2)
Child Objective: children will practice prosocial skills as they 8 bakery treats (RR2)
play house and showtime. They will a practice and math skills as 4 meat (RR2)
they read to baby dolls and use the specific numbers of materials 4 fruit (RR2)
in the area. 4 veggies (RR2)
Intentional Teaching: Christmas lights (RR1)
Children will be demonstrate positive social skills as they use Stage
simple strategies to problem solve. Literacy is incorporated into Tule (RR2)
dramatic play through the books children can read to the babies . PLEASE DO NOT BRING OUT THE BELLS FOR THIS DAY
Salon (RR2)

Alternatives:
Table: Description: set up the creative builder when the science area has Creative builder (RR1)
Creative builder been finished and there is no more ice or the children get bored of
it
Floor: flexi blocks Description: set out the flexi blocks near the block area on the Flexi Blocks (RR1)
floor if children become bored of the other activities or are seeking
something new.

ROTATING SNACK 9:00-9:50 a.m.

1/4 watermelon, club crackers, water

OUTDOOR PLAY 9:10-9:50 a.m. Location: North or South Playground

(Trikes, structures, sand toys, and percussion are always available—do not include these)
Gross Motor: hula hoops Activity Description: Children will use gross motor to use the 4 hula hoops (gg)
and jump ropes hula hoops and the jump ropes 4 jump ropes (gg)
Set up: place the hula hoops and the jump ropes near the metal
jungle gym by the bike shed
2nd: metal jungle gym Activity Description: children will be able to climb on the metal Metal jungle gym is in the small shed where the sand toys are
jungle gym
Set up: place the metal jungle gym on the grass near the bike
shed.
3rd: Tunnels and stepping Activity Description: children will go through tunnels and play Tunnels (gg )
stones on the stepping stones Stepping stones (gg)
Set-up: Tumbling mats (gg)
Bring out the two tunnels and place on the ground. Make a path of
the stepping stones with tumbling mats on either side of the path.

CLEAN UP 9:50-9:55 a.m.

Give the children a 10 minute warning before clean up then do a every 2 minute count down until it is time to stop playing and clean up.
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GATHERING TIME 9:55-10:10 a.m.
Shake Your sillies song. We will use the scarves to do the song
Activity Name Description Materials
1. Name If your happy After the transition to the gathering time we will begin off of our Kindle and the speaker
and you know it opposites discussion with the song of If your happy and you know it
opposites.
2. Name: discussion on In class you can see we have been talking a lot in class about Egg shakers (RR2)
opposites. And the opposites. For example with our science to we saw that solid is
opposite game the opposite of liquid. And that we were exploring tall and short
with the blocks. We are going to play a little game, called the
opposite game. When I say a word you say the opposite. What is
the opposite of up? (down) What is the opposite of light? (dark)
What is the opposite of on? (off). Did you know that you can
figure out opposites using your five senses? (taste, smell, touch,
sound, sight) we are going to use the egg shakers to see if we can
be loud with them and be quiet with them. Also we are going to
shake them fast and do the opposite of that and shake them slow.
3. Alright class we are going to do a science experience. We are Mountain dew (IWP)
Glow in the dark going to look at the differences of mountain dew and coke. And Coke (IWP)
Mountain dew and coke we are going to use our sight to see how they are opposite. What is Hydrogen peroxide
different in looks between the two? how is mountain dew Baking soda
opposite of coke? Is it the color? We are now going to see what Tray(RR1)
happens if we add hydrogen peroxide and baking soda to each of Blue towel
them. What do you think will happen. ( after I add the peroxide
and baking soda to the mountain dew have one of the support
teacher turn off the lights) What is the opposites that happened in
reaction between the coke and the mountain dew? Alright children
we are now going to get into our small focus groups. In small
focus today we are going to explore other types of opposites using
our five senses. We are going to use our taste for sweet and sour
tastes, our hands to feel the difference between soft and hard,
smooth and rough. And our smell for good and bad smells. Then
we are going to make our very own I spy opposites telescope! We
are going to use things that are opposites to go on to our
telescope..

SMALL FOCUS GROUPS 10:10-10:25 a.m.

Plan meaningful activities that focus on the overall goals. Activities may be content driven by your topic or community building based on the developmental goal. All
small group activities must be ready on Tuesday—even if you teach on Thursday.
Transition
We will sing the popcorn song and when we pop then a group color will be called and they will leave for small focus.

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 Your Activity Description & Objective Materials
Name of Activity Activity Description: for this activity we will be first reading a 4 lemons
Room Location book on opposites and then we will be experiencing opposites 5 Red delicious apples
with our senses. You will first give them the opposites of the Go Dogs Go (E16) (IWP one more copy)
soft versus hard and that will be the block and the stuffed Colors wood blocks (RR2) 1 for each table
animal. You will then proceed to do the sweet versus sour and Small Stuffed animals (RR2) 1 for each table
give them the strawberry and the lemon slice. Last of all you Vinegar (kitchen?)
will do the bad smell versus the good smell and let them smell Essential oil (IWP)
the vinegar and the water will essential oil in it. Children will Paint cups (RR1) 2 for each group
then make their own I spy opposites telescope using the paper Trays (RR1) 2 for each group
towel rolls as their base. Paper towel tubes (beautiful junk)
Objective: We are focusing on opposites in class. The Children Pom poms (RR1)
will be able to use more descriptive words of to how the given Colored matchsticks (RR1)
objects are different. Small rocks (IWP)
Intentional Teaching: Teachers need to be ready to explain the Liquid Glue (RR1)
concept of opposites and have the children describe what they Feathers(RR1)
are sensing. Foam pieces (RR1)
Scrap fabric (IWP)
Markers (RR1)

WORDS TO SONGS & FINGERPLAYS (must provide):

Shake You sillies out

I've gotta shake, shake, shake my sillies out

Shake, shake, shake my sillies out
Shake, shake, shake my sillies out
And wiggle my waggles away!

I've gotta clap, clap, clap my crazies out

Clap, clap, clap my crazies out
Clap, clap, clap my crazies out
And wiggle my waggles away!

I've gotta jump, jump, jump my jiggles out

Jump, jump, jump my jiggles out
Jump, jump, jump my jiggles out
And wiggle my waggles away!

I've gotta yawn, yawn, yawn my sleepies out

Yawn, yawn, yawn my sleepies out
Yawn, yawn, yawn my sleepies out

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And wiggle my waggles away!

I've gotta shake, shake, shake my sillies out

Shake, shake, shake my sillies out
Shake, shake, shake my sillies out
And wiggle my waggles away
And wiggle my waggles away!

If your happy and you Know it Opposites!

If you’re happy and you know it show me big!
If you’re happy and you know it show me big!
If you’re happy and you know it then your face will surely show it.
If your happy and you know it show me big!

If you’re happy and you know it show me small!

If you’re happy and you know it show me small!
If you’re happy and you know it then your face will surely show it.
If your happy and you know it show me small!

If you’re happy and you know it show me loud!

If you’re happy and you know it show me loud!
If you’re happy and you know it then your face will surely show it.
If your happy and you know it show me loud!
If you’re happy and you know it show me quiet!
If you’re happy and you know it show me quiet!
If you’re happy and you know it then your face will surely show it.
If your happy and you know it show me quiet!

If you’re happy and you know it show me tall!

If you’re happy and you know it show me tall!
If you’re happy and you know it then your face will surely show it.
If your happy and you know it show me tall!

If you’re happy and you know it show me sit down low!

If you’re happy and you know it show me sit down low!
If you’re happy and you know it then your face will surely show it.
If your happy and you know it show me sit down low!

Popcorn
I’m a piece of popcorn (crouch and wrap arms around legs)
Put me in a pan

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Shake me, shake me, as hard as you can (shake body up and down while crouching)
Put a fire below me (place right hand under knees)
And a lid on top (place left hand over head)
Now just wait a minute
And I’ll POP! (jump to a standing position with arms and legs outstretched)

RESOURCES (must provide):

Youtube
Pinterest

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