BYU-Idaho Preschool Lesson Plan

Lesson Plan #13

Lab 4
Pumpkins

Date: Monday, October 29, 2018

Supervisor: XXXXXX
Lead Teacher: Taylor Smith (Lesson #2)

Children Receiving Specific Focus Today:

1. XXXXXX- Art
2. XXXXXX- Science
3. XXXXXX- Science
4. XXXXXX- Manipulatives
5. XXXXXX- Art
6. XXXXXX- Manipulatives
7. XXXXXX- Art

Preassessment and Findings:

From my observations in the preschool labs, I found that there are many children who enjoy
pumpkins! They are: XXXXXX, XXXXXX, XXXXXX, XXXXXX, XXXXXX, XXXXXX, XXXXXX, XXXXXX,
XXXXXX and XXXXXX. These children specifically have mentioned pumpkins and how they
carve faces into them and put them on their front porches. As XXXXXX and I were at
manipulatives we were rolling some of the orange playdough. I mentioned how it looked like a
pumpkin and she excitedly responded, “Yes it is a pumpkin because it’s orange!” I also had a
conversation with XXXXXX and XXXXXX in snack that said they have pumpkins on their front
porches, and XXXXXX said he had a really big pumpkin and XXXXXX said his was not so big. I
asked XXXXXX if she liked pumpkins and she slowly nodded her head. I asked her if she liked
orange pumpkins, and she nodded her head once again. While in the science area, XXXXXX
told me that he went to the pumpkin patch with his family and they all got really big pumpkins
to take home, but that they hadn’t carved them yet. XXXXXX told me that she wanted a
pumpkin. I asked her what kind of pumpkin she would want, an orange or white one. She
laughed and said an orange one. XXXXXX also went to the pumpkin patch with his family
recently and told a teacher that he got a really big pumpkin and a small one for his sister.
Using this knowledge, I decided to create a lesson plan that would help children understand the
parts of a pumpkin and to observe one up close inside and out in gathering time. It will also help
the children understand that all pumpkins are different in size and color in the self-selected
activities I have planned for them. A misconception is that all of the children don’t quite
understand that not all pumpkins are orange.

Ideas to be Emphasized and Overall Developmental Focus:

1. Pumpkins are usually orange but can sometimes be yellow, white, green or red.
2. Pumpkins are usually shaped like a sphere and can be big or small.
3. Pumpkins have thick shells, which contain pulp and seeds.
4. Today we will focus on language skills.

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 BYU-Idaho Preschool Lesson Plan
Lesson Plan #13
Lab 4
Pumpkins

Date: Monday, October 29, 2018

Supervisor: XXXXXX
Lead Teacher: Taylor Smith (Lesson #2)

Ideas to be Emphasized and Overall Developmental Focus:

1. Pumpkins are usually orange but can sometimes be yellow, white, green or red.
2. Pumpkins are usually shaped like a sphere and can be big or small.
3. Pumpkins have thick shells, which contain pulp and seeds.
4. Today we will focus on language skills.

Assignments:
___________________ Self-Selected _______________ Check-in/Check-out
___________________ Small/Focus Groups _______________ Handwashing/Cubbies
__________ /_________ Outdoor play _______________ Photographer
_________ /_________ Snack _______________ Other

OPENING CIRCLE 1:20-1:40

Activity Name Description Materials
Book Hold the book in front of you as you read. Ask If You Give a Mouse a Cookie
If You Give A the children questions about what they think the By Laura Joffe Numeroff (B
Mouse a Cookie mouse will do next. N1)
Movement Activity We will sing and dance to the song “We are the Kindle
We are the Dinosaurs” as we march in place.
Dinosaurs
Phonemic Hold up the pictures that correspond with the “Down by the Bay” words
Awareness verse, for example hold the picture of the cat and pictures (IWP)
Down By the Bay and hat up as you sing the verse, “Down by the
bay, Where the watermelons grow, Back to my
home, I dare not go! For if I do, My mother
would say: Did you ever see a cat wearing a
hat?” Emphasize the words that rhyme in each
verse- cat and hat. Do this for the rest of the
verses.
Music Activity or We will stand on the tape and sing “The Wheels Kindle
Song or Fingerplay on the Bus” as we perform the actions that go
The Wheels on the along with the song.
Bus
Story (non-book) Pull the felt board out next to you, and start the 3 Little Pigs (Closet)
3 Little Pigs story by saying, “Once upon a time, there lived
3 little pigs,” and hold up each pig for the
children to count with you. Continue telling the
rest of the story using the story aides.

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 Age Appropriate I will spread out the parachute and tell the Kindle
Game children to each grab a piece of it. We will turn
Parachute Fun! on Dance of the Sugar Plum Fairy and wave it
slowly until the song gets louder and more
intense.
Other I will hold the book in front of me as I read and The Napping House By
The Napping House ask the children what they think will happen Audrey Wood (B W10)
next.

GATHERING TIME 1:40-1:50

Activity Name Description Materials

1. Pumpkin Colors When all the support teachers are sitting with Orange, green and white
ITBE #1 Pumpkins the children, begin gathering time. “Good Pumpkins (IWP)
are usually orange afternoon boys and girls, today we are going to
but can sometimes be talking about pumpkins. Pumpkins are
be yellow, white, orange, but they can be different colors too.
green or red. Let’s look at some!” I will take the pumpkins out
from behind me one by one, so that the children
are more surprised to see the different colors.
“This is an orange pumpkin. Have you seen an
orange pumpkin before? This is a green
pumpkin. Have you ever seen a green
pumpkin? This is a white pumpkin. Have you ever
seen a white pumpkin boys and girls”, “What
color pumpkin do you usually see?” Give the
children time to respond.
2. Pass the “Now before I let you look at the pumpkins, I’m Orange, green and white
Pumpkins going to need all boys and girls to be sitting on Pumpkins (IWP)
ITBE #2 Pumpkins the tape with their legs crossed together.” Have
are usually shaped the teachers help the children pass and look at
like a sphere and the pumpkins. “Are the pumpkins different”, “In
can be big or small. what ways are they different?” Let children
respond. “They are different colors and all
shaped differently. We have big pumpkins and
small pumpkins!” Once the children have all had
the chance to look at the pumpkins, I will place
them next to me so that they can still see them if
they didn’t have a long enough time to look.
IELG 2.24- Knows and uses routines for passing to
others while passing the pumpkins in gathering
time.
3. The Inside I will take the pre-cut pumpkin (cut in lab), and Pre-cut pumpkin (IWP)
ITBE #3 Pumpkins place it in the middle of the group. “Boys are
have thick shells, girls, we are now going to take a look at the
which contain pulp inside of a pumpkin! What will we see?” Let
and seeds. children respond. “Look! The pumpkin is hollow,
and there’s pulp and seeds inside. Pumpkin
seeds can be planted in the ground in May and
June. The seeds then take 90 to 120 days to turn
into a pumpkin and are picked in October when
they are bright orange in color. Their seeds can

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 be saved to grow new pumpkins the next year.”
“Now the teacher can only touch this one, but I
will walk around and show each of you.”
Transition to Self- Boys and girls, let’s all turn to a neighbor and tell
Selected them our favorite thing about pumpkins. Now it’s
time to play!

SELF-SELECTED ACTIVITIES 1:50-3:10

Books:
1. Pumpkin Circle: The Story of a Garden By George Levenson (P L3)
2. Pumpkin, Pumpkin By Jeanne Titherington (P T5)
3. Fall is for Friends By Suzy Spafford (P S19)
4. If You Take a Mouse to School By Laura Joffe Numeroff (P N1)
5. Alligator Baby By Robert Munsch (P M3)
6. Pankcakes, Pancakes! By Eric Carle (C3)
7. Arthur Goes to Camp By Marc Brown (P B23)
8. Even Firefighters Hug Their Moms By Christine Maclean (M2)
9. The 5 Senses By Nuria Roca (P R20)
10. Curious George and the Dinosaur By H. A. Rey (P R9)
11. Is Your Mama a Llama? By Deborah Guarino (P G2)
12. Stellaluna By Janell Cannon (P C1)
13. The Jungle is My Home By Laura Fischetto (F2)
14. Five Little Monkeys Jumping By Eileen (C19)
15. Puddles By Johty London (L24)
1 Large dog (WR Cabinet 2)
2 Medium Farm Animals (WR Cabinet 2)
1 Snake (WR, Cabinet 2)
Activity Name Description/Activity Objective Materials, Special Set-up
*Creative Art: Activity Description: Cover both art tables in 6 Small Pumpkins (IWP)
Painting with butcher paper like a tablecloth. Put finger paint Finger Paint (RR1 Cabinet 6)
Pumpkins in saucers around the table in easy reach for the Paint Brushes (RR1 O7)
(6) @ children. Set white pieces of paper on the table Saucers (RR1 Cabinet A)
in front of each chair. Place the pumpkins Butcher Paper (WR)
around the table. Also lay a few paintbrushes out White Paper (WR)
for the children to use (Children are painting
WITH pumpkins, not painting pumpkins and
taking them home). XXXXXX likes to paint and
create art and will be able to explore art further
as she paints with the pumpkins. She will also be
able to verbally explain to a teacher what she is
painting and how she is doing it. XXXXXX likes to
finger paint and art, she will be able to use her
creativity as she creates art using the pumpkins
and her hands by rolling them into the paint and
onto the butcher paper. XXXXXX enjoys art and
coloring and will be able to explore art as she
paints with the pumpkins. XXXXXX will also be
able to explore shapes as she uses the pumpkins
in the activity.
Child Objective: Children will develop fine motor

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 skills as they use the pumpkins to roll paint onto
their pictures. To teach the ITBE, remind children
that even though pumpkins are usually orange,
the ones that are being used are white, which is
a different color.
Language/Literacy Activity Description: Embedded into my sensory
Activity: and dramatic play self-selected activities.
Deep Sea Fishing Children will demonstrate their knowledge of
Work and Play letters as they catch them in nets in the sensory
table. They will also be able to recognize letters
as they play with the keyboards and calculators
in the dramatic play area.

*Manipulatives: Activity Description: Place the pumpkin in the Large Pumpkin (IWP)
Hammering middle of the table and hammer a couple of 4 Hammers (RR1 W55)
Pumpkins pegs into it so the children know what they are Pegs (RR1 W55)
(4) @ supposed to be doing in this activity. Place the
hammers and rest of the pegs around the table.
XXXXXX likes to be active and has lots of energy.
He can use his energy to hammer nails into the
pumpkin. XXXXXX should also start out in a small
group setting at first, so he can do this with his
peers as they hammer into the pumpkin and
build up from there. XXXXXX likes to help his Dad
by using tools. XXXXXX will be able to use a tool
as he hammers nails into the pumpkin. He can
name the colors of the nails that he hammers in
and socialize with others as they work together
on this activity.
Child Objective: Children will use their fine motor
skills as they hammer plastic nails into the
pumpkin. IELG 2.17- Pounds object with intent
and precision (hammers peg with accuracy).
Math: Activity Description: Set four of the cards out Plastic worms with cards (RR2
Worm Patterns onto the table in front of each chair and set the R154)
(4) worms around them. The cards have a pattern of
worms on them. Have the plastic worms match
one of the patterns on one of the cards already,
so the children know what they are supposed to
do for this activity.
Child Objective: Children will use mathematical
concepts as they sort through the worms and
place them in the order that is on the
corresponding card.
*Science: Activity Description: Place the cut open pumpkin Cut open Pumpkin (IWP)
Inside and Out on a tray and in the middle of the science table. Tray (RR1 Cabinet 25)
(4) Place magnifying glasses around the pumpkin so 3 Magnifying Glasses (RR1
that children can explore touching and looking P81)
at the inside and outside of a pumpkin closely.
XXXXXX loves to learn and explore her
environment. She will be able to do this as she
learns about the inside and outside of a pumpkin

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 by looking closely at them through a magnifying
glass. XXXXXX is curious and likes to look through
the magnifying glasses, and she will be able to
explore a pumpkin by doing so. She will also be
able to socialize with her peers as they discuss
what they see.
Child Objective: Children will refine their scientific
thinking, as they look more closely at the inside
and outside of a pumpkin and what it feels like.
Sensory Table: Activity Description: Put a couple pumps of soap Soap (Kitchen)
Deep Sea Fishing in the sensory table. Water will then be poured 10 Ocean Animals (RR2 G123)
(6) into the sensory table (2-3 inches deep) and 5 Small Boats (RR2 G122)
there will be ocean animals boat, and foam 3 Fish Nets (RR2 G121)
letters placed in the water. Place the nets in the Blue Mat (Laundry Room)
water as well. Put blue mat under table, have 2 Smocks (Classroom)
towels available for spills, smocks for the children 2 Towels (Laundry Room)
set out in case they want to wear them. 8 Foam Letters (RR1 W40)
Child Objective: Children will develop hand eye
coordination as they scoop up animals with their
nets.
Blocks: Activity Description: Leave most of the blocks on 6 Dinosaurs (RR2 B167)
Jurassic Park the shelf so they may use their own creativity, but 3 Helicopters (RR2 B166)
(6) take a few blocks from the classroom and the 5 Small Cars (RR2 B176)
farm fences and create a couple of small cages Farm Fences (RR2 B182)
and place the dinosaurs inside. Place the cars
and helicopters around the blocks so that it looks
fun and inviting for the children.
Child Objective: Children will use fine motor skills
as they build structures with blocks.
Dramatic Play: Activity Description: Dramatic play will be set up Office Briefcase (RR2 Y247)
Work and Play as an office. Place keyboards and 2 Keyboards (RR2 Y247)
(6) monitor/mouse on the table along with 2 Business Phones (RR2 Y247)
textbooks. Place clipboard, business phones, Monitor and mouse (RR2
and calculator on counter tops. Arrange Y247)
underneath the loft to be a household by 2 Textbooks (RR2 Y247)
placing the crib underneath as well as the baby 2 Notepads (Front Office)
dolls and blankets. Lean the brooms against the Markers (Classroom)
loft and place purses, cellphones and briefcase 1 Clipboard (RR2 Y247)
in the dramatic play area. 1 Calculator (RR2 Y247)
Child Objective: Children will use imaginative 2 Purses (RR2 Y216)
play as they take on different roles in the 2 Cellphones (RR2 Y227)
workplace and at home. IELG 1.15- Develops 2 Dolls (RR2 Y230)
plots, scripts, and takes on roles, with a mixture of Crib (Classroom)
reality and fantasy. Baby Clothing ((RR2 225)
Blankets (RR2 Y220)
2 Brooms (RR2 Y256)
Alternatives:
Creative Art: Description: Place 6 sheets of white paper on the 4 Stencils (RR1 W46)
Stencil Art art table at each seat. Set out markers, crayons, Art cart (classroom)
colored pencils and scissors to make their own
art with. Place the stencils around the table for
children to use.

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2nd: Description: Put the stringing fruit on the counter Stringing Fruit (RR1 W47)
Stringing Fruit in RR1. When/if this activity is needed, place the
pieces on the floor and thread a couple of the
fruits onto the string.

ROTATING SNACK 1:50-2:40

Quesadilla (1/2 tortilla, ½ oz cheese) salsa (1 Tbsp); water

OUTDOOR PLAY 2:00-3:00 Location: South Playground

Gross Motor: Activity Description: Place the four hula-hoops on 4 Hula Hoops (GG)
Hula Hoops the grass by the preschool window close to one
(4) another, so that the children can hop from one
hula hoop to the next. Children can take turns in
this activity.
Child Objective: Children will develop gross
motor skills as they hop from one hula-hoop to
the next.
*2nd: Activity Description: Count out 8 vegetables and 8 Farmer’s Market Color
Vegetable Garden place them partially covered by the sand Sporting Vegetables (RR2
(4) scattered in different areas of the sandbox. Place R145)
all shovels and rakes on top of the sand easily 2 Small Rakes (Small Shed)
accessible to children. 2 Small Shovels (Small Shed)
Child Objective: Children will use simple tools
such as shovels and rakes to dig and plant in the
garden. IELG 1.14- Uses simple tools (scoops,
funnels, shovels, buckets.)
3rd: Activity Description: Pull the Jump-A-Roo out into Jump-A-Roo (GG)
Jump-A-Roo the middle of the grass by the tree and sandbox.
(4) @ If needed, have children stand in line behind the
Jump-A-Roo to take turns.
Child Objective: Children will develop gross
motor skills as they jump on the Jump-A-Roo.

CLEAN UP 3:10-3:20
We will give the 5-minute clean up warning at 3:05, at 3:10 I will play, “The Clean Up Song.” After the
majority of the toys are put away we will dance “Head, Shoulders, Knees and Toes.” by singing it
together.

Transition to Small When we are all seating after “Head, Shoulders, Before class put either a red,
Focus Groups Knees and Toes” I will dismiss the children to their blue, green, or yellow card in
groups by singing “We Are the Dinosaurs”. We the children’s name tags.
will sing, “We are the red dinosaurs marching
marching, we are the red dinosaurs, whaddya
think of that? We are the red dinosaurs marching
marching, we are the red dinosaurs we make
the earth flat. We make the earth flat.” After
each verse, the color we sang about will go to
their table.

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 SMALL FOCUS GROUP 3:20-3:30

Red Blue Green Yellow

Ms. XXXXXX Ms. XXXXXX Ms. XXXXXX Ms. XXXXXX
XXXXXX XXXXXX XXXXXX XXXXXX
XXXXXX XXXXXX XXXXXX XXXXXX
XXXXXX XXXXXX XXXXXX XXXXXX
XXXXXX XXXXXX XXXXXX XXXXXX
XXXXXX XXXXXX XXXXXX
Your Activity Description & Objective Materials
Pumpkin Sorting Description: Each group will have a pumpkin sorting 1) Pumpkin sorting
sheet where they will sort big and small pumpkins into sheet and pieces
the columns. They may also sort the pumpkins into (IWP)
colors. Place the sorting sheet down in the middle of 2) The Pumpkin
the table and place the pumpkin pieces around the Book By Gail
table. Explain to the children that we are going to Gibbons (WR, P
take turns choosing pumpkins to place onto the G1)
sorting sheet. This activity requires turn taking for 3) Pick a Perfect
each child. When the children are finished with the Pumpkin By Robin
activity, read the books. Koontz (WR, P K8)
Objective: Children will use their sorting skills as they 4) Pumpkin Circle:
sort the pumpkins into big and small and understand The Story of a
that pumpkins come in different sizes. IELG 1.13- Sorts Garden By
objects based on attributes (shape, size, and color). George Levenson
Intentional Teaching: Teachers will ask the children if (P L3)
they think each pumpkin is big or small. With XXXXXX, 5) Pumpkin,
sign for big and small as you verbally ask her. Pumpkin By
Jeanne
Titherington (P T5)

CLOSING CIRCLE 3:30-3:40

Transition to Closing We will sing “Row, Row, Row Your Boat” to gather all
Circle the children to the gathering time area.

Please refer to Opening Circle activities for closing circle.

WORDS TO SONGS & FINGERPLAYS:

We Are the Dinosaurs

(Chorus)
We are the dinosaurs marching, marching.
We are the dinosaurs, whaddya think of that?
We are the dinosaurs marching, marching.
We are the dinosaurs, we make the Earth flat! We make the Earth flat!

(Verse 1)
We stop and eat our food, when we’re in the mood.
We stop and eat our food on the ground.
We stop and eat our food, when we’re in the mood.
We stop and eat our food and then we’ll march along…

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‘Cause… (Chorus)

(Verse 2)
We stop and take a rest, over in our nest.
We stop and take a rest at the end of the day.
We stop and take a rest, over in our nest.
We stop and take a rest, and then you’ll hear us say...

That… (Chorus)

And then we ROAR! ‘Cause we are the dinosaurs!

Down by the Bay

Down by the bay,
Where the watermelons grow,
Back to my home,
I dare not go!
For if I do,
My mother would say:

Did you ever see a cat wearing a hat?

Down by the bay!

Down by the bay,

Where the watermelons grow,
Back to my home,
I dare not go!
For if I do,
My mother would say:

Did you ever see a dog chasing a frog?

Down by the bay!

Down by the bay,

Where the watermelons grow,
Back to my home,
I dare not go!
For if I do,
My mother would say:

Did you ever see a bear brushing his hair?

Down by the bay!

Down by the bay,

Where the watermelons grow,
Back to my home,
I dare not go!
For if I do,
My mother would say:

Did you ever see a fly wearing a tie?

Down by the bay!

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Row, Row, Row Your Boat
Row, row, row your boat,
Gently down the stream
Merrily, merrily, merrily, merrily
Life is but a dream!
(Repeat)

RESOURCES:
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Previous Lesson Plans
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Materials:

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