BYU-Idaho Preschool Lesson Plan

Lesson Plan #22

Lab 4
Insects

Date: Monday, November 19, 2018

Supervisor: XXXXXX
Lead Teacher: Taylor Smith (Lesson #4)

Children Receiving Specific Focus Today:

1. XXXXXX- Science
2. XXXXXX- Blocks
3. XXXXXX- Science
4. XXXXXX- Blocks
5. XXXXXX- Math
6. XXXXXX- Blocks
7. XXXXXX- Math

Preassessment and Findings:

From my observations in the preschool labs, I found that there are many children who enjoy
insects/bugs. They are XXXXXX, XXXXXX, XXXXXX, XXXXXX, XXXXXX, XXXXXX, XXXXXX,
XXXXXX, XXXXXX, and XXXXXX. These children specifically have mentioned bugs or used them
in their play during lab time. I observed XXXXXX and XXXXXX playing in the sandbox outside and
scaring each other with the toy bugs. I also observed XXXXXX, XXXXXX, and XXXXXX observing
the bugs in the glass blocks with magnifying glasses. I asked XXXXXX and XXXXXX which bugs
they liked, and they responded with “spiders” and “bees”. I also observed XXXXXX and XXXXXX
observing a Rolly Polly bug outside on the concrete together. I read a book about bugs to
XXXXXX and asked him close-ended questions about it, which he responded with “yes” or “no”. I
had a conversation with XXXXXX one day at the science area as she explored the beehive
provided and asked her if she knew what bug made the hive? She shook her head no and I
explained to her that a lot of bees made the hive together. She looked at me and just smiled
and then continued playing with the tweezers and beehive. In art, the children were cutting out
pictures and gluing the things they liked to their paper. I grabbed a picture of a butterfly and
asked XXXXXX if she wanted to put a butterfly on her paper and she said she “yes, I love
butterflies!” She grabbed it from me, cut it out and glued it to her paper.
Using this knowledge, I decided to create a lesson plan that would help children understand
that there are many different kinds of insects and the basic parts of an insect in gathering time.
A misconception is that there are many different kinds of insects, but spiders are not one of
them. I was asking XXXXXX which insect was his favorite in the science area one day in lab, and
while he was holding a spider in a glass block he told me “I like this insect”, but spiders are not
insects. I will address this briefly in gathering time during my second ITBE to clear up any
misconceptions about it.

Ideas to be Emphasized and Overall Developmental Focus:

1. There are many different kinds of insects.
2. Insects usually have three parts, the thorax, abdomen and head.
3. Some insects have wings.
4. We will be focusing on social skills today.

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 BYU-Idaho Preschool Lesson Plan
Lesson Plan #22
Lab 4
Bugs

Date: Monday, November 19, 2018

Supervisor: XXXXXX
Lead Teacher: Taylor Smith (Lesson #4)

Ideas to be Emphasized and Overall Developmental Focus:

5. There are many different kinds of insects.
6. Insects usually have three parts, the thorax, abdomen and head.
7. Some insects have wings.
8. We will be focusing on social skills today.

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 and How Do Dinosaurs Go To
How Do Dinosaurs ask the children what they think the answer is to School? By Jane Yolen (B Y2)
Go To School? the questions in the book about what dinosaurs
do.
Movement Activity Ask the children to stand up on the tape, Animal Dice (Closet)
Animal Dice explain to them that only teacher can roll the
dice for now, roll the dice and do the action
with the children. If there are 5 or fewer children
they can take turns rolling the dice.
Phonemic Show pictures of apples and bananas. Hold up Apple and Bananas pictures,
Awareness the letter of each vowel we are singing. “I like to letter pictures (WR)
Apples and eat, eat, eat, apples and bananas”. Continue
Bananas singing and changing the vowels for each verse.

Music Activity or We will sing and do the actions to the song

Song or Fingerplay “Baby Shark”. We will use hand gestures relating
Baby Shark to the size of the sharks as they come up in the
song.
Story (non-book) Pull the felt board out next to you, and start the Three Billy Goats Gruff
Three Billy Goats story by saying, “Once upon a time there were (Closet)
Gruff three Billy Goats who lived in a meadow at the
foot of a mountain and their last name was
Gruff.” Place the felt characters on the board
and continue to tell the story using the story
aides.

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Age Appropriate Play the “Pass the Beanbag” song on the Kindle. Bean bags (WR Cabinet 1)
Game Children will pass the beanbag according to the Kindle
Bean Bag Pass song.
Other Start the story by saying “Brown bear, brown Brown Bear Brown Bear Flip
Brown Bear Brown bear, what do you see? I see a yellow duck Story (Closet)
Bear Flip Story staring at me.” Continue the rest of the story
using the story visuals.

GATHERING TIME 1:40-1:50

Activity Name Description Materials

1. So Many Bugs When all the support teachers are sitting down Insects Poster (WR Drawer 12)
ITBE #1 There are with the children, begin gathering time by
many different pulling the felt board forward and place the
kinds of insects. insects poster onto it. “Boys and girls, today we
are going to talk about insects! These are the
many different kinds of insects.” I will name all
insects on the board as I point to them. Ask
children which insects they have seen before.
2. Parts of an Insect Read the large book Interesting Insects and Interesting Insects By Deanna
ITBE #2 Insects focus on the page of the body parts of an Dance (WR Drawer 12)
usually have three insect. Hold the book in front of you and point to The Ants Go Marching One
parts, the thorax, each body part. “What insects can you think of by One Song (Kindle)
abdomen and that have three body parts?” Give children
head. plenty of time to respond. “Ants have these
three parts to them. Boys and girls, I need you to
stand up on the tape and sing a song with me
now.” Sing “The Ants Go Marching One by One”
with the children and perform the actions to the
song. Continue reading the book and
emphasize the part about spiders not being
insects to clear up misconceptions that the
children may have. IELG 1.10- Sings and gestures
to songs with both actions and words (The Ants
Go Marching One by One song).
3. Wings, Wings, “Some insects have wings. What are some Picture of Bee (IWP)
WIngs insects that have wings boys and girls?” Give Beehive (RR1 P82)
ITBE #3 Some children time to respond. “Bees are also insects
insects have wings. that have wings! This is a picture of a bee.” Hold
up picture of a bee. A bee has a head, an
abdomen, and a thorax, but it also has wings!
Bees help pollinate our flowers and live in
beehives. This is a beehive boys and girls. We will
be able to look at this more in the science area
while we are playing.”
Transition to Self- “Boys and girls, now let’s all turn to a partner
Selected and them what our favorite insect is. Now we
can go play!”

SELF-SELECTED ACTIVITIES 1:50-3:10

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Books:
1. Are You a Ladybug? By Judy Allen (A5)
2. It’s a Good Thing there are Insects By Allan Fowler (P F3)
3. About Insects By Cathryn Sill (S21)
4. The Lady with the Alligator Purse By Nadine Westcott (P W6)
5. Brown Bear, Brown Bear, What Do You See? By Bill Martin Jr (M5)
6. Once There Were Giants By Martin Waddell (W3)
7. The Lonely Scarecrow By Tim Preston (P P7)
8. Outside, Inside By Carolyn Crimi (P C13)
9. I Need Something Round By Gail Blasser Riley (P R16)
10. Five Little Penguins Slipping on the Ice By Steve Metzger (P M17)
11. New Shoes, Red Shoes By Susan Rollings (R15)
12. The Foot Book By Dr. Seuss (S11)
13. Can I Have a Stegosaurus, Mom? Can I? Please?! By Lois G. Grambling (G13)
14. Gone Fishing By Earlene Long (L25)
15. Clifford’s Puppy Days By Norman Birdwell (B30)
1 Large dog (WR Cabinet 2)
2 Medium Farm Animals (WR Cabinet 2)
2 Snakes (WR, Cabinet 2)
Activity Name Description/Activity Objective Materials, Special Set-up
Creative Art: Activity Description: Tape butcher paper to the Regular Legos (RR2 B178)
Block Painting art table and place pieces of white paper Paint brushes (RR1 O7)
(6) @ around the table at each seat. Mix tempura Saucers (RR1 Cabinet A)
paint with soap and fill the saucers to place in Soap (RR2 Under sink)
the middle of the table. Distribute the Legos, Tempura paint (RR1 O Paint)
sponges, cotton balls and paintbrushes around Cotton Balls (RR1 Cabinet 5)
the table accessible for children to use. Butcher Paper (RR1)
Child Objective: Children will use their fine motor White Paper (WR)
skills as they press the Legos in paint and onto
their papers.
Intentional Teaching: Teachers will model using
the Legos to paint on paper.
Language/Literacy Activity Description: Embedded into my sensory
Activity: self-selected activity. Children will demonstrate
their knowledge of letters as they find them in the
knot sand in the sensory table.

Manipulatives: Activity Description: Place the 4 wooden lace- Wooden Lace-ups (RR1 W47)
Lace-Ups ups and stringing fruit equally distributed around Stringing Fruit (RR1 W47)
(4) the table. String some yarn through one of the
wooden lace-ups and through a few pieces of
fruit so the children know what they are
supposed to be doing in this activity.
Child Objective: Children will use their fine motor
skills as they string the yarn through the holes on
the wooden lace-ups and fruit.
Intentional Teaching: Teachers will model how to
string the yarn through the holes in the lace-ups.
*Math: Activity Description: Children will match the bugs Busy Bugs W/ Cards (RR2 R154
Bugs Bugs Bugs and colors to the cards and use the ladybug Ladybug Counters (RR2 R154)
(4)@ counters to count the dots on their back. Spread

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 out the bugs/cards and ladybug counters on the
manipulatives table. XXXXXX likes to play with
manipulatives and will use them as she is in the
Math area matching bugs to cards and
counting dots on ladybugs. I have observed
XXXXXX count to five and she can practice as
she counts the ladybug dots and looks at the
bugs that have wings. XXXXXX likes to play with
manipulatives and will use them as she is in the
Math area matching bugs to cards and
counting dots on ladybugs. I have observed
XXXXXX match an object to another object
which she will do as she matches the bugs to the
patterns on the cards. To teach the 3rd ITBE,
explain to children that some of the busy bugs
have wings and the ladybugs do as well. Help
children identify the bugs with wings.
Child Objective: Children will develop
mathematic concepts as they count the dots on
the ladybugs and match the patterns on the
cards with the busy bugs.
Intentional Teaching: Teachers will model
matching patterns to the cards with the busy
bugs.
*Science: Activity Description: Children will use the Bug Collection (RR1 P76)
Take a Closer Look magnifying glasses to look more closely at the 4 Magnifying Glasses (RR1
(4) insects in the glass blocks. Lay out the bug P81)
collection and four magnifying glasses on the Beehive (RR1 P82)
science table. Place the beehive in the middle Tweezers (RR1 P81)
and the tweezers around it. XXXXXX likes animals
and enjoyed playing with the bugs in the
sandbox outside with XXXXXX. XXXXXX can use
the magnifying glasses to look closer at the bugs.
XXXXXX likes the science center and looking at
things more closely. She will do this at the
science center and socialize with others as she
describes what she sees. To teach the 2nd ITBE,
explain to children that each bug has a head,
thorax and abdomen as they are looking closely
at each insect with the magnifying glasses.
Child Objective: Children will use their fine motor
skills as they explore the beehive with the
tweezers. IELG 4.42- Begins to use simple tools
(magnifiers, tweezers) for exploration and
investigation.
Intentional Teaching: Teachers will model using
the magnifying glasses to observe the beehive
and bug collection.
Sensory Table: Activity Description: Place the blue mat Knot Sand (RR2 G127)
Construction Site underneath the sensory table. Fill the sensory Letter Beads (RR1 W50)
(6) table with a couple inches of the knot sand. Small Tractors (RR2 B176)
Place all tractors, funnels and shovels in the 5 Cars and Trucks (RR1 W44)

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 sensory table. John Deere Toys (RR2 B182)
Child Objective: Children will develop fine motor 2 Funnel Kit 2 (RR2 G120)
skills and hand eye coordination as they dump 2 Shovels- Sensory Table Tools
the sand from their shovels into the funnels. (G121)
Intentional Teaching: Teachers will support fine Blue Mat (Laundry Room)
motor skills as children pour the sand from their
shovels into the funnels.
*Blocks: Activity Description: Set materials aside and set 10 Large Bug Collection (RR2
Bugs Everywhere! up after gathering time. Place the large bugs, B172)
(6) interlocking and kaleidoscope blocks in the Kaleidoscope blocks (RR2
middle of the floor with some of the classroom B169)
blocks after the area is clear. Make sure to Interlocking Blocks (RR1 W37)
connect a few of the interlocking blocks so that
children can see how to use those materials.
XXXXXX likes animals and playing with blocks.
XXXXXX can stack four or more blocks and will
stack blocks as she looks through the
kaleidoscope blocks and plays with the insects.
She many also play with others and initiate the
first interaction as she invites peers to help her
build. XXXXXX liked looking at the insects in the
sensory area and likes to build with blocks.
XXXXXX has a lot of energy and can use this as
he takes the heavy blocks from the block shelf
and builds with them. XXXXXX likes bugs and
playing with blocks. He has the ability to stack
blocks and will be able to play with a variety of
insects in the blocks area. To teach the 1st ITBE,
explain to children that there are many different
types of bugs included in the bug collection and
name each one with the children.
Child Objective: Children will use their fine motor
skills as they build structures with blocks.
Intentional Teaching: Teachers will support fine
motor skills by encouraging the children to build
taller or more complex structures.
Dramatic Play: Activity Description: Dramatic play will be set up Rocking Horse (Closet)
The Ranch Life as a ranch. Place all vests, costumes, bandanas Dishes (Closet)
(6) and hats on the coat rack in the dramatic play Plastic food- meat (RR2 Y228)
area. Place the boots by the coat rack. Place Fruits and Vegetables (RR2
horses against the loft and place the horse care Y223)
items around the counters in the area. Place the Bread & Dairy (RR2 Y223)
rocking horse in the area by the round table and 4 Bandanas (RR2 Y250)
lay the blanket on the table. Place dishes and 4 Vests (RR2 Y250)
food on the table. Place the steer in the middle Horse Costume (RR2 Y250)
of dramatic play and place the rope on top of it. 3 Stick Horses (RR2 Y250)
Child Objective: Children will use imaginative Boots (RR2 Y250)
play as they take on different roles as cowboys Horse Care (RR2 Y250)
and animals. IELG 1.15- Develops plots, scripts, 6 Cowboy Hats (RR2 Y250)
and takes on roles, with a mixture of reality and Sherriff Badge (RR2 Y250)
fantasy. Pig and Cat Masks (RR2 Y259)
Intentional Teaching: Teachers will model how to Steer (GG)

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 share with peers. Rope (RR1 P73)
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.
2nd: Description: Put the potato heads and body 3 Mr. Potato Head and
Potato Heads parts on the counter in RR1. When/if this activity is Friends (RR2 O205)
needed, place the pieces on the floor and
connect a few body parts to the potato heads.

ROTATING SNACK 1:50-2:40

¼ cup Trail Mix (Bugles, Craisins, Kix)
4 oz. juice

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

Gross Motor: Activity Description: Put the bowling pins on the Bowling Set (GG)
Bowling cement. Grab a small ball that children can roll Balls (GG)
(2)@ or kick to knock the pins down and place it on
the grass by the activity.
Child Objective: Children will develop gross
motor skills as they roll or kick the ball. IELG 2.18-
Coordinate whole body to move in complex
ways with strength, agility, and balance.
Intentional Teaching: Teachers will model how to
kick or roll the ball to knock down the pins.
2nd: Stepping Activity Description: Place the stepping stones on Stepping stones (GG Shelf 7)
Stones the grass near the large shed. Place them close
(4) enough together that the children can walk from
stone to stone.
Child Objective: Children will develop gross
motor skills as they step from one stepping-stone
to the next using balance.
Intentional Teaching: Teachers will talk to the
children about how they are improving their
balance skills as they step from one stepping-
stone to the next.
3rd: Clown Bean Activity Description: Setup by the small garage. Clown Bean Bag Toss (GG)
Bag Toss Put the clown board in front of the door of the
(4)@ small garage, and beanbags in front of them.
Child Objective: Children will develop gross
motor skills as they throw the beanbags.
Intentional Teaching: Teachers will talk to the
children about how throwing makes our arms
stronger.

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

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 majority of the toys are put away we will sing “Old Mac Donald.” by singing it together.
Transition to Small When we are all seating after “Old Mac Donald” Before class put either a red,
Focus Groups I will dismiss the children to their groups by singing green, yellow, or blue card in
“I Had a Tiny Turtle”. I will ask the children to raise the children’s name tags.
their hands if they have a certain color and then
we will sing, “I had a green turtle, his name was
Tiny Tim. I put him in the bathtub to see if he
could swim. He drank up all the water, he ate up
all the soap. He woke up in the morning with a
bubble in his throat. Bubble (x3) …Bubble (x3)
…Bubble (x6) POP!” After each verse, the
children that raised their hands will go to their
table.

SMALL FOCUS GROUP 3:20-3:30

Red Green Yellow Blue

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
Matching Game and Description: Each group will have a matching game 1) Insect Matching
Coloring Butterflies of all different kinds of bugs and will take turns Game
choosing two cards until they have matched them 2) Butterfly Coloring
all together with their corresponding name. As 3) Crayons and
children choose the name cards, the teacher will markers
read the names. You may even have the children 4) The Very Hungry
repeat the name with you. This relates to my ITBE Caterpillar By Eric
“There are many different kinds of insects” because Carle (C4)
they will see all the different kinds up close and hear 5) Quick as a
the names of each one said by a teacher. Cricket By Don
After they play the game, children will each color an and Audrey
outline of a butterfly using crayons or markers and Wood (P W9)
take them home at the end of the day. This relates to 6) Bugs By Rosie
my ITBE “Some insects have wings”, because Dickins (D24)
butterflies are one of those insects that have wings. 7) I Love Bugs! By
This activity will help support children’s learning of Philemon Sutton
different kinds of insects and their memory skills as (S37)
they play the matching game.
Objective: Children will refine literacy development
as they match the picture to the name card, with
the help of the teacher. IELG 5.60- Uses books and
written materials to gain information and enjoyment
in a variety of settings.
Intentional Teaching: Teachers will say the name on
the card and help identify insects in the pictures as
the group plays the matching game.

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 CLOSING CIRCLE 3:30-3:40
We will sing, “If You’re Happy and You Know It” to
Transition to Closing gather all the children to the gathering time area.
Circle Children can pick the movements after the first verse.
IELG 4.46- Makes up songs and uses the voice as the
primary instrument.
Please refer to Opening Circle activities for closing circle.

WORDS TO SONGS & FINGERPLAYS:

Baby Shark
Baby shark, doo doo doo-doo doo-doo
Baby shark, doo doo doo-doo doo-doo
Baby shark, doo doo doo-doo doo-doo
Baby shark (2x)

Mommy shark (2x)

Daddy shark (2x)
Grandma shark (2x)
Grandpa shark (2x)
It’s the end

The Ants Go Marching One by One

The ants go marching one by one, hurrah, hurrah
The ants go marching one by one, hurrah, hurrah
The ants go marching one by one,
The little one stops to suck his thumb
And they all go marching down to the ground
To get out of the rain, BOOM! BOOM! BOOM! BOOM! (2x)

Two by two; to tie his shoe

Three by three; to climb a tree
Four by four; to shut the door
Five by Five; to take a dive

Old MacDonald

Old MacDonald had a farm,

Eieio!

And on his farm he had a……

 Cat
 Dog
 Cow
 Horse
 Goat
 Goose
 Etc.

Eieio!

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With a (noise) here and a (noise) there!
Here a (noise) there a (noise) everywhere a (noise, noise)

Old MacDonald had a farm,

Eieio!

I Had a Tiny Turtle

I had a tiny turtle, his name was Tiny Tim,

I put him in the bathtub to see if he could swim.
He drank up all the water, he ate up all the soap,
He woke up in the morning with a bubble in his throat.
Bubble (x3) …Bubble (x3) ...Bubble (x6) POP!

If You’re Happy and You Know It

If you’re happy and you know it
Clap your hands
If you’re happy and you know it
Clap your hands
If you’re happy and you know it
And you really want to show it
If you’re happy and you know it
Clap your hands.
(Repeat with stomp your feet; shout “Hurray”)

RESOURCES:
Pinterest
Previous Lesson Plans
https://rpreschoolresources.weebly.com/

Materials:

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