Amber Jakubac Content Area: Math/ Literacy Grade Level: Pre-K Date: 04/25/2014 Big Ideas: Children actively

construct knowledge through routines, play, practice and language. The observe others and their environment use their senses to manipulate objects and materials and develop their own individualized approach to learning. Children learn to organize complex information and thoughts into small steps and goals. They develop plans for completing tasks by establishing goals and carrying out plans to meet those goals. Mathematical knowledge is built through active manipulation in the areas and operations by organizing, representing, and comparing numbers. Learners collect, represent, and analyze data to answer questions, solve problems, and make predictions. Learners discover how objects are related to each other using models, patterns, and functions involving numbers, shapes, and graphs in problems solving situations. Essential Question: What information do I need to learn new things? How do I understand the steps of the tasks? Why do I need to be able to count objects? What patterns can I create and describe? How do I use manipulative to show relationship? Curriculum Standards:

15.1.2 Constructing and Gathering Knowledge. Risk Taking: Demonstrate a increased willingness to participate in both familiar and new experiences. 15.2.2 Organizing and Understanding Information. Task Analysis: Test objects to determine their purpose. 2.1.1 Numbers, Number systems and number relationships. Use counting numbers as part of play and as means for determining quantity 2.6.2 Statistics and Data Analysis: Organization and Display of data. 2.8.3 Algebra and Functions: Patterns Lesson Objectives: 1) The objective of this lesson is to learn about spring and incorporate math and literacy into learning about spring. (15.1.2, 15.2.2) 2) The children will practice matching pictures with spring, numerical matching, and their creativity. (15.1.2, 2.1.1, 2.6.2, 2.8.3) 3) By the end of this lesson/play center children will know about spring and have something to take home to their parents at the end of the three days. (15.1.2, 15.2.2, 2.6.2, 2.8.3) Vocabulary: Merriam-Webster Dictionary. Spring- To grow as a plant. Honeybee- any of numerous hymenopterous insects (superfamily Apoidea) that differ from the related wasps especially in the heavier hairier body and in having sucking as well as chewing mouthparts, that feed on pollen and nectar, and that store both and often also honey Flowers- the part of a plant that is often brightly colored, that usually lasts a short time, and from which the seed or fruit develops: a small plant that is grown for its beautiful flower: a cut stem of a plant with its flower. Rain- water that falls in drops from clouds in the sky. Rainbow- a curved line of different colors that sometimes appears in the sky when the sun shines through rain.

Umbrella- a device that is used for protection from the rain and sun. Rain Coat- a waterproof or water-resistant coat.

Assessment: Students will be assessed through observation. A display of numerical knowledge, creativity, their interactions with others, and understanding the vocabulary of the day is what will thoroughly observed. During observations, notes of what they are doing will be taken to show that they understood and listened. I will also collect the work they do in this play center. Materials: -Sharing the seasons: A Book of Poems. Selected by Lee Bennett Hopkins and Illustrated by --David Diaz -Umbrella -Laminated Flowers and bumble bees -Paper flower pots -Pipe cleaners -Fishing line -Magnets -Velcro -A board that the Flowers and Bumblebees were matched up on. Procedures: 1. Read a spring themed poem each day before they go to their play centers. Explain to them why I am reading spring themed poems to them. Ask them what they think about spring and let them explain what they think it is. Day ones poem is Spring By: Lee Bennett Hopkins. Day twos poem Map to Spring By: Rebecca Kai Dotlich, and day threes poem is Budding Scholars By: April Halprin Wayland. 2. Introduce the activities planned for their play center. 3. Let them start the play center and create their own idea about each activity. 4. Children will be able to create their own flowers in part of this play center. Adaptations: Students with behavior or attention deficit will be able to do whatever they are capable of and comfortable doing.

Developmentally challenged students will be able to pair with another student that is more knowledgeable about the subject or who is more understanding and will be able to get help from their peers.

Closure: At the end of the lesson I asked a few simple questions that pertained to each part of my play center. On the first day I read the first poem and introduced the bumble bee and flower magnets and what they are to do with them. On the second day read another poem that pertained to spring and introduced the umbrella part of my play center and with them I identified each of the pictures on it even the ones that were with winter. The third day I will read the last poem and let them make flowers with the pipe cleaners. I have an example of how to do a flower and a limited amount of pipe cleaners for each of them to use. In the end the children will know all about spring and what comes out in the spring time and some of the clothes they may have to wear when spring is fully in season.