BYU-Idaho Preschool Lesson Plan

PHASE #2
Lesson Plan #21
Lab 1
Wheels
Date:
Wednesday, June 24th, 2015
Supervisor:
Hannah Curnett
Lead Teacher: Amber Metz
Children and Learning/Development Goals:

1. Sullys goal is to work on fine motor skills. Sully will have lots of opportunities to
strengthen his fine motor skills by sorting buttons into different groups and pouring water
and marbles into the wheel at the sensory table.
2. Emmas goal is letter names and sounds. We can work on her goal by practicing
identifying and sounding out the letters on the letter race tracks as she drives her car on
each letter.
3. Jacobs goal is writing and drawing letters. We can work on his goal by tracing and
copying the letters that are written on the roads. He can also drive on the roads with the
race cars to draw the letters.
4. Daegans goal is identifying letters and sounds. We can work on his goal by practicing
identifying letters and sounds while driving the race cars on the letter roads. The teachers
in his area can help him identify and sound out the different letters he is driving over.
5. Ashtyns goal is to identify all letters and write them. We can work on her goal by
driving race cars on the letter roads and tracing them afterwards.
6. Swedes goal is skipping, getting more involved with singing and dancing, and buttoning.
We can work on his goal by singing Wheels on the Bus and The Dinosaur song so
that he can sing and dance with his peers.
Preassessment and Findings:

I chose to teach about wheels because lots of our children are very interested in trains and cars.
Many children also really enjoy the song Wheels on the Bus. I wanted to teach on trains, but I
could not find a first-hand experience for the children with trains, so I chose wheels.
I asked Max what a wheel is used for and he said A bus. I asked him what
else they are used for and he didnt say anything. I asked him if all wheels
move and he said Yes.
I asked Sully what a wheel is used for and he said Cars. I asked him if he
could think of anything else and he said trucks. I asked him if all wheels
move and he said Yes.
I asked Jane what wheels are used for and she said cars and trucks. I
asked her what else they are used for and she said a school bus.
I asked Claire what wheels are used for and she said bikes. I asked her
what else and she said cars.
I asked Daegan what wheels are used for and he said cars, trucks, and
trains. I asked him if all wheels move and he said Yes.
I asked Elias what wheels are used for and he said tractors. I asked him
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what else and he said Cars and bikes. I asked if wheels always need to
move and he said Yes.
Ideas to be Emphasized:

1. Wheels are used for transportation.

2. Wheels are used for recreation.
Preschool Concepts or Skills:

1. Discovering what wheels are used for and how they work.

BYU-Idaho Preschool Lesson Plan

PHASE #2
Lesson Plan #21
Lab 1
Wheels
Date:
June 24th, 2015
Supervisor:
Hannah Curnett
Lead Teacher: Amber Metz
Ideas to be Emphasized:

1. Wheels are used for transportation.

2. Wheels are used for recreation.
Preschool Concepts or Skills:
1. Discovering what wheels are used for and how they are used.
Assignments:
________Lisa___________ Self-Selected

________Callie_______ Floater/Runner/Snack

_______Brooke____________ Small/Focus Groups _____Hannah M____ /_________ Booth/

Photographer
______Christy_____________ Outdoor play

________Amber_______ Greeter/Walkie (Lead

Teacher)
_________ Sam________ Snack

____Hannah C___________ Data Collector

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

Literacy Activities/ Books:

Im Taking a Trip on My Train by Shirley Neitzel (N2)

Short Train, Long Train by Frank Asch (A16)
Isaac: The Ice Cream Truck by Scott Santoro (S1)
Activity Description: Tracing With Cars: There will be laminated letters that look like roads,
scattered around the book area with race cars on them. The children can trace the letters of the
alphabet by driving over them with the race cars. (Race cars RR1 W45)
Activity Name

Description/Activity Objective

Materials, Special Set-up

* Creative Art:
Spin Art (2) @

Activity Description: There will be a wheel

spinner on the art table with a piece of paper
inside. There will be small bottles of tempura
paint for the children to pour into the wheel
spinner machine as it is spinning and it will
make a unique spin art picture.
Child Objective: The children will express
themselves by pouring different colored paint
into the spin art machine and recognize that
the paint splatters because there is a wheel
inside the machine.
Activity Description: There will be screws,
bolts, wheels, and connectors laid out to
design your own vehicle with.
Child Objective: The children will use their

Wheel spinner (RR1W Right

shelf-No number)
Small tempura paint (RR1
O)
Small bottles (RR1 O3)

*Manipulatives:
Bolt Together
Builder (3)

Bolt Together Builder (RR1

W40)

Math: Button
Sorting (4)

Science: Tire
Texture Rubbings
(3)

fine motor skills and cognitive thinking skills by

figuring out how to screw on the bolts and
screws to the wheels and connectors to make
their vehicle move.
Activity Description: The children will be
able to sort the buttons by placing them in the
correct colored jar that matches the button.
They can also match the buttons by what
shape they are and make patterns with them.
Child Objective: The children will use their
matching skills to place the correct colored
shape in the matching jar. The children will also
match the same shapes to each other and
identify different patterns with the shapes.
D2 G18 36-60 months Sorts buttons in a
group
Activity Description: There will be a tire lying
flat on the science table. There will be paper
and crayons at each spot at the table. The
children will place their paper on the tire and
color on it to discover the texture of the tire.
Child Objective: The children will use
investigative skills and learn about pressure by
placing their piece of paper on the tire and
coloring on it to discover the texture of the tire.

Button Sorting box (RR2 R9)

Tire(1) (Large shed)

Crayons (In classroom)
Paper (In classroom)

*Sensory Table:
Water wheels (5)@

Activity Description: There will be water

dyed blue in the sensory table. There will be
two water wheels in the center of the sensory
table. There will be cups and funnels to scoop
water on top of the water wheel to transport
the water to the bottom. There will also be
marbles you can put in the wheel to transport
to the bottom.
Child Objective: The children will engage in
sensory exploration as they figure out how the
water wheel works to transport water and
marbles.

Water wheels (Large shed2)

Blue Liquid Water Color
(RR1 top let shelf)
Marble Works (RR1 W10)

*Blocks:
Transportation! (3)

Activity Description: There will be roads and

railways weaving throughout the block area
using tape. There will be a train, school bus,
fire truck, and cars to drive on the roads and
railways.
Child Objective: The children will discover
that we can use different types of vehicles as
transportation because they have wheels to
move.
Activity Description: There will be a fold out
school bus in the center of the dramatic play
area. Inside the school bus will be a steering
wheel and a couple books. The children can
drive to and from school. Outside the school
bus will be small school buses to drive around,
books, and paper and pencil to take notes.

Planes (RR2 O16)

Trains (RR2 B99)
School bus (RR2 O17)
Fire truck (RR2 O18)
Cars (RR2 O19)
Street (IWP)
Train tracks (IWP

*Dramatic Play:
Time for school (5)

Fold out school bus (RR2

Y64)
School buses (RR2 Y67)
Steering wheel (RR2 Y70)
Books (RR2)
Paper (In classroom)
Pencils (In classroom

Child Objective: The children will use their

imagination to drive to school in the school bus
and pretend to be students and teachers at
school. The children will learn that we can use
wheels to steer vehicles.
Alternatives:
Creative Art:
Paint with cars

Description: There will be butcher paper

covering the art table with paint trays on it.
The children will dip the cars into the paint and
drive the cars on the butcher paper.

2nd: Sensory: Dirt

and trucks

Description: There will be dirt covering the

sensory table. In the dirt will be cars and trucks
to drive through the dirt with.

Butcher paper (RR1

counter)
Large tempura paint (RR1
O)
Cars (RR2 O19)
Dirt (RR2 G41)
Cars and trucks (RR2 O19)

ROTATING SNACK
9:00-9:50 a.m.
Mandarin oranges, cottage cheese, water

OUTDOOR PLAY
Playground

9:10-9:50 a.m.

*Gross Motor:
Wheelbarrow fun
(3)

Description: There will be wheelbarrows

placed on the sidewalk and grass for the
children to push as they walk. They can gather
sticks and leaves to put in their wheelbarrow.
Objective: The children will discover that as
they push the wheelbarrows in the grass and
on the sidewalk, they can move forward
because they have wheels.
D2 G17 36-60 months Walks following
circular paths
Description: There will be two tires standing
straight up in the grass for the children to roll
or step through
Objective: The children will use their gross
motor skills to roll or step through the tires. As
they roll the tire the children will realize that a
tire is a type of wheel that moves.

Wheelbarrows(3) (Large
shed)

Description: A tunnel will placed in the grass

for the children to crawl through.
D2 G17 36-60 months Crawls through a
play tunnel.

Tunnel (GG)

*2nd: Tire Roll (2)@

3rd: Tunnel (1)

Location: North

Tires(2) Large shed

CLEAN UP
9:50-9:55 a.m.
We will give a five minute, a three minute, and then a one minute warning of how much time we
have left to play. We will then sing the Clean Up song as a team. Its clean up time at preschool,
its time for girls and boys, to stop what theyre doing and put away the toys.
GATHERING TIME
Transition

9:55-10:10 a.m. or 2:55-3:10 p.m.

We will sing the song Wheels on the Bus. Team will sing together and do motions.
Description
Materials
Activity Name
1. Felt Board
Felt board (In classroom)
Pictures of a school bus,
Story- Wheels
Puppet: Hi Im Carl and I have a problem. You
skateboard, bike, scooter,

are used for

people to get
places.
2. Wheels are
used for
recreation

see, I have several trips that I need to take, but

I am not quite sure how to get there!
Teacher: "Carl, the children here have been
learning a lot about wheels. Maybe they can
help you decide how to get where you need to
go?"
Puppet: "Wheels?" (have him look at the
children) "What do wheels have to do with the
trips that Im taking?"
You: "Wheels are used on the vehicles that we
use to get place or to get objects places
Puppet: "OH! Yes, please! If you have all
learned about wheels, I think you really could
help me?"
Teacher: "Here are some different ways of
transportation. Can you all name each way of
transportation for Carl as we take it out of the
bag?
Children: Skateboard, bicycle, car, airplane,
boat, scooter, train, truck, school bus
Teacher: "Where is the first place you would
like to go to?"
Puppet: "I need to go to the grocery store. It is
right here in Rexburg."
Teacher: "Children, how do you think Carl can
get to the supermarket?"

truck, car, airplane, train,

wagon. rollerblades (IWP)
Puppet (RR1 Teacher
Puppets)

Children: A car! A truck! A bike!

Teacher: Carl, which would you like to take?
Puppet: I will take the car.
Puppet: How can I get to the park?
Children: Bike, Skateboard, scooter
Teacher: Carl, which would you like to take?
Puppet: I will take the skateboard.
Puppet: How can I get to school?
Puppet: How can I get to the movie theater?
Puppet: How can I get to Utah?
Puppet: How can I get to the beach?
Puppet: Boys and girls, thank you so much for
helping me today. I never knew that so many
vehicles that we use each day have wheels!
See you later!
2. What vehicle is
it?: Wheels are

used for
recreation.

Does anyone know what recreation is? (Let

students respond) Recreation are activities that
we do because we enjoy them and think they
are fun! Did you know lots of the recreational
activities that we do have wheels? I am going
to describe some activities in my box that have
wheels and you have to guess what they are
I have two big wheels, I have two handle bars,
I have pedals, you can ride me to the park, I
start with a B. Youre right, I am a bicycle.
I have four wheels, you can sit on me or stand
on me sideway to ride me, the top of me is
black, I am long and skinny. Youre right I am
a skateboard.
I have one wheel, you put clay and water on
me, you use only your hands to use me, and
you can create different objects by using me.
Youre right, a pottery wheel.

I have two small wheels, you ride me with one

leg straight and one leg on the ground
pedaling. I have handle bars, I am skinny.

SMALL FOCUS GROUP

10:10-10:25 a.m.
Group #1
Claire
Sully
Bentley
Yosef
Your Activity
Transition to Small
Focus Groups

Were going on a
wheel hunt!

Make a vehicle with

beautiful junk

CLOSING CIRCLE

Group #2
Jane
Ellie
Daegan
Gunner

Group #3
Sam
Oli
Ashtyn
Max

Description & Objective

When I call your name, hop like a bunny to Miss
Lisa-Claire, Bentley, Yosef, Sully.
When I call your name jump like a frog to Miss
Brooke- Jane, Ellie, Daegan, Gunner.
When I call your name, buzz like a bee over to
Miss Christy- Sam, Oli, Ashtyn, Max.
When I call your name, gallop like a horse to Miss
Hannah C.
Description: The children will be told that they
are going to go on a wheel hunt? It is their
responsibility to be detectives and count as many
wheels as they can outside behind the Clarke
building. (There will be wheels on bikes, scooters,
cars, four wheelers, skateboards)
Objective: The children will discover the use of
different wheels in the world around them by
searching and counting the wheels that they see
on their wheel hunt.
Description: There will be baby food jars, straws,
pipe cleaners, tape, glue, feathers, and popsicle
sticks placed on a table for the children. The
children can make a vehicle that moves with
wheels using any of these objects.
Objective: The children will express themselves
by designing their own vehicle with wheels so that
It can move.
D4 G47 36-60 months Uses different art
materials for process and artistic expression.

Group #4
Jacob
Emma
Elias
Aksel
Swede
Materials

Im Taking a Trip on
My Train by Shirley
Neitzel (N2)

Straws (RR1 O30)

Popsicle sticks (RR1
O42)
Baby food jars
(IWP)
Tape (RR1 O45)
Pipe cleaners (RR!
O40)
Glue (RR1 O5)

Isaac: The Ice Cream

Truck by Scott
Santoro (S1)

10:25-10:40 a.m.

Transition The Freeze Song Play The Freeze Song from the CD. Give each child a scarf

to dance with. Dance around in crazy ways so the children will want to dance too. When
the song stops, everyone freezes in whatever pose that they are in. When the music
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starts again the children start dancing again.

Activity Name
Wheels
Review

Description

Materials

Five Little Ducks

song with duck
pictures on felt
board.

I will model for the children the Five Little Ducks finger
play. When they catch on they can sing along with me
and do the motions. I will have five ducks on the felt
board and remove one duck at each verse.
Five Little Ducks
Five little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only four little ducks came waddling back...

Boys and girls, I had so much fun learning about wheels with
you today! When I call your name I want you to stand up and
tell the class what your favorite transportation vehicle is that
has wheels or your favorite thing to do for fun with wheels.
Aksel can you tell me what your favorite thing with wheels
is?
Felt board
(In
classroom)
Felt board
ducks (IWP)

Four little ducks went out one day

Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only three little ducks came waddling back...
Three little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only two little ducks came waddling back...
Two little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but only one little duck came waddling back...
One little duck went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
but no little ducks came waddling back...
No little ducks went out one day
Over the hills and far away
Mama duck said, "Quack, quack, quack, quack,"
and all five ducks came waddling back.
Phonemic
Awareness What
Rhymes?

A game board shaped in a circle, with different words on it will

be laid out for the children. On top of the game board will be
several little animal pieces. I will read a word from the game
board and have the children sound it out with me. The
children will find the animal that rhymes with the word on the
game board.
D5 G56 Shows beginning understanding of rhyme.
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What
Rhymes?
Game (WR
Drawer 3)

The Dinosaur
Song
Caps for Sale Big
Book
Brown bear,
Brown bear

The Dinosaur Song I will pass out a dinosaur to each of the

children and play the song. The children will march in a circle
during the song and do the different actions that it talks
about (eating, sleeping, roaring, marching)
I will read to the children the book Caps for Sale By Esphyr
Obdekina. Throughout the store I will say Lets count how
many caps the peddler has on his head. What do you think
will happen next? Why is the peddler so upset?

I will orally tell the children the story Brown Bear,

Brown Bear, What Do you See? I will hand out the
popsicle sticks to each child with the pictures from the
story on them. Some children will have the same
character, which is okay. I will have the brown bear
popsicle stick to start out the story. I will say Brown
bear, brown bear, what do you see? and in a deeper
voice I will then say I see a purple cat looking at me.
One or two of the children will have the purple cat. I
will guide the children with the purple cat to then say
Purple cat, purple cat, what do you see? They can
then choose what they want the purple cat to see by
looking at the other animals/people that the other
children are holding up. They can then say I see the
green frog looking at me. Continue until every
character has been used in the story.

WORDS TO SONGS & FINGERPLAYS (must provide):

The wheels on the bus go round and round,
round and round,
round and round.
The wheels on the bus go round and round,
all through the town.
The wipers on the bus go Swish, swish, swish;
Swish, swish, swish;
Swish, swish, swish.
The wipers on the bus go Swish, swish, swish,
all through the town.
The horn on the bus goes Beep, beep, beep;
Beep, beep, beep;
Beep, beep, beep.
The horn on the bus goes Beep, beep, beep,
all through the town..
The money on the bus goes, Clink, clink, clink;
Clink, clink, clink;
Clink, clink, clink.
The money on the bus goes, Clink, clink, clink,
all through the town.
The Driver on the bus says "Move on back,
move on back, move on back;"
The Driver on the bus says "Move on back",
all through the town.
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Brown
Bear,
Brown
Bear
popsicle
sticks with
each
character
on them
(WR
Cabinet 2)

The baby on the bus says "Wah, wah, wah;

Wah, wah, wah;
Wah, wah, wah".
The baby on the bus says "Wah, wah, wah",
all through the town.
The mommy on the bus says "Shush, shush, shush;
Shush, shush, shush;
Shush, shush, shush."
The mommy on the bus says "Shush, shush, shush"
all through the town.

RESOURCES:
preschool-plan-it.com

http://www.kidsparkz.com/wheels.html#.VX-ppvlViko

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