Group time lesson plans
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1. Name of activity/ age group: Walking logs, 3-5
KDI: C. Physical development and health, 16. Gross motor skills, 18. Body awareness
Originating idea: Children at this age love to move a lot and this will give them the chance to learn about taking turns, while working on their gross motor skills.
Materials: Walking logs, and speaker to play music from.
Beginning: Bring the walking logs to the large group area. Explain to the children that they will take turns across the logs and then have them form a line.
Middle: Start the music. While the children walk across the logs encourage them!
Early: Some students may not be able to walk across the logs alone yet, you can walk next to them while holding their hand to help them across. These students may need a lot of encouragement and reassurance that they are able to make it across.
Middle: For students who can make it across mostly on their own, you can stand close by and step in if it seems like they may fall and hurt themselves. Just like those who need lots of help or none, encouraging words and smiles/ claps are also a good idea.
Later: For students who can walk across by themselves, you can stand off to the side and encourage them as they walk across. You can clap, smile, and speak encouraging words.
End: Once the children are needing to move on, encourage them to stack the logs and try to put them back where they go.
Follow up idea: The walking logs can be placed in the music/ movement area of the classroom. This gives the opportunity for children to get them out again during work time and explore them more.
2. Name of activity/ age group: Hot potato, 3-5
KDI: B. Social and emotional development, 13. Cooperative play. C. Physical development and health, 17. Fine motor skills
Originating idea: Playing games is something that children enjoy but may still need more work on understanding how to take turns and be okay with “getting out.” Playing hot potato is not only fun but will help them to improve on these skills.
Materials: A bean bag, actual potato or some object to use as the potato, and a speaker to play music from.
Beginning: Gather all the children in the large group area. Ask them if any of them have played this game before, if they have not, explain the game to them. “So, what we want to do is pass the potato around the circle to each other and if the music stops as you are holding it, for the rest of the game you will sit out. Are we ready to play?!”
Middle: Start the music and begin passing the object around the circle. Encourage the children to pass it fast.
Early: Some of the children may not understand that they need to pass the object in a swift manner. For these students be sure to encourage lots and if they hold onto the object for too long prompt them to pass it. When it comes to upset feelings about having to sit out, remind the children that it is okay and they will get the chance to play again.
Middle: For these students they may need occasional prompts to pass the object. Provide them with encouragement and excitement as they continue to pass the object.
Later: These students understand the game and can pass the object swiftly. Provide them with encouragement and excitement as they go about the game!
End: After playing a few rounds, whoever has the object last can go put it away where it belongs.
Follow up idea: If you used an object that will not go bad like a potato, you can place the object in the music/ movement area and the children may play on their own during work time. If you did use a potato and the children enjoyed the game you can play it again later that week or the following week for large group again.
3. Name of activity/ age group: Bean bag dance, 3-5
KDI: F. Creative arts, 42. movement
Originating idea: Children love to dance! In this activity they will get the chance to dance, be silly, learn and or show off that they know where the body parts are that are in the song!
Materials: Bean bags, speaker to play music from.
Beginning: Gather the children in the large group area, pass out the bean bags and explain that you will be using the bean bags to dance to the music. The song will name different body parts and we can all try to place the bean bags on that body part.
Middle: Start the music, be sure to do the dance with the children, be silly, have fun and sing along with them.
Early: Some of the children may get confused and find it hard to place the bean bag on the body part as the song may be too fast for them. This is where you doing it along with the students is important, as you sing along and do the movements, they will be able to watch and follow your lead. By doing this, towards the end of the song they may start to get the hang of moving the bean bag swiftly to different parts of their body. Providing them with encouragement and excitement as they get the hang of the song.
Middle: These students are almost there in being able to do the correct movements. These students just like the early learners will still benefit from watching you follow along with the song. They also will benefit from getting encouragement and excitement as they follow along with the song.
Later: When it comes to students who can do the movements along with the song with no problem, they will enjoy dancing and singing along with their classmates and you! Still provide the same excitement and encouragement as it will help them to keep the same energy throughout the song.
End: Once the song ends, you can clap and tell all the children everyone did a wonderful job. Then hold the bag or basket the bean bags go in so the children can bring them to you and put them away.
Follow up idea: Placing the beanbags in the music/ movement area is a great way to have them available for work time and a good afternoon activity when pick up time is near and the children are getting restless.
4. Name of activity/ age group: Blowing bubbles, 1-5
KDI: Toddler: C. Physical development and health, 13. Moving the whole body, E. Cognitive development, 35. Cause and effect
Preschool: A. Approaches to learning, 3. Engagement, G. Science, and technology, 45. Observing
Originating idea: Children love blowing and popping bubbles! For older children this activity can be a fun way to be silly with their friends as well as use gross motor skills to pop and chase bubbles, for younger children they will be able to use their gross motor skills to move around and chase the bubbles to pop them!
Materials: Individual bubble wands
Beginning: Bring the children outside and meet in a spot on the playground. Pass out the bubble wands, be sure to have on for yourself. If doing this with younger children, you will be blowing the bubbles as they may not know how to yet, but you can give them the opportunity to try.
Middle: Once everyone has bubbles, start blowing and popping bubbles!
Early:
Toddler: For toddlers who are not able to catch and pop the bubbles you can show them how to pop the bubbles. Showing lots of excitement such as clapping, smiling if they do pop the bubbles will encourage them to continue to try again.
Preschool: Some of the students may not be able to blow hard enough to create the bubbles. To help them learn how, getting down to their level and showing them how as well as encouraging them to keep trying will provide them with the want to keep trying until they can do it on their own.
Middle:
Toddler: Some of the children may know how to pop bubbles but may want to try to blow bubbles as well. You can facilitate this want by putting the wand a little in front of their mouth and making the blowing motion with your mouth as they try so they can see an example of how to do it.
Preschool: These students can sometimes make bubbles but may not consistently be able to make them. By providing them with encouragement and blowing bubbles alongside them they will want to keep trying!
Later:
Toddler: These children can pop bubbles, occasionally blow bubbles, and will enjoy moving around outside chasing and popping bubbles! You should still be showing excitement as they pop the bubbles as this is an activity that they gain the ability to grow in moving their bodies and learning about cause and effect.
Preschool: These children can continuously blow bubbles as well as chasing them and popping them. Blowing and popping bubbles alongside them is a fun activity to do together!
End: When it is time to go inside, have the children give you the bubble wands back. As you are walking back to the classroom, talk about how fun it was to pop the bubbles, chase them around and watch them float in the air.
Follow up idea:
Toddler: Besides a bubble wand you could get a bubble making machine and at times when the children are restless, such as before lunch or close to pick up time, you can turn it on and allow the children to get their energy out along with working on fine and gross motor skills.
Preschool: Popping and blowing bubbles can become a weekly outdoor activity. The preschool age children may also enjoy the bubble making machine.
5. Name of activity/ age group: Duck, Duck, Goose, 3-5
KDI: C. Physical development and health, 16. Gross motor skills. B. Social and emotional development, 13. Cooperative play.
Originating idea: This is another classic game that children can use to learn about taking turns, being okay with “getting out” and most importantly use their gross motor skills to run around and get their energy out!
Materials: A speaker to play music from
Beginning: You can play this game inside or outside. If playing inside gather the children in a circle in the large group area. If playing outside, pick a large space of grass and have the children gather in a circle. If some of the children have not played, be sure to explain the game before starting. You should also be joining in the circle with them and playing if you get picked!
Middle: Play the music and whichever child is sitting by you can go first, you and the other children can clap, laugh, and cheer on the classmates that are up and playing!
Early: Some children may not understand the game. To help them be able to play alongside their classmates you can explain the game to them. Be sure to keep the explanation short and simple but to where they understand how to play. You may also have to help these children be okay with getting out and not being able to play for the rest of the game. Do this by reassuring them that there will be another chance for them to play and that it is okay because it is just a fun game. Encouraging, clapping, and cheering on the children when it is their turn is also a great way to help them get into the game!
Middle: These children may understand the game, but might still have a hard time regulating their emotions when it comes to getting out of the game. To help them with this reassure them that they will have another chance to play and that since it is just a fun game there is no need to get very upset. Also provide these children with encouragement, and excitement such as clapping and cheering them on when it is their turn!
Later: These children understand the game, and have no issues when they get out. To help these children encourage them to play with their friends during work time as well as cheering them on as they take their turn as this makes the game more fun for everyone!
End: After playing a few rounds, if you are outside let the children go on to play on the playground, if inside move onto the next part of the schedule.
Follow up idea: This is a simple, fun game to play outside time, or at the end of the day while waiting for pick up time.
6. Name of activity/ age group: Scavenger hunt, 3-5
KDI: A. Approaches to learning, 1. Initiative
Originating idea: Children love to move around and explore the spaces they spend lots of time in. By doing a scavenger hunt the children can expand on their problem-solving skills, communication and teamwork skills.
Materials: small objects (Easter eggs, small dolls, bean bags), baskets for the children to put the objects in.
Beginning: Gather the children in the large group area. Talk about what a scavenger hunt is, ask if they have ever done one before? Have the children put their heads down or turn their back as you hide the objects. Be sure to keep an eye on them as you hide the objects to prevent peeking, so it is fair for all.
Middle: Once you have hidden all the objects, let the children know and them encourage them to start looking around the room! Walk around with them and show excitement as they find the objects.
Early: Some children may feel overwhelmed or not know where to start looking. To help these children you can walk around the room with them and prompt to different hiding spots to make the scavenger hunt less stressful for them. Saying things like “why don’t we check over here?” As well as showing lots of excitement when they can find an object.
Middle: These students will be able to find some objects on their own, but still may need some help looking for objects in harder spots. You can prompt them to look in certain spots and provide them with encouragement and excitement as they find the objects hidden in harder spots.
Later: The children who have no problem finding the objects and can even find the ones hidden in harder spots will still benefit from encouragement and excitement as they find the objects. One problem they may be finding all of them so fast the other children do not get a fair chance, encourage them to help their classmates look!
End: Once they have found all the objects, encourage them to put the objects in their basket away. Talk with them about how awesome it was they found all the things hidden, you can also ask them if they would enjoy doing this again!
Follow up idea: If the children seemed to enjoy this activity you can do it again in the following week as another large group activity. You can also carry on a discussion about what they thought about the scavenger hunt during mealtimes or work times. Ask them questions like “where was the easiest hiding spot?” “Where was the hardest hiding spot?”
7. Activity name/ age group: Animal bingo, 3-5
KDI: B. Social and emotional development, 13. Cooperative play, 9. Emotions
Originating idea: Children love animals and learning more about them! Playing animal bingo can allow children to identify the animals they know. Bingo can also help with self-regulation skills as it is not a game that involves a lot of movement or shouting out/ talking.
Materials: Animal bingo cards, bingo chips, small prizes like candy, erasers, etc.
Beginning: Gather the children in the large group area, ask them about their favorite animals and or which animals they know! Pass out the bingo cards and chips to all the children. If some of the children do not know how to play explain bingo to them along with what to do if they get a bingo.
Middle: Once all the children have their bingo cards and a pile of chips, begin calling out animal names of the animals on the cards.
Early: Some of the students may have a hard time identifying all the animals on their bingo card, especially if it is an animal that they do not see or hear about often. To help these students you can be moving around the room or sit by them and prompt them to put the bingo chip on the animal that was just called. They may also find it challenging to accept when other students get a bingo and they do not. To help them with this you can reassure that they will be given the chance to get a bingo too!
Middle: These students have a good understanding of how to play, most of the animals on their card but may get upset when others get a bingo and they do not. Provide these children with the same thing as the early learners, give reassurance. If they struggle with some of the animals you can point out to them the animals to put their chip on if it has been called.
Later: The children at the later stage of learning know all the basic animals, understand how to play bingo and are okay when others get a bingo and they do not. To further the children’s learning, give them bingo cards with harder animals on it. This can help them to learn more animals and what their names are and what they look like.
End: Once the game has ended, collect the bingo cards and chips. Pass out the prizes to those who have won. You can place the bingo cards in the puzzle area so the children can play again if they want to during work time.
Follow up idea: You can place the bingo cards and chips in the puzzle area. By doing this the children who really enjoyed playing can get a group together during work time and play together.
8. Activity name/ age group: Coloring, 1-5
KDI: Toddler: C. Physical development and health, 12. Moving parts of the body, F. Creative arts, 37. Exploring art materials
Preschool: E. Mathematics, 35. Spatial awareness, F. Creative arts, 40. Art
Originating idea: Children love to color! It allows them to express themselves creatively and for many children gives them a chance to relax and feel calm. For toddlers it also gives them the chance to work on their fine motor skills of grasping and moving their hands.
Materials: Large piece of paper, crayons, and markers
Beginning: Gather all the children in a large hard floor space. Bring out the paper and coloring tools. “Today we are all going to work on a picture together!” Allow them to choose if they are going to use markers or crayons.
Middle: Be sure to sit down beside the children and talk as they color! If there is enough room for you depending on your class size join in and color with them
Early:
Toddler: Some of the toddlers may not be able to give each other space as they color, they may also put the markers or crayons in their mouths. To help them with this, have them spread out and keep an eye on them to see if they are putting the coloring tools in their mouths. Gently remind them, “we use our marker/ crayon on the paper! Not in our mouths please.”
Preschool: Just like the toddlers, they may have trouble giving each other space. To help them with this, keep them spaced out enough so everyone has enough room to make a picture without bumping into each other. They may also get upset when someone else colors near their picture or on top of their picture. To help them with this encourage the children who are drawing on their classmates’ pictures or near their pictures to move to another side of the paper that has more open space, and reassure the child who got upset that they can color more in another space.
Middle:
Toddler: These toddlers can color without putting the marker or crayon in their mouth, but they may still have problems with getting in each other’s space. To combat this, again you can ensure that they are spaced out enough and move them back to their spot if they continue to invade their classmate’s space.
Preschool: These children may not be in each other’s physical space, but may get upset when someone colors near or on their picture. You can do the same as you did for the early learners and prompt the child who is coloring near or on someone else’s picture to a different area with more space and let the upset child know that their picture is not ruined and they can restart it in another open space.
Later:
Toddler: These toddlers can color, do not put the coloring tools in their mouths, but since they lack the developmental ability of spatial awareness you will still have to ensure everyone has enough physical space and may have to physically move them back to an area where they are not bumping into their classmate.
Preschool: These preschools can color in harmony. They do not get in each other’s space, do not color on or near another classmate’s picture. You can encourage these children to draw actual pictures instead of just scribbles or lines. Think of easy things like hearts, flowers, the sun, etc. You can draw one and them prompt them to copy it.
End: Have all the children place their coloring tools back where they go. For the toddlers hold the containers out for them to put the markers or crayons back in. You can hang the class made picture up on the wall so all the children can see the work they did together!
Follow up idea:
Toddler: To help them learn more about coloring do another large group coloring activity. You can use the large paper again or give them each their own individual papers to color on.
Preschool: Have paper, markers and crayons out in the art area for the children to use again during work time! This will allow them to make their own pictures they can take home.
KDI: C. Physical development and health, 16. Gross motor skills, 18. Body awareness
Originating idea: Children at this age love to move a lot and this will give them the chance to learn about taking turns, while working on their gross motor skills.
Materials: Walking logs, and speaker to play music from.
Beginning: Bring the walking logs to the large group area. Explain to the children that they will take turns across the logs and then have them form a line.
Middle: Start the music. While the children walk across the logs encourage them!
Early: Some students may not be able to walk across the logs alone yet, you can walk next to them while holding their hand to help them across. These students may need a lot of encouragement and reassurance that they are able to make it across.
Middle: For students who can make it across mostly on their own, you can stand close by and step in if it seems like they may fall and hurt themselves. Just like those who need lots of help or none, encouraging words and smiles/ claps are also a good idea.
Later: For students who can walk across by themselves, you can stand off to the side and encourage them as they walk across. You can clap, smile, and speak encouraging words.
End: Once the children are needing to move on, encourage them to stack the logs and try to put them back where they go.
Follow up idea: The walking logs can be placed in the music/ movement area of the classroom. This gives the opportunity for children to get them out again during work time and explore them more.
2. Name of activity/ age group: Hot potato, 3-5
KDI: B. Social and emotional development, 13. Cooperative play. C. Physical development and health, 17. Fine motor skills
Originating idea: Playing games is something that children enjoy but may still need more work on understanding how to take turns and be okay with “getting out.” Playing hot potato is not only fun but will help them to improve on these skills.
Materials: A bean bag, actual potato or some object to use as the potato, and a speaker to play music from.
Beginning: Gather all the children in the large group area. Ask them if any of them have played this game before, if they have not, explain the game to them. “So, what we want to do is pass the potato around the circle to each other and if the music stops as you are holding it, for the rest of the game you will sit out. Are we ready to play?!”
Middle: Start the music and begin passing the object around the circle. Encourage the children to pass it fast.
Early: Some of the children may not understand that they need to pass the object in a swift manner. For these students be sure to encourage lots and if they hold onto the object for too long prompt them to pass it. When it comes to upset feelings about having to sit out, remind the children that it is okay and they will get the chance to play again.
Middle: For these students they may need occasional prompts to pass the object. Provide them with encouragement and excitement as they continue to pass the object.
Later: These students understand the game and can pass the object swiftly. Provide them with encouragement and excitement as they go about the game!
End: After playing a few rounds, whoever has the object last can go put it away where it belongs.
Follow up idea: If you used an object that will not go bad like a potato, you can place the object in the music/ movement area and the children may play on their own during work time. If you did use a potato and the children enjoyed the game you can play it again later that week or the following week for large group again.
3. Name of activity/ age group: Bean bag dance, 3-5
KDI: F. Creative arts, 42. movement
Originating idea: Children love to dance! In this activity they will get the chance to dance, be silly, learn and or show off that they know where the body parts are that are in the song!
Materials: Bean bags, speaker to play music from.
Beginning: Gather the children in the large group area, pass out the bean bags and explain that you will be using the bean bags to dance to the music. The song will name different body parts and we can all try to place the bean bags on that body part.
Middle: Start the music, be sure to do the dance with the children, be silly, have fun and sing along with them.
Early: Some of the children may get confused and find it hard to place the bean bag on the body part as the song may be too fast for them. This is where you doing it along with the students is important, as you sing along and do the movements, they will be able to watch and follow your lead. By doing this, towards the end of the song they may start to get the hang of moving the bean bag swiftly to different parts of their body. Providing them with encouragement and excitement as they get the hang of the song.
Middle: These students are almost there in being able to do the correct movements. These students just like the early learners will still benefit from watching you follow along with the song. They also will benefit from getting encouragement and excitement as they follow along with the song.
Later: When it comes to students who can do the movements along with the song with no problem, they will enjoy dancing and singing along with their classmates and you! Still provide the same excitement and encouragement as it will help them to keep the same energy throughout the song.
End: Once the song ends, you can clap and tell all the children everyone did a wonderful job. Then hold the bag or basket the bean bags go in so the children can bring them to you and put them away.
Follow up idea: Placing the beanbags in the music/ movement area is a great way to have them available for work time and a good afternoon activity when pick up time is near and the children are getting restless.
4. Name of activity/ age group: Blowing bubbles, 1-5
KDI: Toddler: C. Physical development and health, 13. Moving the whole body, E. Cognitive development, 35. Cause and effect
Preschool: A. Approaches to learning, 3. Engagement, G. Science, and technology, 45. Observing
Originating idea: Children love blowing and popping bubbles! For older children this activity can be a fun way to be silly with their friends as well as use gross motor skills to pop and chase bubbles, for younger children they will be able to use their gross motor skills to move around and chase the bubbles to pop them!
Materials: Individual bubble wands
Beginning: Bring the children outside and meet in a spot on the playground. Pass out the bubble wands, be sure to have on for yourself. If doing this with younger children, you will be blowing the bubbles as they may not know how to yet, but you can give them the opportunity to try.
Middle: Once everyone has bubbles, start blowing and popping bubbles!
Early:
Toddler: For toddlers who are not able to catch and pop the bubbles you can show them how to pop the bubbles. Showing lots of excitement such as clapping, smiling if they do pop the bubbles will encourage them to continue to try again.
Preschool: Some of the students may not be able to blow hard enough to create the bubbles. To help them learn how, getting down to their level and showing them how as well as encouraging them to keep trying will provide them with the want to keep trying until they can do it on their own.
Middle:
Toddler: Some of the children may know how to pop bubbles but may want to try to blow bubbles as well. You can facilitate this want by putting the wand a little in front of their mouth and making the blowing motion with your mouth as they try so they can see an example of how to do it.
Preschool: These students can sometimes make bubbles but may not consistently be able to make them. By providing them with encouragement and blowing bubbles alongside them they will want to keep trying!
Later:
Toddler: These children can pop bubbles, occasionally blow bubbles, and will enjoy moving around outside chasing and popping bubbles! You should still be showing excitement as they pop the bubbles as this is an activity that they gain the ability to grow in moving their bodies and learning about cause and effect.
Preschool: These children can continuously blow bubbles as well as chasing them and popping them. Blowing and popping bubbles alongside them is a fun activity to do together!
End: When it is time to go inside, have the children give you the bubble wands back. As you are walking back to the classroom, talk about how fun it was to pop the bubbles, chase them around and watch them float in the air.
Follow up idea:
Toddler: Besides a bubble wand you could get a bubble making machine and at times when the children are restless, such as before lunch or close to pick up time, you can turn it on and allow the children to get their energy out along with working on fine and gross motor skills.
Preschool: Popping and blowing bubbles can become a weekly outdoor activity. The preschool age children may also enjoy the bubble making machine.
5. Name of activity/ age group: Duck, Duck, Goose, 3-5
KDI: C. Physical development and health, 16. Gross motor skills. B. Social and emotional development, 13. Cooperative play.
Originating idea: This is another classic game that children can use to learn about taking turns, being okay with “getting out” and most importantly use their gross motor skills to run around and get their energy out!
Materials: A speaker to play music from
Beginning: You can play this game inside or outside. If playing inside gather the children in a circle in the large group area. If playing outside, pick a large space of grass and have the children gather in a circle. If some of the children have not played, be sure to explain the game before starting. You should also be joining in the circle with them and playing if you get picked!
Middle: Play the music and whichever child is sitting by you can go first, you and the other children can clap, laugh, and cheer on the classmates that are up and playing!
Early: Some children may not understand the game. To help them be able to play alongside their classmates you can explain the game to them. Be sure to keep the explanation short and simple but to where they understand how to play. You may also have to help these children be okay with getting out and not being able to play for the rest of the game. Do this by reassuring them that there will be another chance for them to play and that it is okay because it is just a fun game. Encouraging, clapping, and cheering on the children when it is their turn is also a great way to help them get into the game!
Middle: These children may understand the game, but might still have a hard time regulating their emotions when it comes to getting out of the game. To help them with this reassure them that they will have another chance to play and that since it is just a fun game there is no need to get very upset. Also provide these children with encouragement, and excitement such as clapping and cheering them on when it is their turn!
Later: These children understand the game, and have no issues when they get out. To help these children encourage them to play with their friends during work time as well as cheering them on as they take their turn as this makes the game more fun for everyone!
End: After playing a few rounds, if you are outside let the children go on to play on the playground, if inside move onto the next part of the schedule.
Follow up idea: This is a simple, fun game to play outside time, or at the end of the day while waiting for pick up time.
6. Name of activity/ age group: Scavenger hunt, 3-5
KDI: A. Approaches to learning, 1. Initiative
Originating idea: Children love to move around and explore the spaces they spend lots of time in. By doing a scavenger hunt the children can expand on their problem-solving skills, communication and teamwork skills.
Materials: small objects (Easter eggs, small dolls, bean bags), baskets for the children to put the objects in.
Beginning: Gather the children in the large group area. Talk about what a scavenger hunt is, ask if they have ever done one before? Have the children put their heads down or turn their back as you hide the objects. Be sure to keep an eye on them as you hide the objects to prevent peeking, so it is fair for all.
Middle: Once you have hidden all the objects, let the children know and them encourage them to start looking around the room! Walk around with them and show excitement as they find the objects.
Early: Some children may feel overwhelmed or not know where to start looking. To help these children you can walk around the room with them and prompt to different hiding spots to make the scavenger hunt less stressful for them. Saying things like “why don’t we check over here?” As well as showing lots of excitement when they can find an object.
Middle: These students will be able to find some objects on their own, but still may need some help looking for objects in harder spots. You can prompt them to look in certain spots and provide them with encouragement and excitement as they find the objects hidden in harder spots.
Later: The children who have no problem finding the objects and can even find the ones hidden in harder spots will still benefit from encouragement and excitement as they find the objects. One problem they may be finding all of them so fast the other children do not get a fair chance, encourage them to help their classmates look!
End: Once they have found all the objects, encourage them to put the objects in their basket away. Talk with them about how awesome it was they found all the things hidden, you can also ask them if they would enjoy doing this again!
Follow up idea: If the children seemed to enjoy this activity you can do it again in the following week as another large group activity. You can also carry on a discussion about what they thought about the scavenger hunt during mealtimes or work times. Ask them questions like “where was the easiest hiding spot?” “Where was the hardest hiding spot?”
7. Activity name/ age group: Animal bingo, 3-5
KDI: B. Social and emotional development, 13. Cooperative play, 9. Emotions
Originating idea: Children love animals and learning more about them! Playing animal bingo can allow children to identify the animals they know. Bingo can also help with self-regulation skills as it is not a game that involves a lot of movement or shouting out/ talking.
Materials: Animal bingo cards, bingo chips, small prizes like candy, erasers, etc.
Beginning: Gather the children in the large group area, ask them about their favorite animals and or which animals they know! Pass out the bingo cards and chips to all the children. If some of the children do not know how to play explain bingo to them along with what to do if they get a bingo.
Middle: Once all the children have their bingo cards and a pile of chips, begin calling out animal names of the animals on the cards.
Early: Some of the students may have a hard time identifying all the animals on their bingo card, especially if it is an animal that they do not see or hear about often. To help these students you can be moving around the room or sit by them and prompt them to put the bingo chip on the animal that was just called. They may also find it challenging to accept when other students get a bingo and they do not. To help them with this you can reassure that they will be given the chance to get a bingo too!
Middle: These students have a good understanding of how to play, most of the animals on their card but may get upset when others get a bingo and they do not. Provide these children with the same thing as the early learners, give reassurance. If they struggle with some of the animals you can point out to them the animals to put their chip on if it has been called.
Later: The children at the later stage of learning know all the basic animals, understand how to play bingo and are okay when others get a bingo and they do not. To further the children’s learning, give them bingo cards with harder animals on it. This can help them to learn more animals and what their names are and what they look like.
End: Once the game has ended, collect the bingo cards and chips. Pass out the prizes to those who have won. You can place the bingo cards in the puzzle area so the children can play again if they want to during work time.
Follow up idea: You can place the bingo cards and chips in the puzzle area. By doing this the children who really enjoyed playing can get a group together during work time and play together.
8. Activity name/ age group: Coloring, 1-5
KDI: Toddler: C. Physical development and health, 12. Moving parts of the body, F. Creative arts, 37. Exploring art materials
Preschool: E. Mathematics, 35. Spatial awareness, F. Creative arts, 40. Art
Originating idea: Children love to color! It allows them to express themselves creatively and for many children gives them a chance to relax and feel calm. For toddlers it also gives them the chance to work on their fine motor skills of grasping and moving their hands.
Materials: Large piece of paper, crayons, and markers
Beginning: Gather all the children in a large hard floor space. Bring out the paper and coloring tools. “Today we are all going to work on a picture together!” Allow them to choose if they are going to use markers or crayons.
Middle: Be sure to sit down beside the children and talk as they color! If there is enough room for you depending on your class size join in and color with them
Early:
Toddler: Some of the toddlers may not be able to give each other space as they color, they may also put the markers or crayons in their mouths. To help them with this, have them spread out and keep an eye on them to see if they are putting the coloring tools in their mouths. Gently remind them, “we use our marker/ crayon on the paper! Not in our mouths please.”
Preschool: Just like the toddlers, they may have trouble giving each other space. To help them with this, keep them spaced out enough so everyone has enough room to make a picture without bumping into each other. They may also get upset when someone else colors near their picture or on top of their picture. To help them with this encourage the children who are drawing on their classmates’ pictures or near their pictures to move to another side of the paper that has more open space, and reassure the child who got upset that they can color more in another space.
Middle:
Toddler: These toddlers can color without putting the marker or crayon in their mouth, but they may still have problems with getting in each other’s space. To combat this, again you can ensure that they are spaced out enough and move them back to their spot if they continue to invade their classmate’s space.
Preschool: These children may not be in each other’s physical space, but may get upset when someone colors near or on their picture. You can do the same as you did for the early learners and prompt the child who is coloring near or on someone else’s picture to a different area with more space and let the upset child know that their picture is not ruined and they can restart it in another open space.
Later:
Toddler: These toddlers can color, do not put the coloring tools in their mouths, but since they lack the developmental ability of spatial awareness you will still have to ensure everyone has enough physical space and may have to physically move them back to an area where they are not bumping into their classmate.
Preschool: These preschools can color in harmony. They do not get in each other’s space, do not color on or near another classmate’s picture. You can encourage these children to draw actual pictures instead of just scribbles or lines. Think of easy things like hearts, flowers, the sun, etc. You can draw one and them prompt them to copy it.
End: Have all the children place their coloring tools back where they go. For the toddlers hold the containers out for them to put the markers or crayons back in. You can hang the class made picture up on the wall so all the children can see the work they did together!
Follow up idea:
Toddler: To help them learn more about coloring do another large group coloring activity. You can use the large paper again or give them each their own individual papers to color on.
Preschool: Have paper, markers and crayons out in the art area for the children to use again during work time! This will allow them to make their own pictures they can take home.
