Lesson Plan: Animals All Over the World

Create a lesson plan for a single day in a preschool classroom. Your classroom population is as follows:
20 students total Ages 3-5
• 1 student has a hearing impairment.
• 1 student has a visual impairment.
Your task is to create an interesting, engaging lesson plan for an average Tuesday during the spring semester. Your lesson plans must meet the following requirements:
1. There must be a cohesive theme for the day that’s present in every activity and lesson throughout the day.
2. Every lesson must incorporate one of the following art project, music, or movement activity. It doesn’t have to be the main focus of the lesson. Remember, a coloring page where each student will end with a similar final product doesn’t count as art.
3. You must include your accommodations for the child with a hearing impairment and the child with a visual impairment
4. Each lesson should account for students’ level of development. The independent activity shouldn’t require a sustained focus greater than 20 minutes.
Create a lesson plan for each of the following subjects- Should total 10 lesson plans
 Science
 Mathematics
 Reading
 Learning to Recognize/Write Letters of the Alphabet
 Social Studies
 Art
 Physical Education
 Cultural Appreciation
 Conflict Resolution
 Technology
Each subject must follow this formatting:
 Subject:
 Topic:
 Materials Required:
 Introduction:
 Guided Practice:
 Instructions to Students:
 Art/Music/Movement Element and Explanation:
 Accommodations:
 Approximate Duration of Independent Activity:
Example:
 This lesson belongs in a unit with a “Diversity is Wonderful” theme.
 Subject: Reading
 Topic: Everyone is Special
 Materials Required: The Rainbow Fish by Marcus Pfister, white paper, colored tissue paper, shiny foil cut into small shapes, crayons, glue sticks, teacher’s example
 Introduction: Reading the story, The Rainbow Fish, and have a discussion about why the Rainbow Fish is still special, even though he’s not the most beautiful fish in the ocean anymore. Key Question: What makes someone special? Is it their appearance or what’s inside? Or a mixture of both? What makes you special?
 Guided Practice: If I were a creature that lives in the ocean, I would be an octopus. Because I feel like I’m always doing so many things at once. I feel like this fish is the best example of myself. It will be colorful and contain a single, shiny foil piece to represent my shiny scale.
 Instructions to Students: You’ll be creating your own fish! This fish should be what you think you’d be if you lived in the ocean. Know that it doesn’t have to be a fish; it can be any creature that lives in or around the ocean, like an otter or a penguin. It should be just like you, though! You’ll use your hands to rip the tissue paper into smaller pieces, and you’ll glue them onto your page to create the shape of your fish. You’ll be allowed one shiny scale, and you can use your crayons to draw a face or other features you’d like.
 Art/Music/Movement Element: Students will be creating their idea for what they’d look like as a fish. This qualifies as art because no two fish will look similar, and this isn’t busywork. Students are working on their self-reflection skills to find representations of who they are as individuals.
 Accommodations: The student with the visual impairment can touch the book as it’s read to feel the shiny scales on the page. This student will also be given assistance to help glue and attach his or her fish scales. The student with the auditory impairment can sit more closely as the story is being read to hear better. Also for the hearing impaired student, a second reading of the story can occur if necessary.
 Approximate Duration of Solo Activity: 15 minutes