Pet Care
An Integrated Preschool Curriculum Web Project
by
Lisa A. Ward
ECE 504 Early Childhood Curriculum
Instructor: Dr. Jeffrey Trawick-Smith
December 13, 2007
Selecting a Child-Centered Theme
After discovering that there was not a designated Sharing time allotted for the afternoon
preschoolers at Southeast Elementary School in Mansfield, I received permission to
schedule a Show-and-Tell week (see Appendix A). I dedicated 20-30 minutes at the start
of each afternoon session for one week for children to share anything of interest to them.
Most of the 4-year-old children brought in something every day, while other children
brought in something one, two or three days that week. By the end of the week-long
activity, every child had participated.
After each child presented his/her item of interest, whole class discussions were
held about the item. This gave everyone a chance to comment on the item or ask
questions to the presenter. I documented the discussions in order to find out what the
children thought they knew about each item. Of the main topics – animals, sports, books,
and transportation – presented during Show-and-Tell week, the most popular topic among
the preschoolers was animals.
I then conducted a webbing activity (see General Web) on animals, in particular,
"Preschoolers' Pets" with the preschoolers. During this activity the children talked about
the animals they have at home. Some children were sad and some were angry because
their parents wouldn't allow them to have a pet at home. One of the preschoolers asked,
"Can we have a pet in school?" Without hesitation, all the children shouted with
excitement over the thought of having a classroom pet. The children started naming all
the different types of pets they wanted to have as the classroom pet including a dog, a cat,
a fish, a hermit crab, a bird, a rabbit, a hamster, a gerbil, and a guinea pig. "Before a
decision can be made about whether or not we have a classroom pet, we need to know
1
how we would take care of a pet," the preschool teacher declared. And so, the childcentered theme chosen for this project – Pet Care (see Zoom Web) – was created.
Learning how to care for and handle a pet is an important part of a child's relationship
with animals.
Pet Care Experiences/Activities for Preschool
Learning Processes:
Q = Quantifying
AM = Autonomous mathematical thinking
H = Historical thinking
G = Geographical thinking
MC = Multicultural thinking
S = Sciencing
A = Artistic expression
P = Pretend play
LR = Literacy/Reading
LW = Literacy/Writing
Learning Formats:
Coop = Cooperative Learning Activity
L Ctr = Learning Center
1. Cooperative groups will discuss the importance of keeping pets clean. Next, the
teacher will read Harry the Dirty Dog by Gene Zion. Pairs of students will sign up for
cleaning duty – cleaning the cage of their second grade buddies’ class pet who will be
visiting the preschool classroom for the next 4 weeks – and work together to clean the
cage. Students will sign up for cleaning duty by writing their name (2 students one
day, 2 students the next day, etc.) on a designated calendar in the Discovery Zone.
(LW, LR, S) (Coop) (LCtr)
2. Children will take turns caring for the class pet rabbit on the weekends, school
vacations, etc. Make a schedule of who will take home the pet when. The child taking
care of the pet will “sign out” and “sign in” using a designated schedule in the
Discovery Zone. A journal will go home to document what responsibilities the child
did with the pet and write (or dictate to the parent) any questions to be answered in
class when the rabbit returns to school. The child will report back to the class on the
first day back to school from the weekend or vacation and prompt class discussions.
(LW, LR, S) (Coop)
3. The teacher will read Whose House Is This? by Wayne Lynch. After holding a
discussion about domestic animal's shelter, children will draw and/or look through a
variety of magazines (such as Ranger Rick and National Geographic) and cut out
pictures of domestic animals and their homes. The children will create a Mural: on
2
mural paper with "There's No Place Like Home" written across the top, the children
will glue or draw pictures to create a class mural. (A, LW) (Coop)
4. In a small group, 2-3 children will build a maze for a pet the Block Area. Using
stuffed animals or themselves acting as a pet, as one child starts at the beginning of
the maze, the other children must give directions to help him/her through the maze
and out the other end. (G, P) (Coop)
5. In the Art Center, children will cut out large fishbowl shapes from white paper. With
crayons the children will draw the water, sea grass, pebbles or sandy bottom of their
pretend aquarium. Using sponges, children will cut a simple goldfish shape stamp on
"fish" in bright orange and yellow paint on to your fishbowl. (A) (LCtr)
6. The teacher will read Fish is Fish by Leo Lionni (and/or Fish Out of Water by P.D.
Eastman). Next, as a whole group, the children will set up a fish aquarium in the
classroom. After adding fish to the aquarium, the children will spend time watching
the fish swim, eat, and breathe. In a journal, children will record (or dictate)
observations and keep a feeding schedule of who will feed the fish, how much food
the fish eats and how often. (Q, AM, H, S, LW)
7. In the Art Center, children will make a Take-Home Aquarium for non-living fish
using paper plates and plastic wrap. After cutting out fish patterns, children will add
the "fish" to their take-home aquarium.(A) (LCtr)
8. The teacher will read The Best Vet in the World by Charnan Simon. The class will
engage in a discussion about what they know about veterinarians. In cooperative
groups, the children will prepare questions for a veterinarian's visit. What would they
like to learn or know more about? The children will write or dictate their names and
questions on chart paper leaving a space beneath for the veterinarian's response.
(LR, LW) (Coop)
9. Using photographs from the veterinarian's visit (previous activity) and photographs of
pediatricians, cooperative groups will discuss the similarities and differences between
veterinarians and their own doctors. The teacher will place hula hoops on the floor to
create (and explain) a Venn diagram. Children will place the photographs in the
correct area of the hula hoop (Venn diagram). (Q) (Coop)
10. In cooperative groups, the children will write (or dictate) and draw about the
veterinarian's visit. Using photographs from the visit, the question-and-answer chart,
and children's drawings and writing, the children will create a display about the visit
and send it to the veterinarian along with a thank you note from the children.
(A, LW, LR) (Coop)
11. The children will create a veterinarian's office in the Dramatic Play Area. The
children will bring in stuffed animals from home, decorate cardboard boxes for cages,
and create signs. Additional props from other themes, from home, or donated from
3
the veterinarian's office will also be used, such as: pretend telephone, writing pads,
pretend medical instruments, boxes, and blankets, etc. Children will take turns in the
role of pets, veterinarian, office staff, pet owners, etc. (P, LW, LR) (LCtr)
12. In cooperative groups, children will create a Pet Care Book on how to care for pets
using information they learned from the veterinarian's visit. Children can get
additional information from a local pet store owner or from the humane society.
Children will assist each other in organizing and writing or dictating the information
for their book. Copies of the children's book will be made to take home, share with
other classrooms, and for the classroom library collection. (A, LR, LW) (Coop)
13. The teacher will read Clifford Grows Up by Norman Bridwell. In groups of 2-4
children, children will order pictures of the same animal (for example, a feline) on a
time line from youngest/smallest (kitten) to oldest/biggest (cat). (AM, H) (Coop)
14. The teacher will read Piñata by Rebecca Emberley. Next, cooperative groups will
create a piñata. Also, the children will collect pet care products and predict how many
products it will take to fill the piñata. Children will graph the amount of pet care
products that come out of the piñata after each child has a turn striking it. Once the
game is over, children will sort the products in the Mathematics Center.
(A, S, Q, AM, MC) (Coop) (LCtr) (See detailed lesson plan on page 9.)
15. The teacher will read Curious George and the Puppies by Margret & H.A. Rey. Prior
to taking a field trip to the local Animal Shelter, the children will research the history
of the Animal Shelter on the internet with their second grade buddies. Collectively,
the children will come up with a list of questions to ask the director of the Animal
Shelter. The children will donate the collected pet care products (from previous
activity) to the Animal Shelter. (LW, LR, H) (Coop)
16. In the Dramatic Play Area, 2-4 children at a time will attend “Dog Obedience
School.” Children will decide the roles they will take on (instructor or dog). The
instructor will call out commands (fetch, sit, lie down, roll over, bark, beg, come, etc.)
and the dogs (the other children) act out the commands. (P) (LCtr)
17. Children will learn the words and animation (whole body or finger play) to the song
Five Little Parakeets (to the tune of Five Little Monkeys). Five children at a time will
animate as they sing: Five little parakeets peeking in the door. One bumped his beak
and then there were four. Four little parakeets perched in a tree. One lost his balance
when he winked at me. Three little parakeets paddling a canoe. One went fishing and
then there were two. Two little parakeets ate a sugar bun. One got a tummy ache and
then there was one. One little parakeet, crying, boo hoo. I'm all alone. What shall I
do? Come here, little parakeet. Until you are older, you can sit upon my shoulder.
(A, P) (Coop)
4
18. Pairs of children will find "Spot's" bone by following a simple map of the classroom
with directions to where Spot's bone is buried. The children will take turns pretending
to be Spot and work together to find the buried bone. (G, P)
19. In the Art Center, children will complete the Pets Need Food (see Worksheet #1). The
children will color the food and pets pictured and then match the correct food with the
pet by cutting and pasting. (A) (LCtr)
20. After a group discussion about seasons, weather, temperature and the effects on pets
(in particular, outdoor pets), children will keep a weather observation journal and
temperature log book in the Discovery Zone. The children will record (or dictate)
weather observations and the outdoor temperature and regularly check a various types
of pet water dishes fill with water outside. Children will compare ceramic, hard
plastic and metal water bowls. Since pets need fresh cool water every day, children
will make decisions about the best type of water dish to provide their pet and at what
temperature water in a pet water bowl will freeze or be too hot to drink? The children
will also discover and discuss evaporation. (AM, LW, LR, S) (LCtr)
21. Again, after a group discussion about seasons, weather, temperature and the effects
on pets (in particular, outdoor pets), children will keep a temperature log book as they
observe the temperature inside several plastic boxes left outside during various
weather conditions. These boxes will represent cars parked outside with a pet inside
the car. One box will be closed tight, one box will have a window partially open, and
another box will have the windows completely opened. Children will compare
temperatures under various weather conditions. (LR, LW, S) (L Ctr)
22. In the Literacy Center, children will create a class book: "If You Give a Pet Some
People Food." First read the "If you give a ..." book series, by Laura Numeroff.
Children choose a pet to illustrate on their page, then cut and glue or draw pictures of
food. The text will say: "If you give a __ a ___, he'll want ___ to go with it." The
blanks will be filled in with the child's words. For example, "If you give a dog a
hamburger, he'll want fries to go with it." (A, LR, LW) (LCtr)
23. The teacher will put a favorite snack, cupcake, etc. on a paper plate on the floor. The
children will get down on their hands and knees and try to eat without using their
hands. The children will then try to drink out of a bowl filled with water without
using a straw and their hands. The children will chart results and discuss how it felt to
eat and drink like a pet and discuss why people don't eat/drink this way. (AM, S, P)
24. Pet Food Analysis. Teacher will place a small amount of different kinds of pet food
(dog, cat, bird, fish, and rabbit food) into separate Ziploc bags and have children
examine the bags for exploring and language development. Children will look at and
feel each baggie and talk about what kind of pet would eat this food. The children
will vote on the identity the animal whose food is in the bag. The teacher will wither
write the name of the animal on the bag or place an animal picture (or sticker) on the
5
bag (i.e. picture of dog if there is dog food in the bag). The Ziploc bags will then be
placed in the Discovery Zone for further exploring. (Q, LW, S) (LCtr)
25. In the Discovery Zone, children will compare the weight of bird seed and dog bones.
On a chart, children will write their estimate and actual information. For example,
children will estimate how many dog bones equal a cup of bird seed. Then the
children will put the cup of bird seed on one side of the scale and the dog bones on
the other side until the scale is even. (LW, LR, AM) (LCtr)
26. Favorite Pet Graph. Children will prepare a graph in which animal's names (or
pictures) are on the bottom. Children will predict and estimate which pet is the most
favorite of all the children in the class. The children will discuss their favorite pets
and put a doggie bone (or other pet shape) for their favorite pet on the graph. This
allows the kids to easily see which pets were favored and which pet was least favored.
Children will check their predictions against the results on the graph. (Q, AM, LR)
27. Children will take a fieldtrip to the local Pet Store and have the clerk describe all the
different types of pets and pet care items found in the store. After the fieldtrip,
children will set up the Dramatic Play Area in the classroom as a Pet Store, complete
with a cash register, stuffed animals, signs, and supplies children can bring from
home (empty pet food containers, pet toys, brushes, cages, dishes, etc.). Encourage
children to take turns in the role of customer and cashier/clerk. Children will sort the
food, toys, grooming supplies, cages, and other items. (A, AM, P) (LCtr)
28. Cat, Cat, Mouse (aka Duck, Duck, Goose). Children form a large circle of mice and
sit facing inward. One child is designated as the lead Mouse. The Mouse walks
around the circle tapping each peer on the head calling each a "mouse" until finally
one is called a "Cat!" The Cat rises and chases the Mouse around the circle. If the
Mouse runs around the circle and returns to where the Cat used to sit before the Cat
tags the Mouse, the Mouse wins and stays seated. The Cat now becomes the lead
Mouse. If the Cat tags the Mouse first, the Cat returns to his seat and becomes a
mouse again and the lead Mouse must resumes the process. (P) (Coop)
29. After the teacher reads Walk Like the Animals by Kimbo, the children will discuss
how many different ways pets move? Next, the teacher will show an animal toy to the
entire class and ask the children to imitate these animals. (P)
30. As a whole group, children will play charades. As one child imitates a pet, the other
children guess the name of the pet and what the pet is doing. The first child to answer
correctly has a turn next. (P)
31. In cooperative groups, children will take turns pointing to nine cans of pet food in the
correct order of the numerals on them. (For challenge, use the numerals 11 through
20. For even more challenge, represent the numerals by using dots, instead). The
children will learn number-name correspondence, number sequencing and the use of
symbols instead of numerals to name numbers. The children can also stack, line up,
6
group, and sequence the cans. (Q, AM) (Coop)
32. Pick a Pair. In the Literacy Center, children will look at an easel with a picture and its
name (ex: cat). A second easel will have two additional pictures and names (ex: hat
and car). Children will choose the picture/name from the second easel whose name
rhymes with the picture in the first easel. This activity teaches rhyming which helps
children understand that words are made up of sounds, a key prereading concept
known generally as phonemic awareness. (LR) (LCtr)
33. Children will imitate animal sounds. The sound an animal makes is matched to a
drawing of the animal. The skills developed by this activity are sound, name and
picture identification in order to foster comprehension of pictorial content. The
children will also complete sentences. Example: I make a meow sound, I am a ____.
(A, LW, LR) (LCtr)
34. Children will practice working with the concepts of big/little and more/less as they
apply to pets' needs for adequate space. Using photos of a variety of large and small
companion animals, children will identify large and small pets and state which pets
need more space or less space. (AM)
35. In the Art center, children will create mosaic pets using various shapes and colored
mosaic tiles. (A, MC) (LCtr)
36. In the Mathematics Center, children will estimate how many strips can be cut or torn
from a newspaper page. The children will write their estimate on a chart and then
write the answer to the question "how many are there all together?" after cutting or
tearing the newspaper. The strips can be recycled for use in a pet cage.
(S, Q, LW, LR, AM) (LCtr)
37. Children will work together in small groups to make Number Books to help them
learn number identification and the concept of quantity. Teacher will write individual
numbers on each page. Children will practice writing the number themselves. Some
children may already know how to write the number – for these children, the teacher
can spell the number also. Children will cut out or draw pictures of pets and pet care
items (or stick on stickers of pets and pet care items) that match the corresponding
number on each page. These books will be on display in the Literacy Center or
Mathematics Center. (Q, AM, LW, LR) (Coop)
38. The teacher will explain to the children the value of storytelling throughout history
and all over the world. The teacher will then read "It's a Dog, It's a Cat, It's a
Chicken!" found in Sound and Action Stories (1992) by Alleyside Press: Hagerstown,
MD. After reading the story, the teacher will divide the children into four groups
(birds, dogs, cats, chickens). When the children hear that animals name in the story,
they will make the sound that particular animal makes. If they hear the words pet or
pets, they are all to make their own animal sounds at the same time. The teacher will
7
re-read the story as the children listen and act accordingly. (H, MC, P). (Coop)
39. Children will see how far they can jump by using dog bones instead of a yardstick or
ruler. Children will estimate how many bones they can jump. Children will jump and
check the actual against the estimate. Children will also predict how many more
bones they will be able to jump in one month, two months, at the end of the school
year, etc. Children will keep a journal about the progression of jumps. (AM, S, Q)
40. In pairs, children will walk around the classroom, measure a various items using a
variety of pet care products, and document the measurement. For example, 2 children
discover that the computer is the same as three cat collars; another set of children
discover that the computer is the same as one dog leash. Once the measuring is
complete, the children will gather on the rug for group discussion. (Q, AM, S) (Coop)
8
Lesson Plan: Pet Care Piñata
(Lesson is done the week before class field trip to the Animal Shelter – see Appendix B)
Outcomes/Objectives
Students will:
 P&S 3: Participates in teacher-led group activities
 P&S 4: Manages transitions, follows routines and rules
 P&S 6: Shows empathy and caring for others
 P&S 7: Interacts cooperatively with peers
 PHY 2: Uses coordinated small-muscle movements
 COG 1: Engages in scientific inquiry
 COG 5: Compares and orders objects and events
Materials
 Piñata by Rebecca Emberley
 Curious George and the Puppies by Margret & H.A. Rey
 Flour
 Water
 Balloons
 Toilet paper rolls
 Newspaper (torn in strips)
 Paint (vibrant colors)
 Paintbrushes
 Scissors
 String
 Donations of pet care products from home
Procedures
Day 1:
1. Teacher will read Piñata by Rebecca Emberley to the entire class.
2. Teacher will explain to the children they will be making a piñata filled with
pet care products to bring to the Animal Shelter next week.
3. The teacher will explain that the children will work together in small groups
every day and by the end of the week, the piñata will be finished.
4. The teacher will form three groups of three children supervised by one adult.
5. Teacher will give each child a balloon to blow up.
6. Teacher will tell the children that each group will need one small balloon (for
a head), one medium balloon (for the top of pet's body), and one large balloon
(for the bottom of pet's body) to make their piñata. The teacher will ask the
children how they will find out which balloon is the smallest; which balloon is
the medium-sized balloon; and which one is the biggest?
7. Each cooperative group will tell the supervising adult which balloons go
where on their pet.
8. The teacher will tape together the three balloons and tape on four legs.
9. The children will vote on what pet (cat, dog, mouse, etc) their group's piñata
will be.
9
10. The children will predict and observe what will happen when they measure
and mix flour and water together.
11. The children will cut or tear newspaper into long 1 inch thick strips.
12. The children will take turns dipping 3-4 newspaper strips into the flour/water
mixture and placing the strips on the balloons and feet until covered, except
for a hole at the top to fill the piñata with pet care products.
13. The children will clean up and let the balloon dry overnight.
Day 2:
1. The teacher will read Curious George and the Puppies by Margret & H.A. Rey
to the entire class.
2. The children will transition to a table in their cooperating groups.
3. The children will take turns measuring and mixing flour and water together
until it makes a smooth paste.
4. The children will place another layer of newspaper dipped in the mixture over
the balloon.
5. The children will clean up and let the balloon dry overnight.
Day 3:
1. The teacher will read Piñata by Rebecca Emberley to the entire class.
2. The children will transition to a table in their cooperating groups.
3. The children will take turns measuring and mixing flour and water together
until it makes a smooth paste.
4. The children will place another layer of newspaper dipped in the mixture over
the balloon.
5. The children will clean up and let the balloon dry overnight.
Day 4:
1. The teacher will read Curious George and the Puppies by Margret & H.A. Rey
to the entire class.
2. The children will transition to a table in their cooperating groups.
3. The children will pop and remove the balloons.
4. The children will observe as they paint their pet piñata with vibrant colors.
5. The children will clean up and let the balloon dry overnight.
Day 5:
1. The teacher will read Piñata by Rebecca Emberley.
2. The teacher will read Curious George and the Puppies by Margret & H.A.
Rey.
3. The children will predict how much pet care products it will take to fill their
piñata and graph their predictions.
4. The children will fill the piñata (through the hole at the top) with pet care
products and compare the actually amount to their predictions.
5. Teacher will tie the piñata in the air with the string.
6. The children will predict how many swings it will take to break open their
piñata.
10
7. The children will take turns swinging at the piñata. Each child will take two
swings.
8. Once the piñata breaks open, the children will collect the items and put them
in the Mathematics Center for sorting at a later time.
9. The children will clean up the area and prepare for the fiesta.
10. During the fiesta, the children will discuss the piñata making process and talk
about the upcoming field trip and bringing the pet care donations to the
Animal Shelter.
Adaptations
 For a child with visually impairment, I would read the stories in Big Book form, if
available, and/or include detailed illustration descriptions after reading each page.
Also, by attaching a bell to the piñata, the child will be able to tell where the
piñata is and when to strike at the piñata.
 For a child with cognitive impairment, I would develop a picture schedule for
each step of the piñata process.
 For a child with fine motor problems, I would provide and encourage the child to
use hand grips over the paintbrushes so that they are easier to grasp. Also, the
child can tear the newspaper, but if the child would rather cut the newspaper into
strips, I would provide him/her with tabletop spring scissors.
Assessment
See Appendix C.
11
Lesson Plan Analysis
Strengths and Challenges of teaching the lesson/activity
The main strength of this activity was reading the books on alternating days and
then both books on Day 5. As each day progressed, the children became very familiar
with the stories and I felt this was important for improving their literacy skills and to
recognize the differences and similarities between English and Spanish letters and words
in the book Piñata.
It was a challenge however to read the Spanish words in the book, Piñata. Another
challenge was that all but one of the children wanted to be blind-folded when it came
time to strike at the piñata. I thought he was going to have a panic attack, but I was able
to calm him down as soon as I assured him he could strike at the piñata with his eyes
open. He was also one of the children who broke open his piñata. It was a challenge
keeping the children far enough away from the strikers so no one would get hit. The
children, anticipating the opening of the piñata, wanted to be right there when it did.
Luckily no one was hit.
To what degree were the outcomes achieved?
P&S 3 (participates in teacher-led group activities): Since none of the children
had ever made a piñata before, they were all very active participants in the activity. I was
pleasantly surprised when the tidiest of all the children got right into the paste without
hesitation.
P&S 4 (manages transitions, follows routines and rules): For the most part, all the
children transitioned nicely. By Day 3, some of the children became anxious while I was
reading Piñata because while I was reading, the other adults were setting up the art tables
12
preparing for the activity. When I told the children I needed their full attention in order to
continue reading they calmed down. It also helped that the book wasn't very long. To
avoid a mad rush to the art tables, I chose children (by colored clothing) who were sitting
quietly and patiently. The children managed to clean up, help put away materials in the
appropriate places, and moved on to the next activity that their preschool teacher had
planned.
P&S 6 (shows empathy and caring for others): The children worked very nicely
together to complete the piñata. One child needed help measuring the flour and water and
was assisted by another child without making the first child feel inferior. They worked
together to get the correct measurement.
P&S 7 (interacts cooperatively with peers): Although the children were placed in
cooperating groups, I noticed most of the children interacting within and between groups
– looking at and commenting on each other's progress, asking questions, offering advice,
etc. I put two children (one boy and one girl), who are usually very content to work
individually, in the same group and they actually interacted with each other more than
any of the other children. I thought that was a nice improvement rather than the two
children not interacting with anyone at all.
PHY 2 (uses coordinated small-muscle movements): Although sloppy, the
children had fun making the paste and dipping the newspaper strips and covering the
soon to be piñata. All of the children chose to tear the newspaper instead of using
scissors, mainly because on Day 1 I forgot to set out the scissors and also because the
children had fun tearing something up without getting into trouble. On Day 2 and Day 3,
I set out the scissors. The children chose to tear the newspaper. The children also enjoyed
13
painting their piñatas which also got very messy. One group of children decided to finger
paint their piñata instead of using the paint brushes. When I asked them why they were
using their fingers, they replied, "It feels cool!" I let them continue.
COG 1 (engages in scientific inquiry): Some predictions about what will happen
when the flour and water are mixed together were: "It'll turn to mud." "It'll be soupy."
"Dirty water." "It'll make soap!" "I don't know." To verify (or nullify) the predictions, I
mixed a small amount of flour and water. I brought the small bowl around for the
children to smell it and asked them what it smelled like. Answers: "My mom's clam
chowder." "Cat food." "Dog food." "I don't know." I brought the bowl around again and
asked if anyone wanted to touch it. I had three volunteers – "It feels like watery flour." It
feels like white mud." "It feels like glue." I gave the boy who said it felt like glue two
strips of newspaper and asked him to place his "glue" between the two strips. We waited
a few seconds and then I asked him to pull the two strips apart gently. When he realized
the two strips were stuck together her exclaimed, "They're stuck! It is glue!"
COG 5 (compares and orders objects and events): The children definitely knew
the difference between small, medium and large. All of the pet piñatas had a small head,
medium middle, and a large bottom. From Day 2 on, the children remembered the order
of events (read, transition, measure and mix, tear, paste, clean up).
To what degree did the children show interest and engagement in the activity?
The children were very excited about making a piñata, although at times anxious
because the process was taking a long time. The children really enjoyed listening to me
read Piñata by Rebecca Emberley and often laughed and repeated the word “piñata.”
14
They loved Curious George and the Puppies because he is once again a very popular
character with children.
On the Day 4, I asked the Spanish teacher (Señora Hutton) if she would join me in
reading Piñata. She offered to read the entire book and the preschoolers’ interest and
engagement in the reading was even more amazing. By now, most of the children knew
all of the English words and some of the Spanish words. The Spanish teacher was very
impressed with the preschoolers. She also stayed and watched the progression of the
piñatas.
Self-assessment of performance as a teacher
I wish I asked Señora Hutton to join the class earlier. She doesn't have the
opportunity to work with the younger children, so she enjoyed herself just as much as the
children enjoyed her. I was pleased how smooth the activity went. It was a long process,
so I am glad I was able to keep the children's interest. I felt that as long as I remained
enthused and focused, the children would also.
I was a little nervous at first, but I'm glad I had five days to work with the
preschoolers. By Day 5, I felt as though I had been with these children all year. It was a
wonderful experience. If I were to plan this activity again, I would ask for more adult
volunteers.
15
Appendix A
Show-and-Tell
with Mrs. Ward
Monday, September 24th
through
Friday, September 28th
This week-long activity will give each child who wishes to
participate an opportunity to share things that are of
interest to him/her so that we may learn more about our
friends in Preschool.
Please bring in one item during the week or bring in a
different item each day to Show-and-Tell.
PARENTS: The purpose of this activity is for your child to share
items that are of interest and meaningful to him/her. Items can
also represent what your child wants to learn more about in
preschool. I will be planning future activities around these
interests.
I look forward to our Show-and-Tell week!
Mrs. Ward
16
Appendix B
Beginning Monday, December 3rd our class will be
accepting pet care products to donate to the local
animal shelter. We will present our donations at our
annual
Preschool Fieldtrip to the
Friends of Mansfield Animal
Shelter (FOMAS)
Monday, December 10th
The Friends of Mansfield Animal Shelter, Inc. (FOMAS) is organized
exclusively for charitable and educational purposes including funding for
veterinary expenses for the shelter animals, to share information with the
public about the humane experience and engage in activities relating to the
prevention of cruelty to animals as well as finding homes for adoptable
shelter animals.
Pet Care Piñata
with Mrs. Ward
all next week beginning Monday, December 3rd
The preschoolers will be working with Mrs. Ward every day next week on a
Pet Care Piñata. The piñata will be filled with all the pet care products
received throughout the week. On Friday, December 7th, the children will
break open the piñata and celebrate the contributions with a fiesta.
Suggestions for donations: leashes, canned pet foods, collars, toys
THANK YOU!
¡GRACIAS!
17
Appendix C
Pet Care Piñata Lesson Plan Rubric
Child's Name _____________________________ Date ____________________
Performance
Standard
P&S 3: Participates in
teacher-led group
activities
P&S 4: Manages
transitions, follows
routines and rules
P&S 6: Shows
empathy and caring for
others
P&S 7: Interacts
cooperatively with
peers
PHY 2: Uses
coordinated smallmuscle movements
1
2
3
4
Stays briefly in interactive,
high interest activities with
small group (up to 5) with
teacher encouragement
Makes transitions and
follows basic routines and
rules with teacher
supervision
Sometimes notices and
reacts to a familiar peer’s
delight or distress
Works/plays alongside
others
Joins small group (up to
10) in high interest
activities; usually
participates
Makes transitions and
follows basic routines and
rules with occasional
reminders
Usually notices and reacts
to a familiar peer’s delight
or distress
Works/plays in association
with another child
Willingly participates in
most whole-group
activities; has difficulty
waiting turn
Makes transitions and
usually follows routines
and rules when given
signal
Offers to help peer in need
Actively participates in
whole-group activities and
usually waits turn
Uses fingers to take apart
and put together small
objects
Uses eye-hand
coordination to
manipulate objects with
increasing precision
Experiments, observes and
comments
Uses eye-hand
coordination to
manipulate smaller objects
with refined precision
Experiments, observes
purposefully and describes
how effects vary
Sequences and makes
verbal comparisons on
visible attributes
COG 1: Engages in
scientific inquiry
Observes or explores and
notices effects
COG 5: Compares and
orders objects and
events
Notices similarities and
differences in objects
Makes simple comparisons
and orders several events
or objects
18
Works/plays cooperatively
with a few others
Anticipates transitions and
usually follows routines
and rules independently
Understands when others’
needs are different from
own
Sustains cooperative
activities with a range of
children
Uses opposing hand
movements to manipulate
materials, including cutting
and drawing with control
Describes, predicts and
plans for purposeful
exploration or observation
Verbally compares and
orders based on non-visible
attributes such as time and
weight
Pet Care
Pet Characteristics
Furry, Fluffy, Slippery,
Temperament, Soft, Hairy,
Food, Water, Litter Box,
Bathe/Cleanse, Groom,
Love, Attention, Play,
Exercise
Life Expectancy
(years) of Pets
Pet Habitat
Doghouse, Crate, Hutch,
Cage, Aquarium, Crabitat
PetBooks/Resources
Bird 10-30; Dog 12-18; Cat 12-20;
Rabbit 5-15; Goldfish 5-8;
Hermit Crab 2-15; Snake 1-20;
Guniea Pig 4-7
Preschoolers'
Pets
Pet Sounds/
Communication
Pet Foods
Dog food, Cat food,
Pellets, Bones, Seeds,
Lettuce, Carrots
Bark, Growl, Meow, Purr,
Scratch
Where to buy/get
a Pet
Pet Store, Rescue Shelter,
Animal Control, Breeder,
Friend, Family
Types of Pets
Dog, Cat, Rabbit, Bird,
Hermit Crab, Goldfish,
Snake, Guinea Pig
Pictures of Pets
19
General Web
Shelters
Cleaning
Bird cage
Dog house
Aquarium
Tank
Crate
Crabitat
Hutch
Community Resources
Veterinarians
Humane Society
Animal Clinic
Pet Store
Training
Leash
Litter Box
Tricks
Seasons
Winter
Spring
Summer
Fall
Exercise
Walking
Running
Flying
Pet Care
Grooming
Brush/comb
Shampoo/wash/bath
Trim nails
Declawing
Zoom Web
20
Love
Playtime
Attention
Handle with care
Rest
Food & Fresh Water
Dog food
Cat food
Bird seed
Pellets
Bones
Lettuce
Carrots