Using the Mississippi Early

Learning Guidelines:
A Complete Curriculum for
Three-Year-Olds

Chapter 5.
October: My Community

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete
curriculum for three-year-olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Chapter 5. October: My Community
Introduction ........................................................................................................................ 1
Unit Goals . ...................................................................................................................... 1
Reproducible: Letter to Families . .................................................................................... 3
Weekly Lesson Plans ...................................................................................................... 4

Circle Time............................................................................................................................. 8
Teaching Tips .................................................................................................................. 8
Songs and Fingerplays..................................................................................................... 8
Bounce the Ball .......................................................................................................... 8
Mary Had a Little Lamb................................................................................................ 8
My Hand on Myself .................................. ..9
The More We Get Together ................................ 10
If Youre Happy and You Know It .................................. 10
The Wheels on the Bus ............................... 10
Firefighters . ............................... 11
Old MacDonald Had a Farm ................................. ..11
Muffin Man................................................................................................................. 12
The Bus.................................................12
Teacher, Teacher ................ .12
The Donut Song................................ 13
Five Little Monkeys................... .13
Circle Time Activities...................................................................................................... 14
Follow Me .............................. 14
Can You ? ................................ .14
Busy Bee and Back to Back...................................................................................... 14
Whos Missing .......................................................................................................... 15
Someones In the Middle .......................................................................................... 15
Bingo.......................................................................................................................... 16
Hokey Pokey ............................................................................................................ 17
Find It . ...................................................................................................................... 17
Islands ...................................................................................................................... 18
Car and Driver .......................................................................................................... 10
Mirror, Mirror, What Do I See?................................................................................... 19
Ride the Train ........................................................................................................... 19
Farmer in the Dell ..................................................................................................... 20
Pass the Shoe .......................................................................................................... 21

Language/Writing Center..................................................................................................... 22
Teaching Tips................................................................................................................. 22
Talking Tips . .................................................................................................................. 22
Class Book..................................................................................................................... 23
Community Helper Stories ............................................................................................ 24
Class Newspaper .......................................................................................................... 24
Grocery Lists ................................................................................................................. 25

Math Center......................................................................................................................... 26
Teaching Tips ................................................................................................................ 26

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for
three-year-olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
 Talking Tips..................................................................................................................... 26
Counting Objects............................................................................................................ 27
Red Sets, Blue Sets ...................................................................................................... 28
What Can My Hand Hold?.............................................................................................. 28
Graphing Homes............................................................................................................ 29
Sorting Collage . ............................................................................................................ 31

Science Center.................................................................................................................... 32
Teaching Tips ................................................................................................................ 32
Talking Tips . .................................................................................................................. 32
Sand Exploration ........................................................................................................... 33
The Main Attraction: Magnet Boxes .............................................................................. 33
Water Exploration........................................................................................................... 34

Blocks Center...................................................................................................................... 35
Teaching Tips................................................................................................................. 35
Talking Tips . .................................................................................................................. 35
Free Exploration............................................................................................................. 35
Build a Neighborhood . .................................................................................................. 35
Build a City .................................................................................................................... 36

Music Center....................................................................................................................... 37
Teaching Tips ................................................................................................................ 37
Talking Tips..................................................................................................................... 37
Free Exploration ............................................................................................................ 38
Conduct Classical Music ............................................................................................... 38
Movement with Scarves ................................................................................................ 39
Mississippi Musicians .................................................................................................... 39
Famous Mississippi Musicians....................................................................................... 40

Dramatic Play Center.......................................................................................................... 41
Teaching Tips ................................................................................................................ 41
Talking Tips . .................................................................................................................. 41
School ........................................................................................................................... 41
Bus ................................................................................................................................ 42
Art Center............................................................................................................................ 44
Teaching Tips ................................................................................................................ 44
Talking Tips . .................................................................................................................. 44
Illustrations .................................................................................................................... 45
Bubble Prints ................................................................................................................. 45
Marble Tracks . .............................................................................................................. 46
Vehicle Painting . ........................................................................................................... 47

Playground ......................................................................................................................... 48
Teaching Tips ................................................................................................................ 48
Talking Tips . .................................................................................................................. 48
Free Play............................................................................................................................. 48

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum
for three-year-olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Introduction Weekly Themes

This month you will explore the community in which the children live. Week 1: My Classroom
You will talk about the classroom community, your neighborhood, and
town. You will also spend time discussing community helpers like
fire fighters, police officers, doctors, nurses, and farmers. This is an Week 2: My Neighborhood
opportunity for children to think about the world around them and their
place in it. Week 3: Community
The theme this month is My Community. The focus is for children to: Helpers
Create a sense of community in their classroom.
Develop an understanding of their neighborhood.
Week 4: My Town
Learn about community helpers.
Learn about their town/city.

Unit Goals
The children will continue their exploration of letters of the
alphabet.

Children learn best through hands-on experiences. They will

continue to learn the letters of the alphabet when the play
School in the Dramatic Play Center.

The children will develop a sense of themselves as a member of a

community.

It is important that the children feel a sense of community in the

classroom so that they learn to treat each other and classroom
materials with respect.

The children will increase their expressive language skills.

Several activities are designed to encourage children to talk

about their classroom, neighborhood, and community.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
 The children will continue their exploration of graphs.

Several graphing activities are designed to provide children with visual represen-
tations of numbers and amounts, encouraging children to compare and contrast
items.

Children will increase their understanding of the world around them through
dramatic play activities.

Children will draw on their own experiences and the experiences of others to
create a school and a bus in the Dramatic Play Center.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.


Dear families,

The theme for this month is My Community. We are all a part of several communities
outside of our families; our classroom, our neighborhood, and our town. We will be
learning about the different communities around us and our place in those communities.

First we will talk about our classroom community. We will create a class book of our
favorite activities in the classroom, as well as create a class newspaper about the things
that happen in our room. We will also sort and count items, experiment with measuring
in the sand table, and create a school room in our Dramatic Play Center.

Next we will learn about community helpers like firefighters, police officers, doctors,
nurses, and teachers by reading books and making up our own stories about them. We
will experiment with measurement in the Math Center, and learn to conduct classical
music in the Music Center.

The third week we will talk about our neighborhood. We will create a newspaper with
news, weather, sports, and other features. We will make a graph of the different types of
homes we live in, and build our own neighborhood in the Blocks Center. We will create
a bus in the Dramatic Play Center that will take us on journeys around the neighbor-
hood.

Finally, we will learn about our town. We will build a city in the Blocks Center, and
continue our bus rides in the Dramatic Play center. In music, we will listen to all types of
music by famous Mississippi Musicians.

Sincerely,
 October: My Classroom

My Classroom Monday Tuesday Wednesday Thursday Friday

Morning Circle Time

Circle Time The More We Get If You're Happy and
Song/Fingerplay Bounce the Ball Mary Had a Little Lamb My Hand on Myself Together You Know It
Alexander and the
I Am Too Absolutely Terrible, Horrible, No
Today is Monday Small for School Wacky Wednesday Good, Very Bad Day
Circle Time Book by E. Carle by L. Child by T. Le Sieg by J. Viorst Classroom Book
Busy Bees and Someone's In the
Circle Time Activity Follow Me Can You ? Back to Back Who's Missing Middle
Centers
Language/Writing Class Book: What I Like to Do at School - Create a class book of everyone's favorite school sctivities.


Math Counting Objects: Count small groups of items. Red Sets and Blue Sets - Sort items by color into two sets
Science Sand Exploration - Experiment with pouring sand. Add water and experiment with pouring.

olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Blocks Free Exploration - Encourage the children to experiment with building blocks.
Music Free Exploration - Encourage the children to listen and move to different types of music.
Dramatic Play School - Create an elementary school room in the Dramatic Play Center.
Art Illustrations - Illustrate the class book of everyone's favorite school activities.
Playground Free Play - Encourage the children to move and play all over the playground.
Afternoon Circle
The More We Get If You're Happy and
Circle Time Song Bounce the Ball Mary Had a Little Lamb My Hand on Myself Together You Know It
Circle Time Book Children's Choice - Let the children choose the book that you read each afternoon.
Daily Wrap-Up Review classroom rules and expectations in each center.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
 October: Community Helpers

Community Helpers Monday Tuesday Wednesday Thursday Friday

Morning Circle Time

Circle Time Old McDonald Had a
Song/Fingerplay Wheels on the Bus Firefighters Farm Five Little Monkeys Teacher Teacher
Community Helpers Firefighters Fight Fires Farmers Doctors Teachers
Circle Time Book from A to Z by B. Kalman by C. Greene by D. Ready by D. Ready by T.Deedrick
Someone's In the
Circle Time Activity Follow Me Can You ? Bingo Hokey Pokey Middle
Centers
Language/Writing Community Helper Stories - Dictate stories about community helpers.


Math What My Hand Can Hold - Experiment with the different number of items can be held in children's hands.
Science The Main Attraction: Magnet Boxes - Experiment with magnets and items that are magnetic.
Blocks Focused Exploration: Towers - Create tall buildings like towers and castles.

olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Music Conduct Classical Music - Use a conductor's baton to conduct classical music played on the CD player.
Dramatic Play School - Create an elementary school room in the Dramatic Play Center.
Art Bubble Prints - Create art work by blowing bubbles in paint.
Playground Free Play - Encourage the children to move and play all over the playground.
Afternoon Circle
Old McDonald
Circle Time Song Wheels on the Bus Firefighters Had a Farm Five Little Monkeys Teacher Teacher
Plumbers Dentists Park Rangers Veterinarians School Secretaries
Circle Time Book by T. Boraas by D. Ready by M. Firestone by D. Ready by M. Firestone
Daily Wrap-Up Read stories about community helpers; review community helpers graph.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
 October: My Neighborhood

My Neighborhood Monday Tuesday Wednesday Thursday Friday

Morning Circle Time

Circle Time Old MacDonald Had a
Song/Fingerplay The Bus The Donut Song Muffin Man The Wheels on the Bus Farm
Look What I See! Where
Night on Neighborhood Jobs Around My Franklin's Can I Be? In the
Street Neighborhood Arthur's Neighborhood Neighborhood Neighborhood by D.
Circle Time Book by E. Greenfield by G. Rosa-Mendosa by M. Brown by S. Jennings Michels
Circle Time Activity Busy Bee and Back Again Find It Islands Car and Driver Hokey Pokey
Centers
Language/Writing Class Newspaper - Create a class newspaper with news, weather, sports, and other features.


Math Graph Homes - Make a class graph of the different homes that children inhabit.
Science Sand Exploration - Experiment with pouring and measuring sand. Add water and experiment with pouring.
Blocks Build a Neighborhood - Create a neighborhood with homes, parks, and other buildings.

olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Music Movement with Scarves - Have scarves available for children to use as they dance to various types of music.
Dramatic Play Bus - Create a bus using chairs or boxes. Pretend to be the bus driver and passengers.
Art Marble Tracks - Paint by rolling marbles dipped in paint across the paper.
Playground Free Play - Encourage the children to move and play all over the playground.
Afternoon Circle
Old MacDonald Had a
Circle Time Song The Bus The Donut Song Muffin Man The Wheels on the Bus Farm
Harriet's Recital Harriet and the Garden Neighborhood Cliiford's Neighborhood Garbage Collectors
Circle Time Book by N. Carlson by N. Carlson by M. Swanson by N. Bridwell by P. Bourgeois
Daily Wrap-Up Review the class newspaper; review graph of homes.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
 October: My Town

My Town Monday Tuesday Wednesday Thursday Friday

Morning Circle Time

Circle Time If You're Happy and You If You're Happy and You
Song/Fingerplay Know It Wheels on the Bus The Bus Know It Wheels on the Bus
Country Mouse in the Trashy Town Town Mouse, Country Busy, Busy Town Dream Town
Circle Time Book Town House by Henrietta by A. Zimmerman Mouse by J. Brett by R. Scary by M. Markel
Mirror, Mirror What Do I
Circle Time Activity See? Ride the Train Farmer in the Dell Ride the Train Pass the Shoe
Centers
Language/Writing Grocery Lists- Create shopping lists of foods and other items.


Math Sorting Collage - Sort food items into salty and sweet categories.
Science Water Table: Free Exploration - Explore the properties of water through pouring and measuring.
Blocks Building a City - Build a city with blocks. Add cars, street signs, and people to the city.

olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Music Mississippi Musicians - Listen to the music of famous Mississippi Musicians.
Dramatic Play Bus - Create a bus using chairs or boxes. Pretend to be the bus driver and passengers.
Art Vehicle Painting - Drive different vehicles through paint onto paper.
Playground Free Play - Encourage the children to move and play all over the playground.
Afternoon Circle
If You're Happy and You If You're Happy and You
Circle Time Song Know It Wheels on the Bus The Bus Know It Wheels on the Bus
My Town Eight Animals on the Danitra Brown Leaves The Bremen Town There is a Town
Circle Time Book by R. Treays Town by S. Elya Town by N. Grimes Musicians by I. Plume by G. Herman
Daily Wrap-Up Review grocery lists and grocery graph.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
Circle Time: Circle Time
Vocabulary Words
Teaching Tips
bounce
On Monday, explain to the children that you are beginning a new
head month of study. Four the next four weeks, you will be talking
about the different communities that we live in. A community is a
group of people who live and work together.
brow After your Song/Fingerplay each morning, remember to review
the calendar (month, day of the week, and date) and weather.
eye After your movement activity, review the new center activities with
the children each week.
nose Tell the children for the first two weeks you will transform the
Dramatic Play Center into a school room just like older children
mouth have. The last two weeks, you will make a bus in the Dramatic
Play Center. For both activities, brainstorm with the children for
items that they will need in the center.
chin

Circle Time Books Songs and Fingerplays

Competencies & Bounce the Ball

Objectives
(Tune: Mulberry Bush)
Language Skills
1.1, 1.2, 1.5, 2.2, This is the way we bounce the ball,
2.6, 3.1
Bounce the ball, bounce the ball.
Social/Emotional Skills
3.1, 3.4, 4.2
This is the way we bounce the ball,
Across the classroom floor.

(Bounce a small ball from child to child in the circle as you sing this
Circle Time: song)
Songs and Fingerplays
Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
Competencies & fingerplays, and chants. Beltsville, MD: Gryphon House.
Objectives

Language Skills
1.1, 1.4, 1.5, 2.1, Mary Had a Little Lamb
3.1, 3.2
Mary had a little lamb,
Social/Emotional Skills Little lamb, little lamb.
1.2, 3.1, 3.4 Mary had a little lamb,
Its fleece was white as snow.
Physical Skills
1.1, 1.2, 2.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.

It followed her to school one day, Circle Time:
School one day, school one day.
It followed her to school one day,
Vocabulary Words
Which was against the rules.

It made the children laugh and play, heart

Laugh and play, laugh and play.
It made the children laugh and play
stomach
To see a lamb at school!

knees
My Hand on Myself
toes
My hand on my head, (place hand on head)
What have I here? (open arms palm up clap
This is my topnotcher, (point to head)
Mamma, my dear.
stomp
Topnotcher, topnotcher (point to head again)
Dickie, dickie, doo (knock on head)
Thats what I learned in school (shake index finger) wheels
Boom! Boom!
buswipers
My hand on my brow, (place hand on brow)
What have I here? (open arms palm up) horn
This is my sweat boxer, (point to forehead)
Mamma, my dear.
Sweat boxer, topnotcher, (point to head and then to brow)
driver
Dickie, dickie, doo (knock on head)
Thats what I learned in school (shake index finger)
Boom! Boom!

(continue adding body parts and suit hand motions to words)

Eye eye blinker Circle Time:
Nose nose blower Songs and Fingerplays
Mouth food grinder
Competencies &
Chin chin chopper
Objectives
Heart chest ticker
Stomach bread basket Language Skills
Knees knee benders 1.1, 1.4, 1.5, 2.1,
Toes pedal pushers 3.1, 3.2

Social/Emotional Skills
Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems, 1.2, 3.1, 3.4
fingerplays, and chants. Beltsville, MD: Gryphon House.
Physical Skills
1.1, 1.2, 2.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.


Circle Time: The More We Get Together
Vocabulary Words
The more we get together,
Together, together,
cow The more we get together the happier
well be.
Cause your friends are my friends,
pig And my friends are your friends.
The more we get together the happier
well be.
sheep

horse If Youre Happy and You Know It

If youre happy and you know it, clap your hands. (clap, clap)
chicken If youre happy and you know it, clap your hands. (clap, clap)
If youre happy and you know it,
Then your face will surely show it.
turkey If youre happy and you know it, clap your hands. (clap, clap)

If youre happy and you know it, stomp your feet. (stomp, stomp)
monkey
If youre happy and you know it, stomp your feet. (stomp, stomp)
If youre happy and you know it,
Then youre face will surely show it.
If youre happy and you know it, stomp your feet. (stomp, stomp)

(Continue with other body movements, such as wiggle your ears, spin in
a circle, etc.)

The Wheels on the Bus

Circle Time:
The wheels on the bus go round and round (move hands in circular
Songs and Fingerplays
motion)
Competencies & Round and round, round and round.
Objectives The wheels on the bus go round and round,
All around the town. (extend arms up and out)
Language Skills
1.1, 1.4, 1.5, 2.1, The wipers on the bus swish, swish, swish
3.1, 3.2 (sway hands back and forth)
Swish, swish, swish,
Social/Emotional Skills
Swish swish, swish.
1.2, 3.1, 3.4

Physical Skills
1.1, 1.2, 2.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
10
The wipers on the bus go swish, swish, swish, Circle Time:
All around the town. (extend arms up and out)
Vocabulary Words
(continue with other parts of the bus and people, with appropriate hand
motions) doctor
Baby wah, wah, wah
Mommies sh, sh, sh nurse
Daddies I love you
People up and down
Horn beep mirror
Driver move on back

Adapted from Silberg, J. & P. Schiller (2002). The complete book of rhymes,
conductor
songs, poems, fingerplays, and chants. Beltsville, MD: Gryphon House.
train
Firefighters
pass
Up onto their loud, loud truck
The firefighters climb.
Theyre in an awful hurry,
They move in quick, quick time.
Theyre going to put out a fire,
Help is on the way.
Theyll get there with their water hose
And spray and spray and spray.

Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
fingerplays, and chants. Beltsville, MD: Gryphon House.

Old MacDonald Had a Farm Circle Time:

Songs and Fingerplays
Old MacDonald had a farm,
Competencies &
E, i, e, i, o.
Objectives
And on his farm he had some cows,
E, i. e, i. o. Language Skills
With a moo, moo, here, and a moo, moo there. 1.1, 1.4, 1.5, 2.1,
Here a moo, there a moo, 3.1, 3.2
Everywhere a moo, moo,
Old MacDonald had a farm, Social/Emotional Skills
E, i, e, i, o. 1.2, 3.1, 3.4

Physical Skills
1.1, 1.2, 2.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

11
Circle Time: (continue with other farm animals)
Pigs oink
Vocabulary Words Sheep baa
Horses neigh
farmer Chickens bawk
Turkeys gobble

dell
Muffin Man
wife Oh, do you know the muffin man,
The muffin man, the muffin man?
Do you know the muffin man
Who lives on Drury Lane?

Yes, I know the muffin man,

The muffin man, the muffin man.
Yes, I know the muffin man
Who lives on Drury Lane.

The Bus

There is a painted bus,

With twenty painted seats.
It carries painted people
Along the painted streets.
They pull the painted bell,
The painted driver stops,
And they all get out together
At the little painted shops.
Circle Time:
Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
Songs and Fingerplays
fingerplays, and chants. Beltsville, MD: Gryphon House.
Competencies &
Objectives
Teacher, Teacher
Language Skills
1.1, 1.4, 1.5, 2.1, Teacher, teacher made a mistake.
3.1, 3.2 She sat down on a chocolate cake.
The cake was soft; teacher fell off.
Social/Emotional Skills Teacher, teacher, made a mistake.
1.2, 3.1, 3.4
Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
Physical Skills fingerplays, and chants. Beltsville, MD: Gryphon House.
1.1, 1.2, 2.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
12
The Donut Song

(tune: Turkey in the Straw)

Oh, I ran around the corner,

And I ran around the block
I ran right in to the baker shop.
I grabbed me a donut,
Right out of the grease,
And I handed the lady a five-cent piece.
Well, she looked at the nickel
And she looked at me.
And she said, This nickel
Is no good to me.
Theres a hole in the middle.
And it goes right through.
And I said,
theres a hole in the donut, too!
Thanks for the donut. Good-bye!

Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
fingerplays, and chants. Beltsville, MD: Gryphon House.

Five Little Monkeys

Five little monkeys jumping on the bed.

One fell off and bumped her head.
Mamma called the doctor, and the doctor
said,
No more monkeys jumping on the bed!

(repeat, counting down to four, three, Circle Time:

Songs and Fingerplays
two, one)
Competencies &
Silberg, J. & P. Schiller (2002). The
Objectives
complete book of rhymes, songs, poems,
fingerplays, and chants. Beltsville, MD:
Language Skills
Gryphon House.
1.1, 1.4, 1.5, 2.1,
3.1, 3.2

Social/Emotional Skills
1.2, 3.1, 3.4

Physical Skills
1.1, 1.2, 2.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

13
 Circle Time: Circle Time Activities
Songs and Fingerplays
Follow Me
Competencies &
Objectives Procedure:
Have the children stand in a semicircle. Stand in the middle
Language Skills
facing them.
1.1, 1.4, 1.5, 2.1,
3.1, 3.2 Extend your arms in a very specific (held) position.
Ask the children to copy this position. Allow time for everyone to
Social/Emotional Skills assume the position.
1.2, 3.1, 3.4 When everyone is in position, assume a new position.

Physical Skills Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement
1.1, 1.2, 2.1, 3.1 activities for three- to five-year-olds. Washington, D.C.: National
Association for the Education of Young Children.

Can You?

Procedure:
Have the children sit in a semicircle.
Ask them, Can you? and demonstrate a movement, such as
reaching high, standing up, sitting down, turning around.
After each Can you? challenge, give the children time to
participate.
You can use this activity to ease transitions as you stand in line to
go outside, wait for the restrooms, etc.

Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement

activities for three- to five-year-olds. Washington, D.C.: National
Association for the Education of Young Children.
Circle Time:
Movement Activities
Busy Bee and Back to Back
Competencies &
Objectives Procedure:
Each time the leader calls Busy Bee, all players
Language Skills begin buzzing.
1.1, 1.4, 1.5, 2.1, A player stops buzzing when he or she finds another players and
3.1, 3.2 stands back to back.
Math/Reasoning Skills
If an extra player cannot find a partner, you can stand back to
2.1
Social/Emotional Skills
back with this player.
1.2, 3.1, 3.4 Busy Bee is called again, and buzzing players find new
Physical Skills partners.
1.1, 1.2, 2.1, 2.2, 3.1 Limit this activity to 5 minutes.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
14
Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement
activities for three- to five-year-olds. Washington, D.C.: National Circle Time:
Association for the Education of Young Children. Movement Activities

Competencies &
Who is Missing? Objectives

Materials: Language Skills

One table covered with a sheet, large enough to hang down to the floor 1.1, 1.4, 1.5, 2.1,
3.1, 3.2
on all sides
Math/Reasoning Skills
2.1
Procedure: Social/Emotional Skills
Have children sit in a semicircle on the floor. 1.2, 3.1, 3.4
Select three children to stand in front of the group. Physical Skills
Ask the group to identify each child by name. 1.1, 1.2, 2.1, 2.2, 3.1
Ask the group to close their eyes.
Select one of the children standing to hide under the sheet-
covered table.
Ask the group to open their eyes, then say, Who is missing?
Give the children two chances to guess the missing person.
After they guess correctly or have had their two chances, the
missing persons may emerge from under the table and identify
himself or herself.
Repeat, choosing other children to stand in front of the group.
If all children want an opportunity to hide under the table and the
group is large, select two children at a time to be missing. If the
class is small, it is not necessary to have the children stand in a
line in front of the group. Simply select a child to hide from the
semicircle.

Matricardi, J. & J. McLarty (2005). Group time activities A to Z. Clifton Park,

NY: Thomson Delmar Learning.

Someones In the Middle

(Choose one child to stand in the middle of the circle, and sing:)

(childs name)s in the middle, the middle, the middle,

(childs names in the middle, going like this:

(have the child dance, then sing:)

Do, do, do, do, do, do, do, do, do, do, do,
Do, do, do, do, do, do, do, do, do, do.

Repeat until every child has a chance to be in the middle.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

15
 Bingo
Circle Time: There was a farmer, who had a dog,
Movement Activities And Bingo was his name-O.
B I N G O,
Competencies &
B I N G O,
Objectives
B I N G O,
Language Skills And Bingo was his name-O.
1.1, 1.4, 1.5, 2.1,
3.1, 3.2 There was a farmer, who had a dog,
Math/Reasoning Skills And Bingo was his name-O.
2.1 (clap) I N G O,
Social/Emotional Skills (clap) I N G O,
1.2, 3.1, 3.4 (clap) I N G O,
Physical Skills And Bingo was his name-O.
1.1, 1.2, 2.1, 2.2, 3.1
There was a farmer, who had a dog,
And Bingo was his name-O.
(clap, clap) N G O,
(clap, clap) N G O,
(clap, clap) N G O,
And Bingo was his name-O.

There was a farmer, who had a dog,

And Bingo was his name-O.
(clap, clap, clap) G O,
(clap, clap, clap) G O,
(clap, clap, clap) G O,
And Bingo was his name-O.

There was a farmer, who had dog,

And Bingo was his name-O.
(clap, clap, clap, clap) O,
(clap, clap, clap, clap) O,
(clap, clap, clap, clap) O,
And Bingo was his name-O.

There was a farmer, who had a dog,

And Bingo was his name-O.
(clap, clap, clap, clap, clap),
(clap, clap, clap, clap, clap),
(clap, clap, clap, clap, clap),
And Bingo was his name-O.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
16
Hokey Pokey
Circle Time:
You put your right hand in, Movement Activities
You take your right hand out.
You put your right hand in, Competencies &
Objectives
And you shake it all about.
You do the Hokey Pokey, and you turn Language Skills
yourself around, 1.1, 1.4, 1.5, 2.1,
Thats what its all about. 3.1, 3.2
Math/Reasoning Skills
You put your left hand in, 2.1
You take your left hand out. Social/Emotional Skills
You put your left hand in, 1.2, 3.1, 3.4
And you shake it all about. Physical Skills
You do the Hokey Pokey, and you turn 1.1, 1.2, 2.1, 2.2,
3.1
yourself around,
Thats what its all about.

You put your right foot in,

You take your right foot out.
You put your right foot in,
And you shake it all about.
You do the Hokey Pokey, and you turn yourself around,
Thats what its all about.

You put your left foot in,

You take your left foot out.
You put your left foot in,
And you shake it all about.
You do the Hokey Pokey, and you turn yourself around,
Thats what its all about.

You put your whole self in,

You take your whole self out.
You put your whole self in,
And you shake it all about.
You do the Hokey Pokey, and you turn yourself around,
Thats what its all about.

Find It

Materials:
Colored pieces of construction paper

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

17
 Procedure:
Circle Time: Tell the children that they will be hunting for different colors
Movement Activities around the classroom.
Hold up a color and say the name of the color. Encourage the
Competencies & children to move slowly and quietly around the room until they
Objectives
touch something that color.
Two children can touch the same object. In fact, you might
Language Skills
1.1, 1.4, 1.5, 2.1, encourage them to make a spaghetti connection, when the first
3.1, 3.2 person to reach a particular color extends a hand to take the next
Math/Reasoning Skills persons hand and so on until all have joined.
2.1 This is not a race or a competition. The goal is for every child to
Social/Emotional Skills touch the color or to touch someone who is touching the color.
1.2, 3.1, 3.4 Emphasize cooperation and helping everyone find a color.
Physical Skills Repeat with several colors.
1.1, 1.2, 2.1, 2.2, 3.1
Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement
activities for three- to five-year-olds. Washington, D.C.: National
Association for the Education of Young Children.

Islands

Materials:
Islands made of large pieces
of paper, plastic hoops,
rugs, large towels, or other
materials that children can
safely step and stand on
without slipping
CD player
Recording of whale sounds

Procedure:
Scatter the islands on the floor of the Circle Time area.
Tell the children to walk among the islands as the music is being
played.
When the music stops, all players must find an island.
Sharing an island with another child is fine.
Challenge the children to find a different island each time.

Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement

activities for three- to five-year-olds. Washington, D.C.: National
Association for the Education of Young Children.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
18
Car and Driver
Circle Time:
Procedure: Movement Activities
Each child should choose a partner.
One (the driver) stands behind the other ( the car). Competencies &
Objectives
The cars may feel more comfortable if they are allowed to put
their arms out in front of them (as safety bumpers). Language Skills
The drivers direct, stop, and start the cars using only their hands, 1.1, 1.4, 1.5, 2.1,
which are placed on their partners shoulders or waists (cars 3.1, 3.2
choice). Math/Reasoning Skills
Players later change rolls. 2.1
You can introduce red light, green light, and speed limits. Social/Emotional Skills
1.2, 3.1, 3.4
Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement Physical Skills
activities for three- to five-year-olds. Washington, D.C.: National 1.1, 1.2, 2.1, 2.2, 3.1
Association for the Education of Young Children.

Mirror, Mirror, What do I See?

Materials:
Hand mirror

Procedure:
You will model what the children will do by looking into a mirror
and reciting, mirror, mirror what do I see? I see (say your name)
looking at me.
Pass the mirror to a child.
That child looks into the mirror and says, Mirror, mirror, what do I
see? I see (childs name) looking at me.
Have the children pass the mirror around the circle, with each
child taking a turn.

Matricardi, J. & McClarty, J. (2005). Group time activities A to Z. Clifton Park,

NJ: Thomson Delmar Learning.

Ride the Train

Materials:
Chairs
tickets

Procedure:
Set chairs in rows. Leave room for an aisle to walk between the
seats.
Have the children sit on the floor.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

19
 Read the book, Night Train by
Circle Time: Assign the role of the conductor to one of the children.
Movement Activities Give each child a ticket.
Have the children line up as the conductor calls, All aboard.
Competencies & Have the children sit in the chairs after boarding the train.
Objectives
Have the conductor walk down the aisle and collect the tickets
from the passengers.
Language Skills
1.1, 1.4, 1.5, 2.1, As the train starts to move, point out familiar landmarks to the
3.1, 3.2 children.
Math/Reasoning Skills Select some children to serve a snack on the train. The snack
2.1 can be imaginary, or the children may decide to eat their
Social/Emotional Skills customary snack on the train.
1.2, 3.1, 3.4
Physical Skills Matricardi, J., & J. McLarty (2005). Group time activities A to Z. Clifton Park,
1.1, 1.2, 2.1, 2.2, 3.1 NY: Thomson Delmar Learning.

Farmer in the Dell

Procedure:
Have the children form a circle by standing up and holding hands.
Select one child to be the farmer. The farmer will move to the
middle of the circle.
As you sing, each character will select the next person to join
them in the middle of the circle.
Sing The Farmer in the Dell.

The farmer in the dell,

The farmer in the dell,
Hi-ho the derry-o,
The farmer in the dell.

The farmer takes a wife,

The farmer takes a wife,
Hi-ho, the derry-o,
The farmer takes a wife.

(continue with remaining characters)

The wife takes a child
The child takes a nurse
The nurse takes a cat
The cat takes a mouse
The mouse takes the cheese
The cheese stands alone

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
20
 At the last verse, have everyone except the cheese rejoin the
circle. Circle Time:
Let the cheese be the farmer as you sing the song again. Movement Activities
Encourage children to select those who were not chosen the first
time. Competencies &
Objectives
Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
Language Skills
fingerplays, and chants. Beltsville, MD: Gryphon House.
1.1, 1.4, 1.5, 2.1,
3.1, 3.2
Math/Reasoning Skills
Pass the Shoe 2.1
Social/Emotional Skills
Materials: 1.2, 3.1, 3.4
One shoe Physical Skills
1.1, 1.2, 2.1, 2.2, 3.1
Procedure:
Have the children sit in a circle.
Clap or beat a drum in a slow, steady rhythm, singing (to the tune
of London Bridge:

Pass the shoe from me to you, me to you, me to you;

Pass the shoe from me to you, and do just as I do!

On the beat each child pretends to place something in front of the

player on their left.
One child will have the shoe. That child actually passes it to the
player on the left.
Continue passing the shoe and pretending to pass the shoe.

Torbert, M. & L.B. Schneider (1993). Follow me too: A handbook of movement

activities for three- to five-year-olds. Washington, D.C.: National
Association for the Education of Young Children.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

21
Language/Writing Language/Writing Center
Center: Vocabulary
Words & Letters Teaching Tips
Writing Activities
activity Have writing materials, like paper, pencils, and markers, available
in the writing center for children to use when you are not
conducting a teacher-directed activity.
community If possible, locate this center near a chalk board or dry erase
board for children to use.
helper Have a magnetic board and magnetic letters available for
children to use in this center.
Have a list of the childrens names available so that children can
newspaper practice writing their own names.

news Class Book

The children should be comfortable with dictation activities by this
time. The goal of this activity is for them to think about what they
do in the classroom everyday and be able to describe it to you.
As they finish their dictation, allow them to take their page to the
Art Center, if they wish, for further illustration.
They might want to do more than one page. Be sure that
everyone has a chance to make one page for the book, then
invite children to add a second page if they wish. They can also
work on this alone in the Art Center.

Community Helper Stories

The goal of this activity is for children to use their imaginations in
creating stories about different community helpers.
Let them refer to the Circle Time Book, Community Helpers A to
Z for ideas.
If they are having trouble getting started, you might want to ask
Language / Writing them to choose a favorite community helper, and then pretend
Center: Dictate that they were doing that job. This may help them create a story.
Autobiographies

Competencies
Class Newspaper
& Objectives
The goal of this activity is for children to become aware of the
Language Skills daily events in the classroom, and be able to tell about different
1.1, 1.5, 2.1, 2.3, 2.4, events through words and pictures.
2.5, 2.6 Ask the children if they have every seen an adult read the
Science Skills newspaper. Perhaps they will be familiar with the comics section.
1.2 Help children decide what story they want to tell, then how to tell
Social/Emotional Skills it; through a picture, interview, or dictation.
1.1, 1.2, 4.2

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
22
Grocery Lists Language/Writing
The goal of this activity is for children to think about the routines
in their own homes and be able to describe them.
Center: Vocabulary
One routine in many homes is grocery shopping. Ask the Words & Letters
children if they ever go to the grocery store, and talk about some
of the things that they buy.
weather
Talking Tips
sports
Class Book
What are your favorite things to do in the classroom? interview
Why is that your favorite thing?
What other things do you like to do?
feature
Community Helper Stories
Who is your favorite community helper?
What do they do?
grocery list
Why do you like them?
store
Class Newspaper
Tell me something that happened yesterday.
How can you put that in our paper?
What other news do you have to tell?

Grocery Lists
What do you by at the store each week?
What do you want to put on your list?
How do you pay for your food?

Class Book
Language/Writing
Center: Class Book
Objective:
For children to develop their expressive Competencies &
language skills through dictation. Objectives

Materials: Language Skills

12x 18 construction paper 1.1, 1.5, 2.1, 2.2,
Crayons 2.3, 2.4, 2.5, 2.6
Markers Math/Reasoning Skills
Stapler 4.2
Social/Emotional Skills
1.1, 1.2, 3.4
Procedure:
Physical Skills
Invite 3 children at a time to the Language/Writing Center. 1.1, 3.1, 3.2
Explain to the children that they will be creating a class book
about school, and that each child will make a page in the book.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

23
 Ask the children to think about their favorite school activities.
Language/Writing
Ask the children to tell you about their favorite classroom activity.
Center: Community
Encourage them to tell you what they do, and why they enjoy that
Helper Stories
activity.
Competencies & Repeat until every child has written a page.
Objectives Staple the pages together and read the book in Afternoon Circle
Time.
Language/Writing Skills Make the book available in the Library Center.
1.1, 1.2, 1.5, 2.1, 2.2, If possible, cover the pages with contact paper to protect the
2.3, 2.4, 2.5, 2.6, 4.1 pages.
Science Skills 1.2
Social/Emotional Skills
1.1, 1.2, 3.4
Physical Skills 1.1, 3.1, Community Helper Stories
3.2
Objective: For children to develop an awareness of their position
within their community, and to consider the roles of community
helpers.

Materials:
Community Helpers from A to Z by B. Kalman
Paper
Markers

Procedure:
Invite 3 children at a time to the Language/Writing Center.
Explain that you want them to tell you a story about their favorite
community helper. Give them some time to think as they look
through the book Community Helpers from A to Z, which was
read in Circle Time that morning.
When they are ready, allow each child to dictate a story. The
other two children can look through the book or create an illustra-
tion for their story as they are waiting.
Class Newspaper

Competencies &
Objectives Class Newspaper

Language Skills Objective:

1.1, 1.5, 2.1, 2.2, 2.3, For children to develop an awareness of daily events in the
2.4, 2.5, 2.6 classroom.
Science Skills
1.2, 2.1 Materials:
Social/Emotional Skills Local newspapers
1.1, 1.2, 3.4 Paper
Physical Skills
Crayons
1.1, 3.1, 3.2
Markers

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
24
Procedure:
Invite 3 children at a time to the Language/Writing Center. Language/Writing
Center: Grocery Lists
Show them the local newspaper. Explain that it has different
sections, like news, weather, sports, interviews, and other
Competencies &
features. Tell them about the information that is included in each Objectives
section of the paper.
Tell the children that they will be working to create a class Language Skills
newspaper. This paper will have news about the children in the 1.1, 1.5, 2.1, 2.2, 2.3,
classroom and the event that occur within the classroom each 2.4, 2.5, 2.6
day. Social/Emotional Skills
Let each child decide which section of the paper they want to 1.1, 1.2, 3.4
work on. Physical Skills
1.1, 3.1, 3.2
Let each child decide if they want to dictate a story, write one of
their own, interview someone, or draw pictures for their section.
At the end of the week, compile all of the work into one paper,
and read it to the class. Make it available to read in the Library
Center.

Grocery Lists
Objective:
For children to increase their under-
standing of the routines in their
homes.

Materials:
Paper
Magazines
Scissors
Markers
Crayons

Procedure:
Invite 3 children at a time to the Language/Writing Center.
Ask them to tell you the things that their family buys at the
grocery store. Make a list of the items the mention.
Tell the children that they are going to make their own grocery list
of items they want to buy at the store.
Give them the option of writing the list (by copying from the
master list), drawing pictures, or cutting out pictures from
magazines.
Display the lists in the Dramatic Play Center, or let them take
them to the Center when they shop there.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

25
Math Center: Math Center
Vocabulary Words
and Numbers Teaching Tips

one Manipulatives Activities

Use this center for Manipulatives, like puzzles, small blocks,
plastic links, ring-a-majigs, etc. when you are not conducting a
two teacher-directed activity.

three Counting Objects

One of the benchmarks for the year is for children to count from
four 1 to 5. This activity enables children to practice their counting
skills.
five One-to-one correspondence is difficult for most young children to
understand. This activity is an initial introduction to this concept.
six Red Sets, Blue Sets
The goal of this activity is for children to learn to compare groups
of items.
If you can use small blocks of the same size, children can stack
Math Center them to see which color has more. This may be easier for the
children to figure out than lining them up.
Competencies &
Objectives What Can My Hand Hold?
The goal of this activity is for children to experiment with holding
Language Skills a different number of items to see how much they can hold.
1.1, 1.5, 3.1 Vary the size of items that are available for them to experiment
Math/Reasoning Skills with.
1.2, 1.3
Graphing Homes
This graph will give children a visual representation of the
number of different homes that children live in.
This activity will help children learn more about other families.

Sorting Collage
The goal of this activity is for children to practice comparing and
contrasting items.
This activity requires children to use their imaginations if they cut
out a picture of something they have never eaten before.

Talking Tips
Manipulatives Activities
What are you doing?

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
26
 Where did you get that idea? Math Center:
What can you do with that?
Vocabulary Words
Counting Objects and Numbers
Can you count these blocks?
Show me how you count them. seven
Can you add more blocks?
eight
Red Sets, Blue Sets
How are these sets the same?
How are these sets different? nine
What can you do to make them the same?
ten
What Can My Hand Hold?
How many of those can your hand hold? count
How can you draw them?
What else can you hold?
blocks
Graphing Homes
What can you tell me about the graph? compare
How do you know which home has the most votes?
How do you know which home has the least votes? set
Sorting Collage
What foods did you cut out?
What types of foods are they?
What other foods are like this one?

Counting Objects
Objective:
To introduce the children to the concept of one-to-one correspon- Math Center: Counting
dence when counting. Objects

Materials: Competencies &

10 blocks, rocks, or toy counters Objectives

Procedure: Language/Writing Skills

Invite 3 children at a time to the Math Center. 1.1, 1.5, 2.3, 3.1
Put 1 block on the table and ask each child to count the block. Math/Manipulative Skills
1.3
Encourage the children to touch the block as they count, and
Social/Emotional Skills
count with them. Model touching the block and saying, One. 1.1, 2.2, 3.4
Put 2 blocks on the table, and repeat the procedure with each Physical Skills
child. 1.1, 3.1
Continue adding blocks and counting until you have 10 blocks on

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

27
Math Center: the table and each child has had the chance to count to 10.
Most children will not be able to count all 10 blocks without help.
Vocabulary Words The goal is to expose them to the idea that each number, from 1
and Numbers to 10, represents a block.

red Red Sets, Blue Sets

blue Objective:
To compare sets, with up to three objects, and
decide which has more or less.
guess
Materials:
correct 18 (9 red, 9 blue) counting bears or small blocks

experiment Procedure:
Invite 3 children at a time to the Math Center.
trace Give each child 1 to 3 bears in red and a different number of
bears from 1 to 3 in blue.
Have each child guess whether he/she has more red or blue
hand bears.
Have each child line the bears up in each color.
object Have each child decide which color has the most bears by
comparing the lines.
graph Ask each child, Was your guess correct?

James, J. & Biggar, P. (1992). Blocks, bears, and building math skills.
homes Lewisville, NC: Kaplan Press.

What Can My Hand Hold?

Math Center: Red Sets,
Blue Sets Objective:
For children to practice their
Competencies &
counting and problem-solving
Objectives
skills.
Language Skills
1.1, 1.5, 2.2, 2.3, 2.4, Materials:
2.6 3-5 of several different small
Math/Reasoning Skills objects ( 5 legoes, 5 counting bears, 3 small blocks, 5 pine
1.1, 1.3, 3.2 cones, 5 shell, etc.)
Science Skills Paper
3.2 Crayons
Social/Emotional Skills Markers
1.1, 3.4
Physical Skills
1.1, 3.1
Procedure:
Invite 3 children at a time to the Math/Reasoning Center.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
28
 Group the objects together on the table.
Explain to the children that you will experiment with how many Math Center: What Can
things they can hold in their hands. My Hand Hold?
Help the children to trace one hand.
Encourage the children to experiment with holding the different Competencies &
objects on the table. Help them count how many objects are in Objectives
their hands.
Language Skills
Have the children draw the objects onto the picture of their hands
1.1, 1.5, 2.1, 2.2, 2.3,
to represent how many items they were able to hold.
2.4, 2.5, 2.6
Math/Reasoning Skills
Copley, J.V. (2000). The young child and mathematics. Washington, D.C.: 1.1, 1.3, 3.1, 3.2
National Association for the Education of Young Children. Science Skills
3.4
Social/Emotional Skills
Graphing Homes 1.1, 1.2, 3.4
Physical Skills
1.1, 3.1, 3.2
Objective:
For children to learn about other families.

Materials:
Large poster board or tag board
Markers
Pictures of the children

Procedure:
In Circle Time, ask the children to list the different types of homes
that people live in. Use this list to create a graph of homes.
On the left side of the poster board, number from 1 to the number
of children in the class, starting at the bottom.
On the bottom of the poster board, list the different types of
homes mentioned. If possible, include pictures of the different Math Center: Graphing
types of homes as well. Homes
Invite 3 children at a time to the Math Center. Ask them to find
Competencies &
their pictures, and put it above the type of home that they live
Objectives
in. Have them look at the graph and compare the number of
responses for each type of home. Language Skills
Repeat until every child has had a turn to put their pictures on the 1.1, 1.5, 2.1, 2.2, 2.3,
graph. 2.4, 2.5, 2.6
Math/Reasoning Skills
1.3, 3.3
Science Skills
3.4
Social/Emotional Skills
1.1, 1.2, 3.4, 4.2
Physical Skills
3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

29
Math Center:
Our Graph of Homes
Vocabulary Words
and Numbers 8
house
7
apartment

trailer 6

collage
5
magazine
4
salty

sweet 3 Susie

cut
2 Jon Trey
scissors
1 Austin LaShawn Mary

0
Math Center: Graphing
house apartment trailer
Homes

Competencies &
Objectives

Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
Math/Reasoning Skills
1.3, 3.3
Science Skills
3.4
Social/Emotional Skills
1.1, 1.2, 3.4, 4.2
Physical Skills
3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
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Sorting Collage Math Center: Sorting
Collage
Objective:
For children to develop their ability to compare and contrast items. Competencies &
Objectives
Materials:
Paper Language Skills
Scissors 1.1, 1.5, 2.1, 2.2, 2.3,
Glue 2.4, 2.6, 4.1
Math/Reasoning Skills
Magazines
1.1, 1.3, 3.2
Science Skills
Procedure: 3.2, 3.3, 3.4, 4.1
Invite 3 children at a time to the Math Center. Social/Emotional Skills
Ask them to find pictures of food in the magazines, and cut out at 1.1, 1.2, 3.4
least 6 pictures. Physical Skills
Talk to them about the food pictures they have chosen. Tell them 1.1, 3.1, 3.2
that they will be sorting the foods into salty foods and sweet
foods. Ask them how they think the foods taste.
Help the children to draw a line down the center of their paper.
Label one side Salty and one side Sweet. You may write
these words for the children, or write them on another paper and
let the children copy them.
Ask the children to glue their pictures on the appropriate side of
the paper.

Copley, J. (2000). The young child and mathematics. Washington, D.C.:

National Association for the Education of Young Children.

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

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Science Center: Science Center
Vocabulary Words
Teaching Tips
scoop
Sand Exploration
Have your Sand Table open all month for free exploration in
pour addition to other Science Center activities.
You can use rice in the table instead of sand.
funnel The goal of this activity is for children to explore how the sand
feels and what they can do to it.
sieve Have toys in the sand that they can use to dig and pour.
Have a broom and dustpan handy, and have the children sweep
experiment up around the sand table when they are done.
Use your Talking Tips as you stop by to encourage children to
talk to each other about what they are doing.
magnet Use your Science Center Vocabulary as you stop by to help
children find the words they need to describe what they are
box doing.

iron filings Water Table Exploration

Have your Water Table open all month for free exploration in
addition to other Science Center activities.
attract
The goal of this activity is for children to explore how the water
feels and what they can do with it.
pattern Have toys available that will sink and float.
Have toys available that they can use to measure and pour.
measure Have a mop handy, and have the children mop up around the
water table when they are done.

The Main Attraction: Magnet Boxes

The goal of this activity is for children to explore the idea of
magnetism using a magnet and iron filings.
Be sure that the lid on the box is securely taped closed.
Encourage the children to try using the magnet on other items as
well. Help them collect metal and non-metal items to experiment
with.

Talking Tips
Sand Exploration
What can you do with the sand?
What does the sand feel like?
What happens if you add water to the sand?

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
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Water Table Exploration
What can you do with the water? Science Center: Sand
Which things float? Which sink? Exploration
Can you make something that will float?
Competencies &
Objectives
The Main Attraction: Magnet Boxes
What happens when you move the magnet? Language Skills
What designs can you make with the iron filings? 1.1, 1.5, 2.1, 2.2, 2.3,
Why do they move? 2.4, 2.5, 2.6
Math/Reasoning Skills
Sand Exploration 4.2
Science Skills
3.1, 3.3, 3.4, 4.1
Objective: Social/Emotional Skills
For children to explore sand with tools and objects. 1.1, 1.2, 3.4
Physical Skills
Materials: 1.1, 3.1
Scoops
Clear plastic cups without handles
Funnels
Sand sieves

Procedure:
Encourage children to use the scoops and cups to pour sand into
the funnels and sieves.
Encourage the children to talk to you about the sand going
through the funnel and through the sieves.
Later in the week, add water to the sand and experiment with
how that changes the sands movement through the funnels and Science Center: The
sieves. Main Attraction: Magnet
Boxes
Granovetter, R., & J. James (1989). Sift and Shout: Sand play activities for
children ages 1-6. Lewisville, NC: Kaplan Press. Competencies &
Objectives

Language Skills
The Main Attraction: Magnet Boxes 1.1, 1.5,
2.1, 2.2,2.3, 2.4, 2.5,
Objective: 2.6
For children to explore items with tools and objects. Math/Reasoning Skills
4.2
Materials: Science Skills
Magnet box 3.4
Magnets Social/Emotional Skills
Iron filings (available at hardware stores) 1.1, 1.2, 3.4
Duct tape Physical Skills
1.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

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Science Center Procedure:
Create a magnet box. Use a shallow cardboard box that has a
Vocabulary Words clear plastic lid, like a stationery box, or use a shallow box with
heavy plastic wrap across the top. Place enough iron filings to
float barely cover the bottom, and seal the top with duct tape.
Show the children how to use the box by moving a magnet
sink across the bottom to make the iron filings. They look through the
top to see the results. Using the magnet on the top is certainly
smock permissible, the results just arent as dramatic. The children will
soon discover this on their own.
Ask the children to tell you what they notice when they move the
mop magnet around. Encourage them to describe the patterns they
can make, and the way the iron filings move.
bucket
Williams, R.A., Rockwell, R.E., & E.A. Sherwood (1987). Mudpies to magnets:
A preschool science curriculum. Beltsville, MD: Gryphon House.

Water Table Free Exploration

Objective:
To allow children to explore the tactile experience of playing in the
water, and to experiment with sinking and floating.

Materials:
Water table
Measuring cups
Plastic boats and other objects that float
Rocks, shells, and other objects that dont float
Science Center: Water
Table Free Exploration Procedure:
Allow the children to experiment with measuring and pouring the
Competencies & water.
Objectives Allow the children to experiment with objects that float and
objects that dont.
Language Skills Have smocks available for children to wear so that their clothes
1.1, 1.5, 2.1, 2.2, 2.3, stay dry.
2.4, 2.5, 2.6 Have a mop and bucket nearby so that they can mop up before
Math/Reasoning Skills they leave the center.
4.2
Science Skills
3.1, 3.3, 3.4, 4.1
Social/Emotional Skills
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
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Blocks Center Blocks Center:
Vocabulary Words
Teaching Tips
experiment
Free Exploration
Use your Talking Tips to encourage children to talk to you about
what they are building. street sign
Use your Block Center Vocabulary to help children find the
words they need to describe what they are doing. transportation
Remind children that they can also use blocks to build long
roads. Include cars and street signs in the Blocks Center.
garage
Build a Neighborhood and Build a City
In each of these activities, you want the children to think about parking garage
the buildings and other features they see around them and
recreate those using blocks.
Encourage children to use art supplies as they need them to
fire station
complete their building projects.
neighborhood
Talking Tips
city
Free Exploration
What can you build with these blocks? building
Where did you get that idea?
How do you balance the blocks?
tower
Build a Neighborhood/Build a City
What are you building?
How can you build streets?
Blocks Center: Free
What buildings are you building?
Exploration

Competencies &
Build a Neighborhood Objectives

Objective: Language Skills

1.1, 1.5, 2.1, 2.2, 2.3,
For children to develop their awareness of their neighborhood, using
2.4, 2.5, 2.6
their imagination in recreating their community.
Math/Reasoning Skills
3.1, 4.1, 4.2
Materials: Science Skills
Blocks 3.1, 3.4
Street signs Social/Emotional Skills
Cars 1.1, 1.2, 3.4
People Physical Skills
3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
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 Procedure:
Blocks Center: Build a In Circle Time, brainstorm with children about the different things
Neighborhood they see around their neighborhoods and around the school
neighborhood. Create list of the features they mention.
Competencies &
Post the list in the Blocks Center. Encourage children to build a
Objectives
neighborhood in the Blocks Center, using blocks, cars, people,
Language Skills street signs, etc.
1.1, 1.5, 2.1, 2.2, 2.3, Have paper and markers available for children to make signs for
2.4, 2.5, 2.6 their buildings.
Math/Reasoning Skills
3.1, 4.1, 4.2
Science Skills
1.2
Build a City
Social/Emotional Skills
1.1, 1.2, 3.4 Objective:
Physical Skills For children to develop their awareness of their neighborhood, using
1.1, 3.1 their imagination in recreating their community.

Materials:
Blocks
Street signs
Cars
People

Procedure:
In Circle Time, brainstorm with the children about things they
see in their town or city. Encourage them to think beyond their
neighborhood to include the whole town. Ask them to think about
places that they have to drive to, rather than places in walking
distance from their homes. Create a list of features they mention.
Blocks Center: Build a
City
Post the list in the Blocks Center. Encourage children to build
a city in the Blocks Center, using blocks, cars, people, street
Competencies & signs, etc. Remind them that in some cities, there are very tall
Objectives buildings, airports, etc.
Have paper and markers available for children to make signs for
Language Skills their buildings.
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
Math/Reasoning Skills
3.1, 4.1, 4.2
Science Skills
1.2
Social/Emotional Skills
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
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Music Center Music Center:
Vocabulary Words
Teaching Tips
exploration
Free Exploration
The goal of this activity is for children to listen and move to
different types of music. expore
Let the children choose the music they want to listen to.
Monitor the volume level, and be aware of the children working in music
centers nearby. They might enjoy the music, or it might distract
them.
If you notice that many children in different centers are moving to instruments
the music, invite them all to the music center and have a group
movement time. Let everyone dance as they want to the music.
Use your Talking Tips to encourage children to tell you what bells
they hear and how it makes them feel.
Use your Music Center Vocabulary to help children find the
words they need to describe the music and what they are doing.
drums

Conduct Classical Music triangle

Encourage the children to listen to the music and imagine that
they were conducting, or directing, the musicians.
Talk to the children about the tempo, or speed of the music, as maracas
well as the rhythm and volume.

Movement with Scarves sound

The goal of this activity is for children to increase their sense of
balance and coordination by moving to music.
feel
Mississippi Musicians
Encourage the children to talk about the music that is playing
each day. Compare the different types of music.
Allow the children to dance and move to the different types of
music.

Talking Tips
Free Exploration
What type of music do you like?
How can you move to this music?
How does this music make you feel?

Conduct Classical Music

How do you direct this music?

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

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 How do you tell them to move fast?
Music Center: Free How do you tell them to move slow?
Exploration
Movement with Scarves
Competencies &
Objectives
How can you move to this music?
How does the scarf move?
Language Skills How does this music make you feel?
1.4, 2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 3.2 Mississippi Musicians
Math/Reasoning Skills Who is your favorite Mississippi musician?
2.1 Why do you like their music?
Social/Emotional Skills How does their music make you feel?
1.1, 1.2, 3.4
Physical Skills
1.1, 1.2, 2.1
Free Exploration
Objective:
To allow children to explore the ways that they can move and react
to different types of music.

Materials:
CD or cassette player
Variety of appropriate music CDs or cassettes (childrens music,
classical, international music)

Procedure:
Play a variety of different types of music throughout the week
while children are working in centers.
Encourage children to dance and move to the music.
Music Center: Conduct Throughout the week, ask them if they like the music that is
Classical Music playing, and encourage them to use words to
explain why they like it and how it makes them feel.
Competencies &
Objectives

Language Skills
Conduct Classical Music
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6 Objective:
Math/Reasoning Skills For children to increase their understanding
2.1 of the basic elements of music.
Science Skills
1.2, 3.3 Materials:
Social/Emotional Skills Baton or short stick
1.1, 1.2, 3.4 Classical music CDs or cassettes
Physical Skills
1.1, 1.2, 2.1, 3.1
Procedure:
Explain to the children that a conductor is a person who helps

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
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 musicians play music by directing the tempo and volume of the Music Center:
music. Show the children how a conductor uses a baton and
waves his/her hands and arms in time with the music. Tell them
Vocabulary Words
that they will pretend to be conductors.
Have a variety of classical music available in the Music Center. loud
Let children use the baton to conduct the music as it plays.
soft
Movement with Scarves
fast
Objective:
To increase balance and coordination by moving to music.
slow
Materials:
3-4 long sheer scarves
Assortment of music on CD or cassette tape
rhythm
CD/cassette player
beat
Procedure:
Allow children space to dance with scarves as they listen to
different types of music. tempo
Let the children experiment with making the scarves move to the
music.

Mississippi Musicians
Objective: Music Center:
For children to increase their understanding of the basic elements of Movement with Scarves
music through exposure to different types of music.
Competencies &
Materials: Objectives
Recordings of famous Mississippi musicians
Language Skills
Procedure: 1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
In Circle Time, tell the children that the music this week is by
Math/Reasoning Skills
Mississippi musicians. Tell them that Mississippi is the name of 2.1
the state where they live. Social/Emotional Skills
Have a variety of recordings available in the Music Center from 1.1, 1.2, 3.4
famous Mississippi Musicians. Each day, play a different type of Physical Skills
music: 1.1, 1.2, 2.1, 2.2
Monday classical

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
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 Tuesday gospel
Music Center:
Wednesday blues
Mississippi Musicians
Thursday country
Competencies & Friday Rock and Roll
Objectives
In Afternoon Wrap-Up, ask the children to talk about the different
Language Skills types of music and how it made them feel. Encourage them to
1.1, 1.4, 1.5, 2.1, 2.2, talk about the differences in rhythm, tempo, and volume.
2.3, 2.4, 2.5, 2.6
Math/Reasoning Skills
2.1
Science Skills Famous Mississippi Musicians
3.3
Social/Emotional Skills Classical:
1.1, 1.2, 3.4 Leontyne Price Laurel, MS
Physical Skills William Grant Still Woodville, MS
1.1, 1.2 Walter Turnbull Greenville, MS
Ruby Pearl Elzy Pontotoc, MS

Gospel/Religious:
James Blackwood/Blackwood Brothers Ackerman, MS
Canton Spirituals Canton, MS
Mississippi Mass Choir/Frank Williams Jackson, MS
Blind Boys of Mississippi Piney Woods School

Blues:
Robert Johnson Hazlehurst, MS
B.B. King Itta Bena, MS
Muddy Waters Rolling Fork, MS
Howlin Wolf White Station, MS

Country:
Faith Hill Star, MS
Conway Twitty Friars Point, MS
Elsie McWilliams Meridian, MS
Charlie Pride Sledge, MS

Rock and Roll:

Elvis Presley Tupelo, MS
Jimmy Buffet Pascagoula, MS
Jerry Lee Lewis Nesbit, MS
Mary Wilson Greenwood, MS

* be sure to listen to all music selections to be sure that language and

content is appropriate for young children.

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olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
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Dramatic Play Center Dramatic Play
Center: Vocabulary
Teaching Tips Words
School
Children learn best through hands-on experiences. By using write
different alphabet and number manipulative, children increase
their exposure to letters and numbers.
Encourage children to tell you what they know about big kid bus
school. You may be surprised at what they think school is all
about. Be sure to listen to what they have to say, and present
passenger
school in a positive light.
Let children add materials and rearrange the center throughout
the two weeks. They will come up with new ideas as they driver
continue their play.

Bus fare
Create a bus based on the materials you have available. If
you can get a large appliance box, help the children to cut out
windows and paint the box to resemble a bus. window
If you dont have box, you can play bus by lining up chairs. You
can create sides with windows using large sheets of paper or bus stop
cardboard.

Talking Tips
School
What does the teacher do in big kids school?
What do the students do?
What will you learn today in big kids school?

Bus
What does the bus driver do? Dramatic Play Center:
What can you see from your bus window? School
Where are your going on the bus?
Competencies &
Objectives
School
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
Objective: 2.4, 2.5, 2.6, 4.1, 4.2
For children to increase their Social/Emotional Skills
awareness of letters and numbers 1.1, 1.2, 3.4
through hands-on experiences. Physical Skills
3.1, 3.2

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

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Dramatic Play Materials:
ABC manipulatives (magnetic letters, letter blocks, puzzles)
Center Vocabulary Calendar
Words Chairs
Chalk and small chalkboards or dry erase markers and boards
Number and letter posters
manipulative Pencils
Rulers
magnetic Scissors

Procedure:
puzzles Set up the Dramatic Play Center to look like a schoolroom, with
school supplies and charts on the walls. Make ABC manipula-
tives available. Include alphabet and number books.
calendar Create an attendance chart that the children write their names on
when they enter the center.
Encourage the children to pretend to read and write while playing
chalkboard school.
Put the Circle Time book in the Dramatic Play Center every day
so that the children can read the book to each other.
As the children play, talk about school in positive ways.

West, S., & A. Cox (2004). Literacy play: Over 300 dramatic play activities that
teach pre-reading skills. Beltsville, MD: Gryphon House.

Bus
Objective:
For children to use their imaginations in pretend play.

Materials:
Dramatic Play Center:
Bus Chairs

Competencies & Procedure:

Objectives Help the children line chairs up in the center to look like the seats
in a bus.
Language Skills Let the children use the Circle Time book, The Bus to make
1.1, 1.5, 2.1, 2.2, 2.3, decisions about what else they need in the center to play bus.
2.4, 2.5, 2.6, 4.1 For example, the might want to create sides for the bus, and
Science Skills decorate them with ads like a city bus.
1.2
They may want to make a school bus. Use large cardboard
Social/Emotional Skills
1.1, 1.2, 3.4 boxes to make the side of the bus. They can paint the sides
Physical Skills yellow and attach them to the chairs.
1.1, 3.1 If you have a large appliance box (a refrigerator box is a good
size) the children can make it into a bus and drive it around

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
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 the classroom. They could pick children up and drive them to Dramatic Play
different centers in the classroom.
Have several conversations with the children about what they
Center Vocabulary
need for their bus. Encourage them to use their imagination to Words
create more props for the bus.
Ask them what they see when they are riding on the bus.
pencils

rulers

attendance

school

read

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

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Art Center Art Center
Vocabulary Words
Teaching Tips
illustration
Illustrations
supplies This is a continuation of the class book that the children are
creating in the Language/Writing Center. Allow them to use
decorate whatever materials they wish to illustrate their pages in the book.

create Bubble Prints

Experiment with pouring the bubble solution in a large, flat pan,
blowing bubbles, then lightly touching the paper to the bubbles.
dish detergent This might be easier than using the small container.

straw Marble Tracks

The challenge of this activity is to move the marble gently without
blow touching it with your hands. Encourage the children to be patient
and move slowly.
imprint Vehicle Painting
The purpose of this activity is for children to experiment with
puddle painting without using paint brushes.
Encourage the children to use different sized cars, and point out
roll the differences in the tracks.

tip Art Materials

Make all art materials available at all times in the Art Center.
Although most art activities have specific materials listed, the
marble children are always free to use other materials as well.
For children, the most important experience in the Art Center is
the act of creating something. Experimenting with art materials is
the valuable learning experience, not creating a finished product.
Never ask children to copy a model of something that you have
made. That is a craft, not art.

Talking Tips
Illustrations
What is your favorite thing at school?
How can you draw a picture of that?
What can you tell me about your picture?

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
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Bubble Prints
What happens when you blow the straw in the paint? Art Center: Illustrations
What happens when you touch the bubbles with the paper?
What colors did you use? Competencies &
Objectives
Marble Tracks
Language Skills
How can you paint with a marble? 1.1, 1.5, 2.1, 2.2, 2.3,
What color will you use? 2.4, 2.5,2.6
What happens when you role the marble on the paper? Science Skills
1.2, 3.2
Vehicle Painting Social/Emotional Skills
How can you paint with cars? 1.1, 1.2, 3.4
What happens when you run the cars through the paint? Physical Skills
What patterns can you make on the paper? 1.1, 3.1, 3.2

Illustrations
Objective:
For children to develop their fine motor skills through art activities.

Materials:
All art supplies

Procedure:
Invite the children to create more illustrations for the class book
that they are writing in the Language/Writing Center.
Allow them to use any art supplies to decorate their page.

Art Center: Bubble

Prints
Bubble Prints
Competencies &
Objective: Objectives
For children to explore the properties of
paint using alternative tools. Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
Materials: 2.4, 2.5, 2.6
Solution of equal parts water and dish Math/Reasoning Skills
1.3, 3.1, 4.1
detergent
Science Skills
Small containers (baby food jar) 3.2, 3.4
Food coloring or tempera paint Social/Emotional Skills
Pan 1.1, 1.2, 3.4
Straws Physical Skills
Paper 1.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

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Art Center Procedure:
Prepare a solution of equal parts water and dish detergent.
Vocabulary Words Fill the small containers with the solution.
Add food coloring or paint to the jars, and mix.
red Set the jar in the pan.
Blow with a straw into the jar until bubbles mound over the sides
yellow (if you cut a little hole in the straw it will prevent drinking but will
not disturb the blowing).
blue Take a print by lightly touching the paper to the bubbles; as the
bubbles pop and imprint is left.
Try using a larger container to hold the mixture.
green
Kohl, M.A. (1985). Scribble cookies and other independent creative art
pink experiences for children. Bellingham, WA: Bright Ring Publishing.

purple
Marble Tracks
Objective:
For children to explore the properties of paint using alternative tools.

Materials:
Cake pan or shoe box
Paper cut to fit pan or box
Puddle of tempera paint
Marbles
Spoons
Container of water

Procedure:
Put a puddle of paint on the paper in the pan or box.
Art Center: Marble
Put a marble on the paper and roll it around by tipping the
Tracks container.
Spoon out the marble and plop in into a container of water to
Competencies & clean.
Objectives Let the child add another color to the paper and repeat the
procedure, if he/she wishes.
Language Skills
1.1, 1.5, 2.1, 2.2, Kohl, M.A. (1985). Scribble cookies and other independent creative art
2.3, 2.4, 2.5, 2.6 experiences for children. Bellingham, WA: Bright Ring Publishing.
Science Skills
3.2
Social/Emotional Skills
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
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Vehicle Painting Art Center
Vocabulary Words
Objective:
For children to explore the properties of paint using alternative tools.
black
Materials:
Paper white
Paper plates
Assortment of small cars and trucks orange
Paint
vehicle
Procedure:
Pour a small amount of paint onto paper plates.
Let the children run a car or truck through the paint, then onto the tire
paper.
Encourage them to experiment with different colors and different pattern
size vehicles.
experiment

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

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Playground: Playground
Vocabulary Words
Teaching Tips
playground
climber Free Play
It is important that children have plenty of time to run, hop, skip,
swings jump, swing, or just sit with a friend when they are outside.
slide Allow the children to make their own choices about what they are
doing.
crawl This is the time for them to use their outside voices.
It is important that you remain focused on what they children
tunnel are doing, rather than talk to another teacher. The safety of the
chase children is your first priority.
Use your Talking Tips to encourage the children to tell you what
turn they are doing.
hop Use your Playground Vocabulary to help children find the words
they need to tell you what they are doing.
skip
jump
Talking Tips
run
tag Free Play
What do you like to do on the playground?
freeze Why do you like to do that?
Who else is playing with you?
push
muscles Free Play
ride
Objective:
peddle For children to use their large muscles to develop physical skills.

Procedure:
Playground: Free Play Allow the children to play freely on the playground. Encourage
them to run, jump, skip, swing, climb, and crawl.
Competencies &
Objectives
This is the childrens opportunity to exercise their muscles and
use their outside voices.
Language Skills Move around the playground frequently so that you can monitor
1.1, 1.5, 2.1, 2.2, 2.3, the entire playground. Do not sit down and talk to other adults
2.4, 2.5, 2.6 for long period of time. The safety of the children is your first
Science Skills priority.
1.1, 1.2, 2.1
Social/Emotional Skills
1.1, 1.2, 3.4
Physical Skills
1.1, 2.1

Darling, L. (2007). October: My community. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
.
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