Our “Eat Like a Dinosaur” curriculum is continually evolving. We began organizing it based on what is already happening in classrooms. It will continue to evolve as we engage in learning about food with children. Goals and objects were generated collectively, as well as the activities for each age group.
• Toddler and preschool classes follow the Arizona Early Learning Standards, noted in yellow.
• Elementary students follow the Common Core Standards, noted in blue and the Arizona Department of Education Health Standards, noted inpurple.
GOALS AND OBJECTIVES
Goal 1: Students will experience the connection between cooking and healthy living.
a-Students will be able to identify growing food.
TODDLER EXPERIENCES
• defining and discussing what “growing food” is and where it comes from (e.g. whole food items that grow from the earth) (Language & Literacy Strand 5: Concepts 5b-c, 5e)
• eat a rainbow (wide variety of different colored foods) (Language & Literacy Strand 5: Concepts 5b and 5c)
• learn colors and names of foods (Language & Literacy Strand 5: Concepts 5b-c, 5e)
• identify similarities and differences in colors of foods (Science Strand 1: Concept 3a)
• use pretend food in dramatic play and other games
• label categories of play food (e.g. desserts, whole foods, main dishes) (Science Strand 1: Concept 3a) (Physical Development Strand 2: Concept 1b)
• sort foods by color, shape, category (Math Strand 2: Concept 1b)
• learn what foods go together or are preferred foods by each other (Math Strand 2: Concept 1a-b)
• watch/taste/identify food growing in the garden (Science Strand 1: Concept 1a-e, Concept 2a,d) (Physical Development Strand 2: Concept 1b)
• introduce vocabulary of food (texture, types, meals, growing vs. junk food) (Language & Literacy Strand 5: Concepts 5b-c, 5e)
• daily snack and lunch growing food scavenger hunts (e.g. Who can find the growing food in their lunch or on their plate?) (Math Strand 2: Concept 1b)
• Duck Duck Goose turned into Cookie Cookie Apple (growing food item is called out as they choose their chaser)
PRESCHOOL EXPERIENCES
• eat a rainbow (wide variety of different colored foods) (Language & Literacy Strand 5: Concepts 5b and 5c)
• learn colors and names of foods (Science Strand 1: Concept 3a)
• identify similarities and differences in colors of foods
• lunch surveys (tally who has an apple, sandwich, etc.) (Science Strand 1: Concepts 3a-b, Concept 4 a,c), (Math Strand 1: Concept 1, Strand 2: Concepts 1-3)
• discuss/taste raw vs. cooked/processed foods (Math Strand 2: Concept 1b) (Science Strand 1: Concept 1a-e) (Physical Development Strand 2: Concept 1b)
• introduce Michael Pollan’s list: eat food • not much • mostly plants (Social Studies Strand 2: Concept 1 a-b) (Physical Development Strand 2: Concept 1b)
• learn benefits of each food (e.g. protein builds muscles and bones) (Physical Development Strand 2: Concept 1b)
• discuss/taste/identify foods from the garden/seasonal snacks/fresh foods (Physical Development Strand 2: Concept 1b) (Science Strand 1: Concept 1a-e)
• extend food vocabulary (Language & Literacy Strand 5: Concepts 5b-c, 5e)
ELEMENTARY EXPERIENCES
• eat a rainbow (wide variety of different colored foods) (HS 1.1, 1.6, 6.1, 7.1)
• learn about nutrients in specific foods (CC AZ.K-2.RI.10)
• discuss seasonal foods and concept of eating local (CC K-2.SL.2, K-2.SL.3, K-2.SL.5, K-2.W.8)
• study nutritional ingredients in recipes (HS 1.1, HS 1.6, HS 6.1, HS 7.1)
• compare healthy vs. junk food snacks (HS 1.1, HS 1.6, HS 6.1, HS 7.1) (CC K-2.SL.2, K-2.SL.3, K-2.SL.5, K-2.W.8)
• document lunch contents (CC AZ.K-2.W.2, AZ.K-2.W.4, )
• read labels and compare ingredients (HS 1.1, HS 1.6, HS 6.1, HS 7.1) (CC AZ.K-2.RI.10)
• explore Michael Pollan’s list: eat food • not much • mostly plants (HS 1.1, HS 1.6, HS 6.1, HS 7.1) (CC K-2.SL.2, K-2.SL.3, K-2.SL.5, K-2.W.8)
b-Students will take part in classroom cooking projects.
TODDLER EXPERIENCES
• sensory experiences with food (e.g. playing with cranberry sauce, eating noodles, painting with pudding) (Science Strand 1: Concept 1b)
• using food for art (e.g. potato stamps, “painting” with inedible plant parts) (Fine Arts Strand 1: Concept 1) (Physical Strand 1: Concept 3)
• introduction to cooking utensils/tools (Physical Strand 1: Concept 3)
• art with cooking tools (printing with potato masher) (Fine Arts Strand 1: Concept 1) (Physical Strand 1: Concept 3)
• fine motor skill development (e.g. pinching, rolling, stirring, patting, washing) (Physical Strand 1: Concept 3)
PRESCHOOL EXPERIENCES
• sensory experiences with food (e.g. playing with cranberry sauce, eating noodles, painting with pudding) (Science Strand 1: Concept 1b)
• using food for art (e.g. potato stamps, “painting” with inedible plant parts) (Fine Arts Strand 1: Concept 1) (Physical Strand 1: Concept 3)
• introduction to cooking utensils/tools (Physical Strand 1: Concept 3)
• art with cooking tools (printing with potato masher) (Fine Arts Strand 1: Concept 1) (Physical Strand 1: Concept 3)
• fine motor skill development (e.g. pinching, rolling, stirring, patting, washing, cutting) (Physical Strand 1: Concept 3)
• taking turns, having a cooking job (Social Emotional Strand 3: Concept 3)
• reading books about cooking/food (Language and Literacy Strand 2: Concept 6)
• learning safety practices related to cooking (e.g. using tools, heat/oven, handwashing) (Physical Development, Health and Safety Strand 2: Concept 1a) (Physical Development, Health and Safety Strand 3: Concept 1a)
ELEMENTARY EXPERIENCES
(Standards to be added)
• compare and contrast famous art with food as the subject (CC EL 3-4.SL.2, EL3-4.RI.5)
• food as art (presentation of art, food as an art form)
• sequencing of recipes, how recipes work
• safety practices with tools and procedures
• taking turns, having a job, teamwork
• reading books about cooking/food (CC EL 3-4.SL.2, EL3-4.RI.5)
• ratios/fractions (planning portions/servings for larger groups)
c-Students will experience the process of cooking.
TODDLER EXPERIENCES
(Standards to be added)
• sensory experiences with food (e.g. playing with cranberry sauce, eating noodles, painting with pudding)
• snack preparations (stirring, mixing, kneading)
• taking turns
• mixing ingredients, observing reactions (e.g. cause and effect with baking)
• eating food cooked at school
• games with food (e.g. roll a watermelon, pass around seeds)
PRESCHOOL EXPERIENCES
(Standards to be added)
• taste tests
• mixing ingredients, observing reactions
• snack preparations
• following a recipe (sequencing/planning steps)
• experiments (successes and failures)
• taking turns, having a job
• waiting for food preparation process to be completed
• raw/whole foods vs. processed/combined
• measuring, fractions, counting
• content-related foods (foods associated with various times, places, cultures)
ELEMENTARY EXPERIENCES
(Standards to be added)
• preparation of food for special events
• science experiments related to cooking (e.g. how yeast rises)
• measuring
• fractions/ratios (Mathematics 3. NF, 4.NF)
• chemical properties of substances
• following a recipe (sequencing/planning steps)
• content-related foods (foods associated with various times, places, cultures)
d-Students will discuss the benefits of cooking with different types of healthy foods.
TODDLER EXPERIENCES
(Standards to be added)
• whole foods make/keep us strong
• food from the garden tastes better
• overall health and wellness discussions over snack and lunch time periods (e.g. “I notice that three toddlers have apples today.” “Where do apples come from? They help our tummies feel good and give us energy to play.”)
• healthy food vs unhealthy food comparison game (felt pictures of food items aid in sorting and labeling foods)
PRESCHOOL EXPERIENCES
(Standards to be added)
• benefits of home cooked foods to the earth (vs. highly processed foods)
• not going to the store, driving car, no plastic bags (using items grown at home)
• using foods for cooking that can be composted
• fresh food tastes better
• nutritional benefits of different foods
• garden vs. canned, bought vs. homemade
• whole foods make/keep us strong
ELEMENTARY EXPERIENCES
(Standards to be added)
• taste buds on tongue
• benefits of home cooked foods to the earth (vs. highly processed foods)
• not going to the store, driving car, no plastic bags (using items grown at home)
• using foods for cooking that can be composted
• fresh food tastes better
• nutritional benefits of different foods
• garden vs. canned, bought vs. homemade
• whole foods make/keep us strong
• genetically modified foods
PICTURE BOOKS FOR THIS CATEGORY:
Peas! by Andrew Cullen
Lulu’s Lunch by Camilla Reid
Lunchbox: The Story of Your Food by Christine Butterworth
Handa’s Surprise by Eileen Browne
Vegetable Glue by Susan Chandler
Oliver’s Vegetables by Vivian French
Oliver’s Fruit Salad by Vivian French
I Will Not Ever Never Eat a Tomato by Lauren Child
Too Picky! by Jean Reidy
Eating Well (Looking After Me) by Liz Gogerly
Vegetables (On Your Plate) by Honor Head
Salad (On Your Plate) by Honor Head
What Happens to Your Food? by Alastair Smith
Grow Organic, Eath Organic by Lone Morton
Fruits by Valerie Bloom
Burger Boy by Alan Durant
The Very Hungry Caterpillar by Eric Carle
Goal 2: Students will have experiences with the nationally recognized food groups.
Students will be exposed to and eventually identify all food groups and recommended quantities for each.
TODDLER EXPERIENCES
• vocabulary building—e.g. “growing food”, “junk”, “yummy”. “yucky”, etc. (Language and Literacy Strand 1, Concepts 1 & 2; Language and Literacy Strand 2 Concept 5b-e, Physical Development, Health & Safety Strand Concept 1b)
• experience tastes of different foods (Science Strand 1, Concept 1b, Physical Development, Health & Safety Strand Concept 1b,)
• sample new foods through snack and cooking projects (Science Strand 1, Concept 1b, Physical Development, Health & Safety Strand Concept 1a)
• guest “cooks” to experience new recipes (Language and Literacy Strand 1, Concepts 1,2,3; Science Strand 1, Concept 1b & 2b, Physical Development, Health & Safety Strand Concept 1b)
• toddler size food pyramid (construct the pyramid using tape on the floor and use play food toys to sort into food groups)
• lunch and snack time discussion of food being eaten and where it belongs on the pyramid (food pyramid activity poster located at toddler eye level, on the refrigerator, and observable from eating tables)
• felt board play (using the felt board on our wall, toddlers practice sorting food felt pictures into the food groups already sectioned off with tape)
• create food group placemats for snack time
PRESCHOOL EXPERIENCES
• decorate/generate portions plate using magazine photos or plastic food (Physical Development, Health & Safety Strand 1 Concept 3 & Strand 2 Concept 1b; Fine Arts Strand 1 Concept 3)
• dramatic play in “kitchen” areas of the classroom stocked with healthy food examples (toys, boxes and other empty containers representing home kitchens) (Language and Literacy Strand 1, Concepts 1,2,3; Physical Development, Health & Safety Strand Concept 1b, Fine Arts Strand 3 Concepts 1&2; Social Studies Strand 3 Concept 1a)
• students can sort food representations into “too much,” “too little,” or “just enough” categories (Physical Development, Health & Safety Strand Concept 1b, Math Strand 2 Concepts 1&2 and Strand 5 Concept 1; Science Strand 1 Concept 4)
• identify foods by group during cooking projects, lunch surveys & snack-time conversations (Physical Development, Health & Safety Strand Concept 1b, Math Strand 2 Concepts 1&2 and Strand 5 Concept 1; Science Strand 1 Concept 4; Language and Literacy Strand 1, Concept 1)
ELEMENTARY EXPERIENCES
(Standards and more activities to be added)
• use new food pyramid to identify groups
• learn about food groups through My Plate materials (http://www.choosemyplate.gov)
• spinner game to classify food groups
• create visual pyramid using felt food pieces
• keep a daily log of lunch items for one week to determine if all four groups are being met
• gather and examine food wrappers to learn about ingredients in processed foods
• create My Plate place mat to categorize foods
b-Students will experience sorting foods into each category.
TODDLER EXPERIENCES
• edible/ non-edible items (Language and Literacy Strand 1, Concepts 1 & 2; Science Strand 1, Concept 1b; Physical Development, Health & Safety Strand Concept 1b; Math Strand 2 Concepts 1&2 and Strand 5 Concept 1)
• color recognition (Language and Literacy Strand 1, Concepts 1 & 2, Science Strand 1 Concept 1c; Math Strand 2 Concept 1b)
• parts of plants/parts of food (Language and Literacy Strand 1, Concepts 1,2,3; Language and Literacy Strand 2 Concept 5b-e, Science Strand 1 Concept 4)
• toddler size food pyramid (construct the pyramid using tape on the floor and use play food toys to sort into food groups)
• food patterns, using food manipulatives (orange, banana, orange banana..)
• class food book, each child creates a page representing their own favorite fruit or vegetable
• classification and comparison activities (which foods come from the ground and which ones from the tree, healthy food vs. junk food)
PRESCHOOL EXPERIENCES
• sorting game using laminated food pictures (Language and Literacy Strand 1, Concepts 1,2,3; Physical Development, Health & Safety Strand Concept 1b; Math Strand 2 Concepts 1&2 and Strand 5 Concept 1)
• identification of foods that are compostable (Science Strand 1 Concept 1c, Math Strand 2 Concept 1b; Language and Literacy Strand 1 Concepts 1&2; Social Studies Strand 3 Concept 1)
• art project: create a pretend plate with painted or collaged food (Physical Development, Health & Safety Strand 1 Concept 3 & Concept 1b; Fine Arts Strand 1 Concept 3; Math Strand 2 Concepts 1&2 and Strand 5 Concept 1; Science Strand 1 Concept 4)
ELEMENTARY EXPERIENCES
(Standards and more activities to be added)
• find magazine pictures or create felt pieces of food
• use pictures or felt pieces for color-coded food cards
• create food bingo game
c-Students will be exposed to and eventually explain the benefits of balanced nutrition.
TODDLER EXPERIENCES
• measuring wall and weight tracking for growth progress e.g. “How big is baby? Sooooooo big!”) (Science Strand 1 Concept 4; Math Concept 2a; Language and Literacy Strand 1 Concept 1)
• running, jumping, climbing games= energy to play (Physical Development, Health and Safety Strand 1 Concept 2)
PRESCHOOL EXPERIENCES
• define “growing foods,” talk about how they make strong and help us grow (Language and Literacy Strand 1, Concepts 1 & 2, Science Strand 1 Concept 1)
• relate “growing food” to each group, talk about how each group helps us grow (Science Strand 1 Concept 1; Language and Literacy Strand 1)
• class soup, have each child bring in a vegetable and prepare a class soup or salad
• puppet shows (Two toddlers heading to school but only one ate a good breakfast. How do their mornings turn out? One toddler chose to eat healthy food for lunch and the other ate all junk food. How do their tummies feel after?)
ELEMENTARY EXPERIENCES
(Standards and more activities to be added)
• discuss the concept of “balanced nutrition”
• study bones and the role nutrition and exercise play in maintaining their strength
• choose a special interest topic to research related to balanced nutrition
• prepare and public service speech about the topic
• publish findings on website, create a poster or artistic expression
• write a book about balanced nutrition for younger children
• produce a puppet show for younger children about balanced nutrition
PICTURE BOOKS FOR THIS CATEGORY:
Oliver’s Vegetables by Vivian French
Oliver’s Fruit Salad by Vivian French
I Will Not Ever Never Eat a Tomato by Lauren Child
Eating Well (Looking After Me) by Liz Gogerly
Vegetables (On Your Plate) by Honor Head
Salad (On Your Plate) by Honor Head
Fruits by Valerie Bloom
THIS SECTION IS STILL UNDER CONSTRUCTION
Goal 3: Students will experience the basics of gardening.
a-Students will learn about and eventually identify different plants and their stages of growth.
TODDLER EXPERIENCES
• grow a garden and integrate it into the core curriculum
• sprout a seed in a clear bag or jar, watch the seedling unfurl
• observe what happens to a neglected plant
• include plants in a garden that attract butterflies
• label the parts of a plant using manipulatives (pictures, stickers)
• chart plant growth experiments using unifix cubes (manipulatives)
PRESCHOOL EXPERIENCES
• verbally label basic plant parts (Language and Literacy Strand 1, Concepts 1 & 2; Language and Literacy Strand 2 Concept 5b-e; Science Strand 1 Concept 4a)
• sprout seeds in cups./toilet paper tubes, egg cartons (Science Strand 1 Concept 2; Social Studies Strand 3 Concept 1b)
• make signs to label plants in the garden (Language and Literacy Strand 1, Concepts 3, Science Strand 1 Concept 4 a,d; FIne Arts Strand 1 Concept 1a & Concept 2, Physical Development, Health & Safety Strand 1 Concept 3)
• photograph garden plants at different stages of growth and sort by plant maturity (Fine Arts Strand 1 Concept 2&3, Math Strand 2 Concepts 1&2 and Strand 5 Concept 1; Science Strand 1 2 & Concept 4c,d; Physical Development, Health & Safety Strand 1 Concept 3)
ELEMENTARY EXPERIENCES
• label plant and seed parts
• sprout seeds in baggies and tape to the window
• sprout seeds in jars with wet paper towels
• study life cycle of a plant
b-Students will plant, care for and harvest produce.
TODDLER EXPERIENCES
• teach toddlers that the classroom garden should be taken care of just like the classroom itself
• daily gardening jobs (just like the classroom job chart, assigned during morning circle)
• involve toddlers in the entire process of gardening (planning, design, and implementation)
• transform block play into “harvest time” (add tractors, play veggies, animals, farmers)
PRESCHOOL EXPERIENCES
• plant seeds in the garden based on growing season (Science Strand 1 Concepts 1&2; Physical Development, Health & Safety Strand 1 Concept 3; Social Studies Strand 3 Concept 1b)
• discuss what seeds need to grow (water, soil, sun) (Language and Literacy Strand 1, Concepts 1,2,3; Science Strand 1 Concept 2; Social Studies Strand 3 Concept 1b)
• water and weed the garden daily based on student jobs (Science Strand 1 Concept 2; Physical Development, Health & Safety Strand 1 Concept 3; Social Studies Strand 3 Concept 1a-c)
• assist teachers with picking produce at its peak for consumption (Science Strand 1 Concept 2; Physical Development, Health & Safety Strand 1 Concept 3; Social Studies Strand 3 Concept 1a-c)
• discuss waste and ways to use all produce grown (Science Strand 1 Concept 2 & 4; Language and Literacy Strand 1, Concepts 1,2,3; Social Studies Strand 3 Concept 1a-c)
ELEMENTARY EXPERIENCES
• read Tops and Bottoms, discuss different types of plants in a garden
• read Stone Soup and discuss harvesting
• discuss spacing of seeds and glue seeds to paper towel strips for planting
• use measuring for spacing of seeds and depth of planting
• weed and water the garden daily
• discuss why seedlings need to be thinned out
c-Students will be exposed to and eventually identify local growing seasons.
TODDLER EXPERIENCES
• expose toddlers to the weather/garden relationship (run in the rain!)
• science experiments (What do plants need to grow? water/rain/sunlight)
• weather reporter (daily classroom/garden job)
• develop and display interactive charts representing growing seasons
• choose fruits and veggies at snack that represent local growing seasons (e.g. apples in the fall)
• visit a local garden to observe/harvest what is growing
PRESCHOOL EXPERIENCES
• identify plants that have gone to seed, dormant or died (Language and Literacy Strand 1, Concepts 1 & 2; Science Strand 1 Concept 4; Social Studies Strand 3 Concept 1a,b)
• discuss different climate needs of different plants (kale likes a frost, melons like heat) (Science Strand 1 Concept 4; Language and Literacy Strand 1, Concepts 1,2,3)
• mark a calendar with planting dates of favorite foods (Language and Literacy Strand 1, Concepts 1,2,3; Math Strand 2 Concept 1)
• identify seedlings and compare them to mature plants (Math Strand 2 Concepts 1&2 and Strand 5 Concept , Science Strand 1 Concept 4; Language and Literacy Strand 1, Concepts 1,2,3)
ELEMENTARY EXPERIENCES
• learn how to read a planting guide
• create poster of growing seasons
d-Students will discuss the benefits of organic gardening.
TODDLER EXPERIENCES
• vocabulary/language building (e.g. learn terms like organic, whole foods, pesticides..)
• practice composting lunch scraps
• outside exploration (dig in the dirt)
PRESCHOOL EXPERIENCES
• participate in taste tests between canned food, grocery store food and food from the garden (Science Strand 1, Concept 1; Math Strand 2, Concept 1a, Physical Development, Health & Safety Strand Concept 1b; Science Strand 1 Concept 3a,c,d)
• use compost from compost bins/piles to help plants grow (Science Strand 1 Concept 2 &3; Social Studies Strand 3 Concept 1a-c)
• identify and encourage natural influences (like bugs) on our garden (ie: ladybugs and why they are helpful) (Science Strand 1 Concept 2)
• discuss what pesticides can do to nature and why we avoid them (Language and Literacy Strand 1, Concepts 1 & 2, Social Studies Strand 3 Concept 1a-c; Science Strand 1 Concept 1)
ELEMENTARY EXPERIENCES
• learn about the Dirty Dozen and Clean 15
PICTURE BOOKS FOR THIS CATEGORY:
Tops and Bottoms by Janet Stevens
THIS SECTION IS STILL UNDER CONSTRUCTION
Goal 4: By the end of the year, students will have experiences with the components of healthy living.
a-Students will be exposed to and eventually describe the relationship between exercise and the reduction of lifestyle-related diseases.
TODDLER EXPERIENCES
• study the body and how the different parts works
• animal action (using strong and stretching body movements to pretend to be different types of animals)
• super silly exercise experiments (run around then find pulse, run around and describe how your breathing changed)
• practice yoga calming poses before nap time (talk about calm vs. active/agitated)
PRESCHOOL EXPERIENCES
• participate daily in physical activities, such as P.E. class, recess, dancing during circle time, and games such as the balance beam during centers (Physical Development, Health & Safety Strand 1 Concept 2 & Strand 2 Concept 1b)
• identify physical and emotional feelings associated with exercise (Language and Literacy Strand 1, Concepts 1 & 2; Social Emotional Strand 1 Concept 2)
• discuss why exercise is good for your body (Physical Development, Health & Safety Strand 2 Concept 1b, Language and Literacy Strand 1)
• chart different types of exercise: what do we do that is fun and good for our bodies? (Physical Development, Health & Safety Strand 2 Concept 1b; Math Strand 2 Concepts 1&2 and Strand 5 Concept 1; Language and Literacy Strand 1)
ELEMENTARY EXPERIENCES
b-Students will be introduced to and eventually explain ways healthy eating habits can benefit people throughout their lives.
TODDLER EXPERIENCES
• discuss what different foods do for our bodies (e.g. proteins grow strong muscles, fruits keep you healthy, vegetables make you tall, carbs give you energy)
• create a “What I do for you!” classroom book or art craft of different foods
• question of the day reflecting healthy eating habits and benefits (What did you have for breakfast this morning? Was that a healthy choice?)
• bring in community helpers (police officer, nurse, doctor)
PRESCHOOL EXPERIENCES
• participate in studies about the body and how vitamins/sugar/fats affect different systems (carrots help with eyesight, ginger helps with digestion, protein builds muscles) (Language and Literacy Strand 1, Concepts 1,2,3; Language and Literacy Strand 2 Concept 5b-e; Physical Development, Health & Safety Strand Concept 1b)
• role play feelings associated with different nutrients (how do you feel after you eat…?) (Language and Literacy Strand 1, Concepts 1 & 2; Physical Development, Health & Safety Strand 2 Concept 1b; Fine Arts Strand 3; Social Emotional Strand 1 Concept 2)
ELEMENTARY EXPERIENCES
c-Students will be introduced to and eventually summarize the benefits of proper sleep, hygiene and prevention of illness (ie: washing food before cooking).
TODDLER EXPERIENCES
• laminate a drawing of teeth, use toothbrushes to brush off dry erase marks on teeth
• invite Mr. Sneeze to come for a visit to the classroom and learn how to keep our germs to ourselves
• teach/practice appropriate independent handwashing techniques before cooking or eating and after bathroom use
PRESCHOOL EXPERIENCES
• wash hands before and after eating and cooking (Physical Development, Health & Safety Strand 2 Concept 1a; Social Studies Strand 3 Concept 1a)
• wash produce used in cooking and eaten from the garden (Physical Development, Health & Safety Strand 2 Concept 1a; Social Studies Strand 3 Concept 1a)
• participate in naps/rest time (Physical Development, Health & Safety Strand 2 Concept 1b)
• notice/discuss/count number of students out sick each day, how they are recovering and when they will be back(Physical Development, Health & Safety Strand 2 Concept 1a, Math Strand 1 Concepts 1&2 and Strand 5 Concept 1; Social Studies Strand 3 Concept 1a)
• identify signs of sickness and how to avoid getting sick (ie: using a tissue, catching a cough in your elbow) (Physical Development, Health & Safety Strand 2 Concept 1a; Social Studies Strand 3 Concept 1a)
ELEMENTARY EXPERIENCES
d-Students will be exposed to and eventually identify activities and practices that reduce stress and increase a sense of well being.
TODDLER EXPERIENCES
• yoga poses are used to ease transitions and calming bodies down before nap
• daily breathing exercises (blowing up a balloon and letting all the air out)
• silly to calm games
PRESCHOOL EXPERIENCES
• participate in calming activities such as yoga, partner water painting and guided meditations (Physical Development, Health & Safety Strand 1 Concept 2 & Strand 2 Concept 1b; Social Emotional Strand 1 Concept 2)
• play outside each day (Physical Development, Health & Safety Strand 1 Concept 2 & Strand 2 Concept 1b)
• use a Safe Space with props for identifying and dealing with emotions (Social Emotional Strand 1, Strand 2 Concept 1 & Concept 3)
• sing songs and read books identifying and handling emotions (Language and Literacy Strand 1, Concepts 1,2,3; Fine Arts Strand 2 Concepts 1&2; Social Emotional Strand 1, Strand 2 Concept 1 & Concept 3)
• use appropriate physical activity for academic rest (ie: recess) (Physical Development, Health & Safety Strand 1 Concept 2 & Strand 2 Concept 1b)
ELEMENTARY EXPERIENCES
• participate in calming activities such as yoga, partner water painting and guided meditations
• play outside each day
• learn strategies for managing social situations that are stress-producing
• discuss life situations and how to handle them through literature studies and current events
• learn about healthy living practices such as exercise, sleep, and nutrition
© MARY K GLOVER 2014