art activities theme: christmas 1. nose so bright materials: black construction paper ......

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Art Activities

Theme: Christmas

1. Nose so Bright

Materials: Black construction paper, glue, white tempera paint, red

pom-pom, an empty 20-ounce plastic soft drink bottle and a piece of

sentence strip long enough for children’s name.

Explain to children that even a nighttime blizzard can’t stop Rudolph’s

bright red nose from leading Santa’s sleigh. Help children to

understand that a blizzard is a very heavy snow and that it is very

hard to see what is around you. (Sort of like a very bad rainstorm,

only with snow) To make a blizzard of snowflakes, dip the bottom of

the bottle into the paint and randomly stamp it into a sheet of black

construction paper. Repeat the process until a desired effect is

achieved. Then dip a red pom-pom into glue and press it onto the

painted paper. Have children write their name on the sentence strip

and glue or staple it onto the paper. Remember attempts at writing

their names are O.K.

4 Year Old Standards Addressed:

II.A.1 Shows curiosity and is eager to learn new things and have new

experiences.

III.A.a.1 Demonstrates growing autonomy and independence, indicated

by increasing self-care and willing participation in daily routines, when

given a consistent and predictable environment.

IV.A.2 Follows Multi-step directions.

IV.G.2.a Child independently uses letter-like shapes or letters to

write words or parts of words.

IV.G.2.b Child writes own name, not necessarily with full correct

spelling or well-formed letters.

V.D.a.1 Explores visual arts.

V.D.a.2 Creates visual arts to communicate an idea.

2. Jingle Bell Painting

Materials: White construction paper, medium sized bells, red and

green paint, cups, spoon and box top.

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This activity should be closely supervised due to the fact that bells

could be a choking hazard.

Place a piece of construction paper in a box lid. Drop jingle bells into

cups of paint. Scoop out bells with a spoon, Drop the bells (let the

child count how many there are) into the box and have children shake

the box. The bells will roll to create a pretty Christmas picture and

make music. Also, introduce the concept that the bell is a sphere (3-D

shape).


III.B.a.1 Shows increasing confidence in their own abilities.

V.A.a.1.a Demonstrates one to one correspondence when counting.

V.A.d.3.b Child names three-dimensional shapes.


I.D.1 Demonstrates increasing control of small motor muscles to

perform simple tasks.

I.D.2 Uses eye-hand coordination to perform fine motor tasks.

3. Evergreen Painting

Materials: Construction paper, paper plates, variety of paint colors

and small Christmas tree branches (between 6-12 inches)

Before beginning this activity ask children where they think you found

the branches. Then explain that the branches came off of an

evergreen (Christmas) tree that grows outdoors. Also, compare the

different lengths of the branches.

(place from shortest to longest).

Have children dip the branches into the paint and make stokes onto

the paper. Discuss how the branch stokes differ from that of a

paintbrushes.

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I.A.1 Shows characteristics of good health to facilitate learning.

I.A.2 Demonstrates visual ability to facilitate learning.

V.A.c.2.a Child places objects in increasing order of size where the

increasing unit is constant.

V.B.d.2 Discovers and explores objects that are naturally found in the

environment.


I.D.3 Shows beginning control of writing by using various drawing and

art tools with increasing coordination.

4. Shiny Ornaments

Materials: Plastic spoons, aluminum foil, food coloring,

cardboard/tagboard, corn syrup and marker.

Before beginning this project, cut ornament shapes out of

cardboard/tagboard. Also, cut small pieces of cardboard/tagboard to

create a gift tag. Wrap aluminum foil around shape. In bowls, mix food

coloring and corn syrup. Allow children to paint on the aluminum foil

with the corn syrup mixture. Lay ornament flat to dry. The children

will be able to see them selves in the shiny ornament. Help children fill

out the gift tag with

TO: _____ and FROM: ________


II.A.1 Shows eagerness and curiosity as a learner.

III.B.a.1 Shows increasing confidence in their own abilities.

IV.C.1 Shows an understanding of words and their meanings.

IV.G.1.B Shows motivation to engage in written expression.

IV.G.3.a Demonstrates age-appropriate ability to write letters.


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5. A Pocket Full of Kisses

Materials: A pocket from a pair of blue jeans, shirt, or jacket,

Hershey Kisses, paint, fabric glue, ribbon and miscellaneous art

supplies.

Ask parents to bring in a pocket from an item of clothing that their

children have outgrown. Discuss that these pocket full of kisses will

go to someone who might be feeling sad or lonely. For example:

Residents of a nursing home or patients at a children’s hospital. Allow

children to decorate the pocket with a variety of art supplies. Attach

the ribbon to the top of the pocket with fabric glue. When fabric

paint is dry, allow children to stuff their pocket full of kisses.

Of course, let children taste the kisses too.


II.A.1 Shows curiosity and is eager to learn new things and have new

experiences.

III.A.b.2 Begins to use materials with increasing care and safety.

III.B.b.3 Shows care and concern for others.

IV.A.2.a Follows multi-step directions.

V.A.e.1.a Shows understanding of spatial relationships and uses

position words.


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Music and Movement

Theme: Christmas

1. Reindeer Pokey

Materials: Chart paper, marker and song written with words and

pictures.

Reindeer Pokey (Sung to Hokey Pokey) You put your antlers in You put you antlers out You put you antlers in

And you shake them all about You do the reindeer pokey

And you turn yourself around That’s what it’s all about

Continue with:

Hooves Tail

Red nose Whole self

Before you begin dancing, read through song and introduce the

“reindeer parts” that will be used in this activity. Ask children to

think of what part of their body they would “put in” for antlers,

hooves, tail… Compare reindeer parts to children’s body parts.


I.A.9 Participates in physical fitness activities.

V.C.1 Shows an understanding of words and their meanings.

VI.A.e.4 Uses directions to move through space and find places in

space.

V.D.c.1 Explores creative movement and dace.

I.C.1 Demonstrates increasing motor control and balance.

I.C.2 Demonstrates that ability to combine movement for gross motor

skills.

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2. We Wish You a Merry Christmas

Materials: Chart paper, marker and song written out.

We wish you a Merry Christmas We wish you a Merry Christmas We wish you a Merry Christmas We wish you a Merry Christmas We wish you a Merry Christmas

And a Happy New Year Now let’s all do a little clapping (clap) Now let’s all do a little clapping (clap) Now let’s all do a little clapping (clap)

And spread Christmas cheer (raise arms above head) Now let’s all do a little jumping (jump) Now let’s all do a little jumping (jump) Now let’s all do a little jumping (jump)

And spread Christmas cheer (raise arms above head) Now let’s all do a little waving (wave) Now let’s all do a little waving (wave)

Now let’s all do a little waving (wave) And spread Christmas cheer (raise arms above head)

Continue with: Stomping, marching… We wish you a Merry Christmas We wish you a Merry Christmas We wish you a Merry Christmas We wish you a Merry Christmas

And a Happy New Year


I.A.1

III.B.b.2

IV.A.1.9

V.D.c.1

V.D.c.2

I.C.1

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3. Ring Those Bells

Chart paper, marker, words to song written with words and pictures,

bells from Circle Time activity or bells glued onto craft sticks.

Ring Those Bells (Sung To: Jimmy Crack Corn) Ring those bells and stomp you feet (stomp feet) Ring those bells and stomp you feet (stomp feet) Ring those bells and stomp you feet (stomp feet)

Christmas time is here! Ring those bells and turn around (turn around) Ring those bells and turn around (turn around)

Ring those bells and turn around (turn around) Christmas time is here!

Ring those bells and jump up high (jump) Ring those bells and jump up high (jump) Ring those bells and jump up high (jump)

Christmas time is here!


I.A.1

III.B.b.1

IV.A.1

IV.C.1

V.D.c.1

I.C.1

4. Pretty Tree

Chart paper, marker and words to song written with words and pictures.

Use your creativity and children’s ideas to develop movements for this

song. Encourage children to help you count out the number of syllables in

December. Also, you can extend this activity by graphing how many

children have a natural Christmas tree and how many have an artificial

Christmas tree or how many children have their Christmas tree up and

decorated at the time of this music activity.

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Pretty Tree (Sung to: This is the Way We Wash Our Clothes) This is the way we look for a tree,

Look for a tree, look for a tree This is the way we look for a tree

Early in December This is the way we chop the tree

Chop the tree, chop the tree This is the way we chop the tree

Early in December This is the way

This is the way we carry it home Carry it home, carry it home

This is the way we carry it home Early in December

This is way we stand it up Stand it up, stand it up

This is the way we stand it up Early in December

This is the way we make it pretty Make it pretty, make it pretty

This is the way we make it pretty Early in December


II.C.1

IV.A.1


IV.F.2.d

V.D.c.1

V.D.c.2

If Graphed:

V.A.a.1.a Demonstrates understanding of one to one correspondence.

V.A.a.3.a

V.A.a.2.a

5. S-A-N-T-A

Materials: Chart paper, marker and words to song.

Introduce song by pointing to letters and saying their letter names.

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S-A-N-T-A (Sung To: B-I-N-G-O) There is a man we know so well

And Santa is his name-HO S-A-N-T-A, S-A-N-T-A, S-A-N-T-A

And Santa is his name-HO There is a man we know so well

And Santa is his name-HO HO-A-N-T-A, HO-A-N-T-A And Santa is his name-HO

Continue replacing letters in HO


I.A.3 Exhibits auditory ability to facilitate learning.

II.A.1

III.B.a.1

IV.B.1

IV.F.3.a

V.D.b.2

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Circle Time

Theme: Christmas

1. Way Up High In the Christmas Tree

Materials: Chart paper, markers, small candy canes (1 for each

student).

Copy the poem onto chart paper and illustrate.

Way Up High In the Christmas Tree

Way up high in the Christmas tree (point up)

Two little candy canes winked at me (wink)

So I shook the tree as hard as I could (pretend to shake tree)

And down dropped those candy canes (squat down)

Mmm, Mmm, Good!! (rub tummy)

Be sure to emphasize the words (tree & me and could& good).

What do the students notice about them (they rhyme)? List other

words that rhyme with these words (remember nonsense words are

fun too).

Take a poll to see how many students have tasted a candy cane and

graph this data.

Pass out the candy canes and encourage the students to taste them.

While they are tasting, ask for words that describe the candy

canes (red, white, striped, minty, crunchy, sweet, curved, etc.)

You may write the describing words on a piece of chart paper

under the heading: “Candy Canes Are…”


II. D.1

III.B.b.1

IV.A.1

IV.C.2.9

IV.F.1 Shows motivation for reading.

V.A.a.3.d

V.A.f.3.b

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2. T’was the Night Before Christmas

Materials: Book, chart paper, markers, list of vocabulary words.

Vocabulary Words

Clatter, luster, dimples, jolly, wandering, miniature, bound,

creature, stirring, t’was (it was)

Copy the vocabulary words onto chart paper. Introduce and read

the story T’was the Night Before Christmas stopping to emphasize

and define the vocabulary words (“T’was the night before

Christmas and all through the house, not a creature was stirring

not even a mouse. Hmmm…does anybody know what a creature is?”

Accept answers, helping if needed. “Yes a creature is an animal.

Not a creature was stirring. That means moving around.” etc.).

After reading the book refer to the list of vocabulary words and

define them again.

Demonstrate clapping or stomping out the number of syllables in

each word (Clap once “clat” clap again “ter”). Ask students to count

the number of claps (or stomps in each word).

If students are still interested they may want to clap or stomp the

syllables in their own names.

Hint: this activity also works well with rhythm sticks or castanets.


I.A.3

II.A.1


IV.C.2

IV.E.1 Uses language to express needs and feelings, share

experiences, predict outcomes, and resolve problems.

IV.F.4

V.A.a.1.a

IV.F.2.d

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3. The Polar Express

Materials: The Polar Express by Chris Van Allsburg, adult robe &

slippers, a bell (big enough to hear, small enough to fit into the

pocket of the robe), hot (warm) cocoa, whipped cream, mini

marshmallows, chart paper, markers, disposable cups, and lollipops

for each child.

Prior to this activity send a note home to parents requesting that

students wear their pajamas to school on this day (you may need to

send out a reminder the day before, too).

Put on your robe & slippers (slip the bell in to your robe pocket),

and prepare the cocoa.

Introduce the book to the students and explain that they are going

to pretend to take the train ride with the main character in the

book. Pass out the lollipops and read the story complete with

character voices and sound effects.

After the story, serve hot cocoa (be sure it is not hot enough to

burn the students!). Encourage the students to guess which cocoa

topping will be the most popular. Allow students to top their cocoa

with whipped cream or marshmallows. Create a graph depicting the

student’s favorite topping. Analyze the data to determine the

most popular topping and discuss the results. Were their guesses

right?


I.A.3 Exhibits auditory ability to facilitate learning.

II.A.1

III.B.a.1

IV.F.1 Shows motivation for reading.

V.A.a.3 Shows understanding by participating in the comparison of

quantities.

V.A.a.4 Assigns and relates numerical representations among

numerals (written), sets of objects, and number names (spoken) in

the range of zero to ten.

V.A.f.3.b Represents and analyzes data.

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4. Jingle-Bell Bracelet

Materials: Small jingle bells (3-5 per bracelet), elastic ponytail holders,

thread, string, or yarn, and holiday music.

Sew or tie several bells onto each ponytail holder. Make each student 2

bracelets (one for wrist, one for ankle). Ask students to slip the

bracelets on an ankle and a wrist.

Play rhythmic, holiday music and encourage students to “jingle to the

music”. After they have had the opportunity to “just jingle” for a bit,

teach them how to create a musical pattern by alternating wrist & ankle

jingles upon command (once they have mastered that, try another pattern

such as wrist, wrist, ankle, wrist, wrist, ankle).


II.A.1

III.B.2

III.B.b.1

V.A.a.1.a Recognizes patterns and non-patterns.

V.A.c.1.c Recognizes patterns units.

I.C.2

I.D.1

5. All Wrapped Up

Materials: 2 different sized boxes, 50 pennies, holiday gift wrap, chart

paper, marker, tape, newspaper, & scissors.

Place 25 pennies in each box, wrap one of the boxes in newspaper. Wrap

the other box in festive gift wrap with a ribbon and bow. Ask students

to compare the boxes (“How are they alike? How are they different?).

Ask students to vote on which box they want to open first. Record votes

on chart paper (discuss the reasons for their choices). Tally the votes to

decide which box will be opened first.

Choose 2 student volunteers to open the boxes and count the pennies in

each box (discuss that fact that each box contains the same or equal

amount of pennies).

Remind them that although the gifts looked very different on the

outside, they held the same thing. Discuss the parallel between

themselves and the gifts: while everyone looks different on the outside

we all hold the same value.

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I.A.2

II.A.1 Shows eagerness and curiosity as a learner.

III.B.c.1

VI.A.a.1.a Demonstrates understanding of one to one correspondence.

IV.A.a.3 Shows understanding by participating in the comparison of

quantities.

V.B.a.2

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Dramatic Play Activities

Theme: Christmas

1. Dress For the Season

Materials: magazine pictures of people wearing winter clothing,

mittens, gloves, hats, scarves, earmuffs, winter vests & jackets,

holiday sweaters, etc.

During large group time introduce students to the winter wardrobe.

Ask them to name the items and discuss what they are used for (they

may need some assistance).

Discuss what kind of weather and conditions require winter clothing

use rich vocabulary (freezing, chilly, snowy, icy, etc.). Show students

the pictures and verbally label the clothing. Ask thinking questions

such as “how are mittens and gloves different?” “How are they same?”

“How are scarves and ties similar?”

Place clothes in the dramatic play center and allow students to dress

for cold weather. Ask what kind of activities they might be preparing

for. Discuss positional words and body parts (“your hands go inside the

mittens”, “the scarf goes around your neck”, “sweaters are worn

under vests”, “earmuffs go over your ears”, etc). Ask “thinking

questions” such as “how are mittens and gloves different?” “How are

they same?” “How are scarves and ties similar?”

Encourage students to zip, button, and snap independently.


I.B.1

I.B.a.1


IV.C.2.a

V.B.a.2

I.D.1

I.D.2

V.A.e.1

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2. Gift Wrapping Center

Materials: gift wrap, tissue paper, ribbon, bows, empty boxes,

tape, scissors, large gift tags (you can make these out of wrapping paper),

index cards with the names of classmates written on them, pencils &

markers.

Invite students to wrap items from the classroom and give them as gifts

to their friends. Remind them that these are pretend gifts and must be

kept in the classroom after opening. During this activity define and

emphasize words such as wrap, package, fold, cover, ribbon, small,

medium, large, etc.

Discuss how the packages are alike and different.


II.C.1

II.D.1

III.B.a.1

III.B.2

III.B.b.2 Develops special friendships.

IV.C.2

IV.F.3 Shows alphabetic knowledge.

IV.G.1 Shows motivation to engage in written expression.

IV.G.3 Demonstrates age-appropriate ability to write letters.

V.A.c.2

I.D.1

I.D.2

I.D.3

3. Making a List

Materials: Sale flyers, construction paper, glue or glue sticks, scissors

pencils, markers, index cards

the names of family members written on them (mom, dad, brother, sister,

etc.)

Invite children to make gift lists for their family by looking through the

flyers, cutting out items, gluing them to the paper, and writing their names.

Discuss the names of the items and their attributes, as well as what led

them to make their choices.

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II.C.1

II.D.1 Shows some planning and reflection.

III.B.a.1

IV.B.1


IV.E.1 Uses language to express needs, and feelings, share experiences,

predict outcomes, and resolve problems.

IV.F.3 Shows alphabetic knowledge.


IV.G.3 Demonstrates age-appropriate ability to write letters.

V.B.a.2

I.D.1 Uses strength and control to perform simple tasks.

I.D.2

I.D.3

4. Christmas Shopping

Materials: cash register, money, price tags, baskets, totes or grocery

bags, note pads (for list making), pencils or pens, sale signs, “goodies” to

shop for (packages with multiple items from Dollar Tree, miscellaneous

objects from home, empty boxes, old costume jewelry, etc.).

Set up a classroom store and encourage students to shop for their friends

and family. Encourage students to make a shopping list with the names of

the people for whom they want to purchase gifts. Discuss the names of

items and their attributes as well as the reasons behind their choices. Use

and define words such as browse, select, compare, purchase etc.


II.A.1


III.B.a.1

III.B.b.3

IV.A.c.1 Shows an understanding of words and their meanings.

IV.C.2


IV.G.2

V.B.a.2

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V.C.a.2

I.D.3

5. Play-dough Christmas Cookies

Materials: scented homemade play-dough (cinnamon, vanilla, peppermint, etc.)

Christmas cookie cutters, pot holders, cookie sheets, rolling pins, mixing

bowls, measuring cups & spoons, sifter, mixing spoons, cooling racks, spatulas

cookie recipes & pictures), sprinkles, & cookie decorating items, aprons.

Note: This activity works especially well with at least two colors of play

dough each with a different scent.

Encourage students to browse the cookie recipes and decide what kind of

cookies they want to make. Assist them in sequencing the cookie baking

process: first select the recipe, second mix the batter, etc. Note that some

recipes will require rolling and the use of cookie cutters and others only

dropping spoonfuls of dough. Ask them about their actions, recipe choice,

plans for the cookies, differences and similarities in the dough etc.

Discuss the cookie making process. Some students may even want to create

their own recipe (you might write it on a recipe card for them).

Emphasize and define objects words & concepts which may be unfamiliar to

them such as the words in bold and any others.



II.C.1 Approaches tasks with flexibility and inventiveness.


III.B.a.1


IV.C.2 Uses an expanded vocabulary to describe many objects, actions, and

events.

IV.F.1

VI.A.a.6

V.A.e.1

V.A.c.2

I.D.1

I.D.2

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Outdoor Experiences

Theme: Christmas

1. Santa’s Workshop

Materials: Pieces of wood, large nails, screws, small hammers,

screwdrivers, goggles, sandpaper (different textures).

*Note this activity should be closely supervised.

Before beginning this activity hammer the large nails about ½ inch into

boards. Twist the screws into other boards about ½ inch. This will

make it easier for children to use the hammers and the screwdrivers.

Set up an area outdoors where children will have room to spread out.

After putting on goggles, have children hammer and screw the nails

and screws into boards. The children can also use sandpaper to make

the boards smoother. Discuss with children how the textures of the

sandpaper differ, some pieces being course (rougher) and some pieces

being fine (smoother). Explain to children that nails, hammers,

boards,,, are tools that carpenters use. Encourage children to

communicate by asking them questions like: Do you know anyone who

uses these kinds of tools? Why did they need these kinds of tools?


II.A.1.

III.A.b.2

IV.C.2

V.B.d.2

V.B.a.2

I.D.2

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2. Reindeer Games

Materials: Use your creativity (traffic cones, hula hoops, chairs, yarn,

blocks, playground equipment, etc.)

Create an obstacle course by using any of the objects listed above.

Demonstrate the activities & sequence at least twice before

encouraging the students to “join in the reindeer games”. Make sure

they have the opportunity to engage in gross motor activities such as

running, climbing, crawling, hopping, leaping, balancing, etc. Encourage

all efforts & have fun!

Once the activity is over ask if students remember what they did

first, second, etc. Ask if there are any activities they want to add

the next time they play.


I.A.9


III.B.b.1

IV.A.1

V.A.a.1 Demonstrates understanding of one to one correspondence.

V.A.e.1

V.A.c.1

I.C.1 Moves with balance and control.

I.C.2 Coordinates movements to perform simple tasks.

3. Reindeer Bean Bag Toss

Materials: beanbag toss, card board box (the size of a copy paper

box) with reindeer face painted or drawn on a big hole where the nose

should be.

Encourage students to stand a few feet from the “reindeer” and toss

the bean bags into his nose. Define and emphasize words and phrases

such as aim, toss, target, inside, next to, etc.

Encourage all efforts and turn taking behavior as well as cheering for

friends (“Yeah you did it, you hit the target!” “That was really

close, try again.” “That’s o.k. you tried your best!”).

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I.A.2

II.A.1

III.B.b.1

III.B.b.3

IV.C.2

V.A.e.1

I.C.1

I.C.2

4. Sidewalk Tree Decorating

Materials: Sidewalk chalk & imagination.

Before this activity use green chalk to draw several trees on the

sidewalk, building, or fence.

Invite students to decorate the trees using chalk. Emphasize

positional words & phrases such as above, below, beside, on top of,

inside, etc.).

Allow Students to wet some of the chalk in small cups of water and

discuss the difference between writing with wet chalk and dry chalk.

Encourage students to draw their own trees.


I.A.2


III.B.a.1

V.B.b.1

I.D.3

5. Holiday Fence Weaving

Materials: several (2-3 foot) strips of holiday colored fabric or

ribbon. If you do not have a chain link fence this activity can be done

with laundry baskets.

Encourage students to create a pattern using under and over weaving.

Teach them “under, over, under, over, under, over” etc.

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More advanced students may wish to create patterns using the

materials (solid, solid, pattern or red, green, red, green or material,

ribbon, material, ribbon).

Emphasize and define words such as: weaving, pattern, fabric, solid,

etc.


I.A.1 Shows characteristics of good health to facilitate learning.



III.B.a.1

IV.C.2

V.A.c.1

V.A.c.2

V.A.e.1

I.D.2 Uses strength and control to perform simple tasks.

I.D.3 Uses eye-hand coordination to perform tasks.

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Sensory Experiences

Theme: Christmas

1. Reindeer Sandwiches

Materials: 1 slice of bread for each student, peanut butter, 1 package

pretzel sticks, raisins, red M&Ms or maraschino cherries, non

serrated plastic knives, paper plates, paper towels or napkins, chart

paper, and markers.

Copy the recipe onto chart paper and illustrate it. Clean and wash

table, set out ingredients, and display recipe chart. Work with small

groups of 4-5 students. Explain that you will be preparing food and

that they must wash their hands so that they do no share their germs.

Give each student a piece (square) of bread and ask them to cut it

diagonally so that it makes two triangles. Allow them to experiment

by fitting the two triangles back together to make a square again.

Once they have experimented, continue to read the recipe. Instruct

them to spread each triangle with peanut butter. Discuss the concept

of antlers (“what other animals have antlers”, Why do you think

some animals have antlers? Etc.).

With the longest cut side across the top, and one tip facing the

student, place two pretzel sticks on each side of the top to make

antlers. Place two raisins for the eyes and a red M&M or cherry for

the nose.

Review the steps of the recipe using ordinal numbers (first we cut the

bread, the second step was spreading the peanut butter, the third

step…etc.)

Home Connection: Provide copies of the recipe to parents so that they

can make these nutritious snacks at home with their children.


I. A.8 Actively takes part in basic health and safety routines.

I. A.10 Makes healthy food choices.

III. B.c.1 Develops positive relationships and interacts comfortably

with familiar adults.

V. A.d.1 Understands various two-dimensional shapes, including circle,

triangle, square, rectangle, oval, and other less common shapes.

V. A.a.6 Shows understanding of and uses appropriate terms to

describe ordinal positions.

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V. A.d.2 Shows understanding that two-dimensional shapes are

equivalent (remain the same) in different orientations.

V. A.e.1.b Shows understanding of spatial relationships and uses

position words.

V. A.e.3 Understands and can tell difference between orientation

terms such as horizontal, diagonal, and vertical.

2. Christmas Trees

Materials: 1 sugar cone for each student, canned white frosting, green

food coloring, assorted small candies and baking decorations, mixing

bowl, wooden spoon, rubber spatula, non serrated plastic knives, small

paper plates, napkins or paper towels, large index cards and markers.

Illustrate the recipe on the index cards using one card for each step.

Number each card.

Clean and wash table, set out ingredients, and display recipe cards in

proper order. Work with small groups of 4-5 students. Explain that

you will be preparing food and that they must wash their hands so

that they do no share their germs.

Empty the frosting into a mixing bowl and add few drops of green

food coloring. Allow students to take turns stirring. Discuss what is

happening to the white frosting. Is the frosting green enough for a

Christmas tree? If not, how can they make it greener or darker?

Allow them to experiment.

Allow students to explore their cones. Explain that cones are three-

dimensional shapes like cubes, spheres, and cylinders (if possible

show them examples of these shapes such as cans, blocks, etc.).

Place cone circle side down, tip side up on paper plate (you may want to

have students write their names on the plates.

Spread each cone with green frosting and allow students to

experiment with textures and designs (smooth, pointy, wavy, etc.).

Encourage students to decorate their trees.

Mix up the index cards and ask the group help you put them back in

the correct order (“which card goes first, second, third…” etc).

Allow trees to sit until snack time.


I. A.8 Actively takes part in basic health and safety routines.

III. A.b.2 Begins to use materials with increasing care and safety.

25

IV. C.2.a&b Shows increased vocabulary to describe many objects,

actions, and events.

IV. D.1.a Uses age-appropriate grammar in conversations and

increasingly complex phrases and sentences.

V. A.a.1.a Demonstrates understanding of one to one correspondence.

V. A.d.3 Understands various three-dimensional shapes, including

sphere, cube, cone, and other less common shapes.

V. B.d.2 Discovers and explores objects that are naturally found in the

environment.

I. D.2 Uses eye-hand coordination to perform fine motor tasks.

3. Shaving Cream “Snow”

Materials: shaving cream, white glue, small mixing bowl, large serving

spoon, blue construction paper, paper scraps, children’s scissors

smocks, paper and pencils.

To make imitation snow, prepare a mixture of equal parts shaving

cream and white glue. Allow students to spoon several dollops of the

mixture onto construction paper. Encourage them to spread it around

to create a shape or scene. After they have finished this step,

instruct them to wash their hands. Provide a box or bowl full of

colorful scraps nearby and encourage students to cut or tear paper

details and gently press them into the “snow” picture. Allow the

projects to harden on a flat surface for at least 48 hours. Ask

students to tell you about their projects. Write exactly what they

say on an index card and display it near the completed project.


I. A.2 Shows visual ability to facilitate learning and healthy growth

and development.

II. C.1 Approaches daily activities with creativity.

III.A.a.1 Demonstrates growing autonomy and independence, indicated

by increasing self-care and willing participation in daily routines, when

given a consistent and predictable environment.

IV. B.1 Speech is understood by both a familiar and an unfamiliar peer

or adult.

IV. D.2 Connects phrases and sentences to build ideas.


environment.

26

V. D.a.2 Creates visual arts to communicate an idea.


4. Christmas Treasure Hunt

Materials: Sand table or dish basins filled with sand (cornmeal and

rice work well too), small “treasures” such as novelty erasers, plastic

ornaments, felt stars, etc. sorting containers, tweezers or tongs,

small bowls or plates.

Cover “treasures” with sand and encourage students to use tongs or

tweezers to hunt for them. Ask students to sort the treasures into

several containers. Ask students about the treasures. What did they

find?

Was it under the sand or on top of the sand? How are the treasures

different? The same?, etc.


I. A.2 Shows visual abilities to facilitate learning and healthy growth

and development.

II. A.1 Shows curiosity and is eager to learn new things and have new

experiences.


IV. B.1 Speech is understood by both a familiar and an unfamiliar peer

or adult.

IV. E.1 Uses language to express needs and feelings, share

experiences, predict outcomes, and solve problems.

V. A.c.2 Sorts, orders, compares, and describes objects according to

characteristics or attirbutes (seriation).

I. D.1 Demonstrates increasing control of small motor muscles to

perform simple tasks.

5. Gingerbread Houses & Cookies

Materials: Pictures of gingerbread houses & cookies, rolling pins,

brick a-brac scraps, scissors, assorted buttons & beads, felt, non

serrated plastic knives, gingerbread boy/girl cookie cutters, plastic

candy canes, etc. play-dough ingredients, and placemats.

Make 3-4 batches of gingerbread play-dough before setting up this

activity center.

27

Gingerbread Play-dough

1 cup flour

1/2 cup salt

2 tsp. cream of tartar

1 cup water

1 tsp. veg. oil

lots of cinnamon, allspice, ginger, nutmeg, whatever!

DIRECTIONS:

Mix the dry ingredients. Play with the spices till you get the scent you want

and the color. Mix water and oil together first and THEN add them to the

dry ingredients and stir. In a pot, cook the mixture for two to three

minutes, stirring frequently. The dough will start to pull away from the sides

of the pan and clump together. Take the dough out of the pan and knead the

dough until it becomes soft and smooth. Allow to cool and store in an air

tight container.

Set up a center and invite 2-3 students to create their own gingerbread

houses. Each student may use a placemat to designate their own work space.

Display pictures and encourage students to create and decorate gingerbread

houses and/or cookies with buttons, felt, beads, and bric-a-brac. Discuss

how the dough looks, feels, and smells. Ask students to tell you about their

creations “what did you do first, second, third, etc...”) and positional

words (on top of, under, next to, etc.).



II. D.1 Shows initial signs of planning and learning from experiences.

III. B.a.1 Shows increasing confidence in their own abilities.

III. A.b.2 Begins to use materials with increasing care and safety.

IV. B.1 Speech is understood by both a familiar and an unfamiliar peer or

adult.

V. A.a.6 Shows understanding of and uses appropriate terms to describe

ordinal positions.


environment.

I. D.1 Demonstrates increasing control of small motor muscles to perform

simple tasks.


art activities theme: christmas 1. nose so bright materials: black construction paper ......

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