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Home Preschool 101

LESSON PLANS

Goldilocks and the Three Bears

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MATERIALS LIST

Counting bears (or other bear toys) Gummy bears

Oats Chocolate pudding

Paper plates Thermometer

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ACTIVITIES CHECKLIST

Math Science

Size collection Real bears

Introduce temperature Make porridge

Temperature recording Opposites

Bear patterns Gummy bear experiment

Bear numbers Bear feet

Literacy Read Alouds

Rhyming words Goldilocks and the Three Bears

Story retelling Goldilocks and Just One Bear

Compare bears Rubia and the Three Osos

Emergent reader Goldilocks Returns

Write your own ending Baby Bear’s New Chair

Arts and Crafts Fine Motor/Sensory

Design a chair Oats sensory writing tray

Paper plate characters Oat play dough

Paint with pudding

Other Other


http://fun-a-day.com/printable-bear-math-patterns-for-preschoolers/

http://fun-a-day.com/harvest-play-dough-recipe-for-kids/



SKILLS CHECKLIST

M1

: Size

co

llec

tion

M2

: Intro

du

ce

tem

pe

ratu

re

M3

: Tem

pe

ratu

re re

co

rds

M4

: Be

ar p

atte

rns

M5

: Be

ar n

um

be

rs

S1

: Re

al b

ea

rs

S2

: Ma

ke

po

rridg

e

S3

: Op

po

sites

S4

: Gu

mm

y b

ea

r exp

erim

en

t

S5

: Be

ar fe

et

L1: R

hym

ing

wo

rds

L2: S

tory

rete

lling

L3: C

om

pa

re b

ea

rs

L4: E

me

rge

nt re

ad

er

L5: W

rite y

ou

r ow

n e

nd

ing

Print conveys meaning X X X

Rhyming

Letter knowledge X X

Left-to-right progression X X X

Retelling X X

Measurement X X

Patterns and sorting X X

Symmetry

Numeral knowledge X X

Counting

Size and ordering X

Scientific observation and investigation X X X X

Natural world X X

Describe physical properties of objects X X X X

Chemical reactions X X

Compare and contrast X

Oth

er

Sci

ence

M

ath

Lit

erac

y


http://fun-a-day.com/printable-valentine-games-for-kids/


http://www.fantasticfunandlearning.com/candy-heart-rainbow-science-experiment.html

http://fun-a-day.com/valentines-day-math-candy-hearts/

http://fun-a-day.com/fine-motor-valentine-craft-beaded-name-hearts/

http://fun-a-day.com/preschool-letter-activities-fine-motor-snowmen/

http://fun-a-day.com/preschool-valentine-activities-book-making/



FULL DAY LESSON PLAN

TIME MON TUE WED THU FRI

Songs &

Calendar Time

Songs &

Calendar Time

Songs &

Calendar Time

Songs &

Calendar Time

Songs &

Calendar Time

Size collection Introduce tem-

perature

Temperature re-

cordings

Bear patterns Bear numbers

Snack Snack Snack Snack Snack

Free Play Free Play Free Play Free Play Free Play

Real bears Make porridge Opposites Gummy bear

experiment

Bear feet

Goldilocks and

the Three Bears

Goldilocks and

Just One Bear

Rubia and the

Three Osos

Goldilocks Re-

turns

A Chair for Ba-

by Bear

Rhyming words Story retelling Compare bears Emergent reader Write your own

ending


Lunch/

Outdoor Play

Lunch/Outdoor

Play

Lunch/Outdoor

Play

Lunch/Outdoor

Play

Lunch/Outdoor

Play

Read Aloud/

Nap Time

Read Aloud/

Nap Time

Read Aloud/

Nap Time

Read Aloud/

Nap Time

Read Aloud/

Nap Time

Design a chair Oat play dough Paper plate char-

acters

Oat sensory writ-

ing tray

Paint with pud-

ding

15 m

in

15 m

in

30 m

in

30 m

in

20 m

in

45

min

25

min

. 4

5 m

in.

90

min

. 6

0 m

in.

Cal

en

dar

M

ath

S

nac

k Fr

ee

Pla

y S

cie

nce

R

ead

Alo

ud

Li

tera

cy

Fre

e P

lay

Lun

ch/

Ou

tdo

ors

S

tory

/Nap

O

the

r





TIME MON TUE WED THU FRI

Songs &

Calendar Time

Songs &

Calendar Time

Songs &

Calendar Time

Songs &

Calendar Time

Songs &

Calendar Time

Size collection Introduce tem-

perature

Temperature re-

cordings

Bear patterns Bear numbers

Snack Snack Snack Snack Snack


Real bears Make porridge Opposites Gummy bear

experiment

Bear feet

Goldilocks and

the Three Bears

Goldilocks and

Just One Bear

Rubia and the

Three Osos

Goldilocks Re-

turns

A Chair for Ba-

by Bear

Rhyming words Story retelling Compare bears Emergent reader Write your own

ending



HALF DAY LESSON PLAN 15

min

.

Cal

en

dar

15 m

in.

Mat

h

30 m

in.

Sn

ack

45

min

.

Fre

e P

lay

30 m

in.

Sci

en

ce

20 m

in.

Re

ad A

lou

d

25 m

in.

Lite

racy

45

min

.

Fre

e P

lay





SKILLS TAUGHT - NOTES




BOOK LIST

Goldilocks and the Three Bears by Emma Chichester Clark

Goldilocks and the Three Bears by Parragon Books

Goldilocks and the Three Bears told in Sign Language by Harry Bornstein

Goldilocks and the Three Bears: a Tale Moderne by Steen Guarnaccia

Goldie Socks and the Three Libearians by Jackie Mims Hopkins

B Bear & Lolly off to School by A. A. Livingston and Joey Chou

Rubia and the Three Osos by Susan Middleton Elya

Me and You by Anthony Browne

Goldilocks and the Three Dinosaurs by Mo Willems

Goldi Rocks & the Three Bears by Corey Rosen Schwartz

Goatilocks and the Three Bears by Erica S Perl

Eat Your Greens, Goldilocks by Steve Smallman

Goldilocks Rocks!: The Story of the Three Bears as Told by Baby Bears by Nancy Loewen

Goldilocks Returns by Lisa Campbell Ernst

Goldilocks and Just One Bear by Leigh Hodgkinson

Goldie and the Three Hares by Margi Palatini

A Chair for Baby Bear by Kaye Umansky

Bears by National Geographic Kids

Bears: Polar Bears, Black Bears and Grizzly Bears by Deborah Hodge

Grizzly Bears by Molly Kolpin

Since this theme is focused on a particular story, read alouds can be handled a few different ways. Read

the traditional story first, and then read different variations of the main story. You can also supplement the

read alouds with books about real bears, as well as fictional stories about what happens after the tradi-

tional version. Below are suggestions encompassing all of those ideas.

Be sure to check out Fantastic Fun and Learning’s Goldilocks book list for explanations about some of the

stories below.


http://www.fantasticfunandlearning.com/goldilocks-and-the-three-bears-books.html


Math Size collection - Discuss

sizes small, medium and

large. Go around your

home and gather similar

items of different sizes.

(spoons, bowls, cups, writ-

ing utensils, paper etc.).

Place the objects in order

by size (for example, baby

spoon, tablespoon, serving

spoon). Discuss the vocab-

ulary small, medium, and

large as you do. (TF)

Introduce temperature -

Discuss temperature. Make

a list of foods that taste

great cold and a list of

foods that taste great

warm/hot.

Temperature recording

- Continue discussing tem-

perature. Check the local

temperature at different

times of day and com-

pare. If you have a real

thermometer, move it to

different locations and

compare the temperature

in different areas or at dif-

ferent times of day.

Bear patterns - Use toy

bears to make patterns.

Bear numbers - Use toy

bears to “write” num-

bers. Discuss number

formation while doing

so.


LESSON ACTIVITIES - EXPLANATION

Science Real bears - Read a

book about real bears.

Record some facts you

learned about real

bears in a science jour-

nal.

Make porridge - Get

creative with the ingre-

dients or just use a pre-

made package of oat-

meal. Discuss how the

ingredients change af-

ter being heated. (TF)

Opposites - Discuss the

use of opposites in the

story (hot/cold, hard/

soft, etc). Brainstorm a

list of opposites. Act out

the ones that you can

(fast/slow, over/under,

short/tall, etc.).

Gummy bear experi-

ment - Make predictions

about what might happen

to gummy bears in water.

Place a gummy bear in

water and observe what

happens. Compare it to a

gummy bear not in water.

Try this with different liq-

uids, and be sure to record

results.

Bear feet - Make a con-

struction paper example

of a bear’s foot. Compare

human feet to the bear

foot. (TF)

Literacy

Rhyming words - Discuss

rhyming words. Brainstorm

a list of words that rhymes

with "bear." If kids are not

quite ready to generate a

list of ideas, say 2 words,

and have kids give a

thumbs up if they are

rhyming words.

Story retelling - Act out the

series of events in the story.

(Use real kids, stuffed ani-

mals, or paper cutouts as

characters). Let kids help

set up props and such to

add to the storytelling.

Compare bears - Discuss

real and make believe.

Make a Venn diagram

that compares with "Real

Bears" and "Make Believe

Bears". Brainstorm ideas for

filling the diagram togeth-

er.

Emergent reader - Read

through the book togeth-

er, pointing to the words

and talking about big ver-

sus little. Alternatively,

have children help assem-

ble the book by cutting

out and gluing/taping the

appropriate illustrations to

each page.

Write your own ending -

Write a story about what

happens after the end of

the traditional story. Does

Goldilocks ever come

back?

Other Design a chair - Use re-

cyclables (like card-

board boxes and tubes)

to make a new chair for

Baby Bear. Be sure to

paint and decorate it.

Oat play dough - Make

textured play dough by

substituting oats for the

barley in this recipe.

Add bear cookie cut-

ters. (TF)

Paper plate characters

- Make the bears and

Goldilocks out of paper

plates. Paint the plates.

Then make the faces

using googly eyes, con-

struction paper, yarn,

etc. Can be used as

masks while retelling the

story, too.

Oat sensory writing tray

- Place oats in a shallow

tray. Children use their

fingers to make designs,

numbers, letters, or

words. Use the printable

word or letter cards as

prompts. (TF)

Pudding painting - Use

chocolate pudding to

paint. Add coffee

grounds to the “paint”

for even more sensory

art fun. (TF)

(TF) - Toddler-friendly ideas that would work when home with children of different ages.






INDEPENDENT ACTIVITIES

These activities would work well as centers or work boxes during free play time. They’re

meant to allow children the chance to play, explore, and practice preschool skills on their

own. Children may still need some assistance at times, of course. They’re broken down by

subject area for reference. (TF) =Toddler-Friendly

Math

Size Sorting - Place items of

different sizes in a basket or

tray. Children sort the items

into piles of small, medium,

and large. Use the included

printable for this, as well.

Bear Numbers - Place the

number cards in numerical

order and count. Add toy

bears or other manipulatives

with the numbers to explore

one-to-one correspondence.

Literacy

Teddy Bear Picnic - Plan a ted-

dy bear picnic. Write down

your shopping list, and make

invitations for your guests. Then

pretend you’re on a picnic

with your friends and their ted-

dy bears. (TF)

Goldilocks Letters - Print the

letters, cut in half, and lami-

nate for durability. Children

match the uppercase and

lowercase letters.

Science

Real Bears - Place non-fiction

books in a basket, along with

pictures of real bears. Children

can draw pictures of real

bears in their science journals,

jotting down interesting facts.

Bear Bridges - Build bridges for

toy bears, using plastic/paper

cups and craft sticks.

Sensory

Sensory Play with Oats - Prac-

tice scooping and pouring in

an oats sensory bin with oat-

meal, spoons/scoops, and

bowls/cups. (TF)

Opposites Sensory Bin - Place

a combination of hard and

soft items in a sensory bin. Chil-

dren can explore using touch.

They can also sort the items.

(TF)

Block Play

Building for the Bears - Use

blocks to build chairs and

beds for each of the bears.

Add stuffed bears to extend

the play.

Measuring Structures - Use toy

bears to measure structures

kids make with blocks.

Arts and Crafts

Shape Characters - Use con-

struction paper shapes to

make the bears and Goldi-

locks.

Bear Collages - Use various

brown materials (torn con-

struction paper pieces, dyed

pasta, coffee grounds) to cre-

ate bear art.


http://fun-a-day.com/sensory-play-with-oats/

© ECEducation101

A C B

D F E

© ECEducation101

a c b

d f e

© ECEducation101

G I H

J L K

© ECEducation101

g i h

j l k

© ECEducation101

M O N

P R Q

© ECEducation101

m o n

p r q

© ECEducation101

S U T

V X W

© ECEducation101

s u t

v x w

© ECEducation101

Y Z

y z

0

© ECEducation101

2 1

3 5 4

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© ECEducation101

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© ECEducation101

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© ECEducation101

Goldilocks & the 3 Bears Letter Matching Puzzles Print letter cards. Cut in half diagonally, from the top-right corner to the bottom-left corner (so uppercase and lowercase are separate). Laminate for durability. Children match the uppercase to lowercase letters, like a puzzle.

A

a

B

b

© ECEducation101

C

c

D

d

E

e

F

f

© ECEducation101

G

g

H

h

I

i

J

j

© ECEducation101

K

k

L

l

M

m

N

n

© ECEducation101

O

o

P

p

Q

q

R

r

© ECEducation101

S

s

T

t

U

u

V

v

© ECEducation101

W

w

X

x

Y

y

Z

z

Created by Mary Catherine of Fun-A-Day Font & Clip Art © D. J. Inkers

Teddy Bear Patterns

http://fun-a-day.com/


© ECEducation101

Baby Bear starts with the /b/ sound. Ball ~ Boat ~ Bear ~ Bell ~ Bat

© ECEducation101

Mama Bear starts with the /m/ sound. Money ~ Mouse ~ Mushroom ~ Moon ~ Mask

© ECEducation101

Papa Bear starts with the /p/ sound. Penguin ~ Pizza ~ Pumpkin ~ Pancakes ~ Pie

The thing is, dear parent, that I can only talk to you about YOUR child. So, what I can tell you is this: If ever, at any point, YOUR child, or any of your children, becomes THAT child… I will not share your personal family business with other parents in the classroom. I will communicate with you frequently, clearly, and kindly. I will make sure there are tissues nearby at all our meetings, and if you let me, I will hold your hand when you cry. I will advocate for your child and family to receive the highest quality of specialist services, and I will cooperate with those professionals to the fullest possible extent. I will make sure your child gets extra love and affection when she needs it most. I will be a voice for your child in our school community. I will, no matter what happens, continue to look for, and to find, the good, amazing, special, and wonderful things about your child. I will remind him and YOU of those good amazing special wonderful things, over and over again. And when another parent comes to me, with concerns about YOUR child… I will tell them all of this, all over again. G o l d i l o c k s

© ECEducation101

The thing is, dear parent, that I can only talk to you about YOUR child. So, what I can tell you is this: If ever, at any point, YOUR child, or any of your children, becomes THAT child… I will not share your personal family business with other parents in the classroom. I will communicate with you frequently, clearly, and kindly. I will make sure there are tissues nearby at all our meetings, and if you let me, I will hold your hand when you cry. I will advocate for your child and family to receive the highest quality of specialist services, and I will cooperate with those professionals to the fullest possible extent. I will make sure your child gets extra love and affection when she needs it most. I will be a voice for your child in our school community. I will, no matter what happens, continue to look for, and to find, the good, amazing, special, and wonderful things about your child. I will remind him and YOU of those good amazing special wonderful things, over and over again. And when another parent comes to me, with concerns about YOUR child… I will tell them all of this, all over again. B a b y B e a r

© ECEducation101

The thing is, dear parent, that I can only talk to you about YOUR child. So, what I can tell you is this: If ever, at any point, YOUR child, or any of your children, becomes THAT child… I will not share your personal family business with other parents in the classroom. I will communicate with you frequently, clearly, and kindly. I will make sure there are tissues nearby at all our meetings, and if you let me, I will hold your hand when you cry. I will advocate for your child and family to receive the highest quality of specialist services, and I will cooperate with those professionals to the fullest possible extent. I will make sure your child gets extra love and affection when she needs it most. I will be a voice for your child in our school community. I will, no matter what happens, continue to look for, and to find, the good, amazing, special, and wonderful things about your child. I will remind him and YOU of those good amazing special wonderful things, over and over again. And when another parent comes to me, with concerns about YOUR child… I will tell them all of this, all over again. M a m a B e a r

© ECEducation101

The thing is, dear parent, that I can only talk to you about YOUR child. So, what I can tell you is this: If ever, at any point, YOUR child, or any of your children, becomes THAT child… I will not share your personal family business with other parents in the classroom. I will communicate with you frequently, clearly, and kindly. I will make sure there are tissues nearby at all our meetings, and if you let me, I will hold your hand when you cry. I will advocate for your child and family to receive the highest quality of specialist services, and I will cooperate with those professionals to the fullest possible extent. I will make sure your child gets extra love and affection when she needs it most. I will be a voice for your child in our school community. I will, no matter what happens, continue to look for, and to find, the good, amazing, special, and wonderful things about your child. I will remind him and YOU of those good amazing special wonderful things, over and over again. And when another parent comes to me, with concerns about YOUR child… I will tell them all of this, all over again. P a p a B e a r

© ECEducation101

The thing is, dear parent, that I can only talk to you about YOUR child. So, what I can tell you is this: If ever, at any point, YOUR child, or any of your children, becomes THAT child… I will not share your personal family business with other parents in the classroom. I will communicate with you frequently, clearly, and kindly. I will make sure there are tissues nearby at all our meetings, and if you let me, I will hold your hand when you cry. I will advocate for your child and family to receive the highest quality of specialist services, and I will cooperate with those professionals to the fullest possible extent. I will make sure your child gets extra love and affection when she needs it most. I will be a voice for your child in our school community. I will, no matter what happens, continue to look for, and to find, the good, amazing, special, and wonderful things about your child. I will remind him and YOU of those good amazing special wonderful things, over and over again. And when another parent comes to me, with concerns about YOUR child… I will tell them all of this, all over again. c h a i r

© ECEducation101

The thing is, dear parent, that I can only talk to you about YOUR child. So, what I can tell you is this: If ever, at any point, YOUR child, or any of your children, becomes THAT child… I will not share your personal family business with other parents in the classroom. I will communicate with you frequently, clearly, and kindly. I will make sure there are tissues nearby at all our meetings, and if you let me, I will hold your hand when you cry. I will advocate for your child and family to receive the highest quality of specialist services, and I will cooperate with those professionals to the fullest possible extent. I will make sure your child gets extra love and affection when she needs it most. I will be a voice for your child in our school community. I will, no matter what happens, continue to look for, and to find, the good, amazing, special, and wonderful things about your child. I will remind him and YOU of those good amazing special wonderful things, over and over again. And when another parent comes to me, with concerns about YOUR child… I will tell them all of this, all over again. b o w l

© ECEducation101

The thing is, dear parent, that I can only talk to you about YOUR child. So, what I can tell you is this: If ever, at any point, YOUR child, or any of your children, becomes THAT child… I will not share your personal family business with other parents in the classroom. I will communicate with you frequently, clearly, and kindly. I will make sure there are tissues nearby at all our meetings, and if you let me, I will hold your hand when you cry. I will advocate for your child and family to receive the highest quality of specialist services, and I will cooperate with those professionals to the fullest possible extent. I will make sure your child gets extra love and affection when she needs it most. I will be a voice for your child in our school community. I will, no matter what happens, continue to look for, and to find, the good, amazing, special, and wonderful things about your child. I will remind him and YOU of those good amazing special wonderful things, over and over again. And when another parent comes to me, with concerns about YOUR child… I will tell them all of this, all over again. b e d

© ECEducation101

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