Peter Cottontail Song and Craft
Lesson Plan:
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Activity:
Peter Cottontail Song and Craft Lesson plan developed by Ms. Erika Geelhoed, BA Ed Age Group:
* Lesson plan objective and assessment can be adapted to use this activity with mobile infants or toddlers.
Objectives:
Children will:
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II.7.2a
Materials:
Procedure:
“Here comes Peter Cottontail,
Hoppin' down the bunny trail, Hippity, hoppity, Easter's on its way. Bringin' every girl and boy Baskets full of Easter joy, Things to make your Easter bright and gay. He's got jelly beans for Tommy, Colored eggs for sister Sue, There's an orchid for your Mommy And an Easter bonnet, too. Oh! here comes Peter Cottontail, Hoppin' down the bunny trail, Hippity hoppity, Happy Easter day.” |
- When finished, you can begin the memory craft.
- Paint the children’s foot and stamp onto paper.
- Clean the children’s foot.
- Add bunny ears, eggs, and grass with paint to the picture.
- Add a small cotton ball for a tail.
- You can put the finished piece in the children’s portfolio along with assessment notes.
Assessment:
- Observe and record the children’s reaction to the song. Did they respond with movement or facial expressions? How did they react to the paint?
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Ways Teachers Facilitate Learning
Infants and toddlers are constantly moving, thinking, communicating, and feeling. In other words they are learning all the time in many different and integrated ways. The way adults express emotions, the tone of voice they use, the pace of the personal care routines, the materials provided for discovery, even the quality of light in the environment all contribute to the children’s construction of knowledge.
Because their learning is integrated cross domains and is occurring every moment, infants learn during play as well as during caregiving routines. In essence, teachers’ actions and emotions communicate to children even when children are not directly involved in an interaction.
Because their learning is integrated cross domains and is occurring every moment, infants learn during play as well as during caregiving routines. In essence, teachers’ actions and emotions communicate to children even when children are not directly involved in an interaction.