Day 1: Cold and Warm

Block 1 (45 min): Introduction & Sensory Experience

Hook: "Look outside! Is the sun hot or is the air cold? Brrr!"

I Do: (Educator models) "When I go outside and it's cold, I shiver like this! (Model shivering). I put my hands in my warm gloves."

We Do: Ice Exploration. Place ice cubes in a large, sealed Ziploc bag or deep bowl. Learners touch the bag. Discuss: "Is it cold or warm? Brrr! How does the cold make your hands feel?"

Formative Check: Ask learners to say "Cold!" when they touch the ice.

Block 2 (45 min): Winter Clothes Movement

Activity: The Dressing Game.

I Do: Educator models putting on a coat and zipping it up slowly, narrating the action. "Coat on! Zip, zip, zip! Now I am warm!"

We Do: Sing a simple song (e.g., "This is the way we put on our hat..."). Learners practice putting on various items of winter clothing (hat, scarf, gloves). Focus on motor skills (pulling, pushing).

You Do: Learners choose one item of clothing to wear and practice taking it off and putting it back on independently.

Block 3 (45 min): Fine Motor Practice & Closure

Activity: Cotton Ball Snow.

I Do: Educator shows how to gently glue a cotton ball onto paper. "Look, a soft, fuzzy snowflake!"

You Do: Learners glue cotton balls onto blue paper to make a snowy scene. (Focus on pincer grip and placement).

Recap: Review the clothes they wore. "What made us warm today? The coat and the hat!"

Day 2: Snow and Snowflakes

Block 1 (45 min): Introduction & Literacy

Hook: "Imagine white, fluffy stuff falling from the sky. What is it? SNOW!"

I Do: Read a simple book about snow falling. Point to the pictures and make a whispering 'shhh' sound for falling snow.

We Do: Snow Movement. Educator leads: Move bodies like a snowflake (slowly spinning and falling). Move bodies like walking in deep snow (big stomps!).

Block 2 (45 min): Content & Modeling - Making Snow

Activity: Sensory Bin Snow Play.

I Do: Model scooping the 'snow' (white rice/beans or kinetic sand) into a small cup and gently pouring it out. "Look, I made a little snow pile!"

We Do: Learners and educator explore the sensory bin together, practicing filling and dumping, using small scoops or their hands.

Success Criteria: The learner engages with the sensory material for at least 5 minutes and uses the tools (if provided) appropriately.

Block 3 (45 min): Practice & Closure

Activity: Snowflake Stamping.

I Do: Educator demonstrates stamping with a simple snowflake-shaped sponge or using a finger dipped in white paint to make dots on blue paper.

You Do: Learners use the paint and tools to create their own 'snowfall' picture. Encourage messy exploration.

Recap: "We made snow fall today! Was it soft or hard? Soft!"

Day 3: Building a Snowman and Review

Block 1 (45 min): Introduction & Storytelling

Hook: "If we put snow together, what can we build? A SNOWMAN!"

I Do: Use three differently sized white circles cut from paper or three different sizes of playdough balls. Model stacking them: "Big circle, middle circle, little circle on top!"

We Do: Learners try stacking blocks or playdough circles to create a snowman shape.

Block 2 (45 min): Content & Modeling - Playdough Snowmen

Activity: Creating Snowmen.

I Do: Model rolling the playdough to make balls (large motor skill practice). Show how to press small buttons/beads (adult supervision required) into the playdough for eyes.

We Do: Learners roll and stack their own playdough snowmen. Educator guides shaping and rolling techniques.

Differentiation - Scaffolding: If rolling is too hard, provide pre-rolled balls for stacking practice.

Block 3 (45 min): Practice & Closure - Gross Motor Review

Activity: The Winter Obstacle Course. Use soft pillows or blankets as 'snowbanks' to step over, a scarf to walk under, and a stack of blocks to knock down (like building a snowman and knocking it down).

You Do: Learners run the obstacle course multiple times, practicing large motor control.

Summative Assessment Check (Block 1 Review): Ask learners to point to an item of winter clothing and say "Cold!" or "Warm!"

Day 4: Polar Bears and White Fur

Block 1 (45 min): Introduction & Auditory

Hook: "Who lives where it is always cold, cold, cold? The big white polar bear!"

I Do: Show a picture or toy polar bear. Model walking like a big, slow bear (stomping on all fours). Make a low growl sound.

We Do: Learners imitate the bear walk and the growl. Discuss: Why is the bear white? (To hide in the snow!)

Block 2 (45 min): Content & Modeling - Art

Activity: Fuzzy Bear Collage.

I Do: Educator models gluing white cotton balls onto a large paper circle (pre-cut bear shape). "This cotton is soft like the bear's fur!"

We Do: Learners work on covering their bear shapes with cotton balls, focusing on spreading the glue and pressing the cotton.

Real-World Relevance: Discuss how the fur keeps the bear warm, just like their coat keeps them warm.

Block 3 (45 min): Practice & Closure

Activity: Animal Habitat Box.

You Do: Place white playdough or kinetic sand in a box. Learners place the plastic polar bear figure into the 'snowy' habitat. Encourage imaginative play.

Recap: "What sound did the bear make? Grrr! What color was the bear? White!"

Day 5: Waddle Like a Penguin

Block 1 (45 min): Introduction & Literacy

Hook: "What other animal loves the cold water and ice? The funny penguin!"

I Do: Read a book about penguins. Model the penguin waddle (feet close together, swaying side to side).

We Do: Learners practice waddling like a penguin across the floor. Use a piece of fabric or blanket as the 'ice' to waddle across.

Block 2 (45 min): Content & Modeling - Body Tracing

Activity: Handprint Penguins.

I Do: Educator models painting their own palm black and dipping a small brush into white paint for the belly spot. (If possible, pre-trace the hand shapes).

We Do: Help learners make black handprints (the penguin body) and then add a white thumbprint for the face/belly.

Success Criteria: Learner tolerates the paint on their hand and makes a clear handprint.

Block 3 (45 min): Practice & Closure

Activity: Penguin Slide.

You Do: Learners can sit on a piece of cardboard or smooth fabric and scoot across a smooth floor (supervised) pretending to slide on the ice, just like penguins.

Recap: "How did the penguin walk? Waddle, waddle! Was it fast or slow?"

Day 6: Hibernation and Animal Review

Block 1 (45 min): Introduction & Quiet Time

Hook: "Where do some animals go when it gets super cold? They take a long nap!" (Introduce hibernation—sleeping through the winter.)

I Do: Model lying down quietly under a blanket. Make a soft snoring sound. "Shhh, the bear is sleeping in his cozy den."

We Do: Learners find a safe spot, cover themselves partially with a blanket or scarf, and pretend to "hibernate" quietly for one minute. (Practicing listening skills and quiet movement).

Block 2 (45 min): Content & Modeling - Sensory Sorting

Activity: Winter Animals vs. Others.

I Do: Show plastic animals. Point to the bear/penguin and say, "COLD animal." Point to a monkey/elephant and say, "NOT a cold animal." Model sorting them into two designated areas (a 'snowy' bin and a 'sunny' bin).

We Do: Learners practice sorting the animal figures with guidance, using simple labels (cold/not cold).

Differentiation - Extension: Advanced learners can practice counting the animals in each group.

Block 3 (45 min): Practice & Closure - Dramatic Play

Activity: The Animal Den.

You Do: Help learners build a "den" or "cave" using large pillows or blankets. Encourage them to take turns being a bear going in for a long sleep.

Summative Assessment Check (Block 2 Review): Can the learner imitate the bear growl and the penguin waddle?

Day 7: Hot Cocoa and Warm Drinks

Block 1 (45 min): Introduction & Auditory/Olfactory

Hook: "When we come inside from the cold, what do we drink to warm up? Warm cocoa!" (If possible, safely introduce the smell of cocoa mix.)

I Do: Model holding an imaginary warm mug and blowing on it carefully. "Hot, hot, blow!"

We Do: Learners practice "sipping" the imaginary cocoa and blowing to cool it down (focused on mouth control and imitation).

Block 2 (45 min): Content & Modeling - Mixing and Fine Motor

Activity: Cocoa and Marshmallows (Sensory).

I Do: Use a bowl of brown beans/rice (cocoa) and small cotton balls (marshmallows). Model stirring the mix with a spoon. "Stir, stir, stir the cocoa!"

We Do: Learners practice scooping and stirring the materials, focusing on motor coordination.

Clarity of Purpose: This practice develops hand-eye coordination for eating and pouring.

Block 3 (45 min): Practice & Closure

Activity: Making a Mug.

You Do: Provide large, pre-cut mug shapes. Learners decorate them using stickers or large crayons. They can glue on cotton balls (marshmallows) inside the mug top.

Recap: "The cocoa was warm! Did we sip or stomp?"

Day 8: Winter Sports and Movement

Block 1 (45 min): Introduction & Literacy

Hook: "How do people play in the snow? They slide on sleds and skates!"

I Do: Show pictures of people sledding and skating. Model the actions: Sitting and pulling (sledding) and gliding/balancing (skating).

We Do: Sledding Fun. Learners sit on a small towel or blanket (the 'sled') while the educator gently pulls them a short distance. (Focus on balance and safety).

Block 2 (45 min): Content & Modeling - Gross Motor Skill

Activity: Indoor Skating.

I Do: Educator models putting a sock over their shoe and sliding their feet carefully on a smooth floor, pretending to skate.

We Do: Learners put on socks and practice short, controlled slides or steps, imitating the gliding movement.

Success Criteria: The learner attempts to slide or balance while making 'skating' noises.

Block 3 (45 min): Practice & Closure

Activity: Free Movement Play.

You Do: Put on some upbeat winter music. Encourage learners to choose their favorite way to move today: Waddle like a penguin, stomp like a bear, or glide like a skater.

Formative Check: Observe the preferred movement—does it relate to a learned winter action?

Day 9: Grand Winter Review and Celebration

Block 1 (45 min): Introduction & Review Game

Hook: "It’s our last day! Let’s remember all the wonderful things we learned about winter!"

I Do: Review the three main topics: Cold clothes, Snow, and Animals. Use simple cue cards (coat, snowflake, bear).

We Do: Winter Bingo/Matching. Use large picture cards (coat, snowball, penguin, snowman). Call out the item and have the learners match the picture to a designated spot.

Block 2 (45 min): The Winter Masterpiece Project

Activity: Creating the Winter Scene.

I Do: Model combining all the elements learned: Glueing snow (cotton), drawing a snowman (circle shapes), and placing a winter animal sticker/drawing onto one large sheet of paper.

We Do: Guide learners in drawing or placing at least one item from Block 1 (snow) and one item from Block 2 (animal) onto their paper.

Differentiation - Extension: Encourage learners to verbally narrate their scene: "My snowman is next to the sleepy bear."

Block 3 (45 min): Final Celebration and Summative Assessment

Activity: Winter Dance Party and Certificate.

Summative Assessment: Use simple interview prompts aligned with the objectives:

1. (Objective 1) "Show me where your hands go when it’s cold." (Learner points to gloves/pockets).
2. (Objective 2) "Can you pretend to make a snowball?" (Learner uses hands to mimic rolling/shaping).
3. (Objective 3) "Tell me the name of one cold animal." (Accepts: bear, penguin, etc.)

Closure: Present a simple "Winter Wonder Expert" certificate (optional). Review the favorite songs/movements one last time before wrapping up the unit.