New Year's Fun: Counting, Change, and Celebration (A 4-Day Module)

Materials Needed (Universal List for 4 Days, total 3 hours)

• Large calendar or sequence chart (Sun/Moon pictures)
• Simple children's books about time or celebration (e.g., 'The Very Busy Day')
• Small noisemaker (whistle, shaker, or gentle horn)
• Blocks or stacking toys (at least 3)
• One small balloon (inflated)
• Pre-cut simple paper hat shapes or toilet paper rolls (for noisemakers)
• Glue sticks (safe for toddlers)
• Assorted shiny materials: Confetti, glitter, tin foil scraps, shiny stickers, pipe cleaners
• Crayons and large paper
• Picture cards of common activities (e.g., sleep, eat, play, hug)

Universal Learning Objectives (Measurable for 3-Year-Olds)

By the end of this 4-day module, learners will be able to:

1. Sequence a simple change in time using "last time" and "next time" vocabulary.
2. Successfully count to three and participate in a simple "3-2-1" countdown.
3. Demonstrate fine motor skills by decorating a celebratory item (hat or noisemaker).
4. Articulate (verbally or via drawing) one simple activity they are looking forward to in the "new time."

Day 1: Understanding Time and Change (Approx. 45 minutes)

Objective: Sequence a simple change in time using "last time" and "next time" vocabulary.

Introduction (5 minutes)

Hook: The Time Train

Educator Talk: "Did you know time keeps moving, just like a little train? The train is here now [point to "Today"], but soon it will move to the next station [point to "Tomorrow"]. What happened before we came here? That was the 'Last Time'!"

Success Criteria

I know I understand time if I can point to the picture that shows "next time."

Body: Content and Practice (30 minutes)

I Do: Modeling the Sequence (10 minutes)

Activity: Storyboard Time

The educator models using large picture cards (Sun/Moon/Clock face) on the wall.

• "This is yesterday, the 'Last Time' (point to Moon). We slept."
• "This is today, the 'Now Time' (point to Sun). We are learning."
• "This is tomorrow, the 'Next Time' (point to the empty space). We will play!"

Talking Points: "See how they move? Last time, now time, next time!"

We Do: Sequencing Our Day (10 minutes)

Activity: Routine Sort

The educator and learner look at simple activity picture cards (e.g., eating breakfast, brushing teeth, playing, sleeping).

• The learner places the cards in a sequence that shows what they did "Last Time" (this morning) and what they will do "Next Time" (bedtime).
• Interactive Element: Q&A: "Did you eat breakfast last time, or next time?"

You Do: Drawing the Change (10 minutes)

Activity: Sun and Moon Art

Learners draw a large sun on one side of the paper ("Now Time") and a moon on the other side ("Last Time" or "Next Time").

Differentiation:

• Scaffolding: Provide pre-drawn circles for the sun and moon; focus only on coloring.
• Extension: Encourage drawing a small picture of an activity they did during the "Last Time" (e.g., drawing their bed under the moon).

Conclusion & Formative Assessment (10 minutes)

Recap: Time Check

The educator holds up a "Play" picture card. "If we are playing now, what is the 'Next Time' we do?" (Wait for the learner to point to the 'Sleep' card or say 'Sleep').

Takeaway: Time keeps moving, and every day is a change!

Day 2: The New Year Countdown (Approx. 45 minutes)

Objective: Successfully count to three and participate in a simple "3-2-1" countdown.

Introduction (5 minutes)

Hook: Big Noise!

The educator gently uses the noisemaker once. "Wow, that's exciting! We make big, fun noises for the New Year. But before we make the noise, we count down! Counting helps us know when it's time to start the fun!"

Success Criteria

I know I can count if I can hold up the right number of fingers when we count 1, 2, and 3.

Body: Content and Practice (30 minutes)

I Do: Modeling the Count (10 minutes)

Activity: Block Tower Countdown

The educator builds a tower of three blocks.

• Model counting slowly: "One, Two, Three!"
• Model the countdown: "Three, Two, One... BLAST OFF!" (Knock the tower down).

Talking Points: "We start high at 3, and go down to 1. That's the countdown!"

We Do: Counting with the Body (10 minutes)

Activity: Jump and Count

The educator and learner practice the countdown sequence using their bodies.

• Educator says: "Ready?"
• Learner/Educator say: "THREE!" (Clap hands 3 times)
• Learner/Educator say: "TWO!" (Stomp feet 2 times)
• Learner/Educator say: "ONE!" (Do one big jump)
• Learner/Educator shout: "HAPPY NEW YEAR!" (or "GO!")

You Do: Balloon Toss Countdown (10 minutes)

Activity: Independent Counting Practice

The learner practices tapping the balloon while counting to three. (If they can only count to two, that is acceptable progress.)

Differentiation:

• Scaffolding: The educator counts and the learner echoes the number while tapping/touching the balloon.
• Extension: Use five blocks and practice counting to five.

Conclusion & Formative Assessment (10 minutes)

Recap: Final Blast Off

Lead one final 3-2-1 countdown, ending with a small celebratory noise (clap, gentle noisemaker). Observe if the learner can successfully participate in the sequence.

Takeaway: We count to three to start the fun!

Day 3: Making the Celebration Sparkle (Approx. 45 minutes)

Objective: Demonstrate fine motor skills by decorating a celebratory item (hat or noisemaker).

Introduction (5 minutes)

Hook: Shiny Things!

Lay out the shiny materials (confetti, foil, glitter). "Look at all these sparkly things! Parties need bright, shiny colors to be fun. We are going to make something shiny today to help us celebrate the New Year!"

Success Criteria

I know I did a good job if my hat/noisemaker is sticky with glue and has at least two different shiny things on it.

Body: Content and Practice (30 minutes)

I Do: Modeling the Decoration (10 minutes)

Activity: Gluing Demonstration

The educator models using a glue stick (stressing small amounts are enough) on a simple pre-cut hat shape or toilet paper roll.

• Demonstrate patting the confetti onto the glue gently.
• Demonstrate sticking foil scraps onto the shape.

Talking Points: "First, we make the paper sticky. Then, we touch the sticky part with the shiny paper. We press, press, press!"

We Do: Shared Decorating (10 minutes)

Activity: Collaborative Crafting

The educator guides the learner in starting their own celebratory craft (hat or noisemaker).

• Educator asks: "What color sticker should we use first?"
• Assist with opening/closing glue sticks and peeling stickers.
• Interactive Element: Focus on sensory vocabulary: "Does the foil feel crinkly? Does the glitter look sparkling?"

You Do: Individual Craft Creation (10 minutes)

Activity: The Sparkle Project

The learner continues decorating their item independently (with close supervision for glue/glitter use).

Differentiation:

• Scaffolding: For learners struggling with fine motor skills, use larger stickers and pre-glued areas. Focus on sensory exploration (touching the shiny items).
• Extension: Challenge the learner to make a pattern (e.g., Red sticker, Blue sticker, Red sticker).

Conclusion & Formative Assessment (10 minutes)

Recap: Show and Tell

Learners hold up their finished (or drying) projects. Ask them to name two things they put on it (e.g., "I put glue and glitter!").

Takeaway: We made something special to celebrate the New Year!

Day 4: Looking Forward (Simple Goals) and Grand Finale (Approx. 45 minutes)

Objective: Articulate (verbally or via drawing) one simple activity they are looking forward to in the "new time."

Introduction (5 minutes)

Hook: What Will We Do Next?

"We celebrated the change in time, and we counted! Now that we are in the 'Next Time' (the New Year), what wonderful thing do you want to do? Maybe play with a new toy? Or hug your pet?"

Success Criteria

I know I am ready for the New Year if I can tell or show someone one thing I want to do next time.

Body: Content and Practice (30 minutes)

I Do: Modeling a Simple Goal (10 minutes)

Activity: Educator Example

The educator models picking a simple goal card (e.g., a picture of a book) and talking about it simply.

• "In the New Year, my goal is to read more books with you! I want to read one book every night. That makes me happy!"
• Model drawing the book on a piece of paper.

Talking Points: "A goal is something fun we want to try in the next time."

We Do: Brainstorming Goals (10 minutes)

Activity: Choice Cards

Lay out the activity choice cards (play outside, eat ice cream, hug family, sing songs, draw). The learner points to or names one thing they want to do more of "Next Time."

• Educator asks guiding questions: "Do you want to play with the blocks more, or read more stories?"

You Do: Drawing the Goal (10 minutes)

Activity: My New Year Wish Picture

The learner draws a picture of the simple activity they chose (their "New Year Wish").

Differentiation:

• Scaffolding: The educator writes the word (e.g., "PLAY") and the learner scribbles or colors around the word/picture.
• Extension: Encourage the learner to tell a short story about the picture: "I will play with my ball outside next time!"

Conclusion & Summative Assessment (10 minutes)

Closure: Grand New Year Finale

1. Review: Recap the four days: "We learned about last time/next time, we counted 3-2-1, we made something sparkly, and we made a wish!"
2. Final Countdown: Use the decorated item from Day 3 and lead the final, enthusiastic countdown. "3! (Loud voice) 2! (Medium voice) 1! (Whisper)... HAPPY NEW YEAR!" (End with a celebratory hug or high-five).

Assessment Method

The educator observes the learner's participation in the final countdown and reviews the goal drawing, confirming it aligns with the verbally expressed "New Year Wish."