Day 1: Cold, Cold Snow and Ice! (Sensory Focus)

Introduction (5 Minutes)

Hook: Present a bowl with a few clean ice cubes. Ask, "What is this? What does it feel like?" Encourage the child to touch the ice. "Oooooooh, cold! Brrr!"

Objective Review: "Today, we will learn about things that are COLD, like snow and ice!"

Activity 1: Ice Cube Exploration (15 Minutes)

I Do (Modeling):

Model simple interaction: "Look! I put the blue paint on the ice. The color stays! It is so slippery." (Show how to sprinkle salt on the ice and watch it melt slightly.)

We Do (Guided Practice):

Provide a dropper or small spoon. "Let's put the red paint on the ice cube together. Drip, drip, drip!" Guide the child’s hand to feel the ice and the paint.

You Do (Independent Exploration):

Allow the child to explore a shallow tray of ice with tools (scoops, spoons). Prompt: "Is it cold? Can you move the ice?"

Closure & Formative Assessment (5 Minutes)

Recap: Sing a simple song about the cold (e.g., "The cold goes brrr, brrr, brrr").

Check: Ask the child to point to the "cold" item (the ice). Observe if the child attempts to use the tools for scooping.

Day 2: Where Do the Animals Sleep? (Identification Focus)

Introduction (5 Minutes)

Hook: Introduce a stuffed polar bear or penguin. Make a simple animal sound or movement. "Look at this fuzzy animal! Where does he live? In the cold snow!"

Objective Review: "Today, we will meet cold weather animals!"

Activity 2: Sensory Bin Animal Rescue (15 Minutes)

Setup: Hide small plastic winter animals (bears, penguins) under a layer of cotton balls or white rice ("snow").

I Do (Modeling):

Model digging. "I will dig, dig, dig! Look! I found a white bear! Bear says, 'Grrr!'" (Make simple sounds/movements associated with the animal).

We Do (Guided Practice):

Guide the child to dig. "Let's use our hands to find the animal. Touch the soft snow. What did you find? A penguin!" Practice repeating the animal name.

You Do (Independent Exploration):

Allow the child to freely explore the bin. Encourage them to move the animals (e.g., "Make the penguin swim!").

Closure & Formative Assessment (5 Minutes)

Recap: Show flashcards of the animals used. "Bear! Penguin! They like the cold!"

Check: Ask the child to pick up the penguin when named. Observe if they imitate the sound or movement demonstrated.

Day 3: Getting Dressed for Cold Weather (Motor Skills Focus)

Introduction (5 Minutes)

Hook: Put on your own coat, hat, and mittens very dramatically. "Brrr! It is cold outside! I need my big, warm coat!"

Objective Review: "Today, we will learn how to put on warm clothes so we don't get cold!"

Activity 3: Match and Dress (15 Minutes)

Setup: Lay out the child’s own hat, mittens, and scarf. Have matching flashcards or pictures nearby.

I Do (Modeling):

Model putting on a hat. "Hat goes on head! Warm head! Now I take it off. Hat." Practice simple action verbs (On, Off).

We Do (Guided Practice):

Work together to put on the mittens. "Let's find the hole for our thumb! Push! Push! Mittens on hands!" (Provide physical guidance for this complex task).

You Do (Independent Exploration):

Ask the child to put the hat "on" or "off." Encourage them to match the physical item (hat) to its picture.

Closure & Formative Assessment (5 Minutes)

Recap: Point to each piece of clothing. "Coat! Hat! Warm, warm, warm!"

Check: Can the learner successfully pull a simple item (like a scarf) off or attempt to put a hat on their head?

Day 4: Warm Up with Cocoa! (Practical Life Focus)

Introduction (5 Minutes)

Hook: Show a picture or mug of warm cocoa. "When we are cold, we drink something warm! Yummy, yummy cocoa!" (Emphasize safety: gentle touch, warm, not hot).

Objective Review: "Today, we will practice pouring and tasting a warm treat!"

Activity 4: Safe Pouring Practice and Tasting (15 Minutes)

Setup: Use cold water for the pouring practice. Have small, unbreakable cups and a small pitcher. Have a small amount of warm milk or safe cocoa ready for tasting.

I Do (Modeling):

Model pouring water from the pitcher into the cup, emphasizing slow, careful movements. "Slowly, slowly. Tip! Pour into the cup."

We Do (Guided Practice):

Hold the pitcher with the child, guiding them to pour water into an empty cup. "Careful! Hold it tight! Stop!"

You Do (Independent Exploration):

Allow the child to practice pouring water between two small containers. Afterwards, provide a small sip of the warm treat (cocoa/warm milk) and ask, "Yum? Is it warm?"

Closure & Formative Assessment (5 Minutes)

Recap: "Warm drinks make us happy! We practiced pouring the water."

Check: Did the learner attempt to pour the water? Did they use the word 'warm' or 'yum' when tasting the treat?

Day 5: Making Snow (Fine Motor & Review)

Introduction (5 Minutes)

Hook: Look back at the pictures from the week (animals, clothes, snow). "We learned about so many cold things this week!"

Objective Review: "Today, we will make our own snowy picture and remember all our winter words."

Activity 5: Cotton Ball Snow Collage (15 Minutes)

Setup: Blue or black paper, small cotton balls, glue sticks.

I Do (Modeling):

Model using the glue stick: "Roll the glue, roll the glue. Now stick the cotton ball. PUSH! Snow!"

We Do (Guided Practice):

Help the child apply glue to a spot on the paper. Guide their hand to pick up a cotton ball and press it onto the glue. Repeat the word "snow" and "sticky."

You Do (Independent Exploration):

Allow the child to decorate the paper freely with glue and cotton balls. Encourage them to make big snow and little snow.

Conclusion & Summative Assessment (10 Minutes)

Recap/Review: Hold up the picture the child created. Review the week’s vocabulary by asking simple recall questions related to the sensory bins and clothing:

• "What is white and cold?" (Snow/Ice)
• "What keeps our hands warm?" (Mittens/Gloves)
• "Which animal says 'Grrr'?" (Bear)

Success Criteria: The lesson is successful if the child shows excitement about the themes and can point to 3 different winter-related items (clothing, animals, snow).