1. Theme: All about me
Discussion about the body and the face. What can we do with Our hands: what do you see on your hands? Compare hands Discuss ME:Likes and dislikes.
our body?(jump, dance, run, walk...) What‟s on our head? with a friend. What can we do with our hands? – Use Make a collage using pictures of what they like. They can
(eyes, ears, mouth, nose) - OUTSIDE magnifying glasses. Sing 10 little fingers / Itsy Bitsy spider – find pictures on magazines and advertising sheets (from
INSIDE grocery stores) - OUTSIDE
Discuss babies: Does Discuss families: use family
anybody have a baby at vocabulary (mother, father,
home? What can you tell us brother, sister, grandmother…)
about babies? What did What do you like to do with
you do when you were a each member of your family?
baby? Use dolls as babies
and let children show how
to hold, dress, feed a baby.
Paper plate face: children will use Hand print: children paint the Favorite game or toy: children Baby scribbles: use white crayons Family page:glue family photo on a
the paper plate as the base for a inside of their hands (use thick can choose their favorite toys to draw and write on a white paper and ask each child what is
face. Yarn can be used as hair. Cut paint) and hand print their hands and play around the classroom. - paper and then use watercolors to his/her favorite(s) family time or
the mouth and nose out of paper on a paper (2 hands). Write left INSIDE find out what they have drawn. activity(ies) . When everybody is
scraps. Bottoms will be used as eyes. and right under each hand. When OUTSIDE done, read each activity to the class.
Children will glue things according hands are washed, sing the “ten If we have time left, children can
on what they observe on their little fingers” song with them. draw their family on a paper. Teacher
friends‟ faces. - INSIDE can help writing the name of the
family members, according on what
each child says.
Theme: Patterns and sequence
Sing and playIf you are happy and you know and also make Demonstrate patterns now with three different materials. Build Play Simon says
new patterns with them. Clap, stomp, jump etc. a tower with the children using legos.
Always asking “what comes next‟?
Make a collage using polka Outdoor activity: Make a
dots (blue) and stripes sequence of things they can
(yellow) of colored paper. do outside. Ex: Water the
Have the dots and stripes plants for 5 minutes, play on
cut before the activity. Get the sand table and at last play
a big white paper at the playground for another
(cartolina) and make two 5 minutes. They should stay
lines (one vertical and one only a few minutes doing
horizontal making four big each activity and repeat at
squares/rectangles. The least twice each one.
idea it‟s to make a pattern Note: If it‟s raining, play on the
like this. centers. Use a sign to have the
children to understand it‟s
time to move to the next

2. dots stripes activity/center or place
outside. (Ex: Clap hands)
stripes dots
Patterns and Sequence U3: Make necklaces using the Play different sequences of Make our own Play dough Review the concept of
Have two types of materials concept of patterns and sounds. Use the musical and work the sequence patterns and sequences
on the table or floor Ex: sequence. Use three instruments to do this concept playing with blocks and also
Colored cans, colored blocks, different shapes or colors of activity. Give to some of play the songs:
wood blocks, etc. Show the beads. children shakers and wood 1/2 cup salt
children how to make a sticks to others. Choose 1/2 cup water -Head and shoulders
pattern and let they do by only two or three kinds of 1 cup flour -If you are happy and you
themselves. Use always the instruments. Make with food dye (red) know
question “what comes next”? them patterns of sounds Mix all the ingredients
during the activity and then organize them in
a sequence. INSIDE
Introduce groups:make Sorting into groups: get a box with Sorting by color: Have at least 20 Play TIPTOE:set some shapes
a boy and a girl group blocks and ask each child to get 1 different items in 2 different of 2 different colors
with children. Select or 2 blocks. Once all of them have colors. Give each child one (red/blue) and shapes
some children and ask in the blocks, ask one child to place item. Make 2 yarn circles on the (square/circle) and sizes
which of the groups they his/her block in the middle of the floor. Ask children to put their (large/ small) and place
should go. Make other table/circle. Make a circle around items in a circle. Let them do it them on the floor, using
groups using different this block using yarn. Ask another by themselves. Once some of tape. Give children
criteria and items child to do the same. If the blocks them had put their items, if they instructions on how to play
(forks/spoons; are different, make another yarn are not sorted by colors, ask and ask them, one at a
red/blue/yellow; circle, and do it until all blocks are them how we could regroup. time, to step on a shape
long/short pants; inside a circle. If some of the blocks You may suggest making it by (large/small, red/blue,
long/short hair) as different, you can make a colors. Once all the items are in square/circle). You can also
“different block” yarn circle. P.S. the circles you can say: “this is a ask children to put their
Children should place the blocks group because they are all red/ hands on a shape and their
and say why they are placing the blue”. feet on a different one.
blocks in that circle.
Making groups: use Sorting by use: use playhouse Sorting by shapes: Have 20
material available in the material – food, dishes. Make 2 circles and squares cut out of
classroom and set them circles or use 2 boxes. In one of any color of paper. Make 2
on the table so children them, put things we eat. In the other circles on the floor, not touching
can make groups sorting one, things we use to eat. each other. Discuss shapes and
similar items ( name them. Tell children we will
paintbrushes; sponges; be making shape groups. Have
blocks; colored paper; each child place a few circles/
balls; bottoms and any squares on the groups and tell
other items you find in them: “This is a group because
the classroom) they are all circles/squares”.
Pairs / Shapes
Unit 5 – Pairs Sock game: Cut out five pairs of Opposite pairs activity: Unit 6 - Shapes: circle
sock shapes by color. Decorate Present to children a few opposite
Introduce pairs: Discuss things some with dots, stripes, zigzag, situations, objects, pictures etc. Let Culinary: Making our own pizza -
that come in 2‟s. Find pairs in etc. Give the children the cards them see the difference and talk Banana and cinnamon
magazines: legs, eyes, ears, and let them help you to find the about it. Individual pizzas (brotinho)

3. shoes, etc) Make a collage. pairs. Examples: -mozzarella cheese;
-Sun and rain pictures - bananas
-Happy and sad - cinnamon and sugar
-Warm and cold water Let the children make their own pizza.
-Salt and sugar Give each child a pizza shell, banana
-Big and small objects slices and some cinnamon and sugar.
-Black and white Work vocabulary: circles, big and small,
-In and out (use small plastic cups colors etc. Bake for 10-15 min and have
with small rocks, beans) for snack! Enjoy 
-Over and under
-Turn on and off the lights
-Open and shut the window
Dramatic play: Line up pairs of Play memory game: Hide big and small objects on the Surprise circles:Ahead of time, draw
things: dolls, blocks, plates, etc. Give each child a picture made sand box. Let the children find simple circles on to white paper with a
Count with the children. Show before (shape, number or color). them and sort in two different white crayon. Give the children the
them the objects are the same The goal of the game is to let containers. paper. Let the children paint across the
and let them play and explore them find their match It can be anything (toys, lids, paper with a paint wash (half water and
the toys bottles) half paint – choose a color)
Circle hunt: allow children to go Review circle: Hold up a square, Trace circle template: Today Review circle: have children draw a Circles and squares: have circle and
around the class and find circles, a triangle and a circle and ask children will trace circle template circle in the air using index finger. square items, of different colors and
touch it and say “a circle!”.You which one is a circle. again, but using their fingers and sizes. Ask children to make a circle and a
can hide circle throughout the Trace circle template: show a paint this time. Introduce square: show a large square group.
classroom. circle template and the circle When they are done, introduce square. With the children, count the
that was cut out of it to children. Shape song ((Tune – Do you know sides and the corners (1 2 3 4). Once all squares and circles are in the
Circle Bear: using previously cut They will trace the shape of the the Muffin Man?): Compare a circle and a square. Ask right group, put all the items in a
circles of different sizes children circle using crayons. Show “Do you know what shape this is? “are they the same?”, “what‟s the pillowcase and ask children, one at a
should glue the shapes in order to children how to hold template What shape this is? What shape difference between them?”. time, to find squares by touching the
make a bear face, with eyes, with one hand and trace with this is? Change square positions and ask “is items. Each child should take at least
ears, snout and nose. other hand. Do you know what shape this is, this still a square?”. Show smaller two turns.
I‟m holding in my hand?” square and ask if they are both
And show a circle. Sing it again squares.
and show a square this time.
Square hunt: Go on a square hunt in
the classroom. When children find
squares they should say “A square”.
Finding circle shapes by Tracing circles: Now children Potato and carrot printing: using Square collage:cut square in Tracing squares: Using a square
touch:have a variety of items on should trace the outside of the potato, carrots and paint, children different colors and sizes. Children template, children should trace a
different shapes on the table. circle, still using it as a template. will print circles. Use A3 paper to will make a collage using these square, using paint or crayons. (do it the
When children are familiarized When they finish, allow children do it. Leave 2 colors of paint in shapes, trying to fill all the blank same way as Tuesday‟s activity, using a
with them, put everything inside a to decorate their circle using plates or bows on the table, with a spaces of the A3 paper. square this time).
pillowcase and one by one they crayons, felt pens, colored thin layer of paint.
have to find circles by touching pencils, colored glue or glitter. Children dip the potato or carrot in Once they are done, children can
the shapes. Children should the paint and print it on the paper, decorate the square that was cut out of
remove the shape and show as many times as they want or the the template with different material and
other children, and then return paper allows. can bring it home (if dried).
the item back in the pillowcase. This is a good activity to be done
Each child should take at least 2 outside.
turns.

4. Square: Skyscraper Activity Square: Square mask Triangle: Triangle Fish
Cut out tree squares for Use a white cardboard Sort the triangles into big,
each child. The squares paper to cut out one big medium, small, and tiny.
must have different sizes. square for each child Use an A4 paper and glue
Red, green and yellow (face). Cut the eyes, the medium triangle (the
squares. Cut small blue mouth and nose in tail) onto the big triangle
squares for the windows. squares too (different (the body), then glue the
Each child will build their sizes). Let the children small triangle (the fin) onto
own skyscraper on a sheet decorate the mask as the bodyand at last glue
of white paper A4. they wish. the small circle (the eye)
It will look like this. Use popsicle sticks to finish onto the body and the tiny
the activity. Children can triangle (the mouth) onto
take home! the body.
Square Song Build a tower with the kids
Sing to You Are My using only squares. We
Sunshine can use those big blocks
I am a Square, a lovely that are close to the
Square, dramatic center.
I have four sides, they're all
the same.
I have Four corners, Four
lovely corners,
I am a Square, that is my
name
Square hunt: Find squares
around the classroom/
school. Talk about big,
small and different colors
Triangle crown Triangle snake: Children Pinwheel painting:Children Shape hunt: Hide objects in Shapes Mobile: using circles,
(decorating):Children will will decorate 5 pieces of will paintthe triangles to the 3 different shapes squares and triangles, make a
decorate triangles using triangles using crayons, make the pinwheel ahead (circles, squares and mobile with children. Mobile will
little triangles of golden glitter and colored of time, so we can put triangles) and send children be taken home.
paper. pencils. together in the second part off on a shape hunt.
of class. They can paint
each triangle and side in a
different color.
Triangle crown (putting Triangle snake:children will Pinwheel: Make sure the Paint mobile shapes:paint the New shapes and pictures using
pieces together and glue triangles in order to triangles are dried. With pieces of the mobile so it can already known shapes:each
playing): Help children get a snake. We can use children, put the pinwheel dry until Friday. Paint it in child will get a piece of paper
gluing the triangles so we glue or paper fastener to together, using straws, different colors. The pieces and different shapes (circles,
have a crown. When it‟s do it. There will be a paper fastener and a circle will be already cut. triangles and squares). They
ready, allow children to special triangle for head made of hard paper. Once should make pictures and other
play make believe wearing and tail. Afterwards, they are ready, children shapes with these pieces. Help
their crowns. children can play whit can run around and watch them gluing the pictures and
their triangle snake. the pinwheel go round and new shapes.
round.

5. Theme: Floaters and Sinkers
What sinks what floats: have 2 pieces of Water, sand, soil and gravel: fill a clear jar or a How many marbles it takes to sink the Make a graph: according to your notes on the
paper – one written “sink” and the other bottle (something you can close tightly) with boat: using the clay boats they made clay and foil boat, make graphs with children.
“float”. Get some everyday material water. Show to the children it‟s only water. Now yesterday (or they can make new ones), You can use one small square (in different colors)
available in the classroom, such as show some sand and ask the children if they ask them how many marbles does it take for each marble or paper clip it held. Place paper
paperclips, play dough, straws, coin, plastic think the sand will float or sink. Add sand to the to sink the boat. Start putting one marble clip and draw a marble to show which material it
plate, crayon, pencil. Ask children if they water. Now close the bottle and shake it. What and add one at a time for each boat. is. You can put the children‟s names at the
think each one of this objects will sink or happens to the sand? Now add some soil and How many marbles it takes to sink the bottom of a card board paper and make the
float. Put them on the written paper. Then gravel to the water. Shake the bottle again. boat? Record number in a piece of paper. chart vertically. After chart is ready, count with
test each object and replace them to the Now observe what happens. Place on a table children. Ask whose boat held more paper clips
right category. and tell children not to touch, but observe as and marbles and whose boat held less.
time passes. Ask them what changes they‟ve
noticed.
Dancing raisins: in a clear glass of sparkling Clay boat: give each child a ball of clay (not Foil Paper boat:first show children the foil Construct a submarine: using a glass bottle and a
water add 2 or 3 large raisins. The raisins will too big) and ask them to put it in the water. paper. It can be folded, rolled, crumpled, balloon, construct a submarine. First put the bottle
float for a time, and then sink, and float Does it sink or float? Now make the balls into but it also rips easily. Each child will get a into de water. It‟ll sink. Then put the balloon inside
again, and then sink. This happens because bowls. What now? Does it sink or does it float? square of foil paper. Ask them to make a it a blow the balloon using a hose. The bottle will
of the bubbles that make it lighter. The same Ask children now to make their own clay boat boat that will float in the water. Once they float. Explain the reason why this happens.
happens to the fish. When they have air and test if it sinks. finish, they can go and test their boats in
(bubbles) in their swim bladder they float. the water. If some doesn‟t float, help child
When they want to sink, they let the air out. with his/her boat. Once everybody has a
boat, start adding gently paper clips to
them. Count how many paper clips each
boat holds. Record how many paper clips
each one held in a piece of paper
Sunflower art Yummy flower:
Use paper plates and Create a flower with fruits
sunflower seeds. Let the slices. Slice some oranges and
children paint the paper strawberries for the petals!
plates in yellow and then glue Kids can build on their
some sunflower seeds right in “flowers” and then enjoy
the middle.
afterwards,
Outside play / watering
plants Free play
Decorating a vase: Planting fun:
Use colored glue to make Use a big basket to put some
unique designs on precut soil. Get the “vases” painted,
soda bottles. Each child will scoops and shovels. Have
decorate their own vase for each child help you plant a
the “planting fun” activity. sunflower seed. Use watering
can to water your seeds.
Fruits/vegetables that sink Close sinkers and floaters: get
and float:you can use some material used during this
apple, carrots, eggplant, past weeks. Ask children if they
gourd, tomato. Ask children remember it will sink or float.
if they think they are going Put them into different groups.
to sink or float. Then put all items in the water
and see if children were right.
Ask each child what was

6. his/her favorite sinker/floater.
Five layer density:Using a
glass container with lid,
make a five layer density
experiment. First add
honey, then the soap,
water, oil and colored
liquid alcohol. The layers
won‟t mix. Explain children
it happens because they
are all different. The honey
is “heavier” and the
alcohol is “lighter”. We can
shake it and watch all the
liquids go back to its place.
My five senses
Introduce 5 senses:Talk about our five senses (vision, hearing, smell, Discus blindness: tell children there are some people that Experiment: Use a cake tin. Pour some milk to cover only
taste, touch). You can use a mirror and colored shapes for vision can only see partially or see nothing. Blindfold them. Ask the bottom of it. With the eye dropper, drop 2 or 3 drops
(and also tell them to close their eyes and tell you what they see, what they can see, what‟s going on around them, what of 3 different colors of food coloring. What is happening?
smell, feel…). For hearing, make some sounds with hands and feet, they can hear… Now drop 2 drops of detergent to one side of the tin.
shake something. For smell, we can get some mint leaves outside Make pairs. One of each pair will be blindfolded and the Observe. Add another drop to the other side.
and give them to smell. To taste, we can give them a little bit of salt other will help him/her to move around (the blinded child What is happening? – Discuss.
and a little bit of sugar to try. And to touch, we can use cotton and will touch the other child‟s elbow). Explain they have to
some sand, so they can feel the different textures. We can try to do be gentle. Then, change the blindfolded children and
all 4 senses, but vision, with their eyes closed. Some kids may not be repeat. Supervise at all times. Try to remove things that
patient. We can use TNT to blindfold children. Ask children, after can be dangerous.
each sense, what part of our bodies are we using.
Sight: Look around the
classroom. What do you
see? Shapes? Colors? Big
and small things? Play “I
SPY”: “I spy with my little
eyes something that is
big/small, round/square,
blue/yellow (something you
see in the classroom). Tell
children to put their hands in
what they think you were
seeing. If they guessed it
wrong, give more 2 or 3
hints. Do it 3 times.
Story time: Brown bear, Story time: My eyes Hearing: Have ready 4 pairs Story time: Sounds all around Story time: The very quiet cricket
brown bear, what do you of canister filled with
see? different material. Discuss Discuss deafness: ask Play “Bones- No Bones”: this should
Mirror Game: teacher hearing and ears. children what would be like be played outside. Explain what
does an action and Everybody quiet now: not to hear. Tell them that bones are, that they help hold up
Making binoculars: children copy. Each child “What do you hear?”. people that can‟t hear or your body so you can do things.
Can you feel any of your bones?

7. Children can decorate can have a turn. Then pass the canisters, one hear a little bit are deaf or Without our bones we would be
toilet paper tubes (2 per Then get the mirrors and at a time, to all children. hearing impaired. Ask if they just like a floppy toy (you can show
child). You can put make funny faces with After all the canisters had know someone that is deaf. them a floppy toy, such as a cloth
crayons, colored pencils children. gone around, show children Now everybody closes ears doll or a teddy bear).
and markers, cut paper what they have inside. Then using hands. “What do you Explain that while they hear the
and glue on the table. place all the canister on the hear?” music they can WALK around
(Bones). Once the music stops,
table or center of the circle Tell children that people who
they have to flop on the floor and
and ask children to find the cannot hear have a sign
say no words (no bones). Suggest
pairs, only by hearing the language. Show the sign other movements to do while they
sounds, not by opening language cards. Then teach hear the music (Crawl, run, spin,
them. Shake and listen only. children some words in jump, swim, hop, gallop, be a
LIBRAS/ASL*. frog…).
If you have time left, allow children
to hear to some music and dance
just as they wish to.
Putting the binoculars This is the way song: What do you hear: Go Making paper plate shakers: Different shakers: now we are
together and spying: with This is the way I blink my outside. Everybody sitting we will need 2 paper plates going to make shakers using
teacher‟s help, each child eyes, blink my eyes, blink down, with eyes closed. per child, stapler, tape, yogurt containers. Children can
will make their own my eyes, this is the way I What do you hear? Birds, markers or colored pencils, color a piece of paper as they
binoculars. Use hot glue to blink my eyes children playing, airplane, beans, paper clips, rice or wish and chose a different
make it faster. When it‟s So early in the morning traffic, wind… You can tell any other thing to fill the material to fill the containers.
ready, go outside to „spy‟ them to pay attention in shaker. Wrap the container with the
things. Just tell children not You can go outside and some specific sound. Children decorate their paper children colored and fill it,
to run or walk with the do different movements plates and then choose the closing with paper and masking
binoculars on their eyes. and play this game just Play “Who am I game”: material they want to use to tape. Let them play for a few
Walk, stop and look. Don‟t like “Simon Says”, as you children sit in a circle not fill the plates. minutes.
send the binoculars home sing the song. You can touching each other, facing Help them stapling the Now ask them to put all shakers
today. also repeat the “I SPY” outward and covering their plates. Use masking tape away.
game outside. eyes. Teacher touches one around to make it leak proof. Teacher gets an object that
Also, give children the child to go to the center The shakers will be kept at makes a clear noise. Everybody
binoculars so they can and say “Hello, it‟s me!”. The school. seated on the floor. Teacher
look and explore around. other children have to guess Once they are ready, repeats sound 1, 2 or 3 times (no
The binocular can be sent who this is by hearing the children can play with them. more than 5 times) and children
home today. voice. need to repeat the times
clapping hands. Do it until all the
Story time: The Ear Book children understand it. Allow all
children to play the teacher,
Try to make patterns and ask
children to clap.
(XX XXX –
clapclapclapclapclap)
XX X, XX X (Clapclap clap,
clapclap clap)

8. Hearing sense: Sense of smell: Sorting activity: Sniff Paint: Mad Scientist
Sachet: Use small fabrics bags and fill
Put on a puppet show! Collect Use several yogurt containers. Second day: Blindfold the them with potpourri or cotton balls
all kinds of stuffed animals and You can have the children to Using paint and a very small children and let them dig in the
filled with essential oil (Be sure that
use the Brown Bear book as a sort them by good smells and amount of glue, add a few bowl of Jell-O. Let them explore
script. Tell the children how it‟s bad smells (not everyone will the texture and smell it. the oil is at the center of the cotton or
drops of essence to each color.
important to be in silence to come up with the same results They can also have some of the
Let the children paint their cards it may stain the fabric). Fasten the
listen to the show! for this). They can also sort candy that is hidden.
After the teachers are done them by kitchen smells and (use cardboard white paper) sachets with ribbon. They will choose
presenting the story, children bathroom smells. Talk about and hang to dry. Let they their favorite fabric and scent to
can take turns and also how they came up with their Story time: Strawberry and
scratch the paint when it‟s dried make the sachet. Have the sachets
present a show. sorting. We can make a chart the big hungry bear
or graph of the class results. to smell the card. Scents:
pre-glued before with one opening to
You can see which smell was strawberry (red paint),
voted the worst and which add the cotton balls. Give each child
chocolate (brown), lemon
one the best. Kitchen scents: a few cotton balls and let them add
Story time: Animals sounds Garlic, onion, spices, vinegar, (green), pineapple (yellow),
juice, coffee beans. orange (orange paint). a few drops of their favorite oil scent.
Bathroom: Perfumes, wet They will take it home.
wipes, scented lotions, soaps.
P.E: 14:30 – 15:00 Story time: The nose book
Story time: The gingerbread
boy
Movie: The “PURRfect” DVD Match smelly game:Collect a Smelly art: Cut a bear shape out Cook class: Mm’s brownies
MAD SCIENTIST SOUP (two days)
number of dried herbs (tea of a white cardboard paper. Let -1/2 cup butter, melted
bags can be used), spices or First day: Need: 3 Jell –O (can the children mix sand, cinnamon, - 1/2 cup unsweetened cocoa
This movie has interesting flowers that have a strong coffee powder and chocolate - 1 cup sugar
use different colors/favlors) for
smell. Glue some of your power. Spread some glue all over - 2 eggs
sounds (birds, mice, squirrels, each group and candies in
"smelly" items on cardboard it and cover the bear with the - 2 teaspoons vanilla
bugs) and images to entertain cards pre-made before. Make sand and cinnamon mix. They - 1/2 cup flour
different bugs shapes such as
children and explore their sure that you don't can add face features using their - 1/4 teaspoon salt
completely cover the "smell" worms, etc. Demonstrate to the creativity. Some Mm‟s
hearing and sight senses.
with glue or contact Smells:
children how we make Jell-O.
dried herbs (oregano, basil, Directions:
rosemary, etc), spices Let them help mixing the
(cinnamon, etc.) and flowers 1. 1-Preheat oven to 350°F.
ingredients and smell. Find a
big bowl and fill with it. 2. 2-Grease an 8 inch square pan or line
Put in the fridge to make it nice
with foil.
and cold. After 1hour and half
3. 3-In a medium bowl combine melted
mix in the candies like worms
and other bugs. butter and cocoa and stir until cocoa
is dissolved.
4. 4-Add sugar and mix well.
5. 5-Add eggs one at a time and stir
until well combined.
6. 6-Stir in vanilla, flour and salt until you
no longer see any flour (do not over
mix).

9. 7. 7-Fold in Mm‟s and spread in pan
and bake for approximately 25
minutes.
Story time: Bunny cakes
Introduce taste – What part Story time: Blueberries for Story time: The hungry Story time: The gingerbread Story time: Ruby’s Tea for two
of our bodies can taste? Sal caterpillar boy
What are the tastes you like?
And the ones you don‟t like? Sour, bitter, sweet or salty? Teasing our brains: Favorite food collage: Tea party:
Your nose helps you to taste Have some lemon juice, If food has a different color Children will look at Prepare different kinds of tea
things. unsweetened chocolate, than normal, the brain will magazines and try to find and throw a tea party!
potato chips and get mixed signals from the pictures of their favorite food We can do it as a picnic in the
Have some pieces of apple
candies. mouth and the eyes. The (we can give them also grass.
and potato, without peel, so
they look the same. Give
While tasting the different food will seem to taste grocery store‟s propaganda, Prepare a nice table.
each child a piece of each. samples, encourage them different. Try serving green where they can find lots of Ask children if they know which
Tell them to smell, touch and to say “sour, bitter, sweet mashed potatoes, blue foods). flavor is the tea they are trying
look the pieces. Do you and salty”. cereal with milk and red Once they finish looking, they and what‟s their favorite.
know what they are? Tell children we have popcorn. Ask the children if are going to make a collage
Now close children‟s noses “taste buds” on our the food tastes different. about their favorite food.
(one at a time) and ask tongues and they are Food coloring doesn‟t have
them to give a little bite on who help us to taste a flavor, so the change in
the potato and the apple. things. taste is really just in their
Do you know what are you Ask them which is their heads.
eating? favorite and which one
Then release the nose and they liked the least. Leave some food without
ask them to give another coloring so after they taste
bite. Can you recognize
Before tasting, they can the colored food they can
what you taste?
smell and look at the compare on to the other
Story time: You Can't Taste a
different food.
Pickle With Your Ear
Mystery tastes: have one Pudding paint: World food: The same, but different: Blindfold taste test:
toothpick for each child,
sugar, salt, water and Prepare vanilla pudding Serve food from other Serve grapes and raisins and Put a blindfold on the kids and
vinegar, each in small and and tape paper to a cultures so the children can baked potatoes, fries, and have them describe what they
clear containers. table. Teachers can pre learn about what people mashed potatoes while the are tasting. Let them guess what
Ask children to smell and mix food coloring with the from around the world eat children are blindfolded. Ask the food is. They can smell it
look the sugar and salt. Ask if
pudding or let the children them if they know that each before tasting.
they look (white and grainy)
do it. Give each child Different culture recipe: of the things they ate were
and smell the same. Then
show the containers with
their own container of actually the same thing. The We can serve food that we
water and vinegar. How do pudding, and then let We can serve pb&j(peanut way food is prepared makes already used to work with them
they look? Do they look the them use their fingers to butter and jelly) sandwiches it taste different. (crackers, fruits, popcorn,
same (liquid and clear)? do the rest. Talk about as a favorite from children in pudding)
Tell them that now we are how it feels between their the USA. Children can be blindfolded
going to find out if they are fingers, about the taste, for this activity. (give small bites!)
the same, and our tongues and the smell. Other food that we can
will help us. Don‟t worry about them serve is Ninho de Nozes
Pass the sugar around and eating it. (Arabic) or Pasteis de Belem
tell them to take a pinch Children can choose the (Portuguese), which are
and try it, but don‟t say what colors they want to mix in desserts.
it is (it‟s a secret). Repeat this the pudding.

10. now with salt. We can also prepare with
Use an eye dropper now to them an Indian tea recipe.
pour one drop of water on
children‟s tongue. What is it?
Then repeat with vinegar.
What is this?
Explain that we know the
difference of taste because
our tongues help us.
Story time: My hands Story time: Here are my Story time:
hands Hand, Hand, Fingers, Thumb
Touch: Introduce touch. Say
that our skin is responsible for Texture hands:
this sense. What can our Have ready 5 trays with
fingertips tell us? Touch the different material: rice, Playing with GOO: Make
floor. How does it feel? sand, beans, cotton, corn goo with children –
Smooth or rough? Hard or
meal, oatmeal, small ½ cup of water
soft? Warm or cold? Touch
pasta 1 ½ cup of cornstarch
other things, like clothes, hair,
lips. How do they feel?
Draw each child‟s hand in Food coloring
a piece of cardboard. Mix ingredients in a bowl,
Mystery box: put some Children put some liquid using a spoon.
material with different glue in ONE of the fingers
texture in the box. We can drawn in the cardboard Let the children play with
use different kinds of paper and gently turn it over on the goo. It‟s good to put
and fabric, feathers, cotton, one of the five trays. their art‟s T-shirts on.
sandpaper, containers with Continue doing that,
rice and beans and any putting glue in one finger Is it hard or soft?
other material we can find. at a time, until all fingers
Ask children to touch them are texturized. Put some small plastic items
with hands, cheeks and Don‟t send it home today. in the goo so the children
other parts of their skins. They can play with them (plastic
can pass the material
balls, animals, letters…)
around to other children.
Rubbings: If weather allows, Texture Walking: Using Feeling water: Have some
ask children to take off their pieces of card board, warm, cold and room
shoes and socks. You can attach several different temperature water in different
put them in a box. types of materials to the containers.
Go outside and let them feel pieces of paper. Good First ask children to touch the
the different ground textures materials to use are cold water and then touch
with their feet and hands the room temperature water.
sandpaper, bubble wrap,
(cement, grass, tile, walls…). How do they feel?
cotton, cellophaneand
Then hand each child a Then ask children to touch the
paper and a crayon cut in tape. Let the children take warm water and, again, the
half. Ask them to place the off their shoes and walk or room temperature water.
paper in a surface and hold crawl across the different Why in the first time the room
it firmly. Then use side of textures. They will explore temperature felt warmer and
crayon to rub firmly in the the sense of touch using in the second time it felt
paper. The texture should their feet instead of their colder?
show through. Make the hands. After that, let children play in
rubbing in 3 or 4 different the water table with small
textures, using a corner of Optional story time: toys.
the paper to make each The Foot Book AND/OR
one of them. Once they Sand table: hide some
finish, regroup and make a different objects in the sand

11. circle. Count how many box. Blindfold children and
different textures they got. take them to the box. Ask
Put the children‟s name. them to find the different
Then ask them to find and objects only by feeling them.
put on their socks and shoes. What do you think it is that
you found there?
After every child found at
least one object, let them
play in the sand box using
plastic kitchen utensils.
Sense of smell with Play dough Sense of Touch and smell: Sensory Gross Motor Activity: Sense of the Make a five senses book
Sense of taste and smell. Popcorn
Texture Painting : sound: The Bell GameMaterials: Use white paper and give to
Materials / Ingredients One bell. Description: During guessing game:Prepare three each child a “book” so they
2 cups flour circle time, teachers give one can glue and decorate. Find
Materials: Paint in a variety of different flavors of popcorn.
1 cup salt child a bell and have them go body parts related to each
Water to achieve desired colors, sand, beans, spices, small and hide. When the child is Blindfold players and feed them sense and Illustrate book with
consistency, usually 1-2 cups rocks that are on the science hidden, instruct the child to start magazine cut outs. “I can
center). Description: Offer painting the popcorn; have them guess the
Powder juice (ay flavor( ringing the bell. The other smell/hear/taste/see/touch
Food coloring (any color) experiences with paint and one of children are then to follow the flavor. Find out their favorites.
the above options. Encourage sound of the bell to find the
children to use words to describe Flavors: Chocolate cheese and
child. The child who finds the P.E: 14:30- 15:00
Music class: 14:30-15:00 what they see, feel, and smell. hidden child is next to get to original (plain)Story time: Max’s
hide. Play outside. chocolate chicken.
Story time: Green eggs and ham Story time: Helper’s choice P.E: 14:30- 15:30 Story time: My five senses
A Texture Book:
Story time: Fell the wind
Story time: The nose book
Centers exploration: Choose two A variety of different textured Mystery box exploration Gross Motor Activity: RIBBON OF
centers two be explored. We can materials such as cotton balls, SOUND:
spread some arts materials on one scraps of velvet fabric, aluminum
table and some puzzles on the foil, sandpaper, dried leaves etc.
other table. Let then decide what Large sheets of oak tag or Combine items to explore the five Sit in a circle. Each child move
to do, always explaining each construction paper, crayons, senses: corn flakes, shakers, around the circle making a
center, showing all the materials scissors, stapler and old cotton balls, feathers, small toys, different sound and movement.
magazines. Make the Book etc Play outside.
After the textured pieces are
sorted into piles, invite children to
choose a pile and make a
collage. Use each collage as a
page in the book. When the book
is completed look at the pages
together and asks preschoolers to
give you descriptive words and
phrases that describe each page.
Write the descriptions on the
pages and enjoy your completed
book together. Place the Texture
Book on display for children to
"read" and touch.