​​                                                         SPRING CURRICULUM
                                                             3-YearOld Program

We will learn about- changes in plants during spring, animal activities, outside activities and why spring is a favorite time. 

April showers bring May flowers:
Kites & Umbrellas, Rain songs, umbrella crafts, flower painting, match the flowers, pattern the flowers, match the plastic Easter eggs, one to one with chicks to eggs, etc.

EARTH DAY Biodegradable experiment & planting seeds and seed experiments

Arbor Day: Nature collage, twig painting, planting

RECYCLING: have children bring in items from home that could be recycled and do a craft with that object

POLLUTION: make a recycling bag out of a lunch or garbage bag and how can we help the earth activities


LETTERS:  Uu, Vv & Ww, Xx, Yy & Zz - Number: 8,9 & 10

CONCEPTS: sorting and matching, same and different: Have children sort different types of plastic eggs, flowers, etc. Use the same type of items for the children to talk about which are the same and which are different. You can also use any of your manipulative and game cards. Review all shapes and have them match shapes that are the same or different and then have them sort by color & size

 MATH: Charting
-How many ways can we make groups of numbers from 1 – 10

SCIENCE: Water Cycle,




                                                    Spring Curriculum
                                                   4-yearold program

Earth Day, Reduce, Reuse, Recycle, Pollution, Arbor Day, Seeds & Planting, Caterpillar, Butterflies & Tadpoles

Before & After, Opposites, Rhyming, Heavier/Lighter, Wider/Narrower, Full/Empty, Larger/Smaller, Higher/Lower

NUMBER: 11-20 Counting and Cardinality

Know number and the count sequence
     -Represent a number of objects with a written numeral 11-20  

     -Count to tell the number of objects
1. Understand the relationship between numbers and quantities to 20; connect counting to cardinality
     A.  When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
     B.  Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 
     C.  Understand that each successive number name refers to quantity that is one larger

2. Count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle, or as many as 5 things in a scattered configuration; given a number 1-10, count out that many objects.

Compare numbers
3.Identify whether the number of objects in one group is more, less, greater than, fewer, and / or equal to the number of objects in another group, e.g., by using matching and counting strategies 1. (1: up to 5 objects)
4.Identify “first” and “last” related to order or position

Continue units on measurements

 LETTERS: Tt, Uu, Vv, Ww, Xx, Yy & Zz – Journals & letter pages, Scholastic magazines for full time and full day children

Miss Toby – Leo Lionni & Jonathan London, Matisse & Pollack, Simple Machines
Miss Joan - Jamie Lee Curtis, Picasso and Simple Machines
Miss Kelly – Jamie Lee Curtis, Monet, Air