Under The Sea Theme
Dramatic PlayTheme: Under the Sea1. A Day at the BeachMaterials: Beach towels, sand pails, sunglasses, magazines/books,visors, empty suntan lotion bottles, beach umbrella, beach bags etc.markers and chart paper.Directions:1. Introduce this activity by informing children that they will pretendingto spend a day at the beach.2. Ask children if they have even been to the beach. Ask them toidentify some of the items that they take or use at the beach.Encourage children to share some of their beach experiences.For example: Who they go to the beach with? How do they get there?3. Write the items children identified on the chart paper, spellingwords as you write them. Ask children if they can help you identifythe first letter of each word. For example: “Johnny named a towel.Can you help me with the first letter of towel. /T/ towel that’s rightit starts with the letter T”.4. After children have named their beach items, introduce the itemsthat you have provided. Compare the list the children created withthe items that you provided. Are some of the items the same? Howmany?5. Invite children to help set up the beach scene.6. Play “A Day at the Beach”.VPK Standards Addressed:I.A.1 Shows characteristics of good health to facilitate learningII.A.1 Shows eagerness and curiosity as a learnerII.D.1 Shows some planning and reflectionIII.A.1 Demonstrates self-conceptIII.A.2 Shows some self-directionIII.D.1 Interacts easily with one or more childrenIII.D.2 Develops special friendshipsIV.A.1 Gains meaning by listening
IV.B.1 Speaks clearly enough to be understood without contextualcluesIV.C.2 Uses an expanded vocabulary to describe many objects,actions and eventsIV.E.1 Uses language to express needs and feelings, shareexperiences, predict outcomes and solve problemsIV.E.2 Initiates, asks questions and responds to adults and peersin a variety of settingsV.A.3 Shows alphabetic knowledgeVII.A.(a)1 Identifies similarities and differences in personaland family characteristicsVII.A.(b)1 Begins to understand family needs, roles and relationships2. Shower Curtain Sea SceneMaterials: Clear shower curtain, construction paper, realistic pictures ofsea creatures, (jelly fish, fish, octopus, sharks) glue, scissors, snorkels,masks, goggles, swim fins/flippers.Before beginning this activity; create an under the sea scene by gluingpictures, either created with construction paper or realistic pictures frombooks and/or computer, on to clear shower curtain. Hang shower curtainwith enough space for children to play behind it.Directions:1. Introduce this activity by explaining to children that they will bepretending to be snorkeling/diving under the sea.2. Indentify the items (seaweed, jellyfish, octopus, shark) that youplaced on the shower curtain.3. Introduce the snorkeling/diving equipment, explaining the purposeof each piece of equipment.4. Allow a small group of children to put on the snorkeling/divingequipment.5. Invite children to begin to snorkel and dive behind the sea scene.6. Place a few chairs in front of the curtain and allow children towatch what is happening behind the scene.
7. Facilitate language by encouraging children to describe where theirfriends are in relation to the different sea creatures. “Watch out,Johnny you are beside the jellyfish.”8. Invite a different group to move behind the scene and another groupto watch the divers. Sanitize snorkels between uses.9. Provide writing/drawing materials for children to document theirunder the sea adventure. Remind children to place their name in thetop right hand corner of their paper.VPK Standards Addressed:I.B.1 Shows that basic physical needs are metI.B.5 Performs some self-care tasks independentlyII.A.1 Shows eagerness and curiosity as a learnerII.C.1 Approaches tasks with flexibility and inventivenessII.D.1 Shows some planning and reflectionIV.A.1 Gains meaning by listeningIV.C.1 Shows an understanding of words and their meaningsIV.C.2 Uses an expanded vocabulary to describe many objects,actions and eventsIV.D.2 Connects phrases and sentences to build ideasIV.D.2 Initiates, asks questions and responds to adults and peers in avariety of settingsV.B.1 Shows motivation to engage in written expressionV.B.2 Uses letter-like shapes, symbols and letters to convey meaningV.B.3 Demonstrates age-appropriate ability to write lettersVI.A.(e)1 Shows understanding of and uses several positional wordsVI.A.(e)2 Describes relative position from different perspectivesVI.B.(a)2 Uses simple tools and equipment for investigationVII.A.(d) Describes the location of things in the environmentVII.A.(d)2 Shows awareness of the environmentVIII.A.2 Coordinates movements to perform simple tasksVIII.B.3 Shows beginning control of writing, drawing and art tools3. Seafood RestaurantMaterials: Menus (you can get some from a local seafood restaurant orcreate your own) small notes pads, pens, fish (cut out of tag board)french fries (yellow sponges cut in long rectangle pieces) paper or plastic
plates, small pots and pans, plastic cutlery, spatulas, bowls, serving trays,plastic cups, play money, aprons, hair nets, small table, chairs, tablecloth,chart paper and markers.Before beginning this activity; set the stage for the seafood restaurant.Place fish in a box. Pick a place for the menus to be displayed. Place thetablecloth on the table. Place cutlery in a container etc.Directions:1. Introduce this activity by asking children the name of their family’sfavorite restaurant. Record, by graphing, the children’s responses.2. Discuss the results of the graph. Count the results for eachrestaurant. Which restaurant did the most children choose as theirfavorite? Did an equal number of children choose the same restaurant?3. Explain to children that in this activity they will be pretending to workat and visit a seafood restaurant. Remind children that seafood is ahealthy food choice. Explain to children that people who visit (eat at)restaurants are called customers. The person who takes you to yourtable is called a host (male) or hostess (female). The person who takesyour order is either a waiter (male) or a waitress (female). The personwho cooks the food is called a chef or a cook.4. Inform children that in this activity they can choose to be a customer,a host/hostess, a waiter/waitress or a chef/cook.5. Facilitate this activity by helping children to understand and performtheir roles. For example: Explain that the hostess would need to standat the door of the restaurant and have menus ready to give to thecustomers after they have directed them to their tables.The waiter/waitress will write down the customers order. The cook willneed to wait until the waitress takes the customer’s order so he/shewill know what to cook etc.6. Allow children to change roles as they choose.VPK Standards Addressed:I.A.1 Shows characteristics of good health to facilitate learningI.B.4 Makes wise food choicesII.C.1 Approaches tasks with flexibility and inventivenessII.D.1 Shows some planning and reflectionIII.A.1 Demonstrates self-concept
III.A.2 Shows some self-directionIII.B.2 Uses classroom materials carefullyIII.D.1 Interacts easily with one or more adultsIII.D.2 Develops special friendshipsIV.A.1 Gains meaning by listeningIV.B.1 Speaks clearly enough to be understand without contextual cluesIV.C.1 Shows an understanding of words and their meaningsIV.E.1 Uses language to express needs and feelings, share experiences,predict outcomes and solve problemsIV.E.3 Uses appropriate language and style for contextV.A.1 Shows motivation for readingV.B.1 Shows motivation to engage in written expressionV.B.2 Uses letter-like shapes, symbols and letters to convey meaningV.B.3 Demonstrates age-appropriate ability to write lettersVI.A.(a)1 Demonstrates understanding of one to one correspondenceVI.A.(a)3 Shows understanding by participating in the comparisonof quantitiesVI.A.(f)1 Compares continuous quantities using length, weight andheightVI.A.(f)2 Represents and analyzes dataVII.A.(a)1 Indentifies similarities and differences in personaland family characteristicsVII.A.(b)2 Describes some people’s job and what is required toperform themVIII.B.1 Uses strength and control to perform tasksVIII.B.2 Uses eye-hand coordination to perform tasksVIII.B.3 Shows beginning control of writing, drawing and art tools4. A Visit to the AquariumMaterials: Shower curtain from #2 Under the Sea Scene, blue posterboard or blue construction paper, realistic pictures of sea creatures(different types of fish, sharks, dolphins, sea urchins, jellyfish, sanddollars, squid, octopi, starfish etc.) paper, tag board, markers, cameras,postcards and glue and tape. You can have children create postcards forthis activity out of tag board and marker/crayons or create themyourself.
Before beginning this activity; place pictures of sea creatures on blueposter board or blue construction paper (one type of sea creature perpiece of poster board and/or paper) tape poster board or constructionpaper on to shower curtain. Write out the names of each of the seacreatures. Space the paper out for the effect of many differentaquariums. Place shower curtain on a wall. Create ticketsfrom paper and markers. Set up a souvenir shop area for the postcardsand cameras.Directions:1. Introduce this activity by informing children that theywill be pretending to visit an aquarium. Explain that an aquariumis an example of a habitat for sea creatures. Explain thatsomeone has the job of collecting the creatures from thesea/ocean/gulf, their natural habitat, and bringing them to theaquarium facility where they are placed in containers or smalleraquariums (fish tanks).2. Explain that aquarium facilities usually charge a price for admission(to get in) and that after the admission price has been paid thevisitor’s receive a ticket and are allowed to go inside.3. Further explain, that there is usually a place in the facility topurchase souvenirs (something that reminds you of a trip or place).For example: Cameras and postcards.4. Inform children that there is usually someone who is available toanswer questions about the creatures and show people where thingsare. This person is usually called a guide.5. Allow children to choose roles. Visitors, gift shop workers,guides etc.6. While children are “visiting” the aquarium; encourage them to “read”the names of the sea creatures that are one display. Ask childrenquestions like: which of the creatures starts with the letter J?7. After children have finished their visit to the aquarium; encouragethem to write a postcard to a friend or family member about theirexperience. Remind children of how a letter or postcard begins(Dear ).
VPK Standards Addressed:I.B.1 Shows that basic physical needs are metII.A.1 Shows eagerness and curiosity as a learnerII.C.1 Approaches tasks with flexibility and inventivenessII.D.1 Shows some planning and reflectionIII.A.1 Demonstrates self-conceptIII.A.2 Shows some self-directionIII.D.1 Interacts easily with one or more childrenIII.D.2 Develops special friendshipsIII.D.3 Participates in the group life of the classIV.A.1 Gains meaning by listeningIV.C.1 Shows an understanding of words and their meaningsIV.C.2 Uses an expanded vocabulary to describe many objects actionsand eventsIV.D.1 Uses age-appropriate grammar in conversations andincreasingly complex phrases and sentencesIV.E.3 Uses appropriate language and style for contentV.A.1 Shows motivation for readingV.A.3 Shows alphabetic knowledgeV.B.1 Shows motivation to engage in written expressionV.B.2 Uses letter-like shapes, symbols and letter to convey meaningV.B.3 Demonstrates age-appropriate ability to write lettersV.B.4 Shows knowledge of structure of written compositionVII.A.(b)2 Describes some people’s jobs and what is required toperform themVII.A.(c)2 Shows awareness of what it means to be a leaderVIII.B.3 Shows beginning control of writing, drawing and art tools5. Seafood MarketMaterials: Tag board, realistic pictures of fish markets,realistic pictures of fish etc. (salmon, trout, tuna, mackerel, redfish,carp, flounder, shrimp, crawfish, squid) coolers, baskets, dowels or canepoles, string, paper clips, hole punch, scale, glue, scissors, paper, markers,paper bags and blue tablecloth or blue shower curtain or large piece ofblue paper.
Before beginning this activity; glue realistic pictures of fish etc. on totag board and cut the pictures out. Punch one hole in each of the cutout fish. Place string around one end of dowel/cane pole to create afishing pole. Add a paper clip to the end of the string to create a hook.Create signs with names and pictures for each type of fish etc. Forexample: Salmon 3.00 Flounder 2.00 Crabs 1.00Cut tag board into rectangles to create dollar bills. Label each rectanglewith the numeral 1.Directions:1. Introduce this activity by informing children that they willbe pretending have a seafood market in the classroom.Show children the realistic pictures of seafood markets.Discuss the characteristics of the seafood markets.Remind children that seafood is a healthy food choice.2. Explain that in this activity some children will be catching fish to besold at the seafood market. Some children will be workers at theseafood market and other children will be customers at the seafoodmarket.3. Explain what each role involves.4. The fishermen/fisherwomen will catch the fish by placing the paperclip through the hole in the fish. Then they will place the fish in thecoolers and deliver them to the seafood market.5. The seafood market worker will take the fish out of the coolers andplace them in the appropriately labeled basket.At this point: Show children each seafood item and inform children ofthe item’s name. Show them the appropriately labeled baskets. Askchildren if they can identify some ways the items are alike and someways that they are different.6. The customers will receive some money and then come into the marketand ask the workers for some fish. Then workers will then weigh thefish and place them in a bag for the customer. Explain that when youweigh something the heavier that it is the higher the number on thescale.7. The customer will then pay the worker according to the price of thefish. For example: If Salmon is 3.00 then the customer will give theworker 3 dollar bills.
8. THESE ROLES WILL NEED TO BE FACILITED BY THE TEACHER.9. Have children choose their roles. Remind children that their roles canchange if they do not get the role they want the first time.10. Begin fishing, sorting and shopping.VPK Standards Addressed:I.A.2 Demonstrates visual ability to facilitate learningI.B.4 Makes healthy food choicesII.A.1 Shows eagerness and curiosity as a learnerII. A.1 Attends to tasks and seeks help when encountering a problemII.C.1 Approaches tasks with flexibility and inventivenessII.D.1 Shows some planning and reflectionIII.A.1 Demonstrates self-conceptIII.A.2 Shows some self-directionIII.B.2 Uses classroom materials carefullyIII.D.1 Interacts easily with one or more childrenIV.A.1 Gains meaning by listeningIV.A.2 Follows two and three step directionsIV.C.1 Shows an understanding of words and their meaningsIV.E.2 Initiates, asks questions and responds to adults in a varietyof settingsV.A.1 Shows motivation for readingVI.A.(a)1 Demonstrates understanding of one to one correspondenceVI.A.3 Shows understanding by participating in the comparison ofquantitesVI.A.(a)4 Assigns and relates numerical representations amongnumerals, sets of objects and number names in the range offive to tenVI.A.(f)1 Compares continuous quantities using length, weightand heightVI.B.(a)3 Makes comparisons among objectsVI.A.(b)2 Describes some people’s jobs and what is required toperform themVII.A.(d)1 Describes the location of things in the environmentVII.A.(d)2 Shows awareness of the environmentVII.B.(a)3 Participates in creative movement, dance and dramaVIII.B.1 Uses strength and control to perform tasksVIII.B.2 Uses eye-hand coordination to perform tasks
Music & Movement/Gross MotorTheme: Under the Sea1. Musical BoatsMaterials: Hula hoops (3 to 5 depending on the number of number in theclass), CD player, “Under the Sea” type music CD, space enough to spreadout hula hoops.Directions:1. Introduce this activity by informing children that in this they will bemoving/swimming to the music but, when the music stops they will stepinside a “boat” (hula hoop).2. Place boats/hula hoops on the floor and begin the “Under the sea”music. Remind children that the hula hoops are a two dimensionalshape-circle and that the shape does not change when it is moved.3. Invite children to move/swim to the music.4. Stop the music and remind children to find a boat/hula hoop.5. After children have moved to a boat, encourage them to count thenumber of friends in their boat.6. Each time the music stops remove a hula hoop.7. Begin and stop the music again.8. As children count the number of friends in each boat, help them torealize that the number of friends in the boats is increasing “thereare more” as the number of boats are decreasing “there are less.”9. Continue playing until the children can no longer fit in the “boats.”10. Begin to re-add hula hoops. Again, help children realize that thenumber of friends is changing. This time the number of friends isdecreasing “there are less” as the number of boats are increasing“there are more.”11. You may also change the game by announcing how many friendsshould be in the boats. For example: 4 friends in each boat.*Ensure that the number of children can be divided equally.For example: 12 children 3 boats with 4 friends each or12 children 4 boats with 3 friends each
VPK Standards Addressed:I.A.1 Shows characteristics of good health to facilitate learningI.B.3 Participates in physical fitness activitiesII.A.1 Shows eagerness and curiosity as a learnerII.C.1 Approaches tasks with the flexibility and inventivenessIII.A.2 Shows some self-directionIII.B.3 Manages transitionIII.D.1 Interacts easily with one or more childrenIV.A.1 Gains meaning by listeningIV.A.2 Follows two and three step directionsIV.C.1 Shows an understanding of words and their meaningsVI.A.(a)1 Demonstrates understanding of one to one correspondenceVI.A.(a)3 Shows understanding by participants in the comparisonof quantitiesVI.A.(a)4 Assigns and relates numerical representations amongnumerals, sets of objects, and number names in the range offive to tenVI.A.(a)5 Counts and knows the sequence of number namesVI.A.(b)2 Shows understanding of addition and subtractionusing a concrete set of objects or story problems foundin everyday classroom activitiesVI.A.(b)3 Begins to develop an understanding of separating a setinto a maximum of four parts, with teacher supportand multiple experiences over timeVI.A.(d)1 Understands various two-dimensional shapes, including circle,triangle, square and rectangleVI.A.(d)2 Shows understanding that two-dimensional shapesVII.B.(a)2 Participants in group music experiencesVII.B.(a)3 Participates in creative movement, dance and dramaVIII.A.1 Moves with balance and controlVIII.A.2 Coordinates movements to perform simple tasks2. The Fish in the SeaMaterials: Chart paper and markerBefore beginning this activity; write words to song n chart paper.
The Fish in the Sea-(Sung to Wheels on the Bus)The fish I the sea go swim, swim, swim (Wave hands at sides like fins)Swim, swim, swimSwim, swim, swimThe fish in the sea go swim, swim, swimAll day long.Other suggested verses:The eels in the sea go wiggle, wiggle, wiggle (Wiggle arms)The crabs in the sea go pinch, pinch, pinch(Pinch the air with finger and thumb)The clams in the sea go open-shut, open-shut(Put hands together, palms touching and open and shut them)The seahorses in the sea go rock, rock, rock(Rock body back and forth)Directions:1. Introduce this activity by reading the song using the “crisppointing” technique. Show children the movements while you arereading.2. Encourage children to clap out the number of
Allow a small group of children to put on the snorkeling/diving equipment. 5. Invite children to begin to snorkel and dive behind the sea scene. 6. Place a few chairs in front of the curtain and allow children to watch what is happening behind the scene.
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