Make-It Topic: Wings

Imaginative:

• Place out different types of wings for flying around (blankets, cardboard wings, large feathers) 
• Set out large pillows and eggs for making nests 
• Place out lizards, birds, bats, bugs, with cages blankets and bottles for caring for creatures

Language:

• Read “The little rabbit who wanted red wings” 
• Read “Waiting for wings
•  Discuss how some lizards have wings 
• Read “Bats have shiny wings"
•  Read the poem “I’m a little airplane”

I’m a little airplane, way up high
(hold hands to the forehead to shade eyes looking up)
With my great big silver wings, watch me fly!
(hold arms out like wings and fly)
When the pilot tells me, I’ll come down
(hold hands over ears)
Swooping and gliding to the ground
(hold arms like wings spin and sit)

• When you wake up how would you fly encourage the children to show you how they would fly

Art:

• Have the children lay on their tummy using a swing give the children a paint brush and paint while swinging (can be field trip, and gross motor) 
• Place out feathers, strips of paper allow the children to make their own special wings 
• Place out coffee filters allow the children to paint them and tie a string in the middle for a butterfly 
• Cut out a wing shape allow the children to decorate it however they want 
• Place lizard shapes out have children make wings for their lizard 
• Paint peacock feather 
• Place feathers out with paint allow the children to paint with them 
• Use cardboard to do wing rubbings

Water/Sand

• Place out coffee filters, paper shreds, leaf cut outs, paper scraps, yarn, twigs, feathers, in the sand table 
• Place feather in the water table 
• Place birds, eggs, lizards, bats in the water to wash 
• Place fish in the water

Gross Motor

• Dance around like you were flying 
• Fly around the back yard 
• Have an if I were a? I would fly like... 
• Place a blanket on the children backs and dance with their wings

Science/Curiosity

• Place out different wings for examining 
• Use pictures of different creatures with wings 
• Place out the parachute bears

Blocks

• Place out large blocks for making towers 
• Encourage children to make a perch for creatures 
• Place out winged creatures

Conceptual/Table top/Fine motor

• Match the wings 
• Place out play dough and knives with wing shapes 
• Match the wing to the creature 
• Wing lacing 
• Counting wings on creatures 
• Wing creature puzzles
•  Airplane puzzles

Music

• Use fans, with bells to make noise 
• Listen to different sounds of wings (birds, bugs)

Quiet

• Place out a flannel board with creatures allow the children to make a story

Cooking

• Make chicken wings

Chicken wings, 1cup soya sauce, ½ cup honey, 1tblsp mustard

Place soya sauce, honey and mustard in a bowl mix place the wings in mix well bake for 30 min on baking sheet or till wings are cooked through. Serve with the 3 other food groups to create a well balanced lunch.

Field trip

• Go for a walk looking for winged creatures 
• Go to the pet store view birds

Accreditation Feedback

AELCS has granted the Hemel House program accreditation status to recognize that they have met the provincial requirement for high quality child care as demonstrated using specific data collection strategies and identifications in the criteria outlined in the Quality Standards.

We would like to share with you some of the AELCS noted feedback from our site visit in March 2012.

STANDARD TEN –Early learning and child care services participate in ongoing monitoring and evaluation processes that support continuous quality improvement.

Demonstrated Best Practices:

• Exit questionnaires given to parents when care no longer needed.
• Applying for Re -Accreditation is one way this standard is being met. 
• There is evidence that the opinions of families and Providers are sought and taken into consideration. 
• There is an informal process in place to meet this standard through licensing reports and informal parent and Providers input. 
• There is formal goal setting for Providers. Each provider has a Provider Action Plan outlining areas they intend to address. Providers have a wall at the office with goals they have set; as the goals have been met they are removed from the wall. 
• There is an annual program review. Policy and procedure development/revision involves relevant stakeholders