VPK Curriculum Enhancement Activities
Circle Time Activities
Theme: Thanksgiving
1. Five Little Turkeys:
Materials: Chart paper & markers.
Before you begin this activity; write the poem on chart paper, leaving room
for turkey cutouts attached with Velcro. Encourage the students to use
their fingers as “turkeys”. Emphasize and define the word in bold type.
Hint: This is a great poem to copy and send home for parents to enjoy with
their children.
Five Little Turkeys
5 little turkeys standing beside the door,
One waddled off, and then there were 4.
4 little turkeys frolicking under a tree,
One waddled off, and then there were 3.
3 little turkeys bored with nothing to do,
One waddled off, and then there were 2.
2 little turkeys basking in the noon day sun,
One waddled off, and then there was 1.
One little turkey, better run away
For soon it will be Thanksgiving Day!
4 Year Old Standards Addressed:
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
III.B.b.1 Interacts with and develops positive relationship with peers
IV.A.1 Increases knowledge through listening
IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
IV.F.1 Shows motivation for reading
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2. Graph Favorite Thanksgiving Food:
Materials: poster board or chart paper, pictures of seasonal food (turkey,
mashed potatoes, cranberry sauce, pumpkin pie, sweet potatoes, etc.),
markers.
Before you begin this activity: create graph based on seasonal food
Directions:
1. Ask each child what their favorite seasonal food is and record each
student’s response. Be sure to include a category for “other” so that
all students may choose their true favorite.
2. Once the graph is complete discuss the results.
Variation:
1. Provide each child with a strip of paper and ask them to write their
name (you may need to assist them).
2. Allow the students to place their name strips under their favorite
food.
4 Year Old Standards Addressed:
I.A.1 Shows characteristics of good health to facilitate learning
II.D.1 Shows initial signs of planning and learning from their experiences
IV.C.1 Shows an understanding of words and their meanings
IV.D.1 Uses age-appropriate grammar in conversations and increasingly
complex phrases and sentences
IV.G.1 Shows motivation to engage in written expression
V.A.f.3 Represents and analyzes data
3. Let’s Be Thankful:
Materials: Chart Paper and markers.
Directions:
1. Begin by singing Twinkle, Twinkle, Little Star and explain that you are
going to change the words to make a Thanksgiving song.
2. Write the song on chart paper and illustrate using drawings or
magazine pictures.
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3. Ask students about things for which they are thankful (maybe even
make a class list).
Let’s Be Thankful
(Sung to: Twinkle, Twinkle Little Star)
Let’s be thankful for this day
For our friends and our play
Let’s be thankful; let’s be glad
For our food and the things we have
Let’s give thanks for you and me
And our home and family.
4 Year Old Standards Addressed:
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth
and development
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
II.C.1 Approaches daily activities with creativity
III.B.b.1 Interacts with and develops positive relationship with peers
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or
adult
4. All the Little Turkeys:
Materials: Chart paper, markers.
Before you begin this activity; Copy poem onto chart paper and illustrate.
Directions:
1. Introduce the poem to the class by reading through one time before
asking them to join in. Demonstrate actions and movements to
accompany words.
2. Ask students what they notice about the words tree and Me and
gobble and wobble (they rhyme).
3. Give examples of other words that rhyme with these words
(remember…nonsense words count!).
4. Ask students why they think the turkeys might be hiding in the tree
(accept all answers).
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5. Ask for ideas about other places turkeys might hide (accept all
answers).
All the Little Turkeys
(Sung to: Shortin’ Bread)
See all the turkeys up in the tree,
All the little turkeys try to hide from me.
All the little turkeys go gobble, gobble,
All the little turkeys go just like this
All the little turkeys go wobble, wobble,
All the little turkeys go just like this.
4 Year Old Standards Addressed:
I.C.1 Demonstrates increasing motor control and balance
III.B.b.1 Interacts with and develops positive relationship with peers
IV.A.1 Increases knowledge through listening
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or
adult
IV.E.3 Uses appropriate language and style for context
IV.F.2 Shows age-appropriate phonological awareness
IV.F.4 Demonstrates comprehension of text read aloud
V.D.b.1 Explores music
5. Thanksgiving Story:
Materials: Book about Thanksgiving (The First Thanksgiving Day: A
Counting Story-Laura Krauss Melmed, The Story of Thanksgiving-Nancy J.
Skarmeas, Thanksgiving, What Makes it Special-Harold Myra, P is for
Pilgrim: A Thanksgiving Alphabet-Carol Crane).
Directions:
1. Read a story and discuss elements of the first Thanksgiving. Be sure
to include words like feast, Native Americans, Pilgrims, ship,
cooperation, etc.
2. Introduce the poem, Five Pilgrims by reciting it and explaining the
motions.
3. Ask students to join in and repeat 2-3 times.
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Five Little Pilgrims
Five Pilgrims fish in the morn (act like casting and reeling in fish)
Five Native Americans help them plant corn (bend down and plant corn)
The Native Americans bring the corn (hold up one hand)
The Pilgrims bring the meat (Hold up the hand)
Ten new friends sit down to eat (eat hands together)
4 Year Old Standards Addressed:
III.B.b.1 Interacts with and develops positive relationship with peers
IV.A.1 Increases knowledge through listening
V.A.a.1 Demonstrates understanding of one-to-one correspondence
V.A.a.2 Shows understanding of how to count and construct sets
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.C.a.1 Begins to recognize and appreciate similarities and differences in
people
V.D.d.1 Explores dramatic play and theatre
VPK Curriculum Enhancement Activities
Art
Theme: Thanksgiving
1. Turkey Feather Painting:
Materials: Feathers, tempra paint, paper and paper plates.
Directions:
1. Provide different colors of paint on paper plates with feathers.
2. Encourage children to dip the feathers into the paint and the use
them as paintbrushes on their paper.
3. Enhance children’s language skills by asking them question and adding
language to what they are doing. For example: “You are making broad
stokes.” “Wow, it sure looks different than when you paint with a
brush. Can you tell a difference? What is the difference?”
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4 Year Old Standards Addressed:
I.D.3 Shows beginning control of writing by using various drawing and art
tools with increasing coordination
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
II.C.1 Approaches task with flexibility and inventiveness
III.A.b.2 Begins to use materials with increasing care and safety
IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
V.D.a.1 Explores visual arts
2. Indian Corn Painting:
Materials: Indian Corn (can be found at grocery store), tempra paint, paper
plate, box lid, paper, thick paper.
Directions:
1. Place paper plate into box lid. Provide different colors of paint on
plate plates with corn cob.
2. Discuss how Indian corn differs from the corn children are accustom
to seeing/eating.
3. Encourage your children to dip the cobs into the paint and then roll
around on the paper. The corn will make an interesting design. Have
children work in pairs or small groups to encourage social interaction
and enhance language skills.
4. Also, have children do some comparing and contrasting of their
paintings.
4 Year Old Standards Addressed:
I.D.1 Demonstrates increasing control of small motor muscles to perform
simple tasks
III.B.b.1 Interacts with and develops positive relationship with peer
III.B.b.2 Develops special friendships
V.B.a.2 Examines objects and makes comparisons
V.D.a.1 Explores visual arts
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3. Rubber Glove Turkey:
Materials: Clear rubber gloves, tissue paper cut or torn and rolled into small
balls (red, orange, green…), popcorn.
Before project begins have children tear/cut tissue paper and roll into small
balls, separating by color. (This could be a small group activity earlier in the
week)
Directions:
1. Have children create a turkey by stuffing the four fingers of the
rubber glove with colored tissue paper.
2. Have children use red tissue paper to stuff the thumb, explaining to
children that this is the turkey’s waddle.
3. Encourage children to count the turkey’s feathers.
4. Have children fill the palm of the glove with popcorn.
5. Tie off the glove at the bottom for a cute, colorful turkey.
Be available to facilitate this project with rich language and encouragement
if children encounter difficulties.
4 Year Old Standards Addressed:
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.B.1 Attends to tasks for a brief period and seeks help when needed
IV.C.1 Shows an understanding of words and their meanings
V.A.a.1 Demonstrates understanding of one to one correspondence
V.A.e.1 Shows understanding of spatial relationships and uses position words
(e.g., above, below, next to, beside, on top of, inside, outside)
4. Straw Art:
Materials: Hay/straw, pine needles, glue and tag board/poster board and
glue.
Directions:
1. In small groups have children create a collage using listed materials.
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2. Discuss the different textures and smells of the pine needles and
straw, etc.
3. Discuss where materials came from and how else the materials might
be used.
4. Discuss the positions of the materials on the paper.
For example: “You put your hay diagonally across your paper. But your
friend put his vertically, that’s up and down.”
5. Have children discuss with their friends what they did first, second…
4 Year Old Standards Addressed:
V.A.a.6 Shows understanding of and uses appropriate terms to describe
ordinal positions
V.A.e.3 Understands and can tell the difference between orientation terms
(e.g., horizontal, diagonal and vertical
5. What’s for Thanksgiving Dinner?
Materials: Several magazines (November issues with Thanksgiving foods
work best), glue, scissors and paper plates.
Directions:
1. Have child cut out pictures from magazines of the foods that they
would like to have for Thanksgiving Dinner.
2. Talk to children about their food choices. Remember that they are
choosing what they would like to have.
3. Ask children if they have eaten that type of food in the past.
Use this opportunity to discuss the different food choices, protein,
carbohydrates, fruits and vegetables.
4. Ask children why they made some of their choices.
5. When all children have completed their “meals”, do some comparing
and contrasting. For example: It looks like everyone choose a desert
but not everyone choose a vegetable.
6. Also, you can graph some of the children’s choices. For example: Most
popular vegetable…
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4 Year Old Standards Addressed:
I.A.10 Makes healthy food choices
I.D.1 Demonstrates increasing control of small motor muscles to perform
simple tasks
II.D.1 Shows initial signs of planning and learning from their experiences
III.B.a.1 Shows increasing confidence in their own abilities
IV.C.1 Shows an understanding of words and their meanings
V.A.f.3 Represents and analyzes data
V.B.a.2 Examines objects and makes comparisons
VPK Curriculum Enhancement Activities
Gross Motor/ Music & Movement Activities
Theme Thanksgiving
1. The Turkey Song:
Materials: Chart paper with song written with words and pictures.
Directions:
1. Sing song and act out with exaggerated motions.
2. Discuss words that may not be familiar to children.
Turkey Song
I have a turkey big and fat.
He spreads his wings and walks like that. (waddle)
His daily corn he would not miss.
And when he talks, he talks like this: “gobble, gobble, gobble.”
4 Year Old Standards Addressed:
I.A.1 Shows characteristics of good health to facilitate learning
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
III.B.b.1 Interacts with and develops positive relationship with peers
IV.A.1 Increases knowledge through listening
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IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
IV.F.1 Shows motivation for reading
2. Turkey in the Straw:
Materials: Upbeat music, CD player, and felt feathers.
Directions:
1. Cut out colored felt in the shape of feathers.
2. Give each child 2 feathers.
3. While music is playing have children move feathers according to your
directions. For example: Put your feathers in front of you, put one
feather on top of your head. . .
4 Year Old Standards Addressed:
I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth
and development
I.C.1 Demonstrates increasing motor control and balance
I.C.2 Demonstrates the ability to combine movements for gross motor skills
V.A.a.1 Demonstrates understanding of one to one correspondence
V.A.e.1 Shows understanding of spatial relationships and uses position words
(e.g., above, below, next to, beside, on top of, inside, outside)
V.D.c.1 Explores creative movement and dance
3. We’re Going on a Turkey Hunt: (We’re going on a Bear Hunt replacing
Bear with Turkey)
Materials: Chart paper, markers, and song written with words and pictures.
You will need to change the end of the song in order for it to make sense to
the children. (Two claw feet, lots of colorful feathers, one red waddle…)
Directions:
1. Read through song once.
2. Ask children if it seems familiar to them.
3. Ask them what is the same/different about this song.
4. Sing and act out song.
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4 Year Old Standards Addressed:
I.C.1 Demonstrates increasing motor control and balance
II.C.1 Approaches daily activities with creativity
III.B.b.1 Interacts with and develops positive relationships with peers
IV.E.3 Uses appropriate language and style for context
IV.F.1 Shows motivation for reading
V.A.e.4 Uses directions to move through space and find places in space (e.g.,
obstacle courses, Simon Says, Mother May I?, Hop Scotch, giving simple
directions)
4. Ring Around the Turkey:
Materials: Chart paper, markers, and a picture of a pumpkin.
Before beginning activity: write song out on chart paper.
Directions:
1. Have children form a circle and place the picture of a turkey in the
middle of the circle.
2. Explain the different ways that you will be moving around the turkey.
Ring Around the Turkey (Sung to “Ring Around the Rosie”)
Ring around the turkey
Feathers on my back
Gobble, gobble
They all fall down
March around the turkey
Feathers on my back
Gobble, gobble
They all fall down
Stomp around the turkey
Tip-toe around the turkey
Jump around the turkey
4 Year Old Standards Addressed:
I.A.1 Shows characteristics of good health to facilitate learning
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III.D.1 Interacts easily with one or more children
III.B.b.1 Interacts with and develops positive relationships with peers
IV.C.1 Shows an understanding of words and their meaning
V.A.c.1 Understands characteristics of patterns and non-patterns and begins
to reproduce them with at least two elements (e.g., red/blue, red/blue
versus a non-pattern like a rainbow)
I.C.1 Demonstrates increasing motor control and balance
5. Turkey Pokey: (Sung to “Hokey Pokey”)
Directions:
1. Discuss with children the parts of a turkey and their relation to their
body parts:
Wings = Arms
Drumstick = Legs
Tail feathers = Bottom
Waddle = Under chin
2. Explain that the “Turkey Pokey” is done like the “Hokey Pokey” except
turkey body parts will be used instead of human body parts.
4 Year Old Standards Addressed:
III.B.b.1 Interacts with and develops positive relationship with peers
IV.A.1 Increases knowledge through listening
IV.E.2 Initiates, asks questions, and responds to adults and peers in a
variety of settings
V.A.a.1 Demonstrates understanding of one-to-one correspondence
V.A.e.1 Shows understanding of spatial relationships and uses position words
(e.g., above, below, next to, beside, on top of, inside, outside)
V.D.c.1 Explores creative movement and dance
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VPK Curriculum Enhancement Activities
Outdoor Experiences
Theme: Thanksgiving
1. “Chicken, Chicken, Turkey”:
Directions:
1. In this game, students sit down in a circle facing each other.
2. One person is "it" and walks around the circle. As they walk around,
they tap people's heads and say whether they are a "chicken" or a
"turkey".
3. Once someone is the "turkey" they get up and try to chase "it" around
the circle. The goal is to tap that person before they are able sit
down in the "turkey’s" spot.
4. If the turkey is not able to do this, they become "it" for the next
round and play continues.
5. If they do tap the "it" person, the person tagged has to sit in the
center of the circle.
6. Then the turkey becomes “it” for the next round.
7. The person in the middle can't leave until another person is tagged
and they are replaced.
4 Year Old Standards Addressed:
I.A.9 Participates in physical fitness activities
I.C.1 Demonstrates increasing motor control and balance
III.B.b.1 Interacts with and develops positive relationship with peers
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or
adult
V.A.e.1 Shows understanding of spatial relationships and uses position words
(e.g., above, below, next to, beside, on top of, inside, outside)
2. Pin the Feather on the Turkey:
Materials: Large poster board, markers, construction paper, tape, scissors,
bandanna.
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Directions:
1. Draw a large turkey without tail feathers on poster board (or mount a
large turkey cutout with feathers removed).
2. Hang it on a wall or fence.
3. Draw feathers on colored construction paper (on for each student).
4. Write student names on each feather (or have them do this).
5. Place a piece of tape on each feather.
6. Blindfold one child at a time using the bandanna.
7. Ask the blindfolded student to twirl around three times and then
point them in the direction of the turkey.
8. Once everyone has pinned their feather on the turkey, discuss the
position of each feather (closest, next to, under, above, farthest,
etc.).
4 Year Old Standards Addressed:
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
IV.A.1 Increases knowledge through listening
IV.A.2 Follows multi-step directions
V.A.e.2 Describes relative position from different perspectives (e.g., “I am
on top of the climber and you are below me.”)
III.A.b.1 Follows simple rules, agreements, and familiar routines with
teacher support
3. Turkey Hide & Seek:
Materials: none needed
Directions:
1. Play just like Hide and Seek.
2. Have all but one or two of your students (turkeys) hide and let the
other children (farmers) seek.
3. Designate an area (pen) for the farmers to keep the turkeys once
they are found.
4. Once they have all been found, discuss where the turkeys were hiding
(under the slide, behind the trash can, beside the building, etc.) also
discuss who was found first, second, third, etc.
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4 Year Old Standards Addressed:
I.A.9 Participates in physical fitness activities
I.C.1 Demonstrates increasing motor control and balance
II.B.1 Attends to tasks for a brief period and seeks help when needed
III.B.b.1 Interacts with and develops positive relationship with peers
V.A.a.6 Shows understanding of and uses appropriate terms to describe
ordinal positions
4. Turkey Bowling:
Materials: 8-12 two liter bottles each filled with 2 inches of sand, turkey
cutouts to attach to each bottle or paint bottles and add feathers to each,
various sizes of playground balls.
Directions:
1. Students take turns using a playground ball to knock down the
“turkeys”.
2. Encourage students to experiment with different sized balls and
discuss observations and results (“What happened when you used the
smaller ball?” “Why do you think that happened?” “Which ball will you
use next time?” “What do you think will happen?”
3. Encourage students to help each other by standing up the turkeys
after each turn and to cheer for each other while they play (“You can
do it, knock those turkeys down!” “It’s o.k. everyone misses sometimes,
try again.”)
Hint: adjust the size of the ball to the child’s ability level (the bigger the
ball the easier it is to hit a turkey, while smaller balls create more of a
challenge). If a student repeatedly misses, encourage him/her to use a
larger ball.
4 Year Old Standards Addressed:
I.A.2 Shows visual abilities to facilitate learning and healthy growth and
development
I.A.9 Participates in physical fitness activities
I.C.1 Demonstrates increasing motor control and balance
I.D.1 Demonstrates increasing control of small motor muscles to perform
simple tasks
II.B.1 Attends to tasks for a brief period and seeks help when needed
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II.D.1 Shows initial signs of planning and learning from their experiences
III.B.b.2 Develops special friendships
V.B.a.2 Examines objects and makes comparisons
5. Cleaning Up After Thanksgiving Dinner: Dishwashing Station:
Materials: water tables or dish basins, dishwashing detergent, sponges,
dishwashing brushes, plastic cups and plates in at least 2 different colors,
soft silverware, silverware sorting tray or different colored cups for sorting
silverware, dish towels, dish drainer, aprons.
Directions:
1. Encourage students to sort the silverware as they dry it.
2. Discuss the order of the activities (“first- wash the plates etc.,
second-dry them, third-sort them).
3. Students may sort by color, or item.
4. Encourage students to compare quantities (“Are there more plates or
forks?”).
5. Discuss family roles (“Who cooks at your house?” “Who helps clean
up?” etc.).
4 Year Old Standards Addressed:
I.D.2 Uses eye-hand coordination to perform fine motor tasks
III.B.b.1 Interacts with and develops positive relationship with peers
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.A.a.6 Shows understanding of and uses appropriate terms to describe
ordinal positions
V.B.a.2 Examines objects and makes comparisons
V.C.a.2 Begins to understand family characteristics, roles, and functions
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VPK Curriculum Enhancement Activities
Sensory Experiences
Theme: Thanksgiving
1. Single Serving Pumpkin Pudding:
Materials: Pumpkin Pudding recipe, ingredients, bowls, spoons, measuring
cups, chart paper and markers.
Single Serving Pumpkin Pudding
1 cup vanilla pudding
2 teaspoon Libby’s easy pumpkin pie mix
Bowl Spoon
Directions: Measure out and place one cup of vanilla pudding into bowl.
Next add 2 teaspoons pie mix into bowl. Mix well and enjoy!
Before you gather children into small groups, write recipe on chart paper
using pictures along with words whenever possible.
Directions:
1. In small groups have children make pumpkin pudding.
2. Discuss the ingredients and their similarities/differences and who
might cook at their house.
4 Year Old Standards Addressed:
III.A.b.2. Begins to use materials with increasing care and safety
IV.A.1. Increases knowledge through listening
IV.A.2. Follows multi-step directions
V.F.1. Shows motivation for reading
V.A.f.2. Compares continuous quantities using length, weight, and height
V.B.a.2. Examines objects and makes comparisons
V.C.a.3. Shows awareness and describes some social roles and jobs that
people do
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2. No Bake Pumpkin Pie:
Materials: No Bake Pumpkin Pie recipe, ingredients, bowls, spoons, measuring
spoons, chart paper and markers.
No Bake Pumpkin Pie Recipe
Small custard pie crusts
2 Tablespoon canned pumpkin
1 Tablespoon Marshmallow crème
1 Tablespoon whipped cream
Mix and pour into custard pie crusts. It’s ready to eat!
Before you gather children into small groups, write recipe on chart paper
using pictures along with words whenever possible.
Directions:
1. In small groups have children help to make Pumpkin Pie.
2. Discuss the ingredients, the smells, and texture.
3. Ask children whether or not they have ever tasted any of the
ingredients before.
4. Create a graph to see which ingredients they had tasted more than
the others.
5. When children are finished eating pie allow them to write/draw a
picture about the experience.
6. You could also send this recipe home with children so they can cook
with their family.
4 Year Old Standards Addressed:
II.D.1 Shows initial signs of planning and learning from their experiences
IV.E.3 Uses appropriate language and style for context
IV.F.4 Demonstrates comprehension of text read aloud
IV.G.1 Shows motivation to engage in written expression
IV.G.2 Uses scribbling, letter-like shapes, and letters that are clearly
different from drawing to represent thoughts and ideas
IV.G.3 Demonstrates age-appropriate ability to write letters
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.A.f.2 Compares continuous quantities using length, weight, and height
V.A.f.3 Represents and analyzes data
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3. Pumpkin Play dough:
Materials: Pumpkin Play dough recipe, ingredients, bowl, spoons, measuring
cups, chart paper and markers.
Pumpkin Play dough Recipe
5 ½ cups flour
8 teaspoons cream of tartar
1 container pumpkin pie spice
Red and yellow food coloring (to create orange)
2 cups salt
¾ cups vegetable oil
4 cups water
Mix all ingredients. Cook over medium heat stirring constantly until balls
forms. Remove from heat. Knead adding flour as necessary.
Before you gather children into small groups, write recipe on chart paper
using pictures along with words whenever possible.
Directions:
1. In small groups have children make play dough.
2. Discuss the ingredients and the amounts to be added. For example:”
We are putting in much more flour than we did cream of tartar”
and/or” Why do you think we need to add so much water?” Refer
back to recipe often.
3. You could send a small Ziploc bag of play dough home with each child
and have them discuss the activity with their family.
4 Year Old Standards Addressed:
II.D.1 Shows initial signs of planning and learning from their experiences
IV.C.1 Shows and understanding of words and their meaning
IV.F.1 Shows motivation for reading
IV.F.4 Demonstrates comprehension of text read aloud
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.A.a.1 Demonstrates understanding of one-to-one correspondence
V.A.f.2. Compares continuous quantities using length, weight, and height
V.B.a.2 Examines objects and makes comparisons
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4. Turkey Feathers:
Materials: A variety of feathers, magnifying glasses, soap and water.
Directions:
1. Set out and label a variety of bird feathers.
2. Encourage children to use magnifying glasses to examine the different
bird feathers.
3. Encourage children to discuss similarities and differences in the
feathers they explore.
*Make sure to disinfect children’s hands after this project.
4 Year Old Standards Addressed:
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or
adult
IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
IV.D.2 Connects phrases and sentences to build ideas
IV.E.3 Uses appropriate language and style for context
V.B.a.1 Demonstrates the use of simple tools and equipment for observing
and investigating
V.B.a.2 Examines objects and makes comparisons
V.B.d.2 Discovers and explores objects (e.g., rocks, twigs, leaves, seashells)
that are naturally found in the environment
5. Cooking Our Favorite Thanksgiving Food:
Materials: Favorite food graph and ingredients for favorite food along with
recipe.
Directions:
1. Using graph created by class as a guide cook the classes favorite
Thanksgiving food.
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2. Discuss the graph and why this dish was chosen to prepare. For
example:” It was voted the favorite because it had more votes than
the other foods. Let’s look at the graph again”
3. Discuss the nutritional value of the food. (protein, carbohydrates…)
4 Year Old Standards Addressed:
I.A.10 Makes healthy food choices
II.D.1 Shows initial signs of planning and learning from their experiences
IV.C.1 Shows and understanding of words and their meaning
V.A.a.3 Shows understanding by participating in the comparison of quantities
V.A.f.3 Represents and analyzes data
VPK Curriculum Enhancement Activities
Dramatic Play Activities
Theme: Thanksgiving
1. Preparing For Guests:
Materials: Table cloth, napkins, napkin rings, placemats, name cards
(Thanksgiving stickers for cards), plastic platter, plates, centerpiece,
candles and candle holders, etc.
Directions:
1. Ask children if they remember a time when guests came to visit (Who
came? How did your family prepare for them? What did they
bring, etc.)?
2. Explain that they may pretend that guests are coming for
thanksgiving dinner, show them the props. Name and explain each
prop.
3. Provide additional name cards, stickers, and markers so that students
may create their own name cards.
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4 Year Old Standards Addressed:
III.B.b.2 Develops special friendships
IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
IV.F.3 Shows alphabetic knowledge
IV.G.1 Shows motivation to engage in written expression
IV.G.2 Uses scribbling, letter-like shapes, and letters that are clearly
different from drawing to represent thoughts and ideas
V.C.a.2 Begins to understand family characteristics, roles, and functions
V.C.a.3 Shows awareness and describes some social roles and jobs that
people do
2. Grocery List & Store for Shopping:
Materials: Cash register, “money”, carts or baskets, empty food boxes,
artificial fruit & vegetables, signs, grocery bags, canned goods, small note
pads, pencils, chart paper and markers.
Directions:
1. Use chart paper and markers to create a grocery list for Thanksgiving
dinner.
2. Ask students what they would like to put on the list. You may give
them some general ideas to get them started (“Should we have pie?
What kind of pie? What ingredients will we need to make the
pie?”).
3. Encourage the use of complete sentences.
4. You might illustrate the list with simple pictures or magazine cut outs.
5. Provide small note pads and pencils and encourage students to create
their own shopping lists.
4 Year Old Standards Addressed:
I.D.3 Shows beginning control of writing by using various drawing and art
tools with increasing coordination
IV.D.2 Connects phrases and sentences to build ideas
IV.E.2 Initiates, asks questions, and responds to adults and peers in a
variety of settings
IV.F.3 Shows alphabetic knowledge
IV.G.1 Shows motivation to engage in written expression
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IV.G.2 Uses scribbling, letter-like shapes, and letters that are clearly
different from drawing to represent thoughts and ideas
3. Pilgrim & Native American Dress Up:
Materials: Grocery bag or pillowcase costumes, headband “head dresses”,
construction paper “top hats” and “bonnets” (created by children in the art
center), a variety of factual Thanksgiving books.
Directions:
1. Discuss what students remember about the first Thanksgiving; ask
them to share details of the story.
2. Reread or retell a Thanksgiving story highlighting Pilgrims and Native
Americans. Be sure to emphasize that they worked together.
3. Encourage students to dress up and reenact the first Thanksgiving.
4. Place the books in the dramatic play center for students’ to
reference.
4 Year Old Standards Addressed:
I.B.1 Actively participates in self-care
I.D.1 Demonstrates increasing control of small motor muscles to perform
simple tasks
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
II.D.1 Shows initial signs of planning and learning from their experiences
III.B.b.1 Interacts with and develops positive relationship with peers
IV.D.1 Uses age-appropriate grammar in conversations and increasingly
complex phrases and sentences
IV.F.4 Demonstrates comprehension of text read aloud
V.C.a.1 Begins to recognize and appreciate similarities and differences in
people
V.D.d.1 Explores dramatic play and theatre
4. Flower Shop Fun:
Materials: small pumpkins, gourds, Indian corn, leaves (real and/or artificial),
artificial flowers, ribbons & bows, various baskets and decorative containers,
etc.
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Directions:
1. Discuss the props and encourage students to comment on them and
describe them (how do they look, feel, and smell).
2. Invite students to pretend that they are florists and arrange
Thanksgiving centerpieces.
4 Year Old Standards Addressed:
I.D.1 Demonstrates increasing control of small motor muscles to perform
simple tasks
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
IV.D.2 Connects phrases and sentences to build ideas
V.C.a.3 Shows awareness and describes some social roles and jobs that
people do
V.D.a.1 Explores visual arts
5. Cleaning House:
Materials: Plastic spray bottles filled with a small amount of water, paper
towels, feather dusters, brooms and dustpans, aprons, sponges, etc.
Directions:
1. Encourage students to pretend that company is coming.
2. Discuss the jobs that need to be done and who does them at home.
3. Discuss and define action words as they “clean for company”
(sweeping, dusting, spraying, scrubbing, etc.).
4 Year Old Standards Addressed:
I.C.1 Demonstrates increasing motor control and balance
I.D.1 Demonstrates increasing control of small motor muscles to perform
simple tasks
I.D.2 Uses eye-hand coordination to perform fine motor tasks
II.A.1 Shows curiosity and is eager to learn new things and have new
experiences
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IV.C.2 Shows increased vocabulary to describe many objects, actions, and
events
IV.D.2 Connects phrases and sentences to build ideas
V.C.a.2 Begins to understand family characteristics, roles and functions
VPK Curriculum Enhancement - Books
Theme: Thanksgiving
10 Fat Turkeys-Tony Johnston
The Night Before Thanksgiving-Natasha Wing
The First Thanksgiving Day: A Counting Story-Laura Krauss Melmed
Gracias the Thanksgiving Turkey-Joy Cowley
The Perfect Thanksgiving-Eileen Spinelli
Thanks for Thanksgiving-Julie Markes
A Turkey for Thanksgiving-Eve Bunting
Thanksgiving is for Giving Thanks-Margaret Sutherland
Thanksgiving is Here!-Diane Goode
Twas the Night Before Thanksgiving-Dave Pilkey
Thanksgiving, What Makes it Special-Harold Myra
A Plump and Perky Turkey-Teresa Bateman
The Story of Thanksgiving-Nancy J. Skarmeas
My First Thanksgiving-Tomie DePaola
P is for Pilgrim: A Thanksgiving Alphabet-Carol Crane
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Pumpkin Pie Play Dough Recipe
Play dough is a great way to get little hand muscles ready for writing
experiences. Mixing up a batch allows children to practice important fine
motor skills such as pouring, stirring, and kneading. This pumpkin pie scented
non-edible recipe will delight your child.
5-1/2 cups flour
2 cups salt
8 teaspoons of cream of tartar
1 spice container of pumpkin pie spice (about 1-1/2 oz. if buying in bulk)
3/4 cup oil
orange food coloring (if you don't have orange, use 2 parts yellow, 1 part red)
4 cups water
In a large saucepan combine all ingredients. Cook over medium heat, stirring
until all lumps are blended. Allow to cool then knead on a lightly floured
counter or table until it is smooth and of play dough consistency. Add small
amounts of water or flour if needed. Store in airtight container or a tightly
sealed Ziploc bag.
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