CAMP GRANITE WEEK 1: ALL ABOUT ME

DAY TIME ACTIVITY ACTIVITY DESCRIPTION ACTIVITY

(A.M.) NAME MATERIALS
MONDAY 9:30 – 9:45 CIRCLE TIME: PROCEDURE: Welcome everyone, song circle, read a book, • Book of the
WELCOME show-and-tell, attendance, daily schedule, remember to ask week
EVERYONE children’s parents for any concerns/questions • Special
LEARNING OBJECTIVE: Get everyone comfortable and object of the
ultimately ready for the day week (if any)
LEARNING CENTRE: Morning carpet/mat
ADAPTATION/ACCOMODATION: If children are having
separation trouble or are not ready to sit down yet, play some
games in the curling rink first then go back to morning circle •• paper
Construction
colours)
tape (various
Double-sided
Uncooked rice
Pom
Sandpoms
Tissue
Felt
Buttons
Small paper
paper
bowls
9:45 – 10:15 LITTLE ARTISTS: PROCEDURE:
FEELY NAMES Prep: Cut papers and felt to appropriate sizes for craft. Place
materials in small bowls or trays. As children arrive in the
morning prepare a paper for each child with their name formed
using double-sided tape.
Activity Time: Show children the pieces of paper and see if any
children can recognize their name. Read aloud the names with
children and practice sounding out letters. Once all children
have had a turn, ask children to have a seat at the table, with
their tape name. Introduce the craft and the materials. Allow
children to use different materials to stick onto the tape,
experimenting with different textures.
Wrap Up: Ask children to trace the letters with their finger and
describe what they made each letter feel like. Remind children to
take names home at the end of program.
LEARNING OBJECTIVE: Recognize written name/letters in
name; pronounce various letter sounds; follow basic instructions;
develop fine motor skills (e.g. grasping, hand-eye coordination);
explore creative mediums
LEARNING CENTRE: Carpet Area/Table
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance in tracing with finger, short and simple sentences
(repetition), premade artwork sample, ample amount of supplies
for each child to avoid conflicts
10:15 – 10:30 SNACK TIME Implement hand washing before and after.
10:30 – 11:00 MATHEMAGICIANS PROCEDURE: • 6 small
: Prep: Cut out felt shapes in a variety of sizes/colours. trays/baskets
THE SHAPE OF ME Activity Time: Begin by asking children what shapes they know. • 4-5 objects of
Draw out shapes they list on chart paper. Include any shapes the same the
they may miss. (Include basic shapes - square, rectangle, color/shape/si
triangle, circle, oval). Give children turns drawing shapes on ze etc.
chart paper. As a group, count together how many sides each
shape has. Ask what objects they can think of that have these
shapes. Invite children to tables and introduce activity and
materials. Ask children to try to create an image of themselves
using the shapes we talked about.
Wrap-Up: Ask the children to point out the shapes they used in
their image. Ask what else they can make using the cut-out
shapes. Encourage them to be as creative as possible.
LEARNING OBJECTIVE: Recognize shapes; count number of
sides for each shape, develop vocabulary through naming
objects, shapes and body parts; sort shapes during clean-up
LEARNING CENTRE: Carpet Area/Table
ADAPTATION/ACCOMODATION: Reduce the amount of
trays/baskets and/or colors depending on the children’s
developmental abilities, hand-over-hand guidance for
assistance, short and simple sentences (repetition), abundance
of materials to avoid conflicts, create sample person and object
made from shapes
11:00 – 11:15 PROCEDURE: Introduce the children to the water/sand table – • Water/sand
then the baskets with the different objects. Ask each child to put table and/or
on an apron and pick an object they wish to play with. Have individual
them describe it and explain why they chose it. Then ask the baskets
children if they want to explore it with water or with sand. Place • Aprons
all objects in the table and let the children just explore. • Shovels
Encourage the children to explore with both the substances • Magnifying
interchangeably, and with the tools as well. Also encourage the glasses
children to communicate with others throughout the activity. • Plastic/mat for
LEARNING OBJECTIVE: Recognize similarities, differences, the ground
textures, colors, count number of objects, practice using • Rocks
descriptive words to describe objects, self-regulation, learn clean • Animals
up, eye-hand coordination, expressive and receptive language, • Various
fine motor skills objects
LEARNING CENTRE: Water/sand table and/or just regular table
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
 pointing, either add or reduce the amount of objects in the table
TUESDAY 9:30 – 9:45 CIRCLE TIME PROCEDURE: Welcome everyone, song circle, read a book, • Book of the
“WELCOME show-and-tell, attendance, daily schedule, remember to ask week
EVERYONE” children’s parents for any concerns/questions • Special object
LEARNING OBJECTIVE: Get everyone comfortable and of the week (if
ultimately ready for the day any)
LEARNING CENTRE: Morning carpet/mat
ADAPTATION/ACCOMODATION: If children are having
separation trouble or are not ready to sit down yet, play some
games in the curling rink first then go back to morning circle
9:45 – 10:15 ACTIVE ACTIVISTS PROCEDURE: Bring the children to the designated area for the • Hoola
“ABC OBSTACLE activity, and make sure that they have proper shoes. Warm up hoops
COURSE” the children by playing “red light, green light, yellow light” with • Balls
fun races. Introduced games that will practice the children’s • Pylons
agility (running in and out of pylons, etc.), balance (standing on • Music
one foot for as along as they can, etc.), and coordination
(catching and throwing a ball, skipping, etc.)
LEARNING OBJECTIVE: Recognize which parts of the body to
move, count number repetitions of each movement/exercise,
practice using descriptive words to describe movements, self-
regulation, practice gross motor skills (agility, balance,
coordination)
LEARNING CENTRE: Curling rink and/or a studio (if available)
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
pointing, visual representations
10:15 – 10:30 SNACK TIME Wash hands*

10:30 – 11:00 READING PROCEDURE: Invite the children to sit down at the carpet/mat, • “The Day
RAINBOW to read the book. Introduce the book and ask the children to the
“THE DAY THE describe what they see, what they think the story will be about, Crayons
CRAYONS QUIT” etc. Read the book and ask the children questions along the Quit”
way. Once done have the children attend the table and explore • Paper
the crayons and paper already set on the table. While the • Crayons
children engage in the activity, ask questions relevant to the
book “Do you remember what they did with that color in the
book? What was your favorite part of the book?” Encourage the
children to describe where they see the colors, and what the
colors make them feel? (How they associate with the color)
LEARNING OBJECTIVE: Recognize colors, recognize how a
 book words (sequence, parts of the book, words, pictures,
characters, etc.), self-regulation, listening skills (respect for other
people talking – turn taking, receptive and expressive language,
practice fine motor skills
LEARNING CENTRE: Art/Main Table
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
pointing, only place the colored crayons shown in the book,
have the children turn the pages of the book as the activity goes
along
11:00 – 11:15 OUTDOOR PLAY PROCEDURE: Bring the children to the designated area. Warm • Movement
“MOVEMENT DICE up the children by playing “red light, green light, yellow light” with Dice (2)
SAYS” fun races. Introduce the 2 movement dices and practice
counting the dice numbers then model and practice each of the
exercises on the dice. Roll the dice and follow through with what
the 2 dices say. Then have each child roll the dice and follow
through. If the children get bored, turn it into a racing game.
LEARNING OBJECTIVE: Recognize which parts of the body to
move, count number repetitions of each movement/exercise,
practice using descriptive words to describe movements, self-
regulation, practice gross motor skills, count the dice numbers,
follow instruction with what the dices say
LEARNING CENTRE: Outdoors and/or curling rink (if raining)
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
pointing, visual representations
WEDNESDAY 9:30 – 9:45 CIRCLE TIME PROCEDURE: Welcome everyone, song circle, read a book, • Book of the
“WELCOME show-and-tell, attendance, daily schedule, remember to ask week
EVERYONE” children’s parents for any concerns/questions • Special object
LEARNING OBJECTIVE: Get everyone comfortable and of the week (if
ultimately ready for the day any)
LEARNING CENTRE: Morning carpet/mat
ADAPTATION/ACCOMODATION: If children are having
separation trouble or are not ready to sit down yet, play some
games in the curling rink first then go back to morning circle
9:45 – 10:15 LITTLE ARTISTS PROCEDURE: Begin by asking all the children to look at their • Paper
“MY HANDPRINT, two hands, and then look to the children’s hands beside them. • Crayons
YOUR Then say, “Look, we all have hands, but all our hands are • Markers
HANDPRINT, OUR different” – and what they will be doing next. Grab a sheet of • Paint (max of
HANDPRINTS” construction paper and show the children how to trace their 2 colors)
chosen hand onto the paper. Then show the children the various
 art materials they can use to decorate their traced handprint • Various art
however they choose. When children are finished, ask them to mediums
write their names with or without guidance. • Aprons
LEARNING OBJECTIVE: Creatively express through art, explain
own thoughts and ideas of art application, experiment and have
curiosity with art mediums and tools, practice fine motor skills,
have self-accomplishment of work, practice expressive and
receptive language skills, have respect for others, find an
interest for curiosity and diversity, able to trace a figure, and
decorate inside and outside of the traced figure
LEARNING CENTRE: Art/Main table
ADAPTATION/ACCOMODATION: If children are having
separation trouble, play some games in the curling rink first then
go back to morning circle
10:15 – 10:30 SNACK TIME Wash hands*

10:30 – 11:00 OUTDOOR PLAY PROCEDURE: Bring the children to the designated area. Have • Any of the
“COLLECT AND the children explore and be active for a few minutes. Then things the
CREATE” gather the children around and explain to them that they will be children find
collecting things that they find interesting, and hand them a outside
basket for them to use. After a few minutes gather the children • Basket
again and have them share with each other what they found.
Then ask the children to create something with the objects they
found. Then when done, bring the children around to visit each
of the creations made by each child and have them explain who,
what, why, how they created what they did.
LEARNING OBJECTIVE: Recognize objects that can be found
in the environment, have respect for the environment, self-
regulation, listening skills (respect for other people talking – turn
taking, receptive and expressive language (explanation of own
thoughts), practice fine and gross motor skills, creative
expression of imagination, able to follow through with
instructions
LEARNING CENTRE: Outdoors and/or curling rink (if raining)
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
pointing, visual representations, if children are having trouble
creating we can form a circle and have the children describe all
the things they found
 11:00 – 11:15 WACKY TBA
WEDNESDAY
THURSDAY 9:30 – 9:45 CIRCLE TIME PROCEDURE: Welcome everyone, song circle, read a book, • Book of the
“WELCOME show-and-tell, attendance, daily schedule, remember to ask week
EVERYONE” children’s parents for any concerns/questions • Special object
LEARNING OBJECTIVE: Get everyone comfortable and of the week (if
ultimately ready for the day any)
LEARNING CENTRE: Morning carpet/mat
ADAPTATION/ACCOMODATION: If children are having
separation trouble or are not ready to sit down yet, play some
games in the curling rink first then go back to morning circle
9:45 – 10:15 ACTIVE ACTIVISTS PROCEDURE: In the curling rink and/or studio, bring the • Hoola hoops
“ANIMAL HOOPS” children there with hoola hoops. Warm up the children by • Music
playing “red light, green light, yellow light” with some fun races.
Then bring the children in a circle or sitting against a wall, and
brainstorm some animals – give each child a turn. Let the
children reenact each animal movement and sound. Then
introduce the game of “Animal Hoops.” Lay them to make a
large circle, make sure that there are enough hoops for each
child. Explain the game to the children – just like musical chairs,
but instead of dancing around, the children have to move and
sound like the animal while going around. Each person who
does not get a hoola hoop gets to choose the next animal. Keep
playing until the children get bored, and if they do – play hoola
hoop catch or teach them how to hoola hoop.
LEARNING OBJECTIVE: Self-regulation, listening skills (respect
for other people talking – turn taking, receptive and expressive
language, practice gross motor skills, creative expression of
imagination (animal acting and sounds), able to follow through
with instructions
LEARNING CENTRE: Curling rink and/or studio (if available)
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
pointing, visual representations, allow the children to play with
hoola hoops if they get bored
10:15 – 10:30 SNACK TIME Wash hands*

10:30 – 11:00 DISCOVERY PROCEDURE: Begin by asking if they children know what sink • Water table
SCIENTISTS and float mean, and then explain for clarification. Then introduce • Coins
“SINK OR FLOAT?” all materials one at a time and passing it around for then
 children to explore, and ask the children if they think it will sink • Rocks
or float and check if off in the prediction on the chart paper • Pencil
check list. Continue for all materials. After all predictions are • Cup
done, ask the children to move to the water table. Grab each of • Chart paper
the materials and place them into the water one at a time – but • Tape
before hand, refer back to the prediction and once done place • Aprons*
the material into the water, and ask the children “did it sink or
float?” Continue for each of the materials. Refer back to the
chart and have the children reflect on each – “were we right
about this (material) sinking or floating? Why did it (sink or
float)?” Afterwards allow the children to explore the materials in
the water table.
LEARNING OBJECTIVE: Self-regulation, listening skills, turn-
talking, receptive and expressive language – explanation of own
thoughts, practice fine motor skills, creative expression of
imagination, able to follow through with instructions, differentiate
between objects that sink or float, have curiosity of object’s
weight
LEARNING CENTRE: Water table and Main Table
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
pointing, visual representations (chart paper checklist)
11:00 – 11:15 DRAMATIC PROCEDURE: Bring the children to the designated area, and • Music
DANCERS hand out scarves and/or dress up clothes. Explain the dance • Scarves
“DANCE FEEZE – freeze game, and just let the children have fun! Alternate the and/or dress
SHAPES AND freeze moves to shapes and animals. up clothes
ANIMALS” LEARNING OBJECTIVE: Self-regulation, listening skills, turn-
talking (in terms of ‘freezing’, receptive and expressive
language, practice gross motor skills, creative expression
through dancing and singing to the music, able to follow through
with instructions
LEARNING CENTRE: Main carpet and/or Curling Rink and/or
studio (if available)
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
visual representations, turn on and off the lights if the children
are comfortable with it, if no scarves, let the children dress up
FRIDAY 9:30 – 9:45 CIRCLE TIME PROCEDURE: Welcome everyone, song circle, read a book, • Book of the
“WELCOME show-and-tell, attendance, daily schedule, remember to ask week
EVERYONE” children’s parents for any concerns/questions • Special object
LEARNING OBJECTIVE: Get everyone comfortable and of the week (if
ultimately ready for the day
 LEARNING CENTRE: Morning carpet/mat any)
ADAPTATION/ACCOMODATION: If children are having
separation trouble or are not ready to sit down yet, play some
games in the curling rink first then go back to morning circle
9:45 – 10:15 OUTDOOR PLAY PROCEDURE: Bring the children outside to the designated • Pylons
“CAN YOU PUT area. Let the children explore and play with the balls for a few • Balls
THE BALL minutes. Afterwards, bring the children to a circle and show
THROUGH?” them the pylons. Set them up so that they are in a line with less
them 1 meter apart so that the children can run through them.
Then have each child practice going through the pylons while
carrying a ball, then kicking the ball if they feel comfortable.
LEARNING OBJECTIVE: Recognize which parts of the body to
move, count number repetitions of each movement/exercise,
practice using descriptive words to describe movements, self-
regulation, practice gross motor skills, follow instruction with
what the dices say, able to interact with the other children to get
through the activity – respect for others
LEARNING CENTRE: Outdoors and/or curling rink (if raining)
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
visual representations, limit the number of pylons and, if they
children are having trouble kicking the ball through the pylons,
the let them carry it, let the children practice kicking the ball to
their partners
10:15 – 10:30 SNACK TIME Wash hands*

10:30 – 11:00 LITTLE ARTISTS PROCEDURE: Play “I spy with my little eye with the children.” • Toilet paper
“BINOCULARS” And then ask them “what can help us see things better from far rolls
away?” Then show the binoculars already made. Pass around • Paper
the binocular and have the children explore it. Then ask the • String/ ribbon
children to have a seat at the table where they will make their • Markers
own. Show each child the step before handing them the • Stickers
materials to follow through. Give each child 2 toilet paper rolls • Hole puncher
and let them tape it together. Then give each child a piece of • “I Spy” book if
paper and let them decorate it with stickers and markers. available
Afterwards, wrap each of the children’s decorated paper around
the 2 toilet papers, hole punch, and place the string through.
Encourage and assist each child in each step if need be.
Afterwards continue playing “I spy with my little eye” and/or read
the “I Spy” book.
 LEARNING OBJECTIVE: Creatively express through art,
experiment and have curiosity with art mediums and tools,
recognize their own name/letter of their name, practice fine
motor skills, self-accomplishment of work, practice expressive
and receptive language skills
LEARNING CENTRE: Art/Main Table
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
visual representations, have all materials pre-prepped before
hand – and make sure there are enough (cut paper to fit one
wrap around for 2 toilet paper rolls, and hole punch them, cut
string/ribbon long enough)
11:00 – 11:15 ADVENTURE PROCEDURE: Bring the children to the carpet and talk about • Shaving
EXPLORERS objects or substances that are hard and/or soft. Then introduce cream
“HARD THINGS OR the shaving cream (already in a plate) – pass it around to let the • Frozen paint
SOFT THINGS?” children explore with their senses (sight, smell, touch, hear). cubes (3
Then introduce the frozen paint cubes and the paint in room colors max) –
temperature, again pass them along to let the children explore it frozen before
while asking questions that differ the paint state of matters (is hand
this one soft? How does this feel, cold or warm?). Afterwards, • Plastic covers
bring the children to the table that has already been prepped for the table
with plastic. Give each child an apron. Then give each child a • Aprons
tray if available, and a decent amount of shaving cream. Let • Trays/bowls
them explore it for a bit, and then introduce the frozen paint • Various plastic
cubes. Encourage the children to mix the two together and ask figures
questions like: what is happening to the frozen cubes? What • White paper
colors do you see? Let them continue. If the children are getting
bored, add some figures to let them play. Or grab some paper
and let the children press the paper into shaving cream and
paint mixture, and let them lift it up. Set aside to dry.
LEARNING OBJECTIVE: Self-regulation, listening skills, turn-
talking, receptive and expressive language – explanation of own
thoughts, practice fine motor skills, creative expression of
imagination, able to follow through with instructions, differentiate
between hard and soft textures, have curiosity of states of
matter
LEARNING CENTRE: Art/Main table
ADAPTATION/ACCOMODATION: Hand-over-hand guidance for
assistance, short and simple sentences (repetition), modeling,
pointing, visual representations, introduce the shaving cream
and frozen paint cubes separately if child is having trouble or
feeling uneasy about the texture of each