Browsing articles in "Daily Lessons"

Thursday: Produce

May 14, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Produce

Calendar:   Discussed the date in English and Spanish. Lily put the number on the calendar, discussed the weather, discussed the pattern and found the day of the week in Spanish.  Lily read all her sight words on her own and read the numbers in random order from 1-20.  We then reviewed all our Spanish and Sign Language words.

Fun Facts/Brainstorming:  Reviewed what the kids learned about flowers.  Today the children learned what Produce was since they didn’t know this term.  Discussed:  What food do you eat that comes from a garden?  Fun facts:  Produce is a generalized term for a group of farm-produced crops and goods including fruits and vegetables.  You can get produce at the grocery store, a farmers market or grow your own. Fruits are considered produce:  Strawberries, blueberries, cherries, apples, peaches plums…..Vegetables:  Asparagus, avocado, corn, potatoes, onions, lettuce…..*Tomatoes are a fruit not a vegetable  Tomatoes are the most popular fruits in the world. Dark green vegetables include more vitamin C than light green colored vegetables. It is recommended that you eat five servings  of fruit or vegetables a day. A serving equals one-half a cup.

Social Studies: Discussed:  Where do you find produce?  Some produce is sold in stores, roadside stands or farmer’s markets.  Invited the children to hunt for nature items such as flowers, sticks, berries, branches or other objects in the outdoor play area.  We then set up a nature market and pretended to buy and sell the items.  We used leaves or rocks for money.  Which items cost the most or the least?

Creative Development: Discussed:  What fruit or vegetables would you like to grow in a garden?  Invited the children to look through magazines or newspaper ads to find fruits and vegetables they like.  The children then drew circles, ovals, or other shapes to represent the fruits or vegetables that they would like to make.  

Social and Emotional Development: Discussed:  Who else might like to eat food from a garden?  We scattered the produce photos around the room and put the Rabbit Counters on and near the photos.  We then pretended the rabbits are invading the garden.  Encouraged the children to take turns running to the produce and catching a rabbit.  Each child brings one rabbit at a time back to the rabbit holes(cups), then tagged another child to take their turn.  Continued running back and forth until the leader says, “Stop”.  Paused to count all the rabbits caught and in the cup.

Mathematics and Reasoning: Discussed:   What types of produce do you eat at home?  Invited the children to explore the Pattern Cards and name the produce that they see.  Do they eat any of these?  Set out the Pattern Guide and invited the children to recite the pattern with me.  Encouraged the children to extend the pattern using the next card.  The children took turns extending the pattern with the produce photos.  We then created a new pattern with the cards.

Show and Tell:  The children brought in nature items.  They came up one at a time to show their items and discuss where they came from and other facts about them. We used them for afternoon centers.

Afternoon Centers:   Center 1-  Invited the children to paint the egg carton brown.  The children then cut out different fruits and vegetables from colored paper then attached each to a craft stick.  We poked a hole in each section of the egg carton then invited the children to “plant” their produce.  Center 2-  The children used their nature items to make a collage.

Wednesday: Flowers

May 13, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Flowers

Calendar:   Discussed the date in English and Spanish. Lily put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  She read all the sight words and numbers.  We reviewed our Spanish and Sign language words.

Fun Facts/Brainstorming:  Reviewed what the kids learned about leaves.  Today the children told me everything they know about flowers.  Discussed:  What do you think likes flowers?  Why?  Fun facts:   To most humans, flowers are seen as objects to decorate homes, gardens, bodies, and more.  However, flowers have a much more important purpose than decorating.  Flowers are the part of plants that make seeds which in turn make new plants.In order to make a seed, pollen from one flower has to combine with the eggs from another flower; this is called pollination.  Flowers are highly adapted to attract their specific pollinators such as bees, flies, moths, hummingbirds, and bats to just name a few.  This is why flowers are brightly colored and highly scented making them the beautiful creations that they are.  The facts about flowers are that without them, we would not have food, medicines, dyes, textiles, and other necessities of daily living. Flowers get their food from sunlight, water and minerals in the soil.  Pollinators (bees,animals and birds) gather pollen from the flowers.  The pollen sticks to their bodies.  When they go to visit another flower to gather more pollen, the pollen form the previous flower drops into the pistil of the new flower, fertilizes the eggs inside the ovary, and seeds are made.

Language and Literacy:  Discussed:  What does a flower do?  Explained that the flowers on the plant attract the insects that pollinate them.  Pollination leads to flower reproduction.  Invited the children to explore tossing many cotton balls in the air at once.  Can they catch some?  Placed a flower photo card on one side of the room and covered it with pollen(cotton balls).  Put the “Ff”  letter card and other letter cards on the opposite side of the room.  Gave the children tongs.  Invited them to run to the flower, gather one piece of pollen and place it on the “F” card.  They took turns gathering pollen.  The children practiced writing the Capital and Lowercase F f on the wipe-off board.

Creative Development: Discussed:  What color of flower would you want to be?   Looked at the Flower headband that the children will be making in afternoon centers.   

Mathematics and Reasoning: Discussed:  What kinds of flowers have you seen?  Invited the children to use Pattern Blocks to make their own flower design.  Encouraged children to use the blocks to recreate the designs on the mat.  Then, invited them to use the blocks to create their own Japanese flower, bridge or other garden design on the blank mat.  

Mathematics and Reasoning: Discussed:  What insects and animals need flowers?  Invited children to search the outdoor area for flowers.  What insects or birds do they see near or on the flowers?  The children cut out flower petals and circles from colored paper.  Wrote a number on each circle and put them in a bag.  Invited the children to choose a circle from the bag and identify the number on it.  Encouraged them to count out the same amount of petals and place them around the circle to create a flower.  Together with all the children, pretended to be bees and buzz around the flower while counting aloud to the number.  

Show and Tell:  The children brought in an F item. They cam up one at a time to discuss the item that they brought.

Afternoon Centers:   Center 1-  Flower Headband- Encouraged the children to choose their favorite paint color to use.  Invited the children to create a sunflower costume(or other type of flower) with a headband and leaf hands.  Glued the seeds in the center of the flower then attached the flower to the strips  Sized the headband and stapled the ends together.   Center 2- My Little Journal – The children practiced writing the Capital and lowercase letter Ff.  Had the children trace their fingers(or whole hand if it fits) on the page.  Draw a flower coming out of the top of each finger.  Wrote  the letter F on each stem(finger).  Finished the sentence:  The crow is______________.

Tuesday: Leaves

May 13, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Leaves

Calendar:   Discussed the date in English and Spanish.  Lily put the number on the calendar, discussed the weather, found the day of the week in Spanish and discussed the pattern.  She read the Sight words with little help and read her numbers in random order.   We reviewed our Spanish and Sign Language words.

Fun Facts/Brainstorming:  Reviewed what the kids learned about stems and sprouts.  Today the children told me what they know about leaves.  Discussed:  Why do you leaves come in different shapes.  Fun facts:  

Science:  Discussed:  How could we hurt a plant?  How could we help a plant?  How do plants help us?  Invited the children to search the outdoors area for plants that look healthy.  Why do they think the plant is healthy?  We wrapped a clear plastic bag over a leaf or leaves on a tree.  Tightly sealed it at the branch with a wist tie or sting.  Invited the children to observe what happens in the bag and record the results.  Untied the bag and dumped the water into a measuring cup to see how much was released.  Where do the children think the leaves got the water?  

Mathematics and Reasoning: Discussed:  What plants have many leaves?  Which have only a few leaves?  Looked outside or in magazines  Invited the children to play with the Pattern Blocks and explore building plants with them.  Do they create the different plant parts?  The children played a game by rolling die and counted out the blocks to match the number on the die.  Encourage the children to draw a stem on paper then trace their blocks to add leaves.  Then they rolled the die again  and added that may leaves then counted the total leaves and put the total on their paper.  

Social Studies: Discussed:  How do you think the leaves on a plant help it to grow?  The leaves absorb the sunlight and use it to make energy that fuels the plant.  Invited children to explore tossing, rolling or kicking different balls.  Encouraged the children to pretend the ball is the sunlight and their hands are the leaves.  Then they stood across from a partner and toss the ball back and forth.  Each time a child throws it, he pretends to grow big like a plant that just soaked in the sunlight.  

Science:  Discussed:  What parts of a plant can you name?  Invited the children to view the photo and explore the materials to decide how each could be used to make a plant.  Also encouraged the children to select a portion of each material to create the plant and cut the straw into small pieces.  Invited the children to create a plant diagram(bean seed, yarn roots, paper stem and leaves, straw beans, tissue paper flower).  Cut out the labels and glue them to the matching parts of the plant.  The children then took their diagrams outside and compared them to the real plants.  

Show and Tell:  The children all brought an item of any shape. They came up and discussed their item and the shape that it was.

Afternoon Centers:   Center 1- My Little Journal -The children traced their hands-on Y to represent a tree trunk or plant stem.  Glued 9 real or paper leaves to the plant  and they numbered the leaves 1-9.  They finished the sentence The plant has_____________________.

Monday: Sprout and Stem

May 13, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Sprout and Stem

Calendar:   Discussed the date in English and Spanish. Lily is the new calendar and meteorologist for this week.  She added all the numbers to the calendar, discussed the weather and found the day of the week in Spanish. Lily read all the Sight words and numbers on her own with no help.  We then reviewed our Spanish, numbers and Sign language words.

Fun Facts/Brainstorming:  Reviewed what the children learned about Mother’s Day!  The children told me what they did for their Mom’s on Mother’s Day.  The children told me what they know about a Sprout and a Stem.  Discussed:  How is a sprout like a baby?  Fun facts: Sprouting is the practice of germinating seeds to be eaten raw or cooked.  Sprouts can be germinated at home or produced industrially.  Stems have two main functions.  The first one is to transport the water and minerals from the roots upwards to all other parts of the plant.  The second one is to transport the food from the leaves downwards to the roots.  Stems provide a support to the leaves and reproductive structures.  The stem also is used to store foods and nutrients for the plant.  Stems which are green in color produce foods just like the leaves.  

Language and Literacy:  Discussed:  What do you think a seed looks like as it grows?  Had the children explore the photos on the sheet and try to create the shapes with their bodies(crouch small, start to pop up, stretch arms up, etc.).  How do they interpret the seed growth with their movements?  Had the children use the life cycle of a plant as a guide to create his own on the Seed Story sheet.

Science:  Discussed:  What do you think will happen if we put a plant in colored water?  Invited the children to explore sucking air through straws.  Then, the children tried again with water.  We set out a few cups of water and invited the children to help choose a color of food coloring(darker colors work best).  Invited them to put a celery stalk(or carnation) in each cup and observed what happens over time and encourage the children to draw pictures of what happens.  Explained that the water travels upward through the stem and delivers nutrients to the leaves.    

Mathematics and Reasoning: Discussed:  How does the length of a stem compare to the length of your fingers.  Had the children explore the outdoor space and measure items as compared to their fingers.  Can they find a stem?  Encouraged the children to cut the ruler from his Stem Investigation sheet.  Had the children to choose two items from nature(or foods) that have stems and traced around each item on the sheet then measure the stems and record the answers in inches.  

Science:  What do you know that cracks open?  We set out dry beans and invited the children to explore them with their hands.  What do they discuss?  Also had the children select a bean and place it in a plastic zipper bag with a wet paper towel and place in the sunlight and watch the bean seed crack open and sprout over time.  Explained that some beans don’t actually need the soil and can grow with just water and sunlight.  

Afternoon Centers:   Center 1-  Seed Story- Had the children make fingerprint seeds in each section on the Seed Story sheet.  They then drew details for the three stages of growing seed (seed-sprout–stem-leaves).  Invited each child to tell the story of how the seed grows into a plant.  Which plant did he or she draw?

Friday: Mother’s Day

May 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Mother’s Day

Calendar:   Discussed the date in English and Spanish.Maggie put the number on the calendar, discussed the weather and found the day of the week in Spanish. We reviewed our numbers and Sight words.

Fun Facts/Brainstorming:  Reviewed what the children learned about worms.   Discussed:  What do you know about Mother’s Day?  Shared that Mothers day is a day many people set aside to honor mothers.  It is celebrated on the second Sunday in May in the United States.  Fun facts:  Mother’s Day originated in the United States in the early 1900’s.  Although there are older tradiitons that celebrate similar holidays, they are not considered to be the orignins of Mother’s Day.  Mother’s Day is meant to honor mothers and their influence in society, maternal bonds and motherhood itself.  In the United States and Canada it is celebrated on the second Sunday in May, but in other parts of the world it is sometimes celebrated in March, as well as in other months.

Creative Development: Discussed:  What would you give your mother to show her that you appreciate her?  Invited the children to explore the flowers that were spread on the floor.  Do they sort or match them?  How else do they play with them?  Invited the children to pick 4 or 5 favorite flowers from the pile and decide how he will use them to make a picture for his/her mother.  We folded paper flower pots in half and glued the back half onto the background paper.   Then we dipped their hands in paint with the bottom of the palm touching the top of the pot. ( so the “stems” are sticking our the top of the flower pot.  We then attached the flowers they picked our to the top of the finger prints.  

Mathematics and Reasoning: Discussed:   How are they similar to their mothers?  We then played a matching game.  How would they match them?  Which babies and mothers go together?  We placed the cards face down on the floor and the children each chose two cards to see if they matched, if not they tried again.  Ask the children to describe how the items are each card are similar or different. 

Language and Literacy:  Discussed:  What do you do if your mother tells you to do something?  It is important to obey parents.  When they ask you to do something, always try to do what is asked.  Had the children to find a partner and explore giving each other directions and following them.  Had the children to come back together and pretend you are the mother.  Gave the children direction about how to move, using the words “Mother Says” before each direction.  For example:  Mother says, “Put one hand above your head, Mother says, “Turm around then touch the ground or Mother says, “Touch your nose and hope on one foot and turn around.

Language and Literacy:  Discussed:   What words can you think of that start with the letter M and remind you of your mom?  Invited the children to explore the photos and listen for the sound of the first letters.  Which photos do they recognize?  Do they connect letters and sounds?  Helped each child to write the word MOM very big on his paper.  Encouraged them to choose two words that being with the letter M that make him think of his/her mother.  Helped them write each word under a large letter M.

Mr. Rodney’s Birthday!! The children all got to celebrate with him and eat cake.

Thursday: Worms

May 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Worms

Calendar:   Discussed the date in English and Spanish.  Maggie told us the weather, put the number on the calendar, discussed the pattern and found the day of the week in Spanish.

Fun Facts/Brainstorming:  Reviewed what the children learned about roots.  Today the children told what they know about worms.  Discussed:  What do you know about worms?  Fun facts:  There can be between 250,000-1.75 million warms per acre of land.  Earthworms can consume 1/2 to 1 times their weight everyday and can process about 10 pounds of organic material per worm each year.  They also will eat just about any dead organic matter along with processing a variety of garbage and even tiny rocks that have organic matter on them, grinding the rocks into paste that will enrich the soil. They also force air through the underground tunnels they create, aerating the soil as they work.  They process and enrich the soil, they just aren’t natures garbage disposals they are also gardeners.  South African earthworms can grow 22 feet long.  Even though earthworms need to breathe they have no lungs, rather they breathe through their skin.This is why after a heavy rain you see lots of earthworms on the surface. They have no eyes but they can sense light.  

Creative Development: Discussed:  What do you think feels similar to a worm?  A worm breathes through its skin  It releases a fluid that makes it feel slimy.  Invited the children to feel of a rubber worm.  Asked the children to look around the room and find something that feels similar.   We then spread the worms around the room and had the children to wiggle on the floor to find their worms.  

Mathematics and Reasoning: Discussed:  Why do you think a worm likes to live under the dirt?  We hid matching cards underneath various objects around the room.  Then had the children to search for them and describe where they found the items.  Then we put the cards face down on the floor and had them match them up.

Social Studies: Discussed:  How do you think worms help keep the soil healthy?  The children then took play dough and made worms by rolling, squeezing and shaping the play dough in the form of worms.  Explained that earthworms waste makes the soil rich with nutrients and helps plants grow better.

Language and Literacy:  Discussed:  When do you see worms above the ground.  Earthworms come to the surface when it rains because they need oxygen to breathe.  They would drown if they stayed in the soil.  The children buried the rubber worms and dug them back up.  We then pretended it was raining and had the children dig up a worm then gave them a two step direction such as:  Dig up your worm, put it on the floor then jump over it or Dig up you worm, put it on the chair then wiggle your body.

Afternoon Centers:   Center 1-  Invited the children to pick a color of paint to put on their worms.  Had the children dip the rubber worm in the paint and make prints on the worm sheet.  Then they glued dirt on the worm.  

Wednesday: Roots

May 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Roots

Calendar:   Discussed the date in English and Spanish. Maggie put the numbers on the calendar, discussed the pattern and found the day of the week in Spanish.  She reviewed all our numbers, Spanish, Sign language and Sight words.

Fun Facts/Brainstorming:  Reviewed what the children learned about sun and water.  Today the children told us what they know about roots.  Discussed:  Where can you find roots?  Fun facts: All that leafy greenness is nothing without the roots.  Roots grow first from the little seeds we plant and then the tiny stems and leaves climb up into the light.  The roots get the moisture and the nutrients that engine the growth of the plant.  The root is the part of a plant that is usually found underground but can also be above ground.  Roots need moisture to grow.  Root hairs are short lived parts of the root, and absorb most of the water and nutrients for the plant.  Roots’ main jobs are to absorb or take in water and minerals from the ground, to hold the plant in place, to store food for the plant, and to prevent soil erosion. There are two types of root systems.  One is the tap root system.  The other is the diffuse root system.  Roots of plants are helpful to man because they help the plant live and also man eats many different kinds of roots.

Mathematics and Reasoning: Discussed:   What is your favorite fruit or vegetable?  Set out a few fruits and vegetables and invited the children to explore the look, fee and smell of each.  Which ones do they name?  Read a storybook aloud and invited the children to clap, stomp or pat legs according to the number on each page.  The children guessed the answer to each joke.  Asked follow-up questions, such as, “Do eggs really grow on plants?” or “Can corn really hear?   Allowed the children to share any jokes.  

Language and Literacy:  Discussed:  Where do you think a yam grows?  Hid blocks and other objects under a blanket.  Invited the children to press on the top of the  blanket and feel the hiding objects.  Can they guess what the objects are simply by feeling them through the layer of blanket?  Showed the picture of the yam and explained that yams grow underground.  They are called a “root vegetable.”  Made a pile of 2 or 3 blankets.  Hid the yams(blocks) within the folds of and between the blankets.  Had the children to dig for the  yams then bring them over to the Letter Y card.  Had the children create the letter Y with blocks on the floor.

Mathematics and Reasoning: Discussed:  What shape is a root?  Set out paper crayons and a variety of roots from plants, potatoes, yams and carrots.  Observed the children as they traced and explore the shapes of the roots.  

Science:  Discussed:  How do you think water moves through a plant?  Invited the children to explore soaking up small water spills with paper towels.  Explained that the roots absorb the water and nutrients from the soil and deliver them to the rest of the plant.  Poured water in two of the clear cups.  Put a few drops of yellow food coloring in one and red in another.  Set an empty cup in between them.  Connected the yellow cup and the empty cup with a twisted paper towel.  Put another twisted paper towel from the red cup to the empty cup. (Make sure the towels are sitting in the colored water of each cup.)  Observed what happened and recorded the results with a drawing or in words.  

Show and Tell:  The children were to bring in an item that began with the letter Y.  They came up one at a time to discuss their items.  

Afternoon Centers:   Center 1-  Gave each child a paper diamond, if they desired they glued dirt to the surface and took yarn and cut it up to look like roots.   Center 2- My Little Journal -Had the children draw Y’s along the bottom of the page and turned them into roots by adding orange and brown yams(fist prints or fingerprints) above each Y.  Had them finish the sentence:  The yams are_______________.

Tuesday: Sun and Water

May 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Sun and Water

Calendar:   Discussed the date in English and Spanish. Maggie added the number  to the calendar, discussed the weather and found the day of the week in Spanish.  Maggie reviewed  all the Sight words, Spanish, Sign language and numbers.

Fun Facts/Brainstorming:  Reviewed what the children learned about seeds.  Today the children told us what they know about sun and water.  Discussed:  How do you think sunshine helps plants grow?  Fun facts:  The sun gives life to the Earth and the Earth would have no life at all without the energy it receives from the sun.  The word water usually refers to water in its liquid state.  The solid state of water is known as ice.  Water covers around 70% of the Earth’s surface.  The three largest oceans on Earth are the Pacific Ocean, Atlantic Ocean and the Indian Ocean.  An important use of water is an agricultural irrigation.  Drinking water is needed for humans to avoid dehydration, the amount you need each day depends on temperature and the amount of activity you are doing each day.  Cinco De Mayo fun facts:  The holiday actually celebrates the Mexican victory over the French at the Battle of Puebla on May 5, 1862.  The Mexican army won the battle despite being smaller and ill equipped.  Typical Cinco de Mayo celebrations include dancing, mariachi bands, Mexican food and drink, festivals, parades.  The first Cinco de Mayo celebration took place in Southern California in 1863. The world’s largest celebration takes place in Los Angeles.  

Physical Development: Discussed:  What parts of a plant can you name?  Had the children explore potted plants to see if they could identify parts of the plant.  Explained that all plants and all parts of a plant need water:  the roots, stem, leaves and flower.  Had the children decorate their place mat with different vegetables that represent different parts of a plant.  Had them take a bite, then take a drink.  They followed  this pattern while enjoying a snack.  Possible foods to eat:  -Roots:  carrots, -Flower:  broccoli, -Stem:  celery and -Leaves:  spinach.

Physical Development: Discussed:  How does sunshine help a plant to grow?  The children explored the outdoor area and found some things that are growing in the shade and some things that are growing in the sunshine.  Explained to the children that sunshine provides the energy plants need to turn water and carbon dioxide into food.

Mathematics and Reasoning: Discussed:  What might happen if a seed got too much rain?  Too much sun?  Gave each child a different amount of blocks.  Placed the sun and rain Weather pieces on opposite ends of the room.  Lined up 10 blocks in between them up (each a child’s step apart).  Had the children stand at the sun card and choose a Counting card from the bag.  Had the children take that many steps(one step per block) to the rain card  If she/he reached the rain the group cheered and clapped.  If she/he does not reach the rain, they pretend to shrivel up.  

Science:  Discussed:  Other than plants, who else needs water to survive?  A typical preschooler needs to drink six 8-ounce glasses of water every day.  We then set out a tub of water and various containers.  Had the children to practice scooping and pouring water.  Measured out 8 ounces of water and showed it to the children.  Dumped six 8-ounce cups into the tub to show them how much they should drink today.  Created a chart listing each child’s name followed by 6 check boxes.  Each time a child drank a glass of water today, they check a box next to his/her name.  

Show and Tell:  The children came up one at a time to count out their 10 items.  Discussed if they needed more or less.

Afternoon Centers:   Center 2- My Little Journal.  The children drew the plants they discovered outside or a garden on the cover of his journal.  Encouraged the children to draw a sun at the top of their journal and then write their name.  

Monday: Seed

May 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Seed

Calendar:   Discussed the date in English and Spanish.  Maggie is the new calendar and meteorologist this week.  She put the numbers on the calendar, discussed the weather, found the day of the week in Spanish and discussed the pattern.  She read all our sight words, Spanish, Sign Language and numbers.

 Fun Facts/Brainstorming:  Reviewed what the children learned about soils.  Today the children told me what they know about seeds.  Discussed:  Where can  you find seeds?  Fun facts:   Plants start their lives as tiny seeds.  Seeds can be as tiny as a grain of salt or bigger than a fingernail.  Some are round, while others are flat or tear shaped.  Inside a seed is an embryo, which is a tiny plant, and the endosperm, which are small leaves which supply the embryo food.  The outside of the seed has a seed coat, which protects the embryo from injury or drying out.  Some seeds have very hard seed coats.  Others have soft seed coats.  Some gardeners soak the seeds in water or nick them to soften the coats so they will grow faster.  All seeds need moisture, oxygen and the right temperature to germinate, or grow.  Until they have these conditions, the seed remains dormant and does nothing.  Some seeds need light to germinate. Others need darkness.  Some plants do not produce seeds. They make spores.  These drop off the plant and eventually make new plants. Animals often eat seeds.  The seeds come out in the animals waste.  They drop to the ground and make new plants.

Mathematics and Reasoning:   Discussed:  What grows out of a seed?  We brainstormed together and wrote out a list.  Had the children explore freely the patterns of blocks  what do they build or design with them.  We then sorted the blocks by shapes.  Encouraged each child to pretend to plant a garden with the blocks by creating a different row for each shape.  Asked them what do they think each row will grow? 

Language and Literacy:  Discussed:  What clothes would you wear while planting a garden? Why?  Had the children look through magazine ads and pick out photos of outfits they would wear while gardening.  Looked at the Portrait they will be doing in afternoon centers.

Language and Literacy: Discussed:  What do you think a seed needs to grow?  Set out books and invited the children to explore them for pictures and photos of seeds.  Read a story aloud to the children.  After reading, asked each child to draw a picture of what happened to the seeds.  Then they shared and discussed their stories.

Science:  Discussed:  How many seeds do you think are on the inside of a fruit?  Then a fruit or vegetable was cut in half and then the children looked for the seeds in them.  Encouraged the children to pull out the seeds and set them on the newspaper.  Had them to compare the look, feel and smell of the different seeds.  The children worked together to count the seeds and determine which fruit or vegetable had the most.  Then sorted the seeds by size or color if desired.  

Show and Tell:  The children all brought a Diamond shaped item.  They came up one at a time to show their items and discuss.  

Afternoon Centers:   Center 1-  Had the children draw themselves in a garden, used the paper from the inside of the frame to cut plants or vegetables and glue them to the portrait.  Attached the frame then invited each child to tell a story about what she drew and what is growing in the garden.

Friday: Soil

May 4, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Soil

Calendar:   Discussed the date in English and Spanish.  Abby was not here today to do calendar so we did it together.  We had April fly away and flew in our new month of May.   We put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  Reviewed our Spanish, sign language, sight words and numbers.

Fun Facts/Brainstorming:  Reviewed what the children learned about fishing boats.  We discussed Growing Gardens.  We went through our lesson book to look at all the different things they will be learning about.  The children told me what they know about Soil.  Discussed: What can you find in the soil?  Fun facts:  There are 70,000 different types of soil in the U.S.  1 Tablespoon of soil has more organisms in it than there are people on earth.  It takes 500 minimum years to form one inch of topsoil.   There are 5,000 different types of bacteria in one gram of soil.  There is .01 percent of the earth’s water held in the soil.  15 tons of dry soil per acre that passes through one earthworm each year.  1, 400, 000 Earthworms that can be found in an acre of cropland.  10 Percent of the world’s carbon dioxide emissions stored in the soil.  Soil is a living system.  

Language and Literacy:  Discussed:  How does soil feel?  Had the children to explore writing in a pan of dirt.  They drew different letters and symbols.  I held up the children’s name tags and if they recognized their names the came up and said their full name.  Had them point out the first letter in his name then wrote it in the pan of dirt with their finger.  Explained to the children that some animals, such as worms, ants or moles, leave trails or holes in the dirt.

Mathematics and Reasoning: Discussed:  Where could you find dirt in your home?  Had the children explore the various containers and the tub of soil.  Do they dump, scoop or dig in the dirt?  Had the children put the containers in what they thought  was the smallest to the largest.  Invited them to check their estimations:  Scoop soil in one container then dump it in the next size up to confirm that the soil fits.  We continued filling and dumping containers to check the size of each.  We then discussed how to make an indoor garden.  Which containers would they want to use.  

Science:  Discussed:  What type of food do plants eat?  Had the children feel and smell the dirt.  Set out spray bottles and encouraged them to experiment by adding water to the soil.  Invited the children to say what they think will happen when they plant the seeds in the soil.  Had the children fill his/her container with some soil then plant the grass seeds in it.  Then they watered the seeds and set their containers in the sunlight.  Explained to the children that plants eat the nutrients stored in the soil.  When the nutrients mix with water, they dissolve and the plants use them as fuel to grow.  The children will observe their containers over the coming weeks and draw what they see happening on their observation sheets.  

Afternoon Centers:   Center 1-  Name tags- the children practiced writing their names.  

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