Browsing articles in "Daily Lessons"

Thursday: Fishing Boat

May 4, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Fishing Boat

Calendar:   Discussed the date in English and Spanish.  Abby put the number on the calendar, discussed the pattern and found the day of the week in Spanish. She read all our sight words and numbers in random order with out any help.  We then reviewed all our Spanish and Sign language words.

 Fun Facts/Brainstorming:  Reviewed what the children learned about Shipwrecks.  The children told me what they know about Fishing boats.  Discussed:  What are some of the ways people catch fish?  Fun facts:  Boats and ships serve a variety of purposes including transport, recreation, fishing, sporting competition and military operations.  An all-purpose fishing boat can come with a car-like steering wheel or with a steering (and throttle) lever called a tiller on the outboard motor.  Traditionally, many different kinds of boats have been used as fishing boats to catch fish in the sea, or on a lake or river. Even today, many traditional fishing boats are still in use. Early fishing vessels including rafts, dugout canoes, reed boats, and boats constructed from a frame covered with hide or tree bark, such as coracles.

Mathematics and Reasoning: Discussed:  How big do you think a fish could be?  The largest fish ever measured was a 40 foot long whale shark.  We took the fish on a search around the room for object of similar size.  The children worked together to put the fish in order from smallest to largest.  Set out fishing poles and had the children to match them to the fish of the same size.  Had them connect the string(cut pieces if desired) on the fishing poles to the matching fish.  

Language and Literacy:  Discussed:  What would you do with a fish if you caught one?  Had the children explore different ways they could carry their fish around the room  (with elbows, on ear, on shoulder, etc.).  Encouraged them to follow two-step directions with the fish and fishing pole props.  For example:  Carry a fish on your head then put it on the chair,  Catch a fish with your feet then put it on the table, or  Push a fish in a circle then pretend to eat it.

Language and Literacy:  Discussed:  What would you like to catch on a fishing trip?  We cut apart the photo strips and hide the photos around the room, then had the children to explore the space and try to “catch” one of each photo.  We read the Bilingual Book together in Spanish and English. We discussed what Bilingual means.

Language and Literacy:  Discussed:  What else might you catch from a fishing boat besides fish?  Set out the Hands-On letters near the Alphabet flip strip.  had the children to explore the letters and observe what they do.  Do they match them to the strip?  Do they say the letter names or sounds?  Then we spread out the hands on letter all around the floor then set out one of the Word puzzles.  Invited the children to decide if the missing letter is at the beginning, middle or the end sound of the word.  Showed 2-3 word card choices then encouraged the child to “fish” for the hands on letter that will complete the puzzle.

Afternoon Centers:    Center 1- Bilingual Book-  We looked at the books and each child chose the matching photo for each page and glued them on.  Then they assembled the book pages and reread the story together. Center 2- My Little Journal- The children made 18 fingerprints on their page.  Turned each one into a fish then added a hook and fishing line to the ones that got caught.  The finished the sentence, I caught a______________________.

Wednesday: Shipwreck

May 4, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Shipwreck

Calendar:   Discussed the date in English and Spanish.  Abby added the number to the calendar, discussed the weather and found the day of the week in Spanish.  Abby read all the Sight words and numbers on her own.  We then reviewed our Spanish and Sign language words.

Fun Facts/Brainstorming:  Reviewed what the children learned about Divers.  The children told me what they know about a shipwreck. Discussed:  Where does a boat go when it sinks?  Fun Facts:  There are approximately three million shipwrecks on the ocean floor, worth billions in value and treasure.  The President Coolidge is regarded as one of the greatest wreck dives in the world. It was originally a luxury cruise ship that was converted to a troop carrier during World War 2. It sank after hitting a ‘friendly’ mine when entering the harbor on Espiritu Santo Island, today known as Vanuatu. The captain ran the ship aground so that those on board could escape to land. When the ship eventually sank, it slid backwards so that its stern now lies in 70 meters of water, while the bow is in 16 – 18 meters. Not only an amazing wreck dive, the Coolidge has formed a huge artificial reef, and is home to a wide variety of marine life such as lion fish, trigger fish, nudibranch and the wreck’s resident green moray eel, Jessie.

Social and Emotional Development: Discussed:  What might you find in a shipwreck?  Had the children work together to build a pretend shipwreck from blankets, blocks or other toys.  Told the children that small fish will sometimes hide in a shipwreck to avoid danger.  Played a game by having the children draw a card and move her game piece to the next matching colored bubble, and they did this until their fish was safely hiding in the shipwreck.

Language and Literacy:  Discussed:  What treasures could you find at the bottom of the ocean?  Had the children go around the room and look for something that is very valuable to them, then put it in a treasure chest (box or basket).  Treasures such as gold, jewels and expensive art have been recovered from shipwrecks.  Looked at the Post card they will be doing in afternoon centers.

Mathematics and Reasoning: Discussed:  What do you think a shipwreck looks like on the inside and the outside?  Had the children go around the room to look for something broken or ruined.  Explained to them that some shipwrecks still look like boats and some are broken into many pieces.  Some have been recovered and are displayed in museums.  Had the children help spread blocks out all around the floor,  then pretend to be divers retrieving shipwreck pieces.  Once the blocks were collected they worked together to assemble a boat.  

Physical Development: Discussed:  What might cause a shipwreck?  Had the children take a blanket and shake it together to try to make small, medium or large waves with it.  Explained that many shipwrecks are caused by big storms that create large waves in the ocean.  The ship tips over or fill with with water, then sink to the bottom.  We then set a box in the center of the blanket and had the children to wear a life jacket and sit inside the box one at a time while the other children shook the blanket to make big waves around the “ship.” Then the child that is in the box pretends to fall out and swim to shore(off the blanket).

Afternoon Centers:   Center 1-  Post Card-  Had the children decorate a Postcard with what they would like to see at the bottom of the ocean.  Then had the children describe their drawing and decide whom they would like to mail the Postcard.  Helped them write the name of the person on the back.

Tuesday: Diver

May 4, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Diver

Calendar:   Discussed the date in English and Spanish.  Abby put the number on the calendar, discussed the weather, pattern and found the day of the week in Spanish.  Abby read all the Sight words and numbers on her own with no help.  We then reviewed our Spanish and Sign language words.

Fun Facts/Brainstorming:  Reviewed what the children learned about the X-ray fish.  Today the children told me everything they know about a Diver.  Discussed:  Who do you know that is a good swimmer?  Fun Facts:  Divers often ask how deep they can go, and the cheeky answer is “all the way to the bottom, but we try to stop around 130 feet.” In fact, we can go a lot deeper than that. The world record for a deep dive on a standard, open-circuit scuba system was 1,044 feet, by South African diver Nuno Gomes, in 2005 off of Dahab, Egypt. The dive took 12 hours and 20 minutes, of which only 14 minutes were used on the descent. Gomes also holds the record for deepest cave dive, at 927 feet. The deepest any human has ever been is to the bottom of the Mariana Trench in the Pacific, at nearly seven miles. Using mini-subs, only three people have ever attained this depth.

Creative Development: Discussed:  What do you think a diver must wear when exploring the ocean?  Scuba divers must wear gear such as a mask, flippers, an oxygen tank and a wet suit to protect them and help them see, swim and breathe in the ocean.  The children looked through a piece of cellophane and explored the room.  Asked them how things looked different.  Looked at the Scuba mask and flippers they will be making in afternoon centers. 

Language and Literacy:  Discussed:  What do you think it would be like to live in the ocean?  The children explored the pages of the storybook.  Asked them what do they recall and what did they discuss.  Then they chose a character piece and told about his life in the ocean.  We re-read the story.

Language and Literacy:  Discussed:  What might you like to find on an ocean dive?  Some divers explore the ocean for fun, while others do it to study and research life underwater.  Explored the Spanish Card Photos and tried to name the pictures in English.  Showed the children the wale and the octopus cards and asked them to repeat the words in Spanish.  Then we hide the cards under a blanket, said the words “Whale” and “Octopus” in Spanish, and encouraged  them to dive under the blanket to find that word.

Mathematics and Reasoning: Discussed:  What do you think could be dangerous about diving in the ocean?  Had the children move as slow as possible and then as quickly as the could.  Asked which one is more challenging?  Explained that divers have to rise to the surface very slowly so they don’t get sick from the extreme pressure change.  They also have to watch out for boats nearby.  We played a game.  We spread shells around the room and had the children crawl or wiggle around the floor to collect them.  Then the children listened to the word “oxygen” and when they hear it, they had to stand up very slowly as we counted to 18 together.    

Afternoon Centers:    Center 1- Mask and Flipper Art- The children chose colors to decorate scuba gear.  Then the children decorated pieces and attached the cellophane to the mask.  We cut elastic pieces in half and tied then ends to the mask.   Center 2- My Little Journal – The children drew a picture of themselves as a deep-sea diver.  They colored all around them with different shades of blue crayon  The filled in the blank:  The ocean is_______________________.  

Monday: X-Ray Fish

Apr 28, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: X-Ray Fish

Calendar:   Discussed the date in English and Spanish.  Abby 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.  Abby read all the Sight words and numbers on her own with no help.  We then reviewed our Spanish and Sign language words.

Fun Facts/Brainstorming:  Reviewed what the kids learned about Sea Sponges.  Today the children told me everything they know about X-Ray Fish.  Discussed:  What do you think is inside of a fish?  Fun facts:  The X-ray fish is scientifically called Pristella maxillaris.  They are considered as non-aggressive and gregarious.  They reach the size of two to three inches.  X-ray fish are found in calm, coastal waters as well as in dense, vegetated swamps.  They are carnivorous and usually feed on live foods that are fresh or flakes present in water.  X-ray fish eat insects, small crustaceans, and worms.  You can find them in Venezuala, Orinoco, coastal river drainage of Guiana, British Guyana, Brazil, and the Amazon regions of South America.  They are very popular in aquariums as they possess delicate colors. X-ray fish live in fresh waters and live in pelagic environment.  Aquarium owners usually choose dark backgrounds in their tanks allowing the X-ray fish to appear as clear fish.  

Language and Literacy:  Discussed:  Why do you think it would be helpful to have transparent skin?  The children searched the room  for things they could see through(transparent) such as plastic bottles or glass windows.  The x-ray fish’s transparent skin helps it to blend into its surroundings and hide from predators. We hid the Hands-On letters in a bag that they could not see through.  The children then pulled a letter from the bag.  If it was an X, the child put it in the transparent bag to be x-ray fish bones.  If it was another letter, the child put it back and tried again.  We looked at the Hands-on Letter X and discussed the sounds it makes  /ks/, /gz/, /z/.  We discussed the few words that begin with the letter X.  We then practiced writing our Capital and lowercase Xx.  

Mathematics and Reasoning: Discussed:  What do you think an x-ray fish likes to eat?  X-ray fish eat worms, insects and small crustaceans(shrimp, barnacles, crayfish).  The children then explored digging with their hands in the tub of sand.  We cut yarn into many pieces and hid them in the sand.  Then they dug for the worms(yarn pieces) and used them to make the letter X.  How many worms did they find and how many X’s can they make.  

Physical Development: Discussed: How do you think fish bones are like your bones?  How are they different?  We looked at the afternoon center that they will be creating.  They will be making their own X-ray fish.

Social Studies: Discussed:  How do x-ray fish look similar to and different from other fish?  The children looked in mirrors and explored how they look similar and different from their friends.  Explained that the x-ray fish get along with many different types of sea creatures.  The children used different colors of blocks to make schools of fish in groups of 8.  Encouraged them to play side-by-side with their schools of fish and practiced respectful behaviors (share blocks, share space, use kind words, etc.)  We celebrated the children’s respectful gestures.

Show and Tell:  The children were to bring an X item or a picture of an item that begins with the letter X.  We didn’t have anyone bring anything so we looked at pictures of different X items.

Afternoon Centers:   Center 1-  X-Ray Fish Painting-  The children painted their hand and made a hand print on the background paper.  They then glued on pieces of straw for the bones of the fish. They added a tail, fin and eye to their hand print.  It made a very cute x-ray fish.  Center 2- My Little Journal- The children went to the Xx page.   They practiced writing the capital and lowercase letter Xx. They then traced their hand with a marker and made lots of X’s in the fingers to make it look like bones.  They added an eye and tail to turn it into an x-ray fish.   

Friday: Sea Sponge

Apr 25, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Sea Sponge

Calendar:   Discussed the date in English and Spanish. Lucas put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  We reviewed our Sign Language, Spanish Words, Sight words and Numbers in English and Spanish.

Fun Facts/Brainstorming:  Reviewed what the kids learned about Earth day.  Today the children told me what they know about the Sea Sponge.  Discussed:  Do you think a sea sponge is living  or nonliving?  Why?  Fun facts:  There are around 6000- 10000 known species of sea sponges around the world.  You must be really amazed to know that sea sponges can hold around 16,000 animals inside them!  They allow huge quantities of water to pass through them, an estimated 20,000 times greater than their own volume.  In just one day a few sponges can clean up a whole big sea.  Sponges can grow in sizes between a few inches to 10 feet wide.  Mostly, sponges are marine animals and can live up to the depth of 9000 feet in Deep Ocean where sunlight can never reach. Sea sponges do not have complex immune systems like other animals, but they do release harmful toxins in the water to prevent intruders and predators.  These toxins can produce skin rashes on touching and holding them. Some deep sea sponges can live up to the age of 200 years.  Some calcified demo sponges have been reported to live for thousand years and more.

Creative Development: Discussed:  What color sponges would you like to see in the ocean?  Sea sponges come in a rainbow of beautiful colors  The more light that shines on them, the brighter they appear.  Had the children to explore the feel of the sponge then try to find something in the room that feels that same or similar.  Looked at the afternoon centers.

Science:  Discussed:  What do you think is inside of a sea sponge?  Sea sponges can hold up to 16,000 animals inside of them.  Passed around the sponges and invited the children to hold squeeze and feel them.  Had the children to predict what they can pick up with a dry sponge.  What abut a wet sponge?  We set out a tray of dirt, sand or other particles and the children tried to pick up the materials with a dry sponge.  Wet the sponge and try again.  Then we squeezed the sponge over a coffee filter to see what was “cleaned up”.  

Mathematics and Reasoning: Discussed:  How big do you think a sea sponge can be?  Giant barrel sponges can grow large enough to fit a person inside (over 5 feet tall and over 6 feet wide).  The largest one found was over 8 feet wide! Had the children explore the room to see what they thought they would fit inside.  Set out containers and had the children to pretend they are different sizes of barrel sponges.  Had the children to guess which items they think can fit inside each container then test their predictions.  Asked them if they could fit inside.  The children came up and all tried to fit in the toy bins.  Miss Kim and Miss Lindsay couldn’t fit in the toy bins.  

Social and Emotional Development: Discussed:  What would you like about exploring the ocean?  Had the children look at photos on cards and decide on a favorite.  What do they discuss or do while exploring the photos?  Set out the Would You Rather set and choose a question to ask.  Placed the matching photos on the poster and invite each child to place a shell above the photo of his choice.  Would You Rather Questions:  Would you rather ride on an octopus or in a submarine?  Would your rather swim with a diver or a shark?  Would you rather touch a sea sponge or a shark?  Would you rather eat a sea sponge, a shark or an octopus?  Would you rather explore a sea cave, sea sponges, or a school of sharks?  Would you rather be a diver or an octopus?

Afternoon Centers:   Center 1-  Sponge Stencils:   They used the stencils to sponge paint sea sponges in the ocean scene.  Invited each child to show and tell a story abut the ocean life in the scene.  

Thursday: Earth Day

Apr 24, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Earth Day

Calendar:   Discussed the date in English and Spanish. Lucas put the number on the calendar, discussed the weather and found the day of the week in Spanish.  He reviewed the pattern on the calendar.  Lucas read all the Sight words, numbers, Spanish and Sign language.

Fun Facts/Brainstorming:  Reviewed what the kids learned about seahorses.  Yesterday was Earth day so we learned about it today. The children told us what they know about Earth Day.  Discussed:  How can you help take care of the Earth?  Fun facts:  The first Earth day was in 1970.  Nelson, after seeing the damage done by a 1969 massive oil spill in Santa Barbara, California, was inspired to organize a national “teach-in” that focused on educating the public about the environment. Earth Day is an annual event created to celebrate the planet’s environment and raise public awareness about pollution.  The day, marked on April 22, is observed worldwide with rallies, conferences, outdoor activities and service projects.  The garbage in a landfill stays for about 30 years.  In 1995 over 200 of the world landfills were full.  Each person throws away approximately four pounds of garbage every day.  More than 1/3 of all energy is used by people at home.  Most families throw away about 88 pounds of plastic every year.  We use about 12,000 gallons of water every year.  1/3 of all water is used to flush the toilet.  The 500 million  automobiles on earth burn an average of 2 gallons of fuel a day.  Each gallon of fuel releases 20 pounds of carbon dioxide into the air.    The energy we save when we recycle one glass bottle is enough to light a traditional light bulb for four hours. For every 2000 pounds of paper we recycle (1 ton), we save 7,000 gallons of water free from chemicals.  Recycled paper requires 64% less energy than making paper from virgin wood pulp. Every ton of paper that is recycled saves 17 trees.  The amount of wood and paper we throw away is enough to heat 50 million homes for 20 years.  

Creative Development:  Discussed: What colors do you see when you look around?  What colors remind you of Earth?  The children took a walk outside to see all the different colors.  Discussed all the things they saw on the walk and the colors. Explained that everyone has the power to care for the Earth in their hands.  We all need to remember to help take care of it.

Physical Development: Discussed: What can you recycle?  We looked at all kinds of recyclable items.  We had all the items at the other side of the room.  I had a child go get an item and tell us what it was made out of  and discuss if it could be recycled.  They then hopped, skipped, jumped, or walked to the recycle  bin on the other side of the room to place it in.  Discussed how they could help recycle all the time.

Physical Development:  Discussed:  What can  you do with food that is leftover from a snack or meal?  We looked at left over snacks in the pantry.  We then dumped them together and stirred to make a trail mix.  The children then ate the new snack!

Science: Discussed:  What games can you play with items you find in nature?  The children gathered items from outside when they went on their walk.  We used those items to count and build them into different things.

Afternoon Centers:   Center 1-  Earth Day Art- The children took a coffee filter and colored it with markers.  They then sprayed it with water to watch the colors spread.  The children then traced their hands on the colored paper. They glued pieces of the coffee filter to their hands. 

Wednesday: Seahorse

Apr 24, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Seahorse

Calendar:   Discussed the date in English and Spanish. Lucas put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  We reviewed our Sign Language, Spanish, Sight words and Numbers in English and Spanish.

Fun Facts/Brainstorming:  Reviewed what the kids learned about Sea Star.  The children told me everything they know about Seahorses.  Discussed:  Why do you think a seahorse has a tail?  Fun facts: They  live in the tropical waters of the temperature locations and in shallow water. Seahorse don’t have scales even though they look like they do. They swim upright that is very different from other aquatic life. Seahorses have a small crown on them called a coral net. It is unique for each of them. They don’t swim very well but rely on the dorsal fin to help them move. The two eyes of a seahorse are able to move independently of each other. The male seahorse is the one that will carry the eggs. He will have them in his body for up to 45 days and then they will emerge full grown. The seahorse features a prehensile tail that allows them to pick up items and to hold them. They can also use those items in the water just like we do with our hands. Due to not swimming well they can die from exhaustion in high currents. This includes when the weather becomes severe in what is usually a very calm body of water. A seahorse doesn’t have teeth and they don’t have a stomach. They have to eat constantly due to the fast process of digestion.

Mathematics and Reasoning: Discussed:  Who carried you before you were born?  Who carries you now? Explained that  it is the daddy seahorse that carries the baby eggs before they hatch.  Had the children fold up their shirts to explore carrying blocks around the room and to see how many they could carry.  We cut out a seahorse belly card and attached it to the photo of a seahorse leaving an opening at the top.  They drew a number card and counted out that many seahorse babies to put in the daddy’s belly(pocket).  

Language and Literacy:  Discussed:  How do you think a seahorse uses its tail?  Seahorses use their tails to grab onto things  Some males use their tails to fight off enemies.  Had the children wrap their arms,legs, fingers or hands around various objects(blocks, chairs, stuffed animals, etc.)  They also said a word that begins with W or O.  Invited the children  to find the Hands-On-Letter that matches the sound at the beginning of the word.  The children then wrapped a pipe cleaner “tail” around the matching letter.

Creative Development: Discussed:  How do you think seahorses move through the ocean?  Seahorses have a small fin that propels them forward then they drift through the water.  They grab on to things with their tails when they need to stop.  Asked the children what it might look like if they could float in the water.  How do they move their arms and legs?  

Mathematics and Reasoning: Discussed:  Where do you like to hide?  Explained that a seahorse can change colors to camouflage itself and hide from predators.   Had the children find something in the room that is the same color as what they were wearing.  Had the children hide a puzzle piece in the room next to something the same color and had the other children look for the puzzle pieces.  Then they put the puzzle pieces together.  

Afternoon Centers:   Center 1-  Pocket Game-Each child made their own pocket game. 

Tuesday: Sea Star

Apr 22, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Sea Star

Calendar:   Discussed the date in English and Spanish. Lucas put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  We reviewed our Sign Language, Spanish, Sight words  and Numbers in English and Spanish.

Fun Facts/Brainstorming:  Reviewed what the kids learned about Plankton and Jellyfish yesterday.  Today the children told us what they know about Sea Stars.Discussed:  How do you think a sea star moves?  Starfish are echinoderms (spiny skinned sea urchins). They are also known as sea stars and are not really fish despite the name been given to them. Starfish cannot swim, and they do not use gills to breathe.  There are over 2,000 species of starfish.  A sea star’s spines are used for protection from predators, which include fish, sea otters and birds. Starfish come in a variety of colors and have many different types of patterns.  They are found in the deep blue sea of the ocean and shallow water as well. They are found in every ocean of the world. They are never found in fresh water. Amazingly, sea stars can regenerate lost arms. This is useful if the sea star is threatened by a predator. The starfish can drop an arm to get away. Sea stars house most of their vital organs in their arms, so some can even regenerate an entirely new sea star from just one arm and a portion of the star’s central disc. It takes almost a year for this to happen.  The Coscinasterias Calamaria also known as the eleven-armed sea star has an arm-spread that can go up to 30 cm. As the name suggests, it does have eleven arms but there are times when the number can go up to 14.

Creative Development: Discussed:  What do you think a sea star feels like?  Sea stars have hard, bumpy skin that protects it from predators.  Children played a game.  We set out dice and the rocks, then the children explored placing different amounts of rocks on the star shapes.  They then placed stickers on their stars and count how many stickers are on the stars.  Then they closed their eyes and felt the sea stars also to see if they could feel which star was their own.  

Physical Development: Discussed:  What do you think a sea star eats that people also eat?  A sea star’s diet can include barnacles, snails, sea urchins, clams and mussels.  We looked at the star shape and then compared  the shape of bread to the shape of the star.  Asked what is similar and different.  Then we toasted the sliced bread used a star cookie cutter to cut the bread into a star shape.  Then we spread peanut butter(or cream cheese) on the bread.  Then we covered it with crispy rice cereal and the children got to enjoy eating their starfish.

Physical Development: Discussed:  How do you think starfish eat?  Invited the children to search the room for things they can squeeze or squish in their hands(balls, beanbags, stuffed animals, etc.)  Starfish often wrap their arms around their prey and squeeze then to open the shells.  Gave the children grapes and had them squish it with their whole hand  or just with fingers.  Then they looked inside and described what they saw.  They then ate the squished grapes.

Language and Literacy:  Discussed:  What body part do you think a sea star has.  The children then moved their arms, legs and head and described how they move or identify each part.  I then read star facts and invited the children listen and draw a picture of what they heard.  A star has:  2-stomachs, 5-legs(some can have more), Many small feet on each arm, 1-mouth in the center, An eye at the end of each arm.  The children shared their drawings with each other.

Show and Tell: The children brought in a Star Item.  They came up one at a time to show their item and discuss how it looked like a star.

Afternoon Centers:  Center 1-  Bumpy Sea Star-The children created their own “Sea Star” by placing stickers on their star for their own unique design. They then counted how many stickers were on their star.    

Monday: Plankton & Jellyfish

Apr 21, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Plankton & Jellyfish

Calendar:   Discussed the date in English and Spanish. Lucas is the new calendar and meteorologist for this week.  He put the numbers on the calendar, discussed the pattern and weather and found the day of the week in Spanish. He read the sight words and numbers in English and Spanish.  Lucas then helped us review our Spanish and Sign language.

Fun Facts/Brainstorming:  Reviewed what the children learned about  Sea Turtles.  The children told me what they know about Jellyfish or Plankton.  Discussed:   What might you see floating in the ocean?  Jellyfish are also plankton.  Plankton live in lakes and oceans.  Plankton make up the first layer of the oceanic food chain.  Only bacteria outnumber plankton. Plankton outweigh all the sea animals. Fish larva start off life as plankton as they are ‘drifters.’ Jellyfish:  Some jellyfish are bigger than a human and others are as small as a pinhead.  People in some countries eat jellyfish.  Jellyfish have been on Earth for millions of years, even before dinosaurs.  They have no brain but do have some kind of eyes.  Jellyfish are mainly made up of water and protein? A group of jellyfish is called a smack?  Jellyfish are plankton and are not strong swimmers, so they are at the mercy of the ocean currents.  Blooms often form where two currents meet and if there is an onshore breeze thousands of jellyfish can be beached.   Most of them live less than one year, and some of the smallest may live only a few days.  Jellyfish eat many different types of things, such as small plants, copepods, fish eggs and other small fish called larvae; they also eat the planktonic eggs and young stages of many different kinds of marine animals.  Some jellyfish even eat other jellyfish.  When jellyfish form blooms they eat almost everything in the water.

Science:  Discussed:   Where do you think sea animals find food to eat?   We then set animal photo cards face down and the letter cards face up on the floor and had the children flip over an animal card and choose the letter card that matches.  

Creative Development: Discussed:  How do you think jellyfish could be dangerous?  Explained that jellyfish use their tentacles to sting their prey.  The poison paralyzes the victims.  Children explored the shower caps.  How do you wear them?  How do they act when they put them on?  They will use the shower caps to make a jellyfish in afternoon centers.

Mathematics and Reasoning: Discussed:  Who do you think eats plankton?  Plankton are tiny floating creatures that are a food source for many fish and mammals in the ocean. The children tossed bits of paper into the air and watched them drift to the floor.  We left the paper bits on the floor and called out a color.  The children pretended to be fish and gathered the pieces.  They then counted the pieces to see if they had collected more or less than 8 pieces.  

Language and Literacy:  Discussed:   How do you think jellyfish move?  Jellyfish are actually a type of plankton.  All types of plankton float or drift in the water.  Jellyfish can also pulse their bodies to move them through the water.  The children tossed plastic bags  back and forth with a partner.  They discussed what they noticed with the bag.  We used a water bottle to add water, pieces of plastic bag and glitter too. Then we shook the bottle and watched the particles drift, float or sink.  They then described  what they saw.  What looks like a jellyfish? Plankton?

Afternoon Centers:  Center 1- Jellyfish Hat.  Took a plastic shower cap and attached “tentacles” by using curling ribbon.  Taped them on the inside to make it look like different sizes of tentacles on a Jellyfish.  The children then wore the hats and pretended to be Jellyfish and drifted around the room.   Center 2- My Little Journal – The children practiced writing the number 8 on wipe off boards.  They then practiced writing the number 8 on the Journal page.  They drew a large Jellyfish and added 8 tentacles to it.  

Thursday: Sea Turtles

Apr 17, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Sea Turtles

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

Fun Facts/Brainstorming:  Reviewed what the kids learned about sharks.  Today the children told me everything they know about Seat Turtles.  Discussed:  What do you see when you look at a sea turtle?  Fun facts:  Sea turtles are a group of reptiles that can be found in all oceans of the world except int the polar area. Out of 7 known species of sea turtles, 6 are critically endangered.  Main factors that decrease number of sea turtles are : poaching, loss of nesting or feeding areas, accidental catch (called bycatch), ocean pollution and weather changes (global warming).  Sea turtles are very old organisms.  They have lived on the Earth more than 220 million years.  They managed to survive weather changes which killed the dinosaurs.  They spend most of their life in the ocean.  Females can be seen on the beaches only during nesting season.  They lay eggs in holes in the sand.  These “nests” can’t be recognized easily because turtles cover them with additional layers of sand.  Depending on the species, each nest contains between 60-200 eggs.  Sea turtles don’t have teeth, but their mouths are adapted to each type of food that they normally eat.  Green Sea Turtles are vegetarians who eat sea grass, while other turtles eat crabs, clams, jellyfish, sea cucumber.

Mathematics and Reasoning: Discussed:  How do you think baby sea turtles are born?  Explored aiming and tossing the pompom to a specific target(blocks, a book, tape mark) .  Children tossed a pompom onto the game board to find out which sea turtle hatched.  They then flipped over the egg card that matches to reveal the turtle.  Repeated until all baby turtles have been hatched.  

Physical Development: Discussed:  What do we think can harm sea turtles?  The children looked at posters and choose the animals that might want to eat a sea turtle.  Explained that baby sea turtle eggs are laid on the beach.  When the eggs hatch, the babies must run for the water before land predators, such as dogs, skunks, raccoons or rats, can get them.  The children pretended to nest and imagine being newborn baby sea turtles hatching.  Choose one child to be a predator and chase the babies.  The sea turtles have to run to the ocean(other side of room) before the predator catches them.  Each child got a turn to be the predator and tag the baby sea turtles while they crawled fast for the ocean.  We counted how many kids made it to the ocean and how many got eaten.  

Social Studies: Discussed:  What do you think it would be like to live on an island?   Asked the children what lives on their island and what lives in the water.  Had the children look at the World  Map to locate Galapagos Islands.  Explained that they are home to many beautiful sea creatures such as the green sea turtle.  

Science:  Discussed:  How are sea turtles different from other turtles?  Set out photos and invited the children to explore the differences and similarities between turtles and tortoises.  Sea Turtle Fun facts:  Does a sea turtle have a shell?  Yes  What does a sea turtle eat?  Plants, insects and fish.  Where does a sea turtle live?  Sea turtles spend most of their time underwater.  Can a sea turtle swim?  Yes. Their front feet have webbed toes or fins.  Fun facts for a Tortoise:  Does a tortoise have a shell?  Yes.  What does a tortoise eat?  Shrubs, cacti, grasses and flowers.  Where does a tortoise live?  The tortoise lives almost entirely above water.  Can a tortoise swim?  NO. Their feet are hard and scaly with claws for climbing and digging.

 

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