Browsing articles in "Daily Lessons"

Wednesday: Shark

Apr 16, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Shark

Calendar:   Discussed the date in English and Spanish. Harper put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  Harper reviewed our Sight words, Spanish, numbers and sign language.

Fun Facts/Brainstorming:  Reviewed what the kids learned about dolphins.  Today the children told me what they know about sharks.  Discussed:  How would you feel if you saw a shark?  Fun facts:  Sharks can be fussy eaters.  Sometimes they will take a bite out of their prey or just sink their teeth in to get a taste before they start really feeding.  If they don’t like the taste, they spit  it out and move on.  Like many mammals, including humans, sharks have a large heart with four separate chambers.  The mega mouth shark is the rarest of the shark species.  It was discovered in 1976.  Blue Sharks are the fastest sharks, reaching speeds of 43 mph, but only in short bursts.  Their normal speed is 7 mph.  Experts believe that the whale shark may be capable of living up to 150 years, making it one of the longest living creatures on Earth.  The smallest species in the shark kingdom is the dwarf shark, which averages at 4 inches long.  A shark’s skeleton is made of rubbery cartilage, like the tip of our noses.  They do not chew their food, they swallow it whole.  If it’s too big, they tear it into chunks.  The jaws of bigger sharks are about twice as powerful as the jaws of a lion.  Baby sharks are born with sharp teeth and the ability to hunt right from the start.

Creative Development: Discussed:  How do you think shark skin feels?  Asked the children to search around the room for smooth or rough items.  Explained that shark skin may look smooth, but it actually feels very rough because it is made up of tiny teeth-like structures.  We looked at the Shark Fin the children will be making in afternoon centers. 

Mathematics and Reasoning: Discussed:  How many teeth do you think a shark has.  The children looked into a mirror and counted their teeth.  Explained that a shark can have hundreds of teeth.  They actually have many rows of teeth so that when one falls out, another is ready to take its place.  The children sat in a circle and each child had a Shark Mouth pattern.  I went around and each child counted out 20 pieces of snack (chocolate chips, peanuts and raisins).    They placed each snack piece on a tooth on the shark pattern.  I then had the children roll the Dice.  They counted how many dots it landed on.  They then took that equal amount of  snack pieces from the teeth and placed them in the middle of the shark mouth.  They got to eat those.  We played this until all the shark teeth (snack pieces) where in their bellies.  Lily was the first one out of snack pieces!

Creative Development: Discussed:  Do you think sharks like to swim alone or with others?  Why?  Most types of sharks prefer to swim and hunt on their own.  They swim together in groups called schools, when they mate or migrate.   We read and acted out the Little Theatre Script “Shark School”.  We discussed what we read.

Language and Literacy:  Discussed:  How do you think sharks have babies?  The mother shark can have babies in 3 ways:  lay eggs outside the body like birds, hatch eggs inside of the body or grow live pups(without and egg).  Shark eggs are not hard shells, but sacs that hold nutritious fluids for the babies.  Each child then took a plastic  bag to see what could fit inside,  blocks, stuffed animals, toys or crayons.  The children then placed their baby sharks in a plastic bag.   I had them do two-step directions to see if they could follow them.  Example, Told them to run around their egg and then place it next to a chair.   Carefully carry your egg and place it under a table, etc. 

Afternoon Centers:   Center 1-  Shark Fin-  The children will use markers to decorate their shark fin. They will then put glue on it and spread sand on the fin to make it bumpy. We will attach it to a craft stick. 

Wednesday: Dolphin

Apr 15, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Dolphin

Calendar:   Discussed the date in English and Spanish. Harper put the number on the calendar, discussed the weather and pattern and also found the day of  the week in Spanish.  She helped us review our sight words, Spanish, numbers, and Sign language.

Fun Facts/Brainstorming:  Reviewed what the kids learned yesterday on the field trip.  The children told me what they know about Dolphins.  Discussed:  Where could you find a dolphin?  Fun facts:  The dolphin is one of the most playful and intelligent animals on our planet.  Even though dolphins spend their lives in the water, they are not fish, but are mammals.  Dolphins can’t breathe like fish, but need to come to the surface to breath air.  Dolphins are very social animals.  Many dolphins travel in groups called pods.  Some dolphins, like Killer Whales, live in pods of 5 to 30 members for their entire lives.  Each Pod behaves differently.  Some migrate and travel around the world, while others have a specific territory.  Sometimes pods can group together to make giant pods as large as 1000 or more dolphins.  Baby dolphins are called calves.  The males are called bulls and the females are called cows.  The largest dolphin is the Killer Whale which grows up to 23 feet long and can weigh over 4 tons.  The smallest dolphin is the Heaviside’s Dolphin which grows to just over 3 feet long and weighs around 90 pounds.  Dolphins have long snouts that typically hold around 100 teeth.  They also have a blowhole on the top of their head that they use for breathing.  They communicate through chirps and whistles.  They like to jump and play and do acrobatic spins in the air.  They have been known to surf waves near the beach or follow the wake of ships. Dolphins are very trainable.  For the most part, dolphins eat other smaller fish, but they are not limited to just fish.  They eat squid, and dolphins like the Killer Whales, will often eat small sea mammals like seals and penguins. 

Mathematics and Reasoning: Discussed:  How do we think a dolphin can move.   Set out a pattern guide and cards and said the pattern together, “Shrimp, fish, dolphin, dolphin.” Explained that shrimp crawl, fish swim, and dolphins can jump.  We looked at the pattern on the Calendar and discussed how it was an ABCC pattern. We then continued the Shrimp, fish, dolphin, dolphin pattern. The children came up and picked the correct picture to continue the pattern.  We then changed the pattern and the children worked on continuing that new pattern.

Language and Literacy:  Discussed:  What ocean creature would they like to see.  Discussed the daily topic posters to see what words or facts they can recall.   I Can Read Book- The children helped read the story aloud pausing to discover what each animal is on the page.  

Social and Emotional Development: Discussed:  What they would like to teach a dolphin to do.  Dolphins can be trained to do many tricks.  Trainers teach them using movements and sounds.  We played a game of Dolphin Trainer.  We choose a leader to make up movements for others to mimic.  They were creative and used props to invent fun tricks.  Clapped each time the dolphins(children) repeated the trainer.

Creative Development: Discussed:  How do you think dolphins talk to each other.  The children made different sounds with their mouths.  We agreed on 3 different dolphin sounds.  Practiced the dolphin sounds in the ABCD pattern.  Lead the children in a dolphin song then asked the children to lead using the same or different sound.  Asked what they think they are singing about.  

Show and Tell:  Each child brought in a sea animal and told everyone about the sea animal they brought in.   

Afternoon Centers:   Center 1-  I Can Read book-  The children went through the book and underlined the “am” sight word.  They then drew a picture of a sea animal on the last page.   

Monday: Octopus

Apr 13, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Octopus

Calendar:   Discussed the date in English and Spanish.  Harper is the new calendar and meteorologist for this week. She put the numbers on the calendar, discussed the weather and pattern, and found the day of the week in Spanish.  Harper read most of the Sight words without help.  We then reviewed our numbers, Spanish and Sign language.

Fun Facts/Brainstorming:  Reviewed what the children learned about Whales.  The children told us what they know about an octopus.  Discussed:  What body part does an octopus have?  Fun facts:  Two of the octopus’s legs act more as legs, allowing it to walk across the sea floor and push off when swimming.  The octopus also has the useful ability to regenerate a tentacle if it loses one.  The common octopus is classified as a mollusk, which is a soft-bodied invertebrate with a shell. It has no skeletal structure but does possess a skull, which protects its brain.  It also has a sharp beak and a toothed tongue called a radula, which it uses to pry open and drill into the shells of prey, like crabs and clams.  Once it breaks into the shells, it may also inject a paralyzing poison into its prey.  The octopus can employ several defense tactics. First method, pigment cells in the skin contract to allow for the camouflage abilities.  They can also adapt the texture of their skin and their body posture to blend in seamlessly with their surroundings.  The areas around their eyes, suckers, arms, and web may darken so the octopus appears more threatening.  Their coloration also reflects their mood.  Another defense tactic is flight. After releasing a cloud of purple-black ink, the octopus propels itself by funneling water from its gills at the top of its mantle through its siphon.  It can reach speeds as high as 25 mph but cannot maintain this speed long.  Octopuses are solitary animals who make their homes in rocks and coral or dig burrows.They leave the dens only to eat or reproduce. Soon after the eggs hatch, both the male and female octopuses die.  They only live 12-18 months.  Meanwhile, the hatchlings are carried by the currents, and they feed on plankton for 45-60 days.  Only one or two of the hatchlings will survive to adulthood.

Creative Development: Discussed:  Why do you think an octopus has so many arms?  Asked what it would be like to dance around with no arms by holding both arms behind their back.  Explained that an octopus actually uses 2 of its arms as legs to walk and jump off of the ocean floor.  The remaining 6 are used like arms to grab, pull and push.  We looked at the Octopus art they will be doing in afternoon centers.  

Language and Literacy:  Discussed:  What shapes we see on an octopus.  Then we searched around the room to find something that has circles and ovals on it.  Made the letter “O” with our hands, mouths, arm and legs.  The children even worked with a partner to make an “O”.  We then looked through the dictionary to find more words that begin with the letter “O”.  The children practiced writing the Capital and lowercase Oo on the wipe-off boards.

Science:  Discussed:  How does the octopus use its arms.  Octopuses have been know to open lids, doors and even use different types of tools with their arms.  Some even stack coconut shells and hide inside them for protection.  Had the children put socks on their hands and experiment opening containers with lids. 

Mathematics and Reasoning: Discussed:   How do you think the octopus uses the suckers on its arms? Showed the children sticky objects and suction cups.  Asked what do they try to do with them.  Octopuses use the suckers on their arms for grabbing things, catching prey and moving around.   The children rolled the dice and counted the dots that they turned up.  They then counted out that many bingo chips “Suckers” and placed them on the Octopus legs.  Each child had a turn to add “suckers” bingo chips to the legs of the octopus. We then counted how many suckers were on each leg.

Afternoon Centers:     Center 1:  Octopus Windsock-  The children created their own octopus by using markers and eyes and then cut or tore the lines to create arms. They stuck  stickers on the arms to create suckers.  Then we taped the yarn at the top to make a windsock octopus.  Center 2- My Little Journal:  The children went to the Oo page and practiced writing their capital and lowercase Oo.  Drew a large letter “O” on the page and made 8 octopus arms coming out of it.  Drew a smaller “o” for eyes and suction cups. 

Friday: Whale

Apr 13, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Whale

Calendar:   Discussed the date in English and Spanish. Stephenye put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  Reviewed our numbers, Spanish, Sight words and Sign language.  

Fun Facts/Brainstorming:  Reviewed what we learned about Coral Reef.  Today the children told me what they know about Whales. Fun facts:  Many whales  are toothless.  There are 79 to 84 different species of whale.  They come in many different shapes and sizes.  A baby whale is called a calf. Whales form groups to look after calves and feed together.  These groups are often made up of all female or all male whales.  Blue whales are pregnant for 10-12 months.  The newborn calf is about 7.5 m long and weighs about 5.5 – 7.3 tons-nearly as much as 100 men!  Whales are found in both Northern and Southern hemisphere never meet or breed together.  Their migration is timed so that they are never in breeding areas at the same time.  The arched lower lip of a whale can often make it look like it is smiling.  However, this isn’t a “real” smile as the blubber in the head of the whale prevents the muscles of the face from reaching the surface. Whales love to sing!  They use this as a call to mates, a way to communicate and also just for fun! Sometimes whales make navigation mistakes during migrations.  Although They may have made the mistake days before, they don’t realize it until they become stranded.

Language and Literacy:  Discussed:  How do they think a whale eats.  Some whale’s teeth resemble a comb or brush.  They us the bristly teeth to filter food from the water.  We passed around a toothbrush for everyone to feel the bristles.  We sprinkled sand on the letter W and had each child brush off the sand as they trace the letter.  And then we practiced writing the letter W on paper.

Creative Development: Discussed:  How do you think a whale breathes underwater?  Whales are mammals and have lungs, like humans.  They breathe air in and out through a blowhole.  The children then blew through straws, running around the room.  Asked what they tried to blow. Looked at the Whale Blowing Art that they made in afternoon centers this week. 

Mathematics and Reasoning: Discussed:  How big do you think whales can be.  The biggest whale, the blue whale, can be up to 90 feet long.  The smallest whales are 13-15 feet long.  Had the children lie down next to different objects and explore the room for something that is as long as they are.   We then taped 14 pieces of paper and explained that this is around the size of a small whale (beluga, for example). They laid down to compare him or herself to a beluga whale.  Asked the children if they thought a blue whale could fit in the room.   They taped together all their papers to measure the room to find out.  

Science:  Discussed:  How do you think a whale can breathe under water?  The children held their breathe and counted to 5.  Then they counted for each other as they held their breathe.  Whales have to hold their breath underwater.  They can stay underwater for 3-8 minutes before coming up for air.  Then we played a game.  Each child holds his breath while the others count.  Then we put their initials on a chart next to his number of seconds . 

Show and Tell: Discussed:  What items they brought that started with the letter “W”.  The children came up one at a time to show the item they brought.  They discussed why they brought that item and told us about it.

Afternoon Centers:  Center 1:  My Little Journal-  The children went to the W page and practiced writing the capital and lowercase Ww.  They then drew a large Whale shape on the page and filled in the mouth with a big W to look like teeth.  They added as many W teeth as they wanted.


Thursday: Coral Reef

Apr 10, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Coral Reef

Calendar:   Discussed the date in English and Spanish.   Stephenye put the number on the calendar, discussed the pattern and told the day of the week in Spanish. We reviewed our Spanish, Sign language, Sight words and numbers.

Fun Facts/Brainstorming:  Reviewed what the children learned about Ocean plants.  Today the children told me what they know about Coral Reefs.  Discussed:  What colors might you find in a coral reef?    Fun facts:  Coral reef’s are one of the world’s most colorful and diverse ecosystems, and though they cover only about 1 percent of the ocean floor, they have a huge effect on the health of the rest of the world.  Healthy coral reefs mean healthy oceans which means healthy planet.  Corals are not plants.  Corals are tiny animals called polyps.  They are animals that amazingly enough are relatives of the jellyfish and anemones.  They are a house to hundreds and  even thousands of species.  It is an important location for finding food, shelter, mates and places to reproduce.  Reefs also act as nurseries for large fish species, keeping them safe until they are large enough to strike out into the deeper ocean.  Nearly 60 percent of the world’s coral reefs are threatened by human activity.  There are many different types of corals; hard corals like brain coral and soft corals like sea fans.  It is illegal to damage or sell coral.  Reef fish need the coral for shelter and survival.  Our white sand is primarily derived from coral reefs; no coral, no beach!!!

Language and Literacy:  Discussed:  What would you like about diving deep into the ocean?  What wouldn’t you like? They also looked at the cover of our book for today and told me what type of book they think it will be about, “Ocean Animals A to Z”.  We discussed the concepts of print: Front cover, back cover, title page, author, illustrator and reading from left to right.  I tried reading the words backwards and silly and the kids corrected me on where to go in the book to start reading and they laughed at Miss Kim.  We read the book and discussed the different animals and things we saw.   Children were asked  questions such as which  animal was your favorite and which animal looked scary.  

Social and Emotional Development: Discussed:  What do you think lives in the coral reef?   Fish, lobsters, clams, seahorses, sponges and sea turtles are only a few of the thousands of creatures that rely on reefs for their survival.  Some small creatures hide from predators in the coral reef.  Asked the children to search the room for secret hiding spots, and encouraged them not to tell anyone their ideas.  Choose one child to be it and hide somewhere while the others closed their eyes.  Then we played a game of Sardines, having the other children look for the hiding child.  Whenever a person finds him/her he quietly joins him in his hiding spot until one child is left searching.  That child becomes the new “It”.

Physical Development: Discussed:  What they think could harm a coral reef?   We set pillows all around the room and tried to jump over them(coral) without touching any.  The children jumped and hopped around and over pillows.  Let them know that sometimes humans damage coral reefs when they touch or drive boats too close or pollute the oceans.  If a child touches a pillow, they pretend the coral died and takes it away.

Physical Development:  Discussed:  How does a sea fan look like other things?  How is it different?  We looked at sea fan pictures.  Coral reefs are some of the most colorful ecosystems in the world.  Corals grow in different shapes depending on the species.  Some look like trees, brains, fans or even honeycombs.  Experimented with the children arranging yarn in different designs on the floor.  Looked at the Sea Fan they will be making in afternoon centers.

Afternoon Centers:   Center 1-  The children chose a yarn color to use for the sea fan design.  Helped them cut out a shape out of plastic, then they threaded a plastic needle with yarn and sewed  the plastic shape with the yarn to create a sea fan design.  Then we set all the sea fan designs together on a blanket.  Then the children pretended to be scuba divers exploring the beautiful coral, but be careful not to touch!  Center 2- My Little Journal-They practiced drawing Triangles on the journal page.  They then turned them into fish or underwater mountains.

Wednesday: Ocean Plants

Apr 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Ocean Plants

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

Fun Facts/Brainstorming:  Reviewed what the kids learned about the Ocean Caves and Crevices.  The children told me what they know about Ocean Plants.  Discussed:  Where do you think ocean plants live?  Fun facts:  There are two basic types of plants in the ocean.  There are those that attach themselves to the ocean floor or to a coral reef, and those that float in the water.  Kelp grows along rocky coast lines in depths of 18-90 feet.  Kelp is basically algae, which holds on to the rocks on the coast with their root-like structures.   Coral needs to be in warm temperatures from 68-82 degrees, that’s why it needs to be on the surface of the water so it will be by the sun.  Coral is not just a plant, it is also a home for the fish that are around it.  Coral is a protection fish.  The fish are loosing their homes because coral is in danger because of human activity.  Another threat to coral is how the temperatures of the oceans are changing all the time.  Seagrass grows in shallow water because it needs lots of sun light.  These plants have roots and live on the ocean floor.  They are true flowering plants.  Red algea grows  in warm tropical water. This plant has been growing in oceans for more than 500 million years.  Red algea is harvested as food, especially in Asia.

Mathematics and Reasoning:   Discussed:  What shapes we see on fish and on plants.  They explored the tangrams and put them together in many different ways.  The children discussed what they create and identified  the shapes.  We used the tangrams to create various animals and plants.  They made there own designs on mats and then described what they made.  

Language and Literacy:  Discussed:  What we would like to see on an underwater adventure.  We looked at pictures of sea animals and  they decided which one they would like to write about in their stories.  Looked at the Draw and Dictate sheet they will be doing in afternoon centers.  The children will draw a picture of themselves swimming in the ocean with plants and or sea animals around them.

Physical Development: Discussed:  Asked the children which ocean plant do you think would taste good.  The children felt what seaweed feels like.  Explained that seaweed is an ocean plant that is full of vitamins and minerals and is used in many different types of dishes.  Like in Japan and Korea, seaweed chips are a common snack.  We then cut seaweed paper into small  squares, then lightly coated them with sesame oil on both the front and back, sprinkled a little salt s on then and baked for 15-20 minutes, let them cool and tasted.  We tried the seaweed paper raw first and then backed.  Several of the children did not care for it.  Austin, Alexis, Stephenye and Julian loved the Seaweed chips and ate the whole tray of them as the other children took their bites and threw the rest away.  

Science:  Discussed:  Why do we think plants live close to the ocean’s surface and not deep down at the bottom.  Discussed the basic needs of the plants.  I explained that ocean plants live in the top layer (Sunlit) because the sun provides the warmth and light they need for survival.  We had an Ocean Zone chart the top was the Sunlit, middle section is the Twilight and the bottom was the Midnight section.  The children used all the different pictures to place the animal or plant in the correct Zone in the ocean.

Show and Tell:   The children all brought in a Triangular item.  They came up one at a time to show their item and discuss how it was in the shape of a triangle.

Afternoon Centers:   Center 1-  Draw and Dictate-  The children drew a picture of them in the ocean and the animals and plants that they saw. They then wrote about their picture.  Center 2-  Whale Blowing Art-  The children put drops of watered down paint on the whale pattern.  They then blew through a straw to watch the paint spread.  

Tuesday: Ocean Caves & Crevices

Apr 7, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Ocean Caves & Crevices

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

Fun Facts/Brainstorming:  Reviewed what we learned about the Ocean Floor.  The children let me know what they know about the Ocean Caves and Crevices.  Discussed:  How do you think a cave is made?   Fun facts:  Sea caves can start as the smallest crack or weak spot on a cliff side. The wind and waves (which can carry sand) beat on the crack or  weak spot until it falls off the cliff side.  A sea cave can also be created by waves washing up the shore producing caverns, which are typically as deep as waves can go. Caves that already exist and are widened by water erosion are called karst caves. You can find these caves near or opening on the shoreline.  Aside from water, rough forces such as wind and cold temperature also help form sea caves and hollow out delicate details like grand arches and networks of small caves that fit together like a honeycomb.  There are more than 55, 500 caves throughout the United States. The state of Missouri features more than 6, 000 caves.  Georgia is home to the deepest cave in the world, Voronya Cave.

Mathematics and Reasoning: Discussed:   What do you think would be fun about exploring an underwater cave?  Scary?  We looked at the hands-on number 8.  The children had to clap together 8 times and then stop and not continue to 9 and I would continue for them to tell me to stop.  They did pretty good with this in English.  I then had them clap to 8 in Spanish but they forgot to stop at “ocho”.  The children then helped me make a cave using blankets.  We turned the lights out and closed the blinds.  We put shells in the cave.  The children had to swim into the cave with a flashlight and collect 8 shells to bring back to the surface.  We counted again to make sure they had the correct number. 

Physical Development: Discussed:  What would  you like to find hidden in the ocean?  We looked at their My Little Journal’s and the children will decorate the front cover with a treasure they would like to find in the ocean.

Creative Development: Discussed:  How do you feel when you are in a crowded place?  We had a circle taped on the floor. The children all had to come up together to crowd in the circle.  We discussed how squished it was and then what happened if one person moved they all moved and sometimes would fall down.  Explained that when you are near others, you must respect each other’s space and try not to hit or bump into anyone.  Discussed being respectful and they wore their respectful bracelet.

Science: Discussed:  What do you think lives inside an underwater cave.  We built a tall tower out of the blocks. I had two children take a pillow case and hold it flat we put on two bean bag socks.  Those two children had to work together to launch the socks off the pillowcase and into the towers.   They then showed us the caves and crevices that they may have formed and discussed what animal could be living there.  The children each got a turn to work with a partner and try launching the sock bean bags in to the tower.  Explained that underwater caves are home to various animals including eels, sharks, lobsters, scallops and many types of fish.  

Show and Tell: Discussed:  The children came up one at a time to count out their 8 items.  

Afternoon Centers:   Center 1-  My Little Journal- The children drew a picture on the front cover of a treasure they would like to find at the bottom of the ocean.  

Monday: Ocean Floor

Apr 7, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Ocean Floor

Calendar:   Discussed the date in English and Spanish. Stephenye is the new calendar and meteorologist for this week.  She put the numbers on the calendar, discussed the pattern and found the day of the week in Spanish.  She read the sight words and numbers.  She reviewed our Spanish and Sign Language.  She was able to read most of the sight words without her friends help.

Fun Facts/Brainstorming:  Reviewed what the children learned about Easter.  The children told me what they know about the ocean floor.  Discussed:  What do you think is on the bottom of the ocean?   Fun facts:  Just a century ago, the ocean floor was largely unknown.  We now know that the deep oceans have features such as mountains, deep valleys, and vast plains.  Many of these are formed by the movement of the tectonic plates that make up the Earth’s crust.  Far below the ocean’s surface, volcanic mountain chains are rising in mid-ocean zones where plates pull apart.  There are such deep trenches in the deep sea that a mountain like Everest could disappear into them without a trace! More than one million volcanoes occur in the Pacific Ocean Basin alone.   

Language and Literacy:  Discussed: What could you do if you had 8 arms? An octopus has 8 arms (or tentacles). It uses 6 as arms and 2 as legs. Taped an O path on the floor and invited children to explore walking and moving on it.  We looked at the Owl and the Octopus picture.  Discussed words that begin with the letter O by looking through the dictionary.  I had the children play a game with the photo cards.  If I held up the “Owl” they would fly to the “O” taped on the floor and fly around the shape.  If I held up an “Octopus they would find a friend and join together to make 8 tentacles and  kick and move their arms and legs together like they have 8 arms.  I switched the pictures back and forth and the children had a blast acting like the animals on the  “O” letter.

Mathematics and Reasoning:  Discussed:  How do you think the ocean floor is similar to the ground outside? Invited children to walk and explore ground. Encouraged children to use blocks or other objects to build ocean floor. Invited them to build mountain ranges or tall underwater volcanoes. The ocean ridges form a great mountain range that weaves its way through all the major oceans.  It is the largest single feature on Earth.  Explained that 90% of all volcanic activity takes place in the oceans.

Social and Emotional Development: Discussed: What do you think moves the water deep down at the bottom of the ocean. Invited children to make  waves. explained to strong winds create waves in the ocean. Worked together to make rippling waves with a sheet.  We experimented with some children to hold the blanket still on one side and the other side the kids moved their arms.  They moved the blanket High in the air and low to the ground.  Each child then took turns crawling under the “waves” to see if they got hit by a wave.  

Physical Development: Discussed: what types of shells have you seen? Invited children to explore how a paper plate is similar to the shape of the letter  “O”.  We looked at the Oyster Pearls craft they will be doing in afternoon centers.  I had the children come up one at a time to try to take the pearl bracelet out of the Oysters mouth.  I would close it real fast to try to catch their hand.  Some of them were to fast for Miss Kim.

Show and Tell:  The children were to bring an item that begins with the letter “O”.  They came up one at a time and discussed their items.  

Afternoon Centers:   Center 1-  Oyster Pearls- The children folded a paper plate in half and used a pipe cleaner to thread beads and twisted the ends to create an “O” shaped bracelet.   

Friday: Easter Egg Hunt

Apr 3, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Easter Egg Hunt

All the children got to go outside behind our fence on the hill and in the large yard to do a big Easter Egg Hunt!!! They had a blast!!!

Thursday: Easter

Apr 2, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Easter

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

Fun Facts/Brainstorming:  Reviewed what the children learned about Oceans yesterday.  The children told me what they know about Easter.  Discussed:  Does your family celebrate Easter?  Fun facts:  Easter is the most important time in the Christian calendar.  Easter Sunday is the day Jesus rose from the dead.  Christians celebrate the story of Easter and rejoice in the belief that Jesus died for our sins and was resurrected (came back) from death.  The date of Easter varies each year as it is based  on the lunar calendar and the position of the moon.  In Christian faith eggs represent a symbol of new beginnings, new life and renewed faith.

Creative Development:  Discussed:  How long are your ears?  A bunny has long ears that stand up or flop to the side.  The children walked around the room to find items that are larger or smaller than their ears.  All different sizes were found.   Looked at the Easter bunny print sheet to do in centers in the afternoon.  

Science:  Discussed:  How we like to eat your eggs.  Photos of eggs were shown and the children explored them together.  They also identified the parts of the egg.  We also discussed the two parts of the egg how they are alike or different.  The eggs were spun to see how wobbly they were and they used their finger to slow it down and let it go to see what happened.  When eggs are not cooked on the inside, the liquid keeps moving.  The eggs were carefully cracked into a bowl and the difference in the egg was compared.  

Mathematics and Reasoning:  Eggs were hidden around the room.  Children were asked what is their favorite activity to do on Easter.  They were asked  to explore the eggs to see if they could open, close, and /or match the ends.   Baskets were placed on the floor and they hunted for the eggs to the tune of Row Your Boat.

Mathematics and Reasoning:   We also discussed what kinds of food make you think about Easter?  Many answers were given.  We set out numbers to have them identify what numbers they know and put them in order.  The children also guessed at how many eggs where in a container then emptied and counted eggs together.  

Afternoon Centers:   Center 1-  Happy Easter Picture-Each child had a bunny print sheet.  They painted their palm and four fingers white with spaces between the middle and ring finger.  They added sticker eyes and drew a face on their bunny and decorated as they desired.