Browsing articles from "March, 2011"

Thursday: Birdwatcher

Mar 31, 2011   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish. Ella put the number on the calendar.  They discussed how today is the last day of the month.

Brainstorm/Fun Facts: Today they will be learning about Birdwatchers.  Discussed:  How long can you sit without making a sound?  Explained that many people love to observe birds.  They are referred to as bird watchers. They must sit and watch birds very quietly.  Fun Facts:  The birds may vary from region to region.  At one time, bird watchers observed wild birds in their natural habitats away from the cities and towns.  There are over 800 species of birds living in North America alone and in any part of the country you will be able to see at least 100 different species of birds.  Bird watching can be considered good for the environment.

Book Worm: Discussed:  How do you think a birdwatcher knows which bird it is watching?  Explained that birdwatchers have books with pictures and information about birds. We looked at the little learning cards and discussed each:  blue, Nn, 17, oval, 7, Ee, white, Bb.

Social Skills: Discussed:  What is the right way to watch birds or other animals in nature?  Explained that it is important to be respectful of the animals, surroundings, and natural environment when observing in nature.  Leave the area as you found it, and use binoculars to get a closer look instead of “invading” their space. They looked at cards of different birds. They told us what type of bird it was.

Chit Chat:  Discussed:  How do you think a birdwatcher remembers what he sees?  Many birdwatchers keep a journal of the birds they have seen.  They write notes or draw pictures.

Health & Nutrition:  Discussed:  What kind of food might you take on a hike?  Many people take a mixture of dried goods. This snack is called “trail mix” because it is such a convenient snack if you are on a walk.  Each child was to bring in one assigned item to share so that we could make our own trail mix.  Items that were brought in: raisins, berry mix dried fruit, white cheddar cheese its, goldfish, peanuts & almonds, pretzel sticks, chex cereal, chocolate chips.  I added some items also because some children did not bring in the assigned items:  I added dried pineapple and M M’s. I opened each item and the kids got to try each item.  I then dumped all the items together in a bowl and mixed it up.  Each child got to enjoy eating the trail mix on a plate.  We made trail mix sandwiches using the different pieces of food and stacking them.

Afternoon Centers: Center 1:  Bright Builders Discovery Toys Center 2:  Little Learning Cards- They cut out their cards and colored them.   Center 3: Kitten Art- They will punch out the kitten mask pattern.  They will color their mask any way desired. They will cut out the whiskers and glue them to the mask.  They will then glue a pink circle nose to the mask.  They will add a mouth using crayons.  We will fit the mask to each child’s face and use them for tomorrows lessons.

Wednesday: Peacock

Mar 30, 2011   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish. Ella put the number on the calendar and found the day of the week in Spanish.

Brainstorm/Fun Facts:Reviewed what they learned about Blue Cranes. Today we are discussing Peacocks and the children told me what they know about a peacock.  Fun Facts:  They hunt for small animals like; spiders, reptiles and amphibians.  At night, they will perch in the top of trees to avoid run-ins with predators.  Females are more subdued in color, a necessary adaptation for blending into the scenery while caring for their young.  The most common breed of peacocks the Indian Blue.  We looked at pictures.  Discussed:  What part of your body do you love the most?  Explained that the term “Proud as a peacock” comes from peacocks who love showing off their tail feathers. Recited a poem while each child took turns showing off their pretend tail feathers.

Patterns:Discussed:  How would you feel if you were a bird and most of your feathers fell out?  Explained that the peacock tail feathers are very long, colorful and have an eye shape at the end. These feathers fall out every year, and then they grow back. We looked at a real peacock feather.  The children got to explore it and discuss the colors, the feeling and length.  We measured the feather and discussed how long it was.  We then used the feather to measure items in the room.

Chit Chat: Discussed: What do you do if you want someone to notice you?  (This was hard for the children to understand)  Explained that boy or male peacocks spread out their big tail feathers and dance around to get the girls to notice them.  Each child stood up and did something silly to get us to notice them.

Emergent Writing:  Discussed:  What are some different ways you could use a feather?  Explained that many peacock feathers are used as decorations, feather dusters and for writing tools.  Other feathers are used for pillows, blankets and clothing.  Discussed what would happen if I stuck the feather in paint and made a line and then put the tongue depressor in paint and made a line.  They were able to see that the feather made a longer line with the paint and didn’t run out as quickly as the tongue depressor did. They will explore this in afternoon centers.

Physical Science:  Discussed: What makes the peacock color look so brilliant?  The feathers bend light to make the many colors associated with peacocks.  I had a dish filled with water.  I then drizzled some oil in the water and we all watched what happened.  They noticed that the oil was not mixing with the water.  I dripped food coloring spots on the oil.  The children told me what they saw happening.  (The drops did not move or spread they stayed just like they fell in the oil) I then dripped soap into the mixture. Discussed if it affected the colors?  (The colors mixed and spread into the water)  We looked at the mixture in the bright light and noticed how it became shiny and changed some.  Each child then dipped a tongue depressor in the water and mixed it around to watch the colors change.

Closing Time: Each child told me one thing that they learned about peacocks.

Afternoon Centers: Center 1: Bowling Pins and the Waffle Blocks Center 2: Quill Writing-  The children dipped a feather into paint to write with it.  They then experimented with a tongue depressor and discussed which one worked better to write with.  Center 3: Peacock Art- They will trace their foot to make the head of the peacock and cut it out.  They will draw eyes and a beak on the foot pattern they cut out.  The children will decorate the paper plate to make nice colorful feathers.  They will then glue the head to the plate and cut strips to make feathers.  They will add the eye of the feather on the tips of the plate.

Tuesday: Blue Crane

Mar 29, 2011   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish.  Ella wasn’t here this morning so Miss Kim put the number on the calendar and found the day of the week in Spanish.

Brainstorm/Fun Facts:Reviewed what they learned about Penguins.  Today we are learning about Blue Cranes.  The children told me what they know about a Blue Crane. Fun Facts:  Blue crane is the national bird of South Africa.  They usually lay 2-3 large speckled eggs. The Blue Crane gathers in large flocks in the winter months, also known as the Stanley Crane and the Paradise Crane.  The crane is a pale blue-gray color with a white crown, a pink bill, and long dark gray wingtip feathers which trail to the ground.  They can be 4 feet tall.  We looked at a measuring tape to see how tall 4 feet is.  I had children come up one at a time and we compared them to 4 feet and discussed if they were taller or shorter than a crane.  We looked at pictures of a crane.  We did a rhyme and acted it out.  Discussed:  What is your favorite bird?  South Africa chose the Blue Crane as the national bird to represent their country.

Global Citizenship: Discussed:  What are your favorite colors?  South Africa has many people with different colored skin and different traditions.  They love all the different people and want them to live united or together.  So,they chose to put lots of different colors on their flag: red, white, green, blue, black and yellow!  We found South Africa on the World Map.  I picked several children to take turns holding the flag and marching around the room.  Marissa hung the flag on the world map. 

Patterns:  Discussed:  How long each child’s legs are.  I measured their legs with a measuring tape and we compared their legs to one another’s.  I had each child go find something in the room that was longer or shorter than their leg.  We looked at each item and the child told me if it was longer or shorter.  I then took the crane patterns and 5 leg patterns that were different sizes and had each child come up and follow my directions.  They had to put the legs in shortest to longest order. They also had to listen to my words and put the correct size of leg on the cranes body.  Example:  Find the second to the largest legs and place them on the crane.  Find the smallest legs and place them on the crane.  Find the third to the smallest legs and place them on the crane.

Chit Chat: Discussed:  Where do you think the Blue Crane lays eggs?  Explained that because of the heat and dryness of South Africa the Blue Crane lays its eggs near water, so she doesn’t have to go far from the eggs to eat and drink.

Social Skills:  Discussed:  What might some of the dangers be for a bird in South Africa? Loss of habitat and eggs that get stolen are one reason the Blue Crane population is shrinking, but many predators live in South Africa.  When Blue Cranes are first born they are quite small, and must stay away from other animals that might eat small birds, such as the Mamba. (The Mamba is a poisonous snake.)  We had an area taped off on the floor.  I picked a child to be the Mamba and the other children stood in the square and were the baby Blue Cranes.  The Mamba ran around to catch the baby Blue Cranes.  The baby Blue Crane’s couldn’t leave the square which was their nest.  As the Mamba caught the cranes they had to hold onto the Mamba’s back to make the snake longer.  We played this until all the baby crane’s were caught by the Mamba. 

Afternoon Centers: Center 1:   Wooden Blocks  Center 2: Each child took a napkin and colored it with a variety of colored markers.  They then sprayed the napkin with water and watched the colors unite (blend).  Center 3: My Little Journal-They will go to the last page and draw a Blue Crane and 2-3 eggs.  They will tell Miss Felicia what letters they see in the nest.  Center 4:   The children will practice writing their name on their name tag and then decorate it.

Monday: Penguin

Mar 28, 2011   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish.  Ella is the calendar and weather girl for this week.  She put the numbers on the calendar.  She also found the day of the week in Spanish, with help.

Brainstorm/Fun Facts:Reviewed what they learned about Ostrich on Friday.  The children told me what they know about Penguins.  Discussed: Where do you think penguins live? Did you know penguins live in the southern half of the world?  We looked at the bottom part of the World Map and Antarctica.  The African Penguins (also known as the Black-footed Penguin) live in the Southern tip of South Africa.  Fun Facts:  Penguin chicks have fluffy feathers.  They use their wings for swimming and are birds that cannot fly. Penguins have insulating layers of air, skin and blubber.  There are at least 18 different species of penguins. The parents take turns warming the egg.  Penguins use sign language to communicate with each other.  We did a rhyme where the children had to walk like a penguin by facing their toes outward and heels in.  Marissa was the only child that was able to walk like a penguin the rest of them needed to practice putting their toes out.

Chit Chat:  Discussed:  How do you think penguins take care of their eggs?  Did you know that the father penguin keeps the egg warm by holding it on his feet and against his belly?  The mother looks for food while the father stays with the egg.

Physical Science:  Discussed:  How do you think penguins catch their food?  Penguins can’t fly but they are great swimmers and divers. Their feathers and flippers help them swim, dive and catch fish.   We discussed how they would dive if they dove into a swimming pool and then how they would swim to the surface. We then did an experiment with diving raisins that we pretended were penguins.  We had two containers.  One was filled with 7up (soda) and the other was filled with water. The children each predicted what they thought would happen if I put it in the water?  They then predicted what would happen if I put it in the soda?  I had 3 penguins “raisins” dive into the water and we watched what happened!  I then had 3 penguins “raisins” dive in the soda and we watched what happened.  The raisins in the water sank and the raisins in the soda sank at first but then as the bubbles surrounded them they started to float.  We tried this experiment with several other small items and predicted what we thought would happen.  Discussed how Salt water has more air pockets (the soda- carbon bubbles trap air) so that it helps the penguins dive in and come back to the top quickly. 

Math:Discussed:  How do you think penguins feed their young?  Adult penguins catch fish, krill or other seafood, digest it and then spit it up to feed to the young penguins.  I had the numbers 1-7 written on pieces of paper.  Each child came up one at a time and picked one of the pieces of paper.  They had to tell me the number on the paper and then count out that many fish to feed to the penguin.

Emergent Reading:  Discussed:  What do you think a penguin eats?  Penguins spend much of their time in the water. They eat fish and other foods found in the sea.  We reviewed the “at” word family.  The children then learned the “ish” word family.  We discussed how to spell “fish” and then if we took the “f” off we would have “ish”.  We then added a new beginning sound to make new words (real or fake).

Closing Time:  The children were to wear “Crazy Pants” today!  Each child that participated came up and showed their pants and told us why they were crazy.  We then compared how many kids wore “crazy pants” and how many didn’t.

Afternoon Centers: Center 1:  Variety Toys Center 2: Discover Cutting Activity Sheet-  The children will practice their cutting skills by cutting out 7 fish to feed the penguin.  Center 3:  My Egg Book-The children will make their own egg book and draw pictures of birds and their eggs.

Thursday: Chickadee

Mar 24, 2011   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish. Ben put the number on the calendar

Brainstorm/Fun Facts:   Reviewed what they learned about hummingbirds.  The children told me what they thought a Chickadee is.  They all guessed it was a chicken.  A Chickadee is a small bird.  Fun Facts:  Chickadees may be found in any habitat that has trees or woody shrubs, from forests and woodlots to residential neighborhoods and parks, and sometimes weedy fields and cattail marshes. Chickadee battles the cold by eating lots of seeds and berries, though its diet also includes insects and insect eggs.  We looked at pictures of a chickadee bird.  Discussed:  Where in this room is a good hiding place?  Did you know that the chickadee has thousands of hiding places for its food and can remember them for more than 28 days?  We then acted out a finger play rhyme.

Fine Motor: Discussed:  Why do you think birds hop sometimes?  Chickadees hop almost as much as they fly.  They  are very active birds, especially when chasing a meal. (Caterpillars are their favorite)  We had an oval made out of masking tape on the floor.  The children came up one at a time and hopped around the oval to pretend to chase the caterpillar.  They pretended to catch the caterpillar and ate it! They will practice lacing the chickadee in afternoon centers.

Health and Safety: Discussed:  What would you do if you saw something dangerous?  Did you know that birds make more than one sound?  Chickadees sing their name “chickadee-dee-dee” when they see danger or strangers.  Discussed with the children who a stranger is. (A stranger is anyone you, or the adult you are with, do not know or recognize.)  We pretended the face on the paper plate was a stranger.  The child would come up to me and when I would show them the face on the paper plate, they would run or fly away and scream, “Chickadee-dee-dee!”

Chit Chat:  Discussed:  How many eggs do you think are in a chickadee nest?  Most chickadees lay about 6-8 eggs in a nest. How many children are in your family?

Emergent Writing:  Discussed:  How big do you think a chickadee egg is?  Explained that a chickadee egg is about the size of a fingertip (or dime).  Each child went and found an item in the room.  They compared their item to the size of my fingertip or a dime.  They discussed if their item was bigger or smaller.  We looked at the Picture card with the Letter Nn.  We discussed the letter and sound it makes.  The children then told me all the words they could think of that begin with the letter “n”.  I discussed how to make the capital and lowercase letter “N” on the wipe off board.  Each child came up one at a time and practiced making the capital and lowercase “Nn” on the wipe off board.  They will be making the letter in their Little Journals later in afternoon centers.

Afternoon Centers: Center 1:  Legos   (Miss Kim has a Food Program meeting and has to leave early to arrive to the meeting on time.  This is a mandatory meeting for Miss Kim required by the state!  Miss Felicia may or may not do afternoon centers today!  Thank you for your understanding!)  Center 2: My Little Journal- They will practice making their capital and lowercase letter “N’s”.  They will then draw a nest on their journal page.  They will stick their finger in an ink pad and make prints in their nests to represent eggs from the chickadee.  Center 3: They will practice lacing the chickadee bird pattern and lace other patterns also.

Wednesday: Hummingbird

Mar 23, 2011   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar  in English and Spanish. Ben was the calendar and weather man for this week.  He found the day of the week in Spanish, added the number to the calendar and discussed the weather.

Songs: We had some dance time altogether for Miss Kristen’s last day.

Brainstorm/Fun Facts: Discussed: How many birds have you seen fly backwards? The hummingbird is the only bird that is capable of flying backwards and the only bird that can hover. The hummingbird is also the smallest bird in the world.

Chit Chat: How much do you think a hummingbird eats in a day? I explained that the hummingbird eats more than another animal by consuming 6-16 times its body weight each day. I showed the children the craft that we were going to make for centers.

Health and Safety: Discussed: How often do you think the humminbird eats? I explained to the children that the hummingbird eats about every ten minutes and has to limit its sleep so it doesn’t starve while sleeping. Just as hummingbirds need to replenish their energy, so do we. I invited the childern to do 17  jumping jacks as we counted together. I then encouraged the children to stop for a drink of water. We discussed what it means to feel refreshed. I showed the children the Kid Chef Placemat Poster and the glass of water Chef Piece.

Logic: Discussed: Do you think a hummingbird has a favorite colored flower? I explained that hummingbirds prefer red. They will sip nectar from other colored flowers as well, but definely prefer the nectar of red flowers. I placed a red, blue, and yellow flower on the floor. I invited the children ti pretend to flit to the blue flower, tiptoe to the yellow flower, and pretended to fly backwards to the red flower.

Closing Time: We listened to the song “Hum the Hummingbird,” Track 8, Birds and Eggs CD. I invited the childre to raise one finger in the air each time they heard  a humming sound.

Afternoon Centers: Center 1: Library Book!Center 2: The children made a hummingbird by tracing their hands on a piece of paper and cutting them out, gluing the hands on the hummingbird body, gluing tissue paper to the body and sticking a straw through the head to create a beak.

Tuesday: Eagle

Mar 22, 2011   //   by Miss Kim   //   Daily Lessons  //  No Comments

Brainstorm/Fun Facts: Today the children learned about the eagle. The bald eagle weighs from ten to fourteen pounds and has the ability to lift four pounds. The bald eagle has over 7,000 feathers and is also at the top of the food chain. I showed the children a short clip of a bald eagle at a zoo. Discussed: How big do you think an eagle’s nest is? Eagles build the biggest nest of all birds and can sometimes be as big as 10 feet wide and tall. The eagle tends to come back to the same area they were raised because they know it’s safe. The children recited this rhyme together and took turns flying around the room: Two little eagles, nesting in a tree, one named Brogan and one named Ben. Fly away Brogan, fly away Ben. Come back Brogan, come back Ben.

Social Skills: Discussed: Which of the five senses do you think is the best for an eagle? I explained to the children that an eagle is able to see small objects over a mile and a half away. This helps them find food and then use their quick soaring and diving skills to catch it. I invited  the children to take turns finding an item on the I Spy With My Little Eagle Eye Poster and give each other clues about what the item looked like until they guessed it.

Book Worm: Discussed: What do you think you might find in an eagl’s nest? I showed the children the Hands-on Letter E and invited the children to repeat the name and sound. I then encouraged the children to  to say the name of each object on the Phonetic Tags (egg, elephant). I took a blanket and folded it into a  small nest shape and placed one tag on each side. I invited the children to toss the Hands-on Letters and try to make them land in the empty nest. If the lower case e landed in the nest, they  ran to the egg tag and clapped. If the upper case E landed in the nest, they ran to the elephant tag and worked together to make the nest bigger.

Chit Chat: Discussed: What else do you think people trade like money? I explained that a long time ago people did not use paper money; they used feathers, shells and gold. Now they print money on paper. I explained the Money Book Project they would be making for centers. Eagles almost disappeared. Discussed: What do you think might have hurt them? I explained that the eagles were once an endangered species; this means that they were in danger or not being around anymore.

Show and Tell:  The children were asked to bring in items that began with an “e”, “n”, or “b”. I had the children come to the front of the lesson area an present their object.

Afternoon Centers: Center 1: Little People!Center 2: The children wrote their names and decorated the cover of the money books. The childrenm cut out various forms of money  and played with them . When they were finished, they glued them to the corresponding papers, and put them in numerical order.Center 3: The childern cut apart their I Spy With My Eagle Eye sheet.

Monday: Woodpecker

Mar 21, 2011   //   by Miss Kim   //   Daily Lessons  //  No Comments

Read more >>

Thursday: St. Patrick’s Day!

Mar 17, 2011   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar  in English and Spanish. Mallory was the calendar and weather girl for this week.  She found the day of the week in Spanish, added the number to the calendar and discussed the weather.  She reviewed her colors in English, Spanish and Sign Language:  green, red, yellow, brown, orange, black, white, pink, purple.  She told us the words in Sign language and Spanish:  eat, snow, thank you, please, more, friend, bug, milk, smile, up, love, all done.

Songs: The children listened to Celtic song while I taught them a “traditional” Irish dance.

Brainstorm/Fun Facts: Discussed: What is your favorite color? I explained that many people wear green on St. Patrick’s Day because it is the color of a shamrock. I showed the children a video of the St. Patrick’s Day parade in Dublin. We sang this rhyme and had all of the children participate in  it: “Two little shamrocks, lying in the grass. Along came Samuel rolling extra fast. He landed near the shamrock, oh my! He picked the big one and waved goodbye.”

Display Art: Miss Corrie decorated a green box with paint and glitter. The children were asked to find something in the room that was green and if possible put that object in the green box.

Book Worm: I explained to the children that most clovers, or shamrocks, have three-leaves, but occasionally there can be some with four. It is considered luck if you find a four-leaf clover. Miss Corrie made a four leaf clover out of green paper. We mixed the four-leaf clover in with a bunch of three leaf clovers. The children took turns trying to find the four leaf clover. When they found the four-leaf clover they told the class something lucky that happened to them.

Social Skills: Discussed: Why do you think people wear shamrocks on St. Patrick’s Day? I explained to the children that wearing green actually referred to a time when people pinned a shamrock to their hats to show support for the organization they believed in or belonged to (Originally it was used to support the Christian idea of Trinity and celebrated as bringing Christianity to Ireland). We played a game where everyone laid on their stomachs with their eyes closed  and pretended to be asleep while one person went around tapping the children on the back and saying “shamrock.” They then put a little paper shamrock on the back of one child. When everyone woke up they tired to figure out who had the shamrock on their back.

Chit Chat: Discussed: What colors do you see in a rainbow? I explained the children the old legend that told the tale of finding gold and treasures  at the end of the rainbow.

Afternoon Centers: Center 1: Lacings! Center 2: The children painted a rainbow and glued gold coins to the ends.

Wenesday: Blue Bird

Mar 16, 2011   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar  in English and Spanish. Mallory was the calendar and weather girl for this week.  She found the day of the week in Spanish, added the number to the calendar and discussed the weather.  She reviewed her colors in English, Spanish and Sign Language:  green, red, yellow, brown, orange, black, white, pink, purple.  She told us the words in Sign language and Spanish:  eat, snow, thank you, please, more, friend, bug, milk, smile, up, love, all done.

Songs: Discussed: What makes you happy? How do you show it? The children told me that when they are happy they smile. I explained that the bluebird is often a symbol of happiness because the bluebird flies and sings when its happy. I demonstrated and practiced the sign for “bird” by opening and closing my thumb and my index finer in front of my mouth/nose twice.

Afternoon Centers: Center 1: Blocks!Center 2: I children made bluebird shakers by gluing one plug into the tube, placing shaker mix inside the tube and gluing the remaining plug. Next the children cut a beak from scrap paper and glued it to the tube, stuck the eyes on, and glued the feathers on for wings.

Pages:123»