Browsing articles from "January, 2012"

Tuesday: New Year

Jan 31, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish.  Max put the number on the calendar, discussed the weather and found the day of the week in Spanish.  He reviewed our Spanish and Sign language words. 

Brainstorm/Fun Facts: We discussed that we are now in a New Year because it is 2012 and that the month will be changing now to February.  Discussed that the year will stay 2012 through 12 months and then change to 2013 after the 12 months and start a new year once again.  Discussed the continuous rotation of the months and years.  Discussed New Year’s Day is celebrated January 1, which is the first day of a new year.  Many people celebrate the start of a new year in many different ways. How does your family celebrate?  Fun Facts:  Did you know that celebrating the New Year is a tradition that dates back nearly 4000 years?  Did you know that Julius Caesar was the first to set January 1st as the New Year?  Caesar did so when he established the Julian calendar.  The Julian calendar, named for Julius Caesar, decreed that the new year would occur on January 1st.  Caesar wanted the year to begin in January since it celebrated the beginning of the civil year and the festival of the god of gates.  Discussed how people make New Year’s resolutions to change something in the new year.  Discussed how people celebrate the new year.

Visual Art:   Discussed:  How do you know what the date is?  We use calendars to help remind us of the month, day and date.  We looked at a calendar for the children.  I put each child’s foot print in the 2012 side of the calendar.  Parents when this year is over please add a second footprint to the new year 2013 to show your child how their foot has grown in a year. 

Emergent Writing:  Discussed:  If you could make a promise to yourself, what would it be?  At the start of the new year it is common for many people to make a resolution.  This is a promise to do something different than how you do it now.  They all made a promise for the new year which they will draw a picture to in afternoon centers.

Chit Chat:  Discussed:  What is a countdown?  A countdown is when you count backwards to make it to zero, and then something happens.  Many people countdown to the New Year the night before.  We discussed other things we could do when we count down. 

Health and Safety:  Discussed:  Would you have an outdoor picnic in January?  January in Australia is summertime. Many people there have a picnic and camp out on the beach.  We laid a blanket on the floor and each child told me what they could bring to a picnic.  We then looked at pictures and if the item could go in the picnic basket then we put it on the blanket.  If the item did not go in the basket then we set it aside.

Visual Art:  Discussed:  What colors are fireworks?  I showed the children how to wad up a piece of paper and dip it into paint.  I then had it explode on the black paper to make fireworks.  I showed them how to make prints and not smear the paper so that it looked more like fireworks.  We dipped it in 3 different colors.  The children will do this in afternoon centers.

Afternoon Centers: Center 1: Outside Play Center 2: Fireworks Art-  They will take a piece of paper and wad it and dip into different colors of paint. They will make prints on black paper.  Center 3:  Making Promises-  The children will draw a picture of something they would like to promise for the new year.  Miss Kayla will help them write their promise on the paper. 

Monday: Museum

Jan 30, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish.  Max is the calendar and weather boy for this week.  He found the numbers for the calendar, discussed the weather and found the day of the week in Spanish.  He reviewed the Spanish and Sign language words.

Brainstorm/Fun Facts:  Reviewed what they learned about volcanoes.  The children told me what they know about Museums.  Museums help us learn about our past (history).  Fun Facts:  Museums are working every day in the public interest, educating and engaging our communities.  There are all kinds of museums-including aquariums, art museums, botanical gardens, children’s museums, military museums, natural history museum, nature centers, etc…

Emergent Writing:  What do you think you might find in a museum?  Most museums have paintings and photographs of items they specialize in. Some museums have the actual items or copies (replicas) of the items.  The children looked at the Storytelling Poster and shared something they learned this month about dinosaurs or other information learned.  Discussed how they will be writing this information on a postcard and sending it to a family member. 

Logic:   Discussed:  What dinosaur bones would you like to see at the museum?  We used the wooden blocks to build dinosaur skeletons.

Emergent Writing:   Discussed:  What would you want to see in a museum about dinosaurs?  The children each took a page of the class book and drew a picture about what they learned.  I wrote down what they wanted to tell you about what they learned this month.  We discussed what pictures we wanted to add to the cover of the class book.  It will be at the front door for all parents to read.

Health and Safety:  Discussed:  How do you think the museums keep bones together to display them?  Discussed h0w we had to wash our hands before we worked with food.  The children got some peanut butter and pretzel sticks on a plate to build a dinosaur skeleton of their own.  They then ate their dinosaurs.

Show and Tell:  Today was PJ day.  The children were also to bring a homemade birthday card for Will.  He sat on my lap and read all his wonderful birthday cards.  He really liked them. 

Afternoon Centers: Center 1: Lacing shapes & library books  Center 2: Postcard-  The children will draw a picture on the card to show a family member what they learned this month at daycare.  They will then ask Miss Felicia for help writing what they want to their family member.

Friday: Volcano

Jan 27, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish. We added the number to the calendar, discussed the weather and found the day of the week in Spanish.  We reviewed our Spanish and Sign Language words.  Gretchen was getting the Spanish words before anyone else could say anything.  Good job Gretchen!!!

Brainstorm/Fun Facts: We reviewed what they learned about Jurassic Plants.  Today the children told me what they know about Volcanoes.  A volcano is a mountain that is hollow with a pool of molten rock (lava) inside.  When pressure builds up inside the volcano the lava heats up and flows out of the hole in the top.  Fun Facts:  A volcano is a land-form where molten rock erupts through the surface of the planet.  Magma is liquid rock inside a volcano.  Lava is liquid rock (magma) that flows out of a volcano.  Fresh lava ranges from 1,300 to 2,200 degrees Fahrenheit and glows red hot to white hot. The Earth’s crust is made up of huge slabs called plates, which fit together like a jigsaw puzzle.  These plates sometimes move which causes the volcanoes. 

Visual Art:  Discussed:  what do you think it would be like to live near a volcano?  Volcano eruptions have been known to knock down and burn entire forests, trigger tsunamis, flash floods, earthquakes, mud flows or rock slides. It can be dangerous to live near volcanoes.  We had a toy dinosaur that I hid in the room while they hid their eyes.  I had one child try to find the dinosaur.  I told them “hot” or “cold” depending on how close they were to it, which helped them find the dinosaur.

Patterns:  Discussed:  How do you think a volcano can be helpful? Volcanic rock helped form and preserve many of the fossils that have been studied to help us learn about dinosaurs. We made a giant T-Rex foot out of white paper.  It was 56 inches from heal to toe.  It was 46 inches across on the toe part and then narrowed down to 12 inches on the heel.  We held the foot up and had Ben and Brogan see if it was taller than them.  It was because we couldn’t see them.  I then had each child come up and see how many of their feet could fit in the T-Rex foot from heel to toe.  The children walked heel to toe in the footprint as we counted.

Social Skills:   Discussed:  Where are the dinosaurs now?  Dinosaurs are extinct.  This means there are no more dinosaurs living today.  They didn’t have what they needed to stay alive (food, water, habitat).  I explained how other animals are endangered, or just in danger, too.  We looked at several pictures of animals that are endangered and discussed why they are endangered.

Emergent Writing:   Discussed:  How would you make a path to go around a volcano?  We looked at their journal page and discussed how they will follow the path with a crayon or pencil to get the Mama Pterodactyl to the baby.

Afternoon Centers: Center 1: Community helper toys  Center 2: My Little Journal- They will follow the path to take the mommy pterodactyl to the baby.  

Thursday: Jurassic Plants

Jan 26, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish. Finn added the number to the calendar, discussed the weather and found the day of the week in Spanish. We reviewed all our Spanish and Sign language words.

Brainstorm/Fun Facts: We reviewed what they learned about the Jurassic Climate.  Discussed:  What types of plants do you think grew during Jurassic Days?  Fun Facts:  Horsetails were an important source of nutrition for plant-eating dinosaurs.  These primitive vascular plants were fast-growing and resilient.  This meant that a hungry dinosaur could eat the plant without killing it, since the plant would regrow from the rhizome (underground stem).  Williamsonia was a plant with a long, thin, woody stem and simple leaves.  There is a cone-bearing branch from the Norfolk Island Pine found between Australia and New Zealand.  Petrified ovulate cone of Araucaria mirabilis from Argentina.  This is extinct now and was similar to our pine cones. 

Learning Approach: Discussed:  What are different parts of a plant?  Scientists have found roots in some dinosaur skeletons. This means that different dinosaurs may have eaten different parts of plants.  Each child took turns rolling the Brain Box and did what it told them to do.  Example,  Flap your wings 10 times, stomp your feet 9 times, tiptoe to something purple, dance to something green, make an oval with your foot, and roar like dinosaur.

Health and Safety:  Discussed:  What kind of plants do you eat?  Vegetables are a type of plant that many of us eat on a daily basis.   We will make some Plant Soup today.  Discussed what I needed to do before I touched food, wash my hands.  I then showed the children a Leek.  We discussed that it is a plant and I cut it into pieces and we sauteed it in butter.  I then opened up two cans of cream of potato soup, a can of cream of celery and a can of cream of chicken.  The children came up two at a time to smell the soups and compare the way they looked.  We added the soups to a pot and then added the sauteed Leek.  We cooked it for 30 minutes or more.  The children tried the Plant soup during lunch.

Learning Approach:  Discussed:  How do you think dinosaurs fed their babies? Scientists believe that, like other animals, dinosaurs gathered food for the babies and brought it back to the nest.  We looked at each one of our Little Learning Cards and discussed each in a detail. 

Patterns:  Discussed:  How do you think dinosaurs chose which leaves to eat?  How do you decide your favorite food?  We looked at the leaves with different shades of green.  I asked the children which leaf was the lightest color.  They did not understand this concept.  I had to show them and really explain in different ways to get them to understand light and dark colors. Once they understood the concept, I had a child come and pick the lightest color green leaf.  We then picked the next to the lightest green leaf.  We put the leaves in order from light to dark.  We then continued this by putting the leaves in order from darkest to lightest.

Show and Tell:   The children were to each bring in a toy dinosaur.  Each child came up one at a time and told us what type of dinosaur they brought and why they brought it.

Afternoon Centers: Center 1: Wooden Car Track and Village  free play  Center 2: Dino Land-  The children colored the background paper and volcano paper.  We then cut and taped them together to make the scene.  They added tissue paper to the volcano.  They were then given a small toy dinosaur to play in their new dinosaur land.  Center 3:  Little Learning Cards-  They were to color and cut out their new cards.

Wednesday: Jurassic Climate

Jan 26, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish. Finn found the day of the week in Spanish, added the numbers to the calendar and discussed the weather.

Brainstorm/Fun Facts: We reviewed what they learned about footprints.  Discussed:  What kind of weather do you think dinosaurs liked? Some fossils give us clues that the weather during dinosaur times was very hot and dry.  Fun Facts:  The Jurassic Period spanned a total time period of around 65 million years and started around 205 million years ago right up to about 135 million years ago.  All the water gave the previously hot and dry climate a humid and drippy subtropical feel.  Dry deserts slowly took on a greener hue.  Palm tree-like cycads were abundant, as were conifers such as araucaria and pines.

Shapes:  Discussed:  What do footprints tell us about dinosaurs?  Paleontologists use footprints to learn how many feet dinosaurs walked on or if they had claws or hooves.  We discussed “using our heads” to put a puzzle together.  We discussed the pieces of the puzzle and why we wouldn’t put certain pieces together.  The children then worked together to come up and put the puzzle together and made sure to “think about it” before they guessed on where the piece belonged.

Emergent Writing:  Reviewed how to write the number 10.  They got confused and told me to write it with a zero then a one (01).

Emergent Reading:  Discussed:  What does it mean to be dry?  Dry is the opposite of wet.  We discussed the word family “et”.  I wrote it on the wipe off board and discussed the sound of each letter and what it said.  I then wrote the letter “w” before “et” and the children sounded it out.  We used the word “wet” in a sentence.  I erased the “w” and then added a “p” and the children sounded out the new word “pet”.  We used it in a sentence.  We continued this process with all the consonants and made real and fake words using the word family “et”. 

Visual Art:  Discussed:  What do you think happens when colors mix together?  We demonstrated with red and blue paint what happens to them when we mix the two colors. 

Music:   Discussed:  How do you think the dry climate helped make fossils? Reminded children that fossils are made when liquid like lava, amber or mud dries out and preserves something in it.  The dry weather may have helped keep the parts that turned into fossils well preserved.  We read the track 7 “Fossil Story” lyrics.  Placed an item that we pretended was a fossil in middle of floor.  We made up a story about the fossil: Where did it come from? How did it get on floor?   The children then circled around the item as we listened and sang the song. 

Tumble Bus Day:  See the form of activities by the front door.

Afternoon Centers: Center 1: Little People free play  Center 2: We used red paint to start painting our picture and then we used green and painted over the red to see what would happen to our picture. 

Tuesday: Footprints

Jan 25, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish. Finn added the number to the calendar, told us the weather and found the day of the week in Spanish.

Brainstorm/Fun Facts: We discussed what they would do if they found a dinosaur footprint?   Fun Facts:  If the average Tyrannosaurus Rex walked two or three miles per day, it would have left behind thousands of footprints.  Newly formed footprints, on the other hand, can only hope to be preserved when they’re left alone– by the elements and by other dinosaurs–and given a chance to harden.  The necessary condition for dinosaur footprints to survive 100 million years is that the impression has to be made in soft clay, and then baked dry by the sun.

Visual Art:  Discussed:  What do you think your feet would look like if you were a dinosaur?  We took our plastic monster feet and the children practiced walking on them and pretending they were a dinosaur.  We showed them the paper feet that they will be making in afternoon centers.

Emergent Writing:  Discussed:  What details do you think you would see in your footprint? We found the page with 10 on it in our Little Journals.  Discussed how to make the number 10. We even counted to 10.  The children took turns coming up to practice writing the number 10 on the wipe off board.

Afternoon Centers: Center 1: Wooden Blocks free play.  Center 2: Dino Feet Art-  The children colored on their dino feet pattern.  They made toes on the feet and added a strap so that they could walk with them.  Center 3:  My Little Journal-  The children practiced writing the number 10.  They then drew two big circles to represent feet and they had to make 10 toes total on the two feet. 

Monday: Tail

Jan 23, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish. Finn is the calendar and weather boy for this week. We found the day of the week in Spanish, added the numbers to the calendar and discussed the weather.

Brainstorm/Fun Facts: We reviewed what they learned about Wings on Friday.  Discussed:  Would you prefer a long tail or a short tail if you were a dinosaur?  Why?  Fun Facts:  A Euoplocephalus dinosaur has a huge club-like tail.  The tail is long and ends in a bony club.  Most dinosaur tails counterbalanced a long neck or a large, heavy head.  Until a few years ago, people thought that dinosaurs dragged their tails  and they didn’t serve a purpose.  They ignored the fact that the large mass at the front of the dinosaur’s body (neck and head) had to be counterbalanced or else the animal would tip over!   Sauropods may have used their massive tails as a whip to lash at their attackers.  Some dinosaurs needed to run speedily and to be able to turn quickly, either to catch prey or avoid predators.  In order to turn quickly while running, the tail’s movement can shift the runner’s direction, allowing swift turns.

Global Citizenship:  Discussed:  What makes you want to dance and move?  We looked at the World Map and Max found Australia for us.  He remembered from when we discussed it before.  I explained that January in Australia is summertime and many Australians attend a celebration around the country called, “Big Day Out”.  Discussed how they are celebrating right now in the summer and what animals we can find in Australia.

Social Skills:  Discussed:  What do you think a tail print might look like?  We discussed how to make a tail print with a feather and our fingers. 

Show and Tell:   Each child brought an item that has a tail.  They all came up one at a time and discussed their item.

Afternoon Centers: Center 1: Waffle Blocks and Bowling Pins.  Center 2: Dragging Tails Art-  The children will use a plastic dinosaur tail or a feather to make a print on their paper.  They will then draw a picture of a dinosaur with their tail print.

Thursday: Neck and Back

Jan 19, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish.  Brogan added the number to the calendar, discussed the weather and found the day of the week in Spanish. We reviewed our Spanish and Sign language words.  We also reviewed our Sight words.

Brainstorm/Fun Facts:  Reviewed what they learned about Dinosaur heads.  Today the children told me which Dinosaur head or neck they liked the best and why.  We discussed the differences in necks and backs of the dinosaurs on the Storytelling Poster.  Fun Facts:  The diplodocus’ neck and tail consisted of almost 100 vertebrae.  The Barosaurus dinosaur’s long neck was built  to live in the high air.  There is a theory that it had 8 hearts: Two in the chest and three pairs in the neck, which all worked together.  This was to make sure that the blood got all the way up to the brain of the dinosaur through the long neck.

Physical Science:  Discussed:  How do you think scientists can see the details of dinosaurs (especially heads and body parts) from long ago? Some of the fossils and items found in the dirt formed an impression (copy) of the parts and this preserved (saved) them.  We used some fake leaves and a feather to make an impression on paper.  I showed them how to rub the crayon on the paper to make the print come through and discussed how we could study the details of the print.

Social Skills:  Discussed:  What do you think it means when someone says, “Use your head.”  Explained that this means to “think about” something. I described situations where I could use that expression.  I then showed the children each piece of the puzzle.  We discussed how to think about what was on the piece in order to find what piece to connect it to.  We did silly things like put the dinosaur tail on the sun to show them how they do not fit.  They came up one at a time to help put a piece of the puzzle together and used their heads to think about it. 

Numbers:  Discussed:  Why do you think a brontosaurus has a long neck?  Scientists believe the brontosaurus’s neck was long so he could easily reach the leaves on the tops of the trees. What animals do you know with long necks today?  We did some addition and subtraction by using our Pocket counter.  They had to use the leaves to help them add or subtract. 

Emergent Writing:  Discussed:  What do you think is the same or different about dinosaur’s backs? We looked at our Journals and found the B page.  We discussed how to form the capital and lowercase B.  Each child practiced writing the capital and lowercase Bb on the wipe off board. 

Emergent Reading:   Discussed:  What do you have to stretch to reach? They looked at the letter Flowers and discussed the letter: Bb.  They discussed words that start with B and found more words in the dictionary. 

Show and Tell:  All the children brought in an item that starts with the letter B.  They each came up one at a time and discussed their item and why they brought it.

Social Skills:  Discussed:  How do dinosaur backs look similar? Different?  Invited one child to look at the Storytelling Poster and describe the back of one dinosaur.  They then found the matching card that they thought matched the dinosaur.

Afternoon Centers: Center 1: Large Cardboard Blocks Center 2: My Little Journal-  They will practice writing the capital and lowercase B.  They will then place a hands-on letter B under the page and make a rubbing.  Center 3:  Dinosaur Puzzle-  They will each get to cut out their puzzle pieces and work on putting it together.

Wednesday: Head

Jan 18, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish.   Brogan told us the weather, added the number to the calendar and found the day of the week in Spanish. We reviewed our Spanish and Sign language words.

Brainstorm/Fun Facts:  The children reviewed what they learned about eggs.  The children told me what they know about dinosaur Heads.  Discussed:  Which dinosaur’s head do you like the best? What features on a dinosaur’s head are also on your head?  Fun Facts:  The front teeth of many dinosaurs are very interesting.  There is a heavy enamel layer on the outside upper and lower teeth.  Therefore as the teeth come together, a self-sharpening effect takes place.  The teeth become like chisels.  A T-Rex head, for example, would have weighed more than 1,100 pounds, close to the average weight of an adult cow.  Dinosaurs had replaceable teeth; when a tooth was lost or broken, another one grew in to take its place.

Listening:  Discussed:  What do you think it would be like to live near dinosaurs?  We had a storyboard and pieces that goes to the board.  I had one child at a time come place a piece on the board and tell a story to it.  They made up a full story with all the dinosaur pieces. 

Emergent Reading:  Discussed:  How are the shape of an egg and a head similar?  We looked at our My Little Journal book and found the E page.  We discussed how they will trace the oval egg shape onto their Journal page.  We then discussed how to Form the capital and lowercase E.  Each  child practiced writing the capital and lowercase letter on the wipe off board.

Tumble Bus Day: Please see the form by the front door to see what they played today on the bus.

Afternoon Centers: Center 1: Legos  Center 2:  My Little Journal-  They will trace the oval shapes.  They will then practice writing their capital and lowercase letter Ee.   Center 3:  Dino Flyer-  The children will make a Pterodactyl and we will hang them around the room.  The children will paint with a feather on the dinosaur pattern.  They will then put the pattern together.

Tuesday: Egg

Jan 17, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar: Discussed calendar in English and Spanish. Brogan put the number on the calendar, discussed the weather and found the day of the week in Spanish.  We reviewed our Spanish and Sign Language words.

Brainstorm/Fun Facts:  The children reviewed what we learned yesterday about Martin Luther King, Jr.  They then discussed what they know about a dinosaur egg.  Fun Facts:  Dinosaurs hatched from eggs.  The eggs were round our elongated and had hard, brittle shells.  Some dinosaurs cared for their eggs, others simply laid them and then abandoned them.  Some dinosaur eggs were 1 foot long and could weigh 15.5 pounds.  We looked at a ruler to find that size.  The smallest dinosaur eggs are about 1 inch across; they are from Mussaurus.

Visual Art:  Discussed:  How do you think a dinosaur egg might have looked?  We looked at an egg pattern that the kids will decorate and draw a dinosaur inside. 

Speaking:  Discussed:  What kind of baby dinosaur would you like to be?  We learned the Sign for “baby”.  Baby- place the right hand over the left, palms up and sway, as if comforting a baby.  Each child practiced this sign.  We then sang a song with the word Baby in it and they had to use the Sign for Baby while we sang.

Visual Art:  Discussed:  How do you think a mom can tell which eggs are hers?  I placed three eggs on the floor and we looked at the Green bird.  I then had the children hide their eyes and hid the green bird under one of the eggs.  I picked a child to come up and find the green bird. We did this until each child had a turn to find the bird.

Speaking:   Discussed:  How do you think the dinosaurs came out of the eggs?  Some of the dinosaurs had a special egg tooth, like many birds do, to help crack the shell.  We looked at one story sequence card and we told a story about what we saw.  I then showed two more cards and the children continued the story.  We then looked at the cards backwards and told a different story.

Show and Tell:   Each child brought in a green item to show us.  They came up one at a time and discussed their item and why they brought it.

Afternoon Centers: Center 1: Hatching Egg Art-  The children decorated one egg pattern any way they desired.  They then took the second egg pattern and drew a dinosaur of their choice on it.  We connected the two eggs together by using a brass fastener. They could then make the egg hatch.  Center 2: Wooden Car tracks and village free play

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