Browsing articles from "May, 2012"

Monday: Sloth Yawn

May 14, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish. Thomas is the calendar and meteorologist boy for this week.  He put all the numbers on the calendar from the weekend.  Thomas discussed the weather and found the day of the week in Spanish.  He reviewed all our Spanish and Sign language words.

Brainstorm/Fun Facts:  We reviewed what we learned about Mother’s Day.  The children told me everything they know about a Sloth.  A sloth yawns silently.  It is a furry, slow-moving animal known for being very slow and sleepy.  Fun Facts:  A sloth only comes down from his tree once a week to urinate and defecate on the ground.  They dig a hole and cover it afterwards and then head back to the trees where they spend most of their time.  Sloths typically have small heads, tiny eyes and ears, and a small tail hidden beneath their fur.  The rest of its body can be quite large and the arms and legs are powerful, which help with tree climbing. Sloths are tree dwelling mammals that pass their time sleeping and eating.  There are six different species but most are identified as two or three toed sloths.  Sloths aren’t as sleepy as once thought–recent studies indicate they sleep under 10 hours a day.  Sloths are folivores, herbivores that specialize in eating leaves.  Leaves, their primary food source, are not very nutritious, so they have large, slow acting stomachs with multiple compartments with symbiotic bacteria to break down leaves.  Dead sloths may retain their grip and remain suspended from a branch.

Patterns:  Why do you think the sloth might want to blend in with the tree in which he lives?  Sloths move too slowly to run away from an enemy.  Camouflage helps them hide.  Did you know that a sloth might live in the same tree for years?  We looked at the pattern guide and discussed the pattern.  We then continued the pattern together with the extra cards.  I then laid the pattern guide on the floor and the children came up one at a time to continue the pattern with the pattern cards. The pattern was: sloth, snake, snake, jaguar, snake, snake, sloth, snake, snake, jaguar, etc.  

Social Skills:  Discussed:  What makes you a good listener?  We discussed how to be a good listener and then each child showed one way that they were a good listener.  I then asked each child one at a time to do a task and if they did it then they received the good listener feather.

Emergent Reading:  Discussed:  How would you feel if you saw a sloth?  Afraid? Excited? Sleepy?  The sloth is a nocturnal animal (it sleeps during the day) and sleeps for about 18 hours at a time.  It wouldn’t be too scary to come across this sleeping animal during the day.  We learned 4 new sight words:  run, away, my, hear.   We discussed how to get our mouths ready to say the words without guessing the sounds of the letters.  We used the words in sentences.  Each child read the words one at a time from note cards.  We then read the I Can Read books and found all the sight words.  

Emergent Reading:   Discussed:  How can you be upside-down?  Sloths use their claws to hang upside-down.  Sloths even have their babies while they are upside-down! We looked at the capital and lowercase G flowers. We discussed the letter and sound.  This is a Tongue scraper sound.  We discussed words that begin with G.  We then looked at the G and g upside down and discussed how it is different.  

Show and Tell:   Each child brought items that start with the letter G.  They came up one at a time and discussed their item and why they brought it.  

Afternoon Centers:  Center 1: Outside Play  Center 2:  I Can Read Book-  Each child will find all the sight words and underline them in the book.  They will then draw what they hear.  Center 3:  My Little Journal- They will find the Blue page and color the bird blue.  They will then make blue butterflies on the page.  

Friday: Mother’s Day Lesson

May 11, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish. Samuel put the number on 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:  Discussed:  What do you know about Mother’s Day?  Mother’s Day is celebrated on the Second Sunday in May. 

Visual Art: Discussed:  What would you give your mother if you could give her anything?  Each child took a doily and discussed what they could do with it.  They painted the doily and made them into flowers for mom.

Emergent Reading:  Discussed:  How are you similar to your mother?  We looked at a couple of the memory cards and matched the mommy animal with its baby.   We then played memory with the cards.  Each child took a turn at turning over 2 cards to see if they had a match of the mommy animal and baby animal.  We continued until all matches were found.

Gross Motor: Discussed:  What do you do if your mother tells you to do something?  It is important to obey parents.  When they ask you to do something, always try to do what is asked.  We had one child to pretend to be the Mom and tell the other children how to move around the room.  (For example, hop like a bunny or tiptoe around the room.)  We did this several times to give several children a chance at being the “Mom”.  

Emergent Writing:   Discussed:  What is your favorite food that your mom makes?  What words can you think of that start with the letter M and remind you of your mom?  We wrote the word Mom on the board.  We then thought of two words that begin with the letter M that make us think of Mom.  We wrote the words under the letter M in Mom.

Afternoon Centers:  Center 1:  Outside Play  

Thursday: Pink Dolphin Gurgle

May 10, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish.  Miss Felicia did calendar today because Samuel was not here. They worked together to add the number to the calendar, discuss the weather and find the day of the week in Spanish.  They reviewed the Spanish and Sign language words.  

Brainstorm/Fun Facts:  We reviewed what they learned about Jaguars.  The children told what they know about a Pink Dolphin.  They discussed what kind of noise they thought it made.  The pink dolphin gurgles (like a deep cough).  The pink dolphin lives in the Amazon River. Fun Facts:  Not all river dolphins are pink dolphins, but all pink dolphins are river dolphins.  Many river dolphins are endangered by pollution, over-fishing, hunting, getting trapped in fishing nets and getting injured by river boats.  Amazon river dolphins are the real pink dolphin.  It has a long thin beak with many teeth, just like other river dolphins. It has got a hump on its back instead of a dorsal fin.   

Listening:  Discussed:  What lives in or near a river?  We looked at the Story Telling pieces and named each one.  We read the story and the children pretended to be paddling down the river.  They had to mimic the noise of the animal that was read in the story.  After we read the story, we discussed the following questions: What animal sounds have you heard?  What animals did they hear in the story? (squawk of a parrot, gurgle of a pink dolphin, chatter of a monkey, flutter of blue morpho butterflies, yawn of a sloth, and growl of a jaguar).  What noise scared the boy?  (growl of the jaguar)  What did they have to do when they heard the growl? (paddle faster)  What noises scare you? What do you do when you feel scared?

Patterns:  Discussed:  What do you like to do with a friend?  Dolphins are very social animals; this means they enjoy doing things with other dolphins instead of alone.  I placed one card from each pair of matching cards on the other side of the room.  I had the remaining stack of matching cards in front of the children.  I invited one child at a time to come pick a card.  They had to tell us what animal it was and make the noise of that animal.  They went to the other side of the room to find the matching card.

Gross Motor:  Discussed:  Do you think you would rather work through an obstacle course on land or in the water?  Dolphins are one of the most intelligent animals on Earth.  They are known for doing tricks and finding their way through an obstacle course in the water, much like monkeys do on land.  We set up an obstacle course in the room.  We had hula-hoops to jump through, slide down the slide and ride on the scooter back to our seats.  We set the timer for one minute to see how many seconds it took them to get through the obstacle course. 

Fine Motor:    Discussed:  What do you think a pink dolphin might see?  The pink dolphin moves his head side to side and up and down.  It can see boats, people and everything near the river.  The pink dolphins cannot see in the Amazon River, because the water is too muddy.  The children looked at the Discover Cutting sheet that they would be doing in afternoon centers.  They discussed the layers of the rainforest and where each animal is often found.

Afternoon Centers:  Center 1:  Outside Play  Center 2:  Discover Cutting Sheet-  They colored the picture and animals. They then cut out the animals and glued them where they are normally found in the rainforest.  

Wednesday: Jaguar Growl

May 9, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

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

Brainstorm/Fun Facts:  We reviewed what we learned about the emergent layer in the rainforest.  The children told me everything they know about a Jaguar.  Discussed what noises we might hear in the Jungle and what noises we hear when we walk outside our front door.  In the jungle, there are many animal noises.  The jaguar growls in the jungles of South America.  Fun Facts:  The jaguar is the largest cat in the Americas.  The jaguar has a compact body, a broad head and powerful jaws.  Its coat is normally yellow and tan, but the color can vary from reddish brown to black.  The spots on the coat are more solid and black on the head and neck and become larger rosette-shaped patterns along the side and back of the body.   Jaguars are known to eat deer, crocodiles, snakes, monkeys, sloths, turtles, eggs, frogs fish and anything else it can catch.  The jaguar hunts mostly on the ground, but it sometimes climbs a tree and pounces on its prey from above.  It has very powerful jaws and sharp teeth and usually kills its prey with one crushing bite to the skull.  Unlike most big cats, the jaguar loves the water.  It often swims, bathes and plays in the streams and pools.  It will also hunt for fish in the water.

Visual Art:  Discussed:  What is special about you?  Jaguars are special because they have spots inside of spots.  The jaguar’s spots are called, “rosettes.”  We looked at the stuffed Jaguar art they will be making in afternoon centers.  

Shapes:  What could you do to make your bed softer?  Jaguars make dens (their home) in caves or crevices. They bring in leaves, rotten trees and other soft materials from the jungle to make a soft bed.  We looked at the sorting shapes and described each.  We  then used the Design Mat to add the shapes to the pattern.  Each child came up one at a time to help make the shapes.  

Speaking: Discussed:  What do you think a jaguar eats? Jaguars are carnivores (they eat meat).  They lie quietly in wait for an animal to come by, and then pounce on it (sometimes they have to give chase) for lunch.  We learned new Spanish Words: Bird-Ave (Ah’-vay);  Snake- Serpiente (Ser-pe-en’-tay);  Monkey- Mono (Moh-no);  Butterfly- Mariposa (Mah-re-po’-sah).  

Discussion:  Where would you go if your home disappeared?  Jaguars are endangered (there are a lot less than there used to be), mostly due to the loss of habitat.  This means that their homes are being destroyed (deforestation and mining) and they cannot survive.  Explained that sometimes what we want can hurt the homes of animals, and we need to be considerate to help save the jaguar.  Discussed how we can help save the Jaguars’ homes.

Mother’s Day Presents:    The children are working on their Mother’s Day presents today and tomorrow.  

Tumble Bus Day:    See the form by the front door to see what activity they did today.

Afternoon Centers:  Center 1:  Outside Play  Center 2:  Stuffed Jaguar Art-  The children will stuff a brown lunch sack with paper.  They will then use paint and add spots to the face, legs, tail and body of the jaguar.  They will tape the head to the brown bag “body” .  They will tape  the legs and the tail to the brown bag also.

Tuesday: Emergent Layer

May 8, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish. Samuel added the number to 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:  We reviewed what we learned about the Canopy layer.  The children told me everything they know about the Emergent Layer of the rainforest. The emergent layer is the tallest layer and includes the tree branches that rise above the canopy.  Fun Facts:  The emergent layer is the tallest layer in the rainforest.  It’s made up of a few wide, tall trees that grow taller than the trees of the canopy.  They all have small, waxy leaves.  Large birds such as harpy eagles fly among the branches.  The plants are made for living in the dry conditions of the 130 to 250 foot high emergent layer.  The trees up there are much more windblown than the trees of shorter layers.  Their seeds are spread all over the forest by strong winds.  Some trees go leafless for short periods of time, but almost never shed all their leaves.  Many of the animals living up there are birds, such as contures, but some monkeys also live, “at the top”, such as the black-and-white colobus monkey, which live in Africa.  Some plants start growing on the forest floor, then grow up a tree to the emergent layer, where the plant can get the light.

Emergent Reading:  Discussed:  What animal in the jungle is your favorite?  We played Bingo and used flat marbles for their markers.  I showed the jungle animal and if they had it on their card they placed a marker on that animal.   We played until their card was full.

Physical Science:  Discussed:  What types of animals live in the emergent layer?  Creatures that climb and fly are found in the emergent layer: butterflies, birds, monkeys and small rodents.  I had an item in a bag and each child came up one at a time to feel it.  They did not try to guess what it was until each child had a turn to feel the item.  The children couldn’t guess what this item was.  It was a butterfly.  We looked at the butterfly and discussed how to feel it when it is in the bag.  I then had the children pretend to be the butterfly and fly around the room in the Emergent Layer.  

Speaking:  Discussed:  How high can you reach?  Discussed that you can only reach as long as your arm will go.  Discussed how to use a ladder, chair or stack objects to reach things.  We discussed how to clean cobwebs and things that are high.  People climb trees to find and study life in the emergent layer.

Numbers:  Discussed:  How do you know when you have enough of something?  The branches in the emergent layer are very thin and weak.  They cannot hold much weight.  What do you think might happen if you sat on the top branch of a tree? I filled up a cup with cereal until it overflowed.  Explained that sometimes we can see that we have too much.  I then had the children tell me when we had “enough” cereal in the cup.  I had one child come up and hold the cup with their eyes closed.  I then poured water in it until it overflowed.  The child said we had “too much”  water.  I asked him how do you know and he said because he could feel it.  Explained that sometimes we can feel that we have too much.  We looked at the cup pattern and I painted the bottom part and said is this “enough”.  Some children said yes and some said no.  I painted the cup to look half full. We discussed while I painted that some would say this is, “enough” and other’s would need more.  Each child will paint their cup depending on what they feel is enough and we will discuss tomorrow. Explained that contentment is being happy with what you have- even if others have more.  Knowing the feeling in your heart that you have enough can help you feel content.

Brogan’s Birthday:   Brogan sat on my lap and we read all his birthday cards that the children made for him.  Mr. Rodney also got to read all his birthday cards.  We had a cookie-cake pie for Brogan and Mr. Rodney’s birthday.  

Afternoon Centers:  Center 1: Outside Play Center 2:  It’s Enough Art-  The children will take their cups and paint them till it is enough.  

Monday: Canopy

May 7, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish.  Samuel is the new calendar and meteorologist for this week.  He put the numbers on the calendar, discussed the weather and found the day of the week in Spanish.  We discussed the pattern that was on the calendar.  Samuel reviewed the Spanish and Sign language words.  

Brainstorm/Fun Facts:  We reviewed what we learned about Cinco de Mayo and the understory layer in the rainforest.  The children told everything they know about the canopy layer of the jungle (rainforest)?  The canopy layer is located under the tops of the trees.  It is leafy and dense, and the majority of animals live in this part of the rainforest.  Fun Facts:  The canopy is the home of many animals which stay there for shelter, to avoid predators on the forest floor, and to seek fruits and seeds from the trees.  Squirrel monkeys are seen in many rainforest locations, leaping from tree to tree.  The keel-billed toucan seeks fruits high in the canopy of the rainforest.  The bill of the toucan is hollow and very lightweight.  He uses it to reach fruits at the ends of small branches that he would not be able to reach without it!

Visual Art:  Discussed:  Where do you find bugs in your backyard?  In the rainforest, bugs are found all over from the forest floor to the tippy tops of the trees. (Did you know that there are over 80 million different kinds of insects in the rainforest?)  We looked at the craft they will be making in afternoon centers. 

Emergent Reading:  Discussed:  What would you see if you took a walk outside?  What do you see on the book cover?  Would you see these same things where you live? We discussed the concepts of print with the book:   front cover, back cover, title, title page, author and illustrator.  We read the book, “We’re Roaming in the Rainforest”.  We discussed the book while we read.  

Numbers:  Discussed:  How many leaves do you guess are on a tree? Do you think there are more or less than 19?  We discussed how to use the hands-on numbers 1 and 9 to make the number 19.  We then counted the 19 octagon’s on the Counting Card.  

Emergent Reading:   Discussed:  How do you think you could explore the canopy layer of the rainforest?  The rainforest jungles are hard to move through because of the thick vegetation, but in some areas of the rainforest, zip lines or rope bridges have been installed.   We looked at the hands-on Z and the children told me the sound and letter.  We reviewed what words begin with Z. I then punched a hole in the Z.  I tied a string from one chair to anther and put the Z on the line.  We used it as a zip line.  We made a /z/ sound as it moved along the line.

Show and Tell:   The children each brought 19 items.  They came up one at a time and counted out their items.  

Afternoon Centers:  Center 1:  Outside play  Center 2:  Canopy Leaves Art:  The children will tear pieces of tissue paper and add texture to the leaves.  They will then add bug stickers and thread the leaves on the vine.  

Friday: Cinco de Mayo

May 4, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

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

Brainstorm/Fun Facts:  We discussed the Cinco de Mayo, holiday that is celebrated each year.  Cinco de Mayo means the fifth of May. It is a day celebrated with parades, dancing, music and special foods to celebrate Mexican history and heritage. Fun Facts:  Cinco de Mayo is the anniversary of a battle that took place between the Mexicans and the French in 1862.  This day marks the victory over the French invasion.  

Gross Motor:  Discussed:  What kind of games do you play with a ball?  The Balero is a ball and cup game often played by children and adults in Mexico. We made Balero’s by cutting the bottom of two water bottles and attaching a string with a ball of foil.  The children all practiced trying to get the ball in the bottle.  It was very hard to do.  

Numbers:  Discussed:  What is your favorite food?  Many Mexican meals include beans.  The most popular bean is the pinto bean.  We had the numbers 1-5 written in English and Spanish on pieces of note cards. (Uno, dos, tres, cuatro, cinco and one, two, three, four, five).  The children came up one at a time and picked a card.  They tried to read the word on the card and then we discussed what number that was.  They then counted out that many beans to place on that card.  Each child had a turn to pick a number in English or Spanish and count out the matching amount of beans.

Visual Art:  Discussed:  What are some of the activities your family does at a party?  Pinatas are a common party activity in Mexico.  Miss Felicia made a pinata out of  a paper bag and filled it with candy and confetti.  We hung it in the garage.  The children each got to hit the pinata with a bat, several times and try to break it open.  They had a blast with this.  

Health and Safety:  Discussed:  What kind of dips do you eat at a party?  Guacamole is a common dip, side dish and ingredient to other Mexican meals.  We got to eat Chips, salsa and Queso dip as a little Cinco de Mayo treat.

Visual Art:  Discussed:  What are the hats called in Spanish?  (Sombreros)  The children decorated the hat pattern to make their own sombrero.

Samuel’s Birthday:   I had Samuel sit on my lap and we discussed what he will be celebrating tomorrow.  The children were to bring in homemade birthday cards for him.  We read and looked at all his cards.  We then had a cookie cake for Samuel after lunch.  

Afternoon Centers:  Center 1:  Outside play/ wooden blocks

Thursday: Understory

May 3, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish.  Rudy put the number on 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:  We reviewed the forest floor. I showed the children where the understory of the rainforest was?  The children then told me everything they know about the understory.  The understory is the layer of the rainforest just above the forest floor.  This is where there are many vines hanging down.  Fun Facts:  The rainforest understory is very hot, very damp and the air is still.  During the hottest part of the day it is very still.  Birds and monkeys enter the understory in their travels or while looking for food.  Many birds, such as the antshrike, which eats insects on the forest floor, make their nests in the understory.  Many smaller plants, such as the ginger, bloom in the understory.  And of course, the huge variety of flowers, like the passionflower, that bloom in the understory attract all creatures which eat pollen and nectar and which pollinate the flowers.  Such as the heliconia butterfly, which because of the leaves it eats as a caterpillar is poisonous to any predators who might eat it.  

Patterns:  Discussed:  What creatures live in the understory layer of the rainforest?  Many birds, butterflies, frogs and snakes live in the understory.  We looked at the Sorting Foam Shapes and discussed the colors, size and shape.  We then sorted them according to color first.  Then we sorted them according to size and then sorted according to size and color.  Each child came up one at a time to help sort each.  

Health and Safety: Discussed:  What plants grow in the understory layer?  The understory is in the shade of the canopy (the layer above it).  Shade plants include moss, ferns and various berries.  We had several fresh fruits.  We discussed if they grew on trees or not.  We sorted them according to if they grew on a tree or not.  I then cut up kiwi, strawberries, grapes and pineapple and we made a layered Understory Fruit Snack.  I put a layer of yogurt, then fruit, then yogurt, and more fruit, etc.  The children all got to enjoy this delicious snack.

Emergent Writing:  Discussed:  How many different shades of green can you find in the room? Many of the animals that live in this layer (birds, butterflies, frogs and snakes) have green to help them camouflage.  We looked at the Green Page on their My Little Journals. We discussed how we can draw with different shades of green and camouflage the animals.

Emergent Reading:   Discussed:  What sounds do you think you might hear in the understory? We looked at the Letter flower “Zz” and discussed the letter and sound.  Explained that insects make sounds by flopping their wings.  You can hear many bugs such as mosquitoes, cicadas, bees and other bugs.  The children made the /z/ sound and pretended to be a bug flying around the room.   When they saw the lowercase letter z, they made the /z/ sound quietly flying around the room.  We looked in the dictionary and found more Z words. 

Show and Tell:   The children came up one at a time to show the Z object that they brought.  We had a lot of zebra’s today. 

Afternoon Centers:  Center 1:  Outside play  Center 2:  My Little Journal-  The children went to the Green page and made a forest with different shades of green.  They drew animals in other shades of green to camouflage them in the understory.  They colored the bird green also.  

Wednesday: Forest Floor

May 2, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish. Rudy added the number to the calendar, discussed the weather and found the day of the week in Spanish.  He reviewed the Spanish and Sign Language words also.  

Brainstorm/Fun Facts:  We reviewed what we learned about the Rainforest.  Today the children told me everything they know about the Forest Floor.  In the rainforest, the forest floor is the very bottom  layer of the rainforest.  Fun Facts:  It’s very dark down on the forest floor.  Almost no plants grow in this area.  Since hardly any sun reaches the forest floor things begin to decay quickly.  A leaf that might take one year to decompose in a regular climate will disappear in 6 weeks. Giant anteaters live in this layer. 

Physical Science:  Discussed:  What do you think the rainforest floor feels like?  The forest floor is very wet.  We had some dirt in a bowl and each child got to feel it and describe what they felt.  I then poured water on the dirt.  Each child came up and felt the muddy, squishy dirt.  They told me what they felt now and then we discussed that this is how the Forest Floor feels. They will draw a picture in afternoon centers using dry chalk and then using wet chalk.  They will discuss the difference. 

Emergent Reading:  Discussed:  What creatures live on the forest floor?  Many bugs, snakes and even jaguars can be found on the forest floor.  I picked 4 children to come up one at a time and pick one of the Look and Find Glasses.  They had to tell what the picture was and find that animal on the Storytelling Poster.  They then followed the directions on the Look and Find Glass.  Look and Find Glass 1: Jaguar: look and find a jaguar.  Show your teeth and growl.  What in the room has spots on it?  Look and Find Glass 2: Frog: Look and find a frog. Count the frogs on the Poster.  Hop like a frog four times.  Look and Find Glass 3:  Butterfly:  Look and find a butterfly.  What else can you find that is blue?  Pretend to flap your wings. Look and Find Glass 4:  Monkey:  Look and find a monkey.  Pretend you have a tail and swing it.  How do you move your arms like a monkey?

Shapes:  Discussed:  What do you think is found on the forest floor?  The forest floor has leaves, twigs and dead plants.  We had a box filled with scrap paper and pretended it was leaves, dead plants and twigs.  In the box, hidden within all the “leaves, twigs, dead plants” was a shape.  I picked a child to come up and try to find the shape.  They found an Octagon.  We discussed the shape in detail. I hid this shape several times in the box and had several children come find it.  Some of the children couldn’t find it and needed help from another child.   

Emergent Reading:    Discussed:  What do you think it would be like to be an animal in the rainforest?  I placed the animal cards face down on the floor and had one child at a time come up and pick one of the cards.  They then had to tell us what the animal was and pretend to be that animal going around the room.  Each child had a turn picking an animal.

Show and Tell:  Each child brought an item that is in the shape of an Octagon.  The children came up one at a time and discussed their item.

Tumble Bus Day:    See the form by the front door to see what activities they did on the bus today.

Afternoon Centers:  Center 1:  Outside Play Center 2:  Wet/Dry Art-  The children will draw with dry chalk a picture and then get their chalk wet and draw.  They will discuss how it is different.  

Tuesday: Rainforest

May 1, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish. We said, “good-bye” to April and “hello” to May.  Rudy put the number on the calendar, found the day of the week in Spanish and found the month of the year in Spanish.  He discussed the weather.  Rudy reviewed the Spanish and Sign language words. 

Brainstorm/Fun Facts:  We discussed the Theme for lessons this month: Jungle Jamboree.  We went through everything that we would be learning about.  Today the children told me what they know about the Rainforest.  We discussed the two words we hear in “Rainforest”.  Did you hear rain?  It rains more than 100 inches in the rainforest.  Did you hear the word forest?  This special forest has a lot of trees and wildlife.  Rainforests are on every continent, except Antarctica.  Fun Facts:  Rainforests are forests that experience a high level of rainfall.  Scientists believe that there may be millions of plant and insect species in rainforests that have yet to be discovered.  Over 25% of natural medicines have been discovered in rainforests.  Rainforests used to cover 14% of the Earth’s surface but due to deforestation now only cover around 6%.  A wide variety of animals live in rainforests, including birds, snakes, insects, jaguars, cougars, chameleons, turtles, frogs and many more.  There are two types of rainforest, temperature and tropical.  

Visual Art:  Discussed:  What colors do you think you might see in a rainforest?  The rainforest has so many animals, birds, bugs, flowers and plants that you can see all the colors in the rainforest.  We looked at the rainforest collage they will be making in afternoon centers. We discussed how to draw trees all over the paper.  

Speaking:  Discussed:  What might you see in the rainforest?  You can find many different types of plants and animals.  (In a 4 square mile radius you can find an average of 1,500 different flowering plants, 750 species of trees, 400 species of birds and 150 species of butterflies.)  We looked at the Storytelling Poster.  I had one child at a time come up and close their eyes and point to the poster.  When they opened their eyes, they had to tell me what they were pointing at.  

Social Skills: Discussed:  Where does clean air come from?  The rainforest is often called the “lungs of Earth” because 20% of the Earth’s oxygen (clean air) comes from the rainforest. I held up one name tag at a time with the child’s full name on it.  The children were responsible for recognizing their own name and couldn’t tell others, whose name it was.  If the child knew it was his/her name they stood up, held their breath and hopped to the name tag.  They then read their full name and sat down.  We did this until each child had a turn to recognize their name.  We only had two children not able to recognize their name.

Visual Art:    Discussed:  What kind of plants do you think you can find in the rainforest?  The rainforest is home to many of the word’s plants, including over 3000 different types of fruit trees, cacao (for cocoa), vanilla beans, rubber trees and tapioca.  We looked at the Green Bird.  I held up some green leaves.  I then picked one child at a time to hide their eyes and hid the bird under one of the green leaves.  They had to come up and find out which leaf the bird was hiding under.  Each child had a turn to find the green bird.  

Green Day:    Each child was to wear green today. I had each child stand up and show us the green on their clothes.  We then counted how many people wore green and how many did not wear green.  We compared more and less.

Afternoon Centers:  Center 1:  Outside Play  Center 2:  Name Tags- The children will practice writing their names.  Center 3: Rainforest Collage-  Each child will draw trees, plants and grass on the paper.  They will then glue on colored mosaic tiles, animal photos & tissue paper to make their collage complete.

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