Browsing articles from "November, 2012"

Thursday: Subway

Nov 29, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish.  Gretchen put the number on the calendar and discussed the weather.  She found the day of the week in Spanish and discussed the pattern on the calendar.  Gretchen reviewed the colors, shapes, Sign Language and Spanish words.  

Brainstorm/Fun Facts:  We reviewed what we learned about Taxi’s.  The children told me everything they know about the Subway.  Discussed how subways and submarines are similar.  Fun Facts:  The first subway stations opened in 1904.  In 2011, there were approximately 5.3 million people riding the subway in an average weekday.  The subway track is 4 feet wide.  If we laid the track end to end, NYC Transit train tracks would stretch from New York City to Chicago.     

Language and Literacy:  Discussed:  How does a subway move?  Subways have to move on tracks, like other trains.  They can only go where the tracks lead.  T is for track, toes, touch, train. We discussed the letter T and the sound it makes.  I taught the children how to make the letter T t.  Each child came up one at a time and practiced writing the capital and lowercase T on the wipe off board and in the My Little Journal.

Physical Development:  Discussed:  How can you be safe on a subway?  We talked about rules that we should follow to stay safe.  I had the children practice following directions by coming up one at a time and rolling the Brain Box.  Whatever side the box landed up on we read that and that child followed those directions.  Brain Box directions:  Twirl 6 times like helicopter blades.  Make a triangle with your fingers. Pretend to drive to something orange in the room.  Fly like a plane to something black in the room. Slide around the room like a subway train. Take 5 big steps.

Creative Development:  Discussed:  What color would you make a subway train car?  I showed them the subway they will be making in afternoon centers.  We talked about how to draw people heads in the windows of the subway.

Social Studies: Discussed:  How do you get to school?  Some children in very big cities ride the subway. We read the book, “Transportation in Many Cultures”.  We discussed all the different types of transportation that different cultures use to get from place to place.  We made a tunnel with a blanket over chairs and the children got to pretend they were going to the subway.  They had fun playing in the tunnel.

Show and Tell:   Each child brought an item that begins with the letter “T”.  They came up one at a time to show their item and tell us why they brought it.

Afternoon Centers:  Center 1: Outside play/ Legos  Center 2:  Subway art- The children will paint the cardboard tube any color they desire.  They will then draw people in the little window stickers and stick them on the tube.  They will have a string in the middle of the tube so they can make it move back and forth.  Center 3: My Little Journal- The children will practice writing their capital and lowercase T on their journal page.  They will then put T’s all over the top part of the page to continue practicing.  

Wednesday: Taxi

Nov 28, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish. Gretchen put the number on the calendar and discussed the weather.  She found the day of the week in Spanish.  Gretchen reviewed all the colors, shapes, Sign Language and Spanish words.  

Brainstorm/Fun Facts:  We reviewed what we learned about buses.  Today the children told me all they know about Taxi’s. The children were not very familiar with what a Taxi was.  Fun Facts:  The name taxi comes from the taximeter, the instrument that measures the distance traveled  or time taken, to determine an accurate fare.  Batteries for the first taxicabs weighed upwards of 800 pounds.  Children under 12 often pay half the fare and children six and under are free. 

Physical Development:  Discussed:  Where would you want to be a taxi driver?  Most taxis are found in big cities where many people need a ride.  We looked at a post card and read the note on it.   The children will write on their post card where they would like to be a taxi driver. 

Mathematics and Reasoning:  Discussed:  Do you think it’s faster to ride in a taxi, train or bicycle?  Traffic can get in the way of trains and taxis in big cities.  Sometimes, it is the fastest to walk or bike.  We looked at our Pattern Guide and the children had to continue the pattern with the picture cards:  taxi, train, bicycle.  I then changed that pattern to taxi, taxi, bicycle.  The children had to help continue the patterns each time I changed them.  

Social Emotional Development:  Discussed:  How can you show that you are thankful?  When the children were able to tell me a way they could show that they were thankful for something, then I put an “I am Thankful” bracelet on them.  

Science:   Discussed:  How do taxis know where to go?  We made a rolling obstacle course by using paper towel tubes and cutting out squares along the tube.  I had 3 tubes I could fit together to make a long road.  We used marbles to roll them through the tube and watch what happened.  We noticed that sometimes they would come out of the square in tube and we related this to a side street in a road and how the taxi could turn onto other roads.  

Tumble Bus:  Mr. Mik came in dressed up like a silly clown.  The kids thought that was funny.  See the form by the front door to see the activities they did today.

Afternoon Centers:  Center 1:  Outside play/ Wooden blocks  Center 2:  Post Card- the children will draw a picture on the card where they want to drive a taxi.  They will then write about why they want to drive a Taxi in that place.  Center 3: My Little Journal-  the children will draw a line from the vehicle to the place it can travel.  Center 4:  Little Learning Cards-  The children will cut out the cards to take home and practice what they have learned. 

Tuesday: Bus

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

Calendar:  Discussed calendar in English and Spanish. Gretchen put the number on the calendar and discussed the weather.  She found the day of the week in Spanish.  She reviewed all the colors, shapes, Sign Language and Spanish words.  

Brainstorm/Fun Facts:  We reviewed what we learned about trains yesterday.  The children told me everything they know about Buses today.  Fun Facts: Buses emit the least carbon dioxide per passenger mile when compared to other vehicles.  They are on average 6 times more energy and fuel-efficient than single occupancy automobiles.  There are 3 times as many bus stations nationwide as there are airports and intercity rail terminals.  More than 2, 000 new buses are manufactured each year.  Bus travel is among the safest forms of surface transportation.  

Creative Development:  Discussed:  What color bus have you seen?  We looked at the bus they will be making in afternoon centers.

Languge and Literacy: Discussed:  What parts of a bus can move?  We looked at the Poetry Poster and read it to the kids.  It was the “Wheels on the Bus”.  We then sang the song “The Wheels on the Bus”.  

Mathematics and Reasoning:  Discussed:  How many people do you think can fit on a bus?  We went to the 6 page on their Little Journals.  We counted the trains on the page in English and Spanish.  We then discussed how we could draw a bus and put 6 people on the bus.  I showed the children how to write the numeral 6.

Social Studies:   Discussed:  Where do buses go?  We had a piece of paper for each place we discussed that a bus could go or things we would see on our bus ride and drew that picture on one piece of paper.  We pretended to be on the bus and I held the picture up when we passed that object or place.  

Show and tell:  Each child brought in 6 items.  They came up one at a time to count out their 6 items.  Each child also told us what 6 was in Spanish.  I had to get some items for a few children that didn’t bring anything to count because they were sad.  

Afternoon Centers:  Center 1:  Outside play/ Community Helper toys  Center 2:  My Little Journal-  The children will go to the page with 6 and draw a bus.  They will then use an ink pad to dip their thumbs and make 6 thumbprints in the windows of the bus for people. They can then put eyes and mouth on the prints.    Center 3:  Bus Art-The children will take a paper bag and paint it the color they want their bus to be.  They will then let that dry and cut out the windows and doors of the bus.  They will attach souffle cups (wheels) with brass fasteners to the sides of the bag and then stuff the bag with paper.  They will tape the end of the bag shut and add the windows and doors.  They will try to leave one side of the door unglued so that they can open and shut it.  

Monday: Train

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

Calendar:  Discussed calendar in English and Spanish. Gretchen is the calendar and meteorologist girl for this week.  She put the numbers on the calendar and discussed the weather.  She told us the colors, shapes, Sign language and Spanish words.  

Brainstorm/Fun Facts:  The children told me everything they know about trains.   We also discussed if they had fun with their families over Thanksgiving.  Fun Facts:  Trains need a track to travel.  The heaviest train weighs more than 27, 000 elephants.  In the 1800’s trains move at the peak speeds of 25 mph.  A train can certainly have shoes if it is powered by ground electricity.  Some trains have three tracks, the third being an electric line.  The first safe train was built in England in 1829.  The fastest train in the US is the electric Amtrak train.  

Creative Development: Discussed:  How many cars can a train pull?  Trains can pull over 100 cars.  We used the Math Counting Chart and we all Counted to 100 together.  We looked at the train they will be creating in afternoon centers.

Mathematics and Reasoning:  Discussed:  What do trains carry?  I wrote what each child said a Train could carry on a piece of paper and we taped it to the wall.  We counted all the train cars this train had.  We had domino train cards.  I placed an engine face up and the rest of the cards face down.  We went around the circle and had each child pick up one card and try to match it to the picture on the car.  If it matched they laid it next to that train.  If it did not match they held onto it until they could match it to another train car.  When all the cards were matched we counted how long the trains were and discussed more and less.  

Science:  Discussed:  How do you think trains move?  Train engines, also known as locomotives, run on steam, electric, diesel or coal.  We looked at their My Little Journal books and found the black page.  We discussed all the children wearing black clothing today.  I showed the children how to draw a black train using rectangles, circles and squares.  Explained that you can tell the type of locomotive it is by the color of the smoke. White smoke is a steam engine. Electric locomotives give off no smoke.  Black smoke comes from diesel fuel or coal.  

Mathematics and Reasoning:   Discussed:  Why do some trains have a caboose?  A caboose is the last car of a train.  Many years ago, train workers used it as a place to monitor safety precautions and to rest.  We sang a song and did the actions to a train song.  We then pretended we were a train and each person connected to the Engine “Thomas” and the Caboose “Mallory” made sure everyone stayed together in the train. We went around the room making train noises.  

Afternoon Centers:  Center 1:  Outside play/Waffle blocks and bowling pins Center 2:  Train Art- The children will decorate the engine and caboose.  They will then attach a pipe cleaner to the engine and put on colored noodles to make cars.  When they are done adding noodles then they will put the caboose on.  Center 3:  My Little Journal- The children will go to the black page and color the paint brush black. They will then draw a black train.  

Wednesday: Thanksgiving

Nov 22, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

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

Brainstorm/Fun Facts:  We reviewed what we learned about Turkeys and the Pilgrims.  Discussed:  What does your family eat on Thanksgiving? Many families have a large family dinner on Thanksgiving that includes many types of foods.  

Creative Development: Discussed:  If you were a turkey what color feathers would you like to have?  I showed the children the turkey that they will be putting together during centers.

Mathematics and Reasoning:   Discussed:  Wild turkeys have about 18 tail feathers. Is that more or less feathers than you are old?  We then counted to 18.  We had 12 turkeys with a number 1-12 written on each.  I had one child at a time come up and turn a turkey over and tell me the number on their turkey.  They then added that many clothespins as its tail feathers   We discussed if they counted enough clothespins out or not to match the turkey’s number. 

Science:  Discussed:  Why do you think corn is another common decoration and food related to the Thanksgiving holiday?  Native Americans grew corn for a long time before the pilgrims arrived on the Mayflower.  Thanksgiving first happened long ago when the two groups of people celebrated together by making a feast of the food they each had to offer. The children will make a corncob using a sponge and feather to paint it during afternoon centers.

Afternoon Centers:  Center 1: Outside Play Center 2:  Turkey Art-  The children will paint a turkey pattern and feathers. They will then add eyes and their painted feathers plus other feathers to their turkey.  Center 3:  Corn Art-  The children will take a sponge to dip in paint and make the cob.  They will then dip a feather in paint to make the husks of the corn.  

Tuesday: Thanksgiving

Nov 20, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

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

Brainstorm/Fun Facts:  We reviewed what we learned about the Pilgrims coming on the Mayflower and celebrating the first Thanksgiving with the Native Americans.  Today the children told me everything they know about Turkey.  Fun Facts:  Benjamin Franklin wanted the national bird to be a turkey.  Turkeys can drown if they look up when it is raining.  A male turkey is called a tom.  Also known as a gobbler.  A female turkey is called a hen.  A baby turkey is called a poult or a chick.  

Language and Literacy: Discussed:  What is something nice a friend or family member did for you?  We looked at the Thank You cards that the children will be making in afternoon centers.   

Social Emotional Development:   Discussed:  What does a turkey sound like?  When a turkey makes noises it sounds like “gobble”.  We all held hands to get ourselves in a circle.  We sat down and put our Turkey hats on.  We played this just like Duck, Duck Goose.  The children said “Bawk, Bawk, Gobble” instead.  I picked a child to go around and touch the children’s heads saying “bawk” for each person until they wanted to pick the person to run after them and they then said “gobble” for that.  We played until each child had a turn to be the “turkey”.  

Thanksgiving Feast Day:  The children will be eating a huge Thanksgiving feast for Lunch. Snack times they will get the apple pie, pumpkin pie, cookies and pumpkin muffins that were made for us.  

Afternoon Centers:  Center 1: Variety of Toys Center 2: Thank You Cards-  the children will write Thank You with help on the front page of the card.  They will then write a sentence in the inside telling what they are Thankful for.  They will then draw a picture to go with what they are thankful for.   

Monday: Thanksgiving

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

Calendar:  Discussed calendar in English and Spanish.  Kade is the calendar and meteorologist for this week.  He was not here this morning so we did calendar together.  We added the numbers to the calendar and discussed the weather.  The children found the day of the week in Spanish.  We reviewed our colors, shapes and Sign Language words.  

Brainstorm/Fun Facts:  We discussed why we celebrate Thanksgiving.  The children told me what their family does during Thanksgiving.  We discussed how their families show that they are thankful.  We discussed how the Pilgrims came in a ship called the  Mayflower and were the first to celebrate Thanksgiving.  The Pilgrims showed how they were thankful for the Native Americans because they taught them how to hunt and grow food to get them through the winter months.  The first Thanksgiving celebration lasted three days.  They celebrated the first Thanksgiving Day at Plymouth, Massachusetts.   

Creative Development:  Discussed:  What do you see that reminds you of Thanksgiving?  Many people eat turkey as a traditional Thanksgiving dinner.  Long ago, settlers in the USA found wild turkeys in the woods.  Native Americans taught the settlers how to hunt and farm.  The settlers were thankful to have new friends and food to eat.  We looked at the Turkey hats they will be making in afternoon centers.

Social Studies:  Discussed:  How does your family celebrate Thanksgiving (or: Does your family celebrate Thanksgiving)?  We discussed who would be at their Thanksgiving dinner.  The children will use ink to make finger prints on paper to draw their families.  The Thumbprint will be turned into the face of one of their family members.

Language and Literacy: Discussed:  What other decorations or items remind you of Thanksgiving?  We looked at the Matching cards and discussed the pictures.  We sat in a circle and played the matching game.  

Language and Literacy:   We read two Thanksgiving books and discussed while we read.  

Show and Tell:  Each child brought in an item or picture of what they are Thankful for.  The children told about their items and discussed why they were thankful for that.  

Afternoon Centers:  Center 1:  Little People Center 2:  Turkey Headband-  The children will add eyes and a beak to the head pattern.  They will then cut out their feathers and put them on the headband.  We will use these headbands for a game and when we eat our Thanksgiving feast.  Center 3:  Finger Family Art-  The children will make a finger print on their paper making one finger print for each family member. They will then draw a body and arms and legs to each print to make it look like a family member.  They will add eyes and mouth to the print to make it the face.  

Thursday: Tugboat

Nov 15, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish. Keira put the number on the calendar and told us the weather.  She reviewed all our colors, shapes and Sign Language words.  We also reviewed our Spanish words.  

Brainstorm/Fun Facts:  We reviewed what we learned about helicopters yesterday.  Today the children told me everything they know about boats.  Abby was the first one to tell me that boats need water to work.  We discussed the different types of boats.  A tugboat is a small boat that pulls and pushes very big and heavy boats.  Fun Facts:  Tugboats range in overall length from 70 to 210 feet.  Their engines generate from 750 to 3,000 horsepower. Most tugs are built of wood or metal-sheathed wood.   The tires on the sides of the tugboat prevent damage to boats being guided by the tug if it should bump against them.  

Creative Development:  Discussed:  Why do tugboats have tires on the sides?  Explained that tires keep the tugboat from scratching and hurting the boats it helps move.  Each child got a pillow and we pretended to be tugboats and gently bumped each other with our pillows.  They thought this was fun!  We looked at their tugboat collage that they will be making in afternoon centers.

Physical Development: Discussed:  What type of food do you eat that is protein?  We had to discuss what protein was because the children were unsure.  We looked at our Food Group mat and discussed the different food groups and what types of food fit in that group.  Explained that protein helps make our muscles strong and gives us energy.  I stuffed a sock with other socks and tied the end to make a fish.  We all sat in a circle and I sang “Row, Row, Row your boat” while we passed the fish around.  When I stopped singing the person holding the fish had to jump up and say “protein”.  We did this until everyone had a turn.  

Show and Tell:  Each child was to bring a piece of play food that was protein or a picture of protein.  I had them come up one at a time to tell about their food item and how it was protein or not protein.  We discussed what food group it belonged to if they did not bring a protein.  

Mathematics and Reasoning:  Discussed:  What is the heaviest thing you can pull?  How big of a boat do you think a tugboat can pull?  We looked at the hands-on number 6.  We counted to 6 in English and Spanish.  We also counted out 6 items.  I laid a blanket on the floor and picked a child to go find 6 items to put on the blanket.  That child then tried to pull the blanket full of toys.  We discussed how they were  a strong tugboat pulling a boat.  Each child got a turn to count out 6 items of their choice and put them on the blanket and then try to pull the blanket through the room.  We then added 6 little children to the blanket and the big kids tried to pull them around the room.  I had to help them because they were heavy.  Each child also got to be pulled by another child when they were laying on the blanket.  

Language and Literacy:   Discussed:  How hard can you pull?  We looked at the Hands-on letter T and discussed the letter and sound.  We then talked about some T words.  We had a capital letter T taped to the floor and another small lined taped 2-3 feet from the capital T.  I taped the Letter T to the middle of a rolled up blanket.  We laid the T that was taped to the blanket on the Capital T tape.  I picked children to stand on both sides of the T on a line and they were going to play Tug of War with the rolled up blanket!!!  They have never played this before so we discussed how each team was going to pull in a certain direction to try to pull that T on the blanket to them to get it over their line.  They had a blast playing tug of war.  I tried to get the size and strength of the children well balanced on each team.  It took the teams several minutes to get it pulled because both sides were strong.  

Afternoon Centers:  Center 1:  Lacing Cards and Library books  Center 2: Tugboat Collage-  The children took the tugboat pieces  and designed their own tugboats by gluing the pieces onto a piece of paper.  They then added a cellophane strip to the bottom of the page to represent water. 

Wednesday: Helicopter

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

Calendar:  Discussed calendar in English and Spanish. Keira put the number on the calendar and told us the weather.  She found the day of the week in Spanish.  She also reviewed the shapes, colors and Sign language words.  We reviewed our Spanish words together.  

Brainstorm/Fun Facts:  We reviewed what we learned yesterday about Hot Air Balloons.  Today the children told me everything they know about helicopters.  We discussed how helicopters are different than an airplane.  Fun Facts:  If the engine stops, the helicopter rotor continues to spin allowing the machine to slowly land, generally without crashing to the ground.  Helicopters are safest to fly in bad weather because they can slow down, stop and/or fly backwards or sideways.  The record for the fastest helicopter in the world is held by the Sikorsky X2, clocked at 258 mph.  Over 3 million lives have been saved by helicopters in both peacetime and wartime operations since the first person was rescued from the sea in 1944.  

Language and Literacy:  Discussed:  What vehicles can fly?  We learned some sight words before we read the I Can Read book:  We, go, a, in.  We then reviewed our word family words: car, star, jar.  We practiced these words a lot and used them in sentences.  We made silly sentences also.  The children then had to help me read the I Can Read book because they knew most of the words we practiced.  I had the big kids come up and tell me a sight word on the page and circle it.  

Mathematics and Reasoning:  Discussed:  What happens to the helicopter’s blades when it lands.  I had each child come up one at a time and spin really fast like a helicopter’s blades with their arms out.  After they spun 6 or more times I had them land on the triangle.  They then told me how they felt!!  It was so funny watching them try to land when they were dizzy!!  

Physical Development:  Discussed:  What snacks do you eat that resemble helicopter parts?  We made a helicopter using rice cakes, pretzel sticks and peanut butter.  It was hard to get our sticks to stay on the rice cake.  

Science:  Discussed:  Do you think a piece of paper can move like helicopter blades?  We had a piece of paper that we had to cut and paperclip in a certain place.  I then asked each child one at a time to come stand on a chair and drop the paper.  They told me what they saw.  It spun like a helicopter’s blades. It was really cool!!

Tumble Bus Day:  See the form by the front door to see the activities they did today on the bus.  The bus will not be here next week due to the holiday.  

Afternoon Centers:  Center 1:  Legos  Center 2:  I Can Count Project:  The children will count their boats and cut them out.  They can then practice doing story problems on the lake.  Please practice adding and subtracting boats on the lake to tell what it equals at home.  Center 3:  I Can Read Book-  The older children will go find their sight words and circle them or underline them.  

Tuesday: Hot Air Balloon

Nov 13, 2012   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed calendar in English and Spanish. Keira put the number on the calendar and discussed the weather.  She told us all the colors, shapes and Sign language words.  Keira helped us find the day of the week in Spanish.  We all reviewed our Spanish words.  

Brainstorm/Fun Facts:  We reviewed what we learned about airplanes.  Today the children told me everything they know about Hot Air Balloons.  Discussed: How does a hot air balloon fly?  Fun facts:  Hot air balloons were discovered in France in 1783. Animals of all sorts were used for experimenting like a sheep, rooster, and duck, to be sent high up in the balloon.  This was the first attempt made by man to fly.  Children under 5 usually aren’t allowed in the hot air balloons.  Area balloon operators can carry from 2 to 10 passengers at a time depending on the balloon. 

Creative Development:  Discussed:  Where do people sit in a hot air balloon?  The parts of a hot air balloon: basket, balloon, rope.  We looked at the hot air balloon that the children will be making in afternoon centers.  

Language and Literacy:  Discussed:  How do hot air balloons come down?  I blew up a balloon and showed the children what happened when I let the air out.  We learned the ASL sign for “up”. You take your index finger and point up!  We also learned the sign for “down”.  Take your index finger and point down.  The children all squated near the ground.  I used the sign for “up” and they all stood up as tall as they could on their tippy toes like a balloon ready to fly.  I then used the sign for “down” and they all went back down to the squating position.  We practiced using our signs several times repeating this activity.  I also blew up the balloon and the children stood up while the balloon was getting bigger and then I let go of the balloon and the children went down while the balloon was going down.

Science: Discussed:  How does a hot air balloon look in the night?  We looked at the paintbrush and discussed the color “black or negro in Spanish”.  Explained that a hot air balloon glows like a nightlight or firefly.   The light is made from the fire that heats up the air in the balloon.  The children pretended to be a balloon floating in the sky.  I chased them with the black paintbrush and when I tapped them I put their fire out so they had to slowly float back down to their seat.  The children then took turns taking the paintbrush and finding something black in the room and painting it.  

Science:   Discussed:  How can chemical reactions fill a balloon with air? Hot air makes the balloon go up in the air.  We did the following experiment with a balloon and watched it throughout the day to see what happens.  We poured yeast into a plastic bottle.  We added warm water, filling it about 1/4 of the way.   Measured one teaspoon of sugar and put it in the mixture.  I shook the bottle up to mix it well.  (this activates the yeast).  I stretched the balloon over the opening of the bottle mouth then placed it in a warm bowl of water.  We then watched the balloon as it started to fill with air and get bigger.  We had to watch through out the day as this is a slow process.  

Show and Tell:  The children all brought black items to show.  Each child came up one at a time to tell us about their items and show the black on their item.  Maggie B. then came and sat on my lap and we read all her Birthday cards.  We also had cake for her today at lunch time.  

Afternoon Centers:  Center 1:  Community helper toys/Outside play  Center 2:  Hot air balloon art-  the children will weave to make the basket.  They will then color the hot air balloon and glue on strips of paper.  They will make a picture of themselves to glue into the basket.  They will attach the balloon to the basket with a string.

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