Browsing articles from "March, 2013"

Friday: Egg

Mar 15, 2013   //   by Miss Kim   //   Daily Lessons  //  No Comments

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

Fun Facts/Brainstorming:  Reviewed what we learned about bee communication.  The children told me everything they know about eggs.  We discussed what comes from an egg.  Fun facts:  Female butterflies lay many eggs during their short life to insure that even a small number of these eggs will survive. The eggs are usually laid in a protected location on or near the plants that the soon-to-be caterpillar will eat.  Most eggs are attached to the plant with a fast-drying glue-like chemical that the female butterfly secretes along with the egg.  Some species lay one egg at a time,  others lay eggs in small clusters, while others lay hundreds at a time.

Creative Development:  Discussed:  Where do you think a butterfly might lay its eggs?  Explained that butterflies lay eggs on leaves to protect them.  The leaves provide food for the larvae that come out of them.  We looked at the leaves that they made in afternoon centers and glued eggs onto.  

Mathematics and Development:  Discussed:  Where do you see shapes in nature?  We looked at the Parquetry Cards and discussed the different sizes of hexagons on them and the different designs they were making.  The children came up one at a time to add the correct size of the foam shape hexagon to the card to fill in the pattern. We continued until all the patterns were filled in.  

Language and Literacy:  Discussed:  Where do you find bugs?  The children helped me spell the word “bug” on the wipe off board.  We discussed the word family “ug”.  I erased the “b” and we added new letters to the beginning of the word family and the children read the new word.  We then looked at the letter cards and made new words with the “ug” word family.  

Physical Development: Discussed:  How many eggs do you think can fit on a leaf?  The children all guessed a number and I wrote their numbers on the wipe off board.  We had numbers like 150, 100, 14, 5, 3, 60, ect.  I then had the children try to put the numbers in highest to lowest order.  They did better with this than I thought.  I then had them put it in lowest to highest number order.

Show and Tell:  The children were to bring an item that has the “ug” word family in it.  They came up one at a time and showed their item and told why they brought it.

Afternoon Centers:  Center 1: Little People  

 

Thursday:Bee Communication

Mar 14, 2013   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form.  Samuel was not here today so we did the calendar together.  The children told me the weather and found the number for the calendar.  We discussed the pattern and found the day of the week in Spanish.  The children reviewed their colors, shapes, Sign Language and Spanish.  

Fun Facts/Brainstorming:  The children reviewed what they learned yesterday.  Today the children told me everything they know about Bee Communication.  They did not know what “communication” meant so once they learned that term they were able to give me some predictions.  Fun Facts:  Honey Bees have two ways they communicate; one is chemical and the other is choreographic (dancing).  Worker bees produce alarm pheromones that can trigger sudden aggression from the colony.  Queen pheromones stimulate many worker bee activities, such as comb building and food storage.  Two common types of dances are the so-called round dance and the waggle dance.  The round dance communicates that the food source is near the hive and the waggle dance means its further.  

Physical Development: Discussed:  What kinds of trails and paths do you follow? Explained that bees leave a chemical scent behind as they fly (like an invisible path).  This communicates to other bees where to find specific flowers.  We looked at the I Can Write project and discussed how to follow the path.  

Language and Literacy:  Discussed:  How do you talk when you are in a library or other quiet place? We looked at the Hands-on letter Qq.  We discussed the sound it makes.  We then looked in the dictionary to find all the Q words.  We then discussed how “q” is always followed by a “u” in every word.  I wrote “qu” on the board and added letters to it to make words.  They noticed that the “u” stayed in every word.  

Science: Discussed:  Other than honey, what else do bees make?  We had a bag with beeswax in it. I had each child come up one at a time to feel the item without looking at it and without telling their friends what it was.  When each child felt it, they guessed what they thought it was but no one was able to guess it.  I showed them the beeswax.  They got to touch it again and tell me how it felt.  We saw all the hexagon’s on the beeswax.  Explained that beekeepers harvest the beeswax to make candles, stain for wood, and lip balm.  

Creative Development: Discussed:  How can you use your body language to communicate?  Explained that bees often use their movements (much like dancing) to tell other bees where to find flowers.  I had the children hide their eyes and placed the flower somewhere in the room.  I had one child be the bee and find the flower but not say anything and just start dancing.  I then had all the other children “bees” fly to wear the main bee was dancing to see if they could find the flower.  We did this several times to give different bees a chance to dance by the flower.  

Show and Tell:  Each child brought in a Q item.  They came up one at a time to show their Q item and discuss what it was.   We helped some of them say a “question” if they brought the letter Q.  

Afternoon Centers:  Center 1:Wooden Blocks Center 2: I Can Write Project-  The children traced the lines being careful not to fall off.    

 

Wednesday: Beekeeper

Mar 13, 2013   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. Samuel put the number on the calendar.  He discussed the weather and told us the pattern.  Samuel reviewed the colors, shapes, Sign Language and Spanish words.  

Fun Facts/Brainstorming:  Reviewed what we learned about bee stings and the helper bee.  Today the children told me what they know about a Beekeeper.  Fun facts:  The term beekeeper refers to a person who keeps honey bees in hives, or boxes.  Commercial beekeepers control hundreds or thousands of colonies of bees.  The most extensive beekeepers own and operate up to 50,000 colonies of bees.  A beekeeper wears a protective veil, suit, gloves and tucks their pants into their boots or uses tape to seal pant legs.  

Creative Development:  Discussed:  What kinds of tools do you think a beekeeper might need? Explained that a beekeeper needs to wear a suit with gloves and a hat with a screen to keep the bees from stinging him.  We looked at the Beekeeper puppet that the children will be making in afternoon centers. 

Physical Development:  Discussed:  What do you think a beekeeper does?  Explained that part of a beekeeper’s job is to gather the excess honey from the honeycomb.  We looked at the Food Group Place-mat and recalled our 5 food groups.  Explained that sweets and oils are also a part of a good diet, but only a little each day is good for you.  We looked at the honey and discussed how it is a sweet.  

Language and Literacy:  Discussed:  How do you think the beekeeper helps the queen bee?  Explained that when the beekeeper checks the beehive he looks for signs of something that doesn’t belong.  We looked at the letters Bb and Qq and discussed the sound they make.  We talked about words that begin with those letters.  I placed two Phonic Tags from the Qq letter set  on the floor and placed one card from the B letter set.  I had a child come up and pretend to be the Beekeeper find the tag that is not like the others.  

Mathematics and Reasoning:  Discussed:  How do you think bees know which beehive is theirs? We looked at the hands-on number 1 and 5. The children told me how to make the number 15 with those numbers.  We had 3 beehives with the number 1, 15 or 5 written on each.  Each of those had a different scent on them.  We had 3 bee pictures and each one had a matching scent to one of the beehives. Explained that each bee colony has a unique odor.  It finds its home by following the scents and chemicals it created.  I had several children smell a bee and then smell the hives to find the matching scent.  The scents were so similar that it was difficult to do.  The children also came up one at a time to practice writing the number 15. 

Afternoon Centers:  Center 1:Bowling pins/waffle blocks & Library books Center 2: My Little Journal-The children will practice writing the number 15.  They will then make a leaf to glue to the page and put 15 eggs on it.    Center 3:  Beekeeper Puppet-  The children will color the parts of the puppet.  They will then glue the parts onto the bag.  They will then attach some black tulle to the helmet for protection from the bees.   

 

Tuesday: Helper Bee & Bee Sting

Mar 12, 2013   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form.  Samuel is the calendar boy for this week and he was not here today.  We did our Calendar together.  The children discussed the weather, found the day of the week in Spanish and found the number for the calendar.  We discussed the pattern on the calendar.  The children reviewed their colors, shapes and Sign Language words.  

Fun Facts/Brainstorming:  We discussed what they thought a helper bee was.  Fun Facts:  Bees help new plants to grow by pollinating flowers.  When a bee lands on a flower it gets pollen on its body and when it lands on another flower it leaves behind the old pollen to fertilize the plant.  Bees help plants make fruit.  The children then told me everything they know about a Bee Sting.  Fun facts:  A bee sting is a bit of temporary pain at the location of the sting, some itching and some swelling.  A honey bee that is away from the hive foraging for nectar or pollen will rarely sting, except when stepped on or roughly handled.  If a bee lands on you, DON’T swat at it with your hands– that’s threatening.  Just keep still and it will fly away again.  

Creative Development:  Discussed:  How do you think bees help flowers? We looked at the flower necklaces they will make again today in afternoon centers for those children that didn’t get to make them yesterday.

Mathematics and Reasoning:  Discussed:  How many flowering plants in the world do bees pollinate?  Explained that bees pollinate over 80% of flowering plants.  (That’s 4 out of 5!)  We had 5 flowers that I spread out on the floor and they had a number 1 to 5 on each.  I had a child throw a bean bag and tell me the number they landed on.  They then counted up to 15 beginning from the number they landed on.  For example, if they landed on 3 then they said “3, 4, 5, 6, 7…. 15”)

Language and Literacy:  Discussed:  Where is the farthest place you have traveled?  Explained that a bee flies up to 5 miles while gathering nectar and pollen. That’s really far for a small bee!   We learned some words in Spanish.  Bee-abeja (ah-bay-hah); butterfly-mariposa (mah-re-po-sah); honey-miel (me-el); flower-flor (flor’); caterpillar- oruga (o-roo’gah); queen-reina (ray’-e-nah); net-red (red); legs-peirnas (pe-err’-nahs).  After we practiced the Spanish words I placed  a picture in each of the two empty bags.  I had a child come up and asked them which bag they thought the “reina” was in?  They would guess the bag and pull the picture out and tell us if it was the “reina” (queen).  If it was not then they would find the correct picture in the other bag.  I continued changing the pictures and each child got a turn to find the correct object.  They had to remember what it was in Spanish as I did not use the English word for it.  

Physical Development: Discussed:  How fast can you flap your arms up and down?  The children demonstrated how fast they could go.  We looked at the letter B.  We discussed how to form the capital and lowercase letter Bb.  I then showed them if I wrote the B on it’s side how it would make wings for the Bee.  Each child came up one at a time to practice writing the Capital and lowercase Bb.  They will work on writing their “B’s” after lunch.  They will then draw a B laying down for wings and draw a bumble bee.

Science:  Discussed:  How can you tell when a bee is nearby?  Explained that when bees feel threatened they fly faster, which causes a louder buzz.  We put a piece of paper on a tongue depressor then added 4 folded squares to the corner and put a rubber band around it.  I swung it above me in the air to listen for the swooshing sound.  

Mathematics and Reasoning:  Discussed:  How does a bee sting feel? We looked at the Counting Card and the children had to tell me the number.  They had difficulty with this number 15.  We then counted the shapes to 15.  

Language and Literacy:  Discussed:  What should you do if a bee lands on you?  We looked at the Bilingual Book and read it together.  They will make their book in afternoon centers.  

Social Studies:  Discussed:  What do you think happens to a bee when it stings. We had Velcro pieces that sticks together.  Explained that some bees, like honeybees, die after they sting.  I had the soft part of the Velcro in my hand and each child came up one at a time to take the hard part.  They tried to sting me with it and if it stuck to the other piece then they would have to fly away and die.  If it didn’t sting then they were a bumble bee and would fly off.

Show and Tell:  Each child was to bring in 15 items.  They came up one at a time to count out their items.

Afternoon Centers:  Center 1: Lego’s Center 2: My Little Journal-  The children will go to the B page and practice writing capital and lowercase Bb’s.  Each child will then make a big B laying down on the page for wings and add the body of the bee.   Center 3:  Bilingual Book- Each child will color their book and help put it together.   Center 4: Eggs on a Leaf Art-  The children will decorate the leaf and then glue eggs onto the leaf. 

 

Monday: Helper Bee

Mar 11, 2013   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. We did calendar together today because we only had 4 lesson kids here.  We had a very quiet lesson day.  We discussed the pattern, discussed the weather, and found the day of the week in Spanish.  We reviewed the colors, shapes and Sign Language words.  

Fun Facts/Brainstorming:  Reviewed what we learned about the Bee Body.  Today they told me about being a helper bee. We will go over this lesson tomorrow when the kids are back as well.  Fun Facts:  Bees help new plants to grow by pollinating flowers.  When a bee lands on a flower it gets pollen on its body and when it lands on another flower it leaves behind the old pollen to fertilize the plant.  Bees help plants make fruit.   

Creative Development:  Discussed:  how do you think bees help flowers?  We made flower necklaces together in the kitchen.  They colored the flowers and then threaded each flower on a string with a piece of straw between.  

Language and Literacy:  We learned some new Spanish words.  Bee-abeja (ah-bay-hah); butterfly-mariposa (mah-re-p0-sah);  honey- miel- (me-el’); flower-flor (flor’); caterpillar-oruga (o-roo’-gah);  queen- reina (ray’-e-nah); net-red (red); legs- piernas (pe-err’-nahs).

Physical Development:  We learned how to write the capital and lowercase Bb.  We went to the table and worked with Miss Kim one on one to write our capital and lowercase letter Bb in our Little Journals.  The children then drew a bee on that page.  

Afternoon Centers:  Center 1:Lincoln Logs

Friday: Bee Body

Mar 8, 2013   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. Mallory told us the weather and put the number on the calendar. She discussed the pattern and found the day of the week in Spanish. Mallory reviewed the shapes, colors and Sign Language words.  

Fun Facts/Brainstorming:  Reviewed what we learned about hibernation.  Today the children told me the body parts of the bee.  Fun facts:  Bees have four wings that are hooked together for flight and separate after.  Bees have 3 pairs of legs.  Bees also have taste receptors on the tips of their legs.  The hind legs are specialized on the worker bee.  They contain special combs to help them pack and carry pollen to the hive.

Creative Development:  Discussed:  What is your favorite part of a bee?  We looked at the Bee Sculpture that they made in afternoon centers this week.  We hung those from the ceiling and counted the bees.  We also discussed the body parts that they had on them.  

Language and Literacy:  Discussed:  Would you like to have a bee for a pet?  Why or why not? I read the title of the rhyme “Baby Bumblebee”.  The children told me the words that began with the letter “B”.  We then found more B words in the rhyme.  We then sang the rhyme a couple times because they loved this.  They acted it out while we sang it.  Rhyme Lyrics:  I’m bringing home a baby bumblebee, won’t my mommy be so proud of me?  I’m bringing home a baby bumblebee, Ouch!  It stung me! I’m squishing up a baby bumblebee, won’t my daddy be so proud of me?  I’m squishing up a baby bumblebee, Ew! It’s yucky!  I’m wiping off a baby bumblebee, won’t my granny be so proud of me?  I’m wiping off a baby bumblebee, Whew! Nice and clean.  

Social and Emotional Development: Discussed:  What part of a bee’s body do you think helps a bee gather the most pollen?  We played a folder game with 4 children at a time.  Each child chose a  bee game piece and a cup.  They took turns moving their bee one space and flicking the spinner.  Each child will collect his matching colored nectar pieces according to the spinner card and places them in their souffle cup. (The beekeeper takes away one piece.)  When all the children reach the hive, they will count their nectar pieces to see how has collected the most.  

Science:  Discussed: Why do you think a bee has black and yellow stripes? Explained that the stripes on a bee send a message to other insects and animals.  They say, “I’m dangerous. Stay away!”  We looked at their My Little Journals and found the 

Black and Yellow Day:  I had each child stand up and show me the black and yellow that they were wearing.  We then counted how many were wearing black and yellow and how many did not.  We compared the numbers and discussed more and less.  

Afternoon Centers:  Center 1:Community Toys

Thursday: Hibernation

Mar 7, 2013   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. Mallory put the number on the calendar, discussed the weather and the pattern.  She found the day of the week in Spanish.  Mallory reviewed the colors, shapes and Sign language words.  

Fun Facts/Brainstorming:  We reviewed what they learned about the Bee Jobs.  Today the children told me what they knew about hibernation.  Discussed: When you are cold, how do you stay warm? Honeybees stop flying when the weather drops below 50 degrees.  Bees all crowd into the lower central area of the hive and form a “winter cluster.”  The worker bees huddle around the queen bee at the center of the cluster.  The worker bees rotate through the cluster from the outside to the inside so that no bee gets too cold.  

Physical Development: Discussed:  What is a group of bees called? Explained that a group of bees is called a colony.  Most bees hibernate, however, honeybees do not.  They huddle inside of the hive, shivering to stay warm.  We looked at their I Can Cut Project that they will do in afternoon centers.  

Mathematics and Reasoning:  Discussed:  What do you like to eat when you wake up?  I placed the 6 puzzle pieces around the room and had the children pretend to be sleeping bees.  Explained that in the spring a few bees leave the hive to see if it is safe.  I had one child wake up and fly out to find a puzzle piece.  When they came back they woke another child to fly and get another piece of the puzzle. We did this until all the puzzle pieces were found.  I then had the children work together to put the puzzle together like a colony of bees would.  We discussed the puzzle picture once it was all together. 

Language and Literacy:  Discussed:  Where do you sleep?  We looked at the Hands-on letter B and discussed that bed starts with that letter.  The children gave me more words that begin with the letter B.  Explained that the muscles a bee uses to fly cannot work when the temperature is under 50 degrees F.  I had Keira be the queen bee and sit in the middle of the blanket.  I then had the other children fly around her saying “bbbbb” instead of buzzing.  I counted by tens backward from 100.  When the children heard me say the number 50, they flew to the bees next and fell asleep.  We did this a couple times.  When it got warm again they would wake up and start flying again. 

Social and Emotional Development:  Discussed:  Who do you huddle (cuddle) with at home to stay warm?  We laid a big blanket on the floor to pretend it was a beehive. I had the children all huddle together on the blanket.  I counted to 60 and then asked the children if they felt warmer. They then ran to get honey (foam shapes) to pretend to eat and feed their colony.

Afternoon Centers:  Center 1:Little People Center 2: Bee Sculpture- They used the cardboard tube and put black stripes around it.  They added wings, head, stinger, wiggly eyes, face and antennae.  Center 3:  I Can Cut Project- The children will cut out the bees and place them in the beehive.  They will then try to write the word “Colony”. 

 

Interesting News about More Sleep for Children

Mar 6, 2013   //   by Miss Kim   //   News & Events  //  No Comments

More Sleep Equals Smarter Children, Study Suggests

February 27, 2013
Image Credit: Photos.com

Lee Rannals for redOrbit.com – Your Universe Online

A new study by researchers from the University of Tübingen’s Institute for Medical Psychology and Behavioral Neurobiology reinforces how necessary sleep is for a child’s brain, even more so than adults.

Researchers wrote in the journal Nature Neuroscience about how children’s brains turn learned material into active knowledge as they sleep and how their brains do it even more effectively than an adult’s.

Past studies have shown sleeping after learning helps long-term storage of the material learned, because during sleep, memory is turned into a form that makes future learning easier. When you are sleeping, implicit knowledge becomes explicit and becomes more easily transferred to other areas.

According to the researchers, children need to get deep sleep for longer durations because of the massive amounts of data they take in each day.

The team studied the ability of a child to form explicit knowledge through an implicitly-learned motor task. During the study, children between eight and 11-years old learned to guess the predetermined series of actions. After a night of sleep, or a day awake, the team tested the children’s memories.

Researchers found after a good night’s sleep, all age groups that took part in the study were able to remember a larger number of elements from the row of numbers than those who had remained awake in the interim.

“In children, much more efficient explicit knowledge is generated during sleep from a previously learned implicit task,” said Dr. Ines Wilhelm of the University of Tübingen’s. “And the children’s extraordinary ability is linked with the large amount of deep sleep they get at night. The formation of explicit knowledge appears to be a very specific ability of childhood sleep, since children typically benefit as much or less than adults from sleep when it comes to other types of memory tasks.”

A child’s brain isn’t the only thing that benefits from a good night’s rest. So does their attitude. A study published in the journal Pediatrics last year found kids who averaged about 27 minutes more sleep at night had fewer behavior issues.

Dr. Judith Owens, director of sleep medicine at Children’s National Medical Center in Washington, said as children have trouble coping with day-to-day issues, more sleep affects their relationship with teachers, as well as their peers. She suggested parents shut off their television or electronic devices about a half hour sooner before bedtime than what is already being practiced in the house. Both studies suggest more sleep doesn’t just lead to a less-bratty child, but a smarter one.

 

Source: Lee Rannals for redOrbit.com – Your Universe Online

Wednesday: Bee Jobs

Mar 6, 2013   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. Mallory put the number on the calendar, discussed the pattern and found the day of the week in Spanish. 

Fun Facts/Brainstorming:  Reviewed what we learned about honey.  Today the children told me everything they know about bee jobs.  Fun facts:  A bee colony is made up of one queen bee, drones and worker bees.  The queen is the largest bee in the colony and is the only one that lays eggs.  Worker bees build the honeycomb, feed larvae, collect nectar and guard the entrance to the hive.  Drone bees work with the larvae, protect the eggs and keep everything besides bees out of the hive.

Creative Development: Discussed:  How does a bee use its body parts to do its jobs?  The children looked at the headbands we will be making in afternoon centers.   

Physical Development: Discussed:  Who helps make food in your house?  The children told me that we had to wash our hands before we made a Bee Snack.  We took a half slice of a banana and added pretzel sticks to the top for antennae.  We then added raisins for the eyes and regular pretzels for the wings.  We made stripes with honey and chocolate pudding.  They ate up their bees.  

Mathematics and Reasoning:  Discussed:  What do you think a queen be does?  The job of a queen bee is simply to lay eggs.  In fact, a queen bee lays up to 2, 500 eggs in one day during the busy months.  We looked at the hands-on number 1 and 4.  The children told me the numbers and told me how to make them into the number 14.  We counted out 14 foam hexagon shapes.  The children came up one at a time to make a honeycomb by fitting them together.  I then had Mallory wear the bee head band being the Queen Bee and drop 14 hexagon foam shapes around the room pretending they were eggs.  The rest of the children were the worker bees and ran around the room picking them up.   

Language and Literacy:  Discussed:  How do we protect a place that is important to us?  Explained that drone bees protect the queen bee so she can lay eggs.  Drones only let bees in the hive and keep everything else out. We looked at the letter B and discussed its sound.  We talked about words that begin with the letter.  

Show and Tell:  Each child brought in an item that begins with the letter B.  They came up one at a time and showed their items.  They also told us why they brought this item.

Tumble Bus Day:  Please see the form by the front door to see the activities they did today.

Afternoon Centers:  Center 1:Wooden Blocks Center 2: Bee Headband-  The children will paint the head band with black stripes.  When it dries they will add a stinger and antenna. They can then buzz around the room.  

 

Tuesday: Honey

Mar 6, 2013   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. Mallory added the number to the calendar and discussed the weather.  She found the day of the week in Spanish.  Mallory reviewed all the colors, shapes and Sign Language.  

Fun Facts/Brainstorming:  Reviewed what we learned about honeycombs.  The children told me everything they know about honey.  Fun Facts:  Honey is sweet food made by bees using nectar from flowers.  In order to make just a little over a pound of honey it takes a team of 10,000 bees who have to visit two million flowers.  Honey is the only food produced for humans by an insect.

Language and Literacy:  Discussed:  Where do you keep things that are important to you?  Explained that bees keep their honey in the honeycomb to keep it safe.  We had a box with a hexagon shape on it and inside was the Look and Find Glasses.  I showed the children the new theme poster.  We discussed everything we saw.  I then looked for the 4 children that were sitting the best: Abby, Lily, Mallory and Gretchen.  I chose one of them at a time to come up and reach into the box to pull out one of the Look and Find Glasses.  They had to tell me what the picture was and find that object on the theme poster.  They then followed the directions on the back of the Look and Find glass.  Look and Find Glass 1:  Flower: Look and find a flower on the theme poster.   What color is the flower? Find something the same color as the flower.  Look and Find Glass 2:  Caterpillar-Look and find a caterpillar.  What is below the caterpillar?  How many caterpillars are there? Crawl on your belly like a caterpillar.  Look and Find Glass 3:  Butterfly-look and find the butterfly on the theme poster.  Count the butterflies on the poster.  Say a number and then pretend to flap your wings like a butterfly as you count to that number. Look and Find Glass 4:  Bumble bee- Look and find a bee on the poster. Count the bees on the poster.  Make a buzzing sound like a bee.  

Mathematics and Reasoning:  Discussed:  What color do you think honey is?  We looked at the counting card and discussed the number 14.  We counted the 14 hexagon’s on the card. We then counted out 14 foam shape hexagons.  We then sorted the foam shapes according to color.  The children came up one at a time to pick 2 foam shapes and put them in the correct pile with the correct color.  We then counted how many yellow and how many black shapes there were.  

Physical Development:  Discussed:  How does honey stay in the honeycomb?  Explained that the honeycomb is like many little buckets.  The honey collects inside of it.  We looked at their My Little Journal’s and found the 14 page.  The children counted the honeycombs on that page.   We discussed how they would paint the 14 honeycombs in afternoon centers.  

Social and Emotional Development:  Discussed:  What do you do when someone says they are sorry? What does it mean to forgive?  Explained that forgiveness is when you try not to be mad at someone after they hurt your feelings.  We discussed times when someone has hurt their feelings or had their feelings hurt.  We talked about saying I’m Sorry and then the other person saying “it’s okay” to forgive them.  They all got an “I Forgive” wrist band. 

Show and Tell:  Each child brought in 14 items.  They came up one at a time to count out their 14 items.  

Afternoon Centers:  Center 1: Lego’s Center 2: My Little Journal-  The children went to the page with 14 on it.  They used yellow paint to  drip onto the honeycombs.  They then drew bees on the page.   

 

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