Browsing articles from "March, 2014"

Monday: A Day at the Pond

Mar 31, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form.  Maggie Boling is the calendar girl for this week since our calendar boy is out for the week.  She put the number on the calendar, discussed the weather, and found the day of the week in Spanish with help from the children.  We reviewed our colors, shapes, sight words, Spanish, and Sign Language words.  We discussed today’s pattern and discussed that tomorrow is a new month!

Fun Facts/Brainstorming:  We reviewed what the children learned about Fish.  Today we discussed  ” A day at the Pond”, and what they would do if they were at the pond.  Fun Facts:  A pond is a huge hole that is full of water.  A pond is home to many animals, such as frogs, fish and birds.  Many people go fishing at a pond.  You can have picnics at the pond.  It is a place to relax and enjoy the outdoor environment.  

Physical Development: Discussed: What is your favorite thing that might be found at a pond?  Each child told me what their favorite animal/ thing was on the theme poster.  After each child discussed their items, we discussed what it would eat.  We looked at the recipe card and talked about how to make an edible pond in a cup. Afterwards,  their pond snack was brought out. The pond snack contained grapes to resemble turtles and jello to resemble the water. It was topped with gold fish and we had a pretzel “fishing pole” which was covered with cream cheese!  It was a delicious treat and the children loved it!

Language and Literacy: Discussed: What is your favorite memory from exploring the pond?  I showed the children the center they would be doing that afternoon.  They will be drawing their favorite memory at a pond and writing a few words describing it.  They will be signing their name and we will be putting their pages together to make a classroom book!

Social and Emotional Development: Discussed: What would you take on a picnic at the pond?   I showed the children the “little learning cards” and we discussed the  concepts of the cards together. They will be getting their own set of  cards to take home.  

Mathematics and Reasoning: Discussed: What would you do if you caught a fish? Some people keep fish to eat, and some people let them go back in the water. That is called “catch and release.”  Each  child got to toss the brain and box card  and then catch it. If they didn’t catch the  box then they had to follow the suggestion that was on the box.  We continued this until each child had a turn.

Afternoon Centers:  Center 1:Out side play. Center 2: Each child got a blank paper and was encouraged to draw their favorite memory  on the page. We will be putting the pages together to make a book.  

 

Thursday: Duck

Mar 27, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. Miss Kim  put the number on the calendar, discussed the weather and found the day of the week in Spanish with help from the children.  We reviewed our colors, shapes, sight words, Spanish, and Sign Language words.  We also reviewed the pattern on the calendar.

Fun Facts/Brainstorming:  We reviewed what they learned about Leeches.  Today we discussed Ducks and what type of birds live near a pond.  Fun Facts:  The mallard duck is the most common wild duck in the USA.  The current breeding population is estimated to be almost 10 million.  Mallards are able to take flight from water almost vertically.  With one strong swoosh of their wings, the duck’s body is lifted clear out of the water.  Mallards can rise “straight up” 30-36 feet if its necessary to clear tree tops.  Once a duck is in flight they can reach seeds up to 70 feet per second.  Female ducks like to breed near the place they were hatched from.  Most male ducks never breed at the same place twice.  Male ducks are known as drakes.  Female ducks are known as hens.

Physical Development: Discussed: Why do you think baby ducklings follow their mamas?  I showed the children the My Little Journal and we flipped it to the back cover and used a crayon to draw a path from the mother duck to the pond. We had to try to avoid  the snake and alligator.  I explained that the children would get to do this on their own journal that afternoon.

Social and Emotional Development:  Discussed: What is the difference between a duck and a goose?   We played a game of “duck, duck, goose.”  I explained that the person chosen to touch the heads is the adult duck and they are expecting the ducklings.  Each time they touch the head of someone in the circle they say the words “duck” if he thinks it is a duckling and “goose” when he decides a gosling is hiding with the ducklings.   The duck chases the goose around the circle and switches spots.  We continued until each child has been chosen to be the gosling.

Mathematics and Reasoning:  Discussed: What type of  leaves do you eat?  Ducks eat small fish, insects, or animals but mostly, ducks enjoy aquatic plants and grass, such as lily pads. I laid the ducks on the floor and had a child  count them.  I asked a child to place the smallest duckling on the lily pad. I asked if the duck  was smaller or bigger than the lily pad.  We did this until all the  ducks have been compared to the lily pad.  I had the children arrange the ducks from smallest to largest.  

Language and Literacy: Discussed:  What is your favorite animal at the pond?  We looked at the Bilingual book and I read the book in both English and Spanish.  I explained that the children would be making their own bilingual Book this afternoon.  

Afternoon Centers:  Center 1: Mr. Potato head, blue tunnel and Lincoln Logs   Center 2:Bilingual Book- Each child punched out the pages and put them in order ready to staple together.  They then got to color the pages and practiced reading the book together.  Center 3:  My Little Journal-  The children went to the back page and drew a path for the mother duck to get to her baby duck.  They had to make sure they avoided the alligator and snake.

 

Wednesday: Leech

Mar 27, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. Miss Kim  put the number on the calendar, discussed the weather and found the day of the week in Spanish with help from the children.  We reviewed our colors, shapes, sight words, Spanish, and Sign Language words.  We also reviewed the pattern on the calendar.

Fun Facts/Brainstorming:  We reviewed what they learned about crawfish. Today the children told me all that they know about leeches.  Fun Facts: Leeches are worms that live near water with many teeth for sucking their food.  After they bite and eat, they will fall off on their own. The size of a leech depends on the species.  Some species can reach 16 inches in length.  Most leeches are usually 0.3 to 3 inches long.  Body of leeches are composed of 34 segments. Their body is brown or black in color.  Leeches have suckers on both ends of their body.  Most species have three jaws equipped with small, sharp teeth.  Their teeth are even able to pierce thick skin of a hippo.  Leeches have 32 brains.  Due to similarity with the nervous system of humans, leeches are often used in investigation of brain disorders.  Majority of leeches eat blood.  Certain species of leeches consume decaying plant material or various worms and insects.  

Language and Literacy: Discussed: What words do you know that end with the /og/ sound?  I spread the beginning sound cards on the floor. We discussed what words we could make adding the sound cards to the /og/ sound.  We  used the wipe off board to look at the letters “og”.  Discussed their sound and made lots of words with those letters.  The children read all the words. I wrote a poem with missing letters. The children filled in the words they wanted to make the poem silly.  Poem I wrote: “There once was a ___og, On a __og, In the ___og, Until it saw the ___og, And now it’s gone.

Science: Discussed: What do you think happens when a leech  eats?   When a leech attaches to its host it stays  attached until it is full.  It swells up and then falls off.  I had the children pretend to be leeches.  I had them pretend to blow up and get bigger as they pretend to eat.  When they were “full”  I invited them to fall down to the ground.  We did a science experiment.  We took an empty water bottle and measured out 1/4 cup vinegar and a 1/4 cup water.  We mixed those and poured it in the water bottle.  We then put 1 tablespoon of baking soda into a deflated balloon.  I took the balloon and carefully placed it over the mouth of the water bottle without spilling the baking soda into the vinegar mixture just yet.  The children then predicted what they thought would happen when I held the balloon up to make the baking soda go into the vinegar/water.  I put the balloon up and let the baking soda pour into the vinegar/water solution.  The children all of a sudden saw fizzing and the balloon started to blow up and get big.  They loved this experiment.  We discussed that the mixture of the ingredients caused a gas to release and blow up the balloon. This gas is Carbon dioxide.  We talked about how the leach would look after it ate all its food. It would look like the balloon.

Mathematics and Reasoning:  Discussed: Where do you think leeches like to attach?  Only about 10% of leeches actually have the ability to bite and attach to a living creature.  Most leeches hook onto decomposing items to feed.   We pretended the black piece of paper is a small leech.  I placed one of each matching card face up.  I had all the children hide their eyes as I placed the “leech” under one card.  Then I picked a child to come up and choose the card which the leech was under.  Every child got a turn to find the leach under the animal.  

Physical Development: Discussed: Which letters can you make with your body?  Each child gets I Can Write sheet and I had them name the letters.  We all tried to make one letter with our bodies! I gave each child a piece of yarn and we pretended they were leeches.  The children tried to make letters with the piece of yarn.  Afterwards, they practiced writing the letter on the I can Write Sheet.

Show and Tell: Each child was to bring a word with the /og/ word family.  They came up one at a time to show us their word and read it for us.  They then found the /og/ in the words.

Afternoon Centers:  Center 1:Bowling and waffle blocks Center 2: I Can Write Sheet- The children practiced writing the letters “Kk” “Pp” and “Ff”  and also traced  the pattern lines on the back of the sheet.   

 

Tuesday: Crawfish

Mar 27, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. Miss Kim  put the number on the calendar, discussed the weather and found the day of the week in Spanish with help from the children.  We reviewed our colors, shapes, sight words, Spanish and Sign Language words.  They also told us the pattern on the calendar.

Fun Facts/Brainstorming: We reviewed what they learned about snails.  Today we discussed crawfish and what the kids knew about them!  Fun Facts: Someone who studies crawfish is called a Hydro-geologist.  There is a species that is blue. It is called a Blue Crawfish.  There are also  red crawfish and white crawfish.  Red crawfish is the most common. Blue coming in second and white in third. Crawfish can get 3-4 inches long.  In captivity, a craw fish can last up to two years with the proper care.  There are over 500 species of craw fish on the United States.  

Creative Development: Discussed:  What do you use to help you eat your food?   Crawfish are known for finding great places to hide such as between rocks, under fallen logs or other dense areas in the pond.  I showed the children the crawfish that they would be making that afternoon.  We pretended the slide in the front room was a rock and I had them pretend to be crawfish and crawl underneath it to hide.  

LAnguage and Literacy: Discussed: How can you use your body to make musical sounds? We read through the Little Theater and when a bold word came up, the children did what was directed! They had a blast acting it out together.  After that everyone got an instrument and we all made music together and read the story again using the instruments to act it out. 

Mathematics and Reasoning:  Discussed: What shape might you see at the pond?  We looked at the daily topic poster together and described what the tail of a crawfish looks like.  I had one child place one diamond foam shape on the tail, then another until the tail was covered! Over lapping the shapes resemble the scales found on a crawfish.  Every child placed three foam shapes on the  Shape Design Mat.

Physical Development:  Discussed:  Where do you like to hide?  We looked at the My Little Journal.  I showed them the diamond page and explained that they would be drawing diamonds at the top of the page and using scrap paper to cover half of the diamond.  They can flip the flap to see the whole shape.  I read them my short story about hiding shapes and told them to think about what their story will be.  

Afternoon Centers:  Center 1:Wooden car and train set. Center 2: Crawfish Headband: They each decorated the craw fish claws, tail, and headband strips. They attached the claws and taped the tail to the headband.  We helped them attach the wiggly eyes on the front.  We sized the headband to the child’s head!  Center 3:  My Little Journal- The children went to the diamond page and drew diamonds on the top of the page , then took scrap paper and covered half of the shape.  

 

Monday: Snail

Mar 27, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  We discussed the date in English and Spanish and wrote it in number form.  Miss Kim is the calendar girl for this week since our calendar boy is out for the week.  She put the number on the calendar, discussed the weather, and found the day of the week in Spanish with help from the children.  We reviewed our colors, shapes, sight words, Spanish, and Sign Language words. We discussed today’s pattern and discussed what tomorrow’s calender pattern would be. 

Fun Facts/Brainstorming:  We discussed what the children learned about mayflies.  Today we discussed snails.  I asked the children what animals do they know that lived in a shell.  Fun Facts:  Snail’s bodies produce a thick slime. Because of this slime, they can crawl across the edge of a razor and not get hurt.  Some snails have been known to live up to 15 years.  Snails travel in irregular paths, often traveling in a circle.  Snails rely mainly on their sense of touch and smell when finding food because they have very poor eyesight.  Snails can not hear.  Snails can retract one or both tentacles at a time.  Snails can crawl upside down, because of the suction made by their slime.  Snails are nocturnal animals which means they are more active at night.

Social and Emotional Development:  Discussed: If you were a snail, what color would your shell be?   We looked at the World Map together and where Columbia is located.  In Columbia there is a popular children’s song that says ” Yellow is our gold, blue is our vast seas and red is for those that gave us our freedom.”  I had the children think of a color that represents them. I showed them the color that represents me and explained that they would be making a flag, made up of three colors that represents them. 

Language and Literacy: Discussed:  How can you move without moving your legs?  The bottom of a snail’s body is like one big muscle.  The snail secretes mucus so it can glide more easily along the ground.  We looked at the board game together and I had the kids tell me the names of the letters  on the snail.  I placed the cards face down on the floor and mixed them up.  I placed a game piece on start. One child chose a card and looked for the next matching space on the board game.  I had them move the game piece to that matching space.  Four children played the game and everyone tried to make it to the finish line. 

Mathematics and Reasoning:  Discussed:  It is never safe to go somewhere on your own, especially swimming or in the woods.  It is important to be with others.  I laid the blanket on the floor and laid the cards facing down around the pond.   I had each child “jump” in to the pond and find a card.   After they found a card, I asked them to come get that many “snails” out of the pond.  They worked together to figure out how many snails they had all together.  We discussed that they should never explore alone; an adult should always know where they are and someone responsible should always be with them. 

Creative Development:  Discussed: What is your favorite color to wear?  Each child went and found something in the room that was their favorite color, after that they said why it was their favorite color. I showed them my snail art and explained to them they would be making it this afternoon. 

Afternoon Centers:  Center 1:Wooden Blocks Center 2: Fish Art: Each child got a fish and a book. They punched out the book and colored the book according to the directions.  Once they are done coloring they glued the eyes to the fish and stapled the book to the fish as well.    Center 3:  Meaningful Colors-The children thought about a color and what it represents to them.  They picked three colors and painted them onto white paper to represent them. Center 4: Snail Art- They cut a snail body out of the paper and then glued it to the shell which they decorated. 

 

Friday: Mayfly

Mar 23, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

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

Fun Facts/Brainstorming:  We reviewed what they learned about Water Striders.  Today the children told us everything they know about Mayflies.  They did not know very much about them.  Fun Facts:  Mayfly nymphs stay in streams and rivers for up to one year. Reaching adulthood takes along time as well.  Unluckily, fully-grown adult mayflies live only an average of one day.  Mayflies are the only insects that undergo molding despite having wings already.  Mayflies are not true flies.

Creative Development: Discussed:  What is your favorite animal with a tail?  A mayfly has two or three tails.  It is an insect, so it also has three body parts (head, thorax and abdomen) and six legs.  I showed the children the Mayfly Flier Art they did Tuesday of this week. We went through each one and the child guessed which one was theirs.

Mathematics and Reasoning:  Discussed: When have you been bothered by a bug?  I showed the children the choice poster and read out loud the choices of bugs they had.  Each child got a sticker and got to come up and place it in the row of the the bug that has bothered them the most.  We counted up each row and discussed which one had the most and the least.  

Language and Literacy:  Discussed: Where wold you keep a key?  We discussed the letter “Kk” that we practiced writing again on the wipe off board. They placed a key underneath the page in the Journal and rubbed it with a crayon  to create a rubbing. 

Physical Development: Discussed: How would you catch a bug?  I taped two pieces of fabric to each child’s back and had the kids pretend to be mayflies.  When I said “fly,mayfly, fly!” they all flew around the room.  Then I had them catch each others tails, when I said stop we saw who had the most tails.

Afternoon Centers:  Center 1: Outside Play

 

Thursday: Water Strider

Mar 22, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

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

Fun Facts/Brainstorming:  We discussed what they learned about mosquitoes.  Today the children told us what they know about Water Strider’s.  We discussed if the children could float on water!  Fun Facts:  The common Water Strider is a water bug that looks a lot like a big mosquito walking on the surfaces of water.  Its body can grow just over 1/2 inch long and is dark brown or black.  It has six legs.  The front pair of legs are short, while the back four are very long.  Water Striders eat living and dead insects. on the surface of the water.    Injured dragonflies are  a favorite food, and are worms that fall into the water.  Water Striders have good vision and move quickly in the water.  The two short front legs are for grabbing their prey.  The middle legs push the insect forward, and the hind legs steer.  The shape of their legs and their light weight keep them from breaking through the surface.

Language and Literacy: Discussed: How do you move in the water?  Water striders have long legs to spread out their body weight and keep from breaking through the surface of water. (Surface tension).  We discussed the letter “Kk” and came up with a list of words that began with “Kk”.  I showed the children the right  way to write the letter “Kk”  Then I showed them the wrong way. Each child got to come up to the white board and practice writing the letter “Kk”.  They would be practicing the letter in their My Little Journals this afternoon.  

Social and Emotional Development: Discussed: How do you use good manners at mealtime?  I gave each child a place mat and explained that we need to make sure we are using good manner during mealtimes!  I gave one child a picture of food and asked another child to ask politely ask for that food. The children passed the food until it reached the child who asked for it. The child put the food on their place mat and said thank you. We did this until every child hd the chance to politely ask for the food to be passed to them.  

Mathematics and Reasoning: Discussed:  Where can you skate?  We looked at the hands-on number one and seven.  The children discussed each number and counted to that number.  I then asked them how to make the number 17.  They used the two numbers to make the number 17.  The children used blocks and pretended they were water striders and moved them along the floor to place them and make the number 17 with the blocks.

Science:  Discussed: What color do you think water is?  Water is actually clear.  It has no color but it often reflects the color of things in or around it.  We look at the My Little Journal and found the page with the blue crayon on it.   I explained to them that they would have to think of something blue and draw it on that page that afternoon.  

Afternoon Centers:  Center 1: Outside Play Center 2: My Little Journal- The children went to the page with K on it.  They practiced writing their capital and lowercase Kk.  They then placed a key under the page to create a key rubbing with a crayon.  Center 3:  My Little Journal- The children went to the blue page.  They colored the crayon blue.  They then drew a picture of something they know of that can be blue. 

 

Monday: St. Patrick’s Day

Mar 22, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form.  Keira is the new calendar girl for this week.  She put the number on the calendar, discussed the weather and found the day of the week in Spanish.  We reviewed our colors, shapes, Sight words, Spanish and Sign Language words. 

Fun Facts/Brainstorming:  We discussed what we learned about Water Lilies.  Today we discussed what their favorite colors are. Today the children told us what they know about St. Patrick’s Day.  Many people wear green on St. Patrick’s Day because it is the color  of a shamrock.  Fun Facts:   St. Patrick’s Day is a cultural and religious holiday celebrated on March,17.  It is named after Saint Patrick, the most commonly recognized of the patron saints in Ireland.  Originally, the color was blue.  Over the years the color green and its association with Saint Patrick’s Day grew.  Green ribbons and shamrocks were worn in celebration of St. Patrick’s Day as early as the 17th century.  In 1903, St. Patrick’s  Day, while not  a legal holiday anywhere in United States, is nonetheless widely recognized and celebrated of Irish and Irish American culture.

Science:  Discussed: What is green that we can’t  gather  and bring inside?  What other colors are seen in nature?   I had the children go around the room and find items  that  would fit in the green box.  We discussed if the item they brought fit in the box or not.

Mathematics and Reasoning:  I showed the kids the  four-leaf clover and  three- leaf clover and explained that most clovers are three-leafed.  I had the children share something that has made them feel lucky.  I explained to them that four-leafed clover represents luck. We placed all the three leaf clovers in a tub and had 1 four leaf clover.  I timed the kids for 1 minute and let three of them look at the same time to see who could find the 4 leaf clover first.  It was very hard to find.

Language and Literacy:  Discussed:  Why do you think people wear shamrocks (or green) on St. Patrick’s Day?  Did you know that wearing green actually referred to a time  when people pinned a shamrock to their hats to show support for the organization they believed in or belonged to.  I had the children sit in a circle facing in. I gave  a shamrock  to a child and had him touch each child on the back once, then  leave the shamrock on one child. I gave the instructions to the group and everyone waved to the person wearing the shamrock.  Once the child declares they are “it” they will then go around tapping everyone’s back and place the shamrock on another person’s back. We will continue until each person has a turn.

Creative Development: Discussed: What colors do you see in a rainbow?  An old legend told the tale of finding gold and treasures at the end of a rainbow.  I showed the children the rainbow art they would be making this afternoon.  We went through the colors and discussed each one and talked about which color they liked best. 

Afternoon Centers:  Center 1: Legos  Center 2: Rainbow Art- The children cut out their rainbow pattern and then painted it with different colors to make a rainbow.  They then told us two things they were thankful for and we helped them write it on the gold coins.  They glued those to their black pot to make a pot of gold for the end of the rainbow. 

 

Wednesday: Mosquito

Mar 22, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form.  The calender person put the number on the calendar, discussed the weather and found the day of the week in Spanish.  We reviewed our colors, shapes, Sight words, Spanish and Sign Language words.

Fun Facts/Brainstorming:  We discussed  what they learned about Dragonflies.   Today we discussed what they know about Mosquitoes.   Fun Facts:  Mosquitoes can be found in many parts of the world.  The do not live in the north or south poles, however, and you can’t find in deserts. But they do not live in just one area of the world.  Mosquitoes usually live near bodies of water.  It could be as simple as a child’s swimming pool in someone’s backyard, but mosquitoes love water.  They commonly live in warm, damp parts of forests, grasslands, swamps  and mountains.  They  also use the water laying their eggs.  Mosquitoes have a very short lifespan.  They will usually only live for about 14 days or less.  However, in those two weeks, females may lay their eggs 4 or 5 times.  Some mosquitoes, however, may live for three weeks or more.  Most female mosquitoes can lay dozens to hundreds of eggs at one time.  

Science:  Discussed: Why do you think we can hear mosquitoes when they buzz?  When mosquitoes flap their wings together it makes a buzzing sound.  I cut the index card smaller than the craft stick, and attached the string and index card to the stick.  I ripped pieces of paper and folded them several times and taped one to each end of the craft stick.  We placed the rubber band around the craft stick.  After making sure there was enough room, I swung the card overhead and listened to the buzzing sound.  I explained that airflow causes the rubber band to vibrate (like a bugs wings) and produces sound.  We talked about  what bugs fly and make noise.

 Language and Literacy: Discussed: What do you do if you want a noise to stop?  I placed the animal cards on the ground, face up.  I read the Participation Story, “Why Mosquitoes Buzz in ears”  aloud and every time I came to a bold word the children looked for that animal.  When they found the right animal they put it on the floor in a line. After the story was finished we discussed the animals in order of which they appeared and discussed the questions.  Comprehension Questions:  Why did the lizard cover his ears? (He did not want to hear the mosquitoes story).  Whose hole did the snake climb into by mistake? (He climbed into the rabbits hole by mistake).  Why did the snake leave? (he was being ignored by the Mosquito)  What did the rabbit do when he saw the snake?  He got scared and hopped into the woods)  Why did the crow start squaking? (He saw the rabbit scared and started to warn others of danger)  How did the baby owl get hurt?  (The monkey fell onto the baby owl because the monkey slipped when he heard the crow).  What did the Mama owl do?  ( she was mad that the monkey fell on her baby so she didn’t call the sun to come up)  Who helped the animals find out what happened? ( The lion helped the animals trace back their problems starting with the Mosquito buzzing in the Lizards ear and ignoring the snake).

Creative Development: Discussed: Where do you see groups of bugs?  I showed the children the bugs in a basket art they would be making that afternoon.  I hid the bugs around the room and had the kids find them and put them in their proper place in the basket.

Mathematics and Reasoning:  Discussed: What do you think a mosquito eats?  Mosquitoes are plant eaters.  They bite animals and people to get blood to nourish their eggs.  I placed one of each matching cards  face up and the other matching to that card face down. I had a child pick a card face up first and then pick a card face down.  They told me if the two cards were friends or foes. We discussed if the animal was a Friend ( will not hurt) or a Foe (will hurt).  The children said the animals and then placed them under the correct word, “friend” or “Foe”.  After each child had a turn to do this we discussed which group had more.  The children then tried to do some more matching to find more Foe animals.

Afternoon Centers:  Center 1: Variety of Toys  Center 2: Basket of Bugs Art- The children assembled the basket and painted it.  They then decorated each of of the bugs and added their legs and antennae.    Center 3:  Mayfly Flier Art- The children decorated the Jumbo craft stick.  They then put on sticker eyes and glued on tissue paper for the wings.  They used yarn for their tail.  The turned the craft stick into a Mayfly.

 

 

Tuesday: Dragonfly

Mar 21, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

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

Fun Facts/Brainstorming:  We reviewed what we learned about  St. Patrick’s Day. Today we discussed Dragonflies. The children told us all they know about them. Fun Facts:  Dragonflies were some of the first winged insects to evolve, some 300 million years ago.  Modern dragonflies have wingspans of only two to five inches, but fossil dragonflies have been found with wingspans of up to 5 feet.  Some scientists theorize that high oxygen levels during the Paleozoic era allowed dragonflies to grow monster size. There are more than 5,000 known species of dragonflies.  In their larval stage, which can last up to two years, dragonflies are aquatic and eat just about anything-tadpoles, mosquito, fish and other insect larvae and even each other.   At the end of its larval stage, the dragonfly crawls out of the water, then its exoskeleton cracks open and releases the insects abdomen.  It can be packed in like a telescope.  Its four wings come out, and they dry and harden over the next several hours to days.  dragonflies are expert fliers.  They can fly straight up and down, hover like a helicopter and even mate mid-air. If they can’t fly, they’ll starve because they only eat prey they catch while flying.

Creative Development: Discussed: What is your favorite part with the dragonfly?   You can tell that water is not polluted if you see an abundance of dragonflies.  We looked at the dragonfly on the Daily Topic Poster together.. Each child described it to me.   I showed the children the dragonfly pencil that they would be making!

Mathematics and Reasoning:  Discussed: How do you help others?  Dragonflies help us by eating mosquitoes, gnats,bees, ants,  and other smaller insects.   I showed the children the Story Sequence Cards and had  the kids take turns telling what was happening.  Three children found three different items  that represented each animals.   We retold the story  used the animals to help reenact it.

Science:  Discussed: How do you think the dragonflies catch their prey?  I asked the children to share their ideas about dragonflies, and I explained that dragonflies catch their prey with their feet.  I had their the kids lie on their backs and try to catch the blue color wand with their feet. 

Language and Literacy: Discussed: What would you do if you stepped on someone’s toe?  If you hurt someone it is important to say that you are sorry. We looked at the new Sign Language Word: Sorry.  You do the sing for sorry by placing your right fist against your chest and rotate it clockwise. We did this a few times and talked about situations where saying sorry is important.  I had a shoe on the floor in the front of the room. I called one child at a time to come up and step on the shoe.  They then had to say they were sorry to the pretend person in Sign Language.

Physical Development: Discussed: What colors start with the /p/ sound?  I showed the children the right way to write the letter “Pp”  Each child came up to the white board and practiced writing the letter “Pp”.   I showed the kids the My Little Journal page they would be doing and explained that if the letter “Pp” was a dragon fly the round part would be its eye. They would be making the dragonflies themselves this afternoon.

Show and Tell:  Each child brought an item that was Blue!  The came up one at a time to discuss their item and tell why they brought it.

Afternoon Centers:  Center 1:Bowling Pins and Lincoln Logs Center 2: My Little Journal- The children practiced writing their P’s.  The then wrote capital P’s on the blank page and turned them into Dragon flies.  Center 3:  Pond Notebook Art- The children made dragon flies with a small pencil.  They then got to color their notebook and write in it with their Dragonfly pencil.