Browsing articles from "April, 2014"

Wednesday: Body

Apr 10, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

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

Fun Facts/Brainstorming:  We reviewed what they learned about the Head and Beak.  Today we discussed the body of a bird. What colors have you seen on birds?  I explained that the color of a bird’s body helps camouflage it so that it can blend in with its surroundings.  Fun Facts: Birds belong to the group of animals that have backbones, like we do.  These animals are called vertebrates. Like mammals, birds are warm-blooded. Their temperature always stays the same, even if it is cold outside. 

Language and Literacy: Discussed: What kind of hidden treasure would you like to find?  I read the story out loud and had the children hold the eggs.  Each child was given an egg of a certain color.  When that part in the story was read they had to bring that egg up and place it on the pillow.  We discussed the story in detail while we were reading and the children had to continue to recall the order of the colors of eggs found and what color of bird was in what part of the house.  They mimicked the facial expressions as the story told them to do so, after the story was over we talked about the discussion questions.  Where did he find the eggs? (It was in the grass all alone) Where did he keep the eggs safe and warm? (He put them on his pillow) What do you think happened to the eggs? (The eggs cracked open and the baby birds came out)

Creative Development: Discussed: How do you think a bird’s body feels?  All birds have three different feathers: contour, down, and flight.  Contour feathers are on the outside and provide the shape and color of the bird.  Down feathers keep the bird warm.  The first 5 wing feathers are flight feathers to help the bird fly.  I showed them the Bird puppet art they would be making this afternoon.  We looked around the room for objects that have similar textures as a bird.

Mathematics and Reasoning:  Discussed: What do your different body parts help you to do?  I showed the children each card and shared the name of the bird’s body part or the bird.  I placed a card face down and the rest around the room on the floor. I had one child pick up a card, and told them to act out what card they got. Then they had to go look for the matching card.

Science:  Discussed: Where does a baby bird come from?  I showed the children the egg stages of the Life Cycle Wheel.  We discussed the stages of life of a bird. They start off as eggs, then hatch to baby birds with no feathers, grow bigger and get feathers and finally they grow into an adult bird and fly out of the nest.  

Language and Literacy: Discussed: What words begin with the /b/ sound? I got the My Little Journal out and we turned to the page with the letter B.  I explained how to write the letter B. We discussed words that begin with the letter B.  I explained that they would be practicing writing the letter B in their My Little Journals. They would write the letter B at the top of their page and make it look like a birds body, and decorate it with soft things.  The children came up one at a time practicing writing the capital and lowercase Bb on the wipe-off board.

Show and Tell: Bring food Item or picture of food that starts with “B”.  Each child came up one at a time to show their item and discuss why they brought it

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

Afternoon Centers:  Center 1: Builder Toys & Outside Play  Center 3: Bird Puppet: Each child got a bird cutout and decorated it however they wanted with feathers and sticker eyes.  They attached a craft stick to make it a puppet.  Center 2: My Little Journal: Practice writing the letter capital and lowercase B. Make a B at the top of the page and then decorate it to look like a birds body.     

 

Monday: Learning to Fly

Apr 10, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form.  Gretchen is the new calender girl for this 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.  

Fun Facts/Brainstorming:  We reviewed what they learned about Bird Food.  Today we discussed about Learning To Fly.  Fun Facts:  Birds learn to fly like how we learn to walk- a combination of instinct and practice.  Most birds cannot fly until their muscle structure is strong enough, as flying is a very tough exercise.  Baby birds remain in the nest all the time in the beginning, but as they grow bigger, they realize that they have to get away from the nest to survive.  Baby birds learn to fly when they jump away out of the tree. They sometimes fall but they try again until they learn to fly.

Social and Emotional Development: Discussed: How did you learn to walk?  When the adult birds know their babies can fly, they bring them food.  This encourages the birds to leave the nest to get their own food.  I demonstrated the ASL card: Help.  I had the children pretend to be a fledgling and sit in the nest.  Another child pretended to be a mommy bird hiding. The baby bird signed for “help”.

Language and Literacy:  Discussed: How does money look? Long ago, people traded things like feathers, shells, and gold instead of paper money.  I showed them the money book that they would be making that afternoon.  We went through and discussed the book, and how money has came along way from where it all began.

Mathematics and Reasoning:  Discussed: What color do you think a bluebird egg is? Why?  I showed the children the first card in the sequence and invited them to share what they think is happening.  We did this with each card. I had one child come up and put the cards in the order that they thought was right.  Discussed: If you were a baby owl, where would you fly?  I had one child come up and choose a numbered card, flip it over, and say the number aloud. Then they counted the same number of feathers and give them to the baby owl by placing them in a bag.  

Afternoon Centers:  Center 1:The Money Book Sheet- each child got a book and had to cut it apart and put it in numerical order.  Center 2: Owl Baby Game- Each child got a paper bag and an owl head and feet. They had to put it together to make the owl complete.   Center 3:  Bird Costume- The children made a bird headband and bird feet.   Center 4: Tunnels

 

Tuesday: Head and Beak

Apr 10, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

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

Fun Facts/Brainstorming:  We reviewed what the children learned about Learning to Fly. Today we discussed the head and beak of a bird and what facial features the children have that are similar to a bird.  Fun Facts: A bird’s eye takes up to 50% of its head; our eyes take up to 5% of our head.  To be comparable to a bird’s eye, our eyes would have to be the size of baseballs.  Kiwi Birds are blind so they hunt by smell.  Owls turn their heads almost 360 Degrees (a complete circle).  Beaks are a layer of epidermis made up of keratin.  The two holes that are seen on the top of the beaks in most species are called nares, which are used for respiration.  You are able to identify several characteristics of birds by observing the shape  of their beaks.  The shape of the beaks also reveal vital information of a bird’s habitat.  

Creative Development: Discussed: What do you use to pick up food?  A bird uses its beak to crack nuts and grain, climb, poke, pierce, move things, carry nesting materials, build, feed young, scoop up water, defend itself, tap messages, groom themselves, and feel.  I showed the children the bird beak art they would be making that afternoon. I  explained again that birds use their beaks  to get food, such as, worms, grain, and seed. 

Mathematics and Reasoning:  Discussed: What body parts do you have that are the same as a bird? Which are different? I placed a piece of the puzzle on the floor and had one child come up and try to put another piece on it.  We did this until the puzzle was complete.  

Social and Emotional Development:  Discussed:What parts of your body can you see in your shadow?  Which parts can you not see? Miss Brittany and I traced the children’s head. They will be drawing the parts you cannot see on the outline (eyes, hair, nostrils, lips, skin).

Language and Literacy: Discussed: What connects your head to your body?  What else connects other body parts?  Some things are “connected” because they are attached (like your head to your neck) but others are “connected”  because they belong together (like eggs in a nest).  I showed the children the new Spanish Cards. Bird-Pajaro (pa-ha-roh), Egg-Huevo (hway-boh), Feather-Pluma (plew-ma), Nest-Nido (nee-doh).  We went over the Spanish words a few more times to make sure they understood them. 

Physical Development: Discussed: What shadows can you see in the room?  I showed them the My Little Journal page that they would be doing that afternoon.  We went to the white page, where they would be drawing outlines of various shapes and then color the space around the shapes, making them appear like white shadows on the page. 

Afternoon Centers:  Center 1: Bird Beak Art-They all got a paper cup and they painted it with orange paint. When it was dry they punched two holes in it and ran yarn through the holes, and tied the yarn to where it would fit around their head. They made beaks!  Center 2:  My Little Journal- they went to the white page and drew shapes. Then with a different color they made “shadows” to make them appear like white shadows on the page.  Center 3:  Shadow Tracing-  We traced the kids heads on a white piece of paper.  The children then  drew the parts they cannot see from the outline (eyes, nose, mouth, ect.)! Center 4: Little People

 

Friday: Bird Food

Apr 7, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form. Miss Peyton  is the calendar girl for today .  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.  

Fun Facts/Brainstorming:  We reviewed what the children learned about hatchlings. Today we discussed Bird Food and what they thought birds eat.  Fun Facts: February is National Bird Feeding Month.  According to naturalist,  James Fisher, a monk who lived in the sixth century, was one of the earliest known bird feeders.  Saint Serf of Fife tamed a pigeon by feeding it.  Today, more than 50 million Americans put out a billion pounds of bird feed a year.  One in three people feed birds.  It is a relaxing way to enjoy nature.  Most birds eat leaves, berries, bugs, and seeds. Some birds only eat fruit and leafy foods, while other birds eat insects and small animals.  

Language and Literacy:  Discussed: How do you sit when you are paying attention?  I explained that birds sometimes have to sit quietly and listen to the sounds and movements in the environment.  We looked at the book of the month and discussed the concepts of a book. The Front cover, the title page, who was the illustrator and author, and the back cover.  I read the book and had the children pay very  close attention to make sure they knew what the birds were doing.  

Science: Discussed: How does the weather affect the foods you eat?  I explained that cold weather can freeze the ground and lakes, and the sun can dry up food sources.  Birds have to eat what they can find.  We discussed that in the winter, birds may have to dig for seeds in the snow and during the summer, they have to watch for worms and insects.  

Mathematics and Reasoning: Discussed: Where do you think worms live?  Birds have very good eyesight and notice wormholes in the grounds and even the slightest movements in the grass.  I scattered “worms” (yarn) on the floor and then had the children pretend their hands are beaks. They then used their beaks and tried catching the worms.  

Creative Development: Discussed: What would be your favorite food if you were a bird?  I showed them the bird art they did earlier in the week.  We went through the birds and guessed which bird belonged to which child.  

Social and Emotional Development:  Discussed: How do you know when you have enough to eat?  We went through the My Little Journals  and I showed them the journal page with the number eight that they did earlier in the week as well.  They each had counted out 8 scraps of paper. They drew a bird on their page and then glued the scraps of paper to page as in to feed the bird eight bird seeds.

Afternoon Centers:  Center 1:Mr. Potato head and Builder Blocks.  

 

Thursday: Hatchling

Apr 7, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form.  Maggie s the calendar girl for this 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.  

Fun Facts/Brainstorming:  We reviewed  what they learned about eggs.  Today we discussed Hatchlings and how a bird gets out of an egg. Fun Facts about Hatchlings: A Hatchling is a baby bird that was hatched from the egg two or three days before, and doesn’t have any feathers or down yet.  It takes twenty one days for  a baby bird to hatch. Birds have a hard point at the end of their beaks called an “egg tooth” that is used to break through the shell so they can get out of the egg.  An egg will break into a million pieces when it is hatched.

Language adn Literacy:  Discussed: How big is the biggest bird you have ever seen?  The ostrich is the largest bird, but  cannot fly.  The hummingbird is the smallest bird.  It can fly backwards.  I held up the hands on letter “B” and said in a deep voice “Big Bird!” The children stretched out their necks and walked around the room making the /b/ sound.  They pretended to be ostriches. Then I held up the tiny “b”, and I pretended to be a small tiny bird. Then the children pretended to be hummingbirds. They  slouched down and acted very small while saying the /b/ sound.  

Mathematics and Reasoning: Discussed: How many eggs do you think a bird can lay?  Different birds lay different amounts of eggs. A bird may lay between 1 and 20 eggs at once.  I showed the children the hands on number 8 and had them count with me.  I placed the counting card on the floor and had each child put an oval foam shape piece on the board.  

Physical Development: Discussed: If you were a bird, what color eggs do you think you would lay? We discussed how different birds lay different colored eggs. We looked through the My Little Journal’s and  discussed how each child drew an oval and colored it to look like an egg. 

Social and Emotional Development: Discussed: When did you learn to walk?  When do you think a bird learns to fly?   We discussed that a bird can fly just days after being born.  We also discussed that babies walk on average at 14-16 months old, and that it’s important that babies crawl before they walk.  Discussed: How do you feel when you have to wait?  Some birds take weeks to hatch from eggs.  The adult birds have to be patient while they wait for their babies to arrive.  Being patient means staying calm while you wait for something.  We pretended that one child was a momma bird and then one child pretended to be a bird in an egg. The momma bird had to sit patiently  and wait for her baby to hatch!  I showed them the patient feather that they would be coloring that afternoon. 

Afternoon Centers:  Center 1:They each received a patience feather and colored  it with  crayons and markerCenter 2: Cardboard blocks.  

 

Wednesday: Egg

Apr 5, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form.  Maggie s the calendar girl for this 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.  

Fun Facts/Brainstorming:  We reviewed what they learned about nests. Today we discussed eggs and where they would find eggs.  Fun Facts:  It takes 21 days to hatch an egg.  The eggs you find in grocery stores are not fertile and cannot be hatched.  Avoid eggs with cracked or thin shells.  These eggs have difficulty retaining moisture needed for proper chick development.  You can hatch eggs in an incubator or hatch them under a broody hen.  Understand that there is no way to tell whether an egg contains a male or female before the egg is hatched.  

Language and Literacy: Discussed: What animals do you think might try to hurt a bird or its eggs? I explained that some birds eat smaller creatures (bugs,worms,etc.), some bigger creatures (like cats) try to eat birds.  I showed the Rhyme Time Poster and we discussed the pictures and words that the children recognized.  I read the rhyme to them.  The children acted out the rhyme together, while I read it aloud again.

Mathematics and Reasoning:Discussed: How can eggs look different from one another? How do they look the same?  I showed them the  Foam Shapes and asked the color  and shape.  We pretended the shapes were eggs and were all mixed up.  I had one child sort the eggs into the right nests by color.  Then another child sorted them by size and color.

Science: Discussed: How do you keep your hands warm? Birds sit on or bury their eggs to keep them warm.  We looked at the theme poster and use the look and find glass to answer the questions. Look and Find glass 1: What color is each pair of binoculars? (They are yellow and red).  Look and Find glass 2: Which bird is your favorite color? (Eli said the green bird was his favorite).  Look and Find glass 3: What kind of food is in the feeder?  (Bird Food).  Look and Find glass 4: Count the eggs in the nest:

Creative Development: Discussed: What color egg would you like to find?  Bird eggs can be found in many colors.  Falcons lay brownish-orange eggs, chickadees lay pink and red eggs.  Blue birds and robins lay blue eggs.  The children colored their egg in any design they wanted!

Afternoon Centers:  Center 1: Leggos  Center 2: Each child got an egg and used crayon to decorate the egg any which way they wanted too. 

 

Tuesday: Nest

Apr 3, 2014   //   by Miss Kim   //   Daily Lessons  //  No Comments

Calendar:  Discussed the date in English and Spanish and wrote it in number form.  Maggie  is the calendar girl for this week since our calendar boy is out for the week.  We said goodbye to March, and welcomed April.  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 reviewed what they learned about the Day at The Pond.  We discussed nests and where they might find a nest.  Fun Facts:  Some birds line their nests  with specific plants they have selected that inhibit mites and other parasites, while others find pieces of shedded snake skin to deter predators.  Female birds are usually the skilled builders.  Some female hummingbirds do all of the construction, while male hummingbirds do not help with the nest or their young.  Suburban birds put man made items in their nests such as string, paper, nails, and fabric.  Many creatures such as  wasps, mice, and alligators  all build nests.

Creative Development:  Discussed: What would you do if you found a nest? I explained that it is okay to look at a nest but not to touch. If humans interact with a nest too much, the mother bird will not come back, and that could mean that the eggs or birds die.  I showed them the Hatching Egg Art they would be doing this afternoon.

Language abd Literacy: Discussed: What color bird would you like to be?  I showed the children the white color wand.  I explained that some birds can be white.  We brainstormed  things that are white.  I had each child go around the room with the wand and find something white as well. After they did that they “flew” back to their seat. 

Mathematics and Reasoning:  Discussed: Where have you seen eggs?  Many animals, such as turtles, alligators, snakes, and insects all come from eggs, not just birds.  I showed the children the shape cube and they all guessed what shape would be inside.  After they were shown the shape of the month,  we discussed how many eggs are the same shape.   They practiced drawing the oval shape on a piece of paper this morning.

Physical Development: Discussed: Where do you see birds?  I showed the kids the birds on the photo cards and we reviewed their names.  We discussed how each bird might move based on the picture.  We all sat in a circle and pretended to be a birds nest.  I held up a bird card and had a child pretend to be that bird and move from the nest around the room. We did this until every bird card was gone.  

Social and Emotional Development: Discussed: What makes you feel safe?   Baby Birds need a nest to feel safe and warm.  We practiced writing their names and then wrote them on name tags that afternoon.  

Afternoon Centers:  Center 1: Bowling and Little People Center 2: Hatching Egg Art: Each child was given their own bird and egg cutout and was encouraged to color and decorate them how they wanted. Afterwards, I helped them pin it together and glue on the shredded paper. Center 3:  Each child was encouraged to practice writing their name on their name tags. 

 

Pages:«12