Browsing articles from "November, 2014"

Tuesday: Thanksgiving

Nov 25, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Thanksgiving

Calendar:   Discussed the date in English and Spanish.   Lily put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  She reviewed our Sight words, Spanish words, days of the week and months of the year.

Fun Facts/Brainstorming:  Discussed:  How does your family celebrate Thanksgiving?  Reviewed what the children learned about Music in the rainforest.  Read, “The Very First Thanksgiving Day!”  We discussed the book while we read.  The children reviewed what the Indian’s did for the Pilgrims and why we celebrate Thanksgiving.

Language and Literacy:  Discussed: What makes you feel thankful? Discussed how life might be different if the things around you were not there. What would change if there were no sun? Clouds?  We had the word “Thank You” written on a piece of paper. The children told me who they are Thankful for.  We then Thanked people for giving us things.

Mathematics and Reasoning:  Discussed: What symbols and decorations do you see around Thanksgiving? Spread out the feathers and observe what children do with them. Encourage children to sort, compare and explore the feathers.   We looked at the ten feathers and discussed the number on each feather.  The feathers were numbered 1-10.    I had one child at a time come pick one of the feathers with the numbers on them that are face down on the floor.  They told us the number and then counted out that many feathers to match the  number.  We then put the feathers on them and they “gobbled” like a turkey the same number of times that was on the feather.   Each child had a turn to come get a number, count feathers and gobble that many times.

Creative Development:  Discussed: How can you pretend to be a turkey? Invite children to walk how they think a turkey walks. Encourage them to peck their beaks, wiggle their tail feathers and wobble their heads.  We looked at the Turkey Headbands they will be making in afternoon centers.

Social Studies:  Discussed: Which foods do you like to eat with your family? Which foods do you eat on Thanksgiving? Look through the grocery ads together that the children brought in for show and tell and talk about the foods children recognize. Count the vegetables, fruits, dairy products, etc. Which of these foods do they eat at home?   The children will use their grocery ads for a collage in afternoon centers.

Afternoon Centers:   Center 1-  Community Helper Toys  Center 2- Turkey Headbands- The children arranged the materials in a way that makes the headband look like a turkey. They  taped or glued the feathers to the turkey. Encouraged them to use the frame from the feathers to add a beak and other features as desired, then add the eyes. We fit the headbands to their heads. Center 3-  Feast of Food- The children drew a table on a piece of paper.  They then used their grocery ad food items to glue onto the table and make a feast for Thanksgiving. 

Monday: Music in the Rainforest

Nov 24, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Music in the Rainforest

Calendar:   Discussed the date in English and Spanish. Lily is the new calendar girl for this week!  She found the numbers to put onto the calendar, discussed the pattern and the weather. She found the day of the week in Spanish.  Lily reviewed our days of the week, months of the year, Spanish and Sign language words.

Fun Facts/Brainstorming:  Discussed:  What types of music do people enjoy in the rainforest?  Reviewed what the children learned about dragonflies.  We practiced making music with the number 13.  The children would clap, stomp, pat and more 13 times.  They also found the number 13 on the  Calendar.  

Language and Literacy:  Discussed: How can you use your body to make music? Make sounds with feet,  hands and mouth. The children explored ways to make different sounds.  The children stood quietly and listened as I gave two-step directions for making music with their bodies.  (For example, Stomp your feet then slap the floor.) The children then took turns giving two suggestions.   We looked at their My Little Journal’s and discussed the number 13. The children practiced writing the number 13 on the wipe-off board.

Mathematics and Reasoning:  Discussed: What animal sounds can you make?    We had puzzle pieces on the floor and the children worked together to put the puzzle together.  They discussed the picture that it made.  All the children then sat in a circle and we blind folded one child in the middle.  One of the children sitting in the circle would make an animal noise holding the puzzle piece. The blindfolded child would walk to where the noise was coming from to get the puzzle piece.  Each child had a turn at being blindfolded and find the person holding the puzzle piece.

Creative Development:  Discussed: What sound can the weather make? Set out a bowl of rice and other small objects that may or may not fit through a tube. Experiment pouring rice and other objects through the tubes. Observe as children test their ideas.   The children will make their own Rain Stick in afternoon centers.

Social Studies:  Discussed: What types of instruments do your friends and family members play? Set out a large tub of water. Invite children to explore the water and experiment with different ways to make water sounds. 

Afternoon Centers:   Center 1-  Books and Lincoln Logs  Center 2-Rain stick art- The children colored the tube.  They then glued on the plugs for the end and filled it with rice.     Center 3-  My Little Journal- The children practiced writing the number 13.  They drew a drum on the page.  They added 13 circles on the drum then tapped each circle once and counted to 13.   

Friday: Dragonfly

Nov 24, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Dragonfly

Calendar:   Discussed the date in English and Spanish.   Abby put the number on the calendar, discussed the weather and found the day of the week in Spanish.  She discussed the pattern, read all our Sight words and Spanish Words.  We counted to 20 in English and Spanish.

Fun Facts/Brainstorming:  Discussed:  What body parts does a dragonfly have?   Reviewed what the children learned about Gecko’s.  Fun facts:  Dragonflies don’t sting and generally don’t bite people.  They have been around for 300 million years.  Prehistoric dragonflies were much larger and could have a wingspan of 2 1/2 feet.  When first hatched, the larva or nymphs live in the water for around a year.  Once they leave the water and begin to fly, they only live for around a month.  People in Indonesia like to eat them for a snack. Having a dragonfly land on your head is considered good luck.  Groups of dragonflies are called swarms.  Predators like to eat dragon flies include fish, ducks, birds, and water beetles.  They need to warm up in the sun during the morning before taking off and flying for most of the day.  

Language and Literacy:  Discussed:  How many eyes do you have? A dragonfly has one big eye that can see in every direction.  We discussed the bilingual book.  The children told me what a Bilingual book is.  We read the book in English and Spanish together.  The children practiced reading all the sight words that they knew in the book.  We practiced writing the letter Dd on the wipe off board and in their Journals.  Discussed the right and wrong ways to write the letter.

Mathematics and Reasoning:  Discussed: What are different ways you can catch?  Explained that dragonflies catch their food while they are flying.  The children pretended to practice catching food while they flew around the room.  

Physical Development: Discussed: What words do you know that begin with the /d/ sound? We found all the D words in the dictionary.  We then filled the letter D with dirt and then found it under the dirt. 

Social and Emotional Development:  Discussed:  In what directions can you move? Dragonflies can fly forwards, backwards, side-to-side, and even hover. The children pretended to be a dragonfly and explored moving around the room.  We had 6 different: “Would you Rather” cards.  I placed two on the floor in opposite sides of the room.  I read the question and the children flew backwards or sideways to the animal that answered the question.  We then discussed how many people were at each animal and discussed more and less.  We did this until all 6 cards were gone through.  

Show and Tell:  The children came up one at a time to show the item that they brought. They were to  bring something that begins with the letter D.  They discussed their item and told us why they brought it.

Afternoon Centers:   Center 1-  Wooden Car Track Set  Center 2- : My Little Journal- The children practiced writing their capital and lowercase letter Dd.  They made a finger print on the page and added wings to it to turn it into a dragonfly.  

Thursday: Gecko

Nov 20, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Gecko

Calendar:   Discussed the date in English and Spanish.   Abby put the number on the calendar, discussed the weather and the pattern.  She told us all the sight words, Spanish words and reviewed our numbers in English and Spanish.

Fun Facts/Brainstorming:  Reviewed what the children learned about dart frogs. Discussed:  What  happens if a gecko loses his tail?  Fun facts:  Geckos don’t have eyelids. They clean the eyeball membrane with their tongue.  The only known surface a gecko’s feet can’t stick to is Teflon.  A gecko can support about 8 times its weight hanging from just one toe on a smooth glass surface.  Gecko’s footpads are self-cleaning.  It is often thought that geckos are double-jointed, but their toes actually just bend in the opposite direction from human fingers and toes.  

Language and Literacy:  Discussed: In what ways can  you move your tongue? Explored how to move their tongue up, down, and side to side. How does it sound to say your name or other words with your tongue out? We looked at the animal cards and the children said what animal it was with their tongue out! We were all laughing on how silly it sounded.  Explained that “gecko” has the /o/ sound at the end of its name. Be silly and talk by adding the /o/ sound to the end of every word.

Mathematics and Reasoning:  Discussed: What do geckos eat? I passed out one bug rod to each child.  They walked around the room looking for something that was the same length as the bug rod.  We compared their objects to the bug rod and discussed if it was too long, too short or exactly the same length.  Much of the Gecko’s diet consists of bugs.   We reviewed a ABB pattern.  We looked at the calendar and discussed the pattern on the calendar.  We then did movements that a gecko might do in a pattern.  Examples, walk, jump, walk, jump:  or walk, jump, jump, walk, jump, jump.  We did several different movements through the room in a pattern and the children got to pick the next movements that we would make a pattern with.

Creative Development:  Discussed: What color is your skin? What color is a gecko’s skin? We looked at the children’s clothing to find patterns on their clothes.  The children will be making Gecko headbands today in afternoon centers.  Geckos shed their skin then eat it as a source of nutrients. This also hides their tracks from predators.

Physical Development: Discussed: What is the fastest way from where you are to the nearest door? Explore the best paths to the nearest exit from different locations within your home. Make two paths that begin and end at the same spot, but one straight and the other zigzag. Invite the children to walk on one of the paths, heel-to-toe and count the steps it takes them to make it from the beginning to the end. Repeat with the other path and talk about which path would be faster and why. Each child got to walk along each path and discuss which one they thought was faster and which one they liked doing the best.

Afternoon Centers:   Center 1-  Wooden Blocks  Center 2- Gecko Headband-The children will use a Qtip to dip into paint and make a pattern of dots on the Gecko’s body.  We will then put them on the strips of paper to fit around their heads.  Center 3-  Bilingual Book-We read the Bilingual book in English and Spanish.  The children cut out their Photo cards and found the appropriate page to glue the picture onto.  They then colored their book.  

Wednesday: Dart Frog

Nov 20, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Dart Frog

Calendar:   Discussed the date in English and Spanish.  Abby added the number to the calendar and discussed the day of the week in Spanish.  She reviewed our Spanish and Sight words.  Abby counted to 20 in English and Spanish.  She also discussed the weather. 

Fun Facts/Brainstorming:  Reviewed what the children learned about the Blue Morpho butterfly.  Today the children told me what they know about Dart Frogs.  Discussed what color they think a dart frog is.  Fun facts:  Poison dart frogs live in rainforest habitats in Central and South America.  They can be found in trees, as well as under leaves and logs and rocks on the floor of the forest.  Because of their size, from 1/2 to 2 inches long, they are hard to see.  Poison frogs warn predators with brilliant colors and patterns.  Dart frogs got their name because hunters would tip their arrows in the frog’s poisons.  Sadly, because people are cutting down rainforests for farming and ranching, Poison Dart Frogs are at risk.  The Blue Poison Dart Frog is the most endangered due to the pet-shop market.  We put the different colored dart frogs on the floor and I invited each child one at a time to come up and jump to the frog that was a certain Color.  I named the color and they would jump to that frog until they got to all the frogs.

Language and Literacy:  Discussed: Why do you think the dart frog is so colorful?  Dart frogs are colorful to scare and warn predators that they are poisonous.  They get their poison from eating different plants and insects.   We looked at the letter J and M.  We reviewed what sound they make and discussed all the words that begin with those letters.

Mathematics and Reasoning:  Discussed: How many frogs do you think would fit in one log?  We looked at the log and we took the small frog and counted how many we could get into the log.  The children will be working with Frog counting cards to help them identify their numbers and count out the matching number of frogs.

Creative Development:  Discussed:  What do you know that is sticky?  The children came up one at a time to feel the object in the bag.  They tried to guess what that object was. It was a sticky frog.  Discussed how they would be using the frog to paint with in afternoon centers.  Dart frogs have four tiny toes with a suction cup on the end of each toe to help them climb up trees.  

Science: Discussed: How does your tongue feel?  Why do you think a frog’s tongue is sticky?  I gave each child a piece of masking tape and they explored what stuck to the tape.  They noticed it picked up a lot of dirt. Discussed if there body was sticky, what would happen if they rolled in the grass.  

Show and Tell:  Each child stood up and showed the green that they were wearing. We counted how many kids had green on and how many did not and discussed more and less.

Tumble Bus Day: Please see the activity sheet by the Sign in book for what the children did on the bus today.

Afternoon Centers:   Center 1-  Little People  Center 2- Frogs on a Log Counting Sheet- The children practiced cutting apart the cards.  They looked at the numbers and counted out the matching number of frogs.  Center 3-  Sticky Pictures-  The children took their little dart frogs and dipped them into paint and let them jump all around their paper to make prints on the page.  

Tuesday: Blue Morpho

Nov 18, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Blue Morpho

Calendar:   Discussed the date in English and Spanish.  Abby is the calendar girl for this week.  She found the numbers for the calendar and placed them in the appropriate space on the calendar.  Abby told everyone the Sight words, counted to 20 in English and Spanish and reviewed the weather.  She found the day of the week in Spanish.  

Fun Facts/Brainstorming:  Discussed:  What is a Blue Morpho Butterfly?  What colors have you seen on butterflies?  Fun facts:  The Blue Morpho butterfly lives in the jungles of South and Central America.  They are very easy to spot even amongst the jungle canopy thanks to their very bright and shiny light blue wings.  While the males are very blue the females are less or not blue at all.  They enjoy the sunlight and are their most active when they are in the Bright light of the sun.  With a length of nearly six inches, the Blue Morpho butterfly is one of the largest butterflies in the rainforest.  

Social and Emotional Development:  Discussed:  What ways can you move like a caterpillar?  Butterfly?  Half the children moved like a caterpillar and the other half moved like butterflies.  We discussed how it was more difficult to move like a caterpillar.  Two children partnered up and came up to the front of the room.  One child would do a movement that the other child had to copy.  We did this until each child had a turn making up movements for another child to copy.  They were mirroring each other.

Language and Literacy:  Discussed: To which groups do you belong (family, country, school, church, etc)?  Many animals live in groups.  A group of butterflies is called a flutter.  We had various white and red manipulatives.  I picked 3 children at a time to come play with the manipulatives and work together to group them in different ways. We then discussed how we could group them according to color, shape or size.  We looked at the storytelling pieces and discussed each animal.  The children decided to group those into groups of flying animals and non flying animals.

Science: Discussed: How do you look differently from when you were a baby?  We looked at baby pictures and discussed how they have changed.  We discussed things they do now that they couldn’t do then.  We discussed the Life cycle of a butterfly. The children then had to come up one at a time to put the life cycle pictures in order for the butterfly.  We read, “The Very Hungry Caterpillar” and discussed the life cycle in the book.   

Mathematics and Reasoning:  Discussed:  Looked at the photos of the butterflies.  The children told what they noticed about the butterfly wings.  We discussed how they will be making a design on one half of a piece of paper and then folding the paper and pressing it to make the same design on the other side.  Discussed Symmetry.  

Afternoon Centers:   Center 1-  Lego’s  Center 2- Life Cycle Art- the children had to make an egg with their fingerprint and paint.  They then painted the side of their hand and pressed that below the fingerprint to make a caterpillar.  They took a marker and drew around the side of the hand print to enclose it in a chrysalis.  They then used their foot print to make wings.    Center 3-  Butterfly Shapes Art- The children made designs on half of a piece of paper.  They then folded the piece of paper and pressed it onto the painted side. They discussed symmetry in the two sides.