Browsing articles from "December, 2014"

Monday: Penguin

Dec 15, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Penguin

Calendar:   Discussed the date in English and Spanish.  Bo is the new calendar and weather boy for the week.  He put the number on the calendar, discussed the weather, found the day of the week in Spanish and told us the pattern on the calendar.  Bo reviewed all our sight words, Spanish words, Sign language and counted to 20 in English and Spanish.

Fun Facts/Brainstorming:  Discussed:  Penguins are flightless birds. While other birds have wings for flying, penguins have adapted flippers to help them swim in the water. Most penguins live in the Southern Hemisphere. No penguins live at the North Pole. Penguins eat a range of fish and other sealife that they catch underwater. Penguins can drink sea water. Emperor penguins can stay underwater for around 20 minutes at a time. 

Science:  Discussed: How do your parents take care of you? How do you think penguin parents take care of their babies? After a mother penguin lays eggs, she passes it to the father penguin to protect it. Invited children to experiment carrying the pompom between their feet like a papa penguin.

Social Studies: Discussed: What do you like to eat? Do you think a penguin would like to eat that? Penguins eat fish, krill, and other forms of seafood from the ocean. We looked at the story sequence cards. The children told me what was happening in each card.  They then had to put the cards in order. They had a difficult time with these cards.

Language and Literacy:  Discussed: How does a penguin look like a bird? How does it look like a fish? Penguins are birds but cannot fly. Their wings are like flippers and are used for swimming and diving in the ocean. Invited the children to pretend the blocks are rocks and explored stacking, rolling, and building with them.  We discussed the letter P and all the words that begin with this letter.  

Mathematics and Reasoning: Discussed:  How does your mother’s voice sound different than your father’s (or other family members)? Baby penguins find family members in a large crowd because they know their voices. Invited children to explore talking in different types of voices (low like a grandpa, high like a baby). 

Show and Tell:  Each child was to bring an item that began with the letter “P”.  They came up one at a time to show their item and discuss the sound that it starts with.

Afternoon Centers:   Center 1-  Lincoln Logs  Center 2- Papa Penguin Art- The children will paint cups black.  They will then add the other parts to the cup to make it look like a penguin.  They will glue the pom pom on to represent an egg.  

Friday: Skiing

Dec 15, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Skiing

Calendar:   Discussed the date in English and Spanish.  Keira put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  We reviewed our Sign Language, Spanish Words and Numbers in English and Spanish.  

Fun Facts/Brainstorming:  Reviewed what the children learned yesterday about the Mountain top.Discussed:  What do you need to ski?  Fun Facts: Skiing has been around for over 5,000 years. Skiing was originally a form of transportation in the mountains of Europe. Historians believe that people in what is now Norway were the first to use skis as a way to traverse snow covered terrain while hunting. The use of skis gradually expanded throughout Scandinavia and then to Russia as a mean of transportation across snow. Downhill skiing grew from cross-country skiing somewhere in the early 1700s. You can ski faster than your car can go. In 1999 Harry Egger set a world speed-skiing record by traveling 154 miles per hour. 

Physical Development:  Discussed: What do you think you would need to make skis? Set out a pile of mini craft sticks. Invited children to experiment building with them. What letters, numbers or shapes can they make?

Social and Emotional Development:  Discussed: What do you think it would be like to ski up a mountain? Invited children to sit on the blanket while the others experimented pulling him around the room. Encouraged the children to try pulling different amounts of children. We read the “Would You Rather” questions and the children put a bear on the picture they would rather do.  We compared more and less with the bear chart.

Language and Literacy:  Discussed: What is the tallest thing where you live? Showed children the Daily Topic Poster and explained the Mt.Everest is the highest mountain in the world. It is found in Nepal. Encouraged the children to walk around the room and find the tallest thing they can reach.

Mathematics and Reasoning: Discussed:  How do you think skis help you glide across the snow rather than sink into it? Invited the children to explore the feel and smell of the flour ( powder or sand). 

Afternoon Centers:   Center 1-   Legos   

Thursday: Mountain Top

Dec 11, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Mountain Top

Calendar:   Discussed the date in English and Spanish.  Keira put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  We reviewed our Sign Language, Spanish Words and Numbers in English and Spanish.  The kids don’t know their numbers 1-20 when we skip around on the number line.  They only know them in order.  Please practice skip counting or looking at numbers not in order to tell what they are in English and Spanish.

Fun Facts/Brainstorming:  Reviewed what they learned about the Tree Line.  Discussed:  What do you think you might see at the top of a mountain?   Fun Facts:  A mountain is a land-form that rises high above the surrounding terrain in a limited area.  They are made from rocks and earth.  Mountains form over millions of years in several different ways.  Some mountains form when volcanoes erupt over and over again.  The lava builds up to make a mountain.  They usually have steep, sloping sides and sharp or slightly rounded ridges and peaks.  They can be rocky and barren.  Some have trees growing on their sides and very high mountains have snow on their peaks.  Mountains exist on every continent and even beneath our great oceans.

Language and Literacy:  Discussed: Why do you think it would be difficult to live at the top of a mountain?  Explained that there are very few animals that can live at the top of a mountain due to the cold climate, thin air, and lack of food.  We looked at the storybook, “The Great Mountain Hike”.  The children predicted what they thought this book would be about.  We then discussed the concepts of print: Front cover, back cover, title, title page, author and illustrator.  We read through the book and discussed while we read.  The story is long and has small stories within so we will read this daily to see what happens to the baby Goose.

Science: Discussed: What do you think can slide?  What do you think can roll?  We had a variety of items that the kids tried to slide or roll and discussed which they were doing with it.  We used ramps to see which items would slide or roll faster.  

Mathematics and Reasoning:  Discussed:  What would you want to do on a mountain? Used positional words to describe.

Creative Development:  Discussed: How do you think the top of a mountain looks different than the bottom? We looked at the Snowy Mountain collage that they will be making in afternoon centers.

We are practicing Daily our signing for the concert next week so we are doing that also about 3 times a day.

Afternoon Centers:   Center 1-  Legos  Center 2- Snowy Mountain Art-  The children will cut or tear paper into triangles to create trees or other mountains.  They will glue them onto their page and add cotton balls for snow or clouds and decorate as desired.  Center 3-  Self-Portrait:  The children will draw themselves on the background piece of paper and attach the frame to it.  They will then glue the sticks on like they are skiing down a mountain.  They can also use the sticks in other ways that they would like. 

Wednesday: Tree Line

Dec 10, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Tree Line

Calendar:   Discussed the date in English and Spanish.  Keira put the number on the calendar, discussed the weather, found the day of the week in Spanish and told us the pattern on the calendar.  She reviewed all our sight words, Spanish words, Sign language and counted to 20 in English and Spanish.

Fun Facts/Brainstorming:  Reviewed what we learned about Spruce trees.  Discussed:  What do you think a tree line is? Fun facts:  The tree line is the edge of the habitat at which trees are capable of growing.  Beyond the tree line, trees cannot tolerate the environmental conditions (usually temperatures or lack of moisture).

Language and Literacy:  Discussed: What letters do you recognize in the word ” tree?” Set out paper strips and invited children to experiment making different letters with them. Observed which letters children try to make. We looked at the photo cards and discussed the photo and how to spell the word “tree” and “train”.   Discussed how to write the letter Tt. Each child practiced writing the lowercase and Capital letter Tt on the Wipe off board.  They also practiced making the letters in their journals.

Science:  Discussed: Why do you think trees can’t grow above the tree line? Explained that at the top of tall mountains, the air is thin, cold and often covered with snow. The trees cannot grow in these conditions. Taped a long line in the middle of the room and invited children to explore jumping, hopping or leaping over it. Can they hold their breath when they are hoping over the line?

Creative Development:  Discussed: What do you think it would feel like to hike all the way up to the tree line? Set out different musical instruments and objects children can strike to make different sounds. Invited children to explore the different sounds and try to sort them by high and low tones. 

Mathematics and Reasoning: Discussed: What do you think a tree needs to grow? We used the number cards and the children picked a card and told us what the number was. They then had to count out the matching number of trees and make a tree line.

Show and Tell:  Each child was to bring an item that begins with the letter T.  They came up one at a time and showed their item to everyone; discussing what it was and why they brought it.

Tumble Bus Day:  See the form by the front door to see what activity they did today!

Afternoon Centers:   Center 1-  Wooden Blocks  Center 2- My Little Journal- The children will go to the T page.  They will practice making the capital and lowercase Tt.  The children will then make green and brown T’s on the page to make it look like a forest.  They will try to write the word “tree”.  Center 3-  Mountain Math-The children will cut their numbers and tree cards apart.  Practice with your children at home to pick a number and count out the matching number of trees. 

Tuesday: Spruce Tree

Dec 9, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Spruce Tree

Calendar:    Discussed the date in English and Spanish. Keira put the number on the calendar, discussed the weather and found the day of the week in Spanish. She then counted to 20 in English and Spanish.  She helped review our Spanish,  Sign language and Sight words.

Fun Facts/Brainstorming:  Discussed:  Do you think a tree is living or nonliving? Why? We looked at the calendar and made a motion for each picture.  Example, waddle like penguin, float like snowflake and growl like a Polar bear.  We repeated this pattern.  The children then made up new motions to repeat in a pattern.  Fun facts: Spruce trees are hardy evergreens primarily found throughout countries in the northern hemisphere.  Unlike pine or fir trees, spruce trees produce needles along the branches, leaving a small base from the stem.   Spruce wood has long been used for a variety of  purposes; including boxes, crates, musical instruments,and to build ship masts.

Physical Development: Discussed: How high do you think you could build a tower? Invited children to find objects around the room and explored stacking them and safely knocking them down.  The children each came up and built a tall tower out of blocks.  We counted how many blocks they were able to stack before it fell down.  Will was the winner on the most blocks stacked before it fell down and Harper came in Second place.

Mathematics and Reasoning:  Discussed: What is taller than you? Shorter? Explained that when a spruce tree is 4 years old, it can already be 12 feet tall.  We used a measuring tape to find out how long 12 feet is.  Invited children to explore their heights by comparing themselves to one another or to objects in the room. What do you think is bigger than a pinecone in this room? Smaller? Invited children to test their size predictions by gathering objects from around the room and comparing the size of each to the pinecone. We had 12 pieces of paper taped together and laid them on the floor.  Each child came over to lay on it and we measured how tall they were to the tree. We marked where everyone was on the chart and discussed tallest and shortest.

Language and Literacy:  Discussed: What do you think happens to trees in the winter? Gather one or more branches with pine needles or other tree branches and invite children to explore the needles and bark. Read the Participation story, “Why the Evergreen Trees Keep Their Leaves.”   We discussed while we read and acted the story out!  The children answered questions to check for comprehension:  Why couldn’t the bird fly?  (broken wing)  Who helped the bird?  (Spruce tree)  Who helped the Spruce Tree protect the bird?  (Juniper and Pine tree)  What did the bird eat in the winter?  (berries from the Juniper tree)  What would you do if you found a bird with a broken wing?

Mathematics and Reasoning:  Discussed: What do you think is bigger than a pinecone in this room? Smaller? Invited the children to test their size predictions by gathering objects from around the room and comparing the size of each to the pinecone.  We put objects in order from largest to smallest.

Afternoon Centers:   Center 1-  Variety of toys  Center 2- Tall Tree Art- The children will be measured to see how tall they are and we will write that on the back of their tree. They will then paint and add sequins to the tree.  Center 3-  Pinecone Measure-The children will trace the pinecone.  They will then trace 2 other objects of different sizes and cut them out and work on putting them in order from smallest to biggest.  

Monday: Mountain Hiking

Dec 9, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Mountain Hiking

Calendar:   Discussed the date in English and Spanish. Keira is the new calendar person for this week!  She put the number on the calendar, discussed the weather, found the day of the week in Spanish and told us the pattern on the calendar.  She reviewed all our sight words, Spanish words, Sign language and counted to 20 in English and Spanish.

Fun Facts/Brainstorming:  Reviewed what the children learned about freezing and melting.  Discussed:  What might you see on a hike?   Each child came up one at a time.  We had the child then point at the number line and open his/her eyes.  They discussed if the number is more or less than 4.  

Language and Literacy:  Discussed: What do you think you would do if you got lost on a mountain? Explained that if you are lost, you should stay where you are and make noise. Invited each child to practice writing the letters of his / her name on separate pieces of paper.  The children discussed the first letter in their names and the sound it made.

Social Studies:  Discussed: What types of animals do you think you might see on a mountain? Set out a tray of sand and dirt. Invited children to explore making handprints or footprints in it. What do you think it means to be responsible? What do you think are important hiking rules? Invited children to share their ideas as we made a class list of ” Responsible Rules.”  They pretended to take a hike through the mountains and when they came to the bear track they had to count to 14 and then tiptoe past the bear track.

Physical Development: Discussed: Why do you think a bear likes mountains? Hide the Counting Bears around the room and invite children to pretend to hike and gather them.   The children worked together to put the bears in piles of 4.  They then placed the bears on the counting card to check their groupings.

Show and Tell:  Each child was to bring in 4 items.  They came up one at a time and counted out their 4 items and discussed if they got the correct amount or more or less.  

Afternoon Centers:   Center 1-  Wooden Car tracks  Center 2-  Each child turned to the number 4 page in their my little journal and practiced writing the number 4. The children put finger prints with paint on their journal page. They then turned 4 of the prints into hikers.  

 

Friday: Freezing and Melting

Dec 5, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Freezing and Melting

Calendar:   Discussed the date in English and Spanish. Austin put the number on the calendar, discussed the weather and found the day of the week in Spanish.  He then counted to 20 in English and Spanish.  He helped review our Spanish,  Sign language and Sight words.

Fun Facts/Brainstorming:  Reviewed what the children learned about igloos.  Discussed:  What can melt? What can freeze?   Fun Facts:  Freezing is the change that occurs when a liquid changes into a solid as the temperature decreases. Melting is the opposite change, from a solid to a liquid as the temperature increases. When a solid turns into a liquid it is called melting.  The melting point of water is 0 degrees C.  We used the unused calendar pieces and the children worked together to make ABC patterns.  We also did AB and ABB patterns.  

Language and Literacy:  Discussed: Why do you think ice is important? Discussed how glaciers provide habitats for many animals and store fresh, clean water.  Hide the bingo chips around the room. Invite children to explore the room and hunt for treasure coins ( chips). To play the game:  A child places any three cards face down on his/her game board in the empty space.  I had the child breathe warm air on the three cards to “melt” the treasures then turn them over one card at a time. If the card matches the letter it is next to, the child wins a chip.  We counted how many chips the child won per round.

Creative Development:  Discussed: What do you know that is cold? Can you think of something even colder (for example, yogurt and ice cream)? Explained that even when you feel cold, a strong wind can make you feel even colder. Invited children to experiment blowing on different body parts. Explored sitting in front of a fan. How does the blowing wind feel? How does it feel to blow on a hand that is wet?  We learned the sign for “Cold”- With arms at your sides make fist without thumbs up.  Shake fists as if shivering.   We practiced this sign and sang the song replacing the word, “cold” with the Sign.

Creative Development: Discussed:  How might you move in the snow? How might a bear or other animal move in the snow? Set out the pattern guide and invite children to demonstrate how they would move like the different objects and animals.  We used the pattern guide to make a pattern with items.  The children practiced repeating the pattern.  They then helped make new patterns.  They made up movements to match the picture to make a pattern with their body.

Science: Discussed: What do you think would happen if you sat on a bag of ice? Set out a damp towel, a dry towel and a zipper bag of ice. Invite children to  explore the different textures and temperatures of the object. Do the objects feel different on different parts of their bodies?  We then passed around the zipper bag of ice.  We then had the child sit on it or hold it and count to 14 to see if they could hold it or sit on it the whole time. 

Afternoon Centers:   Center 1-  Puzzles and Books  

Thursday: Igloo

Dec 4, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Igloo

Calendar:   Discussed the date in English and Spanish. Austin put the number on the calendar, found the day of the week in Spanish and discussed the weather.   We discussed the new pattern on the calendar.  Austin helped us review our Spanish, Sign language, sight words and numbers.

Fun Facts/Brainstorming:  Discussed:  How do you think it feels inside and igloo?  We looked at the Shape for this month, “square”.  The children made a square with their fingers and with their arms and legs.  We discussed how many sides and points are on a square.  Fun facts:  Igloos, or the Ice Houses are generally built of snow and ice in very cold places.  An igloo is a dome-shaped building, with blocks of ice built up in a spiral.  The roof has a small hole for ventilation.  The short door opening and a tunnel in front of the dome structure stops the heat from flowing outside and keeps the igloo warmer than the outside weather.  Sometimes, blankets can be hung on the outside of the igloo so that the cold does not reach the inside.  The heat from the humans living inside melts the bricks and fuses them together.  They are mostly built as a hunting or a camping station or as a temporary house.Inuits or Eskimos live in the Igloos permanently.    There are igloo hotels.  

Language and Literacy:  Discussed: What belongs inside of an igloo? Set out the photo cards from the letter sets. Invite children to discuss what they see or wonder. We looked at the igloo and discussed some “I” sounds.  We then looked at pictures and put the pictures inside the igloo if it was an “I” sound.  The children then picked a card and if it’s beginning sound matched the igloo they held onto it and if it did not match they would say “Oh No!” and have it crawl out of the igloo.

Mathematics and Reasoning:  Discussed: How do you think and igloo is made? Set out a bowl of ice cubes and salt and invite children to experiment with sticking and melting ice cubes. What happens with too much salt?  

Mathematics and Reasoning:  Discussed:What happens to an igloo when it snows?  What happens on the inside?  Outside?  The inside of an igloo is warm because the walls keep out the snow and wind.  Invite children to experiment with tweezers and try to pick up the snowflake confetti or other small objects.  Looked at the Igloo the children will be creating in afternoon centers.

Social and Emotional Development:  Discussed:  Why do you think people build igloos? Inuit, Native Alaskans, built igloos as hunting shelters or winter homes. Invite children to explore how they could use the blanket, sleeping bags or pillows to build an igloo. Observe how children work together and what words they use to communicate their ideas.

Show and Tell:  The children brought in an item that was square.  They came up one at a time to show the class their item and show how it is square.  We counted the sides and the points.

Afternoon Centers:   Center 1- Large Cardboard Building Blocks  Center 2- The children each got a cut out of an igloo and squares to glue to the igloo to look like ice or snow. They then used snow flake confetti to decorate the outside of their igloo.  Center 3-   Each child gets a Pocket Game and they cut out the pictures. This helped them practice their cutting skills.  We will play this game on Friday during lessons. 

Wednesday: Icicle

Dec 3, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Icicle

Calendar:   Discussed the date in English and Spanish. Austin put the number on the calendar, discussed the weather and found the day of the week in Spanish.  He helped us review our numbers in Spanish and English, Sign language and Spanish words.

Fun Facts/Brainstorming:  Reviewed what the children learned about Snowmen.  Discussed:  How do you think icicles are made?  Fun facts:  An icicle is the cone-shaped block of ice that forms when dripping water freezes.  When an icy snow on a tree branch or a windowsill starts to melt and drip, it will sometimes freeze again because of the temperature or the other cold ice it encounters while dripping.  As each cold drip wiggles its way down towards the ground and freezes in the process, icicles are formed.  

Language and Literacy:  Discussed: What have you seen that melts? What do you think happens when an icicle starts to melt?  We looked at the letter I and discussed what sounds it makes.  We then discussed words that start with the letter I.  I had the children come up one at a time to practice writing the capital and lowercase Ii on the wipe off board and in their journals.

Mathematics and Reasoning:  Discussed: Where might you find icicles on a house? Why? Invite children to experiment arranging blocks on the blue square. How many blocks could fit onto it? Could they arrange them in a different way to fit even more? What shape blocks did they choose?  Looked at the Icicle houses they will make in afternooon centers.

Creative Development:  Discussed: How do you think icicles feel? How could they be dangerous? Set out 2-3 different white items. Encourage children to experiment combining or manipulating the materials and brainstorm how each might be similar to or different from icicles and snow.  In afternoon centers, they will draw themselves on the front page of the Journal and add white items to make it wintry.

Physical Development: Discussed: What do you like to eat that is frozen? Invite children to touch, taste and explore a sample of each fruit and each juice. Discuss favorites and least favorites.  The children will make their own freezy pops by picking what juices and fruit they want in their cups.  We will then write their names on their stick and put it in the cup into the freezer for them to enjoy once it is frozen. We had 4 different juices: V8 vegetable juice, V8 Splash, Raspberry Cranberry, Strawberry Lemonade.  We had 5 different fruits: kiwi, apple, grapefruit, orange and lemon.  Austin was the only child that loved the V8 vegetable juice. The rest of the children didn’t care for it.  

TumbleBus:  See the activity form by the sign out sheet of what they did today on the bus.

Afternoon Centers:   Center 1-  Community Helper toys.  Center 2-  The children drew a picture of themselves in a wintry scene on the front of their my little journals. They then used different white materials to decorate and use as snow and ice.   Center 3-   The children wrote the letter Ii in their my little journals.  They used the paint to make letter I’s and then put glitter on them to make them look frozen like icicles.   Center 4-  Children dipped fingers in watery paint and watch how the water drips off of them and onto the paper like a melting icicle. Experimented with different fingers. They also wrote the letter I with their fingers.  Center 5- Icicle House Art-  The children will will cut out red triangles and tear or cut pieces of white paper.  They will then make a wintry house and decorate as they desire.

Tuesday: Snowman

Dec 2, 2014   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Snowman

Calendar:   Discussed the date in English and Spanish. Austin put the number on the calendar, discussed the weather and found the day of the week in Spanish. We reviewed our Spanish, Sign language and Sight words.  

Fun Facts/Brainstorming:  Reviewed what we learned about snowflakes.  Discussed:  How do you know if a snowman is living or not living? How do we make a snowman.  Fun facts:  The first snowman ever documented was from 1380.  The world’s tallest snow woman was built in 2008 in Bethel, Maine.  Named “Olympia” in honor of the U.S. Senator representing Maine, she weighed 13 million pounds.  She was 122 feet 1 inch tall, with skis for eyelashes, tires for buttons, and arms of entire pine trees.  Joke:  What does snowman eat for dinner?  An ice-“berg”er!  hahahaha

Language and Literacy:  Discussed: Why do you think snowballs get bigger when you roll them? Invited children to pretend the pillows are giant snowballs and explore rolling them around the room.  Concepts: Letters in Your Name-  I had each child come up one at a time to find the first letter in their names on the Alphabet Strip.  They then got their Show and Tell items and showed us what they brought that started with the same letter as their name.  A lot of children did not bring their show and tell!!  We discussed other things that began with the same letter as their name as well!!

Mathematics and Reasoning:  Discussed: What size snowman would you want to build? Look around the room and stand next to something of a similar desired size. Set out all of the snowman cards and invite children to make their own snowman combinations. Challenge children to sort the cards by similar features.  I then gave a child a picture of a snowman and they had to make a matching snowman with the matching parts.

Creative Development:  Discussed: What do you think you would need to build a snowman? Set out the circles and invited children to experiment with rolling, stacking, or balancing them on various surfaces.  We looked at the Snowman art they will be doing in afternoon centers.

Science: Discussed: What should you wear when it is cold outside?

Afternoon Centers:   Center 1-  Legos  Center 2-  The children used circles to create their own snowman. They used tissue paper and glitter to decorate their snowman. We also took shaving cream mixed with glue to paint over their snowman. 

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