Browsing articles from "February, 2015"

Friday: The Leaning Tower of Pisa

Feb 28, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: The Leaning Tower of Pisa

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 the numbers, Spanish, Sign language and sight words.

Fun Facts/Brainstorming:  Reviewed what the kids learned about St. Basil’s Cathedral.  Discussed:  Why do you think the Tower of Pisa is leaning?  We looked at pictures of this tower.  Fun facts:  The Leaning Tower of Pisa is a bell tower in Pisa, Italy.  It is world famous for its prominent tilt  to one side. The tower’s foundations were built on soft subsoil which had difficulty supporting the tower’s weight (14,500 ton).  When the second story was started the lean became more noticeable and only got worse as construction continued.  Originally the tower leaned at an angle of 5.5 degrees.  After restoration work between 1190 and 2001 this angle was reduced to 3.97 degrees.  This tower is 8 stories high.  There are 294 steps on the north side of the tower and 296 steps on the south side.  Seven bells sit in the bell-chamber at the top of the tower, one bell for each note of the musical major scale.  

Creative Development:  Discussed: What materials do you think you could use to make a tower?  Explained that the Tower of Pisa was built with limestone and marble, two very strong rocks often used in European construction and sculptures.  We reviewed the towers they built out of the starch noodles and toothpicks.

Social and Emotional Development: Discussed: How far can you lean? Invited children to explore leaning as far as they can without falling over. The Leaning Tower of Pisa started to lean during construction because it was built on soft ground that had difficulty supporting the weight.  We played a trust game.  I had a child lean as far backwards without looking as I caught them.  Each child had a turn and we discussed how it felt to lean like that not knowing if I was there to catch them.

Mathematics and Reasoning:  Discussed:  What is your home made from? Invited children to explore the room and try to figure out what materials were used to build it. We then built a counting tower. The children took turns rolling the dice and stacking that many blocks in a tower. The next child rolls and adds to the tower.  After 4 rolls, we counted the tower if it didn’t fall down.  We counted how many times we could roll and stack before the tower falls down. 

Social and Emotional Development: Discussed:  Where is your favorite place to go? Set out the game cards and invited children to pass them around. What do they talk about? We read a question card and had the children set the matching photo cards on the poster.  They chose which picture they would rather do by placing a manipulative piece above it.  We discussed more and less. Would  you rather questions that we compared answers from all children to see which one got more or less likes, are as follows:  Would  you rather climb the Matterhorn or the Leaning Tower of Pisa?  Where would you be most afraid:  the Matterhorn, Great Pyramid or the Leaning Tower of Pisa?  Would you rather live in a tower, pyramid or a drum?  Would you rather buy a drum or a kite?  Would you rather build a pyramid, the Leaning Tower of Pisa or a kite?  Would you rather be lost in a pyramid or in St. Basil’s Cathedral?

Miss Lindsay’s Birthday:   The children made cards for Ms. Lindsay and read them to her.  We all got to enjoy an Angel Food Cake for her birthday.

Thursday: St. Basil’s Cathedral

Feb 27, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: St. Basil’s Cathedral

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

Fun Facts/Brainstorming:  Reviewed what the kids learned about Machu Picchu.  Discussed:  What do you think is inside the St. Basil’s Cathedral?  We looked at the pictures of it.  St. Basil’s Cathedral is in Red Square in Moscow, Russia.  The cathedral once held regular masses, but it is now a museum that displays many works of art and ancient artifacts.  St. Basil’s Cathedral was built by Ivan the Terrible. It was given the nickname ” St. Basil’s” after the “holy fool” Basil the Blessed. The design of St. Basil’s Cathedral comprises of nine individual chapels. Each chapel with an onion shaped dome. Tsar Fyodor Ivanovich added the ninth chapel in 1588. It was added on the eastern side to the house the grave of St. Basil’s.

Language and Literacy:  Discussed:Which World Wonder do you like best? Why? Set out Daily Topic Poster from the past weeks and invited each child to look at them and sit next to his favorite.  The children reviewed what they learned about all the different places this month.  They will draw a picture and write about it in afternoon centers on their postcard.

Physical Development: Discussed: What can be dangerous about cooking in the kitchen? Place the tomatoes in zipper bags and invite children to explore squeezing and crushing them until they make a paste.  Discussed how we can make Tomato Basil Soup.

Language and Literacy:  Discussed:  Where on the map would you like to travel? Why? We used the Storytelling Pieces to tell a story about what we learned this month. 

Physical Development: Discussed:  What color is your house?  St. Basil’s Cathedral was originally built with only red and white bricks. The vibrant colors that you see today are the result of remodeling and repainting over the years.  The children cut out the cathedral pieces to glue onto a black piece of paper and make a collage.  

Afternoon Centers:   Center 1-  Post Card-The children drew a picture about what they learned and told us about their picture.  Center 2- My Little Journal-The children went to the 16 page to draw the Leaning Tower of Pisa.  They then put 16 fingerprints on the building to look like windows.  They practiced writing the number 16.  Center 3-  Cathedral Collage- The children cut apart the Cathedral pieces and made a collage of them on the black paper. 

Wednesday: Machu Picchu

Feb 26, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Machu Picchu

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, Sight words and numbers.

Fun Facts/Brainstorming:  Reviewed what the kids learned about The Great Pyramid.  Discussed:  What do you think a ruin is? Looked at pictures of Machu Picchu and discussed what they saw.   Fun Facts:  Machu Picchu was built in 1450 but abandoned just over a century later in 1572. Archaeologists believe Machu Picchu was built for use as a Royal Estate. It is located 7970 feet above sea level on a ridge in the Mountains of Peru. On July 24, 1911 American Explorer Hiram Bingham III re-discovered Machu Picchu.

Language and Literacy:  Discussed: Where have you seen a building that has been knocked down? Invited children to explore the room and looked for things that are broken, falling apart, or missing pieces. Ruins are the remains of man-made buildings that have fallen apart due to lack of maintenance or destruction such as war or natural disasters.  We worked on new words. We wrote the letters “ot” and the children told me what that said. I then added new letters to the beginning and they told me the new words that we made. They do very well with this.  We also looked at word cards and filled in the missing letters and read the new words that we made.

Mathematics and Reasoning: Discussed: Where can you find stairs? How many stairs might be there? Invited children to explore the room, building, or outdoor area for stairs in a safe location. The Incans built over 3,000 steps in the city of Machu Picchu. The stairs linked the city’s many different levels.  The children got to walk up and down my stairs and count each step as they went. We clapped on 6 or 16.  

Physical Development:  Discussed:  What types of things are strong enough to knock down a building? Invited children to explore building with blocks and knocking down the structures in different ways. Machu Picchu is an abandoned Incan city in the mountains of Peru. Its ruins were discovered surprisingly well preserved due to the intelligent planning and construction of the Incans.

Language and Literacy: Discussed:  What kind of treasures would you like to dig up? Hide small objects or coins in the tray of sand and invited children to explore with their hands to find “treasure.” We looked at our Bilingual book and discussed it. The children helped me read it in English and Spanish.  They will put the book together in afternoon centers.

Afternoon Centers:   Center 1-  Bilingual Book-The children will put the book into order and staple it. They will then added the pictures to the book and colored the pages. Center 2- Passport- They will add a new sticker to a new page and draw a picture of Machu Picchu.  

Tuesday: The Great Pyramid

Feb 25, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: The Great Pyramid

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

Fun Facts/Brainstorming:  Reviewed what the children learned about Sequoia Trees.  Discussed:  What shapes do you see in a pyramid?  We looked at triangles and discussed how many sides and points were on it.  Looked at pictures of  The Great Pyramids and the children told me what they saw.  Fun facts:  The Great Pyramids were built as a burial place and monuments to the Pharaohs. Pharaohs are similar to kings.  They had pyramids built for their family.  Some of the early pyramids have large ledges that every so often look like giant steps. Ancient Egyptian pyramids are the most well known pyramid structures. The first pyramid was built in Saqqara around 4650 years ago.

Creative Development:  Discussed: What do you think is in a camel’s hump? Explained that camels store a giant mound of fat in their humps. The camel uses the fat for when he is hungry and there is no food to eat.  We looked at the camel puppet the children will be making in afternoon centers.

Mathematics and Reasoning: Discussed: What can you build with cups? The children explored different ways to build with the paper cups.  There are over 138 pyramids found in Egypt. Most were built as tombs to bury the country’s pharaohs and queens.  The children worked together to count out 16 cups. They then used those cups to build one pyramid.  We then used positional directions and pretended to be pharaohs or queens.  For example:  Gallop to the pyramid.  Skip around the pyramid.  Sit down next to the pyramid.  Jump over the pyramid.

Language and Literacy:  Discussed: What do you think was inside of the pyramids? Invited children to work together to build a “pyramid” tent with a blanket. Explained that mummies were in pyramids. A mummy is a body wrapped in bandages. When a pharaoh died, his mummy was placed in the pyramid with jewels and coins. The children took stuffed animals and wrapped them into blankets to turn them into a mummy.

Mathematics and Reasoning:   Discussed:  What is the heaviest thing you can carry?  The children found something heavy in the room and tried to pick it up.  They then went to heavier items to  see if they could pick that up.  The children then tried to pick each other up.  We looked at the puzzle pieces and the children helped put the puzzle together. They then discussed what picture it made.

  Show and Tell: Each child brought 16 items in a bag.  The children came up one at  a time to count out their 16 items.  We discussed if they needed more or less or if they were equal to.  

Afternoon Centers:   Center 1-  Camel Puppet-The children took the fabric square and decorated it then used scissors to make a fringe.  They then drew on the camel pattern.  They glued the fabric to the camels back and added a craft stick.   

Monday: Sequoia Trees

Feb 24, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Sequoia Trees

Calendar:   Discussed the date in English and Spanish. Austin is the new calendar and meteorologist for this week.  He put the numbers on the calendar and found the day of the week in Spanish.  We reviewed the numbers, Spanish, Sign language and Sight words.

Fun Facts/Brainstorming:  Reviewed what the kids learned about Victoria Falls.  Discussed: Where is the tallest tree you have seen?  The General Sherman is one of the largest known trees in the world.  It is found in the Giant Forest in Sequoia National Park in California. It is named after an American Civil War general. Fun facts:  Giant sequoia trees can reach 164 to 279 feet in height and 20-26 feet in diameter.  We used a measuring tape to see how wide the Sequoia could get.  Their bark is 3 feet thick and brown in color. They are evergreen plants. They develop miniature scale-like leaves that are spirally arranged on the branches. Green cones appear on the tree at the age of 12 years, but they remain closed until age of 20, when giant sequoia reaches maturity.  Male and female cones develop on the same tree.  Adult tree has 11,000 brown cones that are 2.8 inches long.  Fire plays important role in the life of sequoia.  It clears the ground from competing plants, facilitates opening of the cones and enriches the ground with minerals required for the growth of new seedlings.

Physical Development:  Discussed: What lives in a tree? Would you like to live in a tree? Look through books and search animals that could live in trees.  Looked at the Tree house they will be drawing in afternoon centers.

Science: Discussed: What do you think a park ranger does? Explained that the US has 58 national parks. Sequoia National Park in California was the third one to be signed into law in 1890. Encouraged children to search the room to find something that is living.  The children played follow the leader.  The child that was leading would point out living and nonliving things in the room.  The kids took turns being the leader.

Social Studies:  Discussed:  How do you think a baby tree is different than an old tree?  Invited children to explore the differences between moving like a baby and a big kid. What can they do now that they couldn’t do as babies? Explain that a sequoia tree, though one of the largest trees in the world, starts out as a tiny seed. We looked at the Story Sequence cards of a Sequoia tree. We discussed each picture and the children then put the pictures in order.

Mathematics and Reasoning: Discussed:  What could you use to measure your arm? We used toys in the room to measure the children’s arms.  We found out how many celery stalks or car lengths they were.

Afternoon Centers:   Center 1-  Tree House Art-  The children drew a picture of a tree.  They then drew a picture of themselves in the tree and added a tree house around themselves.  Center 2- My Little Journal-The children practiced  writing the capital and lowercase Qq in their Journals and on the wipe off board.  They then drew large trunks on the top of the page with lines out from the trunk. They used a green crayon to draw Capital Q’s to make leaves on the lines.  Center 3-  Tower Building- The children used starch noodles and toothpicks to build towers.  This is for Friday’s lessons.  

Friday: Victoria Falls

Feb 20, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Victoria Falls

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 read all our sight words.  I jumped around on the number line to try to mess her up and she was able to read almost all the numbers mixed up.  She then read the numbers in Spanish.  Lily reviewed our Sign language and Spanish words also.

Fun Facts/Brainstorming:  Reviewed what the kids learned about Matterhorn.  Discussed: What goes down a waterfall? Fun facts: The width of Victoria Falls in the wet season is about over a mile wide. The water depth and the base of the falls is 229 feet. The European explorer Dr. David Livingstone called the falls after Queen Victoria in England when he visited there in 1855. Tourists visit Victoria Falls in the dry season between May and October. Tourists can bungee jump from a bridge crossing the river downstream of the falls.  Victoria Falls are located on the Zambezi River in Africa.  The Zambezi river is the largest river in Africa.

Creative Development:  Discussed: How does water flow? We looked at the Waterfall wands they made yesterday which we hung from the ceiling.

Science: Discussed: What is dangerous about a waterfall? Discussed how we could build a waterfall out of  blankets.

Science:  Discussed:  What does it look like if you look through water? Fill up a glass of water and pass it around. Invited the children to look at various things through the water. They had fun looking through the water. 

Mathematics and Reasoning: Discussed:  Who lives near a waterfall? Explain that there are waterfalls on all 7 continents of the world. We played a memory game with the Matching cards. The children sat in a circle and took turns picking two cards.  They said what the pictures were and if it was a match. We played until all matching pairs were found.

Afternoon Centers:   Center 1-  Passport-  The children will take the Victoria Falls sticker and add to a new page in their passport.  They then drew a picture of the Falls on the page. 

Thursday: Matterhorn

Feb 19, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Matterhorn

Calendar:   Discussed the date in English and Spanish.  Lily put the number on the calendar, discussed the pattern, found the day of the week in Spanish and discussed the weather.  She reviewed all our Spanish, Sight words, numbers, and Sign language words.

Fun Facts/Brainstorming:  Reviewed what the kids learned about Ayers Rock.  Discussed:  What do you think is at the top of a mountain?  We looked at pictures of the Matterhorn  mountain.  We discussed what we noticed with this mountain.  Fun facts:  The Matterhorn is the tenth highest mountain in Switzerland. Matterhorn, the German name, is from the words matte meaning “meadow” and horn meaning ” peak”. The four faces of the Matterhorn face the four cardinal directions- north, east, south and west. Over 500 people have died  climbing the Matterhorn. Deaths are now about 12 annually. There is a replica of the Matterhorn at Disneyland in California.  

Social and Emotional Development:  Discussed: What do you think is difficult about mountain climbing? Explained that the Matterhorn is steep and dangerous to climb. You should never climb a mountain alone, because you never know when you may need help. The children tried to balance on one foot without moving their arms.  They then held onto a partner and stood on one foot.  We discussed how it was easier when someone was helping them. The children then crawled across the room without using their legs.  Their partner then helped them by holding their legs while they used their arms to walk like a wheel barrow.  We also picked up a ball without using our hands.  They had fun with all these activities.

Language and Literacy: Discussed: Why would you like to live on top of a mountain?   We looked at the letter K and reviewed the sound it makes.  We then wrote words on the wipe-off board that began with the letter K.  We looked in the dictionary to find more K words.  Discussed how the K is silent in some words like: knee, knuckle, knight, know, etc.  We then looked at the letter Q discussed the sound it makes. It is a borrower and borrows K and W’s sound.  We found words in the dictionary that begin with the letter Q.  They discovered that K and Q don’t have a lot of words in the dictionary like a lot of other letters.

Science:  Discussed:  How do you think people get to the top of a tall mountain? Some people hike, ride horses, drive vehicles or ride cable cars to get up mountains. We looked at the cable cars they will be making in afternoon centers.  We also looked at a Video of a cable car so that the kids could learn more about it.

Mathematics and Reasoning: Discussed:  What is taller than you in this room?  All mountains are different heights. The Matterhorn is one of the tallest mountains in the Alps. The children took a piece of string and had to find something taller than the length of the string. 

Show and Tell: Discussed: Each child brought an item that began with the letter Qq.  They came up one at a time to show their item and discuss.

Afternoon Centers:   Center 1-  Cable Car-The children taped together the cable car pattern and then decorated it as desired.  They used a craft stick to add a face and body to make it look like a person.  They cut a piece of straw to add to the top of the car so that the string can go through it.  Center 2- Waterfall Wand- The children used  the cellophane, crepe paper and the Handle ring to make a waterfall.  

Wednesday: Ayers Rock

Feb 18, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Ayers Rock

Calendar:   Discussed the date in English and Spanish. Lily put the number on the calendar, discussed the pattern, weather and found the day of the week in Spanish. Lily read all the Sight words, Spanish, Sign language and numbers in English and Spanish.  

Fun Facts/Brainstorming:  Reviewed what the kids learned about the Grand Canyon.  Discussed:  Where can you find big rocks?  Today I showed the children a picture of Ayers Rock and they told me what they saw.  Fun facts:  The official name of the monument is Uluru which some believe means waterhole. The high amount of iron in the rocks is what gives the rock its red color, but the actual rock is gray. More than half a million people visit the monument or take Australia Outback tours which include stops at this well known attraction.  The Ayers Rock is situated almost exactly in the middle of Australia. 

Mathematics and Reasoning:  Discussed: What do you like to climb? We read the Math story cards.  The children helped add or take away the people counters  to the rocks to work the math problems.  We wrote the math problems on the wipe off board as well.  Math problem 1:  4 mountain climbers hiked to the top of the rock.  (One child came up and got 4 hikers to put on the rocks)  Math problem 2:  The 4 mountain climbers sat on the rock.  2 more climbers came and sat.  How many are there now?  (Another child came up to get 2 more hikers to put them on the rock and counted how many climbers there were now).  Math Problem 3:  There were 6 mountain climbers on the rock.  4 got tired and climbed back down.  How many were left at the top?  (Another child came and took 4 climbers off the rock and told us how many were left).  Math problem 4:  3 groups climbed the rock.  There were 2 mountain climbers in each group.  When they met up at the top, how many were there?  (I had 3 children come up to be the 3 groups.  They each took 2 climbers and the rest of the kids counted how many climbers in all there are)

Creative Development: Discussed: What have you seen outside that is red? We looked at the Red Rock art that they will be making in afternoon centers.

Mathematics and Reasoning:  Discussed:  How are rocks similar and different? We had a variety of rocks that the children helped sort.  

Language and Literacy: Discussed:  Where do you find rocks? Taped a heart outline on the ground and set out small rocks. Encouraged children to fill the heart or trace its outline with the rocks. What else can they make?  We looked at the letters G and K.  Discussed the sounds they make and words that begin with the letter.    We looked at the Journal activity that they will be doing today.   

Tumble Bus Day: See the form by the Sign In book to see the activity they did on the bus today.

Afternoon Centers:   Center 1-  Passport-the children will put the Ayers Rock sticker on the next page.  They will then draw the rock on the page.   Center 2- My Little Journal-The children will go to the red page.  The children found red items in magazines or pictures. They drew a large rock on their page and glued the red items in the rock.  They then colored the bird and the rest of the rock showing in red.    Center 3-  Red Rock Art- The children will use red sand to glue onto paper to make the Ayers rock.  They will then use markers or crayons to draw the surrounding landscape. 

Tuesday: Grand Canyon

Feb 18, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Grand Canyon

Calendar:   Discussed the date in English and Spanish.  Lily put the number on the calendar, discussed the weather and found the day of the week in Spanish.  She read all our sight words, Spanish words, number in English and Spanish and reviewed our Sign Language words.  

Fun Facts/Brainstorming:  Reviewed what the kids learned about kites.  Discussed: What is strong enough to break a rock?  We discussed the Grand Canyon and looked at pictures.  The Grand Canyon is one of the seven Natural Wonders of the World. It is 277 miles long and located in Arizona. The further you go into the canyon the older the rocks are. The oldest rocks are 1.84 billion years old. The rocks at the top are the youngest at 270 million years old. The deepest part of the Grand Canyon is just over a mile deep. The rocks of the canyon contain fossils of plants and animals. 

Language and Literacy:  Discussed: In what country do you live? We looked at the Daily Topic Poster and discussed all the colors we saw.  Discussed passports and what they are and when we use them.  The children will have their own passport this month for all the places they learn about.  

Science: Discussed: How do you think holes are made in the ground? We used two different balls to drop into a tub of sand and notice the crater that it made. We then Threw the ball into the sand and noticed how the crater was deeper.  We used a ruler to measure the difference in craters.  The children took turns dropping and then throwing the ball into the sand to see the difference in craters.

Social Studies:  Discussed:  What do you know that has layers? Invited children to explore stacking blocks or books to make layers.  There are up to 40 known different types of rock layers in the Grand Canyon. Each layer of rock (known as a stratum) was formed at different points in time. We used different colors of play dough to flatten and stack on each other to make layers.  We discussed how this is like the layers of rock in the Canyon.  

Mathematics and Reasoning: Discussed:  What do you think you would do at the Grand Canyon? Set out the People Counters and a few blocks. Observed how children move and talk to the people counters. At the Grand Canyon visitors can hike, bike, bird watch, camp or take raft trips on the Colorado River. We had blue strips of paper that I laid  in a line to make a river. I had the children all come up and work together to build the Grand Canyon around the river.  They added the people counters to the Canyon.  They loved the Canyon that they built.

Show and Tell: Each child brought in a shape so we could play a shape game with it. They stood in a circle and told us what their shape was.  I called out a shape and the people holding that shape would sit down.  I would then call another shape and those children with that shape would sit down while the other kids would stand back up.  I got faster and faster as I called  out shapes.  The children were out if they sat down when a shape was called that they were NOT holding.  They had a lot of fun with this.

Afternoon Centers:    Center 1- Each child was given a Passport booklet. They turned to the first blank page and drew a picture of the Grand Canyon. They then received a sticker that says Grand Canyon. 

Monday: Kite

Feb 18, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Kite

Calendar:   Discussed the date in English and Spanish.  Lily is the new calendar girl for this week. She put the numbers on the calendar, discussed the weather and found the day of the week in Spanish.  She read all the Sight words, Spanish words, numbers and did all the Sign language words.  

Fun Facts/Brainstorming:  Reviewed what the kids learned about Valentine’s day.  Discussed: When is a good time to fly a kite?  The children told me what they know about kites.  Fun facts:  The smallest kite in the world which actually flies is 5mm high.  The largest number of kites flown on a single line is 11,284,this record is held by a Japanese kite maker. The longest kite in the world is 3394 feet. The fastest recorded speed of a kite is over 120 mph. Kite flying was banned in China during the Cultural Revolution, anyone found flying a kite was sent to jail for up to three years and their kites destroyed.  There are 78 rules in kite flying in Thailand.  Kite flying was banned in Japan in 1760  because too many people preferred to fly kites than work.  

Language and Literacy:  Discussed: What materials are used to make a kite?  Many kites are made with sticks, fabric and string. The sticks hold the fabric in its shape.  We looked at the Letter K card and discussed the sound it makes.  We discussed words that begin with the letter k.

Physical Development: Discussed: How high can you jump? Invited children to explore stacking and jumping over pillows. Explained that the highest kite ever flown reached 14,509 feet in the sky.  The children learned 6 new Spanish words.  We then had the cards high and they would jump to touch one of them and name the Spanish word. New Spanish words:  Kangaroo-“canguro”; Queen-“reina”; Grapes-“uvas”; Quilt-“colcha”; Globe-“terraqueo”; Kite-“Cometa”

Science:  Discussed:  What else can float in the air like a kite? Give each child a scarf or tissue and invited him to throw it in the air and catch it. The children gathered various small objects of different weights.  They made predictions on which items would stay in the air the longest.  We experimented with each item and counted the seconds it takes for it to hit the ground then we put the items in order from longest to shortest float time.

Language and Literacy: Discussed:  What can you find at a market? Invited children to look through picture books to find an object Ms. Felicia named. How many examples can they find?  We looked at the I can Read books they will be working on in afternoon centers.  We read the book together. The children practiced writing the capital and lowercase Kk on the wipe off board.

Show and Tell:  Each child brought an item that started with the letter Kk. They came up one at a time to show the item that they brought and discuss it. 

Afternoon Centers:   Center 1-  I Can Read Book- The children read the book and found the item named on each page and taped a flap over it.  Center 2- My Little Journal-The children went to the K page.  They practiced writing the capital and lowercase Kk.  The children then wrote K’s all over the top of the page. They drew a shape around the Ks and turned them into a kite with a tail. 

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