Browsing articles from "May, 2015"

Thursday: Bee

May 21, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Bee

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

Fun Facts/Brainstorming:  Reviewed what the kids learned about rabbits.  Discussed:  What do you know about bees? Show and Tell:  The children were to wear clothing with lots of colors.  We looked at their clothing and discussed the different colors.  I then named a color and the children wearing that color got to buzz around the room like bees.  I did this with all the colors I could think of. Some of the children got to Buzz a lot because they had a lot of different colors on their clothing.   Fun facts:  A honeybee has to travel over 55,000 miles and visits approx. 2 million flowers to make 1 pound of honey. A honeybee can fly approximately 15 miles per hour. Honeybees are the only insect that produce food for humans. Honey is the ONLY food that includes all the substances necessary to sustain life, including water. A typical beehive makes more than 400 pounds of honey per year. Approximately 7-8 pounds of honey are consumed by bees to produce 1 pound of beeswax. Honeybees are a great scientific mystery because they have remained unchanged for 20 million years even though the world has changed around them.

Language and Literacy:  Discussed:  Where do bees live?  Set out blocks and pompoms.  Encouraged children to set up a flower garden and play with the pompom bees.  Explained that bees are found all over the world, except in Antarctica, were it is too cold for them to live.  We learned a couple new Spanish words and some of them are words we already knew.  Rabbit- Conejo;  Frog- rana; Yam- batata; flower- flor; Rocket- cohete.  We practiced our new words several times.  Placed the “flower” Spanish Card and one other photo card on the floor.  Encouraged the children to pretend to be a bee and start on the flower card.  Gave them directions for where to buzz next.  For example, “Buzz to the conejo(rabbit).”

Mathematics and Reasoning: Discussed:  How does a bee help a garden?  Invited the children to tear toilet paper into small pieces.  Pretended it is pollen.  I placed flower cut outs all over the room and put pieces of pollen(toilet paper) on each flower.  Had the children become buzzing bees and pick up one piece of pollen from a flower and put it on another flower.  Continued to transfer pollen pieces until I announces, “Stop!”  Each child stood next to a flower and counts the amount of pollen on the flower.  Used the counting card 10 and checked if the amount of pollen is greater than or less than 10.  

Creative Development: Discussed:  What types of flowers do you think bees like the most?  Sprinkled cornmeal onto one plate.  Invited the children to press the cotton ball into the cornmeal and then shake it off onto an empty plate.  Looked at the flower photos and encouraged the children to talk about the colors and shapes that they see.  

Mathematics and Reasoning: Discussed:  What do you think it would be like to go inside of a bee hive?  Invited the children to play with Pattern Blocks and work together to connect all of the pieces.   Showed the children the hexagon Pattern Block and count its 6 sides together.  Explained that a beehive is made with hexagon cells.  Honey is stored in the hexagon.  Invited the children to put different shapes together to create a hexagon.  Figure out together how many different combinations of shapes can make a hexagon.  

Afternoon Centers:   Center 1-  Pollinate the Poppies-  Encouraged the children to paint stems and other details on the background paper.  Cut out or tear the colored paper to create flowers then add paint to the middle of them.  Used cotton balls to pick up and shake cornmeal over the flowers and make finger print bees on the painting.

Wednesday: Rabbit

May 21, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Rabbit

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

Fun Facts/Brainstorming:  Reviewed what the kids learned about crows.  Discussed:  What do you know about rabbits?  Fun facts:   A female rabbit is called a doe. A male rabbit is called a buck. A young rabbit is called a kit (or kitten). Rabbits live in groups. The European rabbit lives underground, in burrows. A group of burrows is known as a warren. More than half of the world’s rabbits live in North America. Rabbits have long ears which can be as long as 10 cm (4 in). Rabbits have a lifespan of around 10 years. Rabbits are herbivores (plant eaters). Pet rabbits that live inside are often referred to as ‘house rabbits’. Rabbits reproduce very quickly. This can be a major headache for people living in agricultural areas where rabbits are seen as pests. Rabbits are born with their eyes closed and without fur.

Language and Literacy:  Discussed:  How does a rabbit move? Invited the children to explore different ways of hopping or jumping(on one foot, backwards, in a circle, etc.).  Taped an uppercase letter R on the floor.  Showed the children both photo cards.  Invited the children to choose whether he wants to hop like a rabbit or blast off like a rocket.  Observed as the children hop or run on the taped line.  As the other children wait for their turn, they were encouraged to draw an R in the sky with their arms.  We practiced writing the  capital and lowercase Rr on the Wipe off boards.

Creative Development: Discussed:  Why do you think rabbits have such big ears?  Invited the children to be very quiet and explore the outdoor area for sounds.  Explained that big ears allow rabbits to hear approaching predators. The children cut the bottoms out of paper cups and were encouraged to listen with the cups at their ears.  The children played a game of “I Hear with My Rabbit Ear.”  Invited the children to describe a sound and then give clues (or children ask questions) for the others to guess what it is.  

Mathematics and Reasoning: Discussed  Where do rabbits live?  Set out blocks, cups and Rabbit counters.  Invited the children to freely play with them.  What do they build and do with them?  Explained that most rabbits live underground in burrows or rabbit holes.  Invited the children to use the Rabbit Counters to create groups according to the math stories on the cards.  Encouraged the children to start with level 1 then try the more challenging levels when they are ready.  

Creative Development: Discussed:  How do you think rabbits talk to each other?  Invited the children to try to have a conversation with a partner without words–only movements and gestures.  Explained that rabbits are very quiet when they are hungry, tired or scared.  They communicate with body language.  Demonstrated each of the rabbit language movements listed here.  Invited the children to mimic as they pretend to be rabbits:  –Head flat on the floor=Please pet me.  Kicking=I’m upset with you, Licking=I love you, Soft teeth grinding=I’m very happy, Back turned to you=I’m ignoring you, Ears forward=I’m surprised, Ears Back=I’m stressed and Scream=I’m hurt.  

Show and Tell:  The children came up one at a time to share the items they brought in that began with the letter R.

Afternoon Centers:   Center 1-  Rabbit Mask-The children cut out the center of a paper plate to make a large O.  Then they decorated it with crayons, cotton balls and ears then attached a craft stick.    Center 2- My Little Journal-The children practiced writing the capital and lower case letter Rr.  They then traced the hands-0n letter  R on the page.  Added ears and whiskers to turn it into a rabbit.  Finished the sentence:  The rabbit is____________________. 

Tuesday: Crow

May 21, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Crow

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

 Fun Facts/Brainstorming:   Reviewed what the kids learned about moles.  Today the children told us what they know about crows.  Discussed:  What kinds of birds do you think like to visit gardens.  Crows have shiny jet black plumage with curious eyes, hoping gait, and a remarkable level of intelligence. Crows are in fact very interesting birds, who perform some astounding feats with their cleverness and dexterity. It amazes most of the humans who often consider them as simple nuisance. These birds are so resilient and intelligent that they have been successful in outsmarting humans for accessing food from their domain. Their level of intelligence sets them apart from other birds! With more than 120 species, crows thrive in almost all the continents, other than Antarctica. “Cawing” is the sound they make, and they have a sophisticated form of communication language.  We practiced doing patterns.  We did an AABBCC pattern through movements: caw,caw (hold hands to mouth and caw), flap, flap (flap arms up and down), peck, peck (bop head back and forth).  

Mathematics and Reasoning: Discussed:  What do you think a crow likes to eat from the garden?  Opened the refrigerator or cupboard and invited the children to search for foods they thought a crow might eat.  Explained that crows eat foods such as fruits, grains, nuts, acorns, snails,small birds, eggs rabbits, mice, toads, snakes and insects.  We mixed up the game cards and spread them face down on the floor.  Had the children turn over one card at a time.  If it is food, he flips over another card.  If he flips over a scarecrow, the game is over.  Counted the amount of food flipped over and compared the amount to the unflipped food cards.  Repeated the game to try and beat the score.  

Mathematics and Reasoning: Discussed: What type of face would you make to scare away a crow?  Invited the children to explore making different faces in the mirror. What types of emotions do they demonstrate?  Handed the scarecrow parts to the children then showed them one that was completed. Invited the children that have the matching parts to work together to build the scarecrow.  After the scarecrow is completed, encouraged the children to name its emotion and decide if it wold scare away a crow.  

Language and Literacy:  Discussed:  How do you think crows communicate with one another?  Gave a simple task and invited the children to try to communicate with one another by only making sounds.  As the children played, I explained that crows can make over 20 different sounds that each means something different.  Invited the children to point to a person or a photo in the room and make the appropriate first letter sound.  Encouraged the others to copy the sound.

Science:  Discussed:  How do you think a crow uses its beak?  Invited the children to explore the outdoor area and find nature items that can be used to pick up a leaf or a rock.  Observed as they gathered objects and experimented with their use.  Explained that crows are highly intelligent.  They can pick up small twigs and use them as tools to find food.  Set out a variety of nature tools (such as sticks) and kitchen tools (such as spoons).  Encouraged  the children to problem solve different ways to use each tool to pick up and carry various objects.  Try picking up different objects such as blocks, paper, leaves, rocks…Experimented with scraping, poking, and scooping things with the “tools.”

Afternoon Centers:   Center 2- My Little Journal -The children traced or drew a large black diamond on the page.  Added wings, a head and beak to turn it into a crow.  Drew a cornfield around the crow if desired.  Finished the sentence:  The crow is__________________________.     

Monday: Mole

May 18, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Mole

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

Fun Facts/Brainstorming:  Reviewed what the kids learned about weeds.  Today the children told us what they know about Moles.  Discussed: Where do you think you could find a mole? Fun facts:  Moles have a cylindrical and furry body. The shovel-like patches on the noses of golden moles and marsupial moles differentiate them from true moles.   Moles create a network system of firm-walled tunnels to catch food or escape predators. The network system is only known to the mole living in it. Moles are known for constructing special underground larders to store food. When they catch a prey they paralyze it with a toxin present in them and hence they store their food for future use. Researchers have found out thousands of earthworms stored in these larders.  Moles squeeze out the dirt and soil from an earthworm’s gut before consuming it. Moles have long curved claws and an overgrown, shovel-shaped wrist bone which they use to dig tunnels. Moles come out on earth’s surface either to collect the nesting material or to search for a new home. Moles improve the fertility of soil because they aerate and mix the layers of soil by constant digging. It also helps in creating a drainage system for soil. Moles eat up insects and weeds that make soil futile.

Social and Emotional Development: Discussed:  Which animals do you think are harmful to the garden?  Explained that moles like to eat the roots of many vegetable plants.  Invited the children to explore the colors on the game cube and try to find items in the room that are the same colors.  Encouraged the children to take turns rolling the color cube then moving a game piece to the vegetable that is that same color.  Continued until all players are in the garden.  

Mathematics and Reasoning: Discussed:  Where do you think a mole lives?  Moles eat, sleep, take care of babies and play in tunnels that they dig underground.  Invited the children to explore the area for things to crawl underneath.  Encouraged the children to create a mole maze on the wall.  Problem-solve how to build a series of tunnels with cardboard tubes.  Helped the children cut the tubes so that a marble can roll through one and drop to the next.  Invited the children to tape the tubes to the wall and position them so that a marble will roll from one to the next, all the way down to the floor.  

Science:    Discussed:  How do you think a mole finds its way around underground?  Invited the children to close their eyes and try to slowly walk around the room without bumping into anything.  Explained that moles have a very poor sense of sight but find their way around with their keen sense of smell.  Experiment:  Had 3-4 cups with various strong scents (peanut butter, vinegar, lemon, cinnamon)  Made 2 cups of each scent.  Covered the cups with aluminum foil and poked holes in it. We wrote the first letter of the item on the bottom of the cup.  Invited the children to pretend to be moles and smell the contents of the cups.  They then tried to match the pairs of scents and checked the bottom of the cup to see if it was a match.  

Language and Literacy:  Discussed:  What do you think a mole would like to eat from the garden?  We looked at their I Can Read Books and read the book together.  We discussed the period and that it is the end of a sentence. Had the children clap when they saw the period.  

Afternoon Centers:  Center 1:  I Can Read Book-  The children went through the book and circled the periods and re-read the story. They went to the last page and drew the food they like on the last page.  

 

Friday: Weeds

May 18, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Weeds

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 reviewed the sight words, Spanish, Sign language and numbers.

Fun Facts:  Reviewed what the children learned about Produce.  Today the children told me what they know about weeds.  Discussed  How do weeds hurt a garden?  Any plant that is unwanted, out of place, or just has no discernible value can be considered a weed. Approximately 3% (8,000 of 250,000) of plant species found worldwide are classified as weeds. Broadleaf weeds usually have flat leaves, net-like veins, and grow by means of a taproot or coarse root system. When they first germinate, two leaves emerge from the seed. Grassy weeds grow narrow, upright leaves and have parallel veins. They sprout only one leaf from the seed pod and develop a finer, more fibrous root structures. Weeds are also classified by their life cycle. Just like flowers and other desirable plants, they can be annual, biennial or perennial.

Social Studies: Discussed:  Where do you think you can find weeds?  Invited the children to bury the wands in the dirt and explored pulling them out as if they were weeds.  Encouraged the children to retell a portion of the story using the Story Sequence Wands.  Invited the children to use the words first, next, then and last.  Imagined weeds are growing around the beanstalk.  Encouraged the children to draw what might happen next.  

Social and Emotional Development: Discussed:  Why do you think it is important to be honest?  Invited the children to explore the Theme Poster and say what they see.  Told the students about something on the Theme Poster that may be true or false.  Invited the children to shout out “true” or “false”.  Continued modeling true or false statements and asking for the children’s responses.  Encouraged each child to say one thing that  is true about himself then give him a Friendship Bracelet.  Explained that it is important to be honest because lies can hurt and make people sad.  If you are always honest, people will believe what you say.

Mathematics and Reasoning: Discussed:  How do you remove weeds from a garden?  Explained that weeds can crowd other plants and block them from getting sunlight or nutrients.  Invited the children to explore wrapping yarn all around the sticks.  Encouraged them to tie it, twist it and wrap it.  Invited the children to work together to figure out how to cut and untie the yarn to free the sticks from the “weeds.”  Allowed the children to work independently or in a small group.  

Mathematics and Reasoning: Discussed:  How can you tell the difference between a weed and a fruit or vegetable in the garden?  Weeds look similar to pants and are sometimes hard to spot.  Some have flowers and others look like grass.  Invited the children to search for weeds outside. Looked in cracks in the cement, in the grass or at the base of trees and other plants.  Set a mixture of snack foods in a tray.  Invited the children to wash their hands.  Name one of the items as the weeds and encourage children to “weed ” out the mix.  Sort the other snack items if desired  Then, ate and enjoyed.  

 

 

Thursday: Produce

May 14, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Produce

Calendar:   Discussed the date in English and Spanish. Lily put the number on the calendar, discussed the weather, discussed the pattern and found the day of the week in Spanish.  Lily read all her sight words on her own and read the numbers in random order from 1-20.  We then reviewed all our Spanish and Sign Language words.

Fun Facts/Brainstorming:  Reviewed what the kids learned about flowers.  Today the children learned what Produce was since they didn’t know this term.  Discussed:  What food do you eat that comes from a garden?  Fun facts:  Produce is a generalized term for a group of farm-produced crops and goods including fruits and vegetables.  You can get produce at the grocery store, a farmers market or grow your own. Fruits are considered produce:  Strawberries, blueberries, cherries, apples, peaches plums…..Vegetables:  Asparagus, avocado, corn, potatoes, onions, lettuce…..*Tomatoes are a fruit not a vegetable  Tomatoes are the most popular fruits in the world. Dark green vegetables include more vitamin C than light green colored vegetables. It is recommended that you eat five servings  of fruit or vegetables a day. A serving equals one-half a cup.

Social Studies: Discussed:  Where do you find produce?  Some produce is sold in stores, roadside stands or farmer’s markets.  Invited the children to hunt for nature items such as flowers, sticks, berries, branches or other objects in the outdoor play area.  We then set up a nature market and pretended to buy and sell the items.  We used leaves or rocks for money.  Which items cost the most or the least?

Creative Development: Discussed:  What fruit or vegetables would you like to grow in a garden?  Invited the children to look through magazines or newspaper ads to find fruits and vegetables they like.  The children then drew circles, ovals, or other shapes to represent the fruits or vegetables that they would like to make.  

Social and Emotional Development: Discussed:  Who else might like to eat food from a garden?  We scattered the produce photos around the room and put the Rabbit Counters on and near the photos.  We then pretended the rabbits are invading the garden.  Encouraged the children to take turns running to the produce and catching a rabbit.  Each child brings one rabbit at a time back to the rabbit holes(cups), then tagged another child to take their turn.  Continued running back and forth until the leader says, “Stop”.  Paused to count all the rabbits caught and in the cup.

Mathematics and Reasoning: Discussed:   What types of produce do you eat at home?  Invited the children to explore the Pattern Cards and name the produce that they see.  Do they eat any of these?  Set out the Pattern Guide and invited the children to recite the pattern with me.  Encouraged the children to extend the pattern using the next card.  The children took turns extending the pattern with the produce photos.  We then created a new pattern with the cards.

Show and Tell:  The children brought in nature items.  They came up one at a time to show their items and discuss where they came from and other facts about them. We used them for afternoon centers.

Afternoon Centers:   Center 1-  Invited the children to paint the egg carton brown.  The children then cut out different fruits and vegetables from colored paper then attached each to a craft stick.  We poked a hole in each section of the egg carton then invited the children to “plant” their produce.  Center 2-  The children used their nature items to make a collage.

Wednesday: Flowers

May 13, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Flowers

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 the sight words and numbers.  We reviewed our Spanish and Sign language words.

Fun Facts/Brainstorming:  Reviewed what the kids learned about leaves.  Today the children told me everything they know about flowers.  Discussed:  What do you think likes flowers?  Why?  Fun facts:   To most humans, flowers are seen as objects to decorate homes, gardens, bodies, and more.  However, flowers have a much more important purpose than decorating.  Flowers are the part of plants that make seeds which in turn make new plants.In order to make a seed, pollen from one flower has to combine with the eggs from another flower; this is called pollination.  Flowers are highly adapted to attract their specific pollinators such as bees, flies, moths, hummingbirds, and bats to just name a few.  This is why flowers are brightly colored and highly scented making them the beautiful creations that they are.  The facts about flowers are that without them, we would not have food, medicines, dyes, textiles, and other necessities of daily living. Flowers get their food from sunlight, water and minerals in the soil.  Pollinators (bees,animals and birds) gather pollen from the flowers.  The pollen sticks to their bodies.  When they go to visit another flower to gather more pollen, the pollen form the previous flower drops into the pistil of the new flower, fertilizes the eggs inside the ovary, and seeds are made.

Language and Literacy:  Discussed:  What does a flower do?  Explained that the flowers on the plant attract the insects that pollinate them.  Pollination leads to flower reproduction.  Invited the children to explore tossing many cotton balls in the air at once.  Can they catch some?  Placed a flower photo card on one side of the room and covered it with pollen(cotton balls).  Put the “Ff”  letter card and other letter cards on the opposite side of the room.  Gave the children tongs.  Invited them to run to the flower, gather one piece of pollen and place it on the “F” card.  They took turns gathering pollen.  The children practiced writing the Capital and Lowercase F f on the wipe-off board.

Creative Development: Discussed:  What color of flower would you want to be?   Looked at the Flower headband that the children will be making in afternoon centers.   

Mathematics and Reasoning: Discussed:  What kinds of flowers have you seen?  Invited the children to use Pattern Blocks to make their own flower design.  Encouraged children to use the blocks to recreate the designs on the mat.  Then, invited them to use the blocks to create their own Japanese flower, bridge or other garden design on the blank mat.  

Mathematics and Reasoning: Discussed:  What insects and animals need flowers?  Invited children to search the outdoor area for flowers.  What insects or birds do they see near or on the flowers?  The children cut out flower petals and circles from colored paper.  Wrote a number on each circle and put them in a bag.  Invited the children to choose a circle from the bag and identify the number on it.  Encouraged them to count out the same amount of petals and place them around the circle to create a flower.  Together with all the children, pretended to be bees and buzz around the flower while counting aloud to the number.  

Show and Tell:  The children brought in an F item. They cam up one at a time to discuss the item that they brought.

Afternoon Centers:   Center 1-  Flower Headband- Encouraged the children to choose their favorite paint color to use.  Invited the children to create a sunflower costume(or other type of flower) with a headband and leaf hands.  Glued the seeds in the center of the flower then attached the flower to the strips  Sized the headband and stapled the ends together.   Center 2- My Little Journal – The children practiced writing the Capital and lowercase letter Ff.  Had the children trace their fingers(or whole hand if it fits) on the page.  Draw a flower coming out of the top of each finger.  Wrote  the letter F on each stem(finger).  Finished the sentence:  The crow is______________.

Tuesday: Leaves

May 13, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Leaves

Calendar:   Discussed the date in English and Spanish.  Lily put the number on the calendar, discussed the weather, found the day of the week in Spanish and discussed the pattern.  She read the Sight words with little help and read her numbers in random order.   We reviewed our Spanish and Sign Language words.

Fun Facts/Brainstorming:  Reviewed what the kids learned about stems and sprouts.  Today the children told me what they know about leaves.  Discussed:  Why do you leaves come in different shapes.  Fun facts:  

Science:  Discussed:  How could we hurt a plant?  How could we help a plant?  How do plants help us?  Invited the children to search the outdoors area for plants that look healthy.  Why do they think the plant is healthy?  We wrapped a clear plastic bag over a leaf or leaves on a tree.  Tightly sealed it at the branch with a wist tie or sting.  Invited the children to observe what happens in the bag and record the results.  Untied the bag and dumped the water into a measuring cup to see how much was released.  Where do the children think the leaves got the water?  

Mathematics and Reasoning: Discussed:  What plants have many leaves?  Which have only a few leaves?  Looked outside or in magazines  Invited the children to play with the Pattern Blocks and explore building plants with them.  Do they create the different plant parts?  The children played a game by rolling die and counted out the blocks to match the number on the die.  Encourage the children to draw a stem on paper then trace their blocks to add leaves.  Then they rolled the die again  and added that may leaves then counted the total leaves and put the total on their paper.  

Social Studies: Discussed:  How do you think the leaves on a plant help it to grow?  The leaves absorb the sunlight and use it to make energy that fuels the plant.  Invited children to explore tossing, rolling or kicking different balls.  Encouraged the children to pretend the ball is the sunlight and their hands are the leaves.  Then they stood across from a partner and toss the ball back and forth.  Each time a child throws it, he pretends to grow big like a plant that just soaked in the sunlight.  

Science:  Discussed:  What parts of a plant can you name?  Invited the children to view the photo and explore the materials to decide how each could be used to make a plant.  Also encouraged the children to select a portion of each material to create the plant and cut the straw into small pieces.  Invited the children to create a plant diagram(bean seed, yarn roots, paper stem and leaves, straw beans, tissue paper flower).  Cut out the labels and glue them to the matching parts of the plant.  The children then took their diagrams outside and compared them to the real plants.  

Show and Tell:  The children all brought an item of any shape. They came up and discussed their item and the shape that it was.

Afternoon Centers:   Center 1- My Little Journal -The children traced their hands-on Y to represent a tree trunk or plant stem.  Glued 9 real or paper leaves to the plant  and they numbered the leaves 1-9.  They finished the sentence The plant has_____________________.

Monday: Sprout and Stem

May 13, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Sprout and Stem

Calendar:   Discussed the date in English and Spanish. Lily is the new calendar and meteorologist for this week.  She added all the numbers to the calendar, discussed the weather and found the day of the week in Spanish. Lily read all the Sight words and numbers on her own with no help.  We then reviewed our Spanish, numbers and Sign language words.

Fun Facts/Brainstorming:  Reviewed what the children learned about Mother’s Day!  The children told me what they did for their Mom’s on Mother’s Day.  The children told me what they know about a Sprout and a Stem.  Discussed:  How is a sprout like a baby?  Fun facts: Sprouting is the practice of germinating seeds to be eaten raw or cooked.  Sprouts can be germinated at home or produced industrially.  Stems have two main functions.  The first one is to transport the water and minerals from the roots upwards to all other parts of the plant.  The second one is to transport the food from the leaves downwards to the roots.  Stems provide a support to the leaves and reproductive structures.  The stem also is used to store foods and nutrients for the plant.  Stems which are green in color produce foods just like the leaves.  

Language and Literacy:  Discussed:  What do you think a seed looks like as it grows?  Had the children explore the photos on the sheet and try to create the shapes with their bodies(crouch small, start to pop up, stretch arms up, etc.).  How do they interpret the seed growth with their movements?  Had the children use the life cycle of a plant as a guide to create his own on the Seed Story sheet.

Science:  Discussed:  What do you think will happen if we put a plant in colored water?  Invited the children to explore sucking air through straws.  Then, the children tried again with water.  We set out a few cups of water and invited the children to help choose a color of food coloring(darker colors work best).  Invited them to put a celery stalk(or carnation) in each cup and observed what happens over time and encourage the children to draw pictures of what happens.  Explained that the water travels upward through the stem and delivers nutrients to the leaves.    

Mathematics and Reasoning: Discussed:  How does the length of a stem compare to the length of your fingers.  Had the children explore the outdoor space and measure items as compared to their fingers.  Can they find a stem?  Encouraged the children to cut the ruler from his Stem Investigation sheet.  Had the children to choose two items from nature(or foods) that have stems and traced around each item on the sheet then measure the stems and record the answers in inches.  

Science:  What do you know that cracks open?  We set out dry beans and invited the children to explore them with their hands.  What do they discuss?  Also had the children select a bean and place it in a plastic zipper bag with a wet paper towel and place in the sunlight and watch the bean seed crack open and sprout over time.  Explained that some beans don’t actually need the soil and can grow with just water and sunlight.  

Afternoon Centers:   Center 1-  Seed Story- Had the children make fingerprint seeds in each section on the Seed Story sheet.  They then drew details for the three stages of growing seed (seed-sprout–stem-leaves).  Invited each child to tell the story of how the seed grows into a plant.  Which plant did he or she draw?

Friday: Mother’s Day

May 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Mother’s Day

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

Fun Facts/Brainstorming:  Reviewed what the children learned about worms.   Discussed:  What do you know about Mother’s Day?  Shared that Mothers day is a day many people set aside to honor mothers.  It is celebrated on the second Sunday in May in the United States.  Fun facts:  Mother’s Day originated in the United States in the early 1900’s.  Although there are older tradiitons that celebrate similar holidays, they are not considered to be the orignins of Mother’s Day.  Mother’s Day is meant to honor mothers and their influence in society, maternal bonds and motherhood itself.  In the United States and Canada it is celebrated on the second Sunday in May, but in other parts of the world it is sometimes celebrated in March, as well as in other months.

Creative Development: Discussed:  What would you give your mother to show her that you appreciate her?  Invited the children to explore the flowers that were spread on the floor.  Do they sort or match them?  How else do they play with them?  Invited the children to pick 4 or 5 favorite flowers from the pile and decide how he will use them to make a picture for his/her mother.  We folded paper flower pots in half and glued the back half onto the background paper.   Then we dipped their hands in paint with the bottom of the palm touching the top of the pot. ( so the “stems” are sticking our the top of the flower pot.  We then attached the flowers they picked our to the top of the finger prints.  

Mathematics and Reasoning: Discussed:   How are they similar to their mothers?  We then played a matching game.  How would they match them?  Which babies and mothers go together?  We placed the cards face down on the floor and the children each chose two cards to see if they matched, if not they tried again.  Ask the children to describe how the items are each card are similar or different. 

Language and Literacy:  Discussed:  What do you do if your mother tells you to do something?  It is important to obey parents.  When they ask you to do something, always try to do what is asked.  Had the children to find a partner and explore giving each other directions and following them.  Had the children to come back together and pretend you are the mother.  Gave the children direction about how to move, using the words “Mother Says” before each direction.  For example:  Mother says, “Put one hand above your head, Mother says, “Turm around then touch the ground or Mother says, “Touch your nose and hope on one foot and turn around.

Language and Literacy:  Discussed:   What words can you think of that start with the letter M and remind you of your mom?  Invited the children to explore the photos and listen for the sound of the first letters.  Which photos do they recognize?  Do they connect letters and sounds?  Helped each child to write the word MOM very big on his paper.  Encouraged them to choose two words that being with the letter M that make him think of his/her mother.  Helped them write each word under a large letter M.

Mr. Rodney’s Birthday!! The children all got to celebrate with him and eat cake.

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