Browsing articles from "May, 2015"

Thursday: Worms

May 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Worms

Calendar:   Discussed the date in English and Spanish.  Maggie told us the weather, put the number on the calendar, discussed the pattern and found the day of the week in Spanish.

Fun Facts/Brainstorming:  Reviewed what the children learned about roots.  Today the children told what they know about worms.  Discussed:  What do you know about worms?  Fun facts:  There can be between 250,000-1.75 million warms per acre of land.  Earthworms can consume 1/2 to 1 times their weight everyday and can process about 10 pounds of organic material per worm each year.  They also will eat just about any dead organic matter along with processing a variety of garbage and even tiny rocks that have organic matter on them, grinding the rocks into paste that will enrich the soil. They also force air through the underground tunnels they create, aerating the soil as they work.  They process and enrich the soil, they just aren’t natures garbage disposals they are also gardeners.  South African earthworms can grow 22 feet long.  Even though earthworms need to breathe they have no lungs, rather they breathe through their skin.This is why after a heavy rain you see lots of earthworms on the surface. They have no eyes but they can sense light.  

Creative Development: Discussed:  What do you think feels similar to a worm?  A worm breathes through its skin  It releases a fluid that makes it feel slimy.  Invited the children to feel of a rubber worm.  Asked the children to look around the room and find something that feels similar.   We then spread the worms around the room and had the children to wiggle on the floor to find their worms.  

Mathematics and Reasoning: Discussed:  Why do you think a worm likes to live under the dirt?  We hid matching cards underneath various objects around the room.  Then had the children to search for them and describe where they found the items.  Then we put the cards face down on the floor and had them match them up.

Social Studies: Discussed:  How do you think worms help keep the soil healthy?  The children then took play dough and made worms by rolling, squeezing and shaping the play dough in the form of worms.  Explained that earthworms waste makes the soil rich with nutrients and helps plants grow better.

Language and Literacy:  Discussed:  When do you see worms above the ground.  Earthworms come to the surface when it rains because they need oxygen to breathe.  They would drown if they stayed in the soil.  The children buried the rubber worms and dug them back up.  We then pretended it was raining and had the children dig up a worm then gave them a two step direction such as:  Dig up your worm, put it on the floor then jump over it or Dig up you worm, put it on the chair then wiggle your body.

Afternoon Centers:   Center 1-  Invited the children to pick a color of paint to put on their worms.  Had the children dip the rubber worm in the paint and make prints on the worm sheet.  Then they glued dirt on the worm.  

Wednesday: Roots

May 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Roots

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

Fun Facts/Brainstorming:  Reviewed what the children learned about sun and water.  Today the children told us what they know about roots.  Discussed:  Where can you find roots?  Fun facts: All that leafy greenness is nothing without the roots.  Roots grow first from the little seeds we plant and then the tiny stems and leaves climb up into the light.  The roots get the moisture and the nutrients that engine the growth of the plant.  The root is the part of a plant that is usually found underground but can also be above ground.  Roots need moisture to grow.  Root hairs are short lived parts of the root, and absorb most of the water and nutrients for the plant.  Roots’ main jobs are to absorb or take in water and minerals from the ground, to hold the plant in place, to store food for the plant, and to prevent soil erosion. There are two types of root systems.  One is the tap root system.  The other is the diffuse root system.  Roots of plants are helpful to man because they help the plant live and also man eats many different kinds of roots.

Mathematics and Reasoning: Discussed:   What is your favorite fruit or vegetable?  Set out a few fruits and vegetables and invited the children to explore the look, fee and smell of each.  Which ones do they name?  Read a storybook aloud and invited the children to clap, stomp or pat legs according to the number on each page.  The children guessed the answer to each joke.  Asked follow-up questions, such as, “Do eggs really grow on plants?” or “Can corn really hear?   Allowed the children to share any jokes.  

Language and Literacy:  Discussed:  Where do you think a yam grows?  Hid blocks and other objects under a blanket.  Invited the children to press on the top of the  blanket and feel the hiding objects.  Can they guess what the objects are simply by feeling them through the layer of blanket?  Showed the picture of the yam and explained that yams grow underground.  They are called a “root vegetable.”  Made a pile of 2 or 3 blankets.  Hid the yams(blocks) within the folds of and between the blankets.  Had the children to dig for the  yams then bring them over to the Letter Y card.  Had the children create the letter Y with blocks on the floor.

Mathematics and Reasoning: Discussed:  What shape is a root?  Set out paper crayons and a variety of roots from plants, potatoes, yams and carrots.  Observed the children as they traced and explore the shapes of the roots.  

Science:  Discussed:  How do you think water moves through a plant?  Invited the children to explore soaking up small water spills with paper towels.  Explained that the roots absorb the water and nutrients from the soil and deliver them to the rest of the plant.  Poured water in two of the clear cups.  Put a few drops of yellow food coloring in one and red in another.  Set an empty cup in between them.  Connected the yellow cup and the empty cup with a twisted paper towel.  Put another twisted paper towel from the red cup to the empty cup. (Make sure the towels are sitting in the colored water of each cup.)  Observed what happened and recorded the results with a drawing or in words.  

Show and Tell:  The children were to bring in an item that began with the letter Y.  They came up one at a time to discuss their items.  

Afternoon Centers:   Center 1-  Gave each child a paper diamond, if they desired they glued dirt to the surface and took yarn and cut it up to look like roots.   Center 2- My Little Journal -Had the children draw Y’s along the bottom of the page and turned them into roots by adding orange and brown yams(fist prints or fingerprints) above each Y.  Had them finish the sentence:  The yams are_______________.

Tuesday: Sun and Water

May 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Sun and Water

Calendar:   Discussed the date in English and Spanish. Maggie added the number  to the calendar, discussed the weather and found the day of the week in Spanish.  Maggie reviewed  all the Sight words, Spanish, Sign language and numbers.

Fun Facts/Brainstorming:  Reviewed what the children learned about seeds.  Today the children told us what they know about sun and water.  Discussed:  How do you think sunshine helps plants grow?  Fun facts:  The sun gives life to the Earth and the Earth would have no life at all without the energy it receives from the sun.  The word water usually refers to water in its liquid state.  The solid state of water is known as ice.  Water covers around 70% of the Earth’s surface.  The three largest oceans on Earth are the Pacific Ocean, Atlantic Ocean and the Indian Ocean.  An important use of water is an agricultural irrigation.  Drinking water is needed for humans to avoid dehydration, the amount you need each day depends on temperature and the amount of activity you are doing each day.  Cinco De Mayo fun facts:  The holiday actually celebrates the Mexican victory over the French at the Battle of Puebla on May 5, 1862.  The Mexican army won the battle despite being smaller and ill equipped.  Typical Cinco de Mayo celebrations include dancing, mariachi bands, Mexican food and drink, festivals, parades.  The first Cinco de Mayo celebration took place in Southern California in 1863. The world’s largest celebration takes place in Los Angeles.  

Physical Development: Discussed:  What parts of a plant can you name?  Had the children explore potted plants to see if they could identify parts of the plant.  Explained that all plants and all parts of a plant need water:  the roots, stem, leaves and flower.  Had the children decorate their place mat with different vegetables that represent different parts of a plant.  Had them take a bite, then take a drink.  They followed  this pattern while enjoying a snack.  Possible foods to eat:  -Roots:  carrots, -Flower:  broccoli, -Stem:  celery and -Leaves:  spinach.

Physical Development: Discussed:  How does sunshine help a plant to grow?  The children explored the outdoor area and found some things that are growing in the shade and some things that are growing in the sunshine.  Explained to the children that sunshine provides the energy plants need to turn water and carbon dioxide into food.

Mathematics and Reasoning: Discussed:  What might happen if a seed got too much rain?  Too much sun?  Gave each child a different amount of blocks.  Placed the sun and rain Weather pieces on opposite ends of the room.  Lined up 10 blocks in between them up (each a child’s step apart).  Had the children stand at the sun card and choose a Counting card from the bag.  Had the children take that many steps(one step per block) to the rain card  If she/he reached the rain the group cheered and clapped.  If she/he does not reach the rain, they pretend to shrivel up.  

Science:  Discussed:  Other than plants, who else needs water to survive?  A typical preschooler needs to drink six 8-ounce glasses of water every day.  We then set out a tub of water and various containers.  Had the children to practice scooping and pouring water.  Measured out 8 ounces of water and showed it to the children.  Dumped six 8-ounce cups into the tub to show them how much they should drink today.  Created a chart listing each child’s name followed by 6 check boxes.  Each time a child drank a glass of water today, they check a box next to his/her name.  

Show and Tell:  The children came up one at a time to count out their 10 items.  Discussed if they needed more or less.

Afternoon Centers:   Center 2- My Little Journal.  The children drew the plants they discovered outside or a garden on the cover of his journal.  Encouraged the children to draw a sun at the top of their journal and then write their name.  

Monday: Seed

May 8, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Monday: Seed

Calendar:   Discussed the date in English and Spanish.  Maggie is the new calendar and meteorologist this week.  She put the numbers on the calendar, discussed the weather, found the day of the week in Spanish and discussed the pattern.  She read all our sight words, Spanish, Sign Language and numbers.

 Fun Facts/Brainstorming:  Reviewed what the children learned about soils.  Today the children told me what they know about seeds.  Discussed:  Where can  you find seeds?  Fun facts:   Plants start their lives as tiny seeds.  Seeds can be as tiny as a grain of salt or bigger than a fingernail.  Some are round, while others are flat or tear shaped.  Inside a seed is an embryo, which is a tiny plant, and the endosperm, which are small leaves which supply the embryo food.  The outside of the seed has a seed coat, which protects the embryo from injury or drying out.  Some seeds have very hard seed coats.  Others have soft seed coats.  Some gardeners soak the seeds in water or nick them to soften the coats so they will grow faster.  All seeds need moisture, oxygen and the right temperature to germinate, or grow.  Until they have these conditions, the seed remains dormant and does nothing.  Some seeds need light to germinate. Others need darkness.  Some plants do not produce seeds. They make spores.  These drop off the plant and eventually make new plants. Animals often eat seeds.  The seeds come out in the animals waste.  They drop to the ground and make new plants.

Mathematics and Reasoning:   Discussed:  What grows out of a seed?  We brainstormed together and wrote out a list.  Had the children explore freely the patterns of blocks  what do they build or design with them.  We then sorted the blocks by shapes.  Encouraged each child to pretend to plant a garden with the blocks by creating a different row for each shape.  Asked them what do they think each row will grow? 

Language and Literacy:  Discussed:  What clothes would you wear while planting a garden? Why?  Had the children look through magazine ads and pick out photos of outfits they would wear while gardening.  Looked at the Portrait they will be doing in afternoon centers.

Language and Literacy: Discussed:  What do you think a seed needs to grow?  Set out books and invited the children to explore them for pictures and photos of seeds.  Read a story aloud to the children.  After reading, asked each child to draw a picture of what happened to the seeds.  Then they shared and discussed their stories.

Science:  Discussed:  How many seeds do you think are on the inside of a fruit?  Then a fruit or vegetable was cut in half and then the children looked for the seeds in them.  Encouraged the children to pull out the seeds and set them on the newspaper.  Had them to compare the look, feel and smell of the different seeds.  The children worked together to count the seeds and determine which fruit or vegetable had the most.  Then sorted the seeds by size or color if desired.  

Show and Tell:  The children all brought a Diamond shaped item.  They came up one at a time to show their items and discuss.  

Afternoon Centers:   Center 1-  Had the children draw themselves in a garden, used the paper from the inside of the frame to cut plants or vegetables and glue them to the portrait.  Attached the frame then invited each child to tell a story about what she drew and what is growing in the garden.

Friday: Soil

May 4, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Friday: Soil

Calendar:   Discussed the date in English and Spanish.  Abby was not here today to do calendar so we did it together.  We had April fly away and flew in our new month of May.   We put the number on the calendar, discussed the pattern and found the day of the week in Spanish.  Reviewed our Spanish, sign language, sight words and numbers.

Fun Facts/Brainstorming:  Reviewed what the children learned about fishing boats.  We discussed Growing Gardens.  We went through our lesson book to look at all the different things they will be learning about.  The children told me what they know about Soil.  Discussed: What can you find in the soil?  Fun facts:  There are 70,000 different types of soil in the U.S.  1 Tablespoon of soil has more organisms in it than there are people on earth.  It takes 500 minimum years to form one inch of topsoil.   There are 5,000 different types of bacteria in one gram of soil.  There is .01 percent of the earth’s water held in the soil.  15 tons of dry soil per acre that passes through one earthworm each year.  1, 400, 000 Earthworms that can be found in an acre of cropland.  10 Percent of the world’s carbon dioxide emissions stored in the soil.  Soil is a living system.  

Language and Literacy:  Discussed:  How does soil feel?  Had the children to explore writing in a pan of dirt.  They drew different letters and symbols.  I held up the children’s name tags and if they recognized their names the came up and said their full name.  Had them point out the first letter in his name then wrote it in the pan of dirt with their finger.  Explained to the children that some animals, such as worms, ants or moles, leave trails or holes in the dirt.

Mathematics and Reasoning: Discussed:  Where could you find dirt in your home?  Had the children explore the various containers and the tub of soil.  Do they dump, scoop or dig in the dirt?  Had the children put the containers in what they thought  was the smallest to the largest.  Invited them to check their estimations:  Scoop soil in one container then dump it in the next size up to confirm that the soil fits.  We continued filling and dumping containers to check the size of each.  We then discussed how to make an indoor garden.  Which containers would they want to use.  

Science:  Discussed:  What type of food do plants eat?  Had the children feel and smell the dirt.  Set out spray bottles and encouraged them to experiment by adding water to the soil.  Invited the children to say what they think will happen when they plant the seeds in the soil.  Had the children fill his/her container with some soil then plant the grass seeds in it.  Then they watered the seeds and set their containers in the sunlight.  Explained to the children that plants eat the nutrients stored in the soil.  When the nutrients mix with water, they dissolve and the plants use them as fuel to grow.  The children will observe their containers over the coming weeks and draw what they see happening on their observation sheets.  

Afternoon Centers:   Center 1-  Name tags- the children practiced writing their names.  

Thursday: Fishing Boat

May 4, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Thursday: Fishing Boat

Calendar:   Discussed the date in English and Spanish.  Abby put the number on the calendar, discussed the pattern and found the day of the week in Spanish. She read all our sight words and numbers in random order with out any help.  We then reviewed all our Spanish and Sign language words.

 Fun Facts/Brainstorming:  Reviewed what the children learned about Shipwrecks.  The children told me what they know about Fishing boats.  Discussed:  What are some of the ways people catch fish?  Fun facts:  Boats and ships serve a variety of purposes including transport, recreation, fishing, sporting competition and military operations.  An all-purpose fishing boat can come with a car-like steering wheel or with a steering (and throttle) lever called a tiller on the outboard motor.  Traditionally, many different kinds of boats have been used as fishing boats to catch fish in the sea, or on a lake or river. Even today, many traditional fishing boats are still in use. Early fishing vessels including rafts, dugout canoes, reed boats, and boats constructed from a frame covered with hide or tree bark, such as coracles.

Mathematics and Reasoning: Discussed:  How big do you think a fish could be?  The largest fish ever measured was a 40 foot long whale shark.  We took the fish on a search around the room for object of similar size.  The children worked together to put the fish in order from smallest to largest.  Set out fishing poles and had the children to match them to the fish of the same size.  Had them connect the string(cut pieces if desired) on the fishing poles to the matching fish.  

Language and Literacy:  Discussed:  What would you do with a fish if you caught one?  Had the children explore different ways they could carry their fish around the room  (with elbows, on ear, on shoulder, etc.).  Encouraged them to follow two-step directions with the fish and fishing pole props.  For example:  Carry a fish on your head then put it on the chair,  Catch a fish with your feet then put it on the table, or  Push a fish in a circle then pretend to eat it.

Language and Literacy:  Discussed:  What would you like to catch on a fishing trip?  We cut apart the photo strips and hide the photos around the room, then had the children to explore the space and try to “catch” one of each photo.  We read the Bilingual Book together in Spanish and English. We discussed what Bilingual means.

Language and Literacy:  Discussed:  What else might you catch from a fishing boat besides fish?  Set out the Hands-On letters near the Alphabet flip strip.  had the children to explore the letters and observe what they do.  Do they match them to the strip?  Do they say the letter names or sounds?  Then we spread out the hands on letter all around the floor then set out one of the Word puzzles.  Invited the children to decide if the missing letter is at the beginning, middle or the end sound of the word.  Showed 2-3 word card choices then encouraged the child to “fish” for the hands on letter that will complete the puzzle.

Afternoon Centers:    Center 1- Bilingual Book-  We looked at the books and each child chose the matching photo for each page and glued them on.  Then they assembled the book pages and reread the story together. Center 2- My Little Journal- The children made 18 fingerprints on their page.  Turned each one into a fish then added a hook and fishing line to the ones that got caught.  The finished the sentence, I caught a______________________.

Wednesday: Shipwreck

May 4, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Wednesday: Shipwreck

Calendar:   Discussed the date in English and Spanish.  Abby added the number to the calendar, discussed the weather and found the day of the week in Spanish.  Abby read all the Sight words and numbers on her own.  We then reviewed our Spanish and Sign language words.

Fun Facts/Brainstorming:  Reviewed what the children learned about Divers.  The children told me what they know about a shipwreck. Discussed:  Where does a boat go when it sinks?  Fun Facts:  There are approximately three million shipwrecks on the ocean floor, worth billions in value and treasure.  The President Coolidge is regarded as one of the greatest wreck dives in the world. It was originally a luxury cruise ship that was converted to a troop carrier during World War 2. It sank after hitting a ‘friendly’ mine when entering the harbor on Espiritu Santo Island, today known as Vanuatu. The captain ran the ship aground so that those on board could escape to land. When the ship eventually sank, it slid backwards so that its stern now lies in 70 meters of water, while the bow is in 16 – 18 meters. Not only an amazing wreck dive, the Coolidge has formed a huge artificial reef, and is home to a wide variety of marine life such as lion fish, trigger fish, nudibranch and the wreck’s resident green moray eel, Jessie.

Social and Emotional Development: Discussed:  What might you find in a shipwreck?  Had the children work together to build a pretend shipwreck from blankets, blocks or other toys.  Told the children that small fish will sometimes hide in a shipwreck to avoid danger.  Played a game by having the children draw a card and move her game piece to the next matching colored bubble, and they did this until their fish was safely hiding in the shipwreck.

Language and Literacy:  Discussed:  What treasures could you find at the bottom of the ocean?  Had the children go around the room and look for something that is very valuable to them, then put it in a treasure chest (box or basket).  Treasures such as gold, jewels and expensive art have been recovered from shipwrecks.  Looked at the Post card they will be doing in afternoon centers.

Mathematics and Reasoning: Discussed:  What do you think a shipwreck looks like on the inside and the outside?  Had the children go around the room to look for something broken or ruined.  Explained to them that some shipwrecks still look like boats and some are broken into many pieces.  Some have been recovered and are displayed in museums.  Had the children help spread blocks out all around the floor,  then pretend to be divers retrieving shipwreck pieces.  Once the blocks were collected they worked together to assemble a boat.  

Physical Development: Discussed:  What might cause a shipwreck?  Had the children take a blanket and shake it together to try to make small, medium or large waves with it.  Explained that many shipwrecks are caused by big storms that create large waves in the ocean.  The ship tips over or fill with with water, then sink to the bottom.  We then set a box in the center of the blanket and had the children to wear a life jacket and sit inside the box one at a time while the other children shook the blanket to make big waves around the “ship.” Then the child that is in the box pretends to fall out and swim to shore(off the blanket).

Afternoon Centers:   Center 1-  Post Card-  Had the children decorate a Postcard with what they would like to see at the bottom of the ocean.  Then had the children describe their drawing and decide whom they would like to mail the Postcard.  Helped them write the name of the person on the back.

Tuesday: Diver

May 4, 2015   //   by Miss Kim   //   Daily Lessons  //  Comments Off on Tuesday: Diver

Calendar:   Discussed the date in English and Spanish.  Abby put the number on the calendar, discussed the weather, pattern and found the day of the week in Spanish.  Abby read all the Sight words and numbers on her own with no help.  We then reviewed our Spanish and Sign language words.

Fun Facts/Brainstorming:  Reviewed what the children learned about the X-ray fish.  Today the children told me everything they know about a Diver.  Discussed:  Who do you know that is a good swimmer?  Fun Facts:  Divers often ask how deep they can go, and the cheeky answer is “all the way to the bottom, but we try to stop around 130 feet.” In fact, we can go a lot deeper than that. The world record for a deep dive on a standard, open-circuit scuba system was 1,044 feet, by South African diver Nuno Gomes, in 2005 off of Dahab, Egypt. The dive took 12 hours and 20 minutes, of which only 14 minutes were used on the descent. Gomes also holds the record for deepest cave dive, at 927 feet. The deepest any human has ever been is to the bottom of the Mariana Trench in the Pacific, at nearly seven miles. Using mini-subs, only three people have ever attained this depth.

Creative Development: Discussed:  What do you think a diver must wear when exploring the ocean?  Scuba divers must wear gear such as a mask, flippers, an oxygen tank and a wet suit to protect them and help them see, swim and breathe in the ocean.  The children looked through a piece of cellophane and explored the room.  Asked them how things looked different.  Looked at the Scuba mask and flippers they will be making in afternoon centers. 

Language and Literacy:  Discussed:  What do you think it would be like to live in the ocean?  The children explored the pages of the storybook.  Asked them what do they recall and what did they discuss.  Then they chose a character piece and told about his life in the ocean.  We re-read the story.

Language and Literacy:  Discussed:  What might you like to find on an ocean dive?  Some divers explore the ocean for fun, while others do it to study and research life underwater.  Explored the Spanish Card Photos and tried to name the pictures in English.  Showed the children the wale and the octopus cards and asked them to repeat the words in Spanish.  Then we hide the cards under a blanket, said the words “Whale” and “Octopus” in Spanish, and encouraged  them to dive under the blanket to find that word.

Mathematics and Reasoning: Discussed:  What do you think could be dangerous about diving in the ocean?  Had the children move as slow as possible and then as quickly as the could.  Asked which one is more challenging?  Explained that divers have to rise to the surface very slowly so they don’t get sick from the extreme pressure change.  They also have to watch out for boats nearby.  We played a game.  We spread shells around the room and had the children crawl or wiggle around the floor to collect them.  Then the children listened to the word “oxygen” and when they hear it, they had to stand up very slowly as we counted to 18 together.    

Afternoon Centers:    Center 1- Mask and Flipper Art- The children chose colors to decorate scuba gear.  Then the children decorated pieces and attached the cellophane to the mask.  We cut elastic pieces in half and tied then ends to the mask.   Center 2- My Little Journal – The children drew a picture of themselves as a deep-sea diver.  They colored all around them with different shades of blue crayon  The filled in the blank:  The ocean is_______________________.  

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