ScienceStart Complete Series by Strategic Calls

Explore.

Experiment. Question.

Integrate.

ScienceStart Complete Series

ScienceStart Complete Series Contents Module 1 MEASUREMENT AND MAPPING Unit 1 MY SCHOOL AND MY FRIENDS Unit 2 LEARNING TO MEASURE Module 2 COLOR AND LIGHT Unit 3 COLOR Unit 4 LIGHT, SHADOWS AND REFLECTIONS Module 3 MATTER Unit 5 PROPERTIES OF MATTER Module 4 NEIGHBORHOOD HABITAT Unit 6 LIVING THINGS IN THE NEIGHBORHOOD Unit 7 PLANTS IN THE NEIGHBORHOOD Unit 8 ANIMALS IN THE NEIGHBORHOOD Module 5 MOVEMENT AND MACHINES Unit 9 HOW THINGS MOVE Unit 10 SIMPLE MACHINES

Module 1 Unit 1

Explore.

Experiment. Question.

Integrate.

My School and My Friends OVERVIEW Children and their teachers begin the school year by getting to know one another and building relationships that will last throughout the year. The activities in this unit build experiences that develop a community of learners while also introducing the four-step science cycle and the use of graphic representation. Additionally, the following learning goals can be achieved as the children participate in these ScienceStart activities:

Science !" Asking questions and collecting data to try to answer them. !" Using graphic representation to help children understand activities !" Introducing the four-step science cycle as a daily approach to investigating the everyday environment.

Literacy !" Encouraging conversations and responses to questions !" Describing aloud what you are doing and what the children are doing !" Relating books being read to hands-on activities

Mathematics !" Using counting and comparison as ways to answer questions !" #$%&'"(&')*"+,-&.%&'"/0"1"23".,"" " count objects !" Creating charts and analyzing data to answer questions

My School and My Friends Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York 4,56*%'7."8"9:00";6"#&%<)*$%.6",=" Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Please visit our website at: www.ScienceStart.com

Table of Contents for My School and My Friends Month Teaching Science with ScienceStart

Week #3

What Should I Know?

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Week #4

Lesson #4: Face Cookies

Center-Based Play Materials & Activities

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Lesson #4: Taking Care of Books

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Teaching Science with ScienceStart L?&'-?')_"B%.)*?+6"?&C"Z?.7)Z?.%+$"`,F"&?.-*?BB6"=*,Z"7?&C$G,&"$+%)&+)_"F7%+7"%$".7)"?+.%<%.6" of learning about the everyday world. Learning about the everyday world is as fundamental to the early childhood years as learning to walk, talk, and interact with others. With ScienceStart, children build a rich knowledge-base that supports further learning and higher-order skills B%T)" +B?$$%(+?.%,&" ?&C" C*?F%&'" %&=)*)&+)$a" " L?&'-?')_" B%.)*?+6_" ? &C" Z?.7)Z?.%+$" ?*)" ;?$%+" tools for learning that develop as children engage in ScienceStart inquiry activities and share their questions and observations with others. Preschool children have the abilities to do science. V&"=?+._"bC,%&'"$+%)&+)c"(.$".7)"F?6$"+7%BC*)&"B)?*&N";6")d5B,*%&'_"*)5)?.%&'"?&C"+,ZZ-&%+?.%&'" hands-on, multi-sensory activities. It is crucial that children carry out the activities themselves and that they have opportunities to repeat and vary the activities and to talk about what they ?*)"C,%&'"?&C"(&C%&'",-.a"Q7)"',?B$",="$+%)&+)"B)?*&%&'"%&")?*B6"+7%BC7,,C"?*)".,")d5B,*)_" build concepts, and build vocabulary to communicate these concepts. There is an emphasis on trial and error rather than on “right answers” and so teachers do not need to “know all the answers.” Teachers do need to help children ask questions and discover for themselves. A 4-Step Science Cycle supports systematic guided inquiry, helping children “learn to learn.” H)+?-$)" B)?*&%&'" ?&C" C,%&'" $+%)&+)" *)B%)$" ,&" +7%BC*)&e$" (*$.7?&C" )d5)*%)&+)_" %." %$" ?BF?6$" meaningful and provides a motivating context for learning language, literacy, and mathematics. Hands-on inquiry science fosters a classroom community that easily includes all children. Because ScienceStart activities can be done in many ways, they engage children who have different learning styles and are at different developmental levels. As teachers observe children doing science activities, they can respond to individuals’ strengths and needs. Because inquiry science emphasizes exploration and trial and error as important ways to learn, children focus on learning rather than on avoiding mistakes.

An experienced teacher, observing her students as they mixed primary colored shaving cream to see what new color might emerge, noted how the excitement of doing science motivated other learning: I’m not sure which child !"#$%#"!&'(#)*+,(-#.+"# that he could write letters /0#"1(#21!3/0*#4,(!$# .04(#/"#1!-#5!""(0(-# out. And then everyone 6!2#",%/0*#/"7#81/2#4'!22#/2# 3(,%#(94/"/0*781(#:!,(0"# conferences that I’ve had so far this week, (3(,%.0(#/2#2!%/0*;# <=1!"#!,(#%.+#-./0*# 6/"1#"1($>#81(%#?+2"#6!0"# to write.” A dad told $(#"1!"#'!2"#0/*1"#1/2#2.0# 6(0"#".#2'((:#6/"1#1/2# :(04/'#&.9#/0#"1(#&(-7 -Sue Strowe, teacher

Page 7

The Science Cycle is a powerful teaching tool. Q7%$"+6+B)"$-55,*.$"?+.%<)"B)?*&%&'";6",*'?&%f%&'"%&g-%*6a"V.$"=,-*"57?$)$";*%&'".7)"$+%)&.%(+" method into ScienceStart classrooms. All ScienceStart lessons use the Science Cycle. !"#"$%&'&()* begins the cycle. Teachers should talk with children and ask them to think and share their knowledge about a topic. The teacher can introduce new vocabulary and read (+.%,&",*"&,&(+.%,&";,,T$".,"7)B5"+7%BC*)&".7%&T"?&C".?BT"?;,-.".7)".,5%+a"W)+?BB%&'"5*)<%,-$" $+%)&+)"?+.%<%.%)$"7)B5$"+7%BC*)&"*)`)+.",&"F7?.".7)6"T&,F"?&C"?$T"&)F"g-)$.%,&$a"Q7)".)?+7)*" and other adults in the classroom can model asking questions using phrases such as: “What do you think will happen if we …?” +,-.&'&+/"01$% is next. The teacher should help children plan what to do in the science activity that will get information to help answer their question. They may discuss what materials they need and where to do the activity. The teacher should encourage children to make predictions about the outcome of the activity, accepting all answers. They then move forward with: “Let’s see what happens!” ($%&'&23)"/4" is the phase during which children carry out the science activity. Teachers may model the activity to help children understand what to do, but it is essential that each child does the science activity. Teachers should expect children to vary the activity as there is no one “right” way to do it. The teacher should talk with children about what they are doing and support conversation among the children. In some cases, this phase is best carried out in small groups. !"56/%&'&!"#"$%"%$".7)"(&?B"57?$)",=".7)"$+%)&+)"+6+B)a"47%BC*)&"$7,-BC".?BT"?;,-."F7?.".7)6" observed and what new ideas and questions they have. There are many ways for children to represent what they have learned. Reports can be graphs, class-made books, a poster with photographs, a journal entry, a drawing or a conversation.

The ScienceStart Curriculum was developed at the University of Rochester by Dr. Lucia French, a specialist in language and literacy development and Kathleen Conezio, an expert on early literacy and science who also serves as a science advisor to Sesame A.*)).a""D,*"02"6)?*$_"F)"7?<)" collaborated with hundreds of teachers to continually improve ScienceStart. Development of ScienceStart has been supported by more than h2_:::_:::"%&"'*?&.$"=*,Z".7)" National Science Foundation and the United States Department of Education. ScienceStartis easy to use with English Language Learners and children with special needs. Research shows that children at all socioeconomic levels make substantial gains in language, literacy, and science knowledge when their teachers use ScienceStart.

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What Should I Know? Students and their teachers begin the school year by getting to know one another and building relationships that will last throughout the year. Activities in this unit build experiences and knowledge that develop a community of learners. Teachers establish their role in the classroom and the students learn about this new adult and what they will be doing together. The young child has many questions: " !" O7)&"C,"F)")?.R" " !" O7?."F%BB"F)"C,"&)d.R" " !" O7)*)"C,".7)".,6$";)B,&'R" " !" O7?."C,"V"C,"F7)&"V"&))C"7)B5R" " !" O7,"Z?T)$".7)"C)+%$%,&$R" " !" O7)&"+?&"V".?BTR" " !" O7?."C,"V"C,"F7)&"V"&))C".,"',".,".7)";?.7*,,ZR" Q7)$)"g-)$.%,&$"?&C"Z?&6"Z,*)"Z-$.";)"?&$F)*)C"%&".7)"(*$."=)F"F))T$",="$+7,,Ba">*)$+7,,B"%$",=.)&"?"6,-&'"+7%BCe$"(*$." experience with other children and adults outside the home. Teachers need to focus on developing a classroom community that fosters an atmosphere of respect for individuals and their ideas and that provides familiar routines that will support learning and social interaction. Social competence can be developed within the classroom community. To do so, young children must begin to manage their emotions, establish shared expectations about norms and customs, use language to communicate, and begin to predict and understand the feelings of others. This unit provides meaningful activities that support communication, encourage cooperation, promote self-control, and help develop problem-solving strategies. In terms of basic foundations for science, the children will develop an understanding of how to represent physical space, the daily routines, and quantitative information. Page 9

The physical layout of the classroom and the school are investigated. This investigation involves introducing concepts such as near and far, here and therea"""J"Z?5_"?"5%+.,*%?B"*)5*)$)&.?.%,&",="?&"?*)?_"%$"-$)C"=,*".7)"(*$.".%Z)a"Q7)"+7%BC*)&"F%BB"+*)?.)" a map of their classroom and represent the location of furniture and toys in the room. These activities reinforce their growing understanding that a symbol can be used to represent a real object, in this case, a classroom and all of its contents. The whole school can be mapped as can the neighborhood around the school. The concept time is also explored. Children begin to understand that each day follows a certain routine and this routine can be represented in symbols, pictures, and words. A sequence of activities can become predictable. In these activities, children practice their developing understanding of patterns. There is a pattern to the room arrangement, the way the table is set, the way toys are put away, and the sequence of activities during a school day. Once the children have begun to understand how their classroom works, they will spend more time getting to know their classmates. The young child may have many questions: "

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The children explore various aspects of one another, for example, family make-up, food preferences, and physical characteristics. They will use symbolic representation in the form of graphs to document what they discover about one another.

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My School and My Friends Overview Week 0

Science Activities

Math Highlights

Teacher created book about herself

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Alphabet letters A/a, P/p, H/h, D/d, 4,Z5?*%$,&"F,*C$"1" more/less F/f, N/n

Making a Daily Schedule

Cookieâ&#x20AC;&#x2122;s Week by Cindy Ward

Directionality of print

86.#A%(2;#B#C.2(;#!0-#!#D.+"1 by Roberta Intrater

Making books

Where do I Put My Things? E#F(!-#G/*02";6"Q?&?"P,;?& P?&C"O?$7%&'"W,-.%&)$ =!21#H.+,#@!0-2 by Tony Ross

Names of days of the week Reading common signs Alphabet letters H/h, M/m, L/l, B/b

Counting sets of objects -5".,"2 A)g-)&+%&'"1"before/ after A)g-)&+%&'"1"),2"J'!2" Positional words

Setting the Table

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Directionality of print

Making Lunch

Peanut Butter and Jelly by Nadine Westcott

Comprehension of cover illustrations Counting sets of objects

Taking Care of Books

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Using labels

Ways to Line Up

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Counting syllables

Where do The Toys Belong?

Making Model Rooms Mapping Our Playground When is My Birthday? My Family and Yours Predicting Favorites Graphs About Us Body Maps

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Alphabet letters M/m, C/c, P/p

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Sound of the letters M, P

Straight and curved lines Sorting by characteristics

Making maps

Counting sets of objects

Counting syllables

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Literacy Highlights

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Books to Read

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Using letters to make words

Positional words

Alphabet letters B/b, F/f, G/g

Shape recognition Using comparison words

Reading wordless books

Counting sets of objects

Recognizing a question

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Using a question mark

Using data to make and interpret a graph >?')"00

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #1 Dramatic Play !" Dolls, mirrors, and dress-up clothes for boys and girls

Art Center !" Markers, crayons, or paint for selfportraits !" Make nametags with tag-board, markers, and yarn. !" Trace or use paint to make hand prints.

Block Area !" Build homes and schools using cardboard or wooden blocks and toy people.

Manipulatives !" Scissors to cut pages from catalogs and scrap paper !" Puzzles !" Stamp pads and stamps !" String beads.

Large Motor Play !" Go for walks to introduce children to the layout of the school, both inside and outside.

Science Table !" !" !" !" !" !"

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My School and My Friends Week #1 Activity #1 Who is Here Today? Concepts: A chart can be used to represent information.

Learning Goals: Children identify themselves in photos and begin to create charts and read them for information.

Vocabulary: attendance chart classroom present/absent

Materials: photographs of children and teachers pocket chart ?"&?Z)"+?*C"=,*")?+7"$.-C)&.""/$)&.)&+)"$.*%5_"%&C)d"+?*C3 an assortment of stickers with 2 matching stickers for each child

Read and Talk About:

Things to Talk About: Who do you think has the smallest/largest hand? Will your hand print grow during the school year? Why? P,F"Z?&6"5),5B)"?*)"%&" your class? What are some reasons you might miss school? What days do you not go to school?

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My School and My Friends Week #1 Activity #1 Who is Here Today? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

As you interact with children, use language to describe what individuals or groups of children are doing. This supports children in learning how to use language to represent F7?.".7)6"T&,F"/F7?.".7)6",*",.7)*$"?*)"C,%&'3a"""P?<)"?&"%&C%<%C-?B"+,&<)*$?.%,&"F%.7" each child today and everyday. A-55,*."5))*"+,&<)*$?.%,&$"?&C"?+."?$"?";*%C')"=,*"+7%BC*)&"F7,"7?<)"C%=(+-B.6".?BT%&'" with peers. Read the book you made about yourself. Show children the cover and title and explain that you are the author. Share some interesting things about yourself. Mention what you liked to do when you were their age. Ask the children to make comparisons between what you liked to do and what they like to do. Introduce A/a for attendance and absent, and P/p for :,(2(0". Demonstrate how each letter is made. Teach children the P..-#D.,0/0*#G.0*"/.,".7)".-&)",="P?556"H%*.7C?63N P..-#$.,0/0*#".#%.+ P..-#$.,0/0*#".#%.+ P..-#$.,0/0*#-(!,#QQQQQQ P..-#$.,0/0*#".#%.+7

Print Awareness

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My School and My Friends Week #1 Activity #1 Who is Here Today? Science Inquiry Cycle: Reflect and Ask Explain that everyone is a part of the class and should come each day. Introduce the word attendance by explaining that you keep a record of who comes to school. If you are at school, you are :,(2(0"; if you are not at school, you are absent.

Plan and Predict Mathematics Monday:

Explain that they will work together to make a chart to show who is present each day. Talk about the materials needed to make a chart.

During science, count those :,(2(0" and absent and use more and less to compare the groups.

Act and Observe

During snack time, count the children at a table and then count the snacks as they are distributed.

O,*T"F%.7"%&C%<%C-?B$",*"$Z?BB"'*,-5$".,"7)B5".7)Z"(&C".7)%*"57,.,'*?57"?&C"'B-)"%.".,"?&" index card or sentence strip. Write the childâ&#x20AC;&#x2122;s name on the card. Invite her to identify the (*$."B)..)*"%&"7)*"&?Z)"?&C".,"$))"%="?&6,&)")B$)"7?$".7)"$?Z)"(*$."B)..)*a"" Show children how to put their name cards in the Attendance Chart.

Report and Reflect If any photos are left over, ask the children why. Review the words absent and :,(2(0". P?&'" .7)" ?..)&C?&+)" +7?*." F7)*)" +7%BC*)&" +?&" )?$%B6" *)?+7" %.a" jd5B?%&" .7?." )<)*6" C?6" when they come to school, they should put their name card on the side that says :,(2(0",and that you will put any name cards left over on the side that says absent. >?')"0X

My School and My Friends Week #1 Activity #2 Helping Hands Concepts: Working as a team is important for getting things done.

Learning Goals: 47%BC*)&"*)5*)$)&.".7)Z$)B<)$"F%.7".*?+%&'$",=".7)%*",F&"9"7?&C$"/,&"$)5?*?.)"5%)+)$",=" 5?5)*3"B?;)B)C"F%.7".7)%*"&?Z)a""J"+,56",=".7%$"*)5*)$)&.?.%,&"%$"5B?+)C",&".7)"k,;"+7?*." to indicate who is responsible for each classroom job. The other copy is used in creating a classroom book.

Vocabulary: (&')* helper same/different

thumb trace

Materials: construction paper crayons markers or pencils for tracing

craft sticks scissors glue

Things to Talk About: Why do we need helpers in the classroom? What kinds of things can you do to be helpful in school? At home? P,F"+?&"F)"Z?T)"$-*)" that classroom jobs get done?

Read and Talk About: 81(2(#@!0-2#;6"P,5)"L6&&">*%+) >?')"0S

My School and My Friends Week #1 Activity #2 Helping Hands - Language and Literacy 85"-*1.?&'&>1)%".1.?

Brainstorm classroom jobs that children can do. Brainstorm ways to use hands to help other people.

Reading Comprehension Alphabet Awareness Phonological Awareness

Talk about what children like to do with their hands and compare their responses to the ideas in the book. Write down what they say on the easel; later, these ideas will be used in making a classroom book, R+,#@!0-2. A similar activity will be done during center time to create a book to take home. Read 81(2(#@!0-2. Encourage the children to listen and act out the things that hands do, such as squeeze, clap and pat. Point out the letter H in hands. Introduce H/h for 1(':(, and handa""U)Z,&$.*?.)"7,F".,"Z?T)".7)"B)..)*$a""P?<)"+7%BC*)&" (&C".7)"B)..)*$"%&".7)".%.B)",=".,C?6e$";,,Ta""J$T"$,Z)"+7%BC*)&".,"F*%.)".7)"B)..)*$",&".7)" chart paper. Teach the song I("S2#A3(,%.0(#T'!:#@!0-2#I/M(#D(. Start the song with adults singing and guide children in moving to the beat. After several times through, show them how to add clapping as they keep the beat.

Print Awareness

Change the body parts and invite children to suggest appropriate movements. As you make a job list with children on the easel, explain that writing down their ideas helps everyone remember them. Make a class book entitled R+,#@!0-2. Each page will 7?<)".7)"7?&C5*%&.",="?"+7%BC"?&C"?"$)&.)&+)"/.7?.".7)".)?+7)*"$+*%;)$3"?;,-."F7?.".7)6" like to do with their hands. Point out the importance of a book cover and title. List their names as the authors. Page 20

My School and My Friends Week #1 Activity #2 Helping Hands Science Inquiry Cycle: Reflect and Ask Mathematics Tuesday:

Ask children if they do jobs at home. Prompt with suggestions like setting the table, picking up toys or folding laundry. Talk about how teachers and students help each other by doing jobs. Talk about the kinds of classroom jobs everyone does each day and that one person can do for everyone else.

Plan and Predict

Tell the children that hands are very useful for counting. Show them how to use their (&')*$".,"+,-&.".,"0:" ?&C".7)&"5*?+.%+)"(&')*" counting with the numbers 0G2a""@?T)";*%)="(&')*" counting a regular part of every day, increasing .,"0:"?$".7)"+7%BC*)&"?*)" ready.

Tell the children you will be making it together today. Work together to create a list of jobs needed in the classroom. Explain that writing their ideas on the easel will help everyone remember them. Talk about how to select helpers to do the jobs and to make sure everyone gets a turn. A)B)+."?"Z).7,C".,"Z?T)"7?&C5*%&.$"=,*".7)"P)B5%&'"P?&C$"k,;"+7?*.a"],-"+?&"-$)"5)&+%B",*"?" marker to trace hands or make handprints by using paint.

Compare the size of children’s and teachers’ hands, using &/*/&/**(, and small/smaller.

Report and Reflect

Act and Observe During small group, help each child make two handprints. Compare the sizes of the handprints using &/*/&/**(, and small/smaller When the prints are ready, cut out one, write the child’s name on it and help the child attach it to a tongue depressor. This will be a helping hand for the job +7?*.a""P)B5"+7%BC*)&"-$)".7)%*",.7)*"5*%&.".,"%BB-$.*?.)".7)"R+,#@!0-2"+B?$$";,,Ta"P?<)")?+7"+7%BC" C%+.?.)"?"$)&.)&+)"/D%#1!0-2#4!0l"3"?&C"$%'&".7)"5?')a Finish making the job chart and show children how it will be used. Set up jobs for tomorrow, and talk about what each job involves. Read from R+,#@!0-2 and encourage children to share what they like to do with their hands. Show them their names listed as authors on the cover. >?')"90

My School and My Friends Week #1 Activity #3 Making a Daily Schedule Concepts: A sequence of pictures can represent/make a schedule.

Learning Goals: Children and adults list the activities carried out each day, locate photographs to represent these activities, and put the photographs in a sequence to create a visual daily schedule.

Vocabulary:

Things to Talk About:

activity before/after (*$.m"B?$.m&)d. schedule

What do we do when F)"(*$."').".,"$+7,,BR

Materials:

P,F"C,"6,-"')."*)?C6" for bed?

long, sturdy piece of paper or cardboard photos of classroom daily activities glue crayons or markers scissors

What do we do before we eat our food?

What do you do before you go to school? Why do people make and follow schedules?

Read and Talk About: Cookieâ&#x20AC;&#x2122;s Week by Cindy Ward >?')"9K

My School and My Friends Week #1 Activity #3 Making a Daily Schedule - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Talk about what the children do when they get to school. Introduce before, after, ),2", last and nexta"/Q7)$)"?*)"<)*6"+,Z5B)d"F,*C$"?&C"?*)"B)?*&)C"'*?C-?BB6n".7)6"?*)"&,." =-BB6"-&C)*$.,,C"-&.%B"?."B)?$."T%&C)*'?*.)&a3 Use language to help children form routines for transitions between activities. For example: U/3(#$.,(#$/0+"(2#+0"/'#4'(!0V+:#"/$(7#U/,2"#6(S''#1!3(#4/,4'(#!0-#"1(0#6(S''#1!3(# 4(0"(,#"/$(7#BW"(,#'+041#6(#6/''#*.#.+"2/-(#".#"1(#:'!%*,.+0-7#X+"#!6!%#"1(#&..M2#!0-#4.$(# ".#"1(#,+*7 Talk about the title of todayâ&#x20AC;&#x2122;s book. Who do the children think Cookie is? What is a F))TR""P?<)".7)"&?Z)$",=".7)"C?6$",=".7)"F))T"F*%..)&",&"+?*C"$.,+T"?&C"5,$.".7)$)"?$" 6,-"%&.*,C-+)".7)Za""Q)BB".7)"+7%BC*)&".7)6"+?&"B%$.)&".,"(&C",-."F7?."4,,T%)"C,)$")?+7" C?6a""O7)&"6,-"(&%$7".7)";,,T_"*)<%)F".7)"C?6$",=".7)"F))T"?&C"7?<)".7)"+7%BC*)&".)BB" what happened to Cookie each day. Ask if they think Cookie will to rest on Sunday. Introduce D/d for day and daily. Demonstrate how to make the letters. When you post .7)"&?Z)$",=".7)"C?6$",=".7)"F))T_"?$T".7)"+7%BC*)&".,"(&C".7)"d in each name. Teach the days of the week song Sunday, D.0-!%"/.-&)N"R;#D%#Y!,'/0S3a Invite them to raise a hand every time they hear the word day. As you sing, emphasize day. Children will quickly master identifying the word in the song, so invite them to $-'')$."?"&)F"Z,<)Z)&.".,"5)*=,*Z"F7)&".7)6"7)?*"%."1"B%T)"$.?&C%&'",*"k-Z5%&'a"A%&'" the song again at faster and slower speeds to challenge their ears. Close by inviting the children to sing the song with you. Introduce the names of the days of the week by having a sentence printed that says: 8.-!%#/2ooooooooo"a"j?+7"C?6_"(BB"%&".7)"&?Z)",=".7)"C?6a">,$.".7)"C?%B6"$+7)C-B)"?&C" regularly remind the children to look at it. Page 24

My School and My Friends Week #1 Activity #3 Making a Daily Schedule Science Inquiry Cycle: Reflect and Ask Talk about the routine of your school day: T.+'-#%.+#1(':#$(#$!M(#!#'/2"#.W#!''#"1(#"1/0*2# we do at school? Use words like ),2", next, last, before, and after to help sequence events.

Plan and Predict

Mathematics Wednesday: Use sequence words such as before, after, ),2", next, last, and )0!''% to describe the order of events on the daily schedule.

Remind children that they made the @(':/0*#@!0-2#K.&#T1!," to help everyone remember their jobs. Tell them that today they will make a different chart to help everyone remember what they do during the day at school, what activities come ),2" and next and last. Ask for suggestions for how to make something that shows all of the dayâ&#x20AC;&#x2122;s activities. Show some of the photos and talk about the activities they represent.

Act and Observe Make a daily schedule with the children. 81/2#241(-+'(#6/''#1(':#!''#.W#+2#,($($&(,#61!"#".# -.#!0-#61!"#4.$(2#),2";#0(9";#!0-#'!2". Give them photos of classroom activities and help .7)Z"$)g-)&+)".7)"57,.,$a"#$)"$)g-)&+)"F,*C$".,"'-%C)".7)Za""/Hint: Sequence words are acquired gradually. Use the words accurately yourself, but donâ&#x20AC;&#x2122;t expect the children .,"C,"$,"6).a3

Report and Reflect Display the schedule and show the children how to read it. Refer to it throughout the day.

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My School and My Friends Week #1 Activity #4 Face Cookies Concepts: O)"+?&"Z?T)"*)5*)$)&.?.%,&$",=",-*$)B<)$"%&"C%==)*)&."F?6$"1"57,.,'*?57$_"C*?F%&'$_" even cookies. All people are alike in some ways, but every individual is also different from everyone else in many ways.

Learning Goals: Children identify distinguishing facial features, such as eye and hair color; compare similar and different facial features with their friends; and identify eyes, ears, nose, and mouth.

Things to Talk About:

Vocabulary:

P,F"?*)"F)".7)"$?Z)"?$" our friends?

above / middle / below long/short

same / different

Materials: frosting and sugar cookies or rice cakes and cream cheese candies or raisins to represent eyes, nose and mouth plastic knives or large craft sticks small paper plates safety mirrors

P,F"?*)"F)"C%==)*)&." from our friends? What do you like best about yourself? Describe what you look like. Are there other people who look like you?

Read and Talk About: 86.#A%(2;#B#C.2(;#!0-#!#D.+"1 by Roberta Intrater Page 27

My School and My Friends Week #1 Activity #4 Face cookies - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Provide a full length mirror and ask children to describe how they look. What do their faces look like? Talk about how they are like their friends and how they are different. As you make your face cookies, continue to describe aloud what you and the children are doing. While decorating cookies/rice cakes, talk about whether the children have helped make food at home. Echo their responses so everyone hears; itâ&#x20AC;&#x2122;s a great way to help them connect with each otherâ&#x20AC;&#x2122;s experiences. Read#86.#A%(2;#!#C.2(#!0-#!#D.+"1. As they listen, children can point to their eyes, nose and mouth. Draw a face on the easel and ask children to name the parts of the face as you draw. Write face under the picture and point out the letter f. This is a good place to use above/below/middle/".: and bottom. Introduce F/f for face. Demonstrate how to make the letters and have some children come up and make them at the easel. Introduce F/f as you discuss the word facea"P?<)"+7%BC*)&"Z?T)".7)"f sound; point to things that begin with f as you name them; give children two words and ask which one starts with f. For example: Listen carefully. Which word Iâ&#x20AC;&#x2122;m about to say starts with the f sound? Feet or shoes? While you are reading, point out the cover of the book, the author, and the illustrator. Talk about different types of illustrations, for example, photographs, drawings, and paintings. Make a photo display of each child and things they have created to represent .7)Z$)B<)$"1"$-+7"?$"5%+.-*)$",=".7)%*"=?+)"+,,T%)$_"$)B=G5,*.*?%.$_"?&C"7?&C"5*%&.$a >?')"9\

My School and My Friends Week #1 Activity #4 Face Cookies Science Inquiry Cycle: Reflect and Ask Mathematics Thursday: P)B5"+7%BC*)&"+,-&.".7)" ingredients they need to make their facial features 1"9")6)$_"9")?*$_"0"&,$)_"0" mouth. Introduce the words above/ below/middle/".: and bottom. Give them three5%)+)"5-ffB)$"/=,*)7)?C" and eyes, nose, mouth ?&C"+7%&3"Z?C)"=*,Z" photographs of themselves. As they put the pieces together, use these words to describe the placement of the pieces.

Review body parts: ('&.6;#1!0-;#!,$;#'(*;#W..";#0(4M;#?!6a"P?<)"+7%BC*)&"Z,<)".7)Z"?$"6,-"$?6$" .7)"F,*C$a""P?<)".7)"+7%BC*)&"$.?&C"-5"F7)&".7)6"7)?*".7)Z$)B<)$"C)$+*%;)Ca"D,*")d?Z5B)_"If you 1!3(#&,.60#1!/,;#2"!0-#+:7 Count those standing, and then have them sit down. Repeat the action for children with other features such as short or long hair, blue eyes, and so forth. Encourage +7%BC*)&".,"B%$.)&"+?*)=-BB6a"O7)&"6,-"?*)"(&%$7)C_"?$T"7,F"F)"?*)"?BB".7)"$?Z)"?&C"7,F"F)"?*)" different. Can we be friends with people who are not the same as us?

Plan and Predict Show children the cookies, pointing out how they are round like faces. Ask: @.6#4!0#6(#-(4.,!"(# "1(#4..M/(2#2.#"1(%#'..M#'/M(#W!4(2>#=1!"#6/''#6(#0((-#".#$!M(>##@.6#$!0%#-(4.,!"/.02#6/''#6(#0((-# W.,#(%(2>#C.2(2>#D.+"12>#@.6#6/''#"1(#-(4.,!"/.02#2"/4M#".#"1(#4..M/(2>##Decide together what you will need to make the cookies and list the ingredients.

Act and Observe P?<)"+7%BC*)&"C)+,*?.)".7)%*"+,,T%)$".,"*)$)Z;B)".7)%*"=?+)a"#$)"F,*C$"B%T)"".:, bottom, above, middle, and below to talk about where to put the eyes, nose, hair, and mouth. Count the small candies they use to make facial features. Talk about eye and hair color. Take a picture of each child holding up his/her cookie.

Report and Reflect Compare face cookies, asking: @.6#!,(#"1(%#"1(#2!$(>#@.6#!,(#"1(%#-/WW(,(0">#Then eat! Make a display of photos of each child paired with the model cookie. Page 29

My School and My Friends Week #1 Activity #5 Where do I Put My Things? Concepts: People need care for their belongings. A system of organization helps us do this.

Learning Goals: Children locate and use a personal space for their belongings. They make a label to identify that space.

Vocabulary: belongings cubbie label name space

Materials: photos of commonly recognized signs and logos in the environment around your school paper and other materials to make labels

Read and Talk About: E#F(!-#G/*02";6"Q?&?"P,;?&

Things to Talk About: Do you have a closet at home? What do you keep in it? Why do people put things in closets? P,F"C,"6,-"B)."5),5B)" know that something belongs to you? When is it okay to touch or use things that belong to other people?

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My School and My Friends Week #1 Activity #5 Where do I Put My Things? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness

Todayâ&#x20AC;&#x2122;s conversation is about reading common environmental signs. Ask if the children have noticed any signs as they walk or ride around the neighborhood. What are $,Z)",=".7,$)"$%'&$R""O7?."?*)"$,Z)"+,ZZ,&"$.,*)"$%'&$".7)6"*)+,'&%f)R"/O?BZ?*._" @+U,&?BC$_"H-*')*"i%&'3""P,F"C,"6,-"T&,F"F7%+7";?.7*,,Z".,"-$)"F7)&"6,-"?*)",-."%&" public? Why do people hang up signs? What do they want you to know? Read the wordless book E#F(!-#G/*02#by looking at the photographs and talking about the signs. Talk about why it is important to be able to read these kinds of signs. Introduce N/n for name. Demonstrate how to make the letters and point out how N/n is different from M/m. Look for N/n in the names of people in the classroom. Q)?+7".7)"+7%BC*)&".7)"=,BB,F%&'"$,&'"F%.7"Z,.%,&$N"/.-&)",="Frere Jacques3 =1(,(#/2#,(-#'/*1">#=1(,(#/2#,(-#'/*1">"/P?<)"+7%BC*)&"7,BC"-5"*)C"$%'&a3" @(,(#E#!$7#@(,(#E#!$7#/O?<)"$%'&";?+T"?&C"=,*.73" When you see me, when you see me,""/>,%&."?.".7)"*)C"$%'&3" G".:;#2".:;#2".:7#G".:;#2".:;#2".:7"/P,BC"7?&C"-5"B%T)".,"$?6"$.,53" =1(,(#/2#*,((0#'/*1">#=1(,(#/2#*,((0#'/*1">"/P?<)"+7%BC*)&"7,BC"-5"'*))&"$%'&a3" @(,(#E#!$7#@(,(#E#!$7"/O?<)"$%'&";?+T"?&C"=,*.73" When you see me, when you see me, />,%&."?.".7)"'*))&"$%'&3" P.;#*.;#*.7#P.;#*.;#*.7#/P?<)".7)"+7%BC*)&"F?BT"?+*,$$".7)"*,,Z3

Print Awareness

Print out photos from Google of common street signs: stop, walk, donâ&#x20AC;&#x2122;t walk, and others. Ask the children what each sign means. Talk about how some signs have words written ,&".7)Z"?&C",.7)*$"k-$."7?<)"5%+.-*)$",*"?**,F$a""P,F"C,"6,-"*)?C"5%+.-*)$R >?')"K9

My School and My Friends Week #1 Activity #5 Where do I Put My Things? Science Inquiry Cycle: Reflect and Ask Talk about what is in one of the cupboards in the classroom. Ask the children how people use cupboards or closets. What do you keep in them? Talk with the children about where they keep their coats and other belongings in school.

Mathematics Friday: Working with small groups, provide magnet boards and magnetic B)..)*$a""P)B5")?+7"+7%BC" spell his name with the letters and then count to see how many letters are in his name. Next have the children spell a friend’s name and count how many letters it has. Was it more or less than their own name?

Plan and Predict J=.)*")<)*6,&)"%C)&.%()$".7)%*"5)*$,&?B"$5?+)"%&".7)"+B?$$*,,Z"/.7)%*"+-;;%)3_"?$T".7)Z"7,F" other people are going to know whose space it is. What could you use to make a label =,*"6,-*"$5?+)R""O7?."F,-BC"6,-"F*%.)",&"%.R""P,F"F,-BC"6,-"C)+,*?.)"%.R

Act and Observe Provide materials to make cubbie labels. As you are working, talk about what kinds of things the children will be able to keep in their cubbie and the rules for touching other people’s things.

Report and Reflect Support each child in attaching his label to his cubbie. Go around and read the names on each label. Talk about what might happen if you don’t remember to put your things away in your cubbie.

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Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #2 Dramatic Play !" Dishes, pots and pans, pretend food and placemats to practice mealtime routines !" Egg timer, plastic hourglass timer !" Recipe cards or childrenâ&#x20AC;&#x2122;s recipe books

Art Center !" Materials for self-portraits !" Finger-paints !" Yarn, string strips of paper for straight-line pictures !" Design your own dishes with paper plates and markers. !" Use spare school supply catalogs to create a collage of classroom furniture and supplies.

Block Area !" Labels for shelves in the block area !" Sort the blocks and organize them on the shelves. !" Play a matching game with block shapes and wooden blocks.

Manipulatives !" !" !" !"

Pegs with a pegboards Pattern blocks Beads to string Demonstrate creating simple patterns with materials.

Large Motor Play !" Obstacle course outdoors or in the classroom !" Play follow-the-leader. !" Use positional words like on, over, in front of, and behind during large motor play.

Science Table !" Tools that measure time, such as a clock, timer, wristwatch, hourglass, and calendar !" Tools that measure length or distance, such as a ruler, yardstick, measuring tape, and tape measure >?')"K2

My School and My Friends Week #2 Activity #1 Hand Washing Routines Concepts: Many routines have several steps that always need to be done in the same order. We can create a representation of these sequences.

Learning Goals:

Things to Talk About:

Children learn about the importance of washing their hands before mealtime, read and interpret step cards showing hand-washing routines, and follow the cards to wash their hands.

What might happen if we donâ&#x20AC;&#x2122;t wash our hands before we eat?

Vocabulary: (*$. germs

last next

Materials: hand-washing step cards soap paper towels plastic knives

Read and Talk About: =!21#H.+,#@!0-2 by Tony Ross

plates napkins =,,C"=,*"+7%BC*)&".,"Z?T)"?"$&?+T"/=,*" )d?Z5B)_"+*?+T)*$"?&C"+7))$)"$5*)?C3

At what other times should we wash our hands? What other parts of your body do you wash? P,F"C,"6,-"C,"%.R"" P,F"C,"6,-"T))5"6,-*" teeth clean? Do you have a routine for doing that? What are the steps? P,F"C,"6,-"T))5"6,-*" clothes clean? >?')"KX

My School and My Friends Week #2 Activity #1 Hand Washing Routines - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Discuss how we keep our classroom clean and ask children to brainstorm what we would do if it got dirty. Extend this discussion to include personal cleanliness. Ask the children to speculate what might happen if we let things get dirty and to think of times when they should wash their hands. P?<)".7)Z"C)<)B,5"$.)5$"=,*"F?$7%&'".7)%*"7?&C$_"?&C"F*%.)".7)$)"C,F&a"J$"6,-"C,".7%$_"-$)".7)" words ),2", next, and last. Q?BT"?;,-.",.7)*"+B)?&%&'"*,-.%&)$".7)"+7%BC*)&"Z?6";)"=?Z%B%?*"F%.7"1".?T%&'"?";?.7",*"$7,F)*" and brushing their teeth. Introduce todayâ&#x20AC;&#x2122;s book by looking at the cover illustration and pointing out the title. Explain the difference between the words and the illustration. Use the book to introduce the concept of hand washing and why we need to do it in school. Talk about the word *(,$2. Talk about how germs are spread through the air and on surfaces; relate this to the reasons we need to cover our faces when we are coughing and sneezing and need to keep our hands away from our mouth, nose and eyes. Introduce H/h for hands. Demonstrate how to make the letter and how to write the word hands. Ask for volunteers to come up and write H/h on chart paper. Q)?+7"+7%BC*)&".7)"=,BB,F%&'"$,&'"/.,".-&)",="Row, Row, Row Your Boat3a""J$T".7)Z".,"C)+%C)",&" movements to do each time they sing the words wash and @AH7 =!21;#6!21;#6!21#%.+,#1!0-2;#:'!%#.+,#1!0-%#*!$(7 F+&#!0-#24,+&;#!0-#24,+&#!0-#,+&#V#*(,$2#*.#-.60#"1(#-,!/07##@AHZ =!21;#6!21;#6!21#%.+,#1!0-2;#:'!%#.+,#1!0-%#*!$(7

Print Awareness

F+&#!0-#24,+&;#!0-#24,+&#!0-#,+&#V#-/,"#*.(2#-.60#"1(#-,!/07##@AHZ Talk about how to sequence and read the step cards for hand washing from left to right. Emphasize reading the cards and doing them in order as a way to do a good job of hand washing. Post the song lyrics and use a pointer to indicate the words as they are being sung. >?')"K\

My School and My Friends Week #2 Activity #1 Hand Washing Routines Science Inquiry Cycle: Reflect and Ask Why do we keep things clean? What is the difference between clean and dirty? What happens if things are left dirty? Talk about what might happen if our hands are dirty F7)&"F)"?*)")?.%&'a"P,F"C,"F)"Z?T)"C%*.6".7%&'$"+B)?&R

Plan and Predict

Mathematics Monday: Use ),2", next, and last in the hand-washing activity. During circle .%Z)_";*%)`6"C,"(&')*" +,-&.%&'"-5".,"2a"

P?<)"+7%BC*)&"$-'')$.".%Z)$"F7)&"%."F,-BC";)"?"',,C"%C)?".,"F?$7".7)%*"7?&C$a"Q,').7)*_" recall the reasons people in the book washed their hands. Make a list of the supplies needed =,*"7?&CGF?$7%&'a"V&<%.)"+7%BC*)&".,"5*)C%+."F7?."F)"C,"(*$.".,"F?$7",-*"7?&C$a"What do we do next? #$)"$)g-)&+)"B?&'-?')"1"),2", next, last"1".,"%C)&.%=6".7)",*C)*",=".7)"$.)5$a

Act and Observe Use the step cards to establish a hand-washing routine. Read the cards to create a common understanding of their meaning. Show how you are using the step cards as you wash your own hands and use ),2", next, and last as you do so. Post the cards together near the sink where they can be read during hand-washing. Work with individual children to teach them how to wash their hands following the step cards.

Report and Reflect After they clean their hands, children will make their own snack with crackers and cheese spread. Use ),2", next, and last to describe the steps in this activity. Review the reasons for hand-washing. >?')"KS

P?&C"O?$7%&'"W,-.%&)

A.)5"0N First, turn on the water and get your hands wet.

Step 2: Next, with a squirt soap, rub your hands together.

P?&C"O?$7%&'"W,-.%&)

A.)5"KN Then, rinse the soap off your hands.

Step 4: Finally, turn off the water and dry your hands. Page 40

My School and My Friends Week #2 Activity #2 Setting the Table Concepts: A map represents location in space. We create maps to remind us how to arrange things ?&C"7,F".,"(&C".7%&'$",*"5B?+)$a"

Learning Goals: Children make placemats that show the location of items used to set the table. They use these placemat-maps to set the table for class snacks and/or meals.

Vocabulary: above / below / middle between (*$.""m"B?$."m"&)d. middle next to

Materials: +,&$.*-+.%,&"5?5)*_"0"5%)+)"5)*"+7%BC"+-.".,"5B?+)Z?."$%f) laminate or clear contact paper markers, glue +-.,-.$",="?"=,*T_"$5,,&_"+-5_"5B?.)_"?&C"&?5T%&_"0",=")?+7"5)*"+7%BC

Read and Talk About:

Things to Talk About: Do you set the table when you eat at home? If not, who does it and how do they do it? Do you need the same utensils for each meal? What are some ways to use good manners when you are eating? P,F"C,"6,-"T&,F"7,F" many plates, spoons, forks, etc. to put on the table? Is it always the same number?

D.+2(#D(22 by Linnea Riley >?')"Y0

My School and My Friends Week #2 Activity #2 Setting the Table - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask the children if anyone knows what a map is. Show them a map and talk about how 5),5B)"-$)"%.a""jd5B?%&".7?."5),5B)"-$)"%.".,"(&C"5B?+)$"?&C"('-*)",-."7,F".,"').".7)*)a"" Next, show a placemat like the one you are making today and compare it to the map. The placemat shows where certain things go when you are setting the table to eat. The placemat is like a map. Read D.+2(#D(22".,').7)*a"P)B5"+7%BC*)&"%C)&.%=6".7)"M in the title. Ask them to listen carefully to the words mouse and mess and see how they are the same. As you get to the end of the story, point out what the kitchen looks like. What does the mouse do about it? =1!"#21.+'-#1(#1!3(#-.0(>#=1.#-.#"1(%#"1/0M#6/''#4'(!0#/"#+:>## Introduce M/m for mouse, mess, and $!:. Demonstrate how to make the letter and remind the children that this letter is used to spell the word D.$a""P?<)"$,Z)"+7%BC*)&" come up and write it on the chart paper. Q)?+7"+7%BC*)&".7%$"&-*$)*6"*76Z)a""P?<)".7)"+7%BC*)&"B%$.)&"=,*"F,*C$".7?.";)'%&"F%.7" M/m and for the rhyming words. I/""'(#D/22#D+WW("#2!"#.0#!#"+WW(";#/5*).)&C".,"$%.",&"?"+7?%*3 A!"/0*#1(,#4+,-2#!0-#61(%7#/5*).)&C".,")?.3" B'.0*#4!$(#!#2:/-(,;#/5-.",&)"7?&C",<)*".7)",.7)*"?&C"B,+T"B%..B)"(&')*$3" And sat down beside her /Z,<)"7?&C$"C,F&_"F%''B)"(&')*$3" B0-#W,/*1"(0(-#D/22#D+WW("#!6!%Z"/k-Z5"-5"?&C"B,,T"$+?*)Cp3"

Print Awareness

Talk about how print is used to label different kinds of foods. Add food packages with labels on them to the dramatic play area. Page 42

My School and My Friends Week #2 Activity #2 Setting the Table Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday: Use words such as above, beside, next to, in the corner, in the center to describe where the cutouts are on the placemats. At snack or meal times, count aloud the number of children at each table. Then together count out the number of placemats &))C)Ca"jZ57?$%f)"0G0" correspondence by putting a placemat in front of each child as you count.

Talk about some of the things you do at the table at school. Talk about what a meal is and what we need to do to get ready for a meal. Make a list of items needed to set the table. @.6#-.#%.+#M0.6#1.6#$!0%#:'!"(2;#2:..02;#!0-#W.,M2#".#:+"#.0#"1(#"!&'(>#E2#/"#!'6!%2# the same number?

Plan and Predict Show children the items that are used to set the table. Talk about the purpose of each item and how to set the table. Arrange the items as they suggest and use positional words to describe the arrangement. Make a model of the placemat the children will make.

Act and Observe P?<)"+7%BC*)&"?**?&')"?&C"'B-)".7)"+-.,-.$",&.,"?"5%)+)",="+,&$.*-+.%,&"5?5)*a"Q?BT"?;,-." how each cutout represents an item, and use language that describes the locations of the +-.,-.$"/X+"#"1(#&/*#4/,4'(#/0#"1(#4(0"(,#.W#"1(#:!:(,#!0-#X+"#"1(#W.,M#0(9"#".#"1(#0!:M/03a" Laminate the placemats or cover them with clear contact paper for future use.

Report and Reflect Use the placemats for every meal to help children set the table independently. If this is not a helping hands job, ask the class if it should be. Discuss whether one child should complete the job or if there should be a child to set out each item, such as napkin setter and fork setter. >?')"YK

My School and My Friends Week #2 Activity #3 Making Lunch Concepts: Creating things often involves several steps that always need to be done in the same sequence. Recipes represent ingredients and the sequence of steps used in making food.

Learning Goals:

Things to Talk About:

Children help create and then will follow multi-step directions for making peanut butter and jelly sandwiches.

What do you like to eat for lunch?

Vocabulary: directions (*$. ingredients label

last next recipe second

Materials: bread peanut butter several kinds of jam or jelly plastic knives

Read and Talk About: Peanut Butter and Jelly by Nadine Westcott

paper plates poster board or chart paper for posters that describe how to make a sandwich, and for recording childrenâ&#x20AC;&#x2122;s favorite jelly

What other kinds of sandwiches can we make? What do we call the directions for cooking something? What else have you ever cooked? Making lunch is an example of following a routine. What is our routine for getting ready to go home? What is your routine at home for getting ready to go to school? >?')"Y2

My School and My Friends Week #2 Activity #3 Making Lunch - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask children to describe their favorite sandwiches. Talk about the materials needed to make a sandwich and the steps in making it. Use what they tell you to develop a plan together for making peanut butter and jelly sandwiches. As part of todayâ&#x20AC;&#x2122;s activity, you will also make a chart that represents childrenâ&#x20AC;&#x2122;s choices for the kind of jelly they like best. Talk about how to make the chart showing each childâ&#x20AC;&#x2122;s choice. Once the chart is made, review it together to talk about the preferences of the class as a whole. A7,F"+7%BC*)&".7)"(*$."5?')",=".,C?6e$";,,T"?&C"C%*)+.".7)%*"?..)&.%,&".,".7)";,6"F7,"%$" imagining a peanut butter sandwich. Tell them the man coming in the door will help him. O7?."C,".7)"+7%BC*)&".7%&T".7)6"F%BB"C,".,"Z?T)".7)"$?&CF%+7R""J=.)*"6,-"(&%$7"*)?C%&'_" review the steps he used to make the sandwich. Introduce L/l for lunch. Demonstrate how to make the letters and ask several children to write the letters on the chart paper. @?T)"=,-*"F,*C"+?*C$"/0[".,.?B3"=,*")?+7"F,*C_"bread, sandwich, :(!0+" butter, and ?(''%. Lead children in clapping the syllables of each word to a steady beat. Start with 4 of the same card, for example, bread, bread, bread, bread. Which word was the easiest to say 4 times in a row? Which made you move your mouth the fastest? Bread has one syllable, ?(''% and sandwich have two, and :(!0+"#&+""(,#has four.

Print Awareness

J**?&')".7)"+?*C$"%&"?"*,F",="YN";*)?C_"5)?&-.";-..)*_"k)BB6_";*)?Ca""P?<)"+7%BC*)&"5?."?" steady beat and say the names of ingredients. V="5,$$%;B)_"-$)"?"b;%'";,,Tc"+,56",=".,C?6e$"$.,*6a""P)B5"+7%BC*)&"=,+-$",&".*?+T%&'".7)" print as you read. Point out individual words. Find the words that repeat on each page. Make a poster together that shows the steps taken to make a peanut butter and jelly sandwich. Page 46

My School and My Friends Week #2 Activity #3 Making Lunch Science Inquiry Cycle: Reflect and Ask Discuss the routine for getting ready for a meal. Ask children if they have ever made their own lunch. Remind them of the steps it took to make the peanut butter sandwich in today’s story. Explain that these steps could be a recipe, which is a set of directions for making food.

Mathematics Wednesday: During circle, make a poster that shows children’s favorite kinds of jelly. Count the entries for each choice, summarize with the appropriate numeral, and use fewer, less, more, and most to discuss the results with the children.

Plan and Predict Ask children what ingredients they need to make peanut butter and jelly sandwiches, and list .7)%*"$-'')$.%,&$a"Q?BT"?;,-."7,F".7)"$?&CF%+7"%$"Z?C)a"O7?."Z%'7."6,-"C,"(*$._"&)d._"?&C" last? As children describe the steps, write them down. Use numbers to identify the steps and )d5B?%&".7?."$,Z).%Z)$"F)"-$)"&-Z;)*$".,"*)Z%&C"-$"F7?.".,"C,"(*$."?&C"$)+,&Ca

Act and Observe Support and talk with children as they each make a sandwich. Show them the three types of k)BB6".7)6"+?&"-$)"?&C"7?<)")?+7"+7%BC"$)B)+.".7)"T%&C".7?."7)",*"$7)"F?&.$a""P?<)".7)Z"$).".7)" table and serve themselves at lunchtime. While enjoying your meal, talk about what other kinds of sandwiches the children have eaten.

Report and Reflect Make a poster showing each child’s choice of jelly. Count the number of votes for each `?<,*"?&C"5-.".7)"&-Z)*?B";6".7?."+,B-Z&a"#$)"most, more, less, and same to describe the children’s choices. Make sure they know what each column represents. Page 47

My School and My Friends Week #2 Activity #4 Taking Care of Books Concepts: Scientists have ways of organizing and taking care of their materials.

Learning Goals: Children learn how to care for books. They demonstrate how to open a book and turn its pages, they identify the cover, title page, and illustrations in the book, and they show how to put a book away.

Vocabulary: cover drawing illustration

Materials: classroom books a book that has been torn and/or written in .?5)".,"(d".7)";,,T materials for the label for the class library

Read and Talk About: I/&,!,%#D.+2( by Daniel Kirk

library photograph title

Things to Talk About: Do you have books at home? Where do you T))5".7)ZR""P,F"C,"6,-" take care of them? Where can you get books to read? Do they cost money? P,F"%$"?";,,T"Z?C)R"" What materials are used? Who can write a book? Why do people write books? Who makes the pictures %&";,,T$R""P,F"?*)".7)6" made? Page 49

My School and My Friends Week #2 Activity #4 Taking Care of Books - Language and Literacy

85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Today’s discussion in large group will focus on reading books and taking care of them. Encourage children to share their ideas during large group discussion and small group activity. Ask them about a favorite book they have read. Ask children if they have been to a library and explain what a library is. Read Library D.+2(. As you read, talk about the parts of a book—cover, title page, illustrations— and explain what these are. Introduce the words -,!6/0* and :1.".*,!:1 as two ways illustrations are made and show examples. Talk about how the mouse got the ideas for his books from his imagination. Introduce B/b for book. Demonstrate how to make the letters and talk about the sound of the letter. Ask children which word starts with the same sound as book: ?(''% or butter? When the children gather for large group time, go around the circle and have everyone say his or her name. Count the number of syllables and clap them as you repeat the names together. As you read I/&,!,%#D.+2(, point out the signs shown in the library. Talk about where you see the titles of the library books in the illustrations. Talk about how to put the books right side up when arranging them on the shelf. Be sure that books are on display in each of the classroom areas. Talk with children about how to use these books as a part of their play.

>?')"2:

My School and My Friends Week #2 Activity #4 Taking Care of Books Science Inquiry Cycle: Reflect and Ask Talk about the purpose of books. Who writes them? Why do we read them? Look at a few examples—board book, paperback, hardcover—and discuss what different books are Z?C)"=*,Za""P,F"C,"F)"&))C".,".?T)"+?*)",=".7)ZR"O7?."F%BB"7?55)&"%="F)"C,&e.R

Plan and Predict Mathematics Thursday: Use sequence language when you describe how to handle a book: First you look at the cover. 81(0#%.+[;#I!2";#%.+[ Count the pages of the books children make.

As a class, locate a place in the room to keep books. Identify the place where books are kept as the classroom library. Talk about how a classroom library is like a public library ?&C"7,F"%."%$"C%==)*)&.a""J$T"%="?&6,&)"7?$")<)*";))&".,"?"5-;B%+"B%;*?*6"1".?BT"?;,-.";)%&'" able to borrow books to take home.

Act and Observe In small groups, select books to picture read. Use sequence words to talk about how to open the book and turn the pages: f/,2"#%.+#.:(0#"1(#4.3(,7#81(0#%.+[7. Show how paper rips and talk about what would happen if a book’s pages were ripped. Together make a plan for F7?.".,"C,"%=".7)6"(&C"?";,,T".7?."7?$"?"*%55)C"5?')a"^%<)")?+7"+7%BC"?"5%)+)",="5?5)*" ?&C".?5)".,"5*?+.%+)"Z?T%&'"?&C"$Z?BB"(d%&'".)?*$a""

Report and Reflect P?<)"+7%BC*)&"5-.".7)";,,T$"?F?6",&".7)"$7)B="5*,5)*B6a"Q?T)"?"57,.,"?&C"+*)?.)"?"B?;)B" for the classroom library. Invite children to help you create a caption for the picture, such as X+"#%.+,#&..M2#!6!%#0(!"'%#.,#T'(!0#+:#"1(#'/&,!,%7 >?')"20

My School and My Friends Week #2 Activity #5 Ways to Line Up Concepts: Objects or people can be sorted by certain characteristics.

Learning Goals: Children brainstorm a variety of ways to line up and then try these as needed during the school day.

Vocabulary: (*$.mB?$. leader/follower line up same/different

Materials: &,&)"&))C)C"-&B)$$"6,-"F%$7".,"5-."?"B,&'".?5)"B%&)",&".7)"`,,*

Read and Talk About: I/0(2#81!"#=/**'( by Candace Whitman

Things to Talk About: Do we all look the same? In what ways are we the same? In what ways are we different? Do we all dress the same way? Why not? Why do we line up to go places? What is the job of the line leader? P,F"+?&"F)"B%&)"-5" tomorrow? Will the line look the same or different?

>?')"2K

My School and My Friends Week #2 Activity #5 Ways to Line Up - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Begin today’s discussion by talking about why children line up in school when they walk through the halls. =1!"#!,(#"1(#,(!2.02#W.,#6!'M/0*#/0#'/0(2>##=1%#-.#6(#M((:#.+,#1!0-2# down at our sides? Why are we quiet?""Q7%$"Z?6";)"$,Z)"+7%BC*)&e$"(*$.")d5)*%)&+)"F%.7" B%&%&'"-5a""jd5B?%&"F7?."%."Z)?&$".,";)"%&"?"B%&)"1"F7?."C,)$"?"$.*?%'7."B%&)"B,,T"B%T)R Today’s book, I/0(2#81!"#=/**'(, has excellent illustrations and a rhyming text. Compare the lines in the illustrations to the way you are asking the children to line up to walk in the halls. After reading this book, provide materials and time for children to draw their own line pictures and talk about them. Review L/l for line. Demonstrate how to make the letters and have some children come up and make them on the chart paper. Say the words line, little and -.* and ask the children which ones sound like they begin with the letter L/l. Q)?+7".7)"+7%BC*)&".7)"=,BB,F%&'"$,&'"/.-&)",="I.0-.0#L,/-*(3a""J$T".7)Z".,"+,-&."7,F" many times they say make a line. A3(,%&.-%#$!M(#!#'/0(;#$!M(#!#'/0(;#$!M(#!#'/0( A3(,%&.-%#$!M(#!#'/0(;# For now it’s (Bathroom) time. Substitute playground, music, lunch, etc. in the blank.

Print Awareness

Look at the upper-case letters of the alphabet and talk about the kinds of lines used to make them. Which letters are made with straight lines? Which are made with curving lines? Which letters use both kinds of lines?

>?')"2Y

My School and My Friends Week #2 Activity #5 Ways to Line Up Science Inquiry Cycle: Reflect and Ask Talk about the places you go in the school. If you needed to go to one of those places, how would you get there? Does everyone walk down the hall in a bunch? Why won’t this work?

Mathematics Friday: Provide a variety of small manipulatives and ask the children to use them to make a straight line. Can they make a short straight line? A long straight line? Ask them to change the line so that it zigzags or curves. Take photos of what they do and use these to make a “lines” poster.

Plan and Predict Talk about how you could organize yourselves to walk down the hall in school. Think ,="C%==)*)&."F?6$".,"5%+T"?"B%&)"B)?C)*a""P,F"F,-BC".7)"*)$.",=".7)"5),5B)"')."%&"B%&)R"" Brainstorm some different ways to line up such as boys, then girls, by types of shoes worn, colors worn, and so forth.

Act and Observe Q*6"$,Z)",=".7)"C%==)*)&."F?6$".,"B%&)"-5"C-*%&'".7)"C?6"1"C,)$".7)"B%&)"?BF?6$"B,,T".7)" same? Are you always standing next to the same person?

Report and Reflect Talk about the different ways that you tried to line up. Was there one way that worked ;)..)*".7?&"?BB",=".7)",.7)*$R""U%C"?BB",=".7)"B%&)$"B,,T".7)"$?Z)"1"F76",*"F76"&,.R

>?')"22

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #3 Dramatic Play !" Materials for playing school, including paper, books, charts, clipboards, and markers

Art Center !" Non-standard measurement tools /5?5)*"+7?%&_"7?&C5*%&."*-B)*3" !" Road signs and other business signs

Block Area !" U,BB"7,-$)_".,6"(*)"7,-$)_"$+7,,B_" and police station !" HB,+T$".,"+,&$.*-+."KGC%Z)&$%,&?B" models of houses, schools, and stores

Manipulatives !" #&%(d"4-;)$",*",.7)*"$.?+T%&'".,6$" to create nonstandard measures !" Puzzles with labels - point out how labels are used on drawings and pictures

Large Motor Play !" Explore the playground equipment and its locations. !" U,".7)"P,T)6">,T)6a

Science Table !" Models, maps, and globes !" A variety of tools to measure distance, weight, capacity, and time such as rulers, yardsticks, tape measures, pan balances

>?')"2X

My School and My Friends Week #3 Activity #1 Where do the Toys Belong? Concepts: Pictures and words can represent objects. We can use pictures and words to remind us where things in the classroom belong. Things to Talk About:

Learning Goals: Children help determine methods for organizing classroom materials and put things away in the correct places.

Vocabulary: behind / next to / in front of cupboard label mess

neat organize shelf sort

Materials: big bag of toys from various classroom areas poster paper pictures from catalogs of toys in the classroom glue markers

Read and Talk About: K+2"#!#D(22 by Mercer Mayer

Why do we pick up our toys? What might happen if we didnâ&#x20AC;&#x2122;t clean up? What types of clues can we use to help us know where things belong? If you wanted ______ in this classroom, where F,-BC"6,-"(&C"%.R If we went to another classroom, would things be in the same place? /jd5B,*)"$%Z%B?*%.%)$"?&C" differences by visiting ?&,.7)*"+B?$$*,,Za3 >?')"2S

My School and My Friends Week #3 Activity #1 Where do the Toys Belong? - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Q?BT"F%.7".7)"+7%BC*)&"?;,-."7,F".7)6"+B)?&"-5".7)%*".,6$"?."7,Z)"1"F7,"5%+T$".7)Z"-5R"" Where do they go? Explain that since everyone in the classroom plays with the toys, it %$")<)*6,&)e$"k,;".,"5-.".7)Z"?F?6"F7)&".7)6"?*)"(&%$7)Ca""O7?."F,-BC"7?55)&"%="?BB" ,=".7)".,6$"F)*)"k-$."5-."%&.,"?";%'"5%B)"1"F,-BC"6,-";)"?;B)".,"(&C"F7?."6,-"F?&.)C".," play with? Ask the children to brainstorm how to keep the toys organized and easy to (&C"F7)&"F)"F?&.".7)Za""jd5B?%&".7?.".7%$"%$"F7?."F)"?*)"',%&'".,"C,".,C?6a Introduce today’s book, K+2"#!#D(22; by showing the front cover. Ask children what 5*,;B)Z".7)6".7%&T".7)"Z,&$.)*"%$"7?<%&'a""O7)&"6,-"(&%$7"*)?C%&'".7)";,,T_"?$T".7)" following questions: =1%#-.(2#1/2#$."1(,#!2M#1/$#".#:/4M#+:#1/2#".%2>##=1!"#-.(2#1(#-.# with them? Ask the children how the story ends. Compare the problem in the story with today’s activity. Review M/m for mess. Demonstrate how to make the letters and talk about the letter sound. Ask the children to identify M in the title of today’s book. The alphabet letter for today is M/m. Review letter’s sound. Provide pictures of common items and ask if the name of the item begins with the sound of M/m. For example, show pictures of milk, macaroni, !::'(, a $!:, a bed, and so forth. During center time, work with small groups to make a chart of toys in the classroom using pictures from catalogs with the toy’s names names printed next to them. Play a game where children match a real toy to its picture and printed name.

Page 60

My School and My Friends Week #3 Activity #1 Where do the Toys Belong? Science Inquiry Cycle: Reflect and Ask Q?BT"?;,-.".%Z)$"+7%BC*)&"7?<)"7)B5)C"+B)?&"-5"?."7,Z)",*",.7)*"5B?+)$a"O76"C,"F)"+B)?&"-5R""P,F" do we know where things belong? If we went into another classroom in the school, would things be found in the same place as they are in our classroom? Introduce the word neat and ask how this is different from messy. What do things look like when they are neat?

Mathematics Monday: Collect an assortment of toys from different areas of the classroom and work with small '*,-5$".,"$,*.".7)".,6$"1" ask the children to think of a way to sort them and talk about their choice. Support the children in counting the number of toys in each group.

Plan and Predict If our classroom were messy, how could we clean it up? Are there labels or pictures around the room that would help us know where things belong? Explain that sort means to put together things that are the same in some way and that the children will sort toys and put them away.

Act and Observe H*%&'",-."?";?'",=".,6$"=*,Z"?*,-&C".7)"+B?$$*,,Za"J$T"+7%BC*)&".,"7)B5"(&C"B?;)B$".7?."$7,F"F7)*)" certain toys belong in the classroom. Point to the picture and the word on each label as you read it. Allow each child to pick and name a toy and then put it away in the right place. Use positional F,*C$".,"C)$+*%;)".7)"B,+?.%,&$",=".7)"+B?$$*,,Z"?*)?$"/=,*")d?Z5B)_"Q7)";,,T"$7)B="%$"next to the ;B,+T"?*)?3a"J$"6,-"5-.".7%&'$"?F?6_"%&.*,C-+)".7)"F,*C$"4+:&.!,-#and shelfa""H*%)`6"C)(&)".7)$)" words and use them to describe where toys belong.

Report and Reflect Talk about how the room looks when it is all cleaned up. Were there any toys that no one could put away? Were all of the shelves labeled? Use the poster paper, pictures and markers to label any shelves or cupboards that did not have labels. >?')"[0

My School and My Friends Week #3 Activity #2 Making a Classroom Map Concepts: Maps help us locate things in space. A map of the classroom shows how the classroom is arranged.

Learning Goals: Children create a map of the classroom and use it to locate classroom areas.

Vocabulary: furniture words map names of classroom areas symbol/label

Materials: large brown paper catalog pictures of classroom areas, furniture, toys glue

Read and Talk About:

Things to Talk About: O7?."%$"?"Z?5R""P,F" do people use maps? On our classroom map, is the ______area next to the ______area? Which area did you play in today? Can you (&C"%.",&",-*"Z?5R What else could we make a map of?

D%#C(6#G41..'";6"i%*$.)&"P?BB

>?')"[K

My School and My Friends Week #3 Activity #2 Making a Classroom Map - Language and Literacy 85"-*1.?&'&>1)%".1.? Reading Comprehension Alphabet Awareness

Phonological Awareness

During the science activity, introduce $!:, symbol and label. As you make the classroom Z?5_"-$)"F,*C$".7?."C)$+*%;)"$5?.%?B"*)B?.%,&$7%5$"/in front of, next to, behind3a Read D%#C(6#G41..'#;6"i%*$.)&"P?BB"?&C"C*?F"+7%BC*)&e$"?..)&.%,&".,".7)".65)$",=" spaces they have in their classroom. On the easel, make a very simple drawing of your classroom as you talk. Review M/m for $!:. If possible, have a child demonstrate how to make the letter. Remind children of the sound for this letter and challenge them to think of three words that begin with M/m. Alternatively, ask them to select a word that begins with the sound of M/m - =1!"#&(*/02#6/"1#"1(#2!$(#2.+0-#!2#$!:#\#-,!6#.,#$!M(> Print out pictures to represent the following body parts: head, shoulders, knees and toes. Ask children to name the body parts and then clap the syllables for each word. Ask which word has two syllables. Ask four children to hold the cards so that the others can read the cards and tap each ;,C6"5?*."=,-*".%Z)$a"J."(*$._"&?Z)")?+7"5?*.",-."B,-Ca"Q7)&"?$T".7)Z".,"+,-&.".7)";)?." inside their heads.

Print Awareness

Turn on the music and have children listen for and tap body parts to the steady beat. Use labels on maps and diagrams and explain what a label is. P?&'"-5".7)"Z?5$".7)"+7%BC*)&"+*)?.)"?&C"-$)".7)Z".,"B,+?.)"5B?+)$"?&C"Z?.)*%?B$"%&".7)" classroom.

Page 64

My School and My Friends Week #3 Activity #2 Making a Classroom Map Science Inquiry Cycle: Reflect and Ask Show children some maps you have collected and talk about how people use maps. Look at a map together and locate labels on it. Talk about the purpose of labels and symbols. Remind children that a label is a word that uses letters, and a symbol is a picture that stands for something.

Mathematics Tuesday: Use your drawing of the classroom areas as a map. Provide small 5B?$.%+"5),5B)"/)a'a_" U-5B,",*"L)',"5),5B)3a"" Ask a child to roll a die and identify the numeral rolled. Count out the same number of people and put them in a classroom area on the map. Continue to roll until all of the areas have people in them.

Plan and Predict Refer to the drawing that you made during read-aloud and ask the children to think about how they could make a map of the classroom. =1!"#!,(!2#.W#"1(#,..$#-.#"1(%#'/M(#".#:'!%#/0>#Keep a list of the areas the children name. Ask children what kinds of things they do in each area and how they might represent each area on a map. For example, =1/41#!,(!#-.#%.+#"1/0M#!#:/4"+,(#.W#!#&..M# $/*1"#,(:,(2(0"> Together generate a list of materials you need to make the map.

Act and Observe O%.7".7)"+7%BC*)&_"C*?F"?&")Z5.6"`,,*"5B?&",=".7)"+B?$$*,,Z_"%&+B-C%&'"F%&C,F$"?&C"C,,*$a"4*)?.)" a map by placing the photos or pictures of the different areas of the class in their relative locations. P)B5"+7%BC*)&",*'?&%f)".7)"$5?+)";6"C*?F%&'".7)%*"?..)&.%,&".,".7)"*)B?.%<)"B,+?.%,&$",="C%==)*)&." areas. You may want to start the map with the universal â&#x20AC;&#x153;you are hereâ&#x20AC;? star. Then ask questions like, Is the ______ area next to the _______ area? Where should we put the door? Windows?

Report and Reflect Use the map when children are making choices at choice time. As they are deciding where to play, have them point to the location on the classroom map. Extend their gestures by naming the place on the map and asking them about what they plan to do in that center. >?')"[2

My School and My Friends Week #3 Activity #3 Using our Classroom Map Concepts: Maps show where things are located in relation to each other.

Learning Goals: 47%BC*)&"-$)".7)"+B?$$*,,Z"Z?5".,"B,+?.)"$5)+%(+"?*)?$"%&".7)"+B?$$*,,Za""

Vocabulary:

Things to Talk About:

location map navigate words for spatial relationships

P,F"C,"5),5B)"-$)" a map when they are driving?

Materials: classroom map created yesterday box of toys from the classroom areas small plastic people such as the ones that come with Fisher Price toys maps from local parks, museums and so forth

Read and Talk About: D%#D!:#L..M by Sara Fanelli

O7?."%$"?"^>AR""P,F"C," people use this device to help them when they are driving? Where else do people -$)"Z?5$R""P?<)"6,-" ever used one in a zoo or at an amusement park?

Page 67

My School and My Friends Week #3 Activity #3 Using our Classroom Map - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Encourage children to make comparisons between the real objects in the classroom and the ones represented on the classroom map. This is very challenging for young children, and they will need you to show how to do this and to support their attempts. Use words that describe spatial relationships as you do this. Introduce 0!3/*!"( to describe moving from place to place. Show the front cover of todayâ&#x20AC;&#x2122;s book and ask the children what things in the illustration make them think of a map. Explain that this book has many different kinds of maps, not just maps of cities or streets. As you go through the book, pause to talk about each kind ,="Z?5"1"%$".7)*)"?"T%&C",="Z?5".7?.".7)6"F,-BC"B%T)".,".*6".,"Z?T)R""O7?."?;,-."?"Z?5" of their tummy? Or their heart? Introduce C/c for classroom. Demonstrate how to make the letter and explain it has two $,-&C$"1",&)"B%T)"K/k and one like S/s. Ask which sound they hear in cut or cat. Ask children to listen to the words you say as you speak the nursery rhyme 81/2#I/""'(# X/**%#=(0"#".#D!,M("#and then have them say it with you. Invite children to suggest other foods the pigs might like to eat and clap the number of syllables in each. Repeat the nursery rhyme incorporating the new food.

Print Awareness

Ask children to listen for and count repeated words at the end of the rhyme. Ask them to count the number of times they hear "1/2#'/""'(#:/**%. Show children the book F(!-#G/*02#and ask them to read the signs in the book. Compare this type of sign with the labels on a map. >*,<%C)"Z?.)*%?B$".,"Z?T)"?"<?*%).6",="$.*))."$%'&$a"P?&'".7)$)"-5"%&".7)"+B?$$*,,Z",*" make a classroom book of them. >?')"[\

My School and My Friends Week #3 Activity #3 Using our Classroom Map Science Inquiry Cycle: Reflect and Ask Show children the classroom map made yesterday. Talk about how it represents spaces in the classroom. Use the words location to describe the space where you are and 0!3/*!"( to talk about moving from one location to another.

Plan and Predict Mathematics Wednesday: Choose one of the other kinds of maps in todayâ&#x20AC;&#x2122;s book and provide drawing paper and markers so the children can make it. Use words about spatial relationships as you talk about what they are drawing.

Show the bag of toys and the toy people. Tell children they will place the toy people on the classroom map to show the location of where the toys belong, and then 0!3/*!"( around the real classroom to put the toys away. Demonstrate this by showing a toy person sitting at a table with a book and then navigating in the classroom to put the book on a shelf.

Act and Observe P?<)" )?+7" +7%BC" 5%+T" ?" .,6" =*,Z" .7)" ;,d" ?&C" .?BT" ?;,-." F7)*)" %." ;)B,&'$a" Q7)&" 7?<)" him put the toy person on the map where the toy belongs and put his toy away in the real classroom. Play the game until the toys are all put away, supporting the children as necessary in using the map.

Report and Reflect Using the map, ask each child to put his toy person in his own spot at the table or his favorite place to play. Talk about other ways they could use this map. Ask children what other kinds of maps they could make. Page 69

My School and My Friends Week #3 Activity #4 Making Model Rooms Concepts: We can create models that look like and represent real things.

Learning Goals: Children create model rooms using a variety of materials. They talk about what the room is and what you could do there.

Vocabulary: furniture words model miniature real

represent same/different toy

Materials: large cardboard boxes paint magazine pictures of items that could be found in the model other materials to use to make things that belong in the model

Read and Talk About: D%#D!:#L..M by Sara Fanelli

Things to Talk About: Is a dollhouse a model for a real house? Why is it like a real house? P,F"%$"%."C%==)*)&.R What other toys do you play with that are models? P,F"%$"?"Z,C)B"B%T)".7)" *)?B".7%&'R""P,F"%$"%." different? What other kind of model could you make? What materials would you use?

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My School and My Friends Week #3 Activity #4 Making Model Rooms - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Bring the doll house to large group time to introduce todayâ&#x20AC;&#x2122;s topic. Talk about the dollhouse as a model for a real house. Show how you can put furniture in the rooms and pretend that people live there. Ask the children to think about their bedroom or kitchen at home. What kinds of things are in those rooms? If you were making a model of those *,,Z$_"F7?."Z?.)*%?B$"F,-BC"6,-"-$)R""O7?."F,-BC"6,-"5-.",&".7)"F?BB$"?&C".7)"`,,*R Reread the book, D%#D!:#L..M, and focus attention on the map that she makes of her ;)C*,,Za""P,F"%$".7)"Z?5"B%T)"?"*)?B"*,,ZR""P,F"%$"%."C%==)*)&.R"">,%&.",-.".7?.".7)" Z?5"?&C".7)"5%+.-*)"%&".7)";,,T"?*)"`?.a""J"*)?B"*,,Z"%$"&,."`?.a""A7,F".7)"+7%BC*)&"?" cardboard box or shoe box and talk about how these could be used to make a model of ?"*,,Z".7?."%$"&,."`?.a Review M/m for modela""P?<)".7)"+7%BC*)&"C)Z,&$.*?.)"7,F".,"Z?T)".7)"B)..)*$a""O*%.)" the words $!: and model and have children circle the letter M/m in each word. Sing and act out the @.M(%#X.M(% song. Point out that the words hokey and :.M(% rhyme. Ask the children if they hear any other rhyming words in this song. Encourage them to do the appropriate movements at the appropriate times without worrying about whether or not they know right from left yet. O7)&".7)"+7%BC*)&"(&%$7"Z?T%&'".7)%*"Z,C)B"*,,Z$_"?$T".7)Z".,")%.7)*"C)$+*%;)".7)"*,,Z" or make up a story about something that happens in the room. As you scribe this, talk about the letters and words that you are writing and how you move from left to right.

Page 72

My School and My Friends Week #3 Activity #4 Making Model Rooms Science Inquiry Cycle: Reflect and Ask Bring a dollhouse to large group. Ask children to talk about how the dollhouse is like a real house and how it is different.

Plan and Predict Mathematics Thursday: Build rooms with the wooden unit blocks. As you build, talk about the shape names for the blocks. Count how many blocks you are using to make a wall. Talk about why some shapes are easier to build with than others.

Explain that today you are going to make a model of a room that will be like a room in the dollhouse. Talk about what this means. Which room would they like to make? Make a plan for what materials the children want to use and how they would like to put the model together.

Act and Observe In small groups, have children make model rooms. Support children in talking about what room they want to make and how they want to make the things to put into the room. Create labels to tell what the room is and who made it.

Report and Reflect Display the model rooms. Talk about how they are like the real thing and how they are different.

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My School and My Friends Week #3 Activity #5 Mapping our Playground Concepts: Maps show the relative distance between objects in space. The map shows us which things are close to each other and which are farther apart.

Learning Goals: Children use photos to make a map of the equipment on the playground that represents relative distances between objects in the playground, that is, which objects are close together and which are far apart.

Vocabulary: label location map navigate

spatial relationships such as next to, behind, in front of, close to, farther away symbol

Materials: large piece of plain paper photos of playground equipment glue

Things to Talk About: What kinds of )g-%5Z)&."C,"6,-"(&C" on the playground? Which ones do you like to play with? P,F"+,-BC"?&,.7)*" person use your map of the playground? Some people use maps at their jobs. What kinds of work would these people do?

Read and Talk About: L+,/(-#8,(!2+,(N#B''#B&.+"#O2/0*#!#D!:";6"i%*$.)&"P?BB" >?')"X2

My School and My Friends Week #3 Activity #5 Mapping our Playground - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Support children in talking about the relative locations of the equipment they use on the playground and how they like to use it. Provide photos of the playground equipment to support this discussion. Let children position the photos on a large piece of paper on which an outline of the playground is drawn. Talk about how the pictures look and how the children can navigate from one piece of equipment to another. Read the title of todayâ&#x20AC;&#x2122;s book and ask the children if they know what a buried treasure %$a""U%$+-$$".7)"Z)?&%&'a""P,F"F,-BC"?"Z?5"7)B5"6,-".,"(&C"?";-*%)C".*)?$-*)R""A7,F".7)" Z?5",&".7)"=*,&."+,<)*"?&C".?BT"?;,-."F76".7)*)"%$"?&"q",&"%.a""O7)&"6,-"(&%$7"*)?C%&'_" ?$T"%=".7)".*)?$-*)"F?$"*)?BB6";-*%)Ca""P,F"C%C".7)"+*)?.-*)$"%&".7)"$.,*6"-$)".7)"Z?5".," (&C".7)".*)?$-*)R Introduce P/p for :'!%*,.+0-. Demonstrate how to make the letters. Ask the children to think of three other words that begin with the P/p sound or have them select from two words which one begins with the P/p sound. Introduce the song, X'!%*,.+0-#@.M(%#X.M(%. H)'%&";6"$%&'%&'"$%Z5B)"F,*C$"5?%*)C"F%.7"$%Z5B)";,C6"5?*.$"/>-."6,-*"=,,."%&_"5-."6,-*" =,,.",-.3a As children begin to understand the game, change the words to describe playground ?+.%,&$"/$B%C)"%&_"$B%C)",-.n"+*?FB"%&_"+*?FB",-.3a"

Print Awareness

As children suggest movements, point out the piece of equipment that supports the movement on the map or the playground. P)B5"+7%BC*)&"B?;)B")?+7"5%)+)",="5B?6'*,-&C")g-%5Z)&.",&".7)%*"Z?5$a"W)<%)F"F7?."?" label is and how it is different from a sentence in a book. Page 76

My School and My Friends Week #3 Activity #5 Mapping our Playground Science Inquiry Cycle: Reflect and Ask

Mathematics Friday: During playground time, use a tape measure and/ or one of the childrenâ&#x20AC;&#x2122;s paper chains to measure the distance between pieces of equipment, counting the number of times you repeat the Z)?$-*)",*"+7?%&a"/Hint: If you have a measure such as the paper chain or a piece of yarn that is also the length of the classroom, this will be helpful in comparing C%$.?&+)$a3

Talk about the equipment on the playground and how the children like to use it. Make a list of everything on the playground as you name things. Talk about the location of the equipment, asking questions that emphasize the spatial organization of the playground /O7?."%$"next to the slide? What is closest".,".7)"$?&C;,dR3a

Plan and Predict Talk about how they could use a map of the playground to show how the equipment is arranged. Make a plan about how to do this using the photos you have printed.

Act and Observe Take each small group out to the playground so they can see the equipment as they arrange the photos on the paper. Talk about how to arrange the photos so they look like the playground. Use positional language, and draw their attention to the relative distances ;).F))&".7)"5%)+)$",="5B?6'*,-&C")g-%5Z)&."/Q7)"$B%C)"%$"close to the sandbox. The swing is far from".7)"$B%C)a3a"#$)".7)"F,*C$"location and 0!3/*!"( as you talk about making the map.

Report and Reflect U%$+-$$".7)"Z?5$"6,-"Z?C)a""O?$".7)*)"?&6.7%&'"6,-"=,*',.".,"5-.",&".7)ZR"P,F"+,-BC"6,-" ?CC"%.R"P,F"+,-BC"6,-"-$)".7)"Z?5".,".?BT"?;,-."6,-*"5B?6'*,-&C"F%.7"$,Z),&)"F7,"7?$" never been there? What would you say about it? Page 77

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #4 Dramatic Play !" Provide cake-making supplies /Z%d%&'";,FB$_"Z)?$-*%&'"+-5$"?&C" spoons, empty cake mix and icing ;,d)$3"?&C"5?*.6"$-55B%)$"/5?*.6" hats, candles, invitations, and party ;?'$"F%.7".%$$-)"5?5)*"?&C";,F$3" for birthday party play.

Art Center !" Paper cake decorating for the birthday chart !" Self-portrait painting at the easel !" Paper plate pizzas !" Foot painting !" Friends’ handprint collage using paint !" Family puppet dolls with brown paper bags

Block Area !" Doll house with furniture and family ('-*)$" !" Build houses with wooden blocks. !" Make photo blocks of children in the classroom by attaching a picture of each child to a block.

Manipulatives !" Playdough and people-shaped cookie cutters !" Puzzles with people in them !" Body Bingo™ game. Learn the names of body parts

Large Motor Play !" Simon Says - add counting by asking children to repeat an action /G/$.0#2!%2#"!:#%.+,#"+$$%#]#"/$(23" !" Follow the Leader - use over, around, across, between to describe where you are going !" Beanbags toss into a basket or a box

Science Table !" Measuring tools such as measuring cups and spoons, hand mirrors, bathroom scale, height chart !" Provide a tape recorder and microphone so children can record, investigate, and compare their own voices with other children’s voices. Page 79

My School and My Friends Week #4 Activity #1 When is My Birthday? Concepts: The word date means a certain day of the month in a year. People are born at different times. The date a person is born is called a birthday.

Learning Goals: 47%BC*)&" Z?T)" ?" '*?57" *)5*)$)&.%&'" .7)" &-Z;)*" ,=" +B?$$Z?.)$" ;,*&" %&" )?+7" ,=" .7)" 09" months. With adult support, children use the information in the graph to ask and talk about questions such as: Which month has the most birthdays for children in our class? Which children have birthdays in the same month? Are there months when no one in our class has a birthday?

Vocabulary: age born celebrate different

month most/least same years

Materials: chart paper colored paper glitter

Read and Talk About:

scissors glue other materials selected by the class

Things to Talk About: P,F"C,"6,-"+)B);*?.)" your birthday at home? Do all of your family members celebrate in the same way? What month has the most birthdays for the people in our classroom? Which has the least? Are there months on our chart with no birthdays? Would a birthday chart in another classroom look the same? Why or why not?

81(#G(4,("#L/,"1-!%#D(22!*( by Eric Carle >?')"\0

My School and My Friends Week #4 Activity #1 When is My Birthday? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness

Talk with the children about their birthdays and what they know about birthdays in general. Ask open-ended questions so everyone can participate. Asking When is your birthday? leaves out those who do not know. With What is a birthday? or What do you do on your birthday? each child can think of an answer. Encourage children to listen to each ,.7)*";6"+,Z5?*%&'"F7?.".7)6"$?6"/R1;#%.+#1!3(#4!M(#.0#%.+,#&/,"1-!%#?+2"#'/M(#A$/'%# does3a Read 81(#G(4,("#L/,"1-!%#D(22!*( to begin the discussion about birthdays. As you read, encourage children to make connections between the story and their own birthday experiences. Review B/b for birthday. As you write birthday",&".7)"+7?*._"?$T"+7%BC*)&".,"(&C".7)"B)..)*" B/b. Ask if anyone has a B/b in their name. Teach children the following chant: B::'(2;#:(!41(2;#:(!,2;#:'+$2 8(''#$(#61(0#%.+,#&/,"1-!%#4.$(2#[ D%#&/,"1-!%#4.$(2#/0#QQQQQ7

Point out that :'+$2 and comes rhyme because the ends of the words sound the same.

Print Awareness

Ask each child to respond at the appropriate point in the rhyme. Write out the words to todayâ&#x20AC;&#x2122;s chant on chart paper and use a pointer to point to each word as you say it. Talk about how we read words from left to right and top to bottom. P?<)".7)"+7%BC*)&".?T)".-*&$"-$%&'".7)"5,%&.)*".,"C,".7%$"?$"6,-"*)?C".,').7)*a"" >?')"\9

My School and My Friends Week #4 Activity #1 When is My Birthday? Science Inquiry Cycle: Reflect and Ask Talk about what a birthday is, why and how we celebrate birthdays, and what getting older means. Discuss when their birthdays are. Explain that different families celebrate birthdays in different ways. Ask how each child celebrates his birthday at home.

Mathematics Monday: Support the children in using the words more, less, most, same, different to describe and discuss the birthday graph. A-55,*."-$%&'"0G.,G 0"+,**)$5,&C)&+)"?$" children count out the number of “candles” they need to paste on their “birthday cakes” and as they choose the numeral that represents their age.

Plan and Predict Decide how to make a birthday chart. Explain what month and year mean and that each child was born in a certain month. Ask the children if they think that everyone will put their cakes in the same month. Why or why not?

Act and Observe >*,<%C)"+-5+?T)$"+-.",-.",="5?5)*_"?B,&'"F%.7"Z?.)*%?B$".,"C)+,*?.)".7)Za"P)B5"+7%BC*)&" +,-&.",-."?&C"C*?F"/,*"$)B)+."?&C"5?$.)3".7)"&-Z;)*",="b+?&CB)$c"=,*".7)%*"&)d.";%*.7C?6a" Support them in choosing the correct numeral and pasting it on the cakes. While decorating, talk about how children celebrate birthdays in their families. Write their names on the cakes and help them put the cakes on the chart in the appropriate month.

Report and Reflect Discuss the results of the birthday chart. Find out which months have the most and least birthdays. Do any months have the same number of birthdays? Think together about a birthday chart for another classroom—Would it look exactly the same? Why? Why not? >?')"\K

My School and My Friends Week #4 Activity #2 My Family and Yours Concepts: People live in groups called families.

Learning Goals: Children create representations of their families and compare their representations to those of classmates to note similarities and differences. Things to Talk About:

Vocabulary: family more/less most/least special

unique brother, sister, mother, father, grandpa, grandma, aunt, uncle, cousin

Materials: family photos, preferably including the student pocket chart for group discussion of family members paper +-.,-."('-*)$"=,*")?+7"+7%BCe$"+7?*.

Read and Talk About:

Who are the people in a family? Do all families have the same people in them? Why do you need a family? What do people in a family do for each other? What can children do in a family?

Families by Ann Morris >?')"\2

My School and My Friends Week #4 Activity #2 My Family and Yours - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness

Phonological Awareness Print Awareness

Children should each have an opportunity to talk about the people in their family and about what a family is. Show children how to listen to each other and make comparisons /R1;#%.+#1!3(#"6.#2/2"(,2;#?+2"#'/M(#G!$#-.(23a"H)+?-$)"Z?&6"+7%BC*)&"F%BB"7?<)"&,&G traditional families, it is important to recognize and accept many family structures. Read Families. Since this is a wordless book, support the children in talking about the pictures. Draw childrenâ&#x20AC;&#x2122;s attention to the categories of family members by labeling them /81/2#W!$/'%#1!2#!#$.$$%#!0-#!#-!--%#!0-#^#&,."1(,27##E#-.0S"#2((#!0%#2/2"(,23a Review F/f for family. Demonstrate how to make the letters and invite some children to come up and write them on the chart paper. Introduce the sound of the letter and support the children in thinking of three words that begin with F/f, for example, )21, )0*(, and fork. Sing =1(,(#/2#81+$&M/0>"j&+,-*?')".7)"+7%BC*)&".,"$%&'"?B,&'"?&C".,"Z,<)")?+7"(&')*" at the appropriate time. Work with children to label their family charts with words like mom, sister, and baby. Display family charts when they are complete.

>?')"\[

My School and My Friends Week #4 Activity #2 My Family and Yours Science Inquiry Cycle: Reflect and Ask P?<)"?"+,&<)*$?.%,&"?;,-."=?Z%B%)$a" Why do we need a family? Is everyone’s family the 2!$(>###=1.#!,(#"1(#:(.:'(#/0#!#W!$/'%>#Y.(2#(3(,%.0(#1!3(#!#$."1(,#!0-#W!"1(,>#=1%># =1%#0.">#=1!"#-.#:(.:'(#/0#!#W!$/'%#-.#W.,#(!41#."1(,>#=1!"#4!0#M/-2#-.#/0#!#W!$/'%># Draw children’s attention to the many family structures.

Plan and Predict Mathematics Tuesday: Read#8(0#/0#"1(#L(-. Use props to act out .7)"(&')*"5B?6"F%.7".7)" children, counting down =*,Z"0:a"Q?BT"?;,-." what it would be like to $B))5"F%.7"0:"5),5B)"%&" their bed at home.

Show how to make a graph or chart of the people in a family. Using a pocket chart, make a general family chart as a demonstration. Predict whether everyone’s family chart will be the same.

Act and Observe Create individual family charts using cut-outs prepared earlier. As you assist the children, help them name the different categories of family members and count those in each +?.)',*6r=,*" )d?Z5B)_" ;,6$" ?&C" '%*B$_" ?C-B.$" ?&C" +7%BC*)&_" ;*,.7)*$" ?&C" $%$.)*$a" P)B5" them add the appropriate numerals to their chart.

Report and Reflect 4,Z5?*)" )?+7" +7%BCe$" =?Z%B6" +7?*.a" J$TN" P,F" ?*)" .7)" +7?*.$" .7)" $?Z)R" P,F" ?*)" .7)6" C%==)*)&.R" 4,-&." .," ?&$F)*" g-)$.%,&$" /O7,$)" =?Z%B6" 7?$" .7)" Z,$." ;*,.7)*$R" P,F" Z?&6" =?Z%B%)$"7?<)"9"'*?&C5?*)&.$R"P,F"Z?&6"=?Z%B%)$"7?<)";*,.7)*$"?&C"$%$.)*$R"J*)".7)*)" Z,*)";,6$",*"Z,*)"'%*B$"%&"L-+6e$"=?Z%B6R3a >?')"\X

My School and My Friends Week #4 Activity #3 Predicting Favorites Concepts: We can make a prediction and test it to see if it is correct. We can make a chart of our predictions and compare those to the results.

Learning Goals: 47%BC*)&"5*)C%+."?"=?<,*%.)"=,,C"=*,Z"?Z,&'"K"+7,%+)$_".)$.".7)%*"5*)C%+.%,&$_"Z?T)"?"+7?*." ,=".7)%*"5*)C%+.%,&$"?&C"(&C%&'$_"?&C"+,Z5?*)".7)%*"5*)C%+.%,&$"F%.7".7)%*"(&C%&'$a

Things to Talk About:

Vocabulary:

What is your favorite food? Why do you like it? Do you think everyone likes it?

chart compare favorite graph less

most/least predict prediction result same/different

Materials: K"`?<,*$",="%+)"+*)?Z",*"K"<?*%).%)$",="5%ff? graph-making materials plates, bowls, spoons or forks

Read and Talk About:

P,F"+?&"6,-"C)+%C)"%=" you like a food that you have never tried before? Do your friends have to like the same foods as you do? In what ways are all 5),5B)"?B%T)R""P,F"?*)" they different?

We Are All Alike... We Are All Different by Cheltenham Elementary School Kindergarten >?')"\S

My School and My Friends Week #4 Activity #3 Predicting Favorites - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Today’s discussion introduces important concepts — opinions and predictions. Explain that an opinion is a personal point of view and that not everyone agrees with it. As you 5*)C%+.".7)"=?<,*%.)"%+)"+*)?Z"`?<,*",*"5%ff?".65)_")d5B?%&".7?."?"5*)C%+.%,&"%$"6,-*"%C)?" about what you think will happen based on what you already know. Predictions can be right or wrong because we are trying out our new ideas. Read =(#B,(#B''#B'/M([=(#B,(#B''#Y/WW(,(0" and draw attention to children’s likes and dislikes. Explain that this book was written by a class of kindergarten students. As you read, point out the questions that are asked and support the children in answering them. Review F/f for favorite and have children demonstrate how to write it. Sing EW#H.+S,(#@!::%#!0-#H.+#_0.6#E". Encourage the children to participate by singing and making the appropriate movements at the correct times. Write a question on the chart paper like: Do you like ice cream? Explain that a question invites the reader to answer it. Point out the question mark and explain how this is used. Ask the children to think of other questions and write them on the easel.

Page 90

My School and My Friends Week #4 Activity #3 Predicting Favorites Science Inquiry Cycle: Reflect and Ask Explain favorite and ask children what their favorite food is. Does everyone like the same "1/0*>#=1!"#M/0-2#.W#W..-#-.#%.+#not#'/M(>#=1%>#Y.(2#(3(,%.0(#'/M(#"1(#2!$(#"1/0*2#!2#%.+># @.6#4!0#%.+#-(4/-(#/W#%.+#'/M(#!#W..-#"1!"#%.+#1!3(#0(3(,#",/(->#=1!"#-/-#%.+#(!"#61(0#%.+# were a baby? Do you still like that food? Why or why not?

Mathematics Wednesday: As you use the graph to compare predictions to results, encourage children to use same, different, more, less in their discussions. Count the number of people who like each choice, and record the numeral on the chart. Talk about the difference between letters and numbers.

Plan and Predict Show children the foods they will taste and plan together how to do the taste test. Explain :,(-/4" and ask them to predict which food they will like the best. Tell them you will record .7%$",&"?"+7?*."/'*?573"$,".7)6"+?&"4.$:!,( the :,(-/4"/.02 and results. Explain what these words mean within the context of the activity. Record each childâ&#x20AC;&#x2122;s prediction on the graph.

Act and Observe Conduct the taste test. Give children a sample of each item and support them in describing its taste. Record each childâ&#x20AC;&#x2122;s favorite on the graph.

Report and Reflect 4,Z5?*)" .7)" *)$-B.$" F%.7" .7)" 5*)C%+.%,&$a" P,F" Z?&6" +7%BC*)&" 5*)C%+.)C" .7)%*" =?<,*%.)$" accurately? Were there more children who correctly predicted their favorites, or more who were surprised? Which choice does most of the class like best? What is the least favorite? As you talk about the results, remind them of the meaning of the words most, more, less, and least. >?')"S0

My School and My Friends Week #4 Activity #4 Graphs About Us Concepts: We can collect data and then record it on a chart. The chart can be used to make comparisons.

Learning Goals: Children discuss their similarities and differences as they make and read charts about the characteristics of children in the classroom.

Things to Talk About:

Vocabulary:

What do you like best about yourself? About your friend?

characteristic chart compare graph less

Materials: large poster paper markers

Read and Talk About:

more most results special unique

What would it be like if everyone looked the same? What are some things about you that make you special or unique? P,F"+?&"F)"$7,F" someone that we like them and think they are special?

E#I/M(#D( by Nancy Carlson >?')"SK

My School and My Friends Week #4 Activity #4 Graphs About Us - Language and Literacy 85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness

Phonological Awareness

j&+,-*?')")?+7"+7%BC".,"C)$+*%;)"7%$",*"7)*"576$%+?B"=)?.-*)$"1"7?%*"+,B,*_"B)&'.7_")6)" color, or skin color. Support the children in listening to each other to learn about their classmates and to make comparisons. Look at the front cover of todayâ&#x20AC;&#x2122;s book and read the title. Ask how the pig on the cover =))B$"?;,-."7)*$)B=a""P,F"+?&"6,-".)BBR""Q)BB".7)"+7%BC*)&".,"B%$.)&"+?*)=-BB6"?$"6,-"*)?C".," (&C",-."F76".7)"5%'"B%T)$"7)*$)B=a""O7?."?*)"$,Z)",="7)*"$5)+%?B".?B)&.$R""O7?."C,)$"$7)" C,".,".?T)"+?*)",="7)*$)B=R""O7?."T%&C$",="5*,;B)Z$"C,)$"$7)"7?<)R""P,F"C,)$"$7)"(d" .7)ZR""O7)&"6,-"(&%$7"*)?C%&'_"?$T".7)"+7%BC*)&"%=".7)6"=))B"B%T)".7%$"?;,-.".7)Z$)B<)$a"" Introduce G/g for *,!:1. Demonstrate how to make the letters and point out how an upper-case G is like a C. Explain that G/g has two sounds, but focus on the sound as in the word */,'. Write a list of G/g words: *., *!"(, */,', and *!$(a""P?<)".7)"+7%BC*)&" underline or circle the G/g in each word. Q)?+7".7)"=,BB,F%&'"$,&'N"/tune of Frere Jacques3""J$T".7)"+7%BC*)&".,"B%$.)&"+?*)=-BB6".," identify the words and phrases that repeat. Are there any words that rhyme? E#!$#2:(4/!'Z##E#!$#2:(4/!'Z I..M#!"#$(;##81(0#%.+S''#2(( G.$(.0(#3(,%#2:(4/!';##G.$(.0(#3(,%#2:(4/!'7 81!"#/2#$(Z##81!"#/2#$(Z

Print Awareness

Support the children in creating a title for the graph. Read this title with the children. W)<%)F"7,F".,"*)?C".7)"%&=,*Z?.%,&",&"?"'*?57a""P?&'"-5".7)"'*?57$"?&C"$-55,*.".7)" children in talking about them with each other and with classroom visitors. Page 94

My School and My Friends Week #4 Activity #4 Graphs About Us Science Inquiry Cycle: Reflect and Ask Y.#6(#!''#'/M(#"1(#2!$(#"1/0*2>#Y.#6(#!''#-,(22#"1(#2!$(#6!%;#.,#'..M#"1(#2!$(>#=1!"#-.# you like best about yourself? About your friend? What would it be like if everyone looked "1(#2!$(#.,#'/M(-#"1(#2!$(#"1/0*2>#=1!"#!,(#2.$(#"1/0*2#!&.+"#%.+#"1!"#$!M(#%.+#+0/`+(>#

Plan and Predict Mathematics Thursday: Use more, less, same, and different to talk about the graphs made today. Count aloud the number of children in each column of the graph and write the numeral next to the column. Talk about the difference between numbers and letters.

Together, decide how to graph the children’s similarities and differences. Choose characteristics to represent like height or eye color and then gather the necessary materials.

Act and Observe Follow the plan to graph similarities and differences. As you make the graph, explain what a *,!:1"%$"?&C"7,F"%."%$"-$)C".,"'?.7)*"?&C"$7,F"%&=,*Z?.%,&a"P)B5"+7%BC*)&"-&C)*$.?&C" what the columns and data points represent.

Report and Reflect Discuss results of the graph. Count the number of children who share characteristics— for example, 86('3(#41/'-,(0#1!3(#&,.60#(%(2—and write the numeral by the column for each. Use most, more, fewer to compare the frequency of characteristics. Make a class book about the characteristics that make children unique by having each child illustrate a page about what makes him or her unique, and scribe their description. Compile this into a class book complete with title, authors, illustrators, and front picture. >?')"S2

My School and My Friends Week #4 Activity #5 Body Maps Concepts: A map shows location in space. People can be represented by body maps that show parts of the body in relation to each other. These body maps can be used to talk about and compare people.

Learning Goals: Children decorate tracings of their own bodies to resemble themselves. They use these body maps to talk about how they are alike and different from each other.

Vocabulary: characteristic compare different map names of body parts

similar special trace unique

Materials: chart paper markers, crayons

full-length mirror

Read and Talk About:

Things to Talk About: What body parts does everyone have? What makes you look different from everyone )B$)R""P,F"+?&"6,-"$7,F" that in your drawing? What is inside your body? Does it show in your drawing? What kinds of things are special about you that donâ&#x20AC;&#x2122;t show in your drawing?

86.#A%(2;#B#C.2(;#!0-#!#D.+"1 by Roberta Intrater Page 97

My School and My Friends Week #4 Activity #5 Body Maps - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness

Print Awareness

Show children how to make a body map by tracing one child. As you draw, talk about body parts and see which ones the children can identify. Talk about how some body parts, like facial features, will need to be drawn onto the tracing. Show them how to do this, and talk about the uniqueness of each personâ&#x20AC;&#x2122;s features. Make explicit connections between this activity and the story you read today. Read todayâ&#x20AC;&#x2122;s book and talk about how people have the same body parts but do not look the same. Use this discussion to help explain what the children are going to make .,C?6"F%.7".7)%*";,C6"Z?5$a""P,F"+?&".7)6"Z?T)".7)%*"Z?5"B,,T"k-$."B%T)".7)ZR Review B/b for body. Demonstrate how to make the letters. Encourage the children to write a B/b on their body maps. Teach the song @(!-#!0-#G1.+'-(,2;#_0((2#!0-#8.(2, starting with motions only. Vary the speed and encourage children to move in time with the song. As they learn the movement, leave out toes and nose. Ask them to say those words and point out the similar endings, explaining that this means the words rhyme. J$"6,-"%&.*,C-+)"&)F";,C6"5?*.$_"$.,5";*%)`6".,"+B?5".7)"$6BB?;B)$"%&")?+7"F,*Ca"P)B5" children count and compare the number of syllables. P?&'"-5".7)";,C6"Z?5$_"F%.7";,C6"5?*.$"B?;)B)C"?&C"+7%BC*)&e$"&?Z)$"F*%..)&",&".7)Za

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My School and My Friends Week #4 Activity #5 Body Maps Science Inquiry Cycle: Reflect and Ask L,,T".,').7)*"?.".7)"+7%BC*)&e$"57,.,$".?T)&"%&"+B?$$a"P,F"?*)"5),5B)"?B%T)R"P,F"?*)".7)6" different? Do you look like your friends? In what ways? Explain what similar means and give an example.

Plan and Predict

Mathematics Friday: Count the number of body parts that people 7?<)r9")6)$_"0"&,$)_"0" Z,-.7_"2"(&')*$",&")?+7" hand and so on.

Plan how to make body maps. Explain that a map is a picture that shows where things are located. Predict how each personâ&#x20AC;&#x2122;s body map will look compared to the others. Are there 2.$(#"1/0*2#"1!"#6/''#0."#21.6#/0#%.+,#-,!6/0*>#=1!"#&.-%#:!,"2#!,(#/02/-(#%.+,#&.-%>

Act and Observe @?T)"?";,C6"Z?5";6".*?+%&'")?+7"+7%BCa"4,-&.",-."?*Z$_"7?&C$_"(&')*$_"B)'$_"?&C"=))."?$" you trace them. Talk about how many eyes, noses, and mouths each child will need to draw for a face. Discuss what makes each child unique and ask: @.6#4!0#%.+#21.6#"1!"#/0#%.+,# -,!6/0*>#P?<)")?+7"+7%BC"(BB"%&".7)"C).?%B$".,"Z?T)".7)".*?+%&'"B,,T"B%T)"7%Z",*"7)*_"?&C" help them label some of the body parts.

Report and Reflect Display all of the body maps. Talk about what makes each person unique and what characteristics all children share. Add photographs of the children, self portraits and other ways of representing themselves. Discuss how the different art forms represent the same thing by comparing the photos with the body maps. Page 99

Thank you for using the ScienceStart D%#G41..'#!0-#D%#U,/(0-2#Month. We hope you enjoyed your experience! Your feedback is important to us. Please contact us with your comments and suggestions at www.ScienceStart.com

Notes _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

Module 1 Unit 2

Explore.

Experiment. Question.

Integrate.

Learning to Measure OVERVIEW This month, children will explore concepts about measurement including measuring distance, volume, and weight. They will have many opportunities to use both standard and non-standard measuring tools to answer questions about objects in their everyday environment. Additionally, the following learning goals can be achieved as the children participate in these LiteraSci activities:

Science !" Asking questions and collecting data to answer those questions. !" Using standard and non-standard measuring tools to answer questions. !" Introducing the four-step science cycle as a daily approach to investigate the everyday environment.

Literacy !" Having conversations and asking/responding to questions. !" Using descriptive language to talk about experiences. !" Using language to tell or retell stories.

Mathematics !" Comparing sizes of objects to address questions such as: Which one is bigger? Which one will hold more? Which one is heavier? !" Using counting and comparison as ways to answer questions. !" Introducing measurement using standard and non-standard measuring tools.

Learning to Measure Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2011 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Please visit our website at: www.literasci.com

Table of Contents for Learning to Measure Month Teaching Science with What

Should I Know? Learning to

Measure Overview Week #1

Week #3 Center-Based Play Materials & Activities

Lesson #1: How Much Can I Carry?

Lesson #2: Using a Pan Balance

Center-Based Play Materials & Activities

Lesson #3: Making Humpty Dumptyâ&#x20AC;&#x2122;s Wall 67

Lesson #1: How Big is Our Room?

Lesson #4: Measuring from Here to There

Lesson #2: Measuring Length and Width

Lesson #5: Making a Cake

Lesson #3: Measuring with Inchworms

Lesson #4: Measuring a Jump

Center-Based Play Materials & Activities

Lesson #5: Making Kabobs

Lesson #1: Goldilocks and the Three Bears 81

Week #2

Week #4

Lesson #2: Making Porridge

79 85

Center-Based Play Materials & Activities

Lesson #3: Mix and Match Character Graphing 89

Lesson #1: Measuring Trees

Lesson #4: Acting Out the Story

Lesson #2: Water Squirting

Lesson #5: Small, Medium and Large

Lesson #3: Measuring Volume

Lesson #4: Filling Containers

Lesson #5: Making Playdough

53 Page 5

Teaching Science with ScienceStart #$%&'$&()"*+,(-$./"$%0"1$,2(1$,+.3"456"%$,'-$**/"7-51"2$%0385%"3.+(%.()"62+.2"+3",2("$.,+9+,/" of learning about the everyday world. Learning about the everyday world is as fundamental to the early childhood years as learning to walk, talk, and interact with others. With LiteraSci, children build a rich knowledge-base that supports further learning and higher-order skills *+:(" .*$33+;.$,+5%" $%0" 0-$6+%&" +%7(-(%.(3<" " #$%&'$&()" *+,(-$./)" $%0" 1$,2(1$,+.3" $-(" =$3+." tools for learning that develop as children engage in LiteraSci inquiry activities and share their questions and observations with others. Preschool children have the abilities to do science. >%"7$.,)"?05+%&"3.+(%.(@";,3",2("6$/3".2+*0-(%"*($-%A"=/"(BC*5-+%&)"-(C($,+%&"$%0".511'%+.$,+%&" hands-on, multi-sensory activities. It is crucial that children carry out the activities themselves and that they have opportunities to repeat and vary the activities and to talk about what they $-("05+%&"$%0";%0+%&"5',<"D2("&5$*3"57"3.+(%.("*($-%+%&"+%"($-*/".2+*02550"$-(",5"(BC*5-()" build concepts, and build vocabulary to communicate these concepts. There is an emphasis on trial and error rather than on “right answers” and so teachers do not need to “know all the answers.” Teachers do need to help children ask questions and discover for themselves. A 4-Step Science Cycle supports systematic guided inquiry, helping children “learn to learn.” E(.$'3(" *($-%+%&" $%0" 05+%&" 3.+(%.(" -(*+(3" 5%" .2+*0-(%F3" ;-3,2$%0" (BC(-+(%.()" +," +3" $*6$/3" meaningful and provides a motivating context for learning language, literacy, and mathematics. Hands-on inquiry science fosters a classroom community that easily includes all children. Because LiteraSci activities can be done in many ways, they engage children who have different learning styles and are at different developmental levels. As teachers observe children doing science activities, they can respond to individuals’ strengths and needs. Because inquiry science emphasizes exploration and trial and error as important ways to learn, children focus on learning rather than on avoiding mistakes.

An experienced teacher, observing her students as they mixed primary colored shaving cream to see what new color might emerge, noted how the excitement of doing science motivated other learning: I’m not sure which child !"#$%#"!&'(#)*+,(-#.+"# that he could write letters in the shaving cream ./0(#1"#2!-#3!""(/(-# out. And then everyone was trying it. This class is very exciting.The parent conferences that I’ve had so far this week, everyone is saying, “What are you doing with them? They just want to write.” A dad told me that last night his son went to sleep with his pencil box in the bed. -Sue Strowe, teacher

Page 7

The Science Cycle is a powerful teaching tool. D2+3"./.*("3'CC5-,3"$.,+9("*($-%+%&"=/"5-&$%+G+%&"+%H'+-/<">,3"75'-"C2$3(3"=-+%&",2("3.+(%,+;." method into the classrooms. All lessons use the Science Cycle. !"#"$%&'&()* begins the cycle. Teachers should talk with children and ask them to think and share their knowledge about a topic. The teacher can introduce new vocabulary and read ;.,+5%"5-"%5%;.,+5%"=55:3",5"2(*C".2+*0-(%",2+%:"$%0",$*:"$=5',",2(",5C+.<"I(.$**+%&"C-(9+5'3" 3.+(%.("$.,+9+,+(3"2(*C3".2+*0-(%"-(4(.,"5%"62$,",2(/":%56"$%0"$3:"%(6"H'(3,+5%3<"D2(",($.2(-" and other adults in the classroom can model asking questions using phrases such as: “What do you think will happen if we …?” +,-.&'&+/"01$% is next. The teacher should help children plan what to do in the science activity that will get information to help answer their question. They may discuss what materials they need and where to do the activity. The teacher should encourage children to make predictions about the outcome of the activity, accepting all answers. They then move forward with: “Let’s see what happens!” ($%&'&23)"/4" is the phase during which children carry out the science activity. Teachers may model the activity to help children understand what to do, but it is essential that each child does the science activity. Teachers should expect children to vary the activity as there is no one “right” way to do it. The teacher should talk with children about what they are doing and support conversation among the children. In some cases, this phase is best carried out in small groups. !"56/%&'&!"#"$%"+3",2(";%$*"C2$3("57",2("3.+(%.("./.*(<"J2+*0-(%"325'*0",$*:"$=5',"62$,",2(/" observed and what new ideas and questions they have. There are many ways for children to represent what they have learned. Reports can be graphs, class-made books, a poster with photographs, a journal entry, a drawing or a conversation.

The ScienceStart Curriculum was developed at the University of Rochester by Dr. Lucia French, a specialist in language and literacy development and Kathleen Conezio, an expert on early literacy and science who also serves as a science advisor to Sesame Street. For 15 years, we have collaborated with hundreds of teachers to continually improve ScienceStart Development of ScienceStart has been supported by more than $5,000,000 in grants from the National Science Foundation and the United States Department of Education. ScienceStart s easy to use with English Language Learners and children with special needs. Research shows that children at all socioeconomic levels make substantial gains in language, literacy, and science knowledge when their teachers use ScienceStart Page 8

What Should I Know? Young children enter preschool with a beginning understanding about size concepts and relationships. They usually know who has more cookies or more milk and can tell you who has built a bigger/higher tower of blocks. This unit is designed to help children build on these concepts and use language to talk about what they understand and are doing. Being able to use measurement is an important skill for participating in science activities, so we encourage teachers to use this unit early in the school year. Number, shape, space and location concepts are all a part of this unit. As children begin to use linear 1($3'-(1(%,",5";%0"5',"256"*5%&"351(,2+%&"+3)",2(/"1'3,".51(",5"'%0(-3,$%0",2$,",2("'%+,3"57"1($3'-(1(%,"1'3,"=("*+%(0" up and placed right next to each other. It is good to have lots of rulers available for children to practice doing this. Early activities in this unit provide children with many opportunities to practice measuring. They can measure jumps and compare the 0+3,$%.(",2(/"K'1C(0"L"62+.2"K'1C"6$3"*5%&(-M""N3+%&"N%+;B"J'=(3"2(*C3".2+*0-(%"'%0(-3,$%0",2(".5%%(.,+5%"=(,6((%"*(%&,2" and height because they can be used to make tall towers and long roads. Children should have experience measuring the capacity of various containers and making comparisons using more, less, and the same.""D2(/"325'*0"2$9("$"9$-+(,/"57"3+G(3"$%0"32$C(3"57".5%,$+%(-3"$%0"0+77(-(%,"1$,(-+$*3",5"'3(",5";**",2(1"'C<"" As part of this unit, children will use measuring while doing several cooking activities. Children will learn to use a pan balance to compare the weight of objects, will use kitchen and bathroom scales, and experience how it feels to carry heavy and light objects. The story Goldilocks and the Three Bears is the basis for the culminating activities for the unit. Children will have multiple opportunities to explore the idea that size is a relative comparison â&#x20AC;&#x201C; something can be big compared to some objects, but small compared to others.

Page 9

Learning to Measure Overview Week 1

Science Activities

Books to Read

Beginning to measure distance

Abiyoyo by Pete Seeger

Obtaining information from photos and illustrations

Counting sets of objects

More, Fewer, Less by Tana Hoban

Identifying rhyming words

Inch by Inch by Leo Lionni

Measuring Length and Width

Length by Henry Pluckrose

Measuring with Inchworms Measuring a Jump

Clapping syllables

Measuring Trees

Measuring Up by J.E. Osbourne

Water Squirting

Mouse Count by Ellen Stoll Walsh

Measuring Volume

How Much Does It Hold? by Brian Sargent

Filling Containers

Me and the Measure of Things by Joan Sweeney

Making Playdough How Much Can I Carry? Using a Pan Balance

The Bag I’m Taking to Grandma’s by Shirley Neitzel

Whopper Cake by Karma Wilson Goldilocks and the Three Bears The Three Bears by Paul Galdone Making Porridge Mix and Match Character Graphing Acting Out the Story

>0(%,+;.$,+5%"57"C$-,3"57"$"=55:

Small, Medium, and Large

tools

Understanding recipes as a genre of Comparing sizes print Familiarity with units of Alphabet letter recognition – H/h, W/w, and C/c standard measurement Reading rebus stories Learning to use a pan balance Making size comparisons Counting sets of objects Alphabet letter recognition – B/b, P/p, and G/g

Goldilocks and the Three Bears by Valeri Recognizing a particular word in Gorbachev print Deep in the Forest by Brinton Turkle Clapping syllables The Snow Bears by Jan Brett

Using standard measurement tools

Comparing length Alphabet letter recognition – T/t, S/s, Familiarity with units of V/v. F/f and P/p standard measurement Directionality of print Using measurement

Making Humpty Dumpty’s Wall How Heavy Is It? by Brian Sargent >0(%,+;.$,+5%"57"-2/1+%&"65-03 Measuring from Here to There Humpty Dumpty Climbs Again by David Horowitz or another version of the rhyme Using the cover and title of a book Making a Cake as comprehension tools Counting Crocodiles by Judy Sierra

Math Highlights

Alphabet letter recognition - M/m, L/l, J/j, and K/k

How Big is Our Room?

Making Kabobs

Literacy Highlights

Seriating objects by size Sorting objects by size Counting sets of objects

Using labels for diagrams and charts Recognizing and making ABAB patterns Page 11

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #1 Dramatic Play !" Convert the dramatic play area into a carpentry shop. Provide real and pretend tools, building plans, measuring tools, nails and golf tees, a table/workbench, wood, Styrofoam packaging chunks, corrugated cardboard, and other materials to use for cutting and for hammering nails/golf tees into.

Art Center !" !" !" !" !"

Crayon line drawings Cut paper illustrations (Inch by Inch) Bingo marker inchworms Sponge paint with 3 sizes of sponges. Match wooden blocks with their outlines.

Block Area !" Create different sized constructions using large cardboard blocks and other large building materials. !" Build with train tracks, then measure and talk about how long they are.

Manipulatives !" Make long and short things using N%+;B"J'=(3)"C*$/05'&2"3,-+C3)" strips of paper cut with scissors, beads to string, and so forth. !" Cut along curved, zigzag, and straight lines drawn on paper.

Large Motor Play !" Provide a context for measuring 0+3,$%.("=/"4/+%&"C$C(-"$+-C*$%(3)" throwing balls, running, hopping on one foot, and so forth.

Science Table !" Provide a variety of standard linear measurement tools: ruler, yardstick, tape measure. !" Also provide tools to measure volume and weight so the children can explore their use. Page 13

Learning to Measure Week #1 Activity #1 How Big is Our Room? Concepts: The size of an object can be measured and represented.

Learning Goals: Children measure a room using cardboard blocks and chart the results. As they measure, they compare predictions with results.

Vocabulary: inch long ruler yardstick

length measure width

Materials: glue large cardboard blocks poster paper yarn small rectangular pieces of red paper to represent the blocks

Read and Talk About: Inch by Inch by Leo Lionni

Things to Talk About: Is our room big? How can you tell? How many blocks will it take to measure in each direction? Will it be the same in each direction? Will you use the same number of blocks tomorrow to measure the room? How can we remember what we measured today? What could you measure at home? How? Page 15

Learning to Measure Week #1 Activity #1 How Big is Our Room? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Talk about how many steps children predict it will take to walk across the classroom. Write down their predictions and try them out. Use this brief activity to introduce Inch by Inch. As appropriate, use the words long and short, length and width, narrow and wide during today’s activities.

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Play the I Spy game using the prompts: I spy something big or I spy something small. As you read the book, talk about how the inchworm uses his body to measure things. Talk about what the word measure means. (Measure is 42!"#4(#-.#".#)/-#.+"#2.4#&1*#"21/*5# are. When we measure something, we compare it to something else and count how many we need to be just as big.) Introduce M/m for measure. Demonstrate how to make the letter and have children come up and write it on chart paper. Identify anyone in the class whose name begins with M/m. Ask the children to say their names. Ask them to listen for and count the number of syllables in each person’s name. Also help them identify any names that begin with the M/m sound. Use the ‘Predictions and Results Chart’ to talk about the day’s activity. Discuss how the chart tells about the day’s activity and could tell people who had not been there what happened.

Page 16

Learning to Measure Week #1 Activity #1 How Big is Our Room? Science Inquiry Cycle: Reflect and Ask Talk about how big the classroom is using length and width. How many “feet,” walking heel to toe, does it take to walk across it? Does everyone use the same number of “feet”? Demonstrate with an adult and child. Compare the feet using the words long and short. Since feet seem to be all different sizes, what else could we use? (Have the large cardboard blocks where the children can see them.)

Mathematics Monday: During measurement activities, help children align the units they are using to measure an object. Show them how to begin counting at one end, counting each unit only once until they reach the other end.

Plan and Predict How can we measure the length or width of the room to see how big it is? Select an object to use to measure the classroom. (Large cardboard blocks work well.) Predict how many blocks or other units it will take to measure the length and width of the classroom. Will the length and width take the same number of units? Write down the predictions. Ask children to decide what materials you need to keep track of your measurements. Use this information to create a Predictions and Results chart.

Act and Observe O($3'-(",2("-551"$%0"6-+,("056%"62$,"/5'";%0"5',<"PBC*$+%",2$,",2+3"+3"(9+0(%.("57"62$,"/5'" measured. Compare the results to their predictions by looking back at what you wrote down earlier. Provide time for children to measure other things with the cardboard blocks or other units.

Report and Reflect Originally, we asked the question How big is our room? Having collected information by measuring, what do we now know about how big our room is? Page 17

Learning to Measure Week #1 Activity #2 Measuring Length and Width Concepts: The length and width of objects can be measured using a variety of units.

Learning Goals: Children use 3 sizes of unit blocks to measure the length and width of the table and compare the number of blocks needed for each unit size.

Vocabulary: height large measure medium small

inch length/width measuring tape ruler yardstick

Materials: large rectangular classroom table wooden unit blocks in 3 sizes – 2 5/8”, 5 1/2”, and 11” three sizes of construction paper rectangles, in various colors, to represent the 3 block sizes

Read and Talk About: Length by Henry Pluckrose

Things to Talk About: When you measure something like a table, where do you start? How do you know when /5'"$-(";%+32(0M When you are measuring the length of something, can you use lots of different objects to measure it or should they all be the same? Why? Why do people use rulers to measure things? What is a measuring tape and how do you use it? Page 19

Learning to Measure Week #1 Activity #2 Measuring Length and Width - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Recall the previous day’s activity, measuring the classroom. As the children do today’s measurement activity, encourage them to use language to explain how to measure, and remind them what happens when you use different-size blocks to measure with. Use the words small, medium, and large to describe the blocks, and explain what each word means. Use language to compare the three block sizes to a ruler and a yardstick. Today’s book, Length, explains the difference between length and height. Support children in talking about what they know about these two words. As you read the book aloud, make a list of the various things that are measured by length in the book. What things are measured by height? Point out the advantages of using standard measuring units instead of hands and feet. Introduce L/l for length. Demonstrate how to make the upper and lower-case letters. Ask the children to come up and write the letters on chart paper. Write 3 words that begin with L/l – length, little, and long. Write long on the chart paper and identify each of its letters. Ask the children to think of a word that rhymes with long, for example, song. Write this word under the word long and compare them. What letters stayed the same? What letter changed? Think of a new rhyming word and write it. Ask the same questions. Support the children in recognizing that only the beginning sound changes in rhyming words. Talk about the photographs/illustrations in today’s book and how they help the reader understand the information in the book. Encourage children to notice how the author sets off the text from the photos/illustrations on each page. Create a display with photos about jobs that involve measurement. Label the different jobs in your display. Page 20

Learning to Measure Week #1 Activity #2 Measuring Length and Width Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday: During measurement activities, help children align their measurement units. Beginning at one end, help them count each unit only once. Q3",2(/";%+32".5'%,+%&)" (1C2$3+G(",2(";%$*" (cardinal) number. Make comparisons among the sizes of blocks and the size of an inch, a ruler, and a yardstick.

Talk about yesterday’s activity measuring the length and width of the classroom. Remind children that it took more child-size steps to measure the room than adult-size steps. Today they are going to measure a table. Ask what they think they should use to measure it. How can you measure the length and width? How can you measure the height of the table?

Plan and Predict Show children the blocks in different sizes, referring to the three sizes using the words small, medium, and large. Ask them to think about how many blocks are needed to measure the table—length, width, and height. If the block is bigger, will it take more or fewer blocks to go across the table? Make predictions about the number of blocks in each size needed to do this. Write down these predictions.

Act and Observe Measure the table with the different size blocks. Talk about what happens as you use each size. As you measure, talk about placing the blocks end-to-end. Count with the children as you place each block. At the end, emphasize the cardinal number (6, 7, 8….Our table is 8 blocks wide!).

Report and Reflect Write down the results, comparing them to the predictions. Ask children to think about which block they would use to measure the length of the hallway outside the classroom. Try this. Use construction paper to make a chart representing the different number of blocks used to measure the length and width of the table. Page 21

Learning to Measure Week #1 Activity #3 Measuring with Inchworms Concepts: Size can be measured and represented.

Learning Goals: Children make inchworms that are all the same size. They use these inchworms together to measure a variety of objects and they compare the relative size of objects in terms of the number of inchworms they used.

Things to Talk About:

Vocabulary:

Why do we need to measure things? Why is it important to know?

big/small measure more/less short/long

Materials: glue small craft sticks small pompoms small objects to measure

Do inchworms really measure things?

Would you use the inchworm you made to measure how far it is to get home from school? Why or why not? What kinds of workers do you think need to measure things when they do their work?

Read and Talk About: Inch by Inch by Leo Lionni Page 23

Learning to Measure Week #1 Activity #3 Measuring with Inchworms - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask the children if they have ever seen an inchworm. Talk about what an inchworm is and what it does (eats leaves). Demonstrate how to move like an inchworm and have the children try this. Ask them why it is called an inchworm. What is an inch? Show the children how long an inch is on a ruler. Ask if they think you could use an inchworm to measure things. How would you do it? If possible, read a big book version of Inch by Inch. Use a paper inchworm to demonstrate how the inchworm measured in the story. Encourage children to participate in this demonstration. When you get to the part of the story where the nightingale asks to have his song measured, ask children to think about how this is different from the other measuring jobs. How does the inchworm solve the problem of measuring a song? Was this a good solution? Review M/m for measure. Have children use playdough to form the letters. Teach children the Inchworm Chant. Ask children to clap or stomp a steady beat pattern while echoing short phrases of the chant. What words are at the beginning of each phrase? How many times is inchworm said? Have children clap and say inchworm while you say everything else and then reverse roles. 6/024.,$7#1/024.,$7#$.8(#!0,.55#"2(#3..,9 Inchworm, inchworm, move right up the door. Inchworm, inchworm, what a special one. Inchworm, inchworm, measuring is fun!

Print Awareness

Talk about the various ways illustrators make pictures for a book. Look at some examples and talk about the kinds the children like best and why. Write the directions for making the inchworm on a large chart using rebus pictures for the materials. Display the chart in the classroom. Page 24

Learning to Measure Week #1 Activity #3 Measuring with Inchworms Science Inquiry Cycle: Reflect and Ask Talk about the things you measured in the last two days and what you used to measure them. Have children describe how to use blocks or similar objects to measure something. (What do you have to do with the blocks?) Show children smaller items that they could measure (small book, CD case). What could you use to measure these? Why wonâ&#x20AC;&#x2122;t the blocks work?

Plan and Predict Mathematics Wednesday:

Read Inch by Inch and talk about how the inchworm did its measuring. Ask children how they could use the ideas from the book to measure the objects you have shown them. Plan how to make the inchworms and predict how many it will take to measure the objects.

Continue to emphasize aligning units, counting each unit only once, and how the last number describes the whole measurement.

Act and Observe Make the inchworms by gluing the pompoms to the craft sticks. Encourage children to use their inchworms together to measure objects. Remind children to align the inchworms so that they are end-to-end, to start counting at one end, to count each one only once, and that the last number they count is the number they have. Talk about how you could do this if you had only one inchworm.

Report and Reflect Compare actual and predicted measurements. Talk about which object needed the most and the fewest inchworms. What would you do if you needed to measure something even smaller? Would an inchworm be a good thing to use to measure the length of the hall in school? Why or why not? Page 25

Learning to Measure Week #1 Activity #4 Measuring a Jump Concepts: Distance can be measured. We can make predictions and check to see if they are correct.

Learning Goals: Children will make predictions, take measurements, and compare their actual distance to their predicted distance.

Vocabulary: distance farthest measure short

far long predict

Materials: yarn masking tape chalk Reading Rainbow video of Abiyoyo, if desired

Read and Talk About:

Things to Talk About: How do you jump? How many feet do you use? What kinds of animals can jump? How far do you think they can jump? Do you jump the exact same distance each time you jump? Why or why not? What kinds of shoes are good for jumping? Bad for jumping?

Abiyoyo by Pete Seeger Page 27

Learning to Measure Week #1 Activity #4 Measuring a Jump - Language and Literacy 85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness

As you introduce today’s science activity, connect it to the story Abiyoyo. Ask children to imagine how far a monster as big as Abiyoyo could jump. Does being bigger mean you can jump farther? What else might affect how far you can jump? Introduce Abiyoyo and explain that this folk tale tells a story that teaches a lesson. Sometimes people you think you don’t like can help you solve a problem. This is what happens in this story. The story is about a big monster named Abiyoyo who dances and jumps around. What kind of jumps do you think a big monster could make? When you ;%+32"-($0+%&)"$3:",2(".2+*0-(%"62$,",2("C-5=*(1"6$3"+%",2("3,5-/"$%0"256"+,"6$3";B(0<" Introduce J/j for jump. Talk about how to make it. Compare the upper- and lower-case letters. Teach Jack Be Nimble. Once the children can chant the entire nursery rhyme, ask them to clap the rhythm of the words they are speaking. Change the name Jack to names of children in the class. Ask them to listen for their own names and to respond by jumping 59(-",2(".$%0*(3,+.:<">%9+,(".2+*0-(%",5";%+32",2("C2-$3(3",5"2+&2*+&2,",2("-2/1+%&"C$+-A" Jack be nimble, Jack be ________, Jack jump over the candle________!

Print Awareness

The word from earlier in the day is jump<"Q3:".2+*0-(%",5"*+3,(%",5",2(".2$%,"$%0";%0" another word that matches the j sound. Have each child draw a picture of Abiyoyo and dictate a sentence about him. Make these into a classroom book. Using the chant Jack Be Nimble, place a piece of Velcro over each Jack and give children a basket containing small pieces of paper with their names on them—3 pieces for each %$1(<"Q3:",2(1",5";%0",2-(("6+,2",2(+-"56%"%$1("$%0",5"C*$.(",2(1"+%,5",2(".2$%,"+%",2(" appropriate places. Page 28

Learning to Measure Week #1 Activity #4 Measuring a Jump Science Inquiry Cycle: Reflect and Ask After reading the story, talk about the way that Abiyoyo moved when he danced. How big do you think his jumps were? What might be some ways to measure Abiyoyo’s jumps?

Plan and Predict

Mathematics Thursday: Introduce standard measures by using rulers or yardsticks to measure the pieces of yarn that represent the children’s jumps.

Talk about long and short jumps. Decide where you should do the jumping. Is there an open area in the classroom, or would the hallway or outdoors be better? Show children what a starting line is and talk about why you need one if you want to measure the jump. What could we use to make a starting line? Demonstrate making a prediction about how long your jump will be and then testing your prediction. Ask children to predict how far they will be $=*(",5"K'1C<"R*$.("$"C+(.("57"1$3:+%&",$C("5%",2("455-",5"1$-:",2(+-"C-(0+.,+5%3<

Act and Observe Help children test their predictions. Set up a starting line and invite each child to make a standing jump. Measure the jump with a piece of yarn and label it with the child’s name. Can they jump the same distance again?

Report and Reflect Arrange the yarn lengths from longest to shortest. Who jumped the farthest? Use rulers to measure the distance of the longest and shortest jumps. Try this activity again another day and compare the results to today’s results. Page 29

Learning to Measure Week #1 Activity #5 Making Kabobs Concepts: The length of objects can be measured and compared.

Learning Goals: J2+*0-(%"C-(0+.,"256"1$%/"C+(.(3"57"7-'+,"+,"6+**",$:(",5";**"3:(6(-3"57"0+77(-(%,"*(%&,23<" D2(/"6+**";**",2("3:(6(-3"$%0".51C$-(",2("-(3'*,3"6+,2",2(+-"C-(0+.,+5%3<

Vocabulary: beginning/end kabob long/short more/less recipe

Materials: variety of fruit cut into bite-sized piecesâ&#x20AC;&#x201D;banana, strawberries, grapes, melon skewers in three sizes â&#x20AC;&#x201C; whole and half bamboo skewers and toothpicks plates fruit word cards - make four cards using a word and picture on each with a variety of fruit

Things to Talk About: What size skewer holds the most pieces of fruit? Which one holds the least? What would happen if you changed the size of the fruit pieces? Would you get more on the skewer or less? Which fruit is your favorite?

Read and Talk About: More, Fewer, Less by Tana Hoban Page 31

Learning to Measure Week #1 Activity #5 Making Kabobs - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Today the children can talk with each other as they make their kabobs. Put the fruit in bowls so the children will have to share and ask each other to pass things back and forth. Use language to show them how you want them to do this. Have a conversation $=5',",2(":+%03"57"7-'+,"=(+%&"'3(0"75-",2(":$=5=3"$%0"256"1$%/"57"($.2":+%0";,"5%,5" the skewers. Stress both talking and listening to each other during a conversation. Today’s book is wordless. Children will enjoy talking about the photographs. Encourage them to name the objects in the photos and then to make comparisons – for example, +%",2(";-3,"C25,5)"$-(",2(-("15-(".2+.:(%3"+%3+0("5-"5',3+0(",2("25'3(M"D$*:"$=5'," connections between this activity and today’s book. Introduce K/k for kabob. Demonstrate how to make the upper- and lower-case letters. Invite children to draw a fruit word card, name the fruit shown, and clap the rhythm of the word. Have them work together to sort the cards into piles according to how many syllables each card has.

Print Awareness

Invite children to write a fruit chant by arranging the word cards into two rows of four cards. Demonstrate reading the cards from left to right. Try clapping the rhythm of the words as you speak them together. Rearrange the cards or rewrite your chant and work together to read your new composition. Display the prediction and results chart along with photos of children making and eating fruit kabobs. When you display the photos, help children to talk about them in the same way as while looking at today’s book. Look for things in the photos that are more or less. Page 32

Learning to Measure Week #1 Activity #5 Making Kabobs Science Inquiry Cycle: Reflect and Ask Write a recipe for making fruit kabobs on a large sheet of chart paper. After you read the recipe, show children the different sizes of skewers. Ask if anyone has ever seen a skewer used for cooking and encourage children to share their experiences. Talk about the sizes using the words short and long. Discuss the safety rules for doing this activity, and describe how to put the fruit onto the skewers.

Plan and Predict Mathematics Friday: Count pieces of fruit, and measure and compare length of kabobs.

Show children the pieces of fruit. Support children in naming them and talking about their favorite or least favorite. Predict which skewer will hold more pieces and which skewer will hold fewer. Record these predictions.

Act and Observe Have children add the pieces of fruit to the skewers in any way they like. Count the pieces as you add them.

Report and Reflect J51C$-(",2("%'1=(-"57"C+(.(3",2$,";,"5%"($.2"3:(6(-",5",2("C-(0+.,(0"%'1=(-<"S$9("($.2" child determine if the shorter or longer skewer has more pieces or if they have the same. Then eat the fruit! Page 33

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #2 Dramatic Play !" Briefcases, suitcases, and purses of $**"3+G(3"35".2+*0-(%".$%";**",2(3("'C" and compare their volume !" Cookbooks, measuring cups, and measuring spoons !" Fill baskets of different sizes with pretend food or empty cans and boxes of food.

Art Center !" Make 3-dimensional sculptures. !" Sew and stuff a fabric pillow. !" Make a paper â&#x20AC;&#x153;stuffed animalâ&#x20AC;? by stapling two pieces of paper cut into an animal shape, and then 3,'7;%&",2("$%+1$*"6+,2",+33'(" paper.

Block Area !" Provide a variety of dump trucks $%0"1$,(-+$*3",5";**"$%0"0'1C)"75-" example small blocks, Styrofoam peanuts, or other small toys.

Manipulatives !" E($03)"N%+;B"J'=(3)"T'C*53"$%0" other materials !" Q"9$-+(,/"57".5%,$+%(-3",5";** !" Pan balance to compare amounts

Large Motor Play !" Build and move through an obstacle course. Make sure to include a balance board and obstacles that require taking different size steps.

Science Table !" !" !" !" !"

Measuring tools of all types Sorting trays and materials to sort Nesting toys Pan balance Kitchen and bathroom scales Page 35

Learning to Measure Week #2 Activity #1 Measuring Trees Concepts: Trees can be found in many different sizes. We can measure them to compare their sizes.

Learning Goals: Children will use their body parts to measure and compare the circumference of trees found in the school yard/neighborhood.

Vocabulary: bark branch circumference measure tree trunk

Materials: photographs of several different trees in the school yard/neighborhood hands measuring tape (trace the hands of each child on felt, attach to a long ribbon) digital camera

Things to Talk About: How long does it take for trees to grow? Do all trees grow to be the same height? The same circumference? What is the outside covering of a tree called; how does it help the tree? How might we measure the height of a tree?

Read and Talk About: Measuring Up by J.E. Osbourne (Newbridge Big Book) Page 37

Learning to Measure Week #2 Activity #1 Measuring Trees - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Encourage children to describe the trees they see or know about by asking probing questions: What does your tree look like? How tall is it? What does it feel like? When you go outside to measure trees, support the children in making comparisons among the trees. As you look at the front cover of today’s book and read the title, ask the children what they think this book might be about. What are some things that you measure? What are some tools we use for measuring? Read the book together and talk about the different things that were measured. Introduce T/t for tree. Have the children make the letter with their bodies – two children together. Point out the letter in the children’s names. Ask the children to listen closely to today’s book and identify the rhyming words. Show the children a ruler, a yardstick, and a tape measure. Talk about what they notice on each of these – what are the numbers for? Write down the words inch and centimeter and explain that these are units of measurement found on these tools.

Page 38

Learning to Measure Week #2 Activity #1 Measuring Trees Science Inquiry Cycle: Reflect and Ask

Mathematics Monday: Although you are measuring the trees with a non-standard measuring tool today, you can also introduce the concept of standard measuring units by using a tape measure. Explain that people use these types of tools for measuring so that everyone can measure in the same way. Show how different hand sizes would change your hand measuring tape.

Q3:",2(".2+*0-(%"+7",2(/"2$9("(9(-",-+(0",5";&'-("5',"256"=+&"$",-(("+3<""U2$,"$-("351(" ways that you could do this? What would you do to measure how tall a tree is? How could you measure around a tree? Explain that the word circumference means the distance around something.

Plan and Predict Show children photos of trees in the school yard/neighborhood. Talk about how big the children think they are. Ask them to think about how they could measure their circumference – what would they use to do the measuring? Show the children the “hands” measuring tape you have made ahead of time. Talk about how this could be used to measure the trees. Which tree do they think would be the biggest? The smallest?

Act and Observe Go outside and have the children measure the trees and record the information for each tree. When you go back inside, put the information about the measurement next to the photo of each tree.

Report and Reflect Have the children compare the trees according to their size. Have them put the photos in order from largest to smallest. Page 39

Learning to Measure Week #2 Activity #2 Water Squirting Concepts: We can measure and compare distances. We can make predictions and compare them to our results.

Learning Goals: Children will make predictions about how far they can squirt water from a bottle. They will test their predictions by doing the squirting and measuring the distance the water travels using a piece of yarn. They will compare their predictions and results.

Vocabulary: distance measure squeeze

long/short near/far/farther/farthest squirt

Materials: empty dish detergent bottles or spray trigger bottles water chalk yarn scissors masking tape

Things to Talk About: Do different bottles spray differently? Why? Can some people make the same bottle spray farther? Why? Does it make a difference if you have more or less water in the bottle? Does it matter if the wind is blowing?

Read and Talk About: Measuring Up by J.E. Osbourne (Newbridge Big Book) Page 41

Learning to Measure Week #2 Activity #2 Water Squirting - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness

Ask the children if they have ever used a hose or squirt gun. What happens when you use them? How far can the water travel when it comes out of them? Ask the children 62$,"/5'"65'*0"%((0",5"05",5";%0"5',"(B$.,*/"256"7$-",2("6$,(-"6(%,<""Q3:",2(".2+*0-(%" to think of a way to have a water squirting contest â&#x20AC;&#x201C; how far could water travel? Reread yesterdayâ&#x20AC;&#x2122;s book and review the various kinds of measurement. Ask the children ,5";%0",2("C$&(V3W",2$,",$*:"$=5',"1($3'-+%&"0+3,$%.(<""U2$,":+%03"57",55*3".$%"/5'"'3(" to do this? Introduce S/s for squirt. Point out that the upper- and lower-case letters are the same except for their size. Demonstrate how to make the letters. Teach the children the following song (tune of Twinkle, Twinkle Little Star) and have them listen for the rhyming words: I can squirt water, so can you! :(#0!/#$(!5+,(#2.4#;!,#1"#3(49 Your water went from here to there; Mine went farther over there! Whether your water went far or near, You can measure and give a cheer!

Print Awareness

As you read the book today, use a pointer to show directionality of print. Talk about how you are reading what is written on the pages, not just making up the words.

Page 42

Learning to Measure Week #2 Activity #2 Water Squirting Science Inquiry Cycle: Reflect and Ask Encourage the children to talk about times when they have squirted water. What did they see happening? Have they ever tried to hit something with the water? How far did it go?

Mathematics Tuesday: Provide plastic rulers and show children how to use them to measure wooden unit blocks. Emphasize how to place the ruler on the end of the block. Show how to read the number that is closest to the other end. Provide time for the children to measure a variety of different blocks. (The emphasis is on exploring the ruler, not on exact measurement.)

Plan and Predict Show the squirt bottles and explain that you are going to have a contest today to see how far water can go. Ask the children to help plan how and where to do this. How can you measure how far the water goes? Have the children predict how far they can squirt the water. Use small pieces of tape on the ground to mark each personâ&#x20AC;&#x2122;s prediction.

Act and Observe Go outside and follow your contest plans. Use masking tape to make a line where everyone stands. Squirt the water and use yarn to measure how far it goes. Have each child cut yarn the length of his longest spray. Write each childâ&#x20AC;&#x2122;s name on a piece of masking tape $%0"2$9(",2(1",$C("+,",5",2(+-"C+(.("57"/$-%"75-"+0(%,+;.$,+5%<

Report and Reflect Display the pieces of yarn and compare their lengths. Which one is the longest? Show how ,5"'3("$"1($3'-+%&",$C("5-"/$-03,+.:",5";%0"5',"256"1$%/"+%.2(3"*5%&",2("6$,(-"3H'+-,"6$3<""

Page 43

Learning to Measure Week #2 Activity #3 Measuring Volume Concepts: Containers of different sizes hold different amounts of materials. Large containers have a greater volume and hold more than small containers.

Learning Goals: J2+*0-(%"1($3'-("256"1'.2"57"$".(-,$+%"1$,(-+$*";,3"+%,5"0+77(-(%,".5%,$+%(-3<"D2(/":((C"$" -(.5-0"57"62$,",2(/";%0"5',"35",2(/".$%".51C$-(",2("95*'1("57".5%,$+%(-3<

Vocabulary: container empty/full large/ small/ medium more/less measure volume

Materials: plastic and paper cups in a variety of sizes (1 to 20 ounces) collections of small objects to count (e.g., spools, plastic bears, small blocks) N%+;B"J'=(3

Read and Talk About:

Things to Talk About: T5"=+&"5=K(.,3";**"'C" a cup faster than small objects? Does it take more or fewer =+&"5=K(.,3",5";**" a cup compared with ;**+%&",2(".'C"6+,2"31$**" objects? When do people use this kind of measuring? What might happen if a cook lost her measuring cups and spoons? What could she do?

Mouse Count by Ellen Stoll Walsh Page 45

Learning to Measure Week #2 Activity #3 Measuring Volume - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Todayâ&#x20AC;&#x2122;s activity introduces the topic of measuring volume. As you work with children during small group time, use questions and explanations as they explore the materials to ;**"9$-+5'3".5%,$+%(-3<""D2("65-03"/5'"'3()"$*5%&"6+,2",2("2$%0385%"$.,+9+,+(3)"2(*C",2(1" understand the concept of measurement. Introduce Mouse Count by having the children look at the front cover and talk about what the book might be about. As you read, have a container similar to that in the story and ;**"+,"6+,2"=+&"C51C513",5"-(C-(3(%,",2("1+.(<"""U2(%"/5'";%+32"-($0+%&"$3:",2(".2+*0-(%" to tell how the snake was fooled and how the mice got away. Use empty and full and talk about their meanings. Introduce V/v for volume. Talk about the letter sound and how to write it. Use picture props of a cupboard and 10 bones to teach the children this variation on the %'-3(-/"-2/1(<""Q3",2(".2+*0-(%"-(C($,",2("-2/1()"3'=,-$.,"$"=5%("'%,+*"/5'";%$**/"2$9(" none. Old Mother Hubbard went to the cupboard To get her dog a bone. When she came there, inside there were 10 (the cupboard was bare) And so her dog had one. (none)

Print Awareness

As you read todayâ&#x20AC;&#x2122;s book, review the basics of book concepts: title, author, illustrator, cover, front and back. Ask children to help you identify these parts.

Page 46

Learning to Measure Week #2 Activity #3 Measuring Volume Science Inquiry Cycle: Reflect and Ask Bring cereal and a variety of sizes of containers to circle time. Talk about what the word container"1($%3<"Q3:".2+*0-(%",5"2(*C"/5'";&'-("5',"62+.2"container would be the best to hold the cereal. How do you know? What would happen if the container were too small? Too big?

Plan and Predict Mathematics Wednesday:

X256".2+*0-(%",2("1$,(-+$*3"75-",50$/F3"3.+(%.("$.,+9+,/"$%0",$*:"$=5',";**+%&",2(".5%,$+%(-3<" S$9(",2(1"1$:("C-(0+.,+5%3"$=5',"256"1$%/"57"($.2"5=K(.,"6+**";,"+%",2("9$-+5'3".5%,$+%(-3<" Write down their predictions.

Support children as they count the objects or number of smaller .5%,$+%(-3"'3(0",5";**" larger containers.

Act and Observe >%"31$**"&-5'C)"&+9(".2+*0-(%"$".2$%.(",5";**",2(".5%,$+%(-3"6+,2"351("57",2("1$,(-+$*3"$%0" count how many it takes. Use#$.,(7#'(557#;+''7#)''<)''1/*, and ($="%<($="%1/* to describe the containers and the childrenâ&#x20AC;&#x2122;s activity.

Report and Reflect S$9("$".2+*0";**"$"31$**"C$C(-".'C"$%0"$"*$-&("C$C(-".'C"6+,2",2("3$1(",/C("57"5=K(.,3<" Then empty both containers and line up the objects in two rows. Can we tell which line of objects came from the big cup? Page 47

Learning to Measure Week #2 Activity #4 Filling Containers Concepts: Containers of different sizes hold different amounts of materials. Large containers have a greater volume and hold more than small containers.

Learning Goals:

Things to Talk About:

J2+*0-(%" (BC*5-(" 95*'1(" =/" ;**+%&" 3$1(8" $%0" 0+77(-(%,83+G(0" .5%,$+%(-3<" D2(/" '3(" ,2(" language of size (bigger, smaller, more, less) to compare the capacity of containers.

Do bigger containers hold more objects?

Vocabulary:

How do you know how many things you have put into a container? How can you tell which container holds more?

container half more/less

empty/full least/ most volume

Materials: two identical clear containers (12-ounce plastic drinking cups) 1 smaller container 1 larger container an assortment of other plastic containers and scoops 6$,(-"5-"5,2(-"1$,(-+$*",5";**".5%,$+%(-3

Read and Talk About: How Much Does It Hold? by Brian Sargent

How do people use containers in their homes? What does your family put into containers? What do we put into containers in the classroom? What kinds of materials are containers made from? Page 49

Learning to Measure Week #2 Activity #4 Filling Containers - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Talk with the children about activities they have already done with measuring. Bring in some plastic food storage containers and show these to the group. Ask them to talk about what these are used for. What about the packages that food comes in â&#x20AC;&#x201C; what are these packages made of? How can you tell which package holds more food? How do the people who make the food know how much of it to put into the package? Do they always put the same amount in each package? Show children the cover of todayâ&#x20AC;&#x2122;s book and ask if they have ever poured a glass of milk. Ask how much goes in the glass and talk about how it depends on the size of the glass. Have the children listen for the different sized containers the book tells about. I(9+(6",2(3("62(%"/5'";%+32"-($0+%&<""D$*:"$=5',"(B$1C*(3"57"1($3'-+%&",55*3"+%",2(" book. Introduce F/f for full and E/e for empty. Demonstrate how to make each letter and point out the similarities and differences between them. Support the children in singing Ten in the Bed. Sing the song again, and have the children ;**"+%",2("65-03"/5'"05"%5,"3+%&A"&(-<5!1-. Invite them to notice that these words have something in common: They both end with the ed sound. This means they rhyme. Can you think of any more words in this family? (For example, dead, fed, head, led, red.) Demonstrate how to move to the beat with the motions indicated in the song lyrics (counting the number, rolling over, etc.). Print the words for todayâ&#x20AC;&#x2122;s song on large chart paper. As you sing, use a pointer to point to the words and demonstrate tracking print from left to right, top to bottom. Ask some of the children to use the pointer when you sing the song again. Page 50

Learning to Measure Week #2 Activity #4 Filling Containers Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: Fill and empty containers. Compare the sizes of containers and use bigger, smaller, more, less, full, empty to describe them. Play with different nesting toys, noting how 31$**(-"5%(3";,"+%,5" bigger ones.

Show a collection of plastic containers and talk about their use at home. If possible, show children containers of two different sizes for a product like ice cream and ask them which one they would prefer to buy. They will probably indicate the larger one. Ask why they chose that container. Talk about how we know that larger containers hold more than smaller ones.

Plan and Predict D(**".2+*0-(%",2$,",2(/"$-("&5+%&",5";**".5%,$+%(-3"57"0+77(-(%,"3+G(3<"S56"6+**"/5'":%56"62(%" $".5%,$+%(-"+3"7'**M"J$%"/5'";**"$".5%,$+%(-"2$*7"7'**M"T(15%3,-$,(",2+3<"T5",$**".5%,$+%(-3" hold more than short ones? Demonstrate. Predict if all containers will hold the same amount. S56".$%"6(";%0"5',"+7"5'-"C-(0+.,+5%3"$-(",-'(M

Act and Observe R-59+0(".2+*0-(%"6+,2".5%,$+%(-3)"3.55C3)"$%0"3$%0<"P%.5'-$&(",2(1",5";**",2(".5%,$+%(-3" $%0" (1C,/" ,2(1<" Q," ,2(" 3$1(" ,+1()" ,$*:" $=5'," 256" 1$%/" 3.55C3" +," ,$:(3" ,5" ;**" 9$-+5'3" containers, which containers hold more than others, and which container holds the most/ least.

Report and Reflect Place the containers in order by capacity and talk about how to tell which one holds the most. Page 51

Learning to Measure Week #2 Activity #5 Making Playdough Concepts: Scientists need to measure volume when they are mixing materials. People who cook things need to measure the volume of the ingredients. Things to Talk About:

Learning Goals: Children measure the volume of ingredients as they follow a recipe to make playdough.

Vocabulary: ingredient/ingredients measuring cups recipe

measure measuring spoons volume

Materials: measuring cups measuring spoons mixing bowl hot plate pan water +%&-(0+(%,3)"$3"3C(.+;(0"5%",2("-(.+C( playdough recipe enough copies of the recipe for everyone to take one home

Read and Talk About: Me and the Measure of Things by Joan Sweeney

What do we need to use when we want to cook something? How do we know what to do and what materials to use? What ingredients do we use to make playdough? What other things can we make using those ingredients? What do you like to do with playdough? What might happen if we did not measure the ingredients when we make playdough? Page 53

Learning to Measure Week #2 Activity #5 Making Playdough - Language and Literacy

85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Talk about cooking and recipes. Ask children who cooks at home and what they like to make. Explain what a recipe is. Tell children that you are going to use a recipe to make playdough. Make a list of the ingredients you need to make playdough. Q3:",2(".2+*0-(%"+7",2(/".$%";%0"$"1($3'-+%&",55*"5%",2("7-5%,".59(-"57",50$/F3"=55:)" Me and the Measure of Things. Tell them that this book is about lots of ways to measure. Q3:",2(1",5"*+3,(%".$-(7'**/",5";%0"5',"$=5',",2(":+%0"57"1($3'-+%&"/5'"$-("&5+%&",5"05" today – measuring to cook something. Ask them to raise their hands when they hear about this. (If you don’t want to read the whole book, you can stop when you get to the part about using measuring cups.) Introduce P/p for playdough and demonstrate how to make it using playdough “snakes.” S$9(",2(".2+*0-(%",-/",5"1$:("9$-+5'3"$*C2$=(,"*(,,(-3)"*+:(",2(";-3,"*(,,(-"+%",2(+-"%$1()" with playdough. Print out the words for the nursery rhyme Pat-a-cake, Pat-a-cake, Baker’s Man on large chart paper and say it with the children. Ask them to identify the words that rhyme. Have them act out the rhyme as they say it. Show children a recipe and talk about how it differs from a story or book. Explain how .55:3"'3("-(.+C(3Y=/"&$,2(-+%&",2("+%&-(0+(%,3"*+3,(0"$,",2(",5C";-3,"$%0",2(%"75**56+%&" the steps.

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Learning to Measure Week #2 Activity #5 Making Playdough Science Inquiry Cycle: Reflect and Ask Ask if anyone has cooked things at home. Have they seen their families use recipes? Talk about the things they have cooked at home. Look at todayâ&#x20AC;&#x2122;s recipe and ask if anyone has ever made playdough before. Talk about how their experiences compare to the recipe.

Plan and Predict Mathematics Friday: Children measure ingredients to make playdough and count as each ingredient is added to the bowl. Talk about how the different measures relate to each 5,2(-"V]",($3C55%3";**"$" tablespoon; 2 half cups ;**"$"625*(".'CW<

Read the recipe. Make a list of ingredients and tools needed to make playdough. Have the .2+*0-(%"2(*C";%0",2("+,(13"+%",2(".*$33-551<"D$*:"$=5',",2("-(.+C("+%",(-13"57"1($3'-+%&<""S56" do we know how much of each ingredient to put in? How will we measure it? What kinds of measuring tools will we need to use? What might happen if we donâ&#x20AC;&#x2122;t measure the ingredients?

Act and Observe Follow the recipe directions to make the playdough. As you measure ingredients, talk about -(*$,+9("$15'%,3"VU("%((0"Z"625*(".'C3"57"45'-Y$"*5,"57"45'-Y$%0"[",$=*(3C55%"57"5+*)" 5%*/"$"*+,,*("5+*<">,",$:(3"$"*5,"57",$=*(3C55%3",5";**"$".'CW<"J5'%,"$3"/5'"$00"+%&-(0+(%,3",5"1$:(" the playdough. Talk about what to do with the playdough when you are done playing: what happens to it if it is put into a container or left out on the table? You might decide to put some in a container and leave some on the table to see if they are the same or different tomorrow.

Report and Reflect I(9+(6",2("C-5.(33"=/"$3:+%&",2(".2+*0-(%"62$,",2(/"0+0";-3,)"%(B,)"\",5",2("(%0<"Q3:",2(" children what they think would have happened if they had not measured the ingredients or followed the recipe. Give each child a copy of the recipe to take home. Page 55

Playdough Recipe Ingredients: 2 cups flour 1 cup salt 2 Tablespoons cream of tartar 2 cups water colored with food coloring (any color you like) 1 Tablespoon cooking oil

Directions: 1. Mix all the dry ingredients together in a large bowl. 2. Heat the colored water for 2 minutes in a microwave or boil on the stove. 3. Add boiling water and oil all at once to the dry ingredients and stir until it is all mixed together. 4. Let playdough cool until it can be handled. 5. Knead the dough until it is the consistency of playdough. 6. Store in an airtight container. Playdough should last about one month.

Page 56

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #3 Dramatic Play !" X'+,.$3(3"$%0"=-+(7.$3(3",5";**"$%0" empty !" Shopping bags and empty grocery containers for pretend shopping

Art Center !" !" !" !"

Feathers to glue Marble painting Cardboard boxes to paint Scrap wood pieces to glue and paint !" Empty cereal boxes to make â&#x20AC;&#x153;suitcasesâ&#x20AC;?

Block Area !" Wooden unit blocks for building !" Cardboard blocks !" Several tape measures to measure the block creations

Manipulatives !" Stuffed animals to measure !" Assorted nuts to sort according to size or type !" Pan balance !" Pound golf tees into pumpkins or Styrofoam.

Large Motor Play !" Fill wagons, carts, and wheelbarrows to move heavy and light objects around. !" Fill plastic eggs with heavy and light objects and have an egg hunt. !" Roll different kinds of balls outside and use yarn to measure how far they go.

Science Table !" Measuring tools of all types !" Sorting trays and materials to sort !" ?^'(33+%&"K$-@";**(0"6+,2"5=K(.,3"57" any sort - children guess (estimate) how many objects are in the jar. !" Different sizes of pumpkins and/or different sizes and types of melons Page 57

Learning to Measure Week #3 Activity #1 How Much Can I Carry? Concepts: Weight can be measured. Things can be light or heavy.

Learning Goals: Children will explore the concepts of light and heavy by making predictions about how much they can carry and then testing their predictions. They will compare the results to the predictions.

Vocabulary: heavy/light measure

full/empty weigh/weight

Materials: an empty bucket 5%(8"$%0",658*+,(-"=5,,*(3";**(0"6+,2"6$,(very large rocks suitcase bathroom scale variety of objects to put into the suitcase

Things to Talk About: Why can some people carry more than others? Are there machines that can help us carry things? What are they? How do we measure how much something weighs? What can you do to become stronger? How else can you move something that is too heavy to carry?

Read and Talk About: The Bag Iâ&#x20AC;&#x2122;m Taking to Grandmaâ&#x20AC;&#x2122;s by Shirley Neitzel Page 59

Learning to Measure Week #3 Activity #1 How Much Can I Carry? - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Bring a suitcase to circle time and ask the children what it is and what it is for. Ask if anyone has ever used a suitcase and provide time to talk about this. Have the children gather things from around the room to put into the suitcase. Talk about what happens as the suitcase gets full – can you still pick it up? Ask the children to describe how it felt before and after it was full. Read the title of today’s book and talk with the children about times they have stayed at someone else’s house. What did they take along? Look at the front cover illustration: What problem is this boy having? What do you think this story is going to be about? U2(%"/5'";%+32"-($0+%&)",$*:"$=5',"62$,"2$CC(%(0"+%",2("3,5-/<""T+0",2("=5/";&'-("5'," how to take his things to Grandma’s house? Introduce H/h for heavy and L/l for light. Demonstrate how to make each of the letters. Look for names of people in the classroom that use these letters. Print the words to Jack and Jill Went Up the Hill on large chart paper. Talk about what a pail is. Say the nursery rhyme together and identify rhyming words. Point out that today’s story is a rebus story. Rebus writing uses small pictures to take the place of words. Encourage the children to read along with you by looking at the pictures.

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Learning to Measure Week #3 Activity #1 How Much Can I Carry? Science Inquiry Cycle: Reflect and Ask

Mathematics Monday: Show the children the bathroom scale and talk about how it is used. Provide everyone a chance for weighing themselves. Make comparisons between children who are different weights because they are bigger or smaller. Demonstrate how to use a pan balance to compare heavier and lighter objects.

Discuss times when children have carried something heavy, for example, a suitcase or a bag of groceries. Have the children try to pick up one of the heavy rocks that you have brought to the circle. How does it feel when you try to lift it?

Plan and Predict E-+%&"5',"$"3'+,.$3("$%0",$*:"$=5',"62$,"6+**"2$CC(%"$3"/5'";**"+,"'C<""S$9(".2+*0-(%"3(*(.," +,(13",5";**"+,"$%0",2(%",-/".$--/+%&"+,<""_(B,)"3256",2(".2+*0-(%",2("=5,,*(3"57"6$,(-"$%0",2(" bucket. Have the them make predictions about how many bottles of water they can carry in the bucket.

Act and Observe In small groups, have the children put bottles in the bucket and try to carry them. Try several times with different sized bottles and talk about the experience. Compare their predictions with the actual number they can carry. Photograph this activity.

Report and Reflect Print out the photos and make a display. Talk about what the children discovered as they tried to carry the bottles. Make a “suitcase” by folding a 12”x18” piece of paper in half and stapling the short side edges. Staple a “handle” made of paper onto it. Provide 351("5=K(.,3",5";**",2(3("3'+,.$3(3"L"31$**",5/3)"C+(.(3"57".*5,2)"$%0"5,2(-",2+%&3"3+1+*$-",5" those in the book. See how much each suitcase can hold. Page 61

Learning to Measure Week #3 Activity #2 Using a Pan Balance Concepts: You can use a pan balance to compare the weight of objects.

Learning Goals: Children will explore the weight of objects using a pan balance. They will make comparisons between heavy and light objects.

Vocabulary: balance heavy/light more/less scale weight

Things to Talk About: Name some things that you think are heavy and some things that you think are light.

Materials:

Does a pan balance tell you how heavy an item is? Why or why not? What does a pan balance tell you about an object?

pan balance bathroom scale N%+;B"J'=(3 variety of objects â&#x20AC;&#x201C; feathers, stones, pom-poms, pennies

Have you ever played on a seesaw? How is a pan balance like a seesaw?

Read and Talk About:

Why do people measure how much something weighs?

How Heavy Is It? by Brian Sargent

Page 63

Learning to Measure Week #3 Activity #2 Using a Pan Balance - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Ask the children to describe some of the toys and equipment on a playground. Ask if anyone has ever played on a seesaw. Have them describe what you do on it. Make a pretend seesaw with a long block of wood to show the children how it works. Demonstrate what happens when you put something heavy on one end. Ask the children to think of some ways to make it balance. Todayâ&#x20AC;&#x2122;s book provides information about how and why people weigh things. As you read, ask the children to tell you things they heard that were interesting and write these 5%".2$-,"C$C(-<""U2(%"/5'";%+32"-($0+%&)"-(9+(6",2("+%75-1$,+5%"*($-%(0"7-51",2("=55:<"" Introduce W/w for weight. Demonstrate how the letters are made and point out that the lower-case letter is just like the upper-case letter only smaller. Sing and do the actions for Head, Shoulders, Knees and Toes. Ask the children to choose whether they want to sing the song slower or faster, louder or softer. Make a chart of the childrenâ&#x20AC;&#x2122;s weight after weighing them on the scale. Talk about a title for the chart and how to write the information down. Ask each child to write his or her name on the chart. When the chart is completed, talk about some of the things you can learn by looking at it.

Page 64

Learning to Measure Week #3 Activity #2 Using a Pan Balance Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday: Provide a bathroom scale and a kitchen scale and have the children collect objects to weigh. Support them as they weigh objects and make comparisons between objects â&#x20AC;&#x201C; which ones are heavy? Which ones are lighter? How can you decide whether to weigh something on the bathroom or the kitchen scale?

Ask children to tell you about the heaviest thing they ever tried to pick up. What was it? If you put it on one end of a seesaw, what could you put at the other end to make it balance? Show children the pan balance and ask them how it is like a seesaw. What could we do with it?

Plan and Predict D(**",2(".2+*0-(%",2(/".$%"'3("$"9$-+(,/"57"5=K(.,3"+%",2("C$%8=$*$%.(",5";%0"5',"62$,"+3" heavy and what is light. Show them some objects and ask them to predict which one will be the heaviest. Write down their predictions. Demonstrate how to weigh something using N%+;B"J'=(3"5%"5%("3+0("57",2("C$%"=$*$%.("$3",2("'%+,"57"1($3'-(1(%,<""`5-"(B$1C*()" 256"1$%/"N%+;B"J'=(3"05(3"+,",$:(",5"=$*$%.("$"C(%.+*M""

Act and Observe Working in small groups, support children in weighing and comparing objects on the pan =$*$%.("'3+%&"N%+;B"J'=(3<""I(.5-0"+%75-1$,+5%"$=5',"256"1$%/"N%+;B"J'=(3"+,",$:(3",5" balance each item. Provide time to use the pan balance to weigh a variety of things.

Report and Reflect Ask children to demonstrate how to use the pan balance. Make comparisons between your C-(0+.,+5%3"$=5',",2("%'1=(-"57"N%+;B"J'=(3"+,"65'*0",$:(",5"=$*$%.("($.2"5=K(.,"$%0",2(" actual number it took. Which item was the heaviest? How do you know? Work together to make a weight chart as described on page 64. Page 65

Learning to Measure Week #3 Activity #3 7-*1.?&@9A5%B&C9A5%B=)&<-,, Concepts: Objects can be measured to see how long or how tall they are. We can measure things 6+,2"-'*(-3)",$C("1($3'-(3)"N%+;B".'=(3)"5-"351(",/C("57"%5%83,$%0$-0"1($3'-(1(%,<"

Learning Goals:

Things to Talk About:

Children will build a wall with blocks and measure how tall it is. They will keep track of the measurement to see how tall they can make the wall before it falls.

Vocabulary: foot measure taller/shorter

inch ruler yardstick

Materials: cardboard or wooden blocks rulers N%+;B"J'=(3

plastic eggs measuring tape

Read and Talk About: Select any version of the Humpty Dumpty nursery rhyme and write it on chart paper. There are some versions in book form that you may want to look at. One suggestion: Humpty Dumpty Climbs Again by Dave Horowitz

Why do people build walls? What makes a wall fall down? How can you arrange the blocks to make them more stable so they donâ&#x20AC;&#x2122;t fall over? What was Humpty Dumpty doing on the fall and why did he fall? What is the best tool to use to measure a wall? Why do you choose that tool? Page 67

Learning to Measure Week #3 Activity #3 7-*1.?&@9A5%B&C9A5%B=)&<-,,&D&>-.?9-?"&-.0&>1%"/-$B

85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Explain to the children that they are going build a wall today. Ask them what kind of measuring tools they can use to measure how tall the wall is. Ask them to think of places where they have seen walls or fences. Talk about why people put these up. Show the children a picture of Humpty Dumpty and ask if they think this story is going to be a true one. Why or why not? Ask them if they can guess what is going to happen. Q7,(-"/5'";%+32"-($0+%&",2("-2/1()"$3:",2(".2+*0-(%"62/",2(/",2+%:"%5"5%(".5'*0"C'," Humpty Dumpty back together again. Review W/w<""Q3:",2(".2+*0-(%",5"1$:(",2("*(,,(-"5%",2("455-"'3+%&"6550(%"=*5.:3<""Q3:" them to make it with their bodies – how many children do you need to do this? As you repeat the Humpty Dumpty rhyme, have the children listen for and identify the rhyming words. Underline them on the chart paper. N3("3(%,(%.("3,-+C3",5"6-+,(",2(";-3,"$%0"*$3,"%$1(3"57"($.2"C(-35%"+%",2(".*$33<""Q,,$.2" each person’s name, one at a time, to the Humpty Dumpty rhyme to substitute that person’s name for Humpty Dumpty. Have the children read the rhyme with the new name. Talk about how you are changing certain words in the rhyme.

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Learning to Measure Week #3 Activity #3 7-*1.?&@9A5%B&C9A5%B=)&<-,, Science Inquiry Cycle: Reflect and Ask Talk about measuring activities the children have done previously. Tell them that today they are going to work in small groups to build and measure how high they can make a wall before it falls over. Read the Humpty Dumpty rhyme with them and talk about what happens in it. Ask them to think about how they can build their wall.

Plan and Predict Mathematics Wednesday: Provide egg cartons and plastic eggs. Ask the children to roll a die and identify the number they roll. Put that many eggs into the carton. Continue until the carton is full.

Make plans about what kinds of building materials the children would like to use and how they will build the wall. What kind of measuring tool they would like to use to measure their wall? How high do they think it will be? Explain that if you use a ruler or a tape measure, you will be measuring in inches and feet and that one ruler is equal to one foot or 12 inches.

Act and Observe After the children build a wall that is the tallest they think they can build without it falling over, demonstrate how to measure it by beginning at the very bottom and holding rulers end-to-end up to the top (or use a measuring tape). Write down the measurement on a chart. Give them several chances to build higher walls and measure each time.

Report and Reflect Look at the various measurements that you recorded and talk about which was the highest wall. How do you know? Ask if there were other ways you could have measured the wall. U2$,"+7"/5'"'3(0"/5'-"2$%03"5-"N%+;B"J'=(3M""U5'*0"/5'"&(,",2("3$1("%'1=(-"$3"62(%" you measured with the ruler? Why? Page 69

Learning to Measure Week #3 Activity #4 Measuring From Here to There Concepts: We can measure distance using a variety of different measuring tools. If we measure the same distance several times using the same tool, we should get the same answer each time.

Learning Goals:

Things to Talk About:

Children will practice measuring and comparing predictions with results. They will follow a pathway using colored masking tape that goes across the classroom. They will select a tool to measure this pathway â&#x20AC;&#x201C; yarn, a ruler, measuring tape, cardboard or wooden blocks, and so forth.

Have you ever been on a hike? How do you measure how far you walk?

Vocabulary: distance measuring tape ruler

measure pathway

Materials: colored masking tape ruler measuring tape

Read and Talk About: Counting Crocodiles by Judy Sierra

yarn yardstick stuffed animals

What are some ways that you can travel across bodies of water? How do people measure distance when they drive in a car? Where is the part of the car that tells you how far you have traveled? If you want to go far, far away, how would you get there? What are some different ways to travel a long distance? Page 71

Learning to Measure Week #3 Activity #4 Measuring from Here to There - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask the children if they have ever been on a long trip. Encourage them to share where they went and how they got there. Explain that when people travel long distances, they often measure that distance in miles or kilometers. These are much bigger than feet – there are 5280 feet in a mile! Explain to the children that today they are going to measure a distance, but not a long one. Talk about different ways that you can measure distance. Look at the cover of today’s book and have the children predict what the story will be about. Explain that this is a trickster tale in which a clever animal plays a trick on another animal to get what he wants. Ask the children to listen so they can decide who the clever animal is and 62$,"2+3",-+.:"+3<""U2(%"/5'"$-(";%+32(0"-($0+%&)",$*:"$=5',"256",2("15%:(/"1$%$&(0",5"&(," the bananas she wanted. How many crocodiles did it take to get from here to there? Introduce C/c for counting. Demonstrate how to make the letter and how the upper-case and lower-case are the same except for size. Have the children locate all occurrences of C/c in today’s book title. As you read today’s story, ask the children to listen for the rhyming words. Pause in places to see if the children can supply the rhyming word. Introduce the following nursery rhyme. Listen for the rhyming words and repeating phrases: To market, to market to buy a fat pig Home again, home again, Jiggety, jig!

Print Awareness

Print the nursery rhyme on large chart paper. On sentence strips, write the names of other animals that you could substitute for pig in the rhyme. Have a child come up and fasten a new animal’s name into the rhyme. Explain that you are changing a word in the sentence. Read the rhyme and ask the children what other word they will need to change – what should they change it to? Try this several times, for example, cat – jat, dog – jog, mouse - jouse, and so forth. Page 72

Learning to Measure Week #3 Activity #4 Measuring from Here to There Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: Make a traveling game by drawing a path that goes from one end of a piece of paper to the other. Use small plastic animals to measure the distance “from here to there.” You could use counting bears, dinosaurs or other small plastic animals. Focus on placing them next to each other and then counting from beginning to end, placing $";%&(-"5%"($.2"$%+1$*" as you count it.

Read today’s story with the children then tell them that today they will be taking a trip from here to there just like the monkey in the story. Ask the children to recall how the monkey knew how far he had gone – what did he count? Explain that when they travel the path, they need to go and get the stuffed animal that is at the end and return with it.

Plan and Predict Show the children the path you have made for them to travel on in order to get a stuffed animal. Ask them how they think they can measure it. What would they like to try using? They could use yarn, blocks, books, shoes, or standard measuring tools. Pick a child and ask what he would like to use – how many _____ does he think the distance will be? Write down his prediction.

Act and Observe Have the child walk the path to get the stuffed animal. Then have him use his chosen measuring tool to measure how far he went. Write down the answer next to the prediction.

Report and Reflect When everyone who wants to has had a chance, take a look at the results. Did everyone use the same measuring tool? Did everyone get the same result? Why or why not? Page 73

Learning to Measure Week #3 Activity #5 Making a Cake Concepts: Scientists need to measure the volume of materials when they are mixing materials. People who cook things need to measure ingredients. Things to Talk About:

Learning Goals: Children will follow a recipe and measure ingredients to make a cake.

Vocabulary: ingredients recipe tablespoon

measure teaspoon

Materials: per child: 2 slices of white bread with no crust 2 tablespoons of butter 2 tablespoon cinnamon sugar 2 tablespoons confectionersâ&#x20AC;&#x2122; sugar 1/8 teaspoon water

Read and Talk About: Whopper Cake by Karma Wilson

for class: plastic knives and spoons small mixing bowls rolling pin

What kinds of measuring tools do cooks use? Why is it important to measure ingredients when you cook? What might happen if you donâ&#x20AC;&#x2122;t measure? What are some of the different parts of a recipe? Why do people use recipes? How are they different from stories? How could you change the cake recipe you used today to make it different? Page 75

Learning to Measure Week #3 Activity #5 Making a Cake - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk with the children about times they have cooked at home or school. What did they make? How did they do it? Did they need to measure anything? Talk about and pass around the various measuring tools that cooks use. Ask the children why they wouldn’t use a ruler or a measuring tape for cooking. Talk about the front cover of today’s book. Explain what the word whopper means. Why is this cake called a “whopper cake”? As you read the book, pause to explain unfamiliar words – traumatize, tattered, jalopy, fuss<""U2(%"/5'";%+32"-($0+%&)",$*:"$=5',"256",2(" cake was made. Ask the children why Grandpa decided to make a whopper cake. Demonstrate how to make the letter C/c and have some children come up and make it. Have letter stamps available so children can stamp out the word cake. Print the nursery rhyme Pat-a-cake, Pat-a-cake, Baker’s Man on large chart paper. X$/"+,"6+,2",2(".2+*0-(%"$%0"$3:",2(1",5"+0(%,+7/",2("65-03",2$,"-2/1("$%0",5";%0",2(" word cake.

Print Awareness

Ask them to think of words they could substitute for cake – other things that are baked like pie, cookies, bread, tart, cupcake. Try saying the rhyme with new words and talk about how it changes. Print the recipe for today’s cake on large chart paper. Point out the features of a -(.+C("L"$"3(.,+5%"75-"+%&-(0+(%,3"$%0"$"3(.,+5%"75-"0+-(.,+5%3<""S(*C".2+*0-(%";%0",2(" measurements in the recipe.

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Learning to Measure Week #3 Activity #5 Making a Cake Science Inquiry Cycle: Reflect and Ask

Mathematics Friday: Working with small groups, provide a tub full of rice or small pasta and several sets of measuring cups. Ask the children to work with ,2(".'C3",5";%0"5',"256" many of each kind you can put into the biggest one (for example, how many ¼ cups make a full cup). Do the same thing with a set of measuring spoons.

Read today’s book with the children. Ask them to recall how the Grandpa in the story made the whopper cake. What kinds of measuring tools did he need to use? Tell the children they are going to make special cakes today that don’t need to be baked. Ask them what they think they will be using to make the cakes.

Plan and Predict Show the children the ingredients and the recipe written on large chart paper. Ask them to make predictions about how you will make the cake and compare their ideas with the recipe.

Act and Observe Follow the recipe to make the special cakes. Help children measure their own ingredients and make the cake themselves.

Report and Reflect Eat and enjoy! Talk about something different you could add to your cakes and how much of it you would add (for example, 1 teaspoon of raisins or ¼ teaspoon of candy sprinkles). Send copies of the recipe home.

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“Bakeless Cake” Recipe Ingredients: (per child) 2 slices white bread, crust removed 2 Tablespoons butter, softened 2 Tablespoons cinnamon sugar 2 Tablespoons confectioners’ sugar 1/4 teaspoon water 2 drops of food coloring, if desired

raisins or sprinkles, if desired

Directions: 1. Q7,(-"6$32+%&"2$%03)"'3("$"-5**+%&"C+%",5"1$:("($.2"3*+.("57"=-($0"$3"4$,"$3"/5'".$%< 2. In a small bowl, mix the butter with the cinnamon sugar. Spread this on one slice of bread and put the other slice of bread on top. 3. In a small bowl mix confectioners’ sugar and water. Add food coloring, if desired. Pour this over the top slice of bread. Use a knife to spread the frosting. Decorate with sprinkles, if desired. 4. Eat and enjoy!

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Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #4 Dramatic Play !" Goldilocks dress-up !" 3 sizes of stuffed bears !" Measuring utensils and cookbooks

Art Center !" Materials to make invitations for the play !" Materials to make props and scenery for play !" Sponge paint with small, medium, and large sponges !" Create a class cookbook !" Easel painting bears !" Paper bag puppets

Block Area !" Wooden and cardboard blocks to make homes for a variety of sizes of stuffed bears and other animals

Manipulatives !" Pattern cards and blocks !" Small beads to string !" Small, medium, and large counting bears to sort

Large Motor Play !" !" !" !"

Hopscotch Giant steps, baby steps Tag games Walk in the neighborhood

Science Table !" !" !" !" !" !" !"

Cookbooks Variety of hot cereals Measuring cups and spoons Timer Scales Pan balance Nesting toys Page 79

Learning to Measure Week #4 Activity #1 Goldilocks and the Three Bears Concepts: Objects can be measured and sizes can be compared.

Learning Goals: Children will read the story of Goldilocks and the three bears and identify objects whose size is measured and compared. They will act out the story as a group using their knowledge about various measuring concepts.

Vocabulary: act out/pretend big/small hard/soft small/medium/large

bears character hot/cold

Materials: 3 bowls of various sizes 3 beds of various sizes 3 stuffed bears â&#x20AC;&#x201C; one small, one medium-sized, one large musical instruments to represent each character in the story

Things to Talk About: Why did the bears have different sized bowls, chairs, and beds? Why did Goldilocks choose the bowl of porridge she ate? The chair she sat in? The bed she slept in? What other things in our lives come in different sizes?

Read and Talk About: The Three Bears by Paul Galdone Page 81

Learning to Measure Week #4 Activity #1 Goldilocks and the Three Bears - Language and Literacy 85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness

Before you read today’s story, talk about what a folktale is – a very old story that was told even before it was written down. Folktales were often told to teach about right and wrong. Point out that today’s story about Goldilocks is that type of story. Introduce today’s story by showing the cover and asking children what they think the story is about. As you read, talk about the meanings of forest and porridge. Remind the children what small, medium, and large"1($%<""U2(%"/5'";%+32"-($0+%&)"$3:",2(".2+*0-(%" to help you retell the story in the order it happened. What was the message about right and wrong in today’s story? Introduce B/b for bear. Demonstrate how the letters are made. Explain that you will be '3+%&",2+3"*(,,(-)"62+.2"+3",2(";-3,"*(,,(-"+%",2("65-0"bear, lots of times this week. Teach the children the following action rhyme. Encourage them to do the actions as they say the rhyme. Identify the rhyming words. Teddy bear, teddy bear, turn around; Teddy bear, teddy bear, touch the ground. Teddy bear, teddy bear, reach up high; Teddy bear, teddy bear, touch the sky. Teddy bear, teddy bear, touch your shoe; Teddy bear, teddy bear, I love you. Teddy bear, teddy bear, turn down the light; Teddy bear, teddy bear, say good night.

Print Awareness

Print today’s action rhyme on large chart paper. Show the children the word bear 6-+,,(%"5%"$"3(%,(%.("3,-+C<""Q3:",2(1",5"*55:"$,",2("-2/1(",5";%0",2("65-0 bear and underline it every time they see it. Explain that this is a word and that it is made up of the letters: b-e-a-r.

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Learning to Measure Week #4 Activity #1 Goldilocks and the Three Bears Science Inquiry Cycle: Reflect and Ask Read todayâ&#x20AC;&#x2122;s story. Ask if anyone has ever been to a play where people act out a story. Explain that you will be doing this today. Talk about how you can do this.

Plan and Predict Plan the materials needed for acting out the story. Discuss how to decide which objects are the right size for each bear. Decide who will play the parts and who will play the musical instruments to represent each character.

Mathematics Monday: Have several sets of small, medium, and large objects. Mix them up and ask the children to order them by size.

Act and Observe Practice acting out the story in small groups. Be sure that everyone gets a chance to participate using the props. Talk about which props each bear should use and why.

Report and Reflect Talk about the experience of acting out the story. What other ways could you act it out? Puppets? Costumes?

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Learning to Measure Week #4 Activity #2 Making Porridge Concepts: Scientists sometimes follow directions to make things. A recipe is a set of directions to make food.

Learning Goals: Children measure ingredients and follow a recipe to make porridge. They graph their choices of toppings. Things to Talk About:

Vocabulary: hot/warm/cold porridge temperature

What is your favorite part of this story?

Materials:

What are some healthy choices to eat for breakfast?

oatmeal bowls spoons cooking pot hot plate or microwave water toppings â&#x20AC;&#x201C; sugar, brown sugar, honey, cinnamon sugar, raisins

How could we cool down our porridge?

Why is it important to eat a good breakfast?

Read and Talk About: Goldilocks and the Three Bears retold by Valeri Gorbachev Page 85

Learning to Measure Week #4 Activity #2 Making Porridge - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk about the importance of eating a good breakfast. Ask the children what they like to eat for breakfast. Ask if anyone has ever had hot cereal. What kinds? Explain that today they will make their own hot cereal called porridge just like the three bears did. Talk about the recipe they will follow. Tell the children that today you are going to read the story of the three bears again, but from a different book. Show the cover of the book and compare it to yesterdayâ&#x20AC;&#x2122;s. How are they the same and different? Read the book together and compare it with the previous one. Discuss who preferred which book and why. Introduce P/p for porridge. Demonstrate how to make the letter. Compare them to B/b. Teach children the Making Porridge chant. Teach them the motions and have them perform them to a steady beat. Draw attention to the rhyming pairs: =!/<0!/. Change them to#=."<2."9 Mix the porridge, stir the porridge

Print Awareness

Warm it in a pan (pot).

(pantomime stirring to the beat of the chant)

Shake some sugar, add some raisins

(shake one hand over imaginry pot to the beat of the chant)

Eat it if you can (while itâ&#x20AC;&#x2122;s hot)!

(bring imaginary spoon to your mouth to the beat of the chant)

Write the words to the Making Porridge chant on large chart paper. Provide a pointer and have one child point to the words as you say them.

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Learning to Measure Week #4 Activity #2 Making Porridge Science Inquiry Cycle: Reflect and Ask Talk about the story. Ask if they can remember what Goldilocks ate that belonged to the bears. What is porridge? Why didn’t the bears eat the porridge right away when Mama Bear made it? Introduce the word temperature and the concepts hot, warm, and cold.

Plan and Predict Mathematics Tuesday:

Ask what the children think porridge is and how they would make it. What ingredients and other materials would you need to make it? What kinds of toppings do they think would be good on porridge?

Play “feed the bears” – provide stuffed animal bears, Teddy Grahams, and a die. Roll the die and count out the matching number of Teddy Grahams to feed your stuffed bear (or eat them yourself!).

Act and Observe Make porridge by following the recipe on the oatmeal box. Talk about measurement as you put the ingredients together. Talk about the ingredients you are using. When the porridge is made, ask each child what topping they want. Have them write their name (however they do it) on the ‘topping chart’ in the column that represents their choice.

Report and Reflect Discuss the porridge and how it tasted. Ask the children what temperature they liked their porridge to be – hot, warm, or cold? Look at the toppings chart and discuss the choices they made. Which topping did the most people choose? Which topping did the fewest people choose? Would it be okay to have all the toppings? Page 87

Learning to Measure Week #4 Activity #3 Mix and Match Character Graphing Concepts: Scientists sometimes use a graph to show information. A graph displays what we have learned from an activity.

Learning Goals: Children will work in small groups to create a graph of the various sizes of characters and props in the three bears story. They will organize these by size and create labels that explain the graph.

Vocabulary: graph label small/medium/large

Materials: 4$%%(*"=5$-0"5-"1$&%(,"=5$-0 paper copies of characters from the story (available from Google Images) paper copies of the bowls, chairs, and beds from the story (print and laminate these â&#x20AC;&#x201C; put Velcro or magnets on the back to use to make the chart) labels for your graph: baby bear, mama bear, papa bear, Goldilocks

Things to Talk About: What are characters in a story? What are some of your favorite characters on television? What other science activities have we done that used a graph to tell us information? Could we make a graph about television characters? What would the graph look like?

Read and Talk About: Deep in the Forest by Brinton Turkle Page 89

Learning to Measure Week #4 Activity #3 Mix and Match Character Graphing - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Ask children to recall the characters in the story of the three bears. Which character is their favorite? Why? Ask if they have any favorite characters from other stories that you have read. Why do they like these characters? Explain that authors have to think about how to make their characters appealing to the reader. Ask what makes a good hero or a good scary character. Todayâ&#x20AC;&#x2122;s story is a wordless picture book that changes the three bears story around a little bit. Guide children to look closely at the illustrations. The cover provides a hint that baby bear is going to be important in this story. As you read the story together, compare this version with the original version. How are they the same? How are they different? Review B/b for bear. Invite some children to write the letters on large chart paper. Try making the letters in three different sizes: small, medium, and large. Retell Goldilocks and the Three Bears using props and instruments. Read the story aloud, encouraging the children to respond to the characters by speaking their names rhythmically: pa-pa-bear, ma-ma-bear, ba-by-bear, and Gol-di-locks. For example, Once upon a time there were three bears. First there was the biggest bear: PA-PA BEAR, PA-PABEARâ&#x20AC;Ś Using three sizes of hand drums and another completely different instrument for Goldilocks can further highlight the size of the characters. As you create the graph with children, focus attention on the labels that go on the graph. Talk about how labels help people understand what a graph is telling them.

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Learning to Measure Week #4 Activity #3 Mix and Match Character Graphing Science Inquiry Cycle: Reflect and Ask Recall the props that you have been using to act out the story of the three bears. Show the laminated cut-outs and ask children to talk about the various sizes of the items. Why do certain sized props go with a certain bear?

Plan and Predict Mathematics Wednesday: Provide materials for the children to sort by size â&#x20AC;&#x201C; small, medium, and large or just small and large depending on the skills of individual children.

Review small, medium, and large. Tell children that today they will create a graph with the cut-outs. Ask for ideas about how the cut-outs could be arranged. What goes together? Why?

Act and Observe U5-:"6+,2"31$**"&-5'C3",5"1$:(",2(+-"&-$C23"5%",2("4$%%(*"=5$-0"5-"1$&%(,"=5$-0<""X256" them how to create labels for the parts of the graph.

Report and Reflect Provide each group with non-laminated pieces, a large sheet of paper, labels and glue. Have them work together to create a permanent graph like the one they made on the 4$%%(*"=5$-0<""J51C$-(",2("&-$C23"1$0("=/"($.2"&-5'C",5"3(("256",2(/"$-("3+1+*$-"$%0" different.

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Learning to Measure Week #4 Activity #4 Acting Out the Story Concepts: Scientists work together and share their ideas.

Learning Goals: Children will use their knowledge of small, medium, and large to dramatize a story.

Vocabulary: audience character pretend small/medium/large

Materials: props from previous days

Read and Talk About: The Three Bears by Paul Galdone

Things to Talk About: Have you ever pretended to be somebody else? What will you do if someone wants to be the same character as you do? Why did Goldilocks come into the bearsâ&#x20AC;&#x2122; house? Do you think she should have gone into the house? Why or why not?

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Learning to Measure Week #4 Activity #4 Acting Out the Story - Language and Literacy

85"-*1.?&'&>1)%".1.? Reading Comprehension Alphabet Awareness Phonological Awareness

Print Awareness

Today’s activity is a wonderful opportunity for each child to speak in front of the whole group. Talk about what makes this effective – using a loud voice, speaking clearly, and looking at the audience. Also, talk about the characteristics of a good audience. As you re-read The Three Bears, encourage the children to listen carefully so they will know what to do and say when they act out the story. Explain the word pretend and talk about how they can pretend to be a character in the story. Introduce G/g for Goldilocks. Point out the sound of the letter G in this word. Demonstrate how to make the letter and compare it to an upper-case C. Support the children in breaking the characters’ names into syllables and playing the rhythm with instruments. Repeat the 3-beat pattern several times by clapping it, patting it, and stomping it. Talk about how to change the sounds to represent the different characters. Encourage children to use their voices to convey character, making loud and quiet, high and low sounds as appropriate. Compare the illustrations from the Paul Galdone version of the story with those from another version. Ask the children which they prefer and why. Ask which ones help them understand what is happening in the story.

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Learning to Measure Week #4 Activity #4 Acting Out the Story Science Inquiry Cycle: Reflect and Ask Talk about reading and acting out the story earlier in the week. Explain that today they are going to act out the story again in small groups and that each group will have the opportunity to do this for an audience. Ask the children to recall the story characters and what materials are needed.

Plan and Predict Mathematics Thursday: Use sponge painting stamps in small, medium, and large sizes. Have the children identify the size of their stamps as they make their art work.

Divide the children into groups of about 5. Meet with each group to plan how they want to act out the story and the materials they need. Talk about ways to represent small, medium, and large.

Act and Observe Each of the small groups will get their materials together, create an announcement for their play, and act it out for their audience.

Report and Reflect Talk with each group about how their play went. Was the story complete? Is there anything they would like to change next time? Ask each child to make a drawing of their favorite part of the story and write their dictated description on it. Compile these into a class book.

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Learning to Measure Week #4 Activity #5 Small, Medium and Large Concepts: Objects can be compared and sorted into categories based on size. Size is a relative comparison – an object that is small in comparison to one object may be large in comparison to another.

Learning Goals: Children will categorize and sort a variety of everyday objects into 3 size categories – small, medium, and large. They will add new items and talk about how size is a relative comparison.

Vocabulary: large/big medium size small/little

Materials: a variety of everyday items that come in three sizes – cars, dolls, blocks, stuffed animals, and so forth

Read and Talk About:

Things to Talk About: What are some things that you use every day that come in different sizes? What happens to your shoes and your clothes as you grow? Why was baby bear small? Will he ever get big? Are you small or big? Who are you bigger than? Who are you smaller than?

The Snow Bears by Jan Brett Page 97

Learning to Measure Week #4 Activity #5 Small, Medium and Large - Language and Literacy

85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Use shoes in various sizes to explain that size is a relative concept. For example, a child’s shoes may seem small compared to an adult’s, but big compared to baby shoes. Ask the children if they can think of other items like this. Tell children that today’s story will be similar to the other three bears stories, but it will have some big differences, too. Show the front cover and ask the children what they notice is different. Explain that this story does not take place in the forest. Read the story and talk about how it compares with the other three bear stories. Review B/b for bear. Provide magnetic letters to use on magnet boards. Sing The Eency-Weency Spider with children. Explain that eency-weency means small. Ask the children how they could change their voices to sing a song about a big spider and sing it again. Next change it to a medium spider. Have 3 spider pictures in the 3 sizes for the children to hold as they sing the song. Take photos of today’s activity and support the children in making a poster about the activity. Demonstrate how to make labels and a title for the poster.

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Learning to Measure Week #4 Activity #5 Small, Medium and Large Science Inquiry Cycle: Reflect and Ask Discuss with children what the chairs in the story were like. What kind of chair did Papa Bear have? Mama Bear? Baby Bear? What about the beds? How did you know what belonged to each bear? Show children three sizes of the letter B cut out of foam. Have them identify which is large, medium, and small.

Mathematics Friday: Use small, medium, and large stamps to make patterns on strips of paper. Children can choose two sizes and make simple ABAB patterns or make an ABCABC pattern depending on how well they can follow patterns.

Plan and Predict Tell children that during small group they will be sorting many objects by size. Demonstrate how one object can look small compared with one thing and big compared with another. How do we decide what size an object is?

Act and Observe During small group have children make signs that say small, medium, and large. Show them the objects you have collected and ask them to sort these into categories. Encourage children to compare similar objects as a basis for sorting them by size.

Report and Reflect D$*:"$=5',"256"/5'"35-,(0",2("5=K(.,3<""X(("+7".2+*0-(%".$%";%0"%(6"5=K(.,3"$-5'%0",2(" room to add to the collection.

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Thank you for using the ScienceStart Learning to Measure Month. We hope you enjoyed your experience! Your feedback is important to us. Please contact us with your comments and suggestions at www.ScienceStart.com.com.

Module 2 Unit 3

Explore.

Experiment. Question.

Integrate.

Color OVERVIEW Many parents and preschool teachers indicate that one goal they have for preschool children is to learn to identify colors. Our goal is not only for children to be able to name colors, but also to understand how colors are related to one another. The best way for children to do this is to participate in multiple activities using color materials and to talk with adults and other children as they do so. Additionally, the following learning goals can be achieved as the children participate in LiteraSci color activities:

Science !" Becoming familiar with the science cycle of reasoning !" Understanding how to make a prediction and comparing it with " #$%&$'( !" Discovering that doing an experiment several times will produce similar results each time.

Literacy !" Being exposed to and using new vocabulary words !" Relating story information to personal experiences !" Developing sight recognition of color words !" Using descriptive language

Mathematics !" Beginning to understand how to sort and categorize materials by their characteristics !" Counting sets of objects !" Following and creating simple patterns

Color Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2011 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Please visit our website at: www.literasci.com

Table of Contents for Color Month Teaching Science with ScienceStart

What Should I Know?

Name of Module Overview

Week #3: People Use Colors

Week #1: Exploring Color

Center-Based Play Materials & Activities

Lesson #1: Painting Rainbows

Lesson #2: Classroom Sculpture

Center-Based Play Materials & Activities

Lesson #3: Making Crayons

Lesson #1: Color Water Bottles

Lesson #4: Making Pastels

Lesson #2: Water Painting

Lesson #5: Field Trip to the Art Gallery

Lesson #3: Corn Syrup Colors

Lesson #4: Scavenger Hunt for Colors

Center-Based Play Materials & Activities

Lesson #5: Popsicles

Lesson #1: Colors Outside My Window

Lesson #2: People Colors

Lesson #3: Colors in My Environment

)*((+$",-."/01+230'*"

Lesson #5: Colors in the Dark

Week #4: Colors in Nature

Week #2: Mixing Colors Center-Based Play Materials & Activities

Lesson #1: Colorful Viewing Tubes

Lesson #2: Coffee Filter Colors

Lesson #3: Colorful Clay

Lesson #4: Melting Color Cubes

Lesson #5: Fingerpainting

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Teaching Science with ScienceStart )0$'20'*6"7&8*90:;"0$%"108<*108&:("3+="$0829077;">9+1"<0$%(?+$"(:&*$:*6"=<&:<"&("8<*"0:8&@&8;" of learning about the everyday world. Learning about the everyday world is as fundamental to the early childhood years as learning to walk, talk, and interact with others. With ScienceStart children build a rich knowledge-base that supports further learning and higher-order skills 7&A*" :70((&#:08&+$" 0$%" %90=&$'" &$>*9*$:*(B" " )0$'20'*6" 7&8*90:;6" 0$ %" 108<*108&:(" 09*" C0(&:" tools for learning that develop as children engage in ScienceStart inquiry activities and share their questions and observations with others. Preschool children have the abilities to do science. D$">0:86"E%+&$'"(:&*$:*F"#8("8<*"=0;(":<&7%9*$"7*09$."C;"*GH7+9&$'6"9*H*08&$'"0$%":+112$&:08&$'" hands-on, multi-sensory activities. It is crucial that children carry out the activities themselves and that they have opportunities to repeat and vary the activities and to talk about what they 09*"%+&$'"0$%"#$%&$'"+28B"I<*"'+07("+>"(:&*$:*"7*09$&$'"&$"*097;":<&7%<++%"09*"8+"*GH7+9*6" build concepts, and build vocabulary to communicate these concepts. There is an emphasis on trial and error rather than on “right answers” and so teachers do not need to “know all the answers.” Teachers do need to help children ask questions and discover for themselves. A 4-Step Science Cycle supports systematic guided inquiry, helping children “learn to learn.” J*:02(*" 7*09$&$'" 0$%" %+&$'" (:&*$:*" 9*7&*(" +$" :<&7%9*$K(" #9(8<0$%" *GH*9&*$:*6" &8" &(" 07=0;(" meaningful and provides a motivating context for learning language, literacy, and mathematics. Hands-on inquiry science fosters a classroom community that easily includes all children. Because ScienceStart activities can be done in many ways, they engage children who have different learning styles and are at different developmental levels. As teachers observe children doing science activities, they can respond to individuals’ strengths and needs. Because inquiry science emphasizes exploration and trial and error as important ways to learn, children focus on learning rather than on avoiding mistakes.

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The Science Cycle is a powerful teaching tool. I<&(":;:7*"(2HH+98("0:8&@*"7*09$&$'"C;"+9'0$&L&$'"&$M2&9;B"D8(">+29"H<0(*("C9&$'"8<*"(:&*$8&#:" method into LiteraSci classrooms. All LiteraSci lessons use the Science Cycle. !"#"$%&'&()* begins the cycle. Teachers should talk with children and ask them to think and share their knowledge about a topic. The teacher can introduce new vocabulary and read #:8&+$"+9"$+$#:8&+$"C++A("8+"<*7H":<&7%9*$"8<&$A"0$%"807A"0C+28"8<*"8+H&:B"N*:077&$'"H9*@&+2(" (:&*$:*"0:8&@&8&*("<*7H(":<&7%9*$"9*3*:8"+$"=<08"8<*;"A$+="0$%"0(A"$*="M2*(8&+$(B"I<*"8*0:<*9" and other adults in the classroom can model asking questions using phrases such as: “What do you think will happen if we …?” +,-.&'&+/"01$% is next. The teacher should help children plan what to do in the science activity that will get information to help answer their question. They may discuss what materials they need and where to do the activity. The teacher should encourage children to make predictions about the outcome of the activity, accepting all answers. They then move forward with: “Let’s see what happens!” ($%&'&23)"/4" is the phase during which children carry out the science activity. Teachers may model the activity to help children understand what to do, but it is essential that each child does the science activity. Teachers should expect children to vary the activity as there is no one “right” way to do it. The teacher should talk with children about what they are doing and support conversation among the children. In some cases, this phase is best carried out in small groups. !"56/%&'&!"#"$%"&("8<*"#$07"H<0(*"+>"8<*"(:&*$:*":;:7*B"/<&7%9*$"(<+27%"807A"0C+28"=<08"8<*;" observed and what new ideas and questions they have. There are many ways for children to represent what they have learned. Reports can be graphs, class-made books, a poster with photographs, a journal entry, a drawing or a conversation.

The LiteraSci Curriculum was developed at the University of Rochester by Dr. Lucia French, a specialist in language and literacy development and Kathleen Conezio, an expert on early literacy and science who also serves as a science advisor to Sesame Street. For 15 years, we have collaborated with hundreds of teachers to continually improve LiteraSci. Development of LiteraSci has been supported by more than $5,000,000 in grants from the National Science Foundation and the United States Department of Education. LiteraSci is easy to use with English Language Learners and children with special needs. Research shows that children at all socioeconomic levels make substantial gains in language, literacy, and science knowledge when their teachers use LiteraSci.

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What Should I Know? Children are very aware of color in their world. While it can be very frustrating to try to directly â&#x20AC;&#x2DC;teachâ&#x20AC;&#x2122; children color names, three- and four- year-olds learn the names easily when they are used during meaningful activities such as those provided in the LiteraSci Curriculum. When Exploring Color and Mixing Colors, it important to know about :,/$!,%#4.'.,2#and secondary colorsB""I<*"%*#$&8&+$"+>" primary colors is the minimum number of colors from which all other colors can be mixed. Secondary colors are created by mixing together two primary colors. But what are the primary colors? The answer to this question is complex. When working with color pigments, red, yellow, and blue have traditionally been considered the primary colors. Secondary colors are green (yellow and blue), purple (red and blue), and orange (red and yellow). Red, blue and yellow are the primary colors used in this curriculum because these three colors can be mixed together using many readily available materials such as paint, food coloring, playdough, cellophane, and markers. However, red, blue, and yellow are not the only set of three colors that can be combined to create all other colors. Orange, green and violet were the primary colors in early color photography. Cyan, yellow and magenta are the primary colors used in commercial printing (e.g., magazines) and printing from desktop computers. When light sources (instead of pigments) are being mixed (e.g., spotlights, TV screens, computer monitors) the primary colors are typically red, blue, and green. Red and green light combine to produce yellow. Red and blue light combine to produce magenta. Blue and green light combine to produce cyan. Whichever scheme of three primary colors is used, mixing all three colors produces brown. The shades of secondary colors are created by varying the proportion of the primary colors. Black and white cannot be created by combining other commonly available pigments. All colors can be made lighter or darker with the addition of white and black pigments. @(:'/4!"/.0 is an important concept in science. This means that repeating the same experiment produces the same result. Children can experience this concept and talk about it during the LiteraSci"0:8&@&8&*(B""O0:<"8&1*"8<*;"1&G"(H*:&#:"H9&109;":+7+9(" (e.g., red plus yellow), the result will be similar (e.g., orange). Young children will see that doing an experiment in the same way will give them the same or similar results. This is true whether they use paints, food color, markers, or playdough. Noticing and talking about the consistency of results allows children to make generalizations and to learn to base their predictions on Page 9

8<*&9"H9*@&+2("#$%&$'(B"P+9"*G01H7*6"8<*&9"H9*%&:8&+$"0C+28"=<08"=&77"<0HH*$"=<*$"8<*;"1&G"C72*"0$%";*77+="H70;%+2'<":0$" be based on their previous experiences with mixing blue and yellow paints. When learning about how People Use Colors, we must realize that people think about and use color in many of their daily activities. Young children often talk about having favorite colors and enjoy selecting clothing to wear in these colors. They 07(+"*$Q+;"2(&$'":+7+9("&$"8<*&9"098"*GH*9&*$:*(B""R*9(+$07">**7&$'("0C+28":+7+9"09*"&$32*$:*%"C;":27829*"0$%"*GH*9&*$:*(B""P+9" example, many children in the United States talk about pink being a “girl color” because it is most often used for clothing and other items designed to be purchased for girls. Artists and designers frequently talk about colors as being either warm or cool. Colors in the red area of the spectrum are known as warm colors, including red, yellow, and orange. These colors are also associated with emotions – sometimes feelings of warmth and comfort and sometimes feelings of anger or hostility. Colors on the blue side of the spectrum are known as cool colors and include blue, purple and green. These colors are often described as calm, and can also be associated with feelings of sadness or the blahs. Some scientists have found that actual physiological changes take place in human beings when they are exposed to certain colors. They have found that colors can stimulate, excite, depress, tranquilize, increase appetite and create a feeling of warmth or coolness. In learning about Colors in Nature, colors are formed in two ways – pigmentation and structure. Pigments like the melanin in skin and many animal furs produce blacks, browns, reds, and yellows. Plants are green due to chlorophyll, the pigment involved in transforming the sun’s energy into energy for plants. Colors in nature are used for survival. Aspects of survival &$:72%*"08890:8&@*$*(("8+"H+8*$8&07"108*(6":01+230'*6"0$%"=09$&$'"+8<*9"0$&107("8+"(80;"0=0;B""S09$&$'":+7+9("10A*"0$" 0$&107"1+9*"@&(&C7*"=<&7*":01+230'*"H088*9$("0$%":+7+9("<*7H"0$&107("C7*$%"&$8+"8<*"(299+2$%&$'("8+"0@+&%"H9*%08+9(B""D$" humans, skin color is determined primarily by the amount of melanin. Skin color can range from almost black (very high concentrations of melanin) to nearly colorless (low levels of melanin combined with a pinkish hue cause by blood vessels under the skin). Variations in skin color are mainly genetic in origin. Participating in LiteraSci activities will also help children understand that their eyes see colors and that the ability to see color depends on the amount of available light. The retina of the eye (considered to be a part of the brain) contains millions of light-sensitive receptor cells that process the light into nerve impulses and pass them along via the optic nerve to the cortex of the brain. Rod cells in the retina are responsible for vision in low light levels and transmit mostly black and white information. Cone cells are activated at <&'<*9"7*@*7("+>"7&'<8"&$8*$(&8;"0$%"09*"9*(H+$(&C7*">+9":+7+9"@&(&+$B""D8"&("1+9*"%&>#:278"8+"(**" color at night and in dark places because the cone cells are much less responsive. Page 10

Color Month Overview Week 1

Science Activities Water bottle colors Water painting Corn syrup colors Scavenger Hunt Popsicles

Books to Read AB#C.'.,2#!0-#81/0*2#by Tana Hoban Cat’s Colors by Jane Cabrera Is It Red? Is It Blue? Is It Yellow? by Tana Hoban Color book children create

Literacy Highlights Alphabet letters - R/r, B/b, Y/y, P/p Discussing worldless picture books Using descriptive language Rhyming

Colorful Viewing Tubes

Brown Bear, Brown Bear by Bill Martin, Jr.

Alphabet letters - O/o, G/g, P/p

Coffee Filter Colors

Mouse Paint by Ellen Stoll Walsh

Using descriptive language

Colorful Clay

Little Blue, Little Yellow by Leo Lionni

Making predictions

Melting Color Cubes

A Color of His Own by Leo Lionni

Relating stories to science activities

Fingerpainting Painting Rainbows

A Rainbow of My Own by Don Freeman

Alphabet letters - R/r, S/s, C/c, A/a

All the Colors of the Rainbow by Allan Fowler

Listening and counting syllables

White Rabbit’s Color Book by Alan Baker

Labels and signatures

Making Pastels

Mouse Paint by Ellen Stoll Walsh

P&:8&+$"0$%"$+$?#:8&+$"

Field Trip to the Art Gallery Colors Outside My Window

I Ain’t Gonna Paint No More! by Karen Beaumont 81!0D#E.+;#=.,'-#by Alice B. McGinty

Alphabet letters - N/n, S/s, C/c

81(#C.'.,2#.B#F2#by Karen Katz

Using descriptive language

People Colors

G/3/0*#C.'.,#by Steve Jenkins

Tracking print as you read

Colors in Nature /01+230'*

C!$.+5!*(H#C1!0*/0*#".#I/-(#by Bobbie Kalman

Differentiating between text and illustrations

Colors in the Dark

J..-0/*1"#K..0#by Margaret Wise Brown

Syllables and rhyming

Classroom Sculpture Making Multicolored Crayons

Sharing prior knowledge

Math Highlights Sorting objects by color Counting small sets of objects Using measuring cups Following simple patterns Making simple patterns Counting small sets of objects Recognizing and naming basic shapes Understanding more and less Sorting objects by different characteristics Following patterns Making patterns Page 11

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #1: Exploring Color Dramatic Play !" colorful dress-up clothes !" colorful play food

Art Center !" string, Fruit Loops for necklaces !" scrap construction paper for collages !" chalk for wet chalk drawing

Block Area !" Duplo Blocks !" Bristle Blocks

Manipulatives !" colorful sorting toys !" pattern blocks !" puzzles with color words

Large Motor Play !" !" !" !"

Twister game neighborhood color hunt dance with colored streamers parachute play

Science Table !" !" !" !"

color paddles 30(<7&'<8( kaleidoscopes colorful food labels

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Color Month Week #1 Activity #1 Water Bottle Colors Concepts: Color is a characteristic of most things in the world around us. Colors can be named.

Learning Goals: Children will identify red, blue, and yellow objects around them.

Vocabulary: blue funnel primary yellow

Materials: funnel 30(<7&'<8( food coloring ice cube trays clean 1-liter bottles (without labels)

bottle mix red

Things to Talk About: What does shaking the bottle do to the food coloring? Do things look different through the bottle? Do they look bigger or smaller? Can you see light from 8<*"30(<7&'<8T""S<08" color is it? What color will the water be after it freezes?

Read and Talk About: AB#C.'.,2#!0-#81/0*2#by Tana Hoban Page 15

Color Month Week #1 Activity #1 Water Bottle Colors - Language and Literacy

85"-*1.?&'&>1)%".1.?

U(A"+H*$?*$%*%"M2*(8&+$("8+"#$%"+28"=<08"8<*":<&7%9*$"079*0%;"A$+="0C+28":+7+9(B""P+9" example, “What colors do you see in the classroom?” Have the children make predictions about what will happen when food coloring is added to a bottle of water.

Reading Comprehension Point out that today’s book is a wordless picture book. Talk about the photographs and Alphabet Awareness Phonological Awareness Print Awareness

their colors. The letters for today are C/c for color and crayon, R/r for red, B/b for blue, and Y/y for yellow. Be sure to use the lower case form of the color word letters as this is how they are written on crayons and markers. Play a rhyming game to see if the children can think of words that rhyme with the color “red” – use picture clues if necessary – bed, head, for example. Make a color word chart with the children by cutting out magazine and catalog pictures to go with each color word – you may want to begin this by just doing red, yellow, and blue. Add the color words to the word wall. Display the color word chart that the children make.

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Color Month Week #1 Activity #1 Water Bottle Colors Science Inquiry Cycle: Reflect and Ask Talk with the children about colors they see around them. Ask them to name their favorite colors.

Plan and Predict Mathematics Monday: Sort small toys and manipulatives into color categories â&#x20AC;&#x201C; red, blue, yellow. U(";+2"=+9A6"#$'*9? count the number of drops of food coloring that children add to the water bottles and write this numeral on a chart.

Show the children the materials that you will be using: the water bottles, water in a pitcher, a funnel, a measuring cup, and food coloring. Ask the children what they predict will happen to the bottles full of plain water if food coloring is added.

Act and Observe V(&$'"8<*"1*0(29&$'":2H"0$%"8<*">2$$*76"<0@*":<&7%9*$"<*7H";+2"#77"8<9**"C+887*("+>"=08*9B"" With your support, have children add several drops of red food coloring to one bottle, yellow to the second, and blue to the third. Observe and talk about how the colored drops move through the water. Help the children place caps on the bottles, tighten them, and shake well. Have the children hold bottles up to the light so that everyone can look through 8<*1B""W0@*":<&7%9*$"(<&$*"0"30(<7&'<8"8<9+2'<"8<*"C+887*"0$%"%*(:9&C*"=<08"8<*;"+C(*9@*B

Report and Reflect In a small group, repeat the activity and talk about what happens. Make observations and talk about how the colored drops move through the water. Have the children draw a picture of what they saw happening. Page 17

Color Month Week #1 Activity #2 Water Painting Concepts: Colors can be combined to produce new colors.

Learning Goals: Children will paint with primary color paints. They will notice that new colors are made when colors combine.

Vocabulary: brush mix rinse paint, painting tray

Materials: water paints (red, blue, yellow) paper brushes cups of water to rinse brushes

Things to Talk About: Can the primary colors be mixed to make new colors? Are the results always the same? Is there a pattern like “red and yellow make orange”? What happens when all three colors are mixed? Once colors are mixed, can you take them apart again?

Read and Talk About: Cat’s Colors by Jane Cabrera Page 19

Color Month Week #1 Activity #2 Water Painting - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Today’s discussion should focus around the 3 primary colors – red, yellow, and blue. Use the term “primary colors” as you talk about them. Have the children dictate a sentence or description to you for their painting and include this when you display the art work. As you read the book, talk about the pattern of question and answer that the author uses. Ask each child to tell what his favorite color is and why. Today you can review the letters R/r, B/b and Y/y for red, blue, and yellow. Focus on the letter P/p for paint and painting. Demonstrate how to make all of the letters. Focus on the sound of the letter P/p and make a list with the children of words that begin with P/p. Display the water paintings with the children’s descriptive sentences. Have each child create a page for a “favorite color” book. Save these for Thursday’s activity.

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Color Month Week #1 Activity #2 Water Painting Science Inquiry Cycle: Reflect and Ask Read and talk about todayâ&#x20AC;&#x2122;s book. Ask the children about times they have used paints. What colors of paint do they like to use? What kinds of paintings did they make?

Plan and Predict Mathematics Tuesday: Cut 2â&#x20AC;? squares of construction paper in red, blue, and yellow. Support the children in making ABAB color patterns using the colorful squares.

Support children in making a plan about where they will paint and what materials they will need. Talk about how they can use red, blue, and yellow to make other colors.

Act and Observe Support the children in painting with the primary colors. As they paint, encourage them to try mixing some colors to see what happens.

Report and Reflect Display paintings when dry. Discuss how new colors were made.

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Color Month Week #1 Activity #3 Corn Syrup Colors Concepts: Colors can be combined to produce new colors.

Learning Goals: Children will mix food coloring with corn syrup. They will use the colored syrup to paint. Things to Talk About:

Vocabulary: colorless mix same sticky

Materials: heavy paper spoons paint brushes food coloring small bowls corn syrup

corn syrup new shiny thick

How is painting with corn syrup like water painting? How is it different? Could you eat your painting? Why or why not? Did you make any new colors? How did you do it? How else do you think cooks use food coloring?

Read and Talk About: AB#C.'.,2#!0-#81/0*2#by Tana Hoban Page 23

Color Month Week #1 Activity #3 Corn Syrup Colors - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Begin by recalling with the children the activity of making colored water bottles. Ask them what color bottles they made. Ask if there are any other colors they would like to make – how might they do that? Recall the water painting activity – were there times when the paints mixed together to make new colors? Use this discussion as the basis for today’s science activity. Today you will be reading another wordless picture book. Focus on naming the items on each page and identifying the one that is different. Ask the children to name some items that they would photograph for the pages. You can review the letter P/p today for :!/0"/0*. Demonstrate how to make the letter and have children write it on chart paper. As you name some of the items on the pages in today’s book, have the children say the name and clap the syllables for that picture. Cut out some magazine pictures ahead of time so the children can make their own picture book pages similar to the ones in today’s book.

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Color Month Week #1 Activity #3 Corn Syrup Colors Science Inquiry Cycle: Reflect and Ask Show children the corn syrup and talk about what it is and what it is usually used for. Ask children how could we make the corn syrup different colors? How could we paint with it?

Mathematics Wednesday: Cut 2â&#x20AC;? squares of construction paper in red, blue, yellow, orange, green and purple. Show the children how to write a color combining equation. For example, red square + yellow square = orange square. Use the construction paper squares, not the words. Tell the children the meaning of the symbols + and =. Show them how to read the equation.

Plan and Predict Support children in making a plan about how to make the corn syrup different colors, about where they will paint and what materials they will need. Talk about what will happen if the colors mix on the paper.

Act and Observe Work together to make different colors of corn syrup and use these to paint.

Report and Reflect Display the paintings and talk about how they were made. If you did it again, would they be the same or different?

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Color Month Week #1 Activity #4 Scavenger Hunt for Colors Concepts: Colors are found everywhere in our environment.

Learning Goals: /<&7%9*$"=&77"#$%":70((9++1"+CQ*:8("+>"@09;&$'":+7+9(6"&%*$8&>;"0$%"108:<":+7+9(6"0$%":9*08*" a chart to display the number of objects of each color that were found.

Things to Talk About:

Vocabulary:

Does everything have 0":+7+9T""/0$";+2"#$%" something that has no color?

color words names of classroom objects most often, least often same, different scavenger hunt

Materials: general classroom materials chart paper markers

Read and Talk About: Is it Red? Is it Blue? Is it Yellow? by Tana Hoban

What are the primary colors? Do you see more of these than other colors? What would the world look like if everything were the same color? What is your favorite color? Why? Does everyone like the same color? Page 27

Color Month Week #1 Activity #4 Scavenger Hunt for Colors - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Todayâ&#x20AC;&#x2122;s activity will allow the children to use language freely to name and describe 8<*"&8*1"8<*;"#$%"%29&$'"8<*"(:0@*$'*9"<2$8B""O$:+290'*"8<*"+8<*9":<&7%9*$"8+"C*"0:8&@*" listeners. You may need to do this activity in small groups if the children have trouble listening for an extended period. As you reread Is It Red? Is It Blue? Is It Yellow? ask the children to think about where they have seen the items. Encourage them to share their ideas. Review the letters R/r, B/b, and Y/y. Remind children of how each letter is made. Look for them in the names of children in the classroom. Show the children some picture cards of items that begin with the B/b and the R/r sound. Support the children in sorting the cards into the two sound categories. Assemble the pages for the book that you are creating about favorite colors. Have the children help make the cover. Talk about who the authors and illustrators of this book are. Display the book.

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Color Month Week #1 Activity #4 Scavenger Hunt for Colors Science Inquiry Cycle: Reflect and Ask Ask children to look all around the classroom. Where do you see colors in the classroom? What colors do you see?

Plan and Predict Mathematics Thursday: Sort the items you found on the scavenger hunt by their colors. Count the number of items in each group. Write the numerals for the children to see. Talk about which color had the most and the least.

Support the children in making a plan to bring different colored objects from around 8<*":70((9++1"8+"8<*"'9+2H"1**8&$'B""W+=":+27%"*0:<"H*9(+$"#$%"0$"&8*1"8+"C9&$'"8+"8<*" '9+2HT"W+="10$;"%&>>*9*$8":+7+9("=&77"=*"#$%T""S<&:<":+7+9"%+";+2"H9*%&:8"=*"=&77"#$%" 1+(8"+>8*$T"W+=":+27%"=*":9*08*"0"'90H<"8+"(<+="<+="10$;":+7+9("=*"#$%"&$"8<*"9++1T

Act and Observe Have each child bring an object to the large group circle. Sort the objects by color and :9*08*"0"'90H<"+$"8<*"3++9B""R28"077"+>"8<*"9*%"+CQ*:8("&$"+$*"7&$*"0$%"077"+>"8<*"C72*"+CQ*:8(" in another line and so on. Use colored squares of construction paper to recreate the graph on chart paper.

Report and Reflect )++A"08"8<*"'90H<"0$%"807A"0C+28"&8B""S<08":+7+9"%&%";+2"#$%"8<*"1+(8"+>8*$T""S<08":+7+9" %&%";+2"#$%"8<*"7*0(8"+>8*$T""/0$";+2"8<&$A"+>"(+1*":+7+9("8<08";+2"%&%$K8"#$%"&$"8<*"9++1T

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Color Month Week #1 Activity #5 Popsicles Concepts: Colors are seen in the foods we eat.

Learning Goals: /<&7%9*$"=&77":9*08*":+7+9>27"H+H(&:7*("C;">9**L&$'"%&>>*9*$8"30@+9("+>"X++7?U&%B

Vocabulary: :<&77" " freeze mix recipe

Things to Talk About: "

30@+9 layer popsicle

Materials: paper cups pitchers for mixing craft sticks or plastic spoons 0"@09&*8;"+>"X++7?U&%"30@+9( measuring cups

Read and Talk About:

Does all food have color? How does the color get into the food? What color is your favorite food? Is there a color of food you donâ&#x20AC;&#x2122;t like? Why? Why do we have to wait between layers? Y+*(":+7+9"0>>*:8"30@+9T"" Why or why not?

Read the favorite color book that the children created. Have each child read his or her own page. Page 31

Color Month Week #1 Activity #5 Popsicles - Language and Literacy 85"-*1.?&'&>1)%".1.? Reading Comprehension Alphabet Awareness Phonological Awareness

In today’s activity the children will need to listen carefully and follow directions. Display the recipe and refer to it as you explain how to make the popsicles. Support children with verbal cues as they make the popsicles. As you read the book that the children created about their favorite colors, encourage them to talk about their own page and to make connections with others – for example, “I like the color red and so did Amanda.” Review the four letters that have been introduced this week – R/r, B/b, Y/y, and P/p. Use straight paper strips and curved paper strips to show the children how to make the letters. Encourage them to try to do this. Sing the Color Song: (tune of I(!-;#L1.+'-(,2;#M0((2#!0-#8.(2) @(-;#%(''.6;#*,((0#!0-#&'+(#N#*,((0#!0-#&'+(# @(-;#%(''.6;#*,((0#!0-#&'+(#N#*,((0#!0-#&'+(# O+,:'(;#.,!0*(;#&,.60#!0-#&'!4D# @(-;#%(''.6;#*,((0#!0-#&'+(#N#*,((0#!0-#&'+(7

Print Awareness

Ask the children to listen for the words that repeat. Show the children the recipe for popsicles. Explain how a recipe is organized with the ingredients on the top and then the directions. Talk about how a recipe is different from a story.

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Color Month Week #1 Activity #5 Popsicles Science Inquiry Cycle: Reflect and Ask Ask children what foods they like to eat. Make a list of these. What color is your favorite food? Write the color word next to the food on the list. Ask children if they have ever eaten a popsicle? What color was it?

Mathematics Friday: Use measuring cups to measure the juice into the cups that you are using to make popsicles. Explain the reason to use measuring cups. During snack, support the children in counting the number of people at the table and the items that are passed out.

Plan and Predict Talk with the children about how you can use Kool-Aid to make colorful popsicles. Where would we need to put the cups of Kool-Aid? How could we make a popsicle with more than one color?

Act and Observe Make the popsicles using the Kool-Aid. Make layers of colors by freezing in between pouring.

Report and Reflect Photograph the whole procedure and create a display. Eat and enjoy! Work together to write a recipe for parents.

Page 33

Popsicle Recipe Ingredients: A variety of Kool-Aid flavors

Water

Measuring cups

Large pitchers

Spoons

Popsicle sticks

Paper cups

Permanent marker or other writing utensil

Directions: 1. Add one Kool-Aid packet and the appropriate amount of water to a each large pitcher. Stir. 2. Support each child in writing their name on a paper cup. 3. Invite children to select which flavor they would like for their popsicle. 4. Pour one flavor of Kool-Aid into paper cups until they are half full. 5. Place a popsicle stick in the cup. 6. Freeze. 7. If desired, children could make two-flavor popsicles by pouring a second Kool-Aid flavor into fill the cup after the first flavor has completely frozen. Freeze. 8. Eat and enjoy!

Page 34

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #2: Mixing Colors Dramatic Play !" Materials for a fast food restaurant !" Colorful foods and clothing

Art Center !" Paint and paper at the easel !" Paint and paper with sponges for sponge painting !" Shaving cream with food coloring

Block Area !" Colorful street signs !" Colorful cars !" Map rug

Manipulatives !" Snap blocks !" Jelly beans for sorting !" Pegs and peg boards

Large Motor Play !" Sidewalk water painting !" Neighborhood walk to look for (89**8"(&'$("0$%"890>#:"7&'<8( !" Colorful squares of paper for hide and seek for colors

Science Table !" !" !" !"

Color paddles Flashlights Prisms Paint store palettes

Page 35

Color Month Week #2 Activity #1 Colorful Viewing Tubes Concepts: Looking through a piece of colored cellophane makes objects you look at appear to be a different color.

Learning Goals: Children will create colorful viewing tubes and make observations about what they see.

Vocabulary: change cellophane observe rubber band view

Materials: toilet paper or paper towel rolls markers to decorate tube rubber bands squares of colored cellophane

Read and Talk About: Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr.

Things to Talk About: Where might you see colored windows? Why are eyeglasses made with clear lenses instead of with colored lenses? What would happen if a personâ&#x20AC;&#x2122;s eyeglasses were red, yellow, or blue? What do green trees look like through a red viewing tube? What do red stop signs look like through a yellow viewing tube? Ask more questions similar to these. Page 37

Color Month Week #2 Activity #1 Colorful Viewing Tubes - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Today’s activity gives the children an opportunity to notice that colors can appear different when they look at objects through a piece of colored cellophane. Two terms to use as part of the hands-on experiences are :,/$!,%#4.'.,2 and secondary colors. Explain the meaning of these terms as you use them during the science activities. This will help the children to understand and use them. The children may already be familiar with today’s story – Brown Bear, Brown Bear, What Do You See? Encourage them to read along with you and to anticipate what they will see on the next page. The letters for today are O/o for .,!0*(, G/g for *,((0 and P/p for :+,:'(. Be sure to look at crayons as an example of lower case. Talk about the similarities between O/o, C/c and G/g as upper case letters and demonstrate how they are made. As you read the title of today’s book, have the children clap along to the rhythm of the words. Keep doing this for each of the pages. (Do this when you reread the story – not +$"8<*"#9(8"9*0%&$'BZ Make a chart ahead of time that describes the steps the children will need to follow to make their colorful viewing tubes. Use both printed words and pictures to make these directions. Post the chart where the children will be working and refer to it as you help the children work. Create signs and other print materials to make a fast food restaurant in the dramatic play area.

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Color Month Week #2 Activity #1 Colorful Viewing Tubes Science Inquiry Cycle: Reflect and Ask

Mathematics Monday: Use the unit blocks today to demonstrate ABAB color patterns. Encourage the children to copy your pattern. To help children begin to think about proportion, talk with them at the art easel about how different shades of green involve different amounts of blue and yellow. Have them see how many shades of green they can make.

Place a large piece of cellophane over a classroom window several days before doing this activity. Today, talk with the children about what they have noticed when they looked out this window. Have the children recall times when they have worn sunglasses. How did things look? Why?

Plan and Predict Show the materials that will be used to make a colorful viewing tube. Support the children in making a plan about how to make the viewing tubes and in predicting how things will look through them.

Act and Observe Support each child in making and using a colorful viewing tube. Take the tubes outside or use them inside and encourage the children to talk about what they see. Support them in comparing what they see with just their eyes and what they see using the color viewing tubes.

Report and Reflect In a large group, give each child a chance to describe what they saw. Have the children exchange their colorful viewing tubes with other children to look at the different colors. Page 39

Color Month Week #2 Activity #2 Coffee Filter Colors Concepts: Combining colors to make new colors happens in predictable ways.

Learning Goals: Children will observe the changes when they spray water on drawings made with markers.

Things to Talk About:

Vocabulary:

What happened when you sprayed water on 8<*":+>>**"#78*9T""Y&%" ;+29"#78*9"7++A"8<*"(01*" as or different than before you sprayed it?

change drip spray wet

Materials: red, yellow and blue markers white paper spray bottles :+>>**"#78*9( water

Read and Talk About: Mouse Paint by Ellen Stoll Walsh

color mix water

What happened to the colors? Were new colors made? What were they? Would the same thing happen if you colored 8<*"#78*9"=&8<":90;+$(T"" Try this and see. Talk about the results. Page 41

Color Month Week #2 Activity #2 Coffee Filter Colors - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness

Print Awareness

O$:+290'*"8<*":<&7%9*$"8+"2(*"%*(:9&H8&@*"70$'20'*"0("8<*;":+7+9"8<*&9":+>>**"#78*9(B"" As you do todayâ&#x20AC;&#x2122;s activity, be sure to use the words 2:,!% and 2:,!%#&.""'(. Allow the :<&7%9*$"8+"80A*"0H098"8<*"C+887*"8+"(**"&>"8<*;":0$"#'29*"+28"<+="&8"=+9A(B""I07A"0C+28" other uses for the bottle. Mouse Paint puts into story form some of the exact activities that the children will be doing. Be sure to draw explicit connections between the story and todayâ&#x20AC;&#x2122;s activity. Review the letters O/o, G/g, and P/p. Talk about how each letter is made. Post the nursery rhyme Mary Had a Little Lamb on chart paper. Circle the word white in the rhyme. Have the children try substituting other color words for the word white and read the rhyme together. Talk about listening to and seeing individual words in a sentence. S<*$"8<*":+>>**"#78*9"098"=+9A"&("%9;6"%&(H70;"&8"07+$'"=&8<"*0:<":<&7%K("H9*%&:8&+$(" 0C+28"=<08"8<*;"8<+2'<8"=+27%"<0HH*$B""D>";+2"H28"8<*":+>>**"#78*9"+$"8+H"+>"0"=<&8*" piece of paper while the child draws and sprays, often the white paper soaks up more +>"8<*":+7+9"0$%"&("0:82077;"H9*88&*9"8<0$"8<*"#78*9B""[+2":0$"%&(H70;"C+8<"0$%"807A"0C+28" why this happened.

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Color Month Week #2 Activity #2 Coffee Filter Colors Science Inquiry Cycle: Reflect and Ask Ask the children about the colors they see around them every day. What happened when we looked through the viewing tubes? How else can we change the colors of things?

Plan and Predict Work with the children to make a plan to draw using red, yellow and blue water-based markers. Predict what will happen when water is sprayed on the drawings.

Mathematics Tuesday: Put out simple ABA pattern cards and colored manipulatives and support children in following these simple patterns.

Act and Observe \2HH+98" 8<*" :<&7%9*$" &$" %90=&$'" +$" 8<*&9" :+>>**" #78*9(" 0$%" (H90;&$'" 8<*" %90=&$'(" =&8<" =08*9B""R28"=<&8*"H0H*9"2$%*9"8<*":+>>**"#78*9"8+"(+0A"2H"*G890"=08*9"0$%":+7+9(B

Report and Reflect Y&(:2(("=<08"<0HH*$*%"=<*$"=08*9"=0("(H90;*%"+$"8<*"#78*9B""Y&(H70;"#78*9("&$"8<*":70((9++1" =&8<"*0:<":<&7%K(":+11*$8("0C+28"8<*"#78*9"=9&88*$"$*G8"8+"+9"+$"&8B"

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Color Month Week #2 Activity #3 Colorful Clay Concepts: Some colors can be combined to make new colors. Colors can be combined in predictable ways.

Learning Goals: Children will select two primary colors and predict what new color those two colors will 10A*"=<*$":+1C&$*%B"R9*%&:8&+$("=&77"C*"8*(8*%"0$%"8<*"#$%&$'("=&77"C*":+1H09*%"8+"8<*" predictions.

Vocabulary: compare knead mix new playdough

Materials: playdough (red, yellow, and blue) white paper crayons (primary and secondary colors)

Things to Talk About: Compare color mixtures with peers. Are all secondary colors the same? What new colors were made? Did anyone mix all three colors? What happened? What would happen if you mixed unequal amounts of playdough?

Read and Talk About: Little Blue, Little Yellow by Leo Lionni Page 45

Color Month Week #2 Activity #3 Colorful Clay - Language and Literacy 85"-*1.?&'&>1)%".1.?

During today’s science activity make direct, explicit connections between the book and the children’s experiences as they work with the playdough. Children will have to follow your directions and the recipe as they make the playdough. Help children recall other color mixing activities they have done. Ask them to make predictions and later to compare those predictions to the results.

Reading Comprehension Today’s book, Little Blue, Little Yellow, provides a perfect example of color mixing. It is

Alphabet Awareness Phonological Awareness

Print Awareness

also a wonderful example of a story about friendship and should be discussed in that way too. Take this opportunity to talk about skin colors – why people have different skin colors and what that means in terms of personal relationships. Call attention to the beginning letters in the story title – L/l, B/b, and Y/y. Call attention to the words yellow and blue up on the word wall. You can also talk about the letter P/p for :'!%-.+*1 as the children use the recipe to make playdough. Use musical instruments to play the syllabic divisions in color words – for example, two beats on a drum for yellow. Which color names have one beat and which have two? While using the instruments, have children march around the classroom in response to fast and slow steady beats. The center-based play plan suggests making a fast food restaurant in the dramatic play area as a basis for talking more about colors in foods. The children can create signs, labels, and menus as a part of this activity. Support the children in creating a written prediction of their color mixing activity using crayons for writing and drawing. Page 46

Color Month Week #2 Activity #3 Colorful Clay Science Inquiry Cycle: Reflect and Ask Talk with the children about previous color mixing activities. How were new colors made? Do they think the same thing will happen when different colors of playdough are mixed?

Mathematics Wednesday: Create color equations today using balls of H70;%+2'<"8+"#77"&$"8<*" blanks of the equation. For example, ball of red + ball of yellow = ball of orange. As appropriate, support the children in talking about how to create different shades of the secondary color.

Plan and Predict Work together to make a batch of white playdough. Divide it into three parts and talk with the children about how to make red, yellow, and blue pieces. Have the children knead the food coloring into the play dough. Predict what will happen when two different colors of playdough are mixed.

Act and Observe Working in small groups, have children roll each color of playdough into a long rope. Select crayons that match the color of the dough. Using crayons, write addition equations on the easel and have children predict what color will be made when two primary colors are combined. (red crayon mark + yellow crayon mark = predicted outcome color) Have each child slice off chunks of two colors using a plastic knife and mix the dough together.

Report and Reflect Display the prediction papers with the dried playdough. Have the children describe their #$%&$'(" 0$%" :+1H09*" 8<*1" =&8<" 8<*" H9*%&:8&+$(B" " Y&%" %&>>*9*$8" :<&7%9*$" 10A*" %&>>*9*$8" shades of the secondary colors? Why might this be the case? Page 47

Playdough Recipe Ingredients: (Make 3 batches) 2 cups flour 1 cup salt 2 Tbsp. cream of tartar 2 cups boiling water 1 Tbsp. cooking oil Food coloring (red, yellow, blue)

Directions: 1. Mix all the dry ingredients together in a large bowl. 2. Add boiling water and oil all at once and stir until it is all mixed together. 3. Let playdough cool until it can be handled. 4. Knead the dough until it is the consistency of playdough. 5. Store in an airtight container. Playdough should last about one month. 6. To color the dough, add several drops of food coloring to the dough and knead it. Add more drops of food coloring to make the color more intense. P."(H#E.+#$!%#6/21#".#1!3(#"1(#41/'-,(0#6(!,#:'!2"/4#.,#'!"(9#*'.3(2#61(0#D0(!-/0*#"1(# -.+*17##Q..-#4.'.,/0*#6/''#2"!/0#"1(/,#1!0-2#"($:.,!,/'%7

Page 48

Color Month Week #2 Activity #4 Melting Color Cubes Concepts: Ice melts into water at room temperature. As two different colors of ice melt together, a new color will be created.

Learning Goals: Children will predict what new color will appear when the ice cubes melt. They will compare their prediction to the result.

Vocabulary: color names frozen melt

combine ice

Materials: Ice cube trays with colored ice cubes (red, yellow, blue) clear plastic cups food coloring or tempera paint R8,%#".#$!D(#"1(#4.'.,2#/0"(02(7#SB#%.+#6!0"#".#:!/0"#6/"1#"1(#4.'.,(-#4+&(2;#$!D(#"1($#6/"1# "($:(,!#:!/0"7)

Things to Talk About: What happens if all three ice cubes are melted together? What are the names of the new colors? Why do ice cubes melt?

Read and Talk About: Mouse Paint by Ellen Stoll Walsh Page 49

Color Month Week #2 Activity #4 Melting Color Cubes - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk about the children’s experiences with ice and ice cubes outside of school – give them plenty of time to talk about these. Make connections between these experiences and today’s science activity. As the children select their colored ice cubes, ask them to make a prediction about what they think it going to happen to the ice. Write these down and talk about them afterwards. As you read Mouse Paint, talk about how the new colors of paint were made – wonder aloud if melting colored ice cubes will be like mixing paint. S<*$";+2"#$&(<"9*0%&$'"8<*"(8+9;6"0(A"8<*":<&7%9*$"8+"%*(:9&C*"<+="8<*"1&:*"10%*"8<*" new colors. Introduce the new words – .,!0*(, :+,:'(, and *,((0 and talk about the beginning letter of each word. Demonstrate how to make the upper and lower-case version of each one. Sing Q/0-/0*#C.'.,2 (to the tune of T.#E.+#M0.6#"1(#K+B)0#K!0>): A1;#4!0#%.+#)0-#"1(#4.'.,#,(-;#"1(#4.'.,#,(-;#"1(#4.'.,#,(-># A1;#4!0#%.+#)0-#"1(#4.'.,#,(-#2.$(61(,(#/0#"1/2#,..$>

Print Awareness

If possible, read a big book version of Mouse Paint. Focus on directionality of print – left to right and top to bottom. Make a chart of the predictions and results for today’s science activity. Display this chart.

Page 50

Color Month Week #2 Activity #4 Melting Color Cubes Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday:

Read today’s story and ask what happened to the mice in the story. Have we ever mixed paint colors like the mice did? What did we do? What happened? Do you think the same thing would happen if we tried it again?

Plan and Predict

As children select two ice cubes, have them color in boxes in an equation to represent their color selection.

Show children the colored ice cubes and support them in making predictions about what will happen if they are kept out of the freezer. Where should we put them while we are watching them? Which two ice cubes do you want? What color do you predict they will make if they melt together?

When the ice cubes melt, ask children to color in the box on the other side of the equal sign.

On a sheet of paper, draw two spots of color to represent the colored cubes that you wish to use. Place two cubes into the plastic cup and observe them as they melt. Look at the color of the water collecting at the bottom of the cup. Pour the water onto a paper towel. Set the cup aside and let the cubes melt entirely. Compare the color on the paper towel to the color spots on the paper. Repeat the experiment with different colored cubes.

Model how to use the words before and after: “Before, I had red and yellow ice cubes. After they melted, I had orange liquid.”

Act and Observe

Report and Reflect Look at the water in the plastic cup. Talk about what happened. Compare this activity to mixing paint and playdough. Talk about how scientists often do the same experiment (*@*907"8&1*("8+"(**"&>"8<*;"=&77"07=0;("#$%"8<*"(01*"9*(278B Page 51

Color Month Week #2 Activity #5 Fingerpainting Concepts: We can make new colors by combining some colors. New colors are made in predictable ways.

Learning Goals:

Things to Talk About:

/<&7%9*$"=&77"2(*"9*%6";*77+=6"0$%"C72*"#$'*9H0&$8"8+":9*08*"$*=":+7+9(B

Vocabulary: C7*$%"" " #$'*98&H(" " primary squish

" "

Materials: 9*%6";*77+=6"0$%"C72*"#$'*9H0&$8 #$'*9H0&$8"H0H*9 water

Read and Talk About: A Color of His Own by Leo Lionni

" "

#$'*9H0&$8" " 1&G secondary

What new colors can we make using the primary colors? How do you make brown? Can you make black or white? Can you make more than one shade of green? Orange? Purple? How? How can you make shades of a primary color? What would happen if we used white paint? Black paint? Page 53

Color Month Week #2 Activity #5 Fingerpainting - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Continue to recall and discuss the previous days’ color activities. Encourage the children to make direct connections between previous activities and what they are doing today. For example, you might say, 81(#."1(,#-!%#61(0#6(#-/-#UUUUU;#UUUUU#/2#61!"#1!::(0(-7## =1(0#6(#)0*(,:!/0"#".-!%;#-.#%.+#"1/0D#"1/2#6/''#1!::(0#!*!/0> U("8<*":<&7%9*$"#$'*9H0&$86"*$:+290'*"8<*1"8+"%*(:9&C*"=<08"8<*;"09*"%+&$'"0$%"=<08" they see happening. A Color of His Own"&("1+9*"8<0$"Q2(8"0"(8+9;"0C+28":+7+9(B""S<*$";+2"#$&(<"9*0%&$'"8<*" book, ask the children to talk about the chameleon’s feelings – why did he want a color of his own? How did he feel at the end of the story? Why? Review the beginning letters for all the color words introduced so far. Review the nursery rhyme Mary Had a Little Lamb. Today give the children other word cards to substitute – other names instead of Mary and other animals instead of a lamb. Say the rhyme with the new words. As you read the story today, encourage the children to point out the individual color words in the text. For example, have the children point to the word red on a page. Talk about how words are used to write sentences.

Page 54

Color Month Week #2 Activity #5 Fingerpainting Science Inquiry Cycle: Reflect and Ask In past activities, how have we created new colors? How is green made? What two colors mix to make orange? Purple?

Plan and Predict I+'*8<*96"7++A"08"0$%"807A"0C+28"8<*"108*9&07("8<08"=&77"C*"2(*%">+9"#$'*9H0&$8&$'B""Y*:&%*" 8+'*8<*9"=<*9*"8+"%+"8<*"#$'*9H0&$8&$'"0$%"=<08"$**%("8+"C*"%+$*"8+"'*8"9*0%;B

Mathematics Friday: Use stamps and colored ink stamp pads to make simple patterns. Support the children as necessary.

Predict what new colors it will be possible to make with the paint. Talk about whether everyoneâ&#x20AC;&#x2122;s painting will look the same or different and why.

Act and Observe Have each child select two colors of paint. Ask the child to predict what new color will be made. Have children use mix the paints they chose together. What happened? Talk about what <0HH*$("=<*$";+2"2(*"1+9*"+9"7*(("+>"0"(H*:&#:":+7+9B If time and materials allow, invite children to try different paint combinations.

Report and Reflect Display paintings and discuss how they were made and the results. Page 55

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #3: People Use Colors

Dramatic Play !" materials from Lowes or Home Depot to make a paint store

Art Center !" salad spinner art !" squeegee rainbows

Block Area !" colorful cars !" paint and cardboard boxes to make garages

Manipulatives !" beads for stringing !" playdough !" Light Bright

Large Motor Play !" colorful beanbags for target toss !" sidewalk colored chalk !" colored ring toss

Science Table !" !" !" !" !"

30(<7&'<8( prisms lava light Disco ball mirrors

Page 57

Color Month Week #3 Activity #1 Painting Rainbows Concepts: Food coloring is used to add color to many foods we eat. Colors can be made in predictable ways.

Learning Goals:

Things to Talk About:

Children will create an edible representation of a rainbow.

Vocabulary: create mix pretzel thick

Materials: stick pretzels food coloring (red, blue, yellow) white frosting large paper plates

Read and Talk About: A Rainbow of My Own by Don Freeman

design powdered sugar rainbow

What foods can you think of that might have food coloring in them? What would food look like if we didnâ&#x20AC;&#x2122;t have food coloring? Would it taste different? If you could make colored bread, what color would you make? How would you do it? Where else do you see rainbows? What do you notice about the colors in a rainbow? Page 59

Color Month Week #3 Activity #1 Painting Rainbows - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

J*'&$"8+%0;K("%&(:2((&+$"C;"#$%&$'"+28"=<08":<&7%9*$"079*0%;"A$+="0C+28"90&$C+=(B"" Most of them may be familiar with this and may have ideas to share about them. Today’s activity title is a play on words – “painting” a rainbow, since the children will not actually be painting in a usual sense. This is a good opportunity to talk about words as jokes since they can actually eat this painting! S<*$";+2"#$&(<"9*0%&$'"8+%0;K("(8+9;6"0(A"8<*":<&7%9*$"8+"9*:077"(+1*"+>"8<*"(8+9;"%*80&7(" – how did the child in the story feel about rainbows? How could you tell this? What A&$%"+>"(29H9&(*"%&%"<*"#$%"&$"8<*"<+2(*"]"=<08"$*="90&$C+="%&%"<*"#$%T""V(*"0"H9&(1"8+" demonstrate how a rainbow can be made through glass. Focus on the letter R/r for rainbow. Include the word in the book or display that you create and direct the children’s attention to the letter R/r in both lower and upper case. /<077*$'*"8<*1"8+"#$%"*0:< R/r in the book. Have the children say the names of the colors in a rainbow in order – red, orange, yellow, green, blue, purple. Clap along to the syllables in the words as you say them. Provide color cards to put up and make a rainbow as you do this. Display the product labels from today’s work – the pretzel label, the frosting, and the food coloring. See if the children can recognize what these products are by just looking at the labels. With the children, use photos documenting today’s activity to create a display or a book.

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Color Month Week #3 Activity #1 Painting Rainbows Science Inquiry Cycle: Reflect and Ask Ask children if they have ever eaten red candy or colored cereal? Where do the colors come from? Can cooks use paint? Have you ever seen a rainbow painted on food like cakes? How would you make this?

Plan and Predict Mathematics Monday: Finger count the number of drops of food coloring mixed with the frosting to make the rainbow “paint.” Finger count the number of colors in the rainbow.

Show children the white frosting. Talk with them about how it might be possible to make different colors of frosting. What would you need to use? Together, plan what materials will be needed and how to use them.

Act and Observe Have each child collect a paper plate, frosting, and pretzel sticks. Support the children in making the colors they need to “paint” a rainbow with the frosting. As they paint their rainbows, talk about what is happening and how they are using the pretzels and the frosting.

Report and Reflect Take photos as the children work. Display the photos and discuss the experience. Page 61

Color Month Week #3 Activity #2 Classroom Sculpture Concepts: We can use color and shape to create designs. Colors express ideas and feelings.

Learning Goals: Children will work together to create a sculpture and identify shapes and colors used.

Vocabulary: create, creation design representation sculpture shape names: circle, square, rectangle, triangle team

Materials: cardboard boxes and paper tubes of a variety of shapes and sizes art supplies (for example, paint, glue, glitter, tape, shiny materials, or other materials as suggested by children

Read and Talk About: All the Colors of the Rainbow by Allan Fowler

Things to Talk About: How is a sculpture different from a painting? Does a sculpture have to look like something real? How can we make the materials stay together? How will color be used in this project? Does the sculpture look the same no matter where you stand? What would it look like if it were all black or all white? Does color change the way it looks? Page 63

Color Month Week #3 Activity #2 Classroom Sculpture - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness

Spend some time introducing the word 24+':"+,( and the concept to the children. Talk about how sculptures can represent either real things like animals or people or ideas, for example, a big heart might represent “love.” Children will work in small groups for today’s activity to encourage listening to one another and some negotiating about their ideas. Provide lots of materials, letting the children come up with ideas about how to make their sculpture. I<*"9*:+11*$%*%"C++A">+9"8+%0;"&("0"$+$#:8&+$"C++A"0C+28"90&$C+=(B""N*1&$%" :<&7%9*$"8<08"$+$#:8&+$"C++A("09*"%&>>*9*$8">9+1"(8+9&*("]"8<*;"'&@*"2("&$>+9108&+$" about interesting things. This book explains how rainbows are made. Talk about the information after you read the book. Today focus on the letter S/s for sculpture. This may be a new word for many of the children, so write it on the board and spend time explaining it. Spend time contrasting a sculpture with a painting. When you display the sculptures, label them with the word and again draw the children’s attention to the letter S/s.

Phonological Awareness Invite each child to point to a picture they like from today’s book, name it, and then jump, Print Awareness

hop, or clap as they say the syllables in the word. Each group should write a story together to accompany their sculpture. Act as scribe for this story and then help the children to put it together in book form for display. Create labels for each sculpture with a title and the artists’ names. Make invitations for guests to come to see the sculpture gallery.

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Color Month Week #3 Activity #2 Classroom Sculpture Science Inquiry Cycle: Reflect and Ask Show photos of both classic and modern sculptures and talk with children about what a scupture is and how they are made. Ask if anyone has ever seen a sculpture. Ask them to describe it.

Mathematics Tuesday: Talk about the four basic shapes and their names – circle, square, triangle, and rectangle. D%*$8&>;"8<*"308"(<0H*(" children use to build the sculpture. Encourage children to paint shapes on the sides of the sculpture. Provide stencils to make the four shapes.

Plan and Predict Show the children some of the materials you have collected and talk about making sculptures in the classroom. Support children as they work in pairs or small groups to plan their sculpture and to select the materials they want to use. Share some ideas about how to fasten things together.

Act and Observe Gather materials and work in pairs or small groups to create sculptures. Adults should support children in talking about the process of creation – what works and doesn’t work, what is harder than expected, and how are challenges addressed.

Report and Reflect Have each team dictate a title and brief description of their sculpture. Print this as in a museum display – with the artists’ names, the title, and description. Display the sculptures with the labels mounted nearby, and invite guests to come and view them. Write class or group stories to tell visitors about the activity and outcomes. Page 65

Color Month Week #3 Activity #3 Making Multicolored Crayons Concepts: People make crayons in a variety of colors. /90;+$("09*"10%*"2(&$'"(H*:&#:"108*9&07("&$"0"(H*:&#:"=0;B

Learning Goals: Children will create multicolored crayons from small crayon bits and use them to create drawings.

Things to Talk About:

Vocabulary:

How are crayons made? What materials are used?

crayon create melt multicolor wax

Materials: oven or electric frying pan set to “warm” old crayons with paper peeled off 0721&$21">+&7"12>#$":2H(

How are crayons like paint? How are they different? What might happen to a crayon if you left it in the sun? Why? Why did your crayon have lots of different colors?

Read and Talk About: White Rabbit’s Color Book by Alan Baker Page 67

Color Month Week #3 Activity #3 Making Multicolored Crayons - Language and Literacy

85"-*1.?&'&>1)%".1.? Reading Comprehension Alphabet Awareness Phonological Awareness

Print Awareness

Have a discussion about crayons and how the children have used them in the past. Ask the children how they think crayons are made. Show them a big box of crayons and talk about all of the different names for the colors. After you read White Rabbitâ&#x20AC;&#x2122;s Color Book, help the children make comparisons between this story and Mouse Paint. How are the two stories alike? How are they different? You can even make a Venn diagram to show the details of the two stories. Focus on the letter C/c for crayons and color today. Demonstrate how to make a C/c and have the children try to do this when they make their crayon label. Bring a bag of colorful toys over to the circle â&#x20AC;&#x201C; enough so that each child can pick one. R28"709'*"H&*:*("+>"H0H*9"+$"8<*"3++9"=&8<"8<*"$21C*9("^6"_6"56"-"=9&88*$"+$"*0:<"H&*:*" of paper. Ask a child to pick out a toy, say its name and decide which number it belongs with based on the number of syllables in the word. Look at the labels on crayons. How is each label the same? How are they different? Design a label for the crayons you are making today.

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Color Month Week #3 Activity #3 Making Multicolored Crayons Science Inquiry Cycle: Reflect and Ask Talk with children about their experiences with crayons. How are crayons made? How are (H*:&#:":+7+9("10%*T""W+="%+":90;+$("'*8"8+"C*"0":*980&$"(<0H*T""S<08"<0HH*$("8+"0" crayon if you use it for a long time?

Mathematics Wednesday:

Plan and Predict

Have each child count the number of crayon pieces used to make the new crayon.

Act and Observe

Write the childâ&#x20AC;&#x2122;s name and the number of crayons on a chart. W0@*":<&7%9*$"#$%"8<*" name of other people who used the same number of crayon pieces that they did.

Show children the materials to be used. Plan how to use them and list the steps to take. When children select the crayons to melt, predict what the new crayon will look like.

Support children as they peel paper off the crayons and break them into small bits. Each :<&7%"(<+27%"#77"0">+&7"12>#$":2H"0C+28"`">277"+>":90;+$"C&8("]"0$;":+7+9"%*(&9*%B""I<*" 8*0:<*9"(<+27%"H70:*"8<*">+&7"12>#$":2H("&$"0"=091"+@*$"+9"*7*:89&:">9;&$'"H0$"8+"1*78B"" Watch carefully and support children in talking about what they see happening. When the C&8("<0@*"1*78*%6"9*1+@*"8<*"12>#$":2H(">9+1"8<*"<*08B""U77+="8+":++7B"O0:<":<&7%"(<+27%" H**7"8<*"12>#$":2H"+>>"<&("a$*=K":90;+$"0$%"10A*"0"%90=&$'B

Report and Reflect As a whole class activity, create a recipe that would tell someone the steps to take to create a multicolored crayon. Display this recipe next to the drawings and also send a copy home. Page 69

Color Month Week #3 Activity #4 Making Pastels Concepts: Colors can be combined in predictable ways to make new colors.

Learning Goals: Children will combine familiar colors of paint with white paint to create pastel colors.

Vocabulary: light mix pink white

Materials: tempera paint in a variety of colors paint brushes white tempera paint paper

Read and Talk About: Mouse Paint by Ellen Stoll Walsh

lilac pastel soft

Things to Talk About: What is your favorite color? What things are that color? Are there “girl” colors and “boy” colors? What are they? Who decides this? What would you make if you mixed black and white? Look at a big crayon box – how are all of the other colors you see made?

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Color Month Week #3 Activity #4 Making Pastels - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Show the children a box of 64 crayons and point out that so far they have only been working with 6 basic colors. Ask them to think about how all the other colors are made and have them share their ideas. Encourage children to talk about some of their favorite things at home – for example, “I love my purple bathrobe because it is so soft.” Ask if there are any colors that they don’t like and why. As you read the book Mouse Paint, point out to the children that the mice did not make all of the colors possible. What would have happened if one of the mice had jumped into a white tub of paint and then a red one? Support children in discussing the book and making some predictions. Review the letter P/p for :!2"(' and :/0D. This letter has been introduced in previous lessons. Remind the children that they need to use a straight line and a curved line to make this letter. Bring out a collection of toys or photos of objects that are either pink or red – have the children listen carefully to the beginning sound of each word and sort them into two groups according to their beginning sounds. Have the children make labels that describe their paintings describing what they have made. Display the paintings with these labels.

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Color Month Week #3 Activity #4 Making Pastels Science Inquiry Cycle: Reflect and Ask Support the children in talking about what happened in the story when the mice mixed paint colors. What new colors were created? How? What were some of the colors that the mice did not make?

Mathematics Thursday: When making the pastels, talk about what happens if you add more or less white paint to the colored paint. Find opportunities while playing with manipulatives or at snack time to make more comparisons using the words more and less.

Plan and Predict Show the children the white paint and ask them what they think would happen if they mixed another paint color with white. Select some paint colors to try mixing with white paint. What colors will be created? Write down predictions.

Act and Observe Mix a variety of paints with the white paint and use them to create paintings. Talk about the colors that are made and name them.

Report and Reflect Display paintings and talk about how to make lighter and darker shades of color.

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Color Month Week #3 Activity #5 Field Trip to the Art Gallery Concepts: Artists use color to create pictures, sculptures, or other works which express feelings or ideas.

Learning Goals: Children will visit an art gallery to view works of art and discuss the artistsâ&#x20AC;&#x2122; use of color.

Vocabulary: art brochure #*7%89&H" museum

borrow express '077*9; sculpture

Materials: piece of artwork borrowed from the art gallery art gallery brochures and information camera paper paint

Read and Talk About:

Things to Talk About: What does an artist do? What materials do artists use? Do colors make you feel a certain way? Read My Many Colored Days by Dr. Seuss. What do you like to draw? Why? What is a sculpture? How is it different from a painting? What other kinds of art are there?

I Ainâ&#x20AC;&#x2122;t Gonna Paint No More by Karen Beaumont Page 75

Color Month Week #3 Activity #5 Field Trip to the Art Gallery - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

I+%0;"8<*":<&7%9*$"=&77"$**%"8+"7&(8*$":09*>277;"8+"+907"%&9*:8&+$(">+9"'+&$'"+$"8<*"#*7%" trip. They will also need to listen to the docent if you have a guide at the art gallery. Talk ahead of time about what they might see at the art gallery and how these works of art were created. This will make it easier for the children to understand what they are being told when they are at the gallery. I Ain’t Gonna Paint No More is a funny story about a girl who just can’t resist creating art. She enjoys painting so much that she can’t stop herself from doing it. Ask the children if they have ever felt this way about doing something. The text of the book rhymes, so help the children to listen carefully and to anticipate what the next words in the story might be. Introduce the letter A/a for art. Demonstrate how to make the letter A/a as both a capital and a lower-case letter. Point out that many people have this letter in their names. Play the “guess my word” game. In this game, you pronounce multi-syllable words slowly one syllable at a time and the children try to guess what the word will be. For example, you might be thinking of the word “sculpture” and so you would begin by saying “sculp…” and see if the children can complete the word. Another example – the word is “lollipop” and you say “lol” and wait for the children to guess. If they can’t, add the next syllable - “lol”…“li” and so on until they are able to guess the word. Explain what a signature is and talk about how artists sign their art work to let people know that they created it. Encourage the children to sign their own works of art.

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Color Month Week #3 Activity #5 Field Trip to the Art Gallery Science Inquiry Cycle: Reflect and Ask

Mathematics Friday: Make a schedule with the children for today’s trip and list the things you will be doing in order. Use the words ),2";# second, third, etc. as you talk about the plan.

Remind the children that on a previous day they made sculptures and talk again about =<08"0"(:27H829*"&(B""OGH70&$"8<08";+2"=&77"C*"'+&$'"+$"0"#*7%"89&H"8+"0$"098"'077*9;"8+"7++A" at other sculptures. Ask the children to predict what kinds of sculptures they think they will see.

Plan and Predict Y&(:2(("8<*"#*7%"89&HB""S<+"=&77"'+T""W+="=&77";+2"'*8"8<*9*T""S<08"09*"8<*"927*(T""S<08" do you think you will see?

Act and Observe Tour the art gallery – look for uses of color. One way to look for colors is for pairs of children to have a clip-board showing colors and for them to make check marks next to every color they see.

Talk about time and explain what time you will go and return.

Take photos and write down children’s comments to refer to in later discussions.

Use time words to describe the day’s activities.

Display photos taken at the art gallery (or postcards if photography wasn’t allowed) and talk about them. How did the artist use colors? What colors were used? Create a classroom art gallery and invite visitors.

Report and Reflect

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Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #4: Colors in Nature Dramatic Play !" set up a small tent – go “camping” in nature

Art Center !" !" !" !"

Bingo marker art 7*0>"0$%"3+=*9"(801H( colorful tissue paper collages scrapbook paper collages

Block Area !" Use the wooden blocks to make a zoo or park. Put plastic animals in to play with.

Manipulatives !" pattern cards and blocks !" nature stamps to make patterns !" animal stencils for tracing

Large Motor Play !" Take a neighborhood nature walk and look for the colors. Take photos to use in the classroom

Science Table !" !" !" !"

3+=*9(6"7*0@*(6"H<+8+("+>"0$&107( color paddles 30(<7&'<8( pine cones, nuts, feathers

Page 79

Color Month Week #4 Activity #1 Colors Outside My Window Concepts: Color is a characteristic of everything in the natural world. Plants and animals have colors for many reasons.

Learning Goals: Children will identify natural objects that they see outside and observe and describe their colors. They will create a chart to show what they identify.

Vocabulary:

Things to Talk About:

nature review the color names

What are some beautiful things you have seen in nature?

Materials:

What season of the year do you think is most beautiful? Why?

chart paper water paints crayons white paper paper borders to look like window frames

What is your favorite color to look for outside? Why do you like it?

Read and Talk About: 81!0D#E.+#=.,'-#by Alice B. McGinty Page 81

Color Month Week #4 Activity #1 Colors Outside My Window - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Today’s activity will give the children a chance to use descriptive language again as they identify colors in nature. Explain the difference between items in nature and man-made items like cars. Demonstrate how to make a sentence about what they see. For example, “I see a blue bird in the tree.” or “I see the white clouds in the sky.” Show the children the front cover of 81!0D#E.+;#=.,'- and talk about the colors of skin that the children have. This is an example of colors in the natural world. Tell the children that this book is about the beauty in nature that children see around the world. The illustrations show many beautiful things so they will want to look very closely as you read the story. Introduce the letter N/n for nature. Compare it to the letter M/m and talk about how it is made differently and that it has a different sound. Give some examples of words that begin with the letter N/n. Make a small pond out of blue paper (have the children paint a big sheet of paper). In 8<*"H+$%6"H70:*"H<+8+("+>"0$&107("8<08"7&@*"8<*9*"]"E#(<F"+28"0"H<+8+"0$%"&%*$8&>;"=<08" it is and how many syllables it has. If the children are ready, have them identify the beginning sound. Demonstrate how to track print across the page as you read today’s book. Show how the words thank you repeat on each page.

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Color Month Week #4 Activity #1 Colors Outside My Window Science Inquiry Cycle: Reflect and Ask Ask if anyone has ever gone outside on a beautiful day – what made them feel like the day was beautiful? Support the children in talking about the colors in nature and how these colors help make the world beautiful to look at. Explain that today you are going to look out the window to see colors in nature. Plan and Predict

Mathematics Monday: Collect rocks, leaves, pinecones, feathers and other natural items. Have the children sort these by certain characteristics – color, shape, texture.

Provide some photographs and/or magazine pictures of things in nature. Explain that they 09*"'+&$'"8+"2(*"8<*&9"*;*("0$%"8<*":01*90"8+"#$%"8<&$'("7&A*"8<&("+28(&%*"8<*&9"+=$"C2&7%&$'B"" Talk about and write down children’s predictions about what they will see and what colors those things will be. Act and Observe During small group time give each child a chance to identify one or two things that they (**"+28(&%*"0$%"8<*&9":+7+9(B"U("*0:<":<&7%"%+*("8<&(6"=9&8*"%+=$"=<08"8<*;"#$%"0$%"&8(":+7+9" on chart paper. Report and Reflect Display the drawings and photographs and give each child a chance to talk about what he saw outside. After displaying the drawings and photographs, put them together to make a class book. Page 83

Color Month Week #4 Activity #2 People Colors Concepts: Color is a characteristic of all living things, including people.

Learning Goals: Children will observe skin color in the people around them and make a model of themselves by mixing skin-colored paints. Things to Talk About:

Vocabulary: black 3*(<" " skin tone tan

brown (<0%* same/different white

What are some different colors of people? Why do people have different colored skin?

a variety of skin toned paints or markers

Does having different colored skin make you a good or bad person?

paper cutouts of the children (like a large paper doll) paint brushes

Can people change the color of their skin?

Read and Talk About:

What does it mean to get a tan? A sunburn?

Materials:

81(#C.'.,2#.B#F2#by Karen Katz

Page 85

Color Month Week #4 Activity #2 People Colors - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness

Today’s book equates different colors of skin with different things in nature – fall leaves, honey, cinnamon and so on. Point out these comparisons and have children try to make other comparisons – red is like _______, blue is like ________. Encourage them to think of things in nature (red is like strawberries, blue is like the sky or the ocean). Show children the front and back covers of 81(#C.'.,2#.B#F2 and read the title. Ask them what they think this book will be about. As you read the story, draw the children’s attention to the way the author uses descriptive language to talk about the colors of people. Ask the children why they think the author wrote this book. Review the letter S/s for skin. Make the letter S/s with playdough snakes. Compare upper and lower case S/s.

Phonological Awareness Play a recording of the song What a Wonderful World by Louis Armstrong. As you listen Print Awareness

to the music, encourage the children to move with the beat. Listen to the words of the song and identify the rhyming words and the repeating phrase – what a wonderful world. The illustrations in today’s book are especially colorful. Point out that the author dedicates this book to her mom for believing that she could be an artist. Display the children’s art work from today with labels to tell about what they made.

Page 86

Color Month Week #4 Activity #2 People Colors Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday:

Talk about some past class activities with colors. Tell the children that today you are going to talk about skin colors. Are any of us red, blue, purple, or green? What colors are our skin? Are we all the same? How would you describe your color?

Plan and Predict

Cut out hand prints made from construction paper with different skin colors. Use these hand cutouts to make patterns across the table. Begin with ABAB patterns and then try ABCABC patterns if the children are ready to do this.

Show the children the skin tone paints and the paper models you cut out. Ask if everyone &("'+&$'"8+"C*"2(&$'"8<*"(01*"H0&$8B""\2HH+98":<&7%9*$"&$"H70$$&$'"<+="*0:<":<&7%"=&77"#$%" the right color for himself or herself.

Use the hand cut-outs to have the children count and match their own #$'*9("=&8<"8<*"#$'*9(" on the cut-outs.

Report and Reflect

Act and Observe Support children in mixing the paint colors to create their own skin tones. Have the children paint the paper doll cutouts to look like themselves. Have each child label his or her model using descriptive language similar to what was used in todayâ&#x20AC;&#x2122;s story. Write down what the child says.

Have the children share the paper dolls that they made with each other in large group, explaining how they decided on the paint color. Take a photo of each child with his or her model. Print these photos and make a class book. Page 87

Color Month Week #4 Activity #3 Colors In My Environment Concepts: Color is a characteristic of everything in the natural world. Plants and animals have colors for many reasons.

Learning Goals: Children will take a neighborhood walk and collect objects in nature that they can sort by color.

Vocabulary: all the color names nature survive

Materials: digital camera clipboards and pencils litter bags collecting bags

Things to Talk About: What kinds of things are part of the natural world? Why are some things in nature colored green or brown? How would the colors you found today be different if it were a different season of the year?

Read and Talk About: G/3/0*#C.'.,#by Steve Jenkins Page 89

Color Month Week #4 Activity #3 Colors In My Environment - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Today’s story provides lots of information about a variety of animals found around the =+97%B"S<&7*";+2"=&77"H9+C0C7;"$+8"#$%"0$;"+>"8<*(*"0$&107("%29&$'";+29"$0829*"=07A6" the book is very interesting and can be a model for how to make your own “colors in nature” book. As you go for your walk today, encourage the children to talk about what they see – the names of objects and their colors. Show the children the front and back covers of the book G/3/0*#C.'.,2. Ask if anyone knows why the author gave his book this title. Read the introductory page and explain what the word survive means. Tell the children that you will be looking at the pictures in 8<&("C++A"8+"&%*$8&>;":+7+9>27"0$&107("0$%"8+"#$%"+28"<+="8<*(*"0$&107("2(*"8<*&9":+7+9("8+" survive. Review the letter N/n for nature. Similar to Day #1 of this week, make a big picture that represents your neighborhood. Put pictures of animals and plants that you have seen in the neighborhood on this big picture. Ask each child to come up and select a picture, name it and tell how many syllables it has. I+%0;K("$+$?#:8&+$"C++A"<0("H0'*("8<08"09*"70&%"+28"&$"0"@*9;"&$8*9*(8&$'"10$$*9B"R+&$8" out how the author has arranged the information by colors and support the children in talking about the difference between text and illustrations.

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Color Month Week #4 Activity #3 Colors In My Environment Science Inquiry Cycle: Reflect and Ask Remind the children that they have seen colors in the classroom, around the school, and +28(&%*B"I*77"8<*1"8<08"8+%0;"8<*;"09*"'+&$'"8+"'+">+9"0"=07A"+28(&%*"8+"#$%"1+9*":+7+9("&$" nature. Explain that just as people have many different colors, other things in nature have many colors, too.

Plan and Predict Mathematics Wednesday:

With the children plan where to go for a walk and review safety rules. Write down children’s predictions of what they might see and what colors these things might be.

Using some of the materials collected on today’s walk, support the children in making ABAB and ABCABC patterns.

Act and Observe Go for a walk outside. Take photos as you walk along. Encourage children to use their clipboards and paper and pencils to write down or draw what they see. During the walk, talk with the children about the things you see – identify them and their colors.

Report and Reflect With the children review the notes made during the walk. What colors did you see? Compare what you actually saw with the predictions you made. Print the photographs and create a class book about colors in the natural world. Have children dictate a sentence for each page of the book. Page 91

Color Month Week #4 Activity #4 @-A69#-?" Concepts: /+7+9"H088*9$(":0$"C*"C*$*#:&07"8+"7&@&$'"8<&$'(B""

Learning Goals: The children will investigate patterns of color in animals and will make their own animal with a color pattern. Things to Talk About:

Vocabulary: :01+230'*"" predators same/different survive

H088*9$ protection surroundings

Materials: 709'*"(<**8("+>"=<&8*"H0H*9":28"&$"8<*"(<0H*"+>"7&L09%(6"C&9%(6"0$%"#(< tempera paints in a variety of colors plastic plants, trees, rocks, grass for hiding animals

Read and Talk About:

Why do animals have :01+230'*":+7+9(T Do people have :01+230'*":+7+9(T"" Why or why not? If you wanted to hide on the beach (in the grass, in the forest, etc.) what :+7+9":01+230'*"=+27%" you want to have?

C!$.+5!*(H#C1!0*/0*#".#I/-(#by Bobbie Kalman

Page 93

Color Month Week #4 Activity #4 @-A69#-?"&B&>-.?9-?"&-.0&>1%"/-$C 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Today’s discussion introduces some big vocabulary words to the children, but if they are used in the context of the science activities, the children will be able to understand what they mean. For example, 4!$.+5!*( means to be hidden by color, shape or other :<090:8*9&(8&:B"U(";+2"(<+="H&:829*("+>"0$&107("8<08"2(*":01+230'*"0$%"10A*";+29"+=$" :01+230'*%"0$&1076"8<*"1*0$&$'"+>"8<*"=+9%"=&77"C*"*0(&*9"8+"2$%*9(80$%B"I<*":<&7%9*$" 10;"C*">01&7&09"=&8<":01+230'*":7+8<&$'"2(*%"C;"(+7%&*9("+9"<2$8*9("]"8<&("10;"C*"0" '++%"H70:*"8+"C*'&$"8<*"%&(:2((&+$B"S<;"%+"H*+H7*"2(*":01+230'*":7+8<&$'T" Introduce C!$.+5!*(H#C1!0*/0*#".#I/-( by talking about the cover and the title. Ask the children what they notice about the animal on the cover – how is he hiding? Why would he need to hide? You will probably not want to read all of this book – select important (*:8&+$("8+"9*0%"0$%">+:2("+$"7++A&$'"08"8<*"H<+8+'90H<(">+9"%&(:2((&+$B"S<*$";+2"#$&(<" the book, point out the glossary and the index. Show the children how to locate certain pages by using the page numbers. Introduce the letter C/c for 4!$.+5!*(. Demonstrate how to make the letter. Pass out photos of animals – one to each child. Be sure they know the name of the animal that they have. Ask one child to be the “caller” – she calls out the number 1, 2, or 3. When a number is called, any child who has an animal card with the right number of syllables in its name stands up. After several calls, have the children switch cards. Today’s book has a glossary and an index – explain the purpose of these. Point out the H0'*"$21C*9("&$"8<*"C++A"0$%"(<+="8<*":<&7%9*$"<+="8+"#$%"0":*980&$"H0'*B"Y&(H70;" the children’s animal paintings with their labels. Use pictures of animals to make a class C++A"0C+28":01+230'*B Page 94

Color Month Week #4 Activity #4 @-A69#-?" Science Inquiry Cycle: Reflect and Ask U(A":<&7%9*$"=<08"8<*;"7*09$*%">9+1"8<*"C++A"0C+28":01+230'*B"")++A"08"(+1*"H&:829*(" +>"0$&107("=<+(*":+7+9"H088*9$(":01+230'*"8<*1"]"09*"8<*"0$&107("*0(;"8+"(**T""S<;"%+" they need to hide? Explain the meaning of the words :,(-!"., and 2+,,.+0-/0*2.

Plan and Predict Mathematics Thursday: Use animal print paper (available from Discount School Supply) to create and copy patterns of varying complexity.

Show the children the large animal cut-outs and the paints that you have for making their +=$":01+230'*%"0$&107"8+%0;B"I<&$A"0C+28"=<08"A&$%"+>":01+230'*"*0:<"0$&107"1&'<8" $**%"]">+9"*G01H7*6"&>";+2"=*9*"0"#(<"&$"0"H+$%6"=<08":+7+9("=+27%";+2"=0$8"8+"C*"(+";+2" could hide? If you were a lizard who lived in the jungle, what color would you want to be (+"8<08"C&9%("=+$K8"#$%"0$%"*08";+2T""

Act and Observe During small group ask each child to select an animal to paint. Talk about where this animal lives and what it would take for him to be able to hide from predators. What colors would he need to be? Encourage children to give reasons for their color selection.

Report and Reflect When the painted animals are dry display them with a name label and a description provided by the child of its colors and how this helps the animal. Use the fake plants, trees, rocks, and grass to hide the animals and talk about whether it is easy or hard to see them. Page 95

Color Month Week #4 Activity #5 Colors in the Dark Concepts: Light is necessary to discriminate colors. Colors look very different in the dark.

Learning Goals: Children will experience looking at colors in the dark and will compare this experience with looking at colors in bright light.

Vocabulary: bright dark light night vision

Materials: black paint various colors of construction paper crayons white paper

Things to Talk About: What does your bedroom look like at night? Have you ever been for a walk outside at night? What did you see? Why do some animals like to come out at night 8+"#$%"8<*&9">++%(T

Read and Talk About: J..-0/*1"#K..0#by Margaret Wise Brown Page 97

Color Month Week #4 Activity #5 Colors in the Dark - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

The children will be able to contribute to a discussion about what they do at night – getting ready for bed and going off to sleep. Encourage this conversation as you begin to discuss today’s topic. Reading J..-0/*1"#K..0 will provide an opportunity to point out how colors change as the room in the story becomes dark. This is probably not something that the children have noticed so draw their attention to it. Show the front cover and tell the children that this is a story about a little bunny who is getting ready to go to sleep. He has many things in his bedroom to say goodnight to. Ask the children to listen carefully for rhyming words and try to remember some of the things the bunny says good-night to. Read the story through and talk about it. If no one notices what has happened to the colors as the room becomes dark, go back and read the book again drawing the children’s attention to the changes. Review N/n for 0/*1". As you read today’s book have the children identify the rhyming words in the text. See if they can think of other words that rhyme with the words in the text. The word *..-0/*1" appears on every page in today’s book. Point this out and encourage children to use a pointer to locate the word on each page. Remind the children that we use letters to make words. Create your own J..-0/*1"#K..0 book by asking the children to suggest things that they would like to say goodnight to – each child can make a page for the book.

Page 98

Color Month Week #4 Activity #5 Colors in the Dark Science Inquiry Cycle: Reflect and Ask Mathematics Friday: The children have been working on patterns all week. Bring out manipulatives such as small plastic bugs, 0$&107(6"3+=*9("0$%"(+" forth. Have the children work with a partner â&#x20AC;&#x201C; each child should use the small toys to make a pattern for their partner to copy. Photograph the patterns and print these to make the childrenâ&#x20AC;&#x2122;s own pattern cards.

b*8"0"C+G"709'*"*$+2'<">+9"0":<&7%"8+"#8"&$(&%*"=&8<"8<*"30H(":7+(*%B""R0&$8"8<*"&$(&%*"+>"8<*" box with black paint and glue colored construction paper on the inside. Show the children 8<*"%09A"C+G"8<08";+2"<0@*"10%*"0$%"8*77"8<*1"8<08"8<&("=&77"C*"8<*&9"H70:*"8+"#$%"+28"=<08" happens to colors in the dark. Ask them what their bedroom looks like at night when the lights are out. Can they still see the colors on the walls?

Plan and Predict Ask the children to think about how colors will look inside the dark box. Will they be able to see colors inside the box? Tell them that they are going to try to draw pictures while they are inside the box â&#x20AC;&#x201C; what do they think that will be like?

Act and Observe Y29&$'"(1077"'9+2H"8&1*6"<0@*":<&7%9*$"'+"&$(&%*"8<*"C+G"+$*"08"0"8&1*B""c$:*"8<*"30H(" are closed, ask them to tell what colors the papers are. Then ask the children to go inside again with a piece of paper to draw on. Have them use the crayons inside the dark box to draw a picture.

Report and Reflect Look at the drawings and ask the children for their reactions to trying to see colors in the dark. What was it like? Were some colors easier to see than others? What could we use to have some light inside of the dark box? Would this help us to see colors better? Try this. Page 99

Thank you for using the ScienceStart Color Month. We hope you enjoyed your experience! Your feedback is important to us. Please contact us with your comments and suggestions at www.ScienceStart.com.

Notes __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

Module 2 Unit 4

Explore.

Experiment. Question.

Integrate.

Light, Shadows and Reflections OVERVIEW The LiteraSci activities provided here offer children multiple opportunities to explore sources of light and make observations of light in their everyday world. They will begin to experiment with how light travels by investigating what materials light moves through, the shadows of a variety of objects, and how different objects reflect light. They will talk about and compare shadows and reflections. Additionally, the following learning goals can be achieved as the children participate in these LiteraSci activities:

Science • Becoming familiar with the science cycle of reasoning • Understanding how to make a prediction and compare it with findings • Exploring how light travels • Demonstrating how to make a shadow with simple materials • Comparing shadows and reflections

Literacy • Being exposed to and perhaps using new vocabulary words • Relating story information to personal experiences • Using descriptive language • Engaging in extended conversations • Participating in a variety of book- making experiences

Mathematics • Beginning to sort and categorize materials by their characteristics • Identifying and learning the names of basic geometric shapes • Comparing the sizes of a variety of objects

Light, Shadows, and Reflections Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2011 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Please visit our website at: www.literasci.com

Table of Contents for Light, Shadows and Reflections Month Teaching Science with ScienceStart

What Should I Know?

Light, Shadows, and Reflections Overview

Week #1

Week #3 Center-Based Play Materials & Activities

Lesson #1: No light, no shadow

Lesson #2: Shadow tracing

Center-Based Play Materials & Activities

Lesson #3: Shadow silhouettes

Lesson #1: Sources of light

Lesson #4: Using a shadow screen

Lesson #2: Sunny days

Lesson #5: Guess what it is!

Lesson #3: Flashlight play

Week #4

Lesson #4: What can light move through? 27

Center-Based Play Materials & Activities

Lesson #5: Making windows

Lesson #1: Reflections â&#x20AC;&#x201C; what reflects?

Lesson #2: Shiny or dull

Lesson #3: Making mirrors

Lesson #4: Matching

Lesson #5: Flashlights in the dark

Week #2 Center-Based Play Materials & Activities

Lesson #1: Transparent, Translucent and Opaque

Lesson #2: Shadow hunt

Lesson #3: Making a shadow

Lesson #4: Shadow Puppets

Lesson #5: Shadow size

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Teaching Science with ScienceStarrt Language, literacy and mathematics flow naturally from hands-on science, which is the activity of learning about the everyday world. Learning about the everyday world is as fundamental to the early childhood years as learning to walk, talk, and interact with others. With ScienceStart, children build a rich knowledge-base that supports further learning and higher-order skills like classification and drawing inferences. Language, literacy, and mathematics are basic tools for learning that develop as children engage in ScienceStart inquiry activities and share their questions and observations with others. Preschool children have the abilities to do science. In fact, “doing science” fits the ways children learn: by exploring, repeating and communicating hands-on, multi-sensory activities. It is crucial that children carry out the activities themselves and that they have opportunities to repeat and vary the activities and to talk about what they are doing and finding out. The goals of science learning in early childhood are to explore, build concepts, and build vocabulary to communicate these concepts. There is an emphasis on trial and error rather than on “right answers” and so teachers do not need to “know all the answers.” Teachers do need to help children ask questions and discover for themselves. A 4-Step Science Cycle supports systematic guided inquiry, helping children “learn to learn.” Because learning and doing science relies on children’s firsthand experience, it is always meaningful and provides a motivating context for learning language, literacy, and mathematics. Hands-on inquiry science fosters a classroom community that easily includes all children. Because ScienceStart activities can be done in many ways, they engage children who have different learning styles and are at different developmental levels. As teachers observe children doing science activities, they can respond to individuals’ strengths and needs. Because inquiry science emphasizes exploration and trial and error as important ways to learn, children focus on learning rather than on avoiding mistakes.

An experienced teacher, observing her students as they mixed primary colored shaving cream to see what new color might emerge, noted how the excitement of doing science motivated other learning: I’m not sure which child at my table figured out that he could write letters in the shaving cream once it had flattened out. And then everyone was trying it. This class is very exciting.The parent conferences that I’ve had so far this week, everyone is saying, “What are you doing with them? They just want to write.” A dad told me that last night his son went to sleep with his pencil box in the bed. -Sue Strowe, teacher

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The Science Cycle is a powerful teaching tool. This cycle supports active learning by organizing inquiry. Its four phases bring the scientific method into ScienceStart classrooms. All ScienceStart lessons use the Science Cycle. Reflect & Ask begins the cycle. Teachers should talk with children and ask them to think and share their knowledge about a topic. The teacher can introduce new vocabulary and read fiction or nonfiction books to help children think and talk about the topic. Recalling previous science activities helps children reflect on what they know and ask new questions. The teacher and other adults in the classroom can model asking questions using phrases such as: “What do you think will happen if we …?” Plan & Predict is next. The teacher should help children plan what to do in the science activity that will get information to help answer their question. They may discuss what materials they need and where to do the activity. The teacher should encourage children to make predictions about the outcome of the activity, accepting all answers. They then move forward with: “Let’s see what happens!” Act & Observe is the phase during which children carry out the science activity. Teachers may model the activity to help children understand what to do, but it is essential that each child does the science activity. Teachers should expect children to vary the activity as there is no one “right” way to do it. The teacher should talk with children about what they are doing and support conversation among the children. In some cases, this phase is best carried out in small groups. Report & Reflect is the final phase of the science cycle. Children should talk about what they observed and what new ideas and questions they have. There are many ways for children to represent what they have learned. Reports can be graphs, class-made books, a poster with photographs, a journal entry, a drawing or a conversation.

The ScienceStart Curriculum was developed at the University of Rochester by Dr. Lucia French, a specialist in language and literacy development and Kathleen Conezio, an expert on early literacy and science who also serves as a science advisor to Sesame Street. For 15 years, we have collaborated with hundreds of teachers to continually improve ScienceStart Development of ScienceStart has been supported by more than $5,000,000 in grants from the National Science Foundation and the United States Department of Education. ScienceStart is easy to use with English Language Learners and children with special needs. Research shows that children at all socioeconomic levels make substantial gains in language, literacy, and science knowledge when their teachers use ScienceStart. Page 8

What Should I Know? The study of light is known as optics. Light is a form of energy that is present everywhere in our world. The sun is our primary source of light. Without the sun, there could be no life on Earth – at least, not the type of life we know. Light travels in a straight line, until something bends it. The straight paths of light are known as ‘light rays.’ Light also travels very fast, about 186,000 miles per second. The sun is 93 million miles away from Earth and it takes about 8 minutes for light from the sun to reach Earth. When something blocks the path of light, a shadow is created. Transparent objects allow light to pass through freely, and no shadow is created. Most windows are transparent. Translucent objects allow some light to pass through, and a weak shadow may be created. Wax paper is a common household item that is translucent. Many bathroom windows are made of translucent glass. An opaque object blocks all light and creates a definite shadow. Most objects are opaque. Shadows occur on the side of an object opposite the light source. As an object moves closer to a light source, its shadow becomes bigger. As an object moves away from a light source, its shadow becomes smaller. The shape and size of a shadow also can be changed by changing the angle between the light source and the object. Think about how your shadow looks in bright sunlight at different times of the day. At noon, your shadow is small because the sun is directly overhead. In the early morning and late afternoon, your shadow is longer because of the angle at which the sun strikes your body. Also, if you are facing the same direction in the morning and in the afternoon, your shadow will be on different sides of your body. It will be to the west of your body in the morning and to the east of your body in the afternoon.

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All objects reflect light. This is why we can see much better during the day than at night when there is little light. Humansâ&#x20AC;&#x2122; perception of color depends on which light waves an object absorbs and which light waves it reflects. For example, a blue object reflects the light waves that our eyes perceive as blue and absorbs all the other light waves. A white object reflects most light waves and a black object absorbs most light waves. If you shine a narrow beam of light at an object that has a smooth, highly polished surface, the object reflects back a narrow beam of light. If you shine a narrow beam of light at an object that has a rough surface, the object reflects the light back in a scattered pattern and you see the object itself but no reflection of yourself. A mirror, a highly polished spoon, a clean window, or the surface of a still body of water like a lake will reflect light directly and you can see your own reflection when you look at their surfaces.

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Light, Shadows, and Reflections Overview Week 1

Science Activities

All About Light by Lisa Trumbauer

Making diagrams and using labels

Sunny days

The Sun is My Favorite Star by Frank Asch

Listening to stories for information

Flashlight play

Right Outside My Window by MaryAnn Hoberman

Using page numbers

The Hello-Goodbye Window by Norton Juster

Alphabet letters – L/l, S/s, F/f, T/t

Making windows Transparent, translucent Right Outside My Window by Mary Ann Hoberman and opaque

Songs for phonological awareness

Reading and following recipes Understanding new science vocabulary

Math Highlights Making graphs and comparing data Exploring “near” and “far” Categorizing materials Counting objects in a set Making size comparisons

Shadow hunt

Guess Whose Shadow by Stephen Swinburne

Making a shadow

Moonbear’s Shadow by Frank Asch

Shadow puppets

Whose Shadow is This? by Claire Berge

Songs for phonological awareness

Shadow size No light, no shadow

Goodnight Moon by Margaret Wise Brown

Following directions to make something Shape recognition

Light: Shadows, Mirrors, and Rainbows by Natalie Rosinsky

Making books

Shadow tracing Shadow silhouettes

Using a shadow screen Shadows by April Pulley Sayre Shadows and Reflections by Tana Hoban Guess what it is!

Literacy Highlights

Sources of light

What can light move through?

Books to Read

Reflections – what reflects? Shadows and Reflections by Tana Hoban

Making books Alphabet letters – T/t, O/o, S/s, M/m

Using page numbers, table of contents

Following and making patterns

Songs for phonological awareness Alphabet letter review Reading wordless picture books Understanding science vocabulary

Making mirrors

Is It Rough? Is It Smooth? Is It Shiny? by Tana Hoban

Matching

I See Myself by Vicki Cobb

Alphabet letters – M/m, S/s, R/r

Flashlights in the dark

The House in the Night by Susan Marie Swanson

Shiny or dull

Using the language of order – first, second, next, last

Songs for phonological awareness

Straight and curved lines Symmetry Counting the number of objects in a set

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Center-Based Play Materials & Activities to Support This Week’s Science Learning Week #1 Dramatic Play • Set up a home theme, adding battery powered candles, lanterns, lamp and a string of white or colored lights.

Art Center • Black and white materials such as paint or chalk on dark paper • Create line drawings. Make blobs of black paint. Imagine them to be shadows – what is it? • Paper strips to make line collages

Block Area • Use colored or clear cellophane to make windows for block building. • Shine flashlights around the blocks and block buildings. Where does the light go?

Manipulatives • With scissors or plastic knives, cut along straight or curved lines drawn on paper or traced on playdough.

Large Motor Play • Walk around looking for the variety of light fixtures and the ways that light is used around the community • Roll balls across the floor or throw beanbags at targets to experience how light travels in a straight line.

Science Table • A variety of flashlights, lanterns and batteries for children to explore talk about flashlight safety • Photos of other light sources: traffic lights, lamps, campfires, etc.

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Light, Shadows, and Reflections Week #1 Activity #1 Sources of Light Concepts: We use light from many sources

Learning Goals: Children will identify sources of light that they use.

Vocabulary: candle electric flashlight light bulb street light

Materials: electric light with a bulb flashlight candle clipboards and pencils digital camera

dark fire light light source sun

Things to Talk About: Where do we get light from outside in the daytime? At night? Why do electric lights need to be plugged in? Why do we need lights at night? How do traffic lights help people?

Read and Talk About: All About Light by Lisa Trumbauer Page 15

Light, Shadows, and Reflections Week #1 Activity #1 Sources of Light - Language and Literacy

Speaking & Listening Reading Comprehension

Encourage children to name sources of light that they are familiar with in their daily lives. Support them in talking about how lights are used in our daily life. Introduce todayâ&#x20AC;&#x2122;s book, All About Light, by looking at the front cover. What is pictured here? How is it used?

Alphabet Awareness Phonological Awareness Print Awareness

This book has a lot of basic information about light. Read and talk about as much of it as you feel is appropriate for your group. Review the letter L/l for light. Demonstrate and talk about how the letter L/l is made and encourage the children to try writing it in their journals. Sing This Little Light of Mine with the children. Support the children in listening for rhyming words and the sound of the letter /l/. In large group, create a diagram of the parts of a flashlight. Label the parts and point out that labels are put near the picture of the part and connected to the part with a line or an arrow. Display the diagram.

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Light, Shadows, and Reflections Week #1 Activity #1 Sources of Light Science Inquiry Cycle: Reflect and Ask Darken the room by turning out the lights and covering the windows. Ask children how to make the room light. Ask what happens to their vision when it is dark – what kind of things can’t they see? Does this affect what kinds of things they can do? Talk about some things you do at night that need light.

Mathematics Monday: Make a list of all the light sources the children can think of. Sort the list by whether each source uses electricity. Count and compare the number of items in each column.

Plan and Predict Plan to go for a walk around school and/or the neighborhood. Predict what kinds of light sources you might find.

Act and Observe Take a walk to look for light sources and make a list of all the ones you find. Encourage the children to write or draw on their clipboards as you find light sources. Take photos to print and use later. Which light sources need electricity and which ones don’t? In small groups have the children investigate an electric light, a flashlight, and a candle to see how each works.

Report and Reflect Create a display of various kinds of light sources. Use the photos you took as part of this. Talk about which sources need electricity. Ask the children to point to a light source that does not use electricity. Page 17

Light, Shadows, and Reflections Week #1 Activity #2 Sunny Days Concepts: The sun is the major source of light for the world. Even on cloudy days the sun provides us with light during the daytime.

Learning Goals: The children will model Earthâ&#x20AC;&#x2122;s rotation using a wrap-around map and a strong light source. They will observe and discuss daytime and nighttime. Things to Talk About:

Vocabulary: daytime/nighttime globe sun

Materials: bright light source globe stickers large flashlight paper to make wrap-around maps

Earth rotate, rotation sunrise/sunset

Where does the light of daytime come from? How does it feel? Do we see the sun every day? Where is the sun at night? Why isnâ&#x20AC;&#x2122;t it dark like night on a cloudy day?

Read and Talk About: The Sun is My Favorite Star by Frank Asch Page 19

Light, Shadows, and Reflections Week #1 Activity #2 Sunny Days - Language and Literacy Speaking & Listening

Have a discussion about daytime and nighttime. Talk with the children about how they know when it is daytime or nighttime. What kinds of things do they do at those times of the day? As the children talk, make a list of their favorite daytime and nighttime activities on chart paper. Help the children think about where the sun goes at night.

Reading Comprehension Encourage the children to listen carefully as you read today’s story to find out all of the

many things that the sun does during the child’s day. When you finish reading, go back and show the pictures again and have the children recall what the sun did on each page. Encourage the children to talk about their own experiences with the sun like those in the book.

Alphabet Awareness Phonological Awareness

Review the letter S/s as you write the words sun and sunny. Have the children find the letter S/s each time it occurs in the title of today’s book. Sing Twinkle, Twinkle Little Star together and identify the rhyming words. Have the children help you make up make up a new song about the sun to the tune of Twinkle, Twinkle Little Star.

Print Awareness

Start with: Shine, Shine, Big, Bright Sun Use the word diagram to refer to the wrap-around maps that the children make today. Remind the children that we put labels on diagrams – what labels should be put on the map? Page 20

Light, Shadows, and Reflections Week #1 Activity #2 Sunny Days Science Inquiry Cycle: Reflect and Ask Ask the children to talk about what kinds of things they do when it is daytime or nighttime. Where do they think the sun goes at night? Talk about some things they like to do on a sunny day.

Plan and Predict

Mathematics Tuesday: This week, keep track on a chart of the number of sunny and cloudy days. At the end of the week, count the number of each and make a comparison. Which are there more of? Less of?

Explain that today they are going to learn about how Earth moves to make daytime and nighttime happen. Use the globe to explain that everyone in the world lives on a planet called Earth and that it is very big and shaped like a ball. Remind them that the globe is a model of Earth. Put a sticker on the globe showing where they live. Use the large flashlight as the sun. Ask how we could use these things to show daytime and nighttime.

Act and Observe Working in small groups, demonstrate Earthâ&#x20AC;&#x2122;s rotation using the large flashlight and the globe. Talk about when it is daytime and when it is nighttime. Use the pieces of paper to make maps of the Earth that can be wrapped around the children and put a sticker on their home. Have the children take turns using the wrap-around maps and rotating to imitate the movement of Earth for day and night (using a bright light source as the sun). Have the children demonstrate how the sun shines on Earth using a globe and flashlight.

Report and Reflect Create a day and night book. Have each child make a page to go into the book that shows something they like to do in either the daytime or the nighttime. Act as scribe while they describe what their picture represents. Page 21

Light, Shadows, and Reflections Week #1 Activity #3 Flashlight Play Concepts: Light travels in a straight line. When light is blocked we see a shadow.

Learning Goals: Children will use a flashlight to observe how light travels and to make a shadow.

Vocabulary: battery bulb light spot

Things to Talk About: bright dim shadow straight

Why do we have lights? When do we use flashlights?

flashlights classroom objects such as pencil, scissors, and a block

What makes a shadow? How can you make a shadow without a flashlight?

Read and Talk About:

Does everything make a shadow?

Materials:

All About Light by Lisa Trumbauer

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Light, Shadows, and Reflections Week #1 Activity #3 Flashlight Play - Language and Literacy Speaking & Listening Reading Comprehension

Encourage the children to talk about their experiences using the flashlights – ask simple questions like, “How do you turn on the flashlight?” or “Where do you see the light?” Ask the children to describe what they see when they use the flashlight in the dark. Re-read All About Light and focus the children’s attention on the information found on pages 3-19. Read pages 10 and 13 one at a time and then ask the children to tell something that they learned on each of these two pages. Help them to see that these two pages contain the information that: •

Alphabet Awareness Phonological Awareness Print Awareness

Light moves fast.

• Light moves in a straight line. Review the letter F/f for flashlight. Demonstrate how to make the letter and point out the curved and straight lines. Sing This Little Light of Mine again using flashlights. Ask children to turn the flashlight on and off each time they sing the word shine. Point out the page numbers in the today’s book and use them to locate information. Show children the index in the back of the book and explain how page numbers are used in this context.

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Light, Shadows, and Reflections Week #1 Activity #3 Flashlight Play Science Inquiry Cycle: Reflect and Ask Where do we see lights? Why do we use lights? What special uses does a flashlight have? Why donâ&#x20AC;&#x2122;t you need to plug it in an electrical outlet? What makes a flashlight work?

Mathematics Wednesday: Use todayâ&#x20AC;&#x2122;s experience using flashlights in the dark to talk about the concepts of near and far. Ask children to find things that are near them and things that are far away. Then compare how light shines on things that are nearby and far away.

Plan and Predict Talk about shadows. How can we make a shadow using a flashlight? What materials will we need? If you point a flashlight in a certain direction, where does the light go?

Act and Observe Allow the students to experiment with the flashlights and have ample time to explore. Darken the room and turn on the flashlight. Select an object and have the students guess what it is from its shadow. Repeat with other objects. Encourage the children to identify objects by their shadow shape. Have the children demonstrate how to make a shadow using a flashlight.

Report and Reflect Did everything make a shadow? Were all of the shadows the same size and shape? Where can you see the light from your flashlight? How do you make the light go where you want it to be?

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Light, Shadows, and Reflections Week #1 Activity #4 What Can Light Move Through? Concepts: Light can pass through some objects and be blocked by others.

Learning Goals: Children will test a variety of materials to see which ones allow light to pass through.

Things to Talk About:

Vocabulary:

Did the light pass through all of the materials? Why?

light opaque translucent

material result transparent

Materials: flashlights plastic wrap wax paper tissue paper mirror

colored cellophane foil cardboard water

Read and Talk About: Right Outside My Window by Mary Ann Hoberman

Which material stops most of the light? Did the light pass through some things and not others? Which of your predictions were correct? What happens when the light is blocked? Where else have you seen shadows? How does a shadow get its shape? Page 27

Light, Shadows, and Reflections Week #1 Activity #4 What Can Light Move Through? - Language and Literacy Speaking & Listening

Introduce the terms transparent, translucent, and opaque within the context of today’s activity. Use these words frequently as you do the activity so the children can become familiar with them. Your use of the words helps children understand them.

Reading Comprehension Right Outside My Window makes use of repetitive text. The author begins by saying

“There is always something new to see right outside my window.” This phrase is then repeated on each page. Encourage children to notice the repeating phrase and to read along with you each time it is there.

Alphabet Awareness Phonological Awareness

When you finish reading, ask the children to help you make a list of the things the author saw outside the window. Review the letter T/t for transparent and translucent. Point out how to make this letter as you create a chart for the science activity. Encourage children to come up and make the letter on the chart. Listen for the repetitive phrase in today’s story. Write this phrase on the chart paper and then have the children make a list of things they see outside. Read the list and have the children repeat the phrase after each item. For example: I see a squirrel… right outside my window. I see a big pine tree… right outside my window. I see three cars driving by… right outside my window. I see the rain in the puddles… right outside my window.

Print Awareness

As you read today’s book, point out the phrase right outside my window on each page. Show the children how they can find it by looking for the special print called italics. Ask the children why they think the author used italics. Page 28

Light, Shadows, and Reflections Week #1 Activity #4 What Can Light Move Through? Science Inquiry Cycle: Reflect and Ask Talk about when the children have seen shadows. Does everything make a shadow? What kinds of things donâ&#x20AC;&#x2122;t make shadows? What kind of objects does light go through?

Mathematics Thursday: Sort and categorize materials by how light travels (or doesnâ&#x20AC;&#x2122;t travel) through them: transparent, translucent, and opaque. Make a graph that shows what you find. Count and compare the number of each type of material on the graph. Write the numerals.

Plan and Predict Show the children the materials you have. Work together to make a plan for how to use the materials to see if light will shine through. Plan how to record the results.

Act and Observe Experiment with the different materials, trying to look through them. Shine a flashlight on the wall. Hold the plastic wrap in front of the light; observe what happens. Next try the wax paper, then the cardboard. Support children in talking about their observations.

Report and Reflect Discuss other materials that could be used. Display the chart created to identify transparent, translucent, and opaque materials. Ask the children to suggest other materials that might be opaque. Have them point to a transparent material.

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Light, Shadows, and Reflections Week #1 Activity #5 Making Windows Concepts: Light can pass through some objects and be blocked by others.

Learning Goals: Children will make windows that light can shine through. Things to Talk About:

Vocabulary: apartment dark home light window

curtain door house shade

Materials: craft sticks glue clear and colored cellophane wax paper tissue paper

Read and Talk About:

Why do people put windows in houses? When does the light come through a window? Why put glass in a window? Why not just leave a hole in the wall? What happens when you use colored materials in a window? Why do people use curtains and shades?

The Hello-Goodbye Window by Norton Juster Page 31

Light, Shadows, and Reflections Week #1 Activity #5 Making Windows - Language and Literacy Speaking & Listening

As you begin today’s activity, have the children share with a partner something that they have seen when they looked out of a window. During small group time, use your own language to model how to plan what you want to do before you do it. Demonstrate how to think out loud about making a window using the available materials before you actually begin to do it.

Reading Comprehension Begin reading today’s book by focusing the children’s attention on the front cover. What does the picture show? How does the picture go along with the title of the book?

Alphabet Awareness Phonological Awareness

Print Awareness

As you read the book, focus children’s attention on all of the things that happen at this special window. Introduce the letter W/w for window. Point out how to make the letter. Ask if anyone notices how the letter is like the letter M/m – how is it different? Sing Go In and Out the Window, a traditional nursery rhyme song. (Lyrics are available through Google.) As you teach this song, encourage the children to listen carefully to the words so that they can do the appropriate actions at the right time. Use the photos that you take during today’s activity and the photos that you have of buildings with windows to make a class book about windows. Have the children make up the text for the book. Use this opportunity to talk about the cover of the book and the difference between illustrations and text. Page 32

Light, Shadows, and Reflections Week #1 Activity #5 Making Windows Science Inquiry Cycle: Reflect and Ask

Mathematics Friday: Talk about the number of sides each window that you make has. Identify the shape of the window. Talk about how to make circular or triangular windows. As possible, try this.

Talk about where people have windows in their houses and why. Have the children tell about the windows in their house – where are they? What can you see out of them? Talk about what windows are made from. Ahead of time, collect or take and print out some photos of buildings with windows and print these out. Pass these out and have the children talk about the windows in the photos.

Plan and Predict Build a house out of blocks. Talk about how you could make windows for this house – what materials would you need? Make a plan together to make windows for a block house. Make predictions about whether or not light will shine through the windows.

Act and Observe Make windows out of a variety of materials and use flashlights to see how they work – will the light shine through your window? Encourage the children to use the window they have made as part of a block structure.

Report and Reflect Build houses out of a variety of types of blocks in small groups. Put the windows that you have made into the houses. Use flashlights to see how they work. Page 33

Center-Based Play Materials & Activities to Support This Week’s Science Learning Week #2 Dramatic Play • Provide slippers, bathrobes, stuffed animals, small pillows and other props for night time dress-up. • Act out nightly rituals with puppets.

Art Center • Make black and white designs using paper, paint, and other materials. • Make shadow tracings/silhouettes. • Listen to the poem My Shadow by Robert Louis Stevenson and draw pictures to go along with it.

Block Area • Use flashlights or lanterns to make shadows of block buildings.

Manipulatives • Light Bright • Make creations from various manipulatives, and shine flashlights on them to create shadows.

Large Motor Play • Trace shadows with chalk outside. • Play “jump the shadow” by jumping over shadows the children find. • Go on a neighborhood walk to look for shadows; take photos for the class book about shadows.

Science Table • A variety of flashlights, mirrors • Shapes to make shadows with

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Light, Shadows, and Reflections Week #2 Activity #1 Transparent, Translucent and Opaque Concepts: Light can pass through some objects. If light passes completely through, the object is transparent. If some light passes through, it is translucent. If the light is blocked, the object is opaque.

Learning Goals: After making three types of Jell-O, the children will observe to decide which is transparent, translucent, and opaque.

Vocabulary: clear light opaque transparent

cloudy measure recipe translucent

Materials: 1 box of clear Knox gelatin 2 boxes of orange jello 1 small container of plain or vanilla yogurt

mixing spoons, mixing bowl boiling and cold water measuring cup

Things to Talk About: Why was the Knox gelatin clear? What made the second Jell-O cloudy? Can you see through water? What could you add to the water to make it cloudy? What other foods are clear? What other foods are cloudy?

Read and Talk About: Right Outside by Mary Ann Hoberman Page 37

Light, Shadows, and Reflections Week #2 Activity #1 Transparent, Translucent and Opaque - Language and Literacy Speaking & Listening

Reading Comprehension

Continue to use the vocabulary words transparent, translucent, and opaque in conjunction with the science activities. Explain to the children that today’s activity will give another opportunity to use these words to describe materials. Re-read the book The Hello, Goodbye Window today as a way to review what transparent means. Ask the children to try to remember some of the things that the girl does at her Nanna and Poppy’s house.

Alphabet Awareness Phonological Awareness Print Awareness

Ask if anyone has an idea about why the author gave this book its title. Talk about these ideas. Review T/t for transparent and translucent and O/o for opaque. Read the children Robert Louis Stevenson’s poem, My Shadow and have them listen to the rhythm of the poem as well as the rhyming words. Review recipes as a special form of writing and reading that helps people know how to cook. Be sure to model how to read and follow a recipe today as you make the Jell-O. Display the Jell-O box in the environmental print area. Display the recipe used today along with photos of the activity. Page 38

Light, Shadows, and Reflections Week #2 Activity #1 Transparent, Translucent and Opaque Science Inquiry Cycle: Reflect and Ask

Mathematics Monday: Talk about the steps you need to follow to make Jell-O. What do you need to do first? Second? Next? Last? Remind the children that we need to measure things when we cook and talk about the units of measurement that we use for this. Have the children to the measuring whenever possible.

The story today talked about windows. Ask the children if anyone remembers what kind of material a window is made from â&#x20AC;&#x201C; transparent, translucent or opaque? Ask the children if they ever have thought about foods being transparent, translucent or opaque â&#x20AC;&#x201C; can they think of a food they can see through?

Plan and Predict Tell the children that you are going to make three kinds of Jell-O today to see if you can make some that is transparent, translucent or opaque. Show them the materials that you will be using and ask them to make predictions about what things will make transparent, translucent or opaque Jell-O. Plan where and how to make the Jell-O.

Act and Observe Show the recipe that you will be using. Working with small groups of children, prepare the Jell-O, making one clear Jell-O, one orange Jell-O, and one orange Jell-O replacing the cold water with one cup of yogurt. When it has gelled, cut it into pieces to look through. Review your predictions and talk about the results. Did any of the Jell-O turn out to be transparent? Translucent? Opaque? Introduce the words cloudy and clear as other words that could describe the way that the Jell-O looks.

Report and Reflect After looking at the Jell-O. eat and enjoy. Page 39

Light, Shadows, and Reflections Week #2 Activity #2 Shadow Hunt Concepts: Light can pass through some objects and be blocked out by others. When light is blocked, we see a shadow. Shadows change size when an object moves closer or farther from the light source.

Learning Goals: Children will look for shadows outside. They will use materials to make shadows outside. Things to Talk About:

Vocabulary: bigger cloudy light shadow sunshine

cast dark shade smaller

Materials: digital camera and printer outdoor play equipment such as balls, hoops, trucks, sandbox toys

Where did you find shadows? Why are some shadows big and some shadows small? Is there anything that doesnâ&#x20AC;&#x2122;t have a shadow? Can you always see your shadow?

Read and Talk About: Guess Whose Shadow by Stephen Swinburne Page 41

Light, Shadows, and Reflections Week #2 Activity #2 Shadow Hunt - Language and Literacy Speaking & Listening

Ask the children to share what they already know about shadows – where have they seen them and how they are made? Talk with the children about whether shadows can be seen inside or outside. Tell them that today you will go outside to look for shadows and ask them to make predictions about what kinds of shadows they will see.

Reading Comprehension Begin today’s book by asking the children what they think the title of the book suggests – Guess Whose Shadow. What do they predict this book be about?

Alphabet Awareness Phonological Awareness

As you read, compare the children’s guesses about the shadows with the predictions that you make in science activities – how are guesses and predictions alike? (Hint: predictions are based on previous experiences and knowledge; guesses can be random) Review S/s for shadow. Make the letter shape with pieces of yarn or playdough snakes. Sing Oh, Dear, Where Can My Shadow Be? to the tune of Oh, Dear, What Can the Matter Be? Draw attention to the steady beat of the song. Ask children to identify the words that repeat. The words are: Oh, dear, where can my shadow be? Oh, dear, where can my shadow be? Oh, dear, where can my shadow be? My shadow is gone.

Print Awareness

Make a book called Our Shadow Walk using the photographs you took during the shadow walk. Have children dictate the words for the book while you act as scribe. Create a cover and title page together for the book. Be sure to focus on the title and authors’ names as being part of the book. Have the children decide if they want to use page numbers. Page 42

Light, Shadows, and Reflections Week #2 Activity #2 Shadow Hunt Science Inquiry Cycle: Reflect and Ask Ask the children if they know what a shadow is. Talk about times that they have seen shadows in their houses. Discuss where shadows are found outside – what makes a shadow outside? Where should we go outside to find shadows?

Plan and Predict Mathematics Tuesday:

Support the children in making predictions about what objects will have a shadow outside. Plan where to go on a walk to look for shadows. Decide how to record your findings.

Make a list of all of the shadows you saw on your shadow hunt. Count how many shadows you saw and write the numeral.

Act and Observe

Talk about big and little shadows – making size comparisons.

Make comparisons between what you saw on your shadow hunt and what your predictions were. Did you see everything that you had predicted? Make a class book called Our Shadow Walk. Use photographs taken on the walk to illustrate the book.

Go for a walk and make a list of everything that you see that has a shadow. On a sidewalk or pavement, make shadows using playground equipment and/or the children’s bodies. Take photographs.

Report and Reflect

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Light, Shadows, and Reflections Week #2 Activity #3 Making a Shadow Concepts: A shadow is created when an object blocks the light. The shape of a shadow is similar to the object that made it.

Learning Goals: Children use common classroom materials to make shadows in front of a bright light source. They will demonstrate where to place an object in relation to the light in order to make a shadow.

Things to Talk About:

Vocabulary:

Does everything have a shadow?

Light Opaque Shadow In front of/behind

Materials: An overhead projector works very well as a light source for this activity; if you donâ&#x20AC;&#x2122;t have access to one, use any bright directed light source

Read and Talk About: Moonbearâ&#x20AC;&#x2122;s Shadow by Frank Asch

What kinds of lights make good shadows?

Do you see shadows all of the time? Why or why not? What happens if you put the object behind the light? What happens to the shadow when the object moves?

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Light, Shadows, and Reflections Week #2 Activity #3 Making a Shadow - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

In today’s activity, the children will be making shadows using a variety of materials. Support the children in talking about their experiences – they may not have realized how shadows are made until they try this today. Talk about where the object is in relationship to the light. Ask the children to make comparisons between the shape of the shadow and the real object. In today’s book, Moonbear has some troubles with his shadow and tries to get rid of it. As you read, pause in appropriate places to ask the children what they understand about what is happening. Why does Moonbear want to get rid of his shadow? How does he try to do this? Why doesn’t it work? Review the letter M/m for Moonbear. Find M/m on the book cover. Using the easel, demonstrate and talk about how M/m is made. Give children a chance to practice making this letter. Introduce the shadow song Move This Way sung to the tune of Are You Sleeping? Move this way, move this way Move that way, move that way See it, do what I do, see it, do what I do Follow me, follow me.

Print Awareness

Teach the children the song and then have them follow you as you do motions while you sing. Call attention to the repeated phrases. Have the children draw a picture of the shadow that their object made and take a photo of the object. Print out the photos and mount them with the drawings of the shadows to make a shadow matching display. Create labels to go with this. Page 46

Light, Shadows, and Reflections Week #2 Activity #3 Making a Shadow Science Inquiry Cycle: Reflect and Ask

Mathematics Wednesday: Be sure today as you make the shadows that you use some items that make big shadows and some items that make small shadows. Put out rulers for the children to use to measure the shadow items. How many items are bigger than one ruler and how many items are smaller than one ruler?

Recall with the children all of the previous activities that you have done with shadows. Where have you found shadows in the past? What did you need to have in order to find a shadow?

Plan and Predict Show the children the bright light source that you have and tell them that today they can make shadows using any kind of materials they would like. Ask the children to name something that they want to try using and make a list on the easel. Ask the children if these materials are transparent, translucent or opaque.

Act and Observe During small group time, have the children collect the materials that they want to try making shadows with and provide them with the opportunity to do this. As they are working, talk about where the light source is in relationship to the object making the shadow. Encourage the children to move closer to or farther from the light source to see what happens.

Report and Reflect Have the children draw a picture of the shadow that their object made and take a photo of the object. Print out the photos and mount them with the drawings of the shadows to make a shadow matching book. Page 47

Light, Shadows, and Reflections Week #2 Activity #4 Shadow Puppets Concepts: When a shadow is made, its shape is similar the object that blocks the light (this assumes the light source falls directly on the object, not at an angle).

Learning Goals: Children will use materials to create a shadow puppet.

Vocabulary: block puppet shape

light shadow

Materials: bright light source construction paper glue craft sticks shadow screen (you can make one by using a sheet to cover a frame made from either PVC pipes or a rolling coat rack from, e.g., Wal-Mart) or large wall space

Things to Talk About: Is the shadow exactly like the object that makes it? What is “imagination”? Does it make any difference where the light is located? What color is a shadow?

Read and Talk About: Moonbear’s Shadow by Frank Asch Page 49

Light, Shadows, and Reflections Week #2 Activity #4 Shadow Puppets - Language and Literacy

Speaking & Listening

Work in small groups today as children make their shadow puppets. Use lots of language to explain what is happening as the children create shadow puppet shapes. Encourage the children to use language to tell what they made and how they did it by sharing their ideas with a partner.

Reading Comprehension As you re-read Moonbearâ&#x20AC;&#x2122;s Shadow, ask the children to recall the many wrong ideas that Alphabet Awareness Phonological Awareness Print Awareness

Moonbear had about his shadow. Introduce the letter P/p for puppet. Review the song Move This Way to the tune of Are You Sleeping. Today the children can play instruments to show the steady beat of the song. You can also choose a child to lead the motions today. Display the lyrics for the song and explain that these are the words that you are all singing. Use a pointer to follow along as you sing, drawing attention to the individual words. Support children in finding words that look the same.

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Light, Shadows, and Reflections Week #2 Activity #4 Shadow Puppets Science Inquiry Cycle: Reflect and Ask Talk with children about what they have noticed about shadows and how they are made. Recall previous shadow activity and what you learned about shadows. What do you need to make a shadow?

Mathematics Thursday: Write out the directions for making a shadow puppet on chart paper and number the steps. Talk about how you need to follow the steps in order when you make the puppet. What do you do first? Second? Last?

Plan and Predict Talk about how to use your hands to make shadows. Show the children some different ways to do this. Plan how to make different shadow shapes using the materials that you have gathered. You can show the children how to make several different hand shadow puppets by watching the video at: http://video.about.com/familycrafts/How-to-Make-Shadow-Puppets.htm.

Act and Observe In small groups, support children in making shadow puppets using the materials as they had planned. Additionally, help them make shadows using their hands.

Report and Reflect Use the shadow screen to try out puppet shapes. Have the children identify objects by their shadow shape. Page 51

Light, Shadows, and Reflections Week #2 Activity #5 Shadow Size Concepts: A shadowâ&#x20AC;&#x2122;s size becomes smaller as objects move away from the light source. It becomes larger as it moves closer to the light source. (This assumes the light falling directly on the object, not at an angle.)

Learning Goals: Children will make different sizes of shadows by changing the distance between the light source and object that is casting the shadow.

Vocabulary: bigger distance near smaller

Materials: light source objects to cast shadows

Read and Talk About:

close far light source

Things to Talk About: Can you change the size of a shadow? How? Does it matter how bright the light is? Does it matter what object is making the shadow? How big can you make the shadow? How small can you make the shadow?

Whose Shadow is This? by Claire Berge Page 53

Light, Shadows, and Reflections Week #2 Activity #5 Shadow Size - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Begin this lesson by reviewing the words bigger, smaller, close, and near. Have the children demonstrate the meaning of these words by using themselves in relation to each other. Remind the children about some of the stories that we have read in which the size of a shadow changes depending on the time of the day. Explain that this change in size is because of where the sun is in the sky. Today we will be changing the size of a shadow in another way. Todayâ&#x20AC;&#x2122;s story is a shadow mystery. Explain that a mystery is a story that presents something for you to figure out. Read the title and show the front cover â&#x20AC;&#x201C; what is the title asking the reader to figure out? How do the title, cover, and title page encourage the reader to keep going? Do you want to solve the mystery? Read the book together and try to figure out each shadow from the clues. Review S/s for shadow. Tell the children that the letter S/s also begins the words small and smaller. Review the song This Little Light of Mine. Have children clap along with the steady beat as they sing. Provide some animal photographs and have children try to draw the animalâ&#x20AC;&#x2122;s shadow. Have each child make a page and put them together to make a book about animal shadows. Act as scribe while each child dictates his text. Make a cover and title page together. Page 54

Light, Shadows, and Reflections Week #2 Activity #5 Shadow Size Science Inquiry Cycle: Reflect and Ask Recall with the children the previous activities that they have done about shadows. Talk about whether shadows are always the same shape and size as the object making the shadow. Ask the children if they have ever noticed their own shadow looking very large.

Mathematics Friday: Review the words big, bigger, small, smaller as you talk about today’s topic. Demonstrate how these types of size words are used when comparing objects – something may be bigger than another item but smaller than a different item.

Plan and Predict Ask the children to think about and predict how to change the size of a shadow. Plan how and where you will complete the activity. If you use an object and a flashlight, what will you need to do with them to make shadows look big and small?

Act and Observe Allow the children to try out their predictions in small group. Try more than one object. Does it work the same way?

Report and Reflect Give the children the opportunity to demonstrate to someone else what they have learned. Talk about the different ways that you moved either the light or the object to change the shadow’s size.

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Center-Based Play Materials & Activities to Support This Week’s Science Learning Week #3 Dramatic Play • Provide slippers, bathrobes, stuffed animals, small pillows and other props for night time dress-up. • Act out nightly rituals with puppets.

Block Area • Use flashlights or lanterns to make shadows of block buildings.

Manipulatives • Light Bright • Make creations from various manipulatives, and shine flashlights on them to create shadows.

Science Table • A variety of flashlights, mirrors • Shapes to make shadows with

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Light, Shadows, and Reflections Week #3 Activity #1 No Light, No Shadow Concepts: Shadows are created when an object blocks the light. You cannot see a shadow in the dark.

Learning Goals: Children will observe shadows being made. They will observe that there are no shadows in the dark.

Vocabulary: dark light observe shadow

Materials: flashlight objects to make shadows dark room

Things to Talk About: Can you always see shadows? Why? Does it matter how bright the light is? Does it matter what object is making the shadow? When is it hardest to see shadows? Why?

Read and Talk About: Goodnight Moon by Margaret Wise Brown Page 59

Light, Shadows, and Reflections Week #3 Activity #1 No Light, No Shadow - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk with the children about their experiences of looking around in their bedrooms at night. What can they see? What do they notice? Ask if anyone has ever taken a walk outside after dark. Have them share these experiences. Can you see shadows at night? As you do today’s activity be sure to draw the children’s attention to the need to have light in order to make a shadow. Continue to talk about this as you do the activity. If possible, watch the YouTube video version of the story, Goodnight Moon read by Susan Sarandon. Watching this will allow children to see the colors fade and the shadows disappear as the room grows darker. If you read the story yourself, be sure to call attention to this happening in the illustrations. Review the letter L/l for light. Introduce the song Miss Mary Mack. Listen for rhyming words. Miss Mary Mack, Mack, Mack, all dressed in black, black, black, With silver buttons, buttons, buttons, all down her back, back, back. She asked her mother, mother, mother, for fifty cent, cent, cents, To see the elephant, elephant, elephants, jump the fence, fence, fence. They jumped so high, high, high, they touched the sky, sky, sky, And didn’t come back, back, back ‘til the fourth of July, July, July

Print Awareness

If you are able to watch the video, talk about the differences between a video and a book – notice that the video uses animation to tell the story. When you read a book, your mind must imagine what is happening. Talk about how videos and illustrations are alike and how they are different. Page 60

Light, Shadows, and Reflections Week #3 Activity #1 No Light, No Shadow Science Inquiry Cycle: Reflect and Ask Talk about how you have been making shadows. Look for shadows inside the classroom. What is the one thing that always needs to be there in order to have a shadow?

Mathematics Monday: Cut out simple shapes from black paper today and ask the children to identify what they are. Focus on square, rectangle, triangle, and circle, but add others if the children already know these. Ask the children to use their imaginations – what might make this shape if these were shadows?

Plan and Predict Ask the children if there is ever a time when you can’t see shadows? When? How can we make a place where you can’t see shadows?

Act and Observe Create a very dark area in a corner of the room. Try to see shadows of objects. Now turn on a flashlight and try to see shadows. How are the shadows made?

Report and Reflect Identify all of the places where you saw shadows and all of the places where you did not see shadows. Talk about what made the shadows.

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Light, Shadows, and Reflections Week #3 Activity #2 Shadow Tracing Concepts: Shadows are the same shape as the object that blocks the light (this assumes the light source falls directly on the object, not at an angle).

Learning Goals: Children will observe shadows and trace their shape.

Things to Talk About:

Vocabulary:

How does a shadow get its shape?

same/different outline shadow shape trace

Materials: Chalk for outside Paper and crayons to trace shadows inside

Read and Talk About: Light: Shadows, Mirrors, and Rainbows by Natalie Rosinsky

Is the shape of a shadow always exactly like the object that made it? Why? Can you put two objects together to make a new shadow shape? How does a personâ&#x20AC;&#x2122;s shadow change outside if you trace it at different times?

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Light, Shadows, and Reflections Week #3 Activity #2 Shadow Tracing - Language and Literacy Speaking & Listening

Support the children in talking about the shadow activities that you have done on previous days. This gives the children the opportunity to talk about things that are not immediately present. Support the conversation as necessary by asking what was needed to make a shadow, where you saw shadows, and details of stories you have read about shadows.

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Talk about how looking at a shadow of an object is the same as and different from looking at the real object. Begin reading Light: Shadows, Mirrors, and Rainbows by looking at the front cover and asking the children what they see. Call attention to the shadow there and explain how you could trace it with a pencil. Read and discuss pages 1-11 today. As you read, encourage the children to talk about the information in the book. Try to answer the questions in the book. Review S/s for shadow. Review all letters introduced so far by playing a letter shadow game – use outlines of the letters to create shadows for the children to identify. Sing Miss Mary Mack again today and clap along with the steady beat. Review the rhyming word pairs. Today’s book has a table of contents and page numbers. Show these to the children and talk about their purpose and how to use them. Show children that the table of contents says that the section called “What Makes Shadows?” begins on Page 8. Have someone find this page in the book. Page 64

Light, Shadows, and Reflections Week #3 Activity #2 Shadow Tracing Science Inquiry Cycle: Reflect and Ask Look at shadows outside on the driveway or sidewalk. What shape are they? How did they get that shape?

Mathematics Tuesday: Continue to work on shape recognition by having the children use cut out shapes to make patterns. If the children can easily recognize the four basic shapes, add additional shapes such as ovals, diamonds, and octagons.

Plan and Predict Plan how to make shadow tracings. Will you be able to identify an object from its shadow tracing?

Act and Observe Take chalk outside and use it to trace shadow outlines on the driveway or sidewalk. Compare the shadow tracing to the object that made the shadow. Do this inside by making shadows with objects on pieces of paper and tracing the outline with crayon.

Report and Reflect Display the shadow tracings and identify the objects that made them.

The children can also put these together in creative ways to make shape pictures. Page 65

Light, Shadows, and Reflections Week #3 Activity #3 Silhouettes Concepts: When objects block the light, they make shadows. A shadow made by the side of a personâ&#x20AC;&#x2122;s head is called a silhouette.

Learning Goals: Children will use their knowledge of making shadows to create a silhouette.

Vocabulary: bigger dark shade smaller

cast light shadow sunshine

Materials: large sheets of white paper masking tape black construction paper scissors markers chalk for tracing Light source (an overhead projector or a very bright lamp) that you can direct at the child

Read and Talk About:

Things to Talk About: How is a shadow like a picture or drawing? Why do you turn sideways to make a silhouette? Does your silhouette look like everyone elseâ&#x20AC;&#x2122;s? How do you know it is you? Does your hair color and eye color show in the silhouette?

Shadows by April Pulley Sayre Page 67

Light, Shadows, and Reflections Week #3 Activity #3 Silhouettes - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness

Phonological Awareness Print Awareness

As you did in the previous lesson, support children in a conversation about shadows. Introduce the word silhouette and explain what it means. Ask the children if they can think of a way to make a silhouette of themselves. Write down their ideas. There are many shadows to look for as you read today’s story and the art work in the book is quite interesting. Take your time as you read this story to give the children a chance to look carefully at the illustrations. As you read also give them a chance to listen and supply the rhyming words for the text. Review S/s for shadow. Repeat the previous day’s activity for fun - review all letters introduced so far by playing a letter shadow game – use outlines of the letters to create shadows for the children to identify. Today as you sing Miss Mary Mack try changing the color of her outfit. What if she were dressed in red? What other words in the song would you need to change? To call attention to what a word is within a text, post the lyrics to Miss Mary Mack. As you change the word black to red, use word cards to cover up the old word with the new one. Explain that these groups of letters make a word and that every time those same letters are put together, that word is made. Page 68

Light, Shadows, and Reflections Week #3 Activity #3 Silhouettes Science Inquiry Cycle: Reflect and Ask Ask if the children have ever drawn a picture of themselves. How could they make a shadow picture of their face? What would be the difference between a real picture of their face and a shadow picture? What things on your face are invisible when it is just a shadow?

Mathematics Wednesday: Use pattern blocks and pattern cards today. What kinds of things can you make using the blocks? While the children are doing this, talk with them about the shapes of the blocks they are using.

Plan and Predict Look at photographs and drawings of peopleâ&#x20AC;&#x2122;s faces. How could you make a picture of someone using just their shadow? Predict if everyoneâ&#x20AC;&#x2122;s silhouette will be the same.

Act and Observe Set up a light source. Trace the profile shadow on white paper. Put a piece of blank paper under the white paper you just traced a profile on, and cut out the silhouette. Mount the blank paper on a large piece of construction paper. The white silhouette is extra, and can be sent home with the child.

Report and Reflect Mount silhouette on white paper and frame. Allow children to decorate their frame. Display silhouettes. Discuss how to identify whose picture it is. Have the children take turns identifying a friend by looking at just his or her silhouette. Page 69

Light, Shadows, and Reflections Week #3 Activity #4 Using a Shadow Screen Concepts: A shadow looks like the object that created it.

Learning Goals: Children will identify familiar objects and their classmates by looking at their shadows.

Vocabulary: big/small like/unlike shadow

identify same/different small

Materials: light source digital camera and printer sheet protectors binder props to stimulate discussion (cutouts of animals and other shapes glued to craft sticks, classroom objects, etc.) shadow screen (you can make one by using a sheet to cover a frame made from PVC pipes or a rolling coat rack)

Things to Talk About: Is a shadow exactly like the object that makes it? How you change the size of a shadow? Where do you put the light to make a shadow on the screen? What would happen if the shadow screen were a different color?

Read and Talk About: Light: Shadows, Mirrors, and Rainbows by Natalie Rosinsky Page 71

Light, Shadows, and Reflections Week #3 Activity #4 Using a Shadow Screen - Language and Literacy Speaking & Listening

Reading Comprehension

Explain that today you will all need to follow directions in order to make a shadow screen. Talk about times when people need to follow directions – when they are cooking, when they want to find a location, when they are putting together a new toy. Re-read the book from the previous day. Many of the shadows in this book move – ask the children to listen carefully and recall some of the things in the book whose shadows moved.

Alphabet Awareness Phonological Awareness Print Awareness

When you finish reading the book, try having the children stand up and make their shadow move – why does this happen? Use alphabet puzzles and stencils today to review the alphabet letters that you have learned so far in this module. Change the color in the song Miss Mary Mack again today – how do the children want to change it? What other words will you need to change? Take a photograph of each child behind the shadow screen and then in front of the screen. (Turn off the flash on your camera for best results.) Create pages for each child using the two photos and words like those in Brown Bear, Brown Bear, Who Do You See?. Make a classroom book.

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Light, Shadows, and Reflections Week #3 Activity #4 Using a Shadow Screen Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: Write out the directions for making a shadow screen on chart paper and number the steps. Talk about how you need to follow the steps in order when you make the shadow screen. What do you do first? Second? Last? Recall other times when you have used numbered directions to make things.

Allow children ample time to explore the shadow screen while the light source is turned on. Then talk with them about how a shadow is made and how they can tell who is standing behind the shadow screen.

Plan and Predict Tell the children that the class will be making a shadow book that includes a picture of each student and his or her shadow. Work with them to develop a plan for how to make this shadow book. Who are the authors? What will we use for illustrations? What will we write in it? Ask the children if they think they will be able to recognize everyone in the class by looking at their shadow. Who will be easy to recognize? Who might be difficult?

Act and Observe Take a photograph of each child behind the shadow screen and then in front of the screen. (Turn off the flash on your camera for best results.) Create a page for each child using the two photos and words like those in Brown Bear, Brown Bear, Who Do You See?. Slip each page inside a transparent sheet protecto, using a three-ring binder to make a classroom book.

Report and Reflect Reflect how they knew which friend was behind the screen. Talk about how to share the books with visitors and families. Page 73

Light, Shadows, and Reflections Week #3 Activity #5 Guess What It Is! Concepts: Shadows are the same shape as the object that blocks the light. This shadow can be bigger or smaller than the object depending on where the object is in relation to the light source. Things to Talk About:

Learning Goals: Children will identify objects by the shape and size of their shadow.

Vocabulary: identify shadow

projector shape

Materials: overhead projector objects to place on screen flashlights

Read and Talk About: Shadows and Reflections by Tana Hoban (There is a great book about this particular activity called You’ll Never Guess by Fiona Dunbar. This book is out of print but may be available from your local library. If you can get it, it is a wonderful book to read – the children will really enjoy it!)

Are there any items that have the same shadow shape as other items? Can you make shadows shapes that don’t look like the object that made them? What animals can you make using your hands? Do you ever see shadow shapes at night in your bedroom? Have you noticed that your shadow changes size at different times of the day? Why does this happen? Page 75

Light, Shadows, and Reflections Week #3 Activity #5 Guess What It Is! - Language and Literacy

Speaking & Listening Reading Comprehension Alphabet Awareness

Phonological Awareness

Encourage lots of talking as you try to identify the objects in the shadow guessing game. Ask the children to talk about how they identified the object â&#x20AC;&#x201C; what did they see that helped them to know what it was? Shadows and Reflections is a wordless book. As you read it with the children have them identify and discuss the shadows that they see. Talk about how the shadows were made. Play an alphabet game today. Hide cutouts of familiar letters around the room and have the children go and find them. When they come back to the group, ask them to identify the letter. Ask if anyone knows a word that begins with that letter. Finish your weekâ&#x20AC;&#x2122;s focus on Miss Mary Mack by singing all of the new verses that you have created together. Have the children make pictures to illustrate all of the verses.

Print Awareness

Talk about the rhyming words in each verse. Read the shadow book you made yesterday with the children and talk about who the authors are. As you read the book together have the children read along with you while you point to the words they are saying.

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Light, Shadows, and Reflections Week #3 Activity #5 Guess What It Is! Science Inquiry Cycle: Reflect and Ask

Mathematics Friday: Get out the shape cutouts that you have made and with the children count the number of sides that each shape has. Give everyone a cut-out shape and have them come up one at a time to put their shape in the correct column – three sides, four sides, more than four sides.

Review with the children all of the shadow activities you have done to this point. Today’s activity will provide a culmination for all of the previous ones. What are some of the ways you have made shadows in the past? Where have you seen shadows? What did the shadows look like? Is a shadow always the same size as the object that makes it? Is it always the same shape?

Plan and Predict Collect a variety of objects from around the classroom. Demonstrate use of the overhead projector. Make predictions about which objects will be identifiable by their shadow size and shape.

Act and Observe Place objects on the overhead projector screen and identify them by their shadow shape. Do the same thing using flashlights instead and make the size of the object’s shadow change – are you still able to identify the object? Have the children challenge friends to close their eyes until the shadow is made and then name the object that made the shadow.

Report and Reflect Make two piles – objects you could identify and objects you could not. Which pile was larger? Talk about making shadow shapes with your hands. Try making the shadow shapes change size and talk about how this is done. Page 77

Center-Based Play Materials & Activities to Support This Week’s Science Learning Week #4 Dramatic Play • Materials for a barbershop or hair dresser’s (mirrors, capes, clips, and other equipment) Read Ruby’s Beauty Shop by Rosemary Wells

Art Center • • • •

Use carboard tubes to make binoculars or a kaleidoscope Use a variety of materials to make a shiny and dull collage Paint with glitter paint Use colored cellophane and pipe cleaners for make glasses

Block Area • Cover some blocks with aluminum foil so they reflect light more readily. • Provide flashlights and mirrors

Manipulatives • Light Bright • Small and large beads, small Legos and Duplo blocks, pegs/pegboards, pattern blocks and patterns

Large Motor Play • Set up “puddle-jumping” in the indoor large motor play space or outside. Try to see reflections in the puddle. • Use mirrors, magnifying glasses, flashlights, binoculars, and telescopes outside for play with proper safety precautions taken

Science Table • Flashlights, mirrors, shiny objects, kaleidoscopes, binoculars, telescopes

Page 79

Light, Shadows, and Reflections Week #4 Activity #1 Reflections – What Reflects? Concepts: Light travels in a straight line. It changes direction when it “hits” a reflective surface.

Learning Goals: Children will test a variety of materials to see which ones reflect light directly back to them and which ones do not.

Vocabulary: dull mirror reflection

light reflect shiny

Materials: mirror aluminum foil piece of plastic metal spoon

Read and Talk About:

piece of wood paper flashlight any other materials suggested by children

Things to Talk About: What do you have in your house that reflects light? Can you see reflections without light? Where can you see reflections outside? Can you always see yourself in something that reflects? Do you always look the same?

Shadows and Reflections by Tana Hoban Page 81

Light, Shadows, and Reflections Week #4 Activity #1 Reflections – What Reflects? - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

Begin by recalling with the children what they have learned about how shadows are made. This is what happens when an object blocks the light. Talk about how balls move when they bounce. Ask the children to describe the direction that a ball moves when you bounce it. Explain that light moves the same way when it is reflected off of a smooth and shiny surface. Introduce the words reflection, bounce, shiny, dull, rough, and smooth as a part of this discussion. Today’s book, Shadows and Reflections provides a good opportunity for you and the children to discuss the differences between shadows and reflections as you look at the photographs in the book. If the children are having difficulty understanding the difference, use the flashlight to create your shadow and compare this to your reflection in the classroom mirror. Review the letter R/r for reflection. Put up the poem, “Mirror, mirror, on the wall, who’s the ______ of them all?” Demonstrate how to put a word into the blank space, for example, who’s the biggest of them all, and then read the poem and answer the question.

Print Awareness

Have the children suggest new words for the sentence. Be sure to identify the rhyming words. Talk about how Tana Hoban does not use words in today’s book. If there are no words, how does the reader get the author’s message? What is the message in this book? Display the art collages and math drawings and label the straight and curved lines. Page 82

Light, Shadows, and Reflections Week #4 Activity #1 Reflections – What Reflects? Science Inquiry Cycle: Reflect and Ask Shine a flashlight onto the surface of a mirror – ask the children to observe what happens to the light. Do this again with a piece of paper – what happens to the light this time?

Mathematics Monday:

Plan and Predict

Use tape on the floor to make straight and curving lines for the children to walk on.

Act and Observe

Compare the kinds of lines – which ones go straight from one place to another and which ones wander around? Ask the children to draw straight and curving lines on a piece of paper using different colored markers.

Have children gather materials to test for which ones are shiny and which are not. Write down their predictions on the easel. Test all of the materials. This works best in a darkened room. Sort the materials into two (shiny, dull) or three (shiny, somewhat shiny, dull) piles.

Report and Reflect Compare the predictions to the results. Look at the materials in the different piles and talk about the characteristics of each group. Try to answer the question of why some materials reflect light better than others.

Page 83

Light, Shadows, and Reflections Week #4 Activity #2 Shiny and Dull Concepts: Shiny things reflect light more directly back to your eyes than dull things.

Learning Goals: Children will create a collage using shiny and dull materials. Things to Talk About:

Vocabulary: dull reflect shiny

light reflection sparkle

Materials: sheets of colored paper glitter sequins corrugated cardboard other materials suggested by children

glue pieces of aluminum foil shiny paper sandpaper pieces

Read and Talk About: Is it Rough? Is it Smooth? Is it Shiny? by Tana Hoban

What other materials could you add to your collage? What would your collage look like in the dark? Can you see yourself (your reflection) in any of the materials that you used? If you wanted to make a mirror, what would you use? Why?

Page 85

Light, Shadows, and Reflections Week #4 Activity #2 Shiny and Dull - Language and Literacy Speaking & Listening

Reading Comprehension Alphabet Awareness Phonological Awareness

Today’s science activity gives children the chance to observe and talk about common objects in their lives in terms of specific characteristics – are they shiny or dull? Do they easily reflect light? Today’s book also provides the chance to look at those kinds of characteristics – rough, smooth, or shiny? Encourage children to make close observations of the objects in the photos and in the classroom and then give reasons they think the object has a certain characteristic. Read the book Is It Rough? Is It Smooth? Is It Shiny? by looking at and discussing the photographs in the book. As you are looking, talk about which objects the children think will make reflections. Review the letters S/s and D/d for shiny and dull. Point out the differences between the upper-case and lower-case version of these letters. Post the poem from yesterday again today. This time have the children take out the word “wall” and substitute another place to hang the mirror, for example – Mirror, mirror on the house… Now ask the children what else would need to be changed to make the poem work.

Print Awareness

Example: Mirror, mirror on the house. Who is little like a mouse? Today you will be reading another wordless book by Tana Hoban. Review the conversation from the previous day about wordless books. Make plans with the children to create your own wordless photograph book. Display the charts made by the children today. Encourage them to label the materials using the words shiny and dull. Page 86

Light, Shadows, and Reflections Week #4 Activity #2 Shiny and Dull Science Inquiry Cycle: Reflect and Ask What things around the room are shiny? Can you think of some things that don’t shine? Where have you seen things outside of school that are shiny or dull?

Mathematics Tuesday: Today’s science activity provides a chance to review sorting materials to make mathematical comparisons. The children will make a chart using the materials and then can compare how many of each material they find. They can make comparisons – are there more shiny or dull materials?

Plan and Predict Collect materials from around the classroom to create a collage of shiny and dull objects. Predict which materials will reflect light more directly when the collage is finished.

Act and Observe Have each child choose materials and create a collage.

Report and Reflect Display the collages on the wall. Shine flashlights on them and discuss which materials reflect the light more directly.

Page 87

Light, Shadows, and Reflections Week #4 Activity #3 Making Mirrors Concepts: You see a reflection when light bounces off something and onto a mirror. The light rays bounce off the mirror and into your eyes.

Learning Goals: Children will explore bouncing light off various objects and make a mirror using foil.

Vocabulary: backward bounce mirror reflection shiny

beam forward reflect rough smooth

Materials: small hand mirrors aluminum foil tin cans glue

collection of classroom objects spoons cardboard

Things to Talk About: What does a mirror do? What can you see? Do all objects act like mirrors? Is a mirror made of glass? Where else can you see reflections?

Read and Talk About: Shadows and Reflections by Tana Hoban Page 89

Light, Shadows, and Reflections Week #4 Activity #3 Making Mirrors - Language and Literacy Speaking & Listening

Most children will be familiar with looking in a mirror, but perhaps have not had the chance to talk about what they see in a mirror. Encourage the children to talk about what they see in the mirror when they look at themselves. Introduce the term symmetry to describe when one side of something is exactly like the other. Show the children how to make symmetrical designs using pattern blocks.

Reading Comprehension Today you will be reading I See Myself. This book contains a lot of information. You

may need to stop to explain some of it and may not be able to read all of the book. The most important point to be sure the children understand is that you need light and a smooth, shiny surface to see a reflection.

Alphabet Awareness Review the letter M/m for mirror. Phonological Awareness Change the poem again today to: Mirror, mirror, shine for me. Tell me what my name might be.

Print Awareness

Teach the children this rhyme and then have someone stand in front of the mirror as you say it. The children must name the person they see in the mirror at the end of the rhyme. Be sure to identify the rhyming words. As you read today’s book, review the basic book terminology – cover, title page, author, illustrator. Point out how, in this book, the author changes print styles to put emphasis on different things. Post the children’s self-portraits with a descriptive sentence dictated by each child about their portrait. Page 90

Light, Shadows, and Reflections Week #4 Activity #3 Making Mirrors Science Inquiry Cycle: Reflect and Ask Talk with children about mirrors they have at home and at school. Talk with them about the different things they use mirrors for.

Mathematics Wednesday: Show the children how you can use a mirror to make symmetrical designs. Demonstrate for children how they can use the mirror to make pictures whole. Talk with them about how using a mirror makes the new part of the picture exactly the same as the other side. This is called symmetry. Have the children try drawing a design that they can make symmetrical using a mirror.

Plan and Predict Support the children in talking about things other than a mirror that might make a reflection. Looking at the collection of classroom objects you have, predict which ones will make a reflection. Talk about how things that make a reflection are alike.

Act and Observe Support the children in making mirrors using foil or other reflective objects and cardboard. Look in the mirrors when you are finished to see what you can see. Does the mirror that you have made work as well as a regular mirror?

Report and Reflect Create a chart and display items that reflect the light in such a way that they act as mirrors.

Page 91

Light, Shadows, and Reflections Week #4 Activity #4 Matching Concepts: Light travels in a straight line until it strikes an object. Light can be reflected by a mirror.

Learning Goals:

Things to Talk About:

The children will use mirrors to create images that match the object that they are reflecting.

What does a mirror do? What can you see?

Vocabulary: identical image mirror match reflect symmetrical

Materials: mirror cards or boards small photos of objects small, simple objects from around the classroom

Read and Talk About: I See Myself by Vicki Cobb

Do all objects act like mirrors? Where else can you see reflections? Why do mirrors show images that match the real thing? How do you hold the mirror to make this happen? Can you hold a mirror so that it will complete a picture that has been cut in half? How do you do this? Page 93

Light, Shadows, and Reflections Week #4 Activity #4 Matching - Language and Literacy Speaking & Listening

Reading Comprehension Alphabet Awareness Phonological Awareness

Print Awareness

Remind children of what it means when something is “matching” – it must look exactly alike. Hold up a mirror and talk about what you see – does the image in the mirror match the real thing? This discussion will form the basis for today’s science activity. Re-read I See Myself and focus on the last section about light bouncing like a ball. Use a ball to demonstrate what the author is saying. Have the children use flashlights and mirrors to bounce light onto the ceiling or walls. Review M/m for mirror and matching. Play a matching game with alphabet letter cutouts. Listen to the song, There Were No Mirrors in My Nana’s House by Sweet Honey and the Rock. Have the children move to the rhythm of the song. Read the words to the song for the children and have them listen for the repeating phrases. Be sure that everyone has a name card with their names printed in large letters. Talk with the children about the letters in their names and encourage them to identify the ones they know. Give each child a mirror to hold their name card up to – what happens to the letters? Does it happen to all of the letters? What’s going on?

Page 94

Light, Shadows, and Reflections Week #4 Activity #4 Matching Science Inquiry Cycle: Reflect and Ask Ask the children to describe what they see when they look in a mirror. What is there? Does the person in the mirror look just like you or are there differences? Ask the children if they have ever seen mirrors that make you look different than you really look.

Mathematics Thursday: Play a matching game with the children. Use number flashcards that have the numerals 1-10 printed on each card (one number per card). Use either pictures of sets of items or small manipulatives and have the children match the numeral to the set of items it corresponds with.

Plan and Predict Tell the children that today they are going to have a chance to use mirrors to make matching images of objects and pictures. Ask if anyone can think of how to do this and allow them to demonstrate.

Act and Observe During small group time provide the children with mirrors and small toys or photos. Let them explore how to hold the mirror so that they can see a matching image â&#x20AC;&#x201C; what do you need to do? If possible, cut some pictures in half and have the children try to make a complete image by holding the mirror along the cut edge.

Report and Reflect If possible, show the children some symmetrical designs (you can find some in clip art or Google images). Have them experiment with the mirrors to create symmetrical designs of their own. Page 95

Light, Shadows, and Reflections Week #4 Activity #5 Flashlights in the Dark Concepts: You need a light source in order to see in the dark. Your eyes need light in order to see.

Learning Goals: Children will use flashlights to find objects hidden in a dark space.

Vocabulary: dark eyes light sight vision

Materials:

Things to Talk About: Can you see things in the dark? Why or why not? What part of your body do you use to see things? Besides looking for things, how else can you locate them? Why does it help to use a flashlight in the dark?

flashlights a dark room small objects to find

Where does the light from a flashlight go when you shine it in the dark?

Read and Talk About:

Why do cars have headlights? Why do city streets have street lights?

The House in the Night by Susan Marie Swanson

Page 97

Light, Shadows, and Reflections Week #4 Activity #5 Flashlights in the Dark - Language and Literacy Speaking & Listening

Reading Comprehension Alphabet Awareness

Recall previous conversations and experiences about how things look when it is night. Talk about going outside at night and trying to see things in the darkness – is this hard or easy to do? Why? What are some things that give us light at night? As you read The House in the Night, talk about the illustrations. Ask the children why they think the author has made them in this style. How does this book make you feel about night time? Is it scary or calming? Review this week’s letters – M/m, S/s, and R/r. Give each child these letters cut out of black paper and have them glue on glitter or something else that is shiny.

Phonological Awareness

Compare these to the illustrations in today’s book. Repeat yesterday’s activity by listening to the song, There Were No Mirrors in My Nana’s House by Sweet Honey and the Rock. Have children move to the rhythm of the song. Encourage children to sing along when the song gets to the repeating phrases.

Print Awareness

Be sure to talk about what the song means. As you read today’s book, use your finger to track the print – show the children how you do this. Point out that you go from top to bottom and left to right as you read.

Page 98

Light, Shadows, and Reflections Week #4 Activity #5 Flashlights in the Dark Science Inquiry Cycle: Reflect and Ask Ask children to describe what their bedrooms look like in the middle of the night. What can you see? Why is it hard to see things? Is it easier to walk around your house in the dark at night or during the daytime? Why?

Mathematics Friday: Show the children how they can fold a square of paper and then cut on the non-folded sides to make a symmetrical design, for example, cutting out a heart shape. Try cutting some simple designs this way and then unfold the paper to see what you have made.

Plan and Predict Tell the children that they will be going into a dark space to find some hidden objects. Ask if they think this will be easy or difficult. What could they use to make it easier to find the hidden objects?

Act and Observe Working with small groups of children, have them hide small objects in a darkened room. After the objects are hidden, let them try to find the objects in the dark and talk about how difficult or easy this was. Next, provide them with flashlights and have them try again. Talk about what happens this time.

Report and Reflect Talk about what it was like to look for objects in the dark. Ask if anyone has ever tried to find something with their eyes closed or to identify an object without looking at it. Give the children an opportunity to try to identify objects hidden inside a box or pillowcase using just their hands without looking. Page 99

Thank you for using the ScienceStart Light, Shadows, and Reflections Month. We hope you enjoyed your experience! Your feedback is important to us. Please contact us with your comments and suggestions at www.ScienceStart.com.

Module 3 Unit 5

Explore.

Experiment. Question.

Integrate.

Properties of Matter OVERVIEW Properties of Matter introduces children to systematic exploration of solids, liquids and gases, and to their relationship to each other as different states of matter. Additionally, the following learning goals can be achieved as the children participate in ScienceStart activities:

Science !" Learning about the characteristics of solids, liquids and gases !" Using changes in temperature to change the state of matter of different materials !" Participating in the science cycle of reasoning !" Understanding how to make a prediction and comparing it to results

Literacy !" Learning and using new vocabulary !" Relating story information to personal experiences !" Describing experiences and thoughts !" Learning about several uses of writing !" Alphabet letters: B/b, C/c, F/f, G/g, I/i, L/l, R/r, S/s, T/t, W/w

Mathematics !" Sorting objects and following simple patterns !" Learning about and using measurement tools !" Finding, naming and building common shapes !" Counting sets of objects !" Recognizing and writing numerals

Properties of Matter Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2011 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Please visit our website at: www.literasci.com

Table of Contents for Properties of Matter Month Teaching Science with ScienceStart

What Should I Know?

Name of Module Overview

Week #1: What Is Matter?

Week #3: Characteristics of Liquids Center-Based Play Materials & Activities

Lesson #1: What is a Liquid?

Lesson #2: Moving Liquids

Center-Based Play Materials & Activities

Lesson #3: Absorption

Lesson #1: Melting Ice Cubes

Lesson #4: Boats

Lesson #2: Melting Snow

Lesson #5: What Sinks or Floats?

Lesson #3: Making Ice Cream

Lesson #4: Disappearing Spots

Center-Based Play Materials & Activities

Lesson #5: Cloudy Mirrors

Lesson #1: Blowing Paint

Lesson #2: Straws and Soapy Water

Week #2: Characteristics of Solids

Week #4: Air Is All Around Is

Center-Based Play Materials & Activities

Lesson #3: Bubble Prints

Lesson #1: Solid Shapes

Lesson #4: Sounds of Air

Lesson #2: Snack Mix

Lesson #5: Windsocks

Lesson #3: Making Sculptures

Lesson #4: Building with Ice Cubes

Lesson #5: Textures

53 Page 5

Teaching Science with ScienceStart #$%&'$&()"*+,(-$./"$%0"1$,2(1$,+.3"456"%$,'-$**/"7-51"2$%0385%"3.+(%.()"62+.2"+3",2("$.,+9+,/" of learning about the everyday world. Learning about the everyday world is as fundamental to the early childhood years as learning to walk, talk, and interact with others. With ScienceStart, children build a rich knowledge-base that supports further learning and higher-order skills *+:(" .*$33+;.$,+5%" $%0" 0-$6+%&" +%7(-(%.(3<" " #$%&'$&()" *+,(-$./)" $%0" 1 $,2(1$,+.3" $-(" =$3+." tools for learning that develop as children engage in ScienceStart inquiry activities and share their questions and observations with others. Preschool children have the abilities to do science. >%"7$.,)"?05+%&"3.+(%.(@";,3",2("6$/3".2+*0-(%"*($-%A"=/"(BC*5-+%&)"-(C($,+%&"$%0".511'%+.$,+%&" hands-on, multi-sensory activities. It is crucial that children carry out the activities themselves and that they have opportunities to repeat and vary the activities and to talk about what they $-("05+%&"$%0";%0+%&"5',<"D2("&5$*3"57"3.+(%.("*($-%+%&"+%"($-*/".2+*02550"$-(",5"(BC*5-()" build concepts, and build vocabulary to communicate these concepts. There is an emphasis on trial and error rather than on “right answers” and so teachers do not need to “know all the answers.” Teachers do need to help children ask questions and discover for themselves. A 4-Step Science Cycle supports systematic guided inquiry, helping children “learn to learn.” E(.$'3(" *($-%+%&" $%0" 05+%&" 3.+(%.(" -(*+(3" 5%" .2+*0-(%F3" ;-3,2$%0" (BC(-+(%.()" +," +3" $*6$/3" meaningful and provides a motivating context for learning language, literacy, and mathematics. Hands-on inquiry science fosters a classroom community that easily includes all children. Because ScienceStart activities can be done in many ways, they engage children who have different learning styles and are at different developmental levels. As teachers observe children doing science activities, they can respond to individuals’ strengths and needs. Because inquiry science emphasizes exploration and trial and error as important ways to learn, children focus on learning rather than on avoiding mistakes.

Page 7

The Science Cycle is a powerful teaching tool. D2+3"./.*("3'CC5-,3"$.,+9("*($-%+%&"=/"5-&$%+G+%&"+%H'+-/<">,3"75'-"C2$3(3"=-+%&",2("3.+(%,+;." method into ScienceStart classrooms. All ScienceStart lessons use the Science Cycle. !"#"$%&'&()* begins the cycle. Teachers should talk with children and ask them to think and share their knowledge about a topic. The teacher can introduce new vocabulary and read ;.,+5%"5-"%5%;.,+5%"=55:3",5"2(*C".2+*0-(%",2+%:"$%0",$*:"$=5',",2(",5C+.<"I(.$**+%&"C-(9+5'3" 3.+(%.("$.,+9+,+(3"2(*C3".2+*0-(%"-(4(.,"5%"62$,",2(/":%56"$%0"$3:"%(6"H'(3,+5%3<"D2(",($.2(-" and other adults in the classroom can model asking questions using phrases such as: “What do you think will happen if we …?” +,-.&'&+/"01$% is next. The teacher should help children plan what to do in the science activity that will get information to help answer their question. They may discuss what materials they need and where to do the activity. The teacher should encourage children to make predictions about the outcome of the activity, accepting all answers. They then move forward with: “Let’s see what happens!” ($%&'&23)"/4" is the phase during which children carry out the science activity. Teachers may model the activity to help children understand what to do, but it is essential that each child does the science activity. Teachers should expect children to vary the activity as there is no one “right” way to do it. The teacher should talk with children about what they are doing and support conversation among the children. In some cases, this phase is best carried out in small groups. !"56/%&'&!"#"$%"+3",2(";%$*"C2$3("57",2("3.+(%.("./.*(<"J2+*0-(%"325'*0",$*:"$=5',"62$,",2(/" observed and what new ideas and questions they have. There are many ways for children to represent what they have learned. Reports can be graphs, class-made books, a poster with photographs, a journal entry, a drawing or a conversation.

Page 8

What Should I Know? What is matter? Anything that takes up space and has mass is matter. So, what is mass? Mass is both the density and weight of a material. Matter exists in different states - solids, liquids, and gases. We have everyday experience with water in all three states. Ice cubes or the frozen surface of a pond are solids. The water that comes from our kitchen faucet is liquid. When water boils or a hot cup of tea steams, it releases water vapor, which joins the air we are breathing. Sometimes we can also see water vapor rising from hot asphalt after a brief rain shower or from a pond in the morning (as the air above the pond is warmed by the sun). Water left in an open container will eventually evaporate. This means that it enters the atmosphere as water vapor. The state of matter depends on the strength of the bonds between molecules. In a solid, the bonds between the molecules are very strong. This is the reason a solid holds its shape. >%"$"*+H'+0)",2("=5%03"=(,6((%",2("15*(.'*(3"$-("6($:(-"$%0",2("3'=3,$%.("4563"-$,2(-" than holding its shape. Liquids fall to the bottom of a container and take on the shape of the container. Viscosity is a measure of the ease with which molecules of a liquid move past one another. It can be thought of as a form of friction. Water has low viscosity and 4563"($3+*/".51C$-(0",5"*+H'+03"*+:(".5-%"3/-'C"5-"25%(/<" In a gas, the bonds between molecules are so weak that the molecules move away from 5%("$%5,2(-",5";**"$".5%,$+%(-<"">7",2(-("+3"%5".5%,$+%(-)"&$3(3"(BC$%0"+%,5",2("$,153C2(-(<" Air is a mixture of several gases such a water vapor, nitrogen, carbon dioxide and oxygen. Air is a part of childrenâ&#x20AC;&#x2122;s everyday life, but it is colorless and odorless. This poses the problem of how to study something that we cannot see. Children can learn $=5',"$+-"$3"$"1+B,'-("57"&$3(3"=/"+%9(3,+&$,+%&"256"+,".$%";**",2+%&3"'C"$%0"256"+,".$%" make things move. Page 9

Properties of Matter Month Overview Week 1

Science Activities

Literacy Highlights

Math Highlights

Alphabet letters - I/i, C/c, S/s, L/l, G/g

Measure time, temperature, volume

K+.,+5%"$%0"%5%;.,+5% Poetry and rhyme

Copy and extend patterns

Writing in science journals

Draw shapes

Snack Mix

81(#@1!:(#.D#81/0*2#by Dayle Ann Dodds

Alphabet letters - S/s, I/i, C/c, R/r, and T/t

Making Sculptures

@1!:(#by Henry Arthur Pluckrose

K+.,+5%"$%0"%5%;.,+5%",(B,3

Name, match, discuss, build, compose and decompose shapes

Melting Ice Cubes

81(#@0.6%#A!%#by Ezra Jack Keats

Melting Snow

Milk to Ice Cream by Inez Snyder

Making Ice Cream

=1(,(#A.#B+--'(2#C.> by Fay Robinson

Disappearing Spots 2

Books to Read

Cloudy Mirrors Solid Shapes

Understanding photographs Building with Ice Cubes E+/'-/0*#!0#F*'..#by Ulli Steltzer F2#F"#G.+*1>#F2#F"#@$.."1>#F2#F"#@1/0%>#by Labels, recipes, and lists Textures Tana Hoban Alphabet letters - L/l, W/w, I am Water by Jean Marzollo What Is a Liquid? S/s, B/b, F/f B+--'(2#by Jonathan London Moving Liquids Rhyme, counting syllables

Recognize and write numerals Explore 2 and 3 dimensional shapes Measure time using a stopwatch and clapping

Absorption

F#C("#=("#by Vicki Cobb

Boats What Sinks or Floats?

Busy Boats by Tony Mitton & Ant Parker Labels and environmental print Identifying words Who Sank the Boat? by Pat Hutchins

Blowing Paint

81(#=/0-#E'(6#by Pat Hutchins

Alphabet letters - W/w, B/b

Straws and Soapy Water

B.:H#I#E..J#I&.+"#E+&&'(2#by Kimberly Bradley

Listening for different air sounds Describe circular shapes Rhyme, alliteration

Count objects in a set

Bubble Prints

E+&&'(#8,.+&'(#by Margaret Mahy

Letters make words

Make shape patterns

Sounds of Air

Whistle for Willie by Ezra Jack Keats

Titles and labels

Compare weights using a pan balance Measure distance

Windsocks Page 11

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #1: What Is Matter? Dramatic Play !" Set up a restaurant and cooking props. Talk about how foods change as you cook them.

Art Center !" !" !" !"

Paint with water or ice. L%56"4$:("3,$1C3)"+%:"C$03" Solid “junk” collage Make patterns with paints, paper, or stamps.

Block Area !" Cardboard building blocks !" Collections of solid materials such as rocks, marbles, or seashells

Manipulatives !" Pattern blocks !" Counters !" Gears

Large Motor Play !" M5"5%"$%"5',055-"6$*:",5";%0" solids and liquids. !" Go outside and make a snowman. !" “Ice skate” to music indoors. !" Carry solids and liquids in buckets.

Science Table !" !" !" !"

Measuring cups and spoons Hour glasses, clocks, timers Thermometers Pan balance with counters

Page 13

Properties of Matter Month Week #1 Activity #1 Melting Ice Cubes Concepts: There are three states of matter in our environment: solid, liquid and gas.

Learning Goals: Children will observe and record changes that happen to an ice cube at room temperature. Things to Talk About:

Vocabulary: change gas journal matter observation

Materials: ice cubes Styrofoam plates journal for each child

Read and Talk About:

evaporation ice liquid melt solid

What do we use ice for? What would happen if you put ice in the sun? What would happen to a melted ice cube left overnight in our classroom? Can you make a melted ice cube change back into ice? How?

81(#@0.6%#A!%#by Ezra Jack Keats

Page 15

Properties of Matter Month Week #1 Activity #1 Melting Ice Cubes - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Talk with the children about experiences they have had with ice and snow. Encourage them to describe how it looks and feels when it snows and help each child tell something that they have done in the snow. Talk with the children about the changes they observe in their ice cubes as they melt. Introduce 81(#@0.6%#A!% as a story about a boy named Peter who does many things in the snow. Challenge the children to try to remember what Peter does as you read the 3,5-/<""N2(%"/5'"$-(";%+32(0"-($0+%&)"0+3.'33",2("3,5-/"0(,$+*3"57"81(#@0.6%#A!%7 As a group, retell the story by looking at the pictures. Introduce the letters I/i and C/c for ice cube. As you write the letters, explain the I/i is straight and the C/c is curved. Have the children write the letters in the air. Introduce key vocabulary words: 2.'/-;#'/K+/-;#!0-#*!27 Invite the children to clap and count the syllables of these words. The children will create a small journal to record what happens as the ice melts. Talk about the purpose of a journal and how a journal compares to a storybook. Emphasize that when we write in a science journal, we use words or drawings to record exactly what happens.

Page 16

Properties of Matter Month Week #1 Activity #1 Melting Ice Cubes Science Inquiry Cycle: Reflect and Ask Ask the children if they have ever seen ice – where? Encourage them to talk about their (BC(-+(%.(3"6+,2"+.(<""N2(-("05"6(";%0"+.(O""P56"05(3"+,"7((*O"N2$,".$%"6("05"6+,2"+.(O""

Mathematics Monday: Refer to the time that it takes for the ice cubes to melt as minutes and hours. Have the children refer to the clock. Provide long strips of black paper, and 1” and ½” squares of white paper, and glue. Model AB and AABB patterns. Encourage the children to copy and extend the patterns. Talk about the relative sizes of the squares.

Plan and Predict What will happen to the ice cube if we leave it out? How long will it take to melt? Where should we put our ice cubes?

Act and Observe Give each child an ice cube, a plate and paper and pencil for a journal. Set times for the children to observe their ice cubes and write or draw in their journals. Take photos to use later when you create a report.

Report and Reflect Talk about what happened to the ice. Did the same thing happen to everyone’s ice cube? Use the photos to create a poster that shows change over time. Page 17

Properties of Matter Month Week #1 Activity #2 Melting Snow Concepts: A change in temperature can change the state of matter.

Learning Goals: Children will melt snow to get water.

Vocabulary: .5*0" " freeze melt storm

Materials: snow plastic cups paper and pencil for journals

Read and Talk About:

4$:( heat snow warm

Things to Talk About: How is snow like rain? How is it different? What kinds of things can people do outside in the snow? How can you get snow to melt? How can you keep it from melting?

81(#@0.6%#A!%#by Ezra Jack Keats

Page 19

Properties of Matter Month Week #1 Activity #2 Melting Snow - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Talk about snowy weather again – when does it snow? What is the temperature like when it is snowing? What would happen if it snowed in the summer time? What is snow made of? What does it feel like when it snows? What do you do outside when it snows? What do you wear outside when it snows? Why? Talk about Peter’s experiences with snow. What similar experiences have the children had? What different experiences? Recall that the word snow begins with the letter S/s. Have everyone try to make the /s/ sound. Have children create the shape of the letter S"6+,2",2(+-"=50+(3"5%",2("455-<"" Make the S/s shape with playdough or other materials. Make up sentences with S words and say them with the children, prolonging the /s/ sound of each word. “Soft snow slides off the slippery trees.” Write a class story about a snowman and what happens to him on a sunny, warm day. Create a cover for the book and illustrate it. Talk about the features of a book – cover, author, illustrator, title page and so forth.

Page 20

Properties of Matter Month Week #1 Activity #2 Melting Snow Science Inquiry Cycle: Reflect and Ask Mathematics Tuesday: Talk about the time that it takes for snow to melt, referring to minutes and hours. Have the children look at the clock. Provide measuring cups and spoons for children to use to measure snow as ,2(/";**".5%,$+%(-3"6+,2"+,<"" Encourage them to count as they add more snow to a container. Using a pan balance with buckets, challenge the children to measure equal amounts of snow into each bucket.

Talk with the children about times when they have seen snow. What does it look like? How does it feel? What kinds of things have they done in the snow?

Plan and Predict How shall we get some snow for the classroom? Where shall we put it? Make predictions about what will happen to the snow if it is left inside. Write these predictions on chart paper.

Act and Observe Put the snow in the water table, individual bowls, or wherever the class decides. Observe the snow several times in the next few hours. Each time, talk with the children about what they see. What do you end up with? Is it just water?

Report and Reflect Talk about what happened to your snow. How long did it take to melt? What made it melt? Write a story as a class about what happens to a snowman on a sunny, warm day. Page 21

Properties of Matter Month Week #1 Activity #3 Making Ice Cream Concepts: Liquids change state to become solids when they are frozen.

Learning Goals: Children will follow a recipe to make ice cream.

Vocabulary: freeze ice cream recipe shake vanilla

ice ingredients rock salt sugar

Materials: @((#,(4/:(#".#-(4/-(#(9!4"#!$.+0"2#0((-(-7 sealable plastic sandwich bags gallon plastic freezer bags vanilla ice

milk or cream sugar rock salt spoons

Things to Talk About: What happens to ice cream when it melts? What is your favorite 4$95-"+.(".-($1O""P56" could you make it? What other foods do we eat that are frozen? How could we keep them cold without a refrigerator?

Read and Talk About: Milk to Ice Cream by Inez Snyder Page 23

Properties of Matter Month Week #1 Activity #3 Making Ice Cream - Language and Literacy

85"-*1.?&'&>1)%".1.? Reading Comprehension Alphabet Awareness Phonological Awareness

D$*:"$=5',",+1(3"62(%",2(".2+*0-(%"2$9("2$0"+.(".-($1<""N2$,"$-(",2(+-"7$95-+,("4$95-3O"" Does everyone like ice cream? Why or why not? Ask the children to describe the steps and ingredients for making ice cream. As you read the book together, talk about the steps that the father and son take to make ice cream. Show the children the directions for the ice cream that you are going to make today. How are they similar to those in the book? How are they different? Review I/i and C/c. Remind the children how the letters differ, and how they are part of ice cube. Show the children how I/i and C/c are part of ice cream. Draw childrenâ&#x20AC;&#x2122;s attention to the rhyme in the chant: I scream, you scream, we all scream for ice cream.

Print Awareness

Identify the rhyming words. Talk about how I scream and ice cream are the same and different. Talk about the kinds of information in recipes, and how they help us make things. Talk about how a recipe is set up differently from a book. Be sure to have the ice cream recipe on display.

Page 24

Properties of Matter Month Week #1 Activity #3 Making Ice Cream Science Inquiry Cycle: Reflect and Ask Talk with the children about times when they have eaten ice cream. Who likes ice cream? N2$,"4$95-3"05"/5'"*+:(O"" Ask if anyone knows how ice cream is made. What ingredients are used?

Mathematics Wednesday:

Plan and Predict

Use measuring cups and spoons to measure the ingredients needed to make ice cream. Refer to the written recipe as you do this.

How will they make the ice cream freeze? How long will it take?

Count shakes as you are making the ice cream â&#x20AC;&#x201C; can you shake your bag 5 times? Can you shake it 10 times?

Shake up the ice cream. Talk about what happens. Compare the ice cream to the way the ingredients looked before.

L256".2+*0-(%",2("+%&-(0+(%,3"$%0",2("-(.+C(<"Q3:",2(1"62$,",2(/"325'*0"05";-3,<""

Act and Observe Help the children follow the recipe for ice cream. Name and describe each ingredient as the children add it to their ziploc bags.

Report and Reflect D$*:"$=5',"256"/5'"1$0(",2("+.(".-($1"$3"/5'"($,"+,<""R*$%",5"1$:("$%5,2(-"4$95-"351(" other day. Give the children copies of the recipe to take home. Page 25

Ice Cream Recipe Ingredients for each child: 1/2 cup milk or heavy cream (cream will work best because the fat solidifies at a higher temperature) 1 Tbsp. sugar 1/4 tsp. vanilla extract Ice 6 Tbsp. rock salt 1 pint-sized Ziploc bag 1 gallon-sized Ziploc bag

Directions: 1. Place the milk, sugar and vanilla extract in the pint-sized Ziploc bag. Seal the bag. Have children squish the bag gently to mix the ingredients. 2. Fill the gallon-sized Ziploc bag halfway with ice. Add the rock salt. 3. Place the small bag in the large bag and seal the larger bag. 4. Shake the large bag vigorously for 5-10 minutes. 5. Open the large bag and take out the smaller bag. 6. Discard the ice and rock salt. 7. Open the smaller bag. Eat and enjoy!

Page 26

Properties of Matter Month Week #1 Activity #4 Disappearing Spots Concepts: Heat can make liquids change into gases. This change is called (3!:.,!"/.07#

Learning Goals: Children will observe and record what happens when water is heated on a piece of paper

Vocabulary: cool evaporate gas liquid water vapor

dry evaporation heat warm wet

Things to Talk About:

eye dropper marker

Sometimes the rain makes puddles. What happens to the puddles after the rain stops and the sun comes out?

Materials: construction paper hair dryer water

L/0"M#FD#%.+#4+"#!#2"!0-!,-#:/(4(#.D#4.02",+4"/.0#:!:(,#/0".#N#:/(4(2#!0-#+2(#O#.D#"1(2(#D.,#(!41#41/'-;#/"# 6/''#&(#(!2/(,#".#$!J(#!#:.2"(,#D.,#!#,(:.,"

Have you ever had something wet that dried? How did it look and feel when it was wet? When it was dry?

Read and Talk About: =1(,(#A.#B+--'(2#C.>#by Fay Robinson Page 27

Properties of Matter Month Week #1 Activity #4 Disappearing Spots - Language and Literacy

85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Encourage the children to talk about their experiences with rain and puddles. Ask them to speculate about where the water in a puddle goes. Introduce and explain the word (3!:.,!"/.07## Show the cover of today’s book and look at the photo – read the title of the book. Ask the children what they think this book is going to be about. If possible, enlarge the diagram of the water cycle on page 30. Support the children in reading and understanding what is happening in this diagram. Today’s letters are L/l and G/g for liquid and *!2. Talk about how these letters are similar to and different from I/i and C/c. Have pictures for the words rain, puddle, water, cloud, sun, and evaporation. Have the children clap the number of syllables in each word and put them in groups of 1, 2, or more syllables. Ask if they can think of other words to go into these groups. As you make the poster with the children, talk about how labels help us understand pictures. Make comparisons between a poster and a book – how are they alike and how are they different?

Page 28

Properties of Matter Month Week #1 Activity #4 Disappearing Spots Science Inquiry Cycle: Reflect and Ask Ask the children if they have ever seen puddles on a rainy day. Do the puddles stay there forever? What happens to the water in the puddles? Ask if they have ever walked outside in wet grass – does the grass stay wet forever? Where does the water go?

Mathematics Thursday: Count to see how many seconds it takes for the hair dryer to dry up the water spot. Write this as a number. Compare the numbers from different people – are they all the same? Why do some spots take longer to dry?

Plan and Predict Show the children the hair dryer and ask if anyone has used a hair dryer to dry their hair. What do they think will happen if they use a hairdryer to dry some water? Will they be able to see the water when it is all dried up?

Act and Observe Provide a bowl of water for the group. Ask each child to put a few drops of water on his or her piece of paper. Touch the spots, and talk about how they feel. Ask the children to draw lines around the wet spots . Help each child to use the hair dryer to dry his/her water spot. Where is the water? Can the children see it? Can they feel it?

Report and Reflect Did the same thing happen to everyone’s water spots? Explain that when liquid water turns into a gas, it goes into the air. We say it (3!:.,!"(2. Put the paper in the children’s science journals. Scribe their descriptions of evaporation. Page 29

Properties of Matter Month Week #1 Activity #5 Cloudy Mirrors Concepts: Gases change to liquids when they are cooled. The process of cooling a gas to change it into a liquid is called condensation.

Learning Goals: Children hold a cold safety mirror over warm water to observe how the water vapor condenses into liquid water on the mirror. Things to Talk About:

Vocabulary: cold condensation evaporate heat warm

condense cool gas liquid water vapor

Materials: 75'-"5-";9("3$7(,/"1+--5-3" " a bowl with safely hot water

$"*$-&("=56*"6+,2"+.( paper towels

How are the snow and ice similar? How are they different? How are water and the ice cream mixture alike? How are they different? What would happen if we put a cloudy mirror in the freezer?

Read and Talk About: =1(,(#A.#B+--'(2#C.> by Fay Robinson Page 31

Properties of Matter Month Week #1 Activity #5 Cloudy Mirrors - Language and Literacy

85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness

Encourage the children to describe their experiences with rain. Do they wear special clothes in the rain? Do they like to play in the rain? Do they like puddles? Reread the book =1(,(#A.#B+--'(2#C.> with the children and focus today on the new vocabulary words in the book: 2.!J/0*;#(3!:.,!"/.0;#-/2!::(!,;#/03/2/&'(;#6!"(,#3!:.,;#and condensation. As you read, be sure to explain these words if the children cannot explain what they mean. Review L/l for liquid, G/g for *!2, and C/c for condense. Write a sentence with these words (C!2#4.0-(02(2#".#$!J(#'/K+/-). Talk about the different sounds rain makes. Make up a rain chant and practice it with the children. B/""%#:!";#2:/"#2:!"7## P(,#:'.:H#Q0(#&/*#-,.:H

Print Awareness

Clap to the beat of the chant words â&#x20AC;&#x201C; how many syllables do you hear? Talk with the children about the different ways they have used writing this week: journals, stories, recipes, labels. How are these print forms alike and how are they different?

Page 32

Properties of Matter Month Week #1 Activity #5 Cloudy Mirrors Science Inquiry Cycle: Reflect and Ask Talk about what you did yesterday. Where did the water go when it evaporated? Could we turn the water vapor in the air back into liquid water?

Mathematics Friday: Draw shapes in the cloudy mirrors. Name the shapes and talk about their features: the number of sides and angles, and in the case of circles, the absence of angles. Try making new shapes by changing others, for example, making triangles by drawing a diagonal line across a square.

Plan and Predict Talk about how bathroom mirrors look before and after someone takes a bath. Explain that the mirror looks cloudy after someone bathes because the cold mirror cools the water vapor in the air to make it change into tiny drops of liquid water on the mirror. When we cool a gas so it turns into a liquid, we say the gas condenses. What would we need to observe condensation? If the water vapor condenses, how will our mirrors look?

Act and Observe Q3:",2(".2+*0-(%",5";-3,"*55:"$,",2(13(*9(3"+%",2("3$7(,/"1+--5-3)"$%0",2(%"C',",2("1+--5-3"5%" ,5C"57",2("=56*";**(0"6+,2"+.(<""N2(%",2("1+--5-3"$-(".55*)"$3:"($.2".2+*0",5"25*0"5%("59(-" the bowl of hot water. How does the mirror look now? How does it feel? How do they look in the mirror now?

Report and Reflect Talk with the children about how the mirrors looked before and after the water condensed. Talk with the children about the changes of state they have observed this week. Page 33

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #2: Characteristics of Solids Dramatic Play !" Construction and building center !" Work bench and tools !" Measurement tools

Art Center !" !" !" !"

Sandpaper letters and numbers Shape collage Rock painting Music with drums and clappers

Block Area !" Lincoln logs !" Trucks moving logs

Manipulatives !" !" !" !"

Shape bingo Duplo blocks Playdough & toothpicks shapes Rough and smooth number sticks

Large Motor Play !" Neighborhood walk looking for solids !" Obstacle course moving over, under and through solid objects !" Play with a variety of types of balls â&#x20AC;&#x201C; 351("35*+0"$%0"5,2(-3";**(0"6+,2"$+-

Science Table !" !" !" !"

Geoboards Rulers, measuring tapes, cups, spoons Pan balance with buckets Collections of solid materials such as rocks, marbles, or seashells

Page 35

Properties of Matter Month Week #2 Activity #1 Solid Shapes Concepts: All solids have a shape of their own. They hold this shape unless acted upon by an outside force.

Learning Goals: Children will create their own solid shape out of clay. Things to Talk About:

Vocabulary: clay permanent shape

mold pottery solid

Materials: Mexican pottery clay rolling pins an example of pottery objects to press into the clay to leave impressions (like shells, small toys, etc.)

Read and Talk About: 81(#@1!:(#.D#81/0*2#by Dayle Ann Dodds

When your clay has hardened, can you change its shape? What things do we use that are made out of clay? Do solids change shape if you put them into a new container? How would you change the shape of your solid?

Page 37

Properties of Matter Month Week #2 Activity #1 Solid Shapes - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness

Print Awareness

Bring in some dishes, bowls or vases to illustrate how people use pottery in their everyday life. Talk about the shapes of the pieces of pottery and how pottery is made of solid material. As the children work with the Mexican clay, you can discuss how you are able to change its shape as you work with it. Later when it dry, the clay will be solid and you will not be able to change its shape. As you read todayâ&#x20AC;&#x2122;s book encourage the children to talk about times when they have seen some of the objects in the illustrations. Ask the children to name the shapes that they see on each page and talk about how the shapes are put together to make objects. Review capital and lower case S/s for 24+':"+,(;#2.'/- and 21!:(. Make a sign that uses these words for the sculpture display: Q+,#24+':"+,(2#!,(#2.'/-#!0-#1.'-#"1(/,#21!:(. Bring cut outs of different shapes to circle time. Practice making the /s/ sound as you clap the syllables of the chant: @.'/-#24+':"+,(#21!:(<""J*$C",2("3/**$=*(3"57",2(";-3,"S" words softly, then clap loudly for 21!:(7 Repeat this pattern. After the children are .5175-,$=*("6+,2",2(".2$%,)"C$'3("=-+(4/"5%"32$C("$%0"$3:"$".2+*0",5".51(",5"/5'",5" choose and name a shape they like. Repeat. T+3C*$/",2(";%+32(0"3.'*C,'-(3"6+,2"($.2".2+*0F3"%$1("$%0",2(",+,*("57",2(+-"65-:<"""D$*:" about why artists sign and name their work.

Page 38

Properties of Matter Month Week #2 Activity #1 Solid Shapes Science Inquiry Cycle: Reflect and Ask Show the children a china dish and ask â&#x20AC;&#x201C; is it solid? How was it made? What is it used for? What shape is the plate? Will it always be this shape? Is there any way to make its shape change?

Plan and Predict Mathematics Monday: Play Shape Bingo. Talk about the shapes a child has on his/her cards, and about the shapes he/she needs to make &/0*.7

Examine a piece of the Mexican pottery clay. What could you make? What shape are you going to try to make? What tools will you need? Where in the classroom will you work? How will the clay get hard?

Act and Observe Give each child a piece of clay and demonstrate different ways to use it. Provide tools and let each child create his own piece of pottery. Take photos of the children making pottery. Let the pottery dry.

Report and Reflect Label and display the pottery pieces along with the photos of how they were created. Help the children describe their pottery and talk about how their pieces are similar and different. What kinds of shapes did the children make? What else could they make? Page 39

Properties of Matter Month Week #2 Activity #2 Snack Mix Concepts: Solid have a variety of sizes and shapes. There are many ways to measure solids.

Learning Goals: Children will measure a variety of solid food to make a snack mix using a recipe. They will investigate the shapes and sizes found in snack mix.

Vocabulary: ingredients mix shapes teaspoon

measure recipe tablespoon textures

Materials: plastic bowls spoons tablespoon teaspoon Ziplock bags recipe >%&-(0+(%,3"75-"3%$.:"1+B"UI+.("J2(B)"C-(,G(*"3,+.:3)"VWVF3)"-$+3+%3)"?&5*0;32@".-$.:(-3X Geoboards

Things to Talk About: Do we always need a recipe when we make food? How did we know how much of an ingredient to use? How could we change the recipe to make a new snack? What new solid ingredients could we use?

Read and Talk About: 81(#@1!:(#.D#81/0*2#by Dayle Ann Dodds Page 41

Properties of Matter Month Week #2 Activity #2 Snack Mix - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Ask the children to tell you what their favorite snack to eat at home is. Ask them to describe the snack – is it crunchy? Salty? Sweet? Ask them to describe the shape of this snack – is it a square cracker? Is it a round piece of candy? Talk about times when the children have cooked before and what they made. Reread 81(#@1!:(#.D#81/0*2#and review the names of the shapes in the illustrations. Explain that today you will be using shapes in a different way. Focus on using a recipe for cooking and how a recipe is read – collecting ingredients that you need, following the steps one-by-one. Encourage the children to talk about what they are doing as they follow the recipe to make snack mix. Focus on the letter S/s for snack. Review R/r for ,(4/:(. Be sure to write each of these words as you are working with the children so that they can see the letters being used as part of an authentic activity. Teach the children this chant: Crunch, crunch. We munch our lunch. Talk about the rhyming /unch/ sound. Today’s lesson focuses on reading a recipe and following the directions to make a snack mix. Recipes give readers all the information they need to cook something. How does this compare with a storybook? For what other purposes do people read directions?

Page 42

Properties of Matter Month Week #2 Activity #2 Snack Mix Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday: Glue some of the snack mix ingredients on a piece of cardboard. Challenge the children to see if they can make similar shapes on a Geoboard. Talk about what they need to do to make the shapes. When a child makes a shape, encourage him/her to describe it to another child.

Talk with the children about the kinds of foods they like to eat. Which foods are solids? Make a list and talk about the shape of these foods. Ask if anyone has ever eaten a snack mix and talk about what this is.

Plan and Predict Show the children the recipe you have for the snack mix and the ingredients that you have to make it. What tools do we need to make this snack mix? Will the different ingredients taste the same or different? Will the snack ingredients change shape when they are mixed together?

Act and Observe Demonstrate making the snack mix by following the recipe. Allow the children to make their own snack mix following the step-by-step directions in the recipe. Support them as needed to use the measuring tools. Discuss the various shapes, colors, and sizes in their bags.

Report and Reflect Eat the snack â&#x20AC;&#x201C; how does it taste? Do the ingredients look the same when they are in the bag? What would you need to do to change the shape of the ingredients that you used? Do the different shapes taste different? Page 43

Snack Mix Recipe Supplies: Plastic spoons

Plastic bowls

Tablespoons

Teaspoons

Ziploc Bags

Ingredients for your class: 1 box of Rice Chex cereal 1 bag of pretzel sticks 1 large bag of M&Mâ&#x20AC;&#x2122;s 1 box of raisins Y".5%,$+%(-"57"?&5*0;32@".-$.:(-3 Any other ingredients that would add contrast in shape, size, or texture

Directions: 1. Fill one plastic bowl with each ingredient. 2. Work together to decide how many tablespoons or teaspoons of each ingredient should be added to each childâ&#x20AC;&#x2122;s snack mix bag. 3. Add a small label in front of each bowl showing this number. 4. Invite children to walk down the line of bowls, adding the number of scoops of each ingredient the class decided on to their Ziploc bag. 5. Eat and enjoy!

Page 44

Properties of Matter Month Week #2 Activity #3 Making Sculptures Concepts: Solid objects keep the same shape unless acted upon by an outside force. Solids can be used to build or make things that people use.

Learning Goals: Children will use a variety of solid materials to build a three dimensional structure. Things to Talk About:

Vocabulary: building sculpture size

material shape solid

Materials: large piece of paper glue marker masking tape and scotch tape various materials for making sculptures (a variety of sizes of cardboard boxes, wood pieces, cardboard tubes, cotton balls, fabric, etc.)

What did you create? Why did you make that? Is your sculpture like everyone elseâ&#x20AC;&#x2122;s? How is it different? Look around at the furniture in the room. What is it made of? Why are those materials used?

Read and Talk About: @1!:(#by Henry Arthur Pluckrose Page 45

Properties of Matter Month Week #2 Activity #3 Making Sculptures - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

If possible, bring a real sculpture into the classroom so the children can see what it is and talk about what it represents. Show the children photographs of other sculptures and talk about how the artist made them. Talk about how solids are good for sculptures because they do not change their shape. Remind the children of the pottery they made. Talk about what the children would like to make with their scrap materials – would they like to create imaginary buildings? Animals? People? Ask the children to plan where they would like to work and what materials they need. How will they make things stick together? Today’s book focuses on individual shapes and how they look. As you read the book, ask the children to describe the shapes – how many sides, what kind of lines. Explain ,2$,",2("32$C(3"+%",2("=55:"$-("4$,)"=',",50$/"/5'"6+**"$**"=("65-:+%&"6+,2"Z80+1(%3+5%$*" shapes. Show them a cardboard box and a piece of paper so they can understand the comparison. Review S/s in the words 24+':"+,( and solid. Chant the @.'/-#@4+':"+,(#R1!0"#from the activity @.'/-#@1!:(2. Focus again on counting the number of syllables. Have some boxes and balls available and talk about the words cube and 2:1(,(. How many syllables are in these words? Make a list of what children need to have to create their sculpture idea. Talk about how we make lists to help us remember what we need, like when we go shopping. Have each child create a label for his sculpture that includes his name and a name and brief description for the sculpture. Page 46

Properties of Matter Month Week #2 Activity #3 Making Sculptures Science Inquiry Cycle: Reflect and Ask Talk about some of the objects pictured in#@1!:(, and show the children additional pictures of buildings, furniture and sculpture. What kinds of materials are used to make the objects in the pictures? What materials can be used to make sculptures?

Mathematics Wednesday: Using toothpicks and playdough, have children make squares and triangles. Count the number of sides and angles of these 2-dimensional forms. Challenge children ,5";%0",-+$%&*(3"$%0" squares in the sculpture they made.

Plan and Predict Show children the building materials they will work with. What will they build? How will you fasten things together? Write down the childrenâ&#x20AC;&#x2122;s plans.

Act and Observe Talk about the materials. Which materials are hard, soft, rough, smooth? What are the shapes of the various materials? Help the children make sculptures out of the materials. N2(%"3.'*C,'-(3"$-(";%+32(0)",$*:"6+,2",2(".2+*0-(%"$=5',",2("32$C(3"57",2(+-"3.'*C,'-(3<

Report and Reflect Encourage the children to name and label their sculptures. Display the completed sculptures. Talk about how they were made. Page 47

Properties of Matter Month Week #2 Activity #4 Building with Ice Cubes Concepts: We can build with ice because ice is a solid and keeps it shape.

Learning Goals: Children will build with ice pieces. They will observe what happens when the ice sculpture is kept at room temperature for a period of time. Things to Talk About:

Vocabulary: ice melt sand

igloo salt solid

Materials: sand salt paper towels paper plates ice cubes - some made from standard trays, some from other molds such as cup cake tins and empty milk cartons

How does it feel to work with ice? What kinds of ice cubes work best for the bottoms of ice buildings? What kinds of ice cubes work best for the tops of buildings? How can we make ice cubes with different shapes?

Read and Talk About: E+/'-/0*#!0#F*'.. by Ulli Steltzer Page 49

Properties of Matter Month Week #2 Activity #4 Building with Ice Cubes - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask children to describe the sculptures they made yesterday. What kinds of materials did they use to build them? How did they make the materials stick together? Ask if anyone has ever made a snowball or a snow fort. Talk about these experiences. Is it hard or easy to get snow to stick together? What else can you make with snow? Describe the Arctic as a place where the only building material is ice. As you read todayâ&#x20AC;&#x2122;s book, focus on the photographs in E+/'-/0*#!0#F*'... The text may be too long to read so explain to the children that we can often learn a lot just by looking carefully at the pictures in a book. Do the children see any trees for wood? Any rocks or stones? What solid material do they see? How is an igloo made? Ask the children how it compares to their homes. Review I/i for ice and /*'.. and C/c for cube. Write a sentence with /4(;#/*'.. and cube to show capital and lower case letters. Talk about the uses of capital and lower case letters. Teach the children this poem, and identify the rhyming words. S/4(#/4(#J((:2#!#2.'/-#21!:(7

Print Awareness

S/4(#/4(#!0#/*'..#$!J(27 Have children create labels for their ice buildings that include a description of the building and their names.

Page 50

Properties of Matter Month Week #2 Activity #4 Building with Ice Cubes Science Inquiry Cycle: Reflect and Ask After reading, ask children what they think it would be like to live in an igloo. How would it be like your home? How would it be different? Ask the children if they think they could build with ice? Why or why not? What makes the ice stay together?

Mathematics Thursday: Make igloos out of rectangular Duplo pieces. Note how the rectangular pieces do not make a smooth circle. Why is this? What does Tookillkee (the man who builds the igloo in E+/'-/0*#!0#F*'..) do to make the igloo round?

Plan and Predict Show children the various ice cubes. What can they use to make ice cubes stick together? Where can they work with ice? What will happen to the ice if you leave it out for a while?

Act and Observe Give each child a paper plate and a paper towel. Have them put the towel in the plate, and explain that the towel will keep the ice cubes from sliding. Put out bowls of a mixture that is half sand and half salt. Put the ice cubes in a pan in the center of the table. Show the children how to use the sand and salt to make the ice cubes stick together. Talk with the children about what happens as they build. Talk about the shapes of the ice cubes and the shapes of the structures they are making.

Report and Reflect Put the ice buildings where they can melt without damaging anything. During the day, draw the childrenâ&#x20AC;&#x2122;s attention to how the ice buildings change as they melt. Ask the children what would happen if their own homes were built of ice. Page 51

Properties of Matter Month Week #2 Activity #5 Textures Concepts: Different objects have different textures. N(".$%";%0"5',"$%"5=[(.,F3",(B,'-("=/"7((*+%&"+,<"

Learning Goals: Children will explore and identify different textures. They will demonstrate their knowledge by describing textures.

Things to Talk About:

Vocabulary:

What feels better to you â&#x20AC;&#x201C; rough or smooth? Why?

hard smooth texture

rough soft touch

Materials: manila folders glue variety of different textured solid materials such as: sand paper, aluminum foil, burlap, velvet, corduroy, silky fabric

Read and Talk About:

What other objects are rough or smooth? If you were making clothes, what kind of materials would you use? Why? If you were building a road, what kind of materials would you use? Why?

F2#/"#G.+*1>#F2#/"#@$.."1>#F2#/"#@1/0%> by Tana Hoban Page 53

Properties of Matter Month Week #2 Activity #5 Textures - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Today’s conversation focuses on describing textures. The children will be creating a chart of rough and smooth materials, but you can also encourage the use of other descriptive words for textures – for example: &+$:%;#1!,-;#2.D";#2/'J%. You can easily assess an individual child’s understanding of the words by asking them to show you a material that is rough or smooth. Another way to check on expressive language would be to ask the child to describe the texture of his clothing that day. Be sure that the children are actually getting to feel the materials that you are talking about, not just look at them. F2#F"#G.+*1>##F2#F"#@$.."1>#F2#F"#@1/0%> is an excellent resource. Explain that the author wrote this book using only photographs without words. Ask the children how they think you can read this book – where would you get the words to talk about the photos? Encourage the children to describe what they see on each page. Today’s letters are T/t for texture, R/r for#,.+*1; and S/s for smooth. Cut out sandpaper *(,,(-3"75-",2(".2+*0-(%",5",-$.("6+,2",2(+-";%&(-3< For choice time, set up a table where children can explore the textures of sound. Post the key words#,.+*1 and smooth. Put out instruments that sound rough or bumpy: guiros, sandblocks, rhythm sticks, clatterpillars; and instruments that sound smooth: rubbing lummi sticks, claves. Display the texture graph labeled with the words texture, ,.+*1, and smooth. Ask the children to describe their collages. Write down their descriptions, and have them sign their collages. These can also be displayed.

Page 54

Properties of Matter Month Week #2 Activity #5 Textures Science Inquiry Cycle: Reflect and Ask Mathematics Friday: Make rough and smooth number sticks for each child using craft sticks, smooth circle stickers and Velcro dots. Choose a number and write the numeral on each side of a craft stick. Then, place smooth stickers on one side of the craft stick and Velcro dots on the other to represent the numeral. Show the child how to use ;%&(-".5'%,+%&",5"150(*" the quantity of dots on their number stick.

Have the children feel their clothes and the bottoms of their shoes. What are some things that are rough? What does rough feel like? What are some things that are smooth? What does smooth feel like?

Plan and Predict Show the children the collage materials. Ask the children to look at the materials and predict which is rough or smooth. Make a graph with a column for#,.+*1#and for smooth, and place a small piece of each material in the column for the texture the children predict.

Act and Observe Encourage the children to feel the materials and describe their textures. Explain that they will be making a texture collage by gluing materials on a manila folder. Allow the children to choose the materials for their collages. As the children work, talk about things that that are rough or smooth.

Report and Reflect Make a new graph with columns for ,.+*1 and smooth. Let the children paste small pieces of the materials in the correct column. Compare this graph to the one made before the children felt the materials. Page 55

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #3: Characteristics of Liquids Dramatic Play !" Dolls with soapy water !" Create a harbor and a boat for children to “sail”

Art Center !" Craft sticks, glue and construction paper for making boats !" Water colors for painting !" Eye dropper and sponge painting

Block Area !" Ramps, inclines and curves !" Boats

Manipulatives !" !" !" !"

Eye droppers and liquids Sponge squeezing Marble maze Transportation vehicles

Large Motor Play !" !" !" !"

Puddle jumping Squirt bottles Colored marbles to roll at targets Walk to look for water hydrants

Science Table !" !" !" !"

Containers in a variety of shapes Stopwatch Pan balance Collection of common liquids – paint, shampoo, liquid detergent, juices, etc.

Page 57

Properties of Matter Month Week #3 Activity #1 What is a Liquid? Concepts: Liquids do not have a shape of their own. They take the shape of their container.

Learning Goals: Children will pour water into a variety of containers to observe how liquids conform to the shape of their container.

Vocabulary: container ;**" " pour

Materials: water eyedroppers paper containers of various shapes and sizes

Read and Talk About: I Am Water by Jean Marzollo

drop *+H'+0 shape

Things to Talk About: Can all liquids change shape? What happens to the shape of liquid when we pour it into different containers? If you freeze water, what happens to its shape? What happens to the shape of an ice cube as it melts?

Page 59

Properties of Matter Month Week #3 Activity #1 What is a Liquid? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Draw on the childrenâ&#x20AC;&#x2122;s knowledge of solids as you introduce liquids. Talk about liquids that the children eat. Ask the children to talk about the ways solids and liquids are similar and different. Point out and name different shapes around you as you emphasize that solids have a shape of their own and liquids do not. Be sure to encourage the children to share what they already know about liquids. Read the book I Am Water by Jean Marzollo. Before you read, tell the children to *+3,(%"75-"$**"57",2(",2+%&3",2$,"6$,(-".$%"=("'3(0"75-<""N2(%"/5'";%+32"-($0+%&)"$3:",2(" children to tell you some of the things that they remember. If necessary, show the pictures on the pages to help them remember. Introduce L/l for liquid. The children can make this letter with their bodies, playdough or any other of a variety of materials. Explain that L/l is also a very easy letter to write because it is made with only straight lines. Talk about the different sounds rain makes. Review the rain chant, B/""%#:!";#2:/"#2:!"7## P(,#:'.:H#Q0(#&/*#-,.:H, and see if anyone can add new rain sounds to it. As you read the rain chant together, have the children clap out each syllable. Identify the rhyming words together. Display the words to the song G!/0;#G!/0;#C.#I6!% on large chart paper and have the children point to the words using a pointer as you sing the song together. Underline the word rain each time it occurs and explain that this is a word and that words are made by using letters.

Page 60

Properties of Matter Month Week #3 Activity #1 What is a Liquid? Science Inquiry Cycle: Reflect and Ask Identify the shapes of familiar solid objects in the classroom. Explain that today you will be talking about different materials â&#x20AC;&#x201C; ones that are liquids. Tell the children that water is a liquid. Pour some water on to a table or plate â&#x20AC;&#x201C; what shape is it? Do this again â&#x20AC;&#x201C; now what shape is it? What can we say about the shape of liquids?

Mathematics Monday: Have a variety of inexpensive containers available for the .2+*0-(%",5";**<"">%.*'0(" containers with regular shapes such as spheres, cylinders and rectangles, and those with irregular shapes. Talk about how the shapes differ.

Plan and Predict Have the children collect containers of different sizes and shapes. Ask them to predict 62$,"32$C("6$,(-"6+**",$:("62(%"+,";**3",2(".5%,$+%(-3""V$:("$"C*$%"75-";%0+%&"5',"62$,"+3" going to happen when you pour water into the containers. Where will you do this? How will you clean up if something spills?

Act and Observe Encourage the children to pour water from one container to another. Talk with them about how water changes shape as it is poured from one container to another.

Report and Reflect Help the children trace the shape of the containers and relate the shapes of the tracings to the shapes water takes in the containers. Encourage the children to use the eyedroppers to drop water on paper. Help the children outline the shapes made by the water. Talk with the children about ways to make water have other shapes. Page 61

Properties of Matter Month Week #3 Activity #2 Moving Liquids Concepts: #+H'+03"9$-/"+%",2(+-"$=+*+,/",5"456<""L51("*+H'+03"$-("?,2+%@"$%0"456"-$C+0*/\"5,2(-3"$-(" ?,2+.:@"$%0"456"3*56*/<""Viscosity describes how thick or thin a liquid is. Thick liquids like molasses are more viscous than thin liquids like water.

Learning Goals: Children will explore viscosity by pouring many liquids down a cookie sheet and observing ,2(+-"456<""D2(/"6+**"5-0(-"*+H'+03"7-51"*($3,",5"153,"9+3.5'3"$%0",$*:"$=5',",2(+-"5=3(-9$,+5%3<

Vocabulary: baster (/(0-5CC(-"" liquid shape

change 456 pour viscous

Materials: a cookie sheet with wax paper covering the back dishpan eye droppers or turkey basters a variety of liquids (water, oil, catsup, molasses)

Things to Talk About: Which liquids moved down the ramp quickly? Which liquids moved slowly? Why? Which liquids were easy to move? Which liquids were harder to move? Why?

Read and Talk About: B+--'(2#by Jonathan London Page 63

Properties of Matter Month Week #3 Activity #2 Moving Liquids - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Children will have to listen carefully to your directions for using the eyedroppers and =$3,(-",5"159(",2("*+H'+03<""D2+3"1$/"=(",2(";-3,",+1(",2$,",2(/"2$9("2$0",2("5CC5-,'%+,/" to “play” with such a variety of liquids. Much of this activity is exploratory in nature, but it is extremely important for an adult to be a part of it and to introduce new vocabulary in conversations. New vocabulary words will be -,.:;#:.+,;#5.6;#-,/TT'(;#(%(-,.::(,;# &!2"(,;#2:'!21;#!0-#",/4J'(: words that describe the consistency of liquids and how they move down a ramp. It is important today to help children talk about what they are doing and what they see happening. Today’s book, B+--'(2#=/"]5%$,2$%"#5%05%"+3";**(0"6+,2"0(3.-+C,+9("*$%&'$&(<""^%.5'-$&(" the children to listen and actively imagine what is being described – the sweet chatter of &/,-2#)''/0*#"1(#",((2;#"1(#2:!,J'(#.D#!#$/''/.0#2+02#/0#!#$/''/.0#-,.:27 Talk about how the author uses his words and illustrations to make pictures for us to see in our minds. Continue to focus on the letter L/l for liquid. Look for examples of L/ls in the children’s names on the attendance charts. In today’s book the author uses repeated words to describe actions and sounds. Ask the children if they can remember any of these repeated words: -,/:;#-,/:;#-,/:U#2'+:;#2'+:;# 2'+:U#2:'!21;#2:'!21;#2:'!21. Say the words together and make up a movement for each different word. Say them together as an action poem. Create a display of containers of liquid foods. Call attention to the labels on these C-50'.,3<"D$*:"$=5',"256"7550"*$=(*3"'3("C+.,'-(3"$3"6(**"$3"3C(.+;.":+%03"57"C-+%,",5" 1$:("75503"+0(%,+;$=*(< Page 64

Properties of Matter Month Week #3 Activity #2 Moving Liquids Science Inquiry Cycle: Reflect and Ask Ask the children to name some liquids that they drink or eat and make a list. Introduce the idea that some of these liquids are thicker than others. Ask the children do talk about how catsup pours out as compared with water.

Plan and Predict Mathematics Tuesday:

Make a plan to test a variety of liquids to see how they pour and move. Where will you do it? How will you make them move? Will all liquids move like water?

Use a stopwatch to time ,2("456"57"0+77(-(%," liquids. Clap and count the number of seconds it ,$:(3"75-"*+H'+03"456"$" given distance.

Act and Observe

Sequence the liquids from most to least viscous.

Working in small groups, have the children experiment with moving liquids down a ramp. Help the children make a ramp by propping up one end of a cookie sheet covered in wax paper on a stack of blocks. Let the end of the cookie sheet drain into a dishpan. Encourage the children to move the water, vegetable oil, catsup and molasses (separately) down the ramp and into the dishpan. Change the height of the ramp by adding or removing blocks.

Report and Reflect Q--$%&(",2("*+H'+03"+%"5-0(-"7-51",253(",2$,"456"7$3,(3,",5"3*56(3,<"D$*:"$=5',",2("(BC(-+(%.(" of moving the different liquids.

Page 65

Properties of Matter Month Week #3 Activity #3 Absorption Concepts: Some solid materials will absorb water and other liquids.

Learning Goals: The children will test a variety of solid materials to see which ones will absorb water and which ones will not. They will create a chart to show their results.

Vocabulary: liquid absorb soak

solid absorption wet

Materials: plastic trays to work on pieces of sponge paper cotton balls eyedroppers

Read and Talk About:

pennies pieces of cloth plastic buttons other common materials cups of water

Things to Talk About: What kinds of solid materials absorb water? What kinds do not? How do people use absorbing materials? Where does the water in a wet towel go when it dries? Clothes that come out of the washing machine have absorbed water and are wet. How do we get them dry?

F#C("#=("#by Vicki Cobb Page 67

Properties of Matter Month Week #3 Activity #3 Absorption - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk with the children about times when they have taken a bath or gone swimming – what do you use to dry off? Explain to the children that some solid materials are good at soaking up water or other liquids – we call this absorption. Talk about what you use to clean up liquids that spill. Introduce the book F#C("#=("#by Vicki Cobb by showing the front and back covers. Ask the children what they think this book will be about. There is a lot of information in this book – you may not want to read all of it. Select the sections that you feel are appropriate for today’s activity. As you read the part about putting water on wax paper, you should actually do this in front of the children. Explain that sometimes we read books to give us new ideas for things to do. Focus on W/w for wet. Ask children to count how many straight lines you make as you write a W/w. Compare the W/w to the letter M/m – how are they alike? Different? Sing the song She Waded in the Water to the tune of the Battle hymn of the Republic. Have the children suggest names of body parts to put into the song. Ask the children to identify the repeating words in the song. @1(#6!-(-#/0#"1(#6!"(,#!0-#21(#*."#1(,#D(("#!''#6(" @1(#6!-(-#/0#"1(#6!"(,#!0-#21(#*."#1(,#D(("#!''#6(" @1(#6!-(-#/0#"1(#6!"(,#!0-#21(#*."#1(,#D(("#!''#6(" E+"#21(#-/-0V"#*("#1(,#W4'!:;#4'!:X#6(";#W4'!:X#%("#W4'!:X C'.,%#C'.,%#L!''('+?!1H#C'.,%#C'.,%#L!''('+?!1H# C'.,%#C'.,%#L!''('+?!1H#E+"#21(#-/-0V"#*("#1(,#W4'!:;#4'!:X#6(";#W4'!:X#%("#W4'!:X

Print Awareness

P$9(".2+*0-(%";%0",2("65-0"Wet on the front cover of today’s book. Show them that each time the author writes the word wet, she uses the same 3 letters. The word is on many of the pages in the book – ask someone to come up and point to it. Page 68

Properties of Matter Month Week #3 Activity #3 Absorption Science Inquiry Cycle: Reflect and Ask Ask the children what they use to dry off after they take a bath or shower. What happens to the water on their bodies? Where does it go? Demonstrate cleaning up spilled water with a paper towel – what happens to the water? Tell the children that paper towels and bath towels absorb water – this means they soak it up.

Mathematics Wednesday: Read the chart you have created – are there more materials that absorb liquids or more that do not? Write the numeral that represents each set on the chart.

Plan and Predict Show the children the materials you have collected and ask them to make predictions about which ones will absorb water and which ones won’t. Write these predictions on chart paper. Make a plan together for how to test the materials and keep track of the results.

Act and Observe Working with small groups of children, support them in testing the materials to see if they absorb water. As you work, keep track of the results for each type of material.

Report and Reflect With the whole group, talk about what you did and what you found out. Make a chart of /5'-"-(3'*,3"$%0".51C$-(",2(3("6+,2"/5'-"C-(0+.,+5%3<""N2$,"0+0"/5'";%0"5',O

Page 69

Properties of Matter Month Week #3 Activity #4 Boats Concepts: Liquids can support some objects. When liquids support objects, we say they 5.!". Boats $-("='+*,",5"45$,"5%"6$,(-<

Learning Goals: J2+*0-(%"6+**"(BC*5-("45$,+%&"=/"1$:+%&"$"-$7,"57".-$7,"3,+.:3"$%0"45$,+%&"+,"5%"6$,(-<

Vocabulary: boat 45$," " raft sailboat sink

Things to Talk About: "

canoe 15,5-=5$, rowboat ship submarine

Materials: craft sticks glue small plastic people water table or several dish pans full of water

Does it matter how many sticks you use? What can you put on your raft? What happens if you put too much on a raft? What else can you use to make a raft? Try it and see what happens.

Read and Talk About: Busy Boats by Tony Mitton & Ant Parker Page 71

Properties of Matter Month Week #3 Activity #4 Boats - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Ask the children to describe times when they have been on or seen boats. Compare one child’s experiences and another’s, and talk about the many kinds of boats that people use for different purposes. Introduce vocabulary for different kinds of boats – for example: sailboat, rowboat, canoe, raft and#21/:. Explain what a raft is, and how the children will build their own from craft sticks. Encourage them to follow the directions you create together. Ask the children if everyone knows what a boat is and tell them that today’s book will have many different kinds of boats in it. Ask them what kind of boat is on the front .59(-<""N2(%"/5'";%+32"-($0+%&)"$3:",2(".2+*0-(%",5"%$1("$3"1$%/":+%03"57"=5$,3"$3",2(/" can remember from the book. Look at the illustrations again. The focus letter for the day is B/b for boat. Point out that the letter is made of both straight and curved lines. Talk about the difference between the upper case and lower case forms. Be sure to point out the letter in book titles. As you read today’s book, call attention to the rhyming words in the text. @/0*#G.6;#G.6;#G.6#Y.+,#E.!" with the children. Write the lyrics on poster paper. Have the children identify the rhyming words. Ask the children to follow the printed lyrics with $"C5+%,(-"$%0";%0"62(-(",2("-2/1+%&"65-03"$-("5%"($.2"*+%(< Post the lyrics to G.6;#G.6;#G.6#Y.+,#E.!" and talk about how song lyrics are like poems. Underline the word boat and talk about what words are.

Page 72

Properties of Matter Month Week #3 Activity #4 Boats Science Inquiry Cycle: Reflect and Ask Ask the children if anyone has ever been on a boat. Encourage them to talk about this. Where to boats go? How do they stay on top of the water?

Mathematics Thursday:

Plan and Predict

Count the number of craft sticks used to make a boat.

How can we use wooden craft sticks to make a boat that will carry a pretend person across the water table? What materials will we need? Where should we work?

Make sails for the childrenâ&#x20AC;&#x2122;s boats by folding a square piece of construction paper diagonally and cutting down the fold line. Talk about making triangles from a square. Glue the triangle sail to a craft stick, and use plasticine to fasten it to the childâ&#x20AC;&#x2122;s raft.

Tell the children that today they are going to make a boat.

Act and Observe Create directions together. Help each child follow directions to make a raft from craft sticks and glue. Float the rafts in water. Support the children in observing and describing what happens. Put plastic people or other materials on the raft and observe what happens. What happens 62(%",2(/"45$,",2("-$7,3"5%"6$,(-"%56O

Report and Reflect T+3C*$/",2("-$7,3"$%0",$*:"$=5',"256",2(/"45$,(0<""T+0"$%/"-$7,3"3+%:O"N2/O" How could you build a different raft? Page 73

Properties of Matter Month Week #3 Activity #5 What Sinks or Floats? Concepts: _=[(.,3"3+%:"5-"45$,"0(C(%0+%&"5%",2(+-"6(+&2,)",2(+-"32$C()"62$,",2(/"$-("1$0("57)"$%0" whether they trap air.

Learning Goals: J2+*0-(%"6+**"+%9(3,+&$,("5=[(.,3",5"0(,(-1+%("62+.2"6+**"3+%:"5-"45$,<

Vocabulary: 45$," " light shape

Things to Talk About: "

2($9/ material sink

Materials: water pan, tub, or water table 2 pieces of construction paper 9$-+(,/"57"5=[(.,3",5"3+%:"5-"45$,"U=',,5%3)"".(-$1+.",+*()".5-:)"75-:)"%',)"C$C(-".*+C)"C(%%/)"" " rubber band, etc.)

T5"/5'"3+%:"5-"45$,"+%" water? Do stones always sink? T5(3"6550"$*6$/3"45$,O What would we need to 05"+7"6("6$%,(0"45$,(-3" to sink or vice versa? What will happen if we add salt to the water?

Read and Talk About: Who Sank the Boat? by Pamela Allen Page 75

Properties of Matter Month Week #3 Activity #5 What Sinks or Floats? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Not all of the children may be familiar with the terms sink and 5.!" and it may take time for them to remember which term means what. Provide lots of time for the children to (BC(-+1(%,"6+,2"3+%:+%&"$%0"45$,+%&"5=[(.,3)"$%0"=("3'-(",2$,"/5'"$-("$"C$-,"57",2(+-" work during small group time so that you can assess their understanding and introduce vocabulary in the context of their activity. The book Who Sank the Boat? provides a great backdrop for today’s discussion of 3+%:+%&"$%0"45$,+%&"$%0"325'*0"-($**/"=("(%[5/(0"0'-+%&"*$-&("&-5'C<""Q3:".2+*0-(%",5" recall some of the story details – the kinds of animals that got into the boat and what ,2(/",2+%:";%$**/"3$%:",2("=5$,<"" Focus on the words sink and 5.!". Review the letter S/s and talk about the letter F/f – how it is made using straight lines or curved if you are looking at the lower case f. Point 5',",2("*(,,(-3"+%",2(",+,*("57",2(".2$-,"75-"3+%:+%&"$%0"45$,+%&"5=[(.,3< Teach the children this rhyme. Have the children whose names are called come into the middle of the group and get into the imaginary boat while everyone says the rhyme. Identify the rhyming words. Rub-a-dub-dub 81,((#D,/(0-2#/0#!#"+&U And who do you think they be? 81(,(V2#W41/'-V2#0!$(X;#!0-#W41/'-V2#0!$(X#!0-#W41/'-V2#0!$(X;#"..U I0-#!''#.D#"1($#*.0(#".#2(!H

Print Awareness

Display the prediction chart along with photographs of the results. Point out the words sink and 5.!" on the word wall. Page 76

Properties of Matter Month Week #3 Activity #5 What Sinks or Floats? Science Inquiry Cycle: Reflect and Ask Talk about what happens to things when we put them in water. What are some things that 45$,O"""N2$,"$-("351(",2+%&3",2$,"3+%:O""D$*:"$=5',"256"=5$,3"$-("0(3+&%(0",5"45$,"(9(%" though they are heavy.

Mathematics Friday: Use a pan balance to compare the relative weight of sinkers and 45$,(-3<""J2$**(%&(" ,2(".2+*0-(%",5";%0" combinations that have equal weight. Count whatever is in each bucket, and talk about how several light objects may equal one heavy object.

Plan and Predict Show the children a variety of objects. Which ones do they think will sink? Which ones will 45$,O""#(,",2(".2+*0-(%"1$:("C-(0+.,+5%3"=/"35-,+%&",2("5=[(.,3"5%,5"5%("57",65"C+(.(3"57" construction paper labeled sinkers and 5.!"(,2.

Act and Observe Encourage the children to pick up the objects and talk about them. What does each one look like? What shape is it? Is it heavy or light? What is it made of? Let the children place each object in a pan of water. What happens?

Report and Reflect J-($,("$".2$-,",2$,"32563"62+.2"5=[(.,3"3+%:"5-"45$,< Talk with the children about how these results compare to their predictions.

Page 77

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #4: Air Is All Around Us Dramatic Play !" Set up a pretend beauty parlor or barber shop with hair dryers.

Art Center !" Make paper airplanes. !" Make paper fans. !" Make bubble wrap paint prints.

Block Area !" Airplanes !" Build houses with various materials and try to blow them down. !" Build an airport or rocket ship.

Manipulatives !" Spinning tops !" Pattern blocks !" Bubble wrap

Large Motor Play !" Make music with kazoos and dance with streamers. !" Run with pinwheels. !" Move like a bird or an airplane.

Science Table !" A variety of fans, pumps !" Make music with air using wind chimes, kazoos, empty plastic pint and liter bottles. !" Paper party blowers

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Properties of Matter Month Week #4 Activity #1 Blowing Paint Concepts: Air is a mixture of gases. Sometimes it is not possible to see gases, but we know they exist =(.$'3("6(".$%"3(("256",2(/"$.,"5%",2+%&3<""Q+-".$%";**",2+%&3"'C"$%0"1$:(",2+%&3"159(<" Be sure to distinguish between the gases that compose air and gasoline as gas.

Learning Goals: Children will use air to move liquids when they blow through straws onto paint.

Things to Talk About:

Vocabulary:

How hard do you have to blow to move the drop of paint?

air force move

Materials: newspaper white paper food coloring or paint plastic drinking straws

Read and Talk About:

blow hard soft

How long does it take before the paper absorbs the drop of paint? What colors can you make? How can you make the liquid move faster or slower?

81(#=/0-#E'(6#by Pat Hutchins Page 81

Properties of Matter Month Week #4 Activity #1 Blowing Paint - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Air can be a complex topic to investigate because children cannot see air; they can only see what it does. Ask the children what they know about air and experiences they have had with air â&#x20AC;&#x201C; breathing, windy days, and so forth. Todayâ&#x20AC;&#x2122;s activity involves using a familiar liquid, paint, and exploring how air can make it move. Talk about how you are going to blow paint and then help the children follow the directions that you create for this project. Support the children in using words like hard or soft, more or '(22;#&/*#or little to describe how they blow the paint and how it moves. Begin with the story, 81(#=/0-#E'(6, and ask the children to think about and talk about times when they have seen the wind blow things around. At the end of the story, ask the children to describe one thing in the story that moved in the wind. Focus on W/w for wind, A/a for air, and B/b for blow. Ask the children to help you make sentences that use wind, air and blow. Write the sentences down and ask the children to *5.$,(",2(":(/"65-03"$%0",2(+-";-3,"*(,,(-3< Explore the sound of wind by having the children blow across empty, clean plastic soda bottles. Have several sizes available so the children can make different sounds. Ask the children to give their paintings a title and tell what the painting looks like. Have them sign their paintings.

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Properties of Matter Month Week #4 Activity #1 Blowing Paint Science Inquiry Cycle: Reflect and Ask Talk about what happens on a windy day. What happens to your hair? The leaves on a tree? Papers on the ground? Can the wind make everything move?

Mathematics Monday: Use toothpicks to measure the distance the drop of paint moved. Help each child decide where to begin the measurements, how to align the toothpicks, and count the number of toothpicks needed for the measurement. Let the children glue the toothpicks to the paper and write or trace the appropriate numeral next to them.

Plan and Predict Show the children the straws and ask if anyone has ever used one. Predict what will happen if you blow air through a straw. Make predictions about what will happen if you blow through a straw onto paint.

Act and Observe Support the children in covering a work area with newspapers and then placing white paper on top of the newspaper. Let each child put a large drop of food coloring or paint on the white paper. Show the children how to hold one end of their straws above the drop of paint and then blow through the straw onto the paint. Encourage the children to experiment blowing with more and less force. Support them in describing what happens to the drops of paint as they blow. Add more drops in other colors.

Report and Reflect Discuss how the force of air affected the liquids. What happened when you blew hard? What happened when you blew softly? Display the paintings. Page 83

Properties of Matter Month Week #4 Activity #2 Straws and Soapy Water Concepts: A bubble is air trapped in a liquid. Air does not weigh as much as water, so air bubbles rise to the surface of water.

Learning Goals: Children will make bubbles and observe how they rise to the surface of a container of water.

Vocabulary: aquarium gum pop rise

bubble hose pump straw

Materials: drinking straws aquarium pump and hose dish soap tempera paint large plain paper newspaper *$-&("&*$33"[$-";**(0"6+,2"6$,(-"75-"0(15%3,-$,+5% 6$,(-",$=*(";**(0"6+,2"6$,(-"5-"+%0+9+0'$*".'C3"57"6$,(-

Things to Talk About: Why do bubbles always come to the surface? Can you make big bubbles, small bubbles? Have you ever made bubbles with a wand? What did those bubbles do? Why does water 351(,+1(3"59(-456"+,3" container when you blow air into it?

Read and Talk About: B.:H#I#E..J#I&.+"#E+&&'(2 by Kimberly Bradley Page 85

Properties of Matter Month Week #4 Activity #2 Straws and Soapy Water - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness

Phonological Awareness

Today’s activity helps children understand that one way we know that air exists is =(.$'3("6(".$%"3((",2$,"+,";**3"'C"='==*(3<""Q3:",2(".2+*0-(%",5"-(.$**",+1(3"62(%",2(/" have blown bubbles – how is this done? What materials did they use? Where did the bubbles go? Read the book B.:H#I#E..J#I&.+"#E+&&'(2 with the children. This book explains how bubbles work in great detail. If you feel that the text is too long, you can focus on the illustrations. The last part of the book describes the activity that you are going to do today. If you want, you can also try the bubbles in milk activity described in the book. The letter for today is B/b for bubble. Talk about how to make a letter B/b and make it out of playdough. B/b"+3",2(";-3,"*(,,(-"+%",2("65-03"ball and balloon, objects that are $*35";**(0"6+,2"$+-<"`5'"1$/"$*35"6$%,",5"75.'3"5%",2("*(,,(-"P/p for :.:. Compare how the letters P/p and B/b are made. Sing 81(#E+&&'(#@.0*#"o the tune of 8(0#Z/""'(#F0-/!02: Q0(#'/""'(;#"6.#'/""'(;#"1,((#'/""'(#&+&&'(2U [.+,#'/""'(;#)3(#'/""'(;#2/9#'/""'(#&+&&'(2U @(3(0#'/""'(;#(/*1"#'/""'(;#0/0(#'/""'(#&+&&'(2; 8(0#'/""'(#&+&&'(2#*.#BQBH

Print Awareness

Clap on Pop! Have the children listen for the number of times they say the word bubbles. J5**(.,"C+.,'-(3"57"+,(13",2$,"$-(";**(0"6+,2"$+-"7-51"1$&$G+%(3)"$03)"$%0".$,$*5&3<""a3(" these to make a poster for the science area. Talk about the difference between text and pictures – how do we get meaning from each of these? Page 86

Properties of Matter Month Week #4 Activity #2 Straws and Soapy Water Science Inquiry Cycle: Reflect and Ask Talk with the children about their experiences with bubbles in school, baths, and soda pop. How do you make these bubbles? What is inside them?

Plan and Predict Mathematics Tuesday: Provide each child with a piece of construction paper and many cutout circles of different sizes. Challenge them to paste as many circles on the paper as they can, touching but not overlapping. Do the circles cover all the paper, or are there spaces between them?

R',"5',"$"*$-&("&*$33"[$-";**(0"6+,2"6$,(-<""Q3:",2(".2+*0-(%"62$,"6+**"2$CC(%"+7"6("=*56" air through a straw into water. Add a few drops of dish soap to the water and set up the pump. What will happen when we turn on the pump?

Act and Observe Turn on the pump and talk with children about what they observe. Give each child a clean drinking straw and a cup of water. What happens when they blow through the straw? After they have done this for a few minutes, add some dish soap to the water. Encourage them to blow into their cups of soapy water. What happens now? Encourage the children to vary the force with which they blow.

Report and Reflect Talk about what happened when you blew air into plain water and soapy water. Did the type of water make a difference? Talk about the bubbles you made. Did they go up or down? Did they last a while or pop right away? What happens to the air inside a bubble when it pops? Page 87

Properties of Matter Month Week #4 Activity #3 Bubble Prints Concepts: A bubble is air trapped in liquid. Because air takes up space, the bubbles make the liquid expand.

Learning Goals: Children will explore making bubbles using soap, water, and air. They will talk about what they did to make bubbles, and how the bubbles behave. They will make prints on paper from the bubbles they blew.

Vocabulary: air bubble soap water

blow liquid trapped

Materials: Styrofoam cups water food coloring or tempera paint plain white paper

straws liquid soap camera newspaper (or a plastic tablecloth)

Things to Talk About: What shapes do the bubbles make in your bubble print? Are the bubbles in your print all the same size? Where do we see bubbles at home? Have you ever chewed bubble gum? How do you make a bubble?

Read and Talk About: E+&&'(#8,.+&'(#by Margaret Mahy Page 89

Properties of Matter Month Week #4 Activity #3 Bubble Prints - Language and Literacy

85"-*1.?&'&>1)%".1.? Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Ask the children to talk about their experiences blowing bubbles. What did they do to make the bubbles? Ask them to blow on their hands. What do they think is inside the bubbles? What happens to bubbles after a while? Read E+&&'(#8,.+&'( and ask the children to tell what happened with the bubbles in the story. Do they think this really happened? Look at the illustrations again and ask the children which one they liked best or which one was the funniest and why they think so. B/b for Bubble. Write Bubble and point out how straight lines and curved lines together make holes in B/bâ&#x20AC;&#x2122;s. Todayâ&#x20AC;&#x2122;s book has wonderful rhyming text and alliteration. Reread several of the pages and have the children identify the rhyming words. Point out the alliteration in phrases like wibble-wobble and bibble-bobble. Show the children the label on a jar of bubble mix. Explain that the label tells us what is inside the jar.

Page 90

Properties of Matter Month Week #4 Activity #3 Bubble Prints Science Inquiry Cycle: Reflect and Ask Ask the children about their experiences with blowing bubbles. When and where have they blown bubbles? What did they use? What happened? Ask if anyone knows what is inside of a bubble?

Plan and Predict Mathematics Wednesday: Talk about the shapes you see in the bubble prints. Count the number of big bubbles in each print; count the number of small bubbles.

Talk with the children about what things we need to make bubbles. Tell them that today they are going to make pictures with the bubbles they blow. How can we do this? What can we put into the soapy water to make the bubbles show up on the paper?

Act and Observe Cover the table in newspaper or a plastic tablecloth. Have children pass out the materials for making bubble prints. Let each child pour a small amount of water into her cup. Squeeze a small drop of liquid soap and some of the food color or paint each child chooses into ,2("6$,(-<"#(,",2(".2+*0-(%"=*56",2-5'&2",2(+-"3,-$63"'%,+*",2("='==*(3"59(-456<"I(159(" the straws and lay a piece of paper over the bubbles. Lift the paper, examine it and talk about the bubble prints. Take photographs of each step in making the bubble prints.

Report and Reflect Support the children in sequencing the pictures of making bubble prints and in describing how they made the prints and how they look. Display the bubble prints. Page 91

Properties of Matter Month Week #4 Activity #4 Sounds of Air Concepts: Moving air makes sounds.

Learning Goals: The children will make wind chimes and discuss the effect wind has on them.

Vocabulary: blow chime sound wind

Materials: some commercially made wind chimes an electric fan and/or some small battery operated fans string or yarn to suspend objects wooden sticks or dowels items to suspend like juice can lids, nails, washers, shells with holes in them, etc. empty plastic bottles, kazoos, whistles, or other wind instruments, if desired

Things to Talk About: How does air cause sound? How can you make the sound change? Can you feel the air when it moves the wind chimes? Does everything you hang on the stick make the same sound?

Read and Talk About: Whistle for Willie by Ezra Jack Keats Page 93

Properties of Matter Month Week #4 Activity #4 Sounds of Air - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Explain that whistling is a sound air makes when you form your mouth a certain way. Ask if anyone can demonstrate how to whistle. Ask the children to describe the sounds they make with the instruments, bottles and wind chimes. Talk with them about how air can make sounds by moving things and by moving through things. Give them instruments such as recorders and whistles through which air moves, and show them examples of wind chimes where air makes sound by moving things. Let them use these instruments to make sound, and decide whether these sounds are 1/*1 or low, short or '.0*, loud or soft. Talk about the problem that Willie was having in Whistle for Willie. Why did Willie want to be able to whistle? Was he ever able to do it? How did it happen? Ask the children if they have ever tried to do something and were not able to do it â&#x20AC;&#x201C; like riding $"=+./.*(<""N2$,";%$**/"1$0(",2(1"3'..(337'*O Todayâ&#x20AC;&#x2122;s letter is W/w for whistle, wind, and Willie. Have one or more of the children demonstrate how to make the letter with 4 straight lines. Go to YouTube.com and search for the Disney version of =1/2"'(#=1/'(#Y.+#=.,J. Listen for the rhyming words. Listen again for the alternating phrases of singing and whistling. Print the lyrics to =1/2"'(#=1/'(#Y.+#=.,J. Search for these online. Have children point to the individual words while you sing. Circle each occurrence of the W/w. Talk about the difference between a letter and a word.

Page 94

Properties of Matter Month Week #4 Activity #4 Sounds of Air Science Inquiry Cycle: Reflect and Ask Hang the wind chimes around the classroom several days in advance of this activity so the children may experience them. Talk with them about the wind chimes. How do they make noise? What would happen if the wind chimes were outside?

Mathematics Thursday: Have children count the number of objects that they hang from their wind chimes. Write these numbers down as numerals on a chart and make comparisons â&#x20AC;&#x201C; how many people hung 3 objects? 4? 5?

Plan and Predict Show the children the materials that you have collected and ask them how they could use these to make wind chimes? How will you fasten everything together? Where can you put them so the wind can move them? What will happen if we blow on our wind chimes? What kinds of sounds will they make?

Act and Observe Help the children select objects and attach them with yarn to the sticks. Talk with them about the objects they choose and the sounds they might make. Work with the plastic bottles and wind instruments to explore other ways that air can be used to make sound.

Report and Reflect Encourage the children to blow on their wind chimes and compare their sounds. Take the wind chimes outdoors so the wind can blow the chimes. Talk about what happens. Page 95

Properties of Matter Month Week #4 Activity #5 Windsocks Concepts: Air can move things. Wind is moving air currents.

Learning Goals: Children will follow directions to make windsocks and use them outside on a windy day. Things to Talk About:

Vocabulary: air breeze wind

Materials: construction paper scissors stapler hole punch crepe paper yarn

blow move windsock

What happens to windsocks when you take them outside in windy weather? What kind of weather is your favorite? Why? What kinds of things can you do outside on a windy day? Have you ever tried to 4/"$":+,(O

Read and Talk About: 81(#=/0-#E'(6 by Pat Hutchins Page 97

Properties of Matter Month Week #4 Activity #5 Windsocks - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness

Print Awareness

Talk with the children about what they know about air. Ask them to describe what it is like outside on a windy day. Ask them to make sounds like the wind. Talk about things ,2$,"=*56"+%",2("6+%0<""L256",2(".2+*0-(%"C+.,'-(3"57"4$&3"$%0"6+%035.:3)"5-"3$1C*(3"+7" /5'"2$9(",2(1<""D$*:"$=5',",2("C'-C53(3"57"4$&3"$%0"6+%035.:3< Reread 81(#=/0-#E'(6 with the children. If possible, copy the illustrations of things that blew. Pass these out to the children and have them come up and hold up the illustration as it is mentioned in the story. Talk about what happened at the end of the story. Todayâ&#x20AC;&#x2122;s letter is W/w for windsock. Write windsock"$%0".2$**(%&(",2(".2+*0-(%",5";%0" another W/w word in it (wind). What other W/w words have they studied? Ask them to *55:"$,",2("65-0"6$**",5";%0"W/w words. Post the words to the poem Who Has Seen the Wind? by Christina Rosetti on chart paper U/5'".$%";%0",2("65-03"5%*+%(X<"I($0",2("C5(1",5&(,2(-<""P$9(",2(".2+*0-(%"+0(%,+7/",2(" rhyming words. Ask them to clap each time they hear the word wind as you read the poem. Have the children write and draw their observations of the wind and the windsocks in a journal. Remind them that science journals record descriptions.

Page 98

Properties of Matter Month Week #4 Activity #5 Windsocks Science Inquiry Cycle: Reflect and Ask Talk with the children about the previous activities that they have done this week with air. What is wind? What is it like outside on a windy day? What kinds of things can wind move? Show the children a windsock and talk about where and how they are used.

Plan and Predict Mathematics Friday: R-59+0("C+.,'-(3"57"4$&3)" and support children in using pattern blocks to copy them or design ,2(+-"56%"4$&3<""D$*:" about the shapes that /5'"3(("5%",2("4$&3<

Plan how to use the materials you have to make a windsock. Where will we use our 6+%035.:3"62(%",2(/"$-(";%+32(0O

Act and Observe Help each child tape strips of crepe paper along one of the long sides of 9 x 12 piece of construction paper. Help each child fold the top half of the paper down and tape it in place. Let the children decorate the windsock with stickers or marking pens. Help each child roll the paper into a cylinder and tape the ends together. Let each child punch holes into the top of the windsock and make a yarn hanger.

Report and Reflect Take the windsocks outside and talk about how windy it is. How can you tell if it is windy? Hang a windsock outside where the children can see it so they can observe the wind regularly. Have the children write and draw their observations of the wind and the windsocks in a journal. Page 99

Thank you for using the ScienceStart B,.:(,"/(2#.D#\!""(, Month. We hope you enjoyed your experience! Your feedback is important to us. Please contact us with your comments and suggestions at www.ScienceStart.com.

Notes ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

Module 4 Unit 6

Explore.

Experiment. Question.

Integrate.

Living Things in the Neighborhood OVERVIEW This month, children will compare living and non-living things, and investigate the characteristics of living things found in their own neighborhood. As a part of their exploration, children will create a habitat for living things and ensure that it meets the needs of its inhabitants. Additionally, the following learning goals can be achieved as the children participate in these ScienceStart activities:

Science !" Asking questions and developing ways to answer the questions using investigations and books !" Creating reports of an investigation to convey information to other people !" Identifying characteristics of living things !" Creating a habitat for a living thing

Literacy !" #$%&'($()"&*"(*(+,&$*("-**.%"/(0""" incorporating information from these into science investigations !" Creating books to display information, making sure to include the basic parts of a book (cover, title page, title, author, illustrations) !" Understanding and using new vocabulary words

Mathematics !" Creating and interpreting graphs made as part of science investigations !" Counting and forming sets 1-10 using a variety of science materials !" Sorting a set of objects into groups of living and non-living things and giving reasons for decisions

ci Living Things in the Neighborhood Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2011 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Please visit our website at: www.literasci.com

Table of Contents for Living Things in the Neighborhood Month Teaching Science with ScienceStart

What Should I Know?

Living Things in the Neighborhood Overview

Week #1

Week #3 Center-Based Play Materials & Activities

Lesson #1: Homes in the Neighborhood

Lesson #2: Is a Sidewalk a Habitat?

Center-Based Play Materials & Activities

Lesson #3: Making a Terrarium

Lesson #1: What is a Living Thing?

Lesson #4: Gardens and Grass

Lesson #2: Life in Our Neighborhood

Lesson #5: Collecting and Observing Insects 75

Lesson #3: Is a Rock Alive?

Lesson #4: Things that Grow

Center-Based Play Materials & Activities

Lesson #5: Things that Move

Lesson #1: Digging in the Yard

Lesson #2: Pets in Our Neighborhood

Week #2

Week #4

Center-Based Play Materials & Activities

Lesson #3: Trees in Our Neighborhood

Lesson #1: Am I Alive?

Lesson #4: Who Lives in a Tree?

Lesson #2: Growing and Changing

Lesson #5: Field Trip to a Park

Lesson #3: Eating to Grow

Lesson #4: Body Tracing

Lesson #5: Exercise Keeps Me Healthy

53 Page 5

Teaching Science with ScienceStart #/()1/)'2"3$&'4/,5"/(0"6/&7'6/&$,%"8*9"(/&14/335":4*6"7/(0%;*("%,$'(,'2"97$,7"$%"&7'"/,&$<$&5" of learning about the everyday world. Learning about the everyday world is as fundamental to the early childhood years as learning to walk, talk, and interact with others. With ScienceStart children build a rich knowledge-base that supports further learning and higher-order skills 3$.'" ,3/%%$+,/&$*(" /(0" 04/9$()" $(:'4'(,'%=" " #/()1/)'2" 3$&'4/,52" /(0" 6/ &7'6/&$,%" /4'" -/%$," tools for learning that develop as children engage in ScienceStart inquiry activities and share their questions and observations with others. Preschool children have the abilities to do science. >(":/,&2"?0*$()"%,$'(,'@"+&%"&7'"9/5%",7$304'("3'/4(A"-5"'BC3*4$()2"4'C'/&$()"/(0",*661($,/&$()" hands-on, multi-sensory activities. It is crucial that children carry out the activities themselves and that they have opportunities to repeat and vary the activities and to talk about what they /4'"0*$()"/(0"+(0$()"*1&="D7'")*/3%"*:"%,$'(,'"3'/4($()"$("'/435",7$307**0"/4'"&*"'BC3*4'2" build concepts, and build vocabulary to communicate these concepts. There is an emphasis on trial and error rather than on “right answers” and so teachers do not need to “know all the answers.” Teachers do need to help children ask questions and discover for themselves. A 4-Step Science Cycle supports systematic guided inquiry, helping children “learn to learn.” E',/1%'" 3'/4($()" /(0" 0*$()" %,$'(,'" 4'3$'%" *(" ,7$304'(F%" +4%&7/(0" 'BC'4$'(,'2" $&" $%" /39/5%" meaningful and provides a motivating context for learning language, literacy, and mathematics. Hands-on inquiry science fosters a classroom community that easily includes all children. Because ScienceStart activities can be done in many ways, they engage children who have different learning styles and are at different developmental levels. As teachers observe children doing science activities, they can respond to individuals’ strengths and needs. Because inquiry science emphasizes exploration and trial and error as important ways to learn, children focus on learning rather than on avoiding mistakes.

Page 7

The Science Cycle is a powerful teaching tool. D7$%",5,3'"%1CC*4&%"/,&$<'"3'/4($()"-5"*4)/($G$()"$(H1$45=">&%":*14"C7/%'%"-4$()"&7'"%,$'(&$+," method into ScienceStart classrooms. All ScienceStart lessons use the Science Cycle. !"#"$%&'&()* begins the cycle. Teachers should talk with children and ask them to think and share their knowledge about a topic. The teacher can introduce new vocabulary and read +,&$*("*4"(*(+,&$*("-**.%"&*"7'3C",7$304'("&7$(."/(0"&/3."/-*1&"&7'"&*C$,="I',/33$()"C4'<$*1%" %,$'(,'"/,&$<$&$'%"7'3C%",7$304'("4'8',&"*("97/&"&7'5".(*9"/(0"/%."('9"H1'%&$*(%="D7'"&'/,7'4" and other adults in the classroom can model asking questions using phrases such as: “What do you think will happen if we …?” +,-.&'&+/"01$% is next. The teacher should help children plan what to do in the science activity that will get information to help answer their question. They may discuss what materials they need and where to do the activity. The teacher should encourage children to make predictions about the outcome of the activity, accepting all answers. They then move forward with: “Let’s see what happens!” ($%&'&23)"/4" is the phase during which children carry out the science activity. Teachers may model the activity to help children understand what to do, but it is essential that each child does the science activity. Teachers should expect children to vary the activity as there is no one “right” way to do it. The teacher should talk with children about what they are doing and support conversation among the children. In some cases, this phase is best carried out in small groups. !"56/%&'&!"#"$%"$%"&7'"+(/3"C7/%'"*:"&7'"%,$'(,'",5,3'="J7$304'("%7*130"&/3."/-*1&"97/&"&7'5" observed and what new ideas and questions they have. There are many ways for children to represent what they have learned. Reports can be graphs, class-made books, a poster with photographs, a journal entry, a drawing or a conversation.

Page 8

What Should I Know? In this unit, children learn about plants and animals by exploring their own neighborhood. Young children are very interested in nature and the natural world. However, life-science can be challenging to investigate is because it takes time â&#x20AC;&#x201C; for example, children may plant a seed and predict that it will grow, but it can be quite awhile before they see this happen. It is important for the teacher to balance activities that take time with those that provide more immediate feedback. K*$()"%,$'(&$+,"$(<'%&$)/&$*(%"9$&7"3$<$()"&7$()%"*::'4%"/("*CC*4&1($&5"&*"7'3C",7$304'("0'<'3*C"4'%C',&":*4"&7'"$(7'4'(&" value of life. The AAAS Benchmarks for Science Literacy state: @# '."# 4!0# &(# '(!,0(-# !&.+"# :'!0"2# !0-# !0/$!'2# &%# .&2(,3/0*#"1($#4'.2('%;#&+"#4!,(#$+2"#&(#"!A(0#".#A0.6#"1(#0((-2#.B#'/3/0*#"1/0*2#!0-#1.6#".#:,.3/-(#B.,#"1($#/0#"1(# classroom. D7'" +4%&" ,*(,'C&" &7'" 5*1()" -$*3*)$%&" 61%&" $(<'%&$)/&'" $%" 7*9" &*" 0$%&$()1$%7" -'&9''(" 3$<$()" /(0" (*(;3$<$()" &7$()%=" " L%" /013&%2" 9'" .(*9" &7/&" /33" 3$<$()" &7$()%" 7/<'" %C',$+," characteristics: They take in energy and give off waste; they grow and develop; they respond to their surroundings; they reproduce themselves. The characteristics that are easiest for a young child to understand through hands-on activities are growth and development, response to surroundings, and reproduction. Botany is the branch of biology that deals with plant life. Because plants are the only organisms that can make their own food, they sustain all other life forms. Animals depend directly or indirectly on plants for their food supply. In addition, plants replenish Earthâ&#x20AC;&#x2122;s oxygen supply, control soil erosion, and provide homes for animals.

Page 9

Zoology"$%"&7'"-4/(,7"*:"-$*3*)5"&7/&"0'/3%"9$&7"/($6/3"3$:'="L($6/3%"/4'",3/%%$+'0"$(&*"&9*"3/4)'")4*1C%";"<'4&'-4/&'%" and invertebrates. Most animals are invertebrates. Among many others, these include insects, spiders, crustaceans, %(/$3%2"M'335+%72"/(0"9*46%="N'4&'-4/&'%"/4'"0$<$0'0"$(&*"+<'")4*1C%A""+%72"4'C&$3'%2"-$40%2"/6C7$-$/(%2"/(0"6/66/3%=" Investigation of neighborhood habitats allows children to explore animals of each group: invertebrates, like worms and insects and vertebrates, like birds, mammals, and people. Ecology is the branch of science that investigates how the plants and animals in a given location interact with each other and with the nonliving parts of their environment. An ecosystem supplies the needs of the plants and animals living in it. These needs include food, water, appropriate temperature and shelter, oxygen, and minerals. Depending on the focus, an ecosystem can vary in size from a puddle to a desert, continent, or even the entire Earth. A terrarium or aquarium in the classroom provides a small, easily observable ecosystem.

Page 10

Living Things in the Neighborhood Month Overview Week 1

Science Activities

Books to Read

Literacy Highlights

Math Highlights

Alphabet letters L/l, H/h, R/r, S/s, A/a Sorting objects by %C',$+,",7/4/,&'4$%&$,% Making books Life in Our Neighborhood C#8..A#!#=!'A by Henry Cole Making sets of real D%'3(2"(,#!0-#"1(#E!*/4#F(&&'(#by William Steig Writing in science journals Is a Rock Alive? objects, 1 – 10 Identifying repeated phrases and I’m a Seed by Jean Marzollo Things That Grow Big/small rhyming words G,.$#H(!-#".#8.( by Eric Carle Things That Move Sequencing steps Small/medium/large Alphabet letters B/b, G/g, F/f, E/e Everywhere Babies by Susan Meyers Am I Alive? What is a Living Thing?

What’s Alive? by Kathleen Zoehfeld

Growing and Changing Eating to Grow

Guess the Baby by Simon French & Donna Rawlins

Body Tracing

I..-#J0.+*1#".#J!"#by Lizzy Rockwell

Identifying repeated phrases and rhyming words

Exercise Keeps Me Healthy Homes in the Neighborhood

E(#!0-#E%#@$!K/0*#L.-%#by Joan Sweeney

Reading recipes

Exercise by Sharon Gordon J!41#M/3/0*#81/0* by Joanne Ryder

Making charts

Story writing

Alphabet letters H/h,T/t, G/g, A/a

Charting and analyzing data Measuring height Counting sets of real objects up to 10 Solving word problems

Using book title and illustration to aid Making sets of in comprehension Is a Sidewalk a Habitat? 81(#D!'!$!0-(,#N..$#by Anne Mazer objects Creating a labeled photo display Making a Terrarium C0#"1(#8!'';#8!''#I,!22 by Denise Fleming O16'4/3"$0'(&$+,/&$*( Tapping syllables Gardens and Grass Hey, Little Ant by Phillip and Hannah Hoose Playing a counting Reading for information game Collecting and Observing Insects Alphabet letters B/b, D/d, P/p, T/t, S/s Charting and O0-(,#P0(#N.4A#by Anthony Fredericks Digging in the Yard analyzing data Directionality of print Pets in Our Neighborhood F("#D1.6 by Ezra Jack Keats Using tally marks for Writing thank-you notes 8(''#E(;#8,((#by Gail Gibbons Trees in Our counting Neighborhood >0'(&$+,/&$*("*:"9*40%"$("C4$(& Nuts to You by Lois Ehlert Making sets of objects Who Lives in a Tree? Differentiating between numbers and Over in the Meadow illustrated by Ezra letters O16'4/3"$0'(&$+,/&$*( Jack Keats Field Trip to a Park Backyard Habitats by Bobbie Kalman

Page 11

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #1 Dramatic Play !" Animal costumes for pretend play !" Animal puppets !" Cooking and cooking tools for restaurant play (Living things need to eat; we get food from living things.)

Art Center !" Living and non-living things collage !" Plant and animal stencils for tracing !" Easel painting of plants and animals

Block Area !" Cars (non-living things) !" Use wooden and cardboard blocks to build homes for living things. Include block or plastic people, animals, and plants.

Manipulatives !" Animal puzzles !" Playdough with animal cookie cutters !" Transportation puzzles (non-living things) !" Animal and plant stamps and stamp pads

Large Motor Play !" Take neighborhood walks or time during outdoor play looking for living things. !" Make an obstacle course using nonliving things. !" Move like animals.

Science Table !" !" !" !" !"

Plants Baby photos Photos of animals Rock and/or shell collections Magnifying glasses

Page 13

Living Things in the Neighborhood Week #1 Activity #1 What is a Living Thing? Concepts: Objects in the environment can be living or non-living. Living things are alike in some ways – they need water, food and air. They grow, move, and reproduce.

Learning Goals:

Things to Talk About:

Children will collect and sort pictures into living and non-living categories and give reasons for their choices. They will create a chart to display their data.

Vocabulary: alive -$40" " insect plant tree

What does “alive” mean? Are you alive?

animal 8*9'4 living/non-living squirrel

Materials: magazine or Internet photos of familiar living and non-living things chart paper markers glue

Read and Talk About:

What can living things do? How can you tell a plant from an animal? Do cars move? Grow? Have babies? Are they alive? What does “dead” mean? How do things die?

What’s Alive? by Kathleen Zoehfeld Page 15

Living Things in the Neighborhood Week #1 Activity #1 What is a Living Thing? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk with the children about what it means to be alive. Can they name some things that are alive? How do you know when something is alive? Ask them to tell you about their favorite living thing. As children are sorting their pictures to add to the chart, ask them to explain why they are putting the item in one column or another. Read What’s Alive and talk about the characteristics of living things. Have children look at the illustrations and select on object. Discuss whether or not the object meets the characteristics described in the book. Explain new vocabulary words like 0.0Q'/3/0* (not the same as dead – it means the item was never alive), habitat, and ,(:,.-+4(. Today’s letter is L/l for '/3/0*. Display it in both upper- and lower-case forms. Challenge children to think of living things whose names begin with L/l – '/.0;#'(.:!,-;#'/'%;#'($.0;# llama. Teach children Food and Water (tune of Head and Shoulders) and have them listen for and identify the phrases that are the same, and discriminate the phrase that is different. G..-#!0-#6!"(,;#!/,#!0-#2:!4(#R!/,#!0-#2:!4(S G..-#!0-#6!"(,;#!/,#!0-#2:!4(#R!/,#!0-#2:!4(S If you live you need, you need if you live, G..-#!0-#6!"(,;#!/,#!0-#2:!4(#R!/,#!0-#2:!4(S

Print Awareness

Display the chart the class made. Emphasize that both today’s book and the chart C4*<$0'"&41'"$(:*46/&$*(=""P/.'",*6C/4$%*(%"-'&9''("&*0/5F%"(*(;+,&$*("-**."/(0" /"+,&$*(/3"%&*45"/-*1&"/("/($6/3"$("97$,7"&7'"/($6/3"&/3.%"/(0"7/%"*&7'4"716/(" characteristics Page 16

Living Things in the Neighborhood Week #1 Activity #1 What is a Living Thing? Science Inquiry Cycle: Reflect and Ask What does it mean to be alive? How can you tell if something is alive? Look at plants and pets. Have children tell whether or not they are alive and give reasons.

Mathematics Monday: Provide an assortment of small plastic animals – for example, farm animals, zoo animals, or insects. Have children sort them by characteristics and describe how they did this. Ask children to draw a number card from 1-10 and make a set of animals that matches the number.

Plan and Predict Discuss pets and other animals, trees and other plants. Ask if they are alive – how do you know? Write down their responses. Search the room for non-living things – how are these things different from plants and animals?

Act and Observe Have children collect and look through pictures of living and non-living things. Review the characteristics of living things described in today’s book. Provide magazine pictures of living and non-living things and have children sort them by gluing them onto a chart in the appropriate column. As each child glues her picture(s), support her as necessary in explaining why she put the picture in that column.

Report and Reflect Use pictures of living things to make a classroom book. Have each child pick a favorite for his or her page and dictate a sentence about it. Work with children to complete the book by making a cover and title page. Include a title and names of the children/class as the authors. Page 17

Living Things in the Neighborhood Week #1 Activity #2 Life in Our Neighborhood Concepts: There are many living things in our neighborhood. We can identify them by their characteristics.

Learning Goals:

Things to Talk About:

Children will go for a walk near their school to look for living things. They will take photographs of the living things they see and use these to make a book about living things in the neighborhood.

What animals live in the zoo? Will we see them on our walk? Why? Why not?

Vocabulary:

What kinds of plants are in the neighborhood?

animal cat 8*9'4" " " living/non-living squirrel

bird dog $(%',& plant tree

Materials: digital camera paper chart paper

Read and Talk About: C#8..A#!#=!'A#by Henry Cole

clipboard pencil

Why do people grow 8*9'4%Q" What are the types of animals seen in the neighborhood (insects, birds, pets)? L4'"&7'4'"+%7"$("5*14" neighborhood? Why or why not? Could an elephant live at your house? Why? Page 19

Living Things in the Neighborhood Week #1 Activity #2 Life in Our Neighborhood - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Take a walk in the neighborhood to collect or photograph living things. Before starting, /%.",7$304'("&*"&7$(."*:"%*6'"&7$()%"&7'5"&7$(."&7'5"9$33"+(0=""R4$&'"0*9("&7'$4"$0'/%"/(0" later compare these to what they actually found. Talk about how they can tell whether something is living or non-living. Describe how you will be using the camera during the walk. Ask children to look at the front cover of C#8..A#@#=!'A – what do they see? As you read, ask children to make predictions about what might be on the inside of the folded pages before you open them. Talk about whether or not you see everything at once – %*6'&$6'%"5*1"(''0"&*"&/.'"5*14"&$6'"/(0"3**.",/4':1335"&*"+(0"3$<$()"&7$()%"/4*1(0"5*1="" Ask the children where they would go to sit and what they might see there. Introduce H/h for habitat. After you explain the meaning of the word, show children how to make the letter, both upper- and lower-case. Ask children to think of some animals whose name begins with H/h –#1.,2(;#1/::.;#1.0(%&((;#1+$$/0*&/,-777# Introduce this chant, changing the color of the squirrel to match those in your neighborhood. Have children listen for and identify the phrases that are the same, and discriminate the phrase that is different. Create movements showing the difference. Brown squirrel, brown squirrel, swoosh your bushy tail Brown squirrel, brown squirrel, swoosh your bushy tail. F+"#!#0+"#&("6((0#%.+,#".(27#=,/0A'(#+:#%.+,#'/""'(#0.2(7# Brown squirrel, brown squirrel, swoosh your bushy tail.

Print Awareness

Discuss with children the process of making a book and each of the parts of the book that will need to be created. Display the items collected on your walk along with labels to identify what was brought back. Page 20

Living Things in the Neighborhood Week #1 Activity #2 Life in Our Neighborhood Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday: While you are out for your walk (or before) collect leaves from various trees. During math time, have children examine the leaves – ,/("&7'5"+(0"*('%"&7/&" are big and ones that are small? Are there some that have the same shape? Can they be sorted by shape? By color? By size?

After reading today’s book, explain that you are going to go for a neighborhood walk to look for living things. Ask if anyone has ever seen a living thing when they were outside playing – what was it? Talk about the kinds of living things that are in your neighborhood. Will you see birds, lions or whales? Why or why not?

Plan and Predict Plan a walk around the neighborhood. Where will you go? Make and write down predictions about what you will see. Talk about using the camera during the walk. How will you use the paper?

Act and Observe Go for a walk. Take pictures of living things and, if possible, collect some of them. Have someone keep a list of what everyone sees. Encourage children to write or draw on their clipboard paper.

Report and Reflect Compare the prediction list with what you actually saw on your walk. Use the photos to create a T(/*1&.,1..-# =!'A book by gluing the photos on the pages and having the children dictate sentences about them. Page 21

Living Things in the Neighborhood Week #1 Activity #3 Is a Rock Alive? Concepts: Living things need water, air and food. They grow, reproduce and move. Non-living things do not.

Learning Goals: Children will observe a rock for a day and record their observations in a journal. They will use their observations to decide if the rock is alive or not.

Things to Talk About:

Vocabulary:

Can we always see living things eat? What about plants?

alive/dead eat move reproduce

breathe living/non-living observe sleep

Materials: a small rock for each child an observation journal for each child, made from several pieces of paper stapled together cereal or other food for the rock water

Is a rock a living thing?

Can a rock move? How? What are some other non-living things? Are non-living things important in our lives? Where do non-living things come from?

Read and Talk About: D%'3(2"(,#!0-#"1(#E!*/4#F(&&'(#by William Steig Page 23

Living Things in the Neighborhood Week #1 Activity #3 Is a Rock Alive? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Show children a collection of rocks that you have brought in and ask them to think of some words to describe the rocks. Give each child one of the rocks to hold and then ask him to tell the class something about it. Talk about where rocks can be found. Talk about some things that people do with rocks. The book, D%'3(2"(,#!0-#"1(#E!*/4#F(&&'(; helps to clarify a misconception that many ,7$304'("7/<'"S"&7/&"4*,.%"/(0"'<'45&7$()"'3%'"9'"+(0"*1&%$0'"/4'"/3$<'=""P/(5",7$304'(" believe this because we always talk about living things as coming from outside. Reading this book and doing today’s activity may help children to come to a new conclusion. Be sure that you really discuss these ideas and ask children for their input and explanations – you will need to listen carefully to understand their theories about living things. Today’s letter is R/r for rock. You may want children to paint an R/r on their rock or, if &7'5"(/6'"&7'$4"4*,.2"&7'5",/("C/$(&"&7'"+4%&"3'&&'4"*:"&7'"4*,.F%"(/6'= Teach children @#N.4A#D.0* (to the tune of @,(#U.+#D'((:/0*>). Ask them to identify the repeating phrases and the rhyming words. N.4A2#/0#$%#:.4A("2;#,.4A2#/0#$%#:.4A("2;# L/*#!0-#2$!'';#&/*#!0-#2$!''7 D1/0%#'/""'(#:(&&'(2;#21/0%#'/""'(#:(&&'(2;# Found them all, found them all.

Print Awareness

Have each child keep a journal of today’s activity with the rock. Ask them to draw the rock and keep writing/drawing in their journal about what the rock does. Explain that this is what scientists do when they are learning about new things because they want to remember everything that happens. Talk about how a journal is different from a story. Page 24

Living Things in the Neighborhood Week #1 Activity #3 Is a Rock Alive? Science Inquiry Cycle: Reflect and Ask What do we know about the needs of living things? Where do we see living things? What are some living things we have seen so far?

Plan and Predict T$<'"'/,7",7$30"/"4*,.="L%."7*9"9'",/("+(0"*1&"$:"&7'"4*,."$%"/3$<'="R7'4'"%7/33"9'".''C" it? What should we try to feed it? How can we keep track of what we are observing?

Act and Observe Mathematics Wednesday: Use the rock collection to count and form sets of rocks from 1-10.

Follow the plan to observe the rock. Keep track of what you do in the observation journal – draw and write about what the rock looks like, what you fed it, if it moved, and so forth.

Report and Reflect At the end of the day, discuss what you found out. Decide based on your observations whether or not a rock is alive. Create a “rock box” with a hole in the end. Fill it with different kinds of rocks and have the children reach in, feel a rock and describe it without seeing it. Support them in talking about the size, texture, shape, and so forth.

Page 25

Living Things in the Neighborhood Week #1 Activity #4 Things that Grow Concepts: Plants are living things. They often grow from seeds. Growth takes time.

Learning Goals: Children will plant seeds and observe their growth. They will record information these observations on a growth chart.

What is inside a seed?

Vocabulary: change growth soil

develop seed sprout

Materials: an observation journal for each child, made from several pieces of paper stapled together potting soil pea, bean and/or corn seeds Styrofoam cups chart paper

Read and Talk About:

Things to Talk About:

How does it grow? How long will it take? Do you need to do anything to make the seed grow? Are all seeds alike? Where do the seeds come from? Do animals grow from seeds?

Iâ&#x20AC;&#x2122;m a Seed by Jean Marzollo Page 27

Living Things in the Neighborhood Week #1 Activity #4 Things that Grow - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask children if they have ever planted a garden or planted any seeds. Encourage them to talk about their experiences. Ask them what makes seeds grow into plants – how does this happen? Explain that all living things grow – both plants and animals. Talk about how they have been growing. What changes have they noticed as they have grown? How will a seed change as it grows? As you look at the front cover of today’s book, call attention to the two seeds in the girl’s hands and ask if they are the same or different. Ask children to predict what they think is going to happen to the seeds in the story. As you read, pause periodically to ask the ,7$304'("&*"&/3."/-*1&"97/&"$%"7/CC'($()"&*"&7'"%''0%=""R7'("5*1"+($%7"&7'"%&*452"/%."&7'" children to review how the seeds grew and what happened in the end. Introduce S/s for seed.""U/<'",7$304'("+(0"&7'"3'&&'4"$("&7'"&$&3'"*:"&*0/5F%"-**.="" Demonstrate how to write it. Make playdough “snakes” and practice forming the letter. Support children in identifying the rhyming words in this seed planting song sung to the tune of CV$#!#M/""'(#8(!:.". Create motions to express the story you are singing. C#:'!0"#!#'/""'(#2((-#/0#"1(#4.'-;#4.'-#*,.+0-7# P+"#4.$(2#"1(#%(''.6#2+0;#&/*#!0-#,.+0-7# W.60#4.$(#"1(#,!/0-,.:2#2.B"#!0-#2'.6 O:#4.$(2#"1(#5.6(,#*,.6;#*,.6;#*,.6X

Print Awareness

Today’s book has a very simple text. As you read aloud, track the direction of print so children can see that reading is done from left to right. Point out the question mark when it is used and explain that this mark at the end of a sentence shows the author is asking a question. Write some questions on the board and ask children to add the question mark. Page 28

Living Things in the Neighborhood Week #1 Activity #4 things That Grow Science Inquiry Cycle: Reflect and Ask Talk with children about the plants they have seen. Ask them where plants come from. Do they grow? Are they living things?

Mathematics Thursday: Create seed growth sequencing cards â&#x20AC;&#x201C; 4-step cards that show a seed, a sprouted seed in the ground, a young plant, and a fully grown plant with 8*9'4%=""V%'"&7'"9*40%" +4%&2"%',*(02"&7$402"/(0" last to describe how the cards are put in order. Support the children in sequencing the cards correctly.

Plan and Predict What do we need to plant seeds? Where should we do it? How long will they take to grow? How can we keep track of how they grow? Make a plan for where and how to plant your seeds.

Act and Observe Plant the seeds in soil. Care for them daily. Record what happens each day on a growth chart. Have children draw and write in their journals.

Report and Reflect Look at the growth chart, the journals, and the plants. Talk about what happened. How long did it take for the plants to start growing? How big are they? What will happen to them if you keep taking care of them?

Page 29

Living Things in the Neighborhood Week #1 Activity #5 Things That Move Concepts: Living things can move. Different things can move in different ways. It is easier to see animals move than to see plants move. Things to Talk About:

Learning Goals: Children will observe several kinds of animals moving. They will imitate animal movements.

Vocabulary: animate/inanimate 85" " " " jump slither walk

crawl 7*C run swim

Materials: L44/()'"&*"7/<'"/("/($6/3"*4"C'&"<$%$&"&7'",3/%%4**62"3$.'"/"-$402",/&2"0*)2"+%72"*4"7/6%&'4=

Read and Talk About: G,.$#H(!-#".#8.( by Eric Carle

What animals can you keep as a pet? Do all animals move? Do they all move the same way? How do people move? Which animals move like people? J/("5*1"6*<'"3$.'"/"+%7Q" A bird? Why do animals need to move? What if you couldnâ&#x20AC;&#x2122;t move? Do plants move? Can you see them move? Do they move like animals do? Page 31

Living Things in the Neighborhood Week #1 Activity #5 Things That Move - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Begin by asking the children to think about living and non-living things. You might ask, can a table move by itself? Can a computer move by itself? Can a person move by himself? What kinds of ways can you move? Make a list. Now think about other living things – ask the children to think of some animals and how they move. Explain that today they will be trying to move like some other animals. As you read today’s book, ask the children to follow along so they can imitate the animals and children doing various body movements. A giraffe bends its neck, a monkey waves its arms, and so forth. The repetitive text has the animal stating the movement and asking, “Can you do it?” Encourage children to respond, “I can do it!” After reading the book, have children suggest other animals and movements that could be added to the book. Introduce A/a for animal. Demonstrate how to make the upper- and lower-case letters. Think of animals whose name begins with A/a – !0";#!''/*!".,;#!:(Y Sing H(!-#!0-#D1.+'-(,2;#Z0((2#!0-#8.(2 with the children and act out the motions together. Ask children to identify the repeating phrases and rhyming words. Have the words to H(!-#!0-#D1.+'-(,2;#Z0((2#!0-#8.(2#printed out on chart paper. Use 0$::'4'(&",*3*4'0"6/4.'4%"&*"+(0"9*40%"*4"C74/%'%"$(",*66*(= As you make a list of ways that people and animals can move, point out that you are writing words. Explain that a word is made up of letters and that words always use the same letters, for example run is always spelled r-u-n. Page 32

Living Things in the Neighborhood Week #1 Activity #5 Things That Move Science Inquiry Cycle: Reflect and Ask What living things move? In what ways do they move? Do non-living things move? How?

Mathematics Friday:

Plan and Predict

Give each child a picture of a different animal. Ask them to look carefully at their animals’ body parts. Then ask them to identify something their animal only has one of. Next, what is something their animal has two of? Four of? Is there anything their animal has 10 of? Now talk about people – what do we have one, two, four, and ten of?

Act and Observe

Plan for several pets to visit the classroom. Predict how you will see them move.

Observe the pets move when they visit. Go outside and observe other animals moving. Watch cars moving and talk about how the movement of living and nonliving things is similar and different.

Report and Reflect Play animal charades – act out an animal moving and see if others can guess the animal.

Page 33

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #2 Dramatic Play !" Baby dolls – taking care of babies !" P/&'4$/3%":*4"0*,&*4F%"*:+,'

Art Center !" Drawing or painting your baby picture !" Feet painting !" Paper plate faces !" Make baby footprints. !" Make sock babies out of tube socks. !" Make a “me” block for the block center by decorating a ½ gallon milk carton with pictures of the child and things he likes.

Block Area !" Building homes with wooden blocks; using block people !" Playing with the doll house and family

Manipulatives !" People puzzles !" Sewing cards !" Diapers, water and eyedroppers

Large Motor Play !" !" !" !"

Obstacle course Jumping jacks and sit-ups Use an exercise video. Do the H.A(%#F.A(%7

Science Table !" !" !" !" !" !"

Baby equipment Baby photos of class’s children Photos of baby and adult animals Small pet on display Stethoscope Growth chart

Page 35

Living Things in the Neighborhood Week #2 Activity #1 Am I Alive? Concepts: Human beings are living things. They grow and change. They breathe.

Learning Goals: Children will compare their clothes to baby and toddler clothes. They will breathe into a bag and observe what happens.

Vocabulary: alive change grow inhale/exhale lungs

Materials: baby clothes and toys preschool clothes and toys paper lunch bags paper cups straws water

Read and Talk About:

breathe develop humans/ human beings living

Things to Talk About: What are the characteristics of human beings that tell you that humans are alive? What changes happen to your body as you grow? Can you wear the same shoes and clothes that you wore as a baby? Why or why not? What happens to your body when you breathe? When you breathe, what goes in and out of your body?

Everywhere Babies by Susan Meyers Page 37

Living Things in the Neighborhood Week #2 Activity #1 Am I Alive? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Today children will talk about babies and about how they have grown since they were babies. Support them in describing how they themselves have changed as they have grown. Use this as background to talk about how all living things grow and change while non-living things do not do this in the same way. How do non-living things change? They can get worn out and break. They can get used up or fall apart. Provide some old nonliving things for children to investigate and describe. Have children look at the front cover of the book and predict what it will be about. Each page begins with the same text â&#x20AC;&#x201C; J3(,%#-!%;#(3(,%61(,(;#&!&/(2#Y - encourage children to read along with you and predict what the page is about before you read it. When you +($%7"&7'"-**.2"C*$(&"*1&"&7/&"&7'"-/-5"/&"&7'"'(0"*:"&7'"-**."9/%"7/<$()"/"+4%&"-$4&70/5"S" 7*9"0$0"&7'"-/-5",7/()'"/(0")4*9"*<'4"&7'"+4%&"5'/4Q Todayâ&#x20AC;&#x2122;s letter is B/b for baby. Demonstrate how to make the letters. Ask children to think of animals that begin with B/b - &(!,;#&!";#&(!3(,;#&/,-Y Remind children that many babies play F!"Q!Q[!A( with their parents. They might have when they were babies. Have them say the rhyme and do the motions together. Support them in identifying rhyming words and repeating phrases. F!"Q!Q4!A(;#:!"Q!Q4!A(;#&!A(,#$!07#####L!A(#$(#!#4!A(#!2#B!2"#!2#%.+#4!07 N.''#/"#!0-#:!"#/"#!0-#$!,A#/"#6/"1#L7#####@0-#:+"#/"#/0#"1(#.3(0#B.,#&!&%#!0-#$(X

Print Awareness

Make the chart about babies and preschoolers. Title the two columns and review what is written in each column with the children, talking about the comparisons between the two. If you have a baby come to visit, write a class thank-you note to the visitor telling about some of the things that you learned from the visit. Page 38

Living Things in the Neighborhood Week #2 Activity #1 Am I Alive? Science Inquiry Cycle: Reflect and Ask Ask children to think about the characteristics of living things. Then ask if they think that they themselves are alive? How do you know? What characteristics of living things do you have? Do people grow? What is &,(!"1/0*?

Mathematics Monday: Talk about the meaning of small, medium, and '!,*( as terms that refer to size. Ask the children to identify small objects, medium sized objects and large objects. Collect some new objects from around the classroom and have the children put them into one of the categories and explain their choice.

Plan and Predict Show children one of the items of baby clothing you have brought. Ask them to think about 97'&7'4"&7'5",*130"9'/4"&7$%"*1&+&=""D/3."/-*1&"97/&"?-4'/&7$()@"$%Q"U*9",/("9'"%7*9"&7/&" people breathe? Make a plan together to compare baby and preschool clothes and to investigate how people breathe.

Act and Observe Have children try to put on baby and toddler clothes and shoes. Discuss why they wonâ&#x20AC;&#x2122;t +&="V%'"C/C'4"-/)%2"%&4/9%"/(0"9/&'4"&*"0'6*(%&4/&'"-4'/&7$()="J/("5*1"%''"/(0":''3" yourself breathe? What happens if you hold your breath â&#x20AC;&#x201C; what does the bag do? What comes out of the straw?

Report and Reflect Discuss opinions on whether or not people are alive. Support opinions with evidence. Ask each child to draw a picture of himself and to dictate one sentence about how he knows he is alive. Page 39

Living Things in the Neighborhood Week #2 Activity #2 Growing and Changing Concepts: Living things grow and move. Growing takes time. Some living things move in many ways.

Learning Goals: Children will observe a baby who comes to visit the classroom and compare themselves with babies. They will demonstrate things that they can do that babies cannot do.

Vocabulary: adult change develop parents walk

baby/infant crawl grow run

Materials: pictures of babies and adults, humans and other animals baby equipment (clothes, stroller, car seat, baby food and feeding equipment) If possible, have a real baby visit the classroom.

Read and Talk About: Guess the Baby by Simon French & Donna Rawlins

Things to Talk About: What makes you grow? Do all animals start out as babies? Do you ever stop growing? Do plants grow? Are plants ever babies? What are some ways that babies move? Do you move the same way? What kinds of special care do babies need? How do babies talk differently than you do? Why? Page 41

Living Things in the Neighborhood Week #2 Activity #2 Growing and Changing - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk about where new living things come from. Make a comparison among animals being born, seeds growing into plants, and new non-living things being bought at a store. Ask parents to send in a baby picture for their child if they can. This provides children with a concrete example of how they have changed since they were babies. Display the baby pictures with a dictated story from each child describing what it was like to be a baby. Today’s story relates directly to the science activity for today – it is about a baby visiting the classroom and then the class talking about their own baby pictures. If you read this book before the baby comes to visit, it will give children some ideas of what to look for. The book also talks about the special things that babies need. Introduce G/g for *,.6. Demonstrate how to write G/g. Compare the upper-case G to the letter C. Think of animals that begin with the letter G/g – *.,/''!;#*..2(;#*/,!BB(;# *,.+0-1.*Y U/<'"&7$%"+()'4C3/5"94$&&'("*1&"*(",7/4&"C/C'4=""R*4."9$&7",7$304'("&*",$4,3'"&7'"9*40%" that rhyme. Encourage them to do the motions at the appropriate times. C#1!3(#\]#'/""'(#)0*(,2#!0-#\]#'/""'(#".(2#"""W7*30"1C"&'("+()'4%X" 86.#'/""'(#!,$2#!0-#.0(#'/""'(#0.2(# (raise arms and then point to nose) One little mouth and two little ears

(point to mouth and ears)

86.#'/""'(#(%(2#B.,#2$/'(2#!0-#"(!,2# (everyone smile) One little head and two little feet

(shake head and feet)

P0(#'/""'(#41/0^##"1!"V2#EJ;#4.$:'("(X (hold up arms)

Print Awareness

Have children cut out pictures from advertisements of things babies use – strollers, car seat, and baby toys. Talk about the purpose of advertisements and what kind of information you get when you read them. Page 42

Living Things in the Neighborhood Week #2 Activity #2 Growing and Changing Science Inquiry Cycle: Reflect and Ask Where do new living things come from? How do we get new plants and animals? Where did you come from? Did you look the way you do now when you were born?

Mathematics Tuesday: Talk about how old everyone is and how old the baby was who visited. Write the numbers 1-5 *("&7'"-*/40"/(0"+(0" out how many people are in each age category. Count to see which age has the most people. Explain that your age is a way to count how many years it has been since you were born. Ask children how old they will be on their next birthday.

Plan and Predict Explain that a baby is coming to visit the classroom. What do they expect the baby todo? Who will come with the baby? Will the baby be able to work in the classroom the way the children do? What kinds of things could we ask the adult who brings the baby about taking care of babies? Make a plan for the baby’s visit.

Act and Observe Show children the different baby equipment and ask what they are used for. Show them the photos you have of babies and their adults and ask them to match the baby with the adult. Have them explain how they knew. When the baby comes to visit, ask children to observe very carefully what the baby can and cannot do. Spend some time talking to the adult who brings the baby about taking care of the baby and how the baby is changing.

Report and Reflect On a piece of chart paper, make two columns – things that babies can do and things that kids can do. Ask children to think of things that go in the columns based on what they have observed during the baby’s visit. Ask children to demonstrate some things they can do that babies cannot do. Page 43

Living Things in the Neighborhood Week #2 Activity #3 Eating to Grow Concepts: People are alive. There are many different types of foods that people can eat to stay alive. To be healthy, people need to select nutritious foods to eat.

Learning Goals: Children will examine the MyPlate icon (replacement for the food pyramid) as a way to plan healthy meals. They will follow a recipe to make a pizza that uses a variety of nutritious foods.

Vocabulary: food pyramid ingredients recipe

healthy nutritious variety

Materials: food pyramid pizza sauce mozzarella cheese sliced peppers %C$(/,7"3'/<'%" " " " " Y()3$%7"61:+(% variety of food product pictures cut from magazines

Read and Talk About: I..-#J0.+*1#".#J!"#by Lizzy Rockwell

Things to Talk About: What kinds of foods are healthy to eat? What kinds of foods are not good for you? What is your favorite thing to eat? Why do you like it? What food is your least favorite? Why? What do you do when your mom or someone else asks you to try a new food?

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Living Things in the Neighborhood Week #2 Activity #3 Eating to Grow - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Guide the discussion beyond talking about favorite foods. Talk about the fact that nonliving things do not eat. Talk about eating nutritious foods in order to be healthy. Have the MyPlate icon on display and talk about its purpose. Have children suggest foods that belong &*"'/,7",/&')*45=""E4$()"*1&"&7'"4',$C'":*4"6/.$()"Y()3$%7"61:+("C$GG/="Y(,*14/)'",7$304'("&*" look at the recipe and to talk about where the pizza ingredients belong on the MyPlate icon. Talk about the title of todayâ&#x20AC;&#x2122;s book. What do the children think is good enough to eat? As you read, pause to talk about what the food that you eat does for you. Explain the term nutrient- parts of the food that your body uses to do its work. Talk about how you choose good foods to eat. Before you make your pizzas, show children the recipes at the back of the book as examples of good foods you can make. Introduce F/f for food. Demonstrate how to make the letter. Challenge children to think of living things that begin with F â&#x20AC;&#x201C; )21;#5/(2;#),(5/(2;#5!$/0*.2#Y Teach children @,(#U.+#J!"/0*> (to the tune of @,(#U.+#D'((:/0*>). Have the lyrics written on chart paper. Ask children to listen carefully and identify the repeated phrases. @,(#%.+#(!"/0*;#!,(#%.+#(!"/0* Healthy foods, healthy foods? For your body needs them, for your body needs them Everyday, everyday.

Print Awareness

Talk about the fact that a recipe has steps to follow and a list of ingredients that you need to read ahead of time to be sure that you have everything you need. Have children read the 4',$C'"/%"&7'5"6/.'"&7'$4"*9("Y()3$%7"61:+("C$GG/=""I'6$(0"&7'6"&7/&"4'/0$()"*:&'("$(<*3<'%" looking at both words and pictures to gain meaning. Show them pictures in a cookbook and talk about how these show how the food we are making should look. Page 46

Living Things in the Neighborhood Week #2 Activity #3 Eating to Grow Science Inquiry Cycle: Reflect and Ask

Mathematics Wednesday: Create a height chart. Measure each child using a piece of yarn to represent their height. Hang the yarn pieces up on the chart with masking tape. Who is tallest? Who is shortest? Show children how to measure their height using a tape measure. Explain that this tool tells us how tall we are in inches. Write children’s names on the tape.

Talk about the characteristics of living things – what do they need to do to stay alive and grow? What kinds of food do people eat? What kinds of foods are healthy? Ask children about their favorite meals at home – what do they really like to eat for breakfast? Dinner?

Plan and Predict Show children the food pyramid and explain how it is used. Talk about the different categories of food and why the pyramid looks the way it does. Explain that today they are going to categorize some foods and then follow a recipe to create something healthy to eat.

Act and Observe >("%6/33")4*1C2")$<'"'/,7",7$30"*('"*4"&9*":**0"C$,&14'%"/(0"/%."&7'6"&*"+(0"97'4'"&7$%":**0" belongs on the food pyramid – what kind of food is it? Is it a healthy food to eat? Show ,7$304'("&7'"$()4'0$'(&%":*4"&7'"Y()3$%7"61:+("C$GG/%=""D/3."/-*1&"97'4'"'/,7"$()4'0$'(&" 9*130"+&"*("&7'":**0"C54/6$0="">%"&7$%")*$()"&*"-'"/"7'/3&75":**0Q""Z1CC*4&"'/,7",7$30"/%" (','%%/45"$("6/.$()"&7'$4"*9("Y()3$%7"61:+("C$GG/=""D*/%&"&7'"Y()3$%7"61:+("+4%&2"&7'("/00" the sauce, cheese, and other toppings. Microwave for 30 seconds to melt the cheese.

Report and Reflect Eat and enjoy the pizza. During large group time, write down the recipe together. Make copies for each child to take home to share with their families. Page 47

English Muffin Pizzas Recipe Cooking tools: Toaster oven

plastic spoons and knives

aluminum foil

Ingredients: (Modify the recipe to match the size of your classroom) 1 English muffin per child

Tomato sauce

Mozzarella cheese (block or pre-shredded)

Other toppings: sliced pepperoni, onion, green peppers, mushrooms, pineapple

Directions: 1. Invite children to wash their hands. 2. Use plastic knives to help chop cheese, vegetables or fruit into smaller pieces. 3. Have each child write their name on a piece of aluminum foil using a permanent marker. Open English muffins on the foil and spread a small amount of sauce on each half of the muffin. 4. Show children the toppings, and talk about what food group they came from. Allow children to select the toppings for their pizza. They could make both halves the same, or experiment with different toppings. 5. Have an adult helper place the pizzas in the toaster oven. Toast until the cheese is melted and bubbly. Allow to cool slightly before returning the pizza to its chef. 6. Eat and enjoy!

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Living Things in the Neighborhood Week #2 Activity #4 Body Tracing Concepts: Living things grow. People are a certain type of living thing. We can create a representation of ourselves by tracing our body on paper. We can use this to see how we grow and change. Things to Talk About:

Learning Goals: Children will learn about and demonstrate their knowledge about their own body by tracing their bodies and discussing the various parts as they color them.

Vocabulary: body compare grow same/different tall/short trace -*05"C/4&"(/6'%A"7'/02"/46%2"(',.2"7/(0%2"+()'4%2"3')%2"/(0"%*":*4&7=

Materials: butcher paper crayons

markers

Read and Talk About: E(#!0-#E%#@$!K/0*#L.-% by Joan Sweeney

Is your body tracing just like you? Will you be the same size in a year? Why or why not? Is everyone elseâ&#x20AC;&#x2122;s tracing just like yours? How are they the same? How are they different? Do all people have the same body parts? Do animals have the same body parts as people? Do plants have a body? Why or why not?

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Living Things in the Neighborhood Week #2 Activity #4 Body Tracing - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

In today’s lesson, children will focus on how their body looks and how they are growing. Show children how to do the body tracing. Ask them how they know what parts go on their faces. Name these parts. Talk about some of the less familiar body parts – 41/0;#?!6;#6,/2";# ankle, elbow and others that children should begin to know. Introduce the book by focusing on the title – E(#!0-#E%#@$!K/0*#L.-%7 What does !$!K/0* mean? Why did the author chose this word for the title? Instead of reading the entire book, talk through some of the pages. Show the body tracing that the girl in the story does – compare this to what they will be doing in class. As you talk about each body part mentioned in the book, have children locate the same part of their own bodies. Review B/b for body. You introduced this letter earlier in the week for baby. Ask someone in the class to demonstrate how to make the letters. Write the words baby, body, and belly button and have children circle b where it occurs. Teach this body part poem and have children point to the body part as it is mentioned in the poem. Write the poem on chart paper with pictures of body parts next to the words. Have children identify and circle the rhyming words. H(,(#!,(#$%#)0*(,2#!0-#1(,(#/2#$%#0.2(^#1(,(#!,(#$%#(!,2;#!0-#1(,(#!,(#$%#".(27 H(,(#!,(#$%#(%(2#"1!"#.:(0#6/-(^#1(,(#/2#$%#$.+"1#6/"1#$%#61/"(#"(("1#/02/-(7 H(,(#/2#$%#:/0A#".0*+(#"1!"#1(':2#$(#2:(!A^#1(,(#!,(#$%#21.+'-(,2#!0-#1(,(#/2#$%#41((A7 H(,(#!,(#$%#1!0-2#"1!"#1(':#$(#:'!%^#1(,(#!,(#$%#B(("#"1!"#*.#6!'A/0*#(!41#-!%7

Print Awareness

Make labels for children to glue to their body tracings. Explain that a label tells the name of what it points to. Talk about the differences between a picture and a word. We read words by looking at the letters and making sense of them. Pictures can help us to +)14'"*1&"&7'"9*40%2"-1&"C$,&14'%"/4'"(*&"6/0'"*:"3'&&'4%=" Page 50

Living Things in the Neighborhood Week #2 Activity #4 Body Tracing Science Inquiry Cycle: Reflect and Ask Mathematics Thursday: Have children think of body parts they have that can be counted. Make a list of these. Next, count how many each person has and write the number on the list; for example: hands – 2, eyes S"[2"(*%'"S"\2"+()'4%"S"\]="" After you make the list, look for patterns in the numbers. How many body parts are there only one of? How many have 2? Are there any that have 3?

Review the activities that you have done this week. Ask children to name some of the ways they have changed since they were babies. Have two or three children come up – ask the class how these children are like each other and how they are different. If we wanted to have a picture of what you looked like today, what are some ways we could do this?

Plan and Predict Talk with children to plan how to make body tracings. What materials will we need? How big should the paper be? Will everyone’s tracing look the same? Where can we do this work?

Act and Observe Trace each child while they are lying on the butcher paper. Talk about each body part as you trace it. Support the children as necessary in coloring their tracings. Help them label the body parts.

Report and Reflect Display the tracings. Compare them with the children’s real bodies – how are they the same and different? List all of the body parts you were able to trace or draw.

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Living Things in the Neighborhood Week #2 Activity #5 Exercise Keeps Me Healthy Concepts: Living things move. People need to exercise to stay strong and healthy.

Learning Goals: Children will engage in movement activities and observe the effects on their breathing and heart rates.

Things to Talk About:

Vocabulary:

Do all animals move? What are some of the ways they move?

breathing healthy hop movement run strong

exercise heart jump muscles skip

Materials: large area to move in stethoscopes optional: exercise video or music for dancing

Read and Talk About:

Where are your muscles? What do they do? How can you make them strong? What does your heart do? How can you make it strong? What are some other ways to stay healthy? What do you like to do when you play outside?

Exercise by Sharon Gordon Page 53

Living Things in the Neighborhood Week #2 Activity #5 Exercise Keeps Me Healthy - Language and Literacy 85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk about ways people can stay healthy. Make a list as children offer their ideas. Tell the children that today they will focus on exercise. Explain that today’s book, Exercise, gives information about how exercising helps your body and suggests some different ways to exercise. Tell children to listen carefully to +(0"*1&"%*6'"*:"&7$%"$(:*46/&$*(=""L%"5*1"4'/02"C/1%'"C'4$*0$,/335"/(0"/%."&7'",7$304'(" what they have heard – make a list of ways exercise helps you and different kinds of exercise. Introduce E/e for exercise. Demonstrate how to make the letters. Ask children if they can think of some animals whose name starts with an E/e: (!*'(;#('(:1!0";#((';#($+Y Teach the following song and have children listen for the various body parts named in the song and move appropriately. (Tune: 81(#L(!,#=(0"#P3(,#"1(#E.+0"!/0) E%#)0*(,2#!,(#2"!,"/0*#".#6/**'(;#$%#)0*(,2#!,(#2"!,"/0*#".#6/**'(;# E%#)0*(,2#!,(#2"!,"/0*#".#6/**'(;#6/**'(#!''#!,.+0-7## R[1!0*(#6.,-2#".#,(5(4"#-/BB(,(0"#&.-%#:!,"2_#$%#1!0-2;#!,$2;#1(!-;#!,(#2"!,"/0*#".#6/**'(;#("47S## E%#61.'(#&.-%V2#2"!,"/0*#".#6/**'(;#$%#61.'(#&.-%V2#2"!,"/0*#".#6/**'(;# E%#61.'(#&.-%V2#2"!,"/0*#".#6/**'(;#C#*+(22#CV''#?+2"#2/"#-.607

Print Awareness

Have children draw a picture of their favorite kind of exercise – running, bike riding, dancing, football, and so forth. Ask them to dictate as sentence about this. Help the children put this together as a book. Review the basic parts of a book as you make it – title, author, cover, title page.

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Living Things in the Neighborhood Week #2 Activity #5 Exercise Keeps Me Healthy Science Inquiry Cycle: Reflect and Ask Ask the children if they ever exercise. Have them talk about what they do. What are some ways you can move your body? How does exercise help keep you healthy? What happens to your body if you don’t exercise?

Mathematics Friday: Make up an exercise routine with the children. Use the numerals 1-5 or 1-10 as part of the routine, for example – do 1 sit-up, 2 squats, 3 toe-touches, and so forth. Have the children direct the exercise routine and read the numbers as they count the repetitions of each action.

Plan and Predict Plan a large motor activity that everyone can do together – what should you do? Where can you do it? Ask the children take a breath – what happens to your breathing when you exercise? Have the children put their hands on their chest to feel their heart beat. What happens to your heartbeat when you exercise?

Act and Observe Engage in the group large motor activity long enough to increase heart rate and breathing. Try moving in lots of ways to use different muscles. Have the children feel their chest again to see how their heart rate has changed. What has happened to their breathing? Let children listen to their hearts using the stethoscope and talk about how it sounds.

Report and Reflect Talk about the kinds of changes that occurred in your bodies when you exercised. Why is this a good thing to do? Make a plan together for how to exercise everyday to stay healthy. Page 55

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #3 Dramatic Play !" Set up a pond habitat with a plastic %9$66$()"C**3"/(0"C3/%&$,"+%72" ducks, birds, frogs, etc. Encourage children to play “down at the pond.”

Art Center !" Paint a park, forest, or pond habitat at the easel. !" Do nature rubbings. !" ^/$(&"+%7"-*93%"/(0"6/.'"/"+%7"&*" live there. !" Trace plant and animal stencils and cut them out.

Block Area !" Use the wooden blocks and plastic animals to make farms and zoos. Talk about the different kinds of animals that live in each place.

Manipulatives !" !" !" !"

Animal puzzles Animal stamps and ink pads Small plastic animals to sort Playdough with plant and animal cookie cutters

Large Motor Play !" Move like animals. !" Play animal charades. !" Look for man-made things in the neighborhood – talk about how these are part of the habitat. !" Have an outdoor picnic. !" Play “Seed, Seed, Flower” (Duck, Duck, Goose).

Science Table !" !" !" !" !" !"

Rock collection Shell collection Pond water Snails Potted plants Beanie Baby collection Page 57

Living Things in the Neighborhood Week #3 Activity #1 Homes in the Neighborhood Concepts: Plants and animals have features that help them live in different environments.

Learning Goals: Children will look for animals and plants in their schoolyard and neighborhood. They will identify the animals and discuss why each animal lives where it does.

Vocabulary: food hazards interdependent safety

Materials: chart paper digital camera clipboards paper pencils

Read and Talk About:

habitat home living/nonliving water

Things to Talk About: R75",/(F&"5*1"+(0" a lion living in your schoolyard? What is your habitat? Could you change habitats? Where would you go? What can people do to protect habitats? Why should we take care of other living things? What animals can you name that do not live in your schoolyard? Where do they live? Why do they live there?

J!41#M/3/0*#81/0* by Joanne Ryder Page 59

Living Things in the Neighborhood Week #3 Activity #1 Homes in the Neighborhood - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

>(&4*01,'"&7'",*(,'C&"?7/-$&/&@"/%"/"C3/,'"97'4'"3$<$()"&7$()%",/("3$<'"/(0"+(0":**02"9/&'42" /(0"%7'3&'4=""L:&'4"5*1"/(0"&7'",7$304'("7/<'"$0'(&$+'0"%*6'"3$<$()"&7$()%"&7/&"7/<'"7*6'%" in the neighborhood, talk about how they get their food and water and how they stay safe. Help children draw comparisons between those habitats and their homes. Challenge the children to think of animals that could not live in the neighborhood and to explain why. Show children the front cover of todayâ&#x20AC;&#x2122;s book and read the title. Talk about what they think the book will be about. What living things do they see on the cover? There are new vocabulary words to focus on, including -!0*'/0*;#2'/"1(,;#'+,41;#'(!:;#!0-#2",(!A. As you pause to explain these words, have children act them out to increase their understanding of the meaning. Introduce H/h for home and habitat. Demonstrate how to make these letters. Have the children work together to make the letter with their bodies â&#x20AC;&#x201C; how many people does it take to make the upper-case H? The lower-case? Sing J(04%;#=((04%#D:/-(,"/(0"0*"&7'"+()'4"6*&$*(%=""L%.",7$304'("&*"$0'(&$:5"&7'" rhyming words. Watch to see if they can match the motions to the appropriate words. You will be creating a chart listing the animals and plants that live around the school /%"9'33"/%"/(5"$(:*46/&$*("5*1"+(0"*1&"/-*1&"97/&"&7'5"'/&2"04$(.2"/(0"97/&".$(0%"*:" 0/()'4%"6/5"-'"/4*1(0":*4"&7/&"/($6/3=""D/3."/-*1&"7*9"&7$%",7/4&"$%"(*(+,&$*("*4":/,&1/3" because it tells what we really know or what is true. Contrast this to some of the animal %&*4$'%"&7/&"9'"4'/0"97$,7")$<'",7/4/,&'4$%&$,%"&*"/($6/3%"&7/&"/4'"+,&$*(/3_(*&"&41'"S":*4" example, that animals can talk or wear clothing. Page 60

Living Things in the Neighborhood Week #3 Activity #1 Homes in the Neighborhood Science Inquiry Cycle: Reflect and Ask Mathematics Monday: Use small plastic animals as manipulatives to solve word problems. For example, ask children how many animals would live in the neighborhood if one cat and two dogs moved in. Demonstrate how to set up the manipulatives to help answer this question. Make up more problems for the children to solve. Encourage them to make up a question for the group and then show how to solve it.

Talk with the children about the kinds of animals they have seen living around their homes *4"$("&7'"%,7**35/40=""L%."975"&7'5"&7$(."&7'%'"/($6/3%"3$<'"&7'4'=""U*9"0*"&7'"/($6/3%"+(0" food, water, and safety?

Plan and Predict P/.'"/"3$%&"*:"/33"*:"&7'"/($6/3%"&7'",7$304'("C4'0$,&"&7'5"9$33"+(0"$("&7'"%,7**3"5/40=""P/.'" /(*&7'4"3$%&"*:"/33"*:"&7'"C3/(&%"&7'5"&7$(."&7'5"9$33"+(0=""YBC3/$("&7/&"5*1"9$33")*"-/,."&*" this list after you go outside to see if these predictions are correct.

Act and Observe Go outside with a camera and the clipboards and look for animals and plants. As you are 3**.$()2"%''"$:"5*1",/("+(0"%*14,'%"*:":**0"/(0"9/&'4"/(0"C3/,'%"97'4'"/($6/3%",/("+(0" shelter. Look for things that might endanger the plants and animals.

Report and Reflect Go back to the chart and compare your predictions with what you found. Did you have %*6'"('9"&7$()%"&*"/00Q""R'4'"&7'4'"/($6/3%"5*1"'BC',&'0"-1&"0$0"(*&"+(0Q""D/3."/)/$(" about why animals live in the schoolyard. Explain that this is a habitat and that plants /(0"/($6/3%"+(0"&7'"&7$()%"&7'5"(''0"&*"%&/5"/3$<'"$("&7'$4"7/-$&/&=""^4*<$0'"6/&'4$/3%":*4" children to draw pictures of what they found. Page 61

Living Things in the Neighborhood Week #3 Activity #2 Is a Sidewalk a Habitat? Concepts: A sidewalk is a habitat. Certain plants and animals are able to live there.

Learning Goals: Children will investigate a sidewalk (or parking lot) to search for plants and animals that live &7'4'=""D7'5"9$33".''C"/"4',*40"*:"97/&"&7'5"+(0"$("C7*&*)4/C7%"/(0"04/9$()%=

Vocabulary: habitat insects living sidewalk weeds

Materials: camera bug collecting jars drawing paper pencils and crayons

Things to Talk About: What makes a sidewalk a habitat? What lives there? How do the living things on the sidewalk get food and water? What are some of the dangers of living on the sidewalk? Could people live on the sidewalk? Why or why not?

Read and Talk About: Backyard Habitats by Bobbie Kalman Page 63

Living Things in the Neighborhood Week #3 Activity #2 Is a Sidewalk a Habitat? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Today’s lesson involves a trip outside to photograph living things that live on the school’s %$0'9/3."*4"C/4.$()"3*&=""`*1"9$33"C4*-/-35"+(0"/"</4$'&5"*:"-1)%"/%"9'33"/%"%*6'" plants that come up through the cracks in the sidewalk. Use the word “habitat” in your discussion, focusing on the idea that a habitat can exist anywhere that there are living things. A sidewalk may not seem like a good place to live, but it can be okay for ants or other small bugs. Grass and weeds can grow easily in just a little dirt. The main purpose of today’s story is to help children develop a deeper understanding of the word habitat. Explain what a habitat is by reading pages 4-9 in the book. Talk about the questions on page 9. Go through the rest of the book by talking about the pictures, asking the children to describe what they see. Review H/h for home and habitat. You may also want to talk about the letters used when the labels are created for the photographs. D*)'&7'42"3'/4("/(0"C'4:*46"&7'"+()'4C3/5"H(,(#C2#!#T(2"#B.,#!#N.&/0_ Here is a nest for a robin, here is a hive for a bee Here is a hole for a bunny, here is a house for me.

Print Awareness

Have half the class chant and do the motions, and the other half keep a steady beat pattern using Lummi sticks. Have the children suggest other animals and their homes. Write new lyrics, create new movements, and perform the new version in the same way. Children can compare the syllabic division of familiar animals. Create a photographic display of the living things found on the sidewalk. Have the children write labels for the photographs including information about what the living thing is, what it eats and drinks, and where it lives. Page 64

Living Things in the Neighborhood Week #3 Activity #2 Is a Sidewalk a Habitat? Science Inquiry Cycle: Reflect and Ask Mathematics Tuesday: Use foam animal pieces or similar objects for the children to make sets of a certain number. For example, make a set of three birds or two bugs. N/45"&7'"(16-'4"$("&7'" sets depending upon the capabilities of the children you are working with. Write the number in the set on a piece of paper and have the children glue the correct number of animals on that paper.

D/3." /-*1&" &7'" /,&$<$&5" 5*1" 0$0" 5'%&'40/5" S" 97/&" /($6/3%" 0$0" 5*1" +(0" *1&%$0'" $(" &7'" %,7**35/40Q""R75"0$0"&7'5"3$<'"$("&7*%'"C3/,'%Q""R7'4'"'3%'"6$)7&"9'"+(0"C3/(&%"/(0" animals growing around our school?

Plan and Predict Ask the children if they think that a sidewalk can be a habitat. Review with them what this 9*40"6'/(%=""P/.'"/"3$%&"*:"/($6/3%"/(0"C3/(&%"&7/&"&7'",7$304'("C4'0$,&"&7'5"9$33"+(0"3$<$()" *("&7'"%$0'9/3.=""U'3C"&7'6"6/.'"/"C3/(":*4"+(0$()"*1&"$:"&7'$4"3$%&"$%"/,,14/&'=

Act and Observe Go outside and look on the sidewalk for signs of plants and animals living there. Take photos and draw what you see. If possible, collect some insects to observe in the classroom.

Report and Reflect Talk about what you saw on the sidewalk. Review your list of predictions. Use the photos to make a display about the sidewalk habitat. Include the childrenâ&#x20AC;&#x2122;s drawings, too. Observe and describe the captured bugs and then release them.

Page 65

Living Things in the Neighborhood Week #3 Activity #3 Making a Terrarium Concepts: A terrarium is a type of habitat. Certain plants and animals can live in a terrarium.

Learning Goals: Children will create habitats and observe them over a period of time. They will use drawings to record their observations.

Vocabulary: gravel living soil

Materials: clear 2-liter soda bottle cut in half gravel plants snails, insects or other small animals soil

Read and Talk About: 81(#D!'!$!0-(,#N..$ by Anne Mazer

habitat non-living terrarium

Things to Talk About: R7'4'",/("5*1"+(0" animals to live in your habitat? What would happen to your terrarium if you kept it in the hot sun? If you put too much water in it? Will the things in the terrarium live forever? Why or why not? What kinds of animals would not be able to live in your terrarium? Why? If you were building a zoo, how would you design it for the animals to live there? Page 67

Living Things in the Neighborhood Week #3 Activity #3 Making a Terrarium - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Making a terrarium is a good way hands-on activity. It provides a direct connection between the concepts you are talking about and real things that children can see and handle. Setting up an aquarium is a good alternative. Brainstorm with the children about what kinds of living things you will put in your terrarium and what materials you will need to collect. Consider having insects and snails. These will live quite a while in the enclosed space and are especially interesting to observe. Talk about why it needs to be a closed container. 81(#D!'!$!0-(,#N..$ provides background information about a habitat for a salamander, and shouldgive children some ideas for creating a terrarium. Begin by showing the front cover of the book and explaining what a salamander is. As you read, call attention to the questions that the boy’s mother asks him: <=1(,(#6/''#1(#2'((:>#=1(,(#6/''#1(#:'!%>` Ask children to pay attention to how the boy in the story answers these questions. How does Brian’s cozy bedroom become transformed into a dark green forest? Call attention to the subtle implication that animals require responsible handling. Introduce T/t for terrarium. Ask children to write the letter on chart paper. Think of classmates’ names that include T/t. After talking about homes and different features of homes, play the movement game In and Out the Window. A few children will be moving in and out of the circle, and the other children will keep the steady beat with Lummi sticks while singing In and Out the Window. Help children name other features of homes: window, kitchen, stairs, and so forth, and tap the syllables of those words. Work with children to create a list of materials needed to set up the terrarium and directions for doing this. Write down the children’s ideas and then take photographs as you follow the steps. Later, turn this into an instructional guide book.

Living Things in the Neighborhood Week #3 Activity #3 Making a Terrarium Science Inquiry Cycle: Reflect and Ask Mathematics Wednesday: Use small plastic animal or plant manipulatives again today. Provide children with one or two dice depending on their skill level. Have them roll the dice and count out the correct number of manipulatives to match the number on the dice. Give each child in the group a chance to be the roller â&#x20AC;&#x201C; this person watches everyone else to be sure they count out the correct number and provides help as necessary.

After you read 81(#D!'!$!0-(,#N..$; talk about how you could make a habitat for an animal. Ask the children to suggest an animal and then talk about what it would need. Could you make 81(#L(!,#N..$? 81(#=1!'(#N..$? What kinds of things would you need to do?

Plan and Predict Show the children a 2-liter soda bottle and ask them how they think it could be made into a habitat â&#x20AC;&#x201C; what would you need to add to the bottle? Write down their ideas. How will the plants and animals that you put in the habitat be able to stay alive?

Act and Observe Follow the directions to make the soda bottle habitat. Have the children draw a picture of $&"97'("$&"$%"+($%7'0=""a-%'4<'"&7'"7/-$&/&"*<'4"/"C'4$*0"*:"0/5%"*4"9''.%"/(0",*(&$(1'"&*" draw what happens inside the habitat.

Report and Reflect Discuss what you have observed in the habitat. Did anything in the terrarium die? Why do you think that happened?

Page 69

Making a Terrarium Materials: (for each child) 1 2-liter soda bottle, cut in half horizontally 1 cup small gravel (from garden store or aquarium shop) 1-2 cups soil An assortment of plants dug up from your neighborhood Snails, pillbugs, ants, daddy long-legs, or other small bugs or worms, if desired

Directions: 1. Have an adult cut the 2-liter soda bottles in half before beginning the activity. 2. Support children in putting a cup of gravel into the bottom of their soda bottle. This provides drainage for the plants. 3. Help children add 1-2 cups of soil on top of the gravel. 4. Have children place grass, common weeds, or other small plants in the soil in the bottom half of the terrarium. 5. If plants are present, snails or other small bugs can live in the terrarium. N($/0-#41/'-,(0#"1!"#!B"(,#!# 21.,"#"/$(;#!''#'/3/0*#4,(!"+,(2#21.+'-#&(#,("+,0(-#.+"-..,27 6. Place the top of the bottle on the bottom. Water the terrarium a small amount once a week. Page 70

Living Things in the Neighborhood Week #3 Activity #4 Gardens and Grass Concepts: There are many varieties of plants growing in an environment.

Learning Goals: Children will investigate the school yard and collect a variety of plant samples to observe and classify.

Things to Talk About:

Vocabulary:

Why do people like to have gardens and grass in their yards?

classify 8*9'4" grass variety

environment )/40'( plant weed

Materials: digital camera grass seeds soil paper cups small garden trowels and a cardboard box to collect plant samples

Read and Talk About:

What kinds of work do people need to do to take care of gardens and grass? What will happen if you donâ&#x20AC;&#x2122;t take care of them? What kinds of animals live in the garden or the grass? E'%$0'%"8*9'4%2"97/&" can you grow in a garden?

C0#"1(#8!'';#8!''#I,!22 by Denise Fleming Page 71

Living Things in the Neighborhood Week #3 Activity #4 Gardens and Grass - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk with children about plants that grow in their yards. Explain the difference between gardens that are planted and weeds that grow on their own. Bring in a dandelion plant since this is a very common weed that children may recognize. Talk about how plants outside help to form a habitat. They provide food and shelter for many living things. Ask the children if they have ever helped to take care of a garden. Discuss what needs to be done to help a garden grow. Talk about the title and illustrations on the bookâ&#x20AC;&#x2122;s front cover. Ask children to predict what this book will be about and why. As you read, make a list of animals the boy sees. Can the children think of any other animals that could be included in the book? Talk about how did illustrations changed to show that the time of day. Explain any new vocabulary words in the book â&#x20AC;&#x201C; for example, dart and '+*7 Introduce G/g for *!,-(0 and *,!227 G/g has two sounds associated with it, but for today focus on the sound in *!,-(0 and *,!22. Write several sentences like Gardens and *,!22#*,.6#*,((0#/0#"1(#2+$$(, and have the children circle each G/g. D'/,7"&7'":*33*9$()"+()'4C3/5",/33'0"My Garden. Support the children in identifying the rhyming words. 81/2#/2#$%#*!,-(07#CV''#,!A(#/"#6/"1#4!,(7##(Pretend to rake.) @0-#"1($#2.$(#5.6(,#2((-2#CV''#:'!0"#"1(,(7#(Pretend to plant seeds.) 81(#2+0#6/''#21/0(;#(Put arms over head in a circle.) And the rain will fall, (Put hands in air and bring down as rain.) @0-#$%#*!,-(0#6/''#&'.22.$#!0-#*,.6#2",!/*1"#!0-#"!''7#WaC'("+%&"%3*935"/%"&7'"8*9'4"-3**6%X

Print Awareness

Have children help make labels for the photo display about gardens and grass. Review the differences between labels and stories. Page 72

Living Things in the Neighborhood Week #3 Activity #4 Gardens and Grass Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: Use small plastic animals as manipulatives to solve word problems. For example, ask the children how many animals would live in the neighborhood if one ant and two beetles moved in. Demonstrate how to use the manipulatives to help solve the problem. Encourage children to make up a question for the group and then show how to solve it.

Bring in dandelions that you have dug up, including the root system. Support children in observingand 0'%,4$-$()"&7'"C3/(&%=""D/3."/-*1&"97/&"*&7'4"C3/(&%"&7'5"6$)7&"+(0"$("/")/40'("*4"/4*1(0"&7'"%,7**35/40="" Ask whether and where they have seen grass in the school yard. Who have they seen taking care of it? How do they think that the grass got there? Why do people grow grass in their yards? Explain that today they are going to plant grass seeds so they can observe how it grows.

Plan and Predict D/3."/-*1&"97/&"&7$()%"5*1"9$33"(''0"&*"&/.'"*1&%$0'"&*"+(0"*1&"97/&"$%")4*9$()="">:"5*1"0',$0'"&*"-4$()" in some sample plants, how will you collect them? Will you need a camera? Clipboards? Talk about how you will plant your grass seeds and how long the children think it will take for them to grow.

Act and Observe Go outside and make your observations, taking photographs. Sit down to make a close observation of the grass that is growing. Bring in some sample plants to look at, including a small clump of grass to look at the roots. When you go back inside, follow the plan for planting the grass seeds. Draw a picture that describes what you have done and write your prediction for how long it will take to grow.

Report and Reflect Look at the plant samples you collected. Talk about where you found them. What do all of these plants have in common? How are they different? Talk about how the children think the plants got started in the school yard. Print the photos and create a display with labels. In the coming days, keep a record about how the grass seed is growing. Page 73

Living Things in the Neighborhood Week #3 Activity #5 Collecting and Observing Insects Concepts: Insects are living things. They all have six legs and three body parts. There are many different types of insects.

Learning Goals: Children will explore the characteristics of insects by observing them outside and collecting some to observe in the classroom. They will make a model of an insect.

Vocabulary: ant body parts grasshopper ladybug worm

bee bug insect spider

Materials: magnifying glasses containers for collecting and keeping insects photographs of various insects playdough

Things to Talk About: Some people say insects are pests? Are they? Why or why not? How do they move? What different types of $(%',&%",/("9'"+(0Q How do we know that insects are living things? How are insects like other animals? How are they different?

Read and Talk About: Hey, Little Ant by Phillip and Hannah Hoose Page 75

Living Things in the Neighborhood Week #3 Activity #5 Collecting and Observing Insects - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Begin by explaining what an insect is – give examples and describe an insect’s characteristics. Ask children to name some insects they have seen. Talk about the things insects need in a habitat. Explain that insects can also be food for other animals. For example, birds eat many kinds of insects. Talk about the book’s front cover. Why does the illustration look like this? What is going on? As you read, talk about why some pages need to be tipped sideways. What is the illustrator &45$()"&*"%7*9Q""L:&'4"5*1"+($%7"4'/0$()"/%.",7$304'("/-*1&"&7'"'(0$()="R7/&"9*130"&7'5"0*Q"" Write down and compare the responses. Does everyone agree? Why or why not? Introduce A/a for ant. Many children are familiar with this letter because it begins the alphabet. Demonstrate how to make the upper- and lower-case letter. Find A/a in the names of children in the classroom. Teach the following song (tune of =1(0#a.100%#[.$(2#E!,41/0*#H.$(S. 81(#!0"2#*.#$!,41/0*#.0(#&%#.0(;#1+,,!1X#H+,,!1X 81(#!0"2#*.#$!,41/0*#.0(#&%#.0(;#1+,,!1X#H+,,!1X 81(#!0"2#*.#$!,41/0*#.0(#&%#.0(^#6!"41/0*#!0"2#/2#'."2#.B#B+0; D.#'("V2#!''#*.#$!,41/0*;#.0(#&%#.0(#&%#.0(7 Additional verses: b7#81(#!0"2#*.#$!,41/0*#"6.#&%#"6.c#=.,A(,#!0"2#1!3(#'."2#".#-.^ d7#81(#!0"2#*.#$!,41/0*#"1,((#&%#"1,((c#81(#!0"2#!''#'/3(#/0#!#4.'.0% e7#81(#!0"2#*.#$!,41/0*#B.+,#&%#B.+,c#T.6#"1(%V,(#$!,41/0*#"1,.+*1#"1(#-.., f7#81(#!0"2#*.#$!,41/0*#)3(#&%#)3(c#H(%;#/"V2#"/$(#".#2!%#*..-Q&%(

Print Awareness

J4'/&'"/",3/%%"-**."/-*1&"&7'"$(%',&%"5*1"+(0"*1&%$0'=""U/<'"&7'",7$304'("6/.'"/",*<'4" and title page. Talk about the authors and illustrators. Explain that this book is non+,&$*("/(0",*(&4/%&"$&"&*"&7'"%&*45"4'/0"&*0/5="""" Page 76

Living Things in the Neighborhood Week #3 Activity #5 Collecting and Observing Insects Science Inquiry Cycle: Reflect and Ask Ask the children where they have seen insects. What kinds have they seen? How can you &'33"$:"%*6'&7$()"5*1"%''"$%"/("$(%',&Q"">:"5*1"+(0"/("$(%',&"*1&%$0'2"97/&"0*"5*1"0*"9$&7"$&Q""

Mathematics Friday: Play the game Cootie with the children. This game involves rolling a die and following directions to make a bug. For example, if you roll a 6 you can give your insect 6 legs. If you do not have the real game, make up paper parts to play the game. Roll a 1 to get the body, a 2 to put on the eyes, and so on.

Plan and Predict Think together about some places in the schoolyard where you might be able to observe some insects. What might you see and where will you see it? How could you capture some insects? What would you keep them in? What kinds of things would you want to observe?

Act and Observe b*33*9"5*14"C3/("&*"+(0"%*6'"$(%',&%=""R7'("5*1"+(0"&7'62"%$&"H1$'&35"/(0"*-%'4<'"&7'6="" Draw some pictures if you can. Choose some of the insects to capture and bring inside for a longer observation. Explain that insects always have 6 legs and 3 main body parts â&#x20AC;&#x201C; a head, a thorax, and an abdomen. Look to see if the insects that you have captured have these. Draw pictures of the insects or make models with playdough.

Report and Reflect Create a class book about the insects you found. Using photos and drawings, write down childrenâ&#x20AC;&#x2122;s descriptions of these pictures.

Page 77

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #4 Dramatic Play !" Create an animal hospital using %&1::'0"/($6/3%2"0*,&*4"&**3%2"*:+,'" area, phone, and animal food.

Art Center !" !" !" !"

Pet portraits Paper roll binoculars Bark rubbings Paint a group mural of your neighborhood walk !" Make a nature walk bracelet using a piece of tape around wrist, attaching natural items as you go. !" Paint with pine needle branches.

Block Area !" Use wooden blocks, cardboard blocks to make homes for large plastic animals and the beanie babies.

Manipulatives !" !" !" !" !"

Animal puzzles, stencils Playdough, animal cookie cutters Leaf sorting Nut sorting Build with wooden sticks and playdough.

Large Motor Play !" Animal charades !" Leaf jumping !" Animal safety â&#x20AC;&#x201C; meeting wild animals and other peopleâ&#x20AC;&#x2122;s pets on a walk !" Make acorn maracas by putting acorns inside plastic eggs. Use these as you dance. !" Hide plastic animals on the C3/5)4*1(0"&*"+(0=

Science Table !" Binoculars, magnifying glass, nests, bug collection, plants in pots, photos of pets, parts of a tree, variety of tree products, pinecones, nuts Page 79

Living Things in the Neighborhood Week #4 Activity #1 Digging in the Yard Concepts: Interesting living things can be found almost anywhere, even in your backyard. Sometimes their habitat is not easily seen.

Learning Goals: J7$304'("9$33"%'/4,7"1(0'4"4*,.%"/(0"%*$3"&*"+(0"3$<$()"&7$()%"$("&7'"%,7**3"5/40=""D7'5"9$33" ,*33',&"%/6C3'%"*:"97/&"&7'5"+(0"&*"6/.'"*-%'4</&$*(%=""D7'5"9$33",4'/&'"6*0'3%"*:"97/&" &7'5"+(0=

Vocabulary: bug habitat rotting

dirt insect worm

Materials: small plastic shovels magnifying glasses playdough straws toothpicks

Read and Talk About:

bug collecting jars materials for construction of models â&#x20AC;&#x201C; clay pipe cleaners buttons

Things to Talk About: What kinds of animals live in the soil or under a rock? Do all of these animals look alike? Why or why not? Why do we need to put the animals that we collect back where we found them? Why do some animals live in things that are rotting? How do they help the environment?

O0-(,#P0(#N.4A by Anthony Fredericks Page 81

Living Things in the Neighborhood Week #4 Activity #1 Digging in the Yard - Language and Literacy 85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk about animals the children have seen in the neighborhood and school yard. Some /($6/3%",/("-'"<'45"%6/33"/(0"9'33"7$00'(=""R7'4'"0*"&7'",7$304'("&7$(."&7'5"6$)7&"+(0" these animals? What might these small animals eat? Where would they get water? Today’s book has a cumulative text. As you read, ask the children to notice how the /1&7*4"7/%"94$&&'("$&=""R7'("5*1"+($%7"&7'"-**.2"04/9"/"-$)"4*,."*(",7/4&"C/C'4"/(0"/%." the children to help you recall all the creatures that lived under the rock. Can anyone name some of the characteristics of each of these creatures? Introduce D/d for -/**/0*7 Demonstrate how to make both the upper- and lower-case letters. Compare D/d and B/b in terms of how they are made and how they sound. For example, B/b for &+*;#&(("'(;#&(( and D/d for -.*;#-+4A;#!0-#-,!*.05%. Have the children notice the rhyming words in today’s story. Write down and say some of these pairs of rhyming words. Then, teach this song (tune 81(#=1(('2#.0#"1(#L+2S. Find the repeating words. Make up new verses. 81(#),(5%#!"#0/*1"#*.(2#&'/0A#&'/0A#&'/0A;#&'/0A#&'/0A#&'/0A;#&'/0A#&'/0A#&'/0A 81(#),(5%#!"#0/*1"#*.(2#&'/0A#&'/0A#&'/0A;#!''#!,.+0-#"1(#".60 b7#81(#&((2#/0#"1(#5.6(,2#*.#&+KK#&+KK#&+KK7777 d7#81(#!0"2#/0#"1(#*,!22#*.#$!,41#$!,41#$!,41777 e7#81(#4,/4A("2#/0#"1(#'(!3(2#*.#41/,:#41/,:#41/,:777 f7#81(#4!"(,:/''!,#/0#"1(#)('-#*.(2#4,((:#4,((:#4,((:777

Print Awareness

Post the lyrics to the new song on chart paper for everyone to see. Ask a child to use the pointer to show the direction of print as you sing – moving the pointer from left to right, top to bottom. Have children come up and circle the repeating words. Explain how these words are made by putting the same letters together. Page 82

Living Things in the Neighborhood Week #4 Activity #1 Digging in the Yard Science Inquiry Cycle: Reflect and Ask Mathematics Monday: Invite children to use plastic spoons to dig for plastic worms and insects in a sandbox or sensory table. After a period of time, have children arrange the items on a chart with the numbers 1 â&#x20AC;&#x201C; 5 written across the columns. For example, you found 1 worm, 2 ladybugs, 3 grasshoppers and so on. Ask the children questions that analyze the information on the graph. For example, were there more worms or more grasshoppers?

Talk about the fact that bugs, worms, and insects are all living things. Ask the children to talk about some of the ways that they are alike and different. Ask if anyone has ever seen one of these animals and if so, where. Ask the children where they might be found around the school.

Plan and Predict Plan a trip outside to look for some small living things â&#x20AC;&#x201C; where will you need to look? What &**3%"6$)7&"5*1"(''0"&*"+(0"&7'6Q""R7/&"9*130"5*1"(''0"&*"7/<'"&*"-4$()"&7'6"$(%$0'" :*4"/97$3'"&*"*-%'4<'Q""P/.'"/"3$%&"*:"/($6/3%"5*1"6$)7&"+(0"-5"0$))$()"*4"3**.$()"1(0'4" rocks.

Act and Observe T*"*1&%$0'"/(0"3**."1(0'4"4*,.%2"$("0/4.",*4('4%"/(0"0$)"$(&*"&7'"0$4&"&*"+(0"%*6'"3$<$()" things. Collect some in your containers to bring inside. When you bring the animals inside, spend some time observing, describing, and comparing them. What body parts do they have? How do they move? How are they alike and how are they different?

Report and Reflect Talk with the whole group about what you have observed. Have individuals or pairs of children make a model of some living thing that they found outside. Decide together what should be included in the models that are being created. Page 83

Living Things in the Neighborhood Week #4 Activity #2 Pets in Our Neighborhood Concepts: Pets are living things. They have basic needs like food, shelter, and water. They need people to take care of them. Things to Talk About:

Learning Goals: Children will invite a pet owner to visit the classroom with her pet. They will think of questions to ask the pet owner. They will document what they have learned by writing a story about a pet they would like to have and how they would take care of it.

Vocabulary: aquarium 0*)" " " food hamster responsibility

cat +%7 habitat hero other pet words

Materials: photos of animals that would make good pets photos of animals that would not make good pets animal care items â&#x20AC;&#x201C; pet food, dishes, combs or brushes, leashes, collars, etc.

Read and Talk About: F("#D1.6#by Ezra Jack Keats

Do animals have feelings like people do? How can you tell how an animal is feeling? What are some safety rules you should follow when you meet a pet for &7'"+4%&"&$6'Q If you could have any pet you wanted, what would it be? Why? What are some things to think about if you want to get a pet? What should you do if your pet gets sick? How can you tell if an animal is sick? Page 85

Living Things in the Neighborhood Week #4 Activity #2 Pets in Our Neighborhood - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Today’s topic will probably be familiar to many children. Provide lots of opportunity for the children to talk about their pets. Begin by taking a survey about what pets the children are familiar with. If you are able to have a pet visit the classroom, talk with the children ahead of time and make a list of questions to ask the visitor. Explain that in today’s story the children are planning to have a pet show – this is a show where each person has a chance to show their pet to everyone else. Archie wants to enter his cat in the show, but the cat has vanished! Though everyone searches for him, he’s nowhere to be found. Talk with the children about the personal characteristics of Archie – he doesn’t want to give up and in the end he solves his problem. Archie sees the bright side of things and is resourceful. Ask the children if they think Archie is a hero in this story and why. Introduce P/p for#:("7 Demonstrate how to make the upper- and lower-case letters. Compare this letter to the letters you looked at yesterday – D/d and B/b. How is P/p like these? How is it different? Teach the song M.3(#U.+,#F("2 (tune: N.6;#N.6;#N.6#U.+,#L.!"X=""L%.",7$304'("&*"+(0"&7'" two words that rhyme and the word that repeats 4 times. M.3(;#'.3(;#'.3(#%.+,#:("2;# Love them every day. Give them food and water, too, 81(0#'("#"1($#,+0#!0-#:'!%7

Print Awareness

Write thank you notes to the pet owner for coming to visit your classroom. Talk about the special form that a letter has and how it is different from other types of writing. Page 86

Living Things in the Neighborhood Week #4 Activity #2 Pets in Our Neighborhood Science Inquiry Cycle: Reflect and Ask Mathematics Tuesday:

Begin by taking a survey of the types of pets that the children have at home. Which pet do the most people have? Are there any unusual pets? Ask the children to describe some of the things they have to do to take care of their pets.

Create a graph that represents information about the childrenâ&#x20AC;&#x2122;s pets. Begin by labeling the columns by type of pet. Then use tally marks to record the childrenâ&#x20AC;&#x2122;s pets. Next, work with children to convert this information to a bar graph.

Plan and Predict

Ask questions that help the children analyze the data such as. Which pets do more people have? Which pets are unusual?

Report and Reflect

Make a list of pets you have seen in the neighborhood. Ask parents ahead of time if someone can bring a pet to the classroom. Brainstorm questions that you want to ask the pet owner. Talk about how the animal might act in the classroom and how the children should act. Talk about safety rules for meeting a new pet.

Act and Observe Arrange for a visit from a pet like a cat or a dog. Have the children observe the animals and talk to the owner. Support the children in asking questions about the petâ&#x20AC;&#x2122;s needs.

Pass out the photos of animals that are good for pets and animals that would not make good pets. Have each child decide which one their animal is and share this with a partner. Make a chart of animals that are good for pets and animals that are not. Encourage the children to give a reason for their answer. Page 87

Living Things in the Neighborhood Week #4 Activity #3 Trees in Our Neighborhood Concepts: Trees are a type of plant. Many different kinds of trees that grow in our neighborhood.

Learning Goals: Children will investigate trees in the school yard or neighborhood. They will identify the parts of a tree and compare different trees. They will make a diagram of a tree.

Vocabulary: bark evergreen maple root shape tree

Materials: bark samples a variety of leaves to examine a variety of nuts photos of trees in the school yard

Read and Talk About:

branch leaf oak same/different size

Things to Talk About: What kinds of trees are growing around us? How can you tell one kind of tree from another? Which trees stay green all year? How are they different from ones that do not stay green in the winter? How do you know when a certain plant is a tree? How do trees help people? How can people help trees?

8(''#E(;#8,((#by Gail Gibbons Page 89

Living Things in the Neighborhood Week #4 Activity #3 Trees in Our Neighborhood - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Today’s focus will be on trees – making sure the children can identify a tree as a type of plant that has certain parts that distinguish it from other kinds of plants. It is possible that no one has &/3.'0"&*"&7'",7$304'("%C',$+,/335"/-*1&"&4''%="">(&4*01,'"c&4''"9*40%F"Wtrunk, bark, branch, leaf, root) during a walk to look at trees. Talk about the different kinds of trees, especially calling attention to the differences between evergreens and trees that lose their leaves. Look at the front cover of today’s book – what are the children doing in this picture? Explain that &*0/5"5*1"9$33"/33"-'"$(<'%&$)/&$()"&4''%"$("&7'"('$)7-*47**0=""I'/0"&7'"+4%&"d;\]"C/)'%"*:"&7'" book and then talk about some of the other pages. Encourage children to ask questions as you read. Introduce T/t for tree. Explain that the wooden blocks in the classroom were made from a tree and give everyone a chance to use these blocks to make the letter T/t. Teach the song#8,((2 (to the tune of 81(#G!,$(,#/0#"1(#W(''). Have children identify the repeating phrases in the song. Create movements to dramatize the song. Make new verses together for branches and leaves. 81(#",((2#!,(#*,.6/0*#1/*1;#t1(#",((2#!,(#*,.6/0*#1/*17 =/"1#2./'#!0-#,!/0#!0-#2+00%#-!%2;#"1(#",((2#!,(#*,.6/0*#1/*17# 81(#",((2#!,(#*,.6/0*#,.."2;#t1(#",((2#!,(#*,.6/0*#,.."27 =/"1#2./'#!0-#,!/0#!0-#2+00%#-!%2;#"1(#",((2#!,(#*,.6/0*#,.."27 81(#",((2#!,(#*,.6/0*#&!,A;#"1(#",((2#!,(#*,.6/0*#&!,A7 =/"1#2./'#!0-#,!/0#!0-#2+00%#-!%2;#"1(#",((2#!,(#*,.6/0*#&!,A7

Print Awareness

R4$&'"&7'"9*40%"&*"&*0/5F%"%*()"*(",7/4&"C/C'4=""L%.",7$304'("&*"+(0"/(0"1(0'43$('"&7'"9*40 trees. Circle the words that repeat in each verse. Explain how to identify a word in print – 3**.":*4"&7'"3'&&'4%"94$&&'("&*)'&7'4"9$&7"%C/,'%"$(;-'&9''(=""L%"5*1")*"&74*1)7"&7'"%*()2"+(0" and underline the words bark, roots, branches, and leaves. Page 90

Living Things in the Neighborhood Week #4 Activity #3 Trees in Our Neighborhood Science Inquiry Cycle: Reflect and Ask

Mathematics Wednesday: Make 5 felt trees without leaves and cut out sets of 5 each of maple, oak, chestnut, beech, and willow leaves (or any other leaf shapes). Ask children to draw a number card from a deck with the numbers 0 â&#x20AC;&#x201C; 5. He must then put that number of leaves on the tree. Have children decide whether to pick all the same leaves or mix leaves on a tree.

Show children a picture of a tree. Support children in talking about what it is and what they know about trees. Ask if anyone has a tree in their yard. What does it look like? R7/&"C/4&%"0*'%"$&"7/<'Q""L%.",7$304'("97/&".$(0%"*:"&4''%"&7'5"&7$(."&7'5"9*130"+(0"$:" they went outside to look around the neighborhood.

Plan and Predict Show children some bark and leaf samples. Ask them how they think we can tell one tree :4*6"/(*&7'4=""R4$&'"0*9("&7'$4"$0'/%=""L%."7*9"6/(5".$(0%"*:"&4''%"&7'5"&7$(."&7'5",/("+(0" outside if they go for a walk. Will all the trees look the same or will there be different kinds?

Act and Observe Go outside for a tree walk. Take photos of the trees you see. If possible, collect bark, branch, and leaf samples to take back to the classroom. Introduce the names of the various parts of a tree.

Report and Reflect Print the photos and make a display. Talk about the different materials you collected. Which trees did they come from? Ask children to make a diagram of a tree that shows the 4**&%2"&41(.2"-/4.2"-4/(,7'%2"/(0"3'/<'%=""`*1",/("+(0"/")**0"C4'%'(&/&$*("/-*1&"&4''%"/&A" http://urbanext.illinois.edu/trees1/index.html. Page 91

Living Things in the Neighborhood Week #4 Activity #4 Who Lives in a Tree? Concepts: Many different animals make their homes in trees. A tree is a habitat.

Learning Goals: J7$304'(" 9$33" )*" *1&%$0'" /(0" *-%'4<'" &4''%" &*" +(0" /($6/3%" &7/&" 3$<'" $(" &7'6=" " D7'5" 9$33" document what they observed by creating a display of trees and animals.

Vocabulary: bark hole nest tree

bird insects squirrel trunk

Materials: toilet paper rolls colored tissue paper drawing paper

Read and Talk About: Nuts to You by Lois Ehlert

glue yarn crayons

Things to Talk About: What kinds of animals live in trees? Why do they live there? How do the animals that live in trees affect the tree? Is a tree a habitat? Why or why not? How can you tell if an animal lives in a tree? What kinds of things do you look for?

Page 93

Living Things in the Neighborhood Week #4 Activity #4 Who Lives in a Tree? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Use a squirrel or bird puppet to introduce the topic of animals that live in trees. Let the puppet talk about the topic and encourage the children to share what they know and to ask questions. Talk about why some animals make their home in trees. Talk about where they get food, water, and shelter. Look at the front cover of today’s book. What is the animal there? Where is he living? What is he eating? Ask the children what they think the title of the book means. Tell them that they will understand it if they listen carefully to the story. As you read, ask children how they think the author feels about squirrels – she says he is “bad” and that 7'"?%&'/3%=@""R7'("5*1"+($%7"&7'"%&*452"/%.",7$304'("7*9"&7'",7$30"$("&7'"%&*45")*&"&7'" squirrel out of her house. Was this a good idea? What else could you do? Talk about the title again – why did the author use that title? Introduce S/s for squirrel.""U/<'",7$304'("3$'"*("&7'"8**4"/(0"6/.'"&7'"3'&&'4"9$&7"&7'$4" bodies. Identify names of people in the class that contain S/s. Reread today’s book and ask children to identify the rhyming words on each page. Teach children the following Mr. Squirrel chant, making up actions as you go along: #=1.V2#"1!"#24!$:(,/0*#+:#"1(#",((># #[!,,%/0*#!4.,02777\;b;d># It’s Mr. Squirrel with a tail so furry. #H(V2#,(!-%#B.,#6/0"(,;#2.#-.0V"#%.+#6.,,%X

Print Awareness

During today’s math activity, when children pick a number card, point out that what is printed is a number. Explain that letters are put together to make words, while numbers are used to tell amounts. Numbers, letters, and words can all be read, but they mean different things. You cannot put numbers together to write a word. Page 94

Living Things in the Neighborhood Week #4 Activity #4 Who Lives in a Tree? Science Inquiry Cycle: Reflect and Ask Talk with children about animals they have seen in or on trees. What were the animals doing (eating, resting, making nests, etc.)? Ask children howto look for and watch animals that live in trees.

Mathematics Thursday:

Plan and Predict

Cut out a large tree from felt. Put a bunch of acorns made out of felt growing on the tree. Make a squirrel at the bottom of the tree. Make cards that say different numbers.

Act and Observe

Ask a child to pick a card and then put that many number of acorns from the tree in the squirrelâ&#x20AC;&#x2122;s mouth!

Tell children that today they are going to go outside to observe some of the animals that live in trees. Ask them to make predictions about what animals they think they will see and write these down. Show them a sample of the telescopes that they are going to make and make a plan with them for how to do this. Have children make their telescopes out of the toilet paper rolls by decorating them with ,*3*4'0"&$%%1'"C/C'4=""E4$()"&7'6"*1&%$0'"/(0"+(0"/"C3/,'"&*"%$&"H1$'&35"&*"*-%'4<'"%*6'" trees. Have the children watch carefully to observe animals. Make a list of the animals they see and what they are doing.

Report and Reflect As a large group talk about what you saw outside. Compare it to your predictions. Did you see everything you thought you would? Have children to draw pictures of the trees and animals they saw. Ask them to tell you about the picture and scribe what they say on the drawing. Display the drawings or make a class book. Page 95

Living Things in the Neighborhood Week #4 Activity #5 Field Trip to a Park Concepts: L"C/4."$%"/"7/-$&/&"61,7"3$.'"/"%,7**3"5/40=""`*1"9$33"+(0"%$6$3/4"C3/(&%"/(0"/($6/3%"$(" each.

Learning Goals:

Things to Talk About:

J7$304'("9$33"&/.'"/"+'30"&4$C"&*"/"3*,/3"C/4."&*"*-%'4<'"C3/(&%"/(0"/($6/3%"&7/&"3$<'"&7'4'="" They will create a book to show what they observed.

What kinds of animals will be in the park? Will a whale be in the park? Why or why not?

Vocabulary: birds grass insects pets raccoon tree

environment habitat park recreation squirrel weeds

Materials: digital camera

Read and Talk About: Over in the Meadow illustrated by Ezra Jack Keats

What animal homes might be seen at the park? Where do the animals that live in the park get their food? What do they eat? Who planted the trees and other plants at the park? Why do people make parks? Page 97

Living Things in the Neighborhood Week #4 Activity #5 Field Trip to a Park - Language and Literacy 85"-*1.?&'&>1)%".1.?

I'<$'9"&7'"%/:'&5"413'%",7$304'("%7*130":*33*9"*("/"+'30"&4$C=""D/3."/-*1&"975"&7'%'"413'%" are important. Explain what a park is and support children in talking about why they think people make parks in cities and towns. Have them talk about their previous experiences in going to parks – what kinds of things do they do at a park?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Talk about the purpose for your park visit and remind children how to make careful observations. As you introduce this book, explain what a meadow is. Make comparisons between a meadow and a park. As you read, ask children to identify the pattern in the story. P/.'"/"3$%&"*:"/33"&7'"/($6/3%"6'(&$*('0"$("&7'"%&*45=""R7'("5*1"+($%7"4'/0$()2"/%."&7'" children, “Could we change the title of this book to P3(,#/0#"1(#F!,A? Why or why not?” Introduce P/p for :!,A7 Include the word F!,A in your book title and make sure children can identify the letter P/p in it. Talk about how P/p is made using straight and curved lines. Reread the book for today and ask children to help you identify the rhyming words on each page. If possible, make paper cutouts of the animals in the story and give one animal to each child so they can hold it up in the appropriate part of the story. P/.'"/",3/%%"-**."1%$()"&7'"C7*&*%":4*6"&7'"+'30"&4$C=""U/<'",7$304'("0$,&/&'"%'(&'(,'%" about the photos as you act as scribe. Review the parts of a book – cover, title, author, title page – and be sure that you make these for your book. Read the book together.

Page 98

Living Things in the Neighborhood Week #4 Activity #5 Field Trip to a Park Science Inquiry Cycle: Reflect and Ask Ask children to recall the animals and plants they have seen in the school yard. Tell them they will visit a park today. Have them talk about other times they have been to a park. What kinds of plants and animals did they see? Was there a pond or a lake at the park? A forest?

Plan and Predict Mathematics Friday: Work with children to make a number chart that matches the numbers and animals in todayâ&#x20AC;&#x2122;s story.

Plan a trip to a local park. Make predictions about what plants and animals you will see and write these down. Support children in deciding what they could bring along to help &7'6"4'6'6-'4"'B/,&35"97/&"&7'5"+(0"/&"&7'"C/4.=""

Act and Observe Go to the park. Photograph the plants and animals you see. Encourage the children to make careful observations and record what they see using the paper on their clipboards.

Report and Reflect ^4$(&"&7'"C7*&*%"/(0"94$&'"/")4*1C"%&*45"/-*1&"5*14"+'30"&4$C"-/%'0"*("&7'"C7*&*%=""^1&"&7$%" together as a classroom book.

Page 99

Living Things in the Neighborhood Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2011 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Thank you for using the ScienceStart M/3/0*#81/0*2#/0#"1(#T(/*1&.,1..- Month. We hope you enjoyed your experience! Your feedback is important to us. Please contact us with your comments and suggestions at www.ScienceStart.com

Notes _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

Module 4 Unit 7

Explore.

Experiment. Question.

Integrate.

Plants in the Neighborhood OVERVIEW This module is designed to allow children to explore different types of plants and how they grow. Children will investigate the parts of a plant, how seeds grow into plants, trees as a type of plant, and plants that people eat. Additionally, the following learning goals can be achieved as the children participate in these ScienceStart activities:

Science !" Asking questions and developing ways to answer them !" Creating a record of an inquiry activity to convey information to other people !" Identifying the parts of a plant and their functions !" Identifying 3-5 different plants commonly found in their neighborhood !" Explaining the life cycle of a plant !" Naming several plants that people eat

Literacy !" Using the cover and title of a book to predict what the book will be about !" Gaining information from illustrations !" Understanding recipes as a " #$%&'(&")%*+%",-".+'/'*)

Mathematics !" Counting sets of objects up to 10 !" Sorting by attributes â&#x20AC;&#x201C; color, size, shape !" Patterning ABAB !" Measuring length and volume

Plants in the Neighborhood Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2011 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Please visit our website at: www.ScienceStart.com

Table of Contents for Plants in the Neighborhood Month Teaching Science with ScienceStart

What Should I Know?

Plants in the Neighborhood Overview

Week #1

Week #3 Center-Based Play Materials & Activities

Lesson #1: Kinds of Trees

Lesson #2: Parts of a Tree

Center-Based Play Materials & Activities

Lesson #3: Tree Rubbings

Lesson #1: What is a Plant?

Lesson #4: What Comes From Trees

Lesson #2: Plants Around My School

Lesson #5: Plant a Tree Celebration

Lesson #3: Growing Grass

Lesson #4: Parts of a Plant

Center-Based Play Materials & Activities

Lesson #5: Looking at Leaves

Lesson #1: Fruits We Eat

Lesson #2: Vegetables We Eat

Lesson #3: Growing and Making Bread

Lesson #1: Different Seeds, Different Plants 39

Lesson #4: Making Vegetable Soup

Lesson #2: Growing a Bean Plant

Lesson #5: Growing a Salad

Lesson #3: Plants Need Light and Water

Lesson #4: Plants Grow in the Soil

Lesson #5: Investigating Flowers

Week #2 Center-Based Play Materials & Activities

Week #4

Page 5

Teaching Science with ScienceStart 01*)21)%3"4'/%+1&5"1*6"71/8%71/'&#"9,."*1/2+1445"-+,7"81*6#:,*"#&'%*&%3".8'&8"'#"/8%"1&/';'/5" of learning about the everyday world. Learning about the everyday world is as fundamental to the early childhood years as learning to walk, talk, and interact with others. With ScienceStart, children build a rich knowledge-base that supports further learning and higher-order skills 4'<%" &41##'(&1/',*" 1*6" 6+1.'*)" '*-%+%*&%#=" " 01*)21)%3" 4'/% +1&53" 1*6" 71/8%71/'&#" 1+%" >1#'&" tools for learning that develop as children engage in ScienceStart inquiry activities and share their questions and observations with others. Preschool children have the abilities to do science. ?*"-1&/3"@6,'*)"#&'%*&%A"(/#"/8%".15#"&8'46+%*"4%1+*B">5"%C$4,+'*)3"+%$%1/'*)"1*6"&,772*'&1/'*)" hands-on, multi-sensory activities. It is crucial that children carry out the activities themselves and that they have opportunities to repeat and vary the activities and to talk about what they 1+%"6,'*)"1*6"(*6'*)",2/="D8%"),14#",-"#&'%*&%"4%1+*'*)"'*"%1+45"&8'468,,6"1+%"/,"%C$4,+%3" build concepts, and build vocabulary to communicate these concepts. There is an emphasis on trial and error rather than on “right answers” and so teachers do not need to “know all the answers.” Teachers do need to help children ask questions and discover for themselves. A 4-Step Science Cycle supports systematic guided inquiry, helping children “learn to learn.” E%&12#%" 4%1+*'*)" 1*6" 6,'*)" #&'%*&%" +%4'%#" ,*" &8'46+%*F#" (+#/81*6" %C$%+'%*&%3" '/" '#" 14.15#" meaningful and provides a motivating context for learning language, literacy, and mathematics. Hands-on inquiry science fosters a classroom community that easily includes all children. Because ScienceStart activities can be done in many ways, they engage children who have different learning styles and are at different developmental levels. As teachers observe children doing science activities, they can respond to individuals’ strengths and needs. Because inquiry science emphasizes exploration and trial and error as important ways to learn, children focus on learning rather than on avoiding mistakes.

Page 7

The Science Cycle is a powerful teaching tool. D8'#"&5&4%"#2$$,+/#"1&/';%"4%1+*'*)">5",+)1*'G'*)"'*H2'+5="?/#"-,2+"$81#%#">+'*)"/8%"#&'%*/'(&" method into ScienceStart classrooms. All ScienceStart lessons use the Science Cycle. !"#"$%&'&()* begins the cycle. Teachers should talk with children and ask them to think and share their knowledge about a topic. The teacher can introduce new vocabulary and read (&/',*",+"*,*(&/',*">,,<#"/,"8%4$"&8'46+%*"/8'*<"1*6"/14<"1>,2/"/8%"/,$'&="I%&144'*)"$+%;',2#" #&'%*&%"1&/';'/'%#"8%4$#"&8'46+%*"+%9%&/",*".81/"/8%5"<*,."1*6"1#<"*%."H2%#/',*#="D8%"/%1&8%+" and other adults in the classroom can model asking questions using phrases such as: “What do you think will happen if we …?” +,-.&'&+/"01$% is next. The teacher should help children plan what to do in the science activity that will get information to help answer their question. They may discuss what materials they need and where to do the activity. The teacher should encourage children to make predictions about the outcome of the activity, accepting all answers. They then move forward with: “Let’s see what happens!” ($%&'&23)"/4" is the phase during which children carry out the science activity. Teachers may model the activity to help children understand what to do, but it is essential that each child does the science activity. Teachers should expect children to vary the activity as there is no one “right” way to do it. The teacher should talk with children about what they are doing and support conversation among the children. In some cases, this phase is best carried out in small groups. !"56/%&'&!"#"$%"'#"/8%"(*14"$81#%",-"/8%"#&'%*&%"&5&4%="J8'46+%*"#8,246"/14<"1>,2/".81/"/8%5" observed and what new ideas and questions they have. There are many ways for children to represent what they have learned. Reports can be graphs, class-made books, a poster with photographs, a journal entry, a drawing or a conversation.

The ScienceStart Curriculum was developed at the University of Rochester by Dr. Lucia French, a specialist in language and literacy development and Kathleen Conezio, an expert on early literacy and science who also serves as a science advisor to Sesame Street. For 15 years, we have collaborated with hundreds of teachers to continually improve ScienceStart. Development of ScienceStarthas been supported by more than $5,000,000 in grants from the National Science Foundation and the United States Department of Education. ScienceStart is easy to use with English Language Learners and children with special needs. Research shows that children at all socioeconomic levels make substantial gains in language, literacy, and science knowledge when their Page 8 teachers use ScienceStart.

What Should I Know? While many teachers of young children feel more comfortable teaching the science of living things than chemistry or physics, /8'#"1+%1",-"#&'%*/'(&"'*;%#/')1/',*"'#"&,7$4%C"1*6"&8144%*)'*)"-,+"5,2*)"&8'46+%*=""K,+"%C17$4%3"&8'46+%*"715"$41*/"1"#%%6" and predict that it will grow, but they cannot easily see this happen. Life science takes time! ?/"'#"'7$,+/1*/"-,+"5,2*)"&8'46+%*"/,"6%;%4,$"+%#$%&/"-,+"/8%";142%",-"4';'*)"/8'*)#=""L&'%*/'(&"%C$%+'7%*/#"&,*62&/%6".'/8"4';'*)" things need to be done with this in mind. The AAAS Benchmarks for Science Literacy state â&#x20AC;&#x153;A lot can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them in the classroom.â&#x20AC;? D8%"(+#/"&,*&%$/"/8%"5,2*)">',4,)'#/"72#/"'*;%#/')1/%"'#"8,."/,"6'#/'*)2'#8">%/.%%*"4';'*)"1*6"*,*:4';'*)"/8'*)#=""M#"/%1&8%+#3" .%"<*,."/81/"144"4';'*)"/8'*)#"81;%"#$%&'(&"&81+1&/%+'#/'&#B"/8%5"/1<%"'*"%*%+)5"1*6")';%",--".1#/%3"/8%5")+,."1*6"6%;%4,$3" they adjust to their environments, they respond to their surroundings, they reproduce themselves, and they are made of cells. For children, understanding these characteristics as they apply to plants can be particularly challenging. How, for example, do plants take in energy and give off wastes? The characteristics that are easiest for a young child to understand through hands-on activities are growth and development, response to surroundings, and reproduction of plants. Botany is the branch of biology that deals with plant life. Without plants, there could be no life on Earth. All animals depend directly or indirectly on plants for their food supply because they either eat plants or they eat other animals that eat plants. Plants also provide fuel, replenish the earthâ&#x20AC;&#x2122;s oxygen supply, prevent soil erosion, slow down wind movement, cool the atmosphere, provide wildlife habitat, supply medicinal compounds, and beautify our surroundings. Plants have certain characteristics that make them different from animals. Both plants and animals are complex organisms that are made up of many types of cells, but plant cells have thick, rigid walls that are made of a material called cellulose. Animal cells do not have this material. The cellulose enables plants to stand upright. Additionally, unlike animals, plants are able to make their own food. Green plants use energy from sunlight to make their own food through a process called photosynthesis. During photosynthesis, plants use the energy from sunlight to change carbon dioxide from the atmosphere and water into simple sugars. Chlorophyll, a green-colored chemical in plant leaves and other parts is essential to this process. Page 9

A plant’s environment is made up of many factors. One of the most important is the weather--sunlight, temperature, and precipitation (rain, melted snow, and other moisture). Plants rely on soil for support, for water, and for nutrients such as nitrogen and phosphorus. Included in a plant’s environment are the other plants that live there as well as any animals that live /8%+%=""N1&8",-"/8%#%"-1&/,+#"'*92%*&%#"8,.".%44"1"$41*/"&1*")+,."1*6"#2+;';%="" Parts of a Plant O41*/#"81;%"#$%&'(&"$1+/#3"%1&8",-".8'&8"$%+-,+7#"1"#$%&'(&"P,>"-,+"/8%"$41*/=""D8%+%"1+%"/.,">1#'&"/5$%#",-"$1+/#B"#%C214" reproductive parts that work to produce seeds and vegetative parts which include roots, stems, buds, and leaves. The roots begin at the lower part of the plant and are usually found underground. Their principle functions are to absorb nutrients and moisture, anchor the plant in the soil, support the stem, and store food. Carrots, beets, and radishes are some of the root foods that people eat. Stems support the plant. All stems must have either buds or leaves to be called a stem. Stems hold the leaves up to the 4')8/"1*6"<%%$"-+2'/#"1*6"9,.%+#"1//1&8%6=""D8%5"14#,"&1++5".1/%+3"7'*%+14#3"1*6"-,,6="Q1/%+"1*6"7'*%+14#"&1+%"&1++'%6" from the soil through the roots and up the stem. Food made in the leaves is transported through the stem to the growing parts of the plant. There are several different kinds of stems: a shoot – a young, above-ground stem (1 year old or less) with leaves; a twig – a small, woody stem; a branch – a lateral stem arising from a node that is more than 1 year old; a trunk – a woody plant’s main stem. A vine is a plant that develops long, trailing stems that grow along the ground unless they are supported by another plant or structure. Asparagus and broccoli are two of the stems that people eat. The main job of leaves is to absorb sunlight to make food for the plant through the process of photosynthesis. Leaves are 91/"#,"/8%5"&1*"1>#,+>"1"4,/",-"#2*4')8/=""0%1;%#",-"1"$41*/"&,*/1'*"&84,+,$8544".8'&8"&1$/2+%#"/8%"%*%+)5"-+,7"/8%"#2*=""D8'#" energy is used, along with carbon dioxide and water to make food that the plant needs to grow. As the plant makes food, oxygen is released into the air. People can use leaves to identify species of plants. The shape of the leaf and the type of edge that it has are the major identifying characteristics. Simple leaves are those in which the leaf blade is a single continuous unit. A compound leaf is &,7$,#%6",-"#%;%+14"#%$1+1/%"4%19%/#"1+'#'*)"-+,7"/8%"#17%"$%/',4%"R/8%"#/%7:4'<%"#/+2&/2+%"/81/"8,46#"1"4%1-"1.15"-+,7" the stem). People eat many kinds of leaves, for example, lettuce, spinach, collard, endive, kale, and cabbage. We also eat the petiole of several plants – celery and rhubarb. Page 10

Plants have !"#$%&"/,"$+,62&%"#%%6#=""M"9,.%+F#"1//+1&/';%*%##"1*6"-+1)+1*&%"1+%"8%4$-24"'*"1//+1&/'*)"'*#%&/#"1*6">'+6#" /81/".'44"8%4$"$,44'*1/%"/8%"9,.%+=""S1*5"9,.%+#"&,*/1'*">,/8"/8%"714%"+%$+,62&/';%"$1+/"R/8%"#/17%*T"1*6"/8%"-%714%" +%$+,62&/';%"$1+/"R/8%"$'#/'4T=""D8%"#/17%*"'#"716%"2$",-"1"$,44%*"#1&"&144%6"/8%"1*/8%+"1*6"1"4,*)"#2$$,+/'*)"(417%*/"/81/" holds the anther up so that wind, insects, and birds can easily move the pollen around. The pistil is located in the middle of /8%"9,.%+=""O,44%*"%*/%+#"/8%"$'#/'4""1*6"7,;%#"6,.*"'*/,"/8%",;1+5".8%+%"/8%"%))#"1+%"-%+/'4'G%6">5"/8%"$,44%*"1*6">%&,7%" seeds. The seeds of a plant contain all of the genetic information needed to develop an entire plant. Each type of plant has its ,.*"#%%6"U"#2*9,.%+"#%%6#"&1*",*45")+,."'*/,"#2*9,.%+#3"61*6%4',*"#%%6#")+,."'*/,"61*6%4',*#3"1*6"#,",*=""M"#%%6"81#" three parts – the embryo, the endosperm, and the seed coat. The seed coat is the hard outside coating on a seed that protects it from disease and insects. The endosperm is a built-in food supply for the embryo. The embryo is a miniature plant that is waiting to develop. When conditions are just right (the right temperature, exposure to sunlight, and supply of water) the seed embryo begins to grow. This is called germination. Seeds will not germinate if they are old or if they 1+%"*,/"'*"/8%"$+,$%+"&,*6'/',*#=""D8%5"72#/">%"$41*/%6"1/"/8%"+')8/"6%$/8"'*"4,,#%3"(*%:/%C/2+%6"#,'4"1*6"*%%6"P2#/"/8%"+')8/" amount of water – not too much or they will rot. The fruit of the plant is the part of the plant that contains the fertilized seeds. In some fruits, the seeds are on the inside – like apples, cherries, and squash, and in others, the seeds are on the outside of the fruit – like corn and strawberries. The word fruit can be confusing to many people because it has two meanings – a part of a plant that contains the seeds and a type of food that people eat. In the science of botany, the word fruit refers to the part of the plant where the fertilized seeds are stored. Sometimes these are edible and sometimes they are not. Grains like rice, corn, and wheat are considered fruits as are tomatoes, cucumbers, green beans, and squash. From a botanical standpoint, these are all fruits because they contain seeds. Trees M"/+%%"'#"1"#$%&'(&"/5$%",-"$41*/"/81/"81#"1"#'*)4%"%4,*)1/%6"71'*"#/%7"&144%6"/8%"/+2*<".'/8"-%.",+"*,/">+1*&8%#",*"/8%"4,.%+" part of it. Scientists divide trees into two groups – evergreen trees and deciduous trees. Deciduous trees are trees that lose their leaves seasonally. Trees are very important to people. They cool the atmosphere and provide shade, oxygen, and fuel. Many animals have their habitat in trees. Trees provide many kinds of foods for people and other animals. Trees are also used to make many products that people use. Page 11

Plant Life Cycles There are three different types of life cycles in plants â&#x20AC;&#x201C; annuals, biennials, and perennials. Perennial plants are those that live 7,+%"/81*"/.,"5%1+#=""M">'%**'14"+%H2'+%#"144",+"$1+/",-"/.,"5%1+#"/,"&,7$4%/%"'/#"4'-%"&5&4%=""V2+'*)"/8%"(+#/"#%1#,*"'/"$+,62&%#" /8%"#/+2&/2+%#"/81/"71<%"-,,6"R4%1;%#T"1*6"-,,6"#/,+1)%",+)1*#=""D8%"-,44,.'*)")+,.'*)"#%1#,*"/8%"$41*/"$+,62&%#"9,.%+#3" -+2'/3"1*6"#%%6#=""M*"1**2143"#2&8"1#"1"#2*9,.%+3"),%#"/8+,2)8"'/#"%*/'+%"4'-%"&5&4%"'*",*%"5%1+=""V2+'*)"/8'#"$%+',6"/8%5")+,.3" mature, bloom, produce seeds, and die. Human Uses of Plants People use plants in many different ways. One major use is food. Much of our nutrition is dependent on plants because we eat them directly or because they are used to feed animals that we eat. People eat many types of grains. We depend on plants for beverages like coffee, tea, wine, and beer. We use sugar which comes mainly from sugar cane and sugar beets. People use plants for nonfood purposes, too. We make cloth -+,7"1";1+'%/5",-"$41*/"(>%+#"4'<%"&,//,*"1*6"91C"1*6"14#," 71<%"#5*/8%/'&"(>%+#"-+,7"$41*/"&%4424,#%=""Q%"2#%"$41*/#" -,+"-2%43">,/8"(+%.,,6"1*6"&,14"1*6"$%/+,4%27".8'&8"1+%"-,##'4"-2%4#"6%+';%6"-+,7"$41*/#=""S1*5"<'*6#",-"7%6'&'*%"/81/".%" use come from plants. People use wood from trees to make buildings, paper, furniture, sports equipment, musical instruments, and cardboard. Soaps, pesticides, shampoos, perfume, rubber, varnish, and plastics are also made using plant substances. People also grow plants for their beauty and to provide shade, reduce wind, block noises, provide privacy and to prevent soil %+,#',*=""O%,$4%")+,."9,.%+#"1*6",/8%+"$41*/#"/,"%*P,5"/8%'+"1$$%1+1*&%=""W+,.'*)"$41*/#"&1*"%;%*">%"1"-,+7",-"1+/"U"-,+" example, topiary and bonsai plant growing. Many communities have festivals to celebrate the beauty of plants, such as the National Cherry Blossom Festival in Washington, DC and the Lilac Festival in Rochester, NY.

Page 12

Plants in the Neighborhood Overview Week 1

Science Activities

Books to Read From Seed to Plant a Delta Science Reader

Alphabet letters P/p, G/g, L/l Counting sets of objects

Plants Around My School

Flower Garden by Eve Bunting

Growing Grass

@0#"1(#8!'';#8!''#A,!22#by Denise Fleming

Using a Table of Contents and page numbers

Parts of a Plant

Muncha! Muncha! Muncha! by Candace Fleming Introducing new vocabulary Identifying rhyming words

Looking at Leaves Different Seeds, Different Plants

I am a Seed by Jean Marzollo One Bean by Ann Rockwell Grow Flower Grow by Lisa Bruce

Plants Need Light and Water Jackâ&#x20AC;&#x2122;s Garden by Henry Cole Plants Grow in the Soil 81/2#/2#"1(#B+05.6(,#by Lola Schaefer

Math Highlights

What is a Plant?

Growing a Bean Plant

Literacy Highlights

Sorting materials Comparing size: small, medium, large

Alphabet letters S/s, B/b, L/l, Counting sets of objects W/w, F/f Sorting materials Identifying rhyming words Adding and subtracting Using illustrations and photos by 1 to gain information Following and creating Sequencing story details ABAB patterns

Investigating Flowers Kinds of Trees

8,((2#a Delta Science Reader

Alphabet letters T/t, B/b, C/c Counting sets of objects

Parts of a Tree

8(''#C(;#8,((#by Gail Gibbons

Tree Rubbings

D#8,((#E.,#D''#B(!2.02#by Robin Bernard

Listening for an identifying environmental sounds

What Comes From Trees

Pie in the Sky by Lois Ehlert

Reading a recipe

Plant a Tree Celebration Fruits We Eat

=(#F'!0"(-#!#8,((#by Diane Muldrow Oliverâ&#x20AC;&#x2122;s Fruit Salad by Vivian French

Vegetables We Eat

8.:2#!0-#G."".$2#by Janet Stevens

Alphabet letters F/f, V/v, S/s Making comparisons: more, less, equal Identifying rhyming words

Growing and Making Bread

81(#H/""'(#I(-#J(0#by Jerry Pinkney

Reading a recipe

Making Vegetable Soup

A,.6/0*#K(*("!&'(#B.+:#by Lois Ehlert

Growing a Salad

81(#B+,:,/2(#A!,-(0#by Zoe Hall

Using standard Differentiating between letters and words, letters and measuring tools for baking and cooking numbers

Sorting materials Using standard and nonstandard measuring tools

Sequencing events

Page 13

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #1 Dramatic Play !" Set up a garden center for the &8'46+%*=""X1;%"-1<%"9,.%+#3"#,'43" garden tools, and seeds for the children to buy and sell. Provide a cash register and money.

Art Center !" Leaf prints and rubbings !" Make a :!,"2#.E#!#:'!0" puzzle. !" Cut out strips of green paper and glue them to make “grassy” pictures. !" Paint plants and trees at the easel.

Block Area !" J,;%+"/8%"9,,+",-"/8%">4,&<"1+%1" with brown paper to represent dirt. Use tape to cover cardboard >4,&<#".'/8"$'&/2+%#",-"9,.%+#"1*6" trees. “Build” a garden.

Manipulatives !" Plant puzzles !" O41*/"1*6"9,.%+"#/17$#

Large Motor Play !" O415"@#%%63"#%%63"9,.%+A"R62&<3" duck, goose). !" Dig in the garden outside.

Science Table !" !" !" !"

Seed packets Garden tools Potted plants Potato and carrot sprouts

Page 15

Plants in the Neighborhood Week #1 Activity #1 What is a Plant? Concepts: Plants are living things. They often grow from seeds. Growth takes time.

Learning Goals: Children will observe some potted plants and compare their characteristics to the characteristics of other living things. They will plant some seeds and observe their growth over time.

Vocabulary: animal living plant

Things to Talk About: growth non-living sprout

Materials: potting soil Styrofoam cups several potted plants

Read and Talk About:

pea or corn seeds chart paper photos of a variety of types of plants

How can you tell if something is a living thing? How are plants and animals alike? How are they different? What do you need to make a seed grow? Do animals grow from seeds?

From Seed to Plant: Delta Science Reader

Page 17

Plants in the Neighborhood Week #1 Activity #1 What is a Plant? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Introduce the topic of living things â&#x20AC;&#x201C; what are their characteristics? It is important to >%)'*"/8'#"7,*/8".'/8"/8'#"6'#&2##',*"#,"/81/"5,2"&1*"(*6",2/".81/"/8%"&8'46+%*"<*,."1>,2/" living things. Some children may not think that plants are living things because they do not move like animals do. Show the children some potted plants and talk about how they grow. Have this conversation in both large and small groups. Look at the front cover of the book and read the title. Ask the children what they think the title means. How does a seed become a plant? Tell the children that this book has '*-,+71/',*"1>,2/"/81/"H2%#/',*"1*6"/81/"/8%5"#8,246"4'#/%*"&1+%-2445"/,"(*6",2/".81/" 81$$%*#=""Q8%*"5,2"1+%"(*'#8%6"+%16'*)3"1#<"/8%"&8'46+%*"/,"/%44"5,2"#,7%/8'*)"/8%5" learned about plants and write these down on chart paper. Introduce P/p for#:'!0". This letter should become familiar to the children over the course of this unit. Explain how to make it. Write the word :'!0" and have the children identify the p in it. Teach the following song (sung to: B/0*#!#B.0*#.E#B/9:(04(L#Move to the rhythm of the song. Listen for the rhyming words. B/0*#!#2.0*#.E#5.6(,2;#:'!0"(-#!''#!,.+0-7 M'.6(,2#"1!"#!,(#*,.6/0*;#*,.6/0*#/0#"1(#*,.+0M'.6(,2#.E#(!41#4.'.,#$!N(#!#:,(""%#3/(67 I(-;#.,!0*(#!0-#%(''.67 D0-#&'+(#!0-#:+,:'(;#"..7

Print Awareness

Point out the Table of Contents and talk about what is there. Point out the page numbers 1*6"8,."/8%5"8%4$"+%16%+#"/,"(*6"&%+/1'*"/8'*)#"'*"/8%">,,<="" Page 18

Plants in the Neighborhood Week #1 Activity #1 What is a Plant? Science Inquiry Cycle: Reflect and Ask

Mathematics Monday: Use rubber stamps to stamp picture groups of plants and animals â&#x20AC;&#x201C; for example, stamp 2 9,.%+#"1*6"Y"&1/#=""M#<" which group has more U"9,.%+#",+"&1/#Z""X,." do they know? Repeat this procedure with other plant and animal stamps asking similar questions.

Show the children one of the potted plants and ask if they think it is a living thing. Ask them to give reasons for their answers. Talk about the characteristics of living things â&#x20AC;&#x201C; they eat, drink, breathe (respire), grow, and move. Tell the children that they will investigate plants to see how they do these things. Ask if they think that plants grow.

Plan and Predict Tell the children they are going to plant some seeds to investigate how plants grow. Ask what they think they will need to do this and where they think they should work. Have them make predictions about whether or not their seeds will grow and how long it will take.

Act and Observe Work in small groups to plant the seeds. Show the children photos of a variety of plants and have them use these to make a big chart about different kinds of plants.

Report and Reflect Observe the planted seeds over the course of the next two weeks. Keep track of what happens in a plant journal. Talk with the children about the changes they are observing.

Page 19

Plants in the Neighborhood Week #1 Activity #2 Plants Around My School Concepts: There are many kinds of plants where we live. We can identify them by name and compare them to see how they are alike and different.

Learning Goals: Children will go for a walk to look for different types of plants in the neighborhood. They will take photos and make comparisons between the plants.

Things to Talk About:

Vocabulary:

Why do people plant gardens?

>2#8" " grass shrub vine

Materials: digital camera chart paper clip boards pencils

9,.%+" grassplant tree

When do plants grow in gardens â&#x20AC;&#x201C; just at certain times or all year? What kinds of special tools do gardeners use? What do they use them for? What other kinds of plants grow in peopleâ&#x20AC;&#x2122;s yards?

Read and Talk About: Flower Garden by Eve Bunting Page 21

Plants in the Neighborhood Week #1 Activity #2 Name of Activity - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Tell children that today they are going to go outside to look for plants growing around the school yard. What kinds of plants do they think they will see? Make a list of their predictions. Explain that some of the plants in the schoolyard might have been planted by people while other plants just grew there. How can you tell? Discuss the rules for handling plants in the school yard or in other people’s yards. Can you pick them? Why *,/Z""Q85"'#"'/"'7$,+/1*/"*,/"/,"$'&<"$41*/#",+"9,.%+#"'*",/8%+"$%,$4%F#"51+6#Z Before you begin reading, have the children look at the front cover and read the title. M#<"/8%7".8,"/8%5"/8'*<"'#"),'*)"/,"$41*/"/8%"9,.%+")1+6%*"1*6".8%+%=""D%44"/8%7"/81/" they might be surprised about this. As you read, pause to talk about where the plants come from and how they get to the girl’s home. Where does this girl live? How can you 81;%"1")1+6%*"'-"5,2"4';%"'*"1*"1$1+/7%*/Z""M-/%+"5,2"(*'#8"/8%"#/,+53"1#<"/8%"&8'46+%*" who the garden was really for. Ask if they think planting a garden in a window box was a good idea. Why or why not? Today’s letter is G/g for *!,-(0 and *,.67 Demonstrate how to make both the upperand lower-case letters. D%1&8"&8'46+%*"/8%"(*)%+$415"My Garden. Identify the rhyming words in this poem. J+%1/%"7,/',*#"/81/"8%4$"/,"/%44"/8%"#/,+5",-"/8'#"(*)%+$415= 81/2#/2#$%#*!,-(0;#@O''#,!N(#/"#6/"1#4!,(; D0-#"1(0#2.$(#5.6(,#2((-2 @O''#:'!0"#/0#"1(,(7 81(#2+0#6/''#21/0(;#!0-#"1(#,!/0#6/''#E!''; D0-#$%#*!,-(0#6/''#&'.22.$ a0-#*,.6#2",!/*1"#!0-#"!''7

Print Awareness

Print out your photos and make a display. Write a label for each picture and explain to the children that when you write words you use letters to make them. The same word always uses the same letters in the same order. For example, :'!0" always uses :P'P!P0P"7 Page 22

Plants in the Neighborhood Week #1 Activity #2 Plants Around My School Science Inquiry Cycle: Reflect and Ask Mathematics Tuesday: [#%"/8%"[*'(C"J2>%#"/," make models of plants that are a variety of units tall. Stick a picture ,-"1"9,.%+",*"/,$=""K,+" example, ask the children to make a plant that is 4 units tall. Next, ask the children to make a plant that is 3 units tall. Compare the two – which one is taller? Allow the children to make their own plant and ask them to tell you how many units tall it is.

Ask the children if they have a garden or any plants in their yards at home. Encourage them to talk about these. If any of the children live in apartments, talk about how people can have gardens or plants there – what could they do? Read today’s book as a way to answer that question.

Plan and Predict Tell the children that you are going to go outside for a walk around the school yard and/ or the neighborhood to look for plants. Will all of these be in gardens? What kinds of plants do you think you will see? Make a list of the children’s predictions to refer back to after the walk.

Act and Observe Go for a walk. Take photos of the plants you see and have the children write and draw about them on their clipboards. When you come back inside, talk about what you saw. V'6"5,2"(*6"%;%+5/8'*)"/81/"5,2"816"$+%6'&/%6Z

Report and Reflect Print the photos and work with the children to make a display of the plants that they saw. Compare them – did they all have leaves? Were they big or small? Did they all have 9,.%+#Z""Q1#"%;%+5/8'*)"'*"1")1+6%*Z Page 23

Plants in the Neighborhood Week #1 Activity #3 Growing Grass Concepts: Grass is a common type of plant. Grass grows from seeds.

Learning Goals: Children will go outside and make close observations of grass. They will plant grass seeds and keep a record of how it grows.

Vocabulary: grass grow plant seeds

Materials: grass plants dug up from the ground grass seeds potting soil Styrofoam cups

Read and Talk About:

Things to Talk About: Q8%+%"6,".%"(*6")+1##" growing? What do people do to take care of the grass in their yards? Why do people grow grass around their houses? Are there places where grass will not grow? What kinds of animals live in the grass?

@0#"1(#8!'';#8!''#A,!22#by Denise Fleming Page 25

Plants in the Neighborhood Week #1 Activity #3 Growing Grass - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Grass is so common in our environment (unless you live in the desert) that young children may not be aware of it as a growing plant. Showing the children some grass you dug up may stimulate a conversation about it. Talk about its color, its smell, and how it feels when you walk on it in bare feet. Talk with the children about what needs to be done to take care of grass and who takes care of it where they live. Talk about the front cover of todayâ&#x20AC;&#x2122;s book. What is the child in the picture doing? How do you think he feels? Why? As you read the book, keep a list of all of the animals that 8%"(*6#"'*"/8%")+1##=""D14<"1>,2/".85"/8%#%"1*'714#"4';%"'*",+"*%1+"/8%")+1##=""X,."6,%#" the life in the grass change from day time to night time? Review G/g for *,!227 Ask one child to demonstrate how they are made. Brainstorm plant words that begin with g: *,!22;#*!,-(0;#*,.6; and *,((07##Ask the children to work together to write these on chart paper. Teach children 81(#@02(4"#B.0* (tune of The Wheels on the Bus). With the children, look back to todayâ&#x20AC;&#x2122;s book to create more verses. 81(#!0"2#/0#"1(#*,!22#*.#$!,41#$!,41#$!,41; March march march, march march march. 81(#!0"2#/0#"1(#*,!22#*.#$!,41#$!,41#$!,41; All around the yard. 81(#4,/4N("2#/0#"1(#*,!22#*.#41/,:#41/,:#41/,:777 81(#4!"(,:/''!,#/0#"1(#*,!22#*.(2#4,((:#4,((:#4,((:777

Print Awareness

O,#/"/8%".,+6#"/,"/,615F#"#,*)=""M#<"&8'46+%*"/,"(*6"1*6"2*6%+4'*%"/8%"+%$%1/'*)".,+6#="" Find and circle the word *,!22 with a green marker. Circle each of the animal names with a brown marker. Page 26

Plants in the Neighborhood Week #1 Activity #3 Growing Grass Science Inquiry Cycle: Reflect and Ask Mathematics Wednesday: Reread today’s book and make a list of the animals that were found in the grass. Ask children how they could ()2+%",2/"8,."71*5",-" each animal lived there. Where could we look /,"(*6"/8%"1*#.%+Z""W," back through the book and count how many of each animal there is – record the information on your list. Compare the *27>%+#"/,"(*6",2/".8'&8" one was the most and least.

Show children the clumps of grass that you have dug up and talk about what they observe. Ask children where they have seen grass growing in the school yard. Who have they seen taking care of it? How do they think the grass got there? Why do people grow grass in their yards? Explain that they are going to go outside and take a close look at the grass that is growing and then come inside and plant some grass seeds.

Plan and Predict Decide where to go to look at grass growing. Make a plan for what you need to plant grass seeds inside and what the steps will be to do the planting. Make predictions as to how long it will take for the grass to grow. Write these in your journals.

Act and Observe Go outside, sit down and make close observations of the grass. Draw pictures of it in your P,2+*14=""V,%#"'/"81;%"1*5"9,.%+#Z""Q8%*"5,2"),">1&<"'*#'6%3"-,44,."5,2+"$41*"/,"$41*/"/8%" grass seeds. Make a page in your journal that describes what you have done and write your prediction for how long it will take to grow.

Report and Reflect In the coming days, be sure to keep a record about how the grass seed is growing. Talk about how it is growing – where have you kept it? What have you done to take care of it? Page 27

Plants in the Neighborhood Week #1 Activity #4 Parts of a Plant Concepts: A plant has several parts. Each part has a job to do.

Learning Goals: J8'46+%*".'44"'6%*/'-5"/8%"+,,/#3"#/%73"1*6"4%1;%#",-"1"$41*/"R9,.%+3"/,,3"'-"/8%"$41*/"81#",*%T="" They will make a diagram of a plant to show its parts.

Vocabulary: 9,.%+" plant seeds

4%1-" roots stem

Materials:

Things to Talk About: Why do plants have roots? What would happen if a plant did not have roots? What do the leaves of a plant do?

dirt dug up from a yard with plants still in it dandelions pulled up with the roots still attached seeds already sprouted in a plastic bag so the parts can be seen puzzles of plant parts with labels

How does a plant drink water?

Read and Talk About:

Do all plants look alike? Do they all have the same parts?

From Seed to Plant: Delta Science Reader

Which part of the plant produces the seeds?

Page 29

Plants in the Neighborhood Week #1 Activity #4 Plants Grow in the Soil - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

A dandelion provides the perfect example for today’s discussion, especially if you can (*6"1"61*6%4',*"/81/"'#"'*">4,,7"1*6",*%"/81/"81#"),*%"/,"#%%6="V1*6%4',*#"1+%";%+5" common, so children will see them frequently in the neighborhood. Introduce the new vocabulary words – roots, stem, leaf and 5.6(,=""N*&,2+1)%"&8'46+%*"/,"(*6"/8%#%"$1+/#" when you are outside looking at plants. Recall with the children the book read earlier in the week. This book has a lot of information about the parts of a plant. Tell the children to listen carefully so that they &1*"(*6",2/".81/"%1&8"$1+/"6,%#=""K,+"%C17$4%3"+%16"$1)%"\"1*6"/8%*"1#<"/8%7"'-"/8%5" can remember two things that roots do. Repeat this for each part. Introduce the children to the term life cycle and read and talk about pages 10 and 11. Review P/p for :'!0" and :!,". Ask a child to demonstrate how they are made. Make a list of words that begin with P/p – :'!0";#:!,";#:("!';#:/0N;#:("+0/! – and look for P/p in the names of children in the classroom. Teach children I’ll Plant a Little Seed (tune of @O$#!#H/""'(#8(!:."). Ask them to make up motions that go along with the song. @O''#:'!0"#!#'/""'(#2((-#/0#"1(#-!,N;#-!,N;#*,.+0-7 Q+"#4.$(2#"1(#%(''.6#2+0;#&/*#!0-#,.+0-7 Down comes the cool rain, soft and slow. R:#4.$(2#"1(#'/""'(#:'!0";#*,.6;#*,.6;#*,.6S

Print Awareness

O+'*/"/8%".,+6#"-,+"/,615F#"#,*)",*"&81+/"$1$%+=""M#<"/8%"&8'46+%*"/,"(*6"/8%"4%//%+"P/p in the song and circle it. Find the word :'!0" and underline it. Talk about the difference between a letter and a word. Page 30

Plants in the Neighborhood Week #1 Activity #4 Parts of a Plant Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: Have plant parts â&#x20AC;&#x201C; stems, roots, leaves, and 9,.%+#"&2/",2/"18%16" of time. Be sure to cut out small, medium, and tall length stems out of construction paper. Ask the children to create some plants using these pieces. Have them arrange their plants from shortest to tallest and then glue them onto a piece of paper.

Ask children to name some of the body parts that people have. Does everyone have these parts? Do we all look alike? Talk about how people can look very different yet all have the same basic parts. Next ask the children if plants have arms, legs, or heads. When /8%5"+%#$,*6"@*,3A"1#<"/8%7"'-"$41*/#"81;%"1*5"$1+/#"'*"&,77,*=""Q81/"&1*"5,2"(*6",*" every plant?

Plan and Predict Talk with the children about the parts of a plant. What do they think these parts might be? What is the purpose of each part? Do all plants have the same parts?

Act and Observe During small group, show the children the plants you brought in. Focus on one part of the $41*/"1/"1"/'7%=""K,+"%C17$4%3"(*6"/8%"+,,/#",-"%1&8"$41*/"1*6"/%44"/8%"&8'46+%*".81/"/8'#"'#" &144%6=""D14<"1>,2/".81/"'/"6,%#"-,+"/8%"$41*/=""V,"/8%"#17%"-,+"/8%"#/%73"4%1;%#3"1*6"9,.%+=""

Report and Reflect Create a puzzle out of plant pictures for each child that shows the parts of a plant. Have the children make one and put the parts together. You can do this by using felt pieces ,*"/8%"-%4/">,1+6",+"2#'*)"-,17"#8%%/#=""J2/",2/"+,,/#3"1"#/%73"4%1;%#3"1*6"1"9,.%+=""D8%" children have to put it together to make a complete plant. Page 31

Plants in the Neighborhood Week #1 Activity #5 Looking at Leaves Concepts: Leaves are an important part of a plant. Each plant has a uniquely shaped leaf. Many animals, including people, like to eat the leaves from some plants.

Learning Goals: Children will explore a variety of plants to identify the leaves on each. They will make a leaf collage. They will sample a variety of edible leaves.

Things to Talk About:

Vocabulary:

What kinds of animals eat plants?

edible shape variety

leaf sprout

Materials: 6-8 different plants with different shaped leaves colored paper cut out in a variety of leaf shapes plain white paper glue several kinds of lettuce and spinach to eat ranch dressing, if desired

What kinds of plants do people eat? What parts of a plant do we eat? What would happen if we didnâ&#x20AC;&#x2122;t have any plants to eat? What kinds of work do you have to do to grow a garden?

Read and Talk About: Muncha! Muncha! Muncha! by Candace Fleming Page 33

Plants in the Neighborhood Week #1 Activity #5 Investigating Flowers - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Provide pictures of plant leaves that people eat – lettuce, spinach, parsley, collard greens, and so forth. Show these to the children and talk about which ones they have eaten. Did they like them? Ask if they can think of any animals that like to eat plant leaves. Make a list of their responses. Show several real plant leaves to the children – try to pick ones that are different from each other. Ask the children to think of words that describe the leaves – color, shape, texture, and size words. Read the title of today’s book and ask the children why they think the author gave it this title – what does it mean? Ask the children why Mr. McGreely was excited about planting a garden. What did the bunnies do to the garden? How did Mr. McGreely try to solve his problem? Did it work? How were the bunnies able to fool him in the end? Both Mr. McGreely and the bunnies liked to eat plants. What other animals like to eat plants? Introduce L/l for leaf and lettuce. This is a fairly easy letter to make, so encourage the children make it in their writing journals and at the easel. Re-read today’s story and look for the repeated words –#"/::%;#"/::%;#"/::%#T#:!"U# muncha! muncha! muncha! and others. Talk about how these words sound and why the author chose to use them. The exclamation point is used frequently in today’s book beginning with 3 of them on the front cover. Explain how writers use exclamation points – what is the reader supposed to think when he sees this symbol? Have the children say the words with feeling when they see the exclamation points in the story. Page 34

Plants in the Neighborhood Week #1 Activity #5 Looking at Leaves Science Inquiry Cycle: Reflect and Ask

Mathematics Friday: V+1."(;%"6'--%+%*/" plants on a large piece of paper, omitting the leaves. Have about 20 leaves cut out ahead of time and the number cards 1-5. Ask a child to draw a number card and then put that number of leaves on one of the plants. Repeat this with other children in the group to put leaves on each of the plants.

Show the children several different plants and talk about the names of the parts of a plant. Tell the children that today they will be looking at the leaves of the plant. Ask them if they have ever eaten a leaf. Ask if any animals they know eat leaves. Read todayâ&#x20AC;&#x2122;s story.

Plan and Predict Pass around several leaves for the children to examine closely. What are some words that describe these leaves? Write down their ideas. Show them the kinds of lettuce and spinach you have. Make a plan to have a leaf-tasting party with them.

Act and Observe During small group time have the children compare the shapes of the various leaves and match some leaves that you have broken off to the plants they came from. Talk about how leaves use sunshine to make food for the plant. Taste the various leaves that you have brought and keep track of which kinds the children like.

Report and Reflect Talk about the results of your leaf tasting. Which leaves did most people like? Were there any that no one liked? Provide materials for everyone to make a leaf shape collage using paper leaves that are shaped like the leaves on the plants you looked at.

Page 35

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #2 Dramatic Play !" Continue with the garden center -,+"/8%"&8'46+%*=""X1;%"-1<%"9,.%+#3" soil, garden tools, and seeds for the children to buy and sell. Be sure to provide a cash register and money. Add pots for planting.

Art Center !" !" !" !"

Seed collages Flowers to use as paint brushes Garden catalogs to cut and paste [#%"-,17"9,.%+#"1*6">2)"#/'&<%+#" to make garden pictures. !" Use old wallpaper books to trace, &2/"1*6")42%"9,.%+"#81$%#=

Block Area !" Bring out barns and farm animals for the children to play with. Add /+1&/,+#"1*6"$4,.#"-,+"/8%"(%46#=""

Manipulatives !" Give the children egg cartons, #2*9,.%+"#%%6#"1*6"/.%%G%+#"U"(44" up the cups with seeds using the tweezers. !" Make playdough plants.

Large Motor Play !" Sandbox play with garden tools

Science Table !" !" !" !" !"

Seed packets O8,/,#",-"6'--%+%*/"<'*6#",-"9,.%+# Garden catalogs Garden tools Plastic garden bugs

Page 37

Plants in the Neighborhood Week #2 Activity #1 Different Seeds, Different Plants Concepts: Seeds come in a variety of shapes, sizes and colors. Each plant produces its own unique seeds.

Learning Goals: Children will examine and compare different kinds of seeds. They will create a collage of plants and their seeds to show which seeds become which plants.

Vocabulary: color grow same shape

different plant seed size

Materials: ;1+',2#"#%%6#"U"&,+*3">%1*#3"71+'),463"$%1#3"#2*9,.%+#3"&1++,/# pictures of each type of plant glue white paper

Read and Talk About:

Things to Talk About: What colors of seeds 6'6"5,2"(*6Z""Q%+%" they all the same or different? If you plant a bean seed, can you grow a corn plant? Why or why not? How many different kinds of seeds are there? What does a seed need to have so that it can grow?

I am a Seed by Jean Marzollo Page 39

Plants in the Neighborhood Week #2 Activity #1 Different Seeds, Different Plants - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Today you will introduce the idea that most plants grow from seeds and that seeds are unique to each type of plant. Begin by asking children what they know about seeds – what are they for and what can you do with them? Write down their ideas. Show them /.,";%+5"6'--%+%*/"4,,<'*)"#%%6#"U"-,+"%C17$4%3"1">%1*"1*6"1"#2*9,.%+"#%%6"1*6"1#<" them why they look so different. Introduce today’s book by having the children look at the front cover – what does the girl have in her hands? Are they both the same? How does the picture relate to the title? Before you read the book, take a picture walk through it and have the children talk about what they see happening. What do they think this book will be about? After you read, ask the children what they now know about the two seeds in the girl’s hands. Introduce S/s for seed. Demonstrate how to make this letter. Roll out playdough snakes and have the children use these to form the letter. Teach children the poem My Garden. Ask children to think of ways to act it out. Identify the rhyming words. 81/2#/2#$%#*!,-(0;#@O''#:'!0"#/"#6/"1#4!,(; J(,(#!,(#"1(#2((-2#@O''#:'!0"#/0#"1(,(; 81(#2+0#6/''#21/0(; 81(#,!/0#6/''#E!'';# 81(#2((-2#6/''#2:,.+"#!0-#*,.6#+:#"!''7

Print Awareness

Examine the print and pictures on some seed packets. Talk about how packages are designed to sell things. Why are there pictures on these packets? What do they think the words tell about? What would be important to know when you buy a packet of seeds? Page 40

Plants in the Neighborhood Week #2 Activity #1 Different Seeds, Different Plants Science Inquiry Cycle: Reflect and Ask Show the children the different kinds of seeds you have brought and talk about why they all look different. Ask if anyone has ever planted a seed. Encourage them to talk about this experience. Talk about what happens when you plant different kinds of seeds.

Plan and Predict Mathematics Monday: Provide a scoop of mixed bird seed and ask children to sort the seeds by type. Provide egg cartons for grouping the seeds. Talk about how you know which seeds go together.

Show the children the seed packets and ask which one you would use to grow beans. How can you tell what will grow from the seeds in the packets? Explain that you have some different kinds of seeds for the children to look at today and some pictures of the plants that they grow. Plan together how to match the seed to its plant to make a picture. What materials will you need?

Act and Observe Show children the seed packets and the pictures. Empty out the seeds, one type at a time and examine them. Put these on a paper plate with the packet. Ask children to compare /8%"#'G%3"#81$%3"1*6"&,4,+",-"/8%"#%%6#=""Q8%*"5,2"(*'#83"81;%"/8%"&8'46+%*")42%"/8%"$'&/2+%" of the plant and its seed onto a piece of paper to show which seed grows which kind of plant.

Report and Reflect Create a display of the seed pictures and talk about what they learned about the different types of seeds. Page 41

Plants in the Neighborhood Week #2 Activity #2 Growing a Bean Plant Concepts: Plants grow from seeds. You can see the parts of a plant as it grows.

Learning Goals: Children will plant bean seeds in two different ways and watch them grow. They will identify the parts of the plant as it grows.

Vocabulary: 9,.%+" leaves roots sprout

)+,. plant seed stem

Materials: bean seeds sandwich-size Ziplock bags potting soil

paper towels Styrofoam cups several fresh and canned green beans

Things to Talk About: What do seeds need to grow? What part of a plant )+,.#"(+#/Z Do seeds always need to grow in the soil? Where do seeds come from?

Read and Talk About: One Bean by Ann Rockwell

Page 43

Plants in the Neighborhood Week #2 Activity #2 Growing a Bean Plant - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Explain to the children that today they will plant bean seeds in two different ways. Describe how the bean will be “planted” in the Ziplock bag. Ask the children if they think it will grow and why. Explain that seeds can often sprout without soil. Ask them to think about and then predict what will happen to the seed in the bag. Write down these predictions to refer back to in a few days. Today’s book provides describes how a bean plant grows. Ask children to listen carefully to /8%"#/,+5"#,"/8%5"&1*"+%7%7>%+".81/"81$$%*#"/,"/8%">%1*=""Q8%*"5,2"1+%"(*'#8%6"+%16'*)3" support children in making a list of the things they remember from the book. Try to put these ideas in order so they describe how a bean plant grows. Introduce B/b for bean. Demonstrate how to make both the upper- and lower-case letters. Think of other plants that begin with B/b – broccoli, birch trees, bananas, blueberries, bamboo, blackberries. Teach children 81(#A!,-(0(,#F'!0"2#"1(#B((-2 (tune of#81(#M!,$(,#/0#"1(#V(''). Identify the repeating words in each verse. 81(#*!,-(0(,#:'!0"2#"1(#2((-2;#"1(#*!,-(0(,#:'!0"2#"1(#2((-27 J/*1#1.#"1(#-(,,%#.1;#"1(#*!,-(0(,#:'!0"2#"1(#2((-27 2. 81(#,!/0#E!''2#.0#"1(#*,.+0-777#############################W7##81(#2+0#21/0(2#&,/*1"#!0-#6!,$7.. 4. 81(#2((-2#&(*/0#".#*,.6777##################################X7##G(!02#*,.6#(3(,%61(,(777

Print Awareness

Print the words for today’s song on chart paper. Make pictures of the following: seeds, rain, sun, beans. Have the children look for the corresponding word in the song and $1#/%"/8%"$'&/2+%"-,+"/8%".,+6",;%+"'/=""K,+"%C17$4%3"(*6"/8%".,+6"#%%6"1*6"$1#/%"1" $'&/2+%",-"1">%1*"#%%6",;%+"'/"%1&8"/'7%"5,2"(*6"'/=""N7$81#'G%"/81/"5,2"1+%"(*6'*)" words, not letters. Page 44

Plants in the Neighborhood Week #2 Activity #2 Growing a Bean Plant Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday: Have bean seeds, the number cards 1-5 or 1-10 depending on the skill level of the children, and some egg cartons available. Have the children draw a number card and count out that many bean seeds and put them into one of the egg carton sections. Repeat with other number cards.

Show the children bean seeds and both fresh and canned green beans. Open up the green beans and show the children the seeds inside. Compare these to the seeds you have to plant. Ask the children to think about how those seeds could become green beans that you can eat. Talk about their ideas.

Plan and Predict Explain to the children that they will plant the green bean seeds in two different ways. Demonstrate how to plant the seed in the plastic bag and ask them to make predictions about what will happen. Ask the children to help you plan how to plant the seeds in soil. What will you need? What do they think will happen to these seeds? Will it be the same as what happens in the plastic bag?

Act and Observe Working with small groups, plant the seeds in the two different ways. Hang the plastic bags in a sunny window. Watch the seeds for the next 7-10 days to keep track of what happens.

Report and Reflect Observe the two plantings every day. Talk about what happens. Compare what you see with what you read in todayâ&#x20AC;&#x2122;s book. If possible, repot the bean plant from the cup into a 41+)%+"$,/=""D+5"/,"<%%$"'/"14';%"/,"#%%"'/"9,.%+"1*6"$+,62&%">%1*#="" Page 45

Plants in the Neighborhood Week #2 Activity #3 Plants Need Light and Water Concepts: Plants need light and water in order to grow. Without them, plants will eventually die.

Learning Goals: Children will experiment to see what happens to a plant if it is deprived of light or water. They will make comparisons with plants that have adequate light and water.

Vocabulary: dark/light drink experiment leaf water

die dry/wet grow roots wither

Materials: several plants with large leaves celery food coloring straws water magnifying glass aluminum foil (used to cover leaves to block light)

Read and Talk About:

Things to Talk About: Do plants need light to grow? Where do they get the light that they need? Do plants need water to grow? Where do they get the water? What will happen to a plant that does not get light? What will happen to a plant that does not get water?

Grow Flower Grow by Lisa Bruce Page 47

Plants in the Neighborhood Week #2 Activity #3 Plants Need Light and Water - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Today the children will conduct experiments. Explain that an experiment is a special way of doing something to answer a question. Show children two of the plants and ask if they can /8'*<",-".81/"5,2"&,246"6,".'/8"/8%"$41*/#"/,"(*6",2/".81/".,246"81$$%*"'-"5,2"6,*F/".1/%+" 1"$41*/=""I%$%1/"/8'#"6'#&2##',*"'*"/%+7#",-"(*6'*)",2/".81/".,246"81$$%*"/,"1"$41*/".'/8"*," light. Support the children in coming up with ideas about how to conduct these experiments. Tell the children that today’s story is about a girl named Fran and her dog Fred – they 1+%"),'*)"/,"/+5"/,")+,."1"9,.%+3">2/"/8%5"81;%"#,7%"-2**5"'6%1#"1>,2/".81/"9,.%+#" *%%6"'*",+6%+"/,")+,.=""D%44"/8%7"/,"4'#/%*"&1+%-2445"/,"(*6",2/".81/"-2**5"/8'*)#"K+1*" 6,%#=""Q8%*"5,2"(*'#8"+%16'*)3"4,,<"/8+,2)8"/8%">,,<"1*6"/14<"1>,2/"/8%"#/,+5"1*6" '442#/+1/',*#=""M#<"/8%"&8'46+%*".81/"(*1445"81$$%*#"/,"/8%"$41*/"1*6".85="" Introduce L/l and W/w for '/*1" and water. Demonstrate how to make these letters and emphasize that they are both made with straight lines. Have some of the children come up and make them on chart paper. Sing I’ll Plant a Little Seed (tune of @O$#!#H/""'(#8(!:."). Ask children to make up a way to act out the song. Identify the rhyming words. @O''#:'!0"#!#'/""'(#2((-#/0#"1(#-!,N;#-!,N;#*,.+0-7 Q+"#4.$(2#"1(#%(''.6#2+0;#&/*#!0-#,.+0-7 Down comes the cool rain, soft and slow. R:#4.$(2#"1(#'/""'(#2((-;#*,.6;#*,.6;#*,.6S

Print Awareness

O+'*/"/8%"#,*)"45+'&#",*"&81+/"$1$%+=""?*;'/%"/8%"&8'46+%*"/,"(*6"/8%".,+6#"/81/"+%$%1/="" Print out pictures to represent the words seed, sun, and rain=""X1;%"/8%"&8'46+%*"(*6"/8%" words in the lyrics that match the pictures. Page 48

Plants in the Neighborhood Week #2 Activity #3 Plants Need Light and Water Science Inquiry Cycle: Reflect and Ask Mathematics Wednesday: Make up simple number sentences for the children to draw and ()2+%",2/=""K,+"%C17$4%3" #153"@?"816"/.,"9,.%+#" and then one more grew. How many do I have now?â&#x20AC;? Demonstrate how to make this into a drawing that will help answer the question. Repeat with several other simple word problems providing as much support as necessary.

M-/%+" 5,2" +%16" /,615F#" #/,+53" /14<" 1>,2/" .81/" 81$$%*%6" /," 71<%" K+1*F#" 9,.%+" )+,." (it needed rain and sun). Ask the children if they have ever thought about what would happen to a plant that did not get water or sunlight â&#x20AC;&#x201C; would it still grow?

Plan and Predict Ask the children to help you make a plan for an experiment that will tell us what happens /,"1"$41*/"/81/"6,%#"*,/")%/".1/%+="O41*"1*,/8%+"%C$%+'7%*/"/,"(*6",2/".81/"81$$%*#"/,"1" plant that does not get light. Have the children make predictions about these experiments â&#x20AC;&#x201C; what do they think will happen?

Act and Observe Water one plant in a regular manner and give another no water. If you have enough plants, you may want to over-water a plant. Cover another plant with a paper grocery bag and put another in a sunny window. You may also want to cover several leaves on another plant with aluminum foil to block light from the leaves. Use the celery in colored water to show how plants drink. Put a piece of fresh cut celery with leaves in red colored water. Observe what happens. Examine the end of the celery with a magnifying glass and compare this to a drinking straw.

Report and Reflect After 7-10 days, look at all of the plants. Talk about what has happened. Decide if light and water are important in plant growth. Page 49

Plants in the Neighborhood Week #2 Activity #4 Plants Grow in the Soil Concepts: Plants usually grow in soil. Some seeds can sprout without soil, but they probably wonâ&#x20AC;&#x2122;t grow very well.

Learning Goals: Children will plant grass seeds on sponges and in soil. They will observe what happens and make comparisons. Things to Talk About:

Vocabulary: grass seeds sponge

growth soil sprout

Can plants grow without soil?

sponges paper cups water

Could a tree grow without soil? Why or why not?

Materials: grass seeds plastic dishes to hold the sponges potting soil

Read and Talk About:

Why do plants need soil? How does soil help a plant?

What is soil?

Jackâ&#x20AC;&#x2122;s Garden by Henry Cole

Page 51

Plants in the Neighborhood Week #2 Activity #4 Plants Grow in the Soil - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

While soil is important for plants to grow well, many kinds of seeds will sprout and grow without soil for a short time. Children may not know this. Ask children to talk about what they know about soil. How does it help plants grow? What is in soil? Is soil the same as dirt? Ask if 1*5,*%"81#"%;%+"62)"'*"/8%"#,'4"U".81/"6'6"/8%5"(*6Z""W,",2/#'6%"1*6"4,,<"-,+"$41*/#")+,.'*)" in cracks in the sidewalk or driveway – where is the soil these plants are growing in? Today’s book uses an additive text so the children can join in the story as you repeat the previous text. Tell the children that the story tells how a boy named Jack planted and grew a garden. Ask the children to predict what grew in this garden based on the book’s cover. As you read, encourage the children to comment on the illustrations. How does the garden change as it grows? What else lives in the garden besides plants? Review S/s for seeds and soil. Look for the letter in the names of people in the classroom. Make a list of S/s words – 2./';#2((-2;#2+0;#2+05.6(,;#2",!6&(,,%;#21.3(';#2.6&+*;#Y V,"/8%"(*)%+$415"My Garden with the children. Ask them to listen closely and do the actions at /8%"1$$+,$+'1/%"/'7%#"1#"5,2"+%$%1/"/8%"(*)%+$415= 81/2#/2#$%#*!,-(0 (Extend one hand forward, palm up) I’ll rake it with care,"RS1<%"+1<'*)"7,/',*",*"$147".'/8"Y"(*)%+#",-",/8%+"81*6T D0-#"1(0#2.$(#5.6(,#2((-2#@O''#:'!0"#/0#"1(,(7 (Plant motion) 81(#2+0#6/''#21/0( (Make circle with hands) And the rain will fall,"R0%/"(*)%+#"92//%+"6,.*"/,"41$T D0-#$%#*!,-(0#6/''#&'.22.$#!0-#*,.6#2",!/*1"#!0-#"!''7 (Cup hands together; extend upward slowly)

Print Awareness

Look through today’s book and talk about what makes the pages unusual. Point out the doublepage illustrations and the extra illustrations around the edge. The author has used this method to label special things that are in each main illustration. Explain how a label is different from the main text of a story. Page 52

Plants in the Neighborhood Week #2 Activity #4 Plants Grow in the Soil Science Inquiry Cycle: Reflect and Ask Ask if anyone has ever dug into the soil – what is there? Where do most plants grow? Why do plants grow in the soil? Ask if anyone thinks that plants can grow without soil.

Plan and Predict Mathematics Thursday: Provide each child with 1"$'4%",-"&,4,+%6"[*'(C" Cubes. Ask them to sort the cubes by color. Demonstrate how to make an ABAB pattern with two colors of cubes. Ask the child to make a pattern just like yours. Try with several different color pairs.

Show the children the grass seeds and explain that today you are going to try to grow them in two different ways. Show them the wet sponge in a plastic dish and ask what they think will happen if you put grass seeds on it – will they grow? Next show them the plastic dish full of damp soil – will the seeds grow there? Write down the children’s ideas and predictions.

Act and Observe Have the children work in small groups to plant the grass seeds on wet sponges and on the damp soil. Observe what happens over the next 5-7 days and talk about your observations.

Report and Reflect Talk about what you have seen on the sponges and in the soil. Did one planting method work better than the other? Were the grass seeds able to grow on the sponge without soil? Why did this happen? How did the sponge act like soil? Page 53

Plants in the Neighborhood Week #2 Activity #5 Investigating Flowers Concepts: M"9,.%+"'#",*%"$1+/",-"1"$41*/=""K4,.%+#"1+%".8%+%"/8%"$41*/"71<%#"#%%6#=""D8%+%"1+%" 71*5"6'--%+%*/"<'*6#",-"9,.%+#=""

Learning Goals: J8'46+%*".'44",>#%+;%"#%;%+14"6'--%+%*/"<'*6#",-"9,.%+#"1*6"&,7$1+%".81/"/8%5"#%%=""D8%5" .'44"/1<%"9,.%+#"1$1+/"/,"(*6"/8%"#%%6#=""D8%"&8'46+%*".'44"$1'*/"1"+%$+%#%*/1/',*",-"1"9,.%+="" Things to Talk About:

Vocabulary: 6'--%+%*/" leaf plant same

9,.%+ petals roots stem

Materials: 1";1+'%/5",-"+%14"9,.%+#"U"71+'),46#3"61'#'%#3"61*6%4',*#3"#2*9,.%+# magnifying glasses drawing paper tempera paint in several colors

Q8%+%"6,"9,.%+#")+,.Z Q81/"<'*6#",-"9,.%+#" do you like best? Why do plants have 9,.%+#Z Q85"6,".%",-/%*"(*6" >2)#"'*"9,.%+#Z""Q81/" are they doing there?

Read and Talk About: 81/2#/2#"1(#B+05.6(, by Lola Schaefer Page 55

Plants in the Neighborhood Week #2 Activity #5 Investigating Flowers - Language and Literacy 85"-*1.?&'&>1)%".1.?

L8,."/8%#%"&8'46+%*"/8%"9,.%+#"1*6"%*&,2+1)%"/8%7"/,"/14<"1>,2/"9,.%+#"U".8'&8",*%#" 6,"/8%5"4'<%"1*6".85Z""X1;%"/8%5"%;%+")+,.*"1"9,.%+Z""Q8%+%Z""X,."6'6"'/")+,.Z"" NC$41'*"/81/"1"9,.%+"'#"1";%+5"#$%&'14"$1+/",-"/8%"$41*/">%&12#%"'/"'#".8%+%"/8%"#%%6#" develop that will make a new plant. Talk with the children the other parts of the plant that they have investigated and each oneâ&#x20AC;&#x2122;s purpose.

Reading Comprehension D,615F#">,,<"6%#&+'>%#"/8%"4'-%"&5&4%",-"1"#2*9,.%+"2#'*)"1"+%$%/'/';%3"+857'*)"/%C/=""D+5"

Alphabet Awareness Phonological Awareness

to read the story more than once so that the children can have a chance to join in with 5,2=""M#<"/8%7"/,"#8,."5,2".8%+%"/8%"#%%6#"'*"/8%"#2*9,.%+"&17%"-+,7"R/8%"7'664%",-" /8%"9,.%+T=""M#<"/8%7"/,"%C$41'*".81/"81$$%*%6".8%*"#,7%",-"/8%"#%%6#"-%44"/,"/8%" ground. How did this happen? Introduce F/f for 5.6(,7 Show the children how to make the upper- and lower-case letters. D%1&8"&8'46+%*"/8%"(*)%+$415"M'.6(,2#8!''#!0-#B$!''7##Identify the rhyming words. Flowers tall, R4%/"/144"(*)%+#"#/1*6"2$T Flowers small,"R4%/"4'//4%"(*)%+"1*6"/827>"#/1*6"2$T Count them one by one, G'.6/0*#6/"1#"1(#&,((Z(2 @0#"1(#&,/*1"#6!,$#2+0S [;#\;#W;#];#XS"R/,2&8"%1&8"(*)%+"1#"5,2"&,2*/T

Print Awareness

Q+'/%"/8%".,+6#"/,"/8%"(*)%+$415",*"&81+/"$1$%+=""M#<"/8%"&8'46+%*"/,"&'+&4%"/8%"4%//%+"K" each time it occurs in the poem. Point out the numbers in the poem and talk about how numbers and letters are different. Page 56

Plants in the Neighborhood Week #2 Activity #5 Investigating Flowers Science Inquiry Cycle: Reflect and Ask Mathematics Friday: [#%"-,17"9,.%+#"/," represent number sets. For example, give the children a pile of foam 9,.%+#=""M#<"/8%7"/," 71<%"1"#%/",-"Y"9,.%+#="" Next, have them make a #%/"/81/"&,*/1'*#"]"9,.%+="" Ask them what would happen if you put the two sets together. Try it by combining the two sets to see what the total will be. Repeat this with simple combinations of small sets.

L8,."/8%"&8'46+%*"/8%"9,.%+#"1*6"1#<".81/"$1+/",-"1"$41*/"/8'#"'#"1*6".81/"'/"6,%#=""M#<" '-"1*5,*%"+%&,)*'G%#"1*5",-"/8%"9,.%+#">5"*17%=""D14<"1>,2/".81/"<'*6#",-"9,.%+#"/8%#%" 1+%=""D%44"/8%"&8'46+%*"/81/"/8%5"1+%"),'*)"/,"'*;%#/')1/%"/8%"9,.%+#=""

Plan and Predict D%44"&8'46+%*"/81/"/8%5"1+%"),'*)"/,"4,,<"&4,#%45"1/"/8%"9,.%+#=""Q81/"#&'%*&%"/,,4"6,"/8%5" /8'*<".,246">%"8%4$-24"-,+"/8'#Z""Q81/"6,"/8%5"/8'*<"/8%5".'44"(*6Z""NC$41'*"/81/"1-/%+"/8%5" 4,,<"1/"/8%"9,.%+#3"/8%5".'44"$1'*/"$'&/2+%#",-"/8%7=""Q81/"71/%+'14#".'44"/8%5"*%%6Z""Q81/" colors of paint will they need?

Act and Observe NC17'*%" /8%" 9,.%+#=" " M+%" 144" ,-" /8%" 9,.%+#" /8%" #17%" #'G%" 1*6" &,4,+Z" " X,." 1+%" /8%5" 6'--%+%*/Z""?-"5,2">+%1<",$%*"1"9,.%+3".81/"6,"5,2"(*6"'*#'6%Z""NC17'*%"/8%"&%*/%+",-"1" #2*9,.%+"1*6"/1<%",2/"/8%"#%%6#=""?-"$,##'>4%3"4,,<"1/"1"61*6%4',*"/81/"81#"),*%"/,"#%%6" U".81/"6,"5,2"#%%Z""D14<"1>,2/"8,."9,.%+#"$+,62&%"#%%6#"/81/"&1*">%")+,.*"'*/,"*%." plants. Have the children paint pictures of what they see. As they paint, talk about the different parts of the plants they are painting.

Report and Reflect Q8%*"/8%"&8'46+%*"1+%"(*'#8%6"$1'*/'*)3"1#<"/8%7"1>,2/".81/"/8%5"6'6=""Q+'/%"/8%'+"+%#$,*#%" on the bottom of the painting or on a separate sheet of paper. Display their work. Page 57

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #3 Dramatic Play !" Build an orchard â&#x20AC;&#x201C; make trees out of cardboard. Harvest and see fruit and fruit products. !" Play with puppets of animals that live in trees.

Art Center !" !" !" !" !"

Leaf prints, leaf tracing Paint trees at the easel. Paint with pine needle branches. Make a forest mural. Make pine cone bird feeders.

Block Area !" Build with wooden blocks. !" Play with Lincoln Logs.

Manipulatives !" !" !" !" !" !"

Leaf, nut sorting Sewing cards made from tree photos Wooden puzzles Make sawdust playdough. Build with craft sticks and playdough. !" String wooden beads.

Large Motor Play !" Leaf pile jumping !" Color match outdoors !" Take a neighborhood walk to look for trees. !" Hug a tree.

Science Table !" Tree parts â&#x20AC;&#x201C; slice of trunk, bark, branches, twigs, leaves, pine cones !" Wood samples !" Tree products !" Photos of a variety of trees !" Leaf collection from different trees Page 59

Plants in the Neighborhood Week #3 Activity #1 Kinds of Trees Concepts: Trees are a type of plant. There are many different kinds of trees.

Learning Goals: Children will look for different kinds of trees outside. They will examine tree parts â&#x20AC;&#x201C; bark, leaves, trunk, branches â&#x20AC;&#x201C; to see how they are the same and how they are different.

Vocabulary: bark different leaf oak same size

branch evergreen maple root shape tree

Materials: bark samples a variety of leaves and evergreen needles to examine

Read and Talk About:

Things to Talk About: What kinds of trees are growing around us? How can you tell one kind of tree from another? Which trees stay green all year? How are they different from ones that do not stay green? Are there other kinds of trees that do not grow where we live? What are they?

8,((2#T Foss Science Stories; Delta Education Page 61

Plants in the Neighborhood Week #3 Activity #1 Kinds of Trees - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Talk with the children about what they already know about trees. Ask if anyone has a tree in their yard or has ever noticed trees outside on their way to school. Explain that trees are living things and that they are a type of plant. Call attention to the differences between evergreens and trees that lose their leaves. Read pages 3 – 13 with the children. Begin by reading the chapter heading: Where Do 8,((2#A,.6>#"M#<"/8%"&8'46+%*".81/"/8%5"/8'*<"/8%5".'44"(*6",2/"1>,2/".8%*"5,2"+%16"/8'#" part of the book. As you read, make a list of all of the places mentioned where trees grow. Review any new vocabulary words – 0!"+,!'#!,(!2;#3!''(%2;#-(2(,"2;#26!$:2, and orchards – to be sure the children understand these words. Introduce T/t for tree. Ask a child to demonstrate how to make the letters. Have several children come up and make the letters on large chart paper. Bring out some musical instruments that are made from wood, for example rhythm sticks, clappers, claves, wooden castanets, a tick-tock block, a woodblock, a guiro, and sandblocks. Explain that each of these instruments is made from wood. Listen to and compare the sounds of each instrument. There is a Table of Contents in today’s book. Talk about how to use this. Call attention /,"/8%"*27>%+#",*"%1&8"$1)%"1*6"6%7,*#/+1/%"8,."/,"(*6"1"&%+/1'*"$1)%=""X1;%"#,7%" children come up to do this.

Page 62

Plants in the Neighborhood Week #3 Activity #1 Kinds of Trees Science Inquiry Cycle: Reflect and Ask Mathematics Monday: Make a large measuring tape by tracing the childrenâ&#x20AC;&#x2122;s hands onto felt, cutting them out, and sewing them together on a ribbon. Demonstrate how to measure by putting the measuring tape around the tree. Count how many hands it takes to go around the tree. Invite children to use the measuring tape, and keep track of the information for each tree. Which tree was biggest? How do you know? Were any of the trees the same number of hands around?

Tell the children that you are going outside for a walk to look at the trees around the school yard or neighborhood. Ask the children to tell you what they think they will see. Have them describe a tree for you while you try to draw it on chart paper from their description.

Plan and Predict M#<"/8%"&8'46+%*"/,"$+%6'&/".8%/8%+"5,2".'44"(*6"144"/8%"#17%"<'*6#",-"/+%%#",+"6'--%+%*/" kinds of trees. How will they be able to tell if the trees are different? What will they look at?

Act and Observe W,"-,+"1".14<"1*6"4,,<"1/"/8%"/+%%#=""D1<%"$'&/2+%#",-"/8%";1+',2#"/+%%#"/81/"5,2"(*6"#,"5,2" can look at these later. Feel the bark of each tree and talk about how it feels. Collect leaf samples from each tree to bring back to the classroom to examine. Ask the children to talk about how they can tell that one kind of tree is different from another.

Report and Reflect Print out the photos from your walk and create a display of them. See if the children can match the leaves they collected to the trees they came from. Make labels to identify the name of the trees you took photos of. Page 63

Plants in the Neighborhood Week #3 Activity #2 Parts of a Tree Concepts: D+%%#"1+%"1"/5$%",-"$41*/=""D+%%#"81;%"#$%&'(&"$1+/#"/81/"81;%"6'--%+%*/"$2+$,#%#=""

Learning Goals: Children will observe and identify the various parts of a tree. They will make a diagram of a tree that includes its various parts. Things to Talk About:

Vocabulary: bark evergreen needles tree twig

branch leaf roots trunk

Materials: pieces of bark leaves slice of a tree trunk crayons

tree branches and twigs pine branches drawing paper digital camera

Are tree parts similar to /8%"$1+/#",-"1"9,.%+'*)" plant? How? How are tree parts like animal parts? How are they different? What kinds of jobs do the parts of a tree do? Do trees have seeds? What do their seeds look like?

Read and Talk About: 8(''#C(;#8,(( by Gail Gibbons Page 65

Plants in the Neighborhood Week #3 Activity #2 Parts of a Tree - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness

Phonological Awareness

Print Awareness

Begin today’s discussion by asking the children to name some of their body parts and tell what each part does. For example, skin is a part of the body that covers and protects it. Tell the children that today they are going to learn about the parts of a tree and what each one does to help the tree. Remind them that when they listen to today’s story to (*6",2/"#,7%",-"/8'#"'*-,+71/',*3"/8%5"72#/"$15"1//%*/',*"1*6"/8'*<"1>,2/".81/"'#"+%16="" I%16"/8%"(+#/"$1)%",-"/8%">,,<"1#"1"6%7,*#/+1/',*"U"1#<"/8%"&8'46+%*".81/"'*-,+71/',*" they heard on that page. Today’s book has a lot of information so you may want to read it more than once. Each $1+/",-"1"/+%%"'#"'6%*/'(%6"1*6"'/#"$2+$,#%"'#"%C$41'*%6=""Q8%*"5,2"(*'#8"+%16'*)3".,+<" with the children to make a list of tree parts and the purpose(s) of each. Review the letter T/t=""X1;%"/8%"&8'46+%*"(*6"/8'#"4%//%+"'*"/8%"/'/4%",-"/,615F#">,,<=""M#<" them to work with a partner to make the letter with their bodies – how will they need to arrange themselves? When the children do their tree drawings today, ask them to write the word tree somewhere on their papers. Using the same musical instruments as yesterday, encourage the children to play them along with some recorded music. Play a game with the instruments in which someone stands away from the group and plays one of the instruments. Have the other children try to guess which instrument is being played. When you prepare the labels to take outside to put onto tree parts, explain to the children that a label is usually just one or two words that tells the reader the name of something. Show them how to make a label, for example, how to write the word bark using the four letters that spell this word. Explain that certain letters are used to make certain words. Page 66

Plants in the Neighborhood Week #3 Activity #2 Parts of a Tree Science Inquiry Cycle: Reflect and Ask Mathematics Tuesday: Collect leaves from different trees. Tell children that you have several things available for them to use to measure the leaves â&#x20AC;&#x201C; pennies, [*'(C"J2>%#3"&,2*/'*)" bears, and rulers. Support them in measuring a leaf using their choice. How do you need to arrange the measuring items? How many do you use? Do you get different numbers depending on which thing you use to measure?

Ask the children to name some of the parts of their bodies. Then talk about whether trees have parts like people do.

Plan and Predict Ask the children to name possible parts of a tree â&#x20AC;&#x201C; make a list. Ask if all trees have the same parts. Explain that you are going to go outside to look at the trees and see if you &1*"(*6"/8%'+"$1+/#=""S1<%"1"$41*"-,+"8,."/,"6,"/8'#=

Act and Observe Go outside and look at the trees around the school. Identify parts of the tree and compare them to parts of other plants or parts of the human body. Which part of the body is like the bark? Do people have roots? Why or why not? Identify the roots, trunk, bark, branches and twigs, and the leaves. Take photos of the parts of the tree to print out and display.

Report and Reflect Look at your photos and review the names of the parts of a tree. Talk about the purpose for each part. Ask the children to draw a tree on their drawing paper and remind them to include all the parts. Create picture labels of various tree parts. Using the labels they created, go outside and play a game. Give each child a label to put on the trees identifying their parts. Page 67

Plants in the Neighborhood Week #3 Activity #3 Tree Rubbings Concepts: Trees are plants. There are many kinds of trees and each has its own unique characteristics.

Learning Goals: Children will do bark rubbings on a variety of trees to investigate differences in bark characteristics.

Vocabulary: bark rough smooth trunk

Materials: heavy paper chalk or crayons without paper covers digital camera

Read and Talk About:

bumpy rubbing tree

Things to Talk About: What is the purpose of bark on a tree? Do all trees have bark? What happens to a tree that loses its bark? How is bark on a tree like skin on a person? Could you also make leaf rubbings? What might you see if you made these?

D#8,((#E.,#D''#B(!2.02#by Robin Bernard Page 69

Plants in the Neighborhood Week #3 Activity #3 Tree Rubbings - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Tell the children that today they will continue to investigate trees. Ask them to tell you how trees are like each other and how they are different. Write their ideas on chart paper. Tell them that trees have different types of bark. The bark is rough on some trees, and on others it is smooth. The bark can also be different colors. Tell them that today they will go outside to make bark rubbings. Demonstrate how to do this using the side of a crayon or piece of chalk. Visit: http://urbanext.illinois.edu/trees1/index.html. This website has a slide show that reviews the parts of a tree and provides information about the importance of trees in our lives. Today’s book is about a maple tree and how it changes from season to season. Before you begin reading, talk with the children about how things change with the different seasons. Just like we wear different clothes depending on the season, trees change how they look. Ask the children to listen carefully so they can talk about how the tree &81*)%#".8%*"5,2"(*'#8"+%16'*)="" Introduce B/b for bark. Demonstrate how to make the letter. Just like bark can be rough or smooth, so can sounds. Use the wooden instruments from previous days to make rough and smooth sounds. Play the instruments along with recorded music that sounds rough and smooth. Can you tell the difference? Compare a bark rubbing to a person’s signature. Explain what a signature is – it is the special way that you write your name. Each tree has a special “signature” too – the special way that each tree’s bark looks. When you make a tree rubbing, you are getting the tree’s signature! Page 70

Plants in the Neighborhood Week #3 Activity #3 Tree Rubbings Science Inquiry Cycle: Reflect and Ask

Mathematics Wednesday: Do a leaf sorting â&#x20AC;&#x201C; bring in a collection of leaves from several different kinds of trees. Have the children sort these by shape so they can put all the leaves from one kind of tree together. When the leaves are sorted, count the number of leaves in each pile. Which pile has the most? The least? Are any piles the same?

Ask the children to describe some of the different kinds of trees they have seen. How are they different? What parts of the tree do you look at to see how they are different? Remind the children of the name for the covering on the trunk of the tree â&#x20AC;&#x201C; bark. Ask what bark looks like. Does every tree have the same kind of bark?

Plan and Predict Demonstrate how to make a bark rubbing. Ask the children what kinds of materials you will need to take outside to do this. What will you need to do? Will all of the rubbings look the same. Why or why not? How will they be the same and how will they be different?

Act and Observe Go outside and select a variety of trees. Have the children do bark rubbings on these trees. Take close-up photos of the tree trunks so that you can match the rubbings to the trees where they were made.

Report and Reflect Display the bark rubbings with the photographs of the trees they came from. Discuss what 5,2"-,2*6",2/"1>,2/"/8%">1+<=""J1*"5,2"(*6"/8%"+2>>'*)#"/81/"&17%"-+,7"/8%"#17%"/+%%Z"" How do they look alike? Page 71

Plants in the Neighborhood Week #3 Activity #4 What Comes From Trees Concepts: Trees are plants. People use trees in many ways.

Learning Goals: Children will be able to identify trees and tell about at least two ways that people use trees.

Vocabulary: parts of a tree: bark, trunk products from trees: fruit, furniture, paper, shade, syrup, wood types of trees: apple, evergreen, maple, pine

Materials: maple syrup doll furniture sponge plastic block ball piece of fabric marker playdough large box or basket to put items into â&#x20AC;&#x201C; nuts, paper, magazines, wooden blocks, apple, orange, sawdust (in a ziplok bag)

Things to Talk About: Where do trees grow? What animals live in trees? What foods do we get from trees? What else do people use that comes from trees? Can we ever run out of trees?

Read and Talk About: Pie in the Sky by Lois Ehlert Page 73

Plants in the Neighborhood Week #3 Activity #4 What Comes From Trees - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Begin today’s discussion by asking the children if they know of anything they use every day that is made from a tree. Make a list of their answers. Two good Sesame Street videos that can be used to introduce today’s topic are: http://www.youtube. com/watch?v=Q0Nf1OkW20E and http://www.youtube.com/watch?v=Y-O1RRPmdc&NR=1&feature=fvwp Show the front cover of today’s book and read the title. Ask the children what they think this book is about. How could there be a pie in the sky? What kind of pie could it be? Show the children that the pages have large print and also some small words. Read these small words and ask the children what the child in the story is thinking. The .,+6#"@L/'44"*,/"$'%A"+%$%1/"/8+,2)8,2/"/8%"#/,+5"2*/'4"(*1445"/8%"&8%++'%#"1+%"+%165"/," $'&<=""Q8%*"5,2"(*'#8"+%16'*)"/8%">,,<3"+%/2+*"/,"/8%"H2%#/',*"1>,2/"/8%"/'/4%"1*6"#%%"'-" anyone can think of an answer. Introduce F/f for fruit. Demonstrate how to make the letters and have several children come up to the easel and make them. Talk about the different types of fruit that grow on trees and write these on the chart paper. D%1&8"&8'46+%*"/8%"(*)%+$415"Five Little Cherries (similar to: M/3(#H/""'(#C.0N(%2#B/""/0*#/0# "1(#8,((). Work together to create motions for the story. M/3(#'/""'(#41(,,/(2#2/""/0*#/0#!#",((;#"(!2/0*#C,7#B'/0N%#6.,$#<^!0O"#(!"#$(;_ D'.0*#4.$(2#C,7#B'/0N%#6.,$#`+/("#!2#4!0#&(777#!0-777^IRa^JbV#"1!"#41(,,%#,/*1"#.+"#.E#"1(#",((7 (Repeat and decrease the number)

Print Awareness

Use photos, pictures cut from magazines, and the children’s drawings to make a class book about tree products. Talk about the main features of a book – cover, title, author, etc. and include these in your book. Have children dictate their ideas and write them on each page. Page 74

Plants in the Neighborhood Week #3 Activity #4 What Comes From Trees Science Inquiry Cycle: Reflect and Ask Talk about the different kinds of trees around your school. Ask the children to think about some ways that people use trees – what kinds of foods do we get from trees? How else do we use them?

Plan and Predict Mathematics Thursday:

Tell the children you have a box/basket with some common items that people use. Some of these come from trees and some do not. Ask them to predict what things are in the box.

Find a recipe for a cherry or apple pie (there is one in today’s book). Collect the ingredients and work with the children to make the pie. Talk about the measuring tools you are using to follow the recipe.

Act and Observe Bring out the box/basket with materials that do and do not come from trees. Have a child take out an item and tell whether it comes from a tree. Make a chart of these items divided into the 2 categories.

Report and Reflect Look at your chart – what have you found out about trees? Ask the children if they think that trees are useful. What do people need to do so we don’t run out of trees? Make a class book about tree products using photos you print or drawings the children make.

Page 75

Plants in the Neighborhood Week #3 Activity #5 Plant a Tree Celebration Concepts: Trees are plants. People and animals can use trees in many ways. People can plant trees and help them grow.

Learning Goals: Children will participate in organizing for and then planting a tree in the schoolyard or another special place.

Things to Talk About:

Vocabulary:

What does a tree need to live?

celebration mulch roots soil

dig plant shovel tree

Materials: a small tree to plant several shovels water mulch chicken wire to protect the tree (if needed)

Read and Talk About:

What are the parts of a tree? Which parts grow under the ground? How can you tell if a tree is growing? Why would you plant a tree? How can you tell how old a tree is?

=(#F'!0"(-#!#8,(( by Diane Muldrow Page 77

Plants in the Neighborhood Week #3 Activity #5 Plant a Tree Celebration - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Tell the children that they will plan for a special “tree celebration” day. Explain what celebration means. Since a celebration is like a party, what do you need to do to get ready? Explain that you want to invite some special people – what does invite mean? Who do you want to invite and how will you do this? Talk about the other preparations that need to be made: How will you get a tree? What other materials do you need? Where will you plant the tree? Today’s book is a celebration of trees! It portrays families all over the world planting and enjoying trees. Point out that the front cover shows two families planting trees – one family lives in a city (maybe near where you live) and the other family lives in a rural area in Africa. As you read the book, ask the children to watch for words and pictures that show people enjoying the /+%%#=""Q8%*"5,2"(*'#83"1#<"/8%"&8'46+%*"/,"8%4$"5,2"71<%"1"4'#/",-"144"/8%".15#"/8%"/+%%#"8%4$%6" people. Use these ideas to help you think about why you should plant a tree where you live. Introduce C/c for celebration. Demonstrate how to make the letter. Have the children to make this letter on their tree celebration invitations. Teach children 81/2#/2#"1(#=!%#=(#F'!0"#!#8,(( (tune of 81(#C+'&(,,%#G+21). Support them in identifying and circling the repeating phrases. Ask them to add movements to the song. 81/2#/2#"1(#6!%#6(#:'!0"#!#",((;#:'!0"#!#",((;#:'!0"#!#",((7 81/2#/2#"1(#6!%#6(#:'!0"#!#",((#.0#D,&.,#V!%#/0#"1(#$.,0/0*7 \7##M/,2"#6(#1!3(#".#-/*#!#1.'(777!#1.'(#2.#&/*#!0-#,.+0-7 W7##a(9"#6(#1!3(#".#2("#!#2!:'/0*;#/0#.+,#1.'(#/0#"1(#*,.+0-7 ]7##a.6#/"O2#"/$(#".#)''#/0#6/"1#-/,"777.+,#1.'(#2.#&/*#!0-#,.+0-7 X7##G(E.,(#6(#'(!3(#6(O''#2"!N(#.+,#",((7772.#/"#*,.62#2",!/*1"#PP#F.+0-S#F.+0-S

Print Awareness

Have the children design and make invitations for the celebration. Talk about what kinds of information need to be in an invitation. Provide each child with support as needed. Page 78

Plants in the Neighborhood Week #3 Activity #5 Plant a Tree Celebration Science Inquiry Cycle: Reflect and Ask

Mathematics Friday: Talk about how much money it costs to buy the tree you will plant. Provide some play money so the children can count out the amount they need. Talk about the relative value of each coin and the types of bills. Let the children know where the money to purchase the tree is coming from.

Explain that since trees are so important to the world you have decided to have a special celebration day and plant a tree at school. Talk about what you have learned about trees so far. What kind of tree could you plant where you live? Where will you plant it?

Plan and Predict Make plans for your tree celebration day. Where should it be? With the children make a list of everything you need to do. Decide who to invite. What else do you want to do at the celebration?

Act and Observe Make invitations, address them, and send them out. Purchase the necessary things to plant your tree. Have a tree planting celebration! Take lots of photos.

Report and Reflect Write a group story about how you planted your tree and how it will grow and be enjoyed. Make this into a classroom book, using the photographs you took as illustrations.

Page 79

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #4 Dramatic Play !" Play grocery store by providing the children with pretend fruits and vegetables, shopping carts, cash register and money, and newspaper food advertisements.

Art Center !" !" !" !" !"

Apple prints Vegetable prints Garden catalogs to cut and paste Make prints with corn on the cob. Paint with celery stalks and leaves.

Block Area !" Provide farm animals, tractors, fences, and so on for farm play.

Manipulatives !" Food puzzles !" Sequencing cards !" I2>>%+"#/17$#",-"$41*/#"1*6"9,.%+#

Large Motor Play !" Shovels, rakes, hoes, and watering cans to use outside !" Hang “fruit” from a tree to pick. !" Care for a wading pool garden. !" Play “Carrot, Carrot, Corn” (duck, duck, goose).

Science Table !" !" !" !"

Potato and carrot sprouts Cookbooks with pictures Photos of fruits & vegetables A variety of real fruits and vegetables

Page 81

Plants in the Neighborhood Week #4 Activity #1 Fruits We Eat Concepts: Plants are food for people and other animals. Fruits come from plants.

Learning Goals: Children will taste a variety of fruits and select a favorite.

Vocabulary: apple fruit pear strawberry vine

Materials:

banana grape plant tree

Things to Talk About: What fruits have you eaten? Which ones do you like? Where do fruits grow? L,7%/'7%#"5,2"(*6" seeds inside the fruit â&#x20AC;&#x201C; what are they for?

a variety of locally available fruits chart paper paper plates forks

Do all people like fruit? Do all people like the same fruits? Why or why not?

Read and Talk About:

What words would you use to describe the fruits you taste?

Oliverâ&#x20AC;&#x2122;s Fruit Salad by Vivian French

Page 83

Plants in the Neighborhood Week #4 Activity #1 Fruits We Eat - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Today’s lesson is about fruits we eat – how they grow and how they taste. Talk about where fruits come from and that they are parts of plants. The best way to demonstrate /8'#"'#"/,"81;%"/8%"&8'46+%*"%C17'*%"+%14"-+2'/"1*6"(*6"/8%"#%%6#"/81/"1+%"'*#'6%",+" ,2/#'6%=""S1<%"1"6'+%&/"&,**%&/',*">%/.%%*"/8%"#%%6#"/8%5"(*6"1*6"/8%"$41*/#"/8%5"&17%" from. As you taste the fruits, support the children in using words to describe the taste of each fruit (e.g., juicy, sweet, sour). Show children the front cover of today’s book and ask them to predict what the book will be about. Try to identify all the kinds of fruit on Oliver’s plate. Where does the fruit come from? Do you think Oliver likes to eat fruit? Tell the children to listen carefully to (*6",2/"/8%"1*#.%+"/,"/8%#%"H2%#/',*#=""Q8%*"5,2"(*'#8"/8%"#/,+53"1#<"/8%"&8'46+%*".81/" they learned about Oliver. Introduce F/f for fruit. Demonstrate how to make the upper- and lower-case letters. Ask children to come up and write at the easel. You may also want to talk about the letters that begin the names of the different fruits you taste today. Teach children the DPFPFPHPb song (tune of GP@PaPAPQ). As you take away letters, invite them to clap or say the word “crunch” in its place. Talk about how the song changes. @#N0.6#!#E,+/"#"1!"O2#*..-#".#(!"#!0-#!::'(#/2#/"2#0!$(;#.1# DPFPFPHPb;#DPFPFPHPb;#DPFPFPHPb;#!0-#!::'(#/2#/"2#0!$(S

Print Awareness

Work with the children to create a fruit tasting graph. Display their predictions of which fruits they think they will like and the results after they taste the fruit. Talk about how /,"2#%"/8%")+1$8"/,"(*6",2/".8'&8"-+2'/".1#"/8%"-1;,+'/%=""D14<"1>,2/"/8%"6'--%+%*&%#" between predictions and results. Page 84

Plants in the Neighborhood Week #4 Activity #1 Fruits We Eat Science Inquiry Cycle: Reflect and Ask Read and talk about today’s book. Tell the children they have a special treat – it is fruit tasting day! Ask them to talk about the kinds of fruit they have eaten and which ones they like. Are there any fruits they don’t like?

Mathematics Monday: Use the prediction and result charts from today’s activity to talk about the concepts of more than, less than, and the same. Compare the predictions and results for each type of fruit. Did more people like a #$%&'(&"<'*6",-"-+2'/"/81*" predicted? Or fewer? Or the same?

Plan and Predict Show children the various fruits you have to taste. Talk about how each one grows. Have the children predict which fruit they will like the best. Graph the predictions.

Act and Observe Cut up the fruit and offer a taste of each one to the children. As you taste the fruits, look for the seeds in each one. Make connections between these seeds and the plants they &,7%" -+,7=" " Q8%*" &8'46+%*" 1+%" (*'#8%6" #17$4'*)" /8%" -+2'/3" 81;%" %1&8" &8'46" *17%" /8%'+" favorite. Graph their answers.

Report and Reflect Display the predictions and the results and discuss. How are they the same or different? Use the results to create a recipe for fruit salad. Make copies for the children to take home.

Page 85

Plants in the Neighborhood Week #4 Activity #2 Vegetables We Eat Concepts: Plants are food for people and other animals. Some of these foods are called vegetables.

Learning Goals: Children will identify and taste some common vegetables. They will name the part of the plant the vegetables come from.

Vocabulary: fresh/frozen raw underground parts of plants: leaf, peel, root, stem names of different vegetables: bean, broccoli, carrot, celery, pepper, lettuce

Materials: bags of frozen vegetables canned vegetables fresh vegetables (cut up and whole): celery, carrots, green and red peppers, green beans, broccoli, pea pods, lettuce and more

Things to Talk About: Where do the vegetables we buy in the store grow? Why do people eat vegetables? Which parts of the plant do we eat? Do we all eat the same vegetables? Do we all like the same ones?

Read and Talk About: 8.:2#!0-#G."".$2 by Janet Stevens Page 87

Plants in the Neighborhood Week #4 Activity #2 Vegetables We Eat - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

D,615"/8%"&8'46+%*".'44"'*;%#/')1/%";%)%/1>4%#=""L'*&%"'/"&1*">%"6'-(&24/"/,"%C$41'*"/8%" difference between fruits and vegetables, focus on what part of the plant the vegetable comes from. For example, is it a root, like a carrot or a leaf, like lettuce? Some of the vegetables may be unfamiliar to the children, so provide their names. Talk about the color, shape, and texture of teach. Show children the seeds each vegetable grows from. Begin today’s story by talking about the unusual format of the book – it is read with the pages going up and down. Ask the children if they can identify some of the vegetables on the end papers. Open to the title page and ask the children what they see. Why is this book is called 8.:2#!0-#G."".$2>#M-/%+"5,2"(*'#8"/8%">,,<3"/14<"1>,2/"/8'#"1)1'*="" How did the rabbit trick the bear? Can you eat tops, bottoms and middles of plants? Introduce V/v for 3(*("!&'(27##Demonstrate how to make each of the letters and talk about how they are the same except for size. Talk about other words that begin with V/v – vine, very, violet, and so forth. L8,."&8'46+%*"/8%"-+%#8"$%1"$,6#=""D%1&8"/8%7"/8%"(*)%+$415"Five Fat Peas. Identify the rhyming words. M/3(#E!"#:(!2#/0#!#:(!#:.-#:,(22(-#R&8'46+%*"8,46"81*6"'*"1"(#/T" Q0(#*,(6;#"6.#*,(6;#2.#-/-#!''#"1(#,(2"7#R$2/"/827>"1*6"(*)%+#"2$",*%">5",*%T" 81(%#*,(6#!0-#*,(6#(raise hand in the air very slowly), a0-#-/-#0."#2".:;# R0"/'#.0(#-!%#"1(#:.-#6(0"#FQFS#(children clap hands together)

Print Awareness

Have children paint pictures of their favorite vegetable. Support the children as needed to label their drawing. Use these paintings to make a favorite vegetable book. Talk about the cover and title page of a book. Work together to make these. Page 88

Plants in the Neighborhood Week #4 Activity #2 Vegetables We Eat Science Inquiry Cycle: Reflect and Ask After reading and talking about today’s book, ask the children what vegetables they eat. Are they tops or bottoms? Tell them that today they will taste different vegetables.

Plan and Predict Mathematics Tuesday: Use the prediction and result charts from today’s activity to talk about the concepts of more than, less than, and the same. Make comparisons between the predictions and results for each vegetable.

Show the children the vegetables you have and name each one. Talk about which part of the plant each vegetable comes from. Have children predict which vegetable they will like best and record these predictions on a chart.

Act and Observe In small group, offer each child a taste of each vegetable. Support children in using adjectives to describe how they look and taste. Talk about how they are grown and review which part of the plant they are. After the vegetables are tasted, record each person’s favorite.

Report and Reflect Look at the chart and compare the predictions and results. Did everyone like the vegetable they thought they would? Which vegetable was the favorite? Were there some that no one liked? Have each child paint a picture of their favorite vegetable to use in making the class book. Page 89

Plants in the Neighborhood Week #4 Activity #3 Growing and Making Bread Concepts: Grains are seeds of a plant that farmers grow. People use grains to make bread, cereal, and other foods.

Learning Goals: J8'46+%*".'44"2#%"1">4,&<"/,")+'*6"2$")+1'*"1*6"&,7$1+%"'/"/,"9,2+=""D8%5".'44"-,44,."1"+%&'$%" to make a loaf of bread. Things to Talk About:

Vocabulary: bread 9,2+" " grind loaf wheat

cereal )+1'* kernel oats

How are bread and cereal alike? X,."'#"9,2+"716%Z

Materials: grain â&#x20AC;&#x201C; shafts of wheat ingredients to make bread loaf of bread

What kinds of grains do farmers grow?

wooden blocks to crush and grind the grain bread machine boxes of cereal, oatmeal

What else do we eat /81/"'#"716%"-+,7"9,2+Z

Read and Talk About: 81(#H/""'(#I(-#J(0 by Jerry Pinkney Page 91

Plants in the Neighborhood Week #4 Activity #3 Growing and Making Bread - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Most young children have no idea that bread and cereal come from grains grown as $41*/#=""I%16"1"*,*(&/',*">,,<"4'<%"Wheat by Inez Snyder or Bread Comes to Life by W%,+)%"0%;%*#,*"/,"%C$41'*"/8%"$+,&%##=""D8%"&8'46+%*".'44"14#,">%*%(/"-+,7")+'*6'*)" /8%")+1'*"/8%7#%4;%#"/,"2*6%+#/1*6"7,+%"1>,2/"8,."9,2+"'#"716%=""^,2"&1*")+'*6"2$" wheat or dried corn kernels. Finally, making bread in the classroom will help children understand how this important food is connected to plants. Call children’s attention to the lovely illustrations in this version of 81(#H/""'(#I(-#J(0. Ask if anyone has ever made bread and talk about the work involved in doing this. As you +%16"/8%">,,<3"81;%"/8%"&8'46+%*"*,/%"/8%",+6%+",-"%;%*/#"U".81/"81$$%*#"(+#/Z"RD8%"8%*" (*6#"/8%".8%1/"#%%6#3">2/"*,",*%".'44"8%4$"8%+"$41*/"/8%7=T""Q81/"81$$%*#"*%C/Z"_%C/Z"" Next? Last? Talk about the ending to the story – did the children like how it ended? Was it fair? What would you have done? Introduce B/b for bread. Demonstrate how to make both the upper- and lower-case letters. Ask several children to write them at the easel. Think of some words that begin with B/b – &,(!-;#&,.60;#&.%;#&/*;#Y In today’s story, the characters are the little red hen, the short brown dog, the thin gray +1/3"/8%"/144">41&<"),1/3"1*6"/8%"+,2*6"$'*<"$')=""M#<"/8%"&8'46+%*"/,"(*6"P2#/"/8%"*17%#" of the animals: hen, dog, rat, goat, and pig. Work together to think of words that rhyme with these animal names. What color words were used to describe each of the animals? What other describing words were used? Read and display the recipe you use for making bread. Explain how a recipe is a special form of print and is different from a story. If possible, display bread books from other cultures – for example, stories about tortillas, bagels, and so forth. Page 92

Plants in the Neighborhood Week #4 Activity #3 Growing and Making Bread Science Inquiry Cycle: Reflect and Ask Show the children a loaf of bread and a box of cereal. Encourage them to talk about when they have eaten these. Ask if anyone knows how they are made. Show the children a >1)",-"9,2+"1*6"#,7%")+1'*#",-".8%1/"1*6"/14<"1>,2/"8,."/8%#%"1+%"&,**%&/%6"/,">+%16" and cereal.

Mathematics Wednesday: Measure the ingredients according to todayâ&#x20AC;&#x2122;s recipe for making bread. As you measure, it is important to talk about why we use a standard sized measuring cup and spoon when following a recipe.

Plan and Predict M#<"/8%"&8'46+%*"8,."/8%5"/8'*<"/8%".8%1/"&,246">%"716%"'*/,"9,2+"U".81/".,246"5,2"*%%6" /,"6,"/,"'/Z""X,."&,246"/8%"9,2+">%"716%"'*/,">+%16Z""Q,+<"/,)%/8%+"/,"6%;%4,$"1"$41*" for making bread.

Act and Observe Let children grind up the wheat using wooden blocks. Make comparisons between this and 9,2+=""Q8%*"%;%+5,*%"81#"816"1"&81*&%"/,"6,"/8'#3"81;%"/8%"&8'46+%*"1##'#/"5,2"'*"-,44,.'*)" a recipe to make a loaf of bread.

Report and Reflect Eat and enjoy the bread. Ask the children tdescribe all the steps in making bread, starting at the farm. Write these steps on chart paper as they talk. As necessary, refer back to todayâ&#x20AC;&#x2122;s story. Page 93

Basic Yeast Bread Recipe Baking tools: Measuring cups

Measuring spoons

Flour sifter, if desired

Large mixing bowl

Ingredients: (Modify the recipe to match the size of your classroom) 2 cups warm water 1 Tablespoon sugar 1 Tablespoon salt 6 cups bread flour, divided (up to 2 cups whole wheat, if desired)

1 Tablespoon active dry yeast

Directions: 1. Measure sugar, salt, and yeast and stir in 5 1/2 cups of flour. If you are using a flour sifter, sift the mixture into the bowl. 2. Add the water to the bowl and stir. 3. Turn the dough out onto a table sprinkled with the remaining 1/2 cup of flour. Help the children knead the dough for 5 minutes. Grease the bowl you just used, and then knead the dough for 5 more minutes. 4. Place the dough back in the bowl and allow to rise for 1-2 hours. 5. Have children take the dough out the bowl and punch it down. 6. Cut the dough in half and shape into two long oval shapes. Place the shaped bread on two baking sheets. Allow to rise again for 1 hour. 7. Preheat your oven to 450 degrees. Bake bread for 10 minutes and turn the oven down to 400 degrees. Bake for another 15-20 minutes. Tap on the bread - a hollow sound means it is done! 8. Allow the bread to cool for 30 minutes before slicing.

Page 94

Plants in the Neighborhood Week #4 Activity #4 Making Vegetable Soup Concepts: Plants are food for people and other animals. Some of these foods are called vegetables.

Learning Goals: Children will follow a recipe to make vegetable soup. For each vegetable, they will identify the part of a plant it comes from.

Things to Talk About:

Vocabulary:

How does cooking change a vegetable?

Names of vegetables being used, e.g., broccoli, cabbage, carrots, onion, potato, tomato grow plant recipe seeds soup

Materials: vegetables, such as broccoli, cabbage, carrots, green beans, onion, potato, tomato vegetable stock salt and pepper other spices if desired large pot for cooking

Read and Talk About:

What kinds of soup do you like to eat? How long does it take to grow the vegetables used to make soup? Which parts of a plant do we eat? Is there any part of a plant people do not eat?

A,.6/0*#K(*("!&'(#B.+:#by Lois Ehlert Page 95

Plants in the Neighborhood Week #4 Activity #4 Making Vegetable Soup - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Begin by asking the children if they have ever eaten soup – what kinds have they tried? Ask if they have ever made soup – what do you need to do to make soup? Ask what kinds of vegetables they would like to use to make today’s soup. Remind them that when you cook you need to use a recipe – ask them to think about what a recipe is. What would a recipe for soup look like? What ingredients would you use? Introduce today’s book by showing the front cover and reading the title. Ask the children how they /8'*<"5,2"&,246")+,."#,2$=""I%16"/8%"(+#/"$1)%"U".81/"6,"5,2"/8'*<"/8%"V16"7%1*#".8%*"8%"#15#" they are going to grow soup? Look at the next page and ask the children to identify the tools – what are they used for? Continue to read the book and talk about what is happening. How does planting and growing a garden help to grow soup? When you get to the last page ask the children if they can think of what the author means about growing the soup again. Introduce S/s for 2.+:. Demonstrate how to make the letters. Look for the letter in the children’s names and circle it. Find the letter in today’s book title. Teach the children the song A.00!#C!N(#K(*("!&'(#B.+:#c"+0(d#B1(O''#&(#^.$/0*#eI.+0-#"1(# C.+0"!/0L##Listen for and identify the repeating phrases. Try to work together to make up additional verses. A.00!#$!N(#2.$(#3(*("!&'(#2.+:;#%+$;#%+$S###A.00!#$!N(#2.$(#3(*("!&'(#2.+:;#%+$;#%+$S A.00!#$!N(#2.$(#3(*("!&'(#2.+:;#*.00!#$!N(#2.$(#3(*("!&'(#2.+:; A.00!#$!N(#2.$(#3(*("!&'(#2.+:;#%+$;#%+$S

Print Awareness

Print the recipe for today’s soup on large chart paper using pictures in addition to words. Make up a recipe similar to the one at the back of today’s book. Talk about how a recipe is a special form of print. Talk about the difference between the list of ingredients and the directions. Have the children read the recipe as you cook together. Page 96

Plants in the Neighborhood Week #4 Activity #4 Making Vegetable Soup Science Inquiry Cycle: Reflect and Ask Measure the ingredients according to the directions for making today’s soup. As you measure, remind the children of what the amounts are called and talk about why we use standard sized measuring cups and spoons.

Plan and Predict Mathematics Thursday:

Read today’s book as an introduction to the topic. Talk about what soup is and the kinds of soup the children have eaten. Ask if anyone has ever made vegetable soup.

Eat and enjoy the vegetable soup. Talk about other vegetables that you could put into the soup the next time that you make it. Print the photos and use them to create a wordless sequence story about how to make soup.

Act and Observe Show the children the recipe and talk about making soup. What kinds of vegetables would they like to use? Do they think they will like the soup? How long will it take to make?

Report and Reflect Work in small groups to wash and cut up the vegetables. As you do this, talk with the children about each vegetable and how it grows – what part of the plant is each one? How can we get new vegetables? Follow the recipe to make the soup. As you work to make the soup, take photos that you can use later to make a sequence puzzle.

Page 97

Vegetable Soup Recipe Cooking tools: Sharp knife, plastic knives

Cutting boards

Stockpot

Access to a stove

Ingredients for 6: (Modify the recipe to match the size of your classroom) 1 onion

2 stalks celery thinly sliced

3 carrots, peeled and sliced

1 clove garlic

1 cup shredded cabbage

1 small zucchini, sliced

4 whole tomatoes

1-8 oz. can corn

1-8 oz. can kidney beans

1 1/4 cups vegetable broth

1/2 cup uncooked elbow macaroni

Italian or cheddar cheese, if desired

Directions: 1. Wash your hands. 2. Work together to chop the vegetables into bite-sized pieces. 3. Place all ingredients in a large stock pot. Heat on medium heat until liquid comes to a boil. Reduce heat and simmer for 15-20 minutes. 4. When vegetables are tender, add macaroni and bring back to a boil. Cook for 8-10 more minutes, until pasta is done. 5. Ladle into bowls and sprinkle with cheese if desired. Eat and enjoy!

Page 98

Plants in the Neighborhood Week #4 Activity #5 Growing a Salad Concepts: Plants have different parts. We eat some parts of plants.

Learning Goals: Children will discuss the parts of a plant and identify the parts we eat. They will follow directions to make and eat a tossed salad.

Vocabulary: cut leaf peel root slice stem names of vegetables: carrot, celery, cucumber, lettuce, peppers, salad, tomato

Things to Talk About: Do we eat all plants? What kinds of plants do we eat?

Materials:

What is your favorite vegetable to eat?

a variety of vegetables: carrot, celery, cucumber, peppers, lettuce, tomato dressing paper plates or bowls forks large salad bowl

Are there plants that we should not eat? How do you know which plants you can eat and which ones you should not eat?

Read and Talk About: 81(#B+,:,/2(#A!,-(0#by Zoe Hall Page 99

Plants in the Neighborhood Week #4 Activity #5 Growing a Salad - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Review what the children have learned about plants and how they grow. Review the $1+/#",-"1"$41*/"U"+,,/#3"#/%73"4%1;%#3"1*6"9,.%+#"1*6"/14<"1>,2/"8,."%1&8",-"/8%#%"&1*" >%"-,,6"-,+"$%,$4%=""D14<"1>,2/"/8%"8%14/8">%*%(/#",-"%1/'*)";%)%/1>4%#"1*6"1#<"/8%" children to name the vegetables they like. Ask the children what a 2+,:,/2(#is. Read the title of the book and ask them what they /8'*<"/8'#"/'/4%"7%1*#"U".81/".,246"1"#2+$+'#%")1+6%*">%Z""L8,."/8%"(+#/"$'&/2+%",*"/8%" (+#/"$1)%"1*6"/14<"1>,2/"/8'#"U"6,%#"'/")';%"2#"&42%#"1>,2/"/8%"#2+$+'#%Z""M#"5,2"+%16"/8%" >,,<3"<%%$"1"4'#/",-"144"/8%"#2+$+'#%"/8'*)#"/81/"/8%"&8'46+%*"(*6"'*"/8%")1+6%*=""Q8%*"5,2" (*'#8"+%16'*)3"/14<"1>,2/"8,."/8%"#/,+5"%*6#"U".81/".1#"/8%"#2+$+'#%Z Review S/s and V/v for salad and 3(*("!&'(7 Point out the differences between these letters â&#x20AC;&#x201C; one is made with straight lines and the other is made with curving lines. Have the children make each of them. Teach children Out in My Garden (tune of Down by the Station). Have the children make up motions to do as they sing the song. Q+"#/0#$%#*!,-(0#(!,'%#/0#"1(#$.,0/0* B((#"1(#'/""'(#3(*("!&'(2#*,.6/0*#/0#!#,.6 See the rows of carrots and the rows of lettuce. =!"(,;#1.(;#*,.6#!0-#*,.6 M.,#".22(-#2!'!-;#:'(!2(7

Print Awareness

Write a recipe together for making tossed salad. Point out the different parts of a recipe and how it is different from writing a story. Show how to use numbers to put the steps in order. Make copies of the recipe to send home. Page 100

Plants in the Neighborhood Week #4 Activity #5 Growing a Salad Science Inquiry Cycle: Reflect and Ask

Mathematics Friday: Cut the cucumber, tomato, and carrots into slices. Have the children make up their own individual recipe for the salad by counting out how many of each ingredient they want to use. For example, â&#x20AC;&#x153;I made my salad with 1 slice of cucumber, 6 slices of carrot, and 1 slice of tomato.â&#x20AC;? Have this sentence ready on a recipe page for each &8'46"/,"(44"'*=

Talk with the children about some of the earlier days when you have eaten plants. What did you eat? Ask them if they can remember the different parts of a plant. Do we eat all parts of a plant? What is their favorite plant to eat? What plants do they not like to eat?

Plan and Predict Ask if anyone has ever made or eaten a salad. What kinds of food do we need to make a salad? Show and name the vegetables that you have brought in. Where did these vegetables come from? What do we need to do to make them into a salad? What materials do we need? Work with the children to write a recipe for making salad.

Act and Observe Gather the materials for making the tossed salad. Give each child their own bowl. As you peel, cut, and slice the vegetables, talk about what parts of a plant you will be putting into the salad. Allow children to make their own salad. Supply dressing for children to put onto the salad.

Report and Reflect Eat and enjoy. Talk about how the different plants taste. What other kinds of salad could you make? What else could you put into a salad? Page 101

My Salad Recipe Ingredients: =,/"(#-.60#1.6#$!0%#.E #(!41#/0*,(-/(0"#%.+#+2(7 carrots

celery

cucumber

lettuce leaves

tomato

pepper

Directions: 1. Wash your hands. 2. Work together to chop the vegetables into bite-sized pieces. 3. Place your ingredients in a bowl. 4. Toss your salad. 5. Add salad dressing, if desired. 6. Eat and enjoy! Page 102

Thank you for using the ScienceStart F'a0"2#/0#"1(#a(/*1&.,1..- Month. We hope you enjoyed your experience! Your feedback is important to us. Please contact us with your comments and suggestions at www.ScienceStart.com

Module 4 Unit 8

Explore.

Experiment. Question.

Integrate.

Animals in the Neighborhood OVERVIEW During this unit, children will focus on animal life in their neighborhood. They will investigate a variety of wild animals that !"#$%&'()*+%,-$.%&*+%-(/%,-$"'%*$$+0%&'$%.$,%/",-"*%,-$"'%-&1",&,2%%3-$4%&!0(%/"!!%"*#$0,"5&,$%6&'.%&*".&!0%&*+%7$,0%,(%8*+%(),% how their needs are met and to learn about their relationships with people. Additionally, the following learning goals can be achieved as the children participate in these ScienceStart activities:

Science 9% Using new vocabulary as part of science activities 9% Creating appropriate habitats for certain animals and caring for them 9% Becoming familiar with the characteristics of certain animals and comparing one animal with another 9% Treating all living things with respect

Literacy 9% Using a Table of Contents and page numbers 9% Using cover illustrations and book titles to aid comprehension 9% Understanding the difference between letters and words

Mathematics 9% Solving number problems using props 9% Writing number sentences 9% Making charts and graphs and analyzing the information they contain 9% Comparing sets of objects to determine which has more or less

ci Animals in the Neighborhood Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2011 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Please visit our website at: www.ScienceStart.com

Table of Contents for Animals in the Neighborhood Month Teaching Science with ScienceStart

What Should I Know?

Week #3: Mealworms Center-Based Play Materials & Activities

Lesson #1: What is a Mealworm?

Center-Based Play Materials & Activities

Lesson #2: What Kind of Habitat do Mealworms Like?

Lesson #1: Squirrels

Lesson #3: Making a Mealworm Home

Lesson #2: What is a Bird?

Lesson #4: What Do Mealworms Eat?

Lesson #3: Making Nests

Lesson #5: Mealworm Changes

Lesson #4: What Do Birds Eat?

Week #4: People Need Animals

Lesson #5: Backyard Habitats

Animals in the Neighborhood Overview

Week #1: Neighborhood Animals

Week #2: Worms, Insects, and Bugs

Center-Based Play Materials & Activities

Lesson #1: What is a Farm?

Center-Based Play Materials & Activities

Lesson #2: Milk Products

Lesson #1: Who Lives in the Yard?

Lesson #3: Chickens

Lesson #2: Making a Worm Habitat

Lesson #4: Picking a Pet

Lesson #3: Examining Worms

Lesson #5: Caring for Pets

Lesson #4: Collecting and Observing Pillbugs 51 Lesson #5: Watching Ants and Spiders

55 Page 5

Teaching Science with ScienceStart :&*5)&5$;%!",$'&<4%&*+%.&,-$.&,"<0%=(/%*&,)'&!!4%6'(.%-&*+0>(*%0<"$*<$;%/-"<-%"0%,-$%&<,"#",4% of learning about the everyday world. Learning about the everyday world is as fundamental to the early childhood years as learning to walk, talk, and interact with others. With ScienceStart, children build a rich knowledge-base that supports further learning and higher-order skills !"?$% <!&00"8<&,"(*% &*+% +'&/"*5% "*6$'$*<$02% % :&*5)&5$;% !",$'&<4;% &*+ % .&,-$.&,"<0% &'$% 1&0"<%tools for learning that develop as children engage in ScienceStart inquiry activities and share their questions and observations with others. Preschool children have the abilities to do science. @*%6&<,;%A+("*5%0<"$*<$B%8,0%,-$%/&40%<-"!+'$*%!$&'*C%14%$D7!('"*5;%'$7$&,"*5%&*+%<(..)*"<&,"*5% hands-on, multi-sensory activities. It is crucial that children carry out the activities themselves and that they have opportunities to repeat and vary the activities and to talk about what they &'$%+("*5%&*+%8*+"*5%(),2%3-$%5(&!0%(6%0<"$*<$%!$&'*"*5%"*%$&'!4%<-"!+-((+%&'$%,(%$D7!('$;% build concepts, and build vocabulary to communicate these concepts. There is an emphasis on trial and error rather than on “right answers” and so teachers do not need to “know all the answers.” Teachers do need to help children ask questions and discover for themselves. A 4-Step Science Cycle supports systematic guided inquiry, helping children “learn to learn.” E$<&)0$% !$&'*"*5% &*+% +("*5% 0<"$*<$% '$!"$0% (*% <-"!+'$*F0% 8'0,-&*+% $D7$'"$*<$;% ",% "0% &!/&40% meaningful and provides a motivating context for learning language, literacy, and mathematics. Hands-on inquiry science fosters a classroom community that easily includes all children. Because ScienceStart activities can be done in many ways, they engage children who have different learning styles and are at different developmental levels. As teachers observe children doing science activities, they can respond to individuals’ strengths and needs. Because inquiry science emphasizes exploration and trial and error as important ways to learn, children focus on learning rather than on avoiding mistakes.

Page 7

The Science Cycle is a powerful teaching tool. 3-"0%<4<!$%0)77(',0%&<,"#$%!$&'*"*5%14%('5&*"G"*5%"*H)"'42%@,0%6()'%7-&0$0%1'"*5%,-$%0<"$*,"8< %method into ScienceStart classrooms. All ScienceStart lessons use the Science Cycle. !"#"$%&'&()* begins the cycle. Teachers should talk with children and ask them to think and share their knowledge about a topic. The teacher can introduce new vocabulary and read 8<,"(*%('%*(*8<,"(*%1((?0%,(%-$!7%<-"!+'$*%,-"*?%&*+%,&!?%&1(),%,-$%,(7"<2%I$<&!!"*5%7'$#"()0% 0<"$*<$%&<,"#","$0%-$!70%<-"!+'$*%'$=$<,%(*%/-&,%,-$4%?*(/%&*+%&0?%*$/%H)$0,"(*02%3-$%,$&<-$'% and other adults in the classroom can model asking questions using phrases such as: “What do you think will happen if we …?” +,-.&'&+/"01$% is next. The teacher should help children plan what to do in the science activity that will get information to help answer their question. They may discuss what materials they need and where to do the activity. The teacher should encourage children to make predictions about the outcome of the activity, accepting all answers. They then move forward with: “Let’s see what happens!” ($%&'&23)"/4" is the phase during which children carry out the science activity. Teachers may model the activity to help children understand what to do, but it is essential that each child does the science activity. Teachers should expect children to vary the activity as there is no one “right” way to do it. The teacher should talk with children about what they are doing and support conversation among the children. In some cases, this phase is best carried out in small groups. !"56/%&'&!"#"$%%"0%,-$%8*&!%7-&0$%(6%,-$%0<"$*<$%<4<!$2%J-"!+'$*%0-()!+%,&!?%&1(),%/-&,%,-$4% observed and what new ideas and questions they have. There are many ways for children to represent what they have learned. Reports can be graphs, class-made books, a poster with photographs, a journal entry, a drawing or a conversation.

The ScienceStart Curriculum was developed at the University of Rochester by Dr. Lucia French, a specialist in language and literacy development and Kathleen Conezio, an expert on early literacy and science who also serves as a science advisor to Sesame Street. For 15 years, we have collaborated with hundreds of teachers to continually improve ScienceStart. Development of ScienceStarthas been supported by more than $5,000,000 in grants from the National Science Foundation and the United States Department of Education. ScienceStartis easy to use with English Language Learners and children with special needs. Research shows that children at all socioeconomic levels make substantial gains in language, literacy, and science knowledge when their teachers use ScienceStart Page 8

What Should I Know? Animals and their Habitats 3-$%0<"$*,"8<%0,)+4%(6%&*".&!0%"0%'$6$''$+%,(%&0%@..'.*%. This is a branch of biology. Scientists divide animals into two basic groups. Vertebrates have backbones and invertebrates do not have backbones. Most of the animals in the world are invertebrates. Familiar invertebrates include insects, spiders, worms, centipedes, crustaceans, snails and so forth. Vertebrates &'$%+"#"+$+%"*,(%8#$%5'()70%K%.&..&!0;%80-;%'$7,"!$0;%&.7-"1"&*0%&*+%1"'+02%@*%,(,&!;%,-$'$%&'$%."!!"(*0%(6%07$<"$0%(6%"*#$',$1'&,$0% and about 45,000 species of vertebrates. In this unit, children will study invertebrates like worms and insects and vertebrates !"?$%1"'+0;%.(0,%7$,0;%&*+%6&'.%&*".&!02%%L!!%"*#$',$1'&,$0%&'$%<(!+>1!((+$+;%&0%&'$%80-;%'$7,"!$0%&*+%&.7-"1"&*02%3-"0%.$&*0% that the temperature of their environment determines their body temperature. Mammals and birds are warm blooded; their body temperature is relatively constant. Birds Birds are found almost everywhere on Earth; there are more than 9000 species of birds. All birds have ,/(%!$50;%,/(%/"*50;%6$&,-$'0;%&%1$&?M1"!!;%&*+%0,'(*5;%!"5-,/$"5-,%1(*$02%%L!.(0,%&!!%1"'+0%=4N%(0,'"<-$0% &*+%7$*5)"*0%&'$%,/(%6&."!"&'%07$<"$0%,-&,%+(%*(,%=42% Birds are the only animals that have feathers. In some species of birds, the male and female look very similar. In other species, the male is brightly colored as a way of attracting a mate and the female is a dull color to avoid attracting interest to the nest. Birds reproduce by laying hard-shelled eggs. Most birds build nests to lay eggs and raise their young in. Parents sit on the eggs to keep them warm until ,-$4%-&,<-2%%3-$*%,-$4%1'"*5%6((+%,(%,-$%1&14%1"'+0%)*,"!%,-$%1&1"$0%-&#$%6$&,-$'0%&*+%<&*%=4%6'(.%,-$% *$0,%,(%8*+%6((+%,-$.0$!#$02%E"'+0%-&#$%#$'4%5((+%$4$0"5-,%/-"<-%-$!70%,-$.%8*+%6((+2%%E"'+0%!"#$%"*% many different habitats. Their bodies are adapted to their habitat. For example, ducks and geese have webbed feet to help ,-$.%0/".N%(,-$'%1"'+0%-&#$%<!&/0%,(%-$!7%,-$.%0<'&,<-%,-$%5'()*+%,(%8*+%1)50%,(%$&,2%E"'+0%&'$%".7(',&*,%,(%7!&*,0%1$<&)0$%,-$4% help control insects that feed on plants, they help spread seeds, and they help pollinate some plants. Page 9

Squirrels Depending on where you live, the tree squirrel may be the wild mammal you see most often. Tough, curved claws help them climb trees and bushy tails help them balance when they run along thin branches or jump between trees. Squirrels remain active year-round. They eat a wide variety of foods. Most commonly they eat plants, but if they are hungry they will eat snails, eggs, and insects. Insects, Spiders, and Pill Bugs O$(7!$%5'()7%.&*4%"*#$',$1'&,$0%,(5$,-$'%&*+%<&!!%,-$.%A1)502B%%AE)50B%"0%*(,%&%0<"$*,"8<%,$'.;%1),%",%"0%&%)0$6)!%/('+%,(% describe small invertebrates. In this unit, we investigate a variety of bugs, including insects, spiders, and pill bugs. About one ."!!"(*%07$<"$0%(6%"*0$<,0%-&#$%1$$*%"+$*,"8$+%&*+%0(.$%0<"$*,"0,0%1$!"$#$%,-$'$%.&4%1$%&0%.&*4%&0%PQ%."!!"(*%07$<"$0%,-&,% -&#$%*(,%4$,%1$$*%"+$*,"8$+2%@*0$<,0%!"#$%0)<<$006)!!4%"*%.(0,%$*#"'(*.$*,0%(*%R&',-;%"*<!)+"*5%+$0$',0%&*+%L*,&'<,"<&2%% Insects have a protective shell, or exoskeleton, that is strong and lightweight. The exoskeleton contains sense organs to help the insect detect light, sound, temperature, and smells. Insects can reproduce in large numbers relatively quickly. They pass through four stages in their life cycle: egg, larvae or nymph, pupae, and adult. This passage through stages is called $("!$.,:1.2/2. Adult insects have three body parts and six legs. Insects are the main pollinators and consumers of plants. They are also food for many other animals. Some insects, like mosquitoes, can spread disease. Spiders have an exoskeleton, two body parts, and 8 legs. They hatch from eggs. When they hatch, they have the same body parts and appearance as adult spiders, except they are smaller. In other words, they donâ&#x20AC;&#x2122;t go though metamorphosis like insects do. Another difference between spiders and insects is that spiders do not eat plants; they eat animals such as insects. Many spiders have fangs that carry venom, or poison. Most spiders also spin webs from a sticky silk that is made in their bodies. 3-$0$%/$10%&'$%)0$+%,(%<&,<-%7'$4%0)<-%&0%=40%&*+%.(0H)",($02% Pill bugs are very common in temperate climates. They live in moist soil, such as under '(<?0%('%!$&#$02%%3-$4%-&#$%S%7&"'0%(6%!$50%K%PT%,(,&!2%%U-$*%,-$4%&'$%+"0,)'1$+;%,-$4% roll into a ball that looks like a pill.

Page 10

Earthworms R&',-/('.0%V(6,$*%<&!!$+%*"5-,%<'&/!$'0%('%80-%/('.0W%&'$%"*#$',$1'&,$02%3-$4%-&#$%&%0.&!!% 1'&"*%&*+%8#$%-$&',0%1),%*(%$&'0;%$4$0;%,$$,-;%('%!$502%R&',-/('.0%<&*%5'(/%*$/%1(+4%7&',0%"6% they get hurt. Many earthworms can regenerate almost half of their body’s length. Earthworms have four pairs of setae% VA0$$>,$$BW% ('% -&"'4% 1'"0,!$0% !"?$% !$50% (*% $&<-% (6% ,-$"'% 0$5.$*,0% $D<$7,%,-$%8'0,%&*+%!&0,2%3-$0$%1'"0,!$0%-$!7%,-$%$&',-/('.%.(#$%&'()*+2%%%R&',-/('.0%-$!7% plants by treating the soil. They eat up to their own weight in soil everyday as they crawl underneath the surface of the ground. This aerates the soil, helps convert decaying leaves into soil, and enriches the soil with 4!2"/0*2 or ‘worm poop.’ There are approximately 2700 types of earthworms. Some earthworms live for 15 years. Their size ranges from less than an inch to over 22 inches long and some can live as long as 15 years! Earthworms are 1(,$!:1,.-/"(2, which means they have both male and female reproductive organs. When two earthworms <!"*5%,(5$,-$'%/",-%,-$"'%-$&+0%7("*,"*5%"*%+"66$'$*,%+"'$<,"(*0;%,-$4%6$',"!"G$%$&<-%(,-$'F0%$5502%3-$%<!",$!!).%V0&++!$W%0$<'$,$0% a cocoon to protect their fertilized eggs. They leave this egg case in the soil. Depending on the weather conditions, the eggs hatch in 1 to 5 months. Mealworms A mealworm is not really a worm. It is the larva of a darkling beetle. Mealworm larvae are usually cream colored and -&#$%PX%0$5.$*,0%K%&%-$&+;%X%,-('&<"<%0$5.$*,0;%&*+%Y%&1+(."*&!%0$5.$*,02%%Z$&!/('.%!&'#&$%&'$%,-$%$H)"#&!$*,%(6%,-$% <&,$'7"!!&'%"*%,-$%!"6$%<4<!$%(6%,-$%1),,$'=42%%3-$4%.(#$%14%)0"*5%[%0-(',%!$50;%(*$%7&"'%(*%$&<-%,-('&<"<%0$5.$*,2%%Z$&!/('.0;% like all insects, have an exoskeleton. This helps protect them, but also means that they must shed this skeleton as they grow. This is called “molting.” After the mealworm sheds its exoskeleton, it immediately expands before a new larger exoskeleton -&'+$*02%%\('%.$&!/('.0;%,-"0%7'(<$00%'$7$&,0%8#$%,".$0%(#$'%&%]>.(*,-%7$'"(+2%% Darkling beetles follow a life cycle called 4.$:'("(#$("!$.,:1.2/22%%:"?$%1),,$'="$0%&*+%.(,-0;%,-$4%5(%,-'()5-%T%+"0,"*<,%0,&5$0% during their life cycle. A female beetle lays eggs that are about the size of a period at the end of a sentence. After a couple of weeks, tiny larvae emerge from the eggs. These larvae are the mealworms. Mealworms have only 2 purposes in life - to eat and to grow. After a couple of months of eating and growing, the mealworms turn into pupae. The pupae do not eat or move except for a twitch or two when they are disturbed. Inside, the mealworm is turning into a beetle, much the same as Page 11

&%<&,$'7"!!&'%,)'*0%"*,(%&%1),,$'=4%/-"!$%",%"0%"*0"+$%,-$%<-'40&!"02%%@*%]>X%/$$?0;%,-$%7)7&%07!",0%(7$*%&*+%&%1$$,!$%<(.$0%(),2%% The beetle is white in the beginning, but changes to brown and then black after a day. The beetles mate and lay eggs, and ,-$%<4<!$%'$7$&,0%",0$!62%%Z$&!/('.0%<&*%1$%7)'<-&0$+%"*%7$,%('%1&",%0,('$0%0"*<$%,-$4%&'$%)0$+%&0%6((+%6('%'$7,"!$0;%80-%&*+% birds. Mealworms eat cereals and grains and are usually nocturnal. They can be given an occasional small piece of fruit or vegetable, but this should be removed before it gets moldy. They should be kept in well-ventilated containers with high sides to prevent escape. Farm Animals A farm is an area of land that is used to produce food by growing plants and raising animals. Many types of animals live on a farm. Some of these animals do work. For example horses and mules are used to pull a plow, wagon or sleigh and to transport people. Dogs can be used to guard and herd sheep and cows. People use products from some animals as food, such as milk, butter and cheese from cows and eggs from chickens. Other animal products may be used in the home, such as wool made from ,-$%=$$<$%(6%0-$$7%&*+%7"!!(/0%8!!$+%/",-%6$&,-$'0%6'(.%5$$0$%('%+)<?02%%L*".&!0%0)<-%&0%<-"<?$*0;%<(/0%&*+%7"50%&'$%)0$+%6('%6((+2%% Treating animals with respect and compassion is part of every farmerâ&#x20AC;&#x2122;s job. Farmers recognize that taking good care of their animals means the animals will be more productive. Nutritious diets, comfortable living conditions and good medical care are all part of caring for farm animals. Farmers must provide their animals with shelter, usually in some type of barn or shed. These barns provide shade and protection from the elements. Farmers rely on experts in nutrition for advice on feeding their animals. ^),'","(*"0,0%'$<(..$*+%0<"$*,"8<&!!4%6('.)!&,$+%&*+%1&!&*<$+%+"$,0%,-&,%<(*0"0,%(6%-&4;%5'&"*0;%7'(,$"*%0()'<$0%&*+%(,-$'%#",&."*0% and minerals. Farmers must also make sure their animals have access to clean water at all times. Pets A pet is an animal that is kept in the home for people to interact with and enjoy. Most households in the United States have at least one pet. There are many different types of pets. The most common are dogs and cats, probably because they can show !(#$%&*+%&66$<,"(*%&*+%<&*%1$%5'$&,%<(.7&*"(*02%%_,-$'%<(..(*%7$,0%&'$%1"'+0;%80-;%-&.0,$'0;%&*+%5)"*$&%7"502%% L!!%7$,0%'$H)"'$%&%<$',&"*%&.()*,%(6%<&'$%K%6((+%&*+%/&,$';%0-$!,$';%&*+%"*,$'&<,"(*%/",-%,-$"'%(/*$'02%%O$,0%(6,$*%'$H)"'$%,-$%<&'$% of a veterinarian to maintain their health. Different kinds of pets require more or less care than others. A good owner needs to know what kinds of care her pet will need before she buys or adopts this pet. Scientists have found that having pets can improve peopleâ&#x20AC;&#x2122;s health. Observing and interacting with pets can decrease a personâ&#x20AC;&#x2122;s blood pressure, cholesterol level, and loneliness. Pets can also increase opportunities for exercise, outdoor activity, and interaction with other people. Page 12

Animals in the Neighborhood Overview Week 1

Science Activities

Literacy Highlights

Math Highlights

Squirrels

Squirrels by Brian Wildsmith

Alphabet letters S/s, B/b, N/n, F/f, H/h

What is a Bird?

Have You Seen Birds? by Joanne Oppenheim

Introduce new science vocabulary

Making Nests

81(#A(,B(4"#C(2"#by Catherine Friend

@+$*,"64%07$<"8<%/('+0%"*%,$D,

What Do Birds Eat?

D!,-/0!'#!0-#E+05.6(, by James Preller

Introduce the question mark

Backyard Habitats

Backyard Habitats by Bobbie Kalman

Who Lives in the Yard?

F+*2G#F+*2G#F+*2G#by Bob Barner

Use of title and cover illustrations to aid comprehension Alphabet letters B/b, W/w, P/p, A/a

Making a Worm Habitat

Yucky Worms by Vivian French

Using letters to make words

Examining Worms

Wonderful Worms by Linda Glaser

Writing a group story

Collecting & Observing Pillbugs

H#A/''#F+*I2#J/B( by John Himmelman

Making text-to-text connections

H,(#K.+#!0#H0">##H,(#K.+#!#E:/-(,>#by Judy Allen & Tudor Humpries

Counting syllables in words

Watching Ants & Spiders What is a Mealworm?

H#L(!'6.,$I2#J/B(#by John Himmelman

Making and using a Venn diagram Alphabet letters M/m, H/h, E/e

What Kind of Habitat do Mealworms Like?

L(!'6.,$2M#N!/2(#81($;#=!"41#81($;#E((# 81($#D1!0*(#by Adrienne Mason

Listening for/identifying repeating phrases

Making a Mealworm Home

Mealworms by Donna Schaffer

Directionality of print

Using data to make and interpret a graph

What Do Mealworms Eat?

O,.$#L(!'6.,$#".#F(("'(M#O.''.6/0*#"1(#J/B(# Cycle by Laura Purdie Salas

Using a Table of Contents/page numbers

Solving word problems

Mealworm Changes

Books to Read

What is a Farm?

Making sets and counting objects in sets Solving word problems Identifying numerals 1-10 Solving word problems Measuring length in a variety of ways J(.7&'"*5%0$,0%K%.('$M less

Identifying numerals 1-10 Making sets of objects

Counting syllables in words Making and labeling a diagram Alphabet letters F/f, B/b, C/c, P/p

Milk Products

P+,#H0/$!'#O,/(0-2#!"#L!:'(#8,((#O!,$#by Alice Provensen

Chickens

Milk: From Cow to Carton by Aliki

Understanding the difference between words and letters

Picking a Pet

F/*#D1/4Q(02#by Leslie Helakoski

Identifying rhyming words

Caring for Pets

81(#A(,B(4"#A("#by Margie Palatini

Using a Table of Contents and page numbers

L%#R.'-)21#by Pamela Walker

Sorting objects by their characteristics

Sorting objects by their characteristics Using data to make and interpret a graph Solving word problems Comparing sets to determine more/less

Page 13

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #1 Dramatic Play 9% Bird, squirrel, raccoon and other animal puppets 9% Plastic pool for pretend bird nest 9% Bird costumes 9% Plastic eggs

Art Center 9% Painting with nuts 9% Painting with feathers 9% Painting at the easel like Brian Wildsmith

Block Area 9% Doll house play 9% Wooden blocks for houses with block area people

Manipulatives 9% Stencils of birds and other animals to trace 9% Bird stamps 9% Duplo blocks 9% Plastic eggs to open and close

Large Motor Play 9% Flying like a bird 9% Jumping like a squirrel

Science Table 9% 9% 9% 9% 9%

Nuts to sort Bird feathers Bird nests Bird and squirrel food Photographs of birds and other neighborhood animals

Page 15

Animals in the Neighborhood Week #1 Activity #1 Squirrels Concepts: Squirrels are wild animals that frequently live around people.

Learning Goals: J-"!+'$*%/"!!%"*#$0,"5&,$%0H)"''$!0%K%/-&,%,-$4%!((?%!"?$;%/-&,%,-$4%$&,;%&*+%/-$'$%,-$4%!"#$2%% They will make a squirrel feeder and observe squirrels eating.

Things to Talk About:

Vocabulary:

Where have you seen squirrels in the neighborhood?

acorn habitat nut squirrel wild

furry neighborhood scamper tame

How do squirrels crack the nuts they eat?

Materials: crunchy peanut butter corn meal /-",$%=()'% % % % )*0&!,$+%7$&*),0% % % 8â&#x20AC;?x8â&#x20AC;? foil pans

Is it a good thing to have squirrels around? Why or why not?

% %

quick oats lard or shortening )*0&!,$+%0)*=(/$'%0$$+0 /-(!$%<('*%?$'*$!0%V+'"$+W

Do you think squirrels would make good pets? Why or why not? Are wild animals dangerous?

Read and Talk About: Squirrels by Brian Wildsmith Page 17

Animals in the Neighborhood Week #1 Activity #1 Squirrels - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Introduce the topic of animal habitats by explaining that you are going to be investigating animals that live around the school. Explain that the word habitat means a place where !"#"*5%,-"*50%8*+%/-&,%,-$4%*$$+%,(%0,&4%&!"#$2%%L0?%,-$%<-"!+'$*%"6%,-$4%-&#$%$#$'%*(,"<$+% 0H)"''$!0%K%/-&,%?"*+0%(6%,-"*50%-&#$%,-$4%0$$*%0H)"''$!0%+("*5`%%U-&,%?"*+0%(6%,-"*50%+(% squirrels need to stay alive? Where do they get these things in the neighborhood? Show the cover of today’s book and talk about the picture and title. Ask if anyone has ever seen this animal in their yard. Do a quick picture walk through the book to focus on the illustrator’s use of color. Ask the children what they notice about the art work and whether or not they like it. Tell them that today’s book has lots of information about 0H)"''$!02%%3-$4%0-()!+%!"0,$*%<&'$6)!!4%,(%!$&'*%*$/%6&<,0%&1(),%0H)"''$!02%U-$*%4()%8*"0-% reading, make a list of the things the children remember. Introduce S/s for squirrel. Demonstrate how to make the letter. Find S/s on the cover of today’s book and in the names of children in the classroom. Read the following poem. After you read it once, have the children recite successive lines one at a time after you. Have them clap each time they say the word squirrel. R,(%#2S+/,,(';#*,(%#2S+/,,(';#26/21#%.+,#&+21%#"!/'7## R,(%#2S+/,,(';#*,(%#2S+/,,(';#26/21#%.+,#&+21%#"!/'7## =,/0Q'(#+:#%.+,#'/""'(#0.2(7##A+"#!#0+"#&("6((0#%.+,#".(27 R,(%#2S+/,,(';#*,(%#2S+/,,(';#26/21#%.+,#&+21%#"!/'7

Print Awareness

Post a copy of today’s poem on large chart paper. Have the children look for the word squirrel%&*+%<"'<!$%",%$&<-%,".$%,-$4%8*+%",2%%3&!?%&1(),%-(/%/('+0%&'$%.&+$%(6%07$<"8<% letters and have the same letters, in the same order, each time they are written. As appropriate, talk about words that have the same letters, but in a different order V*&7;%7&*N%0,(7;%7(,0;%,(70W2%U-&,%/()!+%-&77$*%"6%&*%&),-('%+"+*F,%<&'$%&1(),%,-$%('+$'% of the letters when he wrote words?

Animals in the Neighborhood Week #1 Activity #1 Squirrels Science Inquiry Cycle: Reflect and Ask

Mathematics Monday:

L0?%,-$%<-"!+'$*%,(%,-"*?%&1(),%/-&,%&%/"!+%&*".&!%"0%K%/-&,%+($0%",%.$&*%,(%1$%/"!+`%%L0?% them to name some of the wild animals that live in their own neighborhood. Tell them that today they are going to learn about squirrels. Support them in talking about what they already know about squirrels.

Plan and Predict

Number an egg carton from 1-12, writing the number with a black marker in the bottom of each cup. Provide nuts V"*%0-$!!0W%6('%<-"!+'$*% to place one nut inside each of the cups as they count from 1-12.

After you read todayâ&#x20AC;&#x2122;s book, tell the children that they are going to be making food for a squirrel. What do they think squirrels like to eat? Where do they get their food? Show the children the recipe for making squirrel food and make a plan for how you will do this.

As a variation, have children sort the nuts according to type.

Report and Reflect

Act and Observe In small groups, follow the recipe to make the food for squirrels. Cut the food into pieces and put it outside where you can observe the squirrels eating. Watch for several days and talk about what you see.

As a group, talk about what you saw while watching squirrels. Ask the children to draw pictures of what they saw the squirrels doing. Have them dictate a sentence about their drawing to you. Use these pages to make a classroom book. Page 19

Squirrel Food Recipe Ingredients: 1 cup lard or shortening

1 cup chunky peanut butter

2 cups quick cook oats

2 cups corn meal

1 cup white flour

1 cup unsalted sunflower seeds

1 cup unsalted nuts

1 cup dried corn kernels

Directions: 1. In a large bowl, measure all the dry ingredients. Stir to mix evenly. 2. Measure lard or shortening and peanut butter into a microwave-safe bowl. Microwave 30 seconds at a time until ingredients are softened and easy to stir. 3. Pour melted lard or shortening and peanut butter mixture over the top of the dry ingredients. Stir to mix. 4. Pour the mixture into an 8x8 foil pan and press firmly with the spatula. 5. Set it aside and allow to cool completely. 6. Remove hardened mixture from pan and cut into pieces. 7. Put the pieces outside for the squirrels. Store unused pieces in plastic bags in the refrigerator or freezer.

Page 20

Animals in the Neighborhood Week #1 Activity #2 What is a Bird? Concepts: There are many different kinds of birds in our environment. All birds have certain characteristics, like feathers, wings, two legs, and a beak or bill.

Learning Goals: Children will observe birds in the neighborhood and make a three-dimensional representation of a bird.

What do birds look like?

Vocabulary: beak egg 6$$,% % nest

Things to Talk About:

bird feather =4 wing

Materials: feathers pipe cleaners wiggly eyes paper to make a beak glue a,4'(6(&.%1&!!0%K%(*$%!&'5$%&*+%(*$%0.&!!%7$'%<-"!+

What do birds eat? Where do they get their food? What do birds have that no other kind of animal has? How are birds born? How do the parent birds take care of baby birds?

Read and Talk About: Have You Seen Birds? by Joanne Oppenheim Page 21

Animals in the Neighborhood Week #1 Activity #2 What is a Bird? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Birds are found in almost all neighborhoods. Ask children where they have seen birds and how they know when an animal is a bird. Children have probably seen birds in their neighborhood, but may have never talked about the characteristics that distinguish birds from all other animals. Provide some large photos of birds to help with this discussion. Show the front cover of todayâ&#x20AC;&#x2122;s book and read the title. Explain that the title is a question. In this book, the author is going to show the reader a variety of birds. Tell the children to look for illustrations of birds they recognize. Tell the children to listen for the +$0<'"1"*5%/('+0%"*%,-"0%1((?%&*+%/-$*%4()%8*"0-%'$&+"*5;%&0?%,-$.%,(%'$<&!!%0(.$%(6%,-$% describing words. Introduce B/b for bird. Demonstrate how to make the letters and have some children come up and write them on chart paper. Put the following poem up on chart paper and read it to the children. Ask the children to think of motions to add to the poem. Have them listen for and identify the rhyming words. TB#T#6(,(#!#&/,-;#TI-#2/0*#!#2.0*# H0-#5%#!&.+"#"1(#61.'(#-!%#'.0*# H0-#61(0#"1(#0/*1"#4!$(# R.#".#,(2";#+:#/0#$%#4.@%#'/""'(#0(2"7

Print Awareness

I$#"$/%,-$%,",!$%(6%,-$%1((?%K%/-&,%.&'?%"0%,-$'$%,-&,%,$!!0%4()%,-"0%"0%&%H)$0,"(*`%%3-$'$% are many questions in todayâ&#x20AC;&#x2122;s book. Review the book and write some of these questions on the easel. Have the children come up to make the question marks at the end. Talk about what a question is. Page 22

Animals in the Neighborhood Week #1 Activity #2 What is a Bird? Science Inquiry Cycle: Reflect and Ask Ask the children if they have ever noticed any birds in the neighborhood. What do they look like? How do you know they are birds? Where do they live?

Plan and Predict U",-%,-$%<-"!+'$*;%7!&*%,(%,&?$%&%/&!?%,(%!((?%6('%1"'+02%%U-$'$%0-()!+%/$%!((?%,(%8*+% 1"'+0`%%U-&,%?"*+0%(6%1"'+0%."5-,%/$%8*+`%%L0%4()%'$&+%,(+&4F0%1((?;%,&!?%&1(),%/-"<-% birds you might see outside.

Mathematics Tuesday: Sort, count and measure feathers of different types.

Act and Observe Go for a walk and look for birds. Talk about where they are and what they are doing. Talk about what they look like. When you come back inside, use the materials listed above to make models of birds. What are the most important features of birds you should include in your model?

Report and Reflect Display the bird models along with descriptions that the children have dictated. Talk about ,-$%".7(',&*,%<-&'&<,$'"0,"<0%(6%1"'+0%K%,-$4%&!!%-&#$%6$&,-$'0%&*+%/"*50%&*+%,-$%(*$0%"*% 4()'%*$"5-1('-((+%<&*%=42%%

Page 23

Animals in the Neighborhood Week #1 Activity #3 Making Nests Concepts: Most birds lay their eggs and raise their babies in nests. Birds make their nests with .&,$'"&!0%,-$4%8*+%"*%,-$"'%$*#"'(*.$*,2%%

Learning Goals: Children will make a model of a birdâ&#x20AC;&#x2122;s nest by gathering materials in the outdoor environment. They will compare different birds and their nests.

Things to Talk About:

Vocabulary:

How do birds make their nests?

bird home nest tree

compare mud same/different twig

Materials: paper lunch bags glue various things found outside to create a model of a nest

What do they use to make nests? Are all nests made in the same way? Why do birds lay their eggs in nests? Where do birds build their nests? Why?

Read and Talk About: 81(#A(,B(4"#C(2"#by Catherine Friend Page 25

Animals in the Neighborhood Week #1 Activity #3 Making Nests - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

While talking about how birds make nests, have a real birdâ&#x20AC;&#x2122;s nest for the children to examine. Ask children to compare a birdâ&#x20AC;&#x2122;s nest to their own home. How are they the 0&.$%&*+%+"66$'$*,`%%b(/%+(%1"'+0%.&?$%,-$"'%*$0,0`%%U-$'$%+(%,-$4%8*+%,-$%.&,$'"&!0`%% Why do many birds make their nests in trees? Do all birds make the same kinds of nests? :((?%&,%,-$%6'(*,%<(#$'%(6%,(+&4F0%1((?;%'$&+%,-$%,",!$%7&5$%&*+%,-$%8'0,%7&5$%(6%,$D,2%% Ask the children why a cat would be building a nest. What do they think is going to happen in this story? To understand the story, it is important to know what an omelet is and what the cat is doing. Explain and talk about this. What kinds of problems did the cat have with his plan? How did he solve them? Talk about the ending of the story. How did the nest turn out to be :(,B(4"> Introduce N/n for nest. Demonstrate how to make the letters. Support the children in comparing N/n with M/m. Look for N/n and M/m in the names of children in the classroom. Write the following poem on chart paper. Read it one line at a time and have the children repeat after you. As you read it together a second time, ask the children to clap each word as you point to it. Focus on listening for words, not syllables. J..Q#!"#"1(#&/,-#+:#/0#"1(#",((".:; F+/'-/0*#/"2#0(2"#6/"1#0.#"/$(#".#2".:7 U!"41/0*#/"2#(**2#2.#2$.."1#!0-#2.#,.+0-; 81(0#B((-/0*#/"2#&!&/(2#6.,$2#B,.$#"1(#*,.+0-7

Print Awareness

U('?%/",-%"*+"#"+)&!%<-"!+'$*%,(%-$!7%,-$.%/'",$%&%8<,"(*&!%0,('4%&1(),%,-$%1"'+%,-&,% lives in the model nest they made. Scribe the story and have the child draw a picture of what the bird looks like. As you scribe, describe how you are writing the sentences, using letters to write words. Display the birdsâ&#x20AC;&#x2122; nests, stories, and drawings. Page 26

Animals in the Neighborhood Week #1 Activity #3 Making Nests Science Inquiry Cycle: Reflect and Ask Mathematics Wednesday: Prepare some cut-out bird shapes ahead of time. Make up number stories &1(),%1"'+0%K%6('%$D&.7!$;% 3 birds were sitting on the fence and then two birds =$/%&/&42%%b(/%.&*4% were left? Have children come up and use the bird cut-outs to solve the problem. Write the number sentence that goes along with this: 3 -2=1. Repeat the story, changing the number of birds

Talk about where birds lay eggs and raise baby birds. How do they make these nests? U-$'$%+(%,-$4%8*+%,-$%,-"*50%,-&,%,-$4%*$$+%,(%.&?$%&%*$0,`%%I$&+%,(+&4F0%1((?%&*+% compare the story to what birds really do.

Plan and Predict Tell the children they are going to pretend to be birds and they will need to go outside to get their nest materials. With the children, make a plan for doing this. Where will you look for things to use? What kinds of things should you gather? Should the nest be soft or hard? Why?

Act and Observe Give each child a paper bag and go for a walk outside to collect nest materials. After the walk, empty the bags onto the table and roll the paper bags down so that the bag resembles a nest. Spread glue over the entire inside of the nest and have the children glue their nesting materials to the bag.

Report and Reflect Ask the children to talk about and compare their nests with their classmatesâ&#x20AC;&#x2122; nests. Are they all the same? Work with each child to write a story about the bird that lives in their nest and draw a picture of it. Display the nests, stories, and drawings for everyone to see and discuss. Page 27

Animals in the Neighborhood Week #1 Activity #4 What Do Birds Eat? Concepts: Living things need food. Different kinds of birds eat different kinds of food.

Learning Goals: Children will explore a variety of bird foods and investigate what local birds eat.

Vocabulary: bird feeder millet 0)*=(/$'%0$$+0% %

bugs suet /('.0

Materials: !&'5$%7'"*,$+%7-(,(0%(6%&%'(1"*;%&%5(!+8*<-;%&%-$'(*;%&%/((+7$<?$';%&%<&'+"*&!;%&%c)*<(;% and a jay 6("!%7"$%7&*0% % % % % 0)*=(/$'%0$$+0 cracked corn millet thistle seeds

Read and Talk About:

Things to Talk About: Do birds eat the same kinds of food as people? What time of day do birds eat? When do you eat? If you were a bird, what food would you choose? Why? Why donâ&#x20AC;&#x2122;t all birds eat the same food?

D!,-/0!'#!0-#E+05.6(, by James Preller

Page 29

Animals in the Neighborhood Week #1 Activity #4 What Do Birds Eat? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

L0?%<-"!+'$*%"6%,-$4%-&#$%$#$'%0$$*%&%1"'+%$&,"*5%K%/-&,%+(%,-$4%$&,`%%d(%,-$4%$&,%,-$% 0&.$%?"*+0%(6%6((+0%&0%7$(7!$`%%b(/%+(%1"'+0%$&,K%+(%,-$4%-&#$%!"70%&*+%,$$,-`%%b&#$% photos available to help with these questions and look at them together. What do the birds in the photos eat? Are their beaks all the same? How are they different? Explain that a birdâ&#x20AC;&#x2122;s beak shape and size is related to what the bird eats. For example, a bird that eats seeds needs a beak that is the right shape and strong enough to crack the seeds. Show children the front cover of todayâ&#x20AC;&#x2122;s book and ask if they have ever seen a cardinal. Ask if they can think why the author named the story D!,-/0!'#!0-#E+05.6(,. Accept all answers, ,-$*%,$!!%,-$%<-"!+'$*%,-&,%4()%/"!!%'$&+%,-$%1((?%,(5$,-$'%,(%8*+%(),2%%L0%&77'(7'"&,$;%,&!?% about unfamiliar terms like a B,!*/'(#21..";#24!$:(,;#*!''!0";#and 4.+,"21/:7%%U-$*%4()%8*"0-% '$&+"*5;%,&!?%&1(),%/-&,%-&77$*$+%,(%,-$%<&'+"*&!%&*+%,-$%0)*=(/$'%"*%,-$%0,('4` Introduce F/f for food. Demonstrate how to make these letters. Invite children to write F/f on chart paper. Support the children in thinking of something beginning with F/f that all 1"'+0%-&#$%V6$&,-$'0W%&*+%0(.$,-"*5%&!.(0,%&!!%1"'+0%+(%V=4W2 Write the following poem on chart paper and read it aloud. Print out pictures of each of the birds mentioned in the poem and have individual children hold them up as they are mentioned. Read the poem again, one line at a time, and have the children repeat it. Here is the bird feeder. Here, seeds and crumbs. E:,/0Q'(#"1($#.0#!0-#2((#61!"#4.$(27 P0(#4!,-/0!';#.0(#41/4Q!-((;#.0(#?+04.;#.0(#?!%7 O.+,#.B#$%#&/,-#B,/(0-2#!,(#(!"/0*#".-!%7

Print Awareness

Look for F/f in the poem you read aloud. Have the children circle each F/f. Next, look for the word bird and have children underline it. Talk about the difference between a letter and a word. Page 30

Animals in the Neighborhood Week #1 Activity #4 What Do Birds Eat? Science Inquiry Cycle: Reflect and Ask a-(/% ,-$% <-"!+'$*% ,-$% 7-(,(0% (6% &% '(1"*;% &% 5(!+8*<-;% &% -$'(*;% &% /((+7$<?$';% &*+% &% cardinal. Ask what they think each bird eats. Draw attention to the birdsâ&#x20AC;&#x2122; beaks and describe how the bird uses his beak to eat his food. How does the shape and size of a 1"'+F0%1$&?%"*=)$*<$%/-&,%-$%<&*%$&,`%%d(%1"'+0%$&,%,-$%0&.$%6((+%&0%7$(7!$`

Mathematics Thursday: Print out pictures of 6&."!"&'%1"'+0%K%e%('%PQ% of each picture. Provide number cards with the numbers 1-5 or 1-10 written on them. Each child should draw a card and then count out and display the matching number of bird pictures.

Plan and Predict Show the children the various kinds of bird food. Explain that they are going to put some of each food outside for birds to eat. Ask the children which food they think the birds will eat the most. How will you know the answer to this question? Write down their predictions.

Act and Observe Place one cup of each kind of food in each pie plate. Put the pie plates outside where the birds can get to them safely. If possible, observe the birds eating. Check on the plates over the next few days.

Report and Reflect Bring the plates back inside. Talk about what happened to each kind of food. Look to see which food was eaten and which was not. Talk about the results.

Page 31

Animals in the Neighborhood Week #1 Activity #5 Backyard Habitats Concepts: A habitat is a place in nature where there are plants and animals as well as non-living things. A habitat provides the plants and animals that live in it everything they need to stay alive.

Learning Goals: Children will go outside and create a list of the living and non-living things in the school yard. They will provide water and food for the animals living in the school yard habitat.

Vocabulary: animal living/non-living plant

habitat nature seasons

Materials: 6â&#x20AC;&#x2122; sheet of white paper for painting construction paper peanut butter yarn

Read and Talk About: Backyard Habitats by Bobbie Kalman

tempera paint pine cones bird seed watering cans

Things to Talk About: What kinds of plants and animals are in our neighborhood? What kinds of nonliving things are in our neighborhood? What do living things need from their environment? What animals live in the zoo? Why donâ&#x20AC;&#x2122;t they live in our neighborhood? L'$%,-$'$%80-%"*%()'% neighborhood? Why or why not? Page 33

Animals in the Neighborhood Week #1 Activity #5 Backyard Habitats - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Today talk about the school yard as a habitat%K%&%-(.$%6('%!"#"*5%,-"*502%%E$5"*%14% talking about the differences between living and non-living things and the needs of all !"#"*5%,-"*502%%RD7!&"*%,-&,%,-$%0<-((!%4&'+%"0%&%-&1",&,%6('%<$',&"*%!"#"*5%,-"*50%K%7!&*,0% &*+%&*".&!0%K%1$<&)0$%,-$4%8*+%/-&,%,-$4%*$$+%,-$'$%,(%0,&4%&!"#$2%%Z&?$%&%!"0,%(6%&!!%(6% the living things that you can think of in the school yard. Todayâ&#x20AC;&#x2122;s book has lots of information in it. Pause as you read each set of pages to talk about the content. Ask the children to tell you something interesting that they learned as you read. Are the animals in this book and the animals your school yard the same or different? Introduce H/h for habitat. Demonstrate how to make the letters and have some children come up and write them on chart paper. Think of animal names that start with H/h%K% horse, hawk, hamsterâ&#x20AC;Ś Read the list of living things in the school yard. and ask the children to clap the syllables in each word. Circle the words that have only one syllable. Point out the page numbers and table of contents in todayâ&#x20AC;&#x2122;s book. Explain how to use ,-$%,&1!$%(6%<(*,$*,0%&*+%-&#$%,-$%<-"!+'$*%8*+%<$',&"*%7&5$%*).1$'02%%RD7!&"*%,-$%"*+$D% at the back of the book and how to use it.

Page 34

Animals in the Neighborhood Week #1 Activity #5 Backyard Habitats Science Inquiry Cycle: Reflect and Ask Mathematics Friday: Provide small plastic &*".&!0%K%1)50;%7$,0;% or birds. Make number problems to solve using ,-$%&*".&!0%K%6('%$D&.7!$;% 5 bugs were in my back 4&'+%&*+%]%=$/%&/&42%% How many were left? Have the children show how they solved the problem using the animals. Write the number sentence that describes what they have done, for example 5 - 2=3.

Talk with the children about what a habitat is. Ask them to name some of the living things in the habitat around the school and list these on chart paper. Why do these plants and animals live there? What do they need in their habitat?

Plan and Predict Remind the children that all living things need water and food. Plants can make their own food from sunlight, but animals cannot. Explain that today they are going to make some food for the animals in the school yard and also provide water for the plants and animals. Then they will work together to make a big picture of the school yard habitat. Plan what kinds of materials will they need to do this work.

Act and Observe Use the pine cones, peanut butter, and bird seed to make feeders. Attach these with yarn so they can be hung up outside. Use the list of living things to guide children in making a large mural of the school yard habitat. Support them in making the mural.

Report and Reflect Go outside and hang the pine cone feeders. Provide watering cans to water the plants. O),%/&,$'%"*%&%=&,%7&*%6('%&*".&!0%,(%+'"*?2%%a",%+(/*%H)"$,!4%,(%(10$'#$%,-$%0<-((!%4&'+% habitat and talk about what you see happening. Page 35

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #2 Dramatic Play 9% \"0-"*5%<$*,$'%K%7!&0,"<%80-"*5%7(!$0;% 7'$,$*+%7(*+;%,(4%80-

Art Center 9% 9% 9% 9%

J!(,-$07"*%1),,$'="$0 Egg carton bugs Paper plate ladybugs Styrofoam ball and pipe cleaner spiders 9% Black paper and white paint for spider web marble painting 9% Make spider webs with yarn.

Block Area 9% Build homes for plastic bugs. 9% Make a worm tunnel with tubes and blocks.

Manipulatives 9% 9% 9% V#

Bug stamps and stamp pads Playdough worms Bug puzzles Cootie game

Large Motor Play 9% Dance like bees. 9% Have worm races. 9% \!),,$'%!"?$%1),,$'="$02

Science Table 9% 9% 9% 9% 9% 9% 9%

Honeycomb Empty beehive Magnifying glasses Ant farm Plastic bugs Worm farm Photos of insects and worms Page 37

Animals in the Neighborhood Week #2 Activity #1 Who Lives in the Yard? Concepts: There are many insects, worms, and spiders that live outside in the school yard habitat. We can learn a lot about them with careful observation.

Learning Goals: Children will look for bugs in the school yard. They will take photos and keep a record of /-&,%,-$4%8*+%&*+%/-$'$%,-$4%8*+%",2%%

Vocabulary: abdomen habitat insect spider worm

Things to Talk About: bug head legs thorax

What do bugs do all day? Why do we need bugs? Do they help us?

Materials: digital camera paper small shovels

What kinds of bugs live around you?

clipboards pencils magnifying glasses

Read and Talk About: F+*2G#F+*2G#F+*2G#by Bob Barner Page 39

Animals in the Neighborhood Week #2 Activity #1 Who Lives in the Yard? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Tell the children that today they will be going outside to look for small animals that live "*%,-$%0<-((!%4&'+2%%a)77(',%,-$.%"*%.&?"*5%&%!"0,%(6%&*".&!0%,-$4%."5-,%8*+2%%@6%*(%(*$% thinks of bugs, suggest this possibility and have them think about what kinds they might 8*+2%%3&!?%&1(),%-(/%7$(7!$%6$$!%&1(),%1)50%K%&'$%,-$4%&6'&"+%(6%,-$.`%%U-4`%%3&!?% &1(),%-(/%,(%,'$&,%,-$%1)50%,-$4%8*+%'$07$<,6)!!4%&*+%5$*,!42%%I$."*+%,-$.%,-&,%,-$0$% are all living things and should not be hurt. Open todayâ&#x20AC;&#x2122;s book so the children can see the front and the back covers together. Read the title and ask them to identify the bugs they see. Explain the difference between the words &+*#and insect. All insects can be called bugs, but there are some bugs, like centipedes, earthworms, and spiders, that are not insects. All adult insects have 3 body parts and 6 legs. Read the book and encourage the children to name the bugs they see. Which ones have they seen in the school yard or someplace else?. Introduce B/b for &+*2 and demonstrate how the make the letters. Challenge the <-"!+'$*%,(%8*+%&!!%(<<)''$*<$0%(6%B/b%(*%,-$%6'(*,%<(#$'%(6%,(+&4F0%1((?%K%+(*F,%."00%,-$% ones in the authorâ&#x20AC;&#x2122;s name! Teach young children about the parts of an insect with this song (tune of Head, Shoulders, W0((2;#!0-#8.(2W2%%@+$*,"64%,-$%'$7$&,"*5%7-'&0$02 Head, thorax, abdomen, abdomen, Head, thorax, abdomen, abdomen, Eyes and mouths, antennae too. E/9#'(*2#!0-#"1!"I2#!0#/02(4"#B.,#%.+G

Print Awareness

Write the lyrics on chart paper so the children can point to the words as they sing. Have ,-$.%"+$*,"64%"*+"#"+)&!%/('+0%K%head, thorax, and abdomen K%&*+%<"'<!$%,-$0$%/",-% different colored markers. Make a diagram of an insect on the bottom of the paper and label the three parts using labels you have printed out ahead of time.

Animals in the Neighborhood Week #2 Activity #1 Who Lives in the Yard? Science Inquiry Cycle: Reflect and Ask Talk with the children about last weekâ&#x20AC;&#x2122;s investigation of birds, squirrels, and other animals living in the school yard. Did you talk about all of the animals that live there? What about bugs? What kinds of bugs might live in the school yard? How do you know when 0(.$,-"*5%"0%&%1)5`%%U-$'$%."5-,%4()%8*+%,-$.`

Mathematics Monday: Make up word problems for the children to solve using small plastic bugs or small pictures of bugs. For example, two ants were crawling down the sidewalk and they met one ladybug. How many bugs were on the sidewalk?

Plan and Predict After reading todayâ&#x20AC;&#x2122;s book, tell the children they are going on a bug hunt outside. What kinds of equipment do they need? How can they be sure not to hurt the bugs? How will ,-$4%'$.$.1$'%/-&,%,-$4%8*+`%%U'",$%+(/*%&%!"0,%(6%,-$%1)50%,-$%<-"!+'$*%7'$+"<,%,-$4%/"!!% 8*+2

Act and Observe Provide small shovels, magnifying glasses, clipboards and pencils. Go outside for the bug -)*,2%%3&?$%7-(,(0%(6%,-$%1)50%4()%8*+2%%R*<()'&5$%,-$%<-"!+'$*%,(%)0$%,-$"'%<!"71(&'+0%,(% draw and write about the bugs they see.

Report and Reflect Print out your photos and label them with the names of the bugs. Talk about which ones &'$%"*0$<,02%%d"+%4()%8*+%/('.0`%%b(/%&'$%,-$4%+"66$'$*,%6'(.%"*0$<,0` Page 41

Animals in the Neighborhood Week #2 Activity #2 Making a Worm Habitat Concepts: Worms are living things and have certain needs that their environment provides. Worms are different from insects.

Learning Goals: Children will investigate worms and make a habitat in the classroom that worms can live in for a few days. Things to Talk About:

Vocabulary: castings squirm underground worm

habitat tunnel wiggle

Materials: small gravel to cover the bottom rich organic soil spray bottle with water newspaper cheesecloth to cover the containers rubber bands to hold cheesecloth in place night crawlers or earthworms black paper to cover outside of plastic container 0-($1(D%0"G$+%7!&0,"<%<(*,&"*$'0%K%(*$%6('%$&<-%0.&!!%5'()7

Where do earthworms live? Do worms have eyes? Ears? A mouth? How does a worm move without legs? What do worms eat? What parts of a wormâ&#x20AC;&#x2122;s body can you identify?

Read and Talk About: Yucky Worms by Vivian French Page 43

Animals in the Neighborhood Week #2 Activity #2 Making a Worm Habitat - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Children may or may not have seen worms before. Brainstorming a list of their questions about worms would be a good way to start this activity. Model your own curiosity 14%&0?"*5%H)$0,"(*02%L0?%,-$%<-"!+'$*%,(%,-"*?%(6%/&40%,-$4%<&*%8*+%&*0/$'0%6('%,-$"'% H)$0,"(*02%%O!&*%&<,"#","$0%,(%8*+%,-$0$%&*0/$'02% Read the title of today’s book and talk about the comments the worms are making on the front cover. Ask the children why they think this book is called Yucky Worms. Read ,-$%8'0,%7&5$0%&*+%&0?%-(/%,-$%1(4%6$$!0%&1(),%/('.0%&*+%/-42%%I$&+%,-$%'$0,%(6%,-$% book and then ask the children what they found out from reading the book. Write the children’s new ideas from the book on chart paper so you can refer to them later. Introduce W/w for worm. Show the children how to make a W/w and point out how it is different from M/m. After reading today’s book, create a story together about Willie the Wonderful Worm. Talk about the sound of the letter W/w and challenge the children to use as many W/w words as possible in their story. As you write the story, focus on the difference between letters and words. Also, remind the children that when they write, they must leave a space between each word so readers can see where words begin and end. Call attention to the fact that you are writing from left to right and from top to bottom.

Page 44

Animals in the Neighborhood Week #2 Activity #2 Making a Worm Habitat Science Inquiry Cycle: Reflect and Ask Talk about times when the children have seen worms, what they already know about worms, &*+%/-$'$%,-$4%<()!+%8*+%/('.02%%I$&+%,(+&4F0%1((?%6('%.('$%"*6('.&,"(*%&1(),%/('.02

Plan and Predict Mathematics Tuesday: f0"*5%f*"8D%J)1$0;% measure paper worms that you cut out ahead of time. Have the children predict how !(*5%,-$%/('.%/"!!%1$%K% -(/%.&*4%f*"8D%J)1$0% will it take? Make a poster showing the !$*5,-%V"*%f*"8D%J)1$0W% of each worm.

Tell the children they will be making habitats for worms. What does a habitat need so worms can live there? Show the children the materials and talk about how they should be used.

Act and Observe Work with small groups to make a worm habitat. Cover the bottom of the container with 5'&#$!%&*+%,-$*%<(#$'%,-$%5'&#$!%/",-%0("!%K%+(%*(,%7&<?%",%+(/*2%%Z&?$%0)'$%,-&,%,-$%0("!%"0% .("0,%V*(,%0(&?"*5%/$,W%14%07'&4"*5%",%/",-%,-$%07'&4%1(,,!$%(6%/&,$'2%%3$&'%,-$%*$/07&7$'% into strips and saturate these with water. Wring them out so they are not dripping and then break them into pieces and add them around the inside of the container. Add a little more soil on top. Put in the earthworms and watch what happens. Cover the top of the container with cheesecloth and fasten with a rubber band. Put black paper around the outside of the container so the earthworms will be in the dark. Each day you can remove the paper and the cheesecloth to see what the worms are doing.

Report and Reflect Draw diagrams of the earthworms to show details of their bodies. Draw them in their habitat and be sure to show what they are doing. Page 45

Animals in the Neighborhood Week #2 Activity #3 Observing Worms Concepts: Worms are living things and have certain needs that their environment provides. Worms have certain characteristics that we can observe.

Learning Goals: Children will observe how a worm moves, how it looks, and how long it is. They will use their observations to create a model of a worm.

Vocabulary: castings clitellum underground worm

characteristics segment wiggle

Materials: $&',-/('.0%V(*$%7$'%<-"!+W% paper towels magnifying glasses

Read and Talk About:

7&7$'%7!&,$0 spray bottle with water plastic rulers

Things to Talk About: How does an earthworm feel when you hold it in your hand? How do earthworms move? Why do worms have to be kept damp? Where do earthworms live? Why do they live there? What do you notice when you look closely at an earthworm?

Wonderful Worms by Linda Glaser Page 47

Animals in the Neighborhood Week #2 Activity #3 Observing Worms - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

During today’s science lesson, encourage the children to use ‘describing words’ to talk about their earthworm. What do they see? Smell? Feel? Introduce the three new #(<&1)!&'4%/('+0%,-&,%'$6$'%,(%/('.%1(+4%7&',0%K%2(*$(0";#2("!(, and clitellum and explain what these words mean. Have the children locate each of these body parts on their worms. Recall with the children that yesterday’s book was called Yucky Worms. Make <(.7&'"0(*0%1$,/$$*%,-&,%,",!$%&*+%,-$%,",!$%(6%,(+&4F0%1((?%K%Wonderful Worms. As you read today’s book, ask the children to listen for details the author gives about worms. What kinds of things does she write that make you think worms are wonderful? Review W/w for worm. Have the children practice making the letter in the air with their 7("*,$'%8*5$'%&0%,-$4%0&4%,-$%/('+0;%A+(/*;%)7;%+(/*;%)7B%,(%+"'$<,%,-$"'%8*5$'2%% Encourage the children to think of names for their worm that begin with W/w. What activities could their worms do or pretend to do that begin with W/w. For example, could =/''/(#"1(#6.,$#61/2"'(#!#6.0-(,B+'#2.0*? b&#$%,-$%<-"!+'$*%!((?%&,%,-$%6'(*,%<(#$'%(6%,(+&4F0%1((?%&*+%8*+%W in the title. How .&*4%,".$0%+($0%",%(<<)'`%%a-(/%,-$.%,-$%,",!$%7&5$%&*+%8*+%,-$%!$,,$'0%&5&"*2%%O("*,% (),%,-&,%/-$*%/$%/'",$%/('+0%/$%)0$%,-$%0&.$%!$,,$'0%K%"*%,-$%0&.$%('+$'%>%$&<-%,".$%K% worm is always spelled w-o-r-m.

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Animals in the Neighborhood Week #2 Activity #3 Observing Worms Science Inquiry Cycle: Reflect and Ask

Mathematics Wednesday: Have the children use a plastic ruler to measure the length of their worm. Explain how to use the ruler to measure and how to read the numbers. Have the child lay the worm next to the ruler to determine its length. Record how long each worm is and make comparisons. Which worm is longest? Shortest?

Begin by reading todayâ&#x20AC;&#x2122;s book and talking about the information in it. Ask the children what they have learned so far about earthworms. Tell them that today they will be taking &%<!(0$'%!((?%&,%/('.0%,(%8*+%(),%.('$%&1(),%,-$.2%%L0?%/-&,%,-$4%/()!+%!"?$%,(%?*(/2

Plan and Predict Talk about how to handle the earthworms gently so they wonâ&#x20AC;&#x2122;t get hurt. Remind the children they must keep the worms moist and demonstrate how to use the spray bottle to do this. @*,'(+)<$%&*+%$D7!&"*%,-$%*$/%#(<&1)!&'4%/('+0%K%2(*$(0";#2("!(, and clitellum and ask ,-$%<-"!+'$*%/-$'$%,-$4%,-"*?%,-$4%/"!!%8*+%,-$0$%(*%,-$%$&',-/('.2%%

Act and Observe In small groups, provide each child with a worm, a paper plate, a spray bottle, a ruler, and a magnifying glass. Measure the worms and record the information. Encourage the <-"!+'$*%,(%<&'$6)!!4%$D&."*$%,-$"'%/('.0%,(%8*+%(),%.('$%&1(),%,-$.2%%L0?%H)$0,"(*0%,(% stimulate their thinking. (What color is your worm? Which end is the head? How does ,-$% /('.% .(#$`W% % R*<()'&5$% ,-$.% ,(% )0$% .&*4% +$0<'"1"*5% /('+0% /-$*% '$7(',"*5% ,-$"'% observations.

Report and Reflect Talk with the children about what they learned by examining the worms. Use playdough to create models of the worms. Encourage the children to put many details in their model K%!"*$0%6('%0$5.$*,0;%,-$%0$,&$%&*+%<!",$!!).;%&*+%,-$%.(),-2%%U-$*%,-$%7!&4+()5-%"0%+'4;% have the children paint their worms. Page 49

Animals in the Neighborhood Week #2 Activity #4 Collecting and Observing Pillbugs Concepts: Pillbugs are living things and need certain things from their environment. Pillbugs have certain characteristics that we can observe. They are not insects.

Learning Goals: J-"!+'$*%/"!!%(10$'#$%7"!!1)50%V(),0"+$%"6%7(00"1!$W%&*+%/"!!%.&?$%*(,$0%&1(),%-(/%,-$4%!((?% and move. They will create a detailed diagram of a pillbug.

Vocabulary: exoskeleton hiker pillbug roller sowbug

habitat moist potato bug roly poly

Materials: dirt pine needles grass or mulch water plastic spoons plain white drawing paper 7&7$'%7!&,$0% % % % % 7"!!1)50%V$",-$'%6()*+%(),0"+$%('%7)'<-&0$+W <(*,&"*$'%/",-%&%!"+%V/",-%-(!$0%7(?$+%"*%",W% 1'$&+%<').10%('%+'4%<$'$&!%,(%7),%"*%,-$%<(*,&"*$'

Things to Talk About: Is a pillbug an insect? Why or why not? How do pillbugs protect themselves? What do pillbugs eat? Where do pillbugs live? Why?

Read and Talk About: H#A/''#F+*I2#J/B(#by John Himmelman Page 51

Animals in the Neighborhood Week #2 Activity #4 Collecting and Observing Pillbugs - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Show the children a photo of a pillbug. Can anyone guess why this animal is called a pillbug? Tell the children that they will try to learn the answer to this question as they look at pillbugs today. Explain that a pillbug likes to live in damp, dark places like under rocks and logs. Show the picture of the pillbug on the front cover of the book and ask the children if anyone has ever seen one. Explain that this book has lots of information about pillbugs. @6%,-$4%!"0,$*%<&'$6)!!4;%,-$4%0-()!+%1$%&1!$%,(%8*+%(),%/-&,%7"!!1)50%$&,;%-(/%,-$4%5'(/;% &*+%-(/%,-$4%-&#$%1&1"$02%%U-$*%4()%8*"0-%'$&+"*5;%'$#"$/%,-$0$%H)$0,"(*0%&*+%&0?%,-$% children to tell about other things they learned from the book. Introduce P/p for :/''&+*7 Demonstrate how to make the letters and talk about how they are different from B/b and D/d. Encourage children to write the letters on chart paper. Z&?$%&%!"0,%(6%&!!%(6%,-$%+"66$'$*,%*&.$0%6('%7"!!1)50%K%7"!!1)5;%'(!4>7(!4;%7(,&,(%1)5;% sow bug. Have the children say each name and clap the syllables. Ask them to count the 04!!&1!$0%"*%$&<-%*&.$%K%/-"<-%(*$%-&0%,-$%.(0,`%%3-$%!$&0,`%% When the children dictate their description of a pillbug to go on their diagram, point out that you are writing exactly what they are saying. Read their description back to them so they can understand that you have written their words.

Page 52

Animals in the Neighborhood Week #2 Activity #4 Collecting and Observing Pillbugs Science Inquiry Cycle: Reflect and Ask Mathematics Thursday: Make a 3â&#x20AC;&#x2122; square paper mat and mark off one inch squares on it like a grid. Tell the children that you are going to see how far a pillbug can walk in 10 or 15 seconds. Mark the square where you start the pillbug and then !$,%-".%5(%K%<()*,%,(%PQ% or 15 and then see where -$%"0%K%.&'?%,-"0%07(,2%% Count how many squares he walked over to get there. Try this with several different pillbugs and discuss the results.

3$!!%,-$%<-"!+'$*%,-&,%,-$4%/"!!%5(%(),0"+$%,(%8*+%&*+%<&7,)'$%&%+"66$'$*,%?"*+%(6%1)52%%I$."*+% ,-$.%,-&,%*(,%&!!%1)50%&'$%"*0$<,02%%I$#"$/%,-$%<-&'&<,$'"0,"<0%(6%"*0$<,0%K%X%1(+4%7&',0%&*+% 6 legs. Today they will be looking for something that has many more than 6 legs, in fact, 14 !$50g2%%I$&+%&*+%,&!?%&1(),%,(+&4F0%1((?2%%L0?%<-"!+'$*%/-$'$%,-$4%<()!+%8*+%0(.$%7"!!1)502%%

Plan and Predict b$!7%<-"!+'$*%.&?$%&%7!&*%,(%5(%(*%&%7"!!1)5%-)*,2%%U-&,%,((!0%/"!!%,-$4%*$$+%,(%8*+%&*+% <(!!$<,%,-$%7"!!1)50`%U-&,%+(%,-$4%/&*,%,(%8*+%(),%&1(),%7"!!1)50`%%U-&,%,((!0%+(%,-$4% need to observe the pillbugs? Write a list of their questions.

Act and Observe Go outside and hunt for pillbugs. Use a small scoop or shovel to put them into containers and bring inside. In small groups, support children in taking a pillbug out of its container carefully using a plastic spoon and putting it on a paper plate. Observe the pillbug: Where are its eyes? How many legs does it have? If you touch it, what does it do? What does the pillbug do when ",%<'&/!0%,(%,-$%$+5$%(6%,-$%7!&,$`%%U-&,%-&77$*0%"6%4()%,)'*%",%(#$'%(*,(%",0%1&<?%K%<&*%",%'(!!% back over? Encourage the children to describe their observations.

Report and Reflect Discuss your observations as a large group. Refer back to the list of questions. Were you &1!$%,(%&*0/$'%&!!%(6%,-$.`%%U-&,%$!0$%+"+%4()%8*+%(),`%%O'(#"+$%<-"!+'$*%7&7$'%&*+% crayons and encourage them to draw a detailed diagram of the pillbug. Write each childâ&#x20AC;&#x2122;s description on his drawing. Page 53

Animals in the Neighborhood Week #2 Activity #5 Watching Ants and Spiders Concepts: Most people can observe ants and spiders in their everyday environment. Like all insects, ants have 3 body sections and six legs. Spiders are bugs but they are not insects because they have 8 legs and 2 body sections. Things to Talk About:

Learning Goals: Children will observe ants and spiders in their natural environment and draw conclusions based on group discussions about these observations.

Vocabulary: ant insect queen web

community nest spider worker

Materials: &*,0%V8*+%(),0"+$W%% magnifying glasses eyedroppers

07"+$'0%V8*+%(),0"+$W sugar water

Read and Talk About: H,(#K.+#!0#H0">#!0-#H,(#K.+#!#E:/-(,> by Judy Allen and Tudor Humphries

How do we know ants are insects? Where do ants and spiders live? Do they live alone? How do you know? What do ants eat? Are ants harmful or helpful? Is a spider an insect? How do you know? What do spiders eat? Are spiders harmful or helpful? Page 55

Animals in the Neighborhood Week #2 Activity #5 Watching Ants and Spiders- Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Talk about what the children already know about ants and spiders. Where have they seen ants? What were they doing? Where have they seen spiders? Ask if anyone can remember the characteristics of insects. To decide if ants are insects, look at the ant on the front cover of todayâ&#x20AC;&#x2122;s book to see if it has 6 legs and 3 body sections. Explain that spiders are not insects because they have 8 legs and two body segments. Talk about where spiders live. What do they eat? What is a spider web? E$5"*%14%!((?"*5%&,%,-$%7"<,)'$%(*%,-$%6'(*,%<(#$'%(6%$&<-%1((?%K%/-&,%&'$%,-$%&*".&!0% +("*5`%%:((?%&,%,-$%,",!$%7&5$%K%/-&,%&'$%,-$%&*".&!0%+("*5%-$'$`%%L0?%,-$%<-"!+'$*%"6% they have ever seen an ant carrying food or a spider making a web. Take your time reading these books and stop when you feel the children have enough information. Focus on the similarities and differences between ants and spiders. Introduce A/a for ant. Demonstrate how to make the letters. Find them in the names of the children. Demonstrate how to write ant and have some children come up and write this word on the easel. Teach children the following nursery rhyme. Explain the meanings of tuffet, curds, and whey. Identify the rhyming words. Clap to the beat of the rhyme as you say it. J/""'(#L/22#L+BB(";#2!"#.0#1(,#"+BB(";# X!"/0*#1(,#4+,-2#!0-#61(%7# H'.0*#4!$(#!#2:/-(,;#61.#2!"#-.60#&(2/-(#1(,;# H0-#B,/*1"(0(-#L/22#L+BB("#!6!%7

Print Awareness

Work with the children to make a Venn diagram that shows what they know about 07"+$'0%&*+%"*0$<,0%K%/-&,%"0%07$<"&!%&1(),%$&<-%(*$%&*+%/-&,%,-$4%-&#$%"*%<(..(*2%% Explain that a Venn diagram is a special way to show information that uses both shapes V(#$'!&77"*5%<"'<!$0W%&*+%/('+02%% Page 56

Animals in the Neighborhood Week #2 Activity #5 Watching Ants and Spiders Science Inquiry Cycle: Reflect and Ask Mathematics Friday: Provide plastic bugs or small cut out pictures of insects and spiders. Tell the children that today you are going to talk about more and less. Have someone count out 5 bugs and put them in a group on the table. Next count out 2 bugs and put them in another group. Ask which group has more. How can you tell? Make up similar problems and support the children in understanding the concepts more and less.

Capture a few ants ahead of time and bring them to your discussion. Encourage children to describe what they observe. Where do they think the ants came from? What do ants eat? Are they insects? Read todayâ&#x20AC;&#x2122;s book to gain more information about ants. Introduce the topic of spiders by reading todayâ&#x20AC;&#x2122;s second book. Encourage the children to talk about their personal experiences with spiders. What else do they want to know about spiders? What could we learn by observing spiders?

Plan and Predict Z&?$%&%7!&*%6('%5("*5%(),0"+$%,(%!((?%6('%&*,0%&*+%07"+$'02%U-$'$%."5-,%4()%8*+%,-$.`%%U-&,%+(%,-$%<-"!+'$*% predict ants and spiders will be doing? Explain that you can try to encourage ants to come around by putting (),%0(.$%0)5&'%/&,$'%K%/-4%+(%,-$4%,-"*?%,-$%&*,0%/"!!%<(.$%,(%,-$%0)5&'%/&,$'`%%L0?%,-$%<-"!+'$*%/-&,%,-$4% might see when looking for spiders.

Act and Observe h(%(),0"+$%,(%8*+%&*+%/&,<-%&*,02%%^(,"<$%-(/%,-$4%0$&'<-%6('%6((+2%%h"#$%<-"!+'$*%.&5*"64"*5%5!&00$0%,(% look carefully at their bodies. What body parts can you see? Put a few drops of sugar water near the ants &*+%(10$'#$%/-&,%,-$4%+(2%%a$$%"6%4()%<&*%8*+%,-$%&*,0F%-(.$2%%:((?%6('%07"+$'0%&*+%&6,$'%4()%<&7,)'$%0(.$% to observe, look at them with small groups of children. If possible, have a captured insect such as an ant to (10$'#$%&!0(2%%J(.7&'$%,-$%,/(%&*".&!0%K%-(/%&'$%,-$4%&!"?$%&*+%-(/%&'$%,-$4%+"66$'$*,`%%J()*,%,-$%!$50%K% +(%,-$4%$&<-%-&#$%,-$%0&.$%*).1$'`%%:((?%<!(0$!4%,(%0$$%,-$%1(+4%0$5.$*,0%K%"*0$<,0%-&#$%X%0$5.$*,0%&*+% spiders have two.

Report and Reflect Make a chart or Venn Diagram that compares what you know about spiders and insects. Make lists of how they are &!"?$%&*+%+"66$'$*,2%%Z&?$%&%.(+$!%(6%&%07"+$'%)0"*5%$55%<&',(*%<)70;%7(.7(.0%V6('%-$&+0W%&*+%7"7$%<!$&*$'0%V6('%!$50W2% Page 57

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #3 Dramatic Play 9% L*,$**&%-$&+1&*+0;%1),,$'=4%/"*50% and other bug costume materials 9% Bug puppets

Art Center 9% Paper plates, wooden clothespins and a hot glue gun to make click beetles 9% a,&.7%7&+0%,(%.&?$%8*5$'7'"*,%1)50 9% Cardboard egg carton cups and pipe cleaners to make bug eyes 9% Finger-paint while listening to RimskyKorsakovâ&#x20AC;&#x2122;s O'/*1"#.B#"1(#F+$&'(&((7 9% Paint at the easel to make bug paintings.

Block Area 9% Block area paper dolls: Photograph each child and glue the picture onto cardboard or poster board. Cover with clear Contac paper. Make a base with clay. Use in block play.

Manipulatives V# 9% 9% 9% 9%

Cootie game Bug stamps and stamp pads Playdough worms Bug puzzles Insect lacing cards

Large Motor Play 9% Move in the various ways that insects and bugs do. 9% Create an obstacle course to run. Move through the course by crawling or wiggling. 9% Musical bugs: play like musical chairs except use bug pictures to move to V&*+%+(*F,%$!"."*&,$%&*4(*$W2

Science Table 9% Photos of mealworms in all life cycle stages 9% Photos of variety of beetles 9% Magnifying glasses 9% Ant farm 9% Plastic bugs 9% Mealworm habitats Page 59

Animals in the Neighborhood Week #3 Activity #1 What is a Mealworm? Concepts: Mealworms are the larval stage of a darkling beetle. Mealworms have many characteristics we can observe.

Learning Goals: Children will observe mealworms and describe what they see.

Vocabulary: beetle exoskeleton habitat life cycle pupa

Materials: .$&!/('.0%V&#&"!&1!$%&,%7$,%0,('$0W paper plates magnifying glasses

egg grain larva mealworm

Things to Talk About: What is a mealworm? Is it like an earthworm? What is a life cycle? How do mealworms change as they grow? Do people have a life cycle?

Read and Talk About: H#L(!'6.,$I2#J/B( by John Himmelman Page 61

Animals in the Neighborhood Week #3 Activity #1 What is a Mealworm? - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness

3-$'$%&'$%0$#$'&!%*$/%#(<&1)!&'4%/('+0%,(%"*,'(+)<$%K%$(!'6.,$;#'/B(#4%4'(;#:+:!;# larva, and exoskeleton. Use these words as children investigate the mealworms. Make comparisons between the mealworm’s life cycle and the children’s. Does the mealworm look like a beetle? Do babies look like humans? The author of today’s book may be familiar from previous books. The illustrations show details of the mealworm’s appearance as it goes through its life cycle. Call children’s attention to these details and talk about what they observe. Introduce M/m for mealworm. Demonstrate how to make the letter and encourage children to write it. Look for it in the names of people in the classroom. Talk about how M/m is different from W/w and N/n. Teach the following song (tune of H,(#K.+#E'((:/0*>W2%%a)77(',%,-$%<-"!+'$*%"*%"+$*,"64"*5% the repeating phrases. I’m an insect, I’m an insect, =/"1#"1,((#&.-%#:!,"2;#6/"1#"1,((#&.-%#:!,"27 Head, thorax, abdomen. Head, thorax, abdomen. H0-#2/9#'(*2;#!0-#2/9#'(*27

Print Awareness

While reading today’s book, demonstrate how to track print from left to right and top to bottom. Talk about the differences between illustrations and print and about how we can gain information from both. As you read, point out how the illustrations help readers understand the text.

Page 62

Animals in the Neighborhood Week #3 Activity #1 What is a Mealworm? Science Inquiry Cycle: Reflect and Ask

Mathematics Monday: Children roll a die, identify the numeral, and count out that number of game pieces (mealworm picture <()*,$'0W%,(%7),%(*%&% 6x6 grid. The object (6%,-$%5&.$%"0%,(%8!!% the grid. Children can play alone or with other players.

Support children in talking about what they know about bugs. Where do bugs come 6'(.`%%b(/%+(%,-$4%5'(/`%%L0?%"6%&*4(*$%-&0%$#$'%0$$*%&%1$$,!$%K%/-&,%+"+%",%!((?%!"?$`%% RD7!&"*%,-&,%,(+&4%,-$4%/"!!%"*#$0,"5&,$%.$&!/('.02%%U-&,%+(%,-$4%/&*,%,(%8*+%(),%&1(),% a mealworm? Read todayâ&#x20AC;&#x2122;s book to introduce mealworms to the children.

Plan and Predict Explain that mealworms are very easy to hold and observe. Explain that they should not be squeezed or dropped because this could hurt them. Ask the children to predict what they will learn about mealworms. How many legs do they think mealworms have? Does it have eyes and a mouth? How is a mealworm like an earthworm? How are they different?

Act and Observe In small groups, support children in investigating mealworms. Put them on paper plates and watch them move. Observe their body parts. Use a magnifying glass to observe more closely. Encourage the children to use language to describe the details they see.

Report and Reflect Refer back to the childrenâ&#x20AC;&#x2122;s predictions and questions about the mealworms and discuss what they have learned so far. Write their observations on chart paper to refer back to in the coming days. Support children in making drawings of the mealworms they have investigated. Encourage them to add as many details as possible. Page 63

Animals in the Neighborhood Week #3 Activity #2 What Kind of Habitats Do Mealworms Like? Concepts: R#$'4%!"#"*5%,-"*5%-&0%&%-&1",&,;%&%7!&<$%/-$'$%",%8*+0%6((+;%0-$!,$';%/&,$'%&*+%,-$%07&<$% it needs to survive.

Learning Goals: Children will investigate what type of materials mealworms prefer to live in. They will work ,(5$,-$'%,(%.&?$%&%'$7(',%&1(),%,-$"'%8*+"*502

Things to Talk About:

Vocabulary:

What kinds of things should a good habitat provide?

food supply mealworm

habitat moisture

Materials: aluminum pie pans bran or wheat germ toothpicks shoebox with a lid

shredded wax paper shredded leaves paper towels

Read and Talk About:

Where do mealworms like to live? Why? Could a bird or a cat live in the same place as a mealworm? Why? What kind of habitat +(%80-%!"#$%"*`%%J()!+%&% mealworm live there?

L(!'6.,$2M#N!/2(#81($;#=!"41#81($;#E((#81($#D1!0*(#by Adrienne Mason

Page 65

Animals in the Neighborhood Week #3 Activity #2 What Kind of Habitats Do Mealworms Like? Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness

3&!?%&1(),%+"66$'$*,%?"*+0%(6%7!&<$0%/-$'$%7$(7!$%!"#$%K%-()0$0;%&7&',.$*,0;%,$*,0;% ,'&"!$'02%%3-$'$%&'$%0(%.&*4%+"66$'$*,%7!&<$0%/-$'$%7$(7!$%<&*%!"#$%K%<&*%7$(7!$%!"#$% anywhere? Are there places where people could not live? Can people live in trees? Can people live under water? What kinds of places do you prefer to live and why? Tell the children that today you will read a section from the new book. Show them how ,(%8*+%,-$%0$<,"(*%)0"*5%,-$%,&1!$%(6%<(*,$*,0%V772%Pi>]PW2%%%3$!!%,-$.%,(%!"0,$*%<&'$6)!!4% because this section tells you how to do todayâ&#x20AC;&#x2122;s science activity. Refer back to the book as you do the activity. Introduce H/h for habitat. Demonstrate how to make the letters. Remind the children that habitat is another word for home or house and that each of these words begins with H/h.

Phonological Awareness 3$&<-%<-"!+'$*%,-$%6(!!(/"*5%7($.2%%L0?%,-$.%,(%"+$*,"64%,-$%'-4."*5%/('+0%V1$$;%.$W2%% Have them walk to the beat of the poem, stopping to make appropriate motions. Here is a nest for a robin, V<)7%-&*+0W And here is a hive for a bee.%V80,0%,(5$,-$'W Here is a home for a mealworm, V.&?$%-&*+0%"*%&%0H)&'$%<(*,&"*$'%0-&7$W H0-#1(,(#/2#!#1.+2(#B.,#$(G#V8*5$',"70%,(5$,-$'%.&?$%'((6%(#$'-$&+W

Print Awareness

Talk about how the illustrations in the book help readers understand how to do the investigation. Do the pictures help you know what to do? Can you tell what to do when someone just reads the words or do you also need the illustrations?

Page 66

Animals in the Neighborhood Week #3 Activity #2 What Kind of Habitats Do Mealworms Like? Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday: Use the information you collected about where mealworms like to live to make a chart with the children. Use the chart to answer questions: How many mealworms went to each type of material? How many mealworms went to the dry paper towel? The wet one? How many preferred the dark side of the box?

Talk about how you might make a mealworm habitat. What materials could you use? 3-"*?%,(5$,-$'%&1(),%.$&!/('.0%"*%,-$%/"!+%K%-(/%/()!+%,-$4%8*+%&%5((+%-(.$`%%U-&,% kind of place might it be?

Plan and Predict I$&+%,-$%1((?%,(%8*+%(),%-(/%,(%<(*+)<,%,(+&4F0%"*#$0,"5&,"(*2%%h&,-$'%,-$%.&,$'"&!0%4()% will need. (If you donâ&#x20AC;&#x2122;t have the book, prepare an aluminum pan with sand, oatmeal, and <(66$$%5'()*+0%"*%0$&'&,$%7!&<$02W%%U'",$%+(/*%<-"!+'$*F0%7'$+"<,"(*0%&1(),%/-&,%?"*+0%(6% conditions the mealworm will like best.

Act and Observe Follow the instructions in the book to conduct the investigation about mealworm habitats. Find out what materials the mealworms prefer, whether they like a moist or dry environment, and whether they prefer to be in the light or in the dark. Write down the results for each activity. If you donâ&#x20AC;&#x2122;t have the book, place several mealworms into the aluminum pan and observe to see where they go. Cover the pan with dark paper and let it sit for 15 minutes. Look again and see where the mealworms are.

Report and Reflect Talk about the results of the investigation. What kind of habitat does a mealworm like best? Have the children draw a picture about what they learned and dictate a sentence to tell about it. Compile these into a class book. Page 67

Animals in the Neighborhood Week #3 Activity #3 Making a Mealworm Home Concepts: All living things live in habitats that meet their needs.

Learning Goals: Children will create a habitat for their mealworms.

Things to Talk About:

Vocabulary:

What do all living things *$$+`%V6((+;%/&,$'W

beetle exoskeleton larva moisture

bran habitat mealworm pupa

Materials: mealworms wheat germ (or uncooked oatmeal) small, clear containers with lids for individual children Y.,#!#'!,*(#:'!2"/4#?!,#6/"1#!#'/-#B.,# "1(#61.'(#*,.+:Z a slice of apple, potato, or carrot for moisture Y,($.3(#!0-#,(:'!4(#/B#/"#*("2#$.'-%#.,#-,%Z

Read and Talk About: L(!'6.,$2M#N!/2(#81($;#=!"41#81($;#E((#81($#D1!0*( by Adrienne Mason

What kinds of animals could live in a habitat this size? How might an animal that lives in this habitat move? Could an earthworm live in this habitat? Why or why not? Do people eat the same food as we are putting in this habitat? How might the animal living in this habitat be similar to a person? How might they be different? Page 69

Animals in the Neighborhood Week #3 Activity #3 Making a Mealworm Home - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

L0?%,-$%<-"!+'$*%,(%+$0<'"1$%,-$"'%(/*%-(.$0%K%/-4%+(%,-$4%!"#$%,-$'$`%%RD7!&"*%,-&,%!"#"*5% in a home keeps us warm and safe from bad weather and is a place where we have 6((+%&*+%/&,$'2%%RD7!&"*%,-&,%,(+&4%,-$4%&'$%5("*5%,(%.&?$%&%-(.$%V-&1",&,W%6('%,-$"'% mealworms. They need to be kept safe and to have food and water. Explain why it is important to keep chemicals and other harmful substances away from the mealworms. Read pages 4-9 of today’s book, paying particular attention to pages 6-7 which describe how to make a mealworm habitat. Tell the children that this is what they will be doing today. Pages 8-9, about the life cycle of a mealworm, provides a good review of the vocabulary introduced previously. Review M/m and H/h. Have the children make these letters on chart paper. Challenge them to think of words that begin with each letter. Review yesterday’s poem. Clap and count the number of syllables in each line. Underline the words that have two syllables. Here is a nest for a robin, V<)7%-&*+0W And here is a hive for a bee. V80,0%,(5$,-$'W Here is a home for a mealworm, V.&?$%-&*+0%"*%&%0H)&'$%<(*,&"*$'%0-&7$W H0-#1(,(#/2#!#1.+2(#B.,#$(G#V8*5$',"70%,(5$,-$'%.&?$%'((6%(#$'-$&+W%

Print Awareness

As you introduce today’s book, point out the table of contents and page numbers. Explain that today you will read only part of the book and demonstrate using the table (6%<(*,$*,0%,(%8*+%,-$%'"5-,%7&5$0%,(%'$&+2%

Page 70

Animals in the Neighborhood Week #3 Activity #3 Making a Mealworm Home Science Inquiry Cycle: Reflect and Ask

Mathematics Wednesday: Use pieces of elbow macaroni to represent the mealworms. Give each child a small dish. Have him roll a die and put that number of â&#x20AC;&#x153;mealwormsâ&#x20AC;? into his dish. Continue until ,-$%+"0-%"0%8!!$+%/",-% mealworms. As you play this game, talk about the relative size of $&<-%*).1$'%K%/-"<-%"0% bigger, 6 or 2?

Tell children that today they are going to make a home for the mealworms they investigated yesterday. What are some different homes that animals live in? What are the basic things that all living things need in their home or habitat?

Plan and Predict Show children the materials they will use to make a mealworm habitat. What type of animal do they think could live in this habitat based on its size and what it contains? What kinds of things do they need to put into the habitat so the mealworm can live?

Act and Observe Support each child in making a mealworm habitat and putting several mealworms in it.

Report and Reflect Talk about the habitats they created. Based on what the children have put into their habitats, what do they think mealworms like to eat? How do mealworms get water? In what part of the habitat do they think the mealworms will live?

Page 71

Animals in the Neighborhood Week #3 Activity #4 What Do Mealworms Eat? Concepts: All living things have certain food preferences that help them survive. Mealworms like some foods more than others.

Learning Goals: J-"!+'$*%/"!!%<(*+)<,%&*%$D7$'".$*,%,(%8*+%(),%&1(),%,-$%6((+%7'$6$'$*<$0%(6%.$&!/('.02%% Things to Talk About:

Vocabulary: choice metamorphosis

mealworm preference

Does everyone like the same foods?

Materials: aluminum pie pans +'4%<$'$&!%=&?$0% % peanut butter

What kinds of foods do you prefer?

mealworms &77!$%0!"<$0 slices of raw potato

Read and Talk About: Mealworms by Donna Schaffer V!((?%&,%&*+%+"0<)00%,-$%"!!)0,'&,"(*0W

Could a mealworm eat dirt like earthworms do? Why or why not? Could a lion eat the same food as a mealworm and survive? Why or why not?

L(!'6.,$2M#N!/2(#81($;#=!"41#81($;#E((#81($#D1!0*(#by Adrienne Mason V772%P[>PS;%]]W Page 73

Animals in the Neighborhood Week #3 Activity #4 What Do Mealworms Eat? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness

Talk with the children about what they like to eat. What are their favorite foods? What foods do they not like? We have been reading in the books that mealworms eat grains. Ask children if they think mealworms might eat other foods. What else might they eat? Ask the children if they think mealworms would eat the same kinds of food as people. Are there healthy and unhealthy foods for people? How about for mealworms? Read sections of Mealworms to gain more information. Pages 4-9 provide a good overview and will add to childrenâ&#x20AC;&#x2122;s knowledge base. Page 9 provides information about why they are called mealworms and how people use them. Introduce E/e for eat. Children can often make an upper-case E,%1),%-&#$%+"68<)!,4%/",-% the lower-case. Have them practice both on the chart paper. Challenge them to identify the letter E/e in the names of children in the classroom. Teach the children the following poem. Have them identify the rhyming words. Ask them to make up motions to do as they recite the poem. T#!$#$!Q/0*#4..Q/(#-.+*17#N.+0-#!0-#,.+0-#"1(#&(!"(,2#*.7 H--#2.$(#5.+,#B,.$#!#4+:7##E"/,#!0-#2"/,#".#$/9#/"#+:7## N.''#"1($;#4+"#"1($;#0/4(#!0-#0(!"7##A+"#"1($#.0#!#4..Q/(#21(("7## F!Q(#"1($;#4.+0"#"1($;#[;#\;#]7#E(,3(#"1($#".#"1(#$(!'6.,$2#6/"1#"(!G

Print Awareness

Use the diagram of a mealworm on pages 16-17 of Mealworms to help you to draw a diagram together on chart paper and to label the various parts of the mealworm. Ahead of time, make labels for '(*2, antennae, head, eyes, mouth, thorax, and abdomen. Have the children help attach the labels and draw arrows to the correct parts. Page 74

Animals in the Neighborhood Week #3 Activity #4 What Do Mealworms Eat? Science Inquiry Cycle: Reflect and Ask Mathematics Thursday: Create a graph that shows the results of todayâ&#x20AC;&#x2122;s experiments. Record how many mealworms liked each kind of food (a bar graph ."5-,%/('?%1$0,%6('%,-"0W2%% Support the children in using the graph to answer questions such as: How many mealworms ate the apple? Which food did they like best? Was there a food that none of them ate? Have the children explain how they know the answers.

Talk with the children about foods they like to eat. What kinds of foods do mealworms !"?$%,(%$&,`%%d(%,-$4%$&,%!(,0%(6%+"66$'$*,%6((+0%('%(*!4%(*$%?"*+`%%b(/%<()!+%/$%8*+%(),`

Plan and Predict Show the children the experiment on page 22 of Mealworms. Ask them what kinds of foods they would like to offer the mealworms. How do they want to design their experiment? Write down their predictions about them which foods the mealworms will like or not like.

Act and Observe Working in small groups, carry out the experiment as shown in the book. Encourage children to observe and describe what the mealworms are doing.

Report and Reflect Look back at the predictions and talk about the results of your experiment. What food was the mealwormsâ&#x20AC;&#x2122; favorite? Was there any food they did not eat?

Page 75

Animals in the Neighborhood Week #3 Activity #5 Mealworm Changes – Metamorphosis Concepts: Mealworms go through a process of metamorphosis during which their bodies change form several times as they grow from an egg to an adult.

Learning Goals: Children will create a life cycle poster showing the four stages of a mealworm’s growth.

Vocabulary: adult exoskeleton mealworm pupa

egg larva metamorphosis

Materials: glue mealworms scissors large photos of the 4 stages of the mealworm’s life cycle plain white paper , folded and divided into 4 sections 0.&!!%+'&/"*50%(6%,-$%T%0,&5$0%(6%&%.$&!/('.F0%!"6$%<4<!$%K%(*$%<(74%7$'%<-"!+

Things to Talk About: How have you changed since you were a baby? What do mealworms look like when they are babies? What do mealworms look like when they are grown-up? What other animals go through metamorphosis as they grow?

Read and Talk About: O,.$#L(!'6.,$#".#F(("'(M#O.''.6/0*#"1(#J/B(#D%4'(#by Laura Purdie Salas Page 77

Animals in the Neighborhood Week #3 Activity #5 Mealworm Changes – Metamorphosis Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Introduce the word $("!$.,:1.2/2 and explain what it means. Tell the children that .$&!/('.0;%!"?$%1),,$'="$0;%5(%,-'()5-%1"5%<-&*5$0%"*%,-$"'%6('.%&0%,-$4%5'(/2%%L0?%"6% &*4(*$%?*(/0%-(/%1),,$'="$0%0,&',%(662%%b(/%+(%,-$4%<-&*5$`%%:((?%&,%4()'%.$&!/('.02%% Have any of them changed into the pupa stage? What does this look like? Ask the children to talk about how they have changed since they were babies. Ask children to think of other animals that look like their parents when they are born. Point out the 8!&'(#.B#D.0"(0"2 and talk about how it is used. Look at the cover and the title 7&5$%,(5$,-$'%K%/-&,%&'$%,-$4%!((?"*5%&,%"*%,-$%.&5*"64"*5%5!&00`%%U-&,%1)50%&'$%<'&/!"*5% around the outside? Read the book together and talk about what a life cycle is, and the mealworm’s life cycle. Make a list of the 4 stages. Show the children that $("!$.,:1.2/2 begins with M/m%K%&%!$,,$'%,-$4%!((?$+%&,%$&'!"$'%,-"0% week. Invite children to come up to the easel and write the letters on chart paper. Describe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

Print Awareness

Support children in arranging pictures of the 4 stages of a mealworm’s life cycle and !&1$!"*5%,-$0$%0,&5$0%K%(**;#'!,3!;#:+:!;#!-+'". Remind them that each label is a word that tells about the picture. Give them a label that says, J/B(#D%4'(#.B#!#_!,Q'/0*#F(("'(7 Ask the children to count the number of words in this label. Glue it onto the top of their picture. Page 78

Animals in the Neighborhood Week #3 Activity #5 Mealworm Changes – Metamorphosisa Science Inquiry Cycle: Reflect and Ask

Mathematics Friday: Make up word problems about mealworms for the children to solve by drawing pictures. For example, I have two mealworms in my habitat and the teacher adds one more. How many do I have now? A mealworm lays 5 eggs and 4 hatch. How many are still left to hatch? Support the children in drawing pictures that help them 8*+%,-$%&*0/$'%,(%,-$0$% questions.

Remind the children that one of the reasons you are watching the mealworms is to see how they grow and change to become beetles. Ask if they can remember how the mealworms started out. How have they changed so far? What will happen next?

Plan and Predict Read today’s book and talk about how mealworms change as they grow. Show the children the pictures you have of the changes and ask them to think about how to arrange them to show the mealworm’s life cycle. What shape should the arrangement be? Explain the meaning of cycle%K%,-"0%/"!!%-$!7%,-$%<-"!+'$*%,(%)*+$'0,&*+%-(/%,(%&''&*5$%,-$%7"<,)'$02

Act and Observe Working in small groups support the children in making their life cycle illustration. Provide !&1$!0%,(%5(%/",-%,-$%7"<,)'$02%%3&!?%&1(),%-(/%1),,$'="$0%&!0(%5(%,-'()5-%.$,&.('7-(0"0% and what their changes look like.

Report and Reflect Display the life cycle pictures. Continue to observe the mealworms as they go through their !"6$%<4<!$%K%,-"0%.&4%,&?$%0$#$'&!%/$$?02%%L0?%,-$%<-"!+'$*%/-&,%,-$4%,-"*?%/"!!%-&77$*%&6,$'% all of the mealworms have become beetles. Will there ever be mealworms again? Look at the life cycle pictures to answer this question. Page 79

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.? Week #4 Dramatic Play 9% Farm animal and pet puppets 9% Create a pet store using stuffed animals, a cash register, and pet care materials.

Art Center 9% Milk carton barns 9% Grain collage 9% Make a tractor out of scrap materials. 9% Make a barn out of a large cardboard box. 9% Make farm animal and pet masks.

Block Area 9% Plastic farm animals, tractors and trucks, wooden blocks

Manipulatives 9% Duplo farm animals and blocks 9% Farm animal and pet puzzles 9% Farm animal and pet stamps

Large Motor Play 9% Animal charades 9% Raking, hoeing in the sand box 9% Work with a partner to move like a wheelbarrow. 9% Sing and act out 81(#O!,$(,#/0#"1(# _(''.

Science Table 9% 9% 9% 9%

Farm animals photos Food products from farms Photos of various kinds of pets Various kinds of pet foods and pet care materials

Page 81

Animals in the Neighborhood Week #4 Activity #1 What is a Farm? Concepts: A farm is a type of habitat for plants and animals. Farm animals have all of their needs met in that habitat.

Learning Goals: Children will explore a farm habitat and use their knowledge about this to create farm animal puppets.

Things to Talk About:

Vocabulary:

What kinds of foods can be grown on farms?

animal cow farm feed habitat horse

chicken crop farmer goat hay pig

Materials: tube socks craft glue markers

variety of pieces of colored felt large wiggly eyes feathers

What kinds of animals can live on a farm? What kinds of work does a farmer do? What do the different animals on the farm provide for people? Can farms be located in the city? Why or why not?

Read and Talk About: P+,#H0/$!'#O,/(0-2#!"#L!:'(#U/''#O!,$#by Alice Provensen Page 83

Animals in the Neighborhood Week #4 Activity #1 What is a Farm? - Language and Literacy

85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

E$5"*%,-"0%/$$?%14%8*+"*5%(),%/-&,%,-$%<-"!+'$*%&!'$&+4%?*(/%&1(),%6&'.02%%L0?%/-(% has been to a farm. What do people who live on farms do? What kinds of animals live there? Why do they live there? Help the children identify the animals on the front cover of todayâ&#x20AC;&#x2122;s book. Tell them that the book has information about each of these animals. Make a chart with the name of $&<-%&*".&!%(*%",%K%/-$*%4()%8*"0-%'$&+"*5;%/'",$%+(/*%0(.$%"*6('.&,"(*%,-&,%4()%-&#$% !$&'*$+%&1(),%$&<-%(*$2%%Vj()%.&4%*(,%1$%&1!$%,(%'$&+%,-$%$*,"'$%1((?%K%7"<?%&*+% <-((0$%,-$%1$0,%7&',02W Introduce F/f for farm. Demonstrate how to make the letters and have children come up and make them on chart paper. Sing#P'-#L4_.0!'-#U!-#!#O!,$ together. Make the appropriate animal sounds for the animals named. Print the words to P'-#L4_.0!'-#U!-#!#O!,$#on chart paper. Ask the children to look for the word farm and circle it each time they see it. Have them underline F/f each time they see it. Point out that F/f is used at the beginning of the word farm.

Page 84

Animals in the Neighborhood Week #4 Activity #1 What is a Farm? Science Inquiry Cycle: Reflect and Ask Mathematics Monday:

Ask the children if they have ever visited or lived on a farm. Use chart paper to record what they know about farms. Ask if they think a farm is a habitat. What kinds of animals live in that habitat?

Divide a large piece of 7&7$'%"*,(%,-'$$%0$<,"(*0%K% zoo animals, farm animals, and pets. Give children a variety of animal pictures and have them name the animal and decide which section of the chart it belongs in.

Plan and Predict

After children have sorted the pictures, ask them questions such as: Which kind of animal do we have the most of? Which kind do we have the least of? How many are in each section?

Report and Reflect

Read todayâ&#x20AC;&#x2122;s book and make your information chart. Tell the children that they will make sock puppets of farm animals. What kinds of materials will they need to do this? How will they attach the materials to their sock?

Act and Observe Working with small groups, make the puppets. Provide each child with a tube sock, felt pieces and markers to make a puppet.

Set up a farm scene in the block area and have the children work in small groups to use their puppets for farm play. Talk about the kinds of things that farm animals need to get from their habitat.

Page 85

Animals in the Neighborhood Week #4 Activity #2 Milk Products Concepts: Cows live on farms. Cows produce milk that people use.

Learning Goals: Children will use cream to make butter.

Vocabulary: butter cream products teat

Things to Talk About: cow milk shake udder

Materials: ."!?%V'$5)!&';%<-(<(!&,$;%0,'&/1$''4W%% -$&#4%<'$&. .&'1!$0%K%<!$&*;%(*$%7$'%<-"!+% % <'&<?$'0 plastic knives containers with tight lids to shake the cream in

Read and Talk About:

Why do cows live on farms? What do farmers do to take care of cows? How does a farmer get milk from a cow? How does the milk get from the farm to the store where we buy it? How is butter made? How is cheese made?

Milk: From Cow to Carton by Aliki

Page 87

Animals in the Neighborhood Week #4 Activity #2 Milk Products - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Tell the children that one of the most important animals on a farm is a cow. Ask why ,-$%<(/%"0%".7(',&*,%K%/-&,%+(%<(/0%+(`%%a-(/%,-$%<-"!+'$*%&%<(*,&"*$'%(6%."!?%&*+%&0?% how this milk gets to the store. Where does it come from? Explain that today they will 1$%8*+"*5%(),%&1(),%6((+0%,-&,%<(.$%6'(.%<(/02%%L0?%"6%&*4(*$%-&0%&*%"+$&%&1(),%/-&,% these foods might be. Have children identify the animal on the front cover of today’s book. Point out the cow’s )++$'%&*+%,$!!%,-$%<-"!+'$*%,-&,%,-$4%&'$%5("*5%,(%8*+%(),%/-&,%,-"0%7&',%(6%,-$%&*".&!%"0% for. Focus on this part of the book. Work with the children to make a list of what they remember from the book. Introduce B/b for butter. Demonstrate how to make both the upper- and lower-case letters. Give each child a printed letter B/b to stick to his butter container to take home. Teach children the following song and support them in creating motions to go along with it to the steady beat (tune of Row, Row, Row Your BoatW2%%L0?%<-"!+'$*%,(%"+$*,"64%,-$% repeating words in the song. Milk, milk, milk your cow =1/'(#2/""/0*#.0#"1(#2"..'7 A+''/0*;#2S+/,"/0*;#:+''/0*;#2S+/,"/0* 8/''#"1(#&+4Q("I2#B+''G

Print Awareness

On chart paper, make a list of the steps you will be taking to make butter. Read these with the children. Use pictures for some of the words so that the children can “read” ,-$0$%+"'$<,"(*0%K%7()';%0-&?$;%1),,$'%V!"?$%&%'$1)0%<-&',W2%%I$#"$/%,-$%+"66$'$*<$%1$,/$$*% pictures and words. Page 88

Animals in the Neighborhood Week #4 Activity #2 Milk Products Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday: Work together to make and read a graph. Support the children in mixing and then tastetesting three kinds of milk: vanilla, strawberry, and chocolate. Ask children to select their favorite kind of milk and put their name on the graph. J()*,%,(%0$$%/-"<-%=&#('% has the most/least/same number of â&#x20AC;&#x153;votes.â&#x20AC;?

Talk about cows on a farm and the milk they provide. Read todayâ&#x20AC;&#x2122;s book for more information. Ask the children if they have ever made butter. What kinds of foods do they like to eat butter on?

Plan and Predict Make a plan for making butter. Ask the children how long they think they will have to shake the cream so that it can become butter. How will they know when it is ready to eat? What will it taste like?

Act and Observe O'(#"+$%$&<-%<-"!+%/",-%&%0.&!!%,"5-,!4%<(#$'$+%<(*,&"*$'2%%O),%"*%(*$%.&'1!$%&*+%8!!%",%/",-% some heavy cream. Have the children shake their containers for about 10-15 minutes or longer until the cream separates and turns into butter and whey. Remind the children that ,-$4%*$$+%,(%0-&?$%-&'+g%O()'%(66%,-$%!"H)"+%0,)66%K%,-&,F0%1),,$'."!?2%%@6%+$0"'$+;%4()%<&*% add a pinch of salt.

Report and Reflect Provide crackers to spread the butter on. Eat and enjoy! Talk about what you did and how it tastes. Refrigerate the left-over butter so the children can take it home, along with directions for making it. Page 89

Animals in the Neighborhood Week #4 Activity #3 Chickens Concepts: Farms produce many food products for people. Chickens live on farms and produce eggs that people eat.

Learning Goals: Children will conduct a taste test of scrambled and hard-boiled eggs to see which one they prefer. They will sequence 4 pictures about how eggs get from the chicken to their home refrigerator.

Vocabulary: chick coop egg rooster white

What kind of animal is a chicken?

chicken dozen hen shell yolk

What do farmers need to do to take care of chickens?

raw eggs to scramble electric frying pan 4 pictures for children to sequence

How are chickens like cows? How are they different?

Materials: hard-boiled eggs bowl and mixing spoon paper plates and forks

Things to Talk About:

What do people get from chickens that they use for food?

Read and Talk About: F/*#D1/4Q(02 by Leslie Helakoski Page 91

Animals in the Neighborhood Week #4 Activity #3 Chickens - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Show the children a photo of a chicken and ask if anyone knows what it is and where it lives. Explain that a chicken is a type of bird that lives on a farm. Explain the process of chickens laying eggs that farmers collect to sell in grocery stores. Talk about the kinds of things that farmers need to do to take care of chickens. Compare chickens and <(/0%K%-(/%&'$%,-$4%&!"?$%&*+%-(/%&'$%,-$4%+"66$'$*,` Tell the children that in today’s story the word chicken has more than one meaning. It will refer to the animal and also to someone who is very afraid. Have they ever heard someone called a “chicken”? Show the children the illustration on the dedication page K%/-&,%"0%-&77$*"*5`%%L0%4()%'$&+%,-$%0,('4;%,&!?%&1(),%,-$%,-"*50%,-&,%,-$%<-"<?$*0%&'$% &6'&"+%(6%&*+%-(/%,-$4%&'$%&<,"*52%%U-&,%8*&!!4%-&77$*0%,(%,-$.`%%b(/%+(%,-$4%6$$!%&,% the end of the story? Why is the title F/*#D1/4Q(02> Introduce E/e for (**7 Make both upper- and lower-case letters and provide children with an opportunity to write them. Show that the word (** begins with the letter E/e. Teach children the action poem, 8(0#O'+BB%#D1/4Q2. Ask them to identify the rhyming words. O/3(#(**2#!0-#)3(#(**2#%Vb(!+%)7%8#$%8*5$'0%&*+%8#$%8*5$'02W% 81!"#$!Q(2#"(02%VU"55!$%,$*%8*5$'02W% E/""/0*#.0#".:#/2#"1(#L."1(,#U(07%V:(<?%8*5$'0%,(5$,-$';%?*)<?!$0%)72W% Crackle, crackle, crackle, what do I see?%%%VJ!&7%-&*+02W% 8(0#5+BB%#41/4Q(02#!2#%(''.6#!2#4!0#&(2%Vb(!+%)7%,$*%8*5$'02W

Print Awareness

Work with the children to make a chart during today’s science activity. Support them in writing their names under their prediction and the results. Support them in reading the results on the chart. Page 92

Animals in the Neighborhood Week #4 Activity #3 Chickens Science Inquiry Cycle: Reflect and Ask Mathematics Wednesday: Make a nest by putting plastic grass or shredded paper in a basket or box. Put plastic eggs in the nest and top with a toy chicken. Have children guess how many eggs the hen has laid. Lift her up and have the children count the eggs. How many are there? Was the guess more or less than the actual number? Have the children close their eyes while you change the number of eggs. Repeat the activity as the children are interested.

3$!!%,-$%<-"!+'$*%,-&,%4()%&'$%5("*5%,(%'$&+%&%0"!!4%0,('4%&1(),%<-"<?$*02%%L6,$'%4()%8*"0-% reading and talking about the story, ask the children what they know about real chickens. Show them some eggs and talk about where they come from. Use the pictures on the following page to support children in sequencing how eggs get from the chicken into their refrigerators. Talk about some of the different ways we eat eggs.

Plan and Predict Explain that today there will be a taste test of two ways to eat eggs. Show them the hard boiled eggs and make a plan for how to make scrambled eggs. Ask the children to predict which kind of egg they will like best and to record their prediction on the chart.

Act and Observe Prepare scrambled eggs according to your plan. Have everyone taste both the scrambled eggs and the hard-boiled eggs to see which one they like better. Have the children record their preferences on the chart.

Report and Reflect J(.7&'$%,-$%7'$+"<,"(*0%/",-%,-$%'$0)!,02%%U&0%&*4(*$%0)'7'"0$+%,(%8*+%(),%,-&,%,-$4%!"?$+% something they did not think they would? How many people liked each type of egg? Which kind was the favorite? Ask the children if they think that chickens are important farm animals. Have them give a reason for their answer. Page 93

Page 94

Animals in the Neighborhood Week #4 Activity #4 Picking a Pet Concepts: A pet is an animal that people keep for companionship. People need to provide pets with their daily needs. Some animals make good pets and some do not.

Learning Goals: Children will investigate a variety of animals that could be pets and select ones that would be possible to take care of.

Things to Talk About:

Vocabulary:

What kinds of animals do people keep as pets?

companionship food select water

exercise pet shelter

Materials:

Are all pets the same size and shape? Why do people give pets names?

photos of a variety of animals: some that would make good pets and some that would not a variety of stuffed animals: some that would make good pets and some that would not

Can people keep any animal as a pet? Why or why not?

Read and Talk About:

What kinds of pets need the most/least care?

81(#A(,B(4"#A(" by Margie Palatini

Page 95

Animals in the Neighborhood Week #4 Activity #4 Picking a Pet - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Begin this activity by providing time for the children to talk about their pets. How do they take care of them? How are pets different from farm animals? Ask the children what kind of pet they would choose if they could have any animal in the world. Why? What would they need to do to take care of it? Provide time for discussion. Show the front cover of#81(#A(,B(4"#A("# and talk about the kinds of animals the girl is thinking about having for a pet. Which one do you think she will choose? As you read the book, talk about how Elizabeth’s parents feel about having a pet. Why didn’t they /&*,%(*$`%%U-&,%7$,%+"+%0-$%8*&!!4%5$,`%%L6,$'%'$&+"*5;%,&!?%&1(),%/-$,-$'%('%*(,%d()5% was a good pet and why Introduce P/p for :("7# Demonstrate how to make the letters. Find P/p in the title of today’s book. Teach the children the following song (to the tune of Row, Row, Row Your BoatW2%%J!&7%,-$% rhythm of the song. Identify the rhyming words. J.3(;#'.3(;#'.3(#%.+,#:("2;# J.3(#"1($#(3(,%#-!%7#R/3(#"1($#B..-# And water, too. 81(0#'("#"1($#,+0#!0-#:'!%7

Print Awareness

Work with the children to make the graph for today’s math activity. Demonstrate how to set up the columns and have the children write their own names in the appropriate places. Talk about how to read the graph.

Page 96

Animals in the Neighborhood Week #4 Activity #4 Picking a Pet Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: Children will make a graph of the types of pets they have. When the graph is complete, ask the children questions like: How many children in our class have a dog? Which kind of pet do the most children have? How many children have pets? How many children do not have pets?

Explain what a pet is and ask if anyone has one. Provide time for the children to talk about their pets. Ask the children why they think people like different kinds of pets. Ask if they think that animals like to be pets. Are there animals that would not like to be pets? Read todayâ&#x20AC;&#x2122;s book and talk about the pet the girl in the story gets.

Plan and Predict Tell the children they will look at a variety of photos and/or stuffed animals to decide which ones would make good pets. Ask how they will make this decision. How do you know when an animal will be a good pet?

Act and Observe Working with small groups of children, give them a chance to look at the photos and/or stuffed animals. Encourage them to talk about each one and what needs to be done to take care of it. Ask if this animal would be a good companion or friend. Encourage the <-"!+'$*%,(%0(',%,-$%7-(,(0M0,)66$+%&*".&!0%"*,(%,/(%5'()70%K%:("2 and 0."#:("2.

Report and Reflect Discuss what the children found out as they looked at the animals. Ask them what they would choose for a classroom pet. What are the characteristics of an animal that would make a good classroom pet? What kind of care would it need? Page 97

Animals in the Neighborhood Week #4 Activity #5 Caring for Pets Concepts: Living things have needs. Pet owners need to care for their pets. Different pets need different types of care.

Learning Goals: Children will investigate pet care and the responsibility involved in having a pet. They will select a classroom pet and make a plan to care for it.

Vocabulary: care food responsibility water

classroom pet shelter

Materials: a variety of different kinds of pet foods 7$,%<&'$%",$.0%K%<(.1;%1')0-;%!$&0-;%6((+%+"0-;%1$++"*5 7(00"1!$%7$,%<-("<$0%6('%&%<!&00'((.%K%-&.0,$';%5(!+80-;%.$&!/('.0;%5$'1"!;%-$'.",%<'&10 container and food for pet chosen other requirements as necessary

Read and Talk About:

Things to Talk About: Do all pets need care? Do they need the same kind of care? Can you have the same kind of pet in a classroom that you could have at home? Why or why not? What happens to a pet if it is not cared for? How is taking care of a pet like taking care of yourself? How is it different?

L%#R.'-)21#by Pamela Walker Page 99

Animals in the Neighborhood Week #4 Activity #5 Caring for Pets - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Today the children will decide if they would like to have a classroom pet and if so, which one they would like. Support the children in recalling some of the reasons that the parents in yesterdayâ&#x20AC;&#x2122;s book did not want a pet. Are there good reasons not to have a pet? Next, talk about some pets the children have at home and whether these would be good classroom pets. Why or why not? What kinds of things happen in school classrooms that make it hard to have pets? What would you do with the pet over a weekend or when there is a longer vacation? @*,'(+)<$%,(+&4F0%1((?%&*+%$D7!&"*%,-&,%",%"0%*(*>8<,"(*2%%O("*,%(),%,-$%3&1!$%(6%J(*,$*,0% and page numbers. Explain that this book tells how to set up an aquarium and take care (6%&%7$,%5(!+80-2%%U-$*%4()%8*"0-%'$&+"*5;%&0?%,-$%<-"!+'$*%,(%'$<&!!%0(.$%(6%,-$%/&40% ,-$%5"'!%"*%,-$%0,('4%<&'$+%6('%,-$%5(!+80-2%%b(/%<()!+%4()%,$!!%,-&,%0-$%!"?$+%,-$%5(!+80-`%% U()!+%&%5(!+80-%.&?$%&%5((+%<!&00'((.%7$,`%%U-4%('%/-4%*(,` Review P/p for :("7 Point out how P/p looks similar to Q/q, B/b and D/d in their lowercase form, and how they are different. How can we remember which one is a p? Teach the children the following rhyme and ask them to think of ways to act it out. Underline the two words that rhyme. A,(""%#'/""'(#*.'-)21#0(3(,#4!0#"!'Q7# H''#/"#-.(2#/2#6/**'(#61(0#/"#",/(2#".#6!'Q7

Print Awareness

As you make charts about pets and their needs, invite children to help write the letters and words. Explain that letters are used to make words. Show the children that every time you write the letters c-a-t it spells cat and every time you write d-o-g it spells -.*. Give everyone a chance to write something on the chart. Page 100

Animals in the Neighborhood Week #4 Activity #5 Caring for Pets Science Inquiry Cycle: Reflect and Ask

Mathematics Friday: Working in small groups, make up math word problems about pets. Support the children in drawing pictures to solve the problems. Examples of problem would be: AZ4%5(!+80-%,&*?%-&0% (*$%80-%&*+%,-$*%@%1)4% two more. How many 80-%+(%@%-&#$`B%%AZ4% cat has three kittens. We give away one to a friend. How many do we have left?”

Ask the children what kinds of things they need to stay alive and healthy. Make a list. List the things pets need. Are they the same as what people need? Are they different? Read today’s book as an example of how to take care of a new pet.

Plan and Predict Talk with the children about the kinds of pets they have at home. Make a list of these. Work with children to sort the pets on this list into those that would be good or not good to have as classroom pets. Show children the pet care items you have brought and talk about how these are used. What would a school pet need?

Act and Observe Look at the list of possible pets for the classroom and make a list of the needs of each one. Talk about the pros and cons of each animal as a school pet. Why would this animal be a good pet? What possible problems might there be?

Report and Reflect After considering all the possible classroom pets, make a choice as a whole class for which pet you would like to have. Set up the pet’s home and take care of it. Keep a record of how you take care of the pet and what kind of things you do with it. Talk with the children about how to decide what to name the pet. Page 101

Thank you for using the ScienceStart ci Animals in the Neighborhood Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2011 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

H0/$!'2#/0#"1(#C(/*1&.,1..- Month. We hope you enjoyed your experience! Your feedback is important to us. Please contact us with your comments and suggestions at www.ScienceStart.com

Module 5 Unit 9

Explore.

Experiment. Question.

Integrate.

How Things Move OVERVIEW During this month, children and teachers explore how people can move their bodies and then use this knowledge to investigate how objects move. They talk about gravity as a force that makes objects move and explore how pushes and pulls affect how objects move. Additionally, the following learning goals can be achieved as the children participate in these ScienceStart activities:

Science !" Describing the effects of common forces on objects !" Making predictions, testing these predictions, and comparing predictions with results to draw conclusions !" Beginning to construct explanations and discussing them with others

Literacy !" #$%&'"%&()*+,-%)&"%&"&)&./0-%)&"" " books during science activities !" Using descriptive language in conversations to talk about what has been seen and done

Mathematics !" Using the language of spatial relationships to describe the position of objects !" Counting sets of objects and using numerals to represent the number counted

How Things Move Month by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2011 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Please visit our website at: www.ScienceStart.com

Table of Contents for How Things Move Month Teaching Science with ScienceStart

What Should I Know?

How Things Move Overview Week #1:

How People Move

Week #3: How Objects Move: Gravity Center-Based Play Materials & Activities

Lesson #1: What Makes It Move?

Lesson #2: Toss It Up

Center-Based Play Materials & Activities

Lesson #3: Dropping Things

Lesson #1: Moving Our Bodies

Lesson #4: Ramps

Lesson #2: Moving to Music

Lesson #5: Jumping

Lesson #3: Moving With Each Other

Lesson #4: Moving With a Story

Center-Based Play Materials & Activities

Lesson #5: Moving Along a Path

Lesson #1: Ball Rolling

Lesson #2: Push and Pull - Scooters

Week #2: Moving in Space

Week #4: How Objects Move: Force

Center-Based Play Materials & Activities

Lesson #3: Spinning Things

Lesson #1: Dancing - Moving With a Plan

Lesson #4: Swinging Things

Lesson #2: Using a Map to Move

Lesson #5: What Makes Things Stop?

Lesson #3: Making an Obstacle Course

Lesson #4: Marching

Lesson #5: Step Dancing

55 Page 5

Teaching Science with ScienceStart 1,&'2,'34"5%-3*,06",&7"+,-83+,-%0$"9):"&,-2*,556"(*)+"8,&7$.)&"$0%3&034":8%08"%$"-83",0-%;%-6" of learning about the everyday world. Learning about the everyday world is as fundamental to the early childhood years as learning to walk, talk, and interact with others. With ScienceStart, children build a rich knowledge-base that supports further learning and higher-order skills 5%<3" 05,$$%/0,-%)&" ,&7" 7*,:%&'" %&(3*3&03 $=" " 1,&'2,'34" 5%-3*,064" ,&7" +,-83+,-%0$" ,*3" >,$%0" tools for learning that develop as children engage in ScienceStart inquiry activities and share their questions and observations with others. Preschool children have the abilities to do science. ?&"(,0-4"@7)%&'"$0%3&03A"/-$"-83":,6$"08%57*3&"53,*&B">6"3CD5)*%&'4"*3D3,-%&'",&7"0)++2&%0,-%&'" hands-on, multi-sensory activities. It is crucial that children carry out the activities themselves and that they have opportunities to repeat and vary the activities and to talk about what they ,*3"7)%&'",&7"/&7%&'")2-="E83"'),5$")("$0%3&03"53,*&%&'"%&"3,*56"08% 578))7",*3"-)"3CD5)*34" build concepts, and build vocabulary to communicate these concepts. There is an emphasis on trial and error rather than on “right answers” and so teachers do not need to “know all the answers.” Teachers do need to help children ask questions and discover for themselves. A 4-Step Science Cycle supports systematic guided inquiry, helping children “learn to learn.” F30,2$3" 53,*&%&'" ,&7" 7)%&'" $0%3&03" *35%3$" )&" 08%57*3&G$" /*$-8,&7" 3CD3*%3&034" %-" %$" ,5:,6$" meaningful and provides a motivating context for learning language, literacy, and mathematics. Hands-on inquiry science fosters a classroom community that easily includes all children. Because ScienceStart activities can be done in many ways, they engage children who have different learning styles and are at different developmental levels. As teachers observe children doing science activities, they can respond to individuals’ strengths and needs. Because inquiry science emphasizes exploration and trial and error as important ways to learn, children focus on learning rather than on avoiding mistakes.

Page 7

The Science Cycle is a powerful teaching tool. E8%$"06053"$2DD)*-$",0-%;3"53,*&%&'">6")*',&%H%&'"%&I2%*6="?-$"()2*"D8,$3$">*%&'"-83"$0%3&-%/0" method into ScienceStart classrooms. All ScienceStart lessons use the Science Cycle. !"#"$%&'&()* begins the cycle. Teachers should talk with children and ask them to think and share their knowledge about a topic. The teacher can introduce new vocabulary and read /0-%)&")*"&)&/0-%)&">))<$"-)"835D"08%57*3&"-8%&<",&7"-,5<",>)2-"-83"-)D%0="J30,55%&'"D*3;%)2$" $0%3&03",0-%;%-%3$"835D$"08%57*3&"*3930-")&":8,-"-836"<&):",&7",$<"&3:"I23$-%)&$="E83"-3,083*" and other adults in the classroom can model asking questions using phrases such as: “What do you think will happen if we …?” +,-.&'&+/"01$% is next. The teacher should help children plan what to do in the science activity that will get information to help answer their question. They may discuss what materials they need and where to do the activity. The teacher should encourage children to make predictions about the outcome of the activity, accepting all answers. They then move forward with: “Let’s see what happens!” ($%&'&23)"/4" is the phase during which children carry out the science activity. Teachers may model the activity to help children understand what to do, but it is essential that each child does the science activity. Teachers should expect children to vary the activity as there is no one “right” way to do it. The teacher should talk with children about what they are doing and support conversation among the children. In some cases, this phase is best carried out in small groups. !"56/%&'&!"#"$%"%$"-83"/&,5"D8,$3")("-83"$0%3&03"06053="K8%57*3&"$8)257"-,5<",>)2-":8,-"-836" observed and what new ideas and questions they have. There are many ways for children to represent what they have learned. Reports can be graphs, class-made books, a poster with photographs, a journal entry, a drawing or a conversation.

The ScienceStart Curriculum was developed at the University of Rochester by Dr. Lucia French, a specialist in language and literacy development and Kathleen Conezio, an expert on early literacy and science who also serves as a science advisor to Sesame Street. For 15 years, we have collaborated with hundreds of teachers to continually improve ScienceStart . Development of ScienceStart has been supported by more than $5,000,000 in grants from the National Science Foundation and the United States Department of Education. ScienceStart is easy to use with English Language Learners and children with special needs. Research shows that children at all socioeconomic levels make substantial gains in language, literacy, and science knowledge when their teachers use ScienceStart .

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What Should I Know? This unit is designed to explore forces and motion. Although this topic falls under the domain of physical science, children will begin by exploring how their own bodies move. This will provide an experiential frame of reference for understanding how non-living objects move. Children will explore and design patterns of motion with their body parts and will become familiar with vocabulary that describes force, motion, and spatial relationships. Once the children have experienced activities that involve moving their own bodies, they will explore the motion of inanimate objects. The interactions of an object with another object can be explained and predicted using the concept of force. A force is a push or pull that makes objects move, change direction, or stop moving. For example, children can use a force to make a ball move or to stop it from moving. The activities are designed so children learn that pushing or pulling can have many different strengths and directions. Children will explore the force of gravity. Gravity pulls together all matter (which is anything you can physically touch). Although gravity is a force between all objects, this unit considers only the gravitational force of the Earth. Earthâ&#x20AC;&#x2122;s gravity acts on an object near the Earthâ&#x20AC;&#x2122;s surface, pulling that object towards the Earthâ&#x20AC;&#x2122;s center. Thus, objects near the Earth will fall to the ground unless something holds them up. Children will experience these concepts by throwing objects up and watching them fall, jumping themselves, and rolling and sliding objects down a ramp. Their observations during these activities will provide them with the ability to talk about what they have seen and done and make some generalizations about how gravity works.

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Children will also participate in activities to explore friction, a force that occurs whenever two objects rub against each other. An object that is sitting on a slope resists motion because of friction between that object and the slope. Most surfaces are not perfectly smooth. Even a table top or mirror that appears smooth has little bumps that can be seen with a microscope. When two surfaces move past each other, the bumps on their surfaces collide. These collisions cause friction, which slows the motion. The rougher a surface is, the more and bigger bumps it has and the more friction will affect it. Friction is important for motion. Without friction, everything would slip and slide all over the place. We wouldn’t be able to walk, run, or write. Cars would not be able to move. Important terminology: Force – a push or pull to make objects move, change direction, or stop moving Push – applying force to move something farther away Pull – applying force to move something closer Friction – a force caused by objects rubbing against each other Gravity – a force that pulls objects together; Earth’s gravity pulls everything down toward the center of Earth Mass – the amount of matter in something; the mass of an object determines its weight and the force gravity exerts on it Motion – a change in the position of an object Position – the location of an object in space @:((- – how fast something moves =(/*1" – a measure of how heavy an object is; the force that gravity exerts on the object

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How Things Move Overview Week 1

Science Activities

Books to Read

Moving Our Bodies

A(!-#".#8.( by Eric Carle

Moving to Music

Literacy Highlights

Math Highlights Counting sets of objects

B("#C:#!0-#B.D#by Nancy Carlson

Alphabet letters M/m, B/b, L/l, G/g, and A/a

Moving with Each Other

E'!:#F.+,#A!0-2 by Lorinda Bryan Cauley

Using labels

Moving with a Story

=(G,(#B./0*#.0#!#H(!,#A+0"#by Michael Rosen

Identifying a word in print

Making and copying patterns

Moving Along a Path

I.3(D#by Steve Jenkins

Identifying rhyming words

Dancing - Moving with a Plan

Giraffes Can’t Dance by Giles Andreae

Recognizing numerals

Using a Map to Move

=(G,(#B./0*#.0#!#J/.0#A+0"#by David Axtell

Using a title to aid comprehension Alphabet letters D/d, M/m, O/o, and S/s

Making an Obstacle Course

Silly Sally by Audrey Wood

Marching

81(#K0"2#B.#I!,41/0*#by Dan Crisp

Relating videos to classroom activities

Using words to express spatial relations

Step Dancing

A/'-!#I+2"#H(#L!04/0* by Karma Wilson

Identifying rhyming words

Counting sets of objects

Using picture clues for comprehension

Making and copying patterns

Recognizing numerals

Using ordinal numbers

Identifying the problem in a story Alphabet letters G/g, D/d, B/b, Using a pan balance R/r, and J/j Weighing objects on a Using and understanding periods scale and question marks Recording data on a

What Makes It Move?

What is Gravity? by Lisa Trumbauer

Toss It Up

I Fall Down by Vicki Cobb

Dropping Things

Henny Penny by Paul Galdone

Ramps

Roller Coaster by Marla Frazee

Jumping

86.#M(("#C:;#86.#M(("#L.60#by Pamela Love

Ball Rolling Push and Pull - Scooters

Differentiating letters from words N24!,#!0-#"1(#E,/4O("P#K#H..O#K&.+"#I.3/0*#!0-# Alphabet letters B/b, P/p, T/t, Q.''/0*#by Geoff Waring S/s, and F/f

Spinning Things

Push and Pull by Patricia Murphy

Swinging Things

A.:D#R'.:D#by Corey Rosen Schwartz & Tali Klein

Directionality of print – left to right, top to bottom

What Makes Things Stop?

What is Friction? by Lisa Trumbauer

Identifying words in print

Directionality of print – left to right, top to bottom

chart and interpreting it Measuring distance Counting sets of objects Making weight comparisons Measuring time Using the words more/ fewer

Writing a group story

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Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #1 Dramatic Play !" Doctorâ&#x20AC;&#x2122;s kit and other materials to D5,6"7)0-)*G$")(/03

Art Center !" !" !" !"

Make handprints. Paint to music. Paint feet to make footprints. Paint whole body portraits.

Block Area !" Use blocks to build obstacles to walk over or crawl under.

Manipulatives !" Mr. Potato Head toy !" Playdough and rolling pins !" Scissors and paper punches

Large Motor Play !" !" !" !" !"

Running, jumping, hopping Hokey Pokey Walking on a line Jumping over a rope Walking up and down steps

Science Table !" !" !" !"

Doctor kit Photos of skeleton Mirrors Photos of people â&#x20AC;&#x201C; various ages, gender, ethnicity !" Exercise equipment

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How Things Move Week #1 Activity #1 Moving Our Bodies Concepts: Our bodies have many parts. Some of them can move.

Learning Goals: Children will identify their various body parts and demonstrate and describe how they can move.

Vocabulary: count (,$-L$5):" " head movement stomach waist/hips

eyes /&'3*$L8,&7$L,*+$ knees shoulder toes/feet/legs

Materials: body part cards, CD player and relaxing music

Read and Talk About: A(!-#".#8.( by Eric Carle

Things to Talk About: How can we move our bodies? Was it easier to move when we counted out loud or in our heads? Was it easier to move when the music was fast or slow? Do all parts of your body move? What are some parts that donâ&#x20AC;&#x2122;t move? Which parts of your body do you move most often? Page 15

How Things Move Week #1 Activity #1 Moving Our Bodies - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Ask children to name some parts of their bodies. Talk about how each of these body parts can move. Do they all move the same way? Are there some body parts that do not move at all? Ask the children to talk about some of the ways they can move their bodies. What are some slow ways? What are some fast ways? Read the title of todayâ&#x20AC;&#x2122;s book and ask the children what they think it means. Preview a couple of pages and ask the children what they think they will be doing as you read it. What animals do they think will be in the book? What body parts will they be moving? M$"6)2"*3,7"-83">))<",5)274"8,;3"-83"08%57*3&"-*6"3,08"+)-%)&=""N83&"6)2"/&%$84"$33" how many animals from the book they can identify. Introduce M/m for move. Demonstrate how to make each of the letters and have the children write them on large chart paper. Be sure to identify anyone in the class whose name begins with M. Sing the familiar song A(!-;#@1.+'-(,2;#S0((2;#!0-#8.(2 at a variety of speeds: slow, medium, fast. Ask the children to name each speed as you sing it together. Listen to the words to cue which body parts to touch. With the children, create a large poster of a body outline. Create labels for the body parts and have the children put them on the appropriate places. Talk about the function of a label.

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How Things Move Week #1 Activity #1 Moving Our Bodies Science Inquiry Cycle: Reflect and Ask Mathematics Monday: Explain to the children that many times when you do exercises, you repeat the same movement a certain number of times. Name four different movements from today’s book and make a plan to do them a certain number of times. Write those numbers down and as you do the exercise, count the times you repeat it to be sure you are following your plan.

Ask the children to think of some ways they can move. What parts of their bodies do they move? How do those parts move? Be sure to write down their ideas.

Plan and Predict Help children plan how they can move their various body parts in different ways to a musical beat. Ask them to predict how changing the tempo (speed) of the music will affect their body movements.

Act and Observe Have the children form a circle. Begin with relaxing music and have the children imitate the teacher’s body movements. As the children are naming body parts, arrange the body part cards in that order and move to the beat of the music. Change the order of the body part cards and try to move that way. Choose a new song that is at a different tempo (speed) . Practice counting taps as children touch body parts to the beat of the song – for example, 8 taps on the chin, 4 taps on the shoulder.

Report and Reflect Talk about what you did together. What made moving easier or harder? Did everyone move the same way? Ask children to draw a picture of their whole body and write down their description of what they said about how they can move. Page 17

head

eyes

tongue

cheeks

shoulders

elbows

/&'3*$

arms

knees

ankles

toes

hips

How Things Move Week #1 Activity #2 Moving to Music Concepts: Our bodies can move around in many different ways.

Learning Goals: Children will identify ways in which their bodies can move. They will use different movements as part of a musical experience.

Vocabulary: clap jump spin stop/go

Materials: 5,*'3"9))*",*3,"()*"+);3+3&CD player music to move to

Read and Talk About: B("#C:#!0-#B.D#by Nancy Carlson

direction movement/ motion stomp

Things to Talk About: How can we move around the room? Could you move differently if you were outside or in a gym? How would you move around if there was a baby sleeping? How does a frog move from place to place? Which other animal movements could we imitate? Can you move from place to place without using your legs and feet? How could you do that? Page 21

How Things Move Week #1 Activity #2 Moving to Music - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Ask the children if they have ever gone for a walk. Encourage them to talk about this. Next, ask if anyone can think of another way to move other than walking. Write down their suggestions. Encourage them to describe or demonstrate these different ways to move. Todayâ&#x20AC;&#x2122;s book is about the value of exercise. The children may recognize the pig on the cover from the book T#J/O(#I(D# Explain that one way you can show that you like yourself %$"-)"-,<3"0,*3")("6)2*">)76">6"3C3*0%$%&'=""N83&"6)2"/&%$8"*3,7%&'"-83">))<4":)*<":%-8" the children to make a list of the various activities mentioned in the book. Introduce B/b for body. Explain that these letters are made of straight and curving lines and demonstrate how to make each of them. Ask the children how the upper- and lowercase letters are the same and different. Print the words to TU#F.+G,(#A!::%#!0-#F.+#S0.6#T"#on large chart paper. As you sing the song, have the children listen for the repeating phrases. Ask them to identify the phrases that repeat in the song and circle them on the chart paper. Sing the song with the children and have them do the actions. Underline the action words on large chart paper. Ask the children to change the actions to something new, for example, /U#%.+G,(#1!::%#!0-#%.+#O0.6#/";#2:/0#!,.+0-D# Print the new actions on word cards and put these on top of the old actions. Point out that you are changing a word in the song and that changing the word changes the action.

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How Things Move Week #1 Activity #2 Moving to Music Science Inquiry Cycle: Reflect and Ask Recall yesterdayâ&#x20AC;&#x2122;s discussion about all the different body parts that could move. Tell the children that today they are going to think about different ways to move. What are some of these? Why do people like to move around and do exercises?

Mathematics Tuesday: On squares of paper, draw or write down ways people can exercise; fasten these onto a large die/cube. Have the children roll this die along with a number die and then read and do what the dice tell you; for example, it might be 5 jumping jacks or 3 toe touches.

Plan and Predict Show the children the song for today (they will probably be familiar with it). Tell them they are going to sing and act out the song, but they will need to think of different actions for it. Make a list of their ideas to try.

Act and Observe Sing the song the regular way. Then, write the new motions on sentence strips and put them on the song chart. Sing the song the new way and have the children try the new motions. Talk about how they work. Which motion is their favorite? Do they like the new song or do they prefer the original?

Report and Reflect Make a list of other songs that include motions. Choose a couple each day to try out. Have the children make a simple tally graph showing their favorite motion songs. Talk about how to interpret the graph. Page 23

How Things Move Week #1 Activity #3 Moving With Each Other Concepts: People can move in many of the same ways.

Learning Goals: Children will plan a movement activity with a partner and act it out. They will discuss the meaning of the terms leader and follower and will take on each role during of the activity.

Things to Talk About:

Vocabulary:

What special movements can you do? How did you learn your special moves?

group match partner

Materials: CD player and quiet music for movement

Read and Talk About: E'!:#F.+,#A!0-2#by Lorinda Bryan Cauley

leader/follower movement same/different

Can everyone do the same movements? If you canâ&#x20AC;&#x2122;t do something now, will you ever be able to do it? (For example, if you canâ&#x20AC;&#x2122;t tie your shoes now, will you ever be able to tie your shoes?) What will make this happen? What does a leader do? What does a follower do?

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How Things Move Week #1 Activity #3 Moving With Each Other - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Today the children will demonstrate and tell other children how to move. They should be encouraged to use descriptive language to talk about how they are moving. Explain the words follower and leader and give each person a chance to do each of these activities. Be sure to also use the words same and different during todayâ&#x20AC;&#x2122;s activity. E)7,6G$">))<"%$"/5537":%-8",0-%)&$"()*"-83"08%57*3&"-)"7)=""O5,&"-)"*3,7"%-"-:%03=""E83"/*$-" time, have the children try out some of the actions. The second time, have the children stand up and fully participate in acting out as you read. Introduce L/l for leader. Show that these letters are easily made with straight lines. Have the children make them on large chart paper. As you read todayâ&#x20AC;&#x2122;s book together, have children identify the rhyming words in the text. The second time you read, pause so that the children can provide the rhyming words. Print the words to 81/2#/2#=1!"#T#E!0#L. on large chart paper. Use a pointer to read the words, pointing to each one. Explain that you are pointing to words as you read. 81/2#/2#61!"#T#4!0#-.;##V-.#!#$."/.0#U.,#U.+,#4.+0"2W X3(,%&.-%#-.#/";#"..7#V4.:%#"1(#$."/.0#U.,#U.+,#4.+0"2W Y.6#TG''#:!22#/"#.0#".#%.+D##V0(9"#:(,2.0#1!2#U.+,#4.+0"2#".#2"(:#".#"1(#U,.0"W

Page 26

How Things Move Week #1 Activity #3 Moving With Each Other Science Inquiry Cycle: Reflect and Ask Ask children to talk about and demonstrate different kinds of movements they can do. Ask if they think their friends can do them too. Ask the children how they learned to do these movements.

Plan and Predict Mathematics Wednesday: Provide children with two or three colors of snap cubes. Have each child work with a partner. One child is the leader and makes a pattern with his cubes. The other child is the follower and copies the pattern. Switch roles.

Have the children think of a special movement to teach a partner. Help children select partners. Ask them if they think they will be able to teach their partner how to do the movement.

Act and Observe Have the children work in pairs to teach each other how to do a special movement. Take turns acting as leader and follower. When this is completed, have the children sit in a group. Using the song/chant, 81/2#/2#=1!"#T#E!0#L., give each child the opportunity to show a special movement for four counts and have the group repeat the movement. For example, the leader might hop on one foot 4 times.

Report and Reflect E,5<",>)2-"-83"*)53$")("53,73*",&7"()55):3*=""J3930-")&"8):"3,$6")*"8,*7"%-":,$"-)"+,<3" one person or the whole group do your special movements. Which role did you prefer? Why? Page 27

How Things Move Week #1 Activity #4 Moving With a Story Concepts: People can use their bodies in many ways to travel from here to there.

Learning Goals: Children will listen to the story#=(G,(#B./0*#.0#!#H(!,#A+0" and then act it out as it is read a second time.

Vocabulary: over/under around/through

Materials: none needed

Read and Talk About: =(G,(#B./0*#.0#!#H(!,#A+0"#by Michael Rosen

Things to Talk About: What would you do if you came to a puddle on the sidewalk? How do you cross a street? What are some different ways you can cross a /357P

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How Things Move Week #1 Activity #4 Moving With a Story - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

M$<"08%57*3&"%("-836"8,;3"3;3*"-*%37"-)"/&7"$)+3-8%&'"Q":8,-":,$"%-P""N83*3"7%7"-836" 5))<P""N3*3"-836",>53"-)"/&7":8,-"-836":3*3"5))<%&'"()*P""RCD5,%&"-8,-"-)7,6G$">))<"%$" about looking for a bear. After you have read the story through one time, read it again and encourage children to read along with you in the repetitive parts of the story. Introduce today’s book by showing the front cover and asking the children what they think is happening. Read the title and ask if anyone has ever gone on a bear hunt. Ask if they think this is going to be a scary story. Why or why not? Read the story together and talk about why the bear followed the children home. What did he want? How do you know? Introduce G/g for *./0*7# Demonstrate how to make each of the letters and have the 08%57*3&"/&7"-83+"%&"-83"-%-53")("-)7,6G$">))<="" Read the following poem and have the children listen for and identify the rhyming words. A(,(#/2#!#4!3(7#####VH(0-#)0*(,2#.0#.0(#1!0-W T02/-(#/2#!#&(!,7####VR+"#"1+$&#/02/-(#)0*(,27W Y.6#1(#4.$(2#.+"#".#*("#2.$(#U,(21#!/,7#####VR.:#.+"#"1+$&7W He stays out all summer, in sunshine and heat. A(#1+0"2#/0#"1(#U.,(2"#U.,#&(,,/(2#".#(!"7#####VI.3(#"1+$&#/0#!#4/,4'(7W When snow starts to fall he hurries inside A/2#6!,$#'/""'(#4!3(#!0-#"1(,(#1(#6/''#1/-(7##VR+"#"1+$&#/02/-(#)0*(,27W @0.6#4.3(,2#"1(#4!3(#'/O(#!#5+UU%#61/"(#,+*7 Inside the bear sleeps, all cozy and snug. (Place one hand over the other.)

Print Awareness

If possible, use the big book version of today’s story so the children can look for individual words in the lines of print. Have them look for words like bear, over, under, around and "1,.+*1. Gather several copies of today’s book and make them available for children to picture read together. Page 30

How Things Move Week #1 Activity #4 Moving With a Story Science Inquiry Cycle: Reflect and Ask Read todayâ&#x20AC;&#x2122;s story and talk about it. What happened in the story? Do the children think they can act out the movements in the story?

Plan and Predict Mathematics Thursday: Have an egg carton for each child and a box of teddy grahams. Have the children roll a die and then count out the matching number of bears, putting one in each section of the egg 0,*-)&=""N83&"-836"/55" up their egg carton, they can eat the bears.

Make a plan to act out the story using motions. Decide what motions to do and when to do them.

Act and Observe Read the book again and act it out as planned. Be sure the children read the repetitive parts along with you.

Report and Reflect Take photos as the children re-enact the story and create a classroom book to add to the published versions of this story.

Page 31

How Things Move Week #1 Activity #5 Moving Like an Animal Concepts: People can move their bodies in many ways. These are similar to the ways some animals move. Other animals can move in ways that people can’t because their bodies are different.

Learning Goals:

Things to Talk About:

Children will try to move in ways like the animals in today’s book. They will decide which :,6$",*3"3,$6"()*"D3)D53"-)"7)",&7":8%08",*3"7%(/025-=""

What is your favorite animal? How does it move?

Vocabulary: 3,$6L7%(/025-" leap same/different waddle

9),move/movement/motion slither

Materials: photos of animals not included in today’s book

Read and Talk About: I.3(D#by Steve Jenkins

What movements can some animals do that you can’t? Why can’t you do them? Which animals can move quickly? Which move slowly? If you could be any animal, what would you be? Why?

Page 33

How Things Move Week #1 Activity #5 Moving Like an Animal - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Work with the children to make a list of ways animals can move. Talk about different kinds of animals, for example, a squirrel. What ways does it move? Why does it move ,*)2&7P""S):",>)2-","/$8P""S):"7)3$"%-"+);3P""E,5<",>)2-"8):"D3)D53",&7",&%+,5$" move in the same and different ways. Can dogs walk? Can people climb trees like a $I2%**35")*"96"5%<3",">%*7P"" Show the children the cover of today’s book and read the title. Look at the title page – how is it different from the cover? How is it the same? Ask what they think the word says )&"-83$3"D,'3$=""N83&"6)2"/&%$8"*3,7%&'4",$<"-83"08%57*3&"-)"-8%&<")(")-83*",&%+,5$"-8,-" could have been included in the book. Make a list of these and how they would move. Introduce A/a for animal.""M$"6)2"*3,7"-)7,6G$">))<4"/&7"-83"&,+3$")(",&%+,5$"-8,-" begin with th A/a. Point out the large letter A")&"-83"/*$-"D,'3")("-83"$-)*6=" Print the following poem on large chart paper and read it with the children. Circle the rhyming words. K"#"1(#Z..#6(#2!6#!#&(!,7#A(#1!-#'.0*;#-!,O#U+ZZ%#1!/,#(pretend to walk like a bear) =(#2!6#!#'/.0#/0#!#4!*(7#A(#6!2#/0#!0#!6U+'#,!*(7 (pretend to be a angry lion) =(#2!6#"1(#&/*;#'.0*[0(4O(-#*/,!UU(;#!0-#"1(#2/''%#$.0O(%2#$!-(#+2#'!+*17#(everybody laugh) H+"#$%#U!3.,/"(#!0/$!'#!"#"1(#Z..#/2#"1(#('(:1!0"[[1.6#!&.+"#%.+>#

Print Awareness

As you read today’s book together, ask the children to identify the movement word on each page. Ask the children to read the big word on each page with you.

Page 34

How Things Move Week #1 Activity #5 Moving Like an Animal Science Inquiry Cycle: Reflect and Ask Ask the children to name some favorite animals and talk about how they move. Discuss if people can move the same ways as the animals.

Plan and Predict Mathematics Friday: Have the children work with a partner. One child makes a pattern using small plastic animals and the other child copies it. Have them take turns being leader and follower.

Tell the children that they are going to try to move like the animals in todayâ&#x20AC;&#x2122;s book. Ask them to make predictions about what animals will be in the book and how they will move.

Act and Observe Read the book together and do the motions. Talk about which ones are easy for people to do and which are hard. Are there any that people cannot do?

Report and Reflect Provide photos of animals that are not in todayâ&#x20AC;&#x2122;s book. Have each child select one and glue it onto a piece of white paper. Talk about how the animal moves and write down what the child says. Put these papers together to make a classroom book about animal movements.

Page 35

Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #2 Dramatic Play !" Fitness center – small weights, “tread mill,” headbands, barbells, “rowboat” and other equipment for pretend gym play !" Dance costumes, workout clothes

Art Center !" !" !" !"

Marble painting Circle collage Spin art #$3"96"$:,--3*$",$">*2$83$=""K,55"%-" splat painting.

Block Area !" Bowling with blocks and small balls !" Building ramps

Manipulatives !" Tops to spin !" Gears !" Beads to string

Large Motor Play !" !" \# !"

Throwing balls Basketball Q/0*#K,.+0-#"1(#Q.2/( Kicking or throwing balls to knock down blocks

Science Table !" !" !" !" !"

Photos of skeleton, muscles Mirrors Exercise equipment Pan balance with items to put in it Variety of balls

Page 37

How Things Move Week #2 Activity #1 Dancing - Moving with a Plan Concepts: There are many ways that people can move. People can plan how they will move.

Learning Goals: Children will explore dancing as a form of movement. They will participate in a line dance activity.

Things to Talk About:

Vocabulary:

What are some ways we can move to get from one place to another?

forward/backward reverse

left/right straight/curved

Materials: cha-cha slide music only - http://www.youtube.com/watch?v=TSnvf7a8YMI cha-cha slide music and video http://www.youtube.com/watch?v=wZv62ShoStY

Read and Talk About: Giraffes Canâ&#x20AC;&#x2122;t Dance by Giles Andreae

What kinds of dances do people do? Why do people dance? How is dancing different from regular walking or running? How is it the same? Were you able to follow a plan to dance? Was %-"3,$6")*"7%(/025-P""S):" could you have changed the plan? Page 39

How Things Move Week #2 Activity #1 Dancing - Moving with a Plan - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Ask the children to talk about times they have danced. What was the occasion? What kind of dance did they do? How do you know when you are dancing instead of just moving around? Talk about all the different kinds of dances and how people learn them. Watch and talk about one of these Sesame Street videos about children dancing. http://www.youtube.com/watch?v=YpexMUeHØPE or http://www.youtube.com/watch?v=C5j9DnTMStQ Show the front cover of today’s book and read the title. What is the giraffe doing in the illustration? How does this relate to the title? Ask the children why they think giraffes 0,&G-"7,&03=""N8,-"+%'8-"-83%*"D*)>53+">3P""N83&"6)2"/&%$8"*3,7%&'"-83"$-)*64",$<"-83" children what animal helped the giraffe and how he helped. Talk about the ending of the story. What did the giraffe tell his friends about dancing? Introduce D/d for dance. Demonstrate how to make the letters. Find the letter D in the title of today’s book. Read today’s book a second time and call attention to the rhyming words. As you read, 83$%-,-3",-"-83"3&7")("-83"$3&-3&03"$)"-83"08%57*3&"0,&"/55"%&"-83"*86+%&'":)*7="" Work with children to make a plan for moving to some music and write down the plan. Point out that you are writing numbers and words in your plan, for example: 4 claps 2 hops 1 slide Page 40

How Things Move Week #2 Activity #1 Dancing - Moving with a Plan Science Inquiry Cycle: Reflect and Ask Have children share their experiences with dancing. Read today’s book and talk about the giraffe’s problem. Can everybody dance? How can we learn how to dance?

Plan and Predict Mathematics Monday:

Watch one of the Sesame Street videos about dancing. Talk about possible plans for dance steps. Show the video of people doing the cha-cha slide - http://www.youtube. com/watch?v=wZv62ShoStY – and talk about how they did it.

Provide cut-out numerals (1 – 5) so children can plan their own dance. Have them each select three numerals and glue these to a piece of paper. Next to the numeral, write the kind of movement that they want to do. Try out their dance.

Act and Observe After watching the video, support the children in learning to do the cha-cha slide. (If you cannot use this video, teach children the hokey-pokey.)

Report and Reflect E,5<",>)2-":8,-"%-":,$"5%<3"-)"-*6"-)"53,*&","7,&03=""N,$"%-"3,$6")*"7%(/025-P""E*6")2-"$)+3" of the plans for dances that the children created during the math activity.

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How Things Move Week #2 Activity #2 Using a Map to Move Concepts: A person’s position can be described by locating it relative to some other object or area; for example – next to…, under…, or behind…

Learning Goals: The children will make and use a map of the classroom or an outside area to make a plan for moving around that space. They will try following their plan.

Vocabulary: in front of/behind motion plan under

map next to right/left

Materials: a map from an amusement park or similar place (lots are available on the Internet) large sheet of white paper markers

Things to Talk About: How do people use maps to plan trips? Have you ever been to an amusement park or Disney World and used a map? What did you do? How did pirates use maps? What did they make them for?

Read and Talk About: =(G,(#B./0*#.0#!#J/.0#A+0" by David Axtell Page 43

How Things Move Week #2 Activity #2 Using a Map to Move - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness

Phonological Awareness

Show children the map you have from an amusement park and ask if anyone has ever 2$37"-8%$"-6D3")("+,D=""S,$",&6)&3">33&"-)",&",+2$3+3&-"D,*<P"S):"7)"6)2"/&7"6)2*" way around? What would you do if you wanted to go from one special ride to another )&3"Q"8):"0)257"6)2"/&7"6)2*":,6P""E,5<",>)2-"-%+3$":83&"-83"08%57*3&G$"(,+%5%3$"8,;3" used maps on trips. Show the cover of today’s book and read the title. Talk about the illustration – would two young girls really go on a lion hunt? What do their faces look like- afraid, worried? S,;3"-83"08%57*3&"D*37%0-":8,-"-83"$-)*6":%55">3",>)2-=""M(-3*"6)2"/&%$8"*3,7%&'4"()02$" attention on the illustration on the last page – how do the girls look now? Ask the children if they think the girls will really go on a lion hunt again. Today’s letter is M/m for move and $!:7# Make a large M")&"-83"9))*":%-8"+,$<%&'" tape and have the children walk up and down it the way you would move your hand if you were writing the letter. Explain that following the lines of the letter is one way that you can make a plan to move. Teach the children the following action rhyme: C:#!0-#-.60;#,.+0-#!0-#,.+0-#(draw circles in the air) R+"#%.+,#)0*(,2#.0#"1(#*,.+0-7# Over (hold hands above lap) under, (below legs) in between (put your hands between your legs) Y.6#$%#)0*(,2#4!0G"#&(#2((0D A!0-2#/0#U,.0";#1!0-2#&(1/0-;#0.6#$%#1!0-2#T#4!00."#)0-7# A(,(G2#$%#'(U"#1!0-;#1(,(G2#$%#,/*1";# A!0-2#!0-#)0*(,2#&!4O#/0#2/*1"#T:*%''53"/&'3*$U=

Print Awareness

Provide a collection of maps. Explain that a map is a way to represent space. People use symbols, lines, and words to help other people know how to move from one place to another. Page 44

How Things Move Week #2 Activity #2 Using a Map to Move Science Inquiry Cycle: Reflect and Ask After reading today’s book, ask the children where the girls left from and where they went /*$-=""M$"6)2"-,5<"-8*)2'8"-83"$-)*64"+,<3","+,D")&"5,*'3"08,*-"D,D3*")(":8,-"-83"'%*5$" did as they looked for the lion. Tell the children that they will make a similar map today to guide their own movements.

Plan and Predict Mathematics Tuesday: As you make a plan to move around the space you have mapped, use numbers to label the steps and use the ordinal number words – ),2";#2(4.0-;#"1/,-; and so on.

Depending on the weather, decide with the children if you will map out an indoors or )2-7))*$",0-%;%-6=""V30%73":83*3"6)2":,&-"-)"$-,*-",&7":83*3"6)2":,&-"-)"/&%$8=""W2DD)*-" children in thinking of ways to make a map of the selected area.

Act and Observe Work with children to make a map of the area selected. Next make a plan for how to move through that area. Write down this plan. For example, you might start at the school door and take 10 steps towards the big tree. Once you have made your plan and map, follow them to move through the area.

Report and Reflect Talk about how your plan worked. What was good about it? What would you change for the next time? Put a treasure (small treats or prizes) somewhere on your map and make a plan for the children to follow to get to the treasure – can they do it? Page 45

How Things Move Week #2 Activity #3 Making an Obstacle Course Concepts: People can use their bodies in many ways to travel from here to there.

Learning Goals: Using classroom or outdoor space, children will plan, create, and then use an obstacle course to move their bodies under, over, around and through objects.

Vocabulary: around/through obstacle/obstacle course under/over

Materials: cardboard blocks large cardboard boxes cones chairs tables

Read and Talk About: Silly Sally by Audrey Wood

Things to Talk About: What are obstacles? How do you move around them? How many different kinds of movements can you use to go through the obstacle course? Can you walk backwards through an obstacle course? Why or why not? Have you ever been on an obstacle course at a playground? What was it made from? What other materials would you like to use on the obstacle course you built today? Page 47

How Things Move Week #2 Activity #3 Making an Obstacle Course - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Ask if anyone knows what an obstacle is and explain that it is something that gets in 6)2*":,6",&7"6)2"&337"-)"/'2*3")2-"8):"-)"'3-",*)2&7"%-=""X&):%&'"-8%$4":8,-"%$",&" obstacle course? Ask if anyone has ever been on one and encourage them to talk about the experience. Ask how you would get past a big rock in a path. How would you get through a swampy area or cross a river? Today’s story is just what its title says – silly! Ask children what the word silly means. As you read the story, talk about what makes this book silly. Are the things Sally does in the $-)*6"*3,556"D)$$%>53P""N83&"6)2"/&%$8"-83"$-)*64"8,;3"08%57*3&"*30,55"-83",&%+,5$"W,556" met along her walk and what she did with them. Introduce O/o for obstacle. Provide time for children to make these letters on large chart paper. Compare the upper- and lower-case forms – how are they the same and different? As you read today’s story a second time, ask children to identify the rhyming words. N83&"6)2"/&%$8"*3,7%&'4",$<"08%57*3&"-)"*30,55"-83"D,%*$")("*86+%&'":)*7$"(*)+"-83"$-)*6=" As you plan your obstacle course together, make a list of the materials you will need. Talk about how a list is different from a story. As you collect the materials, show the children how to check them off of the list and talk about the reasons for doing this.

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How Things Move Week #2 Activity #3 Making an Obstacle Course Science Inquiry Cycle: Reflect and Ask

Mathematics Wednesday: Working in small groups, provide children with small blocks and other materials to make a mini-obstacle course for dollhouse people or plastic animals to move through. Encourage them to use relational words to describe the spatial design of the obstacle course (behind, next to, in front of) and to tell in what order they are moving (),2";# second, … last).

After reading today’s story, talk about some of the silly things that Sally did as she went to town. Ask the children to think of some things that Sally would have done if she had come to an obstacle – for example, a big tree in the way or a river to cross.

Plan and Predict Explain that today the class will be making an obstacle course. Make a plan for what obstacles the children want and what materials they need to collect to make those obstacles. Support children in suggesting materials to represent obstacles, for example, a muddy /3574","+)2&-,%&4")*","*%;3*=""

Act and Observe Support children in setting up the planned obstacle course. Have them try out the course using different ways of moving, for example, walking, running, tiptoeing, hopping….

Report and Reflect Talk about how they went through the obstacle course and what they might like to do to improve it. Make plans to try it again another day.

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How Things Move Week #2 Activity #4 Marching Concepts: People can move in many different ways. People can follow a pattern or a plan to move.

Learning Goals: Children will learn how to do a march step and will follow a pattern to march together to music.

Vocabulary: knees march pattern

left/right move/movement/motion

Materials: marching music rhythm instruments for children to play YouTube videos: http://www.youtube.com/watch?v=UJKythlXAIY – Ok Go: This Too Shall Pass http://www.youtube.com/watch?v=4TVcKYpZrjØ – Michigan Marching Band

Things to Talk About: How is marching different from walking or running? When do people march together? What is a parade? How is marching like dancing? How is it different?

Read and Talk About: 81(#K0"2#B.#I!,41/0* by Dan Crisp Page 51

How Things Move Week #2 Activity #4 Marching - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Ask if anyone knows how to march. Have children who know demonstrate and explain how to do it. Tell the children you are going to show a video about marching so they can see how people march together. Tell them to watch carefully so they can talk about what they see. After watching the video together, support children in talking about what they saw. Show the cover of today’s book and read the title. Ask if anyone has ever heard of this song. As you read the book, ask the children to notice how the pictures are changing. Can they notice a pattern? Review M/m for march. Demonstrate how to make the letters. Have children make these letters on large chart paper. Use colored masking tape to make a big M")&"-83"9))*" and have the children march along the lines of the M. Sing the song of today’s book – 81(#K0"2#B.#I!,41/0*7 As you sing, have the children listen for the number words and the words that rhyme with them. Make a list of the number words and their rhyming word. Talk about how the illustrations in today’s book help readers understand what is happening. Point out how the number of ants marching in rows changes with each verse. Point out and talk about the little picture at the bottom of each page that shows what the last ant did in the song.

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How Things Move Week #2 Activity #4 Marching Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: Provide each child with a sheet with the numbers 1 – 5 (or 1 – 10) listed down the side. Provide stickers (or small pieces of paper) for the children to glue next to the numbers so that each number has the correct number of stickers next to it.

Show children the following videos as examples of what marching can look like : http://www.youtube.com/watch?v=UJKythlXAIY or http://www.youtube.com/watch?v=4TVcKYpZrjØ Talk about times when people march and what this looks like. How is marching different from walking, running, and dancing?

Plan and Predict Listen to parts of a couple of marching songs and decide which one you are going to use. Make a plan for how you will march – for example, !4,.22#"1(#,..$#!0-#"+,0#,/*1". March ]#2"(:2#!0-#"+,0#!,.+0-. Write down the plan so you can follow it.

Act and Observe Play the marching music and try out the plan. If you are successful in marching together, try playing rhythm instruments while you march. Does this make it easier or harder to march?

Report and Reflect Go back and watch one of the videos again. Talk about what you see. Do you think this was easy or hard to do? Do you think it took a lot of practice or just a little? Ask the children how marching compares with just walking or running down the street. Which kind of movement is the hardest? Why? Page 53

How Things Move Week #2 Activity #5 Step Dancing Concepts: People can move in many different ways. People can follow a pattern or a plan to move.

Learning Goals: Children will make a plan to do a movement activity as a group that uses 3-4 different movements then try to follow their plan. Things to Talk About:

Vocabulary: forward/backwards left/right pattern

jump/hop move/movement/motion step

Materials: http://www.youtube.com/watch?v=16w92CAgl5g&feature=related http://www.youtube.com/watch?v=-wK-ID956wQ http://www.youtube.com/watch?v=Pub7AtlqcsA&feature=related

Read and Talk About: A/'-!#I+2"#H(#L!04/0* by Karma Wilson

Why do people like to dance? How is being in a step competition like playing a sport? How do people learn to do step dancing? Is it easier to do step patterns by yourself or with other people? Why?

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How Things Move Week #2 Activity #5 Step Dancing - Language and Literacy 85"-*1.?&'&>1)%".1.? Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Show the children a video of children participating in step competitions. Talk about what they saw people doing. Ask if anyone has ever been to a step competition – what is it like? How do people learn to do all the movements together as a team? Read the title of today’s book and ask the children how they would know if a hippo was dancing. As you read the story, talk about the problem the other animals had with Hilda’s dancing. Why didn’t they like it? What did they try to get her to do instead? S%57,"*3,556"5%<37"7,&0%&'4"$)":8,-"7%7"-836"/&,556"7)"-)"$)5;3"-83"D*)>53+")("-))"+208" noise and shaking ground? Introduce S/s for#2"(:7# Demonstrate how to make the letters and provide ample time for the children to make them. Talk about how the letters are made with curving lines and walk around the room in a curving motion. Contrast this with straight lines. As you read today’s book for a second time, have the children listen for words that rhyme. Make a list of all of the rhyming pairs they can remember from the book. After watching the video of step dancing, make a plan with the children to do a dance pattern and write this plan on large chart paper. Your plan might look something like this: @"(:[2"(:[4'!:[4'!: ^+$:;#?+$:;#?+$:;#?+$: E'!:;#2'/-(#,/*1";#4'!:;#4'!: @'!:#%.+,#O0((2#_#"/$(2D

Read the plan together using a pointer to point to each word. Page 56

How Things Move Week #2 Activity #5 Step Dancing Science Inquiry Cycle: Reflect and Ask After reading and discussing todayâ&#x20AC;&#x2122;s book, watch one of the videos together. Talk about what you observed. Ask the children how this is like dancing and how it is different (often there is no music, everyone does the exact same thing). Ask the children to think about what kinds of movements could be put into a step routine.

Plan and Predict

Mathematics Friday: Use unit cubes to make ABAB patterns with the children.

Working with small groups, support each group in planning and writing down a step routine. Talk about what kinds of movements to include and whether they will be easy or 7%(/025-"()*"3;3*6)&3"-)"7)"-)'3-83*=""

Act and Observe Review the plan the children have created and help them practice doing it together. Talk about what works and what doesnâ&#x20AC;&#x2122;t and revise the plan as necessary.

Report and Reflect Have each group do their step routine for the rest of the class. Talk about the various kinds of movements that were done and how they worked together. Talk about what you might do differently the next time.

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Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #3 Dramatic Play !" Shopping cart !" Doll stroller !" Small wagon

Art Center !" !" !" !" !"

Marble painting Spin art Painting with paint rollers Foot painting Sponge painting

Block Area !" Matchbox cars and wooden blocks for roads !" Ramp building !" Build towers and watch them fall.

Manipulatives !" !" !" !"

Gears Marble race course Tinkertoys Playdough and rolling pins

Large Motor Play !" !" !" !" !" !"

Different sizes of balls to roll Parachute play Going down a slide Wagons to pull Jump ropes Beanbag toss

Science Table !" Selection of balls !" Variety of toy cars and trucks !" Pan balance with materials to put on it !" Wind-up toys

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How Things Move Week #3 Activity #1 What Makes It Move? Concepts: Things fall to the ground because of gravity. Gravity pulls things down.

Learning Goals: Children will explore how objects drop down because of the force of gravity. They will test a variety of objects to see if gravity pulls all of them down.

Vocabulary: down/up force gravity move/movement

Materials: a selection of everyday materials collected from around the classroom

Read and Talk About: What is Gravity? by Lisa Trumbauer

Things to Talk About: When you drop something, what happens to it? Why? Does every object that you drop stay on the ground? Does the size or weight of an object make a difference in how it falls? Why?

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How Things Move Week #3 Activity #1 What Makes It Move? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Ask if anyone has ever spilled their milk or water. Encourage them to talk about times they spilled or dropped something. What happened? Where did the object go when it fell? Introduce the word *,!3/"% as a force that pulls on everything. Explain that the gravity of Earth pulls everything on Earth down towards the center of the Earth. This is why when 6)2"$D%55"+%5<"%-"3&7$"2D")&"-83"9))*="" Todayâ&#x20AC;&#x2122;s book has many photos of activities that the children will be familiar with. Allow ample time to talk about these with the children. Relating these familiar activities to the force of gravity is a new way to think about them. J3+%&7"08%57*3&"-8,-"-83"-%-53")("-)7,6G$">))<"%$","I23$-%)&=""N83&"6)2"/&%$8"*3,7%&'4",$<" if they can answer this question. Todayâ&#x20AC;&#x2122;s letter is G/g for *,!3/"%7 Demonstrate how to make each of the letters. Ask $)+3)&3"-)"/&7"-83"53--3*")&"-83"-%-53"D,'3")("-)7,6G$">))<="" Introduce the nursery rhyme ^!4O#!0-#^/''#=(0"#C:#"1(#A/''#and explain the unfamiliar words like fetch and crown. Write this rhyme on large chart paper and have the children repeat each line after you as you read it. Ask them to identify the rhyming words. Write a sentence and a question on large chart paper and explain the use of a period and a question mark. Have the children think of more sentences and questions and encourage them to decide which punctuation mark to use.

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How Things Move Week #3 Activity #1 What Makes It Move? Science Inquiry Cycle: Reflect and Ask Discuss what happens to objects when they are dropped. Where do they go? Why donâ&#x20AC;&#x2122;t they go all the way to the center of Earth?

Plan and Predict Mathematics Monday: Use the pan balance to compare the weight of the objects you are dropping. Which ones are heavy? Which ones are light? How does the pan balance help us understand 6(/*1"?

Support children in thinking of a variety of objects they could try dropping. Make a list of these and write down predictions about what will happen when each object is dropped. What objects do they decide not to drop and why? (For example, things that might break or spill.)

Act and Observe Have the children drop objects and observe what happens. Try it in a variety of locations and at different heights to see if anything different happens.

Report and Reflect Discuss the predictions and the results. Talk about whether or not the each object fell straight down. Did some fall faster than others? Why?

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How Things Move Week #3 Activity #2 Toss It Up Concepts: When objects are thrown up into the air, they always fall back down to the ground. The force that causes this to happen is called gravity.

Learning Goals: Children will select a variety of objects to toss into the air. They will make predictions about what will happen to the object and then test these predictions. They will discuss the results.

Vocabulary: force gravity move/movement up/down

Things to Talk About: What happens to objects that are thrown into the air? Does the same thing always happen?

Materials:

Why do the objects come back down? Can you do anything to keep them up?

a selection of everyday materials collected from around the classroom bathroom scale sticky liquid like molasses or honey

Does the weight or size of the object make any difference?

Read and Talk About: I Fall Down by Vicki Cobb

What would happen without gravity?

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How Things Move Week #3 Activity #2 Toss It Up - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask the children if they have ever thrown anything straight up towards the sky. What happened? Did the thing they threw go all the way up to the sky? Do they think there is anything that you could throw up into the sky that would not come down? Talk about kites and what keeps them up in the air. Talk about airplanes and why they stay up. What happens to an airplane when the engines slow down? Read the title of today’s book and look at the boy’s knees in the cover illustration. What has happened? What do the children think this book will be about? As you read the book, talk about the suggested activities and make a plan to try them. At the end of the book, the author explains that weight is the amount of force gravity is pulling you down with. Provide an opportunity for children to weigh themselves. Today’s letter is D/d for down. Demonstrate how to make the letters and how to write the whole word down. Play a game in which you write different letters – each time you write the letter D/d, the children should fall down. Review the following action rhyme. Have the children do the motions as they say it with you. C:#!0-#-.60;#,.+0-#!0-#,.+0-#(draw circles in the air) R+"#%.+,#)0*(,2#.0#"1(#*,.+0-7# Over (hold hands above lap) under, (below legs) in between (put your hands between your legs) Y.6#$%#)0*(,2#4!0G"#&(#2((0D A!0-2#/0#U,.0";#1!0-2#&(1/0-;#0.6#$%#1!0-2#T#4!00."#)0-7# A(,(G2#$%#'(U"#1!0-;#1(,(G2#$%#,/*1";# A!0-2#!0-#)0*(,2#&!4O#/0#2/*1""T:*%''53"/&'3*$U=

Print Awareness

Have today’s action rhyme printed out on large chart paper. Use a pointer to point to the words as you say them, stressing directionality of print – moving from left to right and top to bottom. Page 66

How Things Move Week #3 Activity #2 Toss It Up Science Inquiry Cycle: Reflect and Ask Turn to the pages in today’s book that are about tossing things into the air. Talk about what they see on these pages and experiences they have had with tossing things up. What happens to the objects?

Plan and Predict Mathematics Tuesday: Talk about weight as the amount of the force that gravity uses to pull you down. Have the children weigh themselves and write down the results. Are some people heavier than others? Does gravity pull everyone down?

Make a list of objects in the room to try tossing up. Make predictions about what will happen to the object when it is thrown up. Talk about how to make sure that nothing heavy comes down onto someone’s head.

Act and Observe Try tossing each of the objects up and keep track of what happens. Do they all come down? Does it matter how heavy an object is – will it still come down if it is very light like a feather?

Report and Reflect Compare the predictions with the results. Show the children what happens when molasses or honey is dripped from a spoon. Watch the drip. Where does the substance go? Why? Compare this to dripping water from a spoon. What causes these differences?

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How Things Move Week #3 Activity #3 Dropping Things Concepts: Things fall to the ground because of gravity. Gravity pulls things down. Some objects bounce when they hit the ground because of the materials they are made from.

Learning Goals: K8%57*3&":%55"7*)D",";,*%3-6")(")>Y30-$"(*)+","$D30%/0"83%'8-",>);3"-83"'*)2&7",&7")>$3*;3" what happens. They will share their observations and formulate a general rule about what happens to objects that are dropped.

Vocabulary: bounce gravity up/down

drop move/motion

Materials: a variety of balls â&#x20AC;&#x201C; baseball, basketball, bouncy balls, tennis balls; wooden blocks, pencils, Duplo blocks, other classroom materials

Read and Talk About: Henny Penny by Paul Galdone

Things to Talk About: What kinds of balls bounce? What kinds do not bounce? Why do some objects bounce? What kinds of games can you play with things that bounce? Do things that bounce keep on bouncing forever? What makes them stop bouncing?

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How Things Move Week #3 Activity #3 Dropping Things - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask the children to think of things that bounce and make a list of these. Talk about why certain things bounce when they are dropped and other things do not bounce. Drop a ball and watch it until it stops bouncing. Talk about why it stopped. Ask the children to think of games they can play using bouncing balls like a kickball or basketball. Tell the children that today’s story is about a foolish chicken and her friends. Talk about what foolish +3,&$=""J3,7",&7"-,5<",>)2-"-83"$-)*6"-)'3-83*=""N83&"6)2"/&%$8"*3,7%&'4",$<" the children what they think happened to the chicken and her friends. Why would we say she was foolish? What mistakes did she make? How did the fox trick her and her friends? Today’s letter is B/b for bounce. Demonstrate how to make the letters and compare them to D/d from yesterday’s lesson. Play the game from yesterday, but now bounce when you see the letter B/b and fall down when you see the letter D/d. Teach children 81/2#/2#"1(#=!%#"1(#H!&%#Q/-(2 (to the tune of 81(#I+'&(,,%#H+21) Identify the repeating words and sing with motions. 81/2#/2#"1(#6!%#"1(#&!&%#,/-(2;#&!&%#,/-(2;#&!&%#,/-(27# 81/2#/2#"1(#6!%#"1(#&!&%#,/-(2;#&.+04%;#&.+04%;#&.+04,7# 81/2#/2#"1(#6!%#"1(#&!&%#26/0*2;#&!&%#26/0*2;#&!&%#26/0*27# 81/2#/2#"1(#6!%#"1(#&!&%#26/0*2;#26/0*%;#26/0*%;#26/0*7 81/2#/2#"1(#6!%#"1(#&!&%#,.4O2;#&!&%#,.4O2;#&!&%#,.4O27# 81/2#/2#"1(#6!%#"1(#&!&%#,.4O2;#,.4O%;#,.4O%;#,.4O7

Print Awareness

Recall with the children the names of all of the characters in today’s book: Henny Penny, E.4O%#J.4O%;#L+4O%#J+4O%;#B..2(%#J..2(%;#8+,O(%#J+,O(%;#M.9%#J.9%. Write these names on large chart paper and have the children look at the words as you read them. How is -83"$30)&7"D,*-")("3,08"&,+3"5%<3"-83"/*$-"D,*-P""S):",*3"-836"7%((3*3&-P""RCD5,%&"-8,-" 08,&'%&'"-83"/*$-"53--3*")(",":)*7"+,<3$","7%((3*3&-":)*7=""E*6"-8%$":%-8"$)+3")("-83" children’s names. Page 70

How Things Move Week #3 Activity #3 Dropping Things Science Inquiry Cycle: Reflect and Ask Mathematics Wednesday: W3530-"/;3"7%((3*3&-" kinds of balls and make a chart with the name of each ball on it. Drop each ball (one at a time) and count how many times it bounces. Write the number on the chart. N83&"6)2",*3"/&%$837" with all of the balls, talk about what you learned. Which ball bounced the most times? Which one bounced the fewest times? Does it matter what height you drop the balls from? Try this.

Support the children in talking about what happens to objects when they are dropped. Where do they go? Do they always just stay on the ground? Talk about objects that bounce and objects that break. What do these words mean?

Plan and Predict Encourage children to think of a variety of objects they could try dropping to see whether they do or do not bounce. Write down predictions about what will happen when each object is dropped.

Act and Observe Have the children drop the objects and observe what happens. Try dropping items onto -83"9))*",&7")&-)","*2'=""V)3$"-83"$2*(,03"+,<3","7%((3*3&03"%&":8,-"8,DD3&$P"

Report and Reflect Review the predictions you made together and talk about the results. Ask the children if they were surprised by anything that happened. Did dropping objects on different surfaces make any difference? Support children in formulating a general rule about what happens to objects that are dropped in different circumstances.

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How Things Move Week #3 Activity #4 Ramps Concepts: M"*,+D"%$","9,-"$2*(,03"-8,-"$5,&-$L$5)D3$=""Z>Y30-$"0,&"*)55")*"$5%73"7):&"*,+D$=

Learning Goals: Children will use a variety of materials to make ramps. They will predict what will happen when they try rolling or sliding different objects down the ramps. Things to Talk About:

Vocabulary: distance height ramp slide

gravity push roll

Materials: $)+3-8%&'"-)"+,<3","*,+D")2-")(4"()*"3C,+D534","0))<%3"$833-")*","9,-"D%303")(":))7 something to prop the ramp on, for example, a chair or a stack of books rollers â&#x20AC;&#x201C; balls, marbles, cans, toilet paper rolls, cars, round fruit sliders â&#x20AC;&#x201C; books, paper clips, blocks, stuffed animals

Read and Talk About:

Why do some things roll and some things slide when you put them on a ramp? What makes something a good roller? Does the height of a *,+D"%&923&03"8):" objects move? Can objects travel up a ramp? If so, how?

Roller Coaster by Marla Frazee Page 73

How Things Move Week #3 Activity #4 Ramps - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Support the children in talking about what happens to objects when they are dropped. Ask children if they have ever been in a car when it goes down a hill. What does this feel like? Ask if anyone knows how to make something like a hill with blocks. Have a few children try this. Explain that today they will have a chance to see what happens to objects that go down these hills or ,!$:2. Read the title of today’s book and ask if anyone has ridden on a roller coaster – what was it like? Explain that a roller coaster is a type of ramp. Look carefully at the picture on the front cover – what are the people doing? Ask why people scream on a roller 0),$-3*=""N83&"6)2"/&%$8"*3,7%&'4"-,5<",>)2-"8):"-83"'%*5"%&"-83"$-)*6"(35-",>)2-"*%7%&'" the roller coaster in the beginning and at the end of the story. Introduce R/r for ,!$:27 Demonstrate how to make the upper- and lower-case letters. Teach the children the following rhyme. Have them listen for and identify the rhyming words. Relate the chant to the speed that things move down the ramps. Q(-#2!%2#@8NR` Green says GO. F(''.6#2!%2#=KT8; F.+G-#&(""(,#*.#@JN=D

Print Awareness

Make a plan with the children to take photos of the ramps you build and of what happens with the materials you put on them. Work with children to make a poster about ramps using these photos.

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How Things Move Week #3 Activity #4 Ramps Science Inquiry Cycle: Reflect and Ask Explain what a ramp is and compare it to a hill. Ask children what they think will happen to objects that are placed at the top of the ramp.

Plan and Predict

Mathematics Thursday: Use a measuring tape to measure how far some of the objects roll from the bottom of the ramp. Talk about which ones roll the farthest and how you know this.

Talk about the kinds of materials you can use to make a ramp. Ask the children what kinds of objects they want to put at the top of the ramps and make a list of these. Ask if there are any objects that will not roll. How might they move down the ramp? Ask children to predict what will happen if you make the ramp higher or lower by changing its 2'.:(.

Act and Observe Working with a small group, select an object to move down the ramp. Observe how it moves and the distance it travels. Write the information down on a chart. Try changing the slope of the ramp and observe what happens when you move the object down the ramp again.

Report and Reflect Ask the children to sort the objects they tried on the ramp into rollers and sliders. Which ones moved farther from the end of the ramp? Ask the children why they think this is.

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How Things Move Week #3 Activity #5 Jumping Concepts: People can move up and down by jumping. When you jump up, you always come back down, but you can also move forwards or backwards at the same time.

Learning Goals: Children will try jumping on two feet to see what happens. They will try to jump over objects and to move forwards and backwards as they jump.

Vocabulary: forwards/backwards jump/hop up/down

Materials: jump rope cardboard blocks other materials to jump over

Read and Talk About:

Things to Talk About: What happens when you jump up? Why does this happen? How do you make your body jump? What do you need to do to jump over an object? Which one is harder for you to do â&#x20AC;&#x201C; jumping or hopping? Why?

86.#M(("#C:;#86.#M(("#L.60#by Pamela Love

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How Things Move Week #3 Activity #5 Jumping - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Ask for volunteers to demonstrate how to jump. Talk about how your body moves when you jump. Work with the children to make a list of animals that jump. Ask them to think of sports in which people need to jump. Show children a jump rope and talk about how people use jump ropes by themselves and with other people. Todayâ&#x20AC;&#x2122;s book is about jumping rope. Provide a jump rope and support children in -,5<%&'",>)2-"D5,6%&'":%-8"-83+="N83&"6)2"/&%$8"*3,7%&'"-8%$"$%+D53"$-)*64",$<"-83" children to recall some of the places where the girl jumped rope. Ask who she jumped with. Did the people in the story like jumping rope? Introduce J/j for ?+$:7 Demonstrate how to make the upper- and lower-case letters. Provide time for children to practice writing these letters. Teach children the words and motions for the chant#a#J/""'(#I.0O(%2#^+$:/0*#.0#"1(#H(-. Ask them to identify the rhyming words in this chant. Write the words ?+$: and#1.: and tell the children the names of the letters as you write them. Ask the children to look carefully at the words to see how they are alike and how they are different. Talk about the beginning sounds, the number of letters in each word, and the fact that both words end with the letter p.

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How Things Move Week #3 Activity #5 Jumping Science Inquiry Cycle: Reflect and Ask Ask the children to get up and try to jump in place. Talk about what happens when you jump. Which parts of your body do you use when you jump?

Plan and Predict Mathematics Friday: Have the children make a list of movements they can do standing up â&#x20AC;&#x201C; jump, hop, tip-toe, stomp, and so on. Roll a die and have the children count out that many of one kind of movement as they do it; for example, roll and count out 5 jumps as you do them.

Help the children develop a plan for what things to try jumping over. You may want to put +,$<%&'"-,D3")&"-83"9))*",&7"D*3-3&7"%-"%$","*%;3*")*"D2-"0,*7>),*7">5)0<$")&"-83"9))*" to jump over. Ask the children to make predictions about whether or not they can do the jumps. Talk about whether they will be moving forwards or backwards.

Act and Observe Have the children try making their jumps. Adjust the materials so the children are challenged by trying to jump over objects. Be sure to talk about what happens to your body each time you jump up â&#x20AC;&#x201C; do you always come back down?

Report and Reflect As a large group, talk about how the jumping went. Refer back to the list you made earlier about animals that jump. Can the children ink of more animals to add? Try to imitate those animals and the way they move.

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Center-Based Play&7-%"/1-,)&'&($%141%1")&%6&89556/%&:;1)&<""*=)&8$1".$"&>"-/.1.?& Week #4 Dramatic Play !" Materials to make a sporting goods store !" Cash register !" Shopping carts

Art Center !" !" !" !"

Texture collage â&#x20AC;&#x201C; rough and smooth Pendulum painting Spin art Use matchbox cars dipped in paint to paint by rolling over paper.

Block Area !" Building pendulums and ramps

Manipulatives !" !" !" !"

Tinker toys Lincoln logs Snap blocks Gears

Large Motor Play !" Playing hockey with cardboard -2>3$",&7":8%(93">,55$ !" Basketball !" T-ball !" Kick balls into a goal. !" Kick or throw a ball to knock over blocks.

Science Table !" !" !" !"

Clock with pendulum Pan balance Selection of spinning tops Variety of objects that can be moved by pushing or pulling

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How Things Move Week #4 Activity #1 Ball Rolling Concepts: A ball can move in a variety of ways when a force like a push is applied to it.

Learning Goals: Children will discuss and investigate how a ball moves in terms of distance and direction when a pushing force is applied to it.

Vocabulary: direction force position roll stop

far/near motion push/pull speed

Materials: a selection of balls with different characteristicsâ&#x20AC;&#x201C; for example, beach ball, playground >,554"-3&&%$">,554"N%(93">,554"())->,55

Read and Talk About: N24!,#!0-#"1(#E,/4O("P#K#H..O#K&.+"#I.3/0*#!0-#Q.''/0* by Geoff Waring

Things to Talk About: How can we make a ball roll? Once a ball starts moving, what could make it change direction? Do all balls move in the same way? What are some things that make the movements different? What makes a ball stop moving once it has started to move?

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How Things Move Week #4 Activity #1 Ball Rolling - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask the children to talk about times when they have played games with balls. What kinds of things do they do to get a ball moving (kick, throw, push, hit with a bat, and $)"()*-8UP""S):"0,&"6)2"+,<3">,55$"*)55",5)&'"-83"9))*")*"'*)2&7P""N8,-"+,<3$",">,55" 08,&'3"7%*30-%)&P"N8,-"+,<3$",">,55"/&,556"$-)DP"N*%-3"7):&"5%$-$")("-83%*"%73,$"()*" answering each question. Explain that today’s book is about moving and rolling. As you read, pause to talk about the things that happen. For example, the ball rolls farther on the path than in the tall '*,$$=""N83&"6)2"/&%$8"*3,7%&'4"-,5<",>)2-":8,-"8,DD3&37"%&"-83">))<"Q"'3--%&'"')%&'4" keeping going, and stopping. Today’s letter is B/b for ball. Demonstrate how the upper- and lower-case letters are made and how to write the whole word ball. Brainstorm some other words to write that begin with B/b - book, boy, bounce… Call attention to any children’s names that include the letter B/b. Teach the children the following song. Identify the rhyming words in the song. Find the word rolled and count how many times you sing it. N0#".:#.U#2:!*1(""/;#!''#4.3(,(-#6/"1#41((2(# T#'.2"#$%#:..,#$(!"&!'';#=1(0#2.$(&.-%#20((Z(-7# It rolled#.UU#"1(#"!&'(#!0-#.0".#"1(#5..,# K0-#"1(0#$%#:..,#$(!"&!''#rolled out of the door. It rolled /0#"1(#*!,-(0#!0-#+0-(,#!#&+21# K0-#0.6#$%#:..,#$(!"&!''#/2#0."1/0*#&+"#$+217# @.#0(9"#"/$(#%.+#(!"#2:!*1(""/;#K''#4.3(,(-#6/"1#41((2(# R,."(4"#%.+,#:..,#$(!"&!'';#T0#4!2(#.U#!#20((Z(7

Print Awareness

Have today’s song printed on large chart paper. Use a pointer as you sing to 73+)&$-*,-3"7%*30-%)&,5%-6")("D*%&-"Q"53(-"-)"*%'8-4"-)D"-)">)--)+=""S,;3"08%57*3&"/&7",55" occurrences of the letter B/b and the word rolled and circle them with a marker. Page 84

How Things Move Week #4 Activity #1 Ball Rolling Science Inquiry Cycle: Reflect and Ask Ask children if they have ever played with a ball. Work with them to make a list of all the ways they can think of to make a ball move.

Plan and Predict Mathematics Monday: Roll a ball to knock down water bottles /5537":%-8"$,&7")*":,-3*="" Count each bottle knocked down as one point and keep score to see how many bottles can be knocked down in /;3"-2*&$=

Explain that today they will be moving a ball by rolling it. Make a list of the balls that you have and support children in predicting which balls will roll easily and which will be 7%(/025-"-)"*)55=""E,5<",>)2-":8,-"-83"08%57*3&"-8%&<":%55"8,DD3&")&03"-83">,55"$-,*-$"-)"+);3" and what will make it stop moving.

Act and Observe In small groups, have children select a ball to roll and observe what happens. Try all of the different balls in the same way and write down the childrenâ&#x20AC;&#x2122;s comments about how the balls move when they are rolled. Compare results and predictions.

Report and Reflect Compare and contrast how each ball moved. What direction did the ball move in? How far did it go? Ask children to think about how they could roll the balls farther â&#x20AC;&#x201C; what would they need to do?

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How Things Move Week #4 Activity #2 Push and Pull: Scooters Concepts: People and animals can move themselves. Non-living objects need an outside force in order to move. (If children ask, plants also move themselves by growing and by responding to sunlight.)

Learning Goals: Children will investigate how pushing and pulling on a scooter can move objects around the classroom. They will compare the amount of force needed to get heavy and light objects to move.

Vocabulary: force non-living scooter

Materials: scooters (ones that you can sit on to move) cardboard boxes to put onto scooters 83,;6",&7"5%'8-")>Y30-$"-)"/55"-83">)C3$ rope to fasten to the scooters to pull them

Read and Talk About: Push and Pull by Patricia Murphy

motion/movement push/pull

Things to Talk About: Is it easier or harder to push an object than to pull it or are they the same? How do you know? Where do you stand to push something? To pull something? What are some non-living things that can move without someone pushing or pulling them? How are they able to move? Do you need to use more force to move a heavy object that you need to move a light object? How can you tell? Page 87

How Things Move Week #4 Activity #2 Push and Pull: Scooters - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness

Phonological Awareness

Ask the children if they think a table can move by itself. When they say “no,” ask them why not. Talk about how people and animals can move on their own, but non-living things cannot. Ask the children how they could move the table – what could they do? Have some children demonstrate how to push the table to a new spot. Have other children demonstrate how to pull the table back where it belongs. Explain that pushing and pulling are forces that can be used to move things. Show the front cover of today’s book and ask the children to identify which person is pulling and which is pushing. Tell children that this book will be all about things that can be pushed or pulled. They should listen carefully to try to remember what they hear. N83&"6)2",*3"/&%$837"*3,7%&'4",$<"-83"08%57*3&"-)"*30,55"-8%&'$"%&"-83">))<"-8,-"+);37" by a push or pull. Make two lists of what they recall. Introduce P/p for :+21 and :+''7 Demonstrate how to make the upper- and lower-case letters and talk about how you can tell the difference between them by looking at where they are placed on a line. Have some children come up and make the letters on the large chart paper. Teach children the following song (to the tune of 81/2#/2#"1(#=!%#=(#=!21#N+,#E'."1(2). Ask children to move their hands in the ways directed by the song. Underline the words :+21 and :+''. 81/2#/2#"1(#6!%#6(#:+21#!0-#:+'';#:+21#!0-#:+'';#:+21#!0-#:+''7 81/2#/2#"1(#6!%#6(#:+21#!0-#:+'';#61(0#6(#$.3(#.+,#2"+UUD

Print Awareness

Write today’s song on large chart paper ahead of time. Use a pointer to show directionality of print as you sing the song – left to right, top to bottom. After you underline the words :+21 and :+'', have the children circle the letter p and talk about the difference between a letter and a word. Page 88

How Things Move Week #4 Activity #2 Push and Pull: Scooters Science Inquiry Cycle: Reflect and Ask Put a cardboard box containing several heavy objects into the middle of the circle and ask the children to think of ways that it could be moved. How might they do this? Have children demonstrate how to push and pull the box. Talk about whether or not the box could move by itself.

Plan and Predict Mathematics Tuesday: Use a bathroom scale to weigh the items you are putting on the scooters. Talk about how much they weigh and which ones are heavier or lighter. Explain that weight is a measure of how heavy something is.

Show children the scooters and ask them how these might move. Ask if they could push or pull the scooters. Explain that a push or a pull is a force that you use to make something move. Make a list of things the children think they could move around the classroom on the scooters.

Act and Observe O2-"0,*7>),*7">)C3$")&"-83"$0))-3*$",&7"/55"-83+":%-8",";,*%3-6")("%-3+$=""S,;3"-83"08%57*3&"-*6" pushing and pulling them around the room. Talk about what is happening. Talk about the amount of force you need to use to move heavy and light objects. Is it easier to move heavy objects using just your own strength or by using a scooter? Why?

Report and Reflect Go back to the list of items the children were going to try to move. Were they able to move all of them? Were some harder to move than others? Ask if you could move people on the scooters and talk about how you could do this. Explain the safety rules of scooters (no standing on them ,&7">3"0,*3(25":83*3"6)2"D2-"6)2*"/&'3*$U=""O*);%73"3;3*6)&3":%-8","08,&03"-)"+);3"-83+$35;3$" on the scooters. Page 89

How Things Move Week #4 Activity #3 Spinning Things Concepts: Motion occurs when force is applied to an object. Sometimes a force can make objects spin.

Learning Goals: K8%57*3&":%55"%&;3$-%',-3"8):"-)"+,<3"-)D$"$D%&=""E836":%55"-83&"-3$-")-83*")>Y30-$"-)"/&7")2-" which objects are good spinners and which are not. Things to Talk About:

Vocabulary: fast/slow movement/motion spin whirl

force revolution twirl

Materials: tops fast spinning disks balls

marbles jacks coins and similar objects

Can all objects spin? What kinds of objects do not spin? Why canâ&#x20AC;&#x2122;t you make them spin? How do you make a top spin faster? Slower? Where do you see spinning objects being used?

Read and Talk About: A.:D#R'.:D#by Corey Rosen Schwartz & Tali Klein Page 91

How Things Move Week #4 Activity #3 Name of Activity - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Today’s activities introduce the concept 2:/07 Make a list of the children’s suggestions of objects that can spin. Encourage children to use language to describe how objects move when they spin - they go around and around and usually stay close to the same place. Have the children try spinning in one place. Read the title of today’s book and look at the cover illustration – is anything spinning? Ask the children if they can think of anything on a playground that might spin. Read the book and have the children listen for the part about the spinning playground object. Talk about how the other pieces of playground equipment moved. Introduce T/t for ".:27# Demonstrate how to make the upper and lower-case letters and help children compare them: how are they similar and different? Provide time for children to write the letters on the large chart paper. Sing Q/0*#K,.+0-#"1(#Q.2/( with the children. Have them listen for and identify the rhyming words – rosie and#:.2/(7 Practice singing the song while walking in a circle. Have one child at a time stand in the center of the circle and spin around while the others walk around the outside to the beat of the music. Create a chart that documents the children’s work deciding whether or not certain objects are “good” or “bad” spinners based on their experiences trying to spin the objects. Talk about how to read the chart for information.

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How Things Move Week #4 Activity #3 Spinning Things Science Inquiry Cycle: Reflect and Ask Ask children to tell about things they have seen spinning. What kinds of things can they spin? How do you make an object spin? Have several children demonstrate how to do this.

Mathematics Wednesday: Use snap blocks for this activity. Start a top spinning and challenge the children to see how many snap blocks they can put together before the top stops spinning. Count how many blocks they put together and write it down. Do this several times. Talk about how the number of blocks is related to the length of time that the top spins.

Plan and Predict Ask children to collect some objects from around the classroom to try to spin and add these to the objects you are providing. Write down the childrenâ&#x20AC;&#x2122;s predictions about whether each object will be easy or hard to spin.

Act and Observe S,;3"-83"08%57*3&"$D%&"*3'25,*"-)D$"/*$-"$)"-836"0,&"2&73*$-,&7"-83"-308&%I23"()*"+,<%&'" things spin. Next, try out the selected classroom items to see which ones can be made to spin. Keep track of your results by writing them down.

Report and Reflect Make a picture graph together to record which objects were good spinners and which ones were not. Talk about the results and try to come up with common characteristics of good spinners â&#x20AC;&#x201C; what made them work?

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How Things Move Week #4 Activity #4 Swinging Things Concepts: Z>Y30-$"$:%&'":83&"-836",*3"$2$D3&737"(*)+","/C37"D)%&-",&7"'%;3&","D2$8")*","D255"-)" start them in motion.

Learning Goals: Children will make and carry out a plan to create a swinging ball using a string. They will use the swinging ball to knock things down.

Vocabulary: back and forth force push/pull spin

direction pendulum roll swing

Materials: small ball like a tennis ball string ,":,6"-)"(,$-3&"-83">,55"-)","/C37"D)%&-"TD)$$%>56"-83"03%5%&'U cardboard block or small wooden blocks

Things to Talk About: What kinds of things do you see swinging? How do you make things swing higher? How long will it take for a swing to stop? Do heavy things swing longer that light things? What force makes a pendulum stop swinging if it is left alone?

Read and Talk About: A.:D#R'.:D#by Corey Rosen Schwartz & Tali Klein Page 95

How Things Move Week #4 Activity #4 Swinging Things - Language and Literacy

85"-*1.?&'&>1)%".1.?

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Show children a tennis ball and talk about the ways it can move. Ask children if it can roll and spin. Ask if anyone can think of a way to make it swing. Tell the children that today they are going to make this ball swing. Talk about other objects they have seen swinging and have children describe or demonstrate what a swinging motion looks like. In todayâ&#x20AC;&#x2122;s book, the elephant and the mouse both try to take a ride on a swing at the D5,6'*)2&7=""M$<"-83"08%57*3&":8,-"-836"-8%&<":%55"8,DD3&=""N83&"6)2"/&%$8"*3,7%&'"-83" book, talk about what happened to each of the animals when they were on the swing. Todayâ&#x20AC;&#x2122;s letter is S/s for 26/0*7 Point out that the upper-and lower-case letters are the same except for the size. Do the Hokey Pokey with the children but change the words so that they are 26/0*/0*# their arms and legs into and out of the circle. Take pictures of the children outside swinging on the swings and use these pictures to write a story with the children about swinging. Make this into a classroom book.

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How Things Move Week #4 Activity #4 Swinging Things Science Inquiry Cycle: Reflect and Ask Mathematics Thursday: Have a tennis ball attached to a string and ask someone to hold it and another person to start it swinging. Together, count how many times it swings back and forth and write this number down. Ask someone else to try swinging it to make fewer swings â&#x20AC;&#x201C; count to see if this happens. Ask another person to try swinging it to make more swings â&#x20AC;&#x201C; count to see if this happens. Talk about how to make the ball swing more or less.

Talk with the children about some of the ways they can move a tennis ball. Ask what would happen to the ball if you hung it from the ceiling using a string. How would it be able to move? Could it bounce? Roll?

Plan and Predict Ask the children if they think they can make the ball move like a swing. How could this be done? What materials would you need to use? Make a plan for how to attach the ball to the ceiling using the string.

Act and Observe Have the children try out their ideas to make the ball move like a swing. Build block towers with cardboard blocks and see if the children can use the swinging ball to knock down the blocks.

Report and Reflect Have the children make drawings of their block towers and the ball :(0-+'+$. Write down the childrenâ&#x20AC;&#x2122;s description of what happened when the ball was swinging.

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How Things Move Week #4 Activity #5 What Makes Things Stop? Concepts: Friction is a force that slows down moving things. When a surface has more bumps it has more friction.

Learning Goals: Children will cover ramps with materials that have a variety of textures. They will predict how changing the texture of the ramp will affect objects moving down it. They will test their predictions and talk about the results.

Vocabulary: bump friction

fast/slow rough/smooth

Materials: coarse sandpaper aluminum foil sponges small cars measuring tape

Read and Talk About:

corrugated cardboard fabric scraps several ramps masking tape chart paper

Things to Talk About: Which ramp coverings were rough? Which were smooth? Which ramps do the cars move down faster? Slower? How does the rampâ&#x20AC;&#x2122;s texture affect the distance the car can travel after it leaves the ramp? Why is friction important?

What is Friction? by Lisa Trumbauer Page 99

How Things Move Week #4 Activity #5 What Makes Things Stop? - Language and Literacy 85"-*1.?&'&>1)%".1.?

Reading Comprehension

Alphabet Awareness Phonological Awareness

Print Awareness

Talk about times when children have moved things down a ramp – what happened to the object at the bottom of the ramp – did it keep going? Ask if anyone has ever tried -)"+);3","-)6"0,*")&",":))73&"9))*",&7")&","0,*D3-"Q":8%08")&3"%$"3,$%3*P""?&-*)7203" the concept of friction and explain that it is a force that slows down moving objects. Ask 08%57*3&":8%08"8,$"+)*3"(*%0-%)&"Q"-83"0,*D3-")*"-83":))73&"T-%53U"9))*="" Show the picture on the front cover of today’s book and talk about what the children are doing. Ask if anyone has ever done this and have them talk about their experiences. Read the book together and talk about the many examples of things that make friction. N83&"6)2"/&%$8"*3,7%&'4",$<"3;3*6)&3"-)"5))<",-"-83">)--)+")("-83%*"$8)3$"-)"$33":8)" has shoes that will make a lot of friction. Introduce F/f for friction. Demonstrate how to make the upper- and lower-case letters. Compare F/f to E/e so children can see how they are alike and different. Explain that today the children will move in ways that are either smooth or bumpy. Ask which kinds of movements would make more friction. Brainstorm a list of smooth and bumpy movements – sliding, jumping, skating, galloping, and so on. Put on music and have the children try the movements. Talk about how each one sounds – smooth or bumpy? Provide red paper and other materials needed to make stop signs. Talk about the letters needed to write the word stop. Look at some common signs in the neighborhood and talk about what they mean.

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How Things Move Week #4 Activity #5 What Makes Things Stop? Science Inquiry Cycle: Reflect and Ask Recall times when children have moved objects down a ramp. Ask which kinds of objects moved quickly and how far they traveled. Ask children what they think would happen if you could change the surface of the ramp and make it bumpy.

Mathematics Friday: Provide a large die. Have one child name a movement that everyone will do and then roll the die to see how long they will do it. The whole group should do the movement and count to whatever number was rolled. Repeat with other children having a turn to name the movement.

Plan and Predict Have a variety of materials available to cover the ramps. Pass them around and ask children to decide which ones are smooth and which ones are bumpy. Sort the materials into two piles. Ask children how the materials will affect how the cars will travel down the ramps. Make a prediction chart that records which materials they think will have the most friction.

Act and Observe Set up various ramps and cover them with materials the children have chosen. Send the toy cars down the ramps. For each type of material, mark and measure the distance the car travels.

Report and Reflect Use the data you recorded to draw conclusions. Which materials made the most friction? How did you know this? Compare the results with your predictions. Ask children if there are other materials they would like to test on another day. Page 101

Thank you for using the ScienceStart A.6#81/0*2#I.3( Month. We hope you enjoyed your experience! Your feedback is important to us. Please contact us with your comments and suggestions at www.ScienceStart.com

Notes ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________

Module 5 Unit 10

Explore.

Experiment. Question.

Integrate.

Simple Machines OVERVIEW During this unit, children will have opportunities to explore wheels and axles, levers, inclined planes and pulleys as examples of simple machines that we can use in our everyday lives. Additionally, the following learning goals will be met as the children participate in these ScienceStart activities:

Science • Using simple machines makes work easier • Moving objects using wheels and axles • Lifting or opening things using levers • Using pulleys and inclined planes to make it easier to move things • Using simple machines in many ways, everyday

Literacy • Encouraging conversations and responses to questions • Using language to describe what is being done or what is happening • Relating books to hands-on science activities • Drawing diagrams of materials being used • Using a Table of Contents and page numbers

Mathematics • Counting objects to make sets • Comparing amounts in different sets of objects • Measuring weight and distance • Sorting objects by their characteristics

Simple Machines by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2012 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Please visit our website at: www.ScienceStart.com

Table of Contents for Simple Machines Teaching Science with ScienceStart

What Should I Know?

Simple Machines Overview

Week #1: Exploring Simple Machines

Week #3: Making Things With Simple Machines Materials for Center-Based Play

Lesson #1: Tools for Building

Lesson #2: Woodworking

Materials for Center-Based Play

Lesson #3: Tools in the Kitchen

Lesson #1: Can You Move Me?

Lesson #4: Gears

Lesson #2: Without Wheels

Lesson #5: What Can You Build?

Lesson #3: See-Saw

Week #4: Using Simple Machines

Lesson #4: Up the Ramp

Materials for Center-Based Play

Lesson #5: Pulling Pulleys

Lesson #1: Cars and Trucks on the Street

Lesson #2: Race Course

Week #2: Simple Machines at Work Materials for Center-Based Play

Lesson #3: Bicycle Rally

Lesson #1: Vehicles Use Wheels

Lesson #4: Balancing Act

Lesson #2: Using a Pan Balance

Lesson #5: Bubble Race

Lesson #3: Tools

Lesson #4: Launch Pad

Lesson #5: Painting with Pulleys

53 Page 5

Teaching Science with ScienceStart Language, literacy and mathematics flow naturally from hands-on science, which is the activity of learning about the everyday world. Learning about the everyday world is as fundamental to the early childhood years as learning to walk, talk, and interact with others. With ScienceStart, children build a rich knowledge-base that supports further learning and higher-order skills like classification and drawing inferences. Language, literacy, and mathematics are basic tools for learning that develop as children engage in ScienceStart inquiry activities and share their questions and observations with others. Preschool children have the abilities to do science. In fact, “doing science” fits the ways children learn: by exploring, repeating and communicating hands-on, multi-sensory activities. It is crucial that children carry out the activities themselves and that they have opportunities to repeat and vary the activities and to talk about what they are doing and finding out. The goals of science learning in early childhood are to explore, build concepts, and build vocabulary to communicate these concepts. There is an emphasis on trial and error rather than on “right answers” and so teachers do not need to “know all the answers.” Teachers do need to help children ask questions and discover for themselves. A 4-Step Science Cycle supports systematic guided inquiry, helping children “learn to learn.” Because learning and doing science relies on children’s firsthand experience, it is always meaningful and provides a motivating context for learning language, literacy, and mathematics. Hands-on inquiry science fosters a classroom community that easily includes all children. Because ScienceStart activities can be done in many ways, they engage children who have different learning styles and are at different developmental levels. As teachers observe children doing science activities, they can respond to individuals’ strengths and needs. Because inquiry science emphasizes exploration and trial and error as important ways to learn, children focus on learning rather than on avoiding mistakes.

An experienced teacher, observing her students as they mixed primary colored shaving cream to see what new color might emerge, noted how the excitement of doing science motivated other learning: I’m not sure which child at my table figured out that he could write letters in the shaving cream once it had flattened out. And then everyone was trying it. This class is very exciting.The parent conferences that I’ve had so far this week, everyone is saying, “What are you doing with them? They just want to write.” A dad told me that last night his son went to sleep with his pencil box in the bed. -Sue Strowe, teacher

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The ScienceStart Curriculum was developed at the University of Rochester by Dr. Lucia French, a specialist in language and literacy development and Kathleen Conezio, an expert on early literacy and science who also serves as a science advisor to Sesame Street. For 15 years, we have collaborated with hundreds of teachers to continually improve ScienceStart . Development of ScienceStart has been supported by more than $5,000,000 in grants from the National Science Foundation and the United States Department of Education. ScienceStart is easy to use with English Language Learners and children with special needs. Research shows that children at all socioeconomic levels make substantial gains in language, literacy, and science knowledge when their teachers use ScienceStart .

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What Should I Know? Simple machines are mechanical devices that make work faster, easier, and more efficient. They make work easier by changing the magnitude or the direction of the force exerted to do that work. However, to make the work easier, you must exert the force over a greater distance. There are six kinds of simple machines: a wheel and axle, a lever, an inclined plane, a pulley, a screw, and a wedge. The wedge and the screw are both modified inclined planes. Simple machines can be combined to make more complex machinery. For example, a bicycle is made up of wheels and axles, levers, and pulleys. People use simple machines many times every day. Lever: A lever is a board or bar that rests on a turning point. This turning point is called the fulcrum. The object that a lever moves is called the load. The closer the load is to the fulcrum, the easier it is to move. Some examples of levers are a see-saw, a bottle opener, a crowbar, a door hinge, and a hammer. Inclined plane: An inclined plane is a flat surface that is higher on one end. You use this machine to move an object to a lower or higher place. Inclined planes make work easier because you use less force to move the object with the inclined plane. Examples of inclined planes are a ramp, a path up a hill, a staircase, and a slide. Wheel and axle: The wheel and axle is another simple machine. The axle is a rod that goes through the wheel and allows it to turn. Wheels and axles make it easier to move an object from one place to another by reducing the amount of friction between the object and the surface it is moving over. Cars, bicycles, wagons, door knobs, and roller skates are some examples of everyday objects that use a wheel and axle. Page 9

Pulley: A pulley is made up of a wheel and a rope. The rope fits into a groove on the wheel. One part of the rope is attached to the object to be moved. When you pull on the rope on one side of the pulley, the wheel turns and the load will move. Pulleys let you move loads up, down, or sideways. You can use more than one pulley at a time to make it easier to move heavy loads. Examples of pulleys include flagpoles, clotheslines, sailboats, and cranes. Screw: A screw is an inclined plane that wraps around itself. Screws are used to fasten things together or to raise and lower things. Some examples of screws are jar lids, light bulbs, spiral staircases and clamps. Wedge: A wedge is a simple machine made of two inclined planes put together. It is used to push two objects apart. Examples of wedges are knives, axes, nails, zippers, and pins.

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Simple Machines Overview Week 1

Science Activities

Literacy Highlights

Math Highlights

Can You Move Me?

Mama Zooms by Jane Cowen-Fletcher

Introduce letters W/w, P/p, I/i, L/l

Without Wheels

Identify words versus letters

See-Saw

What Do Wheels Do All Day? by April Jones Prince

Add one more to a set of objects and find the new total

Up the Ramp

Just a Little Bit by Ann Tompert

Identify rhyming words in a song or poem

Count and compare objects in a set

Pulling Pulleys

Simple Machines by Allen Fowler

Make a simple pattern

What is a Pulley? by Lloyd Douglas

Introduce using a table of contents and page numbers

Vehicles Use Wheels

If I Built a Car by Chris Van Dusen

Introduce letters V/v, B/b, T/t, L/l, H/h

Using a Pan Balance

How Do You Lift a Lion? by Robert Wells

Use labels for diagrams

Compare number of objects in two sets

Tools

Tools by Taro Miura

Launch Pad

Balancing Act by Ellen Stoll Walsh

Further understanding of the use of a Table of Contents and page numbers

Use a pan balance to compare weights of objects

Painting with Pulleys

Pull, Lift, Lower: A Book About Pulleys by Michael Dahl Old MacDonald Had a Woodshop by Lisa Introduce letters T/t, W/w, K/k, V/v, Shulman G/g

Tools for Building Woodworking Tools in the Kitchen Gears What Can You Build?

Books to Read

Cars and Trucks on the Street Race Course

Compare the size of objects Compare numbers of objects in different sets

This is the House that Jack Built by Simms Taback

Use beginning sounds to help identify words

Sort by certain characteristics

Tools by Ann Morris

Retell a story that was read

Use cardinal numbers

Duck on a Bike by David Shannon

Identify rhyming words in a song or poem

Wendel’s Workshop by Chris Riddell Cars and Trucks from Scholastic First Discovery

Bicycle Rally

The Wheels on the Race Car by Alexander Zane

Balancing Act

Duck on a Bike by David Shannon

Bubble Race

Balancing Act by Ellen Stoll Walsh Benny’s Big Bubble by Jane O’Conner

Introduce letters R/r, C/c, T/t, B/b

Measure distance

Make a book together

Sort objects by certain characteristics

Write a group story

Count to 20 to time an event

Make street signs

Make simple patterns

Identify rhyming words in a song or poem

Center-Based Play Materials & Activities to Support This Week’s Science Learning Week #1 Dramatic Play

Manipulatives

Art Center

Large Motor Play

Block Area

Science Table

• A laundry center with a rolling cart • Clothesline with a pulley • Pinch clothespins

• Matchbox cars or trucks and paint to make tire prints • Circles, rectangles and triangles cut from colored paper to make collages • Make an edible wheel snack using round crackers. Arrange thin pieces of cheese on the cracker to make spokes. • Make your own street map.

• Vehicles for moving things around • Ramps for racing cars

• • • •

Pan balance Pry off lids and a can opener Transportation puzzles Scissors to cut with

• Scooter play • Doll strollers • Slides and swings on the playground • Wagons to pull

• • • •

Variety of vehicles that have wheels Variety of pulleys Clock with a pendulum Different types of levers – scissors, can opener, claw hammer

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Simple Machines Week #1 Activity #1 Can You Move Me? (wheels and axles) Concepts: We can move heavy things more easily if they are on wheels and axles.

Learning Goals: Children will use a scooter to move heavy objects from one place to another.

Vocabulary: axle easy/hard light/heavy move

push/pull roll stop wheel

Materials: heavy string to pull the scooter light and heavy objects to put on top of the scooter scooters

Read and Talk About: Mama Zooms by Jane Cowen-Fletcher

Things to Talk About: How can you get the object on the scooter to move? How can you get the object on the scooter to stop moving once it has started to move? What other kinds of vehicles can you use to push or pull people or things around in? Does the size of the object on the scooter make a difference in how hard or easy it is to push/pull the scooter? Why? Page 15

Simple Machines Week #1 Activity #1 Can You Move Me? (wheels and axles) - Language and Literacy

Speaking & Listening Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

With the children, brainstorm a list of things that use wheels to move. Which things can be moved with people power and which things have motors to make them move? What would happen if there were no wheels at all? Show children the front cover of the book and read the first page. Ask them to speculate about what the â&#x20AC;&#x153;zooming machineâ&#x20AC;? is. As you read the book, talk about the fun things that the boy imagines he is doing while he rides with his mom. Talk about possible reasons for the mom using a wheelchair. Review W/w for wheel. As you demonstrate how to make the letters, point out that W/w is made with straight lines, but wheels are shaped like circles. Could you make a wheel out of a straight line? Sing The Wheels on the Bus and talk about how the wheels move. As you continue with the other verses, ask children to identify which parts of the verse change and which ones stay the same. Print the words to The Wheels on the Bus on large chart paper. Have the children underline the words in each verse that repeat. Circle the word bus each time it occurs in the song. Give a child a pointer and have him/her point to the words as you sing the song.

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Simple Machines Week #1 Activity #1 Can You Move Me? (wheels and axles) Science Inquiry Cycle: Reflect and Ask Read todayâ&#x20AC;&#x2122;s book as a way to begin the discussion about moving objects using wheels and axles. Have the teacher or paraprofessional sit in the middle of the circle and challenge the children to think of ways to move her to the door. Could you try pushing or pulling? Could you carry her? Show the children the scooter and ask them how this might help.

Mathematics Monday: Refer to the list the class made of things that use wheels to move. Ask the children how many wheels each of these has and support them in making a table showing this information.

Plan and Predict Ask the children what kinds of heavy things they would like to try to move with the scooter. Ask them what kind of force they will need to use to move the scooter (push/pull).

Act and Observe Encourage the children to try moving a variety of objects and people using the scooter. Discuss which items are hardest to move. Why? How do they make the scooter stop moving? Which items are harder to stop moving once they get going?

Report and Reflect Take photos of the children as they participate in this activity. Use these photos to help the children recall what they did and to discuss what they found out. Through this discussion, support the children in articulating why wheels and axles are useful for moving objects.

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Simple Machines Week #1 Activity #2 Without Wheels Concepts: We can move heavy things more easily if they are on wheels and axles.

Learning Goals: Children will try to move objects in a box with no wheels and then put wheels on the box to find out if it is easier to move. Children will discuss the advantages of moving things with wheels and axles.

Vocabulary: axle variety wheel

Materials: cardboard shoe boxes heavy rocks or other items to fill the boxes Tinker Toys or other toys to make wheels and axles to use with the shoe boxes

Read and Talk About: What Do Wheels Do All Day? by April Jones Prince

Things to Talk About: Why are vehicles designed with wheels? What would a vehicle look like if it didn’t have wheels? Why don’t snowmobiles have wheels? What do they have instead to help them move over the snow? Why doesn’t a boat have wheels? Does an airplane have wheels? When does the airplane use its wheels? Page 19

Simple Machines Week #1 Activity #2 Without Wheels - Language and Literacy

Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Remove the wheels from an old plastic car or truck and show the vehicle to the children. Talk about what is wrong with it and why this would be a problem. Ask the children if they can think of any vehicles that can move things without using wheels – snow sleds might be an example. Talk about how friction makes it difficult to move things without using wheels. As you read today’s book, ask children to look at the illustrations and talk about the various things that wheels can do. Which wheels are used for transportation and which ones are used for recreation? As you read the rhyming text, encourage children to think about what the next word will be. Introduce or review W/w for wheels. Ask children to come up and write the letter on chart paper. Make a list of words that begin with W/w: wheel, water, wood, wagon, window, and so forth. Sing This Old Man with the children. Each time you get to the phrase This old man came rolling home, change the word rolling to some other motion – flying, gliding, sliding, and other words that the children think of. Ahead of time, print the words to today’s song on chart paper. Write the new words to replace rolling on strips of paper and Velcro or tape them onto the chart in the appropriate places. Have several children use a pointer to point to the new words as you sing the song.

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Simple Machines Week #1 Activity #2 Without Wheels Science Inquiry Cycle: Reflect and Ask Ask the children to help you make a list of things that use wheels to move around. Write this list on chart paper. Ask the children to think about what would happen if there were no wheels – for example, how would road builders move dirt around if there were no wheels on a dump truck? Would it be harder or easier to move things without wheels? Why?

Plan and Predict Mathematics Tuesday: Use wheel-shaped pasta and a die – have the children roll the die and count out sets of wheelshaped pasta to match the number on the die.

Show the children the cardboard shoe box and fill it with heavy rocks. Ask the children how they will make this box move – what can they do? Brainstorm a list of ways to make the box move.

Act and Observe Try to move the box by pushing and pulling it. What happens? Is this easy or hard to do? Show the children the wheels that you have and ask them to design a way to put the wheels on the cardboard box. Try out their ideas. Does adding wheels make it easier to move the box?

Report and Reflect Discuss today’s experience. Why is it easier to move something with wheels? Why don’t boats need wheels? Are there other vehicles that move without using wheels? Why don’t they need them? Page 21

Simple Machines Week #1 Activity #3 See-Saw (levers) Concepts: A lever is a simple machine. Its parts include a rigid bar that rests on a sturdy object called a fulcrum. A lever can help lift heavy objects or separate two objects. When the fulcrum is in the middle, the ends of the bar move up and down in opposition.

Learning Goals: Children will construct their own see-saws using rulers and cardboard tubes cut in half and observe how see-saws move.

Vocabulary: balance end/middle fulcrum

heavy/light lever see-saw

Materials: large wooden block or board rulers cardboard tubes cut in half lengthwise

Read and Talk About: Just a Little Bit by Ann Tompert

half circle block to put under board coins or other small objects pan balance

Things to Talk About: What makes a see-saw go up and down? What happens if the person on one end is much bigger than the other person? How can you make the see-saw go up and down? What happens if one of the people on the seesaw jumps off? What happens to the other person? Can you play with a see-saw with three people? How would you do it? Page 23

Simple Machines Week #1 Activity #3 See-Saw (levers) - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

Tell the children that today they will be learning about a different simple machine – a lever. Explain how a lever works and ask if anyone has ever seen one. As you work in small groups to make see-saws, encourage the children to talk about what they are doing and what they observe when they put weight on one side of the see-saw. Read the title of today’s book and look at the illustration on the front cover. Ask children to predict what the book will be about – what could just a little bit refer to? When you finish reading the book, go back to this question and answer it. What did the elephant mean when he said, “Every little bit helps!”? Who tried to help him? Introduce L/l for lever. Have the children demonstrate how to make the letter on chart paper. Talk about how the letter is made with straight lines. Teach the children the following nursery rhyme and identify the rhyming words: See-saw, hurry up and down, Which is the way to London town? One foot up and one foot down, That is the way to London town.

Print Awareness

As you say the rhyme together, encourage the children to use their arms and hands to demonstrate the up and down motion of a see-saw. Print out today’s nursery rhyme on large chart paper. Have the children find the letter L in the rhyme and circle it. Highlight the rhyming words. Talk about the difference between letters and words. Page 24

Simple Machines Week #1 Activity #3 See-Saw (levers) Science Inquiry Cycle: Reflect and Ask

Mathematics Wednesday: Count the number of pennies or other small weights you put onto the end of the see-saw. Show the children that if you add one more to what you already have, you can make an addition problem: for example, 4 pennies + 1 penny = 5 pennies. Create several different equations with the children and support them in finding the answers.

Ask the children if they have ever played on a see-saw (teeter-totter) at a playground. How does it move? How can you make it balance? As you discuss this, introduce the words lever and fulcrum in the context of making a see-saw. Explain that a see-saw is a lever that helps move things up and down. It has a fulcrum in the middle. Ask the children if they think they could make a model of a see-saw.

Plan and Predict With the children, plan how to use the materials that you have gathered to make see-saws. Since they cannot use this see-saw to move people like the one on the playground, what kinds of materials could they move? Compare a see-saw like the one you are making to a pan balance. How are they similar? How are they different?

Act and Observe Build a see-saw and have the children put pennies or other small materials on one end and lift them. Try putting other materials on the see-saw in different places (not just on the ends). Does this make any difference when you try to move them?

Report and Reflect Talk about what you observed as you made and used the see-saw. How could you use a see-saw to lift something really heavy like an elephant? What would you do? Page 25

Simple Machines Week #1 Activity #4 Up the Ramp (inclined plane) Concepts: Stairs and ramps are both types of inclined planes. Ramps have a single surface and stairs have different levels. Both types of inclined planes make work easier.

Learning Goals: Using materials they select, children will turn the stairs into a ramp. They will investigate which type of inclined plane works best for pushing and pulling objects up and down.

Vocabulary: inclined plane ramp smooth/ bumpy stairs

Materials: access to a flight of stairs (this activity could be done on a playground) small or medium cardboard boxes partially filled rope ramp making materials (a large cardboard box cut open, planks, etc.)

Read and Talk About: Simple Machines by Allen Fowler

Things to Talk About: How do ramps and stairs make getting from one place to another easier? What would you have to do if there were no ramps or stairs? Are there other ways for going up and down in a building? What would happen to the things in the cardboard boxes if they were made out of glass and you pulled them up and down the stairs? Page 27

Simple Machines Week #1 Activity #4 Up the Ramp (inclined plane) - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask the children if they have stairs in their homes. Why do they think people build stairs? Talk about the safety rules for going up and down stairs. Why do we have these rules? Ask if anyone has ever seen a person in a wheelchair go into a building or go along the sidewalk. What do they do when they come to stairs or a curb? What do people build to help them go up or down? Today’s book is a about different simple machines. Read the book, pausing to allow children to talk about simple machines they are familiar with. Pages 14-19 explain different types of inclined planes. Explain to the children that they will be using one type of inclined plane in today’s activity. Introduce I/i and P/p for inclined plane. Support the children in writing each of the letters and talking about the straight and curved lines that are used. Teach the children the following nursery rhyme and have them act it out as you say it by stooping down or standing up tall in the appropriate places. Listen for and identify the repeating words. Oh, the Grand Old Duke of York, he had ten thousand men He marched them up to the top of the hill, and he marched them down again And when they were up, they were up, and when they were down, they were down And when they were only halfway up, they were neither up nor down!

Print Awareness

Print today’s rhyme on large chart paper. Have the children circle the words up and down in the rhyme each time they occur. Ask children to come and point to the words as you say the rhyme together. Page 28

Simple Machines Week #1 Activity #4 Up the Ramp (inclined plane) Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: Count the number of stairs as you go up and down them. Do you count to the same number going up as you do going down? Make stairs out of wooden blocks. Count how many blocks you use to make them.

Have the children climb up and down a set of stairs. Talk about why people built them. How could we get to the higher place without stairs? How would we get down? If possible, show the children a ramp for people in wheelchairs or strollers. Why was this built? Ask the children to compare ramps and stairs â&#x20AC;&#x201C; how are they alike? How are they different? What purpose do ramps and stairs serve?

Plan and Predict Show the children the cardboard boxes you have and have them fill these with objects. Which way would be easier to get them up â&#x20AC;&#x201C; stairs or a ramp? Why do they think so? How could they change a set of stairs into a ramp? What materials would they need?

Act and Observe Try pushing and pulling boxes up and down a flight of stairs. Change the stairs into a ramp. Now try to push or pull the boxes up and down the ramp.

Report and Reflect Both stairs and a ramp are types of inclined planes. Which inclined plane was easier to push and pull things up and down? Why would movers use a ramp instead of stairs? Talk about why people usually build stairs in a house instead of a ramp to go from one floor to another. Page 29

Simple Machines Week #1 Activity #5 Pulling Pulleys Concepts: A pulley can help lift things that are heavy. A pulley is a simple machine that uses grooved wheels and a rope to raise, lower or move a load.

Learning Goals: Children will construct their own pulleys and use them to move objects up and down.

Vocabulary: down/up hard/easy lift

pull pulley

Materials: rope small buckets wooden blocks clothes hangers (metal) or a wooden dowel empty thread spools You can find online directions for making the pulley at http://ehow.com/how_7850382_ make-pulley-out-thread-spool.html

Things to Talk About: What direction do things move in when you pull the rope on a pulley? When you use a pulley, how do you get an object like a flag to come down? Where have you seen people use pulleys?

Read and Talk About: What is a Pulley? by Lloyd Douglas Page 31

Simple Machines Week #1 Activity #5 Pulling Pulleys - Language and Literacy

Speaking & Listening Reading Comprehension Alphabet Awareness Phonological Awareness

Ask children to recall some of the ways they have moved heavy things so far – using wheels and axles, inclined planes and levers. Talk about how these things made it easier to do work. Today’s book is a simple way to introduce children to what a pulley is and how it is used. When you finish reading the story and looking at the pictures, ask children if they can show you with their bodies how you might use a pulley to raise a flag. Introduce P/p for pulley. Demonstrate how to make the letter and remind the children that this letter uses both straight and curved lines when you make it. Talk about how P/p is different from B/b and D/d. Teach the children the following chant. Have them listen for and identify the rhyming words. Clap to the rhythm of the words as you say them. Tall buildings in the town. Elevators moving up and down. Doors swinging ‘round about. People walking in and out.

Print Awareness

As you read today’s book, point out the table of contents and page numbers. Talk about how to use these when you read a book.

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Simple Machines Week #1 Activity #5 Pulling Pulleys Science Inquiry Cycle: Reflect and Ask Mathematics Friday: In todayâ&#x20AC;&#x2122;s science activity, the pulley moves objects up and down. Have the children move their arms up and down and explain that this movement is a simple ABAB pattern. Support the children in making up other simple ABAB movement patterns to follow; for example, side-to-side with their arms, nodding their heads up-down or sideto-side, crossing their legs side-to-side, or opening and closing their hands. Talk about how pulleys can move objects in a pattern.

Read todayâ&#x20AC;&#x2122;s book and/or watch this video as a way to introduce how a pulley works: http://www.ket.org/education/video/kevsc/kevsc_000002.htm. Tell children that today they are going to use another kind of simple machine to move heavy things up and down. Ask if anyone has ever seen how a flag is raised to the top of a flag pole. Introduce the word pulley and talk about how a pulley works. If possible, arrange to have someone lower and raise the flag while the children watch.

Plan and Predict Display the materials you have gathered and make a plan to use these to make a pulley. (See the internet site above for directions) Ask the children to predict which way to pull the rope to make the bucket go up. How do you make the bucket go down?

Act and Observe Build pulleys using the hangers and thread spools. Have children move objects up and down using the pulley. Observe carefully and talk about which direction you need to move the rope in each situation.

Report and Reflect With the children, draw a diagram of how your pulley works. Ask the children to help you make arrows to show which direction you pull to make the bucket go up and which direction the rope moves when the bucket goes down. Explain that a diagram is a drawing that helps people understand what is happening. Show the children how to label the diagram. Page 33

Center-Based Play Materials & Activities to Support This Week’s Science Learning Week #2 Dramatic Play

Manipulatives

Art Center

Large Motor Play

Block Area

Science Table

• Car Repair Shop – cars and trucks to fix, tools, repair shop sign, cash register and money

• • • •

Car design art work Salad spinner art Marble mazes in shirt boxes Paint roller art

• Cars and trucks • Tinker Toys • Duplo vehicles

• Pan balance • Playdough with rolling pins • Tongs to pick up small objects, egg cartons to put them into

• Little Tykes cars and trucks to ride in • Wagons, wheelbarrows • Tricycles

• Tools – construction, auto repair, kitchen tools • Display of objects that are simple machines: door knob, pinwheel, nutcracker, door hinge, tweezers, shovel, knife, fork, nail, and paint roller.

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Simple Machines Week #2 Activity #1 Vehicles Use Wheels Concepts: Vehicles use wheels and axles to make carrying people and objects easier.

Learning Goals: Children will design and make vehicles using scrap materials.

Things to Talk About:

Vocabulary:

Name some vehicles that have wheels that carry people around from place to place.

vehicle/ car/ truck/bus/wagon wheel/axle

Materials: shoeboxes or other small containers for body of vehicles Tinker Toys or other materials for axles, such as straws, pipe cleaners, or dowels Tinker Toys or other materials for wheels, such as cardboard circles, buttons, and/or container lids

Read and Talk About: If I Built a Car by Chris Van Dusen

How many wheels does a vehicle have? How many axles does a vehicle have? How are the vehicles that you built the same? How are they different? Besides wheels, what other parts were important to put in your vehicle? Page 37

Simple Machines Week #2 Activity #1 Vehicles Use Wheels - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask the children if they have ever built a car. Talk about how this might be done. What are some parts that all cars have? What are some parts you could add to make it special? As a group, brainstorm ideas for inventing a new kind of car. As the children share their ideas, use large chart paper to draw the vehicle they design and to make a list of the materials that would be needed to build it. Explain that before someone can build a car they need to come up with design ideas. Show the children the drawings on the end papers in the book that represent the boyâ&#x20AC;&#x2122;s design ideas. As you read the story, talk about all the ideas the boy has for his car. Which ideas do the children like best? What is the boy doing on the final page of the book? Introduce V/v for vehicle. Demonstrate how to make the letter and have children make it on large chart paper. Teach the children the following poem and add other stanzas for other vehicles: I love my car, my car loves me, I built my car in a factory, my little car goes beep, beep , beep, beep beep beep beep beep, honk I love my motorcycle, my motorcycle loves me, I built my motorcycle in a factory, my little motorcycle goes, vroom vroom vroom, and my little car goes beep, beep, beep, beep, beep beep beep beep honk I love my train, my train loves me, I built my train in a factory, my little train goes toot toot toot, and my little motorcycle goes vroom vroom vroom, and my little car goes beep beep beep beep beep beep honk

Print Awareness

Print out todayâ&#x20AC;&#x2122;s poem on large chart paper. Have children identify the repeating words: beep, vroom, toot and so on. Have the children use a pointer to point to these words as you read them. Page 38

Simple Machines Week #2 Activity #1 Vehicles Use Wheels Science Inquiry Cycle: Reflect and Ask Work with children to make a list on large chart paper of vehicles that have wheels and axles and carry people from place to place. Discuss these different types of vehicles – which ones have the children ridden on? Show some classroom toy vehicles and discuss how many wheels and axles each one has.

Mathematics Monday: Use wheel-shaped pasta or wheels cut from paper to make a number chart illustrating amounts from 1-10. Each child should make their own chart by gluing the appropriate number of wheels next to each number.

Plan and Predict Read today’s book and talk about how to design a vehicle you want to build. What things would you need to include in your design? Show the children the materials you have and talk about ways they could be used. Talk about ways to make your vehicle unique.

Act and Observe In small groups, make designs for building vehicles. Use these designs to build vehicles, choosing materials for the vehicle body, the wheels and the axles. Take your vehicles for a “test drive.”

Report and Reflect Take photos of the vehicles and set up a vehicle display. As a whole group, talk about the following questions: How are the vehicles the same? How are they different? What makes each vehicle unique? If you were to build another one, what would you change? Page 39

Simple Machines Week #2 Activity #2 Using a Pan Balance Concepts: A balance is a type of lever with the fulcrum in the middle. It helps people do work by comparing the weights of objects placed on the balance.

Learning Goals: Children will compare the weights of different objects using the balance. They will describe the movements of the balance and how it relates to the weights they have used.

Vocabulary: balance heavy/heavier lever light/lighter weigh/weight up/down

Materials:

Things to Talk About: How does the balance move as you put objects into the pans? Which side is heavier? How do you know?

pan balance a variety of objects to weigh such as small blocks, balls, and small toys small weights such as marbles, pennies or unit cubes to add to make the scale balance

Read and Talk About: How Do You Lift a Lion? by Robert Wells Page 41

Simple Machines Week #2 Activity #2 Using a Pan Balance - Language and Literacy Speaking & Listening

Reading Comprehension Alphabet Awareness Phonological Awareness

Read the title of today’s book – How Do You Lift a Lion? – and ask the children to speculate some ways to do this. Ask if they have ever tried to lift something very heavy and talk about whether or not they could do it. Explain that today they are going to find out about levers and how they can be used to lift something very heavy. Today’s book focuses on three types of simple machines – a lever, wheels and axles, and a pulley. If the book contains more information than your students are ready for, just talk about the illustrations. Focus on how the people get things done using simple machines. Introduce B/b for balance. Demonstrate how to make these letters and point out which side of the straight line the round parts go on. Make a list of words that begin with the letter B/b: boy, ball, bounce, bat, bin, etc. Ask the children to identify the two words in the title How Do You Lift a Lion? that begin with the same sound. Next, ask the children to help you think of same sound words for the following phrases: Sing a ______

Make a ______

Bounce a ______

Hit a ______

Get a ______

Print Awareness

If the children cannot think of words on their own, give them a choice of two words to finish each phrase and have them select the one that has the same beginning sound. Point out that the title of today’s book is a question. Talk about punctuation marks and show the question mark for the title. Ask the children to make up other questions and write these on large chart paper. Demonstrate how to make a question mark and encourage some children to make them on the chart paper. Page 42

Simple Machines Week #2 Activity #2 Using a Pan Balance Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday: As you use the pan balance, keep track of the number of weights you need to add to make it balance. For example, a small toy car may balance with 8 pennies. A small wooden block may balance with 12 pennies. Encourage the children to talk about which objects are heavier or lighter and how they know this.

Ask the children to talk about how a see-saw moves. Which parts move and what part does not move? Show the children a pan balance and make comparisons between it and the see-saw. How are they the same? How are they different? How can we use a pan balance to learn about the weight of objects?

Plan and Predict Discuss what a balance is used for and compare the weights of different things such as an orange and a tennis ball. Talk about the objects that the children want to weigh and ask them to predict which ones will be heavy and which ones will be light. How will you know? Which side of the balance will go up? Which side will go down?

Act and Observe Compare the weights of different objects using the balance. Show the children how to make the two sides balance by putting small weights on one side and the object on the other. Keep a record of what you weight this way and talk about the results.

Report and Reflect Take photos of the children using the balance. Have them name the objects in their pictures. Have the children use lighter and heavier to describe the objects and up or down to describe how the balance moved. Page 43

Simple Machines Week #2 Activity #3 Tools Concepts: Tools help us to do work. Tools use simple machines to do this work.

Learning Goals: Children will explore and use a variety of tools. They will identify the simple machine that is being used in each of these tools.

Vocabulary: lever simple machine tool

wedge wheel/axle

What are tools? Who uses them? Which tools are levers?

Materials: hammer nails nuts and bolts plastic knife rolling pin

Things to Talk About:

scissors screwdriver screws tweezers

What does a wedge do? Which tools use wedges? What are some safety rules for using tools?

Read and Talk About: Tools by Taro Miura Page 45

Simple Machines Week #2 Activity #3 Tools - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask children if they have ever used a tool. Support them in naming the tool they have used and what they did with it. Talk about why people use tools. Explain that often a tool has a simple machine as part of it. Show some examples of this such as a pizza cutter, a hammer, a paint scraper, and a knife. How are these items used? What simple machines are they? Today’s book does a great job of expanding our ideas about tools to include more than just building tools. As you read and look at the illustrations together, emphasize that many different occupations use tools. Talk about the kinds of tools you use each day at school. Introduce T/t for tools. Have the children demonstrate how to make the letter T/t on large chart paper. Use wooden sticks to make the letter. How could you hold the sticks together? Teach the children the following rhyme. Work together to identify the repeating words and rhyming words. The carpenter’s hammer goes tap, tap, tap (pretend to hammer), And his saw goes see-saw-see (pretend to saw). He hammers and hammers and saws and saws (pretend to hammer and saw) As he builds a house for me!

Print Awareness

Point out that today’s book is not a story. Show children the labels for each tool and demonstrate how to draw a picture and label it. The big words on some of the pages identify the occupation of the person who uses the tools shown on previous pages. Work together to design pages for a student. Page 46

Simple Machines Week #2 Activity #3 Tools Science Inquiry Cycle: Reflect and Ask Show the children the collection of tools you have today and talk about how each one is used. Remind the children that they have been learning about simple machines. Ask if there are any simple machines being used in these tools.

Plan and Predict Mathematics Wednesday: Provide a collection of different sizes of nuts and bolts. Have them match the correct pairs and use language to compare the various sizes. Count how many of each size you have.

Display pictures of a wheel and axle, a lever, a wedge, and an inclined plane. Support the children in naming these objects. Ask the children if they think they are going to be using any of these simple machines as they try out the tools you have for them. Make predictions about which ones.

Act and Observe In small groups, give children the various tools to use and talk together about the simple machines. For example, a hammer is a kind of lever that moves up and down from the fulcrum of your elbow. Screwdrivers, nails and knives are examples of wedges. Wedges are two inclined planes put together. They are used to separate objects or hold an object in place. Be sure to provide plenty of time for children to explore and use the tools.

Report and Reflect Talk about what you did with the tools and how each tool is used. Review the safety rules for using each of them. Talk about how these tools help you to do work. Page 47

Simple Machines Week #2 Activity #4 Launch Pad Concepts: Levers can be used to lift things. With enough original force, a lever can launch things.

Learning Goals: Children will launch objects using a lever. They will predict what will happen if the fulcrum is moved to a different place and test their predictions.

Vocabulary: end/middle fulcrum launch

lever lift near/far

Materials: cotton balls duct tape objects to launch such as marshmallows plastic rulers pompoms

Read and Talk About: Balancing Act by Ellen Stoll Walsh

small blocks to act as the fulcrum (or cardboard tubes such as toilet paper tubes cut in half lengthwise) wadded up paper towels

Things to Talk About: How do you need to change your movement to make a marshmallow launch rather than just moving up and down? What are some safety rules about launching things? What happens to the distance objects travel when you change the location of the fulcrum? What happens if you try to launch a heavy object? How far do you think it will travel? Page 49

Simple Machines Week #2 Activity #4 Launch Pad - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

Introduce the word launch and talk about what it might mean. Some children may be familiar with the word in reference to launching rockets. Explain that today they will have a chance to make objects fly through the air. How might this be done? Ask if anyone has ever seen videos of pumpkins being launched – if possible show the following video: http://www.youtube.com/watch?v=TXNgHoIBPXM&feature=fvsr . Explain that you will not be using pumpkins today – just soft things like marshmallows. Today’s book is by an author who may be familiar to the children – Ellen Stoll Walsh. The mice characters in the story have also been in Mouse Paint and Mouse Count, so the children may recognize them. Talk about what happens to the animals on the teeter-totter when the heavy bird jumps on. How many animals does it take to balance the bird? Why? Introduce L/l for launch and lever. After the children demonstrate how to make these letters, write a list of words together that begin with L/l: little, lift, light, and so on. Another thing that can fly through the air is an airplane. Teach children the following song (tune of I’m a Little Teapot). Identify the rhyming words in the song. Make up motions to go with the song. I’m a little airplane, I can fly, Here is my throttle, Give me a try. When I get all revved up. Then I fly, off the runway, to the sky.

Print Awareness

Support the children in drawing a diagram of their launch pad – the board for the lever, the cardboard tube and the marshmallow flying through the air. Help them label the diagram with the words lever and marshmallow. Explain how labels help people understand diagrams better. Page 50

Simple Machines Week #2 Activity #4 Launch Pad Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: Provide a bag of minimarshmallows or cotton balls. Have children roll the dice (1 or 2 depending on their counting skills) and then count out the number of marshmallows/cotton balls that correspond to the number they roll. (You might want to let the children eat their marshmallows after a certain number of turns.)

In large group, have children set up the see-saw using blocks and discuss how to get an object to move up. Try their suggestions. Demonstrate how to launch something by pushing hard and quick on one end of the lever. Ask the children what happened and why. Review the safety rules for launching things in the classroom.

Plan and Predict Talk about how to set up launchers using plastic rulers and small blocks. Show the children the materials you have for them to launch and make predictions about which ones will go far and fast. Where do you put the object to be launched? Where do you hit the lever? Talk about what would happen if you moved the fulcrum towards one end or the other of the lever.

Act and Observe In small group, children should launch a variety of objects with the lever and observe what happens. Change the location of the fulcrum and try it again. What happens? How does the position of the fulcrum affect the distance an object travels?

Report and Reflect As a group, talk about what happened. Which things went the farthest? Why? Have the children draw pictures of their launch pads and the objects they moved. Act as a scribe as they dictate sentences to describe what happened. Make a class book using these drawings. Page 51

Simple Machines Week #2 Activity #5 Painting with Pulleys Concepts: A pulley is a type of simple machine. Pulleys can move horizontally as well as up and down.

Learning Goals: Children will make a plan for using pulleys to paint a picture. They will move the pulley back and forth to create different artwork.

Vocabulary: across back and forth horizontal/vertical

pull pulley toward, away from

Materials: a variety of empty yogurt or margarine cups with holes punched through the bottom large pieces of paper paint

string or pipe cleaners to attach the â&#x20AC;&#x153;paint bucketsâ&#x20AC;? to the pulley system two classroom chairs or other supports two pulleys, rope

Read and Talk About: Pull, Lift, Lower: A Book About Pulleys by Michael Dahl

Things to Talk About: How does a pulley move? What kind of work does a pulley do? How did you get the paint to come out of the paint buckets? How do you get the paint to move from place to place? Can you go faster or slower? What happens when you change the speed that the pulley is moving? Page 53

Simple Machines Week #2 Activity #5 Painting with Pulleys - Language and Literacy Speaking & Listening

Reading Comprehension Alphabet Awareness Phonological Awareness

Ask children to explain how a flag is raised and lowered on a flagpole â&#x20AC;&#x201C; what simple machine is used? Show them several pulleys and talk about how the pulleys work. Talk about how the motion of a pulley is the opposite of the direction you pull â&#x20AC;&#x201C; when you pull down, the object goes up. When you pull towards you, the object moves away. Play a game of thinking of opposite words. This book provides good examples of different kinds of pulleys. If the text is too long for your class, spend time looking at and discussing the illustrations. Ask the children which of these pulleys they have seen or used. Introduce H/h for horizontal. Demonstrate how to make the letters and have the children write them on large chart paper. Teach the children the following rhyme. Ask them to identify the repeating words. Move arms back and forth to the rhythm of the rhyme. A horizontal pulley, This is how it goes: Back and forth and back and forth To move a heavy load!

Print Awareness

Show the children the table of contents in the front of the book and explain how it is used. Point out the page numbers on each page and show how to find specific pages in the book.

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Simple Machines Week #2 Activity #5 Painting with Pulleys Science Inquiry Cycle: Reflect and Ask Mathematics Friday: Have the children decide how many times they want the pulley system to go back and forth to make their paintings. Have a child write this number on large chart paper (with your support) and then decide how many different colors you are going to use â&#x20AC;&#x201C; write this number. As you move the pulley back and forth, keep track of your numbers by counting and making check marks next to the numbers recorded on the chart paper. Talk about how many different ways you can make the paintings.

After reading todayâ&#x20AC;&#x2122;s book, talk about the pulleys you have seen being used. In what direction did the object on the pulley move? What if instead of moving something up and down, you wanted to move something from one side of the room to the other â&#x20AC;&#x201C; how could you make a pulley system to do that? Use the word horizontal to describe this direction of movement.

Plan and Predict Explain that you will set up some pulleys that can be used to paint a picture. Ask the children how they think this could be done. What could you put paint into? How would the paint get onto the paper? How would you move the paint buckets along the paper? What will the paintings look like?

Act and Observe Set up the pulleys with the children and use them to make paintings using a variety of paint colors.

Report and Reflect Create a classroom display of the pulley paintings. Work with the children to write a report about how they created the artwork, how the artwork varies, and how they could change the outcome if they made pulley paintings again. Page 55

Center-Based Play Materials & Activities to Support This Week’s Science Learning Week #3 Dramatic Play

Manipulatives

Art Center

Large Motor Play

Block Area

Science Table

• A woodworking shop with a workbench, tools, work apron, measuring tapes, Styrofoam blocks and golf tees for hammering, and so forth

• Make prints with rolling pins and paint. • Cut paper and glue the pieces to create collages.

• Use wooden blocks and block people to create different types of buildings.

• Playdough, rolling pins, knives, and pizza cutters • Scissors and paper • Sewing cards

• • • •

Bicycles and tricycles to ride Wagons Wheelbarrows Doll strollers

Real woodworking tools Kitchen tools Sewing tools Gardening tools

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Simple Machines Week #3 Activity #1 Tools for Building Concepts: Tools help us to do work. Tools use simple machines to do this work.

Learning Goals: Children will name the tools used in a woodworking shop and identify the simple machine that is a part of the tool. They will work together to make a poster to display this information.

Vocabulary: chisel drill file hammer lever, wheel and axle, inclined plane, wedge

saw screwdriver simple machine tool

Materials: woodworking tools â&#x20AC;&#x201C; saw, hammer, nails, chisel, drill, file, screwdriver, pieces of wood photos of all tools and simple machines poster paper safety goggles

Read and Talk About: Old MacDonald Had a Woodshop by Lisa Shulman

Things to Talk About: How do the tools we are looking at today get their power? Which tools use levers to work? Inclined planes? Wedges? If you want to cut a piece of wood, which kind of simple machine would be most useful? What kinds of things can you make using these tools? What are some safety rules for using these tools? Page 59

Simple Machines Week #3 Activity #1 Tools for Building - Language and Literacy Speaking & Listening Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask the children if their families have any tools in the house. What are they? How are they used? Show the tools that you brought for today’s lesson and support the children in naming them and talking about how each tool is used. Show the children the front cover of the book and read the title. Talk about what a woodshop is. Invite the children to name the tools on the front cover. Ask them if they know an Old McDonald song – how does that song go? Show the first page of the story and read it – how has the author changed the song? When you finish the book, go back and sing the song together as you picture read the book. Introduce T/t for tools. Have the children demonstrate how to make the letters on large chart paper. Make a list of words that begin with T/t: tool, today, time, teacher, and so on. Sing the song Johnny Works With One Hammer with the children. The song continues up to five hammers with the children using both hands, both feet, and finally their heads as hammers as they sing. Have the children change the words in the song to name other tools that can be used. Johnny works with one hammer, one hammer, one hammer; Johnny works with one hammer then he uses two...

Print Awareness

Write the name of each tool on large pieces of paper. Ask the children to help you match the name of the tool with the picture of the tool. Emphasize the relationship between the sound of the beginning letter of the word and the tool it represents – if the word begins with s, it must be either saw or screwdriver. A word that begins with h is hammer, and so on. Page 60

Simple Machines Week #3 Activity #1 Tools for Building Science Inquiry Cycle: Reflect and Ask Show children the tools you have brought in and talk about their names. Ask if the children have seen people using these tools. How were they used? What kinds of things can these tools do? Can we see any of the simple machines we know about in these tools?

Plan and Predict Mathematics Monday: Count how many tools use each of the simple machines and write that number. Compare the size of the different groups. Do you have more levers or more wheels and axles? Which one has the most? The least?

Explain to the children that they are going to match the tools to the simple machines that make them work. Show them the pictures of the simple machines â&#x20AC;&#x201C; lever, wheel and axle, inclined plane, wedge, pulley. Make some predictions about which tool might use which machine.

Act and Observe Provide time for the children to observe and use the tools. Review the safety rules for using these tools. Support them in examining the tools to identify the simple machines that make the tools work.

Report and Reflect Take photos of the tools. Work with the children to make a big poster that shows the pictures of the simple machines matched with the tools that use each machine. Act as scribe to write what the children say about each tool. Page 61

Simple Machines Week #3 Activity #2 Woodworking Concepts: Tools use simple machines to help us do work.

Learning Goals: Children will make a plan to create something out of wood. They will use woodworking tools to create what they have planned.

Vocabulary: chisel drill file hammer lever, wheel & axle, inclined plane, wedge

Things to Talk About: saw screwdriver simple machine tool woodworking

Materials: enough pieces of scrap wood to make something out of multiple pieces paper to make a plan on safety goggles

woodworking tools such as saw, hammer, nail, clamp, glue, chisel, drill, file, screwdriver, screws

What kinds of things can you make out of wood? How do you get the pieces of wood to stay together? Why do we need to wear safety goggles? Which tool was the hardest to use? Why?

Read and Talk About: This is the House that Jack Built by Simms Taback Page 63

Simple Machines Week #3 Activity #2 Woodworking - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Ask the children to think about what you would need to do to build a house. Work together to make a list on large chart paper of all of the different parts of a house – walls, windows, doors, roof, and so on. What else do you need to do to build a house? What kinds of tools would you need to use? Today’s book is a cumulative story that the children should be able to join in as you read it. If possible, make story pieces from paper or felt so the children can use them to retell the story. After you read the story, ask the children what came first, next, and so on in the story. Make a list of all the characters they can remember without looking back in the book. Review W/w for woodworking. Demonstrate how to make the letters and have the children write them on large chart paper. Point out the similarities and differences between W/w and M/m. Today’s story contains many rhyming words. Read the story with the children a second time and have them listen for the rhyming words. As they identify the words that rhyme, write them down in groups on large chart paper. Look at the groups of rhyming words you made in the previous activity. For example, look at mill and hill – what letters in these words are the same and what letters are different? Do the same thing for other rhyming words. Point out that rhyming words usually have the same letters at the end of the word and different letters at the beginning.

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Simple Machines Week #3 Activity #2 Woodworking Science Inquiry Cycle: Reflect and Ask Look at the first pages of todayâ&#x20AC;&#x2122;s book when Jack starts to build his house. What does he need to do to build it? What materials does he use? How does he hold things together? What kinds of things would you do if you wanted to build something with wood?

Plan and Predict Mathematics Tuesday: Provide children with an assortment of nuts, bolts, and screws to sort. Give them small dishes or sorting trays to use as they do their sorting. Talk about how they have decided to group the various items you have given them.

Explain that today the children will use tools to make something out of wood. Tell them they can work alone or in pairs. Before they can start, they need to look at the wood pieces they have and make a plan for what they want to build. Support them in making drawings to show what they want to build and how they are going to put it together. Talk about the tools they will use.

Act and Observe Before you begin, review the safety rules for using tools and have all the children wear safety goggles. Provide children with wood pieces and tools to put them together. You may need to pre-drill some holes for nails and screws. As you work, talk about the tools you are using and the job that each one does.

Report and Reflect Make a display of the childrenâ&#x20AC;&#x2122;s plans and the things they made following the plans. Scribe what they say about what they made and how the tools they used helped them to do the work. Page 65

Simple Machines Week #3 Activity #3 Tools in the Kitchen Concepts: Tools are very helpful for cooking. Simple machines are a part of many tools used in the kitchen.

Learning Goals: Children will use kitchen tools to make a snack. They will identify the simple machines that are a part of these tools.

Vocabulary: recipe ingredients spatula can opener knife

egg beater pizza cutter fork spoon rolling pin

Materials: kitchen tools â&#x20AC;&#x201C; spatula, can opener, knife, egg beater, pizza cutter, fork, spoon, rolling pin, measuring cups and measuring spoons an assortment of fruit for children to cut - bananas, grapes, berries, etc. instant pudding mix (number of packages determined by the number of students) milk (amount determined by directions on pudding mix packages)

Things to Talk About: What are some tools that we use for cooking? What simple machines are being used? What tools do we use when we eat food? Are these simple machines? Which kitchen tools are levers? What are the safety rules for using kitchen tools? Why do we need these rules?

Read and Talk About: Tools by Ann Morris Page 67

Simple Machines Week #3 Activity #3 Tools in the Kitchen - Language and Literacy Speaking & Listening Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask children about times they helped with cooking at home. What did they do? What tools did they use or see other family members using? Ask if any of these tools were simple machines – which ones? How did they help with the cooking? Today’s book is a simple photo book that shows a variety of tools that people use all over the world for making things. As you read the book, spend time looking at the pictures, naming the tools, and talking about their uses. When you finish reading, ask children to recall some of the tools that they had never seen before. What were these tools being used for? Introduce K/k for kitchen. Demonstrate how to make these letters. If the children are having trouble making these letters, have them glue strips of paper to make them. Talk about the diagonal lines. Teach the following nursery rhyme and ask children to identify the rhyming words. Following the rhythm of the song, either clap or walk around the room. (Or both!) Sing a song of sixpence, a pocket full of rye; Four and twenty blackbirds baked in a pie. When the pie was opened, the birds began to sing; Now wasn’t that a dainty dish to set before the King?

Print Awareness

Write today’s recipe on chart paper so the children can follow along as you cook together. Explain that a recipe is written in a certain way to help with cooking. Point out where the ingredients are written and where the steps you need to follow are written. Read the recipe together as you cook. Page 68

Simple Machines Week #3 Activity #3 Tools in the Kitchen Science Inquiry Cycle: Reflect and Ask

Mathematics Wednesday: As you show the children today’s recipe during the Plan and Predict and Act and Observe phases, use the words first, next, last to describe the steps you need to take to make the recipe. Talk about how to measure the ingredients and have the children use the measuring tools.

Recall with the children the simple machines you have learned about so far – wheel and axle, lever, pulley, and an inclined plane. Ask if the children can think of any of these machines that can be used in a kitchen. Talk about their experiences helping to cook – do they ever use simple machines as part of this? Show the children the kitchen tools that you have brought and talk about what they do and how they are used. Ask the children which ones they think would be helpful in making today’s snack recipe.

Plan and Predict Show the children the recipe. Together, plan how to use this recipe and talk about which kitchen tools you will need to use.

Act and Observe Set up different stations for the children to explore using the kitchen tools. They can use the plastic knives and pizza cutters with playdough. Use the milk and instant pudding to make pudding using the egg beater. Slice the fruit using plastic knives. Set up dishpans of soapy water so the children have more time to use the egg beaters.

Report and Reflect Talk about the cooking you did – how did the tools help you to do the job? How were the tools that you used today like the tools that builders use? How were they different? What other kinds of kitchen tools do the people who cook at your house use? Page 69

Fruit Parfaits

(Materials listed are per small group of 4 children - adjust recipe to meet the size of your classroom)

Cooking tools: cutting boards

plastic knives

mixing bowls

egg beaters

liquid measuring cup 4 clear plastic cups

Ingredients: 1 box of vanilla instant pudding mix Milk Fresh fruit to cut, for example grapes, bananas, berries and so forth

Directions: 1. Invite children to wash their hands. 2. Work together to read the directions on the pudding box and measure the appropriate amount of milk. Pour the mix and the milk into a large mixing bowl. 3. Within the group, have each child take a turn using the egg beater to mix the milk with the pudding mix. 4. Show children the fruit provided, and invite each child select a few pieces they would like to eat and use a plastic knife to help cut it up into smaller pieces. 5. Help children create a parfait by layering fruit and pudding in a clear plastic cup. 6. Eat and enjoy!

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Simple Machines Week #3 Activity #4 Gears Concepts: A gear is a wheel and axle with cogs around the edge of the wheel. Gears can change the direction of a force or change the speed at which something moves.

Learning Goals: Children will investigate tools or toys that use gears. They will observe how gears can change the direction of a force.

Vocabulary: cog direction gear wheel and axle

Materials: bicycle clock with gears inside available for the children to see egg beater Gears! Gears! Gears! Toy set

Things to Talk About: How is a gear like a wheel and axle? Why do bicycles have gears? If you put two gears together, what happens when you move one of them? How does the other one move? How many gears can be put together?

Read and Talk About: Duck on a Bike by David Shannon Page 71

Simple Machines Week #3 Activity #4 Gears - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

If possible, bring a bicycle to the classroom and investigate the gears. Explain that a gear is like a wheel and axle, but the gear has cogs that help it move other gears. Demonstrate this on the bike. Show the children an egg beater and ask them to locate the gears on this. Explain that the gears are what makes the beaters turn. Show the front cover of today’s book and ask the children if they think this story will be fiction or non-fiction. As you read the story, talk about the various animals that the duck meets as he is riding. When you finish reading, support the children in making a list of all the animals. Introduce G/g for gear. Demonstrate how to make the letters. Have the children write them on large chart paper. Make a list with the children of words that begin with G/g: girl, go, gum, good and so on. Sing the song The Wheels on the Bus, but change it to The Wheels on the Bike. The verses could include those below, but make up more verses as you see fit. Ask the children to identify how the song has changed from the original. The horn on the bike… The brakes on the bike go squeek, squeek, squeek… The bell on the bike … The gears on the bike go click, click, click…

Print Awareness

Print the lyrics for today’s song on large chart paper. Put pictures next to the words bike, horn, bell, gears, and brakes. Have the children underline the phrase all through the town each time it occurs in the song. Page 72

Simple Machines Week #3 Activity #4 Gears Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: As children are using the toy Gears! Gears! Gears!, ask how many gears they think they can hook together. Count out sets of 5 and 10 gears and challenge children to put these together so that they all move. When they have done this, ask if they think they could put more than 10 together. Is there a limit to how many gears you can hook together?

Talk with the children about times they have ridden a tricycle or a bicycle. What makes the wheels turn around? Explain that today you will all be looking at a special kind of wheel and axle called a gear. Show children the gears on the bicycle and how they work. You can demonstrate this also with the Gears! Gears! Gears! toy. Ask children if they can think of other things that use gears.

Plan and Predict Talk with children about how you can be sure that everyone gets a chance to use the various gear items. Make predictions about how many gears you can hook together and make move. Write down everyoneâ&#x20AC;&#x2122;s prediction and later you can compare these with the results.

Act and Observe Set up stations where the children can use bicycles, egg beaters, and the Gears! Gears! Gears! toy. Ask them to explain to you what they observe about the gears and how they help things move. Point out that when one gear turns in one direction, the gear next to it turns in the opposite direction.

Report and Reflect Talk about your observations. Display the inside of a clock that uses gears to move and talk about this. Explain that many big machines including cars have gears to help them move. Gears are very useful. Page 73

Simple Machines Week #3 Activity #5 What Can You Build? Concepts: Wheels and axles help things move.

Learning Goals: Children will use a variety of scrap materials to build their own vehicles. They will demonstrate how their vehicle moves along a pathway.

Vocabulary: invent/inventor simple machine tidy vehicle wheel and axle

Materials: assortment of scrap and recycling materials â&#x20AC;&#x201C; cardboard boxes, tubes, plastic cups, straws, heavy cardboard circles for wheels

Read and Talk About:

Things to Talk About: What type of vehicle do you want to build? How many wheels will your vehicle need? Why do wheels need axles to work? What is an inventor? What kinds of things can you invent? Why do people recycle? How are recycled materials used again?

Wendelâ&#x20AC;&#x2122;s Workshop by Chris Riddell

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Simple Machines Week #3 Activity #5 What Can You Build? - Language and Literacy

Speaking & Listening Reading Comprehension

Alphabet Awareness Phonological Awareness Print Awareness

Explain that today the children will be inventors and will make a vehicle out of recycled materials. Discuss with them what kinds of vehicles they might like to build and what materials they think they will need. Where will you put the wheels and axles? Introduce the book by explaining that Wendel is an inventor in this story. Talk about what an inventor does. Explain that he has a problem with keeping his workshop tidy – what does tidy mean? Ask the children to listen to find out how he solves this problem. Talk about this when you are finished reading. Introduce V/v for vehicle. Demonstrate how to make the letters and point out that the upper-case and lower-case are exactly the same except for their size. What other alphabet letters are like this? Sing the song The Wheels on the Bus but change the name of the vehicle that you are singing about; for example, the wheels on the bike or the wheels on the truck… Ask the children to identify the word that is changing in each verse. Talk about the features of today’s book – how does the author use the illustrations to tell the story? What makes the illustrations appealing? Why does the author use very large letters when he writes the word “bang”? What does he want his reader to think about that word?

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Simple Machines Week #3 Activity #5 What Can You Build? Science Inquiry Cycle: Reflect and Ask Talk with the children about what inventors do. Explain that today they will have the opportunity to decide what type of vehicle to build. Talk about their ideas. What materials will they need?

Mathematics Friday: Use rulers, tape measures, or blocks to measure how far each child’s vehicle moves when it is given a push. Have each child move their vehicle several times and compare the distances – which time did the vehicle move the farthest?

Plan and Predict Show the children the available materials and have them draw plans for their vehicles. Talk about how they will fasten everything together – what will they use? Make predictions about how well the vehicles will move when they put on the wheels and axles.

Act and Observe Support the children in constructing their vehicles. Talk about how many wheels and axles they use and how these help the vehicle move. Test drive the vehicle to see how well it can go.

Report and Reflect Give each child a chance to demonstrate how their vehicle moves. Talk about ways to improve the vehicles. Set up a car and truck show and invite another classroom to visit to see the constructions.

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Center-Based Play Materials & Activities to Support This Week’s Science Learning Week #4 Dramatic Play

Manipulatives

Art Center

Large Motor Play

Block Area

Science Table

• kitchen play – variety of kitchen tools that are simple machines • pretend food, pots and pans, dishes

• salad spinner art • scissor art using scissors with fancy edges • vehicle making with cardboard tubes and recycling materials • Make signs for the bike rally.

• wooden blocks, cardboard and toy cars to make roads with hills and bridges

• • • •

• • • • •

Gears! Gears! Gears! toy Tinker Toys marble run toy vehicle puzzles

roller skates scooters cars and trucks to ride on plastic baseball bats and balls Croquet set

• variety of everyday items that are simple machines • street signs • pan balances • stop watches

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Simple Machines Week #4 Activity #1 Cars and Trucks on the Street Concepts: There are many different types of vehicles that move using wheels and axles. We can observe these vehicles to see how many wheels and axles they use.

Learning Goals: Children will take a walk around the neighborhood and identify vehicles that move using wheels and axles. They will take photos of these vehicles and make a book about them. They will count the number of wheels and axles on each vehicle.

Vocabulary: ambulance car fire truck rv

truck van wheelbarrow

Materials: digital camera materials to make a classroom book

Read and Talk About: Cars and Trucks from Scholastic First Discovery

Things to Talk About: What things that carry people and objects have wheels and axles? How many wheels should a vehicle have? How many axles? Why do different vehicles have different numbers of wheels and/ or axles? Are there any vehicles that have only one wheel and axle? What are they called?

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Simple Machines Week #4 Activity #1 Cars and Trucks on the Street - Language and Literacy Speaking & Listening

Reading Comprehension Alphabet Awareness Phonological Awareness

Explain that today the children will take a walk outside to look for different kinds of cars, trucks, and other vehicles. They should also count the number of wheels and axles that the vehicles have. Ask the children to speculate how well a vehicle would work if it did not have wheels. What would happen? How would it move? Today’s book is about cars and trucks. Support the children in making a list (on chart paper) of what they already know about cars and trucks. After you read the book, write down the new things the children learned from the book. Introduce C/c for car and compare it to T/t for truck. Which letter uses straight lines? Which one uses curved lines? Have a child write one of the letters on large chart paper and another child name the letter that was written. Teach children the song Watching Traffic (tune of Frere Jacques) and have them identify repeating words and phrases: Watch the cars go, watch the cars go, whiz-zing by, whiz-zing by. Beep, beep, beep! Beep, beep, beep! That’s like mine! That’s like mine! Watch the bus go, watch the bus go, rolling by, rolling by. Stop for all the people, stop for all the people. Get on board! Get in board! See the trucks go, see the trucks go down the street, down the street. Gas and oil and milk trucks, Mail and trash and dump trucks, on their way, on their way.

Print Awareness

After you print the pictures from today’s walk, explain that you want to use them to make a classroom book about cars and trucks. What parts of the book do you need to make? Who will the author be? Work with small groups to create the book and read it together when it is complete. Page 82

Simple Machines Week #4 Activity #1 Cars and Trucks on the Street Science Inquiry Cycle: Reflect and Ask Ask children to talk about the various trucks and cars that they have seen driving around. How are they alike? How are they different? Has anyone ever seen a motor cycle â&#x20AC;&#x201C; how is it different from a car? From a bicycle? What helps all these vehicles move around?

Plan and Predict Mathematics Monday: Provide a variety of matchbox cars and trucks. Ask the children to sort the vehicles in any way they choose and then to describe how they sorted them.

Tell the children that today they will go for a walk to look for vehicles on the street. They will take photos and then write a book about the vehicles they see. Ask them to make predictions about the types of vehicles they might see and write these down. Together, make a plan about who will take the photos and how the book will be written.

Act and Observe Go for your walk and take the photos. After the photos are printed, have the children work in small groups to brainstorm the information about each photo that they want to include in the book. Be sure they talk about the wheels and axles that help the vehicles move.

Report and Reflect Read the book together. Share it with another classroom. Ask the children how many wheels and axles were often found on a vehicle. Were there any vehicles with less? With more? Page 83

Simple Machines Week #4 Activity #2 Race Course Concepts: The distance a car moves when going down a ramp varies depending on the car’s weight and the slope and friction of the ramp.

Learning Goals: Children will build a race course using a ramp and then run several cars along the course to investigate how the movement of the car is affected by changes in the car’s weight, the slope of the ramp, and the friction of the ramp’s surface. They will discuss their observations.

Vocabulary: distance fast/slow ramp slope

speed steep weight

How can you change the ramp to make the cars move down it faster or make them go farther? Can you change the car to make it move faster or farther down the ramp? If you change the surface of the ramp, what happens?

Materials: wooden blocks pieces of flat wood or heavy cardboard for ramps matchbox cars

Things to Talk About:

pennies or other small weights tape friction materials – corrugated cardboard, fabric, sandpaper

Read and Talk About: The Wheels on the Race Car by Alexander Zane

What tool could you use to measure how far the cars go? Could you build any obstacles on your race track? How? What will happen? Page 85

Simple Machines Week #4 Activity #2 Race Course - Language and Literacy

Speaking & Listening

Reading Comprehension Alphabet Awareness Phonological Awareness Print Awareness

Talk about what it is like to be at a car race. What kinds of things would you see there? What do the cars try to do? Where do people sit who are watching the race? What would happen if a car broke down during the race or needed more gas? Ask the children what they think makes one car go faster than another. Does the person driving the car make a difference? Talk about what some safety rules for car driving would be. Todayâ&#x20AC;&#x2122;s book shows a good example of a car race with some very funny illustrations. As you read the book together, ask the children to identify things in the illustrations that tell the reader that the story is not real. What parts of the story are like a real car race? Introduce R/r for race. Demonstrate how to make the letters. Make a list of words that begin with R/r, for example: road, race, red, and ramp. Todayâ&#x20AC;&#x2122;s book is a variation on the song The Wheels on the Bus. Read the book and listen for the rhyming words. Make a list of these. Sing the song together. Today you will be writing a story as a whole class about the car race. Decide together whether or not you are writing a non-fiction story. As you scribe what the children say, talk about the words you are writing. Model how to think about making sense as you write a story.

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Simple Machines Week #4 Activity #2 Race Course Science Inquiry Cycle: Reflect and Ask

Mathematics Tuesday: Use a variety of matchbox cars to make patterns the children design â&#x20AC;&#x201C; for example: truck-car-truck-car or red-blue-red-blue. If a child cannot come up with his own pattern, have a couple of ideas available for him to copy. Encourage each child to use language to describe his pattern.

Ask children if anyone has ever seen cars in a race. Have children describe what this is like. What makes some cars go faster than others? Ask children what might happen if they raced two cars down a ramp â&#x20AC;&#x201C; would they go at the same speed? How would you know which one was faster?

Plan and Predict Explain that the children will build racing ramps today. Show them the materials you have for making the ramps. Challenge them to think about how they could make the cars go faster. Encourage them to predict which car will be fastest and to give a reason for their prediction.

Act and Observe Build the race course. Have children try racing the cars without any extra weight added. Which car is fastest? Have them try modifications (for example, taping some pennies to the car). Does this make a difference? What happens if you change the surface of the ramp?

Report and Reflect Take photos of the various race courses and cars that the children design and use. Write a story with the children about their experiences. Page 87

Simple Machines Week #4 Activity #3 Bicycle Rally Concepts: There are many types of vehicles that children can ride that use wheels and axles.

Learning Goals: Children will plan and create an obstacle course that can be used with the kinds of vehicles that children know how to ride.

Vocabulary: obstacle rally vehicle names such as bicycle, tricycle, scooter, roller skates wheel and axle

Materials: a variety of vehicles for the children to ride, cardboard boxes, traffic cones, colored masking tape, and other materials to set up an obstacle course

Read and Talk About: Duck on a Bike by David Shannon

Things to Talk About: What kinds of vehicles can children ride? How many wheels and axles does each kind of vehicle have? What are some other ways of traveling that donâ&#x20AC;&#x2122;t use wheels and axles? What do you need to do to move around the obstacles that are set up? What are some safety rules for riding your vehicle? Page 89

Simple Machines Week #4 Activity #3 Bicycle Rally - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask children to talk about times when they have ridden a bicycle or tricycle. What do they need to do to get it to move? What happens when you come to something that is in the way? Work with children to make a list on chart paper of the different vehicles with wheels that they can ride outside. Explain that you are going to have a rally today for all kinds of riding toys. Everyone will get a chance to ride on an obstacle course. Talk about the plans for doing this activity. As you read today’s story, discuss why this book is a fantasy. What makes the story unrealistic? Ask the children to identify their favorite illustration in the story – why do they like it? Turn to the page where all of the animals are looking at the bicycle (there is no writing on this page) – ask children what they think the animals are thinking about as they look at the bicycle. Why are they smiling? What happens next? Talk about W/w and A/a for wheel and axle. Demonstrate how to make the letters. Ask children to identify people in the class whose names use the letters. Teach children the following fingerplay and support them in identifying the rhyming words: One wheel, two wheels, on the ground. (Form circles with hands.) My feet push the pedals round and round. (Roll one hand over the other.) My hands upon the bar to steer, (Imitate holding handlebars.) Watch out, I’m coming, everyone clear! (Imitate driving bicycle.)

Print Awareness

Create a map of the obstacle course you are making and display it. Have the children create safety signs – stop, slow down, turn. Page 90

Simple Machines Week #4 Activity #3 Bicycle Rally Science Inquiry Cycle: Reflect and Ask

Mathematics Wednesday: Make up word problems about vehicles at the rally. For example, how many bicycles would you have if each person brought one? How many tricycles would be there if you had two to begin with and then Mary brought another one? If possible, have pictures for the children to use to help them solve these problems.

Talk about the types of vehicles that children can ride and make a list. Write down how many wheels and axles each type of vehicle has. Explain what you are going to be doing at your bicycle rally today. Ask children how they think this should be organized.

Plan and Predict Working with the children, make a planning map showing directions for setting up the obstacle course. Where will you set this up? What materials do you need? What riding toys do you need to collect?

Act and Observe Using the map and plan the children have made, collect materials and set up the bicycle rally course. Make safety signs to display. Provide the opportunity for everyone to have a turn on the obstacle course.

Report and Reflect Working together, create a large display about the bicycle rally. Include your map, photos of the rally, and a story written as a group about the rally. Make a chart that shows photos of the vehicles used and the number of wheels and axles that each one had.

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Simple Machine Week #4 Activity #4 Balancing Act Concepts: Changing the location of the fulcrum on a lever will change how the objects on the lever balance.

Learning Goals: Children will make levers with a ruler and place small wooden blocks on each end to make them balance. They will change the location of the fulcrum and observe how this changes the number of blocks needed to balance the lever.

Vocabulary: balance change fulcrum

lever more/less

Materials: cardboard tubes from paper towels or toilet paper cut in half, lengthwise rulers small wooden blocks or unit cubes

Read and Talk About: Balancing Act by Ellen Stoll Walsh

Things to Talk About: What are some different ways to make both ends of a teeter-totter balance? What happens when one end of the teeter-totter is heavier than the other end? How can levers help you lift heavy objects? Can you lift lots of blocks on the end of your lever with only one block on the other end?

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Simple Machine Week #4 Activity #4 Balancing Act - Language and Literacy Speaking & Listening

Reading Comprehension Alphabet Awareness Phonological Awareness

Print Awareness

Show the children a pan balance and talk about how it works. If you put objects in one pan, what do you need to do to get it to balance? Compare this to today’s story about the mice on the teeter-totter – how did they get this to balance? Explain that today you are going to try to find another way to get a lever to balance. Ask children for their ideas. In today’s book the mice have a similar problem to the activity you are doing. Talk about how the mice solve the problem of extra animals getting on the ends of the teetertotter. What happens at the end of the story when the big bird comes along? Review B/b for balance. Demonstrate how to make the letters and contrast them with D/d. Recall with the children that bicycle and build also begin with B/b. Support them in thinking of other words that begin with B/b. Draw a simple pan balance on large chart paper and explain to the children that you are going to play a balancing game in which the two words you place on the pan balance have to begin with the same sound. Give them the example: hat and hoop. When the two words have the same beginning sound, the pan balance will be the same on both sides. To play the game, post a word on one side of the pan balance and then give the children a choice to two words (print these on pieces of paper) to put on the other side. Some examples might be: mouse – milk/juice; ball – game/balloon; nest – noodle/star Read the title of today’s book and the author’s name. Recall with the children what an author does. Show the children some other books by the same author – for example, Mouse Paint or Mouse Count. Talk about how the illustrations used in these books help you to realize that the same author wrote and illustrated all of these books. Why do the children think this author uses mice in all of her stories? Page 94

Simple Machine Week #4 Activity #4 Balancing Act Science Inquiry Cycle: Reflect and Ask

Mathematics Thursday: Provide small wooden blocks. Have the children draw a number card or roll the dice to come up with a number â&#x20AC;&#x201C; this is the number of blocks they must use to build a tower or make a building. Children can work alone or in pairs. Give everyone several opportunities to play this game.

Talk with children about times they have played on a teeter-totter. What happens when someone bigger than you sits on the other end? How can you make the teeter-totter work? Show the children a pan balance and recall with them how to use it to make the pans balance â&#x20AC;&#x201C; what do you need to do? Explain that today you will all be experimenting with a lever to see if you can make it balance using small wooden blocks.

Plan and Predict Begin by setting up the levers. Each child will need a ruler and half of a cardboard tube that has been cut lengthwise. Place the half tube on the table and put the ruler on top like a teeter-totter. Put a block on one end and ask the children to make predictions about how to make the teeter-totter balance.

Act and Observe Support the children as they work with the blocks. Once they have balanced the teetertotter with equal blocks on each end, move the fulcrum closer to one end or the other. Now how do you make the teeter-totter balance? How many blocks can you lift up using just one block on the other end?

Report and Reflect Talk about the activity with the whole group. Ask children to demonstrate how they made the blocks balance. Set up a bigger teeter-totter with larger wooden blocks and repeat the same activity with these. Encourage the children to find out if it works in the same way. Page 95

Simple Machines Week #4 Activity #5 Bubble Race Concepts: Gears are wheels with cogs that turn and work together. Different sizes and arrangements of gears do different jobs. A large gear turning smaller ones will increase speed.

Learning Goals: Pairs of children will work to use a mixing spoon and an egg beater in bowls of soapy water. They will see which tool makes the biggest batch of bubbles in the shortest amount of time.

Vocabulary: cog egg beater

fast/slow gear

Materials: 3 egg beaters 3 large mixing spoons 6 large mixing bowls

liquid dish detergent water

Things to Talk About: How is a gear different from a wheel? How do the gears in an egg beater work together? Besides the egg beater, where else have you seen gears working?

Read and Talk About: Bennyâ&#x20AC;&#x2122;s Big Bubble by Jane Oâ&#x20AC;&#x2122;Conner

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Simple Machines Week #4 Activity #5 Bubble Race - Language and Literacy Speaking & Listening

Reading Comprehension

Alphabet Awareness Phonological Awareness

Ask the children about times they used soapy water to blow bubbles. How do you do this? Has anyone ever made a bubble without blowing it? What other ways can people make bubbles? Tell the children that today they will have races to see who can make the most bubbles in the shortest time without blowing them. How can this be done? Todayâ&#x20AC;&#x2122;s book is a rebus story. Encourage the children to read along by naming the pictures as you read the text. When you finish reading, talk about what happened to Benny when he blew a big bubble. Encourage the children to recall everything he did and saw. Introduce G/g for gear. Demonstrate how to make the letters. Compare them with the letter C/c and talk about how they are alike and different. Teach children the following song to the tune of Twinkle, Twinkle, Little Star. Listen for and identify the rhyming words. Bubbles floating all around (pretend to catch bubbles) Bubbles fat and bubbles round (make a big circle w/ arms) Bubbles on my toes and nose (point to toes; point to nose) Blow a bubble. ..up it goes! (pretend to blow bubble; point up) Bubbles floating all around. (pretend to catch bubbles) Bub. . .bles fall. . .ing to...the...ground. (sing slowly & sink to ground)

Print Awareness

Print the lyrics for todayâ&#x20AC;&#x2122;s song on large chart paper. Have the children underline the word bubbles each time they see it. Underline the different rhyming words with different colored markers. As you do this, be sure to point out the difference between words and letters. Page 98

Simple Machines Week #4 Activity #5 Bubble Race Science Inquiry Cycle: Reflect and Ask Ask children to talk about times when they have made bubbles â&#x20AC;&#x201C; how did they do it? Ask if anyone has ever played in a bathtub or a dishpan of soapy water. How could you make more bubbles in it without adding more soap? Talk about their ideas.

Mathematics Friday: As two children are racing to make bubbles with the egg beater and the spoon, have the other children who are watching count up to 20. Explain that they are counting 20 seconds which is an amount of time. Support them in counting out loud and together as the children do their bubble race.

Plan and Predict Show children the egg beater and the large mixing spoon. Talk about how the egg beater works and have each child take a look at the gears and how they turn. Explain that today they will be using the eggbeaters and spoons to make soap bubbles. Ask which one they think will make more bubbles in less time and encourage them to explain their answers.

Act and Observe Set up 3 different stations with 2 bowls of soapy water at each station. Give one child an egg beater and the other child the big spoon. Have the rest of the children watch the three teams and count to 20 to see who makes the most soap bubbles. Then have the children exchange their tools and try again.

Report and Reflect Talk about the results of the races. Which tool made more soap bubbles â&#x20AC;&#x201C; the spoon or the egg beater? Why did this happen? Is an egg beater a useful simple machine? Page 99

ci Simple Machines by Lucia French, Ph.D. University of Rochester Rochester, New York and Kathleen M. Conezio, M.S.Ed. University of Rochester Rochester, New York Copyright ÂŠ 2012 by University of Rochester and LMK Early Childhood Enterprises, Ltd. All rights reserved.

Thank you for using the ScienceStart Simple Machines Month. We hope you enjoyed your experience! Your feedback is important to us. Please contact us with your comments and suggestions at www.ScienceStart.com

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