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Ms. Julia's 
Home Learning resources

I hope these resources are helpful for your family!

Last week of fun!  6/1 - 6/4

6/1/2020

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Monday, June 1st: Mad Scientist Day 
“Go Away Germs” Science Experiment!
Items to bring to class:
  1. Water
  2. Small Dish 
  3. Pepper
  4. Dish Soap 


Tuesday, June 2nd: Beach Day with a Fun Picnic Snack 
Make your own trail mix and bring it to the “beach”! 
Items to bring to class: (you can also bring the train mix already made if that's easier!)
Trail Mix
  1. Large mixing bowl 
  2. Spoon to mix
  3. Pretzels
  4. Raisins and/or craisins 
  5. Goldfish 
  6. Cheerios 
  7. M&M’s and/or chocolate chips 
Beach Items 
  1. Beach Towel 
  2. Wear your favorite bathing suit and/or beach coverup 
  3. Sun hat, sunglasses, etc. - or any other fun beach accessories your child might love to bring to the beach!


Wednesday, June 3rd: Sports & Games / Dance Party 
Can you balance a ball on a cup while dancing? 
Items to bring to class: 
  1. 2 Plastic Cups 
  2. 1-2 tennis balls or a ball that will balance on top of your cup 
  3. Your dancing shoes!


Thursday, June 4th: “We Did It’ Talent Show 
Items to bring to class: 


  1. Your Special Talent! - This could be a magic trick, singing performance, balancing act, instrument performance, or even a funny joke!






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*** How many legs does a jellyfish have?***

5/29/2020

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What is our theme?
Ocean - counting

What is the lesson (overall Purpose): 
The Massachusetts pre-k standards apply to children who are at the end of the preschool age group, meaning older four- and younger five-year olds. In preschool or pre-kindergarten, activity time should focus on two critical areas: 
(1) developing an understanding of whole numbers to 10, including concepts of one-to-one correspondence, counting, cardinality (the number of items in a set), and comparison; and 
(2) recognizing two-dimensional shapes, describing spatial relationships, and sorting and classifying objects by one or more attributes. Relatively more learning time should be devoted to developing children’s sense of number as quantity than to other mathematics topics. 
   
MA Guidelines/Standards:
PK.CC.2. Recognize and name written numerals 0–10.
PK.CC.3. Understand the relationships between numerals and quantities up to ten.


Learning Outcomes:
  • name or identify (point to) numerals spontaneously or when prompted.
  • follow visual or rebus recipes (e.g., for making play dough or cookies). 
  • discriminate letters from numerals during activities and learning centers.


Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=UD9JCO7RIs0 - Ms. Julia Reading a Book 
https://www.youtube.com/watch?v=u9Q9knJlhww - Informational Video 
https://www.youtube.com/watch?v=vqJR-YkV5ko - Book 


Materials
Paper Plate Jellyfish 
  • Paper plate
  • Coloring tools 
  • Tentacles - ribbon, string, rope, old shoe lace, etc. 
  • Googly eyes and/or marker to draw eyes 
  • Paint - if you would like to paint it! 
  • Tape 

Paper Counting Jellyfish 
  • Paper 
  • Scissors 
  • String
  • Beads
  • Coloring tools 

Activity(Procedure)
Paper Plate Jellyfish 
  1. Gather materials 
  2. Paint/color/decorate your bowl (the body of the jellyfish) 
  3. Make a hole, or tape the ribbon.string to the inside of the bowl 
  4. Draw some eyes on it
  5. Hang it somewhere in your house so you can see! 

Paper Counting Jellyfish 
  1. Gather materials 
  2. Cut a half circle 
  3. Cut 8 holes on the horizontal part of the half circle
  4. Number each hole 1-8
  5. Tie ribbon/sting to the holes 
  6. Put the correct number of tentacle (beads) on each labeled string 
  7. Enjoy counting each tentacle (beads) on the stings!

Activity(wrap up)
How high can you count? Can you match the beads to the number? 

How do I know what my child is learning?(Assessment)
  • count concrete objects for a meaningful purpose (e.g., three crackers for snack; two eyes to glue on the bunny; three steps down to the playground).

How can you extend the activity (modifications)
See materials and procedure above

Helpful Hints (pitfalls and solutions)
See materials and procedure above

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*** Can you match the shells?***

5/28/2020

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What is our theme?
Ocean - Matching numbers 

What is the lesson (overall Purpose): 
To match the amount of dots to the correct number 

   
MA Guidelines/Standards:
PK.MD.3. Sort, categorize, and classify objects by more than one attribute. - you can go on a shell hunt, then sort all the shells you found, and sort them!
PK.MD.1. Recognize the attributes of length, area, weight, and capacity of everyday objects using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, wide, narrow).
PK.CC.3. Understand the relationships between numerals and quantities up to ten.


Learning Outcomes:
  • arrange and count a wide variety of objects to explore the consistency of quantities to build understanding of the stability of quantity (e.g., what the quantity of “3” looks like, whether you are counting blocks, beads or pinecones). 
  • use number cards to match numerals with representations of quantities of objects up to ten (e.g., the numeral ten with a picture of ten stars).

Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=Ya_Yya021V8 - Ms. Julia Reading a Book 
https://www.youtube.com/watch?v=LoHgl9vH5Vo - Ms. Julia Reading a book 
https://www.youtube.com/watch?v=4ch4pGU4364 - Book 
https://www.youtube.com/watch?v=a98EUhXh_8Q - Informational Cod Cod shells video 


Materials
  • Gather shells from beach
  • Marker 


Activity(Procedure)
  1. Gather materials 
  2. With adult assistance - write numbers on the shells, then on other shells draw dots to match those numbers. The child can help out by dotting the shells!
  3. Example; the child will flip over the shell with the number 9 on it, then that child will have to find the shell with 9 dots on it, and it's a match! 
  4. You can do this with higher numbers depending on how large the shell is. Or, if you know your child is having a more difficult time with larger numbers you can practice those. 



Activity(wrap up)
How many numbers can you match? What numbers were more difficult? 

How do I know what my child is learning?(Assessment)
Can the child match all the numbers that were given? 

How can you extend the activity (modifications)
Instead of numbers, you can match letters!

Helpful Hints (pitfalls and solutions)
Have the child count the dots out loud to help them search for the numbers 

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*** Making a fossil with your hand***

5/27/2020

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What is our theme?
Ocean - fossil/handprint out of sand. Liquid to solid

What is the lesson (overall Purpose): 
To recreate a fossil, or handprint of your own 
   
MA Guidelines/Standards:
PreK-PS1-4 (MA). Recognize through investigation that physical objects and materials can change under different circumstances. 

Learning Outcomes:
  • explore ways materials can be changed by freezing, melting, dissolving (e.g., sugar crystals or gelatin in water); combining materials (e.g., earth + water = mud); and physical force (e.g., pushing, pulling, pounding, stretching materials such as play dough or clay).
  • experiment with mixtures of common materials (e.g., flour, baking soda, cornstarch, water, salt, vinegar, food color), observe the results, then describe the experiments to others.

Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=S1yVh8Tu3kE - Book 
https://www.youtube.com/watch?v=xwfA0FfAt7E - Book 
https://www.youtube.com/watch?v=LoHgl9vH5Vo _ Ms. Julia Reading a Book 

Materials
  • A bin, container, or large bowl 
  • 2 cups of sand 
  • 1 ½ cups of all purpose flour 
  • 1 cup of warm water 
  • 1 ¼ cups of salt 
  • Mixing spoon
  • Roller 
  • Paper plate  
  • Knife 
  • Shells, rock, gems, to decorate around your handprint 


Activity(Procedure)
  1. Gather materials 
  2. Pour sand, flour, and salt into bowl
  3. Slowly add warm water 
  4. Mix as you go with a large spoon 
  5. Add water carefully to balance out the dough, if it feels too sticky add more flour or sand to balance it out 
  6. Roll out an amount where your hand, and some shell decorations can fit. You can also place a plate over the dough and trace/cut out a circle shape 
  7. Push hand into dough, then add shells/decorations. You can even write the date in the dough!
  8. Let dry for 24-48 hours
  9. Place in the garden, or house for decoration!
  10. Instead of making a hand bring, you can also make a sand castle, or whatever you would like! Just leave enough time for sand to harden overnight so it will last forever!


Activity(wrap up)
In a couple months see if their hand grew, or compare it to the size of you hand. 

How do I know what my child is learning?(Assessment)
Ask them - “why did the sand become hard over night” 


How can you extend the activity (modifications)
See  materials and procedure for details. 

Helpful Hints (pitfalls and solutions)
See  materials and procedure for details. 

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*** Can your boat float? ***

5/26/2020

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What is our theme?
Ocean - Boats 

What is the lesson (overall Purpose): 
To see if your boat sinks, or floats 
   
MA Guidelines/Standards:
PreK-PS2-1 (MA). Using evidence, discuss ideas about what is making something move the way it does and how some movements can be controlled.
PreK-PS2-2 (MA). Through experience, develop awareness of factors that influence whether things stand or fall. Sink or float. 


Learning Outcomes:
  • use a balance board or balance scale to manipulate objects, determine when things are balanced, and study how weight and position affect the balance. (coins in the tinfoil boat)

Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=sNTx_Z5Xq6Q - Ms. Julia Reading a Book 
https://www.youtube.com/watch?v=BXbucl3takQ - Book 
https://www.youtube.com/watch?v=QbCroDZAEVs - Book 

Materials
Sponge Boat 
  • Sponge 
  • Popsicle stick and/or stick from outside 
  • Paper triangle sail 
  • Bowl and/or bucket of water 

Cap Boat 
  • Milk and/juice cap 
  • Popsicle stick and/or stick from outside 
  • Paper triangle sail 
  • Bowl and/or bucket of water 
  • Glue 
  • Tape 

Tinfoil Boat 
  • Tinfoil
  • Coins 
  • Bowl and/or bucket of water 


Activity(Procedure)
Sponge Boat 
  1. Gather materials 
  2. Poke stick through triangle sail 
  3. Poke stick into sponge 
  4. Place the boat into water and see if it sinks or floats! 

Cap Boat 
  1. Gather materials
  2. Glue triangle sail to stick 
  3. Glue stick to recycled cap 
  4. Place the boat into water and see if it sinks or floats! 

Tinfoil Boat 
  1. Gather materials
  2. Cut 2-4 different pieces of tinfoil
  3. Form into a boat. It can be a square, triangle, or whatever shape you can make. Make sure to make edges on your boat so the coins don't go overboard!
  4. Place tinfoil boat in water 
  5. Count to see how many coins will fit on your boat before it sinks! 


Activity(wrap up)
What boat sank and what boat floated and why? 

How do I know what my child is learning?(Assessment)
How many coins did it take before the tinfoil boat sank? 

How can you extend the activity (modifications)
See materials and procedure above.

Helpful Hints (pitfalls and solutions)
See materials and procedure above.

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*** Let's Make a Police Officer Badge! ***

5/22/2020

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What is our theme?
Tracing, fine motor skills, imaginational art

What is the lesson (overall Purpose): 
Trace with coloring tool, create your own police officer badge 

MA Guidelines/Standards:
Physical Activities and Fitness pg.139
This section will be updated to reflect the Comprehensive Health Curriculum Framework currently undergoing revision
  • Show cutting skills including unstructured snipping (e.g., snipping pieces of plastic straws or strips of paper); cutting within a “track,” and cutting on a line and stopping at a marked point.
PreK-PS1-4 (MA). Recognize through investigation that physical objects and materials can change under different circumstances. 
W.PK.3. Use a combination of dictating and drawing to tell a story.


Learning Outcomes:
Aspects of Reading and Writing
Language and literacy are complex learning processes. Educators need a comprehensive understanding of child development in several key areas in order to determine children’s individual need and design experiences that build needed skills related to the English Language Arts. These areas of development include:
  • listening and speaking vocabulary;
  • articulation skills;
  • listening/attending skills;
  • phonological/phonemic awareness;
  • social-emotional and executive function skills;
  • physical skills that develop the child's sense of spatial awareness; large muscle development, and fine motor development; and
  • visual/perception and visual/motor skills that relate to the ability to see how letters are formed, and reproduce them (e.g., the subtle difference between a lower-case b and d). For children with visual impairment, tactile skills are also needed to tactually discriminate among Braille symbols.


Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=DDfTRQZEMRk - Informational clip 
https://www.youtube.com/watch?v=chYjwxcNxsM - Book 
https://www.youtube.com/watch?v=VjMVny73S0o - Book 


Materials
Badge
  • Cardboard and/or paper
  • Coloring tools 
  • Tinfoil 
  • Scissors 

Tracing/Scissor cutting 
  • Scissors 
  • Paper 
  • Coloring tools 

Activity(Procedure)
Badge 
  1. Gather materials 
  2. Cut our a shape of a badge, or star, or whatever shape you would like your badge to be out of the cardboard or paper
  3. Cover the cardboard badge in tinfoil 
  4. Write your name on the bage, and decorate to your liking 

Tracing/Scissor cutting 
  1. Gather materials 
  2. See picture below
  3. Follow dotted lines with coloring tool, or scissors to practice following the lines


Activity(wrap up)
Being able to use your fine motor skills or cut, color, and wrap the tinfoil around the badge

How do I know what my child is learning?(Assessment)
Can your child use their fine motor skills in this particular way with or without assistance? 

How can you extend the activity (modifications)
See materials above. 

Helpful Hints (pitfalls and solutions)
You might not cut on the dotted line, that's okay, you can continue to practice your scissor skills with using the dotted lines as guidance. 

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***Can you be a Construction worker? And if so, what can you build?***

5/21/2020

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What is our theme?
Construction - building


What is the lesson (overall Purpose): 
Using your imagination to build your own home, garage, office building, etc. 

   
MA Guidelines/Standards:
  • explore ways to use or combine different types of lines to create shapes, letters, drawings. Pg. 161

Learning Outcomes:
The PreK–12 Learning Standards for the Visual Arts: 
  1. Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.
  2. Elements and Principles of Design. Students will demonstrate knowledge of the elements and principles of design.
  3. Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.
  4. Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.
  5. Critical Response. Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.


Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=VRLIPqT6mGs&t=7s - Ms. Julia reading shape construction book 
https://www.youtube.com/watch?v=1m0n1ivEpAw - Book 
https://www.youtube.com/watch?v=Z8nyMgOBGJk - Book about construction workers 


Materials
  • Popsicle sticks and/or outdoor sticks
  • Paper 
  • Coloring tools 

Activity(Procedure)
  1. Gather materials 
  2. Create shapes that make up a building 
  3. Use coloring tools to decorate your building, or draw a road, tree, car, etc. surrounding the building


Activity(wrap up)
  • identify some primary and secondary colors, and use them in various ways.
  • identify a few types of lines and symbols in two and three dimensions.

How do I know what my child is learning?(Assessment)
Ask the child if they can count how many sticks they use to create their house, and why.

How can you extend the activity (modifications)
Instead of popsicle sticks you could use cut stripes of paper, or sticks collected from outside!

Helpful Hints (pitfalls and solutions)
You can ask your child “what kind of house do you want to live in when you grow up, big, small, garage, etc.” 

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2 Comments

*** Can You Cook?***

5/20/2020

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Pretend you're a community chef and cook for your family!

What is our theme? 
Chef - Cooking with community workers, measuring  

What is the lesson (overall Purpose): 
Learning step by step basic cookie steps 

MA Guidelines/Standards:
PK.CC.1. Listen to and say the names of numbers in meaningful contexts. 
PK.CC.5 Use comparative language, such as more/less than, equal to, to compare and describe collections of objects.

Learning Outcomes:
  • provide daily opportunities for children to count and recount objects.
  • model/demonstrate the use of comparative language using concrete objects (e.g., group counters into several sets and prompt/challenge comparison “Which set has more/less?” “Are these sets equal?”).

Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=D7BdF3F8f-o - A-Z Food Book 
https://www.youtube.com/watch?v=d1Z-uxgFUTM - If You Give A Mouse A Cookie - Read Aloud 
https://www.youtube.com/watch?v=bBGdYKvJ2cY - If You Give A Dog A Donut - Read Aloud 
https://www.youtube.com/watch?v=yrVrFBGi43w - Pete The Cat Pizza Party - Read Aloud 


Materials
Cookie
  • See materials listed in picture below 
Donut 
  • Apple
  • Spread - Peanut butter, Netella, etc. 
  • Knife (adult assistance) 
  • Plate 
  • Toppings - sprinkles, crushed nuts, chocolate chips, etc. 
Pizza 
  • English muffin 
  • Red sauce 
  • Cheese 
  • Pepperoni and/or toppings of your choice 
  • Baking sheet 
  • Spoon 


Activity(Procedure)
Cookie
  • See procedure listed below 
Donut 
  1. Gather materials 
  2. Cut apple horizontal so you have circle like apple slices
  3. With adult assistance take a knife and spread of your choice, and spread on apple 
  4. Top off your donut with sprinkles, chocolate chips, etc. 
  5. Enjoy! 
Pizza 
  1. Gather materials 
  2. Preheat oven to 425 degrees 
  3. Cut english muffin in half - put on baking sheet 
  4. Take spoonful of sauce and spread on english muffin 
  5. Small handful of cheese on top of sauce and other toppings of your choice 
  6. Place english muffins in oven for 5-10  minutes until lightly browned 
  7. Let cool, then enjoy! 


Activity(wrap up)
Helping children measure ingredients


How do I know what my child is learning?(Assessment)
Measuring the correct amount for the recipe 

How can you extend the activity (modifications)
Cookie - you can use your own cookie recipe!
Donut - you could cut out circles and make paper donuts 
Pizza -  make a larger pizza instead of english muffin ones!

Helpful Hints (pitfalls and solutions)
Cookie - See above 
Donut - See above 
Pizza - See above 

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*** Non- Mess painting letters***

5/19/2020

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What is our theme?
Firefighter Letters 

What is the lesson (overall Purpose): 
Creating letters with fine motor skills 

MA Guidelines/Standards:
RL.PK.5. Show awareness of the rhythmic structure of a poem or song by clapping or movement. Example; sing the ABC song and clap when you sing the letter K 
RI.PK.4. With prompting and support, ask and answer questions about unfamiliar words in an informational text read aloud. Example; point out the letter F words so the child can see, and listen for that F word next time it pops up in the story 


Learning Outcomes:
To be able to recognize the letter K by seeing it, hearing it, and work on those pincers grasp fine motor skills by writing it.


Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=AvuHfFq6gI4 - Book 
https://www.youtube.com/watch?v=aSfwoU-lFYA - Book 
https://www.youtube.com/watch?v=j60tFMEWkjc - Book 


Materials
  • Plastic baggie 
  • Tape (if you would like you could tape the seal of the plastic bag just incase) 
  • Yellow and red paint 
  • Paper 
  • Coloring tools 
  • Paint brush 


Activity(Procedure)
  1. Gather materials 
  2. Put yellow and red paint in bag
  3. Watch colors mend together to create a “fire” color 
  4. Have your child draw letters on the baggie 
  5. You can write out some letters, the point to the ones you want your child to practice 
  6. When you are done practicing your letters you can take the paint out of the bag, or use a paintbrush and create a firefighter picture! 


Activity(wrap up)
How many letters can you write? 


How do I know what my child is learning?(Assessment)
Working step by step with your child to create letters. 


How can you extend the activity (modifications)
If you do not have paint, you can use coloring tools, or create your letters in sand and/or dirt! 

Helpful Hints (pitfalls and solutions)
Non mess paint is a great way to practice letters, and use those fine motor skills.

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*** Doctor Doctor can you help and match the bandaid letters?***

5/18/2020

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What is our theme?
Matching letters, or number, fine motor skills 


What is the lesson (overall Purpose): 
To be able to match the letters to one another 

   
MA Guidelines/Standards:
PK.MD.3. Sort, categorize, and classify objects by more than one attribute.

Learning Outcomes:
Matching letters, or numbers 

Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=sduJNJwnsQ8 - informational book 
https://www.youtube.com/watch?v=j-Wi2wjj6GE - Book 
https://www.youtube.com/watch?v=aaTBtoROKJ4 - Book 


Materials
  • Paper 
  • Coloring tools 
  • Bandaids and/or stickers 


Activity(Procedure)
  1. Gather materials
  2. Draw a person and/or stick figure 
  3.  Have an adult write random letters scattered over the person that the child drew
  4. Write the matching letter on the bandaid and/or sticker 
  5. Have the children peel the back or the bainsaid or sticker and place the matching letter on the letter that is located on the person 
  6. You can also play this as a matching game with numbers to change it up! 
  7. Once all the letters are matched, you can go over the letters and the body parts that the bandaids helped “healed” the person.


Activity(wrap up)
Naming body parts, matching letters and/or numbers 

How do I know what my child is learning?(Assessment)


How can you extend the activity (modifications)
You can use sticker, or just paper instead of bandaids 

Helpful Hints (pitfalls and solutions)
See procedure and materials above 

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