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Ms. Julia's 
Home Learning resources

I hope these resources are helpful for your family!

*** Can you make your own bug? ***

5/15/2020

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*** Can you make your own bug? ***

Date: 5/15/20

What is our theme?: 
Insects 


What is the lesson (overall Purpose): 
Use fine motor skills to cut paper, and identify shapes to create a flower with snippet shapes!

   
MA Guidelines/Standards:
PK.G.2. Identify various two-dimensional shapes using appropriate language.


Learning Outcomes:
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. pg. 84


Songs,Books,Video(Motivational Techniques)

https://www.youtube.com/watch?v=4g2fKY_mwYI - Book 
https://www.youtube.com/watch?v=qFZMoBbyu8M - Book 
https://www.youtube.com/watch?v=H6HKKXuzOlk - Book 

Materials
Paper Bugs 
  • Scissors
  • Paper
  • Glue and/or tape
  • Coloring tools

Rock Bugs 
  • Small/medium size rocks 
  • Pipe cleaners and/or sticks 
  • Leaves or outdoor materials, grass, flowers, etc.
  • Paint 
  • Glue 
  • Googly eyes and/or marker 
  • Coloring tools 


Activity(Procedure)
Paper Bugs 
  1. Gather all materials
  2. With adult supervision use the scissors to cut out shapes! (The shapes can be a random assortment, triangles, circles, ovals, rectangles, etc.)
  3. Using the glue or tape, place your shape pieces on a larger piece of paper to create your very own bug!

Rock Bugs 
  1. Gather materials 
  2. paint  and/color patterns on bugs, stripes, circles, etc. 
  3. Glue wings and/or legs on 
  4. Glue googly eyes, or draw eyes 
  5. Sit and let dry! 

Activity(wrap up)
To wrap up this activity, they children can play a shape game and ask you what shape that is, and they will tell you if it is correct or not! A bug shape guessing game.

How do I know what my child is learning?(Assessment)
  • find examples of basic shapes in the environment (e.g., go on a “shape walk” indoors or outdoors to find examples of circles, squares, triangles, rectangles in buildings, in the classroom, in nature, etc.). 
  • identify basic shapes in pictures, magazines, or picture books (e.g., I Spy books).
  • feel and name parquetry blocks or pattern blocks, then try to identify them without looking – by naming or pointing to a block that matches.
  • play shape challenge games such as placing basic shapes on the floor and prompting children’s movement (e.g., “Stand in the square”).

How can you extend the activity (modifications)
See Materials and Activity above. 

Helpful Hints (pitfalls and solutions)
See Materials and Activity above. 

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*** The B Butterfly ***

5/14/2020

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*** The B Butterfly *** 

Date: 5/14/20 

What is our theme? 
Insects, the letter B 


What is the lesson (overall Purpose): 
Creating a butterfly with the letter B 

   
MA Guidelines/Standards:
F.PK.1: With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet.
a. Handle books respectfully and appropriately, holding them right-side-up and turning pages one at a time from front to back.
b. (Begins in kindergarten or when the individual child is ready.)
c. (Begins in kindergarten or when the individual child is ready.)
d. Recognize and name some uppercase letters of the alphabet and the lowercase letters in one’s own name.

Learning Outcomes:
Young children need opportunities to engage in many activities that promote the acquisition of emergent writing skills, access to writing materials (e.g., fat pencils, markers, chalk, crayons, blank books, paper) and various forms of writing (e.g., shared writing*,journals, sign-in sheets, name cards, grocery lists) as an integral part of daily activities so they can explore and experiment with the process of writing in many activity areas. Writing should be incorporated across the curriculum, along with feedback and short periods of instruction. In addition, they should be provided with multiple and varied experiences that will encourage the development of fine motor skills.


Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=76SEueaI954 - Book 
https://www.youtube.com/watch?v=zITsh3sZfhI - Information Clip 
https://www.youtube.com/watch?v=HLB8TdSYY9c - Book 


Materials
  • Paper 
  • Coloring tools 
  • Scissors 
  • Glue and/or tape 
  • Pipe cleaners. If you do not have pipe cleaners you can use paper strips. 
  • Adult assistance 


Activity(Procedure)
  1. Gather materials 
  2. Fold paper in half 
  3. Draw a large letter B (adult, might need assistance making that letter B a “bubble” letter) 
  4. Cut out bubble letter B 
  5. Have child draw/color on the B 
  6. Where the paper is folded is where you can glue the pipe cleaners 

Activity(wrap up)
Using the letter B as the wings of the butterfly

How do I know what my child is learning?(Assessment)
  • identify (e.g., point to or name) various features of books and printed text.
  • demonstrate appropriate book handling skills spontaneously (i.e., use care when handling books, holding a book right side up, turning pages one at a time).
  • recognize and/or name some uppercase and lowercase letters (especially in their own names).
  • begin to notice some letter-sound connections.


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

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

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*** Buzzing Bees***

5/13/2020

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*** Buzzing Bees***

Date: 5/13/20

What is our theme? 
Insects, fine motor, matching 

What is the lesson (overall Purpose): 
To use fine motor skills to practice cutting, and matching letters. 

   
MA Guidelines/Standards:
PK.MD.3. Sort, categorize, and classify objects by more than one attribute.
PK.G.2. Identify various two-dimensional shapes using appropriate language.


Learning Outcomes:
Using scissors safely and appropriately.


Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=ta154f5Rp5Y - Bee informational clip
https://www.youtube.com/watch?v=M8k4wA2mMWU - Book 
https://www.youtube.com/watch?v=q2N6wmqafu8 - Book 


Materials
Matching Honeycombs 
  • Scissors
  • Coloring tools 
  • Flat surface 
  • Adult assistance 
  • paper

Cutting A Bees Path
  • See image below to print 
  • Scissors
  • Paper 
  • Coloring tools 

Activity(Procedure)
Matching Honeycombs 
  1. Gather materials 
  2. Cut out multiple hexagon shapes to look like honeycombs. 
  3. Write letter one side
  4. Write that same letter on a different honeycomb
  5. Flip honeycombs over so you can not see the letters
  6. Continue to flop over honeycombes until all letters have their pairs. 

Cutting A Bees Path
  1. Gather materials 
  2. Have child draw a bumble bee, then dotted lines in a zig-zag, squiggle, roung, etc. line 
  3. Cut wit adult supervision on the dotted line to cut the Bee’s path

Activity(wrap up)
Using mathematical matching skills, along with fine motor scissor skills.

How do I know what my child is learning?(Assessment)
Matching all of the letters in the matching game. 


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

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

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*** Getting caught in a spider web***

5/12/2020

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*** Getting caught in a spider web*** 

Date: 5/12/20

What is our theme? 
Insects, Fine Motor skills

What is the lesson (overall Purpose): 
Fine motor skills, weaving

   
MA Guidelines/Standards:
Pincer grasp skills - fine motor


Learning Outcomes:
How many legs does a spider have? Pincer grasp skills to weave the string around the web. 


Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=nEPYKmIt4dU - Book 
https://www.youtube.com/watch?v=w6CT7JNQ4Vo - Informational clip 
https://www.youtube.com/watch?v=6o5JLeFzb98 - Book 


Materials
Spider Web 
  • Paper plate, and/or cardboard circle cut out, paper cut out
  • Scissors 
  • String and/or ribbon, shoe lace, yarm, etc. 
  • Coloring tools 
  • Hole punch and/or scissors 

Toilet paper roll Web
  • Toilet paper roll and/or paper towel roll
  • Coloring tools
  • Paint 
  • Paper
  • Scissors
 

Activity(Procedure)
Spider Web 
  1. Gather materials 
  2. Cut middle part of the paper plate out 
  3. Hole punch holes spread out around the rim of the paper plate
  4. Color/decorate as you would like 
  5. Tie a knot at one end of the string, start weaving to create your own spider web!

Toilet paper roll Web
  1. Gather materials 
  2. Cut one end of toilet paper roll, 4 legs on each side for 8 total spider legs 
  3. Dip toilet paper roll in pant
  4. Start stamping roll to paper to create a spider
  5. When paint dries, decorate your spider with eyes, etc. 


Activity(wrap up)
Using their small finger muscles to weave, and create a toilet paper spider
How do I know what my child is learning?(Assessment)


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

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

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*** How many spots does your ladybug have? ***

5/11/2020

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What is our theme?
Insects, number matching 


What is the lesson (overall Purpose): 
Counting Ladybug Spots 

   
MA Guidelines/Standards:
PK.CC.1. Listen to and say the names of numbers in meaningful contexts. 
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:
The pre-k and k standards can be promoted through play and exploration activities and embedded in almost all daily activities. They should not be limited to “math time.” In this age group, foundations of mathematical understanding are formed out of children’s experiences with real objects and materials. Mathematical thinking can be incorporated into block play, dramatic play, sand and water, and outdoor play. There are also connections between mathematics and musical experiences, and between mathematics and art that are discovered as children work with symmetry and design.



Songs,Books,Video(Motivational Techniques)
https://www.youtube.com/watch?v=vlhucZKcALk - Book 
https://www.youtube.com/watch?v=gKuf8wTXjtg - Book 
https://www.youtube.com/watch?v=SvHWxDjfFB8 - Life Cycle of a Ladybug 


Materials
Potato Ladybug 
  • ½ of a potato. You could also use an apple, wine cork, toilet paper/paper towels roll.
  • 2 different colors of paint
  • Q-tip 
  • Paper 

Matching Spots 
  • Paper 
  • Coloring tools 
  • Scissors 
  • Toilet paper/paper towel roll 
  • Adult assistance 

Activity(Procedure)
Potato Ladybug 
  1. Gather materials 
  2. Dip potato in paint
  3. Stamp the paper with the potato 
  4. Use q-tip or finger with a different color paint to create ladybug spots!

Matching Spots 
  1. Gather materials 
  2. Draw and color ladybugs. You can use a toilet paper roll to trace a circle!
  3. Draw a line dividing the circle in half
  4. On one side write a number
  5. On the other side have the child draw the number of spots according to the number. Example; 7 | . . . . . . . 
  6. Have child cut the line with adult assistance 
  7. Mix them up, then match the number to the amount of dots! 

Activity(wrap up)
Child will be using knowledge to match the dots to the number like a puzzle, and also matching the amount of dots to its designated number. 

How do I know what my child is learning?(Assessment)
  • Child will recite or sing/chant songs, rhymes or fingerplays that include numbers or counting sequences.
  • Children will use concrete actions to demonstrate awareness of quantities and numbers (e.g., hold up four fingers to indicate age).
  • 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 activities and materials above. 

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

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*** Can you create a rainbow with items around your home? ***

5/8/2020

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What is our theme? 
Color Sorting - Mathematics 

What is the lesson (overall purpose)?  
Sorting colored items 

MA Guidelines/Standards:
PK.CC.5 Use comparative language, such as more/less than, equal to, to compare and describe collections of objects.
PK.MD.3. Sort, categorize, and classify objects by more than one attribute.


Learning Outcomes:
  • sort everyday materials by various attributes (e.g., size, shape, color, and texture, etc.) and describe their reasoning.
  • provide a wide variety of materials and opportunities for children to sort, categorize, or classify everyday materials (e.g., buttons, shells, rocks, pasta, attribute blocks, parquetry blocks).
  • read books about sorting and discuss the use of words that describe the attributes of objects.
  • select a group of objects with common characteristics and ask children to determine the common attribute (e.g., what is the same about all of them?).



Songs, Books & Videos (Motivational Techniques)
https://www.youtube.com/watch?v=p3KRvHbo8yw - Book
https://www.youtube.com/watch?v=QWn7HAxc9p8 - Book 
https://www.youtube.com/watch?v=Cm9ZkYTnCNE - SHort “Make Your Own Rainbow” Clip 

Materials:
  • Paper 
  • Coloring tools and/or colored paper 
  • Bucket/bowl to gather items in 
  • 10-15 different items around your home 


Activity (Procedure):
  1. Gather materials 
  2. Create a rainbow on your paper with your coloring tools, or have colored paper spread out over the floor or table 
  3. Bring your bucket/bowl around your house and gather 10-15 random items
  4. Pick one item at a time and sort it by color. Example: place red toy car on the red section of the paper 
  5. When everything you gathered is sorted by color count how many blue items you have, how many red items you have, etc., and see what color has the most items!
  6. With adult help you can organize this into a graph for the child to see the difference more clear.


Activity Wrap Up:
Counting, sorting by color. 


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


How can you extend this activity? (Modifications)
See materials above. - You could also cut out cardboard in the shape of a rainbow and create your own rainbow pattern!


Helpful Hints: (Pitfalls & Solutions)
See materials above. 

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*** Can you make snow and ice paint-sicles? ***

5/7/2020

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What is our theme? 
Earth Science - experiment 
  • with educators’ facilitation, experiment with mixtures of common materials (e.g., flour, baking soda, cornstarch, water, salt, vinegar, food color), observe the results, and then describe their experiments to others.

What is the lesson (overall purpose)?  
  • identify materials as liquid or solid.
  • use appropriate terms to describe how a liquid becomes solid and vice-versa (i.e., freeze, melt).


MA Guidelines/Standards:
      PreK-PS1-1 (MA). Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa


Learning Outcomes:
  • observe and discuss the characteristics of snow and ice.
  • design and conduct experiments freezing and melting substances such as water and ice cubes, snow, butter, chocolate, crayons, ice cream. Record and share information



Songs, Books & Videos (Motivational Techniques)

https://www.youtube.com/watch?v=HSf3ht1gCYU - Snowman Book 
https://www.youtube.com/watch?v=6uPOQ8RELvg - SNowman Book 
https://www.youtube.com/watch?v=6iW3x_1cxI0 - Ice cube Book 


Materials:
Snow 
  • Mixing bowl 
  • Mixing spoon
  • Measuring cups 
  • Hair conditioner
  • Baking soda

Paintsicles
  • Ice cube tray 
  • Popsicle sticks (they could be recycled from the popsicles you eat!) and/or small stick from outside 
  • Food coloring and/or colored juice 
  • Water
  • Paper 

Activity (Procedure):
Snow 
  1. Gather materials 
  2. Pour ½ cup of hair conditioner into bowl 
  3. Pour 3 cups of baking soda into bowl 
  4. Mix until texture changes into “warm” snow 
  5. Play with “snow” - mix it, measure it, hide alphabet letters in it, add toys to it, cookie cutters, etc. 

Paintsicles
  1. Gather materials 
  2. Pour water in ice cube tray
  3. Add a couple drops of food coloring and/or colored juice into each cube in the tray 
  4. Put popsicle stick and/or sticks in tray
  5. Freeze overnight or throughout the day 
  6. Once Paintsicles are frozen, grab your paper and start creating! 


Activity Wrap Up:
Why does the ice melt from a solid to liquid? 
  • use appropriate terms to describe how a liquid becomes solid and vice-versa (i.e., freeze, melt).

How do I know what my child is learning? (Assessment)
The children will recap to you why the ice melted.


How can you extend this activity? (Modifications)
Snow - see materials above. 
Paintsicles - see materials above. 


Helpful Hints: (Pitfalls & Solutions)
Snow - see materials above. 
Paintsicles - see materials above. 

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*** Rain Experiment ***

5/6/2020

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*** Rain Experiment ***

What is our theme? 
Earth Science Experiment 

What is the lesson (overall purpose)?  
To watch and observe the “rain” that you created

MA Guidelines/Standards:
PreK-PS1-4 (MA). Recognize through investigation that physical objects and materials can change under different circumstances. 

Learning Outcomes:
Observe how rain falls from the sky 


Songs, Books & Videos (Motivational Techniques)
https://www.youtube.com/watch?time_continue=29&v=jT2357mznrM&feature=emb_logo - Ms. Paige Reading 

https://www.youtube.com/watch?v=WL9HvIYAJ6E&feature=emb_logo - Ms. Paige Reading 


Materials:
  • Shaving cream and/or cool whip, whip cream
  • Clear cup
  • Food coloring and/or darker colored juice; example- cranberry juice
  • Water 
  • Towel (just incase a spill happens) 


Activity (Procedure):
  1. Gather materials 
  2. Fill cup halfway with water 
  3. Put shaving cream on the top to act like the cloud 
  4. Slowly drop a couple drops of food coloring on top of shaving cream 
  5. Sit back and watch “rain” fall from the clouds! 

Activity Wrap Up:
  • discuss storm preparation (clothing, safety/emergency preparedness, food). Make charts or drawings to share with their families about how they can prepare (e.g., family emergency kits, a supply of batteries, etc.).
  • predict the weather for later in the day based on observation and write or dictate a reason for the prediction. 
  • consider clothing (e.g., a sweater, rain coat, umbrella) needed for the predicted weather; or discuss activities associated with the predicted weather (e.g., rake leaves, put the car in the garage, get the dog or cat inside).


How do I know what my child is learning? (Assessment)
Current pre-K standards ask children to demonstrate an ability to ask questions, set up simple investigations, analyze evidence, observations, and data for patterns, and use evidence to explain or develop ideas about how phenomena work. 

How can you extend this activity? (Modifications)
See materials above.

Helpful Hints: (Pitfalls & Solutions)
See materials above. 



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*** Clouds - What do you see? ***

5/5/2020

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What is our theme? 
Earth Science, Literacy 


What is the lesson (overall purpose)?  
  • To discover and observe what you see in your paint clouds. 
  • Writing letters 


MA Guidelines/Standards:
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 & Videos (Motivational Techniques)
https://www.youtube.com/watch?v=OVvGOOc4uQk - Book 
https://www.youtube.com/watch?v=fiTvZofEJ60 - Book 
https://www.youtube.com/watch?v=Kllz_AcDnRc - Short Clip 


Materials:
Cloud Symmetry 
  • Paper
  • Coloring tools 
  • Paint 

Cloud Letters 
  • Shaving cream and/or cool whip, whip cream
  • Flat clean surface - bathtub, cookie baking sheet, paper  


Activity (Procedure):
Cloud Symmetry 
  1. Gather materials 
  2. Put paint in random spots on paper 
  3. Fold paper in half
  4. Smoosh like a sandwich
  5. Open up and see what shape you created 
  6. Name that shape- is it a chicken, a flower? Observe what it looks like to you!

Cloud Letters 
  1. Gather materials 
  2. Put shaving cream on surface (looking like a cloud) 
  3. Create letters in your name, or letters your child is familiar with 


Activity Wrap Up:
To practice writing letters, and using your imagination to see what symmetry cloud they made. 

How do I know what my child is learning? (Assessment)
  • provide opportunities for children to relate and illustrate personal experiences or make up original stories.
  • provide journal pages for children to write. 
  • model, prompt, facilitate children to add details to make a group story more complex.
  • provide models for children when writing. 
  • draw pictures and dictate words to describe personal experiences or tell stories.
  • use “inventive writing” in the form of shapes and letter-like symbols to convey ideas.


How can you extend this activity? (Modifications)
Cloud Symmetry - see above 
Cloud Letters - see above 


Helpful Hints: (Pitfalls & Solutions)
Cloud Symmetry - see above 
Cloud Letters - see above 

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**** Can You Make A Sun? & Can You See Your Shadow?****

5/4/2020

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What is our theme? 
Earth Science, Fine motor scissor skills, Observations 


What is the lesson (overall purpose)?  
  • work with children to create a sundial, place it in the Sun, then go outside at different times and record the movement of the sundial’s shadow. Encourage children to think of explanations for why the shadow is moving.


MA Guidelines/Standards:
PreK-ESS1-2 (MA). Observe and use evidence to describe that the sun is in different places in the sky during the day.
PreK-PS4-2 (MA). Connect daily experience and investigations to demonstrate the relationships between the size and shape of shadows, the objects creating the shadow, and the light source. 

Learning Outcomes:
  • go outdoors at different times of the day to observe the position of the sun in the sky and represent their perspectives with drawings.
  • observe the shadows of trees or other stationary objects in the morning and outline them with sidewalk chalk and return in the afternoon to see if the shadows have changed in any way.
  • trace the outline of their own shadows at different times of the day, and then discuss changes and why they think the changes occurred.
  • trace the outlines of their own shadows and compare/contrast them. Return later and try to identify whose shadow is whose.
  • experiment with ways to “lose” their shadows or change the shape of their shadows. 
  • create shadows using a light source and explore how the shadows change shape and size. Explore shadows created by shadow puppets, hands, etc.



Songs, Books & Videos (Motivational Techniques)
https://www.youtube.com/watch?v=F1gLMMjpvrA - Sun Book 
https://www.youtube.com/watch?v=OBnDKfHtcd0 - Sun Song 
https://www.youtube.com/watch?v=8L52xSUtJNg - Shadow Book 

Materials:
Making Your Own Sun 
  • Paper 
  • Scissors
  • Coloring Tools 

Your Shadow 
  • Paper 
  • Coloring Tools 
  • Natural Outside Sun 
  • Toy that stands up and/or an object you can trace 


Activity (Procedure):
Making Your Own Sun 
  1. Gather materials 
  2. Draw a circle on a piece of paper 
  3. Cut out the circle with adult supervision 
  4. Draw a circle in the middle of the big circle you just cut out 
  5. Start cutting straight lines with adult supervision. Do not cut the paper in half, stop cutting when your scissors reach the smaller circle in the middle.
  6. Repeat around the circle until you have finished!
  7. Color/decorate the sun

Your Shadow 
  1. Gather materials 
  2. Bring paper and coloring tools outside during a sunny day 
  3. Lay the paper flat and place your object on the paper to create a shadow 
  4. Trace the shadow of the object 
  5. When done tracing, remove object and observe your shadow tracing 
  6. If you would like to - color your object you traced to match the actual object!


Activity Wrap Up:
Working on scissor skills 

How do I know what my child is learning? (Assessment)
  • help children to observe the location of the sun related to routines in their lives (e.g., where is the sun in the sky when you get up in the morning? Where is it when you get home from school?”), including the intensity and location of sunlight entering the classroom at various times of the day.


How can you extend this activity? (Modifications)
Making Your Own Sun 
  • If you do  not have scissor, you can rip the paper 
  • Have an adult draw a dotted S in the middle of the sun, have child then trace the S 

Your Shadow 
  • If it is not a sunny day where you are unable to see a shadow, you can use a light in your home, or try at night with a light and see if you get the same results. 
  • You could always trace hands, heads, legs, etc. then recreate the features on your face with your coloring tools 
  • If you have a driveway/patio and chalk, this would be a great group activity to do with family members. 


Helpful Hints: (Pitfalls & Solutions)
Making Your Own Sun - see modifications above
Your Shadow - see modifications above 

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