We've been checking out these guys during our virtual meetings but here are some close up photos of their process as they form their chrysalis!
“Special Person Day”
*Kites/Boats *Hi Families...Today, the children will be doing this project at lunch time. They will be creating a kite using their sandwich and maybe either a piece of vegetable/fruit or a pretzel stick to create a string. It sounds like a yummy snack to me. If we were in the classroom, we would be celebrating the special people in our lives. My hopes for this project that you will sit down and eat lunch with your child and talk about all the people that you are grateful for and why. Before or after lunch, you can create a boat using either a sponge, a piece of styrofoam or a piece of a pool noodle. You will also need a straw or a small stick for a mast and a piece of paper or cloth for a sail. What is our theme? Weather/wind (Kites & Sailboats) What is the lesson (overall purpose)? What do you need to be able to fly a kite? Wind! Kites come in all shapes and sizes. Today you will be creating a kite using your lunch. After lunch why not make a boat with a special person in your house. MA Guidelines/Standards: Style and Language 15.1: Listen to age appropriate poems. Earth’s Materials 1.2: construct pinwheels, miniature kites, sailboats Learning Outcomes: I hope that your child will realize that we need the wind. It helps us to travel and to have fun (airplanes, helicopters, hot air balloons, sailboats and kites). Brainstorm: How else can wind and air help us? Songs, Books & Videos (Motivational Techniques) Exploring Air & Air Pressure: https://youtu.be/Grziaq-caVE Book: Kite Day https://youtu.be/9IGmeddXs3o Learn about Sailboats for kids https://youtu.be/6pM96WzoY48 Mid American Energy https://youtu.be/FE5FqNGn53E Five Little Kites One, two, three, four, five little kites (Hold up fingers as you count.) Flying up in the sky (Fly fingers in the air.) Said “hi” to the clouds as they passed by, (Pretend to wave to clouds.) Said “hi” to the birds, said “hi” to the sun, (Wave.) Said “hi” to the airplanes, oh what fun. (Wave.) Then “swish” went the wind, (Move hand down in a And they all took a dive: swooping motion.) One, two, three, four, five. (Hold up fingers one at a time and count.) Materials -Something that floats (styrofoam, sponge, a cookie like piece of a pool noodle, plastic bottle bottom). -a mast: small stick, straw -a sail: triangle piece of paper or cloth (material). Activity (Procedure): Watch: Learn about sailboats for kids (link above) Build your own sailboat and then try it out in the sink or bathtub (or a container of water outside) Activity Wrap Up: 5 little kites poem. Read/listen to the book Kite Day, read by the author himself (link is above). Try the science experiment about air (all you need is a balloon and a clear plastic bottle (see link above). How do I know what my child is learning? (Assessment) Has your child ever been on a boat? sailboat? Ask your child if they remember that time. What did they like? What didn’t they like? If they haven’t been on a sailboat or boat...why don’t you write it down and create a summer bucket list of things that you would like to try. How can you extend this activity? (Modifications) *Drive down to a marina or harbor to see if you can see any boats. What kind of boats do you see? *If you have your own boat: Can you name the parts of the boat? *Go to the beach and fly a kite! Helpful Hints: (Pitfalls & Solutions) If you don’t have a kite: make one. There are all different types of kites. You can make one out of a bag (plastic or paper), etc. Be creative. : ) Hi Families…
Today you will be creating a windsock with either rolled up paper, toilet paper roll, crayons, watercolor paint and string. What is our theme? Weather/Wind What is the lesson (overall purpose)? Create a windsock to see how wind moves MA Guidelines/Standards: Earth’s Materials 1.2: Explore and discuss what air is or does Learning Outcomes: I would like your child to learn how to make their own windsock and then hang it outside. How does the wind move it? Does it fly out straight or does it get all twisted up in the wind. Songs, Books & Videos (Motivational Techniques) How does a windsock work https://youtu.be/jRsZkhyGvng Colors Of The Wind (song): https://youtu.be/fMY-wBrqS1Q Materials -Toilet paper roll or watercolor paper -colorful tissue paper/crepe paper -tape -glue -string (yarn, dental floss, fishing twine, skinny rope) -crayons/markers/watercolor paint Activity (Procedure): *Using a crayon (light colors work best) create a design on the toilet paper roll (or paper) *Then using darker colors (purple, blue’s etc.) watercolor paint over it (crayon resistant) *Let dry *then tape string to it (if using a piece of paper, roll it up to make a cylinder. Then fasten the string to it. *dance with it or hang it up near a window/door inside to watch it in the wind. Activity Wrap Up: Experiment with your windsock. What happens if you make shape holes in it, will the wind go through it the same way? How do I know what my child is learning? (Assessment) Have your child say what they see when they are observing their windsock (ie. the wind is making it turn. Now the wind is making it go up and down, etc.). How can you extend this activity? (Modifications) Go on a hunt and look for different types of windsocks (decorative vs. functional). Is there an airport nearby? Can you spot any there? Near a boat yard? water way? etc. Create a windchime! Helpful Hints: (Pitfalls & Solutions) It might help to stuff a little bit of rolled up newspaper in your toilet paper roll if it keeps sinking in and collapsing when coloring or making designs on it. Hi Families…
Today, Your child will be making predictions and experimenting with their own wind (and the wind that is outside). For this project, they will need a straw, a piece of paper, a writing instrument and assorted objects from around the house (ie. cotton ball, small pebble, paper clip, a leaf, etc.) What is our theme? Weather: Wind What is the lesson (overall purpose)? What causes the wind to blow? As the sun warms the Earth's surface, the atmosphere warms too. Some parts of the Earth receive direct rays from the sun all year and are always warm. Other places receive indirect rays, so the climate is colder. Warm air, which weighs less than cold air, rises. Then cool air moves in and replaces the rising warm air. This movement of air is what makes the wind blow. MA Guidelines/Standards: Introduction, Inquiry skills: Make predictions about changes in materials or objects based on past experience. discuss reasons why predictions were correct or incorrect. Identify and use simple tools appropriately to extend observations. Earth’s Materials 1.2: try to move objects of varying weights (e.g., feather, paper, rock) by blowing on them. feel air blown through a straw Learning Outcomes: To learn how wind moves objects/things. Songs, Books & Videos (Motivational Techniques) Song: Listen to the wind blow: https://youtu.be/dyEE7EQx5Z0 Book: Why Does The Wind Move? https://youtu.be/WJo9UFzghF4 Materials -a piece of paper -a writing instrument (pencil, pen, marker, crayon) -various materials that you would like to experiment with Activity (Procedure): *Make a prediction chart: Make a prediction about each object that you would like to see if it blows. Will it blow (yes or no)? *Then place that object on a flat surface and use your straw to see if you can move it with your breath. Did it move? Was your prediction correct? *Do the above steps with all of your objects. Activity Wrap Up: Were you correct on your predictions? How did you know which ones would move and which ones wouldn’t? How do I know what my child is learning? (Assessment) Talk to your child about the difference between a gust of wind or a light gentle breeze. Make more predictions about what you think would happen with these 2 types of wind. (ie. What would happen if a breeze blew a feather? or a big gust of wind?). How can you extend this activity? (Modifications) Bring your objects outside. Lay them on a flat surface. See if the wind can move them. Do they blow easier if they are closer to the ground or higher up? Helpful Hints: (Pitfalls & Solutions) If you don’t have a straw, you can use a toilet paper roll or a rolled up piece of paper, or just your breath/lips (like you are going to whistle). If there is no wind outside, you can try to use a fan, tire pump or a leaf blower. The Bubble Magician
Hi Families...This week we are going to wrap up our weather theme with talking about wind. It has been windy on Cape Cod these past few weeks. A few of the children were talking about it at our Morning Meetings. For today’s activity the children will be blowing bubbles. Experiment with how hard or soft of a breath you need to use to create the perfect bubble. Have fun in the sun! : ) What is our theme? Weather: Wind What is the lesson (overall purpose)? What is wind? Wind is air in motion. It is produced by the uneven heating of the earth’s surface by the sun. Since the earth’s surface is made of land and water, it absorbs the sun’s radiation unevenly. Two factors are necessary to specify wind: speed and direction. MA Guidelines/Standards: Beginning Reading 7.1, 8.3: Listen to a wide variety of age appropriate literature read aloud. Beginning Reading 7.3: Link letters with sounds in play activities Earth’s Materials 1.2: Explore and discuss what air is or does (air takes up space inside bubbles and beach balls; air can move things; air can support things such as parachutes and kites). -blow bubbles/make blow paintings/use a hand pump to inflate a ball or tire. Learning Outcomes: To understand that wind can be strong or a gentle breeze and that it moves in different directions. Songs, Books & Videos (Motivational Techniques) Book: Gilberto and the Wind: https://youtu.be/W3znhMRqcuE Materials: *Bubbles *Bubble wand Activity (Procedure): Read: Gilberto and the Wind (see link above). *Then experiment with your bubbles (and have fun) -Go outside (or in the bathtub) -Open your bubbles & Pull the wand out (or dip it in the bubble solution). -First blow slow & gently to see how big you can create your bubble. -Then blow fast & rough to see if you can make a bubble. -Keep experimenting with your breath to see what makes the best bubble. Activity Wrap Up: Talk with your child. Ask them if a soft (breeze) of a breath worked better than a forceful (hurricane) of a breath. Did your bubbles go up or down when you blew them? Did they pop by themselves or did they land on something that made them pop? Which direction did they (Left or right)? Why do you think that they went that way (breeze/wind)? How do I know what my child is learning? (Assessment) At the end of the day, maybe at dinner time or before bedtime, ask your child about the activity that they did today with the bubbles. Talk to them about wind, the different directions that it moves in and the difference between a breeze and a gust. How do they feel about wind? Are they scared of the wind or not? Why? How can you extend this activity? (Modifications) *Which alphabet letters create a breeze on your hand when you say them or the sound they make? (ex. b, p, F, Q, W?) *Blow bubbles when it is cold outside (or blow them into your freezer). How does the bubble change? *Add a little bit of food coloring to your bubble solution (have an adult help you..as food coloring stains our hands and clothing). Do the colors in the bubbles change? Helpful Hints: (Pitfalls & Solutions) If you don’t have bubbles at home. They can be made easily with dish soap and water. (also there is a recipe for bubbles in a previous lesson plan on the “Virtual Classroom”). Fun Friday: Rock (balancing) Challenge
Hi Families...For today’s project you will need various size rocks. How many rocks can you stack on top of each other. Count how many rocks and then challenge a family member! : ) What is our theme? weather What is the lesson (overall purpose): To see how many rocks (or other natural materials) that you can balance on top of one another. MA Guidelines/Standards: PreK-PS2-2(MA): Through experience, develop awareness of factors that influence whether things stand or fall. Clarification Statement: • Examples of factors in children’s construction play include using a broad foundation when building, considering the strength of materials, and using balanced weight distribution in a block building. Learning Outcomes: Songs, Books & Videos (Motivational Techniques) If you find a rock https://youtu.be/Q7l1lb3ZqRs Materials: Various size rocks Activity (Procedure): -Start off on a flat surface. -Then stack rocks on top of each other. Activity Wrap Up: What rocks were easiest to stack? Was it easier to balance smooth-flat rocks or bumpy unique shaped ones? Was your structure taller than you? What size rocks did you use? How do I know what my child is learning? (Assessment) Have a conversation with your child about their experience with balancing rocks. Was it easy? hard? How so? Make comparisons with other materials they typically build with (blocks, lego’s, etc.). How can you extend this activity? (Modifications) * Jetty: Go to the beach and walk on the jetty. Can you balance your body as you climb on the large rocks? Which rocks are easier to climb/walk on? Be careful! Hold a grown ups hand for balance checks. *Plastic Cups: stacking cups (make a pyramid, other unique ways of stacking them). Helpful Hints: (Pitfalls & Solutions) If you can’t get to the beach, what can you balance your body on? Can you make your own balance beam? Can you stand on a rock on one foot? (any size). Earthworms
*Hi Families...I love reading all the emails about what everyone has been doing and what your children have been talking about and discovering. Today’s activity is “string painting”. What you will need for this activity is either mud or brown paint, string or yarn and paper. Have fun creating! What is our theme? Weather (This project was sparked by a conversation with a classmates family. ) What is the lesson (overall purpose)? To learn about earthworms! MA Guidelines/Standards: *Prek-ESS2-1 (MA): Raise questions about how different types of environments provide homes for living things. Learning Outcomes: I want the children not to be afraid of earthworms and hold them with confidence. Songs, Books & Videos (Motivational Techniques) Worms are wonderful https://youtu.be/l-zc_1vjLnI Herman The Worm (song): https://youtu.be/0-rg7EIt1x4 Materials: *String/yarn *mud or dark colored paint *Paper Activity (Procedure): -KWL Chart: What do you know about earthworms, what do you want to learn? (and at the end what did you learn and retain about earthworms). -Watch: Worms are Wonderful *Put the string/yarn in the paint (until it is all covered) *Put the string on the paper *pull the string around your paper, as if you are moving like a worm Activity Wrap Up: Sing and dance to Herman The Worm song (link above). How do I know that my child is learning? (Assessment) Talk with your child about what they know about worms. How can you extend this activity? (Modifications) Make a wormery: Layer in a see thru glass jar gravel (on the bottom), soil, sand, soil, sand, soil and old leaves on top. Also put a small amount of water on the surface (not too much). Find a few worms and put them on the topsoil layer (then put the leaves on top). Have a grown up help you make holes in the cover and then put the cover on tight. Keep the wormery out of direct sunlight (ie. put in a cupboard/cabinet) Go on a worm hunt: Can you find some earthworms? Helpful Hints: (Pitfalls & Solutions) If you don’t have a string for this activity, you can use a stick or a flower stem or even your finger. Painting With Rain (water)
Happy Earth Day! Hi Families… Today’s project you will need some rain water and painting materials (plastic cup or container to hold the rain water, paint brush or something to paint with ...could be a Q-tip or flower, stick, etc.). This project is best when done outside (or can be done at a table inside). Date: Wednesday April 22, 2020 What is our theme? Weather What is the lesson (overall purpose)? I hope that the children have fun as well as to experiment with water. MA Guidelines/Standards: *Prek-PS1-3 (MA): Differentiate between properties of an object and those of the material of which it is made (evaporation/absorption: natural vs. manufactured). *PreK-PS1-4 (MA): Recognize through investigation that physical objects and materials can change under different circumstances. Learning Outcomes: I hope that the children will have fun as they explore and discover how materials absorb the water or the way water evaporates off of the materials in which they are “painting”. Water play encourages the development of eye/hand coordination through pouring, squeezing, stirring, painting, scrubbing, and squirting. Songs, Books & Videos (Motivational Techniques) Book: Rain (By: Manya Stojic) https://youtu.be/6cxTvAC--s4 Materials: *rain water *plastic cup *paint brush (sponges, sticks, flowers, etc.) Activity (Procedure): If painting indoors: Gather materials that you would like to paint (rocks, wood, toys, etc.) Outside: Give your child a cup of rain water and a paintbrush to paint materials outside. Go back later and check on items that were painted. What happened to the water? Did the material absorb the water or did the water evaporate? Activity Wrap Up: Talk about what materials absorbed water and which objects the water evaporated off of. How does water evaporate? How do I know what my child is learning? (Assessment) *Discuss with your child: -How does rain affect us and animals? -How can we reuse rain water? -Review the water cycle (where does rain come from?) How can you extend this activity? (Modifications) *Make a rain barrel outside: to collect rainwater to reuse for watering the garden, etc. *Fill a shallow plastic container or water table outside: so that your child can play in the rain water with plastic toys and/or measuring cups, spoons, yogurt cups, dolls, etc. *Making art using rain: Watercolor paint on a piece of paper. You may want to space your colors out a bit or put them close together. When your paint is still wet, put it outside in the rain. Put a few small stones on the corners to hold it down. How do the raindrops change your picture? Helpful Hints: (Pitfalls & Solutions) If you don’t have rain water, regular water will work. Hi Families...There are only a few materials that are needed for today's project (water, glass cup, small mirror, flashlight (or light source), an old CD and a piece of white paper). Have fun creating rainbows! : )
What is our theme? Weather (*This project was the suggestion of Willow’s : )) What is the lesson (overall purpose)? Rainbows are curved, colorful lines of light that appear when light shines through water droplets in the air. There are different kinds of rainbows, but the ones that we see most often are “primary rainbows”. MA Guidelines/Standards: Prek-PS1 (MA): Raise questions and investigate the differences between liquids and solids. Also develop awareness that a liquid can become a solid and vice versa. Learning Outcomes: I am hoping that the children discover different ways that they can create and see a rainbow. Songs, Books & Videos (Motivational Techniques): How is a rainbow formed? https://youtu.be/nCPPLhPTAIk Materials:
Activity (Procedure): Watch video above: How a rainbow is formed Project:
Then: *carefully take the mirror out of the water. *Place the mirror behind the icecube (on top of the paper). *Shine the flashlight on the ice cube. -Does this create a rainbow? Activity Wrap Up: Discuss how rainbows are created. Can rainbows be created with water and ice? How else can you create or see a rainbow? How do I know what my child is learning? (Assessment) Experiment with other household materials (like an old CD). Hold it so that the sun will reflect off of it and aim it at the ceiling, wall or floor. Can you see a rainbow? How can you extend this activity? (Modifications): Head outside and blow some bubbles Bubbles: light passing through bubbles separates the light the same way light passing through water molecules in the sky create a rainbow. Helpful Hints: (Pitfalls & Solutions) If you don’t have any bubble solution at home: Here is a quick and easy recipe to make some. *¼ cup dish soap *1 quart warm water *a few drops of glycerine or vegetable oil or: *A large bucket (3 quart size) *2 quarts water *1 ½ cups Dawn dish soap (the original blue) *¼ cup cornstarch If you don’t have a wand...you can always use a straw or other household objects (coat hangers, string, etc.) Hi Families...For this activity you will need a bag of candy Skittles or colorful toys. Your child will be sorting the candy or toys by color and then creating a rainbow with them.
What is our theme? Weather What is the lesson (overall purpose)? The overall purpose of this lesson is to learn the colors in the rainbow (red, orange, yellow, green, blue, indigo & violet) MA Guidelines/Standards: Prek-PS1-2 (MA): Investigate natural and human-made objects to describe, compare, sort and classify objects. Learning Outcomes: I would like the children to learn that there are 7 colors that make up a rainbow and what the colors are. Songs, Books & Videos (Motivational Techniques) Rainbow color Song: https://youtu.be/vvVMPfy-5Lg Materials *Skittles Candy or other ideas: colorful cereal or toys (such as Lego’s, etc). Activity (Procedure): *Watch: Rainbow color song (see link above) *First have your child sort the candy/toys by color. *Create your own rainbow with the colors that you have. Ms. Nancy would love to see your rainbow creation. If you would like, you can take a picture with your rainbow and send it to Ms. Nancy : ) Activity Wrap Up: Did you have fun creating your rainbow? Were there the same amount of candies for each color? How many pieces of candy (or toys) did you have all together? Yes, you may eat the candy (if your family says it is alright) : ) What color tastes the best to you? How do I know what my child is learning? (Assessment) *Ask your child “do you remember all 7 colors that are in the rainbow?” Which color is your child’s favorite? *Discuss what color violet and indigo are. *Create your own rainbow using either sidewalk chalk or crayons/markers/paint and paper. How can you extend this activity? (Modifications) *Read the book: Planting A Rainbow (by: Lois Ehlert) *Take a walk outside (or in the house) and see how many colors you can spot that are in the rainbow. *Can you find all 7 colors that are in the rainbow? Helpful Hints: (Pitfalls & Solutions) *taking rainbows inside: You can play Candyland or make a colorful salad/snack. |
AuthorMs. Nancy - Pre-Kindergarten Teacher Archives
June 2020
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