Related Resources: a Teacher S Guide to Opening Centers, Heritage Tree Parent Handout

Theme: Transformation (week 2)

Center/Classroom: Teachers: Week of: (A) General Information Key vocabulary: 1. Solid, liquid 1. Solido, liquido Study/Topic - BIG IDEAS this week: This week, children will explore 2. Melt, Freeze 2. Reditir, Congelar transformation in new ways as they investigate the properties of solids 3. Pour 3. Vaciar and liquids, compare water and ice, and observe what happens when 4. Corn starch 4. Almidon de maíz they combine water with corn starch (oobleck). 5. Powder 5. Polvo (Get assistance, if needed, to translate these words/phrases for ALL children.)

Friday “To Do” List: - Review Planned Read-Alouds; read books through at least once. - Review Small Group Activity forms and gather/create materials, including ice cube trays, cornstarch, pitchers, plastic bowls. - Arrange to use your center’s freezer to follow up on “Ice & Water, Part 1” (see small-group activity, Tuesday/Wednesday) - Review lyrics to “I’m a Little Ice Cube” and create song chart. - Gather/create materials for centers and circle time, including rocks, sticks and shells, sponges, chalk, empty coffee can, pre-made ice cubes for Tuesday circle time and Discovery center - Week of SS- End of this week – ensure you will have ice cubes needed for next Tuesday’s circle time/opening meeting Support for Dual Language Emphasize and repeat descriptive words as you engage in activities (“This solution feels sticky!” “These are big bubbles.” “Look at these tiny bubbles.” “This Learners: sponge is soaking up all the water”). Similarly, use and emphasize descriptive words throughout daily routines (“The paper towel is soaking up the milk that spilled”; “Look at all the tiny bubbles that the soap made in the sink”; “My hands are sticky from the juice.”) Family/ Community Share recipe for Oobleck with families so they can make it at home with their preschoolers. Involvement: As appropriate, encourage families to have children help them wash the car (or children’s own bikes) and talk about the bubbles in the water, the way they use water from a bucket or hose to clean the car, how the sponge absorbs the water, how a sunny day or drive around the block helps dry the car faster, etc. (B) Materials to Enhance Children’s Play Blocks Dramatic Play Toys and Games Add: Keep: Any materials children are particularly Keep: Lily Pad Alphabet TEACHERS: Review this lesson plan thoroughly in advance. If you make any modifications (only if needed for your children), these must be approved by Education Manager/Supervisor. You also need to complete the Individualized Learning Plan. Last updated: 06/08/2016 interested in. Rocks, sticks, shells Add: Lily pads with children’s names or other familiar words or symbols – e.g., mom, dad, stop, exit, or logos/brand names children would know (Home Depot, Cheerios, Toys R Us, etc. – as submitted by families) Art Library/Writing Discovery/Science Add: Add: Keep: Science Journals Cut up sponges for children to paint with. Have Chalk Add: children help cut them and make different shapes or Chalkboards or black paper “Observing Ice Cubes” (see Snowy Day extension designs. Talk about how the sponges absorb the paint. suggestions: Put ice cubes in small plastic containers and invite children to observe (look, touch, smell) and to draw what they see in science journals.) Sand and Water Music and Movement Computers Add: Add: Add: Ice cubes to water table Empty coffee cans or other containers filled with Keep Oobleck accessible different amounts of water. Encourage children to detect the difference in how they sound as they tap them with their hands or drum sticks. Outdoors Cooking “Car wash” (materials to wash children’s bikes/ wagons or small match box type cars): sponges, buckets with soapy water, rags, signs, chalk to designate washing areas, etc. Leave ice cube outside in the sun in a plate/ bowl and observe what happens during outside time. Provide ice cubes for children to “paint” with on the sidewalk or blacktop. Bring bubbles outside and look for rainbows and reflections in the bubbles.

(C) Group Experiences Monday Tuesday Wednesday Thursday Friday Arrival Arrival: Arrival: Attendance graph Arrival: Attendance graph Arrival: Attendance Attendance QOTD: Which do you graph graph think is the hardest? (tape 3 Morning Circle: Opening Circle small solid objects under Welcome song & one other Morning Circle: Morning question, such as plastic Discussion: Welcome song & one Movement Circle: cup/ pattern block/ rock) Transformation means change. other Welcome song Water can transform into ice Morning Circle: Monday Tuesday Wednesday Thursday Friday Relaxation & one other Welcome song & one other and back to water again. What QOTD: Does SS Puppet else can transform? everything transform Script- Have this message written in (change)? (yes/no) Transitions Discussion: Follow up on advance and read it aloud during Help children by QOTD: “What QOTD: Talk about the 3 meeting, asking for children’s listing the things you Closing Circle did you drink items – What do they have “help.” Engage children in saw change in the last this morning?” in common? What do we noticing concepts of print, such two weeks (colors, (water/milk/jui know about them? Can we as where to start reading and water/ice, water and ce – or choose change their shape? Can we which direction to go, a long cornstarch mixed other options pour them? Help children word vs. a short word, etc. together). What else appropriate for recognize that they are can change? Ask your group) solids. Have children recall Review daily schedule and rules children to explain have visuals. how solids are different now and throughout the day their thinking. “How Have children from liquids. Have children do you know that answer name a few solids. Transition: What’s Beneath the changes?” charting with Bowl? Pg. 53 Transition whiteboard/poc Review daily schedule and Magician ket chart/etc. rules now and throughout Review daily schedule *See Meal the day Music/Movement: SS song & and rules now and Time one other throughout the day Discussion Transition: Choose a math Below activity Relaxation: Transition: SS Skill Activity Review daily Music/Movement: Freeze Transition: SS Skill Activity schedule and Dance (see below) & I'm a Music/Movement: rules now and Little Ice Cube Closing Circle: Freeze Dance & I’m a throughout Little Ice Cube (tune: I'm a Little Teapot) Goodbye song the day I'm a little ice cube, frosty Relaxation: and square, Transition: I make things icy cold Transition: SS Brain everywhere. Music/Movem Builder- If it gets too warm, I better ent: “Pass the watch out, ice cube” – "Cause I will melt, there is Play a song on Closing Circle: no doubt. a CD and pass Goodbye song an ice cube around the circle. Notice Relaxation: what is happening to Transition: Up and Down, the ice cube. pg, 44 Transition Magician Monday Tuesday Wednesday Thursday Friday When children notice their Closing Circle: hands getting Goodbye song wet and the ice cube getting smaller, tell them that the heat from their hands warmed the ice cube and it started to melt. The coldness of the ice made your hands colder. Pass it around until the ice is gone and all that’s left are wet hands. The ice was solid and then it became a liquid!

Relaxation:

Transition: SS Brain Builder

Closing Circle: Review with the full group, counting each column and writing the numeral; then discuss results (what do you notice? which answer has the most? etc.). Monday Tuesday Wednesday Thursday Friday

Goodbye song

Read-Alouds Group 1: The Group 1: The Snowy Day Group 1:SS Book- Group 1: SS Story and Puddle Pail by by Ezra Jack Keats Discussion- Elisa Kleven (Help children recall book Group 2: SS Story and OR similiar from “Wind, Water & Discussion- Group 2: SS Book- (Help children Weather” theme; make recall the connections between story/character Peter’s snowball and recent s from when freezing/melting small- they previously group activities) read this book, during “Light & Shadow” Group 2: The Puddle Pail theme) by Elisa Kleven OR similiar (Emphasize (Help children recall the new concepts story/characters from when related to they previously read this Transformation book, during “Light & , such as Shadow” theme) liquids and (Emphasize new concepts solids) related to Transformation, such as liquids and solids) Group 2: The Snowy Day by Ezra Jack Keats (Help children recall book from “Wind, Water & Weather” theme; make connections between Peter’s Monday Tuesday Wednesday Thursday Friday snowball and recent freezing/meltin g small-group activities) Small-Group Activity Group 1: Group 1: Ice and Water, Group 1: Group 1 – Dry Oobleck Group 1: – Ice and Group 1 – Part 1 (See Activity Guide) (See Activity Guide) TS Gold Water, Part 2 (See Making 9a,s9a,10a,s10a,14a,19b,s1 Objectives- Activity Guide) TS Oobleck (See 9b 9a,s9a,10a,s10a,14a,19b,s19b,22 Gold Objectives- Activity 8a,s8a,11a,11b,11d Guide) TS Group 2: – Ice and Water, Part 2 Gold Group 2: Group 1 – Making (See Activity Guide) TS Gold Group 2: Group 1 – Objectives- Oobleck (See Activity Objectives-8a,s8a,11a,11b,11d Dry Oobleck (See 9a,s9a,10a,s10 Guide) TS Gold Objectives- Activity Guide) TS a,11a,11d,24 9a,s9a,10a,s10a,11a,11d,24 Gold Objectives- 9a,s9a,10a,s10a,14a,19 b,s19b,22 Group 2: Ice and Water, Part 1 (See Activity Guide) 9a,s9a,10a,s10 a,14a,19b,s19b

Special Activities Meal Time Freeze dance – Tell Repeat freeze dance Discussion: children that when they are Follow up on dancing they are a liquid QOTD: What and when they music stops did children they are frozen like the ice. drink for breakfast? Ask children to describe their drinks. What did it feel like as they drank it? What happens when they pour it into a cup, what does it Monday Tuesday Wednesday Thursday Friday look like if it spills, etc...? Tell them that their drinks are called liquids. They can pour it and drink it. See if children can come up with any other liquids or guide them to do so. Tangible Acknowledgement Plan Inclement Weather Plan Emergency Drills Outside

Individual Child Planning Form

Teachers: Classroom: Week of:

School Readiness Goal Why Chosen? CHECK Focus Domain(s) Strategy/Activity when Child’s Focus TS (IFSP, implement Focus Date GOLD observation/assessment NOTE: Children with similar needs may benefit from differentiated ed Name Objective(s) instruction (e.g. during small-group activity). You can use the “Small , family input conference Group” column at right to make notes about possible groupings. goal, etc.) A L p a p C n r o g o g u a n. a c / g h G e e e s n. & Physical t K o n L L o i e w t a le e r d r n g a i e c n y g

3. IFSP Child Planning

Child’s School Readiness Goal Focus TS IFSP Strategy/Acti Possible CHECK when implemented Focus Domain(s) GOLD GOAL vity small- Name Objective(s) group? NOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings. A p p r o a c S h o e c- s E Cogn./ Gen. m Language & Literacy Physical t Knowledge ot o io

n L al e a r n i n g

*Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals.

*For speech goals the what/who would be: Directed by the Speech Language Therapist

*If you have additional goals, highlight the last row for that child, right click with mouse, scroll to Insert rows, scroll to insert row below. Do this as many times as needed.