Week of:



Week of: Teacher:

Study: Sand Exploring the Topic: What do we know about sand? What do we want to find out?

Vocabulary—English: sand, grain, variety, specimen, mold

Spanish: arena, grano, variedad, muestra, molde

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Discovery: sand samples |Discovery: magnifying glasses, sand |Discovery: sand samples, paper, |Art: clear contact paper, sand |Sand and Water: containers of water, |

| | |samples gathered on |writing materials |samples, scissors, markers, masking |sand molds, scoops, rakes |

| | |the walk | |tape | |

|Question of the |Which of these feels soft? (Use an |Did you see sand yesterday? |How much sand is in this cup? |Where is this toy found? (Display a |What do you want to know about sand? |

|Day |example of a soft fabric e.g., | |(Display a measuring cup with sand.) |familiar sandbox toy.) | |

| |flannel or satin, and a scratchy | | | | |

| |fabric, e.g., burlap.) | | | | |

|Large Group |Movement: Move to the Beat |Movement: The Feelings Dance |Movement: High Knees |Game: Say It, Show It |Game: The Name Game. |

| | | | | | |

| |Discussion and Shared Writing: |Discussion and Shared Writing: The |Discussion and Shared Writing: |Discussion and Shared Writing: |Discussion and Shared Writing: Create a|

| |Examining Sand Samples |Sand in Our Neighborhood |Looking at the Difference Between |Sandboxes |Chart of Investigation Questions |

| | | |Sand and Dirt | |Materials: Mighty Minutes 151, “The |

| |Materials: Mighty Minutes |Materials: Mighty Minutes 142, “The | |Materials: Mighty Minutes 15, “Say It,|Name Game”; container of sand; water; |

| |91, “Move to the Beat”; fabric |Feelings Dance”; supplies to gather |Materials: Mighty Minutes 180, “High |Show It”; sandbox toys; sand samples |sand mold |

| |samples of a variety of textures; |and collect sand samples (e.g., small |Knees”; photos taken on Day 2 showing| | |

| |collection of samples of sand in |clear jars, plastic baggies, masking |where sand was found; sand samples | | |

| |containers |tape, plastic spoons); drawing |gathered on the walk; microscopic | | |

| | |materials; camera |images of sand | | |

|Read-Aloud |Nonfiction selection from the |Fiction book from the “Children’s |The Gigantic Turnip |Reread the book from Day 2 that |Poetry selection from the “Children’s |

| |“Children’s Books” list that |Books” list that features sand |Book Discussion Card 50 (first |features sand. |Books” list |

| |features sand | |read-aloud) | | |

|Small Group |Option 1: Show Me Five Intentional |Option 1: Which Has More? Intentional |Option 1: I’m Thinking of a Shape |Option 1: Walk a Letter Intentional |Option 1: Color Hunt |

| |Teaching Card M16, “Show Me Five”; |Teaching Card M19, “Which Has More?”; |Intentional Teaching Card M20, “I’m |Teaching Card LL17, “Walk a Letter”; |Intentional Teaching Card Color Hunt, |

| |collection of objects to count |ice cube trays or egg cartons; |Thinking of a Shape”; geometric |masking tape; alphabet cards or an |“LL61”; cards that show and name a |

| | |baggies; collection of counters |solids; empty containers similar in |alphabet chart |color; color paddle |

| |Option 2: Number Cards Intentional | |shape to the geometric solids | | |

| |Teaching Card M04, “Number Cards”; |Option 2: Guessing Jar Intentional | |Option 2: Textured Letters Intentional|Option 2: Sticky Tables |

| |set of cards with a numeral and its|Teaching Card M17, “Guessing Jar”; |Option 2: Shape Bingo Intentional |Teaching Card LL15, “Textured |Intentional Teaching Card LL75, “Sticky|

| |number word on one side and on the |large plastic jar with screw-on lid; |Teaching Card M88, “Shape Bingo”; |Letters”; upper- and lowercase letters|Tables”; plain or colored masking tape |

| |other side a |collection |tangram shapes; cardstock or |cut out of a variety of textured | |

| |corresponding number of dots |of objects to put and count in the jar|construction paper; bag or box |materials; card stock; glue | |

Study: Sand Exploring the Topic, continued

|Outdoor Experiences: Identify areas around the school where sand can be easily and safely observed, e.g., parking lot, playground, construction site, golf course, or roadside. |

|Physical Fun: Review Intentional Teaching Card P39, “Beach-Ball Kicker.” Follow the guidance on the card. |

|Family Partnerships: Introduce the study to families by sending a letter of explanation. Ask them to bring in items such as sand samples, containers to hold samples, books about sand, deserts, and beaches, |

|chunks of cement, mortar, and bricks, and photos taken in the sand, desert, and at the beach. Encourage families to help their children look for sand as they travel around the community. Invite families to |

|assist with supervision during site visits. |

|Wow! Experiences: Day 2: A walk around the school to look for sand |

Week of: Teacher:

Study: Sand Investigation: 1. What are the characteristics of sand?

Vocabulary—English: gritty, abrasion, control, absorb, saturated, friction, hourglass

Spanish: arenoso, abrasion, control, absorber, empapado, fricción, reloj de arena

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Art: large pieces of cardboard, |Discovery: paint boards, sand, |Sand and Water: cups, sponges, balance |Sand and Water: flat-bottomed |Sand and Water: containers of substances |

| |paint, brushes, masking tape |materials to rub on the boards, e.g., |scale |container filled with wooden |to pour, e.g., sand, water, liquid |

| | |tissues. | |blocks, container of water, rope |soap, etc.; funnels, large bins, water |

| | | | | |bottles, stopwatch |

| | |Sand and Water: a variety of balls | | | |

| | |that bounce; measuring tape or string;| | | |

| | |video camera | | | |

|Question of the |What does this feel like? (Display |How high can you jump? (Provide small |Which do you think weighs more? |How can we move this heavy bucket?|What is this used for? (Display an |

|Day |a feely box with sand.) |sticky notes for children to write |(Display two containers with equal |(Display a bucket filled with |hourglass.) |

| | |their names. As they jump, ask them to|amounts of sand, one container with dry|wooden blocks.) | |

| | |stick the note on a wall, doorway, |sand and one with wet sand.) | | |

| | |etc.) | | | |

|Large Group |Game: Mirror, Mirror |Rhyme: High in the Tree |Movement: Ten Wiggly Steps |Game: Syllable Surprise |Game: All Thumbs |

| | | | | | |

| |Discussion and Shared Writing: |Discussion and Shared Writing: Jumping|Discussion and Shared Writing: What |Discussion and Shared Writing: |Discussion and Shared Writing: |

| |Experimenting With Sand’s Texture |in Sand |Happens When Sand Gets Wet? |Moving Objects Over Sand |Why Does the Hourglass Have Sand? |

| | | | | | |

| |Materials: Mighty Minutes 107, |Materials: Mighty Minutes 51, “High in|Materials: Mighty Minutes 102, “Ten |Materials: Mighty Minutes 151, |Materials: Mighty Minutes 148, “All |

| |“Mirror, Mirror”; feely box; large |the Tree”; photos of long jumpers; |Wiggly Steps”; sand samples (one wet, |“Syllable Surprise”; plastic bin |Thumbs”; hourglass; funnel; water bottle;|

| |piece of painted cardboard |soft surface to jump on (e.g., rug, |one dry); scale; dry sponge; plastic |(or bucket) with wet sand, another|substances to pour through; substances |

| | |carpet) |tub |plastic bin with dry sand; small |suggested by children |

| | | | |toy cars; photos of heavy objects | |

| | | | |being pulled over sand | |

|Read-Aloud |The Gigantic Turnip |A nonfiction book featuring how sand |Highlights High Five Bilingüe™, |The Gigantic Turnip |Highlights High Five Bilingüe™, |

| |Book Discussion Card 50 (second |is used in playgrounds or in track and|¡Ven a jugar!/Come Play! Book |Book Discussion Card 50 (third |¡Ven a jugar!/Come Play! Book |

| |read-aloud) |field events |Conversation Card 01 |read-aloud) |Conversation Card 01 |

|Small Group |Option 1: Putting Puzzles Together |Option 1: Bounce & Count Intentional |Option 1: Rhyming Chart Intentional |Option 1: Can You Find It? |Option 1: Patterns |

| |Intentional Teaching Card M23, |Teaching Card M18, “Bounce & Count”; |Teaching Card LL10, “Rhyming Chart”; |Intentional Teaching Card M51, |Intentional Teaching Card M14, |

| |“Putting Puzzles Together”; puzzles|variety of balls of different sizes |poem or song with rhyming words; prop |“Can You Find It?”; small objects |“Patterns”; group of objects to arrange |

| | |and textures that bounce when dropped;|that illustrates the poem or song |found in a classroom |in a pattern; examples of patterns, e.g.,|

| |Option 2: Treasure Hunt Intentional|numeral cards | | |photos of bricks |

| |Teaching Card M87, “Treasure Hunt”;| |Option 1: Rhyming Tubs Intentional |Option 2: My Shadow and I | |

| |treasure items (e.g., stuffed |Option 2: Story Problems Intentional |Teaching Card LL44, “Rhyming Tubs”; |Review Intentional Teaching Card |Option 2: Perler Patterns Intentional |

| |animal, decorated box); paper; |Teaching Card M22, “Story Problems”; |plastic tub; bag or small box; pairs of|M47, “My Shadow and I”; overhead |Teaching Card M85, “Perler Patterns”; |

| |pencils |collection of manipulatives |toys or objects with names that rhyme |projector or flashlights; |large perler beads; square or rectangle |

| | | | |construction paper cut into shapes|pegboards; parchment or iron paper; iron |

Study: Sand Investigation 1, continued

|Outdoor Experiences: |

|Day 1: Sand for Jumping |

|Invite children to jump on a hard, concrete surface and explain how it feels. Encourage them to notice how their feet, ankles, knees, and legs feel when they jump. Invite children to jump in sand, noticing how|

|it feels on their feet, ankles, knees, and legs. Ask children to describe and compare how it feels to jump in sand versus a hard surface. |

|Invite children to explain why sand is often used in playgrounds under climbing structures. |

|Day 2: Long Jumping |

|Create a long jump area next to the sandbox; Invite children to jump from the line and measure the distance using a length of yarn. Mark each piece of yarn with masking tape and invite the child to write her |

|name. Compare the lengths of yarn and measure the distance with a measuring tape. |

|Physical Fun: Review Intentional Teaching Card P14, “Moving Through the Forest.” Follow the guidance on the card. |

|Family Partnerships: Invite families to talk with children about sand they might see around the community. |

|Wow! Experiences: Arrange to visit a nearby park or playground next week to look for sand. |

Week of: Teacher:

Study: Sand Investigation: 2. Where is sand found?

Vocabulary—English: shore, ripple, dune, volcanic, wildlife

Spanish: costa, onda, duna, volcánico, fauna

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Discovery: sand, fans, straws, brooms,|Discovery: sand, fans, straws, |Technology: sand samples in closed |Discovery: magnifying glasses, |Library: photos and books showing the |

| |dust pans, camera, photos of ripples |brooms, dust pans, camera, rocks |containers, books |materials to make sand specimens, |wildlife that live or nest in the sand,|

| |and dunes |and toys |showing sand of different colors, |e.g., contact paper, masking tape, |e.g., snakes, crabs, insects, |

| | | |bookmarked images of beaches around the|marker |scorpions, spiders, turtles, etc. |

| | | |world | | |

|Question of the |What letters do you see on this sign? |Can you finish the pattern? |What color is this sand? (Display a |What color sand will we see today? |Where does this creature live? (Display|

|Day |(Display a sign from a beach.) |(Display a repeating pattern.) |sample of natural, not artificially- |(Provide a box of crayons.) |a picture of an animal, crustacean, or |

| | | |colored, sand in a closed jar.) | |reptile that lives in the sand, e.g., |

| | | | | |crab, turtle, lizard, scorpion, etc.) |

|Large Group |Movement: Traffic Jam |Game: My Name, Too!” |Movement: Bounce, Bounce, Bounce |Game: Mr. Forgetful |Movement: Action Counting |

| | | | | | |

| |Discussion and Shared Writing: Sandy |Discussion and Shared Writing: |Discussion and Shared Writing: Why Are |Discussion and Shared Writing: |Discussion and Shared Writing: |

| |Beaches |What Is a Sand Dune? |There Different Colors of Sand? |Site Visit to Look for Sand |Animals that Live in Sand |

| | | | | | |

| |Materials: Mighty Minutes 114, |Materials: Mighty Minutes 35, “My |Materials: Use Mighty Minutes 30, |Materials: Mighty Minutes 55, “Mr. |Materials: Use Mighty Minutes 140, |

| |“Traffic Jam”; photos of beaches and |Name, Too!”; photos of ripples in |“Bounce, Bounce, Bounce”; images of |Forgetful”; small containers to |“Action Counting”; books or photos |

| |sand dunes |the sand; photos of sand dunes |beaches with interesting colors and |collect sand samples; masking tape; |about wildlife that lives or nests in |

| | | |textures of sand; natural pumice stone |camera |sand |

|Read-Aloud |Highlights High Five Bilingüe™, ¡Tú |Where the Wild Things Are |A nonfiction book from the “Children’s |Where the Wild Things Are |Fiction book from the “Children’s |

| |vienes también!/ You Come Too! |Book Discussion Card 51 (first |Books” featuring beaches |Book Discussion Card 51 (second |Books” featuring wildlife |

| |Book Conversation Card 07 |read-aloud) | |read-aloud) | |

|Small Group |Option 1: Knowing Our Friends |Option 1: Buried Shapes |Option 1: Dig It! |Option 1: Picture Patterns |Option 1: Reading Nonfiction Books |

| |Intentional Teaching Card |Intentional Teaching Card M30, |Intentional Teaching Card M89, “Dig |Intentional Teaching Card M45, |Intentional Teaching Card LL66, |

| |LL30, “Knowing Our Friends”; |“Buried Shapes”; card stock or |It!”; sensory table or bin; sand; |“Picture Patterns”; a book/photos of|“Reading Nonfiction Books”; collection |

| |children’s name cards; feltboard; |heavy paper; attribute blocks; |collection of small objects; sifters, |objects with patterns; camera; |of nonfiction books |

| |large paper clip or Velcro® |three containers; glue; tub of |and strainers |collage materials | |

| | |sand; small brushes | | |Option 2: Will You Read to Me? |

| |Option 2: Book Cover Memory Game | |Option 2: Secret Numbers Intentional |Option 2: Patterns Under Cover |Intentional Teaching Card LL64, “Will |

| |Intentional Teaching Card LL67, “Book |Option 2: Geoboards Intentional |Teaching Card M37, “Secret Numbers”; |Intentional Teaching Card M38, |You Read to Me?”; collection of |

| |Cover Memory Game”; several familiar |Teaching Card M21, “Geoboards”; |two sets of either quantity cards, |“Patterns Under Cover”; counters in |familiar books |

| |books |geoboards; geobands; shape cards |numeral/ quantity cards, or numeral |various colors; paper cup; cardboard| |

| | | |cards |divider | |

Study: Sand Investigation 2, continued

|Outdoor Experiences: Take ripple and dune-making materials, e.g., straws, fans, etc. outdoors to create ripples and dunes in the sandbox outdoors. |

|Physical Fun: Review Intentional Teaching Card P37, “Wonderful Warm-Ups.” Follow the guidance on the card. |

|Family Partnerships: Invite family members to help prepare sandbags for the investigation next week by sewing simple sandbags out of cotton or lightweight vinyl fabric. Family members may assist by sewing the |

|bags and/or filling the bags with new, clean sand. Invite family members who use sand in their work or hobbies to visit the classroom next week. |

|Wow! Experiences: Day 4: Walk to look for sand samples in the area, e.g., construction sites, playgrounds, sidewalks, golf courses, track and field stadiums, etc. |

Week of: Teacher:

Study: Sand Investigation: 3. What do we make with sand?

Vocabulary—English: sandpaper, grit, sandbag, artistic, sand sculpture, leeks

Spanish: papel de lija, arenilla o grano, saco de arena, artístico, escultura de arena, puerros

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Art: cardstock, sand, glue, contact|Outdoors: sandbags |Art: sandpaper, wooden blocks, |Art: recipe for sand dough posted on |Cooking: ingredients for sautéed leeks, |

| |paper | |masking tape, large bin with sand |chart paper, ingredients and supplies for|chopping boards, knives, large bowl, |

| | | |and materials similar to those used|the recipe, photos of beach sand |electric skillet, wooden spoons, plates, |

| | | |by the visitor, camera |sculptures |forks |

|Question of the |What is this? (Display sandpaper.) |What is this used for? (Display a |What will we ask our visitor? |What do you see in the photo? (Display a |What is this used for? (Display a |

|Day | |sandbag.) | |photo of a sand sculpture.) |gardening tool.) |

|Large Group |Song: Willy’s Week |Movement: The Name Dance |Rhyme: Howling at the Moon |Rhyme: Humpty-Dumpty |Song: We Like Clapping |

| | | | | | |

| |Discussion and Shared Writing: |Discussion and Shared Writing: What|Discussion and Shared Writing: |Discussion and Shared Writing: How Do |Discussion and Shared Writing: |

| |Exploring Sandpaper |Are Sandbags? How Are They Used? |Visitor Who Makes Art With Sand |Artists Create Sand Sculptures? |What Grows in Sand? |

| | | | | | |

| |Materials: Mighty Minutes 149, |Materials: Mighty Minutes 60, “The |Materials: Mighty Minutes 196, |Materials: Mighty Minutes 81, “Humpty |Materials: Mighty Minutes 89, “We Like |

| |“Willy’s Week”; sheets of sandpaper|Name Dance”; sandbags; photos of |“Howling at the Moon”; sand blocks |Dumpty”; batch of sand dough; sand dough |Clapping”; gardening tool; fresh leek; |

| |of different grits; piece of wood |sandbags being used, e.g., boxing |(purchased or created by wrapping |recipe written on chart paper with photos|knife; photos of plants that grow in |

| | |gym, wall reinforcement, weighing |and taping sand paper around wooden|or illustrations of steps and |sand, e.g., cacti, |

| | |tents, etc. |blocks) |ingredients; photos of beach sand |watermelon, beans, juniper, mesquite or |

| | | | |sculptures |palm trees |

|Read-Aloud |Where the Wild Things Are |A nonfiction book featuring |Reread the book from Day 1. Invite |Highlights High Five Bilingüe™, |I Know the River Loves Me/ |

| |Book Discussion Card 51 (third |sandbags from the “Children’s |children to share what they recall |¡Tú vienes también!/You Come Too! Book |Yo sé que el río me ama |

| |read-aloud) |Books” list |about the characters and story. |Conversation Card 07 | |

|Small Group |Option 1: Missing Lids Intentional |Option 1: Textured Letters |Option 1: Photo Writing |Option 1: Applesauce Intentional |Option 1: Dramatic Story Retelling |

| |Teaching Card M58, “Missing Lids”; |Intentional Teaching Card LL15, |Intentional Teaching Card LL57, |Teaching Card M28, “Applesauce”; recipe |Intentional Teaching Card LL06, “Dramatic|

| |containers of various sizes and |“Textured Letters”; uppercase and |“Photo Writing”; small clipboards; |chart from Come Cook With Me; |Story Retelling”; story props, e.g., |

| |shapes with lids |lowercase letters cut out of a |paper; markers; photos or pictures |ingredients; mixing bowl; measuring cups |puppets, costumes, felt pictures, and |

| | |variety of textured materials; |cut from magazines mounted on index|and |felt board; or magnetic pictures related |

| |Option 2: Straw Shapes Intentional |heavy paper or card stock |cards |spoons; knife; cutting board; vegetable |to a familiar book |

| |Teaching Card M42, “Straw Shapes”; | | |peeler; (uncooked recipe requires a | |

| |geometric shapes; drinking straws |Option 2: Searching the Web |Option 2: My Clothes Toda |blender, and cooked recipe requires a |Option 2: Picture Walk & Talk Intentional|

| |cut to different lengths; pipe |Intentional Teaching Card LL26, |Intentional Teaching Card LL71, “My|large stock pot and potato masher) |Teaching Card LL77, “Picture Walk & |

| |cleaners |“Searching the Web”; computer; |Clothes Today”; large mirror; | |Talk”; familiar storybooks |

| | |appropriate Internet search engines|paper; crayons or markers; tape; |Option 2: Fruit Muffins | |

| | | |index cards with color and clothing|Intentional Teaching Card M90, “Fruit | |

| | | |words and pictures |Muffins”; ingredients; muffin pan; baking| |

| | | | |cup liners; large bowl; whisk; measuring | |

| | | | |cups | |

Study: Sand Investigation 3, continued

|Outdoor Experiences: Take a collection of sandbags, a waterhose, and a camera outdoors. Support children to experiment with stacking sandbags in the sandbox to keep water from the dry sand. Take photos and/or |

|digital recordings to document how sandbags hold water back. |

|Family Partnerships: Invite family members who makes art from sand to visit the classroom. Invite family members whose work or hobbies involve sand to visit the classroom. |

|Invite family members to help make sautéed leeks. |

|Wow! Experiences: Day 3: Visit to the classroom of somebody who uses sand to make art. Arrange with a local work crew for children to visit a construction site next week. Prepare sandbags in advance by sewing |

|simple bags out of cotton or vinyl fabric, filling them with new, clean sand and sewing the bags closed. Invite family members to assist with sewing and/or filling the bags. |

Week of: Teacher:

Study: Sand Investigation: 4. Who works with sand?

Vocabulary—English: mason, employment, adobe, stucco, glassblowing, rake

Spanish: albañil, empleo, estuco, adobe, soplar vidrio, rastrillo

| |Monday |Tuesday |Wednesday |Thursday | |

|Interest Areas |Outdoors: large piece of cardboard on which to|Technology: videos of sand melting into molten |Sand and Water: sand rake, golf balls |Dramatic Play: props and | |

| |build; ingredients for mortar, bricks (ask the|glass, samples of glasses and glass art, sand | |materials similar to those used | |

| |classroom visitor to bring small bricks and |samples, large straws, and bubble solution or | |at the construction site visited by the children | |

| |masonry supplies, if possible), large buckets |balloons (optional) | | | |

| |for mixing mortar, masonry trowels | | | | |

|Question of the |How many blocks high is this tower? (Display a|Which of these is made from sand? (Display a |What is this tool used for? (Display a |Which of these is used to dig a very big hole? | |

|Day |tower made of blocks.) |glass and two other classroom objects, e.g. |photo of, or a real, sand rake.) |(Display photos of a small shovel and a large | |

| | |plastic plate, wooden block.) | |excavator.) | |

|Large Group |Poem: Come Play With Me |Game: Listen for Your Name |Game: Hully, Gully, How Many? |Movement: Wind-Up Robots | |

| | | | | | |

| |Discussion and Shared Writing: Classroom Visit|Discussion and Shared Writing: Visit From a |Discussion and Shared Writing: |Discussion and Shared Writing: | |

| |From a Mason |Glass Worker |Golf Courses |Site Visit to a Construction Site | |

| | | | | | |

| |Materials: Mighty Minutes 42, “Come Play With |Materials: Mighty Minutes 85, “Listen for Your |Materials: Mighty Minutes 21, “Hully, |Materials: Mighty Minutes 194, “Wind-Up Robots”; | |

| |Me”; books or photos showing adobe and stucco |Name”; photos from books or images from the |Gully, How Many?”; photos of sand being |Intentional Teaching Card SE01, “Site Visits”; | |

| |in buildings; samples of mortar and bricks |Internet showing how glass is made |raked at a golf course; sand rake; golf |clipboards and materials for observational notes | |

| | | |club | | |

|Read-Aloud |Read Sand Dwellers: From Desert to Sea |Xochitl and the Flowers |Poetry book from the “Children’s Books” |Xochitl and the Flowers | |

| | |Book Discussion Card 52 (first read-aloud) |list |Book Discussion Card 52 (second read-aloud) | |

|Small Group |Option 1: Same Sound Sort |Option 1: Ramp Experiments |Option 1: That’s How You Do It! Intentional|Option 1: Stepping Stones Intentional Teaching | |

| |Intentional Teaching Card LL12, “Same Sound |Intentional Teaching Card M84, “Ramp |Teaching Card LL78, “That’s How You Do |Card M55, “Stepping Stones”; masking tape or | |

| |Sort”; a variety of objects, including some |Experiments”; flat boards for making ramps; |It!”; chart paper; markers; camera |chalk | |

| |with names that begin with the same sound; a |objects to roll down the ramps; non-standard | | | |

| |cardboard box or a bag to store objects |measuring tools |Option 2: Writing Poems Intentional |Option 2: We’re Going on an Adventure | |

| | | |Teaching Card LL27, “Writing Poems”; paper;|Intentional Teaching Card M36, | |

| |Option 2: Tongue Twisters Intentional Teaching|Option 2: The Long and Short of It |pencils; markers; chart paper; audio |“We’re Going on an Adventure”; a box or | |

| |Card LL16, “Tongue Twisters” |Intentional Teaching Card M25, “The Long and |recorder |overturned waste basket; sheet or long piece of | |

| | |Short of It”; a container; pieces of ribbon or | |cloth; table; stool; large cardboard box, open on| |

| | |yarn of the same width (at least one ribbon per| |two ends; large plant or barrel; large cardboard | |

| | |child) | |box, placed on its side; photographs of | |

| | | | |geographic features | |

|Outdoor Experiences: Take a sand rake, small golf clubs (child-size, if available), firm balls (including, but not limited to golf balls, which may be difficult to hit) outdoors to experiment with hitting golf |

|balls and observing how balls bounce on raked and unraked sand. Physical Fun: Review Intentional Teaching Card P35, “Stand Up and Dance.” Follow the guidance on the card. |

|Family Partnerships: Invite family members who work with or use sand in their hobbies to visit the classroom. |

|Wow! Experiences: Day 1: Classroom visit from a stonemason or a bricklayer; Day 2: Classroom visit from a glassworker; Day 3: Classroom visit from a park or golf course worker; |

|Day 4: Site visit to a construction site where sand is used |

Week of: Teacher:

Study: Sand Investigation: 5. How can we make our own sand?

Vocabulary—English: technique, compound, crumble, repetition, fine

Spanish: técnica, compuesto, desmenuzar, repetición, fino

| |Monday |Tuesday |Wednesday |Thursday |

|Interest Areas |Technology: Websites with images and |Discovery: dried sand dough; chunk of cement or |Discovery: a collection of small or broken |Discovery: clear contact paper, magnifying glasses, |

| |videos showing how erosion, weather, |mortar; delicate shells; pumice stones; solid |bricks, hammers, mortar and pestle, rolling pins,|glue, white paper, fine mesh strainers, bowls, scoops,|

| |and the ocean breaks down materials to|rocks of various sizes; plastic containers with |solid rocks of various sizes, plastic containers |spoons, etc. |

| |create sand; rock tumbler |lids; mallets, hammers, rolling pins, or mortar |with lids, etc. | |

| | |and pestle; photos or books showing how sand is | | |

| | |created from erosion, the ocean and/or the | | |

| | |weather; broom and dust pan; protective eyewear | | |

|Question of the |Can we make our own sand? |Can we make sand with this? (Display a porous |Can you line these up from largest to smallest? |How much sand have we made? (Gather the sand that was |

|Day | |rock, fragile shell, or a hammer.) |(Display pieces of brick or crumbly rock.) |created by children this week and provide measuring |

| | | | |cups or a scale.) |

|Large Group |Game: Disappearing Rhymes |Game: Crazy Compounds |Movement: Let’s All Follow |Game: Syllable Stroll |

| | | | | |

| |Discussion and Shared Writing: |Discussion and Shared Writing: What Can We Use to |Discussion and Shared Writing: |Discussion and Shared Writing: |

| |Different Ways Sand is Made |Make Sand? |Can We Return Brick to Sand? |Comparing New and Old Sand |

| | | | | |

| |Materials: Mighty Minutes 88, |Materials: Mighty Minutes 198, “Crazy Compounds”; |Materials: Mighty Minutes 99, “Let’s All Follow”;|Materials: Mighty Minutes 155, “Syllable Stroll”; |

| |“Disappearing Rhymes”; book or photos |chunks of cement; pieces of dried mortar or sand |bricks broken into pieces; photos taken during |samples of new sand created on Day 3; sand from |

| |showing how sand is created through |dough |walks around the school of broken cement, mortar,|sandbox or sensory bin; rock tumbler |

| |weathering; photos taken of sand | |bricks that | |

| |samples on walks around the school | | | |

|Read-Aloud |A counting book from the “Children’s |A book from the “Children’s Books” list showing |Xochitl and the Flowers,Book Discussion Card 52 |Little Chanclas |

| |Books” list |how sand is created |(third read-aloud) | |

|Small Group |Option 1: Alphabet Books |Option 1: Tap It, Clap It, Stomp It, Jump It |Option 1: Sink or Float? Intentional Teaching|Option 1: Author & Illustrator Intentional Teaching |

| |Intentional Teaching Card LL34, |Intentional Teaching Card LL52, “Tap It, Clap It, |Card M81, “Sink or Float?”; plastic floor |Card LL69, “Author & Illustrator”; storybook in which |

| |“Alphabet Books”; alphabet books; |Stomp It, Jump It”; name card for each child; |covering; large clear containers of water; two |the author and illustrator are different; cardboard or|

| |construction paper; markers; alphabet |chart with “Mary Had a Little Lamb” written out |trays or plates; variety of objects that might |card stock; blank paper; bookbinding supplies |

| |cards | |sink or float | |

| | |Option 2: Rhyming Chart | |Option 2: The “Me” Book |

| |Option 2: Making My Name |Intentional Teaching Card LL10, “Rhyming Chart”; |Option 2: Shake, Rattle, and Roll Intentional |Intentional Teaching Card LL76, “The ‘Me’ Book”; |

| |Intentional Teaching Card LL29, |chart paper with “Shake It” chant written out; |Teaching Card M61, “Shake, Rattle, and Roll”; |photos of the child and his or her family; work |

| |“Making My Name”; marker; small, |plastic containers and sand to create maracas |five blank- faced cubes; shape stickers; |samples; photo album or bookmaking supplies; large, |

| |sturdy envelopes; letter manipulatives| |parquetry or pattern blocks (five of each shape |nontoxic ink pads or nontoxic paint and shallow tray |

| | | |per child); container with lid; tape; paper | |

| | | |plates | |

|Outdoor Experiences: Physical Fun: Review Intentional Teaching Card P19, “Bounce & Catch.” Follow the guidance on the card. |

|Family Partnerships: Invite families, friends, site visit experts, and classroom visitors to attend the end-of-study celebration. Send them a letter that explains the event. |

|Wow! Experiences: Support children to gather work samples, photos, observational drawings, and sand samples to display at the end-of-study celebration. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download