Related Resources: “A Teacher’s Guide to Opening Centers ...
Center/Classroom:Teachers:Week of:(A) General Information Study/Topic - BIG IDEAS this week: Insects are a topic of great interest to preschoolers. Children will begin this theme by discussing several different types of insects, and learning to identify insects by their characteristics (e.g., 6 legs, 3 body parts and antennae). We will begin an Eric Carle author study.Key vocabulary: Specific names of insects – ant, bee, mosquito, butterfly, etc. 1. Hormiga, Abeja, Mosquito, Mariposa, etc,..Head, thorax, abdomen, antennae, mouthpart 2. Cabeza, Tórax, Abdomen, Antenas, Boca-partes Pollinate 3. PolinizarCamouflage 4. CamuflajeHabitat 5. HabitatEntomologists/entomology 6. Entomologos, Entomolgia Monday “To Do” List:Review Planned Read-Alouds; read books through at least once.Create Eric Carle author study posterReview Small Group Activity forms and gather/create materials, including variety of insects, animals, spiders (plastic figurines and/or photos), magnifying glasses, play dough/modeling clay, pipe cleaners/googly eyes/pompoms, props to retell The Very Hungry Caterpillar.Review lyrics to “Insects All Around,” “Insect Hunting” and “A Bug Is”; create song/poem charts.Gather/create materials for centers and circle time, including insect images to sort/match, variety of plastic insects, materials to create insects (in Art) or insect habitats (in Blocks), and pictures to teach about one type of insect.Collect live insect(s) for Discovery Area!Remove any items from centers that are in poor condition or children no longer use.Second Step Week -Support for Dual Language Learners:Encourage families to share any childhood songs or rhymes about insects in their home language. Ask families for the names of insects in their home language, as well as phrases about what the insects do (how they help us, what they eat, etc). Use visuals such as pictures, plastic insects or real insects when talking about the different characteristics of the insects or what makes them unique. Use gestures and act out what the insects do and how they sound. Encourage children to repeat and offer descriptive language to extend both their native language and English.Family/ Community Involvement:Encourage families to go on nature walks to look for insects and possible insect habitats. Encourage them to use magnifying glasses, bug catchers or simply their eyes! Ask families to bring in pictures of insects or insect habitats that they and their preschoolers may come across. Encourage them to talk about the unique characteristics of different insects and why they do or do not like certain ones. They may even find it interesting to conduct a survey with their preschooler to find out which insects their other family members like the best or the least!There are always props and materials needed for classroom activities, and parents can be extremely helpful by donating or lending items. This week items include collage materials (such as wrapping paper, tissue paper, buttons, cotton balls, etc.), paper towel rolls, branches, rocks – and even live insects (if they happen to find some!) in appropriate viewing containers with air holes. (B) Materials to Enhance Children’s PlayBlocksDramatic PlayToys and GamesAdd: Variety of plastic insects and materials to create insect habitats: branches, rocks, paper towel rolls, artificial flowers, etc.Suggestion: Hang pictures of insects (labeled) on the walls for children to swat or pretend to catch.Add: Plastic insects; jars for collecting insects; butterfly nets, fly swatters; magnifying glasses; insect costumes (wings, antennae headband). Be sure to review and clearly define how to use the nets and fly swatters safely!Suggestion: Hang pictures of insects (labeled) on the walls for children to swat or pretend to catch.Add: Insect images to sort/match ()ArtLibrary/WritingDiscovery/ScienceAdd: Materials to create insects: paper, scissors, paints, popsicle sticks, paper towel rolls cut in half, pipe cleaners, pompoms Pictures of butterflies and other insects (for inspiration)Add:Read-aloud books for this week; other insect books or Eric Carle booksEric Carle Author Study PosterProps for retelling The Very Hungry CaterpillarAdd:Bug catcher, magnifying glassPicture/chart of lifecycle of butterflyPictures of insectsLive crickets, ant farm or caterpillars (if possible)Sand and WaterMusic and MovementComputersAdd:Encourage children to make ant hills. Include insects and bug collecting containersAdd:OutdoorsCooking“Simon Says” (Embedded Assessment for SRG (20) – Physical)“Insect observations”: Pick a small section of soil, grass or pavement and mark this area with chalk, rocks, popsicle sticks, or string. Have children observe this area for insects and count how many they see. What are the insects doing? Where are they going? What do ants do when you draw a line of chalk in their path?(C) Group Experiences Monday Tuesday WednesdayThursdayFridayArrivalOpening CircleMovementRelaxationTransitionsClosing CircleArrival: Attendance graphMorning Circle:Welcome song & one otherSS Puppet ScriptReview daily schedule and rules now and throughout the dayTransition: QOTD: “Which of these insects do you like best?” (ant, bee, butterfly – or other choices if desired) have visuals, have children charting with whiteboard/ pocket chart/etc. Music/Movement: SS Song & “Insects All Around” Improvise a tune or sing to the tune of "Twinkle, Twinkle, Little Star" Lady bugs and butterflies, Buzzing bees up in the sky. Teeny, tiny little ants, Crawling up and down the plants Many insects can be found In the sky and on the groundRelaxation:Transition:Closing Circle:Review QOTD with the full group, counting each column and writing the numeral; then discuss results (what do you notice? which answer has the most? etc.).Goodbye songArrival: Attendance graphMorning Circle:Welcome song & one otherBegin the KWL chart by asking children “What do we know about insects?” (E.g., can you name any specific types of insects? What do you like/ not like about them?) Time permitting, also list anything children want to know about insects.Review daily schedule and rules now and throughout the daySS Story and DiscussionTransition: SS Brain Builder-Music/Movement: Moving Like Insects (see below) & one otherRelaxation:Transition: Mighty Minute #17 Leaping SoundsClosing Circle:Goodbye songArrival: Attendance graphMorning Circle:Welcome song & one otherQOTD: Where do you think is the best place for us to find insects? (Playground / kitchen / bathroom – or substitute other choices that make sense for your location)Review daily schedule and rules now and throughout the dayTransition:Music/Movement: “Insect Hunting.” A-hunting we will goA -hunting we will goWe'll catch a (insert any insect here)and put it in a box(loudly) and then we'll let it go!& one other movement songRelaxation:Transition: Move like a winged or wingless insect to the next activityClosing Circle:Goodbye song Arrival: Attendance graphMorning Circle:Welcome song & one otherQOTD: “Have you ever held an insect in your hand?” (Yes/ No) Talk about what it felt like or what they think it would feel likeReview daily schedule and rules now and throughout the dayTransition: SS Brain Builder-Music/Movement: SS Song & one otherRelaxation:Transition: SS Skill Activity- Closing Circle:Goodbye songRead-AloudsGroup 1: Farfallina and MarcelGroup 2: Bugs are Insects by Anne Rockwell or similar bookGroup 1: Bugs are Insects by Anne Rockwell or similar bookGroup 2: Farfallina and MarcelGroup 1: SS Book-Group 2: The Very Hungry Caterpillar by Eric Carle or The Very Quiet CricketGroup 1: The Very Hungry Caterpillar by Eric Carle or The Very Quiet CricketGroup 2: SS Book-Small-Group ActivityGroup 1: Play dough InsectsGroup 2: Insect/ Not InsectGroup 1: Insect/ Not InsectGroup 2: Play dough InsectsGroup 1: SS Skill-Practice Activity-Group 2: The Very Hungry Caterpillar retellingGroup 1: The Very Hungry Caterpillar retellingGroup 2: SS Skill-Practice Activity-Special ActivitiesTangible Acknowledgement System:Play variety of music (fast, then slow) and encourage children to move like different insects. For example, children could be buzzing bees pollinating flowers; ants marching with food; butterflies emerging from their cocoons; etc.OutsideInclement Weather Plan: Simon Says (see activity guide)Simon Says (see activity guide)Simon Says (see activity guide)Simon Says (see activity guide)Individual Child Planning FormCenter/Classroom:Teachers:Week of:Focus DateChild’sNameSchool Readiness Goal Focus Domain(s)Focus TS GOLD Objective(s) Why Chosen?(IFSP, TS Gold Report, family input, conference goal, etc.)Strategy/ActivityNOTE: 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.Example: 1. Routine – activity, state how you are individualizing for this child.Possible small-group?CHECK when implementedSoc-EmotionalApproaches to LearningLanguage & LiteracyCogn./ Gen. KnowledgePhysicalTuesday1.2.2.Tuesday1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.IFSP Child PlanningChild’s NameIFSP GoalsClassroom Plan: What’s the Activity/Who’s Supporting the Child*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 ................
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