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Resource PackageKindergarten, Science MOK.1Lesson 1: Colours and SortingIndicators: b. Identify different materials that make up familiar objects found in their learning environment (e.g., classroom, school, and playground).d. Identify observable characteristics of materials, such as colour, texture, and odour, and observable characteristics of objects, such as shape, size, and weight.f. Sequence or group objects and materials according to one or more student-selected criteria (e.g., arrange a set of wooden blocks from largest to smallest).- Bulletin Board: This link provides a photo of a possible bulletin board on colours that can be used inside the classroom. This would be helpful for students as it provides a visual for a reference point while learning and playing within the classroom. - Activity: This link will provide you with information on how to create another fun colour sorting activity. This activity is called “Train color sorting activity” and the theme of the train can be easily adapted and changed. - Book: This link will take you to amazon where you can order a book about Pete the Cat: I love my White Shoes- “Pete the Cat goes walking down the street wearing his brand new white shoes. Along the way, his shoes change from white to red to blue to brown to WET as he steps in piles of strawberries, blueberries, and other big messes! But no matter what color his shoes are, Pete keeps movin' and groovin' and singing his song...because it's all good. Pete the Cat: I Love My White Shoes asks the reader questions about the colors of different foods and objects.” Lesson 2: ShapesIndicators:c. Differentiate between objects and the materials used to construct the object.d. Identify observable characteristics of materials, such as colour, texture, and odour, and observable characteristics of objects, such as shape, size, and weight.f. Sequence or group objects and materials according to one or more student-selected criteria (e.g., arrange a set of wooden blocks from largest to smallest).- Sensory Bin: This blog provides a list of twelve shapes theme sensory bins that are easy to set up and fun for students to explore and play in the classroom to help promote the learning of shapes. - Activity: This link will show you a photo of a fun activity that can be teacher lead, or done solely by students during playtime. By placing tape on the ground on the form of different shapes, students will become familiar with them through placing different objects on the tape, and building up from them. - Activity: This activity allows for students to explore shapes through play dough. This would be a great addition to center time and would work being student or teacher lead. This link provides free shape (circle, square, diamond, heart, triangle, oval, octagon, rectangle, semi circle, and a trapezoid) printables for students to mold their play dough to. Lesson 3: Cutting StationIndicators: e. Explore how materials may change as a result of processes such as cutting, gluing together, heating, cooling, folding, and pouring them into different containers.h. Identify and explore ways to use appropriate tools (e.g., balance, funnel, stapler, hammer, glue, scissors, and containers) safely to help carry out a variety of useful tasks such as stapling, measuring, hammering, gluing, and cooking.- Invitation: This link provides directions on how to create your own ice paint, so students may explore how ice may change once it gets warm while also re-exploring their colours in a fun way. - Activity/ Invitation: This link provides a print out as well as directions for teaching young students how to use glue in the appropriate way through a fun work sheet that allows them to squirt the correct amount of glue onto dots. - Activity/ Invitation: This link provides another resource on teaching students to cut, as well as cutouts and possible strategies. This resource works well with Lesson two: Shapes as an extension and lead into Lesson 3. Lesson 4: Play DoughIndicators:c. Differentiate between objects and the materials used to construct the object.h. Identify and explore ways to use appropriate tools (e.g., balance, funnel, stapler, hammer, glue, scissors, and containers) safely to help carry out a variety of useful tasks such as stapling, measuring, hammering, gluing, and cooking.d. Identify observable characteristics of materials, such as colour, texture, and odour, and observable characteristics of objects, such as shape, size, and weight.- Station: This link provides information about what materials are needed to help you run a hammering station in your classroom. Materials can be easily adapted and changed to better fit your students’ needs and behaviors to help ensure safety. - Activity: This link provides a how to on making ice cream with your classroom. This activity is hands on and students are easily involved. - Books and Activities: This link provides fourteen different books to read with your students, as well as recipes to match each one. “ Turning Children’s Picture Books Into Fun Food Experiences.” Lesson 5: Popcorn Sensory BinIndicators:a. Pose questions about characteristics of objects and materials that lead to exploration and investigation.d. Identify observable characteristics of materials, such as colour, texture, and odour, and observable characteristics of objects, such as shape, size, and weight.h. Identify and explore ways to use appropriate tools (e.g., balance, funnel, stapler, hammer, glue, scissors, and containers) safely to help carry out a variety of useful tasks such as stapling, measuring, hammering, gluing, and cooking.- Sensory Bin: This link provides instruction son how to create a fun sensory bin focused around pouring coloured beans or kernels through a funnel. The materials can be changed and adapted. This sensory bin could extend from Lesson One: Colours and Sorting. - Sensory Bin: This link provides information on how to dye kernels for the previous resource adaptation. - Chart: This link will provide you with an example of a senses chart you may do with your students with the popcorn sensory bin. - Bulletin Board: This link provides you with a fun and easy popcorn themed bulletin board to start your school year off with a “POP”! Lesson 6: Popcorn SnackIndicators:a. Pose questions about characteristics of objects and materials that lead to exploration and investigation.c. Differentiate between objects and the materials used to construct the object.d. Identify observable characteristics of materials, such as colour, texture, and odour, and observable characteristics of objects, such as shape, size, and weight.e. Explore how materials may change as a result of processes such as cutting, gluing together, heating, cooling, folding, and pouring them into different containers.h. Identify and explore ways to use appropriate tools (e.g., balance, funnel, stapler, hammer, glue, scissors, and containers) safely to help carry out a variety of useful tasks such as stapling, measuring, hammering, gluing, and cooking.g. Discuss how familiar objects are designed to meet human needs. - Activity: This link provides printables for making a “My five senses and Popcorn” book that can be used as extension to making popcorn and to promote their reading and writing skills. - Craft: This link provides you with information on how to make a popcorn themed craft that will help students focus on their fine motor skills. - Activity: This link provides you with a printable and information about a literacy center popcorn activity. This activity allows students to pick out a piece of paper (popcorn) with a word on it from a popcorn bowl, they then have to read and write down the word. Lesson 7: Corn on the CobIndicators:a. Pose questions about characteristics of objects and materials that lead to exploration and investigation.d. Identify observable characteristics of materials, such as colour, texture, and odour, and observable characteristics of objects, such as shape, size, and weight.h. Identify and explore ways to use appropriate tools (e.g., balance, funnel, stapler, hammer, glue, scissors, and containers) safely to help carry out a variety of useful tasks such as stapling, measuring, hammering, gluing, and cooking.g. Discuss how familiar objects are designed to meet human needs. - Craft: This link provides a how to on making a fun finger print corn on the cob craft with your students. - Activity: This link provides a photo of a possible literacy center with a corn on the cob theme. - Activity: This link provides information on how to grow flint corn in your classroom as a fun experiment to do with your kids. Lesson 8: Harvesting CornIndicators: a. Pose questions about characteristics of objects and materials that lead to exploration and investigation.c. Differentiate between objects and the materials used to construct the object.d. Identify observable characteristics of materials, such as colour, texture, and odour, and observable characteristics of objects, such as shape, size, and weight.e. Explore how materials may change as a result of processes such as cutting, gluing together, heating, cooling, folding, and pouring them into different containers.i. Explain how tools and other objects are designed to meet human needs.- Dramatic Play: This link will take you to a blog that provides an example of a dramatic play area made into a farm, along with Velcro corn on the wall for students to pick off. - Bulletin Board: This link provides you with a photo for a possible bulletin board about harvesting corn. - Music: This link will provide you with information on making corn shakers for your classroom. This site provides the educational benefits of music shakers and directions on how to make them. Lesson 9: Combine Sensory BinIndicators: a. Pose questions about characteristics of objects and materials that lead to exploration and investigation.c. Differentiate between objects and the materials used to construct the object.d. Identify observable characteristics of materials, such as colour, texture, and odour, and observable characteristics of objects, such as shape, size, and weight.- Sensory Bin: This link provides multiple extensions and for the combine sensory bin such as a grain silo, farm animals, and farm equipment, and how to make the grain silo. - Craft and Project: This link will provide you with a step by step how-to on making a cardboard tractor to make with your students for the dramatic play area. This Resource will help to reinforce learning about the combine and promote related play. Note that this link is for a tractor, not a combine, so adapting it to look like a combine may require additional steps. 10: How Does a Combine Work?Indicators:a. Pose questions about characteristics of objects and materials that lead to exploration and investigation.c. Differentiate between objects and the materials used to construct the object.d. Identify observable characteristics of materials, such as colour, texture, and odour, and observable characteristics of objects, such as shape, size, and weight.e. Explore how materials may change as a result of processes such as cutting, gluing together, heating, cooling, folding, and pouring them into different containers.g. Discuss how familiar objects are designed to meet human needs. i. Explain how tools and other objects are designed to meet human needs.- Books: This link provides you with a list of forty books on farms that can be used as an extension to this unit and the trip to the Regina Agribition. HYPERLINK "" - Book and Craft: This link will provide you with a possible tractor craft made form popsicles sticks to go along with a fun book for the students. Pete the Cat: Old MaDonald Had a Farm- “Join Pete, from New York Times bestselling author James Dean's Pete the Cat picture-book series, as he visits a farm in this groovy version of the classic children's song "Old MacDonald Had a Farm." Children will love singing along—e-i-e-i-o!—with Pete the Cat.” - Video: This link takes you to a specific playlist: Farm Videos for KIDS- “Farm videos made especially for children. See videos about farm machinery, introduced by Reggie Roo” on the YouTube Channel Things that Go TV! This is a fun educational way to continue on students learning about the farm and lead onto the next unit. ................
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