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WEEKLY REMOTE LEARNING PLANNING FORM ROOM # 31 WEEK OF: 10/5/20 TEACHER’S NAME: Hannah GarrettDay of the WeekDAILY FOCUS (Focuses on the unit’s student outcomes- Daily Focus Question/ Lesson)Play focus[Planting seeds for play activities (aka learning centers) Insert 4 DETAILED center ideas/ activities DAILY]MondayDate: 10/5/20Music/Movement:“Five Senses” songVisuals: CalendarWeather WheelFocus Question: 1. How does our sense of sight provide us information about our environment?Review the calendar with students. Emphasize that the season is fall and how that impacts the weather.Sight Walk: Take the class on a walk outside; draw children’s attention to things they can see. Record student responses on chart paper.Art: Provide students with art materials. Invite students to draw a tree in each season. How do trees change each season? Literacy/Library: Use books to identify words the begin with the letter A.Writing: Fill plastic zipper bags with hair gel and securely close them with heavy tape (remote learners can use paint in a Ziploc bag). Invite children to use a finger to practice drawing and writing on the surface of the bags. As children are ready, have them explore the shapes and sounds of the letters in their first names.Science: Provide each child with their own journal in which to record the predictions, observations and conclusions they make in the science area or related to science content. Remote learners can use a notebook or loose-leaf paper.Dramatic Play: Encourage students to act as scientists and use magnifying glasses and microscopes to explore. Sensory: Add colored stones to the sensory table (remote learners can paint rocks or use gemstones from home). Talk with the children about the colors and look for other items in the room that are the same color.Teacher Read Aloud: Rainbow Joe and Me by Maria Diaz StromTuesdayDate: 10/6/20Music/Movement:“Five Senses” songVisuals: Chart paper listing student responses to how objects’ appearances changeFocus Questions: 1. What tools help us look more closely at objects in our environment? 2. How do objects look the same/different when magnified?Lesson:Our eyes help us to learn more about objects in our environment. Discuss with students how we see more detail in objects when they are closer to us. The teacher will demonstrate how magnifying glasses help us look at objects more closely so that we can learn more about them. The teacher will demonstrate using a magnifying glass to investigate objects from a nature walk. The teacher will invite students to pass around a magnifying glass and objects from nature (e.g., acorns, leaves, and branches). Students will take turns describing how the appearance of these objects changes when they look with only their eyes as opposed to with the magnifying glass. The teacher will transcribe student responses on chart paper.Writing: Provide students with seeds from the nature walk. Ask students to glue the seeds onto paper to form the letters of their name.Art: Have students use two toilet paper tubes and tape/glue to create binoculars. Provide paint/crayons and other art materials to decorate them. Invite students to look through their binoculars and observe how it changes what they see. Invite students to draw their descriptionsLiteracy/Library: Use pictures to create a collage of words that start with letter A (Remote learners can use pictures from magazines or catalogs).Computer: Lakeshore Five Senses.Dramatic Play: Create an eye chart (remote learners use paper/poster board and markers) and provide magnifying glasses to students. Encourage students to act out the process of obtaining an eye exam.Science: Invite students to use a microscope to investigate objects from nature (e.g., leaves, branches, and acorns). Encourage students to draw pictures of what these objects look like when magnified (Remote learners can use magnifying glasses).Math: Provide students with a variety of leaves. Encourage students to order the leaves from largest to smallest. Remote learners can do the same with various items such as leaves, twigs, or acorns.WednesdayDate: 10/7/20Music/Movement:“Five Senses” songVisuals: Transcription of student responses/descriptors on chart paper.Focus Questions: 1. How does our sense of sight help us understand objects in our environment? 2. What ways can we describe objects in our environment?Lesson:Sing “Five Senses” song.Discuss with students the many ways that we describe the objects in our environment. Use various objects in their environment as examples. Look at color, size, and shapes as descriptors. Transcribe student responses on chart paper.Writing: Continue with writing folders.Art: Add paint to glue bottles or place marker inserts into the bottles (this is a great way to reuse markers with missing tops) (remote learners use markers from home). Invite children to use the colored glue to create pictures and encourage them to observe the bottles as the colors intensify over the course of the week. Ask children to predict how long it will take for the glue they used to dry and explore the way the glue feels when it is dry.Literacy/Library: Walk around the classroom identifying objects that begin with letter A (Remote learners can explore objects in their home/neighborhood that begin with letter A).Math: Ask students to identify their favorite fall activities. Use the results to create a bar graph. Which activities had the most votes? Which had the least?Dramatic Play: Have students take turns putting on blindfolds. Encourage another student to use words to guide that student through the classroom (Remote learners can work with members of their family). How can we use our other senses to compensate when we cannot see?Computer: Lakeshore letter identification.Blocks: Encourage students to use the materials in the block area to create tunnels (Remote learners can use materials from home, including blocks and paper towel rolls). Can you see in tunnels? What tools can we use to help others see in tunnels? What other senses help you to navigate a tunnel?Teacher Read Aloud: Windows by Julia DenosThursdayDate: 10/8/20Music/Movement:“Five Senses” songVisual:Chart paper transcribing student descriptors. Focus Question: 1. How do we use our sense of sight to distinguish objects in our environment?Lesson:Begin by reviewing what the five senses are. Ask what our focus sense is.Sense of Sight Guessing Game: The teacher will begin by holding an object behind her back. She will describe that object’s appearance (e.g., color, shape, and size), and students will take turns guessing what the objects are. The teacher will invite students to take turns describing objects by appearance and having classmates guess what they are. The teacher will transcribe student responses on chart paper.Writing: Students will continue completing their writing folders.Art: Invite students to use flashlights to view various natural materials (Remote learners can use found objects from a neighborhood walk). How does the appearance of the items change with/without the flashlight? Encourage students to draw pictures of the items in natural light and in the brighter lights of the flashlight.Literacy/Library: Students will use the letter book and music to review letter A’s sound and words that begin with letter A.Blocks: Create Your Own Forest: Cut out the leaf rubbings the children made in the art center. Add these leaves, as well as tape, to the center. Invite children to use these leaves, and the blocks in the center to create trees (Remote learners use materials from home such as blocks and construction paper). Be sure to include pictures of trees for the children to reference and if possible, invite children to study the trees they see outside. Natural materials children collect such as leaves, acorns, pinecones, etc. can be used in this activity as well.Sensory: Provide tools and toys that are all the same color (blue cups, funnels, bottle tops, bowls, etc.) for children to use with soap and water in the sensory table?Math: Provide students with natural materials. Encourage students to sort these materials by color or type (e.g., acorns versus twigs). Which group has the most? Which group has the least?Computer: Lakeshore Five Senses.FridayDate: 10/9/20No schoolNo school.Social/ Emotional- Week 3Monday:Perform puppet script. Introduce attentions scopes (May want to consider having kids make attention scopes of their own in art center) Song: How to learn song verses 1 and 2 track 4 Brain Builder: Play Which Way Game. Pointing Up, Down Left, and Right and have students imitate your action. TuesdayStory & Discussion: Use the picture on the poster to share a visual of the story that you are discussing with students for this week. This week’s story is about Alex and that he needs to watch and listen to the teacher so that he will know what to do to make his art. WednesdaySkill Building Activity #1: Play Eye-Spy Activity with different objects ask about the shape or color of the objects, encourage students to be using their attention scopes. ThursdaySkill Building Activity #2: Guess what’s missing activity. Have 3 different object to place on table have, name the objects with or for the students then have students use their attention scopes as you go through the items on the table. Then have students cover their eyes and while they do remove one of the objects. Then ask students to put their attention scopes back on and help you figure out what is missing. (For students that do not have the language skills you can have pictures of the objects for them to point to the picture of the one that is missing out of a field of 3 pictures). Object ideas: scissors, glue, crayon, toy car, toy cup, and blocks. Common Core StandardsPK.AL.4. Exhibits curiosity, interest, and willingness to learn new things and have new experiencesPK.AC.3 Demonstrates understanding of what is observedPK.PDH.1. Uses senses to assist and guide learning.PK.SCI.7. [P-ESS1-1.] Observes and describes the apparent motions of the sun, moon, and stars to recognize predictable patterns. ................
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