Week of:



Week of: Teacher:

Study: Boxes Exploring the Topic: What do we know about boxes? What do we want to find out?

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

|Interest Areas|Toys and Games: collection of |Toys and Games: collection of boxes |Blocks: containers to organize |Library: fiction and nonfiction |Toys and Games: collection of boxes with |

| |boxes to sort |of different shapes and materials |the box collection |books about boxes |removable lids |

|Large Group |Song: “One, Two, Buckle |Movement: Silly Willy Walking |Movement: Freeze |Movement: Spatial Patterns |Song: “Baa, Baa, Black Sheep” |

| |My Shoe” |Discussion and Shared Writing: What |Discussion and Shared Writing: |Discussion and Shared Writing: |Discussion and Shared Writing: What Do We|

| |Discussion and Shared Writing: |Makes a Box? |Where Do We See Boxes at School?|What Do We Know About Boxes? |Want to Find Out About Boxes? |

| |What Do You Notice About These |Materials: Mighty Minutes 05, “Silly |Materials: Mighty Minutes 25, |Materials: Mighty Minutes 99, |Materials: Mighty Minutes 29, “Baa, Baa, |

| |Boxes? |Willy Walking”; wooden boxes, metal |“Freeze”; box collection; |“Let’s All Follow” |Black Sheep”; plastic bags filled with |

| |Materials: Mighty Minutes 87, |boxes, boxes with and without lids, |storage containers; clipboards, | |cotton balls; a box from the collection |

| |“One, Two, Buckle My Shoe”; |round boxes, etc. |paper, and writing tools | |to store |

| |collection of a variety of boxes;| | | | |

| |chart paper | | | | |

|Read-Aloud |Selection from the “Children’s |Selection from the “Children’s Books”|Reread the book from Day 1 that |Reread the book from Day 2 that |Reread the book from Days 1 and 3 that |

| |Books” list that features |list that features characters using |features illustrations of |features characters using their |features illustrations of interesting |

| |illustrations of interesting |their imaginations |interesting boxes. |imaginations. |boxes. |

| |boxes | | | | |

|Small Group |Option 1: Find the |Option 1: Observational Drawing |Option 1: Our Names, Our Things |Option 1: Sorting & Classifying |Option 1: Bigger Than, Smaller Than, |

| |Matching Letter |Intentional Teaching Card LL45, |Intentional Teaching Card LL41, |Intentional Teaching Card M05, |Equal To |

| |Intentional Teaching Card LL56, |“Observational Drawing”; boxes from |“Our Names, Our Things”; name |“Sorting & Classifying”; objects |Intentional Teaching Card M09, “Bigger |

| |“Find the Matching Letter”; |the collection; small clipboards; |cards; photos |to define sorting categories |Than, Smaller Than, Equal To”; small |

| |alphabet cards; hole punch; yarn,|paper; felt-tip pens |Option 2: The Name Game |(hula hoops, yarn, etc.) |boxes from the box collection to stack; |

| |scissors; song chart |Option 2: Observational Drawing |Intentional Teaching Card LL47, |Option 2: Seek & Find |standard and nonstandard measuring tools |

| |Option 2: Alphabet Cards |Intentional Teaching Card LL45, |“The Name Game”; children’s |Intentional Teaching Card M03, |(ruler, yarn, etc.) |

| |Intentional Teaching Card LL03, |“Observational Drawings”; photos of |names on sentence strips; |“Seek & Find”; collection of |Option 2: Missing Lids |

| |“Alphabet Cards”; alphabet cards;|sculptures |basket; blank strip |boxes to sort and categorize |Intentional Teaching Card M58, “Missing |

| |small manipulatives | |of paper | |Lids”; containers with lids; boxes with |

| | | | | |lids from the collection |

|Outdoor Experiences: (Physical Fun) Review Intentional Teaching Card P22, “Follow the Leader,” or P12, “Exploring Pathways.” Follow the guidance on the card. |

|Family Partnerships: Introduce the study to families by sending a letter of explanation. Ask them to do a scavenger hunt around their homes to find boxes to share in the class collection. |

|Wow! Experiences: Wednesday—Take a walk around the building or neighborhood to look for boxes. |

| |

Week of: Teacher:

Study: Boxes Investigation 1: What can we do with boxes?

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

|Interest Areas |Toys and Games: miniature boxes for |Discovery: assortment of boxes; |Dramatic Play: a box large |Library: maps; drawing |Art: materials for making|

| |stacking, nesting, and lining up by size|standard and nonstandard measuring |enough for one or more |materials |and decorating boxes for |

| | |tools |children to fit inside |Toys and Games: different kinds|the obstacle course |

| | | | |of open-ended connecting blocks| |

|Large Group |Game: Riddle, Riddle, What Is That? |Song: “Humpty Dumpty” |Game: My Name, Too! |Song: “The People in Your |Song: “This Old Man” |

| |Discussion and Shared Writing: What Can |Discussion and Shared Writing: Making|Discussion and Shared Writing:|Neighborhood” |Discussion and Shared |

| |We Do With Boxes? |a Plan for Our Box Creations |How Can We Use This Box? |Discussion and Shared Writing: |Writing: Visitor Who Uses|

| |Materials: Mighty Minutes 61, “Riddle, |Materials: Mighty Minutes 81, “Humpty|Materials: Mighty Minutes 35, |Planning an Obstacle Course |a Special Box |

| |Riddle, What Is That?”; boxes from the |Dumpty”; boxes from the collection; |“My Name, Too!”; boxes from |Materials: Mighty Minutes 01, |Materials: Mighty Minutes|

| |collection |different types of eggs (hard-boiled,|the collection; large box; |“The People in Your |96, “This Old Man”; |

| | |plastic, raw) |boxes with environmental print|Neighborhood”; two large boxes;|camera |

| | | | |materials to make a sign | |

|Read-Aloud |Harold and the Purple Crayon |Selection from the “Children’s Books”|Harold and the Purple Crayon |Read the book from Day 2 that |Harold and the Purple |

| |Book Discussion Card 29 (first |list that uses positional words (in |Book Discussion Card 29 |uses positional words |Crayon |

| |read-aloud) |front of, behind, on top of, under, |(second read-aloud) | |Book Discussion Card 29 |

| | |etc.) | | |(third read-aloud) |

|Small Group |Option 1: Picture Patterns |Option 1: Nesting Dolls |Option 1: Where’s the Beanbag?|Option 1: Question Basket |Option 1: Fruit Smoothies|

| |Intentional Teaching Card M45, “Picture |Intentional Teaching Card M46, |Intentional Teaching Card M56,|Intentional Teaching Card LL59,|Intentional Teaching Card|

| |Patterns”; pictures of objects or |“Nesting Dolls”; boxes of various |“Where’s the Beanbag?”; |“Question Basket”; paper; |M67, “Fruit Smoothies”; |

| |animals with patterns; camera; paper and|sizes in place of nesting dolls |beanbags; boxes from the |pencils or markers; clipboards;|chart paper and markers; |

| |writing materials; collage materials |Option 2: Which Container Holds More?|collection; masking tape; |questions and photos on index |smoothie ingredients; |

| |Option 2: Patterns Under Cover |Intentional Teaching Card M32, “Which|chart paper; marker |cards; basket |plastic knives; blender |

| |Intentional Teaching Card M38, “Patterns|Container Holds More?”; packing |Option 2: Shake, Rattle, and |Option 2: Photo Writing |Option 2: Yogurt Fruit |

| |Under Cover”; counters in various |peanuts; boxes from the collection; |Roll Intentional Teaching |Intentional Teaching Card LL57,|Dip |

| |colors; paper cup; cardboard divider |scales; standard and nonstandard |Card, M61, “Shake, Rattle, and|“Photo Writing”; small |Intentional Teaching Card|

| | |measuring tools |Roll”; five blank-faced cubes;|clipboards with paper; pens or |M57, “Yogurt Fruit Dip”; |

| | | |shape stickers; box with lid; |markers; photos or magazine |recipe chart; fruit dip |

| | | |paper plates |pictures mounted on index cards|ingredients; measuring |

| | | | | |cups and spoons; large |

| | | | | |bowl; whisk; knives; |

| | | | | |cutting board |

|Outdoor Experiences: Take large boxes outdoors for building and dramatic play. |

|Physical Fun: Review Intentional Teaching Card P33, “Obstacle Course.” Incorporate boxes from the box collection. |

|Family Partnerships: Invite families to help make and navigate the obstacle course. |

|Wow! Experiences: Friday—Visit from a family member to demonstrate a special box. |

| |

Week of: Teacher:

Study: Boxes Investigation 2: What are the characteristics of boxes?

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

|Interest Areas|Blocks: collection of differently |Discovery: collection of boxes and |Blocks: materials to create labeled|Discovery: materials to make boxes|Discovery: collection of boxes made |

| |shaped boxes |measuring tools to measure edges |categories for differently shaped |and labels |from different materials |

| | | |boxes | | |

|Large Group |Song: “Name Cheer” |Movement: Listening Story |Game: Thumbs Up |Song: “Clap a Friend’s Name” |Poem: “Come Play With Me” |

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

| |Makes a Box? |Exploring Prisms |What’s the Difference? |Boxes With Environmental Print |Comparing Boxes |

| |Materials: Mighty Minutes 92, “Name|Materials: Mighty Minutes 86, |Materials: Mighty Minutes 33, |Materials: Mighty Minutes 40, |Materials: Mighty Minutes 42, “Come |

| |Cheer”; collection of objects |“Listening Story”; measuring tools; |“Thumbs Up”; variety of two- and |“Clap a Friend’s Name”; a box with|Play With Me”; a variety of |

| |(e.g., a block, a solid prism, a |collection of boxes with a variety |three-dimensional shapes; materials|environmental print; a box created|similar-sized boxes of different |

| |ball, a bowl); letter cards |of shapes (e.g., rectangular prisms,|to create labels for categories |by the children; sticky notes |weights |

| | |triangular prisms, cubes, cylinders)| | | |

|Read-Aloud |Selection from the “Children’s |Selection from the “Children’s |Reread the book from Day 1 that |Reread the book from Day 2 that |Reread the book from Days 1 and 3 |

| |Books” list that uses descriptive |Books” list that describes children |uses descriptive words for the |describes children working |that uses descriptive words for the |

| |words for the characteristics of a |working together or helping each |characteristics of a box. |together or helping each other. |characteristics of a box. |

| |box |other | | | |

|Small Group |Option 1: What’s Missing? |Option 1: Rhyming Chart |Option 1: I’m Thinking of a Shape |Option 1: Making My Name |Option 1: Measure & Compare |

| |Intentional Teaching Card LL18, |Intentional Teaching Card LL10, |Intentional Teaching Card M20, “I’m|Intentional Teaching Card LL29, |Intentional Teaching Card M12, |

| |“What’s Missing?”; collection of |“Rhyming Chart”; chart paper; poem; |Thinking of a Shape”; boxes from |“Making My Name”; marker; small |“Measure & Compare”; nonstandard |

| |boxes or small objects |prop that illustrates the rhyme |the collection; three-dimensional |envelopes; letter manipulatives |measuring tools (e.g., plastic |

| |Option 2: We’re Going on a Trip |Option 2: Tongue Twisters |solids |Option 2: Stick Letters |links, blocks, yarn, paper-clip |

| |Intentional Teaching Card LL53, |Intentional Teaching Card LL16, “ |Option 2: Straw Shapes |Intentional Teaching Card LL28, |chain) |

| |“We’re Going on a Trip”; supplies |Tongue Twisters”; chart paper and |Intentional Teaching Card M42, |“Stick Letters”; sticks (e.g., |Option 2: Egg Salad |

| |or photos of supplies for a trip |markers |“Straw Shapes”; geometric shapes; |craft sticks, toothpicks, |Intentional Teaching Card M70, “Egg |

| |(e.g., suitcases, maps, tickets, | |drinking straws cut to different |chopsticks, small branches); |Salad”; recipe chart; ingredients; |

| |packing list) | |lengths; pipe cleaners; paper; |alphabet cards |mixing bowl; measuring spoons; |

| | | |pencils or crayons | |plastic knives; cutting board; |

| | | | | |mixing spoons |

|Outdoor Experiences: Take a collection of two-dimensional shapes and some tape outdoors. Invite children to match the shapes to examples of the shapes in the play area (rectangular water table, |

|circular tire swing, etc.). |

| |

|If children are interested in experimenting to see what happens to boxes left outdoors, put a collection of boxes of different materials outdoors and photograph each box daily to record changes. |

|Invite children to describe the condition of the boxes and document their appearance with drawings. As children observe, ask such questions as, “What do you think is making these boxes change?” |

|and “Why do you think these boxes are not changing?” |

|Physical Fun: Review Intentional Teaching Card P25, “Kick Hard.” Follow the guidance on the card. |

|Family Partnerships: Invite families to bring in boxes with environmental print in their home languages. |

|Wow! Experiences: Research sites that children can visit next week to watch people use boxes in their work. |

Week of: Teacher:

Study: Boxes Investigation 3: Which jobs involve boxes?

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

|Interest |Library: books about people who |Blocks: photos of people working with|Dramatic Play: collection of boxes |Discovery: different types of tape|Dramatic Play: materials listed by the|

|Areas |work with boxes |boxes; boxes with environmental print|similar to those observed on the |(e.g., packing, masking, |children on Day 4 to replicate the |

| | | |site visit |transparent, painter’s tape) |site of the visit |

|Large Group |Chant: “A-Hunting We Will Go” |Movement: Jack in the Box |Movement: Bounce, Bounce, Bounce |Poem: “Thumbs Up” |Game: Echo Clapping |

| |Discussion and Shared Writing: |Discussion and Shared Writing: |Discussion and Shared Writing: Site|Discussion and Shared Writing: |Discussion and Shared Writing: |

| |Working With Boxes |Preparing for Our Site Visit |Visit |Preparing for Dramatic Play |Dramatic Play |

| |Materials: Mighty Minutes 58, |Materials: Mighty Minutes 74, “Jack |Materials: Mighty Minutes 30, |Materials: Mighty Minutes 33, |Materials: Mighty Minutes 26, “Echo |

| |“A-Hunting We Will Go”; basket |in the Box”; chart paper and markers |“Bounce, Bounce, Bounce”; |“Thumbs Up”; children’s |Clapping”; list generated by the |

| |or box; alphabet cards; book | |clipboards; paper; crayons or |observational drawings from the |children on Day 3 of materials to |

| |that features boxes in familiar | |pencils; digital camera; list of |site visit on Day 3; variety of |re-create the site visit environment; |

| |community sites | |questions generated by the children|rolls of tape; chart paper and |materials from the list; chart paper |

| | | |during large- group time on Day 2. |markers; photos taken during the |from Day 1; photos taken during the |

| | | | |site visit |site visit; box collection |

|Read-Aloud |Dear Mr. Blueberry |Selection from the “Children’s Books”|Selection from the “Children’s |Dear Mr. Blueberry |Reread the book from Day 3 that |

| |Book Discussion Card 30 (first |list that features letters of the |Books” list that features people |Book Discussion Card 30 (second |features people working with boxes. |

| |read-aloud) |alphabet |working with boxes |read-aloud) | |

|Small Group |Option 1: Tallying |Option 1: Asking Questions |Option 1: Did You Ever See…? |Option 1: Board Games |Option 1: Tongue Twisters |

| |Intentional Teaching Card M06, |Intentional Teaching Card LL54, |Intentional Teaching Card LL14, |Intentional Teaching Card M77, |Intentional Teaching Card LL16, |

| |“Tallying”; clipboard; paper or |“Asking Questions”; chart paper; |“Did You Ever See…?”; pictures of |“Board Games”; board games with |“Tongue Twisters”; chart paper; |

| |crayons |markers |familiar animals; audio recorder |dice and playing pieces |markers |

| |Option 2: Guessing Jar |Option 2: Asking Questions |Option 2: Rhyming Tubs |Option 2: Oobleck |Option 2: Rhyming Riddles |

| |Intentional Teaching Card M17, |Intentional Teaching Card LL54, |Intentional Teaching Card LL44, |Intentional Teaching Card M66, |Intentional Teaching Card LL11, |

| |“Guessing Jar”; large plastic |“Asking Questions”; Intentional |“Rhyming Tubs”; plastic tub; small |“Oobleck”; chart paper and marker;|“Rhyming Riddles”; chart paper and |

| |jar; collection of objects to |Teaching Card LL04, “Bookmaking”; |box; pairs of small toys or other |ingredients; bowl; measuring cups |markers; pictures of objects that |

| |put in the jar; chart paper and |cardstock; blank paper; crayons or |objects with names that rhyme | |represent two-phoneme words; props |

| |markers |markers; bookbinding supplies |(e.g., duck/truck, hat/cat) | |that rhyme with chosen words |

| | |(e.g., brads, hole punch, yarn, metal| | | |

| | |rings, stapler) | | | |

|Outdoor Experiences: Invite children to extend their dramatic play experience outdoors. |

| |

|If children are observing boxes left outdoors, review photographs of the boxes and encourage children to note and record changes. Invite children to describe the condition of the boxes and |

|document their findings with drawings. |

| |

|Physical Fun: Review Intentional Teaching Card P11, “Jump the River,” or P14, “Moving Through the Forest.” Follow the guidance on the card |

|Family Partnerships: Invite family members to accompany the class on the site visit on Day 3. |

|Wow! Experiences: Wednesday—Site visit to a post office, packing plant, grocery store, etc. |

Week of: Teacher:

Study: Boxes Investigation 4: How are boxes made?

| |Monday |Tuesday |Wednesday |

|Interest |Art: collection of unassembled cardboard boxes; glue |Discovery: variety of boxes and materials used to make boxes |Discovery: materials to make boxes; materials to |

|Areas |sticks; tape; variety of materials used to create boxes |(e.g. cardboard, wooden pieces, small metal tin box); container |reinforce boxes for sturdiness (e.g., glue, tape, |

| |(e.g., paper, cardboard) |of water |cardboard) |

|Large Group |Game: I Have One |Movement: People Patterns |Game: I’m Thinking Of… |

| |Discussion and Shared Writing: How Can We Make Boxes? |Discussion and Shared Writing: Can We Make a Box With This? |Discussion and Shared Writing: Testing Sturdiness |

| |Materials: Mighty Minutes 98, “I Have One”; “Boxes” |Materials: Mighty Minutes 65, “People Patterns”; materials listed|Materials: Mighty Minutes 18, “I’m Thinking Of…”; chart |

| |graphing web; variety of classroom materials to make |by children during yesterday’s large-group time; chart paper; |paper; materials to help test sturdiness (e.g., heavy |

| |boxes (e.g., play dough, paper, cardboard, blocks, tape);|marker; paper for origami; additional box-making materials |catalog or blocks, water); boxes with reinforced edges or|

| |name and letter cards | |corners; camera |

|Read-Aloud |Dear Mr. Blueberry |Selection from the “Children’s Books” list |Selection from the “Children’s Books” list that uses |

| |Book Discussion Card 30 (third read-aloud) |that features boxes of different materials, sizes, or shapes |descriptive words for boxes |

|Small Group |Option 1: Playing With Environmental Print |Option 1: Huff & Puff |Option 1: Rhyming Chart |

| |Intentional Teaching Card LL23, “Playing With |Intentional Teaching Card M26, “Huff & Puff”; small, lightweight |Intentional Teaching Card LL10, “Rhyming Chart”; chart |

| |Environmental Print”; variety of product labels; photos |balls; standard and nonstandard tools to measure distance |paper; marker; rhyming chant that refers to boxes |

| |of road and store signs |Option 2: Cover Up |Option 2: Rhyming Tubs |

| |Option 2: Making Shiny Paint |Intentional Teaching Card M34, “Cover Up”; masking tape; photos |Intentional Teaching Card LL44, “Rhyming Tubs”; boxes |

| |Intentional Teaching Card LL50, “Making Shiny Paint”; |of floor coverings; floor covering samples; paper; crayons or |from the collection; materials from the Outdoor area |

| |chart paper; marker; bowl; stick for mixing; measuring |colored pencils; blocks | |

| |cups; white glue; liquid tempera paint | | |

|Outdoor Experiences: If children are observing boxes of different materials left outdoors, record children’s observations each day and ask why they think some boxes have changed (fading, warping,|

|etc.). Invite children to decide whether to continue or end the observation. |

|Physical Fun: Review Intentional Teaching Card P17, “Balance on a Beam,” or P20, “Body Shapes & Sizes.” Follow the guidance on the card. |

|Family Partnerships: Invite family members to help their children make boxes at home and bring them to show the class. |

|Wow! Experiences: Find out if there will be any supply or food deliveries next week that children can observe. If no delivery is scheduled, ask area businesses whether children may observe |

|materials being delivered next week. |

Week of: Teacher:

Study: Boxes Investigation 5: How can we move boxes?

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

|Interest |Discovery: balance scale; |Discovery: photos of or actual moving |Library: books about boxes |Blocks: items for moving heavy |Discovery: carpet or tile squares; |

|Areas |variety of materials for |equipment; weighted boxes; materials to |Discovery: weighted boxes; |boxes (e.g., large dowels and |sealed lightweight, medium-weight, |

| |weighing; number line; paper and|move boxes (e.g., carts, cylinders, |materials to move boxes |wedges, planks, ropes, pulleys) |and heavy boxes; variety of |

| |pencil |pulleys) | | |materials with different textures |

| | | | | |(e.g., bumpy, smooth, sticky) |

|Large Group |Song: “I’m a Sturdy Oak Tree” |Movement: Going on a Journey |Song: “The Kids Go Marching In” |Poem: “Here Is the Beehive” |Game: Step Up |

| |Discussion and Shared Writing: |Discussion and Shared Writing: Testing |Discussion and Shared Writing: |Discussion and Shared Writing: |Discussion and Shared Writing: |

| |Moving Heavy Boxes |Predictions |Moving Boxes Site Visit |Equipment for Moving Boxes |Pushing Boxes |

| |Materials: Mighty Minutes 45, |Materials: Mighty Minutes 63, “Going on |Materials: Mighty Minutes 70, “The |Materials: Mighty Minutes 79, “Here|Materials: Mighty Minutes 47, “Step |

| |“I’m a Sturdy Oak Tree”; |a Journey”; moving equipment (or photo);|Kids Go Marching In”; clipboards; |Is the Beehive”; photos of large |Up”; medium-weight and heavy boxes; |

| |weighted boxes used in the |weighted boxes from Day 1; list of |paper; markers; camera |containers being loaded onto |tile squares; high-pile rug; |

| |question of |box-moving materials from Day 1; | |vehicles; book about equipment for |standard or nonstandard measuring |

| |the day |additional box-moving materials | |moving large boxes |tools; camera |

|Read-Aloud |Alexander, Who’s Not (Do you |Reread the book from Day 2 of |Alexander, Who’s Not (Do you hear |Selection from the “Children’s |Alexander, Who’s Not (Do you hear |

| |hear me? I mean it!) Going to |Investigation 4. Point out the |me? I mean it!) Going to Move |Books” list that uses descriptive |me? I mean it!) Going to Move |

| |Move |shapes/sizes of the boxes or ask |Book Discussion Card 31 (second |words for boxes |Book Discussion Card 31 (third |

| |Book Discussion Card 31 (first |children to compare the different boxes |read-aloud) | |read-aloud) |

| |read-aloud) |in the story. | | | |

|Small Group |Option 1: Ice Cubes Intentional |Option 1: Rhyming Riddles |Option 1: Story Problems |Option 1: Dinnertime |Option 1: Silly Names |

| |Teaching Card M07, “Ice Cubes”; |Intentional Teaching Card LL11, “Rhyming|Intentional Teaching Card M22, |Intentional Teaching Card M01, |Intentional Teaching Card LL19, |

| |large ice cubes; brown paper or |Riddles”; chart paper; markers; pictures|“Story Problems”; manipulatives |“Dinnertime”; paper or plastic |“Silly Names”; chart paper; sentence|

| |paper towels; small cups or |of objects that represent two-phoneme |Option 2: Ping-Pong Pick-Up |dishes; napkins; utensils; cups; |strips or sticky notes; marker |

| |bowls; measuring tools (e.g., |words |Intentional Teaching Card M79, |placemats |Option 2: Same Sound Sort |

| |ruler, measuring cups, timer); |Option 2: Did You Ever See…? |“Ping-Pong Pick-Up”; ping pong |Option 2: Fishing Trip |Intentional Teaching Card LL12, |

| |chart paper |Intentional Teaching Card LL14, “Did You|balls; tongs; small net; ladle; |Intentional Teaching Card M63, |“Same Sound Sort”; variety of |

| |Option 2: Balancing Act |Ever See…?”; pictures of familiar |water for water table |“Fishing Trip”; fish cards (i.e., |objects, including some with names |

| |Intentional Teaching Card M49, |animals; audio recorder | |cardstock cut into fish shapes); |that begin with the same sound; |

| |“Balancing Act”; resealable | | |numeral cards; bucket |cardboard box |

| |bags; fill materials (e.g., | | | | |

| |sand, counters); balance scale | | | | |

|Outdoor Experiences: Take photos of children moving large or heavy boxes using tools or materials outdoors (e.g., pulleys, ropes, ramps, hand trucks). |

|Physical Fun: Review Intentional Teaching Card P10, “Jumping Rope,” or P24, “Swing & Jump Rope.” Follow the guidance on the card. |

|Family Partnerships: Invite families to help their children try various ways of moving boxes at home. |

|Wow! Experiences: Wednesday— Site visit to observe heavy objects being moved |

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