Hidecorg.files.wordpress.com



WEEKLY REMOTE LEARNING PLANNING FORM ROOM # 31 WEEK OF: 11/16/20 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: 11/16/20Music/Movement:“Food Groups” SongVisual:MyPlate on Chart PaperFocus Questions: 1. How can we eat to help our bodies stay healthy?Read students Choose MyPlate for Eating Healthy. As you read, gesture to the corresponding part of the MyPlate visual described below.Show students MyPlate (have an enlarged copy of MyPlate on chart paper). Have examples of different foods displayed on each part of MyPlate. Encourage students to identify the foods and add them to each food group. Art: Provide each student with an outline of MyPlate (Remote learners: This will be sent electronically). Invite the children to look through magazines and cut out pictures of various foods that fit within each food group. Students should glue each picture in its appropriate part of the MyPlate outline to create a food group collage.Literacy/Library: Use books to identify words the begin with the letter S.Writing: Encourage students to write the word of the day for each day of the week.Science: Provide students with a recipe book (with corresponding photographs). Invite students to identify the food groups used in each recipe. Do most recipes include only one food group or many?Math: Invite students to use dry pasta to measure various items in their environment (e.g., this table is ten pieces of spaghetti long).Blocks: Encourage students to use materials in the blocks center to create a farm (Remote learners can use art materials and blocks). What foods could grow on the farm to keep everyone healthy?Teacher Read Aloud: Lucy Tries Soccer TuesdayDate: 11/17/20Music/Movement:“Food Groups” SongVisuals: MyPlate Visual Focus Question: 1. What foods can we eat to stay healthy?Lesson:Begin by using the MyPlate visual from the previous day. Have students identify each of the food groups.Provide students with printed pictures of foods in the various food groups. Invite students to sort the food into the correct group.Writing: Provide students with writing utensils and paper. Invite students to trace their hands, label them, and cut them out.Art: Invite each student to draw a picture of his/her favorite food from each food group. Combine the drawings to create a classroom book of favorite foods.Literacy/Library: Use pictures to create a collage of words that start with letter S (Remote learners: Use pictures from magazines or catalogs).Math: Invite students to use balance scales and various foods to determine which foods are heavier than others (Remote learners can use scales to weigh foods in their home or can hold two foods, on in each hand, and decide which feels heavier).. Which foods are lightest? Which are heaviest? Science: Show students a photograph of a cow being milked. Explain the milk, found in all dairy, comes from cows. Fill a non-latex glove with water and small amount of white paint (Remote learners can use a plastic bag and water). Poke a small hole in the glove and invite students to squeeze the glove to emulate milking a cow.Dramatic Play: Encourage students to go apple picking. Use a basket, apples, trees and encourage students to pick apples from the apple orchard (Remote learners can use baskets and any red/green objects from home, even balls). Ask students to identify what food groups apples puter: Lakeshore: Food GroupsWednesdayDate: 11/18/20Music/Movement:“Food Groups” SongVisuals: Chart paper listing how medical professionals keep us healthyFocus Question: 1. How do medical professionals keep us healthy?Lesson:Read Around Town: Dentist’s Office. Have students recall key facts/details from the text by asking why we go to the dentist and how the dentist keeps our teeth healthy.Ask students what other medical professionals keep them healthy. Transcribe student responses on chart paper.Writing: Encourage students to write a shopping list of healthy foods.Art: Provide students with toothbrushes and paint. Invite them to use the toothbrushes to create their own paintings. How did the toothbrush work? Did the paint touch only some of the paper or all of it? How is this different from painting with a paintbrush?Literacy/Library: Walk around the classroom identifying objects that begin with letter S (Remote learners: Explore objects in your home/neighborhood that begin with letter S).Dramatic Play: Encourage students to be dentists (Remote learners can use art materials or household objects, such as cotton swabs, as dental tools). How do you examine teeth and what do we need to do to keep our teeth healthy?Science: Use egg cartons as teeth. Provide students with a toothbrush and toothpaste so that they can practice brushing their teeth.Sensory: Place different fruits and vegetables in the water table (with soap). Encourage students to practice washing them (Remote learners can use fruits/vegetables from their home and wash them in the sink). Ask students why they think washing fruits and vegetables is puter: Lakeshore: Letter identificationTeacher Read Aloud: The Runner KingThursdayDate: 11/19/20Music/Movement:“Food Groups” SongVisual:Visuals Showing Various ExercisesFocus Questions: 1. How does exercise keep us healthy? 2. What are some different ways that we can move our bodies to stay healthy?Lesson:Read Sid the Science Kid: Everybody Move Your Feet!Encourage students to imitate some of the exercises in which Sid engages in the story.Writing: Continue with writing folders.Art: Invite students to fingerpaint, using their hands. Ask students what parts of their body are they using to create the painting? Remind students that hands/fingers have muscles just like the rest of our body, and we need to exercise them.Literacy/Library: Students will use the letter book and music to review letter S’s sound and words that begin with letter S.Blocks: Invite students to use materials in the blocks center to create their own gym (Remote learners can use boxes, cans, or art materials from home). What will the gym have to encourage exercise?Sensory: Provide a box of scrap paper (construction paper, newspaper, etc.). The children crumple a piece of paper and then toss it into the sensory table. Tape a line to show the children where to stand to toss to make it a bit of a challenge! What muscles are students using when they throw the paper? When is it easier/harder to throw the paper?Math: Provide students with pictures of various animals’ and people’s mouths (Remote learners will receive these electronically). Invite students to compare which animals have the most/least number of puter: Lakeshore: Number identificationTeacher Read Aloud: The Greatest TableFridayDate: 11/20/20Music/Movement:“Food Groups” SongVisuals: Visual Depicting Workout RoutineFocus Question: 1. What exercises can we do to stay healthy and active?Lesson:Invite students to collaborate to create a workout routine. Encourage students to count the number of repetitions of each exercise they complete. Have students take turns leading the exercise.Art: Show students pictures of X-Rays and explain that these show what our bones look like. Give students white chalk and black construction paper. Invite the children to use the chalk to draw their own X-Rays.Literacy/Library: Friday: Literacy: Students will sort selected items based on beginning letter sound (S v. M).Math: Show students pictures of X-Rays and explain that these show what our bones look like. Give students white chalk and black construction paper. Invite the children to use the chalk to draw their own X-Rays.Writing: Continue with writing folders.Blocks: Encourage students to use blocks to create a doctor’s or dentist office. What tools would they include? Why?Computer: Lakeshore: Letter identificationScience: Print out photographs of animal X-rays and their corresponding animal (Remote learners will receive electronic copies of the X-rays and photographs). Remind students that like people, many animals also have bones. Encourage students to match the animals to their X-rays.Dramatic Play: Create an eye chart for students (Remote learners will receive this electronically). Encourage students to give one another mock eye exams. When is it easier to see the chart? When you are closer or further from it? Why?Teacher Read Aloud: Leo Gets a CheckupSocial/ Emotional- Week 9Day/Week(11/16-11/20) Week 9: AngryMonday 11/16Preform puppet script: Puppet spills water and gets wet. It makes her feel angry. Introduce Word of the Week: Angry. Song: If you’re happy and you know it (track 12)?Brain Builder: Play?the Echo, Echo! Game.Tuesday 11/17Story & Discussion: Use the picture on the poster to share a visual of the story that you are discussing with students. Today's story is about?Li. Li is angry because his block tower got knocked over. Wednesday 11/18Skill Building Activity #1:?Review the feelings cards we have learned about: happy, sad, surprised, and scared then introduced the angry feelings card. Today we are going to play a matching game with the feelings we have learned about. Select from your feelings card 1 set (either the boy or girl) for each of the feelings we have learned about and flip them over. For the angry feelings cards use both sets (boy and girl). This would make a total of 12 cards for this matching game. Flip over all the feelings cards and their match then have the students take turns pointing to 2 cards for you to flip over tell the students when we find a match you will hold them up and we should make the feeling we see with our face. Thursday 11/19Skill Building Activity #2:?Time to talk about feeling angry. If you feel your students will struggle with the open ended “I felt mad when ___” prompt. Give students scenarios and things that might make them feel angry like Li. You could start with showing the picture of Li and ask students how they would feel in each of the scenarios. Have them name the feeling, draw it, show it on their face, or point. My block tower falls over (angry)I had to wait to play in the center I wanted because it was full (angry)I fell down and hurt my knee (sad)I had to share my favorite toy (angry)We get to go outside to play (happy) I had to clean up my toys (angry)Friday 11/20Read Aloud related to SE topic: Read?A Feel Better Book for Little Tempers Common Core StandardsPK.ELAL.2. [PKRF.2.] Demonstrates an emerging understanding of spoken words, syllables, and sounds (phonemes).PK.AL.4. Exhibits curiosity, interest, and willingness to learn new things and have new experiencePK.AL.1 Actively engages in play as a means of exploration and learningPK.PDH.8. Demonstrates awareness and understanding of healthy habits.PK.MATH.10 [NY-PK.MD.1.] Identify measurable attributes of objects such as length or weight, and describe them using appropriate vocabulary (e.g., small, big, short, tall, empty, full and light).PK.PDH.7. Demonstrates personal care and hygiene skills PK.PDH.6. Engages in a variety of physical fitness activities ................
................

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

Google Online Preview   Download