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WEEKLY LEARNING PLANNING FORM ROOM # 31 WEEK OF: 2/1/21 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: 2/1/21Music/Movement:“Light Sources” SongVisual:Chart Paper with Student ResponsesFocus Question: What kinds of light are around us?Read Aloud for All About Light.Encourage students to list the light sources that they have used in the last week. Transcribe their responses on chart paper.Art: Provide students with wax paper, tissue paper, and glue sticks. Encourage students to create their own suncatchers by gluing the tissue paper to the wax paper and placing it in the window.Literacy/Library: Use books to identify words the begin with the letter o.Writing: Continue with writing folders.Science: Provide students with objects that are sources of light and others that are not (Remote learners will be emailed the pictures). Encourage students to explore them and sort them.Math: Provide students with various size birthday candles and rulers. Encourage students to measure the candles and sort them by size (Remote learners will be emailed the pictures).Blocks: Invite students to build a house with windows and put tea lights inside. See how walls block light and windows can let light be seen. Remote learners can use blocks or paper.Teacher Read Aloud: Sources of LightTuesdayDate: 2/2/21Music/Movement:“Light Sources” SongVisuals: Chart Paper Listing Light Sources Focus Question: 1. What kinds of light are around us?Lesson:Read The Very Lonely FireflyAsk students to list the light sources mentioned in the story. Encourage students to brainstorm light sources that were not included in the story. Transcribe student responses on chart paper.Writing: Invite children to create their own books about light. They might want to include information they have learned about light, or facts/ideas that they think are especially interesting. Children may want to draw, dictate, or use their own emerging writing skills to record information in their books. Art: Provide students with clothespins. Encourage students to use these and other art materials to create fireflies. Pin the fireflies to a string across the room and surround each firefly with fairy lights. Turn out the lights and have students observe and describe how the fireflies act as a source of light.Literacy/Library: Use pictures to create a collage of words that start with letter o (Remote learners: Use pictures from magazines or catalogs). Math: Provide students with photographs of lightning and rulers/tape measures (Remote learners will be emailed the pictures). Encourage students to measure the lightning. Which is longest? Which is shortest.Science: Provide flashlights and invite children to disassemble them and explore the parts. Help them ponder how the flashlight works as well as what each piece is for and how they fit together.Dramatic Play: How to create s’mores recipe. We will create a camping classic snack with the children using graham crackers, Hershey bars, marshmallows. We will create a step-by-step pictorial (Remote learners will be emailed the pictures).Computer: Virtual field trip to the Hawaiian volcanoes.WednesdayDate: 2/3/21Music/Movement:“Light Sources” SongVisuals: Poster with Light SourcesFocus Question: 1. What is the difference between natural and artificial lights?Lesson:Read Light is EverywhereHave a poster with two columns, labeled as Natural Light and Artificial Light.Provide students with pictures of natural and artificial light sources. Invite students to sort the pictures based on whether they are natural or artificial by placing them on the correct column on the poster.Can students think of any other sources of light?Writing: Continue writing folders.Art: Provide students with a variety of magazines. Encourage students to cut out pictures of natural or artificial light sources and glue them to paper create two collages (one of natural and another of artificial light sources).Literacy/Library: Walk around the classroom identifying objects that begin with letter o (Remote learners: Explore objects in your home/neighborhood that begin with letter o).Dramatic Play: Invite students to pretend that they are home. What light sources will they use? How do light sources such as fire serve multiple functions (e.g., heating food)?Science: Provide students with viewmasters. When they hold them to the light, what do they see? Invite students to draw and describe their favorite picture.Sensory: Place a lamp or light source under the sensory table to turn the sensory table into a light table. Invite children to think about which objects to add to the table to explore. Encourage them to share why they think these objects might be interesting objects to puter: Lakeshore Patterns: Letter identificationTeacher Read Aloud: Goodnight MoonThursdayDate: 2/4/21Music/Movement:Traffic Light SongVisual:Traffic Light PosterFocus Questions: 1. What kinds of light are around us?Lesson:Display a poster with a traffic light on it.Teach students the Traffic Light songAsk students critical thinking questions regarding traffic lights. How do you think traffic lights help drivers? Do you think traffic lights are important? Why do you think that? What color means to "go" for drivers? What color means "stop"? What do you think the color yellow tells us to do?Writing: Encourage students to prepare a list of what they would want to bring on a camping trip. Which of these are light sources? When might are they more likely to be used (e.g., day/night, in cave)?Art: Provide students with cardboard or shoe boxes and various art materials. Encourage students to use these materials create their own traffic lights.Literacy/Library: Students will use the letter book and music to review letter o’s sound and words that begin with letter o.Blocks: Add small traffic lights and traffic signal toys (Remote learners can make your own) for children to use as they build.Sensory: Add red, yellow, and green plastic circles to the pourable materials in the sensory table as well as containers and scoops for scooping and sorting. Talk with the children about traffic lights. Encourage them to consider how traffic lights help keep us safe. Encourage children to think about other lights that are helpful, as well.Science: Provide working flashlights as well as various containers with holes such as colanders, sieves, sifters, sippy cup lids, etc. Invite children to shine the flashlight inside the container and discuss their observations..Computer: Lakeshore: Shapes Teacher Read Aloud: What is Light?FridayDate: 2/5/21Music/Movement:“Camping” SongVisuals: Chart Paper with Student ResponsesFocus Question: 1. What light sources do we encounter while camping?Lesson:Ask students what they would bring on a camping trip. Transcribe their responses on chart paper.Read FlashlightRevisit the list with students. What items would they add to the list now? Which items were not mentioned in the story?Art: Provide students with the following materials: Clear plastic cup, Tissue paper in red, orange, and yellow, liquid glue, LED tea light, Twig or thin craft stick, Cotton balls, Brown construction paper, and Scissors. Encourage students to scrunch up the tissue paper and glue it to the plastic cup. Glue a cotton ball to a twig/craft stick to create a s’more. Use the brown construction paper to create logs. Place the cup over the tea light to complete the glowing campfire.Literacy/Library: Students will bring in items from home that begin with letter o.Writing: Encourage students write their own stories to read around a pretend campfire during circle time. Students can draw illustrations while the teacher transcribes their words and/or students can write the words themselves.Blocks: Have students build a camping trip experience complete with a campfire. How can they build tents? What are some fun activities our figurines can do? What will they use for light?Computer Virtual fieldtrip to the Cape Hatteras Lighthouse. Sensory: Have students shine the light in the water table and pretend to be a fisherman at night trying to locate the land. Children can also build a lighthouse to sail their boat to shore.Dramatic Play: Set the Dramatic Play area up as a campsite. Using a light gauze or comparable see-through fabric, create a tent. Supply flashlights and reflective items and invite children to play inside the tent. Invite children to talk about the materials and reflect on the roles they take on as they play.Teacher Read Aloud: A Ray of Light Common Core StandardsPK.AL.4. Exhibits curiosity, interest, and willingness to learn new things and have new experiences.PK.MATH.10. [NY-PK.MD.1.] Identifies measurable attributes of objects, such as length or weight, and describes them using appropriate vocabulary (e.g., small, big, short, tall, empty, full, heavy, light)PK.MATH.9. [NY-PK.OA.2.] Duplicates and extends simple patterns using concrete objects (e.g., what comes next?)PK.PDH.9. Demonstrates awareness and understanding of safety rulesPK.PDH.1. Uses senses to assist and guide learningPK.SCI.9. [P-PS3-1.] Participates in an investigation to determine the effect of sunlight on Earth’s surface.PK.SCI.4. [P-LS1-1.] Observes familiar plants and animals (including humans) and describes what they need to survive PK.AC.4. Demonstrates a growing receptive vocabulary ................
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