WEEKLY REMOTE LEARNING PLANNING FORM ROOM # 21

WEEK OF 2/1/21- 2/5/21 TEACHER’S NAME: Shashana Gooding

Date

Daily Focus

Focuses on the unit’s students’ outcomes-

Daily focus questions/ Lessons

Play Focus

Planting seeds for play activities (learning centers)

Monday

2/1/21

Unit: Light

(What kinds of lights are around us?) Student outcome- there are many types of lights in our home and city.

What is artificial light vs. Natural light? The lights in my home and neighborhood are artificial lights. Can you find lights throughout our home or classroom? Examples of light in our homes include a lamp, television, night light, flashlights, lights in the fridge, lights on my phone, alarm clock, microwave. Go on a search for light switches in your home and in the classroom, the lights in your home are lit by electricity.

Letter of the week - O/o

Number of the week- 12

Dramatic play

Writing

Encourage students to 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.

Art

Students will discuss the importance of the sun and its light. We will create a sun craft using a small paper plate and paper handprints.

Materials- scissors, small paper plate, construction paper, black marker for face, yellow paint for paper plate.

Literacy

Identify words that begin with the letter of the week V/v and the letter sound in a book.

Dramatic Play

Read Goodnight Moon and use tea lights to light up your room/ classroom. Refer back to the book and discuss the lights you saw in the book.

Science

Students will explore the color and light can do science kit in the classroom.

Math

Students will play a measuring game; they will compare different weights of objects placed on our DIY scale.

Outdoor play

Jack be Nimble: Supply a small block or another similar item to represent a candlestick. Invite children to take turns jumping over the item. As the children jump, say the rhyme, Jack be nimble, Jack be quick, Jack jump over the candlestick. Replace the name “Jack” with a child’s name to indicate their turn.

Tuesday

2/2/21

Unit: Light

(What kinds of lights are around us?) Student outcome- there are many types of lights in our home and city.

There are artificial lights in our homes and in our neighborhoods. (What is artificial, it is not natural, and I was made by someone.) When I walk down the street, I see traffic lights, light poles, streetlights, lights in stores, lights on cars and other vehicles. The lights help me to see in the dark.

Letter of the week - O/o

Dramatic Play

Writing

Writing folders

Art

Stained Glass Windows: Provide tissue paper and contact paper or clear container lids, and glue. Invite children to use the tissue paper to create designs and place them on the contact paper or lid. If using lids, have children paint the surface with glue before adding pieces of tissue paper. Allow the art to dry then hang in a window. Encourage children to note the effect sunlight has on the art.

Literacy.

Practice making the sound of the letter O/o think of things that begin with the same sound and letter of the week O/o. Go on a search for things that begin with the letter, identify the object.

Dramatic Play/ Kitchen

Allow students to pretend they are showing a movie at the theatre. Discuss the lights used to show the film. Use props like popcorn stand, wall for screen.

Music/ Movement

Disco Ball: Hang a disco ball in the Music and Movement Center, play music for dancing and invite children to dance. Also consider playing quiet, calm music and invite children to relax, listen to the music and observe the disco ball. Discuss their observations with them. To create a disco ball glue squares of tin foil to a ball or balloon.

Sand/ Water/ Sensory

Traffic Lights: 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.

Blocks

Use DIY lanterns (water bottle and tea lights) to light up a street in the block area. Discuss how streetlights light up the darkness in the night.

Science

Sun Stains: Provide construction paper, determine a sunny space where children can keep their papers for a few days. Supply an assortment of cut paper strips in various lines such as straight, curvy and zigzag; invite children to place the lines on the paper. Encourage them to consider how they could combine the lines to make various letters or numbers. Let the papers sit for a few days. Later, revisit the papers, remove the strips from the paper and examine the paper together. Encourage children to observe and consider what happened and why.

Wednesday

2/3/21

Unit: Light

(What kinds of lights are around us?) Student outcome- there are many types of lights in our home and city.

What is electricity? An example of static electricity is when you rub a balloon on your head and your hair stands up because there are positively charged atoms reacting to each other. When a light turns on the light bulbs have a negatively charged atom reacting with each other and it causes the flow of current to travel.

https://www.youtube.com/watch?v

https://www.youtube.com/watch?v

Letter of the week - O/o

Writing

What is Under the Table? Write this question on a piece of paper and place the paper on top of the table. Model reading the question to the children, pointing to each word as you read, and invite them to read it too. Tape a picture, letter, number, type of line, or shape under the table. Supply flashlights and allow children to shine them under the table to find the hidden item(s) and answer the question. Children can write or draw pictures to answer the question if desired. Consider posing different questions on other days but continue to allow children to look under the table to find the answer.

Art

Fireworks: Use a search engine to find pictures of fireworks on the internet and use them as inspiration for painting. Invite children to help you search for the pictures and determine which ones to use as inspiration. Have students create firecracker art.

Literacy

Students will use pictures to create a collage of words that start with that letter and discuss its sound.

Math

Students will be able to directly compare two objects with a measurable attribute (height).

Students will be able to identify and describe who is taller and who is shorter while playing a height game.

Science

Make static electricity by rubbing an inflated balloon on your hair and watch your hair have a positive reaction to your hair standing up.

or

Making Lightning: Provide students with a spoon (or other metal object) and a balloon. Ask students to rub the balloon on their head for two minutes. Then turn out the light and have the child touch the spoon to the balloon. What happened? Why?

Fine Motor

Students will snip/ cut stars, the sun

Sand/ Water/ Sensory Glowing: Use liquid food color or liquid watercolors to create dark water in the table. Add non-toxic glow sticks and invite the children to explore.

Thursday

2/4/21

Unit: Light

(What kinds of lights are around us?) Student outcome- there are many types of lights in our home and city.

Fire is a natural light. Candle lights are lit by fire, it can light a room and are used indoors to give light. Where have you seen fire? You can see fire on a stove in your kitchen, on the stove, on a candle, on a birthday candle.

Letter of the week - O/o

Writing

Lamination Letters: Provide blank lamination pages/pockets and invite children to draw or write on them. Encourage children to look at the various types of lines; discuss the types of lines they see in the letters and recreate what they see. Hang the work in a window.

Art

Fire art- students will create fire by cutting/ripping/snipping orange, red and yellow tissue paper and paste it onto an empty paper towel roll to create a torch.

Literacy

We will create an O/o, which is for octopus craft while sounding out the letter O Sound.

Dramatic Play/ Kitchen

Pretend to be an electrician – twist wires together (pipe cleaners)

Math

Fill a sock or glove with different items, compare the two and discuss which one is heavy/light- graph students result

Science

Provide magnatiles and a flashlight. Cover a wall with a white sheet and encourage children to flash the light at the tiles. What colors does it reflect? what happens when we put 2 different color tiles together?

Blocks

Have students use paper towel rolls, toilet paper rolls, or other art materials to create tunnels. Have students use flashlights to illuminate the tunnels (or place battery-operated lights to function as headlights on the cars). Why do we have light in tunnels? How does light keep drivers safe?

Friday

2/5/21

Unit: Light

(What kinds of lights are around us?) Student outcome- there are many types of lights in our home and city.

Lighting- lightning is a natural light that is created when there is a storm, it is an electrical current. The cloud fills up with electric energy and causes a light to leave the clouds and travel to the ground. Read a book about lighting and listen for the sounds of thunder that usually follow after lightening.

https://www.youtube.com/watch?v=Lv6PGb_4deY

https://www.youtube.com/watch?v=7Li59FFilYQ

Letter of the week - O/o

Writing

Write the letter of the week craft and O/ is for octopus. Draw and write the letter O.

Art

Stained Glass Windows: Provide tissue paper and contact paper or clear container lids, and glue. Invite children to use the tissue paper to create designs and place them on the contact paper or lid. If using lids, have children paint the surface with glue before adding pieces of tissue paper. Allow the art to dry then hang in a window. Encourage children to note the effect sunlight has on the art.

Literacy

Read the sing along letter book, focus on the sound that each letter makes.

https://www.youtube.com/watch?v=vlu-1iPjWG8

https://www.youtube.com/watch?v=3t06L5i3G4M

Dramatic Play/ Kitchen

Students will use sunglasses and visors to block out the sunlight - Add a basket of visors/ sunglasses to the Dramatic Play Center. Talk with the children about when and why they might wear visors/ sunglasses. Invite them to use them as they play.

Science

Making Lightning: Provide students with a spoon (or other metal object) and a balloon. Ask students to rub the balloon on their head for two minutes. Then turn out the light and have the child touch the spoon to the balloon. What happened? Why?

Blocks

Students will sort red, yellow and green blocks on the traffic sign.

Add small traffic lights and traffic signal toys (or make your own) for children to use as they build.

Sand/ Water

Traffic Lights: 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.

Common Core

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,

D4.4 Approaches to Learning- Demonstrates his/her ability to express ideas using a variety of methods

PK.SCI.7. [P-ESS1-1.] Observes and describes the apparent motions of the sun, moon, and stars to recognize predictable patterns PK.SCI.7 Indicators: a. Explores characteristics and movements of the sun, moon, stars and clouds (e.g., the sun and moon appear to move across the sky in a predictable pathway, day and night follow predictable patterns, seasons change in a cyclical pattern, the moon’s shape appears to change in a cyclical pattern, and stars other than our Sun can be visible at night depending on local weather conditions)

IV.A.4 Communicates experiences, observations, and ideas with others through conversations and representations

PK.ELAL.15. Uses a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence

PK.PDH.3. Demonstrates coordination and control of large muscles

Social-Emotional Lessons

UNIT 3: Emotion Management

Day/Week (2/1- 2/5) Week 17: Managing Anger

Weekly concept: Feeling angry is natural, but hurtful, mean behaviors are not okay Your body lets you know when you’re angry Learning to relax calms you down

Objective: Demonstrate relaxing their bodies Tell the difference between ways to behave when angry that are okay and those that are not okay

https://hidecorg.files.wordpress.com/2020/09/social-emotional-home-link-english.pdf