February 2013 Archives

Weekly Documentation, Feb.18 - Feb.22, 2013

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Weekly Plan, February 25 - March 1, 2013

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Weekly Plan February 25, - March 1, 2013
Julianne Lead Teaching
Overview and Goals

This past week has sparked a lot of great new interests in the children! The classroom is full of engaging and interactive activities that the children have enjoyed exploring. As is often the case, three days was not enough time for the children to really dig in to the new materials. Therefore, the classroom will not undergo any big changes for this week in an effort to allow the children to further engage in the interesting materials. They have continued to spend a lot of time at the play-doh table as well as in the dramatic play area that is now set up as an ice cream shop! This week we will also be introducing some new concepts such as symmetry and things that float and sink. Each of the small groups has continued to develop and field trips are coming up in the next couple weeks! The children have really begun to build strong connections and relationships with their peers in their small group. The teachers are all excited to see how real-world experiences will change the dynamic and focus of their small group.

Expressive Arts
~Materials: Easel, brushes, paint, paper. Play-dough, alphabet cookie cutters, rolling pins. Projector, overhead sheets, markers, paper.
~Rationale: The children have continued to enjoy using the play-dough! There have been several children using the alphabet cookie cutters to spell their name and other words. It has been quite an exciting table and therefore will be available to the children this week as well. The projector that was in the dramatic play cave last week will now be set up at one of the art tables in order to allow the children to trace their drawings on a larger piece of paper taped to the wall. We aim to provide continued support in their interest with this neat tool! The easel will give the children the opportunity to experiment with color shades by mixing white with another color.
~Skills: color recognition, color mixing, self-expression, fine motor skills, eye-hand coordination, symbolic representation, creative expression, experimentation, descriptive language and sensory stimulation

Light Table

~Materials: sand, transparent trays
~Rationale: The children continue to spend time exploring letters at the light table. To support their interest and further their engagement with letters and writing, we have set up a tracing activity at the light table. The children will be able to trace and draw letters or make patterns in the sand with the light shining through. The light table will also provide the children with another sensory experience.
~Skills: fine motor, eye-hand coordination, letter recognition, patterning, alphabetic principal, sensory exploration

Sensory Materials



~Materials: snow, ice, blue-colored water, small plastic polar animals, plastic containers, people pegs, items that float and sink, gloves, shovels
~Rationale: The materials in the sensory table will continue to represent winter weather and provide children with an opportunity to play and construct with snow and ice in a more comfortable environment. Last week the children became interested in putting all of the snow into the water, making the snow clump together and float. They have noticed that some of the animals they play with float and some of them sink. Therefore, ice will also be added to compare items that float and sink in water. The peg people continue to represent the children in their play.
~Skills: scientific thinking and reasoning, sensory exploration, cooperative play, hand-eye coordination, symbolic representation, fine motor strength, problem solving, negotiating, dramatic play, descriptive language, social interactions, compare and contrast

Science


~Materials: Rulers, clipboards, paper, markers, colored pencils, various materials to measure, prompting questions. Pictures of different beaks, bird seed, tweezers, pliers, different materials to represent different kinds of beaks
~Rationale: To support the children's continued interest in animal tracks and animal habitats, the science center will provide opportunities to explore two different types of animals. One of the tables is set up to encourage the children to trace their own hands or feet to examine the tracks they make. Rulers are set out in order for the children to measure their hands and feet as well as a variety of small objects found throughout the classroom. The other science table is meant for the children to become aware of birds and their habitats and characteristics. The children will be able to explore different types of seeds and beaks and reason why birds' beaks vary in size and shape. Prompting questions are provided to help the children make connections and further inquire about the presented materials.
~Skills: scientific inquiry, making predictions, observation, drawing conclusions, reasoning, descriptive language, informative language, comparing and contrasting, measuring, knowledge of physical properties, knowledge of the natural world, numbers

Math and Manipulatives

~Materials: seriation tiles, Legos, cardstock building pieces, hole punchers, star connectors, letter blocks
~Rationale: The math and manipulatives cave is always filled with busy children. In order to support and expand the children's interest in block building, we have added cardstock building pieces that add an entire new dimension to Lego constructions. We have kept the star connectors in the math and manipulatives cave due to the children's continued interest. The letter blocks have also been used quite frequently to spell out names or invent new words. Seriation tiles will help the children practice putting a group of items in order according to their size or color.
~Skills: seriation, concept knowledge, color recognition, fine motor strength and dexterity, pattern making, problem solving, counting, one-to-one correspondence, comparing and contrasting

Dramatic Play



~Materials:
Loft: fairy tale books, fairy tale story puzzle, fairy tale picture/word sheet, markers, clipboards, paper, envelopes
Underneath the loft: table, four chairs, place mats, different colored open-ended fabrics, purses, hats
Kitchen area: dishes, different types of food, open ended fabrics, ice cream, ice cream cones, ice cream scoops, aprons, chef hats, window with chalkboard, mirror, table cloths, wire shelves, coffee cups, coffee pot, dilly bar bags, sundae cups, paper, markers, clipboard, calculator, menus
Dramatic play cave: mailbox, stamps, envelopes, paper, pencils
~Rationale: The children continue to be interested in playing "ice cream shop." From the kitchen area, to the sensory table, to the play-dough table and even out on the playground, ice cream shops are still a major topic of conversation! To support the children's interest in ice cream shops we have transformed the lower loft and kitchen area into an ice cream shop. We have added more materials for the children to explore and dress up in to expand on their ice cream shop play. The upper loft will provide children with a place in the classroom to explore fairy tales as well as promote important literacy skills. The dramatic play cave is set up as a mailroom in order to offer an area to put all of the children's great writing to use! They will be able to send each other letters, stamp envelopes, and pretend to be mailmen.
~Skills: symbolic representation, social interactions, descriptive language, creative expression, knowledge of the natural world, role-play, problem solving, fine motor, numbers, writing, sharing, letters, writing, alphabet principle

Blocks


~Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces
~Rationale: Children continue to use creativity and problem solving while developing their awareness of geometry through building. Communal building with hollow blocks encourages cooperation. The hollow blocks have been useful in making extra tables for the ice cream shop play that has been going on in the classroom. The children have also been using the hollow blocks and ramps to make the pantry in "Scamper Scamper".
~Skills: construction skills, dramatic play, symbolic representation, problem solving. mathematical concepts such as symmetry, dimensions and fractions

Language and Literacy
~Materials: name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, symmetry cut-outs
~Rationale: The children continue to be interested in the writing center! In order to extend the children's interest in a large group activity last week, we have added some symmetry cut-outs for the children to use. Some children have started creating their own storybooks while others have been busy writing letters to each other and sealing them in envelopes. Story writing prompts will be added to encourage the children to create their own fairy tales in the booklets provided. Different vocabulary words will be available for the children to use as models when they create their own stories. The upper loft continues to allow children to experiment with letters in a variety of ways and will also provide them with another place to do some creative writing!
~Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cutting skills

Large Motor


~Materials: crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall

~Rationale: The children continue to explore the new equipment set up in the large motor room! Hopscotch, the crawling tunnel, basketball hoop with balls, climbing wall, scaling wall with rope, and bumpy slide continue to help build children's upper body and core strength, encourage socialization and cooperation, and support exploration of what they can do with their bodies. Basketball and hopscotch also simulate outdoor activities that we are unable to do right now because of the snow.
~Skills: climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)
~Outside: The weather permitted us to spend time on the playground every day this week. Sledding continues to be popular amongst the children. Some children have started exploring going down on their slides on their stomachs! A couple weeks ago, the children helped Sheila build a "snow mountain". Last week, the children helped her paint the "snow mountain"! They had spray bottles filled with water of various colors which made quite a beautiful addition to our playground. The children enjoyed crawling through their impressive creation. More children are becoming interested in adding "turbo boosters" to both the large and small slides on the playground. The children enjoy giving the all clear to each other and taking turns sliding down the slides.

Snack
Monday: Clementines and Pretzels
Wednesday: Macaroni and cheese
Thursday: Whole wheat bagels and honey butter

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Weekly Lesson Plan For Ross' Class
Week of: 2-25-2013
Lead-teaching this week: Veronica

Overview: Due to the cold weather this week the children were able to stay inside and get some extra playtime! New dramatic play themes were acted out and the children's interest in block building continued to evolve. The children have been enjoying their small groups getting deep into their topic areas of group games, science exploration, and bodies (exploring the five-senses). On Thursday, a large group of children became interested in putting on a "Ballet Concert." It was great to see the children come together to build a stage and put on a show for us! We are excited to see the small groups continue to evolve and help the children practice collaboration, higher level thinking, following directions, etc. We are excited to see what kind of play themes the children surprise us with next!

Expressive Arts (easel, play-dough, wooden pieces)
• Materials: Easel: paint, paintbrushes, paper. Clay table: play-dough, wire, rolling pins, letter shaped cookie cutters. Art table: small wooden pieces, glue, collage material.
• Rationale: At the easel primary colors will continue to be provided, allowing the children to utilize their knowledge of color mixing and paint new creations. This week we will be reintroducing bottles and small pallets so the children can make their own colors as they paint. The children have responded well to the play-dough and it has revived the interest and creativity often seen at this table. This week we will add letter cut outs for the children to continue exploring letters and name writing, Last week there was an interest in making castles with play dough so we will provide a few supportive materials such as books and "beautiful items" to help with this process. The children have begun creating their wooden structures and some have begun to use the collage materials to decorate their "houses." This week we will continue to encourage children to add to their structures, and begin to put it all together to make one large "neighborhood."
• Skills: color recognition, creative expression through collage, letter/name recognition, making 3D structures, and fine-motor skills.

Sensory (water, ice, snow table)
• Materials: ice, water, snow, buckets, arctic animals, food coloring, spray bottles.
• Rationale: The children have been exploring color mixing in the snow for the past few weeks. We will continue to support the development of symbolic play in this area by providing arctic animals such as penguins and seals. We will also be adding ice cubes in the hopes of inspiring some "ice homes" or "igloos."
• Skills: Cause/effect, creative expression through play with the arctic animals, prediction, and scientific thinking and reasoning by exploring with color in the snow and building snow structures.

Science
• Materials: arctic animals, blue trays, ice, paper, pencils, white Lego's, pictures of arctic animals and arctic shelters/homes.
• Rationale: Although the children have enjoyed the scavenger hunts we have been conducting throughout the past two weeks, we feel the children would benefit from a new "theme" at the science table. In order to spark the interest of the children and make this area a desirable place to explore and learn we will be adding a new "theme" and materials to this table. The focus on animal furs and tracks will shift to arctic animals and the making of arctic shelters such as ice homes and igloos. There has been an interest in this area seen in the block area, and the "Quinzee" that was constructed on the playground has been of high interest to the children. The addition of blue trays to represent water, and ice at this table will hopefully inspire children to build their own ice structures.
• Skills: Observation, symbolic representation, creative expression, knowledge of the natural world, and focusing skills.

Language and Literacy
• Materials: Paper, pencils, markers, class name book, staplers, tape, envelopes, mail box, pictures of various maps (including treasure maps)
• Rationale: We continue to encourage the children to practice their letters and write their names. Recently, many children have become interested in making maps. We have added a globe and atlas books to our room, and this has encouraged this new form of writing. Some children have expressed interest in making maps, but were unsure how to do so. Adding pictures of simple maps and treasure maps will hopefully encourage children to take risks making their own maps.
• Skills: Letter recognition, pre/early literacy skills, analyzing and synthesizing, symbolic representation.

Math and Manipulatives (including the nook)
• Materials: Unifix cubes, puzzles, number puzzles, letter puzzles, number and matching games, materials to practice seriation and ordering, and Kinects.
• Rationale: The math table has continued to be a great place to observe the many cognitive capabilities of the children in our classroom. Adding new materials each week is important in keeping the children challenged and interested at this table, while also keeping some class favorites. This week the addition of new puzzles and games will allow us to observe some new skills. We will be removing the LEGOS and Mobilo's from the nook and adding Kinects in order to allow for more detailed and refined building. The Mobilo's have been a great addition in order to draw children to this area, but the simplicity of this material is somewhat limiting to the children's interest in building more complex structures.
• Skills: One-to-one correspondence, fine motor skills, symbolic representation, rational counting, seriation, ordering, number recognition, letter-recognition, short/long term memory.

Dramatic Play (including the caves)
• Materials: Dress up clothes and shoes, dramatic playhouse props, play phones, various fabrics, and toy animals.
• Rationale: Dramatic play and block building have continued to intertwine. TIVs and weather watching have been an interest all throughout this session. However, this week the children became interested in stage building and acting out a "ballet concert" and "Peter and the Wolf" for the whole class. We hope to extend this interest into next week and support the children with their desire to story tell and put on shows.
• Skills: Peer relationships, socio-dramatic play/imaginative play, symbolic representation, problem solving.

Blocks
• Materials: Large hollow blocks, unit blocks, steering wheels, key boards, keys, fabric pieces, plastic animals.
• Rationale: The children surprise us in the block area every day! It seems something new is being constructed and acted out, while also staying constant with the interest in TIVs. On Friday the entire block area was dedicated to building the stage and props for "Peter and the Wolf." Chairs were set out and the children who were not "actors" enjoyed being in the audience and watching the show. This week we will continue to support the children in this interest by suggesting story ideas and following the children's lead, helping them express their ideas.
• Skills: Large motor skills, problem-solving, peer negotiation/collaboration, symbolic representation, peer relationships, socio-dramatic/imaginative play.

Snack
Monday - Clementines & pretzels
Tuesday - Whole wheat bagels & non-dairy honey butter
Wednesday - Fruit pizza (made by Megan's small group!)
Thursday - Corn chex & milk
Friday - Applesauce & graham crackers

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Winter Session 2/18-2/22

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Overview:
There are a few big changes to the room this week to help enhance what we have been learning in small groups and in the class as a whole. One of the caves has been turned into a post office for the children to use for writing and sending letters while also participating in role play with mail carrier bags, shirts and hats. Emily's small group has also created a classroom mailbox that will allow the children to write and distribute letters into each other's mailboxes. In the science area one table will focus on measurement of the children's hands and feet as well as other miscellaneous objects for comparison. The other table will begin with measurement and comparison of bird beaks. Later in the week we will introduce the children to materials that mimic the shape and function of different beak types such as tweezers, pliers, straws and strainers. We have also moved the light projector to the table at the front of the room to allow the children to trace pictures they have made on the overhead projector transparencies onto large white paper. After tracing they will also be encouraged to take their art to the easel to paint. Looking forward to a week of fun and learning!

Expressive Arts:
- Materials: Play dough, rolling pins, popsicle sticks, dull knives, garlic press, potato masher, pizza cutters. Easel, brushes, tempera paint, paper. Overhead projector, children's artwork, large paper.
- Rationale: This week we will be moving the overhead projector from the cave to the front table to give the children the opportunity to trace the drawings they have made on overhead projector transparencies to large white paper. The children will also be encouraged to take this activity one step further by painting their traced drawing as well. Play dough is still an ongoing popular activity. There has been a lot of dramatic play and pizza, pie, cupcake, and other types of food being made.
- Skills: self-expression, fine motor skills, symbolic representation, creative expression, cause-and-effect relationships, experimentation, heuristic language, descriptive language, sensory stimulation, social interactions.

Sensory:
- Materials: Sensory table, blue water, water animals (whales, dolphins, seals, sea lions, penguins), mermaids, cups.
- Rationale: The sensory table ocean habitat is continuing to be a popular place for the children to play. There has been talk about what animals live in shallow waters and which ones live in deeper waters. Because of this talk the children have been using cups and the animals to transfer water from one of the tubs to the other to make one deep and one more shallow for their dramatic play with the animals.
- Skills: problem-solving, negotiating, self-regulation, sensory stimulation, knowledge of physical properties (of ice), symbolic representation, discussions and conversations related to animals and their habitats, fine motor skills, cause-and-effect relationships, generalizing, social interactions, heuristic language, descriptive language, dramatic play.

Science:
- Materials: Rulers, clipboards with paper, markers, bird beak pictures, bird seed, strainer, tweezers, pliers and a basket of miscellaneous objects.
- Rationale: This week at one of the tables we will have rulers and paper for children to trace their own hands and feet and measure them. We also put out a basket of miscellaneous objects for the children to measure and compare. On the other science table we put out pictures of different bird beaks for the children to measure, compare, and discuss their purpose. We will also have out trays with bird seed and different tools for children to explore what it would be like to have the different bird beaks and how they work to get food.
- Skills: scientific inquiry, observation, prediction, hypothesizing, concept knowledge (knowledge of the natural world), descriptive language, heuristic language, informative language, symbolic representation, comparing and contrasting, drawing conclusions, generalizing, reasoning, knowledge of physical properties, awareness of numbers and measurement, cause-and-effect relationships, fine motor skills.

Math and Manipulatives:
- Materials: Montessori color tiles, folded paper, markers, scissors, Button mosaics, cardstock, and legos.
- Rationale: This week we have added Legos to the math cave to provide a new opportunity for the children to practice their construction and design skills. We added cardstock with holes that can be added to Lego creations in new and inventive ways. The button Mosaics have provided an opportunity for the children to practice making symmetrical designs so we will continue to provide this material. The concept of symmetry is also being addressed through folded paper cutting as the children continue to enjoy cutting hearts and other symmetrical shapes.
Skills: seriation, problem solving, geometry, concept knowledge, one-to-one correspondence, whole/part relationships, symmetry, fine motor skills, patterning.

Language and Literacy:
- Materials: Paper, envelopes, square stickers ("stamps"). A variety of writing implements, scissors, stencils, name cards. A posting of the upper and lower case alphabet. A well stocked library with books about the alphabet, animals, habitats, and winter. Puzzles with upper and lower case alphabet letters.
- Rationale: This week we have turned one of the caves into a Post Office. Emily's small group has been focusing on writing letters and communication by mail. We will have paper, envelopes, "stamps", markers, dramatic play clothes (letter carrier bags, hats, and shirts), and a classroom mailbox for the children to write and send each other letters.
- Skills: letter recognition, letter sound recognition, awareness of the alphabetic principle, phonemic awareness, familiarity with symbol systems, symbolic representation, fine motor control, descriptive and creative writing, listening and receptive abilities, hand-eye coordination, concept knowledge (sending mail), social interaction, dramatic play.

Dramatic Play:
- Materials: Kitchen, dishes, plastic food (ice cream and ice cream cones), aprons, chef hats, calculator, phone, and menus.
- Rationale: The Ice Cream shop in the dramatic play area of the room remains a hit in our classroom. The children are working well to make it their own little business. They are taking orders, serving, answering phone calls, using the calculator to add prices, and working as a team to deliver the product.
- Skills: conceptual knowledge (homes, restaurants), descriptive language, heuristic language, informative language, symbolic representation, creative building, role-play, social interactions, problem-solving, sharing, home-school connection, community connection.

Blocks:
- Materials: Hollow blocks, unit blocks, ramps, wood boards. Markers, paper, tape.
- Rationale: Last week the children used the blocks for puppy homes, alligator homes, polar bear homes, and stages for performances. This week we will remind them of their structures from last week and help grow new ideas they may have for things to build.
- Skills: Dramatic play, symbolic representation, problem solving, negotiation, compromise, collaboration. Mathematical concepts such as symmetry, dimensions and geometry. Fine and gross motor skills.

Large Motor:
- Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, balls.
- Rationale: The children have seemed to enjoy the new gym set up! The gym helps children to enhance their core strength, encourages socialization and cooperation, and supports the children's exploration of what they can do with their bodies.
- Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)

Outdoors:
Last week we did not get to go outside everyday as we had hoped. When we did have the opportunity to this week however one of the big activities going on was building a snow mound. The children took the mound building one step further and dug a tunnel through the mound. The children have been having fun crawling over and through the mound. This week we will build more snow mounds with the children and dig them out to create snow forts/homes. With the snow we got Friday along with the warmer temperatures we are hoping to get lots of playground time this week!

Snacks
Monday - Clementines & pretzels
Tuesday - Rice cakes & raisins
Wednesday - Corn chex & milk
Thursday - Carrots & triscuit
Friday - Applesauce & whole wheat bagels


Winter Weekly Lesson Plan: 2.25.13 - 3.1.13



Catherine Lead Teaching
Overview:


This week we will provide materials and opportunities for children to inquire, develop and share their own ideas about the curriculum areas of winter, color, hibernation, building, cooking, and travel. Through listening to and recording predictions, demonstrating cause and effect relationships, and asking more complex, open-ended questions, we will encourage children to apply high-level thinking skills. New prompting signs and visuals will also offer the children ways to investigate, inquire, and lead play themes and ideas independently. Friendships and collaborative play will be encouraged through modeling and facilitating problem solving when sharing ideas, materials, and play themes.

Expressive Arts 


**Materials: Plexiglass clear easel, green, brown, white, black, and blue finger paints, winter scene visuals.

Rationale: To represent winter colors and explore coloring mixing through another medium. To prompt collaboration while sharing a canvas with other children. To use painting to gain sensory input.

Skills: Finger dexterity, fine motor, collaboration, creative expression, sensory input, try out new ideas, representation.


**Materials: Blue construction paper, cardboard pieces, cream paper, blue, green, brown, and white assorted crayons, scissors, assorted winter collage items, and glue.

Rationale: To provide an opportunity to explore the colors and textures of winter through a variety of materials. To promote creative expression through collage work. To promote observation and discussion by comparing and identifying differences between materials and colors. To discuss items from the natural world that were collected, and how they could be represented in creative collage.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion, representational collage making.


Sensory:

**Materials: brown and white playdough, kitchen tools, rolling pins, muffin tins, cookie sheets, pretend oven, colored sea salt, and letter cut outs.



Rationale: To continue experimenting mixing playdough colors. To represent some of the natural colors of baking and cooking. To provide baking ingredients to encourage measuring, pouring. To continue to encourage letter awareness and encourage pre-literacy skills. To provide natural opportunities for cooperation and sharing materials and ideas. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, cooperation, collaboration, exploration, creativity.

**Materials: Sensory table, snow, ice, demonstrations, penguins and whales, ice molds,
salt, wooden hammers, shovels, and tool visuals.

Rationale: To continue manipulating snow and ice indoors and integrate the curriculum themes of color and winter. To continue inquiring about the properties and transformations of ice and snow. To prompt intentional problem solving and cause and effect scenarios like freezing objects into the ice and adding salt to see if it melts the ice. To provide prompts that encourage the children to compare and identify what tools and materials work best to melt the ice. To show the transformations of ice through freezing and melting demonstrations.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation, comparing, cause-and-effect

Science

Materials: Ice and snow time lapse and demonstration videos

Rationale: To observe snow and ice transformations that wouldn't be feasible in our classroom setting. To integrate technology into the curriculum.


Skills practiced: discussion, observation, prediction

**Materials: Horseshoe magnets, magnet sticks, magnetic board, magnet props and visuals, magnetic and non-magnetic items, charts to test magnetic and nonmagnetic items.

Rationale: To continue to prompt problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not. To provide both magnetic and non-magnetic materials for the children to increase awareness of the properties of magnets and explore why some items are magnetic while others are not.

Skills: Prediction, observation, discussion, ideas, recording ideas and experiments.

**Materials: Light table in the room, pipettes, large plastic tweezers, test tubes, clear mixing trays, watercolor paper, liquid water colors, color matching swatches, small paint brushes.

Rationale: To create and mix colors to match swatches. To predict, experiment, and check until desired colors are mixed with droppers. To promote experimentation, predicting, and observing cause and effect relationships with the droppers, test tubes, and liquid water colors. To allow children to formulate their own ideas about color and its properties, such as light and dark. To encourage fine motor skills and dexterity when filling up, maneuvering, and squeezing the pipettes.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting, discussing,

Dramatic Play 


**Materials: Construction vests, tool boxes, plastic tools, tool belts, wooden 'nails' and boards to hammer, construction visuals.

Rationale: To continue exploring construction dramatic play materials based on the children's interest in building and using tools. To investigate what construction workers wear, tools they use, and structures they build. To merge the content areas of blocks and dramatic play to develop rich and intentional play. To provide opportunities for collaborative play and building.

Skills: Role play, symbolic play, communication, turn-taking, collaboration, fine motor, self-help skills, creative expression, try out new ideas

**Materials: Loft, animal furs, stuffed bears and other woodland animals, blankets, sticks, magnetic fishing sticks, river and bush visuals, fish, berry, and nut visuals.

Rationale: To continue to explore the dramatic play theme of winter animals and activities. To explore what kinds of foods bears eat with a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries and nuts to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave. To create a more realistic setting and aid in dramatic play by covering the sides and top of the loft with dark paper and fabric.

Skills: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, chairs, animal carriers, conductor hats, destination visuals, personal travel visuals, tickets, and pilot head phones


Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station.

Skills: Role-play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, lunchboxes.

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. 
To incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work. To encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Sorting bears, vehicle and tool puzzles, magnetic puzzles, matching cards, snap connecting blocks.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To introduce small and large bears to practice cognitive skills of sorting, grouping, and ordering by their size and color. To continue to explore the concepts of seriation, ordering, matching, size, and whole-part relationships.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving, matching, short-term memory, and ordering.

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave', name cards with corresponding letters to stick, felt letters and felt boards.

Rationale: To promote investigation and utilization of information in books and applying it in play, to continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers, to promote letter and whole word (name) awareness.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, provide and inquire information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling by providing visuals of personal experiences. To use blocks to extend dramatic play themes including construction and the building of collaborative structures. To support spatial and weight concepts when building a structure.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 



**Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall



**Rationale: To continue practicing new skills and deepen the children engagement in the large motor activities. The rolling bumpy slide allows children to continue experimenting with going down the slide in different ways like on their stomachs and backs. To build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.


**Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all), jumping and landing (green stacked mats).

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, sleds.

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow and ice. To encourage social interactions, collaboration, and turn taking. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To continue exploring the concept of "treasure hunting".

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration.

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter, bear, friendship, and color themed discussion, rhyming story and songs, dance and instrument activities, and modeling of activities. 




Rationale: To model and prepare children for watching and participating in demonstrations. To allow children opportunities to share their ideas about curriculum areas with the group. To facilitate self-regulation when participating in a group. To continue discussing the changes that are affecting us including weather, colors, and the approaching end of the term. To encourage rhyming skills, story concepts, and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas.

Skills: Attention span, attending and orienting, respect for one another, following directions, self-regulation, sharing ideas.

Music 





**Materials: Piano, maracas, drums, and nose makers, visuals of a band, visuals of parades, sheet music, and teacher-led songs.

Rationale: To investigate different sounds, volume, and rhythm. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel. To begin exploring parades and bands as ways to present, share, and collectively play music. To extend children's interest in sheet music, and playing instruments.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, fine motor.

Snacks

Tuesday: Whole wheat noodles and sauce
Friday: Graham crackers and milk

Winter Weekly Lesson Plan: 2.25.13 - 3.1.13



Catherine Lead Teaching
Overview:


This week we will provide materials and opportunities for children to inquire, develop and share their own ideas about the curriculum areas of winter, color, hibernation, building, cooking, and travel. Through listening to and recording predictions, demonstrating cause and effect relationships, and asking more complex, open-ended questions, we will encourage children to apply high-level thinking skills. New prompting signs and visuals will also offer the children ways to investigate, inquire, and lead play themes and ideas independently. Friendships and collaborative play will be encouraged through modeling and facilitating problem solving when sharing ideas, materials, and play themes.

Expressive Arts 


**Materials: Plexiglass clear easel, green, brown, white, black, and blue finger paints, winter scene visuals.

Rationale: To represent winter colors and explore coloring mixing through another medium. To prompt collaboration while sharing a canvas with other children. To use painting to gain sensory input.

Skills: Finger dexterity, fine motor, collaboration, creative expression, sensory input, try out new ideas, representation.


**Materials: Blue construction paper, cardboard pieces, cream paper, blue, green, brown, and white assorted crayons, scissors, assorted winter collage items, glue, field trip natural winter items.

Rationale: To provide an opportunity to explore the colors and textures of winter through a variety of materials. To promote creative expression through collage work. To promote observation and discussion by comparing and identifying differences between materials and colors. To discuss items from the natural world that were collected, and how they could be represented in creative collage.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion, representational collage making.


Sensory:

**Materials: brown and white playdough, kitchen tools, rolling pins, muffin tins, cookie sheets, pretend oven, colored sea salt, and letter cut outs.



Rationale: To continue experimenting mixing playdough colors. To represent some of the natural colors of baking and cooking. To provide baking ingredients to encourage measuring, pouring. To continue to encourage letter awareness and encourage pre-literacy skills. To provide natural opportunities for cooperation and sharing materials and ideas. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, cooperation, collaboration, exploration, creativity.

**Materials: Sensory table, snow, ice, demonstrations, penguins and whales, ice molds,
salt, wooden hammers, shovels, and tool visuals.

Rationale: To continue manipulating snow and ice indoors and integrate the curriculum themes of color and winter. To continue inquiring about the properties and transformations of ice and snow. To prompt intentional problem solving and cause and effect scenarios like freezing objects into the ice and adding salt to see if it melts the ice. To provide prompts that encourage the children to compare and identify what tools and materials work best to melt the ice. To show the transformations of ice through freezing and melting demonstrations.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation, comparing, cause-and-effect

Science

Materials: Ice and snow time lapse and demonstration videos

Rationale: To observe snow and ice transformations that wouldn't be feasible in our classroom setting. To integrate technology into the curriculum.


Skills practiced: discussion, observation, prediction

**Materials: Horseshoe magnets, magnet sticks, magnetic board, magnet props and visuals, magnetic and non-magnetic items, charts to test magnetic and nonmagnetic items.

Rationale: To continue to prompt problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not. To provide both magnetic and non-magnetic materials for the children to increase awareness of the properties of magnets and explore why some items are magnetic while others are not.

Skills: Prediction, observation, discussion, ideas, recording ideas and experiments.

**Materials: Light table in the room, pipettes, large plastic tweezers, test tubes, clear mixing trays, watercolor paper, liquid water colors, color matching swatches, small paint brushes.

Rationale: To create and mix colors to match swatches. To predict, experiment, and check until desired colors are mixed with droppers. To promote experimentation, predicting, and observing cause and effect relationships with the droppers, test tubes, and liquid water colors. To allow children to formulate their own ideas about color and its properties, such as light and dark. To encourage fine motor skills and dexterity when filling up, maneuvering, and squeezing the pipettes.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting, discussing,

Dramatic Play 


**Materials: Construction vests, tool boxes, plastic tools, tool belts, wooden 'nails' and boards to hammer, construction visuals.

Rationale: To continue exploring construction dramatic play materials based on the children's interest in building and using tools. To investigate what construction workers wear, tools they use, and structures they build. To merge the content areas of blocks and dramatic play to develop rich and intentional play. To provide opportunities for collaborative play and building.

Skills: Role play, symbolic play, communication, turn-taking, collaboration, fine motor, self-help skills, creative expression, try out new ideas

**Materials: Loft, animal furs, stuffed bears and other woodland animals, blankets, sticks, magnetic fishing sticks, river and bush visuals, fish, berry, and nut visuals.

Rationale: To continue to explore the dramatic play theme of winter animals and activities. To explore what kinds of foods bears eat with a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries and nuts to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave. To create a more realistic setting and aid in dramatic play by covering the sides and top of the loft with dark paper and fabric.

Skills: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, chairs, animal carriers, conductor hats, destination visuals, personal travel visuals, tickets, and pilot head phones


Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station.

Skills: Role-play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, lunchboxes.

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. 
To incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work. To encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Sorting bears, vehicle and tool puzzles, magnetic puzzles, matching cards, snap connecting blocks.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To introduce small and large bears to practice cognitive skills of sorting, grouping, and ordering by their size and color. To continue to explore the concepts of seriation, ordering, matching, size, and whole-part relationships.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving, matching, short-term memory, and ordering.

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave', name cards with corresponding letters to stick, felt letters and felt boards.

Rationale: To promote investigation and utilization of information in books and applying it in play, to continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers, to promote letter and whole word (name) awareness.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, provide and inquire information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling by providing visuals of personal experiences. To use blocks to extend dramatic play themes including construction and the building of collaborative structures. To support spatial and weight concepts when building a structure.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 



**Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall



**Rationale: To continue practicing new skills and deepen the children engagement in the large motor activities. The rolling bumpy slide allows children to continue experimenting with going down the slide in different ways like on their stomachs and backs. To build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.


**Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all), jumping and landing (green stacked mats).

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, sleds.

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow and ice. To encourage social interactions, collaboration, and turn taking. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To continue exploring the concept of "treasure hunting".

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration.

Large group


**Materials: Daily temperature recording chart, songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter, bear, friendship, and color themed discussion, rhyming story and songs, dance and instrument activities, and modeling of activities. 




Rationale: To introduce a visual chart to track changes in the temperature over a long period of time in anticipation for Spring. To model and prepare children for watching and participating in demonstrations. To allow children opportunities to share their ideas about curriculum areas with the group. To facilitate self-regulation when participating in a group. To continue discussing the changes that are affecting us including weather, colors, and the approaching end of the term. To encourage rhyming skills, story concepts, and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas.

Skills: Attention span, attending and orienting, respect for one another, following directions, self-regulation, sharing ideas.

Music 





**Materials: Piano, maracas, drums, and nose makers, visuals of a band, visuals of parades, sheet music, and teacher-led songs.

Rationale: To investigate different sounds, volume, and rhythm. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel. To begin exploring parades and bands as ways to present, share, and collectively play music. To extend children's interest in sheet music, and playing instruments.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication, fine motor.

Snacks

Monday: Rice chex and raisins
Wednesday: Graham crackers and milk
Thursday: Birthday snack (fruit salad)

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Weekly Plan
Week of February 25, 2013
Megan Lead Teaching

Overview:
Time is flying by and March is just around the corner! The children continue to be interested in artic animals (especially penguins, orcas, seals and bears) and the homes they live in. To support their interest in polar animals the 'hibernation' materials are replaced with icy home building materials at the science table. Many children have been interested in using small tools to manipulate the clay and create homes for fantasy characters such as trolls and goblins. Beads and a fairy house book are added to support creative expression at the clay table. At the art table, we transitioned from finger paint to wood construction to support creative expression and symbolic representation using 3-D materials. In the Nook, K'NEX are added to extend our exploration of building and support divergent thinking. Our small group exploration of 'Water', 'Numbers' and 'Storytelling' will continue this week!

Science
*Materials: White legos, blue trays, ice, water, salt, pictures and books of Arctic animals (seals, penguins, orca whales etc) as well as Arctic homes.
*Rationale: To continue our ongoing exploration of homes and habitats, and to focus the children's attention on artic weather and animals, materials are provided that will allow the children to hypothesize about what animals do in the cold snowy weather and where they might live. To continue our discussion of animals living in polar climates materials are provided to support construction of icy and watery animal homes.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, making comparisons, perspective taking (considering how animals survive in the cold climates), using tools gather information, and developing curiosity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave is set as bedrooms with "beds," baby dolls, and baby-care items while the other cave is set up as a Bear Cave (bear costumes, teddy bears, books about hibernation and bears, pillows), animal costumes
Rationale: to allow for the continued exploration of home-life, family-life, and previous experiences while children use their creativity, imagination, and social interaction skills. To juxtapose human needs (home-life props) with animal needs (hibernation cave) and allow for a variety of dramatic play experiences. Various animal costumes continue to be available to extend animal dramatic play (lions, cougars, polar bears).
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, storytelling, connection to the natural world, using books as resources, and early literacy skills.

Language and Literacy
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program. Name cards, books with alphabetic themes and a mailbox are available to the writing center to support letter writing and letter recognition.
Rationale: to foster experiences with the alphabetic principle. We will continue to support the children's creativity with written and verbal language by giving them opportunities to dictate their stories and letters. Microsoft Word continues to be available to encourage letter recognition, emergent writing and typing skills. Alphabetic themed books are added to encourage emergent reading skills.
Skills: fine motor, letter recognition, emergent writing and reading, curiosity, symbolic reasoning, peer interaction, technological awareness, planning and sequencing actions.

Materials: the library has a variety of non-fiction and fiction books, many of which discuss different aspects of winter (snow, cold, winter clothes, etc), reflect the children's interests (penguins, orcas, etc) and have numeral themes (Five Little Monkeys).
Rationale: to encourage the children's continued interest in sharing stories communally and individually. To demonstrate how to use books as sources of information. To have the opportunity to reflect on changes to the children's immediate environment (i.e. the winter season). To expand the children's exploration of polar animals and Arctic habitats books about penguins and whales are offered.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, scientific investigation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, pictures of polar animals, animal figurines (polar bears, seals, orcas), felt, wax paper, blue, white and gray pieces of cloth.
Rationale: to offer continued building experiences, to allow the children to reflect on and interpret a number of different experiences involving buildings, transportation, etc. To encourage and expand the slipping and sliding of penguins down snow slopes and imaginative play with arctic animals, wax paper, water and snow colored pieces of cloth are added. To support some children's interest in castle building the book Castle is offered.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, indoor/outdoor connection, using a variety of media for self expression, problem solving, mathematical reasoning,connection to the natural world, analyzing and synthesizing, showing interest and respect for the creative work of self and others.

Expressive Arts (paint, drawing, clay)
Materials: An assortment of different wooden pieces of different sizes and shapes, wood glue, clay, clay tools, toothpicks, small beads, fairy house book.
Rationale: to explore with hands and tools to promote sensory awareness, increase fine motor skills, and foster social relationships as children observe and work together with their peers.
To provide a building experience and support creative expression a selection of wooden pieces are added. Many of the children are interested in using small tools to manipulate the clay. To support 3-D sculpture and continued imaginative expression, toothpicks, straws, and small beads are added to the clay table. Some children are interested in fantasy characters such goblins and trolls and to support this interest a fairy house book is offered.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, cause and effect, hypothesizing and predicting, showing interest and respect for the creative work of self and others, establishing a connection as a member of a community, peer interactions, self expression using a variety of media and tools.

Sensory (water table)
Materials: ice, snow, salt, water, animal figurines (penguins, orcas, and seals), buckets, and shovels.
Rationale: To encourage further discussion about the properties of ice and snow, both will continue to be offered at the sensory table. To support the exploration of Artic animal life and homes, animal figurines are provided.
Skills: large-/fine-motor strength, cause-and-effect, fostering social relationships, using varied science and sensory language, sensory exploration, observational skills, symbolic representation, acting out previous experiences, comparing amounts.

Math and Manipulatives (including the 'Nook')
Materials:Counting and stacking unifix cubes with trays, numeral recognition games, counting games, part-whole fruit puzzles, and K'NEX.
Rationale: To continue our exploration and discussion of numbers puzzles and unifix cubes are provided at the math table. To support investigation of part whole relationships fruit puzzles are offered.
To extend our exploration of construction building and support divergent thinking, K'NEX are added to the Nook. Pictures of airports, and airplanes will continue to be displayed as well as the addition of race car pictures to inspire group discussion, building and play.
Skills: one-to-one correspondence, synthesis and analysis, fine motor development, hand-eye coordination, part-whole relationships, quantification, counting, numeric awareness, comparison, matching, sorting and divergent thinking.

Large Motor (gym)
Materials: A-Frame balance beam, hopscotch, basketball hoop with balls, climbing wall, tumbling blocks with rope, stairs and slide.
Rationale: Many of the children continue to be interested in balancing.To support the children's interest in balancing as well as offer an large motor experience the A-Frame balance beam is added to the gym. The hopscotch,tunnel, basketball hoop with balls, climbing wall, tumbling blocks with rope, and slide help build children's upper body and core strength, encourage socialization and cooperation, support exploration of what the can do with their bodies and simulate outdoor activities (playing hopscotch and dribbling basketballs).
Skills: Dynamic balance and static balance/standing on one foot (A-Frame Balance Beam), propulsion skills/throwing (basketball hoop with balls), receptive skills/catching and trapping (basketball hoop with balls), climbing (bumpy slide, tumbling blocks, climbing wall),
turn-taking (all), motor planning (bumpy slide, tumbling blocks, wall climber), directional awareness (all),core muscle strength (bumpy slide, tumbling blocks, climbing wall), upper body strength (tumbling blocks with rope, basketball hoop with balls)body awareness (balance beam, tumbling blocks, tunnel), reaching (wall climber, tumbling blocks with rope), jumping (wall climber, hopscotch), turning (wall climber, balance beam), spatial awareness (climbing wall, balance beam,basketball hoop with balls, tunnel), landing (climbing wall, hopscotch)

(Outdoors)
As we still have plenty of snow on the playground we will continue to provide sleds, shovels and snowshoes for playing in the snow! As always, we will monitor the weather and ice conditions daily to ensure the safety of the children on the sledding hill. The time spent on the playground is a balance of structured and unstructured activities. Last week, Sheila helped the children make a tunnel in the snow for the children to burrow in. The soccer balls were taken out and some children enjoyed kicking the ball through the snow tunnel. Hopefully with the abundance of snow we can continue building tunnels and other snow creations.

Snacks:
Monday: Clementines and pretzels
Wednesday: Blueberry muffins
Thursday: Whole wheat bagels and non dairy butter

Small Group Documentation: February 20 & 21

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Weekly Documentation: Week of February 18th, 2013

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Winter Session 2/11-2/15

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Overview:
Some exciting changes are in store that will enhance and add depth to the activities the children enjoy. For example, to build on the children's passion for drawing, we will add a light projector to the classroom. The children will be able to see their drawings enlarged on the wall and can trace them to make a larger version! Additionally, though Minnesota winters can seem so long, we have some interesting and new experiences planned for the children, including making prints with their very own boots! The children have also developed an interest in writing notes and letters to one another. By adding envelopes and "stamps" to the writing center, we will support this interest. Dramatic play has continued to evolve and now has included many community connections (restaurants and homes). We will add more materials to ensure the children are able to follow their interest in buying and selling ice cream and operating a restaurant. Symmetry is a new addition to the children's repertoire of mathematical awareness, so we will be introducing activities and materials that build on that interest. Looking forward to a great week!

Expressive Arts:
- Materials: Play dough, alphabet cookie cutters, rolling pins, popsicle sticks, dull knives, other cookie cutters, molds, dull pizza cutters. Warming trays, crayons, paper. Easel, brushes, tempera paint, paper. Overhead projector, children's artwork, large paper.
- Rationale: The play dough remains a popular activity! The children have been making silly words with the letter cookie cutters as well as "cooking" pizzas, soups, and desserts. To ensure that this activity remains stimulating, we will add more tools for the children to experiment with, such as molds, pizza cutters, and other shaped cookie cutters. Crayon melting has also been a well-liked activity. We will keep the warming trays and crayons. We will also add crayon shavings for the children to compare and contrast with the regular crayons. Additionally, color seriation was introduced last week during Emily's morning meeting. We will provide a single color as well as white for the easel. This will allow the children to explore the different hues that a particular color can have. Lastly, thanks to a wonderful idea of Frances', we will add an overhead projector to the classroom! We will project the children's own artwork onto the wall and they will have the opportunity to trace and color their own drawings on a larger scale! This activity is intended to foster the children's sense of pride in their work and to encourage them to appreciate others' artwork as well.
- Skills: self-expression, fine motor skills, symbolic representation, creative expression, cause-and-effect relationships, experimentation, heuristic language, descriptive language, sensory stimulation, social interactions

Sensory:
- Materials: sensory table, blue water, blocks if ice, water animals (whales, dolphins, seals, sea lions, penguins), mermaids, cups.
- Rationale: The children continue to seem interested in the ocean habitat, so we will continue with it. We did not end up adding the ice chunks last week as the children seemed to be engaged with the plain water and other materials. The children have now begun to use one of the basins of water as a cold habitat and one as a warm habitat. We will introduce the ice in one of the basins this week to support their play.
- Skills: problem-solving, negotiating, self-regulation, sensory stimulation, knowledge of physical properties (of ice), symbolic representation, discussions and conversations related to animals and their habitats, fine motor skills, cause-and-effect relationships, generalizing, social interactions, heuristic language, descriptive language, dramatic play

Science:
- Materials: Animal tracks, footprints, rulers, paper and markers. Melting tray, snow, ice (with interesting items frozen inside). Bin of snow, construction paper, children's boots.
- Rationale: In order to sustain the children's interest in melting, we will add interesting items to the ice we put on the warming trays. The children seemed to enjoy freeing objects from ice when they were in the sensory table, so this will follow up on that interest and foster their understanding of the relationship between ice, heat, and water. On the other science table, we will continue to explore animal tracks! Some of the children noticed animal tracks outside in the snow! We will keep the animal track molds that we have because children have been having interesting discussions about them. We will be adding rulers to the science table for children to use to compare and contrast their hands and feet to those of animals. This will help to foster early numeracy skills. Finally, we will engage the children in making their own tracks! We will have a bin of snow for children to step in with their own boots. They will be able to step on a piece of construction paper afterwards to see their print in more detail with the water it momentarily leaves behind. If they seem particularly interested, we can offer them markers to trace their print so it won't dry up!
- Skills: scientific inquiry, observation, prediction, hypothesizing, concept knowledge (knowledge of the natural world), classification, descriptive language, heuristic language, informative language, symbolic representation, comparing and contrasting, drawing conclusions, generalizing, reasoning, knowledge of physical properties, awareness of numbers and measurement, cause-and-effect relationships, fine motor skills

Math and Manipulatives:
- Materials: Montessori color tiles, interlockers, magnet board and shape magnets. Folded paper, markers, scissors. Button mosaics.
- Rationale: To stimulate the children's interest in manipulatives, we will be bringing in new building materials: interlockers. Our intention is to provide the children with building materials that allow them to add more detail to their constructions, which the interlockers provide. Color seriation continues to be a topic of interest, so we will keep the Montessori tiles for the children to arrange. Many of the children's Valentine traditions include making cards and cutting out hearts. During Ally's morning meeting, the children learned how to make a heart by drawing half of it on a folded sheet if paper and cutting along the line. This introduced a discussion about symmetry and the line of symmetry along the fold. The same materials will be provided for the children in the loft so that they can continue to explore shapes and symmetry. Shape and symmetry will also be incorporated in the math cave with the magnet board and shape magnets. Finally, the children continue to utilize the button mosaics. Their interest in patterning has been revived through this activity, so we will continue to have the button mosaics on the light table.
Skills: seriation, problem solving, geometry, concept knowledge, one-to-one correspondence, whole/part relationships, symmetry, fine motor skills, patterning

Language and Literacy:
- Materials: Paper, envelopes, square stickers ("stamps"). A variety of writing implements, scissors, stencils, name cards. A posting of the upper and lower case alphabet. A well stocked library with books about the alphabet, animals, habitats, and winter. Puzzles with upper and lower case alphabet letters.
- Rationale: Emily's small group has been exploring writing and mailing letters and their excitement about it is flowing over into the classroom! We will add plenty of envelopes as well as small square stickers so that the children can "mail" each other letters.
- Skills: letter recognition, letter sound recognition, awareness of the alphabetic principle, phonemic awareness, familiarity with symbol systems, symbolic representation, fine motor control, descriptive and creative writing, listening and receptive abilities, hand-eye coordination, concept knowledge (sending mail), social interaction

Dramatic Play:
- Materials: Kitchen, dishes, plastic food (ice cream and ice cream cones), aprons, chef hats, open-ended scarves.
- Rationale: The introduction of an "ice cream" shop to the classroom has been well-received! Many of the children buy and sell the ice cream or bring it into the homes they build with the hollow blocks. We will add more plastic food so that the children have plenty to use in their restaurants and houses. Additionally, we will expand the theme to under the loft, providing more space for the children to engage in this play.
- Skills: conceptual knowledge (homes, restaurants), descriptive language, heuristic language, informative language, symbolic representation, creative building, role-play, social interactions, problem-solving, sharing, home-school connection, community connection

Blocks:
- Materials: Hollow blocks, unit blocks, ramps, wood boards. Markers, paper, tape.
- Rationale: The children have been using the hollow blocks in their dramatic play, particularly for building homes and restaurants. Groups of children have worked together to build large homes where many can live. The children build doggie homes, Superman homes, and wolf homes. We will continue to have paper and markers nearby for them to create signs, adding components of early literacy to their play.
- Skills: Dramatic play, symbolic representation, problem solving, negotiation, compromise, collaboration. Mathematical concepts such as symmetry, dimensions and geometry. Fine and gross motor skills.

Large Motor:
- Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, balls.
- Rationale: The children have seemed to enjoy the new gym set up! The gym helps children to enhance their core strength, encourages socialization and cooperation, and supports the children's exploration of what they can do with their bodies.
- Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)

Outdoors:
Fortunately, the weather has been quite mild, so we have been able to go outside daily. The sledding hill continues to be a major attraction on the playground. Children have also been using shovels to dig down to the dirt and to build mountains of snow. Some children have been using the sleds to move large amounts of snow around the playground. They have also been enthusiastic about using our new snow shoes! It has been a stimulating sensory experience! The children have been having interesting discussions about whether the snow shoes help them walk more easily on the snow. We hope for more nice weather that permits us to continue to utilize all of these outdoor materials and activities.

Snack
Monday - Frozen peas & pretzels
Tuesday - Cheerios & raisins
Wednesday - Granola bars
Thursday - Carrots & crackers
Friday - Whole wheat bagels & honey butter

Overview:
Some exciting changes are in store that will enhance and add depth to the activities the children enjoy. For example, to build on the children's passion for drawing, we will add a light projector to the classroom. The children will be able to see their drawings enlarged on the wall and can trace them to make a larger version! Additionally, though Minnesota winters can seem so long, we have some interesting and new experiences planned for the children, including making prints with their very own boots! The children have also developed an interest in writing notes and letters to one another. By adding envelopes and "stamps" to the writing center, we will support this interest. Dramatic play has continued to evolve and now has included many community connections (restaurants and homes). We will add more materials to ensure the children are able to follow their interest in buying and selling ice cream and operating a restaurant. Symmetry is a new addition to the children's repertoire of mathematical awareness, so we will be introducing activities and materials that build on that interest. Looking forward to a great week!

Expressive Arts:
- Materials: Play dough, alphabet cookie cutters, rolling pins, popsicle sticks, dull knives, other cookie cutters, molds, dull pizza cutters. Warming trays, crayons, paper. Easel, brushes, tempera paint, paper. Overhead projector, children's artwork, large paper.
- Rationale: The play dough remains a popular activity! The children have been making silly words with the letter cookie cutters as well as "cooking" pizzas, soups, and desserts. To ensure that this activity remains stimulating, we will add more tools for the children to experiment with, such as molds, pizza cutters, and other shaped cookie cutters. Crayon melting has also been a well-liked activity. We will keep the warming trays and crayons. We will also add crayon shavings for the children to compare and contrast with the regular crayons. Additionally, color seriation was introduced last week during Emily's morning meeting. We will provide a single color as well as white for the easel. This will allow the children to explore the different hues that a particular color can have. Lastly, thanks to a wonderful idea of Frances', we will add an overhead projector to the classroom! We will project the children's own artwork onto the wall and they will have the opportunity to trace and color their own drawings on a larger scale! This activity is intended to foster the children's sense of pride in their work and to encourage them to appreciate others' artwork as well.
- Skills: self-expression, fine motor skills, symbolic representation, creative expression, cause-and-effect relationships, experimentation, heuristic language, descriptive language, sensory stimulation, social interactions

Sensory:
- Materials: sensory table, blue water, blocks if ice, water animals (whales, dolphins, seals, sea lions, penguins), mermaids, cups.
- Rationale: The children continue to seem interested in the ocean habitat, so we will continue with it. We did not end up adding the ice chunks last week as the children seemed to be engaged with the plain water and other materials. The children have now begun to use one of the basins of water as a cold habitat and one as a warm habitat. We will introduce the ice in one of the basins this week to support their play.
- Skills: problem-solving, negotiating, self-regulation, sensory stimulation, knowledge of physical properties (of ice), symbolic representation, discussions and conversations related to animals and their habitats, fine motor skills, cause-and-effect relationships, generalizing, social interactions, heuristic language, descriptive language, dramatic play

Science:
- Materials: Animal tracks, footprints, rulers, paper and markers. Melting tray, snow, ice (with interesting items frozen inside). Bin of snow, construction paper, children's boots.
- Rationale: In order to sustain the children's interest in melting, we will add interesting items to the ice we put on the warming trays. The children seemed to enjoy freeing objects from ice when they were in the sensory table, so this will follow up on that interest and foster their understanding of the relationship between ice, heat, and water. On the other science table, we will continue to explore animal tracks! Some of the children noticed animal tracks outside in the snow! We will keep the animal track molds that we have because children have been having interesting discussions about them. We will be adding rulers to the science table for children to use to compare and contrast their hands and feet to those of animals. This will help to foster early numeracy skills. Finally, we will engage the children in making their own tracks! We will have a bin of snow for children to step in with their own boots. They will be able to step on a piece of construction paper afterwards to see their print in more detail with the water it momentarily leaves behind. If they seem particularly interested, we can offer them markers to trace their print so it won't dry up!
- Skills: scientific inquiry, observation, prediction, hypothesizing, concept knowledge (knowledge of the natural world), classification, descriptive language, heuristic language, informative language, symbolic representation, comparing and contrasting, drawing conclusions, generalizing, reasoning, knowledge of physical properties, awareness of numbers and measurement, cause-and-effect relationships, fine motor skills

Math and Manipulatives:
- Materials: Montessori color tiles, interlockers, magnet board and shape magnets. Folded paper, markers, scissors. Button mosaics.
- Rationale: To stimulate the children's interest in manipulatives, we will be bringing in new building materials: interlockers. Our intention is to provide the children with building materials that allow them to add more detail to their constructions, which the interlockers provide. Color seriation continues to be a topic of interest, so we will keep the Montessori tiles for the children to arrange. Many of the children's Valentine traditions include making cards and cutting out hearts. During Ally's morning meeting, the children learned how to make a heart by drawing half of it on a folded sheet if paper and cutting along the line. This introduced a discussion about symmetry and the line of symmetry along the fold. The same materials will be provided for the children in the loft so that they can continue to explore shapes and symmetry. Shape and symmetry will also be incorporated in the math cave with the magnet board and shape magnets. Finally, the children continue to utilize the button mosaics. Their interest in patterning has been revived through this activity, so we will continue to have the button mosaics on the light table.
Skills: seriation, problem solving, geometry, concept knowledge, one-to-one correspondence, whole/part relationships, symmetry, fine motor skills, patterning

Language and Literacy:
- Materials: Paper, envelopes, square stickers ("stamps"). A variety of writing implements, scissors, stencils, name cards. A posting of the upper and lower case alphabet. A well stocked library with books about the alphabet, animals, habitats, and winter. Puzzles with upper and lower case alphabet letters.
- Rationale: Emily's small group has been exploring writing and mailing letters and their excitement about it is flowing over into the classroom! We will add plenty of envelopes as well as small square stickers so that the children can "mail" each other letters.
- Skills: letter recognition, letter sound recognition, awareness of the alphabetic principle, phonemic awareness, familiarity with symbol systems, symbolic representation, fine motor control, descriptive and creative writing, listening and receptive abilities, hand-eye coordination, concept knowledge (sending mail), social interaction

Dramatic Play:
- Materials: Kitchen, dishes, plastic food (ice cream and ice cream cones), aprons, chef hats, open-ended scarves.
- Rationale: The introduction of an "ice cream" shop to the classroom has been well-received! Many of the children buy and sell the ice cream or bring it into the homes they build with the hollow blocks. We will add more plastic food so that the children have plenty to use in their restaurants and houses. Additionally, we will expand the theme to under the loft, providing more space for the children to engage in this play.
- Skills: conceptual knowledge (homes, restaurants), descriptive language, heuristic language, informative language, symbolic representation, creative building, role-play, social interactions, problem-solving, sharing, home-school connection, community connection

Blocks:
- Materials: Hollow blocks, unit blocks, ramps, wood boards. Markers, paper, tape.
- Rationale: The children have been using the hollow blocks in their dramatic play, particularly for building homes and restaurants. Groups of children have worked together to build large homes where many can live. The children build doggie homes, Superman homes, and wolf homes. We will continue to have paper and markers nearby for them to create signs, adding components of early literacy to their play.
- Skills: Dramatic play, symbolic representation, problem solving, negotiation, compromise, collaboration. Mathematical concepts such as symmetry, dimensions and geometry. Fine and gross motor skills.

Large Motor:
- Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, balls.
- Rationale: The children have seemed to enjoy the new gym set up! The gym helps children to enhance their core strength, encourages socialization and cooperation, and supports the children's exploration of what they can do with their bodies.
- Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)

Outdoors:
Fortunately, the weather has been quite mild, so we have been able to go outside daily. The sledding hill continues to be a major attraction on the playground. Children have also been using shovels to dig down to the dirt and to build mountains of snow. Some children have been using the sleds to move large amounts of snow around the playground. They have also been enthusiastic about using our new snow shoes! It has been a stimulating sensory experience! The children have been having interesting discussions about whether the snow shoes help them walk more easily on the snow. We hope for more nice weather that permits us to continue to utilize all of these outdoor materials and activities.

Snack
Monday - Frozen peas & pretzels
Tuesday - Cheerios & raisins
Wednesday - Granola bars
Thursday - Carrots & crackers
Friday - Whole wheat bagels & honey butter

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WK5 (March 5-7, 2013)

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WK4 (Feb 26-28, 2013)

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WK3 (Feb 19-21, 2013)

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WK2 (Feb 12-14, 2013)

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WK1 (Feb 5-7, 2013)

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Weekly Documentation, Feb. 11 - Feb. 15 2013

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Weekly Plan, February 18 - February 22

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Weekly Plan Feb.18 - Feb.22, 2013
Weekly Plan February 18, - February 22, 2013
Amy Lead Teaching
Overview and Goals

Another great week was had by both the children and the teachers! Time really does fly by when your having fun. Can you believe we're already half way through February? The children were excited by the new equipment in the large motor room and were eager to try it out. The playdough table and sensory table continued to be popular amongst the children, many of whom enjoyed using the materials to create "ice cream cones" and play "ice cream shop"! To build on the children's interest in ice cream shops we transformed the lower loft and kitchen area into an ice cream shop and added open ended materials the children can use to support their play scenarios. The children also have been exploring the writing center and have been busy writing letters to each other. Small groups are starting to dig a little deeper in their topics and the children continue to be excited to share what they are doing with their classmates. Thursday the children had a blast helping make heart-shaped waffles for snack and creating a waffle song with Frances to go along with the waffle making process! The children continue to be engaged in the materials offered to them, and this week we are excited to expand on their interests by adding new materials all around the classroom.

Expressive Arts
~Materials: Easel, brushes, paint, paper. Warming trays, paper, crayons. Play-dough and alphabet cookie cutters.
~Rationale: The children have really enjoyed using the play-dough! This week we will be adding alphabet cookie cutters to extend the exploration of letters and words in a hands-on way. Children can use the new materials to practice spelling their names, making letters, and creating words. Warming trays will be added to the other art table this week so the children can experiment with melting crayons on paper and expressing themselves in a new creative way. The children continue to enjoy color mixing and making new shades of colors at the painting easel.
~Skills: color recognition, color mixing, self-expression, fine motor skills, eye-hand coordination, symbolic representation, creative expression, cause and effect relationships, experimentation, descriptive language and sensory stimulation

Light Table

~Materials: Button mosaics, alphabet stencils
~Rationale: The children continue to spend time exploring letters at the light table. To support their interest and further their engagement with letters and writing, we have added button mosaics. The button mosaics will provide the children with a new way of creating letters and words and also allow the children to make different patterns and shapes.
~Skills: fine motor, eye-hand coordination, letter recognition, patterning, one-to-one correspondence, alphabetic principal

Sensory Materials


~Materials: Snow, blue-colored water, small plastic polar animals, plastic containers, people pegs, gloves, shovels
~Rationale: The materials at the sensory table will continue to represent the outdoors and provide children with an opportunity to play and construct with snow and water in a more comfortable environment. This past week the children have shown a great interest in the water animals. To build on the children's interest we will add blue water to create an ocean to go along with the snow. The people pegs will continue to allow the children to represent themselves in their play.
~Skills: scientific thinking and reasoning, sensory exploration, cooperative play, hand-eye coordination, symbolic representation, fine motor strength, problem solving, negotiating, dramatic play, descriptive language, social interactions

Science


~Materials: Photographs of different animals and the tracks they make, molds of different animal tracks, rulers, Whose Feet Are These? book, clipboards, paper, markers melting trays, ice (with different objects frozen inside) and snow, magnifying glasses, gloves, prompting questions.
~Rationale: The children have continued to express interest both in the melting process and in investigating animal tracks. At the science tables teachers continue to prompt the children in making predictions, observing changes that take place, and discussing their reasoning. Rulers will be added to the animal track table to create awareness of size and measuring. Teachers will encourage the children to measure the different animal track moldings and make their own handprints to measure. Prompting questions will get the children inquiring about different things they can measure as well as finding the largest and smallest animal tracks. Melting trays will allow the children to continue experimenting with the melting process. Prompting questions will also be added to get the children wondering about other things that can melt! These opportunities will further satisfy the children's inquiry into the scientific process.
~Skills: matching, scientific inquiry, making predictions, observation, drawing conclusions, reasoning, descriptive language, informative language, comparing and contrasting, knowledge of physical properties, knowledge of the natural world, measuring, seriation, numbers

Math and Manipulatives
~Materials: Number stackers, star connectors, alphabet unit blocks
~Rationale: The children continue to enjoy creating unique structures using the star connectors. The different shapes and means of connecting the pieces together, enable the children to be quite creative in their constructions. The unit blocks with uppercase and lowercase letters will continue to build the children's awareness of letters and the alphabet. Seriation is another concept that we will continue to highlight in the math and manipulatives cave. To help foster the development of the children's seriation skills, teachers will add number stackers. This will allow the children to explore numerals and one-to-one correspondence in a unique and engaging manner.
~Skills: seriation, concept knowledge, color recognition, fine motor strength and dexterity, pattern making, problem solving, counting, one-to-one correspondence, comparing and contrasting

Dramatic Play 


~Materials:
Loft: Fairy tale books, fairy tale story puzzle, markers, clipboards, paper, envelopes

Underneath the loft: Table, four chairs, place mats, different colored open-ended fabrics, purses, hats

Kitchen area: dishes, different types of food, open ended fabrics, ice cream, ice cream scoops, aprons, chef hats, window with chalkboard, mirror, table clothes, wire shelves, coffee cups, coffee pot, dilly bar bags, sundae cups, paper, markers, clipboard, calculator, menus

Dramatic play cave: different types and colors of fabric, small woodland animals, foliage, acorns and nuts

~Rationale: The children have become increasingly interested in playing "ice cream shops." From the kitchen area, to the sensory table, to the play-dough table and even out on the playground, ice cream shops are popping up all over the place! To support the children's growing interest in ice cream shops we have transformed the lower loft and kitchen area into an ice cream shop. We have also added more materials for the children to explore and dress up in to expand on their ice cream shop play. The upper loft will provide children with a place in the classroom to explore fairy tales as well as promote important literacy skills.
~Skills: symbolic representation, social interactions, descriptive language, creative expression, knowledge of the natural world, role-play, problem solving, fine motor, numbers, writing, sharing, letters, writing, alphabet principle

Blocks


~Materials: Hollow blocks, unit blocks, ramps, wood boards, and big fabric pieces. 


~Rationale: Children use creativity and problem solving while developing their awareness of geometry through building. Communal building with hollow blocks encourages cooperation.

~Skills: Construction skills, dramatic play, symbolic representation, problem solving. Mathematical concepts such as symmetry, dimensions and fractions. 





Language and Literacy
~Materials: name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, stickers, story writing prompts
~Rationale: The children continue to be interested in the writing center! Some of the children have started creating their own storybooks while others have been busy writing letters to each other and sealing them in envelopes. To support the children's interest at the writing center and build on their knowledge we will be adding some new materials this week. Story writing prompts will be added to encourage the children to create their own fairy tales. Children will be able to stamp their envelops with stickers, and different vocabulary words will be available for the children to use as models when they create their own stories. The children have been sealing envelopes with artwork or letters made for other people in our classroom. The upper loft continues to allow children to experiment with letters in a variety of ways and will also provide them with another place to do some creative writing!
~Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression

Large Motor


~Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall

~Rationale: The children will continue to be able to explore the new equipment set up in the large motor room! Hopscotch, the crawling tunnel, basketball hoop with balls, climbing wall, scaling wall with rope, and bumpy slide continue to help build children's upper body and core strength, encourage socialization and cooperation, and support exploration of what they can do with their bodies. Basketball and hopscotch also simulate outdoor activities that we are unable to do right now because of the snow.
~Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)
~Outside: It was another nice week! The weather permitted us to spend time on the playground every day this week. Sledding continues to be popular amongst the children. Some children have started exploring going down on their slides on their stomachs! Other children started helping Sheila build a "snow mountain" which the children are eager to paint on Monday! More children are becoming interested in adding "turbo boosters" to both the large and small slides on the playground. The children enjoy giving the all the clear to each other and taking turns sliding down the slides as fast as rockets.

Snack
Monday: Frozen peas and pretzels
Wednesday: Rice cakes and carrots
Thursday: Granola bars

Weekly Plan, February 18 - February 22

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Weekly Plan Feb.18 - Feb.22, 2013
Weekly Plan February 18, - February 22, 2013
Amy Lead Teaching
Overview and Goals

Another great week was had by both the children and the teachers! Time really does fly by when your having fun. Can you believe we're already half way through February? The children were excited by the new equipment in the large motor room and were eager to try it out. The playdough table and sensory table continued to be popular amongst the children, many of whom enjoyed using the materials to create "ice cream cones" and play "ice cream shop"! To build on the children's interest in ice cream shops we transformed the lower loft and kitchen area into an ice cream shop and added open ended materials the children can use to support their play scenarios. The children also have been exploring the writing center and have been busy writing letters to each other. Small groups are starting to dig a little deeper in their topics and the children continue to be excited to share what they are doing with their classmates. Thursday the children had a blast helping make heart-shaped waffles for snack and creating a waffle song with Frances to go along with the waffle making process! The children continue to be engaged in the materials offered to them, and this week we are excited to expand on their interests by adding new materials all around the classroom.

Expressive Arts
~Materials: Easel, brushes, paint, paper. Warming trays, paper, crayons. Play-dough and alphabet cookie cutters.
~Rationale: The children have really enjoyed using the play-dough! This week we will be adding alphabet cookie cutters to extend the exploration of letters and words in a hands-on way. Children can use the new materials to practice spelling their names, making letters, and creating words. Warming trays will be added to the other art table this week so the children can experiment with melting crayons on paper and expressing themselves in a new creative way. The children continue to enjoy color mixing and making new shades of colors at the painting easel.
~Skills: color recognition, color mixing, self-expression, fine motor skills, eye-hand coordination, symbolic representation, creative expression, cause and effect relationships, experimentation, descriptive language and sensory stimulation

Light Table

~Materials: Button mosaics, alphabet stencils
~Rationale: The children continue to spend time exploring letters at the light table. To support their interest and further their engagement with letters and writing, we have added button mosaics. The button mosaics will provide the children with a new way of creating letters and words and also allow the children to make different patterns and shapes.
~Skills: fine motor, eye-hand coordination, letter recognition, patterning, one-to-one correspondence, alphabetic principal

Sensory Materials


~Materials: Snow, blue-colored water, small plastic polar animals, plastic containers, people pegs, gloves, shovels
~Rationale: The materials at the sensory table will continue to represent the outdoors and provide children with an opportunity to play and construct with snow and water in a more comfortable environment. This past week the children have shown a great interest in the water animals. To build on the children's interest we will add blue water to create an ocean to go along with the snow. The people pegs will continue to allow the children to represent themselves in their play.
~Skills: scientific thinking and reasoning, sensory exploration, cooperative play, hand-eye coordination, symbolic representation, fine motor strength, problem solving, negotiating, dramatic play, descriptive language, social interactions

Science


~Materials: Photographs of different animals and the tracks they make, molds of different animal tracks, rulers, Whose Feet Are These? book, clipboards, paper, markers melting trays, ice (with different objects frozen inside) and snow, magnifying glasses, gloves, prompting questions.
~Rationale: The children have continued to express interest both in the melting process and in investigating animal tracks. At the science tables teachers continue to prompt the children in making predictions, observing changes that take place, and discussing their reasoning. Rulers will be added to the animal track table to create awareness of size and measuring. Teachers will encourage the children to measure the different animal track moldings and make their own handprints to measure. Prompting questions will get the children inquiring about different things they can measure as well as finding the largest and smallest animal tracks. Melting trays will allow the children to continue experimenting with the melting process. Prompting questions will also be added to get the children wondering about other things that can melt! These opportunities will further satisfy the children's inquiry into the scientific process.
~Skills: matching, scientific inquiry, making predictions, observation, drawing conclusions, reasoning, descriptive language, informative language, comparing and contrasting, knowledge of physical properties, knowledge of the natural world, measuring, seriation, numbers

Math and Manipulatives
~Materials: Number stackers, star connectors, alphabet unit blocks
~Rationale: The children continue to enjoy creating unique structures using the star connectors. The different shapes and means of connecting the pieces together, enable the children to be quite creative in their constructions. The unit blocks with uppercase and lowercase letters will continue to build the children's awareness of letters and the alphabet. Seriation is another concept that we will continue to highlight in the math and manipulatives cave. To help foster the development of the children's seriation skills, teachers will add number stackers. This will allow the children to explore numerals and one-to-one correspondence in a unique and engaging manner.
~Skills: seriation, concept knowledge, color recognition, fine motor strength and dexterity, pattern making, problem solving, counting, one-to-one correspondence, comparing and contrasting

Dramatic Play 


~Materials:
Loft: Fairy tale books, fairy tale story puzzle, markers, clipboards, paper, envelopes

Underneath the loft: Table, four chairs, place mats, different colored open-ended fabrics, purses, hats

Kitchen area: dishes, different types of food, open ended fabrics, ice cream, ice cream scoops, aprons, chef hats, window with chalkboard, mirror, table clothes, wire shelves, coffee cups, coffee pot, dilly bar bags, sundae cups, paper, markers, clipboard, calculator, menus

Dramatic play cave: different types and colors of fabric, small woodland animals, foliage, acorns and nuts

~Rationale: The children have become increasingly interested in playing "ice cream shops." From the kitchen area, to the sensory table, to the play-dough table and even out on the playground, ice cream shops are popping up all over the place! To support the children's growing interest in ice cream shops we have transformed the lower loft and kitchen area into an ice cream shop. We have also added more materials for the children to explore and dress up in to expand on their ice cream shop play. The upper loft will provide children with a place in the classroom to explore fairy tales as well as promote important literacy skills.
~Skills: symbolic representation, social interactions, descriptive language, creative expression, knowledge of the natural world, role-play, problem solving, fine motor, numbers, writing, sharing, letters, writing, alphabet principle

Blocks


~Materials: Hollow blocks, unit blocks, ramps, wood boards, and big fabric pieces. 


~Rationale: Children use creativity and problem solving while developing their awareness of geometry through building. Communal building with hollow blocks encourages cooperation.

~Skills: Construction skills, dramatic play, symbolic representation, problem solving. Mathematical concepts such as symmetry, dimensions and fractions. 





Language and Literacy
~Materials: name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, stickers, story writing prompts
~Rationale: The children continue to be interested in the writing center! Some of the children have started creating their own storybooks while others have been busy writing letters to each other and sealing them in envelopes. To support the children's interest at the writing center and build on their knowledge we will be adding some new materials this week. Story writing prompts will be added to encourage the children to create their own fairy tales. Children will be able to stamp their envelops with stickers, and different vocabulary words will be available for the children to use as models when they create their own stories. The children have been sealing envelopes with artwork or letters made for other people in our classroom. The upper loft continues to allow children to experiment with letters in a variety of ways and will also provide them with another place to do some creative writing!
~Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression

Large Motor


~Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall

~Rationale: The children will continue to be able to explore the new equipment set up in the large motor room! Hopscotch, the crawling tunnel, basketball hoop with balls, climbing wall, scaling wall with rope, and bumpy slide continue to help build children's upper body and core strength, encourage socialization and cooperation, and support exploration of what they can do with their bodies. Basketball and hopscotch also simulate outdoor activities that we are unable to do right now because of the snow.
~Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)
~Outside: It was another nice week! The weather permitted us to spend time on the playground every day this week. Sledding continues to be popular amongst the children. Some children have started exploring going down on their slides on their stomachs! Other children started helping Sheila build a "snow mountain" which the children are eager to paint on Monday! More children are becoming interested in adding "turbo boosters" to both the large and small slides on the playground. The children enjoy giving the all the clear to each other and taking turns sliding down the slides as fast as rockets.

Snack
Monday: Frozen peas and pretzels
Wednesday: Rice cakes and carrots
Thursday: Granola bars

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u>Winter Weekly Lesson Plan: 2.18.13 - 2.22.13


Taylor Lead Teaching

Overview:


To continue to provide materials that prompt comparing, questioning, and other inquiry based thinking skills. To encourage children to find solutions as to what works best when problem solving. To continue to provide materials that increase and expand the children's play ideas while encouraging intentional and purposeful use. To support fine motor, large motor, and self help skills when dressing and completing daily tasks and routines. To continue to intentionally group children during focus groups to support friendships, expand play preferences, and collaborate and share ideas. To continue to make personal connections and extend dramatic play through photographs and language about travel experiences. To provide and model language to encourage children to resolve conflicts and negotiate independently.

Expressive Arts 


**Materials: Plexi glass art easel, finger paints

Rationale: To explore coloring mixing through another medium. To prompt collaboration while sharing a canvas with other children. To use painting to gain sensory input.

Skills: Finger dexterity, fine motor, collaboration, creative expression, sensory input, try out new ideas.


**Materials: Blue construction paper, cardboard pieces, cream paper, blue, green, brown, and white assorted crayons, scissors, assorted winter collage items, glue, winter visuals

Rationale: To provide an opportunity to explore the colors and textures of winter through a variety of materials. To promote creative expression through collage work. To promote observation and discussion by comparing and identifying differences between materials and colors. To prompt and discuss which items from winter and the natural world could be added to the collage.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion, representational collage making.

Sensory:

**Materials: brown and white playdough, kitchen tools, rolling pins, muffin tins, pretend oven, colored sea salt, and letter cut outs.



Rationale: To continue experimenting mixing playdough colors. To represent some of the natural colors of baking and cooking. To provide baking ingredients to encourage measuring, pouring, and exploring cause and effect. To continue to encourage letter awareness and encourage pre-literacy skills. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Sensory table, snow, ice, colored ice cubes, penguins and whales, ice molds, salt, wooden hammers, shovels, and tool visuals.

Rationale: To continue manipulating snow and ice indoors and integrate the curriculum themes of color and winter. To continue inquiring about the properties and transformations of ice and snow. To prompt intentional problem solving and cause and effect scenarios like freezing objects into the ice and adding salt to see if it melts the ice. To provide children with visuals of themselves working to demonstrate meaningful use of tools. To provide prompts that encourage the children to compare and identify what tools and materials work best to melt the ice.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation, comparing.

Science

**Materials: Horseshoe magnets, magnet sticks, magnetic board, magnet props and visuals, feather, washer, single magnet, and sea shell.

Rationale: To continue to prompt problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not. To provide both magnetic and non-magnetic materials for the children to increase awareness of the properties of magnets and explore why some items are magnetic while others are not.

Skills: Prediction, observation, discussion, ideas

Materials: slideshow of bear pictures and video clips

Rationale: To continue to observe bear habits and hibernation. To extend the dramatic play theme of bears and hibernation and to incorporate technology in the classroom.


Skills practiced: discussion, observation, role play

**Materials: Light table in the room, pipettes, large plastic tweezers, clear mixing trays, red colored ice cubes, warm water.

Rationale: To explore mixing and creating color shades with droppers. To promote experimentation, predicting, and observing cause and effect relationships with the warm water and colored ice. To allow children to formulate their own ideas about color and its properties, such as light and dark. To encourage fine motor skills and dexterity when filling, maneuvering, and squeezing the pipettes.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting, discussing.

Dramatic Play 


**Materials: Construction vests, tool boxes, plastic tools, tool belts

Rationale: To introduce construction dramatic play materials based on the children's interest in building and using and identifying tools. To develop awareness for what construction workers wear, tools they use, and structures they build. To merge the content areas of blocks and dramatic play to develop rich and intentional play.

Skills: Role play, symbolic play, communication, turn-taking, collaboration, fine motor, self-help skills, creative expression, try out new ideas

**Materials: Loft, animal furs, stuffed bears, blankets, flashlights, pillows, sticks, camping materials, bear books, fishing poles, magnetic sticks, river and bush visuals, fish and berry visuals, tree stumps.

Rationale: To continue to explore the dramatic play theme of winter animals and activities. To explore what kinds of foods bears eat with a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation and camping story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave. To provide natural materials like tree stumps to provide a realistic setting.

Skills practiced: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, chairs, suitcases, animal carriers, conductor hats, destination visuals, personal travel and work visuals, tickets, and pilot head phones


Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, household pets.

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. 
To incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


Math and Manipulatives 



**Materials: Sorting bears, vehicle and tool puzzles, magnetic puzzles

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To introduce small and large bears to practice cognitive skills of sorting, grouping, and ordering by their size and color. To continue to explore the concepts of seriation, ordering, and exploring objects in relation to their size.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave'.

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling and going to work by providing visuals of personal experiences. To begin using blocks to extend dramatic play themes including construction and the building of collaborative structures.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 



**Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall



**Rationale: To foster new skills and keep the children engaged in the large motor activities, new equipment has been added to the large motor room. While many new pieces of equipment have been added, we have kept the rolling bumpy slide as many children continue to enjoy experimenting with going down the slide in different ways like on their stomachs and backs. To build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.


**Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)


**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, sleds.

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To continue exploring the concept of "treasure hunting".

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration.

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter, bear, and color themed discussion, rhyming story and songs, dance and instrument activities, and modeling of activities.

Rationale: To continue discussing the changes including weather, color, and curriculum that are affecting us classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas, and how to use new tools .

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, triangles, drums, and egg shakers, tone bells, visuals of a band, visuals of a parade.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel. To begin exploring parades and bands as ways to present, share, and collectively play music.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Snacks

Tuesday: Rice chex and apples

Friday: Whole wheat bagels and non-dairy honey butter

Winter Weekly Lesson Plan: 2.18.13 - 2.22.13


Taylor Lead Teaching

Overview:


To continue to provide materials that prompt comparing, questioning, and other inquiry based thinking skills. To encourage children to find solutions as to what works best when problem solving. To continue to provide materials that increase and expand the children's play ideas while encouraging intentional and purposeful use. To support fine motor, large motor, and self help skills when dressing and completing daily tasks and routines. To continue to intentionally group children during focus groups to support friendships, expand play preferences, and collaborate and share ideas. To continue to make personal connections and extend dramatic play through photographs and language about travel experiences. To provide and model language to encourage children to resolve conflicts and negotiate independently.

Expressive Arts 


**Materials: Easel, white paper, brown paper, blue paper. Various textured paint brushes and cool color shade visuals 




Rationale: To explore and increase awareness of cool, winter colors through mixing colors and painting. To encourage creative expression and provide the opportunity for the children to represent their ideas on paper.

Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking, observation



**Materials: Blue construction paper, cardboard pieces, cream paper, blue, green, brown, and white assorted crayons, scissors, assorted winter collage items, glue, winter visuals

Rationale: To provide an opportunity to explore the colors and textures of winter through a variety of materials. To promote creative expression through collage work. To promote observation and discussion by comparing and identifying differences between materials and colors. To prompt and discuss which items from winter and the natural world could be added to the collage.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion, representational collage making.

Sensory:

**Materials: brown and white playdough, kitchen tools, rolling pins, muffin tins, pretend oven, colored sea salt, and letter cut outs.



Rationale: To continue experimenting mixing playdough colors. To represent some of the natural colors of baking and cooking. To provide baking ingredients to encourage measuring, pouring, and exploring cause and effect. To continue to encourage letter awareness and encourage pre-literacy skills. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Sensory table, snow, ice, colored ice cubes, penguins and whales, ice molds, salt, wooden hammers, shovels, and tool visuals.

Rationale: To continue manipulating snow and ice indoors and integrate the curriculum themes of color and winter. To continue inquiring about the properties and transformations of ice and snow. To prompt intentional problem solving and cause and effect scenarios like freezing objects into the ice and adding salt to see if it melts the ice. To provide children with visuals of themselves working to demonstrate meaningful use of tools. To provide prompts that encourage the children to compare and identify what tools and materials work best to melt the ice.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation, comparing.

Science

**Materials: Horseshoe magnets, magnet sticks, magnetic board, magnet props and visuals, feather, washer, single magnet, and sea shell.

Rationale: To continue to prompt problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not. To provide both magnetic and non-magnetic materials for the children to increase awareness of the properties of magnets and explore why some items are magnetic while others are not.

Skills: Prediction, observation, discussion, ideas

Materials: slideshow of bear pictures and video clips

Rationale: To continue to observe bear habits and hibernation. To extend the dramatic play theme of bears and hibernation and to incorporate technology in the classroom.


Skills practiced: discussion, observation, role play

**Materials: Light table in the room, pipettes, large plastic tweezers, clear mixing trays, red colored ice cubes, warm water.

Rationale: To explore mixing and creating color shades with droppers. To promote experimentation, predicting, and observing cause and effect relationships with the warm water and colored ice. To allow children to formulate their own ideas about color and its properties, such as light and dark. To encourage fine motor skills and dexterity when filling up, maneuvering, and squeezing the pipettes.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting, discussing.

Dramatic Play 


**Materials: Construction vests, tool boxes, plastic tools, tool belts

Rationale: To introduce construction dramatic play materials based on the children's interest in building and using and identifying tools. To develop awareness for what construction workers wear, tools they use, and structures they build. To merge the content areas of blocks and dramatic play to develop rich and intentional play.

Skills: Role play, symbolic play, communication, turn-taking, collaboration, fine motor, self-help skills, creative expression, try out new ideas

**Materials: Loft, animal furs, stuffed bears, blankets, flashlights, pillows, sticks, camping materials, bear books, fishing poles, magnetic sticks, river and bush visuals, fish and berry visuals, tree stumps.

Rationale: To continue to explore the dramatic play theme of winter animals and activities. To explore what kinds of foods bears eat with a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation and camping story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave. To provide natural materials like tree stumps to provide a realistic setting.

Skills practiced: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, chairs, suitcases, animal carriers, conductor hats, destination visuals, personal travel and work visuals, tickets, and pilot head phones


Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, household pets.

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. 
To incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


Math and Manipulatives 



**Materials: Sorting bears, vehicle and tool puzzles, magnetic puzzles

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To introduce small and large bears to practice cognitive skills of sorting, grouping, and ordering by their size and color. To continue to explore the concepts of seriation, ordering, and exploring objects in relation to their size.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave'.

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling and going to work by providing visuals of personal experiences. To begin using blocks to extend dramatic play themes including construction and the building of collaborative structures.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 



**Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall



**Rationale: To foster new skills and keep the children engaged in the large motor activities, new equipment has been added to the large motor room. While many new pieces of equipment have been added, we have kept the rolling bumpy slide as many children continue to enjoy experimenting with going down the slide in different ways like on their stomachs and backs. To build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.


**Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)


**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, sleds.

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To continue exploring the concept of "treasure hunting".

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration.

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter, bear, and color themed discussion, rhyming story and songs, dance and instrument activities, and modeling of activities.

Rationale: To prepare for the field trip on Wednesday by having winter color and natural materials discussions. To prompt questioning and predicting about what materials we will encounter on our walk. To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas, and how to use new tools .

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, triangles, drums, and egg shakers, tone bells, visuals of a band, visuals of a parade.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel. To begin exploring parades and bands as ways to present, share, and collectively play music.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Snacks

Monday: Rice chex and raisins
Wednesday: Granola bars
Thursday: Whole wheat bagels and non-daily honey butter

Weekly Documentation: Week of February 11, 2013

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Small Group Projects: February 13 & 14, 2013

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Weekly Documentation Feb.4 - Feb. 8, 2013

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Winter Session- Julianne's Group

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Weekly Plan Feb.11 - Feb.15, 2013

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Weekly Plan February 11, - February 15, 2013
Julianne Lead Teaching
Overview and Goals

The past week was as busy as ever! The children continue to be engaged in the materials offered to them and have begun to dig into some new concepts. Although we missed Marie, we all had a great day on Monday! The children enjoyed spending time in the gym and playing "Scamper Scamper" in the dramatic play area. Wednesday brought us perfect winter weather, which the children took full advantage of by sledding on the hill and adding snow "turbo boosters" to the slides to make them go really fast. By the end of the week, small groups had really begun to develop and the children excitedly shared what they had done in their small groups with their peers at snack time. This week we will continue to support the children's interest in animal tracks with materials for them to explore at the science and art tables. There will also be some exciting new additions to our classroom such as melting trays and ice cream shop materials.

Expressive Arts

~Materials: easel, brushes, paint, paper. Containers of different shapes and sizes, paint, and paper. Play-doh, animal track molds, animals to create tracks, model animal tracks.
~Rationale: In order to continue to support the children's interest in animal tracks, we will provide materials to experiment and explore different footprints in the art area. Recently, the children have chosen to make their own tracks (handprints) on the easel. Color mixing continues to interest the children at the easel as well as other tables in the art area. The children have enjoyed making their own "mystery tracks" with the different shapes and sizes of containers and have had other children guess which containers made each of their marks.
~Skills: color recognition, color mixing, self-expression, fine motor skills, eye-hand coordination, symbolic representation, creative expression, cause and effect relationships, experimentation, and sensory stimulation

Light Table

~Materials: alphabet tracing cards, Montessori letters, blank sheets of paper, colored pencils, crayons, Chicka Chicka Boom Boom Tree
~Rationale: The children have been spending a considerable amount of time at the light table and literacy center during the past week. In order to further their engagement with letters and writing, we have added a different way to make letters on the light table. Using the crayons allows them to rub and trace the letters in a new and interesting way. The children have enjoyed showing off their work by taping their letters up on the Chicka Chicka Boom Boom Tree!
~Skills: fine motor strength and coordination, letter recognition, alphabetic principle

Sensory Materials


~Materials: snow or Ice chunks of various shapes and sizes (depending on the weather), small plastic polar animals, plastic containers, people pegs, gloves
~Rationale: The materials at the sensory table will continue to represent the outdoors and provide children with an opportunity to play and construct with snow and ice in a more comfortable environment. Recently, the children have been making snow forts, tunnels, and caves out on the playground. To support their interest in the classroom, we have added materials for them to build these structures at the sensory table. The people pegs have each child's name and picture on them to allow the children to represent themselves in the structures they create.
~Skills: scientific thinking and reasoning, sensory exploration, cooperative play, hand-eye coordination, symbolic representation, fine motor strength

Science



~Materials: photographs of different animals and the tracks they make, melting trays, ice and snow, stuffed pheasant, magnifying glass, clip boards, prompting questions.
~Rationale: The children have continued to express interest both in the melting process and in detecting animal tracks. Teachers persist in prompting the children in make predictions, observing changes that take place, and discussing their reasoning. The children will be offered materials to match animals and their tracks as well as use melting trays to melt snow and ice. These opportunities will further satisfy the children's inquiry of the scientific processes.
~Skills: matching, scientific inquiry, making predictions, observation, drawing conclusions, reasoning, descriptive language, informative language, comparing and contrasting, knowledge of physical properties, knowledge of the natural world

Math and Manipulatives

~Materials: seriation blocks, star connectors, alphabet unit blocks, number puzzles
~Rationale: The children have been creating some very interesting structures using the star connectors. Due to the several different shapes and ways of connecting the pieces together, the children are able to be quite creative in their constructions. We have added unit blocks with uppercase and lowercase letters on them to continue to build the children's awareness of letters and the alphabet. Seriation is another concept that we will continue to highlight in the math and manipulatives cave. The children have been working to put different sized blocks in order from biggest to smallest. Number puzzles support this understanding while also adding a numerical dimension.
~Skills: seriation, concept knowledge, color recognition, fine motor strength and dexterity, pattern making, problem solving, counting, one-to-one correspondence, comparing and contrasting

Dramatic Play 


~Materials:
Loft: magnetic alphabet letters, books about literacy, alphabet puzzle, pencils, markers, clipboards, alphabet stencils, alphabet/number/color keyboard
Underneath the loft: open-ended different colored fabrics, stuffed woodland animals, animal costumes, stuffed fish, stuffed frogs, pine cones, woodland foliage, laminated animal tracks
Kitchen area: dishes, different types of food, open ended fabrics, ice cream, ice cream scoops, aprons, chef hats
Dramatic play cave: different types and colors of fabric, small woodland animals, foliage, acorns and nuts

~Rationale: The children never fail to become involved in dramatic play. This week, we separated out the materials in the dramatic play cave and underneath the loft in order to allow the area to become more open-ended as well as allow the children to be more creative with the materials. The loft has attracted many children and provided them with the opportunity to explore literacy in a variety of ways. The children have been playing "Ice Cream Shop" quite frequently lately, using the snow in the sensory table and on the playground to create ice cream cones. Therefore, we have added some materials to support that interest to the kitchen area.
~Skills: symbolic representation, social interactions, discussions and conversations regarding animals, their habitats and their tracks, descriptive language, creative expression, knowledge of the natural world, role-play, problem solving, fine motor, and sharing

Blocks


~Materials: hollow blocks, unit blocks, ramps, long wood boards, and big fabric pieces
~Rationale: The children have enjoyed playing "Scamper Scamper" in the block area recently. They have set up the pantry and table and acted out being mice and cats. The children use creativity and problem solving while developing their awareness of geometry through building. Communal building with hollow blocks encourages cooperation and social interactions.
~Skills: construction skills, dramatic play, symbolic representation, problem solving, social interactions, role-play, cognitive flexibility



Language and Literacy
~Materials: name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, alphabet/number/color keyboard, letters on the light table, envelopes, pre-made booklets, vocabulary words
~Rationale: The children continue to be interested in the writing center! They have been busy practicing letters and writing their names and other words they know how to spell. Our effort to support the children's interest and discussions has resulted in some children who may not usually spend time at the writing center regularly engaging with the new materials. The children have put to use the new vocabulary words that match their interest. The children have been sealing envelopes with artwork or letters made for other people in our classroom. The upper loft continues to allow children to experiment with letters in a variety of ways. The children have enjoyed playing with the interactive keyboard in the loft, the use of which supports several academic concepts such as letter recognition, letter sounds, and color recognition.
~Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression

Large Motor


~Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall

~Rationale: In order to foster new skills and keep the children engaged in the large motor activities, new equipment has been added to the large motor room! While many new pieces of equipment have been added, we have kept the rolling bumpy slide as many children continue to enjoy experimenting with going down the slide in different ways and pretending they are rocket ships getting ready for "blast off." All of these activities build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.
~Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)
~Outside: Temperatures were a little warmer this week so we were able to spend time on the playground all week. Children were interested in exploring the snow and determining if it was sticky enough for snowballs. The sledding hill was re-opened this week and the children had a blast going sledding! Other children enjoyed adding 'super boosters' (snow) to the slides while pretending to be rockets as they slid down.


Snack
Monday: Rice cakes and raisins
Wednesday: Carrots and triscuts
Thursday: Class-made waffles with blueberry sauce

Winter Session- Amy's Group

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Winter Session- Marie's Group

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WK5 (March 5-7, 2013)

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WK1 (Feb. 5-7, 2013)

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Overview
Last week the children were busy exploring substances that may, or may not, make snow and ice melt. This week, warming trays will be added to the classroom so that children can conduct additional experiments in melting ice and snow. The art table will also have warming trays so that children can make comparisons between what they observe at the science center and what happens when the crayons are warmed. They will also have the opportunity to create unique artwork throughout the process. Throughout the session, children have been learning about habitats. The teachers have been arranging the cave and loft areas so that children can explore particular habitats such as woodland and arctic environments. This week the teachers have arranged the cave and loft areas so that children can use what they have learned to create different habitats.

Expressive Arts

-Materials: Play dough, alphabet cookie cutters, rolling pins, popsicle sticks, dull knives. Warming trays, crayons, paper. Easel, brushes, tempera paint, paper.
-Rationale: The children really enjoyed the play dough last week! Children recognized the alphabet letters and used the cookie cutters to spell words. Since the children have become familiar with the play dough and letters, more materials will be added to the play dough table. Children can use the new materials to write letters and words and to create a variety of shapes and models. Warming trays will be available so that children can melt crayons on paper and create unique artwork.
-Skills: self-expression, fine motor skills, symbolic representation, creative expression, cause-and-effect relationships, experimentation, heuristic language, descriptive language, sensory stimulation.

Sensory Materials

- Materials: Sensory table, blue water, blocks/chunks of ice, seals, whales, dolphins, mermaids, cups.
- Rationale: This week the sensory table will be transformed into an ocean. Blue water, "icebergs," and ocean creatures will be added to the table so that children can explore a new habitat.
- Skills: problem-solving, negotiating, self-regulation, sensory stimulation, knowledge of physical properties (of ice), symbolic representation, discussions and conversations related to animals and their habitats, fine motor skills, cause-and-effect relationships, generalizing, social interactions, heuristic language, descriptive language, dramatic play

Science
- Materials: Melting trays, ice, snow. Animal tracks and footprints.
- Rationale: The children have been exploring a variety of materials that melt snow and ice. This week, warming trays will be added to the science area so that children can watch snow and ice melt at a faster rate. Children can hypothesize and predict whether snow or ice will melt faster. While outdoors, children have noticed different tracks and footprints in the snow. The science table will have pictures and molds of various animal footprints. After exploring these materials, children can search for animal footprints outdoors and begin to name which animals they belong to.
- Skills: scientific inquiry, observation, prediction, hypothesize, conceptual knowledge-knowledge of the natural world, classification, descriptive language, heuristic language, informative language, symbolic representation, comparing and contrasting, drawing conclusions, generalizing, reasoning, knowledge of physical properties.

Math and Manipulatives
-Materials: Star connectors, Montessori seriation cylinders, Montessori color tiles.
-Rationale: The star connectors were used frequently last week. Children problem solved and formed a variety of angles as they pieced together the materials. Seriation cylinders will be added to develop children's ability to order by size. The Montessori color tiles will be added to incorporate a different type of seriation: ordering shades of colors from dark to light.
-Skills: seriation, problem solving, geometry, concept knowledge, one-to-one correspondence and whole/part relationships.


Language and Literacy
-Materials: A variety of writing implements, scissors, stencils, paper, name cards, and a posting of the upper and lower case alphabet, a well stocked library with books about the alphabet, animals, habitats, and winter. Puzzles with upper and lower case alphabet letters and a magnet board with alphabet letters. We have also added laminated upper and lower case letters to the light table for the children to use, and button mosaics.
-Rationale: Alphabet stencils will be added to the Literacy Loft to encourage letter and letter sound recognition. Children will be able to trace letters and form words using the stencils. Button mosaics and laminated upper and lower case letters will be added to the light table to form letters in a novel way.
-Skills: letter recognition, letter sound recognition, awareness of the alphabetic principle, phonemic awareness, familiarity with symbol systems, symbolic representation, fine motor control, descriptive and creative writing, listening and receptive abilities, hand eye coordination.

Dramatic Play
- Materials: Assorted hibernating animals, open-ended fabric, sticks, blocks. Stuffed woodland animals, natural materials (logs, bark, and pinecones), fabric. Kitchen with dishes, food, scarves.
- Rationale: The children have had a lot of experience with habitats and apply what they know through play. The cave and loft areas will have a variety of materials available for children to construct a variety of habitats. In addition, we will continue to read and act out the children's stories from home as this has been a great community building activity.
- Skills: conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation, creative building, indoor-outdoor connection, role-play, social interactions, discussions and conversations related to animals and their habitats, problem-solving, sharing, home-school connection.

Blocks

-Materials: Hollow blocks, unit blocks, ramps, wood boards, markers, paper, and tape.
-Rationale: Airplane and helicopter building have been popular activities using the hollow blocks. Ally's small group has been exploring how people fly. This topic has encouraged other children to participate in the building of these structures. The children have grown in their careful planning and attention to detail in choosing the sizes and shapes blocks.
-Skills: Construction skills, dramatic play, symbolic representation, problem solving, negotiation, compromise, collaboration. Mathematical concepts such as symmetry, dimensions and geometry.

Large Motor


-Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall

-Rationale: In order to foster new skills and keep the children engaged in the large motor activities, new equipment has been added to the large motor room! While many new pieces of equipment have been added, we have kept the rolling bumpy slide as many children continue to enjoy experimenting with going down the slide in different ways. All of these activities build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.
-Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)

-Outside: The children enjoyed all of the new snow last week! Sledding was a popular activity that many children enjoyed! Animal tracks were found last week in the freshly fallen snow. This week we are hoping for more snow so that children can search for more tracks, classify the animal that made the tracks, and follow the tracks to see where they lead. Last week, Taya's small group was busy exploring snow removal. While outdoors, children shoveled pathways and removed snow from benches. Children can continue to explore snow removal and find areas on the playground that may need to be shoveled.

Snack
Monday - Applesauce & triscuit
Tuesday - Sunbutter on plain rice cakes
Wednesday - Cheerios & raisins
Thursday - Classmade popsicles
Friday - Whole wheat cinnamon toast


Winter Session 2/4-2/8/13

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WINTER LP 2-11-2013

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Weekly Lesson Plan for Ross' Class
Week of: February 11-15, 2013
Lead teaching this week: Avery

Overview: We had a wonderful "warm" week, filled with sledding, snow angels, and more outside fun that the children have been missing with the recent subzero temperatures. Hopefully our winter fun outside will be able to continue this week. Last week, many children make binoculars and have been exploring with them all week; looking for animals and watching the snowfall. We plan to support this new interest, and a continuing dramatic play theme of "spies" by incorporating scavenger hunts around the school into our free play. This is promoting child-directed play that has led to strong critical thinking opportunities as children continue to figure out more difficult clues from teachers, and more recently, from their peers. In addition, all of the small groups have gotten off to a great start. We are excited to see what each group will evolve into and where the children's interests might take us! Be sure to check your child's small group update on the class webpage!

Expressive Arts (easel, play-dough, sand)
• Materials: Easel: Paint, paintbrushes, paper. Clay Table: Play-dough, wires, hammers, wooden knives, popsicle sticks. Art table (sand): Sand, trays, plastic people, beautiful things (such as gems, bottle caps, and corks).
• Rationale: At the easel this week, the children enjoyed finger painting with the primary colors. This allowed for exploration with the finger paint, as well as utilization of color mixing. To continue the challenge of making specific colors, we will encourage the children to replicate the color of their bedroom to prepare for pajama day! The clay table has unfortunately not seen much action this week with our current set-up. In order to get the children excited about this area again, we will introduce play-dough. The novelty of play-dough will be of interest to the children and hopefully invite exploration of a new material. At the art table, we have continued to practice writing on our sand trays, as well as make collages with our "beautiful things." This week, we will continue to have the sand trays and encourage children to practice writing their names and other letters.
• Skills: Color recognition, color mixing, cause/effect, fine-motor strength, creative expression, letter/name recognition.

Sensory (water/ice/snow table)
• Materials: Ice, water, snow, buckets, plastic animals, food coloring in spray bottles.
• Rationale: The children explored melting ice for the past few weeks, and with our recent snowfalls, we have decided to switch our sensory table focus back to snow. In order to initiate more symbolic play, we have added some plastic sea animals, such as seals and penguins. We will add an extra element of color mixing to the snow, as they have already seen color mixing with ice and water.
• Skills: Prediction, cause/effect, scientific thinking and reasoning.

Science
• Materials: Animal track pictures, animal fur, stuffed animals, paper, pencils, materials for binocular making, books.
• Rationale: Last week, children became interested in making binoculars and using them to search for animals as well as watching the snow fall outside our window. This week, we will add more structure to the binocular use by going on scavenger hunts around the school for stuffed animals or animal tracks. Our scavenger hunt will also incorporate elements of "spy" dramatic play that has been happening for a few weeks.
• Skills: Observation, searching/scanning, problem solving, sensory experience, focusing skills, knowledge of natural world

Language and Literacy
• Materials: Paper, pencils, markers, Our Name Book, staplers, tape, envelopes, mail box, children's pictures, books, relating to numbers and letters.
• Rationale: We continue to encourage the children to practice writing their letters, especially their names. With the start of small groups, the children have been writing and sharing fewer stories as they are getting used to the new routine. We will encourage the children to keep writing stories, by having story-telling days on Mondays and Fridays before snack. This week, we will encourage the children to use materials at the writing center to make props for the block and dramatic play. Veronica introduced a game using letters and letter sounds at large group on Thursday called "Musical Carpet Squares". To give the children more experience with this game, we will continue to incorporate it in our large groups this week.
• Skills: Letter recognition, phonemic awareness, pre-/early-literacy skills

Math and Manipulatives (Including the nook)
• Materials: Unifix cubes, puzzles, number puzzles, letter puzzles, number LEGOS, abacus, matching games, Mobilos.
• Rationale: The children have continued to show interest in the teddy-bear dressing puzzles, finding humor in mismatching the three bears' outfits. We also used the abacus for counting, as well as simple addition and subtraction problems. There have been several children building racecars and machines in the nook area this week. To continue the racecar theme, we will be adding Mobilos to the nook.
• Skills: One-to-one correspondence, fine motor skills, symbolic representation, rational counting, number recognition, letter recognition, short-term memory.

Dramatic Play
• Materials: Dress-up clothes and shoes, dramatic playhouse props, play phones, "spy cases" (plastic VHS boxes).
• Rationale: Last week, there was a lot of dramatic play and block play intertwining. There have been food deliveries from the kitchen to the TIV workers, spaceship builders, and princesses. Some children have taken an interest in dressing up as animals: specifically cheetahs. The classroom spies have also continued to go to work, finding lost materials in the room, as well as objects hidden by the teachers. We will continue with self-directed play in this area, facilitating and initiating play when necessary.
• Skills: Peer relationships, socio-dramatic/imaginative play, symbolic representation, problem solving.

Blocks
• Materials: Large hollow blocks, unit blocks, steering wheels, key boards, keys, fabric pieces, plastic animals.
• Rationale: The TIVs continue to take over the block area most days. There are usually multiple TIVs being built and played on, and with time, the children are becoming more skilled at building them. This week, there have been a couple very large TIVs that could comfortably fit five children! Children began incorporating small animals into their play. They enjoy feeding them, finding places for them in the block structures, and finding babysitters for them. We will continue with self-directed play this week, supporting the play when necessary. We will do this by adding scenarios for the children's play, initiating peer collaboration, and further developing the socio-dramatic play.
• Skills: Large motor skills, problem-solving, peer negotiation/collaboration, symbolic representation, peer relationships, socio-dramatic/imaginative play.

Large-motor
• In the gym: ~Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall

• Rationale: A new gym set-up was introduced on Friday, much to the excitement of the children. While many new pieces of equipment have been added, we have kept the bumpy slide as many children continue to enjoy experimenting with going down the slide in different ways and pretending they are rocket ships getting ready for "blast off." All of these activities build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies!
• On the playground: The children have been able to enjoy sledding this week with the recent snowfalls, which was a huge hit! The fluffy snow is not ideal for snow sculpting, but the children have found other ways to enjoy the snow, including: snow angels, shoveling, and throwing snow (at the building and trees!). We hope to be able to continue sledding and other snow play this week.
• Skills: Large-motor/locomotion skills, cardiovascular endurance, turn-taking, muscular strength, static and dynamic balance, jumping, hopping, throwing, spatial awareness, propulsion skills (throwing/shooting basketballs)

Announcements/Special Interest
• We will be a having a pajama day on Friday! Our intention is to build this up throughout the week with various activities relating to the children's bedrooms and their favorite pajamas.
• Veronica will lead a cooking project on Monday, making avocado and cheese sandwiches.
• Conferences are going very well! For those with conferences this week, please double-check your day and time.
• Summer school enrollment is now open! If you are interested, please see the emails send out last week for more information about how to sign up!
• This Friday, the our class and Amy's class will start our "Student Teacher Exchange" program - allowing each of our student teachers a chance to work with another teacher and teaching team for a day. This Friday, Veronica will visit Amy's class and one of their teachers named Taya will join us!

Snack
Monday - Avocado & cheese sandwiches (made with Veronica!)
Tuesday - Sunbutter on plain rice cakes
Wednesday - Vegetable soup & Triscuits
Thursday - Popcorn
Friday - Applesauce & crackers
** All snacks served with a milk and water, unless otherwise noted**

Winter Weekly Lesson Plan: 2.11.13 - 2.15.13


Jamie, Catherine, and Taylor Lead Teaching
Overview:



To continue to go deeper into the exploration of classroom materials and move toward inquiry learning. To encourage the children to ask, predict, investigate, and discuss ideas about learning. To investigate and experiment with cause and effect relationships in science, math, and manipulatives. To make personal connections to the curriculum through language and photographs. To continue to support and extend their dramatic play by providing additional props, materials, and experience that enhance their learning. To continue to encourage collaborative play, initiation of play, and help build and sustain friendships.

Expressive Arts 


**Materials: Easel, white paper, white, black, and orange colors, various textured paint brushes, orange color shade visuals 




Rationale: To promote exploration of color shades, introduce the concept of light and dark
colors, and increase color awareness. To explore the color orange through mixing colors and painting. To encourage creative expression, and provide the opportunity for the children to represent their ideas on paper.

Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking, observation



**Materials: Black, light orange, and white paper, sorted orange color crayons, scissors, assorted orange collage materials, orange cellophane, orange tissue paper, glue, and visuals of orange shades.

Rationale: To provide an opportunity to explore the color orange in depth. To promote creative expression through collage work. To examine differences and similarities of the color orange in different materials. To promote observation and discussion of comparisons.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion, representational collage making.

Sensory:

**Materials: blue and white playdough, kitchen tools and dishes, rolling pins, muffin tins, cheese slicers, impression tools, pretend oven, and letter cut outs.



Rationale: To continue experimenting mixing playdough colors. To provide another medium for creating shades of the color blue. To try out materials for cause and effect relationship. To encourage letter awareness and encourage pre-literacy skills. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Sensory table, snow, ice, colored ice cubes, penguins and whales, ice molds, salt, wooden hammers, and shovels

Rationale: To continue manipulating snow and ice indoors and integrate the curriculum themes of color and winter. To begin inquiring about the properties and transformations of ice and snow. To prompt intentional problem solving and cause and effect scenarios like freezing objects into the ice and adding salt to see if it melts the ice. To use tools in meaningful ways through prompting and modeling.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science

**Materials: Horseshoe magnets, magnet sticks, magnetic board, and magnet props and visuals.

Rationale: To promote problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not.

Skills: Prediction, observation, discussion, ideas

Materials: slideshow of bear pictures and video clips

Rationale: To continue to observe bear habits and hibernation. To extend the dramatic play theme of bears and hibernation and to incorporate technology in the classroom.
Skills practiced: discussion, observation, role play

**Materials: Light table in the room, primary and secondary color liquid watercolor, pipettes, clear mixing trays, primary color light filters, colored ice cubes.

Rationale: To explore mixing and creating colors with droppers. To promote experimentation, predicting, and observing cause and effect relationships with the liquid watercolor and colored ice. To allow children to formulate their own ideas about color and its properties, such as light and dark.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting.

Dramatic Play 


**Materials: Loft, animal furs, stuffed bears, blankets, flashlights, pillows, sticks, camping materials, bear books, fishing poles, magnetic sticks, river and bush visuals, fish and berry visuals.

Rationale: To explore the dramatic play theme of winter animals and activities more deeply. To explore what kinds of foods bears eat by introducing a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation and camping story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave.

Skills practiced: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, chairs, suitcases, animal carriers, conductor hats, destination visuals, personal travel and work visuals, tickets, and pilot head phones


Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, household pets.

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. 
To incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


Math and Manipulatives 



**Materials: Color puzzles, vehicle puzzles, magnetic puzzles

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To introduce the concept of seriation, ordering, and exploring objects in relation to their size.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave'.

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling and going to work by providing visuals of personal experiences.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 



**Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall



**Rationale: To foster new skills and keep the children engaged in the large motor activities, new equipment has been added to the large motor room. While many new pieces of equipment have been added, we have kept the rolling bumpy slide as many children continue to enjoy experimenting with going down the slide in different ways like on their stomachs and backs. To build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.


**Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)


**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, and street signs

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. Introduce traffic signs to increase awareness of common signs and symbols and extend interest in vehicles and traveling. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To introduce the concept of a "scavenger hunt" and searching for items while following directions.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration.

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter, bear, and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities


Rationale: To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas, and how to use new tools .

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, triangles, drums, and egg shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Snacks:

Monday: Shaved ice and rice cakes
Wednesday: Applesauce & triscuits
Thursday: Peas and brown rice

Winter Weekly Lesson Plan: 2.11.13 - 2.15.13


Jamie, Catherine, and Taylor Lead Teaching
Overview:


To continue to go deeper into the exploration of classroom materials and begin to move toward inquiry learning. To encourage the children to ask, predict, investigate, and discuss ideas about learning. To investigate and experiment with cause and effect relationships in science, math, and manipulatives. To make personal connections to the curriculum through language and photographs. To continue to encourage collaborative play, initiation of play, and help build and sustain friendships.

Expressive Arts 


**Materials: Easel, white paper, white, black, and orange colors, various textured paint brushes, orange color shade visuals 




Rationale: To promote exploration of color shades, introduce the concept of light and dark
colors, and increase color awareness. To explore the color orange through mixing colors and painting. To encourage creative expression, and provide the opportunity for the children to represent their ideas on paper.

Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking, observation



**Materials: Black, light orange, and white paper, sorted orange color crayons, scissors, assorted orange collage materials, orange cellophane, orange tissue paper, glue, and visuals of orange shades.

Rationale: To provide an opportunity to explore the color orange in depth. To promote creative expression through collage work. To examine differences and similarities of the color orange in different materials. To promote observation and discussion of comparisons.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, color recognition and labeling, observation, comparison, discussion, representational collage
making.

Sensory:

**Materials: blue and white playdough, kitchen tools and dishes, rolling pins, muffin tins, cheese slicers, impression tools, pretend oven, and letter cut outs.



Rationale: To continue experimenting mixing playdough colors. To provide another medium for creating shades of the color blue. To try out materials for cause and effect relationship. To encourage letter awareness and encourage pre-literacy skills. To provide a pretend oven and additional kitchen tools and items for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Sensory table, snow, ice, colored ice cubes, penguins and whales, ice molds, salt, wooden hammers, and shovels

Rationale: To continue manipulating snow and ice indoors and integrate the curriculum themes of color and winter. To begin inquiring about the properties and transformations of ice and snow. To prompt intentional problem solving and cause and effect scenarios like freezing objects into the ice and adding salt to see if it melts the ice. To use tools in meaningful ways through prompting and modeling.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science

**Materials: Horseshoe magnets, magnet sticks, magnetic board, and magnet props and visuals.

Rationale: To promote problem solving and the exploration of cause and effect relationships. To provide ways for the children to test their predictions about what is magnetic and what is not.

Skills: Prediction, observation, discussion, ideas

Materials: slideshow of bear pictures and video clips

Rationale: To continue to observe bear habits and hibernation. To extend the dramatic play theme of bears and hibernation and to incorporate technology in the classroom.

Skills practiced: discussion, observation, role play

**Materials: Light table in the room, primary and secondary color liquid watercolor, pipettes, clear mixing trays, primary color light filters, colored ice cubes.

Rationale: To explore mixing and creating colors with droppers. To promote experimentation, predicting, and observing cause and effect relationships with the liquid watercolor and colored ice. To allow children to formulate their own ideas about color and its properties, such as light and dark.

Skills: Observing, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression, predicting.

Dramatic Play 


**Materials: Loft, animal furs, stuffed bears, blankets, flashlights, pillows, sticks, camping materials, bear books, fishing poles, magnetic sticks, river and bush visuals, fish and berry visuals.

Rationale: To explore the dramatic play theme of winter animals and activities more deeply. To explore what kinds of foods bears eat by introducing a river visual where the children can fish for salmon or trout. To include a bush visual where they can pick berries to store for winter. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas about winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation and camping story lines like building a fire, making hot cocoa and other foods, and sleeping in a cave.

Skills practiced: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, chairs, suitcases, animal carriers, conductor hats, destination visuals, personal travel and work visuals, tickets, and pilot head phones


Rationale: To create ownership and continued excitement about the travel and work themes through personal photos and experiences on a travel board in the room. To include narrations from the parents that describe where they traveled to and what they did. To continue symbolically representing vehicles using chairs and encourage the children to incorporate personal traveling experiences about trains, planes, and other vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, household pets.

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. 
To incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


Math and Manipulatives 



**Materials: Color puzzles, vehicle puzzles, magnetic puzzles, shape sorters

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce magnetic manipulatives that allow children to experiment with cause and effect relationships. To have puzzles that promote awareness and interest in the curriculum themes of bears, winter, and colors. To introduce the concept of seriation, ordering, and exploring objects in relation to their size.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave'.

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and making airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling and going to work by providing visuals of personal experiences.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 



**Materials: Crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall



**Rationale: To foster new skills and keep the children engaged in the large motor activities, new equipment has been added to the large motor room. While many new pieces of equipment have been added, we have kept the rolling bumpy slide as many children continue to enjoy experimenting with going down the slide in different ways like on their stomachs and backs. To build the children's core strength, encourage socialization and cooperation, and support the children's exploration of what they can do with their bodies.


**Skills: Climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (Crawling tube, hopscotch, bumpy slide, scaling block wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall) propulsion skills (basketball & basketball hoop), hand-eye coordination (basket balls and basketball hoop), and directional awareness (all)


**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, and street signs

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. Introduce traffic signs to increase awareness of common signs and symbols and extend interest in vehicles and traveling. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects. To introduce the concept of a "scavenger hunt" and searching for items while following directions.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration.

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter, bear, and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities


Rationale: To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas, and how to use new tools .

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, triangles, drums, and egg shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel.

Skills: Creative expression and movement, mathematical concepts (beats and patterns),
imitation, call and answer, communication.

Snacks:

Tuesday: Applesauce and triscuits
Friday: Cheerios and milk

Weekly Plan: Elizabeth's Class-Week of February 11, 2013

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Weekly Plan
Week of February 4, 2013
Megan Lead Teaching

Overview:
Last week we started our small groups (Numbers, Storytelling and Water) and continued our exploration of numbers and winter life! Many of the children continue to be interested in cold weather and animals, more specifically arctic animals. There were many penguins waddling down and sliding on their stomachs down the sledding hill this week! To support their interest in penguins, and polar bears we have added wax paper, and grayish-white materials in the block area to represent the homes of animals in cold climates. The dressing puzzles received a lot of attention so we added self-dressing materials to the math table to extend our discussion of keeping warm in the winter. Finger painting last week was highly engaging for many of the children. We added materials (sand, salt, and shaving cream) to the finger paint to encourage the exploration of textures and sensory awareness. Finally, in the Nook we transitioned from Legos to Mobilos to offer a new experience in building.

Science
*Materials: Woodland animal stuffed animals, tree, books about wintertime and hibernation, fur pelts, pictures of various animals with fur/wool, shoe box, batting, sticks, large seeds, acorns, computer for checking daily temperature and live web-cam feed of bear den.
*Rationale: to continue our ongoing exploration of homes and habitats, and to focus the children's attention on local weather and animals, materials are provided that will allow the children to hypothesize about what animals do in the winter and where they might live.To encourage discussion among the children about hibernation and how animals stay warm in the winter a live online feed of a bear hibernating in it's den will be streamed on the computer. Pictures of animals with different types of skin (fur/wool/hair) have been added to the science table to further children's thinking about how fur keeps animals warm. To encourage further discussion about the weather we will be checking the temperature daily and recording it on newsprint paper.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, making comparisons, perspective taking (considering how animals survive in the wintertime), using tools gather information, and developing curiosity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave is set as bedrooms with "beds," baby dolls, and baby-care items while the other cave is set up as a Bear Cave (bear costumes, teddy bears, books about hibernation and bears, pillows), animal costumes
Rationale: to allow for the continued exploration of home-life, family-life, and previous experiences while children use their creativity, imagination, and social interaction skills. To juxtapose human needs (home-life props) with animal needs (hibernation cave) and allow for a variety of dramatic play experiences. Various animal costumes continue to be available to extend animal dramatic play (lions, cougars, polar bears).
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, storytelling, connection to the natural world, using books as resources, and early literacy skills.

Language and Literacy
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program. Name cards and a mailbox are available to the writing center to support letter writing.
Rationale: to foster experiences with the alphabetic principle. We will continue to support the children's creativity with written and verbal language by giving them opportunities to dictate their stories and letters. To support the children's interest in making signs, paper, markers and tape are added to facilitate emergent reading and writing skills. Microsoft Word is provided to encourage letter recognition and emergent writing and typing skills.
Skills: fine motor, letter recognition, emergent writing, curiosity, symbolic reasoning, peer interaction, reflection on community jobs, technological awareness, planning and sequencing actions.

Materials: the library has a variety of non-fiction and fiction books, many of which discuss different aspects of winter (snow, cold, winter clothes, etc), and have numeral themes (Five Little Monkeys).
Rationale: to encourage the children's continued interest in sharing stories communally and individually. To demonstrate how to use books as sources of information. To have the opportunity to reflect on changes to the children's immediate environment (i.e. the winter season). To encourage further thinking and discussion about numbers we added counting books to the class library.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, scientific investigation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, animal figurines (polar bears, seals, orcas), felt, wax paper, blue, white and gray pieces of cloth.
Rationale: to offer continued building experiences, to allow the children to reflect on and interpret a number of different experiences involving buildings, transportation, etc. To encourage and expand the slipping and sliding of penguins down snow slopes and imaginative play with arctic animal we added wax paper, as well as water and snow colored pieces of cloth.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, indoor/outdoor connection, using a variety of media for self expression, problem solving, mathematical reasoning,connection to the natural world and showing interest and respect for the creative work of self and others.

Expressive Arts (paint, drawing, clay)
Materials: markers, primary color paint for mixing, large paper for painting, scissors, butcher paper, finger paints, sand, cornstarch, salt, shaving cream, clay, wooden clay tools, toothpicks, straws, wire.
Rationale: to explore with hands and tools to promote sensory awareness, increase fine motor skills, and foster social relationships as children observe and work together with their peers. The children continue to be highly interested in using their hands to mix colors.To continue the exploration of group color mixing, blue, white, yellow, and red finger paint will continue to be available at the art table. To support sensory exploration with different textures sand, cornstarch and shaving cream are added to the finger paint.Many of the children are interested in using tools to manipulate the clay. To support 3-D sculpture, and to encourage self-expression, toothpicks and straws are added to the clay table.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, cause and effect, hypothesizing and predicting, showing interest and respect for the creative work of self and others, establishing a connection as a member of a community, peer interactions, self expression using a variety of media and tools.

Sensory (water table)
Materials: ice, snow, salt, sand, water, acorns, molds, scoops, buckets, and small shovels.
Rationale: To encourage further discussion about the properties of ice and snow, both will continue to be offered at the sensory table. Elizabeth conducted an ice melting experiment with the children last week to investigate what matter melts ice the fastest. To support exploration and discussion of melting ice, salt, sand, water, and acorns are made available at the sensory table.
Skills: large-/fine-motor strength, cause-and-effect, fostering social relationships, using varied science and sensory language, sensory exploration, observational skills, symbolic representation, acting out previous experiences, comparing amounts, and performing multiple steps, planning and carrying out a plan.

Math and Manipulatives (including the 'Nook')
Materials:Counting and stacking cubes, numeral recognition games, dressing and number puzzles,number matching games, Duplos, threading shoelace cards, self-dressing materials, mitten numeral recognition game, Mobilos, pictures of airplanes and airports.
Rationale: To continue our exploration of numbers and winter dressing materials are provided at the math table. To support self-dressing and fine motor skills materials with buttons, zippers and fasteners are offered. To encourage investigation of counting, numeral awareness, and sequencing we have added a mitten numeral recognition game and a number matching puzzle.
In the Nook we have switched from Legos to Mobilos to further exploration of construction building and divergent thinking. Pictures of airports, and airplanes will continue to be displayed as well as the addition of race car pictures to inspire group discussion, building and play.
Skills: one-to-one correspondence, synthesis and analysis, fine motor development, hand-eye coordination, part-whole relationships, quantification, counting, numeric awareness, comparison, matching, sorting and divergent thinking.

Large Motor (gym)
Materials: A-Frame balance beam, hopscotch, basketball hoop with balls, climbing wall, tumbling blocks with rope, stairs and slide.
Rationale: This week was our turn to set up the gym. Many of the children have been interested in balancing on the long blocks of wood in the block area.To support the children's interest in balancing as well as offer an large motor experience the A-Frame balance beam has been added to the gym. The hopscotch,tunnel, basketball hoop with balls, climbing wall, tumbling blocks with rope, and slide help build children's upper body and core strength, encourage socialization and cooperation, support exploration of what the can do with their bodies and simulate outdoor activities (playing hopscotch and dribbling basketballs).
Skills: Dynamic balance and static balance/standing on one foot (A-Frame Balance Beam), propulsion skills/throwing (basketball hoop with balls), receptive skills/catching and trapping (basketball hoop with balls), climbing (bumpy slide, tumbling blocks, climbing wall),
turn-taking (all), motor planning (bumpy slide, tumbling blocks, wall climber), directional awareness (all),core muscle strength (bumpy slide, tumbling blocks, climbing wall), upper body strength (tumbling blocks with rope, basketball hoop with balls)body awareness (balance beam, tumbling blocks, tunnel), reaching (wall climber, tumbling blocks with rope), jumping (wall climber, hopscotch), turning (wall climber, balance beam), spatial awareness (climbing wall, balance beam,basketball hoop with balls, tunnel), landing (climbing wall, hopscotch)

(Outdoors)
As we still have snow on the playground we will continue to provide sleds, shovels and snowshoes for playing in the snow! As always, we will monitor the weather and ice conditions daily to ensure the safety of the children on the sledding hill. The time on the playground continues to be a balance of both unstructured and structure large motor activities. Much of the animal pretend play has carried over to outside time. There have been many cougars and bears prowling around the playground and penguins sliding down sledding hill lately.Some of the children have been experimenting with adding snow to slides to see how fast they can zoom down the slide. Hopefully the 'warm' weather continues so we can enjoy playing and experimenting with the snow!

Snacks:
Monday: Animal crackers and Raisins
Wednesday: Carrots and Triscuts
Thursday: Cheerios and Milk

Weekly Plan: Elizabeth's Class-Week of February 11, 2013

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Weekly Plan
Week of February 11, 2013
Megan Lead Teaching

Overview:
Last week we started our small groups (Numbers, Storytelling and Water) and continued our exploration of numbers and winter life! Many of the children continue to be interested in cold weather and animals, more specifically arctic animals. There were many penguins waddling down and sliding on their stomachs down the sledding hill this week! To support their interest in penguins, and polar bears we have added wax paper, and grayish-white materials in the block area to represent the homes of animals in cold climates. The dressing puzzles received a lot of attention so we added self-dressing materials to the math table to extend our discussion of keeping warm in the winter. Finger painting last week was highly engaging for many of the children. We added materials (sand, salt, and shaving cream) to the finger paint to encourage the exploration of textures and sensory awareness. Finally, in the Nook we transitioned from Legos to Mobilos to offer a new experience in building.

Science
*Materials: Woodland animal stuffed animals, tree, books about wintertime and hibernation, fur pelts, pictures of various animals with fur/wool, shoe box, batting, sticks, large seeds, acorns, computer for checking daily temperature and live web-cam feed of bear den.
*Rationale: to continue our ongoing exploration of homes and habitats, and to focus the children's attention on local weather and animals, materials are provided that will allow the children to hypothesize about what animals do in the winter and where they might live.To encourage discussion among the children about hibernation and how animals stay warm in the winter a live online feed of a bear hibernating in it's den will be streamed on the computer. Pictures of animals with different types of skin (fur/wool/hair) have been added to the science table to further children's thinking about how fur keeps animals warm. To encourage further discussion about the weather we will be checking the temperature daily and recording it on newsprint paper.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, making comparisons, perspective taking (considering how animals survive in the wintertime), using tools gather information, and developing curiosity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave is set as bedrooms with "beds," baby dolls, and baby-care items while the other cave is set up as a Bear Cave (bear costumes, teddy bears, books about hibernation and bears, pillows), animal costumes
Rationale: to allow for the continued exploration of home-life, family-life, and previous experiences while children use their creativity, imagination, and social interaction skills. To juxtapose human needs (home-life props) with animal needs (hibernation cave) and allow for a variety of dramatic play experiences. Various animal costumes continue to be available to extend animal dramatic play (lions, cougars, polar bears).
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, storytelling, connection to the natural world, using books as resources, and early literacy skills.

Language and Literacy
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program. Name cards and a mailbox are available to the writing center to support letter writing.
Rationale: to foster experiences with the alphabetic principle. We will continue to support the children's creativity with written and verbal language by giving them opportunities to dictate their stories and letters. To support the children's interest in making signs, paper, markers and tape are added to facilitate emergent reading and writing skills. Microsoft Word is provided to encourage letter recognition and emergent writing and typing skills.
Skills: fine motor, letter recognition, emergent writing, curiosity, symbolic reasoning, peer interaction, reflection on community jobs, technological awareness, planning and sequencing actions.

Materials: the library has a variety of non-fiction and fiction books, many of which discuss different aspects of winter (snow, cold, winter clothes, etc), and have numeral themes (Five Little Monkeys).
Rationale: to encourage the children's continued interest in sharing stories communally and individually. To demonstrate how to use books as sources of information. To have the opportunity to reflect on changes to the children's immediate environment (i.e. the winter season). To encourage further thinking and discussion about numbers we added counting books to the class library.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, scientific investigation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, animal figurines (polar bears, seals, orcas), felt, wax paper, blue, white and gray pieces of cloth.
Rationale: to offer continued building experiences, to allow the children to reflect on and interpret a number of different experiences involving buildings, transportation, etc. To encourage and expand the slipping and sliding of penguins down snow slopes and imaginative play with arctic animal we added wax paper, as well as water and snow colored pieces of cloth.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, indoor/outdoor connection, using a variety of media for self expression, problem solving, mathematical reasoning,connection to the natural world and showing interest and respect for the creative work of self and others.

Expressive Arts (paint, drawing, clay)
Materials: markers, primary color paint for mixing, large paper for painting, scissors, butcher paper, finger paints, sand, cornstarch, salt, shaving cream, clay, wooden clay tools, toothpicks, straws, wire.
Rationale: to explore with hands and tools to promote sensory awareness, increase fine motor skills, and foster social relationships as children observe and work together with their peers. The children continue to be highly interested in using their hands to mix colors.To continue the exploration of group color mixing, blue, white, yellow, and red finger paint will continue to be available at the art table. To support sensory exploration with different textures sand, cornstarch and shaving cream are added to the finger paint.Many of the children are interested in using tools to manipulate the clay. To support 3-D sculpture, and to encourage self-expression, toothpicks and straws are added to the clay table.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, cause and effect, hypothesizing and predicting, showing interest and respect for the creative work of self and others, establishing a connection as a member of a community, peer interactions, self expression using a variety of media and tools.

Sensory (water table)
Materials: ice, snow, salt, sand, water, acorns, molds, scoops, buckets, and small shovels.
Rationale: To encourage further discussion about the properties of ice and snow, both will continue to be offered at the sensory table. Elizabeth conducted an ice melting experiment with the children last week to investigate what matter melts ice the fastest. To support exploration and discussion of melting ice, salt, sand, water, and acorns are made available at the sensory table.
Skills: large-/fine-motor strength, cause-and-effect, fostering social relationships, using varied science and sensory language, sensory exploration, observational skills, symbolic representation, acting out previous experiences, comparing amounts, and performing multiple steps, planning and carrying out a plan.

Math and Manipulatives (including the 'Nook')
Materials:Counting and stacking cubes, numeral recognition games, dressing and number puzzles,number matching games, Duplos, threading shoelace cards, self-dressing materials, mitten numeral recognition game, Mobilos, pictures of airplanes and airports.
Rationale: To continue our exploration of numbers and winter dressing materials are provided at the math table. To support self-dressing and fine motor skills materials with buttons, zippers and fasteners are offered. To encourage investigation of counting, numeral awareness, and sequencing we have added a mitten numeral recognition game and a number matching puzzle.
In the Nook we have switched from Legos to Mobilos to further exploration of construction building and divergent thinking. Pictures of airports, and airplanes will continue to be displayed as well as the addition of race car pictures to inspire group discussion, building and play.
Skills: one-to-one correspondence, synthesis and analysis, fine motor development, hand-eye coordination, part-whole relationships, quantification, counting, numeric awareness, comparison, matching, sorting and divergent thinking.

Large Motor (gym)
Materials: A-Frame balance beam, hopscotch, basketball hoop with balls, climbing wall, tumbling blocks with rope, stairs and slide.
Rationale: This week was our turn to set up the gym. Many of the children have been interested in balancing on the long blocks of wood in the block area.To support the children's interest in balancing as well as offer an large motor experience the A-Frame balance beam has been added to the gym. The hopscotch,tunnel, basketball hoop with balls, climbing wall, tumbling blocks with rope, and slide help build children's upper body and core strength, encourage socialization and cooperation, support exploration of what the can do with their bodies and simulate outdoor activities (playing hopscotch and dribbling basketballs).
Skills: Dynamic balance and static balance/standing on one foot (A-Frame Balance Beam), propulsion skills/throwing (basketball hoop with balls), receptive skills/catching and trapping (basketball hoop with balls), climbing (bumpy slide, tumbling blocks, climbing wall),
turn-taking (all), motor planning (bumpy slide, tumbling blocks, wall climber), directional awareness (all),core muscle strength (bumpy slide, tumbling blocks, climbing wall), upper body strength (tumbling blocks with rope, basketball hoop with balls)body awareness (balance beam, tumbling blocks, tunnel), reaching (wall climber, tumbling blocks with rope), jumping (wall climber, hopscotch), turning (wall climber, balance beam), spatial awareness (climbing wall, balance beam,basketball hoop with balls, tunnel), landing (climbing wall, hopscotch)

(Outdoors)
As we still have snow on the playground we will continue to provide sleds, shovels and snowshoes for playing in the snow! As always, we will monitor the weather and ice conditions daily to ensure the safety of the children on the sledding hill. The time on the playground continues to be a balance of both unstructured and structure large motor activities. Much of the animal pretend play has carried over to outside time. There have been many cougars and bears prowling around the playground and penguins sliding down sledding hill lately.Some of the children have been experimenting with adding snow to slides to see how fast they can zoom down the slide. Hopefully the 'warm' weather continues so we can enjoy playing and experimenting with the snow!

Snacks:
Monday: Animal crackers and Raisins
Wednesday: Carrots and Triscuts
Thursday: Cheerios and Milk

Weekly Lesson Plan: Week of February 11th, 2013

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Weekly Plan
Week of February 4, 2013
Megan Lead Teaching

Overview:
Last week we started our small groups (Numbers, Storytelling and Water) and continued our exploration of numbers and winter life! Many of the children continue to be interested in cold weather and animals, more specifically arctic animals. There were many penguins waddling down and sliding on their stomachs down the sledding hill this week! To support their interest in penguins, and polar bears we have added wax paper, and grayish-white materials in the block area to represent the homes of animals in cold climates. The dressing puzzles received a lot of attention so we added self-dressing materials to the math table to extend our discussion of keeping warm in the winter. Finger painting last week was highly engaging for many of the children. We added materials (sand, salt, and shaving cream) to the finger paint to encourage the exploration of textures and sensory awareness. Finally, in the Nook we transitioned from Legos to Mobilos to offer a new experience in building.

Science
*Materials: Woodland animal stuffed animals, tree, books about wintertime and hibernation, fur pelts, pictures of various animals with fur/wool, shoe box, batting, sticks, large seeds, acorns, computer for checking daily temperature and live web-cam feed of bear den.
*Rationale: to continue our ongoing exploration of homes and habitats, and to focus the children's attention on local weather and animals, materials are provided that will allow the children to hypothesize about what animals do in the winter and where they might live.To encourage discussion among the children about hibernation and how animals stay warm in the winter a live online feed of a bear hibernating in it's den will be streamed on the computer. Pictures of animals with different types of skin (fur/wool/hair) have been added to the science table to further children's thinking about how fur keeps animals warm. To encourage further discussion about the weather we will be checking the temperature daily and recording it on newsprint paper.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, making comparisons, perspective taking (considering how animals survive in the wintertime), using tools gather information, and developing curiosity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave is set as bedrooms with "beds," baby dolls, and baby-care items while the other cave is set up as a Bear Cave (bear costumes, teddy bears, books about hibernation and bears, pillows), animal costumes
Rationale: to allow for the continued exploration of home-life, family-life, and previous experiences while children use their creativity, imagination, and social interaction skills. To juxtapose human needs (home-life props) with animal needs (hibernation cave) and allow for a variety of dramatic play experiences. Various animal costumes continue to be available to extend animal dramatic play (lions, cougars, polar bears).
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, storytelling, connection to the natural world, using books as resources, and early literacy skills.

Language and Literacy
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program. Name cards and a mailbox are available to the writing center to support letter writing.
Rationale: to foster experiences with the alphabetic principle. We will continue to support the children's creativity with written and verbal language by giving them opportunities to dictate their stories and letters. To support the children's interest in making signs, paper, markers and tape are added to facilitate emergent reading and writing skills. Microsoft Word is provided to encourage letter recognition and emergent writing and typing skills.
Skills: fine motor, letter recognition, emergent writing, curiosity, symbolic reasoning, peer interaction, reflection on community jobs, technological awareness, planning and sequencing actions.

Materials: the library has a variety of non-fiction and fiction books, many of which discuss different aspects of winter (snow, cold, winter clothes, etc), and have numeral themes (Five Little Monkeys).
Rationale: to encourage the children's continued interest in sharing stories communally and individually. To demonstrate how to use books as sources of information. To have the opportunity to reflect on changes to the children's immediate environment (i.e. the winter season). To encourage further thinking and discussion about numbers we added counting books to the class library.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, scientific investigation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, animal figurines (polar bears, seals, orcas), felt, wax paper, blue, white and gray pieces of cloth.
Rationale: to offer continued building experiences, to allow the children to reflect on and interpret a number of different experiences involving buildings, transportation, etc. To encourage and expand the slipping and sliding of penguins down snow slopes and imaginative play with arctic animal we added wax paper, as well as water and snow colored pieces of cloth.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, indoor/outdoor connection, using a variety of media for self expression, problem solving, mathematical reasoning,connection to the natural world and showing interest and respect for the creative work of self and others.

Expressive Arts (paint, drawing, clay)
Materials: markers, primary color paint for mixing, large paper for painting, scissors, butcher paper, finger paints, sand, cornstarch, salt, shaving cream, clay, wooden clay tools, toothpicks, straws, wire.
Rationale: to explore with hands and tools to promote sensory awareness, increase fine motor skills, and foster social relationships as children observe and work together with their peers. The children continue to be highly interested in using their hands to mix colors.To continue the exploration of group color mixing, blue, white, yellow, and red finger paint will continue to be available at the art table. To support sensory exploration with different textures sand, cornstarch and shaving cream are added to the finger paint.Many of the children are interested in using tools to manipulate the clay. To support 3-D sculpture, and to encourage self-expression, toothpicks and straws are added to the clay table.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, cause and effect, hypothesizing and predicting, showing interest and respect for the creative work of self and others, establishing a connection as a member of a community, peer interactions, self expression using a variety of media and tools.

Sensory (water table)
Materials: ice, snow, salt, sand, water, acorns, molds, scoops, buckets, and small shovels.
Rationale: To encourage further discussion about the properties of ice and snow, both will continue to be offered at the sensory table. Elizabeth conducted an ice melting experiment with the children last week to investigate what matter melts ice the fastest. To support exploration and discussion of melting ice, salt, sand, water, and acorns are made available at the sensory table.
Skills: large-/fine-motor strength, cause-and-effect, fostering social relationships, using varied science and sensory language, sensory exploration, observational skills, symbolic representation, acting out previous experiences, comparing amounts, and performing multiple steps, planning and carrying out a plan.

Math and Manipulatives (including the 'Nook')
Materials:Counting and stacking cubes, numeral recognition games, dressing and number puzzles,number matching games, Duplos, threading shoelace cards, self-dressing materials, mitten numeral recognition game, Mobilos, pictures of airplanes and airports.
Rationale: To continue our exploration of numbers and winter dressing materials are provided at the math table. To support self-dressing and fine motor skills materials with buttons, zippers and fasteners are offered. To encourage investigation of counting, numeral awareness, and sequencing we have added a mitten numeral recognition game and a number matching puzzle.
In the Nook we have switched from Legos to Mobilos to further exploration of construction building and divergent thinking. Pictures of airports, and airplanes will continue to be displayed as well as the addition of race car pictures to inspire group discussion, building and play.
Skills: one-to-one correspondence, synthesis and analysis, fine motor development, hand-eye coordination, part-whole relationships, quantification, counting, numeric awareness, comparison, matching, sorting and divergent thinking.

Large Motor (gym)
Materials: A-Frame balance beam, hopscotch, basketball hoop with balls, climbing wall, tumbling blocks with rope, stairs and slide.
Rationale: This week was our turn to set up the gym. Many of the children have been interested in balancing on the long blocks of wood in the block area.To support the children's interest in balancing as well as offer an large motor experience the A-Frame balance beam has been added to the gym. The hopscotch,tunnel, basketball hoop with balls, climbing wall, tumbling blocks with rope, and slide help build children's upper body and core strength, encourage socialization and cooperation, support exploration of what the can do with their bodies and simulate outdoor activities (playing hopscotch and dribbling basketballs).
Skills: Dynamic balance and static balance/standing on one foot (A-Frame Balance Beam), propulsion skills/throwing (basketball hoop with balls), receptive skills/catching and trapping (basketball hoop with balls), climbing (bumpy slide, tumbling blocks, climbing wall),
turn-taking (all), motor planning (bumpy slide, tumbling blocks, wall climber), directional awareness (all),core muscle strength (bumpy slide, tumbling blocks, climbing wall), upper body strength (tumbling blocks with rope, basketball hoop with balls)body awareness (balance beam, tumbling blocks, tunnel), reaching (wall climber, tumbling blocks with rope), jumping (wall climber, hopscotch), turning (wall climber, balance beam), spatial awareness (climbing wall, balance beam,basketball hoop with balls, tunnel), landing (climbing wall, hopscotch)

(Outdoors)
As we still have snow on the playground we will continue to provide sleds, shovels and snowshoes for playing in the snow! As always, we will monitor the weather and ice conditions daily to ensure the safety of the children on the sledding hill. The time on the playground continues to be a balance of both unstructured and structure large motor activities. Much of the animal pretend play has carried over to outside time. There have been many cougars and bears prowling around the playground and penguins sliding down sledding hill lately.Some of the children have been experimenting with adding snow to slides to see how fast they can zoom down the slide. Hopefully the 'warm' weather continues so we can enjoy playing and experimenting with the snow!

Snacks:
Monday: Animal crackers and Raisins
Wednesday: Carrots and Triscuts
Thursday: Cheerios and Milk

Small Group Documentation: February 6 & 7, 2013

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Small Group Documentation: February 6 & 7, 2013

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Weekly Documentation: Week of February 4, 2013

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Weekly Plan Feb.4 - Feb.8, 2013

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Weekly Plan February 4, - February 8, 2013
Overview and Goals
Amy Lead Teaching



Monday was such a beautiful day! We were able to spend extra time out on the playground enjoying the sticky snow. The children had a blast building snowman, making snowballs, and sliding down the sledding hill on their stomachs like penguins. As a class we were able to go on a winter walk to search for animal tracks in the snow as well as make our own tracks. In the classroom we continued experimenting with ice and the melting process. We froze plastic penguins in ice cubes and the children made predictions as to which substance (salt, seeds, or water) would melt the ice most quickly and "free" the penguins first! The children began exploring the new materials at the clay table, which led them to create habitats for various woodland animals. This week we will continue discovering different ways to make ice melt. The children will have many hands-on opportunities to explore this topic, from navigating tracks in the dramatic play area, to building habitats at the clay table and the woodland cave. The children will also have plenty of opportunities to continue to explore letters and words embedded throughout our classroom.

Expressive Arts
~Materials: Easel, brushes, paint, paper. Containers of different shapes and sizes, paint, and paper. Clay, clay tools, straw, open-ended materials from outside, sticks, leaves, and animals.
~Rationale: In order to continue to support the children's interest in making habitats, we will continue to have outdoor materials and animals figures at the clay table. The materials will also support the children's recently sparked interest in and awareness of animal tracks. Color mixing continues to draw children to the easel where they are able to express themselves and experiment with mixing different colors. This week we will be adding different shapes and sizes of containers to the art table to continue building awareness of tracks. Children will be able to discover that differently shaped containers leave prints of different shapes and sizes.
~Skills: Color recognition, color mixing, self-expression, fine motor skills, eye-hand coordination, symbolic representation, creative expression, cause and effect relationships, experimentation, and sensory stimulation.

Light Table


~Materials: alphabet/picture tracing cards, Montessori letters, blank sheets of paper, markers, colored pencils, and Chicka Chicka Boom Boom Tree
~Rationale: The children have shown an interest in letters, whether finding them in the room or practicing writing and tracing them at the light table, writing center or in the literacy loft. During large group time we have been talking a lot about letters and recently read the book Chicka Chicka Boom Boom. To support the children's interest in letters and to continue to foster their pre-literacy skills, the children will be able to continue tracing different letters at the light table. In addition, we will be adding Montessori letters so the children can make rubbings of the different letters. The children will then have the opportunity to put the letters they made on the classroom Chicka Chicka Boom Boom tree!
~Skills: fine motor strength and coordination, letter recognition, alphabetic principle

Sensory Materials


~Materials: Snow or Ice chunks of various shapes and sizes (depending on the weather), small shovels, small forks and metal "chipping" instruments, small plastic polar figurines (frozen into the ice or hidden in the snow), shovels, gloves.
~Rationale: The materials at the sensory table will continue to mirror the outdoors and provide children with an opportunity to experiment with ice in a more comfortable environment with an array of interesting tools. The ice on the playground continues to inspire the children to experiment with melting and freezing, and the sensory table allows them to further explore inside the classroom. 

~Skills: Scientific thinking and reasoning, sensory exploration, cooperative play, hand-eye coordination, symbolic representation.

Science


~Materials: Different kinds of feathers, feathers from different birds to match with bird photographs, stuffed pheasant and crow. Pans of ice, snow, and water. Photographs from the playground, prediction charts, prompting questions, magnifying glasses, penguins frozen into ice chunks, different substances such as ice, berries, sugar, cocoa etc. to continue the exploration of the melting process. 
 Photographs of different animals and the tracks they make in the snow.
~Rationale: The children have become very interested in "freeing" the penguins that are frozen in the ice chunks. At the science table children will be able to experiment with adding different substances to the ice chunks to see which substance one melts ice the most quickly. Teachers will prompt the children to make predictions, observe the changes that take place and discuss why they think certain ingredients makes ice melt faster than other. Children will be able to examine how different birds' feathers look and feel as well as compare and contrast the different kinds of feathers. Bird photographs will increase children's awareness of different birds and encourage them to continue to explore the bird watching area of the classroom.
~Skills: Scientific inquiry, making predictions, observation, drawing conclusions, reasoning, grouping, descriptive language, informative language, comparing and contrasting, knowledge of physical properties, knowledge of the natural world, seriation

Math and Manipulatives


~Materials: seriation blocks, puzzle builders, ring stackers, unifix cubes and star connectors
~Rationale: The children have been interested in creating structures with the ring stackers that start at the ground and reach to the top of the cave. To extend the children's creativity with making structures and patterns we will be adding unifix cubes to the math and manipulative cave. To further build awareness of size relationship and promote developmental math skills, children will continue to have the opportunity to explore the concept of seriation with the seriation blocks and unifix cubes. The puzzle builders allow children to explore how different pieces fit together, thus exercising their problem solving skills.
~Skills: seriation, concept knowledge, color recognition, fine motor strength and dexterity, pattern making, problem solving, counting, one-to-one correspondence

Dramatic Play 


~Materials:
Loft: Magnetic alphabet letters, books about literacy, alphabet puzzle, pencils, markers, clipboards.

Underneath the loft: Open-ended fabric, stuffed woodland animals, animal costumes, animal "ears", stuffed fish, stuffed frogs, blue fabric "lake", pine cones, woodland foliage, laminated animal tracks, markers and paper.

Kitchen area: Dishes, different types of food, open ended fabrics.
~Rationale: The children have enjoyed using the open-ended fabrics and animal costumes to dress up as birds and bears in the hibernation "cave." They continue to build homes for the birds and woodland animals to live in. The children have noticed the animal tracks and begun to move them around in the cave to indicate where the animals are going and where they have been. To continue to extend the children's play we will add prompting questions to the cave to get children thinking about where the animal tracks might be leading, and why. In addition, we will be adding markers and paper so the children have the opportunity to make their own tracks to add to the dramatic play area.
The upper section of the loft contains materials selected to continue to build the children's awareness of letters, writing, and literacy concepts in general.
~Skills: Symbolic representation, social interactions, discussions and conversations regarding animals, their habitats and their tracks, descriptive language, knowledge of the natural world, role-play, problem solving, fine motor, and sharing.

Blocks


~Materials: Hollow blocks, unit blocks, ramps, wood boards, and big fabric pieces. 


~Rationale: Children use creativity and problem solving while developing their awareness of geometry through building. Communal building with hollow blocks encourages cooperation.

~Skills: Construction skills, dramatic play, symbolic representation, problem solving. Mathematical concepts such as symmetry, dimensions and fractions. 



Language and Literacy

~Materials: name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, magnetic letters, alphabet/number/color keyboard, letters on the light table, envelopes, pre-made books, new vocabulary words
~Rationale: The children have become increasingly interested in the writing center. They have been busy practicing letters, writing their names, and some children have started making their own books. To support the children's interest and discussions we have heard, we are going to add pre-made booklets to the writing center along with new vocabulary cards. To create awareness of writing letters, this week we will be adding envelopes to the writing center. The upper loft continues to allow children to experiment with letters in a variety of ways, such as, rearranging magnetic letters to writing letters and reading books. The children have enjoyed playing with the interactive keyboard in the loft, the use of which supports several academic concepts such as letter recognition, letter sounds, and color recognition.
~Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness

Large Motor



~Materials: Pedalo, bumpy slide, rolling hill, rope swing, climbing wall

~Rationale: The children still have the opportunity to use old favorites: the bumpy slide and the climbing wall. The Pedalo, rope swings, and rolling hill continue to be a hit with the children. The children have experimented with going down the bumpy slide in different ways as well as pretending they are rocket ships getting ready for take off on the rolling hill. Children have also started using the Pedalo in pairs and work together to get across the gym and back. These activities build the children's core strength, encourage socialization and cooperation, support exploration of what they can do with their bodies, and makes up for some of the things that we can't do outside during the winter time (such as rolling down a grassy hill).

~Skills: Climbing (bumpy slide, rolling hill, climbing wall), turn taking (Pedalo, bumpy slide, rolling hill, climbing wall), motor planning (bumpy slide, rope swing, wall climber), directional awareness (all)
~Outside: The temperature and weather have been big factors in determining the amount of time we stay outside. Monday, while on the playground the children enjoyed making snowman and rolling giant snowballs! They continue to be interested in the sledding hill and coming up with new and creative ways to slide down. On Monday the children pretended they were penguins and slid down the hill on their stomachs!

Snack

Monday: Kale chips & carrots
Wednesday: Celery & sunbutter
Thursday: Class-made pretzels

Weekly Documentation Jan. 28 - Feb. 1, 2013

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Winter Session 1/28-2/1/13

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Literacy facilitated by: Emily

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Winter facilitated by: Taya

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Birds facilitated by: Ally

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WINTER LP 2-4-2013

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Weekly Lesson Plan for Ross' Class
February 4 - 8, 2013
Lead Teaching This Week: Megan

Overview: We had a cold end to the week, but this didn't stop the children from wanting to play outside! Hopefully the weather permits us to go outside this week and re-open our sledding hill with some fresh snow. We are seeing lots of friendships blossoming in the classroom through newly discovered common interests. To continue supporting these friendships while increasing the level of thinking and processing going on during the play, the teachers will closely observe the play and offer supporting materials to extend the stories created by the children.
At the end of the week, we started the student teacher small groups. We will continue to work with these groups on Tuesday, Wednesday, and Thursdays. Avery's group will explore the world of science, starting with a closer look at melting and freezing. Veronica's group will challenge the children's various content skills (color, number, alphabetic letter, etc.) through cooperative games. Megan's group will explore the many amazing things the body can do while also incorporating data collecting and recording.
Finally, a special thank you to Liam's dad, Dan, for coming into the classroom and enthusiastically teaching the children about static electricity. The children really enjoyed trying the different experiments.

Expressive Art (art table and clay table)
• Materials: Sand, trays, writing tools, beautiful things (such as gems, bottle caps, and corks), plastic people, wooden pins, clay, clay tools (rolling pins, wood knives, wood hammers), paper, pencils, plastic animals (bears, deer, moose, raccoons, squirrels, hedgehogs), finger paint
• Rationale: The sand table has allowed the children to explore with writing in new ways and making collages with the "beautiful things." This week, we will draw the focus on specific alphabetic letters that children can write in the sand and also use the sand trays as clues for the "mysteries" in the classroom. We have also added plastic people to the art table that will allow children to take their artistic creations to the third dimension. At the easel, color mixing has continued with red, blue, and yellow finger paint. We will continue to focus on color mixing with their hands and allowing the children to utilize their new knowledge related to mixing the colors red, yellow and blue.
• Skills: letter recognition, color recognition, cause/effect, fine-motor strength/coordination, creative expression

Science
• Materials: animal track pictures, stuffed bears, squirrels, and birds, bear books, paper, pencils, animal furs, computer
• Rationale: Last week, the children continued to work on animal homes at the clay table, and slowly evolved to creating an "animal playground." To bring attention back to the science area, we will be matching different furs with animal tracks. We will be using the furs to figure out which animal fits with the appropriate tracks. We will also shift the focus from many woodland animals bears, and learn about bear homes, their "everyday lives," and how their bodies change for winter. To help with that, we have found a live streaming video from Ely, Minnesota, showing a black bear and her newborn cubs. We will look through the website to learn more facts about bears.
• Skills: observation skills, sensory exploration, interpreting information about the real world about bears

Sensory (Ice and Water)
• Materials: Ice in various sizes, warm water, cold water, ice cube trays, Unifix cubes, buckets,
• Rationale: With weather changes from last week, the children were able to see how different temperatures affect the ice trays outside. This week, we will continue to explore melting and freezing of ice. As a provocation, we will freeze Unifix cubes inside of ice buckets and exploring the use of different temperatures of water to melt the ice and reach the cubes the fastest.
• Skills: Predicting, higher-level thinking/reasoning skills, cause/effect, scientific thinking and reasoning, concepts related to temperature,

Language and literacy
• Materials: paper, pencils, markers, Our Name Book, books relating to letters and numbers, staplers, tape, envelopes, mail box, children's pictures
• Rationale: As we continue our focus on writing and letter recognition, we will incorporate Our Name Book into activities throughout the classroom: for example, encouraging children to add more writing to their dramatic-play stories. Another recent popular activity is the stories/books created by the children. Over the week, the children continued to create stories, adding more detailed illustrations each day. They also are eager to share their stories with their classmates before snack. So far the stories have been about fairies, dragons, Arthur, and siblings/families. The children use their creativity to draw pictures and practice their writing. Lastly, we added number and alphabet books to our book cave to promote alphabet recognition and encourage the children to look at the letters in the words.
• Skills: Letter recognition, fine motor skills, creativity with stories, social interactions/peer relationships, pre-/early-literacy skills

Math and Manipulatives (Including the nook)
• Materials: counting and number matching game, paper, markers, Unifix cubes, puzzles, LEGOS, number cubes,
• Rationale: With the spy kits being so successful in the classroom, we have connected the math table to the spy play, making them the "math investigators". We will continue to connect math to the "mysteries" of the classroom with patterns, puzzles, and counting. From the "homework assignment" from last week, we were able to make a chart with the ages of the children in the classroom. The nook continues to be a busy spot for some children with the construction of LEGO cars, trucks, and racetracks. We will use these popular topics to bring these children to the sand table and create environments for their automobiles.
• Skills: one-to-one correspondence, data collecting and recording, number recognition, symbolic representation, higher level thinking skills, fine motor skills

Dramatic Play
• Materials: dress-up clothes and shoes, animal costumes, play kitchen furniture (chairs, refrigerator, table, cupboards, stove, sink), cooking utensils, dishes, aprons, chef hats, plastic lids and caps, pieces of fabric, baby-dolls, various sized teddy bears, phones, "spy cases" (of VHS plastic boxes)
• Rationale: Last week, we saw a combination of dramatic play mixing with the blocks. Some children worked in the kitchen and brought food to the hard working tornado fighters. The baby dolls are also being included in the tornado play by finding safe spots in the caves for them to go to, as well as finding babysitters to care for them. This week we will continue with the self directed play, and will be adding animal costumes to the dress up clothes. We will hope to see the baby doll play expand to baby bear play, as we will see in the live bear webcam.
• Skills: Social relationships, socio-dramatic/imaginative play, symbolic representation

Blocks
• Materials: large hollow blocks, unit blocks, long wood blocks, steering wheels, key boards, phones, keys,
• Rationale: The TIVS in the classroom are still a hit! Last week, we saw children working together to find tornadoes as well as make sure everyone was in a safe spot. Children also constructed ambulances that are used for injured people and animals in the tornadoes. This play has been self directed and very successful. With limited materials, we are seeing the children use their resources and create new keyboards and cell phones with blocks and wood boards. With the live webcam of the bears, we suspect the construction of bear homes will be popular and will be adding in white blocks.
• Skills: large motor skills, fine motor skills, problem-solving, symbolic representation, social relationships, cooperation, socio-dramatic/imaginative play

Large motor
Materials: Sleds, shovels, Pedalo, bumpy slide, rolling hill, jump-rope-swings, climbing wall
Rationale: The children continue to enjoy going to the gym every morning! With gym jam being so fun, we will be introducing new games to promote turn taking and social interactions. The bumpy slide has been a popular spot for the children, as they use their bodies to make a bridge that others can go under. Hopefully it warms up outside and we can re-open our sledding hill!
• Skills: pushing with feet/propulsion (pedaling), standing/balancing, grasping, climbing, turn-taking, directional awareness, core-muscle strength, body awareness/proprioceptive skills, pumping/swinging, jumping/landing, cardiovascular strength/endurance


Additional Announcements
• Conferences start this week! Be sure to double-check the time you signed up for, and please bring any questions or comments you have about your child. Ross is very excited to sit down with each of you and talk with you all.
• Small groups have officially started, which means the return of "Open Snack" on Tuesday, Wednesday, and Thursday - allowing the children choose when they have snack during free-play.
• Thanks to all the families that braved the elements and joined us for GYM JAM last Friday! It was an absolute blast and hope you all had just as much fun as we (the teachers) did.
• Avery will lead a cooking project on Monday: making fruit salsa with the children.

Snack
Monday - Fruit salsa & cinnamon tortilla crisps (made with Avery!)
Tuesday - Cheerios & milk
Wednesday - Carrots & triscuit
Thursday - Pretzels & celery
Friday - Cranberry apple muffins

Overview
There has been increased interest in the plastic animals and dramatic play in the caves has been focused mainly on animals and animal homes the past week. We have added paint and animals to the art area for the children to explore the different foot prints animals make. The children have also continued their curiosity about what makes ice melt. This week we have added more substances for the children to use in their experiments melting ice. We have incorporated a recording system so they can chart their observations and results of these experiments. The children have shown increased interest in storytelling after bringing in the stories they wrote at home. At the same time, they have been creating new stories and acting them out in the back of the room. This week we hope to bring the two together and will encourage the children to act out the stories written by themselves and their peers. This will give them an opportunity to feel ownership of their classroom experience and build social interactions.

Expressive Arts

-Materials: Easel, brushes, tempera paint, paper. Plastic animals play dough, alphabet cookie cutters.
-Rationale: This week we have added play dough and letter shaped cookie cutters. One of our overarching themes is language and literacy and the children have been showing a lot of interest in letters and words. Emily's small group has also been doing scavenger hunts looking for letters which has sparked even more interest in working with letters. The children are still very interested in animals and their different habitats. We want to expand on this interest by talking about the tracks different animals make as they walk from place to place in their habitats. To help with this we have added paint and plastic animals that the children can use to draw habitats and make tracks showing the places animals may go. The children continue to use the easel on a regular basis, so it will remain in its same location to provide children with a comfortable and familiar experience.
-Skills: self-expression, fine motor skills, symbolic representation, creative expression, cause-and-effect relationships, experimentation, heuristic language, descriptive language, sensory stimulation.

Sensory Materials

- Materials: Sensory table, plastic polar bears, seals, whales, turtles, blocks/chunks of ice, mittens/gloves, small forks, small shovels/rakes.
- Rationale: We are very thankful for the snow fall we received last weekend because we can once again have snow at our sensory table. Along with the snow we will continue to have the ice blocks with objects in them at the sensory table. In the previous weeks the children enjoyed using tools to get the plastic animals out so this week we changed it up by freezing beads, bottle caps, metal circles, tinsel, and small wooden blocks to the ice blocks. Last week there was a lot of talk about how the children could get the objects in the ice out faster and hot water came up as an answer so they have also been adding that to the ice and snow at the sensory table.
- Skills: hypothesizing, problem-solving, negotiating, self-regulation, sensory stimulation, knowledge of physical properties (of ice), symbolic representation, fine motor skills, cause-and-effect relationships, experimentation, inquiry, generalizing, social interactions, heuristic language, descriptive language, dramatic play

Science
- Materials: ice, snow, and water bins, rock salt, stuffed pheasant and crow, bird feathers, seriation prompt, functions of feathers
- Rationale: In the feather and bird area we have added another prompt about different types of feathers a bird has such as flight, contour, and down feathers. In the bird small group there was a discussion about the different feathers and their functions so the children have become interested in learning more. We will continue to have the prompt on seriation and ordering the feathers from tallest to shortest. We will continue to have the ice, snow, and water bins out for exploration. Last week we put out salt for the children to use in their experimentation with melting. This week we will be adding sugar, flour, pepper, and salt to experiment with along with a chart for the children to mark whether each substance melts the snow and ice or not.
- Skills: sorting, classification, seriation, scientific inquiry, sensory stimulation, observation, conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation, comparing and contrasting, drawing conclusions, generalizing, reasoning, knowledge of physical properties.

Math and Manipulatives
-Materials: This week we will be putting out unifix cubes and trays and star connectors along with the nesting cups, backyard bird patterns, and puzzles emphasizing seriation by sizes that were out in previous weeks.
-Rationale: Last week we introduced seriation into the classroom with feathers, natural materials, plastic animals, and manipulatives. This week we will be putting the unifix cubes and trays into the caves to continue this topic of seriation in the classroom.
-Skills: seriation, patterning, matching, concept knowledge, one-to-one correspondence and whole/part relationships.


Language and Literacy
-Materials: A variety of writing implements, paper, name cards, and a posting of the upper and lower case alphabet, a well stocked library with books about the alphabet, animals, habitats, and winter. Puzzles with upper and lower case alphabet letters and a magnet board with alphabet letters. We have also added laminated upper and lower case letters to the light table for the children to use, and colored stones.
-Rationale: We have added the laminated letters, paper, and colored stones to the light table for the children to practice making various upper and lower case letters in a novel way that will also enhance their letter recognition and provide opportunities to talk about letter sounds. We will keep out the alphabet puzzles, clipboards and markers in the loft, and name cards for the children to continue fostering literacy development.
-Skills: letter recognition, awareness of the alphabetic principle, phonemic awareness, familiarity with symbol systems, symbolic representation, fine motor control, descriptive and creative writing, listening and receptive abilities, hand eye coordination.

Dramatic Play
- Materials: We have added bird costumes with the growing interest in flight and acting like birds, assorted stuffed animals from the arctic, assorted hibernating animals, cardboard tubes, blocks. Stuffed woodland animals, natural materials (logs, bark, and pinecones). Kitchen with dishes, food, open-ended scarves.
- Rationale: Last week there was a large focus on water animals such as whales, seals, turtles, walruses, sharks, etc. Large blue pieces of material to be used as water helped the children go deeper in their play. We will continue to help guide their play with these animals and step in when needed to help them go deeper in their thinking and play. By adding labels to the wall, we hope to keep enhancing the children's awareness of print as it relates to their play. We will also be adding blue water to the sensory table to add another aspect of the children's play. We will also continue to have the forest animals out under the loft for play.
- Skills: conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation, creative building, indoor-outdoor connection, role-play, social interactions, discussions and conversations related to animals and their habitats, problem-solving, sharing, home-school connection

Blocks

-Materials: hollow blocks, unit blocks, ramps, wood boards, markers, paper, and tape
-Rationale: This week we have decided to start using the stories the children have written at home to support creative dramatics. The children have already been putting on plays after building large stages using the hollow blocks. This will be a way to work on literacy and give each child a chance to be in charge of acting out their own productions. We will continue to bring literacy into the block area by writing down scripts along with having clipboards with markers for the children to write their own scripts. The children have also been making signs for their various structures so we will continue that too. -Skills: Construction skills, dramatic play, symbolic representation, problem solving, negotiation, compromise, collaboration. Mathematical concepts such as symmetry, dimensions and geometry. Awareness of print.

Large Motor

- Materials: Pedalo, bumpy slide, rolling hill, rope swings, climbing wall, beanbag toss
- Rationale: The children by this time all have a good sense of the new gym set up. They have taken full advantage of using all of the structures and materials that are set up. They will continue to build motor and physical strength development along with cardiovascular endurance. This will be the last week with the set up we have in the gym. Friday we will be setting up a new gym arrangement!
- Skills: Target practice and throwing (beanbag toss), pushing with feet/propulsion (Pedalo), pedaling (Pedalo), standing/balancing (Pedalo), grasping (Pedalo, climbing wall, rope swing), climbing (bumpy slide, rolling hill, climbing wall), turn-taking (Pedalo, bumpy slide, rolling hill, climbing wall), motor planning (bumpy slide, rope swing, wall climber), directional awareness (all), core muscle strength (bumpy slide, rope swing, climbing wall), body awareness (bumpy slide), rolling (rolling hill), pumping/swinging (rope swings), reaching (wall climber), jumping (wall climber), turning (wall climber), spatial awareness (climbing wall, rolling hill), landing (climbing wall)
-Outside: Last week was full of negative temperatures again so we were unable to get out to the playground as much as we had hoped. It looks like the weather is supposed to warm up again this week so we will be able to head back out to the playground! As before, our time in the playground is dedicated to both unstructured and structured large motor activities as well as scientific explorations and experiments. With the snow fall last week the children were once again able to sled and with the new sticky snow there was a lot of snowman making and snow ball throwing at trees. In morning meeting last week we voted on the children's favorite activities including sledding, snowman building, and snow angels so we are hoping they will have a chance to do these things this week on the playground!

Snack
Monday - Apples & rice cakes
Tuesday - Carrots & triscuit
Wednesday - Birthday snack
Thursday - Pretzels & celery
Friday - Cranberry apple muffins


Winter Weekly Lesson Plan: 2.4.13 - 2.8.13

Catherine Lead Teaching

Overview:


As the children connect more with the classroom and the curriculum areas change and evolve, we are starting to see a deeper and more purposeful exploration of materials. The children are discovering meaningful ways to investigate the materials by noticing details and experimenting with cause and effect relationships. Our goal is to enhance their play by intentionally challenging their problem solving skills by asking deeper questions, allowing them to use their imagination, and encouraging them to formulate their own ideas, thoughts, and solutions. The curriculum areas of color and winter present intentional problem-solving opportunities through experimentation with ice, color mixing, and color shades. Children are also beginning to represent ideas such as travel, going to work, and riding on trains through collaborative dramatic play. Small groups continue to support and facilitate growing friendships and interest in specific topics.

Expressive Arts

**Materials: Easel, white paper, white, black, and purple colors, paint brushes, purple color shade visuals 




Rationale: To promote exploration of color shades, introduce the concept of light and dark
colors, and increase color awareness. To explore the color purple through mixing colors and painting. To encourage creative expression and provide the opportunity for the children to represent their ideas on paper.

Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking, observation




**Materials: Black, light purple, and dark purple paper, sorted color crayons, scissors, assorted purple collage materials, purple cellophane, purple tissue paper, glue, and visuals of purple shades.

Rationale: To provide an opportunity to explore the color purple in depth. To promote creative expression through collage work. To examine differences and similarities of the color purple in different materials.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, observation, comparison, discussion, representational collage making.

Sensory:

**Materials: Red and blue playdough, rolling pins, cheese slicers, impression tools, pretend oven, and letter cut outs.



Rationale: To continue experimenting mixing two primary dough colors. To provide another medium for creating shades of the color purple. To try out materials for cause and effect relationship. To encourage letter awareness and encourage pre-literacy skills. To provide a pretend oven for the children to "cook" their food or other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Materials: Sensory table, snow, ice, colored ice cubes, penguins and whales, ice molds, salt, wooden hammers, and shovels

Rationale: To continue manipulating snow and ice indoors. To deepen the exploration of ice and snow through intentional problem solving and cause and effect scenarios like freezing objects into the ice. To use tools in meaningful ways through prompting and modeling.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science 



**Materials: Animals furs, winter animal visuals, and magnifying glasses

Rationale: To continue exploring winter animals and how they stay warm in the winter. To observe different fur types and discuss their differences. To use the senses of touch and sight. To use new vocabulary, fuzzy, soft, fluffy, thick, camouflage


Skills: Sensory input, observation, discussion, ideas

**Materials: Live streaming video of a bear in hibernation

Rationale: To raise awareness of winter animal habitats and hibernation. To aid in dramatic play theme of bears and hibernation and to incorporate technology in the classroom

Skills practiced: discussion, observation, role play

**Materials: Light table in the room, primary color liquid watercolor, brushes, water color paper, primary color light filters, primary color fabric swatches, color

Rationale: To continue exploration of mixing primary colors to create secondary colors by adding new brushes and watercolor paper. To begin awareness of the color wheel, and prompt creating colors from the color wheel.

Skills: Observation, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression

Dramatic Play

**Materials: Loft, animal furs, stuffed bears, blankets, flashlights, pillows, sticks

Rationale: To continue to prompt dramatic play of winter animals and activities. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas of winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation story lines like building a fire and sleeping in a cave.

Skills practiced: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, airplanes, map of the United States, plane stickers, dry erase markers, chairs, suitcases, animal carriers, conductor hats, destination visuals, personal travel and work visuals, and pilot head phones


Rationale: To continue symbolically representing vehicles using chairs. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to develop awareness of the world by placing destination visuals for the children to reference when engaging in the map and in dramatic play. To create ownership and continued excitement in the travel and work themes through personal photos and experiences.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, household pets.

Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. 
To incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


Math and Manipulatives 



**Materials: Color puzzles, seriation stackers, shape sorters, vehicle puzzles, number peg mats, letter magnets.

Rationale: To promote shape awareness through shape sorting boxes. To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce the concept of seriation, ordering, and exploring objects in relation to their size. To increase children's letter awareness, identification, and pre-literacy skills. 




Skills: comparison, persistence, fine motor control, hand-eye coordination, seriation, letter naming, problem-solving.

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes being displayed in different curriculum areas as well as the reading nook. Books in the 'cave'.

Rationale: To continue to promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and make airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling and going to work by providing visuals of personal experiences.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 



**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, bean bag toss, small balls, and a Pedalo- small, child leg and arm operated walker 


Rationale: To continue to provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for colder temperatures that prevent us from going outside. 




Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, spatial awareness, throwing and catching, and receptive skills.

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, and street signs

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. Introduce traffic signs to increase awareness of common signs and symbols and extend their interest in vehicles and traveling. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration.

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities


Rationale: To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas, and how to use new tools .

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, triangles, drums, and egg shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Snacks:
Monday: Rice cakes and raisins
Wednesday: Vegetable soup with rice
Thursday: Warm dairy free cocoa and rice chex

Winter Weekly Lesson Plan: 2.4.13 - 2.8.13
Catherine Lead Teaching

Overview:

As the children connect more with the classroom and the curriculum areas change and evolve, we have been exploring ways to use materials in intentional ways. Our goal is to enhance their play by asking deeper questions and encouraging them to formulate their own ideas, thoughts, and solutions. The collaboration between the curriculum areas of color and winter presents meaningful problem-solving opportunities through experimentation with ice, color mixing, and color shades. Children are also beginning to represent ideas such as travel, going to work, and riding on trains through collaborative dramatic play. We will continue to support valuable social and peer interaction skills like negotiation, conflict resolution, turn taking, collaboration, and encouraging friendships.

Expressive Arts 


**Materials: Easel, white paper, white, black, and purple colors, paint brushes, purple color shade visuals 




Rationale: To promote exploration of color shades, introduce the concept of light and dark colors, and increase color awareness. To explore the color purple through mixing colors and painting. To encourage creative expression and provide the opportunity for the children to represent their ideas on paper.

Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking, observation




**Materials: Black, light purple, and dark purple paper, sorted color crayons, scissors, assorted purple collage materials, purple cellophane, purple tissue paper, glue, and visuals of purple shades.

Rationale: To provide an opportunity to explore the color purple in depth. To promote creative expression through collage work. To examine differences and similarities of the color purple in different materials.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, observation, comparison, discussion, representational collage making.

Sensory:

**Materials: Red and blue playdough, rolling pins, cheese slicers, impression tools, letter cut outs, and pretend oven.

Rationale: To continue experimenting mixing two primary dough colors. To provide another medium for creating shades of the color purple. To try out materials for cause and effect relationship. To introduce letter awareness and encourage pre-literacy skills. To introduce an oven where the children can "cook" their food and other playdough creations.

Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Materials: Sensory table, snow, ice, colored ice cubes, penguins and whales, ice molds, salt, wooden hammers, and shovels

Rationale: To continue manipulating snow and ice indoors. To deepen the exploration of ice and snow through intentional problem solving and cause and effect scenarios like freezing objects into the ice. To use tools in meaningful ways through prompting and modeling.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new ideas, observation.

Science 



**Materials: Animals furs, winter animal visuals, and magnifying glasses

Rationale: To continue exploring winter animals and how they stay warm in the winter. To observe different fur types and discuss their differences. To use the senses of touch and sight. To use new vocabulary, fuzzy, soft, fluffy, thick, camouflage


Skills: Sensory input, observation, discussion, ideas

**Materials: Live streaming video of a bear in hibernation

Rationale: To raise awareness of winter animal habitats and hibernation. To aid in dramatic play themes of bears and hibernation and to incorporate technology in the classroom

Skills practiced: discussion, observation, role play

**Materials: Light table in the room, primary color liquid watercolor, brushes, water color paper, primary color light filters, primary color fabric swatches, color

Rationale: To continue exploration of mixing primary colors to create secondary colors by
adding new brushes and watercolor paper. To begin awareness of the color wheel, and prompt creating colors from the color wheel.

Skills: Observation, fine motor, color mixing, cause and effect, trying out new ideas, taking turns, creative expression

Dramatic Play 


**Materials: Loft, animal furs, stuffed bears, blankets, flashlights, pillows, sticks

Rationale: To continue to prompt dramatic play of winter animals and activities. To continue exploration of hibernation and how bears cope in the winter weather. To express ideas of winter animals and hibernation through role play and symbolic play. To provide materials for the children to act out familiar hibernation story lines like building a fire and sleeping in a cave.

Skills practiced: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Wooden trains, airplanes, map of the United States, plane stickers, dry erase markers, chairs, suitcases, animal carriers, conductor hats, destination visuals, personal travel and work visuals, and pilot head phones


Rationale: To continue symbolically representing vehicles using chairs. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to develop awareness of the world by placing destination visuals for the children to reference when engaging in the map and in dramatic play. To create ownership and continued excitement in the travel and work themes through personal photos and experiences.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and find motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, household pets.

Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of making and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. 
To incorporate food into the other dramatic play themes including the hibernation cave and traveling and going to work.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


Math and Manipulatives 



**Materials: Color puzzles, seriation stackers, shape sorters, vehicle puzzles, number peg mats, letter magnets.

Rationale: To promote shape awareness through shape sorting boxes. To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To introduce the concept of seriation, ordering, and exploring objects in relation to their size. To increase children's letter awareness, identification, and pre-literacy skills. 




Skills: comparison, persistence, fine motor control, hand-eye coordination, seriation, letter naming, problem-solving.

Language and Literacy 



**Materials: A variety of books including color, winter, and bear themes being displayed in different curriculum areas as well as the reading nook. Books in the 'cave'.

Rationale: To continue to promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and make airports, houses, garage, train tracks, train parts (i.e. engines), and work environments. To support the story lines of traveling and going to work by providing visuals of personal experiences.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 



**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, bean bag toss, small balls, and a Pedalo- small, child leg and arm operated walker 


Rationale: To continue to provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for colder temperatures that prevent us from going outside. 


Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, spatial awareness, throwing and catching, and receptive skills.

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, hidden colored ice cubes, and street signs

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. Introduce traffic signs to increase awareness of common signs and symbols and extend their interest in vehicles and traveling. To incorporate color outside by adding hidden colored ice cubes to encourage problem solving when searching, finding, and obtaining the objects.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking, observation, collaboration.

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities


Rationale: To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts including color mixing, hibernation stories and play ideas, and how to use new tools .

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 





**Materials: Piano, triangles, drums, and egg shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play. To incorporate music with other dramatic play themes such as train travel.

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Snacks:
Tuesday: Vegetable soup with alphabet noodles
Friday: Cranberry apple muffins

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Weekly Documentation: Week of January 28, 2013

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Weekly Documentation: Week of January 28, 2013

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Weekly Plan
Week of February 4, 2013
Sam Lead Teaching

Overview: The winter session is off to a fast start and it's hard to believe we are already entering the first week of February! We have made several changes to the classroom this week to support the children's continued interest in bears. As the children have begun to discuss how humans stay warm in the winter, fur is added to the science center to encourage discussion about how animals keep warm. We extend this theme into the block area by adding white covering to some of the hollow blocks to simulate snow covered bear caves. We continue our exploration of numbers and counting this week. Several number puzzles are added to the math center and books about counting are added to the classroom library. We are also continuing on with our color mixing exploration by introducing two new colors to the art area: red and yellow! Finally, this week we will begin small groups for this session. The children begin active exploration of Numbers, Storytelling, and Water this Wednesday and Thursday.

Science
*Materials: Woodland animal stuffed animals, tree, books about wintertime and hibernation, fur pelts, shoe box, batting, sticks, large seeds, acorns, computer or themometer for checking daily temperature
*Rationale: to continue our ongoing exploration of homes and habitats, and to focus the children's attention on local weather and animals, materials are provided that will allow the children to hypothesize about what animals do in the winter and where they might live. At large group, Megan discussed how we use clothes to stay warm. To encourage discussion among the children about how animals stay warm in the winter we will be adding fur pelts to the science table. We added a box to the science area for the children to create a bear den for hibernating. To encourage further discussion about the weather we will be checking the temperature daily and recording it on newsprint paper.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, making comparisons, perspective taking (considering how animals survive in the wintertime), using tools gather information, and developing curiosity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave is set as bedrooms with "beds," baby dolls, and baby-care items while the other cave is set up as a Bear Cave (bear costumes, teddy bears, books about hibernation and bears, pillows), animal costumes
Rationale: to allow for the continued exploration of home-life, family-life, and previous experiences while children use their creativity, imagination, and social interaction skills. To juxtapose human needs (home-life props) with animal needs (hibernation cave) and allow for a variety of dramatic play experiences. The children have expanded their animal play to include role playing as bears, cougars, and penguins. To encourage this animal related play we are adding animal costumes for the children to use in their play.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, storytelling, connection to the natural world, using books as resources, and early literacy skills.

Language and Literacy
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program. Name cards and a mailbox are available to the writing center to support letter writing. A Letter to Amy by Ezra Jack Keats
Rationale: to foster experiences with the alphabetic principle. We will continue to support the children's creativity with written and verbal language by giving them opportunities to dictate their stories and letters. A Letter to Amy by Ezra Jack Keats has been added to the writing center to serve as inspiration for the children as they continue to explore letter writing.
Skills: fine motor, letter recognition, emergent writing, curiosity, symbolic reasoning, peer interaction, reflection on community jobs, planning and sequencing actions.

Materials: the library has a variety of non fiction and fiction books, many of which discuss different aspects of winter (snow, cold, winter clothes, etc).
Rationale: to encourage the children's continued interest in sharing stories communally and individually. To demonstrate how to use books as sources of information. To have the opportunity to reflect on changes to the children's immediate environment (i.e. the winter season). To encourage further thinking and discussion about numbers we have added counting books to the class library. To further expand children's discussion about bears we added books about a new type of bear: pandas!
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, scientific investigation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, animal figurines, felt, white covered blocks
Rationale: to offer continued building experiences, to allow the children to reflect on and interpret a number of different experiences involving buildings, transportation, etc. To encourage and expand upon the construction of bear dens we added white covered blocks to simulate a snow covered cave.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, indoor/outdoor connection, using a variety of media for self expression, problem solving, mathematical reasoning, and showing interest and respect for the creative work of self and others.

Expressive Arts (paint, drawing, clay)
Materials: markers, primary color paint for mixing, large paper for painting, scissors, butcher paper/ clay, wooden clay tools, wire.
Rationale: to explore with hands and tools to promote sensory awareness, increase fine motor skills, and foster social relationships as children observe and work together with their peers. To continue the exploration of color mixing, blue, white and black paint will be continue to be available at the art table. As the children continue their investigation of color mixing, red and yellow paint will be added to the art table for the children to discover new colors. Many of the children are interested in using their hands to mix colors. To facilitate these hands-on, group color mixing experiences, large sheets of butcher paper are being added to the art area. Clay continues to be offered for the children to engage in representational art and sensory activities.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, cause and effect, hypothesizing and predicting, showing interest and respect for the creative work of self and others, establishing a connection as a member of a community, peer interactions, self expression using a variety of media and tools.

Sensory (water table)
Materials: ice, snow, salt, sand, water, molds, scoops, buckets, and small shovels.
Rationale: To encourage further discussion about the properties of ice and snow, both will continue to be offered at the sensory table. Salt and sand are offered to allow the children to discuss and explore different methods of melting ice. Water is also made available to the children as they have shown an interest in turning snow into slush.
Skills: large-/fine-motor strength, cause-and-effect, fostering social relationships, using varied science and sensory language, sensory exploration, symbolic representation, acting out previous experiences, comparing amounts, and performing multiple steps, planning and carrying out a plan.

Math and Manipulatives (including the 'Nook')
Materials: Puzzles, counting and stacking cubes, numeral recognition games, bear dressing puzzle, number puzzles and books, number Duplos, small lego set (including people, wheels, trees), pictures of airplanes and airports.
Rationale: Our exploration of numbers continues and this is reflected in the materials available in the math center. The children continue to show an interest in counting and stacking cubes. To encourage further discussion about counting we have added more number and counting puzzles. In the Nook we continue to offer legos for the children to engage in construction experiences. Pictures of airports and airplanes have inspired further discussion among the children. The pictures will continue to be displayed to serve as a conversation starter and an inspiration for building.
Skills: one-to-one correspondence, sythesis and analysis, fine motor development, hand-eye coordination, part-whole relationships, quantification, counting, numeric awareness, comparison, matching and sorting.

Large Motor (gym)
Materials: Pedalo, bumpy slide, rolling hill, rope swing, climbing wall
Rationale: The Pedalo, rope swings, and rolling hills were all exciting additions to our gym and the children have given a lot of attention to these new pieces of equipment. These activities, as well as the climbing wall and bumpy slide, continue to be offered in the gym this week. These activities build the children's core strength, encourage socialization and cooperation, support exploration of what they can do with their bodies, and makes up for some of the things that we can't do outside during the winter time (such as rolling down a grassy hill).
Skills: Pushing with feet/propulsion (Pedalo), pedaling (Pedalo), standing/balancing (Pedalo), grasping (Pedalo, climbing wall, rope swing), climbing (bumpy slide, rolling hill, climbing wall), turn-taking (all), motor planning (bumpy slide, rope swing, wall climber), directional awareness (all), core muscle strength (bumpy slide, rope swing, climbing wall), body awareness (bumpy slide), rolling (rolling hill), pumping/swinging (rope swings), reaching (wall climber), jumping (wall climber), turning (wall climber), spatial awareness (climbing wall, rolling hill), landing (climbing wall)

(Outdoors)
Over the past two weeks we have received a great deal of snow and hope to re-open the sledding hill this week! We will monitor the weather and ice conditions daily to ensure the safety of the children on the sledding hill. As always, the time on the playground is a balance of both unstructured and structure large motor activities. The children continue to show an interest in shoveling and building with the snow on the playground. This past week, many of the children worked together to build snowmen as well as other snow structures. Classroom discussions and explorations continue to extend to the playground as the children discuss the qualities of snow and ice. Our color mixing activities also extended to the playground this week when Sheila led the children in an exciting snow dyeing activity. With rising temperatures in the coming week's forecast we hope to spend more time on the playground to encourage further exploration of snow and ice.

Snacks:
Monday: Kale Chips and Carrots
Wednesday: Warm, Dairy-Free Cocoa and Rice Chex
Thursday: Corn Salsa and Fresh Baked Tortilla Chips

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