Theme: Water, Wind & Weather (week 3)
Center/Classroom:
Teachers:
Week of:
(A) General Information
Key Vocabulary:
1. Rain, rainfall, raindrop 1. Lluvia, Cantidad de lluvia, Gota de agua
Study/Topic - BIG IDEAS this week:
In the last two weeks of this theme, the focus narrows to specific
aspects of weather. This week’s focus will be on water. Children will
discuss how water is part of their daily lives (we drink it, bathe,
wash hands, dishes, clothes, etc.) as well as better understand how
water changes form in different temperatures (snow, ice, melting,
etc.).
2. Wet, dry
2. Mojado, Seco
3. Pouring, downpour, drizzle 3. Torrencial, Aguacero, Llovizna
4. Flood, drought
4. Inundación, Sequía
5. Ocean, river
5. Mar, Rio
6. Faucet, sink, bathtub
6. Llave de agua, Lavabo, Bañera
7. Pipes, hose, flow
7. Tuberia, Mangera, Fluir
Monday “To
Do” List:
-Review Planned Read-Alouds; read books through at least once.
- Review Small Group Activity forms and gather/create materials, including PVC pipes (or straws), heavy tape, rainstick (if available), paper towel rolls,
small beads or similar items, eyedroppers/spray bottles, 5x8 index cards, word cards for The Snowy Day.
- Review lyrics to songs/poems; create song chart for “Rain on My Umbrella”; prepare picture-cards for “Water” poem.
- Gather/create materials for centers and circle time, including shoebox lids, laundry props, “treasures on ice.”
- -Gather clotheslines and clothes pins
-Remove any items from centers that are in poor condition or children no longer use.
-Second Step Week
Support for
Dual
Language
Learners:
Continue to emphasize key theme-related vocabulary by connecting the words to pictures or real materials, as well as using gestures. When introducing a
new word/concept, you can define it in children’s home language (have parents or colleagues assist you by translating terms, if necessary); however, after
that initial clarification, use the word in English, with repetition whenever possible. Bilingual staff members can also extend children’s home language by
adding information or asking open-ended questions in that language
TEACHERS: Review this lesson plan thoroughly in advance. If you make any modifications (only if needed for your children), these must be approved by Education
Manager/Supervisor. You also need to complete the Individualized Learning Plan.
Last updated: 09/09/13
Family/
Community
Involvement:
Encourage families to talk to their children about the way we use water, how it flows through pipes, comes out of faucets, the washing machine,
dishwasher, hose, etc… Encourage families to show children pipes in their homes and talk about where they lead to. Children can also help water the plants
or feed and give water to household pets.
There are always props and materials needed for classroom activities, and parents can be extremely helpful by donating or lending items. This week items
include paper towel rolls and shoe box lids.
(B) Materials to Enhance Children’s Play
Blocks
Dramatic Play
Add:
Add:
Clothesline and clothespins
Dishtowels, doll clothes, other cloth items to “dry”
Laundry basket
Art
Toys and Games
Add: items that connect to individual children’s
interests, or to objectives that you wish to observe in
this area.
Library/Writing
Add:
“Markers & water”: Provide shoebox lids; heavy paper
(cut to fit lids); markers; eyedroppers or small squeeze
bottles of water. Children will be able to draw with
markers, then add drops of water and tilt the box lid to
see the effect of water on marker lines.
Add:
Read-aloud books for this week; any other books
related to water
Copies of “Water” poem pictures (in black &
white); encourage children to remember language
from the poem, and/or describe/write about what
they see
Sand and Water
Discovery/Science
Add:
“Treasures on Ice.” Preparation: Put a variety of
small objects (plastic insects, marbles, coins, etc.) in
ice cube tray or small plastic cups; cover with water
and freeze overnight.
Children will be able to explore these objects using
magnifying glasses, tweezers, balance scales, etc.
Talk about how items look or feel different in ice.
Extension: predict what will melt first; observe at
beginning vs. end of center time and note
differences.
Music and Movement
Add:
PVC pipes of different lengths (if available) and/or
straws (see “Exploring Water Sounds” small-group
activity)
Add:
Rain sticks that children create (see small-group
activity), to continue exploring
Outdoors
Computers
Add:
Cooking
Add:
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(C) Group Experiences
Monday
Tuesday
Wednesday
Thursday
Friday
Arrival
Arrival: Attendance graph
Arrival: Attendance graph
Arrival: Attendance graph
Arrival: Attendance graph
Opening
Circle
Morning Circle:
Welcome song & one other
Chart Weather
Morning Circle:
Welcome song & one other
Chart Weather
Morning Circle:
Welcome song & one other
Chart Weather
Review daily schedule and
rules now and throughout
the day
Review daily schedule and
rules now and throughout
the day
Review daily schedule and
rules now and throughout
the day
SS Puppet Script
Transition: Discussion:
What do we know about
water? Ask prompting
questions such as Why is
water important? Where do
you see water? What do we
use water for? What else
uses water? Create
experience chart with
children’s ideas
Transition:
Morning Circle:
Welcome song & one other
Chart Weather &
Review* After tallying
today’s weather, look back
at the week and make
comparisons. E.g., how
many days was it sunny this
week? Were there more
rainy days or sunny days?
What kind of weather
happened the least? Etc.
Music/Movement:
“Moving Like Water” (see
below) and one other
Jacques"Drip, drip, drop, drop,
Drip, drip, drop, drop,
Drip, drip, drop,
Drip, drip, drop.
Rain on my Umbrella,
Rain on my umbrella,
Never stops.
Drip, drip, drop.
Movement
Relaxation
Transitions
Closing
Circle
Transition: (QOTD): How
did you use water today?
(Drink/ Wash hands/ Take a
Bath) Have visuals. Have
children answer during
transition, charting with
whiteboard/pocket chart/etc
Music/Movement: Zim
Bam
Sung to: "Twinkle, Twinkle Little
Star"
Zim-bam, zim-bam, zim-bam-bee,
Rain is falling on the tree.
zim-bam, zim-bam, zim-bam-by,
Rain is falling from the sky.
Zim-bam, zim-bam, zim-bam-boo,
Rain is falling on us too.
& SS Song
Relaxation:
Transition:
Closing Circle:
Goodbye song
Music/Movement:
“Rain on My Umbrella.”
After teaching song and
repeating once or twice, use
song chart to help children
notice concepts of print –
e.g., words that repeat,
letters or words that they
recognize, etc. Sung to: "Frere
And SS Song of the week
Relaxation:
Transition:
Relaxation:
Transition: SS Brain
Builder-
Closing Circle:
Goodbye song
Review daily schedule and
rules now and throughout
the day
Transition: SS Brain
Builder-
Music/Movement : Choose
2
Relaxation:
Transition: SS Skill-Practice
Activity
Closing Circle:
Goodbye song
Closing Circle:
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SARGE subscriber with Acelero, Inc.
Monday
Tuesday
Wednesday
Thursday
Friday
Review QOTD with the
full group, counting each
column and writing the
numeral; then discuss
results (what do you notice?
which answer has the most?
etc.)
Goodbye song
Group 1: Bringing the Rain
to Kapiti Plain by Verna
Aardema
(initial reading; focus on
children’s understanding of
basic plot / sequence of
events)
ReadAlouds
SmallGroup
Activity
Tangible
Acknowledgement System:
Outside
Inclement Weather Plan:
Group 1: SS Story and
Discussion
Group 2: The Snowy Day
Group 2: Bringing the Rain
to Kapiti Plain by Verna
Aardema
(initial reading; focus on
children’s understanding of
basic plot / sequence of
events)
Group 1: Making Rain
Sticks
Group 1: The Most fun part
of (The Snowy Day)
Group 1: SS Skill-Practice
Activity
Group 2: Making Rain
Sticks
Group 2: Exploring Water
Sounds
Group 2: The Most fun part
of (The Snowy Day)
Special
Activities
Group 1: The Snowy Day
Group 1: SS Book:
Group 2: SS Book:
Group 2 : SS Story and
Discussion
Group 1: Exploring Water
Sounds
Group 2: SS Skill-Practice
Activity
Have children think of how
to move their bodies like
water – for example, rain, a
snowball melting, water
swooshing through pipes,
etc. Ask for other ideas and
do the movements slow,
fast, quiet, etc.
© 2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current
SARGE subscriber with Acelero, Inc.
Monday
Tuesday
Wednesday
Thursday
Friday
Individual Child Planning Form
School Readiness Goal
Focus Domain(s)
Physical
Approaches to
Learning
Language &
Literacy
Cogn./ Gen.
Knowledge
Name
Soc-Emotional
Focus
Date
Child’s
Week of:
Strategy/Activity
Focus TS
GOLD
Objective(s)
Why Chosen?
(IFSP, TS Gold Report,
family input, conference
goal, etc.)
NOTE: Children with similar needs may benefit from
differentiated instruction (e.g. during small-group activity).
You can use the “Small Group” column at right to make notes
about possible groupings.
Example: 1. Routine – activity, state how you are
individualizing for this child.
CHECK when
implemented
Teachers:
Possible small-group?
Center/Classroom:
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
© 2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current
SARGE subscriber with Acelero, Inc.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
IFSP Child Planning
Child’s Name
IFSP Goals
Classroom Plan: What’s the Activity/Who’s Supporting the Child
*Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals.
*For speech goals the what/who would be: Directed by the Speech Language Therapist
© 2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current
SARGE subscriber with Acelero, Inc.
© 2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current
SARGE subscriber with Acelero, Inc.