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Day 1 Day 2 Day 3 Day 4 Day 5

Observation Observation Observation Observation Observation

AL/LI/L/VL: The teacher AL/LI/L/VL: The teacher VL: The teacher will use AL/LI/L: The teacher will LI: The teacher will give
will read Hailstones and will read Joseph Had a pictorial representations to read Word Bird’s Shapes by the students a worksheet to
Halibut Bones to the class. Little Overcoat to the teach shapes (rectangle, Jane Belk Moncure to the test their comprehension of
students. triangle, circle, and square) class. In this story, Word colors and shapes. The
AL/VL: After reading to to the students. The teacher Bird is given boxes teacher will carefully
the students, the teacher VL: The teacher will have will have the students name including various shapes explain each portion of the
will review the 10 basic ten pieces of construction objects that can be and colors of paper. With assessment worksheet.
colors with the students paper and will hold each classified under each shape. each box of shapes, he
(black, white, red, orange, one up (one at a time) and makes special pictures. A/AL/E/KL/LI/M/VL:
yellow, green, blue, purple, ask the students to name the The teacher will set up a When the boxes containing The students will complete
pink, and brown). color. Then the teacher will game of musical chairs with the different shapes fall, a worksheet requiring them
have the students recall a different shape on the Word Bird discovers that he to demonstrate
AL/KL/LI/MO/VL: The items or objects in nature back of each chair. can make many more things understanding of shapes
teacher will name a color that are the color of the when he mixes the shapes and colors. The worksheet
and a location in the construction paper. AL/KL/MO/MU/VL: The together. will contain five of each
classroom. If the students students will walk around shape studied and the
are wearing that color, they GA/KL/MA: The students the chairs as the teacher LI: The teacher will give teacher will instruct the
are to go to that side of the will pair up and separate plays the music. When the each student a box of students to color the shapes
classroom. For example, buttons by their color. (red, music stops, the student shapes like Word Bird’s and different colors. For
the teacher will ask children orange, yellow, green, blue, will sit down in the chair instruct the students to example, the teacher will
who are wearing a red shirt purple, pink, black, brown, he/she is in front of. The make the various shapes tell the students to color all
to stand on one side of the white). teacher will call out a shape like Word Bird. the rectangles blue. To
room and those who are not and if the shape the teacher incorporate math, the
to stand on the other. The called out is on the back of AL/KL/LI/MA: When the teacher will tell the students
teacher will explain that the student’s chair, he/she is teacher gets to the part of that there are five of each
he/she sorted the children out. the story where Word Bird shape that they are to color;
by the colors they were combines the shapes to thus they will have to count
wearing. The teacher will DA: For students with make things, the students to ensure that they have
keep a class tally of the mobility issues, the will make the same shapes colored all the shapes. The
students’ shirt colors. teacher will provide a on their desk using their teacher will use this
brown paper bag with box of shapes. worksheet to evaluate
each shape. The student student understanding.
will pick one shape at a
time out of the bag and
tell the teacher what
shape to call out for the
musical chairs game.
Day 6 Day 7 Day 8 Day 9 Day 10
Observation Observation Observation Observation Observation

AL/VL: The teacher will VL: To help connect shapes LI/VL: The teacher will AL/VL: The teacher will AL/LI/VL: The teacher
review colors and shapes with ordinary objects, the divide a bulletin board into explain that observations will review colors and
with the students using teacher will bring in four quarters. Each quarter will come from different shapes with the students.
visual representations. After objects for the class to represent circle, square, perspectives. The teacher Then, the teacher will teach
reviewing, the teacher will observe. Each object, rectangle, and triangle. The will model that objects the children to play the
hand out a small bag of M placed in a location around teacher will review the from far away look game “I Spy with My Little
& M’s (10 plain and 10 the classroom, will be a shapes with the students different than up close. The Eye”. After playing a few
peanut) to each student. different shape. and assign each student a teacher will provide sea rounds using one attribute
Each bag of M & M’s will shape. shells for the students to (such as something red,
contain different colors and A/LI/KL/MO/VL: The observe. There will be four something soft), the class
shapes. students will walk around A/KL/VL: The students centers around the will elaborate by including
the classroom and observe will draw a picture of classroom with 3 sea shells two clues in their initial
AL/LI/KL/MA/VL: The the different objects. After something around them that at each station. descriptions (such as
students will be instructed observation, the students is that shape. After each something long and
to separate the M&M’s first will be handed a worksheet student has completed A/KL/VL: Taking five scratchy).
by shape and then by color. entitled: Things I’ve Seen. his/her picture, the students steps back, the students will
Next, each student will give The worksheet will include will instruct the teacher draw one of the shells from AL/LI/VL: In groups of 2
his/her data to the teacher the outline of a square, which quarter of the their view far away. Then, or 3 the students will
to aid in making a class triangle, circle, and bulletin board their drawing the students will move continue the game making
pictograph. Then, the rectangle. The students will belongs in. closer and draw the same sure to each guess and
students will name the color be instructed to draw the shell close up. The students describe items. The students
that was most/least object they observed in the will compare the two will first describe things
occurring. After completing classroom inside the correct drawings and have a class that are at a distance and
the lesson, the students will shape (i.e. the triangular discussion of how they then with things that are
be allowed to eat the M & shape is to be drawn inside were different. close up.
M’s. The students that are the outline of the triangle).
allergic to peanuts will only
be allowed to eat the plain DA: For a student with
ones! Snack time! mobility issues, the
teacher will bring the
objects to his/her desk for
Day 11 Day 12 Day 13 Day 14 Day 15
Observation Observation Observation Observation Observation

AL/LI/L: The teacher will AL/M/MA/VL: The AL/ LI/VL: The teacher AL/ KL/LI/VL: The E/LI: The teacher will give
read A Remainder of One teacher will tell and will explain that we use our teacher will review texture the students two worksheets
by Eleanor J. Pinczes to the demonstrate that items can sense of touch to find the with the students. The to evaluate the students’
class. be measured using shape and hardness of teacher will pair up the performance and
everyday objects. objects. The teacher will students and give each pair comprehension of the
M/VL: The teacher will invite the children to name a “feely” box with a observation unit. The
provide a worksheet which AL/KL/LI/M/MA/VL: things they like to touch. As collection of objects of teacher will carefully
requires students to predict The students will remove children respond, the various textures such as: explain each portion of the
the unknown member in a their shoes and measure teacher will make a class fabric scrap, piece of assessment worksheet
sequence of objects. For them using paper clips, list of Things We Like to aluminum foil, cardboard,
example, a student could buttons, and seeds. Then, Touch. The teacher will sandpaper, a rock, a marble, A/KL/LI/M/VL: The
have the pattern: a big they will record their have the students sit on the a piece of burlap, an eraser, students will be given a
triangle, a small square, a measurements on a sheet floor in a circle. Then, a cotton ball, and yarn. worksheet to assess their
small rectangle, a big that the teacher will keeping it covered, the understanding of
triangle, a small square and provide. Using the data teacher will place a quarter KL/LI/MA/VL: The observation techniques. The
a blank. provided by the students, in the hands of the child on students will play a game worksheet requires the
the class will construct a his/her left. entitled: How Things Feel. students to cut out the
M/VL: The student will picture graph of the data. The students will be shapes. Then, they will glue
circle the missing member The students will then KL/MA: Each student will instructed to classify (sort) the shapes in the correct
in the pattern from the answer questions relating to feel the object and hand it and observe (touch) the box based on size, shape,
choices provided. the graph. to the child to the left objects. The children will and color.
without letting him or her sort various objects into
see what it is. When the groups by texture and name DA: For the students who
object comes back to the the groups. have a hard time using
teacher, the teacher will put scissors, the teacher will
it out of sight and invite supply pre-cut shapes.
children to guess what it

VL: Then, the teacher will

show the quarter to the
students. If desired, the
teacher can repeat the
process with a toy car or a
piece of chalk.
Day 26 Day 27 Day 28 Day 29 Day 30
Five Senses Five Senses Five Senses Five Senses Five Senses

AL/LI/L: The teacher will AL/H/VL/T: The teacher AL/H/VL: The teacher will AL/LI: The teacher will AL/LI: The teacher will tell
read My Five Senses to the will show the video All identify ears as the body review sounds with the the students that the tongue
class. About the Senses to the part we use to hear. The class and divide the is used to taste and that
class. This video shows teacher will also explain students into pairs. The taste is one of the senses.
AL/H/VL: The teacher will students the importance of that loud, unexpected teacher will make sound The teacher will also tell
discuss different ways to their sense organs and sounds can harm our cans by partly filling three the students that the tongue
take care of these body senses. hearing; therefore, students containers or coffee cans can recognize four tastes-
parts (i.e. cleaning our ears, should avoid loud noises, if with different sound sweet, sour, salty, and bitter.
brushing our teeth, etc.) E/H/VL: The teacher will possible. The teacher will making materials such as: In addition, the teacher will
After discussing the have each student complete also teach the students to sand, small rocks, foam also remind the students
different body parts that go a worksheet matching the recognize that sounds are peanuts, rice, or dried beans that one way to take care of
with the senses, the teacher senses with their caused by vibration and can and seal with strong tape. the tongue/mouth is to
will call out different senses appropriate body part. This be high or low, loud or soft. brush their teeth.
to the class. will be used to assess the AL/KL/LI/MA: The
students’ performance. AL/KL/LI/MO/VL: The students will shake and KL: The students will taste
AL/H/KL/LI/MO/VL: As students will choose a way listen to the cans and test the following: pickle,
the teacher calls out to make rhythmic sounds compare them to see which lemon, pretzel, potato chip,
different senses, the without using their voice. one is louder. The children bitter chocolate, orange
students must point to the For example, the student are to shake each can to peel, jelly bean, and mint
body part that possesses could clap, tap the floor, or observe the sounds and then (in taste test centers around
that sense. whistle. As the students see order them from softest to the room).
the teacher motioning with loudest.
DA: Students with the prearranged hand A/KL/LI: The students will
mobility issues can stay signals, they will either get have a corresponding
seated and point to the louder, softer, or stop. worksheet with columns
body part that goes with that include smiley faces
the sense. and frowns which represent
I like it or I don’t like it.
The students will color in
the “face” which
corresponds to their
perception of the food. The
teacher will provide
alternative taste tests for the
students with allergies.
Day 31 Day 32 Day 33 Day 34 Day 35
Five Senses Five Senses Five Senses Five Senses Five Senses

AL/H/LI: The teacher will AL/LI: Continuing the AL: The teacher will AL/OL/VL: The teacher AL/LI/VL: Using visual
tell the class that the skin is study of touch, the teacher identify the nose as the will model the correct way representations, the teacher
a sense organ that allows us will provide four tall body part that we use to for the students to show and will review the senses with
to touch. The teacher will opaque bowls containing: smell. The teacher will then tell about their objects. the students. The teacher
also tell the students some grapes, cooked pasta, Jell-o, have the students observe will collect a box of various
ways to protect their skin and gak. The bowls will be and compare common AL/CM/KL/LI/OL/VL: objects that children can
(i.e. sun block, not touching out of the students’ reach objects, using the sense of The students will bring in examine by using their
hot items, etc.). Then, the until the activity begins. In smell. The teacher will their favorite objects from senses such as textures,
teacher will give each addition, the teacher will prepare four pairs of home for show and tell. sizes, shapes, colors, items
student a box with several ensure that each student is matching smell bottles by They will have to describe that can make sounds, and
objects inside. blindfolded before he/she dabbing cotton balls into the texture to their items that have a distinct
touches the object. The amounts of strong-smelling classmates and why this aroma and/or taste.
CM/KL/MA/VL: Each teacher will explain the liquids such as: vanilla item is one of their
student will touch the activity so as to avoid extract, soy sauce, and favorite(s). A/KL/MA/VL: The
objects and describe how confusion. vinegar, and placing the students will be instructed
each object feels. The cotton balls in film DA: For students from to find one soft object, one
students will then put the A/KL/MA/W: The students canisters. low SES backgrounds, the object they would like to
objects that feel the same will form a line to test their teacher could provide a smell, one object that
together and tell why they courage to feel and describe KL/MA/VL: The students selection of objects that makes a sound, one round
put these particular objects the “unknown” substances. will observe and describe the student can choose object, and one object that
together the way they did. Each student will make a the smell of the bottle and from to show his/her would taste good. The
guess as to what the objects find another bottle that classmates. students will draw a picture
are, but will keep their smells the same. The of each object.
guesses a secret. Once each teacher will check the
student finishes the activity, children’s records for
they are to return to their allergies to perfumes and
seat and write down or other substances that might
draw a picture of their be used.
Day 46 Day 47 Day 48 Day 49 Day 50
Describing Physical Describing Physical Describing Physical Describing Physical Describing Physical
Properties Properties Properties Properties Properties

AL/LI/L: The teacher will AL/LI/L/VL: The teacher AL/ LI/VL: The teacher AL/LI/L: The teacher will AL/LI/VL: The teacher
read On the Go to the class. will read Wheel Away to the will review push and pull read Is it Larger? Is It will demonstrate how to
This book tells about how class. This story talks about with the students. Then, the Smaller? to the class. compare objects by holding
people all over the world a runaway wheel that takes teacher will have the up two balls (one smaller
move, including walking, a bouncy, bumpy, amusing children gather classroom AL/VL: The teacher will and one larger). The teacher
riding, running, traveling journey through the town. objects that have one then discuss how one can will ask the students
on wheels and water. The The teacher will tell the attribute in common and group objects according to questions about the balls
teacher will take the students that objects can be place the objects in a bag. their color, shape, or size. -which one is larger, which
students outside and lead moved by pushes or pulls The teacher will gather one looks heavier, is the
the students in a discussion and through the force of A/AL/CO/W: The students kitchen items such as cups, bigger object always
about things that move fast, gravity. The teacher will will take turns describing glasses, bowls, plates, pots, heavier? The teacher will
slow. display a toy car, a marble objects to a partner. The and pans. show that objects can be
and a toy with a string. partners will guess the described in many ways
AL/ KL/LI/MO/VL: The Discuss with the children common attribute and then D/VL: In dramatic play, the such as sorting by weight.
students will follow how they can move each label the bag by drawing a students will group kitchen
directions and move in toy. picture or writing a word. items according to one KL/VL: The students will
different directions in attribute such as size, shape visit the different centers set
different ways. For GA/KL/LI/MA/MO/VL: DA: Gifted students could or color. As they are up around the classroom.
example: walk backward, In pairs, the students will choose objects to place in grouping, the students will Each center will contain
walk slowly forward, etc. sort objects (ball, toy cars, the bag that have more describe what attribute was similar objects (larger and
cans, containers, cubes, than one attribute in used for sorting. smaller replicas). The
AL/KL/LI/MO: In blocks, etc.) The students common. teacher will have the
addition, the students will are to move each object and students classify the objects
play Red Light, Green sort the objects based on shown by size and weight.
Light! how they move.

DA: Physically challenged

students could play the
game by holding up a stop
or go circle as the teacher
is calling out Red Light!
Green Light!
Day 51 Day 52 Day 53 Day 54 Day 55
Describing Physical Describing Physical Describing Physical Describing Physical Describing Physical
Properties Properties Properties Properties Properties

AL/LI/L: The teacher will AL/LI/L: The teacher will AL/VL/M: The teacher will LI: The teacher will give AL/LI/VL: The teacher
read Over, Under, and read Building a House to review how people, the students a worksheet to will give each student a
Through to the class. the students. This is a story animals, and objects move test their comprehension of worksheet and a tray of four
about construction workers, with the students. Then, the movement. The teacher will objects (sponge, marble, toy
AL/KL/LI/MO: The the work they do, and the teacher will play the song carefully explain each car, and a pencil). The
teacher will tell the students different pieces of Lots of Ways to Move. The portion of the assessment worksheet will have four
to sort objects in terms of equipment that help them song discusses different worksheet. boxes numbered 1-4. The
their physical properties do the work. ways things move (i.e., teacher will describe the
and describe objects by hopping, prancing, gliding, E: The students will objects one at a time to the
their relative position. The AL/CI/LI: The teacher will etc.). complete a worksheet class. The teacher will be
teacher will play Simon also have someone from a requiring them to sure to describe the object’s
Says with the class using construction company come AL/LI/KL/M/VL: During demonstrate understanding size, color, weight, motion,
phrases such as: “Put your in and talk with the students the song, the students will of the various concepts and texture.
right hand over your hand about the different tools act out the different ways to learned about movement.
or put your left hand in he/she uses and the move that occur in the song The students will be A/AL/LI/VL: The student
your pocket” using the machines used at work. (i.e., bunny, boat, magnet). required to match the words must listen to the
eight position words - over, hopping, rolling, and description, choose the
under, in, out, above, KL/VL: After the marching with the correct correct object, and then
below, right, and left. construction worker has pictures. Then, the students draw the object in the
presented, the students will are to circle the heavy correct box on the paper.
AL/CM/KL/LI/MA: The get to use toys or objects to objects depicted in each of
students will be paired up demonstrate pushing, the pictures. DA: For students with
with a partner and given pulling, lifting, and hearing problems, the
blocks and a divider. One spinning teacher can hold up a
student will build a tower picture of the object and
with three colored blocks the student could orally
and then use position words describe the object’s
to describe that tower to the characteristics.
other student. Using that
description, the student will
attempt to build the same
Day 66 Day 67 Day 68 Day 69 Day 70
Shadows Shadows Shadows Shadows Shadows

AL/LI/L: The teacher will AL/LI/L: The teacher will AL/LI/VL: The teacher AL/LI/VL: The teacher AL/LI/L: To review
read Nothing Sticks Like a read What Makes a Shadow will review how shadows will remind the children shadows with the class, the
Shadow to the class. to the class. This book has are produced when objects that shadows are formed by teacher will read Shadows.
simple words and block light. The teacher will putting an object in front of
AL/LI/VL: The teacher illustrations to explain how turn off the lights and use a a light. The teacher will AL/VL: The teacher will
will explain and shadows are produced. lamp, flashlight, or slide have the students name as build a simple, blacklit
demonstrate that the projector to shine a bright many sources of light as stage, and let children
shadow will point in a AL/LI/VL: The teacher light directly on a blank they can. present their puppets to the
different direction and that will instruct and wall or screen. class. After a brief review
its length will change when demonstrate to the students A/KL: The students will session, the teacher will
the light moves to a new that objects make shadows KL/VL: The students will make a puppet to use in a then prepare the class for
place. The students will when they block light. Also, be allowed to take turns shadow puppet show. The the presentation.
recognize that shadows are the shape of the shadow using their fingers to make students will draw and cut
formed when an object depends on the object and shadows or figures on the out a shape and then glue a AL/KL/LI/OL/VL: Each
blocks light. The shape and the direction of the light wall. In addition, the craft stick to its bottom to student or pair of students
size of shadows change source. The teacher will students are to compare the make a handle. The will be given 1-2 minutes to
when the direction of the instruct the students to shapes they make using students will then begin to present their show to the
light changes. recognize that shadows can their fingers with the shapes come up with ideas on a class. The class will make
be matched to the objects of the shadows. show to present to the class observations about how the
A/AL/VL: The teacher will that made them. either individual or with a shapes are different.
take the students outside in partner.
the morning, noon, and A/KL/MA/VL: The
afternoon. After each visit students will be given DA: For students who
outside, the students will different shapes, a have problems cutting
draw a picture of flashlight, paper, and they will be given pre-cut
themselves and where the crayons. The students will shapes (ex: person, tree,
shadow was in comparison make shadows of different house, etc.)
to the location of their blocks, draw them, and
body. compare them to the actual
Day 81 Day 82 Day 83 Day 84 Day 85
Patterns in Daily Life Patterns in Daily Life Patterns in Daily Life Patterns in Daily Life Patterns in Daily Life

AL/LI/L: The teacher will AL/LI/L: The teacher will AL/ LI/VL: The teacher AL/LI/VL: The teacher AL/LI: The teacher will tell
read See the Seasons to the read Our House on the Hill will review weather will explain to the students the students that patterns
class. The teacher will also to the class. patterns with the students that patterns/routines exist exist in their school routine
discuss rain, snow, and the and tell the students that the in our daily lives. The as well.
sun with the students as AL/LI/VL: The teacher weather sometimes makes a teacher will write the class
different weather patterns. will then lead the class in a pattern. The teacher will suggestions of things they KL/VL: After discussing
The teacher will present discussion about the have the children observe do in the morning before how patterns exist even at
each student with a weather seasons. The teacher will be the weather symbols placed they head off to school school, the students will be
chart/calendar to fill in each sure mention to watch for daily on the calendar. The (brush teeth, eat breakfast, given pictures of parts of
day. weather patterns that occur teacher will provide get dressed) on a class the school day. The students
in each season (i.e., the children with cutouts of chart. would have to put the
KLM/VL: The students leaves fall in the fall, etc.). weather symbols. pictures in order to
will be required to fill in the A/KL: The students will represent their day at
weather for each day on the A/KL/VL: The students AL/KL/VL: The students then have a worksheet school.
chart. The students will use will compose a book of will arrange the symbols to containing four boxes in
this calendar to see possible seasons which will include make a pattern arranged by which they will draw a
patterns. pictures of activities one the teacher. Then, the picture of four different
would participate in during students will rearrange the things they do in the
each season. The students symbols to make their own morning to prepare for the
will color each season and patterns. day.
assemble the booklet.

DA: For students who

have problems with
drawing or cutting, the
teacher can provide pre-
cut shapes. For example,
the teacher would give the
student an umbrella and
raindrops to be glued on
the Spring page.
Day 86 Day 87 Day 88 Day 89 Day 90
Patterns in Daily Life Patterns in Daily Life Patterns in Daily Life Patterns in Daily Life Patterns in Daily Life

AL/VL: The teacher will AL/VL: The teacher will AL/VL: The teacher will AL/VL/T: The teacher will AL/VL/LI: The teacher
explain and provide visual discuss plant growth (i.e. all explain that some animals draw a pattern of shapes on will lead the class in a
pictorial examples of plants grow – a pattern in have similar characteristics the Smartboard. Once the discussion (review) of the
patterns that exist in nature nature). The teacher will and can be grouped pattern is drawn, the different patterns that exist
(i.e. similar leaf/seed inform students that some together. teacher will verbally in nature.
patterns, weather, etc.) The plants have seeds and some announce the pattern.
teacher will also explain seeds have similar KL//MA: The teacher will CM/GA/LI/LA/LS: The
that trees follow a pattern attributes, thus they can be give the students a set of AL/VL/A/E/M: The students will participate in a
and lose their leaves every grouped together. plastic animals. The teacher students will be given discussion about the
fall will use the animals to pieces of paper on which to patterns in nature. During
KL: The teacher will give demonstrate several copy the teacher’s pattern. the discussion, the students
KL/MO: The teacher will each student half of an egg patterns at the front of the Once they have drawn the will be required to raise
take the students outside carton with forty seeds. room. For example, the pattern on their paper, they their hands, wait their turn,
and have them pick up teacher could set up the will decide which shape and respect the opinions of
leaves. KL/MA: The students will tiger, then the elephant, does not belong in the their classmates.
individually sort their seeds then the bear. pattern. For example, when
MO/GA/CM: The students into groups based on given the pattern circle, E: The students will
will walk outside as a group common characteristics into KL/MA/VL/E/M: The square, circle, square, complete a worksheet
(accompanied by the the egg carton. students will model and circle, triangle, circle, the requiring them to match
teacher). They must stay extend the patterns the students would draw an X pictures of weather to the
with the group and stay on KL/E/M: The students will teacher creates in the front through the triangle since it appropriate seasons, circle
task. Once inside, the create/repeat their own of the room. Each pattern does not fit into the pattern. routine activities in
students will work as a pattern using their seeds. will be checked by the home/school routines, and
class to sort their leaves Their pattern will be teacher before moving on to extend animal patterns (i.e.
into groups based on checked by the teacher. the next pattern. spots, stripes, spots).
common characteristics.
For example, students could
sort the leaves based on
color, texture, etc.

DA: Students with visual

impairments can sort the
leaves by texture rather
than by visual
Day 101 Day 102 Day 103 Day 104 Day 105
Living Things Living Things Living Things Living Things Living Things

AL/LI/L: The teacher will AL/LI/L: The teacher will AL/LI/L: The teacher will AL/LI/T/VL: The teacher AL/LI: The teacher will
read Jennie’s Hat to the read Planting a Rainbow to read I Eat Leaves to the will use read The Plant Sitter to the
class. In the story, Jennie the students. students. students. In the drama
decorates her hat with to introduce and discuss center, the teacher will
living things. AL/VL/T/LI: The teacher H/LS: During snack time, what plants need to survive provide a large pot made of
will use the projector and the teacher will provide (air, water, soil, etc). The paper and a flower (that the
VL/LI: The teacher will foods that are from the teacher will also identify students can put their head
then discuss the difference to introduce students to the different parts of flowers. ways to care for plants. into).
between living and different parts of a plant For example, carrots are
nonliving things. Before (flower, stem, leaves, and roots, celery is a stem, LA/A/VL/W: The students KL/LS/VL: The students
class, the teacher will have roots). Then, the teacher lettuce is a leaf, etc. The will each be given five will plant the seed and be
divided the bulletin board will point to the parts of a teacher will discuss that pieces. The teacher will expected to take care of the
in half, using different plant on a plant poster and these types of foods are write what a plant needs to plant and keep a plant
colored construction paper ask the students to identify healthy and students should survive on the board (air, journal (drawing pictures of
for the two halves and the selected part. strive to eat healthy foods water, etc.). Students are to growth).
labeled the halves “Living to prevent illness and foster write one of the five words
Things” and “Nonliving DA: ESL students could good eating habits. on each page. Then, the D/CM/GA/LI: The
Things”. The teacher will use a real plant and the students will draw a picture students will work in pairs
attach an envelope to the plant poster. The student PS/LI: Before eating their to demonstrate what each to dramatize taking care of
bottom of the board filled could verbally identify the snacks, the students will word is (i.e. a raindrop or the plant in front of the
with magazine pictures, plant part as the teacher place their snacks in the watering can implies class. Each pair will take
drawings, and cutouts of points to it, thereby correct place in relation to water). The teacher will turns being a plant and the
living and nonliving things. practicing English and the parts of a plant on their bind each student’s pages gardener who cares for it.
connecting terms to plate or paper towel. For into a book. Lastly, the The child who is the
MO/KL/PS: The students tangible objects. example, the celery would students will write his/her gardener can pantomime
will take turns coming up to be the stem, thus the lettuce name on the cover. whether he/she is watering
the bulletin board. During a A: The students will then (leaves) would go alongside and weeding around the
student’s turn, he/she will use art materials to make a the celery. plant. The child who is the
remove one picture from plant model. To make the plant can demonstrate
the large envelope, identify model, the students will use whether the gardener is
it, and thumbtack it to the yarn for the roots, a pipe giving it what it needs.
correct half of the bulletin cleaner for the stem, Afterward, children may
board. construction paper for point out that a healthy
leaves, and buttons to form plant grows straight and tall
the shape of the flower. while an unhealthy plant
may droop.
Day 106 Day 107 Day 108 Day 109 Day 110
Living Things Living Things Living Things Living Things

VL/AL/LI: The teacher VL/LI/L: The teacher will VL/AL/L/CI: The teacher VL/AL/CI/LI: The teacher FIELD TRIP TO THE
will instruct students that read From Seed to Plant to will arrange for a zookeeper will arrange for a rabbit to NORTH CAROLINA
seeds are the part of the the students. This book from the local zoo to visit be brought (from the local ZOO
plant from which new describes the relationship his/her classroom and bring pet store) and housed in the
plants grow. Seeds can between seeds and the several pictures of different classroom. The teacher will During the field trip, the
come in many different plants they produce. types of animals. The make the necessary students will be able to
sizes, shapes, and colors. zookeeper will present the arrangements to keep the view (and possibly touch)
Each seed can grow into a A/KL/CM/GA/OL/E: The pictures to the class and animal safe and the various types of animals
plant that is just like its students will draw the life discuss the animal(s) in comfortable in the they have learned about in
parent plant. Then, the cycle of a plant. In groups, each picture. The pictures classroom. The teacher will class. The students will see
teacher will explain that each student will draw a should help students realize have the students sit where the animals in their natural
when a seed falls or is picture showing one of the that animals have they all can see the rabbit. habitats. In addition, the
carried to the ground, it stages in the development similarities and differences. The teacher will emphasize students will stay with the
may start to grow. If it does, of a plant. Once they finish, the fact that students should group (demonstrating
it becomes a small plant. As the group will arrange the PS/MO/VL: The students watch the visitor closely, responsibility), listen,
the plant gets bigger, it pictures in order to show will sort the pictures of the but touch it only under follow directions, and
grows a flower(s). the growth cycle of the animals by one attribute supervision. The teacher behave appropriately
Sometimes, fruits (with plant. The groups will then (body covering, body parts, will ask the students to (demonstrating
seeds inside) grow from the present their pictures to the etc.). During this activity, raise their hands and offer trustworthiness).
flowers. The teacher will class. Each group member the teacher will ensure that observations about the
provide tangible visual should tell his/her part of the students understand that rabbit.
examples of plants, flowers, the plant-growth story when sorting, they are
and fruits. during the presentation. The recognizing similar CM/M/LS/SS: The
student’s pictures should characteristics. students will watch the
A/KL: The students will be show the life cycle of a animal eat food and drink
given an assortment of plant from seed to mature DA: Students with visual water. Then, the students
seeds, poster board, plant. In sharing the plant’s impairments could will conduct a class vote
markers, and glue. Students story, students can verbally describe some (led by the teacher) to
are to sort the different communicate information similarities and decide on the rabbit’s name.
seeds into groups and use about the sequence of the differences between One student will be
those groups to make the plant’s development and selected animals. responsible to keep a tally
shape of a flower. Their how it changes during on the chalkboard and the
flower shapes are to be growth. class will work together to
glued onto the poster board. count the results of the
Day 111 Day 112 Day 113 Day 114 Day 115
Living Things Living Things Living Things Living Things Living Things

VL/AL/LI/L: The teacher VL/L: The teacher will VL/LI/L: The teacher will VL/LI: The teacher will LI: The teacher will give
will read How Do I Move? read Animals to the read Spots, Feathers, and review the different groups the students a worksheet to
to the class. This book students. This book Curly Tails to the students. of animals and their test their comprehension of
features different ways that contains photographs of This book details the characteristics. Then, the the living things unit. The
animals move. The teacher recognizable animals and characteristics of animals teacher will divide the teacher will carefully
will also provide a paper includes many sight words. usually found on a farm. students into pairs and explain each portion of the
bag containing several instruct each pair to visit assessment worksheet.
pictures of animals. The VL/AL/LI: The teacher AL/CM/OL/MU: The the 4 centers around the
teacher will also monitor will then introduce and teacher will lead the class in classroom. E/A: The students will
the game and provide any briefly discuss the groups a discussion of the animals complete a worksheet
necessary help. (reptiles, mammals, insects, one might find on a farm. MO/MA/CM/GA: requiring them to
birds, and fish) to the The teacher will then lead Students will visit four demonstrate understanding
D/MO/CM/GA/E: The students. The teacher will the class in singing “Old centers in pairs. The first of the various concepts
students will then divide use pictorial representations MacDonald Had a Farm”. center will require them to learned during the living
into teams and play of each animal group as match pictures of baby things unit. For example,
charades as a class. For he/she mentions their MO/D/MU: As students animals to their adult the students are to circle the
each student’s turn, he/she natural habitat, how they sing about the animals on animal. This will help picture that shows a
will come to the front of the move, number of legs, etc. Old MacDonald’s farm, the emphasize that babies look nonliving thing and circle
classroom and pick one teacher will have the like their parents but are not two animals whose body
picture out of the paper bag A/HW/LA/HS: The students demonstrate the exactly the same. At the coverings are the same. In
the teacher has prepared. students will be given sounds and movements of second center, students will addition, the students will
The student, without paper, markers, and crayons those animals. make a bird feeder using a be required to draw a
showing the class his/her and assigned one animal to bowl, pipe cleaners, and picture of an animal
picture, will then act out the draw. Students are to write DA: Students with bird seed. The bird feeders meeting its needs (a dog
movement of the pictured the animal’s name at the top mobility issues could help will be taken home. The drinking water), circle two
animal. The class will try of their paper. This the teacher choose which third center requires animals who move the same
to guess the animal that assignment can be animals the class has to students to sort picture way, draw a line under the
he/she is portraying. Each continued at home, so that act out. cards by the number of legs animals that have a barn for
correct guess receives one parents can assist in writing the animal in the picture a home, and number the
point. the animal names. Once has. The fourth center is the pictures to show the
returned, the pages will be computer center at which progression of a chick’s
DA: Students with compiled into a class book the students will play an growth.
mobility issues could be of animals. online game at
the scorekeeper(s) during
the game of charades. sorting animal growth
Day 121 Day 122 Day 123 Day 124 Day 125
Properties of Water Properties of Water Properties of Water Properties of Water Properties of Water

VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher VL/AL/LI/MA: The VL/LI: The teacher will VL/AL/LI/L: The teacher
will read Splish Splash to will read Rain, Rain, Rivers teacher will review the introduce the concepts of will read A Raindrop Hit
the students. The book to the class and discuss the properties of water with the sinking and floating to the My Nose to the class. This
contains simple phrases and properties of water. The class. Before class, the class. He/she will book explains the water
images that introduce teacher will discuss the teacher will fill three water emphasize that some cycle in simple terms. The
students to the various flow of water (downward) tables with water and objects float in water teacher will discuss that
forms of water. with the students. The collect a variety of plastic because they weigh less water becomes ice when it
teacher will provide several and metal containers than the water, thus they is frozen, steam when it is
A/HW: The students will cookie sheets, modeling (sieves, funnels, etc.) for stay on top of the water. In boiled.
draw a picture of an activity clay, a pitcher, water, and a the children to use in the addition, the teacher will
that they do in the water bowl. The teacher will then water tables. The teacher note that some objects sink VL/KL: The teacher will
how they play with/in the divide the students into will divide the class into because they are heavier provide a piece of ice, a
water, etc. These pictures small groups. three groups and assign than the water. glass of water, and a
can be taken home to be each group to a specific portable burner (with a pot
finished if necessary. These A/CM/GA/PS: The water table. MA/KL/GA: In small of water on it). The teacher
pictures will be posted on a students, in their small groups, the children will be will use these items to
class bulletin board entitled groups, will build water MA/KL/GA: The students performing a sink-float test. demonstrate the three forms
“We Love Water!” mazes on the cookie sheets. will be given class time to Each group will be given a of water. First, the teacher
The students can mold the explore the properties of small container of water will place the ice (solid) on
modeling clay into a sort-of water at the water tables. and the following items: a a tray to melt. He/she will
trough from one end of the After their exploration time, seashell, a rock, a paper ask students to observe
cookie sheet to the other. the class will participate in clip, a pencil, chalk, a table what the change that occurs
The students will then pour a discussion about their tennis ball, a ping pong when ice melts (changes to
a small amount of water discoveries. For example, ball, a key, and a spoon. liquid state). Lastly, the
into one end of the maze how the water felt to their The students will complete teacher will turn on the
and tilt the tray to observe hands and which containers a worksheet as they test portable burner (students
the way the water flows. held the most water. each item. They will write will observe at a safe
Then, as a class, the an S next to the items that distance) and demonstrate
students will discuss the sink and an F next to the boiling.
way the water flowed. ones that float.
E: The students will
DA: Students with complete a worksheet
mobility issues will be requiring them to match
provided with their own pictures to the three words
container of water and (solid, liquid, and gas)
items with which to describing the three states
experiment. of water.
Day 126 Day 127 Day 128 Day 129 Day 130
Magnetism Magnetism Magnetism Magnetism Magnetism

VL/AL/L/LI: The teacher HS: The teacher will VL/AL/LI: The teacher AL/LI: The teacher will LI: The teacher will give
will read The Tricky Sticky instruct the students to will instruct the students review the properties of the students a worksheet to
Problem to the class. This bring in magnetic objects that magnetic power is magnetism with the class. test their comprehension of
book is about how keys for Show and Tell for visible when holding a After the review, the magnetism. The teacher
dropped down a drain are today’s class. Parents will magnet above, but not teacher will divide the will give specific directions
rescued with a magnet. The be invited to join the class touching, metal objects. students into groups of four to enable the students to
teacher will introduce the for Show and Tell. The teacher will or five and instruct the complete the worksheets.
concept of magnetism to demonstrate this property groups to visit four centers
the class. He/she will VL/AL/LI/L: Before Show (in front of the class) with a around the classroom. A/E: The students will
explain that magnets are and Tell begins, the teacher horseshoe magnet and iron complete the review
objects that attract or repel will read Show and Tell filings. GA/MA/KL/A/MO: At the worksheet about
other objects. Day to the class. first center, the students magnetism. For example,
A/KL/MA/GA: The will go “fishing” using a the students will be required
MO/KL/CM: The students MO/KL/LI/OL: The students, in pairs, will small plastic fishing pole to circle the objects that are
will be given a simple students will each get a follow the teacher’s simple with a magnet attached to attracted to magnets and
magnet and instructed to go chance to present their directions and make small the end of the pole’s string. color the picture that
around the classroom and magnetic items to the class. boats out of plastic foam. A The fish will have paper correctly illustrates what
discover which objects are Then, the students (and paper clip will be attached clips attached to their happens when a horseshoe
magnetic. The students can parents, if present) will to the center of each foam mouths. At the second magnet is held over iron
discover which objects are demonstrate how common boat. Each pair will then be center, the students will filings (as demonstrated in
magnetic by touching or objects respond to magnets. given a horseshoe magnet design a magnetic button to class).
moving their magnet close As the teacher holds up and instructed to move to place on a refrigerator. The
to the selected object. After different objects, the one of the three water students will illustrate their
exploring the classroom, students will be the tables. Once at the table, the buttons then attach
the class will discuss their magnets. If the object the students will hold their magnetic tape on the back
findings. The students will teacher holds up is attracted horseshoe magnets very of the buttons. At the third
be informed that the objects to a magnet, the students close to, but not touching center, students will predict
that did not attract the are to stand up: if repelled, the foam boats. and test whether several
magnet are nonmetal students are to sit down. housekeeping items (pots,
objects. pans, metal utensils) will be
DA: Students with attracted to a magnet. In the
mobility issues can use forth center, the students
their arm or hand to will get to make a magnet
demonstrate using a paper clip and a
attracting/repelling. small magnet.

Day 141 Day 142 Day 143 Day 144 Day 145
Recycling Recycling Recycling Recycling Recycling

VL/AL/L/LI/CM: The VL/LI: The teacher will VL/AL/CI: The teacher LI: The teacher will LI/HS: The teacher will
teacher will read the book remind the students of ways will arrange for a instruct the students to pay instruct the class that they
Stay Away from the to take care of the earth and representative from the very close attention to will be making a “Recycled
Junkyard to the class. The that it is important for the local recycling plant come his/her directions. During Town” using the items they
teacher will explain ways to future because resources are and share with the students this lesson, the students, in collected in the class
save trees and reduce waste limited. about the importance of groups, will be making new recycling bins. Parents will
to the class. The teacher recycling. The paper from recycled paper. be invited to bring extra
will ask students to raise A/LA: The students will representative would also The teacher will then divide recycled items and
their hands and offer the make pictures that will describe the process of the class into groups of join/assist the class in the
types of objects that can be remind others to take care recycling that occurs at the three. town building.
recycled. Before class, the of the earth. The teacher recycling plant.
teacher will set up large will give the students some AL/KL/GA/CM: The GA/CM/M/A: The students
containers labeled paper, suggestions for pictures. E/A: After the students will be given a tub (and their parents, if
plastic, glass, and metal in The students’ pictures will representative from the of water containing strips of present) will work together
the classroom. With tape, be posted on a class bulletin local recycling plant leaves, paper that have been to build a Recycling Town.
the teacher will mark a board entitled “We Can the students will complete a soaking in the tub for For example, a recycled
“foul line” about 2 feet Help Take Care of The worksheet to review several hours. The students toilet paper roll could
away from each container. Earth”. recycling. The worksheet will be instructed to stir the function as a tower. Before
contains several common mixture until it has the building the town, the class
MO/KL/PS: The students GA/T/CM: The students items that are thrown in the consistency of cooked should count the items they
will play “Recycling will play an online game at trash. The students are to, cereal. Then, the students have available and make a
Basketball”. Each student as using crayons, color the will slip a piece of window plan for the town. During
will get a turn to choose an a class. The students must items that could be screening underneath the this activity, the students
item (i.e. milk carton, soda work together to determine recycled. For example, a mixture and lift it up, will be required to
can, etc.) and throw it into which recycling bin newspaper would be thereby letting all the water cooperate, respect one
the appropriate recycling selected pieces of trash colored, while an old teddy drip out. Then, the students another’s ideas, take turns
bin. The recycling bins will should be placed in. This bear would be left white. will put the screen on top of and communicate clearly.
be kept in the classroom game also helps illustrate several layers of newspaper
throughout the week. how clean one’s and cover with more layers.
surroundings can look Then, they will roll over all
DA: Students with when they are free of trash. the layers with a rolling pin.
physical disabilities can Then, they will be able to
be the “referees” for the lift off the top layers of the
game and ensure that newspaper, revealing new
materials are thrown into paper that can be peeled of
the correct basket. the screen. (Foresman)
Day 156 Day 157 Day 158 Day 159 Day 160


Day 176 Day 177 Day 178 Day 179 Day 180
Changes Over Time Changes Over Time Changes Over Time Changes Over Time Changes Over Time

VL/AL/LI/L: The teacher VL/AL/LI/L: The teacher HS/VL/LI: The teacher LI/AL: The teacher will LI/AL: The teacher will
will read You’ll Soon Grow will read New Shoes for will instruct the children to describe how manmade instruct the students that
Into Them, Titch to the Sylvia to the class. The bring pictures from their objects can be changed by changed a manmade object
class. Then, the teacher will teacher will continue the family albums or being cut, torn, bent or when they experimented
describe the way that class discussion about magazines that represent folded. The teacher will with cutting and tearing the
humans change from growth. the different phases of life explain that changes in the paper.
infancy to adulthood. (baby, child, adult). Parents matter can be divided into
MA/M/KL/E: The students will be encouraged to assist two categories - physical KL/A: The students will be
A/LI/CM/OL: The will have several blocks their children in finding or and chemical. Changes that given paper, scissors, and
students will follow the (three different sizes). The cutting out pictures. Before do not affect the basic simple origami templates.
teacher’s directions to make small ones represent baby class, the teacher will have nature of the material are The students will follow the
a three-section flap book. blocks, the medium-size the class bulletin board physical changes. Changes teacher’s directions to fold
On the flaps, the students blocks represent child divided up three equal parts that affect the nature of the their paper into simple
will write the words: baby, blocks, and the large blocks (baby, child, adult). material are chemical origami shapes. The teacher
child, adult. Under each represent adult blocks. The changes. will have some finished
flap, the students will draw students will place the KL/PS: The students will examples displayed in the
themselves (or what they blocks in order of size take turns coming to the A/KL: The students will be classroom. The students’
think they will look like) at (baby, child, adult). Then, bulletin board with their given construction paper origami will be hung from
each stage of life. When the students will be given a pictures. For a student’s (cut into quarters), scissors, the ceiling of the classroom
finished, the students will pattern to create and extend. turn, he/she will bring crayon, water, and a water for them to enjoy.
share their pictures with the The students’ extensions of his/her pictures and will dropper. Each student will
class and discuss activities the pattern will be checked decide in which portion of use their items (scissors,
that people do as babies, by the teacher. the board to place their crayon, etc.) to make
children, and adults. pictures. changes to the paper. For
DA: Children with visual example, using the crayons
limitations or handicaps D/CM/GA: The students will change the color of the
can feel the sizes of the will form “family groups” paper and cutting it with the
blocks to order them by and determine who will scissors will change the
size. play the adult and child shape of the paper.
roles. Each group will act
out the events of a selected
family gathering (i.e. eating
together at Thanksgiving,
opening presents at
Christmas, etc.).