Letter Knowledge
Children will identify uppercase letters of the alphabet.
Review:
Letter
Be Prepared: Be Prepared: Today is a continuation of the individualized letter assessments initiated on Day 2 of this week. See Day 2 for a description of procedures for assessment and determining a child’s level of understanding.
Geometric and spatial knowledge
Children will strengthen their understanding of basic characteristics of a circle, triangle, square, and rectangle.
For Option 2
Review:
Offer Week 5, Day 2 to review characteristics of corners in triangles and rectangles.
Engage children in finding and describing shapes hidden around the classroom.
Be Prepared: Provide as many small shape cutouts as there are children in your group. Use an approximately equal number of the four types of shapes. Example: Provide a total of 12 shape cutouts for a group of 12 children (three each of the following: rectangle, triangle, circle, square). Place shape cutouts around the classroom where they can easily be found by children. The large cutouts are for staff use.
Explain to children that you put some shape cutouts around our room but cannot remember where! Now you want to collect the shape cutouts. Invite children to help find the missing shapes. Encourage children to find one shape only. Explain that (number) shape cutouts are missing and there are (same number) children in our group today. Each child can find one shape. Help children who have difficulty finding a shape. Invite children to sit in a circle after they find a shape.
After all children are sitting in the circle, hold up a large cutout of a shape (without saying its name) and invite all children who found this type of shape to hold up their shape, too. Encourage children who are holding up the shape to say its name and describe what it looks like. See Option 2 in Day 2 for descriptions of each shape. Invite children to trace the shape’s outline.
If time and children’s interest permit, invite children to put their shape somewhere in the room and repeat the process described above. Encourage children to find a shape they did not hide.
Motor development
Children will strengthen their jumping skills.
Tape (see Be Prepared)
For Option 2
Review:
Offer the Week 21, Day 4 activity to practice jumping and landing on both feet.
Support individual children in comparing the length of two different jumps they make from the same designated starting point. This option involves children working in pairs.
Be Prepared: Place a piece of tape, about three feet in length, on the floor or ground to designate where children will stand to jump. Also, cut several pieces of tape for children to use in marking how far a child jumps from the starting line.
Explain that we will take turns jumping from the same starting point (tape). We will jump twice, each time from the same starting point, and compare how far we jumped each time. Explain that we are comparing the length of our jumps. Remind children that length means how long something is. We will work with a partner who puts a piece of tape (or some other marker) where we land. We are not competing with our partner.
Demonstrate how to compare the length of two jumps made by the same child. Invite a child to demonstrate how to stand at the starting line and jump forward. Emphasize the importance of standing on both feet (behind the starting line) before jumping, jumping with both feet/legs at the same time to move forward, and landing on both feet in about the same position. One foot should not be ahead of the other foot. After the child lands, place a piece of tape at the child’s heel that is closest to the starting line. Then invite the child to return to the starting line and jump again. With the second jump, do the child’s feet land closer to, or farther away from, the starting line than the first jump? Encourage the child to compare where he/she landed the second time to where he/she landed the first time (as marked by tape or some other item).
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Exploring Where We Live
Social Studies
Skill and Goal
Knowledge of social and physical environments
Children will understand that multiple types of transportation may be used for taking a trip.
Materials
Needed
Map or globe
Key
Concepts
Review:
Transportation
Optional
Reading
Curious George Takes a Trip by H. A. Rey
[Encourage children’s discussion of trip travel.]
We take some type of transportation when we go on a trip. We know that transportation is the way people or things move from one place to another place. On some trips, we might take more than one type of transportation. When we take a short trip, like to the grocery store, we may use only one type of transportation.
Let’s think about a long trip and how we could get there. Let’s pretend we are going to visit someone in our family, like a grandmother or uncle.
[Display map. When talking about the trip, point to your current location and then to a place that is further away on the map.]
We live here. Let’s pretend we want to travel to here. Let’s explore some ways to get there.
Guide a discussion with children about types of transportation for the trip. At the end of the activity plan is a sample discussion based on children saying they would take a plane to Grandma’s house. Focus your discussion with children on what children choose as a way to get to Grandma’s house.]
We learned that when people take a trip, they might take one type of transportation or many different types of transportation. On a long trip, people might take cars, buses, planes, and trains. What types of transportation did we talk about today for our pretend trip?
T: What is one way we could get to Grandma’s house?
C: We can take a plane.
T: Yes, we could take a plane.
T: It is a long distance to Grandma’s house. Planes can take us and our things long distances. Do we get on the plane at our house, or do we need to go somewhere to get on the plane?
C: We need to go to the airport.
T: An airport is where airplanes take off and land. What is one way we get to the airport?
C: We take a car.
T: Yes, people can drive their cars to the airport so they can get on the plane.
T: Would we drive right up to the plane, or do we do something with the car?
C: We park it in the parking lot.
T: What is one way we get from the parking lot to where the planes are?
C: Take a shuttle bus.
C: Walk.
T: We can take a shuttle bus. At some airports, we could walk from the parking lot to the airport building. Walking is a type of transportation.
T: We are taking a car, then riding a shuttle bus or walking to the airport to get on a plane. After the plane lands, are we at Grandma’s house yet? Does the plane land in her yard or on her street?
C: We are at another airport.
T: What is a way we can get from this airport to Grandma’s house?
C: We can take a bus.
T: Yes, we can take a bus.
T: Buses stop at an airport to pick up people and take them to other places. Does the bus take us right to grandma’s house, or do we need to take any more types of transportation to get to Grandma’s house?
Scaffolding Tips
Extra support
Enrichment
Center Activity
Provide suitcases and other items used for going on a trip (maps, tickets, travel brochures). Encourage children to pretend to go on a trip. Ask children where they are going and how they will get there.
Family Child Care
Share with children Richard Scarry’s Cars and Trucks and Things That Go by Richard Scarry. Encourage children to find types of transportation that could be used to take a trip. Invite school-age children to read the book to younger children.