Sorting Fun

This student first sorted by color and then buy shape.

MATHEMATICS
2.PK.1 Sort objects by similar attributes (size, shape, and color.)
4.PK.1a Identify circles, triangles, and squares.
4.PK.1b Begin to recognize two and three dimensional shapes in the environment.
SCIENCE
P.PK.1 Sort objects according to observable properties (shape and color).

Then he showed another student how to sort by shape. They even made up a little song amount it as they went along.

LANGUAGE
8.PK.4b Share ideas and information from personal and share group experiences.
SOCIAL/EMOTIONAL
5.PK.1b Play in pairs and small groups.
5.PK.1d Initiate play, or enter into play with a group of children already playing.
6.PK.1a Attend to a task for at least 10 minutes.
6.PK.1c Use verbal and non-verbal conversation skills.

Puzzles are fun for all ages!

Puzzles enhance math, spacial relations, problem solving and social skills....to name a few.

MATHEMATICS
K2.K.1 Identify attributes used to sort objects.
K4.K.9 Sort and classify objects by color and shape.
3.PK.1 Compare objects by size to determine smaller and larger.
4.PK.2 Identify positions (in front, behind, next to, up, down, inside, outside, on top, ordinal positions).

We always have at least 3 levels. Easy, medium, hard. This meets and reinforces self confidence levels too. If a student is having an "off day" they can pick up an "easy" puzzle, work it with ease, and it re-fuels their subconscious tank of "I am good at...." "I am successful"...."I can do it"....which helps them socially and emotionally feel better, and may even have some left over to be used later when they get in a tough place again. Another reason why they need to hear our positive acknowledgements10 times more than our corrections.

SOCIAL/EMOTIONAL
1.PK.3 Re-engage in a task or activity after experiencing disappointment, frustration, or failure.
1.PK.2b Acknowledge actions and accomplishments verbally and nonverbally.
2.PK.3b Clean up or put away toys and material when finished.
4.PK.1d Demonstrate problem-solving skills (ask for help from an adult, talk about problems, talk about feelings relating to problems, and negotiate solutions.)
5.PK.1a Play independently.
5.PK.2b Take turns with teacher support.
6.PK.1a Attend to a task for at least 10 minutes.
6.PK.1d Demonstrate ability to delay gratification to complete a larger task.

Cooking in the Sun

Cooking class was outside this day. Circles we can eat!   

Students identified small medium and large circles, then drew their own interpretation of the activity.

Zucchini, summer squash, onions and garlic with a few other spices.  YUM!

First the students sprinkled spices on the circles; second, stirred in the garlic and olive oil; third, baked in the sun oven at 350 degrees for 30 min; and last, melted mozzarella cheese on top. Mmmmmmm!

With our cooking classes and our solar oven we have baked things from corn bread, muffins, and beans, to Mr. Logan's birthday cake. It is very safe as the outside gets no hotter than the Children's toys. The inside is not accesible to the children and has a thermometer to make sure foods bake at the correct temperature. We can put it behind the chain link fenced area when the children are on the patio.
The children are learning to save energy as well as the effects of solar power.

SCIENCE

P.PK.5 Identify hot and cold.

KP.2.C.2 Students know that objects can be described as hot or cold relative to another object.

KE.PK.3 Students understand that the sun, moon, and stars can be seen in the sky.

KE.2.A.3 Students know weather changes from day to day and seasonally.

KN.2.A Students understand that science is an active process of systematically examining the natural world.

MATHEMATICS

4.PK.1a Identify 2-D shapes (circles, triangles, rectangles, and squares) regardless of orientation.

K2.K.9 Sort and classify objects by color and shape..

 

Bubble Bubble Bubble POP!

Children love bubbles!  They do!!  We discovered bubbles from store bought solution in a bottle and the children had fun blowing their own bubbles. 

PHYSICAL DEVELOPMENT

6.PK.2 Demonstrate the muscle strength, dexterity, and control needed to manipulate items (scissors, writing utensil, paint brushes, play dough, buttons/snaps, etc.)

SOCIAL/EMOTIONAL

5.PK.1a Play independently.

5.PK.1b Play in pairs and small groups.

1.PK.2b Acknowledge actions and accomplishments verbally and nonverbally.

Some students experimented with shaking soap in a container, squeezing sponges, water falling into buckets, and water falling into puddles in the sand.

One student demonstrates for her new friends how to blow bubbles. Welcome!

Be sure to ask your child about a bubble POP! greeting, bubble songs we sang, and bubble stories we read!

It's Just Dirt...

Have you heard your children talking about recycling, our composter, or lizards?  These are things we talk about and observe pretty much on a daily basis at HO4K.  Lately we've been learning about the science of plant life and the need for water, soil, sun, and air. We've been sorting different types of soil.

SCIENCE
N.PK.3 Use tools safely to observe and explore different objects/environments.
E.PK.4 Identify and sort different natural objects (rocks, soils, etc.)
L.PK.5 Identify the basic need for air, water, and food.
L.PK.4 Use the five senses to explore and investigate the natural world.
L.2.C.1 Students know plants and animals need certain resources for energy and growth.
L.2.D.1 Students know plants and animals can be sorted by observable characteristics and behaviors.

PHYSICAL DEVELOPMENT

6.PK.2 Demonstrate the muscle strength, dexterity, and control needed to manipulate items (scissors, writing utensil, paint brushes, play dough, buttons/snaps, etc.)

6.PK.3 Use fingered or tripod grasp with drawing, paint or writing instruments.

At this point the compost is in the "baking" process. This student is observing a shovel full that was dumped under the composter. We have learned:
1- plastic spoons and craft sticks have not changed or decomposed
2- food does; some slower than others
3- paper does; slower than some food
4- there are worms in it that help the process
5- lizards and birds like the worms
6- we like watching the lizards and birds
7- 4 lizards have set up their habitat under the composter and are getting very brave near us when we observe them calm and quiet

The students have loved watching the lizards in their habitats!
SCIENCE
L.PK.2 Explore and identify a variety of animals and plants.
L.PK.6 Identify animals and their homes.
L.2.C.2 Students know a habitat includes food, water, shelter, and space.
L.PK.8 Observe living and non-living things on Earth.

Letter Puzzle

How fun to do puzzles outside enoying the beautiful weather!!  Look at the students matching the tops and bottoms of animals, learning alphabet letter names and sounds including phonetic sounds, and using eye-hand coordination to complete each puzzle!
PHYSICAL DEVELOPMENT
6.PK.1 Demonstrate skills in eye-hand coordination (stacking, sorting, complete six-piece puzzle, etc).
SOCIAL/EMOTIONAL
5.PK.1b Play in pairs and small groups.
5.PK.2a Participate in cooperative groups to complete a task.
LANGUAGE
1.K.2 Demonstrate phonemic awareness of spoken words through matching, isolating, blending, segmenting, deleting, and substituting.
1.K.3 Recognize and name upper and lower case letters of alphabet.
1.K.4 Comprehend vocabulary using pictures, sumbols, environmental print.
2.PK.3 Identify pictures to aid in comprehension.
SCIENCE
L.PK.3 Identify humans, animals, and plants.

Butterfly Life Cycle

We were busy busy last week working on our life cycle of a butterfly project.  The project is a great example of scaffolding our learning.... or emergent curriculum.  While you won't find "make a caterpillar" on our curriculum guide it does list noticing change of season.  After reading Eric Carle's, "The Very Hungry Caterpillar" we talked about changes that are happening around us.  Changes in season from winter to spring we see more insects, changes from night to day, days change from Sunday-Saturday, caterpillars and people change in size by how much we eat, caterpillars change into butterflies.  Loads of Pre-K Standards were met during this fun project! 

LANGUAGE
7.PK.2 Listen and respond appropriately to stories and group discussion.
SCIENCE
L.PK.2  Explore and identify a variety of animals and plants.
L.2.A.2 Students know differences exist among individuals of the same kind of plant or animal.
L.2.B  Students understand that living things have identifiable characteristics.
L.PK.6 Identify animals and their homes.
E.2.A.3 Students know weather changes from day to day and seasonally.

 One student described the change of a caterpillar as magic. Thus, we introduce the huge word "metamorphosis" then start of our metamorphosis project.

SOCIAL/EMOTIONAL
G8.K.1 Recognize weather changes with the seasons and how people adapt to those changes.
Ec10.PK.1 Decide between two choices involving classroom resources.
6.PK.1d Demonstrate ability to delay gratification to complete a larger task (Waiting for paint to dry!)
6.PK.1a Attend to a task for at least 10 minutes.
2.PK.3a Use toys and materials with care.
2.PK.3b Clean up or put away toys and materials when finished.

CREATIVE EXPRESSION
5.PK.1 Recognize their own and others' artwork.
5.PK.2 Demonstrate respect for the artwork of others.

  We learned a moth makes a cocoon and a butterfly makes a chrysalis.

Using droppers and small motor skills of pinching, the students their choice of colors of paint, then fold, (another developmental skill) rub, and open.....ta da!
PHYSICAL DEVELOPMENT
6.PK.2 Demonstrate the muscle strength, dexterity, and control needed to manipulate items (scissors, writing utensil, paint brushes, play dough, buttons/snaps, etc.)
6.PK.3 Use fingered or tripod grasp with drawing, painting, or writing instruments.
Look at that satisfaction!
CREATIVE EXPRESSION
2.PK.2b Express satisfaction when accomplishing a task and achieving a goal.
2.PK.3 Demonstrate persistence by trying again when faced with challenges.
5.PK.3 Use language arts, math, science, and other disciplines in dramatic play (finger plays, counting, grocery store, life cycles!)
2.PK.4 Identify color, shape, and texture through art experiences.

The finished product!  What's hiding inside that chrysalis?  A caterpillar!  And when the "chrysalis" is unfolded it's a butterfly!

 

Meal/Snack Time

We are big on sitting family style and having conversation at HO4K. One of the biggest challenges the children have is portion control. They want to eat more and more of the crackers, cookies etc. At HO4K we reinforce nutritious amounts with statements like, "4 crackers is how much our body needs to be healthy and have fuel for energy. If you'd like more....you may have____"(offering fresh veggies and fruits)
PHYSICAL DEVELOPMENT
1.PK.1 Demonstrate personal hygiene skills (hand washing.)
1.PK.3 Identify healthy foods.
1.PK.8 Identify the basic need for air, water, and food.
SOCIAL/EMOTION
H1.K2  Listen to stories of family members, local residents, and prominent figures to highlight the human experience.
H1.PK.3 Share information about their family practices, customs, and culture.
H3.K.4 Demonstrate respect for each other in the classroom and school.
H3.K.5 Share those events that are important to the students and their families.
4.PK.1b Express common courtesy to others (saying "thank you", "please", "excuse me")

 

This is a great article from Exchange EveryDay!

Learn politeness from the impolite.
-Egyptian proverb

"How people eat is often as important as what they eat," observe Sharon Bergen and Rachel Robertson in their guidebook, Healthy Children, Healthy Lives: The Wellness Guide for Early Childhood Programs. They continue...

"In the past meals took time to prepare and families gathered around a table to eat them together. As they ate their food, they spent time talking. Often this was a bonding experience. It also helped people stay healthy. By eating food they had prepared themselves, they knew what ingredients went into it. Eating together encouraged eating slowly, which aided digestion and helped them know if they were full or still hungry. Today the average family's schedules and the convenience of restaurant meals have decreased the time people spend preparing and eating food. Further, restaurant foods are often high in additives, sugars, and fats. These ingredients can affect immediate and long-term health and often lead to overeating and weight gain.

"Teachers can help children read their own bodies' cues so they know how full or hungry they are. To that end, children should be offered food at regular time intervals throughout the day. Additionally, children should not be required to eat when they aren't hungry. They should not develop a habit of snacking throughout the day, either. Food should be used to give their bodies energy. It should not be treated as a reward or a punishment. Children need food for energy and most of them eagerly choose to eat at allotted times."