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Gilynn Cromartie

Week 19: 1/19/15-1/23/15

Theme: Animals
Objectives:
1) Morning Meeting:
Learners will respond to messages indicating their application of knowledge.
Monday: NO SCHOOL
Tuesday: How do animals protect themselves from weather? (CCLS- #1 Approaches to
Learning; CCLS- #5 Cognition and Knowledge of the World: Science)
Wednesday: What are body parts that humans and some other animals have in common?
(CCLS- #1 Approaches to Learning; CCLS- #5 Cognition and Knowledge of the World:
Science)
Thursday: How does an elephant use its trunk? A giraffe use its tail? A shark uses its
teeth? (CCLS- #1 Approaches to Learning; CCLS- #5 Cognition and Knowledge of the
World: Science)
Friday: What are the three basic needs of animals? (CCLS- #1 Approaches to Learning;
CCLS- #5 Cognition and Knowledge of the World: Science)

*Refer to NYS Common Core: ELA & Literacy


Curriculum- Animals *
-Monday: NO SCHOOL
-Tuesday (Day 7): Identify at least ten animals by name; describe two ways animals
protect themselves from weather; describe two ways animals protect themselves from
other animals; find two camouflaged animals and state how they camouflage themselves
-Wednesday (Day 8): Pausing Point 1- Identify at least ten animals by name; state that
humans are animals; identify three body parts that belong to animals that are not human
(beak, trunk, claw); identify three body parts that humans and some animals have in
common (eyes, ears, legs, hands); name various human body parts; describe how animals
use specific body parts; state that animals have three basic needs; state that animals three
basic needs are food, water, and shelter; identify at least ten animals by name; describe
two ways animals protect themselves from weather; describe two ways animals protect
themselves from other animals; find two camouflaged animals and state how they
camouflage themselves
-Thursday (Day 9): Pausing Point 2- Identify at least ten animals by name; state that
humans are animals; identify three body parts that belong to animals that are not human
(beak, trunk, claw); identify three body parts that humans and some animals have in
common (eyes, ears, legs, hands); name various human body parts; describe how animals
use specific body parts; state that animals have three basic needs; state that animals three
basic needs are food, water, and shelter; identify at least ten animals by name; describe

two ways animals protect themselves from weather; describe two ways animals protect
themselves from other animals; find two camouflaged animals and state how they
camouflage themselves
-Friday (Day 10): Pausing Point 3- Identify at least ten animals by name; state that
humans are animals; identify three body parts that belong to animals that are not human
(beak, trunk, claw); identify three body parts that humans and some animals have in
common (eyes, ears, legs, hands); name various human body parts; describe how animals
use specific body parts; state that animals have three basic needs; state that animals three
basic needs are food, water, and shelter; identify at least ten animals by name; describe
two ways animals protect themselves from weather; describe two ways animals protect
themselves from other animals; find two camouflaged animals and state how they
camouflage themselves
2) Experiential Learning Centers:
Indoor Park
-Penguin and Fish Game: students will waddle like penguin and try to catch the
scattered fish as their food source (CCLS- #2 Physical Development and Health; CCLS#3 Social and Emotional Development; CCLS- #5 Cognition and Knowledge of the
World: Science and Mathematics)
-Polar Bear and Seal Tag: students that are polar bears will tag the students that are
seals so that they can find food to eat (CCLS- #2 Physical Development and Health;
CCLS- #3 Social and Emotional Development; CCLS- #5 Cognition and Knowledge of
the World: Science and Mathematics)
Exploration
-Ice Cube Science Experiment: students will make predictions and then conduct the
experiment to determine which ice cube will melt the fastest---the one with salt, tap
water, or nothing at all (CCLS- #2 Physical Development and Health; CCLS- #3 Social
and Emotional Development; CCLS- #5 Cognition and Knowledge of the World: Science
and Mathematics)
Village
-Hot Chocolate: students will taste hot chocolate, something humans can drink to warm
up on a cold winter day (CCLS- #1 Approaches to Learning; CCLS- #2 Physical
Development and Health; CCLS- #3 Social and Emotional Development; #5 Cognition
and Knowledge of the World: Science and Mathematics)
Tech
-NO SCHOOL
3) Play Centers:
Family/Kitchen
-Dramatic play and cooking: engaging in the kitchen center to cook and prepare food
for one another; playing house by caring for family members and doing chores (CCLS-

#1 Approaches to Learning; CCLS- #3 Social and Emotional Development; CCLS- #4


Communication Language and Literacy: Approaches to Communication)
Blocks
-Building: engaging in the block center to build using different shaped blocks (CCLS- #1
Approaches to Learning; CCLS- #3 Social and Emotional Development; CCLS- #4
Communication Language and Literacy: Approaches to Communication)
Puzzles/Games
-Working together to reach a common goal of putting a puzzle together or playing a game
(CCLS- #1 Approaches to Learning; CCLS- #3 Social and Emotional Development;
CCLS- #4 Communication Language and Literacy: Approaches to Communication)
Computers
-Starfall (www.starfall.com) and Turtle Diary (www.turtlediary.com): recognizing
letters weve learned and their sounds; coloring by letter (CCLS- #4 Communication
Language and Literacy: English Language Arts and Literacy- Reading Standards:
Foundational Skills; #5 Cognition and Knowledge of the World: Technology)
Art
-Paper Plate Polar Bear: students will decorate a paper plate using cotton balls to
represent the polar bears fur, which helps them stay warm in arctic climate (CCLS- #1
Approaches to Learning; CCLS- #2 Physical Development and Health; CCLS- #3 Social
and Emotional Development; CCLS- #4 Communication Language and Literacy:
English Language Arts and Literacy- Reading Standards: Foundational Skills; CCLS- #5
Cognition and Knowledge of the World: Science, Mathematics, and The Arts)
-Walrus: students will make a walrus and understand that it is an arctic animal that is
recognized by its two long front teeth called tusks (CCLS- #1 Approaches to Learning;
CCLS- #2 Physical Development and Health; CCLS- #3 Social and Emotional
Development; CCLS- #4 Communication Language and Literacy: English Language
Arts and Literacy- Reading Standards: Foundational Skills; CCLS- #5 Cognition and
Knowledge of the World: Science, Mathematics, and The Arts)
-Penguin: students will make a penguin using oval shapes for the body and acknowledge
that the animal lives in the arctic climate (CCLS- #1 Approaches to Learning; CCLS- #2
Physical Development and Health; CCLS- #3 Social and Emotional Development;
CCLS- #4 Communication Language and Literacy: English Language Arts and LiteracyReading Standards: Foundational Skills; CCLS- #5 Cognition and Knowledge of the
World: Science, Mathematics, and The Arts)
Fine Motor
-Scissors (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)
-Tongs (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)
-Play-Doh (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)
-Shaving Cream (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)

4) Teacher Centers:
Roll-a-dough
-Students will use Play-Doh to form the letter C and D (CCLS- #4 Communication
Language and Literacy: English Language Arts and Literacy- Reading Standards:
Foundational Skills
-On the spot assessment: Have the students form the letter C and D without using
the letter card.
Stamp-and-See Screens
-Students will use a big curve to form the letter C on their board, then use a stylus to
write it; students will use a big line and a big curve to form the letter D on their board,
then use a stylus to write it (CCLS- #4 Communication Language and Literacy: English
Language Arts and Literacy- Reading Standards: Foundational Skills)
-On the spot assessment: Have the students write the letter C and D by using a dry
erase marker.
Wet-Dry-Try
-Students use chalk to write the letter C on their board, and then go over it with a wet
sponge; students will use chalk to write the letter D on their board, and then go over it
with a wet sponge (CCLS- #4 Communication Language and Literacy: English
Language Arts and Literacy- Reading Standards: Foundational Skills)
-On the spot assessment: Have the students write the letter C and D by using a
pencil.
Art
-Dd is for duck: understanding that the word duck begins with the letter Dd
(CCLS- #4 Communication Language and Literacy: English Language Arts and
Literacy- Reading Standards: Foundational Skills; #5 Cognition and Knowledge of the
World: Science and The Arts)
-On the spot assessment: Have the students see a duck and distinguish what letter it
begins with among other letter choices.
-Skunk: students will paint a white strip down their skunk and draw its spray coming out
from under its tail (CCLS- #4 Communication Language and Literacy: English
Language Arts and Literacy- Reading Standards: Foundational Skills; #5 Cognition and
Knowledge of the World: Science and The Arts)
-On the spot assessment: Have the students identify the animal and how it protects
itself.
-Dd is for dinosaur: understanding that the word dinosaur begins with the letter
Dd (CCLS- #4 Communication Language and Literacy: English Language Arts and
Literacy- Reading Standards: Foundational Skills; #5 Cognition and Knowledge of the
World: Science and The Arts)
-On the spot assessment: Have the students see a dinosaur and distinguish what letter it
begins with among other letter choices.

-Dd is for dog (handprint): understanding that the word dog begins with the letter
Dd (CCLS- #4 Communication Language and Literacy: English Language Arts and
Literacy- Reading Standards: Foundational Skills; #5 Cognition and Knowledge of the
World: Science and The Arts)
-On the spot assessment: Have the students see a set of pictures and circle the ones that
has the /d/ sound in the beginning.
-Toucan: students will colorfully decorate their toucans beak and draw a tree branch for
it to sit on (CCLS- #4 Communication Language and Literacy: English Language Arts
and Literacy- Reading Standards: Foundational Skills; #5 Cognition and Knowledge of
the World: Science and The Arts)
-On the spot assessment: Have the students identify the animal and what it uses its beak
for.
Math
-Look at a numeral and count out a group of up to 7 objects (Module 3: Topic BLesson 11): CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Introduce 8, and relate 8 to 7 and 1 more (Module 3: Topic C- Lesson 12): CCLS#5 Cognition and Knowledge of the World: Mathematics
-Use linear configurations to count 8 in relation to 5 (Module 3: Topic C- Lesson 13):
CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Count to 8 from left to right on the fingers (Module 3: Topic C- Lesson 14): CCLS#5 Cognition and Knowledge of the World: Mathematics
5) Home Learning Opportunity Connections:
Newsletters
-Scholastic book order forms
-A weekly newsletter is sent home discussing what we will be learning in the upcoming
week and what we have learned in the past week; suggestions for working with their
child at home are also included.
-The classroom website is updated weekly with photographs of student work and the
weekly newsletter.
-Reinforcing activities are sent home for each student to practice at home.

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