summer fun activitiessummer fun activities outdoor fun: 1. sprinkler fun day: ... b.1 spends more...

1

Summer Fun Activities

Outdoor Fun:

1. Sprinkler Fun Day:

Materials: Sprinklers, water hoses, have the children bring bathing suits,

towels, and water shoes (or shoes that can get wet other than flip flops).

Directions: Set up sprinklers in different parts of the playground. Go over

the safety rules with the children (Ex: move in the same direction when

going through the sprinklers, etc.). Make sure Teachers monitor each

sprinkler area. Have a blast enjoying the water and sunshine.

Standards for 4 Year Olds Addressed:

I.A.6 Demonstrates self-control, interpersonal, and social skills in relation to

mental health

I.A.9 Actively participates in physical fitness activities

I.C.1 Demonstrates increasing motor control and balance

I.C.2 Demonstrates the ability to combine movements for gross motor skills

II.A.1 Shows curiosity and is eager to learn new things and have new

experiences

III.A.b.1 Follows simple rules, agreements, and familiar routines with

teacher support

III.B.b.1 Interacts with and develops positive relationships with peers

III.B.c.1 Develops positive relationships and interacts comfortably with

familiar adults

IV.C.1 Shows an understanding of words and their meanings

IV.E.1 Uses language to express needs and feelings, share experiences,

predict outcomes, and resolve problems

V.A.e.4 Uses directions to move through space and find places in space

V.B.d.1 Explores the outdoor environment and begins to recognize changes

(e.g., weather conditions) in the environment, with teacher support and

multiple experiences over time

2

V.C.a.1 Begins to recognize and appreciate similarities and differences in

people


Physical Development

A.2 Demonstrates increasing control of large muscles

A.3 Demonstrates increasing coordination of large muscles

C.2 Actively takes part in basic health and safety routines

D.3 Shows physical needs are met

Approaches to Learning

A.1 Shows curiosity and is eager to learn new things and have new

experiences

B.1 Sustains attention for brief periods and finds help when needed

C.1 Approaches daily activities with creativity and inventiveness

D.1 Shows initial signs of planning and learning from their experiences

Social and Emotional Development

A.1 Develops positive relationships and interacts comfortably with familiar

adults

A.2 Interacts with and develops positive relationships with peers

A.3 Joins in group activities and experiences within early learning

environments

A.4 Shows care and concern for others

B.1 Follows simple rules and familiar routines with support

B.3 Adapts to transitions with support

B.4 Shows developing ability to solve social problems with support from

familiar adults

C.1 Shows growing confidence in their abilities

C.2 Begins to independently initiate and direct some experiences

Language and Communication

A.1 Listens to and understands spoken language

A.2 Shows understanding by following simple directions

B.1 Shows improving expressive communication skills

B.2 Shows increased vocabulary and uses language for many purposes

3

Cognitive Development and General Knowledge

A.5 Shows beginning understanding of special relationships and position

words

B.1 Uses senses to collect information through observation and exploration

C.1 Begins to recognize and appreciate similarities and differences in people

C.4 Demonstrates awareness of group rules

C.5 Demonstrates awareness of the environment around them

Standars for 2 Year Olds Addressed:


A.1 Shows characteristics of appropriate health and development

A.2 Demonstrates advancing balance, control, and coordination

C.1 Demonstrates advancing participation in self-care

C.2 Participates in basic health and safety routines

D.1 Exhibits auditory abilities to support healthy growth and development

D.3 Shows basic physical needs are met


A.1 Shows eagerness and curiosity as a learner

B.1 Spends more time engaging in child-initiated activities and seek and

accept help when encountering a problem

C.1 Explores the environment with purpose and flexibility


A.1 Forms and maintains secure relationships with others

A.2 Responds to the environment

B.1 Demonstrates increasing emotional regulation

B.2 Demonstrates increasing behavior regulation

B.3 Demonstrates increasing social problem-solving

C.1 Forms and maintains mutual relationships with others

C.2 Becomes aware of oneself as a unique individual while still connected to

others

C.3 Demonstrates increasing sense of competence and confidence in growing

abilities

4


A.1 Gains meaning through listening

B.1 Speaks clearly enough to be understood by most listeners

B.2 Participates in conversations


A.1 Demonstrates varying responses to people and objects

A.2 Engages in multiple productive relationships

A.3 Initiates rich and varied events

B.1 Demonstrates varying responses to people and objects

B.2 Engages in multiple productive relationships

C.1 Demonstrates discriminating responses to people and things

2. Ice block or ice cubes in the water table: (fun in the sand table too!)

Materials: A water table (or large container) filled with water that is

colored with blue food coloring (or a sand table or large container with sand

in it), an ice block or ice cubes, cups, scoops, magnifying glasses (sand molds

and shovels for the sand table).

Directions:

1. Ask children what they know about ice. (“Have you ever played with ice

before?” “What does ice feel like?” “What happens when ice gets hot?”

“What happens to ice when you put it in a drink?” “What happens to ice

when you hold it?” etc.)

2. Explain to the children that you are going to put some ice in the water

table (sand table). Tell them that they can hold it, scoop it, and put it in

containers.

3. Have the children predict what they think will happen to the ice cubes

that are put in the water or sand table.

4. Remind them that this ice is not to be put in their mouths. It has germs

on it since it is being played with.

5. Explain the rules for playing in this center.

5

6. As the children play with the ice, talk with them about what they see

happening to the ice. Talk with them about how the ice feels and looks.

Discuss their predictions.

Vocabulary: cold, freezing, frozen, wet, hard, slick, smooth, dissolve, melt,

large, medium, small, tiny, solid, liquid


1.A.2 Shows visual abilities to facilitate learning and healthy growth and

development

1.A.3 Demonstrates auditory abilities to facilitate learning and healthy growth

and development


mental health

I.D.1 Demonstrates increasing control of small motor muscles to perform

simple tasks

I.D.2 Uses eye-hand coordination to perform fine motor tasks


experiences

II.B.1 Attends to tasks for a brief period and seeks help when needed

II.C.1 Approaches daily activities with creativity

III.A.b.1 Follows simple rules, agreements, and familiar routines with teacher

support

III.A.b.2 Begins to use materials with increasing care and safety

III.B.a.1 Shows increasing confidence in their own abilities



familiar adults

IV.A.1 Increase knowledge through listening

IV.B.1 Speech is understood by both familiar and an unfamiliar peer or adult


IV.C.2 Shows increased vocabulary to describe many objects, actions, and

events

IV.D.1 Uses age-appropriate grammar in conversations and increasingly

complex phrases and sentences

IV.D.2 Connects phrases and sentences to build ideas

6

IV.E.1 Uses language to express needs and feelings, share experiences, predict

outcomes, and resolve problems

IV.E.2 Initiates, asks questions, and responds to adults and peers in a variety

of settings

IV.E.3 Uses appropriate language and style for context

V.B.a.1 Demonstrates the use of simple tools and equipment for observing and

investigating

V.B.a.2 Examines objects and makes comparisons

V.B.b.1 Explores the physical properties and creative use of objects or matter



B.1 Demonstrates increasing control of small muscles



A.1 Shows curiosity and is eager to learn new things and have new experiences






adults


A.3 Joins in group activities and experiences within the early learning

environments


B.2 Begins to use materials with increasing care and safety








A.5 Shows beginning understanding of spatial relationships and position words

A.6 Demonstrates beginning ability to compare and contrast


B.2 Begins to use simple tools for observing and investigating

7

B.3 Begins to compare objects




B.1 Develops visual abilities to support healthy growth and development

B.2 Demonstrates advancing strength, control, and eye-hand coordination




B.1 Spends more time engaging in child-initiated activities and seek and accept

help when encountering a problem
















B.3 Initiates rich and varied events


3. Paint sidewalks, buildings, and fences with water:

Materials: Buckets, water, all types and sizes of paint brushes and paint

rollers. (The Dollar Tree is a great place to get the materials needed for

this activity.)

8

Directions:

1. Introduce this activity by showing the children the different sizes of

paint brushes (talk about the different sizes) and the buckets of water

and explaining that they can use the materials to paint the sidewalks,

buildings and fences.

2. Make sure you provide many buckets and paint brushes so more than one

or two children can do this activity at the same time. It will be a very

popular activity.

3. Discuss the rules of the activity with the children.

4. As the children do the activity, discuss what is happening to the water

they have been painting with. The water will begin to disappear because

of evaporation (“What happened to the water?” “Where do you think it

went?” “Why do you think that happened?”).

5. This is a great activity to do often during our hot weather days.

Vocabulary: Evaporate, disappear, small, medium, large, thick, thin, big,

little, wide, narrow, stroke, up, down, horizontal, vertical.


I.A.2 Shows visual abilities to facilitate learning and healthy growth and

development

I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth

and development

I.A.6 Demonstrates self-control, interpersonal, and social skills in relationship

to mental health


simple tasks

I.D.2 Uses eye-hand coordination to perform fine motor tasks.

I.D.3 Shows beginning control of writing by using various drawing and art tools

with increasing coordination


experiences



II.D.1 Shows initial signs of planning and learning from their experiences

III.A.a.1 Demonstrates growing autonomy and independence, indicated by

increasing self-care and willing participation in daily routines, when given

consistent and predictable environment

9


support





familiar adults

IV.A.1 Increases knowledge through listening

IV.B.1 Speech is understood by both a familiar and an unfamiliar peer or adult



events




IV.E.1 Uses language to express needs and feelings, share experiences, and

predict outcomes





B.1. Demonstrates increasing control of small muscles

B.2 Shows improving eye-hand coordination

B.3 Uses various drawing and art tools with developing coordination



A.1 Shows curiosity and is eager to learn new things and have new

experiences

B.1 Sustains attention for brief periods of time and finds help when needed





adults


A.3 Joins in group activities and experiences within early learning

environments

10






A.1. Listens to and understands spoken language






D.1 Uses many different creative art materials to express and explore








B.1 Spends more time engaged in child-initiated activities and seek and accept








abilities







A.3. Initiates rich and varied events


11

4. Lunch or Snack picnic in the shade:

Materials: Plan a lunch or snack that will be easy to take outside, a table

cloth or blanket to spread out on the ground, extra napkins and cleaning

supplies, trash bag for easy clean up.

Directions:

1. Talk with the children about eating out side and explain the expectations

for the activity. (“We will sit on the table cloth/blanket and eat our lunch

or snack.” “We will stay on the table cloth/blanket until we are done

eating.” “We will throw our trash in the trash bag.” etc.)

2. Spread out the table cloth/blanket before you go out so the children will

know where to go and sit when you go out.

3. While having the picnic, talk with the children about the healthy food

they are eating and what they are seeing, hearing, tasting, smelling,

feeling, etc. (“What sounds do you hear?” “What do you see in the sky?”

“What do you smell?” What do you see around you?” “Have you ever been

on a picnic with your family?” “What happened?” “Where did you go?”

etc.).

4. Make sure to remind the children to be good citizens and help keep the

Earth clean by throwing their trash away.



development


and development


mental health

I.A.7 Shows basic physical needs are met

I.A.10 Makes healthy food choices

I.B.1 Actively participates in self-care


experiences




12


support




familiar adults





events




IV.E.1 Uses language to express needs and feelings, share experiences,

predict outcomes, and resolve problems


V.B.c.1 Explores growth and change of living things

V.B.c.2 Identifies the characteristics of living things

V.B.c.3 Identifies the five senses and explores functions of each

V.B.d.1 Explores the outdoor environment and begins to recognize changes

(e.g., weather conditions) in the environment, with teacher support and


V.B.e.1 Demonstrates ongoing environmental awareness and responsibility

(e.g., reduce, reuse, recycle), with teacher support and multiple experiences

over time




C.1 Actively participates in self-care



A.1 Shows curiosity and is eager to learn now things and have new experiences


13



adults


A.3 Joins in group activities and experiences with early learning environments














C.1 Demonstrates advancing strength, control, and eye-hand coordination












abilities





14



B.2 Engage in multiple productive relationships

5. Dish Washing Station:

(Truck, Bike, Clothes, or Baby Washing Station.)

Materials: Dishwashing liquid, water, sponges, scrubbers, dish towels

(for drying), plastic bowls, plastic plates, silverware, dish drainer, rubber

gloves, small basin or sand and water table, chart paper, and markers.

Before beginning this activity: Arrange materials to give children an

idea of how this activity should flow. Dishwashing liquid should be placed

in container along with sponges/scrubbers, etc. Dishes should be easily

accessible, dish drainer and drying towels should be set off to the side

ready for use. Children could easily work as a team for this activity (one

child would wash and another could dry).

Directions:

1. Talk with the children about responsibility. Explain to the children

that there are jobs that are performed at school to help the

classroom run smoothly. Ask children if they can name some of the

classroom jobs/responsibilities (line leader, snack helper, etc.).

2. Then discuss with the children some of the

jobs/chores/responsibilities that take place in their homes. For

example: laundry, cooking, making the beds, sweeping, moping,

dishwashing, etc. Invite children to share who performs these types

of jobs in their homes.

3. List the family jobs/chores/responsibilities on chart paper, saying the

names of each letter as you write them.

4. Explain to the children that in this activity they will be performing

one household/family responsibility.

5. Allow the children to wash dishes using sponges and scrubbers. After

dishes are placed in the drainer, have children use dishtowels to dry

the dishes.

6. Hang a clothes line up so the children can use clothes pins to hang up

the wet dishtowels.

7. This activity can also be done with trucks, bikes, clothes, and babies.

15



development


and development


mental health


simple tasks


experiences







support





IV.A.2 Follows multi-step directions


IV.C.1 Shows and understanding of words and their meanings


events

IV.D.1 Uses age-appropriate grammar in conversations and increasingly complex

phrases and sentences





V.C.a.1 Begins to recognize and appreciate similarities and differences in people

V.C.a.2 Begins to understand family characteristics, roles, and functions

V.C.a.3 Shows awareness and describes some social roles and jobs that people

do

16











adults


A.3 Joins group activities and experiences within early learning environments










C.1 Begins to recognize and appreciate similarities and differences in people

C.2 Begins to understand family characteristic, roles, and functions

C.3 Shows awareness of some social roles and jobs that people do

D.3 Engages in creative movement and dramatic play








B.1 Spends more time engaging in child-initiated activities and seek and accept



17







C.2 Becomes aware of oneself as a unique individual while still connected to

others








Summer Fun Recipes:

Vocabulary to use with cooking experiences: Attribute Ingredient Pour

Bake Knead Recipe

Blender Measure Shake

Combine Measuring cups Skewer

Consistency Measuring spoons Spread

Dip Melt Texture

Freeze Miniature Thicken

Fruit Mix Viscosity

Instructions to use with all recipes (when developmentally appropriate):

All experiences should be done as a small group.

Have the children wash their hands and join you at the table.

Be sure that all of your materials and ingredients are pre-arranged and oven

pre-heated if needed. This would include having your recipe written out and

in picture form (on chart paper, a paper plate, construction paper, etc.) for

the children to follow.

Pre-scaffold the experience by telling the children what they will be doing,

the rules, and expectations.

18

Introduce each ingredient. Let the children smell, taste, feel, smell, and

look at each one (when appropriate). Briefly discuss and document the

children’s observations.

Allow the children to measure, mix, stir, etc. This is their experience. The

more they do, the more they learn.

Talking points: What do you think is going to happen when. . .?, How do you

think this is going to change the taste/smell/feel/look of. . .?, What other

ingredients could we use? Why do you think. . .happened?

Recall all that you have done with the experience. Discuss and document;

what the children say as they talk about what they learned, what was the

most exciting for them, likes/dislikes, etc.

Fruity Tootie Smoothie:

Ingredients:

½ cup yogurt

2 cups frozen fruit

1 T. sugar

Materials needed:

½ cup measuring cup Mixing spoon

2 cup measuring cup Cups

1 tablespoon Blender

Recipe written out along with pictures for children to follow

Marker (or other writing tool) for recording observations, etc.

Directions:

Explain to the children that they will be making smoothies. When all of the

ingredients are combined and mixed in the blender it will change how it appears

from the individual ingredients in front of them. Allow the children to measure the

ingredients and add them to the blender. Talk with the children about the

different ingredients and materials being used. Ask them to predict what is going

to happen when you turn on the blender. Using the blender, mix all ingredients

until smooth and creamy. Explain the safety rules needed when using kitchen

appliances, such as a blender. Sing “One little, two little, three little, fruits. . .”

while blending the ingredients. Pour smoothie from blender into child’s cup or allow

the child to serve themselves. Enjoy

19


I.A.1 Shows characteristics of good health to facilitate learning


development

I.A.3 Demonstrates auditory ability to facilitate learning and healthy growth and

development


mental health


I.A.8 Actively takes part in basic health and safety routines



I.B.2 Helps carry out classroom routines

I.D.1 Demonstrates increasing control of small muscles to perform simple tasks


II.A.1 Shows curiosity and is eager to learn new things and have new experiences





increasing self-care and willing participation in daily routines, when given a


III.A.a.2 Begins to recognize, then internally manage and regulate, the expression

of emotions both positive and negative, with teacher support and multiple

experiences over time


support


III.A.b.3 Adapts to transitions with increasing independence


III.B.b.1 Interacts with and develops positive relationship with peers

III.B.b.2 Develops special friendships

III.B.b.3 Shows care and concern for others

III.B.c.1 Develops positive relationships and interacts comfortably with familiar

adults

III.C.1 Shows developing ability to solve social problems with support from familiar

adults


20




IV.C.2 Shows increased vocabulary to describe many objects, actions, and events






IV.E.2 Initiates, ask questions, and responds to adults and peers in a variety of

settings


IV.F.1 Shows motivation for reading

IV.F.2 Shows age-appropriate phonological awareness

IV.F.3 Shows alphabetic knowledge

IV.F.4 Demonstrates comprehension of text read aloud

IV.G.1 Shows motivation to engage in written expression

V.A.a.1 Demonstrates understanding of one-to-one correspondence

V.A.a.3 Shows understanding by participating in the comparison of quantities

V.A.a.5 Counts and knows the sequence of number names (spoken)

V.A.a.6 Shows understanding of and uses appropriate terms to describe ordinal

positions

V.A.b.1 Shows understanding of how to combine sets and remove from a concrete

set of objects (receptive knowledge)

V.A.b.2 Shows understanding of addition and subtraction using a concrete set of

objects (expressive knowledge) or story problems found in everyday classroom

activities

V.A.e.1 Shows understanding of spatial relationships and uses position words (e.g.,

above, below, next to, beside, on top of, inside, outside)

V.A.e.2 Describes relative position from different perspectives (e.g., “I am on top

of the climber and you are below me.”)

V.A.e.4 Uses directions to move through space and find places in space (e.g.,

obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions)

V.A.f.1 Engages in activities that explore measurement

V.A.f.2 Compares continuous quantities using length, weight, and height

V.A.f.3 Represents and analyzes data

V.A.f.4 Child predicts the results of data collection, with teacher support and


21


investigating



V.B.c.2 Identifies the characteristics of living things


V.C.b.1 Demonstrates awareness of geographic thinking

V.C.c.1 Shows awareness of technology and its impact on how people live

V.D.b.1 Explores music
















A.1 Develops positive relationships and interacts comfortably with familiar adults


A.3 Joins in group activities and experiences within early learning environments





B.4 Shows developing ability to solve social problems with support from familiar

adults





22




C.3 Shows awareness of letters and symbols

C.4 Demonstrates comprehension and responds to stories


A.1 Demonstrates interest in mathematical problem solving

A.3 Shows knowledge of numbers and counting



A.7 Engages in activities that explore measurement






D.2 Engages in musical experiences












B.1 Spends more time engaging in child-initiated activities and seek and accept help

when encountering a problem








23


C.2 Becomes aware of oneself as a unique individual while still connected to others


abilities





C.1 Shows growing interest in print and books

C.2 Shows motivation to “read”








C.2 Engages in multiple productive relationships

C.3 Initiates rich and varied events

Watermelon Cookies:

Ingredients:

Red food coloring

Sugar cookie dough

Miniature chocolate chips

Green frosting

Materials needed:

Shallow dish/bowl Rolling pin (one for each child)

Butter knife Wax paper (labeling cookies)

Cookie sheet Circular cookie cutters (one for each child)

Recipe written out along with pictures for children to follow

Marker (or other writing tool) for recording observations, etc.

24

Directions:

Divide dough so each child and you have the same amount. As you give each child

their portion, say, “one for ____, one for ____, . . .”. Then count how many dough

balls were given in total (pointing to each one as you count). Have the children

make a small indention into the top of their dough balls. Count the drops as you

add the red food coloring to each dough ball (each child receives the same amount).

Have the children knead the dough to mix the coloring. Roll out dough with rolling

pins and use a cookie cutter to cut into circles. Cut each circle in half and place on

cookie sheet. Have the children press 5-7 miniature chocolate chips into each of

their cookies to resemble seeds. Ask the children to count the chocolate chips as

they are placing them in the cookies. Explain to the children that you will bake the

cookies in the oven and they will change during the cooking process. Bake the

cookies as directed on the package. While you are waiting for the cookies to cook,

have the children wash their hands then rejoin you at the table. Recall all that you

have done so far in making your watermelon cookies. Ask the children questions

like, “What do you think the cookies will look like? Do you think they will be bigger

or smaller than they were before? What do you think they may taste like? What

do you think that we are going to do with green frosting that we have in our

bowls?” You can also take this time to let the children know what you will be doing

once the cookies have come out of the oven and have cooled. Once the cookies

have cooled, the children can dip the edges into the green frosting to make the

rind of the watermelon. Enjoy as you discuss all that you have done in this

experience.




development


development


mental health







25













support








adults


adults












settings




26








positions





activities













investigating












27

















adults





















28
























abilities














29

Ice Cream in a Ziploc Bag:

Ingredients:

½ cup milk ¼ cup half and half

1 tablespoon sugar ½ teaspoon vanilla extract

2 cups ice 1 tablespoon coarse salt

Materials:

¼ cup measuring cup ½ cup measuring cup

2 cup measuring cup 1 teaspoon

2 tablespoons

2 sandwich sized Ziploc freezer bag

1 gallon sized Ziploc freezer bag

Directions:

Place one small bag inside the other small bag and add the following ingredients:

milk, half and half, sugar, and vanilla extract. Seal both bags securely (squeeze out

extra air). Add ice and salt to larger bag. Place smaller bag inside larger bag and

seal firmly. Shake, Shake, Shake and turn the bag for 5-10 minutes (example: find

a couple of up-beat songs to do music and movement during this time). Remove

smaller bag and enjoy!




development


development


mental health






I.C.1 Demonstrates increasing motor control and balance

I.C.2 Demonstrates the ability to combine movements for gross motor skills


30













support








adults


adults












settings




31








positions





activities













investigating








A.2 Demonstrates increasing control of large muscles

A.3 Demonstrates increasing coordination of large muscles



32



















adults



















33






A.2 Demonstrates advancing balance, control, and coordination





















abilities











34




Summer Fun Art Activities: * These Art Activities can become so much more when you make them into

experiences with the children. You can easily embed mathematics, science,

the arts, etc. into each activity.

Vocabulary to use with Art Activities: Art Easel Sculpture

Artist Fade Self Portrait

Canvas Mixed Media Sunlight

Castle Mural Thick

Collage Paint Thin

Color Photography Three-dimensional

Contrast Portrait Tint

Create Print Making Two-dimensional

Sunlight Faded Pictures:

Materials:

Scissors Glue Stick

Tape Sunny window

Assorted paper for cutting

Colored construction paper

Three-dimensional objects (ex. Rickrack, toothpicks, buttons, etc.)

Directions:

Allow children to cut different shapes from the assortment of paper provided. If

the child is not developmentally ready for scissors, allow them to tear the paper

into different shapes. The children should use the glue sticks to affix their

shapes to the construction paper. Using a glue stick will allow the paper to be

removed later in the process. Tape the construction paper to a sunny window with

the shapes facing outward. Leave in window for at least a week (longer for higher

contrast). The children can check on their paper each day and discuss the changes

that they observe. Be careful that the collage is not moved, that will affect the

35

effect of the fading. When you decide that the time is up, have the children

carefully peel their cutouts off their paper. Discuss the new creations.

*You can also lay three-dimensional objects flat on a piece of construction paper in

a sunny place where they will not be disturbed.




development


development


mental health


















support







36


adults


adults












settings






positions





activities











investigating

37



























adults











38































abilities







39








Colored Sand Creations:

Materials:

Play Sand Plastic Bags (one for each color)

Food Coloring Small Pans or bowls

See through plastic containers, cardboard, or tag board

Directions:

Divide the sand into small plastic bags, according to how many colors you want to

use in the experience. Add food coloring to the sand in a bag, one drop at a time,

until the color you want is achieved. Pour the sand into a small pan or bowl to dry.

Once the sand has dried, students may layer it in a see through plastic containers

or use it to create sand art pictures on pieces of cardboard or tag board.




development


development


mental health









40










support








adults


adults












settings






positions

41





activities











investigating






















42






adults
































43










abilities














Forever Sand Castles:

Materials:

3 cups of play sand Pot

1 ½ cups cornstarch Spoon

1 ½ cups water Cookie Sheet

Pam or other cooking spray

Directions:

Mix the play sand, cornstarch, and water together in an old pot. Cook the mixture

over low heat, stirring constantly. When it gets thick, take it off the stove and let

cool. Once it is cool, use the spoon to turn it out on an old cookie sheet. Invite the

children to create any shape they like, let it dry, and keep the creation forever!

44

*A quick spray of Pam or other lubricating spray helps the sand pop right out of

the sandcastle molds.




development


development


mental health


















support








adults

45


adults












settings






positions





activities











investigating


46


























adults












47






























abilities








48







Summer Fun Titles

Happy 4th of July, Jenny Sweeney ~ Leslie Kimmelman

F Is for Flag ~ Wendy Cheyette

Corduroy’s Fourth of July ~ Don Freeman

Apple Pie Fourth of July ~ Janet S. Wong

Red, White, and Blue ~ John Herman

The Story of America’s Birthday ~ Patricia A. Pingry

L Is for Liberty ~ Wendy Cheyette Lewison

The American Flag ~ Lloyd G. Douglas

Summer (Four Seasons Series) ~ Nuria Roca

It’s Summer! ~ Linda Glaser

One Hot Summer Day ~ Nina Crews

The Night Before Summer Vacation ~ Natasha Wing

Hats off for the Fourth of July ~ Harriet Ziefert

Happy Birthday America ~ Mary Pope Osborne

Beach Day ~ Karen Roosa

The Flag We Love ~ Pam Munoz Ryan

One Cool Watermelon ~ Hannah Tofts

Ready for Summer ~ Marthe Jocelyn

One Watermelon Seed ~ Celia Barker Lottridge

49

Maisy Makes Lemonade ~ Lucy Cousins

From Cow to Ice Cream ~ Bertram T. Knight

I Like Ice Cream (Good Food) ~ Robin Pickering

Ice Cream: The Full Scoop ~ Gail Gibbons

Summer Fun Vocabulary

Sparkle Grill

Independence Picnic

Freedom Sunscreen

Hydrate Parade

Moist Fireworks

Stripes Celebration

Lifeguard Flag

Evaporate Sizzle

Pulp Crackle

Rind Hammock

Vacation Lazy

Barbeque

Teacher note: Please remember to limit children’s exposure to extreme heat

during the summer months. Playing outdoors first thing in the morning or later in

the afternoon is helpful on very hot days. Remind children to hydrate often

(research suggests every 10 minutes). Provide easy access to cool water. You can

add citrus slices or food coloring to the water for added interest. Ask parents to

supply sunscreen for their children. Plan a variety of water play experiences and

HAVE FUN!

summer fun activitiessummer fun activities outdoor fun: 1. sprinkler fun day: ... b.1 spends more...

Documents