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WEEKLY REMOTE LEARNING PLANNING FORM ROOM # 20

WEEKOF: 2/1-2/5/2021 TEACHER’S NAME: Katelynn & Quan

Day of the Week

CC Goals being

DAILY FOCUS

(Focuses on the unit’s student outcomes-

Daily Focus Question/ Lesson)

Play focus

[Planting seeds for play activities (aka learning centers) Insert 4 additional DETAILED center ideas/ activities DAILY- this does not include art, writing, literacy]

Monday

Feb. 1, 2021

Last week we learned about dams and that people and animals will build dams to control where water flows.

Today we are going to learn more about dams and how people use dams to create electricity. People can use dams to give us electricity by building them so that they have large turbines in them. When the water flows through the dams, the water pushes the turbines which are like large wheels/paddles that catch water. When the water spins the turbines, it creates energy in the form of electricity.

Book for class to support your child’s learning: https://www.getepic.com/app/read/55172

Music and Movement:

https://www.youtube.com/watch?v=uxWkMpC7KVY

Pretend/kitchen Play: Pretend to be a worker at a hydropower plant. Make sure to wear your hard hat when you are controlling the dam to control the amount of water to flow over the dam to turn the turbines. Pretend to fix the turbines.

Art: Help students make a turbine. Use cut apart egg crate and help students glue them to a paper plate then glue another paper plat to the other side.

Or Help students cut thick strips of paper and fold the edges. The they can glue them onto paper plate to create a turbine.

Science/discovery: Have child hold a plastic spoon under running water and feel how the pressure against the spoon changes as we change the amount of water from a little water to a lot of water by opening or closing the water from the faucet more or less. Dams act kind of like faucets and control the amount of water flowing through the turbines. The more water pushing past the turbines the more energy gets created just like the more water pushing past our spoons made the spoon feel more heavy.

Fine Motor/Manipulatives: Cut plastic spoons so that only part of their handle remains and have student push the remainder of the handle into play dough to try to create a turbine.

Writing: Lets work on tracing circles, curves, and curved letters (a, c, e, g, q, s).

Math: Students can graph the number of toys they have that use electricity compared to the number of toys that do not need electricity. Pick up to 10 toys a mix in a box and help your child sort them between ones that use electricity and ones that do not. Then help students count and draw a bar graph to represent their results.

Literacy: Books- Sit with your child to look at books. Work on book handling and care, turning pages, attending to 2D images, and attending to a story being read to them. Work on picture identification and what and where questions while looking at books. Work on finding words that begin with the letter of the week /Oo/.

Book suggestion (English): https://www.getepic.com/app/read/71531

Book suggestion (Spanish):

Phonics: This week’s letter is /Oo/. Go over how to make the letter sound and

Play the Bounce Patrol to review the letter sound and some things that start with the letter: https://www.youtube.com/watch?v=oWbY5EKys60

Tuesday

Feb. 2, 2021

Yesterday, we learned that people use dams to make electricity. But why do we need electricity? - We use electricity to power many things in our school and homes. Anything that plugs into an outlet is powered by electricity. Electricity travels through wires into our homes and buildings. Then when we plug things in, we can turn them on using buttons or switches.

Perhaps the most important thing electricity powers are our lights. Electricity is what lets us turn on lights in our homes.

These lights are artificial lights which means that they are manmade.

Book for class to support your child’s learning: https://www.getepic.com/app/read/11226

Music and Movement:

https://www.youtube.com/watch?v=_DnlDT-cCNE&t=81s

Pretend/kitchen Play: Students will dress up pretend to be an electrician, check/fix wires and put light bulbs in a pretend ceiling light, lamps, and flashlights.

Art: Students will draw or use playdough to make a rectangle for the light switch and a square for a plug/outlet and a circle or oval shape for the light bulb. Student will then use string or pipe cleaners to connect the outlet to the light switch and the light switch to the light bulb then use another piece of string or pipe cleaners to connect the light bulb to the outlet as if it is plugged in. Have child color the light yellow. When connection from the outlet to the light bulb is connected the light is yellow and on. If you have your child move the connection away from the outlet the light is no longer plugged in and we should cover the bulb with a piece of paper to show the light is off.

Science/discovery: Let’s see if we can find the different lights in our home and the light switches, we use to turn them on. When we turn on the light the electricity runs through wires that are in the wall to give the light bulb inside the light its power.

Fine Motor/Manipulatives: Twist pipe cleaners or string or twist long piece of tin foil using pincer grasp between thumb and pointer finger.


Math: Students can make graph of the number of lights on the ceiling in class or at home vs the number of windows. Help students count the windows then count the lights and draw a picture graph to show their results where windows are rectangles and circles are ceiling lights.




Phonics: This week’s letter is /o/. Review the letter name of the letter and the letter sound with your child. Letter /o/ for octopus.

Help students create the octopus by cutting out an /o/ for them then them trace the /o/. Next have students cut 8 wavey line. Students will then use foam stickers or cheerios or draw circles on the strip of paper that the cut to make the suction cups on the octopus’ arms. Student will then clue the 8 arms to the /o/ and color or glue on two eyes.

Wednesday

Feb. 3, 2021

Yesterday we learned about electricity and that it powers things and lights in our home when we plug them in or turn on switch. Today we are going to learn more about the artificial light we use in our homes to see.

People make light bulbs that go in lamps, ceiling lights, and flashlights. Light bulbs have small wires in them that the electricity runs through to create visual light.

When the light is on, it illuminates the room by making the room brighter for our eyes to see things easier as we learn and play. Without light, a room is dark, and we cannot see things very easily or at all in the dark. People make light bulbs to help us see when the room is too dark.

People control the flow of electricity by plugging in and unplugging things and through light switches. Most lights are turned on and off through switches that stop the flow of electricity.

Book for class to support your child’s learning:

(English) https://www.getepic.com/app/read/60229

(Spanish)

https://www.getepic.com/app/read/69894

Music and Movement: Play move it and freeze. Turn lights on when you are moving lights off while frozen. https://www.youtube.com/watch?v=VXzsZTAuuGk

Pretend/kitchen Play: students will pretend the power went out and have to care for the classroom baby, cook and eat using a flashlight light.

Art: draw a light bulb (circle/oval shape and a small rectangle) for students and have them help cut it out. Students will choose if they want to rip yellow tissue paper, use dot markers, or color to make the light bulb appear “on”. Then students will help fold another piece of paper and color it black on the front cover. The student is going to glue their light bulb inside. When the light bulb is closed inside the lights are off when the student opens the fold to show the light bulb pretend, they flipped the switch and the light is on. Open on closed off.

Science/discovery: Students will have a box that is covered. It is dark and students cannot see the objects inside the box. Students will use a flashlight and shine light into the box to see the objects inside.

Fine Motor/Manipulatives: Let’s explore turning the lights on and off today. Let’s test how fine motor task is easier or harder to do when we can see and when we cannot see like when the lights are on and when it is very dark. Let’s try doing a puzzle or building a tower with the lights off in the dark first then let’s try it with them on. Which was easier?

Writing: Lets try tracing basic shapes (circle, square, rectangle) with the lights off first. Now let’s try tracing the shapes again with the lights on. Which was easier?

Math: Students can make graph of the number of people in their home that prefer the lights on or off on sunny days. Help students color a sun on a piece of paper and then under it color a black box (for lights off) and on the other side a yellow box (for lights on). Then help students walk through the house and ask people if they like the lights on or off on sunny days. They can show people in the home their drawing. Under the boxes leave space for tallies so that when people at home answer you can help your child mark a tally under the correct box.




Phonics: This week’s letter is /o/Review the letter sound with your learner. Students will walk around their homes with an adult to help with identifying objects in the home that start with our letter of the week.

Thursday

Feb. 4, 2021

Yesterday we learned about the light bulb and that it was created as a source of artificial light to help people see. Today, we will learn about things that people put artificial lights in, in order to help them use them without additional light. People use artificial light in many electronics like TVs, computers and cell phones so that they can see what is on the screens. People also put lights in and on moving things like cars so that people can see outside. These lights are called headlights and they help people see in bad weather and in the dark while they are driving. It is kind of like carrying a big flashlight on the front of your car.

Let’s look for objects around our homes that use electricity to create artificial light.


(English) https://www.getepic.com/app/read/18962

(Spanish) https://www.getepic.com/app/read/16135

Music and Movement: https://www.youtube.com/watch?v=VsgpUHUYuJI

Pretend/kitchen Play: Pretend to need to change light bulbs in the kitchen. Where do we find light bulbs in the kitchen? - in the oven, refrigerator, and on the ceiling.

Art: Make a car or a school bus with students by helping them draw simple shapes. Give students the choice by asking if they want to draw a bus or car (they can respond verbally or by pointing to object or picture). For a bus have students draw a rectangle and 2 circles for the tires. For a car have students draw a square with 2 circles for the tires. Then draw a triangle for the student like a headlight in the front of the vehicle and have student color or rip yellow tissue paper to glue in the triangle. Students can also choose to color the car or bus.

Science/discovery: Let’s explore turning the lights on and off today. Let’s see what objects in our home we can still use with the light off without difficulty. Can we see the pictures in a book in the dark (no) can we see the pictures on a tv or if we use a tablet to look at a book on epic in the dark (yes). Why?- because the tablet and TV are electronics that make their own light.

Fine Motor/Manipulatives: lets work on fine motor and hand strengthening by using scissors to cut long strips of playdough then roll the playdough to be rounded. Next take 2 of the strips of playdough and twist them together like an electrician twisting wires.


Math: Students can graph the number of toys they have that use electricity compared to the number of toys that do not need electricity. Pick up to 10 car/vehicle toys if you have some that light up and sone that don’t. Mix them together in a box and help your child sort them between ones that have lights and ones that do not. Then help students mark a tally for each toy that has lights that light up and a tally for each toy that does not.




Phonics: Work on identifying/matching skill for this month’s letters: o/q/r/x

Use letters o/q/r/x on flash cards laid out on a table. Then have a bowl of the letters o/q/r/x on cut on pieces of paper so that you have 4 of each letter in the bowl. Mix the in the bowl and have the student draw the letters out and match them to the large letters on the flash cards. Say each letters name as they are pulling them from the bowl and matching. Encourage student to say letter if speech skills are present.

Friday

Feb. 5, 2021

Yesterday we learned more about things people put artificial light into so that they can see. Today we are going to learn about other things people put artificial lights in, in order to help get peoples’ attention and help them know what to do. People use lights on emergency vehicles to help get peoples’ attention and spot where the vehicle is that they need to look out for. We also use lights at crosswalk signs and at stop lights to help people know when it is time to go or stop.

Let’s look for objects around our community that use electricity to create artificial light that helps people know what to do.


https://www.getepic.com/app/read/12917

Music and Movement: Play red light, green light https://www.youtube.com/watch?v=xoyEDrMDirA

Pretend/kitchen Play: Students will pretend to work for the city and check the lights around the city.

Art: Students will trace the rectangle and 3 circles to make a traffic light on a full size sheet of paper. Students then will rip red, yellow and green tissue paper. While students are ripping teachers /parents can write in the colors red in rad crayon or marker, yellow in yellow crayon or marker, and green in green crayon or marker. Students will then match the color to the correct light and glue the tissue paper into the circles. If students do not have colored paper or tissue paper at home they can color in the circles with crayon or marke.

Science/discovery: Use a flashlight on the back of the stoplight the student made and talk about how the color of that the light is shining through makes the light appear that color.

Fine Motor/Manipulatives: Students can use playdough and pretend to be an inventor and make different shape light bulbs.


Math: Help students use a flashlight on the back of the stoplight they made so that the light is shining through and have them ask people at home which color they like best. Help students make are bar graph to show how many light red, how many liked yellow, and how many liked green.




Phonics: Work on matching all lowercase letters from the alphabet. Lay out letters on flashcards 3 at a time and direct your child to match a letter to one of the letters laid out in the field of 3 by telling them “match i with i”. After they follow the direction to match switch all the letters with new letters and have them match a new letter. If student does not match correctly. Show them the correct match then have them do it before switching out all the letters.

Work on identification by pointing for all lowercase letters of the alphabet. Lay out letters on flashcards 3 at a time and directing your child to point to one of the letters laid out in the field of 3. After they follow the direction to point switch all the letters with new letters and have them point to a new letter. If student does not point correctly. Show them the correct letter to point to then have them do it before switching out all the letters.

Social Emotional- Review Week 17 by looking at Daily Social Emotional Letters.

Focus words for week 17: Belly Breathing

Common Core Goals:

CC Domain 1 – PK.AL.FS.1: Actively and confidently engages in play as a means of exploration and learning – a. Interacts with a variety of materials through play.

CC Domain 2 – PK.PDH.5: Demonstrates eye-hand coordination and dexterity needed to manipulate objects – e. Uses buttons, zippers, snaps, and hooks and loops successfully

CC Domain 3 – PK.SE.6: Understands and follows routines and rules. – b. Engages easily in routine activities

CC Domain 4 – PK.CLL.AC.1: Demonstrate that they are motivated to communicate – a. Participates in small or large group activities for storytelling, singing, and/or finger play.

CC Domain 4A– PK.AC.1: Demonstrates motivation to communicate – c. Listens attentively for a variety of purposes.

CC Domain 5– PK.CKW.ScientificThiknings.6: Acquires knowledge about the physical properties of the world – a. describes, compares, and categorizes objects based on their properties.

CC Domain 2 – PK.PDH.1: Uses senses to assist and guide learning – a. Identifies sights, smells, sounds, tastes, and textures.

CC Domain 2 – PK.PDH.1: Uses senses to assist and guide learning – b. Compares and contrasts different sights, smells, sounds, tastes, and textures.

CC Domain 2 – PK.PDH.1: Uses senses to assist and guide learning – c. Uses descriptive words to discuss sights, smells, sounds, tastes, and textures.

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