March 02 – 06, 2009
SUBJECT
Language Arts
Math
Science
Social Studies
ESLRS
C – Critical Thinking
R – Responsible Citizens
E – Effective Communicators
S – Self-Directed Lifelong Learners
QUESTIONS
1. Who sees you when you are sick?
2. What about when you need to get your teeth clean, who sees you?
3. Show me 16 pennies.
4. How much is a nickel worth?
5. Being blindfolded, how did you fee?
6. What sense did you use to help me get around?
7. Who helped the little alphabets climb the tree?
8. Are you a peace builder when you help someone?
Students will UNDERSTAND that:
Language Arts
- sequencing skills and vocabulary; putting events in order
Math
- the function of money
- the relation of numbers and
money
Science
- FIVE senses; sight, smell, taste, touch, and hearing
- discuss how the FIVE senses are used
Social Studies
- learn how people move from place to place
- learn about different kinds of transportation
Students will know:
KNOWLEDGE
Language Arts
- recognize and putting events in order
Math
- discuss concept of money
- understand what money means
- understand and recognize how money is used
- understand what money is worth
Science
- develop self awareness using the five senses
- experiment using food, object and identify them
Social Studies
- discuss how people move from place to place
- recognize and discuss the different kinds of transportation Students will be able: SKILL
Language Arts
- putting story events in order
- retelling story
Math
- recognize and identify coins and paper money
- determine how much each money is worth
Science
- determine and predict using the five senses
- develop self awareness of the five senses
Social Studies
- determine the different kinds of transportation STANDARDS/BENCHMARKS:
Language Arts
K.2.1 – use pictures to describe experiences, stories, people, places, and things
K.3.5 – use appropriate voice/volume for speaking situation
K.3.6 – understand and follow directions
K.5.1 – understand and manipulate sounds and rhythms of spoken language
Math
K.1.1 – count, read, and write whole numbers
K.2.1 – sort and classify objects using one attribute (color, size, shape)
K.2.2 – extend a pattern using objects, sound, or movement (red-blue-red)
K.3.1 – know the value of a penny, nickel, dime, and quarter
K.3.2 – understand concepts of time K.5.1 – display information with objects and picture graphs
Social Studies
C.K.1.1 – understands the concept of fairness
E.K.12.1 – understands basic concepts of buying and selling
G.K.8.1 – knows how people affect the environment in negative and positive ways
H.K.14.1 – knows is or her own name, gender, age, and place in family
Science
K.1.2 – know and use the five senses to make observations about objects and events
K.1.3 – use pictures to communicate observations
K.2.1 – know examples of technology in the school, home, and community
K.2.2 – know common daily events that involve science (e.g. transportation, satellites, television, radio)
K.4.1 – know that weather conditions
K.4.2 – know that the seasons occur in a predictable cycle
Monday
March 02, 2009 Tuesday
March 03, 2009 Wednesday
March 04, 2009 Thursday
March 05, 2009 Friday
March 06, 2009
Social Studies
Review and discuss with students on Transportation and Community Helper
Q&A:
Why is it important that we have transportation on our island?
Do you think we could go back using carabao/cow for transportation? What about horses?
Will we save gas?
How long will it take us to get where we need to go?
Why do we need doctors, fire fighters, teachers, nurses, etc. on our island?
Do your parents work? What do they do?
Language Arts
Review vocabulary words for Transportation
Have students spell out words
Students recite words
Poem/Song:
Students will recite the song “The Wheels on the Bus” and “She’ll Be Coming ‘Round the Mountain When She Comes”
Activity:
Transportation/Community Helper Collage
Each group will be given a transportation (ex: brown table – land, blue table – water, yellow table – air, and orange table – community helpers)
Students will be given newspapers and magazines to search for their part and cut out
Students will paste on chart paper provided by teacher
Students will present their work to their classmates
Note: Students work will be posted.
Extra Curricular Activities
Students who are done with their collage will be given math activity worksheet to work on.
Math
Review and discuss with students on Penny
Teacher will allow students to continue exploring with “PENNY”
Teacher will ask students to demonstrate how to count pennies using whole numbers
Teacher will demonstrate
After activity, teacher will introduce NICKEL
Teacher will discuss with students how to count nickel
Teacher will demonstrate
Language Arts
Review vocabulary words for Money
Recite with students
Have students spell out words
Students recite words
Activity:
Math Activity
Teacher will provide each group one hundred pennies
Teacher will rotate among groups and ask them to bring a certain amount of pennies
Ex: Orange, count 30 pennies and bring them to me. Blue, count 16 pennies and bring them to me, etc.
Note: students will be assessed if they know how to count pennies.
Extra Curricular Activities
Students who are done with their Penny counting will be given Language Arts activity worksheet to work on.
Science
Review and discuss with students on Sight
After activity, introduce next sense “Touch”
Activity:
Teacher will play a game with students outdoors if weather permits “What If? No Sight!”
Teacher will demonstrate
Five students at a time will be blindfolded and be guided by classmates; others will be making noise, acting out or making funny faces, etc.
Five minutes every five students until everyone has tried
Q&A:
What do you think?
If you can’t see, will you or will you not use other senses. Why?
What was it like to be without your sight?
Was it hard to tell where you were?
What other senses did you use to help you?
Poem/Song:
Students will recite the song “My Two Eyes” which is sung to the tune of “Mary Had a Little Lamb”
Journal Writing
Students will write on their My Sense of Sight Journal
about what they learned today
Language Arts
Introduce a NEW story to students: Chicka Chicka Boom Boom
Picture walk with students before reading
Before reading to students ask students which are the uppercase and lower case letters on the board
Ask students to pay close attention to see how the uppercase letters helped the lowercase letters
After reading - Q&A:
How did the mischievous letters get into trouble?
Do you think the uppercase letters were adults and the lowercase letters were children? How did you guess?
Activity:
Invite students to play a game with you
Before game, teacher must prepare index cards of alphabet letters with five additional cards that have a coconut tree and the word “chicka chicka boom boom”
Gather students in a circle and shuffle cards
Inform students about the game and happens when they come to a card that has chicka chicka boom boom
Teacher will demonstrate
Teacher will be the first to take a card from the stack. Hold it up and say letter with the sound.
Pass the stack of cards to the next person and have students repeat the same process until “chicka chicka boom boom” card is picked up
Language Arts/Art
Students will draw a picture of any event in the story of “Chicka Chicka Boom Boom” and color. Note: AM and PM
sessions combined
School Stage
7:30am – 8:30am
Peace Builder Ceremony
15 Minutes Workout
Students Return to Classroom
Students will report to carpet
Morning Routine
Read Aloud w/Writing Activity
or
Movie Pass w/Writing Activity
or
Physical Education
Activity:
Relay Game (Physical Education)
Homework
Tell mom and dad about their collage. Homework
Tell mom and dad what I learned today. Practice counting pennies. Homework
Practice with mom and dad their song My Eyes. Homework
Tell mom and dad what they learned today.
Homework
Tell mom and dad about our relay game.
Daily Task
Students line up outside.
Teacher guide students into the classroom.
Take out shoes and place them on the rack as students enter classroom.
Take out “HOMEWORK” folder and place on teacher’s desk.
Place school bags on the counter.
Go to the “GREEN” carpet and sit down. On the Carpet
Teacher will take attendance.
Teacher will assign a student to bring attendance sheet to the office.
Students will sit in a circle.
Students and Teacher will sing Good Morning/Afternoon song.
Students will recite ESLRS and Peace Builder Pledge.
Students will sing Peace Builder song.
Discussion: What is ESLRS?
What is Peace Builder? What does it mean to be a Peace Builder? (give examples) Teacher Ask
How many days in a week? Students recite.
- what day is between Friday and Sunday?
- what day is after Monday?
- what day is before Thursday?
How many months in a year? Students recite.
What is today’s date? Students recite.
Teacher will assign a meteorologist (student will check the weather outside then returns back to the carpet) Students will ask: __________, what is the weather today? Meteorologist will respond: Today’s weather is _________ (sunny, cloudy, rainy, etc)
What’s the weather class?
ASSESSMENT:
Portfolio/Participation/Checklist or Rubric
Accommodations for ESL/ELL:
Teacher guidance and additional time to finish work.
