Week of: Teacher: Study: Sand Exploring the Topic

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Week of: Teacher:

Study: Sand Exploring the Topic: What do we know about sand? What do we want to find out?

Vocabulary—English: sand, grain, variety, specimen, mold

Spanish: arena, grano, variedad, muestra, molde






Interest Areas

Discovery: sand samples

Discovery: magnifying glasses, sand samples gathered on

the walk

Discovery: sand samples, paper, writing materials

Art: clear contact paper, sand samples, scissors, markers, masking tape

Sand and Water: containers of water, sand molds, scoops, rakes

Question of the Day

Which of these feels soft? (Use an example of a soft fabric e.g., flannel or satin, and a scratchy fabric, e.g., burlap.)

Did you see sand yesterday?

How much sand is in this cup? (Display a measuring cup with sand.)

Where is this toy found? (Display a familiar sandbox toy.)

What do you want to know about sand?

Large Group

Movement: Move to the Beat
Discussion and Shared Writing: Examining Sand Samples
Materials: Mighty Minutes

91, “Move to the Beat”; fabric samples of a variety of textures; collection of samples of sand in containers

Movement: The Feelings Dance
Discussion and Shared Writing: The Sand in Our Neighborhood
Materials: Mighty Minutes 142, “The Feelings Dance”; supplies to gather and collect sand samples (e.g., small clear jars, plastic baggies, masking tape, plastic spoons); drawing materials; camera

Movement: High Knees
Discussion and Shared Writing: Looking at the Difference Between Sand and Dirt
Materials: Mighty Minutes 180, “High Knees”; photos taken on Day 2 showing where sand was found; sand samples gathered on the walk; microscopic images of sand

Game: Say It, Show It
Discussion and Shared Writing:


Materials: Mighty Minutes 15, “Say It, Show It”; sandbox toys; sand samples

Game: The Name Game.
Discussion and Shared Writing: Create a Chart of Investigation Questions

Materials: Mighty Minutes 151, “The Name Game”; container of sand; water; sand mold


Nonfiction selection from the “Children’s Books” list that features sand

Fiction book from the “Children’s Books” list that features sand

The Gigantic Turnip

Book Discussion Card 50 (first read-aloud)

Reread the book from Day 2 that features sand.

Poetry selection from the “Children’s Books” list

Small Group

Option 1: Show Me Five Intentional Teaching Card M16, “Show Me Five”; collection of objects to count
Option 2: Number Cards Intentional Teaching Card M04, “Number Cards”; set of cards with a numeral and its number word on one side and on the other side a

corresponding number of dots

Option 1: Which Has More? Intentional Teaching Card M19, “Which Has More?”; ice cube trays or egg cartons; baggies; collection of counters
Option 2: Guessing Jar Intentional Teaching Card M17, “Guessing Jar”; large plastic jar with screw-on lid; collection

of objects to put and count in the jar

Option 1: I’m Thinking of a Shape

Intentional Teaching Card M20, “I’m Thinking of a Shape”; geometric solids; empty containers similar in shape to the geometric solids
Option 2: Shape Bingo Intentional Teaching Card M88, “Shape Bingo”; tangram shapes; cardstock or construction paper; bag or box

Option 1: Walk a Letter Intentional Teaching Card LL17, “Walk a Letter”; masking tape; alphabet cards or an alphabet chart

Option 2: Textured Letters Intentional Teaching Card LL15, “Textured Letters”; upper- and lowercase letters cut out of a variety of textured materials; card stock; glue

Option 1: Color Hunt

Intentional Teaching Card Color Hunt, “LL61”; cards that show and name a color; color paddle
Option 2: Sticky Tables

Intentional Teaching Card LL75, “Sticky Tables”; plain or colored masking tape

Study: Sand Exploring the Topic, continued

Outdoor Experiences: Identify areas around the school where sand can be easily and safely observed, e.g., parking lot, playground, construction site, golf course, or roadside.

Physical Fun: Review Intentional Teaching Card P39, “Beach-Ball Kicker.” Follow the guidance on the card.

Family Partnerships: Introduce the study to families by sending a letter of explanation. Ask them to bring in items such as sand samples, containers to hold samples, books about sand, deserts, and beaches, chunks of cement, mortar, and bricks, and photos taken in the sand, desert, and at the beach. Encourage families to help their children look for sand as they travel around the community. Invite families to assist with supervision during site visits.

Wow! Experiences: Day 2: A walk around the school to look for sand

Week of: Teacher:

Study: Sand Investigation: 1. What are the characteristics of sand?

Vocabulary—English: gritty, abrasion, control, absorb, saturated, friction, hourglass

Spanish: arenoso, abrasion, control, absorber, empapado, fricción, reloj de arena






Interest Areas

Art: large pieces of cardboard, paint, brushes, masking tape

Discovery: paint boards, sand, materials to rub on the boards, e.g., tissues.
Sand and Water: a variety of balls that bounce; measuring tape or string; video camera

Sand and Water: cups, sponges, balance scale

Sand and Water: flat-bottomed container filled with wooden blocks, container of water, rope

Sand and Water: containers of substances to pour, e.g., sand, water, liquid

soap, etc.; funnels, large bins, water bottles, stopwatch

Question of the Day

What does this feel like? (Display a feely box with sand.)

How high can you jump? (Provide small sticky notes for children to write their names. As they jump, ask them to stick the note on a wall, doorway, etc.)

Which do you think weighs more? (Display two containers with equal amounts of sand, one container with dry sand and one with wet sand.)

How can we move this heavy bucket? (Display a bucket filled with wooden blocks.)

What is this used for? (Display an hourglass.)

Large Group

Game: Mirror, Mirror
Discussion and Shared Writing: Experimenting With Sand’s Texture
Materials: Mighty Minutes 107, “Mirror, Mirror”; feely box; large piece of painted cardboard

Rhyme: High in the Tree
Discussion and Shared Writing: Jumping in Sand
Materials: Mighty Minutes 51, “High in the Tree”; photos of long jumpers; soft surface to jump on (e.g., rug, carpet)

Movement: Ten Wiggly Steps
Discussion and Shared Writing: What Happens When Sand Gets Wet?
Materials: Mighty Minutes 102, “Ten Wiggly Steps”; sand samples (one wet, one dry); scale; dry sponge; plastic tub

Game: Syllable Surprise
Discussion and Shared Writing:

Moving Objects Over Sand

Materials: Mighty Minutes 151, “Syllable Surprise”; plastic bin (or bucket) with wet sand, another plastic bin with dry sand; small toy cars; photos of heavy objects being pulled over sand

Game: All Thumbs
Discussion and Shared Writing:

Why Does the Hourglass Have Sand?

Materials: Mighty Minutes 148, “All Thumbs”; hourglass; funnel; water bottle; substances to pour through; substances suggested by children


The Gigantic Turnip

Book Discussion Card 50 (second read-aloud)

A nonfiction book featuring how sand is used in playgrounds or in track and field events

Highlights High Five Bilingüe™,

¡Ven a jugar!/Come Play! Book Conversation Card 01

The Gigantic Turnip

Book Discussion Card 50 (third read-aloud)

Highlights High Five Bilingüe™,

¡Ven a jugar!/Come Play! Book Conversation Card 01

Small Group

Option 1: Putting Puzzles Together

Intentional Teaching Card M23, “Putting Puzzles Together”; puzzles
Option 2: Treasure Hunt Intentional Teaching Card M87, “Treasure Hunt”; treasure items (e.g., stuffed animal, decorated box); paper; pencils

Option 1: Bounce & Count Intentional Teaching Card M18, “Bounce & Count”; variety of balls of different sizes and textures that bounce when dropped; numeral cards
Option 2: Story Problems Intentional Teaching Card M22, “Story Problems”; collection of manipulatives

Option 1: Rhyming Chart Intentional Teaching Card LL10, “Rhyming Chart”; poem or song with rhyming words; prop that illustrates the poem or song
Option 1: Rhyming Tubs Intentional Teaching Card LL44, “Rhyming Tubs”; plastic tub; bag or small box; pairs of toys or objects with names that rhyme

Option 1: Can You Find It? Intentional Teaching Card M51, “Can You Find It?”; small objects found in a classroom
Option 2: My Shadow and I

Review Intentional Teaching Card M47, “My Shadow and I”; overhead projector or flashlights; construction paper cut into shapes

Option 1: Patterns

Intentional Teaching Card M14, “Patterns”; group of objects to arrange in a pattern; examples of patterns, e.g., photos of bricks
Option 2: Perler Patterns Intentional Teaching Card M85, “Perler Patterns”; large perler beads; square or rectangle pegboards; parchment or iron paper; iron

Study: Sand Investigation 1, continued

Outdoor Experiences:

Day 1: Sand for Jumping

Invite children to jump on a hard, concrete surface and explain how it feels. Encourage them to notice how their feet, ankles, knees, and legs feel when they jump. Invite children to jump in sand, noticing how it feels on their feet, ankles, knees, and legs. Ask children to describe and compare how it feels to jump in sand versus a hard surface.

Invite children to explain why sand is often used in playgrounds under climbing structures.

Day 2: Long Jumping

Create a long jump area next to the sandbox; Invite children to jump from the line and measure the distance using a length of yarn. Mark each piece of yarn with masking tape and invite the child to write her name. Compare the lengths of yarn and measure the distance with a measuring tape.

Physical Fun: Review Intentional Teaching Card P14, “Moving Through the Forest.” Follow the guidance on the card.

Family Partnerships: Invite families to talk with children about sand they might see around the community.

Wow! Experiences: Arrange to visit a nearby park or playground next week to look for sand.

Study:_Sand_Investigation'>Week of: Teacher:

Study: Sand Investigation: 2. Where is sand found?

Vocabulary—English: shore, ripple, dune, volcanic, wildlife

Spanish: costa, onda, duna, volcánico, fauna






Interest Areas

Discovery: sand, fans, straws, brooms, dust pans, camera, photos of ripples and dunes

Discovery: sand, fans, straws, brooms, dust pans, camera, rocks and toys

Technology: sand samples in closed containers, books

showing sand of different colors, bookmarked images of beaches around the world

Discovery: magnifying glasses, materials to make sand specimens, e.g., contact paper, masking tape, marker

Library: photos and books showing the wildlife that live or nest in the sand, e.g., snakes, crabs, insects, scorpions, spiders, turtles, etc.

Question of the Day

What letters do you see on this sign? (Display a sign from a beach.)

Can you finish the pattern? (Display a repeating pattern.)

What color is this sand? (Display a sample of natural, not artificially- colored, sand in a closed jar.)

What color sand will we see today? (Provide a box of crayons.)

Where does this creature live? (Display a picture of an animal, crustacean, or reptile that lives in the sand, e.g., crab, turtle, lizard, scorpion, etc.)

Large Group

Movement: Traffic Jam
Discussion and Shared Writing: Sandy Beaches
Materials: Mighty Minutes 114, “Traffic Jam”; photos of beaches and sand dunes

Game: My Name, Too!”
Discussion and Shared Writing: What Is a Sand Dune?
Materials: Mighty Minutes 35, “My Name, Too!”; photos of ripples in the sand; photos of sand dunes

Movement: Bounce, Bounce, Bounce
Discussion and Shared Writing: Why Are There Different Colors of Sand?
Materials: Use Mighty Minutes 30, “Bounce, Bounce, Bounce”; images of beaches with interesting colors and textures of sand; natural pumice stone

Game: Mr. Forgetful
Discussion and Shared Writing:

Site Visit to Look for Sand

Materials: Mighty Minutes 55, “Mr. Forgetful”; small containers to collect sand samples; masking tape; camera

Movement: Action Counting

Discussion and Shared Writing:

Animals that Live in Sand

Materials: Use Mighty Minutes 140, “Action Counting”; books or photos about wildlife that lives or nests in sand


Highlights High Five Bilingüe™, ¡Tú vienes también!/ You Come Too!

Book Conversation Card 07

Where the Wild Things Are

Book Discussion Card 51 (first read-aloud)

A nonfiction book from the “Children’s Books” featuring beaches

Where the Wild Things Are

Book Discussion Card 51 (second read-aloud)

Fiction book from the “Children’s Books” featuring wildlife

Small Group

Option 1: Knowing Our Friends

Intentional Teaching Card

LL30, “Knowing Our Friends”; children’s name cards; feltboard; large paper clip or Velcro®

Option 2: Book Cover Memory Game

Intentional Teaching Card LL67, “Book Cover Memory Game”; several familiar books

Option 1: Buried Shapes Intentional Teaching Card M30, “Buried Shapes”; card stock or heavy paper; attribute blocks; three containers; glue; tub of sand; small brushes

Option 2: Geoboards Intentional Teaching Card M21, “Geoboards”; geoboards; geobands; shape cards

Option 1: Dig It!

Intentional Teaching Card M89, “Dig It!”; sensory table or bin; sand; collection of small objects; sifters, and strainers
Option 2: Secret Numbers Intentional Teaching Card M37, “Secret Numbers”; two sets of either quantity cards, numeral/ quantity cards, or numeral cards

Option 1: Picture Patterns Intentional Teaching Card M45, “Picture Patterns”; a book/photos of objects with patterns; camera; collage materials
Option 2: Patterns Under Cover Intentional Teaching Card M38, “Patterns Under Cover”; counters in various colors; paper cup; cardboard divider

Option 1: Reading Nonfiction Books

Intentional Teaching Card LL66,

“Reading Nonfiction Books”; collection of nonfiction books

Option 2: Will You Read to Me? Intentional Teaching Card LL64, “Will You Read to Me?”; collection of familiar books

Study: Sand Investigation 2, continued

Outdoor Experiences: Take ripple and dune-making materials, e.g., straws, fans, etc. outdoors to create ripples and dunes in the sandbox outdoors.

Physical Fun: Review Intentional Teaching Card P37, “Wonderful Warm-Ups.” Follow the guidance on the card.

Family Partnerships: Invite family members to help prepare sandbags for the investigation next week by sewing simple sandbags out of cotton or lightweight vinyl fabric. Family members may assist by sewing the bags and/or filling the bags with new, clean sand. Invite family members who use sand in their work or hobbies to visit the classroom next week.

Wow! Experiences: Day 4: Walk to look for sand samples in the area, e.g., construction sites, playgrounds, sidewalks, golf courses, track and field stadiums, etc.

Week of: Teacher:

Study: Sand Investigation: 3. What do we make with sand?

Vocabulary—English: sandpaper, grit, sandbag, artistic, sand sculpture, leeks

Spanish: papel de lija, arenilla o grano, saco de arena, artístico, escultura de arena, puerros






Interest Areas

Art: cardstock, sand, glue, contact paper

Outdoors: sandbags

Art: sandpaper, wooden blocks, masking tape, large bin with sand and materials similar to those used by the visitor, camera

Art: recipe for sand dough posted on chart paper, ingredients and supplies for the recipe, photos of beach sand sculptures

Cooking: ingredients for sautéed leeks, chopping boards, knives, large bowl, electric skillet, wooden spoons, plates, forks

Question of the Day

What is this? (Display sandpaper.)

What is this used for? (Display a sandbag.)

What will we ask our visitor?

What do you see in the photo? (Display a photo of a sand sculpture.)

What is this used for? (Display a gardening tool.)

Large Group

Song: Willy’s Week
Discussion and Shared Writing: Exploring Sandpaper
Materials: Mighty Minutes 149, “Willy’s Week”; sheets of sandpaper of different grits; piece of wood

Movement: The Name Dance
Discussion and Shared Writing: What Are Sandbags? How Are They Used?
Materials: Mighty Minutes 60, “The Name Dance”; sandbags; photos of sandbags being used, e.g., boxing gym, wall reinforcement, weighing tents, etc.

Rhyme: Howling at the Moon
Discussion and Shared Writing:

Visitor Who Makes Art With Sand

Materials: Mighty Minutes 196, “Howling at the Moon”; sand blocks (purchased or created by wrapping and taping sand paper around wooden blocks)

Rhyme: Humpty-Dumpty
Discussion and Shared Writing: How Do Artists Create Sand Sculptures?

Materials: Mighty Minutes 81, “Humpty Dumpty”; batch of sand dough; sand dough recipe written on chart paper with photos or illustrations of steps and ingredients; photos of beach sand sculptures

Song: We Like Clapping
Discussion and Shared Writing:

What Grows in Sand?

Materials: Mighty Minutes 89, “We Like Clapping”; gardening tool; fresh leek; knife; photos of plants that grow in sand, e.g., cacti,

watermelon, beans, juniper, mesquite or palm trees


Where the Wild Things Are

Book Discussion Card 51 (third read-aloud)

A nonfiction book featuring sandbags from the “Children’s Books” list

Reread the book from Day 1. Invite children to share what they recall about the characters and story.

Highlights High Five Bilingüe™,

¡Tú vienes también!/You Come Too! Book Conversation Card 07

I Know the River Loves Me/

Yo sé que el río me ama

Small Group

Option 1: Missing Lids Intentional Teaching Card M58, “Missing Lids”; containers of various sizes and shapes with lids
Option 2: Straw Shapes Intentional Teaching Card M42, “Straw Shapes”; geometric shapes; drinking straws cut to different lengths; pipe cleaners

Option 1: Textured Letters Intentional Teaching Card LL15, “Textured Letters”; uppercase and lowercase letters cut out of a variety of textured materials; heavy paper or card stock

Option 2: Searching the Web Intentional Teaching Card LL26, “Searching the Web”; computer; appropriate Internet search engines

Option 1: Photo Writing Intentional Teaching Card LL57, “Photo Writing”; small clipboards; paper; markers; photos or pictures cut from magazines mounted on index cards
Option 2: My Clothes Toda Intentional Teaching Card LL71, “My Clothes Today”; large mirror; paper; crayons or markers; tape; index cards with color and clothing words and pictures

Option 1: Applesauce Intentional Teaching Card M28, “Applesauce”; recipe chart from Come Cook With Me; ingredients; mixing bowl; measuring cups and

spoons; knife; cutting board; vegetable peeler; (uncooked recipe requires a blender, and cooked recipe requires a large stock pot and potato masher)

Option 2: Fruit Muffins

Intentional Teaching Card M90, “Fruit Muffins”; ingredients; muffin pan; baking cup liners; large bowl; whisk; measuring cups

Option 1: Dramatic Story Retelling Intentional Teaching Card LL06, “Dramatic Story Retelling”; story props, e.g., puppets, costumes, felt pictures, and felt board; or magnetic pictures related to a familiar book
Option 2: Picture Walk & Talk Intentional Teaching Card LL77, “Picture Walk & Talk”; familiar storybooks

Study: Sand Investigation 3, continued

Outdoor Experiences: Take a collection of sandbags, a waterhose, and a camera outdoors. Support children to experiment with stacking sandbags in the sandbox to keep water from the dry sand. Take photos and/or digital recordings to document how sandbags hold water back.

Family Partnerships: Invite family members who makes art from sand to visit the classroom. Invite family members whose work or hobbies involve sand to visit the classroom.

Invite family members to help make sautéed leeks.

Wow! Experiences: Day 3: Visit to the classroom of somebody who uses sand to make art. Arrange with a local work crew for children to visit a construction site next week. Prepare sandbags in advance by sewing simple bags out of cotton or vinyl fabric, filling them with new, clean sand and sewing the bags closed. Invite family members to assist with sewing and/or filling the bags.

Week of: Teacher:

Study: Sand Investigation: 4. Who works with sand?

Vocabulary—English: mason, employment, adobe, stucco, glassblowing, rake

Spanish: albañil, empleo, estuco, adobe, soplar vidrio, rastrillo





Interest Areas

Outdoors: large piece of cardboard on which to build; ingredients for mortar, bricks (ask the classroom visitor to bring small bricks and masonry supplies, if possible), large buckets for mixing mortar, masonry trowels

Technology: videos of sand melting into molten glass, samples of glasses and glass art, sand samples, large straws, and bubble solution or balloons (optional)

Sand and Water: sand rake, golf balls

Dramatic Play: props and

materials similar to those used

at the construction site visited by the children

Question of the Day

How many blocks high is this tower? (Display a tower made of blocks.)

Which of these is made from sand? (Display a glass and two other classroom objects, e.g. plastic plate, wooden block.)

What is this tool used for? (Display a photo of, or a real, sand rake.)

Which of these is used to dig a very big hole? (Display photos of a small shovel and a large excavator.)

Large Group

Poem: Come Play With Me
Discussion and Shared Writing: Classroom Visit From a Mason
Materials: Mighty Minutes 42, “Come Play With Me”; books or photos showing adobe and stucco in buildings; samples of mortar and bricks

Game: Listen for Your Name
Discussion and Shared Writing: Visit From a Glass Worker
Materials: Mighty Minutes 85, “Listen for Your Name”; photos from books or images from the Internet showing how glass is made

Game: Hully, Gully, How Many?
Discussion and Shared Writing:

Golf Courses

Materials: Mighty Minutes 21, “Hully, Gully, How Many?”; photos of sand being raked at a golf course; sand rake; golf club

Movement: Wind-Up Robots

Discussion and Shared Writing:

Site Visit to a Construction Site

Materials: Mighty Minutes 194, “Wind-Up Robots”; Intentional Teaching Card SE01, “Site Visits”; clipboards and materials for observational notes


Read Sand Dwellers: From Desert to Sea

Xochitl and the Flowers

Book Discussion Card 52 (first read-aloud)

Poetry book from the “Children’s Books” list

Xochitl and the Flowers

Book Discussion Card 52 (second read-aloud)

Small Group

Option 1: Same Sound Sort

Intentional Teaching Card LL12, “Same Sound Sort”; a variety of objects, including some with names that begin with the same sound; a cardboard box or a bag to store objects
Option 2: Tongue Twisters Intentional Teaching Card LL16, “Tongue Twisters”

Option 1: Ramp Experiments

Intentional Teaching Card M84, “Ramp Experiments”; flat boards for making ramps; objects to roll down the ramps; non-standard measuring tools
Option 2: The Long and Short of It Intentional Teaching Card M25, “The Long and Short of It”; a container; pieces of ribbon or yarn of the same width (at least one ribbon per child)

Option 1: That’s How You Do It! Intentional Teaching Card LL78, “That’s How You Do It!”; chart paper; markers; camera
Option 2: Writing Poems Intentional Teaching Card LL27, “Writing Poems”; paper; pencils; markers; chart paper; audio recorder

Option 1: Stepping Stones Intentional Teaching Card M55, “Stepping Stones”; masking tape or chalk
Option 2: We’re Going on an Adventure

Intentional Teaching Card M36,

“We’re Going on an Adventure”; a box or overturned waste basket; sheet or long piece of cloth; table; stool; large cardboard box, open on two ends; large plant or barrel; large cardboard box, placed on its side; photographs of geographic features

Outdoor Experiences: Take a sand rake, small golf clubs (child-size, if available), firm balls (including, but not limited to golf balls, which may be difficult to hit) outdoors to experiment with hitting golf balls and observing how balls bounce on raked and unraked sand. Physical Fun: Review Intentional Teaching Card P35, “Stand Up and Dance.” Follow the guidance on the card.

Family Partnerships: Invite family members who work with or use sand in their hobbies to visit the classroom.

Wow! Experiences: Day 1: Classroom visit from a stonemason or a bricklayer; Day 2: Classroom visit from a glassworker; Day 3: Classroom visit from a park or golf course worker;

Day 4: Site visit to a construction site where sand is used

Week of: Teacher:

Study: Sand Investigation: 5. How can we make our own sand?

Vocabulary—English: technique, compound, crumble, repetition, fine

Spanish: técnica, compuesto, desmenuzar, repetición, fino





Interest Areas

Technology: Websites with images and videos showing how erosion, weather, and the ocean breaks down materials to create sand; rock tumbler

Discovery: dried sand dough; chunk of cement or mortar; delicate shells; pumice stones; solid rocks of various sizes; plastic containers with lids; mallets, hammers, rolling pins, or mortar and pestle; photos or books showing how sand is created from erosion, the ocean and/or the weather; broom and dust pan; protective eyewear

Discovery: a collection of small or broken bricks, hammers, mortar and pestle, rolling pins, solid rocks of various sizes, plastic containers with lids, etc.

Discovery: clear contact paper, magnifying glasses, glue, white paper, fine mesh strainers, bowls, scoops, spoons, etc.

Question of the Day

Can we make our own sand?

Can we make sand with this? (Display a porous rock, fragile shell, or a hammer.)

Can you line these up from largest to smallest? (Display pieces of brick or crumbly rock.)

How much sand have we made? (Gather the sand that was created by children this week and provide measuring cups or a scale.)

Large Group

Game: Disappearing Rhymes
Discussion and Shared Writing: Different Ways Sand is Made
Materials: Mighty Minutes 88, “Disappearing Rhymes”; book or photos showing how sand is created through weathering; photos taken of sand samples on walks around the school

Game: Crazy Compounds
Discussion and Shared Writing: What Can We Use to Make Sand?
Materials: Mighty Minutes 198, “Crazy Compounds”; chunks of cement; pieces of dried mortar or sand dough

Movement: Let’s All Follow
Discussion and Shared Writing:

Can We Return Brick to Sand?

Materials: Mighty Minutes 99, “Let’s All Follow”; bricks broken into pieces; photos taken during walks around the school of broken cement, mortar, bricks that

Game: Syllable Stroll
Discussion and Shared Writing:

Comparing New and Old Sand

Materials: Mighty Minutes 155, “Syllable Stroll”; samples of new sand created on Day 3; sand from sandbox or sensory bin; rock tumbler


A counting book from the “Children’s Books” list

A book from the “Children’s Books” list showing how sand is created

Xochitl and the Flowers,Book Discussion Card 52 (third read-aloud)

Little Chanclas

Small Group

Option 1: Alphabet Books

Intentional Teaching Card LL34, “Alphabet Books”; alphabet books; construction paper; markers; alphabet cards
Option 2: Making My Name

Intentional Teaching Card LL29, “Making My Name”; marker; small, sturdy envelopes; letter manipulatives

Option 1: Tap It, Clap It, Stomp It, Jump It Intentional Teaching Card LL52, “Tap It, Clap It, Stomp It, Jump It”; name card for each child; chart with “Mary Had a Little Lamb” written out
Option 2: Rhyming Chart

Intentional Teaching Card LL10, “Rhyming Chart”; chart paper with “Shake It” chant written out; plastic containers and sand to create maracas

Option 1: Sink or Float? Intentional Teaching Card M81, “Sink or Float?”; plastic floor covering; large clear containers of water; two trays or plates; variety of objects that might sink or float
Option 2: Shake, Rattle, and Roll Intentional Teaching Card M61, “Shake, Rattle, and Roll”; five blank- faced cubes; shape stickers; parquetry or pattern blocks (five of each shape per child); container with lid; tape; paper plates

Option 1: Author & Illustrator Intentional Teaching Card LL69, “Author & Illustrator”; storybook in which the author and illustrator are different; cardboard or card stock; blank paper; bookbinding supplies

Option 2: The “Me” Book

Intentional Teaching Card LL76, “The ‘Me’ Book”; photos of the child and his or her family; work samples; photo album or bookmaking supplies; large, nontoxic ink pads or nontoxic paint and shallow tray

Outdoor Experiences: Physical Fun: Review Intentional Teaching Card P19, “Bounce & Catch.” Follow the guidance on the card.

Family Partnerships: Invite families, friends, site visit experts, and classroom visitors to attend the end-of-study celebration. Send them a letter that explains the event.

Wow! Experiences: Support children to gather work samples, photos, observational drawings, and sand samples to display at the end-of-study celebration.

© Teaching Strategies, LLC. Teaching Strategies and The Creative Curriculum names and logo and Mighty Minutes name are registered trademarks of Teaching Strategies, LLC. Bethesda, MD.

Highlights High Five Bilingüe is a trademark of Highlights for Children, Inc., Columbus, OH, used by permission.

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