Gilynn Cromartie

Week 31: 4/27/15-5/1/15

Theme: Habitats
Objectives:
1) Morning Meeting:
Learners will respond to messages indicating their application of knowledge.
Monday: What types of plants can be found in the woodlands? Animals? (CCLS- #1
Approaches to Learning; CCLS- #5 Cognition and Knowledge of the World: Science)
Tuesday: Have you ever been to a woodland habitat? (CCLS- #1 Approaches to
Learning; CCLS- #5 Cognition and Knowledge of the World: Science)
Wednesday: Why would a bird be near a pond? (CCLS- #1 Approaches to Learning;
CCLS- #5 Cognition and Knowledge of the World: Science)
Thursday: Name animals that live in a pond habitat. (CCLS- #1 Approaches to
Learning; CCLS- #5 Cognition and Knowledge of the World: Science)
Friday: Can you swim in a pond? (CCLS- #1 Approaches to Learning; CCLS- #5
Cognition and Knowledge of the World: Science)

*Refer to NYS Common Core: ELA & Literacy

Curriculum- Habitats *
-Monday (Day 3): Identify by name the woodland (woods, forest) habitat when shown a
picture of a woodland; name one plant and two animals that live in the woodland
-Tuesday (Day 4): Identify by name the woodland (woods, forest) habitat when shown a
picture of a woodland; name one plant and two animals that live in the woodland
-Wednesday (Day 5): Identify by name the pond habitat when shown a picture of the
pond; name one plant and two animals that live in the pond
-Thursday (Day 6): Identify by name the pond habitat when shown a picture of the
pond; name one plant and two animals that live in the pond
-Friday (Day 7): Identify by name the pond habitat when shown a picture of the pond;
name one plant and two animals that live in the pond
2) Experiential Learning Centers:
Indoor Park
-Ants Go Marching: students will pretend to be ants marching around to the song The
Ants Go Marching One by One in a woodland habitat (CCLS- #2 Physical Development
and Health; CCLS- #3 Social and Emotional Development; CCLS- #5 Cognition and
Knowledge of the World: Science)
-Catch the Critter: students will have to catch insects by using their memory skills of
where they are hidden under the buckets (CCLS- #2 Physical Development and Health;

CCLS- #3 Social and Emotional Development; CCLS- #5 Cognition and Knowledge of

the World: Science)
Exploration
-Woodland Mural: students will work together to create a piece of art that is reflective
of what exists in a woodland habitat (CCLS- #2 Physical Development and Health;
CCLS- #3 Social and Emotional Development; CCLS- #5 Cognition and Knowledge of
the World: The Arts, Science, and Mathematics)
Village
-Pond Mural: students will work together to create a piece of art that is reflective of
what exists in a pond habitat (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
-Identify the Insect that is Different: students will use the Mimio to circle the insect
that is different (CCLS- #2 Physical Development and Health; CCLS- #4 Communication
Language and Literacy: Approaches to Communication; CCLS- #5 Cognition and
Knowledge of the World: Technology, Science, and Mathematics)
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
-Spider and Spider Web: students will create a spider web by using white yarn and
gluing it onto their paper, placing their spider on top (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)
-Ladybug: students will create this insect by cutting the wings and gluing its body parts
(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: Mathematics, Science, and The Arts)
-Paper Plate Bumble Bee: students will create a bumble bee by painting a plate yellow
and adding stripes and other body features (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: Mathematics, Science, 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 W (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 W without using the letter
card.
Stamp-and-See Screens
-Students will use a big line and a little line to form the letter Ww 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 Ww by using a dry erase
marker.
Wet-Dry-Try
-Students use chalk to write the letter Ww 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 Ww by using a pencil.
Art
-Ww is for worm: understanding that the word worm begins with the letter Ww
(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 worm and distinguish what letter it
begins with among other letter choices.
-Ww is for web: understanding that the word web begins with the letter Ww
(CCLS- #4 Communication Language and Literacy: English Language Arts and
Literacy- Reading Standards: Foundational Skills; #5 Cognition and Knowledge of the
World: The Arts)
-On the spot assessment: Have the students see a web and distinguish what letter it
begins with among other letter choices.
-Ww is for watermelon (handprint): understanding that the word watermelon
begins with the letter Ww (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 /w/ sound in the beginning.
Math
-Identify first and last in a linear configuration with 2-10 objects (Module 4: Topic
D- Lesson 14): CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Identify first and last in a circular configuration with 2-10 objects (Module 4: Topic
D- Lesson 15): CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Compare: Match to find there are not enough (Module 4: Topic E- Lesson 16):
CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Compare: Match to find there are exactly enough (Module 4: Topic E- Lesson 17):
CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Compare: Match to find that there are enough, with some extras (Module 4: Topic
E- Lesson 18): 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.