Week of: 3/12-3/16/2018 Teacher:

Study: Trees Investigation: 5. How do trees change?

Monday Tuesday Wednesday Thursday Friday

Interest
Areas Library: Children Discovery/science: Art: Children will Math: Children will Dramatic Play: Children
will read books Children will use decorate cut outs of sort leaves by will use puppets in the
about trees. magnifying glasses to leaves with different size/color. dramatic play center to
1.1 PK. A  Practice observe and explore colored paints. 2.4 PK.A.4 Classify pretend they are animals. 
appropriate book pine cones and tree 9.1.V PK.B  objects and count AL.3 PK.A Use music, art,
handling skills.  branches. Combine a variety the number of and/or stories to express
3.1 PK.A.5 Name basic of materials to objects in each ideas, thoughts, and feelings 
Blocks: Children parts of living things. create a work of art. category. 
will make “tree Fine Motor/Manipulatives:
houses” using Sensory: Children will Writing: Children Children will use pegs to
blocks in the block use funnels to explore will use name cards work on fine motor skills.  
center. in the sand table. and dry erase 10.5 PK.A
9.1.V  PK.E Use 3.2 PK.B.1  markers to practice Use hands ,fingers, and
imagination and Explore and describe writing the letters in wrists to manipulate
creativity to express the motion of toys and their name objects. 
self through visual objects  1.1 PK.B Identify
arts. basic features of
print

Large
Group QOTD: How tall QOTD: How tall are QOTD: What do QOTD: What two QOTD: What do you think
were you when you you now?(Have the trees need to be colors can we mix happened to this tree?
were a baby?  children mark their healthy and strong? together to make ( Display a picture of a
current heights with Sing a welcome this color? (Display damaged tree.) 
Sing a welcome masking tape next to song and talk about a sample of orange
song and talk about their estimates from who’s here. paint.)  Sing a welcome song and
who’s here. yesterday.)  Use mighty minutes talk about who’s here.
Show the children a Sing a welcome song 18, “ I’m Thinking Sing a welcome Refer back to the book,
picture of yourself and talk about who’s Of”... song and talk about Growing Trees. Turn to the
as a baby. here.  Say, “ Listen who’s here.  page where the arborist cares
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Bethesda, MD.
 Explain that you Use Mighty Minutes carefully to the clues Explain, “ I’m going for a tree that was damaged
used to be a baby, 42. “Come Play With I’m going to give to read a poem. I by bad weather. 
but as you got older Me.” you and try to figure want you to close Explain, “Bad weather can
your body changed Review the  poem to out what I’m your eyes while I damage, or hurt trees.”
and you became the group. thinking.” read. Think about Review the question of the
taller. Explain that One little child Describe a tree and the words I’m day. 
now that you’re an climbing in a tree, have the children reading. Try to Ask, “What else can damage
adult, you stopped Playing by herself, but guess it. imagine what I’m trees?”
growing taller.  she didn’t want to be. Make the t sound, describing. Make a Record the children’s
Use a baby doll So she called for a say, “ it grows in the picture of it in your responses. 
from the dramatic friend, over land and yard, it’s brown and mind.”  Display page 23 of Who
play area to compare sea: green, and it stands Read the poem “A Lives in Trees? 
your height to the “(Insert child’s name), up and sways in the Tree My Size”  Add items to the list of
height of the baby’s. come play with me.” wind” This tree is wide  things that can damage
Review and ask the And along came Once the children This tree is tall  trees. 
question of the day. (child’s name) to climb have guessed it, This tree is thin
Ask, “ How tall do in her tree.  review and have the This tree is small 1.5 PK.A Participate in
you think you will Invite the child who is children recall what Beautiful trees  collaborative discussions
be when you are an called to stand by a they remember I see with my eyes  with peers and adults and
adult?” pretend tree.  about yesterday‘s But the one I like  small and larger groups. 
With the children’s Invite a child to decide question of the day. Is exactly my size 
help, stack blocks to whom to call next. Ask ,”What do trees After you read, ask
the height that Count the children “in need to be healthy the children to open
children think they the tree” after each and strong?” their eyes and tell
will be.  verse. Example- “two Record the you what they
Take pictures of the little children climbing children’s imagined while you
children next to the in a tree” responses. read. 
stacked blocks.  After reciting the poem, Close large group Read the poem
Explain, “ When review the question of time by asking again. After you
trees are planted and the day. Talk about children to imagine read, give the
when they grow how the children seeing something in children paper and
from seeds, they are changed in height since a tree. Prompt their pencils. Invite them 
very small. They they were babies.  ideas with the to draw what they
grow taller every Review the chart from following refrain: imagined as you
year just as we do.”  yesterday. Ask, “What (child’s name) what read the poem. 
Review what trees other ways do trees do you see? I see a 1.5 PK.A Participate
© 2010, 2016 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.
 need to grow.  change?” (word child in collaborative
Record the children’s chooses) in my tree.  discussions with
1.5 PK.A Participate responses.  During the read peers and adults in
in collaborative Explain, “Trees grow aloud , be sure to small and larger
discussions with and change, just as we point out interesting groups
peers and adults and do. Trees need food and details in the
small and larger water, just like us. We pictures and
groups are living things, and so reinforce new
are trees. Living things vocabulary words
grow and change. from the story. 
Living things need food
and water.”  1.5 PK.A Participate
Point out a few items in collaborative
around the classroom discussions with
and ask, “ Is the peers and adults and
goldfish a living thing? small and larger
Is this table alive? Is it groups
a living thing? Why
not?” 

1.5 PK.A Participate in

collaborative
discussions with peers
and adults in  small and
larger groups

Read- Our Tree Named

Aloud Charlie Anderson by: Growing Trees by: Steve by: Alan Pablo’s Tree by: Pat Trees, Trees, Trees by:Nancy
Barbara Abercrombie Zweibel Mora Noel Williams
Small Which has more? Dramatic story retelling
Group Geoboards Letters, Letters, Letters Play Dough  Intentional teaching Intentional teaching card LL06
Intentional teaching Intentional teaching card Intentional Teaching card M19
card M21 LL07 Card M15 Invite the children to listen to
In advance, prepare Abiyoyo on tape. Explain that
In advance, prepare In advance, prepare five bags, each with a you will retell this story that is
  Ingredients 
geoboards and shape magnetic letters and different amount of familiar to them. Be sure to be
cards. Invite the board. Seat the children at
1 cup water  objects (ex. Counters, clear when retelling, and relate
© 2010, 2016 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.
 children to make
shapes. Demonstrate
how to use a geoboard
by stretching a
rubberband over the
pegs to make a shape.
Show the children the
shape cards, and allow
them to explore the
cards and geoboards
for several minutes.
Ask the children to
choose a card and try
to create the shape
shown on the card
using the geoboard.
Demonstrate how a
shape can be changed
when a corner is
moved. Invite the
children to count the
number of sides and
points of their shapes,
and name each one if
they can.
© 2010, 2016 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.
the table, and talk about
how the magnets stick to
the magnet board. Allow
the children time to
experiment with the
magnets. Have the
children name the letters
and letter sounds.
3 cups flour  coins, colored chips). the events in a consistent
1 1/2 teaspoons salt  Display the bags for sequence. Tell them they can
1/4 cup oil  the children and talk use puppets and costumes from
food coloring  about the words more the dramatic play center to act
and fewer as they out the story. Encourage the
examine the bags. children to retell the story to
Directions 
Have a child choose you.
Make a recipe chart two bags for the group
on large chart paper. to compare.
In a large bowl, Encourage the
combine children to count the
ingredients, and mix items in each bag then
with a spoon. Add talk about which bag
more flour if has more or fewer.
mixture is too Repeat for as long as
sticky. Put in a large it interests the
children.
resealable bag and
seal. 
Ask the children to
wash their hands.
Include the children
in the setup and
cleanup process.
Invite the children to
make play dough at
a table. Gather the
ingredients and
measuring tools.
Talk about which
tools you will need
to measure each
ingredient. Invite the
children to refer to
the recipe each time
they complete a
step. Offer each
 child a chance to
measure, pour,
scoop, or mix the
ingredients. Talk
about the measuring
tools as you use
them. Invite the
children to explore
the finished play
dough. Demonstrate
how to use the
cutters, and talk
about the sizes of
the pieces they cut
out. Allow the
children to create
play dough shapes
with the cutters for
as long as it interests
them. 

9.1 V PK.E Use

imagination and
creativity to express
self through visual
arts. 
10.5 PK.A Use
hands, wrists, and
fingers to
manipulate objects 

Outdoor Experiences: Invite children to pretend to be squirrels playing in trees.

Family Partnerships: Invite a family or community member who makes things from wood to visit the classroom during the investigation.
Wow ! Experiences: none

© 2010, 2016 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.
Individualizations: GW RM DN YG KC
SW AM LL ED MAC
HR YM FK MC IA
KN PL LI LC FA

© 2010, 2016 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.
© 2010, 2016 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.