Week of: March 6, 2023 – March 10, 2023

Essential Question: What does water do?

Unit of Study: Water
Question: What happens to water when it changes temperature?
Vocabulary: boil, conclude, condensation, evaporate, form, freeze, frost, gas, ice, liquid, melt, meteorologist, observe,
precipitation, predict, solid, state, thaw

Time/Period Monday Tuesday Wednesday Thursday Friday

Circle Time Invite children to Introduce the Cut out a drop of Slowly drop ice Catch up Day
help you make the book Water water from blue cubes into a hard
sounds of a storm. Rolls, Water paper for each container such as
If needed, suggest Rises by Pat child in the class. a metal bowl.
elements of a Mora by showing Ask the children to Hide your hands
storm (e.g., rain, children the walk around the so the children
thunder, etc.) as pictures and classroom and put cannot see them
well as actions asking them what their drop on as you drop the
such as tapping they see, and something that cubes into the
fingers on the what they think has to do with bowl. Encourage
ground lightly, the book is about. water. Discuss the children to
then faster and PK.ELAL.11 children’s listen and count
harder, then [PKR.7] responses, and how many ice
gradually slowing Describes the then move the cubes you drop.
down when the relationship discussion on to PK.CKW.3
storm is over. include places
between (Counting and
PK.CKW.4 outside of the
illustrations and cardinality):
(Science): classroom,
the text (e.g., Understand the
Observes and especially those in
what person, relationship
describes the area, where
place, thing or between numbers
characteristics of there is water.
earth and space.
idea in the text or Create a list of
and quantities to
Teacher tip: This is
illustration children’s ideas
10; connect
 a good activity to depicts) and add to the list counting to
repeat during throughout the cardinality.
transitions, adding week. PK.AC2.
variations such as Demonstrates they
using feet instead are building
of tapping with background
hands knowledge

Read Aloud All The Water In Hey, Water! By I Know the River Jabari Jumps by Water Is Water: A
the World by Antoinette Portis Loves Me by Maya Gaia Cornwell Book About the
George Ella Lyon Christina Gonzalez Water Cycle by
Miranda Paul

Center Time See Next Page ---- ----

(AM)

Extra Handwashing
Techniques
Zipping Handwashing
Techniques
Zipping Handwashing -Techniques
Zipping Handwashing -Techniques
Zipping Handwashing -Techniques
Zipping

Activities buttoning
zippers, buttoning
zippers, buttoning
zippers, buttoning
zippers, buttoning
zippers,

buttons, buttons, buttons, buttons, buttons,

snapping snapping snapping snapping snapping
snaps snaps snaps snaps snaps
”
Differentiate Red: The children Red: The children Red: The children Red: The children Red: The children
d Learning will need teachers' will need teachers' will need teachers' will need teachers' will need teachers'
Activities: assistance to guide assistance to guide assistance to guide assistance to guide assistance to guide
and/or model how and/or model how and/or model how and/or model how and/or model how
to make Blueprints. to make blueprints. to make a to make a to make a
They will require They will require blueprints. They blueprints. They blueprints. They
assistance on assistance on will require will require will require
naming the naming the assistance on assistance on assistance on
different parts of different parts of naming the naming the naming the
ELL: their building or their building or different parts of different parts of different parts of
house. house. their building or their building or their building or
house. house. house.
The children
will use Yellow: The Yellow: The
children will need children will need
visual aides,
teachers' teachers' Yellow: The Yellow: The Yellow: The
visual cues assistance to assistance to children will need children will need children will need
and gestures help them identify help them identify teachers' teachers' teachers'
to help something about something about assistance to assistance to assistance to
understand their drawing their drawing help them identify help them identify help them identify
the unit and something about something about something about
communicat Green: The Green: The their drawing their drawing . their drawing
e with their children will be children will be
peers and able to able to Green: The Green: The Green: The
classmates. independently independently children will be children will be children will be
draw their blueprint draw their blueprint able to able to able to
and identify and identify independently independently independently
different parts of different parts of draw their blueprint draw their blueprint draw their blueprint
their drawing. their drawing. and identify and identify and identify
different parts of different parts of different parts of
their drawing. their drawing. their drawing.
Gross Motor The children will The children will The children will The children will The children will
play with balls, play with balls, play with balls, play with balls, play with balls,
chalk, hula chalk, hula chalk, hula chalk, hula chalk, hula
hoops, bubbles, hoops, bubbles, hoops, bubbles, hoops, bubbles, hoops, bubbles,
and play non and play non and play non and play non and play non
rigorous games, rigorous games, rigorous games, rigorous games, rigorous games,
red light green red light green red light green red light green red light green
light, simon says, light, simon says, light, simon says, light, simon says, light, simon says,
etc. etc. etc. etc. etc.

Center Time See Next Page ---- ----

(PM)

Afternoon The teacher and The teacher and The teacher and The teacher and The teacher and
Circle Time students will students will students will students will students will
discuss their day. discuss their day. discuss their day. discuss their day. discuss their day.
They will talk They will talk They will talk They will talk They will talk
about what they about what they about what they about what they about what they
did and enjoyed did and enjoyed did and enjoyed did and enjoyed did and enjoyed
most about the most about the most about the most about the most about the
school day. The school day. The school day. The school day. The school day. The
students will get students will get students will get students will get students will get
 ready to go ready to go ready to go ready to go ready to go
home. home. home. home. home.

Week of: March 6-March 10

Unit: Water

Arts and Dramatic Play Househelps keeping Blocks

Crafts and
Meteorologist: Students will clean up after themselves after
breakfast, lunch, snack, and center time. They
Building
Crayons and Invite children to
will push in their chairs at the table. This shows
Watercolors: pretend to give the independence and how they take care of other Boats: Post
Invite children weather forecast. things. The students will wash their hand some pictures
to draw a Provide clothing for several times through the day singing the ABC on the wall of
water related children to use to song while they wash their hands. bodies of water,
picture with pretend they are including some
crayons. For meteorologists on Tell me about how we should clean up our toys
after center time?
local bodies of
example, they TV, a large map, water such as
may choose pictures of various the Hudson
Show me how you would clean up after yourself
to draw an types of weather, after breakfast / lunch / snack / center time? River, Atlantic
underwater and weather charts Ocean, etc., as
or rainy day for children to read. PK.PDH.7a well as an
scene. After Invite children to assortment of
their look for “Ws” and boats. Pretend
drawings are other letters on the the center is a
complete, maps; help them river, lake or
provide read the weather ocean, and
watercolor maps, and ask them invite children
paints and questions about to create their
invite children what they see. If own boats.
to use large desired, children
paintbrushes can design and set PK.SOC.5
and lightly up the meteorologist Demonstrates
paint over scene. knowledge of
their crayon PK.SCI.8. [P-ESS2- the relationship
drawings. 1.] Asks questions, between
Discuss the makes observations, people, places,
changes to and collects and and regions √
the picture as records data using Opportunity for
children add simple instruments Assessment:
the to recognize What bodies of
watercolor patterns about how water is the
paint. local weather child familiar
conditions change with? What can
PK.SCI.8. [P- daily and they share
ESS2-1.] Asks about them?
seasonally.
questions,
makes
observations,
and collects
and records
data using
simple
instruments
to recognize
patterns
about how
local weather
conditions
change daily
and
seasonally
Outdoor Library/ Math and Manipulative Music and
Play Writing Movement
Fish for a Number: Provide small magnetic
The children Turtles: Add Turtlesnumbers, a magnetic wand or a pretend fishing Freeze Dance:
will play with pole with a magnetic end, and a set of dot
chalk, hula
(National Geographic Play different
hoops, dance Readers Series Levelcards. Invite children to draw a card from the kinds of music
to music and 1) by Laura Marsh set of cards, determine the number of dots on on a radio, CD
songs with
and Sea the card and then fish for the number.
Turtles player, or
instructions,
play Red light, (National Geographic computer and
Green Readers Series Level PK.MATH.2. [NY-PK.CC.2.] Represents a number
Light, encourage the
123, Simon 2) by Laura Marsh to of objects (0-5), with a written numeral 0-5 children to
Says, and other
non-rigorous the classroom library. (with 0 representing a count of no objects) dance freely or
activities. Invite the children to copy
compare and contrast movements.
While outside the different types of Pause the music
the children will
turtles. at various
use their ears
to listen to the points and
different PK.AC.3 encourage
sounds they
Demonstrates students to
hear in our
neighborhood.understanding of “FREEZE!” when
what is observed √ they hear the
Describe Opportunity for music stop.
what you see Assessment: What
outside. similarities and PK.PDH.2. Uses
differences does the sensory
PK.PDH.4c child notice between information to
the different types of plan and carry
turtles? out movements
Writing

Stuck in the Rain:

Invite children to
draw, dictate, or
write a narrative of
a time they were
caught in the rain or
snow, and how they
felt about the
experience.
PK.ELAL.15.
[PKW.3] Uses a
combination of
drawing, dictating,
oral expression,
and/or emergent
writing to narrate an
event or events in a
sequence
Science Cooking and Table Toys Sand and
Nutrition Water
Land or Table Puzzles Bristle
Water: The children will be Blocks Builders Wash the
Provide an able to identify the Dishes: Add
assortment of foods they eat. The Dinosaurs Wild child-friendly
small animal children will use the Animals
five senses to soap to the
and sea describe their food. water in the
creature toys Patterning Beads
They will describe the sensory table as
(e.g., dog, taste; sweet, salty, Letters Beads
well as child
cow, fish, sour and spicy. The friendly dishes
shark, etc.). children will learn how
and washcloths.
Invite children to clean up after
themselves when they Invite children
to sort the are finished eating. to wash the
toys into two This helps them to dishes and talk
categories: promote healthy about how
those that live habits. water helps to
in water and keep things
those that live Why should we clean
up after ourselves? clean.
on land. Use a Why do we need to
blue piece of wash our hands PK.SCI.4. [P-LS1-
paper as a before and after 1.] Observes
base for the eating? familiar plants
water animals PK.PDH.8.A
and animals
and green for PK.PDH.1.b (including
land. humans) and
describes what
PK.SCI.4. [P- they need to
LS1-1.] survive.
Observes
familiar plants
and animals
(including
humans) and
describes
what they
need to
survive