Theme: All about meDiscussion about the body and the face. What can we do with Our hands: what do you see on your hands? Compare hands Discuss ME:Likes and dislikes.our body?(jump, dance, run, walk...) What‟s on our head? with a friend. What can we do with our hands? – Use Make a collage using pictures of what they like. They can(eyes, ears, mouth, nose) - OUTSIDE magnifying glasses. Sing 10 little fingers / Itsy Bitsy spider – find pictures on magazines and advertising sheets (from INSIDE grocery stores) - OUTSIDEDiscuss babies: Does Discuss families: use familyanybody have a baby at vocabulary (mother, father,home? What can you tell us brother, sister, grandmother…)about babies? What did What do you like to do withyou do when you were a each member of your family?baby? Use dolls as babiesand let children show howto hold, dress, feed a baby.Paper plate face: children will use Hand print: children paint the Favorite game or toy: children Baby scribbles: use white crayons Family page:glue family photo on athe paper plate as the base for a inside of their hands (use thick can choose their favorite toys to draw and write on a white paper and ask each child what isface. Yarn can be used as hair. Cut paint) and hand print their hands and play around the classroom. - paper and then use watercolors to his/her favorite(s) family time orthe mouth and nose out of paper on a paper (2 hands). Write left INSIDE find out what they have drawn. activity(ies) . When everybody isscraps. Bottoms will be used as eyes. and right under each hand. When OUTSIDE done, read each activity to the class.Children will glue things according hands are washed, sing the “ten If we have time left, children canon what they observe on their little fingers” song with them. draw their family on a paper. Teacherfriends‟ faces. - INSIDE can help writing the name of the family members, according on what each child says. Theme: Patterns and sequenceSing and playIf you are happy and you know and also make Demonstrate patterns now with three different materials. Build Play Simon saysnew patterns with them. Clap, stomp, jump etc. a tower with the children using legos. Always asking “what comes next‟?Make a collage using polka Outdoor activity: Make adots (blue) and stripes sequence of things they can(yellow) of colored paper. do outside. Ex: Water theHave the dots and stripes plants for 5 minutes, play oncut before the activity. Get the sand table and at last playa big white paper at the playground for another(cartolina) and make two 5 minutes. They should staylines (one vertical and one only a few minutes doinghorizontal making four big each activity and repeat atsquares/rectangles. The least twice each one.idea it‟s to make a pattern Note: If it‟s raining, play on thelike this. centers. Use a sign to have the children to understand it‟s time to move to the next
dots stripes activity/center or place outside. (Ex: Clap hands) stripes dotsPatterns and Sequence U3: Make necklaces using the Play different sequences of Make our own Play dough Review the concept ofHave two types of materials concept of patterns and sounds. Use the musical and work the sequence patterns and sequenceson the table or floor Ex: sequence. Use three instruments to do this concept playing with blocks and alsoColored cans, colored blocks, different shapes or colors of activity. Give to some of play the songs:wood blocks, etc. Show the beads. children shakers and wood 1/2 cup saltchildren how to make a sticks to others. Choose 1/2 cup water -Head and shoulderspattern and let they do by only two or three kinds of 1 cup flour -If you are happy and youthemselves. Use always the instruments. Make with food dye (red) knowquestion “what comes next”? them patterns of sounds Mix all the ingredientsduring the activity and then organize them in a sequence. INSIDEIntroduce groups:make Sorting into groups: get a box with Sorting by color: Have at least 20 Play TIPTOE:set some shapesa boy and a girl group blocks and ask each child to get 1 different items in 2 different of 2 different colorswith children. Select or 2 blocks. Once all of them have colors. Give each child one (red/blue) and shapessome children and ask in the blocks, ask one child to place item. Make 2 yarn circles on the (square/circle) and sizeswhich of the groups they his/her block in the middle of the floor. Ask children to put their (large/ small) and placeshould go. Make other table/circle. Make a circle around items in a circle. Let them do it them on the floor, usinggroups using different this block using yarn. Ask another by themselves. Once some of tape. Give childrencriteria and items child to do the same. If the blocks them had put their items, if they instructions on how to play(forks/spoons; are different, make another yarn are not sorted by colors, ask and ask them, one at ared/blue/yellow; circle, and do it until all blocks are them how we could regroup. time, to step on a shapelong/short pants; inside a circle. If some of the blocks You may suggest making it by (large/small, red/blue,long/short hair) as different, you can make a colors. Once all the items are in square/circle). You can also “different block” yarn circle. P.S. the circles you can say: “this is a ask children to put their Children should place the blocks group because they are all red/ hands on a shape and their and say why they are placing the blue”. feet on a different one. blocks in that circle.Making groups: use Sorting by use: use playhouse Sorting by shapes: Have 20material available in the material – food, dishes. Make 2 circles and squares cut out ofclassroom and set them circles or use 2 boxes. In one of any color of paper. Make 2on the table so children them, put things we eat. In the other circles on the floor, not touchingcan make groups sorting one, things we use to eat. each other. Discuss shapes andsimilar items ( name them. Tell children we willpaintbrushes; sponges; be making shape groups. Haveblocks; colored paper; each child place a few circles/balls; bottoms and any squares on the groups and tellother items you find in them: “This is a group becausethe classroom) they are all circles/squares”. Pairs / ShapesUnit 5 – Pairs Sock game: Cut out five pairs of Opposite pairs activity: Unit 6 - Shapes: circle sock shapes by color. Decorate Present to children a few oppositeIntroduce pairs: Discuss things some with dots, stripes, zigzag, situations, objects, pictures etc. Let Culinary: Making our own pizza -that come in 2‟s. Find pairs in etc. Give the children the cards them see the difference and talk Banana and cinnamonmagazines: legs, eyes, ears, and let them help you to find the about it. Individual pizzas (brotinho)
shoes, etc) Make a collage. pairs. Examples: -mozzarella cheese; -Sun and rain pictures - bananas -Happy and sad - cinnamon and sugar -Warm and cold water Let the children make their own pizza. -Salt and sugar Give each child a pizza shell, banana -Big and small objects slices and some cinnamon and sugar. -Black and white Work vocabulary: circles, big and small, -In and out (use small plastic cups colors etc. Bake for 10-15 min and have with small rocks, beans) for snack! Enjoy -Over and under -Turn on and off the lights -Open and shut the windowDramatic play: Line up pairs of Play memory game: Hide big and small objects on the Surprise circles:Ahead of time, drawthings: dolls, blocks, plates, etc. Give each child a picture made sand box. Let the children find simple circles on to white paper with aCount with the children. Show before (shape, number or color). them and sort in two different white crayon. Give the children thethem the objects are the same The goal of the game is to let containers. paper. Let the children paint across theand let them play and explore them find their match It can be anything (toys, lids, paper with a paint wash (half water andthe toys bottles) half paint – choose a color)Circle hunt: allow children to go Review circle: Hold up a square, Trace circle template: Today Review circle: have children draw a Circles and squares: have circle andaround the class and find circles, a triangle and a circle and ask children will trace circle template circle in the air using index finger. square items, of different colors andtouch it and say “a circle!”.You which one is a circle. again, but using their fingers and sizes. Ask children to make a circle and acan hide circle throughout the Trace circle template: show a paint this time. Introduce square: show a large square group.classroom. circle template and the circle When they are done, introduce square. With the children, count the that was cut out of it to children. Shape song ((Tune – Do you know sides and the corners (1 2 3 4). Once all squares and circles are in theCircle Bear: using previously cut They will trace the shape of the the Muffin Man?): Compare a circle and a square. Ask right group, put all the items in acircles of different sizes children circle using crayons. Show “Do you know what shape this is? “are they the same?”, “what‟s the pillowcase and ask children, one at ashould glue the shapes in order to children how to hold template What shape this is? What shape difference between them?”. time, to find squares by touching themake a bear face, with eyes, with one hand and trace with this is? Change square positions and ask “is items. Each child should take at leastears, snout and nose. other hand. Do you know what shape this is, this still a square?”. Show smaller two turns. I‟m holding in my hand?” square and ask if they are both And show a circle. Sing it again squares. and show a square this time. Square hunt: Go on a square hunt in the classroom. When children find squares they should say “A square”.Finding circle shapes by Tracing circles: Now children Potato and carrot printing: using Square collage:cut square in Tracing squares: Using a squaretouch:have a variety of items on should trace the outside of the potato, carrots and paint, children different colors and sizes. Children template, children should trace adifferent shapes on the table. circle, still using it as a template. will print circles. Use A3 paper to will make a collage using these square, using paint or crayons. (do it theWhen children are familiarized When they finish, allow children do it. Leave 2 colors of paint in shapes, trying to fill all the blank same way as Tuesday‟s activity, using awith them, put everything inside a to decorate their circle using plates or bows on the table, with a spaces of the A3 paper. square this time).pillowcase and one by one they crayons, felt pens, colored thin layer of paint.have to find circles by touching pencils, colored glue or glitter. Children dip the potato or carrot in Once they are done, children canthe shapes. Children should the paint and print it on the paper, decorate the square that was cut out ofremove the shape and show as many times as they want or the the template with different material andother children, and then return paper allows. can bring it home (if dried).the item back in the pillowcase. This is a good activity to be doneEach child should take at least 2 outside.turns.
Square: Skyscraper Activity Square: Square mask Triangle: Triangle FishCut out tree squares for Use a white cardboard Sort the triangles into big,each child. The squares paper to cut out one big medium, small, and tiny.must have different sizes. square for each child Use an A4 paper and glueRed, green and yellow (face). Cut the eyes, the medium triangle (thesquares. Cut small blue mouth and nose in tail) onto the big trianglesquares for the windows. squares too (different (the body), then glue theEach child will build their sizes). Let the children small triangle (the fin) ontoown skyscraper on a sheet decorate the mask as the bodyand at last glueof white paper A4. they wish. the small circle (the eye)It will look like this. Use popsicle sticks to finish onto the body and the tiny the activity. Children can triangle (the mouth) onto take home! the body. Square Song Build a tower with the kids Sing to You Are My using only squares. We Sunshine can use those big blocks I am a Square, a lovely that are close to the Square, dramatic center.I have four sides, theyre all the same. I have Four corners, Four lovely corners, I am a Square, that is my nameSquare hunt: Find squaresaround the classroom/school. Talk about big,small and different colorsTriangle crown Triangle snake: Children Pinwheel painting:Children Shape hunt: Hide objects in Shapes Mobile: using circles,(decorating):Children will will decorate 5 pieces of will paintthe triangles to the 3 different shapes squares and triangles, make adecorate triangles using triangles using crayons, make the pinwheel ahead (circles, squares and mobile with children. Mobile willlittle triangles of golden glitter and colored of time, so we can put triangles) and send children be taken home.paper. pencils. together in the second part off on a shape hunt. of class. They can paint each triangle and side in a different color.Triangle crown (putting Triangle snake:children will Pinwheel: Make sure the Paint mobile shapes:paint the New shapes and pictures usingpieces together and glue triangles in order to triangles are dried. With pieces of the mobile so it can already known shapes:eachplaying): Help children get a snake. We can use children, put the pinwheel dry until Friday. Paint it in child will get a piece of papergluing the triangles so we glue or paper fastener to together, using straws, different colors. The pieces and different shapes (circles,have a crown. When it‟s do it. There will be a paper fastener and a circle will be already cut. triangles and squares). Theyready, allow children to special triangle for head made of hard paper. Once should make pictures and otherplay make believe wearing and tail. Afterwards, they are ready, children shapes with these pieces. Helptheir crowns. children can play whit can run around and watch them gluing the pictures and their triangle snake. the pinwheel go round and new shapes. round.
Theme: Floaters and SinkersWhat sinks what floats: have 2 pieces of Water, sand, soil and gravel: fill a clear jar or a How many marbles it takes to sink the Make a graph: according to your notes on thepaper – one written “sink” and the other bottle (something you can close tightly) with boat: using the clay boats they made clay and foil boat, make graphs with children.“float”. Get some everyday material water. Show to the children it‟s only water. Now yesterday (or they can make new ones), You can use one small square (in different colors)available in the classroom, such as show some sand and ask the children if they ask them how many marbles does it take for each marble or paper clip it held. Place paperpaperclips, play dough, straws, coin, plastic think the sand will float or sink. Add sand to the to sink the boat. Start putting one marble clip and draw a marble to show which material itplate, crayon, pencil. Ask children if they water. Now close the bottle and shake it. What and add one at a time for each boat. is. You can put the children‟s names at thethink each one of this objects will sink or happens to the sand? Now add some soil and How many marbles it takes to sink the bottom of a card board paper and make thefloat. Put them on the written paper. Then gravel to the water. Shake the bottle again. boat? Record number in a piece of paper. chart vertically. After chart is ready, count withtest each object and replace them to the Now observe what happens. Place on a table children. Ask whose boat held more paper clipsright category. and tell children not to touch, but observe as and marbles and whose boat held less. time passes. Ask them what changes they‟ve noticed.Dancing raisins: in a clear glass of sparkling Clay boat: give each child a ball of clay (not Foil Paper boat:first show children the foil Construct a submarine: using a glass bottle and awater add 2 or 3 large raisins. The raisins will too big) and ask them to put it in the water. paper. It can be folded, rolled, crumpled, balloon, construct a submarine. First put the bottlefloat for a time, and then sink, and float Does it sink or float? Now make the balls into but it also rips easily. Each child will get a into de water. It‟ll sink. Then put the balloon insideagain, and then sink. This happens because bowls. What now? Does it sink or does it float? square of foil paper. Ask them to make a it a blow the balloon using a hose. The bottle willof the bubbles that make it lighter. The same Ask children now to make their own clay boat boat that will float in the water. Once they float. Explain the reason why this happens.happens to the fish. When they have air and test if it sinks. finish, they can go and test their boats in(bubbles) in their swim bladder they float. the water. If some doesn‟t float, help childWhen they want to sink, they let the air out. with his/her boat. Once everybody has a boat, start adding gently paper clips to them. Count how many paper clips each boat holds. Record how many paper clips each one held in a piece of paperSunflower art Yummy flower:Use paper plates and Create a flower with fruitssunflower seeds. Let the slices. Slice some oranges andchildren paint the paper strawberries for the petals!plates in yellow and then glue Kids can build on theirsome sunflower seeds right in “flowers” and then enjoythe middle. afterwards,Outside play / wateringplants Free playDecorating a vase: Planting fun:Use colored glue to make Use a big basket to put someunique designs on precut soil. Get the “vases” painted,soda bottles. Each child will scoops and shovels. Havedecorate their own vase for each child help you plant athe “planting fun” activity. sunflower seed. Use watering can to water your seeds.Fruits/vegetables that sink Close sinkers and floaters: getand float:you can use some material used during thisapple, carrots, eggplant, past weeks. Ask children if theygourd, tomato. Ask children remember it will sink or float.if they think they are going Put them into different groups.to sink or float. Then put all items in the water and see if children were right. Ask each child what was
his/her favorite sinker/floater.Five layer density:Using aglass container with lid,make a five layer densityexperiment. First addhoney, then the soap,water, oil and coloredliquid alcohol. The layerswon‟t mix. Explain childrenit happens because theyare all different. The honeyis “heavier” and thealcohol is “lighter”. We canshake it and watch all theliquids go back to its place. My five sensesIntroduce 5 senses:Talk about our five senses (vision, hearing, smell, Discus blindness: tell children there are some people that Experiment: Use a cake tin. Pour some milk to cover onlytaste, touch). You can use a mirror and colored shapes for vision can only see partially or see nothing. Blindfold them. Ask the bottom of it. With the eye dropper, drop 2 or 3 drops(and also tell them to close their eyes and tell you what they see, what they can see, what‟s going on around them, what of 3 different colors of food coloring. What is happening?smell, feel…). For hearing, make some sounds with hands and feet, they can hear… Now drop 2 drops of detergent to one side of the tin.shake something. For smell, we can get some mint leaves outside Make pairs. One of each pair will be blindfolded and the Observe. Add another drop to the other side.and give them to smell. To taste, we can give them a little bit of salt other will help him/her to move around (the blinded child What is happening? – Discuss.and a little bit of sugar to try. And to touch, we can use cotton and will touch the other child‟s elbow). Explain they have tosome sand, so they can feel the different textures. We can try to do be gentle. Then, change the blindfolded children andall 4 senses, but vision, with their eyes closed. Some kids may not be repeat. Supervise at all times. Try to remove things thatpatient. We can use TNT to blindfold children. Ask children, after can be dangerous.each sense, what part of our bodies are we using.Sight: Look around theclassroom. What do yousee? Shapes? Colors? Bigand small things? Play “ISPY”: “I spy with my littleeyes something that isbig/small, round/square,blue/yellow (something yousee in the classroom). Tellchildren to put their hands inwhat they think you wereseeing. If they guessed itwrong, give more 2 or 3hints. Do it 3 times.Story time: Brown bear, Story time: My eyes Hearing: Have ready 4 pairs Story time: Sounds all around Story time: The very quiet cricketbrown bear, what do you of canister filled withsee? different material. Discuss Discuss deafness: ask Play “Bones- No Bones”: this should Mirror Game: teacher hearing and ears. children what would be like be played outside. Explain what does an action and Everybody quiet now: not to hear. Tell them that bones are, that they help hold upMaking binoculars: children copy. Each child “What do you hear?”. people that can‟t hear or your body so you can do things. Can you feel any of your bones?
Children can decorate can have a turn. Then pass the canisters, one hear a little bit are deaf or Without our bones we would betoilet paper tubes (2 per Then get the mirrors and at a time, to all children. hearing impaired. Ask if they just like a floppy toy (you can showchild). You can put make funny faces with After all the canisters had know someone that is deaf. them a floppy toy, such as a clothcrayons, colored pencils children. gone around, show children Now everybody closes ears doll or a teddy bear).and markers, cut paper what they have inside. Then using hands. “What do you Explain that while they hear theand glue on the table. place all the canister on the hear?” music they can WALK around (Bones). Once the music stops, table or center of the circle Tell children that people who they have to flop on the floor and and ask children to find the cannot hear have a sign say no words (no bones). Suggest pairs, only by hearing the language. Show the sign other movements to do while they sounds, not by opening language cards. Then teach hear the music (Crawl, run, spin, them. Shake and listen only. children some words in jump, swim, hop, gallop, be a LIBRAS/ASL*. frog…). If you have time left, allow children to hear to some music and dance just as they wish to.Putting the binoculars This is the way song: What do you hear: Go Making paper plate shakers: Different shakers: now we aretogether and spying: with This is the way I blink my outside. Everybody sitting we will need 2 paper plates going to make shakers usingteacher‟s help, each child eyes, blink my eyes, blink down, with eyes closed. per child, stapler, tape, yogurt containers. Children canwill make their own my eyes, this is the way I What do you hear? Birds, markers or colored pencils, color a piece of paper as theybinoculars. Use hot glue to blink my eyes children playing, airplane, beans, paper clips, rice or wish and chose a differentmake it faster. When it‟s So early in the morning traffic, wind… You can tell any other thing to fill the material to fill the containers.ready, go outside to „spy‟ them to pay attention in shaker. Wrap the container with thethings. Just tell children not You can go outside and some specific sound. Children decorate their paper children colored and fill it,to run or walk with the do different movements plates and then choose the closing with paper and maskingbinoculars on their eyes. and play this game just Play “Who am I game”: material they want to use to tape. Let them play for a fewWalk, stop and look. Don‟t like “Simon Says”, as you children sit in a circle not fill the plates. minutes.send the binoculars home sing the song. You can touching each other, facing Help them stapling the Now ask them to put all shakerstoday. also repeat the “I SPY” outward and covering their plates. Use masking tape away. game outside. eyes. Teacher touches one around to make it leak proof. Teacher gets an object that Also, give children the child to go to the center The shakers will be kept at makes a clear noise. Everybody binoculars so they can and say “Hello, it‟s me!”. The school. seated on the floor. Teacher look and explore around. other children have to guess Once they are ready, repeats sound 1, 2 or 3 times (no The binocular can be sent who this is by hearing the children can play with them. more than 5 times) and children home today. voice. need to repeat the times clapping hands. Do it until all the Story time: The Ear Book children understand it. Allow all children to play the teacher, Try to make patterns and ask children to clap. (XX XXX – clapclapclapclapclap) XX X, XX X (Clapclap clap, clapclap clap)
Hearing sense: Sense of smell: Sorting activity: Sniff Paint: Mad Scientist Sachet: Use small fabrics bags and fillPut on a puppet show! Collect Use several yogurt containers. Second day: Blindfold the them with potpourri or cotton ballsall kinds of stuffed animals and You can have the children to Using paint and a very small children and let them dig in the filled with essential oil (Be sure thatuse the Brown Bear book as a sort them by good smells and amount of glue, add a few bowl of Jell-O. Let them explorescript. Tell the children how it‟s bad smells (not everyone will the texture and smell it. the oil is at the center of the cotton or drops of essence to each color.important to be in silence to come up with the same results They can also have some of the Let the children paint their cards it may stain the fabric). Fasten thelisten to the show! for this). They can also sort candy that is hidden.After the teachers are done them by kitchen smells and (use cardboard white paper) sachets with ribbon. They will choosepresenting the story, children bathroom smells. Talk about and hang to dry. Let they their favorite fabric and scent tocan take turns and also how they came up with their Story time: Strawberry and scratch the paint when it‟s dried make the sachet. Have the sachetspresent a show. sorting. We can make a chart the big hungry bear or graph of the class results. to smell the card. Scents: pre-glued before with one opening to You can see which smell was strawberry (red paint), voted the worst and which add the cotton balls. Give each child chocolate (brown), lemon one the best. Kitchen scents: a few cotton balls and let them addStory time: Animals sounds Garlic, onion, spices, vinegar, (green), pineapple (yellow), juice, coffee beans. orange (orange paint). a few drops of their favorite oil scent. Bathroom: Perfumes, wet They will take it home. wipes, scented lotions, soaps. P.E: 14:30 – 15:00 Story time: The nose book Story time: The gingerbread boyMovie: The “PURRfect” DVD Match smelly game:Collect a Smelly art: Cut a bear shape out Cook class: Mm’s brownies MAD SCIENTIST SOUP (two days) number of dried herbs (tea of a white cardboard paper. Let -1/2 cup butter, melted bags can be used), spices or First day: Need: 3 Jell –O (can the children mix sand, cinnamon, - 1/2 cup unsweetened cocoaThis movie has interesting flowers that have a strong coffee powder and chocolate - 1 cup sugar use different colors/favlors) for smell. Glue some of your power. Spread some glue all over - 2 eggssounds (birds, mice, squirrels, each group and candies in "smelly" items on cardboard it and cover the bear with the - 2 teaspoons vanillabugs) and images to entertain cards pre-made before. Make sand and cinnamon mix. They - 1/2 cup flour different bugs shapes such aschildren and explore their sure that you dont can add face features using their - 1/4 teaspoon salt completely cover the "smell" worms, etc. Demonstrate to the creativity. Some Mm‟shearing and sight senses. with glue or contact Smells: children how we make Jell-O. dried herbs (oregano, basil, Directions: rosemary, etc), spices Let them help mixing the (cinnamon, etc.) and flowers 1. 1-Preheat oven to 350°F. ingredients and smell. Find a big bowl and fill with it. 2. 2-Grease an 8 inch square pan or line Put in the fridge to make it nice with foil. and cold. After 1hour and half 3. 3-In a medium bowl combine melted mix in the candies like worms and other bugs. butter and cocoa and stir until cocoa is dissolved. 4. 4-Add sugar and mix well. 5. 5-Add eggs one at a time and stir until well combined. 6. 6-Stir in vanilla, flour and salt until you no longer see any flour (do not over mix).
7. 7-Fold in Mm‟s and spread in pan and bake for approximately 25 minutes. Story time: Bunny cakesIntroduce taste – What part Story time: Blueberries for Story time: The hungry Story time: The gingerbread Story time: Ruby’s Tea for twoof our bodies can taste? Sal caterpillar boyWhat are the tastes you like?And the ones you don‟t like? Sour, bitter, sweet or salty? Teasing our brains: Favorite food collage: Tea party:Your nose helps you to taste Have some lemon juice, If food has a different color Children will look at Prepare different kinds of teathings. unsweetened chocolate, than normal, the brain will magazines and try to find and throw a tea party! potato chips and get mixed signals from the pictures of their favorite food We can do it as a picnic in theHave some pieces of apple candies. mouth and the eyes. The (we can give them also grass.and potato, without peel, sothey look the same. Give While tasting the different food will seem to taste grocery store‟s propaganda, Prepare a nice table.each child a piece of each. samples, encourage them different. Try serving green where they can find lots of Ask children if they know whichTell them to smell, touch and to say “sour, bitter, sweet mashed potatoes, blue foods). flavor is the tea they are tryinglook the pieces. Do you and salty”. cereal with milk and red Once they finish looking, they and what‟s their favorite.know what they are? Tell children we have popcorn. Ask the children if are going to make a collageNow close children‟s noses “taste buds” on our the food tastes different. about their favorite food.(one at a time) and ask tongues and they are Food coloring doesn‟t havethem to give a little bite on who help us to taste a flavor, so the change inthe potato and the apple. things. taste is really just in theirDo you know what are you Ask them which is their heads.eating? favorite and which oneThen release the nose and they liked the least. Leave some food withoutask them to give another coloring so after they tastebite. Can you recognize Before tasting, they can the colored food they canwhat you taste? smell and look at the compare on to the otherStory time: You Cant Taste a different food.Pickle With Your EarMystery tastes: have one Pudding paint: World food: The same, but different: Blindfold taste test:toothpick for each child,sugar, salt, water and Prepare vanilla pudding Serve food from other Serve grapes and raisins and Put a blindfold on the kids andvinegar, each in small and and tape paper to a cultures so the children can baked potatoes, fries, and have them describe what theyclear containers. table. Teachers can pre learn about what people mashed potatoes while the are tasting. Let them guess whatAsk children to smell and mix food coloring with the from around the world eat children are blindfolded. Ask the food is. They can smell itlook the sugar and salt. Ask if pudding or let the children them if they know that each before tasting.they look (white and grainy) do it. Give each child Different culture recipe: of the things they ate wereand smell the same. Thenshow the containers with their own container of actually the same thing. The We can serve food that wewater and vinegar. How do pudding, and then let We can serve pb&j(peanut way food is prepared makes already used to work with themthey look? Do they look the them use their fingers to butter and jelly) sandwiches it taste different. (crackers, fruits, popcorn,same (liquid and clear)? do the rest. Talk about as a favorite from children in pudding)Tell them that now we are how it feels between their the USA. Children can be blindfoldedgoing to find out if they are fingers, about the taste, for this activity. (give small bites!)the same, and our tongues and the smell. Other food that we canwill help us. Don‟t worry about them serve is Ninho de NozesPass the sugar around and eating it. (Arabic) or Pasteis de Belemtell them to take a pinch Children can choose the (Portuguese), which areand try it, but don‟t say what colors they want to mix in desserts.it is (it‟s a secret). Repeat this the pudding.
now with salt. We can also prepare withUse an eye dropper now to them an Indian tea recipe.pour one drop of water onchildren‟s tongue. What is it?Then repeat with vinegar.What is this?Explain that we know thedifference of taste becauseour tongues help us.Story time: My hands Story time: Here are my Story time: hands Hand, Hand, Fingers, ThumbTouch: Introduce touch. Saythat our skin is responsible for Texture hands:this sense. What can our Have ready 5 trays withfingertips tell us? Touch the different material: rice, Playing with GOO: Makefloor. How does it feel? sand, beans, cotton, corn goo with children –Smooth or rough? Hard or meal, oatmeal, small ½ cup of watersoft? Warm or cold? Touch pasta 1 ½ cup of cornstarchother things, like clothes, hair,lips. How do they feel? Draw each child‟s hand in Food coloring a piece of cardboard. Mix ingredients in a bowl,Mystery box: put some Children put some liquid using a spoon.material with different glue in ONE of the fingerstexture in the box. We can drawn in the cardboard Let the children play withuse different kinds of paper and gently turn it over on the goo. It‟s good to putand fabric, feathers, cotton, one of the five trays. their art‟s T-shirts on.sandpaper, containers with Continue doing that,rice and beans and any putting glue in one finger Is it hard or soft?other material we can find. at a time, until all fingersAsk children to touch them are texturized. Put some small plastic itemswith hands, cheeks and Don‟t send it home today. in the goo so the childrenother parts of their skins. They can play with them (plasticcan pass the material balls, animals, letters…)around to other children.Rubbings: If weather allows, Texture Walking: Using Feeling water: Have someask children to take off their pieces of card board, warm, cold and roomshoes and socks. You can attach several different temperature water in differentput them in a box. types of materials to the containers.Go outside and let them feel pieces of paper. Good First ask children to touch thethe different ground textures materials to use are cold water and then touchwith their feet and hands the room temperature water. sandpaper, bubble wrap,(cement, grass, tile, walls…). How do they feel? cotton, cellophaneandThen hand each child a Then ask children to touch thepaper and a crayon cut in tape. Let the children take warm water and, again, thehalf. Ask them to place the off their shoes and walk or room temperature water.paper in a surface and hold crawl across the different Why in the first time the roomit firmly. Then use side of textures. They will explore temperature felt warmer andcrayon to rub firmly in the the sense of touch using in the second time it feltpaper. The texture should their feet instead of their colder?show through. Make the hands. After that, let children play inrubbing in 3 or 4 different the water table with smalltextures, using a corner of Optional story time: toys.the paper to make each The Foot Book AND/ORone of them. Once they Sand table: hide somefinish, regroup and make a different objects in the sand
circle. Count how many box. Blindfold children and different textures they got. take them to the box. Ask Put the children‟s name. them to find the different Then ask them to find and objects only by feeling them. put on their socks and shoes. What do you think it is that you found there? After every child found at least one object, let them play in the sand box using plastic kitchen utensils. Sense of smell with Play dough Sense of Touch and smell: Sensory Gross Motor Activity: Sense of the Make a five senses book Sense of taste and smell. Popcorn Texture Painting : sound: The Bell GameMaterials: Use white paper and give to Materials / Ingredients One bell. Description: During guessing game:Prepare three each child a “book” so they 2 cups flour circle time, teachers give one can glue and decorate. Find Materials: Paint in a variety of different flavors of popcorn. 1 cup salt child a bell and have them go body parts related to each Water to achieve desired colors, sand, beans, spices, small and hide. When the child is Blindfold players and feed them sense and Illustrate book with consistency, usually 1-2 cups rocks that are on the science hidden, instruct the child to start magazine cut outs. “I can center). Description: Offer painting the popcorn; have them guess the Powder juice (ay flavor( ringing the bell. The other smell/hear/taste/see/touch Food coloring (any color) experiences with paint and one of children are then to follow the flavor. Find out their favorites. the above options. Encourage sound of the bell to find the children to use words to describe Flavors: Chocolate cheese and child. The child who finds the P.E: 14:30- 15:00 Music class: 14:30-15:00 what they see, feel, and smell. hidden child is next to get to original (plain)Story time: Max’s hide. Play outside. chocolate chicken.Story time: Green eggs and ham Story time: Helper’s choice P.E: 14:30- 15:30 Story time: My five senses A Texture Book: Story time: Fell the wind Story time: The nose book Centers exploration: Choose two A variety of different textured Mystery box exploration Gross Motor Activity: RIBBON OF centers two be explored. We can materials such as cotton balls, SOUND:spread some arts materials on one scraps of velvet fabric, aluminum table and some puzzles on the foil, sandpaper, dried leaves etc.other table. Let then decide what Large sheets of oak tag or Combine items to explore the five Sit in a circle. Each child move to do, always explaining each construction paper, crayons, senses: corn flakes, shakers, around the circle making a center, showing all the materials scissors, stapler and old cotton balls, feathers, small toys, different sound and movement. magazines. Make the Book etc Play outside. After the textured pieces are sorted into piles, invite children to choose a pile and make a collage. Use each collage as a page in the book. When the book is completed look at the pages together and asks preschoolers to give you descriptive words and phrases that describe each page. Write the descriptions on the pages and enjoy your completed book together. Place the Texture Book on display for children to "read" and touch.
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