This document outlines a week-long study for teachers and students focused on what and how birds eat. It details the daily schedule, including questions of the day, book readings, activities, and changes made to interest areas in the classroom to support the study. Key activities include going for a walk to observe birds, making dirt pudding and adding worms to represent bird food, pretending to have bird beaks to explore what's easy to pick up, and creating a bird feeder to observe birds eating. The goal is to engage the students in exploring how birds find and consume food through hands-on lessons and investigations.

1. Teachers: Mary, Valerie, Karen, Emily, Lynea Date: July 22-26, 2019
Study: Birds Investigation: What and how do birds eat? Commitment: I commit to follow instructions.
Monday 22 Tuesday 23 Wednesday 24 Thursday 25 Friday 26
Question of
the Day:
What do birds eat? How do birds eat? Where do birds get their food
from?
Who eats birds? What do birds eat in the winter?
AM/PM mtg
Leader:
AM Emily
PM Karen
AM Mary
PM Mary
AM Mary
PM Mary
AM Val LK 8-2
PM Mary
AM Val LK 8-2
PM Karen
AM
Phonemic
Awareness
group:
LC 7-5
Walk to New Russia
Township Park - talk about
the birds we see during our
walk there and back. Are
they catching food?
3yr old- Week 2 Mon
Preschool- Week 3 Mon
PreK- Week 3 Mon
Emily covering for Val
3yr old- Week 2 Tues
Preschool- Week 3 Tues
PreK- Week 3 Tues
Mary covering for Val
3yr old- Week 2 Wed
Preschool- Week 3 Wed
PreK- Week 3 Wed
Preschool- Week 3 Thurs
PreK- Week 3 Thurs
Book:
Have you seen Birds? by
Joanne Oppenheim
The Little Red Hen by Jerry
Pinkney
The Little Green Goose By
Adele Sanone
Don’t Let the pigeon Drive the
Bus by Mo Willems
Lazy Ozzie by Michael Coleman
PM group:
Watch worms move on a
light table. Then set free
into our garden to help it
grow.
Emily
Dirt Pudding- make pudding
and complete the recipe on
Wednesday - See recipe on
the pudding box CM 11-1
Mary
Dirt pudding- take the pudding
previously made and add crushed
Oreo cookie and gummy worms
CM 11-1
Mary
Pretend to have bird beaks and
use tweezers to pick up various
classroom items, what is
easy/hard to pick up? Children
will separate items into “easy”
and “hard” to pick up tray.
Mary
Make a bird feeder. Pg 3 Put it out
on our playground children can
see the birds eating from the bird
feeder they made together.
Val
Intergen/
Other:
Patterson Lounge 10am * Emily
Swimming- Rose, Eleanor,
James, Matilda, Hans, Kaya
Lynea, Karen, Maya
1 on 1 visits with Emily*
*Children are asked who would like to participate weekly and are not assigned certain weeks to participate.
Groups are done during Free Play in the Interest areas. These are the Changes to Interest area Based on Children’s Interests/Study:
Dramatic Play (V): Bird nest, camping
items, bird watching guides, and
binoculars added to the area. CCA 21-4
Discovery (M): Move monarch caterpillars
and chrysalises to watch and observe.
Magnifying glasses, and native bird books.
Library (K): Books about nature and birds.
CD player added with CD on bird sounds
and bird identification book.
Sensory table (E): Bird seed to be used in
sensory table throughout the week along
with toy worms to explore and manipulate.
Art (E): Blob of paint in the middle of
the paper and then use plastic worms to
make impressions.
Table Toys (K): Farm animal/hippo
counters for patterns CM 11-2 or sorting CS
13-1, alphabet popsicles LKS 8-2, launch &
learn alphabet SED 6-3 and animal twins
ATL 1-6
Technology (M): We will play the
Sunflower Letter smartboard game and
watch the bird songs video on YouTube on
the SMART board.
Music (R/L): We will have bird songs
playing for children to dance and move to
along with bird songs played on the smart
board.
outside (M/V): Going on walks to
search for birds and add our sightings to
our bird chart. CS 15-1
Blocks (R/L): Large Lego blocks added along
with foam connectors to build with and
explore.
Writing (V): Letter puzzles will be added to
area to enhance awareness of letters to
children in the classroom. PMP 18-1
Classroom rules / routines (V/M):
Follow instructions from your teachers. SS
16-4 Remind children daily commitment.
What needs extra attention/ schedule changes this week: _Making sure children that come in late still do the commitment in the mornings._______
Parent Involvement/needs (V/M): ______________________________________________________________________________________________
What worked best this week: __________________________________________________________________________________________________