Rainforest Riddles...So Fun!

My class has been working on a unit that revolved around a Rainforest theme.  I chose this particular theme at this time because:

a) Students are usually very interested in the Rainforest theme and can be easily encouraged to read and write.
b) We have an expository text on the Rainforest in our reading series and I am required to base lessons off of our core curriculum materials.  (So I would have to do this anyway.)
c) There are hundreds of free resources and extensions available online.
d) Our school was in the middle of FSA testing.  Although I don't have any students testing this year, the resource teacher next to me is testing every day which means my class needs to be close to silent for the entire morning block.  Brutal (for the kids and me.....so I held out the carrot....if we were super quiet in the morning then we could do some fun, noisy rainforest activities in the afternoon.)

One of my favorite things we did with the unit was to write our own Rainforest Riddles.  I found a free pdf from First Grade Hip Hip Hooray on Teachers Pay Teachers.  The set gives several rainforest riddles already written that the students have to solve.  It has a nice set of graphics for a simple read, then cut and paste activity.  Finally, it also includes graphic organizers to help students write their own riddles.

My class really loved writing their riddles "in secret" and creating their animal from pieces from our arts and crafts scraps/materials.  We then combined all of our animal creations to make a rainforest bulletin board.

Here's our bulletin board.  Sorry!  The picture is a bit fuzzy and I still need to add "forest floor" to our layers.

Below are some close up examples of the writing samples they did.  You can see the different levels within the writing samples, but this was an activity that all of my students could participate in.  I like these types of projects because it brings our class together as "a whole."

Dog's Colorful Day

My niece is expecting her first baby! Yay! So what's an aunt to do? Of course, I am cyber-stalking her "future mommy" page on Pinterest. I was so excited to see her pin and re-pin many felt board and felt play activities. So when it was decided that instead of giving a card at her baby shower, we would give her a children's book; I had to start thinking about which felt board books I loved so I could send her some felt play along with my book. One of my favorites is "Dog's Colorful Day" by Emma Dodd.

Dog has some very exciting, messy and colorful adventures throughout the day. The readers are encouraged to count and describe the spots that start to appear on dog's fur as the evidence of his adventures. For example, dog starts off with one black spot on his left ear, but after passing the painted door he now has two spots. One black spot on his left ear and one blue spot from the paint. The adventures continue throughout Dog's day.

My preschoolers loved interacting with this book with a felt board activity I made. As we read the book, the children would sequence the item that caused the spot on Dog at the top of my felt board in left to right progression. We would also add the appropriate spot to dog. At the end of the story, we put dog in the bath to get clean and then finally in his bed. This is a lesson the kids wanted repeated time and time again. They loved playing with the colors and the sequence of the story through the felt pieces.


Consequently, I got to have lots of conversations about colors, numbers and retelling stories through play. Isn't that the best?


 Photo credit:http://www.google.com/imgres?imgurl=http://heightslibrary.org/wordpress/explorastory/wp-content/uploads/2012/08/dogs-colorful-day.jpg&imgrefurl=http://heightslibrary.org/wordpress/explorastory/?attachment_id%3D887&h=648&w=520&sz=47&tbnid=FZAWTeo3zYglYM:&tbnh=90&tbnw=72&zoom=1&usg=__hMqMXyP36XSG5ETzjcMhWGHbaYo=&docid=xxOX9rSEuAhdaM&sa=X&ei=c1toUuvDIoq-kQeb2IGgAQ&ved=0CDsQ9QEwAQ

Re-visiting PreK Favorites

I've had a few comments recently about lessons for pre-schoolers.

If you've been reading for awhile, you know that when I started this blog I was teaching a self-contained class for preschoolers with varying exceptionalities.  You may want to explore some of the older posts where I posted a lot of what I was doing at the time.  Since I'm now thinking and problem solving for older students, I'm posting more about them!  But the oldies and goodies are still here.

Here are a few of my favorites:

Fall Festival

Hot Pumpkin

Post-It Graphs

I'm Thinking of a Word

Block Play

Sight Word Strategy

I love strategies that are "quick and dirty" and cheap!  This is a simple strategy to have children practice one or two sight words that are giving them trouble.

Simply get a washable marker and write the word on the child's hand.  Make sure to write it so that the word faces the child when the child looks down at her hand. Now remind the child that every time she looks at her hand, she needs to read the word. 

This simple strategy gives the child numerous opportunities to target that word throughout the day.  She can practice it on her own.  She can read it in line to specials, she can read it in line from specials, she can read it in line to lunch, etc., etc., etc.  The beauty of it is that it not only prompts the child to remember her sight word, but it also quickly prompts staff to ask her to read the word.   It offers lots and lots of repetition within just one day!

And I have to tell you, it works.  For the life of me, I could not remember my PIN to check out books from the library and our school librarian forever had to look up my number.  The little girl whose hands are pictured here heard us go through it one day and she told me "If you can't remember it, you need to write it on your hand!"  Since I do it for my students, I figured, I'd better be willing to do it for myself, especially since she called me out and it was a situation that mirrored when I use the strategy for them!  Do you know, since then, I have remembered that crazy PIN?

If you are going to use this strategy, you will want to check with parents first to make sure they are okay with you writing on their child's hand.  You also want to make sure to ask the child's permission.  After all, you are writing on THEIR body and it IS pretty blatant. I would never want to use a  strategy that embarrasses a child.  Most of my students this year are okay with it, however, I have 2 students who tell me "no" they don't want me to write on their hands and I respect that.  For those students we don't use this strategy.

Play based writing

I have found a lovely, photo based blog entry on supporting writing skills through a play based curriculum.

Check it out. Jenny's preschool classroom writing experiences (indoors and outdoors) are fantastic!

Let the Children Play

Cheap! Dinosaur Measuring and Science

In the current economy (and as far as being frugal and financially wise at any time!) I am always interested in lessons that can be enhanced as cheaply as possible.

My class has been involved in a inquiry based unit on dinosaurs for the past week. It seems to me that there are always easy ways to integrate language and literacy lessons in every unit, but sometimes it is more difficult to integrate math and science. Since this unit focuses on dinosaurs, science is not a problem either, but how can we integrate math concepts? Here's one idea we used.

I found these dinosaur figures at my local Dollar Tree. (Yes, it cost a whopping $1 for this lesson.)


I explained to my students that these dinosaurs were supposed to get bigger when we put them in water. We decided to measure them with a ruler, predict how big we thought it would get and then measure it after it grew.



Since I wanted to focus on some math skills, we made a big deal out of measuring the dinosaur. I left my finger on the number 4 after we measured and reminded the children that he should get "bigger." I asked them "How big do you think he will get?" as I ran my other pointer finger across the top of the ruler (showing them the most logical choices across the ruler.) They made their predictions as I recorded them and then we observed. The pictures show you where we are so far!



After we measure our dinosaur again tomorrow, we'll take him out of the water and predict what will happen. It will be interesting to see if any of the children will predict that he shrinks back to 4 inches (remember, that's where we started at our first measurement!)

Missing Pumpkin

One of my favorite lessons was designed to help a kindergarten-second grade class generate questions and improve their writing skills. We called it our "Missing Pumpkin Mystery."

For a week or so in October we had a pumpkin on display in our classroom. We were gearing up for the day we would scoop the insides out, count the seeds and carve it.

This particular group of students really needed to work on generating questions and using descriptive words within their writing. So some of the school staff helped me stage the "Missing Pumpkin Mystery."

One day after their specials period (art, music, phys ed, etc) the pumpkin was missing from the classroom. Once they noticed it, we decided on a plan of action to get our pumpkin back.

The first thing we did was to make "Wanted" posters for our pumpkin. The students took a brown paper grocery bag and drew a picture of our pumpkin on it. They then had to write three statements describing our pumpkin so "others would know if they saw OUR pumpkin."

We then decided to report our missing pumpkin to our principal to see if he could help us. (I had given him, the media specialist, our cafeteria assistant and our day time custodian their scripts so they would lead us to the next person to help us find the pumpkin.)

The children had to explain what happened, ask their questions and then describe out pumpkin to each person. The principal suggested we ask the media specialist "because he saw a lot of pumpkins in the media center." She suggested we ask the cafeteria assistant because "maybe they needed it to make pumpkin pie." The cafeteria assistant suggested we ask the custodian "because he sees the whole school make cleans up all the messes." As it turns out, the custodian "put it in our refrigerator because he was afraid it would get rotten."

We had great fun with this activity and it provided the kids with a real reason to use the skills I wanted them to practice.

"Post It" Graphs

Here's a simple strategy that we use a lot in my classroom. I write each child's name on a post it. Then I write a question on a piece chart paper and usually add visual supports for each column of the graph. Below is a picture of our most recent graph:



I like to use the post it graphs for lots of reasons:

1) They help children learn literacy skills by reading their name and their peers' names.

2) They help children develop language skills by answering questions and making choices.

3) They help children develop task related skills and focusing skills because they are actively involved and then they physically get to place their own name on the chart.

4) They help children develop social skills by learning how to take turns and wait for their own turn.

5) They help children develop math skills as we count the number of votes in each column and discuss concepts of more, less and the same (equal).

6) They help children develop literacy skills by becoming part of our environmental print in the classroom.

7) They are quick and easy to prep for! That means I don't spend more time preparing the materials than it takes the children to actually engage in the activity.

Positive Behavior Support: Solution Board

Throughout my district (as with many others) there is a large push for the implementation of school-wide positive behavior support (PBS). I am also fortunate enough to work in a community that has received a large grant to support strategies that increase mental health for children in early childhood settings. One of the initiatives funded through this grant is PBS training and materials.

Our early childhood PBS training is based on the pyramid model and training modules from CSEFEL.

One of my favorite strategies that I learned from my PBS training is the "Solution Kit." The solution kit is a strategy that teaches young children the options they may try when a conflict or disagreement arises. It helps them to learn how to independently (or with less prompting) solve problems.

You can watch a video of a teacher modeling the "solution kit" here.

Two years ago, I started using the solution kit with my pre-schoolers. I had a small plastic suitcase very similar to the one in the video and housed the kit at child level near my circle time area. While I loved the concept of the solution kit, I found the implementation to be difficult for my students. The suitcase with the clips was difficult for some of them to manage with fine motor deficits and the solutions all in a pile became quickly disorganized and overwhelming for them. I didn't want to give up on the positive aspects of using the solution kit, so I had to figure out a way to make it work for my population. Our solution kit evolved into a "solution board."


I simply printed and laminated the visuals from the solution kit and then taped them to the side of my desk. They became a permanent fixture in the classroom. The board allowed me to organize the solutions in a manner that was easier for my students to track visually and also eliminated the need for them to be able to open the kit. Towards the end of the year, for many of my students getting ready to transition to kindergarten, I could be across the room and just verbally prompt them to try using the solution board. I even had two parents who saw us using the solution board in the class and asked for the visuals to use at home!

I think the power of the solution board or solution kit (however the concept evolves for you) is that it teaches the children skills for managing their own conflicts. It gives children a measure of control over the resolution to the conflict and does not require an adult to intervene and "fix" the problem. And, ultimately, that's what we want.....for children to independently be able to come to a peaceful solution to a conflict.

Spray Bottles

It's summer time, blistering hot in Florida and we are in the second week of summer school with a group of pre-schoolers with special needs.

I love spray bottles! We have had them out on the playground at least 4 out of the 6 days we've been in summer school. But, how are spray bottles educationally relevant and why would I use them in my class?

Using spray bottles addresses the following skills:

• pre-writing skills (Look at the motions your fingers and hands use for squeezing a spray bottle. Now look at the motions needed for cutting and writing. Playing with spray bottles increases hand ad finger strength that supports writing skills.)
• peer interaction skills (Our spray bottle rules are: 1) You have to ask the person before you spray them; 2) You have to spray only on their arms, legs or body, not in the face; 3) If the person asks you to stop, you have to stop. They spray bottles and play help and encourage children to initiate play and to respond to the words and actions of their peers.)
• communication skills (Playing with the spray bottles naturally encourages conversation, especially if there is an adult supporting the play. We have had conversations about body parts, facial expressions, colors changing, opposites...wet/dry, high/low, hot/cold, playground equipment, actions...squeeze, spray, laugh, run, jump, etc. The active play generates many topics of conversation.)

All in all, playing with the spray bottles is just good summer fun! Actually, as I think about that, I'd challenge you to think about other activities that are just good fun! I bet you could find some educational relevance for pre-schoolers for those, too!

Fall Festival

In two weeks, our pre-k classes will be holding our "Fall Festival." This activity is a student, family, and teacher favorite!

The Fall Festival structure uses the same rules and procedures that the children are already familiar with from our rotations in the classroom. (We used a the same lesson structure for our Rodeo Day lessons outlined in another post.)

Fall Festival is organized on a center rotation with a teacher, assistant or parent volunteer assisting at each center. Each center rotation will last 8-10 minutes. Sometimes we have centers last up to 15 minutes, but this year we have a lot of 3 year olds, so we wanted to plan for all children to be successful.

There will be three or four children in a group. (If we add another class or more students, we will increase the centers accordingly. I want a maximum of five children at a center, three or four would be best.) Activities are designed to encourage oral language development, social/emotional development, gross motor development and fine motor development.

Key component: You want to have as many children as possible actively participating in centers at any given time. It is important to practice waiting for your turn, but more active participation at any given time equals less discipline problems. Makes sense...the students are involved in the task rather than getting in trouble.

TIP to spend less money!!!!!!! We hold our fall festival AFTER Halloween. This way the pumpkin patches and grocery stores are very willing to donate pumpkins and hay bales and cornstalks.

Morning Circle:
1) Safety comes first! (hands and feet to self...this includes hula hoops and plastic bowling balls)
2) Stay in your center until the whistle blows
3) Listen to the staff and volunteers

Centers:

Pumpkin Toss
Set up:
~Gather 6 hula hoops
~Place up to 10 or 12 pumpkins spaced apart so that a hula hoop could go around it.
~Get four carpet squares. Each child sits/stands on a carpet square. We place two in one "line" behind a set of three hula hoops and two carpet squares in another "line" behind a set of three hula hoops. It visually cues the children on where they need to be. (Every child in a group should should have a carpet square to stand on while they are playing or waiting.)

Play:
~The child sitting on the carpet square closest to the pumpkin patch tries to throw the hula hoop around the a pumpkin.
~After the turn is completed, the child who was on the "waiting square" moves up to the "throwing square" for his/her turn. The child who was throwing moves to the "waiting square" to wait for another turn. This step is important because it teaches children how to wait, but they don't have to wait for very long. When you have two lines at each center like this you have at least 50% of the class actively participating at any given time. Remember: more children actively participating in the lesson equals less discipline problems.
~Repeat until the whistle blows. The first whistle blow is the cue to "clean up". After the clean up whistle, we have children point to their next center. The second repetetive whistle blow is "move to the next center". Since today is Fall Festival Day, we will "fly like crows" to our new centers.

Benefits:
Practice social/emotional skill of taking turns. We also encourage the children to cheer for their friends while they are waiting. This helps the give compliments and recognize achievements of others. Throwing movement naturally requires students to cross their midline. Great opportunities for oral langauge. 50% of the children are actively engaged at any time.


Fall Sensory Table:
Setup:
~We have two sensory tables we are using. One is based on the "fall sensory tub" video (scroll down and look for the title) from www.Childcareland.com. The other is filled with rice and vegetables from our housekeeping center.
~If you don't have a water table, Home Depot or Lowes have mixing tubs in the concrete/masonry area that would work. They look similar to this, but I have seen others for $6 or $8.
~Gather 4 or more scooping tools or tongs tools. (Our favorite tool for the fall flowers is the popcorn fork.)

Play:
~Let students scoop and explore.
~Move flowers and pumpkins or vegetables to a "safe spot" with tongs, the popcorn fork or "cheater chopsticks."
~Repeat until the whistle bows. Clean up and get ready to "fly like a crow" to a new center.

Benefits:
Great sensory activity. The practice with the tongs and cheater chopsticks exercise the muscles needed for writing and cutting. Lots of opportunities for oral language. 100% of the children are actively engaged the whole time.


Pumpkin Dip
Setup:
~Gather mix items: Cool Whip, pumpkin pie mix, vanilla pudding, gingersnaps or apple slices. (We use this recipe from cooks.com). Also get juice boxes so students can have a drink.
~Create a picture recipe.
~Gather a bowl, a spoon, small cups or bowls and a box of baby wipes.

Play:
~Have students clean their hands with baby wipes since soap and water won't be available. ~Have students "read" the recipe with you.
~Have students add ingredients and stir the mix.
~Eat the pumpkin dip with gingersnaps or apple slices and drink a juice box.
~Enjoy until the whistle blows.

Benefits:
Students practice early literacy skills when reading the recipe. Students follow a sequence of directions. Students get a chance to cool off and have a less active center. 100% of the children are actively engaged the whole time.

Build a Scarecrow:
Setup:
~Gather enough materials so that each group can make a complete scarecrow. We use: old newspaper for stuffing, jeans/overalls, button-down long-sleeved shirts, boots, gloves, hats, large brown grocery bags previously colored orange with a face drawn on it and stuffed with newspaper to create a head, string.
~Before Fall Festival use the string to tie the ends of the sleeves and bottom of the shirt, and the ends of the pant legs so your newspaper stuffing won't fall out.
~Sort all of the materials into piles of pants, shirts, hats, etc. Let students take turns picking each part of their scarecrow.
~This year since we are reducing our time to 8-10 minutes, I will have the shirts already stuffed and have the students stuff the pants and put the scarecrow together.

Play: ~Children build scarecrow with help.
~Children crumple newspaper and stuff the pants and shirts. They choose the materials to create their scarecrow as a group.
~Because this center has a task that needs to have a clear start and finish, we use this center to time the rest of the centers. The person who is leading this center gives the one minute warning for the other centers and blows the whistle when it is time to move.

Benefits: Gross motor and fine motor skills in crumpling the newspaper for pre-writing. Many, many opportunities to develop oral language skills (colors, body parts, clothing items, choices).



Corn Bowling:

Setup:
~Before Fall Festival Day, have students color a coloring page that has an ear of corn, cut out and laminate if possible.
~Gather 2 plastic bowling sets. (We use old ones from a garage sale. The Oriental Trading is the least expensive one I've found.)
~Tape the coloring sheets of the corn to the bowling pins.
~Use painters tape to mark the spots where your bowling pins will stand. This will make set up over and over much, much easier.
~If possible use hay bales as a back stop for the pins and bowling balls.
~Gather 4 carpet squares.
~We make two bowling lanes.

Play:
~Children stand on the "bowling" carpet square or the "waiting" carpet square.
~The child whose turn it is to bowl, rolls the ball towards the pins to knock them down. (We usually give 2 turns.)
~When his/her turn is over he/she moves to the waiting square and the next child gets a turn.

Benefits:
Gross motor skills and oral language skills. Social skills and turn taking. At this center we really encourage the children to cheer for their friends and give compliments or high fives.




photo courtesy of Tigerlily 09 at Flickr Creative Commons.

Reading Activities for the Summer

The Florida Center for Reading Research has a ton of information about teaching reading skills.

As summer is approaching, many parents ask what they can do to help their child with their literacy skills over the summer.

This is one of my favorite activity packets from the website. It includes many easy and printable activities to work on letter recognition.

Letter Recognition Resources

I'm Thinking of a Word....

My pre-k students love this "game."

I start off by saying, "I'm thinking of a word. See if you can use the clues to figure out what I'm thinking about" and then I proceed to give 3 or 4 clues about my word.

For example, one night I pulled into my driveway and there were two very large rabbits in my front yard. I took a picture of them and used it during circle time the following morning. I told my class, "I'm thinking of a word. My word is an animal with very long ears. It has a puffy tail. It likes to eat grass and carrots. My word begins with the /r/ sound."

The beauty of this simple strategy is that it can be used any time of the day and requires very little prep work. We have used toys in the classroom, pictures from our Jack Hartman Learning Letter Sounds song and book, or as an introduction to a new topic.

I'm thinking of a word requires children to think critically about the information they are receiving auditorily. This helps to sharpen their listen skills and their higher order thinking skills. Since it is presented in a game format, the kids enjoy the thinking process!

Visible Thinking

I learned about creating visible thinking routines at an early childhood International Baccalaureate conference I attended in 2007. I immediately saw the value of these routines and slowly began to implement some of them with my pre-k students. In a nutshell, using a visible thinking routine structures a lesson so that children can make connections and reach higher levels of thinking about a given topic.


Hands down, my favorite visible thinking routine is I See, I Think, I Wonder. This routine encourages students to make observations and connect their thinking and questions to the observations they have made.


I have created some very simple visual supports with Boardmaker software that I tape to chart paper to create a chart to record student responses. I laminated the visuals so that I can re-use them and simply tape them to a piece of chart paper. I draw lines to create three columns and I am ready to record.


I then choose a prompt. Sometimes it is a poster, sometimes it is a page from the story we are reading and sometimes it is a set of objects that we will using to create something. I set the stage and then guide the conversation according to the routine. "Raise a quiet hand if you can tell me something you see." "Sally saw a gray cloud, raise a quiet hand if you can tell me what that makes you think." "I see a gray cloud and I think it might rain, I wonder...."


Sometimes, I don't even do a "formal" lesson with this strategy, I just model it and encourage it within conversation. For example, my fish tank in the classroom was getting algae growth on the sides. While the students were napping, I ducked off campus to pick up a "sucker fish" from our local pet store. When I came back, I put the fish in the bag, in the fish tank so it could acclimate to our water temperature. It was also a natural prompt to generate conversation and thinking when the students woke up and saw it. I just followed the thinking routine guiding their comments and observations. What do you see? What does that make you think? And then finally modeling a wonder statement (which tends to be most difficult for my students) "I wonder if our tank will change?" and encouraging them to wonder also. They watched as we opened the bag and let the fish into the tank and then we started all over again.

Book lists and vocabulary

Have you noticed my Shelfari shelf has changed? (You may have to scroll down the blog and look to the right hand side to see my shelf.)

I was originally playing with the features of Shelfari with the books that I read for myself. Then the Boardmaker listserve on Yahoo had a thread going about favorite books and correlating vocabulary.

That made me think.

Since this blog is really about education and educational strategies, what if I used Shelfari to organize the books that I use in my classroom? So I started playing with the features again.

Here's what I've decided so far:

I will post the book and how many stars I think it deserves for classroom use. Under the review feature (move your cursor over the picture of the book on my Shelfari shelf and you will be able to see my review), I will post:

theme/unit
age/grade level
concept
vocabulary words

I will try to have a blog post with a list of all of the books in a particular theme.

Since I'm still in the "playing with the features stage,"
I reserve the right to change my mind. :-)

Summer School Activities / Space Ideas

A few years ago I taught a first and second grade summer school class for students with learning disabilities. The primary goal of the class was to continue working on reading and writing skills. My district typically schedules summer school for 6 weeks on a shorter school day, usually 8:30am-1:30pm.

I organized my class focusing first on literacy skills and second on the theme of space. I prioritized the organization because it is often difficult to find leveled books and appropriate theme related materials for reading practice. The most important goal was to have children reading at their instructional level, not reading a book about space.

The following was our daily schedule:

Morning Work Most days I put a skill page on the students' desks before they entered the room. The skill pages came from the free theme resources at The Learning Page. You have to register and set up an account, but there is no charge.


Shared Reading Trade books such as: Magic School Bus Lost in the Solar System, Planets by Gail Gibbons, My Book of Space. I had a few of these in my classroom library and found many more at the library.


Reading Groups The books for reading groups came from the curriculum materials the district provided.

Shared Writing Journals and two pen stories...more on two pen stories in another post- the explanation was getting very lengthy! :-)

Lunch


Recess


Math We did some of the math facts adding and subtracting with theme based materials and worksheets. We also played a lot of bingo and file folder games addressing time and money. I particularly like Coin Counting Bingo from PCI. I have found that many children with learning disabilities have difficulty telling time and counting the values of money. These are critical math skills that are used throughout life, so we addressed them every day in summer school.

Read Aloud I used two chapter books. Magic Tree House #8: Midnight on the Moon, Bailey School Kids: Mrs. Jeepers in Outer Space. I like having the students exposed to books that are longer passages.

Earn Time Those students who completed all of their work could make rockets and space shuttles with legos, play a card game: LAUNCH (a space shuttle game similar to UNO), various cut and paste crafts with space thems, play file folder games, etc. Those who did not finish their work had this time to complete classwork.

New Feature! Favorite Lessons!

Sometimes when you finish a lesson, you reflect and say "Wow! That was really successful. The kids really learned what I wanted them to." A favorite lesson feeds the passion of the craft of teaching. A favorite lessons often teaches the teacher as much as it teaches the students.

I'd like to create a new feature that will highlight favorite lessons. If you would like to share an idea, the lesson should be structured in the format of a formal lesson plan. This will enable other teachers and parents to review the plan and apply it to their learning environment.

Please share favorite lessons in the comments section.

Here is a favorite lesson of mine that may be useful to others as the summer months approach!


Unit: Marine Life Age/Grade Level: PreK

Lines of inquiry:
~An inquiry into bodies of water
~An inquiry into marine animals
~An inquiry into how water affects life

Lesson time frame:
The completion of this lesson will take at least 1 week. (Other lessons that support the established lines of inquiry will take 4-6 weeks.)

Students will need many daily opportunities to actively explore centers, songs, books and fingerplays to become familiar and fluent with vocabulary words.

It will take approximately 15 minutes to complete the prediction chart. (What do you think we will see at Mote Marine?)

The field trip to Mote Marine will take 1 full school day.

The final writing project will take 2 hours of center time. Students will work one-on-one or in a very small group with the teacher to complete their writing task. Each student will need 5-15 minutes to complete their writing project.

Objective 1: Students will use targeted vocabulary.
fish shark stingray urchin sea anenome
manatee octopus crab lobster swim
float crawl splash hide jump
dive snorkel mask goggles flippers

Objective 2: Students will write and illustrate about what they saw at Mote Marine (your local aquarium), what (a sea creature) did, and what was their favorite.

Materials: laptop, projection screen, crayons, markers, paper, letter strip with visual cues, ABCteach.com sea life word strips, Mote Marine magazine (any aquarium magazine with photos), various books on sea life with real photos, mask, goggles, fins, snorkel, straws,

Lesson Procedure:
Prior to using this book with students, read the story to yourself and think about how you will tell the story for each page. There is too much text for pre-k, but the story line and the supporting pictures are great.
Introduction:
1) Introduce book "Snorkeling on a Coral Reef"
· Show the front cover
· What do you see
· Who is this
· Do you think it is cold or hot?
· What makes you think that?
2) Tell (don’t read) the story. Stop at each page and allow student sufficient time to see the details in the pictures. Discuss sea life in the pictures, the actions of the snorkeler and the actions of the sea creatures.

3) Show students the mask, snorkel and flippers. Discuss why each one is used. (mask to protect your eyes under water, snorkel to help you breathe under water, flippers to help you swim). Show students the goggles. Explain the difference between the mask and the goggles.

4) Introduce snorkeling center. Show students the bendable straws. Have them practice breathing in and out. Tell them after they are finished snorkeing with (my assistant) they will come to my table and draw a picture and tell me about what they saw.

Other centers for sea life exploration:
1) Water table with sea creatures and tongs (“safely move sea creatures to a new home). This center provides sensory input and allows practice of the tripod grasp needed for writing.
2) Book exploration. This center will include many books of sea creatures.
3) Puzzles. Puzzles of sea creatures and recreation or transportation related to water.
4) Math: Fish bowl shaped math mats with sea creatures and a die with numbers 0-5. Students practice numeral recognition and number concepts.
5) Art: Several painting projects and cut and paste projects to develop visual spatial skills and tripod grasp.


The day before the field trip:
During circle time, connect laptop to projection screen and ask students to predict what we might see at Mote Marine (your local aquarium). As students make predictions, record predictions on a 2x2 Boardmaker template.


During the field trip to local aquarium:
Give students a copy of the prediction chart and a crayon. As students are exploring the aquarium tell them to circle any sea creatures on our prediction chart that they find. Ask chaperones and staff to assist.

The day after the field trip:
In a one-on-one situation or very small group, pass out individual prediction charts that were used the previous day. Show students the three sentences starters: “I saw, The___did___, and My favorite___.” Students are to draw a picture about their experience at Mote Marine (substitute your local aquarium). They will be encouraged to write words or sounds. Those who have not yet developed letter sound correspondence will dictate to the teacher.



Strategies used to address diverse learners:
Visual cues
Repetition
Realia
Total Physical Response

Assessment:
Rubric score of 3:
Writing includes temporary spelling of words and phrases.
Writing demonstrates and awareness of beginning capitalization and ending punctuation.
Writing is on topic.
Writing clarification may be dictated and includes 5 or more vocabulary words.
Illustration is on topic.
Illustration includes specific details.

Rubric score of 2:
Writing includes an attempt a beginning or ending sounds, but words or phrases are not evident.
Beginning capitalization and ending punctuation are not evident.
Writing is on topic.
Writing clarification may be dictated and includes at 2-4 vocabulary words.
Illustration is on topic.

Rubric score of 1:
Letter strings are evident or no writing is attempted.
Writing is dictated and includes 1 vocabulary word.
Illustration is attempted but not clearly on topic.

State Standards (Florida):
2.3 Develop vocabulary skills to support reading.
3.4 Respond to literature in a variety of ways.


Web Resources:
http://www.mote.org/


What will we see at Mote Marine (substitute the name of your local aquarium)?
(In this section a Boardmaker 2x2 board organizes student predictions. If Boardmaker is not available, a list with line drawings or pre-printed graphics is sufficient. To make the lesson truly successful, the prediction chart is transferred to an 8.5x11 "worksheet" so that children can circle correct predictions when they visit the local aquarium.)