pencilspapernme

Emotions need an outlet and a good morning can really turn bad if u cant share either your happiness or what is making you sad.
Morning time ...at least 5-10 mins should be devoted to letting children vent off their feelings.At our school circle time is not only for the babies its for the older children too..Message Mural is one activity we have made into a regular practice.All you need to do is-
Tape a long piece of poster/chart paper or several paper grocery bags on the wall. As the children arrive, given them crayons or markers. Ask them to print or draw on the paper a word, a message, or an illustration about something they did, or something they want to tell their friends. Later, at the beginning of circle time, encourage the writers and artists to tell about their messages.
Other children may want to add their own responses to the mural or describe how they feel.
Sharing of emotions both positive and negative becomes easy and what better than to have a friend give a suggestion or support to ones thoughts.

Cherish your memories!
Begin a tradition of having your students create a class memory book at the end of each school year. Have each child draw a picture of his favourite memory of the year and caption it with a few sentences about the event. Put the book together by punching holes and lacing with ribboon. Use poster board to create a cover with the title Mrs/Ms _________’s Class Memories of 20___ - 20___. Include a page with names of the contributors and a class picture, if possible.
In future years, children can return to your room to look at the book, and current students can enjoy looking at the memory books from previous classes.
Try it and let me know if it worked for you.....

THEMATIC LEARNING- CONCEPT -BUILDINGS
Another activity that my preschoolers really enjoyed was during learning all about “BUILDINGS”.
The concept ran through the month with them learning about the different types of buildings, materials used for making the buildings, rooms and usages of the buildings, tools and machinery used , people who help to build, works at different stages during construction.

All the concepts were dealt with one at a time through experiential learning –with children visiting a construction site, visiting the local bank , post office, library.
The carpenter paid a visit , so did the plumber, and the electrician, and so did the mason.AND ....finally everyone worked hands on to make a project on everything that they learnt.
Clay /plasticine was used to make tools , waste materials like empty can ,jars, boxes, match boxes were used for making structures, pictures of people at work were painted and coloured and pinned up with the help of icecream sticks...JUST HOW MORE INNOVATIVE CAN YOU GET!!!

1. Read a copy of the poem.


2. Highlight all the words that sound the same .


3. Practice writing the new words alongside the known word.


4. Run fingers over the words to learn the word formation.


5. Read together ...Write together.


6. Build new rhymes using the words learnt ( teacher help will be required)

Kindergartners enter your classroom eager to learn, and your role as guide to the world of Literacy is vitally important. The children go into the first grade with a firm grasp of early reading and writing strategies -a solid foundation on which to build.


Let's Go Fishing: an activity to promote reading at the Srkg level.
Material/Preparation:cardboard, magnetic tape, bowl, unsharpened pencil, apiece of string, a string, a paper clip, magnetic letters in a sorting tray.
Cut out 10-15 cardboard fish and write one high frequency word on each .Stick a piece of magnetic tape behind each .Put the fish in the bowl.To make a fishing rod ,tie a large paper clip to the end of a string and attach the string to the end of the pencil.
Skill Practiced: Reading, Forming, and Writing quick and easy words.
What Children Will Do:

1. One partner puts the fishing rod in the bowl, picks up the fish and reads the word on it.
2. The other partner makes the word with the use of magnetic letters.
3. Each partner keeps a list on a separate sheet of paper of all the words they caught.

Keeping an Art Room set and ready for the preschoolers can be a challenging task. Children will become fully engaged with their play only when the shelves are orderly and inviting.Here are a few practical suggestions- try them- they work!!

• EGG CARTONS: with edges taped together can be great scissor holders.


• ICE CREAM CONTAINERS:make good paper holders.They can also be used to store collage materials.Several containers stapled together work as a good multipurpose trays to hold a variety of small items.
  
• A SIX PACK CARDBOARD BEVERAGE HOLDER:can be made into paint caddies.You can place small plastic cups inside in each of the six slots.Or place squeeze bottles filled with paint into the slots ready for use.Children can just lift the caddy to their tables/easels.


• PLASTER OF PARIS HOLDER: is the perfect storage for marker caps that keep rolling under.All you need to do is place the marker caps upside down on wet plaster of paris.Once the pop hardens the caps shall stay in place... and markers can be removed and placed back.
• YARN,RIBBONS AND MORE...: it can be a tiring task undoing a bundle of ribbon's left behind by an enthusiastic bunch of art lovers.Here's an easy way to avoid tangling of threads and more.All you need is a cardboard box with corrugated dividers.The dividers make convenient space for individual rolls /balls of yarn, strings, ribbon's etc.You can punch a hole on the top and pull out a small strand through the whole.
• AIRTIGHT CONTAINERS: are great to hold play dough and clay and plasticine.Biscuit containers ,pringle containers are ideal for this.

A child's mind is much more creative and artistic than any art book can allow.Give them the freedom to unfurl their talent....Designate a shelf in your classroom where you can place the ART BASKET....and see the difference.....

Young children wonder about the world around them.They think to themselves:
*I wonder what will happen if i push this button.
*I wonder what the bunny feels like.
*I wonder why my plant died.
*I wonder how i can make this bubble bigger.
The discovery area is the place to find answers to these kinds of questions with a few right or wrong answers!!!
Its the place to spark curiosity and wonder!!!
Its the place to try ones hand at using new and interesting materials!!
SENSORY TUBS OR TABLES:

A sensory table can be an exciting part of the discovery area.All you need to do is fill a plastic tub with materials that children can explore.Examples of materials that you can put in the tub are- fish tank pebbles, shredded paper, confetti, seeds, fresh herbs, pieces of playdough,sand, mettalic objects , small toys, eyedropper, small pencil, crayons, brushes, twigs, leaves, flower petals, pumpkin seeds, dals pulses,sandpaper piece, silky scarf piece...the list is never ending!!!

For older children- collection of wind up toys, magnets, mettalic and non mettalic items, marbles, rice, coins, collection of things that spin, loose parts such as a screw, nail(ensure children dont hurt themselves),sunglasses, magnifying glass, small bottles for sniffing -vinegar, ginger juice, garlic juice etc...

As children explore the various materials they go through different stages of development- Awareness, Exploration,Inquiry,Utilization.Ask open ended questions that lead them to consider another view point- What do think will happen if.....? I wonder why.... How did that happen...? what do you know about.....? Can you tell me more....?

Remember that the essence of science is discovery!!!!

Today, i share an activity that i read about and tried and it turned out to be a grand success at my school.
Morning attendance was turning to be a chore that just needs to be completed ..so we decided to make it a lot more fun.

On the wall the teacher has two large laminated poster boards. One of the poster boards says “Our Class.” All the children’s names are on this board when they arrive to school each day.

The other poster board says “I Am Here Today.”Both of the poster boards have Velcro dots on them and the children’s names are written on various theme characters with Velcro attached to the back of each one of them.

During morning circle, the teacher sings a little tune that goes very much in tune with "London bridge is falling down."
As the teacher sings each child’s name, the chosen child goes to the board, picks his or her name from the “Our Class” poster board and moves it to the “I Am Here Today” poster board.

The children loved having the teacher call their names and taking a turn to move their names so everyone would know who had come to school today!

SURPRISE THEATER

Try this intriguing presentation to keep circle time exciting and inviting. This activity can be taken for both kindergarten and grade 1&2.

Create a movie-theater atmosphere!!!! Pop popcorn and put it in individual paper cups. Then move chairs to the circle time area, and set them up in several rows across with a space in the middle, just like at the movies.
Now play some fun music on the cassette player. Prop a new storybook on a table in front of the chairs. Put a powerful flash light on the table, aiming it spotlight-style at the story-book, and turn it on.
Pass out the popcorn and turn off the overhead lights. Invite the children to quietly file into their special circle time theater, sit in their seats, and eat their popcorn. Next, turn off the music and begin to read and turn the pages of the new book featured in the spotlight.


What to do Next-Guidance….


After the reader’s theater show, call the children to come out and narrate the story in their own words…. (My teachers at the Sr.Kg have found it great fun)
You can get children to try their own shadow play performance on a blank wall, using hand motions in front of the flashlight.
An after activity can be, asking children to give a different ending to the story , and illustrating any scene .

I stumbled upon this lovely Lesson Plan- am sure all my grade 1 &2 teachers will appreciate it...Learning can be made interesting if only children are given opportunities to experiment....so here’s one for all u out there who want to create a magic in your classrooms!!!!
Share it with as many teachers/parents as u can......

LIQUID OR SOLID?

A science experiment with ooblek!
With this activity children will have fun learning about the characteristics of liquids and solids, while experimenting and playing with the learning materials. This will be a follow up activity after the children have learned about liquid and solid matter. They will receive hands on experience approach to the subject of matter.
Children’s target age group: Appropriate for second or third grade classroom. This can certainly be modified for younger age groups!
Purpose/Objectives:1. Develop an awareness of liquids and their properties- substance that flows
2. Develop an awareness of solids and their properties- firm or compact substance
3. Compare and contrast liquids and solids
4. Encourage prediction and experimentation of materials used
5. Encourage critical thinking skills
6. Increase language development, language skills and science terminology
7. Social skills development as the children work in a group

Space and Materials Needed:
This activity can be done in the science center as a whole group, small groups and/or you can modify this lesson to work individually. Provide smaller containers for individual’s experimentation.
Newspaper or plastic (Lay down on tables and floor of work area)
Corn starch (Amount needed will vary depending on size of class)
Water
Food coloring of choice (optional)
Assortment of kitchen utensils(large spoon, spatula,funnel, etc.)
Bowls and/or plastic storage containers
Wet ones (for cleaning hands)
Balloons
Have examples of liquids and solids available to show as other examples

Procedure:
1. Gather in large group and discuss liquids and solids properties and characteristics. Ask “Can you think of somethings that are liquid? Solid?” Also give some examples of both to broadentheir idea of what this means. (Liquids: water, milk, and soda. Solids: rocks,wood, and diamonds. Also, you and I are solids!)

2. Before showing the children the ooblek, show the ingredients to the class (box corn starch, water, and food color). Ask “I wonder what would happen if we mixed these ingredients? Do you suppose it would be considered a liquid or solid mix? Why do you think that?”

3. After the children tell their predictions, show them the container of ooblek you have already prepared. Ask the children if they still believe it’s a liquid or solid, based on the appearance of the ooblek. (It will be shiny)

4. Say “I wonder what would happen if we turn the container upside down? What do you think will happen? Will it pour or will it stay in place? Let’s try it and see if this will tell us if it isliquid or solid.” (Turn it quickly as the material solidifies under pressure) Say “Wow, it looks like a solid because it isn’t moving. What do you think? Is it solid or liquid? Why do you think?”

5. Sit container right side up on table. Remove lid. Show the ooblek to the class again. Say “The ooblek didn’t really move when we turned it upside down. I think it could be a solid, but it looks so shiny and wet. What do you think will happen if we put our finger in it? Do you think it will be wet or dry? Hard or soft? Liquid or solid? Do you think it will jiggle? Let’s find out!”

6. Encourage all the children to touch the ooblek, but don’t force them. They will be amazed at how it feels. Ask them to describe what it feels like to you. “Is it wet? Dry? Liquid? Solid? Thick?Thin? Does it remind you of anything?”

7. After the group has all touched the ooblek, give each child their own ingredients to make some ooblek at their desk or in smaller groups (whichever works for your class). Give them the kitchen utensils, funnels, balloons and bowls to experiment and play with. Say “What happens if you put the ooblek in a balloon? I wonder why? Do you have an idea why? See if you can make a ball with it. What happens to it? I wonder why, do you have any ideas why? What happens if you hit it with your hand? What if you put your hand in slow? What’s the difference?” (The ooblek comes out of the balloon because of the air that forces/pushes it out.)

8. After some experimenting, explain how liquids can be classified by its thickness. “Some liquids are thicker than others, such as ketchup, shampoo, conditioner, honey, molasses, and paint. Some liquids are thinner, and flow freely, such as water, milk, and soda. The ooblek is acting like a solid part of the time and a liquid part of the time. The sudden force leads to the fluid acting like a solid instead of a liquid; the force makes it resistant.” Touch on the word Viscocity, which means thickness/resistance to motion.

9. Once experimenting is complete,help the class to be sure to seal their containers so they can take it home.Clean up hands with soap and water or wet wipes. Clean tables and pick up newspapers.

Guidance:
Be sure to guide the children through this experimentation, without inhibiting their creativity. Be aware that some children may not want to participate, so have an alternate lesson for that child on hand.
Evaluation and Follow Up:
Were the objectives met? Did the children grasp the concept of liquid and solid matter? How much experimentation was done? What would you add or take away the next time you do this activity? What did you learn?

There are many ways the teacher can be involved in sparking imagination and helping young children enjoy their learning experience. At our preschool we tried to make learning, Life Skills an enjoyable experience-
See this picture below- we created a restaurant in our music room-

NOODLES AND COMPANY…..

The theme a Hawain restaurant!! The children got lovely head bands to wear, with garlands made from construction paper and gelatin paper…The music teacher played the casio to add the final touch…
The teachers served children vegetable pattice and juice..(healthy diet) And they used their forks n knives to eat!!!…table manners were followed, napkins were used, and learning to eat was so much fun!!!!