Thematic Units
Frog and Butterfly Life Cycles
Students first learned about the different types of frogs, where they live, what they eat, and about their life cycle. We read some great nonfiction and fiction books about frogs that helped us picture their habitats and ways of life. We learned about the similarities and differences between frogs and toads. Toads are a type of frog but they look a little different and do not have to be by water. We sang songs and did activities to act out how frogs move around and make noises. Students loved hopping around like frogs. It was interesting to find out about the over 2000 different types of frogs in the world. They come in many different sizes, shapes, and colors. Some are poisonous, some live in the forest, and some make interesting noises like the Coqui frogs. Students also learned about the life cycle of frogs. They made a diagram of the life cycle from eggs to tadpole to froglet to adult frog. Lastly, students made frog masks!
Then, we discussed the different types of butterflies, what they eat, how they migrate, and what predators they have to stay away from. We watched a video about the monarch butterfly’s migration from northern states down to Mexico. We learned that many generations make the flight because after they lay eggs, butterflies die before they make it back home. We looked to find some outside in the playground. A couple of students found some white butterflies, but when it is colder outside, they stay hidden away. We studied the life cycle of a butterfly and students used different types of noodles to represent each stage on their life cycle. We received caterpillars for the classroom Friday and we will be observing them turning into butterflies. As we track the metamorphosis, students will use a visual representation to show the transformation. Students water colored paper towels to make the butterflies with clothespins and pipe cleaners. We put them inside paper towel rolls (chrysalis) and hung them up in the front of the room.
Then, we discussed the different types of butterflies, what they eat, how they migrate, and what predators they have to stay away from. We watched a video about the monarch butterfly’s migration from northern states down to Mexico. We learned that many generations make the flight because after they lay eggs, butterflies die before they make it back home. We looked to find some outside in the playground. A couple of students found some white butterflies, but when it is colder outside, they stay hidden away. We studied the life cycle of a butterfly and students used different types of noodles to represent each stage on their life cycle. We received caterpillars for the classroom Friday and we will be observing them turning into butterflies. As we track the metamorphosis, students will use a visual representation to show the transformation. Students water colored paper towels to make the butterflies with clothespins and pipe cleaners. We put them inside paper towel rolls (chrysalis) and hung them up in the front of the room.
Plants/Flowers
We began by talking about seeds from flowers, vegetable, and fruit plants. Students looked at different seeds that children brought from home and ones we had in class. They used magnifying glasses to get a better look at their textures and color. We talked about their similarities and differences and were surprised by how some of the tiniest seeds grow into big plants and flowers. We put them together and made a seed collection poster. Students learned about the parts of a seed and how the roots, food, and leaves are inside the seed until it is planted. They colored and labeled the parts of the seed. We discussed how seeds grow, what they need to grow, and how they travel. We made gardening books where students wrote and drew pictures of what plants need to grow: soil, sunlight, and water. Students shared about if they have helped garden at home or somewhere else. We did the Scholastic “I See Seeds” and students learned where we can find seeds in fruits, vegetables, and plants.
Some of the students told us about gardens at home and the planting they were doing. Gardening is a great activity for the whole family to be involved in. Another activity we did had us reviewing the parts of a flower. Students put together flowers using construction paper for the leaves, stem, and petals, baking cups for the inside of the flower, seeds, and yarn for the roots. Students labeled these parts on their own flowers. We read about how plants grow and its life cycle. We read books about how the seed opens and the roots come out first followed by the shoot. Students colored and labeled the plant life cycle. We planted seeds in soil and they are by the windows. We are observing them and watching them grow.
Some of the students told us about gardens at home and the planting they were doing. Gardening is a great activity for the whole family to be involved in. Another activity we did had us reviewing the parts of a flower. Students put together flowers using construction paper for the leaves, stem, and petals, baking cups for the inside of the flower, seeds, and yarn for the roots. Students labeled these parts on their own flowers. We read about how plants grow and its life cycle. We read books about how the seed opens and the roots come out first followed by the shoot. Students colored and labeled the plant life cycle. We planted seeds in soil and they are by the windows. We are observing them and watching them grow.
Dr. Seuss
During these two weeks, we read and worked with Dr. Seuss books or books from The Cat in the Hat Learning Library. These books all have a lot of rhyming and predictable text which makes them good for learning to read. Students learned about Dr. Seuss and how he started writing books because of his concern about illiteracy among school children. He wrote and illustrated 44 books and wrote more that were illustrated by other people. Students shared which books they have at home or have read before and brought in some to share. Many students were excited to read and look at these books. We began by reading one of the most popular of Dr. Seuss’ books, The Cat in the Hat. After reading the book, students made Cat in the Hat masks. On the hats, they wrote words that rhyme with hat by changing the first letter. We discussed how rhyming words are words that have the same ending sounds and we practiced while reading the books and filling in the blanks using rhyming words.
Phonemic awareness skills like rhyming is an important step in learning to read. Students made word family books made up of familiar rhymes from Dr. Seuss books. After reading The Lorax, we discussed the idea of pollution and keeping our Earth clean. Students made Lorax crafts with paper plates and their buddies. Lastly, in math centers, students were measuring using picture rulers, playing Dr. Seuss themed counting games, and doing a rocket math sheet.
Phonemic awareness skills like rhyming is an important step in learning to read. Students made word family books made up of familiar rhymes from Dr. Seuss books. After reading The Lorax, we discussed the idea of pollution and keeping our Earth clean. Students made Lorax crafts with paper plates and their buddies. Lastly, in math centers, students were measuring using picture rulers, playing Dr. Seuss themed counting games, and doing a rocket math sheet.
Dental Health
With it being dental health month, students are learning about teeth and how to take care of them. How Many Teeth is a great book to introduce this concept because it goes over the development of teeth through life and the uses of front and back teeth. Students were excited to learn about how they will loose their baby teeth and grow adult teeth and had many experiences to share. We have a few students who have lost teeth and many shared their experiences at the dentist. We discussed why it is important to brush their teeth twice a day, go to the dentist every year, use mouthwash and floss, and eat healthy food. Students made toothbrushes and on the bristles, they wrote these five important ways to keep teeth healthy. Students played a game where they used marshmallows for teeth and rolled a dice to determine how many teeth went into the mouth. Students were excited to take home a new toothbrush and toothpaste to use at home!
Valentine's Day and President's Day
In preparation for Valentine's Day, we discussed how people show their love for one another and what love means to them. We discussed what we can do to show love for others. After reading the story Love, Splat, the students made a craft with Splat the cat holding a heart with their written response to what they feel love is. Students made love birds using wallpaper patterns and pipe cleaners. We then made caterpillars out of hearts with each letter of students’ names on them. In Math centers, students used candy hearts to measure different lengths of flowers. On Wednesday, we had our special Valentine’s celebration. Students did fun activities in three different stations with a parent helper. In one station, students water-colored heart hats made out of paper plates and in another, they played Valentine Bingo. Lastly, students passed out their Valentine cards and treats and played Valentine Bean Bag Toss. Students also sorted, counted, and graphed candy hearts by color. Lastly, they colored a special love bug picture and counted how many hearts they saw.
To prepare for President's Day, we discussed the holiday, important Presidents of the past, and money. On Thursday, we read about some important past Presidents in the book This Little President: A Presidential Primer. Students made books about Washington and Lincoln that you can review and read at home. We talked about different types of money and how they have Presidents on them. We discussed how each of them is worth a certain amount and students counted pennies. Students were introduced to the different coins: pennies, nickels, dimes, and quarters and sorted and counted them.
To prepare for President's Day, we discussed the holiday, important Presidents of the past, and money. On Thursday, we read about some important past Presidents in the book This Little President: A Presidential Primer. Students made books about Washington and Lincoln that you can review and read at home. We talked about different types of money and how they have Presidents on them. We discussed how each of them is worth a certain amount and students counted pennies. Students were introduced to the different coins: pennies, nickels, dimes, and quarters and sorted and counted them.
100th Day of School & Groundhog Day
During the week of January 29th, we celebrated the 100th day of school and Groundhog Day. On January 30th, we made necklaces out of 100 fruit loops by counting by 10’s to celebrate the 100th day of school. Students also received glasses and we took a celebratory picture. On February 2nd, students learned about Groundhog Day. The day before, we made predictions of whether the groundhog would see his shadow or not. We used the data to graph the results. On the day of, we watched the announcement that Phil saw his shadow and we would have six more weeks of winter! Students made crafts and we did a Scholastic that explains about shadows and students did the shadow match.
Polar/Arctic Animals Unit
With the arctic animals/polar animals theme, we are learning about animals that live in the Arctic (North Pole) and Antarctica (South Pole). Students have learned about which animals live in each place and how the environments are different. We are also talking more specifically about polar bears and penguins. We learned about emperor penguins and how after they lay their eggs, the mothers go to the sea to eat for about two months while the fathers watch the egg/chick and huddle to keep warm. Students made a craft where they used shaving cream and glue to make puffy polar bears. They also made macaroni penguins with different sized triangles. We made “Polar Pals” books where students read and colored pages with information about penguins and polar bears. They identified which snow footprints belong to each animal. Students also participated in polar animals-themed math and language arts centers. They matched uppercase and lowercase letter-penguins, rolled The Mitten-themed dice and graphed the results, and matched numbered polar bears with the matching amount of fish. Lastly, students love dancing to and singing the “penguin attention” song!
Winter Unit
We discussed how animals and people prepare for winter and students learned about migration, hibernation, and adaptation. Using books and a Scholastic reader, students learned about animals that hibernate including bears, rabbits, snakes, frogs, and chipmunks. They learned about how different birds migrate before winter. Along with the theme, students made “Where Do Animals Go in Winter?” projects. They put the animals which hibernate in their winter spots like underground burrows, in caves, or in trees. We discussed how the weather is in wintertime and what we have to do to adjust to the weather. We are also talking about snow and the fun things we can do with it. Students made winter/snow art projects like snow people using cotton balls and paper plates and snowflakes using glitter. We discussed how water freezes to make ice and how snow is made. We did a Scholastic that explains how snow comes from clouds which are made up of tiny droplets of water. When these droplets of water freezes, they stick together to form snow. Lastly, when we read Owl Moon, we discussed how during winter, you can go owling or looking for owls. We heard about how the young boy goes owling with his dad and has to be really quiet or only make owl sounds. This book is a great read, with a lot of great imagery and descriptive language.
Nutrition Unit
Students learned about the different food groups and how to eat healthy. We discussed how some foods we should eat more of than others because they are better for us. Using the “My Plate” diagram as a guide, we are able to see how much of each food group we should eat daily. This guide is the updated version of the Food Pyramid, which we also looked at. Students were able to begin making their own “My Plate” by cutting out the food group pieces, tracing the food group names, and finding and pasting pictures of foods that go in each group from store ads. While listening to the books about the different food groups, students learned about how the foods help our bodies so we can be strong and healthy. In the science center, students are able to sort the plastic foods into the different food groups.
Students brought in and shared their favorite foods from each food group. This was a great opportunity for the students to see how many different choices there are of healthy foods that they might like as well. I am pleasantly surprised that there was a good variety of foods brought in to show. We made food group books that had summaries of the different food groups in fun rhymes and students traced, wrote, or dictated their favorite foods in them. Lastly, after reading The Very Hungry Caterpillar, we made flip-up books with the days of the week, the foods the caterpillar ate, and the amount he ate each day. Hopefully, this unit gives the students an idea of why we suggest they eat the foods they do and what a balanced meal looks like.
Students brought in and shared their favorite foods from each food group. This was a great opportunity for the students to see how many different choices there are of healthy foods that they might like as well. I am pleasantly surprised that there was a good variety of foods brought in to show. We made food group books that had summaries of the different food groups in fun rhymes and students traced, wrote, or dictated their favorite foods in them. Lastly, after reading The Very Hungry Caterpillar, we made flip-up books with the days of the week, the foods the caterpillar ate, and the amount he ate each day. Hopefully, this unit gives the students an idea of why we suggest they eat the foods they do and what a balanced meal looks like.
Fall and Leaves Theme
We discussed what the signs of fall are and how leaves change colors and fall off the trees during this season. Students listed what they already know about the season and after learning, what they found out about it. They shared what color leaves they see on the trees and on the ground. We read books about fall and the different leaf shapes. We did a Scholastic Magazine about leaves. Students learned about deciduous trees and evergreens and how one kind loses leaves in fall and one does not. We discussed what fruits and vegetables are harvested in fall.
We discussed why leaves fall off the trees and what types of trees they come from. We sang a song from The Leaves on the Tree book about what makes the different leaves unique like the sassafras leaf looks like a dinosaur’s foot and the gingko leaf is shaped like a fan. On Wednesday, we went on a leaf hunt and students looked for at least three small leaves, one big leaf, two green, and four small leaves. We also looked for the different types of leaves that we read and talked about. Students glued the leaves they found and marked off their checklists. With one of the leaves they found, they made a leaf book. In the leaf book, they traced and drew a picture of the leaf, counted and wrote how many pennies could fit on it, and wrote how long the leaf takes to hit the ground when they dropped it.
We discussed why leaves fall off the trees and what types of trees they come from. We sang a song from The Leaves on the Tree book about what makes the different leaves unique like the sassafras leaf looks like a dinosaur’s foot and the gingko leaf is shaped like a fan. On Wednesday, we went on a leaf hunt and students looked for at least three small leaves, one big leaf, two green, and four small leaves. We also looked for the different types of leaves that we read and talked about. Students glued the leaves they found and marked off their checklists. With one of the leaves they found, they made a leaf book. In the leaf book, they traced and drew a picture of the leaf, counted and wrote how many pennies could fit on it, and wrote how long the leaf takes to hit the ground when they dropped it.
Pumpkins Theme
As an introduction, we discussed what we know about pumpkins and where and when they grow. With our class pumpkin, students made observations about how the outside and inside looked and felt like. They then guessed and counted the amount of lines on the outside and the amount of seeds inside. Students filled out their own observation sheets by drawing how the outside looks, what they thought the inside looked like, writing how many seeds they thought were in the pumpkin. We took out the inside of the pumpkin and will count the seeds on Monday. We also discussed the different parts of a pumpkin including the seeds, stem, vine, and leaf. The students colored and labeled the parts on a picture of a pumpkin.
Students learned about what we can make using pumpkins and how a pumpkin grows or the life cycle of a pumpkin. As a special treat, we made pumpkin pie in a bag using pumpkin, vanilla pudding mix, and milk, cinnamon, and ginger. Students got to help mix the ingredients by kneading the bag and watched as we measured and mixed the ingredients. With graham cracker crumbs at the bottom and whipped cream on top, it was a great pumpkin pie in a cup! We counted the seeds in our big pumpkin. There were 597 seeds! We looked at our estimates and the closest guess was 300. The students learned that a pumpkin starts out as a seed, grows on a vine; and the seed grows leaves and then a flower (blossom). Underneath the blossom, the green pumpkin grows into a ripe orange pumpkin ready to be picked. To show the life cycle, students made a visual representation using a paper plate for the orange pumpkin and string to tie together the other parts of the life cycle in sequence. With a few smaller pumpkins we had in class, we made different observations. After choosing a pumpkin to use, students measured how tall it is using Unifix cubes, identified its size (round or tall, small, medium, or big), counted its lines, and determined whether it sinks or floats in water.
Students learned about what we can make using pumpkins and how a pumpkin grows or the life cycle of a pumpkin. As a special treat, we made pumpkin pie in a bag using pumpkin, vanilla pudding mix, and milk, cinnamon, and ginger. Students got to help mix the ingredients by kneading the bag and watched as we measured and mixed the ingredients. With graham cracker crumbs at the bottom and whipped cream on top, it was a great pumpkin pie in a cup! We counted the seeds in our big pumpkin. There were 597 seeds! We looked at our estimates and the closest guess was 300. The students learned that a pumpkin starts out as a seed, grows on a vine; and the seed grows leaves and then a flower (blossom). Underneath the blossom, the green pumpkin grows into a ripe orange pumpkin ready to be picked. To show the life cycle, students made a visual representation using a paper plate for the orange pumpkin and string to tie together the other parts of the life cycle in sequence. With a few smaller pumpkins we had in class, we made different observations. After choosing a pumpkin to use, students measured how tall it is using Unifix cubes, identified its size (round or tall, small, medium, or big), counted its lines, and determined whether it sinks or floats in water.
Community Helpers/ Fire Safety Unit
As an introduction, we read the book When I Grow Up and talked about how the jobs mentioned are ways that people help other people in the community. Students listed other jobs people can do and talked about what they would like to do when they grow up. We discussed what these jobs entail and the skills people need to do them. Students took a picture wearing outfits and/or holding objects related to the professions they chose. Then, they wrote or traced the name of the profession under their picture. These papers will go in a book similar to the Old MacDonald book we made. Another activity had the students matching pictures of community helpers with a tool or object they work with. Using the pocket chart, they did this matching activity with picture cards for the jobs teacher, police officer, chef, firefighter, construction worker, mail carrier, doctor, and farmer.
We also worked with the “Fire Safety” theme. We participated in the emergency safety drills and discussed how to be safe during a fire, tornado, lock down, earthquake or school bus emergency. Students learned about fire prevention and what objects they should stay away from. We read a Scholastic about firefighters and they put an X on the items they should not touch and that could start a fire if not used correctly. We discussed what to do if there is a fire in their houses and how we should stop, drop, and roll if our clothes are on fire. Through reading books and meeting the firefighters on Friday, students could see that they should not be afraid of firefighters if they are trying to help them, even with their masks and other gear on. With the firefighters, students became familiar with their gear and the equipment they use such as the fire engine and hose. Mrs. McAleer’s son who is a firefighter visited and put on all his gear to show them what a firefighter would look like if he/she would have to come to a fire. Students also got to go on a fire truck and see the inside where they sit and drive. Lastly, students made a firefighter art project and wrote the words “F is for Firefighter” on it.
We also worked with the “Fire Safety” theme. We participated in the emergency safety drills and discussed how to be safe during a fire, tornado, lock down, earthquake or school bus emergency. Students learned about fire prevention and what objects they should stay away from. We read a Scholastic about firefighters and they put an X on the items they should not touch and that could start a fire if not used correctly. We discussed what to do if there is a fire in their houses and how we should stop, drop, and roll if our clothes are on fire. Through reading books and meeting the firefighters on Friday, students could see that they should not be afraid of firefighters if they are trying to help them, even with their masks and other gear on. With the firefighters, students became familiar with their gear and the equipment they use such as the fire engine and hose. Mrs. McAleer’s son who is a firefighter visited and put on all his gear to show them what a firefighter would look like if he/she would have to come to a fire. Students also got to go on a fire truck and see the inside where they sit and drive. Lastly, students made a firefighter art project and wrote the words “F is for Firefighter” on it.
Farm Animals Unit
Students began by reviewing which animals live on a farm and what noises they make. We made a class book where students are “Old MacDonald” and they have a farm. They decide which animal they want on their farm, write the name, follow as we write the words that represent the animal sounds, and color a picture of the animal to make their verse of the song. It will make a nice addition to our class library and students will be able to read and sing each of their verses in the book. We talked about what babies of these animals are called and what the animals provide us. Students loved hearing the book Down by the Barn on CD and we added to our list of farm animals the baby names. They are starting to make a couple of art projects related to the theme. We made sheep using cotton balls.
We talked about what farm animals provide us with like food and clothing and what their babies are called. For the animals sheep, horse, pig, cow, and hen, students completed a chart with pictures and words that told what their babies are called, what they say, and what something special about them is. After reading the book Five Little Ducks, students acted out the story/rhyme with five students being the baby ducks and one student being the mother duck. We made a graph where students shared what their favorite farm animal was and put the picture on the graph. Students made pig art projects where they used brown paint for mud and also made hens using cutouts of their hands for feathers. Lastly, we went over what the animals are called in Spanish.
We talked about what farm animals provide us with like food and clothing and what their babies are called. For the animals sheep, horse, pig, cow, and hen, students completed a chart with pictures and words that told what their babies are called, what they say, and what something special about them is. After reading the book Five Little Ducks, students acted out the story/rhyme with five students being the baby ducks and one student being the mother duck. We made a graph where students shared what their favorite farm animal was and put the picture on the graph. Students made pig art projects where they used brown paint for mud and also made hens using cutouts of their hands for feathers. Lastly, we went over what the animals are called in Spanish.
Apples Unit
As an introduction to apples, the class described apples and discussed what they look like, taste like, and feel like. They described what they know about apples and we created a list with these facts. We discussed where apples come from and what happens at an apple orchard. Students made “Counting Apples” books where they colored apples on trees according to the numbers listed. We talked about the parts of an apple like the core, seeds, skin, and stem. Students cut and pasted these parts in the correct spots and labeled them correctly. We also discussed how apples grow. When reading How Do Apples Grow?, students learned about how apple trees have buds that grow into blossoms in spring and then apples in fall. We did a taste test with three different types of apples. We tried a Gala red apple, a Granny Smith green apple, and a Golden Delicious yellow/red apple and the students graphed which one was their favorite. Most students liked the Granny Smith apples! Students were able to look at the inside of apples when we cut a couple in half and they observed the seeds and the shapes they make. They made patterns with apple prints by dipping the inside of the apples in paint. Another fun art project was when they glued colored construction paper on paper plates to make whole apples. These crafts make a nice addition to our hallway tree!