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Transcript of Cars, Cars, and More Cars Beep, beep! Vroom! Vroom! Cars, cars, and more cars! Your learner’s...

  • Cars, Cars, and More Cars • Day 1

    25 Module 4Early Learning

    Day 1 Cars, Cars, and More Cars

    Beep, beep! Vroom! Vroom! Cars, cars, and more cars! Your learner’s study of transportation begins by identifying some of the shapes of various cars. During Sharing Time, your young chef will be busy making a race car from yummy edible ingredients. A poem entitled That Car and the word that will be the focus during Letter and Word Time. Learning Centre Time and Story Sharing Time give your youngster the opportunity to explore further the world of transportation.

    Fasten your seat belt because you are in for a trip with some unexpected and delightful turns!

  • 26 Early Learning

    Day 1 • Cars, Cars, and More Cars

    Module 4

    Calendar Time • commercial calendar • student’s calendar • calendar resources as

    required • novelty pointer

    Math Time • cars on the street or toy cars

    Music and Movement • Music and Movement in the

    Classroom resource

    Sharing Time • celery • peanut butter or cream

    cheese • marshmallows • raisins

    Letter and Word Time • no special resources required

    Project Time • approximately 15 blank

    recipe cards

    Learning Centre Time Letter and Word Centre • shoe box lids

    Art and Craft Centre • cardboard box that can be

    made into a car • brass fastener • cereal box • paper plate

    Block/Transportation Centre • cardboard wheels • toy vehicles • various kinds of building

    blocks • wagon

    Math Centre • toy vehicles • shoe boxes (various sizes)

    Story Sharing Time • variety of theme-related or

    chosen books

    What You Need Today

  • Cars, Cars, and More Cars • Day 1

    27 Module 4Early Learning

    Calendar Time

    Time recommended: fl exible

    Calendar activities vary from day to day; however, a similar format and routine needs to be established. Keep your calendar supplies readily available.

    If today is your student’s fi rst Calendar Time or if it is the fi rst day of a new month, refer to Preparing for Calendar Time in the Calendar Package. Your learner will need approximately 30 minutes to prepare a new calendar and complete today’s calendar activities.

    The theme of this module focuses on transportation. Your student may want to draw a transportation and/ or seasonal picture, or another picture of personal signifi cance.

    If your young timekeeper’s calendar from Module 3 is still current, proceed to the following Today’s Calendar Activities heading on the next page.

    Note: Prior to the day’s Calendar activities, display on a bulletin board or another convenient spot, the calendar resources that you want to highlight in today’s lesson. Your student calendar should be displayed in such a way that it can easily be taken down for your learner’s use. In this way, important calendar information can be recorded while using a writing surface.

    Activities Calendar Time

    S M T W T F S 1 2 3 4 5

    6 7 8 9 10 11 12

    13 14 15 16 17 18 19

    20 21 22 23 24 25 26

    27 28 29 30 31

  • 28 Early Learning

    Day 1 • Cars, Cars, and More Cars

    Module 4

    Let’s complete basic calendar activities such as identifying the month, season, date, yesterday, today, tomorrow, weather, and events.

    Today’s Calendar Activities

    Choose calendar activities that suit your student’s level of development, but be sure to guide your learner in completing the following basic activities each day.

    • Identify and post the Month and Season Cards.

    • Print the number for the day on the calendar.

    • Say the date aloud using the ordinal form of the number; for example, “December the ninth”.

    • Complete the Sentence Starter Cards, such as “Today is Tuesday, December 9th.”

    • Draw a small weather symbol in the top right corner of the date.

    • Place the pointer on the current weather condition on the Weather Chart.

    • Note any special events for the day and any upcoming events.

    Sunda y

    Monday Tuesday

    Wed nes

    day

    Thursday

    Friday

    Satu rday

  • Cars, Cars, and More Cars • Day 1

    29 Module 4Early Learning

    Activities Teaching Tip

    Math Time

    Time recommended: 30 minutes

    For a good look at some cars and trucks, go for a walk in your neighbourhood or in a parking lot. Take a clipboard with blank paper and a pencil attached to record observations. While on your walk, model and reinforce safety precautions.

    Encourage your student to talk about the shapes found on nearby cars. For example, look for round shapes, box- like shapes, or can-like shapes. Encourage your learner to look at the inside and outside of the vehicles.

    You will

    • explore the properties of simple shapes and real- world objects

    • sort and classify real-world shapes • describe and compare quantities

    During today’s lesson, you will be discussing the shapes that can be seen on various vehicles. At the kindergarten level, your learner does not need to know the proper names of the different shapes but rather should be able to recognize similar shapes and to describe them as round, like a box, or like a can.

    On the following What Shapes Do I See? page, record and label your learner’s observations in the appropriate column.

    Activities Math Time

    6 54 2

    1

    3

  • 30 Early Learning

    Day 1 • Cars, Cars, and More Cars

    Module 4

    Activities Teaching Tip

    Counting skills vary greatly at this level. Some students are able to count objects correctly to 20 or more while other youngsters are just beginning to orally count and will need of assistance. Work with your student at his or her level. Also, many children can count orally, but when counting objects they need

    to be guided to say a number for each object and not go faster than their fi ngers can point to the object.

    Sometimes, children appear to know their numbers. A closer investigation, however, might reveal that their knowledge of numbers is limited to reciting the number names in order. While this recitation is a developmental achievement and one that will help the student understand numbers, it should not be mistaken for the child’s knowledge of the following number concepts:

    • There is one-to-one correspondence between numbers and objects in the set being counted.

    • A number name applies not only to the last object named but also to the whole set of objects.

    • Two objects are one more than one object and so on.

    • A set of eight apples is the same as a set of eight oranges in terms of a number.

    • The number of objects does not change even if the arrangement of objects is changed.

    After today’s activities, record your observations in the Learning Anytime Anywhere Journal found at the end of this module.

    Count the number of round, box-like, and can-like shapes that have been recorded and guide your learner to print the total number at the bottom of each column.

    Place the completed What Shapes Do I See? page in the Celebration Folder.

    Materials Celebration Folder

  • Cars, Cars, and More Cars • Day 1

    31 Module 4Early Learning

    Round Like a Box Like a Can

    Print this page.

    What Shapes Do I See?

    Total Total Total

  • 32 Early Learning

    Day 1 • Cars, Cars, and More Cars

    Module 4

    Music and Movement

    Time recommended: 30 minutes

    Model some simple stretches with your learner. Stretching is an excellent way to relax and build fl exibility. Simple stretches are movements such as touching your toes, reaching high, curling like a ball, and doing arm circles. Ask your learner to show you a way that he or she likes to stretch and move.

    It’s time to • do some simple stretches • follow directions and move to music • review the names of body parts • practice recognizing colours

    Review Lesson 8, “Body Talk”, in the Music and Movement in the Classroom resource. Remember to adapt the activity to your home schooling situation. For example, instead of standing in a circle, you could face your student. Another option is to invite other family members and friends to join in the fun.

    Turn to Lesson 3, “What Colors Did You Choose?” from the Music and Movement in the Classroom resource.

    Activities Music and

    Movement Time

  • Cars, Cars, and More Cars • Day 1

    33 Module 4Early Learning

    Before beginning this activity, guide your student to identify the colours of clothing of the people around him or her. This activity helps your learner practise identifying colours before the song begins.

    Play the song on the Music and Movement in the Classroom tape a few times. Encourage your young singer to sing along and identify things that are the same colour as the one highlighted in each verse.

    Next, guide your youngster to do the “Spoken” activities found on page 11 of the Music and Movement in the

    I am wearing a red shirt.

  • 34 Early Learning

    Day 1 • Cars, Cars, and More Cars

    Module 4

    Classroom resource.

    Sharing Time