Gilynn Cromartie

Week 27: 3/23/15-3/27/15

Theme: Plants
Objectives:
1) Morning Meeting:
Learners will respond to messages indicating their application of knowledge.
Monday: What are four things a plant needs to grow and change? (CCLS- #1
Approaches to Learning; CCLS- #5 Cognition and Knowledge of the World: Science)
Tuesday: Where does a plant get its nutrients? (CCLS- #1 Approaches to Learning;
CCLS- #5 Cognition and Knowledge of the World: Science)
Wednesday: What is the colorful part of a flower called? (CCLS- #1 Approaches to
Learning; CCLS- #5 Cognition and Knowledge of the World: Science)
Thursday: What is the job of a flower? What can the seeds be used for? (CCLS- #1
Approaches to Learning; CCLS- #5 Cognition and Knowledge of the World: Science)
Friday: Can you name four types if fruits? (CCLS- #1 Approaches to Learning; CCLS#5 Cognition and Knowledge of the World: Science)

*Refer to NYS Common Core: ELA & Literacy

Curriculum- Plants *
-Monday (Day 11): Name plants four basic needs: sunlight, water, air, nutrients (from
the soil)
-Tuesday (Day 12): Name plants four basic needs: sunlight, water, air, nutrients (from
the soil)
-Wednesday (Day 13): State that flowers make seeds and fruits so that new plants can
grow; use the word petal to label the colorful part of a flower
-Thursday (Day 14): State that flowers make seeds and fruits so that new plants can
grow; use the word petal to label the colorful part of a flower
-Friday (Day 15): State that fruits have seeds that grow into new plants; identify four
types of fruits
2) Experiential Learning Centers:
Indoor Park
-Fruit and Vegetable Letter Sort: students will sort the fruits and vegetables, both of
which are types of plants, by placing them onto the letter that it begins with (CCLS- #2
Physical Development and Health; CCLS- #3 Social and Emotional Development;
CCLS- #5 Cognition and Knowledge of the World: Science and Mathematics)
-Counting Fruits and Vegetables: students will harvest different edible plants, count the
amount they harvested, and then identify the corresponding numeral (CCLS- #2 Physical

Development and Health; CCLS- #3 Social and Emotional Development; CCLS- #5

Cognition and Knowledge of the World: Science and Mathematics)
Exploration
-Toilet Paper Tube Flower: students will paint a toilet paper tube green as the stem of
the flower and then glue on the petals and leaves (CCLS- #2 Physical Development and
Health; CCLS- #3 Social and Emotional Development; CCLS- #5 Cognition and
Knowledge of the World: The Arts, Science, and Mathematics)
Village
-Nature Walk: students will participate in a nature walk to identify different types of
plants and signs of spring (CCLS- #1 Approaches to Learning; CCLS- #2 Physical
Development and Health; CCLS- #3 Social and Emotional Development; #5 Cognition
and Knowledge of the World: Science and Mathematics)
Tech
-Plant Patterns: students will use the Mimio to complete patterns with different types of
plants (CCLS- #2 Physical Development and Health; CCLS- #4 Communication
Language and Literacy: Approaches to Communication; CCLS- #5 Cognition and
Knowledge of the World: Technology, Science, and Mathematics)
3) Play Centers:
Family/Kitchen
-Dramatic play and cooking: engaging in the kitchen center to cook and prepare food
for one another; playing house by caring for family members and doing chores (CCLS#1 Approaches to Learning; CCLS- #3 Social and Emotional Development; CCLS- #4
Communication Language and Literacy: Approaches to Communication)
Blocks
-Building: engaging in the block center to build using different shaped blocks (CCLS- #1
Approaches to Learning; CCLS- #3 Social and Emotional Development; CCLS- #4
Communication Language and Literacy: Approaches to Communication)
Puzzles/Games
-Working together to reach a common goal of putting a puzzle together or playing a game
(CCLS- #1 Approaches to Learning; CCLS- #3 Social and Emotional Development;
CCLS- #4 Communication Language and Literacy: Approaches to Communication)
Computers
-Starfall (www.starfall.com) and Turtle Diary (www.turtlediary.com): recognizing
letters weve learned and their sounds; coloring by letter (CCLS- #4 Communication
Language and Literacy: English Language Arts and Literacy- Reading Standards:
Foundational Skills; #5 Cognition and Knowledge of the World: Technology)

Art
-Carrot: students will create a carrot, which is a vegetable that grows underground in the
soil (CCLS- #1 Approaches to Learning; CCLS- #2 Physical Development and Health;
CCLS- #3 Social and Emotional Development; CCLS- #4 Communication Language and
Literacy: English Language Arts and Literacy- Reading Standards: Foundational Skills;
CCLS- #5 Cognition and Knowledge of the World: Science, Mathematics, and The Arts)
-Sunflower: students will create a sunflower, a type of plant, that has roots that go into
the soil, a stem to hold it up, leaves to absorb the sunlight, and a flower that makes the
seeds (CCLS- #1 Approaches to Learning; CCLS- #2 Physical Development and Health;
CCLS- #3 Social and Emotional Development; CCLS- #4 Communication Language and
Literacy: English Language Arts and Literacy- Reading Standards: Foundational Skills;
CCLS- #5 Cognition and Knowledge of the World: Mathematics, Science, and The Arts)
-Plant Life Cycle: students will create the life cycle of a plant to show how it starts as a
seed, the roots go down into the soil, a sprout comes up above the ground, and then a
plant grows (CCLS- #1 Approaches to Learning; CCLS- #2 Physical Development and
Health; CCLS- #3 Social and Emotional Development; CCLS- #4 Communication
Language and Literacy: English Language Arts and Literacy- Reading Standards:
Foundational Skills; CCLS- #5 Cognition and Knowledge of the World: Mathematics,
Science, and The Arts)
Fine Motor
-Scissors (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)
-Tongs (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)
-Play-Doh (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)
-Shaving Cream (CCLS #1 Approaches to Learning; CCLS- #2 Physical Development)
4) Teacher Centers:
Roll-a-dough
-Students will use Play-Doh to form the letter P and I (CCLS- #4 Communication
Language and Literacy: English Language Arts and Literacy- Reading Standards:
Foundational Skills
-On the spot assessment: Have the students form the letter P and I without using the
letter card.
Stamp-and-See Screens
-Students will use a big line and a little curve to form the letter P on their board, then
use a stylus to write it; students will use a big line and a little line to form the letter I on
their board, then use a stylus to write it (CCLS- #4 Communication Language and
Literacy: English Language Arts and Literacy- Reading Standards: Foundational Skills)
-On the spot assessment: Have the students write the letter Pp and Ii by using a dry
erase marker.

Wet-Dry-Try
-Students use chalk to write the letter Pp on their board, and then go over it with a wet
sponge; students will use chalk to write the letter Ii on their board, and then go over it
with a wet sponge (CCLS- #4 Communication Language and Literacy: English
Language Arts and Literacy- Reading Standards: Foundational Skills)
-On the spot assessment: Have the students write the letter Pp and Ii by using a
pencil.
Art
-Pp is for parrot: understanding that the word parrot begins with the letter Pp
(CCLS- #4 Communication Language and Literacy: English Language Arts and
Literacy- Reading Standards: Foundational Skills; #5 Cognition and Knowledge of the
World: Science and The Arts)
-On the spot assessment: Have the students see a parrot and distinguish what letter it
begins with among other letter choices.
-Pp is for puzzle: understanding that the word puzzle begins with the letter Pp
(CCLS- #4 Communication Language and Literacy: English Language Arts and
Literacy- Reading Standards: Foundational Skills; #5 Cognition and Knowledge of the
World: The Arts)
-On the spot assessment: Have the students see a puzzle and distinguish what letter it
begins with among other letter choices.
-Pp is for pig (handprint): understanding that the word pig begins with the letter
Pp (CCLS- #4 Communication Language and Literacy: English Language Arts and
Literacy- Reading Standards: Foundational Skills; #5 Cognition and Knowledge of the
World: Science and The Arts)
-On the spot assessment: Have the students see a set of pictures and circle the ones that
has the /p/ sound in the beginning.
Math
-End of Module 3 Assessment (CCLS- #5 Cognition and Knowledge of the World:
Mathematics
-Identify the attribute of length by describing objects as tall or short (Module 4:
Topic A- Lesson 1): CCLS- #5 Cognition and Knowledge of the World: Mathematics
-Compare length using taller than and shorter than with aligned and non-aligned
endpoints (Module 4: Topic A- Lesson 2): CCLS- #5 Cognition and Knowledge of the
World: Mathematics
-Compare length using longer than, shorter than, and about the same as with a
simple straight object (Module 4: Topic A- Lesson 3): CCLS- #5 Cognition and
Knowledge of the World: Mathematics

5) Home Learning Opportunity Connections:

Newsletters
-Scholastic book order forms
-A weekly newsletter is sent home discussing what we will be learning in the upcoming
week and what we have learned in the past week; suggestions for working with their
child at home are also included.
-The classroom website is updated weekly with photographs of student work and the
weekly newsletter.
-Reinforcing activities are sent home for each student to practice at home.