Contents

Pre-Kinder 1

Unit Nine

Celebrations & Traditions 

Celebrations & Traditions

●       Items that represent their family culture/traditions

●       Symbols of Guatemala: Flag, Quetzal, Monja Blanca

●       Holidays (Independence Day, Christmas, Semana Santa), dances and music, foods (tamale, chuchitos, rellenitos, tostadas, atol, fiambre), clothes (Huipil, corte)  and special events (Barriletes, Día de los santos) of Guatemala

●       National Anthem of Guatemala

●       Reasons why we put our hands on our heart during the anthem

●       Similarities and differences among people in Guatemala (religions, languages, different clothes, different foods)

●       Landforms: lake, mountain, volcano

●       Map of Guatemala and key landforms

Related jobs: dancer, archeologist, tour guide 

Unit Eight

Plants & the Environment

Plants and the Environment

Use observations to describe patterns of what plants and animals (including humans) need to survive.

●       Parts of plants: roots, seed, stem, flower, fruit

●       Plants need water and light to live and grow

●       All living things need water

●       Habitats of plants (desert plants, jungle plants, water plants)

●       Plant life cycle

Construct an argument supported by evidence for how plants and animals (including humans) can change their environment to meet their needs

●       Examples: Tree roots break concrete, Squirrel digs a hole to hide the nuts

Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

●       Humans can affect the environment by their actions, both positive and negative

●       Ways people can reduce their impact on land, water, air, and other living things

Make observations to determine the effect of sunlight on Earth’s surface.

●       Examples of the effect of sunlight on sand, soil, rocks, plants and water

Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on the area.

●       Examples could include: umbrellas, canopies, and tents

Unit Seven

Discovery 

Forces and Motion

NGSS (K-PS2)“Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.”

●       Examples of push-pull: a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, two objects colliding and pushing on each other

“Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or pull.”

●       Examples: a marble or other object moves a certain distance, follow a particular path, or knock down other objects.

●       Examples of solutions: tools like a ramp to increase the speed of the object; a structure that could cause an object (marble or ball) to turn

Understandings: Pushes and pulls can have different strengths and directions. Pushing or pulling an object can change the speed or direction of its motion and can start or stop it. When objects touch or collide, they are pushing on one another and can change motion. A bigger push or pull makes things speed up or slow down more quickly.

Climate and Weather Exploration

 K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. 

·         Examples of Qualitative observations: Descriptions of the weather (such as sunny, cloudy, rainy, and warm)

·         Examples of quantitative observations: numbers of sunny, windy, and rainy days in a month

·         Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.

K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* 

·         Extreme weather: thunderstorms, tornados, earthquakes, snowstorms

Changes of Matter (NYC DOE Science)

·         Matter has properties that can be observed through the senses

·         Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light

·         Some properties of an object are dependent on the conditions of the present surroundings in which the object exists (temperature: hot or cold, lighting: shadows, colors, moisture: wet or dry)

·         Objects and/or materials can be sorted or classified according to their properties

Unit Six 

Transportation & Safety in my Community 

Transportation & Safety

●       Rules that protect, themselves, specifically with traffic rules (wearing seatbelt, sitting in the backseat, not standing, walking with an adult)

●       Rules affect children and adults

●       Consequences of not following rules, especially traffic rules

●       Forms of transportation: bus, boat, plane, car, helicopter, motorcycle, bike

●       Distinguish how different vehicles move (wheels, wings, motor)

●       Helmet Safety for bikes and motorcycles

●       How students get to and from school

●       Exploring Maps: Using Google Earth, World Maps, Map of Guatemala, etc.

○      Explore the different forms of transportation to go different places in Guatemala and in the world

Related Jobs: Bus driver, mechanic, policeman, fireman, pilot 

Unit Five 

Animals 

Animals

●       Each animal has different structures that serve different functions in growth, survival and reproduction

— wings, legs, or fins enable some animals to seek shelter and escape predators

— the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink

— eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their surroundings

—shells, feathers, fur, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food

— some animals have parts that are used to produce sounds and smells to help the animal meet its needs

— the characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change)

●       All living things grow, take in nutrients, breathe, reproduce, and eliminate waste

●      Living and Nonliving based on characteristics (breathing, moves by itself, grows)

●       Similarities, differences and categories of animals

●        Explain why animals need water and food

●        Life cycle of animals

●        Parts of animals: eyes, mouths, ears, etc.

●        Recognize that animals have some characteristics of their “parents”

●        Habitats of animals: jungle, farm, ocean, forest

Related Jobs: Zoo worker, veterinarian, farmer 

Unit Four 

Food & Nutrition 

●       Money is used to buy different things, like food

●       Coins and paper money

●       Forms of currency: credit cards, coins, paper money, checks

●       Related jobs: store worker, farmer, chef

●       Five senses

●       Healthy vs. unhealthy foods

●       Categorize foods (fruits, vegetables, drinks; healthy and unhealthy; by color, size and shape)—See Math

●       Origin of food (from the earth and animals)

●       Food likes and dislikes

●       Basic food preparation

●       Cause and effect as connected to food preparation

Vocabulary

Healthy/Not healthy: pizza, popcorn, ice cream, cake, spaghetti, chocolate, yogurt, cheese, broccoli, doughnut, tomato, banana, juice, milk, cookie, )

Do you like ______________ ?

Yes, I do.   No, I don´t.

Is ________ healthy or not healthy?

It is healthy/not healthy.

Healthy/Not healthy:

pizza, popcorn, ice cream, cake, spaghetti, chocolate, yogurt, cheese, broccoli, doughnut, tomato, banana, juice, milk, cookie, soup, grapes, pineapple, watermelon.

Review: banana, apple, pineapple, watermelon, water, milk, juice, orange, grapes, carrots, onion, broccoli, tomatoes, potatoes, pancakes. 

Unit Three 

Families & Homes

All About Me

●        Identify self using characteristics such as gender and age

●        Routines and activities at school and home

●        Characteristics that make children unique

●        Change of self and family over time (characteristics, family members, etc.)

●        What jobs/careers they are interested in

●        Similarities and differences among classmates (likes, dislikes, talents and skills)

●        Self as learner: People learn in different ways. Teachers can help students learn.

●        Five senses

●        Review body parts

●        Review feelings

●        Characteristics of their bodies: hair color, height, eye color

Caring for our bodies

●        Identifies healthcare products (soap, shampoo, toothpaste)

●        Cover mouth when sneezing and coughing

●        Symptoms of being sick

Being clean (take a bath regularly, wash hands, clean-up after playing, etc.) 

Unit One 

Welcome to school

Published on January 20th.

Week three from Monday 01st to Friday 05th. 

Published on February 03rd.

Optional activity, Wednesday 03rd. 

Published on February 03rd.

Instructions: Students may create a "crazy face" using recyclable paper. Kids will need some material: 

-On toilet paper tube. 

-Magazines or drawings of the students.

-Glue. 

• Children may watch the video explanation to identify what they have to do in the activity. 

• Kids may see the example picture of the activity.

Parents, please, if the students performed the activity, please upload it in the "KINDER ACTIVITIES" folder on google drive.

https://drive.google.com/drive/folders/14TpIN9TiEwnbut3pvsU1OWUe9-yeRbeI?usp=sharing

Published on February 03rd.