Embedded Files
English Week 8
Day 1: Salty Ice
(Science)
Learning Goals
Demonstrate logical thinking skills.
Display awareness of their own thinking process (e.g. can explain their own reasoning.
Asks questions to confirm or clarify an understanding.
Develop skills in gathering, sorting, retrieving and communicating data (pictorial representation.
Objectives
Child will be able to make predictions.
Child will be able to express reasons for predictions clearly.
Child will be able to display increasing clarity in verbal interactions.
Child will be able to engage in one to one discussions and conversation listening to others, questioning and responding appropriately within the context of the conversation.
What do you need?
Ice cube
Salt
String
Spoon
How can you work with your child?
Before the experiment:
Inform your child that they will be doing an experiment known as ‘Salty Ice’.
Ask your child to predict what will happen to ice when salt is sprinkled upon it?
Listen to their predictions by writing down their thoughts.
Begin the experiment by telling your child to:
Place the string on the ice cube.
Sprinkle salt on the string.
Gently lift the string after half a minute.
The ice cube will be attached to the string and defy its melting point.
Ask your child why they think this happened. Write down what they say.
Explain to your child - Why did it happen?
Salt lowers freezing temperature. The salt that you sprinkled brought down the freezing temperature of the ice cube causing a little part of the ice cube to melt around the string. The newly formed water reduces the strength of the salt on the ice cube and allows the water to freeze back around the string; therefore, your string was still attached to the ice cube when you lifted it!
Try the experiment again. Before you begin ask your child to recall the steps using ordinal and sequencing language e.g. first, second, and then, next, last ...
What's next?
Use the sequencing format introduced last Monday (Week 7) and invite your child to write down how many steps are involved in this experiment,,.1, 2, 3... They can draw the steps as well. Cut it up and invite your child to rearrange them in the correct sequence.
Day 2: Story Chant
(Language, Music and Movement)
Learning Goals
Take risks and learn from mistakes.
Display positive dispositions towards their own learning (persistence).
Demonstrate use of multiple word sentences to describe their ideas, thoughts and feelings.
Use language to recall an event/share an experience.
Objectives
Child will be able to demonstrate understanding of action words.
Child will be able to create simple sentences with some support.
What do you need?
Drawing paper
Plain paper
Crayons and markers
"We're Going on A Bear Hunt" Animated Story
How can you work with your child?
Summary of the story:
This classic rhyme tells the engaging story of four children and their father as they embark on a fantasy bear hunt. Using predictable text and rhyme children and adults will be encouraged to actively participate.
Listen to We're Going on a Bear Hunt with your child.
Invite them to join in as they listen to the repetitive phrases.
Explain that you will play the video again. Tell them that you would like them to join in and create movements to dramatize the different events the family encounter on their bear hunt.
Activity:
Ask your child to recall the different experiences that the family encountered while on their bear hunt. List your child’s responses on paper.
Encourage your child to imagine that they are going on a bear hunt. Ask them to think of different places they could go — like outer space, an island, a jungle, a zoo, etc. What types of experiences might they encounter in these environments? Record the children's ideas.
Review the list with your child. Ask them to think of a special sound and movement to accompany each idea.
Substitute the new bear-hunt ideas as you ‘reread’/listen to the book. Encourage them to recite the repetitive phrases and to dramatize their new adventures.
Provide your child with drawing materials to illustrate their new bear-hunt ideas.
What's next?
Continue reading the story to the children throughout the week. Provide a variety of dramatic play props for the children and encourage small groups to dramatize the story while the others narrate it.
Invite families or other classes to their "bear hunt" performance.
Day 3: Using non-standard units of measurement
(Mathematics)
Learning Goals
Display increasing control and coordination over body movements.
Display eye hand coordination.
Asks questions to confirm or clarify an understanding.
Engage in reflective thinking to understand what worked and why (and what did not work and why).
Objectives
Child will be able to express his/her ideas clearly.
Child will demonstrate creativity.
Child will develop various gross and fine motor skills confidently.
Child will demonstrate counting skills.
Source: melissarurka.weebly.com/
What do you need?
One-inch paper clips (or any paper clips available as long as they are all the same size)
*You may use other items available like Legos. However, ensure that they are all the same size.
Index cards (or paper)
Pencils
How can you work with your child?
Using the index cards, and the paper clips, show your child how to work end to end to find the length of an object.
Place one paper clip next to another and continue until you have measured the length of the card.
Ask your child to count out loud with you to find the number of paper clips that represents the length of the index card.
Invite your child to measure the width of the index card in paper clips. Count out loud with you to find the number of paper clips that represents the width of the index card.
Invite your child to pick another item to measure with paper clips e.g. handphone, water bottle, magazine etc.
What's next?
Invite your child to use other items to measure things in the house e.g. using handprints or hand-span.
Day 4: Kandinsky Inspired Concentric Circles Collage
(Art)
Learning Goals
Display pride creating work.
Display confidence in expressing ideas, thoughts, feelings.
Explore a wide range of fine motor skills with increasing control and coordination.
Demonstrate problem solving skills.
Objectives
Child will be able to demonstrate creativity and imagination when creating drawing prompts from magazine pictures.
Child will have fun.
Child will demonstrate logical thinking skills throughout the process.
Source: happinessishomemade.net
What do you need?
Construction papers (Assorted colours)
Glue
Scissors (with adult’s support)
Set out a few different sized plastic bowls, plates, etc. for your child to trace to create circles.
Instrumental music – to be played in the background when doing this activity
How can you work with your child?
Background information on Wassily Kandinsky:
Share with your child about Wassily Kandinsky. He was a Russian-born French Expressionist painter. One of his most recognizable pieces of artwork is his color study Farbstudie Quadrate (also known as Squares with Concentric Circles/Rings).
Turn on some light music in the background and inform your child that Kandinsky liked listening to music when creating art.
Invite your child to choose 5 coloured construction papers - 4 will be used for cutting the circles and 1 will be used as a background to paste the circles on.
Show your child how to use the different sized round plastic bowls and plates to trace circles on the construction papers.
Show them how to cut the circles. Support and guide where necessary.
Invite them to stick the largest to the smallest circles onto the square construction paper.
What's next?
Invite your child to do about 4 or 6 of these art pieces, so you can put it up as a display as seen below.
Day 5: Weekly Journaling Activity
(Language and Literacy)
Learning goals
Demonstrate use of multiple word sentences to describe their ideas, thoughts and feelings.
Use language to recall an event/share an experience (may work in past, present and future tenses).
Recognise upper and lower case and propose when these might be used.
Display awareness of letter sound correspondence i.e. phonological awareness.
Demonstrate writing for a purpose.
Objectives
Child will begin to express thoughts meaningfully.
Child will be able to respond accordingly to questions.
Child will be able to use words or illustration to express ideas and thoughts logically.
What do you need?
Journal used in weekly journaling activity
Writing tools e.g. pencils, crayons, colour pencils etc.
What's next?
Continue to make journaling part of a predictable routine.
Pick a convenient time to journal –or to scribble–that you know you can stick with most of the time. It can be done daily or once a week.
Sample journal (Taken from Pinterest)
How can you work with your child?
Revisit past journal entry(ies). Sharing his/her most recent journal entry encourages your child to reflect on his/her own thoughts and drawings.
Continue to share personal journaling you have done (if any).
Encourage child to reflect back to everything he/she has done at home or provide prompts on what to journal about (refer to the list shown in Week 1/3/5 Extension 1 “What can I write about?”) as and when necessary.
Continue to model one simple writing idea in your own journal. Draw a picture and write 1 or 2 sentences about it.
Your child doesn’t have to include actual letters, words or sentences! If child decides to only draw, then let him/her do so.
Teach conventions of writing (punctuation, capital letters, etc.) as and when your child is ready.
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