What Habitat is that?

 

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Our goal for this week is for our students learn the type of habitat and the type of animals that can be found in that habitat. Students will learn the 3 aspects of all habitats that make them suitable for life (food, water, shelter, air, space)

In Math: We did write the number 1 to 30 and we practiced our counting using raisins 🙂

The Penguins ate lunch in the Cafeteria getting ready for Kindergarten!

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We went to visit KTK class!!! and it was Fun! 🙂

 

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Sorting Habitat Animals and land vs water

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Sort animals by habitat. We used pictures of habitats such as ocean, desert,farm, jungle and Arctic. Using plastic zoo animals or pictures of them and have students sort them to their correct home.

Book this week; What’s Under the Ocean

Phonics: X, Y, Z

Song: OCEAN – The kids learn how to spell the word O-C-E-A-N

go ask them sing the ocean song for you! 🙂

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Discover life UNDERWATER!

The FARM Habitat!

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Practice Hand writing

Practice Hand writing

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Visiting the Aquarium is a great way to bring education alive and learn more about marine environments. Our Penguins loved their field trip to The Aquarium this week. They apply their new basic needs knowledge by Drawing and Painting a habitat for both freshwater and saltwater life. and basic needs as they venture through the aquarium to find what food, water, shelter, air, and covering different life needs to survive.

We even practiced our Under the sea Vocabulary words;

Living
Non- living
crab
Sea anemone
Starfish
Coral
Seaweed
Shark

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Phonics for this week: X and Y

Reminders:

Please send in your Library Books next week.

Enjoy the weekend! 🙂

 

Desert and Arctic Habitats

Digging Deeper Into Habitat Study

We knew we wanted to learn more about what animals lived in water and ice habitats, so we started looking for information in different places.

We gathered storybooks and non-fiction books on sharks, penguins, Ocean, Desert, and more. These are what we used to learn more about specific habitats and animals in our science time and gave us great reading material for our reading time.

Books for your reference:

  • What can live in the Ocean?
  • A Desert Habitat
  • Land Habitats

On Wednesday the kids tried Ice painting it was super FUN!

Phonics and Handwriting Practice this week: W and V

and hope you enjoyed our PK4 Assembly on Friday.

Have a wonderful weekend Penguins! 🙂IMG_1539 IMG_1540 FullSizeRender 3 IMG_2728 IMG_2782 FullSizeRender 2 IMG_2725 IMG_1521 IMG_1528 IMG_1509 2

 

Habitat and Hand Writing

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The topic for this week in Penguins class is habitats!

This is always a wonderful learning opportunity for kids – it seems no matter what your age, watching animals is something we all enjoy.

 

While kids love to observe animals and usually don’t give much thought about how and where an animal lives until you begin to discuss the idea of ‘habitats’.

 

Can a camel live in a forest?

Are there sharks in our  pond?

And why is it that polar bears and penguins will never meet since they both live in icy places?

 

So many great questions 🙂

 

The kids made their own “ARCTIC” using fake snow, cotton balls and paint. We read the book “Baby animals in rainforest habitats” and we also reviewed our class agreements and bag of tricks.

 

Before we forget … “Happy Mother’s Day” to our SUPER Mom’s” enjoy your child’s gift to you 🙂

 

 

Fairwell & Project Intro

This week we began a new project based learning experience titled “Living Things: What do they need to be Happy and Healthy to Grow?” Through this initiative children will have the opportunity to observe animals in different habitats and will be encouraged to reflect upon the different environments and how they affect the health and the well-being of the animals

 The Life Science Standards we will be focusing throughout our project include:

– Shows a growing ability to classify living and nonliving things

– Communicates about the characteristics of living things

– Demonstrates understanding that living things grow, change, and reproduce

– Shows awareness of life in different environments or habitats

– Groups or categorizes living things, e.g., appearance, behavior, plant, or animal

– Demonstrates awareness that living things go through a growth cycle

We began our project by looking at photos of a variety of living and non-living things and asking the children how they could tell if something was alive or not. We came up with a list of how to tell if something is alive:

living things grow and change

living things breathe

living things reproduce

living things need food and water to live

living things move 

On Wednesday we took a walking field trip to the Love Pet Shop at the mall. The children were able to observe dogs, cats, hamsters, mice and Chinchillas and for each one we asked ourselves: is it alive?  How do we know? While we explored we also engaged students in conversations about how the animals might be feeling, what they saw to make them think this, and how they might improve the animals well being by adding to their environment.

We look forward to sharing more about our project with you over the next several weeks.

Thank you & see you later! 

Thank you to everyone, so much,  for the cards and gift. It is very much appreciated. It has been an amazing year, watching your children grow and develop so much. I feel privileged  to have been part of their lives for a short time. As I say to the children, its not goodbye but ‘see you later’. I look forward to seeing them thrive in Kindergarten next year.

Have a wonderful rest of the year!

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Junk Modelling

The urge to create is equally strong in all children. Boys and girls. It’s imagination that counts. Not skill. You build whatever comes into your head, the way you want it. A robot or a truck. A dolls house or a spaceship. A lot of boys like dolls houses. They’re more human than spaceships. A lot of girls prefer spaceships. They’re more exiting than dolls houses. The most important thing is to put the right materials in their hands and let them create whatever appeals to them.

Have a great weekend!

 

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Portfolios

Dear Parents,

So I can complete your child portfolio before I go, please send it in this week. I will add the new pages and you will be able to keep it at the end of the year.

Many Thanks!

Ben

Wet! Dry! Try!

The way we teach handwriting in early childhood may not be immediately obvious when looking at our program. That is because many of the prerequisite skills are built into our day’s play.  Young children learning to write benefit from experiences that support the development of fine motor skills in the hands and fingers, with carefully designed activities. Children should have strength and dexterity in their hands and fingers before being expected to manipulate a pencil on paper.

When they are ready, we can introduce a more formal method to support their development. That is the Handwriting Without Tears (the same people who brought you mat man!), Wet Dry Try approach.

This simple, yet very effective, method uses traditional resources (a small black board and chalk) to reenforce correct letter formation order and give valuable explicit practice in writing correctly formed letters.

The way it is done is this:

Teacher models correct letter formation  and gives the small slate with the letter on to the child.

With a small (Wet!) sponge, the child erases the letter in the way that it is written.

With a small piece of paper towel the child will trace the letter again to Dry! it.

With the letter still a little visible, the child can then Try! themselves.

And that’s it! 3 goes at letter formation for every turn. The children love using the chalk and blackboards and get great, repetitive practice for each letter. They also have a superb ‘Wet, Dry, Try’ app on the iPad, using the same 3 step process. I highly recommend it, if you would like you child to practice at home.

Have a great weekend!

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Guest Post from Mrs Gandara

At SAS, we have a spring tradition to invite international renowned authors to pay a visit to our students and share their work. This happens at every division of SAS, that is, the elementary, middle and high schools.  In preparation for their visit classroom teachers often prepare an author study.  As a parent you may ask what is an author study?  Glad you asked… the study of an author includes reading as many books written (and illustrated) by the author, observing the themes in the books, discovering the genre of the different books, learning about about the life of the author and finally reflecting on why as a reader enjoyment is gleaned from reading the books written by the author.

This week the elementary school had the pleasure of hosting two authors. Todd Parr spent his time with the lower elementary grades while Kwame Alexander spent his visit with the higher elementary grades. Our library and hallways were filled with children’s artwork relating to their books and the themes of those books.

During an assembly and small group visits, Todd Parr read several of his books to students. The children particularly enjoyed, It’s Okay to Make Mistakes and It’s Okay To Be Different.  In between readings he shared about himself, something about his personal life and skills that influence his writing and illustrating of his books.  Mr. Parr shared that he lives in Berkley, California with his three dogs. He includes his dogs in the illustrations of his books. Children learned that he likes to eat tacos and would like to open a taco restaurant someday. He writes and illustrates his books using a computer program that he designed. Todd Parr works with his editor, who he said is like a teacher. The editor sends his work back to him when his writing and illustrations need to be changed. He encouraged students to listen to their teachers when they ask you to edit/redo your work. He said that this helps students become better writers and prepares them so that they do not feel discouraged when they have redo assignments.

Todd Parr has written forty or so books. Todd Parr’s books are about feelings, family and friends, caring for the Earth and life’s experience.  He spoke about how he comes up with ideas for his book writing. He shared that he gets his ideas concerning what to write about by considering things he likes, what he observes others doing or needing to do. He also writes to help others learn how to be happy and get along with others.

We encourage your family to begin recording the titles of the books read and enjoyed.  Then see if there is a pattern in the selections, be it author, theme-story line, genre or author. These books can serve your child as mentor books to get ideas for writing his/her own books.  Your family can author a book together.  Here is a link for some suggested books that can spur you on your journey to learning about authors through their works as well as serve as inspirations to writing your own books.

http://www.readingrockets.org/article/75-authorsillustrators-everyone-should-know

By

Mrs Gandara

Have a safe relaxing break!

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