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Students will explore and experiment with colored water, droppers, and various materials to observe and describe how different materials absorb, repel, or change with liquid.

PQ:

What did you learn about the materials?

What surprised you?

What was your favorite part of the experiment?

Would you like to try this again with something different?

DIFF:

Emerging:

Use simple language and allow exploration without pressure for explanation.

Provide materials one at a time to reduce overload.

Offer sentence starters like “I see ___,” “It feels ___.”

Developing:

Ask for predictions and observations in full sentences or drawings.

Encourage comparison (e.g., “This one soaked more than that one”).

MATERIALS:

water

food coloring

containers

droppers

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Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Number Assessment 1-20

Rote counting up to 20

Use concrete material to create sets with given numbers of objects to 20

Use numbers to represent quantities to 20

Represent numbers (dice, tally, ten frame, cardinal, objects)

Ten Frame

Recognize and creates patterns

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-Hello
-Take attendance
-Move your body

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# 1: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

#2: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

# 3: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Letter Assessment (assess all letters)

Links sounds to letters, naming and sounding the letters of the alphabet

CHUNK:  H E F (upper and lowercase)

Recognizes letter sounds

Recognizes letter names

Gives meaning to marks they make as they draw, write and paint.

Links sounds to letters, naming and sounding the letters of the alphabet

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

build vocabulary by noticing new words, discussing word meaning on a visual structure, and collecting the words they encounter in books

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Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Posture

Pencil grip

Self portrait

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Students will follow a step-by-step guide to draw a class animal, adding their own details. They can then use the drawing to create a class animal puzzle by cutting their drawings into pieces and assembling them.

PQ:

1. What details can you add to your animal to make it unique?

2. How do the different parts of the animal connect to each other?

3. What is your favorite feature of the animal you drew and why?

DIFF:

Emerging: Focus on basic shapes and simple details when drawing the animal.

Advanced: Add more intricate features like texture, shading, or patterns to the animal.

MATERIALS:

Paper

Pencils

Markers or crayons

Scissors (for puzzle cutting)

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-Hello
-Take attendance
-Move your body

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- Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and

plants and explain why some things occur, and talk about changes.

- Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Predictions and observation

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Students will use watercolors and other art materials to create a painting on large chart paper. The activity will focus on using precise hand movements and control to enhance their fine motor skills.

PQ:

How can you control the brush to make different types of lines or shapes?

What happens when you mix two colors together?

How can you use the large paper to make your painting look balanced?

DIFF:

Emerging: Focus on simple strokes and color exploration.

Advanced: Encourage detailed painting with layered colors or intricate designs.

MATERIALS:

Chart paper

Watercolors

Brushes

Paper towels or sponges for cleanup

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MY NAME:

Students will write and creatively decorate their name to develop fine motor skills and personal identity, and display their work as part of the classroom community documentation. (self portrait)

PQ:

How do you feel when you see your name on the wall?

What do you want others to know about your name?

Was it fun to decorate your name? What did you enjoy the most?

DIFF:

Emerging Writers: Provide name tracing sheets with their name in dotted lines.

Developing Writers: Allow students to copy their name from a name card.

Independent Writers: Encourage them to write their name without assistance and add additional elements like middle or last names if ready.

MATERIALS:

Sentence strips

color pencils

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Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and

feelings, and form positive relationships with adults and other children.

caring

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NAMES:

Students will build and decorate their name using foam letters, developing fine motor skills, letter recognition, and creativity.

Students will cut out and paste foam letters on A3 paper to spell their names. Afterward, they will decorate the letters with markers, stickers, or other materials to personalize their names.

PQ:

What colors and patterns would you use to decorate your name?

How do the shapes of the letters help you recognize them?

What other ways could you decorate your name to make it stand out?

DIFF:

Emerging: Focus on placing and gluing the letters in the correct order.

Advanced: Add extra details like designs or illustrations around the letters to enhance the decoration.

MATERIALS:

Foam letters

A3 paper

Glue

Markers, stickers, or other decorative materials

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Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design, texture, form and function.

tinkering and design

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Students will use kinetic sand along with various materials (e.g., sticks, molds, fabric, or natural objects) to explore textures, shapes, and how materials can interact with the sand.

PQ:

What shapes can you create with the kinetic sand?

How does the texture of the kinetic sand feel compared to the other materials?

What happens when you press or mold the sand with different tools?

DIFF:

Emerging: Focus on feeling and exploring the textures of the sand and materials.

Advanced: Create more intricate designs and structures by combining the materials with the kinetic sand.

MATERIALS:

Kinetic sand

Various tools (sticks, molds, fabric, natural objects, etc.)

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Students will demonstrate understanding of their classmates’ interests and experiences by participating in an interactive question-and-answer game and sharing personal information in response to prompts.

PQ:

what's your name?

what do you like to do?

Are you happy to be in kinder? what are you excited to learn?

MATERIALS:

ball

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Party Freeze Dance Song - THE KIBOOMERS Preschool Songs for Circle Time

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CLASS ANIMAL:

Students will identify and describe fun facts about our class animal to demonstrate understanding of its characteristics, habitat, and behavior.

fun facts / hint questions

small group act: decorate/create class animal crown.

PQ:

What do you know about hummingbirds?

Have you seen one?

What is your favorite fact about the hummingbird?

MATERIALS:

Paper crowns

class animal (print)

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PART #1: Let’s Tour the Cafeteria!

Students will explore the cafeteria and describe its key areas and routines to develop familiarity and confidence in navigating the space.

PQ:

What do you see in the cafeteria?

Where do you think we will sit to eat?

What smells or sounds do you notice in here?

What do you think happens in the cafeteria every day?

How do you think we can keep the cafeteria clean and safe?

What should we do if we need help during lunchtime?

PART #2: Draw What You Think Lunchtime Will Be Like!

Students will use imagination and drawing to express and illustrate their personal feelings and expectations about a new experience or environment.

PQ:

What food do you think you’ll eat here?

Who might sit next to you?

How will you feel during lunchtime — happy, excited, hungry?

What fun things might you talk about at the table?

Will you bring lunch or eat something from school?

DIFF:

Emerging: Provide sentence starters or picture prompts (e.g., emojis, simple feelings charts like 😊😟😲).

Advanced: Invite them to label their drawings with descriptive words or full sentences ("I feel excited because...").

MATERIALS:

Sketch book