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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Can you help me with these additions?

ten frame additions.

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Oh no! My sentences are all mixed up.

Can you help me put them in the right order?

like I pizza → ______________________.

Iam I happy →_______________________.

see I cat a → ________________________.

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Non-Standard units of meassurement

Students will apply their knowledge of non-standard units of measurement by measuring classroom objects and recording their findings.

Description of Activity:

Ss will explore measurement by choosing a non-standard unit (e.g., paperclips, cubes, popsicle sticks, erasers).

Working in pairs, they will select different classroom objects (books, pencils, blocks, water bottles, etc.) and measure them using the chosen unit.

Ss will record their results on a chart: Object → Unit used → Number of units long/tall/wide.

Prompt Questions (PQ):

Why do we need to measure things?

How many (paperclips, cubes, etc.) long is this object?

Does the measurement change if we use a different unit? Why?

Differentiation (DIFF):

Emerging: Ss will measure 2–3 objects using 1 type of unit and record with teacher support.

Advanced: Ss will measure using 2 different non-standard units and compare the results.

Materials:

Non-standard units (paperclips, cubes, popsicle sticks, erasers, etc.)

Recording chart / word template

Pencils and crayons

Skills Targeted:

Understanding measurement concepts

Comparing lengths

Recording and organizing data

Collaboration and communication

Critical thinking (comparing different units)

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CONNECT THE DOTS: LETTERS

Students will strengthen letter recognition, sequencing, and fine motor skills by connecting numbered dots to form both uppercase and lowercase letters.

Students will work individually at tables to connect the dots on their templates to complete both uppercase and lowercase versions of the letters. They will trace over their finished letters for extra practice.

Option # 2:

Ss will trace the letter, connect the dots and write words that start with each vowel.

Skills Targeted:

Letter recognition (uppercase and lowercase)

Number sequencing and counting

Correct letter formation and directionality

Fine motor skills and pencil control

Visual-motor integration

MATERIALS:

Connect-the-dots letter templates (upper and lower case)

Pencils and erasers

Crayons or markers for tracing over letters

Large teacher demonstration chart or whiteboard version

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Look & Find – Object Hunt

Students will strengthen attention and observation skills by identifying specific objects hidden within a busy picture scene.

Students will receive a Look & Find hidden picture page filled with various objects. They will:

1. Observe the image carefully to locate and identify specific target objects (e.g., apple, ball, car, scissors).

2. Check off each object from a provided list as they find it.

3. Share one or two objects they found and describe their position using prepositions (e.g., "The ball is under the table").

Materials:

Hidden object picture pages

Object checklist (with images for support)

Clipboards and pencils or markers

Optional: magnifying glasses for fun observation support

Skills Targeted:

Visual discrimination and attention to detail

Vocabulary building

Spatial awareness (using prepositions)

Fine motor (checking off, circling)

Cognitive focus and persistence

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This is Not a Cloud! Critical Thinking

Students will demonstrate creativity and originality by finishing a partial image, transforming it into a new drawing based on their imagination.

Description of Activity:
Students will receive a page with incomplete or abstract shapes (e.g., a swirl, a line, or half of an object). They must observe carefully and think outside the box to turn the shapes into complete drawings. Once their artwork is complete, they will explain what they created and add labels or a sentence describing it.

Materials:

Printed pages with abstract shapes or partial drawings

Crayons, colored pencils, or markers

Journals or writing paper (optional for extension)

Optional: example page of creative finished drawings

Skills Targeted:

Creativity and flexible thinking

Visual-spatial awareness

Fine motor skills

Storytelling and expressive language

Focus and attention to detail

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SS will take turns rolling a dice, moving a dinosaur game piece across letter-marked spaces, and saying the sound of the HFW or Number Word they land on. This playful phonics activity strengthens letter-sound knowledge, turn-taking, and vocabulary as they name and articulate initial letter sounds with clarity and confidence, while linking sounds to letters and naming and sounding the letters of the alphabet.

PQ:

What letter did you land on?

What sound does that letter make?

Can you think of a word that starts with that sound?

DIFF:

Emerging:

SS will say the letter name or repeat the sound after a peer or teacher model

Advanced:

SS will name a word that starts with the letter

MATERIALS:

Game board with letters

Dice

Dinosaur counters

Letter sound visuals (optional)

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Sentence formation (guided center):

Objective:
Students will create and write sentences using sentence starters, transition words, and story elements while labeling animals and sorting them into habitats.

Description:
Students spin the wheel to get a character, setting, problem, or solution. The setting will connect to a habitat (forest, ocean, desert, etc.). Students will then build a class story step by step, using sentence starters and transition words. Along the way, they will sort and label animals into the correct habitat to enrich their story details. Finally, students write and illustrate their part in journals.

PQ:

1. How do animals and habitats make our story more interesting?

2. What happens when we use transition words in our sentences?

3. How can labeling help us understand and tell the story better?

DIFF:

Emerging: Match and label animals to the correct habitat, write simple sentences with support.

Advanced: Write complete, detailed sentences with transition words and multiple story elements.

MATERIALES:

Wheel with story elements (character, setting/habitat, problem, solution)

Sentence starter chart

Transition words chart

Animal and habitat images

Labels/word cards

Journals or A4 paper

Markers/pencils

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-Hello

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Let’s read and complete the sentences together.

I ___ happy.

She ___ my friend.

We ___ six years old.

I ___ a cat.

He ___ run fast.

I ___ pizza.

We ___ fun today.

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NEW JOURNAL INTRO

Objective:

Recognize and use the new lines in their journals to correctly write names using lowercase letters.

Description:

Teachers will introduce the new lines for first grade journals and explain how to use them for writing lowercase letters. On chart paper, teachers will model how to write names with proper use of capital and lowercase letters. Students will then practice writing their own names in their new journals, applying the correct use of the new lines.

Intro Small Moments & Chart: Together, create an anchor chart titled Small Moments with guiding prompts: Who? When? Where? What?

Independent Practice: Students will choose a small moment to write about. Using classroom resources (HFW wall, alphabet chart, sentence starters), they will stretch out words to include as many sounds as they can.

PQ:

1. How are these new lines different from the ones we used before?

2. Why do we use lowercase letters when writing?

3. What is the first letter in your name and how should it look?

DIFF:

Emerging: Write only their first name using the correct use of capital and lowercase letters.

Advanced: Write both first and last names, applying lowercase correctly.

MATERIALES:

Chart paper for teacher modeling

New lined journals

Markers/pencils

Slides

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WHAT DISSOLVES IN WATER?

Objective:

SS will analyze various everyday materials by testing and observing which substances dissolve in water, and classify them based on their results.

ACT:

Using items like sugar, salt, flour, rice, and oil, they made predictions, tested each material, and observed what happened when it was mixed with water, they will have to sort each material into two groups: dissolves and does not dissolve, labeling each material into the group it belongs.

PQ:

-What do you think will dissolve in water?

MATERIALS:

What dissolves in water? template

Pencils

Buckets

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Intro HFW “he”

Use the high-frequency word he in spoken and written sentences.

Description:

Students will begin by searching the hallway to find the new high-frequency word he and paste it on the HFW wall. Next, they will participate in a shared reading activity of a story about a boy, noticing how the word he is used. For independent practice, students will write sentences in their journals about the story, including the HFW he.

PQ:

1. When do we use the HFW he?

2. Who are we talking about when we say he?

3. Can you make a sentence using the word he?

DIFF:

• Emerging: Write one simple sentence using he with teacher support.

• Advanced: Write additional sentences in their journals about the story using he.

MATERIALES:

• HFW cards hidden in hallway

• HFW wall

• Story about a boy (shared reading text)

• Journals

• Pencils

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Similarites and differences

Make comparisons among objects and people using measurement words such as shorter, taller, bigger, smaller, heavier, lighter.

Description:

Students will observe two pictures of their friends. They will compare the two by identifying similarities and differences, using comparison words (shorter/taller, bigger/smaller, heavier/lighter). The teacher will guide with examples and encourage the use of full sentences.

PQ:

1. How are these two friends alike?

2. What words can we use to describe their differences?

3. Can you think of something else that is taller/smaller/heavier/lighter?

DIFF:

• Emerging: Identify and say one attribute that is different (e.g., “taller”).

• Advanced: Write full sentences comparing both pictures (e.g., “Ana is taller than Luis”).

MATERIALES:

• Printed pictures of students (pairs)

• Chart paper or whiteboard

• Markers

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Check out this Presentation designed by Pamela Ramirez Zuniga.

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FRANCISCO MATEO

DOMENICA

ELISA

LEONARDO

BENJAMIN

FELIPE

VALERIE

VICTORIA

LUANA

LAIA

RAFAELLA

ANTONELLA

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GONZALO

RAFI

MARIANA

CAYETANA

SALVATORE

ALESSANDRO

EZEQUIEL

LARISSA

JOAQUINA

FRANCO

VIOLETA

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COMITTED: I USED TO THINK, NOW I THINK…

I am an active learner and can focus on topics that capture my interest.  I am starting to understand that learning comes from trying new things and making mistakes.

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-Choose a book: (Suggested: Miss Wishy Washy or a poem)

This book can be read throughout the week in 3 or 4 short sessions

- Session # 1: Observe the front cover before reading the title and ask prompt questions:

What do you think this story will be about?

Make connections with content seen in class

-You can record the answers on a big chart paper or on a thinking web

-Read the text and become familiar with it, check predictions.

-Session # 2: Re-read the text and have ss read with you (use a pointer)

-Work on decoding a few words from the text (cover the word with a post it)

-Session # 3: Re-read the text and have ss read with you (use a pointer)

-Work on identifying HFW within the text.

Session # 4: Re-read the text and have ss read with you (use a pointer)

-Work on identifying punctuation marks within the text. (this can be done in 1 or two sessions)

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-Choose a book that will interest your ss (can be linked to a project. Better if book is big)

-Introduce the text and read the title

-Ask ss to look at the front cover

What can you see?

What do you think the story is going to be about?

(talk to your elbow partner then discuss as a whole class)

- Start reading and stop on “difficult” or new words. Ask ss what do you think they mean.

-Prepare 1 or 2 questions (use post it’s) stopping on the page and repeat the strategy of elbow partners.

Here you can intentionally show ss that the picture/image is cohesive to the text.

-When you get to the end of the story, check for understanding: ask questions like:

What happened in the story?

What was the Problem?

What was the solution?

Characters and setting

New vocabulary

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Objective: Students will construct and read simple sentences using sight words and picture cards.

Description:
Teacher prepares sentence strips with predictable sentence starters (e.g., I can ___. / I see a ___.). Students select picture cards (dog, ball, car, sun, etc.) to complete the sentences. They place the picture in the blank space of the pocket chart, read the full sentence aloud, and then try it with another card. Students can rotate turns to create and read different sentences.

PQ:

1. What sentence can you make with this picture?

2. How do you know what it says?

3. Can you read your friend’s sentence too?

DIFF:

Advanced: Students can add an extra detail orally or in writing (I see a dog in the park.).

Emerging: Students match picture cards with teacher-modelled sentences before reading aloud.

MATERIALES:

Sentence strips with “I can ___” / “I see a ___,”

pocket chart

picture cards (dog, ball, sun, car, etc.).

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NUMBER KABOOM:

Objective (Bloom: Remembering/Understanding)
Students will recognize and identify numbers from 1–15 through a game of Kaboom.

Description
Prepare popsicle sticks or cards with numbers 1–15 written on them. Add a few cards that say “Kaboom!” Students take turns drawing a card and reading the number aloud. If they read correctly, they keep the card. If they draw “Kaboom,” they must return all their cards to the pile. The game continues until time is up or all cards are used.

PQ (Prompt Questions)

1. What number did you get?

2. Can you find a friend with a bigger number than yours?

3. Which number comes before/after your card?

DIFF

High learners: Identify numbers up to 20 and place them in order.

Low learners: Use visual number charts for support when reading numbers.

MATERIALES

Popsicle sticks or cards with numbers 1–15 (and up to 20 for extension)

“Kaboom!” cards

Small container or cup

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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

Compose and decompose numbers up to 10 into pairs in more than one way using manipulatives

Recognize number words (0-1)

Recognize number words (zero, one, two, three, four five six seven)

In practical activities and discussion, beginning to use the vocabulary involved in changing quantity

Classify objects by attributes

Classify objects and count the number of objects in each category

Uses positional words to describe creations

Include number words into writing pieces

Compare and order numbers

Mentally recognize quantity

Uses non-standard units of measurement to measure objects around them.

Recognize 2D shapes: circle, triangle, rectangle, square and hexagon.3D shapes: cylinder, sphere, cube, and cone.

Uses positional words to describe creations

Counting backwards from 10

Say the number that is one more or one less than a given number

Begins to understand the concept of addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Find the number (from 1 to 9), that makes 10 when added to the given number

Representation and model Mathematics (Problem Solving): Understand meaning of "How many"?

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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

Hears, says and writes the initial sound in words.

CHUNK:  H E F L I T U D P B A M N K V W    X Y (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

Writes own name and other things such as labels,captions

Manipulates phonemes/ identify and separate phonemes in words

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

Hears, says and writes the initial sound in words.

HFW: (I, CAN, SEE, A, LIKE, TO, MY, THE, HAVE, AM, IS, WE, YOU, IN, AND HE, ME, WENT, NO, GO))

Uses pictures to read simple sentences from left to right.

match one spoken word to one word in print, as defined by space

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

Can segment the sounds in simple words and blend them together and knows which letters represent some of them (BLENDING)

Word families (on/at/ay)

Rhyming words

Change beginning sound

We are all writers

When we are done we have just begun (labeling)

Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

Recognises rhythm in spoken words

Carrying on independently as writers

4. Writers call to mind what they want to say, then put that onto the page

5. Stretching out words to write them

6. Writing even hard-to-write ideas

Bend # 2

7. Turning pieces into books

8. Planning teaching books page by page

9. Asking and answering questions to add more

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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

Uses hands intentionally on daily basis activities to stimulate endurance

Uses hands to hold objects intentionally

uses correct pencil grip to draw/write

Uses pencil grasp to solve daily basis problems

Create shapes and letters using simple lines

Coordinates eye - hand with accuracy in cutting straight and curved lines.

Uses dominant hand for daily activities

Traces lines and letters following the correct directionality (Top to bottom, lef to right)

Uses spaces and respects limits accordingly to the task

Uses positional words to understand and complete tasks

Manipulates and differentiates sensorial stimuli

Explores different body parts to create body postures

Static balance for 10 sec

Alternates jumps using both feet

Identifies and applies appropriate postures according to the task

Participates in visual perception activities

Follows and coordinates visually movements

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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

Manipulate objects and observes to make connections to previous knowledge

Use of senses to gather information about objects

Recognize own physical features (age appropriate)

Recognizes and solves problems through active exploration, including trial and error, and through interactions and discussions with peers and caregivers

Collect, describe, and record information through discussion, drawings, and chart (surveys & tally marks, web map, bar graph, venn diagram)

Identify the common needs such as food, air, and water of familiar living things

Invents strategies to figure out answers to problems

Shows curiosity about living and nonliving things

-Shows respect for living things

Categorize objects into groups based on their qualities, similarities and differences

When unsuccessful at solving problems, experiments and adapts strategies

Early Learning Goal

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.

-Remembers and talks about significant events in their own experience.

​​Recognize membership in family, neighborhood, school, and other groups.

-Explain why families and classrooms have rules (e.g., examples of rules and consequences).

-Identify school personnel to whom students can go for help or safety

-Follow safety procedures for school emergencies (e.g., fire drills, earthquake, intruder).

-Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes and special holidays).

-Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present, future, before, now, and later.

-Identify common places in their community (landmarks)

- Describe surroundings

-Recognises and describes special times or events for family or friends.

-Makes comparisons among several objects based on one or more attributes (length, size, weight) and using words such as shorter, taller, bigger, smaller, heavier, lighter.

-Recognize and investigate cause-and effect relationships in everyday experiences – pushing, pulling, kicking, rolling, or blowing objects

- Shows acceptance of persons from different cultures and ethnic groups

-Shows that he/she values others within the classroom/program, family, and community

-Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family

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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

Respect

Responsibility

Fairness

Citizenship

Trustworthiness

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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

Tinkering and Design

Manipulates and interacts with materials and their utilities (Tinker)

Repeats different actions to improve results

Creates with no instruction by tinkering with materials

Tinker with materials to solve problems

Follow the correct use of computers and apps

Shares and collaborates with peers through exchanging ideas and helping one another.

Ignites imagination by applying the maker cycle (imagine-play-make-share)

Makes things happen, watches for results, repeats and improves results

Design thinking: represents ideas through drawings and labeling

Shares thinking about future projects (Design Thinking).

Communicates and explains their creation with details, their use and names them

Observes environment, records detailed data, makes comparisons and uses the information to create

Manipulates objects that have no instruction and gives them a purpose

Manipulates riding toys with precision

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s read together.

1. I have one (image of a teddy bear).

2. The (image of a dad) can see the (image of a cat).

3. I have a (image of a dog).

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Today we will play with rhyming words.

Which two of these words rhyme:

cat – hat – sun

dog – log – car

tree – bee – book

Can you give me more examples?

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Intro letter R

Recognize the new letter R and identify objects and words that begin with its sound.

Description:

Students will participate in a “Red Party.” First, they will search the classroom to find objects that are red or that start with the letter R. They will also find images with the initial letter R hidden around the classroom and use them to guess the new letter. Afterwards, students will go to their journals to practice writing the new letter R.

PQ:

1. What things do you know that have the initial sound /r/?

2. Why do you think the letter R is connected with red?

3. Can you think of other words that begin with R?

DIFF:

• Emerging: Practice tracing and copying the letter R in their journals.

• Advanced: Write sentences with the words they found that start with R.

MATERIALES:

• Red objects

• Images of items that start with R

• Journals

• Pencils/crayons

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Wheel of names review!

Objective:

Represent numbers and letters through drawings and written words.

Description:

Each student will have their journals. The teacher will use the wheel of names to display either a number or a letter. Students will look at the number and do a movement (that the teacher says) the number of times they got or draw something that starts with the given letter, the write the letter in the new lines.

PQ:

1. How many numbers do we know so far?

2. Why do we have to practice letters and numbers?

3. Can you think of another way to represent this number or letter?

DIFF:

• Emerging: Draw simple pictures to show numbers or letters.

• Advanced: Label each drawing with the correct number word or initial sound word.

MATERIALES:

• Wheel of names (letters and numbers)

• Whiteboards

• Markers

• Erasers

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The page is slow to load and there may have been an error. To fix it, please refresh the page.

1. Windows, Linux or Chromebook: press Ctrl F5.

2. Mac computer:

Safari: press Option Command E and then Command R.

Other browsers: press Command Shift R.

3. Phone or tablet: swipe down from the top of the page.

If this doesn't work, try going to old.wheelofnames.com.
What is the wheel spinner for?

Every day we hear from people who use our website in new ways:

Random name picker in the classroom: pick which student will answer the next question. How to use it in the classroom

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Can the wheel be rigged?

There is no functionality to determine which entry will win ahead of time. When you click the wheel, it accelerates for exactly one second, then it is set to a random rotation between 0 and 360 degrees, and finally it decelerates to a stop. The setting of a random rotation is not visible to the naked eye as it happens when the wheel is spinning quite fast.
Randomness of the wheel

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Free and easy to use spinner. Used by teachers and for raffles. Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Intro Number 15:

Objective:

Identify and represent the number 15 in different forms.

Description:

Students will search the classroom to find 15 hidden magnetic cubes. Once collected, they will put them together to create a number block and count to discover the number 15. Afterwards, students will use their sketchbooks to draw different ways to represent the number (numeral, tally marks, fingers, ten frame, etc.).

PQ:

1. What numbers make number 15?

2. How can we show number 15 in different ways?

3. What do you notice about number 15 compared to smaller numbers?

DIFF:

• Emerging: Match and draw basic representations of 15 (fingers, tallies, dots).

• Advanced: Write the number word “fifteen” and show addition combinations (e.g., 10+5, 7+8).

MATERIALES:

• 15 magnetic cubes

• Sketchbooks

• Pencils/crayons

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@Numberblocks- Secret Agent Fifteen | Learn to Count

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INTRO SMALL MOMENTS

Objective:

Students will understand what a “small moment” is and apply this concept by choosing and writing about their own small moment, stretching out words to include as many sounds as they can.

Description of Activity

Whole Group: Introduce the concept of small moments by explaining that writers zoom in on one event (not a whole day, just a part). Together, create an anchor chart titled Small Moments with guiding prompts: Who? When? Where? What?

Share a teacher example (e.g., When I ate ice cream at the park with my sister). Model thinking aloud: who was there, when it happened, where it took place, and what happened.

Independent Practice: Students will pick one of their own small moments and write about it in their journals. Encourage them to stretch out words to include as many sounds as they can, using classroom resources (HFW wall, alphabet chart, word wall, sentence starters).

Prompt Questions (PQ)

What makes something a small moment?

How is a small moment different from telling a whole day?

What is your small moment about? Who was there? Where did it happen?

Differentiation (DIFF)

Emerging: Draw a picture of their small moment and label with initial sounds.

Advanced: Write 2–3 sentences including details about who, when, where, and what happened.

Materials

Chart paper and markers (for anchor chart)

Journals

Pencils and crayons

HFW word wall, alphabet chart, sentence starter chart

Skills Targeted

Writing with focus (narrowing to a small moment)

Stretching out words for sounds (phonemic awareness, phonics)

Use of writing resources (word wall, sentence starters)

Fine motor (writing and drawing)

Oral language development through sharing ideas

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Paper Bridge

Objective:

Students will build a bridge using only paper and tape, applying basic engineering ideas so it can hold as much weight as possible.

Description:

Children will work in teams to design and build a bridge using sheets of paper (they can fold, roll, or create different structures) and tape. Then, they will test the strength of the bridge by placing small objects (coins, counters, erasers) on top until the bridge collapses.

PQ:

1. What happened when you put the first object on your bridge?

2. How can you change your design to make it stronger?

3. What did you learn about how engineers build bridges?

DIFF:

Low level: Provide visual examples of ways to fold paper (accordion, tube, flat).

High level: Challenge them to build a longer bridge or one that holds more weight without showing examples.

MATERIALS:

Sheets of paper (white or colored)

Tape

Coins or counters

Two books or boxes to serve as bridge supports

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What Makes Bridges So Strong? | Engineering for Kids | STEAM | SciShow Kids

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“The Girl Who Never Made Mistakes”

Students will analyze Beatrice’s feelings about mistakes, predict story events, and create a craft that celebrates the power of learning from mistakes.

Day 1: Interactive Read-Aloud and Discussion

Before Reading

Show the cover. Ask:

“What do you think this book will be about?”

“What does it mean to make a mistake?”

“Is it okay to make mistakes? Why?”

Chart their ideas with a T-chart: Mistakes / Feelings About Mistakes.

During Reading

Stop at key pages:

When Beatrice is perfect: “How does she feel? How do others see her?”

When she almost makes a mistake: “How do you think she feels inside?”

When she finally makes a mistake: “What do you think will happen next?”

Use sticky notes to cover emotion words. Let students predict.

After Reading

Discuss:

“How did Beatrice change?”

“How did making a mistake help her?”

“How do you feel when you make mistakes?”

Add new ideas to the T-chart.

Prompt Questions (PQ):

Why was Beatrice afraid of making mistakes?

How did she feel when she finally made a mistake?

What can we learn from Beatrice about making mistakes?

DIFF.

Emerging:

Use emotion picture cards to match Beatrice’s feelings.

Provide sentence starters: “Beatrice feels ___ when ___.”

Advanced:

Invite students to write about a time they made a mistake and what they learned.

Discuss how making mistakes helps our brains grow.

Fun Craft – “My Beautiful Mistake” Art

Theme: Celebrate the idea that mistakes can lead to beautiful, creative, or unexpected results!

Students will create an art piece that starts with a “mistake” mark or scribble and turns it into something they love.

Materials Needed:

White paper

Markers, crayons, colored pencils

Optional: Watercolors, glue, scrap paper for collage

Sentence strips or recording sheet

Steps:

Invite each child to “make a mistake” on their paper—a scribble, random shape, or accidental-looking line.

Challenge them: “Turn your mistake into something beautiful or creative!”

Example: A scribble becomes a monster, flower, or castle.

Once finished, students share their art and describe:

“My mistake turned into…”

Write or dictate a reflective sentence:

“Mistakes help me…” or “I can learn from mistakes by…”

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Training My Movement

Students will develop awareness of their body and movements by practicing mindful walking patterns and observing the sensations produced by moving at different speeds.

Description of Activity

Students will practice mindful walking in a limited space (no more than 10 steps).

They will be asked to focus only on their feet, noticing how each step feels and the sensations in their body.

Using floor tiles as a guide, students will walk in slow motion across the space.

Throughout the week, they will practice different patterns of speed (fast–slow–fast–slow).

Each round will end with a pause and a deep breath to connect movement with calmness.

PQ (Prompt Questions)

What do you notice about your feet when you walk slowly?

How does your body feel when you walk fast? How does it feel when you walk slow?

Why do you think it’s important to pause and take a deep breath after moving?

DIFF (Differentiation)

Emerging: Walk following teacher’s modeled pace and pattern (guided fast/slow).

Advanced: Create their own walking pattern (e.g., slow–slow–fast, or 3 fast steps–2 slow steps) and share with peers.

Materials Needed

Clear space with floor tiles or markers on the ground

Calm background music (optional)

Skills Targeted

Mindfulness and body awareness

Self-regulation (pause and breathe)

Pattern recognition and creation

Focus and observation

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SORTING BY ATTRIBUTE:

Objective:
Students will practice fine motor skills, sorting, counting, and writing by retrieving, categorizing, and recording objects from the sensory table.

Description:
Students will use tweezers to pick out hidden objects from the sensory table. They will sort the objects into groups (stars, cats, dogs, etc.), count the total in each group, and finally record their findings as a list in their journals (e.g., 10 stars, 5 cats, 4 dogs).

PQ:

1. How many ___ did you find?

2. How do you write ___?

3. Can you stretch it out?

DIFF:

Emerging: Draw the objects and label them with initial sounds or use word wall to copy.

Advanced: Write complete number + word lists independently (e.g., 10 stars, 5 cats).

MATERIALES:

Sensory table with assorted objects

Tweezers

Sorting trays or bowls

Journals or A4 paper

Pencils/markers