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-Hello

-Take attendance

-Move your body

MM: Hello Hummingbirds!

Please label the images.

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Rainbow Name Craft

Students will apply letter recognition and fine motor skills to build their name using colorful paper shapes.

Description:

Students will create a fun and colorful name craft by:

1. Identifying and spelling the letters of their name.

2. Gluing pre-cut or self-cut colored paper circles or shapes on a strip of cardstock or paper.

3. Writing one letter of their name on each shape.

4. Decorating their name craft if time allows.

This activity supports name recognition, sequencing, and letter formation, while also developing scissor and gluing skills.

Prompt Questions (PQ):

What letters are in your name?

Which letter comes first?

Can you find a letter that looks like this one on our alphabet chart?

DIFFERENTIATION (DIFF):

Emerging: Use name templates or dotted letters to trace. Provide pre-cut shapes.

Advanced: Let students cut their own shapes, write both uppercase and lowercase letters, or decorate with drawings representing things they love.

Materials Needed:

Colored paper (cut into circles or other shapes)

Glue sticks

Scissors

Black markers or crayons

Long strips of white or colored cardstock

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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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DOMINO NUMBERS

Students will reinforce number recognition, construction, and directionality by building numbers using domino pieces.

Description:

Students will use domino pieces to form the shape of numbers (1–10) on the floor or table. Once they have carefully built the number shape using the dominoes, they will push the first one to create a domino fall, watching how the pieces fall in the correct writing direction of the number.

This reinforces directionality and number formation in a tactile, engaging way.

PQ:

What number are you building?

Which direction does your number go?

Did all your dominoes fall in the right direction?

DIFF:

Emerging: Trace numbers with a model first; work on numbers 1–5.

Advanced: Create numbers without a model and try double-digit numbers.

Materials Needed:

Domino pieces

Printed number models for guidance (optional)

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ROLL AND COLOR

Students will apply number recognition skills by rolling a die and coloring the matching number.

Instructions for Students:

1. Roll a die.

2. Find that number on the sheet.

3. Color in one of the circles with that number.

4. Repeat until all the numbers are colored or time is up.

Prompt Questions (PQ):

What number did you roll?

Can you find and color it?

Which number do you see the most on your paper?

DIFFERENTIATION (DIFF):

Emerging: Use a die with dots instead of numbers; help students count the dots and match.

Advanced: After coloring, students can write the number name or make a set using manipulatives (e.g., 9 cubes).

Materials Needed:

This worksheet

Dice (1 per student or pair)

Crayons or markers

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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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LINK IMAGE TO INITIAL LETTER

SS will dig through a sensory basket filled with red noodles to find picture cards of words that begin with the letters H, E, F, L, I, T. After finding a card, they will use linking chains to attach it to the correct letter card, practicing beginning sound recognition, sorting, and fine motor coordination.

PQ:

What letter does your word start with?

How do you know it belongs with that letter?

What sound do you hear at the beginning of the word?

DIFF:

Emerging

SS will match picture cards to large letter cards with adult support

SS will focus on one letter at a time

Advanced

SS will sort multiple cards and explain the sound-letter connection

SS will think of an extra word for one of the letters

MATERIALS:

Sensory basket with red noodles

Picture cards with words that start with H, E, or F

Letter cards: H, E, F

Linking chains

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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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-Hello

-Take attendance

-Move your body

MM: Hello Hummingbirds,

Complete the sentences:

I see ____girls.

I see ____boys.

-Daily Affirmations

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-Hello

-Take attendance

-Move your body

-Morning Message:

"Good morning, Mathematicians!
Today we are going to help numbers find how many they represent. Are you ready to count, match, and build?"

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-Hello

-Take attendance

-Move your body

MM: Hello Hummingbirds!

Please complete the CVC words.

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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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Students will recognize the letter "B", its sound, and identify words that begin with that letter. They will practice early writing and phonemic awareness by stretching out the sounds.

Description:

Begin the day with a morning message directing students to observe a table with real items that begin with the letter "B" (banana, blueberries, bread, etc.). After discussion, reveal that the new focus letter is "B".

Review how to write uppercase and lowercase "B", and model the /b/ sound. Brainstorm more words that begin with "B".

Independent Act: Students will draw items that begin with "B" in their journals. Then, they will stretch out the words to identify and write as many sounds as they can, forming a list.

Prompt Questions (PQ):

What sound does the letter "B" make?

Can you name more words that begin with "B"?

How can you stretch out a word to hear all its sounds?

DIFF:

Emerging: Ss will draw 2–3 items and label them with beginning sounds (e.g., “b” for banana).

Advanced: Ss will write full words or short phrases/sentences using "B" words (e.g., “I see a big banana.”).

Materials Needed:

Real items (banana, blueberries, bread, etc.)

Morning message card

Chart paper (for brainstorming B words)

Journals

Pencils and crayons

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Animal Footprint Investigation

Students will observe and analyze footprints, make inferences about animals based on track shapes, and apply phonics knowledge to label their drawings.

Description:

Students will explore animal footprints in sand using magnifying glasses. After close examination, they will:

1. Guess which animal might have made each footprint.

2. Draw their predictions in their journals (one drawing per footprint).

3. Label their drawings using phonetic spelling—stretching out words and writing the sounds they hear.

Prompt Questions (PQ):

What do you notice about this footprint?

What animal do you think made it and why?

What sounds do you hear in the word for that animal?

DIFFERENTIATION (DIFF):

Emerging: Provide picture cards of animals to choose from when drawing/labeling.

Advanced: Invite students to write a simple sentence about how the animal walks or where it lives.

Materials Needed:

Sensory tray with sand and animal footprints

Magnifying glasses

Journals or drawing paper

Pencils and crayons

Optional: Animal picture reference cards

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Math Focus — Matching Number to Quantity (1–20)

Students will match numerals from 1 to 20 with their correct quantities using tactile, concrete materials.

Whole Group Activity: Matching Game

1. Teacher shows large number cards (1–20) one by one.

2. After each number is shown, students hold up fingers, jump that many times, or show it using manipulatives at their table.

3. Teacher asks:

“How many is this?”

Let's count together

“Can you show me another way to make this number?”:

What number is this?

How do you know it matches that amount?

Can you show this number in a different way?

Independent Activity: “Number Build & Match”

Each student will have:

A pile of small counting items (buttons, pom-poms, mini animals, etc.)

A white board

Instructions:

1. Spin the wheel of names (numbers 1 t0 20).

2. They write the number

3. They place the matching number of objects next to or on the number.

For added challenge: students can draw a representation on the whiteboard after they build it.

DIFF:

Emerging: Use numbers 1–10 only with dot support.

Advanced: Use 11–20 and challenge them to show the number in two ways (e.g., draw and count objects).

Materials Needed:

Number cards (1–20)

Small manipulatives (buttons, bears, pom-poms, etc.)

white boards

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-Hello

-Take attendance

-Move your body

MM: Hello Hummingbirds!

Can you think of one word to describe yourself?

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SESSION # 1: WE ARE ALL WRITERS (putting ideas on paper with pictures and words)

Students will apply phonics knowledge to label parts of a drawing related to their family by stretching out words and writing the beginning and/or middle sounds.

Description:

Students will create a drawing of their family in their journals. After finishing their picture, they will follow the steps of a writer:

1. Look at your picture.

2. Say the word slowly.

3. Listen for beginning and middle sounds.

4. Write the sounds you hear.

They will label each family member or detail (e.g., "mom", "dad", "me", "dog") using phonetic spelling.

PQ:

Who is in your picture?

What sounds do you hear when you say that word?

DIFF

Emerging: Label only the beginning sound of each word with teacher support (e.g., "M" for mom).

Advanced: Write full phonetic labels or complete sentences about their family (e.g., “I love my mom.”).

Materials Needed:

Journals

Pencils and colored pencils/crayons

Optional: Alphabet chart or phonics wall for reference

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Number of the Week: 8

Students will identify the number 8 and represent it in various ways, while practicing correct formation and developing number sense through movement and hands-on activities.

Description:

Begin with a morning message that sets up a fun treasure hunt. To find the surprise, students must complete 8 different challenges:

1. Name the HFW

2. Name the letters

3. Name the numbers

4. Balance on one foot for 8 seconds

5. Do 8 burpees

6. Do 8 jumping squats

7. Call out a word with the letter E

8. Find the surprise hidden in the classroom

After the treasure hunt, gather for a mini-lesson on number 8:

Introduce the number block

Show different ways to represent 8 (numeral, tally, fingers, objects, ten frame, dice, etc.)

Independent Activity:
Students will use clay (masa Jovi) to trace and form the number 8, practicing the motor pattern needed to write it correctly.

PQ:

What lines are you using to write number 8?

What other ways do you know to represent this number?

Where have you seen the number 8 before?

DIFF:

Emerging: Ss will focus on tracing the numeral and representing it using fingers and clay.

Advanced: Ss will create multiple representations of 8 (e.g., in a ten frame, drawing 8 objects, or tally marks).

Materials Needed:

Hidden surprise

Number cards and visual representations

Clay (masa Jovi)

Morning message with the 8 challenges

HFW, letter, and number cards for the challenges

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Numberblock 8 the Super Hero Block | Learn to Count - 12345678 | @Numberblocks

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MOUSE BOTS

Students will use pictorial direction coding cards to plan a simple path and then program a mouse using push-button controls to follow their sequence.

Description:

Students will independently choose a starting point and a target (e.g., piece of cheese, letter card, number card). They will lay out pictorial direction cards (arrows for forward, turn, etc.) to plan the path the mouse should follow. Once they’re confident in the sequence, they’ll use the mouse’s buttons to program it step-by-step, press go, and observe.

Skills Targeted:

Spatial awareness

Basic sequencing

Fine motor (button pushing, card handling)

Problem-solving and debugging

Logical thinking and early coding concepts

Prompt Questions (PQ):

What direction does the mouse need to go first?

How can you fix the path if the mouse didn’t reach the target?

Can you find a shorter or different path?

DIFF:

Emerging: Use fewer steps and simpler paths with adult support.

Advanced: Add turns, multiple targets, or use two-step coding cards.

Materials:

Programmable mouse bots

Pictorial direction coding cards (arrows: forward, left, right)

Grid mat or taped floor grid

Target cards (letters, numbers, images, cheese cutouts)

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METACOGNITION:

COLLABORATIVE: think, pair, share

USE YOUR WORDS!

Students will understand the importance of using calm, respectful words to solve problems and will practice expressing their needs clearly instead of complaining.

ACTIVITY DESCRIPTION:

1. Read Aloud & Discussion (Optional): Read a short story or present a simple scenario where a character complains, and nothing changes until they choose to speak calmly and explain their feelings.

2. T-Chart Brainstorm: As a group, make a chart:

One side: “Complaining Sounds Like…” (e.g., “That’s not fair! I don’t like this!”)

Other side: “Solving with Words Sounds Like…” (e.g., “Can I please have a turn after you?”)

3. Role-Play Practice: Present real-life school situations (e.g., “Your classmate took the toy you were using”) and have students act out:

First: A complaining response

Then: A respectful, problem-solving response

4. Reflection Circle: Talk about what felt better—complaining or solving the problem by using calm words.

Prompt Questions (PQ):

How do you feel when someone complains instead of trying to solve the problem?

What respectful words can we use to explain how we feel?

How does talking help you feel better and solve problems?

Listen to the question

Think about the answers you would give

Pair with a partner to share your thoughts and ideas

DIFF:

Emerging: Use emotion cards and sentence starters like “I feel ___ when ___” or “Can I please ___?”

Advanced: Invite students to draw a short comic or write a mini-story showing someone solving a problem with their words.

Materials Needed:

Chart paper or whiteboard

Situation cards or drawings

Optional: Puppets or emotion cards for role-play

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Scent & Imagination: What Does That Smell Like?

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Scent & Imagination: What Does That Smell Like?

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METACOGNITION:

COLLABORATIVE: think, pair, share

Students will use their sense of smell to explore and identify different scented oils, express their interpretations through drawing, and label each scent with a word or phrase.

Description:

Students will smell 3–4 different scented oils (e.g., lavender, lemon, peppermint, cinnamon). Without knowing the names at first, they will smell each scent (from a cotton ball or strip), then draw what the scent reminds them of. After drawing, they will label their drawing with a word or phrase (e.g., "flower," "cookie," "candy," "clean"). Once all scents are explored and labeled, the teacher will reveal the scent names. Students will compare their guesses and reflect on their sensory observations and labeling choices.

Skills Targeted:

Sensory discrimination (smell)

Imaginative thinking

Fine motor (drawing)

Descriptive vocabulary

Labeling and early writing

Reflection and communication

PQ:

What does this smell remind you of?

How would you describe this smell in one word?

Can you label your drawing with what it is or what it smells like?

Listen to the question

Think about the answers you would give

Pair with a partner to share your thoughts and ideas

DIFF:

Emerging: Use visual supports and pre-written word options to help with labeling. Provide sentence frames such as "It smells like ___."

Advanced: Encourage full sentence labeling and use of adjectives (e.g., "It smells like fresh lemons" or "This scent is sweet and spicy").

Materials:

Cotton balls or scent strips with 3–4 scented oils (e.g., lavender, lemon, cinnamon, peppermint)

Small labeled containers or numbered bags

Drawing paper or a template with sections labeled “Scent 1,” “Scent 2,” etc.

Pencils, crayons, or colored pencils

Word bank or visual cue cards (optional)

Chart or cards to reveal the actual scent names

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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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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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BUILD A CITY!

Students will use blocks to design and build parts of a city, demonstrating creativity, spatial awareness, and collaborative play.

ACTIVITY DESCRIPTION:

Students are invited to build their own city using blocks. They can include roads, buildings, parks, houses, bridges, and anything their imagination leads them to!

Encourage them to work alone or in teams.

Include mini signs, cars, or figures if available.

Optional: Have photos or drawings of real cities available for inspiration.

Prompt Questions (PQ):

What part of the city are you building?

What shapes are you using in your design?

How could we connect all the buildings in your city?

DIFF:

Emerging: Encourage stacking and naming basic block shapes (e.g., “This is a square tower!”)

Advanced: Ask students to add signs or label areas using sticky notes (e.g., "hospital", "school") or draw a simple map of what they built.

Materials Needed:

Wooden or plastic blocks

Small signs, toy cars/people (optional)

Paper and markers for labeling

Clipboards for students to sketch their designs (optional)

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"The Imposter"

Strategy Focus: Prediction, Shared Reading, Decoding & Theme Exploration

Students will make predictions based on visual and textual clues, decode expressive language in speech bubbles, and analyze the story’s message about being yourself and finding where you belong.

Description:

Start by observing the front cover and discussing the title The Imposter. Guide students to make predictions about the story and character. Read aloud the first part of the book using a pointer. Pause at speech bubbles or expressive words (e.g., “woof!”, “sniff!”, “yikes!”), covering them with sticky notes to practice decoding using picture clues, beginning sounds, and context. After reading, lead a reflection on Skunk’s desire to be accepted and how the animals respond to him.

PQ:

What do you think the word “Imposter” means? Who might be pretending in this story?

Why do you think Skunk wants to be a dog? What do dogs seem to have that Skunk wants?

What does this story teach us about belonging or being yourself?

DIFF.

Emerging:

Decode simpler sound words from speech bubbles (“woof,” “dog,” “run”).

Use character visuals to support vocabulary and feelings.

Provide verbal or visual choices for answering questions.

Advanced:

Decode longer or expressive words in speech bubbles (“imposter,” “family,” “accepted”).

Reflect on the deeper message of the story and how Skunk changes.

Write or share how they’ve felt like an “imposter” or wished to belong.

Materials:

The Imposter book

Chart paper or whiteboard for predictions or theme chart

Pointer

Sticky notes for word decoding

Optional: Animal puppets/masks (Skunk, Dog, Raccoon, Cat, Squirrel)

Vocabulary words

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Students will recognize, read, and locate the high-frequency word “A” through exploration and shared reading.

Description:

Begin with a scavenger hunt — tell students that a new high-frequency word (HFW) is hidden somewhere in the classroom. Once found, gather for a shared reading using slides where students read aloud together and recognize the word “A” in context.

VIDEO

Afterward, students will paste the new HFW “A” on the HFW wall to add it to their growing word bank.

PQ:

Where did you find the word “A”?

Can you find “A” in the sentences we read?

Why is the word “A” important when we talk or write?

DIFF:

Emerging: Ss will echo read or find the word “A” with visual support.

Advanced: Ss will make oral or written sentences using “A” and illustrate them.

Materials Needed:

Printed word “A” (to hide)

Slides with shared reading text

HFW wall

Tape or glue (to post the word on the wall)

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COLLABORATIVE: think, pair, share

Listen to the question

Think about the answers you would give

Pair with a partner to share your thoughts and ideas

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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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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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Week #4 – Present Stillness (Quiet Body)

Students will become aware of their body’s impulses and practice staying still with kindness and self-awareness.

Description:

Begin by discussing the concept of stillness. Ask:

What is stillness?

Why do we move?

What is an impulse?

Explain that impulses are automatic, and they happen without us choosing them. Share that true freedom means noticing the impulse before acting on it.

Talk about keeping the body still not as a punishment, but as a practice of love, care, and control.

Mindfulness Practice:
Guide students through a short stillness session (1–2 minutes):

Ask them to sit comfortably.

Encourage them to notice if their body wants to move.

Ask them to think: Do I really need to move right now? What is behind this feeling?

Invite them to choose stillness if their body is safe and comfortable.

Repeat this practice several times during the week, gradually increasing awareness and duration.

PQ:

What does your body feel like when it’s still?

Can you feel when you’re about to move?

How can you choose stillness with kindness?

DIFF:

Emerging: Ss will use gestures or pictures to express what they noticed about their bodies.

Advanced: Ss will verbally describe an impulse they had and how they responded to it.

Materials Needed:

Calm background music (optional)

Peace corner mat or designated calm space

Visuals to represent "impulse" and "stillness"