The Water Hole, by Graham Base

The animals are thirsty. Count your way 1-10 and watch what happens to the water hole! Oh, and look for the hidden frog on each page.

Materials

  • Cut out paper fish in several colors. Put a number on the fish 1-5 or 1-10. On the backside of the fish add the corresponding dots. On each fish, add a paperclip. Use a stick or ruler and attach a piece of yarn about 1 foot long. On the end of the yarn, tie a magnet. These will be the fishing poles (2 poles should be enough).
  • A variety of materials that will absorb water and those that will not. (cotton ball, paper towel, coffee filter, baby doll dress, cup of sand, cup of dirt, block, plastic toy)
  • Several eye droppers

Vocabulary

  • Delectable (another word for delicious or tasty).
  • Wallowing (stumbling about)
  • Floundering (splashing about)
  • Lumbering (bumping into each other and being clumsy)
  • Absorbed (to be sucked into or taken into the dry sand or other material)

Introducing the Story

Talk about the importance of drinking water everyday. Explain that we need to drink water to help our bodies and brains for playing and thinking. Explain that all living things need water. Ask the children if they think a dog is a living thing, a rock, a plant, a fish, a bed, a tree, and a car?

Approaches to Learning/Reasoning & Problem-Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.

Reading the Story

Hold up fingers that correspond to each page. Don’t forget to look for the frogs. On page three after reading, “But something was happening”, stop and see if the children can see what is happening (the water hole is getting smaller). When you get to page 10 and there is no water left, ask the children again what they think will happen?

Literacy/Book Knowledge & Appreciation; demonstrates abilities to retell aand dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story. AND Language Development/listening & Understanding; demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.

After reading the Story

Ask the children ways in which they use water besides drinking it. Get out a piece of paper and list their responses. (I take a bath in water, I play in my sprinkler, My big brother washes the car, the fireman’s got water). Talk about the importance of drinking water throughout the day to stay hydrated.

Approaches to Learning/Reasoning & Problem Solving; develops increasing ability to find more than one solution to a question, task, or problem. AND Science/Scientific Knowledge; expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes.

Music and Movement

Do animal walks with the children. Can they fly like a bird? Jump like a kangaroo? Hop like a rabbit? Gallop like a horse? Slither like a snake?

Physical Health & Development/Gross Motor Skills; shows increasing levels of proficiency, control, and balance in walking, climbing, running, jumping, hopping, skipping, marching, and galloping.

Discovery

Put out a variety of materials that will absorb water and several that will not. Add a small cup of water and several eyedroppers. Challenge the children to suck up some water into the eyedropper and squirt onto the various materials. Did the water absorb into the item or not? Can the children guess into which items the water will absorb before doing?

Physical Health & Development/Fine Motor Skills; develops growing strength, dexterity, and control needed to use tools such as scissors, paper punch, stapler, and hammer. AND Science/Scientific Methods & Skills; begins to uses senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.

 Take the children outside and pour a cup of water onto the sidewalk. Take a piece of chalk and draw all around the edges of the puddle you created. Ask the children what they think will happen. Check back several minutes later, what happened to the water? Were the children able to predict correctly?

Approaches to Learning/Initiative & Curiosity; chooses to participate in an increasing variety of tasks and activities. AND Science/Scientific Knowledge; shows increased awareness and beginning understanding of changes in materials and cause-effect relationships.

 Blocks

Put out your animals today and encourage the children to build a waterhole for all the animals to drink. Encourage them to sort the animals by like kinds or from smallest to largest.

Mathematics/Geometry & Spatial Sense; shows growth in matching, sorting, putting in a series, and regrouping objects according to one or two attributes such as color, shape, or size.

Art

Encourage the children to draw animals using magic markers.

Creative Arts/Art; progresses in abilities to create drawings, paintings, models, and other art creations that are more detailed, creative, or realistic. AND Physical Health & Development/Fine Motor Skills; progresses in abilities to use writing, drawing, and art tools, including pencils, markers, chalk, paint brushes, and various forms of technology.

Sand and Water

Today just put out water and any materials that you have to just move the water from one container to another. Examples; funnels, pitchers, measuring cups and spoons, tubing, squeeze bottles, basters, and sponges.

Physical Health & Development/Fine Motor Skills; develops growing strength, dexterity, and control needed to use tools such as scissors, paper punch, stapler, and hammer.

Library and Writing

Put the number fish on the floor and show the children how to use the fishing pole with the magnet to ‘catch’ a fish. Can the child name the number on the fish? This can also be done with letters that you may be working on with your children.

Mathematics/Number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.

Math and Manipulatives

Any kind of counting manipulatives and small cups marked 1-5 or 1-10. The children then use the counters to fill the cups up with the correct amount of counters.

Mathematics/Number & Operations; begins to make use of one to o ne correspondence in counting objects and matching groups of objects.

Give each child pieces of paper, 1-5 or 1-10 depending upon the age of your children. On the top of each piece of paper write a number 1-5 or 1-10. Challenge the children to cut out shapes or draw objects 1-5 or 1-10 depending upon how large a number book you are making per child. If Juan is working on numbers 1-5, he should have 5 pieces of paper with a number written at the top of each.

Mathematics/Number & Operations; begins to make use of one to one correspondence in counting objects and matching groups of objects.

Outdoor Play

Bring any animals you might have out onto the playground. Have the children dig a large water hole and position the animals all around. If you have access to water you can have the children carry buckets of water to dump into the water hole. Ask the children what is happening to the water as it is dumped (it is being absorbed into the sand). Encourage the children to talk about the story and act out with the animals that you have. Remind them about the importance of drinking water everyday. Tell them, “Be Smarter, Drink Lots of Water”.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

Bring drinking water out onto the playground. Several times throughout your play, call the children over to the ‘water hole’ and ask them if they would like a drink. Tell them, Be Smarter, Drink Lots of Water”.

Physical Health & Development; Health Status & Practices; builds awareness and ability to follow basic health and safety rules such as fire safety, traffic, and pedestrian safety, and responding appropriately to potentially harmful objects, substances, and activities.

Transitions

Name an animal and the child makes the corresponding animal sound. For older children challenge them to recall some of the animal sounds in the story.

Science/Scientific Knowledge; expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes.

Resources

Dear Parent-today we read a story about animals drinking from the water hole.  Encourage your child to drink plenty of water as they play, especially on hot days. Remind them that they need water to keep their bodies lubed and hydrated.

Stone Soup, by Jon J Muth

When hungry strangers come to town, everyone shares a small amount of their food to make a delicious soup which the whole town can enjoy.

Materials

  • Oil pastels
  • Rock collection
  • Make ahead BINGO cards
  • Crockpot and ingredients found in Resources.
  • 3-4 pots to use throughout the room today
  • Several plastic bowls and two soup ladles
  • Looking Down & Up cards

Vocabulary

  • Monk (like a minister or religious person)
  • Famine (where there is not enough food and everyone is hungry)
  • Suspicious (not trusting)
  • Scholar (someone who does research and is very smart)

Before Reading the Story

Ask the children how many of them like soup? What kinds of soups do you like to eat? Hold up the cover of the book and read the title. Ask the children if they can guess what they are looking into? What do you think they will do with the pot? Introduce the story.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story. AND Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.

Reading the Story

On the page where the monks first enter the village, ask the children why they think everyone closed their windows?  (The villagers did not trust anyone)

Approaches to Learning/Reasoning & Problem Solving; develops increasing abilities to classify, compare and contrast objects, events, and experiences. AND Language Development/Speaking & Communicating; progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.

After Reading the Story

Remind the children that the villagers each shared some of their food to make the delicious soup for everyone. Spend a moment talking about sharing.  Point out any acts of sharing that you have recently seen in your classroom (Jamie shared a red marker with Sue when hers stopped working.  Thank you Jamie for sharing). Ask the children to think of a time when they shared with another person. How did it make you feel? How did it make the other person feel? What kinds of things are more fun to do when you share them with another person?

Language Development/Speaking & Communicating; progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults. AND Social & Emotional Development/Cooperation; increases abilities to sustain interactions with peers by helping, sharing, and discussion.

At the end of the story, the villagers said that sharing makes everyone feel richer and happy.  As you see children sharing throughout the day, thank them for their generous spirit and thoughtfulness.

Discovery

Put out a rock collection for the children to compare and sort. Add magnifying glasses.

Mathematics/Patterns & Measurement; shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as shape or size.

Nutrition bingo. Ahead of time use the BINGO card and the veggie pictures to make BINGO cards. Remember to make each on different. Make a master card of all the veggies that you have glued to the BINGO cards to use for the draw pile.

Approaches to Learning/Engagement & Curiosity; grows in abilities to persist in and complete a variety of tasks, activities, projects, and experiences.

Bring in a crock pot and the ingredients needed to make your own classroom stone soup.

Music and Movement

Bring your plastic veggies to the carpet and sing, The Soup is Boiling Up. https://www.youtube.com/watch?v=Hx6ZdPysVeA

Tell the children that you know how to make chocolate soup and sing. https://www.youtube.com/watch?v=cRFTzna6bGE

Creative Arts/Music; participates with increasing interest and enjoyment in a variety of music activities including; listening, singing, finger plays, games, and performances.

Tell the children that you are going to pretend to buy items to put into your soup. Have the children name items that go into the soup (real or funny) and count! https://www.youtube.com/watch?v=Pt0jjke_Jns

Approaches to Learning/Reasoning & Problem Solving; develops increasing ability to find more than one solution to a question, task, or problem.

Open the page that shows after the banquet with the musicians playing instruments.  Tell the children that you would like to bring out your instruments, play and sing songs at the children’s requests.

Creative Arts/Music; experiments with a variety of musical instruments.

Blocks

Remind the children that the monks came to a village (community, town).  Challenge the children to build a village using the blocks today.  If you have people figures, you can add these to the center to enhance the village.  Add paper and pencil in case someone would like to add any signs to the buildings.

Social & Emotional Development/Knowledge of Families & Communities; begins to express and understand concepts and language of geography in the contexts of the classroom, home, and community.

Art

Give the children a piece of white construction paper with one of the foods from the story printed or drawn on it (use black permanent marker).  Let the children color the food item using the oil pastels.  When they are finished, show them how to use watery watercolors to paint over their food.  The watercolors will not stick where the oil pastel is making the oil pastels pop.  You might want to practice once before you help the children so that you can get the right watery watercolor.

Creative Arts/Art; gains ability in using different art media and materials in a variety of ways for creative expression and representation.

Sand and Water

Fill the pot with water and put into in the sensory table today along with the plastic bowls and ladils. Show the children how to ladil the soup carefully into the bowls without spilling.

Physical Health & Development/Fine Motor Skills; develops growing strength, dexterity, and control needed to use tools such as scissors, paper punch, stapler, and hammer.

Library and Writing

Alphabet soup.  Put a pot in the center with magnet letters.  The children can take turns pulling out a letter and naming.

Literacy/Alphabet Knowledge; identifies at least 10 letters of the alphabet, especially those in their own name.

Dramatic Play

Add stones and a big pot for making stone soup.  Act out story.  Ask different children to add a food from your play food.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

Math and Manipulatives

Remind the children that the cover of the book had everyone looking down into the pot. Explain that you have a sorting game where the children must sort if they are looking down or up. Use the cards in Resources.

Mathematics/Geometry & Spatial Sense; builds an increasing understanding of directionality, order, and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front, and behind.

Outdoor Play

If you have a parachute, bring it out with several balls. Have the children stand around the edges of the parachute and toss the balls into the center. The children must try not to let the balls roll out of the parachute ans it moves up and down.

Physical Health & Development/Health Status & Practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical fitness.

Transitions

Remind the children that In the story, the youngest monk asked, “what makes you happy”?  Ask the children this same question and write their responses onto a piece of paper to hang on the wall.  “Things that make us happy”.

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.

Resources

Eating the Alphabet, by Lois Ehlert

Teaching the alphabet is fun with this book that names fruits and vegetables from A-Z

Materials

  • Large sheet of paper with a simple watermelon slice shape drawn on it. Do not add seeds.
  • Dice
  • Colored tissue paper torn into about 1 inch squares, circles, organic shapes
  • A goodly amount of white school glue
  • 3 stalks of celery with the leaves
  • 3 cups about the size of a coffee cup
  • food coloring
  • If you have a class allowance, purchase several unusual fruits or vegetables.

Vocabulary

There are many fruits and vegetables in this book that may be unfamiliar to you or the children. There is a glossary at the end of the book to help you with fruits and vegetables that may be unfamiliar.

Introducing the Story

Start a conversation that talks about how not everybody likes or eats the same foods. Ask the children if they have ever tasted one of several fruits or vegetables, choose ones that are not as common that you may have tried. (For example; currants, eggplant, kiwifruit, swiss chard, and star fruit). Explain to the children that the world is full of different kinds of fruits and vegetables and people eat different foods throughout the world. Tell the children that this is an alphabet book that names many kinds of fruits and vegetables.

Social & Emotional development/Knowledge of Families & Communities; progresses in understanding similarities and respecting differences among people such as genders, race, special needs, culture, language, and family structures.

Reading the Story

Begin each letter by putting your finger under the letter and saying capital (A)____, small (a)_____, what fruits and vegetables begin with (A)____? Then ask the children if they can name any of the fruits/vegetables that begin with the letter. Take time to allow the children to talk about the different fruits/vegetables that they see on the page. (My Mom makes guacamole with avocado, I ate apricots from a can, I don’t like those long things).

Literacy/Alphabet Knowledge; knows the letters of the alphabet are a special category of visual graphics that can be individually named.

After Reading the Story

Using a chalkboard, whiteboard, or large sheet of paper attached to the wall; write a letter of a child in the room. Say I am thinking of child whose name starts with this letter. See if the children can recognize the letter and whose name starts with it. Then ask if anyone can think of another word that starts with that letter. Continue until you have done all the children in the rooms’ first name letter.

Literacy/Alphabet Knowledge; increases in ability to notice the beginning letters of familiar words. AND Literacy/Phonological Awareness; associates sounds with written words, such as awareness that different words begin with the same sound.

Music and Movement

Sing the Alphabet Song with the children. Sing it starting off in a very soft whisper voice and as you sing through the letters begin to raise your volume level until you are singing LOUDLY, not shouting. Then begin loudly and sing softer and softer until you are a whisper by the end of the song.

Language Development/Listening & Understanding; shows progress in understanding and following simple and multi-step directions.

Sing, There Is A Child At Our School to the tune of BINGO

There is a child at our school,
Can you guess his name-o
____ ____ _____ _____ _____,
____ ____ _____ _____ _____,
____ ____ ____ ______ _____,
Child’s name-o

I do this on a dry erase board so the children can see the letters as we sing them. Note: many children’s names have more/less than 5 letters so just make up the tune to fit the child’s letters of their name.

Literacy/Print Awareness & Concepts; recognizes a word as a unit of print, or awareness that letters are grouped to form words, and that words are separated by spaces.

Sing, Where Oh Where Are All The Children? to Way Down Yonder in the Paw Paw Patch. https://www.youtube.com/watch?v=xrSij2yg9Uc

Where oh where are all the children? Clap hands

Where oh where are all the children? Clap hands

Where oh where are all the children? Clap hands

Way down yonder in the apple orchard. Use thumb to point behind

Picking apples, put them in the basket Act out

Picking apples, put them in the basket. Act out

Picking apples, put them in the basket, Act out

Way down yonder in the apple orchard.

Name and act out picking different fruits and vegetables. (Cutting lettuce, lifting pumpkins, picking berries).

Science/Scientific Knowledge; expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes.

Discovery

Take 3 celery stalks and place each in a cup of water colored with food coloring. Make sure the water is dark, 10 drops or more per cup. Put these into the discovery center. As the day goes on, check back to see what is happening to the celery. The water soaks up inside the celery and will turn the leaves different colors. Encourage the children to talk about what they are seeing take place and challenge them to draw on paper what is occurring to the celery.

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations. Develops a growing ability to collect, describe, and record information through a variety of means, including discussion, drawings, maps, and charts.

 Blocks

Give the children empty toy bins or shoe boxes and tell them to pretend that they are taking foods to the store. How many blocks can they get in their “truck”? Can they get more blocks in if they dump them in to the truck or stack them in to the truck?

Mathematics/Number & Operations; begins to use language to compare numbers of objects in terms such as more, less, greater than, fewer, equal to.

Art

On pieces of white paper (white construction paper works well) draw a simple fruit or vegetable with a black crayon or permanent marker. If you are an artist, ask the children what fruit/vegetable they would like to collage. If you are not a good artist, draw apples, potatoes, and bananas. Put the torn tissue paper pieces out on the table along with bowls of school glue. Give each child a paint brush and show them how to paint on the fruit/vegetable shape and then lay a piece of tissue paper on top. Continue filling in the shape. As the tissue paper overlaps it will make new colors and shades of color. Lay flat to dry. Or; draw the fruits and vegetables and then let the children color with oil pastels. After they have finished coloring, use watercolor paint to make a wash over the fruit/vegetable. The paint will not stick to the oil pastel. This can have a very lovely effect.

Creative Arts/Art; gains ability in using different art media and materials in a variety of ways for creative expression and representation.

Sand and Water

Put magnetic letters in the table today with enough sand to bury them. The children can use a spoon or magnet to search for the letters. As the children pull the letters from the sand, ask them if they can name the letter and/or make the letter sound.

Literacy/Alphabet Knowledge; shows progress in associating the names of letters with their shapes and sounds.

Library and Writing

Take a piece of paper and divide it in half. On one side write FRUIT and on the other write VEGETABLE. Explain to the children that it is important to eat fruits and vegetables every day to help keep our bodies healthy. At each meal for the next several days, ask the children if they can name any fruit or vegetable that is on their plate. Write them in the correct column. After a week, count how many fruits and vegetables your class has had served in the last week.

Mathematics/Number & Operations; demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quantity.

Dramatic Play

Encourage the children to pretend to make fruit or vegetable soup and sort out all the fruits and vegetables in your dramatic play area. Can they name each item? Ask them if they have ever eaten the item and then encourage them to talk about in what form. (I eat applesauce at my house, My Mommy mashes bananas for my baby brother to eat, I like orange juice).

Science/Scientific Knowledge; shows increased awareness and beginning understanding of changes in materials and cause-effect relationships. AND Approaches to Learning/Reasoning & Problem Solving; develops increasing abilities to classify, compare, and contrast objects, events, and experiences.

Math and Manipulatives

Hang the watermelon slice picture on the wall. Let the children take turns rolling a dice and then drawing that number of seeds onto the watermelon slice picture. This works best as a small group activity/game. Play until everyone has had several turns to roll the dice and add seeds to the watermelon shape.

Mathematics/number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.

Outdoor Play

Bring your plastic fruits and vegetables from the dramatic center outdoors today. Bury them in the sandbox for the children to dig up and name.

Social & Emotional Development/Cooperation; develops increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive.

Transitions

On a large sheet of paper make 4-6 columns. At the bottom of each column, draw a fruit (apple, banana, orange, strawberry, watermelon). Ask the children to name which one they like best and write their name in the correct column. Later during another transition or waiting time you can talk about which fruit was liked the most, least, count how many children liked the banana best, etc.).

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in specific abilities, characteristics, and preferences. AND Mathematics/number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.

Dear Parent- Today we read Eating the Alphabet, a book about fruits and vegetables. Ask your child to name some fruits and then some vegetables for you. If your child is interested in writing, write his/her name at the top of a piece of paper and encourage him/her to copy it below. Congratulate them and name the letters in their name and those they have copied.