Thurs. 30/04/2020
*Last Day of School - Class Meeting @ 2. - 2.15pm
*(Please check the PE and Performing Arts for updates)
Summer activities will be added to the activities page.
Today's song is: I Am The Music Man
Activity 1: Language
and Literacy (Alphabetic Knowledge) Alphabet Soup Match
Duration: 10-15
minutes
Materials: Plastic/wooden
letters or (any water-resistant objects with upper case letters written on it
such as small wooden blocks/Lego), spoon/ tongs, water, large container, cookie
tray, marker.
Vocabulary: letter
names, phonic letter sounds, scoop, spoon, soup, match, container, tray
Beginning: Tell the
child, today they will be making alphabet soup, and say, “I wonder what letters
you will find?”
Middle: Encourage
the child to scoop out all the letters and while they take each letter out, ask
them which letter it is, and ask them if they can think of something that
begins with the same letter.
End: At the
end have the child match all the plastic letters to the ones written on the
tray, give them a 5-minute warning and then have them help clean up.
Extension: You and
the child can play the game ‘I Spy’ by saying I spy with my little eye
something beginning with a letter e.g.
‘A’ then you have to guess what object they are thinking about, then
take it in turns. You could also sing the ABC song.
Brain Break
Activity 2: Math
(Data analysis) Graph a sock
Duration: 10-15
minutes
Materials: 6 Pairs
of socks (you can add more later), basket/container for socks, coloured tape or
large white easel paper with graph lines drawn on it, ruler, marker, small
square paper, pencil
Vocabulary: sort,
same, different, match, more, less, most, mostly least, pattern, spots, strips,
stripy, numbers, colour names.
Beginning: Tell the
child, today they will be sorting socks and wonder what colour/pattern socks
they have most, ask them what they think? Explain that you will be using a
graph to find out. Work alongside them making a graph of your own.
Middle: Encourage
the child to sort the socks according to colours or patterns and ask them “I
wonder where you will put the blue sock? Stripy etc? I see you put… together, I
wonder where do you think this sock goes? If a sock has more than one colour
ask them is it mostly … or … let them decide.
End: Once the
child has placed all socks on the graph have them guess which column has the
most/least, then tell them let’s find out. Encourage the child to count how
many socks there are in each column then have them write tally marks or have
them write the number of socks per column on a small piece of paper and put
them above each column and compare them which is more, less etc.. Give the
child a 5-minute warning and have them help clean up putting all the socks into
the basket.
Extension: You
could have the child count or pair all the socks. 
______________________________________________________________
Wed. 29/04/2020
*Morning Meeting live @ 12.30 - 12.45pm
*Small Group 3: 1.15-1.30pm
(Please check the Mandarin page for updates)
Today's song is: Chicken Dance
Activity 1: Mathematics: Balloon number
hunting
Duration: 10 - 15
minutes
Materials: balloon
or (Foil), marker, paper
Vocabulary: number,
count, more, less, hunt, order, under, beside, behind, front, top, bottom
Beginning: Start
writing numbers (1 – 5) on the balloons. Let your child help you to write
numbers or let him/her draw tally marks. Then hide them all over the house.
Middle: Tell your
child, “Today we are going on a balloon hunting.” Let him/her search and
collect balloons.
End: Give 3
minutes warning. Your child may identify and name the numbers. He/she may count
the tally marks and say the total number.
Extension: Your
child could hunt up to 10 number balloons or he/she may compare tallies on the
balloons and stating which balloon has more/less tallies.
Brain Break !
Activity 2: Science & Fine motor
skills: Ice painting
Duration: 15
minutes
Materials: Bowl, ice
cubes, paint, paint brush
Vocabulary: experiment,
ice cube, cold, melting, round, back and forth, paint, temperature
Beginning: Place the
materials on the table. Let your child explore, touch, feel and describe. Then
say, “Today we will paint the ice cubes.”
Middle: Let
him/her experiment. You may ask, “I wonder what will happen to the paint colour
once you paint the ice.” Wait for the response. Say, “I can see the ice is
melting.” or “The colour of ice is changing.”
End: Give 3
minutes warning. You may describe his/her actions and acknowledge your child
ideas.
Extension: Next time
your child could freeze the coloured ice cubes by adding food color and water in
the ice tray.Put your popsicle sticks into the coloured water.Once frozen, he/she may paint
it on the paper.
______________________________________________________________
Tues. 28/04/2020
*Morning Meeting live @ 12.30 - 12.45pm
*Small Group 2: 1.15-1.30pm
*(Please check the PE page for updates)
Today's song is: Shake Your Sillies Out
Activity 1: Science (Oil and Water Experiment)
Duration: 15
minutes
Materials: Baby oil or vegetable
oil, washable liquid watercolors or food colouring, cups (preferably clear cups
or glasses) and droppers (you can use a medicine dropper)
Vocabulary: Oil, water, mix, stir, soluble, droplets
Beginning: Show the materials to the children and
ask them what they will be doing with them. Let them dip their finger in water
and then oil to notice the difference in the two liquids.
Middle: Let the child pour water in two cups and
add two different food colours or liquid watercolours to the water. Then let
him/her stir to combine. In a third cup pour oil until the cup is halfway full.
Now with the dropper let the child drip a little bit of colored water from the
two cups of coloured water into the cup of oil. Let them explore what happens
when the drops of (coloured) water
drip into the oil. Bring attention to the fact that oil and water droplets are
not mixing. Ask them the reason why and acknowledge their answers.
End: Give the child a two to three minutes
warning and then ask them to help you clean up by discarding the colored water
and the oil and by wiping away any spills.
Extension: You can make a lava lamp based on the
same concept. Here is a link for the experiment:
Brain Break !
Activity 2: Math (Patterns) – Fruit kebabs
Duration: 15
minutes
Materials: Any two kinds of fruits cut up into small
pieces on a plate (watermelon/melon/pineapple/banana/apple/orange etc.), wooden
bbq skewers/sticks/chopsticks
Vocabulary: Pattern, alternate, next, before, after
Beginning: Show the sticks/skewers and the fruits to
the child and ask him/her what can they do with the materials?
Middle: Sit next to the child and start putting
the fruit pieces on your stick by following a certain pattern (For example,
orange, orange, apple, orange, orange, apple, orange, orange, apple and so on).
You can ask the child what kind of pattern he/she is going to make. Encourage
them to follow a specific pattern by saying out the name of the fruit they put
on the skewer (For example, “I can see you put on a strawberry then watermelon
then again strawberry. I wonder what will come next?)
End: Give the child a two to three minutes
warning before the end of the activity and then ask him/her to help you clean
up. The child may eat his/her fruit kebab at the end of the activity.
Extension: You
can give the child three fruits instead of two to make a more complex pattern
(for example, apple, orange, strawberry, apply, orange, strawberry, apple,orange,
strawberry and so on)
______________________________________________________________
Mon. 27/04/2020
*Morning Meeting live @ 12.30 - 12.45pm
*Small Group 1: 1.15-1.30pm
*Small Group 1: 1.15-1.30pm
*(Please check the Arabic and French pages for updates)
Today's song is: Walking Walking
Activity
1: Science and Technology
Duration:
10-15 minutes
Materials:
Heavyweight paper, variety of collage
materials with different textures (for example, cotton, sand paper, fabric
pieces, feathers, aluminum foil) or any materials that you have at home that
help the same purpose.
Vocabulary:
Soft, rough, shiny, or bumpy.
Beginning:
Introduce the collage materials, and
encourage your child to touch and describe the feeling. Model descriptive words
such as: soft, rough, shiny, or bumpy.
Middle: Encourage the child to create a collage with the materials. Use the
materials to create your own collage too. As you are working, continue to
describe your work and the materials you are using. Encourage the child to
think of other things in the house that are similar to the materials he/she is
using; “This aluminum foil is shiny, what else is shiny?”. Listen and
acknowledge what the child is saying.
End: Give your child a five-minute warning. Ask him/her to help you put
away the materials back to their place. Talk to your child about his/her
collage. Ask open ended questions such as: “I wonder what you did”.
Purpose: The purpose of this activity is to use
our senses to sort objects by different properties. Also, classifications help
children organize their understanding of the world.
Extension:
Go on a treasure hunt around the house.
Find items with similar attributes, for example, things that feel soft, rough,
slippery, or mushy etc.
Brain Break !
Activity
2: Math
Duration:
10-15 min
Materials: 3 jars or
any containers, 10 x 1 SAR bills, 4 x 5 SAR bills, and 3 x 10 SAR bills (if you
don’t have bills, you could find pictures and print the amount needed)
Vocabulary:
Money, buy, purchase, exchange, value,
amount, add, etc.
Beginning:
Remember to disinfect the bills before
using. Show each bill and ask them its value (1, 5 or 10 SAR?). Ask your child
what money is used for. Listen and acknowledge what they say by adding to their
vocabulary new words such as, exchange, value, buy, purchase, etc.
Middle: Tell your child you’re going to mix all the bills and then sort
them into 3 different containers. The 1SAR bills in a jar, 5SAR bills in
another and the same goes for the 10SARS. Encourage your child to count the
number of bills in total and begin sorting them into the containers.
End: Give your child a 3 minutes warning. Ask your child to compare
which jar has more bills and encourage him/her to say how many more.
Extension:
Create a pretend play scenario where you
own a shop and are selling the objects in the house. Encourage your child to
pick out an object he/she would like to “buy” and after telling him/her the
price (not more than 10 SAR). Then, help your child figure out what and how
many bills to give you in exchange for that object.
______________________________________________________________
Sun. 26/04/2020
♥ ♥ ♥ ♥ Good Morning My School Family ! ♥ ♥ ♥ ♥
Morning Meeting live @ 12.30 - 12.45pm
Arabic @12.45 - 12.55pm
Arabic @12.45 - 12.55pm
*(Please check the PE, Counselling and Arabic pages for updates)
Today's song is:Go Bananas
Activity 1: Language,
reading
Duration: 10-15
min
Materials: The Cat Secrets book
Vocabulary: Secret,
title, author, whisper, attention, shame, purr, reveal, etc.
Beginning: Go
through the pictures in the book without reading the words. (Mute the video if
you do not have a hard copy of the book and are watching the video. The link to
the video is provided above)
Middle: Turn the
volume on or read the words in the book if you have a hard copy. Acknowledge
children’s ideas as you read the book. Encourage them to pretend to be a cat.
Ask them to purr like a cat and make animal sounds (“Meow”). Ask your child to
predict what may happen next in the story as you go through the book/video. (while pausing the video in between)
End: Recall at
least three things that happened in the story. Encourage them to use words such
as “first”, “then” and “next”. Ask him/her questions related to the book such
as: “I wonder what the cat secrets may be.”
Extension: Ask your
child to pretend to make sounds like the animals mentioned in the book and to
stretch like a cat, a dog, or tip toe like a mouse etc.
Brain Break !
Activity 2: Creative Arts/Fine motor
Duration: 15
minutes
Materials: any materials that you may have to make jewelry such as Pipe colored cleaners, ribbons, paper foil, twist ties, rubber bands, beads, color coated paper clips, shoe laces, feathers, glue.
Vocabulary: Tiara,
crown, palace, queen, reception party, gala, fancy, jewelry, etc.
Beginning: You can
start by making up a story that you are invited to a reception party by the
queen at her palace. Ask your child what she/he thinks the queen, the king, the
princes, and the princesses will be wearing. Listen and acknowledge what your
child is saying and mention the words “golden crown”, “silver tiara”, “diamond
watch”, etc. Encourage your child to imagine what the guests at the party are
wearing.
Middle: Show your
child the materials and say, “I wonder what kinds of sparkly jewelry you’ll
make for the reception party”. Describe what the child is making, how she/he is
combining and attaching the materials. Ask your child questions about the
texture, color, size, etc.
End: Give your
child a five-minute warning. Ask him/her to describe his/her work and how
he/she is going to wear it.
Extension: Bring more jewelry-making materials in the art
area. Use brochures or any pictures of jewelry for men and women. If you have
extra clothes, you can bring and adjust them for your child’s pretend play to
wear when they go to the party.
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