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Week 2 1250 - 1300 March 30 – April 3
Monday March 30
• Wiggle Together: “One Fun” • Create Together: “Brown Fingers and Toes” • Brain Waves: Occipital Lobe “Visual/Memory/Impulse Control: Who’s on First?”
Tuesday March 31
• Create Together: “Triangle Collage” • Share Together: “Doggy Doggy, Where’s Your Bone?” • Brain Waves: Occipital Lobe “Visual Perception: Changing Pictures”
Wednesday April 1
• Move Together: “Triangle Jump” • Creation Station: “Pet Paintings” • Engineering Connection: STEAM AHEAD “Construct a Habitat”
Thursday April 2
• Wiggle Together: “Shake Brown, Shake” • Math Small Group: “Which Holds the Most?” • Fundamental Focus: STEAM AHEAD “Animal Kingdom”
Friday April 3
• Gather Together: “Feed The Animals” • Creation Station: “Paper Plate Snake” • Math: “Which Holds the Most?”
WEEK 2 1250 – 1300 SERIES CURRICULUM
MATERIALS NEEDED
• 3 Medium sized triangles cut out of different colored construction paper • 2 small sized triangles cut out of different colored construction paper • 1 Half sheet black construction paper • 1 letter “I” cut out • Paint • Glue Stick
An
ima
l K
ing
do
m
Week 3
4
Pu
t M
e i
n t
he Z
oo
1
350 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
12
P
ap
er
Pla
te S
nake
M
ate
rials
: cra
ft s
up
plie
s, cra
yons, g
lue, m
ark
ers
, ri
bb
on,
scis
sors
, sta
ple
r, w
hite p
ap
er
pla
tes (
larg
e,
on
e p
er
child
) A
cti
vit
y:
1.
Gath
er
a s
mall
gro
up
of
child
ren.
2.
Dem
onstr
ate
how
to d
raw
a s
pir
al on th
e p
ap
er
pla
te
sta
rtin
g f
rom
the e
dg
e o
f th
e p
late
movin
g to the
ce
nte
r.
Define “
sp
iral”
as a
lin
e t
ha
t ke
ep
s g
oin
g a
rou
nd
and
aro
und.
3.
Make m
ate
rials
accessib
le t
o c
hild
ren.
The
y c
an d
raw
their
sp
irals
. A
ssis
t th
em
if
need
ed.
4.
Child
ren c
an d
ecora
te th
eir
pla
tes w
ith c
rayo
ns o
r m
ark
ers
. 5.
Child
ren c
an c
ut th
eir
pla
tes a
long
th
e s
pir
al.
6.
Child
ren c
an la
y th
e p
late
s f
lat ag
ain
an
d g
lue
on c
raft
sup
plie
s.
7.
Child
ren c
an c
ut
a le
ng
th o
f ri
bb
on a
nd s
tap
le to
th
e c
ente
r of
the p
ap
er
pla
te. A
ssis
t if n
ee
de
d.
8.
Eng
ag
e c
hild
ren in
co
nvers
ation a
bou
t th
e d
eta
ils o
f th
eir
snake
. 9.
Contin
ue t
his
activity w
ith g
roup
s o
f 3 to
6 c
hild
ren
until
every
one h
as h
ad t
he o
pp
ort
unity t
o p
art
icip
ate
.
Ide
ntify
an a
rea o
f yo
ur
cla
ssro
om
where
child
ren
can s
ele
ct to
dis
pla
y t
he
ir
cre
ative a
rtw
ork
. T
his
is a
gre
at w
ay to b
oo
st
se
lf-
este
em
.
Cre
ative e
xp
ressio
n t
hro
ug
h a
rt
is g
ood.
It d
eve
lop
s t
he
who
le
bra
in.
It p
rovid
es a
n o
utlet fo
r th
e n
atu
ral curio
sity a
nd
eagern
ess o
f child
ren.
It h
elp
s
them
feel goo
d a
s t
he
y
dem
onstr
ate
and t
alk
abo
ut
what
the
y h
ave c
reate
d.
Do
main
: C
reati
ve
Develo
pm
en
t
Str
an
d:
Vis
ua
l A
rts
❑ s
hare
ideas a
bo
ut
pers
ona
l cre
ative w
ork
sp
ira
l
-�"!}c
'-.J , .... �.
""-, '�
Le
ar
nin
g
Go
al
Do
ma
in:
Cre
ati
ve
D
ev
elo
pm
en
t S
tra
nd
: M
us
ic
0
ex
peri
men
t w
ith
vo
caliz
atio
n,
sou
nd
s, a
nd
m
usi
cal in
stru
men
ts
"S
ha
ke
Bro
wn
, S
ha
ke
"
Mat
eria
ls:
pa
pe
r to
we
ls,
pa
pe
r to
we
l tu
be
s (o
ne
pe
r c
hild
),
rice
(u
nc
oo
ked
), r
ub
be
r b
an
ds,
sc
isso
rs
Pre
par
atio
n:
Usi
ng
sc
isso
rs,
cu
t p
ap
er
tow
el s
he
ets
in
ha
lf.
Co
ver
the
bo
tto
m o
f e
ach
pa
pe
r to
we
l tu
be
with
pa
pe
r to
we
l, a
nd
se
cure
with
ru
bb
er
ba
nd
. P
ou
r a
sm
all
am
ou
nt
of
ric
e in
to
ea
ch
tu
be
. C
ov
er
op
en
en
d o
f p
ap
er
tow
el
tub
e w
ith p
ap
er
tow
el,
an
d s
ecu
re w
ith r
ub
be
r b
an
d.
(ra
in s
ticks
)
Act
ivi�
:
1.G
ath
er
ch
ildre
n u
sin
g a
fa
vo
rite
tra
nsi
tion
so
ng
.2
.E
ng
ag
e c
hild
ren
in a
dis
cu
ss
ion
ab
ou
t th
e c
olo
r b
row
n.
3.
En
co
ura
ge
ch
ildre
n t
o p
oin
t o
ut
bro
wn
ob
jec
ts a
rou
nd
cla
ssro
om
.4
.P
rov
ide
ea
ch
ch
ild w
ith a
ra
in s
tick.
5.
En
co
ura
ge
ch
ildre
n t
o "
ide
ntif
y th
e c
olo
r o
f th
e r
ain
stic
k.·
6.
Sin
g "
Sh
ake
Bro
wn
, S
ha
ke"
to y
ou
r o
wn
tu
ne
, a
nd
en
co
ura
ge
ch
ildre
n t
o s
ing
with
yo
u w
hile
sh
aki
ng
th
e r
ain
stic
k.7
.U
se a
fa
vori
te c
lass
so
ng
as
tra
nsi
tion
to
ne
xt a
ctiv
ity.
"Sh
ake
Bro
wn
, Sh
ake"
Sh
ake
bro
wn
, sh
ake
. {s
ha
ke r
ain
stic
k)
Wa
tch
me
sh
ake
bro
wn
up
hig
h.
(sh
ake
ra
in s
tick
in t
he
air
) W
atc
h m
e s
ha
ke b
row
n d
ow
n l
ow
. (s
ha
ke r
ain
sti
ck
ne
ar
flo
or)
S
ha
ke b
row
n,
sha
ke.
(sh
ake
ra
in s
tick)
An
ima
l K
ing
do
m •
We
ek
34
• M
y F
urr
y F
rie
nd
s •
12
50 S
eri
es
0
20
16 K
ids
'R'
Kid
s In
tern
atio
nal,
Inc
. A
ll rt
gh
ts r
ese
rve
d.
8
Less
on V
ocab
ulary
bro
wn
lL1..d 1-=i
t=
-i�
,� t·
.,.v
�
-�
·c�
-•O
Le
ar
nin
g
Go
al
Dom
ain:
Cre
ativ
e D
evel
opm
�nt
Stra
nd: M
usic
0
e
xp
eri
me
nt
wit
hv
oca
liza
tio
n,
so
un
ds
, a
nd
m
usic
al
ins
tru
me
nts
"O
ne
Fu
n"
Ma
teri
als
: cr
ayo
ns,
glu
e,
jing
le b
ells
(la
rge
, 2
pe
r ch
ild),
p
ap
er
pla
tes
(2 p
er
child
)
Pre
pa
rati
on
: G
lue
tw
o p
ap
er
pla
tes
tog
eth
er,
le
avi
ng
a s
ma
ll o
pe
nin
g f
or
the
jin
gle
be
lls t
o c
rea
te a
ta
mb
ou
rin
e.
Pu
t tw
o
jing
le b
ells
insi
de
ea
ch t
am
bo
uri
ne
, a
nd
se
al w
ith g
lue
. A
llow
ch
ildre
n t
o d
eco
rate
ta
mb
ou
rin
es
pri
or
to d
oin
g a
ctiv
ity.
Ac
tiv
ity
:
1.G
ath
er
child
ren
usi
ng
a f
avo
rite
tra
nsi
tion
so
ng
.2
.E
ng
ag
e c
hild
ren
in a
dis
cuss
ion
ab
ou
t th
e n
um
be
r o
ne
.3
.E
nco
ura
ge
ch
ildre
n t
o p
oin
t o
ut
on
e o
bje
ct a
rou
nd
cla
ssro
om
.4
.P
rovi
de
ea
ch c
hild
with
a t
am
bo
uri
ne
, a
nd
allo
w t
ime
fo
re
xplo
rati
on
.5
.S
ing
"O
ne
Fu
n"
to y
ou
r o
wn
tu
ne
, an
d e
nco
ura
ge
ch
ildre
nto
sin
g w
ith y
ou
wh
ile s
ha
kin
g t
he
ta
mb
ou
rin
e.
6.
En
cou
rag
e c
hild
ren
to
pla
y ta
mb
ou
rin
es
wh
iletr
an
sitio
nin
g t
o n
ext
act
ivity
.
On
e F
un
I h
ave
on
e n
ose
, ye
s, j
ust
on
e.
(po
int
to n
ose
) C
om
e o
n,
let's
ha
ve s
om
e o
ne
fu
n!
I ha
ve o
ne
mo
uth
, ye
s, j
ust
on
e.
(po
int
to m
ou
th)
Co
me
on
, le
t's h
ave
so
me
on
e f
un
! O
ne
, o
ne
, o
ne
. (h
old
up
ind
ex
fin
ge
r)
Se
e m
y n
um
be
r o
ne
?
Co
me
on
, le
t's h
ave
so
me
on
e f
un
!
Ani
mal
Kin
gdom
• W
eek
34 •
My
Furr
y Fr
iend
s• 1
250
Serie
s 0
20
16 K
ids
'R'
Kid
s In
tern
ati
on
al,
Inc
. A
ll ri
gh
ts r
es
erv
ed
.
23
Less
on V
ocab
ulary
on
e
-4
Le
ar
nin
g
Go
al
Do
ma
in:
Sc
ien
ce
S
tra
nd
: P
hy
sic
al
Sc
ien
ce
D
be
gin
to
use
wo
rds t
od
escr
ibe
ph
ysic
al
pro
pe
rtie
s a
nd
sta
tes o
f m
att
er
of
ob
ject
s (
bro
wn)
Bro
wn
Fin
ge
rs a
nd
To
es
Ma
teri
als
: co
nst
ruct
ion
pa
pe
r (w
hite
), n
ew
spa
pe
r, p
ain
t (b
row
n),
pa
intb
rush
, sm
ock
s, w
ipe
s
Pre
par
atio
n:
Co
ver
the
ta
ble
(s)
wit
h n
ew
spa
pe
r fo
r e
asy
cl
ea
nu
p w
he
n t
he
act
ivity
is
co
mp
lete
d.
Act
ivi�
:
1 .
Ga
the
r a
sm
all
gro
up
of
child
ren
. 2
.S
ho
w c
hild
ren
th
e p
ain
t. T
ell
child
ren
, "T
his
pa
int
isb
row
n."
3.
Exp
lain
to
ch
ildre
n t
he
y w
ill b
e u
sin
g t
he
ir fi
ng
ers
to
ma
kep
ictu
res
of
toe
s. D
em
on
stra
te.
Ma
ke a
fis
t w
ith o
ne
ha
nd
.P
ain
t th
e b
ott
om
of
you
r fis
t (p
inky
-fin
ge
r si
de
) b
row
n.
Sta
mp
th
e p
ain
ted
fis
t o
nto
co
nst
ruct
ion
pa
pe
r. P
ain
t th
eti
ps
of
you
r in
de
x fin
ge
r, m
idd
le f
ing
er,
an
d r
ing
fin
ge
r fr
om
the
op
po
site
ha
nd
. S
tam
p t
hre
e d
ots
on
th
e c
on
stru
ctio
np
ap
er
ab
ove
th
e f
ist
sta
mp
. (S
ee
Te
ach
er
Tip
s fo
r a
ne
xam
ple
.)4
.A
ssis
t ch
ildre
n w
he
n h
elp
is n
ee
de
d.
5.W
ipe
ha
nd
s a
nd
re
mo
ve s
mo
cks
be
fore
wa
shin
g h
an
ds.
6.
Pla
ce c
hild
ren
's c
rea
tion
s in
a s
afe
pla
ce b
efo
re g
ath
eri
ng
the
ne
xt s
ma
ll g
rou
p.
7.
Tra
nsi
tion
to
ne
xt a
ctiv
ity w
ith a
so
ng
or
fing
er
pla
y.
An
ima
l K
ing
do
m•
We
ek
34
• M
y F
urr
y F
rie
nd
s•
12
50
Se
rie
s
C>2
016
Kid
s 'R
' Kid
s In
tern
ation
al.
Inc.
A
ll rig
hts
re
serv
ed
.
25
Less
on V
ocab
ulary
bro
wn
Tea
ch
er
Tip
s A
cco
mm
od
atio
n/M
od
ifica
tion
If a
ch
ild h
as
sen
sory
diff
icu
lty,
ple
ase
allo
w h
im t
o u
se a
p
ain
tbru
sh t
o c
rea
te a
bro
wn
p
ictu
re.
Ex
am
ple
:
�
,''.�
�
Le
am
ing
Go
als
D
om
ain
: C
om
mu
nic
ati
on
, L
an
gu
ag
e,
an
d L
ite
rac
y
Str
an
d:
Re
ce
pti
ve
D
de
mo
nstr
ate
un
de
rsta
nd
ing
of
vo
ca
bu
lary
th
rou
gh
ev
ery
da
y
co
nv
ers
atio
ns
Do
ma
in:
Ap
pro
ac
he
s t
o P
lay
an
d
Le
am
ing
S
tra
nd
: In
itia
tive
an
d E
xp
lora
tio
n
D
ma
ke
ch
oic
es a
nd
co
mp
lete
so
me
in
de
pe
nd
en
t a
cti
vitie
s
Pe
t P
ain
tin
gs
M_a
teri
als
: p
ain
t, p
ain
tbru
sh
es
, p
ap
er,
sm
ocks
Ac
tiv
i�:
1.
Ga
the
r a
sm
all
gro
up
of
3 -
6 c
hild
ren
.2
.E
xp
lain
to
da
y t
he
y h
ave
le
arn
ed
ab
ou
t p
ets
.3
.In
vite
ch
ildre
n t
o u
se
pa
int
to c
rea
te p
ictu
res
of
pe
ts.
4.
As
k,
"Wh
at
typ
e o
f p
et
wo
uld
yo
u l
ike
to
ha
ve
fo
r a
co
mp
an
ion
?"
5.
En
co
ura
ge
ch
ildre
n t
o p
ain
t p
et
pic
ture
s.
6.
Te
ll th
em
to
th
ink
of
ac
tiv
itie
s t
he
y w
ou
ld d
o w
ith
th
e p
et,
pla
ce
s t
he
y w
ou
ld g
o,
or
thin
gs
it w
ou
ld e
at.
7.
Co
ntin
ue
ac
tivity w
ith
gro
up
s o
f 3
-6
ch
ildre
n u
nti
le
ve
ryo
ne
ha
s h
ad
th
e o
pp
ort
un
ity
to
pa
rtic
ipa
te.
An
ima
l K
ing
do
m•
We
ek
34
• P
et
Pa
rad
e•
13
00
Se
rie
s
©2
016
Kid
s 'R
" K
ids I
nte
rna
tio
na
l. I
nc
. A
ll ri
gh
ts r
ese
rve
d.
4
Less
on V
ocab
ulary
c
om
pa
nio
n
So
cia
l-E
mo
tio
nal
Co
nnec
tio
n
Expe
rts te
ll us
art
is o
ne o
f the
be
st w
ays
for c
hild
ren
to e
xpre
ss
them
selv
es. C
reat
e an
en
viro
nmen
t whe
re c
hild
ren
feel
sa
fe e
xpre
ssin
g th
emse
lves
. R
emem
ber,
it is
the
proc
ess
that
co
unts
, not
the
prod
uct.
Div
ers
ity
Co
nn
ec
tio
n
As
you
conv
erse
with
chi
ldre
n du
ring
art,
link
to d
iver
sity
. Tal
k ab
out t
he v
arie
ty o
f col
ors
in
cray
ons,
flow
ers,
ani
mal
s, a
nd
peop
le.
Let's
app
reci
ate
dive
rsity
.
4l
'�rt�
Le
am
ing
Go
als
Do
ma
in:
Co
mm
un
ica
tio
n,
La
ng
ua
ge
, a
nd
Lit
era
cy
S
tra
nd
: R
ec
ep
tiv
e
0
de
mo
nstr
ate
un
de
rsta
nd
ing
of
vo
ca
bu
lary
thro
ug
h e
ve
ryd
ay
co
nve
rsa
tio
ns
Do
ma
in:
Ap
pro
ac
he
s t
o P
lay
an
d
Le
arn
ing
S
tra
nd
: In
itia
tiv
e a
nd
Ex
plo
rati
on
0
ask q
ue
stio
ns a
bo
ut
un
fam
ilia
ro
bje
cts
, p
eo
ple
, a
nd
e
xp
eri
en
ce
s
Do
gg
y,
Do
gg
y,
Wh
ere
's Y
ou
r B
on
e?
Ma
teri
als
: b
lind
fold
, b
on
e,
ch
air
Ac
tiv
i�:
1.G
ath
er
ch
ildre
n w
ith
a c
ha
nt
or
son
g o
f c
ho
ice
.2
.T
ell
the
m t
he
y w
ill p
lay
a g
ue
ssin
g g
am
e.
To
"g
ue
ss,"
th
ey
ha
ve
to
th
ink
an
d a
sk
qu
esti
on
s.
3.
Inv
ite
on
e c
hild
to
sit i
n t
he
ch
air
. B
lind
fold
him
, a
nd
te
llh
im s
om
eo
ne
will
ste
al h
is b
on
e.
4.
Ha
ve
an
oth
er
ch
ild c
om
e u
p q
uie
tly a
nd
ta
ke
th
e b
on
efr
om
un
de
r th
e c
ha
ir.
5.
Instr
uc
t th
e c
hild
to
hid
e t
he
bo
ne
in
his
la
p.
Ev
ery
on
e w
illn
ee
d t
o p
lace
th
eir
ha
nd
s in
th
eir
la
ps.
6.
Re
mo
ve
th
e b
lind
fold
, a
nd
te
ll th
e c
hild
he
ha
s 3
gu
esse
sto
ma
ke
.7
.H
e c
an
ask,
for
ex
am
ple
, "D
oe
s t
he
pe
rso
n h
av
e s
ho
rth
air
? I
s i
t a
gir
l o
r b
oy?
Do
es
sh
e h
av
e o
n s
ne
ake
rs?
etc
."8
.If
he
do
es n
ot
gu
ess c
orr
ec
tly,
the
ch
ild w
ith
th
e b
on
e s
its
in t
he
ch
air
.9
.If
th
e c
hild
do
es
gu
es
s c
orr
ec
tly,
the
y s
till n
ee
d t
o c
ha
ng
ep
lac
es s
o e
ve
ry c
hild
will
ha
ve
an
op
po
rtu
nity
to b
e "
it."
10.
Tra
nsitio
n t
o t
he
ne
xt
activ
ity
sin
gin
g t
he
ch
an
t fr
om
th
eT
ea
ch
er
Tip
Bo
x.
An
ima
l K
ing
do
m•
We
ek
34
• P
et
Pa
rad
e•
13
00
Se
rie
s
©2
016
Kid
s '
R' K
ids
In
tern
atio
na
l. In
c.
All
rig
hts
re
se
rve
d.
3
Less
on V
ocab
ulary
g
ue
ss
Te
ac
he
r
Tip
s
Do
gg
y,
Do
gg
y w
he
re's
yo
ur
bo
ne
? S
om
eo
ne
sto
le i
t fr
om
y
ou
r h
om
e.
Gu
ess w
ho
? M
ay
be
it
wa
s t
he
m
on
ke
ys
at
the
zo
o.
Soc
ial-
Em
otio
nal C
onnec
tion
Du
rin
g s
oc
ial-
em
otio
na
l d
ev
elo
pm
en
t, c
hild
ren
le
arn
ho
w
to a
pp
roa
ch
oth
ers
, ta
ke
tu
rns
, a
nd
co
mm
un
ica
te e
ffe
ctiv
ely
. C
rea
te a
n e
nv
iro
nm
en
t th
at
en
co
ura
ge
s c
hild
ren
to
be
a
pp
rec
iativ
e o
f th
e w
ork
of
oth
ers
.
D
om
ain
: M
ath
em
ati
cs
S
tran
d:
Mea
su
rem
en
t a
nd
C
om
pa
ris
on
❑
use
a v
ari
ety
of
techn
ique
s a
nd
sta
nd
ard
an
d n
on
sta
nda
rd too
ls to
m
easure
and
co
mp
are
len
gth
, vo
lum
e (
ca
pa
city),
we
ight,
he
ight
An
ima
l K
ing
do
m
Week
34
P
on
d C
ha
ng
es
1
400
Se
ries
©2
01
6 K
ids ‘R’ K
ids I
nte
rna
tio
na
l, I
nc.
All
rights
re
se
rved
. 26
M
ath
Sm
all
Gro
up
W
hic
h H
old
s t
he M
ost?
Ma
teri
als
: co
nta
iners
(v
ariou
s
sh
ap
es a
nd s
ize
s),
me
asu
ring
cu
ps,
pitch
er
of
wate
r, v
inyl ta
ble
clo
th
Pre
para
tio
n:
Pu
t ta
ble
clo
th o
n t
able
. P
our
wa
ter
in p
itch
er.
A
cti
vit
y:
1.
Ga
ther
3 –
6 s
tude
nts
. 2.
Giv
e e
ach a
con
tain
er.
Ask,
“Wh
ich
of th
ese c
onta
iners
do y
ou
thin
k w
ill h
old
th
e m
ost
wa
ter?
W
hy d
o y
ou th
ink th
is?
” 3
. O
ne
at a
tim
e, h
ave
stu
den
ts fill
the
ir c
on
tain
ers
usin
g a
me
asu
rin
g
cu
p.
Ha
ve a
ll stu
de
nts
co
un
t th
e
num
ber
of cu
ps r
equ
ire
d to
fill
e
ach
co
nta
iner.
4.
Ask, “W
hic
h c
onta
iner
hold
s
the m
ost w
ate
r? A
re y
ou
su
rprise
d?
” 5.
Co
ntin
ue
as tim
e a
nd
inte
rest
allo
w w
ith
diffe
rent co
nta
iners
. 6.
Co
ntin
ue
with
gro
up
s o
f 3
– 6
stu
de
nts
until e
very
one h
as
the o
pp
ort
unity to
part
icip
ate
.
An
ima
l K
ing
do
m
Week 3
4
Pu
t M
e i
n t
he Z
oo
1
350 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
17
P
lease F
eed
th
e A
nim
als
M
ate
rials
: a
nim
al p
ictu
res, cle
an e
nvir
onm
enta
l p
rint fo
od
conta
iners
, ta
pe
P
rep
ara
tio
n:
Tap
e t
he a
nim
al p
ictu
res to s
om
eth
ing
tha
t w
ill
sta
nd u
p. C
ollect e
nvir
onm
enta
l fo
od p
ictu
res th
at re
pre
sent
foods a
nim
als
would
lik
e t
o e
at such
as w
ate
r, f
ruits,
veg
eta
ble
s, oats
, se
eds, sug
ar
cub
es, m
eat.
A
cti
vit
y:
1.
Gath
er
with a
so
ng
such
as “
Com
e to
Gro
up
Tim
e.”
2.
Do y
our
cir
cle
ro
utin
e. C
heck t
o s
ee if
child
ren h
ave
accom
plis
hed their
cla
ssro
om
resp
on
sib
ilit
ies f
or
this
da
y o
r w
eek.
3.
Show
an
d d
iscuss t
he a
nim
al p
ictu
res. P
lace t
hem
on
dis
pla
y.
4.
Show
an
d d
iscuss t
he e
nvir
onm
enta
l p
rint fo
od
conta
iners
.
5.
Tell
child
ren t
hat
anim
als
, lik
e p
eop
le, n
ee
d n
ouri
sh
ment.
6.
Define “
nouri
shm
ent”
as f
ood
and w
ate
r.
7.
Eng
ag
e in c
onvers
atio
n a
bout w
hy liv
ing
thin
gs n
ee
d
nouri
shm
ent.
8.
Tell
child
ren t
he
y c
an s
ele
ct
a f
ood
to
feed a
n a
nim
al. A
s
the
y f
eed t
he
anim
al, m
ake a
sta
tem
ent ab
out w
hy t
he
food w
ould
be g
ood f
or
the a
nim
al. C
hild
ren c
an
set
the
food n
ext to
the
anim
al.
9.
Pra
ise c
hild
ren f
or
a g
reat jo
b o
f fe
edin
g th
e a
nim
als
. 10. C
onclu
de s
ing
ing
“I Lik
e t
o E
at A
pp
les a
nd B
ana
nas.”
Do
main
: S
cie
nc
e
Str
an
d:
Liv
ing
Th
ing
s
❑ r
eco
gniz
e t
he
re a
re b
asic
re
quirem
ents
for
all
life
form
s
no
uri
shm
ent
Sin
g e
ach lin
e t
wic
e.
I lik
e t
o e
at,
eat, e
at a
pp
les a
nd
ba
na
na
s.
I lik
e t
o a
te, ate
, ate
ay-p
les a
nd b
a-
na
y-n
ays.
I lik
e t
o e
at,
eat, e
at e
e-p
les a
nd
bee-n
ee-n
ee
s.
I lik
e t
o o
te, ote
, ote
oh
-ple
s a
nd b
o-
no
-no
s.
I lli
ke t
o o
ot,
oot, o
ot o
o-p
les a
nd
boo-n
oo-n
oo
s.
An
ima
l K
ing
do
m
Week 3
4
Pu
t M
e i
n t
he Z
oo
1
350 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
29
Teach
er
To
ol
Zo
o B
ab
ies
An
ima
l K
ing
do
m
Week 3
4
Pu
t M
e i
n t
he Z
oo
1
350 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
30
Teach
er
To
ol
Zo
o B
ab
ies (
Co
nti
nu
ed
)
