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Week 2 1350 - 1400 March 30 – April 3
Monday March 30
• Gather Together: “Welcome to the Zoo” • Learn Together: “Monkey Trouble” • Brain Waves: Occipital Lobe “Visual/Mental Rotation: Normal, Not Normal”
Tuesday March 31
• Gather Together: “Please Feed the Animals” • Create Together: “Paper Plate Snake” • Brain Waves
Wednesday April 1
• Learn Together: “Asleep at the Zoo” • Share Together: “Snort or Not” • Brain Waves
Thursday April 2
• Learn Together: “Map the Zoo” • Math Small Group: “Which Holds the Most?” • Brain Waves
Friday April 3
• Outdoor Adventure: “Leap Frog” • Share Together: “Zoo Box” • Brain Waves
WEEK 2 1350 – 1400 SERIES CURRICULUM
MATERIALS NEEDED
• Animal pictures (included in packet) • paper plates • Stapler • Colored pencils • Crayons • Empty cartons or boxes • Crayons, color pencils • Tape • Glue • Scissors
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
.
1
W
elc
om
e t
o t
he Z
oo
M
ate
rials
: ch
art
pap
er,
mark
er,
them
e-r
ela
ted
book s
uch a
s
If I R
an t
he Z
oo b
y D
r. S
euss o
r P
ut
Me
In t
he Z
oo b
y R
ob
ert
Lop
shir
e, W
OT
W p
oste
r P
rep
ara
tio
n:
Pre
-rea
d th
e s
ele
cte
d b
ook.
Acti
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.
3.
Beg
in th
e g
roup
dis
cussio
n b
y h
avin
g c
hild
ren s
hare
zoo
exp
eri
ences t
he
y h
ave h
ad.
Ask t
hem
ab
out
the
anim
als
, ri
des, a
nd p
eop
le. A
sk th
em
to n
am
e the p
ers
on w
ho h
as
the r
esp
on
sib
ilit
y o
f ta
kin
g c
are
of
the a
nim
als
. 4.
Define “
resp
on
sib
ilit
y”
as d
oin
g a
job
care
fully
an
d
thoro
ug
hly
. H
op
efu
lly, child
ren w
ill n
am
e the z
oo
kee
per
as th
e p
ers
on r
esp
on
sib
le f
or
the a
nim
als
. S
how
th
e
WO
TW
poste
r. A
ttach it
to c
hart
pap
er.
Record
the
child
ren’s
dic
tatio
n a
bou
t th
e r
esp
on
sib
ilit
y o
f a
zo
okeep
er.
Let child
ren k
now
the
y w
ill learn
ab
ou
t th
e
zoo t
his
week.
5.
Conclu
de w
ith a
them
e-r
ela
ted b
ook.
6.
Child
ren c
an tra
nsitio
n p
rete
ndin
g t
o b
e t
heir
favori
te z
oo
anim
al.
7.
Watc
h a
s c
hild
ren d
em
onstr
ate
a p
refe
rence o
f a
nim
al.
As p
art
of
yo
ur
circle
ro
utine,
yo
u c
ould
re
vie
w c
hild
ren’s
cla
ssro
om
resp
on
sib
ilit
ies
fo
r th
e d
ay o
r w
eek. P
rais
e
them
for
contr
ibuting to t
he
cla
ssro
om
com
munity b
y
doin
g t
heir jobs w
ell.
Do
ma
in:
Co
mm
un
ica
tio
n,
La
ng
ua
ge, a
nd
Lit
era
cy
S
tra
nd
: E
xp
ressiv
e/R
ecep
tive
❑ i
ncre
ase v
ocab
ula
ry
thro
ug
h e
very
da
y
com
munic
atio
n
resp
on
sib
ilit
y
zo
oke
ep
er
The P
hila
de
lphia
Zoo
wa
s
Am
erica’s
first zo
o.
It o
pe
ned
July
1, 187
4.
Yo
u c
an d
isco
ve
r m
ore
abo
ut
the z
oo o
n a
n
appro
priate
web
site.
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
.
6
M
on
key T
rou
ble
M
ate
rials
: p
rim
ate
pic
ture
s (
ap
e,
bab
oon,
chim
panzee,
gori
lla, le
mur,
monkey, ora
ng
uta
n)
Pre
para
tio
n:
Pre
-rea
d th
e b
ook.
Acti
vit
y:
1.
Gath
er
with a
so
ng
such
as “
Com
e to
Gro
up
Tim
e.”
2.
Show
child
ren
th
e v
ari
ous p
rim
ate
pic
ture
s. A
llow
tim
e f
or
their
questions a
nd t
ho
ug
hts
ab
out
the p
ictu
res.
Sh
are
w
ith c
hild
ren th
at
all
these
anim
als
are
a s
pecia
l kin
d o
f m
am
mal calle
d p
rim
ate
s. T
he
y h
ave a
rms, le
gs, fingers
, and
to
es.
The
y c
an w
alk
sta
ndin
g u
p, a
nd m
an
y c
an
sw
ing
by th
eir
tails
.
3.
Contin
ue s
hari
ng
that
monke
ys a
re v
ery
mis
chie
vous
mam
mals
. T
he z
oo
keep
er
is a
lwa
ys try
ing
to k
eep
the
monkeys f
rom
hid
ing
thin
gs. M
onke
ys lik
e to m
imic
oth
er
monkeys a
nd p
eop
le.
Tha
t m
eans t
he
y lik
e to
cop
y w
hat
the
y s
ee
. 4.
Tell
child
ren t
he
y w
ill p
lay a
gam
e c
alle
d M
onke
y T
roub
le.
Tell
child
ren y
ou
will
do a
n a
ctio
n, cla
p a
patt
ern
, sa
y
som
e w
ord
s, or
make s
om
e s
oun
ds.
Th
ey s
hould
pre
tend
to b
e m
onke
ys a
nd m
imic
what you d
o. H
ave f
un a
nd
revers
e r
ole
s (
let child
ren b
e t
he te
ach
er)
. 5.
Conclu
de t
he
activity r
eadin
g a
nd d
ram
atizin
g o
ne o
r all
the m
onke
y r
hym
es (
see T
each
er
Tip
s).
Do
ma
in:
Cre
ati
ve
Deve
lop
men
t
Str
an
d:
Dra
ma
❑ r
e-c
reate
a fam
iliar
sto
ry
usin
g a
ctio
n a
nd o
bje
cts
(p
rop
s)
ind
ivid
ua
lly o
r coopera
tive
ly
mim
ic
mis
chie
vo
us
prim
ate
Mo
nk
ey R
hym
es
Fiv
e little m
onke
ys liv
ing a
t th
e z
oo
E
ating
a b
ana
na,
wo
uld
n’t y
ou?
Z
oo
keep
er
sa
id, “N
o m
ore
for
yo
u.”
S
o o
ne little m
onke
y c
rie
d,
“Boo-h
oo.”
F
ive little m
onke
ys jum
pin
g o
n t
he b
ed.
One f
ell
off
and b
um
ped h
is h
ead.
Moth
er
ca
lled t
he d
octo
r, a
nd t
he d
octo
r sa
id,
“N
o m
ore
mo
nke
ys jum
pin
g o
n t
he
bed.”
F
ive little m
onke
ys s
win
gin
g in t
he tre
e,
T
ea
sin
g M
r. A
lligato
r, “
Ca
n’t c
atc
h m
e.”
A
long c
am
e M
r. A
lligato
r q
uie
t a
s c
an b
e
And s
napp
ed t
ha
t m
onke
y o
ut
of
that
tree.
Yo
u c
an h
elp
build
child
ren’s
co
nfide
nce a
nd
pride b
y p
rovid
ing
opport
unitie
s f
or
them
to
tell
sto
rie
s,
recite p
oetr
y,
and p
art
icip
ate
in d
ram
a
eve
nts
.
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
)
©2012 Kids ‘R’ Kids International, Inc. All rights reserved.
Kids ‘R’ Kids Brain WavesTM: Preschool Series
Visual/Mental Rotation Normal, Not Normal
Materials: index cards, marker
Preparation: Create several pairs of number cards, one with the numeral right side up and the other with the same numeral sideways, backward, or upside down.
Teacher Instructions: Gather children. Tell them they will play a game called Normal or Not Normal. Show children two numbers. Ask them to observe and tell whether they are “normal” or “not normal.” Show the numbers individually or in pairs. Mental rotation activities challenge the ability to recall the correct formation or orientation of an object,
even when it changes directions.
Activity Variation: Do this with letters F, G, J, and R. For added difficulty, ask children to respond as quickly as possible. Make copies of other pictures that feature items that can be shown in various orientations. Place in the Brain Station for individual play.
©2012 Kids ‘R’ Kids International, Inc. All rights reserved.
Kids ‘R’ Kids Brain WavesTM: Preschool Series
Short-Term Memory See and Remember
Materials: cardstock, glue, pictures (various objects), scissors
Preparation: Glue pictures of objects on each card (3-10 objects per card).
Teacher Instructions: Gather children. Tell them they will play a game called See and Remember. Show a picture card with 3 items. After a few seconds, remove the card. How many objects can children
remember? This activity requires children to hold an image in their brain and then recall that image.
Activity Variation: Show the cards for short and then longer periods of time. For added difficulty, show cards with increasing numbers of items. Place cards in the Brain Station for individual play.
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
.
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
©2012 Kids ‘R’ Kids International, Inc. All rights reserved.
Kids ‘R’ Kids Brain WavesTM: Preschool Series
Visual/Mental Rotation Normal, Not Normal
Materials: index cards, marker
Preparation: Create several pairs of number cards, one with the numeral right side up and the other with the same numeral sideways, backward, or upside down.
Teacher Instructions: Gather children. Tell them they will play a game called Normal or Not Normal. Show children two numbers. Ask them to observe and tell whether they are “normal” or “not normal.” Show the numbers individually or in pairs. Mental rotation activities challenge the ability to recall the correct formation or orientation of an object,
even when it changes directions.
Activity Variation: Do this with letters F, G, J, and R. For added difficulty, ask children to respond as quickly as possible. Make copies of other pictures that feature items that can be shown in various orientations. Place in the Brain Station for individual play.
©2012 Kids ‘R’ Kids International, Inc. All rights reserved.
Kids ‘R’ Kids Brain WavesTM: Preschool Series
Short-Term Memory See and Remember
Materials: cardstock, glue, pictures (various objects), scissors
Preparation: Glue pictures of objects on each card (3-10 objects per card).
Teacher Instructions: Gather children. Tell them they will play a game called See and Remember. Show a picture card with 3 items. After a few seconds, remove the card. How many objects can children
remember? This activity requires children to hold an image in their brain and then recall that image.
Activity Variation: Show the cards for short and then longer periods of time. For added difficulty, show cards with increasing numbers of items. Place cards in the Brain Station for individual play.
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
.
18
A
sle
ep
at
the Z
oo
M
ate
rials
: a
nim
al p
ictu
res, sug
geste
d t
hem
e-r
ela
ted b
ook
such a
s G
ood
Nig
ht,
Gori
lla b
y P
eg
gy R
ath
mann
, S
leepy
Bears
by M
em
Fox, or
Tim
e f
or
Be
d b
y M
em
Fox
Pre
para
tio
n:
Pre
-rea
d th
e s
ele
cte
d b
ook.
Acti
vit
y:
1.
Gath
er
with a
so
ng
such
as “
Com
e to
Gro
up
Tim
e.”
2.
Rem
ind c
hild
ren e
arl
ier
the
y d
iscusse
d w
hy a
nim
als
nee
d
nouri
shm
ent.
3.
Let
them
know
exerc
ise a
nd r
est
are
req
uir
em
ents
just
like n
ouri
shm
ent. D
efine “
req
uir
em
ent”
as s
om
eth
ing
you
must have. In
vite c
hild
ren t
o n
am
e thre
e r
eq
uir
em
ents
for
all
livin
g thin
gs. E
ncoura
ge
th
em
to u
se th
eir
new
vocab
ula
ry (
nouri
shm
ent, r
est, a
nd
exerc
ise
).
4.
Invite c
hild
ren
to
be a
nim
als
. T
ell
them
yo
u w
ill b
e the
zo
okeep
er.
When y
ou s
how
an
anim
al p
ictu
re, th
ey c
an
move a
nd s
ou
nd
lik
e t
hat
anim
al. W
hen y
ou s
ay “
Asle
ep
at th
e z
oo,”
th
ey s
hould
sto
p, lie
on
th
e f
loor,
an
d p
rete
nd
to b
e a
sle
ep
. W
hen y
ou
show
th
e n
ext p
ictu
re,
the
y
should
wake u
p a
nd
pre
ten
d a
gain
. 5.
Contin
ue a
ltern
ating
asle
ep
and
aw
ake w
ith d
iffe
rent
anim
als
until in
tere
st w
anes.
6.
Conclu
de w
ith a
them
e-r
ela
ted b
ook.
Do
main
: S
cie
nce
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
req
uirem
ent
We m
ust
lea
rn to a
ppre
cia
te
div
ers
ity a
nd to
ha
ve r
espect
for
life a
nd t
he
enviro
nm
ent.
K
now
ing
that
all
life f
orm
s
ha
ve t
he
sam
e r
eq
uirem
ents
he
lps to u
nde
rscore
our
sim
ilaritie
s.
Gro
ss-m
oto
r activity is a
gre
at
bra
in b
oo
ste
r. U
sin
g
larg
e a
nd s
mall
muscle
s
str
ength
ens t
he b
od
y a
nd
engage
s s
pecific
are
as o
f th
e b
rain
that
go
ve
rn
bod
y m
ovem
ent a
nd
bala
nce.
An
ima
l K
ing
do
m
Week 3
4
Po
nd
Ch
an
ge
s
1400 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
4
S
ho
rt o
r N
ot?
M
ate
rials
: ch
art
pap
er,
mark
er,
WO
TW
poste
r
Pre
para
tio
n:
Pre
pare
a lis
t of
word
s w
ith a
nd w
itho
ut
sh
ort
e
(ĕ)
such a
s: w
et, b
ed
, d
en
, re
d, h
en,
ten, b
ean,
teen,
beep
.
Make tw
o c
olu
mns o
n th
e c
hart
lab
ele
d “
sh
ort
e (
ĕ)
word
s”
and
“oth
er.
” A
cti
vit
y:
1.
Gath
er
stu
de
nts
usin
g y
our
favori
te tra
nsitio
n a
ctivity.
2.
Show
stu
den
ts t
he W
ord
of
the W
eek p
oste
r. R
ea
d w
ord
, definitio
n,
and s
ente
nce.
The S
panis
h w
ord
for
po
nd
is la
alb
erc
a (
lah a
hl-
BA
YR
-ca
h).
Show
stu
den
ts t
he A
SL
sig
ns
for
the lett
ers
Ee, F
f, a
nd O
o.
Ask s
tud
en
ts to
make the
soun
ds /
e/, /
f/, a
nd /
o/.
3.
Ask s
tude
nts
to lis
ten f
or
the s
hort
e (
ĕ)
so
un
d in t
he
w
ord
s a
s y
ou r
ea
d. If
it is
sh
ort
, ask t
hem
to s
ay,
“Sh
ort
!”
If it is
not short
, ask t
hem
to s
ay, “N
ot!
”
4.
Revie
w the s
oun
d p
rior
to s
ayin
g th
e w
ord
s. W
rite
the
word
s o
n th
e c
hart
. H
ave s
tuden
t volu
nte
ers
un
derl
ine t
he
“e
” in
each o
f th
e s
hort
e (
ĕ)
word
s.
5.
Revie
w the lis
ts w
hen
you
fin
ish.
6.
Check f
or
un
ders
tan
din
g b
y s
ayin
g w
ord
s tha
t d
o a
nd d
o
not in
clu
de t
he s
hort
e (
ĕ)
sou
nd.
Have s
tude
nts
cla
p
once
when t
he
y h
ear
word
s w
ith the s
hort
e (
ĕ)
so
un
d.
7.
To
exte
nd t
he lesson
, stu
dents
could
wri
te lis
ts o
f w
ord
s
with the s
hort
e (
ĕ)
so
und
in t
heir
jo
urn
als
.
sho
rt e
(ĕ)
word
s
Do
ma
in:
Co
mm
un
ica
tio
n,
La
ng
ua
ge, a
nd
Lit
era
cy
S
tra
nd
: R
ea
din
g
❑ w
ith p
rom
pting a
nd s
upport
, re
co
gniz
e a
nd
na
me
so
me
upper
and lo
we
r case letters
of
the a
lphabet
Stu
de
nts
and f
am
ilie
s c
an locate
pic
ture
s o
f po
nd
s o
n t
he inte
rnet
or
in m
agazin
es.
Ha
ve t
hem
bring t
hem
to s
choo
l to
sha
re
with t
he w
ho
le c
lass.
T
he a
bili
ty t
o r
evie
w
thin
gs lea
rned r
eq
uire
s
child
ren t
o s
earc
h t
he
ir
mem
ory
ba
nks f
or
sto
red
info
rmatio
n.
©2012 Kids ‘R’ Kids International, Inc. All rights reserved.
Kids ‘R’ Kids Brain WavesTM: Preschool Series
Visual/Mental Rotation Normal, Not Normal
Materials: index cards, marker
Preparation: Create several pairs of number cards, one with the numeral right side up and the other with the same numeral sideways, backward, or upside down.
Teacher Instructions: Gather children. Tell them they will play a game called Normal or Not Normal. Show children two numbers. Ask them to observe and tell whether they are “normal” or “not normal.” Show the numbers individually or in pairs. Mental rotation activities challenge the ability to recall the correct formation or orientation of an object,
even when it changes directions.
Activity Variation: Do this with letters F, G, J, and R. For added difficulty, ask children to respond as quickly as possible. Make copies of other pictures that feature items that can be shown in various orientations. Place in the Brain Station for individual play.
©2012 Kids ‘R’ Kids International, Inc. All rights reserved.
Kids ‘R’ Kids Brain WavesTM: Preschool Series
Short-Term Memory See and Remember
Materials: cardstock, glue, pictures (various objects), scissors
Preparation: Glue pictures of objects on each card (3-10 objects per card).
Teacher Instructions: Gather children. Tell them they will play a game called See and Remember. Show a picture card with 3 items. After a few seconds, remove the card. How many objects can children
remember? This activity requires children to hold an image in their brain and then recall that image.
Activity Variation: Show the cards for short and then longer periods of time. For added difficulty, show cards with increasing numbers of items. Place cards in the Brain Station for individual play.
D
om
ain
: S
oc
ial
Stu
die
s
Str
an
d:
Pe
op
le a
nd
Co
mm
un
ity
❑
create
sim
ple
rep
rese
nta
tio
ns
of h
om
e, schoo
l, o
r co
mm
unity
❑
use a
nd r
espond t
o w
ord
s to
indic
ate
directio
nalit
y,
positio
n,
and s
ize
Map
th
e Z
oo
M
ate
ria
ls:
cra
yon
s, m
ark
er,
sticke
rs (
anim
als
and
na
ture
),
va
rie
ty o
f m
aps, w
hite
bu
tch
er
pa
pe
r o
r p
oste
r b
oa
rd
Ac
tiv
ity
: 1.
Ga
ther
with a
son
g s
uch a
s “
Com
e to
Gro
up T
ime.”
2.
Be
gin
th
e a
ctivity b
y te
llin
g c
hild
ren
th
eir h
elp
is
nee
de
d t
o m
ake
a m
ap o
f a z
oo. D
efine
“m
ap”
as a
p
ap
er
with w
ord
s a
nd
/or
pic
ture
s t
o s
how
yo
u h
ow
to
g
et fr
om
one p
lace to
ano
the
r. S
how
th
e v
ariou
s m
aps
yo
u h
ave
co
llecte
d.
3.
First, a
sk c
hild
ren
to
bra
insto
rm th
ings th
at n
ee
d to
be
o
n t
he m
ap.
Re
cord
th
eir d
icta
tion
s o
n c
hart
pap
er.
Lea
d
ch
ildre
n t
o k
now
th
ey n
ee
d a
pla
ce to e
nte
r a
nd e
xit.
4.
On
ce a
ll th
e v
en
ue
s h
ave
be
en id
en
tifie
d,
beg
in to
ma
ke
the m
ap.
5.
Ha
ve
child
ren
te
ll w
he
re to
lo
ca
te th
e e
ntr
an
ce
an
d e
xit. If
ch
ildre
n h
ave
difficu
lty w
ith
po
sitio
na
l w
ord
s, h
ave
th
em
ph
ysic
ally
com
e to
th
e p
oste
r b
oa
rd a
nd
to
uch
wh
ere
th
e
en
tra
nce
an
d e
xit s
hou
ld g
o. A
fte
r th
is, g
ive
th
em
wo
rds
su
ch
as, “O
ka
y, w
e’ll
pu
t th
e e
ntr
an
ce
he
re a
t th
e b
otto
m
rig
ht co
rne
r o
f th
e p
oste
r b
oa
rd.”
Co
ntinu
e in
th
is w
ay u
ntil
all
ve
nue
s h
ave
bee
n locate
d o
n th
e m
ap
. L
ab
el th
e v
en
ue
s
as y
ou
dra
w a
squ
are
sh
ap
e lab
ele
d “
lions”
for
the
lio
n’s
de
n. D
raw
th
e p
ath
s fro
m v
en
ue
to
ve
nue
. 6.
Ch
ildre
n c
an u
se s
tickers
to id
en
tify
th
e v
enu
es a
nd
oth
er
deta
ils s
uch a
s tre
es,
pon
ds, e
tc.
7.
Pra
ise
ch
ildre
n fo
r b
ein
g g
rea
t ca
rto
gra
ph
ers
. D
efin
e
“c
art
ogra
ph
er”
as a
ma
p m
aker.
8.
Ch
ildre
n c
an tra
nsitio
n c
han
ting
“M
ap M
aker”
(see
T
ea
che
r T
ips).
An
ima
l K
ing
do
m
We
ek
34
P
ut
Me
in
th
e Z
oo
1
350
Se
rie
s
©2
01
6 K
ids ‘R’ K
ids I
nte
rna
tio
na
l, I
nc.
All
rights
re
se
rved
. 2
cart
ogra
ph
er
m
ap
V
isit y
our
com
mun
ity z
oo,
park
, hig
hw
ay r
est are
a, or
travel cente
r and g
et severa
l m
aps. L
et
child
ren
know
th
ey c
an b
uild
a m
ap in t
he
Constr
uction S
tation
.
Map
Make
r M
ap m
aker,
map m
aker,
make m
e a
map.
Make m
e a
map
with a
zap
pity-z
ap.
Mark
it
and d
raw
it a
nd s
et
it u
p r
ight.
Whe
n it’s a
ll don
e, w
e’ll
fold
it
up t
ight.
“Zappity-z
ap”
mea
ns r
eally
fast
like lic
kety
-split
.
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
.
S
cie
nce
/Se
nso
ry S
tatio
n
Lea
rnin
g G
oals
u
se a
varie
ty o
f te
ch
niq
ue
s a
nd
sta
nd
ard
an
d n
onsta
nd
ard
to
ols
to
Wh
at’
s t
he C
ap
ac
ity
?
m
easu
re a
nd
co
mp
are
len
gth
, vo
lum
e (
ca
pa
city),
we
ight,
heig
ht
Sta
tion E
nhancem
en
ts
S
tudents
can…
Teacher
can…
•
b
ucke
t •
use m
easu
ring
cu
ps to
fill
co
nta
iners
with
eith
er
• a
ssess s
tude
nts
’ a
bili
ty t
o o
rder
co
nta
iners
on
•
co
nta
iners
sa
nd
or
wa
ter
the b
asis
of ca
pa
city
•
m
easu
ring c
ups
•
record
th
e n
um
ber
of cu
ps n
ee
de
d to
fill
•
assis
t ch
ildre
n in
re
cord
ing t
heir fin
din
gs
•
paper
co
nta
iners
•
p
en
cils
•
dete
rmin
e w
hic
h c
onta
iner
has t
he g
reate
st
ca
pa
city
• o
rde
r co
nta
iners
fro
m le
ast to
gre
ate
st ca
pa
city
An
ima
l K
ing
do
m
We
ek
34
P
on
d C
ha
ng
es
1
400
Se
rie
s
©2
01
6 K
ids ‘R’ K
ids I
nte
rna
tio
na
l, I
nc.
All
rights
re
se
rved
. 30
©2012 Kids ‘R’ Kids International, Inc. All rights reserved.
Kids ‘R’ Kids Brain WavesTM: Preschool Series
Visual/Mental Rotation Normal, Not Normal
Materials: index cards, marker
Preparation: Create several pairs of number cards, one with the numeral right side up and the other with the same numeral sideways, backward, or upside down.
Teacher Instructions: Gather children. Tell them they will play a game called Normal or Not Normal. Show children two numbers. Ask them to observe and tell whether they are “normal” or “not normal.” Show the numbers individually or in pairs. Mental rotation activities challenge the ability to recall the correct formation or orientation of an object,
even when it changes directions.
Activity Variation: Do this with letters F, G, J, and R. For added difficulty, ask children to respond as quickly as possible. Make copies of other pictures that feature items that can be shown in various orientations. Place in the Brain Station for individual play.
©2012 Kids ‘R’ Kids International, Inc. All rights reserved.
Kids ‘R’ Kids Brain WavesTM: Preschool Series
Short-Term Memory See and Remember
Materials: cardstock, glue, pictures (various objects), scissors
Preparation: Glue pictures of objects on each card (3-10 objects per card).
Teacher Instructions: Gather children. Tell them they will play a game called See and Remember. Show a picture card with 3 items. After a few seconds, remove the card. How many objects can children
remember? This activity requires children to hold an image in their brain and then recall that image.
Activity Variation: Show the cards for short and then longer periods of time. For added difficulty, show cards with increasing numbers of items. Place cards in the Brain Station for individual play.
Do
ma
in:
Ph
ys
ica
l D
ev
elo
pm
en
t
an
d M
oto
r S
kil
ls S
tra
nd
: M
oto
r
Sk
ills
(G
ross
) ❑
coord
inate
mo
vem
ents
to
perf
orm
mo
re c
om
ple
x
tasks
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
.
31
Ou
tdo
or
A
dve
ntu
re
Lea
p F
rog
M
ate
ria
ls:
no
ne
Ac
tiv
ity
: 1.
Ga
ther
stu
de
nts
on p
layg
rou
nd.
2.
En
cou
rag
e s
tude
nts
to
pre
tend
to b
e fro
gs a
nd le
ap
. 3.
Invite
stu
de
nts
to
ha
ve a
le
ap
ing r
ace. T
he
y c
ould
lea
p
like
fro
gs fro
m s
tart
to
fin
ish
lin
es,
or
they c
ould
have a
lea
p
frog r
ela
y.
4.
Co
ntin
ue
as tim
e a
nd
in
tere
st
allo
w.
Do
main
: C
om
mu
nic
ati
on
, L
an
gu
ag
e, an
d L
ite
racy
S
tran
d:
Ph
on
olo
gic
al
Aw
are
nes
s
❑ d
iffe
ren
tia
te s
ou
nd
s th
at a
re th
e
sam
e a
nd
diffe
ren
t S
tran
d:
Rea
din
g
❑ dem
onstr
ate
the
ab
ility
to
qu
ickly
la
be
l o
r id
en
tify
le
tte
rs,
nu
mb
ers
, w
ord
s, pic
ture
s, o
r o
bje
cts
(ra
pid
na
min
g)
Zo
o B
ox
Ma
teri
als
: a
nim
als
(m
inia
ture
wo
od
en
or
pla
stic),
b
ox,
cra
yon
s
Pre
para
tio
n:
Co
lor
a s
ma
ll b
ox s
o it lo
oks lik
e a
n
anim
al ca
ge
. A
cti
vit
y:
1.
Ga
ther
with a
son
g s
uch a
s “
Com
e to
Gro
up T
ime.”
2.
Be
gin
th
e a
ctivity b
y s
how
ing c
hild
ren
th
e z
oo b
ox.
Sh
ow
all
the a
nim
als
, a
nd
se
e h
ow
quic
kly
ch
ildre
n c
an
n
am
e th
em
. P
lace a
ll a
nim
als
in
to t
he b
ox.
3.
Now
, re
mo
ve
an
anim
al fr
om
th
e b
ox, m
ake
the
an
imal
so
und
, a
nd
have
a c
hild
or
all
child
ren
im
ita
te th
e s
ou
nd
.
De
fine
“im
itate
” a
s t
o m
ake
th
e s
am
e s
ou
nd.
4.
Re
vers
e r
ole
s, a
nd
allo
w c
hild
ren
to
be t
he t
eache
r.
5.
Wh
en fin
ish
ed
, h
ave c
hild
ren
co
unt
with y
ou a
s
yo
u r
epla
ce a
ll a
nim
als
in
th
e z
oo b
ox.
6.
Ch
ildre
n c
an tra
nsitio
n to t
he n
ext a
ctivity m
akin
g
their fa
vorite
an
ima
l so
un
d.
im
itate
R
apid
Na
min
g (
Rapid
A
uto
matized N
am
ing –
RA
N)
has b
een f
oun
d to b
e a
pre
dic
tor
of re
adin
g s
uccess.
Child
ren
shou
ld b
e a
ble
to
pull
word
s fro
m t
he
ir m
enta
l dic
tionary
.
An
ima
l K
ing
do
m
Week
34
P
ut
Me
in
th
e Z
oo
1
350
Seri
es
©2
01
6 K
ids ‘R’ K
ids I
nte
rna
tio
na
l, I
nc.
All
rights
re
se
rved
.
3
©2012 Kids ‘R’ Kids International, Inc. All rights reserved.
Kids ‘R’ Kids Brain WavesTM: Preschool Series
Visual/Mental Rotation Normal, Not Normal
Materials: index cards, marker
Preparation: Create several pairs of number cards, one with the numeral right side up and the other with the same numeral sideways, backward, or upside down.
Teacher Instructions: Gather children. Tell them they will play a game called Normal or Not Normal. Show children two numbers. Ask them to observe and tell whether they are “normal” or “not normal.” Show the numbers individually or in pairs. Mental rotation activities challenge the ability to recall the correct formation or orientation of an object,
even when it changes directions.
Activity Variation: Do this with letters F, G, J, and R. For added difficulty, ask children to respond as quickly as possible. Make copies of other pictures that feature items that can be shown in various orientations. Place in the Brain Station for individual play.
©2012 Kids ‘R’ Kids International, Inc. All rights reserved.
Kids ‘R’ Kids Brain WavesTM: Preschool Series
Short-Term Memory See and Remember
Materials: cardstock, glue, pictures (various objects), scissors
Preparation: Glue pictures of objects on each card (3-10 objects per card).
Teacher Instructions: Gather children. Tell them they will play a game called See and Remember. Show a picture card with 3 items. After a few seconds, remove the card. How many objects can children
remember? This activity requires children to hold an image in their brain and then recall that image.
Activity Variation: Show the cards for short and then longer periods of time. For added difficulty, show cards with increasing numbers of items. Place cards in the Brain Station for individual play.
An
ima
l K
ing
do
m
Week 3
5
Sa
va
nn
a A
nim
als
1
350 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
26
Pla
y &
Learn
Os
tric
h W
alk
ing
M
ate
rials
: n
on
e
Acti
vit
y:
1.
Gam
e c
an b
e p
layed insid
e o
r outs
ide.
2.
Dem
onstr
ate
how
to w
alk
lik
e a
n
ostr
ich. B
en
d f
orw
ard
, an
d g
rab
yo
ur
ankle
s w
ith y
our
ha
nds.
Str
etc
h y
our
neck in a
nd
out
as
yo
u w
alk
. 3.
Child
ren c
an w
alk
lik
e a
n o
str
ich
as o
fte
n a
nd a
s lo
ng
as t
he
y
wis
h.
Teach
er
& M
e
Ele
ph
an
t B
all
Mate
rials
: m
ediu
m-s
ize p
lastic b
all
such a
s a
beach
ball
Acti
vit
y:
1.
Gam
e c
an b
e p
layed insid
e o
r outs
ide.
2.
Dem
onstr
ate
how
to m
ake a
n
ele
pha
nt’s tru
nk. H
old
arm
s o
ut
front an
d c
lasp
han
ds t
og
eth
er
to
form
an e
lep
hant’s tru
nk.
3.
Roll
the b
all
to e
ach
oth
er
usin
g
the e
lep
hant’s tru
nk.
4.
Have f
un!
Do
ma
in:
Ph
ysic
al
Deve
lop
men
t a
nd
Mo
tor
Sk
ills
S
tra
nd
: M
oto
r S
kills
(g
ross)
❑ p
art
icip
ate
in a
variety
of
indoor
and o
utd
oor
activitie
s
that
incre
ase s
tre
ngth
, fle
xib
ility
, a
nd e
nd
ura
nce
An
ima
l K
ing
do
m
Week 3
4
Po
nd
Ch
an
ge
s
1400 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
36
Teach
er
To
ol
Po
nd
Lif
e
An
ima
l K
ing
do
m
Week 3
4
Po
nd
Ch
an
ge
s
1400 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
37
Teach
er
To
ol
Po
nd
Lif
e (
Co
nti
nu
ed
)
An
ima
l K
ing
do
m
Week 3
4
Po
nd
Ch
an
ge
s
1400 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
38
Teach
er
To
ol
Po
nd
Lif
e (
Co
nti
nu
ed
)
An
ima
l K
ing
do
m
Week 3
4
Po
nd
Ch
an
ge
s
1400 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
39
Teach
er
To
ol
Po
nd
Lif
e (
Co
nti
nu
ed
)
An
ima
l K
ing
do
m
Week 3
4
Po
nd
Ch
an
ge
s
1400 S
eri
es
©
2016 K
ids ‘R’ K
ids In
tern
ation
al, In
c. A
ll righ
ts r
eserv
ed
.
40
Wo
rd o
f th
e W
ee
k
po
nd
– a
bo
dy
of
wat
er s
mal
ler
than
a la
ke
They
wen
t ca
no
ein
g o
n t
he
po
nd
.
Span
ish
– la
alb
erca
(la
h a
hl-
BAY
R-c
ah
)
Songs
and P
oem
s
Fiv
e L
ittle D
uck
s
Fiv
e little d
uck
s w
ent
to t
he p
ond t
o p
lay. 1, 2, 3, 4, 5, th
ey a
ll sw
am
aw
ay. M
oth
er
duck
said
, “Q
uack
, quack
, quack
, quack
, quack
.”
Only
four
little d
uck
s ca
me b
ack
. Four
little d
uck
s w
ent
to t
he p
ond t
o p
lay. 1, 2, 3, 4, th
ey a
ll sw
am
aw
ay. M
oth
er
duck
said
,
“Quack
, quack
, quack
, quack
.” O
nly
thre
e little d
uck
s ca
me b
ack
. Thre
e little d
uck
s w
ent
to t
he p
ond t
o p
lay. 1, 2, 3, th
ey a
ll sw
am
aw
ay. M
oth
er
duck
said
, “Q
uack
, quack
, quack
.” O
nly
tw
o little d
uck
s ca
me b
ack
. Tw
o little d
uck
s w
ent
to t
he p
ond t
o p
lay.
1, 2,
they b
oth
sw
am
aw
ay. M
oth
er
duck
said
, “Q
uack
, quack
.” O
nly
one little d
uck
cam
e b
ack
. O
ne little d
uck
went
to t
he p
ond t
o p
lay.
1, th
e d
uck
sw
am
aw
ay. M
oth
er
duck
said
, “Q
uack
.” N
o little d
uck
s ca
me b
ack
.
One, Tw
o, Thre
e, Four,
Fiv
e
One, tw
o, th
ree, fo
ur,
fiv
e, O
nce
I c
aught
a f
ish a
live.
Six
, se
ven, eig
ht,
nin
e, te
n, But
I le
t it g
o a
gain
. W
hy d
id I
let
it g
o?
Beca
use
it b
it m
y f
inger
so!
Whic
h f
inger
did
it
bite?
It b
it t
he little o
ne o
n t
he r
ight!
