PreK4

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 * ~ Unit ||~ Essential
 * Bees || * Why are bees important for people? || * We eat honey on Rosh Hashana for a sweet new year. || * Summarizing how bee makes honey.
 * Where would you go if you were a bee? || * Counting
 * Shapes (shape of head, thorax, abdomen,hexagon in honeycomb) || * Honey is healthy for people to eat.
 * Compare how bees live together in hives to how we live and work together || * Comparing thick vs. thin (honey to other liquids
 * Body parts of a bee
 * Taste testing
 * How do bees make honey || * choice making
 * sharing
 * communicating || * designing bees and bee costumes with variety of materials
 * ,imaginary play || * Bee books
 * Bee dance online || * Bee play-kids tell over how a bee makes honey.
 * Record what they know about bees. ||
 * Chanukah || * What makes a person Jewish? || * Telling the story of Chanukah through books and drama
 * Learning the Hebrew letters on the dreidel
 * Hebrew vocabulary for Chanukah items
 * Making a Chanukiyah
 * Learning, recognizing,and possible reciting the brachot || * KWL chart
 * Kids dramatize the story of Chanukah
 * Kids tell the story of Chanukah in their own words
 * Read Chanukah books
 * Sang Chanukah songs || * Counting and patterning candles
 * Sorting dreidels
 * Playing dreidel game with coins
 * One-to-one correspondence
 * Recognizing numbers || * We learn how the Maccabees lived and worked together
 * Importance of gift giving/sharing
 * Collaboration and cooperation (latke making)
 * Look at different Chanukiyot and dreidels from around the world || * Making predictions and speculating
 * Experimenting with oil
 * Size of candles vs length of burning time.
 * Different uses of candles
 * Sensory awareness (black and green olive tasting)
 * Exploring the 5 senses within the Chanukah experience
 * || * Turn taking, collaboration, patience, following rules, empathy (dreidel playing)
 * Show and tell, presentation (kids bring items from their homes pertaining to Chanukah) || * Making the their Chanukiyah(the children can choosehow they want to place their candles)
 * How kids act out the story-they learn it first but then decide who they want to be, how they should make their costumes, and how to act out the part. || * Chinuch.org
 * You Tube
 * Chanukah books
 * Chanukah CDs
 * Photo Story || * Kids can tell over and dramatize the stroy of Chanukah ||
 * Purim || * The effect and meaning of different sounds
 * What makes a person brave?
 * What is a community? || * The story of Purim
 * The four mitzvot of Purim
 * How we celebrate Purim and why
 * Hebrew vocabulary pertaining to Purim
 * Difference between the Torah and Megillah || * Dramatize the story-kids tell it back in their own words
 * Read books about Purim
 * Sang Purim songs
 * || * Shapes and measurements through hamantashen making
 * Graphing and eye-hand coordination (favorite characters and favorite hamantashen filling) || * Ask kids how Purim is celebrated in their homes and community
 * Community (going to shul to hesr megillah, having a seudah with other people)
 * Sharing and empathy(Giving Mishloach Manot and Matanot Le'evyonim to people) || * Sounds
 * 5 senses of Purim
 * Measuring and seeing how things change form through baking || * Sharing and empathy (through giving mishloach manot)
 * Collaboration and cooperation (Class will write the story of Purim together with class) || * *Exploring different art mediums through megillah and gragger making