Pre-K+4+Rosh+Hashana

Bees goes with it so I put both on this page. || Contents/Skills || Tennessee Early Learning Standards ||= Why are bees important for people? || Content/Skills ||
 * = Essential Questions || This is Rosh Hashana Section
 * = Judaic Studies || * Raising conversation and scenarios so the children speak about Teshuva, Tefillah, Tzedakeh. Emphasize family customs and celebrations.
 * sounds of the shofar and why do we blow the shofar?
 * Why do we dip apples into honey
 * Compared Rosh Hashana (or any Yom Tov) to Shabbat and how we celebrate them with our families || Skill:
 * Understand basic vocabulary relating to the holidays
 * Recognizing that different families do things differently
 * discriminates between individual, culture, and community
 * discriminates between individual, culture, and community
 * discriminates between individual, culture, and community

Content:


 * Identifies the different sounds of the shofar
 * Shofar as an alarm clock
 * recognizes symbols of the holiday || RI.PK.2 WIth modeling and support, recall important age appropriate facts from informational text by engaging in meaningful discussions and activities.
 * recognizes symbols of the holiday || RI.PK.2 WIth modeling and support, recall important age appropriate facts from informational text by engaging in meaningful discussions and activities.
 * recognizes symbols of the holiday || RI.PK.2 WIth modeling and support, recall important age appropriate facts from informational text by engaging in meaningful discussions and activities.

RI.PK.4 Develop new vocabulary by engaging in meaningful discussions and activities to promote learning of unfamiliar words in informational text. ||= We eat honey on Rosh Hashana for a sweet new year. ||  ||
 * = Language Arts || * Writing Shana Tova cards for our families and children express their wishes for their families for the new year
 * writing our mistakes to throw at Tashlich
 * KWL chart || Skill:


 * Writes his or her own name
 * Dictates words to a teacher
 * Shows awareness that print conveys a message
 * Takes turns in conversation
 * Shows awareness that print conveys a message
 * Takes turns in conversation
 * Takes turns in conversation

Content:

= Actively listen and participate in small and large group activities when informational text is read aloud or discussed. == || =RF.PK.3. = Demonstrate word awareness by identifying familiar words in books and the environment and begin making connection that letters in words make sounds. = ||
 * Understands what Tashlich is and why we do it ||  || =RI.PK.10. =


 * RF.PK.1b.

Recognize spoken words can be written and read. ||  ||   ||= * Summarizing how bee makes honey.
 * Where would you go if you were a bee? ||  ||
 * = Social Studies || * How do we celebrate Rosh Hashana with our families. Sent home survey
 * asking each family about their customs.
 * Sewing the shofar ||  || SS.PK.2 Demonstrate awareness of different cultures through exploration of customs and traditions, past and present. ||= * Honey is healthy for people to eat.
 * Compare how bees live together in hives to how we live and work together ||  ||
 * = Math || * Graph favorite colored apple
 * Measured and weighed apples
 * Counted the seeds in an apple and seeds in pomegranate
 * Counted the notes of the shofar || * Recognizes numerals


 * Counting ||  || S.PK.3. Record and organize data using graphs, charts, science journals, etc. to communicate conclusions regarding experiments and explorations. ||


 * PK.CC.2. Verbally count forward in sequence from 1 – 30. || PK.CC.4a.Use one-to-one correspondence to accurately count up to 10 objects in a scattered configuration. || PK.CC.4bUnderstand that the last number name said tells the number of objects counted, up to ten. ||  ||   ||   ||= * Counting
 * Shapes (shape of head, thorax, abdomen,hexagon in honeycomb) ||  ||
 * = Science || * Baking (applesauce, apple crisp, honey cookies)
 * Made predictions to what would happen to apples when making applesauce
 * Compared honey to other liquids
 * Listened to different sounds of the shofar
 * 5 senses of Rosh Hashana || * Making predictions

S.PK.11 Demonstrate an awareness of changes that occur in their environment (e.g. freezing/melting, color mixing) CA.PK.5 Creates sounds using voice, traditional instruments and/or non-traditional instruments. ||  ||= * Comparing thick vs. thin (honey to other liquids
 * Making comparisons ||  || S.PK.10 Describe and categorize objects based on their observable properties.
 * Body parts of a bee
 * Taste testing
 * How do bees make honey ||  ||
 * = Social Skills || * Learned about I'm sorry to our friends and family and treating friends and
 * family nicely
 * Made Shana Tova cards to give to our families
 * Learned to say "Shana Tova U'Metuka" to people || SE.PK.2 Develop a basic awareness as self as an individual, self within the context of family, and self within the context of community.

SE.PK.9 Express feelings, needs, opinions, and desires in a way that is appropriate to the situation. ||  ||= * choice making
 * sharing
 * communicating ||  ||
 * = Creativity/ Critical Thinking || * Honey bottles
 * Honey mats
 * Stained glass apples
 * Connecting what we do on Rosh Hashana with the 5 senses ||  ||   ||= * designing bees and bee costumes with variety of materials
 * ,imaginary play ||  ||
 * = Resources ||  ||   ||   ||= * Bee books
 * Bee dance online ||  ||
 * Assessment ||  ||   ||   || * Bee play-kids tell over how a bee makes honey.
 * Record what they know about bees. ||  ||