Senior Kindergarten - Unit 08 Water, Water - Revised 2017

Maple Bear Global Schools
Senior Kindergarten
UNIT 8
WATER, WATER – OCEANS ARE ALIVE
TABLE OF CONTENTS
SECTIONS PAGES
1. Timeline 2
2. Theme 2
3. Learning Outcomes 3
4. Suggested Booklist 4
5. Word Wall 5
6. Show and Tell 5
7. Materials 6
8. Daily Lessons 14
9. Songs and Poems and Games 80
10. Teacher’s Planning Chart 83
11. Black Line Masters 94
12. Teacher Observation Assessments 155
1 All Rights Reserved, Maple Bear Global Schools Ltd.

Senior Kindergarten
SECTION 1: TIMELINE
The timeline for Unit 8 is four (4) weeks.
SECTION 2: THEME WATER, WATER: OCEANS ARE ALIVE

The Theme Approach provides a focus point for enquiry for the use of language and for
cognitive development. Children have many opportunities through social interaction and
participation to enhance language and thought processes.
Week One: Mammals in the Ocean

Week Two: Sharks and Other Animals in the Ocean
Week Three: Crustaceans, coral and plants of the Ocean
Week Four: Creatures of the Deep Ocean
Remember to use the Teacher’s Observation Assessment as you interact with children
throughout the unit. Observe 3 to 5 students each day as they go through the daily routine.
This is a 20-day unit so you should have 3-4 observations for each child by the end of the unit.
The Observation Assessment is based on the Unit Goals.

Senior Kindergarten
SECTION 3: LEARNING OUTCOMES

English Language Arts
• To develop new oral vocabulary related to the theme.
• To connect beginning and ending sounds with letters in words.
• To begin to develop invented spelling using phonemic awareness when writing
sentences.
• To understand and use conventions of writing (periods and question marks).
• To use drawings and labels to express ideas, feelings and information.
• To use picture cues and phonological awareness strategies when reading.
• To answer questions related to a topic or text.
• To continue to build sight vocabulary.
• To ask questions to satisfy personal curiosity and information needs.
• To use illustrations, photographs, video programs, objects, and auditory cues to
understand ideas and information.
• To develop ans understanding of information a fiction or nonfiction.
Mathematics:
• To recognize numbers from 0 to 30.
• To count by 5’s and 10’s to 75.
• To develop an understanding of whole and half.
• To understand the concepts, symmetrical and asymmetrical.
• To identify objects and things as symmetrical or asymmetrical.
Science:
• To develop an awareness of the difference between freshwater and saltwater.
• To understand how the water cycle works.
• To identify different forms of precipitation.
• To begin to identify the properties of water.
• To understand how water is used daily around the world.
• To name some products that comes from the ocean.
• To identify animals and plants in the ocean.
• To begin to develop an understanding of ocean exploration.
• To identify objects that float and sink.
• To understand the importance of water to the world.
Social Goals:
• To begin to build an awareness of protecting water and the oceans.
You may use any books you already have for this unit. But look at the “Before you read”
and “discuss” areas in this unit to implement the strategies used in the unit. The eBooks
suggested are free at Oxford Owl. They can be used as new resources.

Senior Kindergarten
SECTION 4: SUGGESTED BOOKLIST
Title Publish ISBN

Fish is Fish Dragonfly Books 9780394827995
Where Do Puddles Go? Children's Press 9780516460369
Clouds Simon Spotlight 9780689854415
Water, Water Everywhere Sierra Club Bks. 9780871563835
Water HMH Books 9780152023485
Why Should I Save Water? Barron Ed. Series 9780764131578
Water Hole Puffin Books 9780142401972
Busy Penguins Knopf Books 9781582460161
Come on Rain Scholastic 9780590331265
Commotion in the Ocean Tiger Tales 9781589253667
Rainbow Fish NorthSouth 9781558580091
Rainbow Fish & the Big Blue Whale NorthSouth 9783314016691
Baby Beluga* Crown Books 9780517709771
A House For Hermit Crab Simon Spotlight 9781481409155
Big Blue Whale Candlewick 9780763610807
Baby Whales Drink milk HarperCollins 9780064451192
An Octopus is Amazing HarperCollins 9780064451574
Starfish HarperCollins 9780064451987
Dolphins Talk Harper Trophy 9780064452106
The Magic Fish Scholastic 9780590411004
Follow the Water From Brook to Ocean HarperCollins 9780064451154
I Wonder Why the Sea Is Salty Kingfisher 9780753465219
Over in the Oceans in a Coral Reef Dawn Pubns 9781584690627

Senior Kindergarten
SECTION 5: WORD WALL
freshwater saltwater lake ocean

river stream pond sleet
snow dew fog rain
fluke dorsal fin whale dolphin
elephant
porpoise walrus seal
seal
manatee sea lion Sun fish shark
tuna octopus squid Coral reef
starfish kelp crab lobster
submarine tubeworms anglerfish jellyfish
eel
SECTION 6: SHOW AND TELL

Write a letter to parents with suggestions for the unit.
Theme Suggestions
Week 1 Mammals in the Ocean Whales, dolphins, walrus, seals, manatee,
Week 2 Sharks and other animals in ocean Sharks, tuna, penguin, sting ray,
of the Ocean
Week 3 Crustaceans, Coral and Plants Octopus, lobster, shrimp, coral, kelp, lobster,
starfish, sand dollar, sea shells
Week 4 Sea Turtles and Strange Ocean Sea turtle, submarine, jellyfish, eel,
Animals of the Deep anglerfish,

Senior Kindergarten
SECTION 7: MATERIALS
Day 1
• Map of the world’s oceans or a globe
• Large strip of paper on the wall for a class ocean mural. The children will add to the
mural throughout the unit.
• Pictures of ocean animals to put on the wall for display.
• Mystery Object: glass of water
• ABC book: review two letters each day
• Apple
• 2 - 20cm strips of paper per child
• Scissors
• Paper
• Making words: whale, bale, dale, hale, kale, male, pale, sale, tale, vale (NOTE: cut ‘ale’
family apart and put the pieces in a bag for each student) [BLM]
• Printing paper
• Pencil crayons
Centre 1 Assisted
Materials:
• Sight words: dive, fish, float, paddle, play, sail, splash, swim, water
• Learning A to Z level A: Fun in the Water
• NOTE: if you need a B level book use Pond Life
• Primary paper (BLM unit 7)
Centre 2 Un-Assisted
Materials:
• Small tub of water
• Will it Float or Sink? (BLM)
• Objects that sink and float (screws, washers, pencil, crayon, plastic comb, apple, paper
clip, rubber ball, rock, plastic ocean animals, metal spoon, plastic spoon, wooden spoon,
etc.) NOTE: Add other objects you want the child to test onto the sheet or let them add
two objects.
• Pencil
Centre 3 Assisted
Materials:
• Precipitation flash cards (BLM)
• Water Cycle Poster (BLM)
• Water cycle words and picture (BLM)
• Cookie sheet
• Ice cubes
• Tea kettle
• Plastic dish pan
• Paper plate

Senior Kindergarten
• Cotton balls
• Blue, black and yellow markers, scissors and glue
Materials:
• Crayons
• Pencils
• Books of ocean animals
• Large sheets of paper
Day 2
• Mystery Object: toy dolphin
• Unifix cubes
• Printing paper
• Pencil crayons
Day 3
• Mystery Object: toy seal
• Pattern blocks
• Making words: seal, heal, meal, peal, real, teal, veal, zeal (NOTE: cut ‘eal’ family apart and
put the pieces in a bag for each student) [BLM]
• Printing paper
• Pencil crayons
Day 4
• Mystery Object: toy walrus
• Counters (beans, beads, bottle caps, etc.)
• Printing paper
• Pencil crayons
Day 5
• Mystery Object: toy manatee or picture
• Manatee (BLM)
• Crayons
• Light blue paint
• Piece of sponge
• Blue paint
• Glue
• Thin strips of green tissue paper

Senior Kindergarten
• Precipitation cards (BLM)

• Freshwater and Saltwater cards (BLM)
• How People Use Water (BLM)
• Whole and Half worksheet (BLM)
• Pencils
• Crayons
• Printing paper
• Pencil crayons
Day 6
• Mystery Object: toy fish
• Maple leaf (BLM)
• Sweden Royal Palace (BLM)
• Root word: ‘eat’, beat, heat, seat
Centre 1 Assisted
Materials:
• Learning A to Z level A book: A Fish Sees (level A) or Where is Water? (Level B)
• Sight Words: book, friend, lamp, picture, sees, toy (BLM)
• Pencil
• Paper
Materials:
• Play-dough
• Seashells
Centre 3 Assisted
Materials:
• Hard boiled egg
• 2 tall glasses
• Warm water
• Salt
• Primary paper
• Pencils
Materials:
• Fishing poles (stick with string and a magnet on the end of the string)
• Fish cut out with dots and a paperclip attached (BLM)
• Fishing Derby Recording Sheet (BLM)
• Blue table cloth for water

Senior Kindergarten
Day 7
• Mystery Object: toy shark
• Symmetry (BLM)
• Toys and objects in the classroom that are symmetrical
• Printing paper
• Pencil crayons
Day 8
• Mystery Object: toy penguin
• Pattern blocks
• Pattern block symmetry (BLM)
• Printing paper
• Pencil crayons
Day 9
• Mystery Object: toy stingray
• Pattern blocks
• Ruler or string for line of symmetry
• 1 sheet coloured paper per pair
• Printing paper
• Pencil crayons
Day 10
• Mystery Object: toy sea turtle
• Paint
• Pencil
• Paper
• Paintbrush
• Paint smock
• Empty water bottle with a lid for each child
• Canola oil or other vegetable oil
• Water
• Blue food colouring
• Sea shells (optional)
• Plastic fish (optional)
• 3 Funnels
• Sand
• Starfish drawing (BLM)
• Crayons or markers
• Printing paper
• Pencil crayons

Senior Kindergarten
Day 11
• Mystery Object: piece of coral or a seashell
• 100 board (BLM)
• Crayons
• Printing paper
• Pencil crayons
Centre 1 Assisted
Materials:
• Learning A to Z level A: I Love Pirates (Level B book How Many Legs)
• Sight words: gold, love, parrots, ropes, sails, ships
Materials:
• Pattern blocks
• Pattern block symmetry mats (BLM)
Centre 3 Assisted
Materials:
• 1 small coin (dime or penny) for each child
• Eye dropper for each child
• Water
• Paper plate for each child
• Primary paper
• Pencil
Materials:
• Paper bowl
• 5 strips per child 2cm x 30cm strips of coloured tissue paper
• Glue
• Markers
• Alphabet clip cards A to Z
• Clothes pins or paper clips
Day 12
• Mystery Object: toy octopus
• Variety of objects (pattern blocks, toys, pictures etc.)
• Symmetrical sorting cards (BLM)
• Sorting chart (symmetrical/ asymmetrical)
• Printing paper
• Pencil crayons

Senior Kindergarten
Day 13
• Mystery Object: toy starfish or one from the beach
• Sorting cards for symmetrical and asymmetrical (BLM)
• Scissors
• Sorting chart (BLM)
• Glue and scissors
• Printing paper
• Pencil crayons
Day 14
• Mystery Object: kelp product or picture of kelp forest
• Symmetry worksheet (BLM)
• Symmetrical and Asymmetrical chart (BLM)
• Glue
• Scissors
• Printing paper
• Pencil crayons
Day 15
• Mystery Object: Toy crab or lobster
• Paint various colours
• Salt
• Paintbrushes
• Paint smocks
• Shark and sting ray (BLM but enlarge to at least legal size paper) [each child can choose
one]
• Variety of objects to test: leaf, feather, cork from a wine bottle, plastic bottle caps, apple,
orange, screw, washer, paper clip, Unifix cube, stick, wooden block, wooden spoon, plastic
spoon, metal spoon, a plastic comb, marker, scissors, glue bottle, crayon, and a plastic
water bottle.
• Container of water
• Float or Sink recoding sheet (BLM)
• Play some math games today. (Race to 30, Greatest Number, Smallest Number, Snakes
and Ladders, I have …. Who has … to 20, etc.)
• Printing paper
• Pencil crayons
Day 16
• Mystery Object: toy submarine
• Old magazines
• Scissors
• Glue
• Paper

Senior Kindergarten
• Primary paper
• Pencil crayons
• Pencil
Centre 1 Assisted
Materials
• Reading A to Z: level aa ‘Water’ or level B ‘Where is Water?’
• Pictures cards Where Is Water? (BLM)
• Picture cards How People Use Water
Materials:
• Blue water beads (these expand in water, found at craft store or florist)
• Ocean animals toys
• Divers, submarines, etc.
• Tub or water table
• Seashells
• Rocks
• Aquarium beads
Centre 3 Assisted
Materials
• 6-inch squares of tinfoil
• Pennies or small glass rocks used in an aquarium
• Ruler
• Container half filled with water
• Chart for child’s name and the number of pebbles the boat held.
Materials:
• Commotion in the Ocean and Over in the Coral Reef books
• It Swims in the Ocean sentence frames (BLM)
• Pencils
• Pencil crayons or markers
Day 17
• Mystery Object: boiling tea kettle
• Symmetrical and Asymmetrical pictures of a variety of buildings, bridges, and houses
(BLM)
• Large sheet of paper two columns Symmetrical/Asymmetrical
• Pencils
• Primary paper

Senior Kindergarten
Day 18
• Mystery Object: glow in the draw object or bracelet
• Turtle symmetry
• Pencil
• Markers
• Pencils
• Primary paper
Day 19
• Mystery Object: toy or made jellyfish
• Half and whole (whole glass/half glass, whole cookie/half cookie, whole crayon/half
crayon, etc.)
• Use a variety of objects to review half and whole.
• Pencils
• Primary paper
Day 20
• Mystery Object:
• Coffee filters
• Watercolour paint
• Paintbrush
• Ocean animal pattern to trace (BLM any drawing from the unit)
• Black paper
• Scissors
• White pencil crayon
• Small aquarium or a large clear bowl or 4l jar
• Cooking oil mix with cocoa powder to look like car oil
• Cotton ball
• Plastic bottle
• Plastic ring found on drink cans
• Piece of newspaper
• Vinegar
• Sticks
• Dirt
• Piece of fishing net
• Clean water
• Where is water found? Picture cards (BLM)
• What you do with water? Picture cards (BLM)
• Ocean Animals picture card (BLM)

Senior Kindergarten
• Large sheet of paper with three columns: Precipitation; Where Water is Found/How We
Use Water/Ocean Animals
• My Ocean Booklet

Senior Kindergarten
SECTION 8: DAILY PROCEDURE

Day 1
Welcome: 10 minutes
Greetings: “Good Morning ______. Please sign your name beside your name on the sign in sheet.
You may choose one of the math games, alphabet games or other activities on the table.” The
assistant can help students choose a new home reading book to take home.
Circle Time 25 minutes

• Sing: Good Morning song
• Calendar and weather: Put up the new number for the day asking the children to
predict the next object in the pattern. Review the months of the year.
• Days at School: Record the number of days you have been in school. Do this daily.
Remember to bundle the counting sticks when you reach ten. Help the children count by
ten using the bundles.
• Morning message: (G)ood (M)orning (Boys and Girl(s),
(T)oday is (M)onday, ____________________. (T)he new (u)nit for thi(s) (m)onth is all (a)bout
the (o)cean and its (a)nimals and plant(s). (W)hat do (y)ou (k)now abou(t) the ocea(n)?
(NOTE: Use the ocean KWL to record student answers.)
• Mystery Object: glass of water
• Discuss: “You use water every day. You use it to wash, drink, cook, and play in when you
go swimming. The water you use is called freshwater. Freshwater is in the rivers and
lakes. But oceans cover more that 70% of the Earth’s surface and they are all salt water.
There are five oceans on Earth –the Pacific Ocean, Atlantic Ocean, Indian Ocean, Arctic
Ocean and the Southern Ocean. The largest ocean is the Pacific Ocean followed by the
Atlantic then the Indian Ocean.” (Show the oceans on the map as you talk about them.)
“The ocean becomes salty because water picks up salt and minerals from rivers and
streams then flows into the oceans. Most lakes around the world are freshwater lakes.
But some lakes like the Kliluk Lake in British Columbia and the Little Manitou Lake in
Saskatchewan are examples of two saltwater lakes found in Canada. There are other
saltwater lakes around the world. But none of the lakes have the animals and plants like
the oceans of the world. The whales are some of the biggest animals in the ocean. There
are two types of whales, baleen whales and toothed whales. You already know some
whales that live in the cold waters of the Arctic Ocean. Do you remember which whales
you learned about when you were studying about Canada?” “The beluga is the white
whale. The beluga is a toothed whale. But the largest animal living on the Earth is the blue
whale that lives in the ocean.

Senior Kindergarten
• The blue whale is even bigger than the largest dinosaur that ever lived. The blue whale is
a baleen whale. The blue whale feeds on small shrimp-like animals called krill. And
plankton.
• The blue whales are mammals so they must come to the surface to breathe air. The
babies are called calves and are born alive and drink their mother’s milk. They can be
30m long with tongues that weigh as much as an elephant. They sometimes travel in
groups called pods. Baleen whales have two blowholes or nostrils on the top of their
heads. The toothed whales like the sperm whale, killer whale, beluga whale and the
dolphins have only one blowhole. The toothed whales and dolphins are also much smaller
than the baleen whales.. All whales have a tail called a fluke that moves up and down
rather than side to side like a fish. The blue whale and humpback whales are known for
the songs they sing to communicate with each other.
• Sing: Baby Beluga (Use the song if you have the book.)
• Introduce: Explain the new centres for this group. Put the children into different groups
for this unit. Make a chart for the new groups.
Learning Centres 30 minutes

Centre 1 Assisted
Materials:
• Sight words: dive, fish, float, paddle, play, sail, splash, swim, water
• High Frequency words: in, the, you
• Learning A to Z level A: Fun in the Water
• NOTE: if you need a B level book use Pond Life
• Primary paper (BLM unit 7)
Reading
• The teacher with this group.
• Read the high frequency and sight words together and do a matching game or memory
game with the sight words and pictures.
• Read the book to the students and ask them to follow with their finger. Talk about using
expression to tell the story.
• Read the story together as a group.
• Say: “It is your turn to read. Follow the words with your fingers as you take turns
reading.” Read the book at least twice. Have the children brainstorm other things they
might do in the water (ex. - canoeing, water skiing, ice skating, fishing, kayaking, a boat
ride, sailing, snorkelling, diving, water boarding, skidoo, pedal boat, parasailing, etc.).
Record the students’ ideas on chart paper in sentence frames (I like to go canoeing. I like
to go sailing. I like to go water skiing.).
• Say: “Pick one activity you like to do in the water. Write the sentence on your paper.
Draw a picture to illustrate your sentence and colour the picture.”

Senior Kindergarten
Materials:
• Small tub of water
• Will it Float or Sink? (BLM)
• Objects that sink and float (screws, washers, pencil, crayon, plastic comb, apple, paper
clip, rubber ball, rock, plastic ocean animals, metal spoon, plastic spoon, wooden spoon,
etc.) NOTE: Add other objects you want the child to test onto the sheet or let them add
two objects.
• Pencil
Float or Sink
• Children test a variety of objects to see if they float or sink. They record their results on
their paper.
Centre 3 Assisted
Materials:
• Precipitation flash cards (BLM)
• Water Cycle Poster (BLM)
• Water cycle words and picture (BLM)
• Cookie sheet
• Ice cubes
• Tea kettle
• Plastic dish pan
• Paper plate
• Cotton balls
• Blue, black and yellow markers
• Scissors
• Glue
Water Cycle
• The assistant works with this group.
• Show and say: “The water you drink today was around when the dinosaurs walked on
the earth. The same water cycles around and around. Water falls from the clouds as rain,
snow, sleet, hail, dew, or even in mist form like fog. Scientists say precipitation is water
that falls. Can you say ‘precipitation’?”
• Say: “You use some of the water. But some water collects in puddles, lakes, rivers, oceans
and seeps into the ground. The sun heats up the water and it begins to evaporate into the
air as water vapour. This water vapour becomes cold as it rises and forms a cloud
through condensations. The clouds becomes too heavy and the rain falls which begins the
water cycle again.”
• Say: “I am going to show you the water cycle using the tea kettle as the sun. The sun heats
the water. You need to move away from the table as I do the experiment, as the kettle is
very hot. (Plug in the kettle so the children can see the steam coming out.) The steam or
water vapour rises to the cloud (Hold the steaming kettle under the cookie sheet with ice
on it.). Condensation or water collects in the cloud but when the cloud becomes heavy the
rain falls.

Senior Kindergarten
•(As the condensation forms on the bottom of the cookie sheet the water drops will get so
heavy that they will begin to fall like rain.) The rain falls into the ocean (dish pan) and
collects there.
• The sun would heat the water and it would evaporate turning into water vapour again
and the cycle would begin again.”
• Ask: “What does the kettle represent?” “What happens to the water as it heats up?’
“Where does the water vapour go?” “Why do the clouds rain?” “Depending on the
temperature, the clouds could send down rain, snow, sleet, hail or even fog.”
• Show and say: “Now you are going to make the water cycle in the paper plate. The cotton
balls will be the clouds. Glue three cotton balls on the top right side of your plate.”
• Show and say: “Next you need to use the marker to draw raindrops falling from the
clouds. Use the blue marker to also draw the waves of the ocean along the bottom of the
plate.”
• Show and say: “Draw the sun in the top left corner. Use the black marker to make arrows
from the sun to the cloud. A second arrow should go from the cloud to the ocean. And a
third arrow should go from the ocean to the sun.”
• Show and say: “Cut out the four words on your paper. Which word will we use for the
rain?” “Yes, you need the word precipitation for the rain. What letter does precipitation
begin with?” “Glue the word precipitation between the cloud and the ocean.”
• Say: “Next the water collects in the ocean. What does collection begin with?” “Yes it
begins with ‘c’ but there are two words that begin with ‘c’. What other sound do you hear
in the middle of collection? (Emphasize the ‘l’ sound.)” “Find the word with the ‘l’ in the
middle of the word. Glue collection on the ocean water.”
• Ask: “What does the water become as the sun heats it up?” “Yes, the water becomes
water vapour and evaporates into the sky. What letter does evaporate begin with?” “Glue
the word ‘evaporation’ between the ocean and the sun.”
• Say: “In the Last part of the cycle the water vapour condensates and forms the clouds.
Glue the word ‘condensation’ between the sun and the clouds.”
Materials:
• Crayons
• Pencils
• Books of ocean animals
• Large sheets of paper
Ocean Animals
• Children are to draw a favourite ocean animal for the ocean class mural. They should
colour the animal, label and cut it out to go on the mural. If they have time they could
draw and colour two animals.
• Use the Observation Assessment to assess 5 students with whom you worked today.
Snack Time 15 minutes

Senior Kindergarten
Math: 20 minutes
• Number of the Day: 17
• Problem of the Day: Eight whales are swimming in a pod catching krill. Two whales
swim away when they have had enough to eat. How many whales were left in the pod?”
• Count: by 2’s, 5’s and 10’s to 50. NOTE: When you practise skip counting or counting by
1’s start at different starting points.
Materials:
• Apple
• 2 - 20cm strips of paper per child
• Scissors
• Paper
What is Half?
• Show and say: The teacher will use the knife to show half the apple. “This is a whole
apple. A whole apple is together in one piece. If I cut the apple in two equal pieces like
this then you have two halves of an apple. The two pieces are the same.”
• Show and say: “Here is a sheet of paper. It is a whole sheet of paper but if you wanted to
share the paper with your friend you would cut it in half. Both pieces of paper need to be
the same size. You would need to fold the paper down the middle like this and cut on the
fold (cut the paper in half). Now the two pieces are the same size so the whole sheet was
cut in half.”
• Say: “You have a strip of paper. This is a whole strip of paper but you need to cut the
paper in half to share with a friend. Fold the strip in half making sure the end of the strip
touches the other end of the strip as you fold. Now cut the strip on the fold. Compare the
two pieces to see if they are the same size. If they are the same size then you cut the strip
in half.”
Outside Play 20 minutes
Read Aloud 20 minutes

• Before you read: “What animal is on the cover of the book?” “Where does the whale
live?” “Is the water freshwater or saltwater?” “What do you think the book is about?”
Read the title, author and illustrator.
• Read: Big Blue Whale
• Discuss: “How big are the eyes of the blue whale?” “What does the blue whale eat?”
“What is it called when the blue whale travels long distances to a new place?” “Why does
the whale migrate so far?” “What are the baby whales called?” “Are the babies born in the
cold waters of the north during the summer or the warm waters in the south during the
winter?” “What do the baby calves eat?” “How do the whales talk or communicate with
each other?’

Senior Kindergarten
English Language Arts: 20 minutes

Materials:
• Printing paper
• Pencil crayons
Making Words
• Give each student his/her own set of letters. Ask the students to make a word. They are to
always use ‘ale’ in the word but change the beginning sound. After making the word have
them check it by saying the word slowly as they run their finger under it. This activity
strengthens visual scanning abilities. Then they can change the beginning to make
another word. Eventually they should be able to hear the dissonance and make the
change without your support.
Writing About Whales
• Say: “Today we talked about whales. What do you know about whales?” Use sentence
frames to make a chart about whale facts: Whales are mammals. Whales are carnivores.
Whales’ babies are called calves. Whales live in the ocean. Whales have blowholes to
breathe air. Whales have a tail called a fluke. Whales have baleen or teeth. Whales travel
in groups called pods. The blue whale is the largest whale.
• Say: “Now read the sentences with me that I wrote with you.”
• Say: “Choose two or three sentences to write on your paper about whales. Draw and
colour a picture of your favourite whale. Put your name on your paper.”
• NOTE: All of the pages they write throughout the unit can be stapled together at the end
to make a ‘My Ocean Book’. It will highlight some of the animals of the ocean and provide
sentences they can read about the ocean. It also provides the children an opportunity to
share what they have learned with their parents.
Free Choice and Clean Up 25 minutes

• Include some of the math games (Race to 30, Snakes and Ladders, Wipe Out, etc.)
• Include some of the ELA games the children have learned in previous units (Alphabet Clip
cards, alphabet matching games, etc.).
Dismissal 15 minutes
• Show and Tell: Have the children who were assigned this day of the week to show the
class what they brought. Ask questions about the object or picture they brought related to
their school.
• Sing: Good-bye song.
• Dismissal

Senior Kindergarten
Day 2
Welcome: 10 minutes

• Morning message: (G)ood (M)orning,
(T)oday is (T)uesda(y), _________________, (Y)esterday yo(u) learne(d) abou(t) (w)hales.
(W)hat do (y)ou (c)all the (t)wo (h)oles on to(p) of the (b)lue (w)hale’s (h)ead?
• Read: Read the sentence frames together that you wrote on day 1 during ELA about the
whales.
• Review: ABC book. Review the letters ‘a’ and ‘b’ today (Read the words on the page and
make the beginning sound as you review the pictures.
• Mystery Object: toy dolphin or picture of dolphin
• Discuss: “Is ocean water freshwater or salty water?” NOTE: Have a glass of saltwater and
freshwater for the children to dip their finger in and taste. “Put your finger in this glass of
water and taste your finger. Is this water freshwater or saltwater?” “Now try the second
glass of water. Is it freshwater or saltwater?” People and animals cannot drink salt water.
But the ocean animals must live in saltwater. However, you know the pink dolphin lives
in the freshwater of the Amazon River. There are actually seven different kinds of
dolphins that live in fresh water rivers. They live in the Ganges, Indus, Yangtze, and
Mekong Rivers too. But these dolphins’ numbers are getting smaller and smaller. They get
caught in the nets of fishermen. Pollution of the rivers is a real problem. Motorboats
injure or kill the dolphins and people build dams on the rivers, which are also a danger to
the dolphins. The river dolphins are in real danger. Two of the river dolphins can live in
both freshwater and saltwater. The dolphins you see most often are the dolphins living in
the ocean. Dolphins and porpoises are also part of the whale family. Dolphins are also
mammals so they breathe air and give birth to their babies called calves. The male is a
bull and the female is a cow. The dolphins also have flukes or tails that move up and down
to help them swim. Dolphins have a dorsal fin on their back but whales do not have a
dorsal fin. They travel in pods. The dolphins have one blowhole on the top of their heads
like the whales. They must come to the surface to breathe. Dolphins are very intelligent.

Senior Kindergarten
• They have great eyesight but also rely on echolocation to find objects in the water.
Dolphins and porpoises are carnivores. They are both mammals and their babies are born
alive and drink their mother’s milk. They eat fish and squid. The dolphin has a very
curved dorsal fin while the porpoise’s dorsal fin is more of a triangle shape. Dolphins are
very playful and can often be seen jumping out of the water, riding the ocean waves, play
fighting and occasionally interacting with humans swimming in the water. Dolphins do
not sing like the blue whale and humpback whale. But they make whistling, squeaking
and clicking sounds to communicate with other dolphins.”

• 2nd rotation
Math: 20 minutes
• Problem of the Day: Three dolphins were swimming in a pod. Four other dolphins
joined them. How many dolphins where in the pod?
• Count: by 2’s, 5’s and 10’s to 60.
Materials:
• Unfix cubes
Can You Show Half?
• Say: “Choose four Unifix cubes and snap them together into a tower. Now I want to break
my tower in half to share some of my Unifix cubes with my friend. How many Unifix cubes
will I share with my friend?”
• Say: “That is correct, half of four is two. Put the two cubes beside each other to see if they
are the same.”
• Say: “Here is a tower with eight cubes. Make your tower with 8 cubes. Can you break
your tower in half?” “Remember to check to see that one tower is the same size of the
other tower.” “How many cubes do you have in each tower?”

• Before you read: “What do you think this book will be about?” “Where are the dolphins
swimming?” Read the title, author and illustrator.
• Read: Dolphins Talk
• Discuss: “What do you call a group of dolphins swimming together?” “How do dolphins
communicate with each other?” “Where do dolphins live?” “How does the mother dolphin
react to a naughty calf?”

Senior Kindergarten
• “What other sounds are in the ocean besides the sounds of the dolphins?” ”What do
dolphins have on their back that whales do not have?” “Is this book fiction or nonfiction?”
“Why?”

Materials:
• Printing paper
• Pencil crayons
Making Words
• Repeat the activity from Day 1 with the ‘ale’ family. Give each student his/her own set of
letters. Ask the students to make a word. They are to always end with the ‘ale’ word but
change the beginning sound. After making the word have them check it by saying the
word slowly as they run their finger under it. This activity strengthens visual scanning
abilities. Then they can change the beginning to make another word. Eventually they
should be able to hear the dissonance and make the change without your support.
Writing About Dolphins
• Say: “Today we talked about dolphins. What do you know about dolphins?” Use sentence
frames to make a chart about dolphin facts: Dolphins have teeth to eat fish and squid.
Dolphins have flukes and a dorsal fin. Dolphins like to jump and play. Dolphins travel in
pods. Dolphins are mammals. Dolphin babies are called calves. River dolphins live in
freshwater. Dolphins talk to each other with whistles, clicks and squeaks.
• Say: “Choose two or three sentences about the dolphins to write on your paper. Draw and
colour a picture of dolphins swimming in the ocean.”
their school.
• Dismissal

Senior Kindergarten
Day 3
Welcome: 10 minutes

• Morning message: (G)ood (M)orning (G)irls and (B)oys,
It is (W)ednesday, )___________. (T)he (o)cean has (m)any mammal(s) (l)iving in the
(s)altwate(r). (H)ow are (m)ammals the (s)ame?
• Read: Read the sentence frames together that you wrote on during ELA about the whales
and dolphins.
• Review ABC book. Review the letters ‘c’ and ‘d’ today (Read the words on the page and
• Mystery Object: toy seal
• Discuss: “Seals are mammals. Their babies are born alive. The babies are called pups.
The male is a bull and the female is a cow. They live in groups called colonies. The seals,
sea lions and walrus are semiaquatic. This means their babies are born on land but spend
the rest of their time in the water looking for food. They are often seen lying in the sun on
the rocks. They also come ashore to escape sharks and killer whales that like to eat them.
The seals are also the favourite food of polar bears. Seals and sea lions have four flippers.
But the sea lions can use their flippers to walk on land much better than the seals. There
are two large flippers in the front and two tail flippers. There are three families of seals.
The true seals have no ears. The seals with ears are the fur seals and the sea lions. The sea
lions are the ones you might see at Sea World doing tricks. The third group is walrus,
which you will hear about tomorrow. Seals and sea lions have long whiskers that help
them find their prey in the murky water. They are carnivores as they eat fish, squid,
shellfish, crustaceans or sea birds. Some, like the leopard seal, eat other seals. The largest
seal is the elephant seal that has a long nose. Seals use clicking or trilling noises to
communicate. Most seals live in the Arctic Ocean or in the Southern Ocean around
Antarctica. They migrate from one place to another to find food.” Type in ‘elephant seal’
to look at the nose and head.

Senior Kindergarten
• Sing: Baby Beluga

• 3rd rotation
Math: 20 minutes
• Problem of the Day: Seven seals were lying on the rocks getting some sun. Three swam
away. How many seals were still on the rocks?
Materials:
• Pattern blocks
Making a Whole
• Ask: “What two pattern blocks would you use to make a whole diamond shape?” “Yes,
two triangles make a diamond. Is each triangle half of a diamond shape?”
• Ask: “What two pattern blocks could you use to make a whole hexagon?” “Yes two red
trapezoids make a whole yellow hexagon.”
• Ask: “What two pattern blocks would make a whole rectangle?” “Two squares will make
a rectangle.”
• Say: “A whole is made up of two equal parts. Both halves must be the same size and
shape.”

• Before you read: “What animal is on the cover of the book?” “Where does the story take
place?” “Is this book fiction or nonfiction?” Read the title, author and illustrator.
• Read: Baby Whales Drink Milk
• Discuss: “Is the whale a mammal or a fish?” “How are all mammals the same?” “

Materials:
• Printing paper
• Pencil crayons
Making Words Give each student his/her own set of letters. Ask the students to make a word.
They are to always use ‘eal’ in the word but change the beginning sound. After making the word
have them check it by saying the word slowly as they run their finger under it. This activity
strengthens visual scanning abilities.

Senior Kindergarten
Then they can change the beginning to make another word. Eventually they should be able to
hear the dissonance and make the change without your support.
Writing About Seals

• Say: “Today we talked about seals. What do you know about seals?” Use sentence frames
to make a chart about seal facts: Seals are mammals. Seal babies are called pups. Seals
have long whiskers to help them find food. Seals have four flippers. Seals are carnivores
eating fish, squid and shellfish. Seals make clicking or trilling noises. Sea lions have ears.
Seals do not have ears. Elephant seals are the largest seals.
• Say: “Choose two or three sentences about the seals to write on your paper. Draw and
colour a picture of seals.”
their school.
• Dismissal

Senior Kindergarten
Day 4
Welcome: 10 minutes

• Morning message: (G)ood (M)orning (B)oys and (G)irls,
(T)oday is (T)hurdsay, ________. (Y)esterday you (l)earned abou(t) the (s)eal (f)amily.
(W)hat do (s)eals ea(t)?
• Read: Read the sentence frames together that you wrote on during ELA about the whales,
dolphins and seals.
• Review ABC book. Review the letters ‘e’ and ‘f’ today (Read the words on the page and
• Mystery Object: toy walrus
• Discuss: “The walrus is also a member of the seal family. Walrus have very wrinkly
brown and pinkish skin. They have two large tusks and a large moustache. They use their
tusks to help pull them out of the frigid water of the Arctic Ocean. They also use the tusks
to break breathing holes in the ice. Both the male and the female have tusks. The tusks
continue to grow throughout their life. They climb on the land or float on ice bergs to
sleep or rest. They gather in large groups called herds to sunbathe. The walrus babies are
called calves. The male is a bull and the mother is a cow. Like seals and whales they have
a thick layer of blubber under their skin to help keep them warm. They are carnivores.
The walrus eats clams, mussels, soft corals, sea cucumbers and other things found at the
bottom of the ocean. Their enemies include the killer whale or orca and the polar bear.”

• 4th rotation

Senior Kindergarten
Math: 20 minutes
• Problem of the Day: Eight walrus were basking in the sun on the beach. Five more
walrus pulled themselves up on the beach. How many walrus were on the beach?
Materials:
• Counters (beans, beads, bottle caps, etc.)
Sharing Half
• Say: “Today you are going to work with a partner to share counters. If each person has
half, should each person have the same number or have different amounts?”
• Say: “One person should take a handful of counters from the container. Divide your
counters in half so each person has the same amount?” “Did everyone get half?” “Why or
why not?”
• Ask: “What do you remember about even and odd numbers?” “Can odd numbers be
divided evenly between two people?” “What should you do with the extra counters?”

• Before you read: “What animals are on the cover of the book?” “What do you think the
book is about?” Read the title, author and illustrator.
• Read: I Wonder Why the Sea is Salty?
• Discuss: “What makes the ocean salty?” “What are some animals that live in the ocean?”
“Why do people collect the salt?”

Materials:
• Printing paper
• Pencil crayons
Making Words
• Repeat from Day 4: Give each student his/her own set of letters. Ask the students to make
a word. They are to always begin with the ‘eal’ word but change the beginning sound.
After making the word have them check it by saying the word slowly as they run their
finger under it. This activity strengthens visual scanning abilities. Then they can change
the beginning letters to make another word. Eventually they should be able to hear the
dissonance and make the change without your support.
Writing About Walrus
• Say: “Today we talked about walrus. What do you know about walrus?” Record some
sentences about walrus on chart paper” Use sentence frames to make a chart about
walrus facts: Walrus are mammals. Walrus have two large tusks that grow all the time.
Walrus have thick blubber under their skin. Walrus live in herds.

Senior Kindergarten
• Walrus eat clams, mussels, coral and sea cucumbers. Walrus live in the Arctic Ocean.
Walrus are very big. Walrus are good swimmers. Walrus’ enemies are the killer whale
and the polar bear.
• Say: “Choose two or three sentences about the walrus to write on your paper. Draw and
colour a picture of walrus lying on the rocks.”
their school.
• Dismissal

Senior Kindergarten
Day 5
Welcome: 10 minutes

It is (F)riday, _____________. (Y)ou (h)ave (l)earned abou(t) (m)ammals tha(t) (l)ive in the
(o)cean thi(s) week. (W)hat is you(r) (f)avourite ocea(n) mamma(l)?
• Read: Read the sentence frames together that you wrote on during ELA about the whales,
dolphins, seals and walruses.
• Review: ABC book. Review the letters ‘g’ and ‘h’ today (Read the words on the page and
• Mystery Object: toy manatee or picture of a manatee
• Discuss: “Manatees are large but graceful swimmers. Although they look a little bit like
the walrus they do not have tusks. They also spend their whole lives in the water. They
live in the waters in the rivers and coastal waters from Florida to Brazil. Another group of
manatees live in the Amazon River. And a third group of manatees live in the river on the
west coast of Africa. The babies or calves are born underwater and the mother manatee
must quickly push the baby to the surface to get air. The manatees are herbivores. They
are grazers like the cows on land. But the manatee eats water grasses, weeds, and algae.
The babies often fall prey to crocodiles, alligators and sharks. The adults are very slow
moving and are often injured or killed by the motors on boats.
Learning Activities 30 minutes

Materials:
• Manatee (BLM)
• Crayons and light blue paint
• Piece of sponge
• Blue paint
• Glue

Senior Kindergarten
• Thin strips of green tissue paper

Manatee
• Say: “Use your grey crayon to colour the manatee. Be sure to not leave any white
showing.”
• Say: “Now you are going to use this small piece of sponge and dip it into the blue paint.
Do not get a lot of paint on the sponge. Use the sponge to blot the paint on the
background and on some parts of the manatee. This will make the manatee look like he is
swimming in the water.”
• Say: “When the paint is dry, during Free Choice, you may glue some green strips of tissue
paper onto the painting.”
Materials
• Freshwater and Saltwater cards (BLM)
• How People Use Water (BLM)
Water, Water
• Say: “Here are a variety of pictures from the unit. They are all mixed up because I
dropped them after I had them cut out. Can you help me sort them?”
• Say: Give each child three cards. “First you can sort the cards in two groups –
precipitation or how water comes from the sky. This could be rain or snow. The second
category is everything else that does not belong to precipitation. Look at your cards and
decide where your cards will go in these two categories. Make a label that says
‘precipitation’ and a label that says ‘everything else.’ Place your cards under the
precipitation label if it comes from the sky like rain. And place your picture in this
‘everything else’ column if it is not precipitation.” Let the children take turns placing their
cards but telling what the picture is that they are placing in a category.
• Say: “Look at the pictures in the ‘everything else column’. How can you sort those into
two groups?” Make a label for the groups they choose such as ‘use water’ and ‘bodies of
water’.
• Review: Read through the ‘precipitation’ column and the ‘use water’ columns.
• Ask: “Is there any way that the last group of pictures can be separated?” Let the children
choose labels for the last two groups and make the labels (freshwater and saltwater).
• Review: “Look at the groups. Let’s check the last two groups you made.”
• Switch groups after 15 or 20 minutes.

Math: 20 minutes
• Problem of the Day: Five manatees were eating water plants. There were two calves also
swimming in the water near their mothers. How many manatees were there altogether?
• Count: by 5’s to 50

Senior Kindergarten
Materials:
• Whole and Half worksheet (BLM)
• Pencils
• Crayons
Whole and Half
• Say: “Today you are going to complete a worksheet about whole and half.” Explain what
the children are to do to complete the worksheet.

• Before you read: “What is the boy doing on the cover of the book?” “What is he wearing
on his feet?” Read the title, author and illustrator. “What is a puddle?” “Where do you
think the water came from?”
• Read: Where Do Puddles Go?
• Discuss: “Where does the rain come from?” “Where does the water in the puddle go?”
“What do you call the cycle of the water?”

Materials:
• Printing paper
• Pencil crayons
Writing About Manatee
• Say: “Today we talked about manatee. What do you know about manatee?” Record some
sentences about manatee on chart paper. Use sentence frames to make a chart about
manatee facts: Manatees are called sea cows. Manatees are strong swimmers.
• Say: “Choose two sentences about the manatee to write on your paper. Draw and colour a
picture of manatee swimming. When you finish with your writing and picture you may
read your sentences to a friend.”

• Call up a small group one at a time to add strips of green tissue paper to their manatee
painting.
their school.
• Dismissal

Senior Kindergarten
Day 6
Welcome: 10 minutes

• Morning message: (G)ood (M)orning (C)hildren,
It is (M)onday, ___________________. (T)he (o)ceans (c)over 70% of the (E)arth’s (s)urface.
(T)he larges(t) (m)ountain (r)ange is in the (o)cean. (P)eople (h)ave onl(y) explore(d)
5% of the (o)cean. (W)hat ocea(n) anima(l) has (t)usks?
• Mystery Object: toy fish
• Discuss: “There are many different types of fish in the ocean. Some are very large fish
such as the whale shark. Fish have gills that take oxygen from the water around them.
This means fish do not have to come to the surface to breathe air. This makes them
different from mammals that breathe the air around them. Fish are covered in scales and
a layer of slime to help them move easily through water. All fish have a skeleton or bones
to give them shape. One large fish that people often eat is the Bluefin tuna fish. The
Bluefin tuna is the largest and fastest fish in the ocean. There are many other types of
tuna in the ocean too. One of the biggest bony fish is the sunfish. The sunfish can weigh up
to 2,200kg. It is also called a mola, mola. Their favourite food is jellyfish.”

Centre 1 Assisted
Materials:
• Learning A to Z level A book: A Fish Sees (level A) or Where is Water? (Level B)
• Sight Words: book, friend, lamp, picture, sees, toy (BLM)
• Pencil
• Paper
Reading
• Sight Words: Read the sight words with the children. Look at the beginning and ending
sound to help sound out the words.

Senior Kindergarten
•Say: Read the book to the group. “Where do you think the fish is in the book?” “Who does
the fish belong to?” “Who feeds the fish?”
• Say: “It is your turn to read a page in the book. Each person will read one page as you
take turns around the circle.”
• Ask: “Where do the fish live?” Have you ever had a fish?” “Do you think this fish lives in
salt water or freshwater?” “Pet fish live in an aquarium or a fish bowl. If you have a large
number of fish they live in an aquarium. Most aquariums have fresh water in them but
some people have saltwater tanks with fish from the ocean. What would a fish see if he
lived in a bowl in your bedroom?”
Materials:
• Play-dough
• Seashells
Seashells in the Sand
• Children use the seashells to make designs in the play dough. They press the shell into the
play dough then remove the shell to show the shell prints in the play dough.
Centre 3 Assisted
Materials:
• Hard boiled egg
• 2 tall glasses
• Warm water
• Salt
• Primary paper
• Pencils
Saltwater is More Dense Than Freshwater
• Say: “The science experiment today is about floating an egg. Do you think the egg will
float or sink in the fresh tap water?” “We can test to see what we can find out by placing
the egg into the glass. “What happens to the egg?”
• Say: “The egg sinks to the bottom because the egg has weight.”
• Say: “In this glass we can stir in 6 large spoon fulls of salt. The salt water would be similar
to the ocean water that is salty.” Choose different children to put in the salt. Then ask
other children to mix the salt by stirring it into the water.
• Say: “The salt solution is used to see if the egg will float or sink in the salt water. What do
you predict will happen?”
• Say: “As I put the egg into the water and observe the results I wonder what happened to
the egg?” “Why?” “The saltwater solution is more dense than the freshwater solution. The
dense saltwater is able to hold the egg at the top of the water.”
• Say: “Now use the primary print paper to draw the two glasses with water. Label one
glass freshwater and the other glass saltwater. Next draw the egg in the two glasses.”
• Ask: “Where will you draw the egg that is in the freshwater?” “Yes, draw that egg at the
bottom of the glass.”

Senior Kindergarten
•Ask: “Where will you draw the egg in the saltwater glass?” “Yes, this egg floats near the
surface of the water.”
• Say: “What sentence could we write about the experiment?” (Ex. The egg will float in the
saltwater. The saltwater is more dense so the egg floats.) Write the sentence on the white
board or chalkboard.
Materials:
• Fishing poles (stick with string and a magnet on the end of the string)
• Fish cut out with dots and a paperclip attached (BLM)
• Fishing Derby Recording Sheet (BLM)
• Blue table cloth for water
Fishing Derby
• Children are to fish for the fish in the ocean. They count the dots on the fish they caught
and record it on their Fishing Derby Sheet. The person that catches the most fish is the
winner at the end of the centres. They cannot record the same number twice.
Math: 20 minutes
• Problem of the Day: One diver saw a school of 4 fish. The other diver saw a school with 6
fish. How many fish were there altogether?
Materials:
• Maple Leaf (BLM)
• Swedish Royal Palace
Symmetry
• Say: “Last week you looked at a whole object and half of an object. If you have half of an
object the other half must be exactly the same size. This week you will be looking at
symmetry. Symmetry is similar to the whole and the half. But in symmetry one side of the
object must be the same size as the other side. It must also have the same designs or
colours on the other side.”
• Show and say: “This maple leaf is symmetrical because both sides are the same colour
and the same shape. I can fold it to make sure that it is the same.” Fold the leaf vertically
down the middle to show the students that both sides are the same.
• Show and say: “Objects are not the only things that are symmetrical. Buildings are often
symmetrical too. This is the royal palace in Sweden. I will fold it in half to see if it is
symmetrical.” (Make sure you cut around the building not just the picture. This will allow
the children to see that the roof matches as well as the shape matches.)
• Show and say: “You can see the fold easily down the middle now. Look at each side of the
building. Does each side have the same number of windows?” “Count with me to make
sure.” “Does the roof of the building match when I fold it in half. If both sides match then
the building is symmetrical.”

Senior Kindergarten

• Before you read: “What animal is on the cover of the book?” “Where do you think this
fish lives?” Read the title, author and illustrator.
• Read: Rainbow Fish
• Discuss: “Why are rainbow fish so beautiful?” “Why do the other fish decide not to play
with rainbow fish?” “What does rainbow fish do to be friends with the others?” “What is
the lesson the book is trying to tell us?” “Do you need to share with others?” “Why?”

Materials:
• Root word: ‘eat’, beat, heat, seat
Words Inside Words
• Say: “Some words can be made into other words. These small words are root words. But
if you add a letter to the beginning of the word you change the word. Today we are
looking at the word eat. What does the word eat mean?” NOTE: You are making these
words on the whiteboard.
• Show and say: “If we add the letter ‘b’ to the beginning of the word eat what word do we
have now?” Sound out the word with the children (buh, buh, eat).
• Ask: “Now what does the word beat mean?” “Yes, we can beat a drum or beat the eggs to
make a cake. When we added ‘b’ to eat we now have the word beat. What if we take the ‘b’
away and put an ‘h’ on eat instead. What word do we have now?” “Heat means something
is hot so the ‘h’ made the word mean something else again.”
• Say: “Now if we add an ‘s’ to the word eat. What word do you have now?” “Did the ‘s’
change the meaning of the word?” “Yes, seat is something we sit on. When you are
reading, look for small words you already know. Sometimes they are hiding inside a new
word like beat, heat and seat and may be hiding the little word eat inside.”
their school.
• Dismissal

Senior Kindergarten
Day 7
Welcome: 10 minutes

*T)oday is (T)uesday, ________________. (Y)esterday we (t)alked abou(t) the (l)argest fis(h)
with (b)ones in the (o)cean. (W)hat was (t)hat (f)ish?
• Review: ABC book review the letters ‘i’ and ‘j’ today (Read the words on the page and
• Mystery Object: toy shark
• Discuss: “Sharks are also fish but they do not have bones. Instead they have cartilage in
their bodies. Cartilage is tough but flexible tissue. It is also lighter and more flexible than
bones. Your ears and your nose are made of cartilage and not bones. Some sharks are
very small like the pygmy shark that is only 17cm. The biggest shark is the whale shark. It
is also the biggest fish. They can be 12m long. Whale sharks eat small plankton, krill,
shrimp, larvae and algae. They do not have teeth but a filter system similar to the baleen
whales. Therefore, the whale shark is harmless to people. Its back and sides are grey or
brown with white spots. The belly is a solid white colour. A baby shark is called a pup.
The whale shark is one of the sharks that the mother carries her eggs inside her body and
gives birth to live babies. The babies or pups swim off on their own to find food. Some
sharks lay an egg sac in the water. The sac is sometimes called a mermaid’s purse. The
eggs hatch in the water and the pup swims away to live on its own. Sharks have many
rows of teeth. If one tooth gets broken another tooth just moves forward to take its place.
They have a great sense of hearing and smell. Sharks are carnivores. Most sharks eat
seals, fish, sea lions other sharks, and small whales. Sharks usually hunt in the late
evening and at night.”

Senior Kindergarten
• Introduce: Animals in the Ocean (sung to the tune of the Here We go Round the
Mulberry Bush)
The fish in the ocean go gulp, gulp, gulp

(Make swimming motions with arms and hands)
Gulp, gulp, gulp, gulp, gulp, gulp
All day long.
The clams in the sand go open and close, open and close,
Open and close.
The clams in the sand go open and close, open and close,
Open and close.
All day long.
The crab on the rock goes pinch, pinch, pinch,

(Make pinching motions with fingers)
Pinch, pinch, pinch, pinch, pinch, pinch,
All day long.
The sharks in the ocean go chomp, chomp, chomp,

(With one forearm on top of the other make clapping motions)
Chomp, chomp, chomp, chomp, chomp, chomp
The sharks in the ocean go chomp, chomp, chomp
All day long.
The octopus in the ocean have 8 tentacles,

Have 8 tentacles, have 8 tentacles. (Wave arms around)
Waiting all day long.
The dolphins in the ocean go leap, leap, leap

(put hands together and motion jumping our of the water)
Leap, leap, leap, leap, leap, leap
All day long.
The jellyfish in the ocean go wobble, wobble, wobble,

wobble, wobble, wobble, wobble, wobble, wobble,
All day long.

Senior Kindergarten
The waves in the ocean go up and down,

Up and down, up and down,
The waves in the ocean go up and down, all day long.

• 2nd rotation
Math: 20 minutes
• Problem of the Day: Six seals are swimming in the water. A shark catches one seal. How
many seals are left?
• Count: Use the 100 board to count by 10’s to 100.
Materials:
• Classroom toys and objects that are symmetrical
Scavenger hunt
• Say: “Yesterday we looked at a symmetrical maple leaf and the royal palace in Sweden.
Both objects were symmetrical because they are identical on both halves of the object. A
butterfly is symmetrical because both wings are the same. Look around the room and
come back with one object in the room that is identical on both sides.”
• Say: “Each of you will have an opportunity to show the class your object. Decide how you
would need to divide your object to have two identical pieces. For example, the glue
bottle is the same on both sides if I divide it from top to bottom. Tell the class about your
object.” Take turns around the circle looking at symmetrical objects in the classroom.

• Before you read: “What animals are on the cover of the book?” “What does this bubble
with the bird in it mean?” “This is a thinking bubble. The fish is thinking about a bird.
Why do you think he is thinking about a bird?” Read the title, author and illustrator.
• Read: Fish is Fish
• Discuss: “Who was the little fish’s best friend?” “What happened to his friend?” “How did
the fish feel?” “Why did he want to be something different?” “Can the fish become a frog?”
“Why or why not?” “What else did the fish dream of becoming?” “Why was he finally
happy with who he was?” “Is this a non-fiction book or a fiction book?” “Why?”

Materials:
• Printing paper
• Pencil crayons

Senior Kindergarten
Writing About Sharks

• Say: “Today we talked about sharks. What do you know about sharks?” Record some
sentences about manatee on chart paper. Use sentence frames to make a chart about
shark facts: Sharks are carnivores. The whale shark is the largest shark. Sharks have good
hearing. There are many kinds of sharks. Sharks have many rows of teeth.
• Say: “Choose two sentences about the shark to write on your paper. Draw and colour a
picture of a shark in the ocean. When you finish with your writing and picture you may
read your sentences to a friend.”
their school.
• Dismissal

Senior Kindergarten
Day 8
Welcome: 10 minutes

• Morning message: (G)ood (M)orning (C)lass,
(T)oday is (W)ednesday, ___________. (S)harks are (f)ound in (e)very ocea(n). (M)any
(s)harks will (n)ot har(m) (p)eople. (W)hat is (y)our (f)avourite (s)hark?
• Review: ABC book review the letters ‘k’ and ‘l’ today (Read the words on the page and
make the beginning sound as you review the pictures.)
• Mystery Object: toy Penguin
• Discuss: “Penguins are flightless birds like the emu or ostrich. Penguins do have very
strong flipper-like wings that are extremely suited for flying in the water. There are many
sizes of penguins. Penguins live in the southern hemisphere. Penguins are found around
the southern regions of New Zealand, Australia, South Africa, Chile, Argentina and
Antarctica. The Galapagos penguin is the only penguin living around the equator. The
emperor penguin is the tallest penguin at 120cm. It is the only penguin that spends its
entire life in the Antarctic icy cold water and on the ice covered land. The smallest
penguin is the little blue penguin. Penguins lay their eggs on land and sit on the eggs to
keep them warm until they hatch. They spend more that half their time in the water
looking for food. Penguins are carnivores eating shrimp, fish, krill, and squid. The tuxedo,
black and white colouring is called countershading and works to help camouflage them in
the water. Penguins have a layer of blubber under their skin to help keep them warm like
the whale, seal and walrus.”
• Sing: Animals of the Ocean

• 3rd rotation

Senior Kindergarten
Math: 20 minutes
• Problem of the Day: There were three penguins catching fish in the water. Each penguin
caught two fish. How many fish did they catch altogether?
• Count: by 2’s and 5’s to 50.
Materials:
• Pattern blocks
• Pattern block symmetry (BLM)
Pattern Block Symmetry
• Show and say: “Today you are using pattern blocks to make symmetrical figures. One
half of the object is show for you. You must complete the other half of the picture to be
symmetrical.” NOTE: The patterns are not the size of the pattern blocks. The children
must make the whole figure to be symmetrical.
• Say: “You need to make three symmetrical figures with your pattern blocks.”

• Before you read: “What animal is on the cover of the book?” “Do you think this book is
fiction or nonfiction?” “Why?” “These penguins are emperor penguins, the largest of the
penguin family.” Read the title, author and illustrator.
• Read: Busy Penguin
• Discuss: “What do penguins eat?” “Where do penguins live?” Are penguins mammals or
birds?” “What are some different types of penguins?” “What are the baby penguins
called?”

Materials:
• Printing paper
• Pencil crayons
Writing About Penguins
• Say: “Today we talked about penguins. What do you remember about penguins?” Write
the sentences as the children give you information. (Penguins are birds. They lay eggs on
the land and sit on them like chickens. Penguins eat shrimp, fish and squid. Penguins
cannot fly. Penguins are very good swimmers. Penguins live in the Southern Ocean.)
• Say: “Choose two sentences about the penguins to write on your paper. Draw and colour
a picture of a penguin in the ocean or on the land. When you finish with your writing and
picture you may read your sentences to a friend.”

Senior Kindergarten
their school.
• Dismissal

Senior Kindergarten
Day 9
Welcome: 10 minutes

(I)t is (T)hursday, _____________. (P)enguins are (v)ery (f)ast swimmer(s). (T)hey (l)ive in
the (S)outhern (O)cean. (W)hat do (p)enguins ea(t)?
• Review: ABC book review the letters ‘m’ and ‘n’ today (Read the words on the page and
• Mystery Object: toy sting ray or picture
• Discuss: “Stingrays spend most of their time buried in the sand. Their flat body and long
tail are covered with sand with only their eyes peeking out. The mouth, nostrils and gill
slits are under their belly. Stingrays eat squid, clams, mussels, crabs, small fish, and
oysters. They have a large barb on their tail with serrated edges and a sharp point. The
underside of the barb contains venom. This barb is used to protect the stingrays from
predators. Most stingrays have one or more barbs on their tail. Like their cousins, the
shark, stingrays do not have a skeleton. Their body has cartilage instead. Some species
flap their bodies like the wings of a bird. Other species move their whole body in a wavy
motion moving them forward. Some mother stingrays give birth to two to six babies.
Other stingrays lay eggs. The egg poach has hooks on each end to hold onto the seaweed
so they do not get washed away. The egg sac is called a mermaid’s purse and looks similar
to the shark egg sac. The babies are ready to find food on their own immediately after
birth. Sharks, seals, sea lions, large fish and people eat stingrays. Their leathery skin is
also made into belts, boots, wallets and even cellphone cases.”

Senior Kindergarten

• 4th rotation
Math: 20 minutes
• Problem of the Day: Five stingrays were hunting for clams. One stingray swam away.
How many stingrays were left?
• Count: by 5’s and 10’s to 70
Materials:
• Pattern blocks
Symmetry Game
• Show and say: “You are going to play a game with a partner. (child’s name) will be my
partner for now. I will put down one pattern block on my side of the mat. (child’s name)
copies by putting the same block beside mine on his/her side of the mat. We continue
taking turns until we have each played six blocks. The design should be symmetrical.
(child’s name) should always add the same block that I add in exactly the same place but
on his/her side of the paper. Put the string down the centre to check if both sides are the
same.”
• Say: “When the shape is symmetrical you can take the design apart and let your partner
be the leader to make another symmetrical design.”

• Before you read: “What is the man doing?” “How does the fish feel?” “What do you think
the book might be about?” Read the title, author and illustrator.
• Read: The Magic Fish
• Discuss: “Where did the man live?” “Whom did he live with?” “Where did he go to get
fish?” “What did the magic fish do for the man?” “What did the wife wish for?” “Why was
the wife never happy?” “What happened to the man and his wife?”

Materials:
• Printing paper
• Pencil crayons

Senior Kindergarten
Writing About Sting Rays

• Say: “Today we talked about sting rays. What can you tell me about stingrays?” Write the
sentences as the children give you information. Stingrays bury in the sand. Stingrays eat
crabs, clams and mussels. Stingrays have a poison barb on their tail. Stingray babies are
born alive. Sharks and people eat stingrays. Stingray’s skin can be made into wallets and
cellphone cases.
• Say: “Choose two sentences about the sting rays to write on your paper. Draw and colour
a picture. When you finish with your writing and picture you may read your sentences to
a friend.”
their school.
• Dismissal

Senior Kindergarten
Day 10
Welcome: 10 minutes

It is (F)riday, _______________. (S)tingrays (m)ove gracefull(y) in the (o)cean. (T)hey (l)ike
the (w)arm (w)ater
• Review ABC book. Review the letters ‘o’ and ‘p’ today (Read the words on the page and
• Mystery Object: toy sea turtle
• Discuss: “Sea turtles live in every ocean. They were living in the ocean during the time of
the dinosaurs. Some migrate long distances to find food. The green sea turtle eats grass
on the ocean floor. The large leatherback sea turtles eat jellyfish. But loggerhead sea
turtles prefer clams and crabs. Sea turtles, like dolphins, can sometimes get caught in
fishermen’s nets or their fishing lines and then drown because they cannot get to the
surface to breathe. Sea turtles are reptiles so they must come to the surface to breathe air.
The mother turtle goes ashore on the beach and digs a hole to lay her eggs. She covers the
eggs with sand and the heat of the sun helps the eggs hatch. The mother returns to the
ocean after laying her eggs. When the eggs hatch, the hatchlings dig themselves out of the
sand and then head back to the ocean. Sea turtles have a hard shell to protect their
bodies.”

Materials:
• Paint
• Pencil
• Paper
• Paintbrush
• Paint smock

Senior Kindergarten
Sea Turtle Painting

• The assistant with this group.
• Show and say: “Draw a large sea turtle on your paper. First, draw a large oval shape for
the body. At the front you can draw a long ‘u’ shape for the head. Next, draw two large,
curved, wing-shaped flippers in the front, one on each side of his body. The two flippers
in the back are shorter and wider. Finally, you need to draw the octagon shapes on his
back for the shell. Great work!”
• Say: “Add some sea weed around the turtle. Now you may use the blue paint to paint
carefully around your turtle. The paint should be a very light blue layer of paint so the sea
turtle will show up when you paint him.”
• Say: “Paint the turtle and the details in his shell. When you finish painting I will hang your
picture to dry.”
Materials:
• Empty water bottle with a lid for each child
• Canola oil or other vegetable oil
• Water
• Blue food colouring
• Sea shells (optional)
• Plastic fish (optional)
• 3 Funnels
• Sand
Ocean in a bottle
• Say: “Today you are making an ocean in a bottle. This is a science experiment that will let
you see how the waves move things around in the ocean.”
• Show and say: First, take the lid off of your bottle. You need to work with a partner to
put in the sand. Let your partner hold the bottle and the funnel while you put in 4 spoons
of sand. Now hold your partner’s bottle and let your partner put sand in his/her bottle.”
• Show and say: “Next, you need to drop the seashells and plastic fish (if you have them)
into your bottle. I will pour a cup of vegetable oil into the bottle for you. When you have
the oil in your bottle you may take it to the sink and fill it almost full with water. Be sure
to leave some space at the top.”
• Show and say: “The last step is to drop 3 drops of blue food colouring into your bottle.
Put the lid on your bottle and give it to me and I will tighten it for you. Now you can turn
the bottle on its side and move it up and down to create waves in the bottle.”
• Ask: “What do the waves look like if you gently move the bottle up and down?” “How do
the waves change if you move the bottle quickly up and down?” Experiment with moving
your bottle up and down as well as side-to-side to see how the wave change.
• Switch: groups after 15 to 20 minutes.

Senior Kindergarten
Math: 20 minutes
• Problem of the Day: The mother turtle laid 10 eggs in the sand. When the hatchlings
came out of the nest they headed for the water. A seagull caught one and another bird ate
one. How many hatchlings made it to the ocean?
Materials:
• Starfish drawing (BLM)
• Crayons or markers
Starfish Symmetry
• Say: “Here is half of a starfish. You need to draw and colour the other half so the starfish
is symmetrical. Both sides must have the same colours and be the same size to be
symmetrical.”

• Before you read: “Who is on the cover of the book?” “Where does this book take place?”
• Read: Rainbow Fish and the Big Blue Whale
• Discuss: “Where do rainbow fish live?” “What did the fish eat?” “Why was the whale
staying at the coral reef?” “How did the fish feel about the whale?” “Why did the blue
whale scare the fish?” “What happened to the krill?” “What did rainbow fish do to solve
the problem?”

Materials:
• Printing paper
• Pencil crayons
Writing About Sea Turtles
• Say: “Today we talked about sea turtles. What can you tell me about sea turtles?” Write
the sentences as the children give you information. Sea turtles dig holes in the sand to lay
their eggs. Sea turtles eat crabs and clams. The leatherback turtle is the largest sea turtle.
Sea turtles migrate to find food.
• Say: “Choose two sentences about the sea turtles to write on your paper. Draw and colour
a friend.”

their school.
• Sing: Good-bye song and dismiss.

Senior Kindergarten
Day 11
Welcome: 10 minutes

• Morning message: (G)ood (M)orning (C)hildren,
• (T)oday is (M)onday, ________. (T)his wee(k) (y)ou (w)ill (l)earn abou(t) the (r)ainforest of
the (o)cean. (C)an yo(u) (n)ame (t)hree thing(s) tha(t) (s)ea (t)urtles (e)at?
• Mystery Object: piece of coral or a picture
• Discuss: “The coral reef is sometimes called the rainforest of the sea. The coral reef is
made up of tiny living organisms called polyps. When these polyps die they become hard
and new polyps grow on top of them. Polyps eat smaller organisms called plankton and
plants called algae. Because algae needs the sun to grow, like most plants, the algae grows
near the surface of the water. Coral reefs are also near the top of the water. Other plants
like seaweed and sea grass are found on the reef. Coral reefs are found in the warm
waters around the equator near coastlines and around islands. The largest coral reef in
the world is the Great Barrier Reef off the coast of Australia. Many animals like sponges,
clams, starfish, anemones, sea cucumbers, snails and clams attach themselves to the reef.
The lionfish, clownfish, cuttlefish, sharks and sea turtles all come swimming around the
reef to find food. There are many types of coral like star coral, cactus coral, finger coral,
and brain coral. Coral reefs are important because they remove and recycle carbon
dioxide, which is a gas that causes pollution. Coral reefs also protect the coastline from
the big waves of a storm. But like the trees in the rainforest they also provide a home for
plants and animals in the ocean.”
• Sing: Animals in the Ocean
• Introduce: The centres for this week.

Senior Kindergarten

Centre 1 Assisted
Materials:
• Learning A to Z level A: I Love Pirates (Level B book How Many Legs)
• Sight words: gold, love, parrots, ropes, sails, ships
Materials:
• Pattern blocks
• Pattern block symmetry mats (BLM)
Symmetry Game
• Children play the symmetry game they learned how to play in math on day 9.
• They may also use the pattern symmetry mats from week 2 (BLM)
Centre 3 Assisted
Materials:
• 1 small coin (dime or penny) for each child
• Eye dropper for each child
• Water
• Paper plate for each child
• Primary paper
• Pencil
How Many Drops of Water Can a Penny Hold?
• Show and say: “Today’s experiment is to see how many drops of water you can get on
your coin. You are going to drop one small drop of water at a time onto the coin. Put your
coin in the paper plate. Very carefully drop only one drop of water at a time onto the
penny.”
• Show and say: “Count each drop that you do. We will record the answers at the end and
see which person was able to put the most drops of water on the penny.
• Show and say: “As you put each drop on the coin you should see the water make a dome
shape on your penny. You may need to get down by the edge of the table to look at the
dome. When the water begins to roll off the penny you stop.”
• Say: “Use the paper and pencil to draw today’s experiment. Write a sentence telling how
many drops of water you were able to put on your penny.”
Materials:
• Paper bowl
• 5 strips per child 2cm x 30cm strips of coloured tissue paper
• Glue and markers
• Clothes pins or paper clips
• Alphabet clip cards A to Z

Senior Kindergarten
Jellyfish Craft and Alphabet Review

• NOTE: make an example of the jellyfish for the children to see. Hang it near the centre.
These can have string added to the top to hang in the classroom.
• The children colour the bottom of the bowl with the markers. They can make a variety of
designs. To attach the strips of tissue they must turn the bowl upright and glue the
streamers inside the bowl.
• The children are to put the clothespin on the small picture at the bottom of the card that
matches the beginning sound of the large picture (ex. alligator-armadillo)
• Use the Observation Assessment to assess 5 students wit whom you worked today.
Math: 20 minutes
• Problem of the Day: Eight clownfish were swimming on the coral reef. A shark came
swimming by so the clownfish hid in the sea anemone. How many clownfish were
swimming on the reef?
Materials:
• 100 board (BLM)
• Crayons
Finding the Pattern
• Say: “Count by 10’s together to 100. Put your finger on the numbers on your paper as you
say the numbers. Next, use an orange crayon and colour the numbers your would say
when you count by 10’s.”
• Say: “Count by 5’s together. Put your finger on the numbers on your paper as you say the
numbers. Now use a green crayon and colour the numbers on your paper that you say
when you count by 5’s.
• Say: “What patterns do you see on your paper?”

• Before you read: “What animal do you see?” “What is happening to the seahorse?”
“Where does this book take place?” Read the title, author and illustrator.
• Read: Over in the Coral Reef
• Discuss: “What mother in the coral reef had 8 children?” “What did the octopus mother
tell her children to do?” “What happened to the seahorse?” “Which mother had six
children?” “What did she tell her children to do?” “What was your favourite animal on the
coral reef?” “Is the book fiction or non-fiction?” “Do the animals in the book live in the
coral reef?”

Senior Kindergarten

Materials:
• Printing paper
• Pencil crayons
Writing About The Coral Reef
• Say: “Today we talked about coral reef. What can you tell me about coral reef?” Write the
sentences as the children give you information. The coral reef is made of living polyps.
The coral reef is the rainforest of the sea. The coral reef is home to sponges and starfish.
The coral reef is home to lionfish and clownfish.
• Say: “Choose two sentences about the sea turtles to write on your paper. Draw and colour
a friend.”
their school.
• Dismissal

Senior Kindergarten
Day 12
Welcome: 10 minutes

• Morning message: (G)ood (M)orning (E)veryone,
It is (T)uesday, _______________. (C)oral (r)eefs are (l)iving organisms. (T)hey are (a)lso the
(h)ome of man(y) ocea(n) animal(s). (H)ow do (t)hey (h)elp (p)eople?
• Review ABC book. Review the letters ‘q’ and ‘r’ today (Read the words on the page and
• Mystery Object: toy octopus
• Discuss: Type octopus into the Internet and let the children see the octopus as you talk.
“The octopus has 8 legs called tentacles. Each tentacle has two rows of suction cups called
suckers running the length of the tentacle. It has the ability to grow a new tentacle if they
lose one. It is not a fish and not a mammal. It is a member of the mollusc family. Some
octopuses live in the deep, dark waters of the ocean floor. Others like the warmer shallow
waters in tropical areas of the ocean. Octopus has the ability to change colours to match
the things around them. This is called camouflage. It helps them to hide from their prey or
from their enemies. They also can squirt a cloud of purple, black ink into the water to hide
themselves while they propel themselves away from the area. Their mouth is underneath
the head on the bottom. When they are catching their food they usually drop down on the
prey from the top. They eat crabs, shrimp and lobster but sometime they also eat small
sharks. Their tentacles help them capture and hold their prey. Whales, seals, sharks,
dolphins and large fish eat the octopus. The mother octopus can lay 100,000 to 500,000
eggs. She takes care of the eggs by cleaning them, squirting water with oxygen onto them
and protecting them from predators. Once the eggs hatch the mother and the father both
die. They only live for 12 to 18 months. They have no bones or skeleton. This allows them
to squeeze into very small areas.”

Senior Kindergarten

• 2nd rotation
Math: 20 minutes
• Problem of the Day: The octopus caught and ate four shrimp in the morning and 3 in the
afternoon. How many shrimp did the octopus eat today?
Materials:
• Variety of objects (pattern blocks, toys, pictures etc.)
• Symmetrical sorting cards (BLM)
• Sorting chart (symmetrical/ asymmetrical)
Symmetrical or Asymmetrical
• Say: “Today you are going to sort the objects in the container into two groups. What is
symmetrical?” “The mathematical term for objects that are not symmetrical is
asymmetrical. The asymmetrical objects are not the same on both sides.”
• Say: Give each child an object. “You will take turns putting your object in the column
where you think it belongs.”

• Before you read: “What is this book about?” Read the title, author and illustrator.
• Read: An Octopus is Amazing
• Discuss: “Where can an octopus live?” “Why does an octopus change colours?” “What do
they eat?” “Where does the octopus lay her eggs?”

Materials:
• Printing paper
• Pencil crayons
Writing About The Octopus
• Say: “Today we talked about octopus. What can you tell me about octopus?” Write the
sentences as the children give you information. The octopus has eight tentacles. The
octopus has suckers on his tentacles. The octopus can squirt a black ink cloud. The
octopus can change colours, etc.
• Say: “Choose two sentences about the octopus to write on your paper. Draw and colour a
picture. When you finish with your writing and picture you may read your sentences to a
friend.”

Senior Kindergarten
their school.
• Dismissal

Senior Kindergarten
Day 13
Welcome: 10 minutes

(T)oday is (W)ednesday, _____________. (W)hat do (y)ou (k)now abou(t) the (c)oral ree(f)?
(W)hat doe(s) the (o)ctopus ea(t)?
• Review: ABC book. Review the letters ‘s’ and ‘t’ today. Read the words on the page and
• Discuss: “Today’s animal is the squid. It is related to the octopus. The giant squid and the
colossal squid also have eight legs and two longer feeding tentacles that help bring food
into their beak-like mouths. They eat shrimp, fish and sometimes other squid. Giant squid
can be ten metres long. They have the largest eyes of any animal in the animal kingdom.
The eyes of the giant squid are the size of a beach ball. They move their body using small
fins on each side. The mother lays the eggs in the water near the ocean floor where the
squid lives. When the baby hatches it is on it’s own to find food. The only known enemy of
the squid is the sperm whale. The squid can change colours in the same way as its cousin
the octopus.”

• 3rdrotation
Math: 20 minutes
• Problem of the Day: Fernando bought 3 pieces of candy. Each piece of candy cost 3¢.
How much money did he spend?

Senior Kindergarten
Materials:
• Scissors
• Sorting chart (BLM)
• Glue
• Scissors
Symmetrical Worksheet
• Say: “Yesterday you sorted pictures and objects as symmetrical or asymmetrical. What
does asymmetrical mean?”
• Say: “Here is a worksheet of shapes to sort. Cut the cards apart and glue them onto the
sorting sheet in the correct column. If you are not sure about the shape you may wish to
cut the shape out and fold it to check whether it is symmetrical or asymmetrical.”

• Mystery Object: Starfish
• Before you read: “What is on the cover of the book?” “Where does the story take place?”
• Read: Starfish
• Discuss: “What colours are starfish?” “Do all starfish have only 5 arms?” “How does the
starfish move?”

Materials:
• Printing paper
• Pencil crayons
Writing About The Giant Squid
• Say: “Today we talked about the giant squid. What do you remember about the giant
squid?” Write the sentences as the children give you information. The giant squid has
eyes as big as a beach ball. The giant squid had 8 legs and two longer tentacles. The giant
squid eats shrimp, fish and other squid. The giant squid lives on the ocean floor. The
sperm whale eats the giant squid.
• Say: “Choose two sentences about the giant squid to write on your paper. Draw and
colour a picture. When you finish with your writing and picture you may read your
sentences to a friend.”
their school.
• Dismissal

Senior Kindergarten
Day 14
Welcome: 10 minutes

It is (T)hursday, ____________. (T)here are (p)laces and (a)nimals in the (o)cean tha(t)
(h)ave (n)ever (b)een (d)iscovered. (T)he ocea(n) is so (d)eep (p)eople (h)ave not
(t)ravelled (t)hat dee(p).
• Review ABC book. Review the letters ‘u’ and ‘v’ today (Read the words on the page and
make the beginning sound as you review the pictures.)
• Mystery Object: kelp product
• Discuss: “Sea kelp plants are forests in the ocean. Kelp is the fastest growing plant as it
grows 60cm a day. The kelp does not have a trunk or roots. They have a ‘hold fast’ that
helps it hold on to the rocks. The kelp algae grow very close together like a dense forest.
The kelp offers protection from predators and food for many animals such as seals, sea
lions, whales, sea otters, and thousands of fish. But kelp can sometimes wash ashore
during a storm. People using a special machine harvest the kelp forest. It is then washed,
dried and processed. Kelp is added to foods, vitamins, made into soup and soap. Kelp is
also used as a thickener in ice cream, toothpaste, jelly and pudding. It is also added to
makeup, shampoo, facial masks and other personal care products. Kelp is also added to a
variety of medicines for thyroid patients, colds, arthritis, and influence.

• 4th rotation

Senior Kindergarten
Math: 20 minutes
• Problem of the Day: Heath bought 4 pieces of gum. Each piece of gum cost 2¢. How much
did Heath pay for gum?
Materials
• Symmetry worksheet (BLM)
• Symmetrical and Asymmetrical chart (BLM)
• Glue
• Scissors
Symmetrical or Asymmetrical
• Say: “Yesterday you sorted pictures and objects as symmetrical or asymmetrical. What
does symmetrical mean?”
• Say: “Here is a worksheet of shapes to sort. Cut the shapes apart. Fold them to see if they
are symmetrical or asymmetrical. Glue the shape onto your chart in the correct column.”

• Before you read: “What animals are on the cover of the book?” “What do you think the
book will be about?” Read the title, author, and illustrator.
• Read: Commotion in the Ocean
• Discuss: “Which fish thinks that she is the prettiest fish in the ocean?” “What animal lays
her eggs in the sand?” “What animal has a huge mouth full of sharp teeth?” “What animal
walks sideways?” “Which animal can snap your fingers with his pinchers?” “What animal
is the largest animal in the world?”

Materials:
• Printing paper
• Pencil crayons
Writing About Kelp
• Say: “Today we talked about kelp. What can you tell me about kelp?” Write the sentences
as the children give you information. Kelp grows 60cm a day. Kelp grows in dense groups
like a forest. The kelp forest is home to sea otters and fish. Kelp is used in medicines and
shampoo. Kelp is used to make ice cream and pudding.
• Say: “Choose two sentences about the kelp to write on your paper. Draw and colour a
friend.”

Senior Kindergarten
their school.
• Sing: Good-bye song

Senior Kindergarten
Day 15
Welcome: 10 minutes

• Morning message: _(G)ood (M)orning (C)lass,
Toda(y) is (T)hursday, ___________. (L)ike the (t)ropical (r)ainforest the ocea(n) is (h)ome
to ((s)ome (w)onderful (m)arine (l)ife. The (o)cean (p)rovides (p)eople with (f)ood,
(m)edicine an(d) a (v)ariety of (p)roduct(s) (y)ou use everyday(y).
• Review ABC book. Review the letters ‘w’ and ‘x’ today. Read the words on the page and
• Mystery Object: toy crab or lobster
• Discuss: “The crab and lobster both have an exoskeleton or a skeleton outside its body.
The exoskeleton is the shell. The hard outer shell protects the soft body inside the shell.
Both the crab and the lobster have 10 legs. The first leg on each side of its body has large
pinchers that it uses to catch its food. They are omnivores because they eat algae, shrimp,
molluscs, fish, worms, and bacteria. There are over 4500 species of crabs, such as the king
crab, spiny crab, horseshoe crab and spider crab. The Japanese spider crab is the largest
crab. Some crabs walk sideways while other can move forward and backwards. Some
crabs live in freshwater while others live in saltwater. The lobster and the crab are
related. They are crustaceans. They are also both caught by fisherman in traps placed on
the ocean floor. Lobsters and crabs are considered to be delicacies for people to eat.”

Materials:
• Paint various colours
• Salt
• Paintbrushes
• Paint smocks

Senior Kindergarten
• Shark and sting ray (BLM but enlarge to at least legal size paper) [each child can choose
one]
Salt Painting
• Show and say: “You may choose to paint a shark or a sting ray. You can paint your animal
with three different colours but try to keep the colours from mixing. For instance, you
may want to paint the stingray in stripes or paint it one colour and put dots on it. You
choose a colour or colours you want.”
• Show and say: “When all the white areas are covered with paint I will sprinkle salt on my
whole painting. The salt will give the animal a different look when it is dry. We will wait
to see what happens.”
• NOTE: Once the animals are dry take a dry brush and carefully brush the salt away.
Materials:
• Variety of objects to test: leaf, feather, cork from a wine bottle, plastic bottle caps, apple,
orange, screw, washer, paper clip, Unifix cube, stick, wooden block, wooden spoon, plastic
spoon, metal spoon, a plastic comb, marker, scissors, glue bottle, crayon, and a plastic
water bottle.
• Container of water
• Float or Sink recoding sheet (BLM)
Does if Float or Sink?
• The teacher with this group. The children played with materials in the water in learning
centres. This activity focuses on materials such as metal that will always sink and plastic
that will always float.
• Say: “Today you are doing an experiment to discover what will float and what will sink.
Each person will have some objects to test. Before you put the object in the water you
need to tell the group if you think it will float or sink.”
• Say: “Here is an example: I have a pair of scissors/ I predict the scissors will sink.’ Then I
put my scissors in the water. They did sink. Everyone draw a small scissors under the
sink column and label it scissors.”
• Say: “Everyone will test their objects in the water as you take turns.”
• Say: “Now that you have tested everything, look at your paper. Do metal objects sink or
float based on your results?” “Do plastic objects sink or float based on your results?”
“What about the wooden objects?”
• Ask: “Here is an empty plastic water bottle. Do you think it will float or sink?” NOTE:
leave the lid on. “It floats because it is plastic. If I take the top off the bottle and toss it into
the water what will happen?” Try putting it in the water at first without letting the water
in but then allowing it to fill up. “What happens to the bottle as it fills with water?”
• Ask: “What happens to containers like water bottles that get thrown down onto the
beach?” “The waves will wash it into the ocean and eventually it will sink. This puts
garbage in the ocean to pollute the ocean, lake or river. But it is also dangerous for the
animals that live there.”
• Switch groups after 15 to 20 minutes.

Senior Kindergarten
Math: 20 minutes
• Play some math games today. (Race to 30, Greatest Number, Smallest Number, Snakes
and Ladders, I have …. Who has … to 20, etc.)

• Before you read: “What animal do you see?” Is the shell part of the animal?” Read the
title, author and illustration.
• Read: A House for Hermit Crab
• Discuss: “Why does hermit crab change houses?” “What does hermit crab use for a
house?” “How did hermit crab decorate his house?” “What did he do with his house when
he got too big for it?”

Materials:
• Printing paper
• Pencil crayons
Writing About The Crab and Lobster
• Say: “Today we talked about crabs and lobster. What can you tell me about these
crustaceans?” Write the sentences as the children give you information. The lobster and
the crab have ten legs with two large pinchers. The lobster and the crab have a hard outer
shell. The lobster and the crab are omnivores. They eat shrimp, fish, molluscs and worms.
The lobster and the crab are caught for people to eat.
• Say: “Choose two sentences about the lobster and crab to write on your paper. Draw and
their school.
• Dismissal

Senior Kindergarten
Day 16
Welcome: 10 minutes
• Morning message: (G)ood (M)orning,
(T)oday is (M)onday, ___________. (T)his is the (l)ast (w)eek to (l)earn (a)bout the (o)cean.
(T)here are (s)ome (a)nimals (t)hat (l)ive (d)eep in the (o)cean. ((T)his (w)eek our
(a)dventure is to (d)iscover (s)ome (a)nimals of the (d)eep.
• Mystery Object: toy submarine
• Discuss: “There are many parts of the oceans that have only been explored with the
submarines or submersibles that are built for exploration. These submersibles allow
scientists to begin to discover some very unusual animals that live deep on the ocean
floor. Scientists have discovered animals that people have never seen before because they
could not go deep enough into the ocean. There are still many parts of the oceans that
scientists have not been able to explore yet. Many of the animals in the deep produce
their own light like the lantern fish in the movie ‘Finding Nemo’. The submarines have
robotic arms that can help collect samples of the water, plants or even small animals
living in the ocean depths. The submarines have their own supply of oxygen that
circulates for the people inside. It is the only way for people to explore the depths of the
ocean. The deepest spot on earth is the Mariana Trench. It is located in the Pacific Ocean
and is 11,000m deep. The trench is deeper than Mt. Everest is tall. It is a very cold
environment in the trench. No one had entered that depth until 2012 so scientists are just
now discovering the animal life of the deep.”
• Introduce: Explain each centre for the children and what they are expected to do in the
centre.

Centre 1 Assisted
Materials
• Reading A to Z: level aa ‘Water’ or level B ‘Where is Water?’
• Picture cards; Where Is Water? (BLM)

Senior Kindergarten
• Picture cards; How People Use Water

Reading
• Use the picture cards to talk about the different places you find water. These are some of
your sight words. Mix up the saltwater and freshwater pictures and play a matching
game. The children must match two freshwater or two saltwater pictures to be a pair.
• Say: “Follow in your book with your fingers on the words as I read the book for you.”
• Say: “It is your turn to read the book. Each person will read one page.”
• Discuss: “Water is found all over the earth. Water covers 70% of the Earth’s surface.
Freshwater is used to provide electricity for your home. It is used in cooking, washing
clothes, washing you and keeping you healthy. What are other ways that people use
water?” Show the picture cards to also talk about where water is used.
Materials:
• Blue water beads (these expand in water, found at craft store or florist)
• Ocean animals toys
• Divers, submarines, etc.
• Tub or water table
• Seashells
• Rocks
• Aquarium beads
Ocean Sensory Bin
• Children can play and explore with the ocean animals.
Centre 3 Assisted
Materials
• 6-inch squares of tinfoil
• Pennies or small glass rocks used in an aquarium
• Ruler
• Container half filled with water
• Chart for child’s name and the number of pebbles the boat held.
Will My Boat Float
• Say: “You are going to use the aluminum foil to make a boat. Then you can test the boat
with the pebbles to see how many pebbles you can get in your boat before it sinks.
• Say: “Bind the aluminum foil into a boat shape. Remember to make the sides in order to
hold the pebbles.
• Say: “When your boat is finished we are going to test each boat as a group. You will add
one pebble at a time. Keep going until the boat sinks. Count how many pebbles your boat
held. But do not count the last one because it made the boat sink.”

Senior Kindergarten
Materials:
• Commotion in the Ocean and Over in the Coral Reef books
• It Swims in the Ocean sentence frames (BLM)
• Pencils
• Pencil crayons or markers.
Ocean Alive!
• The children may use the books to find animals that live in the ocean or choose animals
they have learned about in the unit. The children write a variety of sentences of animals
that swim in the ocean. They could draw a picture beside each sentence to illustrate the
animal they choose.
Math: 20 minutes
• Problem of the Day: Three blue whales, 2 dolphins and a sea turtle were spotted in the
ocean by the marine biologist. How many mammals did the scientists see?
• Count: by 5’s and 10’s to 100 using the 100 chart.
Material:
• Old magazines
• Scissors
• Glue
• Paper
Symmetry All Around
• Say: “Here is a collection of magazines. Look through the magazine to find pictures that
are symmetrical. We have looked at buildings and objects in our study of symmetry. See
what you can find and make a collage of the pictures.”
• Say: “A collage in art is a small picture glued together to make one big picture. Remember
to cover your entire paper with symmetrical objects such as stars, buildings, ball, etc.”

• Before you read: “What do you think the little girl is doing?” “What is the book about?”
• Read: Water, Water Everywhere
• Discuss: “What do people use water for?” “What sports are played in water?” “What
sports are played on frozen water like ice and snow?” “Why is it important to save the
water?” “Where does the rain come from?”

Senior Kindergarten

Materials:
• Printing paper
• Pencil crayons
Writing About The Mariana Trench
• Say: “Today we talked about the deepest place on the earth. What can you tell me about
the trench? Write the sentences as the children give you information: The Mariana
Trench is the deepest place on earth. Scientists must use a submersible to go to the
bottom of the trench. The trench is home to some unusual animals. Some animals in the
trench make their own light.
• Say: “Choose two sentences about the trench to write on your paper. Draw and colour a
friend.”
their school.
• Dismissal

Senior Kindergarten
Day 17
Welcome: 10 minutes

• Review ABC book. Review the letters ‘y’ and ‘z’ today (Read the words on the page and
It is (T)uesday, ___________________. (T)oday you (w)ill (d)iscover a (w)orm tha(t) live(s) dee(p)
in the ocea(n). (W)hat is the deepes(t) (a)rea of the (o)cean?
• Mystery Object: teapot with boiling water
• Discuss: “The giant tubeworms live deep on the ocean floor. They live near cracks in the
rocks on the ocean floor. Boiling water spews out of these cracks bringing minerals and
chemicals that the giant tubeworms trap. They have no mouth and no digestive system.
The tubeworms live on the bacteria that grow inside them. The body of the giant
tubeworm is made of chitin, the same hard material that makes the outer exoskeleton of
the crab and lobster. This tube protects the soft body of the tubeworm. They grow to over
2m in length. They are identified by the bright red plume that goes in and out of the tube.
The giant tubeworms are only found near the hot thermal waters. Crabs and shrimp also
live in this hot water environment. These crabs and shrimp feed on the red plume of the
giant tubeworms. But these crabs and shrimps are white, unlike other crabs and shrimps
that live higher in the ocean. The giant tubeworms lay eggs in the water. When the worm
hatches they immediately attach themselves to a nearby rock and begin to collect
bacteria.”
• Sing: Animals Of The Ocean

• 2nd rotation

Senior Kindergarten
Math: 20 minutes
• Problem of the Day: Richard got 2 sharks, 1 whale, and 3 dolphins from his
grandparents to go with his ocean set. How many ocean animals did he get?
Materials:
• Symmetrical and Asymmetrical pictures of a variety of buildings, bridges, and houses
(BLM)
• Large sheet of paper with two columns: Symmetrical/Asymmetrical
Sorting By Symmetry
• Say: “The buildings, houses and even bridges that are in the neighbourhood are either
symmetrical or asymmetrical. Here is a collection of pictures of a variety of manmade
structures around the world.”
• Say: “You need to decide if your picture is symmetrical or asymmetrical and place it in
the correct column on the chart. I have a bridge that is asymmetrical so it needs to go in
this column. One side is smaller than the other side. Now it is your turn to do some
sorting.”

• Before you read: “What animals are on the cover of the book?” “What do you think this
book might be about?” Read the title, author and illustrator.
• Read: Water
• Discuss: “What are the different forms of water mentioned in the book?” “Where does
rain come from?” “What is the water cycle?” “Who depends on water?” “Why do we need
to use water wisely?”

Materials:
• Printing paper
• Pencil crayons
• Pencils
Writing About Giant Tubeworms
• Say: “Today we talked about the giant tubeworm living in the deep ocean floor near the
volcanic waters. What sentence could we write about the tubeworms?” ‘The giant
tubeworm does not have a mouth. The giant tubeworm lives on bacteria in its body.
Shrimp and crabs eat the giant tubeworm. The giant tubeworms live near boiling water.
The giant tubeworm can grow to be two metres tall.’
• Say: “Choose two sentences about the Giant Tubeworm to write on your paper. Draw and

Senior Kindergarten
their school.
• Dismissal

Senior Kindergarten
Day 18
Welcome: 10 minutes

(T)oday is (W)ednesday,______________. (S)cientists (b)elieve tha(t) (t)here are (a)nimals in
the (o)cean (t)hat (h)ave no(t) bee(n) (d)iscovered. (W)hat do scientis(t)s (n)eed to go
dee(p) int(o) the ocea(n)?
• Mystery Object: glow in the dark object (bracelet, toy, etc.)
• Discuss: “Glow in the dark toys and objects usually need to be charged by the sun or light
to work. Some toys such as a bracelet or necklace must be bent to mix the chemicals
inside to make them glow. But deep in the ocean some animals can make their own light.
They can light up all or part of themselves due to chemicals in their own body. These
animals that can glow in the dark are called bioluminescent. One such fish is the
anglerfish. If you have seen the movie ‘Finding Nemo’ you saw a cartoon version of this
anglerfish. There are over 200 species of anglerfish. They have huge heads, sharp teeth
and a large half-moon shaped mouth. The female has a worm-like dorsal spine that sticks
out just above her mouth. It looks like a fishing pole. It lights up to attract fish. They are
carnivores often eating fish bigger that themselves. The female lays her eggs in long thin
gel sacs that can be 9 metres long. The eggs float along in the water until they hatch. Once
they hatch they swim closer to the surface and eat plankton until they are large enough to
eat fish. Then they return to the depths of the ocean. Scientists have discovered many
other animals in the deepest parts of the ocean that can produce light in their body as a
result of bioluminescent materials in their body.”

• 3rd rotation

Senior Kindergarten
Math: 20 minutes
• Problem of the Day: A school of five fish were swimming deep in the ocean. One fish
noticed a light deep down in the water. When he got close the anglerfish caught him. How
many fish were swimming away in the ocean?
Materials:
• Turtle symmetry
• Pencil
• Markers
Seas Turtle Symmetry
• Say: “Today you are going to make a symmetrical sea turtle. Use a black marker or dark
blue marker and trace the one half of the turtle.”
• Say: “Next, fold your paper in half. Turn the paper to the blank side; you should be able to
see the sea turtle. Trace the other half of the sea turtle onto your paper.”
• Say: “Open your paper. You should have a completely symmetrical sea turtle. Colour your
sea turtle to add to the ocean mural.”

• Before you read: “Why is the little girl carrying an umbrella?” What do think the story is
about?” Read the title, author and illustrator.
• Read: Come on Rain
• Discuss: “In what season of the year does the book take place?” “Why does everyone
want rain?” “What is happening to the flowers and other plants?” “What do the little girl
and her mother do when they finally get a summer rain storm?” “Why are they so happy?”
“Many places around the world are experiencing drought. Drought is when there is no
rain for a long time. Plants and animals do not have water and sometimes die. People also
begin to run out of water and must start to ration or conserve water. What are some
things you might do to not waste water?”

Materials:
• Printing paper
• Pencil crayons
Writing About Angler Fish

• Say: “Today we talked about angler fish. What can you tell me about this unusual fish?
Write the sentences as the children give you information: The anglerfish lays eggs in long
gel sacs. The anglerfish is a carnivore that means it eats other fish.

Senior Kindergarten
The anglerfish produces his own light. The anglerfish lives deep in the ocean. The
anglerfish has sharp teeth and a big mouth.
• Say: “Choose two sentences about the anglerfish to write on your paper. Draw and colour
a friend.”
their school.
• Dismissal

Senior Kindergarten
Day 19
Welcome: 10 minutes

• Morning message: (H)ello (G)irls and (B)oys,
It is (T)hursday, __________. (Y)esterday we (t)alked (a)bout (a)nimals that (p)roduce
(t)heir ow(n) (l)ight. (W)hat doe(s) the (a)nglerfish (u)se he(r) (l)ight for?
• Mystery Object: toy or made jellyfish
• Discuss: “Jellyfish have floated through the Earth’s oceans long before the dinosaur.
Some live along coastlines while others live deep in the ocean. Some like cold water, while
others live the in the warm waters around the equator. They have a bell-shaped body
with a mouth inside the bell. The mouth is used for eating fish, fish eggs, shrimp, crabs,
other jellyfish and tiny plants. But the jellyfish also discards the waste from its body
through its mouth. The jellyfish has long thin tentacles that contain stinging cells that can
stun or paralyze their prey. The sting can be dangerous to humans. They propel
themselves forward by squirting water from their mouths. A large group of jellyfish
swimming together is called a bloom. Some jellyfish are clear but others are vibrant
colours like pink, yellow, blue and even purple. Some jellyfish are small but others are
very large. Some jellyfish live in freshwater. But most jellyfish live in the ocean. But
jellyfish have no brains.”

• 4th rotation
Math: 20 minutes
• Problem of the Day: Four children were having a snack. Each child had three crackers.
How many crackers did they have all together?”

Senior Kindergarten
• Count: by 5’s and 10’s to 100, by 2’s to 50

Materials:
• Half and whole (whole glass/half glass, whole cookie/half cookie, whole crayon/half
crayon, etc.)
• Use a variety of objects to review half and whole.

• Before you read: “What are the children doing on the cover of the book?” “What do you
think the book is about?” Read the title, author and illustrator.
• Read: Why Should I Save Water?
• Discuss: “What does wasting the water mean?” “How can you save water?” “What are
some things you can do to save water?” “Why is it important to save water?”

Materials:
• Printing paper
• Pencil crayons
Writing About Jelly Fish
• Say: “Today we talked about jelly fish. What can you tell me about this unusual fish?
Write the sentences as the children give you information: Jellyfish are not fish. Jellyfish
have long tentacles that can sting you. Jellyfish do not have a brain. Jellyfish eat fish eggs,
shrimp, crabs and other jellyfish. Etc.
• Say: “Choose two sentences about the jellyfish to write on your paper. Draw and colour a
friend.”
• Have the children design a cover for the ‘My Ocean’ booklets while they wait for the other
group to finish their science experiment. NOTE: staple each student’s ocean writing pages
they have done throughout the unit together in the booklet.
their school.
• Dismissal

Senior Kindergarten
Day 20
Welcome: 10 minutes

• Morning message: : (G)ood (M)orning (C)lass,
(T)oday is (W)ednesday,______________. (T)he ocea(n) (u)nit (h)as (h)elped (y)ou to
(u)nderstand (s)ome of the (a)mazing (a)nimals in the (o)cean. (W)hat (w)as (y)our
(f)avourite (m)arine (a)nimal?
• Mystery Object: toy eel or picture
• Discuss: “Eels look like a snake but they are fish. They are long and thin like a snake but
they have a fin along the top of their body. They have very sharp teeth. They have gills
like a fish. There are more than 400 species of eels. Some even live in freshwater. Eels
hide in caves, between rocks, in the coral reef and even bury themselves in the sand. They
are carnivores. They eat shrimp, worms, mussels, fish, octopus and squid. The moray eel
is the most widespread. But all eels prefer the warm tropic waters. The moray eel hides
and waits for its prey to come by. The oceans are home to amazing animals so it is
important to protect those animals that are endangered. Whales, dolphins, manatees,
sharks and sea turtles are just a few animals whose numbers have become very low.
• Sing: Animals in the Ocean

Materials:
• Coffee filters
• Watercolour paint
• Paintbrush
• Ocean animal pattern to trace (BLM any drawing from the unit)
• Black paper
• Scissors
• White pencil crayon

Senior Kindergarten
Ocean Sun catchers

• Say: “Use your paintbrush to paint the coffee filters with the watercolours. Put the filters
aside to dry.”
• Say: “Choose an ocean animal and trace it onto black paper with the white pencil crayon.
Cut the animal out. When the coffee filter is dry, you will be able to glue the animal onto
the coffee filter.”
• Say: “These are sun catchers. If you put them in the window the light will shine through
the filter.”
Materials:
• Small aquarium or a large clear bowl or 4 litre jar
• Cooking oil mix with cocoa powder to look like car oil
• Cotton ball
• Plastic bottle
• Plastic ring found on drink cans
• Piece of newspaper
• Vinegar
• Sticks
• Dirt
• Piece of fishing net
• Clean water
Polluting the Ocean
• Say: “This experiment looks at what is happening in the earth’s oceans. The cotton ball is
a fish so he is going in the water. The fish swim around in the ocean their entire life. A
ship is going across the ocean and gets an oil leak. The oil spills into the water. People
come to clean up the spill but they cannot get all the oil. What happened to our fish?” Put
in the cooking oil with cocoa.
• Say: “The fish is still swimming but has oil in his scales. Another ship has people in it.
They throw an old newspaper and the water bottle into the ocean. The fishermen lose
part of their net in the ocean when they are fishing. What is happening to the water?” Put
in pieces of newspaper, water bottles, and fishing net. “What would happen if a dolphin or
whale gets caught in the net and cannot go to the surface to breathe?”
• Say: “A family is spending the day at the beach. When it is time to go home they do not
pick up all the paper and water bottles. Later a big wave comes by and washes the
garbage into the ocean. What is happening to the fish and his clean water?” Put in some
more garbage.
• Say: “Another family that has a beach house lives right on the sandy beach. A hurricane
hits their beach house and pieces of wood, glass from the window and even some outdoor
furniture gets washed into the ocean. Does the fish have any room to swim?” “What does
he look like?” “What could you do to help him?”
• Say: “People need to help protect the ocean from pollution and other global problems to
save the animals that live there.

Senior Kindergarten
• Pollution is anything that goes into the water that can cause harm to the animals. Oil
spills from the ocean tankers and causes pollution and then the death of some animals.
• Rubbish left on the beach after a family’s fun in the sand washes into the ocean and
causes animals to get injured or killed. Sewer from people’s homes goes into the rivers
and then the rivers flow into the ocean and pollute the ocean water.”
• Switch: groups after 15 to 20 minutes
• Use the Observation Assessment to assess 5 students with whom you worked today.. You
should have at least three and perhaps four assessments for each student.
Math: 20 minutes
Materials:
• Where is water found? Picture cards (BLM)
• What you do with water? Picture cards (BLM)
• Ocean Animals picture card (BLM)
• Large sheet of paper three columns Precipitation/Where Water is Found/How We Use
Water/Ocean Animals
Review
• Say: Pass out all the cards to the children. “This is the end of the unit and all our cards
need to be sorted. As you take turns around the circle please tell us what you have on
your card and which column it belongs to.”
• Show and say: “I have snow. Snow is precipitation because it is a form of water that falls
from the sky. Now it is your turn.” Take turns until all cards have been placed in the
correct column.

• Before you read: “Where are the children playing?” “Where do you think the water will
go?” Read the title, author and illustrator.
• Read: Follow the Water from Brook to Stream
• Discuss: “Where do you see water when you go outside?” “Where does the rain water
go?” “What happens to the water as it makes its way to the ocean?”

Materials:
• My Ocean booklets
Partner Reading
• Say: “You are going to share your ocean booklet with a partner. You read your book to
your partner then your partner reads his/her book to you.

Senior Kindergarten
• Say: “When you finish reading to one partner, find a second partner to share your book
with. Make sure you also read your book to Miss (assistant) or to me.”
their school.
• Dismissal

Senior Kindergarten
SECTION 9: SONGS AND POEMS AND GAMES

SONGS
Animals in the Ocean (sung to the tune of the Wheels on the Bus)
(Make swimming motions with arms and hands)
Gulp, gulp, gulp, gulp, gulp, gulp
All day long.

(Make pinching motions with fingers)
Pinch, pinch, pinch, pinch, pinch, pinch,
All day long.
The sharks in the ocean go chomp, chomp, chomp,

(With one forearm on top of the other make clapping motions)
Chomp, chomp, chomp, chomp, chomp, chomp
The sharks in the ocean go chomp, chomp, chomp
All day long.

Have 8 tentacles, have 8 tentacles. (Wave arms around)
Waiting all day long.

(put hands together and motion jumping our of the water)
Leap, leap, leap, leap, leap, leap
All day long.

wobble, wobble, wobble, wobble, wobble, wobble,
All day long.
The waves in the ocean go up and down,

Up and down, up and down,
The waves in the ocean go up and down, all day long.

Senior Kindergarten
Baby Beluga (from unit 6 if you have the book)

Baby beluga in the deep blue sea,
Swim so wild and you swim so free.
Heaven above and the sea below, And a little white whale on the go.
Baby beluga, oh, baby beluga,

Is the water warm?
Is your mama home with you, so happy?
Way down yonder where the dolphins play,

Where you dive and splash all day.
Waves roll in and the waves roll out,
See the water squirtin’ out of your spout!

Sing your little song, sing for all your friends, we like to hear you.

Heaven above and the sea below, And a little whale on the go.
When it’s dark, you’re home and fed,

Curl up snug in your water bed.
Moon is shining and the stars are out.
Good night, little whale, good night.

With tomorrow’s sun, another day’s begun.
You’ll soon be waking.

Heaven above and the sea below, And a little whale on the go.
You're just a little white whale on the go!

Senior Kindergarten
POEMS
Whale
A whale is not as small as us (shake head and finger)
Most whales are bigger than a bus! (stretch arms out wide)
A whale is not like a fish in the sea. (shake head and finger)
A whale breathes air like you and me (take a deep breath)
A whale can’t walk upon the ground (shake head and finger)
A whale must swim to get around (make swimming motions)
A whale is a mammal just like you and me (nod head and point to self and children)
But his home is in the deep blue sea (make wave motions with hand)

Senior Kindergarten
SECTION 10: TEACHER PLANNING CHARTS
Week 1
Learning Outcomes Lessons and Activities Materials

To develop new oral Home-reading Books and bag
vocabulary related to the Circle Time Days of the week cards
theme. Months of the year cards
To connect beginning and Sign in Sheet
ending sounds with letters in Songs: Charted with pictures Baby Beluga
words. Mystery Object Day 1 glass of water
To begin to develop invented Day 2 toy dolphin
spelling using phonemic Day 3 toy seal
awareness when writing Day 4 toy walrus
sentences. Day 5 toy manatee or picture
To understand and use Read Aloud Day 1 Big Blue Whale
conventions of writing Day 2 Dolphins Talk
(periods and question Day 3 Baby Whales Drink
marks). Milk
To use drawings and labels to Day 4Where Do Puddles Go?
express ideas, feelings and Day 5 I Wonder Why the Sea
information. is Salty?
To use picture cues and ABC Book or Charts Review three letters each day
phonological awareness of the unit
strategies when reading. Writing About Ocean Primary printing paper
To answer questions related Animals Pencils
to a topic or text. Pencil crayons or crayons
To continue to build sight
vocabulary. Show and Tell Mammals in the Ocean
To ask questions to satisfy
personal curiosity and
information needs.
To use illustrations,
photographs, video programs,
objects, and auditory cues to
understand ideas and
information.
To develop an understanding
of information a fiction or
nonfiction.

Senior Kindergarten
Mathematics
To recognize numbers from 0 Number of the Day Number of the Day Chart
to 30. Problem of the Day Whiteboards or chalkboards
To count by 5’s and 10’s to Marker and erasers
75. Exploring Whole and Half Apple
To develop an understanding 2 - 20cm strips of paper per
of whole and half. child
Scissors
Paper
Can You Show Half? Unifix Cubes
Making a Whole Pattern blocks
Sharing Half Counters (beans, beads,
bottle caps, etc.)
Whole and Half Whole and Half worksheet
(BLM)
Pencils
Crayons
Science
To identify different forms of Manatee Manatee (BLM)
precipitation. Crayons
To identify animals and Light blue paint
plants in the ocean. Piece of sponge
To understand the Blue paint
importance of water to the Glue
world. Thin strips of green tissue
paper
Water, Water Precipitation cards (BLM)
Freshwater and Saltwater
cards (BLM)
How People Use Water (BLM
Centre 2 and Centre 3
Learning Centres
To develop new oral Centre 1 Assisted Sight words: dive, fish, float,
vocabulary related to the paddle, play, sail, splash,
theme. swim, water
To connect beginning and Learning A to Z level A: Fun in
ending sounds with letters in the Water
words. NOTE: if you need a B level
To begin to develop invented book use Pond Life
spelling using phonemic Primary paper (BLM unit 7)
awareness when writing Centre 2 Un-Assisted Small tub of water
sentences. Will it Float or Sink? (BLM)

Senior Kindergarten
To understand and use Objects that sink and float

conventions of writing (screws, washers, pencil,
(periods and question crayon, plastic comb, apple,
marks). paper clip, rubber ball, rock,
To use drawings and labels to plastic ocean animals, metal
express ideas, feelings and spoon, plastic spoon, wooden
information. spoon, etc.) NOTE: Add other
To identify objects that float objects that you want the
and sink. child to test onto the sheet or
To understand how the water let them add two objects.
cycle works Centre 3 Assisted Pencil
To identify animals and Precipitation flash cards
plants in the ocean. (BLM)
To understand the Water Cycle Poster (BLM)
importance of water to the Water cycle words and
world. picture (BLM)
Cookie sheet
Ice cubes
Tea kettle
Plastic dish pan
Paper plate
Cotton balls
Blue, black and yellow
markers
Scissors
Centre 4 Un-Assisted Glue
Crayons
Pencils
Books of ocean animals
Large sheets of paper
Week 2

words. Animals in the Ocean
Mystery Object Day 6 toy fish
Day 7 toy shark

Senior Kindergarten
To begin to develop invented Day 8 toy penguin

spelling using phonemic Day 9 toy stingray
awareness when writing Day 10 toy sea turtle
sentences. Read Aloud Day 6 Rainbow Fish
To understand and use Day 7 Fish is Fish
conventions of writing Day 8 Penguin
(periods and question Day 9 The Magic Fish
marks). Day 10 Rainbow Fish and the
To use drawings and labels to Big Blue Whale
express ideas, feelings and ABC Book or Charts Review 3 letters each day
information.
To use picture cues and Writing About Ocean Primary printing paper
phonological awareness Animals Pencils
strategies when reading. Pencil crayons or crayons
To answer questions related
to a topic or text. Show and Tell Sharks and fish of the ocean
To continue to build sight
vocabulary.
personal curiosity and
information needs.
information.
To develop an understanding
of information a fiction or
nonfiction.
Mathematics
75. Symmetry Maple leaf (BLM)
To develop an understanding Sweden Royal Palace (BLM)
of whole and half. Scavenger Hunt Symmetrical objects in the
To understand the concept classroom
symmetrical and Pattern Block Symmetry Pattern blocks
asymmetrical. Pattern block symmetry
To identify objects and things (BLM)
as symmetrical or Symmetry Game Pattern blocks
asymmetrical. Ruler or string for line of
symmetry

Senior Kindergarten
Starfish symmetry Starfish drawing (BLM)

Crayons or markers
Centre 4
Science
To develop an awareness of Sea Turtle Painting Paint
the difference between Pencil
freshwater and saltwater. Paper
To name some products that Paintbrush
come from the ocean. Paint smock
To identify animals and Ocean In a Bottle Empty water bottle with a lid
plants in the ocean. for each child
To begin to develop an Canola oil or other vegetable
understanding of ocean oil
exploration. Water
Blue food colouring
Sea shells (optional)
Plastic fish (optional)
3 Funnels
Sand
Centre 3
Learning Centres
To develop new oral Centre 1 Assisted Learning A to Z level A: I Love
vocabulary related to the Pirates (Level B book How
theme. Many Legs)
To connect beginning and Sight words: gold, love,
ending sounds with letters in parrots, ropes, sails, ships
words. Centre 2 Un-Assisted Pattern blocks
To begin to develop invented Ruler or string for line of
spelling using phonemic symmetry
awareness when writing 1 sheet coloured paper per
sentences. pair
To answer questions related Pattern block symmetry mats
to a topic or text. (BLM)
To continue to build sight Centre 3 Assisted 1 small coin (dime or penny)
vocabulary. for each child
To ask questions to satisfy Eye dropper for each child
personal curiosity and Water
information needs. Paper plate for each child
To use illustrations, Primary paper

Senior Kindergarten
photographs, video programs, Pencil

objects, and auditory cues to Centre 4 Un-Assisted Paper bowl
understand ideas and 5 strips per child 2cm x 30cm
information. strips of coloured tissue
To understand the concept paper
symmetrical and Glue
asymmetrical. Markers
Alphabet clip cards A to Z
Clothes pins or paper clips
To identify objects and things
as symmetrical or
asymmetrical.
Week 3

To begin to develop invented Mystery Object Day 11 piece of coral or sea
spelling using phonemic shell
awareness when writing Day 12 toy octopus
sentences. Day 13 starfish
To understand and use Day 14 kelp product
conventions of writing Day 15 toy crab or lobster
(periods and question Read Aloud Day 11 Over In the Coral Reef
marks). Day 12 An Octopus is
To use drawings and labels to Amazing
express ideas, feelings and Day 13 Star Fish
information. Day 14 Commotion in the
To use picture cues and Ocean
phonological awareness Day 15 A House for Hermit
strategies when reading. Crab
To answer questions related
to a topic or text. ABC Book or Charts
To continue to build sight Primary printing paper
vocabulary. Writing About Ocean Pencils
To ask questions to satisfy Animals Pencil crayons or crayons
personal curiosity and Coral reef, kelp and animals
information needs. of the ocean

Senior Kindergarten
To use illustrations, Show and Tell

information.
To develop and
understanding of information
a fiction or nonfiction.
Mathematics
75. Finding the Pattern 100 board (BLM)
To develop an understanding Crayons
of whole and half. Symmetrical or Variety of objects (pattern
To understand the concept Asymmetrical blocks, toys, pictures etc.)
symmetrical and Symmetrical sorting cards
asymmetrical. (BLM)
To identify objects and things Sorting chart (symmetrical/
as symmetrical or asymmetrical)
asymmetrical. Symmetrical Worksheet Sorting cards for symmetrical
and asymmetrical (BLM)
Scissors
Sorting chart (BLM)
Glue
Scissors
Symmetrical or Symmetry worksheet (BLM)
Asymmetrical Symmetrical and
Asymmetrical chart (BLM)
Glue
Scissors
Math Games Play some math games today.
(Race to 30, Greatest Number,
Smallest Number, Snakes and
Ladders, I have …. Who has …
to 20, etc.)

Senior Kindergarten
Science
To develop an awareness of Salt and Water Art Paint various colours
the difference between Salt
freshwater and saltwater. Paintbrushes
To begin to identify the Paint smocks
properties of water. Shark and sting ray (BLM but
To understand how the water enlarge to at least legal size
cycle works. paper) [each child can choose
To identify different forms of one]
precipitation. Floating and Sinking Variety of objects to test: leaf,
To understand how water is feather, cork from a wine
used daily around the world. bottle, plastic bottle caps,
To name some products that apple, orange, screw, washer,
come from the ocean. paper clip, Unifix cube, stick,
To identify animals and wooden block, wooden
plants in the ocean. spoon, plastic spoon.
To begin to develop an Metal spoon, a plastic comb,
understanding of ocean marker, scissors, glue bottle,
exploration. crayon, and a plastic water
To identify objects that float bottle.
and sink. Container of water
To understand the Float or Sink recoding sheet
importance of water to the (BLM)
world. Centre 3
Learning Centres
To develop new oral Centre 1 Assisted Learning A to Z level A: I Love
vocabulary related to the Pirates (Level B book How
theme. Many Legs)
To connect beginning and Sight words: gold, love,
ending sounds with letters in parrots, ropes, sails, ships
words. Centre 2 Un-Assisted Pattern blocks
To begin to develop invented Ruler or string for line of
spelling using phonemic symmetry
awareness when writing 1 sheet coloured paper per
sentences. pair
To answer questions related Pattern block symmetry mats
to a topic or text. (BLM)
To continue to build sight Centre 3 Assisted 1 small coin (dime or penny)
vocabulary. for each child
To ask questions to satisfy Eye dropper for each child
information needs. Paper plate for each child

Senior Kindergarten
To use illustrations, Primary paper

photographs, video programs, Pencil
objects, and auditory cues to Centre 4 Un-Assisted Paper bowl
understand ideas and 5 strips per child 2cm x 30cm
information. strips of coloured tissue
To understand the concept paper
symmetrical and Glue
asymmetrical. Markers
To identify objects and things Alphabet clip cards A to Z
as symmetrical or Clothes pins or paper clips
asymmetrical.
Week 4

To begin to develop invented Mystery Object Day 16 toy submarine
spelling using phonemic Day 17 boiling tea kettle
awareness when writing Day 18 glow n the dark object
sentences. or bracelet
To understand and use Day 19 toy or made jellyfish
conventions of writing Read Aloud Day 20 glass of water
(periods and question Day 16 Water, Water
marks). Everywhere
To use drawings and labels to Day 17 Water
express ideas, feelings and Day 18 Come on Rain
information. Day 19 why Should I Save
To use picture cues and Water
phonological awareness Day 20 Follow the water from
strategies when reading. Brook to Ocean

Senior Kindergarten
To answer questions related ABC Book or Charts Three Letters per day
to a topic or text. Writing About Ocean Primary printing paper
To continue to build sight Animals Pencils
vocabulary. Pencil crayons or crayons
personal curiosity and Show and Tell Creatures of the Deep
information needs.
information.
To develop and
understanding of information
a fiction or nonfiction.
Mathematics
75. Symmetry all Around Old magazines
Scissors
To develop an understanding Glue
of whole and half. Paper
To understand the concept Sorting by Symmetry Symmetrical and
symmetrical and Asymmetrical pictures of a
asymmetrical. variety of buildings, bridges,
To identify objects and things and houses (BLM)
as symmetrical or Large sheet of paper two
asymmetrical. columns
Symmetrical/Asymmetrical
Pencils
Sea Turtle Symmetry Turtle symmetry
Pencil
Markers
Review Half and Whole Half and whole (whole
glass/half glass, whole
cookie/half cookie, whole
crayon/half crayon, etc.)
Use a variety of objects to
review half and whole.

Senior Kindergarten
Science
To develop an awareness of Art with Water Coffee filters
the difference between Watercolour paint
freshwater and saltwater. Paintbrush
To understand how the water Ocean animal pattern to trace
cycle works. (BLM any drawing from the
To identify different forms of unit)
precipitation. Black paper
To begin to identify the Scissors
properties of water. White pencil crayon
To understand how water is Ocean Pollution Small aquarium or a large
used daily around the world. clear bowl or 4l jar
To name some products that Cooking oil mix with cocoa
come from the ocean. powder to look like car oil
To identify animals and Cotton ball
plants in the ocean. Plastic bottle
To begin to develop an Plastic ring found on drink
understanding of ocean cans
exploration. Piece of newspaper
To identify objects that float Vinegar
and sink. Sticks
To understand the Dirt
importance of water to the Piece of fishing net
world. Clean water
Precipitation cards (BLM)
Social Goals: Review Where is water found?
To begin to build an Picture cards (BLM)
awareness of protecting What you do with water?
water and the oceans. Picture cards (BLM)
Ocean Animals picture card
(BLM)
Large sheet of paper three
columns Precipitation/Where
Water is Found/How We Use
Water/Ocean Animals
Learning Centres
To use picture cues and Centre 1 Assisted Reading A to Z: level aa
phonological awareness ‘Water’ or level B ‘Where is
strategies when reading. Water?’
To answer questions related Pictures cards Where Is
to a topic or text. Water? (BLM)

Senior Kindergarten
To ask questions to satisfy Picture cards How People Use

information needs. Centre 2 Un-Assisted Blue water beads (these
To use illustrations, expand in water, found at
photographs, video programs, craft store or florist)
objects, and auditory cues to Ocean animals toys
understand ideas and Divers, submarines, etc.
information. Tub or water table
To develop an understanding Seashells
of fiction or non-fiction Rocks
information Aquarium beads
To name some products that Centre 3 Assisted 6-inch squares of tinfoil
come from the ocean. Pennies or small glass rocks
To identify animals and used in an aquarium
plants in the ocean. Ruler
To begin to develop an Container half filled with
understanding of ocean water
exploration. Chart for child’s name and the
To understand the number of pebbles the boat
importance of water to the held.
world. Centre 4 Un-Assisted Commotion in the Ocean and
Social Goals: Over in the Coral Reef books
To begin to build an It Swims in the Ocean
awareness of protecting sentence frames (BLM)
water and the oceans. Pencils
Pencil crayons or markers

Senior Kindergarten
SECTION 11: BLACK LINE MASTERS UNIT 8
OCEANS
Animals Plants Names of oceans
KNOW
WANT
TO
KNOW
HAVE
LEARNED
Put this chart on chart paper or draw it on the white board. You will add to it
throughout the unit.

Senior Kindergarten
Number of the Day

_________
Number Sentences
It is between ________ and ________
10 more _________ 2 less________
Before ____________
Great than ______________ Less than________
Write in words __________________
Show using coins 1¢, 5¢ and Show using tally marks.

10¢

Senior Kindergarten
Sight words
dive
fish
float
paddle
play
sail
splash
Senior Kindergarten
swim
water

Senior Kindergarten
Name ______________________ Date __________

Will it Float or Sink?
Float Sink
Screw
Wooden block
Crayon
Washer
Apple
Plastic comb
Pencil
Paper clip

Senior Kindergarten
Types of Precipitation
Hail
Hoar frost

Senior Kindergarten
Snow
Dew

Senior Kindergarten
Fog
Rain

Senior Kindergarten
Precipitation
The Water Cycle

Collection
Condensation
Evaporation

Senior Kindergarten
Water Cycle words
condensation precipitation
evaporation collection

Senior Kindergarten
Primary printing paper

Senior Kindergarten
Making Words
ale eal
wh s
b h
d m
h p
k r
m t
p v
s z
t
v

Senior Kindergarten
Day 5 Manatee

Senior Kindergarten
Where is Water? (Freshwater)
River rapids
Icicles

Senior Kindergarten
Waterfall
River

Senior Kindergarten
Lake
Pond

Senior Kindergarten
Freshwater Marsh
Swamp

Senior Kindergarten
Where is Water? (Saltwater)
Atlantic Ocean
Salt Lake in Death Valley

Senior Kindergarten
Pacific Ocean
Caribbean Sea

Senior Kindergarten
Arctic Ocean
Southern Ocean

Senior Kindergarten
Water skiing
tubing
How People Use Water?

Senior Kindergarten
Ice skating
Downhill skiing

Senior Kindergarten
Washing clothes
Watering the lawn

Senior Kindergarten
Drinking water
cooking

Senior Kindergarten
Whole and Half Worksheet
Name _____________ Date __________
Colour half of each object.
Colour the whole object

Senior Kindergarten
Day 6 Sight Words for Reading
book
friend
lamp
picture
sees
toy
Senior Kindergarten
Symmetrical Maple leaf (Enlarge each picture to a full page. Cut

out the leaf and building before folding)

Senior Kindergarten
Cut out the shapes. Fold them to see if they are symmetrical.

Senior Kindergarten
Pattern Block Symmetry

Senior Kindergarten
Day 6 Centres Fishing (Cut out each fish and tape a paperclip on
the back of each fish.)

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten
Fish Derby Recording Sheet
Name ______________ Date________________
Catch the fish and record your catch. Record the

numbers in order from 1 to 20.
You may only record each number once.

Senior Kindergarten
Day 10 Symmetrical Starfish

Senior Kindergarten
Sight words for Reading in Week 3
gold
love
parrot
rope
sail
ship

Senior Kindergarten
Name __________________________ Date _________
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

Senior Kindergarten
Day 12 Math Symmetrical or Asymmetrical

Senior Kindergarten
Name __________________ Date____________
Symmetrical Asymmetrical

Senior Kindergarten
Day 13 Symmetrical or Asymmetrical

Senior Kindergarten
Day 14 Math Symmetrical or Asymmetrical

Senior Kindergarten
Day 15 Painting Patterns

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten
Day 15 Science Experiment

Senior Kindergarten
It Swims in the Ocean NAME_________________

Symmetry Sea Turtle (Fold the paper in half on the dotted line.)
A ____________________
swims in the ocean.
A ____________________
swims in the ocean.
A ____________________
swims in the ocean.
A ____________________
swims in the ocean.
A ____________________
swims in the ocean.
A ____________________
swims in the ocean.
A ____________________
swims in the ocean.
A ____________________
swims in the ocean.

Senior Kindergarten
Symmetry Sea Turtle (Fold the paper in half on the dotted line.)

Senior Kindergarten
Giant tube worms
Scorpion Fish
Week Four Creatures of the Deep

Senior Kindergarten
squid
Moray eel

Senior Kindergarten
Submersible for research
Octopus

Senior Kindergarten
Symmetrical and Asymmetrical Buildings house and bridges (use

the previous building pictures)

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten

Senior Kindergarten
Bibliography
Baby Beluga (Use the song if you have the book.) It is also on the
Baby Beluga album by Raffi.
Illustrations from Pixabay On Pixabay you may find and share images free of
https://pixabay.com copyrights. All pictures are released under
Creative Commons CCO in the public domain.
You may copy, modify, distribute, and use the

images, even for commercial purposes, all without
asking of permission or giving credits to the artist.
Drawings/charts/photos B. Barkley

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Maple Bear Global Schools

1 All Rights Reserved, Maple Bear Global Schools Ltd.

SECTION 2: THEME WATER, WATER: OCEANS ARE ALIVE

Week One: Mammals in the Ocean

2 All Rights Reserved, Maple Bear Global Schools Ltd.

SECTION 3: LEARNING OUTCOMES

3 All Rights Reserved, Maple Bear Global Schools Ltd.

SECTION 4: SUGGESTED BOOKLIST

Title Publish ISBN

4 All Rights Reserved, Maple Bear Global Schools Ltd.

SECTION 5: WORD WALL

freshwater saltwater lake ocean

SECTION 6: SHOW AND TELL

5 All Rights Reserved, Maple Bear Global Schools Ltd.

6 All Rights Reserved, Maple Bear Global Schools Ltd.

7 All Rights Reserved, Maple Bear Global Schools Ltd.

• Precipitation cards (BLM)

8 All Rights Reserved, Maple Bear Global Schools Ltd.

9 All Rights Reserved, Maple Bear Global Schools Ltd.

10 All Rights Reserved, Maple Bear Global Schools Ltd.

11 All Rights Reserved, Maple Bear Global Schools Ltd.

12 All Rights Reserved, Maple Bear Global Schools Ltd.

13 All Rights Reserved, Maple Bear Global Schools Ltd.

14 All Rights Reserved, Maple Bear Global Schools Ltd.

SECTION 8: DAILY PROCEDURE

Circle Time 25 minutes

15 All Rights Reserved, Maple Bear Global Schools Ltd.

Learning Centres 30 minutes

16 All Rights Reserved, Maple Bear Global Schools Ltd.

17 All Rights Reserved, Maple Bear Global Schools Ltd.

Snack Time 15 minutes

18 All Rights Reserved, Maple Bear Global Schools Ltd.

Outside Play 20 minutes

Read Aloud 20 minutes

19 All Rights Reserved, Maple Bear Global Schools Ltd.

English Language Arts: 20 minutes

Free Choice and Clean Up 25 minutes

20 All Rights Reserved, Maple Bear Global Schools Ltd.

Circle Time 25 minutes

21 All Rights Reserved, Maple Bear Global Schools Ltd.

Learning Centres 30 minutes

Snack Time 15 minutes

Outside Play 20 minutes

Read Aloud 20 minutes

22 All Rights Reserved, Maple Bear Global Schools Ltd.

English Language Arts: 20 minutes

Free Choice and Clean Up 25 minutes

23 All Rights Reserved, Maple Bear Global Schools Ltd.

Circle Time 25 minutes

24 All Rights Reserved, Maple Bear Global Schools Ltd.

• Sing: Baby Beluga

Learning Centres 30 minutes

Snack Time 15 minutes

Outside Play 20 minutes

Read Aloud 20 minutes

English Language Arts: 20 minutes

25 All Rights Reserved, Maple Bear Global Schools Ltd.

Writing About Seals

Free Choice and Clean Up 25 minutes