The most
teacher guides in
Pre-K education

Organized into nine thematic units:

  • My School and Me
  • My Family and Friends
  • Safe, Healthy, Helpful Me
  • Compare and Contrast
  • Creative Me
  • On the Move
  • Amazing Critters
  • Animals
  • Changes

Big Ideas offer road map for success

Each week begins with the “Big Ideas” for the week along with assessment opportunities and “brain breaks” to create smooth transitions throughout the day.

Organized visual overview of weekly materials

The visual display of all program materials needed for the week help simplify planning and preparation.

Clear overview of weekly teaching plan

The weekly plan offers a visual outline of all lessons, activities, music, and practice centers presented in a suggested daily schedule format.

The best and deepest standards coverage

Standards alignment for each lesson or activity at point of use in Teacher Guides with full coverage charts at the back of each Teacher Guide.

Frog Street Pre-K Teacher Guides offer a simple and clear plan for
implementing each weekly learning adventure.

The Safekeeper Ritual
to Start the Day

Use the Safekeeper Box as an attendance tracker each morning. Have children place their Name Sticks in the Safekeeper Box to signify they are willing to help keep the classroom safe.



During this week, enjoy singing “You’re Alive” and chanting the action rhyme “Here’s the Beehive.”

Before chanting “Here’s the Beehive,” tell children that they are going to learn a new chant about bees that are alive and a bee’s home (beehive) that is not alive. Invite children to unite by holding hands in a circle to create the beehive. As you chant about the bees coming out of the hive, children will count them with their fingers and catch them in their hands.

Here’s the Beehive

Here’s the Beehive

You’re Alive

You’re Alive



Invite the S.T.A.R. Leader to lead children in calming strategies from the choice board: Drain, Balloon, Bunny Breathing, Pretzel or S.T.A.R. Remind children to breathe in through their nose and exhale slowly through their mouth three times.



Perform the Absent Child Ritual and Welcome Back Ritual. Ask Fanny Frog to help identify children who are absent and children who are returning from an absence.

Then, invite children to connect with a partner or small group of 3-4 children to perform the action chant “Georgie Porgie and Margie Pargie.”

Georgie Porgie and Margie Pargie

Georgie Porgie and Margie Pargie



Display the “School Family Agreements” poster with all four agreements posted. Remind children that we each do our job to help keep the classroom safe when we choose one agreement to focus on. Invite children to commit to one agreement each day. Remind them that this is a commitment to our School Family.

The Morning Message
Starts with a Sentence

Each day, the teacher starts with a sentence that connects to the week’s theme. For example:

Day 1:Henry found a rock.

Step 1

Step 1: Say the Sentence

Phonological Awareness

1. Say the sentence and ask children to repeat it.

2. Explain that rhyming words have the same middle and ending sounds. Say:Rock rhymes with sock. Both words end with /ock/.Invite children to say the word pair rock/sock and give a thumbs-up. Say the word pair sock/shoe and invite children to give a thumbs-up or thumbs-down.

3. Follow the same steps each day while saying different word pairs.

Step 2

Step 2: Write the Sentence

Concepts of Print

1. Ask children to recall each word in the sentence as you write it on the chart. Use Space Frog between words. Explain that the first word of the sentence begins with an uppercase letter. Point out that the names Henry and Harry begin with an uppercase letter.

2. Read the complete sentence with the class as you track the words.

3. Connect the sentence content to the theme or children’s experiences. For example, on Day 1 you might say:We will learn about Henry and the rock he found in a story we will hear today.

Step 3

Step 3: Identify Letter Sounds

Alphabet Knowledge

Note:Children were introduced to all 26 letters of the alphabet in Themes 1-3 focusing on their shape and name. Children will now be introduced to each letter’s sound. Letter sounds that have their sound embedded in the letter’s name will be introduced first. For example, you can hear the sound /f/ when you say F.

1. On Day 1, display and name Letter Cards (F, f). Say the word found, stretching the beginning sound. Tell children the word begins with the letter f and the sound /f/.

2. Invite a volunteer to find the Ff card on the Letter Wall and say the picture’s name stretching the initial /f/ sound.

3. Invite a volunteer to circle the letter in the Morning Message. Ask children to say the name and sound of the letter.

4. Identify target letter names and sounds each day and invite a volunteer to locate the card on the Letter Wall and say the picture’s name.

Choose from these Songs and Action
Rhymes for the Week

All songs are available on the Frog Street Portal. In addition, complete song lyrics are available inSongs and Stories.

Dancing Robots

Discuss with children the things robots can do. Ask:Are robots alive? How do you know they aren’t alive?Invite children to enjoy this action song that imitates a dancing robot. Practice making small jerking motions like a motor stopping and starting.


Robot stand still. We’ll stand up straight not moving. We’ll move then stop. It’s hard to bend that steel. We’re stiff and straight with every little motion. We’re only machines but we certainly look real.

Verse 1:

Raise your right hand up a little bit...stop. A little more...stop, a little more...stop.

Now lower the hand down a little bit...stop. A little more...stop, a little

more...stop. Raise your left hand up a little bit...stop.

A little more...stop, a little more...stop.

Now lower the hand down a little bit...stop.

A little more...stop, a little more...stop.

I’m a robot, dancing robot, dancing with my hands. (2x)

Verse 2:

Now turn your head to the right...

Now turn your head back just a little bit...

Now turn your head to the left a little bit...

Now turn your head back just a little bit...

I’m a robot, dancing robot, dancing with my head and arms. (2x)

Robot: Stop dancing, robot malfunction, waist slowly bending, dropping down to a grinding halt.

Power up, power up, power up. Power up to standing up straight. 1, 2, 3, 4

Repeat refrain.

Verse 3:

Raise your right leg up a little bit...

Now lower that leg down a little bit...

Raise your left leg up a little bit...

Now lower that leg down a little bit...

I’m a robot, dancing robot, moving all around. (5x)

Robot: Break down. Robot tired, must take rest. See you later.

The Sun

Action Rhyme

The sun warms the earth each day,

(circle arms overhead)

Encouraging seeds to grow and me to play.

(wiggle fingers like seeds coming up from the ground)

The sun hides its face all through the night,

(cover face with hands)

But when we wake, it’s shining bright.

(circle arms overhead)

Point out that the sun is not a living thing but it helps living things grow.


Action Rhyme

Elm trees stretch and stretch so wide.

(extend arms out to the side)

The limbs reach out on every side.


Pine trees stretch and stretch so high.

(extend arms upward)

They nearly reach up to the sky.


Willows droop and droop so low.

(let arms hang loosely)

Their branches sweep the ground below.

(sweep ground with fingers)

A Little Seed

Action Rhyme

A little seed for me to sow.

(pretend to hold a seed in your hand)

A little earth to help it grow.

(pretend to dig a hole)

A little sun

(place arms overhead)

A little shower

(wiggle fingers like rain coming down)

A little while

(place chin in hands like waiting)

And then...a flower.

(place right elbow in left hand, make flower with fingers)

Henry and Harry

Henry and Harry

Vocabulary Card (alive)

Photo Cards (#63 Mount Kilimanjaro, #64 Taj Mahal)

frog counters






Day 1

Day 1: Introduction

Before Reading

DisplayHenry and Harry.Read the title. Introduce the author and illustrator. Display the Vocabulary Card. Define something that’s alive as something that breathes, eats, drinks, moves on its own and grows. Ask:Do you think the two characters in the story are alive?Invite children to listen to find out.

After Reading


Ask:Where did Henry find his rock? Where did he pick it up?


Ask:Why did Dad and Mom look surprised when Henry named his rock?


Ask:Have you ever named something that wasn’t alive? What was it? What did you name it?

Day 2

Day 2: Comparing Henry and Harry

ReadHenry and Harry.As you read, pause on pages that illustrate differences between Henry and Harry. For example, on page 11, Henry notes that he has parents but he doesn’t think that Harry does. On page 13, Henry listens to see if Harry has a heartbeat and determines he doesn’t.

After finishing the story, invite children to recall the differences between Henry and Harry. Create a T-chart with children’s ideas.

Dual/English Language Learners

Visual Cues

Draw simple illustrations or icons for each of the items you list on the comparison chart. For example, draw a heart to represent “heartbeat.” Draw a speech bubble to represent “talks.”

Day 3

Day 3: What’s in a Name?

ReadHenry and Harry.After you read the story, give each child a frog counter. Encourage children to name their frog. Ask:Is your frog alive?Ask each child individually to name one way they know their frog is not alive. It is OK if children repeat the reason a friend has used, but guide them to remember and name all of the ways they know if something is alive (moves, breathes, eats, drinks, grows, changes).


Invite children to think of names they have given to stuffed animals or other toys. Ask:Did _____ eat/play/grow?Challenge children to think about big nonliving things that have names. Display Photo Cards of Mount Kilimanjaro and the Taj Mahal. Explain that these are nonliving things with names. Write the names on chart paper and explain that the names begin with an uppercase letter.

Day 4

Day 4: The Great Enormous Rock

Display “The Great Enormous Rock” Story Folder cover. Explain that this is another story about a rock. This rock is not like Harry, whom Henry treated as a pet. This rock is a problem. Encourage children to listen closely to see why the rock is a problem. Tell the story using the story props and story script.

Add the Story Folder to the Language and Literacy Center to encourage children to enjoy retelling the story events.


Ask:How do you think the snake felt when the elephant laughed at him? Has anyone ever laughed at you? How did you feel? What did you do?


Ask:Why did the elephant laugh when the snake offered to help?


Ask:Why did the elephant want to get the rock to move?

Day 5

Day 5: Comparing Facts

ReadHenry and Harry.After reading the story, turn to page 23 and review the reasons Henry gives for determining that Harry is not alive.

Guide children to compare this list to the list on page 14 ofIs it Alive?

Literacy Small Groups

Literacy lessons are short, small-groups lessons that focus on a single learning goal. There is a literacy small-groups lesson for each day of the week.

Day 1

Day 1: Vocabulary

  • Display the Vocabulary Card (alive). Define alive as something that breathes, eats, drinks, moves on its own, and grows. Ask: Was Henry’s rock alive? What were the clues Henry used to know? Invite children to share their ideas, using the book if needed to prompt answers.

  • Display the Vocabulary Cards (living, nonliving). Point out that these two cards both have pictures of frogs. Invite children to recall why one frog is living and the other (Fanny) is nonliving.

  • Invite children to use Vocabulary Cards (living, nonliving) to answer questions about the photos in the book Is it Alive?

Differentiate Instruction

Day 2

Day 2: Phonological Awareness

  • Review the rhyming lesson from Morning Message. Invite children to say the word pair rock/sock and give a thumbs-up. Say the word pair sock/shoe and invite children to give a thumbs-up or thumbs-down to indicate if the words rhyme or do not rhyme.

  • Continue the “thumbs up, thumbs down” activity as you ask children to identify if two words rhyme or do not rhyme. Repeat the activity and have children use the Voting Paddles.







Differentiate Instruction

Day 3

Day 3: Shared Writing

  • Invite children to recall and share the name they gave their frog counter in the “What’s in a Name?” Read-Aloud lesson. Invite children to recall some of the activities Henry did with his pet rock. Picture walk through Henry and Harry to prompt answers.

  • Ask children to share an activity they would like to do with their pet frog. Encourage children to use a sentence stem: I would _____ with _____. For example, I would read with Hoppy. Take their dictation on chart paper as they share. Add the child’s name after their response. Remind children that names of people and pets begin with an uppercase letter.

  • After taking the small group’s dictation, invite children to “read” the sentences with you. Track the words with your hand or a pointer.

Differentiate Instruction

Day 4

Day 4: Guided Writing

  • Review the chart created in the Shared Writing activity on Day 3. Track the print and ask children to “read” their words with you.

  • Encourage children to find the first blank page in their journals. Ask children to illustrate their response from the chart on Day 3.

  • Suggest they write their frog counter’s name at the top of the page, reminding them that the name begins with an uppercase letter. Encourage children to copy their sentence from the chart or assist by taking their dictation.

  • Invite children to share their writing with the small group. Remind them to say the frog’s name and what they like to do with their pet frog.

Dual/English Language Learners

TPR (Total Physical Response)

Invite children to act out what they would like to do with their pet frog. Use language to describe what children are doing as they dramatize.

Differentiate Instruction

Day 5

Day 5: Alphabet Knowledge

  • Sing “The Alphabet Song” as a volunteer points to each letter on the Letter Wall. Say each letter name and sound introduced in the Morning Message. Invite children to repeat.

  • Trace the letter shapes on the Letter Cards. Invite children to draw the letter in the air using their pointer and middle man fingers as you say the letter formation strokes (see Welcome Guide ).

  • Invite volunteers to match each Letter Card to the same letter on the Letter Wall. Name the letter and picture on the Letter Wall Card as well as Vocabulary Cards posted for that letter. Invite children to repeat each word and its beginning sound.

  • Introduce the D, F, and N Sound Cards (dog, duck, deer, fork, fish, feet, nails, nurse, nest). Ask children to say each picture’s name, the letter it begins with, and the letter’s sound.

  • Have children match a plastic lowercase letter to each letter on the lowercase “Alphabet Arc” poster.

Focus: /d/ Dd, /f/ Ff, /n/ Nn

Practice Centers Support
Active Exploration and Play

For each week of instruction, Frog Street Pre-K includes meaningful opportunities to participate in six core Practice Centers. Each center offers two suggestions to engage children in learning. Teachers can choose to keep the same materials in the center all week or offer the midweek option.

Learn More About Practice Centers

Language and Literacy

Invite children to look through a collection of books to identify images of living and nonliving things.


Ask children to select an image and tell if it shows a living or nonliving thing. Challenge children to explain how they know whether it is living or nonliving.

Midweek Option

Invite children to use the Story Folder props to retell “The Great Enormous Rock.”

Dual/English Language Learners

Anchor Text

Reference the checklist on page 14 of Is it Alive? to support children’s classification choice (living or nonliving). Encourage children to find photographs in Is it Alive? that match or are similar to images they see in other books.


Gross Motor

Place the Over-and-On Path on the floor. Explain that children are to step over the living things so they don’t injure them but can step on the stones because they are nonliving things.


Why is it important to step over the living things?

Midweek Option

Rearrange the path in a circle and alternate a living thing with a “stone.” Point out that the arrangement is a pattern. Invite children to say over and on as they step around the path.

Special Needs Adaptation

Invite children with motor challenges to travel their hand over and on the path.



Display the “Shapes” poster at the center so children can reference it as they build shapes this week. Invite children to use chenille stems and play dough to create various shapes. Demonstrate (if needed) how to make balls of play dough for attaching chenille stems at the corners.

Invite children to display one sample shape on an individual sheet of tag board. Have children write their name next to their shape and place it on a display tray near the center.


Ask children to explain how they would make different types of shapes.

For example, if the child is making a rectangle, ask: How many chenille stems do you need? How many balls of play dough do you need to make the corners?

Midweek Option

Have children sort the shapes classmates have displayed on the tray. Encourage children to explain how they sorted the shapes. For example: This shape goes in the triangle group because it has three sides.

Outdoor Activities

Several outdoor activities are suggested each week to foster young children’s natural curiosity in the world around them.

Invite children to go on a living-and-nonliving scavenger hunt throughout the week while outside on the playground or in the neighborhood. Review the “Living and Nonliving” Card Set or books in your library to give children an idea of what they might find on the hunt.

Have children work in small groups of 4-5 and give them a container to collect small items, if possible, such as twigs, pinecones, pebbles, leaves or flowers. If you can find an insect, put it into a small container for examination and then put it back into its habitat.

Have children draw what they saw on a tablet or in a journal while outdoors. At the end of the week, make a chart of all the living and nonliving things children found.



Encourage children to sort the cards into two groups: living and nonliving. Or, invite children to stack the cards and place the deck on the table facedown. Have children turn the cards over one at a time and identify the picture as living or nonliving.


How do you know if something is alive?

Midweek option

Challenge children to sort the living things into three groups: plants, animals, and people. Invite children to sort the nonliving things into three groups: shelters, tools, and transportation.

Special Needs Adaptation

Offer three large pieces of paper on the floor for children to use to sort the cards. Talk about the category each paper represents as you assist children in sorting the cards.



Invite children to care for pet rocks. Suggest they wash and dry their rocks, draw a face on them, and place them in a “bed” (small box with towel for cover).


Is your pet rock alive? How do you know?

Midweek option

Invite children to bathe, feed, and put rubber baby dolls to bed. Point out that the baby dolls are not alive.


Are real babies alive? How do you know?

Cultural Responsiveness

Use multicultural baby dolls. Acknowledge that all babies sleep in different places and ways. Offer photos of babies in hammocks, cribs, papooses. Read Global Baby Bedtimes by Maya Ajmera.

Special Needs Adaptation

Provide cleaning wipes for children to wash their rocks and babies if they are hesitant to put their hands in water.



Invite children to say the name of each letter as they touch the letters from A to Z on the “Alphabet Arc” poster. Encourage children to match plastic letters to the letter shapes on the poster.

Invite children to use the Letter Builder Set or play dough to create letter shapes. Focus on the target letters of the week (D, d, F, f, N, n).

Midweek option

Provide writing tools for children to write letters.


Ask children to identify the Letter Builder Set parts they used to create a letter. For example, uppercase N is made with three straight lines.

Special Needs Adaptation

It may be difficult for children with fine motor or vision challenges to place the small plastic letters on the “Alphabet “Arc” poster. Provide Letter Cards for children to practice matching and identifying. Use hand-over-hand assistance for writing letters as you say the letter formation strokes.

Technology and Listening Center

Choose from a variety of digital activities that children can use on computers or tablets to support the week’s theme.

Technology Center:
ABCmouse® for Schools

Sorting and Describing 2-D Shapes

This week, children apply what they learned about shape attributes and sorting as they think about how two-dimensional shapes can be classified into categories by the shape's edges (straight or curved) and number of sides.


Shawna: 2-D Shapes

“2-D Shapes” Card Set


chain links












Day 1

Day 1: Shapes Are All Around

  • Display a smooth round rock, and ask children how its shape is the same as or different from Harry in the storyHenry and Harry.

  • Invite a volunteer to choose a Paper Shape Cut-Out that looks most like the rock. Ask children if they think the rock looks more like a circle or an oval.

  • Invite each child to select a Paper Shape Cut-Out. Ask children to think of an object they know that looks like the shape they chose. For example, an ice cream cone looks like a triangle and a sun looks like a circle.

  • Invite children to glue their shape on a piece of paper and draw details to complete their picture.

  • Engage children in a discussion about their drawing. Ask:What shape did you choose? What are you drawing?

Differentiate Instruction

Day 2

Day 2: Circles and Ovals

  • Invite volunteers to share the shape pictures they created on Day 1.

  • Display the “2-D Shapes” cards (oval, circle). Ask:How are they alike? How are they different?Introduce or review the names of both shapes. Discuss how the shapes are curved.

  • Invite a volunteer to poke a pencil tip through one link in a four-link chain on chart paper. Poke a marker through the opposite end of the four-link chain and pull so the chain is taut. Rotate the chain around the pencil as the marker draws a circle line on the chart paper.

  • Explain that a circle is a curved shape where all points around the outside are the same distance from its center.

  • Invite children to use chenille stems to make different sizes and types of curved shapes. Encourage children to describe, explain, compare and contrast their ovals and circles.

Day 3

Day 3: Triangles

  • Display the “2-D Shapes” cards (triangles #1-4). Ask:How are these alike and different?

  • Invite children to explore and compare a red chenille stem with a red AngLeg. Ask:Which one would you use to make a shape with straight (or curved) sides?

  • Ask a volunteer to make a closed shape with three red AngLegs. Have children count the corners and sides. Explain that a triangle is a closed shape with three corners (angles) and three straight sides.

  • Challenge children to join combinations of three AngLegs to make a variety of triangles. Remind children to be sure each shape has three sides and corners. Ask:Which triangle has a narrow angle? Which triangle has a wide angle?Keep the collection of triangles together for Day 4.


Triangles can be classified by the size of their sides and angles. For example, a triangle with all sides the same size is called an equilateral triangle and a triangle with three different size sides is called a scalene triangle.

Day 4

Day 4: Quadrilaterals

  • Display the “2-D Shapes” cards (square, rectangle, trapezoid, parallelogram, rhombus, quadrilateral). Ask:How are these shapes different from the triangles? How are they the same?Explain that all the remaining shapes are quadrilaterals because they each have four sides and four corners (angles).

  • Encourage children to use any combination of four AngLegs to make closed 4-sided shapes with four corners. Encourage children to refer to the "2-D Shapes" Cards as they build. Guide children to think about which combination of AngLegs will allow them to make each type of quadrilateral. Ask:How would you make a rectangle, square, trapezoid?

  • Collect each quadrilateral and use the shapes to make a new display for comparison on Day 5.

Dual/English Language Learners

Think Aloud

Use math vocabulary to describe how children assemble their set of AngLegs: You put the two short sides on the top and bottom. You put the two long sides on the left and right. The long sides are slanting to the left. You have just made a parallelogram because each side is parallel to the other.

Day 5

Day 5: Sorting Shapes

  • Briefly review all the shapes introduced this week (circles, ovals, triangles) by having volunteers show how they would make each one using AngLegs or chenille stems.

  • Display the “2-D Shapes” Card Set. Create a 3-column chart and label the columns: curved shapes, triangles, and quadrilaterals. Ask each child to select a Shape Card and place it in the correct column. As children sort, ask them to explain why the shape they selected belongs in that category.

Is it Alive?

Is it Alive?

“The Great Enormous Rock”

Story Folder

Character Necklaces (p. 7)

Voting Paddles (p. 7)

chart paper

garbage bag

crumpled paper

paper airplane supplies









scuba diver

Day 1

Day 1: Introduction

Before Reading

Display Is it Alive? and read the title. Explain that this book provides information that is real and true. It is an informational (nonfiction) book. Remind children that literature books may include things that are real and things that are not real.

Display the Vocabulary Card (alive). Ask a volunteer to recall the definition (something that breathes, eats, drinks, moves, grows, and changes). Display the Vocabulary Cards (nonliving, living). Point out that these two cards both have pictures of frogs. Invite children to explain why one frog is living and the other (Fanny) is nonliving.

After Reading


Ask:Are dogs alive? Are cats alive? Is a nest alive?


Ask:What things do you do that show you are alive?


Say:Name something in the book that is alive. How do you know?

Day 2

Day 2: Living or Nonliving?

ReadIs it Alive?up to page 14. Then give each child a Voting Paddle. Invite children to answer the questions on pages 15-17 by indicating yes or no with their Voting Paddle.

After voting, ask volunteers to explain their vote. Finish the book by reading pages 18-19. Invite children to look around the classroom to find examples of living and nonliving things. Instead of preparing Voting Paddles, invite children to use sign language to cast their vote.

Cultural Responsiveness

Western and indigenous science have different roots culturally and historically and look at the classification of living and nonliving quite differently. An indigenous worldview sees spirit in all living and nonliving things. There is no distinction or boundary between living and nonliving things.

Day 3

Day 3: In the Ocean

ReadIs it Alive?When you reach page 4, pause and ask children if they know what a scuba diver is. Turn to the glossary on page 20 and point to the definition for scuba diver. Read the definition. Continue reading the book. After reading, review the wordsoxygen, reproduce,andenergydiscussed on Day 1. Point out that these words are also in the glossary. Tell children that a glossary in the back of a book can help us understand new words.

Make a two-column chart. Label the columns “living” and “nonliving” using the Vocabulary Cards. Discuss with children things they might find in the ocean. Record children’s responses in the appropriate column on the chart.

Day 4

Day 4: In the Air

ReadIs it Alive?After reading the book, create a chart as you did on Day 3, focusing on living and nonliving things that are in the air and can fly.

Extension:Help children construct paper airplanes and give them an opportunity to fly their airplanes outdoors. Have children place their airplanes on the ground. Ask:Does your plane move on its own? Does your plane breathe? Does your plane eat or drink? Can it grow? Can it make baby airplanes? Is your plane alive?Invite children to fly their airplanes.

Special Needs Adaptation

Provide hand-over-hand assistance for children to make paper airplanes. Provide some completed paper airplanes for children to fly.

Day 5

Day 5: The Great Enormous Rock

Display “The Great Enormous Rock” Story Folder cover. Ask children to recall the characters in the story. Ask:Who is the main character? Who are the other characters? Is the rock a character?Point out that the rock is a prop.

Select a cast and invite children to reenact the story. Make a gigantic rock by stuffing a large garbage bag with crumpled paper. Distribute the Character Necklaces (elephant, rabbit, turtle, snake).

Dual/English Language Learners


Pair an English-speaking actor with an English Language Learner to perform an identical role. The English Language Learner can recite the script in his or her home language first followed by an English translation acted out and presented by the English-speaking partner.

Robotic Solutions

This week, children will design and build a robot that will help make work easier or solve a problem.

Day 1

Day 1: Introduction


Tell children they are going to have a friend come to visit them today. Explain that this friend looks like a real animal. Ask children who they think is coming. After listening to responses, display Frog-E. Ask: Is Frog-E alive? Ask questions to help children conclude that Frog-E is not alive: Does Frog-E need food to eat? Does Frog-E breathe? Does Frog-E grow and change? Remind children that Frog-E is a robot.

Present the Problem

Explain that robots are often created to make work easier, help find information, or just for fun and play. Invite children to think about ways robots could make work easier. Display the Photo Card (#65 robots). Use the information on the back of the card to discuss how these robots are used to make work easier.

Tell children that their STEAM project this week will require them to think like a STEAM designer. They will use science, technology, engineering, art, and math to design a robot. Children will need to think about different problems people have at work or at home that could be made easier if a robot were designed to do the work.

Brainstorm Ideas

Brainstorm different types of problems people need to solve in which a robot could help. For example, an at-home problem might be how to wash dishes. Ask: Could a robot be created to wash dishes? An at-school problem might be how to pass out paper or crayons to children. Ask: Could a robot be created to give children supplies they need? Challenge children to first think of a problem that needs to be solved. For the design criteria this week, the most important is that the robot children create is able to do a job that will solve a problem.

Display a variety of recycled materials children can use to create their robot. Brainstorm ideas with children by asking questions and listening to their responses:
• What kind of problem will your robot solve?
• Which materials would you choose to build a robot? Why?
• How will you attach your materials together?
• Will your robot have moveable parts? What? Why?

Day 2-4

Days 2 - 4: Explore

Have children work in small groups for the week’s exploration. Work with each small group individually to create that group’s work plan before they go to the STEAM center where all the supplies will be stored.

  1. Invite children to share their ideas about what kind of robot they would like to make and ask what problem they would like their robot to solve. Guide them to make a decision as a group about the robot they will build together.
  2. Display a variety of materials and encourage children to talk about their ideas. Suggest each member of the group choose one or two materials for their robot. Once materials are selected, invite children to lay out the pieces to create a plan.
  1. Once they have an idea of how they want their robot to look, discuss next steps of actually putting the pieces together. Remind them that when working in groups, we all don’t get to do everything but need to share jobs. Also, invite children to give their robot a name.
Day 5

Day 5: Share Discoveries

  • Go on a “robot walk” to the place where the finished robots are waiting to be introduced to the class. Challenge children to make jerky movements as they walk like some robots do. Invite each group to share their robot. Ask them to:

    • Introduce their robot by telling its name.

    • Tell about the problem their robot solves.

    • Show some of the recyclable materials they used.

  • Help children organize their thinking as they share their design experiences by asking questions about challenges they had or what went well. Invite others who might have had the same challenge to share how they worked it out. Ask them additional questions that will help children reflect on what they accomplished.

  • After all groups have shared, congratulate children on their design skills. Remind them that designing robots to solve problems are some people’s jobs in real life.

Each day ends with the Closing Circle

Each day offers an opportunity to check on the commitments made during Greeting Circle. If children were successful, have them say: I did it! If children were not successful, help them narrow their commitment to a more specific behavior.

Also, it’s another opportunity to display the word of the week.

Day 1

Day 1

  • Ask: Which living thing did you discover today? How do you know it is living?

  • Invite children to share and discuss the picture they made with their chosen shape during the Math lesson. Ask: Why did you choose that shape? Why does it make a good [name of object it represents]?

Day 2

Day 2

  • Ask: Which living thing did you discover today? How do you know it is living?

  • Say: Show me which words rhyme with a thumbs-up or thumbs-down. Have children say the word pairs: rock/shoe, sock/lock, lock/dock.

  • Ask: What nonliving things did you find outside today? Challenge children to compare and contrast a circle and an oval.

Day 3

Day 3

  • Ask: How can we know something is alive?

  • Ask: What are some things in the ocean that are not alive?

  • Ask: What are the attributes of a triangle?

Day 4

Day 4

  • Ask: What living things fly? What nonliving things fly?

  • Invite volunteers to share their journal entries.

  • Ask: What living things did you find outside today?

  • Invite children to find a quadrilateral in the classroom.

  • Ask: How do you know it is a quadrilateral?

Day 5

Day 5

  • Ask children to identify the first letter in the Vocabulary Cards (alive, living, nonliving). Invite volunteers to place the cards under the appropriate letter on the Letter Wall and say the name of the first letter in the word.

  • Ask: How do the nonliving and living things you found outside compare to the ones you know of inside the classroom? Are there more living things outside than inside?

  • Invite children to vote on their favorite shape: circle, triangle, or quadrilateral.