More ideas
Activities:
Belonging and Contributing
○ Have your child paint their toys (choose ones that can be cleaned off). This activity will help the child focus on fine motor skills as they paint different sized and shaped items. Children will also be responsible for cleaning them off which will promote responsibility. This activity includes a variety of elements that allow children to be creative and see their toys in a new way. Click the title above for some ideas.
● Kindergarten Expectations:
○ (2) Demonstrate independence, self regulation, and a willingness to take responsibility in learning and other endeavours.
○ (8) Develop movement skills and concepts as they use their growing bodies to move in a variety of ways and in a variety of contexts.
○ (22) Communicate their thoughts and feelings, and their theories and ideas, through various art forms.
○ (23) Use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts.
○ (25) Demonstrate a sense of identity and a positive self-image.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
○ (31) demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts.
● Yard Cleaning/Raking Leaves:
○ This outdoor activity helps promote social responsibility by encouraging children to contribute to household chores, while also demonstrating responsibility in taking care of the space around them.
○ Additionally, you can incorporate mathematical language by asking questions to your children in regards to what they see. An example of this may include, “how many leaves do you see in this pile?”, “how many bags of leaves did we fill?”, and anything else that might come up as you do this activity.
○ If any materials found outside are salvageable you can have your children create art with the materials, or use twigs and leaves to inspire shapes, numbers, letters, etc.
● Kindergarten Expectations:
○ (1) Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
○ (4) Demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts.
○ (14) Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.
○ (15) demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships
○ (22) Communicate their thoughts and feelings, and their theories and ideas, through various art forms.
○ (25) Demonstrate a sense of identity and positive self-image.
○ (28) Demonstrate a sense of awareness of their surroundings.
○ (29) Demonstrate an understanding of the natural world and a need to care for and respect the environment.
● Baking/Cooking
○ Any form of cooking or baking is an opportunity for children to develop their independence, creativity, and a sense of contribution. Having your child help with the preparation of a snack or meal, or having them alongside you as you bake, will teach children multiple life skills. You will be demonstrating to them safe practices in the kitchen, food preparation, measuring, and how fun cooking can be.
● Kindergarten Expectations:
○ (1) Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
○ (2) Demonstrate independence, self regulation, and a willingness to take responsibility in learning and other endeavours.
○ (3) Identify and use social skills in play and other contexts.
○ (4) Demonstrate an ability to use problem solving skills in a variety of contexts, including social contexts.
○ (6) Demonstrate an awareness of their own health and well-being.
○ (7) Participate actively and regularly in a variety of activities that require the application of movement concepts.
○ (20) Apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts.
○ (25) Demonstrate a sense of identity and a positive self-image.
○ Learning how to make compost is an excellent way to teach children how to be less wasteful and how to reuse materials in order to create a more sustainable world. It is important to show children at a young age that everyone plays a part in helping reduce and reuse the waste we produce. By linking on the title of this activity it will bring you to a well laid out lesson plan created by amazing scientists and teachers at Science North. This activity promotes personal responsibility for the world around us, while also teaching your children about biology.
● Kindergarten Expectations:
○ (4) Demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts.
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating.
○ (14) Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.
○ (22) Communicate their thoughts and feelings, and their theories and ideas, through various art forms.
○ (28) Demonstrate a sense of awareness of their surroundings.
○ (29) Demonstrate an understanding of the natural world and a need to care for and respect the environment.
Self-Regulating and Well-Being
○ This youtube channel includes a variety of yoga, fitness, and mindfulness videos. This is a great way for your child to stay active and to practice different forms of movement. In addition, the meditation and mindfulness videos help children learn how to self-regulate and understand how to calm themselves when they feel overwhelmed or stressed. Click on the title above for ideas.
● Kindergarten Expectations:
○ (6) Demonstrate an awareness of their own health and well-being.
○ (7) Participate actively and regularly in a variety of activities that require the application of movement concepts.
○ (8) Develop movement skills and concepts as they use their growing bodies to move in a variety of ways and in a variety of contexts.
○ (21) Express their responses to a variety of forms of drama, dance, music, and visual arts from various cultures and communities.
○ (25) Demonstrate a sense of identity and a positive self-image.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
○ (31) Demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts.
○ Creating and participating in obstacle courses is a great way to explore materials, express creativity, physical education, and create fun challenges. For this activity you can use anything and everything that is around the house or outside to create challenges for yourself and your child. Have them build the obstacles courses alongside you and listen as they piece different elements together. This activity can also promote mathematics as the child explores different materials, creates patterns, and uses different forms of measurement to organize the obstacle courses.
● Kindergarten Expectations:
○ (1) Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
○ (3) Identify and use social skills in play and other contexts.
○ (4) Demonstrate an ability to use problem solving skills in a variety of contexts, including social contexts.
○ (6) Demonstrate an awareness of their own health and well-being.
○ (8) Develop movement skills and concepts as they use their growing bodies to move in a variety of ways and in a variety of contexts.
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating).
○ (14) Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.
○ (16) Measure, using non-standard units of the same size, and compare objects, materials, and spaces in terms of their length, mass, capacity, area, and temperature, and explore ways of measuring the passage of time, through inquiry and play-based learning.
○ (17) Describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation.
○ (18) Recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next.
○ (20) Apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts
○ (22) Communicate their thoughts and feelings, and their theories and ideas, through various art forms.
○ (23) Use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts.
○ (24) Use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating).
○ (25) Demonstrate a sense of identity and a positive self-image.
○ (28) Demonstrate an awareness of their surroundings.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
● Paint Rocks
○ While on a walk or in the backyard you can look for different rocks with your child. Have them pick out rocks that interest them. If the rock is bigger it will be easier to paint. During the exploration phase, ask your child questions on what they notice and what attracts them to certain rocks. When rocks have been chosen, have your child wash and dry the rocks before painting them. Once prepared, the child can begin painting and expressing themselves creatively. If you have a garden or a space to place the rocks, you can display their new art where they can reflect on the work they put into this project.
● Kindergartern Expectations:
○ (1) Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating).
○ (14) Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.
○ (23) Use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts.
○ (24) Use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating).
○ (28) Demonstrate an awareness of their surroundings.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
○ (31) Demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts.
Demonstrating Literacy and Mathematics Behaviours
○ Fruit and vegetable stamps are a fun way to create art with your child by using everyday foods. You can simply cut the vegetable and use the natural shapes or patterns they create, or you can carve out designs into the foods and allow your child to explore using the shapes you have carved. This activity promotes understanding of shapes and patterns as well. Click the title above for ideas.
● Kindergarten Expectations:
○ (18) Recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next.
○ (20) Apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
● Make a Story Together
○ Making a story with your child is a way for them to express their creativity and demonstrate their understanding of developing storylines and the creation of characters. Brainstorm together with the six question words (who, what, where, why, when, & how). Once the story is created you can have your child design illustrations for the story or use their drama skills to act it out.
● Kindergarten Expectations:
○ (11) Demonstrate an understanding and critical awareness of a variety of written materials that are read by and with their educators.
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating).
○ (22) Communicate their thoughts and feelings, and their theories and ideas, through various art forms.
○ (23) Use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts.
○ (27) Recognize bias in ideas and develop the self-confidence to stand up for themselves and others against prejudice and discrimination.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
○ (31) Demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts.
○ Go outdoors or stay indoors and explore how different materials and items make sounds. Explore different kinds of sounds and music that comes from these materials. This is an opportunity for your child to explore how items and materials can be used in different ways.
● Kindergarten Expectations:
○ (14). Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.
○ (23) Use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts.
○ (29) Demonstrate an understanding of the natural world and the need to care for and respect the environment.
● Reading Together
○ Reading together is an incredible way to promote an interest in literacy and to develop cognitive skills. When reading with your child you can ask different questions that will promote critical thinking and engage your child in new ways. Have your child make predictions on what will happen based on the pictures, or what was read so far. Discuss the traits of the characters, the colours and shapes they see. After reading a story together you can have your child create some art to represent the story, or they can add to the story themselves. There are multiple ways that reading can engage your child. Having your child listen to the story is also good so they can work on their listening skills!
● Kindergarten Expectations:
○ (1) Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
○ (9) Demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts .
○ (10) Demonstrate literacy behaviours that enable beginning writers to communicate with others.
○ (11) Demonstrate an understanding and critical awareness of a variety of written materials that are read by and with their educators (or parents).
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating.
○ (15) Demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships.
○ (21) Express their responses to a variety of forms of drama, dance, music, and visual arts from various cultures and communities.
○ (22) Communicate their thoughts and feelings, and their theories and ideas, through various art forms.
○ (27) Recognize bias in ideas and develop the self-confidence to stand up for themselves and others against prejudice and discrimination.
● Drawing on a White Board
○ Use a whiteboard and have your child draw, write numbers, letters, their names, or anything they want to create. You can use regular white boards, and if you don’t have one they are usually available at the dollar store along with white board markers. This is an easy low waste activity because your child can reuse the whiteboard to create a variety of things.
● Kindergarten Expectations:
○ (2) Demonstrate independence, self regulation, and a willingness to take responsibility in learning and other endeavours.
○ (9) Demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts.
○ (10) Demonstrate literacy behaviours that enable beginning writers to communicate with others.
○ (18) Recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next.
○ (21) Express their responses to a variety of forms of drama, dance, music, and visual arts from various cultures and communities.
○ (22) Communicate their thoughts and feelings, and their theories and ideas, through various art forms.
○ (23) Use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
○ (31) Demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts.
Problem Solving and Innovating
○ Follow along with this excellent parenting blog that uses balloons to power lego cars. If you don’t have legos, you can try using other building materials, or something with wheels that would allow the toy to have movement from the balloon. This activity is a great way to entertain your child and demonstrate different science and math concepts. As the child learns to build the car, and uses the balloon to create movement, they will be exploring elements of physics. Click the title above for more information.
● Kindergarten Expectations:
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating).
○ (17) Describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation.
○ (20) Apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts.
○ (24) Use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating).
● Building an at Home Telescope
○ This quick and easy DIY at home telescope only needs a paper towel or toilet paper rolls, funnels, tape, and markers for decorating. By using simple materials found within the home you are promoting creative play for your child and demonstrating how different materials can become something new altogether. Click the title above for instructions.
● Kindergarten Expectations:
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating).
○ (17) Describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation.
○ (20) Apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts.
○ (24) Use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating).
○ This activity is a great project for you and your child that will use multiple skills and mathematical concepts. The preparation of decorating the templates, cutting out the materials, and then building the paper houses will create an opportunity for creativity and to see how 2D shapes can become 3D shapes. Once the paper houses are complete, this can also be used for play. Click the title above for more information.
● Kindergarten Expectations:
○ (17) Describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation.
○ (18) Recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next.
○ (20) Apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts.
○ (22) Communicate their thoughts and feelings, and their theories and ideas, through various art forms.
○ (24) Use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating.
● Design Shapes with Popsicle Sticks
○ Use popsicle sticks, or other materials around the house, and have your child design shapes, numbers, letters, or whatever their imagination brings them. Have them draw or paint what they designed to demonstrate how different materials and resources can hold similar shapes or patterns.
● Kindergarten Expectations:
○ (15) Demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships.
○ (17) Describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation.
○ (18) Recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next.
○ (20) Apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts.
○ (22) Communicate their thoughts and feelings, and their theories and ideas, through various art forms.
○ (24) Use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating.
● Exploring Parts of the Flower
○ This lesson plan is provided by Science North and allows for exploration and developing an understanding of different parts of the flower. Begin by finding a flower, and then have your child look at the different parts of the flower. What do they notice? What colours, shapes, and textures do they see and touch? You can choose to make a diagram with the flower to show the different aspects, or a verbal explanation of different parts of the flower would be great. Click the title above for more information.
● Kindergarten Expectations:
○ (1) Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating).
○ (14) Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions.
○ (29) Demonstrate an understanding of the natural world and the need to care for and respect the environment.
○ Creating a rock collection is an engaging activity that includes exploring the outdoors, discovering a variety of rocks, and can foster an interest for geology. Have your child go outside with you and choose a variety of different rocks. Ask questions as to why they chose those rocks, what they notice, and how the rocks are similar and different. Once the rocks are chosen you can help them clean off the rocks to prepare them for further inspection. The rocks can be used for different activities as well, such as patterning, number relations, and more. Click the title above for ideas.
● Kindergarten Expectations:
○ (1) Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
○ (18) Recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next.
○ (19) Collect, organize, display, and interpret data to solve problems and to communicate information, and explore the concept of probability in everyday contexts.
○ (29) Demonstrate an understanding of the natural world and the need to care for and respect the environment.
● Scavenger Hunts
○ Scavenger hunts are an excellent way to keep your child engaged whether it is outside or in the house! Scavenger hunts can include different searches such as specific shapes, sounds, materials, colours, etc. Be creative, or have your child think of a theme for the scavenger hunt. Use this opportunity to listen to their thought processing and ask questions along the way to help them explain why they chose the items or materials that they did.
● Kindergarten Expectations:
○ (1) Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
○ (3) Identify and use social skills in play and other contexts.
○ (4) Demonstrate an ability to use problem solving skills in a variety of contexts, including social contexts.
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating).
○ (14) Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.
○ (28) Demonstrate an awareness of their surroundings.
● Sensory Tables
○ Sensory tables are a fun and diverse way for your child to explore different materials by using their senses. Use different sized objects and materials within some kind of material (water, sand, oatmeal, rice, etc.), and watch as your child explores the materials and uses them for creative play.
● Kindergarten Expectations:
○ (2) Demonstrate independence, self regulation, and a willingness to take responsibility in learning and other endeavours.
○ (3) Identify and use social skills in play and other contexts.
○ (4) Demonstrate an ability to use problem solving skills in a variety of contexts, including social contexts.
○ (16) Measure, using non-standard units of the same size, and compare objects, materials, and spaces in terms of their length, mass, capacity, area, and temperature, and explore ways of measuring the passage of time, through inquiry and play-based learning.
○ (17) Describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation.
○ (23) Use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
