Say: Now it’s kitchen time! Let’s go to the kitchen and look for some smelly-tastyvegetables! Let’s walk to the kitchen! Make the walk fun .Sing (There are manycolored vegetables and fruits-They are good for you. Corn is yellow, I'll eat a few,eggplants are purple, I'll eat them too) while walking with him. Say: here we are.This is our kitchen where we can see food and drinks, learn to cook, and eatYummy food! We can learn nutrition too! Now will search for two kinds ofvegetables in our fridge, we will talk about them and compare their colors! Putthe baby in the seat and approach the seat next to the kitchen table. Reach outand bring an eggplant and a corn”! Hold up the vegetable and say:”purple!” Showit to the baby and say “purple! Eggplant is purple, it’s a purple eggplant” Eggplanthas a deep purple, glossy skin encasing cream colored, sponge-like flesh dottedwith small edible seeds. It has a pleasantly bitter taste.(While talking to the baby,keep passing his hands on the vegetable) Eggplants fall into two broad categories,either oval shaped, or thin and elongated. Eggplant is very low in calories butloaded with”Vitamins” and “Minerals”. Now, hold up” the cob of corn” and say:”yellow!” Show it to the baby and say “Yellow! Corn is yellow, it’s a yellow corn”Corn grows in "ears," each of which is covered in rows of kernels that are thenprotected by the silk-like threads called "corn silk" and encased in a husk. Corn isa "snack" food that comes in the form of popcorn and corn chips. For still others,corn is a "special summertime food" that is essential at barbecues and cookout.Corn not only provides the necessary calories for healthy, daily metabolism, but isalso a rich source of vitamins A, B, E and many minerals. Its high fiber contentensures that it plays a significant role in the prevention of digestive ailments likeconstipation. The antioxidants present in corn also act as anti-carcinogenic agentsand prevent Alzheimer’s disease. . Look at the two colors ” purple and yellow” putthe eggplant and corn on the table in front of the baby, point to both and say:these colors are called: ”Complementary colors!” Complementary colors layexactly opposite each other on the color wheel. (Show the baby the color wheeland point to the colors) In the simple color wheel you just look at yellow iscomplementary to purple, red is complementary to green, and blue iscomplementary to orange. When complementary colors are placed next to eachother, both look bright! To make the idea of complementary colors easier tounderstand, Iet’s look at the color wheel, and put each vegetable on its color andobserve their bright colors.
<img src="/static/img/color-circle.png" alt="color circle">
Prepare in advance 24 green cubes. Make 2 groups of green cubes. One group should consist of 4 green cubes. Another group should consist of 8 green cubes. The cubes in the groups should be scattered in a random order, not put in a straight line or row. The two groups should be located away from each other to make them distinctive groups but not too far from each other so that the baby can see two groups in one location. Another 12 cubes should be behind you so that the baby does not see them. Smile and say: Look Baby! I see two distinctive groups of cubes! Point to the first and then the second group. Say I wonder how many cubes we have all together? Place your hand over the two groups, make a round in the air above them showing togetherness. Let’s make predictions! I think we have 10! Show ten fingers. Now we can check it out. Place your hand over the first group. Say: This is called summand. Let’s count the cubes in the first group. 1, 2, 3, 4. Say: There are four cubes in this group (show four fingers). Place your hand over the second group. Say; This is called summand too. Now let’s count the cubes in the second group: 1, 2, 3, 4, 5, 6, 7, 8. Say: There are eight cubes in this group (show 8 fingers). Say: let’s sum them up (put your 2 hands together as if you were clapping). We will make an equation by putting two signs: “+” and “=”. See how! Make an equation by putting the “+” sign in between the groups. The “+” sign can be made of sticks or cut vegetables. Put the “=” sign after the second group. Say: we are going to count all the cubes before the sign “=”. Start counting by pointing first to the first group, then switch to the second (from left to right): 1,2,3,4,5,6,7,8,9,10,11,12. There are 12 (show twelve fingers, first 10 and then 2) cubes all together! Take out another 12 cubes you were hiding and put them randomly after the “=” sign. Count them: 1,2,3,4,5,6,7,8,9,10,11, 12! (Show 12 fingers) Point to the group after the sign “=”. Say: This is called the sum! Say: 4 (show 4 fingers) + 8 (show 8 fingers) equals 12 (show 12 fingers)!
Introducing sound /j/ Prepare the picture cards “jacket/jaguar/jar/jug/jaw/jewels/judo/juggle” and the alphabet card “j” and sit with the baby on the mat .Hold up the” alphabet card” ,point to the letter and say “j..j..j..jacket “, “j..j..j..jaguar”, “j..j..j..jar”, ”j..j..j..jug”, “j..j..j..jaw”, “j..j..j..jewels”, “j..j..j..judo”, ”j..j..j..juggle” .It’s /j/ . Tap the card several times and say / j/. Put the card on the mat and hold the baby’s finger in order to trace the letter with him. (Actually ,in this stage ,the baby will start pointing to the card ,in order to start this activity with you) . Now hold up the picture cards ”jacket/jaguar/jar/jug /jaw/jewels/judo/juggle” and pronounce the words emphasizing on the first sound “ j..j..j..jacket“ ,“j..j..j..jaguar “,”j..j..j..jar”, ”j..j..j..jug”, “j..j..j..jaw”, “j..j..j..jewels”, “j..j..j.. judo”, “j..j..j..juggle”.. Put the cards on the mat in front of the baby and point to the” jacket ” and to the letter “j” at the beginning of the word..Say:” j..j..j..jacket“. jacket“ starts with /j/ . Point to the “jaguar” and to the letter “j” at the beginning of the word..Say :” j..j..j..jaguar” . “jaguar “ starts with /j/. Point to the “jar” and to the letter “j” at the beginning of the word..Say :” j..j..j..jar” . “jar “ starts with /j / Point to the “jug” and to the letter “j” at the beginning of the word..Say :” j..j..j..jug” . “jug “ starts with /j /.(use the same procedures to introduce “jaw”, “jewels”, “judo”, “juggle”). Do you know that there are many words that start with” j..j.... !“ .Listen to these words : j…j…j…jellyfish j…j…j…juice j…j…j…jump j…j…j…jam j…j…j…jeans
Zoology & Botany
Prepare a picture of/book about/ any gemstone and a real pink stone in advance
Say: Look at this stone. (Show a picture of/or a real pink stone.) It is a gemstone.
Gemstones have played various roles in the myths and legends of human cultures throughout history. Some tell a story or are believed to have special powers, but all of them share a common beauty. Each gemstone is unique with a special color, birthplace and story. Gemstones come in every color of the rainbow and are gathered from all corners of the world, with each colored gemstone possessing a unique creation of beautiful color. Some gemstones have been treasured since before history began and others were only discovered recently. All precious stones are translucent and are valued by the richness of their color, except for the diamond, which has a higher value based on being colorless.
( Show the pink stone to the baby) Say: A pink stone is a piece of mineral crystal, which, in cut and polished form, is used to make jewelry or other adornments. Like other diamonds, the pink rocks are the hardest of minerals, and boost of an extremely high refractive index, making the pink crystals shine brilliantly. Pink gemstones can be used to promote love, self-worth, order and protection from violence or aggression. Carry or place pink stones around the house or office to stimulate love and beauty.
The ruby is a pink to deep red precious stone.
Rubies are said to attract good luck for the wearer. Today, the ruby has come to symbolize love and passion. Rubies were also highly prized by ancient Chinese warriors who were known to wear rubies on their armor. Most rubies today are mined in Africa and Southeast Asia.
Did you know, baby? French geologists Arnold Rheshar and Pierre Escollet have long studied rock specimens collected in different parts of the world. They arrived at quite an amazing conclusion in the end. They believed that stones have some kind of a vital activity though a very slow one. The geologists maintain the structure of stones is subject to changes, and stones can grow old. Moreover, the French claim stones can breathe, to a certain extent. Taking one “breath” takes them from three days to two weeks. And each of their “heartbeats” lasts about three days. The scientists say they gathered photographic evidence clearly indicating that stones could move. The pictures of stones were taken at large intervals. One of the stones is reported to have moved for 2.5 centimeters in two weeks’ time. The geologists stubbornly maintain that stones are living organisms though some physical processes relating to earth shove or water impact seem to be the most likely reasons behind the phenomenon!! In this case, we need to take care of Pink stones and treat them with respect because they are living things just like us, people.
Mommies and their babies
Prepare several pairs of pictures with mommies and their babies animals. For example: 1 picture of mammy zebra and 1 picture of baby zebra - calf, 1 picture of mommy bear and 1 picture of baby bear cub, 1 picture of mommy dog and 1 picture of baby dog - puppy. Create from them 2 horizontal lines, so that two same animals will be located in different lines. For example: horizontal line #1: mommy dog, zebra calf, bear cub. Horizontal line #2: puppy, mommy zebra, mommy bear. Make sure the line #1 is at least 10 cm apart from the line #2. Tell the baby: look, there are two lines with mommies and their babies. Let us little ones with their moms! This is a big mommy bear. Let’s find a bear cub on the other side. Point to the baby cub with the right index finger. Say: this is a bear cub! Let’s put them together. Repeat the procedure with the rest of the objects.
fresh green beans, in the green covered and just beans in a cup
sound: Prepare in advance a cutting board and half a cup of fresh beans. Say: let's listen to what sound the beans will make. Remember that soundwaves are created when some energy is applied to the object. Then molecules of the medium start moving pushing other molecules, making them vibrate. That’s how the sound is created. Let's listen to the sound that the beans will create. Take the cup with beans in your right hand and turn it over so that the beans will drop on the cutting board. Say: tap-tap-tap! can you hear the sound? It is loud! Let's do it again! Put the cup with beans in the baby's right hand and help the baby overturn it. Say: tap-tap-tap!
elastisity and plasticity: we know that elasticity is ability of the object to retain its size and shape after removing the force that is applied. If the object does not deform, it is considered very elastic. Let us see if the green beans are elastic. We will make an experiment. We will try to squeeze them and see if they will deform. What do you think will happen to the beans if we squeeze them? I think they will not squeeze at all. Now let's conduct an experiment. Take the green beans and try to squeeze them in your right hand. Say: crack! The beans broke. Show the baby the broken parts. Then place the green beans in the baby's right hand and let the baby try to squeeze them. Help if needed. Say: can you see? It broke. We can conclude that beans are not elastic at all because they break. Remember, that plasticity can be tested in the same way. If after squeezing the object retains the new form without rupturing or breaking, it means it is very plastic. Our beans are not plastic, because they break.
Hardness. Say: I wonder if thesurface of the green beans is hard. When we say the object is hard, we mean that when I scratch it with another sharp object there is no sign left on it. It is very difficult to leave traces on it. If the object is hard it means it is resistant to permanent shape changes. Do you think the green beans are hard? Let's make a hypothesis. I think they are hard. Let us conduct an experiment in order to prove or disprove out hypothesis. We will need a coin for that. Take the green bean in the left hand and the coin in the right. Make sure your hands are in front of the baby's face so he can see well what is happening. Say: let's scratch the green bean with the coin. Do that. Say: let's observe now. What do you see? Do you see any lines left on the surface of the green bean? I see a lot os scratches. It means the green bean has not very hard surface.
Let’s explore if the green beans are absorbant. What is absorbancy? It is ability of any material to soak up the water. Let us make an experiment. Get a large bowl and a jar with water. Place several green beans in your hand and pour water over them. Then squeeze them and say: can you see any water coming out of the green beans? There is none. So the beans are not water absorbent. They are waterproof.
Glossy/mat: Say: The (object) is shiny/glossy/mat. (glossy - reflects the light, mat - absorbs the light)
Brittleness: DO you think the (object) is fragile? Make an assumption. The characteristic for fragility is brittleness. We will drop the(object) from up to the ground and observe if it breaks. Let’s do an experiment. (Take an (object) and drop it from stretched high hand). Say: look at the (object), it did not break at all! It is not brittle. Or it broke and it is brittle.
Magnetic: Let’s see if it is magnetic. We will get a magnet and put it close to the (object). See: the (object) is on the same place. It does not move so it is not magnetic.
Transparent, translucent, opaque: Hold the (object) in your left hand in front of the baby and say: (baby's name),do you think (object) is see-through? Le's make a hypothesis. I thinks it is. Now we have to make an experiment to prove or disprove it. We will need a dark room and a flashlight. Make the room darker or go to the dark room. Place the object in the left hand and the flashlight in the right hand. Switch the flashlight on and say: let's observe if the light goes through the (object). Say: I can see some light passing through the leaf. It is translucent. (If your leaf is thick – you cant and then the leaf is opaque).
Fluid.Now we will see if the (object) is fluid. My hypothesis is that it is not. We will conduct an experiment in order to check it out. Hold the (object) in your right hand with two fingers if possible. Say: Look! I am holding it and it does not change its shape and does not move at all. It does not flow.
Soluble: Let’s see if it is soluble. What do you think, is it soluble? I guess it is not. Let's again make an experiment and check it out. We will need some water. Take an empty bowl, pour some water into it. Put the leaf into water again. Say: look the leaf does not dissolve in the water. It remains as it is. It means it is not soluble.
Insulator: If we put a lot of leaves together in a pile, they will be a good insulator. They will keep warmth inside.
Burn: (object) contains oxygen molecules and can burn with high temperatures. (explain about your object)
Let’s check if the lentils are a ductile material. Let us try to stretch it and observe if it becomes a wire.If it does, then it is ductile. Start stretching. Say: see, the green beans are very hard to stretch! They break if stretched. Hence they are not ductile.
Our (object) smells so fresh and nice! Or describe how it smells