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5, 4, 3, 2, 1, Blast Off! • Day 5

185 Module 5Early Learning

Day 55, 4, 3, 2, 1, Blast Off!Welcome aboard the Day 5 spaceship! Be sure your luggage is safely stowed away, and that you settle into your seat as quickly as possible. Remember to fasten your seatbelt and prepare for take-off.

5, 4, 3, 2, 1, Blast Off! Feel how the pressure of gravity pushes you back in your seat. The spaceship is rising, picking up speed as it pulls away from the Earth. When the ship reaches its cruising altitude and air pressure is stabilized, get up from your seat and announce to your young passenger that this ship is on the way to a space station far out in space.

Invite your young astronaut to tell you what he or she might see, say, or do when you get to the space station. Your youngster’s responses will more than likely provide you with several ideas for turning your home into a space lab where you can conduct experiments, design spaceships, and make Space Maps. Because this is a scientifi c expedition, it is important to keep a record of your observations. Record these observations in the Space Log while at the Letter and Word Centre.

End your discussion by announcing that you are reaching your destination and it is time to prepare for landing.

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Module 5

Calendar Time • calendar resources as

required

Math Time • pattern block shapes

Music and Movement • no special resources

required

Sharing Time • long strip of construction

paper (approximately 40 cm x 14 cm or tape two strips of paper together to make 40 cm)

• safety scissors • glue

Letter and Word Time • interlocking cubes or other

type of counter • Goodnight Moon Word Box

including the Word Cards

Project Time • 5 surprise items that have

defi nite smells such as bananas, peanut butter, fl owers, and shaving cream

Learning Centre TimeDramatic Play/Library Centre • large blocks • large boxes • large 2-litre pop bottles • wide ribbon or string (long

enough to make shoulder straps for your student)

• transparent packing tape or other type of sturdy tape

• large 5 cm thick sponges (car wash type)

• string or ribbon • 4-litre milk jugs or empty ice

cream pails • white shower curtain or

white sheet (optional)

Block Centre • furniture, boxes, and blocks

Math Centre • Shape Map

Letter and Word Centre • no special resources required

Story Sharing Time • theme-related or favourite

books

What You Need Today

5, 4, 3, 2, 1, Blast Off! • Day 5


Calendar Time

Time recommended: fl exible

Have your student help solve the following Morning Message Puzzle.

You will

• solve a puzzle • complete the calendar activities

Begin with the Home Instructor Script below.

You are learning so much about letters and their sounds. Today we will begin with a Morning Message Puzzle for you to solve!

Please read this puzzle with me.

Track each letter and word with your fi nger for your student, or have your student use a novelty pointer to point to each word that is being read.

ActivitiesCalendar Time

S M T W T F S1 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

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Module 5

What are the

missing letters?

We have lots of _____ un,

Running in the _____ un!

Now look up to the _____ oon,

We will travel there _____ oon!

Astronauts fly in _____ ace,

In rockets they would _____ ace!

When reading the Morning Message, encourage your student to suggest words that belong to the un word family to fi ll in the fi rst two blank spaces.

After making a suggestion, help your learner to determine whether each word makes sense within the sentence by re-reading the line of text.

If the word makes sense in the context of the sentence, prompt your young reader to sound each letter in the word.

Morning Message Puzzle

Print this page.

5, 4, 3, 2, 1, Blast Off! • Day 5


Today is

Tomorrow will be

Yesterday was

SundayMonday

TuesdayWednesday

Thursday

Friday

Saturday

Repeat a similar procedure for the next two lines of the Morning Message. Remind your student about the spooky “oo” sound.

Assist your learner with the last two lines if necessary.

After the Morning Message Puzzle is complete, tell your student that today we will have fun imagining that we are astronauts travelling in space as we play and learn.

Next, focus your student’s attention on his or her calendar. Begin with the Yesterday was, Today is, and Tomorrow will be Day of the Week activities. Then, proceed with other chosen calendar activities.

When your learner is not using the calendar resources, encourage him or her to keep them in transparent plastic bags or in other types of containers.

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Module 5

Math Time


Challenge your student to use the pattern blocks to complete a Shape Chart. Then, your learner will be ready to make a Shape Map at the Math Centre.

Let’s

• identify pattern block shapes • complete a Shape Chart

Use the following Home Instructor’s Script to train your student astronaut to space read and to make space maps.

Today you will pretend to be an astronaut. An astronaut is someone who travels in space.

To help you get ready for space travel, I will be the person at Mission Control. I will teach you some special space knowledge to help you become the best astronaut you can be.

Are you ready Astronaut ____________ (your student’s name)?

First, let’s begin your space training by learning about some important shapes.

Then, during Math Centre Time we will make a Shape Map together.

ActivitiesMath Time

6 542

1

3

5, 4, 3, 2, 1, Blast Off! • Day 5


Shape Identifying Activity

Step 1: Show your student a square-shaped pattern block, and then ask him or her fi nd other square-shaped pattern blocks.

Step 2: Guide your student to identify the name of the shape.

Please look for othersquare shapes like this one.

Here is a square!

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Module 5

Step 3: As necessary, assist your learner to print the word square under the heading Names of Shapes on the following Shape Chart.

Step 4: Ask your student to trace the square pattern block shape under the heading Pictures of Shapes on the following Shape Chart. Colour this shape the same colour as the matching pattern block.

Step 5: Repeat the previous four steps for the triangle, rhombus, trapezoid, and hexagon. Assist you learner as necessary with the names of the shapes.

Step 6: Explain to your student that, at the Math Centre today, the identifi ed shapes will be used to make a Shape Map.

Post the Shape Chart close to the Math Centre to use as a reference for your student’s Shape Map.

The green one is a triangle.

5, 4, 3, 2, 1, Blast Off! • Day 5


Shape Chart Names of Shapes Pictures of Shapes

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194 Early Learning

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Module 5

5, 4, 3, 2, 1, Blast Off! • Day 5


ActivitiesTeaching Tip

The name and colour of each shape is shown below:

Square Orange

Triangle Green

Rhombus Blue

Rhombus Tan

Hexagon Yellow

Trapezoid Red

Print this page.

196 Early Learning

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Module 5

5, 4, 3, 2, 1, Blast Off! • Day 5


Music and Movement

Time recommended: 20 minutes

To introduce Music and Movement Time, let your young astronaut know that Mission Control (you) will teach him or her an action rhyme.

It’s time to

• learn and perform an action rhyme • sing, in tune, an action song

Use the following Home Instructor’s Script to guide your instruction.

I will teach you a rhyme that will help you imagine going into space to visit the moon.

Let’s begin in a tiny shape, as if we were spaceships on Earth getting ready to blast off into space.

As we say the fi rst two lines of the rhyme, we will get taller and taller as if travelling into space.

ActivitiesMusic and

Movement Time

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Module 5

Model the words and actions, two lines at a time, until your student is comfortable saying and moving to the rhyme. When ready, together with your student, say and act out the rhyme. After saying the entire rhyme at least two or three times, move to the next activity for the day.

5, 4, 3, 2, 1, Blast Off! • Day 5


Zoom, Zoom, Zoom

5, 4, 3, 2, 1, ...

Hold 5 fi ngers up and count down.

... Blast off! Jump up into the air!

Zoom, Zoom, Zoom.We’re going to the moon.

Start these lines in a crouch position. Then rub hands together, back and forth while pointing them up into the air. Slowly stand up as tall as a spaceship while rubbing your hands together.


Repeat the actions for the fi rst two lines of the song.

If you want to take a trip,Climb aboard my spaceship.

Marching with knees up high, as if walking up stairs. Bend the elbows and pump the fi sts.


Start these lines in a crouch position. Then rub hands together, back and forth while pointing them up into the air, slowly standing up as tall as a spaceship.

Step1

Step2

Step3

Step4

Step5

Step6

Print this page.

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Module 5

ActivitiesSharing Time

Sharing Time


Find a cozy spot to read the following Mission to Mars story. Tell your student that you will pause each time you come to the words, “Astronaut (student’s name)”, for him or her to say the name.

You will

• participate in a shared listening, reading, and viewing experience

• ask questions and make comments during listening and reading activities

• place story events in sequence

While reading the story, encourage your learner to suggest solutions for such problems as food and water shortages.

5, 4, 3, 2, 1, Blast Off! • Day 5


Mission to Mars

One day, Astronaut (student’s name) returned home from a trip to the

Moon. As soon as the space shuttle landed on Earth, Mission Control

asked Astronaut (student’s name) to be the fi rst person to travel to the

planet Mars! Astronaut (student’s name) was warned that the trip would

take a very long time. The trip would last as long as all the days in a

school year! Astronaut (student’s name) would have to travel in a very,

very big rocket.

Unfortunately, there are no stores in space and Astronaut (student’s

name) could bring only some, not all, of the food needed for this very

long journey!

Astronaut (student’s name) asked Mission Control,

“Where will I get the food I need if there are no

stores?” Mission Control said, “You will be given

seeds to grow vegetables in a special tent.

Remember, it is too cold to plant a garden on

Mars!”

The mission sounded like hard work, but Astronaut

(student’s name) thought it sounded like an

interesting adventure. Astronaut

(student’s name) agreed to travel

to and learn about Mars! Astronaut (student’s name)

could then teach all the people on Earth about Mars!

Print this page.

202 Early Learning

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Module 5

Prompt your student to tell you the sequence of the story by asking such questions as “What happened fi rst in the story?” List the sequence of story events as your student dictates the events.

Using safety scissors, have your student cut out the following Mission to Mars Story Sequence Pictures.

On a long strip of paper, have your student glue the four Mission to Mars Sequence Picture Cards in order, from left to right. After the glue has dried, turn the strip over and print the abbreviated form of the module and day number (M5D5) on the back of the strip.

Place the Mission to Mars Sequence Picture Strip in your Celebration Folder.

MaterialsCelebration Folder

5, 4, 3, 2, 1, Blast Off! • Day 5


Mission to Mars Story Sequence Picture Cards

Print this page.

204 Early Learning

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Module 5

5, 4, 3, 2, 1, Blast Off! • Day 5


5, 4, 3, 2, 1! It might be time for lunch!

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Module 5

Letter and Word Time


Today, your student will have the opportunity to identify and count the number of sounds in several words.

It’s time to

• identify and count the number of sounds in several words

To take advantage of this opportunity, proceed with the following steps.

Step 1: Place the following Sound Awareness Mat in front of your learner. Gluing the mat to a piece of card stock will increase its durability.

Step 2: Select a word from the Day 1 Good Night Moon Word Box. For example, you might place the Word Card moon below the Sound Awareness Mat.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can

m - oo - nSound Awareness Mat

moon

5, 4, 3, 2, 1, Blast Off! • Day 5


Draw a crescent moon shape beside the word moon to prompt your student to use a picture cue to identify the word. Then, say the word slowly for your student, sound by sound (snail talk).

Step 3: Have available any type of counter such as interlocking cubes or buttons. Place the counters within the fl ying rocket ship shape on the Sound Awareness Mat.

Sound Awareness Mat

moon

208 Early Learning

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Module 5

Step 4: Notice the squares on the bottom of the page. One counter should be moved onto one square for each sound in the chosen word. For example, the word moon will have three counters moved from the rocket ship onto the squares below. Focus your student’s attention on the left to right movement of reading words, by starting each sound counter on the left side of the block of squares where the earth symbol is located.

Step 5: Play this activity with other words such as he, up, cup, in, tin, and jump. Words with two, three, and up to four sounds are most appropriate at this stage of development. After at least fi ve words have been segmented into their individual sounds, move to Project Time.

moon

heup

cup

in

tin

5, 4, 3, 2, 1, Blast Off! • Day 5


Sound Awareness Mat

Print this page.

210 Early Learning

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Module 5

5, 4, 3, 2, 1, Blast Off! • Day 5


Project Time


Explain to your student that space travellers or astronauts wear spacesuits to protect themselves from an environment that is not suited to human life.

You will • use only your sense of smell to identify items • learn about and use descriptive words

Continue with the following Home Instructor’s Script.

Tell me what you know about an astronaut’s spacesuit.

Why do you think an astronaut wears a spacesuit?

Guide your young astronaut to extend his or her knowledge of why astronauts wear spacesuits.

What do you think it might feel like inside a spacesuit that covers your whole body?

ActivitiesProject Time

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Module 5

ActivitiesTeaching Tip

Discuss with your learner that we learn about the world

through our senses. The best way to learn is by using all our senses.

Together, list the fi ve senses (touch, smell, sight, sound, taste).

Inform your student that if one sense is taken away,

often another sense becomes stronger.

Use the following Home Instructor’s Script to continue your instructions.

We are going to play a Smelling Game.

You will have the opportunity to be like an astronaut because sometimes he or she has to work without one or more of the senses while wearing a spacesuit.

For the upcoming activity, you will only use your sense of smell.

If your student is allergic to anything, avoid the use of these items.

touchsmellsightsoundtaste

5, 4, 3, 2, 1, Blast Off! • Day 5


With your student, model the actions of putting on a spacesuit and zipping it up. Then, proceed with the following Home Instructor Script.

First, close your eyes.

What am I holding close to your nose?

Tell me what it smells like. Think of words like sweet, stinky, or spicy to tell me how it smells.

Guide your learner to extend his or her use of vocabulary by introducing additional words such as smoky, soapy, bakery, pleasant, and unpleasant.

Can you tell me what it is?

Invite your learner to look at the item only after a few guesses have been made.

Prompt your student to name the item and identify the initial letter and the sound the word makes.

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Module 5

MaterialsCelebration Folder

On the following Astronaut Guessing Game page, help your student print the fi rst letter of the object. Then, print the word while articulating each letter sound as you print it.

Help your student draw a picture of the object beside the word or cut out pictures of the item from magazines or catalogues.

Record fi ve items on the Astronaut Guessing Game page.

Continue playing the game for as long as your student demonstrates interest or until other time commitments cause you to stop. Use the additional Astronaut Guessing Game pages as needed and make more as necessary.

At a later time, your learner may also be interested in guessing items using the sense of touch or taste.

Place the Astronaut Smell Guessing Game page(s) in your Celebration Folder

5, 4, 3, 2, 1, Blast Off! • Day 5


Astronaut Smell Guessing Game

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Guessed Item Picture of Guessed Item

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5, 4, 3, 2, 1, Blast Off! • Day 5


Astronaut Smell Guessing Game

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Guessed Item Picture of Guessed Item

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5, 4, 3, 2, 1, Blast Off! • Day 5


Learning Centre Time

Recommended Time: fl exible

Learning Centre Time will focus upon space travel. Modelling and encouraging the use of your student’s imagination enhances learning.

Dramatic Play/Library Centre

Air Tanks

To make an air tank, wrap together two empty 2 litre pop bottles with transparent packing tape. Then, cut thick strips of fabric or ribbon and tape them to the bottles. Make the ribbon long enough to go around your student’s shoulders like a backpack.

Moon Shoes

Have ready two thick sponges with ribbon or strings around the middle. Then, invite your young astronaut to attach the moon shoes to his or her stocking feet.

Astronaut Helmet

You may wish to use a white ice cream pail or a white 4-litre milk jug to make a helmet. If you use a 4-litre milk jug, cut the top portion (lid and handle) off to leave a helmet-like opening. Or with the milk jug upright cut out a eye/face hole and a mouth/chin hole. (See illustration.)

ActivitiesLearning Centre Time

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Module 5

If you use an ice cream pail, cut areas for eyes, nose, and/or mouth. You could also cut a hole for the hose that goes to the air tanks. Place sturdy tape around the cut edges of the astronaut’s helmet to protect the wearer from sharp edges.

Control Buttons

Milk jug lids can be taped to boxes. Invite your student to pretend to pilot an imaginary spaceship by turning and pushing these buttons.

Help your student build a spaceship out of large blocks and boxes. For dramatic effect, drape a large white sheet or white shower curtain over the top of the boxes and/or furniture to make an imaginary white rocket ship. Depending on the country where you are residing, you may want to attach a national symbol such as a maple leaf on the white cover.

You may also want to help your student make additional space props for yourself, a sibling, or a friend.

Invite your student, family members, and friends to try on the astronaut clothing, climb into the ship, and prepare for Blast Off!

Position the Library Centre near the Dramatic Play Centre. At the Library Centre, place books with pictures of spaceships, astronauts, and other space ideas for everyone to enjoy. Some examples of book titles are given in today’s Story Sharing Time.

5, 4, 3, 2, 1, Blast Off! • Day 5


Block Centre

Encourage your student to make an obstacle course. Use blocks, tables, boxes, hoops, and other suitable items to create your obstacle course. Each obstacle represents a rock on the planet Mars. Prior to setting up the obstacle course, do some research about the planet Mars.

On Word Cards, help your learner print the words over, under, around, and through. Print the same number of Word Cards as there are rocks.

Encourage your young astronaut to determine the best path to travel around each rock and to place a chosen Word Card beside each rock (obstacle).

Guide your young space traveller to read each Word Card, and then follow the action to navigate the obstacle.

Invite family and friends to join you in navigating your way around this imaginary Martian obstacle course.

underover

around

through

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Module 5

Math Centre

Focus your young astronaut’s attention on the following Shape Map to Mars. Inform your student that no astronaut has ever travelled to Mars.

Invite your young astronaut to imagine that if a Shape Map to Mars is created, people may be one step closer in the exploration of the planet Mars.

Point out on the Shape Map the picture of an astronaut in the bottom left-hand corner and the picture of the planet Mars in the top right-hand corner.

Starting at the spaceship on the Shape Map, invite your learner to place each matching pattern block on its corresponding outline shape. When your learner has matched a pattern block with its matching outline from the spaceship to the planet Mars, your student’s Shape Map is completed.

If your student is interested in making more Shape Maps to other interesting places, demonstrate how to make more maps. Your learner might also enjoy using the pattern blocks to complete the Flower, Kitty, and Girl Shape Map puzzles.

Letter and Word Centre

Together with your learner, record celebrations of learning on the following Space Logs. Invite your learner to decide what observations should be included in the Space Log. Discuss your observations and guide your learner as necessary. Encourage adding illustrations as well.

5, 4, 3, 2, 1, Blast Off! • Day 5


Shape Map - Spaceship

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Shape Map - Flower

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5, 4, 3, 2, 1, Blast Off! • Day 5


Shape Map - Kitty

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Shape Map - Girl

Print this page.

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227 Module 5Early LearningPrint this page.

Space Log

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229 Module 5Early LearningPrint this page.

Space Log

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5, 4, 3, 2, 1, Blast Off! • Day 5


Story Sharing Time


Some storybooks you may wish to have available are identifi ed below.

ActivitiesStory Sharing Time

• Stargazers by Gail Gibbons• The Planets by Gail Gibbons• The Moon Book by Gail Gibbons• The Jigaree by Joy Cowley• The Magic School Bus Lost in the Solar System by Joanna Cole• Papa, Please Get Me the Moon by Eric Carle• Draw Me a Star by Eric Carle• All About Space by Sue Becklake• I Want to Be an Astronaut by Byron Barton• No Moon, No Mild by Chris Babcock• Happy Birthday, Moon by Frank Asch• Moon Cake by Frank Asch• Zoom! Zoom! Zoom! by D. Yaccarino

Take time to read some of your young astronaut’s favourite story book selections as well.

Happy Reading!

232 Early Learning

Day 5 • 5, 4, 3, 2, 1, Blast Off!

Module 5

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