TOPIC:

The topic for my thematic unit is called All About Me. In Kindergarten, this theme is directly linked to a number of subject areas. These include Health, Social Studies, Language Arts, Math and Music. The unit includes ten lesson plans, and takes about three weeks to successfully implement in the classroom. Each lesson is approximately thirty to forty-five minutes in length. In total about, approximately eight hours of instructional time is needed to complete the unit.

RATIONALE:
After much time and deliberation exploring the avenues of the kindergarten curriculum I decided to develop a unit entitled All About Me. This unit is the foundation for early experiences of career development within the school system. It will incorporate aspects such as developing a positive self concept, building self esteem and an introduction to community helpers. Without the development of self-knowledge and self-awareness the remaining stages of career development become nonsensical. According to Herr and Cramer (1996) during the first ten years of a childs life, the goals, motivation to achieve, and perception of self-worth begin to formulate. These concepts influence later success, career identity, adult interests and general perceptions on life. A Kindergarten teacher is the first person that a student deals with in the school system. If the experience is not positive, this could lead to academic and social problems later in school. All About Me is based out of the health resource entitled Inside Out. However, there are an infinite number of cross-curricular connections to be made. Throughout this unit children will gain a deeper understanding about their individuality. They will learn to appreciate the similarities and differences of each individual person, and celebrate their own unique characteristics. Students will also learn about the many career options that exist within their community by becoming familiar with members of the community. 1

The theme All About Me has been developed to promote the understanding and awareness of an individual. It is important that each child becomes aware that diversity is important. Care must be taken to not portray certain qualities as more desirable than others. All children should have a positive self image and be proud of who they are. This unit encompasses a broad band of subject areas while meeting various requirements in the science and health curriculum. Curriculum outcomes in other disciplines will also be met throughout this unit. Physical education, art, language arts, math and music will be incorporated the various lesson plans are executed. Children are very intrigued about themselves as much of it is a mystery to them so their discoveries will be most rewarding. Kindergarten children love to talk about themselves. They are very motivated by anything that has a personal connection. Each lesson will be built around this sense of familiarity that will prove to be a meaningful experience. As children discover new characteristics about themselves they will also begin to recognize that other classmates may posses similar features or conversely different features. All of which make them unique. Through the community, I will compile a number of resources. These include guest speakers, videos, childrens literature, learning centers, brochures, pictures, articles and artifacts. These additional resources provide children with a more meaningful learning experience than simply reading information directly from a book. The greater the variety of resources that children can be exposed to, the deeper their understanding of key concepts becomes. A child needs a variety of authentic learning experiences that promote self-directed learning in a positive way. The use of technology is also a very important aspect to consider when implementing a unit. Children should learn about the advancement in technology in todays society and have an opportunity to experience the avenues it can offer. Each lesson will be evaluated for its ability to meet key specific understandings prescribed in the curriculum. However, the entire unit will also be evaluated through the concluding activity when students are invited to display the knowledge they have acquired throughout the entire unit. It is also important to note that each evaluation procedure can be adapted to meet the needs of 2

diverse learners. Student evaluations will be directly related to the outcomes provided in curriculum guides. Included in the unit are a wide variety of teaching methods. Each child is an individual and learns in a different way. Each child will benefit differently from the methods used to teach this unit. Every child will be given an equal opportunity to reach their full potential and hopefully will enjoy the process.

COMPETENCIES:
The following competencies will be focused on in the following ten activities. All competencies have been taken from the Blueprint 4 Life (www.blueprint4life.ca) from Life/Work Canada (www.lifework.ca).

Area A: Personal Management 1. Build and maintain a positive self-image Level 1 Build a positive selfimage while discovering its influences on self and others. Develop abilities for building positive relationships in ones life. Level 2 Build a positive selfimage and understand its influence on ones life and work. Develop abilities for building positive relationships in ones life.

2. Interact positively and effectively with others 3. Change and grow throughout ones life.

Discover that change and Learn to respond to growth are part of life. change and growth.

MATERIALS:
It is essential that children are exposed to a variety of resources and materials during the presentation of this unit. These resources will broaden their horizons and foster a greater desire to learn about the presented theme. As the students are immersed fully in the curriculum via bulletin boards, books displays, posters, and other resources, their knowledge base is further enhanced and their experiences are more authentic. Variety is the spice of life! The following list of materials: Health Reference book (Inside Out) Video Camera /VCR/Television Blank VHS tape Reference books (childrens encyclopedias) CD player Variety of bulletin boards displaying childrens work Portfolios for childrens work Mystery bag Name bag Childrens literature (informative, narrative, factual) Worksheets/activity sheets for lessons Chart paper (markers) Guest Speakers from community (possibly) Parent Volunteers Photographs Memo regarding the unit (permission to take photographs) Digital Camera Popsicle sticks for picture frames Pictures of students

METHOD:
Throughout the duration of the unit there will be an incorporation of teaching approaches, methods, and strategies. My goal is to use as many avenues of teaching as possible to actively engage the children and stimulate their minds towards learning. These methods go beyond direct instruction, and give children an enriched learning experience. There are many ability levels in my classroom, therefore I have to use a range of approaches to ensure that all children will be successful in meeting the desired outcomes. Some of my intended strategies are listed below. Class discussion Group conferences (teacher rotates around groups giving ideas and feedback Observing (how well students work together, behavior, contribution) Checklist criteria Group Literature response meetings Good Talk Multi-level teaching Constructivist teaching Open-ended questions Facilitator of learning Guided teaching Literature display Brainstorming sessions Visual Cues Hands-on activities Role plays 5

MOTIVATIONAL TECHNIQUES:
Children need to be captivated throughout their learning experience in order for their interest levels to remain peaked. As long as they are motivated their desire to learn and willingness to participate will transpire naturally. I have thought about many different motivational techniques and strategies that I will implement throughout my unit which I hope will keep the children interested and eager to learn. I believe that an important factor in motivating children is to draw on their past experiences in order to build strong background knowledge on a presented topic so they feel comfortable and familiar with their learnings. To introduce my unit I plan on coming in with a mystery box that will include various items that belong to me that I consider to be special (baby picture, family picture, school pictures, teaching items, etc). Some of them will be familiar to children but others will be new and exciting. This will foster a sense of curiosity and suspense, as they will want to know more about these strange and interesting objects. I will have bulletin board decorated introducing the unit and another one which will display childrens products which they will create. Children are very curious about themselves and each other, as much of it remains a mystery to them. By asking children what they would like to learn about themselves or their friend they become in control of their own learnings to a degree which will also be of great interest to them. This may lead a couple of my lessons down a different path but as a teacher you always have to be ready to make modifications to your plans! Children will be motivated throughout the unit by the many hands-on activities that they will participate in such as the song and dance. I think the physical education activities will excite them, as they love to exert their energy when given the opportunity. They will also be motivated by the career commercial as it gives them an opportunity to view themselves on the television. This will prove to be quite an authentic experience for them. Children will be very excited about the field trip to the fire station as many of them have not had the exposure to these opportunities.

CLOSURE:
Closure will be completed in a variety of ways throughout the unit. I plan on effectively closing each lesson plan, reviewing the major concepts and themes presented. I will pose various open-ended questions for the children to answer, have oral presentations by the children where they talk about the products they have created as well as brainstorming sessions where they discuss what they learned. As a culmination to the unit I plan to tie everything together with career day in kindergarten. We will all dress up clothes related to particular feilds and role-play the many careers that we have learned about during the unit. During the festivities children will have different activities that will reinforce the concepts that have been taught during the unit. There will be games, stories, sing-alongs, and a healthy snack provided for each of them. I will take out the mystery box again and have various items that have been used throughout the unit. They will have to discuss what they have learned about each specific item since we have started the unit on their All About Me. Children will feel very proud of their achievements as they realize how much new information they have learned over the past few weeks. They will also view the commercial that they created together as a class that will create much pride and enthusiasm. All children should feel successful at their accomplishment, as they have all had an opportunity to take part in the activities.

EVALUATION:
The basis for evaluation is outcome driven. Teachers must always be aware of the specific curriculum outcomes ensuring that they are being met over the duration of the year. Other outcomes such as the key stages give a general list of outcomes expected of children by the end of grades three, six and nine. As we have discussed in many courses the quality of assessment and evaluation in the educational process has a profound and well-established link to student performance. Assessment is authentic when we directly examine student performance on worthy intellectual tasks. Traditional assessment, by contract, 7

relies on indirect or proxy 'items'--efficient, simplistic substitutes from which we think valid inferences can be made about the student's performance at those valued challenges. Authentic assessment aims to evaluate students ability in real-world contexts. Children learn to apply their skills to authentic tasks and projects. It focuses on childrens analytic skills; ability to integrate what they learn, creativity, ability to work collaboratively; and oral and written skills. It also tends to value the process of learning as much as the finished product. Pupil evaluation in the kindergarten curriculum, as its basis, the knowledge, values, and skills objectives of the program. I plan on making use of extensive variety of evaluation techniques- observation, listening, talking to pupils in and out of the classroom, oral quizzes, checklists, rubrics, conferences and interviews, print and art expression, pupils folders of work (All About Meportfolio), anecdotal reports- to ascertain each childs development in three areas 1. The expansion and depth of knowledge 2. Their changed behavior in the areas of values, skills and attitudes and appreciations 3. The development of skills in thinking, language, information gathering, group processes and problem solving Some examples discussed and applied in the construction of my thematic unit include a portfolio of childrens work samples. By collecting various samples of childrens work I can often see compelling progression and development in various areas as well as pinpoint areas of particular weaknesses. It is important that I focus on the process as well as the product of childrens work as they work at many different paces. Another assessment strategy, which I plan to elaborate on, is rubrics. A rubric is a printed set of guidelines that distinguishes performances or products of different quality. A rubric lists what counts for a pieces or work (writing-purpose, audience, organization, voice, etc). It also articulates graduated levels of quality defined by works or numbers, depending on what is being rated or scored. This will set a common standard for evaluation but it can also be modified to the individual who is learning at a different pace.

SPECIFIC CURRICULUM OUTCOMES:

HEALTH
understand that each person is special demonstrate respect for the health of self, others, and the environment know some community helpers (e.g., teachers, parents, police, school patrols) understand that each person experiences a variety of feelings (e.g., happiness, sadness, fear) understand that we are all members of a family understand that friends share and play together

LANGUAGE ARTS
Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically. Participate in small and whole group discussions Respond to and give simple directions or instructions Engage in simple oral presentations and respond to oral presentations and other texts Students will be expected to respond critically to a range of texts, applying their understanding of language, form and genre. Recognize some basic types of text (ex: videos, poems, posters, letters, true and imaginary Begin to ask questions of text

MATH
Collect data Sort, classify, and display information using pictographs Discuss and interpret displayed data Read and interpret a graph 9

Make decisions based on data

SOCIAL STUDIES
Work with others and complete tasks for which they are responsible Demonstrate self awareness (e.g., represent self in drawings, journals, orally) Demonstrate personal growth in self confidence and motivation - apply previous knowledge to new situations -express own point of view - respond positively to encouragement - set personal goals (e.g., read 5 books, draw 3 pictures) Show awareness of the need for compassion, empathy, honesty, and respect in dealing with others Demonstrate respect for personal and societal rights and responsibilities - show an awareness of the need for rules Show respect for members of a diverse cultural group Practice effective communication skills - express thoughts, feelings, and opinions in appropriate ways - listen attentively to other points of view - respond appropriately in a variety of social situations Demonstrate an understanding of different occupations including small business ownership Recognize that family and school members are important to the local community

SCIENCE
Communicate information in a variety of ways (e.g., present information by talking, drawing, building, dramatizing) Observe characteristics, similarities, differences and changes

MUSIC
To distinguish like from unlike phrases To associate rhythm patterns with familiar songs 10

To express sensitivity to the moods of music in words and Movement

Sharing Circle
Kindergarten Social Studies/Health/Language Arts

RATIONALE:
The purpose of this ongoing lesson is for children to share positive news and events with their classmates. This promotes a positive self-concept and boosts self-esteem as they engage in an oral presentation with the group.

OUTCOMES/OBJECTIVES:
Social Studies Demonstrate self awareness orally Health Understand that each person is special Understand that friends share and play together Understand that each person experiences a variety of feelings

Language Arts Engage in oral communication Follow simple directions Listen attentively for short periods of time Speak in turn and stay on topic Make relevant verbal contributions in small or large groups Ask and respond to questions, seeking information Express opinions Communicate feelings through talk Talk about personal experiences 11

Listen to experiences and feelings shared by others

MATERIALS:
Puzzle mat for children to share ideas Paper towel rolls Paint Newspapers Flour Water Mixing bowl Tempera paint Sparkles, sequence

ACTIVITY:
Statement of purpose and motivation: Today we are going to make a talking wand. When we are finished, we will use it when a friend is speaking to the class. When a student is holding their wand, they are the one who should be speaking. We should be good listeners and respect the person who is holding the wand. Modelling/Independent Activity: 1. Tear long newspaper strips about one to two inches wide. 2. Use your form such as the paper towel. 3. In a mixing bowl, combine water and flour until you have a paste that's thin enough to coat the paper strips. Experiment first with some small quantities first. If the mixture is too thin, the paper will turn into a soggy mush. 4. Dip the paper into the paste and use your index finger and middle finger to act like a squeegee to run down the strip of paper. 5. Place the strip on your form, crisscrossing to make overlapping layers. 6. When you are done, place in a warm, dry area to dry. 12

7. When listening wand is dry, children can use tempra paint to make pattern and designs. 8. Allow them to glue on sparkles, sequence and other materials Whole group discussion: This activity should start during the first week of school and continue until the last month. Students gather in a circle to share something positive that has happened to them or an important event that is special to them and their family. During the beginning sessions go over the rules of the sharing circle. 1. The person speaking holds their wand. 2. Only positive or happy events or situations can be discussed. 3. Everyone gets a turn to speak without being interrupted. 4. If someone interrupts more than twice they lose their turn. 5. Everything said in the circle is serious, no jokes allowed. 6. You have the right not to say anything; you may choose to skip. It may seem difficult during the first couple of sessions but students catch on very quickly and look forward to the weekly sharing time.

EVALUATION: SELF-EVALUATION (sample) 1. I like speaking during sharing circle time.

2. I like to listen to my friends during sharing circle.

3. This is how I feel when I share news with my friends

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STUDENT OF THE WEEK

Kindergarten Language Arts/Social Studies/Health

RATIONALE:
The purpose of this activity is to celebrate each child as an individual. Children will focus on various aspects of their life that are important to them and why this makes them special.

OUTCOMES/OBJECTIVES:
Social Studies Demonstrate self awareness orally Organize information through a variety of concrete representations Participate cooperatively in social groups Demonstrate responsible behavior in caring for the classroom and the school environment Practice effective communication skills Accept responsibility for his/her behavior Work with others and complete tasks for which they are responsible Show awareness of the need for compassion, empathy, honesty and respect in dealing with others Demonstrate compassion, empathy, honesty and respect in dealing with others Health Understand that each person is special understand that as he/she grows some things change and some do not (height)

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Language Arts Engage in oral communication Follow simple directions Listen attentively for short periods of time Speak in turn and stay on topic Make relevant verbal contributions in small or large groups Ask and respond to questions, seeking information Demonstrate awareness of some forms of writing Use drawings to record meaning Use writing and other forms of representing for a variety of functions

MATERIALS:
Certificates Poster Board Photograhphs

ACTIVITY:
Each week a child in the class will be selected to be student of the week, based on alphabetical order Students are asked to work at home and compile a poster that includes items such as photographs of family, friends and baby pictures. Also they may cut out favorite items (food, color, activity) and pictures of what they would like to be when they grow up. During circle time in the morning, the student of the week will be invited to the front of the class to discuss their student of the week poster. They will be asked to point to a picture and discuss why it is important to them.

CLOSURE:
Childrens posters will be displayed in the hallway for the remainder of the school year. 15

EVALUATION: CHECKLIST (SAMPLE)

Did child include name and birthday? Did child include favorite activities? Did child include pictures? Was the child able to accurately describe the pictures? Did the child look at their classmates when speaking

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Dear Parents, Beginning next week in Kindergarten we will start our Student of the week. Each week a particular student in our class will have an opportunity share with us some things that are special to them. They may include: Birth Date My favorite book The best thing about me When I grow up I want to be The best thing about school is My favorite color My favorite number My favorite hobby My favorite animal My favorite food Pictures of family (mom, dad, siblings, grandparents) Pictures of where they live Family vacations

Children may display this any way they like. In the past some students have glued items (pictures, printing, etc.) onto a sheet of bristol board or a large piece of paper to bring in to show their classmates. At the end of the week I will post the childs display out in the hallway, so by the end of the year well have everybodys poster hanging! This is a great way for students to get to know each other a little better and it promotes individuality within the class. 17

The student of the week may bring in an item to show the class that is particularly special to them.

WHATS IN A NAME?
Kindergarten Language Arts/Math/Music

RATIONALE:
The purpose of this lesson is for children to become aware of their name and how it makes each of them unique. A child's name has singular importance as they embark on learning about literacy.

OBJECTIVES/OUTCOMES:
Math Read and interpret a graph (pictograph) Discuss and interpret displayed data Sort, classify, and display information using pictograph Collect data

Language Arts Participate in small and whole group discussions Recognize capital and lowercase letters Make letter-sound relations

Music 18

Perform, listen to and create beat and rhythm

MATERIALS:
Chrysanthemum by Kevin Henkes Bristol Board Markers Each childs name done in hollow block letters

ACTIVITY:
Statement of Purpose/Motivation: Today we are going to be detectives. We have to find out who has the longest name in the classroom and who has the shortest name. We have to work together by looking at each name and use clues to solve the mystery. Questions and guided practice: 1. Hold up the book Chrysanthemum What do you think about the name of this book? Is it a long name or a short one? What do you think this book may be about?

2. Read the book to the children, pausing when Chrysanthemum gets ridiculed by her classmates. Ask the children how they think she feels. Check for understanding: 3. After reading the book. Ask the children why Chrysanthemum was happy with her name? Why did she think it was special? What do you think is special about your name?

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Modelling: Have a pictograph prepared before the lesson starts. Have the numbers 1-10 going across the bottom and each childs name printed to fit on the graph. 1. Ask children how they can tell if a name is long or short. 2. Hold up one childs name. Ask that child tell the boys and girls What letters are in their name. 3. Ask them to count the letters in their name. 4. Have the child place their name on the graph according the number of letters. EXAMPLE: Dawson Lauren 1 2 Lei 3 4 Jaxon Hannah 5 6 7 8 Mackenzie 9 10

5. Repeat until all children have their name on the graph. 6. Ask the children who they think has the longest name in the class. WHY? 7. Who has the shortest name. WHY? 8. Congratulate them on solving the mystery. Independent Activity: 1. Have a model of teachers name colored and decorated. 2. Tell children they have to decorate their name by coloring and putting odds n ends on them. 3. Display class names on a bulletin board.

EVALUATION: CHECKLIST

Could the child identify their name? Could the child accurately count the letters in their name? Could the child place their name on the pictograph in the
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appropriate column?

OTHER NAME ACTIVITIES: Name Recognition Activities

Have the children sign in every morning. This takes care of attendance for the day and also practices name recognition. Here are several ideas: 1.Label a fish with the each child's name. Have the children find their fish and put it in the fish bowl. 2. Label a bone for each child. Decorate a box that looks like Clifford and have the children feed Clifford their bone. 3. Make a flower for each child. Paint a paint stirring stick green. make a flower head and laminate. Glue onto the stick. Have the children find their flower and "plant" it in a flowerpot filled with rice. 4. Label a teddy bear shape for each child. Have them put the Teddy Bear in the honey pot.

Name Necklaces
Dye enough raw pasta (Tubettini works well) for each letter of your students names. Then remove and allow to dry on newspaper. Using a Sharpie marker, write one letter per noodle, until youve spelled each students name. Put the noodles for each student in a ziplock bag along with an appropriate piece of yarn. The yarn should have a small piece of masking tape put around the end of it to form a needle and to keep it from coming unraveled. Label each bag with the students name. The student will use the noodles to form his/her name on the yarn. Modeling for the students before having them do theirs is a good idea. They should understand that the letters have to be put on in the correct order and 21

facing the correct way. Provide name plates for the students to use for models as well.

ALL ABOUT ME!

Kindergarten Math/Social Studies/Health/Science

RATIONALE:
The purpose of this booklet is to give students an opportunity to explore aspects of themselves that make them unique.

OUTCOMES/OBJECTIVES:
Math Collect data Sort, classify, and display information using pictographs Discuss and interpret displayed data Read and interpret a graph Make decisions based on data

Science Observe characteristics, similarities, differences, and changes

Social Studies Demonstrate self awareness orally

Health 22

Understand that each person is special Understand that as he/she grows some things change and some do not (height)

Language Arts Engage in oral communication Follow simple directions Listen attentively for short periods of time Speak in turn and stay on topic Make relevant verbal contributions in small or large groups Ask and respond to questions, seeking information Demonstrate awareness of some forms of writing (labels, captions)

MATERIALS:
Class Set of All About Me Booklets

ACTIVITY:
Over the space of two weeks have the children complete worksheets that focus on a particular aspect of that person. This booklet will illustrate what makes the student an individual. It will look at their birthday, favorite foods, age, favorite color, and self-portrait. Discuss each page with the students before you complete it. This activity can be then sent home to be discussed with parents. It also gives the teacher an understanding as to why some children select the colors they do, etc

CLOSURE:
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This booklet will be discussed during sharing circle. Each child will have the opportunity to showcase their booklet and describe their pictures from a couple of pages.

EVALUATION:
The booklet will be corrected in placed in their portfolio.

I AM UNIQUE
KINDERGARTEN Health/Social Studies/Language Arts

RATIONALE:
The purpose of this lesson is for students to learn to appreciate their own unique qualities. Through this lesson they will gain an understanding of diversity in the class. They will discover similarities and differences through a whole class discussion. They will use this knowledge to create, a stronger sense of self as well as to develop a positive classroom community.

OUTCOMES/OBJECTIVES:
LANGUAGE ARTS Begin to ask and respond to questions, seeking information (Who? What? When? Why?) Listen to the ideas and opinions of others Participate in small and whole group discussions Respond to and give directions or instructions

HEALTH Recognize that each person is special and unique Identify body parts such as eyes, ears, mouth, nose, arms, legs, feet, etc. 24

Know the five senses

SOCIAL STUDIES Living Together at School The function of groups- respecting the views and the property of others, sharing things, time, teacher attention, and ideas, standards of social behavior. A positive self-concept

MATERIALS:
Two Eyes A Nose and a Mouth, Roberta Grobel Intrater Charts: We are all the same, but we are different Cut out body part words Mirror Wonderful Me worksheet I am special booklets

ACTIVITY:
Statement of purpose/ Motivation: Today we have a great activity planned. We are going to come to the floor and read the book Two Eyes a Nose and a Mouth. While we are reading the book I want you to pay close attention to the people in the book. Notice how they are all the same in some ways but very different in others. Questions and guided practice: 1. Hold up the book so students can see the cover. Ask: What do you see on the cover? What do you notice about the faces on the cover? Are they all alike? Are they different? 25

What do you think this book may be about? Why do you think that?

2. Write childrens predictions down on chart paper and have them read these words aloud. 3. Read the book aloud to the class, pausing at important points in the book regarding peoples unique faces. Use childrens background knowledge to discuss. Check for understanding: 4. After reading the book, return to the predictions students made on the chart paper. 5. Confirm childrens predictions 6. Children will be invited to raise their hand if they know something that is similar between all the boys and girls in the classroom. Eyes- what do your eyes do? Nose- what does your nose do? Ears- what do your ears help you to do? Mouth- what does your mouth do? Hands- why are your hands important?

7. The person that responds accurately will get to stick the correct body (word) part on the similarities chart. 8. Repeat the word with the class. 9. Discuss some differences between the children Eye color Skin color Hair color Height

10. Explain to children that these differences make them special or unique. 11. Use students as examples for the difference (Rebekah has blonde hair but Akira has black hair). 12. Have these students pin up the words that make them different/ special. 26

Individual Activity: 13. Show the children the copy of the face worksheet with their names already written on them. 14. Have a Wonderful Me worksheet with Miss Riche already completed to use as an example. 15. Explain that they are now going to go back to their seats and complete a picture of themselves. It has to reflect the way the actually look, such as accurate eye color, hair color. 16. Tell them that you are going to come around to each of their seats while they are working quietly with a mirror to help them get a better idea of how they look. 17. Children that are finished early can complete their I am special Booklet

CLOSURE:
Children will be informed that their self portraits will be displayed on a bulletin board in the classroom called All About Me.

EVALUATION:

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ANECDOTAL OBSERVATION
Evaluation will be in the form of observation. I will pay particular attention to students as they complete their worksheet and make note of children that are having difficulty accurately coloring their worksheet or following direction. After work is removed from bulletin board place in their portfolio

CUTIE PATOOTIES!
Kindergarten Science/Social Studies/Health/Language Arts

RATIONALE:
The purpose of this lesson if for children to recognize how they have changed since they were babies. They will recognize their individual accomplishments by discovering the things they couldnt do when they were born but can do now that they are five!

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OUTCOMES/OBJECTIVES:
Science Observe characteristics, similarities, differences, and changes Social Studies Demonstrate self awareness orally

Health Understand that each person is special Understand that as he/she grows some things change and some do not

Language Arts Engage in oral communication Follow simple directions Listen attentively for short periods of time Speak in turn and stay on topic Make relevant verbal contributions in small or large groups Ask and respond to questions, seeking information Demonstrate awareness of some forms of writing (labels, captions)

Art Demonstrate pride in creating a final product Draw on personal experiences and acquired knowledge when creating Imagery Demonstrate a willingness to develop and create imagery for special purposes

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MATERIALS:
Baby pictures of all students Poster Board Chart Paper Markers Tape Worksheet ( When I was a baby.Now I can)

ACTIVITY:
Prior communication with parents- Ask parents to send in two pictures of their child. One baby picture and one recent photograph. 1. Collect the baby pictures of the students in your class. 2. Write their names on the back of the pictures. 3. Tape them onto poster board Statement of Purpose and Motivation: Today we are going to be detectives and try to solve the mystery of who these babies are in the pictures. (Hold up display board of all the children). Whole Group Discussion: 1. Put children in groups of three on the floor and point to the first baby picture. Have them talk amongst themselves to see if they can figure out by looking around the classroom at whose picture it might be. 2. Write their answers down on chart paper. 3. Continue asking groups of children to make a guess at who the babies might be. 4. After every group has made their guess, point to the first picture and ask the student to stand up if its their baby picture. Have them stand at the front of the class and ask the class what characteristics are still similar. Then ask them how they have changed. Repeat these steps for each picture. 30

Day Two Questions and Gudied Practice: 1. Hold up the book Presents by 2. Ask children What they think this book will be about? What do the pictures tell us?

3. Begin reading the book, pausing after each birthday. Ask the children if they see any differences in the child since their first birthday. 4. Continue to read asking questions after each birthday has past. Modelling/Independent Activity: 5. Ask the children to tell you some of the changes they seen happen to the character in the book as she got older. 6. Write down their responses on chart paper. 7. Talk about how they become more independent and can make more choices as they get older. 8. Hold up the worksheet when I was a babynow I can 9. Have children draw a picture of themselves as a baby in the first box. In the second box they are to draw a picture of something that they can do now that they could not do when they were a baby. (Ride a bike, walk, jump, talk, etc.) 10. As children finish their pictures ask them to tell you about their picture and write a sentence about it on their paper.

CLOSURE:
Ask children to hold up their work and talk about their picture to their classmates. Display childrens work in the classroom upon completion of activity.

EVALUATION:
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CHECKLIST

Could the child identify their picture among others? Could the child identify their limitations as a baby? Could the child describe changes as they get older? Did the child follow directions for independent activity?

MEMBERS IN A COMMUNITY
KINDERGARTEN Social Studies/Language Arts/Math

RATIONALE:
The purpose of this lesson is for children to gain an understanding of what a community helper is by building on familiar experiences in the home.

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OUTCOMES/OBJECTIVES:
Language Arts follow simple directions listen attentively for short periods of time Follow step-by-step procedure

Social Studies demonstrate an understanding of different occupations recognize that family and school members are important to the local community practice effective communication skills

MATERIALS:
. 12 x 18" construction paper (a variety of colors) . Glue Miscellaneous craft items (buttons, pipe cleaners, glitter, etc.) Lined paper Pencils Crayons or markers Large chart paper or marker board Book: Tops and Bottoms, by Janet Stevens Scissors Preparation: One pre-made Triangle Person. Do not add a lot of detail. Keep simple so that the children will not copy what you have done.

ACTIVITY:
Whole group discussion:

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1. Read the book, "Tops and Bottoms," by Janet Stevens 2. Ask the children if they ever help out at home. Is there anyone else who helps out at home? What do they do?

3. Stretch this concept of "help-out" past the home and into the community. Ask the children if they can think of anyone that helps the community? If no one offers any suggestions, ask them who helps if there is a fire? A crime? Then re-ask the original question. 4. Make a list of all the community helpers the children can think of along with what they do in the community. SAMPLE QUESTIONS: Ask how our communities would be different without them. Do we really need them? Should we be afraid of them? This last question is trying to break the stereotypical bounds that have been created between such community helpers as the police force and society.

ACTIVITY:
Once the list is complete, tell the children that they are going to get to create one of those community helpers. Ask them if they have ever heard of the Triangle People. Show them your example of a Triangle Person you have already made. 5. Ask them to go back to their desks and take out a pair of scissors. Take them though steps a-d. Independent Activity (Procedural): a. Take the 12 x 18" piece of paper and hold it the tall way. b. Fold it from left to right (side to side). c. Cut from the bottom open end to anywhere above the middle of the opposite side. Show them that the higher you cut up, the taller the person. d. Take the left over piece and cut it on the crease. These two pieces can then be the arms of Triangle Person. Demonstrate how to place these on the person 34

by making an X with them on the back of the Triangle Person. Show them that the points can face down or up. e. Let them decorate the rest by themselves. Invite the children to brainstorm on what they think certain community members may look like (their uniforms). These may be written down next to their names and job descriptions that were written down earlier. (Note: this part should be done before you start to construct you Triangle People). f. Depending on how much art experience the children have had in the past, you may show them how simple geometric shapes can be transformed into ordinary objects. For example, a blue circle cut in half can be a policemans hat. 6. After each child gets done, have them write a little bit about their community member. If this is done in the beginning of the year, pre-made forms could be made up to assist the children in their writing. For example: My community member is a _________. He/She (let them circle or write in) helps the community by ___________. What I like most about (the name of their Triangle Person) is the way he/she _________________. Then leave a few blank lines for the children to write anything else they want. 7. Have each child present their community member to the class either at the end of the day or the following day (depending on when there is time).

CLOSURE:
Hang these up outside the door in a large circle format. In the center of the circle have the words, "Our Community Circle

EVALUATION:

ANECDOTAL OBSERVATION
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Observe the children during the step by step procedure. Make an anecdotal comment about children who were not able to follow the procedural steps. Place the comments in their portfolio.

WHO ARE THE PEOPLE IN YOUR NEIGHBORHOOD?

Kindergarten Social Studies/Language Arts 36

RATIONALE:
The purpose of this lesson is to help the children realize that it takes many, varied jobs for a city or town to work as a community.

DESCRIPTION:
Many children see Community Helpers only as those people who wear uniforms or have jobs that we see or hear about on television. The children often do not realize there are many other workers who contribute to a successful community.

OUTCOMES/OBJECTIVES:
As a group, list many, varied, and unusual jobs that people might have. Identify the purpose of the work done by their parents either in the home or outside of the home. Become aware of and appreciate many different jobs that make a successful community. Involve parents in a school learning activity.

MATERIALS:
A note home (explaining the project and asking for parental help) Chart paper markers Parent Volunteers Camera Worksheet When I grow up I want to be a 37

ACTIVITY:
Direct Instruction: Prior Communication with Parents: Have a letter sent home asking parents to send in one item that would help explain what type of career they have. (Examples: wrench, computer paper, measuring spoon, pampers.) Parents will also be invited to the class to explain their job and its role in the community. Day One 1. Make a list together as a class of the many jobs people might have. 2. Have all of the tools children bring in placed into a mystery bag 3. Take one item out of the bag and invite the child who brought it in to stand up and speak a little bit about what the item is and how it helps their parent at work. 4. Display items in the classroom. Day Two 1. Have several parent volunteers come in to discuss their specific career and its role in the community. 2. Invite children to ask questions regarding their line of work and why it is important.

Modelling: 1. Revisit the list of community helpers and discuss what careers children would like to be when they grow up. 2. Model the worksheet When I grow up I want to be... 38

3. Have children return to their seats to complete the sentence and draw a picture of what they would like to be when they grow up. 4. Assist children with the spelling of their career choice.

CLOSURE:
Have a display set up in the classroom showcasing all the tools of the trade. Place the worksheet in their portfolio.

EVALUATION: RATING SCALE 1 2 3 Student did not follow directions Student could draw a picture but had difficulties with making sound letter relations when printing their career choice Student accurately drew a picture and made used sound letter relations when printing their career choice.

COMMUNITY READERS
Kindergarten Social Studies/Health/Language Arts

39

RATIONALE:
Students enjoy read-alouds and by bringing in a special guest who can talk about where they were born and raised, their occupation and culture students will gain a better understanding and appreciation for work and other people.

OUTCOMES/OBJECTIVES:
Social Studies demonstrate self awareness orally demonstrate an understanding of different occupations recognize that family and school members are important to the local community practice effective communication skills

Health understand that each person is special know some community helpers

Language Arts engage in oral communication follow simple directions listen attentively for short periods of time speak in turn and stay on topic make relevant verbal contributions in small or large groups ask and respond to questions, seeking information demonstrate awareness of some forms of writing communicate feelings through talk talk about personal experiences listen to experiences and feelings shared by others

MATERIALS:
Invited Guest Reader 40

Childrens Literature Digital Camera

ACTIVITY:
Background information: 1. Invite a parent, community leader, grandparent, etc to do a read-aloud with your class. 2. Select the book a week before so that the reader is able to prepare. Invite the guest reader to bring along items from their culture, stories, and items that pertain to their occupation. 3. Introduce the guest and give them time to talk about their occupation, and culture. The guest reader will read the selected story and should be encouraged to read one of their favorite book (make sure that you have agreed to the book prior to the visit). 4. Give time for the students to ask questions and relate the information theyve heard to their own experiences.

CLOSURE:
Take a class picture with the guest speakers. Write a letter of thanks as a class to each speaker and send the picture along with the autographed letter to them in the mail.

EVALUATION:
An informal evaluation should take place during the guest speakers presentation. Take note of children who pose appropriate questions and which students do not pay attention to the speaker.

A VISIT TO THE FIRESTATION

Kindergarten Language Arts/Social Studies 41

RATIONALE:
The purpose of this lesson is for children to see a specific community helper in their job environment and observe what their daily routines are.

OUTCOMES/OBJECTIVES:
Social Studies Demonstrate knowledge of different occupations Language Arts Follow simple directions Listen attentively for short periods of time Ask and respond to questions, seeking information Listen to experiences and feelings shared by others

MATERIALS:
Note and permission form signed and returned School bus booked for transportation Parent Volunteers Digital Camera Make a contact and book the field trip with a local fire station Mystery bag with different items that will give hints to a firefighters job (something red, picture of hose, ladder, water, fire, etc.) Chart Paper (KWL- what I Know, Want to know, what I have learned) Markers

ACTIVITY:
Statement of Purpose/Motivation: 42

Today we are going to learn about an exciting community helper. I have a mystery bag here with different items that will give you hints as to what person we are going to learn about. After we talk a little bit about this community helper we are going to go on a field trip to see exactly what they do when they go to work everyday. Day One Whole group discussion: 1. Ask children what they think a firefighter does at work 2. Place their responses under the K section of the KWL chart. 3. Ask the children what they would like to know about a firefighter. Write their responses under the w section of the chart. 4. These are the questions that they will be asking on their field trip. 5. Explain to children that they have to keep their listening ears on while the fireman is talking because we have to come back and write down all the new things we learned about out community helper. 6. Discuss some rules and routines children should follow when going on a field trip
ALWAYS LISTEN TO THE TEACHER DONT RUN STAY SEATED ON THE BUS STAY CLOSE TO YOUR PARENT LEADER DONT INTERUPT WHEN A PERSON IS SPEAKING DONT TOUCH THE EQUIPMENT HAVE FUN!!

Day Two

ACTIVITY
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Group Discussion: 1. Ask children to think of one important thing they learned on their field trip. 2. Record their responses in the L section of the KWL chart. 3. Ask the children why they think a fire fighter is such an important member of the community.

CLOSURE:
As a class, write a letter of thanks to the local firemen at the station. Mention several things they learned and have all the children print their names on the bottom. Also include some pictures that were taken.

EVALUATION: CHECKLIST

Did the student behave in the appropriate manner on the bus? Did the student behave appropriately during the visit to the fire station? Could the child identify one aspect they learned from the field trip?

CAREER DAY
Kindergarten Social Studies/Language Arts

44

RATIONALE:
The purpose of this culminating lesson is to clue up our unit on All About Me. Children will take part in a career commercial, demonstrating their knowledge about one particular career of their choice.

OUTCOMES/OBJECTIVES:
Language Arts With assistance, use technology as another form of representation Share information in a variety of ways Use role play as a form of representation Express opinions Listen to ideas and opinions of others

Social Studies Demonstrate an awareness of different occupations

MATERIALS:
Video Camera Childrens drawings Clothing suitable for different careers. (Construction hat, bakers hat, scissors, hairdryer, chalk, police hat, etc)

ACTIVITY:
Prior Communication:

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Write a note home describing the career day activity that you would like your child to take part in. Have them complete the worksheet When I grow up I want to be. They have to find out three interesting facts about the particular career they have chosen and have their parent assist them in printing the facts on paper. Ask parent to dress their child appropriately according to their career. They may make props or tools, but there is no dangerous equipment allowed. Let them know that there will be a career commercial made that they will be invited in to see at a later date. Statement of purpose/Motivation: Today we are going to use a video camera to record all of our exciting learnings about what we want to be when we grow up. Each of us will have a turn to hold up our picture and tell three interesting facts that we found out about each job. Whole group discussion: 1. Have children come up to the floor to discuss their clothes and why they wore them. 2. Invite children up to tell the class about the career they chose. 3. Ask children to describe their clothes, show their picture and tell the class the three interesting facts they learned. 4. Explain to the children that when the video camera is running, everyone has to be extremely quiet so that the child that is speaking will be recorded with no background noise. 5. Have the children return to their desk so they can be the audience.

** If you have a couple of parent volunteers, you could set up a small area outside the classroom where children could work on a coloring activity** Independent Activity: Have a space decorated with a colored backdrop and a chair so it looks presentable and inviting.

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1. Invite children up one by one to say their part on the career commercial 2. Give them a chance to practice before they speak. 3. Repeat until all children have had their chance

CLOSURE:
Lights, camera, Action! Allow children to view the finished product. Give them popcorn as a special treat!

BIBLIOGRAPHY:
Department of Education- Division of Program Development. Government of 47

Newfoundland and Labrador. A Curriculum and Teaching Visual Art in the Primary and Elementary Grades. Department of Education- Division of Program Development. Government of Newfoundland and Labrador. Physical Education: A Curriculum Guide, 2000. Department of Education- Division of Program Development. Government of Newfoundland and Labrador. Primary Math: A Curriculum Guide, 2000. Department of Education- Division of Program Development. Government of Newfoundland and Labrador. Primary Language Arts: A Curriculum Guide. Department of Education- Division of Program Development. Government of Newfoundland and Labrador. Primary Religious Education, 1999. Department of Education- Division of Program Development. Government of Newfoundland and Labrador. Primary Science: A Curriculum Guide. Department of Education- Division of Program Development. Government of Newfoundland and Labrador. Primary Music: A Teaching Guide. Department of Education- Division of Program Development. Government of Newfoundland and Labrador. Correlation: Primary English Language Arts Curriculum Guide and First Steps Oral Language Developmental Continuum. Avalon East School District. 1998. Career Development Education for K-12: A Handbook for Taeahcers. Newfoundland, St. Johns: AESD Government of Newfoundland and Labrador. 1998. Early Beginnings! Kindergarten Curriculum Guide. St. Johns: Department of Education. Herr, Edwin & Cramer, Stanley. 1996. Career guidance and counselling through the lifespan: Systematic approaches. New York: Narper Collins. http://www.ed.gov.nl.ca/edu/k12/co/kg.htm http://www.ed.gov.nl.ca/edu/sp/kindereb.htm www.lifework.ca www.blueprint4life.ca

TEACHER RESOURCES:
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Albert, Linda. A Teachers Guide to Cooperative Discipline: How to Manage Your Classroom and Promote Self-Esteem. American Guidance Services Inc,1989 American Education Publishing. The Complete Book of Science. Ohio: Tribune Publishing, 1998. Campbell, Judith, Logelin, Jill. Inside Out: Kindergarten Teachers Resource Book.Toronto: Globe/Modern Press,1992. Case, Roland, Clark, Penney. The Canadian Anthology of Social Studies. Vancouver: Canadian Educational Press, 1999. Cheyney, Arnold. More Bulletin Boards for Every Month. Ilinois: Good Year Books, 1999. Finney, Susan. Keep the Rest of the Class Reading and Writing.While You Teach Small Groups. New York: Scholastic Press, 2000. Fodor, John, Glass, Lennin, Gmur, Moore, Virginia, Neilson, Elizabeth. Your Health. Toronto: Doubleday Canada Ltd, 1982. Freeberg, Lori. Learning About Your Body. California: Frank Schaffer Publications, Inc, 1998. Hubbard, Guy. Art In Action. California: Coronado Publishers, 1987. Evans, Joy, Moore, Jo Ellen. Discoveries About Me: A Reproductible Activity Book. An Evan-Moor Publication

INTERNET SITES:

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http://users.tpg.com.au/users/amcgann/body/ http://www.atozkidsstuff.com/body.html http://www.sbcss.k12.ca.us/sbcss/specialeducation/ecthematic/myself/ http://www.bbc.co.uk/health/kids/ http://www.kinderkorner.com/me.html http://www.atozteacherstuff.com/themes/Seuss.shtml http://www.ocup.org/units/unit_detail55.php?id=358 http://www.girlpower.gov/girlarea/BodyWise/index.htm http://www.gphealthsmart.com/cleanhands/hygiene.asp http://www.stemnet.nf.ca/CITE/health.htm http://kidshealth.org/kid/body/mybody.html http://www.songsforteaching.com/RespiratoryRap.html http://teachers.teach-nology.com/themes/science/ http://www.marshall.edu/coe/toyota/thematic.asp http://nutritionexplorations.org/educators/pyramid-master.asp http://www.hc-sc.gc.ca/hpfb-dgpsa/onpp-bppn/focus_child_e.pdf http://coe.etsu.edu/department/cuai/starlinks/lessonplans.htm http://teachers.teach-nology.com/themes/science/humanb/ http://disney.go.com/disneyrecords/SongAlbums/Childrens_Favorites/lyrics4.html http://www.uen.org/Lessonplan/preview.cgi?LPid=958 http://www.in2edu.com/edulinks/themes_integrated%20units.htm http://www.bced.gov.bc.ca/irp/pp/k1cd.htm http://www.kids.gov/k_careers.htm http://www.kinderkorner.com/me.html http://www.parentsurf.com/p/articles/mi_qa3614/is_200007/ai_n8890768 http://www.first-school.ws/theme/commhelpers.htm http://www.nasponline.org/publications/cq278ilikeme.html http://www.mrswilliamson.com/units/i_am_special_unit.htm http://www.geocities.com/kindergartenkapers/people.html

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