My School Community A Transdisciplinary Social Studies Unit for Kindergarten

Transcription

1 My School Community A Transdisciplinary Social Studies Unit for Kindergarten Unit Designers: Kindergarten Teachers Health Lessons Provided by Greenwich Health Curriculum

2 Theme: Creating a Classroom Community Topic: My School Community Unit Designers: Kindergarten Teachers Transdisciplinary: Transdisciplinary learning is the exploration of a relevant issue or problem that integrates the perspectives of multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences. Transdisciplinary units culminate in authentic assessments with a genuine audience. Transdisciplinary units weave throughout the school day and are taught though multiple disciplines. Although content may be grounded in a discipline, the unit is not considered a science unit or social studies unit. Inquiry: A student-centered, active learning approach focusing on questioning, critical thinking, and problem solving. It's associated with the idea "involve me and I understand." Unit Summary: This unit covers topics in the areas of social studies, language arts, mathematics, health, media, and physical education. Students will examine their most immediate community, their classroom, and set up classroom routines, rules, and expectations. They will launch the reading and writing workshop and become a community of learners. They will understand the meaning of good sportsmanship and identify and understand feelings and how to solve conflicts with peers. As a final performance task, students will Enduring Understanding: My community influences and shapes the way I develop. Good citizens are part of a successful school community It takes many individuals working together to create a school community We have both rights and responsibilities in our communities We have rules to help us work together and keep us safe. Over-arching Essential Question What does it mean to be a good citizen in the classroom and the school community? What are the rules that we need to follow every day? How does working together help create a successful school community? Unit Questions Social Studies: What is my community? How are classmates alike and different? Math: How can collecting, organizing and displaying data help us analyze information and make reasonable predictions and informed decision?

3 Language Arts: How are we developing a sense of ourselves as readers? How are we building a reading community? Media/technology: How can reading become a foundational skill for learning, personal growth, and enjoyment? How can I use technology to be productive and solve problems? Physical Education: What is good sportsmanship and how will it help me be a member of a community? Health How can understanding other people s feeling help me be a member of a community? How do we deal with put-downs? How do we deal with our feelings? What are values and how do they influence our decisions? How can we resolve and manage conflict?

4 State/district standards Social Studies 1.4 Geographical space and place Explain the geographical relationships of familiar places in one s own community (e.g. home to school, home to store) Identify and explain the significance of important locations in one s neighborhood. 1.6 Patterns of human movement across time and place Describe types of transportation and related geographical features (e.g. boats go in the water, cars have wheels to drive on land) Explain how one travels to and from school and other places in the community. 1.7 The purpose, structures and functions of government and law at the local, state, national and international levels State basic classroom, school, family and community rules/laws Explain the reason for rules related to basic safety and fairness. 1.8 The interactions between citizens and their government in the making and implementation of laws Work collaboratively to develop classroom rules. 1.9 The rights and responsibilities of citizens Participate in leadership roles within classroom Give basic reasons for the functions of classroom leaders (e.g. line leader, messenger) Discuss responsibilities students have to classmates and school community. 1.11How different economic systems organize resources Identify and role- play diverse jobs Describe basic functions of key community roles (e.g. police officer, mail carrier, farmer, merchant) The characteristics of and interactions among culture, social systems and institutions Identify cultural characteristics of self and family (e.g. food, language, religion, traditions). 3.1 Use evidence to identify, analyze and evaluate historical interpretations Predict how another person might feel given a simple scenario.

5 3.2 Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view Describe similarities and differences of their own feelings compared with others. 3.3 Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems Students will solve conflicts and classroom issues using appropriate strategies. Math K.4- - Collect, organize and display data using appropriate statistical and graphical methods. K.22 Pose questions about personal experiences and the environment. K.23 Collect data and organize information through counting, sorting, making lists, tallies and tables. K.24 Construct real graphs and picture graphs and describe the data using the terms more, less and same. Language Arts Comprehend and respond in literal, critical, and evaluative ways to various texts that are read, viewed, and heard. (taken from Unit 1 Building Good Reading Habits) Practice the routines of reading time. Choose books that match interest and purpose. Discuss books with others. Read independently for 5 7 minutes. Media 3.1 Use technology: Students will demonstrate proficiency in the use of computers and applications including sound understanding of technology concepts, systems and operations. Demonstrate beginning skills in using computers and applications 5.1 Develop appreciation and self- motivation as a reader. Demonstrate active listening skills. 5.3 Determine and select materials appropriate to personal abilities and interests. Understand and use the library as an information and pleasure reading source.

6 Physical Education 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 5.2 Follow game and safety rules when playing with others. 5.4 Share and takes turns while participating in physical activities (e.g., using sports equipment) Participates in class physical education activities with respect for the rights and feelings of others. 5.6 Work cooperatively with others regardless of differences. Health 1. Identify themselves as unique and capable individuals, with positive traits and qualities, worthy of care and respect. 2. Identify the ground rules used in the school environment. 3. Identify that diverse backgrounds contribute to the uniqueness of individuals. 4. State the importance of acknowledging emotions, and identify the ways of appropriately dealing with these emotions.

7 Overview of Lessons Lesson 1: What is a community? Lesson 2: Our role in the classroom community Lesson 3: Our rights and responsibilities in the classroom. Lesson 4: Roles within the school community Lesson 5: Our role in the school community Lesson 6: Roles in the community outside of school Lesson 7: Modes of Transportation in Our Community Lesson 8 Diverse Community Members Lesson 9: Diverse Community Members Lesson 10: Diverse Community Members Lesson 11: Diverse Community Members Lesson 12: The Culture of a Community Lesson 13: Feelings in Our Community Lesson 14: Problem Solving in Our Community My School Community Performance Task? *All text in italic are suggestions

8 Lesson 1: What is a community? Topic(s): What is a community? Connecticut Social Studies Curriculum Framework Objectives: 1.9 The rights and responsibilities of citizens Discuss responsibilities students have to classmates and school community. Students will share ideas of what is a community and what it means to be part of one. They will recognize their classroom as their most immediate community. Materials list: -Chart paper -Ms. Bindergarten Gets Ready for Kindergarten by Joseph Slate and Ashley Wolff Vocabulary: community, greeting, introduce, introductions Procedure: Name activities: The teacher can begin by introducing each student with a greeting and have students repeat the greeting and name. To help students learn each other s name you can do different name games. (Jack be nimble poem, What s your favorite?) Greeting activities: Students learn to greet each other in different ways. (How do you greet someone? What do you do when you don t know someone s name?) *These activities can be incorporated into your morning meeting routine. Assessment: Teacher observations Ask students to name other students in the classroom (at their table, in line, on the rug, etc.)

9 Lesson 2: Our Role in the classroom community Topic(s): Identifying the student s role as a member of the classroom. Connecticut Social Studies Curriculum Framework Objectives: 1.9 The rights and responsibilities of citizens Participate in leadership roles within classroom Give basic reasons for the functions of classroom leaders (e.g. line leader, messenger) Discuss responsibilities students have to classmates and school community. Students will create jobs for the classroom and routines for completing the classroom jobs. Materials list: -Chart paper -Job Chart (see Everyday Math daily routine) -Miss Bindergarten Has a Wild Day in Kindergarten by Joseph Slate Vocabulary: role, job, responsibility Procedure: Tell the students that each one of us has something unique or important about us. We also each work together to achieve our common goals. We call that the role we play in our community. A role is the part that you play. Today we will start to identify your role in our classroom community Identify things in the classroom that need to be done. Make a list of the jobs that are needed. Assessment: You may want to do a quick review of concepts learned so far by asking the class: What is a community? What is a role or job in our community?

10 Lesson 3: Our Rights and Responsibilities in the classroom Topic(s): Rules of the classroom. Connecticut Social Studies Curriculum Framework Objectives: 1.7 The purpose, structures and functions of government and law at the local, state, national and international levels State basic classroom, school, family and community rules/laws Explain the reason for rules related to basic safety and fairness. 1.8 The interactions between citizens and their government in the making and implementation of laws Work collaboratively to develop classroom rules. Health Curriculum Standard Identify the ground rules used in the school environment. Students will recognize that as members of a community they have rules and routines that need to be followed. Materials list: - Chart paper - No! sheet - No, David! and/or David Goes to School by David Shannon Vocabulary: rules, safety, responsibility Procedure: - Chart paper - Read No, David! and/or David Goes to School by David Shannon aloud. - Children will make a page for a class book, No, (Child s Name) which illustrates what they cannot do in school. Assessment: Have students name rules created in the classroom. Teacher observations of students applying those rules.

11 NO,!

12 Lesson 4: Roles within the School Community Topic(s): Identifying roles of members within the school community. Connecticut Social Studies Curriculum Framework Objectives: 1.7 The purpose, structures and functions of government and law at the local, state, national and international levels State basic classroom, school, family and community rules/laws Explain the reason for rules related to basic safety and fairness. 1.8 The interactions between citizens and their government in the making and implementation of laws Work collaboratively to develop classroom rules. Students will list school community members Students will recognize the school community member roles within the schools Materials list: chart paper Pete the Cat Rocking In My School Shoes by Eric Litwin Vocabulary: role, job Procedure: Read a book about school community School Tour: Introduce students to school community members and where they are around the building. Take pictures of school community members to make a chart or class book for students to refer back to throughout the year. Assessment: Students name at least one school community member and what they do.

13 Lesson 5: Our Role within the School Community Topic(s): Identify our role in the school community Connecticut Social Studies Curriculum Framework Objectives: 1.7 The purpose, structures and functions of government and law at the local, state, national and international levels State basic classroom, school, family and community rules/laws Explain the reason for rules related to basic safety and fairness. 1.8 The interactions between citizens and their government in the making and implementation of laws Work collaboratively to develop classroom rules. Students will identify their role in various school settings (PE, Music, Art, etc.) Materials list: chart paper Vocabulary: role, expectations, same, purpose, collaborate Procedure: Have each specialist teacher come into your classroom for the first 10 minutes of their specialist class time to discuss; what their role is in the school community, rules when students are with them and what the students roles are when they are with that teacher. Make a connection with the classroom rules and the specialist rules. Assessment: Once all Specialists have visited your classroom, you may want to create a chart that shows the similarities about school community member roles and rules within your classroom and the specialists. Media Connection: 1. Create SMARTBoard document showing a picture of each school community member and job in the school. 2. Create a power point with pictures of each community member and have student voice-overs that tell the audience: the name of the school community member and their job and what students roles are with that teacher. This is Mrs.. She teaches P.E. She helps us stay healthy and learn to be teammates. We need to be safe and good listeners when we are in P.E.

14 Lesson 6: Roles in the community outside of the school. Topic(s): Identifying the roles of people outside of the school community. Connecticut Social Studies Curriculum Framework Objectives: 1.4 Geographical space and place Explain the geographical relationships of familiar places in one s own community (e.g. home to school, home to store) Identify and explain the significance of important locations in one s neighborhood. 1.11How different economic systems organize resources Identify and role- play diverse jobs Describe basic functions of key community roles (e.g. police officer, mail carrier, farmer, merchant). Students will identify one job in their neighborhood community and explain what their role is in the community. Materials list: -chart paper -Community Helper books (i.e. firefighter, police officer, etc.) -Career Day by Ann Rockwell Vocabulary: role, job, responsibility, helpers, Procedure: Read various books about community workers and discuss their roles within the community. Make connections with school community members and community workers. A policemen helps us be safe in the community and the principal Assessment: You may want to do a quick review of concepts learned so far by asking the class: What is a community? What is a role or job in our community?

15 Lesson 7: Modes of transportation in the community Topic(s): Identifying how each student gets to school. Connecticut Social Studies Curriculum Framework Objectives: 1.4 Geographical space and place Explain the geographical relationships of familiar places in one s own community (e.g. home to school, home to store) Identify and explain the significance of important locations in one s neighborhood. Greenwich Math Curriculum Standard K.4- - Collect, organize and display data using appropriate statistical and graphical methods. K.22 Pose questions about personal experiences and the environment. K.23 Collect data and organize information through counting, sorting, making lists, tallies and tables. K.24 Construct real graphs and picture graphs and describe the data using the terms more, less and same. Students will create a graph showing how they got to school that day. Materials list: This is the Way We Go to School by Edith Baer Transportation icons (see next page) Vocabulary: transportation, graph, data, more, less, equal Procedure: Teacher will ask students to share how they get to school. Students can pick the appropriate and cut and color. Teacher and students will graph how each child gets to school. Teacher should discuss why students go to school one way verses another. Assessment: Students will analyze graph with teacher.

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18 Lesson 8: Diverse Community Members Topic(s): Identifying the number of letters in students names. Greenwich Math Curriculum Standard K.4- - Collect, organize and display data using appropriate statistical and graphical methods. K.22 Pose questions about personal experiences and the environment. K.23 Collect data and organize information through counting, sorting, making lists, tallies and tables. K.24 Construct real graphs and picture graphs and describe the data using the terms more, less and same. Health Curriculum Standard Identify themselves as unique and capable individuals, with positive traits and qualities, worthy of care and respect. Identify that diverse backgrounds contribute to the uniqueness of individuals. Students will create a graph showing how many letters are in their name. Materials list: Chrysanthemum by Kevin Henkes boxed strip of paper Chart/Graph paper Background sheet of student s name (Send this home and collect it back before you begin the lesson.) Vocabulary: graph, data, more, less, equal Procedure: Teacher will read and discuss Chrysanthemum. Teacher will also have a discussion about where our names came from (if they know) and encourage students to go home an Students will write their name in a boxed strip of paper S a r a h Strips of paper are graphed to show the various lengths of names. Assessment: Students will analyze graph with teacher.

19 Name: Dear Parents, We are learning about each other s names and the uniqueness among us. Please complete the sheet with your child below to help your child participate in this lesson. Child s Name and Self- portrait Where did my name come from?

20 Lesson 9: Diverse Community Members Topic(s): Identifying hair color. Greenwich Math Curriculum Standard K.4- - Collect, organize and display data using appropriate statistical and graphical methods. K.22 Pose questions about personal experiences and the environment. K.23 Collect data and organize information through counting, sorting, making lists, tallies and tables. K.24 Construct real graphs and picture graphs and describe the data using the terms more, less and same. Health Curriculum Standard Identify themselves as unique and capable individuals, with positive traits and qualities, worthy of care and respect. Identify that diverse backgrounds contribute to the uniqueness of individuals. Students will create a graph showing the different hair colors in the classroom. Materials list: Mirrors 3x3 drawing paper sample icons for hair coloring chart paper Amanda s Perfect Hair by Linda Milstein Vocabulary: graph, data, more, less, equal Teacher will read and discuss Amanda s Perfect Hair. Students can share hair stories. Students should use mirrors to help figure out their hair color. Then they should do a self portrait and color in their appropriate hair color. Assessment: Students will graph hair color and analyze graph with teacher.

21 Sample icons for hair coloring.

22 Lesson 10: Diverse Community Members Topic(s): Identifying eye color. Greenwich Math Curriculum Standard K.4- - Collect, organize and display data using appropriate statistical and graphical methods. K.22 Pose questions about personal experiences and the environment. K.23 Collect data and organize information through counting, sorting, making lists, tallies and tables. K.24 Construct real graphs and picture graphs and describe the data using the terms more, less and same. Health Curriculum Standard Identify themselves as unique and capable individuals, with positive traits and qualities, worthy of care and respect. Identify that diverse backgrounds contribute to the uniqueness of individuals. Students will create a graph showing the different eye colors in the classroom. Materials list: Mirrors The Eye Book by Theo LeSieg 3x3 drawing paper chart paper Vocabulary: graph, data, more, less, equal Procedure: Teacher will read and discuss The Eye Book. Students use mirrors to help figure out their eye color. Then they should draw an eye and color in the appropriate eye color. Assessment: Students will graph eye color and analyze graph with teacher.

23 Lesson 11: Diverse Community Members Topic(s): Identifying the number of boys and girls within the class. Greenwich Math Curriculum Standard K.4- - Collect, organize and display data using appropriate statistical and graphical methods. K.22 Pose questions about personal experiences and the environment. K.23 Collect data and organize information through counting, sorting, making lists, tallies and tables. K.24 Construct real graphs and picture graphs and describe the data using the terms more, less and same. Health Curriculum Standard Identify themselves as unique and capable individuals, with positive traits and qualities, worthy of care and respect. Identify that diverse backgrounds contribute to the uniqueness of individuals. Students will create a graph showing the number of boys and girls in the classroom. Materials list: Chart paper 3x3 drawing paper Ms. Bindergarten Gets Ready for Kindergarten by Joseph Slate and Ashley Wolff Vocabulary: graph, data, more, less, equal Procedure: Teacher will read and discuss Ms. Bindergarten Gets Ready for Kindergarten. Assessment: Students will graph number of boys and girls and analyze graph with teacher.

24 Sample Icons for boys and girls Sample Icons for boys and girls

25 Lesson 12: The Culture of a Community Topic: Identify family cultures, traditions and family groups. Connecticut Social Studies Curriculum Framework Objectives: 1.13 The characteristics of and interactions among culture, social systems and institutions Identify cultural characteristics of self and family (e.g. food, language, religion, traditions). Health Curriculum Standard Identify that diverse backgrounds contribute to the uniqueness of individuals. Students will understand that each community can be made of many different cultures, traditions and family groups. Materials list: We Are All Alike, We are All Different by Cheltenham Elementary Kindergartners It s Ok to be Different by Todd Parr Vocabulary: culture, traditions, celebrations Procedure: Teacher reads and discusses book. Students draw a picture of their family and a celebration or tradition they do together. (Or you can have students work with the media specialist/art teacher to draw this on Kid Pix) (Pictures can be put together to form a quilt on butcher paper) Assessment Students share their drawings and family tradition with the class.

26 Lesson 13: Feelings in Our Community Topic: Identify feelings Connecticut Social Studies Curriculum Framework Objectives: 3.1 Use evidence to identify, analyze and evaluate historical interpretations Predict how another person might feel given a simple scenario. 3.2 Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view Describe similarities and differences of their own feelings compared with others. Health Curriculum Standard State the importance of acknowledging emotions, and identify the ways of appropriately dealing with these emotions. Students will understand that each community member has different feelings. Materials list: Chart paper Noisy Nora by Rosemary Wells When Sophie Gets Angry-Really Really Angry by Molly Bang I Was So Mad by Mercer Meyer Today I Feel Silly: And other Moods That Makes My Day. By Jamie Lee Curtis Vocabulary: feelings, happy, sad, angry, upset, disappointed etc. Procedure: The teacher reads one of the suggested books and discusses it with students. Assign a feeling to a table and students draw things that elicit those feelings. Assessment Tables share their feelings posters and add the teacher can add to the posters based on what the class shares and adds.

27 Lesson 14: Problem Solving in Our Community Topic: Identify ways to solve problems in our classroom and in our school. Connecticut Social Studies Curriculum Framework Objectives: 3.3 Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems Students will solve conflicts and classroom issues using appropriate strategies. Health Curriculum Standard State the importance of acknowledging emotions, and identify the ways of appropriately dealing with these emotions. Students will understand how to solve problems within the classroom and the school at large. Materials list: It s Mine by Leo Lionni Me First by Helen Lester Boosty Barker Bites by Barbara Bottner Vocabulary: problem, solution Procedure: The teacher reads one of the suggested books and discusses it with students. Class role plays various classroom/school problems and discusses possible solutions. Assessment: The class creates a chart with a list of problems and possible procedures for solving the problem. Teacher observation. Revised July 23, 2012