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People, Places, and Environments Community Helpers and Your Neighborhood Kristen Early and Laura Grantham

People, Places, and Environments Community Helpers and Your Neighborhood Kristen Early and Laura Grantham. Summary.

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People, Places, and Environments Community Helpers and Your Neighborhood Kristen Early and Laura Grantham

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  1. People, Places, and EnvironmentsCommunity Helpers and Your NeighborhoodKristen Early and Laura Grantham

  2. Summary Children will study and learn about People, Places, and Environments through the community around them. This unit was created for Kindergarten students to teach them about the jobs within their community, why they are important, and how they are connected to it. We will focus on the Post Office, Pet Store, and Grocery Store as points of interests because they are places that children will be able to relate to or find interest in.We will be integrating Reading/Literature, Social Studies, Science, Math, and Writing throughout the unit by focusing on the description of each place and what the responsibilities of the workers are. By visiting the Post Office and the Grocery Store and receiving a visit from some local pets, students will be able to create real-life applications to the concepts they learn.While our unit may focus on one community organization each week, as we continue to build upon each business or service, students will see that all are dependent on one another to function and run smoothly and that everyone is a responsible partner of a community.

  3. Major Concepts • Math • Number Order • Weight • More, Less, Equal • Social Studies • Communities • Jobs: Grocery Store, Post Office, Pet Care • Needs and Wants • Language Arts • Letter, Narrative, and List Writing • Comprehension • Reading Environmental Print • Letters and Sounds • Science • Characteristics • Compare and Contrast • Similarities and Differences • Living and Nonliving

  4. People, Places, and Environments Week 1: Post Office Week 2: Pet Care Week 3: Grocery Store Writing Reading Writing Reading Math Social Studies Reading Math Social Studies Science Social Studies Science Math Writing Letter Format: Planning, Drafting, Revising Story Comprehension and Application Weighing and Measuring Comprehension and Application Sentence components and drawing Producers and Consumers Number Identification and Matching Sorting and Classifying Environmental Print/Beginning Sounds Jobs in the Community Needs of Living Things Healthy Foods and Nutrition Responsibility and Care of animals Generating Lists

  5. Learning Goals • Goals for Week 1: Writing - Students will learn the format of letter writing, will plan, draft, revise, and complete a letter to be mailed at the end of the week. Social Studies - Students will learn about the jobs of the Post Master, Mail Carriers, and the process. Reading – Students will participate in read-alouds on books about communities and stories with examples of letters. Math – Students will identify and match numbers 1-20. • Goals for Week 2: Science/Math - Students will learn about what animals (all living things) need to survive. Students will classify animals by characteristics such as fur, wings, 2/4 legs, tails, scales, etc. They will also use Venn diagrams to compare similarities and differences between two animals of their choice. Social Studies - Students will learn how to be responsible in taking care of pets, feeding, walking, cleaning. (Maybe lead to other responsibilities at home.) Writing - Students will write and draw a picture of their favorite animal and why. Reading – Students will participate in read-alouds on books about pets. • Goals for Week 3: Writing - Students will learn how to generate lists and write for an audience. Science - Students will identify food as a need and also be able to weigh items using standard and nonstandard units of measurement. Math - Students will identify numerals and determine more, less, or equal amounts as they make comparisons. Reading - Students will recognize and "read" environmental print while also recognizing alphabet letters and beginning sounds in words. Social Studies -Students will become aware of where food comes from and the types of jobs people must do in order for food to be purchased at the store.

  6. Student Learning Outcomes • The student will record or dictate a sentence that explains the observations discovered by completing the experiment with 100% accuracy. (weighing noodles) • The student will work with classmates to compile a list of ingredients and materials needed to make a peanut butter and jelly sandwich by contributing at least one item to the list. • The student will choose which letters to record as they write based on the sounds they hear in the word they are sounding out with 80% accuracy on isolated sounds (not blends, diagraphs, or long vowel combinations). • The student will modify the list of needed items for the peanut butter and jelly sandwich as we try to make it based on what was previously recorded by correcting/adding/or changing at least one food item. • The student will compare two different animals and tell how they are similar and different with 80% accuracy. • The student will identify where to list information on a Venn diagram when writing comparisons independently with 100% accuracy.

  7. Student Learning Outcomes • The student will generate navigational directions for another child to follow as he/she manipulates a toy car on a map at least 75% of the time. • The student will interpret navigational directions from another child while manipulating a toy car on a map with at least 75% accuracy. (This includes directions like go north and turn left as well as "clue" directions like drive to the place where you can buy something people need in order to survive.) • The student will arrange the sorting cards based on whether the object is living or nonliving with 100% accuracy. • The student will identify survival needs of living things using pictures with 100% accuracy. • The student will identify three community helpers and give three descriptions of their jobs. • The student will sort pictures of goods and services and verbally explain what the characteristics of each are with 75% accuracy. • The student will point to the greeting, body, and closure of a letter with 100% accuracy.

  8. Student Learning Outcomes • The student will cooperate with others during group activities by taking turns during at least 8 out of 10 activities. • The student will cooperate with others by using words to resolve conflicts and share opinions during at least 8 out of 10 activities. • The student will join whole-group classroom discussions during at least 8 out of 10 classroom discussions. • The student will listen to "driving" directions given by another student and attempt to perform the given tasks while manipulating a toy car on a map with at least 90% accuracy. • During whole-group discussions, the student will identify and sort different types of writings. • The student will identify 5 out of 8 punctuation and capital letter mistakes in writings and make corrections as needed. • The student will identify and match numbers 1-20 through the use of pretend mail and mailboxes with 100% accuracy.

  9. Student Learning Outcomes • The student will weigh the designated amounts of dried pasta noodles and record the height of the pasta using the paper strips for each of the five specified amounts with 80% accuracy. • The student will write the appropriate numeral to show the amount of pasta inside of each containers with 100% accuracy. • The student will sequence the paper strips from least to greatest on the provided recording sheet with at least 80% accuracy. • The student will correctly grasp a marker and correctly form the letters of the alphabet during interactive writing using Zaner-Bloser font on 4/5 letter attempts. • The student will assemble a map which includes photographs of places in the local community as well as lines for roads with 100% accuracy. • The student will move a toy car on the map to navigate from one location to another with 100% accuracy. • The student will complete a pocket chart sorting activity using living and nonliving picture card by placing the card in the appropriate place with at least 80% accuracy. • The student will write, proof, and revise a letter with teacher assistance.

  10. Sunshine State Standards • SC.A.1.1-The student understands that all matter has observable, measurable properties. • SC.C.1.1-The student understands that types of motion may be described, measured, and predicted. • SC.C.2.1-The student understands that the types of force that act on an object and the effect of that force can be described, measures, and predicted. • SC.F.1.1-The student describes patterns of structure and functions of living things. • SC.F.2.1-The student understands the process and importance of genetic diversity. • SC.G.1.1-The student understands the competitive, interdependent, cyclic nature of living things in the environment. • SC.G.2.1-The student understands the consequences of using limited natural resources. • SC.H.1.1-The student uses the scientific processes and habits of mind to solve problems. • SC.H.3.1-The student understands that science, technology, and society are interwoven and interdependent. • SS.B.1.1-The student understands the world in spatial terms. • SS.B.2.1-The student understands the interactions of people and the physical environment. • SS.D.2.1-The student understands the characteristics of different economic systems and institutions. • MA.A.1.1-The student understands the different ways numbers are represented and used in the real world. • MA.A.2.1-The student understands number systems.

  11. Sunshine State Standards MA.B.1.1-The student measures quantities in the real world and uses the measures to solve problems. MA.B.2.1-The student compares, contrasts, and converts within systems of measurement (both standard/nonstandard and metric/customary). MA.C.1.1-The student describes, draws, identifies, and analyzes two-and three-dimensional shapes. MA.C.3.1-The student uses coordinate geometry to locate objects in both two- and three-dimensions and to describe objects algebraically. MA.D.1.1-The student describes, analyzes, and generalizes a wide variety of patters, relations, and functions. LA.A.1.1-The student uses the reading process effectively. LA.A.2.1-The student constructs meaning from a wide range of texts. LA.B.1.1-The student uses the writing processes effectively. LA.B.2.1-The student writes to communicate ideas and information effectively. LA.C.1.1-The student uses listening strategies effectively. LA.C.2.1-The student uses viewing strategies effectively. LA.C.3.1-The student uses speaking strategies effectively. LA.D.1.1-The student understands the nature of language. LA.E.2.1-The student responds critically to fiction, nonfiction, poetry, and drama.

  12. Grade Level Expectations:Social Studies • SS.K.A.2.1-Compare children and families of today with those in the past. • SS.K.A.3.1-Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school. • S.K.E.1.1-Describe different kinds of jobs that people do and the tools or equipment used. • SS.K.E.1.3-Recognize that people work to earn money to buy things they need or want. • SS.K.E.1.4-Identify the difference between basic needs and wants. • SS.K.G.1.1-Describe the relative location of people, places, and things by using positional words. • SS.K.G.1.2-Explain that maps and globes help to locate different places and that globes are a model of the Earth. • SS.K.G.1.3-Identify cardinal directions (north, south, east, west). • SS.K.G.2.1-Locate and describe places in the school and community. • SS.K.G.3.3-Describe and give examples of seasonal weather changes, and illustrate how weather affects people and the environment.

  13. Grade Level Expectations:Science • SC.K.L.14.2-Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life. • SC.K.L.14.3-Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. • SC.K.N.1.1-Collaborate with a partner to collect information. • SC.K.N.1.2-Make observations of the natural world and know that they are descriptors collected using the five senses. • SC.K.N.1.3-Keep records as appropriate -- such as pictorial records -- of investigations conducted. • SC.K.N.1.4-Observe and create a visual representation of an object which includes its major features. • SC.K.N.1.5-Recognize that learning can come from careful observation. • SC.K.P.8.1-Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture. • SC.K.P.12.1-Investigate that things move in different ways, such as fast, slow, etc. • SC.K.P.13.1-Observe that a push or a pull can change the way an object is moving.

  14. Grade Level Expectations:Math • MA.K.A.1.1-Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives. • MA.K.A.1.2-Solve problems including those involving sets by counting, by using cardinal and ordinal numbers, by comparing, by ordering, and by creating sets up to 20. • MA.K.A.1.3-Solve word problems involving simple joining and separating situations. • MA.K.A.4.1-Identify and duplicate simple number and non-numeric repeating and growing patterns. • MA.K.G.2.1-Describe, sort and re-sort objects using a variety of attributes such as shape, size, and position. • MA.K.G.2.2-Identify, name, describe and sort basic two-dimensional shapes such as squares, triangles, circles, rectangles, hexagons, and trapezoids. • MA.K.G.2.3-Identify, name, describe, and sort three-dimensional shapes such as spheres, cubes and cylinders. • MA.K.G.2.4-Interpret the physical world with geometric shapes, and describe it with corresponding vocabulary. • MA.K.G.2.5-Use basic shapes, spatial reasoning, and manipulatives to model objects in the environment and to construct more complex shapes. • MA.K.G.3.1-Compare and order objects indirectly or directly using measurable attributes such as length, height, and weight.

  15. Grade Level Expectations:Language • LA.K.1.1.1-The student will locate a printed word on a page; • LA.K.1.1.2-The student will distinguish letters from words; • LA.K.1.1.4-The student will match print to speech; • LA.K.1.1.5-The student will identify parts of a book (e.g., front cover, back cover, title page); • LA.K.1.1.6-The student will move top to bottom and left to right on the printed page; and • LA.K.1.2.1-The student will auditory segment sentences into the correct number of words; • LA.K.1.3.1-The student will identify initial, final, and medial phonemes (sounds) in consonant/vowel/consonant (CVC) words (e.g., sat); • LA.K.1.3.2-The student will blend and segment individual phonemes in simple, one-syllable words; and • LA.K.1.4.1-The student will recognize and recall the one to one correspondence between most letters and sounds; and • LA.K.1.4.2-The student will decode simple words in isolation and in context. • LA.K.1.6.1-The student will use new vocabulary that is introduced and taught directly; • LA.K.1.6.2-The student will listen to and discuss both familiar and conceptually challenging text; • LA.K.1.6.3-The student will describe common objects and events in both general and specific language;

  16. Grade Level Expectations:Language Continued • LA.K.1.6.5-The student will use language correctly to express spatial and temporal relationships (e.g., up/down, before/after); and • LA.K.1.6.6-The student will relate new vocabulary to prior knowledge. • LA.K.1.7.1-The student will make predictions about text content using pictures, background knowledge, and text features (e.g., title, sub-heading, captions, illustrations); • LA.K.1.7.2-The student will use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction; • LA.K.1.7.3-The student will retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in sequence; and • LA.K.1.7.4-The student will identify the authors purpose as stated in the text. • LA.K.2.1.1-The student will identify familiar literary forms (e.g., fairy tales, tall tales, nursery rhymes, fables); • LA.K.2.1.2-The student will retell the main events (e.g., beginning, middle, end) of a story, and describe characters and setting; • LA.K.2.1.5-The student will participate in a group response to various literary selections (e.g., nursery rhymes, fairy tales, picture books), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection) and text to world (social connection). • LA.K.2.2.1-The student will identify the purpose of nonfictional text; • LA.K.2.2.2-The student will retell important facts from a text heard or read; and

  17. Grade Level Expectations:Language Continued • LA.K.3.1.1-The student will prewrite by connecting thoughts and oral language to generate ideas • LA.K.3.1.2-The student will prewrite by drawing a picture about ideas from stories read aloud or generated through class discussion. • LA.K.3.2.1-The student will draft writing by drawing, telling, or writing about a familiar experience, topic or text. • LA.K.3.3.1-The student will revise the draft by adding additional details to the draft and checking for logical thinking with prompting. • LA.K.3.4.1-The student will edit for correct use of knowledge of letter/sound relationships to spell simple words. • LA.K.3.4.2-The student will edit for correct use of capital letters to begin important words; and • LA.K.3.4.3-The student will edit for correct use of end punctuation, including periods, question marks, and exclamation points. • LA.K.3.5.1-The student will produce, illustrate and share a finished piece of writing. • LA.K.4.1.1-The student will create narratives by drawing, dictating, and/or using emergent writing. • LA.K.4.1.2-The student will participate in writing simple stories, poems, rhymes, or song lyrics. • LA.K.4.2.1-The student will participate in creating a variety of informational/expository forms (e.g., labels, lists, graphs, observations, summaries) through drawing or writing;

  18. Grade Level Expectations:Language Continued • LA.K.4.2.2-The student will participate in creating simple summaries from informational/expository text (e.g., graphs, tables, maps); • LA.K.4.2.3-The student will participate in a group setting to identify the topic as expressed in informational/expository text, and discuss related details; • LA.K.4.2.4-The student will communications with teacher as scribe, including friendly letters and thank-you notes; and • LA.K.4.3.1-The student will draw a picture and use it to explain why this item (food, pet, person) is their favorite. • LA.K.5.1.1-The student will print many uppercase and lowercase letters of the alphabet and recognize the difference between the two; • LA.K.5.1.2-The student will write from left to right and top to bottom of page; • LA.K.5.1.3-The student will recognize spacing between letters and words. • LA.K.5.1.5-The student will understand the concept of writing and identifying numerals. • LA.K.5.2.1-The student will listen carefully and understand directions for performing tasks (e.g., three or four-step oral directions); • LA.K.5.2.2-The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding; • LA.K.5.2.4-The student will recite short poems, rhymes, songs, and stories with repeated patterns;

  19. Grade Level Expectations:Language Continued • LA.K.5.2.5-The student will communicate effectively when relating experiences and retelling stories heard; and • LA.K.5.2.6-The student will use complete sentences when speaking. • LA.K.6.1.1-The student will identify the purpose of informational text and distinguish between informational text (e.g., signs, directions) and text read for pleasure (e.g., stories, poems). • LA.K.6.2.1-The student will ask questions and recognize the library media specialist or teacher as an information source; • LA.K.6.2.2-The student will use simple reference resources to locate and obtain information through knowledge of alphabetical order, use of pictures, and environmental print (e.g., signs, billboards); • LA.K.6.2.4-The student will recognize that authors, illustrators, and composers create informational sources. • LA.K.6.3.1-The student will recognize print and non-print media; and • LA.K.6.3.2-The student will state the main idea after viewing print media. • LA.K.6.4.1-The student will use technology (e.g., drawing tools, writing tools) resources to support learning.

  20. Daily Schedule • 8:00-8:20 Arrival Procedures/Free Choice Journal Writing • 8:20-8:40 Attendance/Continue Free Choice Journal Writing/Assist with Journals and Begin Guided Reading Groups if Possible • 8:40-9:10 Read-Aloud/Morning Meeting • 9:10-10:00 Literacy Stations/Continue Guided Reading • 10:00-10:40 Writer’s Workshop • 10:40-10:50 Bathroom Break • 10:50-11:20 Lunch • 11:20-11:30 Author’s Chair from Writer’s Workshop/Teachable Moment Closing • 11:30-11:45 Calendar • 11:45-12:40 Math • 12:45-1:15 P.E. • 1:15-1:30 Shared Reading • 1:30-2:30 Integrated Thematic Unit Presentations, Introduction of Materials to Use During Literacy Stations • 2:30-2:40 Closing/Read-Aloud

  21. Weekly Schedule - 1

  22. Weekly Schedule - 2

  23. Weekly Schedule - 3

  24. Media List • Books • Overhead Projector • Computers • Internet Access • Pre-selected Websites • Videos • Computer Video Clips • DVDs

  25. Lesson Plan Overview: Language Arts • Week One –Students will focus on listening to stories about community helpers with emphasis on postal carriers. Students will also get to ask questions and hear answers during their visit to the post office. • Week Two-Students will practice their listening, viewing, and speaking skills as they hear a guest speaker (Nonnie from Nonnie’s Ark) discuss and show various types of live animals. Students will follow-up on these skills as they create Venn diagrams comparing animals and share them with the class during author’s chair. • Week Three-Students will find print in the grocery store environment and use it to learn beginning sounds and create an “ABC” book. Students will also use rebus cards to conduct experiments and record information in a science journal and/or recording sheet.

  26. Lesson Plan Overview: Math • Week One-Students will practice sorting skills and numeral recognition as they deliver mail using the “address” or numeral on each individual mailbox. • Week Two-Students will sort and re-sort cards to determine which things are living and non-living. They will also use animal sorting cards to sort by different characteristics (i.e. four legs, big ears, etc.) • Week Three-Students will compare and order objects by using the attributes of weight. They will also practice identifying numerals.

  27. Lesson Plan Overview: Science • Week One-Students will learn about various textures such as sticky and rough. They will make predictions about what is put on envelopes to make them stay closed. • Week Two-Students will learn about living and nonliving things as they explore characteristics and needs. Students will also make comparisons using Venn diagrams. • Week Three-Students will learn about simple tools and how they help us. This will have a large focus on the use of wheels (shopping carts, dollies and ramps). Students will also participate in science stations where they use balance scales to measure weight using standard and non-standard units of measurement.

  28. Lesson Plan Overview: Writing • Week one-Students will be viewing writings, identifying the parts of a letter, drafting, proofing, revising, and producing a letter with pictures. • Week two-Students will create a narrative writing and drawing about their favorite pet and the visit from Nonnie’s Ark where they learn about proper pet care. • Week three-Students will be generating lists, creating directions with pictures, and identifying writings associated with the grocery store.

  29. Lesson Plan Overview: Social Studies • Week one-Communities will be introduced by the teacher and discussed by students with a special emphasis on the post office with the week ending with a visit and with students mailing their letters. • Week two-Students will learn about the responsibilities of having a pet with a visit from Nonnie’s Ark. • Week three-Students will visit a local grocery store and will see the job of the workers and why they are important to the community.

  30. Culminating Activities • Students will generate a “map” of familiar places in the community including: the school, post office, pet store, and grocery store using large black trash bags and masking tape. They will create roads and use photographs to show where the businesses are located. Then students will work together to navigate around their map with pretend vehicles. Students will take turns generating navigational directions for another child to follow and interpreting navigational directions while manipulating a toy car on a map.

  31. Assessments • A rubric and recording sheet for a measurement science station • Observations used during an interactive writing assessment to generate a list of materials needed to make peanut butter and jelly sandwiches • Writing samples of how to make a peanut butter and jelly sandwich • Venn diagram comparing two different animals • Recording sheet for sorting living/nonliving things • Anecdotal records/observations of students as they create a map and follow directions to navigate “around town” • KWL chart based on people and businesses in the local community • Teacher observation and checklists of components of letter writing • Teacher observation of student involvement and participation during read-alouds • Checklist of proper identification and matching of numbers

  32. References Books for the Teacher: • Martinello, M. L., & Cook, G.E. (2000). Interdisciplinary Inquiry in Teaching and Learning (2nd ed.). Upper Saddle River, New Jersey: Prentice Hall. • Roberts, P.L., & Kellough, R.D. (2008). A Guide for Developing Interdisciplinary Thematic Units (4th ed.). Upper Saddle River, New Jersey: Pearson. • Smith, J.S., & Hui, Y.H. (2004). Food Processing: Principles and Applications. Portland, OR: Wiley-Blackwell. • Great Source Education (2006). Write Traits - 6 Trait Instruction and Assessment. Houghton Mifflin Company.

  33. Website References • www.brainpopjr.com • http://streaming.discoveryeducation.com • http://images.google.com/imghp?hl=en&tab=wi • www.perpetualpreschool.com • www.everythingpreschool.com/themes/grocery/index.htm • www.avma.org/careforanimals/animatedjourneys/animatedfl.asp_petstore/care/selection • www.earthkids.com/ek_pets.aspx • www.pbskids.org/itsmylife/family/pets/articles.html • www.hubbardscupboard.org • www.atozkidsstuff.com/comm2.html • www.bensguide.gpo.gov/index.html • www.pbskids.org/rogers • sfsocialstudies.com

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