Angela Pfohl Science Unit Map Living and...

Angela Pfohl

Science Unit Map Living and Non-Living/Plants and Animals

Week Monday Tuesday Wed. Thursday Friday

1 3/31 – 4/4

Pre-Assessment L1 Introduction to Living and Non-Living Things “What’s Alive” T-P-S

L2 Living Things Need Water Circle Maps Start “My Living Things” book

L3 Living Things Need Food T-P-S “My Living Things” book

2 4/7 – 4/11

L4 Living Things Need Air T-P-S “My Living Things” book Formative Assessment #1

L5 Living Things Grow “Do You Know Which Ones Will Grow?” “My Living Things” book

L6 Living Things Move T-P-S “My Living Things” book

3 4/14 – 4/18

L7 Living Things Reproduce T-P-S “My Living Things” book Formative Assessment #2

L8 Living Things Die T-P-S “My Living Things” book

Holiday

4 4/21 – 4/25

L9 Living and Non-Living Things Review Formative Assessment #3

L10 Plants Needs of Plants Start a garden Begin Post Assessments

L11 Parts of Plants Song on parts Complete picture of plant and label parts

L12 Plant Part Functions “Magic School Bus Gets Planted” video Carnation experiment

5 4/28 – 5/2

L13 Plants and Animals T-P-S Create a double-bubble map

Angela Pfohl

Week of 3/31 – 4/4 Outline

Monday

Morning Business

• Weekend Sharing

Stepping Stones

• Whole Group – Intro to Story Peg’s Ducks • Animations

Green Words, red words, readles Reading

• Daily Message – People and animals get food from the crops that grow in gardens and on farms. • Discuss farms • Share types of food that come from farms

Introduce and define farm - make a sentence and students as well • Introduce and define crops – make a sentence and students as well • Close lesson and prepare for recess Recess – Yard Duty

Math

• Small group - Decomposing 9

Large group - Begin 10-1 o Introduce Making 11, 12, 13 using ten-frames

Prepare for lunch – Yard Duty

Calendar

Writing

Begin Nonfiction text features unit

What happens if we don’t malama i ke kai?

Show and discuss unhealthy ocean environments

Complete partial multi-flow map

Learning Labs

Continue pre-assessments for Science unit

Tuesday

Morning Business

Song

Rhyme Time – My Garden

rhyming words

Stepping Stones

Green Words on the Whiteboard

Partner reading

Reading

Daily Message – Peoplework on farms. (Discuss space between words.)

Review farms

Discuss farmers

Introduce story – If It Weren’t for Farmers

Mention vocab word from yesterday used in story - crops

T-P-S What are some things that we have found that farmers do?

Introduce and define farmer – make a sentence and students as well

Close lesson and prepare for recess

Recess

Kupuna

Math

Problem Solving with Large group with other group in centers

Prepare for lunch

Calendar

Writing

Review malama I ke kai

Explain that students will be researching animals

Split into two groups – honu and penguin (Manuhelekū)

One group begins wonderings and research what the animal eats using nonfiction text features

(table of contents) while the other group will be looking at non fiction texts and thinking of

wonderings – Then groups will switch

Students will record info on post-its to place on tree map of animal under “Eats”

Science

Introduce Living/Non-living unit

Introduce picture of a living and non-living and share what makes one alive

Read story “What’s Alive?” Stop throughout to discuss a characteristic of a living thing

mentioned in the story and compare them to the pictures we observed

T-P-S something that we learned was a characteristic of a living thing

Wednesday

Morning Business


Say it Fast

Stepping Stones


Partner reading

Reading

Daily Message – What animals are found on farms? (Discuss punctuation)

Discuss livestock

Watch video about livestock – “Farm Animals”

T-P-S What are some animals raised on farms?

Introduce and define livestock – make a sentence and students as well

Introduce and define barn - make a sentence and students as well


Recess

Math

Small group - Decomposing 10

Large group - Lesson 10-2

o Making 14, 15, 16

Prepare for lunch

Calendar

Learning Labs

Thursday

Morning Business

• Song

• Rhyme Time – My Garden

• Change initial sounds

Stepping Stones

• Red Words • Partner reading

Reading

• Review that we have been discussing farms

• Introduce and read story A Family for Old Mill Farm

• Ask questions throughout story T-P-S – Mention certain features the family was looking for in a

home

• Discuss vocab throughout story – remarkable - mobile

• End story with T-P-S question? Why was Old Mill Farm the right home for the family?

• Journal

• Close lesson and prepare for recess

Recess – Yard Duty

Math

Small group - Unit 9 Topic Test

Large group - Lesson 10-3 o Making 17, 18, 19 using ten frames

Prepare for Lunch

Calendar

Writing

Review that students researched what their animal eats and that they will record this into a

book

Introduce the book students will be creating about their animal

Students will draw an illustration of their animal and what it eats accompanied with a caption

Science

Create circle maps of characteristics of living things and nonliving things we learned from the

story – refer back to it if needed

Introduce “Living Things” book – Explain that students will be listing all the characteristics of

living things

Today, we will focus on “Living things need water.” Students will T-P-S an example of a living

thing that needs water. They will then write the sentence and draw a picture in their book.

Friday

Morning Business

Songs


Say it fast

Stepping Stones

Comprehension Question – Why did the mother duck feel mad?

Math

Small group - Lesson 10-1

Large group - Unit 10 Topic Test

Prepare for Lunch

Calendar

Science

Today we will discuss that living things need food.

We will look at our pictures and check if they need food or not. I will show new pictures to

check as well.

Students will work on a new page in their book. Students will T-P-S an example of a living thing

that needs food. They will then write the sentence “Living things need food.” They will draw a

picture of a living thing that needs food. Students will be encouraged to write a second

sentence stating their living thing that needs water. Ex. Living things need food. A cat needs

food.

Learning Labs

Angela Pfohl


Monday

Morning Business

• Weekend Sharing

Stepping Stones

• Whole Group – Intro to Story “Lost!” • Animations

Green Words, red words, readles

Reading - We are learning to answer questions about stories we read. We are learning the meaning of

new words and using them in a sentence.

• Daily Message – Some animals make good pets. • We will be discussing pets and other animals

Read the big book “Pets” • Share types of pets that we have or would like to have

Introduce and define pet - make a sentence and students as well • Close lesson and prepare for recess Recess

Math

• Small group – We are learning to compose numbers 11, 12, 13. 1 ten and 1 more one is 11.

Lesson 10-1 o Composing 11, 12, 13

Large group – We are learning to create numbers 11-19 by using ten frames and adding more ones to 10

o Begin 11-1 o Introduce making numbers 11-19 using double ten-frames

Prepare for lunch

Calendar

Writing

We are learning to write information that we learned from our nonfiction books.

We will discuss that we have researched what our animals eat and we will now write into our

book

I will model writing a fact about what the animal eats and students will be encouraged to write

more than one thing their animal eats.

Students will write what their animal eats in their books on the same page that they created the

illustration with caption from the previous lesson

Learning Labs

Tuesday

Morning Business

Song

Rhyme Time – Best Pet Yet

Phoneme Addition

Stepping Stones - We are learning to sound out words and say it fast to read.


Partner reading

Reading – We are learning to answer questions about stories we read. We are learning the meaning of

new words and using them in a sentence.

Daily Message – Pets need special care. (Discuss the “s” at the end of pets.)

Review pets

T-P-S Why do we give pets food?

Introduce big book “Hello, My Name is Henry”

T-P-S throughout story

Introduce and define veterinarian – make a sentence and students as well

Introduce and define groom – make a sentence and students as well



Kupuna

Math

We are learning to understand what a problem is asking and to solve it.

Problem Solving with Large group with smaller group in centers

Prepare for lunch

Calendar

Writing

We are learning to locate information about a topic and wondering about new information

Split into two groups – honu and penguin (Manuhelekū)

One group continues any wonderings and researches what the animal has (parts) using

nonfiction text features (table of contents) while the other group will be looking at nonfiction

texts and thinking of wonderings – Then groups will switch

Students will record info on post-its to place on tree map of animal under “Have”

Science – We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things.

Today we will discuss that living things need food.

We will look at our pictures and check if they need food or not. I will show new pictures to

check as well.


that needs food. They will then write the sentence “Living things need food.” They will draw a

picture of a living thing that needs food. Students will be encouraged to write a second

sentence stating their living thing that needs water. Ex. Living things need food. A cat needs

food.

Wednesday

Morning Business


Say it Fast



Partner reading

Reading – We are learning the meaning of new words and using them in a sentence.

Daily Message – Pets and people care about each other. (Discuss same initial sounds)

Discuss how we care and love pets

Picture walk through big book “Hello, My Name is Henry” to discuss how Henry and his owners

care about each other

Introduce and define care – make a sentence and students as well


Recess

Math

Small group – We are learning to compose numbers 14, 15, 16. 1 ten and 5 more ones is 15.

Lesson 10-2

o Composing 14, 15, 16

Large group – We are learning to decompose the numbers 11, 12, 13. We can break it into two

parts – one part being ten and the second part being more ones. 12 is 1 ten and 2 more ones.

Lesson 11-2

o Decomposing 11, 12, 13 using ten-frames

Prepare for lunch

Calendar

Learning Labs

Thursday

Morning Business

• Song

• Rhyme Time – Best Pet Yet

• Break it Down

Stepping Stones – We are learning to sound out words and say it fast to read.


Reading - We are learning to answer questions about stories we read.

• Review that we have been discussing pets

• Introduce and read story “The Salamander Room”

• Ask questions throughout story T-P-S

• Discuss changes the boy wants to make to his room for the salamander

• Discuss vocab throughout story – forest - creep



Math

Small group – We are learning to compose numbers 17, 18, 19. 1 ten and 8 more ones is 18

Lesson 10-3 o Composing 17, 18, 19

Large group – We are learning to decompose the numbers 14, 15, 16. We can break it into two parts – one part being ten and the second part being more ones. 15 is 1 ten and 5 more ones

Lesson 11-3


Prepare for Lunch

Calendar

Writing

We are learning to create an illustration with labels of information we learned about our animal

Review that students researched what their animal has and that they will record this into their

book

Students will draw an illustration of their animal and label its parts


Today we will discuss that living things need air.

We will look at our previous pictures and check if they need air or not. I will show new pictures

to check as well.


that needs air. They will then write the sentence “Living things need air.” They will draw a

picture of a living thing that needs air. Students will be encouraged to write a second sentence

stating their living thing that needs air to match their picture. Ex. Living things need air. A tree

needs air.

Friday

Morning Business

Songs


We will use Break-it-Down to count the number of sounds in words

Stepping Stones – We are learning to answer questions about stories we read.

Comprehension Question – How did the kids get home?

Recess - Yard Duty

Math

Small group – Topic 10 Test

Large group – We are learning to decompose the numbers 17, 18, 19. We can break it into two

parts – one part being ten and the second part being more ones. 19 is 1 ten and 9 more ones

Lesson 11-4

o Decomposing 17, 18, 19 using ten frames

Prepare for Lunch – Yard Duty

Calendar


Today we will discuss that living things move.

We will watch a short video of how plants and animals move on their own.

We will look at our pictures and check if they move or not. I will show new pictures to check as

well.


that moves. They will then write the sentence “Living things move.” They will draw a picture of

a living thing that moves. Students will be encouraged to write a second sentence stating their

living thing that moves. Ex. Living things move. A fish moves in the water.

Learning Labs

Angela Pfohl


Monday

Morning Business

• Weekend Sharing

Stepping Stones

• Whole Group – Intro to Story “Hot Muffins!” • Animations


Reading - K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on kindergarten reading and content.

K.L.6 Use words and phrases acquired through conversations, reading and being read to, and

responding to texts.

We are learning the meaning of new words and using them in a sentence.

• Daily Message – Mammals are special kinds of animals. Ask about appearance of /m/ sound. • We will be discussing mammals and their characteristics.

Watch “Mammals” video • Define mammal- make a sentence and students as well • Close lesson and prepare for recess Recess

Math

• Small group – We are learning to create numbers 11-19 by using ten frames and adding more ones to 10

o Begin 11-1 o Introduce making numbers 11-19 using double ten-frames

Large group – Topic 11 Test Prepare for lunch

Calendar

Writing – K.W.2 Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and supply some

information about the topic.

K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite

author and express opinions about them).

We are learning to write information that we learned from our nonfiction books.

We will discuss that we have researched what our animals have and the functions and we will

now write into our book

I will model writing a fact about a function of an animal’s part. Students will be encouraged to

write more than one thing their animal eats.

Students will write what their animal has and its function in their books on the same page that

they created the illustration with caption from the previous lesson

Learning Labs

Tuesday

Morning Business

Song

Rhyme Time – Mammals

Initial and Ending Sounds



Partner reading

Reading – K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases





Daily Message – Mammals have backbones and hair, and they breathe air. (Point out red word.)

Review mammal characteristics

Watch Mammals video

Introduce and define fur – make a sentence and students as well


Recess

Kupuna

Math



Prepare for lunch

Calendar

Writing - K.W.2 Use a combination of drawing, dictating, and writing to compose






Groups will continue gathering wonderings

Students will look for interesting facts about their animal

Students will record info on post-its to place on tree map of animal under “Interesting Facts”

Science – Benchmark SC.K.1.3 Collect data about living and non-living things

Benchmark SC.K.4.1 Identify differences between living and non-living things

We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things.

Today we will discuss that living things grow.

We will look at our pictures and check if they grow or not. I will show new pictures to check as

well.


that grows. They will then write the sentence “Living things grow.” They will draw a picture of a

living thing that grows. Students will be encouraged to write a second sentence stating their

living thing that grows. Ex. Living things grow. A flower grows.

Wednesday

Morning Business

Rhyme Time – Mammals

Say it Fast



Partner reading






Daily Message – Birds are not mammals. Birds have feathers and wings. Birds lay eggs. (Discuss

sound at beginning of each sentence.)

Discuss birds and their characteristics.

Introduce and define birds – make a sentence and students as well

Introduce and define hatch – make a sentence and students as well



Math - K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones,

e.g., by using objects or drawings, and record each composition or decomposition by a drawing or

equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two,

three, four, five, six, seven, eight, or nine ones.

Small group – We are learning to decompose the numbers 11, 12, 13. We can break it into two

parts – one part being ten and the second part being more ones. 12 is 1 ten and 2 more ones.

Lesson 11-2


K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several

measurable attributes of a single object.

Large group – We are learning to measurable attributes of and object. This means we can

determine if something can be measured using length, weight, or capacity.

Lesson 12-1

o Introduce measurable attributes – length using cube train, weight using balance,

capacity using measuring cup

Prepare for lunch

Calendar

Learning Labs

Thursday

Morning Business

• Song

• Rhyme Time – Mammals

• Break it Down



Reading - K.RL.2 With prompting and support, retell familiar stories, including key details. We are learning how to retell a story.

• Review that we have been discussing different types of animals – mammals and birds.

• Introduce and read story “Riki’s Birdhouse”

• Ask questions throughout story T-P-S

• Discuss retelling a story in order from beginning, middle, and end

• Students will place pictures from the story in sequential order and explain what happens in the

pictures on their own worksheet.

• Discuss vocab throughout story – project - prepares


Recess





Small group – We are learning to decompose the numbers 14, 15, 16. We can break it into two parts – one part being ten and the second part being more ones. 15 is 1 ten and 5 more ones

Lesson 11-3 o Decomposing 14, 15, 16 using ten-frames

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Large Group – We are learning to compare two objects using length. An item can be shorter than, longer than, or as long as another item.

Lesson 12-2 o Comparing objects by length – shorter, longer, as long as

Prepare for Lunch

Assembly – 12:00 – 1:15 Science – Benchmark SC.K.1.3

Collect data about living and non-living things

Benchmark SC.K.4.1 Identify differences between living and non-living things We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things.

Today we will discuss that living things reproduce.

I will read a section from “The Living Things” book on how living things reproduce.

We will look at our previous pictures and check if they reproduce. I will show new pictures to

check as well.


that reproduce. They will then write the sentence “Living things reproduce.” They will draw a

picture of a living thing that reproduces. Students will be encouraged to write a second

sentence stating their living thing that reproduces. Ex. Living things reproduce. A chicken can

reproduce.

Friday – Holiday

Angela Pfohl

Outline for week 4/21 – 4/25

Monday

Morning Business

• Weekend Sharing

Stepping Stones

• Whole Group – Intro to Story “Big Bob’s Bad Day • Animations


Reading - K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases





• Daily Message – Fish bodies are made for living in the water. • What do we know about fish bodies?

Read Creature Features: Fish • Define fins and gills- make a sentence and students as well • Close lesson and prepare for recess

Recess





• Small group – We are learning to decompose numbers 11-19. o Lesson 11-4 o Decomposing 17, 18, 19


Large group – We are learning to compare objects by length. o Lesson 12-3 o Comparing 3 objects using longest and shortest

Prepare for lunch

Calendar






We are learning to create an illustration with information we learned about our animal

Review that students researched about their animal and that they will draw an illustration

about an interesting fact they researched

Students will draw an illustration of their animal that matches the interesting fact they share

Tuesday

Morning Business

Song

Rhyme Time – Five Little Crabs

Initial and Ending Sounds



Partner reading






Daily Message – Fish species come in many sizes, shapes, and colors.

Read Creature Features: Fish

Introduce and define camouflaged – make a sentence and students as well



Kupuna

Math



Prepare for lunch – Yard Duty

Hoike Practice







Groups will continue gathering wonderings

Students will write about interesting facts about their animal in their books

Science – Benchmark SC.K.1.3 - Collect data about living and non-living things Benchmark SC.K.4.1 - Identify differences between living and non-living things


Today we will discuss that living things reproduce.

I will read a section from “The Living Things” book on how living things reproduce.

We will look at our previous pictures and check if they reproduce. I will show new pictures to

check as well.


that reproduce. They will then write the sentence “Living things reproduce.” They will draw a

picture of a living thing that reproduces. Students will be encouraged to write a second

sentence stating their living thing that reproduces. Ex. Living things reproduce. A chicken can

reproduce.

Wednesday

Morning Business

Rhyme Time – Five Little Crabs

Say it Fast



Partner reading



K.RL.1 With prompting and support, ask and answer questions about key details in a text.

Introduce and define twitchy and relax – make a sentence and students as well

Read Mr. Putter and Tabby Feed the Fish

T-P-S throughout story


Recess





• Small group – We are learning to decompose numbers 11-19. o Recognizing patterns in decomposing numbers.


Large group – We are learning to compare objects by length. o Lesson 12-4 o Problem Solving using

Prepare for lunch

Hoike Practice

Learning Labs

Thursday

Morning Business

• Song

• Rhyme Time – Five Little Crabs

• Break it Down





K.RL.1 With prompting and support, ask and answer questions about key details in a text.

• Review Mr. Putter and Tabby Feed the Fish

• T-P-S question and journal–Why did Mr. Putter give the fish to Mrs. Teaberry?


Recess





• Small group – We are learning to decompose numbers 11-19. o Review of decomposing numbers 11-19 o Quick check


Large group – We are learning to compare objects by height. o Lesson 12-5 o Comparing objects by height – taller, shorter, as tall as

Prepare for Lunch

Calendar






Science – Benchmark SC.K.1.3 - Collect data about living and non-living things

Benchmark SC.K.4.1 - Identify differences between living and non-living things


Today we will discuss that living things die.

We will discuss how all living things eventually die.


that dies. They will then write the sentence “Living things die.” They will draw a picture of a

living thing that dies. Students will be encouraged to write a second sentence stating their living

thing that dies. Ex. Living things die. A plant can die.

Friday

Morning Business

• Song

• Rhyme Time – Five Little Crabs

• Break it Down

Stepping Stones – We are learning to answer questions about stories we read.

Comprehension Question – How did Meg’s mom make Big Bob happy?

Recess - Yard Duty





• Small group – We are learning to decompose numbers 11-19. o Topic Test


Large group – We are learning to compare objects by height. o Lesson 12-6 o Comparing 3 objects by height – tallest.

Prepare for Lunch - Yard Duty

Hoike Practice

Science – Benchmark SC.K.1.3 - Collect data about living and non-living things

Benchmark SC.K.4.1 - Identify differences between living and non-living things

We are learning to collect data about living and non-living things. We are learning the differences between living and non-living things. Group Assessment

We will review data that we have collected on living and nonliving things

Students will determine if an item is living or nonliving and then give a characteristic describing why

Learning Labs

Angela Pfohl Science Unit Map Living and...

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Transcript of Angela Pfohl Science Unit Map Living and...