Level: Kindergarten By: Tami Mabry & Dana Norman

Level: Kindergarten

By: Tami Mabry & Dana Norman

Rationale• The focus of our unit is on

community. We will learn what makes a community, what symbols are important to America, holidays celebrated by our community, and important jobs in our community.

• Knowledge of our community is important because it defines who we are and helps us relate to those around us. The purpose is for students to be able to identify what makes a community, what the different parts of a community are, and why they are important.

CelebratinCelebrating Our g Our

CommunitCommunityy

InterdiscipInterdisciplinary Weblinary Web

Celebrating Our Community

-Celebrations in different seasons (5:B)

-Heat causes change: evaporation experiment (7:B)

-Living organisms depend on one another (9:B)

-Exploding fireworks: vinegar/baking soda experiment

-Safe vs. unsafe play places for a parade (2:B)

-Plan a healthy picnic (3:B)

-How to protect yourself from the environment for picnic, water play, parade (7:A)

-Show respect for community adults (8:B)

Science Health

-Cut & paste chronological order (3:A)

-Identify geography characteristics like the shape of US & TX (5:A)

-Identify community jobs (7:A)

-Identify US & TX flags (10:A)

Social Studies

-Paper collage of TX flag, manipulative skills with scissors (2:C)

-Create artwork with marbles: fireworks (2:A)

-Color the US & TX Flags correctly (2:C)

-Explain your community drawing (4:A)

Art

-Class discussion about 4th of July (2:B)

-Postcards to other community schools.

-Clapping syllables in new vocabulary words from class discussion (6:B)

-Listen to stories read aloud about holidays and community leaders. (10:A)

-One to one correspondence of stars on a flag (K.1:A)

-Concrete addition & subtraction (K.4:A)

-Picnic locations: over, under, above, below (K.7:A)

-Graph stars by color (K.12:A)

Language Arts

Math

(TEKS skills noted in parenthesis)

Content-Process Matrix

(Bloom’s Taxonomy)

1. Why do we celebrate the 4th of

July?

Define 4th of July as America’s Birthday &

Independence Day, and identify its

symbols.

Give examples of ways we celebrate

July 4th.

Draw a symbol of July 4th.

Compare a regular picnic with a 4th of

July picnic to recognize the

meaning of the holiday.

2. What does your community look

like?

Define our community, and list

things in our community.

Give example of people, symbols,

and holidays in our community.

Draw and color a picture

demonstrating something you

have done in your community.

Compare artwork in a small group

setting.

Which one of your pieces of art is your

favorite?

3. What are important jobs in your community ?

Define policeman, fireman, teacher,

and doctor.

Explain how each job helps the community.

Demonstrate, by dressing up, and telling what your

job entails.

Compare the specifics about the

job.

Create a drawing of what a person

doing this job looks like.

Give an opinion as to which is your favorite job, and

why it is important.

4. How do we group and sort

different colored stars?

Identify the different colors of

stars.

Show a star of each color.

Demonstrate knowledge of

colors by grouping like colors together

on a graph.

5. What foods do we take on a

healthy picnic?

Remember our previous lesson on the 5 food groups.

Give examples of food from each

good group.

Build a menu for a holiday community picnic and arrange

to have a picnic during lunch time.

Compare and contrast foods to

the food pyramid to decide if they are

healthy or not.

Rearrange menu to include only

healthy food items.

Evaluate which foods student liked

best.

6. How does heat cause changes?

Define evaporation.

Students give examples of

evaporation during group discussion.

Paint a picture of fireworks using

water colors with dissolved salt.

Report what happened after the

paint dried.

PROCESSESUNIT: Celebrating

Our Community Knowledge Comprehension Application Analysis Synthesis Evaluation

Activity Sheet Grade: Kindergarten

Interdisciplinary Unit: Celebrating Our Community Team: Tami Mabry & Dana Norman___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Guiding Question for Language Arts (TEKS 2:B)

Why do we celebrate the 4th of July?Objective:

1. The student will identify ways we celebrate the 4th of July; 2.Explain that the 4th of July is America’s birthday or Independence DayProcedures:

1. Students will discuss as a class what they know about the 4th of July. The teacher will write a list, generated by the class, of symbols of the 4th of July.

2. The teacher reads Happy 4th of July, Jenny Sweeney.

3. Students discuss the book and compare the things they learned to their list that is on the board.

4. Discuss the meaning of July 4th,inlcuding America’s birthday as Independence Day.

5. Draw a picture of at least 2 symbols of July 4th.

6. Discuss as a class the difference between a regular picnic and a 4th of July celebration in order to recognize the importance of the holiday.

Materials/Resources:

-Book: Happy 4th of July, Jenny Sweeny by Leslie Kimmelman

-Paper

-Crayons

Evaluation:

Students will demonstrate understanding of the 4th of July as America’s birthday and Independence Day in class discussion. Students will draw at least 2 symbols of the holiday.



Guiding Question for Art (TEKS 4:A)

What does your community look like?

Objective:

1. The student will understand the meaning of a ‘our community’ ; 2. Create a picture of something the student has done as part of their community; 3. The student will compare artwork and choose their favorite. Procedures:

1. Read aloud Exploring Our World: Neighborhoods & Communities. In a group setting define ‘our community’.

2. Give examples of people, symbols, and holiday celebrations that are observed in our community. Write them on the board, have pictures available to place next to them.

3. Have the student draw and color a picture demonstrating something they have seen or done in their community.

4. In a small group, compare artwork by naming the different activities that are represented.

5. Have students choose their favorite activity that is represented in their group.

Materials/Resources:-Book: Exploring Our World: Neighborhoods & Communities by

Kathleen Hollenback -Pictures that represent the people, symbols, and holidays -Crayons-Big paper

Evaluation:

Students will demonstrate their understanding of community by their involvement in the class discussion and drawing an appropriate community activity.


Interdisciplinary Unit: Celebrating Our Community Team: Tami Mabry & Dana Norman

Guiding Question for Social Studies (TEKS 7:A)

What are important jobs in our community?Objective:

1.The student will identify jobs in our community; 2. Understand what a person in each job does; 3. Conduct research on one job.Procedures:

1. Teacher discusses jobs and class makes a group list on the board of jobs that they think are important. They will then discuss what makes these jobs important to our community. The teacher should make sure the list includes doctor, policeman, fireman, librarian and teacher.

2. Students research these jobs using the web-quest provided.

3. Students choose one job during the web-quest to research and report on.

4. The student will draw a picture of what a person in their job looks like and write the name of the job on the paper if they are able.

5. Students wear costumes of the chosen job and report to the class what their job is and how it is important to the community.

6. Class discusses what jobs are their favorites and why. They will compare and contrast the job in their discussion.


-Web-quest on community jobs

-Paper

-Markers or crayons

-Pencils

-Costumes including hats coats or other articles that are worn by police, fireman etc.

Evaluation: Students will be evaluated on the drawing and labeling of their community job. Teacher checks to make sure that when they present their job they explain why the job is important to the community. Students must participate in each step of the web-quest, drawing, and presentation along with class discussion.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Guiding Question for Math (TEKS 12:A)

How do we group and sort different color stars?

Objective:

1. The student will identify the different colors of the star stickers; 2. Group stars by color; 3. Stick stars on a graph in like-color bars. Procedures:

1. Discuss the different colors of stars that you have.

2. Give each child a bag of star stickers.

3. As they sit at their table, have them hold up the correct color star when you call out the color.

4. Have students put the stars into like-colored groupings.

5. The teacher will demonstrate how to place stickers on the graph paper.

6. Allow child to place their stickers on their graph paper.


-Bags of sticker stars of different colors for each child and one for the teacher.

-Paper with graph lines already on it (squares big enough to place the sticker star in it).

Evaluation:

Students will demonstrate knowledge of the different colors by responding when asked to hold up that color star. Students will also be expected to complete their graph will 100% accuracy.



Guiding Question for Health (TEKS 3:B)

What foods do we take on a healthy picnic?

Objective:

1. The student will give examples of foods from each food group; 2. Evaluate if the foods from a picnic are healthy based on the food pyramid; 3. Create a healthy picnic menu; 4. Evaluate the foods to decide what foods were their favorites.Procedures:

1. Discuss and review the five food groups learned in a previous lesson.

2. Have students give examples of each food group.

3. Build a holiday picnic menu as a class. Arrange for the class to have the picnic during lunch time.

4. Compare and Contrast the foods from the picnic with the food pyramid to determine if they are healthy or not.

5. Create a new menu based on the first menu including only healthy foods.

6. Discuss which foods the class liked best.


-Handout of the food pyramid (used in previous lesson).

-picnic supplies and foods provided by parent volunteers

Evaluation:

Students will demonstrate knowledge of the food pyramid. The students will show that they understand qualities of healthy foods when evaluating the menus. Students must participate in creating and evaluating the menus as a class.



Guiding Question for Science (TEKS 7:B)

How does heat cause change? Objective:

1. The student will understand and give examples of evaporation; 2. Paint a picture using saltwater paints; 3. Recognize that salt is left over after saltwater evaporates.

Procedures:

1. Read book: The Magic School Bus Wet All Over by Pat Relf.

2. Have a large-group discussion about evaporation, allowing children to give examples and explain their understanding.

3. Have children paint a picture of fireworks using saltwater paints. The teacher will stir paints occasionally to ensure the salt stays dissolved.

4. Hang to dry – allowing water to evaporate off of the paper. Discuss this step with students.

5. After all are dry have students notice the shining salt left on the paper, asking them where it came from.

Materials/Resources:-The Magic School Bus Wet All Over; by Pat Relf-Paints: in small cups dissolve salt into warm water, add a little bit of paint to make water color paints-Large paper-Paint Brushes-Drying line/areaScience experiment plan from http://www.canteach.ca/elementary/physical2.html

Evaluation:

Students will demonstrate knowledge of evaporation by responding in group time with their own examples. Students will also be expected to create a painting as an end product.

ResourcesCanTeach. Evaporation Painting. Downloaded from http://www.canteach.ca/elementary/physical2.html

Hollenback, K. (1997). Exploring our world: Neighborhoods and communities. New York: Scholastic, Inc.

Kimmelman, L. (2003). Happy 4th of July, Jenny Sweeney. Morton Grove, Illinois: Albert Whitman & Company.

Relf, P. (1996). The magic school bus wet all over: A book about the water cycle. New York: Scholastic, Inc.

Richardson ISD. School locator Map. Downloaded from http://www.richardson.k12.tx.us/Global/Maps/LocatorMap.pdf

U.S. Government ( 1999). Your Neighborhood. Downloaded from http://bensguide.gpo.gov/k-2/neighborhood/index.html.

Ward, N. (1998). Don’t eat the teacher. London, United Kingdom: Scholastic UK.

Level: Kindergarten By: Tami Mabry & Dana Norman

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