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Level: Kindergarten By: Tami Mabry & Dana Norman

Level: Kindergarten By: Tami Mabry & Dana Norman. Celebrating Our Community. 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.

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Level: Kindergarten By: Tami Mabry & Dana Norman

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  1. Level: Kindergarten By: Tami Mabry & Dana Norman Celebrating Our Community

  2. 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. Rationale

  3. Celebrating Our Community Interdisciplinary Web

  4. -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) -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) -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 Art Language Arts Celebrating Our Community Math Science Health -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) -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) (TEKS skills noted in parenthesis)

  5. Content-Process Matrix (Bloom’s Taxonomy)

  6. UNIT: Celebrating Our Community PROCESSES Knowledge Comprehension Application Analysis Synthesis Evaluation

  7. ActivitySheet 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 Day • Procedures: • 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. • The teacher reads Happy 4th of July, JennySweeney. • Students discuss the book and compare the things they learned to their list that is on the board. • Discuss the meaning of July 4th,inlcuding America’s birthday as Independence Day. • Draw a picture of at least 2 symbols of July 4th. • 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.

  8. ActivitySheet Grade:Kindergarten Interdisciplinary Unit: Celebrating Our Community Team:Tami Mabry & Dana Norman ___________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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: • Read aloud Exploring Our World: Neighborhoods & Communities. In a group setting define ‘our community’. • 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. • Have the student draw and color a picture demonstrating something they have seen or done in their community. • In a small group, compare artwork by naming the different activities that are represented. • 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.

  9. ActivitySheet Grade:Kindergarten Interdisciplinary Unit: Celebrating Our Community Team: Tami Mabry & DanaNorman ___________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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. Materials/Resources: -Web-quest on community jobs -Paper -Markers or crayons -Pencils -Costumes including hats coats or other articles that are worn by police, fireman etc. 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. 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.

  10. ActivitySheet Grade:Kindergarten Interdisciplinary Unit: Celebrating Our Community Team:Tami Mabry & Dana Norman ___________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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: • Discuss the different colors of stars that you have. • Give each child a bag of star stickers. • As they sit at their table, have them hold up the correct color star when you call out the color. • Have students put the stars into like-colored groupings. • The teacher will demonstrate how to place stickers on the graph paper. • Allow child to place their stickers on their graph paper. Materials/Resources: -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.

  11. ActivitySheet Grade:Kindergarten Interdisciplinary Unit: Celebrating Our Community Team:Tami Mabry & Dana Norman ___________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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: • Discuss and review the five food groups learned in a previous lesson. • Have students give examples of each food group. • Build a holiday picnic menu as a class. Arrange for the class to have the picnic during lunch time. • Compare and Contrast the foods from the picnic with the food pyramid to determine if they are healthy or not. • Create a new menu based on the first menu including only healthy foods. • Discuss which foods the class liked best. Materials/Resources: -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.

  12. ActivitySheet Grade:Kindergarten Interdisciplinary Unit: Celebrating Our Community Team:Tami Mabry & Dana Norman ___________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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. 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/area Science experiment plan from http://www.canteach.ca/elementary/physical2.html Procedures: Read book: The Magic School Bus Wet All Over by Pat Relf. Have a large-group discussion about evaporation, allowing children to give examples and explain their understanding. Have children paint a picture of fireworks using saltwater paints. The teacher will stir paints occasionally to ensure the salt stays dissolved. Hang to dry – allowing water to evaporate off of the paper. Discuss this step with students. After all are dry have students notice the shining salt left on the paper, asking them where it came from. 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.

  13. Resources CanTeach. 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.

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