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Unit Author First and Last Name Jenny Dolan-Kray School District Bonduel School District School Name Bonduel Middle School School City, State Bonduel, WI Unit Overview Unit Title Changes Through The Year/Seasons Unit Focus: Fall and Winter Unit Summary Students will be observing changes that will take place throughout the school year while working with the unit “Seasons” This unit focus will cover fall and winter. They will learn how the four seasons affect not only nature, but also people, specifically the clothing wear and the activities we do. Investigations will take place with weather changes, length of day, personal accommodations. Students will learn about the different holidays that take place during each season. Subject Area Science Math Reading/Language Arts all with the support of technology. Grade Level Kindergarten Approximate Time Needed This is a whole school year unit. It will be broken up into different part according to what season we are in and when the season changes. It will be approximately 1-2 weeks per season, 30 minute class sessions, 1-3 classes per week. The class activities will fall into different areas of the curriculum. Unit Foundation Habits of Learning Taxonomy Blooms: Remembering, Understanding, Applying, Analyzing, Creating Marzano’s: Acquisition of Knowledge, Extension and Refinement of Knowledge, Meaningful Use of Knowledge Cost and Kallick’s: Applying Past Knowledge to New Situations, Gathering Data Through All Senses, Thinking About Our Thinking Targeted Content Standards and Benchmarks Science:

A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed.

B.4.1 Use a variety literature, computers, teachers, parents, other adults, journals, environment and various other

sources, to help answer science-related questions and plan investigations.

C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied.

C.4.8 Ask additional questions that might help focus or further an investigation.

D.4.2 Group and/or classify objects and substances based on the properties of earth materials.

A 4.1.1 Patterns A.4.2.1 Graphs

A.4.3.2 Cites and discuss how math skills are used in other areas of the curriculum

B.4.2.2 Sorting B.4.2.3 Estimating

C.4.1.1 Shapes C.4.1.2 Sort and classify according to shapes

D.4.3.1 Days of the week, months, time. D.4.4.3 Tell difference between hot/cold.

E.4.1.2 Identify data needed for a graph.

E.4.1.3 Measure, collects and record data. Make a graph and share observations.

Reading:

A 4.1.4 Comprehend reading by using strategies such as prior knowledge, purpose, self correcting, monitoring, rereading, predictions, clues and more.

B.4.1.2 Writing pieces in response to reading, viewing and life experiences.

C.4.1.5 Participates in group readings such as choral, echo, and shadow reading.

C.4.2.3 Retells stories and reports of events in proper sequence.

D.4.1 Develops their vocabulary of words, phrases, and idioms as a mean of improving communication.

ITL Standards

A.4.1 Use common media and technology terminology and equipment.

A4.2 Identify and explain the function of the components of a computer system, demonstrates the correct use of input devices

A.4.5 Use draw, pain or graphics software to create simple signs, posters, banners, charts, visuals and more.

Student Objectives/Learning Outcomes Students will recognize changes, name and sequence the four seasons.

Students will describe the types of weather that is usually characterized by each of them. (Fall/Winter) Students will identify natural phenomena and human activity associated with each season. (Fall/Winter) Students will recognize that weather and season affect the way people, plants and animals live. (Fall/Winter) Students will name the holidays associated with each seasons. (Fall/Winter) Students will identify the months within each season. (Fall/Winter) Curriculum-Framing Questions Essential How does the world around us change through the year? How will our days Question change throughout our kindergarten year?

How do our lives change with each season? Unit What is the weather like right now? Will the weather be the same when we are in Questions the month of December? Do you think it is the same in other parts of our country, our world? Can we use our weather chart to graph and compare changes from month to month?

Content How can we tell the seasons are changing? Questions What are the four seasons? How can we show that things in our lives and environment are changing? Assessment Plan Assessment Timeline

Before project work begins Students work on projects After project work is and complete tasks completed

Provide the Allow students literature to review related to the literature unit. Read during choice aloud at various and free times. reading times Use songs & fingerplays also. Begin by using  Focus  Project:  Activity:  Given  Make the warm-up first on the A Tree for All Clothes for the pictures “Four Seasons” lessons in season of fall. Seasons: Season: Label representing Book curriculum Start a journal Students are box, Clothes for the four  Journal/dr guide. page title “Fall” given 4 simple Fall, Clothes for seasons, aw pictures fall tree trunks Winter. (etc.) students will things, winter  Questio  Students cut and glue n and answer draw as many w/branches.  Using thing etc. catalog each picture in discussion pictures as  Decorat  Compare pictures, cut the correct defining they can think e tree to this project to out clothing order starting seasons. How of that relate to match with fall. the warm-up pictures and activity many are the fall season. appropriate Collect work glue on index completed at the there? Can Assist with season. cards. and evaluate. you name labeling. beginning of the  Fall-  Use  One on unit. Check to them?  Collect red, yellow pictures to sort one see the progress  General and save for orange leaves. the clothing conferencing. and growth with observation of comparing Add details. into the Ask simple first illustrations responses. later. Winter-Bare appropriate questions to compared to the branches, add recall  Do the box. Point out illustrations in snowflakes. that many information the final project. same for winter learned.  Continu clothing items and the last Record e with the can be worn in two seasons. student other seasons. 1or more seasons. responses.

Assessment Summary

Fall/Winter Writing: Students will draw all the things that remind them of fall/winter at the beginning of the year and then dictate to the teacher what those things are. This worked will be dated and placed into their work assessment folders. At the end of the year they will do the same except this time they will do the writing. Students will also do an activity in the computer lab using pixie. They create a picture representing each season. The picture will be put in their own little slideshow for a presentation. If possible the picture will be printed off for their own little book. Fall/Winter Clothing: The students will draw and dictate to label the appropriate fall/winter clothing at the beginning of the year and again at the end of the year except the students will do their own writing. Students will also do an activity in the computer lab with the kidspiration’s program. Dressing Children for the Weather. Tree Adoption: The students will mark their starting and ending date with their tree by drawing and writing about it. They will continue to note the changes on a weekly basis after each visit in a journal. Seasonal Sports Activities: The students will use the visual ranking tool to mark sports that can be played all through the year verses sports that can be play only during certain seasons. Teacher Observations: The teacher will collect and review all individual and group projects/activities. A one on one conference will take place with each student using a question and answer method. The teacher will record answers on a progress log. Students will demonstrate hands on activities in the curriculum areas included to show knowledge of skills and concepts. Teacher

will record results. The teacher will observe the students’ participation and progress throughout the year.

Visual Ranking Elements (Complete this section if this tool will be used in the unit) Visual Ranking Project Name (For the Visual Ranking workspace) Changes Through The Year/Seasons (Sports) Project Description (For the Visual Ranking workspace) Sports that we can participate in all year round or only during certain seasons. Prompt (For the Visual Ranking workspace) Rank the sports: Which sports can be play all year round? Which sports can be played during certain times of the year. Sorting List (For the Visual Ranking workspace)

Practice Ranking (For your future quick reference) Teacher ID: krayjen Password: Practice Team ID 1: Team A Password: Team A Practice Team ID 2: Team B Password: Team B

Showing Evidence Elements (Complete this section if this tool will be used in the unit) Showing Evidence Project Name (For the Showing Evidence workspace)

Unit Details Prerequisite Skills Students should have a general understanding of the word change, weather and seasons. Students should have basic picture drawing skills and knowledge of colors and shapes and the meaning of hot, cold, warm, cool. Students should be able to use the computer mouse clicking and dragging appropriately.Students should be able to drag objects on the smart board with minimal assistance. Instructional Procedures Fall (Day 1) Class Tree, Photo, Observation Journal After fall is well under way, discuss the seasonal changes students are experiencing. Walk around the school and observe changes in the neighborhood, particularly noting the changes in plant life and weather. Take a picture of the class tree, and have students make observational drawings, noting the changes from the previous season. Back inside the classroom, discuss the tree in fall, and record vocabulary for students to copy into their seasons journals. Discuss with students why they think the tree is changing. Explain why trees go through a yearly cycle of change. Use the journals to compare the fall descriptors to the summer descriptors.

Class Book (Day 2) Create a fall class book. Hold a class discussion about fall experiences, and record responses on a chart or a smartboard. Have the students draw a summer picture and dictate or write a caption for the picture. Encourage the use of fall vocabulary. Assemble a “In the Fall” class book using the student pages.

Homework Instruct students to find three leaves—one large, one medium, and one small. These leaves are used for a “fall” banner.

Fall Banners (Days 3 and 4) On Day 3, share leaves from home. Discuss differences in size, shape, and texture. Sort leaves into deciduous and evergreen sets, and teach the difference. Sort leaves by criteria set by students, and make a graph. Make a fall banner, using leaves sponged with paint to print images. On Day 4, model the construction of traced leaves for the second side of the banner. (See the Art Procedures for Fall, Days 3 and 4.)

Fall Leaves (Day 5) Read the class book In the Fall. Discuss how the leaves are changing colors and falling. Using direct observation of the leaves they brought, have students sponge paint paper leaves, using the variety of colors they see in the leaves. They will be surprised at the varying shades, from deep purple to acid green. (See Art Procedures for Fall, Day 5.)

Data Gathering (Days 6 and 7) Start a new seasonal clothes tally, filling it in for a week and a new monthly weather tally for their city and their sister city. At the end of the fall season, have students use the weather bar graph template and the weather pictograph template to represent their monthly weather data. Hold a class discussion to compare the clothes graph and the monthly weather graphs to the summer graphs. Ask students the following questions:

 What types of clothes were worn the most/least in the summer? Fall? Were the same types of clothes worn? What could account for the differences?  What do you predict will be similar and different for the winter season?  How does the weather compare for the fall and summer? What type of weather happened most often in the summer? Fall? Was the weather the same or different?  What do you predict will happen in the winter? What type of weather will happen most often?  How does your city’s weather compare to your sister city’s weather?

Field Trip (Day 8) Take a trip to a local park, looking for signs of fall. Birds may be passing through on migration, squirrels may be storing nuts, the ground may be covered with acorns and leaves, shrubs may be bright with berries. Return to school and create a Signs of Fall at the Park book. Scan student pages and add them to a “fall” slideshow presentation.

Slideshow (Day 9) Make “fall” slideshow presentations. In small groups of four to six students, make a slideshow presentation as students dictate. Have them tell you fall words to use to search for clip art. Tell them to be sure to include their weather data in the slideshow. Add a title for a five-slide presentation. Allow students to come up to the computer to click or type as appropriate. Use the slideshow checklist with each group to give them practice using a checklist. (This slideshow can run on a loop for back-to-school night.)

Newsletter (Day 10) As on Summer, Newsletter (Day 8), have students dictate newsletter items, and add graphics and scanned images to a newsletter for home. Include a picture of the class tree in the fall as well as data and graphs from clothing and weather data. Use the newsletter assessment to assess students as they contribute to the newsletter. Articles in the newsletter can include students’ words and ideas about fall, descriptions of the clothing they wear in the fall, information about winter activities they participate in, explanations of how their lives change with the seasons, and comparisons noting the similarities and differences between the seasons they have learned about. Winter Class Tree, Photo, Observation Journal (Day 1) Repeat procedures from other seasons. See Fall, Class Tree, Photo, Observation Journal (Day 1) for details.

Class Book (Day 2) Create a winter class book. See Fall, Class Book (Day 2) for details. By now, some children may be able to write their own words on their winter class book page. Assemble the class book.

Winter Banners (Days 3 and 4) Have the students work on the winter fingerprint stamping activity. On Winter, Day 4, discuss the changes of winter, and then model the light-on-dark drawing and glitter activity for the second side of the banners. Hang banners around the room. (See the Art Procedures for Winter, Days 3 and 4.)

Gathering Data (Days 5 and 6) Start a new seasonal clothes tally and a monthly weather template for the students’ home town and sister city.

Snowflakes (Day 7) Read the In the Winter class book to the class. Discuss how the weather has changed. Show students enlarged photos of snowflakes, describing lines of symmetry. Demonstrate how to fold paper and cut it to achieve symmetry. Make snowflakes with the class, and mount the snowflakes on the bulletin board around the tree. (See the Art Procedures for Winter, Day 7.)

Slideshow (Day 8) Make “winter” slideshow presentations. Assist student pairs in making slideshow presentations. Have students type winter words generated from the class book (made on Winter, Day 2) to use to search for clip art. Have them type a title for the five-slide presentation by copying it from an index card. Allow students to sit side-by-side at the computer, and guide the pairs as needed in creating their presentations. For more advanced students, show them how to record their own voices describing the winter pictures they selected. Give each pair of students the slideshow checklist and help them use it to assess their work. (Set the presentation to loop so that other students can see what was created.)

Field Trip (Day 9) Visit the park. See what changes have occurred since you were last there. Make another class book, called Signs of Winter at the Park, using the same procedures and materials as before.

Newsletter (Day 10) As on Summer, Newsletter (Day 8), have students write or dictate newsletter items. Add graphics, insert a picture of the tree in the winter, insert data and graphs from the clothing and weather data, and send copies home to parents. Use the newsletter checklist to assess students as they contribute to the newsletter.

Accommodations for Differentiated Instruction Adult/Peer assistance will be utilized with most of the unit task involving writing, math or technology. In math hands on activities, a small amount of Resource manipulatives will be provided. Students will have extra time to finish with Student extra task modifications. Students will be allowed to work in pairs as well as divided up into diverse groups for center work activities to help each other out. Pair up and work often with other classroom peers. Provide a good amount of one on Nonnative one instruction including demonstration of the tasks assigned. Allow adult assistance English whenever possible. Allow more time to develop their reading/writing and technology Speaker skills. . Provide more challenging hands on math work, a high amount of manipulatives. Allow extra multi media slides as in pixie, they can extend their activity from season and Gifted weather to adding holiday pictures for each season. Allow students to read literature Student to the class. Students can serve as experts to offer assistance in the computer lab and during paired and center work time.

Materials and Resources Required For Unit

Macmillan/McGraw-Hill “All Around Me” Macmillan/McGraw-Hill “Here I Am” Printed Materials Houghton Mifflin Science “Discovery Works” Macmillan:”Sing and Learn Series” Season Theme Books and Literature, Art Materials, (paper, scissors, glue, Supplies crayons, markers, paint etc.) Music CD’s Toys, Puzzles Games

Technology – Camera Hardware Computers, Printer, Smartboard, DVD’s ,

Technology – Kidspirations Pixie Software

Internet Resources PBS Kids Starfall.com Nickjr.com Funbrain.com

Walking field trips outside to observe, explore investigate each season, the Other Resources change we see. Monitor our tree adoption.

A Fall Walk

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