Unit Ten: Transformation Unit Ten: Table of Contents Transformation I. Unit Snapshot ............................................................................................ 2 II. Introduction ............................................................................................... 5 Interdisciplinary Unit of Study III. Unit Framework ......................................................................................... 7 NYC DOE IV. Ideas for Learning Centers ......................................................................... 11 EXPLORE V. Foundational and Supporting Texts .......................................................... 36 VI. Inquiry and Critical Thinking Questions for Foundational Texts ................. 38 VII. Sample Weekly Plan................................................................................. 38 VIII. Student Work Samples ..............................................................................45 IX. Supporting Resources .............................................................................. 48 X. Foundational Learning Experiences: Lesson Plans ...................................... 50 XI. Appendices .............................................................................................. 67 The enclosed curriculum units may be used for educational, non- profit purposes only. If you are not a Pre-K for All provider, send an email to [email protected] to request permission to use this curriculum or any portion thereof. Please indicate the name and location of your school or program and describe which units you would like to use and how you intend to use them. I. Unit Snapshot Unit Topic: Student Outcomes Connected Academic Vocabulary Transformation Enduring understandings that the student should This list should be adapted to best fit the needs of have by the end of the unit: individual programs and classrooms. Essential Question What is transformation and how do things change? Many things around me change. after heavier shorter There are many ways objects can change. appearance inches smaller Focus Questions There are many kinds of changes in nature. bigger independent softer What changes around me? Some things about me change and some things birth kindergarten stages birthday larger state How can objects change? stay the same. butterfly larva taller What kinds of change happen in nature? camouflage learn time How will I continue to change and grow? caterpillar less transform change life cycle transition chrysalis lighter weather cocoon longer wider combine magnify continue metamorphosis cycle more darker narrower date newer develop objects disguise older drop parent egg pupa entomologist purpose evaporate recycle experience repurpose feelings responsible feet reuse fold seasons freeze shrink grow harder 2 UNIT SNAPSHOT Focus Standards From the New York State Domain 1: Approaches to Learning Domain 4: Communication, Language Prekindergarten Learning PK.AL.1 Actively engages in play as a means of and Literacy exploration and learning Reading Standards (NYSPLS) Domain 2: Physical Development and PK.ELAL.6. [PKR.2] Retells stories or share information from a text Health PK.PDH.7. Demonstrates personal care and hygiene PK.ELAL.12. [PKR.9] Makes connections between skills self, text, and the world (e.g., what is familiar, what does an event/picture/character make them think PK.PDH.8. Demonstrates awareness and of, what do they remember) understanding of healthy habits Language Domain 3: Social and Emotional PK.ELAL.21. [PKSL.3] Identifies the speaker Development PK.ELAL.25. [PKL.1] Demonstrates command of the PK.SEL.7. Adapts to change conventions of academic English grammar and usage when writing or speaking. PK.ELAL.27. [PKL.4] Explores and uses new vocabulary in child-centered, authentic, play-based experiences Domain 5: Cognition and Knowledge of the World Mathematics PK.MATH.1. [NY-PK.CC.1.] Counts to 20 PK.MATH.4b. [NY-PK.CC.4b] Given a number from 1-10, counts out that many objects PK.MATH.8. [NY-PK.OA.1.] Explores addition and subtraction by using objects, fingers, and responding to real world situations (e.g., if we have 3 apples and add two more, how many apples do we have all together?) 3 UNIT SNAPSHOT PK.MATH.15. [NY-PK.G.4.] Creates and builds shapes from components (e.g., sticks, blocks, clay) Science PK.SCI.3. [P-PS4-1.] Plans and conducts investigations to provide evidence that sound is produced by vibrating materials PK.SCI.5. [P-LS1-2.] Participates in investigations to determine how familiar plants and/or animals use their external parts to help them survive in the environment PK.SCI.7. [P-ESS1-1.] Observes and describes the apparent motions of the sun, moon, and stars to recognize predictable patterns PK.SCI.6. [P-LS3-1.] Describes how some young plants and animals are similar to, but not exactly like, their parents. Social Studies PK.SOC.6. Develops an understanding of how people and things change over time and how to relate past events to their present and future activities The Arts PK.ARTS.2. [DA:Pr4-6.PK] Performs Dance PK.ARTS.4. [DA:Cn10-11.PK] Connects to Dance PK.ARTS.5. [MA:Cr1-3.PK] Creates Media Arts PK.ARTS.6. [MA:Cr4-6.PK] Produces Media Arts PK.ARTS.11. [MU:Cn10-11.PK] Connects to Music PK.ARTS.7. [MA:Re7-9.PK] Responds and Connects to Media Arts PK.ARTS.4. [DA:Cn10-11.PK] Connects to Dance II. Introduction Welcome to Unit 10: Transformation, Pre-K for All’s children will explore changes in state (e.g. water to throughout the year to develop a strong self- tenth and last Interdisciplinary Unit of Study. In Unit ice) as well as repurposing, reusing and recycling concept (PK.SEL.2. Recognizes self as an individual 10: Transformation, children conclude the year by materials. having unique abilities, characteristics, feelings and investigating how things change over time. This interests) by reflecting on things about them that unit, like all Pre-K for All units, provides This final pre-K unit is an have changed as well as things about them that do opportunities for children to observe objects and not change. When discussing change and phenomena in their environment with increasing opportunity to apply transformation, there is also an emotional complexity. This final pre-K unit is an opportunity to knowledge and skills component. Children may bring up or be thinking apply knowledge and skills children learned in children learned in about changes in their life that may be sensitive, previous units, and to help children prepare for previous units, and to help complex or challenging such as moving homes or changes in their family structure. Children may also upcoming transitions. children prepare for have different feelings about preparing to leave the To transform means to make a thorough or dramatic upcoming transitions. pre-K classroom and entering Kindergarten. change in form, appearance or character. To learn Children’s play and behavior may reflect their this concept, children will begin the unit by feelings about upcoming transitions. Look for considering the question “What changes around In week three, children will build on learning from opportunities to discuss their feelings and talk about me?” Activities in week one help children express Units 7 through 9 by investigating changes in nature. what might be similar or different about what they already know and extend their learning There are opportunities to discuss and learn about Kindergarten. Think about what transition activities through play, literature and discussion. Children metamorphosis through studying the life cycle of might be appropriate for your children, for example might notice that trees change with the seasons, or insects such as butterflies as well as to notice visiting a nearby Kindergarten if that is available to a neighborhood change such as the building of a changes in weather and seasons. Neighborhoods you or providing pictures of the schools that children new store. Children will begin to explore how they throughout New York City provide opportunities to will be attending. You may have been collecting are agents of change in a variety of ways, including observe change, either in the area surrounding your children’s work throughout the year in a portfolio. activities where they can change the shape of an program or in photographs. The activities in this To highlight the reflective and emotional object or objects. Children will also explore how week (and throughout the unit) provide components of this last unit, you may choose to use their feelings change and how their actions and opportunities for embedded literacy development this work in a culminating activity such as a words can impact others’ feelings. These discussions such as learning new vocabulary, storytelling, and Transformation Portfolio or to create a Goodbye and activities will help children develop concepts learning about the relationship between letters and Book for each child. and skills related to self-awareness, self-regulation their sounds. and relationship with others (skills outlined in Within the topic of transformation, as with all units, Parents, siblings, and extended family members can Domain 3 of the NYSPLS) that will be key as they there is a reflective component. In week four, play an active role in helping their pre-K child transition into Kindergarten. In week two, there are children will have the opportunity to reflect on their prepare for the transition to Kindergarten. Families opportunities to investigate how objects change and own growth and