Homeroom K

Units

Unit Essential Questions Habits Of Mind Content Skills and Processes Assessment Resources Multicultural Dimension
Creating a classroom community

*In what ways can I be a part of Kindergarten?
*How can my family be a part of Kindergarten?

*Managing oneself
*Responding to others appropriately
*Persevering
*Take appropriate risks
*Become independent
*Generate trust
*Plan
*Make decisions
*Be reflective

*What to expect in Kindergarten - fun, safe, new friends
*Kindergarten classroom set-up and procedures
*Kindergarten behaviors
*Learn one another's names
*Bus safety
*I will make new friends with the parents of my friends
 

*Managing oneself in school
*Taking care of self - needs, feelings
*Making choices
*Recognize their friends' parents
*Able to separate from their family
*How to be safe and have fun in a group
*Complete tasks working together
*Represent their thinking and experience through special projects and art activities

*Children make individual journals, class books, and experience charts about their field trips
*Can the children identify their classmates?

*Field trip to Hoyt Arboretum
*Field trip to Sauvie's Island
*Field trip to Audubon Society

*All kindergarten families are involved in the classroom activities and field trips; a fall term study of ourselves and our families culminates in a kindergarten family open house

Families

*What makes a family?
*What do families do together?
*How is my family special?
*What is my special place in my family?

*Creativity
*Thinking & materials organization
*Reflection
*Self-direction
*Problem solving
*Interest in others

*Names and roles of family members
*There are many kinds of families
*Different physical characteristics of different family members.
*Physical characteristics come from their family.
*Different sizes, homes, hobbies.
*Families are both alike & different.
*Families are made up of people of different ages
*Characteristics of families

*Each child creates a family museum
*Represent family with pictures & words
*Mix paints to match their skin color
*Create a drawing that extends photos, adding what the camera did not include
*Graph and compare family configurations
*Construct a model to represent self in relation to family through a collection of objects
*Expressive language - describe what family museum diorama contained & why
*Patterning: choose & create patterns; i.e., ABABA to border photos
*Interview other children about their dioramas

*Teacher observation
*Child's participation and engagement
*Children verbally describe the contents of their museum box
*Children act as host and hostess at a culminating event where parents visit each family museum

*Books about families
*Books on friendship

* Children's families of all types are honored and celebrated
*Differences in families are important
*Differences in physical characteristics are highlighted in a positive way
*Families are alike and different

The Fall Season

• What makes fall -- fall?
• What do animals do in the fall?
• How does the fall change how the outdoors looks?
• What local foods can we harvest in the fall?

*Creating and imagining
*Gathering data through all the senses
*Responding with wonderment and awe

*Nature and the outdoors change in fall
*Fall can look different in different parts of the world
*Weather changes in the fall where we live
*Animals get ready for winter
*What happens 'above the ground' and 'below the ground'
*Fall is a time for harvest
*Holidays happen in the fall

*Represent fall through collections, close observations, drawings, and paintings
*Create fall habitats for mice and squirrels
*Celebrate fall through costume and parade
*Cook with apples, fruits, nuts and berries that they have harvested

*Teacher observation
*Anecdotal records

Fall field trips
-Campus
-apple orchard
-berry farm
-farm to harvest corn
-pumpkin patch

*Cultural celebrations begin in the fall:
-Halloween
-Thanksgiving
-The Day of the Dead
-Election Day

Post Office

• How does a letter get from one friend to another?

*Questioning
*Posing problems
*Generating ideas
*Persisting
*Applying past knowledge to new situations
*Thinking and working interdependently

*Letters have names, addresses, and stamps
*The Postal system has many parts
*Sequence for moving mail from one location to another
*Many people with different jobs help move the mail

*Recognize and write numerals
*Sort mail into categories, then individually
*Match addresses to post office boxes
*Handwriting: letters and numerals
*Create post office system in classroom
*Manage classroom mail within the system

*Teacher observation
*Anecdotal records

*Visit the Post Office
*Invite postal worker to visit class
*Visit school mail processing center

*Postal workers can be of any ethnicity, either gender

Eagles

• What makes an eagle an eagle?
• How do eagles move and live?

*Cooperation

*Types of eagles (bald, golden)
*Parts of the eagle body (talon, beak, wing, etc)
*Eagle habitat
*Nest: size, materials used to make it, etc.
*Life cycle, hunting & eating habits

*Represent eagle in line drawings, costume creation, movement, sound

*Teacher observation
*Conversations
*Detail in eagle drawings indicate level of knowledge about eagle parts.
*Anecdotal notes

*Children's literature
*Nonfiction books
*Mr. Science - speaker
*Charts and posters of eagles

*Native American stories are read

Spring/Life Cycles

*What is a life cycle? (plants, chicks, ducks, butterflies, frogs...)
*How do life cycles begin and transform and change over time?
*What does each life need to survive and thrive?

*Questioning and posing problems
*Gathering data
*Be accurate
*Plan
*Identify and use resources
*Respond to feedback

*Life cycle sequence for...
*Understand that the life cycle involves change and transformation over time
*Know optimal environment for survival and growth

*Represent life cycle of chick, butterfly, plants, frog
*Predict changes that occur
*Articulate changes that occur

*Can the child sequence the story of the different life cycles studied?

*Carolina Biological Supply
*Local Feed Stores
*Uncle Milton's Ant Farm

*Diversity exists in all living things