Aje Unit Design Ed 688

Backward Design Unit Design Template: MAT/Certification Elementary Candidate Name: Allison Erickson

Host Teacher Name: Janet Hunter

School: Ravenwood Elementary

Grade Level: K

Date Range Unit: March 28-Apr 15

Length of Unit 14 days

Theme of Unit Everything Grows!

Content Area: Math, Literacy, Science, Art

# of Students: 19

Materials: Include all materials including technology: Growing Plants: 4 cottonwood sprigs (collected with buds on them), 4 small vases with water, a window, magnifying glasses, science journals, crayons, pencils. Watercolor paints (green, yellow, brown) Growth Mindset: “The Dot” by Peter H. Reynolds, 20 4-in dots, tempra paints, paint brushes, individual student pictures. “My Fantastic, Elastic Brain” You Tube video https://www.youtube.com/watch?v=XLeUvZvuvAs “The Power of Yet”. I Can worksheet. “The Pout Pout Fish goes to school” by Growing Healthy Bodies: paper plates, construction paper, empty milk cartons, pictures of healthy foods. HM Theme 8 “On the Farm” lesson plans. Farmers market vegetables, play money (coins), play cash register, farmers market play area. Venn Diagram: Blank papers (2X6 inch) to capture ideas. 3 large circles for each stage of the project. One blank Venn diagram on a large piece of butcher paper. Scotch tape to place (and be able to move) final diagram.

Alaska Content and Subject area Standards: 1.RL.K.1: With prompting and support, ask and answer questions about a literary text using key details from the text. 2.W.K.3: Use a combination of drawing, dictating, and writing to narrate a real or imagined event or several loosely linked events, tell about the events in the order in which they occurred, and provide an ending (how the problem was solved) or a reaction (e.g., a feeling) to what happened. 3.W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and combine or summarize information/facts learned or express opinions about them). 4. K.MD.1: Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g., ruler to length). Describe several measurable attributes of a single object. 5. K.MD.2: Make comparisons between two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 6. K.MD.3: Classify objects into given categories (attributes). Count the number of objects in each category (limit category counts to be less than or equal to 10). 7. ASD_ Skills for a Healthy Life. Objective A.2: A student who meets the content standard should understand how the human body is affected by behaviors related to eating habits, physical fitness, personal hygiene, harmful substances, safety, and environmental conditions.

TRANSFER GOALS (Unpacked Standard(s) 1. I can answer questions and make observations about the text that we read in the classroom. 2. I can draw or write to explain things that I can do, and something that I can’t do yet. 3. I can work with my classmates to study the characters in three different books, looking at how they overcame obstacles. 4. I can look at the plants in our classroom and take measurements as they grow. 5. I can compare measurable parts of a plant and determine how much they grew. 6. I can tell the difference between things that grow and things that do not grow. 7. I can make healthy food choices and share these choices with my family and friends.

STAGE 1 – Essential Questions and Enduring Understandings

Enduring Understanding(s) Students will understand that…. • They and the world around them continually grows and changes. • Students have an impact on their personal growth, both in body and mind. STAGE 1 – Objectives/ Key Learning What students should know…. • Plants grow, and this growth can be measured through observations and data collection. • We have an impact on how things grow, and can do things to support healthy growth. • Making healthy food choices helps growth. • Minds grow as we learn more things and apply them. • They can use their skills in writing, measurement, and reading to solve problems. • Students can recall key elements of a story, recalling characters, plot, and conclusion.

STAGE TWO: Assessment (Identify Desired Results) Other Evidence Pre-assessment Students will sort objects into groups of things that grow and do not grow. Formative: Students can show evidence of how something grows, and describe at least one factor that contributes to that growth. • • • •

Growth in Nature: Student can show through measurement data how their plant grew over time. Growing Bodies: Students can make healthy food choices. Growing Mind: Students can write three things that they can do, and one thing that they can’t do yet. Growing Self: Students can describe a growth mindset.

Summative: Students can identify things that grow, and identify how they grow (in general terms). Students work collaboratively to create a Venn diagram about how plants, bodies, and brains grow. Performance: Students write a personal story about growth.

What Essential Questions will be Considered? (Q) • •

How can we see, measure, and experience growth in our world? How can we influence growth?

What students should be able to do……. • I can observe the world around me. • I can document plant growth through writing and drawing (growing plants). • I can identify things that help me grow and stay healthy. (growing bodies) • I can tell, in pictures and writing, some things that I can do, and something that I can’t do yet. (growth mindset) • I can tell a personal story, with a beginning, middle, and end.

Culminating Performance Task G.R.A.S.P.S. Growth in Nature: G: Your goal is to document one way a plant has grown. R: Your job is to measure growth. You can use a ruler and string (to measure leaves, stems), you can count (number of leaves), or you can document things that you see. You will compare these characteristics from the beginning of the growth unit and at the end of the growth unit. A: You are a scientist, and you are communicating your results to the class. S: You are in a laboratory, and you can use science tools to help solve your problem. P: Your data will be logged into your science journal through writing, drawing, and data sheets. S: A successful result is three science journal entries that document the growth of your plant. Growth in Bodies: G: Your goal is to create a “healthy plate” that includes foods that help your body grow. R: You are a shopper who is responsible for using what you know to select healthy foods. A: You are a responsible child, who can share what you have learned with your family and friends. S: You are in a farmers market, buying healthy foods for yourself and your family. P: You will show your healthy choices in a shopping list, and create an infographic using a paper plate, pictures, or 3 dimensional representations of foods that you build. S: A successful result is a healthy plate infographic with all food groups, in healthy amounts, represented.

Student Self Assessment: Growing Minds: G: Your job is to set a learning goal, and determine the steps that you will take to achieve that goal. R: You are the leader of your own learning, and you get to make decisions that help achieve your goal. A: You are

sharing your goals with other classmates, and can use what you know to help others set and achieve their goals. S: You are setting goals that support your classroom learning. P: You will write about your goals in your writing journal, and will use pictures to show what success looks like. S: A successful result is a goal and a list of the steps that you will take to achieve that goal. Rubrics (attached) STAGE THREE: Opportunities to Learn Standards Learning Activities Addressed 1. Introduction / Hook Introduction: Play “Everything Grows” by Raffi (you tube video). Using “magical growing capsules” as an experiment to show what growth looks like. Emphasize how when things have what they need, in this case water and time, they can grow from something tiny to something large.

Learning/Instructional Strategies Multiple means of representation

Unit pre-assessment: • Assess what students know about things that grow by having them sort items by “growing” and “not growing”

K.MD.1 K.MD.1,2,

Lesson 1: Plants Grow 2. Direct instruction and hands-on activity for

documenting plants. (see lesson plan) Students document early growth of a cottonwood branch. 3. Continue with science activity of plant growth. Direct instruction on how plants grow and what growth looks like. Collaborate with students on ways to measure plant growth.

Whole Group Instruction/Student exploration Collaboration, Direct Instruction, Handson practice with measurement tools.

4. Direct instruction/scaffolding on measurement strategies and documentation (Go Math curriculum worksheets). K.MD.2,3

5. Revisit cottonwood branches to document plant growth.

K.MD.2,3

6. Students write in their science journals on their

observations of plant growth, using data collection graphs.

7. Students fill in the first step of the Venn diagram for “growing plants” Lesson 2 Bodies Grow RL.K.1

ASD Health, Obj.2

Student exploration with hands-on experiences. Gradual release of responsibility as students (with support) utilize skills learned in the previous lesson. Student Reflection, think-time, scaffolding through writing supports and individual conferencing. Collaborative learning.

7. Discuss how healthy bodies grow. Review materials from HM Theme 8 “On the Farm” resources for reading and comprehension instruction. 8. Students role play with a Farmers Market (see Lesson Plan) 9. Students identify healthy diet choices and create a “healthy plate” (see Lesson Plan)

Direct Instruction, Shared reading, guided reading

10. Students fill in the second step of the Venn diagram for “growing bodies”

Collaborative learning, reflection

11.

Student participation/application of concepts through play. Multiple means of representation,

Lesson 3 Minds Grow W.K.3 W.K.7 RL.K.1 W.K.3

12. The Power of Yet video, “The Dot” and writing project 13. “My Fantastic Elastic Brain”: Introduction of how brains grow.

Read-aloud, Collaborative learning, Individual writing, personal reflection

14. The Pout Pout Fish Goes to School and writing project

Story retelling, personal reflection, individual writing, publication

15. Students complete the third component of the Venn Diagram (growing minds) Conclusion: Venn Diagram 16. Students merge the data that they collected in the three phases of the unit into a Venn Diagram. Closure: Culminating Task Students create poetry about growth.

While group instruction, collaborative learning.

Differentiation Learner Variability based on content pre-assessment and class demographics: Kindergarten students in the class are ages 5 and 6. By spring, roughly 50% at each age level, which calls for instruction to address varying levels of developmental readiness for complex, conceptual concepts (which is especially important to consider when discussing the growth mindset). The class is made up of 10 boys and 9 girls, (each group at generally the same age distribution). 80% of the class are proficient in both letter sounds and letter names, with number and quantity recognition, and reading standards. Students who are not yet proficient in these areas will require additional scaffolding and support, especially in the areas of generating ideas for writing, recording measurements, and representing items on their plates. Visual aids in the form of pictures, hands-on materials, and video are incorporated into the unit to supplement and reinforce teacher-directed instruction. There are two students who will benefit from one-on-one support with measurements due to their development in fine motor skills. Students will be offered the opportunity to share their learning one-on-one or small group rather than in whole group, as some students are challenged with speaking in large groups. Differentiated Assessments: I will be assessing the standard of students being capable of writing two to three connecting ideas, and will be used as a formative assessment in two of the three phases in this unit. Students who do not yet have mastery of letters will be supported in small group, where the TA will challenge them appropriately to get their ideas onto paper. All students will get direct instruction (review) on how to use the tools in the room (the word wall, their writers resource, the letter and alphafriend strips) when writing. Teacher or TA may write the word for students who encounter a word they cannot sound spell. Any support that is provided to students in their writing journals will be documented by the TA with the words “support” written in the top corner of the paper, and a star next to words that were heavily scaffolded. Assessment will be based on the students ability to write two or more connecting sentences on the topic. Students who require extra time in doing so will be afforded that time in small group. The use of fine motor skills and attention to detail are required for measurement. The assessment for this component of the unit will include the opportunity for students to measure a picture of a leaf rather than the actual leaf. This will allow students to focus on the practice of measuring rather than working on manipulating two objects at one time (the leaf, twig, etc. and the ruler or string). While all students in the group have a working understanding of the concept of quantity with numbers 0-10, not all are confident in working with numbers 11-20. As the assessment goal is to practice measurement, the assessment for these students will include only pictures of leaves that are between 0-10 inches. More proficient students, including advanced will work with pictures that measure up to 20 (measuring branches). Students who are advanced will attempt to take measurements of the actual trees in the classroom. The Healthy Plate assignment will be again differentiated to support students who are challenged with fine motor skills (cutting, pasting). Pictures will be present in addition to words, so reading ability will not be a barrier. One-on-one support will be provided, and/or shapes will be pre-cut for these students.

Differentiated Instruction: As noted above, students are at varying levels of proficiency. The attached table provides differentiation strategies for the unit:

Learning Activities

Differentiations

Unit pre-assessment: • Assess what students know about things that grow by having them sort items by “growing” and “not growing”

Provide a variety of materials and media.

• Science: Direct instruction and hands-on activity for documenting plants. (see lesson plan) Students document early growth of a cottonwood branch.

Provide writing supports as needed.

• Continue with science activity of plant growth. Direct instruction on how plants grow and what growth looks like. • Collaborate with students on ways to measure plant growth.

Continue use of visual aids in the classroom.

Place reference posters for use throughout the unit. Model use of science tools and science notebook as context, provide

Use a combination of fair share cup, volunteers, and group responses when soliciting feedback. Direct instruction of the concept is short, and most of the time is spent with student engagement. The class begins the first step in building a Venn diagram on growth.

Plant Growth • Students create artwork that shows the various stages of plant growth. • Utilize class activities in HM Theme 9 “Spring is Here”, including readings,

Provide scaffolding for students to support writing. This includes the use of the word wall, posters, and direct word/handwriting support where needed.

Human Growth/Healthy Choices • Discuss how healthy bodies grow. Recall learnings from HM Theme 8 “On the Farm” resources for reading and comprehension instruction. • Students identify healthy diet choices and create a “healthy plate” • Students fill in the second step of the Venn diagram for “healthy bodies”

Allow choices and variety in food choices.

Students role play with a Farmers Market (see Lesson Plan)

Students have the opportunity to play different roles in the farmers market. Those who excel in math concepts have roles that challenge addition skills. Students who need practice in writing and basic numeracy have roles that exercise those skills. Student participation is required, but

Growing Minds

Students can use their writing resource folder.

Provide scaffolding for students to support writing. This includes the word wall, posters, and direct word support where needed.

• Direct instruction on growth mindset, utilizing “The Dot”. • Growth writing activity (see lesson plan)

can be done through group or one-onone discussion.

• Students complete the third circle

Students can participate in class through various means of representation. This includes participating in the discussion, writing on the Venn diagram word tiles, or helping place tiles from one area of the Venn diagram to another.

Students decorate our Venn diagram for display outside the classroom.

Provide scaffolding for writing composition and materials, such as lined paper, spelling). Encourage full participation with drawing components and other artwork to enhance the piece. Provide scaffolding for writing composition and materials, such as lined paper, spelling).

of the Venn diagram for Growing Brains. • Students work together to merge the Venn diagram components into one diagram. • Students create their own Venn diagram.

Students write a poem about growth. Poem includes aspects of plant growth, human growth, and brain growth. This unit is relevant because: Kindergarten students are learning a wealth of information in their first year of school, including the skills needed to become successful students and community members. This lesson takes place in the springtime and incorporates a recognition of the visual example of growth all around us (plants starting to bud). Students are also gaining independence and are beginning to recognize their personal growth as they compile their learning over the course of this year. They are using skills that they had not previously known (writing, drawing, following directions) and applying them to the projects. This lesson also encourages students to recognize that growth is a process – one that takes time and nurturing. Culture and Language connections Growth takes place in the world around us, and it happens at different paces for all students. Readings reflect a diverse range of cultural growth aspects, including: • Varied types of local produce at the Farmers Market (i.e., Alaskan berries, moose meat) • Discussion on how local markets reflect a variety of regional healthy foods • Healthy foods that vary from culture to culture. In addition, the lesson incorporates varying means of representation. Student comfort in large group activities varies greatly, and students benefit from varying means to represent their learning. This theme incorporates whole group, small group, and individual worktime as well as art, movement, and discussion.

Attachments: Rubric Lesson Plans

RUBRICS FOR GROWTH UNIT Lesson Objectives 1. I can document plant growth through writing and drawing (growing plants). 2. I can identify things that help me grow and stay healthy. (growing bodies) 3. I can identify a time that I learned something new, and how I learned. (growth mindset) 4. I can communicate with my peers in a positive manner. Below Meets Expectations Exceeds Expectations Expectations PreAssessment What grows?

Identification and Classification

Does not include identification or classification.

Science Journal Writing

Picture does not include various parts of the plant

Stages of Plant Growth

Picture shows no changes from previous drawing.

Use of Science Tools

Student does not productively employ use of magnifying glass, science journal, and plant

Scientific Observations

Student does not articulate, through word or drawing, individual observations.

Student articulates, through word or drawing, individual observations of the plant (visual observations only).

Plant Writing

Writing does not compare an attribute that grew over time.

Writing includes one attribute that grew and compares the stages of growth.

Healthy Food Choices

Includes 1-3 healthy food choices, categories incomplete

Includes 3-5 healthy food choices, with one choice in each category.

Farmers Market Activity

Does not participate in the farmers market activity

Participates in the farmers market activity, but does not attend to

Plant Growth

Human Growth

Correctly sorts 8 out of 10 objects into categories of things that grow and things that do not grow Picture includes various parts of the plant, but does not have data labels for buds, leaves, stem, roots. Picture shows change from previous drawing, but does not include data labels for leaves, stem, roots. Student productively employs magnifying glass, science journal, and plant.

Correctly sorts 10 out of 10 objects into categories of things that grow and things that do not grow. Picture includes parts of the plants and data labels

Picture shows change from previous drawing and includes data labels for leaves, stem, roots. Student productively employs magnifying glass, science journal, and plant, and employs tools to investigate more than one aspect of the plant. Student articulates, through word or drawing, individual observations of one or more aspects of the plant (visual, touch, smell) Writing includes 2 or more attributes that grew and compares these attributes at different stages of growth. Includes 5 or more healthy food choices, with more than one choice in at least 2 categories. Participates in the farmers market activity, attends to documentation and

Brain Growth

Productive Class Participation

Works individually.

Participation in reading comprehension discussion

Does not participate through group or one-on-one discussion

The Power of Yet/growth reflection activity

Identifies items that can be done but does not identify a reasonable item to develop. Draws unrelated pictures that are not related.

Identifies all items in writing and drawing.

Little or no contribution to the items in the Venn diagram. Does not demonstrate an understanding of how components are shared across subjects.

Moderate contribution to Venn diagram (contributing to 1-2 ideas in the lesson). Demonstrates an understanding of how components are shared across topic areas by contributing to discussion.

Does not utilize classroom scaffolding to complete the assignment. Little collaboration with peers.

Utilizes classroom scaffolding to complete the assignment.

Little participation in group or full class work. Little engagement with subject matter.

Constructive and thoughtful participation in group or full class work. Engages with subject matter.

Self-Reflection Book

Content Contribution

Analysis Venn Diagram

Building a personal Venn diagram.

Collaboration with Peers

Participation

documentation or collaboration. Works as a team member, maintaining their role and communicating with others. Participates in group and/or one-on-one discussion.

Draws pictures and can verbally re-tell the story. Attempts with writing, with assistance.

Collaborates well with peers and contributes to small group work.

collaboration. Works as a team member, maintaining their role, problem solving, and supporting others. Participates in group and/or one-on-one discussion. Demonstrates critical thought story comprehension. Identifies all items in writing and drawing, and provides supporting actions to accomplish development Draws pictures, writes sentences, and can verbally re-tell the story. Writing indicates attempts at sound spelling. Strong contribution to Venn diagram (contributing 2 or more ideas) Demonstrates an understanding of how components are shared across topic areas by contributing to discussion and contributing new ideas. Utilizes classroom scaffolding to complete the assignment and contributes new ideas to the diagram. Collaborates well with peers and contributes to small group work. Takes a leadership role in a constructive and supportive manner. Constructive and thoughtful participation in group or full class work. Engages with subject matter. Contributes new ideas.

Everything Grows! Unit Lesson Design: Plant Growth Allison Erickson Candidate Name: Allison Erickson School: Ravenwood Elementary

Grade Level: K

# of Students: 19

Date & Time of Lesson: March 28-April 2 (pre-growth,

Length of Lesson: 4 lessons, approx. 30 minutes

February 20-26) Topic of Lesson: •

Science: Making and recording observations

•

Collect and monitor data

Content Area: Science Essential Question or Big Idea of the Unit: I can make observations, describe what I see, and compare it to what I have seen before.

•

Materials (include technology): cottonwood sprigs, magnifying glasses, yarn (for measurement), science notebook, pencils, crayons, overhead projector and document camera. This lesson requires extended time to view plant growth. Suggest bringing cottonwood sprigs into the classroom in late February. Conduct science observations while plants have buds. Continue observations and measurements weekly until the culminating activities in late March.

STAGE ONE

Objective (Learning Target/Goal): 1. I can make observations based on what I see. 2. I can collect data and record it in my science notebook.

STAGE TWO:

Student Assessment (Success Criteria/Assessment): 1. I can describe my observations through pictures and words. 2. I can take measurements using a ruler.

STAGE THREE: Opportunities to Learn Introduction/Hook 1. BrainPop Jr. video “plants” https://jr.brainpop.com/science/plants/partsofaplant/ 2. Today we are going to make new observations of our cottonwood trees. First we are going to take a good look at the trees, then describe what we see in our science notebooks. 3.



Processes and Products DAY 1 (Mid-February) 1. Show students how we are going to observe our trees. Each table has a tree, and they are going to work as a team to make sentences that describe what they see. This will build upon our previous lesson of initial observations. Students will use hand lenses to observe the leaves that are growing from the buds. They will record the following observations: a. What color are the leaves? b. How many leaves do they see on one bud? c. How does the bud smell? d. Is the bud hard or soft?

Differentiation/ Accommodations/Modifications Two sizes of magnifying glass are available for students – one with large handle and eye-piece and others with small. All students will have the opportunity to view the buds and leaves with both lenses. Writing supports, including the word

Each observation will be directed in whole group instruction. Students will sit on the rug to watch the instructor (with student support) make the observation and record a sentence in their science journal. Sentence starters and a word bank will be created for use in building sentences. Once the demonstration is complete, students will be dismissed back to their table groups to make observations. 2. During student observations, teacher and TA will circulate throughout the room to provide support. Additional scaffolding for students who need writing support will be provided.

wall and writers resource, will be available to all students. Science and plant related words will be written for all students. Students who need help putting sentences on paper will be provided key words and directed to word supports on an individual basis.

3. After the first observation (color and number of leaves), which should take about 15 minutes, students will return to the rug to make a second observation. Describe how students will now use their other senses to make observations (smell and touch). Model for the whole group how to make the observations, then describe how they will write their sentences. Again, sentence starters and a word bank will be provided. DAY 2: Measurement 4. Students will measure the size of the bud from their branch. Prior to the lesson, pick 4 buds from the stem (one for each table). Choose buds that are approximately 1 inch long. 5. Provide students with a paper ruler with US standard markings (down to ¼ inch). 6. Direct instruction on the ruler – it is the standard tool for measuring length. Explain that the markings on the ruler tell the user how long something is. Utilize GoMath measurement curriculum related to length. 6. Students will place the bud onto their ruler, and record the length, rounding to the nearest inch. 7. Students record the length of their bud into their science journal. 8. After 10 minutes, students will clean up their science centers, placing twigs back into the vases, cleaning up magnifying glasses, and tidying up tables. DAY 3 (Mid-March) Repeat the observation process above, noting how the plants have changed. 1. Discuss the elements that have changed (roots now appear, leaves, stems) 2. As above, students will draw the branch as they see it now. Record observations of the grown leaves in the science journal with a picture and sentences. 3. using the same strategy as above, students will measure leaves from the stems (pre-selected leaves will be pulled from the branches prior to the lesson. Choose leaves that measure more than 1 inch). DAY 4: Students watercolor a bud and a leaf.

Closure: Student watercolors are displayed outside of the classroom as the first part of the class “growth” display.

Everything Grows! Unit Lesson Design: Bodies Allison Erickson Candidate Name: Allison Erickson School: Ravenwood Elementary

Grade Level: K

Date & Time of Lesson:

Length of Lesson: 2 days, 30 minutes each

Topic of Lesson:

Content Area: Health/Math

•

Healthy Eating

•

Application of Math concepts

# of Students: 19

Essential Question or Big Idea of the Unit: I can make healthy food choices by buying creating a template for healthy food choices and I can buy healthy food at the farmers market.

•

Materials (include technology): Farmers Market stand: boxes of vegetables, fruits, breads, candy, chips, and beverages. Play money, cash register (2), price tags (1-5 cents), guest receipts, labels for item numbers.

•

Document camera

•

Computer

•

Poster of MyPlate

•

Paper plates, construction paper, pictures of healthy food choices.

STAGE ONE

Objective (Learning Target/Goal): 3. I can make healthy food choices. 4. I can buy food using money. 5. I can add money together (up to 10) and pay for my purchases

STAGE TWO:

Student Assessment (Success Criteria/Assessment): 3. I can create a healthy plate. 4. I can use the correct amount of money to buy my selections.

STAGE THREE: Opportunities to Learn Introduction/Hook 4. Who has helped another adult at the grocery store? Can anyone tell me what they do when they go to the store? 5. At the store, people buy a whole bunch of different kinds of foods. They buy meat, bread, vegetables, fruit, milk, juice, and treats. Our bodies need a variety of things to keep them healthy and strong. 6. We are going to talk about what foods help to make us healthy and strong. We are going to learn about the healthy plate, which is a tool that helps us learn how to stay healthy. 7. Show the following video http://youtu.be/ny8nvM_pl1g 8.



Processes and Products Objective 1: The benefits of Healthy Eating (5 min) Discuss with students why they should make healthy food choices. •

Eating a healthy, balanced diet provides minerals, vitamins, and

Differentiation/ Accommodations/Modifications Activities in the store are differentiated to align with student abilities. Students who excel in addition strategies are assigned as cashiers. Students who need

• •

fiber to your body. These nutrients give you energy and keep your heart beating, your brain active. It also helps to build strong bones and muscles. http://www.livelifewell.nsw.gov.au/healthyeating ) Healthy eating can also keep your body from getting sick. When we are healthy, our minds and bodies grow.

What are the five major food groups? Use the illustration of the healthy plate, found on myplate.gov (see below). Describe and provide examples each food group. Show students pictures of foods and ask if they can identify which food group they belong in. Group Activity: Divide the students into five groups (one for each food group, group consists of 4-5 students each). Each group is assigned a food category. Groups work together to identify foods within their assigned category, and each student draws a picture of the food of their choice. Ask students to consider foods that their family eats on special occasions, or foods that are traditional to their culture. This activity should take approximately 10 minutes. Bring the class back together. Each group stands in front of the class and shares what they have drawn. Sharing should take approximately 10 minutes. MyPlate Activity (15 min) Show the students the myPlate graphic, and review each of the food groups. Students will now build their own myPlate art project. Each student is given a paper plate, a copy of the myPlate food group symbols (labeled, black and white), and a small cup. Students color the graphics, cut them out, glue them onto the paper plate and cup as shown in the example. ------------------------------------------------------------------------Day 2: Farmers Market Students will use their “my plate” graphic to help them make healthy choices at the farmers market. 1. First, let’s make our list. We have many things to choose from at our Kindergarten store. Work through the various shelves, counting out the number of items that are available on the shelves. 2. You now get to pretend that you are a shopper, a store manger, or a cashier. If you are a shopper, you can take your list and go to the shelves, filling up your basket with all of the items on your list, and take them to the cashier. You can then pay the cashier with your money. Let’s practice. (model this activity). 3. If you are a cashier, your job will be to make sure that the shopper pays the right amount of money for each item on their list. How do you think that we will do this? (take the items out of the basket and make a total). You will need some tools for this, so I have made each cashier a receipt book. In your receipt book, you will write down what each item costs, and then you will add it together. For example, if (student) purchased 1 apple, 1 broccoli, 1 loaf of bread, and 1 carton of milk, and each item costs 5 cents, you will need to write an addition sentence. Your sentence will look like this: 5+5+5+5=?. How do we solve this problem? (discuss ways to solve the problem) 4. If you are the store manager, you are responsible for making sure that there are enough items on each shelf, and that you are keeping your store tidy and orderly. At the top of each shelf is the number of items that the store starts with at the beginning of the day. Your job is to look at the number that is on the shelf after the shoppers have left, figure out how many items need to be added back to the shelf in order to get back to the total. For example: if our goal is to have 5 apples on the shelf, and (student) took away 1 apples, how many more apples do you need to put on the shelf to bring the total back to 5? Another job of the store manager is to ask shoppers if they need help finding anything in

support in numeracy (quantity discrimination) will be supporting as the store manager. Direct support in the compilation of the “myPlate” activity will be provided during individual worktime. Pictures, as well as words, will be provided to support matching and sorting.

your store, ask if they are having a good day, and keeping things tidy. 5. During this activity, I will give each one of you a job. Remember that there are other things that you do while you are at the store (speak politely to other shoppers, ask questions if you can’t find something, offer help to others if needed). 6. Your goal is to make sure that you have one item for each category on your plate. When you are all done, check in with me or another adult in the room. Classroom Management: This activity will be done in small groups with the support of our classroom TA and a parent volunteer. Each group will be made up of 2 cashiers, 2 shoppers, and 1 store manager. Two stores will be set up, with one group active at each store. The second half of the class will be engaged with math games at the front of the classroom. Each group will be “shopping” for approximately 10 minutes.

Closure: When they are finished with the activity, they can join the group playing math games on the rug. When all groups are finished with the project, we will share what we purchased, and whether they were healthy choices.

Everything Grows! Unit Lesson Design: Brain Growth Allison Erickson Candidate Name: Allison Erickson School: Ravenwood Elementary

Grade Level: K

# of Students: 19

Date & Time of Lesson: April 3-April 6

Length of Lesson: 3 lessons, 30 minutes

Topic of Lesson:

Content Area: Social-Emotional Learning

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Growth Mindset

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Positive Self-Talk

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Materials (include technology): The Dot by Peter H. Reynolds. My Fantastic Elastic Brain by JoAnn

Essential Question or Big Idea of the Unit: My mind can grow through practice and positive self-talk.

Deak Ph.D. The Pout-Pout Fish Goes to School by Deborah Diesen You Tube video https://www.youtube.com/watch?v=XLeUvZvuvAs “The Power of Yet”. I Can worksheet,

STAGE ONE

STAGE TWO:

Objective : 6. I can identify three things that I can do and one thing that I can’t do yet. 7. I can use positive self-talk to help achieve my goals. 8. I can retell, through writing and drawing, a personal story with a beginning, middle, and end.

Student Assessment : 5. I can write, using pictures and words, three things that I can do and one that I can’t do yet. 6. I can participate with my class as we create a graphic organizer that depicts how brains grow. 7. I can retell, through writing and drawing, a personal story with a beginning, middle, and

end.

STAGE THREE: Opportunities to Learn Introduction/Hook 9. Read “The Dot” by Peter H Reynolds. Discuss with students about how it feels when you can’t do something. How does it feel? What do you do? 10. Can you think of a time when you started something new for the first time? Was it hard? Did you think that it might be IMPOSSIBLE? Have the group share their experience. 11. Share a personal story about a time when I started something for the first time. Discuss how I taught my brain and my body how to get better. Ask students to share if they have a similar experience. In this lesson, we are going to talk about your amazing brain, and how much it grows! We will learn about the parts of the brain and how we can make them grow. 12.



Processes and Products DAY 1: 1. Read “The Dot” by Peter H. Reynolds. Retell the story with partners. Call the group back together. Discuss: - How did Vashti feel at the beginning of the book? - What helped to change the way she thought about her dot? - What did she do once she changed her way of thinking? - What happened at the end of the book? 2. Creativity: students start with a small piece of paper, upon which they place one dot. They sign their paper. With watercolor paints, they can embellish their dots. 3. After dots have dried, place them on construction paper frames. DAY 2 Read “My Fantastic, Elastic Brain”. Students touch the parts of their heads that discuss the various regions of the brain. 2. Discuss the power of practice, and how practice and experience helps students “train” their brains to do new things 3. show video video https://www.youtube.com/watch?v=XLeUvZvuvAs “The Power of Yet”. 4. Discuss how students can change their words to create a new outlook on their learning journey. 5. Students complete the I Can worksheet. DAY 3: 1. Read “The Pout Pout Fish goes to school. 2. In whole group, discuss the following story elements: - Is this fiction or non-fiction? - Who are the main characters? 3. Discuss components of the story (beginning, middle, end). What happened in the beginning? What happened in the middle? What happened in the end? 4. In writers workshop, students will be thinking of a time that they tried something new. Maybe the first day of school, a time they tried a new sport, or a time they had to figure out a problem. What happened at the beginning or their story? 5. Students will draw a picture, then write a sentence about the problem they faced in the beginning of their story. 6. While students are working, circulate throughout the room. Encourage sound spelling and descriptive pictures. For students who need support, write unfamiliar words or direct students to the word wall. DAY 4:

Differentiation/ Accommodations/Modifications Challenge students to sound spell, but provide words to students who are challenged with blending sounds. Students are still working on building sentences, and some will need support ensuring that all words in their sentences are included in their writing. Some students will need the words and sentences written on a sticky note and provided to them individually. Encourage students to sound spell. Some students continue to work on fine motor skills. Watch pencil grip and correct as necessary.

1. Re-read the Pout-Pout fish. 2. Discuss character elements. Who was the main character? What was his problem? 3. What did Mr. Fish do to solve his problem? Who helped him? 4. Think back to the story that you wrote about yesterday. You wrote about your problem. Today you are going to write about what you did to solve your problem. 5. As yesterday, excuse students do draw a picture, then write a sentence about how they solved their problem. 6. While students are working, circulate throughout the room. Encourage sound spelling and descriptive pictures. For students who need support, write unfamiliar words or direct students to the word wall. DAY 5: 1. Take a quick picture walk through The Pout-Pout Fish. Review beginning, middle and end. 2. Discuss what happened at the end of the story. - how did the Pout-Pout fish feel at the end of the story? - How can you tell? - What is happening at the end of the story? 3. Think about the story that you have written. You have written a beginning, a middle, and now it is time to write the end. How did it all work out? How did you feel at the end of your story? 4. As yesterday, excuse students to draw a picture, then write a sentence about how they felt at the end of their story. 5. While students are working, circulate throughout the room. Encourage sound spelling and descriptive pictures. For students who need support, write unfamiliar words or direct students to the word wall. DAY 6-8: Publication 1. Students will take the draft of their stories and put it into a book. Book construction: layer ½ sheet green colored printer paper, ½ sheet lined paper, ½ sheet pink colored printer paper, ½ sheet lined paper, ½ sheet blue colored printer paper, ½ sheet lined paper, ½ sheet yellow colored printer paper, ½ sheet lined paper. Staple at short edges. Cover with construction paper. Open book so that green paper and lined paper are “open”. Glue previously drawn picture onto the green paper. Emphasizing standard writing conventions, copy the beginning of the personal story. Page 2: Open book so that pink colored paper and lined paper are “open”. Glue previously drawn picture of the middle of the story. Emphasizing standard writing conventions, copy the middle sentence of the story. Page 3: Open book so blue colored paper and lined paper are “open”. Glue previously drawn ending picture onto blue paper. Copy ending sentence onto the lined paper. Page 4: Open book so yellow paper and lined paper are “open”. Paste a copied photo of the author onto the yellow paper. Student writes: About the Author. Name, Age, Grade, Favorite Color, Favorite school subject.

Closure: Students read their books in small groups. Students who wish to can share their writing with the whole group.

Reflection and Self-Evaluation This lesson was a challenge for myself and my students, and proved to be a learning experience for everyone. In the initial stages of the unit, I was concerned that the concept would be too ambiguous for the students to engage with. What I found was the opposite. Students appreciated the opportunity to share their stories, to reflect upon what they have learned, and stretch their brains. The theme of this unit encouraged students got to share their own stories. This proved to be a powerful way for students to practice and achieve standards-based goals in writing, critical thinking (personal reflection), and math. Students who previously hesitated to take on writing projects were excited to make efforts towards sound spelling and sentence writing. Students who exhibited a lack of confidence in math skills readily participated in the measurement activities. A specific example of this was when students did their “I can, I can, I can’t YET” writing. One student, a 5 year old girl, has continuously struggled with sharing her ideas in writing, and is especially hard on herself if she isn’t immediately successful on her projects. In this project, she was the first in whole-group discussion to share what she couldn’t do YET…(tie her shoes). She talked about what she could do to learn how to tie her shoes, and received plenty of feedback from her peers. One related benefit to her discussion was that another classmate offered to help her learn to tie her shoes, which helped reinforce and build our classroom community. The unit was also a great way to build interest in our math measurement unit. Students took the lesson beyond the “planned” measurement exercises by using their rulers to measure and compare various objects in the classroom. We then discussed other ways that we could measure to determine larger/smaller and heavier/lighter. We used string to measure tall things (people), and scales to measure heavy/light things. Students wrote about this in their science journals. The challenge with this unit was to keep the classroom well-managed during small group learning activities. While the activities were successful, they often took longer than I had intended (especially the measurement activities). As such, the class would lose focus on their work and they would begin to get side tracked with non-related activities. To prevent this, I would break the lesson up into smaller stages, limiting small group work time to about 10 minutes. This would require me compartmentalizing the tasks, but I believe that this added structure would increase on-task behaviors. In all, I felt that this unit was productive and enjoyable for the class. The unit was intended to introduce a growth mindset, and let students know that they have the power to grow their brains, their knowledge, and their skill set. I see the theme of this unit is effective in practicing literacy and math standards while also building important Social-Emotional Learning skills. Artifacts