Penguin Unit A

Penguins, Peguins, Everywhere! A thematic unit on Peguins Kindergarten By Alisa Barnes

Table of Contents I. Rationale and Background II. Goals and Objectives III. Web and Time Frame IV. Simplification and Extension V. Culumating Experience VI. Assessments VII. Materials and Reasources VIII. Lesson Plans

This unit on Penguins was carefully chosen and selected based on the children's interest levels. A Penguin theme was picked for this unit because of the love that Kindergarten student have with Penguins. As a result, this lesson will engage children because it is something that they really enjoy and something that branches from their interest levels. This unit is a learning experience for the children through the 6 developmental domains: Language, social, cognitive, aesthetic, physical and effective. Also in this unit it includes a series of teaching strategies: whole group instruction, small group instruction, family involvement, and play-based learning. The overall goal of this unit is the help the students learn about dinosaurs and help them develop skills through the curriculum

PA State Standard Lesson 1

3.1 K.A.3 Observe, compare, and describe stages of life cycles for plants and/or animals. 1.2 K.L Actively engage in group reading activities with purpose and understanding.

Lesson 2

2.1 K.A.2 Apply one-toone correspondence to count the number of objects. 2.2 K.A.1 Extend the concepts of putting together and taking apart to add and subtract within 10.

Objectives 1. Create and label a diagram to demonstrate the life cycle of a living organism. (3.1 K.A.3) 2. Observe the life cycle of an animal. (3.1 K.A.3) 3. Create a graphic organizer about penguins using prior knowledge (1.2 K.L) 1. Represent addition with the use of Goldfish crackers (2.1 K.A.2 ) 2. Find different ways to add (using just numbers, or/and using objects to help you add.) 2.1 K.A.2 3. Solve addition and subtraction word problems, and add and subtract within 10, by using objects, drawings, or equations.2.1 K.A.2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

1.1 K.B Demonstrate understanding of the organization and basic features of print. 1.2 K.L Actively engage in group reading activities with purpose and understanding. 9.1. V K.A Know and use basic elements of visual arts. 1.4 K.B Use a combination of drawing, dictating, and writing to focus on one specific topic. 10.4 K.A Demonstrate coordination of purposeful body movements 10.4 K.B Exhibit balance, strength, stamina, and agility.

1. Share relevant prior knowledge about the text being read aloud. (1.1 K.B) 2. Ask and answer questions about the text being read aloud. (1.2 K.L) 1. Participate in visual arts activities. (9.1.V K.A) 2. Respond to the writing topic If I were A Penguin... (1.4 K.B)

3.1 K.A.9 Participate in investigations about living and/ or nonliving things to answer a question or to test a prediction.

1. Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. (3.1 K.A.9) 2. Predict or guess how the science experiment will go (3.1 K.A.9)

1. Engage in gross motor games.(10.4 K.A) 2. Engage in large motor activities that require strength and balance (10.4 K.B)

Time Frame

I. 2/25/19 Introduction: The Life Cycle of a Penguin

II. 2/26/19 Math: Penguin Addition ELA: Virtual Field trip and Penguin book III. 2/27/19 ELA: Kid writing and a penguin craft IV. 2/28/19 Science: Flubber Experiment V. 2/29/19 Culumating Experience and Movie

Music

Math 

Penguin measurement Penguin shapes Roll and Cover

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Igloo stamping craft Cotton Ball penguin craft

Penguin waddle Artic yoga

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Art 

ELA

Movement

Science

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Technology

 Flubber Experiment How do penguins stay dry?

ALL about Penguins Penguin kid writing

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Penguin Flip charts Virtual field trip

Lesson 1

Lesson 2

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Exceptional child (Autism): I would allow him extra time to complete his work and If he needed extra help with the life cycle worksheet I would be around to assist him

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Exceptional child: I would accommodate for a child with cerebral palsy that is in a wheelchair by providing her with special seating arrangements (chairs, bean bags, soft cushion, etc.). This child will also be provided with an aide however if she needs additional help I will be around to assist her.

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Exceptional child (Behavioral): I want to accommodate for a child who has behavioral problems by establishing a cool off area if they get angry or frustrated with the task at hand. I would also accommodate by allowing them to work with a partner or having extra help from me when completing this worksheet.

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Exceptional child (Autism): I would allow him extra time to complete his work and If he needed extra help with the addition worksheet I would be around to assist him

Lesson 3

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Exceptional child: I would accommodate for a child with cerebral palsy that is in a wheelchair by providing her with special seating arrangements (chairs, bean bags, soft cushion, etc.). This child will also be provided with an aide however if she needs additional help I will be around to assist her.

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Exceptional child (Behavioral): I want to accommodate for a child who has behavioral problems by establishing a cool off area if they get angry or frustrated with the task at hand. I would also accommodate by allowing them to work with a partner or having extra help from me when completing this worksheet.

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Exceptional child (Autism): I would allow him extra time to complete his work and if he needed extra help I will be sure to sit next to him while reading the story.

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Exceptional child: I would accommodate for a child with cerebral palsy that is in a wheelchair by providing her with special seating arrangements (chairs, bean bags, soft cushion, etc.). This child will also be provided with an aide however if she needs additional help I will be around to assist her.

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Exceptional child (Behavioral): I want to accommodate for a child who has behavioral problems by

establishing a cool off area if they get angry or frustrated with the task at hand. I would also accommodate by allowing them to work with a partner or having extra help from me when completing this worksheet.

Lesson 4

Lesson 5

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Exceptional child (Autism): I would allow him extra time to complete his work and If he needed extra help with kid writing I would be around to assist him

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Exceptional child: I would accommodate for a child with cerebral palsy that is in a wheelchair by providing her with special seating arrangements (chairs, bean bags, soft cushion, etc.). This child will also be provided with an aide however if she needs additional help I will be around to assist her.



Exceptional child (Behavioral): I want to accommodate for a child who has behavioral problems by establishing a cool off area if they get angry or frustrated with the task at hand. I would also accommodate by allowing them to work with a partner or having extra help from me when completing this worksheet.

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Exceptional child (Autism): I would allow him extra time to complete his work and if he needed extra help during the relay races I would be around to assist him

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Lesson 6

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Exceptional child: I would accommodate for a child with cerebral palsy that is in a wheelchair by providing her with special seating arrangements (chairs, bean bags, soft cushion, etc.). This child will also be provided with an aide however if she needs additional help I will be around to assist her. Exceptional child (Behavioral): I want to accommodate for a child who has behavioral problems by establishing a cool off area if they get angry or frustrated with the task at hand. I would also accommodate by allowing them to work with a partner or having extra help from me when completing this worksheet.

Exceptional child (Autism): I would allow him extra time to complete his work and if he needed extra help during the science experiment I would be around to assist him Exceptional child: I would accommodate for a child with cerebral palsy that is in a wheelchair by providing her with special seating arrangements (chairs, bean bags, soft cushion, etc.). This child will also be provided with an aide however if she needs additional help I will be around to assist her. Exceptional child (Behavioral): I want to accommodate for a child who has behavioral problems by establishing a cool off area if they get angry or frustrated with the task at hand. I would also accommodate by allowing them to work with a partner or having extra help from me when completing this worksheet

Lesson 1

Formative Assessments

Summative Assessments

1. To assess the student the child will observe the life cycle of a penguin and learn new vocabulary (OBJ#2)

1. To assess the student the child will correctly label and match the different stages of the penguin in the right order (OBJ #1)

2. To assess the student the child will participate using prior knowledge about what they already know about penguins by completing a graphic organizer (OBJ#3)

Lesson 2

1. To assess the student the child will use Goldfish crackers to represent in addition problem (OBJ #1) 2. To assess the student the child will participate and

understand that in different ways on how to add (OBJ#2) 3. To assess the student the child will solve addition problems by using the Goldfish to represent the numbers (OBJ#3)

Lesson 3

1. To assess the student the child share prior knowledge about penguins. (OBJ #1) 2. To assess the student the child will answer questions about the penguin read aloud (OBJ#2)

Lesson 4

1. To assess the student the child will participate in making a penguin craft(OBJ#2)

Lesson 5

1. To assess the student the child will Participate in a large motor game (OBJ #1) 2. To assess the student the child will participate in a large motor game that requires balance (OBJ#2)

1. To assess the student the child respond to the writing prompt (OBJ #1)

Lesson 6

1. To assess the student the child will participate in a science experiment (OBJ #1) 2. To assess the student the child will predict how the science experiment will go (OBJ#2)

Teacher Materials

Student Materials

Lesson 1

1. Life Cycle of a Penguin Flipchart 2. Life Cycle of a Penguin Work Page 3. KWL chart on Penguins Flipchart 4. Graphic organizer on Penguins (Penguins….Are….Have….Can)

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Pencil

Lesson 2

1. Goldfish cracker counters 2. Penguin addition work page 3. White-board makers 4. Addition popsicle sticks

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Pencil

Lesson 3

1. Penguin Emergent Reader 2. KWL chart on Penguins Flipchart 3. Graphic organizer on Penguins (Penguins….Are….Have….Can)

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Pencil

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Pencil

Lesson 4

1. If You Were a Penguin by Florence Friedmann Minor, Wendell Minor Minor, W., & Minor, F. F. (2009). If you were a penguin. New York: Katherine Tegen Books. 2. Penguin Kid Writing

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Lesson 5 Lesson 6

Penguin craft

1. Foam Balls as eggs 2. A pillow for their big belly

1. 2. 3. 4. 5. 6. 7. 8.

Penguin Science work page 2 bowls Gallon Baggies Sandwich baggies Duct Tape Water Ice Crisco Baking sticks

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N/A

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Pencil

Andreae, G., & Parker-Rees, G. (2018). Be brave, little penguin. Atwater, R., Atwater, F., & Madsen, J. (2018). Mr. Popper's penguins. Bentley, T. (2017). Little Penguin gets the hiccups. Fromental, J.-L., & Jolivet, J. (2017). 365 penguins. Guion, M. (2013). Baby penguins everywhere!. Jenkins, M., & Chapman, J. (2015). The emperor's egg. Lester, H. (2005). Tacky and the winter games. Toronto: Scholastic. Lester, H., Zera, L., Moss, M., & Munsinger, L. (2006). Tacky the penguin. Boston, Mass: Houghton Mifflin. McEwan, C. (1994). The little penguin. Place of publication not identified: Book Co. Minor, W., & Minor, F. F. (2009). If you were a penguin. New York: Katherine Tegen Books. Priddy, R., Sagar, L., Ryan, J., & Priddy Books. (2016). Pip the little penguin / Roger Priddy ; illustrated by Lindsey Sagar, based on original illustrations by Jo Ryan. Smith, K., & Groves, S. (2008). Shine, little penguin!. Bath, UK: Parragon. Tatham, B., & Davie, H. (2003). Penguin chick. New York: Scholastic. Wilson, K., & Chapman, J. (2010). What's in the egg, Little Pip?. New York: Simon & Schuster Children's Pub. Yoon, S. (2014). Penguin and Pinecone: A friend story.