I.

Unit snapshot
This unit snapshot gives an overview of the unit. This is a helpful starting place; teachers should ultimately flesh out more details about how to
design and execute the unit.
Unit Topic
The unit topic should build on
students interests and explore topics
that are relevant to your school
community.

Boxes
Overarching Question
Child-friendly question that connects
the knowledge and skills that
children should develop throughout
the unit.
What are the things that we can do with boxes? Where do boxes come from and what comes inside of
them?
Enduring Understandings
These are the big ideas that students
should remember throughout their
educational careers.

Boxes are used for several purposes. Boxes can be used for imaginative play, storing, moving and
holding items.


Focus standards from the
Prekindergarten Foundation for the
Common Core
These represent the 7-10 standards
that will be emphasized throughout
the unit. They cover different
domains of development. You will
touch on other standards throughout
the unit, but these should be the
foundation.
PK.AL.4. Exhibits curiosity, interest and willingness to learn new things and having new experiences
PK.AL.5. Demonstrates persistence
PK.MD.2 Sort objects into categories, count the number of objects in each
PK.S.1f Makes predictions based on background knowledge, previous scientific experiences and
observations based on background knowledge, previous scientific experiences and observations.
PK.S6b Acquires knowledge about the physical properties of the world
PK.PDH.6 Engages in a variety of physical fitness activities
PK.RSL.11 With prompting and support students will engage in a picture walk to make connections
between self, text, and the world around them.
PK.RSL.7 Students will engage in a picture walk to make connections between self, illustrations and the
story.
PK.MD.1 PK.WS.1
PK.RSL.5 Students will interact with a variety of common types of texts
PK.VA.1 Expresses oneself and represents what he/she knows, thinks, believes and feels through visual
arts
PK.CC.1.Count to 20
PK.CC.4 Count to answer How many?
PK.G.1 Analyze, compare and sort two and three dimensional shapes and objects in different sizes
using informal language to describe their similarities, differences and other attributes
PK.SS.1h Recognizes some community workers and describes what they do

Unit Sub-Topics
These represent the major inquiries
of the unit. They build over time and
require students to make connections
across all content areas. Each sub-
topic is designed to take 1-2 weeks to
explore.
What do we notice
when we explore our
boxes?
(Make KWL Chart)
Boxes come in different
shapes and sizes.
What comes inside of
boxes?

(Continue KWL as new
knowledge is learned)
What can we put in our
boxes?

(Add to KWL)
What can we build with
our boxes?

(Add to KWL)
Anchor Learning Experiences
One or two key real-world learning
experiences (e.g. field trips,
observations, materials in centers)
for each sub-topic that provide
ample opportunities to deepen
students understanding of the sub-
topic.
Make discovery
boxes(tissue boxes) that
contain sensory items.
Different texture each
week. Week 1: soft (felt,
pom poms, tissue paper,
soft stickers)Cover
outside in same
materials.
Week 2: Rough (glitter
paper, sand paper,
rocks)
Week 3: Smooth
(smooth stones, jewel
stickers)
Utilize the sensory
boxes within the
discovery center so that
students can explore
and investigate
independently.
Have a box delivered to
the classroom. Have
the students draw a
picture of what they
think is inside. Take
dictation.
Take students to local
post office so that they
can observe all of the
different size boxes.
Have a mail person
describe what
materials are used to
pack a box and what
kinds of things are
shipped/where.
Anchor Texts
A combination of
literary and
informational
texts that can be
read throughout
the unit. Text
Texts Text-based questions for each unit sub-topic
This is Not a Box




How do our boxes look
in comparison to the
book? Do you think we
could make similar
things with our boxes?
These boxes are
different sizes. What
do we think was inside
of them? What size?
Like the book what can
we put inside our box
after we make it into
something else?
Are our boxes just
boxes? What can we
make with them?
My Book Box Did elephant use his box Look at the cereal box What else did elephant Look at all of the things
based questions
about each book
build
understanding of
the sub-topic.
The text based
questions listed
here are each
associated with
DOK levels (see
page 1 or here for
more
information).




just to hold things? (pg.11)? Is the cereal
box the same size and
shape as the cardboard
book box?
put into his book box,
besides books?

What book would you
like to put into your
book box?
elephant built with his
box. What can we
build with our boxes?

A Mighty Fine
Time Machine



What did their box look
like?
How many items did
they fit in their box?
Lets count!
Using items from
around the classroom,
lets see what we can
fit into our box.
What did they build
with their box? What
can we build with ours?

The Mud Flat
Mystery

What kinds of boxes are
they using? Do their
boxes look like ours? Or
are they different?
Did anything come
inside of their boxes?
How are they using
their boxes to keep the
special item a mystery
(surprise)?
Should we try working
as a team to build
something with a box,
just like the friends in
the story?
The Big, Brown,
Beautiful Box
Does the title tell us
what this book is about?
What can we predict
about the way our box
looks from the title?
How did these friends
work together to
discover what was
inside of their box?
What do they want to
do with their box now
that it is empty?
How did the friends use
team work and
cooperation to achieve
their goal?
Formative Assessment
Opportunities
Key look fors and listen fors that will
give you information about students
understanding of the standards and
sub-topic. These can be based on
strategic questions and/or
observations of students working
independently or with peers.
Are students using
varied and appropriate
vocabulary to describe
how their boxes look,
feel and weigh?
Picture and dictation of
Guess what is in this
box?
Chart answers and
outcome of What can
we fit into this box?
Observation of
creations made during
dramatic play.
Key Vocabulary
Academic vocabulary words that
help students understand unit sub-
Cardboard, box, tape,
smooth, rough, heavy,
light
Items, shop, pack, buy,
ship,
Store, move, bubble
wrap, mystery, face,
corner, edge
Mail, delivery, package,
pack

topics and access complex texts.
These words can be supplemented by
vocabulary in read alouds.


Family Engagement
Learning experiences that connect to
classroom study that families can do
at home with their children.

Families will contribute
boxes of all sizes to the
classroom.





Families will show
children home
deliveries that come in
boxes.

Families will show
students objects that
they store within
different size boxes.

Families will take
children on errands to
the post office and
point out various size
boxes.
Culminating Tasks
Tasks that take place in a small group
during the last week of the unit.
These tasks allow students to
demonstrate the knowledge and
skills they have gained throughout
the unit.

Complete Alignment to the NYS Pre-Kindergarten Foundation for the Common Core
List the standards that will be the focus of this unit. You will inevitably touch on other standards throughout the unit, but the standards listed here
should be the standards that you focus on and plan learning experiences around.

Domain Standards Example of Standards in Action
What will it look like for students to engage in learning
around these standards during the unit?
Approaches to
Learning
4. Exhibits curiosity, interest and willingness to learn new things
and having new experiences.



Students will explore boxes and stack them into piles
Physical
Development
and Health
6. Engages in a variety of physical fitness activities.
a. Large motor activities
b. Throwing pushing pulling catching balancing, etc.
c. Participates in activities designed to strengthen major muscle
groups
d. Participates in activities to promote balance and flexibility




Students will jump over strategically placed boxes
during gym/outdoors.
Teachers will place boxes.
Students will work as a group to balance a ball on a
large box with edges. Students will use arm, leg and
back muscles while maneuvering ball around the box.
Teachers will facilitate the ball/box balance by
encouraging students to manipulate ball into different
sections of the box.

Social and
Emotional
Development
4. Develops positive relationships with their peers.
a. Approaches children already engaged in play
b. Interacts with other children
c. Shares materials and toys with other children
d. Sustains interactions by cooperating, helping and suggesting
new ideas for play





Students will collaborate on imaginative play activities
during centers. They will work together to build
structures out of boxes (bear caves, trucks, cars, sensory
boxes) and decorate these structures. Students will
share materials such as glue, tissue paper, felt, pom
poms, paint, glitter paper, etc. Students will choose
their centers and engage in other centers with children
already at play when they are ready to try a new center.

Teachers will facilitate these interactions by providing
prompting, support and problem solving when
necessary.
Communication,
Language, and
Literacy
PK.AC.3. Demonstrates that he/she understand what they observe.
a. Uses vocabulary relevant to observations.
b. Identifies emotions by observing faces in pictures and
faces of peers and adults.
c. Asks questions related to visual text and observations.
d. Makes inferences and draws conclusions based on
information from visual text.
Begins to identify relevant and irrelevant information, pictures and
symbols related to a familiar topic
PK.RSL.2. With prompting and support, retell familiar stories.
PK.RSL.5 Students will interact with a variety of common types of
texts
PK.RSL.7 Students will engage in a picture walk to make
connections between self, illustrations and the story.
PK.RSL.11. With prompting and support students will engage in a
picture walk to make connections between self, text, and the world
around them.




Students will make predictions based on the title and
cover and inside photos of books. Students will make
connections during read alouds, connecting where they
may have seen boxes in the community, what kind of
special item have they received inside of a box, if they
have ever made anything with a box at their home.
Teacher will facilitate connections by mirroring self to
text, self or world. Teacher will pause during reading
and model the connection for the students, then
encourage students to make their own connections.

Students will be encouraged to retell books read about
boxes (A Mighty Time Machine, Not a Box) to facilitate
their creativity in constructing objects out of boxes,
particularly during free play.
Teachers will prompt students to discuss details from
the story to scaffold imagination projects from boxes
and provide assistance if necessary.
Cognition and
Knowledge of
the World
PK.MD Describe and compare measurable attributes, Sort objects
and count the number in each category
PK.CC.1.Count to 20
PK.CC.4 Count to answer How many?
PK.MD.1. Identify measurable attributes of objects such as length
and weight. Describe them using the correct vocabulary
PK.MD.2. Sort objects into categories, count the number of
objects in each
PK.G.1 Analyze, compare and sort two and three dimensional
shapes and objects in different sizes using informal language to
describe their similarities, differences and other attributes
PK.S.1.f. Makes predictions based on background knowledge,
previous scientific experiences and observations based on
Students will sort boxes by size
Students will estimate how many children will fit into a
large, low, box without a lid, teachers will help students
stand in the box and students will count how many
actually fit into the box
Students will fill small boxes with items around the
classroom (links, pegs, beads). Students will predict
what type of material will take fewer or more to fill up
the box because of size (pegs are bigger than beads, so
fewer number of pegs will fill the box).
Students will compare boxes (cereal boxes, tissue boxes,
shipping boxes, gift boxes and cardboard boxes).
Students will note the differences in size, shape and
background knowledge, previous scientific experiences and
observations.
PK.S6b Acquires knowledge about the physical properties of the
world PK.SS.1h Recognizes some community workers and
describes what they do
PK.SS.1h Recognizes some community workers and describes what
they do
how the items that typically come inside of those boxes
are different.
Students will use tissue boxes to create sensory boxes.
Students will use these boxes to explore different
textures.
Students will identify members of the community who
use boxes in their work (mailman, UPS, grocery store
stock)

II. Ideas for learning centers
In the table below, list the materials and learning experiences that you will provide in learning centers to advance the overarching question,
enduring understandings, and unit sub-topics. As you plan your learning centers, keep the principles of Universal Design for Learning (UDL) in
mind and consider how you will provide multiple entry points into the material for all students in your classroom. The materials and experiences
listed under each center can be rotated throughout the unit.
Blocks
Students will use boxes to build towers and ramps
Students will use magnatiles to build 3D box structures of
different sizes


Dramatic Play
Students will use boxes to make buildings, castles, trucks, time
machines, etc..
Students will decorate boxes to become imaginative items to
include in play
Bear caves
Art
Students will make a book box to take our library books
home in (like the book)
Students will make bear caves for hibernation (will be put in
dramatic play)
Students will decorate sensory boxes (tissue boxes) with
different types of textured materials; they can put their hands
inside the box and compare textures.

Science / Discovery
Students will turn boxes into sensory chests. They will
decorate the outside. The inside will be filled with
materials of different textures.
Students will investigate boxes made out of different materials
and determine if there is a difference in the way the feel or
hold things.
Students will predict how many of them will fit into a huge
box.
Students will predict how many small boxes will fit inside of a
big box.
Toys and Games / Math Manipulatives
Sorting boxes of different sizes
Balancing ball on large cardboard box (also outdoors)

Sand and Water / Sensory
Sensory Boxes in the discovery center
Small, different shaped boxes in the sand table to use for
investigating density, volume, etc.
Library
Not a Box
Cooking
Students will make bread boxes-use bread loafs to make
The Big Brown Box
My Book Box
The Mud Flat Mystery
The Birthday Box
Students will make a book box to take library books home in
A Mighty Fine Time Machine
Thank you Bear
Oh What a surprise


boxes, put out a variety of different fruits and jellies. Have
students fill the boxes with jelly or fruits of their choice
Students will make boxes using graham crackers soy nut butter
and/or vanilla icing. Students will use different size pieces of
graham crackers and create different sized boxes. Students
will predict how many berries will fit in each box.
Computers / Technology

Students will use IPAD application (sorting fruit into boxes)

Outdoors / Playground
Box/ Ball Balance game
Building boxes with Constructive Play Blocks
Imagination Playground Blocks
III. Book list
Books should be a foundational component of your unit. You should engage children in several read alouds per day during large group, small
group, and center time. Some books are read repeatedly throughout the unit; these are your anchor texts. Anchor texts are a mix of literary and
informational texts that advance students understanding of the overarching question, enduring understandings, and unit sub-topics. Some books
will be read only once or twice throughout the unit; these are your supporting texts. Supporting texts focus on sub-topics and areas of interest or
may be tangentially related to the overarching question or enduring understandings of the unit.

Throughout each of your reading experiences with students, consider the principles of Universal Design for Learning (UDL). You should develop
strategies to ensure that all children are able to access and comprehend the text. For example, consider projecting illustrations from the text on a
document camera, giving students a chance to point to illustrations when they answer, asking questions at different Depth of Knowledge (DOK)
levels, etc.

Anchor Texts
These texts should be read
throughout the unit; they can be
read multiple times during the day
and in a variety of settings. For
example, you may read one book to
Not a Box - A. Portis
The Birthday Box - L. Patricelli
The Mud Flat Mystery - J. Stevenson
My Book Box - W. Hillenbrand
The Big Brown Box - M. Russo
A Mighty Fine Time Machine-J.Bloom
a large group and then again that
same day to a small group in the
dramatic play area.



Supporting Texts
These books can be touched on
throughout the unit. You can send
them home using your Lending
Library, place them in centers so
students can use them, and read
them throughout the day.
Thank you Bear-G. Foley
Oh What a Surprise-S .Bloom
Build It With Boxes (non-fiction)-J. Irvine




IV. Family engagement
As you develop your family engagement plans for this unit, you should consider the pillars of family engagement, listed below.

Pillars of Family Engagement
Welcoming Environment Sharing Expectations &
Making Joint Decisions
Extending Learning Ongoing Communication Supporting Transitions
Families will experience
warmth and respect from
program staff,
demonstrated by the
collaborative tone of
program staff and in the
programs policies,
protocols and offerings
that are sensitive to their
linguistic, cultural and
social emotional needs.
Families will be partners in
supporting school
readiness by helping to
define school readiness
goals, implementing
school readiness strategies
and participating in policy-
setting and program
evaluation.
Families will have the
opportunity to support and
extend their childrens
learning and development
at home with the
assistance of
complementary learning
activities developed by the
program and shared with
families regularly in
newsletters, at parent-
teacher conferences, and
other school events.
Families will experience
multiple methods of
communication between
themselves and the
program demonstrated by
timely, routine efforts by
the program to share
information in a
linguistically and culturally
sensitive way and through
effective communication
channels.
Families will be equipped
with the resources and
skills to support their
children through the
transition into and out of
the program, as
demonstrated by program
policy, and ongoing,
meaningful discussions
with between program
staff and families.
Examples for this Unit
Families will contribute boxes of different shapes and sizes to the classrooms. Families will guide children to observe different uses of boxes out
in the community. Families will accompany children on a trip to the post office.