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Curriculum Project (Kindergarten)

Educ 861
Danielle Vachon
17 November 2014

Table of Contents

Topic & Rationale:

Learning Environment:


Map of Learning Centers:


Learning Objectives:


Lesson Plans:



Evaluation:




Project Notebook:


Resources:

page 3

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Topic & Rationale:

This curriculum project is based on the topic of Force and Motion. The topic of Force
and Motion came about after I did a read aloud of Sheep in a Jeep by Nancy Shaw to
the class. I then added Sheep in a Jeep to the story table and put 5 toy sheep,
jeeps/cars, felt mud pieces, and a ramp for a hill so the children could reenact the
story. My intentions for this read aloud were to have the children learn about
rhyming and try to rhyme while retelling the story. I soon realized that the story
table became a very popular free play station in the room. During free play is when I
noticed that the children were reenacting the story in the dramatic play area, block
area, and coloring center. They were using the words push, pull, faster, harder,
down, up, etc. It seemed as if they were more interested in how different objects
move rather than rhyming. The learners then proceeded to ask questions the
following week after I had read that story. Some of their questions were, Why do
some cars roll faster than others? When I push the ball, why does it roll faster?
They seemed to really be getting into the topic of motion without even knowing it! I
then decided to take actions in the classroom and educate the learners on a topic
they were all interested in: force and motion. Based on my observations in the
classroom I knew that the children were more than capable to learn about force and
motion. They were all so eager for free choice so they could go build different ramps
and roll things down them. I thought the only challenge would be to teach them
about force. They all seemed interested in the motion part, but what they didnt
know was how do you get a ball or a car to move? Overall, I think the children are
ready for the next steps in learning about force and motion.

Learning Environment:

The community at Gilford Elementary is amazing. The community members are
always coming in to volunteer, hold fundraisers, and open up their businesses for
field trips. In the center of Gilford there is a town village. Located in the village is the
Fire Department, Police Station, Public Library, and Historical Society. We recently
had a community unit where we took trips to each of those places and learned about
our town.

Gilford Elementary is made up of grades K-4. There are 5 Kindergarten

classrooms including my learners. There are 13 children in my classroom, 7 girls

and 6 boys. One of which has a hearing impairment and using an FM system. As her
teacher I am required to wear a microphone on my neck that transmits my voice to
the speaker in her ear. With that being said, Gilford is a big believer on inclusion in
the classroom. We have paraprofessionals to help those students who need extra
support in our classrooms. Gilford strides to make each room feel like a community.
This means that every child should feel welcome, safe, and ready to learn. All the
children are help accountable for their own actions. Learners are expected to
include others, treat others the way they want to be treated, be respectful and kind,
and listen.

The learning environment is one of the top priorities at Gilford. Every teacher

has their own way of setting up their classroom to have their learners be able to
focus and grow throughout the year. However, after teaching many different
children I soon realized that every child learns different. Not every child is going to
want to sit quietly in a wooden chair at a wooden desk and work quietly. Gilford had

the OT department come in and do a workshop on all of the different ways to help
children focus and learn in the classroom. It was great and really helped me think
outside of the box for some of my learners.

I set my classroom up differently this year than I have in years past. My room

has much more open space and flow to it this year. I dont have tall storage units
that block my eyesight from one end of the room to the other. This year I can glance
up and see every child in my room clearly. The children seem to be able to move to
different tables and get to the supplies easier. I decided to get low shelving units
that were easier access for my learners. I added more to my circle space as well. I
put a beanbag chair for learners who need that extra sensory on their body to help
them listen during a lesson. I also put the bookshelf right next to my circle rug so
that when it was time for free read the children could have a comfy spot to sit and
read a book. The last big change I did this year was moving my tables. I put the two
student tables in the center of the classroom for those students working on their
daily jobs. I then added 2 small circle tables for stations, children needing a quiet
spot to work, or to keep different supplies on for a project. The last table I put in my
room this year was the kidney table. I use this for my small group work during job
time for those students needed extra help or those students needing more advanced
jobs. So far the table situation has worked out great! The learners are really enjoying
picking their seats and getting their jobs done for the day.

Daily Classroom Schedule

8:30-9:00- Circle Time
9:00-9:40- Specials (M. Gym, T. Art, W. Music, Th. Computers, F. Library)
9:40-10:00- Snack
10:00-11:00- Literacy Jobs (Individual Jobs & Small Group work at this time)
11:05-11:35- Recess
11:40-12:00- Lunch
12:05-12:20- Story Time (students are allowed to lay down and listen or draw a
picture while listening)
12:20-1:20- Math Jobs (Individual Jobs & Small Group work at this time)
1:20-2:30- Science Lesson (Whole Group Lesson & Station activities that follow)
2:30-2:50-Recess/Free Play
3:00- Dismissal
*During Literacy and Math jobs each learner is given a folder with their weekly jobs
in it. It is their responsibility to get 3 jobs completed in Literacy and 3 jobs
completed in Math each day (if a learner is working really hard and did not finish all
of their jobs they will not be penalized ) On Friday, if they have
completed/worked hard on all of their jobs, they will get extra free play time for
Fun Friday.
*During the Science lesson we do a whole group activity and then I split the learners
up into groups and they work their way around the room to each center.

Map of Learning Centers: List of materials at each center

Block Area (square rug): Different size ramps, books to make the ramps different
heights, cars, marbles, ping pong balls.
Round table (near teachers desk): Pool noodles, tape, marbles, clipboards, pencils,
and timers.
Easel: Story table- 5 sheep, different sized cars, felt mud pieces, supplies to make
different ramps (cardboard pieces, books, rulers, tape)
Kidney Table- Blank paper for learners to draw up their own story of push and pull
and label it. Coloring pages of things that push/pull.
Projector: Venn Diagram of things that can be pushed/pulled or both.
Book Stand- Different books that are related to motion.
Book Resources
Mason, A. (2005) Move it!: Motions, Forces and You. New York, NY. Kids Can Press.
This book is a primary tool to teach physical sciences to young children. It
follows science curricula and is loaded with surprising facts and hands on
activities designed to hold young readers interest and tap into their
fascination with the everyday world. Move it! Explores the physics of why and
how things move.
Murphy, P. (2002) Push and Pull. New York, NY. Childrens Press.
Great book and describes force and motion very well. Introduces materials to
use with force and motion in the classroom. Has concepts in the book that
children can relate to their own lives. Provides accurate text to life pictures.

Rey, H. A. (2007) Curious George Roller Coaster. HMH Books for Young Readers.
Curious George cant wait to ride the Turbo Python 3000 with his friends. But
he is not tall enough to ride! The book takes you through how George figures
out how to ride on the rollercoaster. The book talks about the push and pull
effect along with the gravity of a roller coaster.

Shaw, N. (1997) Sheep in a Jeep. HMH Books for Young Readers.
This book is about 5 sheep that decide to take a ride in a jeep. Their jeep gets
stuck in all sorts of places and they need to work together to push it out. When
they go down hills, the jeep goes faster than going up a hill. It is a book filled
with rhyming words and introduces push and pull.
Stille, D. (2004) Motion: Push and Pull, Fast and Slow. New York, NY. Picture Window
Books.
This book explores the concepts of motion by learning about movement,
speed, force, and inertia. Picture and words are appropriate for K-2 children
learning about motion.

Learning Objectives:
Common Core-
Kindergarten Speaking & Listening Standards
SL.K.1. Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion). Continue a
conversation through multiple exchanges.
SL.K.2. Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
SL.K.5. Add drawings or other visual displays to descriptions as desired to
provide additional detail.

Kindergarten Counting Standards

K.CC.6. Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group, e.g., by using matching
and counting strategies.

Kindergarten Measurement and Data Standards

K.MD.3. Classify objects into given categories; count the numbers of objects in
each category and sort the categories by count.

NH Curriculum Frameworks-
Science Process Skills
S:SPS1:2:1.1 Make observations and explore materials using all of their senses (one
sense at a time).
S:SPS1:2:1.2 Record observations using language, concrete objects, and symbolic
representations.


S:SPS1:2:1.5 Sort and classify object materials and events based on one or more
attributes; and explain the methods used for sorting.
S:SPS1:2:2.3 Predict how changing one part of an exploration will affect the outcome.
S:SPS2:2:5.2 Draw an object and the object in use.

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