Our Actions Impact People and Environments

Unit Overview
DAY #1- Appropriate/
Inappropriate Reactions
The students will be able to
recognize appropriate and
inappropriate reactions to
various emotions.
The students will display their
understanding of positive and
negative reactions, to being
angry, by holding up smiley
face and frowny face popsicle
sticks.

Day #2- Rules

DAY #3- Responsibilities

Students will describe why

classroom rules are
important.

Students will describe

what they can to do help
in a group or family.

Students will perform a

classroom rule skit and use
an illustration to explain
why rules are important.

Using Coloring supplies,

students will illustrate
something they can do to
help in their family or
classroom.

Standards
Materials

IAS: K.RL.2.1
How Do Dinosaurs Say Im
Mad? By Jane Yolen
Whiteboard and markers
Smiley face popsicle sticks
Frowny face popsicle sticks

NCSS: CIP; IAS: K.2.3

Blind fold
Classroom rules

NCSS:IDI ; IAS: K.2.4

Pre- Made Puzzle
Coloring Supplies
Scissors
Helping hand
worksheets

Managem
ent

-K.E., M.H. and K.G. cannot be

seated next to one another
-M.H. will help pass out the
popsicle sticks

Anticipat
ory Set

-Students will raise hand if

they have ever gotten mad
before or if others have ever
gotten mad at them
-Teacher will tell a personal
story relating to a time when
she was angry once and how
she handled that in an
appropriate way

Two students will participate

in a blind fold activity. One
will be given directions by
the whole class at the same
time. The other student will
only be given directions by
one person that they
choose.

-Letting M help me hold

the puzzle pieces.
-Letting them share their
helping hand if they
follow directions carefully
Together we are going to
put a puzzle together. As
we put the puzzle
together, I want you to
notice it what picture and
words it forms.

Purpose

I am going to read the story

How Do Dinosaurs Say Im
Mad? By Jane Yolen. As I read I
want you to listen to what the
dinosaur does when he is mad
and think about how he
handled each situation
because the way we handle
situations, affects the people
around us.

In the activity we just did,

it was easier for the
student with one leader
to get to his/her
destination. Today we are
going to be learning
about how following
directions and having
rules affects the
environment around us.

In a family or a group of
people, everyone has a
different piece of the
puzzle to make things
work smoothly and fit
together. We are going to
talk about how we should
treat others, because our
actions can affect those
around us.

Lesson
Presentat
ion

Input: Read the story How Do

Dinosaurs Say Im Mad? By
Jane Yolen.
Output: Make a list with
students of things that make
us mad or that upset us. Then
we will use the frowny and
smiley face popsicle sticks to
respond to various scenarios
given. Students will raise
popsicle sticks according to
how the person in each
scenario given responded to
something that upset them.
Recap the main events of the
story.
-Dinosaur gets upset several
times, but instead of getting
angry takes a deep breath and
cleans up all his messes and
does as he is asked.
-We need to be conscious of
our reactions to situations and
strive for positive reactions.

Input: Read over classroom

rules and explanation of
them. Perform a skit with
selected students on the
rule listen carefully.
Output: Students are given
one classroom rule in
assigned groups and
perform a skit to show it.
Students will illustrate/write
why rules are important.

Input: Explain what

responsibilities are and
give students some
examples. Use the puzzle
as a guide to this
discussion.
Output: Students will
help add words to the
puzzle. At end of lesson
students will draw a
picture in a helping hand
representing one of their
responsibilities.

Stations:
1. Matching socks and
completing a seek and
find worksheet
2. Interactive video;
planting a seed
3. Environment booklets

-Volunteers will share what

they drew/wrote regarding
the importance of rules.
-Discuss that following rules
allows us to have a safe
classroom environment and
get things done in a more
efficient manner

Students will be called up

to front of classroom and
present their helping
hand picture to the class.
They will show their
picture and explain it.
(We all have different
responsibilities that allow
for things to run smoothly
around us.)

Guided Group Discussion:

students sharing something
they learned about
improving environments at
one of the stations.

Goal

Objective

Closure or
Conclusio
n

Assigned groups
Designated areas to
work at in room

DAY #4- Improving

Environments
At three different stations,
students will complete
activities focused on
improving environments.
-Using coloring supplies,
students will illustrate an
action they can take to help
improve an environment.
-Students will take action in
improving their
neighborhood environment
by planting a seed.
-Using provided materials,
students will display their
knowledge of cleaning up by
matching socks and circling
misplaced objects.
NCSS: PPE; IAS: K.3.7
Timer
Stickers
Colored glue
Coloring supplies
Computer
Worksheets;
environment packets
Dirt, seeds and cups
-Pre-arranged groups
-clapping patterns for
transitions
-visual timer for stations
Mystery bag with a plant,
socks and crumbled paper
that needs to be recycled.
Asking the students what
these objects are used for
and if they think they relate.
Then transitioning into the
management activity with
the foam stars and station
instructions.
Each of the objects in my
bag represented a way in
which we can improve the
environments around us. It
is important for us to take
responsibility when it comes
to taking care of the
environments we live, work
and go to school in.

*12 minutes at each station

Our Actions Impact People and Environments

Formative
Assessme
nt

Group discussion about the

book with guided questions.

Observing students/asking
them questions during and
after the skits; students
performing the skits

Adaptatio
ns

See Lesson Plan:

Group collaboration
Various learning styles
incorporated into lesson

See Lesson Plan:

Remediation: balanced
groups
Enrich: sharing pictures
ELL: visual aide of rules
EXNEEDS: peer
assistance

Summativ
e
Assessme
nt
(as
needed)

Popsicle stick activity

Drawing/writing why rules

are important in our
classroom

Students participating in
group discussion;
observing students
complete their helping
hand picture
See Lesson Plan:
Remediation: balanced
groups
EXNEEDS: Assistance for
M.,A., L.
Enrich: Sticky note
sentences

Walking around during

stations and
observing/asking questions
relating to what they are
working on.
See Lesson Plan:
Remediation: balanced
groups
EXNEEDS: Peer Assistance
in assigned groups
Enrich: Sentence
Completion

Helping hand class

presentation

Completion of Environment
Booklet