Kindergarten Unit

Plan: 1B
Networks in
the Human
Body
Guiding Project + Expansion
Questions Ideas
What are
the parts of July 2017 Brainstorm:
the body? Culiminating:
How many Human
bones are body
in our tracing
body? labeling
How is my body
body the parts, five
same or senses,
different and
from those character
of my traits,
peers/famil measuring
y/etc? height with
How will my feet,
body labeling
change number of
from now fingers?
Human
until the
body
end of the
suits
year?
organs
How does
attached
my body
KC Healthy Kids
grow?
Visits from Nurses,
What
medical professionals,
does
etc.
my
Five Senses
body
experiments
need
 to Dominant and
grow Recessive traits
? Character traits bubble
(nutri maps
tion/ Measuring height;
healt tracking growth over
h) time
How do I
take care of
my body? Project + Expansion
What are Ideas
some of the Personal Narrative
systems in about self, friends,
our body? family members
(i.e. based on character
skeletal, traits
muscular, Create plays and
respiratory) skits about self,
^wh friends, family
ere members based on
are character traits
thes Project Rubric
e
syste
ms
locat
ed?
^wh
at
are
some
of
the
funct
ions?
What are
the five
senses?
What does
each sense
do?
 What would
it be like to
not have
one of my
senses
(deaf, blind,
etc.)
^ho
w
can
indivi
duals
be
succ
essfu
l/navi
gate
their
world
s
witho
ut
one
or
more
of
thes
e
sens
es?
What are
character
traits?
What
happens
when my
body is
sick?
^wh
ere
do I
 go
when
my
body
is
sick/
what
does
it
need
to
feel
bette
r
again
?
^wh
o are
the
com
muni
ty
help
ers
that
help
my
body
in
that
proc
ess?
What are
dominant &
recessive
traits? (eye
color)

Curriculum Other Materials:

Materials KCPL Books - human
Discover body (systems/parts),
 Nature: How health/nutrition
Do You Use
Your
Senses?, p.
190
Discover
Nature:
Outdoor
Investigations
, p. 27
Discover
Nature:
Cloud
Watching, p.
46

Standards (47)

Social Studies Language Arts (8) Science/Health (9) M

(15) a
t
h

(
1
5
)

With assistance, With assistance, determine the PS 1A Make GM

read, construct, connection between text to self, text to qualitative A
and use maps of text. (RS 1C) observations of the 1:
familiar places With assistance, read, infer and draw physical properties of D
such as the conclusions to identify elements of a objects (i.e., size, es
classroom, the story, including setting, character, and shape, color, mass). cr
home, the key events, retell a main event from a HE1A: Identify the five ib
bedroom etc (SS5 story read aloud and familiar stories, senses. e
Ab). recognize sensory details and recurring HE1B: Tell why people se
Describe the phrases, recognize different types of have muscles. ve
character traits texts, name author and illustrator of a HE1C: Tell why people ra
of role models story and describe how each is telling the have bones. l
within your story, compare and contrast adventures HE1E: Show the location m
family or school. of characters in familiar stories, ask and of the heart. ea
(SS 1E) answer questions about unknown words Recognize how germs su
in text. (RS 2A) are spread and apply ra
Develop and apply effective listening practices to reduce bl
skills and strategies in formal and germs in our e
informal settings by: following classroom community. (2HES at
listening rules, continuing a conversation 2D) tri
through multiple exchanges, following Recognize that germs b
one-step instructions, according to cause illness. (3HES ut
classroom expectations. (SL 1A) 1A) es
Develop and apply effective listening Model proper hand of
skills and strategies in formal and washing and hygiene. o
informal settings by: demonstrating active (3HES 1B) bj
listening, according to classroom Define private parts ec
expectations. (SL 2A) (e.g., what is covered ts
Identify characters in a puppet play or by a swimming suit) .
performance by actors. (RS 2C) and distinguish Ge
With assistance, draw and/or write fiction between safe and o
or nonfiction narratives and poems that: unsafe touch m
use a combination of drawing and/or et
writing to narrate a story or experience ry
the student has had or has imagined, tell B
the reader about a character or personal 1:
event, place events in the order they D
occurred, use words that are related to e
the topic, provide a reaction to what m
happened in the events. (WS 2B) o
Speak clearly using conventions of ns
language when presenting individually or tr
with a group by: taking turns speaking, at
according to classroom expectations, e
continuing a conversation through a
multiple exchanges, confirming n
comprehension by retelling information u
and asking appropriate questions based n
on read-alouds or other media. (SL 3A) d
er
Speak clearly, audibly, using conventions
st
of language when presenting individually
a
or with a group by: describing personal
n
experiences using a prop, picture, or
di
other visual aide, speaking in complete
n
sentences. (SL 4A)
g
of
 co
nc
e
pt
s
of
ti
m
e
a
n
d
d
ev
ic
es
th
at
m
ea
su
re
ti
m
e.
Ge
o
m
et
ry
C
2:
D
es
cr
ib
e
th
e
re
la
ti
ve
p
os
 iti
o
ns
of
o
bj
ec
ts
in
sp
ac
e.
Dat
a
a
n
d
St
at
ist
ic
s
A
1:
Cl
as
sif
y
o
bj
ec
ts
in
to
gi
ve
n
ca
te
g
or
ie
s;
co
u
 nt
th
e
n
u
m
b
er
of
o
bj
ec
ts
in
ea
ch
ca
te
g
or
y.
Dat
a
a
n
d
St
at
ist
ic
s:
A
2:
C
o
m
p
ar
e
ca
te
g
or
y
co
 u
nt
s
us
in
g
a
p
pr
o
pr
ia
te
la
n
g
u
a
g
e.
NS
A
1:
C
o
u
nt
to
1
0
0
by
o
n
es
a
n
d
te
ns
.
NS
A
2:
C
 o
u
nt
fo
rw
ar
d
b
e
gi
n
ni
n
g
fr
o
m
a
gi
ve
n
n
u
m
b
er
b
et
w
ee
n
1
a
n
d
2
0.
NS
A
3:
C
o
u
nt
b
 ac
k
w
ar
d
fr
o
m
a
gi
ve
n
n
u
m
b
er
b
et
w
ee
n
1
0
a
n
d
1.
NS
A
4:
R
ea
d
a
n
d
wr
it
e
n
u
m
er
al
 s
a
n
d
re
pr
es
e
nt
a
n
u
m
b
er
of
o
bj
ec
ts
fr
o
m
0
to
2
0.
NS
B
1:
S
ay
th
e
n
u
m
b
er
n
a
m
es
w
h
e
n
co
u
nt
in
g
o
bj
ec
ts
,
in
th
e
st
a
n
d
ar
d
or
d
er
,
p
ai
ri
n
g
ea
ch
o
bj
ec
t
wi
th
o
n
e
a
n
d
o
nl
y
o
n
e
n
u
m
b
er
n
a
m
e
a
n
d
ea
ch
n
u
m
b
er
n
a
m
e
wi
th
o
n
e
a
n
d
o
nl
y
o
n
e
o
bj
ec
 t.
NS
B
2:
D
e
m
o
ns
tr
at
e
th
at
th
e
la
st
n
u
m
b
er
n
a
m
e
sa
id
te
lls
th
e
n
u
m
b
er
of
o
bj
ec
ts
co
u
nt
e
d
a
n
d
th
e
n
u
m
b
er
of
o
bj
ec
ts
is
th
e
sa
m
e
re
g
ar
dl
es
s
of
th
ei
r
ar
ra
n
g
e
m
e
nt
or
th
e
 or
d
er
in
w
hi
ch
th
ey
w
er
e
co
u
nt
e
d.
NS
B
3:
D
e
m
o
ns
tr
at
e
th
at
ea
ch
su
cc
es
si
ve
n
u
m
b
er
n
a
m
 e
re
fe
rs
to
a
q
u
a
nt
it
y
th
at
is
o
n
e
la
rg
er
th
a
n
th
e
pr
ev
io
us
n
u
m
b
er
.
NS
B
4:
R
ec
o
g
ni
ze
,
wi
th
o
ut
co
u
nt
in
g,
th
e
q
u
a
nt
it
y
of
gr
o
u
ps
u
p
to
5
o
bj
ec
ts
ar
ra
n
g
e
d
in
co
m
m
o
n
p
at
 te
rn
s.
NS
B
5:
D
e
m
o
ns
tr
at
e
th
at
a
n
u
m
b
er
ca
n
b
e
us
e
d
to
re
pr
es
e
nt
h
o
w
m
a
ny

ar
e
in
 a
se
t.
NS
C
1:
C
o
m
p
ar
e
tw
o
or
m
or
e
se
ts
of
o
bj
ec
ts
a
n
d
id
e
nt
ify
w
hi
ch
se
t
is
e
q
u
al
to
,
m
 or
e
th
a
n
or
le
ss
th
a
n
th
e
ot
h
er
.
NS
C
2:
C
o
m
p
ar
e
tw
o
n
u
m
er
al
s,
b
et
w
ee
n
1
a
n
d
1
0,
 a
n
d
d
et
er
m
in
e
w
hi
ch
is
m
or
e
th
a
n
or
le
ss
th
a
n
th
e
ot
h
er
.

Ideas for
further
Integration

Library/Compu PE (4) Art (3) Mu

ters s
i
c
(
6
 )

Topics: PE1D: Identify major body parts (e.g., Art 3A: Portrait: T
Human head, neck, arm, shoulders, elbow, Create an original h
body legs, knee, hip, feet, back, fingers, picture of self or e
Five Senses toes) other person a
Food and Art 3C: Create original t
artwork that e
Nutrition
communicates r
ideas about the 1
following themes: A
People (e.g., self, :
family, friends) T
Indoors (e.g., e
classroom, kitchen, l
bedroom) l
Outdoors (e.g., s
seasons, nature) t
Art 2A: Explain how o
stories can be told r
in pictures and/or i
words e
s

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Length of Unit:
Trimester 1: Aug
15 - Nov 7 (12
weeks, 58
instructional days)

August
Monday Tuesday Wednesday Thursday Friday Goals to be
Mastered

14 15 16 17 18

21 22 23 24 25

28 29 30

September
 Monday Tuesday Wednesday Thursday Friday Goals to be
Mastered

4 5 6 7 8
No School
Labor Day

11 12 13 14 15 Introduce Human Body

Unit 1B Begins No Students K, W, L
Professional
Development

18 19 20 21 22

25 26 27 28 29

Length of Unit:
Trimester 1: Oct 3
- Nov 8 (12
weeks, 26
instructional days)

October
Monday Tuesday Wednesday Thursday Friday Goals to be
Mastered
2 3 4 5 6
No Students
PD Day

9 10 11 12 13

16 17 18 19 20

23 24 25 26 27

30 31

November
Monday Tuesday Wednesday Thursday Friday Goals to be
Mastered

1 2 3

6 7
End of
Trimester 1
 Initial Thoughts and Ideas for Unit 1 (To Be Continued)
Overview of Unit: This unit serves as the students introduction to school. We will begin to build a classroom culture
by learning about ourselves, our friends and classmates, teachers, and families. We will learn about communication
and problem solving by diving deep into the Cool Tools Curriculum. We will learn about our roles and responsibilities
in the classroom, by learning school and classroom procedures and developing classroom contracts to follow. This is
the longest unit, as things generally move slower in the beginning of the year, allowing students to receive the
support and guidance they need.

Things to Consider: NWEA and Reading Assessments will be taking place during this unit, so we need to leave
buffer time for that.

Cool Tools
One core concept weekly based on the lessons in the curriculum
Daily experiences/activities/lessons on the weekly concept based on Cool Tools Curriculum and Beyond
Weekly Homework that relates to the Cool Tools concept of the week
Cool Tool concept linked to a class rule or value

Daily Read Aloud

Emphasizing objectives, goals, standards, procedures, etc.
Building up students carpet/sitting stamina time

Books and Resources Tied to Objectives, Goals, and Standards

Chrysanthemum by Kevin Henkes
My No, No, No Day! by Rebecca Patterson
Pete the Cat and the New Guy by Kimberly and James Dean
No, David! by David Shannon
Oh, the Places Youll Go! by Dr. Suess
The Little Engine that Could by Watty Piper
The Giving Tree by Shel Silverstein
My Friend is Sad by Mo Willems
David Goes to School by David Shannon
How Do Dinosaurs Go to School by Jane Yolen and Mark Teague
The Adventures of Beekle The Unimaginary Friend by Dan Santat
Dream Big Little Pig! By Kristi Yamaguchi
Froggy Goes to School by Jonathan London
 The Way I Feel by Janan Cain
The Book With No Pictures by B. J. Novak
All By Myself by Mercer Mayer
Owen by Kevin Henkes
Courage by Bernard Waber
The Last Day of Kindergarten by Nancy Loewen
A Very Silly School by Janelle Cherrington
Maybe a Bear Ate It! by Robie H. Harris and Michael Emberley
Monster Goes to School by Virginia Mueller

General Activities and Ideas

Self Portrait with classmates comparison
Graphs (eye color, hair color, skin color, hair type, etc.)
Draw a portrait of a classmate
Family Portrait with classmates comparison
Graphs (number of parents, number of grandparents, number of siblings, pets, etc.)
Class Portrait with other classes comparisons
Graphs (number of boys/girls, number of students, etc.)
Shape Copying
Independent Activity for Morning Work
My 1st Day of Kindergarten Picture Frame and Pictures
Tour the School
Procedures Role Plays + Skits with Exemplars and Non Exemplars
Choices Sorts for affirming choices vs. adjusting choices

Questions to Consider
What standards from Math, Science, P.E, and Art fit into this unit?
Can we tie in any experiments from the Discover Nature Science Curriculum?
How do we link the health standards into the day to day activity?
How are we measuring student growth?
What information will be shared with parents during parent teacher conferences?
Is there a service learning project that ties into this unit?

Next Steps
Identify any Math, Science, P.E. and Art standards that would fit into this unit
Scope and sequence all unit standards into weekly goals and objectives
 Scope and sequence all weekly goals and objectives into daily goals and objectives
Identify + Create daily lessons and experiences for students to meet the daily objectives
Initial Thoughts and Ideas for Unit 2 (To Be Continued)
Overview of Unit: This unit focuses on characters, character traits, and relationships between characters and
humans. We will identify character traits that we value in others, that are essential to build relationships. In
literature, we will begin to point out the characters, and what character traits we have. As a project OR potential
expansion activity, we will look at the character traits of the political candidates in the election and hold a mock
election. The writing component of this unit focuses on personal narratives, where students will be able to describe
the characters and events of their own lives.

Things to Consider: This is the final unit of the first trimester. Parent Teacher conferences are the week after this
unit concludes.

Books and Resources Tied to Objectives, Goals, and Standards

General Activities and Ideas

Personal Narratives describing ourselves, our friends, our family members, etc.
Character Trait synonym work (brave-courageous-gutsy-fearless, etc.)
Character Trait antonym work (brave-afraid)
Bubble maps describing ourselves and our friends
Choosing character traits or values we want for our classroom
Reading stories and identifying the characters and the traits they have

Questions to Consider
What standards from Math, Science, P.E, and Art fit into this unit?
Can we tie in any experiments from the Discover Nature Science Curriculum?
How do we link the health standards into the day to day activity?
How are we measuring student growth?
What information will be shared with parents during parent teacher conferences?
Is there a service learning project that ties into this unit?
In the following unit we will be spending some time on gratitude and being thankful. Is this a character trait we want
to spend some time introducing?
Next Steps
Identify any math, science, p.e. And art standards that would fit into this unit
Scope and sequence all unit standards into weekly goals and objectives
 Scope and sequence all weekly goals and objectives into daily goals and objectives
Identify books and resources to support unit standards
Identify + Create daily lessons and experiences for students to meet the daily objectives