Imagination at Work!

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Imagination at Work!




Title of Unit

Imagination at Work! ***Please see T-drive, Smartboard, Kindergarten, Imagination at Work, for the accompanying rubric.

Time Frame

4 weeks

Developed By




School




Identify Desired Results (Stage 1)

Content Standards –Curricular Outcomes

ELA

Comprehend & Respond

CRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity (e.g., exploring interests)


CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them.

Compose & Create

CCK.1 Compose and create various visual, multimedia, oral, and written texts that explore and present thoughts, ideas, and experiences.

CCK.4 Create messages using a combination of pictures, symbols, and letters.

Assess and Reflect:

ARK.2 Reflect and talk about new learning.


Visual Arts

CPK.4 Create art works that express own observations and ideas about the world


Drama

CPK.2 Explore a variety of drama strategies including: • role • imaging • parallel play • journeys • meetings.



Music

CPK.3 Create sound compositions exploring the elements of music including: • repeating patterns • beat (e.g., clapping and stepping, and counting) • response to fast/slow paces • high/low sounds • loud/soft sounds • sounds with distinct tone colours/timbres.



Mathematics

NK.1 Say the whole number sequence by 1s starting anywhere from 0 to 10 and from 10 to 0. [C, CN, V]


NK.3 Relate a numeral, 0 to 10, to its respective quantity. [C, R, V]
SSK.1 Use direct comparison to compare two objects based on a single attribute, such as • length including height • mass • volume • capacity. [C, CN, PS, R, V]
Social Studies

DRK.1 Explore the spatial relationships among people, places, and environments.




Essential Questions

Enduring Understandings

Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding.

What do you want students to understand & be able to use several years from now? Students will understand that…


Why is it important to know what’s real and what’s not?
What is imagination and why should we use it?


  • there is a difference between real and make believe.

  • they can visualize what their future can look like.

  • many careers today depend on using imagination: engineers, designers, creative career, musicians, etc.


Misconceptions

(Optional)

Students may believe that only kids use their imagination.

Students may believe they have to close their eyes to imagine.


Assessment Evidence (Stage 2)

Observation, Documentation, Interpretation Plan (indicators of learning)

Performance Task (optional)


CRK.1 a. View, listen to, comprehend, and respond to a variety of texts (including First Nations and Métis resources) that address identity.

b. Make connections among oral language and personal experiences.

d. Relate aspects of stories and information to personal feelings and experiences.

e. Use illustrations, photographs, video programs, objects, and auditory cues to understand ideas and information.

f. Relate a personal experience as a result of a picture, photograph, or model.



CRK.4
b. Use strategies to construct and confirm meaning when “reading”:

• make connections to background knowledge (before)

• identify important ideas and events (during)

• recall (after).

c. Understand and apply language cues and conventions to construct and confirm meaning when viewing, listening, and “reading”:

• recognize the variations of language use at home, on the playground, and in the classroom (pragmatic)



  • describe characteristics of fiction texts (textual)

• develop a sense of sentence (syntactic)

• show curiosity in words and their sounds (lexical/semantic)

• develop phonological awareness (graphophonic)

• recognize how gestures and body language communicate part of the message (other cues and conventions).

g. Demonstrate an awareness that print is a permanent way of recording ideas.

h. Create play situations from basic understandings of story text.

j. Relate personal experiences, and represent responses through drama, physical movement, music, drawings, and models.


CCK.1
a. Compose and create a variety of texts that address identity

b. Contribute ideas and experiences and consider the ideas of others.

c. Share information and ideas with a group.

d. Explore ideas and information to make sense of experiences.



CCK.4

a. Experiment with drawing, scribbling, letters, and temporary spelling to convey ideas.

e. Share experiences, feelings, and thoughts with a scribe.

f. Write as part of play (e.g., grocery list, parking tickets, menu, signs).

g. Tell others about the intended meaning of drawings and writings.

h. Dictate a story based on a representation that needs to be explained in writing.

ARK.2

a. Identify viewing, listening, emerging “reading”, speaking, emerging “writing”, and other representing strategies.

b. Explain new strategies to peers and teacher.
CPK.4

a. Identify different lines, colours, textures, shapes, forms, and patterns in surroundings and art works, and apply this understanding in own work.

b. Use diverse sources such as stories, poems, observations, visual images, music, sounds, or objects as inspiration for art making.

d. Recognize the difference between the natural and built environments.

f. Select from a variety of art materials, tools, and paper size when creating a visual art expression (e.g., found objects, digital cameras, household items, wire).

j. Observe and identify the concepts of big and small.

k. Observe and identify top, bottom, front, back, and sides.

l. Observe and identify objects from different viewpoints (e.g., near, far, high, low) and describe what is seen.


CPK.2

a. Use sources such as stories, poems, observations, visual images, music, sounds, or objects to initiate drama work.

b. Recognize that dramas are fictional situations.

c. Contribute to the choice of topic ideas for the drama.

d. Ask questions to contribute to inquiry on a drama topic (e.g., What might happen to animals if winter did not come this year? What if a messenger came to tell us that a giant was seen outside the town?).

e. Listen to others and work co-operatively in dramatic contexts.

f. Explore ideas in dramatic contexts and during reflection, drawing on own life experience.

g. Use imagination during, and when reflecting on, the drama experience.

h. Assume roles willingly in contextual drama.

i. Listen quietly during imaging activities and become aware of thoughts and feelings that cannot be seen.

j. Focus attention on own work, while respecting others, during parallel play and imaginary journeys.

k. Contribute ideas during fictional meetings and other dramatic situations.

l. Retell events and ideas that arise during the drama process.


CPK.3

e. Create and imitate sounds by experimenting with the voice and instruments.

g. Create sounds to convey particular patterns, images, or expressive qualities.

i. Distinguish between own speaking voice and singing voice.

k. Clap, play, and move to beats and rhythmic patterns (e.g., in nursery rhymes, music, teaching stories, and legends).

m. Demonstrate awareness of patterns of high/low and loud/soft sounds in own speech and music.



NK.1

a. State the whole number that comes after a given number, zero to nine.

b. State the whole number that comes before a given number, one to ten.

c. Recite the whole number names from a given number to a stated number (forward - zero to ten, backward - ten to zero) using visual aids.


NK.3
a. Construct or draw a set of objects corresponding to a given numeral.

b. Identify the number of objects in a set.

c. Hold up the appropriate number of fingers for a given numeral.

d. Match numerals with pictorial representations.


SSK.1
a. Compare the length or height of two objects and explain how they compare using the words shorter, longer, taller, or almost the same.

b. Compare the mass of two objects and explain how they compare using the words lighter, heavier, or almost the same.

c. Compare the volume of two objects or capacity of two containers and explain how they compare using the words less, more, bigger, smaller, or almost the same.

DRK.1

a. Demonstrate understanding of personal directions (e.g., left/right, up/down, front/back) and relative location (e.g., near/far, above/ below).

b. Indicate the relative position of earth below and sky above.

d. Identify cardinal directions (north, south, east, and west) on a simple map, when in the classroom, and on the playground.

g. Explore the world beyond the immediate environment, through stories of personal travels, recollection of books and other narratives, and various map representations (including a map of the local community, the province, the nation, and a globe).


You are an actor/ actress. Your job is to create a movie preview for a nursery rhyme. Begin your preview by completing these sentences:

Imagination is …

This is real…



This is make-believe…
We know that nursery rhymes are make-believe. You need to help your friends understand what your nursery rhyme movie will be about. You will pick your favourite nursery rhyme and your teacher will take 3 pictures of you acting out scenes from it. You will then work with a care partner (older student) to create a photostory movie preview of your nursery rhyme. Your own voice will be recorded as you retell what is happening in each of the scenes. You may sing the nursery rhyme, clap patterns, or add any other sounds you would like to make your preview better.
How are you going to get kids to come and see your story? End your movie preview with an invitation to come and watch your movie by telling your audience why it is favourite nursery rhyme.



BLOOMS TAXONOMY:

REMEMBERING: Can the students recall or remember the information?

UNDERSTANDING: Can the students explain ideas or concepts?

APPLYING: Can the students use the information in a new way?

ANALYZING: Can the students distinguish between the different parts?

EVALUATING: Can the students justify a stand or decision?

CREATING: Can the students create new product or point of view?

Digital Taxonomy for Bloom:

KNOWLEDGE: Highlighting, bookmarking, social networking, searching, googling


COMPREHENSION: Advanced searches, blog journaling, twittering, commenting

APPLICATION: Running, loading, playing, operating, hacking, uploading, sharing, editing

ANALYSIS: Mashing, linking, tagging, validating, cracking, reverse-engineering

SYNTHESIS: Programming, filming, animating, blogging, wiki-ing, publishing, podcasting, video casting

EVALUATION: Blog commenting, reviewing, posting, moderating, collaborating, networking, posting moderating


Standards Rubric

The standards rubric should identify how student understanding will be measured.

Please attach rubric to unit plan.


Learning Plan (Stage 3)

Where are your students headed? Where have they been? How will you make sure the students know where they are going?

How will you hook students at the beginning of the unit? (motivational set)

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge?

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?


How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

How will you organize and sequence the learning activities to optimize the engagement and achievement of all students?


Environment (Resources)

What needs to be in the environment to allow the children to achieve the outcomes?




Conversations

What can I learn through conversations that will scaffold children’s learning?





Play

What interactions (e.g., environment, conversations) can I offer to maximize the children’s opportunities for learning and inquiry?







  • collection of real and make-believe items (food, dolls, animals, transportation, tools, pots/pans, pictures of real and make-believe stuff)

  • hula-hoops for comparison

  • digital camera and digital photo frame

  • smartboard

  • virtual field trips - virtual animals

  • paper, scissors, glue, paint, crayons, markers, etc.

  • pre-made white page booklets

  • local map, world map, globe
  • outdoor environment (school yard, play structures, neighborhood, park, local transportation, trees, hills, grass, plants)


  • Stuffed animals/real animals

  • nursery rhyme books/posters (notebook files)

  • dress up clothes

  • musical instruments

  • collection of manipulatives for math

  • balance scale

  • compass rose

  • popcorn (to view and enjoy the nursery rhyme previews)

  • clipboards

  • video camera

  • cat, fiddle, cow, moon, dish, spoon, dog

  • egg, sand-table, horses, men,

  • mouse, Mickey Mouse, clock, numerals,

  • stars, diamonds, sky, globe

  • woman, shoe, kids, lip stickers or kiss candy, bed

  • black sheep, wool, 3 bags, master, dame, boy, map(lane)


Nursery Rhymes:

Hey Diddle Diddle

Humpty Dumpty

Hickory Dickory Dock

Twinkle, Twinkle

The Old Woman in the Shoe

Baa, Baa, Black Sheep


  • Books:

  • Stella Series by Maire-Lousie Gay

  • Where the Wild Things Are by Maurice Sendak

  • Tumble Books

  • Amazing Grace By Mary Hoffman

  • Cloudy with a Chance of Meatballs by Judith Barrett

  • Frederick by Leo Lionni

  • Oh, the Places You’ll Go by Theodor Geisel – Dr. Seuss

  • Tuesday by David Wiesner

  • Piggies by Don Wood

  • Animals Should Definitely Not Wear Clothing by Judith Barrett

  • Harold and the Purple Crayon by Crockett Johnson

Discovery Education Videos



What is imagination?


Can you tell me something that is make-believe?

Real is the opposite of make-believe. Can you tell me aboutsomething that is real?

Are nursery rhymes real or make-believe? Is the main idea in the nursery rhyme real or make-believe?
Can characters in stories or nursery rhymes be real or make-believe?
Do you know any nursery rhymes? Which ones are your favourite and why? (exploring interests)
What are the parts of a nursery rhyme?
Can you rhyme? How do we rhyme? Where else do you hear rhymes? (songs, poems, stories)
Can you draw a picture of your brain showing what might be happening when you are using your imagination?
How many ways can you say a nursery rhyme? (say, sing, rap, clap, stomp it)
Can you retell a nursery rhyme using freeze drama (tableau)? Show me how?
How many cows jumped over the moon? How many stars are in the sky? How many bags of wool are there?

Which is taller, which holds more, which is heavier, the dish or the spoon?



What is a globe? What does it represent? What is a map? How are they different?
What is a compass rose? What do the letters on a compass rose mean?
Can you make a map of our classroom? Can you use your imagination and create a treasure map of a make-believe place?

  • sand table (drop Humpty Dumpty)

  • dress up

  • puppet stage-nursery rhyme retell (flannel Board)

  • geography/pirate exploration invitation

  • kitchen

  • craft table –

  • listening centre

  • paint centre

  • music centre

  • illustrator – to make a book

  • math exploration centre – hula hoops for sorting, manipulative for counting

  • smartboard

  • vet station with real and pretend animals



Assess and Reflect (Stage 4)


Required Areas of Study:

Is there alignment between outcomes, performance assessment and learning experiences?



BAL’s:

Does my unit promote life long learning, encourage the development of self and community, and engage students?



CELS & CCC’s:

Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world?



Adaptive Dimension:

Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs of all my students?



Instructional Approaches:

Do I use a variety of teacher directed and student centered instructional approaches?

Student Evaluation:

Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes?





Resource Based Learning:

Do the students have access to various resources on an ongoing basis?



FNM/I Content and Perspectives/Gender Equity/Multicultural Education:

Have I nurtured and promoted diversity while honoring each child’s identity?




Blueprint for Life:

Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career?


Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.


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