Key Concepts-What children will learn



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Early Childhood Education Department


Under the Sea

Animals in My World

Big Idea: Classification


Key Concepts-What children will learn

What will children learn during this unit?
Social Emotional

*Establish positive relationships with adults and peers


Oral Language:

*Develop ability to describe and classify animals


Reading

*Engage in emergent reading behaviors to develop story awareness, book language awareness and print awareness


Writing

*Engage in emergent writing that includes the use of pictures and writing to express thoughts and ideas


Math

*Counting and using one to one correspondence to find out how many

*Recognize and name number of items in a small set (up to five) without counting

*Combines and separates up to 5 objects and describes the parts



What will children learn during this unit in content?
Key Outcomes:

*Animals and plants live in the sea

*Ocean/sea animals have special characteristics

*People use the ocean/sea for work and play


Content Area: Science

Standard: Life Science
Grade Level Expectation:

*Living things have characteristics and basic needs.

*Living things develop in predictable patterns.
Content Area: Social Studies

Standard: Geography
Grade Level Expectation:

*Develop spatial understanding and connections to the world.

Studies:

*Fish


*Sink and Float


Interactive 4 Day Read Aloud

Suggestions for 4 day Read Aloud Book selection:

Books from Public Library system:

*Life in the Sea (Big Book)-Berger

*What’s Under the Ocean?-Berger

*Smiley Shark-Galloway

*Big Al-Yoshi

*Baby Beluga-Wolff

*Five Little Sharks Swimming in the Sea-Metzger

*I’m the Biggest Thing in the Ocean-Sherry


*By the Seashore-Wood

*Lottie’s New Beach Towel-

*In the Ocean-Wood

*What Lives in a Shell? Weidner





How will classroom instruction support the integration of this learning?


Whole Group

Small Group

How will whole group instruction support content, literacy, math and social skills? What books, finger plays, songs, games will lead to this learning?

Oral Language and Literacy (songs and finger plays)

*I’m the Biggest Thing in the Ocean Book and Flannel Board Story “I’m the Biggest Thing in the Ocean” at Kizclub. Template for the flannel board story

*Who Caught the Fish (same as Who Stole the Cookie)

Movement Activity:

Fish, Fish, Shark (like Duck, Duck, Goose)


Math:

*Counting and using one to one correspondence to find out how many

*Recognize and name number of items in a small set (up to five) without counting

*Combines and separates up to 5 objects and describes the parts





How will small group support content, literacy, math and social skills? What will children experience to provide guided support with these skills?
Oral Language and Literacy

*I’m the Biggest Thing in the Ocean book and flannel

board story

*Who Caught the Fish (same as Who Stole the Cookie)


Math:

Using student data from GOLD objective 20 dimensions a, b, and c

Introduce small group work

*How Many Do You See?-using dot cards (K Richardson pg 120)

*How Many Do You See?-using number sets (K Richardson pg 121)

*Let’s Pretend Stories (K Richardson pg 105)

*Acting Out Songs and Poems

Five Little Seashells (K Richardson pg 109)
GOLD Activities: search

Go Fish (obj 20a)





Interactive 4 Day Read Aloud

Suggestions for 4 day Read Aloud Book selection:

*Life in the Sea (Big Book)-Berger

*What’s Under the Ocean?-Berger

*I’m the Biggest Thing in the Ocean-sherry

*Smiley Shark-Galloway

*Big Al-Yoshi

*Commotion in the Ocean-Andreae


Books from Public Library system:

*By the Seashore-Wood

*Lottie’s New Beach Towel

*In the Ocean-Wood

*What Lives in a shell?-Weidner



What resources will I use to support this learning?

Be mindful of selecting culturally and linguistically responsive resources


Books

Songs, Poems, Finger plays

*Life in the Sea (Big Book)-Berger

*I’m the Biggest Thing in the Ocean-Sherry

*Smiley Shark-Galloway

*One Tiny Turtle-Davies

*Fish Eyes-Ehlert

*Sea Shapes-MacDonald

*Ten Little Fish-Wood

*The Deep Blue Sea-Wood

*A Garden of Whales-Davis

*What’s Under the Ocean?-Berger

*Dolphins and Porpoises-Berger

*Commotion in the Ocean-Andreae

*Over in the Ocean-Berkes

*The Ocean Alphabet Book-Pallotta

*Surprising Sharks-Davies

*Underwater Counting-Pallotta

*Starfish-Hurd

*Families of the Deep Blue Sea- Mallory

*Joshua by the Sea-Johnson

*Life in the Sea-Lakeshore

*Whales-Lindeen

*Water Dance-Locker

*Big Al-Yoshi

*Baby Beluga-Wolff

*Five Little Sharks Swimming in the Sea-Metzger

*First Discovery Whales

*Mister Seahorse-Carle

*Chomp! A book about Sharks

*Sharks

*The Pout-Pout Fish in the Big Big Dark


*Ten Little Fishes

*Five Little Fishes

*Fish

*Five Little Sharks



*Baby Beluga-Raffi

*Down By the Bay-Raffi

*Octopus-Charlotte Diamond
http://youtu.be/T8nxiro1u78 who lives under the sea video #1 http://youtu.be/iTCvvnK9MMw

http://youtu.be/DF8YQ6f1SuY who lives under the sea video #2

http://youtu.be/iTCvvnK9MMw pictures and sounds under the sea.

http://youtu.be/1sXaIDCrktk ocean waves, sounds, video


What key vocabulary will students need in order to access the content and literacy skills?

Key Vocabulary

Sea/Ocean Words

Action Words

Characteristics

Adjectives

Sea

Ocean


Water

Sand


Fish

Shark


Whale

Octopus


Star fish

Dolphin


Shell

Float(ing)

Dive(ing)

Swim(ming)

Chomp(ing)

Swish(ing)

Wiggle(ing)

Spout(ing)

Splash(ing)

Bite(ing)


Number of legs

Type of coat (shell, scales, spikes)

Fins/no fins

How the animal moves

What the animal eats

Big

Little


Fast

Slow


Hard

Soft


Long

Short


Tall

Sentence Structures

Progressing (uses one or two words in English to represent a whole idea)

Increasing (Uses multiword phrases, adding new words to the phrase

content related words…

Fish swim

Shark bites


*Begin to teach ‘ing’

Example: The fish can swim. The fish are swimming. The shark swims fast. The shark is swimming fast.

The…is …

The…is not…

I see the….

This is a….

The…can

Some…can


Some…are

Literacy Instruction

How will literacy instruction support the development of emergent literacy skills?

5 Key Areas of Literacy Development

How will instruction during this theme support the integration of this learning?

Alphabetic principle

*Identification of name/letters in own name/same letters in friend’s name

*Shows awareness some words begin with the same letter (begin with first letter in classmates names)



Phonemic Awareness

*Participation in songs, finger plays and poems/chants

*Fills in missing rhyming word in familiar finger plays and songs

*Show awareness some words begin with the same sound (begin with first letter classmates names)

*Play with words or language orally (for example nonsense words or refrains from texts read aloud)


Comprehension

*Book handling skills (holds book correctly, turns pages front to back, recognizes familiar books by their covers)

*Story Concepts (Pretends to read using pictures and some language from the text, may need props or adult support to carry story line)

*Use details from illustrations in discussion of a story or informational text


Vocabulary

*Use vocabulary from content theme

*Use new vocabulary in discussion of a text



Fluency

*Participation in interactive reading, songs, finger plays and poems/chants

*Mimic the teacher’s expression and word stress when reenacting a text or joining in read aloud



Math Instruction

How will math instruction support the development of mathematical thinking and problem solving?

3 Key Math Components

How will instruction during this theme support the integration of this learning?

Number and Operations

*Counting and using one to one correspondence to find out how many

*Recognize and name number of items in a small set (up to five) without counting

*Combines and separates up to 5 objects and describes the parts


Geometry and Spatial Sense

*Prepositions, labeling/identification/describing shapes

Comparison and Measurement


*Daily schedule (time for…)

*Sorting/comparing (same/different, length, capacity, weight)



Patterning

*Recognize patterns in our world

Data Analysis

*Collect and compare data (favorite ocean animal from choice of 2)




Key Vocabulary

Number words (1-10)

Shapes (circle, triangle, square, rectangle)

not

More/not more

same

Big/not big

colors

Little/not little

Big/little/medium

Fast/slow

Sentence Structures

Beginning

Increasing

Name what was sorted (animal)

I have…..




More….




There are more….


Learning Areas

Where will students be provided the opportunity to practice what they have been taught?



Learning Area Objectives

What experiences will be provided?

What objectives could be addressed within learning areas based on activity presented and child’s actions?

Art

*Explore materials and how they work



Open ended materials
Sea shell prints

*playdough

*different size and shape seashells


Social Emotional: #1, #2, #3

Motor: #7

Cognitive: #11, #14

Language: #8, #9, #10

Literacy: #16, #17, #19

Math: #21

Content: #24, #25, #32, #33

ELA: #37, #38




Dramatic Play

*Use oral language and act out the experiences of their lives

*Work with others to create, collaborate and problem solve


Beach Trip

*beach towel

*beach chairs

*sun glasses

*swim suits

*sand toys

*Picnic basket (empty containers of snack items)

Social Emotional: #1, #2, #3

Motor: #7

Cognitive: #11, #12, #13, #14

Language: #8, #9, #10

Literacy: #16, #17, #19

Math: #20, #21, #22

Content: #32, #36

ELA: #37, #38


Blocks

*Explore concepts of spatial sense, size relationships and patterns through the use of materials

*Express ideas of spatial sense, size relationships and patterns through the use of materials

*Work with others to create, collaborate and problem solve



Trucks

Large blue paper for ocean

Ocean animals


Social Emotional: #1, #2, #3

Motor: #7

Cognitive: #11, #12, #13, #14

Language: #8, #9, #10

Literacy: #17, #19

Math: #20, #21, #22, 23

Content: #29, #30, #32

ELA: #37, #38



Discovery

*Explore and observe materials

*Use oral language to communicate observations and discoveries


Sea/Ocean

What lives in the Sea-Lakeshore

Pictures of sea life

*fishing nets

*sea horses

*Star fish

*seaweed

*shells


*sea sponges

*shark teeth



Social Emotional: #1, #2, #3

Motor: #7

Cognitive: #11, #12, #13

Language: #8, #9, #10

Literacy: #17, #19

Math: #22

Content: #24, #25, 32

ELA: #37, #38


Library

*Use emergent reading skills

*Tell stories using pictures

*Use oral language/props/pictures to retell familiar stories, finger plays and songs



Retell familiar stories students have read in the classroom
*I’m the Biggest Thing in the Ocean flannel board

*Five Little Sharks Flannel Board



Social Emotional: #1, #2, #3

Motor: #7

Cognitive: #11, #12, #13, #14

Language: #8, #9, #10

Literacy: #15, #16, #17, #18, #19

Math: #20, #21, #22

Content: #24, #25, #32, #36

ELA: #37, #38



Writing Center

*Use emergent reading and writing skills




*Letter formation (Styrofoam and gold tees)

*Crayons and paper

*Markers and colored pencils

*Letter stamps

*Student Name cards with pictures

*Building names (child works on own name while at the center)



Social Emotional: #1, #2, #3

Motor: #7

Cognitive: #11, #12, #13, #14

Language: #8, #9, #10

Literacy: #15, #16, #17, #18, #19

Math: #20, #21, #22

Content: #33

ELA: #37, #38

Toys and Games

*Use manipulative skills, problem solving, language development and academic skill development in literacy, math, social studies and science



Include self correcting and open ended materials:
Parquetry blocks and pattern cards
Tangrams
Ocean floor puzzle

Social Emotional: #1, #2, #3

Motor: #7

Cognitive: #11, #12, #13, #14

Language: #8, #9, #10

Literacy: #16, #17,

Math: #20, #21, #22, #23

Content: #29

ELA: #37, #38



Math Center

*Use manipulative skills, problem solving, language development and academic skill development in math and science



*Cover Them Up (1-5)

Kathy Richardson Pg 138


*Sorting collections (animals)

Kathy Richardson Pg 154




Social Emotional: #1, #2, #3

Motor: #4, #5, #7

Cognitive: #11, #12, #13, #14

Language: #8, #9, #10

Literacy: #15

Math: #20, #21, #23

Content: #25, #32, #35

ELA: #37, #38


Music and Movement

*Use music to express thoughts, feelings and energy

*Use listening and speaking skills to join in songs, poems, and chants


Musicial instruments

Scarves


Streamers


Social Emotional: #1, #2, #3

Motor: #4, #5, #7

Cognitive: #11, #12, #13, #14

Language: #8, #9, #10

Literacy: #15

Math: #20, #21, #23

Content: #34. #35

ELA: #37, #38



Sand/Water Table

*Engage and explore materials that promote natural and informal learning

*Use oral language to communicate observations and discoveries

Float & Sink

Children work in pairs to test the items (cap, penny, marble, feather, toy fish, Unifix cube, etc.) in the water. Each child gets their own item to test in the water. Before handing out each item, ask children to make a prediction whether they think the item will float or sink. Then, check predictions to see which ones were correct


Social Emotional: #1, #2, #3

Motor: #7

Cognitive: #11, #12, #13, #14

Language: #8, #9, #10

Literacy: #17, #18

Math: #20, #21, #22

Content: #24, #25, #32,

ELA: #37, #38


Outdoor

*Practice gross motor skills (pulling, climbing, running, kicking, throwing, jumping.

*Work with others to create, collaborate and problem solve


Feed the Shark

Draw large shark face on poster board or on side of box. Cut hole where shark mouth would be—add teeth. Children toss bean bags into mouth. Count how many went in.


Fish, Fish, Shark

Play like duck, duck, goose



Social Emotional: #1, #2, #3

Motor: #4, #5, #6, #7

Cognitive: #11, #12, #13, #14

Language: #8, #9, #10

Literacy: #16, #17. #19

Math: #20, #21, #22

Content: #24, #25, #32, #36

ELA: #37, #38



Cooking

*Use oral language to communicate observations and discoveries

*Work with others to create, collaborate and problem solve


Ocean in a cup

Make blue jello, add gummy fish.




Social Emotional: #1, #2, #3

Motor: #7

Cognitive: #11, #12, #13, #14

Language: #8, #9, #10

Literacy: #16, #17, #18

Math: #20, #21, #22

Content: #24, #25, #32, #36

ELA: #37, #38




Home Connection

How will parents be included as a partner in their child’s learning for this theme


Parent Day outcome

Activity

*Parents will learn about ways to support language and literacy development




Mag 12/11
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