Fall Fun table of contents



Download 334.12 Kb.
Page1/4
Date12.05.2016
Size334.12 Kb.
  1   2   3   4
Fall Fun
TABLE OF CONTENTS


  • Cover Sheet




  • Table of Contents




  • Planning Web

  • Page of Unit Concepts and Objectives

  • Page of Essential Questions

  • Kentucky Curriculum Connections

  • Group Description

  • Family Involvement and Activities

  • Lesson Plans

  • Day 1 - Leaves

  • Day 2 - Bats

  • Day 3 - Owls

  • Day 4 - Spiders

  • Day 5 - Scarecrows

  • Day 6 - Pumpkins vs. Jack-o-Lanterns

  • Day 7 - Halloween Safety

  • Day 8 - Culminating Activity




  • Scoring Rubric

  • Reference Page

Interaction

Bus Driver

Teachers


Students

Friends


Principal

Learning


Teachers

Friends


Family

Strangers

Babysitters

Family


Babysitter

Safety


Pets

Play


Weather

Plants


Animals

Friends


Tradition

Family


Beliefs & Values

Religion


Birthdays

Holidays


Celebrations

Parks


Playgrounds

Sports


Recreation

People


Homes

Church – House of Worship

Nature

School


Environment – Interaction/

Responsibility

OBJECTIVES



STUDENTS WILL:

    • Explain that leaves change colors in the fall.

    • List what happens outside during fall.

    • List words associated with fall

    • Match the bats during a matching game.

    • Estimate the number of bat fangs (candy corn) in a bag.

    • Participate using a bat echolocation web site.

    • Discover the process of echolocation.

    • Identify characteristics of an owl.

    • Identify that owl begins with the letter O.

    • Create an owl during center time.

    • Identify characteristics of a spider.

    • Explain why a spider does not stick to its web.

    • Describe the characteristics of a scarecrow.

    • Sing and do actions for the song “Scarecrow, Scarecrow.”

    • Talk about what a scarecrow does.

    • Make a scarecrow.

    • Identify characteristics of pumpkins and jack o lanterns.

    • Compare and contrast pumpkins to jack o lanterns.

    • Illustrate the life cycle of a pumpkin by using sequence cards.

    • Count by using manipulatives.

    • Identify ways costumes can be unsafe and ways to make them safer, from looking at costume safety rules.

    • Gain awareness of street safety precautions, from rules presented in the classroom.

    • Know the importance of differentiating between “safe” and “unsafe” treats with adults, by going over rules on proper candy assortment.

    • Identify different fall characters that have been discussed throughout the unit.

    • Participate in a school-wide costume parade.

Essential Questions



  1. What are some characteristics that tell us it’s fall?

  2. What are some characteristics of bats?

  3. What are some unique characteristics of owls?

  4. Where are some places you can find a spider’s web?

  5. Why are spiders important?

  6. Where do scarecrows come from?

  7. What are some characteristics of pumpkins and jack-o-lanterns?

  8. What are some safety rules to keep in mind around Halloween?

  9. Why is it important to follow rules on Halloween?

KENTUCKY CURRICULUM CONNECTIONS



Academic Expectations:

    1. Students organize information through development and use of classification rules and systems

    1. Students make sense of the various things they observe

    2. Students make sense of and communicate ideas with music

    1. Students use computers and other kinds of technology to collect, organize, and communicate information and ideas

    1. Students make sense of the variety of materials they read

    2. Students make sense of the variety of things they observe

    3. Students make sense of the various messages to which they listen

    1. Students identify and analyze systems and the ways their components work together or affect each other

    1. Students understand that under certain conditions nature tends to remain the same or move toward a balance

2.7 Students understand number concepts and use numbers appropriately

and accurately



    1. Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.

    1. Students connect knowledge and experience from different subject areas

    2. Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences

    3. Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences



Kentucky Program of Studies

ELA-P-SLO-7 Engage in informal communication

ELA-P-SLO-5 Observe for a specific purpose

ELA-P-SLO-8 Employ sight word vocabulary to make sense of text

ELA-P-SLO-13 Make connections between letters and their

corresponding sounds in words

S-P-LS-1 Organisms have basic needs and can only survive when

these needs are met

M-P-NC-22 Explore appropriate estimation procedures


    1. Properties of materials can be measured and used to describe, separate, or sort objects

    2. Organisms have different structures that serve different functions. These structures are used to sort organisms into groups

    3. Weather changes from day to day and over seasons

Core Content

MT-E-1.2.5 Estimate quantities of objects

MT-E-1.1.1 Whole numbers, fractions, mixed numbers, and decimals through thousandths

SC-E-2.3.2 Weather changes from day to day and over seasons

SC-E-2.3.3 Changes in movement of objects in the sky have patterns that can be observed and described

SC-E-3.1.1 Things in the environment are classified as living, nonliving, and once living. Living things differ from nonliving things.

SC-E-3.1.2 Organisms have basic needs

SC-E-3.1.3 Each animal has structures that serve different functions in growth, survival, and reproduction

SC-E-3.2.1 Plants and animals have life cycles that include beginning of life, growth and development, reproduction, and death

SC-E-3.3.3 All organisms, including humans, cause change in the environment where they live

PL-E-1.1.1 Individuals behaviors (e.g., etiquette, fairness, politeness, sharing, listening) show responsibility and respect to others (e.g., families, peers, teams)

PL-E-1.1.3 Groups function more effectively when members follow certain behaviors (e.g., conflict-resolution strategies, problem identification, communication)




Class Description:
Our half day kindergarten programs are located at an elementary school in Richmond, Kentucky. Of the twenty two kindergarten students in each program, about half are boys and half are boys ages five and six. While most of the students are Caucasian, we also have a few students that are Indian, and Japanese. There are two African American children. Most of the children are middle class. One class includes Suzie a student with Down syndrome. The other class includes Freda a child who is developmentally delayed.
Student Descriptions:
Suzie has had a stroke and is hard of hearing. She has an FM system that helps her to hear a little bit better. She also is learning sign language. She needs to be placed close to the teacher, and may need help when using the restroom. It is best to give Suzie soft foods such as yogurt and jello. She may need some assistance with walking, and extra time in the hallway.

Freda is developmentally delayed and is low functioning. She has a hard time following directions and may need several cues before completing a task .

Dear Parents and Guardians,

I am excited to announce that we are getting ready to start out Fall Fun Unit. During the unit, we will be learning about bats, owls, pumpkins, jack-o-lanterns, Halloween safety, spiders, leaves, and scarecrows. Each lesson will be filled with educated experiences and fun activities presented in large and small groups. We will celebrate the end of the unit with a Halloween Party. The party will allow the students to share their costumes by wearing them to school and participating in our parade around the school. All parents are welcome to attend the Halloween Party. I am looking forward in carrying out the Fall Fun Unit and seeing all of you that can attend the party.


Thanks,

Fall Fun Unit

Any questions pleas contact:

Mrs. Corn or Mrs. Baxter



THE LOOK OF FALL

Day 1, OCTOBER 20th
NAME: Autumn Kirby DATE: 10/20/03 LESSON LENGTH: 60 min.

SCHOOL: Model AGE/GRADE LEVEL: K # OF S’s: 25

SUBJECT: Science TOPIC: The Look of Fall # OF IEP’s: 2
Concept(s)- Leaves change colors during the fall.

Characteristics that tell us its fall.

Words that are associated with fall.



Specific Lesson Objectives:

Assessment:

Learner will explain that leaves change colors in the fall.

Each learner will tell that leaves change colors in the fall.

Learner will list what happens outside during fall.


Each learner will know some of the characteristics of outside changes during fall.

Learner will list words associated with fall.


Each learner will know words associated with fall.




Share with your friends:
  1   2   3   4




The database is protected by copyright ©essaydocs.org 2020
send message

    Main page