m Web viewSave Our Earth (The Best of the Mailbox Theme Series Primary) ... (earth, wind, water, fire). ... Activities include a word wall, writing, drawing, comic,

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Introduction of Learning Plan

This is an interdisciplinary inquiry, thematic unit on Kindergartens Going

Green! Through a variety of learning experiences we will explore different ways we

can help mother earth and understand why she is in need of our help. To

incorporate our social justice action plan we will be cleaning up our school yard and

starting a recycling program led by our classroom superhero Michael Recycle!

Michael will challenge us to be kind to mother earth each and every day as we track

our progress on a bar graph. Our goal is to learn how we can help mother earth

while raising awareness in our school community.

Abstract

This learning plan focuses around the essential question, “How can we help

mother earth?” Students will take a look at their current environmental actions and

explore ways to change them in our school. The unit begins with an introductory

lesson on Too Much Garbage and formative assessment is gathered as students

suggest ways they know of helping mother earth. In lesson one Our Superhero Plan

of Action we meet Michael Recycle who will lead us on our action plan journey. After

some reading and brainstorming on the topic, we will create our classroom-

recycling center. In lesson two The Three R’s students will use the Brainpop Jr.

website to watch a short video and play games related to the concept of reduce,

reuse, recycle. Through lesson three Unless Someone Like You Cares a Whole Awful

lot students are exposed to Dr. Suess’ The Lorax. Once we discuss what we have

watched/learned the students will recite and say the Suessuville pledge. In lesson

four Dear Mother Earth students will read the letter Dear Children of the Earth that

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asks them for their help. In response they will create a helping hand of what they

are going to do. In lesson five Litterbug Doug the students will meet Michael

Recycles enemy and learn about how littering affects mother earth. The class will

then head out to clean up the schoolyard. Through lesson six Earth Day Everyday the

students will learn about the importance of Earth Day and create paper mache

earths to honor mother earth. Lesson seven is a half-day learning experience Touch

Mother Earth. The day will begin by reading the story Thouch the Earth, and then do

just that by creating terrariums. After recess the students will work through a

variety of learning centers related to the theme. In lesson eight Eco Art students are

free to express what they have learned about reducing, reusing, and recycling

through the visual arts. In the final lesson What have we learned and what can we

still do? we celebrate and reflect on the students learning with a visit from Michael

Recycle himself!

Rationale

This unit is relevant both to the Saskatchewan curriculum and to the lives of

students today. It is built around the social studies outcome RWK.2 Develop and

demonstrate stewardship of the environment in daily actions, in an effort to

promote balance and harmony, but it also addresses a variety of other outcomes in

all other subject areas. Through this inquiry unit we will address and work towards

all three broad areas of learning; lifelong learners, engaged citizens, and sense of

self, community, and place. The unit addresses all 7 subject areas and have a

common thread of literacy and numeracy running through each and every lesson

(these are the goals of the Regina Public system).

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Background Information

In order to prepare for the teaching of the unit, teachers should have a basic

knowledge and understanding of human effects on the environment. Prepare by

reading all of the student resource books, exploring the Brainpop Jr. site, and

watching Dr. Suess the Lorax. Two teacher resources that are full of ideas and very

informative are Save Our Earth (The Best of the Mailbox Theme Series Primary) and

Nature Smart by Diehn, Krautwurst, Anderson, Rhatigan & Smith. I found it helpful

to do addition research online, communicate with colleagues, and take a look at my

personal ecological footprint before teaching this unit.

Essential Question and Unit Questions

Essential Question:

o What can we do to help Mother Earth?

Unit Questions:

o Why are the 3 R’s so important?

o Where does all our garbage go?

o Who speaks for the earth?

o What needs to be done in our school?

Interdisciplinary Areas

Though this unit is based on an outcome from the Kindergarten Social

Studies curriculum is has many other connections to all curriculum areas. In every

lesson there is a literacy thread that runs though including reading, writing, viewing,

representing, listing, and speaking skills. Numeracy is also used everyday was we

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graph our environmental deeds. The following chart outlines which lessons address

which curriculum area.

Intro Lesson:Too Much Garbage

Social, Literacy

Lesson One:Our superhero plan of action!

Social, Literacy, Art, Math

Lesson Two:The 3 R’s

Literacy, Social

Lesson Three:Unless someone like you cares a whole awful lot…

Social, E.L.A (Literacy)

Lesson Four:Dear Mother Earth

Literacy

Lesson Five:Litterbug Doug

Phys.Ed, Literacy, Heath

Lesson Six:Earth Day Everyday

Art, Literacy

Lesson Seven:Touch the Earth

Literacy, Math, Art, Science , Social

Lesson Eight:Eco Art

Art

Closure:What did we do to help Mother Earth? And what will we do next?

Social

Curriculum Outcomes/Indicators

Intro Lesson:Too Much Garbage

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Indicator: b

Lesson One:Our superhero plan of action!

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Indicator: cNK.3 Relate a numeral, 0 to 10, to its respective quantity. Indicator: dCPK.3 Create Sound compositions exploring the elements of music.

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Indicator: g

Lesson Two:The 3 R’s

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Indicator: bCRK.2 View and interpret the basic message of visuals and objects in a variety of texts and models. Indicator: a

Lesson Three:Unless someone like you cares a whole awful lot…

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Indicator: aCRK.2 View and interpret the basic message of visuals and objects in a variety of texts including models, photographs, dramas, dance, and videos. Indicator: a

Lesson Four:Dear Mother Earth

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Indicator: aCRK.3 Listen, comprehend, and respond to gain meaning in oral text Indicator: i

Lesson Five:Litterbug Doug

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Indicator: cUSCK.1 Develop basic habits to establish healthy relationships with self, others, and the environment. Indicator: ePEK.2 Explore and practice ways to move the body through space. Indicator: a/bCRK. 3 Listen, comprehend, and respond

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to gain meaning in oral texts Indicator: a

Lesson Six:Earth Day Everyday

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Indicator: cCPK.4 Create art works that express own observations and ideas about the world. Indicator: b/d

Lesson Seven:Touch the Earth

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Indicator: aNK.2 Recognize, at a glance, and name familiar arrangements of 1 to 5 pictures.Indicator: aNK. 3 Relate a numeral, 0 to 10, to its respective quantity. Indicator: dCRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address social responsibility. Indicator: gLTK. 1 Examine observable characteristics of plants, animals, and people in their local environment. Indicator: eCPK.4 Create art works that express own observations and ideas about the world. Indicator: f

Lesson Eight:Eco Art

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Indicator: cCPK.4 Create art works that express own observations and ideas about the worldIndicator: fCCK.1 Compose and create various visuals that explore and present

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thoughts, ideas, and experience Indicator: c

Closure:What did we do to help Mother Earth? And what will we do next?

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Indicator: a/b/c

Cross Curricular Competencies

Through this learning plan, students will develop all four components of the

cross curricular competencies: developing thinking, developing literacy, developing

social responsibility, and developing identity and interdependence. I believe that

this unit addresses all four evenly and effectively. Developing thinking occurs

through each lesson as the students engage in discussion, questioning, and inquiry

learning. Developing literacy is a thread that runs through this unit as the students

experience all six strands of the English language arts curriculum. Students also

develop technological and physical literacy through the lessons 5 and 2. Developing

social responsibility occurs in each lesson as we explore why it is our responsibility

to help mother earth and how to go about doing that. It is also developing for the

Kindergartens as they explore and learn how to behave in a social/school setting.

Developing identity and interdependence is addressed as the students learn about

their personal actions and the effects of them on mother earth and as they work

collaboratively to make a change in our social action project.

Aboriginal Content & Perspective

This learning plan incorporates aboriginal content and perspective in two

different ways. The first way is the use of a talking stone during community circles.

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This is a new concept for this class and I believe it is a nice way to incorporate the

“earth,” First Nations content, and classroom management. Because this is a new

concept for the group, the first time we use it I will explain to them the history of the

talking stone and importance of it in relation to the aboriginals and respect. I will go

over this with them briefly each time we use it after that. The second way I have

incorporated aboriginal content and perspective is in lesson seven Touch the Earth.

During this lesson we will talk about the importance of the earth in the aboriginal

culture in relation to the medicine wheel (earth, wind, water, fire).

Adaptive Dimension

This unit has been designed for my small but very diverse class of

Kindergarten students. There are four groups of students I have formally included

into the lesson plans. Eric is an especially gifted boy, who if not challenged can act

out. However, he is easily satisfied by challenging him to think of as many as

possible, as quickly as possible, or backwards for example. By asking him to share

his knowledge with the class at the appropriate time is beneficial for everyone as

the students learn more and he pushes himself. There are also two ELS girls who

understand English very well but are often too shy to communicate aloud. By letting

them whisper into a partner’s ear in a large group we can usually accommodate

their needs. The other student who often needs adaptations is a young boy with

behavioral issues named Hayden. There are several strategies in place for him

including a daily self-checklist, and the use of fidgets. Hayden is accustom to a lot of

extrinsic motivation but I hope to reduce this by placing the emphasis on student

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choice and self-regulation via the checklist. I will have lots of related books and

activities on hand for unforeseen adaptations.

Assessment/Evaluation

This learning experience plan does not include any traditional testing

attached to the lesson plans as I have chosen to take a more natural, holistic

approach to assessment and evaluation. Documentation will be the main source of

information as I take photographs and anecdotal records throughout the unit. The

class also uses a scrapbook portfolio system so we will add to those by featuring our

artwork and pictures of other activities done throughout the unit. During our final

lesson on What did we learn? And what will we do next? The students and I will

together compare and contrast what we have learnt and how far we have come from

our introductory lesson on Too much Garbage.

Instructional Strategies

Skill Strategy Intro 1 2 3 4 5 6 7 8 EndDirect Instruction

Structured Overview Questioning Compare & Contrast Demonstrations Listening & Viewing

Indirect Instruction

Inquiry Reading for Meaning Reflective Discussion

Experiential Learning

Field Trips √Games Simulations Focused Imaging

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Field Observations Role Play Project Work Model Building

Independent Study

Learning Centers Computer Assisted Instruction

Learning Activity Package

Interactive Instruction

Role Play Brainstorming Discussion Problem Solving Circle of Knowledge

Classroom Management

The learning experiences in this plan have included a variety of classroom

management strategies. On top of these, I will be largely focusing on the rules and

procedures that are already in place for this group. This includes morning

procedures, center time procedures, story time cues, the “big-deal/little-deal”

strategy, and the “drops in my bucket” strategy. I particularly tend to gravitate

towards the last to strategies as they force the students to really think about their

actions and the repercussions of them. I am introducing the use of a talking stone

during community circles and if it works well will expand this use for classroom

management during other sharing times. The other two main strategies in place is

the use of “criss-cross apple sauce, apples in your basket” and color dots for

assigned seating on the carpet. The students respond well to these cues.

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Integration of Technology

This unit incorporates the use of technology in two major ways. Due to

limited resources available in our school I have done my best to work with what is

available. I have arranged to have access to the schools lap top cart for lesson two

The 3 R’s. Here students will watch a video on the Brainpop Jr. website and be free to

explore the games and activities associated with it. During lesson three, Unless

someone like you cares a whole awful lot, we will be watching a DVD video of Dr.

Suess’ The Lorax. This group of students finds screen time engaging as I have

noticed it is a rare treat for them. The other way I will be using technology in this

learning experience is to photograph for documentation and listen to music on the

CD player during work time and brain break dances.

Resource Lists

Books Included in Lessons o Michael Recycle by Ellie Bathelo Reduce, Reuse , Recycle by Rozanne Williams o Dear Children of the Earth by Schim Schimmelo Michael Recycle Meets Litterbug Doug by Ellie Bethelo Earth Day Everyday by Jane O’connoro Touch the Earth by Jane Baskwillo Stuff! Reduce, Reuse, Recycle by Steven Kroll

DVD The Lorax Dr. Suess

Books for Teacherso Nature Smart by Diehn, Krautwurst, Anderson, Rhatigan & Smith o Save Our Earth (The Best of the Mailbox Theme Series, Primary)

Websiteso www.brainpopjr.com

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http://www.brainpopjr.com/

Kindergartens Go Green!Scope and Sequence

What can we do to help Mother Earth?

Lesson Description Subject Outcomes & Indicators

IntroductionToo much garbage!

Garbage DumpRead & Introduce Michael Recycle

HeathLiteracy

RWK.2 b

Lesson 1Our superhero plan of action!

What can we do?Brain StormCreate classroom recycle bins Chart

Social LiteracyACTION PLANArtMath

RWK.2 cNK.3 dCPK.3 g

Lesson 2The 3 R’s!

The 3 R’s Brain Pop RRRBook

LiteracyTechnology

RWK.2 bCRK.2 a

Lesson 3Unless someone like you cares a whole awful lot…

The Lorax (on DVD)

TechnologySocial E.L.AACTION PLAN

RWK.2 aCRK.2 a

Lesson 4Dear Mother Earth…

Dear Children of the Earth:Helping Hands bulletin board Tree!

Literacy ACTION PLAN

RWK.2 aCRK.3 i

Lesson 5Litterbug Doug!

Michael Recycle meets litterbug Doug! Yard clean upCreate class book on how we help mother earth.

ACTION PLAN Phys. EdLiteracy Heath

RWK.2 cUSCK.1 ePEK.2 a/bCRK. 3 a

Lesson 6Earth Day Everyday…

Paper Mache EarthRead Earth Day Everyday

ArtLiteracy

RWK.2 cCPK.4 b/d

Lesson 7Half DayTouch the Earth

Read Touch the EarthTerrarium Centers with math games, writing, and art (books)

LiteracyNumeracyArtScience

RWK.2 aLTK. 1 eCPK.4 fCRK.1 g NK.2 aNK.3 d

Lesson 8Eco Art

Reusing recyclables project Art RWK.2 cCPK.4 f CCK.1 c

Closure What did we do to help Mother Earth? And what will we do next?

Visit from Michael Recycle Certificate PresentationGarbage DumpClass Book

SocialACTION PLAN

RWK.2 a/b/c

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Lesson PlanName: Miss. Woiden Date:Subject: Social Studies Grade: Kindergarten

Content (Topic): Too much Garbage!

Instructional Strategies: Simulation, Questioning, Reading for Meaning, Listening & Viewing, Circle of Knowledge,

Outcomes:RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony.

Indicators:b) Identify ways to care for the environment in daily classroom and family life.

Cross Curricular Competencies:o Developing Thinkingo Developing Literaryo Developing Social Responsibility

Adaptive Dimension:o Use fidgets for those who require them (Hayden)o Use Hayden’s checklist and remind him of it as needed throughout the lessono Challenge Eric to list as many ways to help the planet that he cano Allow Javeria/Sarayu to whisper their drawing descriptions into my ear and I

will then share them with the class

Prerequisite Learning:o This lesson is meant to be formative for me to assess what the students know

and want to know about helping Mother Earth. They should have a basic understanding of what the planet and garbage is.

Advanced Preparation:o Lay out garbage bags over floor where we will dump the garbage.o Provide markers and paper at working stations.

Equipment/Materials: o Garbage Bagso Michael Recycle by Elle Bethelo Papero Markerso Talking Stoneo Camera

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Presentation:

Set:o Have children gather around a

covered area of the carpet. Gather all of the garbage bins from the class and dump them onto the tarp.

o Ask them what they think this is?o Where did it come from?o Why is there so much?o Lead a discussion about where it

is bad or good and why? o Where does it go?o What does this do to mother

earth? o Take a picture of all our

classroom garbage for future lesson.

Development:o Moving children away from the

garbage to the story area explain that we are going to meet a very special friend who is going to help us learn about what we can do to help mother earth. Michael Recycle!!

o Read Michael Recycle by Elli Bethel

Closure: o Have students draw a picture of

themselves doing something to help mother earth. (Without brainstorming as a group, this will be used as formative assessment to gauge what they know about conservation and stewardship)

o Come back to the story center and have students share and describe their artwork.

Student Engagement/ Classroom Management Strategies:

Lay out colored dots around the garbage area so everyone is able to see and no one is too close to the garbage.

Provide bead fidgets for selected students.

Use “story time cues” to focus children before we begin the book.

When coloring have students sit in their “bird groups” to avoid fights between certain students.

Use talking stone (a piece of mother earth) in circle when sharing artwork. This is a new concept for the children so time will be needed to explain how this works.

Assessment:o Collect art work to use as

formative assessment and compare with at end of unit.

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Lesson PlanName: Miss. Woiden Date:Subject: Social/ Math / Art Grade: Kindergarten

Content (Topic):Our Superhero Plan of Action!

Instructional Strategies: Structured Overview, Brainstorming, Project Work, Discussion

Outcomes:RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. NK.3 Relate a numeral, 0 to 10, to its respective quantity. CPK.3 Create Sound compositions exploring the elements of music.

Indicators:c. Demonstrate environmentally responsible behaviors in the classroom and school d. Match numerals with pictorial representationsg. Create sounds to convey particular patterns, images, or expressive qualities.

Cross Curricular Competencies:o Developing Thinkingo Developing Literacyo Developing Social Responsibility

Adaptive Dimension:o Use fidgets for those who require them (Hayden)o Use Hayden’s checklist and remind him of it as needed throughout the lesson

Prerequisite Learning:o From yesterdays lesson students should have a basic understanding of ways

to help Mother Earth and what recycling is.

Advanced Preparation:o Prepare Reduce, Reuse, Recycle chant for pocket charto Prepare our Helping Mother Earth Everyday classroom Graph

Equipment/Materials: o Whiteboard Accesso RRR Chanto Helping Mother Earth Everyday Grapho Cardboard boxeso Painto Paintbrusheso Painting Sheet

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Presentation:Set:Day 1

o Recap with students what we did and learnt yesterday.

o Have the class brainstorm and record ideas of what we might be able to do to help our environment.

o During brainstorming integrate literacy by “sharing the pen” and having students help me spell the words.

Development:o Lead the class towards a recycling

topic. Explain that we are going to be just like Michael Recycle and start recycling in our classroom.

o Introduce Reduce; Recycle daily Chant and Our Helping mother earth daily chart.

Closure: Day 2

o Create and Personalize our own classroom recycling bins by painting and labeling cardboard boxes.

o Practice sorting our garbage into the correct places. Practice Reduce, Reuse, Recycle Chant

o Chart our progress!


Use color dots for students who need a designated carpet area during brainstorming


Use “story time cues” to focus children before we begin our conversation.

Challenge students to memorize the chant one line at a time. I will remove certain cues from the pocket chart, as they get more comfortable with the chant.

Share the pen with students and ask for help during brainstorming session.

When painting have students sit in their “bird groups” to avoid fights between certain students.

Assessment: o Keep anecdotal notes during

lesson on participation and understanding

o Picture Documentation

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Lesson Plan

Name: Allie Woiden Date: Subject: Social Studies & Literacy Grade: K

Content (Topic): The 3 R’s!

Instructional Strategies: Computer Assisted Learning, Inquiry, Listening and Viewing, Discussion

Outcomes:RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. CRK.2 View and interpret the basic message of visuals and objects in a variety of texts and models.

Indicators:b) Identify ways to care for the environment in daily classroom and family life.a) Identify key ideas and purpose of pictures, graphics, models, and photographs

Cross Curricular Competencies:o Developing Thinkingo Developing Literacy’so Developing Social Responsibilities

Adaptive Dimension:o For students who are not able to read, this website reads out everything by

simply moving the curser over the words.o For advanced students, they can challenge themselves to read the

instructions/information. o Students will work in partners; those who are more comfortable with

computers can work with those who are not.

Prerequisite Learning:o Students need to have had experience with the lap tops and maneuvering

through websites.

Advanced Preparation:o Set up 6 laptops in different areas through out the classroom and bring up the

Brainpop Jr. website on all of them.

Equipment/Materials : o Laptop Cart (Minimum 6 laptops) o Book: Reduce, Reuse, Recycle By:

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Presentation:

Set:o Have student recite our Reduce,

Reuse, Recycle chant that we learnt last class.

o Explain that we are going to be learning more about The 3 R’s.

o Pair students up into partners and send them to the computers.

o At the laptops they will being by watching the Reduce, Reuse, Recycle video on Brainpop Jr.

Development:o Once students have watched the

video, they can spend time working through the other activities on the site related to the 3 R’s.

o Activities include a word wall, writing, drawing, comic, game, and talking about the 3 R’s.

Closure: o Gather the students back at the

story center and read them the story Reduce, Reuse Recycle by Author Name

o Talk about what we learnt about the 3 R’s and what we can do in our classroom

o Graph our daily deeds to help mother earth!


o Prepare partners in advance so that problems and fights can be avoided.



o Provided colored dots for students to sit on if they have trouble staying in one spot.

o Use talking stone during closure discussion.

Assessment:o Anecdotal Notes

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Lesson Plan

Name: Allie Woiden Date: Subject: Social Studies Grade: K

Content (Topic):“Unless someone like you cares a whole awful lot!”

Instructional Strategies: Discussion, Listening and Viewing, Questioning

Outcomes:RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. CRK.2 View and interpret the basic message of visuals and objects in a variety of texts including models, photographs, dramas, dance, and videos.

Indicators:a. Recognize reasons to care for the environment. a. Identify key ideas and purpose of pictures, graphics, models, and photographs.

Cross Curricular Competencies:o Developing Thinkingo Developing Social Responsibilities o Developing Identity and Interdependence

Adaptive Dimension:o Have the book The Lorax available for students who are tactile learners to

look through and follow along with during the video o Allow students who do not wish to speak out loud in front of the class to say

the pledge with a partner or whisper it into my ear.

Prerequisite Learning:o Students need to have a basic understanding of environmental issues and

new movements such as The 3 R’s

Advanced Preparation:o Set up the TV and DVD player o Print out the classroom pledge poster

Equiptment/Materials : o RRR Chanto The Lorax on DVDo Daily Grapho Class Room Pledge Poster

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Presentation:

Set:o Gather students at the story area

and begin class with our 3 R’s chant.

o Explain that we are going to watch a movie about what someone else did to help mother earth.

Development:o Watch Dr. Seuss’s The Lorax on

DVD

Closure: o Once the movie is over talk about

what we saw. Use questioning to check for understanding.-What was the problem in the beginning of the movie?-Who tried to help?-Why was this important?

o Fill out the classroom poster We Speak for the Earth

o Allow each student to write their own name on the line and have them repeat the pledge one at a time if time permits. (If not we will recite it as a class)

o Graph what we have done to help mother earth today.


o Criss-Cross Apple Sauce to seat students before the movie.

o Use colored dots for students to sit on during the movie for those who have trouble staying in one stop or keeping to their own personal space.

o Call students up to write their name on the pledge in order of who is being well behaved.

Assessment:o Checklist of those reciting the

pledge

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Lesson Plan

Name: Allie Woiden Date: Subject: Social Studies/Literacy Grade: K

Content (Topic): Dear Mother Earth

Instructional Strategies: Reading for Meaning, Discussion, Focused Imaging,

Outcomes:RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. CRK.3 Listen, comprehend, and respond to gain meaning in oral text

Indicators:a. Recognize reasons to care for the environment. i. Connect story events and own experience

Cross Curricular Competencies:o Developing Thinkingo Developing Literaryo Developing Social Responsibility o Developing Identity and Interdependence

Adaptive Dimension:o For students who are struggling with writing, they may draw a picture.o For students who are excelling with writing, they may choose to write a full

sentence.

Prerequisite Learning:o Students will need to have an basic understanding of some ways that they can

help mother earth. This will be achieved through the previous lessons.

Advanced Preparation: o Prepare the bulletin board with title, tree base, and some hands (leaves). o Have a list of possible prompts to help students who are struggling to come

up with ideas of how they help mother earth.

Equipment/Materials : o Dear Children of the Earth by Schim Schimmelo Recycled newspaper for bulletin boardo Recycled brown paper bags for tree trunko Green paper for students handso Markerso Scissors.

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Presentation:Set:

o Gather students in story area and begin class with our 3 R’s chant.

o Remind students that we have been learning about different ways to help mother earth.

o Explain to them that we are going to read a letter that she as written to us.

o Read Dear Children of the Earth by Schim Schimmel

Development:o Have a class talk about the idea

that part of our social action project is to raise awareness about helping mother earth.

o Have student each create a helping hand that demonstrates how they can help mother earth.

Closure: o In a community circle have

students show their helping hand to the class and tell us how they can help mother earth.

o Each student will then add their helping hand leaf to the tree on the hallway bulletin so the whole school and see how Kindergartens are helping mother earth. *The bulletin will be created using recycled, or reused materials.*

o Chart daily deeds for mother earth.


o Criss-Cross Apple Sauce to seat students before the story.

o Use the story time cues to ensure students are ready before beging the reading.

o Use colored dots for students to sit on during the movie for those who have trouble staying in one stop or keeping to their own personal space.

o Use talking stone curing the community circle sharing time.

o During the development have students sit in their pre designated Bird groups.

Assessment: o Photo Documentationo Add hands to student scrapbooks

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Lesson PlanName: Allie Woiden Date: Subject: Health/Social/E.L.A/ Phys. Ed Grade: K

Content (Topic):Litterbug Doug!

Instructional Strategies: Reading for Meaning, Field Trips, Field Observations, Problem Solving

Outcomes:RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. USCK.1 Develop basic habits to establish healthy relationships with self, others, and the environment. PEK.2 Explore and practice ways to move the body through space. CRK. 3 Listen, comprehend, and respond to gain meaning in oral texts

Indicators:c. Demonstrate environmentally responsible behaviors in the classroom and school e. Recognize examples for healthy habits (eg. Washing hands) a. Explore and share ways to move the body through spaceb. Explore moving in response to locomotor vocabulary. a. Listen attentively to others and respond appropriately

Cross Curricular Competencies:o Developing Thinkingo Developing Literacyo Developing Social Responsibilityo Developing Identity and Interdependence

Adaptive Dimension:o Use Hayden’s Daily behavioral check list to remind him of how he should act

on the playgroundo Provide rubber gloves for students who have issues picking up trash.

Prerequisite Learning:o Students need to have a basic understanding of what trash is and what

littering is.

Advanced Preparation:o Walk around the school yard to look for any potential safety risks that I need

to deal with or warn the children about. o Gather used shopping bags

Equipment/Materials : o Book Michael Recycle Meets Litterbug Doug by Ellie Bethel o Three R’s chanto Daily Deeds graph

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o Shopping Bagso Rubber Gloves

Presentation:

Set:o Gather students in story area and

explain that we are going to learn more from Michael Recycle today!

o Have students recite their Reduce, Reuse, Recycle chant

o Read the students the story Michael Recycle Meets Litterbug Doug! by Ellie Bethel

Development:o Pair students up and explain that

we are going to do a yard clean up of our school grounds to fight back against litterbug Doug!

o Have students help to create some safety rules and conditions to follow while cleaning up the yard.

o Head out into the school yard, each pair armed with a reused plastic shopping bag to collect trash and clean up our world.

o To incorporate physical education, call out different movements for the students to do while collecting the trash. (eg. Move like a bear to the next piece of trash!)

Closure: o Have students throw trash away

in the appropriate place. o Have students wash their hands

with soap and warm water to promote healthy habits.

o Chart our daily deeds for mother earth.


o Use color dots for students who need a designated carpet area during the reading.

o Provide bead fidgets for selected students.

o Use “story time cues” to focus children before we begin our story.

o Use animal cues during yard clean up challenge and engage students (Hop like a bunny!)

o Have students find a partner by looking for someone wearing the same color as them for a variety of partners to be made

o Decided as a class on a signal for when we need to come back to the school doors.

o Criss Cross Apple Sauce

Assessment:o Photo Documentationo Anecdotal Notes

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Lesson PlanName: Allie Woiden Date: Subject: Social/Art Grade: K Content (Topic):Earth Day Everyday!

Instructional Strategies: Discussion, Structured Overview, Reading for Meaning, Model Building

Outcomes:RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. CPK.4 Create art works that express own observations and ideas about the world.

Indicators:c. Demonstrate environmentally responsible behaviors in the classroom and school. b. Use diverse sources such as stories, poems, observations, visual images, music, sounds or objects as inspirations for art making. d. Recognize the difference between the natural and built world.

Cross Curricular Competencies:o Developing Thinkingo Developing Literacy’so Developing Social Responsibilityo Developing Identity and Interdependence

Adaptive Dimension:o Have Hayden use his daily checklist to keep him on task and attentive

throughout the lesson

Prerequisite Learning:o Students need to have a basic understanding of what shape earth is and how

we can care for mother earth.

Advanced Preparation:o Prepare paper mache mixo Cute newspaper stripso Blow up balloonso Cover tables with art table cloths

Equipment/Materials: o Book Earth Day Everyday by Jane O’connoro Balloonso Newspapero Glueo Watero Buckets

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Presentation:Set:

o Gather students at the story center and being the lesson with our Reduce, Reuse, Recycle chant.

o Explain to students that there is a certain day of the year where we celebrate the earth, just like Valentines Day where we celebrate love.

o Talk about Earth Day on April 22nd, show students on calendar.

Development:o Read students the story Earth Day

is Every Day! by Jane O’connor

Closure: o Explain to students that to show

our appreciation for mother earth we are going to make a replica of her for our own classroom to remind us that Earth Day is everyday.

o Split the class into their table groups.

o Give each table a balloon, newspaper strips, and paper mache to cover the balloon. (We will decorate at a later date.)

o Chart our daily deeds for mother earth


Use color dots for students who need a designated carpet area during the reading.


Use “story time cues” to focus children before we begin our story.

Criss Cross Apple Sauce Have students work

collaboratively in their bird groups on a community art project.

Assessmento Photo Documentation

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HALF-DAY Lesson Plan

Name: Allie Woiden Date: Subject: Science, Literacy, Math, Art, Social Grade: K

Content (Topic):Touch the Earth

Instructional Strategies: Structured Overview, Reading for Meaning, Discussion, Reflective Discussion, Hands On, Learning Centers, Learning Activity Package, Games, Inquiry

Outcomes:RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. NK.2 Recognize, at a glance, and name familiar arrangements of 1 to 5 pictures.NK. 3 Relate a numeral, 0 to 10, to its respective quantity. CRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address social responsibility. LTK. 1 Examine observable characteristics of plants, animals, and people in their local environment. CPK.4 Create art works that express own observations and ideas about the world.

Indicators:a. Recognize reasons to care for the environment. a. Look briefly at a given familiar arrangement and identify the whole number without countingd. Match numerals with pictorials representations g. Satisfy natural curiosity by engaging in inquiry e. Show respect for the needs of other people, other living things, and the environment when observing and interacting with living things. f. Select from a variety of art materials, tools, and paper size when creating a visual art expression.


Adaptive Dimension:o Mini shovels for those who do not want to touch the dirto Use Hayden’s daily checklist

Prerequisite Learning:o Students should have an understanding of how center time workso Students will need to have a basic number sense developed

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Advanced Preparation:o Create a example terrariumo Set up terrarium work area over luncho Set up centers during recesso Create math gameo Create math flash cardso Create writing center outlines

Equipment/Materials: o Book Touch the Earth by Jane Baskwillo Visual of the First Nations medicine wheel o RRR Chanto 10-15 Pickle Jarso Potting Soilo Terrarium Plants (See attached hand out)o Art Table Clothso Math Game 1o Math Flash Cardso Reduce Reuse Recycle dotting writing sheetso Overhead papero Dry Erase Markerso Blue and Green Painto Paint Brusheso Paper Mache Earths o Art Materials (Paper, Markers, Glue, Scissors, Magazines, Tissue Paper, etc)

This plan does not include morning arrival routine, snack, or recess prep (30min) Presentation:Set: (15 min)

o Gather Students at the story center and start class with our Reduce, Reuse, Recycle Chant.

o Explain to students that we have been learning about ways to help mother earth, and there are also ways we can interact with her

o Read Touch the Earth by Jane Baskwill

o Talk to class about the importance of the earth and what it means to them.


Use colored dots during story time for those who need a visual of where to sit.



Criss Cross Apple Sauce Using a huge version of the story

for student engagement.

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o Talk about what the importance of the Earth is to the First Nations people of Saskatchewan.

o Show the medicine wheel in relation to earth, water, air, and fire

Development: (30 min) o Break students into their bird

table groups o Tell them that we are going to

touch the earth today and bring some of Mother Nature into our classroom.

o Explain how and show an example of a terrarium jar.

o With a teacher at each table, each student will create their own terrarium jar.

oClosure: (45min) Stations 10 min. at each station plus transition time.

o Station One: MathStudents will play two different math games. In the first game students will sort the correct amount of garbage or recyclables into the trash can or recycle bin with the corresponding number on top. This is a homemade game. In the second game students will sort through flash cards with different numbers of objects on them and tell a partner how many objects are on that flashcard. Challenge students not to finger count; rather they should use pattern recognition.

o Station Two: Writing In this station students will trace dotted letter words (Reduce, Reuse, Recycle) onto a overhead sheet with the paper behind it.

Have bird groups work together during center time.

Use clapping rhythm to and visual timer during center time so students know when to change spots.

Assessmento Photo Documentationo Anecdotal noteso Checklist at math and writing

stations

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They will use dry erase markers so we do not waste paper.

o Station Three: Finishing GlobesAt this station, students will finish decorating their paper mache globes by painting them.

o Station Four: ArtStudents will be given a variety of art mediums and tools to create any kind of art that they think will help mother earth. With low instruction students should feel free to create whatever they want.

Finish the day by graphing our good deeds for mother earth today.

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Lesson PlanName: Allie Woiden Date: Subject: Social, Art Grade: K

Content (Topic):Eco Art

Instructional Strategies: Reading for Meaning, Circle of Knowledge, Inquiry

Outcomes:RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. CPK.4 Create art works that express own observations and ideas about the worldCCK.1 Compose and create various visuals that explore and present thoughts, ideas, and experience

Indicators:c. Demonstrate environmentally responsible behaviors in the classroom and school f. Select from a variety of art materials, tools, and paper size when creating a visual art expression. c. Share information and ideas with a group.


Adaptive Dimension:o Use Hayden’s daily checklist to keep him on tasko Provide picture of examples for students who don’t know what to make

Prerequisite Learning:o Students need to have a basic understanding of the 3 R’s o Students need to be able to work creatively

Advanced Preparation:o Gather materialso Set up art station

Equipment/Materials: o Book Stuff! Reduce, Reuse, Recycle by Steven Krollo Talking Stoneo Recycled Materials: Cans, Milk Jugs, Bottles, Buttons, News Paper, Seeds etc. o Markerso Glueo Scissors

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Presentation:Set:

o Gather students at the story center and begin class by reciting our Reduce, Reuse, and Recycle Chant.

o Explain to class that today we are going to be talking about reusing our stuff.

o Read the story Stuff! Reduce, Reuse, Recycle by Steven Kroll to the class.

Development:o Have class go to their table

groups and explain that we are going to being our old stuff to make new stuff!

o Show the students pictures of different recycled art projects for inspiration

o Provide students with a variety of recycled items (cans, bottles, jars, newspaper, buttons etc.) and art supplies and let them create.

Closure: o Have students bring their

creation back to the community circle.

o Using a talking stone we will go around the circle and have each student share with us what their creation is and what old stuff they used to make it.

o Chart our daily deed graph


Use colored dots during story time for those who need a visual of where to sit.



Criss Cross Apple Sauce Have bird group’s work together

during art time. Use clapping rhythm so students

know when to change spots.

Assessment:o Photo Documentation for Scrap

Book

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Lesson Plan

Name: Allie Woiden Date: Subject: Social Grade: K

Content (Topic):What did we do to help Mother Earth? And what will we do next?

Instructional Strategies: Compare and Contrast, Demonstration, Role Play, Celebration of Learning

Outcomes:RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony.

Indicators:a. Recognize reasons to care for the environment. b. Identify ways to care for the environment in daily classroom and family life.c. Demonstrate environmentally responsible behaviors in the classroom and school

Cross Curricular Competencies:o Developing Thinkingo Developing Literaryo Developing Social Responsibility o Developing Identity and Interdependence

Adaptive Dimension:o Use Hayden’s checklist and remind him of it as needed throughout the lessono Allow Javeria/Sarayu to whisper their drawing descriptions into my ear and I

will then share them with the class

Prerequisite Learning:o Students should know a variety of ways in which we can help mother eartho Students should know what is trash and what can be recycled

Advanced Preparation:o Lay out garbage bags over floor where we will dump the garbage.o Provide markers and paper at working stations.o Prepare Award Certificates

Equipment/Materials: o Garbage Bagso Picture from last timeo Papero Markers

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Presentation:Set:

o Show students the picture of the garbage dump that we did on the first day of the unit.

o Talk about what we have done to help mother earth.

o Dump the garbage again and compare the size of the garbage, point out how much is in our recycle bins

Development:o Explain to students that we might

we having a special visitor today and if we do out chant really good, we will come!

o Have Michael Recycle (Principal?) come to our classroom and present students with their own certificate for helping mother earth!

Closure: o Create a classroom book of all the

ways we can help mother earth!o Brainstorm a list of things we did

and can doo Have each student create one

pageo The teachers can write what the

students want each page to say for them.

o Chart our daily deeds for mother earth.

o Count all the deeds we have done and celebrate our success!


o Criss Cross Apple Sauce Use colored dots during set for

those who need a visual of where to sit.


Use “story time cues” to focus children before we begin the lesson

Have bird group’s work together during book creating.

o Share the pen during brainstorming

Lay out colored dots around the garbage area so everyone is able to see and no one is too close to the garbage.

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Documents

m Web viewSave Our Earth (The Best of the Mailbox Theme Series Primary) ... (earth, wind, water, fire). ... Activities include a word wall, writing, drawing, comic,