Kindergarten

Kindergarten 2010 Social Studies Core Activities Students will recognize and describe how individuals and families are both similar and different. __ Oral Language __ · King/Queen of the Day · Star Student __ Read Aloud __ · // If You Take a Mouse to School //, by Laura Numeroff. · // I Like Me by Nancy Carlson // __ Shared Reading __ · Class Book about Families, i.e. Page one: They work together. They play together. They live together. They eat together. They go together, etc. (let students illustrate during centers) · “Where is John” Song · “Helping Hands” __ Writing __ · I Am Special Book: make a simple fill-in-the-blanks book about their first day at school. Pages include: My name is ______. I am ______ years old. I go to _______ school. My teacher's name is _______. I am in ________ grade. I like to _____________ at school. They illustrate each page. · Getting to Know You · Names lessons (in F & P Phonics) · Question of the Day · Trace the handprint of each child and let each child write his or her name on the handprint. Make enough copies of each handprint so that every child gets a set of handprints: his own plus one of each classmate. Give each child a paper plate with the center cut out. Help children glue their sets of hands around the “wreath” and decorate it by gluing on ribbon or glitter. __ Internet Resources __ · A Bearrific Home Adventure [] · Building Friendships [] __ Oral Language __ · Sing There was an Old Lady. .. music @ [] __ Read Aloud __ · // Stand Tall, Molly Lou Melon //, by Patty Lovell; ISBN 0439434521 · There was an Old Lady Who Swallowed a Fly by Simms Taback __ Shared Reading __ · Once I was a Baby __ Writing __ · Prompt: When I was a baby. . .” · Do an interactive writing on What can children do to make someone who is sick feel better? Brainstorm several scenarios with children: contagious (and non-contagious) illness, broken bone, homebound… __ Internet Resources __ · Patricia Polacco http://www.uen.org/Lessonplan/preview.cgi?LPid=10622 __ Oral Language __ · Talk about what makes a Good Listener/Good Speaker. Make an anchor chart with your ideas (Use feelings chart) __ Read Aloud __ · // Stand Tall, Molly Lou Melon //, by Patty Lovell; ISBN 0439434521 · // Building Moral Intelligence //, by Michele Borba, Ed. D.; ISBN 078796226 · // Odd Velvet //, by Mary E. Whitcomb; ISBN 0811820041 · // Enemy Pie //, by Derek Munson; ISBN 081182778 · // Hip, Hip Hooray for Annie McRae //, by Brad Wilcox; ISBN 158685058 · // Chrysanthemum //, by Kevin Henkes; ISBN 0440848121 · // Hooray for Wodney Wat //, by Helen Lester; ISBN 0439200873 · // Lady Lollipop //, by Dick King-Smith; ISBN 0763621811
 * Standard 1 Culture **
 * Objective 1 **
 * Identify how individuals are similar and different. **
 * a. **** Describe and compare characteristics of self and others (e.g., differences in gender, height, language, beliefs, and color of skin, eyes, hair). **
 * b. **** Explain how people change over time (e.g., self, others ** ).
 * c. Demonstrate respect for each individual. **

· Rules Rap
// Respect! Respect! Respect is the key. For we all can be successful when we work as a team. Following directions is important for you Really can be learning when you know what to do. Respect! Respect! Respect is the key For we all can be successful when we work as a team. // __ Writing __ · Lead a game of Simon Says. Provide such directions as Simon says "Everyone with brown eyes, stand up." Simon says "Everyone who has a dog as a pet, put your right hand on your head." Simon says "Everyone whose favorite sport is soccer, stand on one foot." Simon says "Everyone who speaks more than one language, jump up and down." Then do a shared writing of what we have alike and different. __ Internet Resources __

· Character Education Read Alouds http://www.uen.org/Lessonplan/preview.cgi?LPid=10582
=__ Oral Language __= = · Duck, Duck, Goose This game is played with the children sat in a circle. You start with one child walking around the outer edge saying Hello, Hello, then Goodbye or Please, Please then Thank you (in your chosen language). Whoever the child taps on the head and says 'Goodbye' or 'Thank you' to has to get up and chase them around the circle. The winner is the child who sits down first or the child who tags the other. You might also want to use a Beanie baby so the children have something that they could see and feel to carry and tap on the head. = __ Writing __ · Do a comparative chart of various countries and their associated language, dress, shelter, etc. __ Internet Resources __ · [|www.preschoolrainbow.org/multicultural.htm] · Kwanza [] · __ See various Christmas Around The World websites __ · [] __ Oral Language __ __ Read Aloud __ · // Hop, Skip, Jump //, by Nicola Tuxsworth; ISBN 075480383X · // My Two Hands/My Two Feet //, by Rick Walton; ISBN 0399233385 · // It’s Okay to Be Different //, by Todd Parr; ISBN 0316666033 · // Hand, Hand, Fingers, Thumb //, by Al Perkins; ISBN 0001712012 __ Internet Resources __ · http://www.uen.org/Lessonplan/preview.cgi?LPid=10575 __ Oral Language __ · Use family cut outs or puppets and let the children talk about rules in their homes. __ Oral Language __ · Act out the book //We're Going On A Bear Hunt//. First recall the order of what the family had to go through. · Use The Bear Hunt Repeat Song (included) __ Read Aloud __ · // We're Going On A Bear Hunt // __ Writing __ · Do a modeled writing of a small book (4 pages)about My Grandpa, My Grandma, etc. Then have children create one as well. · Create a family tree: Draw a large tree. Place your name at the bottom and work up. List your parents and then their parents. Continue until you can no longer find the names. *A further word of caution: be careful of family trees. While constructing them does make for a good exploration of the subject for kids who are living with or have connections to blood relatives, it's a very different thing indeed for some adopted children, for those in foster care or for many others whose sensitivity on the subject may be less apparent. Modern family trees can include nonblood relatives and be a map of all kinds of important people in children's lives. __ Internet Resources: __ · [] · __ http://www.enchantedlearning.com/books/holiday/grandparentsday/mygrandfather/ __ __ Read Aloud __ · Byrd Baylor's [|**The Table Where Rich People Sit**] __ Writing __ · Write a cinquain, a cinquain is written in this order: · // First line // —one word (name something you see) //Second line//—two words (use words that describe how it feels) //Third line//—three words (something you hear) //Fourth line//—four words (something to taste or smell) //Fifth line//—one word (name of the season) Students will recognize their roles and responsibilities of being a good citizen. __Reading__ · // Know and Follow Rules // by [|Cheri J. Meiners M.Ed.] · // Following the Rules: Learning About Respect // by [|Regina Burch] __Writing__ · Sight Word Book: I _______ help my family. I _______ be nice to my friends. I _______ make good choices. I ______ follow the rules. Have students fill in the blank with the word //can//. · Class Chart: Student A will ____________________. Student B will ____________________. Allow students to tell the class one way they will follow the class rules. Ex: John will sit quietly at the carpet. Alice will walk in the hallways. __Internet Resources__ [] __ Reading __ · // How To Be a Friend // by Laurie Krasny Brown and Marc Brown · // [|Be a Friend: Learning About Friendship and Fairness (Character Education Readers)] // by Regina Burch __Writing__ · Class book: //The Get-A-Long Gang// Each student creates a page about getting along and being nice to each other. · Have students match student pictures to classmate’s names. · Have students pick a partner. Each partner will write a letter/happy note to each other **Reading**: · // Be Honest // by Lance Raichert · // Tell the Truth // by Kate Tym · George Washington and the Cherry Tree-Honesty · Betsy Ross-Patriotism · Johnny Appleseed-Courage __Internet Resources__ [|http://www.heroes4us.com] [] Cheri J. Meiners (Author) › [|Visit Amazon's Cheri J. Meiners Page] Find all the books, read about the author, and more. See [|search results] for this author Are you an author? [|Learn about Author Central] __ Reading __ · // Respect and Take Care of Things // by [|Cheri J. Meiners] and Meredith Johnson __Writing__ · Shared Writing Chart: Have students help fill in the blanks. I show respect for the bus driver by _____________________ I show respect for my teacher by _____________________… I show respect for the cafeteria monitor by _____________________ I show respect for my fellow students by _____________________ I show respect for the janitor by_____________________ __Internet Resources__ [] __Writing__ · Have students write their parents a letter. Students need to write their own address on the envelope. **Songs/Poems**: Teach phone #'s to the tune of Camptown Racers. Example: 801-555-12...12 801-555-12...12 yeah, yeah
 * d. Explain the elements of culture, including language, dress, food, shelter, and stories. **
 * Objective 2 **
 * Recognize and describe how families have both similar and different characteristics. **
 * a. Identify family members (i.e., immediate and extended). **
 * b. Explain family rules and routines. **
 * c. Describe family members’ duties and responsibilities within the family. **
 * d. Share how families celebrate occasions such as birthdays and holidays. **
 * e. Explain how families change over time (i.e., past, present, future). **
 * f. Describe ways that families provide love, care, food, shelter, clothing, companionship, and protection. **
 * Standard 2 Citizenship: **
 * Objective 1 **
 * Demonstrate appropriate ways to behave in different settings. **
 * a. Explain why families and classrooms have rules (e.g., examples of rules and consequences). **
 * b. Demonstrate positive relationships through play and friendship. **
 * c. Identify examples of individual honesty and responsibility **.
 * d. Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes of diverse cultures). **
 * e. Demonstrate respect for others, leaders, and the environment. **
 * Objective 2 **
 * Identify and demonstrate safe practices in the home and classroom. **
 * a. Recite name, address, and telephone number **.

Teach address to "The Muffin Man" Example: 3748 River Road, River Road, River Road 3748 River Road is where Jackson lives. __Reading__ · // I Can Play It Safe // by Alison Feigh __ Internet Resource: __ [] __Reading__ // · //// I Read Signs // // by [|Tana Hoban] // · // I Read Symbols // // by [|Tana Hoban] // __Writing__ · Label common traffic symbols __Internet Resource__ [] __Reading__ · Create an easy reader class book with pictures and names of school personnel. __Writing:__ · Create a school helpers bulletin board. Take pictures of school helpers (principal, sectary, librarian, nurse, etc.) and label them as a class. Take about the role of each school helper. __Reading__ · // Career Day // by Anne Rockwell · // When I Grow Up //  by Tina Louise · // ABC of Jobs // by Rodger Priddy __Writing__ · I am a **________.** I _________. Fill in what you want to be when you grow up. · Label community helpers. · Create a community helper ABC book as a class. Each student labels a different community helper. __Internet Resources__ [] [] __Shared Reading__ · Print the school song lyrics on a poster. Find capitals, sight words, and punctuation in the song. b. Recognize state and national symbols (e.g., state and national flags, bald eagle, seagull, Statue of Liberty). __Reading__ · // The American Flag // by Lloyd g. Douglas · // The Liberty Bell // by Lloyd G. Douglas · // The Statue of Liberty // by Lloyd G. Douglas · // The White House // by Lloyd G. Douglas __Writing__ · Label state and national symbols __Internet Resources:__ [] __Writing__ · Print lyrics on a poster. Find capitals, sight words, and punctuation in the songs. __Songs__ The National Anthem I Pledge Allegiance You’re a Grand Ole’ Flag America the Beautiful My Country Tis of Thee __Events to Identify:__ · 24th of July · President’s Day · Martin Luther King Jr. Day __Reading__ · // The Pledge Allegiance // by Lloyd G. Douglas __Writing:__ · Using a poem of the pledge of allegiance, have students highlight capitals, sight words, and punctuation. __ Internet Resource: __ [] Students will use geographic terms and tools. __Writing:__ · Use written labels (near/far, left/right, behind/in front, and up/down) to locate objects in the classroom. Have students hold the labels and follow directions from the teacher. __Reading____:__ · // Scholastic Atlas of the United States // by David Rubel · // Map Keys (Rookie Read-About Geography) // by [|Rebecca Aberg] __Writing:__ · Using students made labels, have students help label physical features on an atlas of Utah. __Reading____:__ · // Me on the Map // by Joan Sweeney, illustrated by Annette Cable · // My Map Book // by Sara Fanelli __Writing:__ · Label map of the classroom · Create and label a map your home __Internet Resource:__ · [] · [] · [] __Reading____:__ · // Maps and Globes // by Jack Knowlton __Writing:__ · Class book: Have students draw a map of their choice. Students must write at least 1 sentence about their map. __Reading____:__ · // Me on the Map // by Joan Sweeney, illustrated by Annette Cable __Writing:__ · Label/color land and water on a basic map __Internet Resources:__ [] __Reading____:__ · // Over, Under, and Through // by Tana Hoban · // Up, Down, and All Around // by Sharon Street __Internet Resource**:**__ [] __Reading__ · // North, East, South, and West // by Allan Fowler __Writing__ · Have students help label the classroom with cardinal directions. __Internet Slideshow__ [] Students will explain how humans meet their needs in many ways. __ Oral Language __ · Provide magazine pictures. Each student will choose 3. Students will collaboratively decide if EACH picture is a WANT or a NEED. They must reach a consensus on which pictures go where on large poster paper labeled wants and needs. All group members must agree. __ Read Aloud __ · // The Rag Coat // by Lauren Mills __ Writing __ · I want. . . and I need. . .as prompts for modeled writing and then individual writing __ Read Aloud __ · // The Kissing Hand // __ Writing __ · Hugs say I love you to close family members. In this activity, kids make cards to give with the hug that say: //Here is a present from me -- a HUG!// 1)Start with paper in the shape of a triangle, long side along bottom. 2.) Fold in the outside corners to create two "hugging arms." 3)Attach a head at the top point; have students decorate their heads. // Voila! // -- a hug card.  __ Oral Language __ · To prepare for this activity, use a tube of pre-packaged cookie dough to bake one large chocolate chip cookie. Cut a cardboard door into one side of an appliance box and cut out the back side of the box. Place a hand bell on a table. (Read to children The Doorbell Rang  by Pat Hutchins). Separate the class into groups of varying numbers -- 2, 3, 6, and so on. Have one group ring the bell and come through the "door." Draw a circle on the board and discuss ways to divide one large cookie so each person can have an equal part. Repeat for the remaining groups. Finally when all the children are in, divide the cookie so everyone has an equal share to enjoy. __ Read Aloud __ · The Doorbell Rang  by Pat Hutchins __ Internet Resource __ __ [] __ *Amazing lesson plan on human needs. __ Read Aloud __ · // Bridwell, Norman. __Clifford Gets A Job__. Scholastic,1965. //  · // Maynard, Christopher //. //__Jobs People Do__. DK Publishing,// · // Glassman, Peter. __My Dad’s Job__. Jacket Illustration, // __ Shared Reading __ · I Know About My Home and School __ Internet Resource: __ · [|//http://www5.unitedstreaming.com/clickDirector.cfm/type/video/action/stream/media_file_id/2787//] //(after you log in on united streaming, you will be able to go directly to the video, “Play and Discover with Digger and Splat: Jobs People Do.”)// __ Read Aloud __ · //Community Helpers from A to Z// (Alphabasics) by Bobbie Kalman, Niki Walker. Yes, it's an alphabet book. Use it as a model for a book written by your own students. · //Career Day// by Anne Rockwell. Use this book to introduce a variety of professions in a child-friendly manner. · //Garbage Collectors (In My Neighborhood)// by Paulette Bourgeois, Kim LaFave An often overlooked but very important community helper. Use this book to open up discussion of "What if…" Connect to recycling and proper disposal of trash. __ Writing __ · Remind children of the people who help them all year long. Ask //What can we do for the school secretary? cafeteria workers? custodian?// Children write an interactive list and choose one to do. __Oral Language__ · Look at and label basic coins. __Read Aloud__ · All About Coins Series by Kara Kenna and Judy Ostrach Penneis, Nickles, Dimes, and Quarters __ Writing __ · As a class, create a poster describing each coin. Ex: The penny is copper. It has a smooth side. Abraham Lincoln is on the front. The Lincoln memorial is on the back, etc. __ Lesson Plans Online: __ · [] · [] · [] · [] · [] · [] · @http://www.mrsstoutsclass.com/PDFs/Moneybook.pdf [] [] [] []
 * b. Follow safety procedures for school emergencies (e.g., fire drill, earthquake, intruder). **
 * c. Recognize and explain common traffic symbols. **
 * d. Identify school personnel to whom students can go to for help or safety. **
 * e. Identify and articulate the purpose and role of authority figures (e.g., parents, secretary, principal, teacher, librarian, police officers, firefighters, tribal leaders). **
 * Objective 3 **
 * Investigate and explain how symbols and songs unite families and classmates. **
 * a. Identify school systems and traditions (e.g., mascot, song, events). **
 * c. Learn and sing state and U.S. patriotic songs. **
 * d. Identify the people and events honored in Utah and U.S. commemorative holidays. **
 * e. Know the words and meaning of the Pledge of Allegiance. **
 * f. Identify the rules and etiquette of citizenship (e.g., stand for the flag, hand over heart). **
 * Standard 3 Geography: **
 * Objective 1 **
 * Identify geographic terms that describe their surroundings. **
 * a. Locate objects in the classroom using the terms near/far, left/right, behind/in front, and up/down. **
 * b. Identify and describe physical features (e.g., mountain/hill, lake/ocean, river, road/highway). **
 * c. Make a simple map (e.g., home, home to school, classroom). **
 * Objective 2 **
 * Describe the purpose of a map or globe. **
 * a. Identify maps and globes. **
 * b. Distinguish between land and water on maps and globes. **
 * c. Determine a location by using terms such as near/far, up/down, right/left **.
 * d. Identify cardinal directions on a map **.
 * Standard 4 Financial Literacy **
 * Objective 1 **
 * Recognize that people have basic needs (food, shelter, and clothing) and wants (toys, games, treats). **
 * a. Identify the difference between basic wants and needs. **
 * b. Explain that families have needs and wants. **
 * c. **** Describe how basic human needs, such as food, shelter, and clothing, can be met. **
 * Objective 2 **
 * Explain that people have jobs and earn money to meet their needs. **
 * a. Identify the jobs in the home and in the school. **
 * b. Explain why people work (i.e., to earn money to buy the things that they need or want). **
 * c. Describe different types of jobs that people do and the tools and equipment that they use. **
 * d. Recognize various forms of United States coins and currency. **
 * Social Studies Internet Resources: **