Kindergarten Thematic Unit - Animals
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Kindergarten Thematic Unit: Animals
- Graphing: TSW graph theirfavorite animal on classroomgraph. (Strand 2, Concept 1~ Construct simple displaysof data using objects orpictures.)
- Numerical Operations: Utilizing unifix cubes orpencil and paper TSW solvemathematical wordproblems that includeanimals. EX: There were 4tigers. One tiger ran away. How many tigers are therenow? (Strand 1, Conmcept2, PO 1 ~ Solve contextualproblems by developing,applying and recordingstrategies with sums andminuends to 10 usingobjects, pictures andsymbols).
- Sorting: TSW sort small plastic animals by the way theytravel (flying, walking, swimming, hopping, slithering etc.). (Strand 2, Concept 3, PO 1 ~ Sort, classify, count andrepresentup to 20 objects and justify the sorting rule)
- TSW move according to directions on (The animalhokey pokey) song. Each movement will be directedwith the name of the animal and a sound that theanimal makes. All movements will resemble themovement of the animal sound and name. (Strand 2,Concept 1, PO 1 ~ Exploring the relationship betweenmusic and dance by responding to sounds throughmovement)
- Rabbits, Rabbits and moreRabbits, by Gail Gibbons
- What do you do with a taillike this?, by Steve Jenkins
- Science Kids :Animal Homes,by Angela Wilkes
- Have you seen my cat? byEric Carle
- The foolish tortoise, byRichard Buckley
- Does a Kangaroo have amother too? by Eric Carle
- Arizona State Standards addressed while reading these books: Strand 1, Concept 1, PO2 ~ Hold a book right side up and turn pages in the correct direction) Strand 1,Concept 1, PO 3 ~ Start at the top left of the printed page, track words from left toright, using return sweep, and move from the top to the bottom of the page) Strand 1,Concept 6, PO 1 ~ (Make predictions based on title, cover, illustrations, and text)Strand 2, Concept 1, PO 4 ~ (Determine whether a literary selection, that is heard, isrealistic or fantasy).
- After and during the timethat the teacher reads thebook Way out in the Desert,by T.J. Marsh, TSW identifyplants and animals in thelocal environment through aclass discussion. (Strand 4,Concept 3 ~ Identify plantsand animals in the localenvironment)
- TSW pair up with their 8th grade computerbuddies to utilize a drawing program andcreate a picture story about an animal oftheir choice and what it looked like as ababy and what it grew up to look like. (Standard 3, PO1 ~ Using a drawingprogram, create a picture story withsupport from teacher, family members orstudent partners).
- After teacher reads book Rabbits, rabbits, &amp; more rabbits!, by Gail Gibbons TSW orally state to a classmate what animals need to grow and survive. (Strand 4, Concept 3, PO 2 ~ Identify that animals need the following to grow and survive: Food, water, air and space)
- TSW describe the changes in classroom aquarium that hasmany fish inside of it through drawing a sequence ofpictures. (Strand 4, Concept 3, PO 3 ~ Describe changesin a small system (ex: aquarium) ).
- TS and the teacher will write a thank you letter as a class to the zoo thanking them for allowing the class to visit all of the animals. Included in the letter will be information on the graph constructed in the classroom as to what their favorite animals are. (Strand 3, Concept 3, PO 2b. ~ Participate in writing communications, with teracher as scribe, including: thank-you notes)
- TSW write about their favorite animal, including adescription of the animal and their habitat. (Strand 1,Concept 2, PO1 ~ Communicate by drawing, telling, orwriting for a purpose).
- TSW write a story about their observations at the zoothrough drawing and writing. (Strand 3, Concept 2, PO1, ~Participate in creating expository texts (ex: observations,summaries) through drawing or writing).
Zoo field trip
- Workplace skills
- TSW discuss the correct behavior when they are on the bus to the zoo, and how to behave at the zoo when near the animals. Standard 5, 5WP-R3 ~ (Describe appropriate behavior for different settings e.g. on a bus, on afield trip)
- During the zoo field trip the students will describe in theirown words how the baby animals physically resemble theirparents. (Strand 4, Concept 2, PO 1 ~ Describe thatmost plants and animals will grow to physically resembletheir parents)
- Listening and Speaking
- During lunch break at zoo TTW read IWant To Be A Zookeeper, by DanLiebman. TSW discuss in smallgroups how they would take care oftheir favorite animal if they were azookeeper (Standard 3, PO 4 ~(Participate in group discussions)