Kindergarten Thematic Unit - Animals

Kindergarten Thematic Unit:
Animals
Math
Music
Reading
Social Studies
Technology
Science
Writing
Zoo field trip
- Graphing: TSW graph their
favorite animal on classroom
graph. (Strand 2, Concept 1
~ Construct simple displays
of data using objects or
pictures.)
- Numerical Operations:
Utilizing unifix cubes or
pencil and paper TSW solve
mathematical word
problems that include
animals. EX: There were 4
tigers. One tiger ran away.
How many tigers are there
now? (Strand 1, Conmcept
2, PO 1 ~ Solve contextual
problems by developing,
applying and recording
strategies with sums and
minuends to 10 using
objects, pictures and
symbols).
- Sorting: TSW sort small plastic animals by the way they
travel (flying, walking, swimming, hopping, slithering etc.).
(Strand 2, Concept 3, PO 1 ~ Sort, classify, count and
representup to 20 objects and justify the sorting rule)
- TSW move according to directions on (The animal
hokey pokey) song. Each movement will be directed
with the name of the animal and a sound that the
animal makes. All movements will resemble the
movement of the animal sound and name. (Strand 2,
Concept 1, PO 1 ~ Exploring the relationship between
music and dance by responding to sounds through
movement)
- Rabbits, Rabbits and more
Rabbits, by Gail Gibbons
- What do you do with a tail
like this?, by Steve Jenkins
- Science Kids :Animal Homes,
by Angela Wilkes
- Have you seen my cat? by
Eric Carle
- The foolish tortoise, by
Richard Buckley
- Does a Kangaroo have a
mother too? by Eric Carle
- Arizona State Standards addressed while reading these books: Strand 1, Concept 1, PO
2 ~ 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 to
right, 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, is
realistic or fantasy).
- After and during the time
that the teacher reads the
book Way out in the Desert,
by T.J. Marsh, TSW identify
plants and animals in the
local environment through a
class discussion. (Strand 4,
Concept 3 ~ Identify plants
and animals in the local
environment)
- TSW pair up with their 8th grade computer
buddies to utilize a drawing program and
create a picture story about an animal of
their choice and what it looked like as a
baby and what it grew up to look like.
(Standard 3, PO1 ~ Using a drawing
program, create a picture story with
support from teacher, family members or
student partners).
- After teacher reads book Rabbits, rabbits, & 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 has
many fish inside of it through drawing a sequence of
pictures. (Strand 4, Concept 3, PO 3 ~ Describe changes
in 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 a
description of the animal and their habitat. (Strand 1,
Concept 2, PO1 ~ Communicate by drawing, telling, or
writing for a purpose).
- TSW write a story about their observations at the zoo
through drawing and writing. (Strand 3, Concept 2, PO1, ~
Participate in creating expository texts (ex: observations,
summaries) through drawing or writing).
- 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 a
field trip)
- Science
- During the zoo field trip the students will describe in their
own words how the baby animals physically resemble their
parents. (Strand 4, Concept 2, PO 1 ~ Describe that
most plants and animals will grow to physically resemble
their parents)
- Listening and Speaking
- During lunch break at zoo TTW read I
Want To Be A Zookeeper, by Dan
Liebman. TSW discuss in small
groups how they would take care of
their favorite animal if they were a
zookeeper (Standard 3, PO 4 ~
(Participate in group discussions)
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