Attachment 9
Unit Designers: Gloria, Brenda, Andrea, and Kathleen
Unit Title: Pumpkin, Pumpkin, Round & Fat!
Grade Level: PreK - Kindergarten:
PART I: BACKGROUND
Unit overview:The class is made up of 12 students, 7 boys and 5 girls. The school is located in an upper middle class suburb where most parents have attained a high level of education. Eighty-five percent of the student population is Caucasian, 8% Asian, 3% African American and 4% Latino. About 10% of the student body has identified special education needs. Two of the students in the current classroom have been identified with special needs.
Rationale:
A pumpkin unit fits well with the fall season and answers students’ curiosities about pumpkins. In the spirit of Halloween, many children’s families have pumpkins at home, so this is a relevant topic of conversation in the classroom. Given that children at this age are naturally inquisitive about their physical world, this unit affords a wealth of hands-on, inquiry-based, and student-driven learning opportunities. Likewise, a pumpkin unit is well-suited to state standards, being that such a theme naturally facilitates an integrated, cross-curricular unit of study.
Accommodations:
What specific accommodations must be in place for any student(s) with an IEP?
AJ and SL both utilize a visual schedule. AJ is also in the process of learning how to appropriately implement the Picture Exchange Communication System, commonly known as PECS.
What differentiated practices should be in place? Why?
AJ is a 3 year-old boy with ASD who displays awkward motor skills, has no words, and communicates by reaching and pointing. Although familiar with ten signs, AJ is unable to use them for purposeful communication, due to poor motor imitation skills. AJ often appears disengaged during classroom activities, but readily participates and displays enthusiasm for activities incorporating song and movement. Current goals include (1) increasing instances of joint attention and (2) joint activity routines, in addition to (3) learning appropriate use of the Picture Exchange System (PECS).
SL is a 5 year-old girl with ASD and Expressive and Receptive Language Disorder. Behavioral concerns have decreased, but continue to exist, namely in the way of tantrums. Although exhibiting difficulty when separating from parents, SL successfully interacts with her peers. She learns best through memory and repetition, and demonstrates strong pre-readiness skills , such as color, number, and letter identification. Delays have been noted in self-help skills, fine-motor coordination, and visual-motor skills. With limited strength in her hands, fine motor use is impeded. SL struggles with verbal cues and has difficulty maintaining attention for seated activities. SL benefits from choice and structure, demonstrates strong gross-motor skills, and displays an impressive memory. While displaying basic language-labeling skills, SL seldom incorporates verb tenses or subjects. She does not engage in sociodramatic play, share stories, or discuss past/ future events. Current goals include: (1) increasing vocabulary of objects, concepts, and procedures, (2) strengthening ability to recall and formulate sentences, and (3) decreasing tantrum occurrence.
In terms of differentiated practices in the classroom, choice of activities and timing will be provided to give children a sense of ownership and to promote classroom engagement. Sensory breaks will be included to aid in attention and self-regulation. Opportunities for dance and movement will also be integrated to appeal to students’ kinesthetic learning styles. Visual aids will be used in various activities to reinforce content/skills and to support verbal cuing. Modeling, positive reinforcement, behavior shaping, and scaffolding will also play a crucial role in instructional practice.
Topic: Pumpkins
Enduring Understandings (EU)
1. Living things, such as pumpkins,
grow in predictable ways, known as
life cycles.
2. Pumpkins require certain
resources in order to grow.
3. All pumpkins have recognizable
structures and features.
4.Pumpkins satisfy agricultural,
decorative, and consumptive
purposes. / Essential Questions (EQ)
1. Are pumpkins living things?
2. What do pumpkins need in order to grow?
3. What do all pumpkins have in common?
4.What purposes do pumpkins serve?
Content Standards by Centers:
Library:
●COG 9: Understands and participates in conversations
○EUConnection #4: Discuss how pumpkins serve decorative purposes outside (and inside!) our homes.
●COG 11: Displays knowledge of books and print
○EU Connections #s 1-4: The library is stocked with a variety of pumpkin books, so students will be able to explore all of the previously aforementioned EUs/ EQs throughout the week.
Writing:
●PHY 2: Uses coordinated small muscle movements
○EU Connection #3: Explore the physical features of pumpkins, while creating still-life representations.
Math:
●COG 6: Relates number to quantity
○EQ Connection #2: Generate similarities and differences re: common features associated with pumpkins.
Science:
●COG 1: Engages in scientific inquiry
○EQ Connections #s 1-2: Depict the life cycle of a pumpkin and determine essential resources for growth and survival.
Dramatic Play:
●CRE 3: Represents experiences and fantasies in pretend play
○EU Connection #4: Investigate the agricultural and consumptive purposes of pumpkins by running a farm stand.
Block Corner:
●CRE 1: Builds and constructs to represent own ideas
○EQ Connections #s 2/4: Examine pumpkins from an agricultural perspective, while identifying the resources necessary to sustain growth.
Key Content Knowledge by Center
Pre-assessments - to inform instruction at each center:
●Modified K-W-L, known as a “T-W-F-L” chart
○T - What do I think I know about pumpkins?
○W - What do I want to learn OR wonder about pumpkins?
○F - How might we find this information?
○L - What did I learn?
●Pumpkin Spider Diagram
○Students’ brainstorm the physical characteristics of pumpkins
Library:
Students will know that...
●Pumpkins are living things that need water, sunlight, soil, and air to grow.
●Pumpkins serve a variety of purposes, including home decoration.
Writing:
Students will know that...
●Pumpkins display a variety of physical properties.
Math:
Students will know that...
●Pumpkins vary in size, namely length and width.
Science:
Students will know that...
●Pumpkins begin as seeds that grow into sprouts. The sprouts develop into vines that bear flowers. These flowers grow into green pumpkins. Generally, the green pumpkins develop into orange pumpkins.
●Pumpkins are living things that need water, sunlight, soil, and air to grow.
Dramatic Play...
Students will know that:
●Pumpkins can be sold for profit at farm stands.
●Families can use pumpkins to decorate their home and/or to cook various dishes.
Block Corner...
Students will know that:
●Pumpkins serve agricultural purposes, so farmers must prepare their gardens to accommodate these fruits. / Skill Acquisition by Center
Pre-assessments - to inform instruction at each center
●Modified K-W-L, known as a “T-W-F-L” chart
○F - How might we find this information?
(Relates to inquiry skills!)
●Pumpkin Anchor Chart
○The chart is separated into different sections on pumpkins, such as: appearance - size, color, shape, texture, growth patterns, and uses. This information, some of which may have already been included in the T-W-F-L chart, will help to set the tone for upcoming learning centers, while allowing the teacher to pre-assess students’ initial explanations and observations.
●Checklists re: Print Awareness & Fine Motor Control
○The teacher will informally assess students’ print awareness. Potential areas of observation include: orienting a book correctly,understanding that words are read from left to right and top to bottom, differentiating between pictures and print, identifying the location for the beginning and ending of a story, and using pictures to generate meaning.
Library:
Students will be able to...
1Identify pumpkins as living things in conversation, and explain their decorative purpose.
2Demonstrate book-handling skills.
Writing:
Students will be able to...
1Discuss the properties of pumpkins and record written/ pictorial observations using a variety of writing instruments.
Math:
Students will be able to...
1Compare pumpkins based on size, using nonstandard measurements to determine length and width.
Science:
Students will be able to...
1Describe how pumpkins grow and what pumpkins need in order to grow.
2Observe pumpkins, using their five senses and a hand lens.
Dramatic Play:
Students will be able to...
1Model selling and purchasing behaviors at a farm stand.
Block Corner:
Students will be able to...
1Model and describe the agricultural aspects of planting pumpkins.
PART II: ASSESSMENT
Combination Checklist - Rubric, Aligned with Performance Standards and BenchmarksA checklist is supplied for each center, aligned with the previously selected performance standards, specifically designated for the center activity. To allow for a seamless assessment process, the benchmarks from CT’s Preschool Assessment Framework are coupled with the standards. In doing so, the benchmarks serve as a purposeful, yet convenient rubric, encapsulating the gradations typical of each developmental milestone, in this mixed age classroom.
On each center-based checklist, an applicable standard will run across the top of the page, followed by the four corresponding benchmarks. A grid is also provided with separate boxes for each student. The teacher, then, checks off the appropriate benchmark for a particular student, and includes any pertinent anecdotal records in the space provided.
By the end of the week, the teacher will have an opportunity to circulate throughout the centers, supporting, extending, and shaping students’ understandings. Observations garnered from these interactions will become the basis for students’ benchmark assignments. / Relationship Between Assessment Strategy and Unit Standards
In the spirit of UbD’s Backwards Design, all performance standards were identified prior to developing the center activities. Consequently, the standards for the unit underscore the learning objective(s) for each center, and the checklists tie back to each of the standards represented within the center. Therefore, continuity between the unit plan, centers, and assessment practices is established, in order to secure performance data that is valid, meaningful, and robust.
Create the Rubric for use at the end of one week in each center.
Please see checklists below, with embedded rubrics. The boxes, running from left to right, represent a student’s placement along the continuum (i.e. benchmarks 1 to 4)
LibraryCenter (1/2)
Performance Standard: COG 9 – Understands and participates in conversations
Understands and makes verbal responses to comments / Understands and participates in a short conversational exchange / Understands and participates in an extended conversational exchange / Understands and participates in an extended conversational exchange about past and future events or experiences1. / 2. / 3. / 4.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
5. / 6. / 7. / 8.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
9. / 10. / 11. / 12.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
LibraryCenter (2/2)
Performance Standard: COG 11- Displays knowledge of books and print
Holds book and turns pages conventionally / Knows that pictures in book tell a story / Understands that the printed words in book convey the story / Understands that printed words in book are read left to right and top to bottom1. / 2. / 3. / 4.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
5. / 6. / 7. / 8.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
9. / 10. / 11. / 12.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
WritingCenter (1/1)
Performance Standard: PHY 2 – uses coordinated small-muscle movements
Uses fingers to take apart and put together small objects / Uses eye-hand coordination to manipulate objects with increasing precision / Uses eye-hand coordination to manipulate smaller objects with refined precision / Uses opposing hand movements to manipulate materials, including cutting and drawing with control1. / 2. / 3. / 4.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
5. / 6. / 7. / 8.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
9. / 10. / 11. / 12.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
MathCenter (1/1)
Performance Standard: COG 6- Relates number to quantity
Uses number-related vocabulary / Rote counts to 10 and uses number-related vocabulary with some accuracy / Counts 10 to 20 objects and puts two groups of 5 to 10 objects in 1-to-1 correspondence / Counts 10 to 20 objects and identifies groups of objects with less, same or more1. / 2. / 3. / 4.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
5. / 6. / 7. / 8.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
9. / 10. / 11. / 12.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
ScienceCenter (1/1)
Performance Standard: COG 1 - Engages in scientific inquiry
Observes or explores and notices effects / Experiments, observes and comments / Experiments, observes purposefully and describes how effects vary / Describes, predicts and plans for purposeful exploration or observation1. / 2. / 3. / 4.
⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
5. / 6. / 7. / 8.
⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
9. / 10. / 11. / 12.
⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
Dramatic PlayCenter (1/1)
Performance Standard: CRE 3- Represents experiences and fantasies in pretend play
Plays alone and imitates simple aspects of a role using realistic props and sounds / Engages in parallel and associative play with peers / Engages in cooperative role-play with peers / Engages in extended, planned cooperative role-play with peers1. / 2. / 3. / 4.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
5. / 6. / 7. / 8.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
9. / 10. / 11. / 12.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
BlockCenter (1/1)
Performance Standard: CRE 1 – builds and constructs to represent own ideas
Explores with sensory and building materials in repetitive / Uses sensory and building materials with purpose / Creates simple constructions to represent own ideas / Creates elaborate constructions to represent own experiences, thoughts and ideas1. / 2. / 3. / 4.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
5. / 6. / 7. / 8.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
9. / 10. / 11. / 12.
⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
/ ⬜ ⬜ ⬜ ⬜ / ⬜ ⬜ ⬜ ⬜
Part III: The Center-Based Classroom
Classroom EnvironmentThe classroom is separated into six different centers: library, writing, math, science, dramatic play and blocks. The centers will engage and promote independent and social learning, supporting the child’s developmental domains. The children are allotted time for free-choice to move and explore in all areas. The Library center is labeled “library” with a chart showing two spaces allowing two friends to visit at a time. It is a comfy, cozy place that is well defined by a soft fuzzy rug and furniture, located in a quiet area of the classroom. The library center has calming pictures of artwork hanging on the walls, as well as other children’s artwork, big soft body pillows, and a soft couch. The library center has big books and a bookshelf with books of various sizes and topics, and a basket labeled “All about Pumpkins” that has books specifically related to the theme about pumpkins. It also includes an I-pad with stories related to pumpkins loaded onto it and comprehension wands.
The Writing center is labeled “writing” with a chart showing four spaces, allowing four friends to visit at a time. The writing center is an area that is near the library center, where focusing as well as socialization should occur. The writing area has one round table with four chairs. In the middle of the table sits a vocabulary card holder that contains words represented with the pumpkin theme and several pumpkins of various shapes and sizes. This allows children the opportunity to say, discuss and write about the words they will hear frequently over the next seven to ten days. The two shelves that sit near the writing table have a basket of the children’s daily writing journals and a basket of the children’s name cards for tracing, writing, and name recognition. Name cards are also used, by allowing children who are not finished with their work to place their name card on their work to save it for later, or the next day. The writing center has a few paper trays that have various types of paper, such as white drawing paper, picture-story paper and lined paper. There are several baskets for writing utensils, such as crayons, markers, chalk, colored pencils and regular pencils. The shelf has plastic shape stencils and cardboard cut outs stencils of pumpkins, leaves and acorns. There are other various writing props included on the shelf, such as envelopes, stamps, stickers, ink pads and stamps, alphabet cards, sandpaper letters, calendars, catalogues, notepads, clipboards, stapler, scissors, colorful art tape, yarn and different styles of hole punchers for making books. On another shelf, there are dry erase boards and an etch-a-sketch for fine motor practice.
The Math center is labeled “math” with a chart showing four spaces, allowing four friends to visit at a time. It is well defined by shelves and a magnet board that has numbers and mathematical symbols in a container at the bottom of the magnet board, and a dry erase board on the other side. The shelves have math and geometrical books as well as a few clipboards, paper and pencils, on top of the shelf, for exploratory writing or counting things made by the children. In each shelf space, there are hands on counting activities and corresponding objects that begin with smaller numbers from 0-5, then progressing to higher numbers from 0-10, 1-15, 0-20 and up to 100. There are activities for adding, subtracting and patterning. There are multi-colored connecting cubes and number/picture matching cards. There is a scale, a large child’s measuring tape, number puzzles, and numbers 1-10 size gradation activities. The higher counting number activities are for children who are ready for higher numbers and counting. There is an anchor chart with specific sections for predictions and results. Three pumpkins of different sizes sit on top of the shelf.
The Science center is located next to the math center and must also be next to a window for experiments, planting and creative science creations. It has interesting, real-life pictures of animals, plants and the seasons on the walls. The science center is labeled “science” with a chart showing three spaces, allowing three friends to visit at a time. The science area has two shelves, a table with three chairs and a small table. On the small table, is the classroom fish, the worm habitat and the freshly planted pumpkins seeds that sit, growing in small containers by the window. The science area has science books related to fall, pumpkins and animals placed throughout. There is also a tray with paper, clip boards, and markers to promote drawing and writing through science inquiries. There are plastic animals on a shelf, with pictures showing the animal’s habitat, that children can match. There is a scale with small bears for counting and measuring. There are colored bottles for students to shake, mix and explore. Insects have been placed in clear framed boxes for students to observe. There are magnifying glasses and two pumpkins, one of which has been cut open. There is a pocket chart with real life images, documenting each stage of a pumpkin’s life cycle and sentence strips with brief explanations of each stage. There is a bag of soil, a watering can, pumpkin seeds and a small shovel for planting.