Kindergarten
Unit 1
Pets, Farm Animals, and Zoo Animals:
The Same And Different
Writers:
Kathleen Eveleigh
Pam Crocker
I. Grade Level/Unit Number: Kindergarten
II. Unit Title: Pets, Farm Animals, Zoo Animals the Same and Different
III. Unit Length: 6 weeks
IV. Unit Goals:
The learner will be able to:
o Observe similarities and differences in animals
o Observe animal behavior
o Demonstrate proper care of many different animals
o Describe and observe using properties of common objects
V. Objectives Included:
Unit Title: Pets, Farm Animals, Zoo Animals The Same and Different. / Number of Weeks: 6-7Number / Competency or Objective / RBT Tag
1.01
1.02
1.03
1.04
1.05 / Observe and describe the similarities and differences among animals.
Observe how animals interact with their surroundings.
Observe the behaviors of several common animals.
Demonstrate how to care for a variety of animals.
Observe the similarities of humans to animals. / C3
C3
C3
B3
C3
3.03
3.04 / Describe how objects look, feel, and sound using their own senses.
Observe that objects can be described and sorted by their properties. / B2
C3
VI. ELD/EC: Suggestions are italicized within the unit.
VII. Materials and Equipment
· Any items needed for your class pet (tank, food, bedding, etc.)
· Science Notebooks
· Manipulatives for simulated items: (food, leashes, collars, bowls, etc.)
· Shoe boxes
· Construction paper (Blue, green, brown)
· Scissors
· Glue sticks
· Markers
· Chart paper
· Poster Board
· Pictures of different pets, farm animals, zoo animals
· Magazines
· Stuffed animals
· Paper cut outs- dog bones, worms, dry cat food,
· Clip Boards
· Projector for Computer (If available)
· Plastic Animal (pet, farm and zoo)
· Feather, Wool, fur, hair, egg shells
· A blindfold
· Small cards with pictures of mother and baby animals
· 3 hula hoops
· Cardstock
· Farm or zoo animal puppets (bought or homemade)
· String
· Straw hat/ coveralls
· Balance for math center
· A variety of dairy product containers (full or empty)
VIII. Big Ideas: Change, Similarities and Differences
IX. Unit Notes:
The activities in this unit are based on the 5 E lesson plan format. First you will use Engage to draw the students in. This is the time to ask inquiry type questions. Next you will allow the students time for Explore. Then you will explain the concepts you want to cover for that lesson. Sometimes you will allow the students time to elaborate or extend the lesson independently or whole class and finally you will evaluate if your objective has been met. The lessons will overlap and support each other. The Unit is divided up into 3 parts. The first 2 weeks will focus on pets. The second two weeks will focus on farm animals and the third two weeks will focus on zoo animals. There will be a final culminating activity in which children will share information learned, sing songs, and recite poems. Students in kindergarten use their five senses to observe animals in the world around them. This unit should provide an atmosphere where children are investigating, learning and exploring the concepts and objectives mentioned above as they apply to pets, farm animals, and zoo animals. Young children need opportunities to explore and observe the animals they are learning about. They should be able to collect data and explore variations in the animal world. The unit we have developed is based on developmentally appropriate practices that will require more informal assessment of concepts taught rather than traditional paper and pencil activities. The biggest portion of this unit will occur in teacher directed activities, but also at centers and in small group. We hope that the children will develop a keen sense of the differences and similarities between the animal groups they will be learning about. They will be able to discuss how the animals feel, how they move, what their needs are and why people think they are important. This unit ties in with lots of practical real life experiences. For your ESL students you may need to take more time to develop prior knowledge. Pictures, videos, and the internet can all help with visuals for these experiences.
For safety reason you will want to explain at some point in the first two weeks the steps one needs to take when they come across a stray pet. Make sure the students know to stay away from animals they don’t know. Explain the possibility of the animal being sick and making them very sick if they are not careful. Have them get an adult and make sure they get to a safe place away from the animal. Next, they must call the proper authority or if the pet has a collar, the adult could locate a phone and contact the owner. In some cases people keep the animal and place information in the paper or local radio looking for the owner. (They need parental consent before this is done.) Have children role play what to do when they see a stray animal. Write up several scenarios on cards and have children choose one to act out.
Assessment
In kindergarten assessments should be ongoing, embedded in every lesson classroom experience, and should be connected to unit objectives. The teacher should consider what each objective is focusing on, and anticipate specific behaviors or ideas to look/listen for when interacting with children. When you hear or observe misunderstandings the children are making, make note of those misunderstandings and then adjust your Explains appropriately. Much of your observations will occur during the Explore and Elaborate parts of the lesson.
The following three-point rubric may be adapted to your county's grading scale to evaluate students' work during these lessons.
• 3 points: Students were highly engaged in class discussions; were able to demonstrate a clear understanding of the vocabulary and give correct examples appropriate to the lesson
• 2 points: Students participated in class discussions; were able to demonstrate a basic understanding of the vocabulary and give mostly correct examples; drew pictures that were somewhat appropriate to the lesson.
• 1 point: Students participated minimally in class discussions; were unable to demonstrate
Science Notebooks
Look at children’s notebooks for evidence of observation of class pet, including drawings, labels, and questions.
Centers
Throughout the unit the following center activities can run along with your other regular centers. You will probably want to add materials to these centers as the weeks go on. Some suggestions are given for each week.
Technology Suggestions:
Kidpix is a program that provides children opportunities to draw pictures. You can use this program in place of having children draw pictures.
Inspiration/Kidspiration is a program that helps children make graphic organizers. It can be used with almost any lesson to do in the Elaborate section of the lessons. As an EC/ESL activity this is a great program to help build prior knowledge.
Garageband provides wonderful opportunities for children to make podcast that can be put on a webpage.
IMovie and IPhoto are wonderful products to produce a movie that documents the process of the unit. IPhoto pictures can be downloaded into an IMovie in a matter of minutes. Then children can voice over the pictures and the end product is quite wonderful. This movie can be presented to other classes, parents, or put on a web page.
A documentation board is a great way to show what you are learning along the way, the science process in action. You can take pictures and either have them developed or print them on a computer. Then take direct quotes from the children about what they are learning. This is also a great place to put artwork that shows connections between what the children are learning and what the children are doing.
Websites:
www.petwebsite.com
www.centralpets.com
www.popularpets.net
www.virtualpetsworld.com
www.bembeszoo.com
X. Global Content:
Communication Skills
1.01, 1.02, 1.03, 1.04, 1.05, 3.03, 3.04 / Conveying thought or opinions effectively / Week 1-6 All Activities
When presenting information, distinguishing between relevant and irrelevant information / NA for Kindergarten
1.03, 3.03 / Explaining a concept to others / Week 6- lesson 4
Interviewing others or being interviewed / NA for Kindergarten
Computer Knowledge
Using word-processing and database programs / NA for Kindergarten
1.01 / Developing visual aids for presentations / Week 6-Lesson2
1.02 / Using a computer for communication / Week 3-Lesson 2
Learning new software programs / NA for Kindergarten
Employability Skills
1.01, 1.04 / Assuming responsibility for own learning / Week 1-Lesson 3
Week 4-Lesson 3
Persisting until job is completed / NA for Kindergarten
1.01 / Working independently / Week 1-6 all lessons
Developing career interest/goals / NA for Kindergarten
1.03, 1.04 / Responding to criticism or questions / Week 1-Lesson 1
Week 6-Lesson 4
Information-retrieval Skills
1.02 / Searching for information via the computer / Week 3-Lesson 3
Week 4-Lesson 4
1.01 / Searching for print information / Week 6 -Lesson 2
1.02 / Searching for information using community members / Week 3- Lesson 3
Language Skills - Reading
Following written directions / NA for Kindergarten
1.04 / Identifying cause and effect relationships / Week 1-Lesson 2
Summarizing main points after reading / NA for Kindergarten
1.01, 1.04 / Locating and choosing appropriate reference materials / Weeks 1-6 All lessons
All objectives / Reading for personal learning / Week 1-6 All lessons
Language Skill - Writing
All objectives / Using language accurately / Weeks 1-6 All lessons
Organizing and relating ideas when writing / NA for Kindergarten
Proofing and Editing / NA for Kindergarten
1.01 / Synthesizing information from several sources / Week 6-Lesson 2
Documenting sources / NA for Kindergarten
Developing an outline / NA for Kindergarten
Writing to persuade or justify a position / NA for Kindergarten
1.02 / Creating memos, letters, other forms of correspondence / Week 2- Lesson 3
Teamwork
1.04 / Taking initiative / Week 5-Lesson 2
Working on a team / NA for Kindergarten
Thinking/Problem-Solving Skills
1.01 / Identifying key problems or questions / Week 1-Lesson 1
Evaluating results / NA for Kindergarten
1.03 / Developing strategies to address problems / Week 4- Lesson 2
Developing an action plan or timeline / NA for Kindergarten
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Week 1 Activity Set
Lesson 1 - (Whole Class) - Introduction to Pets
Materials:
· Chart paper
· Markers
· Box or Plastic container with objects that you might need for a pet.
· Science Notebook
Engage: To start the unit by showing the children a large box of materials. Ask the following inquiry questions:
· What do the items in this box make you think of?
· What do we need these different items for?
· What do you use them for?
Explore: Now, have students sit in a large circle with a box in the middle, invite the children to help explore the items in the box. At this time do not offer a lot of Explain, allow students to give a variety of answers. Check for misunderstanding, but do not teach at this point. Let their responses help you to determine where you want to go with the unit.
Explain: Make a KWL chart and list any questions students have and want to explore. Start with what the children (K) Know about pets. Next, ask what the children (W) Would like to learn about pets.
Elaborate: Students should draw and write about their ideas about pets in their Science Notebook. You will want to make their notebooks ahead of this lesson.
Evaluate: Save the (L) for what the children have Learned at the end of the first two weeks of the unit. To aid all students and especially EC/ESL students, you could show and point out the items name on the chart. Also, reread the information list and have students repeat after you to allow ESL an opportunity to practice the language. Use pictures to allow better understanding.
Lesson 2 – (Whole Class)-
Materials:
· Chart Paper
· Markers
Engage: Discuss having a class pet. Brainstorm ideas for pets that could be kept in the classroom.
Explore: Have several labeled pictures of different pets available during the discussion. EC/ESL Draw pictures of needed items so they follow the discussion.
Explain: Use brainstorm idea to discuss with the children what would make an appropriate classroom pet and what will not. For example—a rabbit makes a great pet for some people, but if you do not have the materials, the time to work with and care for a rabbit, it does not make a great classroom pet. Try to bring the children to decide on an animal that you can care for. Teach the students, that a veterinarian is a person who is trained to care for pets. When the students are helping the classroom pet, they can put themselves in the role of a veterinarian.
Elaborate: Once you have chosen a pet, you should do a shared writing activity to create a list of needs for your classroom pet. For your EC/ESL students add pictures to the list as you go. If possible have a vet come for a visit to tell what their job involves.
Evaluate: To check for understanding, review the list of needs for a classroom pet with the class. You will point to an item and they should read it back to you.
Lesson 3 – (Whole Class)
Materials:
· Class pet and the items it needs
· Song written on chart paper
· Chart from previous lesson
Engage: Teach the children this song:
Love Your Pets
(to the tune of "Row, Row, Row Your Boat")
By: John Kitching
http://www.canteach.ca/elementary/songspoems49.html
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Explore: Introduce a class pet, even a goldfish will qualify, and check back to see if the list of materials is complete. Give the students some time to look at the animal and talk about it.
Explain: Explain to the students that you are going to set a timer to go off during your school lesson. When it goes off, no matter what we are involved in, we are going to stop and care for our pet. You may feed one time, take for a walk another time, bathe, take to the vet, give medicine, clean the pin, give water, etc. (do this for a couple of lessons) Make sure that they get the point across to the sacrifices a pet owner makes to properly care for their pet. During your Science time, have students list pros and cons to becoming a pet owner on a Chart.
Elaborate: Students can decide on a name for the pet. Let them come up with a list of names and then vote on one for your pet.
Evaluate: Students will draw the class pet and its habitat in their notebooks. Have EC/ESL students verbally review one on one with the teacher steps taken to prepare the pet habitat. Demonstrate writing something they tell you.
Lesson 4 - (Whole Class)
Materials: