The Great Big

World
Around Me!
Integrated Unit by Ariel Morales
 Table of Contents:

Cover Page….……………………….Pg 1
Rationale……..……………………….Pg 3
Concept Map………………………..Pg 4
Content Outline……………………Pg 5
Lesson Plans
Language Arts Lesson………Pg 7
Math Lesson……………………Pg 12
Science Lesson………………..Pg 15
Resources…………………………..Pg 19
Glossary……………………………..Pg 20
Appendix…………………………....Pg 22
 Rationale
The world is a big place for a kindergartener! In this unit, we are focused on
understanding the different people, places, and environments that make up the
world around us. The standard chosen for this unit is taken from the Kindergarten
Social Studies State Standards of the Archdiocese of Baltimore and states that
students will “participate in activities that provide for the study and
understanding of people, places, and environments.” In order to teach students
about the world they live in I have created lesson plans for Language Arts,
Mathematics, and Science.
The language arts lesson utilizes the 6E model and guides students in
writing and drawing as they explore the different habitats that can be found
around the world. The standards chosen are found in the kindergarten Reading
and Writing Common Core State Standards for Maryland. They state that students
will “understand the organization and basic features of print, recognize the
connection between spoken and written word, understand the role of the author
and illustrator, and use a combination of writing and drawing to compose a
writing piece.” Through the exploration of new vocabulary and different animals
and their corresponding habitats, students will apply their newfound
understanding of the world and its diversity to writing and drawing.
The next aspect to my unit is math. The mathematics lesson employs the
Backwards Design Model and focuses on shapes and patterns. The standard used
for this lesson is found in the Maryland Common Core State Standard for
Mathematics in kindergarten. It states that students will “have the ability to name
and identify various shapes regardless of size or orientation.” In this lesson,
students will also gain an understanding of road signs and rules in regards to their
function in everyday life.
Finally, I integrated a science lesson which focused on weather as it occurs
all over the world. I, again, used the Maryland Common Core State Standards for
kindergarten science which stated that students will “”. In this lesson, I worked
with engineering majors from Franciscan University in Steubenville, Ohio to
create a hands on and engaging learning tool or GIZMO. In using the GIZMO,
students are able to witness the effects of weather as they attempt to build a
structure that will try to withstand wind, rain, and weight. Through this lesson the
students will be able to connect their understanding of weather with the world
using the various habitats and their corresponding climates.
In this unit, objectives are put forward to help students learn appropriate
academic concepts for kindergarten, as well as the importance of understanding
the world around them. As students develop a more worldly viewpoint they are
able to grow in their understanding of what it means to be a citizen and interact
not only within their communities but the entire world. Making these connections
allows for diverse viewpoints and a more open outlook on life which leads to moral
and emotional development and maturity.

Concept Map

Language Arts: Math: Science:

6E Model Backwards Design Model Gizmo

↓ ↓ ↓
Through exploring Students will use Using the GIZMO and
habitats found around patterns and shapes to their prior knowledge
the world with explore rules and road of habitats, students
storytelling and signs found within will explore weather
interactive activities, their communities. and climates found all
students will use around the World.
writing and drawing to
describe a given animal
and its corresponding
habitat.

↓
Social Studies: People, Places, and the Environment

The Great Big World Around Us!

 Content Outline
Rationale
a. The Rationale serves as an explanation for the construction of this unit
and details reasoning as well as standards used to conduct lessons. The Maryland
Common Core State Standards are used as instructional objectives in this unit.

Concept Map
a. The Concept Map is provided as a visual aid for students and teachers. It
shows the subject areas taught, the instruments that each lesson utilizes, and the
standards chosen for each lesson.
b. It displays how Science, Language Arts, and Mathematics can all be
connected to Social Studies through the theme of People, Places, and
Environments or “The Great Big World Around Me!” The Social Studies standard
is found in the Diocese of Baltimore Standards and states: “students will
participate in activities that provide for the study and understanding of people,
places, and environments.”

Language Arts Lesson Plan

a. This lesson plan is based on the kindergarten writing and reading
Common Core State Standards for Maryland.
b. RI.K.6 Name the author and illustrator of a text and define the role of
each in presenting the ideas or information in a text.
c. RF.K.1 Demonstrate understanding of the organization and basic features
of print.
1. RF.K.1.b Recognize that spoken words are represented in written
language by specific sequences of letters.
2. RF.K.1.d Recognize and name all upper- and lowercase letters of the
alphabet.
d. “W.K.1 Use a combination of drawing, dictating, and writing to compose
opinion pieces in which they tell a reader the topic or the name of the book they
are writing about and state an opinion or preference about the topic or book”
e. The 6E Model is employed in this lesson, as well as opportunities for
students to write and draw about animals and their habitats.

Mathematics Lesson Plan

a. This lesson plan is based on the Kindergarten Common Core State
Mathematics Standard 2 in which students will be “able to name the various
shapes regardless of their orientation or overall size.(squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders, and spheres).”
b. Through the Backwards Design Model in instruction and additional
resources, the goal of this lesson is student’s conceptual understanding for various
shapes and patterns as they relate to the world around them, especially in road
signs.
Science Lesson Plan
a. This lesson plan is based on the Kindergarten Common Core State
Standard for Maryland and states that students will “explore interactions of
hydrosphere and atmosphere and investigate and gather information about
changes in weather by
1. Observing and describing different weather conditions using the
senses
2. Recording observations using pictures, pictographs, or written/oral
language
3. Describing qualitative changes in weather, such as temperatures,
precipitation, wind, etc.”

b. This lesson features a science Gizmo in which students are able to

explore weather and connect their understanding of habitats to weather and
climates around the world.

Conclusion of Unit
a. Teachers will assess students content understanding through
activities, worksheets, class discussions, and written assignments.
Lesson Title: Animal Homes and Habitats Grade: Kindergarten
Learning Target: Students will compare, contrast, and identify the various animal habitats and
communities around the world.

Grade Level Guide: Content Standards: Kindergarten ELA Maryland State Standards

Content Curriculum Focal Common Core State Standards Interdisciplinary

Points (ie: NCTM, IRA,…)
"In kindergarten, children learn
the 26 letters of the alphabet
and one sound for each letter,
then apply their new skills to
blend sounds to read words
and sentences. They practice
all of the reading and language
arts skills in a carefully
integrated, multimodal
approach using decodable
text. By the end of the year,
students can read, write, and
spell hundreds of short-vowel
words."
- The Superkids Reading
Program
Connections
RI.K.6 Name the author and illustrator of a text Science: Observation and
and define the role of each in presenting the Description
ideas or information in a text.
Social Studies: Community
RF.K.1 Demonstrate understanding of the make up and animal habits
organization and basic features of print. around the world
RF.K.1.b Recognize that spoken words
are represented in written language by
specific sequences of letters.
RF.K.1.d Recognize and name all
upper- and lowercase letters of the
alphabet.
W.K.1 Use a combination of drawing, dictating,
and writing to compose opinion pieces in which
they tell a reader the topic or the name of the
book they are writing about and state an opinion
or preference about the topic or book

Academic Language: Habitat, Environment, Arctic, Forest, Jungle, Savanna, Ocean, and
Neighborhood. This vocabulary is introduced with discussion and the Habitat Song by Jack
Hartmann. (https://www.youtube.com/watch?v=DTp_YFZcvoU) It is further explored and
defined throughout the lesson.

Students’ Needs:
Students need to have a basic understanding of animals and the writing process as well as how
to describe and assess what they see in a book, picture, or video.
List at least three accommodations for students with special needs or of diverse learning
backgrounds in the chart as well.

English Language Special Needs (can be a

Learners
1. Having procedure
of lesson written
down or depicted
with images
2. Teacher Modeling
3. Extended Time
group such as “struggling
readers” or individuals)
1. Preferential Seating
2. Adaptive writing
utensils
3. Timer
Materials:
"I See a Kookaburra" by Steve Jenkins
"In a People House" by Dr. Seuss
Writing Format Sheet (SEE RESOURCES)
Animal Picture Cards (SEE RESOURCES)
Matching Game (SEE RESOURCES)
Pencils and Crayons or Markers
Environment Centers:
Ocean: Plastic animals, water, bottle, water, sand or dirt
Grasslands: Plastic Animals, fake grass, plastic trees, box
Forest: Puppets
Jungle: Puzzle
Desert: Plastic animals, plastic cactus, sand, box
Arctic: Puzzle

Language Function: How will you move your students beyond lower level thinking to engage
them in your content area (ie: “thinking like an Historian”)? Which of the following are
appropriate for providing evidence of learning these objectives? Describe how you and/or your
students will incorporate these terms (from the Academic Language section) into the lessons by
identifying a key learning task from your plans that provides students with opportunities to
practice using the language function.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Before: Gather students to circle for story time (using a song or attention grabber such
as "1,2,3, eyes on me"). Begin by posting 4 different pictures of animals in their
environment. Ask the students to individually think about where these animals may live
and how they differ in appearance.

During: Describe the expected actions of the students during this phase. What are they
to be doing? How are you making sure each child is accountable? What will you ask
students as you observe? (Ask questions related to your objectives and language
function) Describe possible extensions or challenges you will have ready for early
finishers. Describe possible re-teaching strategies for students lacking acceptable
understanding.

Read "I see a Kookaburra" by Steve Jenkins to the class having them describe what they
are seeing in each picture and habitat presented. Begin a compare and contrast chart
with the different types of places that animals live. After discussion read "In a People's
House" by Dr. Seuss, again having students describe what they see. Ask them to talk to
their partner about how people and animals live differently. Have students break off into
small groups and sit at a table or desk with an environmental center activity (puzzle,
diorama, or puppets). Give the students a couple minutes at each center having them play
and talk about each environment as you observe and guide discussion. Ask students to
describe what they see, what kinds of animals may live there, and what it might be like to
 live there. After they all have time to discuss, hand out an animal card and their writing
assignment sheet. Ask them to draw a picture and write about where their animal would
live.

After: Have the students come back to the carpet for a matching game. Have them sit in
small groups and pull sticks to decide who answers, allowing them to talk with their
groups if needed.

Assessment:
Type of Description of Modifications Evaluation Criteria- How good is
assessment assessment to the good enough to meet standards?
(formal or What will students assessment so (related to the learning objectives)
informal; do to show what they that all students Include scoring guide, rubric or other
formative or have learned? may criteria
summative) demonstrate
learning
1.Small and whole 1.Allow students 1.Pulling students' names randomly
Informal group discussion to use pictures in during discussion will allow for
Formative 2. Interviewing discussion teachers to get an idea as to how well
3.Writing 2.Buddy Up students are understanding the
assignment 3.Extended Time information being taught
4. Matching game 4.Guided 2. Have a set of questions each
answers student should be able to answer
(this set of questions will remain the
same throughout the lesson unless
otherwise noted or in need of
modifications)
3. Students should have some form of
writing as well as a picture depicting
their animals home. They should be
able to verbally tell you what they
are writing and drawing about.
4.Students should be able to work as
a group to find the home that
matches the animal seen on the
board. They should be able to name
the various types of land areas.
Math Lesson Plan
Lesson Title: Road Patterns Grade: Kindergarten

Learning Target: Students will be able to identify various shapes and create patterns using the
various shapes.

Grade Level Guide: Content Standards:

Content Curriculum Focal Points:
National Council of Teachers of
Mathematics (NCTM)
"Data Analysis: Children sort objects and
use one or more attributes to solve
problems. For example, they might sort
solids that roll easily from those that do
not. Or they might collect data and use
counting to answer such questions as,
“What is our favorite snack?” They re-sort
objects by using new attributes (e.g.,
after sorting solids according to which
ones roll, they might re-sort the solids
according to which ones stack easily).
Common Core State
Standards
Maryland K.G.A.2 Ability
to name the various
shapes regardless of their
orientation or overall size
(squares, circles,
triangles, rectangles,
hexagons, cubes, cones,
cylinders, and spheres).
Interdisciplinary Connections
Students are connecting social studies
and math skills to explore various
shapes of real life objects (road signs),
create patterns, and gain an
understanding of the function of road
signs and rules in society.

Geometry: Children integrate their

understandings of geometry,
measurement, and number. For example,
they understand, discuss, and create
simple navigational directions (e.g., “Walk
forward 10 steps, turn right, and walk
forward 5 steps”).

Algebra: Children identify, duplicate, and

extend simple number patterns and
sequential and growing patterns (e.g.,
patterns made with shapes) as
preparation for creating rules that
describe relationships." -NCTM

Academic Language:
Circle, Rectangle, Square, Octagon, Triangle, Shape, Pattern

Students’ Needs:

English Language Learners Special Needs

1.Posted Visuals and Charts 1.Verbal instruction and
written instruction
2. Word Wall
2. Verbal Assessment
3. "Buddy-up" with a student
with extensive vocabulary and 3. Group Assessment
language use
 Materials:
1. Wikki Stix
2. Road Sign Flash Cards
3. Worksheet
4. Shapes Video by Jack Hartmann (See Appendix and link below)

Language Function: Through the whole class and partner discussion students will explore the
vocabulary which will be assessed through the worksheet and reinforced by the video.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan
Backwards Design Model:
Stage 1: Goal/Desired Results: Pattern and Shape Recognition
Stage 2: Assessment: Worksheet and Discussion
Stage 3: Learning Experiences:

Before: Students are called to the carpet and are shown the road sign cards by the teacher. They are
asked to count the sides and identify the shapes of the road signs. Make a pattern using the shape
cards. Ask them what they should do next in the pattern.

During: Go through patterns and have students practice making shapes using wikki stix
manipulatives. After making shapes have students make a pattern with students nearest to them.
After some practice with this they can share their patterns with their peers. Have them then work on
their worksheet individually at their desks.

After: After they have had practice and they have completed their worksheet, have the students
turn the worksheet in and gather at the carpet once again for a shape video. (Resources)

Assessment:
Type of assessment Description of Modifications Evaluation Criteria
assessment
Informal Formative Pattern and Shape 1.Group Students should be able to complete a
Assessment Worksheet; discussion Assessment pattern and identify various shapes within
2. Teacher-led the pattern.
Assessment
 Weather Simulator Gizmo Lesson Plan and Activities
Lesson Title: Worldly Weather Grade: Kindergarten

Learning Target: Students will be able to observe weather simulations, record data, and make world
connections between regions and weather.

Content Curriculum Common Core State Standards Interdisciplinary

Focal Points NSTA
(National Science Teacher
Association)
1." Asking questions and
defining problems in K–2
builds on prior experiences
and progresses to simple
descriptive questions."
2."Some kinds of severe
weather are more likely
than others in a given
region. Weather scientists
forecast severe weather so
that the communities can
prepare for and respond to
these events"
- NSTA (Kindergarten
Weather and Climate)
Connections
CCSS.K. Science.2.E. Interactions of Language Arts:
Hydrosphere and Atmosphere. Investigate Students will engage in
and gather information about changes in writing and charting
weather throughout the lesson
a. Observe and describe different
weather conditions using senses Math: Students will
b. Record observations using pictures, have practice of
pictographs, or written/oral language drawing and identifying
c. Describe qualitative changes in shapes
weather, such as temperatures,
precipitation, wind, etc. Social Studies:
Students are studying
world climates and
people of different
cultures which ties into
the overarching Unit
theme of People Places
and Environments.

Academic Language:
Observe, Map, North, South, Rain, Snow, Wind, Sunny, Climate

Accomodations:
English Language Learners Special Needs
1.Map labeled with North, South, West, and East 1. Allergies (students can alternate foods)
2. Draw and label different types of weather 2. Open Floor Plan and room to use the
when charting whiteboard
3. Using labels and vocabulary cards for 3. Timing students to keep them on task
clothing in the pictures

Materials:
White Board/Projector and markers, Observation Journal/Worksheet, Paper Dolls, "On the Same
Day in March" by Marilyn Singer, Oranges, Blueberries, Popcorn, Plates, Map (Physical or Projected),
Chart (Physical or Projected), and Pencils

Language Function:
Students will "speak like scientists" and observe, discuss, and inquire about the weather around
the world. Students will learn new vocabulary such as North, South, and Country as well as learn to make
connections with weather and clothing.
Lesson Plan:
Before: Students will then begin to explore using the weather simulator Gizmo. Using words and
pictures students will draw their discoveries using the discovery worksheet or science journal.

During: Gather students to circle for discussion talking about what one might wear in certain
kinds of weather. Taking a look at different pictures of people around the world and using a
globe/map begin to talk about how it may be colder towards the north and warmer in the south.
Teacher can guide discussion and chart students' discoveries either on chart paper or the white
board (chart template in Resources). After discussion, students will be asked to match up the
paper dolls of people from around the world with a physical or digital map. This activity can be
done either individually or in groups according to desk or table arrangement.

After: Students will then create a weather art snack at their desk or table using orange slices,
popcorn, and blueberries. Popcorn for clouds, orange for the sun, and blueberries for the rain
(example picture in resources). As they eat they can listen the teacher read “On the Same Day in
March” by Marilyn Singer to finish up their discussion on weather around the world.

Assessment:
Type of Description of Modifications to the Evaluation Criteria
assessment assessment assessment

1.Have students verbally Students will be able to

Informal Through discussion explain where on the identify different kinds of
Formative and the map activity map they would put the weather and make the
person instead of connection between weather
physically going up to and different parts of the world
place the person on the (i.e., Northern countries are
map cold, Southern countries are
warmer each requiring
2. Time students to put different forms of clothing)
their person on the map
 Resources
A) Language Arts Lesson
1. Amazon.com
a. “In a People’s House” by Dr. Seuss
(Amazon Link: https://www.amazon.com/People-House-Bright-Early-
Books/dp/0394823958/ref=sr_1_1?s=books&ie=UTF8&qid=1509412538&sr=1-
1&keywords=in+a+people+house)

b. “I See a Kookaburra” by Steve Jenkins

(Amazon Link: https://www.amazon.com/See-Kookaburra-Discovering-Animal-
Habitats/dp/0544809734/ref=sr_1_1?ie=UTF8&qid=1509412459&sr=8-
1&keywords=i+see+a+kookaburra)

c. The animals and puzzles for the interactive centers can also
be purchased and found on this site.
Ocean Animals Amazon Link: https://www.amazon.com/Fun-Express-Ocean-Animals-
Dozen/dp/B007F0TMUC/ref=sr_1_6?ie=UTF8&qid=1509413507&sr=8-
6&keywords=plastic+animals
Grassland Animals Amazon Link: https://www.amazon.com/Elephant-Antelope-
Hippopotamus-Rhinoceros-Wildlife/dp/B074XM5CSW/ref=sr_1_4?s=toys-and-
games&ie=UTF8&qid=1509414829&sr=1-4&keywords=plastic+african+animals
Plastic Trees Amazon Link: https://www.amazon.com/OrgMemory-Diorama-Scenery-
Architecture-Railroad/dp/B018BA426S/ref=sr_1_3?s=toys-and-
games&ie=UTF8&qid=1509414902&sr=1-3&keywords=plastic+trees
Plastic Desert Amazon Link: https://www.amazon.com/Safari-Ltd-Desert-TOOB-
Pack/dp/B000RPZV3E/ref=sr_1_2?s=toys-and-
games&ie=UTF8&qid=1509415007&sr=1-2&keywords=plastic+desert+animals
Jungle Puzzle Amazon Link: https://www.amazon.com/Hands-Learnign-Jigsaw-Puzzle-
Animals/dp/B01N6JL1P5/ref=sr_1_4?s=toys-and-
games&ie=UTF8&qid=1509415100&sr=1-4&keywords=kid+jungle+puzzle
Forest Animal Puppets Amazon Link: https://www.amazon.com/Plush-Treehouse-Animals-
Stuffed-Forest/dp/B002M5JI0E/ref=sr_1_1_sspa?s=toys-and-
games&ie=UTF8&qid=1509415469&sr=1-1-
spons&keywords=forest+animal+magnets&psc=1&smid=A1E8MF9E7ML19R
Arctic Puzzle Amazon Link: https://www.amazon.com/Janod-Tactile-Puzzle-Life-
Piece/dp/B01EI48PL4/ref=sr_1_5?s=toys-and-
games&ie=UTF8&qid=1509415623&sr=1-5&keywords=kids+arctic+animals+puzzle

2. www.youtube.com
a. This site provides engaging videos that introduce vocabulary

3. Worksheets/Templates (Refer to Appendix)

B) Mathematics Lesson
1. www.amazon.com
a. This site is where the wikki stix can be purchased
2. www.youtube.com
a. This site provides engaging videos that can serve as review,
introduction, or wrap up.
3. Worksheets/Templates (Refer to Appendix)

C) Science Lesson
1. www.amazon.com
a. This site is where the book “On the Same Day in March” by
Marilyn Singer can be purchased

b. This is also the site that sells the paper dolls

2. Worksheets/Templates (Refer to Appendix)
 Glossary
Habitat: (n.) the natural home or environment of an animal, plant, or other
organism.

Environment: (n.) The surroundings or conditions in which a person,

animal, or plant lives or operates.

Arctic: (n.)(adj.) relating to very cold regions around the North Pole

Forest: (n.) a large area covered chiefly with trees and undergrowth.

Jungle: (n.) an area of land overgrown with dense forest and tangled
vegetation, typically in the tropics.

Savanna: (n.) a grassy plain in tropical and subtropical regions, with few
trees.

Ocean: (n.) a very large expanse of sea, in particular, each of the main areas
into which the sea is divided geographically.

Neighborhood: (n.) a district, especially one forming a community within a

town or city.

Circle: : ⃝
Rectangle: ▭
Square: ▢
Octagon: 🛑
Triangle:
Shape: (n.) the external form or appearance characteristic of something

Pattern: (n.) a repeated decorative design.

Observe: (v.) To notice, perceive, or watch.

Map: (n.) a diagrammatic representation of an area of land or sea showing

physical features, cities, roads, etc.

North: (adj.) Referring to the upper regions of the earth

South: (adj.) Referring to the lower regions of the earth

Rain: (n.) moisture condensed from the atmosphere that falls visibly in
separate drops.

Snow: (n.) atmospheric water vapor frozen into ice crystals and falling in
light white flakes or lying on the ground as a white layer.

Wind: (n.) the perceptible natural movement of the air, especially in the
form of a current of air blowing from a particular direction.

Sunny: (adj.) warm and bright with sunlight.

Climate: (n.) the weather conditions prevailing in an area in general or over

a long period.

Articles of Clothing: (n.) items worn to cover the body.

 Appendix
Language Arts
Mathematics
Name____________________

Complete the Pattern Worksheet!

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