Colligan Ibunitsofinquiry

School: Sherwood Park Global Studies Academy School code: 060645
Kindergarten Choices and School Safety

Subject focus: Social Studies, Mathematics, English, Science_NGSS
Grades: PreK,Kindergarten,1,2,3,4,5,6
Proposed duration: 6 Weeks
Transdisciplinary Theme
Who we are : An inquiry into rights and responsibilities, nature of the self, beliefs and values.
Central Idea
Making choices allow us to be better learners.
Summative Assessment
1. Rules at school and home make us better learners (Function)
2. Making choices allows humans to meet their needs and wants (Causation)
3. Making safe choices at school and in the community (Responsibility)
Description of Assessment (with key to show connections to lines of inquiry)
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-
initiated actions, will we look for?
Students will individually illustrate and/or demonstrate part of the essential agreement to demonstrate rules and expectations
and explain why they it is important. 1
Students will be divided into small groups. The teacher will set up on a table a range of different artifacts and images. The
students then have to decide on the items that is considered a need. The students will reflect individually on why they chose
their items. 2
Students will work individually to draw a picture demonstrating what it means to be safe.
Differentiation: Some students may verbally explain how to be safe. 3
Concepts & Lines of Inquiry

Function, Causation, Responsibility
Function: Students will discuss the function of needs and wants--what is the reason for needs and wants, why and how do
we meet these.
Causation: Students will look at the causes and effects of being safe in the community and how choices impact safety. PE
class will focus on safety when playing sports as well as being healthy with food choices.
Responsibility: Rules and expectations are a responsibility of students. Following these is a way to show responsibility at
home and at school. In PE class, rules and responsibilities are discussed with student responsibility when playing sports,
using materials in PE, and social responsibilities (team work, participation).
• Rules at home and school make us better learners (responsibility)
• Making choices allows humans to meet their needs and wants (function)
• Making safe choices at school and in the community (causation)
Questions & Provocations

What are rules? Why do we need them?
How are rules different at home and at school?
What do living things need in order to survive?
What does it mean to want something?
Why is a need more important than a want?
What is the difference between a need and a want?
What does “being safe” mean to you? Who is responsible for keeping us safe?
How can we be safe at school? How can we be safe in our community? How is it different?
How can we be safe in PE class while participating in sports?
Provocation:
Watch a fire safety rap video. Students are then encouraged to share about fire safety. The teacher uses this information to
plan later lessons.
Page 1 of 8 Created on
Prior Knowledge and Skills
During a whole-group discussion, the teacher will record students’ ideas
and thoughts. Students then draw their understanding of the key words.
Evidence to look for:
identifying the key words of the central idea
explaining the meaning of keywords
Use circle map and t-chart to identify what students know about lines of inquiry to help modify our teaching.
Asking students about the concepts and record responses for each line of inquiry. These will be used as part of the a wonder
wall.
Formative Assessment
Lines of Inquiry:
1. Rules at home and school make us better learners
2. Making choices allows humans to meet their needs and wants
3. Making safe choices at school and in the community
Description of Assessment (with colors or key to show connections to lines of inquiry)
Students will participate in a variety of cut and/or sort activities to show their understanding of what rules are, why we have
them, and who makes them. 1
Students will color a picture of a school and trace the words, “I am responsible. I am respectful. I am safe.” 1
Students will work together to create an essential agreement (classroom promise) using what they know about classroom
rules and expectations. 1
Student created photographs will be taken and posted in the classroom to demonstrate an understanding of the five
classroom rules. 1
Students will cut and sort pictures that exemplify wants and needs. 2
Students will draw a picture of a want and a need. 2
Students will play safety bingo to understand important safety signs in the community. 3
Students will practice dialing their phone number or 911 in an emergency. 3
Students will draw pictures of community helpers who help to keep us safe.3
Students will partcipate in a lot of sorting activities throughout the unit.
They will illustrate and attempt to write about their expereinces related to lines of inquiry.
Shared writings about the lines of inquiry (whole class and small group).
Learning Experiences
Learning experiences are within the unit flow for the unit.
Making choices allows us to be better learners:
Students will work in a whole group setting to create circle map to show prior knowledge. Teacher will read “No, David” and
students will recall story elements to add to the circle map after reading.
Literacy: For Week 1 and Week 2, students will read books and learn vocabulary related to friendship and sharing. This will
help them understand why rules and expectations are important.
Formulate an essential agreement
Design student pictures that illustrate classroom rules
Spanish: The student will understand that: language is a tool to communicate and relate to each other. polite conversations
and manners are part of every language and culture. Personal celebrations are an important part of communities around the
world. Read Aloud: Bilingual Social Story on inside behavior “Should I Share My Ice Cream?” (Mo Willems). The Pigeon Finds
a Hot Dog (Mo Willems);
Spanish: Introductions of Greetings/ Saying “Hello and Goodbye!” Carry out Actions - Stand up, Sit down, jump, turn
around, clap your hands Vocabulary: Hola! Como Estas? Muy bien! Muy Mal! Me gusta Equipment vocabulary: las barras, la
pelota review: el tobogan, el columpio
Global Studies: Rules will be discussed at a community level both within the school and in the neighborhood (road rules).
Who helps enforce the rules around the world (police, politicians, judges). The legal authority is different in different
countries (president, royalty, etc.)
Needs and Wants:

Students will work in a whole group setting to create a T-chart to classify wants and needs.
Students will work in partners to categorize pictures of wants and needs.
Literacy: Week 3 and Week 4, students will read books and learn vocabulary related to our bodies and dental health. This will
help them understand needs and wants of people.
Global Studies: Students will read picture books, EPIC books, and SORA ebooks to learn about needs and wants.
Safety:
Students will work in a whole group setting to learn PBIS expectations and emergency procedures for school.
Create PBIS posters demonstrating expectations in each area of the school.
Literacy: Week 5 and Week 6, students will read books and learn vocabulary related to fire safety and community helpers.
This will help them understand the jobs people have to keep us safe.
Students will work in a variety of settings to learn about different community resources that can be used in order to stay safe
(911, safety signs, stranger danger)
Global Studies: Community helpers around the world (uniforms are different around the world and in our country including
state, county, city, GRPS security, names for them are different). Students will create a safety badge that represents the
things that are most important to them.
Approaches to Learning
Thinking skills
Creative thinking
• Considering new perspectives - Practise some “visible thinking” routines
• Considering new perspectives - Seek information
• Generating novel ideas - Practice some “visible thinking” routines (Ritchhart, Church and Morrison 2011)
• Considering new perspectives - Ask “what if” questions
• Generating novel ideas - Make unexpected or unusual connections between objects and/or ideas
• Considering new perspectives - Consider alternative solutions, including those that might be unlikely or impossible, in
play and other situations
• Generating novel ideas -Use discussion and play to generate new ideas and investigations
Reflection and metacognition
• Identify strengths and areas for improvement
• Reflect on their learning by asking questions such as: What did I learn today? What don’t I yet understand? What
questions do I have now? What can I already do? What will I work on next?
Critical thinking
• Evaluating - Test generalizations, strategies or ideas
• Evaluating - Evaluate evidence
• Analysing - Observe carefully
• Analysing - Find unique characteristics
• Analysing - Consider meaning taken from materials and events
• Forming decisions - Revise understandings based on new information and evidence
• Analysing - Synthesize new understandings by seeing relationships and connections
• Evaluating - Organize information
• Forming decisions - Draw conclusions and generalizations
• Forming decisions - Apply rules, strategies and ideas from one context to another
Information transfer
• Apply skills and knowledge in unfamiliar situations or outside of school
• Make connections between units of inquiry
Self-management skills
Organization
• Choose and complete tasks independently
• Share responsibility for decision-making
• Follow classroom routines
• Follow the directions of others
States of mind
• Perseverance - Manage own emotions
• Mindfulness - Be aware of body–mind connections
• Perseverance - Use strategies to problem-solve
• Perseverance - Manage feelings and resolve conflict
• Resilience - Work through setbacks
• Resilience - Show ability to adjust to new situations
• Resilience - Work through disappointment
• Perseverance - Demonstrate persistence in tasks
• Mindfulness - Take responsibility for own well-being
Students will begin the year of Kindergarten with this unit. The skills of self-management and thinking are a large part of
starting the year. Students will use the unit to learn rules and expectations at home, school, and in the community as they are
self-managing their emotions, reactions, and learning how to communicate their needs.
They will work with others to learn how to take part in discussions and the difference between a statement and a question.
Accountable talk is used to teach sentence starters for adding onto a discussion as well as how to interact properly within a
classroom setting.
Students will be required to think critically and creatively as they consider various situations and how they would react in a
positive way. They will be sharing a lot in class discussion and through pictures that they talk about (as it's the first part of
the year).
Learner Profile Attributes

Caring, Principled, Communicators
Principled- responsible for your own actions
Caring- show respect for others needs
Communicators- collaborating with others.
Environment
School staff will participate in PBIS demonstration/walk of the building, school and classroom will be explored.
Firefighters from the community will visit to discuss fire safety (28th and Kalamazoo Ave)
PE will have a shared focus on safety and responsibilities of students during sports.
Scope & Sequence

Science_NGSS
From Molecules to Organisms: Structures and Processes
• Use observations to describe patterns of what plants and animals (including humans) need to survive.
Social Studies
Civics And Government
• Purposes of Government
— K-C1.0.1 - Identify and explain reasons for rules at home and in school.
• Civic Participation
— K-C5.0.1 - Describe situations in which they demonstrated self-discipline andindividual responsibility.
Geography
• Environment and Society
— K-G5.0.1 - Describe ways in which the environment provides for basic human needs and wants.
Others
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Toddle Support
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Toddle Support
Week 1 Getting to know YOU!

Toddle Support
Getting to Know You
Please answer the questions on each page of the activity to help me get to know more about you.
Sometimes, you will be asked to record your answer. Other times you will be asked to write your answer.
Play Instructions(0:13)
Who We Are Science Assessment

Toddle Support
We have completed our first IB unit, Who We Are.
1. Tap the :add: button to begin the activity.
2. Click on the :caption: to listen to the directions on each page.
3. Follow the directions to complete each problem.
** Parents, you may help your child with the directions, but please refrain from giving them the answer to each question.
4. Make sure you complete all 3 pages. Tap the green :check: when you are done!
Who We Are Social Studies Assessment

Toddle Support
We have completed our first IB unit, Who We Are.

2. Click on the :caption: to listen to the directions on each page.
3. Follow the directions to complete each problem.
** Parents, you may help your child with the directions, but please refrain from giving them the answer to each question.
4. Make sure you complete all 3 pages. Tap the green :check: when you are done!
Halloween Safety
Toddle Support
2. Read the Halloween Safety book with an adult at home.
3. After you read, record yourself and tell me what the page tells you about staying safe on Halloween.
4. Color the pictures.
5. Click the green :check: when you are done.
Phone Number and Address Practice

Toddle Support
1. Tap :add: to begin the activity.
2. Have mom or dad help you write your phone number on the first line and your address on the next lines. This will help you
learn and remember this important information in case you get lost!
3. Tap the green :check: when you are done!
Fire Safety
Toddle Support
1. Tap on the :link: to watch the fire safety video.

2. Click the :add: button to begin the activity.
3. On Page 1, move the pictures into the boxes in the correct order and write the words stop, drop, and roll on the lines
above.
4. On page 2, tap on the numbers you need to dial on the phone in case of an emergency. Circle the numbers that you tapped
on.
5. Click the green :check: when you are done!
Week 6 Community Helpers/Safety- Kinder wk 6

Toddle Support
Watch the video :link: about Community Helpers.
Click :add:
Use the :pen: to color the Community Helpers mini-book.
Have mom or dad help you fill in the writing section or :mic: yourself explaining your answer.
Click :check: when you are done.
Week 5 Needs and Wants Chart Kinder wk 5

Toddle Support
:add: a response
Select your name.
:label: Click on the label tool.
Move the pictures to the correct sides of the chart.
add at least 2 more needs and wants that you can think of on your own to the chart using emojis!
:check: Click check 2 times
Community Safety Signs

Toddle Support
2. Use the :pen: tool to draw a line to match the safety sign to it's meaning.
Community Helpers
Toddle Support
2. On each page, you will see a different community helper, including a doctor, firefighter, police officer, teacher, and vet. On
each page you will trace the name of the community helper and circle or color the items that the community helper may use.
Make sure you complete all the pages!
3. Tap the green :check: when you are done.
Safety at School: Safety Drills

Toddle Support
1. Tap the :add: button to begin the activity

2. On page 1, draw a picture of what to do when you hear the fire alarm at school. Tap the :mic: and record yourself telling me
what you would do during a fire drill.
3. On page 2, draw a picture of what to do during a tornado drill and record yourself using the :mic: to tell me what to do
during a tornado drill.
4. On page 3, draw a picture of what to do during a lockdown drill and record yourself using the :mic: to tell me what you
would do during a lockdown.
Week 4 What are the basic needs of animals (and humans too!) Kinder
Toddle Support
1) Click on the :video: with the picture of the elephant and listen carefully to learn about the basic needs of animals.
2) Pause the :video: when the speaker asks you to figure out the need that an animal is missing. Then continue with the
story until the end of the video.
3) Click on the student template. Think of an animal and draw and write the four things that animal
needs in order to live!
4) Remember to tap the green :check: when you are done!
Plants Needs
Toddle Support

2. Use the :move: tool to move the words onto the page in the correct box to show what plants need to live.
**Hint: the emojis match the pictures by each box.
Food, Water, or Shelter?

Toddle Support
2. Tap the :caption: button to listen to the directions again on page 1.
3. On pages 2-11 you will look at the picture and tap on the :mic: to record yourself telling me if the picture is of food, water,
or shelter.
** Remember, food and shelter might look a bit different for animals than it does for people.
4. Click the green :check: when you are done with all the pictures!
Needs and Wants-Scavenger Hunt

Toddle Support
1. Use the camera on your iPad to take photos.
2. Think, How are needs and wants different?
3. Walk around your house and look for
3 objects that all peopleneed
3 objects that you want
4. Take photos of the objects you found.
5. Tap the :mic: and tell me the needs and wants that you found!
Wants and Needs Sort

Toddle Support
2. Use the :move: tool to sort the pictures into two columns. You will drag the "needs" pictures into the first column and drag
all the "wants" pictures into the second column.
3. Click the green :check: when you are finished sorting all the pictures.
Week 2 & 3 Rules at School

Toddle Support
1. click the green :plus: to begin

2. click to the :link: to listen to the story DAVID GOES TO SCHOOL
3. click on the student template for the activity, follow the directions to answer the questions
4. remember to click the green :check: when you are done to add it to your journal.
Needs and Wants

Toddle Support
Today we learned about needs and wants.
A need is something that keeps you healthy, safe, and alive.
A want is something that you like, play with, or enjoy but you don't need it to survive.
1. Tap the :add: button to begin the activity
2. In the top box, draw a picture of a want.
3. In the bottom box, draw a picture of a need.
4. Tap the :mic: and record yourself telling me what you drew in each box.
Who We Are Pre-Assessment

Toddle Support

2. Have mom or dad read each sentence.
3. Decide if the sentence is true or not true.
4. If you think it is true, use any of the drawing tools to circle or color in the smiley face. If you think it is not true circle or
color in the sad face.
5. When you are done with all 5 sentences, click the green :check:
5 Class Rules (Whole Brain Teaching)

Toddle Support
Essential Agreement (Classroom Promise)

Toddle Support
Learning Target:I can explain why we have rules at school.
Questions to drive inquiry: What are rules? Why do we need them?
Engage:The teacher and students will review our school rules
Explore:The teacher reads, "David Goes to School" discuss how these rules are similar or different than the rules we follow at
home.
Explain:Create a classroom promise based on anchor chart from yesterday, choosing the most important.
Elaborate:Reread classroom promise and sign names with hand prints.
Rules at School
Toddle Support
1. Color a picture of a school.
2. Trace the sentence, "We are responsible, respectful, and safe."
Rules at Home
Toddle Support
1. Color the picture of the house using 3-star coloring

2. Trace "I follow the rules at home."
Resources
Attachments
Community Helper
My Responsibilities
Rules at home
Read Silly Tilly and the Royal Rules on Epic
Lilly’s Purple Plastic Purse
ClassroomRulesSchoolRules.pdf.com/drive/v3/files/1Il_Z7DBi2WnImow1EbAG0dpzuxrvy2nG?alt=media
WhoWeAre Pre-Assessment
WantsandNeeds.pdf.com/drive/v3/files/1S3Oost25Zy6bcBJY9aLwRRrl3jxK5vBg?alt=media
needs template
wants pictures
food , water, shelter
Instantly access 40,000 high-quality books for kids
Living Things
The Needs of a Plant (song for kids about 5 things plants need to live)
MyOwnSafetyDrillBook-1 (1)
Community Helpers for Kids | Jobs & Occupations for Preschool and Kindergarten | Kids Academy
CommunityandSafetySignsPPTReview
SafetySignReviewandBINGO-1
FIRE SAFETY RAP! (song for kids about fire safety, calling 911, etc...)
HalloweenSafetyTipsonPowerPoint-1
Kindergarten People and Places Change

Where we are in place and time : An inquiry into orientation in place and time, personal histories.
Central Idea
Changes occur throughout place and time
Lines of Inquiry:
1. Changes occur as time goes by
2. Maps document change
3. Location determines weather and seasonal changes
Students will individually create a personal timeline. 1
Students will work in small groups to create a map of the classroom, and individually explain the map using positional
words. 2
Students will work in whole group to create a severe weather survival kit, and individually be able to explain the purpose of
the items in the kit. 3
Students will work in whole groups to create a model to represent relationships in the natural world (animals and habitats). 3
Identifying seasonal clothing, changes in weather during seasons 3

Form, Change, Connection
Form: Students use form to describe locations. They focus on maps of rooms, house, and the classroom/playground. They
discuss positional words as relatioships to where things are in relation to themselves. May keys is used to represent parts of
the map with symbols.
Change: Students view changes in basic time and how time is related to times changing on clocks, when people grown and
change throughout the stages of life, viewing past-present-future relationships and changes over ime that way.
Connection: Students will discuss the 4 seasons and how the weather changes throughout them. The temperature changes,
clothing associated with the seasons, and how seasons are in a cycle annually.
Students are able to connect severe weather
and the location of a place connecting to the changes in weather and seasons.
• Changes occur as time goes by(change)
• Maps document changes (form)
• Location determine weather and seasonal changes (connection)

How do things change over time? What evidence can you show?
How can we use a map to describe a place?
What words can we use to describe where something is?
How can we compare and contrast different types of severe weather?
How does different weather during the four seasons in places affect people?

Teacher and students will create a KWL chart for each line of inquiry.
1. Changes occur as time goes by
2. Maps document change
3. Location determines weather and seasonal changes
Students will write/draw something they did yesterday, today, and tomorrow. 1
Students will draw a picture of themselves in the future 1
Students will do a past/present sorting activity including toys, transportation, school, lifestyle, etc. 1
Students will play I Spy while using positional words to describe the location of objects. 2
Students will create a map of their bedroom from a bird’s eye view 2
Students will complete sorting activities to separate different clothing items needed depending on the weather. 3
Students will graph daily weather in our own environment and analyze it at the end of each month. 3
Students will complete and create weather reports to understand each type. 3
Changes occur as time goes by:
Students will work in whole group setting to explore vocabulary (past, present, and future) and their meaning.
Teacher will model her own personal timeline.
Students will complete a past and present sorting activity with different artifacts.
Students will draw a picture of what they may look like in the future
Literacy: For Week 1 and Week 2, students will read books and learn vocabulary related to life cycles and moon phases. This
will help them understand how things change over time. (Stem oreo moon phases activity)
Maps document changes:

Students will work in a whole group setting to describe positional words.
Students will work in whole group and small group to study and explore maps and their purposes.
Literacy: For Week 3 and Week 4, students will read books and learn vocabulary related to maps. This will help them
understand why maps are created and how they are used.
Math: Explore shapes to draw map features.
Art: Tangram Practice (in kindergarten class), Tangram stations, Paul Klee city building using Paint and stamps (This was not
done 2019-2020 but the teacher hopes it will be in future years.)
Location determins weather and seasonal changes:

Students will work in a whole group setting to learn vocabulary to identify severe weather.
Students will work individually to sort different clothing items needed depending on the weather. .
Students will work in a whole group setting to learn weather changes in different seasons.
Literacy: For Week 5 and Week 6, students will read books and learn vocabulary related to weather and habitats
Math: Graph weather in our own environment.
Research skills
Media literacy
• Communicate information and ideas using a variety of media (as their skills progress)
• Draw connections among media resources
• Use media to communicate, share and connect with others
Information literacy
• Evaluating and communicating - Acknowledge sources, for example, from a book, movie or peer
• Formulating and planning - Ask or express through play questions that can be researched
• Synthesizing and interpreting - Sort and categorize information and materials; arrange into forms or order, for example,
with graphs, marks or symbols using emergent writing skills
• Evaluating and communicating - Notice relationships and patterns
• Data gathering and documenting - Record observations—drawing, charting, tallying—using emergent writing skills, when
possible, to write comments, annotate images, and so on
• Formulating and planning - Select information sources and digital tools
• Data gathering and documenting - Use all senses to observe and notice details
• Evaluating and communicating - Present information in a variety of modalities
• Synthesizing and interpreting - Analyse and interpret information
• Data gathering and documenting - Gather information from a variety of sources (people, places, materials, literature)
Thinking skills
Creative thinking
Critical thinking
Communication skills
Symbolic exploration and expression
• Reading, writing and mathematics - Understand that mark-making carries meaning
• Reading, writing and mathematics - Make inferences and draw conclusions
• Reading, writing and mathematics - Document information and observations in a variety of ways
• Reading, writing and mathematics - Understand symbols
• Reading, writing and mathematics - Take on pretend roles and situations
• Reading, writing and mathematics - Communicate using a range of technologies and materials
• Reading, writing and mathematics - Use mark-marking to convey meaning
• Reading, writing and mathematics - Access a variety of sources for information and for pleasure.
Exchanging information
• Interpreting - Recognize the meaning of kinaesthetic communication (body language)
• Listening - Listen to information
• Listening - Ask for clarifications
• Speaking - Express oneself using words and sentences
• Speaking - Participate in conversations
• Listening - Listen actively and respectfully to others’ ideas
• Interpreting - Interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using
symbols and sounds
• Interpreting - Understand the ways in which images and language interact to convey ideas
• Speaking - Negotiate ideas and knowledge with peers and teachers
Communication, Research, and Thinking Skills: Students gather weather data based on observations. They write
informational reports about severe weather and types of storms. These skills are developed in multiple ways throughout the
unit during formative and summative assessments.

Open-minded, Inquirers, Reflective
Inquirers- conduct inquiry and research
open-minded- appreciation of personal histories, artifacts from the past reflective- thoughtful consideration of learning and
experiences
Environment
The classroom will be explored. Art teacher will support unit assessment for location and positional words. We will explore
our local weather patterns outside. Spanish taught positional words in different language.
Scope & Sequence

Science_NGSS
Energy
• Make observations to determine the effect of sunlight on Earth's surface.
• Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
Ear th's Systems
• Use and share observations of local weather conditions to describe patterns over time.
Ear th and Human Activity
• Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe
weather.
Social Studies
History
• Living and Working Together
— K-H2.0.2 - Create a timeline using events from their own lives.
— K-H2.0.3 - Describe ways people learn about the past.
— H2 - Use historical thinking to understand the past.
— K-H2.0.1 - Distinguish among the past, present, and future.
Geography
• Places and Regions
— K-G2.0.1 - Identify and describe places in the immediate environment.
• The World in Spatial Terms
— K-G1.0.2 - Use directions or positional words to identify significant locations in the classroom.
— K-G1.0.1 - Recognize that maps and globes represent places.
Others
Where We Are in Place and Time Social Studies Assessment
Toddle Support
2. Tap on the :caption: button to listen to the directions on each page.
3. You can also ask an adult at home to help you read the questions and answers. However, mom and dad are not allowed to
tell you the answer. You have to use your own brain and think about what we learned in Social Studies to find each answer.
Try your best!
** please note: the number order of questions is mixed up on this test, just so you are aware.
Where We Are in Place and Time Science Assessment

Toddle Support

2. Click on the :caption: button on each page to hear the directions.
- On page 1 draw lines to match the season word to the picture.
- On page 2 look at the weather type and circle the type of clothes you would wear in that type of weather. Only circle one
clothing picture for each type of weather.
-On page 3 circle the answer to tell what the best thing would be to do during a tornado drill.
3. An adult at home can help you read each question and answer, but are not allowed to tell you the correct answer.
Storms Research Project: 5 Day Lesson

Toddle Support

2. Click the "Storms" book to read it on Epic. Look carefully at the pages that discuss _________ (pg. ___)
3.Draw and write about ___________. Make sure your picture includes important details such as
______________________________. Write at least 2 sentences to tell facts about ____________ based on what you learned
from the story. Make sure your sentences begin with an uppercase letter, end with a period, and have spaces between the
words.
Seasons Book
Toddle Support
1. Check out my teacher example before you begin.
3. On each page show each season by moving the correct weather picture in the first box, draw what the tree should look
like in each season in the middle box, and drag the clothes you would wear into the third box.
Seasonal Clothing
Toddle Support
2. Look at each piece of clothing, think about what season you would wear this type of clothing.
3. Use the :move: tool to drag the clothing items into the season columns.
Weather
Toddle Support

2. Use your :photo: or draw a picture of today's weather on page 1. Make sure you label it with the weather word!
3. On page 2, read the weather word in each box and draw a picture of it using any of the drawing tools.
4. Use the :move: tool to drag the weather words to the picture that matches on page 3.
The 4 Seasons and Weather

Toddle Support
1. Tap to view and listen to the seasons poem. Listen to it a second time and sing along if you can!
3. Read the decodable reader about seasons with help from an adult at home.
4. Read the book again but this time tap on the :mic: and record yourself reading each page.
5. Color the pictures if you choose!
A Tree for All Seasons

Toddle Support
1. Tap the :link: to listen to one of my favorite songs about seasons!

3. On page 1, color the tree for each season. The tree that shows summer color yellow, the tree that shows fall color red, the
tree that shows winter color brown and the tree that shows spring color green.
4. On page 2, use the :move: tool to label the tree for each season using the season words: spring, winter, summer and fall.
Week 5: Where We Are In Place In Time

Toddle Support
Week 4 Where We Are In Place In Time

Toddle Support
Toddle Support

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Week 1: Where We Are In Place And Time

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Me on the Map Flipbook

Toddle Support
2. Look at my teacher example first
3. On each page tap the :caption: button to listen to the directions.
4. Complete all pages of the flip book.
Michigan
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2. Tap the :caption: button to listen to the directions on each page.
3. On page 1 you will see the map of the United States of America. Find the state of Michigan and color it. Then trace the
word "Michigan."
4. On page 2 you will see the map of Michigan. Find the city of Grand Rapids and draw a dot to show where it is. Then trace
the words "Grand Rapids."
5. Click the green :check when you are done!
Town Map
Toddle Support
1. Open the Social Studies Weekly article about maps and read and look at it with an adult at home.
3. On page 1, tap on the :mic: and record yourself answering the questions about the town map.
-What street is the bank on? Find the bank and look at the street name to answer this question
-What is near the school? Find the school and look for other things that are close to it.
-How many restaurants are there? Look for diners and food places on the map and count how many you see.
-If you live in the green house, how will you get to the pond? Look for the green house and describe one way you could
get to the pond using street names or symbols on the map.
4. On page 2, create your own neighborhood map by using the :move: tool to move the pictures into the empty white boxes.
You can move them wherever you choose!
Map Key
Toddle Support
1. Click :add: to start the activity
2. Use the :move: tool and drag the cars to the location that they go to.
The green car is at the zoo.
The red car is at the baseball field.
The blue car is at the bridge.
The yellow car is at the farm.
The purple car is at the lake.
3. Click on the :mic: and tell me 2 other symbols you see on the map key.
4.Click :check: when done.
Create a Map of your Bedroom

Toddle Support

2. Look at the teacher's example of a bedroom map and key.
3. On page 1 Create a map of your own bedroom using the drawing tools or shape tools
4. On page 2 create a map key to show at least 5 important things on your map of your bedroom.
Positional Words Day 2
Toddle Support

2. On page 1, choose the correct position of each monster by coloring or circling the positional word.
3. On page 2, use the :move: tool to place the monster pictures in the correct position
Positional Words
Toddle Support
1. Click the :link: to watch the video (You can also click the ant for an extra/optional game)
3. On each page, read each positional word and use the :move: tool to move the animal to the correct position.
Future Self
Toddle Support
2. Use the drawing tools to draw a picture of what you think you might look like in the future.
Past or Present? Day 2

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2. On each page, decide if the picture shows an object from the past or present.
** Remember: the past already happened, the present is happening right now.
3. Tap on the :mic: and record yourself saying the word "past" or "present" on each page.
Past or Present?
Toddle Support

2. Look at each picture and decide if the object shown is from the past or present.
3. Use the :move: tool to drag each picture into the correct column. If it is an object from the past put it in the first column. If
it is an object from the :present: put it in the second column.
Personal Timeline
Toddle Support
Today you are going to work with an adult at home to create a timeline of your life.
2. Take a look at my timeline before you begin.
3. Work with mom or dad at home to look for pictures of important stages of your life (example: the day you were born, your
first birthday party, your first day of kindergarten, etc).
4. Use the :camera: to take a picture of these photos to add them to the Seesaw activity. I would like you to add 4 photos.
Make sure your photos are in order to show how you grew from a baby to a kindergartener.
** Note: if you do not have photos at home, you may draw pictures to show 4 important stages of your life.
5. Use the :label: tool to write about each picture or tap the :mic: and record yourself explaining the pictures you added to
your timeline.
Yesterday, Today, Tomorrow

Toddle Support

2. Draw a picture of something you did yesterday, something you did today, and something you will do tomorrow. Look at
my teacher example if you need help.
** Make sure you take your time with each picture and show detail in your work.
Assessing Prior Knowledge: Where We Are In Place and Time
Toddle Support
Telling Time
Toddle Support

2. Color the clock however you choose.
3. Trace the words, " A clock is a tool that helps me tell time."
4. Tap the :mic: and record yourself telling me one place where there is a clock in your home.
Resources
Attachments
time tools
Instantly access 40,000 high-quality books for kids
PastorPresentCenter-1 (1)
PastorPresentCenter-1 (3)
Day 32 - Positional Words
MonsterPositionalWordsFreebie-1 (1)
Where is it?
map of my bedroom example
map key example
Me On The Map - Read Alond
Map Skills: A Key
social studies weekly maps
Me on the Map - Read Aloud
Seasons Song
seasons poem
MyFourSeasonsBookAScienceFREEBIE
Read National Geographic Readers: Storms on Epic
Kindergarten Forces in Nature

Grades: Kindergarten
How the world works : An inquiry into how humans use their understanding of scientific principles, the natural world and
its laws, the interaction between the natural world (physical and biological) and human societies.
Central Idea
Experimentation helps develop an understanding of scientific laws/principles
1. Force can change the motion of an object depending on its physical attributes
3. Pushes and pulls can have different strengths and directions
2. Sunlight warms Earth’s surfaces differently
Students will conduct an investigation to test how the shape of an object affects how it moves. Students will test a variety of
objects and collect various pieces of data. 1
Students will design their own “track” to test the movement of a marble over a certain distance with a unique path
(obstacles), and tools to increase speed. 1
Students will make observations to determine the warming effect of sunlight on different surfaces. 2
Students will design their own experiment using objects around the classroom to test what happens when a string is
attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding
and pushing on each other.3

Function, Responsibility, Connection
Function: Students will view the function of objects and how force can change the motion of an object depending on its
physical attributes. They will view machines that help people and discuss the functioning of them. They will view the motion,
speed, and strength of objects running into a wall of cups.
Responsibility: Students will look at harmful and helpful ways to use the sun's rays. They will protect an ice cube from the
sun's rays during a discussion of responsibilities. They will discuss responsibilities in caring for the Earth and using the
sun's rays.
Connection: Students will connect the force and speed of an object with the outcomes of the object coming into contact
with a solid structure. Experiments will focus on using cups and tennis balls.
• Force can change the motion of an object depending on its physical attributes (Function)
• Pushes and pulls can have different strengths and directions (Connection)
• Sunlight warms Earth’s surfaces (Responsibility)

What is force?
What makes things move?
How do things move?
What is gravity?
How do things stop moving?
What does the sun do for the earth?

Add student-generated questions to the wonder wall
1. Force can change the motion of an object depending on its physical attributes
2. Sunlight warms Earth’s surfaces differently
3. Pushes and pulls can have different strengths and directions
Students will change the shape of playdough to make it move in different ways (roll, slide, spin and back and forth)1
Students will create mini-houses in small groups and take turns trying to blow it down. This will help them understand how
force can cause a change in motion 1
Students will sort objects that are found in the sky and return back to earth from objects that stay in the sky and do not come
back to earth. 1
Students will sort harmful and helpful effects of the sun 2
Students will design and carry out a plan to create a shelter that will protect an ice cube from the sun using what they know
about how the sun warms surfaces differently. 2
Students will look at different objects to and determine if each is moved with a push or a pull and sort them into category 3
Force can change the motion of an object depending on its physical attributes (Function):
Students will complete a KWL chart for how things move
Students will change the shape of playdoh to make it move in different ways (roll, slide, spin and back and forth)
Students will create mini-houses in small groups and take turns trying to blow it down. This will help them understand how
force can cause a change in motion
Students will sort objects that are found in the sky and return back to earth from objects that stay in the sky and do not come
back to earth
Literacy: For Week 1 and Week 2, students will read books and learn vocabulary related to force and motion. This will help
them to understand how things move.
Pushes and pulls can have different strengths and directions (connection):
Students will look at different objects to and determine if each is moved with a push or a pull and sort them into category
Literacy: For Week 5 and Week 6, students will read books and learn vocabulary related to transportation. This will help
students understand the ways in which things move through push and pulls.
Sunlight warms Earth’s surfaces (form):

Students will sort harmful and helpful effects of the sun
Students will design and carry out a plan to create a shelter that will protect an ice cube from the sun using what they know
about how the sun warms surfaces differently.
Literacy: For Week 3 and Week 4, students will read books and learn vocabulary related to the sun and what it does.
Thinking skills
Creative thinking
Critical thinking
Thinking Skills-Students will consider various possible outcomes to experiments, take notes, discuss with partners, small
groups, and in a whole class about their thinking. They will evaluate and analyze evidence from observations of experiments.
Communication Skills-Students will communicate by listening to information (actively) participate in conversations.
Negotiate ideas and discuss other view points. They will be able to ask for clarification. They will communicate through
speech and writing/drawing.

Thinkers, Inquirers, Risk-takers
Risk-taker- Students will investigate and experiment as they use forces (push/push, gravity, temperature change due to
sunlight). They will explore machines and the write about how it can be used in daily life. They write about the machine they
would create and are encouraged to be risk-takers, writing more and creating a more complex invention.
Inquirer- Use of a wonder wall. Students will discuss bolders rolling down a hill and make predictions on what will happen.
Can the direction be changed, can the placement of the bolder be changed? After discussion, the class looked at various
outcomes based on their use of force to change the bolders direction.
Thinker- Students think creatively and critically to consider the effects of the suns on the Earth's surface at a park. They
consider areas of shade. They used a lamp to represent the sun and used white paper, red paper, plastic, and tin foil to
experience the affects of the 'sun' (lamp) light. They also considered mountains in the area and natural shade that may take
place.
Environment
All Investigations will take place in the classroom or outside the school in natural world.
Scope & Sequence

Science_NGSS
Motion and Stability: Forces and Interactions
• Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls
on the motion of an object.
• Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a
push or a pull.
Engineering Design
• Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to
solve a given problem.
• Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of
how each performs.
Others
Week 10: Brushing our Teeth and Low Impact Walking Workout.
Nicole Colligan
1. Name at least one fact from the video on brushing our teeth.
https: //youtu.be/XbxsdbisXzU
2. Low Impact Walking Workout.
https: //youtu.be/enYITYwvPAQ
3. Discuss the readings on changing ones perspective. F.A.I.L, E.N.D. & N.O.
Week 9: Sugar and the Brain/Dance workout.

Nicole Colligan
✔✔Write down one fact from the video and make sure you send your answer back to me in SeeSaw ✔✔
Gene Idziak is inviting you to a scheduled Zoom meeting.
Topic: Gene Idziak's Personal Meeting Room
Join Zoom Meeting
https: //grps-org.zoom.us/j/8116764684?pwd=Tm9rSUtzRUtKTURjblJSMDRIM3Q1dz09
Meeting ID: 811 676 4684
Passcode: pe2021
One tap mobile
+13017158592,,8116764684#,,,,*301791# US (Washington DC)
+13126266799,,8116764684#,,,,*301791# US (Chicago)
Dial by your location
+1 301 715 8592 US (Washington DC)
+1 312 626 6799 US (Chicago)
+1 929 205 6099 US (New York)
+1 253 215 8782 US (Tacoma)
+1 346 248 7799 US (Houston)
+1 669 900 6833 US (San Jose)
Meeting ID: 811 676 4684
Passcode: 301791
Find your local number: https: //grps-org.zoom.us/u/k6ZMBvrmq
Sugar and the Brain:
https: //youtu.be/NkY3KuahkqY
Workout # 2:
https: //youtu.be/A0dkwlrC6ok
Workout # 3
https: //youtu.be/SwLozf9odfw
Week 8: Sleep and the Brain & Low impact aerobics

Nicole Colligan
1. Name one activity that goes on in the brain while we sleep and how it impacts our learning.
2. Sleep and the brain video:
https: //youtu.be/CoCL0IB4u4g
3. Low impact aerobic dance workout:
https: //youtu.be/Lb50EMVf3mQ
How the World Works: Science Assessment

Nicole Colligan
1. Tap :add: to begin your science test.
2. On each page tap the :caption: button to listen to the directions on each page. You may also ask an adult at home to help
you read the directions on each page but remember this is a show what YOU know test. So mom and dad can't give you the
answers. If you aren't sure about a question, take your best guess!
3. When you are done with all 3 pages of your science test, click the green :check: when you are done.
Week 7: No School -Snow day

Nicole Colligan
Week 5: Nutrition and the Brain/ Shadow Boxing workout

Nicole Colligan
1. Nutrition and the Brain:
https: //youtu.be/xyQY8a-ng6g
2. Shadow boxing for beginners:
https: //youtu.be/SpsnBfV5RfU
3. Name at least one fact on the benefits of nutrition for the brain and post it in seesaw.
Week 6: Hydration and the brain and Jump rope workout.

Nicole Colligan
1. Dehydration and the Brain:

https: //youtu.be/9iMGFqMmUFs
2. Jumping rope workout:
3. In seesaw, you will need to name one benefit of water and one way to tell if your body is dehydrated.
Second Semester, Week 4. Fitness and the Brain

Nicole Colligan
1. This weeks Assignment: ✔ ✔
Name two activities you plan to complete everyday, to improve your brain health .
2. This weeks workout will be yoga. Students will need to log into seesaw, find the zoom link for PE class, and participate
live while in their classrooms or at home.
Second Semester, Week 3 Martin Luther King and workout.

Nicole Colligan
1. Class discussion on virtual PE while in the classroom. We will go over the expectations and how to stay safe.
2. Learn some new facts about Martin Luther King Jr.https: //youtu.be/ALQeX7IF
3. This weeks workout will take place in your classroom or at home. Make sure you have water, a safe area to workout in, and
take breaks when needed, especially if you are wearing a mask.
https: //app.sworkit.com/collections/kids-workouts/stand-up-and-move-for-kids/player/18
Semester 2 Week 2: Workout and Bucket filling video

Nicole Colligan
Semester 2 Week 2: Workout and Bucket filling video

1. Are you a bucket dipper or a bucket filler? Lets watch the video to find out what this term means.
https: //youtu.be/3EuemNAo6XE
2. If you can, remember to go outside and play and have some fun! Here is this weeks exercise challenge:
https: //youtu.be/ZikhoitcvKo
3. To complete this assignment, make sure you respond to me when you a finished. This week, you give me an example of
how you filled someone's bucket.
Second Semester, Week 1- Integrity video and fitness workout

Nicole Colligan
1. Integrity- doing the right thing, even when no one is watching. Watch this short video on integrity and think about what
you would do if you found a pair of glasses or a $20.00 dollar bill. https: //youtu.be/UqNA6XSmyiU
2. Watch this video for direction on how to get to this weeks workout. https: //drive.google.com/file/d/1wp4Mo-
WeivlzRFlVYdDPIy_TcSx7o0oB/view
3. Workout Agility video: https: //app.sworkit.com/collections/kids-workouts/quick-burst-energy-release-for-kids
4. When you complete this workout you can respond with a short answer explaining what integrity means to you and or
explain what you would do, if you found a $20.00 dollar bill.
Sunlight, Heat, and Earth's Surface

Nicole Colligan
Sunlight, warming, and engineering

Nicole Colligan
How could you invent a trap?

Nicole Colligan
Gravity
Nicole Colligan
Today we will be learning about gravity. Remember gravity is the force that brings objects down to Earth.
1. Click on the :link: to listen to a story about gravity.
2. Click on the :plus: to open the activity.
3. Look at the example and listen to the directions.
4. Test the force of gravity on two objects of different weight.
5. Take a picture of your two objects and post them in the activity.
6. Click on the :mic: to record what happened.
* which object dropped to the ground faster/slower?
*why do you think that happened?
7. Click on the :check: when you are finished.
Pushes and Pulls

Nicole Colligan
1. Watch the video about pushes and pulls.

2. Click on :add: to begin the activity.
3. Look at each picture. Does it show Push or Pull?
4. Use the :move: tool to drag the picture to the correct box.
5. Click the :check: to add it to your journal.
Direction of Motion & Engineering

Nicole Colligan
2. Complete the sentence "something I pull is..." by writing a word to tell something you might pull. Draw a picture below to
show the word you chose.
3. Complete the sentence "something I push is..." by writing a word to tell something you might push. Draw a picture below
to show the word you chose.
Speed and Direction of Force

Nicole Colligan
2. The first picture shows a player hitting the ball. Circle the correct words below the drawing. Does the bat push or pull the
ball? Does the ball change direction or stop moving after its been hit?
3. The second picture shows a player catching the ball. Circle the correct words below the drawing. Does the ball push or
pull the glove? Does the ball change direction or stop moving once it's been caught?
Motion, Speed, and Strength

Nicole Colligan

2. Draw a picture of a wrecking ball doing work.
3. Complete the sentence "The ball will hit the wall harder if..."
Machines Day 2
Nicole Colligan

2. Draw your favorite big machine doing work.
3. Next, finish the sentence, "My machine is called a..." by writing the name of the machine you drew.
4. Then circle the work word to tell what your machine does, you can choose from the words, push, tilt, spin, lift, dig, or pull.
You may also add your own work word if it's not listed.
Machines
Nicole Colligan
2. Circle the machines that spin. (hint: there are more than one.)
3. Complete the sentence. "machines help humans..." Think about how machines help us.
Motion words
Nicole Colligan
1. Review the circle chart we created in class yesterday that asks the question: How do things move?
3. Match the pictures to each movement word. Think about how each object moves. Draw a line to match.
4. Click the green check when you are done.
How do things move?

Nicole Colligan
Ask students the question, "how do things move?" Write student responses on circle chart.
Untitled
Nicole Colligan
Resources
Attachments
How could you walk barefoot across hot pavement without burning your feet?
How could you warm up a frozen playground?
How could you invent a trap?
Pushing and Pulling: What is the Difference? | Force and Energy for Kids | Kids Academy
What’s the biggest excavator?
Why do builders need so many big machines?
How can you knock down a wall made of concrete?
How can you knock down the most bowling pins?
How can we protect a mountain town from falling rocks?
Kindergarten Systems (Economic and Government)

Subject focus: Social Studies, Mathematics, English, Science_NGSS, Science
How we organize ourselves : An inquiry into societal decision-making, economic activities and their impact on humankind
and the environment.
Central Idea
Systems help society
1. Understanding Economic Activity
2. American Flag as a symbol
3. Fair decision making

Work in small groups to sort pictures of goods and services to create a t-chart poster 1
Draw a picture that demonstrates a fair trade 1
Students complete a writing activity to create their own laws. 2
Students participate in a ‘great cookie election’ voting on their favorite cookies. 3

Form, Perspective, Connection
Form: Understanding Economic Activity (form)- Students explore the types of economic activity. How the community
usesgoods/services and the interaction of payment for them.
Perspective: Fair decision making (perspective)- The students view rules and laws. Why we have laws and fair ways to
interact and live in our community. How we make decisions based on compromise and opinions. Students will write an
opinion piece.
Connection: Principles of American Democracy (connection)- looking at the American flag and symbols (including money).
Why we have them and when they became important.
• Understanding Economic Activity (form)
• Principles of American Democracy (connection)
• Fair decision making (perspective)

What are goods? What are services?
How do goods and services help us get what we want?
What is trade?
What is the difference between a good trade and a bad trade?
What does the American flag represent?
Which US symbols are important to Americans and why? What is the history behind them?
What is the difference between a rule and a law?
Explain why people do not have the right to do whatever they want. (promote fairness, ensure common good, maintain
safety)
What are some fair ways for groups to make decisions?
Provocation: Teacher will lay objects/pictures on a table and students decide if they are goods or services. They will do this
with trades to discuss if they are fair trades or not.

Lines of Inquiry:
1. Understanding Economic Activity
2. American Flag as a symbol
3. Fair decision making
Description of Assessment (with colors or key to show connections to lines of inquiry)
Whole group Sorting activities of good and services 1
Service worker writing activity 1
Identify the American flag out of a collection of flags from multiple countries. 2
Whole group and individual sorting activities between rules and laws 2
Students complete a ballot and submit votes 3
Students go through the process of counting votes and discussing fair outcomes 3
Understanding Economic Activity (form)
Goods and Services - identify what goods and services are, complete whole group sorting activities to demonstrate the
differences between them.
Interview several service workers (West Michigan Janitorial workers (kitchen and janitorial staff) about their jobs and how
they provide help to others. Complete a service worker writing activity.
Trade- View an online video about trade that are specific for kindergarten
Have a group discussion about the difference between a good trade and a bad trade, teacher examples with be provided
Literacy: For Week 1 and Week 2, students will read books and learn vocabulary related to economic wants that help to
distinguish between goods and services that fulfill those wants, and recognize exchanges in which they participate.
Principles of American Democracy (connection)

American Flag- Students will view the American flag, color a picture of the American flag, learn the history behind how the
first American flag was made by Betsy Ross, and identify the American flag out of other country’s flags
Laws- Complete whole group and individual sorting activities between rules and laws, complete a writing activity that has
students create their own laws
Literacy: For week 3 and 4, students will read books and learn vocabulary related to understanding explore different aspects
of american democracy and symbols that represent ideals of our nation such as the American flag and presidents .
Fair decision making (perspective)

Voting- Learn about the process of voting, each student will fill out a ballot and turn it into the ballot box, votes will be
counted and announced.
The great cookie election- students write an opinion piece about their favorite kind of cookie and why it is the best
Literacy: For week 5 and 6, students will read books and learn vocabulary related to rights that have limits and are introduced
to the concept of fairness in making group decisions.
Social skills
Interpersonal relationships, social and emotional intelligence
• Interpersonal relationships - Play cooperatively in a group: sharing, taking turns
• Social and emotional intelligence - Be aware of own and others’ emotions
• Interpersonal relationships - Practise empathy and care for others
• Interpersonal relationships - Be respectful to others
• Social and emotional intelligence - Be aware of own and others’ impact as a member of a learning group
• Interpersonal relationships - Listen closely to others
• Interpersonal relationships - Help others
• Social and emotional intelligence - Manage anger and resolve conflict
• Social and emotional intelligence - Be self and socially aware
symbols and sounds
Social Skills-Students will work together, listen to others with respect during decision making and group work, learn to
compromise.
Communication Skills-Students will communicate by participating in comversations, negotiate their ideas, and express
themselves using opinion writing and verbal discussion.

Balanced, Reflective, Knowledgeable
Knowledgeable- Students will explore many systems of society (fair trade, goods/services, how a Democratic system works,
and the use of and importance of symbols in society).
Reflective- Students will reflect on their own choices and the choices of others. How they do or don't follow the rules and
laws, and why they are needed to have a safe community.
Balanced- explore the fact that we have freedoms, but to ensure safety and an orderly society we limit our freedoms for the
good of others (example: driving fast).
Environment
Classroom: wonder wall, trade and voting related to classroom policy, use of pretend money to earn rewards/caught for
goods.
Local School/Community: Interviews with service workers possibly on zoom.
Scope & Sequence

Social Studies
Civics And Government
• Democratic Values and Constitutional Principles of American Government
— K-C2.0.3 - Describe fair ways for groups to make decisions.
— K-C2.0.2 - Explain why people do not have the right to do whatever they want.
— K-C2.0.1 - Identify the American flag as an important symbol of the United States.
Economics
• Market Economy
— K-E1.0.2 - Distinguish between goods and services.
— K-E1.0.1 - Describe economic wants they have experienced.
— K-E1.0.3 - Recognize situations in which people trade.
Others
How We Organize Ourselves Assessment
Toddle Support
1. Tap :add: to begin your social studies test.
2. On each page tap the :caption: button to listen to the directions. You may also ask an adult at home to help you read the
directions on each page but remember this is a show what YOU know test. So mom and dad can't give you the answers. If
you aren't sure about a question, take your best guess!
3. When you are done with all 5 pages of your social studies test, click the green :check: !
Duck for President

Toddle Support
1. Tap the :link: to watch the read-aloud :video: for the story, "Duck for President."
2. After reading the story, tap :add: to begin the activity
3. On page 1, use the :pen: or :pencil: to circle who you would vote to be President.
4. On page 2, finish the sentence by telling me your opinion of who should be president and why. Give at least one reason.
5. Tap the :mic: and record yourself reading what you wrote.
I Voted
Toddle Support
1. Press play to watch the read-aloud video for the story, "I Voted".
2. Click :add: to begin the activity.
3. Vote on each page by circling what choice you like better. Make sure you do all 8 pages.
4. Click the green :check: when are done!
I Can Vote
Toddle Support
2. Click play to watch the video on page 1 of this activity. As you are watching think about this question, "what does it mean
to vote?"
3. On page 2, click play to hear the directions for voting. When you are done, go to page 3!
4. On page 3, vote for your favorite lunch. Only choose 1 lunch choice on the voters ballot.
Presidents
Toddle Support
1. Tap the :link: to learn about the president's job!
2. I want you to imagine that you are the president of the United States. What would you do if you were president? What
laws would you make?
3. Complete the activity by writing at least one thing you would do if you were president.
Rules vs. Laws

Toddle Support
1. Tap the :link: to watch the video about rules and laws in communities
2. Think about the question: "what is the difference between a rule and a law?"
3. Complete the 2 page activity for this assignment
Symbols of the USA

Toddle Support
1. Tap the :link: to listen to the book, "Symbols of the USA."

2. Look at the example KWL chart that I filled out. Tap the :caption: button to the listen to the directions.
3. Then complete your own KWL (know, wonder, learned) chart on page 2. Try to add at least 2 things to each column to tell
what you already knew about American symbols, what you wonder about American symbols, and what you learned about
American symbols.
4. Click on the green :check: when you are done!
The United States Flag

Toddle Support
1. Tap the :link: to listen to the book about the United States Flag.
2. On page 1, circle the American flag.
3. On page 2, use the colors red, white, and blue to color the flag.
What is Money?
Toddle Support
1. Tap the :link: to read the book, "What is Money?"

2. Tap the :link: to listen to Jack Hartman's money song.
3. Draw lines to match the coin to the correct name. I already matched one up for you!
Goods and Services: Thank a Service Worker

Toddle Support
1. Tap the :link: to read "Goods or Services" on Epic!
3. Create a thank you note for a service worker. Remember a service worker is someone we pay to do something for us. For
example, a dentist, a cook, a hair stylist, or a mailman! All of these are service workers.
4. You can use any of the Seesaw tools to create your thank you note. Get creative! You can draw a picture of the service
worker, write words, or even record your voice to say thank you.
5. When you are done with your thank you note click the green :check:
Introduction to unit: How we Organize Ourselves

Toddle Support
Trade
Toddle Support
1. On page one of the example, click on the :caption: to here my directions. Then you will tap the :link: to watch the video
about trading. As you are watching I want you to think about these questions:
-What do the kids trade each other?
-Why are they trading?
-Do you think the trades they made were good or bad trades?
When you are done watching the video, go to the next page to learn more about trade!
2. On pages 2 and 3 of my example, tap the :caption: button to learn more about trade and the difference between a good
trade and a bad trade.
3. Now you are ready to start the activity. For your activity, I want you to give me one example of a trade that you have made.
You can show me the trade you made using pictures or words.
4. Next, I want you to tap on the :mic: and record yourself telling me what trade you made and if it was a good or a bad trade.
Goods and Services

Toddle Support
1. Tap the :link: to watch the video about goods as services.
2. Click :add: to begin the activity.
3. Look at each picture. Decide if the picture is a good or a service. Remember, a good is something that can be held or
touched. A service is something people do for someone else. Use the :move: tool to drag the pictures into the correct box to
tell if it is a good or a service.
Resources
Attachments
Unit 5 How We Organize Ourselves Assessment

🇺🇸 Kids Book Read Aloud: DUCK FOR PRESIDENT by Doreen Cronin and Betsy Lewin
I Voted
Sesame Street: Steve Carrell - Vote
President of United States Job | Candidates and Responsibility | Kids Academy
Rules and Laws - Exploring Communities on Harmony Square
kwl example
Symbols of the United States | Facts about the U.S. | Made by Red Cat Reading
The United States Flag | Curious Kids | Fun Facts for Kids | Made by Red Cat Reading
The Money Song | Penny, Nickel, Dime, Quarter | Jack Hartmann
Read What Is Money? on Epic
Read Goods or Services? on Epic

trade 3
Screenshot 2021-03-10 105839
IMG_5641
IMG_5641
trade 2
trade
Let’s Trade | Everyday Learning | PBS LearningMedia
Goods & Services
Kindergarten Problem Solving using Patterns

Subject focus: Social Studies, Mathematics, English, Science_NGSS, Science
How we express ourselves : An inquiry into the ways in which we discover and express ideas, feelings, nature, culture,
beliefs and values.
Central Idea
People form opinions based on patterns
Lines of Inquiry:
Use patterns to identify a problem
Collect data based on observations
State an opinion with support of evidence
Students will identify a problem in the classroom and work in small groups to develop possible solutions in a poster format.
1
Students will use a bar graph to represent ongoing observations of problems occurring within our classroom. 1, 2
Students will write an opinion piece about a problem in our school community and use evidence to support their ideas. 3

Perspective, Causation, Responsibility
Perspective: State an opinion with support of evidence (perspective)- Students will analyze the data collected and possible
solutions. They will share their opinions with classmates.
Causation: Collect data based on observations (causation)- Students will choose a problem that is occuring within the
classroom and record data around the problem. They will make observations and determine the causes, implications, and
consider ways to solve the problem.
Responsibility: Use patterns to identify a problem (responsibility)- Students discuss problems within the school and
classroom.
• Use patterns to identify a problem (responsibility))
• Collect data based on observations (causation)
• State an opinion with support of evidence (perspective)

What is a problem in our school community? Why is it a problem?
Who is affected by these problems?
How can we develop solutions for issues within our school community?
In what ways can we collect data through observations of an issue?
How can we represent our data in a way that makes sense?
What is an opinion?
How can we use information about problems in the community to develop our own opinions?
How can we use evidence to support our opinions?

Lines of Inquiry:
1. Use patterns to identify a problem
2. Collect data based on observations
3. State an opinion with support of evidence
Description of Assessment (with colors or key to show connections to lines of inquiry)Students will participate in a
discussion about problems within our classroom and generate a list in a whole group setting. 1
Students will be shown a variety of pictures of problems at school. Students will explain the problem and brainstorm
solutions. 1
Students will watch a video exemplifying different problems in the community and students must identify the problem and
discuss a solution 1
Students will keep an ongoing tally of problems present within our classroom using the list from week 1 and 2. 2
Students will practice tallying and graphing information for a variety of topics. 2
Students will be exposed to a variety of different questions that require them to share their opinion based on several options.
Students post sticky notes under their preferred choice 3
Students will write opinion pieces based on a variety of preference questions. 3
Identifying a Problem:
Students will participate in a discussion about problems within our classroom and generate a list in a whole group setting.
Students will choose a classroom problem and draw/write about this problem and a possible solution.
Students will identify other problems through photographs and videos and brainstorm solutions to them as a whole class.
Students investigated that there are problems throughout the world. =
Literacy: For Week 1 and Week 2, students will read books and learn vocabulary related to friendship and perseverance.
These stories will help them to understand different types of problems that can occur within the classroom.
Spanish: Students will be shown facial expressions in photographs. They will use Spanish vocabulary to identify the
expression shown in the photograph.
Collect Data:
Students will keep an ongoing tally of problems that are present within our classroom using the list from week 1 and 2. After
2 weeks, they will graph their data using a bar graph.
Literacy: For Week 3 and Week 4, students will read books and learn vocabulary related to the five senses and data
collection. These stories will help them to understand how to collect data through observation and how to represent it in an
organized format.
Math: Students will practice a tallying and graphing for a variety of topics.
Spanish: Students will create a bar graph as a class using Spanish vocabulary for feelings.
Opinions:
Students will be exposed to a variety of different questions that require them to share their opinion based on several options,
students will post sticky notes under their preferred choice.
Students will write opinion writing pieces based on preference questions.
Literacy: For Week 5 and Week 6, students will read books and learn vocabulary related to different opinions. These stories
will help them to understand different types of problems that can occur within the classroom or community.
Spanish Given certain situations, how would you feel (emphasis on Spanish vocabulary for describing emotions and
feelings). Reading stories in Spanish with topics based on feelings. Happy, Sad, angry, scared
Organization
States of mind
symbols and sounds
Self-management and communication skills-
Students will develop self-management and communication skills as they learn about problems within their school and
classroom community. They will be mindful of their ability to keep the learning community positive and distraction/problem
free. They will use strategies to problem solve when an issue arises. They will share responsibilities to come up with
solutions dueing problem solving.
They will interact with each other using the data that is collected on classroom/school issues. They will be respectful and
active listeners as well as participants in communication. They will negotiate ideas and share knowledge about the issues
with their peers and teachers. They will also focus on questions and statemtns, as well as how to share thier opinions durig
class discussions.

Open-minded, Inquirers, Communicators
Inquirers- Ask Questions and research problems and solutions within the classroom. They will use the wonder wall. They
will consider their actions and how they impact others in the learning community.
Open-Minded- We Respect Others and their ideas. They will collaborate with others to find solutions to problems. They will
be considerate and respectful of others opinions.
Communicators- We Share Our Ideas through classroom discussions, SeeSaw posts, written opinion pieces, and through
conversations with our families.
Environment
Observations will be done in the classroom environment to understand and develop solutions for classroom problems.
Pictures may be taken in the local community to exemplify real-world problems that people may face.
Scope & Sequence

Social Studies
Public Discourse, Decision Making, And Civic Par ticipation (P3, P4)
• Identifying and Analyzing Public Issues
— K-P3.1.2 - Use simple graphs to explain information about a classroom issue.
— K-P3.1.3 - Compare their viewpoint about a classroom issue with the viewpoint of another person.
— K-P3.1.1 - Identify classroom issues.
• Persuasive Communication About a Public Issue
— K-P3.3.1 - Express a position on a classroom issue.
Others
Opinion Writing (2 Days)
Toddle Support
How We Express Ourselves Assessment

Toddle Support
Five Senses
Toddle Support
Data Collection: Tally and Graph

Toddle Support
Classroom Problem Tally

Toddle Support
Problems in the Community/World

Toddle Support
Introduce Line of Inquiry 1: What is a problem?

Toddle Support
Students are asked, what is a problem? Students will share their ideas to write a definition for a problem. Students will share
ideas about problems that may occur within the classroom or school community. Students ideas are written down on chart
paper to be reviewed the next day.
Solutions to Classroom Problems

Toddle Support
Problems
Toddle Support
Resources
Attachments
Unit 3 How We Express Ourselves Assessment

Problems and Solutions
unnamed
Kindergarten Animal and Human Impact on Environments

Sharing the planet : An inquiry into rights and responsibilities in the struggle to share finite resources with other people and
with other living things, communities and the relationships within and between them.
Central Idea
Living things change the environment purposefully and naturally
Natural resources (change)
Students will choose a natural resource and write about its uses and importance.
Animal habitats (connection)
Students will work in small groups to choose an animal, research the animal’s characteristics, habitat, adaptations, and then
create a model of their animal in its habitat. This will be presented to the class,
Human impact with environments (causation)
Students will sort recyclable and reused items.

Change, Causation, Connection
Change: Natural resources (change)- Students will review the needs and wants of animals, plants, and humans. They
consider the ways that needs are met can impact hte environment. For example, when we use paper we have to cut down
trees to produce the paper.
Causation: Human impact on environments (causation)- Studetns investigate the impact humans have on the Earth with
water and air pollution. They discuss how to make positive impacts (Lorax, Earth Day acctivities) to promote picking up
trash, recycling, and conserving water and animals.
Connection: Animal habitats (connection)- Students build on the first line of inquiry, considering how they impact the
environment through the use of resources. They focus on how animals utilize the environment as their habitats (camaflouge,
animal chang.es, habitats).
• Natural resources (change)
• Animal habitats (connection)
• Human impact on environments (causation)

What are natural resources?
Why are natural resources important?
What can people do to protect environmental resources?
What is a habitat?
What are the different kinds of habitats?
How do plants and animals get their needs met in different habitats?
What Are Some Important Characteristics of Plants and Animals That Help Them Live in Their Environments?
How Do Plant and Animal Characteristics Help Them Live in Their Environment?
How Are Habitats Affected By Humans and Nature?
How can humans solve problems in their environments?
Provocation-Students and teacher create a circle chart with an underlying question for each line of inquiry. They review
vocabulary and post student responses. These then get rransferred to the wonder wall for further planning.

Lines of Inquiry:
Sorting activity identifying things that people need and want.
Discussion notes
Natural vs Manmade easy reader from pinterest

Flipbook (each day they complete a new part showing understanding of the habitats and what makes up a habitat--diet,
habitat, fast facts, and characteristics)
Draw a picture of their animal
Human impact with environments (causation)

Sorting activities with reuse, reduce, and recycle
Journal reflection on the Lorax
View and respond to video clips and photos of plastic in the oceans and pollution. The videos show the change over time in
a location.
Review what living things needs to survive (food, water, shelter, air) and how natural resources gives us these
Sorting activity identifying things that people need and want
Identify what natural resources are- make an anchor chart- and discuss how these are different from man-made- complete a
sorting activity
Discuss how different natural resources are used and why we need them

Literacy: weeks 1through 6 are focused on different animals, their habitats in which they live, and the special characteristics
they possess in order to live in their habitat
Complete animal research projects and create a model of its habitat (student choice)
Human impact on environments (causation)
Recycling Center employees visit the classroom to share about recycling and reducing waste.
Literacy unit: books about recycling (Lorax)
Repurposed materials to make bird feeders and display them on our playground
Sorting activities with reduce, reuse, recycle
Discovery Ed for whole-group research
Research skills
Media literacy
• Communicate information and ideas using a variety of media (as their skills progress)
• Draw connections among media resources
• Use media to communicate, share and connect with others
Information literacy
• Evaluating and communicating - Acknowledge sources, for example, from a book, movie or peer
• Formulating and planning - Ask or express through play questions that can be researched
• Synthesizing and interpreting - Sort and categorize information and materials; arrange into forms or order, for example,
with graphs, marks or symbols using emergent writing skills
• Evaluating and communicating - Notice relationships and patterns
• Data gathering and documenting - Record observations—drawing, charting, tallying—using emergent writing skills, when
possible, to write comments, annotate images, and so on
• Formulating and planning - Select information sources and digital tools
• Data gathering and documenting - Use all senses to observe and notice details
• Evaluating and communicating - Present information in a variety of modalities
• Synthesizing and interpreting - Analyse and interpret information
• Data gathering and documenting - Gather information from a variety of sources (people, places, materials, literature)
Organization
States of mind
Research skills- studetns will research animals as a whole class. A new animal each day from a different habitat. They reflect
on the animals habitats, characteristics, adaptations, and how they survive. At the end of the unit students use Epic to
research an animal of their choice and create a flipbook for their animal of choice.
Self-Management skills- Studetns will be mindful of their impact of the environment. They discuss recycling at home and
school, conserving food and resources, and helping the environment. They plant seeds as a class.

Risk-takers, Knowledgeable
Caring: Students will make a conscious effort to positively impact the earth by raising money for WWF (class civics project)
and through daily changes in their actions (recycling, reducing waste, planting plants/tree, etc)
Risk-takers: Students will work independently and cooperatively to conduct research on different animal habitats to learn
more about how living things rely on the environment and natural resources that the Earth provides.
Knowledgeable: Students will seek to learn more about humans global impact on the Earth's environment though air
pollution, water pollution, excessive waste, deforestations, etc.
Environment
Classroom: Students will display their bird feeders made of found materials on the school playground, animal research
projects will be displayed in the library.
Local/Community: Recycling center employee interview
Scope & Sequence

Science_NGSS
Ear th's Systems
• Construct an argument supported by evidence for how plants and animals (including humans) can change the
environment to meet their needs.
Ear th and Human Activity
• Use a model to represent the relationship between the needs of different plants or animals (including humans) and the
places they live.
• Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local
environment.
Engineering Design
• Ask questions, make observations, and gather information about a situation people want to change to define a simple
problem that can be solved through the development of a new or improved object or tool.
Social Studies
Public Discourse, Decision Making, And Civic Par ticipation (P3, P4)
• Civic Participation
— K-P4.2.1 - Develop and implement an action plan to address or inform others about a classroom issue.
— K-P4.2.2 - Participate in projects to help or inform others.
Others
Unit 6: Sharing the Planet Assessment
Toddle Support
Reflection Sharing the Planet

Toddle Support
Reflect on your learning during Sharing the Planet. Then thoughtfully complete the chart below.
Planting Flowers
Toddle Support
Review the Read aloud from yesterday and discuss how planting trees, flowers, plants can positively contribute to the
environment. Each student will plant a flower on the playground.
Heal the Earth: What can we do?

Toddle Support
Read aloud: Heal the Earth
Before reading- review concepts related to human impact on the environment and how negative implications can be the
result of our need for natural resources.
During reading- stop and discuss the different ways humans can positively contribute to the world in which we live in.
After- complete the coffee filter earth craft and have students complete the sentence "I can help heal the Earth by..."
Recycling
Toddle Support
Introduce the concept of recycling through a read aloud of "Why should I recycle?" Stop discuss the different types of
materials that can be recycled and the purpose of this. We will then work as a class to complete the recycle or trash sort.
Students will work independently to complete the "What can you recycle" worksheet by coloring the items that can be
recycled.
Homework: talk with mom or dad about recycling items around the house
Animal Research (Duration: 2 weeks)

Toddle Support
Over the duration of 2 weeks, students will be introduced to a new animal from different habitats each day (ex: tiger, frog,
penguin, shark). As a class, we will fill out a KWL chart about the animal. Prior to reading, students will be asked to share
what they already know about the animal and what they would like to learn more about. An informational text will be read as
a class, stopping to point out and discuss important facts related to the animal's diet, appearance, offspring, habitat, etc.
Given a teacher model, students then completed a writing activity and provide a fact they learned about the animal of the day.
At the end of the week students completed an animal research project of their choice and created a brochure identifying
important acharacteristics of the animal they chose.
Natural Resources Vs. Man-Made Resources

Toddle Support
Complete a sorting activity between natural vs. manmade resources
Natural Resources
Toddle Support
What does the Earth provide us?: Introduction to 1st Line of Inquiry
Toddle Support
Resources
Attachments
Seesaw
Heal The Earth
Recycle or Trash sort
WhatcanyourecycleworksheetFREEBIE-1 (1)
NaturalResourcesTreesWorksheet-1

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School: Sherwood Park Global Studies Academy School code: 060645

Kindergarten Choices and School Safety

Concepts & Lines of Inquiry

Questions & Provocations

Needs and Wants:

Learner Profile Attributes

Scope & Sequence

Week 1 Getting to know YOU!

Who We Are Science Assessment

Who We Are Social Studies Assessment

We have completed our first IB unit, Who We Are.

Phone Number and Address Practice

1. Tap on the :link: to watch the fire safety video.

Week 6 Community Helpers/Safety- Kinder wk 6

Week 5 Needs and Wants Chart Kinder wk 5

Community Safety Signs

Safety at School: Safety Drills

1. Tap the :add: button to begin the activity

1. Tap the :add: button to begin the activity.

Food, Water, or Shelter?

Needs and Wants-Scavenger Hunt

Wants and Needs Sort

Week 2 & 3 Rules at School

1. click the green :plus: to begin

Needs and Wants

Who We Are Pre-Assessment

1. Click the :add: button to begin the activity.

5 Class Rules (Whole Brain Teaching)

Essential Agreement (Classroom Promise)

1. Color the picture of the house using 3-star coloring

Kindergarten People and Places Change

Concepts & Lines of Inquiry

Questions & Provocations

Prior Knowledge and Skills

Maps document changes:

Location determins weather and seasonal changes:

Learner Profile Attributes

Scope & Sequence

Where We Are in Place and Time Science Assessment

1. Tap :add: to begin the activity.

Storms Research Project: 5 Day Lesson

1. Tap :add: to begin the activity.

1. Tap :add: to begin the activity.

The 4 Seasons and Weather

A Tree for All Seasons

1. Tap the :link: to listen to one of my favorite songs about seasons!

Week 5: Where We Are In Place In Time

Week 4 Where We Are In Place In Time

Week 2 Where We Are In Place In Time

Week 1: Where We Are In Place And Time

Me on the Map Flipbook

Create a Map of your Bedroom

1. Tap :add: to begin the activity.

1. Tap the :add: button to begin the activity.

Past or Present? Day 2

1. Tap the :add: button to begin the activity.

Yesterday, Today, Tomorrow

1. Tap :add: to begin the activity.

1. Tap :add: to begin the activity.

Kindergarten Forces in Nature

Concepts & Lines of Inquiry

Questions & Provocations

Prior Knowledge and Skills