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Unit Designers: Gloria, Brenda, Andrea, and Kathleen
Unit Title: Pumpkin, Pumpkin, Round & Fat!
Grade Level: PreK - Kindergarten:
PART I: BACKGROUND
Unit overview: The class is made up of 12 students, 7 boys and 5 girls. The school is located in an upper middle class suburb where most parents have attained a high level of education. Eighty-five percent of the student population is Caucasian, 8% Asian, 3% African American and 4% Latino. About 10% of the student body has identified special education needs. Two of the students in the current classroom have been identified with special needs.
Rationale:
A pumpkin unit fits well with the fall season and answers students curiosities about pumpkins. In the spirit of Halloween, many childrens families have pumpkins at home, so this is a relevant topic of conversation in the classroom. Given that children at this age are naturally inquisitive about their physical world, this unit affords a wealth of hands-on, inquiry-based, and student-driven learning opportunities. Likewise, a pumpkin unit is well-suited to state standards, being that such a theme naturally facilitates an integrated, cross-curricular unit of study.
Accommodations:
What specific accommodations must be in place for any student(s) with an IEP?
AJ and SL both utilize a visual schedule. AJ is also in the process of learning how to appropriately implement the Picture Exchange Communication System, commonly known as PECS.
What differentiated practices should be in place? Why?
AJ is a 3 year-old boy with ASD who displays awkward motor skills, has no words, and communicates by reaching and pointing. Although familiar with ten signs, AJ is unable to use them for purposeful communication, due to poor motor imitation skills. AJ often appears disengaged during classroom activities, but readily participates and displays enthusiasm for activities incorporating song and movement. Current goals include (1) increasing instances of joint attention and (2) joint activity routines, in addition to (3) learning appropriate use of the Picture Exchange System (PECS).
SL is a 5 year-old girl with ASD and Expressive and Receptive Language Disorder. Behavioral concerns have decreased, but continue to exist, namely in the way of tantrums. Although exhibiting difficulty when separating from parents, SL successfully interacts with her peers. She learns best through memory and repetition, and demonstrates strong pre-readiness skills , such as color, number, and letter identification. Delays have been noted in self-help skills, fine-motor coordination, and visual-motor skills. With limited strength in her hands, fine motor use is impeded. SL struggles with verbal cues and has difficulty maintaining attention for seated activities. SL benefits from choice and structure, demonstrates strong gross-motor skills, and displays an impressive memory. While displaying basic language-labeling skills, SL seldom incorporates verb tenses or subjects. She does not engage in sociodramatic play, share stories, or discuss past/ future events. Current goals include: (1) increasing vocabulary of objects, concepts, and procedures, (2) strengthening ability to recall and formulate sentences, and (3) decreasing tantrum occurrence.
In terms of differentiated practices in the classroom, choice of activities and timing will be provided to give children a sense of ownership and to promote classroom engagement. Sensory breaks will be included to aid in attention and self-regulation. Opportunities for dance and movement will also be integrated to appeal to students kinesthetic learning styles. Visual aids will be used in various activities to reinforce content/skills and to support verbal cuing. Modeling, positive reinforcement, behavior shaping, and scaffolding will also play a crucial role in instructional practice.
Topic: Pumpkins
Enduring Understandings (EU)
1. Living things, such as pumpkins,
grow in predictable ways, known as
life cycles.
2. Pumpkins require certain
resources in order to grow.
3. All pumpkins have recognizable
structures and features.
4.Pumpkins satisfy agricultural,
decorative, and consumptive
purposes.
Essential Questions (EQ)
1. Are pumpkins living things?
2. What do pumpkins need in order to grow?
3. What do all pumpkins have in common?
4.What purposes do pumpkins serve?
Content Standards by Centers:
Library:
COG 9: Understands and participates in conversations
EU Connection #4: Discuss how pumpkins serve decorative purposes outside (and inside!) our homes.
COG 11: Displays knowledge of books and print
EU Connections #s 1-4: The library is stocked with a variety of pumpkin books, so students will be able to explore all of the previously aforementioned EUs/ EQs throughout the week.
Writing:
PHY 2: Uses coordinated small muscle movements
EU Connection #3: Explore the physical features of pumpkins, while creating still-life representations.
Math:
COG 6: Relates number to quantity
EQ Connection #2: Generate similarities and differences re: common features associated with pumpkins.
Science:
COG 1: Engages in scientific inquiry
EQ Connections #s 1-2: Depict the life cycle of a pumpkin and determine essential resources for growth and survival.
Dramatic Play:
CRE 3: Represents experiences and fantasies in pretend play
EU Connection #4: Investigate the agricultural and consumptive purposes of pumpkins by running a farm stand.
Block Corner:
CRE 1: Builds and constructs to represent own ideas
EQ Connections #s 2/4: Examine pumpkins from an agricultural perspective, while identifying the resources necessary to sustain growth.
Key Content Knowledge by Center
Pre-assessments - to inform instruction at each center:
Modified K-W-L, known as a T-W-F-L chart
T - What do I think I know about pumpkins?
W - What do I want to learn OR wonder about pumpkins?
F - How might we find this information?
L - What did I learn?
Pumpkin Spider Diagram
Students brainstorm the physical characteristics of pumpkins
Library:
Students will know that...
Pumpkins are living things that need water, sunlight, soil, and air to grow.
Pumpkins serve a variety of purposes, including home decoration.
Writing:
Students will know that...
Pumpkins display a variety of physical properties.
Math:
Students will know that...
Pumpkins vary in size, namely length and width.
Science:
Students will know that...
Pumpkins begin as seeds that grow into sprouts. The sprouts develop into vines that bear flowers. These flowers grow into green pumpkins. Generally, the green pumpkins develop into orange pumpkins.
Pumpkins are living things that need water, sunlight, soil, and air to grow.
Dramatic Play...
Students will know that:
Pumpkins can be sold for profit at farm stands.
Families can use pumpkins to decorate their home and/or to cook various dishes.
Block Corner...
Students will know that:
Pumpkins serve agricultural purposes, so farmers must prepare their gardens to accommodate these fruits.Skill Acquisition by Center
Pre-assessments - to inform instruction at each center
Modified K-W-L, known as a T-W-F-L chart
F - How might we find this information?
(Relates to inquiry skills!)
Pumpkin Anchor Chart
The chart is separated into different sections on pumpkins, such as: appearance - size, color, shape, texture, growth patterns, and uses. This information, some of which may have already been included in the T-W-F-L chart, will help to set the tone for upcoming learning centers, while allowing the teacher to pre-assess students initial explanations and observations.
Checklists re: Print Awareness & Fine Motor Control
The teacher will informally assess students print awareness. Potential areas of observation include: orienting a book correctly,understanding that words are read from left to right and top to bottom, differentiating between pictures and print, identifying the location for the beginning and ending of a story, and using pictures to generate meaning.
Library:
Students will be able to...
Identify pumpkins as living things in conversation, and explain their decorative purpose.
Demonstrate book-handling skills.
Writing:
Students will be able to...
Discuss the properties of pumpkins and record written/ pictorial observations using a variety of writing instruments.
Math:
Students will be able to...
Compare pumpkins based on size, using nonstandard measurements to determine length and width.
Science:
Students will be able to...
Describe how pumpkins grow and what pumpkins need in order to grow.
Observe pumpkins, using their five senses and a hand lens.
Dramatic Play:
Students will be able to...
Model selling and purchasing behaviors at a farm stand.
Block Corner:
Students will be able to...
Model and describe the agricultural aspects of planting pumpkins.
PART II: ASSESSMENT
Combination Checklist - Rubric, Aligned with Performance Standards and Benchmarks
A checklist is supplied for each center, aligned with the previously selected performance standards, specifically designated for the center activity. To allow for a seamless assessment process, the benchmarks from CTs Preschool Assessment Framework are coupled with the standards. In doing so, the benchmarks serve as a purposeful, yet convenient rubric, encapsulating the gradations typical of each developmental milestone, in this mixed age classroom.
On each center-based checklist, an applicable standard will run across the top of the page, followed by the four corresponding benchmarks. A grid is also provided with separate boxes for each student. The teacher, then, checks off the appropriate benchmark for a particular student, and includes any pertinent anecdotal records in the space provided.
By the end of the week, the teacher will have an opportunity to circulate throughout the centers, supporting, extending, and shaping students understandings. Observations garnered from these interactions will become the basis for students benchmark assignments. Relationship Between Assessment Strategy and Unit Standards
In the spirit of UbDs Backwards Design, all performance standards were identified prior to developing the center activities. Consequently, the standards for the unit underscore the learning objective(s) for each center, and the checklists tie back to each of the standards represented within the center. Therefore, continuity between the unit plan, centers, and assessment practices is established, in order to secure performance data that is valid, meaningful, and robust.
Create the Rubric for use at the end of one week in each center.
Please see checklists below, with embedded rubrics. The boxes, running from left to right, represent a students placement along the continuum (i.e. benchmarks 1 to 4)
Library Center (1/2)
Performance Standard: COG 9 Understands and participates in conversations
Understands and makes verbal responses to commentsUnderstands and participates in a short conversational exchangeUnderstands and participates in an extended conversational exchangeUnderstands and participates in an extended conversational exchange about past and future events or experiences
1.2.3.4.
+ + + + + + + +
+ + + + + + + +
5 . 6 . 7 . 8 .
+ + + + + + + +
+ + + + + + + +
9 . 1 0 . 1 1 . 1 2 .
+ + + + + + + +
+ + + + + + + +
L i b r a r y Center (2/2)
Performance Standard: COG 11- Displays knowledge of books and print
Holds book and turns pages conventionallyKnows that pictures in book tell a storyUnderstands that the printed words in book convey the storyUnderstands that printed words in book are read left to right and top to bottom
1.2.3.4.
+ + + + + + + +
+ + + + + + + +
5 . 6 . 7 . 8 .
+ + + + + + + +
+ + + + + + + +
9 . 1 0 . 1 1 . 1 2 .
+ + + + + + + +
+ + + + + + + +
Writing Center (1/1)
Performance Standard: PHY 2 uses coordinated small-muscle movements
Uses fingers to take apart and put together small objectsUses eye-hand coordination to manipulate objects with increasing precisionUses eye-hand coordination to manipulate smaller objects with refined precisionUses opposing hand movements to manipulate materials, including cutting and drawing with control
1.2.3.4.
+ + + + + + + +
+ + + + + + + +
5 . 6 . 7 . 8 .
+ + + + + + + +
+ + + + + + + +
9 . 1 0 . 1 1 . 1 2 .
+ + + + + + + +
+ + + + + + + +
Math Center (1/1)
Performance Standard: COG 6- Relates number to quantity
Uses number-related vocabularyRote counts to 10 and uses number-related vocabulary with some accuracyCounts 10 to 20 objects and puts two groups of 5 to 10 objects in 1-to-1 correspondenceCounts 10 to 20 objects and identifies groups of objects with less, same or more
1.2.3.4.
+ + + + + + + +
+ + + + + + + +
5 . 6 . 7 . 8 .
+ + + + + + + +
+ + + + + + + +
9 . 1 0 . 1 1 . 1 2 .
+ + + + + + + +
+ + + + + + + +
Science Center (1/1)
Performance Standard: COG 1 - Engages in scientific inquiry
Observes or explores and notices effectsExperiments, observes and commentsExperiments, observes purposefully and describes how effects varyDescribes, predicts and plans for purposeful exploration or observation
1.2.3.4.
+ + + +
+ + + + + + + + + + + +
5 . 6 . 7 . 8 .
+ + + +
+ + + + + + + + + + + +
9 . 1 0 . 1 1 . 1 2 .
+ + + +
+ + + + + + + + + + + +
Dramatic Play Center (1/1)
Performance Standard: CRE 3- Represents experiences and fantasies in pretend play
Plays alone and imitates simple aspects of a role using realistic props and soundsEngages in parallel and associative play with peersEngages in cooperative role-play with peersEngages in extended, planned cooperative role-play with peers
1.2.3.4.
+ + + + + + + +
+ + + + + + + +
5 . 6 . 7 . 8 .
+ + + + + + + +
+ + + + + + + +
9 . 1 0 . 1 1 . 1 2 .
+ + + + + + + +
+ + + + + + + +
Block Center (1/1)
Performance Standard: CRE 1 builds and constructs to represent own ideas
Explores with sensory and building materials in repetitiveUses sensory and building materials with purposeCreates simple constructions to represent own ideasCreates elaborate constructions to represent own experiences, thoughts and ideas
1.2.3.4.
+ + + + + + + +
+ + + + + + + +
5 . 6 . 7 . 8 .
+ + + + + + + +
+ + + + + + + +
9 . 1 0 . 1 1 . 1 2 .
+ + + + + + + +
+ + + + + + + +
Part III: The Center-Based Classroom
Classroom Environment
The classroom is separated into six different centers: library, writing, math, science, dramatic play and blocks. The centers will engage and promote independent and social learning, supporting the childs developmental domains. The children are allotted time for free-choice to move and explore in all areas. The Library center is labeled library with a chart showing two spaces allowing two friends to visit at a time. It is a comfy, cozy place that is well defined by a soft fuzzy rug and furniture, located in a quiet area of the classroom. The library center has calming pictures of artwork hanging on the walls, as well as other childrens artwork, big soft body pillows, and a soft couch. The library center has big books and a bookshelf with books of various sizes and topics, and a basket labeled All about Pumpkins that has books specifically related to the theme about pumpkins. It also includes an I-pad with stories related to pumpkins loaded onto it and comprehension wands.
The Writing center is labeled writing with a chart showing four spaces, allowing four friends to visit at a time. The writing center is an area that is near the library center, where focusing as well as socialization should occur. The writing area has one round table with four chairs. In the middle of the table sits a vocabulary card holder that contains words represented with the pumpkin theme and several pumpkins of various shapes and sizes. This allows children the opportunity to say, discuss and write about the words they will hear frequently over the next seven to ten days. The two shelves that sit near the writing table have a basket of the childrens daily writing journals and a basket of the childrens name cards for tracing, writing, and name recognition. Name cards are also used, by allowing children who are not finished with their work to place their name card on their work to save it for later, or the next day. The writing center has a few paper trays that have various types of paper, such as white drawing paper, picture-story paper and lined paper. There are several baskets for writing utensils, such as crayons, markers, chalk, colored pencils and regular pencils. The shelf has plastic shape stencils and cardboard cut outs stencils of pumpkins, leaves and acorns. There are other various writing props included on the shelf, such as envelopes, stamps, stickers, ink pads and stamps, alphabet cards, sandpaper letters, calendars, catalogues, notepads, clipboards, stapler, scissors, colorful art tape, yarn and different styles of hole punchers for making books. On another shelf, there are dry erase boards and an etch-a-sketch for fine motor practice.
The Math center is labeled math with a chart showing four spaces, allowing four friends to visit at a time. It is well defined by shelves and a magnet board that has numbers and mathematical symbols in a container at the bottom of the magnet board, and a dry erase board on the other side. The shelves have math and geometrical books as well as a few clipboards, paper and pencils, on top of the shelf, for exploratory writing or counting things made by the children. In each shelf space, there are hands on counting activities and corresponding objects that begin with smaller numbers from 0-5, then progressing to higher numbers from 0-10, 1-15, 0-20 and up to 100. There are activities for adding, subtracting and patterning. There are multi-colored connecting cubes and number/picture matching cards. There is a scale, a large childs measuring tape, number puzzles, and numbers 1-10 size gradation activities. The higher counting number activities are for children who are ready for higher numbers and counting. There is an anchor chart with specific sections for predictions and results. Three pumpkins of different sizes sit on top of the shelf.
The Science center is located next to the math center and must also be next to a window for experiments, planting and creative science creations. It has interesting, real-life pictures of animals, plants and the seasons on the walls. The science center is labeled science with a chart showing three spaces, allowing three friends to visit at a time. The science area has two shelves, a table with three chairs and a small table. On the small table, is the classroom fish, the worm habitat and the freshly planted pumpkins seeds that sit, growing in small containers by the window. The science area has science books related to fall, pumpkins and animals placed throughout. There is also a tray with paper, clip boards, and markers to promote drawing and writing through science inquiries. There are plastic animals on a shelf, with pictures showing the animals habitat, that children can match. There is a scale with small bears for counting and measuring. There are colored bottles for students to shake, mix and explore. Insects have been placed in clear framed boxes for students to observe. There are magnifying glasses and two pumpkins, one of which has been cut open. There is a pocket chart with real life images, documenting each stage of a pumpkins life cycle and sentence strips with brief explanations of each stage. There is a bag of soil, a watering can, pumpkin seeds and a small shovel for planting.
The Dramatic play center is located next to the block center. It is an area with a higher volume of noise level and supports childrens language and socialization skills. The Dramatic play center is labeled dramatic play with a chart showing four spaces, allowing four friends to visit at a time. The dramatic play center changes according to the theme, and the children help create a name for the theme area. It has a small table for the four friends, kitchen appliances, a rug, kitchen curtains and a matching table cloth, allowing it to look like a home. The small table has a vase with flowers on it, table mats, napkins, pepper and a salt shaker. The dramatic play area has various dolls of sizes, color and hair texture. It has baby supplies, food, dishes, a doctors kit, jewelry, dress up clothing, shoes, dishes and a telephone to allow a childs experience to become real, fun and inviting. There are props added in for the pumpkin theme such as: denim overalls and shirts, work gloves, straw hats, money pouches, s set of pumpkins and other play fruits and vegetables, baskets, scale, cash register, clipboards, adhesive tags, and baking supplies.
The Block center is labeled blocks with a chart showing four spaces that allow four friends to visit at a time. It is well defined by four long shelves and a very large cushioned rug, complete with the classrooms musical equipment, graphic organizers, and a small pillow for the teacher to sit on. This is a very large area that is also shared by the classroom for meetings and learning activities, songs as well as dance and large motor movement. During free-choice time or small group learning activities, children construct various types of buildings, structures and scenes using freedom of choice decisions to construct or play. To support childrens play in the block center, it has various automobiles, trucks and other forms of transportation of various sizes and colors, placed on the bottom of the shelf. Next to it, on another shelf, are many different styles of blocks. There are large wooden hollow blocks of various sizes and widths, regular wooden building blocks of many sizes and shapes, soft and quiet colorful blocks and the cardboard brick blocks. Another shelf has a large container of train tracks, trains, community figurines and people. The shelves also have a basket of community people, floor puzzles, Lincoln logs, and other various large manipulatives that are constructed better on the floor, in the block center, rather than on a table. Mini wheel barrels, blocks covered with orange paper to represent pumpkins, tractors, wagons, fences, watering cans and hoses are added to promote the pumpkin theme.
Center Management - Traveling
Students are assigned a card with a picture of their face attached, and a strip of Velcro on the back. Each center will have a predetermined number of students allowed at any one time. To ensure that students do not exceed the maximum occupancy, each center will also have a board with a predetermined number of Velcro spaces for the students to place their face cards on. At the beginning of center time, the students will decide which center to start at, by looking to see which center has open spaces on the face chart. Students may change their center when they want. The teacher will have a skill checklist to monitor student learning at the centers.
Center Management - Introductions
At the beginning of the week, students will join the teacher on a tour of the classroom centers. The teacher will introduce the activity, model appropriate use of supplies, including clean-up procedures, and discuss directions applicable to each center. With this information, students will be able to (a) select a center of their choice and (b) successfully navigate the center activity, with minimal guidance from the teacher. It is important to note that school has been underway for the past six to seven weeks, so the teacher has already introduced students to each of the previously aforementioned centers, in the context of earlier thematic units. As best practice dictates, new centers were strategically added during the first few weeks of the school year, to ensure for sufficient modeling and guided practice.
Center Snapshots:
Essential questions, Main Objective, Key Learning Activities/Strategies, and Teacher Questions
LibraryWritingMathScienceDramatic PlayBlock AreaEssential QuestionAre pumpkins living things?What purposes do pumpkins serve? What do all pumpkins have in common?Are pumpkins living things?
What do pumpkins need in order to grow?What purposes do pumpkin serve?What do pumpkin need in order to grow?
What purposes do pumpkins serve?Main Objective1) Demonstrate print awareness and book handling skills (COG 11)
2) Identify pumpkins as living things that may serve decorative purposes, in group conversation
(COG 9)1) Discuss the properties of pumpkins and record written/ pictorial observations using a variety of writing instruments
(PHY 2)1) Compare pumpkins based on size, using nonstandard measurements to determine length and width
(COG 6)1) Describe how pumpkins grow and what pumpkins need in order to grow.
(COG 1)
2)Observe pumpkins, using the five senses and a hand lens.
(COG 1)1) Model selling and purchasing behaviors at a farm stand.
(CRE 3)
1) Model and describe the agricultural aspects of planting pumpkins.
(CRE 1)Activities/ StrategiesStudents read and explore books individually, in small groups, or within the context of a teacher read-aloud, supported by pre-reading/ post-reading comprehension questionsA variety of pumpkins are displayed for exploration. Students are invited to use any materials in the writing center to create still life representations. Written descriptions, authored by the students or dictated to the teacher, accompany students illustrations.Students (1) generate predictions for how tall and wide they think each of the 3 pumpkins will be in cubes, (2) use nonstandard measurement tools to determine the width and height of each, and (3) with the teachers help, create a prediction/result anchor chart.Students (1) observe the outside (and inside!) of a pumpkin, using their five senses, (2) revisit the book, Seed, Sprout, Pumpkin Pie (located in the classroom library) to identify the stages of pumpkin growth, (3) sequence the life cycle of a pumpkin using pictures and sentence cards, and (4) plant pumpkin seeds inside of a hollow pumpkin.The dramatic play corner will be transformed into a farmers market, where students practice selling, purchasing, and even baking pumpkins, among other fruits and vegetables. Periodically, the teacher will visit the dramatic play corner to facilitate and extend students learning, by asking questions.Students will design a farm where pumpkins are grown, taking care to provide all of the essentials for healthy growth! Periodically, the teacher will visit this area to facilitate and extend students learning, by asking questions. MaterialsThe following titles will be available in the library:
Ready for Pumpkins
Pumpkin Day
The Biggest Pumpkin Ever
Pattys Pumpkin Patch
Pumpkin People
A Mystery Vine
The Pumpkin Fair
Big Pumpkin
Pumpkin Jack
The Vanishing Pumpkin
Pumpkin Eye
Jeb Scarecrows Pumpkin Patch
Pumpkin Pumpkin
Seed, Sprout, Pumpkin Pie
I-pad with e-books The Littlest Pumpkin and Pumpkin
Comprehension wands with 5W questions relating to plot, characters, setting, problem, and solution
Everyday Materials
Writing Tools
crayons
markers
pencils
colored pencils
chalk
Writing Materials
Vocabulary on a ring with thematic sight words to encourage writing connections from the literature
alphabet cards
paper in a variety of sizes, colors, textures (lined and unlined)
Writing Enhancers
stencils
sandpaper letters
wipe off boards and markers
rubber stamps
Real and Found Materials
calenders
catalogues
envelopes
notepads
Other Resources
students composition notebooks
clipboards
hole punch
mini stapler
scissors
tape
stickers
Thematic Specific Materials
pumpkins of various shapes, sizes, and colors(1) anchor chart with specific sections for predictions & results
(2) 3 pumpkins of different sizes
(3) multi-colored connecting cubes
(4) Number/ picture matching cardsPumpkin Observations
(1) 2 magnifying glasses
(2) 2 pumpkins (1 of which has been cut open)
Life Cycle Chart
(1) Book, Seed, Sprout, Pumpkin Pie
(2) real-life images documenting each stage of development
(3) sentence strips with brief explanations of each stage
(4) pocket chart - if available
Pumpkin Planting
(1) 3 hallow pumpkins
(2) 2 bags of soil
(3) 1 watering can
(4) pumpkin seeds, pre- soaked evening prior
(5) 1 small shovel Clothing
(1) denim overalls and shirts
(2) work gloves
(3) straw hats
(4) money pouches/ aprons
Sets
(1) small table
(2) wooden crates
(3) umbrella
(4) play stove from kitchen
Additional Supplies
(1) set of pumpkins & a variety of play fruits and vegetables
(2) multiple baskets to display produce
(3) scale
(4) cash register/ money
(5) clipboards, paper, and adhesive tags, so children can create signs and assign prices
(b) baking supplies - bowls, spoons, trays In addition to the collection of blocks already housed in this center, the following will also be available to spur creativity:
(1) mini wheel barrows
(2) blocks covered with orange paper to represent pumpkins
(3) orange tissue paper for students to form their own pumpkins
(4) tractors, wagons, fences
(5) watering cans, hoses Sample Teacher QuestionsWhat did we learn about pumpkins in this book?
Do you have pumpkins at your house? Why?
Do you think pumpkins are living things? How do you know that?What do you notice about the pumpkins? Does anything surprise you about these pumpkins?
Can you describe your illustration to me?
What are you writing? Lets try and stretch that word our together!What do you notice is similar among all of the pumpkins?
How are the pumpkins different?
Who can remind us what a prediction is? (Term discussed in prior lesson.)
How tall/wide, in cubes, do you predict this pumpkin will be?
Can you show me how to line up the cubes in order to measure the pumpkins height?
Where do we start counting?
How close were our predictions to the results?
Use your eyes to observe the pumpkins...what do you see?
What sound does the pumpkin make when you knock on it?
How does the pumpkin feel?
What part of the pumpkin is hard? Soft?
What does the pumpkin smell like? What might that smell remind you of?
Does anyone remember how a pumpkin starts out? What happens next? (Use sequencing terms: first, then, next, last...)
What do you think a pumpkin needs to grow?
Do you think we can grow a pumpkin inside of another pumpkin?
Have you ever been to a farmer s market?
What is the name of your farmers market?
How much is each item?
If your job is to sell these fruits and veggies, how might you help that customer I see?
What would you like to buy at the farmers market? Who is going to share all of that food with you?
What kinds of foods have you eaten that are made from parts of a pumpkin?What will you need on your farm to grow pumpkins?
Which tools(s) do you think will be most helpful?
Whats the first thing you might have to make to make to plant your pumpkin seeds?
Are there any jobs , on the farm, that you will have to do everyday?
What other fruits and veggies might you like to grow?
Part IV: Categories of Materials for use with Students (use in the description above)
PrintPlease see list of pumpkin themed books in the library center
Audio-VisualT-W-F-L and anchor charts
Technology
Equipment, peripherals
Software1 iPad - loaded with e-books from library
Online Storytime from Barnes and Noble -- FREE App!
Childrens books read by authors and celebrities
Smartboard - pre-loaded templates to create T-W-F-L chart
Triptico
FREE customizable templates/ classroom management tools for interactive learning; can be used on SmartBoard, iPad, or desktop computer
LittleBirdTales - FREE web 2.0 application
Extend activity at the writing center, by creating a digital book of students pumpkin sketches and descriptions, shared electronically with families
Scan illustration and invite students to narrate descriptions
Internet URLsLittlebirdtales.com
Online Storytime:
http://www.barnesandnoble.com/u/online-storytime-books-toys/379003588
PeopleA culminating lesson, might include a visit from a local farmer OR a field trip to the pumpkin patch
SuppliesPlease see detailed list above, organized by center
For identified needs2 visual schedules -SL/ AJ, PECS - AJ
CMT/CAPT ConnectionN/A
Part V: Teacher Resources and References
Saint Joseph College Unit Planner Rubric for Performance Task 1 in Student Teaching
( ) = how it aligns with ACEI standards
Not ProficientProficientTarget
Demonstration of Content Knowledge
Conceptual Framework
Connections
Rigorous of mind
Change agent
Assessment
Standards
Unit Overview Goals/Rationale
(1.0, 2.1 and/or 2.2 and/or 2.3 and/or 2.4 and/or 2.5 and/or 2.6 and/or 2.7) Unfocused rationale and goals
Relevance is superficial, forced, lacking, or inappropriate to unit
Focused, clear purpose; goals relate to standards
Relevance evident between learners interests and individual needs.
Has highly articulate explanation of goals showing importance of unit in the curriculum related to relevant standards
Tight fit between unit and learners interests and individual needs
Theme/Topic
(2.1 and/or 2.2 and/or 2.3 and/or 2.4 and/or 2.5 and/or 2.6 and/or 2.7) Superficial to the unit
Purposeful to the goals
Evident through the unit Essential to the goals/rationale
Integrated throughout the unit
Standards
(2.1 and/or 2.2 and/or 2.3 and/or 2.4 and/or 2.5 and/or 2.6 and/or 2.7) Unit connection to national or state standards is broad
No evidence of integrated learningUnit loosely focused on identified national or state standards
Integration is evident but not essential to the unit
Focused on appropriately identified state and local standards
Integration is natural to the unit and highly connected
Content
(2.1 and/or 2.2 and/or 2.3 and/or 2.4 and/or 2.5 and/or 2.6 and/or 2.7) Is inaccurate, or has factual or
errors of interpretation
Is minimally, or not aligned, with
national or state standards
Is unclear or superficially
explainedIs accurate and current with scholarship
Is aligned with CT Frameworks
Show subject understanding
Accurate, relevant, and reflective of current scholarship.
Is well-defined, selective and aligned to national and state standards and unit goals
Shows depth of subject understanding
Resources and Materials
(2.1 and/or 2.2 and/or 2.3 and/or 2.4 and/or 2.5 and/or 2.6 and/or 2.7) Is only text driven or
inappropriate for the unit
Does not meet the learning
needs of the group as a whole
Show a minimum of research
Uses no primary source when
needed
Misses or ignores use of multicultural resourcesUse several types of resources appropriate to the unit
Meet instructional goals and objectives for the learning group as a whole
Show evidence of research from several sources
Includes a primary source as needed
Includes some multicultural materials appropriately Uses highly relevant materials
Meets instructional goals and objectives for all learners providing differentiated resources for ability levels and learning styles
Shows thorough research
Uses primary sources as needed
Incorporates multicultural materials authentically
Enduring Understandings and Essential Questions
(2.1 and/or 2.2 and/or 2.3 and/or 2.4 and/or 2.5 and/or 2.6 and/or 2.7) Have a general or simple focus.
Are more obvious than complex
Requires only content coverage Have a strong conceptual focus
Are authentic and transferable
Require higher order thinking.
Have value beyond classroom, are at the heart of the discipline, require uncoverage, are sophisticated, authentic, and directly linked to standards.
Drive the unit; promote inquiry and higher order thinking, or investigationactive learning.
Misperceptions evident
Not ProficientProficientTarget
Knowledge & Skills
(2.1 and/or 2.2 and/or 2.3 and/or 2.4 and/or 2.5 and/or 2.6 and/or 2.7) Broadly related to unit content
Inconsequential to the standards
Incidental to EU and EQSpecific and accurate to unit content
Necessary for achievement of standards
Relevant to achievement of EU and EQ
Critical to development of unit and achievement of standards
Closely aligned to standards
Essential to achievement of EU and EQ
Unit Performance Assessment
(4.0) Provides a performance assessment task that does not focus on unit experiences, standards, or use of higher order thinking skills.
Choices are irrelevant to the goals.Provides a realistic performance assessment task, aligned with standards, that requires learners to use higher order thinking skills
Is inviting to learning styles and MI in ways that are accurate to the content and achievement of unit goals.
Presents authentic, complex culminating scenario and open-ended task aligned with standards
Requires integration of knowledge and higher order thinking to complete successfully
Includes choices for
appropriate differentiation
Performance Task Rubric
(4.0) Does not relate to the standards
Has minimal or insufficient
criteria to define quality of work
related to EU and EQ.Is aligned with unit standards
Has clear & sufficient criteria and defined indicators of quality related to EU and EQ Is tightly aligned with unit standards
Has indicators directly linked to EU and EQ
Summative unit assessments
(4.0) General to standards
Assess awareness of knowledge and skill
Are limited in variety and appropriateness
Require little or no higher order thinking
Are aligned with standards
Assess important knowledge and skills
Are varied
Require high order thinking of some students Are tightly aligned with standards
Assess depth of knowledge and skills
Are varied in purposeful ways
Require higher order thinking of all students.
Analysis of student work/Impact on student learning
(4.0)Analysis of pre, mid, and post unit student work shows little or no information about the level of learning that occurred for typical and atypical learners.Analysis of pre, mid, and post unit student work gives general information about the level of learning that occurred for typical and atypical learners.Analysis of pre, mid, and post unit student work gives specific information about the level of learning that occurred for typical and atypical learners.
Ability to plan effectively based on assessment data
(3.1)Candidate reflection shows lack of awareness of strengths and weaknesses of the lesson in terms of typical and atypical student learning. Plans show little or no indications of next steps for teaching and learning.Candidate reflection discusses general awareness of strengths and weaknesses of the unit in terms of typical and atypical student learning. Plans show broad indications of next steps for teaching and learning.Candidate reflection discusses strengths and weaknesses of the unit in terms of typical and atypical student learning. Plans for next unit are identified for teaching and learning.
Unit Presentation
(5.1) Errors distract from the document; student documents contain errors; documentation incomplete or missing.Minor errors do not distract from document; all student documents are error free; documentation is complete. Free of any errors, documented fully, APA format.
Not ProficientProficientTarget
Demonstration of Content Pedagogy
Rigorous of mindBroad Unit and Lesson Map: sequence of lessons/
(3.1, 3.3) Identifies content coverage only
Sequences learning activities poorly with
lower level thinking skills emphasized
Is inconsistent within timeframe
Ignores students socio-cultural backgroundIncludes topics and skills needed to achieve goals and prepare for performance task.
Sequences learning activities appropriately with some higher-level thinking evident
Is reasonable within the timeframe
Relates to students socio-cultural backgroundProvides a clear picture of ways in which learning experiences effectively sequence and lead to the performance task
Shows progression toward higher order thinking
Is realistic to a timeframe and pacing.
Deliberate attention to students socio-cultural background
Constructivist
CollaborativeConstructivist orientation
(3.4) Unit planning and lesson development are done without regard to students prior knowledge
Students do not have opportunity to provide feedback on assessment or assessment criteria
There is little meaningful choice.
Assessment takes place in isolation of learning Unit planning and lesson development address prior knowledge of students
Major unit assessments and criteria for evaluation are discussed with students and allow for student feedback
Learning experiences and assessments provide for student choice
All assessment is ongoing Unit planning and lesson development address prior knowledge of students and involve students in determining learning experiences that challenge suppositions
Major unit assessments and criteria for evaluation are constructed with involvement from students
Differentiated learning experiences and assessments provide for student choice
All assessment is embedded and ongoing
DiversityContent Differentiation
(3.2) Uses few instructional strategies and methods.
Is only cognitive
Does not require-higher order thinking
Uses no reflective questioning
Fails to address a variety of learning styles/multiple intelligencesUses some instructional strategies and methods to address instructional levels of most learners.
Is predominantly cognitive
Requires higher-order thinking of some students
Uses reflective questioning
Addresses a wide variety of learning styles/multiple intelligences Uses multiple types of instructional strategies and methods to address instructional levels of all learners.
Balances cognitive and affective thinking
Requires higher-order thinking of all students
Requires meta-cognitive or reflective thinking
Addresses the variety of learning styles/multiple intelligences in the class.
TechnologyTechnology
(3.5) Misses opportunity to include relevant
technology.Uses technologies in some relevant way within the unit Integrates a variety of technologies to address students learning.
CMT or CAPT Connections Does not include CMT or CAPT-like activity Includes CMT s or CAPT-like activity Integrates CMT or CAPT-like thinking
Reflective
CollaborativeDefine this in terms of program needs and expectations
(5.1) Can identify the elements of the unit with
limited thinking about its purpose and
value in light of content or students.
Does not show understanding of reasons for the strengths or limitations of the unit or its activities as it relates to educational pedagogy and national/state standards.
Is unable to create effective alternative approaches. Shows understanding of the unit
Shows thinking about the unit in terms of content delivery and student needs
Shows recognition of unit strengths with less understanding of unit weaknesses as it relates to educational pedagogy and national/state standards.
Can provide effective alternative approaches to the unit and activities to improve student learning experiences and achievement. Shows ownership of the unit
Shows thorough investment in understanding unit content and development as it relates to perceived needs of students
Shows understanding of unit strengths and weaknesses as it relate to educational pedagogy and national/state standards
Can provide highly effective alternative approaches to the unit and activities to improve student learning experiences and achievement.
Saint Joseph College Lesson Planning Template Student Teaching
LESSON BACKGROUND
Subject/LessonGrade Level
Heterogeneous inclusive classroom
Differentiation by
Content Readiness Tiered model
Process Interests Cooperative group
Product Learning preferences Learning styles or MI
Choice:
Differentiation narrative (rationale how you are differentiating and why)
Standard(s)
Key Question for the lesson
Instructional Objective(s)
Materials, Media, Resources, Multi-cultural connections
Assessment of Prior Knowledge (Readiness/Interest)
LESSON PROCEDURE
Bellwork (as defined by Harry Wong)
or transition into lesson
Timing
Initiation with students
Hook to lesson
Explanation of Objectives
Development of lesson including assessment(s)Timing
ClosureTiming
Assessment Strategies
Analysis of student performance data in light of objectives
Self reflection on the lesson
Saint Joseph College Lesson Plan Rubric for Performance Task 2 in Student Teaching
Not ProficientProficientTarget
BACKGROUND
Standards
(3.1)Standards are identified but are not directly aligned with the lesson.Appropriate standards are identified and accurately developed in the lesson so that concepts are understood by all learners.Appropriate standards are identified and accurately developed in the lesson so that concepts are understood by all learners; misunderstandings are clarified.
Key Question of the lesson
(3.1)Is identified but does not relate to the essential question of the unit or the content of the lesson.Relates well to the essential question of the unit and includes larger ideas.Relates strongly to the essential question of the unit and clearly focuses on the larger ideas that students are to learn.
PLANNING INSTRUCTION
Objectives
(3.1)Are unclear or unrelated to standards.
Address lower-level thinking.Appropriate for students and grade. Objectives describe the purpose of the lesson in terms of what students will do and how students will demonstrate achievement of the objectives.
Objectives relate reasonably to the standards and the key question of the lesson, and are accurate to the content.
Address mainly the cognitive domain and are appropriately sequenced in the unit to engage higher-level thinking by most students.Developmentally appropriate. They describe the purpose of the lesson in detail in terms of what students will do and how students will demonstrate that they have achieved the objectives.
Objectives are purposeful and accurate to meeting the standards and addressing the key question of the lesson.
Include both cognitive and affective components.
Objectives are appropriate sequenced in the unit so that they increasingly call for more complex thinking by all learners
Materials
(3.1)Are minimally able to address the objectives.
Use of technology is inappropriate.
Meet the needs of mainstream learners.Are appropriate to address the objectives.
Includes technology as appropriate.
Meet the needs of linguistically and culturally diverse learners.
Provide for the use of inclusive strategies.
Makes use of community resources.Are aligned with instructional goals and objectives.
Meet the needs of linguistically and culturally diverse learners.
Address universal design.
Uses appropriate community and authentic resources, including multicultural
resources.
Pre-assessment
(4.0)The lesson references no prior knowledge or experience. The lesson builds on students prior knowledge or experience with pre-assessment.The lesson builds on students prior knowledge or experience with pre-assessment.
Not proficientProficientTarget
LESSON DEVELOPMENT
Lesson initiation
(3.1)Tells students something about the lesson, what they will do in the lesson, or moves directly into learning activities without explanation.Motivates students to attend to the lesson in a relevant and meaningful way.
Provides a clear explanation of the objectives as well as connections to big ideas and key questions.Engages students curiosity and stimulates higher-level thinking in light of EU and EQ.
Provides a clear explanation of the objectives as well as connections to big ideas and key questions.
Lesson
Development
(3.1)
Provides mostly teacher-directed learning experiences with little student engagement.
Is mostly teacher-centered.
Misses the relevance of modeling.
May relate loosely to objectives.
Asks mostly lower-level questions.
Directs/controls students work unnecessarily.
Uses no transitions.
Keeps students busy but not engaged in meaningful work.
Uses few content-based strategies and misses important content.
Uses technology in superficial ways.Provides mostly constructivist experiences based on students needs that relate to the objectives.
Utilizes indirect learning effectively.
Provides appropriate models and directions.
Asks a variety of questions to stimulate student learning.
Monitors student learning through interaction that is appropriate to the task.
Uses some transition activities.
Engages most students in meaningful work.
Uses good variety of content pedagogy and accurate content.
Uses technology to help many students work more effectively or to achieve objective.Provides extensive constructivist experiences based on students needs that related directly to objectives.
Utilizes indirect learning for highly engaged learning.
Provides appropriate models and thorough directions.
Asks a full range of questions to stimulate student learning.
Monitors and guides student learning appropriate to the task.
Uses transition & sponge activities well.
Engages all students in meaningful work.
Uses rich content pedagogy and deep content.
Uses technology in seamless manner to improve the lesson and enhance learning.
Lesson closure
(3.1)Not stated.
Minimally connected to the objectives and student outcomes
All teacher talk.
Fails to link to previous and future lessons.
Less than clear statements.
Relates to the objectives and expected student outcomes.
Includes student participation.
Ties into previous and next lesson.Clearly stated.
Relates directly to the objectives and expected student outcomes
Involves students thinking in drawing conclusions.
Asks for meta-cognitive links to real life/previous and future lessons.
Not ProficientProficientTarget
ASSESSMENT
Assessment evidence of student learning
(4.0)Uses no pre-assessment
Uses an assessment that relates minimally to the objective or forgets assessment.
Gives little or no grading criteria.
Does not ask for meaningful student reflection.Uses some pre assessment.
Relies on post assessments.
Uses appropriate assessment related to objectives.
Assessment includes real-world connections.
Gives appropriate grading criteria to students.
Asks students to reflect on learning.Uses pre and post assessments that relate effectively.
Uses varied, appropriate authentic assessments.
Assessment relates directly to objectives.
Appropriate grading criteria provided to students (checklist, rubric).
Involves students in assessing their progress.
OVERALL
Lesson
(3.1)Does not take into account student interests.
Written and sequenced with teacher-directed activities.
Students can only restate the obvious.
Would be described with words such as:
useless
unclear
I dont know
boring
Motivating, appeals to student interest.
Oriented towards worthy objectives with attention to student engagement.
Students can tell an outsider in general terms what they are doing and why.
Would be described with words such as: interesting
fun
motivating
practical
fast
good stuff
important
pretty goodIntrinsically motivating, creative.
Meets worthy objectives with opportunities for student engagement.
Students can explain to an outsider what they are doing and why they are doing it.
Would be described with words such as:
engaging,
meaningful,
relevant,
thought-provoking
real
inspiring
exciting
Reflection
(5.1)Some reflective questions answered to varying degrees but shows only limited awareness of self, students, and/or content.
Able to make a few connections, with significant guidance, into student learning and has little sense of building a learning community.
Identifies some qualities lesson, and makes minimal adjustments or improvements for whole class as well as individual students.All reflective questions answered and shows partial understanding of awareness of self, students, and content.
Able to make connections, with guidance, into student learning and strategies for building a learning community.
Identifies strengths and limitations of the lesson, and makes reasonable adjustments and improvements for whole class as well as individual students. G H R T s v w t
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ab Z $If ] ^Z ` 2 ; x x y Z x $If ] ^Z ` Z $If ] ^Z ` All reflective questions answered in thoughtful and detailed way that shows awareness of self, students, and content.
Able to gain insight into student learning and strategies for building a learning community.
Identifies strengths and limitations of the lesson, and knows how to make effective adjustments and improvements for whole class as well as individual students.
Not ProficientProficientTarget
DIFFERENTIATION
Differentiation within lessons
(3.2)Limited use of universal design.
Does not accommodate the needs of inclusion and diverse students.
Uses too much or too little group work.
Does not connect group assessment with learning.
Analysis of pre and post lesson student work shows little or no information about the level of learning that occurred for typical and atypical learners.Uses some principles of universal design.
Differentiates in general manner, not emanating from student needs, both with special and diverse students.
Uses well-balanced whole class and group learning strategies.
Assesses both content and group process with individuals and groups.
Analysis of pre and post lesson student work gives general information about the level of learning that occurred for typical and atypical learners.Uses principles of universal design.
Differentiates content, process, and assessment based on students needs and diversity in formal and informal ways.
Uses well-balanced whole class and cooperative learning strategies.
Assesses both content and group process with individuals and groups.
Analysis of pre and post lesson student work gives specific information about the level of learning that occurred for typical and atypical learners.
Ability to plan effectively based on assessment data
(4.0)Candidate reflection shows lack of awareness of strengths and weaknesses of the lesson in terms of typical and atypical student learning. Plans show little or no indications of next steps for teaching and learning.Candidate reflection discusses general awareness of strengths and weaknesses of the lesson in terms of typical and atypical student learning. Plans show broad indications of next steps for teaching and learning.Candidate reflection discusses strengths and weaknesses of the lesson in terms of typical and atypical student learning. Plans for next steps are identified for teaching and learning.
University of Saint Joseph Teacher Liicensure Program Student Teaching Center Format ECSE
PAGE1
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