Inquiry Mini-Unit / Cycle
Inquiry Unit Using Project-Based Learning
1. Unit
Grade: Full-Day Early Learning – Kindergarten Program
Title of Unit: Exploring our Natural Environment!
FDK Unit: OE 3 – Demonstrate an understanding of the natural world and the need to care for and respect the environment (FDK Curriculum, 2010/11, p. 121).
Mission Statement:
*My intended purpose for the cycle is to have students curious and excited about their natural environment. Students will become scientists that explore and investigate their natural world.
2. Rationale
Why do you actually do the unit?
One of the main purposes for the unit is to use students’ curiosity to develop an appreciation for nature (FDK Curriculum, 2010/11, p. 121). In addition, I personally believe that it is important to instill, at an early age, the importance of looking after the environment and to understand how the environment is essential for humans and animals to live healthy lives. This unit is also extremely important as it allows educators to begin arming students with real-life skills and strategies to maintain the environment that has already been negatively affected by human impact. Lastly, the unit will act as a catalyst to encourage students’ lifelong interest and respect for the environment
What is important about the unit?
One of the most significant aspects of the unit is to help foster students’ ability to identify features of different local environments in an engaging and interactive way. Students will become more aware of their surroundings and the similarities and differences of other environments. Students will also get the chance to describe and investigate the result of changing something, or having something change, in the local environment. Having students understand the causes and consequences of changes in the environment is an important part of fostering learners who can predict what will happen as a result of a change. Another extremely important facet of the unit is to help cultivate each student’s ability to demonstrate respect and care for the environment. Lastly, the unit provides educators the opportunity to demonstrate how students can participate and engage in environmentally friendly activities and practices in the classroom, school, schoolyard, and at home.
How does the unit relate to real life?
The natural environment is essentially the home of everyone on earth and it is important to understand how to maintain and respect the environment. As the students get older, they will begin to learn more about how the natural environment is deteriorating due to negative human impact – thus reiterating the importance of having students learn strategies to help treat the environment with thought and care. Due to the FDK students’ young age, they are coming into a world where there has already been a lot of harm done to their environment. The unit provides a lot of opportunities for building the skill of making connections. Students need to make connections that both humans and animals can be negatively affected by harming the environment. The unit is directly transferable and relatable to life outside of the classroom – students will always be surrounded by the natural environment – thus needing to understand what the natural environment really is, why the environment is important, how it changes, who effects the environment, and how to make small or large changes to help the environment.
What will your students take from the unit to use in life?
Students will walk away from the unit with a greater understanding of the importance of caring for and respecting the environment. Students will also gain useful skills that will help them become environmentally responsible and educated citizens. Throughout the unit, the students will also begin to have a sense of why it is significant to be mindful of the environment and the changes that the environment undergoes. Finally, students will begin to explore and inquire about how different kinds of environments are used for different reasons.
Several big ideas (expectations from other subjects):
Visual Arts:
V2: Demonstrate basic knowledge and skills gained through exposure to visual arts and activities in visual arts (FDK Curriculum, 2010/11, p. 157)
V2.1: Explore a variety of tools, materials, and processes of their own choice to create visual art forms in familiar and new ways (FDK Curriculum, 2010/11, p. 157)
Example: Use natural and recycled materials at a learning centre *materials found outside / recycled materials in the classroom
Physical Education:
OE1: Demonstrate an awareness of health and safety practices for themselves and others and basic awareness of their own wellbeing (FDK Curriculum, 2010/11, p. 134)
1.1: Begin to demonstrate an understanding of the efforts of healthy, active living on the mind and body (FDK Curriculum, 2010/11, p. 134)
Example: Choose a balance of active and quiet activities throughout the day; remember to go to the snack centre – drink water *just like how trees and plants need proper nutrients and hydration
Mathematics:
P4: Explore, recognize, describe, and create patterns, using a variety of materials in different contexts (FDK Curriculum, 2010/11, p. 114)
P4.2: Identify and describe informally the repeating nature of patterns in everyday contexts using oral expressions and gestures (FDK Curriculum, 2010/11, p. 114)
Example: Patterns in nature (*the four seasons – fall goes before winter)
4. Lesson Series (*Note: The following cycle of lessons will take place in the fall)
|Unit/Strand: Natural World and the Environment Date: N/A |
| |
|Title of Lesson: Cycle 1 Grade: FDK |
|Science & Technology Fundamental Concept: |
| |
|(* Taken from the Science and Technology Curriculum: Grades 1-8) |
| |
|Sustainability and Stewardship: Students will build their knowledge and understanding of the importance of caring for “the natural environment in a responsible |
|way” (Science and Technology Curriculum, 2007, p. 5) |
|Values: “Using non-renewable resources with care; reusing and recycling what we can; switching to renewable resources where possible” (Science and Technology |
|Curriculum, 2007, p. 5) |
| |
|Change and Continuity: Students will be encouraged to explore and investigate why aspects of local environments are the same or different. As an extension to |
|thinking about change and continuity, students will be asked to think about what would happen as a result of something changing in the environment. |
|Big Ideas: |
| |
|Science and Technology: |
| |
|Overall Expectation 3: Demonstrate an understanding of the natural world and the need to care for and respect the environment (FDK Curriculum, 2010/2011, p. |
|121) |
| |
|Specific Expectation [focus of lesson]: 3.1 – Identify similarities and differences between local environments (FDK Curriculum, 2010/2011, p. 121) |
|Concepts Important to Expansion: |
| |
|Concepts / words that students will become familiar with and expand their understanding of: |
| |
|Natural World: What is the natural world made up of? What experiences have you had in the ‘natural world’? (Ex.: I went camping with my family.) |
| |
|Environment: How is the outside environment different from the environment in our classroom? Why is the environment important for plants, animals, and humans? |
| |
|Similarity: What is a similarity? What is an example of two objects or places that are similar? How do you know? |
| |
|Difference: What does the word ‘different’ mean? What is an example of two objects or places that are different? How do you know? |
| |
|Respect: What does it look and sound like to show respect for another person, place or thing? (Ex.: look like sound like chart) |
| |
|Brain Storming: How can you come up with ways to respect, or be kind, to the environment? What materials do you need to brainstorm? (paper, crayons, pencil, |
|photographs, etc.) |
| |
| |
|Materials for Exploration: | |
| |Assessment Purpose: for as of Learning |
|Whiteboard/Projector/Laptop | |
|Google Maps |Assessment Strategies: What will students say, write/draw, do (e.g., Say: students will |
|Clipboards |explain the reasoning for their decision; Write: students will fill out an exit pass; Do: |
|Blank paper |students will share their thinking in a role play)? |
|Pencils |Students will … |
|iPad(s) | |
|Magnifying glasses |Say: Students will explain what they notice about the environment around the school with the|
|Picture of backyard (as asked for before the unit) |use of images and physically going outside. Students will say what they observe in detail of|
| |the playground at the school. Students will also explain how their environment in their |
| |backyard is similar or different to the school. |
|Materials for Expansion: | |
| | |
|Lab books |Write/Draw: Students will draw and/or write their observations during the exploration and |
|Blank paper |expansion phase. |
|Pencils/crayons | |
|Glue |Do: Students will become detectives who investigate the local environment around the school.|
|Drawing that the students completed at home of their backyard |Students will physically go outside to make their observations. |
| | |
| |Recording Tool: Checklist Scale Rubric Anecdotal Notes Other (lab books) |
|1. Engagement – What is the focus of the lesson? |Questions/Responses (allow multiple opportunities for |
| |‘think, pair, share’) |
|(Note: For the unit cycle, I am going to be taking some concepts from ‘flipping a classroom’ which is | |
|why the FDK students are required to do a small portion of work at home) | |
| |Ask: Who recognizes the image that is on the whiteboard?|
|Flipping the classroom part 1: | |
| | |
|A letter will be sent home asking parents to take a picture of their backyard (this will look different|Anticipated Response: That is the school! |
|depending on where children live, i.e., if a student lives in an apartment, they can take a picture of | |
|what it looks like outside their window). |*Let students know that we will be learning about ‘local|
| |environments’ and that we are going to explore what that|
|Flipping the classroom part 2: |means today |
| | |
|Students will draw a picture of their ‘backyard’ and bring it to class with the actual photograph. |Ask: What do you see in the picture? |
| | |
|Engagement: |Anticipated Response(s): The school building, trees, |
| |shrubs, people, field, sidewalk, etc. |
|Google Maps (street view) | |
|Show students a street view of their school and discuss what the students notice about everything |*Begin turning the street view to see what is across the|
|around the school |street from the school |
|Encourage students to acknowledge any plants, trees or animals |Ask: Now what do you see in the picture? |
|Also encourage students to notice any similarities or differences between the school yard/playground | |
|and what is on the other side of the street |Anticipated Response(s): less trees, a street, more |
|Introduce the word ‘local environment’ during the discussion |cars, a bit of grass, etc. |
|Focus of Lesson: | |
| | |
|There are similarities and differences between local environments | |
|2. Exploration – Which skills will be used? What will students do? |Questions / Responses (allow multiple opportunities for |
| |‘think, pair, share’) |
|Do: | |
| | |
|Students will be taken outside to observe the school’s ‘local environment’ in the playground and on the|Ask: When we go outside, I would like you to make |
|field |observations about the playground/field as they are both|
|Students will be given a clipboard, one sheet of blank paper, pencil, and a magnifying glass |part of our school’s local environment |
|(iPads will be brought outside too – depending on how many the class has) | |
|The paper will be the first component in the student’s ‘lab book’ for the unit |* Remind students to use their magnifying glasses to see|
|Once outside, the students are going to write down and/or draw what they see (depending on the |more detail |
|readiness level of a particular student) | |
|Students will be encouraged to look at all aspects of the environment, focusing on plants, animals, |Ask: I would like everyone to make observations on a |
|trees, buildings, cars, roads, etc. |part, or parts, of the playground/field that you are |
|However, students are going to be encouraged to inquire/discover/investigate parts of the local, |interested in |
|natural environment that they are interested in | |
|Some students might focus on the trees while others might want to look at the dirt |Anticipated Question: When we go outside, can I look at |
| |the dead plants beside the stairs? |
|Skills: | |
| |My Response: Of course! If you choose to do that, I |
|Observation skills: Students will be working on noticing aspects of their environment / being aware of |would like you to record as much detail as possible |
|their surroundings. | |
|Assessment tip: look for the amount of detail students notice, not necessarily the quantity of |Anticipated Question: I am all done my observation – I |
|observations (ex.: one student might just draw a tree while another student might draw a close up of |looked at the dirt |
|the tree and the leaves on the tree) | |
|Recording: Whether a student draws a picture or uses words to describe the local environment, the |My Response: I would like you to go back and choose |
|students do need to have recorded something on their sheet of paper. |another part of the playground to look at |
|Assessment tip: look for students who took the time to try to neatly and accurately record their | |
|observations |Ask: I will group the students together and we will |
|Inquiry: Students should not have to be told what to do and look at in the playground. Students will be|stand in a circle – ask students what they have noticed |
|working towards finding their own points of interest to discover and explore. |so far (this will give other students some more ideas on|
|Assessment tip: look for students who are exploring the ‘not so obvious’ aspects of the playground. For|what to be looking at) |
|example, instead of just looking at the tree, what does a student notice about the bark on the tree? | |
| | |
|3. Explanation – What is the main idea (concept)? How will the main idea (concept) be constructed? |Questions / Responses (allow for multiple opportunities |
| |for ‘think, pair, share’) |
|Main Idea/Concept: | |
| | |
|The main idea is to get students thinking about what is around them |Ask: When you walk or drive home tonight, I would like |
|Students will begin to work towards noticing the similarities and differences in the local environment |you to keep your eyes open for what you notice about the|
|when they move to different locations (ex.: what do you notice on your walk to school?) |environment |
|Students should begin thinking about similarities and differences | |
|Ex.: The tree at school is a lot bigger than the tree in my front yard |Anticipated Response: I always notice that there is a |
|Ex.: When I walk to school, there are not a lot of green plants; there are a lot of townhouses |lot more traffic when I get closer to my street |
|Ex.: When I go to the park, I see squirrels in the trees just like when I look outside the window at | |
|school! |Anticipated Response: I have to drive to school and |
| |there are a lot more big trees on my street |
|Construction: | |
| |Ask: If a tree is larger in size what does that usually |
|Create a bulletin titled, ‘Our Local Environment’ |mean? |
|The bulletin will consist of the photographs that I asked students to bring from home (of their | |
|backyards) |Anticipated Response: It is old! |
|This will be a good place for students to go to see the difference between everyone’s environments and | |
|how they all make up the ‘local environment’ |My Response: So we can make observations between new |
|Photos that some of the students would have taken, using the iPad’s, will also be posted on the |neighbourhoods and older neighbourhoods |
|bulletin | |
|The concept of local environments will have also been enforced or constructed by looking at an image of|Ask: Sometime during the day, I would like you to go to |
|the playground (on Google maps) compared to actually going outside as ‘investigators’ to look at the |the ‘Our Local Environment’ bulletin and discuss with a |
|playground/field in more detail |friend what you notice |
|4. Expansion – Which process skills will be used? How will the idea be expanded? |Questions / Responses |
| | |
|Process Skills: | |
| |Expansion: |
|Observing: Students will use their observation notes/pictures to draw a picture of something that they | |
|found interesting in the environment outside |Ask: What do you notice about the picture that you drew |
| |of your backyard and the picture of the playground that |
|Communicating: Students will communicate their findings through images |you drew? |
| | |
| |Anticipated Response: Both pictures have birds and trees|
|Expansion: | |
| | |
|Students will begin ‘building’ their lab book |Ask: Is there anything that is the same? |
|Students will glue in their ‘initial’ observations from the playground/field on the first page | |
|Students will glue their ‘good copy’ picture of what they observed on the next page |Anticipated Response: My backyard has an open area for |
|Next to the picture of the playground that the students drew, they will glue the picture that they drew|me to play like the playground |
|of their own backyard on the following page | |
|If students finish all of their gluing, I will ask them to circle anything that is similar between both|Ask: Is there anything that is different? |
|pictures (i.e., the picture of the playground vs. their backyard) | |
| |Anticipated Response: My backyard doesn’t have a garden |
| |but we have a pool |
| | |
| |Ask: Why do you think that the playground and your |
| |backyard might have some of the same things? |
|5. Evaluation – How will the students show what they have learned? | |
| | |
|The students will vocally express what they have learned throughout whole group and small group | |
|conversations during the engagement and exploration phases of the lesson | |
|The students will physically show what they have learned in their lab books through their | |
|drawings/writing | |
|Unit/Strand: Natural World and the Environment Date: N/A |
| |
|Title of Lesson: Cycle 2 Grade: FDK |
|Science & Technology Fundamental Concept: |
| |
|(* Taken from the Science and Technology Curriculum: Grades 1-8) |
| |
|Sustainability and Stewardship: Students will build their knowledge and understanding of the importance of caring for “the natural environment in a responsible |
|way” (Science and Technology Curriculum, 2007, p. 5) |
|Values: “Using non-renewable resources with care; reusing and recycling what we can; switching to renewable resources where possible” (Science and Technology |
|Curriculum, 2007, p. 5) |
| |
|Change and Continuity: Students will be encouraged to explore and investigate what aspects of local environments are the same or different. As an extension to |
|thinking about change and continuity, students will be asked to think about what would happen as a result of something changing in the environment. |
|Big Ideas: |
| |
|Science and Technology: |
| |
|Overall Expectation 3: Demonstrate an understanding of the natural world and the need to care for and respect the environment (FDK Curriculum, 2010/2011, p. |
|121) |
| |
|Specific Expectation [focus of lesson]: 3.2 – Describe what would happen if something in the local environment changed (FDK Curriculum, 2010/2011, p. 121) |
| |
|Connection to Physical Education: |
| |
|Overall Expectation OE1: Demonstrate an awareness of health and safety practices for themselves and others and basic awareness of their own well-being (FDK |
|Curriculum, 2010/11, p. 130) |
| |
|Specific Expectation: 1.1 Begin to demonstrate an understanding of the efforts of healthy, active living on the mind and body (FDK Curriculum, 2010/11, p. 13) |
| |
|Ex.: Choose a balance of active and quiet activities throughout the day; remember to go to the snack centre – drink water) *just like trees and plants – what do|
|animals do when their environment changes to keep healthy? What can you do when your environment changes to keep healthy? |
| |
|Concepts Important to Expansion: |
| |
|Change: What does it mean when something changes? What causes parts of the environment to change? |
| |
|Local Environment: Students will continue to build on this concept from the first lesson. What is our local environment? What is found in our local environment?|
| |
|Connection: Students should begin to understand how humans are very similar to animals and plants. We all need food and water. Therefore, if something in the |
|environment changes (takes away food or water), what are the plants and animals supposed to do? |
|Materials for Exploration: | |
| |Assessment Purpose: for as of Learning |
|Wanda’s Roses | |
|Images of parks in Burlington (4 for each table) |Assessment Strategies: What will students say, write/draw, do (e.g., Say: |
|Square cut-outs for the students (4 each) |students will explain the reasoning for their decision; Write: students will |
|Markers, pencil crayons, crayons |fill out an exit pass; Do: students will share their thinking in a role play)? |
|Lab books |Students will … |
|iPad (to document) | |
| |Say: Students will discuss the changes that occurred in Wanda’s Roses in order |
|Materials for Expansion: |for the flowers to grow. Students will also talk about what they notice in real |
| |life, or in the images provided, when the seasons change. What happens to the |
|Gymnasium |plants and animals? |
|Radio/CD player | |
|iPad (to document) | |
| |Write/Draw: Students will draw a picture of a park in each of the four seasons. |
| | |
| |Do: Students will participate in a physical education game about plants, |
| |animals, and the wind. Students will then have a discussion about how humans are|
| |just like plants and animals because we all need food and water. |
| | |
| |Recording Tool: Checklist Scale Rubric Anecdotal Notes Other – Lab Book |
|1. Engagement – What is the focus of the lesson? |Questions/Responses (allow multiple opportunities |
| |for ‘think, pair, share’) |
|Flipping the Classroom: | |
| | |
|Parents/guardians/caregivers will be sent a link of a YouTube video to watch with their son or daughter on |Ask: Why do you think that the rose in the book |
|the changing seasons. The video is called Change of Seasons – After Effects. Students are not required to |won’t grow? |
|write anything down; however, they are encouraged to have a conversation about the video. | |
| |Anticipated Response: There is no sun |
|Link: | |
| |My Response: Why do you think that the sun is |
| |important for flowers? What other plants need the |
| |sun? |
| | |
|Engagement: |Ask: What else do plants need in order to help |
| |them stay healthy? |
|Read: Wanda’s Roses by Pat Brisson | |
|Pause frequently when the book discusses a change in the environment |Anticipated Response: They need to not be stepped |
|Example: Pause when the main character makes a change (i.e., removing a bit of garbage away from the rose) |on! |
|and ask students to think about how that might effect how the plant grows | |
| |My Response: I like that point because we do have |
|Focus of the Lesson: |to be respectful of how we treat plants and |
| |animals |
|Exploring what happens if something in the local environment changes | |
|Weather, seasons, human impacts, etc. |Ask: Think about something that you need everyday |
| |to stay healthy |
| | |
| |Anticipated Response: Food and water! |
|2. Exploration – Which skills will be used? What will students do? |Questions / Responses (allow multiple |
| |opportunities for ‘think, pair, share’) |
|Do: | |
| |Ask: Have a look at the pictures that are on your |
|Students will be given four blank square papers |table. Do you recognize any of the pictures? |
|Each of the pieces of paper will represent the four seasons | |
|On each table, there will be pictures of different parks / local environments in Burlington to give students |Anticipated Response: I think that my mom and I |
|some ideas about what to draw |have walked my dog by the water! |
|Students will draw an image of a park in spring, summer, fall, and winter (note* students can choose to draw | |
|the playground again) |My Response: Do you remember what it was like to |
|Students will be encouraged to think of the animals that are found in parks during each of the seasons (if |walk by the water? |
|students choose to draw the playground, they can look at the bulletin board to remember what animals we saw | |
|on day one) |Anticipated Response: There were a lot of ducks in|
|In addition, students will be encouraged to think about what colours to use to represent the seasons |the water! |
|Note: there are no ‘right’ or ‘wrong’ colour choices | |
| |My Response: Think about whether or not you would |
|Skills: |like to draw a waterfront picture for the activity|
| | |
|Observing: Students will be observing the images at their table to come up with ideas for their “four |Ask: What do you think of when you try to picture |
|seasons” pictures. |what wintertime looks like? |
|Assessment Tip: Watch for students making connections that when there is snow on the ground, the trees do not| |
|have leaves. |Anticipated Response: I know that it is cold and |
|Attention to Detail: The more students pay attention to detail, the better. For example, students should |my dog doesn’t like to go outside |
|notice the animals that are in the pictures and if there are pictures with no animals, why might this be the | |
|case? |Ask: Can you think of any other animals that don’t|
|Assessment Tip: Look to see if any students put snow on their ‘winter’ picture, and if they drew water, is it|like to go outside in the winter? |
|frozen? | |
|3. Explanation – What is the main idea (concept)? How will the main idea (concept) be constructed? |Questions / Responses (allow multiple |
| |opportunities for ‘think, pair, share’) |
| | |
|Main Idea/Concept: |Ask: What do you notice about the pictures on your|
| |table when the weather changes? |
|The main idea, or question, that students will be thinking about is what happens if something (in particular | |
|the weather) changes in the local environment |Anticipated Response: The trees and the bushes are|
|In particular, students will be focusing on what it ‘looks like’ when something in the local environment |all still in the same spot! |
|changes | |
|Students will begin thinking about when they see leaves on a tree, when the leaves change colour, when they |My Response: Try to look closely at the trees and |
|fall off. In addition, students will begin making connections between the animals that can be found in the |the bushes. Are they similar in all of the |
|summer and winter. Students will be encouraged / guided to think about why they do not see some animals all |pictures? |
|year round. | |
| |Anticipated Response: When there is snow on the |
|Construction: |ground, there are no leaves on the tree |
| | |
|By having students complete four images of the changing seasons, they will have a very clear visual |My Response: Do you think that all of the birds |
|representation of what changes in each season. |like to live in the trees when the leaves fall |
|Through whole group conversations, we will also be discussing what certain animals need from the environment |off? |
|in order to live. | |
|Example: Bees need flowers and flowers only grow in the spring and summer. Will we see bees in the winter? |Anticipated Response: Maybe, but they might get |
|I think that the images that will be placed on each of the tables in the classroom will also help the |cold! |
|students develop an understanding for what happens when the seasons change | |
|On the back of each image will be guiding questions for the students: | |
|What animals do you see? | |
|What colours are the trees and plants in the picture? | |
|Why do you think the birds are in the water? | |
|Etc. | |
|4. Expansion – Which process skills will be used? How will the idea be expanded? |Questions / Responses (allow multiple |
| |opportunities for ‘think, pair, share’) |
|Process Skills: | |
| | |
|Predicting: Students will have to make predictions about what kinds of animals are found at parks during the |Ask: What animals do you see in the summer |
|different seasons. Students will be asked to think about what kinds of animals they see in the summer |compared to the winter? |
|compared to the winter. Why might not all animals like the winter? | |
| |Anticipated Response: I see raccoons all year |
|Inferring: Students will make inferences based on the pictures that are on their tables and from what they |round! |
|have learned in class. For example, if students look at a picture of a park in the summer with swans and they| |
|see another picture of a park in the winter with no swans, will they include swans in their ‘winter’ setting?|Ask: Can you explain what you have drawn in your |
| |two images so far? |
| | |
|Communicating: Students will communicate their understanding of the effects on the local environment from |Anticipated Response: I drew a lot of birds and |
|changing seasons based on their four images. |bunnies in the summer picture. In the winter, I |
| |drew no animals and a tree with no leaves. I also |
|Expansion: [connection to Physical Education curriculum] |drew no people in the winter because people don’t |
| |like to be cold |
|Part 1: (best suited for the gymnasium) | |
| |Ask: How does everyone feel after playing a few |
|We will play a few rounds of ‘Trees & Animals’ |games of Trees and Animals? |
|A quarter of the class will be trees and the rest will be animals (any animal of their choice) | |
|I will play music and the trees will stand still and wave their ‘branches’ while the animals move around the |Anticipated Response: I am bored! |
|classroom however they would like | |
|When the music stops, the animals have to run to the nearest tree for shade/protection (catch – there can |My Response: Was there anything that could have |
|only be 1 animal under each tree) |made the game more enjoyable? |
|The animals that do not have a ‘tree’ will become wind | |
|Once the music begins, the students who are ‘wind’ will move around the gym (representing wind) and the |Anticipated Response: I didn’t like being the tree|
|animals will begin to move around again while the trees stay still |because I had to stand still! |
|This time when the music stops, if a student who is ‘wind’ gets to a tree before an animal, the animal cannot| |
|be protected by the tree (the wind blows off the tree’s leaves) |Ask: How does anyone else feel? |
|Once the cycle has been completed, the students will change roles* | |
| |Anticipated Response: I feel thirsty; when is |
|Part 2: |snack time? |
| | |
|We will have a discussion about how the students feel after completing physical activity |My Response: Why do you think that you feel |
|Anticipated Responses: I feel tired, thirsty, hungry, energized, like I need a nap, etc. |thirsty? |
|Students will be reminded that it is important to stay hydrated and nourished when they are being physically | |
|active |Anticipated Response: Because we ran around |
|Connection: Plants and animals need to be nourished and hydrated, too – that is why some animals and plants | |
|are only found during some seasons |Ask: Do you think that plants and animals get |
|As the weather changes, the environment also changes, including the access that animals and plants have to |thirsty and hungry, too? |
|food and water | |
| | |
|5. Evaluation – How will the students show what they have learned? | |
| | |
|The students’ lab books will be assessed (the “four seasons” picture) to make sure that they have a clear | |
|understanding of how a park space changes throughout the year | |
|Students’ learning skills will also be assessed: Did students demonstrate self-regulation while in the | |
|gymnasium? Did students engage in ‘fair play’ throughout the game? | |
|Unit/Strand: Natural World and the Environment Date: N/A |
| |
|Title of Lesson: Cycle 3 Grade: FDK |
|Science & Technology Fundamental Concept: |
| |
|(* Taken from the Science and Technology Curriculum: Grades 1-8) |
| |
|Sustainability and Stewardship: Students will build their knowledge and understanding of the importance of caring for “the natural environment in a responsible |
|way” (Science and Technology Curriculum, 2007, p. 5) |
|Values: “Using non-renewable resources with care; reusing and recycling what we can; switching to renewable resources where possible” (Science and Technology |
|Curriculum, 2007, p. 5) |
| |
|Change and Continuity: Students will be encouraged to explore and investigate why aspects of local environments are the same or different. As an extension to |
|thinking about change and continuity, students will be asked to think about what would happen as a result of something changing in the environment. |
| |
|Big Ideas: |
| |
|Science and Technology: |
| |
|Overall Expectation 3: Demonstrate an understanding of the natural world and the need to care for and respect the environment (FDK Curriculum, 2010/2011, p. |
|121) |
| |
|Specific Expectation [focus of lesson]: 3.3 – Identify ways in which they can care for and show respect for the environment (FDK Curriculum, 2010/2011, p. 121) |
| |
|Connection to Visual Arts: |
| |
|Overall Expectation V2: Demonstrate basic knowledge and skills gained through exposure to visual arts and activities in visual arts (FDK Curriculum, 2010/11, p.|
|152) |
| |
|Specific Expectation [focus for one of the centres]: V2.1 – Explore a variety of tools, materials, and processes of their own choice to create visual art forms |
|in familiar and new ways (FDK Curriculum, 2010/11, p. 153) |
| |
|Ex.: Use natural and recycled materials at a learning centre *materials found outside / recycled materials in the classroom |
|Concepts Important to Expansion: |
| |
|Respect: What does it mean to show respect towards another person, place or thing? Remind students how they respect one another in the classroom and how they |
|respect the materials in the classroom. How can we use what we know about respect and apply it to the environment? |
| |
|What does the environment need?: What is important that we do inside and outside of the classroom to help the environment? For example, the animals could get |
|sick from the garbage that people leave in the playground. |
| |
|How can we use ‘garbage’ to create art?: Students will need to see past the fact that they are using recycled materials to make a ‘beautiful’ picture. |
| |
|Materials for Exploration: | |
| |Assessment Purpose: for as of Learning |
|Whiteboard/Projector/Laptop | |
|Recycled paper |Assessment Strategies: What will students say, write/draw, do (e.g., Say: students will |
|Markers/Crayons/Pencils/Pencil crayons |explain the reasoning for their decision; Write: students will fill out an exit pass; Do: |
|Blue box, green bin, garbage bin |students will share their thinking in a role play)? |
|Recycled materials |Students will … |
|Glue | |
|Scissors |Say: Students will discuss what they saw in the ‘engagement’ video. Students will also be |
|Recycled cartons |involved in small group conversation at each of the centres. |
|Bird food | |
|iPad (to document) |Write/Draw: Depending on the centre ( students will write/draw on posters to put up around |
| |the school. |
| | |
| |Do: Depending on the centre ( students will make bird feeders, sort garbage, explore |
|Materials for Expansion: |‘recycled’ art. |
| | |
|Recycled materials |Recording Tool: Checklist Scale Rubric Anecdotal Notes Other – Pictures, videos, lab |
|Glue |books |
|Scissors | |
|Lab books | |
|Construction paper | |
|iPad (to document) | |
| | |
|1. Engagement – What is the focus of the lesson? |Questions/Responses (allow multiple opportunities for |
| |‘think, pair, share’) |
|Engagement: | |
| | |
|Video: Jack Johnson – Reduce, Reuse, Recycle |Ask: What did the song in the video tell us about? |
|Students will be encouraged to get up and dance along to the song | |
|The video will give students some ideas about what it means to reduce, reuse, and recycle |Anticipated Response: How to throw away our garbage |
|We will have a small conversation on what the students noticed / liked about the video / song | |
| |Ask: Do you remember how the song encouraged us to throw|
|Link: |away our waste? |
| | |
| |Anticipated Response: There are different bins to put |
|Focus of the Lesson: How can we care for, and show respect, for the environment? |stuff in |
| | |
| |Anticipated Response: You have to sort your garbage |
|2. Exploration – Which skills will be used? What will students do? |Questions / Responses (allow multiple opportunities for |
| |‘think, pair, share’) |
|Do: | |
| |Centre 1: |
|Environment Centres: There will be four centres set up in the classroom for students to go to and | |
|explore / inquire ways to care for and respect the environment |Ask: What are some ideas for how we can be nicer to the |
|Centre 1 [focus - what can we do inside the school?]: |environment while we are in the school? |
|Recycled Posters! | |
|Students will use the recycled paper in the classroom to make posters to put around the school |Anticipated Response: We shouldn’t throw away so much |
|Students will be encouraged to think about ways that we can reduce, reuse, and recycle to make a |stuff at school |
|difference | |
|Students will be encouraged to work with partners |Anticipated Response: We should have more plants in the |
|Centre 2 [focus – what can we do inside the school?]: |school just like outside |
|Specific Sorting! | |
|I will have a ‘clean’ green bin, garbage bin, and recycling bin at the centre |Centre 2: |
|There will be an assortment of objects at the centre for students to cooperatively sort | |
|Students will have discussions about what materials go in what bin and why |Ask: Why did you make a pile of all paper materials? |
|Example: why do you think paper goes in the recycling but a candy wrapper goes in the garbage? | |
|Centre 3 [focus – what can we do outside the school?]: |Anticipated Response: Because they are all alike; maybe |
|Bird Feeder Buzz! |they go in the same bin. |
|Students will use recycled containers / boxes to create bird feeders | |
|Students will decorate the bird feeders and place seed in the containers |Centre 3: |
|A teacher or an EA will assist students in attaching a stick for the birds to stand on | |
|Centre 4 [focus – what can we do outside the school?]: |Ask: I enjoy how you used neutral colours. Why did you |
|Trash to Treasure! |choose to use them? |
|There will be a collection of materials that are often found outside (clean wrappers, boxes, etc.) that| |
|students will be able to make their own art from |Anticipated Response: I want my feeder to blend in with |
|Students can use whatever they want to create whatever they want with the recycled materials |the bushes so the birds don’t get scared |
|This centre will remind students how important it is not to litter | |
| |Centre 4: |
|Skills Used: | |
| |Ask: Can you please tell me about the picture that you |
|Self-regulation: the students will show self-regulation skills by staying at their centre until it is |are making? |
|time to switch. | |
|Assessment Tip: Keep note of the students who are engaged and working cooperatively at their centre. |Anticipated Response: I am making a butterfly out of |
|Note: if a student is not engaged, he/she might need a different centre to go to! |this garbage. I am going to use old bottle caps to |
| |decorate the wings |
|Creativity: Students will be able to display their creativity in most of the centres. Students will | |
|have the chance to express themselves, and learn about the importance of the 3Rs, through hands-on | |
|creative activities. | |
|Assessment Tip: Watch for students who are creating posters / designing birdhouses or images that are | |
|different from their classmates. | |
| | |
|Inquiry: Students will make inquires as to what materials go in the appropriate bin and why. At this | |
|centre, students will be challenged to spot patterns in the type of materials that go in the bins. In | |
|addition, students will be encouraged to come up with ways in which we can do a better job as a class | |
|at the 3Rs. | |
| | |
|3. Explanation – What is the main idea (concept)? How will the main idea (concept) be constructed? |Questions / Responses |
| | |
|Main Idea: | |
| |[see questions/responses above] |
|The main idea of this lesson is to promote the students’ thinking about the 3Rs (reduce, reuse, | |
|recycle) in order to show respect and care for the environment. | |
| | |
| | |
|Constructed: | |
| | |
|Students will work at four different centres that reinforce the 3Rs while providing them with hands-on | |
|ways to continue caring for the environment | |
|Two of the centres promote learning and understanding of what changes can be made inside that affect | |
|the natural environment outside | |
|The other two centres promote learning and understanding of how to care for and respect the natural | |
|environment outdoors | |
|4. Expansion – Which process skills will be used? How will the idea be expanded? |Questions / Responses (allow multiple opportunities for |
| |‘think, pair, share’) |
|Process Skills: [during the centres] | |
| |Ask: Can we brainstorm some ideas to put in our recycled|
|Making Models: When the students are making the birdhouses, they will be engaged in the ‘making models’|garden? |
|process skill. | |
| |Anticipated Response: You can make a garden with big |
|Classifying: Students will be classifying / sorting which materials go in either the garbage, recycling|flowers! |
|or compost bin. | |
| |Anticipated Response: I am going to make a garden with |
|Communicating: Students will communicate how they think that the school can become more aware of the |worms in it! |
|3Rs by creating posters. | |
| |Anticipated Response: I am going to cut the flowers in |
|Process Skills: [expansion] |my garden to all look different |
| | |
|Communicating: Students will display how ‘trash’ can be made into something beautiful; therefore, |Ask: Why is it important to try and make use of |
|students will spread the important message that we should be careful with how much we throw away. |materials that would be going in the recycling |
| |bin/garbage? |
|Expansion [connected to the Visual Arts curriculum]: | |
| |Anticipated Response: We are making something cool out |
|Students will used a variety of recycled materials to create a ‘recycled garden’ |of it so we don’t have to throw it out! |
|Students can choose what they would like to put in their garden (flowers, trees, worms, etc.) | |
|Once the students are done, they will add their artwork to their lab books | |
| | |
|5. Evaluation – How will the students show what they have learned? | |
| | |
|While students are working at the centres, I will walk around with an iPad and take pictures and videos| |
|of conversations that the students are having | |
|Note: the conversations that students are having will be more important than their finished products at| |
|the centres | |
|The student’s updated lab book will also be used for assessment purposes | |
|Unit/Strand: Natural World and the Environment Date: N/A |
| |
|Title of Lesson: Cycle 4 Grade: FDK |
|Science & Technology Fundamental Concept: |
| |
|(* Taken from the Science and Technology Curriculum: Grades 1-8) |
| |
|Sustainability and Stewardship: Students will build their knowledge and understanding of the importance of caring for “the natural environment in a responsible |
|way” (Science and Technology Curriculum, 2007, p. 5) |
|Values: “Using non-renewable resources with care; reusing and recycling what we can; switching to renewable resources where possible” (Science and Technology |
|Curriculum, 2007, p. 5) |
| |
|Change and Continuity: Students will be encouraged to explore and investigate why aspects of local environments are the same or different. As an extension to |
|thinking about change and continuity, students will be asked to think about what would happen as a result of something changing in the environment. |
|Big Ideas: |
| |
|Science and Technology |
| |
|Overall Expectation 3: Demonstrate an understanding of the natural world and the need to care for and respect the environment (FDK Curriculum, 2010/2011, p. |
|121) |
| |
|Specific Expectation [focus of lesson]: 3.4 – Participate in environmentally friendly activities in the classroom and the schoolyard (FDK Curriculum, |
|2010/2011, p. 122) |
| |
|Connection to Mathematics: |
| |
|Overall Expectation P4: Explore, recognize, describe, and create patterns, using a variety of materials in different contexts (FDK Curriculum, 2010/11, p. 109) |
| |
|Specific Expectation: P4.2 – Identify and describe informally the repeating nature of patterns in everyday contexts using oral expressions and gestures (FDK |
|Curriculum, 2010/11, p. 123) |
|Ex.: Patters in nature (*the four seasons – fall goes before winter) |
|Create a pattern of plants in the garden |
| |
| |
|Concepts Important to Expansion: |
| |
|Importance of maintaining the playground: Students will start thinking about what would happen if we did not rake the leaves on the playground. Students will be|
|encouraged to make the connection that the grass underneath all the leaves will not have access to enough sunlight and water. |
| |
|Importance of planting plants: Students will make the connection that plants produce oxygen gas that is important for both the plants and the animals in the |
|environment. |
| |
|Importance of attracting animals (birds): Animals keep the local environment in balance. We can’t have animals with no plants. We also couldn’t have plants |
|without animals. |
| |
|Materials for Exploration: | |
| |Assessment Purpose: for as of Learning |
|Whiteboard/Projector/Laptop | |
|Rakes / brown bags |Assessment Strategies: What will students say, write/draw, do (e.g., Say: students will |
|Small gardening shovels |explain the reasoning for their decision; Write: students will fill out an exit pass; Do: |
|Gardening gloves |students will share their thinking in a role play)? |
|Bird seed |Students will … |
|Pumpkin seeds | |
|Two small mum plants |Say: Students will engage in whole group conversation about what they noticed about the |
|Two small purple fountain grass plants |video that they watched at the beginning of class. Students should be having conversations |
|iPad (to document) |in the playground about why they are doing the various activities. |
| | |
|Materials for Expansion: |Write/Draw: Students will draw what they think their garden will look like tomorrow, in a |
| |week, and in a month. Underneath each picture, the students will write one sentence (or |
|Construction paper (white) |words) about what is happening. |
|Markers, crayons, pencils, pencil crayons | |
|Lab books |Do: Students will all participate in revamping the playground and the garden in the |
|Strip of lined paper |playground. |
| | |
| |Recording Tool: Checklist Scale Rubric Anecdotal Notes Other – Pictures, videos, lab |
| |books |
|1. Engagement – What is the focus of the lesson? |Questions/Responses (allow for multiple opportunities |
| |for ‘think, pair, share’) |
|Flipping the Classroom: | |
| |Ask: What is something that you enjoyed about the video?|
|At the beginning of the unit, each patent/guardian/caregiver was notified that we would be having a | |
|‘litterless lunch challenge’ on the fourth day of the unit |Anticipated Response: I like how Big Bird was asking a |
|The students were encouraged to brainstorm with their family ways in which they could pack a lunch that|lot of questions! |
|involves no garbage | |
|Bringing a litterless lunch ties in with the theme of the lesson (participating in environmentally |My Response: Do you have any questions about what we |
|friendly activities) |just watched? |
| | |
|Engagement: |Anticipated Response: Are all seeds planted the same |
| |way? |
|Video: Sesame Street Plants a Garden | |
|Students will make the connection that animals sometimes eat planted seeds while humans eat the food |My Response: What do you think? Does anyone have a |
|that grows from the seeds |suggestion? |
|Students will also see how to ‘properly’ plant seeds | |
| |Anticipated Response: Yes, because seeds need to be dug |
|Link: |in dirt. |
| | |
|Mathematics Connection: |My Response: Today, we will get to see if different |
|As a class, we will think of how we can plant our materials in a pattern |seeds need to be planted in another way! |
|Example: Mums, Purple Fountain Grass, Mums, Purple Fountain Grass | |
| | |
|Focus of Lesson: What activities can we participate in that are environmentally friendly? | |
| | |
| | |
|2. Exploration – Which skills will be used? What will students do? |Questions / Responses (allow multiple opportunities for |
| |‘think, pair, share’) |
|Do: | |
| | |
|Playground Revamp! |Ask: How do you think that we should organize the plants|
|Students will get to choose which section of the playground that they will be helping to remodel |in the garden? |
|Playground Revamp Tasks: | |
|1: A group of students will hang the birdfeeders that were created at the birdfeeder centre the day |Anticipated Response: We should keep the plants that are|
|before. These students will make sure that there is enough bird food in all of the houses. The |the same beside each other |
|birdfeeders will be hung on small trees outside. | |
|2: Three students will be in charge of raking the leaves and helping put them in brown bags |My Response: That might be a nice idea; so we are |
|(environmentally friendly) |grouping the plants based on their ‘like’ qualities |
|3: Another group of students will prepare the soil to plant seeds and small plants that grow well in | |
|the fall [Mathematics Connection: the plants will be planted in a pattern that the class decided on at |Ask: Maybe we can think of a pattern to organize our |
|the beginning of class] |garden? |
|Purple Fountain Grass | |
|Mums |Anticipated Response: We could plant one purple grass |
|Pumpkin seeds (not part of the pattern) |plant then the other plant and the purple grass plant |
|4: The last group of students will be responsible for placing the seeds in the prepared soil and |again and then the other plant |
|covering them with more soil | |
| |My Response: That is called a repeating pattern! |
|Skills: | |
| |Ask: Is anyone interested in raking the leaves outside? |
|Cooperation: Students will have to work with one another in their small groups to get the task of | |
|revamping the playground done effectively. |Anticipated Response: I am! I have always wanted to |
| |learn how to rake leaves |
|Team Work: Students will assist their peers while we are all outside together. If one group is done | |
|their task early, they can help another group! |Anticipated Response: I would like to help rake the |
| |leaves because I help my dad rake at home |
|Fine / Large Motor: Students will participate in activities that will continue to build their motor | |
|development skills (raking, planting, digging, etc.) |Ask: Do I have any volunteers to hang the bird houses? |
| | |
| |Anticipated Response: I would like to hang them and then|
| |see if any birds come! |
|3. Explanation – What is the main idea (concept)? How will the main idea (concept) be constructed? |Questions / Responses (allow multiple opportunities for |
| |‘think, pair, share’) |
|Main Idea: | |
| | |
|The concept for the last lesson in the ‘mini unit’ is to participate in environmentally friendly | |
|activities in the classroom and in the school yard |Ask: Why do you think that we hung bird feeders outside |
| |in the playground? |
|Constructed: | |
| |Anticipated Response: For the birds to come! |
|By having the entire class equally participate in a playground revamp, each student can feel as though | |
|they made a positive impact on their local environment |Anticipated Response: Because the birds are part of our |
|Since this is the final of the four-lesson ‘mini unit’, students will be able to make connections as to|environment and we should be nice to them |
|why they are participating in the activities to revamp the playground | |
|Ex.: Hang birdfeeders to attract more wildlife to the playground |Ask: Do you think that we had to rake the leaves |
|Ex.: Plant seeds and small plants in the garden to help the air quality and support the need of |outside? |
|wildlife | |
|Ex.: Rake the leaves and put them in brown bags for compost |Anticipated Response: No, but the grass might turn |
|By having the students participate in a literless lunch, they are also doing their part ‘in school’ to |colour underneath the leaves – that happened at my house|
|have a positive impact on the environment | |
|Since the students took part in adding new plants to the garden, they will be able to have the |Anticipated Response: I think that the grass can get |
|responsibility of taking care of the plants and the seeds (i.e., watering). |more food from the sun and rain if there aren’t leaves |
| |on top |
|4. Expansion – Which process skills will be used? How will the idea be expanded? |Questions / Responses (allow multiple opportunities for |
| |‘think, pair, share’) |
|Process Skills: | |
| | |
|Predicting: Students will make predictions on what the playground, specifically the garden, will look |Ask: Can you tell me about the pictures that you drew? |
|like once the plants/seeds that we planted grow. Students will make a prediction based on what they | |
|know about how plants grow if they receive the proper hydration and nutrients. |Anticipated Response: I don’t think that the garden will|
| |look any different tomorrow because it takes longer for |
|Communicating: Students will communicate their thinking by creating a picture and writing short 1-2 |plants to get big – kind of like people |
|sentences about the new playground/garden space outside. | |
| |Anticipated Response: I drew a bunny eating the plants |
|Expansion: |in one of my pictures because I think bunnies eat plants|
| | |
|Students will draw a picture of what they think the playground/garden will look like tomorrow, in two | |
|weeks, and in a month. |Anticipated Response: In a month, I think that the |
|Underneath each picture, there will be three lines for students to write a sentence (or a few words) |plants will grow, but I think that there will be more |
|about what is happening in each picture |leaves on the ground |
|Students should demonstrate an understanding of how plants slowly grow given the proper nutrients. | |
|In student’s final picture (1 month), I should also see the trees with a lot less leaves on them |Ask: Do you think that we need to do anything to the |
|Students will add the picture to their lab book |plants/seeds after we created our garden? |
|*On the page before, I will print out pictures of what the garden looked like right after the students | |
|planted in it |Anticipated Response: No, it will rain |
| | |
| |My Response: What happens if it doesn’t rain for a |
| |while? |
| | |
| |Anticipated Response: The plants will get thirsty, like |
| |how we get after we have gym [physical education] |
|5. Evaluation – How will the students show what they have learned? | |
| | |
|Pictures and videos will be taken while the students are actively engaged outside to revamp the | |
|playground | |
|The students’ lab books will also be collected | |
|Lab books should show a progression of attention to detail and understanding of local environment | |
|concepts | |
5. Background Knowledge
Note: The following information is for any teacher/supply teacher who is going to implement the mini unit/cycle
Cycle 1:
Definitions
• Natural World: “natural life on earth, the global ecosystem” (World Web, n.d, para. 1)
• Environment: Encompasses all of the physical surroundings on Earth (living and non-living) (Britannica Kids Encyclopedia, 2015, para. 1)
• Local environment: Please note that for this unit, the students will be focusing on the environments around the school and their home. For example, students will be participating in observing similarities and differences between the school playground or park and their own backyard.
Cycle 2:
Definitions
• Changes in the environment: It will be assumed that the students have background knowledge and have participated in activities that relate to the changing seasons. For the purpose of this lesson, students will be required to demonstrate their understanding of the physical changes that take place due to the weather. For example, there is snow in the winter and the leaves turn colour in the fall.
• Healthy living: “Choose a balance of active and quiet activities throughout the day; remember to go to the snack centre; drink water when thirsty” (FDK Curriculum, 2010/11, p. 130). In particular, students will focus on how they need water (hydration) and snacks (nutrition) just like plants and animals.
• Predicting: Say, estimate or show something “that will happen in the future or will be a consequence of something” (Word Web, n.d, para. 1)
Cycle 3:
Definitions
• Care for the environment: Educating students, and encouraging student inquiry, as to how they can care for the environment. For this concept, students are encouraged to look at steps to actively better the environment (ex.: pick up garbage in the school yard).
• Respect the environment: Educating students, and encouraging student inquiry, as to how they can make thoughtful decisions as to how they treat the environment (ex.: do not throw your trash on the ground in a park).
o Both of the above definitions / concepts are based on the concept of environmental stewardship: “the obligation to take care of our natural resources to ensure that they are sustainably managed for current and future generations” (Science and Technology Curriculum, 2007, p. 156)
• Reduce: Limit the amount of packaged materials that you purchase (Environment Canada, 2014, para. 1)
• Reuse: Use packaged materials more than once (Environment Canada, 2014, para. 1)
• Recycle: Packaged materials that cannot be reduced or reused “should be recycled at home, work and school” (Environment Canada, 2014, para. 1)
Cycle 4:
Definitions
• Purple Fountain Grass: The grass needs to be planted where there is direct sunlight (Phipps, 2014, para. 2). In addition, plants surrounding the grass should be placed at least three feet apart (Phipps, 2014, para. 2).
• Mums: The mum should not be planted too close to other plants in order for the roots to spread (Francis, n.d, para. 1). In addition, the newly planted mums need to be watered every other day (Francis, n.d, para. 1).
• Pumpkin Seeds: You have to make sure to “mound the soil in the centre of the chosen location . . . to help the sun heat the pumpkin seeds” (Rhoades, 2015, para. 2).
General Safety Precautions / Concerns
• It is imperative to make sure that all of the students are under supervision while participating in outdoor activities. It is a good idea to ‘model’ how to use the gardening tools before the students go outside to use them. In addition, while participating in activities indoors, some students might need assistance with scissors. Never leave the classroom while you are teaching the students.
• When the students go outside, it is also important to reinforce the fact that they are going outside to observe the environment (referring to cycle 1). Therefore, students should not be pulling leaves off the trees, breaking branches, etc., as the purpose of the cycle is to help students understand the importance of respecting the environment.
6. Students’ alternative scientific conceptions on the topic
[Possible] Cultural misconceptions
• Some students might come from parts of the world that are less environmentally ‘friendly’ or ‘aware’ as we are in Canada. For example, if a student moves to Canada from China, they might not be aware of what it means to take an active role in being environmentally friendly. However, I cannot make any judgments based on where a student comes from. Furthermore, I should not assume that a student does not know a lot about the environment based on their cultural background.
What might students think they know?
• Students might think that they know what the word ‘environment’ means. For example, some students might think that the environment is just the air. Other students might think that the environment only consists of plants.
• Students might also think that they know what it means to ‘recycle’ because they have heard the word, but do the students actually know what goes in a recycling bin? Similar to the concept of the green bin, students might have heard of a green bin but are unclear as to what goes in the green bin.
What have students been exposed to that would alter their conceptions?
• Perhaps some students come from a family that does not recycle or use the green bin. For example, if a student throws everything in the garbage at home, they will not be as familiar with the purpose of a recycling bin.
• Other students might not have been exposed to a variety of different environments (i.e., some students might not have the means to travel to different parts of the city, town, province, etc.). The four cycles will then assist students in spotting the similarities and differences that exist from a ‘local’ environment, meaning that there are all different types of environments near their home or school.
7. Range of Appropriate Instructional Strategies
Flipping the classroom
For the four cycles, I tried to periodically implement the concept of flipping the classroom. Since there are no structured ‘lectures’ in FDK, the concept of flipping a classroom is not going to look the same as it would for a high school class. One FDK teacher explained the value of flipping a classroom in terms of “offloading the lower-level activities of Bloom’s Taxonomy . . . and allows us to do more projects and activities from the higher levels in a class” (Smith, 2012, para. 10). Therefore, by asking parents to review videos at home with their children allows the students to come to class with at least some background knowledge on the concept that will be built on through the process of ongoing learning. For example, in the second cycle, the students watched a short clip about changing seasons in order to kick start their thinking when it came time to draw four different images of an environment that changes with the four seasons. As a teacher, I would be able to spend more time on the ‘hands on’ activities by implementing flipping the classroom which would allow for more time to engage in ‘meaningful’ assessment. (Note: for the students who do not have internet access at home, I would present them with the video at the beginning of the class while the other students start their activity.)
Choice
Throughout the course of the cycle, the students were given options with regards to what they would like to inquire about and explore. The FDK curriculum explains that it is important for Early Learning-Kindergarten team members to support students by “guiding, shaping, engaging in, and extending play but not dictating or dominating it” (FDK Curriculum, 2010/11, p. 14). Therefore, during cycle one, the students are provided with a large block of time to explore and observe the playground. Students were encouraged to observe a part of the environment that was of interest to them. In addition, the students were reminded of the purpose of being outside to help guide the students in making some observations. Another example of when choice was provided to students was during centre time. At each centre, students were provided with a “variety of hands-on, concrete materials, tools, and equipment that encourage children to engage” (FDK Curriculum, 2010/11, p. 14). For example, the students had access to a large variety of recycled materials with which to create a piece of art. The students were not told what to create; rather, they were given a range of materials that would help encourage their own creative process.
Integration of Learning
Throughout each day of the mini cycle, or mini unit, the students engaged in meaningful learning that was integrating with concepts from the outside world and other curriculum topics. I used the model of integration that supports “the presentation of concepts to children in a variety of contexts” (FDK Curriculum, 2010/11, p. 14). For example, I used the mathematical concept of patterning during the ‘planting’ activity on the last day of the cycle. Another example is when the students created textured art by using recycled materials. The curriculum states that integration helps “children see how the knowledge and skills developed in one area can be relevant to other areas” (FDK Curriculum, 2010/11, p. 17). Therefore, the instructional strategy of planning an integrated Science and Technology cycle helps keep the students engaged while discovering connections between concepts.
Think, Pair, Share
Even though this strategy is not explicitly stated/outlined in the cycles, it is one that should be implemented during every before, during, and after an activity. It is important to give the students time to think about their learning and then discuss their thoughts and opinions with a peer. By allowing students ‘think time’, there will be more robust and meaningful class conversations.
8. Appropriate Assessment Techniques & Strategies
Lab Book
I am a big proponent of having students create, or contribute to, a lab book no matter what grade level they are. For example, in FDK, a lab book is going to look very different than even a grade two’s lab book. For the purpose of creating a lab book, as an assessment tool in FDK, the students are asked at the end of every lesson to glue the activity that they completed for that day in the book. The lab book is an excellent tool for assessment because I can view the student’s progression throughout the course of the mini cycle. The students know that it is ok to draw a picture without providing a written explanation. While writing might be in some students’ zone of proximal development, other students in FDK are not quite there yet (FDK Curriculum, p. 30, 2010/11). Therefore, a lot of the activities completed for the outlined cycle require the students to draw a picture and add words or sentences if they choose to do so. The FDK curriculum supports using portfolios as an assessment strategy (FDK Curriculum, p. 31, 2010/11) and the lab book is essentially a portfolio of what the students have been exploring and gaining a deeper understanding of.
A mark can be derived from viewing the student’s lab book by interpreting and “assessing children’s developmental progress” (FDK Curriculum, 2010/11, p. 28) and determining if the student had progress in achieving the overall learning expectations (FDK Curriculum, 2010/11, p. 28). While looking through a student’s lab book, it is important to keep in mind the individual learner as reporting on FDK involves reporting on the child’s “growth and achievement” in relation to the learning expectations that I set out at the beginning of a unit or a new topic. Therefore, if I look through a student’s lab book and see that they struggled at making observations on day one but produced strong connection skills while drawing changes in the four seasons, I know that the student is progressing in their knowledge and understanding.
At the end of each lesson, the lab book is what will be used as an evaluation tool because the activities that the students completed for the day will be glued in the book. However, the observations made throughout the lesson (using the iPad) provide me with deeper insight as to how a student is working through new concepts.
iPad
The FDK curriculum acknowledges that documenting observations is “the most important method for gaining assessment information about a young child” (2010/11, p. 30). Therefore, an iPad is an excellent resource to have as a teacher in an FDK classroom. Throughout the Science and Technology mini cycle, the iPad is supposed to be used as a tool to take pictures and record conversations that are had by the students inside and outside of the classroom. Since observations are the primary source for assessment in FDK, I believe that it is important to collect actual proof of the observations made in the classroom. For example, if a parent came in and I told them that their son/daughter had excellent collaboration skills, the parents would likely ask for an example. During the Science and Technology mini cycle, I would have been able to take a picture, or short video, of their son/daughter assisting another student putting leavings in a brown bag (re: cycle 4). Collecting factual evidence of my observations in the classroom enhances my credibility as an educator.
I believe that the Science and Technology mini cycle that I created would be an effective FDK program because it provides “many opportunities for ongoing observation and documentation to assess children’s strengths, needs, and interests” (FDK Curriculum, 2010/11, p. 30). Over the course of the four-day cycle, there were observation opportunities outside of the classroom, inside the classroom, and in the gymnasium. Furthermore, there are a variety of opportunities to assess a student’s ability to work independently and in a group.
*Note: Both the lab book and the iPad serve as excellent tools for ongoing assessment. The lab book serves as an ongoing assessment tool through a particular Science and Technology unit while the iPad provides proof of a student’s ongoing learning throughout the school year.
9. Resource List
Cycle 1
• Website Link [Google Maps]:
Reference:
Google Maps. (n.d). Central public school [street view map]. Retrieved from 79.663633,10z/data=!4m5!1m2!2m1!1scentral+public+school!3m1!1s0x882c9e22303f06b7:0x27fd17d86e50a5a8
Cycle 2
• Book: Wanda’s Roses by Pat Brisson
o Link to purchase book:
Reference:
Brisson, P. (2012). A mighty girl: wanda’s roses. Retrieved from
• Flipping the Classroom [video]: Changes of Seasons – YouTube
o Link to video:
Reference:
Poku, D. (2010). Changes of seasons, after effects [video]. Retrieved from
• Resource links for images of Burlington:
o
Reference:
2013. Tourism burlington ontario canada. Retrieved from
Cycle 3
• Engagement [video]: Reduce, Reuse, Recycle – YouTube
o Link to video:
Reference:
Environment Canada. (2014). Reduce, reuse, recycle. Retrieved from mw/default.asp?lang=en&n=D3A22BDD-1
• Directions for Bird Feeder Buzz centre:
Reference:
2010. Recycling crafts for kids. Retrieved from
• Directions for Visual Arts integration [expansion]:
Reference:
2011. Laugh, paint, create: recycled garden. Retrieved from
Cycle 4
• Engagement [video]: Sesame Street – Mrs. Obama Plants a Garden – YouTube
o Link to video:
Reference:
Sesame Street. (2009). Sesame street: Mrs. Obama plants garden [video]. Retrieved from
Appendix 1
Cycle 1: List of Materials
List of Materials [for the teacher]:
1. White board
2. Overhead projector
3. Laptop
4. iPad
Appendix 1.1
Cycle 1: Google Maps
Link to Google Maps:
Example: Move the screen around so that students can observe different aspects of their local environment
View 1: Playground
View 2: Across the street
Appendix 1.2
Cycle 1: Letter to Parent/Guardian/Caregiver
Dear Parent/Guardian/Caregiver:
Our class is going to begin learning about the natural world and the need to care for, and respect, the local environment. As we have been exploring what it means to ‘flip the classroom’, I ask that you assist your son/daughter with the following:
At the beginning of the Science and Technology cycle, the students will compare their backyard to the playground in order to identify similarities and differences between the two local environments. If possible, please take a photograph of your backyard, terrace or courtyard with your son/daughter.
Please print the photograph and send it to school with your son/daughter on Monday, October __. 2015. Ask your child to draw a picture of their backyard, or part of their backyard, and send the drawing to school with your son/daughter on Monday, October __, 2015.
If you have any questions or concerns, please contact me at chill@hdsb.ca,
I look forward to looking at everyone’s photographs and drawings!
Miss Hill (FDK-1)
Appendix 1.3
Cycle 1: Classroom Bulletin Board, ‘Our Local Environments’
Appendix 2
Cycle 2: Materials
List of Materials [for the teacher]:
1. Book: Wanda’s Roses by Pat Brisson
2. Images of different parks in Burlington
3. Radio/CD player
4. iPad
Appendix 2.1
Cycle 2: Letter to Parent/Guardian/Caregiver
Dear Parent/Guardian/Caregiver:
Our class is continuing to learn about the natural world and the need to care for, and respect, the local environment. On the evening of Monday October __, 2015, can you please watch the following video, Change of Seasons, with your son/daughter. The students will be participating in an activity to further understand what happens to the environment when a change occurs (the four seasons), and the video will help students visualize the seasonal changes.
Video Link:
(Please note that if your son/daughter is unable to access the video, there will be a chance for them to view it during class)
If you have any questions or concerns, please contact me at chill@hdsb.ca,
Miss Hill (FDK-1)
Appendix 2.3
Cycle 2: Instructions for Tress and Animals Game
Location: Gymnasium or any other open safe space
• 1. Split the class up and assign roles ( 1 quarter of the class will be trees and the remaining students will be animals
• 2. Set clear boundaries for your students and make sure that they do not use the wall to slow down while they are running
• 3. Explain to the students that if they are a tree, they will be standing in one spot and moving their arms and upper bodies while the music is playing
• 4. Explain to the students that if they are an animal, they will be running around the gymnasium acting like an animal of their choice (example: a bear would make big movements around the gym and growl)
• 5. When the music starts, the students will assume their roles as trees or animals
• 6. When the music stops, the animals will have to find a tree to stand beside for ‘protection’ (note: only one animal can stand by a tree)
o Divide the students who did not find a tree: half will become trees and the other half will become wind
• 7. Explain to the students that if they are wind, they will twirl, spin or run around the gymnasium acting like wind and making ‘wind’ sounds when the music is playing
• 8. When the music stops for the second time, the animals need to find protection beside a tree again – the catch is that if wind gets to a tree before the animal, the tree cannot be used as protection because the wind will have blown off all of the tree’s leaves
• Note: Repeat the activity a few times making sure that everyone gets the chance to be a tree or an animal/wind so that everyone gets their heart rate raised
Appendix 3
Cycle 3: Materials
List of Materials [for the teacher]:
1. Whiteboard
2. Projector
3. Laptop
4. iPad
5. YouTube Link: Reduce, Reuse, Recycle
List of Materials [Centre 1: Recycled Posters]:
1. Recycled paper (any colour)
2. Markers
3. Crayons
4. Pencil crayons
5. Pencils
List of Materials [Centre 3: Bird Feeder Buzz]:
1. Recycled cartons
2. Bird food
3. Markers
4. Crayons
5. Pencil crayons
Other Materials: Lab Books
Appendix 3.1
Cycle 3: Bird Feeder Buzz Centre Inspiration
Source: 5 Upcycled Bird Feeders
Appendix 3.2
Cycle 3: Expansion [connection to Visual Arts]
Source: Laugh, Paint, Create
Appendix 4
Cycle 4: Materials
List of Materials [for the teacher]:
1. Whiteboard
2. Projector
3. Laptop
4. YouTube Link (Sesame Street)
5. iPad
Appendix 4.1
Cycle 4: Litterless Lunch Letter
Dear Parent/Guardian/Caregiver:
Our class is nearing the end of our mini Science and Technology cycle involving the local environment. On Friday, October __, 2015, we are going to all try and participate in a litterless lunch day!
Please have a discussion with your son/daughter to brainstorm ways to pack a lunch without bringing any waste. In addition, it might be helpful to include your son/daughter in the process of packing the lunch. If you need any suggestions on how to pack a litterless lunch, please do not hesitate to contact me by e-mail.
If you have any questions or concerns, please contact me at chill@hdsb.ca,
I look forward to celebrating the end of the Science and Technology unit with a litterless lunch day!
Miss Hill (FDK-1)
References
2013. Tourism burlington ontario canada. Retrieved from
2011. Laugh, paint, create: recycled garden. Retrieved from
2010. Recycling crafts for kids. Retrieved from
Brisson, P. (2012). A mighty girl: wanda’s roses. Retrieved from
Britannica Kids Encyclopedia. (2015). Environment children’s encyclopedia. Retrieved from
Environment Canada. (2014). Reduce, reuse, recycle. Retrieved from mw/default.asp?lang=en&n=D3A22BDD-1
Francis, M. (n.d). Mum’s the word: helping these fall blooms thrive. Retrieved from thrive
Google Maps. (n.d). Central public school [street view map]. Retrieved from 79.663633,10z/data=!4m5!1m2!2m1!1scentral+public+school!3m1!1s0x882c9e22303f06 b7:0x27fd17d86e50a5a8
Ontario Ministry of Education. (2010/11). The Ontario curriculum: the full-day early learning kindergarten program [program of studies]. Retrieved from
Ontario Ministry of Education. (2007). The Ontario curriculum grades 1-8: Science and Technology [program of studies]. Retrieved from
Ontario Ministry of Education. (2005). The Ontario curriculum grades 1-8: Mathematics [program studies]. Retrieved from
Phipps, N. (2015). Growing purple fountain grass – how to take care of purple fountain grass. Retrieved from fountain-grass/grow-purple-fountain-grass.htm
Poku, D. (2010). Changes of seasons, after effects [video]. Retrieved from
Rhoades, H. (2015). Pumpkin growing tips: how to grow pumpkin seeds for your garden. Retrieved from growing.htm
Sesame Street. (2009). Sesame street: Mrs. Obama plants garden [video]. Retrieved from
Smith, K. (2012). Flipping for kindergarten. Retrieved from
Soliano, J. (2013). Recycling song Jack Johnson 3Ds [video]. Retrieved from
World Web Online. (n.d). Noun: natural world. Retrieved from
World Web Online. (n.d). Noun: predicting. Retrieved from
-----------------------
Science and Technology
OE 3: Demonstrate an understanding of the natural world and the need to care for and respect the environment
Day 2
Day 1
Science and Technology
Exploring our environment and the natural world!
Grade 2
Science and Technology
SE 3.1: Identify similarities and differences between local environments
Day 3
Science and Technology
OE 3: Demonstrate an understanding of the natural world and the need to care for and respect the environment
Connection to Phys Ed Curriculum (OE 1)
SE 1.1: Begin to demonstrate an understanding of the efforts of healthy, active living on the mind and body
Science and Technology
SE 3.2: Describe what would happen if something in the local environment changed
Day 4
Science and Technology
OE 3: Demonstrate an understanding of the natural world and the need to care for and respect the environment
Connection to Visual Arts (OE V2)
V2.1: Explore a variety of tools, materials, and processes of their own choice to create visual art forms in familiar and new ways
Science and Technology
SE 3.3: Identify ways in which they can care for and show respect for the environment
Science and Technology
OE 3: Demonstrate an understanding of the natural world and the need to care for and respect the environment
Connection to Mathematics Curriculum
* All OE/SE taken from FDK Curriculum Ontario Ministry of Education. (2010/11). The ontario curriculum: the full-day early learning kindergarten program [program of studies]. Retrieved from
Science and Technology
SE 3.4: Participate in environmentally friendly activities in the classroom and the schoolyard
List of Materials [for the students]:
1. Clipboard (class set)
2. Blank paper (at least 1 per student)
3. Pencil (class set)
4. Magnifying glass (class set)
5. Glue (1 per 3 students)
6. Crayons/Pencil Crayons
7. iPad (dependent on how many are available for the class)
*Images taken from clipart
List of Materials [for the students]:
1. 4 square paper cut outs (per student)
2. Markers, pencils, pencil crayons
3. Lab books
List of Materials [Centre 2: Specific Sorting]:
1. Blue box
2. Green bin
3. Garbage bin
4. Recycled materials (make sure they are clean)
List of Materials [Centre 4: Trash to Treasure]:
1. Recycled materials
2. Scissors
3. Glue
4. Construction paper
List of Materials [for the students]:
1. Rakes (4)
2. Small garden shovels (4-5)
3. Gardening gloves (5)
4. Brown bags (for leaves – 3)
5. Bird seed
6. 2 small mum plants
7. 2 small purple fountain grass plants
8. Pumpkin seeds
9. Construction paper (divided in 3) – 1 per student
10. Strip of lined paper (1 per student)
11. Markers, crayons, pencils, pencil crayons
12. Lab books
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