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| PROJECT DESIGN: OVERVIEW page 1 |

|Name of Project: Community Helpers |Duration: 15 days |

|Subject/Course: Kindergarten |Teacher(s): Melissa Glasgow |Grade Level: Kindergarten |

|Other subject areas to be included, if any: Reading, Writing, and Speaking Standards |Design Team: Hannah Hurst and Rachel Kasul |

| |

|Significant Content |RI.K.1 With prompting and support, ask and answer questions about key details in a text. |

|(CCSS and/or others) | |

| |RF.K.4 Read emergent-reader texts with purpose and understanding. |

| | |

| |W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). |

| | |

| |W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |

| | |

| |SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |

| |SL.K.1.A Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). |

| |SL.K.1.B Continue a conversation through multiple exchanges. |

| |SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. |

| | |

| |SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. |

|Big Questions |Who are community helpers? What do community helpers do? How do we learn what community helpers do? How can we share with others about community helpers? |

|21st Century Competencies (to |Collaboration—assessed through helping one another record their projects and constructing a | |Creativity and Innovation—design of Big Book pages; use of knowledge about |

|be taught and assessed) |class Big Book | |community helpers and incorporation of props in video project |

| |Communication—oral communication in their video presentations; written communication in the | |Other: |

| |family project and the Big Book | | |

| |Critical Thinking—analyze and synthesize research from various sources | | |

|Project Summary |After the entry event of the police officer’s visit, students will embark on three major projects, which will introduce them to various community helpers, allow them to further their |

|(include student role, issue, |understanding about the roles of community helpers, and emphasize how the community depends on these people. |

|problem or challenge, action | |

|taken, and purpose/beneficiary)| |

|Driving Question |How do community helpers describe their jobs and impact their neighborhoods? |

|Entry Event |A police officer will visit to explain his/her role in the community and how he/she helps the community. Students will be able to ask questions of the police officer. |

| | |

|Products |Individual: Family Project |Specific content and competencies to be assessed: |

| | |Knowledge of a family member’s job. |

| | |Ability to converse using information learned. |

| | |21st Century Competency: Communication |

| |Team: Big Book Research Project |Specific content and competencies to be assessed: |

| |Video Project |Knowledge of community helpers and their jobs. |

| | |Ability to find information on their own. |

| | |Ability to retain information and communicate the information learned. |

| | |21st Century Competencies: |

| | |Collaboration |

| | |Communication |

| | |Critical Thinking |

| | |Creativity and Innovation |

| |

| PROJECT DESIGN: OVERVIEW page 2 |

|Public Audience |At a school concert on March 12th, the Big Book class projects will be on display for parents to browse. Classes will also show their community helper video projects to the parents at|

|(Experts, audiences, or product|the concert. |

|users students will engage with| |

|during/at end of project) | |

| |

|Resources Needed |On-site people, facilities: Teacher contacts for police officer visit and firefighter visit |

| |Equipment: Flip cameras (at the school), editing software (on the computer at the school), PebbleGo (on the computers at the school) |

| |Materials: Parent letter, Family Project sheet, Pencil/Pen, Crayons, Research practice sheets, Big Book sheets, List of video prompts, Printable props for community helpers video, |

| |Additional community helper props (optional), Emergent readers, Read Aloud books, Word Wall words, Sorting activity |

| |Community Resources: Police officer and firefighter to visit (We are also providing a list of local community helper contacts for additional visits.) |

| |

|Reflection Methods |Individual: Journal/Draw about their research to remember for Big Book project and video | |Individual: Partners give feedback on research practice sheets, and individuals|

|(Individual, Team, and/or Whole|(Research practice sheets) | |make changes based on feedback. |

|Class (such as Journal, Whole | | | |

|Class Discussion, or Survey)) | | | |

| |Whole Class: Discuss the family member project—what they learned, what similarities/differences| | |

| |they discovered between different family members’ jobs, etc. | | |

| |Whole Class: Reflective discussion after community helper visits | | |

|Notes | |

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| PROJECT DESIGN: STUDENT LEARNING GUIDE |

|Project: Community Helpers |

|Driving Question: How do community helpers describe their jobs and impact their neighborhoods? |

| |

|Final Product(s) |Learning Outcomes |Formative Assessments |Learning Experiences |

|Presentations, Performances, |Content & 21st century competencies needed by students to |To check for learning and ensure students are on track |Provided by teacher, other staff, experts; includes |

|Products, and/or Services |successfully complete products | |scaffolds, materials, lessons aligned to learning outcomes |

| | | |and formative assessments |

|Family Project |I can talk to someone in my family about their job. |1. Practice Conversation with a partner |Teacher Model of family project interview |

| |(SL.K.1) | | |

| |I can share with others about my conversation with my family|2. Practice sharing about a conversation with a partner |Class discussion about family projects |

| |member. | | |

| |(W.K.8) | | |

|Class Big Book Research Project|I can research and write about different community helpers. |1. Describe sources |1. Explore related websites: PebbleGo |

| |(W.K.7) |2. Journal about research findings on research practice |2. Explore community helper non-fiction books |

| | |sheets |3. Write/Draw pictures of findings |

| |I can ask and answer questions about things I don’t | |Community helper visits |

| |understand. (SL.K.3) | |Peer feedback on Big Book writing pages |

| |I can read about different community helpers. | |Emergent reader small groups |

| |(RF.K.4) | |PebbleGo |

| | | |Teacher read-alouds |

| | | |Group discussion of teacher read-alouds |

| | | |Vocabulary/Word Wall Words |

| |I can ask and answer questions about my reading. (RI.K.1) | | |

|Individual Videos |I can speak loudly and clearly. |Partner feedback on volume level and understandability |Practice with cameras |

| |(SL.K.6) | |Film segment with partner |

| | | | |

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