SOL:



SOL: K.8 (Good Citizen) First Grading Period

Pacing/Duration: model, practice, and review throughout the year (and throughout year)

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will demonstrate that being a | | |Chart paper |Teacher observation |

|good citizen involves: |Students help create and follow classroom rules | |Markers |Checklist |

|(a) Taking turns and sharing |Teacher models classroom routines and teaches Talk It Out | |Stories | |

|(b) Taking responsibility for certain |lessons. | |Classroom centers | |

|classroom chores |Teacher uses a positive behavior program | | | |

|(c) Taking care of personal belongings and |Teacher presents a list of rules (home, school, community). | | | |

|respecting what belongs to others |Class discusses results of following each rule and the | | | |

|(d) Following rules and understanding the |consequences of breaking each rule | | | |

|consequence of breaking rules |Read stories that illustrate good citizenship behavior | | | |

|(e) Practicing honesty, self-control, and |Students rotate through classroom centers practicing honesty, | | | |

|kindness to others |self-control, kindness, and sharing. Follow with whole class | | | |

|(f) Participating in decision making in the |activity reviewing objectives | | | |

|classroom |Refer to Five Ponds Press, Chapter 1 | | | |

|(g)Participating successfully in group |Discuss the term community: a place where people live. | | | |

|settings | | | | |

|Related SOL: |

SOL: K.9 (American flag, Pledge, President) First Grading Period

Pacing/Duration: 5 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Using construction paper, students create an American flag |G – Students track and lead the |Construction paper |Students point and say name of |

|Recognize the American flag |Students track the words of the Pledge of Allegiance as it is |saying of the Pledge of Allegiance |Classroom flag |flag |

| |read | |Poster of the Pledge of Allegiance|Students describe the American |

|Describe the American flag. The flag has |Recite the Pledge of Allegiance daily |G – Students journal about flag |Play dough substance |flag |

|white stars on a blue rectangle and it also |Discuss the Pledge of Allegiance vocabulary |locations |Magazines |Students identify the president|

|has red and white stripes. |Students perform a flag parade | | |as the leader of our country |

| |Teacher reads a book about presidents |S – Students assemble flag puzzles | |Teacher observation |

|Recognize the Pledge of Allegiance |Discuss United Streaming Discovery Education videos. | | |Checklist |

| |Use Smart board activities |S – Student color flag pictures | | |

|Discuss the vocabulary of the Pledge of |Refer to Five Ponds Press, Chapter 2 | | | |

|Allegiance | |S – Using play dough or similar | | |

| | |substance, students make a flag | | |

|Identify the president as the leader of the | | | | |

|United States | | | | |

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SOL: K.2 (Past/Present) First Grading Period

Pacing/Duration: 3 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Teacher leads a discussion of the difference between past and |G – Students describe a situation and|Picture sorts |Students sort pictures |

|Describe everyday life in the present and |present |class members guess whether past or |Paper |correctly |

|in the past |Students sort pictures showing things of the past and of the |present |Crayons or markers |Teacher observation |

| |present | |Stories |Checklist |

|Recognize pictures as being from the past |Students draw pictures showing the past and pictures showing |S – Additional picture sorts | | |

|and the present |the present | | | |

| |Read stories about the past and present and have students | | | |

|Recognize that things change over time |identify the time frame | | | |

| |Invite families to share descriptions of life in the past and | | | |

|Describe things from the past |present | | | |

| |Refer to Five Ponds Press (Chapter 5) | | | |

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Related SOL: K.1

SOL: K.1 (Betsy Ross) First Grading Period

Pacing/Duration: 2 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Teacher defines history and leads a class discussion about |S – Students work with a tutor |Books |Teacher observation |

| |history |one-on-one to create a booklet about |Paint and paper |Checklist |

|Define history (events that have already |Students paint flags using fingerprints as 13 stars |Betsy Ross |. | |

|happened) |representing 13 colonies | |pa/ | |

|Identify examples of past events in legends,|Teacher reads a library book about Betsy Ross |S – Students use construction paper |56275343.htm | |

|stories, historical accounts |Class reviews the definition of history |to create flags |. | |

|Identify Betsy Ross as believed to have sewn|Discuss Five Ponds Press materials (Chapter 5) | | | |

|one of the first flags for the United States|Review vocabulary: long ago, past, present, real, make-believe| |betsy/ | |

|Explain the difference between real and | | | | |

|make-believe | | | | |

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|Related SOL: K.2 |

SOL: K.1 (Pocahontas and Powhatan) Second Grading Period

Pacing/Duration: 4 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Students listen to a biography about Pocahontas (teacher |G – Write /illustrate Pocahontas |Pocahontas doll |Identify a picture of |

| |selected, not Walt Disney version) |biography |Teacher selected biography |Pocahontas |

|Review the difference between real and |Teacher reviews vocabulary: long ago, past, and present. | |Pictures of |Verbalize primary ideas about |

|make-believe |Teacher reminds students that |S – Role play Pocahontas biography |Pocahontas and Powhatan |Pocahontas and Powhatan |

| |Pocahontas and Powhatan lived in |(may use a Pocahontas doll) |http:// apva. |Checklist |

|Review the difference between long ago, past|the past | |org/history/ | |

|and present |Throughout the story, emphasize that Pocahontas was an American| |pocahont.html | |

| |Indian girl, daughter of Powhatan, who came with her father’s | |Pictures showing the past and long| |

|Identify pictures of Pocahontas and Powhatan|people to visit the settlers at Jamestown. She worked to help | |ago | |

| |the settlers receive food from the American Indians. Powhatan | | | |

|Explain that Pocahontas and Powhatan lived |was an American Indian leader when the settlers came to | | | |

|long ago |Jamestown. He ruled over many tribes. | | | |

| |Teacher leads a discussion of the difference between real and | | | |

|Explain why Pocahontas and Powhatan were |make-believe. Compare the biography read to the Disney version| | | |

|important in history |(real/make-believe) | | | |

| |View and discuss United Streaming video | | | |

SOL: K.1 (Pocahontas) continued Second Grading Period

Pacing/Duration: 4 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |After discussing the story, students paint two pictures; one of| | | |

| |Pocahontas being a friend to the settlers, and one showing how | | | |

| |the student is a good friend to others in the class | | | |

| |Show pictures of Pocahontas and Powhatan | | | |

| |Refer to Five Ponds Press, Chapter 5 | | | |

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|Related SOL:K.2 |

SOL: K.1 (Thanksgiving Day) Second Grading Period

Pacing/Duration: 5 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Students make Indian headbands and Pilgrim hats |G – Journal writing about |Construction paper |Teacher observation |

|Identify the events honored by the holiday |Students prepare and celebrate a classroom feast |Thanksgiving |Feathers |Checklist |

|of Thanksgiving Day. This is a day to |Students make a classroom graph entitled “Would You Be an | |Headband patterns |Class discussions |

|remember the sharing of the harvest with the|Indian or a Pilgrim?” (Integrate math) |G – Role play about Thanksgiving |Pilgrim hat patterns |Naming the holiday and month it|

|American Indians. |Cut out pictures of foods people often have for Thanksgiving | |Food for cooking |is observed |

| |Day celebrations to create a poster or collage |S – Explore classroom books about |Chart paper | |

|Name the month in which Thanksgiving Day is |Students draw pictures of Thanksgiving Day celebrations |Thanksgiving |Books | |

|observed: November |Read stories about Thanksgiving Day | | | |

| |Refer to Five Ponds Press, Chapter 2 | | | |

|Review the definition of history | | | | |

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Related SOL:K.2

SOL: K.1 (Martin Luther King, Jr. Day) Second Grading Period

Pacing/Duration: 2 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Teacher selects and reads a book about Martin Luther |G – Write a speech, “I Have a |Calendars | |

|Explain why Martin Luther King, |King, Jr. and displays a picture of Martin Luther King, |Dream” |Books |Teacher observation |

|Jr. Day is celebrated: Martin |Jr. | |Picture |Checklist |

|Luther King, Jr. Day remembers an |Teacher leads a discussion about discrimination. |G – Using a picture of Martin |“I Have a Dream” speech |Identify picture of Martin |

|African American who worked for |Students role play discrimination (ex: Rosa Parks on the |Luther King, Jr., write about |Booklet resources |Luther King, Jr. |

|all people to be treated fairly. |bus) |their personal dreams |Educational Resources by Melissa Matusevich | |

| |Teacher assists students in locating Martin Luther King, | | | |

|Name the month in which Martin |Jr. Day on a calendar |S – A book buddy reads additional|.org | |

|Luther King, Jr. Day is observed: |Refer to Five Ponds Press, Chapter 2 |books about Martin Luther King, | | |

|January. |View and discuss United Streaming videos |Jr. | | |

| |Students create a January calendar and locate Martin | | | |

|Identify a picture of Martin |Luther King, Jr. Day | | | |

|Luther King, Jr. |Students brainstorm ways to treat others fairly/equally | | | |

| |(ex: including each student for snacks, games, etc.) | | | |

| |Teacher reads excerpts from “I Have a Dream” speech | | | |

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Related SOL: K.2, K.8

S SOL: K.3 (Positional Words) Second Grading Period

Pacing/Duration: 5 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Students participate in Hokey Pokey, Follow the Leader, Simon |G – Students write/copy directional |Index cards |Role plays of positional words |

|Describe the relative location of people, |Says, or “Let’s Go on a Bear Hunt”, to learn directional/ |labels and place them about the |Map Adventures | |

|places, and things by using positional |positional words such as left and right |classroom |. | |

|words, with emphasis on near/far, |Art – students make hand prints of left and right | |mac/isb/ | |

|above/below, left/right, and behind/in front|Students line-up according to the positional words given by the|S – Students work with a partner or |pubs/teachers- | |

| |teacher |small group to act out directional |packets/ | |

| |Refer to Five Ponds Press, Chapter 3 |words |mapadventures/ | |

| |Using index card containing positional words, help students | |pen.k12. | |

| |read the word and role play the word. | |va.us | |

| |Students use a teddy bear or match box car to role play the | |Teddy bear or match box car | |

| |various positional words. | | | |

| |Read stories that contain directional/positional words. | | | |

| |Integrate positional words into mathematics | | | |

|Related SOL: K.4; K.5 |

SOL: K.5 (Maps and Globes) Third Grading Period

Pacing/Duration: 5 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: | |G – Students label a map using | | |

| |After going on a community walk, students construct a community|inventive spelling |Legos |Teacher observation |

|Develop an awareness that maps and globes |using tiles, craft sticks, and toothpicks | |Tiles/pattern blocks |Checklist |

|(a) show a view from above |Students draw their community on construction paper |S – Using precut shapes, students |Craft sticks |Students community drawings |

|(b) show things in smaller size |Using various materials, students draw a classroom map |work in small groups construct a |Toothpicks | |

|(c) show the position of objects |Using maps, globes, and student-made maps, review SOL K.3 |community or classroom |Books such as Curious George Flies| |

| |Take pictures of the students and compare the size in the photo| |a Kite; Merle the High Flying | |

|Review and use positional words |to their actual size |S – Using legos, students construct a|Squirrel; other books by Bill Peet| |

| |Take pictures of the classroom and point out where things are |community or classroom |Photos | |

| |located | |Google Earth | |

| |Refer to Five Ponds Press, Chapter 4 | | | |

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|Related SOL: K.3; K.4 |

SOL: K.4 (Maps and Globes) Third Grading Period

Pacing/Duration: 10 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Teacher shows students several varieties of maps (city, state |G – Students copy the names of |Globes/maps |Student points to a map |

|Use simple maps and globes to: |road, topography, United States, etc) |continents and oceans onto maps |World map puzzle |Student points to a globe |

|develop an awareness that a map is a drawing|Students make a globe using a stuffed paper bag painting the | |Paper bags, paint, brushes |Student locates a body of water|

|of a place to show where things are located |water blue and the land green |G – Students draw a map or a globe |World map with continents and |and a land mass on a map or |

|and that a globe is a round model of the |Students complete a World map puzzle | |oceans |globe |

|Earth |Students color a map of the World, water blue and land green |G – Students write a sentence(s) |Weber, Patricia M. “Kindergarten |Teacher observation |

|describe places referenced in stories and |Students play “Land or Water Game.” Student closes eyes, spins|about illustrated story settings. |Geography Web Sites” |Checklist |

|real-life situations |globe, places finger on the globe, opens eyes, and tells | | | |

|locate land and water features. |whether pointing to water or land. |S – Students work with a partner to | | |

| |Discuss definitions: |play land and water game | | |

| |Map-drawing that shows what a place looks like from above | | | |

| |Globe-round model of the Earth | | | |

| |Model-something that stands for something else | | | |

|Related SOL: K.5 |

SOL: K.4 (Maps and Globes, continued) Fourth grading Period

Pacing/Duration: 10 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Story walks/mapping using children’s books and community walks,| | | |

| |map story on chart paper | |. | |

| |Kidspiration-create a map | |enchantedlearning. | |

| |Refer to Five Ponds Press, Chapter 4 | |com/crafts/ | |

| | | |geography | |

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|Related SOL: K.5 |

SOL: K.1 (Abraham Lincoln) Third Grading Period

Pacing/Duration: 5 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Read a teacher-selected book about Abraham Lincoln |G – Write notes about Lincoln to | |Teacher observation |

|Recognize a picture of Abraham Lincoln |Make tall hats from black construction paper |place in the tall hat. |Lincoln logs |Checklist |

| |Complete pencil rubs of Abraham Lincoln on a penny | |Pretzels and icing | |

|Name Abraham Lincoln as a United States |Make log cabins using pretzel sticks and icing |G – Role play Lincoln |Books | |

|President |Produce a silhouette picture of Lincoln | |Construction paper | |

| |Locate on maps where Lincoln was born |S – View additional books about |Pennies | |

|Give a nickname for Abraham Lincoln: Honest |Review the good citizen trait of honesty and relate it to |Lincoln |Lincoln puppets and black hats | |

|Abe |“Honest Abe” | | | |

| |KIdspiration activity with Lincoln and Washington pictures |S – Play with Lincoln logs | | |

|Review the definition of history |Refer to Five Ponds Press, Chapter 5 | | | |

| | |S – Count Lincoln pennies | | |

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|Related SOL: K.2; K.8; K.9 |

SOL: K.1 (George Washington, Presidents’ Day) Third Grading Period

Pacing/Duration: 5 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Review the definition of history and the difference between |G – Students write a story about |Map |Teacher observation |

|Review the definition of history |long ago, past, and present |George Washington as a young boy |Pie/tart ingredients |Checklist |

|Review the difference between long ago, |Read teacher-selected books about George Washington | |Construction paper or other | |

|past, and present |Make cherry pie/tarts |G – Students retell a story of George|supplies for hat | |

|Name George Washington as the first |Make three cornered (colonial) hats |Washington from teacher read books |Calendar | |

|president of the United States |Complete pencil rubs of George Washington on a quarter | |Quarters | |

|Name George Washington as the “Father of Our|Produce a silhouette picture of Washington |S – If possible have a tutor work | | |

|Country” |Teacher leads a discussion about Presidents’ Day holiday |one-on-one to complete activities | | |

|Explain why Presidents’ Day is celebrated. |Locate Presidents’ Day on a calendar | | | |

|Name two special presidents associated with |View United Streaming video about Presidents’ Day | | | |

|Presidents’ Day |Refer to Five Ponds Press, Chapter 2 | | | |

|Name the month in which Presidents’ Day is | | | | |

|celebrated | | | | |

|Related SOL: K.2; K.8, K.9 |

SOL: K.1 (George Washington, Presidents’ Day) continued Third Grading Period

Pacing/Duration: 5 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Create a calendar and label Presidents’ Day | | | |

|Identify a picture of George Washington |Classroom parade using silhouettes of Washington and Lincoln. | | | |

|Review that the President is the leader of |Wear colonial hats (Washington) and black hats (Lincoln) | | | |

|the United States |Show pictures of today’s president and compare to presidents of| | | |

| |long ago. | | | |

| |Teacher leads a discussion of the role of a leader. | | | |

| |Students practice being leader of various classroom activities | | | |

| |Teacher relates the role of a leader to the good citizenship | | | |

| |traits in SOL K.8 | | | |

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|Related SOL: K.2; K.8, K.9 |

SOL: K.6 (Community Helpers) Fourth Grading Period

Pacing/Duration: 10 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Invite guest speakers for the various jobs studied |G – Students write and decorate a |“Clifford and the Firehouse” Big |Students correctly identify |

|Match descriptions of work to the correct |Cooks: |menu for a restaurant |Book |pictures of the various jobs |

|job title |1. Create a classroom restaurant | |Community Helpers Legos |Teacher observation |

| |2. Students make a collage of their favorite foods |G – Students make a booklet about the|“Curious George Goes to School” |Checklist |

|Identify the jobs of: |3. Students make chef’s hats from construction paper |various jobs studied |Miss Nelson series and Miss | |

|1. Doctors |4. Students participate in various food preparation activities | |Bindergarten Gets Ready for | |

|2. Builders |5. Teacher selected books for reading |G – Students write about a job they |Kindergarten | |

|3. Teachers |Firefighters: |would like to do in the future or |“Under Construction the Magic | |

|4. Cooks |1. Create a classroom firehouse |draw pictures about the job |School Bus” | |

|5. Farmers |2. Students make firefighter hats | |Anne Rockwell book about building | |

|6. Firefighters |3. Students finger paint fire pictures |S – Students decorate and color the |a house | |

| |4. Contact local fire department to plan for a field trip or |menus | | |

|Recognize pictures of the jobs listed in the|obtain fire safety books to read and color | | | |

|above bullet |Builders: |S – Students draw pictures of | | |

| |1. Discuss classroom props of tools used by builders |community helpers | | |

|Recognize that people work at their job |2. Create a classroom workbench area. Have students | | | |

| |participate in workbench activities | | | |

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|Related SOL: K.7 |

SOL: K.6 (Community Helpers, continued) Fourth Grading Period

Pacing/Duration: 10 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |3. Create a building block area where students can build |S – Students use picture sorts to |“Curious George Goes to the | |

| |4. Read selected books about builders and building |identify jobs |Hospital” | |

| |Doctors: | |“Ten Big Farms” by Dahlor Ipcar | |

| |Classroom props of tools used by doctors |S – Tutors assist students with |Construction paper | |

| |Read selected books about doctors |activities |Props for various jobs | |

| |Students draw pictures showing doctors helping people | |Items for food preparation | |

| |Teachers: | |activities | |

| |Classroom center in which students role-play being the teacher | | | |

| |2. Read selected books about teachers | | | |

| |Farmers: | | | |

| |Fieldtrip to a farm | | | |

| |Learning center with farm animals and buildings | | | |

| |3. Read selected books about farms | | | |

|Related SOL: K.7 |

SOL: K.6 (Community Helpers, continued) Fourth Grading Period

Pacing/Duration: 10 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Create a barn and barnyard from construction paper. Foil can | | | |

| |be used for the roof, grass can be glued down for the yard and | | | |

| |chalk used to draw a fence | | | |

| |Students create a bulletin board of farm animals and or farm | | | |

| |jobs | | | |

| |Students make clay farm animals | | | |

| |Students use magnetic puzzle to match jobs and workers | | | |

| |Picture sorts of the jobs | | | |

| |Students produce collages of the various jobs | | | |

| |Students role play the various jobs | | | |

| |Students create a floor puzzle or mural about the jobs in their| | | |

| |community | | | |

| |Refer to Five Ponds Press, Chapter 6 | | | |

| |View and discuss United Streaming videos | | | |

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|Related SOL: K.7 |

SOL: K.7 (Choice/Wants/Money) Fourth Grading Period

Pacing/Duration: 7 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Teacher defines terms: |G – Students play 20 questions with |Magazines |Needs versus wants sorting |

|(a) recognize that people make choices |Choice: choosing among two or more things |needs and wants picture cards |Items for classroom needs and |activity |

|because they cannot have everything they |Wants: things people would like to have | |wants sort |Teacher observation |

|want; |--includes the basic needs—food, clothing, and shelter. |S – Teacher has a picture of a need |Items for class store |Checklist |

|(b) explain that people work to earn money |Money: What people use to buy the things they want. Paper |or a want. Teacher gives clues about|Index cards | |

|to buy the things they want. |bills and coins are examples of money. |the picture and students guess the |Scissors | |

| |Students sort a variety of items into needs and wants (actual |picture and tell whether it is a need|Glue | |

| |items or pictures of items) |or a want |Coin stamp set | |

| |Using an index card, each student draws or cuts a picture of a | | | |

| |need or want. As a class, sort the index cards into needs and |S – Additional card sorts | | |

| |wants | | | |

| |Kidspiration sort on wants/needs | | | |

| |Read and discuss United Streaming video | | | |

| |Refer to Five Ponds Press, Chapter 7 | | | |

|Related SOL: |

SOL: K.7 (Choice/Wants/Money, continued) Fourth Grading Period

Pacing/Duration: 7 class periods

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Read selected books about needs and wants | | | |

| |Teacher reads selected books about money and goods and leads a| | | |

| |class discussion about the exchange of money for goods. | | | |

| |Teacher defines money, shows examples Using a classroom coin | | | |

| |stamp set, students make money to use in a classroom store. | | | |

| |Students use the money to practice purchasing goods in the | | | |

| |store. (Integrate this activity with the mathematics money | | | |

| |unit) | | | |

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|Related SOL: |

SOL: K.1 (Independence Day) Fourth Grading Period

Pacing/Duration: 1 class period

|Objectives |Strategies/Activities/Tasks |Differentiation |Resources |Assessment |

|(Required) |(Suggested) |G=Gifted | | |

| | |S=Special Needs | | |

|The student will: |Teacher leads a discussion about birthdays and how America has |S – Students paint a large mural |Construction paper |Teacher observation |

| |a birthday |depicting Independence Day |Colored rice |Checklist |

|Identify the people and events honored by |Teacher selects and reads books about Independence Day |celebrations |Markers | |

|Independence Day (Fourth of July) |Use colored rice, markers, or paint to create a fireworks scene| |Paint | |

|Name the day and the month of Independence |on black construction paper. Discuss how fireworks are often |G – Students write sentences about |Books | |

|Day |used in Independence Day celebrations |the mural | | |

| |Brainstorm a list of activities Americans engage in for | | | |

|Identify that Independence Day is America’s |celebrating Independence Day (ex: picnics, ball games, etc). |G – Students draw pictures comparing | | |

|birthday |Use the list and magazine pictures to make a collage of |their birthday to America’s birthday | | |

| |activities | | | |

|Review the definition of history |Create a calendar and label Independence Day | | | |

| |Refer to Five Ponds Press, Chapter 2 | | | |

|Review the difference between long ago, | | | | |

|past, and present | | | | |

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|Related SOL: K.2; K.9 |

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