Lesson Plans Unit: Science/Math/SocS/LA #8

 

 

Robyn L. Powley, Kindergarten,

October 12, 2004

Time: 9:00am to 3:00  McCall’s Pumpkin Patch

October 13, 2004 Time: 8:30 to 12:15

October 14, 2004 Time: 8:30 to 12:15

October 15, 2004 Time: 8:30 to 12:15

 

 Salam Academy, Albuquerque

 

TOPIC:  Harvest on the Farm:  Integrated Science, Math, Social Studies, Language Arts Week Unit

 

UNIT GOALS:  To give students a hands-on guided opportunity to identify traits, life cycles of plants and animals, to learn about market production forces, to learn about other life styles, to sort and classify, to retell stories, and express opinions, and relate personal experiences. 

Science Standards:  Life Science: Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. 

Benchmark I:  Know that living things have diverse forms, structures, functions, and habitats. 

Benchmark II: Know that living things have similarities and differences and that living things change over time. 

 

Math Standards: Students will understand how to formulate questions, analyze data, and determine probabilities. 

Benchmarks: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. 

Strand: Algebra: Standard: Students will understand algebraic concepts and applications. 

Benchmark: Understand patterns, relations, and functions. 

Benchmark: Analyze changes in various context. 

 

Social Studies Standards (Economics): Students will understand basic economic principles and use economic reasoning skills to analyze the impact of economics systems. 

Benchmark IV-A: Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives, both economic and intrinsic. 

Benchmark IV-B: Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services. 

 

Language Arts Standards I: Students will apply strategies and skills to comprehend information that is read, heard, and viewed. 

Benchmark: I-A:  TSW listen to, read, react to, and retell information. 

Benchmark I-C: Demonstrate critical thinking skills to comprehend written, spoken, and visual information. 

Standards III: Students will use literature and media to develop a understanding of people, societies, and the self. 

Benchmark III-A: Use language, literature, and media to gain and demonstrate awareness of cultures around the world. 

 

 

OBJECTIVES:  (Tuesday visit to McCall’s Farm and Pumpkin Patch), TSW

1. Observe the processes found on the farm. 
2. Observe the phenomena that indicate the season of the year. 
3. Determine what jobs are done on the farm.
4. Note differences in the pumpkins.  Identify the attributes of various pumpkins. 
5. Look for answers to the question, “How does a farm help meet basic human needs?”
6. Observe ways in which living on a farm is different than living in town. 

 

Wednesday, TSW:

1. Listen to “Big Red Barn” by Margaret Wise Brown.
2. Relate experiences and observations of McCall’s Farm, orally and by using materials provided.  (LA)
3. Express opinions on the field trip.  (LA)
4. Working in teacher-assigned groups, develop an illustrated time-line of seed to pumpkin stages of growth. (SC)
5. Working in teacher-assigned groups, remove pumpkin seeds from a pumpkin and count the number.  (MA)
6. Compare the number of seeds counted in the group with the seeds counted in other groups and develop a graph to represent the numbers.  (MA)
7. Discuss what was illustrated by the graph.  (MA)
8. Gather seeds to be kept and planted in the spring. (SC)

 

Thursday, TSW: 

1. Listen to “Just Like Floss” and “A Quilt For Baby” by Kim Lewis.  (LA)
2. Discuss how the farm in these books differs from McCall’s Farm. (LA)
3. Discuss how where the farm featured in the books is located in the world and make a link on the world map.  (Geo)
4. Choose animals to learn the names and letter sounds.  Find words that rhyme with the animals’ names.   (LA)
5. Working in teacher assigned groups, work on quilt squares with animals to make a class farm animal quilt.  (Art/LA)
6. Listen to a re-reading of “Cock-a-doodle-do” and working as assigned role play the groups of farm animals featured in the book.  (MA)
7. Complete workbook assignments grouping farm animals.  (MA)
8. First finishers will work with teacher on  ‘addends” chart.  (MA)

 

Friday, TSW:

1. Listen to Barn Sneeze by Karen B. Winnick.  (LA)
2. Recall animal names, their letters and letter sounds.  (LA)
3. Recall rhyming words. (LA)
4. Working in teacher-assigned groups, make animal stick puppets.  (LA)
5. Write animal names on the puppets.  (LA)
6. Listen to and view Big and Little on the Farm by Dorothy Donohue.  (LA)
7. Analyze the differences of the bigs and littles featured in the book.  (MA)
8. Talk about the “products” of the farm.  (SS)
9. Relate what types of farm products they would purchase, and where they would purchase it from (i.e. from the farm directly, from farmers’ markets, from supermarkets, from restaurants).  (SS). 
10. Journal work: draw a favorite farm product and dictate why it is a favorite to the teacher.  (SS)
11. Working in teacher-assigned groups, create a poster of a farm, sorting animals into groups, counting the numbers of animals in each groups.  (SS/MA)
12. Explain how animals were grouped.  (MA/SC)

ENVIRONMENTAL/GROUPING (Mgmt reminders):  [After grouping, have students count numbers of students in each group, asking how does that number compare with the total number of students in attendance, reinforcing number sense.]

 

Red Group:  Marwa, Amanni, Taha, Rinad

Blue Group:  Lynn, Noor L., Noir,

Green Group: Mohammad, Nawaf, Noir, Sara

 

METHOD OF ASSESSMENT AND CRITERIA: 

1. Recorded teacher’s observations. 
2. Complete projects.  
3. Rubrics.