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My School Community My School Community A Transdisciplinary Social Studies Unit for Kindergarten Unit Designers: Kindergarten Teachers Health Lessons Provided by Greenwich Health Curriculum

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My School Community

My School Community

A Transdisciplinary Social Studies Unit for Kindergarten

Unit Designers: Kindergarten Teachers Health Lessons Provided by Greenwich Health Curriculum

My School Community

Theme: Creating a Classroom Community Topic: My School Community Unit Designers: Kindergarten Teachers Transdisciplinary: Transdisciplinary learning is the exploration of a relevant issue or problem that integrates the perspectives of multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences. Transdisciplinary units culminate in authentic assessments with a genuine audience. Transdisciplinary units weave throughout the school day and are taught though multiple disciplines. Although content may be grounded in a discipline, the unit is not considered a science unit or social studies unit. Inquiry: A student-centered, active learning approach focusing on questioning, critical thinking, and problem solving. It's associated with the idea "involve me and I understand." Unit Summary: This unit covers topics in the areas of social studies, language arts, mathematics, health, media, and physical education. Students will examine their most immediate community, their classroom, and set up classroom routines, rules, and expectations. They will launch the reading and writing workshop and become a community of learners. They will understand the meaning of good sportsmanship and identify and understand feelings and how to solve conflicts with peers. As a final performance task, students will ____________ Enduring Understanding: My  community  influences  and  shapes  the  way  I  develop.  

• Good  citizens  are  part  of  a  successful  school  community  • It  takes  many  individuals  working  together  to  create  a  school  community    • We  have  both  rights  and  responsibilities  in  our  communities  • We  have  rules  to  help  us  work  together  and  keep  us  safe.  

Over-arching Essential Question

• What  does  it  mean  to  be  a  good  citizen  in  the  classroom  and  the  school  community?  

• What  are  the  rules  that  we  need  to  follow  every  day?  • How  does  working  together  help  create  a  successful  school  community?  

Unit Questions Social  Studies:    

• What  is  my  community?    • How  are  classmates  alike  and  different?  

 Math:  

•      How  can  collecting,  organizing  and  displaying  data  help  us  analyze  information  and  make  reasonable  predictions  and  informed  decision?  

My School Community

 Language  Arts:    

• How  are  we  developing  a  sense  of  ourselves  as  readers?  • How  are  we  building  a  reading  community?  

 Media/technology:    

• How  can  reading  become  a  foundational  skill  for  learning,  personal  growth,  and  enjoyment?  

• How  can  I  use  technology  to  be  productive  and  solve  problems?    

Physical  Education:  • What  is  good  sportsmanship  and  how  will  it  help  me  be  a  member  of  a  

community?    Health  

• How  can  understanding  other  people’s  feeling  help  me  be  a  member  of  a  community?  

• How do we deal with put-downs? • How do we deal with our feelings? • What are values and how do they influence our decisions? • How can we resolve and manage conflict?

My School Community

State/district standards

Social Studies 1.4  Geographical  space  and  place.  

• 1.4.7  Explain  the  geographical  relationships  of  familiar  places  in  one’s  own  community  (e.g.  home  to  school,  home  to  store).  

• 1.4.8  Identify  and  explain  the  significance  of  important  locations  in  one’s  neighborhood.  

 1.6  Patterns  of  human  movement  across  time  and  place.  

• 1.6.10  Describe  types  of  transportation  and  related  geographical  features  (e.g.  boats  go  in  the  water,  cars  have  wheels  to  drive  on  land).  

• 1.6.11  Explain  how  one  travels  to  and  from  school  and  other  places  in  the  community.  

 1.7 The  purpose,  structures  and  functions  of  government  and  law  at  the  local,  state,  

national  and  international  levels.  • 1.7.12  State  basic  classroom,  school,  family  and  community  rules/laws.  • 1.7.13  Explain  the  reason  for  rules  related  to  basic  safety  and  fairness.  

 1.8 The  interactions  between  citizens  and  their  government  in  the  making  and  

implementation  of  laws.  • 1.8.14  Work  collaboratively  to  develop  classroom  rules.    

1.9 The  rights  and  responsibilities  of  citizens.  • 1.9.15  Participate  in  leadership  roles  within  classroom.  • 1.9.16  Give  basic  reasons  for  the  functions  of  classroom  leaders  (e.g.  line  

leader,  messenger).  • 1.9.17  Discuss  responsibilities  students  have  to  classmates  and  school  

community.    1.11How  different  economic  systems  organize  resources.  

• 1.11.19  Identify  and  role-­‐play  diverse  jobs.  • 1.11.20  Describe  basic  functions  of  key  community  roles  (e.g.  police  officer,  

mail  carrier,  farmer,  merchant).    

1.13  The  characteristics  of  and  interactions  among  culture,  social  systems  and  institutions.  

• 1.13.22  Identify  cultural  characteristics  of  self  and  family  (e.g.  food,  language,  religion,  traditions).  

 3.1  Use  evidence  to  identify,  analyze  and  evaluate  historical  interpretations.  

• 3.1.1  Predict  how  another  person  might  feel  given  a  simple  scenario.    

My School Community

3.2  Analyze  and  evaluate  human  action  in  historical  and/or  contemporary  contexts  from  alternative  points  of  view.  

• 3.2.2  Describe  similarities  and  differences  of  their  own  feelings  compared  with  others.  

 3.3  Apply  appropriate  historical,  geographic,  political,  economic  and  cultural  concepts  and  methods  in  proposing  and  evaluating  solutions  to  contemporary  problems.  

• 3.3.3  Students  will  solve  conflicts  and  classroom  issues  using  appropriate  strategies.  

Math  K.4-­‐-­‐Collect,  organize  and  display  data  using  appropriate  statistical  and  graphical  methods.    

• K.22  Pose  questions  about  personal  experiences  and  the  environment.  • K.23  Collect  data  and  organize  information  through  counting,  sorting,  making  

lists,  tallies  and  tables.  • K.24  Construct  real  graphs  and  picture  graphs  and  describe  the  data  using  

the  terms  more,  less  and  same.    Language Arts Comprehend  and  respond  in  literal,  critical,  and  evaluative  ways  to  various  texts  that  are  read,  viewed,  and  heard.  (taken  from  Unit  1  –  Building  Good  Reading  Habits)  

• Practice the routines of reading time. • Choose books that match interest and purpose. • Discuss books with others. • Read independently for 5 – 7 minutes.

Media 3.1  Use  technology:  Students  will  demonstrate  proficiency  in  the  use  of  computers  and  applications  including  sound  understanding  of  technology  concepts,  systems  and  operations.  

• Demonstrate  beginning  skills  in  using  computers  and  applications    

5.1  Develop  appreciation  and  self-­‐motivation  as  a  reader.  • Demonstrate  active  listening  skills.  

 5.3  Determine  and  select  materials  appropriate  to  personal  abilities  and  interests.  

• Understand  and  use  the  library  as  an  information  and  pleasure  reading  source.  

My School Community

Physical Education 5.  Exhibits  responsible  personal  and  social  behavior  that  respects  self  and  others  in  physical  activity  settings.  

• 5.2  Follow  game  and  safety  rules  when  playing  with  others.  • 5.4  Share  and  takes  turns  while  participating  in  physical  activities  (e.g.,  using  

sports  equipment).  • 5.5.  Participates  in  class  physical  education  activities  with  respect  for  the  

rights  and  feelings  of  others.  • 5.6  Work  cooperatively  with  others  regardless  of  differences.  

Health 1.  Identify  themselves  as  unique  and  capable  individuals,  with  positive  traits  and  qualities,  worthy  of  care  and  respect.  2.  Identify  the  ground  rules  used  in  the  school  environment.  3.  Identify  that  diverse  backgrounds  contribute  to  the  uniqueness  of  individuals.  4.  State  the  importance  of  acknowledging  emotions,  and  identify  the  ways  of  appropriately  dealing  with  these  emotions.  

My School Community

Overview of Lessons

Lesson 1: What is a community? Lesson 2: Our role in the classroom community Lesson 3: Our rights and responsibilities in the classroom. Lesson 4: Roles within the school community Lesson 5: Our role in the school community Lesson 6: Roles in the community outside of school Lesson 7: Modes  of  Transportation  in  Our  Community Lesson 8 Diverse  Community  Members Lesson 9: Diverse  Community  Members Lesson 10: Diverse  Community  Members Lesson 11: Diverse  Community  Members Lesson 12: The Culture of a Community Lesson 13: Feelings in Our Community Lesson 14: Problem Solving in Our Community My School Community – Performance Task? *All text in italic are suggestions        

My School Community

Lesson 1: What is a community? Topic(s): What is a community? Connecticut Social Studies Curriculum Framework Objectives: 1.9 The  rights  and  responsibilities  of  citizens.  

• 1.9.17  Discuss  responsibilities  students  have  to  classmates  and  school  community.  

Objective(s):

• Students will share ideas of what is a community and what it means to be part of one.

• They will recognize their classroom as their most immediate community. Materials list: -Chart paper -Ms. Bindergarten Gets Ready for Kindergarten by Joseph Slate and Ashley Wolff Vocabulary: community, greeting, introduce, introductions Procedure: Name activities: The teacher can begin by introducing each student with a greeting and

have students repeat the greeting and name. To help students learn each other’s name

you can do different name games. (Jack be nimble poem, “What’s your favorite…?)

Greeting activities: Students learn to greet each other in different ways. (How do you

greet someone? What do you do when you don’t know someone’s name?)

*These activities can be incorporated into your morning meeting routine.

Assessment:

Teacher observations

Ask students to name other students in the classroom (at their table, in line, on the rug,

etc.)

My School Community

Lesson 2: Our Role in the classroom community Topic(s): Identifying the student’s role as a member of the classroom. Connecticut Social Studies Curriculum Framework Objectives: 1.9 The  rights  and  responsibilities  of  citizens.  

• 1.9.15  Participate  in  leadership  roles  within  classroom.  • 1.9.16  Give  basic  reasons  for  the  functions  of  classroom  leaders  (e.g.  line  

leader,  messenger).  • 1.9.17  Discuss  responsibilities  students  have  to  classmates  and  school  

community.   Objective(s): Students will create jobs for the classroom and routines for completing the classroom jobs. Materials list: -Chart paper -Job Chart (see Everyday Math daily routine) -Miss Bindergarten Has a Wild Day in Kindergarten by Joseph Slate Vocabulary: role, job, responsibility Procedure:

§ Tell the students that each one of us has something unique or important about us. We also each work together to achieve our common goals. We call that the role we play in our community. A role is the part that you play. Today we will start to identify your role in our classroom community

§ Identify things in the classroom that need to be done. Make a list of the jobs that are needed.

Assessment: You may want to do a quick review of concepts learned so far by asking the class: What is a community? What is a role or job in our community?

My School Community

Lesson 3: Our Rights and Responsibilities in the classroom Topic(s): Rules of the classroom. Connecticut Social Studies Curriculum Framework Objectives: 1.7 The  purpose,  structures  and  functions  of  government  and  law  at  the  local,  state,  national  and  international  levels.  

• 1.7.12  State  basic  classroom,  school,  family  and  community  rules/laws.  • 1.7.13  Explain  the  reason  for  rules  related  to  basic  safety  and  fairness.  

1.8 The  interactions  between  citizens  and  their  government  in  the  making  and  

implementation  of  laws.  • 1.8.14  Work  collaboratively  to  develop  classroom  rules.  

Health Curriculum Standard Identify  the  ground  rules  used  in  the  school  environment.   Objective(s): Students will recognize that as members of a community they have rules and routines that need to be followed. Materials list: -­‐Chart  paper  -­‐No___________!  sheet  -­‐No,  David!  and/or  David  Goes  to  School  by  David  Shannon Vocabulary: rules, safety, responsibility Procedure:

-­‐Chart  paper  -­‐Read  No,  David!  and/or  David  Goes  to  School  by  David  Shannon  aloud.      -­‐Children  will  make  a  page  for  a  class  book,  “  No,  (Child’s  Name)”  which  illustrates  what  they  cannot  do  in  school.  

Assessment: Have students name rules created in the classroom. Teacher observations of students applying those rules.              

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NO,  ___________________________________!      

 

My School Community

   Lesson 4: Roles within the School Community Topic(s): Identifying roles of members within the school community. Connecticut Social Studies Curriculum Framework Objectives: 1.7 The  purpose,  structures  and  functions  of  government  and  law  at  the  local,  state,  

national  and  international  levels.  • 1.7.12  State  basic  classroom,  school,  family  and  community  rules/laws.  • 1.7.13  Explain  the  reason  for  rules  related  to  basic  safety  and  fairness.  

1.8 The  interactions  between  citizens  and  their  government  in  the  making  and  implementation  of  laws.  • 1.8.14  Work  collaboratively  to  develop  classroom  rules.  

Objective(s): Students will list school community members Students will recognize the school community member roles within the schools Materials list: chart paper Pete the Cat Rocking In My School Shoes by Eric Litwin Vocabulary: role, job Procedure: Read a book about school community School Tour: Introduce students to school community members and where they are around the building. Take pictures of school community members to make a chart or class book for students to refer back to throughout the year. Assessment: Students name at least one school community member and what they do.

My School Community

Lesson 5: Our Role within the School Community Topic(s): Identify our role in the school community Connecticut Social Studies Curriculum Framework Objectives: 1.7 The  purpose,  structures  and  functions  of  government  and  law  at  the  local,  state,  

national  and  international  levels.  • 1.7.12  State  basic  classroom,  school,  family  and  community  rules/laws.  • 1.7.13  Explain  the  reason  for  rules  related  to  basic  safety  and  fairness.  

1.8 The  interactions  between  citizens  and  their  government  in  the  making  and  implementation  of  laws.  • 1.8.14  Work  collaboratively  to  develop  classroom  rules.  

Objective(s): Students will identify their role in various school settings (PE, Music, Art, etc.) Materials list: chart paper Vocabulary: role, expectations, same, purpose, collaborate Procedure: Have each specialist teacher come into your classroom for the first 10 minutes of their specialist class time to discuss; what their role is in the school community, rules when students are with them and what the students’ roles are when they are with that teacher. Make a connection with the classroom rules and the specialist rules. Assessment: Once all Specialists have visited your classroom, you may want to create a chart that shows the similarities about school community member roles and rules within your classroom and the specialists. Media Connection:

1. Create SMARTBoard document showing a picture of each school community member and job in the school.

2. Create a power point with pictures of each community member and have student voice-overs that tell the audience: the name of the school community member and their job and what students roles are with that teacher. “This is Mrs. _____. She teaches P.E. She helps us stay healthy and learn to be teammates. We need to be safe and good listeners when we are in P.E.”

My School Community

Lesson 6: Roles in the community outside of the school.  Topic(s): Identifying the roles of people outside of the school community. Connecticut Social Studies Curriculum Framework Objectives: 1.4 Geographical  space  and  place.  

• 1.4.7  Explain  the  geographical  relationships  of  familiar  places  in  one’s  own  community  (e.g.  home  to  school,  home  to  store).  

• 1.4.8  Identify  and  explain  the  significance  of  important  locations  in  one’s  neighborhood.  

1.11How  different  economic  systems  organize  resources.  • 1.11.19  Identify  and  role-­‐play  diverse  jobs.  • 1.11.20  Describe  basic  functions  of  key  community  roles  (e.g.  police  officer,  

mail  carrier,  farmer,  merchant).   Objective(s): Students will identify one job in their neighborhood community and explain what their role is in the community. Materials list: -chart paper -Community Helper books (i.e. firefighter, police officer, etc.) -Career Day by Ann Rockwell Vocabulary: role, job, responsibility, helpers, Procedure: Read various books about community workers and discuss their roles within the community. Make connections with school community members and community workers. “A policemen helps us be safe in the community and the principal Assessment: You may want to do a quick review of concepts learned so far by asking the class: What is a community? What is a role or job in our community?

My School Community

Lesson 7: Modes of transportation in the community Topic(s): Identifying how each student gets to school. Connecticut Social Studies Curriculum Framework Objectives: 1.4 Geographical  space  and  place.  

• 1.4.7  Explain  the  geographical  relationships  of  familiar  places  in  one’s  own  community  (e.g.  home  to  school,  home  to  store).  

• 1.4.8  Identify  and  explain  the  significance  of  important  locations  in  one’s  neighborhood.  

Greenwich Math Curriculum Standard K.4-­‐-­‐Collect,  organize  and  display  data  using  appropriate  statistical  and  graphical  methods.    

• K.22  Pose  questions  about  personal  experiences  and  the  environment.  • K.23  Collect  data  and  organize  information  through  counting,  sorting,  making  

lists,  tallies  and  tables.  • K.24  Construct  real  graphs  and  picture  graphs  and  describe  the  data  using  

the  terms  more,  less  and  same.   Objective(s): Students will create a graph showing how they got to school that day. Materials list: This is the Way We Go to School by Edith Baer Transportation icons (see next page) Vocabulary: transportation, graph, data, more, less, equal Procedure: Teacher will ask students to share how they get to school. Students can pick the appropriate and cut and color. Teacher and students will graph how each child gets to school. Teacher should discuss why students go to school one way verses another. Assessment: Students will analyze graph with teacher.

My School Community

 

 

 

 

 

My School Community

 

               

 

My School Community

Lesson 8: Diverse Community Members  Topic(s): Identifying the number of letters in students’ names. Greenwich Math Curriculum Standard K.4-­‐-­‐Collect,  organize  and  display  data  using  appropriate  statistical  and  graphical  methods.    

• K.22  Pose  questions  about  personal  experiences  and  the  environment.  • K.23  Collect  data  and  organize  information  through  counting,  sorting,  making  

lists,  tallies  and  tables.  • K.24  Construct  real  graphs  and  picture  graphs  and  describe  the  data  using  

the  terms  more,  less  and  same.  

Health Curriculum Standard • Identify  themselves  as  unique  and  capable  individuals,  with  positive  traits  and  

qualities,  worthy  of  care  and  respect.  • Identify  that  diverse  backgrounds  contribute  to  the  uniqueness  of  individuals.  

Objective(s): Students will create a graph showing how many letters are in their name. Materials list: Chrysanthemum by Kevin Henkes boxed strip of paper Chart/Graph paper Background sheet of student’s name (Send this home and collect it back before you begin the lesson.) Vocabulary: graph, data, more, less, equal Procedure: Teacher will read and discuss Chrysanthemum. Teacher will also have a discussion about where our names came from (if they know) and encourage students to go home an Students will write their name in a boxed strip of paper

S a r a h

Strips of paper are graphed to show the various lengths of names. Assessment: Students will analyze graph with teacher.

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Name: __________________________ Dear Parents, We are learning about each other’s names and the uniqueness among us. Please complete the sheet with your child below to help your child participate in this lesson.  

Child’s  Name  and  Self-­‐portrait      

_________________________________________________________    

     

Where  did  my  name  come  from?              

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Lesson 9: Diverse Community Members Topic(s): Identifying hair color. Greenwich Math Curriculum Standard K.4-­‐-­‐Collect,  organize  and  display  data  using  appropriate  statistical  and  graphical  methods.    

• K.22  Pose  questions  about  personal  experiences  and  the  environment.  • K.23  Collect  data  and  organize  information  through  counting,  sorting,  making  

lists,  tallies  and  tables.  • K.24  Construct  real  graphs  and  picture  graphs  and  describe  the  data  using  

the  terms  more,  less  and  same.    

Health Curriculum Standard • Identify  themselves  as  unique  and  capable  individuals,  with  positive  traits  and  

qualities,  worthy  of  care  and  respect.  • Identify  that  diverse  backgrounds  contribute  to  the  uniqueness  of  individuals.  

Objective(s): Students will create a graph showing the different hair colors in the classroom. Materials list: Mirrors 3x3 drawing paper sample icons for hair coloring chart paper Amanda’s Perfect Hair by Linda Milstein Vocabulary: graph, data, more, less, equal Teacher will read and discuss Amanda’s Perfect Hair. Students can share hair stories. Students should use mirrors to help figure out their hair color. Then they should do a self portrait and color in their appropriate hair color. Assessment: Students will graph hair color and analyze graph with teacher.

My School Community

Sample icons for hair coloring.

                                                                                                             

                                     

 

My School Community

Lesson 10: Diverse Community Members Topic(s): Identifying eye color. Greenwich Math Curriculum Standard K.4-­‐-­‐Collect,  organize  and  display  data  using  appropriate  statistical  and  graphical  methods.    

• K.22  Pose  questions  about  personal  experiences  and  the  environment.  • K.23  Collect  data  and  organize  information  through  counting,  sorting,  making  

lists,  tallies  and  tables.  • K.24  Construct  real  graphs  and  picture  graphs  and  describe  the  data  using  

the  terms  more,  less  and  same.  

Health Curriculum Standard • Identify  themselves  as  unique  and  capable  individuals,  with  positive  traits  and  

qualities,  worthy  of  care  and  respect.  • Identify  that  diverse  backgrounds  contribute  to  the  uniqueness  of  individuals.  

Objective(s): Students will create a graph showing the different eye colors in the classroom. Materials list: Mirrors The Eye Book by Theo LeSieg 3x3 drawing paper chart paper Vocabulary: graph, data, more, less, equal Procedure: Teacher will read and discuss The Eye Book. Students use mirrors to help figure out their eye color. Then they should draw an eye and color in the appropriate eye color. Assessment: Students will graph eye color and analyze graph with teacher.

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Lesson 11: Diverse Community Members Topic(s): Identifying the number of boys and girls within the class. Greenwich Math Curriculum Standard K.4-­‐-­‐Collect,  organize  and  display  data  using  appropriate  statistical  and  graphical  methods.    

• K.22  Pose  questions  about  personal  experiences  and  the  environment.  • K.23  Collect  data  and  organize  information  through  counting,  sorting,  making  

lists,  tallies  and  tables.  • K.24  Construct  real  graphs  and  picture  graphs  and  describe  the  data  using  

the  terms  more,  less  and  same.    

Health Curriculum Standard • Identify  themselves  as  unique  and  capable  individuals,  with  positive  traits  and  

qualities,  worthy  of  care  and  respect.  • Identify  that  diverse  backgrounds  contribute  to  the  uniqueness  of  individuals.  

Objective(s): Students will create a graph showing the number of boys and girls in the classroom. Materials list: Chart paper 3x3 drawing paper Ms. Bindergarten Gets Ready for Kindergarten by Joseph Slate and Ashley Wolff Vocabulary: graph, data, more, less, equal Procedure: Teacher will read and discuss Ms. Bindergarten Gets Ready for Kindergarten. Assessment: Students will graph number of boys and girls and analyze graph with teacher.

My School Community

Sample Icons for boys and girls    

Sample Icons for boys and girls    

My School Community

Lesson 12: The Culture of a Community

Topic: Identify family cultures, traditions and family groups. Connecticut Social Studies Curriculum Framework Objectives: 1.13 The  characteristics  of  and  interactions  among  culture,  social  systems  and  institutions.  

• 1.13.22  Identify  cultural  characteristics  of  self  and  family  (e.g.  food,  language,  religion,  traditions).    

Health Curriculum Standard • Identify  that  diverse  backgrounds  contribute  to  the  uniqueness  of  

individuals.   Objective(s): Students will understand that each community can be made of many different cultures, traditions and family groups. Materials list: We Are All Alike, We are All Different by Cheltenham Elementary Kindergartners It’s Ok to be Different by Todd Parr Vocabulary: culture, traditions, celebrations Procedure: Teacher reads and discusses book. Students draw a picture of their family and a celebration or tradition they do together. (Or you can have students work with the media specialist/Art teacher to draw this on Kid Pix) (Pictures can be put together to form a quilt on butcher paper) Assessment Students share their drawings and family tradition with the class.

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Lesson 13: Feelings in Our Community

Topic: Identify feelings Connecticut Social Studies Curriculum Framework Objectives: 3.1  Use  evidence  to  identify,  analyze  and  evaluate  historical  interpretations.  

• 3.1.1  Predict  how  another  person  might  feel  given  a  simple  scenario.    

3.2  Analyze  and  evaluate  human  action  in  historical  and/or  contemporary  contexts  from  alternative  points  of  view.  

• 3.2.2  Describe  similarities  and  differences  of  their  own  feelings  compared  with  others.    

Health Curriculum Standard • State  the  importance  of  acknowledging  emotions,  and  identify  the  ways  of  

appropriately  dealing  with  these  emotions.

Objective(s): Students will understand that each community member has different feelings. Materials list: Chart paper Noisy Nora by Rosemary Wells When Sophie Gets Angry-Really Really Angry by Molly Bang I Was So Mad by Mercer Meyer Today I Feel Silly: And other Moods That Makes My Day. By Jamie Lee Curtis Vocabulary: feelings, happy, sad, angry, upset, disappointed etc. Procedure: The teacher reads one of the suggested books and discusses it with students. Assign a feeling to a table and students draw things that elicit those feelings. Assessment Tables share their feelings posters and add the teacher can add to the posters based on what the class shares and adds.

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Lesson 14: Problem Solving in Our Community

Topic: Identify ways to solve problems in our classroom and in our school. Connecticut Social Studies Curriculum Framework Objectives: 3.3  Apply  appropriate  historical,  geographic,  political,  economic  and  cultural  concepts  and  methods  in  proposing  and  evaluating  solutions  to  contemporary  problems.  

• 3.3.3  Students  will  solve  conflicts  and  classroom  issues  using  appropriate  strategies.    

Health Curriculum Standard • State  the  importance  of  acknowledging  emotions,  and  identify  the  ways  of  

appropriately  dealing  with  these  emotions.

Objective(s): Students will understand how to solve problems within the classroom and the school at large. Materials list: It’s Mine by Leo Lionni Me First by Helen Lester Boosty Barker Bites by Barbara Bottner Vocabulary: problem, solution Procedure: The teacher reads one of the suggested books and discusses it with students. Class role plays various classroom/school problems and discusses possible solutions. Assessment: The class creates a chart with a list of problems and possible procedures for solving the problem. Teacher observation. Revised July 23, 2012