Unit Theme Overview: Harvest
Topic or Theme: Pumpkins
Grade Level: K/1
Time (in weeks): 2-3 Weeks
Whole Harvest Unit:
Cross Circular: ELA: speaking, listening,
choral reading, writing; Social: family; Art:
Drama: dramatic play, inrole;
Pumpkin Unit:
Science: Categorising & sorting
Math: Categorising, graphing, data collecting
Both: communicating observation using
proper vocabulary. Compare and contrast.
Thematic Unit Overview
Timeline: Total if 9 units, but some units may
need to be broken up to just cover one
observation each class. which would create 14
units.
Time per Lesson: 40-50 min
Checking for Prior Knowledge:
-What is a harvest?
-What do you eat this time of year? See at
farms?
-What is your favourite part of fall/harvest?
- How is this time of year different from other
times of year?
- Do you have special family traditions this
time of year?
- What do you know about pumpkins?
Rationale/Overview: This time of year everywhere you look you notice changes due to it being fall harvest. Students notice the leaves changing colors, the grocery store full of
_______________________________________
fall
produce. Majority of students relate this time of year to Thanksgiving and often their fondest memories are what they get to eat, Pumpkin pie. Thanksgiving is about being with
_________
family and being thankful for one another. Another important event in October is Halloween. Often kids enjoy Halloween over Christmas. Both of these holidays provide rich
cross circular resources. However, it is important to be inclusive of all cultures present in the classroom. To do this we have decides to make the theme focus Harvest with the sub
_______________________________________
themes being
scarecrows and pumpkins. This allows us to explore this time of year and for children to make at home and school connections. To further learning, we hope to
_________
include how other cultures celebrate this time of year. For the purpose of this assignment I have decided to just present one of the sub-themes which is Pumpkin
math/science.
Student Background: Students have previously been through a fall cross circular unit and most have just had Thanksgiving dinner with their families. We plan to extend and
relate what they have learned about fall in this harvest unit.
Teacher Preparation:
- Science Journal created ahead of time
- Create assigned groups
- Create charts and graphs for data collection area
-Chart paper and markers available as needed, but any charts or larger templates need to be completed prior to any discussions/engagement activities to ensure efficient use of time
-Ensure that groups of struggling and excelling students are grouped ahead of time so that appropriate materials/instructional time is adequately divided
1 of 9
Intro to Pumpkin Detective
A) My pumpkin looks like
Intentions
Questions
Ownership
Engage: Create a Pumpkin Mind Map
QUESTIONING
- “I want to know all that you know about
pumpkins.” (partner share, then large class)
“How do we know it is a plant?”
- Record on mind map
Explore:
- Intro to Investigation Science Journals
and the mad pumpkin scientist.
- Teacher in role: to get students excited.
- Intro to data collecting
- “You are all going to become pumpkin
detective. It is very important as a scientist
to make observations (looks at your
pumpkin), record what you see and then
share what you have seen (graphing)”
Exploring what they already know:
- “Lets walk around the room and look at
all our pumpkins like scientist. By looking,
what can you tell me? Are they all the
same? How are they different? I want you
to share with each other as you look at
them. Great you will all make very good
scientist. Lets add some of these
observations to the pumpkin mind map we
made. What did you notice? “
“It is very important to write (record) all
your data in your science journals so we
will be able to share with the other class,
our parents and the principal what great
Pumpkin Scientist we have
become.(Ownership).”
“Do you think you can help me collect this
data?”
- Each student will have brought
in a pumpkin
- 5 extra pumpkins
- 22 science booklets
- Chart Paper
- Felts
- Costume: wig, lab coat, glasses
- Assessing students prior knowledge of
pumpkins - notes
- Anecdotal notes on what students
already know about scientific
observation and data collection.
Student Behaviour:
- Sharing what they know
- Work in pairs to explore what
they know
- Ask questions if confused
- Walk around and observe the
pumpkins and collaborating on
what they see
- Agree to commitment to units
- Get their journals and put name
on it
- Active listening
Teacher Behaviour:
- Record what students share
- Prompting questions to help
students thinks what they know
- Walk around and observe/notes
students working together, and
see where gaps between
students are
- Generate interest in unit
- Hand out investigation science journals
- Put name on it
- Draw your pumpkin on “My pumpkin
looks like” page
Major Questions
Explain throughout unit will explore:
A) How can I use scientific and mathematic
terms to explain if things are different or
the same?
B) How is my pumpkin the same or
different?
C) How can I be the best group member?
Adaptation:
-Explain that drawings are great ways to
make observations.
2 of 9
Introduction to their groups: SOCIAL
(multi age/grade)
PLO K & G1
A2 participate co-operatively and
productively in groups
Setting Criteria
Questioning
Intention
Kid Friendly PLO
- I will be a great group member based n the
rules we came up with
- I will be able to reflect on how I worked as
part of a team that day
Engage:
Reintroduce the mind map and the
Pumpkin Detective work books (do not
hand out)
Explore
- Explain we will be working in certain
work groups. “I want all of us to be a great
group member. What do you think makes a
good group member? Lets create a
brainstorm. (students: help others, listen,
work together, share, let everyone talk)
Prompt more: “What should I do if I’m the
first one done?” or “Who can I ask if I
don’t know how to do something?”
“You all came up with many good ways to
be a great group member. I am going to
organise these and then put them on a
- Science Journals
- Chart paper
- Felts
- Poster board
- Chart of groups
- Mind map made in previous
class.
- Anecdotal notes
Student Behaviour:
- set criteria for group work
- contribute to large class
discussion
Teacher Behaviour:
- Record students ideas
- Prompting questions
- Categorise ideas and make
poster
- Put in groups
poster so we can see them when we are
working together. I am also going to make
sure you are following all these things, and
will get you to tell me if you are following
these (intentions for working in a group
for whole throughout unit). Do you think
that is fair? Can we do this? It is very
important for our safety that we follow
these rules. There will be lots going on as
we become pumpkin detectives.
(Teacher: categorises and creates poster of
criteria. Will use a checklist each day to
record who is following and will have
students alternate between doing self and
peer assessment exit slips.)
- Put them in there groups.
Grouping:
-Students will be placed into specific
groups. Multi age group (grade one’s
matched with K’s)
- Scarecrows
- Apples
- Leafs
- etc..
3 of 9
Pumpkin Data:
A) Color (dark, light)
B) Shape (oval, Round)
C) Size (small, med,
Large)
MATH
PLO K & G1
C1 use direct comparison to compare two
objects based on a single attribute such as
length (height), mass (weight), and volume
(capacity)
Kid Friendly PLO
- I can tell you how my pumpkin is different
Engage: (A)
Intentions: “Today we are going to
practise collecting scientific data,
comparing our pumpkins based on things
we see and start to practice using math
terms to describe our pumpkins.”
Intro to self assessment:
-Science journals
- 21 Pumpkins
- Word wall to add ways we are
grouping
Graphing
- Need large wall space to make
“Data Collecting area”
- Chart paper
- Checklist throughout unit and exit
interview: using math vocabulary and
did they get the observations right? Were
they able to tell me their observation?
Did they record their data? (Appendices
2)
Self assessment exit slip on working
Intentions
Self Assessment: Group
Work
from others using features discussed in class “Remember all the criteria we came up
(height, circumference, weight, stem, texture, with on how to be a good group member.
colour, float?)
(read through the organized list) I want you
to try to follow the rules you came up with.
- I will use Math language to compare my
You will be telling me how you think you
pumpkin (bigger/smaller, taller/shorter,
did as a group member at the end.”
rougher/smoother, wider/skinnier, equal
Explore:
to/not equal to) and order it
- Students at their table will be asked to
look at the color of their pumpkins.
SCIENCE
“Are all the pumpkins at your table the
PLO K
same color?”
Describe features of local plants and animals “Lets look harder! Are they the exact same
(e.g., colour, shape, size, texture)
color? Tell me if you see any difference.”
Kid Friendly K:
-Hold up two pumpkin and ask if these are
- I can compare my pumpkin to others based the same color? (just have them think about
on colour, size, texture, shape
it for a few seconds).
- At tables have the group of students
PLO G1
discuss the color of the pumpkins compared
Classify objects, events, and organisms
to other group members. Can you group
Kid Friendly G1:
them based on color? Show me how.
-I can sort pumpkins into similar groups
- Work together!
Closure:
Kindergarten/Gr. 1:
- “You are all great pumpkin detective
PLO K & G1
because after you investigated your
Communicate their observations,
pumpkins you realised that the colors are
experiences, and thinking in a variety of
all orange, but different shades of orange.
ways (e.g., verbally, pictorially, graphically) Can this table tell the class how they groups
Kid Friendly K & G1
their pumpkins by color?
I can show you what I know in different
….OWNERSHIP Very good they have
ways (telling, drawing, writing, sharing,
light pumpkins and dark pumpkins.” “did
teaching, graphing) (also Social Studies
anyone else use a different way to group
PLO Gr. 1-A4, K-A3)
their pumpkins?”
- “Lets now look at our pumpkins and see if
SOCIAL
we think our pumpkins is light or dark.
PLO K & G1
Record in your science journals your
A2 participate co-operatively and
observation.
- Felts
- Cut outs of pumpkins that
represent what they are
investigating.
- Glue
- 75 pumpkin cut outs
together in a group. (Appendices 3)
Student Behaviour:
- Follow rules to work in group
they came up with
- Stay on task
- Record observation
- Use vocabulary learnt
- Tell what data says
Teacher Behaviour:
- Observe students working
together
- Help with misconceptions
- Intro to self assessment
- Help collect data
- Checklist for exit interview
- Interpret data with students
productively in groups
Kid Friendly PLO
- I will be a great group member
based n the rules we came up with
- I will be able to reflect on how I
worked as part of a team that day
4 of 9
Pumpkin Data (continued):
D) Order smallest to
biggest (center than
as a whole class)
Intensions
Descriptive
Feedback
Questions
Peer Assessment
MATH
PLO K & G1
C1 use direct comparison to compare two
objects based on a single attribute such as
length (height), mass (weight), and volume
(capacity)
Kid Friendly PLO
- I can tell you how my pumpkin is different
from others using features discussed in class
(height, circumference, weight, stem, texture,
colour, float?)
- I will use Math language to compare my
pumpkin (bigger/smaller, taller/shorter,
Adaptation:
- Students can write full sentence “My
Pumpkin is DARK”
- Student can just fill in DARK or
LIGHT
- Student can circle LIGHT or DARK.
“Now we need to add our data to our color
graph. I have light and dark pumpkin cut
outs chose which one matches yours and
put your name on it. Then I want you to
come up and add it to the graph. Line up
and as you add it to the right side I want
you to tell me what shade your pumpkins
is.
-“Now lets see what our graph is telling us.
I need all your help to count up the data.
Lets count both sides.”
- “Hands up if you think we have more or
Less light pumpkins? Dark pumpkins?”
(B) Repeat above steps but with shape
(C) Repeat above steps but with size
Engage: Intensions “Today we are going
to practise ordering our pumpkins from
smallest to biggest.”
Explore: Outside
Get them in their detective groups. “I want
you to work as a team to order your
pumpkins from smallest to biggest.
Everyone needs to be included. Go!
(teacher observe how students are working
together, who is taking leadership roles,
seeing if everyone is contributing, also
observe their ranking strategy.)”
Descriptive Feedback
-Science journals
- 21 Pumpkins
- Word wall to add ways we are
grouping
Graphing
- Need large wall space to make
“Data Collecting area”
- Chart paper
- Felts
- Cut outs of pumpkins that
represent what they are
investigating.
- Glue
Checklist/interview
Using proper math vocabulary
Did they order correctly? (AP 2)
Peer assessment of how group worked
together. This is introduction to peer
assessment of group so go through each
criteria that they came up with and have
them raise hand if they think their group
met that criteria. If notice certain criteria
are not being met by most groups then
spend time to teach that criteria, and
show them how they can meet it. (AP 4)
rougher/smoother, wider/skinnier, equal
to/not equal to) and order it
“I noticed some of you worked very well
- 30 plus pumpkin cut outs
together. Some people of you didn’t
include all group members. Next time I
SCIENCE
want you to try to include everyone by
PLO K
giving everyone a chance to say what they
Describe features of local plants and animals think. Maybe let them go first and you can
(e.g., colour, shape, size, texture)
explain if you agree or disagree. “ (as
Kid Friendly K:
observing students working can provide
- I can compare my pumpkin to others based specific descriptive feedback to help them
on colour, size, texture, shape (pumpkins)
work together).
Student Behaviour:
- Follow rules to work in group
they came up with
- Be a good group member
- Stay on task
- Record observation
- Use vocabulary learnt
- Tell what data says
- Peer assessment
- Safe play (personal space)
PLO G1
Classify objects, events, and organisms
Kid Friendly G1:
-I can sort pumpkins into similar groups
Teacher Behaviour:
- Observe students working
together
- Help with misconceptions
- self assessment
- Help collect data
- Checklist for exit interview
- Interpret data with students
Kindergarten/Gr. 1:
PLO K & G1
Communicate their observations,
experiences, and thinking in a variety of
ways (e.g., verbally, pictorially, graphically)
Kid Friendly K & G1
I can show you what I know in different
ways (telling, drawing, writing, sharing,
teaching, graphing) (also Social Studies
PLO Gr. 1-A4, K-A3)
SOCIAL
PLO K & G1
A2 participate co-operatively and
productively in groups
Kid Friendly PLO
- I will be a great group member
based n the rules we came up with
- I will be able to reflect on how I
worked as part of a team that day
Get students to think about the strategy
they used: Questions
“How did you decide which one was the
BIGGEST?? Where did you start? Why
did you decide to start their?”
“Interesting you are all using strategies. I
wonder can we organise all of the
pumpkins from smallest to biggest? How
do you think we can all work together to do
this? What strategy should we use? Do
you want to try? I want everyone to hold
onto their own pumpkin and try to find
where it goes in the line. (may be mayhem
but can find lots of learning opportunity
from this. See how kids really work
together.)
Closure:
“Okay lets do a pumpkin walk and check
our work. If you think you see a mistake
put up your hand. How can we correct this
mistake? Where some pumpkins harder to
rank? Why was that?”
Game:
Extension:
Observation on which students is getting
the concept of biggest and smaller. If
some students are still not getting it a
ordering center can be made for them to
explore further.
-
Safe play (personal space)
Teacher Behaviour:
- Observe students working
together
- Help with misconceptions
- Help collect data
- Checklist for exit interview
- Interpret data with students
“Everyone run to the biggest pumpkins.
Now the smallest! Go to where the
pumpkins are medium in size.”
- Back in class have each student add their
size of their pumpkin to the size chart. Go
over data collected.
- Record in their books
Extension:
- Have the students put their pumpkins all
around the grass to represent a pumpkin
patch. Now have them run to the pumpkins
they think is biggest, smallest or medium in
size. Applying knowledge that they
learned in a new situation.
5 of 9
Pumpkin Data (continued):
E) Height (short, tall)
F) Widths (fat, thin)
G) Length of Stem
(short, long, no
handle)
Intensions
Peer Assessment
MATH
PLO K & G1
C1 use direct comparison to compare two
objects based on a single attribute such as
length (height), mass (weight), and volume
(capacity)
Kid Friendly PLO
- I can tell you how my pumpkin is different
from others using features discussed in class
(height, circumference, weight, stem, texture,
colour, float?)
- I will use Math language to compare my
pumpkin (bigger/smaller, taller/shorter,
rougher/smoother, wider/skinnier, equal
to/not equal to) and order it
Engage:
Show them comic about height, width and
length. Go over what each of means and
write it down with them. Have them
provide examples.
-Science journals
- 21 Pumpkins
- Word wall to add ways we are
grouping
- Comic
Intention
- Today we are going to practise using
these terms to describe our pumpkins:
height, width and length.
- Go over criteria came up with for a good
group member.
Graphing
- Need large wall space to make
“Data Collecting area”
- Chart paper
- Felts
- Cut outs of pumpkins that
represent what they are
investigating.
- Glue
- 30 plus pumpkin cut outs
Explore:
- Students at their table will be asked to
look at the height, width and length of stem
of their pumpkins.
SCIENCE
- At table have the group of students
PLO K
Describe features of local plants and animals discuss their pumpkins
Checklist/interview
Use of proper vocabulary while working
in groups. (Ap2)
My pumpkin is ___TALL______
Exit:
Peer assessment on group work. (Ap 4)
Student Behaviour:
- Follow rules to work in group
they came up with
- Be a good group member
- Stay on task
- Record observation
- Use vocabulary learnt
- Tell what data says
- Peer assessment
- Safe play (personal space)
(e.g., colour, shape, size, texture)
Kid Friendly K:
- I can compare my pumpkin to others based
on colour, size, texture, shape (pumpkins)
PLO G1
Classify objects, events, and organisms
Kid Friendly G1:
-I can sort pumpkins into similar groups
Kindergarten/Gr. 1:
PLO K & G1
Communicate their observations,
experiences, and thinking in a variety of
ways (e.g., verbally, pictorially, graphically)
Kid Friendly K & G1
I can show you what I know in different
ways (telling, drawing, writing, sharing,
teaching, graphing) (also Social Studies
PLO Gr. 1-A4, K-A3)
SOCIAL
PLO K & G1
A2 participate co-operatively and
productively in groups
Kid Friendly PLO
- I will be a great group member
based n the rules we came up with
- I will be able to reflect on how I
worked as part of a team that day
A) Height
B) Width
C) Length
- Work together!
- Have them record their work in their
science journals
Closure:
- Collect data to add to data wall. Have
them add to it stating what their pumpkin is
based on height, width and length of stem.
“Now we need to add our data to graph.
We have three different observations to
add. Choose which cut out represents your
pumpkin. Then I want you to come up and
add it to the graph. Line up and as you add
it to the right side I want you to tell me
your observation using math words.”
-“Now lets see what our graph is telling us.
I need all your help to count up the data.
Lets count both sides.”
- “Hands up if you think we have more or
Less on this side?”
Extension/Adaptation:
- Students can write full sentence “My
Pumpkin is TALL”
- Student can just fill in Tall or Short
- Student can circle Tall or Short.
- Students that get concept of height and
measurement - use cubes to measure the
height of pumpkin and record it in their
journals.
Teacher Behaviour:
- Observe students working
together
- Help with misconceptions
- Help collect data
- Checklist for exit interview
- Interpret data with students
- Go through step by step peer
assessment and students
6 of 9
Pumpkin Data (cont):
H) Weight compare (heavy,
light)
Self Assessment
MATH
PLO K & G1
C1 use direct comparison to compare two
objects based on a single attribute such as
length (height), mass (weight), and volume
(capacity)
Kid Friendly PLO
- I can tell you how my pumpkin is different
from others using features discussed in class
(height, circumference, weight, stem, texture,
colour, float?)
Engage:
- Show picture of biggest pumpkin in the
world. Tell them how much it weighs
(1700lbs).
- Do you think this is heavier than you?
Heavier means it weighs MORE. For
example I am heavier than (enter a
students name) and (enter same student
name) is Lighter than me. Meaning they
weigh LESS. (write these words on word
wall)
- The Largest Pumpkin in the world is
heavier than all of us put together.
- I will use Math language to compare my
Explore: In Groups
pumpkin (bigger/smaller, taller/shorter,
- Compare how heavy your pumpkin is
rougher/smoother, wider/skinnier, equal
compared to your group members.
to/not equal to) and order it
- Record if your pumpkin is heavy or light.
SCIENCE
- Teacher walks around the groups with a
scale and weights each pumpkins with the
PLO K
Describe features of local plants and animals students and has student record their
pumpkins weight in their journals.
(e.g., colour, shape, size, texture)
Kid Friendly K:
- I can compare my pumpkin to others based Closure:
-Add weight to the data collection. State the
on colour, size, texture, shape (pumpkins)
weight.
PLO G1
Extensions/Adaptation:
Classify objects, events, and organisms
Kid Friendly G1:
- (All together) Human size scale. Students
-I can sort pumpkins into similar groups
make prediction between two pumpkins
and then we see if they were right.
Kindergarten/Gr. 1:
PLO K & G1
Communicate their observations,
experiences, and thinking in a variety of
ways (e.g., verbally, pictorially, graphically)
Kid Friendly K & G1
-Science journals
- 21 Pumpkins
- Word wall to add ways we are
grouping
-picture of largest pumpkin in the
world
Graphing
- Need large wall space to make
“Data Collecting area”
- Chart paper
- Felts
- Cut outs of pumpkins that
represent what they are
investigating.
- Glue
- 30 plus pumpkin cut outs
Checklist/interview
Use of vocabulary
Applying what they learned correctly
(Ap 2)
EXIT:
Self Assessment: Group work (Ap 3)
Student Behaviour:
- Follow rules to work in group
they came up with
- Be a good group member
- Stay on task
- Record observation
- Use vocabulary learnt
- Tell what data says
- Safe play (personal space)
Human Scale
- 1 long/strong piece of wood.
- Piece of strong rope
- 2 cloth bags with handle (same) Teacher Behaviour:
- Show picture
- Observe students working
together
- Help with misconceptions
- Help with self assessment
- Help collect data
- Checklist for exit interview
- Interpret data with students
Extension:
Observational notes to see if students are
understanding concept of weights and
comparing weights. Are they making the
right predictions
I can show you what I know in different
ways (telling, drawing, writing, sharing,
teaching, graphing) (also Social Studies
PLO Gr. 1-A4, K-A3)
SOCIAL
PLO K & G1
A2 participate co-operatively and
productively in groups
Kid Friendly PLO
- I will be a great group member
based n the rules we came up with
- I will be able to reflect on how I
worked as part of a team that day
7 of 9
Pumpkin Data (cont):
I)
Float of Sink
(predicting)
N/a – just for fun!
Engage: Read book on sinking and
floating.
Explore: Have students predict in their
journals if they think a pumpkin will sink
or float. Have them share their theories why
they made this prediction.
Closer: Try out 3 very different size
pumpkins. Record what actually happened
in science journals. Add a sentence to the
data collecting wall.
- Large tub of water
- Science journals
- Float or sink book
- 3 different size pumpkins.
Student Behaviour:
- Follow rules to work in group
they came up with
- Be a good group member
- Stay on task
- Make prediction
- Record observation
- Use vocabulary learnt
- Safe play (personal space)
Teacher Behaviour:
- Observe students working
together
- Help with misconceptions
- Interpret data with students
8 of 9
Pumpkin Data (cont):
J) Texture: round,
bumpy
K) My pumpkins
outside is
________
I guess the inside is
_____________
(predicting)
Intensions
Questions
Peer and Self
Assessment
MATH
PLO K & G1
C1 use direct comparison to compare two
objects based on a single attribute such as
length (height), mass (weight), and volume
(capacity)
Kid Friendly PLO
- I can tell you how my pumpkin is different
from others using features discussed in class
(height, circumference, weight, stem, texture,
colour, float?)
Engage:
- Read The Bumpy Little Pumpkin
Explore:
Intention
- Today we are going to look at the texture
of our pumpkin and make some
predictions about the inside of our
pumpkin.
- Go over criteria came up with for a good
group member.
Explore:
- Students at their table will be asked to
look at the texture of their pumpkins.
- I will use Math language to compare my
Questions
pumpkin (bigger/smaller, taller/shorter,
“Rub it. What does it feel like? Tell your
rougher/smoother, wider/skinnier, equal
group how it feels. Is it smooth? Rough?
to/not equal to) and order it
Bumpy like in the book.”
SCIENCE
- Compare with group
- Work together!
PLO K
Describe features of local plants and animals - Have them record their work in their
science journals
(e.g., colour, shape, size, texture)
-Talk about making predictions. Predict
Kid Friendly K:
- I can compare my pumpkin to others based what the inside is like.
I) My pumpkins outside is
on colour, size, texture, shape (pumpkins)
________
I guess the inside is
PLO G1
_____________
Classify objects, events, and organisms
Kid Friendly G1:
(predicting)
-I can sort pumpkins into similar groups
Closure:
- Collect data to add to data wall. Have
them add to it stating the texture of their
Kindergarten/Gr. 1:
pumpkin.
PLO K & G1
Communicate their observations,
Modifications/Extensions:
experiences, and thinking in a variety of
ways (e.g., verbally, pictorially, graphically) - Open up a pumpkin and have them feel
inside and then use words to describe the
Kid Friendly K & G1
- The Bumpy Little Pumpkin
-Science journals
- 21 Pumpkins
- Word wall to add ways we are
grouping
Graphing
- Need large wall space to make
“Data Collecting area”
- Chart paper
- Felts
- Cut outs of pumpkins that
represent what they are
investigating.
- Glue
- 30 plus pumpkin cut outs
Checklist/interview
Use of vocabulary
Applying what they learned correctly
(Ap 2)
EXIT:
Self Assessment: Group work
& Final Peer assessment for whole unit
(Ap 3 & 4)
Student Behaviour:
- Follow rules to work in group
they came up with
- Be a good group member
- Stay on task
- Record observation
- Use vocabulary learnt
- Tell what data says
- Self assessment
- Safe play (personal space)
Teacher Behaviour:
- Observe students working
together
- Help with misconceptions
- Help collect data
- Checklist for exit interview
- Interpret data with students
- Help facilitate peer assessment
and record conversations
students are having.
I can show you what I know in different
ways (telling, drawing, writing, sharing,
teaching, graphing) (also Social Studies
PLO Gr. 1-A4, K-A3)
inside. Add these descriptive words to
word wall.
-
Go throw peer support step my
step.
SOCIAL
PLO K & G1
A2 participate co-operatively and
productively in groups
Kid Friendly PLO
- I will be a great group member
based n the rules we came up with
- I will be able to reflect on how I
worked as part of a team that day
9 of 9
Cumulating Activity:
Present findings from
Science Journal
MATH
PLO K & G1
C1 use direct comparison to compare two
objects based on a single attribute such as
length (height), mass (weight), and volume
(capacity)
Kid Friendly PLO
- I can tell you how my pumpkin is different
from others using features discussed in class
(height, circumference, weight, stem, texture,
colour, float?)
- I will use Math language to compare my
pumpkin (bigger/smaller, taller/shorter,
rougher/smoother, wider/skinnier, equal
to/not equal to) and order it
SCIENCE
PLO K
Describe features of local plants and animals
- Student will present their science journals
(portfolio of their work) to teacher,
principal and parents (if available).
- Students present data wall
- Teacher will have one on one interview
for the students to go through their
findings.
- Students will be the expert pumpkin
scientists and share all that they learned.
Closure:
Add photo of student to “I am a pumpkin
scientist” part of science journal
Enjoy some pumpkin treats
Interview about of data they collected in
their science journals. Use checklist for
overall understanding (AP2)
Cumulative Assessment:
- Use all self/peer assessment to
make a summative evaluation.
- Use all the end of lesson
checklist to make an overall
summative assessment for
understanding concepts and use
of vocabulary
- Use end of lesson checklist
while they present data.
- Review journals to see gaps in
students understanding. (no
marks)
Student Behaviour:
(e.g., colour, shape, size, texture)
Kid Friendly K:
- I can compare my pumpkin to others based
on colour, size, texture, shape (pumpkins)
Kindergarten/Gr. 1:
PLO K & G1
Communicate their observations,
experiences, and thinking in a variety of
ways (e.g., verbally, pictorially, graphically)
Kid Friendly K & G1
I can show you what I know in different
ways (telling, drawing, writing, sharing,
teaching, graphing) (also Social Studies
PLO Gr. 1-A4, K-A3)
SOCIAL
PLO K & G1
A2 participate co-operatively and
productively in groups
Kid Friendly PLO
- I will be a great group member
based n the rules we came up with
- I will be able to reflect on how I
worked as part of a team that day
Extra
Pumpkin Data (cont):
H) Circumference
-
Share their investigation
journals.
- Present data collected
- Use correct vocabulary
Teacher Behaviour:
- Listen to students presenting
- Mark cumulating activity
Extra
•
•
Pumpkin life cycle
Read From seed to pumpkin and Pumpkin
and then have students color and glue steps
in life cycle to ribbon.
Descriptive Feedback: Descriptive feedback will be used throughout this unit when teacher notices students encounter misconceptions. Teacher will approach this by prompting student to explore the
concept in a different way and consider alternative viewpoints. If the misconception is common among numerous students the teacher will revisit the topic with the class as a whole and spend another day
exploring the topic to be sure concept is learnt. If a handful of students need more practice in a certain area the teacher will introduce a centre that those students can do during free center time.
The main learning’s from this unit are 1. Working well in a group 2. Being able to tell if you are a good group member 3. Data collecting 4. Using observation skills to compare and contrast. 4.
Communicating what you see using proper vocabulary. This unit also has underlying ELA learning outcomes which were not included because were not the focus of the learning at this time. However they
can be assessed if need be:
A1 use speaking and listening when engaging in exploratory and imaginative play to
– express themselves
– ask for assistance
– exchange ideas
– experiment with new
ideas or materials
A2 engage in speaking and listening activities to share ideas about pictures, stories, information text, and experiences
A3 demonstrate use of social language to interact co-operatively with others and to solve problems
A6 use oral language to explain, inquire, and compare
A7 experiment with language and demonstrate enhanced vocabulary usage
A8 connect what is already known with new experiences during speaking and listening activities
A9 ask questions to construct and clarify meaning
Appendices:
For lessons 6
Appendices 2:
End of Lessons Checklist/cumulative criteria:
Date _______________________________________________
Name_______________________________________________
Lesson:______________of 12___________________________
Topic: ______(shape or texture or weight or height or length of stem or ordering or categories)____
Math and
Science
Content
(written
and
verbal)
1
(Not yet within expectations)
2
(Meets expectations)
3
(Fully meets expectations)
4
(Exceeds expectations)
Rarely uses
scientific/mathematic
vocabulary, little to no
recording/sharing of
scientific/mathematic
observations or ideas
Occasionally uses
scientific/mathematic
vocabulary, some
recording/shoring of
observation or ideas
Appropriate and relevant use
of most key science/math
words: generally
understanding of
scientific/mathematic ideas;
reasonable observations,
reporting and sharing of
results
Appropriate and relevant use of
most key science/math words:
complete understanding of
scientific/mathematic ideas;
details observations, reporting
and sharing of results
NAME
*Checklist will be used throughout each lesson and then one to mark their overall Math and Science content throughout the whole unit.
Got lesson concept
(Yes/No)
Comments
Appendices 3:
Ap 4:
Group Peer Assessment: