Kindergarten
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Kindergarten
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| Kindergarten
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Kindergarten
Kindergarten
Outline of Georgia Performance Standards (see http://www.georgiastandards.org for full descriptions of each standard). I will be adding a technology integration activity for most of the performance standards.
Tips for working with Kindergarten:
Parts of the computer: Play Simon Says. "Simon says touch the
mouse." Demonstrate it and watch them do it. "Simon says touch the keyboard,"
and so on. They LOVE this and soon learn all the parts.
As an introduction: Read "Arthur's Computer Disaster." I'm sure your library has
a copy of it. That leads into a discussion of rules. My main one for
Kindergarten is that they shouldn't push buttons, ever. They learn to raise
their hands when they need help, instead of trying to fix it themselves. The
book gives a great opportunity to talk about this.
Printouts: I do use printouts with them for the parts of the computer, after
we've played Simon Says. You can find some online, or just make one yourself.
Teacher Created Materials has some excellent resources (http://www.teachercreated.com).
One of the printouts I use has them cut out the parts and glue them onto
construction paper. Another has instructions such as "Color the printer red."
and "Draw hands on the keyboard." These are all perfect activities for this age.
Management: Before I ever get the students I write their names on cards in all
upper case letters (so they can easily match letters on the keyboard), and the
numbers they use to log in to certain programs. I set the cards on computers
before they come into my lab. In the classroom, they have cards in a special
place, and they know how to get their cards and take them to the computers with
them. We practice typing names only for a while in Word. Then we practice typing
the numbers. At the beginning it's just letter matching, because few of them
will know how to type their names. Before long, they will actually learn the
letters. Call out the letters as you point to them to reinforce abc skills.
Resist the urge to do it for them "because it's faster" (I had to explain that
to someone who complained that it took the kids too long).
Mouse Skills: I have them go to certain sites and just practice clicking and
dragging. This is helpful for the ones who don't know how to use a mouse at all.
They're still developing fine motor skills and need this practice.
Internet Skills: Teach them "back" and "home" and scrolling up and down. Teach
them to use their arrows on the keyboard. You'll be amazed at how quickly they
memorize little steps, and how they enjoy helping each other.
I've collected a number of links that I use with my kindergartners. They can all
be found here:
http://www.wacona.com/kindergartengames/kindergartengames.html
A popular program to use with this age is KidPix. You can do a number of lessons
in KidPix, and the students learn it so quickly. Allow them some free time in a
program like that so that they can just play and experiment. They'll soon be
teaching YOU things. It's a great age to work with, though it requires a lot of
patience at times.
| Standard Area and Number | Standard | Technology Activity |
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Kindergarten English Language Arts Technology Activities |
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| Concepts of Print ELAKR1 The student demonstrates knowledge of concepts of print. The student |
a. Recognizes that print and pictures (signs and
labels, newspapers, and
informational books) can inform, entertain, and persuade. b. Demonstrates that print has meaning and represents spoken language in written form. c. Tracks text read from left to right and top to bottom. d. Distinguishes among written letters, words, and sentences. e. Recognizes that sentences in print are made up of separate words. f. Begins to understand that punctuation and capitalization are used in all written sentences. |
Use the Clifford stories web site and ask students to point out words. Ask them to point out sentences. Have them move a finger across the screen as the text is read to them. Ask them to point to the beginning of the sentences. Ask if the letters at the beginnings of the sentences look different (capital letters). Ask them to see if there is a pattern at the ends of the sentences (punctuation). |
| Phonological Awareness ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student |
a. Identifies and produces rhyming words in
response to an oral prompt and
distinguishes rhyming and non-rhyming words. b. Identifies component sounds (phonemes and combinations of phonemes) in spoken words. c. Blends and segments syllables in spoken words. d. Segments the phonemes in high frequency words. e. Blends spoken phonemes to make high frequency words. |
Students practice listening to and repeating rhyming words with Digby. This site does have sound, but it would be best if an adult or partner sits with the student while he/she works through the puzzles. |
| PHONICS ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student |
a. Demonstrates an understanding that there are
systematic and predictable
relationships between print and spoken sounds. b. Recognizes and names all uppercase and lowercase letters of the alphabet. c. Matches all consonant and short-vowel sounds to appropriate letters. d. Blends individual sounds to read one-syllable decodable words. e. Applies learned phonics skills when reading words and sentences in stories. |
Use Kidspiration (or Word or any
other program with text) to create flashcards. Have students type
each letter in upper case and lower case (they will have to learn
Shift and/or Capslock for this). Print the letters on card stock,
and then let students practice recognizing the letters and repeating
the appropriate sounds. Use the cards to make simple sight words.
Show how the letters are blended by "blending" the cards.
For extra practice matching capital and lower case
letters, play at Paw Park. |
| Fluency ELAKR4 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student |
a. Reads previously taught high frequency words
at the rate of 30 words correct
per minute. b. Reads previously taught grade-level text with appropriate expression. |
Students can read sight words as
shown during a PowerPoint presentation. (Presentations created by
Ann Guess, Wacona Elementary School). This will need to be done with
a partner or adult. http://www.wacona.com/kindergarten/kindergarten.html
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| Vocabulary ELAKR5 The student acquires and uses grade-level words to communicate effectively. The student |
a. Listens to a variety of texts and uses new
vocabulary in oral language. b. Discusses the meaning of words and understands that some words have multiple meanings. |
Practice reading stories at
Storyplace. Be sure to complete the online activities after
listening to the stories. http://www.storyplace.org/preschool/other.asp |
| Comprehension ELAKR6 The student gains meaning from orally presented text. The student |
a. Listens to and reads a variety of literary
(e.g., short stories, poems) and
informational texts and materials to gain knowledge and for
pleasure. b. Makes predictions from pictures and titles. c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. d. Begins to distinguish fact from fiction in a read-aloud text. e. Retells familiar events and stories to include beginning, middle, and end. f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. g. Connects life experiences to read-aloud text. h. Retells important facts in the student’s own words. |
Use stories at Sesame Street to make
predictions. Look at pictures, have students predict what will
happen. Read the stories together. http://www.sesameworkshop.org/sesamestreet/?scrollerId=stories Use Kidspiration to sequence. Students can choose appropriate pictures for parts of books, and then drag the pictures into the correct order. You can also choose pictures for the students and have them retell the stories (including beginning, middle, and end) in the proper sequence. |
| Writing ELAKW1 The student begins to understand the principles of writing. The student |
a. Writes or dictates to describe familiar
persons, places, objects, or experiences. b. Uses drawings, letters, and phonetically spelled words to create meaning. c. Accurately prints name, all uppercase and lowercase letters of the alphabet, and teacher-selected words. d. Uses left-to-right pattern of writing. e. Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences. |
Student should practice typing his/her name, using correct capitalization. Student can dictate as the teacher types his/her own life stories (autobiographies). After stories are typed, record the student reading the story, and add that to the file (this is very easy to do in PowerPoint, and microphones are relatively inexpensive, maybe $10 at Wal-Mart or other department store). Students can share their stories with each other that way, and practice reading with the auditory file to cue them. |
| LISTENING/SPEAKING/VIEWING ELAKLSV1 The student uses oral and visual skills to communicate. The student |
a. Listens and speaks appropriately with peers
and adults. b. Follows two-part oral directions. c. Repeats auditory sequences (letters, words, numbers, and rhythmic patterns). d. Recites short poems, rhymes, songs, and stories with repeated patterns. e. Describes people, places, things, locations, and actions. f. Increases vocabulary to reflect a growing range of interests and knowledge. g. Communicates effectively when relating experiences and retelling stories heard. h. Uses complete sentences when speaking. i. Begins to use subject-verb agreement and tense correctly. |
As a culminating activity, let each student record one story, song, or poem. Have him or her choose appropriate pictures to go with the recordings. Compile these into a classroom book. This could be done in Word, PowerPoint, Kidspiration, or most programs you have available. Time-consuming, but proof that the students have mastered the standards in English/Reading/Language Arts. |
| Standard Area and Number | Standard | Technology Activity |
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Kindergarten Math Technology Activities |
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| MKN. Numbers and Operations Students will correctly represent the number and order of objects using numbers and understand them. MKN1. Students will connect numerals to the quantities they represent. |
a. Count a number of objects up to 30. b. Produce models for number words through ten. c. Write numerals through 20 to label sets. d. Sequence and identify using ordinal numbers (1st-10th). e. Compare two or more sets of objects (1-10) and identify which set is equal to, more than, or less than the other. f. Estimate quantities using five and ten as a benchmark. (e.g. 9 is one five and four more. It is closer to two fives or one 10 than it is to one five.). g. Use informal strategies to share objects equally (divide) between two to three people or sets. h. Identify coins by name and value (penny, nickel, dime, and quarter). i. Count out pennies to buy items that together cost less than 30 cents. j. Make fair trades involving combinations of pennies and nickels or pennies and dimes. |
Use KidPix (or Kidspiration, or even
Word) to have students stamp numbers and the correct number of
pictures to represent each number. Create templates in Kidspiration with sets of objects. Have students drag and drop objects to change the sets according to directions you give. Use Kidspiration to make the appropriate number of coins for certain items (again, based on directions you give). |
| MKN2. Students will use representations to model addition and subtraction. | a. Use counting strategies to find out how many
items are in two sets when
they are combined. b. Build number combinations up to 10 (e.g., 4 and 1, 2 and 3, 3 and 2, 4 and 1 for five) and for doubles to 10 (3 and 3 for six). c. Use objects, pictures, numbers, or words to create, solve and explain story problems for two numbers that are each less than 10. |
Use KidPix or Kidspiration to make visual representations for combinations of numbers. Call out story problems and have students use stamps (in KidPix) or pictures (in Kidspiration) to solve the problems. |
| MKM. Measurement Students will explore quantitative situations involving distance, length, capacity, weight, time, and temperature. MKM1. Students will group objects according to common properties such as color, shape, texture, or number. |
a. Compare and order objects on the basis of
length. b. Compare and order objects on the basis of capacity. c. Compare and order objects on the basis of height. d. Compare and order objects on the basis of weight. |
Use Word to draw lines of various
length. Discuss which ones are longer or shorter. Use drawing tools in Word to draw circles, squares or other shapes. Discuss which ones would hold the most, or which ones are taller, or which ones would weigh more. Use stamps in KidPix to make identical stamps of different sizes (use shift and ctrl to change sizes). Drag and drop them in order using the moving van tool. |
| MKM2. Students will understand the measurement of calendar time. | a. Know the names of the days of the week. b. Know the months of the year. c. Know the four seasons. |
Let students record themselves
singing the days of the week songs. Let them record themselves
saying the names of the months of the year. Allow them to replay
these and sing again to reinforce the names. Add their sounds into a
PowerPoint and have them type each name into a slide. They can
listen repeatedly, and have the word presented to them as they hear
it. Use KidPix to draw four squares. In each square, have students stamp objects to represent each season. In Kidspiration, have students type the name of a season. Have them add pictures to represent each season. Play Zoe's Silly Seasons to find objects that
don't belong in each season. |
| MKM3. Students will tell time as it relates to a daily schedule. | a. Order daily events. b. Tell the time when daily events occur, such as lunch, to the nearest hour. c. Know the name of the day of the week when weekly events occur in class. |
Use Kidspiration to type times of the day and add pictures of what happens at that time. For instance, 7:50 and a flag for the Pledge of Allegiance. 11:30 and a piece of chicken for lunch. Make a template for students to use to practice dragging and dropping the pictures beside the correct times. Make another template with days of the week and pictures for the students to drag (such as a book on Wednesday to represent a trip to the library). |
| MKG. Geometry Students will recognize and name basic geometric shapes and spatial relationships. MKG1. Students will correctly name simple two and three-dimensional figures, and recognize them in the environment. |
a. Recognize and name the following basic
two-dimensional shapes: triangles,
rectangles, squares, and circles. b. Recognize and name the following three-dimensional shapes: spheres (balls), and cubes. c. Observe concrete objects in the environment and represent the objects using basic shapes, such as drawing a representation of a house using a square together with a triangle for the roof. d. Combine basic shapes into basic and more complicated shapes, and will decompose basic shapes into combinations of basic shapes. e. Compare geometric shapes and identify similarities and differences of the following two and three-dimensional shapes: triangles, rectangles, squares, circles, spheres, and cubes. |
Have students use drawing tools in
Word to make various shapes and repeat the names of them. Use a digital camera to take pictures of objects in the school and around the community (representing each shape). Show the pictures in the classroom and have students correctly name the shapes. Have students use drawing tools in Word to put shapes together to make pictures (a square for a house, a triangle for the roof, a rectangle for the door, etc.). |
| MKG2. Students will understand basic positional relationships. | a. Identify when an object is beside another
object, above another object, or
below another object. b. Identify when an object is in front of another object, behind another object, inside another object or outside it. |
Use drawing tools in Word (or KidPix or Kidspiration) to have students make visual representations of things you call out. For example, say, "Draw a circle. Now draw a square beside the circle," or, "Draw a square. Now draw a triangle inside the square." |
| MKG3. Students will identify, create, extend, and
transfer patterns from one representation to another using actions, objects, and geometric shapes. |
a. Identify a missing shape within a given
pattern of geometric shapes. b. Extend a given pattern, and recognize similarities in different patterns. |
Use Word or KidPix or Kidspiration to
make a template with a pattern of objects. Leave something missing
in the pattern and have students insert the appropriate object. Have students extend the pattern you have started. |
| MKD. Data Analysis and Probability Students will pose questions and gather data about themselves and their surroundings. MKD1. |
Students will pose information questions, collect
data, organize, and record results using objects, pictures, and picture graphs. |
At the beginning of the year, take each students' picture with a digital camera. During the year, have them make graphs with these pictures. For example, during your morning routine, draw a graph on the board with two rows, one for students who are eating in the lunchroom, one for students who brought their lunch. Print the picture and put a small magnet on the back of each one. Have students move their pictures into the appropriate row depending on what their lunch preference is for the day. Count the numbers on each row together and tally them. Kids are learning to ask a question, collect the data, organize it, and record the results in a practical, personal way. |
| MKP. Process Skills Students will apply mathematical concepts and skills in the context of authentic problems and will understand concepts rather than merely follow a sequence of procedures. The students will use the process standards as a way of acquiring and using content knowledge. MKP1. Students will solve problems that arise in mathematics and in other contexts. |
a. Solve non- routine word problems using the
strategy act out the problem or
use objects. b. With the use of manipulatives, solve routine word problems related to all appropriate kindergarten math standards. |
Use the pictures from MKD to create word problems and solve them on the board. |
| MKP2. | Students will investigate, develop, and evaluate mathematical arguments. | Let the students use the pictures created in MKD to solve math problems in small groups. |
| MKP3. | Students will use the language of mathematics to express ideas precisely. | Let the students use the pictures created in MKD to solve math problems in small groups. |
| MKP4. | Students understand how mathematical ideas interconnect and build on one another and apply mathematics in other content areas. | Let the students use the pictures created in MKD to solve math problems in small groups. |
| MKP5. | Students will create and use pictures, manipulatives, models, and symbols to organize, record, and communicate mathematical ideas. | Let the students use the pictures created in MKD to solve math problems in small groups. Have them write the problems and solutions on paper as they work. |
| Standard Area and Number | Standard | Technology Activity |
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Kindergarten Social Studies Technology Activities |
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| Historical Understandings SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated. |
a. Labor Day b. Columbus Day (Christopher Columbus) c. Veterans’ Day d. Thanksgiving Day e. Martin Luther King, Jr. Day f. Presidents’ Day (George Washington, Abraham Lincoln, and the current President) g. Memorial Day h. Flag Day i. Independence Day |
Have students use KidPix, Kidspiration, or Word (with guidance) to find pictures to represent each holiday. Assist students in typing two or three words to go along with each picture as further description of the holiday's importance. |
| SSKK2 The student will identify important
American symbols and explain their meaning. |
a. the national and state flags (United States
and Georgia flags) b. the bald eagle c. the Statue of Liberty d. Lincoln Memorial e. Washington Monument f. White House g. Pledge of Allegiance h. Star Spangled Banner |
Have students use Kidspiration to find pictures
to represent each of these items. Record students talking about the
items and their importance. Add the recording to Kidspiration, or do
this project in PowerPoint.
Videotape the students holding the flags in an appropriate manner. Tape them repeating the Pledge of Allegiance. Allow them to view the video or share the video with other students, schools, or countries (penpals or email pals). |
| SSKH3 The student will correctly use words and phrases related to chronology and time to explain how things change. | a. now, long ago b. before, after c. morning, afternoon, night d. today, tomorrow, yesterday e. first, last, next f. day, week, month, year g. past, present, future |
Have students use Kidspiration to find pictures
to illustrate each concept. Examples for each given below: a. person now, picture of someone long ago (George Washington) b. cocoon, butterfly c. bird chirping, bright sun, moon d. dog, alien pet, dinosaur e. row of children with the words typed underneath for first, next, last f. calendar g. horse and carriage, car, spaceship |
| Geographic Understandings SSKG1 |
The student will describe American culture by explaining diverse community and family celebrations and customs. | Let students create a chart in Word, KidPix, or Kidspiration. Each student should add two or three pictures to show what happens in their family during different celebrations. For instance, a Menorah for a Jewish family in December; a Christmas tree for a Christian family in December; or a Kwanzaa symbol. Lead a discussion with this chart as the focal point. Talk about the differences and similarities between each family's celebrations. |
| SSKG2 The student will explain that a map is a
drawing of a place and a globe is a model of the Earth. |
a. differentiate land and water features on
simple maps and globes b. explain that maps and globes show a view from above c. explain that maps and globes show features in a smaller size |
Use maps in KidPix (goodies). Let students use the paint can tool to fill in blue for water and green for land. |
| SSKG3 | The student will state the street address, city, county, state, nation, and continent in which he or she lives. | Let students record themselves saying this information. If possible, have parents record this information so that students can listen to both recordings over and over. |
| Government/Civic Understandings SSKCG1 The student will demonstrate an understanding of good citizenship. |
a. explain how rules are made and why b. explain why rules should be followed |
Let children act out certain skits and photograph them. For example, one picture of a student running in the hall and another picture of a student walking obediently; or, one picture of a student going in the wrong lunch door, causing someone to drop a tray, and another picture of a student going in the right lunch door. Talk about the pictures and what has happened in each one. Make the correlation that rules keep bad things from happening. Make the pictures into a class book of rules and consequences. |
| SSKCG2 | The student will retell stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment. | Talk about the qualities and positive character traits. Videotape students acting out these good traits. Keep a digital camera handy to snap pictures when you catch students displaying these traits. Watch the videos and look at the pictures and have discussions about them. Video negative traits (a student pushing another student or taking crayons away). Watch the video and talk about alternative actions that should have been taken. |
| ECONOMIC UNDERSTANDINGS SSKE1 |
The student will describe the work that people do
(police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher). |
Take pictures of these workers if you can't have them come into your classroom to talk. Discuss the pictures. Take pictures inside a police station or fire station. Take pictures at a farm. If you can't take them, find them online and share them with the class, like a virtual field trip. Explain the things the students see in the pictures so they can learn about different community workers. |
| SSKE2 | The student will explain that people earn income
by exchanging their human resources (physical or mental work) for wages or salaries. |
Use Kidspiration to print out pretend dollars and coins. Make a chart in Word with prices for different classroom chores (cleaning off tables, putting away books). As students do these chores, pay them. If they don't do the chores, fine them that amount of money. Talk about this exchange of money for resources. |
| SSKE3 The student will explain how money is used to purchase goods and services. | a. distinguish goods from services b. identify various forms of U.S. money (coins, currency) |
Use Kidspiration (or other program) to print out
pictures of items. Be sure to include pictures of goods AND
services. Let the students cut these out and identify which is a
good and which is a service. Print out pages with coins and bills. Have students cut them out and identify each. |
| SSKE4 | The student will explain that people must make
choices because they cannot have everything they want. |
Take the pictures you printed out in SSKE3 (above) and write prices on each one. Let the students use their "money" to purchase goods and services. Talk about what happens when they don't have enough coins or bills to buy what they want. |
| Standard Area and Number | Standard | Technology Activity |
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Kindergarten Science Technology Activities |
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| Habits of Mind SKCS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. |
a. Raise questions about the world around you and be willing to seek answers to some of the questions by making careful observations (5 senses) and trying things out. | Use Kidspiration or KidPix to find a picture to represent each sense (students will need guidance for this). Add two or three pictures to depict something that sense does. For example, a mouth for taste, and pictures of a strawberry and ice cream to go with it. |
| SKCS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. | a. Use whole numbers for counting, identifying,
and describing things and experiences. b. Make quantitative estimates of nonstandard measurements (blocks, counters) and check by measuring. |
Make several templates in Word, KidPix, or Kidspiration by simply filling the screen with objects (like circles). Have the students try to estimate how many circles are in the whole screen. Guide them to count the circles in one section and then guess how many there are in all. (Be careful to keep objects the same size when creating the templates.) |
| SKCS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. | a. Use ordinary hand tools and instruments to
construct, measure (for example: balance
scales to determine heavy/light, weather data, nonstandard units for
length), and look at
objects (for example: magnifiers to look at rocks and soils). b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects. (For example: paper plate day and night sky models) |
N/A |
| SKCS4. Students will use the ideas of system,
model, change, and scale in exploring scientific and technological matters. |
a. Use a model—such as a toy or a picture—to
describe a feature of the primary thing. b. Describe changes in size, weight, color, or movement, and note which of their other qualities remains the same. (For example, playing “Follow the Leader” and noting the changes.) c. Compare very different sizes (large/small), ages (parent/baby), speeds (fast/slow), and weights (heavy/light) of both manmade and natural things. |
Take a picture of two or three
students lined up. Print the picture out or display it. Have
students talk about similarities and differences (who's largest,
who's smallest). Ask for pictures from when students were babies.
Scan them and then compare those pictures with current ones (side by
side). Have students describe changes and things that have remained
the same. Have students "Play With Clay" and
change certain attributes of it.
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| SKCS5. Students will communicate scientific ideas and activities clearly. | a. Describe and compare things in terms of
number, shape, texture, size, weight, color,
and motion. b. Begin to draw pictures that portray features of the thing being described. |
Call out directions for students to draw something in KidPix. (Have your own model done beforehand, but don't show it to them.) For instance, "Draw a circle. Draw six eyes in the circle. Draw four squiggly hairs on top of the circle. Draw two big teeth on the circle. Color the teeth in yellow." When you're done, see how their representations match yours. Talk about the features that are the same, even though they look a little different. |
| Nature of Science SKCS6. Students will understand the important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: |
a. In doing science, it is often helpful to work
with a team and to share findings with
others. b. Tools such as rulers, magnifiers, and balance scales often give more information about things than can be obtained by just observing things without help. c. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. (Classroom pets) |
If you have a classroom pet, take pictures of the proper way to feed, water, and clean the pet's cage. Take a video of the right way to hold the pet. Post these pictures at the pet's cage or aquarium as a reminder of the right way to care for living things. |
| Earth Science SKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky. |
a. Describe changes that occur in the sky during
the day, as day turns into night, during
the night, and as night turns into day. b. Classify objects according to those seen in the day sky and those seen in the night sky. c. Recognize that the Sun supplies heat and light to Earth. Sample Tasks: A) Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day. B) Make a class timeline of things that happen during the day and things that happen during the night. For example, I get up in the morning and eat breakfast….I go to bed at night and sleep until the next day. C) Listen to a book about the day sky and/or night sky and draw pictures about the story. D) Observe the position of the sun at different times during the day. E) Draw and label things you would see in the day sky and things you would see in the night sky. F) Create a pictorial representation to show objects seen in the daytime, at nighttime, and seen both in the day and night sky. |
Have students draw pictures in KidPix
or use pictures in Kidspiration to represent sunrise, day time,
sunset, and night time.
Let students draw a line to divide the screen in half. Have students use a sun stamp to show how the sun moves across the sky during the day. Let them add clouds, rainbows, and other things they'd see during the day. Have them fill in the other half of the sky with dark blue or black for night time. Have them stamp a moon and other things they would see at night. |
| SKE2. Students will describe the physical attributes of rocks and soils. | a. Use senses to observe and group rocks by
physical attributes such as large/small,
heavy/light, smooth/rough, dark/light, etc. b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c. Recognize earth materials— soil, rocks, water, air, etc. Sample Tasks: A) Use what you know to sort rocks into two or more groups and compare them according to their observable physical attributes. Explain the physical attribute you use to sort the rocks. B) Classify rocks into groups by observable physical attributes (large/small, heavy/light, smooth/rough, dark/light, etc.). Challenge a classmate to figure out what physical attribute you chose to classify your groups of rocks. C) Put rocks and pebbles in order from largest to smallest and/or smallest to largest. D) Discuss how earth’s materials are used and where they are found. |
Use Word (clips online) to find pictures of rocks. Save these into a template. Let students sort the pictures according to the attributes described, or in order from largest to smallest. |
| Physical Science SKP1. Students will describe objects in terms of the materials they are made of and their physical properties. |
a. Compare and sort materials of different
composition (common materials include clay,
cloth, paper, plastic, etc.). b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility). Sample Tasks: A) List your senses and how you use them: Eyes to see, ears to hear, mouth to taste, fingers to feel, nose to smell. B) Compare, describe, and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.). For example, put all of the green pieces of clay together or the piece of cloth with flowers printed on it is larger than the piece of cloth with stars printed on it. C) Classify common materials (such as buttons or swatches of cloth) according to their physical attributes. Graph numbers of items that have the same physical attributes. (i.e. buttons with two holes, three holes, etc. or red cloth, green cloth, etc., versus those attributes) D) Use various containers to observe the “shape” of water. E) Use your senses of sight, taste and smell to sort various fruits and vegetables. F) Use your sense of hearing to sort objects that you drop into a box. Listen to hear bouncy objects, soft objects, hard objects, etc. G) Determine objects that float and objects that sink in water. Make a pictograph to show common objects that float and common objects that sink. |
Let students sort laundry at Sesame
Street. http://www.sesameworkshop.org/sesamestreet/games/flash.php?contentId=111824
Let students sort trash at Sesame Street. Have students match senses and body parts at
Sesame Street.
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| SKP2. Students will investigate different types of motion. | a. Sort objects into categories according to
their motion. (straight, zigzag, round and
round, back and forth, fast and slow, and motionless) b. Push, pull, and roll common objects and describe their motions. Sample Tasks: A) Push, pull, and roll common objects in the classroom and describe their movement. B) Sort objects into categories according to their motion. (straight, zigzag, round and round, back and forth, fast and slow, and motionless) For example, the chair does not move unless I push it so it is motionless or still; the ball rolls in a straight line; the wheels on the bus go round and round, etc. C) Investigate the movement of spinning tops and the factors that affect the spinning. Draw the path of the top as it spins. D) Play “Follow the Leader” using different ways of moving. |
Take pictures of students pushing, pulling, and rolling things. Let them sort the pictures into piles that depict pushing, pulling, and rolling. Take a picture of a straight line and a zigzag line. Take pictures of the students in a circle. Take one of them running and one of them crawling and one of them sitting. Label the pictures or print the matching words "fast, slow, motionless" and let the students match the words with the correct picture. |
| SKP3. Students will observe and communicate effects of gravity on objects. | a. Recognize that some things, such as airplanes
and birds, are in the sky, but return to
earth. b. Recognize that the sun, moon, and stars are in the sky, but don’t come down. c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped. Sample Tasks: A. Make a class pictograph of things that fall to the ground and things that don’t. B. Listen to stories about things that float in the air. |
Have students use KidPix or Kidspiration to draw a sky and things in it. Tell them to add things that stay in the sky. Tell them to add things that go into the sky and then come down (a bird flying and a bird in a nest). Have them draw some greet grass and add things that stay on the ground all the time. |
| Life Science SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. |
a. Recognize the difference between living
organisms and nonliving materials. b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c. Group plants according to their observable features such as appearance, size, etc. Sample Tasks: A. Explain the difference between living organisms and nonliving objects. Sort pictures or drawings into two columns-- Living and Nonliving and explain your reasons for choosing the nonliving column or the living column. Tell how you know something is living and how you know something is nonliving. B. Some animals and plants are alike in the way they look and the things they do. Some animals and plants are very different from one another. Sort pictures and drawings of plants and animals. Explain how plants and animals are alike and how they are different. C. Group pictures and drawings of animals in various ways according to their observable features. Choose two physical attributes to sort the pictures, such as appearance (These plants all have flowers.), size (These are big animals and these are small animals.), movement (Animals can hop, swim, walk, and run.), resemblance to parent, where they live, etc. D. Group pictures and drawings of plants according to their observable features such as appearance, size, where they live, etc. E. Collect seeds. Describe them. Compare seeds according to their similarities and differences. Make a picture by gluing seeds in a pattern around the border of a drawing. F. Pour beans into a cup or container. As a class, count the beans in the cup. Pour the same beans into different containers and count them again. |
Make a template in KidPix or
Kidspiration with living and nonliving things. Have the students
drag and drop all the living things on one side and the nonliving
things on the other side of the screen.
Have students choose pictures or stamps of things in KidPix or Kidspiration that have the same features (such as four legs, or white fur). |
| SKL2. Students will compare the similarities and differences in groups of organisms. | a. Explain the similarities and differences in
animals. (color, size, appearance, etc.) b. Explain the similarities and differences in plants. (color, size, appearance, etc.) c. Recognize the similarities and differences between a parent and a baby. d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.) e. Recognize that you are similar and different from other students. (senses, appearance) Teacher note: Be sensitive to the fact that some children have parents who are not their biological parents. Sample Tasks: A. Compile a class book of drawings and/or pictures of common animals such as dogs, cats, fish, birds, etc. Example: If the class book is about dogs, it would show that there are many different breeds, sizes, and colors of dogs. B. Group pictures of animals showing their similarities and differences. (color, sounds they make, size, appearance, etc.) C. Write and include drawings in a “Me” book to discover how you are an individual—size, features, names, where you live, parents, etc. D. Compile a class book of drawings and/or pictures of plants such as grass, trees, flowers, fruits, and vegetables. Example: If the class book is about plants we eat, it would show that there are many different sizes, colors, shapes of plants that are food. E. Sort various fruits and vegetables using your senses: how they taste, how they smell, how they look, and how they feel. F. Group pictures of plants and/or flowers showing their similarities and differences. (color, shape, size, appearance, etc.) G. Observe different flowers and plants. Use your senses to compare them. Smell them, taste foods that are plants, compare the colors, count petals, etc. H. Collect different leaves. Sort the leaves into groups according to size, color, shape, etc. Explain how even though the leaves come from a tree, there are different kinds of leaves. I. Match pictures of animal parents and their offspring explaining the observable features that helped you know what to match. (Example: dog and puppy; cat and kitten; cow and calf; duck and ducklings, etc.) J. Explain how you can tell the difference between a parent and a baby. Make a collage of pictures and/or drawings of parents and their babies. |
Take a picture of several students.
Print the picture out or display it. Have students talk about
similarities and differences. Find pictures of different plants and animals on the Internet. Show them to the students and talk about appearances. Let students find pictures of plants and animals in KidPix or Kidspiration. Compile them into a class book of common animals and plants. Make a book about "Me" in Kidspiration or KidPix. Make a book about vegetables. Make a book about flowers. The topics are limitless.
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These pages
created by Lori
Howell,
the
AlienTeacher, copyright 2004.
Last updated June 28, 2011.
Ware County Email TVGuide SoapCentral Winona Park Golden Gator Band
These pages
created by Lori
Howell,
the
AlienTeacher, copyright 2004.
Last updated September 3, 2011.
Ware County Email TVGuide SoapCentral Winona Park Golden Gator Band
These pages
created by Lori
Howell,
the
AlienTeacher, copyright 2004.
Last updated September 3, 2011.
Ware County Email TVGuide SoapCentral Winona Park Golden Gator Band
|
These pages
created by Lori
Howell,
the
AlienTeacher, copyright 2004. |