UNIT PLAN ORGANIZER

Teacher Candidate: Andrea Murree Grade: Kindergarten

Time 7 days

BUGS
SUBJECT/STRAND
Taken from The Kindergarten Program 2016
OVERALL
EXPECTATIONS
https://www.ontario.ca/document/kindergarten-program-2016/
Literacy
9. Demonstrate literacy behaviours that enable beginning readers to make sense of a
variety of texts
10. Demonstrate literacy behaviours that enable beginning writers to communicate with
others
11. Demonstrate an understanding and critical awareness of a variety of written
materials that are read by and with their educators
13. Use the processes and skills of an inquiry stance (i.e., questioning, planning,
predicting, observing, and communicating)

Science
14. Demonstrate an awareness of the natural and built environment through hands-on
investigations, observations, questions, and representations of their findings
29. Demonstrate an understanding of the natural world and the need to care for and
respect the environment

Numeration
15. Demonstrate an understanding of numbers, using concrete materials to explore and
investigate counting, quantity, and number relationships

Sorting and Graphing

Art
22. communicate their thoughts and feelings, and their theories and ideas,
through various art forms

LEARNING GOALS
Literacy
Students will know and be able to recognize properties of insects
Science
Students will be able to explain what is needed for plants to grow
Students will be able to state the different parts and stages of the butterfly cycle

Math
Students identify and describe an object according to color, shape and size.
Students create and describe a group that shares the same attribute
Literacy
SUCCESS CRITERIA Student can write one sentence on spring with no spelling errors using words on the
word wall and chart with no teacher assistance

Math
Student can count upto 20 and use manipulatives to recognize 20 objects.
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 Students can create and develop group sets

Science
Student can name what is necessary for plant growth.
Student can communicate the steps involved in sowing seeds.

PRIOR KNOWLEDGE Knowledge of seasons

Patterns and sorting
Grouping
Students can sequence steps

Play based learning stations

EXPECTATIONS Overview ASSESSMENT

Literacy Journal writing
Students work with (Teacher time- Journal) Observation
teacher to brainstorm Level 4
signs of spring using 4 big ideas Student can write one
vocabulary like (Season, Spring comes after winter sentence on spring with
warm, sun, water, The days are longer and warmer no spelling errors using
flowers, bloom, animals, Flowers bloom in spring words on the word wall
long, short, green, birds) and chart with no teacher
Wake up in spring
assistance
Additional spring words
Students watch Signs of Spring video and discuss
are introduced every day Level 3
what symbols represent spring.
to build spring repertoire Student can write a
Students work with teacher to brainstorm signs of sentence on spring with
spring and write in a sentence at least one big idea in no spelling errors using
their journal words on the word wall
and chart with some
By the end of the unit, students write know about 4 teacher assistance
facts on spring.
Level 2
Student can write an
incomplete sentence on
spring with spelling
errors using words on the
word wall and chart with
some lot of teacher
assistance

Level 1
Student writes words on
spring with no sentence
structure.

ACCOMMODATIONS RESOURCES

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Multimedia I pad
(I pad) Story books
Teachers help Spring chart
One on one assistance Journal
Pens
Crayons
Erasers

EXPECTATIONS Overview ASSESSMENT

(Literacy) Writing
Students find words on Word wall Level 4
spring around the room Student can write upto 5
and make a list of upto 5 Spring words on spring and spell
new words Water orally when asked with
Animal no spelling errors using
Tree words on the word wall
Earth and chart with no teacher
Land assistance
Plant
Level 3
Flowers
Student can write upto 5
words on spring and spell
Students walk across the room with clipboard writing a
orally when asked with
list of words about spring. When finished they come to
some some teacher
the teacher and spell out what they wrote.
assistance

Level 2
Student can write 2 3
spring words and spell
orally with some errors
and a lot of teacher
assistance

Level 1
Students need assistance
to write words and spell
orally.

ACCOMMODATIONS RESOURCES

Student can sit on the Chart paper

chair rather than move Word wall
around Clip boards
Pencils
Letter magnets can be Erasers
used for students to spell
words

EXPECTATIONS Overview ASSESSMENT

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 Math: Sorting
Students identify and Tangrams Level 4
describe an object Students can sort blocks
according to color, shape Students group blocks into color and shapes and sort using shape and color in
and size. onto placemat. Ex green triangles make the flower stem order to create an image
(ex. flower)
Students create patterns using tangrams to build other
Students create and shapes like birds, flowers, animals in spring
describe a group that
shares the same attribute
(Ex, Green triangles that
make up a flower stem)

ACCOMMODATIONS RESOURCES
Blocks
Chart paper and coloring Tangram templates
tangrams instead of
blocks

EXPECTATIONS Overview ASSESSMENT

Math- Numeration Ongoing with other math
Students recognize and Watermelon Seeds lessons. Students focus
count units upto 20 on numeration, counting
Students place the number of black seeds onto the and adding strategies.
watermelon mat. For example, when a student flips on a
watermelon slick that has the number twenty 20, the Level 4
student will then count and place the no. of black Student can count upto
watermelon seeds onto the slice. 20 and use manipulatives
to recognize 20 objects
Students can create and
develop group sets
ACCOMMODATIONS RESOURCES
Chart paper watermelon
Drawing seeds on a slices
watermelon instead of Black seeds
picking up and counting

EXPECTATIONS Overview ASSESSMENT

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 Math (rotations) Math
Students can place Numeration Level 4
numbers in sequence Student can count and
1- 10 Number puzzle sequence upto 20.
11- 20 Students word in croups of 3 to complete the big Students can use
number puzzle from 1- 10 that showcases various manipulatives to
Students can represent representations of numbers recognize 20 objects
numbers and count in Students can create and
different ways Roll and build develop group sets
Dice Students roll two dice and add the dots in order to build
Fingers snap cube towers of the sum total Level 3
Counters Learning goal: Addition Student can count and
Tally marks sequence upto 20.
Words Spring sequence puzzle Students can use
Students color symbols of spring then cut along the manipulatives to
dotted line dividing the sheet into 10 stripes. Then recognize some objects
students place the strips from 1-10 in order to solve the Students can create and
puzzle develop group sets with
some assistance from
Integration: Cutting, gluing teacher.
Art: Foreground, background
Level 2
Student can count and
sequence upto upto 20.
Students can use
manipulatives to
recognize some objects
with errors and require
direction from the
teacher.

Level 1
Students needs assistance
to count and sequence
upto upto 20. Students
can use manipulatives to
recognize some objects
with errors and require
direction from the
teacher.

ACCOMMODATIONS RESOURCES
Student can sit on the Glue
chair rather than move Snap cubes
around Scissors
Dice
Students can use IPad Crayons

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 EXPECTATIONS Overview ASSESSMENT
Science
Students will be able to
state what plants need in Students brainstorm what is needed for plant growth: Level 4
order to grow Student can communicate
1) Sunlight that sunlight, water, soul
2) Water and air is needed for
3) Soil plants to grow
4) Air
ACCOMMODATIONS RESOURCES
Small groups instead of Chart paper
circle time Markers

EXPECTATIONS Overview ASSESSMENT

Science
Students will be able to How to plant a seed? Level 4
sequence steps on how to Student can communicate
plant a seed Students use hands on manipulatives to create science and sequence the four
experiment and observe plant growth. steps involved in planting
a seed.
Students learn about the steps involved in plant growth
1) Add soil in pot Level 3
2) Add seeds Student can communicate
3) Add more soil and sequence the four
4) Water the seed steps involved in planting
5) Place in sunlight a seed with some
assistance.

Level 2
Student can communicate
and sequence the four
steps involved in planting
a seed with some errors
and redirection.

Level 1
Student can communicate
but has difficulty in
sequencing the four
steps involved in planting
a seed with frequent
errors and needs
redirection.

ACCOMMODATIONS RESOURCES

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Students are divided in Spray bottles
groups and rotate with Soil
other groups Plastic cups
Drawing Spoons
Ipad Marker
Writing Masking tape

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Week Monday Tuesday Wednesday Thursday Friday
Bugs 8 May 9 May 10 May 11 May 12 May

What are Insects can, Bugs

insects have, are Paper plate
craft

15 May 16 May

LAST DAY

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 8 May 2017 Andrea Murree BUG INQUIRY

8:30- 9:15 Ms. Negrotto : Mothers days writing cards

Your love is as bright as the sunflower
Free writing
I love you mom because

9:15- 9:35 S N A C K
Period 3 Physical education
9:40-10:12
10:12- 10:30 R E C E S S
Period 4 Andrea Shared reading
10:30 Ive got something special for Mothers day
11:15 https://www.youtube.com/watch?v=eXIR4zlhOKU

Insects brainstorm
Insects can-have-are

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11:15- 12:15 L U N C H
Period 5
12:15- 12:30 Head, Shoulders, Knees and Toes Insect Song #1 Head and thorax, abdomen;
abdomen, Head and thorax, abdomen; abdomen, Antennae, wings and six legs too,
Don't let this bug land on you, Shoo, bug, shoo!

Period 6 Italian/ PREP

12:35- 1:05
Period 7 Music
1:10- 1:40
1:40 1:55 R E C E S S
Period 8 Recess
1:55- 2:20
Period 9 Snack
2: 20 3:30 Read story A bugs life
Brainstorm and record:
I wonder about insects

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