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Hannah Clemmons “Exploring Wind” Preprimary Curriculum Plan March, 2010

1. “Setting the scene” –a brief description of demographics and how the curriculum plan addresses the needs, interests, and prior experience/established routines of this particular classroom. The classroom I am student teaching in a 4s play-based preschool classroom. Since returning from Spring Break, new wind chimes in the classroom and being able to have open windows during the day have sparked an interest in wind. This is only furthered by a continued discussion of a tornado exhibit recently opened at the Museum of Science and Industry of which a parent in the classroom was a major contributor. This study of wind will give children the opportunity to explore a natural phenomena without all the fright that could be associated with tornados. Wind is ubiquitous in the city in which we live, and is a constant part of children’s lives. Wind is an ambiguous, open-ended topic under which many things can be explored and with an immense allowance for creativity. With this study, we are setting the foundations for an understanding of one of the oldest, most readily available and greenest forms of energy.

2. Curriculum topic/focus area: (State as a specific question that the curriculum plan will explore). What is wind?

3. Goals And Objectives for the curriculum plan as a whole—keep in mind that a particular lesson or activity will address only some of these overarching goals. Use bullet points a. Overarching Goal of the unit. Children will explore and experiment with wind. b. Objectives to go with the unit: Can relate to knowledge, skills, or dispositions. Children will identify wind and postulate it’s point(s) of origin. Children will consider and discuss ways in which they are effected by wind. Children will implement ideas to show wind moving (movers, pinwheels, leaves blowing, etc). Children will use comparative language to talk about the force of wind. With scaffolding, children will use reference materials to investigate wind.


Topic/Focus Area: Wind - week #1 Groups

Monday

Tuesday

Morning Meeting

Normal routine: Normal routine Morning song (“Good Morning” or Children are “Hello, How Are encouraged to tell You”), Children about anything they share news. brought in from home to share with Ask about children’s the class weekends.

Wednesday

Thursday

Friday

Normal routine

Normal routine

Normal routine

Ask children to Children who have reflect upon the made movers are experience of having encouraged to share parents in the room the process and for the potluck product, name breakfast children who still have not completed their mover

Discuss the new science area: what materials will float/ fly in wind.

Group/Story Time Small Group Activities Parent/Family Connections Home Connections

Read “I Face the Wind”

Read “Flat Stanley” Read “Gilberto and Read “Feel the the Wind” Wind”

Introduction to new Making moversMaking movers Science Area constructions that cont. will catch or move in the wind

Making movers cont.

Email parents a Potluck breakfast Email parents Email parents to reminder that the children’s reflections encourage home potluck breakfast is Email parents asking about the potluck discussion of the Tuesday for recycled and ask for parents’ mover making materials to be sent reflections activity and the in for movers and child’s creation wind exploration

Final discussion of last movers made, and overall process Discuss taking movers outside that afternoon to test in wind (inside with fan if raining)

Read “It’s Spring Time” Science Area wrap up- What worked in the wind? How well did it work?

Email parents the documentation pictures from experimenting outside with the movers Suggest parents look at the way wind effects things while outside sometime over the weekend

Planning for Interest /Learning Areas (Focus on Five Areas: Blocks, Dramatic Play, Games & Manipulatives, Visual Arts, Sensorimotor, Drawing/Writing, Books/Library, Music and Movement, Science/Discovery/Light Table, Outdoor/Gross Motor, Cooking)

Area: Library

Area: Science

Area: Project

Area: Easel

Get at least half a dozen new books on wind from the library to put around the classroom. Books should be simple and deal more with human experiences with wind. “I Face the Wind”, “Flat Stanley”, “Gilberto and the Wind”, “Feel the Wind”, “It’s Spring Time”

Raw materials (ribbon, Materials to make Typical paint colors are Legos, pipe cleaners, movers is available for mixed with white to give paper, tissue paper, children to explore and softer spring colors for cardboard, etc) will be experiment with. Normal children to paint with for available next to a small materials are also the week. floor fan facing upward available. and covered by window screening for children to experiment with what will float/fly in the wind.

Area: Light Table Some materials available in the science and project area (ribbon, tissue paper, see Science and Project Areas) are placed by the light table so that children can explore their unique properties in different lightings.


Benchmarks/ Describe one benchmark or objective for children’s learning within the unit of Learning Objectives experiences within the following domains Language and Literacy 1.C.ECa:

Retell information from a story.

7.C.EC:

Incorporate estimating and measuring activities into play.

11.A.ECa:

Uses senses to explore and observe materials and natural phenomena.

Math

Science

Social Studies (includes Social/ Emotional Dev. w/ Sense of Self/Identity, 16.A.EC: Coping & Relating to Others) Fine Arts (visual art, music, movement and 25.A.ECd: drama) Physical Development (may include health 19.A.ECa: and safety) 19.A.ECb:

Recall information about the immediate past.

Visual Arts: Investigate the elements of visual arts.

Engage in active play using gross motor skills. Engage in active play using fine motor skills.

Topic/Focus Area: Wind - week #2 Groups

Monday

Tuesday

Wednesday

Thursday

Friday

Morning Meeting

Normal routine: Morning song (“Good Morning” or “Hello, How Are You”), Children share news.

Normal routine

Normal routine

Normal routine

Normal routine

Ask about children’s weekends, anything wind related?

Group/Story Time Small Group Activities

Parent/Family Connections

Discuss which colors children think reflect the wind, look to wind books for supporting illustrations

Read “I Ain’t Read “Can You Gonna Paint No See the Wind” More” Discuss and Painting wind explore new materials collected from parents

Children who have Final discussion of painted wind are wind exploration, encouraged to ask children to share the process reflect on overall and product, name process children who still have not completed their painting

Read “One Windy Read “Watching Wednesday” the Wind”

Read “The Wind Blew”

Painting wind cont. Painting wind cont. Set out documentation for children in group from study and have them discuss re-visit it


Home Connections

Email parents to Email parents encourage “how do pictures and you see the wind”, examples of how “what does wind children are using look like”, “how collected/donated do you know it’s materials in their windy” discussion exploration of with their children wind

Email parents to Email parents ask them to discuss dictated any significant documentations childhood from children memories of working on their playing and representations of experimenting with wind wind

Email parents final/best documentation from the two week study of wind Suggest parents work with their children to make something for their home that will catch wind

Planning for Interest /Learning Areas (Focus on Five Areas) Area: Library

Area: Science

Area: Project

Area: Easel

Area: Light Table

Substitute at least half of the library books on wind for new books. Keep books that children have been interested in and referring too. New wind books should be at a slightly higher and more imaginative level than previous books. “Can You See the Wind”, “One Windy Wednesday”, “Watching the Wind”, “The Wind Blew”

Now that children have All donated and raw After children have Make materials that explored the raw (science) materials are explored the new light blow and fly in the materials with the fan, available for the use in colors, provide primary wind available to be encourage them to making movers of all colors and shades, along studied at the light create free-standing types. Hang wind with their table. Use things like movers in the project chimes and other corresponding light parachute material, kite area. Display finished movers from the shade (the primary material, a paper projects in the science classroom near the color plus white) to airplane, dry leaves, area for other children project area at a child’s encourage the mixing of part of a plastic bag, to examine and eye level for paint on the paper and flags, etc. Encourage consider. At the end of inspiration. Encourage the use of difference children to question the week, see which the making of a plan shades. why these items blow movers move in the fan before starting to build and fly in the wind. and in the wind. a mover, and then the use of the plan in the construction.


Hannah Clemmons

April, 2010

4s

I Face the Wind !

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large group 10 minutes

-Children will participate in a story. -Children will further discuss and develop ideas about the wind from the story.

-“I Face the Wind� by Vicki Cobb -large meeting space

-Children will actively listen to story. -Children will identify one way (from the book) in which they would like measure wind.

-Children have been studying wind in the classroom, and several wind chimes and movers are hung around the room. -While reading books on wind, teachers call attention to the different ways in which wind is effecting people and how it is being depicted.

-Bring children to meeting rug for a story time. Introduce book as part of discussion of wind, as a book full of ideas to see and measure wind. -Read book slowly. Stop at each idea and thoroughly explain it. Ask if any children have ever done or experienced this idea/experiment before. -Finish book and ask children what they thought. What was your favorite part? -Revisit each (appropriate) activity. Ask children which they would like to do. -Have class vote on one experiment to set up and try during outdoor time. -OR Assign different children to different experiments if have time/materials. -OR Class designs its own similar experiment.

-Have K. sit in a lap. Have others in lap if needed. -Remind children who donĘźt like to criss cross that they can sit on their knees in the back row. -Have children set up and run the experiment they choose from the book. Record results. -Document experiment and place reactions, pictures, and documentation together with the book, or images from the book (if experiment is from the book). -Observe children for which students are truly engaged and which are distracted. -Encourage all students to participate in discussion of ideas from book. Note those who choose not to participate in discussion and implementation.

1.C.ECb: Respond to simple questions about reading material. 2.B.EC: Show independent interest in reading related activities.


Hannah Clemmons

4s

April, 2010 What Flies/Floats/Blows?

small group 10 minutes -Children will explore materials used to create flying/floating/blowing projects. -Children will explore properties which allow objects to be moved by wind.

-small floor fan with window screening over grate/front

-mover materials from science area -record making materials

-Children will experiment with at least two different materials in different ways. -Children will remember and/or record information for later reference in building wind projects.

-Children have been studying wind in the classroom, and several wind chimes and movers are hung around the room. -Children have noticed that the fan creates wind and blows objects in the room.

-Place materials (ribbon, Legos, pipe cleaners, paper, tissue paper, cardboard, etc) on science table and allow children to explore their properties that would effect floating/flying/blowing. -With a teacher始s supervision, allow children to place materials in air current created above (upward-facing) fan to see how they react in the wind. -Encourage children to document (pre-writing, drawings, ask to take a picture) the materials始 properties and reactions to the wind, as well as to use these findings to create projects that will float/fly/blow in the wind. -Allow children to bring new materials (first to be approved by a teacher) to the area to be investigated.

-Carefully watch K. while he is in this area to make sure he is kept safe. -Regulate children in area so that groups working do not get out of control. Two children working together in an inappropriate way could be worse than five working together productively. -When finished exploring, have children dictate at least one thing that they learned about the materials. -Encourage children to use new information to build flying/floating/blowing projects which can be tested on the fan and in the wind on a later date.

-Observe children for which students are truly engaged in the science and which are simply playing with the materials and fan -Note which students make successful representations of informations gleamed from this experiment without major prompting. -Re-visit dictated ideas in a group meeting. 11.A.ECa: Uses senses to explore and observe materials and natural phenomena. 11.A.ECb: Collect, describe and record information.


Hannah Clemmons

April, 2010

4s

Painting Wind small group 10 minutes -Children will think about how they see wind -Children will explore using paint to represent a natural phenomena

-paints and brushes from easel -medium sized painting paper -covering to protect table from paint

-Children will actively listen and participate in discussion about wind representation -Children will create their own representation of wind

-Children have been studying wind in the classroom, and several wind chimes and movers are hung around the room. -While reading books on wind, teachers call attention to the different ways in which wind is effecting people and how it is being depicted.

-Ask children how they know it始s windy from pictures in books, what they see when it始s windy outside. -Allow children to briefly consult books in the classroom. -Present children with paints and allow them to paint their representation of wind as they talk with teacher and other children. -Prompt children to explain why they did certain things as they work.

-K., H., and J. all in different groups so that they stay on task and don始t get too silly.

-As children finish, ask them if they want to dictate anything about the picture to be written on the back of the painting later on. -Collect paintings for later revisiting. -Listen to creativity and imagination children bring to their abstract paintings. Especially watch for children copying others words/works. -Revisit documentation of summaries at end of unit to evaluate growth.

25.A.ECd: Visual Arts: Investigate the elements of visual arts. 26.A.ECd: Visual Arts: Participate in the visual arts.


Hannah Clemmons

4s

April, 2010 Making Wind Chimes/Movers

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small group 30 minutes

-To make a plan to create movers that hang and blown in the wind. -To use a plan to create an object.

-popsicle sticks -yarn -beads

-project area materials -planning paper

-Children will first create a plan on paper for their mover idea. -Then children will implement the plan and construct a hanging mover.

-Children have been studying wind in the classroom, and several wind chimes and movers are hung around the room. -Activity is announced during meeting and children have an opportunity to chose it during play.

-First, children are asked to examine the movers in the project area. How do they move, what makes them move, what makes the noise? -Next children are asked to plan how they want to make their mover. What materials will be used, how will it be constructed, how will it be hung, etc. -Teacher(s) scaffold children when looking at their plan: What type of material is this, how will this be held together, how will this work? -Children collect materials needed (and on their plan). -Teacher(s) guide children to follow (or revise) their plan as they work to construct their mover.

-Have H. and K. work in separate (smaller?) groups in order to better keep each on task. -Have K. and S. work in separate groups in order to prevent copying. -Movers are hung in the window and documentation of work/planning are kept for later documentation. -Point out movers to children as they start to appear in the windows. -Examine plan and mover to access how closely the initial plan was followed. Note which students revised their plans and how they revised them. -Track which children can plan/implement with little help and which need major scaffolding to complete the task.

11.A.ECa: Uses senses to explore and observe materials and natural phenomena. 12.D.EC: Describe the effects of forces in nature.


"Exploring Wind" Preprimary Curriculum Plan