It’s time for change!

Stevie Morga

Fall 2017

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 Table of Contents

Cover Page 1

Table of Contents 2

Rationale 3

Concept Map 4

Content Outline 5

Lesson Plans

Language Arts Lesson 6

Math Lesson 11

Science Lesson 16

Resources 20

Glossary 21

Appendix 22

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 Rationale

Since the beginning of time creatures of all shapes and sizes have been roaming around
this earth. As time moves forward, the earth changes with the people who inhabit it. This unit
looks at time and how things change through time. It may seem that time speeds up and slows
down all at the wrong times, but the reality is we live in the now of time, continuity, and change.
In the language arts lesson of this unit students look at the days of the week and how one
very hungry caterpillar eats his way through the week. The standards chosen for this lesson are
Common Core state standards. They state that students will be able to recall important details
and spell out sight words phonetically. In order to accomplish this, students will listen to the
story of The Very Hungry Caterpillar then fill out a worksheet recalling key details of the story.
In the math lesson of this unit students look at vocabulary related to time, specifically
vocabulary on a clock and reading analog clocks. The standards chosen for this lesson are
Common Core State Standards. They state that students will be able to add within 5 and
understand that the last number said while counting is the total number of items present. In order
to accomplish these things, students will create an art snack in the form of a clock recognizing
the different hands and how to skip count using the numbers on the clock and benchmark number
five.
In the science lesson of this unit students look at seasonal change, specifically being able
to differentiate between the seasons. The standard chosen for this lesson came from the
Maryland State Science Standards. It states that students will be able to use their observational
skills to gather information about weather. In order to accomplish this, students will observe an
interactive gizmo called the Seasonal Box to observe the different characteristics representing
each season and differentiate, as well as name, the four different seasons. Students will then take
that information to form a calendar representing the seasonal change throughout each month.
Throughout this unit objectives are presented in order to assist students in addressing the
different types of time, continuity, and change. Students are encouraged to use their own
observational skills and discover their learning through prompting questions.

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4
 Content Outline

Rationale
a. The rationale includes the reasoning for, including their objectives, and a brief outline of
each individual lesson that is included in this unit.
Concept Map
a. The concept map is a visual example of how the unit connects for the teacher.
b. The concept map outlines how each of the lessons relate to the overarching theme of
time, continuity, and change.
Language Arts Lesson
a. Based on Social Studies standards “uses calendar to locate the days of the week” and
“places events in chronological order”. Specific learning targets include:
i. Students will be able to recall the main character in the story.
ii. Students will be able to recall the foods eaten, how many of each were eaten, and
on which day they were eaten.
iii. Students will be able to recall the resolution of the story.
Math Lesson
a. Based on Social Studies standard “learns vocabulary related to time”. Specific learning
targets include:
i. Students will build a clock using snacks.
ii. Students will be able to name the parts of a clock.
iii. Students will be able to differentiate between hour hand and minute hand.
iv. Students will be able to count by 5’s to determine the minutes and count by 1’s to
determine the hour.
Science Lesson
a. Based on Social Studies standard “recognizes the change of the seasons”. Specific
learning targets include:
i. Students will create a calendar that incorporates month names and their
corresponding season.
ii. Students will be able to name all the months in the year.
iii. Students will be able to name all the seasons and identify characteristics.
iv. Students will be able to name the days of the week.
Unit Conclusion
a. Teacher will assess students based on class discussion, partner discussions, and
worksheets.

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 Lesson Planning Template
Lesson Title:___The Very Hungry Caterpillar____________________

Grade:___K____

Learning Target:
Students will be able to recall the main character in the story.
Students will be able to recall the foods eaten, how many of each were eaten, and on which day
they were eaten.
Students will be able to recall the resolution of the story.

Grade Level Guide: Content Standards

Content Curriculum Focal Points Common Core State Interdisciplinary Connections

Standards
NCTE/IRA -- this particular CCSS.ELA-Literacy.RI.K.2 The interdisciplinary connection
lesson aligns with two of the With prompting and support, used in this lesson is math. The
National Council of Teachers of identify the main topic and lesson includes counting the total
English together with the retell key details of a text number of objects then recognizing
International Reading CCSS.ELA- that the last number said is the total
Association standards. The first Literacy.L.K.2.D number. Students might also
one is that students participate in Spell simple words recognize the pattern that each day
reflective and creative reading phonetically, drawing on the caterpillar eats one more piece
communities. Students partake knowledge of sound-letter of food than the day before.
reflective reading when recalling relationships.
key details of the story as a SS.K.2
whole class. The second is that Time, Continuity, & Change.
students use a variety of Participates in experiences
communication forms to that provide for the study and
accomplish their own purpose. understanding of the way
Students accomplish their own human beings view
purpose by coloring in their very themselves through the
hungry caterpillar. continuity and change over
time.
SS.K.2.1
Uses calendar to locate the
days of the week.
SS.K.2.8
Places events in
chronological order.
CCSS.Math.Content.K.CC.B
.5
Count to answer "how
many?" questions about as
many as 20 things arranged
in a line, a rectangular array,

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 or a circle, or as many as 10
things in a scattered
configuration; given a
number from 1-20, count out
that many objects

Academic Language:
How many?, Caterpillar, One, Two, Three, Four, Five, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, Sunday

Students’ Needs:
Prior to the lesson students will need to be familiar with the cardinality rule that the last number
said when counting objects is the total number of objects in the group. With this prior knowledge
students will be able to count the objects eaten each day with the teacher and then grasp the
group number. Students will be able to recall this if they have this prior knowledge of the
cardinality rule.
Students will need to be able to recognize fruits. Students may connect prior knowledge of fruit
they may have seen at home to what they see in the book. Students can draw connections from
the way Eric Carle depicts fruit to the way fruit actually looks to the way they choose to depict it.
By drawing these connections, the lesson will be more meaningful and the students, therefore,
will be able to commit the story events to memory easier.
Students will need to have been introduced to sight words one, two, three, four, and five.
Students will need to have phonological skills such as sounding out, sound letter matching, and a
clear understanding of spelling rules. This prior knowledge will help the students connect the
number of objects they count and the sight word to successfully fill out the worksheet.
Students will need to be familiar with the days of the week and the order they go. Students
should have worked with a calendar to know the days of the week, how to pronounce them, and
where they fall in relation to each other. This prior knowledge will be helpful in organizing the
students’ thoughts.

Universal Design for Learning

English Language Learners Special Needs

English Language Learners Orthopedic Impairment:

will have a days of the A student who is unable to
week translation chart at draw due to an orthopedic
the bottom of their impairment will be given
worksheet. stickers of the fruit for him
or her to stick on one for
every fruit eaten by the
caterpillar
Visual Impairment:
A student with a visual
impairment will be seated

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 closest to the teacher when
reading The Very Hungry
Caterpillar to ensure the
student can see the pictures
Visual Impairment:
A student with a visual
impairment will be given a
worksheet with the days of
the week enlarged to be
sure the student can follow
along properly.

Materials:
Overhead projector, worksheets, The Very Hungry Caterpillar by Eric Carle, a writing utensil,
crayons (optional)

Language Function:
Students will move from lower level thinking to engage in the content area by not having access
to the book when asked to recall information. The content area is language arts through recalling
key details of the story. Students will be asked to work as a class to recall all the key details of
the story then visually depict them on their graphic organizer. From the graphic organizer, which
they will have completed, students should be able to retell the story in chronological order.
Describe: Students will need to describe what was eaten on each day then also be able to
describe what the caterpillar turned into on the last day. By doing this students will be challenged
to recall key events, and, using the academic language, explain to the class what those events
were.
Argue: This is a whole class activity. Students will be asked to answer prompting questions such
as What did the very hungry caterpillar eat on monday? Then, after a student gives his or her
answer all other students must be able to determine independently if they agree with the answer
or if they wish to give a different answer.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Before:
1. The students will begin by sitting on the rug
2. The teacher will introduce the book The Very Hungry Caterpillar by Eric Carle by showing
the students the cover, telling them the title of the book, and asking them to make any
predictions they might have about the story.
3. The teacher will read the story to the class being sure that the students see the pictures and
note the fruit and the amount which the caterpillar eats. (Engage)
4. Every time the caterpillar eats something new, the teacher should invite the class to count
aloud along with the teacher to find out how many total items were eaten on each day.
5. Once the story is over the teacher asks the students about the story asking questions such as
Who was the main character? What did the caterpillar do? Can you remember some things the
caterpillar ate? Did the caterpillar stay a caterpillar the whole time? (Exploration)

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 During:
1. The teacher will send the students back to their seats and ask them to take out a pencil and
their crayons (crayons are optional)
2. The teacher will pass out one worksheet to each student and then place one worksheet under
the overhead projector so the teacher can fill out the worksheet with the students. Students can
use this as a self-check or as assistance as needed. (E-Learning)
3. The teacher will ask Who can tell me what the first day was? Students will raise their hands
and the teacher will pick one student to answer the question (if answered incorrectly ask the
class if anyone has a different idea). (Explanation) Then the teacher will prompt the students to
put their finger on the “Monday” circle and will demonstrate on the projected worksheet.
4. The teacher will ask What did the caterpillar eat on Monday? Again, students will raise their
hands and the teacher will pick one student to answer the question using the same checking
technique if the student gets the answer incorrect. The teacher will then prompt the students to
draw an apple in their caterpillar. The teacher will demonstrate on the projected worksheet.
5. The teacher will ask How many apples did the caterpillar eat on Monday? Again, students will
raise their hands and the teacher will pick one student to answer the question using the same
checking technique if the student gets the answer incorrect. The teacher will then prompt the
students to write out the total number of fruits eaten on the dotted line. The teacher will
demonstrate on the projected worksheet.
6. Repeat steps 3-5 for every day of the week using the respective day, fruit, and total fruits eaten
for each step.

After:
1. Students will be asked to circle the word that represents their “best handwriting”. (Evaluation)
2. Once the students complete the worksheets the teacher should ask students what they thought
was the most difficult part of the worksheet. (Answers could vary from remembering how
many, remembering the order, reading the days of the week, etc.)
3. Students should then be prompted to turn over the worksheet and draw what the caterpillar
became after he goes through his change.
4. Students will be asked to turn to a friend and talk about if their drawings were like Eric Carle’s
or different.
5. Time permitting students may color in their caterpillar. (Elaboration)
6. Students will turn in their worksheets.

Assessment:

Type of Description of Modifications Evaluation Criteria

assessment assessment

Informal While reading The All students All sight words must be spelled
assessment will be Very Hungry should have the correctly with either the first letter
used because the Caterpillar ask opportunity to being uppercase and the remaining
assessment will be prompting questions respond once. letters being lowercase or all letters
based on the to assess if the After all students being lowercase.
teacher observation. students are have individually All students must draw what resembles

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The assessment will following along and responded to the the fruit that was eaten in the correct
be summative since understand what is questions, the day of the week circle.
it will be a happening. While the class should All students must have drawn, unless
summary of the students are doing answer all modifications are necessary, a butterfly
story read aloud to their worksheet, walk together to on the back of their worksheet.
the class. around and note maximize All students must have circled one
which students are opportunities to word that they chose as their best
understanding the respond. handwriting.
story line and which
students are able to
count the amount of
objects which fit in
the correct group.

Resources:
This lesson follows the 6E learning style.
● E-Learning: using the overhead projector
● Engage: students were engaged because they had a story time to begin their lesson
● Exploration: students are asked questions similar to the worksheet throughout the story to
encourage continuous exploration throughout the story
● Explanation: students are encouraged to voice any disagreements and then be able to
explain their differing point of view
● Elaboration: students are encouraged to color and draw their butterfly on the back of the
sheet to elaborate on the worksheet to involve the resolution of the story
● Evaluation: students are asked to give general feedback for the teacher to use as a general
evaluation.

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 Lesson Planning Template
Lesson Title:___Time for a Snack_____________________________

Grade:___K____

Learning Target:
Students will build a clock using snacks.
Students will be able to name the parts of a clock.
Students will be able to differentiate between hour hand and minute hand.
Students will be able to count by 5’s to determine the minutes and count by 1’s to determine the
hour.

Grade Level Guide: Content Standards

Content Curriculum Focal Points Common Core State Interdisciplinary Connections

Standards
NCTM -- aligning with the views SS.K.2 The interdisciplinary connection
of the National Council of Time, Continuity, & Change used in this lesson is art because it
Teachers of Mathematics. Participates in experiences is an art snack that represents
Specifically this lesson aligns that provide for the study and something real life and teaches the
with the modeling aspect of the understanding of the way students a particular skill, in this
NCTM standards. This is an human beings view case that is reading and knowing
accurate model of skip counting themselves through the the different parts of a clock.
which is an extremely important continuity and change over
skill. time.
SS.K.2.5
Learns vocabulary related to
time.
CCSS.MATH.CONTENT.K.
OA.A.5
Fluently add and subtract
within 5
CCSS.MATH.CONTENT.K.
CC.B.4.B
Understand that the last
number said tells the number
of objects counted. The
numbers are the same
regardless of their
arrangement or the order in
which they were counted.
CCSS.ART.CREATING.K.
CC.A.2.C
Create art that represents
natural and constructed
environments.

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Academic Language:
hour hand, minute hand, fives, hour, minute

Students’ Needs:
Students will need to know how to count in order from one to twelve. This prior knowledge is
necessary for counting the hours. Students will need to know there are 24 hours in a day, 12 in
the first half and 12 in the second half. This prior knowledge is important for students because
that is how a clock is laid out and is important in reading the hours. Students will also need to
know what a clock looks like because the students will be building a clock. Students will need to
know how to group numbers into groups of five. By grouping items into groups of 5, students
will build on this information to count by fives up to 60. This is how students will stretch their
knowledge of skip counting to reading a clock.

English Language Learners Special Needs (can be a

group such as “struggling
readers” or individuals)
English language learners Dyscalculia Students with
will be given a vocabulary dyscalculia will be seated at
instruction sheet in their the front of the classroom
mother language. This will close to the teacher for
be a translation sheet of the assistance.
numbers, which are also
their sight words, in Dyscalculia Students with
English, their mother dyscalculia will also be
language, and the given a number chart to
numerical representation of help them skip count to
the numbers to help them fives.
keep up when the teacher is
talking about the numbers. Dyscalculia Students with
dyscalculia will also be
given a “buddy” to work
with in case they get lost.
This student will be a peer
tutor to assist the student
with dyscalculia.

Materials:
whiteboard, whiteboard markers, one plate for each student (or any circular food the teacher
decides to use) for the clock, frosting, frosting tubes/tips/bottles, two twizzlers for each student,
one super rope for each student

Language Function:

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Explain: during the before portion of the lesson plan students will be asked about the different
parts of the clock and will have to explain what they know clearly.

Argue: during the after portion of the lesson students will have to discuss and argue how skip
counting using fives will be important in reading time on the clock before the teacher explains.
This will embed the math and social studies standards regarding skip counting and knowing the
different parts of the clock.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Before:
1. Before the lesson students will be shown a clock and asked what they know about the parts of
the clock. This way students know the desired outcome of the art snack. (Stage one of the
backwards design framework).
a. Students will be asked questions such as Which hand tells the hour? Which hand tells
the minute? What do the numbers represent?
2. Students will be told that they will be creating a clock made from snacks. Teachers will be
sure to tell the students they cannot eat the snacks until after the activity is over.
3. The teacher will hand out one paper plate (teachers may use food instead of a paper plate if he
or she feels fit), two twizzlers, one piece of super rope, one decorating bottle with frosting in it
to each student. Students could have the choice of colors premade by the teacher.
4. The teacher could ask the question what they think how they are going to successfully make a
clock using only the frosting, super rope, and twizzlers.
During:
1. The teacher will put an example of the plate on the board to begin making the clock. (Stage 2
of the backwards design framework)
2. The teacher will then tell the students to put the number 12 at the top, the number 6 at the
bottom, a 3 at the quarter mark, and a 9 at the three-quarters mark. The teacher will
demonstrate for the class on the plate representation on the board.
3. The teacher will tell the students to fill in the numbers 1, 2, 4, 5, 7, 8, 10,and 11 and
demonstrate on the board.
4. The teacher will tell the students to make four tick marks between each number on the clock.
Teacher will demonstrate on the board.
5. The teacher will tell the students to cut one piece of twizzler shorter than the other. The
teacher will ask the students which they think will be the hour hand and which will be the
minute hand. The super rope will be the second hand, and will be addressed later. The teacher
will then tell the students which one will be the hour hand and which one will be the minute
hand.
6. The teacher will instruct the students to place the twizzlers on the plate at the time of the day
that it is at that moment. To determine the minutes students will need to skip count using fives
to count to the minutes. To determine the hour students will need to count by ones to make it
to the hour.
7. The teacher will then give a series of times written as a digital clock would read for the

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 students to recreate on their food clock.
8. Early finishers will be invited to help others who are struggling at their tables.
After:
1. After the activity students will be instructed to put their art snack aside.
2. The teacher will tell the students then the parts of the clock and the proper way to read a clock
(Stage 3 of the backwards design framework).
3. The teacher will explain the parts of the clock:
a. The two arrows, or lines, on a clock are called hands because they point to the numbers
on the clock.
b. The shorter of the two hands is the hour hand while the longer of the two hands is the
minute hand. Both move clockwise meaning to the right. This is where we get the
terms clockwise, to the right, and counterclockwise, to the left.
c. There is a third line which is the second hand which represents how many seconds
until the next minute comes.
d. The numbers on the clock represent both the hours and the minutes depending on
which hand is pointing to them.
4. The teacher will then explain how students should read a clock:
a. To determine the hour the students will look at the shorter hand. The number that the
short hand is pointing to represents the hour.
b. To determine the minute, the students will look at the longer hand. Whichever number
or tick mark the minute hand is pointing at represents the minute. Students should
know that each number represents five minutes. Students should be able to count by
fives.
c. To determine the seconds, the students will count the same way they count the minutes
noting that each number is five minutes.
5. The teacher will instruct the students to then create specific times including the seconds with
the super rope as their second hand.
6. The assessment will be for students to create a time and then write down the digital time.

Assessment:

Type of Description of Modifications Evaluation Criteria

assessment assessment

Informal Students will be Students who Evaluation criteria will be if students

assessment will be assessed on if they struggle to grasp have written the numbers in the correct
used for this lesson can clearly set up a the skip counting place on their plate. Students will be
plan. clock with the concept will be graded on if they have created the
Assessment will be numbers in the given a model smaller hand as the hour hand, the long
formative because correct positions. clock with the hand as the minute hand, and the thin
the clock will Students will be individual tick hand as the second hand. Students will
slowly become assessed on if they marks. This way be graded on if they can successfully
more advanced as are able to create the the student will show the times given to them by the
the lesson digital times on their be able to count teacher on their art snack.
progresses. food clocks. the tick marks on
Students will be the model clock

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 assessed on if they which will help
can easily skip count the student
by 5’s to a specific visualize the tick
time. marks on their art
Each time the clock snack.
becomes more
advanced students
will be assessed on
accuracy.

Resources:

The teacher should create the art snack before prior to instructing students through the process.
This way the students have a model of what it should look like before they finish. This would be
their end goal for their project. It would also be important to check for any food allergies before
beginning this project.

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 Lesson Planning Template
Lesson Title:_Mark your Calendars!_________________________

Grade:___K____

Learning Target:
Students will create a calendar that incorporates month names and their corresponding season.
Students will be able to name all the months in the year.
Students will be able to name all the seasons and identify characteristics.
Students will be able to name the days of the week.

Grade Level Guide: Content Standards

Content Curriculum Focal Points Common Core, Archdiocese Interdisciplinary Connections

NACS of Baltimore, and Maryland
State Standards
This lesson aligns with the SS.K.2 Time, Continuity, This lesson focuses on Science
National Core Art Standards or and Change. while incorporating art. Students
the NACS because the students Participates in experiences will use their knowledge of colors
are coloring pages of a calendar that provide for the study and to create pictorial depictions of
to show that the students understanding of the way their experience of the season.
understand their surrounding human beings view Students will use their knowledge
natural environment. This themselves through the of relational size to create their
includes the season the students continuity and change over pictures in a way that makes sense
are currently in as well as every time to the audience.
other season the students SS.K.2.2
experience. Recognizes the change of the
seasons.
S.K.2 Earth/Space Science
S.K.2.E.2.
Investigate and gather
information about changes in
weather.
NACS.K.CREATING.2
Create art that represents
natural and constructed
environments.

Academic Language:
January, February, March, April, May, June, July, August, September, October, November,
December, Month, Week, Day, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
Sunday, Winter, Fall, Spring, Summer, Season

Students’ Needs:
Students need to have experienced seasons in the natural environment where the students
currently live. This specific lesson engages prior experiences in the particular natural

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environment where the students attend school. Students who are unfamiliar with the natural
environment will not be able to ask the prompting questions, “What are some things we see in
the winter? The summer? The spring? The fall?” because these questions involve a specific
natural environment. Students will need to be familiar with the days of the week to label the
calendar, as well as the months of the year. Students will need to be familiar with the order of the
days of the week and the months in the year. Students will be scaffolding on their knowledge of
the days of the week and the months of the year by looking at the seasons which occur in each of
the months. Students will need knowledge of the days of the week and months of the year in
everyday life.

English Language Learners Special Needs

English Language Learners Struggling readers will be

will have a vocabulary list. given a chart. The chart
The vocabulary list will will have the name of the
have the days of the week season and a distinguishing
and the months of the year characteristic of each
in English and their native season. The chart can be
language. The vocabulary found in the resources
list can be found in the section.
resources section.
Early finishers will be
given a modified calendar
with the numbered days left
blank.

Students with fine motor

skill disabilities will be
allowed to label the months
and days of the weeks with
stickers rather than write
them.

Materials:
projector, white board, white board marker, erasers, a pencil for each student, crayons for each
student, pre-made calendars, Seasonal Box

Language Function:
Analyze: Students will need to analyze the information they receive from the Seasonal Box.
Students will need to be able to identify the different seasons that are represented through
playing with the Seasonal Box by analyzing the effects of different interactions with the Seasonal
Box, students will be able to identify specific characteristics of each season.
Describe: Students will be able to describe the different characteristics they have observed, both
in their personal experiences as well as through the Seasonal Box, to determine specific
characteristics of each season.

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 Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Before:
1. To start this lesson students will be asked to come to the carpet and sit so they can see the
teacher.
2. The teacher will then present the students with the science Seasonal Box.
3. The teacher will ask the students to look at the Seasonal Box and think in their minds what the
topic is that the class will be covering during that particular lesson.
4. The teacher will then select one student to come to the front of the classroom and select one of
the four options.
5. Once the student has selected the first option, the teacher will ask the students what the
Seasonal Box has represented with the student’s selection. Answers should be the name of the
season.
6. Step 4 will be repeated four times for all four seasons to be selected. Each time a new student
is chosen to pick a season, the teacher should only allow the student to choose from the not yet
chosen seasons.
7. Students will then be asked again what they think could be the lesson topic. This time students
will be able to verbally answer.
During:
1. Students will begin by returning to their seats.
2. The teacher will hand out the pre-made calendars to each student and students will be directed
to take out a pencil and their crayons.
3. The teacher will project the first page of the calendar on the whiteboard.
4. The teacher will ask the students to list the days of the week in unison.
5. Then the teacher will write the days of the week in the indicated spaces of the calendar. The
teacher will tell the students to do the same on their calendar.
6. The teacher will then ask the students to shout out the first month of the year. January will be
written at the top of the page.
7. The teacher will turn the page to the next month and write the days of the week in the
indicated spaces then repeat step 6 for the next month.
8. The teacher will repeat step 7 until every month has been completed.
After:
1. Once the students have filled in every page of the calendar, the students will be asked what the
four seasons are.
2. The teacher will create a four section word sort on the board (a winter column, a summer
column, a spring column, and a fall column)
3. The teacher will then ask the students to raise their hand to tell the teacher what months should
go into each season.
4. The teacher will also ask the students “What are some things that you think of when you think
of winter? of summer? of spring? of fall?”
a. The teacher will list these in the word sort on the board.
5. The students will then be directed to color pictures of each season on their calendars for the
corresponding months i.e.:

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 a. Winter- December, January, February
b. Summer- June, July, August
c. Fall- September, October, November
d. Spring- March, April, May
6. The calendars can be displayed in any form the teacher sees best fit.

Assessment:

Type of Description of Modifications Evaluation Criteria

assessment assessment
Informal- Students will create a Students with Students will need to have clearly
Assessment is calendar that has all specific learning depicted specific seasons on each page
informal because the days of the week disabilities will be of their calendar indicating
the lesson listed, all the months, given a modified understanding of the season for each
culminates to a and pictorial calendar to month and specific characteristics for
project that can be representation of the complete based each season.
displayed. season that occurs in on their specific Students will need to have their months
Formative- each month. comprehension in the correct order.
Assessment is and ability level. Students will need to have their days in
formative because the correct order.
the lesson builds on Students will need to have seasons and
itself from the days months matching.
of the week to the
days of the month
to the seasons.

Resources:

Printable calendar:
https://drive.google.com/open?id=15Mp_Fi3VyCD_STXj5N1yccyJyvYkW4tl

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 Resources

A) Language Arts Lesson

a) Worksheets (refer to Appendix)

b) http://internet.savannah.chatham.k12.ga.us/schools/mhes/staff/walters/Shared%20

Documents/The_Very_Hungry_Caterpillar_Power_Point.ppt

i) A powerpoint of The Very Hungry Caterpillar.

B) Math Lesson

a) Number chart to help with skip counting (refer to Appendix)

C) Science Lesson

a) Calendar (refer to Appendix)

b) Translation chart example (refer to Appendix)

c) Gizmo instructions (refer to Appendix)

d) https://drive.google.com/open?id=15Mp_Fi3VyCD_STXj5N1yccyJyvYkW4tl

i) Printable version of the calendars

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 Glossary

Caterpillar an insect that grows into a butterfly

Hour a unit of measurement referring to time made up of 60 minutes

Minute a unit of measurement referring to time made up of 60 seconds

Second the basic unit of measurement referring to time

Add combining two numbers to find a sum

Subtract finding the difference between two numbers

Skip Counting counting using a pattern of adding a specific benchmark number

Phonetically referring to the sounds that make up a word which can be heard through

breaking down the word into it’s individual sounds or phonemes

Gizmo a gadget used for educational purposes

Calendar an object to track the days, weeks, and months throughout the year

Season the specific weather pattern associated with specific times of the year

Winter the season associated with the months December, January, and February

Spring the season associated with the months March, April, and May

Summer the season associated with the months June, July, and August

Fall/Autumn the season associated with the months September, October, and November

Time the progress of existence

Continuity the unbroken sequence of time

Change the difference between before, during, and after an event

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 Appendix

Language Arts Lesson Worksheet 23

Math Lesson Skip Counting Chart 24

Science Lesson Calendar 25

Science Lesson Translation Example 37

Gizmo Instructions 38

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23
5 10 15
20 25 30
35 40 45
50 55 60
24
25
26
27
28
29
30
31
32
33
34
35
 Monday Lunes
Tuesday Martes
Wednesday Miércoles
Thursday Jueves
Friday Viernes
Saturday Sabado

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 Sunday Domingo
January Enero
February Febrero
March Marzo
April Abril
May Mayo
June Junio
July Julio
August Agosto
September Septiembre
October Octubure
November Noviembre
December Diciembre
Summer El Verano
Winter El Invierno
Fall El Otono
Spring El Primavera

Engineering & Science Education Design: Gizmo

Instructions
Engineering Innovations I, Fall 2017, Team Number 3
Purpose: To assist in developing an appropriate educational tool for Ms. Bolesta to use to
introduce kindergarteners to STEM fields.

Final Product Appearance & Overview:

Four Scenes for the Four Seasons

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Fall – brown scene with blue wall (sky) with leaves that children in scene will “jump” into
(children will move along the slit into the “leave pile”;
Winter – white scene with cotton balls to represent snow with toy plow truck pushing snow
(glue one cotton ball to end of slit and to the truck so that it pulls when the truck is away from
it but looks like plow is pushing the “snow”;
Spring – paint small soccer field (green grass, white borders) around the spring slit, the slit will
act as the straight path for a soccer ball and glue little figurines/mini-dolls onto the board after
drying;
Summer – paint beach scene with ½ being ocean & ½ being the actual beach, have the end with
the slit be the end in the ocean
Cross-listed bill of materials:

Item Price ($) Retailer

cotton balls 0 Your house
Paint brushes 1.00 Dollar Tree
2 Wood boards (30inx30in) 8.00 Hardware store
Cardboard 0 Your house
Tempera paint 4.00 Dollar Tree
Duct tape 1.00 Dollar Tree
Truck with plow 0 Your house
Wood glue 2.98 Lowe’s
¾ dowel rods (3) 2.94 Lowe’s
Paint jug 5.00 Lowe’s
Miniature dolls (9) 0 Your house
plywood (3/4in, 5.5in, 4ft) 4.98 Lowe’s
Yarn/string 0 Your house
Wire 0 Your house
1x4 board (5 ft) 3.00 Hardware store

Building instructions:

1. Get 1st 30x30 board and use as base while cutting the 1x4 into 4 pieces (2 – 30in pieces
and 2 28in pieces)
2. Get 2nd 30x30 board to use as top and cut 3/4in plywood into 4 – 12in sections and put
in cross formation along the center of each wall on the top (this makes 4 divisions for
the 4 seasons).
3. Mark each section for respective season in consecutive order
4. Cut 5 slits onto top into the four seasons (1 slit in spring, 1 summer, 2 fall, 1 winter) to
desired lengths and depths (personal preference)
5. Cut 5 similar slits along the constructed 1x4 wall from step 1 (can either be a straight
hole or a equally large slit for the other respective one as previously cut in step 4)

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6. Cut 5 dowels into length of respective slits adding an extra 5 inches. Then cut smaller 2in
pieces of dowels to act as the connector between the toys on the top board in each
season and the dowels
7. While the glued dowel pieces are drying, paint the 4 seasons into respective seasons
(review from “Final Product Appearance and Overview”)
8. Glue the end of the larger dowel pieces to the 2in pieces perpendically then after drying,
insert the larger free end of the dowel through the cut slit in the wall before carefully
placing top board on top of the constructed box while holding the 2in piece upward to
fit into the corresponding slits on the top board.

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