Our First Unit: All About Me!
We begin kindergarten by studying ourselves and introducing ourselves to the class. As we talk, we are also learning about feelings and our classroom community. Here are the “Big Ideas” behind our first unit of study:
- Everyone is special
- We are similar and different
- We treat ourselves and each other with respect and kindness.
First Unit in Mathematics
We begin our school day using math in real life situations. The "Attendance Helper" counts the names of people who are here at school and people who are not here. The "Folder Reader" uses the information from the "Attendance Helper" to make sure everyone has remembered to put their folders in the basket. The "Spot Person" uses the information to count the spots and read the names to make sure everyone has a place to sit during group meetings. During morning meeting we count the school days, organize the calendar, and practice air writing numeral.
Thus far, during math choice time, we are exploring some of our math materials (cubes, pattern blocks, and geometric blocks). We have been meeting to talk about ways we have counted larger numbers of things. We look at pictures of smaller numbers of things to discuss, "How many?" and "How do you know?" It is interesting to hear about all of the different ways children "see" and/or count numbers.
Finally, to go along with our "All About Me" theme, children have used letter cubes to create their names. They have been counting the number of letters in their names and then comparing names that are longer, shorter, or the same.
Thus far, during math choice time, we are exploring some of our math materials (cubes, pattern blocks, and geometric blocks). We have been meeting to talk about ways we have counted larger numbers of things. We look at pictures of smaller numbers of things to discuss, "How many?" and "How do you know?" It is interesting to hear about all of the different ways children "see" and/or count numbers.
Finally, to go along with our "All About Me" theme, children have used letter cubes to create their names. They have been counting the number of letters in their names and then comparing names that are longer, shorter, or the same.
How to help at home:
- If your child is learning English, spend some time translating comparing vocabulary: more, less, fewer, equal, same
- Please review comparing math vocabulary and reinforce it in authentic situations
- Talk about times we need to count things at home and ask your child to help
- Explore ways to count larger numbers more accurately
Introducing Children to Discovering Nature and Outdoor Explorations
Vocabulary: observe.
Our focus is on observing nature and creating excitement about becoming naturalists. We went on a whole group nature walk and talked about things we observed about nature. The teachers modeled asking questions and thinking aloud about what we observed. Then we talked about ways to find answers. My goal was for children to try to ask questions, explore and observe rather than focusing on answers. Throughout the week, we used our science notebooks to observe and record our pumpkin and an apple. We also talked about what a prediction is and we gave some examples of predicting what we will find inside the pumpkin and apple.
Here is some vocabulary that you can reinforce at home:
How can I help at home?
Go on nature walks and talk about things that you notice. Ask your child if she/he would like to create a science notebook to use at home (some children may not want to, and that is fine. The conversations are the most important part). Model how to ask questions, wonder and think about ways to find answers rather than simply supplying the answer. During Kindergarten Science, children may share ideas that are based on misunderstandings, but that is developmentally appropriate. Misunderstandings need not be ‘corrected’ (many children will not change their beliefs until they experience the contrasting view). You can help dispel misconceptions by asking your child more about her/his theories to determine why they think this way. Then provide experiences and continue the explorations to find the answer.
Vocabulary: observe.
Our focus is on observing nature and creating excitement about becoming naturalists. We went on a whole group nature walk and talked about things we observed about nature. The teachers modeled asking questions and thinking aloud about what we observed. Then we talked about ways to find answers. My goal was for children to try to ask questions, explore and observe rather than focusing on answers. Throughout the week, we used our science notebooks to observe and record our pumpkin and an apple. We also talked about what a prediction is and we gave some examples of predicting what we will find inside the pumpkin and apple.
Here is some vocabulary that you can reinforce at home:
- Observe
- Wonder
- Notice
- Naturalist
How can I help at home?
Go on nature walks and talk about things that you notice. Ask your child if she/he would like to create a science notebook to use at home (some children may not want to, and that is fine. The conversations are the most important part). Model how to ask questions, wonder and think about ways to find answers rather than simply supplying the answer. During Kindergarten Science, children may share ideas that are based on misunderstandings, but that is developmentally appropriate. Misunderstandings need not be ‘corrected’ (many children will not change their beliefs until they experience the contrasting view). You can help dispel misconceptions by asking your child more about her/his theories to determine why they think this way. Then provide experiences and continue the explorations to find the answer.
Building Our KD Community
Brookline Public Schools Civics Unit
Civics
As you all know, we began the kindergarten school year learning about ourselves and sharing our story with our classmates. We have moved on to thinking about our larger classroom community. We have introduced the idea of being a good citizen. Now we are exploring what that means and how our actions contribute to the greater good.
Rationale: Why teach civics in kindergarten?
The fundamental shared values and principles of American democracy include the rights of the individual to life, liberty, and the pursuit of happiness and the promotion of the common good. The goal of education in civics and government is informed responsible participation in political and community life by competent citizens committed to these fundamental values and principles of American constitutional democracy. Their effective and responsible participation requires the acquisition of a body of knowledge and of intellectual and participatory skills. Instruction in this knowledge and these skills should begin in kindergarten.
Source: National Standards for Civics and Government, Center for Civic Education, 2003
Unit Overview
During this series of activities, students will learn what it means to be a good citizen. Students will begin by discussing the varying rules of families, the benefits of following rules, and what happens when rules are broken. Based on this discussion of family rules, students will then explore why we create classroom rules, how rules help us to achieve our goals, and who helps to enforce rules. Next, students will learn what it means to be a good citizen in the classroom and the greater community. They will also make connections as to how a classroom functions similarly to the greater community in terms of rules, laws, and voting. A suggested culminating activity might be the devising of a class community service project that allows students to make a positive contribution to their school or greater community as an example of good citizenship.
Social Emotional Learning
We are weaving a lot of Social Emotional Learning into our Civics Unit. One program that we use is Harmony. Here is a letter they suggest to give to parents:
Fulfilled, happy, confident, responsible, kind, and loving. We have learned that these are goals families want for their children, and as teachers, what we want for our students.
We recognize that as a family member, you are our students’ first teacher and we want to partner with you to help our children become tolerant, compassionate, and caring adults. To support achieving these goals and to help our students build their social and emotional skills, we are pleased to share that we are implementing Harmony SEL in our school community.
Social and emotional learning (SEL) helps children by promoting their health and emotional well- being and contributing to the prevention of violence, truancy, bullying, and substance abuse. In addition, SEL is associated with significant gains on academic achievement tests.
Harmony is designed to build healthy relationships among students by having them engage in activities that promote understanding and respect. Over the course of the year units listed below, students will enhance their abilities to learn, work, and spend time together.
Diversity and Inclusion
Critical Thinking
Communication
Problem Solving
Peer Relationships
If you are interested in learning more, here is a link to their website: https://www.harmonysel.org/
Another SEL program that we have used since the beginning of the school year is called MindUp. This program focuses on mindfulness and the brain. Every morning we practice mindfulness by belly breathing, closing our eyes, and imagining all of the positive things to come.
A caring environment helps children feel a sense of belonging and connection to their peers and educators. We began by talking about our KD community values are to foster a safe, kind, and focused learning environment We practice mindfulness daily, and sometimes more as we practice using calm breathing to help us in stressful situations. We will focus on the brain in a child friendly way: owl (PFC), elephant (Hippocampus), and doggy (Amygdala). This is a way to help children understand some parts of their brain so they can understand how the brain works. This puts the child back in control.
If you are interested in learning more about mindfulness, here is a link to the MindUp website: https://mindup.org/
We will be exploring lessons from the Second Step SEL program that focuses on relationships. I will provide more information as we move from sharing ourselves and learning about our classroom community to peers.
Civics
As you all know, we began the kindergarten school year learning about ourselves and sharing our story with our classmates. We have moved on to thinking about our larger classroom community. We have introduced the idea of being a good citizen. Now we are exploring what that means and how our actions contribute to the greater good.
Rationale: Why teach civics in kindergarten?
The fundamental shared values and principles of American democracy include the rights of the individual to life, liberty, and the pursuit of happiness and the promotion of the common good. The goal of education in civics and government is informed responsible participation in political and community life by competent citizens committed to these fundamental values and principles of American constitutional democracy. Their effective and responsible participation requires the acquisition of a body of knowledge and of intellectual and participatory skills. Instruction in this knowledge and these skills should begin in kindergarten.
Source: National Standards for Civics and Government, Center for Civic Education, 2003
Unit Overview
During this series of activities, students will learn what it means to be a good citizen. Students will begin by discussing the varying rules of families, the benefits of following rules, and what happens when rules are broken. Based on this discussion of family rules, students will then explore why we create classroom rules, how rules help us to achieve our goals, and who helps to enforce rules. Next, students will learn what it means to be a good citizen in the classroom and the greater community. They will also make connections as to how a classroom functions similarly to the greater community in terms of rules, laws, and voting. A suggested culminating activity might be the devising of a class community service project that allows students to make a positive contribution to their school or greater community as an example of good citizenship.
Social Emotional Learning
We are weaving a lot of Social Emotional Learning into our Civics Unit. One program that we use is Harmony. Here is a letter they suggest to give to parents:
Fulfilled, happy, confident, responsible, kind, and loving. We have learned that these are goals families want for their children, and as teachers, what we want for our students.
We recognize that as a family member, you are our students’ first teacher and we want to partner with you to help our children become tolerant, compassionate, and caring adults. To support achieving these goals and to help our students build their social and emotional skills, we are pleased to share that we are implementing Harmony SEL in our school community.
Social and emotional learning (SEL) helps children by promoting their health and emotional well- being and contributing to the prevention of violence, truancy, bullying, and substance abuse. In addition, SEL is associated with significant gains on academic achievement tests.
Harmony is designed to build healthy relationships among students by having them engage in activities that promote understanding and respect. Over the course of the year units listed below, students will enhance their abilities to learn, work, and spend time together.
Diversity and Inclusion
Critical Thinking
Communication
Problem Solving
Peer Relationships
If you are interested in learning more, here is a link to their website: https://www.harmonysel.org/
Another SEL program that we have used since the beginning of the school year is called MindUp. This program focuses on mindfulness and the brain. Every morning we practice mindfulness by belly breathing, closing our eyes, and imagining all of the positive things to come.
A caring environment helps children feel a sense of belonging and connection to their peers and educators. We began by talking about our KD community values are to foster a safe, kind, and focused learning environment We practice mindfulness daily, and sometimes more as we practice using calm breathing to help us in stressful situations. We will focus on the brain in a child friendly way: owl (PFC), elephant (Hippocampus), and doggy (Amygdala). This is a way to help children understand some parts of their brain so they can understand how the brain works. This puts the child back in control.
If you are interested in learning more about mindfulness, here is a link to the MindUp website: https://mindup.org/
We will be exploring lessons from the Second Step SEL program that focuses on relationships. I will provide more information as we move from sharing ourselves and learning about our classroom community to peers.
Our First Field Trip!
On the bus
Picking and tasting
Observing and recording our apple observations in our science notebooks
Social Studies Unit: Families
Rationale: Why teach about families in Kindergarten?
A child's initial and abiding experience of "social studies," of interpersonal interactions, stems from his, her, their family, Whatever its structure and composition and wherever it exists, the family is the microcosm and the model which inform the young child's understanding of the ever-expanding "communities" that this growing child, and then adult, encounters and participates in.
The study of families can be looked at as addressing three themes around the big idea that we live, learn, and work together.
• There are many different kinds of families.
• Family members have jobs at home and in the larger community.
• Family members take care of each other.
These three basic themes acquire increasing meaning and significance with the increasing size, number, complexity, and importance of groups throughout an individual's life.
The study of families is also important in helping students consider the identities of their own families and make connections to the commonalities across different family cultures and constellations. In-depth study of family allows students the opportunity, as Lynn E. Cohen* suggests, to “reflect on, support, and value the varieties of cultural backgrounds, religious affiliations, socioeconomic classes, and language groups that children represent,” learning which will stand them in good stead as citizens of a global world.
The study of families is quite naturally integrated into social studies for young children, as they build competencies through study of economics, geography, civics, and history and exploration of national and religious holidays in relation to their own family as well as through the lenses offered by their classmates.
* "Exploring Cultural Heritage in a Kindergarten Classroom," Beyond the Journal, Young Children on the Web, May, 2009
Unit Overview
The family naturally emerges as a topic throughout the year in Kindergarten Social Studies. Accordingly, these Family learning activities are presented somewhat differently than the lessons in our other units. As with the other units, we state Family Big Ideas, Essential Questions, and Learning Expectations. Please see below so you can extend the learning at home through conversations, books you read, and experiences.
Big Ideas
There are many different kinds of families.
Family members have jobs at home and in the community
Family members take care of each other.
Essential Questions
Who is in my family?
What jobs do my family members do in my home and community?
A child's initial and abiding experience of "social studies," of interpersonal interactions, stems from his, her, their family, Whatever its structure and composition and wherever it exists, the family is the microcosm and the model which inform the young child's understanding of the ever-expanding "communities" that this growing child, and then adult, encounters and participates in.
The study of families can be looked at as addressing three themes around the big idea that we live, learn, and work together.
• There are many different kinds of families.
• Family members have jobs at home and in the larger community.
• Family members take care of each other.
These three basic themes acquire increasing meaning and significance with the increasing size, number, complexity, and importance of groups throughout an individual's life.
The study of families is also important in helping students consider the identities of their own families and make connections to the commonalities across different family cultures and constellations. In-depth study of family allows students the opportunity, as Lynn E. Cohen* suggests, to “reflect on, support, and value the varieties of cultural backgrounds, religious affiliations, socioeconomic classes, and language groups that children represent,” learning which will stand them in good stead as citizens of a global world.
The study of families is quite naturally integrated into social studies for young children, as they build competencies through study of economics, geography, civics, and history and exploration of national and religious holidays in relation to their own family as well as through the lenses offered by their classmates.
* "Exploring Cultural Heritage in a Kindergarten Classroom," Beyond the Journal, Young Children on the Web, May, 2009
Unit Overview
The family naturally emerges as a topic throughout the year in Kindergarten Social Studies. Accordingly, these Family learning activities are presented somewhat differently than the lessons in our other units. As with the other units, we state Family Big Ideas, Essential Questions, and Learning Expectations. Please see below so you can extend the learning at home through conversations, books you read, and experiences.
Big Ideas
There are many different kinds of families.
Family members have jobs at home and in the community
Family members take care of each other.
Essential Questions
Who is in my family?
What jobs do my family members do in my home and community?
A big thanks to families for sharing some of your family’s holiday traditions with us in the classroom. Exploring diverse holiday traditions fosters understanding and empathy among students, creating a more inclusive learning environment. We will continue to invite families in to share traditions as we continue to learn about family traditions and celebrations throughout the year. In February, we have a group of parents who are working on Lunar New Year celebrations, so please reach out to me if you would like to be a part of our classroom activities or if you have some ideas for us.
Science Unit: Structures
THE BUILDING STRUCTURES UNIT
Block play in kindergarten is crucial for a child's development as it promotes various skills including: enhancing motor skills, fostering creativity, developing problem-solving skills, and promoting positive social interactions. All of these experience help build a foundation (pun intended) for cognitive and social development.
BIG IDEAS:
After the holiday break we began free exploration of blocks. We introduced different kinds of blocks and gave children time to explore the new materials. We have moved inot a more focused exploration of enclosures.
Block play in kindergarten is crucial for a child's development as it promotes various skills including: enhancing motor skills, fostering creativity, developing problem-solving skills, and promoting positive social interactions. All of these experience help build a foundation (pun intended) for cognitive and social development.
BIG IDEAS:
After the holiday break we began free exploration of blocks. We introduced different kinds of blocks and gave children time to explore the new materials. We have moved inot a more focused exploration of enclosures.
- The materials used (and their properties) and the way materials are put together affect the stability and strength of a structure.
- Things can be described and sorted in many ways by their observable properties (e.g., shape, size, color, weight, how it feels, how it sounds, what it is made of, what it is used for, whether it occurs naturally or is manufactured, etc.).
- Different building materials have different properties.
- The properties of building materials affect how they can be used.
- A great variety of objects (including structures) can be built up from a small set of pieces.
- Engineers make drawings of their designs in order to learn how to build more stable structures and for use in construction.