Unit Unit 1 Back To School Unit 2 My Environment Unit 3 My Country

Unit kindergarten, chair, table, teacher, marker, whiteboard, student, nurse

Vocabulary principal, clinic
English
Unit
Vocabulary
Arabic
Essential How are schools similar and different? What are different parts of the environment? How is the What is special about my country?
Questions Why do we go to school? environment similar/ different? How do we take care of our How can I describe my country?
What do good students do? environment? What happens when we do not take care of the How do I show I love and respect my country and leaders.
Who is in our school? environment? What makes my environment special?
Higher Order Create a video for your younger brother and sister to explain what school is. Create a poster, or video advertisement to tell people they should Create a poem about the UAE.
Thinking Skills/ Create your perfect school. take care of the earth. Create a play about the UAE to teach people about the 7 emirates.
Critical Create a role play/ play about a great teacher. Create a list of dos and dont to take care of the earth.
Thinking Create an invention to help keep the earth clean.
Activities and School Tour, Guest Speaker, School Maps, What would you do if your teacher Garden competition, Park Field Trip, Scavenger Hunt, Recycling Heritage Village, The Grand Masjid, Presentations at National Day Assembly
Field Trips was absent? Center At School, Cleanliness Ambassadors
9/17/17 9/23/17 9/30/17 10/1/17 10/8/17 10/15/17 10/22/17 10/29/17 11/5/17 11/12/17 11/19/17 11/26/17 12/3/17 12/10/17
Anchor Text No David! Jobs We Do Getting Pete the Cat- Mrs. The Earth Book/ Caring for The I Love The Making A Tree Yummy In My Be Confident Spirit of The Keep Trying Noras
At School Ready for Rockin In My Bindergarten Where do we Earth Earth Friend Tummy Shekha Union Saif Garden
School/ After School Shoes Gets Ready for live.
School Kindergarten
English No/yes/in/the collector, backpacks, library, gets, ready, for, earth, care, difference I, the, desert, a, she, to, Dates, healthy confident, Nora,
Vocabulary jobs, leader, breakfast, lunchroom, friend, sister, help, planet, earth, earth, flower, when, Garden,
pass, saver, everywhere, playground, (brother), shoe love electricity, hill, lake, conserve, Park, Red,
students, the, friends, paper, singing, recycle, reuse, mountain, energy, Orange,
job, I pencils, some, playing,
tend ocean, river, recycle, help, Yellow
they, to painting,
reading,
tree earth Green Blue
adding

English KLTC4 Engage Actively in Classroom Routines. KLTC4 Engage Actively in Classroom Routines. KLTC1 Follow Two Step Directions
Speaking and
KLTC Recites chants, short poems and perform plays in groups KLTC Recites chants, short poems and perform plays in groups KLTC Recites chants, short poems and perform plays in groups
Listening
English Sight The/I/at/a/am the I at a it is go to we you are he she was in that on his her but had as with can said what did little so have look, when, all, out, see, this, Review and Assess
Words (send am Assessment they for not and we do there were be some, of one could
home/ assess) Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment
Arabic Sight
Words
Song of Sounds s/a/t/p i/n/ m/d g/o/c/k e/u/r/h b/f/l/j v/w/x/y/z qu, ch, sh, th ng, ee, ay, ow oo, oo, ar, or, er ou, oy, oi, ai, a_e, e_e, ie, i_e, oa, u_e
assessment assessment assessment ee o_e
Arabic Song of
Sounds
Bi-Literacy
Guided Reading Baseline AAThe Book, The Classroom, Goodnight, My Lunch, My Closet, My Schoolbus, At The Lake, The Backyard, , Blue, Black, Big, The AA The Coast, The City, The City Street, four, The Ocean, Three, White, Red
Books Testing Lunch At School, Counting Letters, The Playground, The School, Fido Gets Dressed City, The City Street, The Garden, My Garden, The
Plant, The Playground, The Subway, The Street
A Bed Time, Building With Blocks, Carlos Goes To School, Clean Not Clean, Safe Bird Goes Home, Clean Not Clean, Fun In The A Going Places, Opposites, The Rainstorm, Smile, Where to Go,
Not Safe, Smile, My Room, Maria Goes To School, I Draw A Bunny, He Runs, Water, The Forest, Going Places, I Love Flowers,
Getting Dressed, The Mall, My Room
B After School, All By Myself, Carlos and His Teacher, Games We Play, I Love Art B. Amazing Caves, Boats, Bridges, I Love The Earth, B.High or Low, A Cold Day, Rain in The City, Rain IN The Country, Three Baby
Class, It Is School Time, The Kids Built It, My Brain, I Pick Up, The New Forest Path, The Picnic, Pond Birds, Time For Soccer
Life, Where
 C My Teacher, Whats My Job, Teeth Brushing Fun, I Wonder, I Can Be C. Machines, Moons At Home, Rocks, A Place C. Building A Road, City Shapes, Fall, Foods, Fall Funs, New Again, Building A
Called Home, Under Road.
Ongoing Focus KLCP3 AA KRV1 Read High Frequency Words KLCP1 read environment print correctly, KLPA3 listen to and identify phonemes in words AA KLPA3 listen to and identify phonemes in words AA
Objective By directionality KLCP2 Understand that Print Differs from pictures by using 1-1 correspondence KRV1 Read High Frequency Words KLCP1 read KRV1 Read High Frequency Words KLCP1 read environment print correctly,
Group KLCP2 when reading KLCP3 Use directionality left to right, top to bottom when engaged environment print correctly, KLCP2 Understand
Print/pictures in reading and writing or play that Print Differs from pictures by using 1-1
correspondence when reading KLCP3 Use
directionality left to right, top to bottom when
engaged in reading and writing or play
KLPA3 listen to and identify phonemes in words KLP1 Generate Beginning KRV1 Read High Frequency Words KLPA3 listen to KRV1 Read High Frequency Words KLPA3 listen to and identify phonemes in
Consonant sounds in words and match sounds to a letter when reading and and identify phonemes in words KLP1 Generate words KLP1 Generate Beginning Consonant sounds in words and match sounds
writing. KLP2 Say the first sound of a word when reading Beginning Consonant sounds in words and match to a letter when reading and writing. KLP2 Say the first sound of a word when
sounds to a letter when reading and writing. reading
KLP2 Say the first sound of a word when reading
KRV1 Read High Frequency Words KRRT1 Read Known Words in Texts, Read KRV1 Read High Frequency Words KRRT1 Read KRV1 Read High Frequency Words KRRT1 Read Known Words in Texts, Read
recurring language patterns in text KLPA3 listen to and identify phonemes in Known Words in Texts, Read recurring language recurring language patterns in text KLPA3 listen to and identify phonemes in
words KLP1 Generate Beginning Consonant sounds in words and match sounds patterns in text KLPA3 listen to and identify words KLP1 Generate Beginning Consonant sounds in words and match sounds
to a letter when reading and writing. KLP2 Say the first sound of a word when phonemes in words KLP1 Generate Beginning to a letter when reading and writing. KLP2 Say the first sound of a word when
reading Consonant sounds in words and match sounds to reading
a letter when reading and writing. KLP2 Say the
first sound of a word when reading
KRV2 Read High Frequency Words in text KRRT1 Read Known Words in Texts, KRV2 Read High Frequency Words in text KRRT1 KRV2 Read High Frequency Words in text KRRT1 Read Known Words in Texts,
Read recurring language patterns in text KRV1 Read High Frequency Words KLP3 Read Known Words in Texts, Read recurring Read recurring language patterns in text KRV1 Read High Frequency Words
Recognize and use beginning and ending consonant sounds in words and match language patterns in text KRV1 Read High KLP3 Recognize and use beginning and ending consonant sounds in words and
them to a letter. Frequency Words KLP3 Recognize and use match them to a letter.
beginning and ending consonant sounds in words
and match them to a letter.
Phonics/ Baseline KLPA3 Identify phonemes in Words. KLLK1 Use ones name to learn about words. KLPA1 listen to and generate rhyming words. KLPA2 Listen to, say and blend syllable in words.
Phonemic
Awareness
Focus Objective
English
Phonics/
KRCO 6 KRCO 6 KRCO 6 KRCO 6 KRCO 6
Phonemic KRCO 6
Awareness KRCO4 KRCO4 KRCO4 KRCO4 KRCO4 KRCO4 KRCO4 KRCO4
Focus Objective

Arabic
KRCO7 KRCO7 KRCO7 KRCO7 KRCO7 KRCO7
KRCO 6 KRCO 6 KRCO 6 KRCO 6 KRCO 6 KRCO 6 KRCO 6 KRCO 6

KRCO7 KRCO7 KRCO7 KRCO7 KRCO7 KRCO7 KRCO7 KRCO7

Reading Baseline KRRM1 Respond to texts by making connections between the text and personal KRRM2 give simple interpretations of pictures and KRRM3 retell a sequence of events in a story with a beginning, middle and end.
Comprehension experiences using different media. illustrations from fiction and nonfiction texts
Focus Objective
English
Reading KRRC1 KRRC1 KRRC1 KRRC1 KRRC1 KRRC1 KRRC1 KRRC1 KRRC1 KRRC1 KRRC1 KRRC1 KRRC1 KRRC1
Comprehension
Focus Objective
Arabic KRRC2 KRRC2 KRRC2 KRRC2 KRRC2 KRRC2 KRRC2 KRRC2 KRRC2 KRRC2 KRRC2 KRRC2 KRRC2 KRRC2

KRRC3 KRRC3 KRRC3 KRRC3 KRRC3 KRRC3 KRRC3 KRRC3 KRRC3 KRRC3 KRRC3 KRRC3 KRRC3 KRRC3


KRRC4 KRRC4 KRRC4 KRRC4 KRRC4 KRRC4 KRRC4 KRRC4 KRRC4 KRRC4 KRRC4 KRRC4 KRRC4 KRRC4





KRRC 8 KRRC 8 KRRC 8
KRRC 8 KRRC 8 KRRC 8 KRRC 8 KRRC 8 KRRC 8 KRRC 8 KRRC 8 KRRC 8 KRRC 8 KRRC 8

Reading Independent Read: Use directionality left to right, top to bottom when engaged in Independent Read: Use directionality left to right, top to bottom when Outdoor/ Indoor Independent Read: Use directionality left to
Activities reading and writing or play. engaged in reading and writing or play. right, top to bottom when engaged in reading and writing or
English KLPC2 Understand that print differs from pictures by using one-to one KLPC2 Understand that print differs from pictures by using one-to one play.
correspondence when reading. correspondence when reading. KLPC2 Understand that print differs from pictures by using
one-to one correspondence when reading.
Buddy Reading:Use directionality left to right, top to bottom when engaged in Buddy Reading:Use directionality left to right, top to bottom when Buddy Reading:Use directionality left to right, top to bottom
reading and writing or play. engaged in reading and writing or play. when engaged in reading and writing or play.
KLPC2 Understand that print differs from pictures by using one-to one KLPC2 Understand that print differs from pictures by using one-to one KLPC2 Understand that print differs from pictures by using
correspondence when reading. correspondence when reading. one-to one correspondence when reading.
Listen and Respond: KLTC2 listen and respond to various texts that are read Listen and Respond: KLTC2 listen and respond to various texts that Listen and Respond: KLTC2 listen and respond to various
aloud are read aloud texts that are read aloud

Sensory Word Work 1: KLPA3 Listen to and identify phonemes in words. Sensory Word Work 1: KLPA3 Listen to and identify phonemes in Sensory Word Work 1: KLPA3 Listen to and identify
words. phonemes in words.

Sensory Word Work 2 KLLK2 Produce letter names and connect them to their Poetry Center: Students listen to, read, say and arrange poems. Poetry Center: Students listen to, read, say and arrange
shapes. (prerequisite to KLLK2 recognize the sequence of letters) poems.

Name Center: KLLK1 Use ones name to learn about words and make Name Center: KLLK1 Use ones name to learn about words and make Name Center: KLLK1 Use ones name to learn about words
connections to words. connections to words. and make connections to words.
Construction Word Work: KLPA3 Listen to and identify phonemes in words. Construction Word Work: KLPA3 Listen to and identify phonemes in Construction Word Work: KLPA3 Listen to and identify
KLLK2 Produce letter names and connect them to their shapes. (prerequisite to words. phonemes in words.
KLLK2 recognize the sequence of letters) KLLK2 Produce letter names and connect them to their shapes. KLLK2 Produce letter names and connect them to their
(prerequisite to KLLK2 recognize the sequence of letters) shapes. (prerequisite to KLLK2 recognize the sequence of
letters)
Read and Make: KRRT1 read known words in texts Read and Make: KRRT1 read known words in texts
KRRT read recurring language patterns KRRT read recurring language patterns
Read the Room: KLCP1 Read environmental print
Writing Focus Transition KWWT1 Recount a personal experience with a sense of personal voice through KWWT1 Recount a personal experience with a sense of personal voice KWWT1 Recount a personal experience with a sense of
Objective shared and guided writing. through shared and guided writing. personal voice through shared and guided writing.
English KWWP1 Generate and expand ideas through shared and guided prewriting KWWP1 Generate and expand ideas through shared and guided KWWP1 Generate and expand ideas through shared and
KWC1 Use letters in clusters to form words to convey meaning. prewriting guided prewriting
 KWC1 Use letters in clusters to form words to convey meaning. KWC1 Use letters in clusters to form words to convey
meaning.
KWWP4
KWWP5

KWWP6
KWWP7 ( )
KWWVC2
KWVC3

KWE1

Literacy Transition Baseline Sight Words Sight Words Sight Words List Progress Monitoring Sight Words List Sight Words List Progress Monitoring
Assessment Sight Words List 1 and 2 List 1,2,3 1,2,3 Running Records 1,2,3,4 1,2,3,4 Running Records
English List 1 SOS SOS SOS Sight Words SOS SOS Sight Words
SOS SATPI SATPINMOGCK SATPINMOGCK SATPINMOGCK Sounds SATPINMOGCK SATPINMOGCK Sounds
EURH EURH EURHBTFJVWXYZ EURHBTFJVWXYZ
Rhyming Rhyming QU, Sh, ch, th, QU, Sh, ch, th,
Phonemic Phonemic (Observation or, ar, er, oo, oo,
Awareness Awareness ng
(Observation (Observation
Differentiation Activities modified using books, sight words and sounds to match students level based on benchmark and formative assessment data.
Multi-modal and multi-sensory centers to address learning styles/ needs
Strategic Pairing
Visual Supports/ Schedules as Needed.
Clear and Consistent Expectations
Intervention Plans for Students Not Responding to Classroom Differentiation.

Math
Unit Unit 1 Back To School Unit 2 My Environment Unit 3 My Country
9/17/17 9/23/17 9/30/17 10/1/17 10/8/17 10/15/17 10/22/17 10/29/17 11/5/17 11/12/17 11/19/17 11/26/17 12/3/17 12/10/17
Math Unit Using Numbers to Understand Whats Around Me Using Numbers to Understand Whats Around Me
Focus Objective K2NS1 state the forwards number sequence from 1 to 20. K2NS8 Recognize more, less, the same and not the same. K2SGP1 Describe and show
K2NS2 state the backwards number sequence from 20. K2MDD1 Sort Objects according to common properties and describe how they are movement of people or
K2NS3 represent quantities from 1-20 using concrete materials and pictures sorted. objects to a new location.
K2NS4 K2MDD2 Place a symbol or object to answer questions about themselves.
count groups of up to 20 objects using one to one correspondence
K2NS6 Identify that the last number said in a sequence is the amount.
K2NS5 Identify familiar and patterned arrangements for 1-5 and recognize these by sight for 1-3.
K2NS7 Recognize and write number from 1-20.
Inquiry Counting When do I How can showing quantities help me How can I represent amounts. With How can I describe amounts? How can I move an object
Question forward to see count understand what is around me? pictures and symbols? How can I organize information? from one place to another
how long backward? How can counting groups of objects help How can I gather information? using commangs?
activities take When does me. How can I share information with others?
will help counting How can I use symbols to share information?
students backward help?
understand
schedules and
procedures.
Focus Activity K2NS1 Counting K2NS2 Counting K2NS3 K2NS4 K2NS6 K2NS5 K2NS8 Play K2NS8 Play K2MDD1 K2MDD2 K2MDD2 K2SGP1 K2SGP1
forward to see backward when Counting out snacks, pencils, crayons etc. K2NS7 groups Count Play mystery Play roll and Play spin and Maintain a Use the bee Have
how long activities finish, will help students take responsibility in Explaining that we can show to 10 and have bag- have graph graph. weather bot with students
 activities take during games the classroom and for supplies. amounts with pictures and symbols students go to students count Play sort and Play graph, bus teacher give
will help etc. help Count backward as items are collected. will help students build one side of the the contents in count Boardmaker color graph, guidance commands
students students Asking how many after things are foundational math skills. gym or the the mystery bag. Have Graph buy or pack have to each
understand understand counted will help students understand other. Count . students sort Have graph etc. students other as they
schedules and time frames. conservation of numbers. the students to themselves Question of Count more, program the move along
procedures. Counting sets of girls, boys, tables, see which side (i.e. by sock The Day- less and the beebot with a grid.
pencils bags etc. will help students has more. color) Students same. commands
understand classroom procedures. Play Pour It graph, count to move it
Counting backward will help them Put two sided and Identify from one
understand how to take care of materials. chips in a cup. More and square to
Asking how many after things are Have students Less another.
counted will help students understand pour and count
conservation of numbers. the group that
has the most.
Math Text/ Counting Letters Chicka Chicka I can count 100 things. Numbers 1-20 Books. How Many Legs Bird Colors Greater Than What I Like Following the Map
Math Book Numbers 1-20 123 10 Black Dots
Books. Handas Hens
Down by The How Many Legs
Sea
5 Little Monkies
Progress Number Names Number Number
Monitoring Count to 20 Names Names
Count to 20 Count to 20
More/ Less More/ Less
Pre- See baseline Baseline Data Student Interest Baseline Data Draw a set Show Show students several color Ask the students to give you
Assessment data. Student Learning Style Student Interest Sort more/ less students cards. Tell them you want ideas (do not show you) how
Student Learning Style items with to show how many cards to move the beebot from
several there are? How would you one area to another.
attributes do that?
ask them
how they
would sort
them.
Differentiation Count to 10/20. Group 1 count Based on baselines Based on baselines Based on baselines Based on baselines Set up a grid- have students
back from 5 1- 5 items 1- 0-5 1-0 correct 1-0 correct volunteer to move you
Group 2 Count 2- 10 items 2- 0-10 2- 1 correct 2- 1 correct through the grid with
back from 10 3- 15 items 3- 0-15 3-2 or more correct 3-2 or more correct words
Group 3 count 4- 20 or more items 4- 0-20 or more 4-3 or more correct 4-3 or more correct
back from 15
Group 4 count
back from 20.
Activities Count during 1.Count back 1. Snack time! Students count students at 1. How Many Charts- Guide 1, Sort and count counters. Have 1. UAE symbol pick and graph. Have 1.BeeBot on tablets
activities. and move! table and count out snacks for students. students in using the number students sort the counters by students close their eyes, pick a Have students give
Students count 2. Pack a lunch! Students count out posters in the environment to different attributes. Then have symbol and glue it on their graph. commands to the beebot on
backward while amounts of snacks for peoples lunches record how many girls, boys, them count each group and label 2. Favorite fruit, color, food graphs. the tablet to move him from
performing i.e. 20 pretzel sticks. pencils, crayons etc. are in the them as more less or same Have students use the computer the beginning of the maze to
actions if youre 3. Snack Mix- students follow a recipe by classroom. 2. Sort and count stickers. Have and boardmaker to graph their the end.
still moving at 0 counting out the right ingredients for 2. Practice centers- Have students students grab a sticker without favorite things. Scratch on Computer
youre out. snack mix. i.e. 5 marshmallows, 5 practice listening to a number and looking and then place it in a group 3. Color square arts- have students Have students make simple
2. Count back pretzels. finding the matching numeral. on their paper (i.e. red) . have create pictures using colored commands to move the icon
race- 1 students 4.Supplies- Students prepare supply bags b. have students practice forming students count and describe each squares and then count and graph through different scenarios.
stands on mat by counting out supplies i.e. pencils, numbers from a variety of media. group and label them as more what colors they used most/ least or Tynker on Computer
or carpet starts erasers etc. 3. Make and count- give students a less or same. the same amount of. Have students link
 counting back 5. Party time- students prepare gift bags numeral and have them make a 3 Sort and count toys. Have 4. Keep a graph of daily attendance. commands to move the
students move by counting out small gifts. corresponding tower. students sort a group of toys by Graph the amount of girls boys and puppy through different
quickly to get to 6. Number cards, students make their 4. Number pop up- give students a type and count how many of each. teachers. scenes and place.
the mat before own number frieze by taking pieces of whiteboard tunic that has a 4. Sort and count snacks. Have 5. Describe which group has more, Analog coding and
he or she gets cardboards and gluing the given amount numeral written on it. Have one students sort a group of snacks by less, least and the same. movement games.
to the carpet. of items on the cards (i.e. 5 pompoms) students say numbers- as the types and then count and describe 6. Pattern block picture graph- have Have students play board
3. Count back 7. Animal count- how many of each students number is said have them each group. students make a picture with games that require spinning
activities- animal do we have? pop up. 5. Sort and count UAE symbols. pattern blocks and graph the or rolling a command and
students 8. Blocks- How many blocks can we build 5. Get there! Write numbers on Have students grab a UAE symbol amount of blocks they used. then completing it.
complete in a (red) tower. papers and place them in different without looking and place it in a 7. 3D graph have students place a Move the student
certain activities 9. How many do we have- before hand areas of the gym. Say a number group on their paper. Have block on a tower to represent an Have students play board
i.e. putting set out different amounts of supplies i.e. and have students go to that students count and describe each answer to a question. games with each other that
away blocks, 3 pencils 7 rulers- Have students count number. group and label them as more and 8. Spin and graph have students spin a require rolling a command
pushing in out how many of each you have. 6. Find and sort- hide numbers less. spinner and then color a square to and then completing it.
chairs etc and 10. Birthday Cake (role play) Make outside have students find them show which color they spun. Have Have students create their
try to beat the playdoh cakes with candles- have and make a chart of them on paper. students describe which has more own move the camel
clock students determine how old each person 7. Number frieze- have students and which has less game
(students who is by counting the candles. write numbers and glue on small Have students create a map
are counting objects to make a group number of their school or
backward) frieze. neighborhood and move
4. Time to eat!- 8. Number books- students write their friends through it.
in the kitchen the numerals on pages in a book
students and glue that amount of items on
pretend they each page.
are baking- 9. roll it- have students roll a dot
count back and die and quickly shout the number
when they represented (without counting)
reach 0 get out 10. say it- have students hide their
the food and hands behind their back and show
say time to another student one or both hands
eat. with a number of fingers up- other
students says the amount of fingers
without counting.
Vocabulary Number names. back, count, count, how many? zero, one, two, three, numeral, picture, zero, one, two, more, less, same, not the same, graph, symbol, show, more, less, same, not program, code, forward,
How many? zero, one, two, four, five, six, seven, eight, nine, ten, three, four, five, six, seven, eight, most, least the same, most, least backward, left, right, clear,
Order the three, four, five, eleven, twelve, thirteen, fourteen, fifteen, nine, ten, eleven, twelve, thirteen, go, repeat
numbers. six, seven, sixteen, seventeen, eighteen, nineteen, fourteen, fifteen, sixteen,
eight, nine, ten, twenty. seventeen, eighteen, nineteen,
eleven, twelve, twenty.
thirteen,
fourteen,
fifteen, sixteen,
seventeen,
eighteen,
nineteen,
twenty.
Common Counting Strategies- snack activity, formative assessment tickets to leave, checklist Stick and describe common Grab and Graph Common Assessment Checklist, Tynker results
Assessment assessment.

Science
Unit Unit 1 Back To School Unit 2 My Environment Unit 3 My Country
9/17/17 9/23/17 9/30/17 10/1/17 10/8/17 10/15/17 10/22/17 10/29/17 11/5/17 11/12/17 11/19/17 11/26/17 12/3/17 12/10/17
Focus KES4 Describe Baseline KES4 Describe characteristics of day and KES3 Identify Features of the Natural Environment. KES1 Identify characteristics of the seasons in the local area.
Objective characteristics of day and Testing night. KS1 respond to, ask questions about familiar objects and events. KES2 Describe Characteristics of local weather.
night. Lesson 1 & 2 KS1 respond to, ask questions about KS2 Follow the steps in a simple procedure
familiar objects and events. KS3 Make Observations using senses
KS2 Follow the steps in a simple procedure KS4 Record Observations
KS3 Make Observations using senses KS5 State what has changed.
KS4 Record Observations
KS5 State what has changed.
Inquiry How does the sun affect How do the How can I How are my How can I How can we What can we How does What are the Why does it How do I How do I How do
Question my world? sun, moon change my daytime describe the conserve do to save pollution four seasons? get very hot prepare for know when sandstorms
and earth shadow? and environment water? energy? effect my How do we in the a rainy day? it is windy? change my
move? How can I nighttime around me? environment? change our summer? How does How do we environment?
Why does the describe routines How is my activities each How do we the sky stay safe How are fog
moon look the sun? similar and environment season? adapt to change when it is and
different? different? similar or remain cool when it very windy? sandstorms
What are different from and safe in rains? similar and
some patterns other the summer? different?
we see in environments. How do I stay
nature. safe in the
fog or a
sandstorm.
Science Text Posters/video of sunrise Unit 1 Lesson Unit 1 Unit 2 Lesson 1 Rocks Lesson 2- Unit 7 lesson Unit 7 Lesson Unit 3 lesson Unit 4 lesson Unit 4 Unit 4 Unit 4
Book and sunset. Card 3 Lesson card Lesson Card Unit 6 Lesson water 3 card 4 card 4 card 1 lesson 2 lesson card lesson card 4
PCM ES1 Unit 4 1 Card 1 Unit 5 Lesson PCM ES24 PAB 47 and 48 PAB 25 and 26 PCM ES9 Video ES2 3 PAB 30
1 Key Words PAB 9,10,11 PCM ES4 PAB 38, 39 2 PCM ES21 PCM ES7 Unit Weather Sandstorms PAB 29 PCM ES10
PCMES3: The A.S. 1 PCM ES5 PCM ES19 PAB 40 Unit 7 Key 3 Key words Symbols PAB pg 28 PCM ES10
phases of the PCM ES19 words PCM ES0 PCM ES10 PCM ES10
Moon Assessment weather Key words Fog
Sheet ES8 symbols PCM ES11
Thermometer
PAB 27
Science Anchor The Moon Shadows! Clouds Rocks Water I Love The Make A Tree The Storm What Season Fog The Rain How Is The
Text Space National Rainbows Water Fight Earth Friend Is It storm Weather
On the Geographic Fido Gets Today?
Moon Day and Dressed
When is Night I Get Ready
Nighttime After School
friends in the
Stars
Bad Bat
Pre- Group discussion KWL Chart Mind Map 4 Corners
Assessment
Experiment/ Day and Night Walk Model:Make a Experiment: Experiment- Experiment Experiment: Experiment: Experiment Representation Experiment Poster- Science Tool Performance
Objective Model of the Shadow How can I How can I How can I What Terrarium, Draw a picture cool down How to Make a Rain Task-
Activity Earth, Sun and Experiment: change my represent make fresh happens to how do plants of what you hot sand. prevent Catcher weather
Moon What can milk for my stones? Can water from feathers help the wear in each heat stoke report
Experiment: the sun night time stones be salty water? when they environment. season. Experiment-
Moon crater melt? snack? ground? are mixed Fog in a jar
experiment with oil?
How are birds
affected by
oil.
Differentiation Children work in mixed 1.Draw 1.Draw 1.Draw 1.Draw 1.Draw 1.Draw Chunk tasks Chunk tasks Chunk tasks Chunk tasks Chunk tasks Chunk tasks
 ability pairs pictures of the experiment experiment pictures of the pictures of pictures of Clear and Clear and Clear and Clear and Clear and Clear and
model. results. results. model. the model. the model. consistent consistent consistent consistent consistent consistent
2. Draw and 2. Draw and 2. Draw and 2. Draw and 2. Draw and 2. Draw and expectations expectations expectations expectations expectations expectations
label pictures label label label pictures label pictures label pictures 1.Draw 1.Draw 1.Draw 1.Draw 1.Draw 1.Draw
of the model. experiment experiment of the model. of the model. of the model. pictures of the pictures of the pictures of pictures of pictures of pictures of
3. Draw results. results. 3. Draw 3. Draw 3. Draw model. model. the model. the model. the model. the model.
pictures and 3. Draw 3. Draw pictures and pictures and pictures and 2. Draw and 2. Draw and 2. Draw and 2. Draw and 2. Draw and 2. Draw and
write words pictures pictures write words write words write words label pictures label pictures label pictures label label label pictures
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Activities Sunrise and sunset moon phase build and day time salt dough water filters oil spill recycle center Keeping hands Keep Ice cool sandstorm paint a weather
pictures and music see frieze draw sky mural features of the role play uses experiment recycled art warm in ice challenge in a bottle storm poster
lesson 1 activities. moon models shadows daily earth/ for water feather recycle experiment create a fan build a lightening weather
Shadow drawings moon stone sun model routine mountains, sink and float experiment posters in create a scarf challenge shelter in a experiment stations
counting sun poem book rocks caves water cycle in ways to save school weather Create a sand storm with mints what do I
moon and sun listening daily Salt dough a bag energy poster recycle poster station outside shelter paint with rain cloud wear in the
model center routine features map bodies of using the sun on computer seasons in challenge sand experiment _______
moon phase sun facts foldable Draw water of the to melt lights off other Inside sandstorm splatter Weather song
models group daily mountains, UAE poster experiment posters countries Outside safety painting Weather in
moon phase poster routine rocks and science book things made science books painting temperature goggle use storm the UAE book
card sequence earth and movie caves on paint water of oil poster recycling seasons in the experiment keeping safe wax relief Weather
science books moon role play computer, water drop challenge UAE painting Paint the in a lightening sculptures
moon phase model routines science books painting Season cycle summer sun sandstorm strikes Weather
paint project sundial listening use brainpop poster solar oven poster textile tools
on computer shadow center caves to research experiment
puppets life story of a water
rock
building with
rocks
Vocabulary Day/night/sun/moon/stars dark, light, shadow, sunrise, sand water oil recycle summer, hot, sunny sandstorm windy Review words
night, moon, sun, day, sunset, day, rock drink plastic conserve humid, sunny, hot dusty cool from previous
stars, full sunrise, night, natural ocean building waste autumn, thermometer windy wet weeks
moon, half sunset routine, resource river construction winter, fog, heatstroke sand rainfall
moon, three daytime, quarry lake human made cooler, rain, thirsty dry rain
quarter moon, before, concrete salty oil spill windy, before, fog windmill
crescent after, demolish fresh electricity after, spring, water
moon, school, month
Common Scientific Skills Checklist Earth and Space Unit 1 Earth and ES7 Scientific Scientific ES8 ES3 Scientific Assessment Assessment Assessment
Assessment Assessment Space Unit Assessment Skills Skills Checklist Assessment Assessment Skills Sheet ES5 Sheet ES6 Sheet E4
2 Sheet Checklist Sheet Scientific Skills Checklist Scientific Scientific Scientific
Assessment Scientific Skills Scientific Skills Checklist Skills Skills Skills
Checklist Checklist Checklist Checklist Checklist

Unit - -
9/17/17 9/23/17 9/30/17 10/1/17 10/8/17 10/15/17 10/22/17 10/29/17 11/5/17 11/12/17 11/19/17 11/26/17 12/3/17 12/10/17
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Unit - -
9/17/17 9/23/17 9/30/17 10/1/17 10/8/17 10/15/17 10/22/17 10/29/17 11/5/17 11/12/17 11/19/17 11/26/17 12/3/17 12/10/17