Backward Design Unit Design Template: MAT/Certification Elementary

Candidate Name: Allison Erickson Host Teacher Name: Janet Hunter

School: Ravenwood Elementary Grade Level: K # of Students: 19
Date Range Unit: March 28-Apr 15 Length of Unit 14 days
Theme of Unit Everything Grows! Content Area: Math, Literacy, Science, Art

Materials: Include all materials including technology:

Growing Plants: 4 cottonwood sprigs (collected with buds on them), 4 small vases with water, a window, magnifying glasses,
science journals, crayons, pencils. Watercolor paints (green, yellow, brown)
Growth Mindset: “The Dot” by Peter H. Reynolds, 20 4-in dots, tempra paints, paint brushes, individual student pictures. “My
Fantastic, Elastic Brain” You Tube video https://www.youtube.com/watch?v=XLeUvZvuvAs “The Power of Yet”. I Can worksheet.
“The Pout Pout Fish goes to school” by
Growing Healthy Bodies: paper plates, construction paper, empty milk cartons, pictures of healthy foods. HM Theme 8 “On the
Farm” lesson plans. Farmers market vegetables, play money (coins), play cash register, farmers market play area.
Venn Diagram: Blank papers (2X6 inch) to capture ideas. 3 large circles for each stage of the project. One blank Venn diagram on a
large piece of butcher paper. Scotch tape to place (and be able to move) final diagram.

Alaska Content and Subject area Standards:

1.RL.K.1: With prompting and support, ask and answer questions about a literary text using key details from the text.
2.W.K.3: Use a combination of drawing, dictating, and writing to narrate a real or imagined event or several loosely linked events,
tell about the events in the order in which they occurred, and provide an ending (how the problem was solved) or a reaction (e.g., a
feeling) to what happened.
3.W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and combine or
summarize information/facts learned or express opinions about them).
4. K.MD.1: Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g., ruler to
length). Describe several measurable attributes of a single object.
5. K.MD.2: Make comparisons between two objects with a measurable attribute in common, to see which object has “more of”/“less
of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as
taller/shorter.
6. K.MD.3: Classify objects into given categories (attributes). Count the number of objects in each category (limit category counts to
be less than or equal to 10).
7. ASD_ Skills for a Healthy Life. Objective A.2: A student who meets the content standard should understand how the human
body is affected by behaviors related to eating habits, physical fitness, personal hygiene, harmful substances, safety, and
environmental conditions.

TRANSFER GOALS (Unpacked Standard(s)

1. I can answer questions and make observations about the text that we read in the classroom.
2. I can draw or write to explain things that I can do, and something that I can’t do yet.
3. I can work with my classmates to study the characters in three different books, looking at how they overcame
obstacles.
4. I can look at the plants in our classroom and take measurements as they grow.
5. I can compare measurable parts of a plant and determine how much they grew.
6. I can tell the difference between things that grow and things that do not grow.
7. I can make healthy food choices and share these choices with my family and friends.

STAGE 1 – Essential Questions and Enduring Understandings

Enduring Understanding(s)
Students will understand that….
• They and the world around them continually grows and
changes.
• Students have an impact on their personal growth, both
in body and mind.
STAGE 1 – Objectives/ Key Learning
What students should know….
• Plants grow, and this growth can be measured
through observations and data collection.
• We have an impact on how things grow, and can do
things to support healthy growth.
• Making healthy food choices helps growth.
• Minds grow as we learn more things and apply them.
• They can use their skills in writing, measurement,
and reading to solve problems.
• Students can recall key elements of a story, recalling
characters, plot, and conclusion.
STAGE TWO: Assessment (Identify Desired Results)
Other Evidence
Pre-assessment Students will sort objects into
groups of things that grow and do not grow.
Formative: Students can show evidence of how
something grows, and describe at least one factor
that contributes to that growth.
• Growth in Nature: Student can show
through measurement data how their plant
grew over time.
• Growing Bodies: Students can make healthy
food choices.
• Growing Mind: Students can write three
things that they can do, and one thing that
they can’t do yet.
• Growing Self: Students can describe a
growth mindset.
Summative: Students can identify things that
grow, and identify how they grow (in general
terms). Students work collaboratively to create
a Venn diagram about how plants, bodies, and
brains grow.
Performance: Students write a personal story about
growth.
Student Self Assessment:
What Essential Questions will be Considered? (Q)
• How can we see, measure, and experience growth in
our world?
• How can we influence growth?
What students should be able to do…….
• I can observe the world around me.
• I can document plant growth through writing and
drawing (growing plants).
• I can identify things that help me grow and stay
healthy. (growing bodies)
• I can tell, in pictures and writing, some things
that I can do, and something that I can’t do yet.
(growth mindset)
• I can tell a personal story, with a beginning,
middle, and end.
Culminating Performance Task
G.R.A.S.P.S.
Growth in Nature: G: Your goal is to document one way a
plant has grown. R: Your job is to measure growth. You
can use a ruler and string (to measure leaves, stems), you
can count (number of leaves), or you can document things
that you see. You will compare these characteristics from
the beginning of the growth unit and at the end of the
growth unit. A: You are a scientist, and you are
communicating your results to the class. S: You are in a
laboratory, and you can use science tools to help solve your
problem. P: Your data will be logged into your science
journal through writing, drawing, and data sheets. S: A
successful result is three science journal entries that
document the growth of your plant.
Growth in Bodies: G: Your goal is to create a “healthy
plate” that includes foods that help your body grow. R:
You are a shopper who is responsible for using what you
know to select healthy foods. A: You are a responsible
child, who can share what you have learned with your
family and friends. S: You are in a farmers market, buying
healthy foods for yourself and your family. P: You will
show your healthy choices in a shopping list, and create an
infographic using a paper plate, pictures, or 3 dimensional
representations of foods that you build. S: A successful
result is a healthy plate infographic with all food groups, in
healthy amounts, represented.
Growing Minds: G: Your job is to set a learning goal, and
determine the steps that you will take to achieve that goal.
R: You are the leader of your own learning, and you get to
make decisions that help achieve your goal. A: You are
 sharing your goals with other classmates, and can use what
you know to help others set and achieve their goals. S:
You are setting goals that support your classroom learning.
P: You will write about your goals in your writing journal,
and will use pictures to show what success looks like. S:
A successful result is a goal and a list of the steps that you
will take to achieve that goal.

Rubrics (attached)

STAGE THREE: Opportunities to Learn

Standards Learning Activities Learning/Instructional Strategies
Addressed
1. Introduction / Hook Multiple means of representation
Introduction: Play “Everything Grows” by Raffi (you
tube video). Using “magical growing capsules” as an
experiment to show what growth looks like.
Emphasize how when things have what they need, in
this case water and time, they can grow from
something tiny to something large.
Unit pre-assessment:
• Assess what students know about things that grow by
having them sort items by “growing” and “not growing”

Lesson 1: Plants Grow

K.MD.1 2. Direct instruction and hands-on activity for Whole Group Instruction/Student
documenting plants. (see lesson plan) Students exploration
document early growth of a cottonwood branch.
K.MD.1,2, 3. Continue with science activity of plant growth. Direct Collaboration, Direct Instruction, Hands-
instruction on how plants grow and what growth looks on practice with measurement tools.
like. Collaborate with students on ways to measure
plant growth.
4. Direct instruction/scaffolding on measurement strategies
and documentation (Go Math curriculum worksheets).
K.MD.2,3 5. Revisit cottonwood branches to document plant growth. Student exploration with hands-on
experiences. Gradual release of
responsibility as students (with
support) utilize skills learned in the
previous lesson.
K.MD.2,3 6. Students write in their science journals on their Student Reflection, think-time,
observations of plant growth, using data collection scaffolding through writing supports
graphs. and individual conferencing.
7. Students fill in the first step of the Venn diagram for Collaborative learning.
“growing plants”
Lesson 2 Bodies Grow
RL.K.1 7. Discuss how healthy bodies grow. Review materials Direct Instruction, Shared reading, guided
from HM Theme 8 “On the Farm” resources for reading reading
and comprehension instruction.
8. Students role play with a Farmers Market (see Lesson Student participation/application of
Plan) concepts through play.
ASD 9. Students identify healthy diet choices and create a Multiple means of representation,
Health, “healthy plate” (see Lesson Plan)
Obj.2
10. Students fill in the second step of the Venn diagram for Collaborative learning, reflection
“growing bodies”
11.
 Lesson 3 Minds Grow
W.K.3 12. The Power of Yet video, “The Dot” and writing project Read-aloud, Collaborative learning,
W.K.7 13. “My Fantastic Elastic Brain”: Introduction of how Individual writing, personal reflection
RL.K.1 brains grow.
W.K.3 14. The Pout Pout Fish Goes to School and writing project Story retelling, personal reflection,
individual writing, publication
15. Students complete the third component of the Venn
Diagram (growing minds)
Conclusion: Venn Diagram
16. Students merge the data that they collected in the three While group instruction, collaborative
phases of the unit into a Venn Diagram. learning.
Closure: Culminating Task
Students create poetry about growth.

Differentiation
Learner Variability based on content pre-assessment and class demographics:
Kindergarten students in the class are ages 5 and 6. By spring, roughly 50% at each age level, which calls for instruction
to address varying levels of developmental readiness for complex, conceptual concepts (which is especially important to
consider when discussing the growth mindset). The class is made up of 10 boys and 9 girls, (each group at generally the
same age distribution). 80% of the class are proficient in both letter sounds and letter names, with number and quantity
recognition, and reading standards. Students who are not yet proficient in these areas will require additional scaffolding
and support, especially in the areas of generating ideas for writing, recording measurements, and representing items on
their plates. Visual aids in the form of pictures, hands-on materials, and video are incorporated into the unit to supplement
and reinforce teacher-directed instruction. There are two students who will benefit from one-on-one support with
measurements due to their development in fine motor skills. Students will be offered the opportunity to share their
learning one-on-one or small group rather than in whole group, as some students are challenged with speaking in large
groups.

Differentiated Assessments:
I will be assessing the standard of students being capable of writing two to three connecting ideas, and will be used as a
formative assessment in two of the three phases in this unit. Students who do not yet have mastery of letters will be
supported in small group, where the TA will challenge them appropriately to get their ideas onto paper. All students will
get direct instruction (review) on how to use the tools in the room (the word wall, their writers resource, the letter and
alphafriend strips) when writing. Teacher or TA may write the word for students who encounter a word they cannot
sound spell. Any support that is provided to students in their writing journals will be documented by the TA with the
words “support” written in the top corner of the paper, and a star next to words that were heavily scaffolded. Assessment
will be based on the students ability to write two or more connecting sentences on the topic. Students who require extra
time in doing so will be afforded that time in small group.

The use of fine motor skills and attention to detail are required for measurement. The assessment for this component of
the unit will include the opportunity for students to measure a picture of a leaf rather than the actual leaf. This will allow
students to focus on the practice of measuring rather than working on manipulating two objects at one time (the leaf, twig,
etc. and the ruler or string). While all students in the group have a working understanding of the concept of quantity with
numbers 0-10, not all are confident in working with numbers 11-20. As the assessment goal is to practice measurement,
the assessment for these students will include only pictures of leaves that are between 0-10 inches. More proficient
students, including advanced will work with pictures that measure up to 20 (measuring branches). Students who are
advanced will attempt to take measurements of the actual trees in the classroom.

The Healthy Plate assignment will be again differentiated to support students who are challenged with fine motor skills
(cutting, pasting). Pictures will be present in addition to words, so reading ability will not be a barrier. One-on-one
support will be provided, and/or shapes will be pre-cut for these students.

Differentiated Instruction:
As noted above, students are at varying levels of proficiency. The attached table provides differentiation
strategies for the unit:
Learning Activities
Unit pre-assessment:
• Assess what students know about
things that grow by having them
sort items by “growing” and “not
growing”
• Science: Direct instruction and
hands-on activity for documenting
plants. (see lesson plan) Students
document early growth of a
cottonwood branch.
• Continue with science activity of
plant growth. Direct instruction
on how plants grow and what
growth looks like.
• Collaborate with students on ways
to measure plant growth.
Plant Growth
• Students create artwork that
shows the various stages of
plant growth.
• Utilize class activities in HM
Theme 9 “Spring is Here”,
including readings,
Human Growth/Healthy Choices
• Discuss how healthy bodies grow.
Recall learnings from HM Theme
8 “On the Farm” resources for
reading and comprehension
instruction.
• Students identify healthy diet
choices and create a “healthy
plate”
• Students fill in the second step of
the Venn diagram for “healthy
bodies”
Students role play with a Farmers
Market (see Lesson Plan)
Growing Minds
Differentiations
Provide a variety of materials and
media.
Provide writing supports as needed.
Place reference posters for use
throughout the unit.
Model use of science tools and science
notebook as context, provide
Continue use of visual aids in the
classroom.
Use a combination of fair share cup,
volunteers, and group responses when
soliciting feedback.
Direct instruction of the concept is
short, and most of the time is spent
with student engagement. The class
begins the first step in building a
Venn diagram on growth.
Provide scaffolding for students to
support writing. This includes the
use of the word wall, posters, and
direct word/handwriting support
where needed.
Students can use their writing
resource folder.
Allow choices and variety in food
choices.
Provide scaffolding for students to
support writing. This includes the
word wall, posters, and direct word
support where needed.
Students have the opportunity to play
different roles in the farmers market.
Those who excel in math concepts
have roles that challenge addition
skills. Students who need practice in
writing and basic numeracy have
roles that exercise those skills.
Student participation is required, but
• Direct instruction on growth can be done through group or one-on-
mindset, utilizing “The Dot”. one discussion.
• Growth writing activity (see
lesson plan)

• Students complete the third circle Students can participate in class

of the Venn diagram for Growing through various means of
Brains. representation. This includes
• Students work together to merge participating in the discussion,
the Venn diagram components writing on the Venn diagram word
into one diagram. tiles, or helping place tiles from one
• Students create their own Venn area of the Venn diagram to another.
diagram.
Students decorate our Venn Provide scaffolding for writing
diagram for display outside the composition and materials, such
classroom. as lined paper, spelling).
Encourage full participation with
drawing components and other
artwork to enhance the piece.
Students write a poem about Provide scaffolding for writing
growth. Poem includes aspects composition and materials, such
of plant growth, human growth, as lined paper, spelling).
and brain growth.



This unit is relevant because: Kindergarten students are learning a wealth of information in their first year
of school, including the skills needed to become successful students and community members. This lesson
takes place in the springtime and incorporates a recognition of the visual example of growth all around us
(plants starting to bud). Students are also gaining independence and are beginning to recognize their
personal growth as they compile their learning over the course of this year. They are using skills that
they had not previously known (writing, drawing, following directions) and applying them to the projects.
This lesson also encourages students to recognize that growth is a process – one that takes time and
nurturing.

Culture and Language connections

Growth takes place in the world around us, and it happens at different paces for all students. Readings
reflect a diverse range of cultural growth aspects, including:
• Varied types of local produce at the Farmers Market (i.e., Alaskan berries, moose meat)
• Discussion on how local markets reflect a variety of regional healthy foods
• Healthy foods that vary from culture to culture.
In addition, the lesson incorporates varying means of representation. Student comfort in large group
activities varies greatly, and students benefit from varying means to represent their learning. This
theme incorporates whole group, small group, and individual worktime as well as art, movement, and
discussion.
Attachments:
Rubric
Lesson Plans
 RUBRICS FOR GROWTH UNIT
Lesson Objectives
1. I can document plant growth through writing and drawing (growing plants).
2. I can identify things that help me grow and stay healthy. (growing bodies)
3. I can identify a time that I learned something new, and how I learned. (growth mindset)
4. I can communicate with my peers in a positive manner.
Below Meets Expectations Exceeds Expectations
Expectations

Identification Does not include Correctly sorts 8 out Correctly sorts 10 out of
Pre-
and identification or of 10 objects into 10 objects into
Assessment
Classification classification. categories of things categories of things that
What grows?
that grow and things grow and things that do
that do not grow not grow.
Science Picture does not Picture includes Picture includes parts of
Journal include various various parts of the the plants and data
Writing parts of the plant plant, but does not labels
have data labels for
buds, leaves, stem,
roots.
Stages of Picture shows no Picture shows change Picture shows change
Plant Growth changes from from previous from previous drawing
previous drawing. drawing, but does not and includes data labels
include data labels for for leaves, stem, roots.
leaves, stem, roots.
Use of Science Student does not Student productively Student productively
Tools productively employs magnifying employs magnifying
employ use of glass, science journal, glass, science journal,
magnifying glass, and plant. and plant, and employs
Plant Growth science journal, tools to investigate more
and plant than one aspect of the
plant.
Scientific Student does not Student articulates, Student articulates,
Observations articulate, through word or through word or
through word or drawing, individual drawing, individual
drawing, observations of the observations of one or
individual plant (visual more aspects of the
observations. observations only). plant (visual, touch,
smell)
Plant Writing Writing does not Writing includes one Writing includes 2 or
compare an attribute that grew more attributes that
attribute that and compares the grew and compares
grew over time. stages of growth. these attributes at
different stages of
growth.
Healthy Food Includes 1-3 Includes 3-5 healthy Includes 5 or more
Choices healthy food food choices, with one healthy food choices,
choices, categories choice in each with more than one
incomplete category. choice in at least 2
Human
categories.
Growth
Farmers Does not Participates in the Participates in the
Market participate in the farmers market farmers market activity,
Activity farmers market activity, but does not attends to
activity attend to documentation and
 documentation or collaboration.
collaboration.
Productive Works Works as a team Works as a team
Class individually. member, maintaining member, maintaining
Participation their role and their role, problem
communicating with solving, and supporting
others. others.
Participation Does not Participates in group Participates in group
in reading participate and/or one-on-one and/or one-on-one
comprehension through group or discussion. discussion.
discussion one-on-one Demonstrates critical
discussion thought story
comprehension.
The Power of Identifies items Identifies all items in Identifies all items in
Yet/growth that can be done writing and drawing. writing and drawing,
Brain reflection but does not and provides supporting
Growth activity identify a actions to accomplish
reasonable item to development
develop.
Self-Reflection Draws unrelated Draws pictures and Draws pictures, writes
Book pictures that are can verbally re-tell sentences, and can
not related. the story. Attempts verbally re-tell the
with writing, with story. Writing indicates
assistance. attempts at sound
spelling.
Content Little or no Moderate contribution Strong contribution to
Contribution contribution to the to Venn diagram Venn diagram
items in the Venn (contributing to 1-2 (contributing 2 or more
diagram. ideas in the lesson). ideas)
Analysis Does not Demonstrates an Demonstrates an
demonstrate an understanding of how understanding of how
understanding of components are components are shared
Venn how components shared across topic across topic areas by
Diagram are shared across areas by contributing contributing to
subjects. to discussion. discussion and
contributing new ideas.
Building a Does not utilize Utilizes classroom Utilizes classroom
personal Venn classroom scaffolding to scaffolding to complete
diagram. scaffolding to complete the the assignment and
complete the assignment. contributes new ideas to
assignment. the diagram.
Collaboration Little Collaborates well with Collaborates well with
with Peers collaboration with peers and contributes peers and contributes to
peers. to small group work. small group work.
Takes a leadership role
in a constructive and
supportive manner.
Participation Little Constructive and Constructive and
participation in thoughtful thoughtful participation
group or full class participation in group in group or full class
work. Little or full class work. work. Engages with
engagement with Engages with subject subject matter.
subject matter. matter. Contributes new ideas.
 Everything Grows! Unit Lesson Design: Plant Growth
Allison Erickson

Candidate Name: Allison Erickson

School: Ravenwood Elementary Grade Level: K # of Students: 19
Date & Time of Lesson: March 28-April 2 (pre-growth, Length of Lesson: 4 lessons, approx. 30 minutes
February 20-26)
Topic of Lesson: Content Area: Science
• Science: Making and recording observations Essential Question or Big Idea of the Unit:
• Collect and monitor data I can make observations, describe what I see, and compare
it to what I have seen before.

• Materials (include technology): cottonwood sprigs, magnifying glasses, yarn (for measurement),
science notebook, pencils, crayons, overhead projector and document camera. This lesson requires
extended time to view plant growth. Suggest bringing cottonwood sprigs into the classroom in late
February. Conduct science observations while plants have buds. Continue observations and
measurements weekly until the culminating activities in late March.

STAGE ONE STAGE TWO:

Objective (Learning Target/Goal): Student Assessment (Success Criteria/Assessment):

1. I can make observations based on what I 1. I can describe my observations through

see. pictures and words.
2. I can collect data and record it in my 2. I can take measurements using a ruler.
science notebook.

STAGE THREE: Opportunities to Learn

Introduction/Hook
1. BrainPop Jr. video “plants” https://jr.brainpop.com/science/plants/partsofaplant/
2. Today we are going to make new observations of our cottonwood trees. First we are going to take a good
look at the trees, then describe what we see in our science notebooks.
3.
Processes and Products Differentiation/
DAY 1 (Mid-February) Accommodations/Modifications
1. Show students how we are going to observe our trees. Each table has a tree,
and they are going to work as a team to make sentences that describe what they Two sizes of magnifying glass are
see. This will build upon our previous lesson of initial observations. Students available for students – one with large
will use hand lenses to observe the leaves that are growing from the buds. They handle and eye-piece and others with
will record the following observations: small. All students will have the
a. What color are the leaves? opportunity to view the buds and leaves
b. How many leaves do they see on one bud? with both lenses.
c. How does the bud smell?
d. Is the bud hard or soft? Writing supports, including the word
Each observation will be directed in whole group instruction. Students will sit wall and writers resource, will be
on the rug to watch the instructor (with student support) make the observation available to all students. Science and
and record a sentence in their science journal. Sentence starters and a word plant related words will be written for all
bank will be created for use in building sentences. Once the demonstration is students. Students who need help
complete, students will be dismissed back to their table groups to make putting sentences on paper will be
observations. provided key words and directed to word
2. During student observations, teacher and TA will circulate throughout the supports on an individual basis.
room to provide support. Additional scaffolding for students who need writing
support will be provided.

3. After the first observation (color and number of leaves), which should take
about 15 minutes, students will return to the rug to make a second observation.
Describe how students will now use their other senses to make observations
(smell and touch). Model for the whole group how to make the observations,
then describe how they will write their sentences. Again, sentence starters and a
word bank will be provided.

DAY 2: Measurement
4. Students will measure the size of the bud from their branch. Prior to the
lesson, pick 4 buds from the stem (one for each table). Choose buds that are
approximately 1 inch long.
5. Provide students with a paper ruler with US standard markings (down to ¼
inch).
6. Direct instruction on the ruler – it is the standard tool for measuring length.
Explain that the markings on the ruler tell the user how long something is.
Utilize GoMath measurement curriculum related to length.
6. Students will place the bud onto their ruler, and record the length, rounding
to the nearest inch.
7. Students record the length of their bud into their science journal.

8. After 10 minutes, students will clean up their science centers, placing twigs
back into the vases, cleaning up magnifying glasses, and tidying up tables.

DAY 3 (Mid-March)
Repeat the observation process above, noting how the plants have changed.
1. Discuss the elements that have changed (roots now appear, leaves, stems)
2. As above, students will draw the branch as they see it now. Record
observations of the grown leaves in the science journal with a picture and
sentences.
3. using the same strategy as above, students will measure leaves from the
stems (pre-selected leaves will be pulled from the branches prior to the lesson.
Choose leaves that measure more than 1 inch).

DAY 4:
Students watercolor a bud and a leaf.

Closure:
Student watercolors are displayed outside of the classroom as the first part of the class “growth” display.
 Everything Grows! Unit Lesson Design: Bodies
Allison Erickson

Candidate Name: Allison Erickson

School: Ravenwood Elementary Grade Level: K # of Students: 19
Date & Time of Lesson: Length of Lesson: 2 days, 30 minutes each
Topic of Lesson: Content Area: Health/Math
• Healthy Eating Essential Question or Big Idea of the Unit:
• Application of Math concepts I can make healthy food choices by buying creating a
template for healthy food choices and I can buy healthy
food at the farmers market.

• Materials (include technology): Farmers Market stand: boxes of vegetables, fruits, breads, candy,
chips, and beverages. Play money, cash register (2), price tags (1-5 cents), guest receipts, labels for
item numbers.
• Document camera
• Computer
• Poster of MyPlate
• Paper plates, construction paper, pictures of healthy food choices.

STAGE ONE STAGE TWO:

Objective (Learning Target/Goal): Student Assessment (Success Criteria/Assessment):

3. I can make healthy food choices. 3. I can create a healthy plate.

4. I can buy food using money. 4. I can use the correct amount of money to buy
5. I can add money together (up to 10) and my selections.
pay for my purchases

STAGE THREE: Opportunities to Learn

Introduction/Hook
4. Who has helped another adult at the grocery store? Can anyone tell me what they do when they go to the
store?
5. At the store, people buy a whole bunch of different kinds of foods. They buy meat, bread, vegetables, fruit,
milk, juice, and treats. Our bodies need a variety of things to keep them healthy and strong.
6. We are going to talk about what foods help to make us healthy and strong. We are going to learn about the
healthy plate, which is a tool that helps us learn how to stay healthy.
7. Show the following video http://youtu.be/ny8nvM_pl1g
8.
Processes and Products Differentiation/
Accommodations/Modifications
Objective 1: The benefits of Healthy Eating (5 min)
Discuss with students why they should make healthy food choices. Activities in the store are differentiated
to align with student abilities. Students
• Eating a healthy, balanced diet provides minerals, vitamins, and who excel in addition strategies are
assigned as cashiers. Students who need
 fiber to your body. These nutrients give you energy and keep your support in numeracy (quantity
heart beating, your brain active. It also helps to build strong bones discrimination) will be supporting as the
and muscles. http://www.livelifewell.nsw.gov.au/healthyeating ) store manager.
• Healthy eating can also keep your body from getting sick. Direct support in the compilation of the
• When we are healthy, our minds and bodies grow. “myPlate” activity will be provided
during individual worktime. Pictures, as
well as words, will be provided to
What are the five major food groups? support matching and sorting.
Use the illustration of the healthy plate, found on myplate.gov (see below).
Describe and provide examples each food group. Show students pictures of
foods and ask if they can identify which food group they belong in.

Group Activity: Divide the students into five groups (one for each food group,
group consists of 4-5 students each). Each group is assigned a food category.
Groups work together to identify foods within their assigned category, and each
student draws a picture of the food of their choice. Ask students to consider
foods that their family eats on special occasions, or foods that are traditional to
their culture. This activity should take approximately 10 minutes.

Bring the class back together. Each group stands in front of the class and shares
what they have drawn. Sharing should take approximately 10 minutes.

MyPlate Activity (15 min)

Show the students the myPlate graphic, and review each of the food groups.
Students will now build their own myPlate art project. Each student is given a
paper plate, a copy of the myPlate food group symbols (labeled, black and
white), and a small cup. Students color the graphics, cut them out, glue them
onto the paper plate and cup as shown in the example.
-------------------------------------------------------------------------
Day 2: Farmers Market
Students will use their “my plate” graphic to help them make healthy choices at
the farmers market.

1. First, let’s make our list. We have many things to choose from at our
Kindergarten store. Work through the various shelves, counting out the number
of items that are available on the shelves.

2. You now get to pretend that you are a shopper, a store manger, or a cashier.
If you are a shopper, you can take your list and go to the shelves, filling up your
basket with all of the items on your list, and take them to the cashier. You can
then pay the cashier with your money. Let’s practice. (model this activity).

3. If you are a cashier, your job will be to make sure that the shopper pays the
right amount of money for each item on their list. How do you think that we
will do this? (take the items out of the basket and make a total). You will need
some tools for this, so I have made each cashier a receipt book. In your receipt
book, you will write down what each item costs, and then you will add it
together. For example, if (student) purchased 1 apple, 1 broccoli, 1 loaf of
bread, and 1 carton of milk, and each item costs 5 cents, you will need to write
an addition sentence. Your sentence will look like this: 5+5+5+5=?. How do
we solve this problem? (discuss ways to solve the problem)

4. If you are the store manager, you are responsible for making sure that there
are enough items on each shelf, and that you are keeping your store tidy and
orderly. At the top of each shelf is the number of items that the store starts with
at the beginning of the day. Your job is to look at the number that is on the
shelf after the shoppers have left, figure out how many items need to be added
back to the shelf in order to get back to the total. For example: if our goal is to
have 5 apples on the shelf, and (student) took away 1 apples, how many more
apples do you need to put on the shelf to bring the total back to 5? Another job
of the store manager is to ask shoppers if they need help finding anything in
your store, ask if they are having a good day, and keeping things tidy.

5. During this activity, I will give each one of you a job. Remember that there
are other things that you do while you are at the store (speak politely to other
shoppers, ask questions if you can’t find something, offer help to others if
needed).

6. Your goal is to make sure that you have one item for each category on your
plate. When you are all done, check in with me or another adult in the room.

Classroom Management: This activity will be done in small groups with the
support of our classroom TA and a parent volunteer. Each group will be made
up of 2 cashiers, 2 shoppers, and 1 store manager. Two stores will be set up,
with one group active at each store. The second half of the class will be
engaged with math games at the front of the classroom. Each group will be
“shopping” for approximately 10 minutes.

Closure:
When they are finished with the activity, they can join the group playing math games on the rug.
When all groups are finished with the project, we will share what we purchased, and whether they were healthy choices.

Everything Grows! Unit Lesson Design: Brain Growth

Allison Erickson

Candidate Name: Allison Erickson

School: Ravenwood Elementary Grade Level: K # of Students: 19
Date & Time of Lesson: April 3-April 6 Length of Lesson: 3 lessons, 30 minutes
Topic of Lesson: Content Area: Social-Emotional Learning
• Growth Mindset
Essential Question or Big Idea of the Unit:
• Positive Self-Talk My mind can grow through practice and positive self-talk.

• Materials (include technology): The Dot by Peter H. Reynolds. My Fantastic Elastic Brain by JoAnn
Deak Ph.D. The Pout-Pout Fish Goes to School by Deborah Diesen You Tube video
https://www.youtube.com/watch?v=XLeUvZvuvAs “The Power of Yet”. I Can worksheet,

STAGE ONE STAGE TWO:

Objective : Student Assessment :

6. I can identify three things that I can do and 5. I can write, using pictures and words, three
one thing that I can’t do yet. things that I can do and one that I can’t do
7. I can use positive self-talk to help achieve yet.
my goals. 6. I can participate with my class as we create a
8. I can retell, through writing and drawing, a graphic organizer that depicts how brains
personal story with a beginning, middle, grow.
and end. 7. I can retell, through writing and drawing, a
personal story with a beginning, middle, and
 end.

STAGE THREE: Opportunities to Learn

Introduction/Hook
9. Read “The Dot” by Peter H Reynolds. Discuss with students about how it feels when you can’t do something.
How does it feel? What do you do?
10. Can you think of a time when you started something new for the first time? Was it hard? Did you think that
it might be IMPOSSIBLE? Have the group share their experience.
11. Share a personal story about a time when I started something for the first time. Discuss how I taught my
brain and my body how to get better. Ask students to share if they have a similar experience.

In this lesson, we are going to talk about your amazing brain, and how much it grows! We will learn about the parts of
the brain and how we can make them grow.
12.
Processes and Products Differentiation/
DAY 1: Accommodations/Modifications
1. Read “The Dot” by Peter H. Reynolds. Retell the story with partners.
Call the group back together. Discuss: Challenge students to sound spell,
- How did Vashti feel at the beginning of the book? but provide words to students who
- What helped to change the way she thought about her dot? are challenged with blending
- What did she do once she changed her way of thinking? sounds.
- What happened at the end of the book?
Students are still working on
2. Creativity: students start with a small piece of paper, upon which they place building sentences, and some will
one dot. They sign their paper. With watercolor paints, they can embellish their need support ensuring that all words
dots. in their sentences are included in
3. After dots have dried, place them on construction paper frames. their writing. Some students will
need the words and sentences
DAY 2 written on a sticky note and
Read “My Fantastic, Elastic Brain”. Students touch the parts of their heads that provided to them individually.
discuss the various regions of the brain.
2. Discuss the power of practice, and how practice and experience helps Encourage students to sound spell.
students “train” their brains to do new things
3. show video video https://www.youtube.com/watch?v=XLeUvZvuvAs “The Some students continue to work on
Power of Yet”. fine motor skills. Watch pencil grip
4. Discuss how students can change their words to create a new outlook on their and correct as necessary.
learning journey.
5. Students complete the I Can worksheet.

DAY 3:
1. Read “The Pout Pout Fish goes to school.
2. In whole group, discuss the following story elements:
- Is this fiction or non-fiction?
- Who are the main characters?
3. Discuss components of the story (beginning, middle, end). What happened
in the beginning? What happened in the middle? What happened in the end?
4. In writers workshop, students will be thinking of a time that they tried
something new. Maybe the first day of school, a time they tried a new sport, or
a time they had to figure out a problem. What happened at the beginning or
their story?
5. Students will draw a picture, then write a sentence about the problem they
faced in the beginning of their story.
6. While students are working, circulate throughout the room. Encourage
sound spelling and descriptive pictures. For students who need support, write
unfamiliar words or direct students to the word wall.

DAY 4:
1. Re-read the Pout-Pout fish.
2. Discuss character elements. Who was the main character? What was his
problem?
3. What did Mr. Fish do to solve his problem? Who helped him?
4. Think back to the story that you wrote about yesterday. You wrote about
your problem. Today you are going to write about what you did to solve your
problem.
5. As yesterday, excuse students do draw a picture, then write a sentence about
how they solved their problem.
6. While students are working, circulate throughout the room. Encourage
sound spelling and descriptive pictures. For students who need support, write
unfamiliar words or direct students to the word wall.

DAY 5:
1. Take a quick picture walk through The Pout-Pout Fish. Review beginning,
middle and end.
2. Discuss what happened at the end of the story.
- how did the Pout-Pout fish feel at the end of the story?
- How can you tell?
- What is happening at the end of the story?
3. Think about the story that you have written. You have written a beginning, a
middle, and now it is time to write the end. How did it all work out? How did
you feel at the end of your story?
4. As yesterday, excuse students to draw a picture, then write a sentence about
how they felt at the end of their story.
5. While students are working, circulate throughout the room. Encourage sound
spelling and descriptive pictures. For students who need support, write
unfamiliar words or direct students to the word wall.

DAY 6-8: Publication

1. Students will take the draft of their stories and put it into a book. Book
construction: layer ½ sheet green colored printer paper, ½ sheet lined paper, ½
sheet pink colored printer paper, ½ sheet lined paper, ½ sheet blue colored
printer paper, ½ sheet lined paper, ½ sheet yellow colored printer paper, ½ sheet
lined paper. Staple at short edges. Cover with construction paper.
Open book so that green paper and lined paper are “open”. Glue previously
drawn picture onto the green paper. Emphasizing standard writing conventions,
copy the beginning of the personal story. Page 2: Open book so that pink
colored paper and lined paper are “open”. Glue previously drawn picture of the
middle of the story. Emphasizing standard writing conventions, copy the
middle sentence of the story. Page 3: Open book so blue colored paper and
lined paper are “open”. Glue previously drawn ending picture onto blue paper.
Copy ending sentence onto the lined paper. Page 4: Open book so yellow paper
and lined paper are “open”. Paste a copied photo of the author onto the yellow
paper. Student writes: About the Author. Name, Age, Grade, Favorite Color,
Favorite school subject.

Closure:
Students read their books in small groups. Students who wish to can share their writing with the whole group.
Reflection and Self-Evaluation

This lesson was a challenge for myself and my students, and proved to be a learning experience for everyone. In the
initial stages of the unit, I was concerned that the concept would be too ambiguous for the students to engage with. What I
found was the opposite. Students appreciated the opportunity to share their stories, to reflect upon what they have
learned, and stretch their brains.

The theme of this unit encouraged students got to share their own stories. This proved to be a powerful way for students
to practice and achieve standards-based goals in writing, critical thinking (personal reflection), and math. Students who
previously hesitated to take on writing projects were excited to make efforts towards sound spelling and sentence writing.
Students who exhibited a lack of confidence in math skills readily participated in the measurement activities. A specific
example of this was when students did their “I can, I can, I can’t YET” writing. One student, a 5 year old girl, has
continuously struggled with sharing her ideas in writing, and is especially hard on herself if she isn’t immediately
successful on her projects. In this project, she was the first in whole-group discussion to share what she couldn’t do
YET…(tie her shoes). She talked about what she could do to learn how to tie her shoes, and received plenty of feedback
from her peers. One related benefit to her discussion was that another classmate offered to help her learn to tie her shoes,
which helped reinforce and build our classroom community.

The unit was also a great way to build interest in our math measurement unit. Students took the lesson beyond the
“planned” measurement exercises by using their rulers to measure and compare various objects in the classroom. We then
discussed other ways that we could measure to determine larger/smaller and heavier/lighter. We used string to measure
tall things (people), and scales to measure heavy/light things. Students wrote about this in their science journals.

The challenge with this unit was to keep the classroom well-managed during small group learning activities. While the
activities were successful, they often took longer than I had intended (especially the measurement activities). As such, the
class would lose focus on their work and they would begin to get side tracked with non-related activities. To prevent this,
I would break the lesson up into smaller stages, limiting small group work time to about 10 minutes. This would require
me compartmentalizing the tasks, but I believe that this added structure would increase on-task behaviors.

In all, I felt that this unit was productive and enjoyable for the class. The unit was intended to introduce a growth
mindset, and let students know that they have the power to grow their brains, their knowledge, and their skill set. I see the
theme of this unit is effective in practicing literacy and math standards while also building important Social-Emotional
Learning skills.

Artifacts