kids who care unit
TRANSCRIPT
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Lesson Plan #1
Name: Ashley Scherle Date: October 20th/11
Subject: Social/Health Grade: Two
Content/Topic: Introduction: Kids who
CareInstructional Strategies:
Direct Instruction (questioning, listeningand viewing)
Interactive Instruction (discussion,
cooperative learning groups)
Outcomes:
Examine social and personal meanings of
caring and establish ways to show caring
for self, persons, living things, possessions,and the environment.
Indicators:
Students will be able to:Show and share what they think caring is.
Cross Curricula Competencies: developing thinking, developing literacies
Prerequisite Learning:N/A
Adaptive Dimension:
Students will work together to brainstorm what they think caring looks like, sounds like
and feel like.
Preparation: (equipment/materials/set-up)
Materials: Song: Caring by: Dr. T, caring scenarios, chart paper, pen
Set-up: bring computer, set up speakers
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Set ( 15 minutes)
1. Begin by giving students there certificates
for completing their Matter unit.2. Gather everyone on the carpet.
3. Tell students that today we are going to
start a new unit, Im going to play a song,
listen carefully to the words and see if youcan figure out what we are going to be
learning about.
4. After the song, let students share what theythink we are going to be learning about.
5. Kids Who Care
6. Make a web of students ideas of what theythink caring is.
Displaying kindness and concern for others
Development (20 minutes)
1. Caring Scenarios
2. Tell students that we are going to create a
new PWIM picture about our new unit.3. We will act out different ways we can
show caring and not caring.
4. Read first scenario; do the first onetogether as a class.
5. For the next scenario have students work
in small group.6. I will walk around and take pictures. Be
creative and give me your best effort
because Im to pick the best caring
picture to be our classroom PWIMpicture.
Closure ( 2 minutes)
1. Close with the caring song. Ask
students to sing the caring part.
Student Engagement/Classroom
Management Strategies
Give clear directions so students
always know what to do and stay
on task.
Keep an eye on the time to make
sure the lesson does not run too
long.
Have all materials ready to go
before the lesson starts.
Remind students to raise their hand
when they have an answer.
Remind students how to workindependently and quietly.
Remind students how to use
materials and how to clean up after.
Move disruptive student towards
me.
Assessment: Observation
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Caring Scenarios
It is recess and you and your friends notice a student standing all himself. You decide togo over and invite the boy to play with you and your friends.
Caring? Not Caring?
Its library time and as you are walking back to class with your new books a student in
your class trips and all her books go flying. You decide to go help her pick up her books.
Caring? Not Caring?
During Read to Someone you and your partner cant decide what book to read together.
Since you arent getting your way, you hit your partner. Caring? Not Caring?
Ms. Scherle rings the chime and asks the students to come sit down. Everyone continues
to talk and ignores the teacher. Caring? Not Caring?
Caring Story
Darcy had a lot of friends, and she was friendly too.She shared each day with all her friends a happy word or two.
She always had a joyful smile and pleasant things to say,
but she did not seem caring on her best friend's special day.
Her best friend's name was Gina.
They were close as friends could be.They always shared their birthdays. They were just like family.
But this year Gina's birthday somehow slipped from Darcy's mind,
and all the day at school, Darcy did not seem very kind.
She did not want to tell Darcy her birthday was that day.
She thought she should remember. It had always been that way,
but somehow Darcy didn't know, and as the day went byshe made her poor friend Gina feel so sad that she could cry.
At lunch they sat together with some friends to eat their food,
but Darcy seemed too busy to catch on to Gina's mood.
Then after school when Darcy called, she still forgot the day!She wanted to tell Darcy, but did not know what to say.
The two hung up the phones, and just then Darcy realized
it was her best friend's birthday, and she had been caught surprised.
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"Oh dear," she said while staring at the calendar she had.
The date was clearly marked and that made Darcy feel so bad.
"I've been so selfish! Gina must think I don't even care.I have to make this better. I've been terribly unfair!"
So Darcy rode her bike down to the store to get a gift.She hoped it would not be too late to give her heart a lift.
She hurried to her house, feeling ashamed that she forgot.Though she did care for Gina, she had not shown it a lot.
When Gina opened up the door, she saw her best friend there;
still sweating from the bike ride, and with really messy hair.
"I'm sorry I forgot, but happy birthday," Darcy said.
So pleased to see her, Gina said, "come in you silly-head!"
They both enjoyed a party, and they quickly made amends.They grew yet ever closer as the very best of friends.
Lesson Plan #2
Name: Ashley Scherle Date: October 24th/11
Subject: Social/Health Grade: Two
Content/Topic: Introduction: Have You
Filled A Bucket Today
Instructional Strategies:
Direct Instruction (questioning, listeningand viewing)
Interactive Instruction (discussion,
cooperative learning groups)
Outcomes:
Health:
Examine social and personal meanings of
caring and establish ways to show caring
for self, persons, living things, possessions,and the environment.
Indicators:
Students will be able to:
-Show and share what they think caring is.
-Value themselves as individuals
-Recognize the need for healthypersonal relationships with
members of their family, friendsand others in the community- Gradually incorporate the
vocabulary for expressing feelings
and for social interaction into theirtalk and writing
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Cross Curricula Competencies: developing thinking, developing literacies
Prerequisite Learning:N/A
Adaptive Dimension:
Students will have their own personal goal of how they will be filling buckets. Studentswill behavioural issues will have a different goal then others.
Preparation: (equipment/materials/set-up)Materials: Have You Filled a Bucket Today? By Carol McCloud, Buckets, items to
decorate buckets, items for bucket filling.
Set-up: decorating materials
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Set ( 20 minutes)
7. Gather students on the carpet.
8. Remind students that we are now learningabout a new theme. Ask students if they
remember what it is. (caring)
9. Ask students: Why do you think welearning about caring
-to become a better person
-to become a better friend
-to feel happy
Tell students that everyone can always learn
how to be more caring for themselves andothers. We are going to learn lots of different
ways how to become the best caring person we
can be. We will be reading stories, we will bedoing some art including painting, even some
phys ed. and dance activities.
*stretch break before reading the book*
10. Read Have you filled a Bucket Today? By:
Carol McCloud
During the story:Page 9: Ask students to imagine their invisible
bucket. They can even imagine
they are holding it right now. Ask them to thinkabout times when they have felt
happy. Those times are when their bucket is full.
Ask them to think about times
when they have felt sad and lonely. Thos timesare when their bucket is empty.
o Page 13: Ask students to give you ideas about
how to be a bucket filler.o Page 15: Ask students to give you ideas about
how to be a bucket dipper. Ask if
their bucket has ever been dipped into. Ask ifthey have ever dipped into
someone elses bucket.
o Page 19: Ask students to think of somethingthey could say to someone in their
family to fill their bucket.
Development (30 minutes)
Ask them if they think it could be true: doeseveryone really carry around an invisible bucket?
Bring out a bucket. Even though this bucket is
not invisible, we will use it to see whathappens when we do caring things for eachother.
1. We are going to use buckets everyday as we
learn about different ways to care. This will
help us become bucket fillers.2. Ask students what is a bucket dipper?
3. What happens to people who are bucket
dippers?4. Remind students that when we are bucket
Student Engagement/Classroom
Management Strategies
Give clear directions so students
always know what to do and stay
on task.
Keep an eye on the time to make
sure the lesson does not run too
long.
Have all materials ready to go
before the lesson starts.
Remind students to raise their hand
when they have an answer.
Remind students how to work
independently and quietly.
Remind students how to use
materials and how to clean up after.
Move disruptive student towards
me.
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Lesson Plan #4
Name: Ashley Scherle Date: October 31st/11
Subject: Social/Health Grade: Two
Content/Topic: Honesty Instructional Strategies:Direct Instruction (questioning, listening
and viewing)
Interactive Instruction (discussion,cooperative learning groups)
Outcomes:
USC2.1Demonstrate a basic understanding of how
thoughts, feelings, and actions influence
health and well-being.
USC2.4 Examine social and personal
meanings of respect and establish ways
to show respect for self, persons, livingthings, possessions, and the environment.
Students will develop various ways torespect others.
Indicators:
Students will be able to:a.Determine that people are responsible for
personal thoughts, feelings, and actions.
j.Discuss and provide examples of treatingothers as one would like to be treated.
Cross Curricula Competencies: developing thinking, developing literacies
Prerequisite Learning: What is caring? What is honesty?
Adaptive Dimension:
Students will learn how to be honest through a variety of learning styles: activities,movie, songs, discussion
Preparation: (equipment/materials/set-up)
Materials: The Berenstain Bears and the Truth, song http://singdancelearn.com/character-
education-songs/truth-song-honesty-song/, buttons
Set-up: movie and song on the computer
http://singdancelearn.com/character-education-songs/truth-song-honesty-song/http://singdancelearn.com/character-education-songs/truth-song-honesty-song/http://singdancelearn.com/character-education-songs/truth-song-honesty-song/http://singdancelearn.com/character-education-songs/truth-song-honesty-song/ -
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Lesson Plan #5
Name: Ashley Scherle Date: November 2 nd/11
Subject: Social/Health Grade: Two
Content/Topic: Respect Instructional Strategies:Direct Instruction (questioning, listeningand viewing)
Interactive Instruction (discussion,
cooperative learning groups)
Set ( 20 minutes)
13. Give students 5 minutes to finish off quiltsquares. If they finish early they can
write/or draw a kindness bucket filler.
14. Play a game called Whos got thebutton? split class into 3 groups.
15. Play caring song while students are
playing.
16. After game talk about what is another wayto be a caring person. Be honest.
Development (30 minutes)
17. Listen to honesty song.
18. Ask students a list of scenarios.
19. Honesty and dishonesty
20. Watch movie. (If time?)
Closure ( 2 minutes)
2. Talk about what they want to learn about
caring. What they think they need towork on.
3. Make a classroom list.
Student Engagement/Classroom
Management Strategies
Give clear directions so students
always know what to do and stayon task.
Keep an eye on the time to make
sure the lesson does not run toolong.
Have all materials ready to gobefore the lesson starts.
Remind students to raise their hand
when they have an answer.
Remind students how to work
independently and quietly.
Remind students how to use
materials and how to clean up after.
Move disruptive student towards
me.
Assessment: Observation, classroom discussion
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Outcomes:
USC2.1Demonstrate a basic understanding of how
thoughts, feelings, and actions influence
health and well-being.
USC2.4 Examine social and personal
meanings of respect and establish waysto show respect for self, persons, living
things, possessions, and the environment.
Students will develop various ways torespect others.
Indicators:
Students will be able to:a.Determine that people are responsible for
personal thoughts, feelings, and actions.
j.Discuss and provide examples of treatingothers as one would like to be treated.
Cross Curricula Competencies: developing thinking, developing literacies
Prerequisite Learning: What is caring? What is respect?
Adaptive Dimension:
Students will learn how to respect through discussion, stories and art
Preparation: (equipment/materials/set-up)
Materials: Canadian Character Education grade 1-2 Book, I Show Respect
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Set ( 20 minutes)
21. Ask students what they think respect is.
Respect isTreating others kind, using manners, doing
nice things for others and for yourself,
thoughtful, caring
22. Read I Show Respect By: David Parker23. Talk about other ways you can show
respect.
Development (30 minutes)
24. Show on document camera page number
25 in Canadian Character Education grade1-2
25. Ask students to think about how they can
show respect at school and have them drawa picture of it.
Closure ( 2 minutes)
4. If students have time they can fill
students buckets.
Student Engagement/Classroom
Management Strategies
Give clear directions so students
always know what to do and stay
on task.
Keep an eye on the time to make
sure the lesson does not run too
long.
Have all materials ready to go
before the lesson starts.
Remind students to raise their hand
when they have an answer.
Remind students how to workindependently and quietly.
Remind students how to use
materials and how to clean up after.
Move disruptive student towards
me.
Assessment: Observation, classroom discussion, drawing
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Respect
Name: _____________________
I show respect at school by:
____________________________________________________________________________________________________________________________________________________________________________
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Lesson Plan #6
Name: Ashley Scherle Date: November 3 rd/11
Subject: Social/Health Grade: Two
Content/Topic: Peace Instructional Strategies:Direct Instruction (questioning, listening
and viewing)Interactive Instruction (discussion,
cooperative learning groups)
Outcomes:
USC2.1Demonstrate a basic understanding of how
thoughts, feelings, and actions influence
health and well-being.
USC2.4 Examine social and personal
meanings of respect and establish ways
to show respect for self, persons, livingthings, possessions, and the environment.
Students will develop various ways torespect others.
Indicators:
Students will be able to:a.Determine that people are responsible for
personal thoughts, feelings, and actions.
j.Discuss and provide examples of treating
others as one would like to be treated.
Cross Curricula Competencies: developing thinking, developing literacies
Prerequisite Learning: What is caring? What is peace?
Adaptive Dimension:
Students will learn how to respect through discussion, stories and art
Preparation: (equipment/materials/set-up)
Materials: Book, I Show Respect, The Peace Book By: Todd Park
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Lesson Plan #7
Name: Ashley Scherle Date: November 7 th/11
Subject: Social/Health Grade: Two
Content/Topic: Cooperation: Workingwith others
Instructional Strategies:
Direct Instruction (questioning, listening
Set (25 minutes)
26. Review with students what is respect?
27. Quickly look at book from yesterday forexamples.
28. Give students 10-15 minutes to finish. If
they finish early they can be a bucket filler.
29. Ask students what special day is comingup. (Remembrance day)
30. What is Remembrance Day about?
Every year on November 11 we remember thebrave Canadians who fought for us so we can
leave in peace and freedom.
31. What does peace mean?Feeling safe, happy, no conflict
32. Read the story called The Peace Book By
Todd Park
Development (30 minutes)
1. Give students a minute to close their eyesand think about peace is or to me, peace
means.
2. Let some students share their ideas with theclass.
3. Give students directions on what their peace
puzzle should look like: draw, write yourname, and carefully cut it out. Your drawing
needs to be neat, and there shouldnt be any
white spots.
Closure ( 2 minutes)
5. If students have time they can fill
students buckets.
Student Engagement/Classroom
Management Strategies
Give clear directions so students
always know what to do and stay
on task.
Keep an eye on the time to make
sure the lesson does not run too
long.
Have all materials ready to go
before the lesson starts.
Remind students to raise their hand
when they have an answer.
Remind students how to workindependently and quietly.
Remind students how to use
materials and how to clean up after.
Move disruptive student towards
me.
Assessment: Observation, classroom discussion, drawing
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and viewing)
Interactive Instruction (discussion,cooperative learning groups)
Outcomes:
USC2.1Demonstrate a basic understanding of how
thoughts, feelings, and actions influence
health and well-being.
USC2.4 Examine social and personal
meanings of respect and establish ways
to show respect for self, persons, livingthings, possessions, and the environment.
Indicators:
Students will be able to:a.Determine that people are responsible for
personal thoughts, feelings, and actions.
j.Discuss and provide examples of treatingothers as one would like to be treated.
Show how they can work togetherrespectfully.
Cross Curricula Competencies: developing thinking, developing literacies
Prerequisite Learning: What does cooperation mean?
Adaptive Dimension:
Through a variety of activities students will learn how to work together
Preparation: (equipment/materials/set-up)
Materials: Cooperation Story Book
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Set (15 minutes)
33. Read story about cooperation.
34. Have a discussion about what cooperationis.
35. Explain first activity:
-students will get a number, dont show anyonewhat your number is.
-without talking you must get into order in a
straight line.
Development (20 minutes)
36. Next activity: Popcorn
-students move around the room when themusic stops I will call out a number
-without talking students must quickly get into
a group with out talking and sit down.
-I will then call out an object the students mustwork together to create the object as quickly as
they can with little talking
-repeat-students should not go with the same people
every time.
Rocking chair
washing machine
hot air popcorn popper
toaster
car
piano
waterfall
old oak tree
eagle
elephant
end with "Everyone, roller coaster!"
Closure ( 2 minutes)
6. Talk about different ways that you
worked with each other. Good ways/ badways
Student Engagement/Classroom
Management Strategies
Give clear directions so students
always know what to do and stay
on task.
Keep an eye on the time to make
sure the lesson does not run too
long.
Have all materials ready to go
before the lesson starts.
Remind students to raise their hand
when they have an answer.
Remind students how to work
independently and quietly.
Remind students how to use
materials and how to clean up after.
Move disruptive student towards
me.
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November 14th
Kids Who Care:
Cooperation: Working together
HealthOutcome USC2.1
Demonstrate a basic understanding of how thoughts, feelings, and actions influence
health and well-being.
Develop a common understanding and use of respectful language to talk about thoughts,
feelings, and actions (e.g., emotions, ideas, behaviours, choices, reactions, control).
Examine various ways to appropriately share thoughts, feelings, and actions.
Set:
Think about a sport. Ex. Baseball: Sometimes youre in the spot light holding the bat,sometimes you out in the field sometimes youre waiting your turn on the bench. There
are different roles in a team and you take turns. When you all work together that makes it
fun and helps the team succeed and do well.
This is just like our classroom. Think of us as a team, as a whole class and in small
groups.
What are some different roles we use in the classroom?
-listeners-talkers
How to be a good team member:
-give ideas
-ask questions
-reply to ideas-work together
Look at the book Teaching Cooperation Skills
Stretch Break
Development:
Read Story called I am inventing an invention By Lauren Child
Tell students they are going to work together in a small group to create an invention.
Tell they must work as a team!
Task #1:
Your member of your group will get a number. #1 will start by sharing their ideas:
Good words to use are: I think
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Maybe
My idea is
We couldLet everyone have a chance to share their idea without interrupting! Let everyone have a
chance to write/draw their idea on the Our Groups Ideas Handout
Closure:
Gather students back:
What went well? What could we have done better?
Kids Who Care:
Cooperation: Working together
Health
Outcome USC2.1Demonstrate a basic understanding of how thoughts, feelings, and actions influence
health and well-being.
Develop a common understanding and use of respectful language to talk about thoughts,
feelings, and actions (e.g., emotions, ideas, behaviours, choices, reactions, control).
Examine various ways to appropriately share thoughts, feelings, and actions.
Set:Review that we started yesterday. In pairs you were brain storming different ideas for
creating a new invention. Remind students that you want to create something people willwant. I know some of you have some great ideas but some of you are still not sure.
-You could create something that would help you clean your room
-You could create some new kind of food. (Mixing all of your favourite food into one and
giving it a new name)-You could create a new toy
-You could create some kind of a machine that would do your chores
-You could create some kind of a machine that would help you understand animals barketc
Remind students that when you are working with someone you should respect them bylistening!!!! To them talk and do not interrupt them. Talk turns sharing ideas
-I think
-Maybe
-We could-My idea is
*Read Im Listening Book
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I will give you more time now to think of your ideas then I want you to ask questions
about eachothers Ideas-What do you think about
-Whats the best way to
-Would you like
Development:
Give students 10 minutes to finish brainstorming and ask eachother questions about theirideas.
Gather back: Discuss how working together worked? Didnt work?
Now its time to pick one idea: Put your ideas together to come up with one invention.-I like your idea because
Once you have one idea you can work on the description handout.
Closure:
What are some good ways to work with others.-listening to eachother
-respect eachother
-combined ideas to create a better invention
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