Summer School Scope & Sequence - Amazon S3 · 2019-04-09 · Calvert Learning – Kindergarten Scope and Sequence 5 555 Sections from Dimensions that will be used Unit 2, Lessons

Summer School

Scope & Sequence

Calvert Learning – Kindergarten Scope and Sequence 2

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Kindergarten Science____________________________

Physical Science Project-Based Unit 1: Game of Motion

• NGSS DCI Standards

• NGSS SEP Standards

• Project/Unit Overview

• Lesson Level Details

o What is Motion? QC, UFM, SHOW

o How Can We Change the Way Things Move? QC, UFM, SHOW

o Pushing Objects QC, UFM

• SHOW

o Making Your Game

Life Science Project-Based Unit 2: How “Wood” Environments Change?

• NGSS DCI Standards

• NGSS SEP Standards

• Project/Unit Overview

• Lesson Level Details

o What Do Plants Need? QC, UFM

o What Do Animals Need? QC, UFM, SHOW

o Where Do Plants and Animals Live? QC, UFM

o Where Can I Live? QC, UFM

o How Do Plants and Animals Change the Environment? QC, UFM

• SHOW

o How Do Beavers Change the Environment?


333

Kindergarten Math________________________________

Project-Based Unit 1: Let’s Count

• Standards

• Unit Project: Be the Teacher

• Lesson Details

o Numbers to 3 QC, UFM

o All About 4 and 5 QC, UFM

o All About 6 and 7, QC, UFM

o All About 8 and 9, QC, QC, UFM

o Unit 1 Quiz

Project-Based Unit 6: Shapes and Position

• Standards

• Unit Project: Art Gallery

• Lesson Details

o Location QC, UFM

o Shapes QC, QC, UFM

o Classify and Sort Objects QC, UFM

o Unit 6 Quiz


444

Kindergarten Science_____________________________

Physical Science Project-Based Unit 1: Game of Motion

NGSS DCIStandards

K.PS2.A.1 K.PS2.A.2 K.PS3.C.1 K.PS2.B.1 K-2.ETS1.A.1 K-2.ETS1.A.2 K-2.ETS1.A.3 K-2.ETS1.B.1 K-2.ETS1.C.1

NGSS SEP Standards

Asking Questions and Defining Problems: Ask questions based on observations to find more information about the natural and/or designed world(s). Asking Questions and Defining Problems: Define a simple problem that can be solved through the development of a new or improved object or tool. Developing and Using Models: Develop a simple model based on evidence to represent a proposed object or tool. Analyzing and Interpreting Data: Analyze data from tests of an object or tool to determine if it works as intended. Planning and Carrying Out Investigations: With guidance, plan and conduct an investigation in collaboration with peers.

Project-Based Unit 1 Overview:

Project Title

Game of Motion

Standards

K.PS2.A.1 Pushes and pulls can have different strengths and directions. K.PS2.A.2 Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. K.PS3.C.1 A bigger push or pull makes things speed up or slow down more quickly. K.PS2.B.1 When objects touch or collide, they push on one another and can change motion. K-2.ETS1.A.1 A situation that people want to change or create can be approached as a problem to be solved through engineering. K-2.ETS1.A.2 Asking questions, making observations, and gathering information are helpful in thinking about problems K-2.ETS1.A.3 Before beginning to design a solution, it is important to clearly understand the problem. K-2.ETS1.B.1 Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. K-2.ETS1.C.1 Because there is always more than one possible solution to a problem, it is useful to compare and test designs.


555

Sections from Dimensions that will be used

Unit 2, Lessons 1-2

Estimated Duration

29 days

Estimated Number of Lessons

3 lessons plus final SHOW

Project Statement

How can I make a game using pushes and pulls to move an object at rest and change its direction? For the project,

students will design and build games in which they use pushes and pulls to score points. Students will create their own

game, scoring system, and rules.

Project Specifications

Students will make two games for this project. One game will use pushes to score points and the other will use pulls to

score points. In one of the games, students need to make changing speed and direction part of the game. The game should

be made using household materials but will not have constraints on time, materials or budget. SRM may provide game

suggestions to Learning Guides such as shuffleboard that can be played using a box top and bottle caps, a modified version

of Jenga would also work. Students should be encourages to come up with their own ideas and use their creativity.

Students must make rules and scoring system for each game that is scribed by their Learning Guide.

The deliverable for this project will be a picture of each game, a description (written or audio) of how each game uses

pushes and pulls, and how one of the games involves a change of speed and direction. Students will also submit pictures of

each game, the rules and scoring.

SHOWS in the Unit

There will be 2 interim shows and 1 final show in the unit. The first interim show will occur after Lesson 1, What Is

Motion?. During this interim show, students will start brainstorming their ideas for how to make a game with a push and

how to make a game with a pull. Students will also start thinking about what materials they can use from their home for

their game.

The second interim show will occur after Lesson 2, How Can We Change the Way Things Move?. During this interim show,

students will add changing speed and direction to one of their games. Students should start by brainstorming ideas and

thinking of household materials to use that can be added to one of the existing games.

During the final show, Making Your Game, students will finalize their ideas, make their final games, will make rules and

scoring system for each game. Learning Guides may scribe the student’s rules and scoring system. Students should be

encouraged to play their game with their family.


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Lesson-Level Details for Project-Based Unit:

Lesson Title

1. What Is Motion?

Standards

K.PS2.A.1 Pushes and pulls can have different strengths and directions. K.PS2.A.2 Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. K.PS3.C.1 A bigger push or pull makes things speed up or slow down more quickly.

Sections of Dimensions That Will

be Used

Unit 2, Lesson 1

Estimated Duration

12 days

Learn (8 days) Use (1 day) Show (3 days)

Parts of the Lesson

Learn Use Show

Lesson Details

In this lesson, students will use Dimensions, Unit 2, Lesson 1 to tell about motion, speed, and direction of objects.

Students will identify the differences between a push and a pull and that motion happens when objects are pushed

or pulled. Students also use speed to identify how fast or slow an object is moving. During the lesson, students will

be offline to complete Make a Ramp, which will be 1 day of instruction. Students should also complete the

interactive activity, Pushing and Pulling, which uses monkey to push or pull different animals up a hill.

How the Lesson Relates to the Project

This lesson is about identifying the difference between a push and a pull. Students will need to apply what they have

learned in their project to implement both a push and pull in two different games.

SHOW

The first interim show will occur after Lesson 1, What Is Motion?. During this interim show, students will start

brainstorming their ideas for how to make a game with a push and how to make a game with a pull. Students will

also start thinking about what materials they can use from their home for their game. Students may find it easier to

use household materials as inspiration for their games. SRM should suggest materials that can be used similar to the

hands-on activities in the lesson (paper towel rolls, building blocks, toy cars, etc..)

1 day of brainstorming ideas for a push game.

1 day of brainstorming ideas for a pull game.

1 day of thinking what household materials can be used for each game.


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Collaboration

Students will share their initial ideas for a game with a push and a game with a pull. Learning Guides can scribe for

their students.

Suggested Lesson Resources

• Make a Ramp (pp. 45- 46)

• Pushing and Pulling: http://splash.abc.net.au/res/i/L700/index.html

• Push or pull tic-tac-toe game: https://www.learningliftoff.com/kindergarten-science-learning-game-push- pull/

http://splash.abc.net.au/res/i/L700/index.html

https://www.learningliftoff.com/kindergarten-science-learning-game-push-pull/




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Lesson Title

2. How Can We Change the Way Things Move?

Standards

K.PS2.A.1 Pushes and pulls can have different strengths and directions. K.PS2.A.2 Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. K.PS3.C.1 A bigger push or pull makes things speed up or slow down more quickly. K.PS2.B.1 When objects touch or collide, they push on one another and can change motion.


be Used

Unit 2, Lesson 2

Estimated Duration

13 days

Learn (10 days) Use (1 day) Show (2 days)

Parts of the Lesson

Learn Use Show

Lesson Details

In this lesson, students will use Dimensions, Unit 2, Lesson 2, to tell how to change speed and direction of objects.

During the lesson, students will complete a You Solve It Simulation, Rolling Maze, which will take 1 day of instruction.

Students will also complete a ScienceFusion virtual lab, How Can We Change Motion?, which will be 2 days of

instruction.


Students will need to incorporate changing speed and direction into their game.

SHOW

During this interim show, students will add changing speed and direction to one of their games. Students should

start by brainstorming ideas and thinking of household materials to use that can be added to one of the existing

games. Similarly to interim show 1, students may find motivation in household materials to help them think of a way

to incorporate speed and direction into their game.

1 day to brainstorm how to add changing speed and direction.

1 day to get household materials

Collaboration

Students will share their initial ideas for how to change speed and direction in their game. Learning Guides can scribe

for their students.


• You Solve It Simulation: Rolling Maze

• ScienceFusion Virtual Lab, How Can We Change Motion? (Grade K, Unit 10)

https://www.hmhco.com/content/science/sciencedimensions/na/grk-2/common/student_resources/yousolveit/kk7_0200_forcesandmotion/%23cdlo--index.html/

https://www-k6.thinkcentral.com/content/hsp/science/fusion/common/dlo_player/digital_lessons/na/G1_PI_00020-PU/index.html?type=teacher&grade=00


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Lesson Title

3. Pushing Objects

Standards



be Used

Unit 2, Lesson 2, Pushing Object

Estimated Duration

3 days

Learn (2 days) Use (1 day)

Parts of the Lesson

Learn Use

Lesson Details

In this lesson, students will use Dimensions, Unit 2, Lesson 2, Pushing Objects activity to investigate how a collision of

two objects changes the direction and speed of the objects. Students will use the suggested materials to design a

marble track. The marble should change direction, speed, and collide with another marble. Students will build their

track, test it, revise, and test it again. Students will analyze their results to determine that when objects collide, they

change direction and speed. This activity will take 2 days of instruction.


Changing speed and direction are used in the game and those are a result of collisions.


• Pushing Objects (pp. 59-60)


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SHOW Title

Making Your Game

Standards


Sections of Dimensions that will

be used

N/A

Estimated Duration

5 days

Show (5 days)

Parts of the Unit

Show

SHOW Details

During the final show students will finalize their ideas, make their final games, will make rules and scoring system for

each game. Learning Guides may scribe the student’s rules and scoring system. Students should be encouraged to

play their game with their family.

The deliverable for this project will be a picture of each game, a description of how each game uses pushes and pulls,

and how one of the games involves a change of speed and direction. Students will also submit pictures of each game,

the rules and scoring.

1 day to finalize their pull game

1 day to make rules and scoring for their pull game

1 day to finalize their push game

1 day to make rules and scoring for their push game

1 day to make the description (written or audio) of how each game uses pushes and pulls, and how one of the games

involves a change of speed and direction. Learnosity will have the option of a voice recording and textbox for

responses.

Collaboration

Students should share a picture of their final games with their group and comment about how their games use

pushes, pulls, and how one of their games includes changing speed and direction.


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Suggested Resources

N/A


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Life Science Project-Based Unit 2: How “Wood” Environments Change?

NGSS DCIStandards

K.LS1.C.1 K.ESS3.A.1 K.ESS3.C.1 K.ESS2.E.1

NGSS SEPStandards

Analyzing and Interpreting Data: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Engaging in Argument from Evidence: Construct an argument with evidence to support a claim. Developing and Using Models: Use a model to represent relationships in the natural world. Obtaining, Evaluating, and Communicating Information: Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas.

Project-Based Unit 2 Overview

Project Title

How Do “Wood” Environments Change?

Standards

K.LS1.C.1 Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. K.ESS3.A.1 Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. K.ESS3.C.1 All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. K.ESS2.E.1 Plants and animals can change their environment.

Sections from Dimensions that will be used

Unit 3, Lessons 1-4

Estimated Duration

49 days

Estimated Number of Lessons

4 lessons plus final SHOW

Project Statement

Beavers change their environment to suit their needs, but how does it impact the needs of other animals and change their

environment? In this project, students will plan and build a model dam to determine why beavers need to build dams,

describe how beavers use resources from the environment and how the environment has changed as a result.

Project Specifications

Students will be shown pictures of beaver dams and will use guided research to learn more about beavers, how and why

they build dams, and will make predictions about how the environment will change. Later in the unit, students will make a

model dam that holds water and will describe how building a dam changes the plant and animal life in the environment.

Students will need to submit a picture of their model and a written or audio description of how the plant and the

environment has changed because of the dam.


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SHOWS in the Unit

There will be 1 interim show and 1 final show in the unit. During the first interim show will occur after Lesson 2, What Do

Animals Need?. Students will use guided research to learn more about why beavers build dams and will make a prediction

about how the environment will change as a result.

During the final show, students will make a model dam using household materials, test their design, and describe how

building the dam changes the plant and animal life in the environment. Students will take a picture of their design and

make an audio recording or have their Learning Guide scribe a written description of how the dam changed plant and

animal life.


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Lesson-Level Details for Project-Based Unit:

Lesson Title

1. What Do Plants Need?

Standards

K.ESS3.A.1 Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. K.ESS3.C.1 All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.


be Used

Unit 3, Lesson 1

Estimated Duration

10 days


Parts of the Lesson

Learn Use

Lesson Details

In this lesson, students will use Dimensions, Unit 3, Lesson 1 to tell what plants need to live and grow. During the

lesson, students will learn the different between living and nonliving things and learn that plants need sunlight,

water, and soil to survive and grow. Students will complete a ScienceFusion virtual lab, Why Do Plants Grow?, to

learn what things plants need to live and grow. This will take 3 days of instruction.


The needs of plants may be compromised because the beaver will have to cut down trees and use tree limbs and

sticks to make their dam.


• ScienceFusion virtual lab: Why Do Plants Grow? (Grade K, Unit 3) • SRM should source a grade appropriate video about the needs of a plant.

https://www-k6.thinkcentral.com/content/hsp/science/fusion/common/dlo_player/digital_lessons/na/G1_LI_00030-PU/index.html?type=teacher&grade=00


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Lesson Title

2. What Do Animals Need?

Standards

K.ESS3.A.1 Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. K.ESS3.C.1 All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.


be Used

Unit 3, Lesson 2

Estimated Duration

11 days

Learn (8 days) Use ( 1 day) Show (2 days)

Parts of the Lesson

Learn Use Show

Lesson Details

In this lesson, students will use Dimensions, Unit 3, Lesson 2, to tell what animals need to live and grow. Students

will learn that the needs of people, like water, air, shelter, food are the same as animals. During the lesson, students

will complete a You Solve It Simulation, Grow a Garden, to determine what plants and earthworms need to survive.

This will take 1 day of instruction.


Beavers have unique needs because they need to make dams for shelter. This lesson describes the needs of animals

to grow and survive.

SHOW

During the first interim show, students will use guided research to learn more about why beavers build dams and

will make a prediction about how the environment will change as a result.

Collaboration

Students will share their predictions about why beavers build dams.


• You Solve It Simulation: Grow a Garden

• SRM to source an additional interactive activity about the needs of animals to survive.

Suggested Show Resources

Why Do Beavers Build Dams: https://www.dkfindout.com/us/animals-and-nature/rodents/beavers/

https://www.hmhco.com/content/science/sciencedimensions/na/grk-2/common/student_resources/yousolveit/kk7_0300_plantsandanimals/%23cdlo--index.html/

https://www.dkfindout.com/us/animals-and-nature/rodents/beavers/


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Lesson Title

3. Where Do Plants and Animals Live?

Standards

K.ESS3.A.1 Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. K.ESS3.C.1 All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. K.ESS2.E.1 Plants and animals can change their environment.

Sections of Dimensions That Will Estimated Duration Parts of the Lesson

be Used

10 days

Learn

Unit 3, Lesson 3 Use Learn ( 9 days)

Use (1 day)

Lesson Details

In this lesson, students will use Dimensions, Unit 3, Lesson 3, to explain where plants and animals live that are part of

a system with parts that work together in the natural world. Students will learn about deserts, forests, ponds, and

oceans. During the lesson, students will complete a ScienceFusion virtual lab, Can Plants Survive in Different

Environments?, to see how plants can grow in a desert and a mild environment. This will take 2 days of instruction.


Beavers live in dams for shelter which helps them survive and grow. Students will be building a model dam in their

project.


• ScienceFusion virtual lab, Can Plants Survive in Different Environments? (Grade K, Unit 4)

• SRM should source a grade appropriate video for each different type of habitat

https://www-k6.thinkcentral.com/content/hsp/science/fusion/common/dlo_player/digital_lessons/na/G2_LI_00032-PU/index.html?type=teacher&grade=00


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Lesson Title

4. Where Can I Live?

Standards

K.ESS3.A.1 Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. K.ESS3.C.1 All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. K.ESS2.E.1 Plants and animals can change their environment.


be Used

N/A

Estimated Duration

6 days


Parts of the Lesson

Learn Use

Lesson Details

A certain animal may be suited to live in one place but may not be suited to live well in another location. In this

lesson, students will draw a picture of an animal that lives in arctic climate and an animal that lives in desert climate.

Students can select either terrain, marine, or one of each type of animal. The student will have to investigate the

different places and describe what trouble the animal may have with finding food, water or shelter if the animal

moved to the opposite climate.

1 day for drawing an animal that lives in the cold

1 day for drawing an animal that lives in the heat

1 day for researching how the arctic climate’s animal’s needs

1 day for researching how the desert climate’s animal’s needs

1 day for stating what the animal may not be able to find


Beavers live in certain places and would not survive in an environment without water.


• Animals that live in the arctic: https://themysteriousworld.com/top-10-animals-found-in-arctic-region/

• Animals that live in the desert: https://factualfacts.com/desert-animals/

https://themysteriousworld.com/top-10-animals-found-in-arctic-region/

https://factualfacts.com/desert-animals/


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Lesson Title

4. How Do Plants and Animals Change the Environment?

Standards

K.LS1.C.1 Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. K.ESS3.A.1 Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. K.ESS3.C.1 All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. K.ESS2.E.1 Plants and animals can change their environment.

Sections of Dimensions That Will Estimated Duration Parts of the Lesson

be Used

8 days

Learn

Unit 3, Lesson 4 Use Learn (7 days)

Use (1 day)

Lesson Details

In this lesson, students will use Dimensions, Unit 3, Lesson 4, to use evidence how plants and animals can change

where they live to get what they need to live and grow. Students will look at the changes plants and animals make to

their environment. During the lesson, students will complete the activity, Plan a Park, to explain what animals need

in order to live and grow. This will take 1 day of instruction.


Beavers have a major change on their environment because they have to cut down trees and stop water to build

their shelters.


• Plan a Park (pp. 131-132)

• SRM to source grade appropriate materials that show how animals change their environment. Avoid videos about beavers since that will be used during the project in an interim show or final show.


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SHOW Title

How Do Beavers Change the Environment?

Standards

K.LS1.C.1 Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. K.ESS3.A.1 Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. K.ESS3.C.1 All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. K.ESS2.E.1 Plants and animals can change their environment. K-2.ETS1.B.1 Designs can be conveyed through sketc.hes, drawings, or physical models. These representations are

useful in communicating ideas for a problem’s solutions to other people.

Sections of Dimensions that will

be used

N/A

Estimated Duration

3 days

Show (3 days)

Parts of the Unit

Show

SHOW Details

Students will make a model dam using household materials, test their design, and describe how building the dam

changes the plant and animal life in the environment. Please use the Build a Dam website to instruct students and

Learning Guides how to build a model dam but do not include a link to the website in the lesson.

Once students have completed their dam and tested it, students will take a picture of their design. Finally, students

will make an audio recording or have their Learning Guide scribe a written description of how the dam changed plant

and animal life.

Collaboration

Students should share a picture of their model dam and discuss with their group about how they think beavers affect

their environments.

Suggested Resources

Build a Dam: http://pbskids.org/zoom/activities/sci/buildadam.html

Picture of a beaver dam:

https://img.purch.com/w/660/aHR0cDovL3d3dy5saXZlc2NpZW5jZS5jb20vaW1hZ2VzL2kvMDAwLzAwNi8zMjIvb3JpZ

2luYWwvMDgxMDA5LWJlYXZlci1kYW0tMDIuanBn

http://pbskids.org/zoom/activities/sci/buildadam.html

https://img.purch.com/w/660/aHR0cDovL3d3dy5saXZlc2NpZW5jZS5jb20vaW1hZ2VzL2kvMDAwLzAwNi8zMjIvb3JpZ2luYWwvMDgxMDA5LWJlYXZlci1kYW0tMDIuanBn

https://img.purch.com/w/660/aHR0cDovL3d3dy5saXZlc2NpZW5jZS5jb20vaW1hZ2VzL2kvMDAwLzAwNi8zMjIvb3JpZ2luYWwvMDgxMDA5LWJlYXZlci1kYW0tMDIuanBn


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Kindergarten Math________________________________

Unit 1: Let’s Count

Standards

Know number names and the count sequence.

CCSS.MATH.CONTENT.K.CC.A.1

Count to 100 by ones and by tens.


Count forward beginning from a given number within the known sequence (instead of having to begin at 1).


Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count

of no objects).

Count to tell the number of objects.

CCSS.MATH.CONTENT.K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.MATH.CONTENT.K.CC.B.4.A

When counting objects, say the number names in the standard order, pairing each object with one and only one

number name and each number name with one and only one object.

CCSS.MATH.CONTENT.K.CC.B.4.B

Understand that the last number name said tells the number of objects counted. The number of objects is the same

regardless of their arrangement or the order in which they were counted.

CCSS.MATH.CONTENT.K.CC.B.4.C

Understand that each successive number name refers to a quantity that is one larger.

CCSS.MATH.CONTENT.K.CC.B.5

Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle,

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

Compare numbers.

CCSS.MATH.CONTENT.K.CC.C.6

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in

another group, e.g., by using matching and counting strategies.1

CCSS.MATH.CONTENT.K.CC.C.7

Compare two numbers between 1 and 10 presented as written numerals.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

CCSS.MATH.CONTENT.K.OA.A.1

Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

http://www.corestandards.org/Math/Content/K/CC/A/1/



http://www.corestandards.org/Math/Content/K/CC/B/4/

http://www.corestandards.org/Math/Content/K/CC/B/4/a/

http://www.corestandards.org/Math/Content/K/CC/B/4/b/

http://www.corestandards.org/Math/Content/K/CC/B/4/c/

http://www.corestandards.org/Math/Content/K/CC/B/5/

http://www.corestandards.org/Math/Content/K/CC/C/6/

http://www.corestandards.org/Math/Content/K/CC/C/7/

http://www.corestandards.org/Math/Content/K/OA/A/1/


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CCSS.MATH.CONTENT.K.OA.A.4

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects

or drawings, and record the answer with a drawing or equation.

Unit Project: Be the Teacher!

Background: This project reinforces the counting and number skills children will be introduced to in the

lessons. The activity focuses on drawing a given number of objects, counting the objects, and writing the

numeral.

Summary:

Make a number book showing each number with drawings or pictures showing objects of that number. This

can be done in conjunction with a story such as “Going to the Playground”. Children show items they would

see at the playground. Modeling and writing the numbers 1 – 10. They can share their books and stories

with the class. To enrich the activity, if weather permits, plan an outing such as walking to the playground or

walking around the school, so children can record what they see. The activity could also be done in the

classroom where children draw items they see in the classroom. Encourage children to be creative with the

stories that match their pictures. Explain that when the book is finished, children will be using their book to

teach a younger student about numbers.

Task #1, after lesson Numbers to 3: Describe the project to children. Assemble Number book to have 10

pages. Have children write their name and decorate the title page/cover. Begin with writing the number “1”

on the first left hand page and drawing a corresponding picture of 1 object on the right-hand page. Repeat

for “2” and “3”. [K.CC.A.3, K.CC.B.4 (all)]

Task #2, after lesson All About 4 and 5: Add to Number Storybook. Continue with pages for “4” and “5”.

[K.CC.A.3, K.CC.B.4 (all)]

Task #3, after lesson All About 6 and 7: Add to Number Storybook. Continue with pages for “6” and “7”.

[K.CC.A.3, K.CC.B.4 (all)]

Task #4, after lesson All About 8 and 9: Add to Number Storybook. Continue with pages for “8”, “9”, and

“10”. Then share books with the class. Compare drawings and ask questions regarding same, more or fewer.

For example, “In your book, you have 2 swings and 1 slide. Which is more, 2 or 1?”; “Rachel drew 3 flowers.

Which picture in your book shows the same number?”

After the unit, conclude by having the child use their book to teach some numbers to a younger student.

[K.CC.A.3, K.CC.B.4 (all), K.CC.B.5, K.CC.C.6, K.CC.C.7]

Lesson Title Days Standard Digi+/OER Library Assessment

Numbers to 3 5 K.CC.A.3

K.CC.B.4.A

K.CC.B.4.B

Instructional Support Video:

Learning to Count

(This video is for teacher or parent

viewing to understand the skill being

taught in this unit. View at beginning

Quick Check #1a

(Use after Day 2)

USE for Mastery #1

http://www.corestandards.org/Math/Content/K/OA/A/4/

http://link.brightcove.com/services/player/bcpid1924689307001?bckey=AQ%7E%7E%2CAAAAD-nmr5k%7E%2Cts6FDV2LlY4qxU_o-Dc4atBoXi9DWqtk&bclid=1923390852001&bctid=1094021328001


145145145

K.CC.B.4.C

K.CC.B.5

of the lesson.)

Project Task 1 1

All About 4 and 5 5 K.CC.A.3

K.CC.B.4.A

K.CC.B.4.B

K.CC.B.4.C

K.CC.B.5

NCTM

Five Frame

(Use this online manipulative for

children to model and count

numbers 1-5. Use after lesson 1.4.)

Quick Check #1b

(Use after Day 3)

USE for Mastery #2

Project Task 2 ½ to 1


K.CC.B.4.A

K.CC.B.4.B

K.CC.B.5

Electronic Abacus

(Use this online manipulative for

children to model and count

numbers 1-7. Use after lesson 2.2.)

Quick Check #2

(Use after Day 3)

USE for Mastery #3

Project Task 3 ½ to 1


K.CC.A.2

K.CC.A.3

K.CC.B.4.A

K.CC.B.4.B

K.CC.B.4.C

K.CC.B.5

K.CC.C.6

K.OA.A.1

K.OA.A.4

Learning.com One Fish Two Fish

II

(Children drag fish to match a

given number from 1 to 10; Use

after MIF lesson 6.1 to reinforce

skills in this unit.)

Quick Check #3

(Use after Day 3)

Quick Check #4

(Use after Day 6)

USE for Mastery #4

Project Task 4 1

Unit 1 Quiz 1

http://illuminations.nctm.org/Activity.aspx?id=3564



http://platform.learning.com/Interface/StudentSky/ScormContentContainer.aspx?CurriculumItemId=11630b5d-de82-4e88-92a1-0574d7d3d26a&Language=EN&CourseId=1c2667b2-152c-4b3c-b550-c8d81351cf46&UserId=d0aa4089-de3d-4ee7-a1bf-4544292d2589&ScoreId=044ec

http://platform.learning.com/Interface/StudentSky/ScormContentContainer.aspx?CurriculumItemId=11630b5d-de82-4e88-92a1-0574d7d3d26a&Language=EN&CourseId=1c2667b2-152c-4b3c-b550-c8d81351cf46&UserId=d0aa4089-de3d-4ee7-a1bf-4544292d2589&ScoreId=044ec

Calvert Education – Kindergarten Scope and Sequence 159

Unit 6: Shapes and Position

Standards

Identify and describe shapes.

CCSS.MATH.CONTENT.K.G.A.1

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using

terms such as above, below, beside, in front of, behind, and next to.


Correctly name shapes regardless of their orientations or overall size.


Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

Analyze, compare, create, and compose shapes.

CCSS.MATH.CONTENT.K.G.B.4

Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language

to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes

(e.g., having sides of equal length).


Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.


Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching

to make a rectangle?"

Describe and compare measurable attributes.

CCSS.MATH.CONTENT.K.MD.A.1

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single

object.

CCSS.MATH.CONTENT.K.MD.A.2

Directly compare 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.

Classify objects and count the number of objects in each category.

CCSS.MATH.CONTENT.K.MD.B.3

Classify objects into given categories; count the numbers of objects in each category and sort the categories by

count.1

Unit Project: Art Gallery

Background: This project reinforces shape recognition (both flat and solid shapes), composing shapes, and

sorting and classifying objects along with position words. This activity provides a hands-on approach to

http://www.corestandards.org/Math/Content/K/G/A/1/



http://www.corestandards.org/Math/Content/K/G/B/4/



http://www.corestandards.org/Math/Content/K/MD/A/1/

http://www.corestandards.org/Math/Content/K/MD/A/2/

http://www.corestandards.org/Math/Content/K/MD/B/3/


working with shapes and understanding two-dimensional and three-dimensional shapes and position of

objects in relation to other items.

Materials: cut-out shapes (circles, triangles, squares, rectangles, trapezoids, hexagons) of various sizes;

white paper; building blocks or sticks and clay

Summary: Shape Art Gallery; Students follow certain shape-related guidelines to create different art

projects. Then they gather everyone’s creations and display them in an art gallery.

Task #1: Open the unit by explaining that the children are artists and will be designing items for an art

gallery. They will create two works of art. One will be a drawing made up of different flat shapes, and the

other will be a solid made of either building blocks or clay and sticks. Talk about art galleries or art shows

and ask if children have any experience with them. Look at some galleries online.

Task #2, after Location lesson: Place the cut-out shapes on a table. Have each student select 3 to 5 different

shapes. You may wish to prepare bags of cut-out shapes ahead of time to distribute to the children. Children

trace the shapes to make a picture. Provide guidelines such as they must use at least 6 shapes in their

picture or the shapes cannot overlap. Encourage children to add color to their picture. [K.G.A.1]

Task #3, after Shapes lesson: Have children write about their picture. Ask them to list the shapes that they

used and how many of each. Have them describe or name their art work and use words such as above,

below, beside, and next to in order to describe the placement of the shapes in the drawing. You may wish to

provide prompts for the children such as “The shapes in my picture are ” “The is above the

.” “I put the next to the .” [K.G.A.1, K.G.A.2, K.G.B.4, K.G.B.6]

Task #4, after Task 3: Provide children with building blocks, clay, or other art materials for them to build a

solid figure with 6 sides. Have children name and display their work. Encourage them to include a

description about the number of sides and corners. [K.G.A.3, K.G.B.4, K.G.B.5, K.MD.B.3]

Task #5, after Classify and Sort Objects: Set up the art gallery. Work with students to display the items for

the art gallery. Try to create 4-5 different sections. Work with the students to categorize the works of art

based on different attributes. For example, all the solid figures in one area. Then, separate the solid figures

into cubes and prisms. The drawings may be categorized by the number of shapes in the picture. [K.G.A.2,

K.MD.B.3, K.MD.B.4]

Invite other students or parents to visit the art gallery so children can share their creations.

Lesson Title Days Standard Digi +/OER Library Assessment

Project Task

1

½

Location 5 K.G.A.1 Digi+ G1 Activities: Use the

Picture to Learn More Position

Words (Under, above, Below,

Behind, In front Of)

[Use to enhance the lesson and

provide practice with position

words. Can use the Teach,

Learn, and Practice. Use after

Quick Check #18a (use after L5.3)

USE for Mastery #24

http://www.mifdigiplus.com/list_activities/





10.2.]

Project Task

2

1

Shapes 9 K.G.A.2

K.G.A.3

K.G.B.4

K.G.B.5

K.G.B.6

Learning.com Lion Act

(In this activity, children

identify shapes and move the

shape in different directions.

Use to reinforce skills in this

lesson and previous lesson. Use

before 7.1.)

Virtual Pattern Blocks

(Children can use this

manipulative to put pattern

block shapes together to form

other shapes. Use this when

addressing the missing content

for K.G.B.6)

Quick Check #18 (Use after Day

4)


6)

USE for Mastery #25

Project Task

3

½

Project Task

4

½ to 1

Classify and

Sort Objects

5 K.MD.A.1

K.MD.A.2

K.MD.B.3

K.G.A.2

Learning.com Juggling Act

(Children sort shapes; Use as an

activity after 16.2 to practice

skills.)


2)

USE for Mastery #26

Project Task

5

1

Unit 6 Quiz 1

http://platform.learning.com/Interface/StudentSky/ScormContentContainer.aspx?CurriculumItemId=eaf7eddc-d592-4c45-8399-f027332d6ac3&Language=EN&CourseId=1c2667b2-152c-4b3c-b550-c8d81351cf46&UserId=d0aa4089-de3d-4ee7-a1bf-4544292d2589&ScoreId=4547a

https://www.mathlearningcenter.org/web-apps/pattern-shapes/

http://platform.learning.com/Interface/StudentSky/ScormContentContainer.aspx?CurriculumItemId=9c06cdb2-5f3d-48ff-8902-12d7bf05b253&Language=EN&CourseId=1c2667b2-152c-4b3c-b550-c8d81351cf46&UserId=d0aa4089-de3d-4ee7-a1bf-4544292d2589&ScoreId=2a10b

Documents

Summer School Scope & Sequence - Amazon S3 · 2019-04-09 · Calvert Learning – Kindergarten Scope and Sequence 5 555 Sections from Dimensions that will be used Unit 2, Lessons