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DB ASSIGNMENT For this Discussion Board you will be developing a thematic unit for preschoolers. Choose your overarching theme and explain the main parts or features of your unit. Summarize the activities you will use to integrate content areas into you unit. · Your activities need to focus on the creative arts as well as content areas and include activities that are open-ended and allow children to make choices. · Your unit needs to be your own and not one that you have discovered on the internet or in a teacher’s manual. Read your classmates units carefully and respond to them by sharing another open-ended activity that could be included in their unit. PLZ RESPOND TO THESE STUDENT ABOUT WHAT THEY WROT ABOUT THE DB ASSIGNMENT STUDENT 1 (100 WORDS OR MORE) The month of April is a wonderful time to talk about the weather so I chose it as my theme. We are going to learn the different types of weather, the impact weather has on our lives, and what causes different weather patterns. We will be using the reading, science, art, and music centers to ensure we include all the different ways children can learn. Although most themes for children this young are only a few weeks long we will be using the entire month in order to experience different types of weather and include the two field trips that are planned. We will be using both experienced-based and emerging curriculum (Isbell & Raines,2013) so that the children are comfortable learning things they already have experience with and challenging them with new knowledge. We will be introducing new vocabulary about the weather and taking clues from our discussions on what the children want to explore further. On the first day we will read the book "Oh say can you say, what's the weather today" by Tish Rabe. This book uses a familiar character, The Cat in the Hat, to introduce new words to the reader and even has a vocabulary list in the back to help define the words. Copies of this book and other weather related books will be added to the reading center for the children to look at during their free time. During circle time we will discuss some of the new words and what they mean. Observing the children as they talk about the weather the teacher will be able to decide where their interest is and what she needs to focus on. Knowing that children learn best what they are already interested in (Isbell & Raines,2013) is key to keeping these lessons fun and making sure the children get the most out of our projects. The science center will be a major focus for this months theme. A water table and wind machine is added to give the children hands on learning opportunities. We will make a weather chart that will be hung in the science center and every day a child will go to the window, check the weather and add the appropriate label, a sun for sunny, a cloud for cloudy, etc. Giving the child the freedom to choose the correct symbol even if more than one applies helps all the children to accept the ideas o.

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Running head: KUD LESSON PLAN 1 KUD Lesson Plan Lori Sanchez Instructor Shelly Mize EDU 352 Foundations of Educational Technology Date 05/08/2020 KUD LESSON PLAN 2 KUD Lesson Planning Template The following represents a lesson plan that will help students improve on their literature in the first grade. The students will understand the Ugly Duckling and other books based on the illustrations and how they relate to the story. This template is based on the core standards to make sure that students learn what is illuystration and how it is part of the story. The lesson plan is prepared as a guide to the teacher on how best to offer instruction for achievement of the set goals. Grade Level This lesson plan is designed for the first grade students and it will help add on to their previous knpowldge on literature and particularly the Ugly Duckling. The students will be introduced to the role of illustrations and how they fit inot the story. The students will understand the contribution of illustrations as well as learn how to arrange them accordingly. Instructional Model Explicit/Teacher Modelling The students will be invited to recall their knowlge on the Ugly Duckling and the book. The studetns at the same time will be introduced to the concepts of the lesson as well as their objective. It is important fr the students to know what is expcetd of them so that they can devcelop individual goals in the class. Guided Practice The teacher will guide the students by explaining to them what they can do while you read the students. In this case, the students are required to point to the pictures as one goes the student. There will also be guided instruction through learning how to use the cards sheets. At the same time, the teacher will show them how to point to the illustrations during the reading. The teacher will also watch to check whether students have learned how to indicate to the correct illustrations. Independent Working Time KUD LESSON PLAN 3 The students will be asked to use the sequencing boxes to match the illustrations which are corresponding with the text. The independent working will be at the end of the story. At the same time, the students will be asked various questions to show if they have understood what illustrations are and how to arrange them properly. Standards CCSS.ELA-LITERACY.RI.2.1 Ask and answer questions: who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RI.2.2 Identify the main topic of a text as well as the focus of specific paragraphs within the text. CCSS.ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Objectives Students will KNOW • What illustrations are and their role in stories. • How to arrange illustrations sequentia.

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Ex Unit Plan Part 1: Overall Concept-Based Unit Plan Description 1) Grade level for this unit plan: Kindergarten 2) Concept-based title of the unit: Daily and Seasonal Weather Changes in Ohio: This two-week unit plan and the teacher-initiated lesson will focus on the short term and long term changes in the weather. Lessons will be leant on the diverse types of weather changes that occur throughout the day and from day to day. 3) This unit might be developmentally appropriate for learners at grade level K due to the reasons below: a) The students will acquire knowledge about the weather and the diversity that characterizes it as it changes on a daily or seasonal basis. This is meaningful since the weather is a part of everybody’s daily life and tends to have an impact on many things. For instance, choice of activities or clothes. Also, it might have huge impacts such as the damages that are usually accompanied by tornados and hurricanes. Normally, children can be seen jumping in water puddles and looking at rainbows even though they are afraid of the thunderstorms that precede them. Hence, making notable observations about the diverse weather changes and discussing seasonal or climate changes might be essential means of teaching children about basic science concepts since the weather is an aspect that children can easily understand and relate to (Kaplan, 2016). b) According to MCP Staff (2016), students at grade level K tend to learn effectively when there is the incorporation of practical and experiential learning to the traditional form of learning. This is because it ensures that they can pursue individual personal interests, in addition to working through challenges when they come up in practical situations. With this regard, this unit will incorporate practical learning experiences through the incorporation of diverse study techniques. MCP Staff (2016) further reiterate that, practical learning is collaborative and facilitates children in working out their individual unique strategies as opposed to following a rigid defined rule. c) This unit helps learners move closer to mastering the following standards statements from the science content standards in Ohio: “Observe and ask questions about the natural environment” “Plan and conduct simple investigations” “Employ simple equipment and tools to gather data and extend the senses” 4) The unit will take a span of two weeks. Students will be exposed and participate in a varieties of activities that will expose them to knowledge about the weather and the diversity that characterizes it as it changes on a daily or seasonal basis. On the first day, I will give the children a brief introduction on the topic by taking them outside the classroom and asking them to describe the weather on that instance. I will then record their observations and encourage them to provide extensive details on the same. After they are done providing me with their observation, I will introduce the term meteorology ...

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