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Same, Same but Different by: Jenny Sue Kostecki-shaw 

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Same, Same but Different by: Jenny Sue Kostecki-shaw 

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I chose this book to show students how everyone is different but they have similarities as well.
ACTIVITY:
For this book, I would have my students get into partner groups to come up with what they can do that makes them different and then together come up with something they can do that makes and record them in their worksheet.
Citation
Kostecki-Shaw, J. S., & Adam, V. (2015). Same, same, but different. Westport, CT.: Weston Woods.

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I chose this video to introduce students to the different vocabulary that is related to community. It also allows students to see what the community looks like as well as who people are in relation to them.
ACTIVITY:
I would have the worksheet from the video printed for the students to follow along with the video. After wards, we would discuss our experience with neighbors.
Citation:
Academy, K. (2018, September 18). Retrieved April 1, 2019, from https://www.youtube.com/watch?v=xL4uetrD3Hc

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What is a Neighbor Social Studies for  Kindergarten | Kids Academy

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I chose this book to introduce the concept of community and how people in communities work together.
ACTIVITY:
With this book I would put my students into groups and have them come up with something they will raise money for in their community.
Citation:
Ritchie, S. (2015). Look Where We Live! Toronto, Canada: Kids Can Press, Limited.

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YouTube Video- Public Places in my Town: Vocabulary words

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YouTube Video- Public Places in my Town: Vocabulary words

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I chose this video to show students the kind of buildings they can find in their community and the names of the different buildings.
ACTIVITY: DL
I would have my students do research about the buildings in our community and chose one to build with a partner using different materials I provide such as straws, legos, and  popsicle sticks.
Citation:
Singsing, E. (2016, July 13). Retrieved April 1, 2019, from https://www.youtube.com/watch?v=EfD2k9beP-4https://www.youtube.com/watch?v=EfD2k9beP-4

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Town [Kids Vocab] Around My Town 🏥 Bank, Hospital & School Words

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I chose this map because it is a community map that is simple enough to introduce students to mapping. This map picture includes examples of common community buildings you can find in every community. Students have most likely seen these buildings in their community and can relate in some way.
ACTIVITY: DL
The activity I would do for this picture is discuss what is in the picture and why it is in the picture. For example, this is a map of the community including what is in the community. After our discussion I would ask my students to make a map of our classroom with the symbols I have given them. In doing this, I am asking student's to act as a surveyor.
Citation:
Raynor, E. (n.d.). Copy Of Maps For First Grade - Lessons - Tes Teach. Retrieved April 5, 2019, from https://www.tes.com/lessons/HSEbWokHwp8MXw/copy-of-maps-for-first-grade

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PBS Cat in the Hat Can Map This and That

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PBS Cat in the Hat Can Map This and That

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I chose this because it is an interactive game that allows student's to map out any room they want. They are able to pick the layout of the room as well as the items in the room.
ACTIVITY: DL
I would ask students to explore this game and create a room to share with the class. I would tell them they should include at least five different items in their room. With this game I am asking students to think like and act like a designer.
Citation:
(n.d.). Retrieved April 5, 2019, from https://pbskids.org/lab/show/catinthehat/

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I choose this book because it shows students that they can map anything and from any perspective. The little girl maps the world of her dog and it allows students to see that everyone and everything has a different perspective than they do and they can map that perspective.

ACTIVITY: DL
To go along with this book I would have my students act like a cartographer and map their world. I would ask students to map either their home, room, or another place that is special to them. By doing this, students learn what it takes to draw a map. They learn how to use spatial awareness, symbols to represent things in their map, and the vocabulary and communication that a cartographer uses.
Citation:
Leedy, L. (2003). Mapping Penny's World. London: Square Fish.

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All Families Are Special by: Teresa Flavin and Norma Simon

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All Families Are Special by: Teresa Flavin and Norma Simon

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I choose this book because it explains and shows children that all families are different but they are all special. It shows the connections students have to their home and family as well as show what families can look like.
ACTIVITY:
I would have my students make a book called "We Are Family". In their books students would write about their family and their connection to their family and home. Along with writing about their family students would illustrate what their family looks like and what makes their family special.
Citation:
Flavin, T., & Simon, N. (2003). All Families are Special. Park Ridge, IL: Whitman & Company, Albert.

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I chose this virtual field trip because it gives students th opportunity to interact with a fire station which they may not be able to do outside of school. The field trip shows what the fire station looks like, the equipment used, and tells about what fire fighters do. Students will be able to gain valuable information about their community fire fighters and how they can keep them s
ACTIVITY:
After taking our virtual field trip I would have students complete a firefighter bubble map. In their bubble map students would include things they learned, draw pictures, and write new words they learned. Students would be able to map out everything they learned or know about firefighters on their bubble map which would allow them to conceptualize the idea.
Citation:
Calgary, C. O. (2015, April 23). Retrieved April 5, 2019, from https://www.youtube.com/watch?v=UR3Lpjah5-A

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I chose this Google Maps because I can show students their relative position on a map. We can explore where our school is as well as local police departments, fire stations, libraries, zoos, and many other things.
ACTIVITY:
I would have students make a flip book about the various places we explore. They can write about those places, what you can find there, something the noticed on the map, and illustrate the place.
Citation:
(n.d.). Retrieved April 5, 2019, from https://www.google.com/maps

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Find local businesses, view maps and get driving directions in Google Maps.

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I chose this books because it allows students to see what a neighborhood is, what you can find in a neighborhood, and what a neighborhood looks like. Students will gain a better understanding about neighborhoods from this book.
ACTIVITY:
I would have students write and illustrate their neighborhood or a neighborhood they would want to live in. After, we would share our writings with the class and make a Neighborhood classroom book.
Citation:
Bullard, L. (2002). My Neighborhood. North Mankato, Minnesota: Capstone.

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I chose this video because it introduces students to domain specific vocabulary relating to the landforms on earth. It also shows students a globe and tells what the blue means and what the green means on the globe. This video takes students on a tour to see all the landforms that are in our environment. Students are able to see the landforms and hear their names and definitions.
ACTIVITY: DL
After watching the video TTW have a discussion about landforms with students using an anchor chart. We will discuss what landforms we have seen in real life, what landforms are in our community, and what are some takeaways from the video. Next, TTW provide students what materials such as paper, rocks, pipe cleaners, markers, and other things to make a landform of their choice. After completing their landform students will tell about their landform (name, facts) and show their landform to the class.
Citation:
Makemegenius. (2013, September 25). Retrieved April 10, 2019, from https://www.youtube.com/watch?v=mw9YIFoDzww

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Landforms of the Earth -with Quiz Kindergarten Preschoolers Kids

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I chose this video because it introduces students to the various community helpers in our community. This video shows what community leaders look like and what they use in their job. It explains the roles of the community leaders along with introducing students to vocabulary.
ACTIVITY:
I would transform my dramatic play area into a mini community. I would include clothes and props related to community helpers for students to interact with. In doing this, students are able to pretend to be the helpers they are learning about and interact along side of other community helpers.
Citation
Academy, K. (2018, December 15). Retrieved April 10, 2019, from https://www.youtube.com/watch?v=jt2q1cHsH6E

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Community Helpers for Kids | Jobs & Occupations for Preschool and Kindergarten | Kids Academy

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Standard K-2: The student will demonstrate an understanding of the purpose of rules and the role of authority figures in a child’s life.

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Standard K-2: The student will demonstrate an understanding of the purpose of rules and the role of authority figures in a child’s life.

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Things we see in our Neighborhood/community

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Things we see in our Neighborhood/community

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I chose this game because students are able to "play" with a online community that shows them what they can find in those communities. This game focuses on things such as plants that are not normally focused on. This allows for incorporation of science as well.
ACTIVTY:
Students would play they game and then illustrate things that they learned from the game and stuff they can relate to that they see in our community. For example, if they saw certain plants in the game and they have seen them in our community they can draw and share that.
Citation:
(n.d.). Retrieved April 10, 2019, from https://pbskids.org/readyjetgo/games/mission/index.html

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Ready Jet Go! . Games . Mission Earth | PBS KIDS

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A Kids Place is Exploring Space! Learn about astronomy, technology, the scientific method and earth science, presented in an entertaining and engaging way that will inspire life-long interest in the solar system and our place in it

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I chose this collage of pictures to show students real picture examples of the natural features in our environment. These photos allow students to see forms side by side so that they can see their differences as well as similarities.
ACTIVITY:
After looking at and discussing these videos I would allow students to participate in a hands on learning lesson. I would have stations around the room with the different pictures and students would use playdough to create the land form they see on the picture
Citation:
Miyoshi. (n.d.). Landforms Pic collages. Retrieved April 10, 2019, from http://lmiyoshi.weebly.com/landforms-pic-collages.html

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I chose this book because it is a nonfiction book that shows real life rules and laws while explaining them. Students will recognize things from their own life that they can relate to within the book. Students would be able to learn rules and laws on
ACTIVITY:
After reading the book, we will review the laws about stopping at a stop sign, not littering, and walking in crosswalks. I will assign a few students to be law following drivers and a few who break the laws. Then we would discuss What would happen to real cars if they broke these laws? Why are these laws important when driving on the road?

Citation:
Pegis, J. (n.d.). Why do we Need Rules and Laws? New York, NY: Crabtree Pub.

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I chose this video because it explains how rules come about and who enforces rules. It also shows how people follow laws. This is a great introduction or wrap up video to laws that will engage students.
ACTIVITY:
With this video I would have students complete an activity sheet where they have to circle rules and cross out laws. This will allow me to see what students know about rules and laws as well as address any misconceptions with rules and laws.
Citiaon:
E. (Director). (2017). 6:02 Why We Have Rules: Basic Concept of Laws for Kids [Video file]. Retrieved April 10, 2019, from https://www.youtube.com/results?search_query=rules and laws video

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Why We Have Rules:  Basic Concept of Laws for Kids

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I chose this website because it offers many resources related to mapping. Students can do interactives such as making maps, movies about maps, and reading about maps. This allows students to dive deeper into what maps are and why we have maps.
ACTIVITY:
I would have students participate in one of the interactives the website has to offer. Students can make a "movie" about maps and what they know, they can create a map, they can watch the movies already provided about maps, or they can read texts about maps.
Citation:
Map Projections. (n.d.). Retrieved April 10, 2019, from https://www.brainpop.com/socialstudies/geography/mapprojections/

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I chose this website because it has resources that can aid in teaching students about rules and rules in school. It has a school rule matching game as well as a video about school rules. It also provides activities that can relate to these rules, vocabulary from these rules, and ideas for class discussion.
ACTIVITY:
I would provide school rules cards such as "raise your hand before speaking" and students would partner up and act out the rule as well as what would happen if we did not follow the rule. As students are performing their act the class would try to guess the rule they are acting out. It would allow for an interactive practice with our rules and why we have rules.
Citation:
School rules. (2018, February 12). Retrieved April 10, 2019, from http://learnenglishkids.britishcouncil.org/grammar-videos/school-rules

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What are the rules at Kitty's school? Do you know how to use the modals 'must' and 'mustn't'? Watch the video and find out!

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Rules and Consequences: Good Citizenship

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Rules and Consequences: Good Citizenship

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I chose this book because it breaks down what would happen if everyone broke rules. It shows examples of what it looks like when following rules and what it would be like if everyone broke the rules. It breaks down the concept of having rules and consequences of breaking the rules.
ACTIVITY:
I would have students play a sorting card game. Some cards would have good citizen ship behavior and some would have bad citizenship. Students would need to sort them into the "Good Citizen" bin and the "Citizens who need to try harder" bin. These cards would allow students to interact and distinguish between good citizenship and bad citizenship. These cards would also introduce students to multiple vocabulary words related to citizenship, rules, and laws.
Citation:
Javernick, E. (1990). What If Everbody Did That? Seattle, WA: Childrens Press.