Kindergarten Instructional Guide

pieces and provide information about the topic. Standard K.W.5: Legibly write all upper- and lowercase manuscript letters.

END OF UNIT COMPETENCY WITH LANGUAGE FEATURES & FUNCTIONS By the end of the integrated unit , students will be able to design and create a model of a park that meets the survival needs of humans, plants, and animals, and explain how the park's features support life and reflect the geography of their community. Language Functions and Features: ●​ Obtain and describe information using drawings and labels​ (e.g., “The trees give animals a place to live.” “The pond gives water to the ducks.”) ●​ Use diagrams and maps to show spatial relationships​ (e.g., “The playground is near the picnic tables.” “The garden is to the left of the pond.”) ●​ Use relative location terms in explanations​ (e.g., "The flowers are below the tree." "The slide is next to the swings.") ●​ Make claims about how the park meets living things’ needs​ (e.g., “If we put a pond in the park, then birds and frogs will have a place to live.”) ●​ Explain geographical features using content vocabulary​ (e.g., “The mountain is far away.” “The river runs through the park.”) FORMATIVE ASSESSMENT ●​ Week 1: Evaluate: Difference Between Needs & Wants ●​ Week 2: Animal Collage; Evaluate: Different Animal Needs to Survive ●​ Week 3: Evaluate: Share Park Features and Explain Why They are Important ●​ Week 4: Map or Model Plan ●​ Week 5: Map or Model, Peer Evaluations, Park Presentations VOCABULARY ●​ Survival

●​ Architect ●​ Shelter ●​ Social Interaction ●​ Maps

●​ Needs ●​ Wants ●​ Space

INSTRUCTIONAL RESOURCES ●​ CSD Integrated Kindergarten Unit: A Park for Everyone

SCAFFOLDING IN ACTION Skill Building

●​ Use interactive anchor charts to teach relative location (left/right,