unit 10 Community Helpers - portageandmainpress.com · n discussing a variety of community helpers...

unit 10 Community Helpers

by Joni Bowman

Unit10_jd.indd 1 5/1/08 10:09:51 AM

SAMPLE PAGES www.portageandmainpress.com

© 2008 by Joni Bowman

Portage & Main Press acknowledges the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPDIP) for our publishing activities.

All rights reserved. Except as noted, no part of this publication may be reproduced or transmitted in any form or by any means – graphic, electronic, or otherwise – without the prior written permission of the publisher.

Printed and bound in Canada by Friesens.

Kindergarten Plus! ISBN 978-1-55379-156-0

Unit 10 – Community Helpers ISBN 978-1-55379-170-6

Project editor: Leigh Hambly Illustrator: Lisa Rae Swan Book and cover design: Relish Design Studio Ltd.

Acknowledgments My parents, Bill and Barb Brown, for being my creative soundboard and my first editors throughout this project.

The publisher would like to thank Tricia Geske, former kindergarten teacher, and Jamie Dyck, music teacher, for their review of the content and for their invaluable advice.

Permission AcknowledgmentsGrateful acknowledgment is made to the following for permission to reproduce copyright material. Every effort has been made to determine and contact copyright owners. The author and publisher would welcome any information regarding omissions and errors.

Jean Feldman. “Colour Farm” is reprinted by permission of Jean Feldman.

mary Flynn. “Sing a Rainbow,” “Orange,” and “Blue” are reprinted by permission of Mary Flynn.

Jo anne Hambly. “Teddy Bears,” “Sleeping Bears,” “If I Were,” and “What Am I?” are reprinted by permission of Jo Anne Hambly.

James Horner. “Green,” and “Red” are reprinted by permission of James Horner.

JenniFer lawson. Assessment blackline masters from the Hands-On Series. © 2006 by Jennifer Lawson. Used by permission of Portage & Main Press.

leslie malkin. “We’ve Got Bears,” “Pet Bear,” “Where’s Your Parka, Polar Bear?,” I Saw a Polar Bear Today,” “Welcome Spring!,” “Springtime Days,” “Is it Spring?,” “I Know That It’s Springtime,” and “Winter Time” are reprinted by permission of Leslie Malkin.

sHel silverstein. “Hug o’ War” from Where the Sidewalk Ends. © 2004 by Evil Eye Music, Inc. Reprinted with permission from the estate of Shel Silverstein and HarperCollins Children’s Books. Used by permission of HarperCollins Publishers; “Snowball” from A Light in the Attic. © 1981 by Evil Eye Music, Inc. Used by permission of HarperCollins Publishers.

Julie vickery-smitH. “Build a Snowman,” “The Frost Song,” “Snowflakes, Snowflakes,” and “The Winter Pokey” are reprinted by permission of Julie Vickery-Smith.

100-318 McDermot Avenue Winnipeg, MB Canada R3A 0A2

Tel: 204-987-3500 Toll-free: 1-800-667-9673 Toll-free fax: 1-866-734-8477 Email: [email protected] www.pandmpress.com

Unit10_jd.indd 2 5/1/08 10:09:52 AM


Letter to Parents/Guardians 2

Books for Children 3

Mathematics 4

1 Sorting Tools Used by Community Helpers 4

2 Graphing by Occupation 10

3 Learning Our Telephone Numbers 17

4 At the Post Office 22

5 Using Irregular-Shaped Items to Fill an Area 27

6 Ordering Shoes by Size at the Shoe Store 30

7 Using Nonstandard Units to Measure Capacity at the Bulk-Food Store 34

8 Weighing Produce at the Grocery Store 39

9 Sundae Combinations at the Ice Cream Shop 44

10 Sorting Buttons and Reviewing Skip-Counting By 2’s, 5’s, and 10’s 50

11 Jewellery Patterns 54

12 Graphing Baking Utensils by Material 59

13 Sharing Food at the Restaurant 65

14 Making Rows of 10 in a Tulip Garden 70

15 Adding and Subtracting in the Community 75

16 Private Investigators: Finding Numbers on the Hundreds Chart 79

Language Arts 84

Weekly Poem 1 – Many Jobs 84

Home-School Connection 84

Day 1/Lesson 1 85

Day 2/Lesson 2 86

Day 3/Lesson 3 87

Day 4/Lesson 4 88

Day 5/Lesson 5 89

Weekly Poem 2 – What Will You Be? 90


Day 1/Lesson 1 91

Day 2/Lesson 2 91

Day 3/Lesson 3 92

Day 4/Lesson 4 94

Day 5/Lesson 5 94

Weekly Poem 3 –All Around the Neighbourhood 96


Day 1/Lesson 1 97

Day 2/Lesson 2 97

Day 3/Lesson 3 99

Day 4/Lesson 4 100

Day 5/Lesson 5 101

Weekly Poem 4 – People in the Community 105


Day 1/Lesson 1 106

Day 2/Lesson 2 106

Day 3/Lesson 3 108

Day 4/Lesson 4 110

Day 5/Lesson 5 110

Additional Poems and Songs 112

Integrated Studies 116

1 What Is a Community Helper? 116

2 Call 911 in an Emergency 120

Additional Integrated Studies 126

1 Community Helper Puppets 126

2 Community Helper Visits 126

3 Fine-Motor Practice at the Hospital 126

4 Community-Helper Snack 126

5 Who Am I? 126

6 Who Stole the Cookies From the Cookie Jar? 127

7 Fire-Safety Tips 127

8 Water Brigade 127

9 Charades 127

10 Clothing at Work 128

11 What I Want to Be 128

12 Community Helper Dressup Day 128

13 Family Mail 128

14 Construction Site 128

15 Town Mouse, Country Mouse 129

16 Visit to a Local Art Gallery 129

17 Taking a Trip Around the Community 129

18 Local Natural Habitats in Our Community 129

Centres 131

Reading Centre 131

Writing/Language Centre 131

Arts & Crafts Centre 131

Discovery Centre 132

Mathematics Centre 132

Tactile Centre 133

Listening Centre 133

Dramatic Centre 134

Big Book Ideas 135

1 When I Grow Up 135

2 A Community of Helpers 137

Sources 139

CONTENTS

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Dear Parents/Guardians,

It’s hard to believe our Kindergarten Journey is coming to an end. Over the past 10 months,

the children have blossomed into inquisitive and knowledgeable students.

Our fi nal theme, “Community Helpers,” celebrates all those who contribute to our local

community. As the students “travel” through the community, they will take part in a

variety of exciting hands-on activities including the following:

n sorting “tools” used by community helpers

n putting letters for postal delivery in numerical order

n ordering shoes by size at the shoe store

n discussing the mass and capacity of various items at the bulk-food store

n designing patterned jewellery for a local jewellery shop

n creating different sundae combinations at the ice cream shop

n creating our own actions to new and familiar poems

n using weekly poems to identify community helpers, to read basic sight words, to identify

rhyming words, to recognize and discuss the function of question marks and exclamation

marks, and to identify descriptive words

n discussing a variety of community helpers and the important role they play in the community

n learning the importance of 911 in an emergency

Our centres continue to be fi lled with hands-on, active learning opportunities. At the Writing

Centre, students will write about what they want to be when they grow up. They will create

restaurant menus at the Arts & Crafts Centre, which they can use at the Dramatic-Centre

restaurant. At the Discovery Centre, students can investigate how various toys move at the

tinker-with-toys table and investigate a variety of community helper tools. Students can use a

balance scale to measure the mass of various bulk-food items at the Mathematics Centre.

As always, weekly poems will be sent home with your child. Please remember to read the poem

with your child and complete the Home-School Connection activity. This unit’s Big Books,

“When I Grow Up” and “A Community of Helpers,” will also be sent to all the kindergarten

homes before the end of the school year.

Our letters of the month are x as in x-ray, y as in yellow, and z as in zoo. Our number of the

month is 10. The students will continue to work through a variety of activities to reinforce the

proper formation of both letters and numbers.

As our school year comes to a close, I wish to thank all of you for your continued support

throughout our Kindergarten Journey. It was a great honour to work with your children at such

an infl uential time in their lives. May you continue to marvel at the talents of your children,

value their uniqueness, and celebrate their continued successes on their educational journey.

Best wishes for a wonderful summer!

Sincerely,

2 Kindergarten Plus!

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Unit 10 • Community Helpers ��

LESSON 8 WEIgHINg PRODuCE AT THE gROCERY STOREFocus

Students will use both nonstandard measuring devices (linking cubes) and standard measuring devices (a balance scale) to compare the mass of five different produce items. The words lighter and heavier will be used to compare the mass.

Materials

n one grape, one kiwi, one orange, one cucumber, and one head of lettuce (or five other produce items of varying size)

n balance scalen linking cubesn light plastic container n felt markersn chart papern Weighing Produce activity sheet (BLM 10.8.1)n pencilsn number line (1–100) (cash register tape works well)n plastic tray

PreParation

n Photocopy the activity sheet Weighing Produce (one copy per student).

teaching the lesson

1. Have the students sit in a large circle on the floor. Place the produce items on a plastic tray in the middle of the circle. Ask:n How many items are on this tray?

Pick up one of the items. Tell the students that you are going to pass the item around the circle. You would like them to take a careful look at the item and also notice how heavy it feels.

Pass the item around the circle. Then, ask:n Who can tell me the name of this item?n What else can you tell me about this item?

Encourage the students to comment on the colour, shape, size, and texture, and on how heavy or light the item feels.

2. Repeat this process for the remaining four produce items. Then, ask:n What do all of these items have in common?

Cash register tape can be purchased at office supply stores.

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�0 Kindergarten Plus!

Explain to the students that these items are called “produce,” and they are found in the produce section at the grocery store. Ask:n What types of foods do you find in the produce section? (Answer: fruits

and vegetables)

3. Explain to students that at the grocery store, the amount an item costs from the produce section depends on the mass of the object (how much the item weighs). If we want to buy only one or two grapes, it will not cost very much; if we want to buy a whole bunch of grapes, it will cost a lot more. Most grocery stores have scales at the checkout (where you pay for your groceries) and scales in the produce section, which the customers can use.

Ask:n Why would customers need a scale in the produce section?

Explain that if a customer knows the mass of an item (e.g., a bunch of bananas), he/she can figure out how much it will cost to buy the item.

4. Place the five produce items back on the tray in the middle of the circle. Ask the students:n If we want to put these produce items in order from lightest to heaviest

mass, which item do you think should come first?

Select a student to remove the lightest item from the tray and place it on its own in the middle of the circle. Ask the students:n If we want to continue to put these produce items in order from lightest

to heaviest, which item should come next?

Select a different student to remove the item from the tray and place it beside the first item selected. Continue with this process until all items have been placed in order from lightest to heaviest.

Ask the students:n Does everyone agree with the order of the produce items?

If any students disagree, encourage them to explain why. As a class, decide if any of the items should be moved to a different place in the line of produce.

When the majority of the students agree on the order of the produce, record the order of the items on chart paper.

5. Place the balance scale in the middle of the circle on the floor or on a low table. Ask:n Who remembers what this is called? n For what do we use a balance scale? (Answer: to measure the mass of

an object)

Review how the balance scale works. Explain that if, for example, we place any two classroom objects (e.g., a chalk eraser, a box of crayons) onto the scale, one in the right pan and one in the left pan, the scale will tilt down toward the object with the greater mass. Also, review how to “zero” the scale before measuring the produce items. Then, ask:

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Unit 10 • Community Helpers �1

n What does it mean if I place two items on the scale (one on each pan), and the scale does not tilt one way or the other but, rather, stays level? (Answer: scale is balanced because the objects are the same mass)

6. Tell the students that you are going to use the balance scale to compare the mass of the five produce items. Hold up the first item (e.g., grape), and place it onto one of the pans of the balance scale. Bring out the linking cubes, and ask:n How many linking cubes do you think I will need to put on the other

side of the scale in order to balance the scale?

Have the students share their estimates, and record them on chart paper. You may wish to put the student’s name beside each estimate.

Place the light, plastic container onto the other pan of the scale (to hold the linking cubes), and slowly put linking cubes into the container, one at a time. Encourage the students to count the linking cubes as you put them on the scale (into the container). When the scale is balanced, ask the students:n How many cubes did it take to balance the scale with the grape on it?

Check the estimates recorded on the chart paper. Ask:n Did anyone estimate the correct number of linking cubes it would take

to balance the scale? n Which estimates were close?

On chart paper, print the following: “We needed [number] linking cubes to balance the scale when one grape was on the other side.” Remove the grape and the container of linking cubes from the balance scale.

7. Hold up the produce item that is second in line (e.g., kiwi). Ask:n Did most of you think the kiwi was heavier or lighter than the grape?n How many linking cubes did it take to balance the scale when one grape

was on the other side?n If the kiwi is heavier than the grape, will we need more or fewer linking

cubes to balance the scale than we did with the grape?n How many linking cubes do you think we need to put on the other side

of the scale in order to balance it?

Have the students share their estimates, and record them on the chart paper. Once again, you may wish to record the student’s name beside each estimate.

Place the kiwi onto one pan of the scale and the plastic container onto the opposite pan. Slowly place linking cubes into the plastic container, encouraging the students to count as you go. When the scale is balanced, ask:n How many linking cubes did it take to balance the scale with the kiwi

on it?

Check the estimates recorded on the chart paper. Ask:n Did anyone estimate the correct number of linking cubes it would take

to balance the scale?n Which estimates were close?

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�2 Kindergarten Plus!

On chart paper, print the following: “We needed [number] linking cubes to balance the scale when one kiwi was on the other side.”

8. Ask the students:n If we look at the number of linking cubes it took to balance the scale

for both the grape and the kiwi, how can we tell which item is heavier? (Answer: more linking cubes to balance the scale with the item that is of a greater mass)

n Did we place the grape and the kiwi in the correct order?

9. Repeat the same procedure for the remaining three produce items. Once all five items have been weighed, have the students compare the actual order of the items (by mass) with their original estimated order.

Follow-uP student activity

1. Distribute one copy of the activity sheet, Weighing Produce (BLM 10.8.1), to each student.

2. Read through the questions together as a class.

3. Answer the questions together, and have the students record the answers on their own activity sheet.

extending the idea

n On a table at the Mathematics Centre, place a balance scale as well as a collection of various food items. Encourage the students (with help from an older student or parent-volunteer) to use the balance scale to compare the mass of the food items.

n Look at a variety of different scales that could be used to determine the mass of an object (or person).

n Discuss the use of scales in everyday life (e.g., home bathroom scale, at the grocery store, at the veterinarian).

n Set up a mock grocery store at the Dramatic Centre. Provide a play cash register, pretend money, scales, plastic food, receipts, paper bags, and so on.

student assessMent

n In a conference setting, have the students demonstrate how to use a balance scale and linking cubes to measure the mass of an object (e.g., a small paperback book). Have the students estimate how many linking cubes they will need to balance the scale with the book in the other pan. Then, have them check their estimate. Consider the following criteria:n makes a reasonable estimaten demonstrates one-to-one correspondencen compares the estimate to the actual mass

Include these criteria on the Rubric sheet, GBLM-2, and record your results.

the activity sheet, Weighing Produce (BLM 10.8.1) refers

back to the main activity (in teaching the Lesson) and to the five produce items listed under Materials. if you make substitutions for any of these produce items, be sure to make the appropriate changes to the activity sheet as well.

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BLM 10.8.1 ��

Name: ___________________________________________________________________________

Weighing ProduceWe used a balance scale to compare the mass of five different items of produce.

the orange needed _________ linking cubes to balance the scale.

the grape needed _________ linking cubes to balance the scale.

the cucumber needed _________ linking cubes to balance the scale.

the kiwi needed _________ linking cubes to balance the scale.

the lettuce needed _________ linking cubes to balance the scale.

Here are pictures of the produce items in order from lightest to heaviest.

lightest heaviest

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�� Kindergarten Plus!

WEEkLy POEM 1 MANY JOBS

hoMe-school connection

n Encourage your child to tap the words as you read the poem together.n Reread the poem. Have your child circle each pair of rhyming words as

you read them. (If possible, circle each pair of rhyming words in a different colour. For example, do and you in red; know and so in green).

n Challenge: Work together to find another word that rhymes with each pair of rhyming words from the poem (for example, two rhymes with do and you). Have your child print the new word beside each circled pair, assisting your child with the spelling as necessary.

Language Arts

Many Jobs(sung to: twinkle, twinkle Little Star)

there are so many jobs to do. there is one that’s right for you. Be a [type of job] if you please. Be the best that you can be. there are so many jobs to do. there is one that’s right for you. For any kind of job you choose, there are things that you must do. Study hard so you will know How to do your work just so. Find out how you need to dress. Come on time, and do your best.

Unit10_jd.indd 84 5/1/08 10:11:13 AM


Unit 10 • Community Helpers ��

Materials

n copy of the poem, “Many Jobs” (page 84)n chart papern felt markersn pocket chartn sentence stripsn index cardsn masking tapen star pointer (see Lesson 16, mathematics section)n bag fi lled with various tools (7 to 10) used by community helpers

(e.g., hammer, spatula, chalk, calculator, stethoscope, shoehorn, whistle)

day 1/lesson 1

Focus

To introduce the students to the poem, “Many Jobs.”

PreParation

n Print the poem on chart paper.n Display the chart paper where all the students can see it (e.g., chart stand,

chalkboard, bulletin board). n Photocopy the poem and Home-School Connection on page 84 (one copy

per student). Place the sheet in each student’s “Watch Me Read” Duo-tang. Remember to send the Duo-tang home with the students at the end of the week.

activity

1. Have the students gather around the chart paper. Ask them to listen carefully as you read the poem aloud. When you get to the blank line in the third line of the poem, make a simple “tap” for the line, and carry on. Explain to the students that you will take a closer look at words that can fi t into the blank spot later.

Read the poem aloud again. This time use the star pointer to point out the words as you read them. Next, have the students be your “echo.” Read one line of the poem, and have the students repeat the line after you.

2. Have the students listen carefully as you hum the tune of “Twinkle, Twinkle, Little Star.” Challenge them to identify the song when you have fi nished humming it. Explain that this week’s poem can be sung to the tune of “Twinkle, Twinkle, Little Star.” Finally, sing the poem together as a class.

extending the idea

n Select a student to be the teacher. Have him/her use the star pointer to point out the words as you read (or sing) the poem together as a class.

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