Kids Who Care Unit

8/3/2019 Kids Who Care Unit

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Lesson Plan #1

Name: Ashley Scherle Date: October 20th/11

Subject: Social/Health Grade: Two

Content/Topic: Introduction: Kids who

CareInstructional Strategies:

Direct Instruction (questioning, listeningand viewing)

Interactive Instruction (discussion,

cooperative learning groups)

Outcomes:

Examine social and personal meanings of

caring and establish ways to show caring

for self, persons, living things, possessions,and the environment.

Indicators:

Students will be able to:Show and share what they think caring is.

Cross Curricula Competencies: developing thinking, developing literacies

Prerequisite Learning:N/A

Adaptive Dimension:

Students will work together to brainstorm what they think caring looks like, sounds like

and feel like.

Preparation: (equipment/materials/set-up)

Materials: Song: Caring by: Dr. T, caring scenarios, chart paper, pen

Set-up: bring computer, set up speakers


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Set ( 15 minutes)

1. Begin by giving students there certificates

for completing their Matter unit.2. Gather everyone on the carpet.

3. Tell students that today we are going to

start a new unit, Im going to play a song,

listen carefully to the words and see if youcan figure out what we are going to be

learning about.

4. After the song, let students share what theythink we are going to be learning about.

5. Kids Who Care

6. Make a web of students ideas of what theythink caring is.

Displaying kindness and concern for others

Development (20 minutes)

1. Caring Scenarios

2. Tell students that we are going to create a

new PWIM picture about our new unit.3. We will act out different ways we can

show caring and not caring.

4. Read first scenario; do the first onetogether as a class.

5. For the next scenario have students work

in small group.6. I will walk around and take pictures. Be

creative and give me your best effort

because Im to pick the best caring

picture to be our classroom PWIMpicture.

Closure ( 2 minutes)

1. Close with the caring song. Ask

students to sing the caring part.

Student Engagement/Classroom

Management Strategies

Give clear directions so students

always know what to do and stay

on task.

Keep an eye on the time to make

sure the lesson does not run too

long.

Have all materials ready to go

before the lesson starts.

Remind students to raise their hand

when they have an answer.

Remind students how to workindependently and quietly.

Remind students how to use

materials and how to clean up after.

Move disruptive student towards

me.

Assessment: Observation


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Caring Scenarios

It is recess and you and your friends notice a student standing all himself. You decide togo over and invite the boy to play with you and your friends.

Caring? Not Caring?

Its library time and as you are walking back to class with your new books a student in

your class trips and all her books go flying. You decide to go help her pick up her books.

Caring? Not Caring?

During Read to Someone you and your partner cant decide what book to read together.

Since you arent getting your way, you hit your partner. Caring? Not Caring?

Ms. Scherle rings the chime and asks the students to come sit down. Everyone continues

to talk and ignores the teacher. Caring? Not Caring?

Caring Story

Darcy had a lot of friends, and she was friendly too.She shared each day with all her friends a happy word or two.

She always had a joyful smile and pleasant things to say,

but she did not seem caring on her best friend's special day.

Her best friend's name was Gina.

They were close as friends could be.They always shared their birthdays. They were just like family.

But this year Gina's birthday somehow slipped from Darcy's mind,

and all the day at school, Darcy did not seem very kind.

She did not want to tell Darcy her birthday was that day.

She thought she should remember. It had always been that way,

but somehow Darcy didn't know, and as the day went byshe made her poor friend Gina feel so sad that she could cry.

At lunch they sat together with some friends to eat their food,

but Darcy seemed too busy to catch on to Gina's mood.

Then after school when Darcy called, she still forgot the day!She wanted to tell Darcy, but did not know what to say.

The two hung up the phones, and just then Darcy realized

it was her best friend's birthday, and she had been caught surprised.


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"Oh dear," she said while staring at the calendar she had.

The date was clearly marked and that made Darcy feel so bad.

"I've been so selfish! Gina must think I don't even care.I have to make this better. I've been terribly unfair!"

So Darcy rode her bike down to the store to get a gift.She hoped it would not be too late to give her heart a lift.

She hurried to her house, feeling ashamed that she forgot.Though she did care for Gina, she had not shown it a lot.

When Gina opened up the door, she saw her best friend there;

still sweating from the bike ride, and with really messy hair.

"I'm sorry I forgot, but happy birthday," Darcy said.

So pleased to see her, Gina said, "come in you silly-head!"

They both enjoyed a party, and they quickly made amends.They grew yet ever closer as the very best of friends.

Lesson Plan #2

Name: Ashley Scherle Date: October 24th/11


Content/Topic: Introduction: Have You

Filled A Bucket Today

Instructional Strategies:

Direct Instruction (questioning, listeningand viewing)



Outcomes:

Health:

Examine social and personal meanings of

caring and establish ways to show caring

for self, persons, living things, possessions,and the environment.

Indicators:

Students will be able to:

-Show and share what they think caring is.

-Value themselves as individuals

-Recognize the need for healthypersonal relationships with

members of their family, friendsand others in the community- Gradually incorporate the

vocabulary for expressing feelings

and for social interaction into theirtalk and writing


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Prerequisite Learning:N/A

Adaptive Dimension:

Students will have their own personal goal of how they will be filling buckets. Studentswill behavioural issues will have a different goal then others.

Preparation: (equipment/materials/set-up)Materials: Have You Filled a Bucket Today? By Carol McCloud, Buckets, items to

decorate buckets, items for bucket filling.

Set-up: decorating materials


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Set ( 20 minutes)

7. Gather students on the carpet.

8. Remind students that we are now learningabout a new theme. Ask students if they

remember what it is. (caring)

9. Ask students: Why do you think welearning about caring

-to become a better person

-to become a better friend

-to feel happy

Tell students that everyone can always learn

how to be more caring for themselves andothers. We are going to learn lots of different

ways how to become the best caring person we

can be. We will be reading stories, we will bedoing some art including painting, even some

phys ed. and dance activities.

*stretch break before reading the book*

10. Read Have you filled a Bucket Today? By:

Carol McCloud

During the story:Page 9: Ask students to imagine their invisible

bucket. They can even imagine

they are holding it right now. Ask them to thinkabout times when they have felt

happy. Those times are when their bucket is full.

Ask them to think about times

when they have felt sad and lonely. Thos timesare when their bucket is empty.

o Page 13: Ask students to give you ideas about

how to be a bucket filler.o Page 15: Ask students to give you ideas about

how to be a bucket dipper. Ask if

their bucket has ever been dipped into. Ask ifthey have ever dipped into

someone elses bucket.

o Page 19: Ask students to think of somethingthey could say to someone in their

family to fill their bucket.


Ask them if they think it could be true: doeseveryone really carry around an invisible bucket?

Bring out a bucket. Even though this bucket is

not invisible, we will use it to see whathappens when we do caring things for eachother.

1. We are going to use buckets everyday as we

learn about different ways to care. This will

help us become bucket fillers.2. Ask students what is a bucket dipper?

3. What happens to people who are bucket

dippers?4. Remind students that when we are bucket





on task.



long.





Remind students how to work

independently and quietly.




me.


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Lesson Plan #4

Name: Ashley Scherle Date: October 31st/11


Content/Topic: Honesty Instructional Strategies:Direct Instruction (questioning, listening

and viewing)

Interactive Instruction (discussion,cooperative learning groups)

Outcomes:

USC2.1Demonstrate a basic understanding of how

thoughts, feelings, and actions influence

health and well-being.

USC2.4 Examine social and personal

meanings of respect and establish ways

to show respect for self, persons, livingthings, possessions, and the environment.

Students will develop various ways torespect others.

Indicators:

Students will be able to:a.Determine that people are responsible for

personal thoughts, feelings, and actions.

j.Discuss and provide examples of treatingothers as one would like to be treated.


Prerequisite Learning: What is caring? What is honesty?

Adaptive Dimension:

Students will learn how to be honest through a variety of learning styles: activities,movie, songs, discussion


Materials: The Berenstain Bears and the Truth, song http://singdancelearn.com/character-

education-songs/truth-song-honesty-song/, buttons

Set-up: movie and song on the computer
http://singdancelearn.com/character-education-songs/truth-song-honesty-song/http://singdancelearn.com/character-education-songs/truth-song-honesty-song/http://singdancelearn.com/character-education-songs/truth-song-honesty-song/http://singdancelearn.com/character-education-songs/truth-song-honesty-song/


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Lesson Plan #5

Name: Ashley Scherle Date: November 2 nd/11


Content/Topic: Respect Instructional Strategies:Direct Instruction (questioning, listeningand viewing)



Set ( 20 minutes)

13. Give students 5 minutes to finish off quiltsquares. If they finish early they can

write/or draw a kindness bucket filler.

14. Play a game called Whos got thebutton? split class into 3 groups.

15. Play caring song while students are

playing.

16. After game talk about what is another wayto be a caring person. Be honest.


17. Listen to honesty song.

18. Ask students a list of scenarios.

19. Honesty and dishonesty

20. Watch movie. (If time?)


2. Talk about what they want to learn about

caring. What they think they need towork on.

3. Make a classroom list.




always know what to do and stayon task.


sure the lesson does not run toolong.

Have all materials ready to gobefore the lesson starts.








me.

Assessment: Observation, classroom discussion


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Outcomes:





meanings of respect and establish waysto show respect for self, persons, living

things, possessions, and the environment.


Indicators:





Prerequisite Learning: What is caring? What is respect?

Adaptive Dimension:

Students will learn how to respect through discussion, stories and art


Materials: Canadian Character Education grade 1-2 Book, I Show Respect


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Set ( 20 minutes)

21. Ask students what they think respect is.

Respect isTreating others kind, using manners, doing

nice things for others and for yourself,

thoughtful, caring

22. Read I Show Respect By: David Parker23. Talk about other ways you can show

respect.


24. Show on document camera page number

25 in Canadian Character Education grade1-2

25. Ask students to think about how they can

show respect at school and have them drawa picture of it.


4. If students have time they can fill

students buckets.





on task.



long.









me.

Assessment: Observation, classroom discussion, drawing


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Respect

Name: _____________________

I show respect at school by:

____________________________________________________________________________________________________________________________________________________________________________


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Lesson Plan #6

Name: Ashley Scherle Date: November 3 rd/11


Content/Topic: Peace Instructional Strategies:Direct Instruction (questioning, listening

and viewing)Interactive Instruction (discussion,


Outcomes:








Indicators:



j.Discuss and provide examples of treating

others as one would like to be treated.


Prerequisite Learning: What is caring? What is peace?

Adaptive Dimension:

Students will learn how to respect through discussion, stories and art


Materials: Book, I Show Respect, The Peace Book By: Todd Park


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Lesson Plan #7

Name: Ashley Scherle Date: November 7 th/11


Content/Topic: Cooperation: Workingwith others

Instructional Strategies:

Direct Instruction (questioning, listening

Set (25 minutes)

26. Review with students what is respect?

27. Quickly look at book from yesterday forexamples.

28. Give students 10-15 minutes to finish. If

they finish early they can be a bucket filler.

29. Ask students what special day is comingup. (Remembrance day)

30. What is Remembrance Day about?

Every year on November 11 we remember thebrave Canadians who fought for us so we can

leave in peace and freedom.

31. What does peace mean?Feeling safe, happy, no conflict

32. Read the story called The Peace Book By

Todd Park


1. Give students a minute to close their eyesand think about peace is or to me, peace

means.

2. Let some students share their ideas with theclass.

3. Give students directions on what their peace

puzzle should look like: draw, write yourname, and carefully cut it out. Your drawing

needs to be neat, and there shouldnt be any

white spots.


5. If students have time they can fill

students buckets.





on task.



long.









me.

Assessment: Observation, classroom discussion, drawing


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and viewing)

Interactive Instruction (discussion,cooperative learning groups)

Outcomes:







Indicators:




Show how they can work togetherrespectfully.


Prerequisite Learning: What does cooperation mean?

Adaptive Dimension:

Through a variety of activities students will learn how to work together


Materials: Cooperation Story Book


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Set (15 minutes)

33. Read story about cooperation.

34. Have a discussion about what cooperationis.

35. Explain first activity:

-students will get a number, dont show anyonewhat your number is.

-without talking you must get into order in a

straight line.


36. Next activity: Popcorn

-students move around the room when themusic stops I will call out a number

-without talking students must quickly get into

a group with out talking and sit down.

-I will then call out an object the students mustwork together to create the object as quickly as

they can with little talking

-repeat-students should not go with the same people

every time.

Rocking chair

washing machine

hot air popcorn popper

toaster

car

piano

waterfall

old oak tree

eagle

elephant

end with "Everyone, roller coaster!"


6. Talk about different ways that you

worked with each other. Good ways/ badways





on task.



long.










me.


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November 14th

Kids Who Care:

Cooperation: Working together

HealthOutcome USC2.1

Demonstrate a basic understanding of how thoughts, feelings, and actions influence


Develop a common understanding and use of respectful language to talk about thoughts,

feelings, and actions (e.g., emotions, ideas, behaviours, choices, reactions, control).

Examine various ways to appropriately share thoughts, feelings, and actions.

Set:

Think about a sport. Ex. Baseball: Sometimes youre in the spot light holding the bat,sometimes you out in the field sometimes youre waiting your turn on the bench. There

are different roles in a team and you take turns. When you all work together that makes it

fun and helps the team succeed and do well.

This is just like our classroom. Think of us as a team, as a whole class and in small

groups.

What are some different roles we use in the classroom?

-listeners-talkers

How to be a good team member:

-give ideas

-ask questions

-reply to ideas-work together

Look at the book Teaching Cooperation Skills

Stretch Break

Development:

Read Story called I am inventing an invention By Lauren Child

Tell students they are going to work together in a small group to create an invention.

Tell they must work as a team!

Task #1:

Your member of your group will get a number. #1 will start by sharing their ideas:

Good words to use are: I think


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Maybe

My idea is

We couldLet everyone have a chance to share their idea without interrupting! Let everyone have a

chance to write/draw their idea on the Our Groups Ideas Handout

Closure:

Gather students back:

What went well? What could we have done better?

Kids Who Care:

Cooperation: Working together

Health

Outcome USC2.1Demonstrate a basic understanding of how thoughts, feelings, and actions influence


Develop a common understanding and use of respectful language to talk about thoughts,

feelings, and actions (e.g., emotions, ideas, behaviours, choices, reactions, control).

Examine various ways to appropriately share thoughts, feelings, and actions.

Set:Review that we started yesterday. In pairs you were brain storming different ideas for

creating a new invention. Remind students that you want to create something people willwant. I know some of you have some great ideas but some of you are still not sure.

-You could create something that would help you clean your room

-You could create some new kind of food. (Mixing all of your favourite food into one and

giving it a new name)-You could create a new toy

-You could create some kind of a machine that would do your chores

-You could create some kind of a machine that would help you understand animals barketc

Remind students that when you are working with someone you should respect them bylistening!!!! To them talk and do not interrupt them. Talk turns sharing ideas

-I think

-Maybe

-We could-My idea is

*Read Im Listening Book


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I will give you more time now to think of your ideas then I want you to ask questions

about eachothers Ideas-What do you think about

-Whats the best way to

-Would you like

Development:

Give students 10 minutes to finish brainstorming and ask eachother questions about theirideas.

Gather back: Discuss how working together worked? Didnt work?

Now its time to pick one idea: Put your ideas together to come up with one invention.-I like your idea because

Once you have one idea you can work on the description handout.

Closure:

What are some good ways to work with others.-listening to eachother

-respect eachother

-combined ideas to create a better invention


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Kids Who Care Unit

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