{"id":446,"date":"2017-06-26T14:45:17","date_gmt":"2017-06-26T18:45:17","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt222-2017\/?p=446"},"modified":"2018-05-24T22:13:13","modified_gmt":"2018-05-25T02:13:13","slug":"concept-based-curriculum-instruction-prince","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/edt222-2017\/2017\/06\/concept-based-curriculum-instruction-prince\/","title":{"rendered":"Concept Based Curriculum & Instruction-Prince"},"content":{"rendered":"

The following diagram outlines The Structure of Knowledge framework for what I want the 4-5 year old children to know, understand and be able to do in our Plants as Living Things Unit. <\/strong><\/p>\n

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AGE GROUP = 4-5 YEARS
\nUNIT TIME FRAME = 6 WEEKS<\/p>\n

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THE THREE DAYS OF LESSONS BELOW IS A “SNAPSHOT” OF A 6 WEEK UNIT WITH THE OVERALL OBJECTIVES OUTLINED ABOVE. <\/strong><\/p>\n

BEFORE :<\/p>\n

THIS WILL HELP ASSESS WHAT THE CHILDREN KNOW ABOUT WHAT THEY EAT AND HOW IT GROWS. <\/p>\n

DURING LUNCH FOR SEVERAL DAYS LEADING UP TO THE UNIT, THE TEACHER WILL ASK THE CHILDREN QUESTIONS REGARDING WHERE THEY THINK THEIR FOOD COMES FROM TO DETERMINE WHAT PRIOR KNOWLEDGE THE GROUP AND INDIVIDUALS IN THE GROUP POSSESS.
\nGUIDING QUESTIONS: WHAT FRUITS AND VEGETABLES ARE YOU EATING? DO YOU KNOW WHERE YOUR FOOD COMES FROM? WHAT HAPPENS WITH YOUR FOOD BEFORE IT GETS TO LA CASITA? <\/p>\n

DAY 1: SEE-THINK-WONDER STRATEGY <\/strong>
\nCHILDREN WILL KNOW THAT PLANTS ARE LIVING THINGS.
\nCHILDREN WILL UNDERSTAND THAT LIVING THINGS GROW AND ARE AFFECTED BY DIFFERENT FACTORS.
\nCHILDREN WILL BE ABLE TO DRAW A PICTURE TO DEMONSTRATE THEIR KNOWLEDGE AND UNDERSTANDING. <\/p>\n

STEP 1: WRITE THE WORD “LIVING THINGS” ON THE BOARD. ASK THE CHILDREN TO CLOSE THEIR EYES AND THINK ABOUT EXAMPLES OF LIVING THINGS. ASK THEM TO PAINT A PICTURE IN THEIR HEAD OF SEVERAL THINGS THAT ARE LIVING BECAUSE THEY ARE GOING TO HAVE A CHANCE TO DRAW THEM.<\/p>\n

STEP 2: PLACE A 12X4 LARGE PIECE OF CHART PAPER ACROSS THE WALL OF THE CLASSROOM AND ASK THE CHILDREN TO DRAW THE EXAMPLES OF LIVING THINGS THEY PICTURED IN THEIR HEADS. AS CHILDREN DRAW, ASSIST THEM IN LABELING THEIR DRAWINGS. <\/p>\n

STEP 3:ASK THE CHILDREN TO DO A GALLERY WALK (THIS NEEDS TO BE MODELED THROUGHOUT THE YEAR). AS THEY WALK TO VIEW OTHER’S DRAWINGS, THEY SHOULD FIND 1-2 DRAWINGS OF LIVING THINGS THEY HAD NOT THOUGHT ABOUT. <\/p>\n

http:\/\/www.theteachertoolkit.com\/index.php\/tool\/gallery-walk?wvideo=frn9ji37cn<\/a><\/p>\n

STEP 4: GATHER THE CHILDREN TOGETHER AND LET THEM KNOW WE ARE GOING TO WATCH A VIDEO AND YOU WANT THEM TO DECIDE WHETHER OR NOT THE VIDEO WE ARE WATCHING SHOWS A LIVING THING OR A NON-LIVING THING AND WE WILL DISCUSS WHY ALONG THE WAY. CHILDREN WILL SHARE OUT LOUD AND TURN AND TALK TO PARTNERS DURING DISCUSSION. <\/p>\n

PLAY THE FIRST MINUTE OF THE VIDEO LINKED BELOW. THEN STOP THE VIDEO AND ASK THE QUESTIONS ABOVE TO THE CHILDREN. ASK WHAT DO YOU SEE? <\/strong><\/p>\n

THEN PLAY THE NEXT MINUTE AND STOP AND ASK THE QUESTIONS. ASK IF THERE IS ANYTHING THEY SAW IN THE SECOND SEGMENT THAT WAS DIFFERENT THAN THE FIRST. ASK WHAT DO YOU THINK?<\/strong><\/p>\n

REPEAT UNTIL VIDEO FINISHES. ASK WHAT DO YOU WONDER?<\/strong><\/p>\n

THEN SHOW THE VIDEO AGAIN FROM START TO FINISH WITHOUT STOPPING.<\/p>\n