Integrated
Unit Planning Guide
Planning
for Possibilities…
Unit Name:
Restaurant
Developed by: Darcie
Pike-Wilkie
Dates: Nov/Dec 2012 Length
of Unit: four weeks Grade Level: Kindergarten
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Reason
for choosing to develop this new unit: Many of the
children in my class choose to visit the dramatic play area each day to play
with the kitchen set and play food. They play restaurant/store/house with
each other. I see them taking each other’s orders, serving, cleaning, and
ringing in the bills on the cash register. I would like to use their natural
play environment as a platform to introduce the Restaurant integrated unit. It
is my intention to put curriculum and instruction together in an integrated
way that makes sense for the children. I also want to consider the multiple
intelligences as I plan and prepare the unit. It is my hope that the children
will take the lead in the direction of this unit and that we will be able to
make connections across curriculum areas in order to ultimately have
experiences that can carry over into meaningful life situations- children
re-enact life to learn about life!
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Fogarty’s
Models of Curriculum Integration that may be used: Webbed
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Subject
areas that will be integrated:
Early Literacy, Early Numeracy, Health and Physical Development, Creative
Development, Science
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What
I expect students to know and be able to do by the end of this unit:
1. The
Content- Possible Curriculum Outcomes
Early Literacy-
Speaking
and Listening-
·
1.1,
Express feelings and opinions and describe personal experiences and interests
·
1.2,
Listen to the ideas and opinions of others
·
1.3, Begin to ask and respond to questions,
seeking help or information
·
1.4, Follow and give directions in different
contexts
·
1.5,
Participates in conversation and in small and whole-group discussion
·
1.6, Begin to use gestures and tone to
convey meaning
·
1.7, Engage in simple oral presentations and
respond to oral presentations
·
1.8, Demonstrate that they are becoming
aware of social conventions in group work and cooperative play
·
1.9 Develop the concepts/vocabulary of
feelings and awareness that some vocabulary choices can hurt people
Phonological
Awareness-
·
2.1, Identify how many words are in a spoken
sentence
·
2.2,
Begins to segment and blend words into syllables
·
2.3,
Recognizes and produces rhyming words in oral language
·
2.4
Recognize beginning and final phonemes in oral language
Reading
and Viewing-
·
3.1,
Regard reading/viewing as sources of interest, enjoyment, and information
·
3.2,
Understand basic concepts of print including directionality, word, space,
letter, and sound
·
3.3,
Engage in reading or reading-like behavior as they experience a variety of literature
·
3.4,
Use picture cues and prior knowledge
to make sense of unfamiliar text
·
3.5,
Use knowledge of oral language to make
sense of unfamiliar text
·
3.6,
Begin to use knowledge of sound/letter
relationship to problem solve unknown words
·
3.7, Begin to match one-to-one spoken to
printed word
·
3.8,
Begin to recognize some sight words, environmental print, and words that have
personal significance
·
3.12,
Begin to ask questions of text
·
3.13
Recognize some basic components of texts such as author, illustrator, and
title
Writing
and Representing-
·
4.1, Understand that print (illustration/symbols)
carries a message
·
4.2,
Begin to demonstrate an awareness of audience and purpose
·
4.3,
Write simple messages
·
4.5,
Develop the concept of directionality
·
4.6,
Develop one-to-one correspondence between spoken and written words
·
4.7,
Understand that letters can be written in upper and lower case ( uses them
indiscriminately)
·
4.8,
Uses letters to represent the predominant sounds in words
·
4.9,
Begin to use some sight words, environmental print, and words that have
personal significance to support their writing
·
4.10,
Experiment with punctuation
·
4.11
Begin to use spaces between words
Early Numeracy-
Number
Sense-
·
1.1, Count in a variety of ways
·
1.2, Explore a variety of physical
representations of numbers
·
1.3, Count to determine the number in a group
-10
·
1.4,
Create a set of a given number (0-10)
·
1.7 Use symbols to represent numbers in a
variety of meaningful contexts
Patterns-
·
2.1
Demonstrate an understanding of repeating patterns (2-3 elements) by
identifying, copying, extending, describing, and creating pattern
Science-
·
1.1,
Recognize and discuss personal interests, characteristics, and preferences
that make them unique and special
·
1.2
Begin to develop and awareness of needs and wants that are common to all
children
Creative Development-
·
1.2,
Express ideas and feelings creatively through artistic expression
·
1.3
Represent ad express ideas and feelings through play
Health
and Physical Development-
Physical
Development –
·
1.2
Develop control of small muscles
Health
and Well-Being –
·
2.1,
Explore and recognize the benefits of healthy food choices
·
2.2
Practice and discuss positive hygiene and health care habits
Personal
Development-
·
3.1, Understand that feelings and emotions
are expressed in words, actions, and facial/body expressions
·
3.2, Demonstrate curiosity and interest in
learning
·
3.3
Engage in and complete activities independently, and seek assistance as
necessary
2. The
Processes- Learning activities that
may be used to support this unit:
A. Beginning
of unit
·
Hook-
Bring in a brown bag with miscellaneous items in it. Ask the children to help
teacher figure out what we are going to be learning about using the clues
from the bag. One by one, bring the
items out. Inside the bag could be: a serving tray, a bill book and pencil,
an apron, empty food containers, etc…
·
Mind
Map- Children will be asked to offer what they already know about restaurants,
what types of restaurants they know about or have visited,
various
jobs in a restaurant, what you need in a restaurant. Teacher may prompt by
using questions.
·
Share
a story, song, poem, etc…
B.
Middle of unit- Planning For Possibilities...
(Small group and whole group
activities)
·
Transform
Dramatic Play Center into a restaurant. Possibly change restaurant on a
weekly basis. (Ex- pizza parlour,
Chinese, burger’s, chicken)
Students create menus, post signs, decorate area, collect needed materials
and then play in the area.
·
Possible Texts:
Little Pea by
Amy Krouse Rosenthal
Eating the
Alphabet by
Lois Ehlert.
Growing Vegetable Soup by
Lois Ehlert.
Pancakes,
Pancakes by
Eric Carle.
I Will
Never Not Ever Eat a Tomato by
Lauren Child.
The Edible
Pyramid: Good Eating Every Day by Loreen
Leedy.
Pizza at
Sally’s by
Monica Wellington.
Tops and
Bottoms by
Janet Stevens.
Bread and Jam for Frances by Russell Hoban.
Good Enough to Eat: A Kid’s Guide to Food by
Lizzy
Rockwell.
The Popcorn Book by Tomie de Paola.
William Won’t You Wash Your Hands kit
Stone Soup by Marcia Brown
·
Chart Poems/Songs/Music
·
Sentence Strip
Charts
·
Work Station
Activities-Children participate in many activities… ie- Spaghetti and Meatballs game
(Children use tongs to pick play meatballs out of yarn. On each meatball is a
letter. The child will then write the letter on a sheet that has meatballs on
it.
Syllable
Count
game- There will be three Styrofoam
hamburger containers labelled with numbers 1, 2, and 3. The number one tray
will have a picture of a hamburger with one hamburger patty, number two will
have a picture of a burger with two patties, and so on… Children will pick a
card with an picture of various items from the pile and will need to clap the
syllables and place the card in the appropriate tray, etc…
·
Writing (possibly
procedural- how to make a burger, sandwich, pizza, etc…),
perhaps make a recipe, menus, signage,
letter to invite customers.
*Differentiate instruction as needed
·
Create vocabulary
list- using pictures and words
·
Discussions and
activities- healthy eating, nutrition, Canada’s Food Guide
·
Activities designed
to enhance phonological awareness
·
Make chef hats
·
Bake/Cook- possibly
“bread art”
·
Sensory Table- Make
mud pies or shaving cream pies
·
Tea party
·
Make Fruit-kabobs…possibly patterns
·
Problem-solve- math
journal activities… ie- How many forks do you need to serve your family.
·
Classroom visitors/guest
speakers- possibly waitress/waiter, chef, public health nurse, Healthy Eating
Alliance… (Possibly family members)
·
Field trip ?
·
Add new learning to
mind-map
***The flow and direction of the unit will depend on the interests of
the children.
*** Our music
teacher has asked to be informed of any theme ideas as she would like to
integrate learning into her music classes also. I will be sure to let her
know the direction of our restaurant unit.
C. End
of unit- Possibilities...
·
Learning
Journey Book- Using photos of the children as we engage in the various
activities, we will create a book highlighting the experiences, the classroom transformations, classroom
guests, field trip, etc. The Shining Star will get to bring home the book for
a night to share with their family.
·
Field
Trip to a restaurant ?
·
Invite
guests to our own classroom “Restaurant” to serve food items. Children will
be responsible for preparation, serving, and clean-up. Guests may be family
members or another class…
3. The
Skills- By the end of this unit, students will…
·
Create
,explore and experience the classroom learning environment
·
Contribute
to discussions, develop oral language skills, share thoughts and ideas
·
Predict,
problem- solve
·
Participate
in many reading and writing activities
·
Develop
phonological awareness skills (Redo PAST assessment tool at end of unit)
·
Demonstrate
team-work/ collaboration
·
Work
independently/ collaboratively at work stations
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Resources
needed to teach and what students will need to be able to learn:
·
Many
“restaurant” themed items- ie-pizza boxes, play food, trays, order forms,
pencils, cash register, play money,
play telephone, costumes, condiments, dishes, cutlery, etc…
·
Real
food items to explore using our five senses
·
Books
·
Work
Station materials…teacher will make or collect materials needed for work
stations (small group activities)
·
Pocket
Charts
·
Sentence
Strips
·
Pinterest
Board created by teacher for Restaurant Integrated Unit Ideas
·
Computer
·
Chart
paper
·
Craft
materials as needed
·
Sensory
table items as needed…ie- shaving foam, tin pie plates
·
Kitchen
area for food preparation and clean-up
·
Camera
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Assessment
for learning tools to assess prior knowledge and to ensure learning (and
teaching) is on track that will be
used: photographs, observations/ anecdotal notes,
writing samples, checklist, portfolio, PAST assessment tool
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Assessment
of learning strategies/ tools that will be used to check that learning has
occurred for all students:
Conferencing, observations/ anecdotal notes, writing samples, photographs,
portfolio, checklist, PAST assessment tool
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How
will I record changes made during the implementation of this unit or identify
areas in need of further development before re-using this unit: At the end of each day, I will
take some time to reflect on what seems to be working well, what does not
appear to be working well, how I can differentiate to meet the needs of the
children, and any changes to the direction of the unit that the children will
be interested in pursuing. I will create a table that I can complete in point
form and attach it to the unit plan.
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Time
for reflection: (After implementation)
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***Change this chart to landscape layout
Daily
Reflection Chart for Integrated Unit
Date
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What Is
Working
Well
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What
Is Not Working Well
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Differentiation
Needing To Be Addressed
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Changes
in Direction Based on Interest
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