My School Community


Kindergarten: My School Community Unit Plan

K-2 Research Cycle

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My School Community Unit Matrix

First Trimester

Essential Question: What does it mean to be a good citizen in the classroom and the school community?
Essential Understanding: My community influences and shapes the way I develop.
Performance Task: Trifold drawings of themselves and a friend.

Reading Unit:Readers Build Good Habits
Writing Unit:Writers Build Good Habits
Social Studies:My School Community
Media/TechnologyMeet the Media Center!
Week 1
Immersion lessons:
Getting excited about books.
Readers learn rules and routines.
Immersion lessons:
Focus on different types of writing within the envronment.
Lessons 1 - 3
1. What is a community?
2. Our role in the classroom community.
3. Our rights and responsibilities in the classroom.
Library Orientation (library layout, staff)
Week 2
Guided Practice lessons:
Readers carefully choose and return books.
Readers enjoy books by staying in place and not talking.
Reader’s end RW by putting books away and coming to share.
Readers read their books by slowly turning the pages.
Immersion lessons:
Focus on different types of writing within the environment

Organize work by following classroom procedures.
Lessons 4 - 6
4. Roles within the school community.
5. Our role within the school community.
6. Roles in the community outside our school.
Book Care
Computer lab orientation
Week 3
Guided Practice lessons:
Readers make good choices when they finish a book.
Readers prepare to read by looking at the cover.
Readers choose books based on interest.
Readers slow down and spend time with their books.
Guided Practice lessons:
Writers take care of materials.
Writers choose the paper they need.
Writers label their writing.
Writers share their thoughts by putting them on paper.
Lessons 7- 9
7. Modes of transportation in the community.
8. Diverse community members.
9. Diverse community members (hair color).
Computer basics (logging in, mouse skills)
Keyboard basics
Week 4
Guided Practice lessons:
Readers reread favorite books.
Readers keep books safe.
Readers understand how classroom library is organized.
Readers shop for books from the classroom library.
Guided Practice lessons:
Writers share ideas using words and pictures.
Writers write about things they love.
Writers write about things they did.
Writers write about people they know.
Lessons 10 - 12
10. Diverse community members (eye color)
11. Diverse community members (boys and girls).
12. The culture of a community.

Week 5
Guided Practice lessons:
Readers take care of the library.
Readers point to the pictures.
Readers think and talk about books with a partner.
Readers respond to text with turn and talk.
Guided Practice lessons:
Writers make good choices when they are finished.
Writers add detail using color.
Writers add detail with background.
Writers add detail with letters.
Lessons 13 - 14
13. Feelings in our community.
14. Problem solving in our community.

Week 6
Guided Practice lessons:
Readers discuss books with a partner.
Readers think about their books with a partner.
Commitment lessons:
Readers reflect and celebrate.
Guided Practice lessons:
Writers get ideas by talking with a partner before they write.
Writers get ideas by talking with a partner after they write.
Commitment lessons:
Writers show they are authors by sharing a published piece.

Transdisciplinary: Transdisciplinary learning is the exploration of a relevant issue or problem that integrates the perspectives of multiple disciplines in order to connect new knowledge and deeper understanding to real life experiences. Transdisciplinary units culminate in authentic assessments with a genuine audience. Transdisciplinary units weave throughout the school day and are taught though multiple disciplines. Although content may be grounded in a discipline, the unit is not considered a science unit or social studies unit.

Inquiry: A student-centered, active learning approach focusing on questioning, critical thinking, and problem solving. It's associated with the idea "involve me and I understand."

Subject/Discipline Areas: Social Studies, Language Arts, Media, Math. Health, PE

Time Required: 6 weeks

Enduring Understanding: A community is a group of people working together to accomplish a goal. Each community member has responsibilities to the group.

Over-arching Essential Questions (Transdisciplinary):
  • What is my role in my communities (school, family, friends)?
  • How can choices I make have a positive impact on my communities?

Essential questions
Social Studies: What is my community? How are classmates alike and different?
Math: How can collecting, organizing and displaying data help us analyze information and make reasonable predictions and informed decision?
Language Arts: How are we developing a sense of ourselves as readers?
How are we building a reading community?
Media/technology: How can reading become a foundational skill for learning, personal growth, and enjoyment?
How can I use technology to be productive and solve problems?
Physical Education: What is good sportsmanship and how will it help me be a member of a community?
Health: How can understanding other people’s feeling help me be a member of a community?


Social Studies
1.4 Geographical space and place.
  • 1.4.7 Explain the geographical relationships of familiar places in one’s own community (e.g. home to school, home to store).
  • 1.4.8 Identify and explain the significance of important locations in one’s neighborhood.
1.6 Patterns of human movement across time and place.
  • 1.6.10 Describe types of transportation and related geographical features (e.g. boats go in the water, cars have wheels to drive on land).
  • 1.6.11 Explain how one travels to and from school and other places in the community.
1.7 The purpose, structures and functions of government and law at the local, state, national and international levels.
  • 1.7.12 State basic classroom, school, family and community rules/laws.
  • 1.7.13 Explain the reason for rules related to basic safety and fairness.
1.8 The interactions between citizens and their government in the making and implementation of laws.
  • 1.8.14 Work collaboratively to develop classroom rules.
1.9 The rights and responsibilities of citizens.
  • 1.9.15 Participate in leadership roles within classroom.
  • 1.9.16 Give basic reasons for the functions of classroom leaders (e.g. line leader, messenger).
  • 1.9.17 Discuss responsibilities students have to classmates and school community.
1.11 How different economic systems organize resources.
  • 1.11.19 Identify and role-play diverse jobs.
  • 1.11.20 Describe basic functions of key community roles (e.g. police officer, mail carrier, farmer, merchant).
1.13 The characteristics of and interactions among culture, social systems and institutions.
  • 1.13.22 Identify cultural characteristics of self and family (e.g. food, language, religion, traditions).
3.1 Use evidence to identify, analyze and evaluate historical interpretations.
  • 3.1.1 Predict how another person might feel given a simple scenario.
3.2 Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.
  • 3.2.2 Describe similarities and differences of their own feelings compared with others.
3.3 Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.
  • 3.3.3 Students will solve conflicts and classroom issues using appropriate strategies.

K.4--Collect, organize and display data using appropriate statistical and graphical methods.
  • K.22 Pose questions about personal experiences and the environment.
  • K.23 Collect data and organize information through counting, sorting, making lists, tallies and tables.
  • K.24 Construct real graphs and picture graphs and describe the data using the terms more, less and same.

Language Arts
Comprehend and respond in literal, critical, and evaluative ways to various texts that are read, viewed, and heard. (taken from Unit 1 – Building Good Reading habits)
  • Understand and follow the routines of reading time.
  • Make book choices that match interest and purpose.
  • Talk about books with pothers.
  • Read independently for 5-7 minutes.

3.1 Use technology: Students will demonstrate proficiency in the use of computers and applications including sound understanding of technology concepts, systems and operations.
  • Demonstrate beginning skills in using computers and applications
5.1 Develop appreciation and self-motivation as a reader.
  • Demonstrate active listening skills.
5.3 Determine and select materials appropriate to personal abilities and interests.
  • Understand and use the library as an information and pleasure reading source.

Physical Education
5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
  • 5.2 Follow game and safety rules when playing with others.
  • 5.4 Share and takes turns while participating in physical activities (e.g., using sports equipment).
  • 5.5. Participates in class physical education activities with respect for the rights and feelings of others.
  • 5.6 Work cooperatively with others regardless of differences.

1. Identify themselves as unique and capable individuals, with positive traits and qualities, worthy of care and respect.
2. Identify the ground rules used in the school environment.
3. Identify that diverse backgrounds contribute to the uniqueness of individuals.
4. State the importance of acknowledging emotions, and identify the ways of appropriately dealing with these emotions.

Learning Objectives

Students will be able to:
Social Studies
  • Create a classroom community.
  • Identify rules and routines of the classroom.
  • Identify similarities and differences among classmates.

  • Collect data and create graphs.

Language Arts
  • Understand the structure of the reading environment.
  • Understand and follow the routines of reading time.
  • Assist in creating the reading community.

  • Identify the rules and routines of the media center and computer lab.
  • Understand the basics of computer use.

Physical Education
  • Identify the rules and routines of the PE setting.
  • Understand good sportsmanship.

  • Understand the differences among us.
  • Understand the rules of a community.

Updated 7-31-12