uit 10 Commuity Helpers by Joi Bowma
2008 by Joi Bowma Portage & Mai Press ackowledges the fiacial support of the Govermet of Caada through the Book Publishig Idustry Developmet Program (BPDIP) for our publishig activities. All rights reserved. Except as oted, o part of this publicatio may be reproduced or trasmitted i ay form or by ay meas graphic, electroic, or otherwise without the prior writte permissio of the publisher. Prited ad boud i Caada by Frieses. Kidergarte Plus! ISBN 978-1-55379-156-0 Uit 10 Commuity Helpers ISBN 978-1-55379-170-6 Project editor: Leigh Hambly Illustrator: Lisa Rae Swa Book ad cover desig: Relish Desig Studio Ltd. Ackowledgmets My parets, Bill ad Barb Brow, for beig my creative soudboard ad my first editors throughout this project. The publisher would like to thak Tricia Geske, former kidergarte teacher, ad Jamie Dyck, music teacher, for their review of the cotet ad for their ivaluable advice. Permissio Ackowledgmets Grateful ackowledgmet is made to the followig for permissio to reproduce copyright material. Every effort has bee made to determie ad cotact copyright owers. The author ad publisher would welcome ay iformatio regardig omissios ad errors. Jea Feldma. Colour Farm is reprited by permissio of Jea Feldma. Mary Fly. Sig a Raibow, Orage, ad Blue are reprited by permissio of Mary Fly. Jo Ae Hambly. Teddy Bears, Sleepig Bears, If I Were, ad What Am I? are reprited by permissio of Jo Ae Hambly. James Horer. Gree, ad Red are reprited by permissio of James Horer. Jeifer Lawso. Assessmet blacklie masters from the Hads-O Series. 2006 by Jeifer Lawso. Used by permissio of Portage & Mai Press. Leslie Malki. We ve Got Bears, Pet Bear, Where s Your Parka, Polar Bear?, I Saw a Polar Bear Today, Welcome Sprig!, Sprigtime Days, Is it Sprig?, I Kow That It s Sprigtime, ad Witer Time are reprited by permissio of Leslie Malki. Shel Silverstei. Hug o War from Where the Sidewalk Eds. 2004 by Evil Eye Music, Ic. Reprited with permissio from the estate of Shel Silverstei ad HarperCollis Childre s Books. Used by permissio of HarperCollis Publishers; Sowball from A Light i the Attic. 1981 by Evil Eye Music, Ic. Used by permissio of HarperCollis Publishers. Julie Vickery-Smith. Build a Sowma, The Frost Sog, Sowflakes, Sowflakes, ad The Witer Pokey are reprited by permissio of Julie Vickery-Smith. 100-318 McDermot Aveue Wiipeg, MB Caada R3A 0A2 Tel: 204-987-3500 Toll-free: 1-800-667-9673 Toll-free fax: 1-866-734-8477 Email: books@padmpress.com www.padmpress.com
CONTENTS Letter to Parets/Guardias 2 Books for Childre 3 Mathematics 4 1 Sortig Tools Used by Commuity Helpers 4 2 Graphig by Occupatio 10 3 Learig Our Telephoe Numbers 17 4 At the Post Office 22 5 Usig Irregular-Shaped Items to Fill a Area 27 6 Orderig Shoes by Size at the Shoe Store 30 7 Usig Nostadard Uits to Measure Capacity at the Bulk-Food Store 34 8 Weighig Produce at the Grocery Store 39 9 Sudae Combiatios at the Ice Cream Shop 44 10 Sortig Buttos ad Reviewig Skip-Coutig By 2 s, 5 s, ad 10 s 50 11 Jewellery Patters 54 12 Graphig Bakig Utesils by Material 59 13 Sharig Food at the Restaurat 65 14 Makig Rows of 10 i a Tulip Garde 70 15 Addig ad Subtractig i the Commuity 75 16 Private Ivestigators: Fidig Numbers o the Hudreds Chart 79 Laguage Arts 84 Weekly Poem 1 May Jobs 84 Home-School Coectio 84 Day 1/Lesso 1 85 Day 2/Lesso 2 86 Day 3/Lesso 3 87 Day 4/Lesso 4 88 Day 5/Lesso 5 89 Weekly Poem 2 What Will You Be? 90 Home-School Coectio 90 Day 1/Lesso 1 91 Day 2/Lesso 2 91 Day 3/Lesso 3 92 Day 4/Lesso 4 94 Day 5/Lesso 5 94 Weekly Poem 3 All Aroud the Neighbourhood 96 Home-School Coectio 96 Day 1/Lesso 1 97 Day 2/Lesso 2 97 Day 3/Lesso 3 99 Day 4/Lesso 4 100 Day 5/Lesso 5 101 Weekly Poem 4 People i the Commuity 105 Home-School Coectio 105 Day 1/Lesso 1 106 Day 2/Lesso 2 106 Day 3/Lesso 3 108 Day 4/Lesso 4 110 Day 5/Lesso 5 110 Additioal Poems ad Sogs 112 Itegrated Studies 116 1 What Is a Commuity Helper? 116 2 Call 911 i a Emergecy 120 Additioal Itegrated Studies 126 1 Commuity Helper Puppets 126 2 Commuity Helper Visits 126 3 Fie-Motor Practice at the Hospital 126 4 Commuity-Helper Sack 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 Clothig at Work 128 11 What I Wat to Be 128 12 Commuity Helper Dressup Day 128 13 Family Mail 128 14 Costructio Site 128 15 Tow Mouse, Coutry Mouse 129 16 Visit to a Local Art Gallery 129 17 Takig a Trip Aroud the Commuity 129 18 Local Natural Habitats i Our Commuity 129 Cetres 131 Readig Cetre 131 Writig/Laguage Cetre 131 Arts & Crafts Cetre 131 Discovery Cetre 132 Mathematics Cetre 132 Tactile Cetre 133 Listeig Cetre 133 Dramatic Cetre 134 Big Book Ideas 135 1 Whe I Grow Up 135 2 A Commuity of Helpers 137 Sources 139
Dear Parets/Guardias, It s hard to believe our Kidergarte Jourey is comig to a ed. Over the past 10 moths, the childre have blossomed ito iquisitive ad kowledgeable studets. Our fial theme, Commuity Helpers, celebrates all those who cotribute to our local commuity. As the studets travel through the commuity, they will take part i a variety of excitig hads-o activities icludig the followig: sortig tools used by commuity helpers puttig letters for postal delivery i umerical order orderig shoes by size at the shoe store discussig the mass ad capacity of various items at the bulk-food store desigig pattered jewellery for a local jewellery shop creatig differet sudae combiatios at the ice cream shop creatig our ow actios to ew ad familiar poems usig weekly poems to idetify commuity helpers, to read basic sight words, to idetify rhymig words, to recogize ad discuss the fuctio of questio marks ad exclamatio marks, ad to idetify descriptive words discussig a variety of commuity helpers ad the importat role they play i the commuity learig the importace of 911 i a emergecy Our cetres cotiue to be filled with hads-o, active learig opportuities. At the Writig Cetre, studets will write about what they wat to be whe they grow up. They will create restaurat meus at the Arts & Crafts Cetre, which they ca use at the Dramatic-Cetre restaurat. At the Discovery Cetre, studets ca ivestigate how various toys move at the tiker-with-toys table ad ivestigate a variety of commuity helper tools. Studets ca use a balace scale to measure the mass of various bulk-food items at the Mathematics Cetre. As always, weekly poems will be set home with your child. Please remember to read the poem with your child ad complete the Home-School Coectio activity. This uit s Big Books, Whe I Grow Up ad A Commuity of Helpers, will also be set to all the kidergarte homes before the ed of the school year. Our letters of the moth are x as i x-ray, y as i yellow, ad z as i zoo. Our umber of the moth is 10. The studets will cotiue to work through a variety of activities to reiforce the proper formatio of both letters ad umbers. As our school year comes to a close, I wish to thak all of you for your cotiued support throughout our Kidergarte Jourey. It was a great hoour to work with your childre at such a ifluetial time i their lives. May you cotiue to marvel at the talets of your childre, value their uiqueess, ad celebrate their cotiued successes o their educatioal jourey. Best wishes for a woderful summer! Sicerely, 2 Kidergarte Plus!
LESSON 8 WEIGHING PRODUCE AT THE grocery STORE Focus Studets will use both ostadard measurig devices (likig cubes) ad stadard measurig devices (a balace scale) to compare the mass of five differet produce items. The words lighter ad heavier will be used to compare the mass. Materials oe grape, oe kiwi, oe orage, oe cucumber, ad oe head of lettuce (or five other produce items of varyig size) balace scale likig cubes light plastic cotaier felt markers chart paper Weighig Produce activity sheet (blm 10.8.1) pecils umber lie (1 100) (cash register tape works well) plastic tray Preparatio Photocopy the activity sheet Weighig Produce (oe copy per studet). Teachig the Lesso 1. Have the studets sit i a large circle o the floor. Place the produce items o a plastic tray i the middle of the circle. Ask: How may items are o this tray? Pick up oe of the items. Tell the studets that you are goig to pass the item aroud the circle. You would like them to take a careful look at the item ad also otice how heavy it feels. Pass the item aroud the circle. The, ask: Who ca tell me the ame of this item? What else ca you tell me about this item? Ecourage the studets to commet o the colour, shape, size, ad texture, ad o how heavy or light the item feels. 2. Repeat this process for the remaiig four produce items. The, ask: What do all of these items have i commo? Cash register tape ca be purchased at office supply stores. Uit 10 Commuity Helpers 39
Explai to the studets that these items are called produce, ad they are foud i the produce sectio at the grocery store. Ask: What types of foods do you fid i the produce sectio? (Aswer: fruits ad vegetables) 3. Explai to studets that at the grocery store, the amout a item costs from the produce sectio depeds o the mass of the object (how much the item weighs). If we wat to buy oly oe or two grapes, it will ot cost very much; if we wat to buy a whole buch of grapes, it will cost a lot more. Most grocery stores have scales at the checkout (where you pay for your groceries) ad scales i the produce sectio, which the customers ca use. Ask: Why would customers eed a scale i the produce sectio? Explai that if a customer kows the mass of a item (e.g., a buch of baaas), he/she ca figure out how much it will cost to buy the item. 4. Place the five produce items back o the tray i the middle of the circle. Ask the studets: If we wat to put these produce items i order from lightest to heaviest mass, which item do you thik should come first? Select a studet to remove the lightest item from the tray ad place it o its ow i the middle of the circle. Ask the studets: If we wat to cotiue to put these produce items i order from lightest to heaviest, which item should come ext? Select a differet studet to remove the item from the tray ad place it beside the first item selected. Cotiue with this process util all items have bee placed i order from lightest to heaviest. Ask the studets: Does everyoe agree with the order of the produce items? If ay studets disagree, ecourage them to explai why. As a class, decide if ay of the items should be moved to a differet place i the lie of produce. Whe the majority of the studets agree o the order of the produce, record the order of the items o chart paper. 5. Place the balace scale i the middle of the circle o the floor or o a low table. Ask: Who remembers what this is called? For what do we use a balace scale? (Aswer: to measure the mass of a object) Review how the balace scale works. Explai that if, for example, we place ay two classroom objects (e.g., a chalk eraser, a box of crayos) oto the scale, oe i the right pa ad oe i the left pa, the scale will tilt dow toward the object with the greater mass. Also, review how to zero the scale before measurig the produce items. The, ask: 40 Kidergarte Plus!
What does it mea if I place two items o the scale (oe o each pa), ad the scale does ot tilt oe way or the other but, rather, stays level? (Aswer: scale is balaced because the objects are the same mass) 6. Tell the studets that you are goig to use the balace scale to compare the mass of the five produce items. Hold up the first item (e.g., grape), ad place it oto oe of the pas of the balace scale. Brig out the likig cubes, ad ask: How may likig cubes do you thik I will eed to put o the other side of the scale i order to balace the scale? Have the studets share their estimates, ad record them o chart paper. You may wish to put the studet s ame beside each estimate. Place the light, plastic cotaier oto the other pa of the scale (to hold the likig cubes), ad slowly put likig cubes ito the cotaier, oe at a time. Ecourage the studets to cout the likig cubes as you put them o the scale (ito the cotaier). Whe the scale is balaced, ask the studets: How may cubes did it take to balace the scale with the grape o it? Check the estimates recorded o the chart paper. Ask: Did ayoe estimate the correct umber of likig cubes it would take to balace the scale? Which estimates were close? O chart paper, prit the followig: We eeded [umber] likig cubes to balace the scale whe oe grape was o the other side. Remove the grape ad the cotaier of likig cubes from the balace scale. 7. Hold up the produce item that is secod i lie (e.g., kiwi). Ask: Did most of you thik the kiwi was heavier or lighter tha the grape? How may likig cubes did it take to balace the scale whe oe grape was o the other side? If the kiwi is heavier tha the grape, will we eed more or fewer likig cubes to balace the scale tha we did with the grape? How may likig cubes do you thik we eed to put o the other side of the scale i order to balace it? Have the studets share their estimates, ad record them o the chart paper. Oce agai, you may wish to record the studet s ame beside each estimate. Place the kiwi oto oe pa of the scale ad the plastic cotaier oto the opposite pa. Slowly place likig cubes ito the plastic cotaier, ecouragig the studets to cout as you go. Whe the scale is balaced, ask: How may likig cubes did it take to balace the scale with the kiwi o it? Check the estimates recorded o the chart paper. Ask: Did ayoe estimate the correct umber of likig cubes it would take to balace the scale? Which estimates were close? Uit 10 Commuity Helpers 41
The activity sheet, Weighig Produce (blm 10.8.1) refers back to the mai activity (i Teachig the Lesso) ad to the five produce items listed uder Materials. If you make substitutios for ay of these produce items, be sure to make the appropriate chages to the activity sheet as well. O chart paper, prit the followig: We eeded [umber] likig cubes to balace the scale whe oe kiwi was o the other side. 8. Ask the studets: If we look at the umber of likig cubes it took to balace the scale for both the grape ad the kiwi, how ca we tell which item is heavier? (Aswer: more likig cubes to balace the scale with the item that is of a greater mass) Did we place the grape ad the kiwi i the correct order? 9. Repeat the same procedure for the remaiig three produce items. Oce all five items have bee weighed, have the studets compare the actual order of the items (by mass) with their origial estimated order. Follow-up Studet Activity 1. Distribute oe copy of the activity sheet, Weighig Produce (blm 10.8.1), to each studet. 2. Read through the questios together as a class. 3. Aswer the questios together, ad have the studets record the aswers o their ow activity sheet. Extedig the Idea O a table at the Mathematics Cetre, place a balace scale as well as a collectio of various food items. Ecourage the studets (with help from a older studet or paret-voluteer) to use the balace scale to compare the mass of the food items. Look at a variety of differet scales that could be used to determie the mass of a object (or perso). Discuss the use of scales i everyday life (e.g., home bathroom scale, at the grocery store, at the veteriaria). Set up a mock grocery store at the Dramatic Cetre. Provide a play cash register, preted moey, scales, plastic food, receipts, paper bags, ad so o. Studet Assessmet I a coferece settig, have the studets demostrate how to use a balace scale ad likig cubes to measure the mass of a object (e.g., a small paperback book). Have the studets estimate how may likig cubes they will eed to balace the scale with the book i the other pa. The, have them check their estimate. Cosider the followig criteria: makes a reasoable estimate demostrates oe-to-oe correspodece compares the estimate to the actual mass Iclude these criteria o the Rubric sheet, gblm-2, ad record your results. 42 Kidergarte Plus!
Name: Weighig Produce We used a balace scale to compare the mass of five differet items of produce. The orage eeded likig cubes to balace the scale. The grape eeded likig cubes to balace the scale. The cucumber eeded likig cubes to balace the scale. The kiwi eeded likig cubes to balace the scale. The lettuce eeded likig cubes to balace the scale. Here are pictures of the produce items i order from lightest to heaviest. lightest heaviest Portage & Mai Press 2008. May be reproduced for classroom use. BLM 10.8.1 43
Laguage Arts Weekly Poem 1 MANY JOBS May Jobs (sug to: Twikle, Twikle Little Star) There are so may jobs to do. There is oe that s right for you. Be a [type of job] if you please. Be the best that you ca be. There are so may jobs to do. There is oe that s right for you. For ay kid of job you choose, There are thigs that you must do. Study hard so you will kow How to do your work just so. Fid out how you eed to dress. Come o time, ad do your best. Home-School Coectio Ecourage your child to tap the words as you read the poem together. Reread the poem. Have your child circle each pair of rhymig words as you read them. (If possible, circle each pair of rhymig words i a differet colour. For example, do ad you i red; kow ad so i gree). Challege: Work together to fid aother word that rhymes with each pair of rhymig words from the poem (for example, two rhymes with do ad you). Have your child prit the ew word beside each circled pair, assistig your child with the spellig as ecessary. 84 Kidergarte Plus!
Materials copy of the poem, May Jobs (page 84) chart paper felt markers pocket chart setece strips idex cards maskig tape star poiter (see Lesso 16, mathematics sectio) bag filled with various tools (7 to 10) used by commuity helpers (e.g., hammer, spatula, chalk, calculator, stethoscope, shoehor, whistle) day 1/lesso 1 Focus To itroduce the studets to the poem, May Jobs. PreParatio Prit the poem o chart paper. Display the chart paper where all the studets ca see it (e.g., chart stad, chalkboard, bulleti board). Photocopy the poem ad Home-School Coectio o page 84 (oe copy per studet). Place the sheet i each studet s Watch Me Read Duo-tag. Remember to sed the Duo-tag home with the studets at the ed of the week. activity 1. Have the studets gather aroud the chart paper. Ask them to liste carefully as you read the poem aloud. Whe you get to the blak lie i the third lie of the poem, make a simple tap for the lie, ad carry o. Explai to the studets that you will take a closer look at words that ca fit ito the blak spot later. Read the poem aloud agai. This time use the star poiter to poit out the words as you read them. Next, have the studets be your echo. Read oe lie of the poem, ad have the studets repeat the lie after you. 2. Have the studets liste carefully as you hum the tue of Twikle, Twikle, Little Star. Challege them to idetify the sog whe you have fiished hummig it. Explai that this week s poem ca be sug to the tue of Twikle, Twikle, Little Star. Fially, sig the poem together as a class. extedig the idea Select a studet to be the teacher. Have him/her use the star poiter to poit out the words as you read (or sig) the poem together as a class. Uit 10 Commuity Helpers