Pioneer Life Unit

A Look at Pioneer Life: Connecting Children to the Past
Designed by: Melanie Bascom-Keller

Subject/Topic Areas:
Social Studies Trade
Science Push and Pull
Mathematics Data and Data Representation
Reading Finding Patterns in Books
Writing Small Moments Stories
Grade Level: Kindergarten
Time Frame: 5 days
School District: Berkley Public Schools
School: Burton Elementary School
This is a 5-day cross-curricular unit based on exploring pioneer life and connecting children to
life in the 19th century. It integrates kindergarten-level curriculum from social studies, science,
mathematics, reading, and writing. The goal of the unit is for students to learn the objectives
based on Common Core and Michigan Grade Level Content Expectation standards under a
common theme of pioneer life.
Established Goals/Standards:
Social Studies
K - E1.0.3. Recognize situations in which people trade.
Science:
S.IP.00.13 Plan and conduct simple investigations.
P.FM.00.12 Describe the direction of a moving object (for example: away from or closer
to) from different observers views.
P.FM.00.31 Demonstrate pushes and pulls on objects that can move.
P.FM.00.33 Observe how pushes and pulls can change the speed or direction of moving
objects.
Mathematics:
K.CC.B. Count to tell the number of objects.

o K.CC.B.4. Understand the relationship between numbers and quantities; connect
counting to cardinality.
o K.CC.B.4a. When counting objects, say the number names in the standard order,
pairing each object with one and only one object.
o K.CC.B.4b. Understand that the last number name said tells the number of objects
counted. The number of objects is the same regardless of their arrangement or the
order in which they were counted.
o K.CC.B.4c. Understand that each successive number name refers to a quantity
that is one larger.
o K.CC.B.5. Count to answer how many? questions about as many as 20 things

arranged in a line, a rectangular array, or a circle, or as many as 10 things in a
scattered configuration; given a number from 120, count out that many objects.
K.CC.C. Compare numbers.

o K.CC.C.6. Identify whether the number of objects in one group is greater than,
less than, or equal to the number of objects in another group, e.g., by using
matching and counting strategies.
o K.MD.B.3 Classify objects into given categories; count the numbers of objects in
each category and sort the categories by count.
Reading:
R.WS.00.05 Automatically recognize a small number of frequently encountered words in

print.
R.WS.00.08 narrow possibilities in predicting words using initial letters/sounds

(phonics), patterns of language (syntactic), and picture clues (semantic).
R.WS.00.09 Know the meanings of words encountered frequently in grade-level reading

and oral language texts.
R.WS.00.10 In context, determine the meaning of a few familiar and repeated phrases
including objects, actions, concepts, content vocabulary, and literary terms, using
strategies and resources including picture clues, prediction, and other people.
Writing:
W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or
several loosely linked events, tell about the events in the order in which they occurred,
and provide a reaction to what happened.
W.K.5. With guidance and support from adults, respond to questions and suggestions
from peers and add details to strengthen writing as needed.
SL.K.1. Participate in collaborative conversations with diverse partners about

kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).
SL.K.4. Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.
SL.K.5. Add drawings or other visual displays to descriptions as desired to provide

additional detail.
L.K.2d. Spell simple words phonetically, drawing on knowledge of sound-letter

relationships.
Big Ideas:
People are connected over time.
Children feel connected to the world when they share experiences with children from the
past.
Essential Questions:
Social Studies:
How can get people get what they need and want?
What is a fair trade?
Science:
How does an object move if it is pushed and pulled?
How does pushing and pulling change the speed and direction of objects?
Mathematics:
How can I organize data that I have collected?
Reading:
How can patterns help us to read a book?
What strategies can I use to help me read?
Writing:
What can I write about?
How do I write a story?
Why does it matter if a story is in order?
Understandings:
1) People trade to get things they need or want.
2) Things can be traded for money or for other things.
3) Items can be counted one-for-one.
4) The last number you count is the total number of all objects.
5) Items can be sorted and organized in groupings.
6) Items that are alike can be grouped together.
7) Data can be organized on graphs.
8) Graphs show us a picture of the quantity of objects or other things in comparison to each
other.
9) Pushing or pulling objects can move them.
10) Pushing or pulling objects can make them change direction and speed.
11) Identifying patterns in books helps beginning readers to read.
12) Strategies like recognizing the pattern or using the pictures for clues help beginner
readers to read.
13) Small moments stories are true experiences.
14) Small moments can be stretched out to help readers experience the moment.
15) Details like descriptions and dialogue add interest to stories.
Objectives
Students will be able to
1) Investigate pioneer life.
2) Compare and contrast life in the 19th century to modern day.
3) Question how life is similar or different for children today.
4) Describe the need and importance of trade.
5) Demonstrate trade in a virtual marketplace.
6) Predict what will happen to different objects if pushed or pulled.
7) Experiment pushing and pulling objects.
8) Investigate the results of pushing and pulling.
9) Decide and share opinions on different issues.
10) Collect and count data.
11) Graph data using both bar and picture graphs.
12) Evaluate data from graphs.
13) Retell events from field trip and mentor texts.
14) Explain process of making butter.
15) Provide and share examples of details to add to retellings.
16) Create a class story idea anchor chart with help from teacher and peers.
17) Plan and practice small moment stories before writing.

18) Compose small moments stories using words and pictures.
19) Recognize patterns in storybooks during read alouds.
20) Strategize how to read pattern books by identifying patterns, reading sight words, using
pictures as clues, and using beginning sounds of unknown words.
Performance Tasks:
1) Trading at marketplace [rubric attached]
2) Making butter [rubric attached]
3) Graphing data [rubric attached]
4) Writing a small moment story [rubric attached]
Other Evidence:
Informal assessments will include:
Listening to students individual responses during all classroom discussions.
Ensuring that all students are participating and engaged in topics.
Observing students as they share during partner share.
Conferring with students individually and in small groups during workshops.
Observing students during independent work time, including listening to students read.
Formal assessment will include:
Performance Task Rubrics (attached)
Pre & Post Assessments (attached):

o Social Studies
o Science
o Mathematics
o Reading
o Writing
Learning/Lesson Plans:
Unit hook: Class Fieldtrip to Troy Historic Village
Explore and experience 19th century Michigan pioneer life:
General Store: learn about buying and trading in pioneer times, activities including
counting bakery items, measuring string (length), measuring corn (volume), measuring
metal items (weight)
Town Hall: story time, playing with old fashioned wooden toys and puzzles
Poppleton School (one room school house): Sitting in old fashioned desks, counting on
slates (tally marks, writing numbers), playing bingo with pictures of old fashioned items
and toys
Caswell House (19th century house): Following the alphabet as historical items are
introduced (ex. Q is for Quilt)
Social Studies
Lesson 1: People Trade for What They Need and Want
Lesson 2: Good or Bad Trades?
Science
Lesson 1: Objects Move When Pushed or Pulled
Lesson 2: Push or Pull?
Mathematics
Lesson 1: Graphing Field Trip Data
Lesson 2: Graphing Science Data
Lesson 3: Old Fashioned Toys Graphing
Lesson 4: Favorite Frontier Animal Graphing
Reading
Lesson 1: Readers Notice Patterns in Books
Lesson 2: Readers Notice When the Pattern Changes at the End of a Book
Lesson 3: Readers Think About Ways They Can Help Themselves Read
Writing
Lesson 1: Writers find small moments and stretch those moments out across pages
Lesson 2: Writers focus in on one small moment
Lesson 3: Writers reread as they write to make sure they have focused in on one small
moment
Lesson 4: Writers tell what happened first, next and last
Unit Culmination Celebration
Pioneer-themed centers:
o Wooden Blocks
o Lincoln Logs
o Wooden Puzzles
o Wooden Marble Maze
o Pioneer-snack: apples
Examples of Student Work:
Graphs
Small moment writings
Materials & Resources:

Student Materials & Resources:
Pencils
Writing Workshop paper
Farm supplies
Farmers Market sign
Pennies
Data Graph sheets (attached)
Data Graph: Favorite Old Fashioned Toys (attached)
Stickers / Crayons for graphing
Variety of push / pull childrens toys, preferably wooden or old fashioned
Leveled pattern books
Teacher Materials & Resources:
Easel paper
Data Graph sheets (attached)
Data Graph: Favorite Field Trip Activities (attached)
Data Graph: Favorite Old Fashioned Toys (attached)
Markers
Scissors
Computer / Elmo / Overhead projector
Heavy whipping cream
Saltines
Mason Jar
Bowl
Plastic spoon & knife
Napkins
Picture cards of old fashioned toys (attached)
Pioneer Items Cards (attached)
General Store Items Cards (attached)
100 pennies
Small Ziploc-type bags
Books/Mentor Texts:
o Caps for Sale, by Esphyr Slobodkina (Kindergarten Star book)
o Christmas in the Big Woods, by Laura Ingalls Wilder
o The Gingerbread Man, by Jim Aylesworth
o Pioneer Farm: Living on a Farm in the 1880s, by Megan OHara
o Stone Soup, by Ann McGovern
o The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City
Forever, by H. Joseph Hopkins
o Winter Days in the Big Woods, by Laura Ingalls Wilder
Video:
o A Day in the Life of a Pioneer Child
https://www.youtube.com/watch?v=YkZyejHU5Aw
Sources:
o Common Core State Standards Initiative, English Language Arts Standards,
Kindergarten.
o Common Core State Standards Initiative, Mathematics Standards, Kindergarten.

o Michigan Association of Intermediate School Administrators, Kindergarten:
Writing, Unit 5: Growing as Small Moment Writers.
o Michigan Association of Intermediate School Administrators and Oakland
Schools, Math Kindergarten, Unit 4: Data and Data Representation.
o Michigan Citizenship Collaborative Curriculum, Kindergarten Social Studies:
Myself and Others, Unit 3: How do I Get What I Need and Want?
o Michigan Grade Level Content Expectations, Science, Kindergarten.
o Michigan Grade Level Content Expectations, Social Studies, Kindergarten.
o Oakland School Curriculum, Kindergarten: Reading, Unit 4: Readers Read JustRight Books and use Print Strategies to Support Conventional Reading.
Summary Reflection:
This dynamic cross-curricular unit was engaging for all students and a joy to teach. The
pacing of the unit is based on beginning with a field trip to Troy Historical Village, followed by
spending the rest of the week immersed in exploring pioneer life in the classroom through each
subject. Alternatively, it could be reversed. The teacher could teach the first four days of Pioneer
Life integrated within each subject in the classroom, and then culminate the unit with the related
field trip. In hindsight, I highly recommend reading Little House in the Big Woods, by Laura
Ingalls Wilder as a read aloud to the class in the weeks building up to the unit. This will give
students background knowledge and encourage their wonder and excitement for what they will
be experiencing within the unit. It will also provide context for students to make text-to-self
connections when they perform tasks like making butter like Laura and her family did in the text.
Students took part in four performance tasks: trading at the marketplace, making butter,
graphing data, and writing a small moment story. Each of those included a rubric for assessment
(4 points possible for each task). Trading in the marketplace was a very active, fun task for the
students. Each student came to the market with goods from their own farms. I acted as the store
clerk, and students were able to trade with me for store goods, like medicine or candy, or with
each other for goods they had brought or traded for. Of the 19 participating students in my
classroom, 15 received all 4 points on this task, while 4 students scored a 3 for not ending the
task with enough items. All students enjoyed the task and continued playing market during free
time. The making butter task was by far the classroom favorite. Students loved taking turns
predicting what would happen, shaking the cream, observing the results, and tasting the butter.
All 19 students scored 4 points on this task. The graphing data task was challenging for some, as
it involves careful attention to detail. 16 of 19 students scored all 4 points, while 3 students
scored 3 of 4 points for recording data inaccurately. Small moment stories were engaging for
students as they sketched and wrote about their experiences relating to the unit. 16 students
scored all 4 points on this task, while 3 students scored 3 of 4 points for skipping a page, or
repeating the same writing on two pages. Overall, the performance tasks were an excellent way
of helping the students to explore pioneer life while learning.
There were pre- and post- assessments to measure students understanding of key ideas
for each of the five subjects. All assessment questions were based on the Essential Questions
listed in the unit for each subject. In social studies, 18 of 19 students were able to answer
questions for understanding of the unit material on trade. For science, 18 of 19 students answered
the questions about push and pull concepts correctly. For the reading assessment, 16 of 19
students showed full understanding of the concepts of pattern books. In writing, 17 of 19
students were able to show their understanding of small moments writing. Overall, the vast
majority of students were able to demonstrate full understanding of the units essential questions
through the assessment tools.
I highly recommend teaching this cross-curricular kindergarten unit. Children have a
natural curiosity about the past and how life then compares to their own lives, which can be
explored using this unit. By integrating all subjects, along with a field trip experience, students
are able to connect to people and children from the past, while learning objectives based on
current Common Core and Michigan Grade Level Content Expectations standards for social
studies, science, mathematics, reading, and writing.
Social Studies Lesson 1: People Trade for What they Need and Want
Name: Melanie Bascom-Keller
Grade: Kindergarten
Unit Topic: Social Studies - Trade

Lesson Focus: People Trade for What they Need and Want
Standards/Benchmarks:
Essential Question:
Pre-Assessment should be given before beginning unit (attached).

Motivations/Accessing Prior Knowledge (The Hook):
Watch A Day in the Life of a Pioneer Child

Ask Do you remember what the store clerk said at the General Store about how people
get what they needed and wanted at the store? (They bought or sometimes traded for
items)
Learning Activities/Assessments:
What does it mean to trade something? Turn to partners to share. Ask for responses.
Write definition on easel paper: Trade occurs when people trade their goods for money or
other goods. Discuss
Thinking about that video we saw, if you were a pioneer, what kinds of items might you
have to keep or trade? (eggs, bread, milk, knitted or quilted items)
Read Ox-Cart Man, by Donald Hall
How did the family get what they needed in the book? They made, sold, or traded items
for what they needed and wanted.
Today were going to pretend that we are pioneer people and we are going to go to the
marketplace to trade for the things we want and need.
Explain game: each child will get a bag with 5 cards of things that they have from their
own pioneer home (could be eggs, bread, firewood, knit mittens, quilt squares, or milk).
They can go to the market and decide if they want to trade their card to the teacher (the
marketplace clerk) for money (1 penny) to buy something (candy, sugar, fabric,
medicine), or if they want to trade with other pioneer families for items they dont have
that they want or need. They can trade over and over again as many times as they want
until I say the market is closed.
Run game for 10 minutes, and then close the market and meet back on the carpet.
Ask students what they ended up with? Did they get the items they wanted or needed?
Discuss students trading choices. Did they get items they needed (food or medicine?) or
items they wanted (candy or sugar?) or a variety?
Closure:
Ask, How can people get what they want and need?
Assessment:
Informal assessment includes listening to student responses and observing students

participation in the activity.
Formal assessment on performance task: Trading at the pioneer marketplace (attached

rubric) and Pre-Assessment: Social Studies (attached).
Materials Needed:
Video: A Day in the Life of a Pioneer Child

Book: Ox-Cart Man, by Donald Hall
Easel paper
Markers
Scissors
Pioneer Items Cards (attached) cut and sorted (5 per bag)
Small Ziploc-type bags (1 per student)
General Store Items Cards (attached) cut and sorted
100 pennies
Source:
Michigan Citizenship Collaborative Curriculum, Kindergarten Social Studies: Myself and
Others, Unit 3: How do I Get What I Need and Want?
Pioneer Items Cards
General Store Items Cards
Name: ______________________________________________________
Social Studies: Trade
Performance Task Rubric: Pioneer Marketplace
Yes
Student participated in
trading during
marketplace task
Student ended the game
with at least 5 pioneer
or general store items
Student was able to
explain if they got items
they need or want
class discussion

No
Social Studies Lesson 2: Good or Bad Trades?

Grade: Kindergarten
Unit Topic: Social Studies - Trade

Lesson Focus: Good or Fair Trades and Bad Trades
Essential Question:
Do a book walk through Pioneer Farm: Living on a Farm in the 1880s, by Megan
OHara
Who enjoyed the trading marketplace we had? What was your favorite part? Turn to
partner and share.
Who can share what it means to trade? Ask for student responses.
Review definition on easel paper: Trade occurs when people trade their goods for money
or other goods. Discuss
When we traded at the marketplace, did you get everything you needed? Did you get
everything you wanted? Why or why not? Give wait time between questions and ask for
students to share.
Discuss how pioneers had limited amounts of items to trade, and could not always get
everything. It was more important to get what they needed, and it was rare to get what
they wanted. Sometimes they had to go without everything. Clothes might have holes,
sometimes they couldnt get medicine, or didnt have enough food.
Its fun to pretend like we are pioneers on the field trip and trading in the marketplace,
right? But children in the past had to work hard like we saw on the video and in the book
about pioneers. It was important for children to help so there would be more things that
they needed to keep or trade.
If I traded 5 quilt squares for 1 egg would that be fair? Ask for student responses.
What if I traded a quilt square for a pair of knit mittens, would that be fair? Turn to
partners and share.
So what would be a fair trade? Ask for student responses.
Pioneers had to make good trades to get what they needed and wanted, right?
Closure:
Ask, When you traded in the marketplace, did you make good trades or bad trades?
Turn to partners and share.
Who can tell me what a fair trade is?
Assessment:

during partner share.
Formal assessment includes Post-Assessment: Social Studies (attached)
Materials Needed:
Book: Pioneer Farm: Living on a Farm in the 1880s, by Megan OHara
Easel paper with Trade definition from Lesson 1
Source:
Michigan Citizenship Collaborative Curriculum, Kindergarten Social Studies: Myself and
Others, Unit 3: How do I Get What I Need and Want?
Science Lesson 1: Objects move when pushed and pulled

Grade: Kindergarten
Unit Topic: Science Push and Pull

Lesson Focus: Objects move when pushed and pulled
S.IP.00.13 Plan and conduct simple investigations.
objects.
Essential Question:
Pre-Assessment should be given before beginning unit (attached)

Gather in community meeting area.
Show the students a Mason jar and ask what they think they will be doing with it.
Show them the heavy whipping cream.
Pour the whipping cream into the jar and ask students to predict what will happen to the
cream if it is pushed and pulled over and over. Students share responses.
Model for students how to push and pull the jar away from and towards your body to
make the cream slosh back and forth.
Ask the students what happens to the cream when you push the jar.
Ask what happens when you pull the jar towards you.
Take turns shaking the jar until butter is made, noting the different stages (liquid, then
whipped cream, then cream further thickens, then buttermilk separates from butter).
Remove the butter, put it into a bowl and let the students observe it.
Review students predictions and discuss results.
Closure:
Spread butter on saltines and give one to each child to taste the result of the experiment.
Ask students What happened to the cream when we pushed and pulled it over and
over? Guide students to realize that pushing and pulling made the cream move back and
forth until it was churned into butter.
Ask the students if it was fun? Ask them if pioneer families would think it was fun or a
lot of work?
Assessment:

participation in the experiment/activity.
Formal assessment on performance task: Making butter (attached rubric) and PreAssessment: Science.
Materials Needed:
Heavy whipping cream
Saltines
Mason Jar
Bowl
Plastic spoon & knife
Napkins
Name: ______________________________________________________
Science: Push and Pull
Performance Task Rubric: Making Butter
Yes
Student made a
prediction before task
discussion before task
Student was able to
push and pull to make
cream in the jar move
discussion after task

No
Science Lesson 2: Push or Pull?

Grade: Kindergarten
Unit Topic: Science Push and Pull

Lesson Focus: Moving objects are meant to be pushed or pulled or both.
objects.
Essential Question:
Show the students several items that move.
Allow students to work with a partner or in small groups playing with the items and
moving them around.
Gather students together and collect the items they played with.
Go through each item and ask if the object is meant to be pushed or pulled (or both).
Create a chart: PUSH / PULL / BOTH (which will be used in a math lesson graphing the
data)
Model moving an object by pushing it and then pulling it. Ask students what happened (it
changed direction).
Model moving the object faster and then slower and then faster. Ask students what
happened (it changed speed).
Show the students picture cards of old fashioned toys and ask them whether they think
each one is made to be pushed or pulled or both. Add those to the chart as data.
Closure:
* Ask students if they can think of other items in the room or from their own lives that
can be pushed and pulled. Have children share with their partner. Ask for 2-3 students to
share with the class.
Assessment:

Formal assessment includes Post-Assessment: Science (attached)
Materials Needed:
Variety of push / pull childrens toys, preferably wooden or old fashioned.
Picture cards of old fashioned toys that can be pushed or pulled (attached)
Easel paper
Markers
Old Fashioned Push or Pull Toys

Math Lesson 1: Graphing Field Trip Data

Grade: Kindergarten
Unit Topic: Math Data and Data Representation

Lesson Focus: Collecting field trip data and graphing data

that is one larger.

Essential Question:

Access prior knowledge by asking children to share some of their favorite experiences
from the filed trip.
We have so many favorites, how could we organize all of our favorites to see how many
people of us liked each one best? Guide students to think about creating a picture graph.
Take out Data Graph: Favorite Field Trip Activities (attached) and display it for the class
Ask students to consider all of the choices and decide which is their favorite
Tell students that together you will collect all that data and show it on the graph to see
how many people liked each one best.
Show students the stickers they will each use to record their vote.
Call students up one by one to put their sticker in the column of their favorite activity.
How many students voted that the measuring and counting at the General Store was
their favorite? Count chorally. Repeat for each category.
Ask students to analyze the data by asking questions.
Which activity got the most votes? Which got the least? Were there any ties?
How many more votes did the A get than B? (use categories as applicable to data).
Closure:
Ask, How can we organize data that we have collected?
How does it help to see the data in a graph?
Who would like to build another graph using new data tomorrow?
Assessment:
Formal assessment includes Pre-Assessment: Mathematics (attached)

Materials Needed:
Data Graph: Favorite Field Trip Activities (attached)
Pencil
Stickers for graphing
Source:
Michigan Association of Intermediate School Administrators and Oakland Schools, Math
Kindergarten, Unit 4: Data and Data Representation.
Name: _______________________________
Data Graph: Favorite Field Trip Activities

10
9
8
7
6
5
4
3
2
1
General Store
Town Hall
School
House
Measure/Count
Toys/Puzzles
Slates/Bingo
ABC Items
Math Lesson 2: Graphing Science Data

Grade: Kindergarten

Lesson Focus: Graphing data collected during Science Lesson 2: Push or Pull?

that is one larger.

Essential Question:
Who can tell me how we organized the data we collected yesterday when we all voted
on our favorite field trip activity? Ask for student responses.
When we played with all the push and pull toys we created a PUSH / PULL / BOTH
chart. What could we do with that data to see how many toys could be pushed or pulled
or both? Create graph.
Lets predict which will have the most. Do you think the greatest amount of toys could
be pushed? Pulled? Or Both? Give wait time between choices for children to think.
Display a Data Graph (attached) for students to see.
Ask students to chorally count the number of toys in the PUSH column.
Show students how to write Push under the first column of the graph.
Show students how to color in the boxes in the PUSH column to record the correct
number.
Repeat with PULL and then BOTH.
Ask students questions on the results. How many for each? Which column had the
greatest amount of data? Which had the least amount of data? Compare two columns
and tell which was greater in comparison.
Closure:
Today we created our own graph with our own data.
Was this a good way to organize the data we collected? Why?
How is todays graph different than the one we did yesterday with our favorite field trip
activities? Colored in the boxes for each column versus using stickers or pictures.
Review earlier predictions. Were they accurate or not?
Assessment:

Materials Needed:
Data Graph (attached)
Pencil
Source:
Name: _______________________________
Data Graph
10
9
8
7
6
5
4
3
2
1
Math Lesson 3: Old Fashioned Toys

Grade: Kindergarten

Lesson Focus: Favorite old fashioned toys data collection and graphing

that is one larger.

Essential Question:
Read Christmas in the Big Woods, by Laura Ingalls Wilder.
Bring a childhood toy and tell children how this toy was your favorite, what you liked to
do with it, etc.
Ask the children to turn to their partner and share what their favorite toy is.
Show the children the picture cards of the old fashioned doll, wooden truck, metal
scooter, wooden puzzle, and wooden blocks. Discuss each briefly.
Bring in examples of some or all if possible and show the children.
Help the students to visualize that they are a Michigan pioneer child living in the 1800s
and living in either a log cabin or a house like they saw on the field trip.
Remind the children that pioneer children did not have a lot of toys, and sometimes had
only one or two.
Ask the children to think about which of these toys they would choose if they were able
to have one.
Show the picture cards again and have children vote on which is their favorite. Record
the data.
Have children take a copy of Data Graph: Favorite Old Fashioned Toy (attached) to their
seats.
Put teacher copy on the overhead for children to see.
Instruct children to write their name at the top, and to look at the pictures under each
column.
Tell the students that today you will be showing them how to make their own graphs
from the data you all just collected based on their votes.
Starting with the first column: Doll, have children color in boxes to record the number of
votes for the doll.
Repeat for each toy column.
Walk around observing students for accuracy.
Ask questions based on results. Which toy had the most votes? Which got the least
number of votes? Compare columns as applicable.
Collect student graphs.
Closure:
Did you have fun pretending to be pioneer children like Laura and Mary today?
Im very proud that you are working hard as mathematicians and learning how to graph
data by yourselves! Tomorrow you will use those skills again to make your own graphs.
Assessment:

Formal assessment includes reviewing student graphs.
Materials Needed:
Christmas in the Big Woods, by Laura Ingalls Wilder
Picture Cards of Old Fashioned Toys (attached)
Data Graph: Favorite Old Fashioned Toy (attached) Copies for teacher and students.
Pencils
Source:

Favorite Old Fashioned Toys

Name: _______________________________
Data Graph: Favorite Old Fashioned Toy

10
9
8
7
6
5
4
3
2
1
Doll

Truck
Puzzle
Scooter
Blocks
Math Lesson 4: Favorite Frontier Animal Graphing

Grade: Kindergarten

Lesson Focus: Favorite frontier animals data collection and graphing\

that is one larger.

Essential Question:
Read Winter Days in the Big Woods, by Laura Ingalls Wilder.
Ask, Does that book remind you of anything?
Mary and Laura have a good bulldog named, Jack. Do you think Jack was important
living out there in the woods? Have students to partners and share.
Ask students to think of all the animals that have been in the Big Woods books. List them
in columns on easel paper. Dog, deer, pig, horse
Today we are going to vote on our favorite frontier animal.
Have students come up one at a time and write their name under their favorite.
Lets count up all the votes and put the number of votes at the bottom of each column.
Count chorally and record each total.
Yesterday you each made your own bar graph, while I showed you how on the
overhead. Today you are going to look at the data we collected and make your own bar
graph by yourself!
Have children take a copy of Data Graph (attached) to their seats.
Ask students to write their name at the top.
Direct students to the easel chart and ask how may animals will they need columns for? 4
Direct students to write one animal name under each column Dog, Deer, Pig, Horse.
Then ask students how many boxes thy need to color in for Dog. Repeat for each animal,
observing students work.
Ask questions based on results. Which animal had the most votes? Which got the least
number of votes? Compare columns as applicable.
Collect student graphs.
Closure:
Who can share a good way to organize data that we collect?
I am so proud of each of you for building your own graphs today!
Assessment:

Formal assessment includes reviewing student graphs (rubric attached).
Post-Assessment: Mathematics (attached)
Materials Needed:
Winter Days in the Big Woods, by Laura Ingalls Wilder
Easel paper
Markers
Data Graph (attached) Copies for students.
Pencils
Source:
Name: _______________________________
Data Graph
10
9
8
7
6
5
4
3
2
1
Name: ______________________________________________________
Mathematics: Data and Data Representation
Performance Task Rubric: Build a Data Graph
Yes
voting and counting
class data
Student wrote animal
names on X-axis
Student accurately
colored in the correct
number of boxes in
each column based on
data collected
class discussion

No
Reading Lesson 1: Readers notice patterns in books.

Grade: Kindergarten
Unit Topic: Reading Workshop Readers get their minds ready to read
Lesson Focus: Readers notice patterns in books and use these patterns to help them read.
Essential Question:

print.



Im going to read you a book about a girl who lived long ago in the 1800s. She loved
science and nature. If you notice me repeating a pattern, I want you to say it along with
me when you hear it. Ok?
Read old fashioned mentor text with pattern:

o The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City
Forever, by H. Joseph Hopkins (story of Katherine Sessions, scientist in 1800s in
San Diego)
Signal to students to repeat the pattern with you as you read the pattern: But Kate did.
Activate prior knowledge with guiding questions: Did that book remind you of anything
or anyone? Ask for students to share.
Lets try reading one of your books from your book bin. Ill start and you see if you can
find the pattern and then we can read it together.
Model reading the first couple of pages of a students leveled pattern book and have
children read the pattern and words along chorally as they recognize it.
Id like you to think about something. How can patterns help us to read a book? Give 5
seconds wait time. Turn to your partner and share. Ask for 2-3 students to share with
the whole group.
Closure:
Who can find the patterns in their own books today during reading time?
Ask students to share how they got their minds ready to read.
Assessment:
Formal assessment includes Pre-Assessment: Reading (attached).
Informal assessment includes listening to student responses during group share, listening
to students during partner share, and observing students as they read independently.
Materials Needed for Teacher:
Mentor Text
Materials Needed for Students:
Book Bins
Pattern books at students independent reading levels
Source:
Oakland School Curriculum, Kindergarten: Reading, Unit 4: Readers Read Just-Right Books and
use Print Strategies to Support Conventional Reading.
Reading Lesson 2: Readers notice when the pattern changes at the end of a book
Grade: Kindergarten
Essential Question: How can patterns help us to read a book?

print.


Say: We read a wonderful book that contained a pattern on our field trip to the Troy
Historic Village. As Im reading today, see if you can tell how the two books are the
same and different.
Read mentor text with pattern and ask students to read along as they notice the pattern:
o The Gingerbread Man, by Jim Aylesworth (Kindergarten Star book)
Ask: How is this version different from the one read on the field trip? How is it the
same? Ask for students to share.
Say: Weve read many pattern books where the pattern stays the same on every page.
Today Im going to show you how sometimes the pattern stops and the last page is
different.
Model reading a pattern book with a different ending. Ask students to follow along with
the pattern, but make sure they realize on the last page when the pattern stops and the
ending is different.
Say: Today when you are reading, be careful when you get to the last page and make
sure to notice if the pattern continues or if it stops and the last page is different.
Have you ever read a pattern book where the last page is different? Partner share.
Closure:
Ask, When you are reading today who is going to check to see if there is a pattern and
see if the last page changes?
Ask students to share how they got their minds ready to read.
Assessment:
Informal assessment includes listening to student responses during group share, listening to
students during partner share, and observing students as they read independently.
Mentor Text
Book Bins
Source:
Reading Lesson 3: Readers think about ways they can help themselves read
Grade: Kindergarten
Essential Question:

print.


Without explanation, take out the mentor text and look at the cover, take a book walk
through it, and then start reading:
o Stone Soup, by Ann McGovern (Kindergarten Star book)
Activate prior knowledge: Does this book remind you of anything? Turn to your
partner and share.
Say: Friends weve been learning a lot of strategies to help us to get our minds ready to
read and to help us to read our books. Lets make a chart together of the strategies weve
been learning and practicing.
Begin building anchor chart Reading Strategies.

1) Readers get their minds ready to read
I used some other strategies before I read Stone Soup, and Ive noticed many of you
using those strategies too. Who can think of more strategies weve learned?
With student input, add:

2) Look at the cover and title
3) Do a book walk
4) Readers notice patterns in books
5) Readers notice if the last page changes
Today when we read lets use all these strategies to help us to read.
Reread chart together as a class.
Closure:
Ask, When you are reading today, which strategies will you use?
Lets continue to add to this chart as we learn more reading strategies.
Assessment:
to students during partner share, and observing students as they read independently.
Formal assessment includes Post-Assessment: Reading (attached)
Mentor Text
Easel paper
Markers
Book Bins
Source:
Writing Lesson 1: Writers find small moments and stretch those moments out across pages
Grade: Kindergarten
Unit Topic: Writing Workshop Growing as Small Moments Writers

Lesson Focus: Writers think, rehearse, and write small moment stories.


additional detail.

relationships.
Prior teaching needed before lesson: Read mentor texts describing small moments before this
lesson. Have discussed the importance of using details to make the stories interesting to the
reader.
Essential Questions:
What can I write about?
Say: I wan to write a small moment story and I cant think of anything to write about!
All I keep thinking about is how much fun we had on our field trip and all the cool things
we got to do.
Ask students for help on thinking of story ideas. Begin a Story Idea Chart using examples
from the field trip.
Read mentor text: Caps for Sale, by Esphyr Slobodkina
Say: We have read so many wonderful small stories. What kind of details did the author
use in Caps for Sale? Ask for student responses.
We learned that authors do a lot of things to make their small moment stories really
good. Who can think of something they do? Turn to partner and share. Refer to chart as
needed.
Refer to anchor chart: How to write a story?
Using fingers and modeling Lets look at this chart carefully. First we have to think of a
story idea (model using shared field trip experience). Then we have to picture the story in
our minds using lots of details just like we remember it. Next we practice saying it to
ourselves or to our partner telling what happened first, next, and at the end. Then we get
our paper and on the first page we sketch then write what happened first. Then we turn
the page and sketch then write what happened next. Then we turn the page and sketch
then write what happened last. We remember to use lots of details to make it interesting.
Closure:
Lets practice using our hand to remember how we write a story: First we think, picture,
say, sketch, and write. I put a copy of this in all of your writing folders so you can look at
it to remember the stages.
Turn to your partner and practice using your fingers to explain how to write a story.
Watch and listen to partners, pointing out those who are explaining across their fingers.
Lets get started on our first small moment story!
Assessment:
to students during partner share, and observing students during the writing process.
Formal assessment includes Pre-Assessment: Writing and examples of student work.
Mentor Texts: Caps for Sale, by Esphyr Slobodkina
Anchor chart: How to write a story
Easel paper
Markers
Writing folders
Writing paper
Pencils
Copies of anchor chart: How to write a story
Source:
Michigan Association of Intermediate School Administrators, Kindergarten: Writing, Unit 5:
Growing as Small Moment Writers.
Writing Lesson 2: Writers focus in on one small moment

Grade: Kindergarten



additional detail.

relationships.
Essential Question:
Yesterday we learned the steps needed to write a story. Who can use their fingers to
show us the five steps? Student participation.
The other day when we were learning about writing small moments stories, I wrote
about the one room schoolhouse we visited on our field trip. I didnt write about our
whole fieldtrip because that is a big moment a whole day! I zoomed in on one small
part of our day.
Did you zoom in for your story? Turn to partner and share.
See attached lesson plan.
Today we are going to work on zooming in on a small memory and writing about that.
Not a whole day, but a part of a day. Im thinking of when we were at the Town Hall
during our field trip and we heard a story and got to play with all the fun old fashioned
wooden toys.
Model thinking of a story, picturing it, saying it across fingers, touching the pages, then
sketching and writing on each page. Explain verbally during each point in the process.
Point to anchor chart and ask students point by point if you did each step.
Ask the students to think of a story they want to write about today.
Think about the story, now zoom in to the small part that you can stretch into a small
moment story. Give wait time. Turn to partner and share.
Closure:
Writers, make sure that you are stretching your stories over the pages. Touch the first
page and sketch and write what happened first, then the next page with what happened
next, and the last page with what happened last. Lets get writing!
Assessment:
Formal assessment includes student work.
Easel paper
Markers
Writing folders
Writing paper
Pencils
Copy of anchor chart: How to write a story
Source:
Writing Lesson 3: Writers reread as they write to make sure they have focused in on one small moment
Grade: Kindergarten



additional detail.

relationships.
Essential Question:
Yesterday we worked on zooming in on one small moment and stretching it across the
pages. Who feels like they are learning how to write small moment stories? Turn to
partner and share.
See attached lesson plan.
Small moments stories happen during one time in one place, right? Lets think about
Caps for Sale. The salesmans story did not describe his whole week, or what he ate for
breakfast and dinner, did it? The story was just about how he walked into the country and
what happened when he took his nap. His story happened in one place during one time.
Today I want you to look back through your stories and see if they are one time, one
place stories.
Model looking through the 2 books made (one with shared memory story from field trip,
one made from personal memory of pipe breaking).
Read books while reviewing steps with students.
Did I use teeny tiny details? Is this about one idea?
If story is not a one time, one place idea, show how to revise on new paper.
Closure:
Today, before you start writing, I want you to reread through your stories and see if your
story is a one time, one place idea. If not, you can zoom in to a smaller moment and write
that idea into a story.
Writers, each time you are going to write a story I want you to ask yourself, Is this a
one time, one place idea?
Assessment:
Formal assessment includes student work.
Mentor text: Caps for Sale, by Esphyr Slobodkina
Writing folders
Writing paper
Pencils
Copy of anchor chart: How to write a story
Source:
Writing Lesson 4: Writers tell what happened first, next and last
Grade: Kindergarten



additional detail.

relationships.
Essential Question:
Share 1-2 examples of student writing that is sequentially ordered (with permission from
student in advance).
Why do tell our stories across our fingers? Student responses.
Today I want to teach you that it is very important that when we tell a story we tell it in
order of how it happened. We tell the beginning first, then the middle, and then the end.
Would this make sense? Hold up and model retelling Caps for Sale out of sequence.
Ask a student to share the correct order of what happens first, next, and then last.
Remember when we made the butter together? Turn to your partner and tell them what
we did first, and what we did next, and what we did last.
Ask for students to share each step and create a class book.
Closure:
As you go off to write, be sure that you are telling each part of the story in the right
order: the beginning, then the middle, then the end. Lets get writing!
Assessment:
Formal assessment includes student work (rubric attached) and Post-Assessment: Writing
(attached).
Mentor text: Caps for Sale, by Esphyr Slobodkina
Writing paper
Pencil
Writing folders
Writing paper
Pencils
Source:
Name: ______________________________________________________
Writing: Small Moment Stories
Performance Task Rubric: Writing a Small Moment Story
Yes
class discussion before
writing
Student spread their
story over at least 3
pages
Student sketched
pictures on each page of
writing
Student included a
beginning, middle, and
end

No
Pre and Post Assessment: Social Studies - Trade

Ask each student the following questions both before the unit is taught and after. Check the
appropriate box based on students understanding. Write comments below.
Does the Student Understand?

Pre-Assessment
Yes
No
Comments:

Post-Assessment
Comments:
Yes
No
Pre and Post Assessment: Science Push and Pull


Pre-Assessment
Yes
No

How does pushing and pulling change the speed and
direction of objects?
Comments:

Post-Assessment
How does pushing and pulling change the speed and
direction of objects?
Comments:
Yes
No
Pre and Post Assessment: Mathematics Data and Data Representation


Pre-Assessment
Yes
No
How can you organize data that you have collected?

What can you tell from a bar graph?
Comments:

Post-Assessment
How can you organize data that you have collected?
What can you tell from a bar graph?
Comments:
Yes
No
Pre and Post Assessment: Reading Finding Patterns in Books


Pre-Assessment
Yes
No

Comments:

Post-Assessment
Comments:
Yes
No
Pre and Post Assessment: Writing Small Moments Stories


Pre-Assessment
Yes
No
What can you write about?

How do you write a story?
Comments:

Post-Assessment
What can you write about?
How do you write a story?
Comments:
Yes
No

Pioneer Life Unit

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A Look at Pioneer Life: Connecting Children to the Past

Designed by: Melanie Bascom-Keller

Social Studies Trade

Science Push and Pull

Mathematics Data and Data Representation

Reading Finding Patterns in Books

Writing Small Moments Stories

Grade Level: Kindergarten

Time Frame: 5 days

School District: Berkley Public Schools

School: Burton Elementary School

K - E1.0.3. Recognize situations in which people trade.

S.IP.00.13 Plan and conduct simple investigations.

P.FM.00.31 Demonstrate pushes and pulls on objects that can move.

K.CC.B. Count to tell the number of objects.

o K.CC.B.5. Count to answer how many? questions about as many as 20 things

K.CC.C. Compare numbers.

R.WS.00.05 Automatically recognize a small number of frequently encountered words in

R.WS.00.08 narrow possibilities in predicting words using initial letters/sounds

R.WS.00.09 Know the meanings of words encountered frequently in grade-level reading

SL.K.1. Participate in collaborative conversations with diverse partners about

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide

L.K.2d. Spell simple words phonetically, drawing on knowledge of sound-letter

People are connected over time.

What is a fair trade?

How does an object move if it is pushed and pulled?

How can I organize data that I have collected?

How can patterns help us to read a book?

What strategies can I use to help me read?

What can I write about?

How do I write a story?

Why does it matter if a story is in order?

17) Plan and practice small moment stories before writing.

Listening to students individual responses during all classroom discussions.

Ensuring that all students are participating and engaged in topics.

Observing students as they share during partner share.

Conferring with students individually and in small groups during workshops.

Formal assessment will include:

Performance Task Rubrics (attached)

Pre & Post Assessments (attached):

Lesson 1: People Trade for What They Need and Want

Lesson 2: Good or Bad Trades?

Lesson 1: Objects Move When Pushed or Pulled

Lesson 2: Push or Pull?

Lesson 1: Graphing Field Trip Data

Lesson 2: Graphing Science Data

Lesson 3: Old Fashioned Toys Graphing

Lesson 4: Favorite Frontier Animal Graphing

Lesson 1: Readers Notice Patterns in Books

Lesson 2: Writers focus in on one small moment

Lesson 4: Writers tell what happened first, next and last

Unit Culmination Celebration

Examples of Student Work:

Small moment writings

Materials & Resources:

Writing Workshop paper

Farmers Market sign

Data Graph sheets (attached)

Data Graph: Favorite Old Fashioned Toys (attached)

Stickers / Crayons for graphing

Variety of push / pull childrens toys, preferably wooden or old fashioned

Leveled pattern books