Curriculum Unit - Plant

Ang Yu Bin (02), Amelia Chin Jing Yi (15), Kristin Lim Fang Li (31), Yeo Hui Ru (64)
COVER PAGE
Unit Title: Save Our Plants
Key Skill: Children will develop responsible decision making skills
Grade Level: Kindergarten 2 (6 years old)
Subject / Topic Area(s): Discovery of the World - Natural and Built Environment
Theme: Plants
Time Frame: 8 weeks
Designed By: Ang Yu Bin (02), Chin Jing Yi Amelia (15), Kristin Lim (31), Yeo Hui Ru (64)
Summary of unit
Introduction
As an introduction to the topic of plants, educators will start off by capturing childrens
attention through screening an animation film - Wall-E. The movie revolved around the life of a
robot and how it cherished the only plant left on earth. This sparks childrens curiosity towards
the topic and draws their attention to the value of plants in their lives, which empowers them
to be actively involved in their learning.
Purpose
Living in the age of advanced technology, children rarely have the opportunity to interact with
the world of nature around them. This theme provides a platform for children to explore and
discover the fascinating world of plants. The curriculum is made more interesting and
engaging when children encounter something they are familiar with. Piaget emphasizes that
new experiences (learning) introduced should be related to and connected to past
experiences - supporting childrens generalization of concepts and skills from one experience
to another (Glazzard, Chadwick, Webster & Percival, 2010). Selecting theme such as Plants
that coincide with childrens everyday lives promotes connected and relevant learning.
SPE 393 Inclusive Curriculum and Environments

Assignment #3 Multi-modal Curriculum Unit
Additionally, using common foods such as plants in lessons can be an opportunistic avenue to
teach children about cultures in Singapore (how different families prepare and enjoy a variety
of food with it) in a natural, non-stereotypical way (Mayesky, 2009). Through such learning
experiences, it will enhance childrens knowledge of plants and cultivate important values
such as appreciation to nature around them.
Learning Activities
The theme Plants was selected on the basis that it was sufficiently rich and broad, which
would enable educators to plan for various multidimensional correlated activities over the
span of eight weeks and extend to possible development as projects for children. As it is
broad, the theme also allows for educators to tailor activities and materials based on
childrens developmental needs, interests, experiences and background, ensuring all learners
have equal access to the learning information. Children will also work in flexible groupings that
allow for individual and cooperative learning opportunities to take place.
Assessment
Informal and formal assessments will take place throughout the whole learning process. It will
be used to track childrens developmental progress, knowledge and abilities. These
assessments will be conducted through various means to ensure that all children are assured
with a range of opportunities to explore and demonstrate their learning.

End product
MOE 21st Century Skills
Children will develop responsible decision making skills
Kindergarten Curriculum Framework

Discovery of the World
Learning Goal 1: Show an interest in the world they live in
Subpoint 2: Observe and be aware of the world they live in
Key skills that students will develop
Key Skills
Explanation
Observing
Becoming aware of the world they live in
Comparing
Examining differences between two or more things
Classifying
Categorizing something or someone into a certain group based on

certain characteristics
Predicting
Making logical guesses based on prior knowledge and/or experiences
Justifying
Providing substantial information to support relevant point
Collaborating
Working harmoniously with peers to investigate a topic or unit
Recording
Documenting observation and results from investigation
Experimenting
Trying out new ideas or concepts
Communicating
Expressing thoughts and ideas with peers
Decision Making Selecting a logical choice

Text
Parts of the plants
From Seed to Plant - Gail Gibbons
Supports for comprehension and performance
Sensory Support
Graphic Support
Interactive Support
Movie
Chart
Class discussion
Pictures and
Poster
Conversations with
photographs
Real-life objects
(potted plants and
vegetables)
teacher
Working in pairs
Working in
small/large groups
Books
Utilizing the internet
Manipulative
Sharing session
Magazines and
newspapers
Fine-motor activities
Adapted eating
Utensils
Magnifier
LUNAR Screen
magnifier
How CRP, UDL and DI will be applied
In this unit, educators will be applying Universal Design for Learning (UDL) principles,
Differentiated Instruction (DI) and Culturally Responsive Pedagogy (CRP) to meet the needs
of the diverse set of learners. Firstly, for UDL, educators will provide multiple means of
engagement, representation and expression across all lessons conducted. For instance, there

will be materials that aim to engage learner preferences, such as use of visual, auditory and
tactile materials (Bray & McClaskey, 2015). There will also be opportunities for children to
present their knowledge in different ways, which can be through writing or verbal
communications. Secondly, for DI, children will be provided with materials in different forms,
such as digital or print-based. In addition, activities will also include variations in their levels of
complexities to suit the developmental level of all children. Thirdly, for CRP, there will be
opportunities for valuable interactions with other children to foster awareness of diversity in
the classroom (Richards, Brown, & Forde, 2006).
How technology will be integrated throughout the unit
Internet as a tool for research
Computer softwares to design posters
Printers to print resources and images
Cameras to capture and document learning process
Video recording of their learning process
Create a film for presentation
Summary of class learning profile

20 students in the class, including
-
1 diagnosed with mild visual impairment
Result of Learning Style Survey

-
15 students with a combination of kinesthetic, auditory, and visual learners
2 students are auditory learners
3 students are visual learners

Childrens Background
Dietary Requirements
-
18 children are non-vegetarians , 2 children are vegetarians

STAGE 1 - DESIRED RESULTS
Content Standards
MOE 21st Century Skills
Children will develop responsible decision making skills
Kindergarten Curriculum Framework

(Discovery of the World)
Learning Goal 1: Show an interest in the world they live in
Subpoint 2: Observe and be aware of the world they live in
Enduring Understandings
Student will understand that:
-
Our everyday life depends on plants
Everyone plays a part in protecting the plants around us
Essential Questions
1. Why do we need plants?
2. How are plants important to human?
3. What do plants need to survive?
4. What can we do to conserve the plants in our environment?
Learning Objectives
Student will know
-
the different parts of a plant
how to care for the plants in the environment
that plant need water, air and sunlight to grow
that plants are important to mankind - source of food

Performance Objectives
Student will be able to
-
Investigate and compare how different conditions can affect plant growth
Express the importance of plants in their lives
Suggest, discuss and practice ways to care for the plants
Identify their roles in caring for plants
Identify inappropriate acts that may harm the plants

STAGE 2 - ASSESSMENT EVIDENCE
Performance Tasks
Children will be given choices on how they will like to demonstrate their understanding
towards learning.
Final Project
Conduct a plant exhibition and have children to present their documentations (such as the
posters, potted plants, completed image cards of plant / labelled image cards of plant /
drawings of labelled plant) over the past 8 weeks and share their experiences and knowledge
with the visitors. Children can choose their desired form of presentation method, such as
through verbal explanations or through written work, and it can either be done in groups or
individually.
Key Criteria for Final Assessment
Children will be assessed on their understanding (importance of plants to human beings and
the importance of every individuals role in protecting the plants) over the course of 8 weeks,
based on formal and informal forms of assessments indicated in the rubric. The assessment
rubric will reflect on the 6 facets of understanding based on UbD.
Facet of
Process
Understanding
(Examples / Evidences)
Explain
Children will present the poster on Ways to Save our Plants, justify
the information and provide examples of ways to save the plants in
the environment.

Interpret
Children will be able to construct their own understanding of the

information and communicate their knowledge on the importance of
plants.
Apply
Children will use the knowledge they have acquired to demonstrate

different ways to care for a plant
Have perspective
Children will be able to take on multiple point of view by

investigating the importance of plants to different groups of people
(themselves, family, community, and nation)
Empathize
Children will be able to take on others perspectives by

communicating their thoughts and feelings of people living in an
environment filled with trash.
Have Self-
Children will reflect on their learning progress through self-
knowledge
assessments tools such as the KWL Chart
Other Evidence
-
Daily class observations
Childrens work samples
Childrens interactions with peers
Photographs and video
Informal conversations with children to check for understanding

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STAGE 3 - EXPLAIN LEARNING PLAN
W
W
-
Posting and discussing essential questions; invite children to generate their own
questions on what would they want to know about plants
Using K-W-L charts to assess childrens prior knowledge and to identify learning goals
for the unit - plants
Checking for misconceptions that children may have about plants
Beginning with an entry question (Can human live without plants?) to hook childrens
interest
-
Using technology to form connections to 21st century ideas and concerns - show the
film Wall-E to introduce the importance and role of plants on earth
Using multiple means to present information/instruction/lesson such as charts, stories,

movie film, discussion and posters
Being enthusiastic about the topic
Defining core vocabulary words (sustain, harm, stem, roots, leaves, flowers, seeds,
survival) to be used throughout the unit

-
Using real-life objects such as vegetables
Providing children with a variety resources such as manipulatives, computer

softwares, books, charts to increase their understanding of plants
Discussing, and comparing ideas and information gathered by children

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Working on projects together with children such as making potted plants and setting
up the plants exhibition
R
-
Asking children essential questions to challenge and scaffold their thinking (e.g. What
other ways can we present this information?, How? etc.)
Using flexible groupings to provide peer and group learning opportunities (e.g. children
are allow to work together in pairs or small groups to create the posters)
Having time for consultation with children - to allow educators to give constructive
feedback
Allowing time for children to go back on projects to revise ideas, processes and
products
Encouraging children to reflect and think about their peers work, to allow children to
analyse and give feedback; opportunities for children to learn from each other,
reinforces concepts / understanding (e.g. poster presentation)
Reflecting as a group and improvising their idea / product (e.g. vegetable salad)
Providing children with self-assessment checklists (K-W-L)
Facilitating with the use of thought-provoking questions during one-to-one interactions
T
Universal Design for Learning (UDL)
-
Assessing childrens prior knowledge and skills at the beginning of the unit (e.g.
informal conversation with children and K-W-L charts)
Providing multiples means of representation and engagement to accommodate to

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childrens diverse learning needs, by presenting information through visual and

auditory media (e.g. charts, posters, class discussion and presentations)
Culturally Responsive Pedagogy (CRP)

-
Providing audiobooks, magnifiers, adequate lighting and large print materials in

lessons 2, 3, 4 and 5 for the child with mild visual impairment
Arranging child with mild visual impairment to sit closer to the primary source of
auditory information
Setting tasks that provides children with the opportunity to work with other diverse
learners
Inviting families that are vegetarians to share about the importance of plants as food
source for human
Differentiated Instructions (DI)

-
Providing different levels of complexities to activities (e.g. children are allowed to

engage in any three activities in lesson 2 that they feel most successful in)
Providing children with choices about how to learn (e.g. they can get information from
a variety of sources such as the internet, books, peer discussion)
Allowing the use of different media to present their product (e.g. children can choose
to design a chart, timeline, songs, photos, documentation, journals, etc. to present
their learning and knowledge on plants during the final project)
Differentiating learning environment
(e.g. having children work in small groups to
encourage collaboration, quiet corners for children to read individually)

-
Providing various readability levels of materials that will suit the needs of individual
children (e.g. providing audio books for auditory learners and activities such as
creative dramatic movements for visual and kinesthetic learners)

13
Providing whole group instruction to establish common understanding and then use
smaller groups to clarify and extend learning
O
-
Building childrens independence - the teacher provides concepts and poses questions
to stimulate childrens thinking instead of providing them with the answers; children are
encouraged to find out the answers by themselves or as a group (e.g. What do you
observe?, How can we find out more?, How do you work together to create the
salad/poster? etc.)
Planning a final project (plant exhibition) for children to present, and apply their
understanding and knowledge of the topic

14
Lesson Plan
Lesson 1
Theme: Plants
Age Group: Kindergarten 2
Number of Children: 20 - 19 typical development, 1 with mild visual impairment
Students Lesson Product(s):
-
Completed KWL chart
Skills:
Observing, communicating, comparing, predicting, collaborating, presenting, sharing, listening,
writing, recording, justifying
Thought-Provoking Question for Lesson:

1. What will it be like in a world without plants?
Learning Objective:
By the end of the lesson, students will be able to
1. identify what they want to learn about plants with the use of the KWL chart
Supports for Comprehension and Performance:

Sensory Support
Movie
Graphic Support
Chart
Pictures
Interactive Support
Class Discussion
Conversations with
teacher
Working in pairs
Working in small
groups

15
Procedures
Tuning-in Activity
Pre-assessment(s):
1. Before screening the movie, ask questions to stimulate thinking:
a. What do you know about plant?
b. What do you think will happen when there are no plants on earth? Will there be
any changes?
2. Encourage children to observe and to document their findings from the film
*Teacher should allow alternatives for documentation such as drawing or writing*
Main Activity
During-lesson Assessment(s):
*Child with visual impairment will be provided with an individual tablet and earpiece
1. Provide a short summary of the movie Wall-E

2. Show specific segments of the movie and discuss the following questions after each
scene:
a. Scene 1: How do you feel when you saw the earth being covered up in trash?
b. Scene 2: How do you think Wall-E felt when it saw that precious plant?
c. Scene 3: Did Wall-E show its care for the plant? How?
d. Scene 3: Why did Wall-E care for the plant?
e. Scene 4: How do you feel when you saw those plants on earth at the end?
3. Engage in a discussion to explore the following questions:
a. Where do you usually find plants?
b. Which will you prefer? (Show children two pictures of the environment; one
covered in trash and the other with plants)

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c. What if earth became just like how it was in the movie? (Show children places
that are covered in trash) How will you feel?/How do you think the people living
there felt?
4. Get children to work in pairs or groups to fill up the KWL Chart. Allow children to select
various means to represent the information (children can choose to draw, voice record,
write etc.)
* Teacher to move around, interact with children and record their responses.
Closure
End-of-lesson Assessment(s):
1. Get all children to share their thoughts on the lesson or share one thing from the KWL
chart.
Ask questions to scaffold the childrens thinking.
a. What do you like about plants?
b. How will you feel if there were no plants on earth?
c. What do you want to find out about plants?
2. Discuss with children about what they have shared to the class and reemphasize (let
children know that they will be learning) on the importance of plants and that everyone
has a part to play in protecting the plants.
3. Recap and summarize key ideas about the film with the children.

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Lesson Plan
Lesson 2
Theme: What makes up a plant?
Age Group: 6 year old (Kindergarten 2)
Students Lesson Products:
Completed image card of a plant OR
Labelled image card of the plant OR
Childrens drawing of a plant that is appropriately labelled
Completed KWL Chart
Skills:
Observing, comparing, communicating, identifying, recording
Thought-Provoking Questions for Lesson:

1. What is a plant?
2. What does a plant consists of?
Learning Objective:
1. identify and name the different parts of a plant

Sensory Support
Real-life objects
Graphic Support
Chart
(potted plants)
Storybooks
Manipulatives

Interactive Support
Class discussion
Pair work
Conversation with
teacher
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Procedures:
Tuning-in Activity
Pre-assessment(s):
1. Read aloud the book From Seed to Plant, By Gail Gibbons
a. place child with visual impairment close to the book
b. use large books with large prints
c. clear and audible voice when storytelling
2. Begin a class discussion. Ask students to talk about the parts of the book they
remember or connect with. Try to lead them into discussing the parts of a plant.
a. What do you like about the book?
b. What do you remember about the plant?
3. Record childrens response in a chart
-
Write large and legibly
Main Activity
1. Bring in a few potted plants into the class
2. Allow time for children to observe and touch the plant
-
provide magnifiers and torchlights to allow for close observation, it also allow
child with visual impairment to observe better
encourage children to observe the plant different angles
3. Engage children in questions to find out about what they had discovered and observed
a. What are these?
b. What do you see/feel/smell?
c.
What are some similarities and differences you see from plants in the book to
the potted plants?

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Closure
1. Have children identify and match the different parts of the plants
2. Children can choose to engage in any of these levels
*allow children to work individually or as pair
Level 1: Arrange image cards of the different parts of plant accordingly (etc. roots to
stem, stem to leaves)
Level 2: Match the word labels to the different parts of the plant
Level 3: Draw out a plant and label the parts

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Lesson Plan
Lesson 3
Theme: Edible Parts of Plants
Age Group: 6 year olds (Kindergarten 2)
Mind maps
Recipe Cards
Vegetable Salad
Completed KWL Chart
Skills:
Observing, Comparing, Identifying, Classifying, Decision Making, Communicating

1. Why are plants important for us?
2. Which parts of the plants are edible?
Learning Objectives:
1. communicate why are plants an important source of food
2. list types of vegetables and provide appropriate examples

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Sensory Support
Real life Objects:
Graphic Support
Mind map
Interactive Support
DI Group Work
Assortment of
Sharing Session
Vegetables (Leaves:
Class Discussion
spinach and lettuce,

Fruits: tomato and
cucumber, Roots:
carrot and radish)
Adapted Eating
Utensils
Magnifier
Procedures:
Tuning-in Activity
Pre-assessment(s):
1. Recap on previous lesson - sources of food from different plant parts
a. What are some parts of a plant that you may find in your food?
b. Which parts of the plants do we get them from?
2. Bring an assortment of edible leaves, seed and root vegetables to class (limit to three
plants part so as to not over stimulate children)
3. Group children in groups of five (according to their preferred form of DI)
4. Allow time for children to observe and explore the edible plant parts with their senses
a. Provide magnifiers and ensure that there is adequate lighting for child with visual
impairment
5. Get children to categorize the vegetables according to their parts on a mind map
a. Which part of the plants does this vegetable belong to?

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Main Activity
1. Allow time for each group to discuss a dish of their choice with the use of the plant parts
provided
2. Have each group design a simple recipe card for their dish
*This can be done in any modal the group is comfortable with*
3. Place cut and chopped vegetables and condiments in the front of the classroom
*Vegetables that cannot be eaten raw will be precooked*
4. Each group to discuss, measure and gather the ingredients needed
5. Proceed with mixing their salad
6. Children can make changes and improvise their recipe
7. Facilitate childrens thinking by discussing the following questions:
a. Which is your favourite vegetable?
b. Where did all these vegetables come from?
8. Emphasize on the importance of plants and how it provides us with a valuable source of
food.
Closure
1. Each group will share the salad and recipe they created, to the class
a. Can you share more about the salad?
b. What types of vegetables did you used in the salad?
2. Discussion
a. What will happen to us if Earth becomes like Wall-Es planet?
b. Why are plants important to us?
c. What do you think will happen to our source of food?
d. How / What can we do to stop our Earth from turning into a planet like Wall-Es?
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Lesson Plan
Lesson 4
Theme: Plants - How can we save the plants?
Self-created Posters
Completed KWL Chart
Skills:
Communicating, comparing skills, collaborating, presenting, sharing, listening, writing,
recording, justifying
Thought-Provoking Question for Lesson:

1. What can we do to save the plants?
1. create and design a poster
2. list out and present to their peers with regards to the action(s) that they can take to save
the plants

Sensory Support
Pictures and
Graphic Support
Posters
photographs
Books

Interactive Support
Class Discussion
Working in pairs and
small group
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Magazines and
Conversation with
newspapers
Manipulative
teacher
Using the internet
Fine-motor activities
LUNAR Screen
Magnifier
Procedures:
Tuning-in Activity
Pre-assessment(s):
1. Show children a picture of Earth in 1978 and 2012
2. Talk to children about their observations
a. What is this picture of?
b. What can you see?
c. Are there any similarities between these two pictures of the earth?
d. Are there any differences? What is it?
e. What do you think happened that makes the earth look like how it is today?
f.
How do you feel?
3. Show children pictures of withering and destroyed plants, ask questions to stimulate
thinking and reflection
a. What do you think is happening here?
b. What or who caused the plants to wither?
c. Why do you think this is happening?
d. What will happen if all the plants on earth withered?

25
Main Activity
1. Encourage children to think of ways to prevent the plants from withering
a. What do you think will happen if we do not take care of the plants around us?
b. What can we do to save the plants?
2. Show sample of posters on saving the plants
3. Talk about the elements of the posters
a. What do we need to include in our posters?
b. Where can we find the information from?
c. What can we do to make our posters beautiful?
4. Have children to work in pairs or groups to create a poster to encourage people to save
the plants
-
delegate places to move around (dedicate spaces that allows for movements)
and quiet areas that allow focus and work in the classroom
allow children to present their information in ways that are meaningful to them
such as drawing, writing, collage, etc.
provide a variety of resources for children to access information such as books,

computers, magazine, newspapers, audiobooks, etc.
provide a variety of materials for children to represent their ideas such as papers,
glue, markers, paint, scissors, computer softwares, magazines etc.
5. Walk around the class and offer assistance to children in need

26
Closure
1. Have children share and present their posters to the class
2. Ask questions to facilitate reflection
a. What are some things we can do to help save the plant?
b. How do you work together to create the posters?
c. How do you feel when you are making the posters?
d. Where can we place the posters?
3. Display childrens posters around the class

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Lesson Plan
Lesson 5
Theme: Growing of Plants
Self-grown pot of plant that children have to care for
Completed KWL Chart
Skills:
Communicating, observing, experimenting, decision making
1. Why do we have to care for plants?
2. How can we care for plants?
1. grow their own plant
2. Identify and list ways they can care for a plant
3. demonstrate/practice the ways to care for plants
Sensory Support
Fine motor activities
Real life objects
(flower pots, watering
Graphic Support
Interactive Support
Charts (steps to
Group discussion
planting and childrens

response)
Conversation with
teacher
can, seeds, soil,

spade, gloves)

28
Procedures:
Tuning-in Activity
Pre-assessment(s):
1.
Recap on previous lesson by asking these questions:

a. What can you recall from last lesson?
b. What are some things that people do that harms the plants?
c. How can we save these plants?
(e.g. through reusing papers and avoid picking plants in our environment)
2. Emphasize that every individual plays an important part in caring for the plants around
us and focus on the topic of planting your own plants instead of picking flowers in their
environment.
Main Activity
1. Inform children that they will get to grow their own plants
*Allow children to make their own choices based on the range of seeds provided
2. Go through the steps taken to grow a plant while referring to the sequential chart
3. Provide a clear demonstration of each step
*Ensure that the child with mild visual impairment is placed at the front row
4. Children will follow each step specifically under the guidance of the teacher.
Support for child with visual impairment
-
Magnifier will be provided to enhance visualization
Pair child with visual impairment with a more abled child so that he/she can
receive assistance from the more abled child
Extra time will be allocated for the child to complete the activity
5. Scaffold childrens thinking by discussing the following questions

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a. What do you think will happen if we do not provide enough care for the plant?
b. What are some things that we can do to help the plant grow well?
(e.g. watering the plant everyday)
6. Allow children to demonstrate care for their individual plants (such as through watering it
and placing it under sunlight)
Closure
1. Get children to share about their experiences and thoughts on this lesson. Scaffold
childrens thinking by asking these questions:
a. What are the steps taken to grow a plant?
b. How should you care for your plant?
c. How do you feel when you take care of your plant?
d. Do you enjoy the activity? Why?
2. Have children to document their learning and potted plants
*Allow children choice on how they want to document their learning
3. Wrap up by summarizing the key ideas with the children
*Write down childrens responses and thoughts onto a chart

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References
Bray, B., & McClaskey, K. (2015). Make learning personal: The what, who, wow, where,
and why. (p. 55). Thousand Oaks, CA: Corwin.
Glazzard, J., Chadwick, D., Webster, A., & Percival, J. (2010). Assessment for learning in
the early years foundation stage. London, England: SAGE Publications Ltd.
Mayesky, M. (2009). Creative activities for young children. (9th ed.). New York, NY:
Delmar, Cengage Learning.
Richards, H. V., Brown, A. F., & Forde, T. B. (2006). Addressing Diversity in Schools:
Culturally Responsive Pedagogy. What is Culturally Pedagogy?, 4. Retrieved from
NCCRESt: http://www.nccrest.org/professional/culturally_responsive_pedagogyand.html

Assignment #3 Multi-modal Curriculum
Appendix
Sample of KWL charts for each lesson
Lesson 1
Topic: Plants
What I know
What I want to know
What I learned
Plants are all around us
Where do plants come from?
Plants are important to us

Plants make our environment
attractive
Lesson 2
Topic: What makes up a plant?
What I know
Plant has leaves
What I want to know

What makes up a plant?
What I learned
A plant has roots, stem,
leaves and flower(s)
Lesson 3
Topic: Plants as our source of food
What I know
There are many different
What I want to know

Are all plants edible?
parts of a plant

What I learned
I need food to survive and
plants provide food for us
Lesson 4
Topic: How can we save the plants?
What I know
What I want to know
What I learned
People are killing the plants
How can we help to save the
I can reuse papers for draft
without knowing
plants?
work or drawings
Lesson 5
Topic: How do I care for the plants?
What I know
What I want to know
What I learned
Plants need water to survive.
What is needed for a plant to
I need to provide soil, water
grow?
and sunlight to keep my plant

healthy.


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Ang Yu Bin (02), Amelia Chin Jing Yi (15), Kristin Lim Fang Li (31), Yeo Hui Ru (64)

SPE 393 Inclusive Curriculum and Environments

SPE 393 Inclusive Curriculum and Environments

Kindergarten Curriculum Framework

Key skills that students will develop

Becoming aware of the world they live in

Examining differences between two or more things

Categorizing something or someone into a certain group based on

Making logical guesses based on prior knowledge and/or experiences

Providing substantial information to support relevant point

Working harmoniously with peers to investigate a topic or unit

Documenting observation and results from investigation

Trying out new ideas or concepts

Expressing thoughts and ideas with peers

Decision Making Selecting a logical choice

SPE 393 Inclusive Curriculum and Environments

From Seed to Plant - Gail Gibbons

Supports for comprehension and performance

Utilizing the internet

SPE 393 Inclusive Curriculum and Environments

Internet as a tool for research

Computer softwares to design posters

Printers to print resources and images

Cameras to capture and document learning process

Video recording of their learning process

Create a film for presentation

Summary of class learning profile

1 diagnosed with mild visual impairment

Result of Learning Style Survey

15 students with a combination of kinesthetic, auditory, and visual learners

2 students are auditory learners

3 students are visual learners

SPE 393 Inclusive Curriculum and Environments

18 children are non-vegetarians , 2 children are vegetarians

SPE 393 Inclusive Curriculum and Environments

Kindergarten Curriculum Framework

Our everyday life depends on plants

Everyone plays a part in protecting the plants around us

the different parts of a plant

how to care for the plants in the environment

that plant need water, air and sunlight to grow

that plants are important to mankind - source of food

SPE 393 Inclusive Curriculum and Environments

Express the importance of plants in their lives

Suggest, discuss and practice ways to care for the plants

Identify their roles in caring for plants

Identify inappropriate acts that may harm the plants

SPE 393 Inclusive Curriculum and Environments

SPE 393 Inclusive Curriculum and Environments

Children will be able to construct their own understanding of the

Children will use the knowledge they have acquired to demonstrate

Children will be able to take on multiple point of view by

Children will be able to take on others perspectives by

Children will reflect on their learning progress through self-

assessments tools such as the KWL Chart

Daily class observations

Childrens work samples

Childrens interactions with peers

Photographs and video

Informal conversations with children to check for understanding

SPE 393 Inclusive Curriculum and Environments

Checking for misconceptions that children may have about plants

Using multiple means to present information/instruction/lesson such as charts, stories,

Being enthusiastic about the topic