Families and Friends: A Study in Relationships

Mollie Bosworth and Mariah Parker A unit of study designed for: 5-6 year olds, Kindergarten Unit Duration: 2 weeks Fall 2012

Rationale Families are crucial in that they can serve as the backbone for who we become as an individual. They often provide the support that we need to go about our daily lives. Families create tradition, cultures, and a sense of bond. They can serve as a foundation for communities. Both families and communities create the diversity in the world. Like diversity, the variations in families are tremendous. Nuclear families, single-parent families, extended families, families with half-siblings, families with stepsiblings and parents, and families with adopted children are just a few. Although families are all different, we all have a family history to be discussed.

In Kindergarten, students are curious to know who they are and where they stem from. Students know about their family, but not necessarily the families of others. It is important for students to understand their family history, so that they can begin to understand others. Taking time to teach students the different types of families and cultures will help students have a greater understanding of diversity and the varying ethnicities of those they interact with everyday. Families help in creating communities in which we all live in. It is important for students to know about the different communities, and the important members within them. Students are the foundation for the future. They will be the ones to serve as community helpers and will eventually, have a family of their own, creating their own history.

In learning about their history they will be creating their own depictions of a family and community, and diversity and ethnicity. They will engage in discussions which will help them create a deeper understanding of families, communities, cultures, etc. They will create family trees, representing the bonds that are created within a family. These bonds help foster the development of a persons character. These will create the foundation of how students view life around them, in terms of differences and similarities. Students will begin to understand the concepts of comparing and contrasting through the discussions of the

different types of families and communities. They will develop a deeper understanding of differences. Being that the golden rule of society states, Treat people the way you want to be treated, we hope that students will carry this throughout their lifetime and remember the importance of variation and diversity within other families and communities.

Bibliography Nonfiction: 1. Parr, T. (2010). The family book. New York, NY: Little, Brown Books for Young Readers. 2. Parr, T. (2007). We belong together. New York, NY: Little, Brown Books for Young Readers. 3. Leavitt, C. (2007). The kids' family tree book. Sterling. 4. Skutch, R. (1997). Who's in a family?. Berkeley, CA: Tricycle Press. 5. Kalman, B. (2000). What is a community from a to z. Crabtree Publishing Company Fiction: 1. Sweeney, J. (2000). Me and my family tree. New York, NY: Dragonfly Books. 2. Adoff, A. (2004). Black is brown is tan. Amistad. 3. Kasza, K. (1996). A mother for choco. New York, NY: Penguin Group. Video: BrainPOP Junior Video Clipping: Divorce and Friendship BrainPOPjr.com

Parental/Community Flyer:

Families and Friends!

Dear parents/guardians, For the next week, your child will be studying families and friends and focusing on the relationships within them. We will be discussing the different styles of families, the similarities and differences with other cultures, similarities and differences with communities, family history, origins, and so much more! Your child will be creating artwork, family trees, reading stories, and listening to music all pertaining to the families. We are very excited to begin this unit and are looking forward to developing a better understanding of families and friends! If you have any questions about what we will be doing or have any materials, ideas, or suggestions related to families or communities please feel free to contact us. We hope you will share your childs enthusiasm by discussing what has been learned in class! Sincerely, Miss Parker and Miss Bosworth

All in One Design Form

Step One: Identify the Title and Core Concept
Family and Friends : A Study in Relationships
(Unit topic) (Core concept)

Age/Grade 5-6 yeas/Kindergarten

Step Two: Identify Standards to Be Addressed

Targeted Standards: content and skills/processes to be taught and assessed 1.01 Understand the diversity of human cultures. 1.02 Discuss cultures and human patterns of places and regions of the world. 1.03 Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations. Supporting Standards: content that is relevant to the unit but may not be assessed; may include connections to other content areas 5.03 Explain how to use historical information acquired from a variety of sources.

Step Three: Develop Your Learning Window

Knowledge Goals (Facts, sequences, procedures, and vocabulary termslist terms under Key Academic Vocabulary) Everyone comes from the same place There are many different groups within a culture Characteristics of different cultures Learn about the community and other students Discuss family history Different types of families Know about your origins Habits of Mind: Questioning and posing problems Thinking and communicating with clarity and precision Listening with understanding and empathy Thinking flexibly Creating, imagining, and innovating Thinking interdependently Remaining open to continuous learning Behavioral Goals/Habits of Mind (Habits of mind/attitudes that will foster success in the unit) Attitudes: You should treat everyone equally and the way you would want to be treated. Become understanding of differences.

Understanding Goals (Big ideas, generalizations, principles; stated as complete sentences) All families have similarities and differences. They are interrelated. Families have different meanings based on culture. Students can develop an understanding of family history.

Skill-Acquisition Goals (Targeted skills and/or Hidden Skills of Academic Literacy) Targeted Skills: differences in cultures, understanding of people, understand family history Secondary Skills: enhance writing abilities, enhance communication, enhance vocabulary, compare and contrast skills

Key Academic Vocabulary

Family Friends Peers Tradition Neighborhood Community Family Tree Extended Family Adoption Ethnicity Diversity Origin Immediate Family Culture Human Step-Family

Develop Student-Friendly Learning Targets

I can understand each family is different. I can understand peoples differences. I treat people the way I want to be treated. I can understand there are different types of communities in each culture. I know what a family and community is. I can understand my family tree.

I can understand the meaning of diversity. I know and understand the differences in ethnicity and diversity.

Four Styles of Questions

Mastery questions help clarify the critical attributes of key content or highlight the successful application of skills: What is a family? What are the key characteristics of a community? What is a friend? How might families be different? What are examples of different ethnicities? What is a community? What is a culture? What is a peer? Interpersonal questions make content personal and emphasize the social value and real-world implications of what students are learning: What is your family life like? How can you tell people about the good things that diversity brings in your community? How should I treat people who are different from me? How are my friends different from me?

Understanding questions pique intellectual curiosity and call for analysis, explanation, or the development of a position: Why are families different? What is the difference between extended and immediate family? Why is tradition important? Why are there multiple cultures in each community? What is the importance of having friends?

Self-Expressive questions encourage originality, imaginative thinking, and openended problem solving: What would happen if everyone were the same? How might interacting with your peers help us to understand diversity? How might families be similar to friendships? How would your family life be different if you were adopted? Imagine that you are from a different culture. How might your family be different?

Unit Assessment Design:

Summative Assessment: Task Rotation Mastery You are in a second grade class, and a new student has just joined your class. He is adopted from China. Draw a picture of how his family might be different or the same as yours. Explain your picture to the teacher. Understanding You and a partner are members of Best Elementary. One of you will be a student and the other will be the school counselor. The students family is going through a divorce. How might this affect you emotionally? How will it affect your family style? As a counselor, why would it be important for you to know about different families and their cultures in order to help this student? Act out what a meeting between the two of you will be like. Interpersonal You and your partner are community helpers. Each of you chooses what you would like to be (police officer, fireman, crossing guard, mailmen, doctor, veterinarian, or a business owner). Act out how you would work with each other within the community. Self-Expressive Imagine if everyone was the same (there was no diversity). How would the world be different or the same? What would life be like? Would there be a family history? Draw a picture of what this would look like. Explain your picture to the teacher.

Identify the Criteria for Assessment: Does the student(s) demonstrate understanding of the family or community? 5 4 3 2 1 Is the student able to explain their drawing or acting effectively? 5 4 3 2 1 Is the student able to work effectively with a partner? 5 4 3 2 1 Was the student able to clearly represent the community member in their role-play? 5 4 3 2 1 Was the student able to recognize the similarities and differences between families and communities? 5 4 3 2 1 Y or N Y or N Y or N

Y or N

Y or N

Diagnostic Assessment: Students will have a class discussion guided by the teacher. Students will be asked to think about what they already know about families and friends, or communities. The teacher will keep a tally on what the majority of the students know and dont know. They will be asked: What is a family? What is a friend? What is a community? What are the different types of families? How are communities the same and different? What are some different ethnicities? How is diversity good? Why are families different? What is tradition and why is it important? What would happen if everyone was the same? The answers to these questions will assist in planning lessons. Formative Assessment: Possible misconceptions: A family is the same thing as a community. Everyone has the same kind of family life. Everyone has the same traditions and cultures. Diversity and ethnicity are the same. Identify three critical benchmarks: How will you and your students assess learning and progress at each benchmark? 1. Students will have a class discussion describing the differences and similarities within people and their families. The teacher will fill in a Venn-diagram comparing and contrasting the two, based on what the students say. 2. The students will use think-pair-share partners and discuss the differences and similarities between the two. The teacher will observe and record what the students say. 3. The students will be given a scenario that they will act out, using their think-pair-share partner, demonstrating how to treat people in

1. I can understand the differences and similarities between a community and families.

2. I know and understand the differences and similarities between diversity and ethnicity.

3. I treat people the way I want to be treated.

each situation. The teacher will record what the students do. There is a class bully, who has pushed a friend on the playground for skipping in line at the slide. How should the friend react? How could the bully have treated the friend differently?

Unit Blueprint

Knowledge
Everyone comes from the same place There are many different groups within a culture Characteristics of different cultures Learn about the community and other students Discuss family history Different types of families Know about your origins

Knowledge Anticipation Show and Tell Each student will bring in a picture of his/her family and explain the family members. Class Discussion Students will have a class discussion guided by the teacher. Students will be asked to think about what they already know about families and friends, or communities. The teacher will keep a tally on what the majority of the students know and dont know. They will be asked: What is a family? What is a friend? What is a community? What are the different types of families? How are communities the same and different? What are some different ethnicities? How is diversity good? Why are families different? What is tradition and why is it important? What would happen if everyone was the same? BrainPOP The students will watch a BrainPOP Jr. video on Friends. The students will answer the BrainPOP quiz as a class.

Foyer

Habits/Attitudes
Attitudes: You should treat everyone equally and the way you would want to be treated. Become understanding of differences. Habits of Mind: Questioning and posing problems Thinking and communicating with clarity and precision Listening with understanding and empathy Thinking flexibly Creating, imagining, and innovating Thinking interdependently Remaining open to continuous learning

Workshop
Practice and Process Q&A Students will be asked a series of questions on key material. They will with their think-pairshare partner. Real World Problem Solving The students will be given scenarios to act out. They will include the representations of different families, how community workers work together, how to treat each other in different situations, and how families differ in other cultures. The students will have a class discussion reflecting on each others acting. Modeling The students will observe the teacher drawing a family tree. They will have a class discussion on who goes on a family tree and

Library
Knowledge Acquisition Reading All of the books in the Literature Used section will be available in the Independent Reading center for students to look at. A selection of the books will be read aloud to the whole class. BrainPOP The Community Helpers and Divorce video will be shown. The students will have a class discussion answering the BrainPOP quizzes. Compare and Contrast The Family Book and We Belong Together. The students will use their think-pair-share partner to discuss the similarities and differences in the families mentioned in the books.

Porch
Reflection Reflective Discussion The students will present their summative assessment products to the class. They will reflect on each others work. Personal Stories The students will share, through discussion, their personal experiences from home. What I Now Know The students will discuss what they now know about families, communities, and culture. The teacher will complete a table graph, on chart paper, based on the students responses.