Kindergarten Learning Experiences Elementary School Services
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Family Life6.1: By the end of grade 5, students will describe different types of families, addressing membership and social influences, and the functions of family members.Kindergarten children will describe or represent the roles of their own immediate family members, and will describe ways in which various families are the same/different. Children can identify words they speak in English at home and which words they speak in other languages to communicate with extended family members, or they can create representations of or plays about families that illustrate how they speak in home in English and in other languages. Children can read books about families from around the world (e.g., The Keeping Quilt by Patricia Palacco); then use squares of paper or cloth to draw something that reminds them of their families; connect the squares to make a class “keeping quilt”; and connect all the squares together on a bulletin board. Connections: Families are also addressed in History standard K.H.2 of History and Social Science (chapter 5).6.3: By the end of grade 5, students will identify whom to talk with about family problems and successes.Children can describe or role play scenarios about people in the school and community who might help children (e.g. if they were hurt, worried, or afraid about something), help deal with a family problem, or share in a family’s successes (e.g., doctor, clergy, police officer, teacher, guidance counselor). Children can read or listen to literature that deals with all types of families and their experiences. 6.4: By the end of grade 5, students will identify what parents do to provide a safe, healthy environment for their children.Children can represent examples of what parents do for their children in stories, visual arts, or informal dramatizations. Children can make a poster, bulletin board, or book that describes or depicts how parents or guardians provide a safe environment and basic needs (e.g., food, clothing, shelter, medical care), and that describes who provides for them in their own family (“My grownup keeps me healthy by…”). Interpersonal Relationships7.1: By the end of grade 5, students will explain why communication is essential in human relationships and identify people from whom children can learn how to communicate, such as family members, friends, community members, and members of faith-based groups.Children can create a “people resource book” that illustrates people they talk to, or they could describe a conversation they consider important that they had with an older person. Children can assume the teacher’s role in a peacemaking situation, sitting down and listening to each person’s side, making suggestions for compromise, selecting and trying a suggested solution. Safety and PreventionDisease Prevention and Control8.1: By the end of grade 5, students will describe how the body fights germs and diseases naturally and with medicines and immunization.Kindergarten children will demonstrate some understanding that germs relate to diseases, and will identify some ways to avoid common germs. Children can tell or represent personal experiences of well-child visits to a doctor or clinic for immunizations. Children can read stories about germs and diseases (e.g., Germs Make Me Sick by Melvin Berger, Wash Your Hands! by Tony Ross, Achoo: The Most Interesting Book You’ll Ever Read About Germs by Trudee Romanek). 8.2: By the end of grade 5, students will identify the common symptoms of illness and recognize that being responsible for individual health means alerting caretakers to any symptoms of illness.Kindergarten children will recognize the need to tell adults when they are not feeling well. Children can invite the school nurse to talk to the class about symptoms of illness; then turn the dramatic play area into a doctor’s office and use props such as a blood pressure cuff, stethoscope, bandages, or masks. Children can create collages or posters that describe and illustrate personal experiences with illness (e.g., appearance, feelings; and what to do if feeling ill), or those of family or friends. 8.3: By the end of grade 5, students will apply skills to prevent and control the spread of disease, including those that help promote cleanliness (such as correct hand washing, regular bathing, and washing clothes).Children can observe and practice thorough hand-washing and can list classroom strategies that promote cleanliness. Children can demonstrate practices to prevent illness and promote health (e.g., covering mouth/nose with arm when coughing/sneezing, throwing away used tissues). 8.4: By the end of grade 5, students will identify tooth functions and causes of tooth health and decay, and apply proper dental health skills (such as choosing healthy tooth snacks, brushing, flossing).Kindergarten children will describe or represent dental health skills (e.g., choosing tooth-healthy snacks, brushing, flossing). The teacher can invite a dentist or hygienist to talk to the class about tooth care, then children can ask questions and share personal experiences and stories about brushing teeth and dentist visits. Children can read books about loose teeth/loss of teeth (e.g., Ready Freddy! Tooth Trouble by Abby Klein, Junie B., First Grader: Toothless Wonder by Barbara Park, Andrew’s Loose Tooth by Robert Munsch) or about dentist visits (e.g., Going to the Dentist by Anne Civardi, Open Wide: Tooth School Inside by Laurie Keller). Directory: frameworks frameworks -> Business Technology (vbus) frameworks -> 2016 Massachusetts Digital Literacy and Computer Science (dlcs) Curriculum Framework frameworks -> Automotive Collision Repair & Refinishing (vcoll) frameworks -> Massachusetts English Language Arts frameworks -> Essentials of Computer Programming Computer Science Curriculum Framework 2015 frameworks -> Arkansas Computer Science Standards Coding Block for Grades 7 or 8 Introduction frameworks -> Arkansas Computer Science Standards for Grades 9-12 frameworks -> Curriculum framework frameworks -> Arkansas Computer Science Standards for Grades 9-12 Download 412.43 Kb. Share with your friends:
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