|Title:||Changes in the Trees around Us|
|Spanish Version:||Cambios en los árboles de nuestros entornos
|Source of Publisher:||Illinois Early Learning Project
|Length of article:||Long
|Setting for which the article is intended:||● Family Child Care
● Child Care Center
● Preschool Program
|Intended Audience:||● Teachers/Caregivers
● Outdoor Activities
● Project Approach
(the age of the children to whom the article applies).
|● Preschoolers (Age 3 Through Age 5)
|Learning Areas:||● LANGUAGE ARTS
● SOCIAL STUDIES
● THE ARTS
● SOCIAL/EMOTIONAL DEVELOPMENT
● PROJECT APPROACH
|Goals:||1. Demonstrate increasing competence in oral communication (listening and speaking).
5. Demonstrate increasing awareness of and competence in emergent writing skills and abilities.
6. Demonstrate and apply a knowledge and sense of numbers, including numeration and operations.
7. Explore measurement of objects and quantities.
8. Identify and describe common attributes, patterns, and relationships in objects.
9. Explore concepts of geometry and spatial relations.
10. Begin to make predictions and collect data information.
11. Demonstrate curiosity about the world and begin to use the practices of science and engineering to answer questions and solve problems.
12. Explore concepts and information about the physical, earth, and life sciences.
13. Understand important connections and understandings in science and engineering.
15. Explore economic systems and human interdependence.
16. Develop an awareness of the self and his or her uniqueness and individuality.
17. Explore geography, the child’s environment, and where people live, work, and play.
25. Gain exposure to and explore the arts.
26. Understand that the arts can be used to communicate ideas and emotions.
30. Develop self-management skills to achieve school and life success and develop positive relationships with others.
|Learning Standards:||1.A. Demonstrate understanding through age-appropriate responses.
1.B. Communicate effectively using language appropriate to the situation and audience.
1.E. Use increasingly complex phrases, sentences, and vocabulary.
5.A. Demonstrate growing interest and abilities in writing.
5.B. Use writing to represent ideas and information.
5.C. Use writing to research and share knowledge.
6.D. Compare quantities using appropriate vocabulary terms.
7.A. Measure objects and quantities using direct comparison methods and nonstandard units.
8.A. Explore objects and patterns.
9.B. Demonstrate an understanding of location and ordinal position, using appropriate vocabulary.
10.A. Generate questions and processes for answering them.
10.B. Organize and describe data and information.
11.A. Develop beginning skills in the use of science and engineering practices, such as observing, asking questions, solving problems, and drawing conclusions.
12.A. Understand that living things grow and change.
12.B. Understand that living things rely on the environment and/or others to live and grow.
12.C. Explore the physical properties of objects.
12.D. Explore concepts of force and motion.
12.E. Explore concepts and information related to the Earth, including ways to take care of our planet.
12.F. Explore changes related to the weather and seasons.
13.B. Use tools and technology to assist with science and engineering investigations.
15.A. Explore roles in the economic system and workforce.
16.A. Explore his or her self and personal history.
17.A. Explore environments and where people live.
25.B. Display an awareness of some distinct characteristics of the arts.
26.B. Understand ways to express meaning through the arts.
30.B. Recognize own uniqueness and personal qualities.
30.C. Demonstrate skills related to successful personal and school outcomes.
|Benchmarks:||1.A.ECb. Respond appropriately to questions from others.
1.A.ECc. Provide comments relevant to the context.
1.B.ECb. With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts.
1.E.ECc. With teacher assistance, use new words acquired through conversations and book-sharing experiences.
1.E.ECd. With teacher assistance, explore word relationships to understand the concepts represented by common categories of words (e.g., food, clothing, vehicles).
5.A.ECa. Experiment with writing tools and materials.
5.A.ECb. Use scribbles, letterlike forms, or letters/words to represent written language.
5.B.ECa. With teacher assistance, use a combination of drawing, dictating, or writing to express an opinion about a book or topic.
5.B.ECb. With teacher assistance, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
5.C.ECa. Participate in group projects or units of study designed to learn about a topic of interest.
5.C.ECb. With teacher assistance, recall factual information and share that information through drawing, dictation, or writing.
6.D.ECa. Compare two collections to see if they are equal or determine which is more, using a procedure of the child’s choice.
6.D.ECb. Describe comparisons with appropriate vocabulary, such as “more”, “less”, “greater than”, “fewer”, “equal to”, or “same as”.
7.A.ECd. Begin to construct a sense of time through participation in daily activities.
8.A.ECa. Sort, order, compare, and describe objects according to characteristics or attribute(s).
9.B.ECb. Use appropriate vocabulary for identifying location and ordinal position.
10.A.ECb. Gather data about themselves and their surroundings to answer meaningful questions.
10.B.ECa. Organize, represent, and analyze information using concrete objects, pictures, and graphs, with teacher support.
10.B.ECb. Make predictions about the outcome prior to collecting information, with teacher support and multiple experiences over time.
11.A.ECb. Develop and use models to represent their ideas, observations, and explanations through approaches such as drawing, building, or modeling with clay.
11.A.ECc. Plan and carry out simple investigations.
11.A.ECd. Collect, describe, compare, and record information from observations and investigations.
11.A.ECf. Make meaning from experience and information by describing, talking, and thinking about what happened during an investigation.
11.A.ECg. Generate explanations and communicate ideas and/or conclusions about their investigations.
12.A.ECa. Observe, investigate, describe, and categorize living things.
12.A.ECb. Show an awareness of changes that occur in oneself and the environment.
12.B.ECa. Describe and compare basic needs of living things.
12.C.ECa. Identify, describe, and compare the physical properties of objects.
12.D.ECa. Describe the effects of forces in nature.
12.E.ECa. Observe and describe characteristics of earth, water, and air.
12.F.ECa. Observe and discuss changes in weather and seasons using common vocabulary.
13.B.ECa. Use nonstandard and standard scientific tools for investigation.
13.B.ECb. Become familiar with technological tools that can aid in scientific inquiry.
15.A.ECa. Describe some common jobs and what is needed to perform those jobs.
15.A.ECb. Discuss why people work.
16.A.ECa. Recall information about the immediate past.
17.A.ECa. Locate objects and places in familiar environments.
17.A.ECb. Express beginning geographic thinking.
25.B.ECa. Describe or respond to their creative work or the creative work of others.
26.B.ECa. Use creative arts as an avenue for self-expression.
30.C.ECa. Exhibit eagerness and curiosity as a learner.
30.C.ECd. Demonstrate engagement and sustained attention in activities.