Thematic Unit

My Community




Victoria Zdanciewicz



















Philosophy and Goals

In my classroom children will focus on the guidelines of being nice to others, listening to
others, and keeping their hands to themselves. The classroom will have a main focus of
accepting differences among others, and working together as a team. The classroom provided
will be a safe and secure setting for children, build from trust of the teacher and the students.
The classroom will provide many different opportunities for children to learn the same
concepts so that they are able to have a better understanding of what they are learning. While
in the classroom children will be able to express themselves through their learning, and to
expand their learning through guided opportunities provided by the teacher. Children will be
expected to give their best effort in their work, and will be rewarded for doing so.


Theme/Concepts

The theme for this thematic unit is My Community, which is a theme that allows
children to explore what they know about the community they live in, as well as learn more
about different places that are available to them in their community. This theme allows
children to understand more about diversity, by being able to learn about places in the
community that they or others around them visit, and how those places are an important part
of someones community. They are able to understand that our community is full of different
experiences, that allow each of us to participate in meaningful experiences. In preschool this is
a great theme to experience, because it allows children to take what they know about their
community and express it, learn about others and what they know, and identify feelings of
acceptance for the various places in their community. This would be a very intriguing theme for
children, because they would love to talk about what they know about where they live and
where they visit in their local community. I think that it would also be very exciting for children
to learn more about their friends in the classroom, and places in their community that they may
have not visited before.
This theme allows children to experience a topic that they are interested in, and to have
real life experiences with the topic through various lessons. Children will be able to learn
through this topic by experiencing multiple activities based from various subjects to help
children grasp a full understanding. With the information children currently know about the
community around them will help guide them through their lesson to learning more about
where they live and visit.

Standards that Guide Lessons
ELE. S.2. 5: Begin to describe the places in which familiar plants and animals
in their neighborhood live (e.g., city, drainage ponds, parks, fields, forests).
ELE. S.1. 1: Demonstrate curiosity about and interest in their natural environment
that leads them to confidently engage in activities related to science.
ELE. S.1. 2: Ask questions related to their own interest and observations.
ELE. TL. 2.1: Respond to other childrens technology products vocally or
within the technology tool.
ELE. TL. 2.2: Work with one or more other children to plan and create a
product with a technology tool.
ELE. TL. 1. 3: Understand that different technology tools have different uses,
including communicating feelings and ideas.
ELE. TL. 6.1: Can follow simple directions to use common technology tools.
ELE. SS. 1.4: Engage in conversations that reflect experiences in and
observations of the environment.
ELE. SS. 4.1: Grow in their understanding of the need for rules and
boundaries in their learning and social environment.
ELE. SS. 4.2: Begin to understand consequences of following and breaking
(disobeying) rules.
ELE. SS. 4.3: Can identify people (e.g., parents, teachers, bus drivers,
lunchroom helpers) who have authority in their home and early
learning programs (e.g., who helps them make rules, who tells them when they
are breaking a rule, who helps enforce rules).
ELE. SS. 4.4: Show increasing respect for the rights of others.
ELE. CA 1.1: Use their own ideas to draw, paint, mold, and build with a
variety of art materials (e.g., paint, clay, wood, materials from nature
such as leaves).
ELE. CA. 1.3: Begin to show growing awareness and use of artistic elements
(e.g., line, shape, color, texture, form).
ELE. CA.1.4: Create representations that contain increasing detail.
ELE. M. 4.3: 3. Make progress in moving beyond rote counting to an
understanding of conceptual counting (e.g., one-to-one
correspondence).
ELE. M. 5.1: . Can generate problems that involve predicting, collecting, and
analyzing information.
ELE LL 1.A.3. Use different strategies for understanding written materials (e.g., making
predictions using what they already know, using the structure of texts, linking
themselves and their experiences to the written materials, asking relevant questions).
ELE LL 2.1. Begin to understand that their ideas can be written and then read by
themselves or others
ELE LL 2.4. Represent their own or imaginary experiences through writing (with/without
illustrations).
ELE LL 3.1 Use spoken language for a variety of purposes (e.g., to express feelings, to ask
questions, to talk about their experiences, to ask for what they need, to respond to
others).
ELE LL 4.1. Gain information from listening (e.g., to conversations, stories, songs,
poems).
ELE LL 6.3. Make connections with situations or events, people or stories.

Big Ideas
Children will begin to understand the different homes that animals and plants have in
their own community.
They will learn that there are all sorts of animals and plants in their environment, and
that they each have a home or habitat that they live in.
Children will be able to navigate a program that allows for them to create a final product
with their own unique touches.
Children to explore technology in the classroom, and to even talk about it with their
peers.
Children will be able to discuss a favorite community spot of theirs.
Children will be able to listen as others tell them of other community places they like to
visit.
Children will identify rules we have in the community.
Children will explore the concepts of why we have rules in our community.
Children will explore the concepts of why we have rules in our school community.
Children will comprehend why rules have importance.
Children will have the opportunity to use their artistic abilities to express their
community.
Children will use their creative abilities to identify a place they would like to visit in their
community.
Children will be able to identify characteristics of their community to place in their
artistic creation.
Objects can be represented by numbers.
When counting out objects, the next object we count will be one number higher than
the last one.
We can make a prediction, figure out the amount, and then come up with the solution
for how many of an object we have.
Children will understand that there are different places in our community that we are
able to visit.
Children will comprehend that each community place in our area is special in its own
way.
Children will be able to explore community places through pictures, field trips, and
expert speakers.
Children will be able to express a community place they have learned about, and why it
is important to our community.
Children will be able to express what they have learned through written and verbal
expression.

Curriculum Outline


Science
Go on a nature walk to explore part of the
community around us, and plants and animals
we have in it.

Technology
Use the computers to create a digital picture
of a community place.

Social Studies
Discuss rules in our community and school
community. Use the story Officer Buckle and
Gloria by Peggy Rathmann

Art
Create a community place from various artistic
materials (play dough, paint, crayons, markers,
craft materials, etc.)

Mathematics
Use community materials or items from home,
restaurants, or schools for counting. Use the
story The Very Hungry Caterpillar by Eric Carle

Language Arts
Draw a picture of a community place, and
write about why it is important to have in our
community.


Resources and Materials
Youtube video https://www.youtube.com/watch?v=H_CSlLIuVZs
Projector
Computer
Chart paper
Markers
paper
Chart Paper
Computers
Printer
Officer Buckle and Gloria by Peggy Rathmann
Markers
Papers
Paint
Crayons
Markers
Paper
Play dough
Craft material (popsicle sticks, foam shapes, etc.)
Pictures of community places
Glue
Charts created and laminated
Objects from our local community (homes, restaurants, classroom, etc.)
The Very Hungry Caterpillar book by Eric Carle
Paper for charting
Markers
Paper for students to draw out their community place
Seeds
Magnifying glasses
Books on plants and animals in our community
Books on community places
Books on rules in our community
Puppets
Materials for community places in dramatic play (letters, mailbox, fire fighter hat, etc.)
Pictures of community signs and places
Bounded blank books
Paper
Materials from our community that can be explored with our 5 senses.
Books about counting
Play cars
Community outfits
Fire fighters visit information
Field trip to a local restaurant for lunch information
Librarian visit information
Center activities about letter and number recognition will be used as fill ins during
learning center times to help children grasp a better understanding on them.

Organization
Daily Schedule for an AM preschool class
8:30 Students check in by moving their face cards off of the spot that says home and
onto to the spot that says school.
8:30 Table Time (fine motor manipulatives are at each table for children to explore at
their seats. Such manipulatives could include duplos, stacking rings, linking people, etc.)
9:00 Morning Meeting
9:10 Intro to Centers
9:20 Centers
10:00 outside or gym time
10:25 snack
10:40 free choice
11:10 Story Time
11:20 Closing Meeting
11:25 Clean up/Pack up
11:30 dismissal

Transitions: Students will transition to their next center when I ring the chime and ask for them
to give me a T. The students will then hold up the time-out signal, and I will then ask them to
tidy up the center they are at, while I count down from 10. When I get to 0, I will ask the
children to give me a T again and then for them to get out their pointer fingers. I will tell each
group where they are going next and have them point to that next center. Then as I say Tick,
Tock, Move like a clock, the children will move to their next center in the classroom.
***Most transitions will be completed this way unless the activity calls for otherwise.

Learning Objectives:
Children will be able to identify specific plants and animals that are in their own
community.
Children will be able to identify where some plants grow (such as a forest or by the
water) and where some animals live (in a tree or in a pond).
Children will learn to create a final product of their favorite community spot using a
technology paint program.
Children will be able to listen as others talk about their favorite community places.
Children will be able explore a technology tool that allows them to enhance their
learning.
Children will understand that we have rules in our community for a reason.
Children will understand that following rules is important.
Children will learn that when we follow certain rules we are doing so to keep ourselves,
and others safe.
Children will be able to identify as well as paint, draw, or create with materials a place
they would like to visit in their community.
Children will use colors and shapes to accurately form what the place looks like.
Children will be able discuss the place they have created with other children, and why
they would like to visit it.
The children will be able to identify the numbers that are on the chart.
The children will be able to count out their wooden blocks by placing them on the small
boxes in numerical order.
Children will be able to identify different community places.
Children will be able to identify characteristics of specific community places.
Children will be able to express why that community place is so important for our
community.

The curriculum allows for children to learn through multiple ways by have teacher-directed
lessons, as well as hands on experiences. Children are able to move around as well as explore
their own creativity during this unit. Their multiple intelligences are able to be use through the
various activities that are set up and designed for their learning.






Classroom Environment:












This classroom environment is set up so that children are able to have a quiet reading area with
comfortable furniture for them to enjoy their experience there. The meeting rug is available for
children to play on with manipulatives and blocks during free choice. There is a science area for
children to explore things using there five senses, as well as an art area for children to enhance
their creativity.

Lesson Plans

***Your Name: Victoria Zdanciewicz

Age/grade level: Age 4, preschool

Subject: Science

Title of Lesson: Plants and Animals

Big Ideas:
Children will begin to understand the different homes that animals and plants have in
their own community.
They will learn that there are all sorts of animals and plants in their environment, and
that they each have a home or habitat that they live in.

Standards:
ELE. S.2. 5: Begin to describe the places in which familiar plants and animals
in their neighborhood live (e.g., city, drainage ponds, parks, fields, forests).
ELE. S.1. 1: Demonstrate curiosity about and interest in their natural environment
that leads them to confidently engage in activities related to science.
ELE. S.1. 2: Ask questions related to their own interest and observations.

Kitchen fridge, stove

Meeting Rug
Reading area with
books, sofa, chairs,
and bean bags.
computers
Science
area
Tables and chairs
Art easels
manipulatives
bathroom
Learning Outcomes:
Children will be able to identify specific plants and animals that are in their own
community.
Children will be able to identify where some plants grow (such as a forest or by the
water) and where some animals live (in a tree or in a pond).

Materials Needed:
Youtube video https://www.youtube.com/watch?v=H_CSlLIuVZs
Projector
Computer
Chart paper
Markers
paper

Procedures:
Introduction: Children will be told that we are going to learn about the homes or
habitats of animals and plants in our community. The children will then watch a
youtube video that introduces them to the fact that different animals have different
homes. https://www.youtube.com/watch?v=H_CSlLIuVZs
Transitions will be completed by having the students line up to begin the nature walk
by what the first letter of their name is. They will have to be quiet so that they are able
to hear what letter comes next. When we come back inside we will have the children do
some stretches before coming inside such as arm circles and touching their toes, and
then placing their hands behind their backs to walk inside.
Groupings: This lesson will be completed as a whole group experience.
Activity:
1. After watching the youtube video students will be told that we are going to go on a
nature walk around our own school to learn more about the animals and plants that
live around us.
2. Students will be told that when we are on a nature walk we want to use our eyes to
see the different animals and plants, we want to use our ears to hear the various
plants and animals, and are hands we can use to touch some of the plants we see.
We are going to be scientist, so we need to make sure we are using our senses to
help us learn.
3. When we are outside the teachers will point animals and plants out to the children,
and encourage them to investigate the animals and plants.
4. When we get back to the classroom at the end of our nature walk I will ask the
students to think back to our walk and what was one animal or plants that they
remember seeing or hearing. Maybe its an animal or plant that is by your house,
but we didnt see today. And then I will ask them to think about the home of that
plant or animal, and where it is located.
5. I will ask the children to share that animal or plant with a friend next to them and
where they saw it.
6. We will make a list on chart paper of the different animals and plants that we saw
when we are on our nature walk or that we have seen in our own neighborhood,
and where exactly they live (tree, bush, pond, river, etc).
Closure: students will be able to pick one animal or plant from our list and draw a
picture of it on paper that is provided, including where that plant or animal lives.

Enrichment and Extensions
Animal puppets will be available for children to explore during free choice time.
Books will be available in the library about different animals and plants and their
communities.
Paint will be provided for students to create pictures of the habitats for various plants
and animals.
In the science area students will be able to explore seeds of different flowers with their
hands and magnifying glasses.
Assessment:
Students will be assessed based on their answers when creating the chart on what
plants and animals we have in our community and where exactly they live. They can
also be assessed based on their picture they draw at the end of the lesson on a plant or
animal in our environment and how the drawing includes where the animals or plants
lives.
























***Your Name: Victoria Zdanciewicz

Age/grade level: Age 4, preschool

Subject: Technology

Title of Lesson: My Favorite Community Place

Big Ideas:
Children will be able to navigate a program that allows for them to create a final product
with their own unique touches.
Children to explore technology in the classroom, and to even talk about it with their
peers.
Children will be able to discuss a favorite community spot of theirs.
Children will be able to listen as others tell them of other community places they like to
visit.

Standards:
ELE. TL. 2.1: Respond to other childrens technology products vocally or
within the technology tool.
ELE. TL. 2.2: Work with one or more other children to plan and create a
product with a technology tool.
ELE. TL. 1. 3: Understand that different technology tools have different uses,
including communicating feelings and ideas.
ELE. TL. 6.1: Can follow simple directions to use common technology tools.

Learning Outcomes:
Children will learn to create a final product of their favorite community spot using a
technology paint program.
Children will be able to listen as others talk about their favorite community places.
Children will be able explore a technology tool that allows them to enhance their
learning.

Materials Needed:
Chart Paper
Computers
Printer

Procedures:
Introduction: I will have chart paper ready and on display so that the children all are able to
see it. I will ask the children to think about the community that we live in, and what their
favorite places are to visit here. I will have children think about it on their own, and then we
will do a whip around pass to listen to each childs favorite place. As children are telling their
favorite place I will write each one down on the chart paper title Favorite Places in our
community. At the end I will review the list we have created together.
Groupings: This activity will be completed in a small group of 2-3 during centers time.
Transitions: Students will transition to their next center when I ring the chime and ask for them
to give me a T. The students will then hold up the time-out signal, and I will then ask them to
tidy up the center they are at, while I count down from 10. When I get to 0, I will ask the
children to give me a T again and then for them to get out their pointer fingers. I will tell each
group where they are going next and have them point to that next center. Then as I say Tick,
Tock, Move like a clock, the children will move to their next center in the classroom.
Activity:
1. I will have the students set up on the computers with the program of Microsoft Paint.
2. I will tell the children that we have discussed our favorite places to visit in our
community, and now we are going to pick just one of those place to create a digital
picture on.
3. I will model on one of the computers with the children watching, how I can click on
different sized brushes and various colors.
4. I will then tell them that I love to go to the park by my house where there are trees, a
pond, and even a bench for me to sit on.
5. I will proceed to finish my digital image of my favorite place in the community as the
children watch.
6. I will then have each of the students get on their own computer.
7. I will have them click on the different tools that let them change colors and brushes,
because this will allow them to experience it before using it.
8. I will remind them that they are going to make their own digital image of their favorite
community place to visit.
9. I will remind them to pick one place that we discussed on our chart.
10. I will walk around and assist them when necessary.

Closure: Students will be able to print their digital images of their favorite community place to
visit. Children will then be able to share their digital image with others around them and
discuss each of their favorite community places.

Enrichment and Extensions
There will be markers and crayons out if children would like to draw their images out,
and then comparing their drawing to their digital image.
There will be books available in the library for children to read their community and
various places they can visit.
The dramatic play center will have various materials added into it to allow children to
experience items that can be found in their community. Such items could be to allow
children to set up pretend library, hospital, or post office. There would also be picnic
items available for children who would like to pretend to have a picnic in tier
community.
Puppets will be available for children to use and create roles with that identify with
community places.
There will be bunches of pictures available of community signs, as well as pictures of
community places that children will be able to glue together to create a collage.

Assessment:
Students will be assessed based on creating their product of a digital image of their favorite
community place to visit, and that they were able to discuss it with another child.






































***Your Name: Victoria Zdanciewicz

Age/grade level: age 4, preschool

Subject: Social Studies

Title of Lesson: Rules in our Community

Big Ideas:
Children will identify rules we have in the community.
Children will explore the concepts of why we have rules in our community.
Children will explore the concepts of why we have rules in our school community.
Children will comprehend why rules have importance.

Standards:
ELE. SS. 1.4: Engage in conversations that reflect experiences in and
observations of the environment.
ELE. SS. 4.1: Grow in their understanding of the need for rules and
boundaries in their learning and social environment.
ELE. SS. 4.2: Begin to understand consequences of following and breaking
(disobeying) rules.
ELE. SS. 4.3: Can identify people (e.g., parents, teachers, bus drivers,
lunchroom helpers) who have authority in their home and early
learning programs (e.g., who helps them make rules, who tells them when they
are breaking a rule, who helps enforce rules).
ELE. SS. 4.4: Show increasing respect for the rights of others.

Learning Outcomes:
Children will understand that we have rules in our community for a reason.
Children will understand that following rules is important.
Children will learn that when we follow certain rules we are doing so to keep ourselves,
and others safe.

Materials Needed:
Officer Buckle and Gloria by Peggy Rathmann
Markers
Papers

Procedures:

Introduction: I will introduce this lesson by reading Officer Buckle and Gloria by Peggy
Rathmann.

Groupings: When I read the story and talk about the story and about what we will be doing all
the children will be together as a whole group. I will model to them as a whole group what we
will be doing, and I will leave my example up on the doc cam for them to reference to. I will
then have the students go to their centers, and they will complete the picture of how they are
unique at one of their centers. Groups for centers will be small groups with only 3 or 4 children
at one center.

Transitions will be completed based on using wind chimes to get the childrens attention and
asking them to give me a T. I will then tell the students which center is going where, and I will
say, Tick, tock, move like a clock, until all the children are in their next center.

Procedure:
1. At the end of the story I will ask the children, What rules are important for us to follow
in our community?
2. I will allow the children to first think about it, and then I will call on some of them to
answer.
3. I will then ask the children, What rules are important for us to follow when we are in
our school community?
4. I will allow the children to then think about it, and answer again.
5. I will ask the students what they think it would like in our school community if we did
not have rules.
6. Students will be given the opportunity to answer.
7. I will ask the students, What could happen if we dont follow the rules in our school
community? and What happens when people do not follow the rules in our
community that we live in?
8. I will explain that today we are going to draw a picture of us following a rule in our
school community.
9. I will model how to make the picture by drawing a picture of myself following a school
community rule, such as walking in the hallway.
10. I will write why it is so important for me to follow this rule in our school community at
the bottom of the paper. For instance, Walk in the hallway so no one gets hurt.
11. I will remind the children to choose one rule to draw their picture on.
12. I will pass out the papers and allow the children to begin working on their pictures.
13. I will assist the students with writing out their sentence on why it is important, and
whenever else it is necessary.

Closure: I will have the children share with their peers their pictures of why it is so important to
follow the school community rule.

Enrichment and Extensions
I will have library books about our community available for children to read. The books
will include stories that describe the importance of following rules as well.
I will have a variety of dramatic play items available that allow the children to dress up
and express themselves through play, and identify with community experiences.
I will have materials set up that allow them to create their own books about rules in
their community, and why they are so important to follow.
I will have paper available for students create a list of what the most important rules are
for them to follow in the classroom.

Assessment:
Children will be assessed based on their understanding of why rules are important in our
community, and how they help each of us live together.




































***Your Name: Victoria Zdanciewicz

Age/grade level: Age 4, preschool

Subject: Art

Title of Lesson: Our Community

Big Ideas:
Children will have the opportunity to use their artistic abilities to express their
community.
Children will use their creative abilities to identify a place they would like to visit in their
community.
Children will be able to identify characteristics of their community to place in their
artistic creation.

Standards:
ELE. CA 1.1: Use their own ideas to draw, paint, mold, and build with a
variety of art materials (e.g., paint, clay, wood, materials from nature
such as leaves).
ELE. CA. 1.3: Begin to show growing awareness and use of artistic elements
(e.g., line, shape, color, texture, form).
ELE. CA.1.4: Create representations that contain increasing detail.

Learning Outcomes:
Children will be able to identify as well as paint, draw, or create with materials a place
they would like to visit in their community.
Children will use colors and shapes to accurately form what the place looks like.
Children will be able discuss the place they have created with other children, and why
they would like to visit it.

Materials Needed:
Paint
Crayons
Markers
Paper
Play dough
Craft material (popsicle sticks, foam shapes, etc.)
Pictures of community places
Glue

Procedure
Introduction: As a class take a look at various pictures that are in on PowerPoint slides of
different places in our community. The pictures will include restaurants, parks, libraries,
hospitals, fire stations, and even schools that are all in our community.
Groupings: Students will be completing this activity in small groups of 2-3 other students
during centers time.
Transitions will be completed based on using wind chimes to get the childrens attention and
asking them to give me a T. I will then tell the students which center is going where, and I will
say, Tick, tock, move like a clock, until all the children are in their next center.

Activity:
1. I will explain to the children that we will be creating pictures that represent a place in
our community that we would like to visit.
2. I will have a list of all the places that were listed from our PowerPoint, and tell the
children that they are welcome to use one of these places in their work.
3. I will ask the children to think of that special place in their community that they would
like to visit.
4. I will then ask the children to please share that special place with a friend sitting next to
them.
5. I will model by using a crayon to draw a picture of a place in the community that I would
like to visit, such as the fire station.
6. I will write fire station on my picture.
7. I will share with the students the picture I have drawn, and how I would like to visit the
fire station in our local community.
8. I will explain to the students that when they get to that center they will be crayons,
markers, paint, play dough, or other craft materials to create their images.
9. I will explain that we want to make sure to give details that help us identify what the
local community place is.
10. I will assist the children whenever necessary.

Closure: Students will be able to share their finished work with someone near them, and tell
them why they would like to visit that local community place.

Enrichment and Extensions
Books about our community and community places will be placed in the library for
children to look at.
For extension, children may attempt to write out their sentence on paper of why they
would like to visit this community place.
The dramatic play area will have materials set up for children to pretend they are in
local community places such as post offices, hospitals, libraries, etc.
Children will be able to count the different community places we have talked about in
class by referring to the list.
The science area will have different materials from the community for children to
observe and explore using their five senses.

Assessment:
Children will be assessed on their completion of making their creations of a place that
they would like visit in their community.









































***Your Name: Victoria Zdanciewicz

Age/grade level: age 4, preschool

Subject: Math: counting with one to one correspondence

Title of Lesson: Counting Objects from our community

Big Ideas:
Objects can be represented by numbers.
When counting out objects, the next object we count will be one number higher than
the last one.
We can make a prediction, figure out the amount, and then come up with the solution
for how many of an object we have.

Standards:
ELE. M. 4.3: 3. Make progress in moving beyond rote counting to an
understanding of conceptual counting (e.g., one-to-one
correspondence).
ELE. M. 5.1: . Can generate problems that involve predicting, collecting, and
analyzing information.

Learning Outcomes:
The children will be able to identify the numbers that are on the chart.
The children will be able to count out their wooden blocks by placing them on
the small boxes in numerical order.

Materials Needed:
Charts created and laminated
Objects from our local community (homes, restaurants, classroom, etc.)
The Very Hungry Caterpillar book by Eric Carle

Procedures:
***Before completing this lesson children will be asked to bring in items from our community
to the classroom. The teacher will also provide materials.
Introduction: I will read the story called The Very Hungry Caterpillar by Eric Carle. While
reading the story I will demonstrate on each page how to count each object that is shown with
one to one correspondence. When we get to the page about Saturday, I will ask the children,
How many things did the caterpillar eat from on this day? Lets find out. I will then have the
children join me in counting each object on the page.
Transitions will occur by me ringing the chimes in the classroom and asking for a T.
When the students are quiet I will ask them to please get out their pointer fingers, and I will tell
them where each group is going next. I will then say Tick, Tock, move like a clock until they
have found their next seat.
Groupings: The introduction of this activity will be done was a whole group before we
go into our centers. The activity will be completed during a small group centers time. The
children will have different rotation around the classroom and this is the rotation they will be
going to that I will be assisting them with.
Steps:
1. I will have all the materials ready for the students.
2. I will ask the children if all of those items that the caterpillar ate from the story
could be found on in our own community.
3. I will give the children the opportunity to answer.
4. I will have a handful of materials that the children and I have brought in that are
items from our community in front of me, and a chart that has a row of small
boxes with numbers 1-10 written in order inside of each box. Like the chart
below, but bigger.
1 2 3 4 5 6 7 8 9 10
5. I will ask the children to observe the pile of items and to make predictions about
how many there are.
6. I will call on children who have their hands raised, and who are sitting nicely to
tell me what their prediction is.
7. I will tell the children that we are going to find out how many objects we have by
counting each one.
8. I will turn the chart towards the children for them to see better.
9. I will model how to count each item from our community by placing the first on
the box with a one in it. I will tell the children that when we put the item on that
one it means we have one block so far.
10. I will continue counting out the items onto the chart.
11. I will ask the children at some points, how many wooden items I have so far, and
I will remind them that we know by looking at the number under the last item
we set down.
12. When we have counted out ten items, I will tell the children that now it is their
turn to count out some items on their own charts to see how many they have.
13. I will guide them and assist them when necessary.
14. When the children have finished counting I will ask them how many items from
their community they have and how they know the answer.
Closure: I will brainstorm with the children what some other objects in our community
we could use to count to 10 using our charts.

Enrichment and Extensions
Students will be able to grab a handful of objects from somewhere around the
classroom, and use the chart to count out 10.
Students will have the opportunity to go outside and count out objects they find on the
playground in our school community.
During play time when I am playing along with the students I may ask them, How many
cars do you have here. And the child can practice their skills by counting out the cars.
I will have the charts out for a center during other days, and with new objects, to allow
the children to practice their skill.
I will have the children practice counting objects on their own without the use of the
chart when they are ready.
Counting books will be available in the library that also have a relation to community.

Assessment:
Children will be assessed based on counting the community objects out onto their
charts, and being able to identify the numbers on their charts with the objects.



































***Your Name: Victoria Zdanciewicz

Age/grade level: age 4, preschool

Subject: Language Arts

Title of Lesson: The Importance of Community Places

Big Ideas:
Children will understand that there are different places in our community that we are
able to visit.
Children will comprehend that each community place in our area is special in its own
way.
Children will be able to explore community places through pictures, field trips, and
expert speakers.
Children will be able to express a community place they have learned about, and why it
is important to our community.
Children will be able to express what they have learned through written and verbal
expression.

Standards:.
ELE LL 1.A.3. Use different strategies for understanding written materials (e.g., making
predictions using what they already know, using the structure of texts, linking
themselves and their experiences to the written materials, asking relevant questions).
ELE LL 2.1. Begin to understand that their ideas can be written and then read by
themselves or others
ELE LL 2.4. Represent their own or imaginary experiences through writing (with/without
illustrations).
ELE LL 3.1 Use spoken language for a variety of purposes (e.g., to express feelings, to ask
questions, to talk about their experiences, to ask for what they need, to respond to
others).
ELE LL 4.1. Gain information from listening (e.g., to conversations, stories, songs,
poems).
ELE LL 6.3. Make connections with situations or events, people or stories.

Learning Outcomes:
Children will be able to identify different community places.
Children will be able to identify characteristics of specific community places.
Children will be able to express why that community place is so important for our
community.

Materials Needed:
Paper for charting
Markers
Paper for students to draw out their community place

Procedure:
Introduction: As a part of the introduction children will be able to go on a field trip to a local
restaurant for lunch, the fire station will have some fire fighters come talk to our class and
display pictures of their stations as well as trucks, and a librarian will come in to talk to the class
and share pictures of the library he/she works at.
Children will have the opportunity then to work as a whole group in discussing what community
places are in our own community. I will make a chart as children share their ideas. We will look
back at our PowerPoint slides for picture ideas of community places to help us create our chart.
Transitions will occur by me ringing the chimes in the classroom and asking for a T.
When the students are quiet I will ask them to please get out their pointer fingers, and I will tell
them where each group is going next. I will then say Tick, Tock, move like a clock until they
have found their next seat.
Groupings: The introduction of this activity will be done was a whole group before we
go into our centers. The activity will be completed during a small group centers time. The
children will have different rotation around the classroom and this is the rotation they will be
going to that I will be assisting them with.
Steps:
1. I will explain to the children that we will be creating a picture of a community place we
have learn about.
2. I will refer to the chart that we created together as a class of the various community
places.
3. I will model how to draw a pictures of a community place, such as the library.
4. I will write a sentence about that community place, and why it is so important to have in
our own community.
5. I will give paper to the children to begin drawing their community place.
6. I will assist the children with writing out why their community place is so important to
our community, and whenever else necessary.
Closure: students will be able to share their pictures with others around them and explain
what they said for their sentence.

Enrichment and Extensions
I will have different outfits and materials available in the dramatic play area for children
to pretend they are in a community place.
I will have materials available for children to create their own community books that
include places, and their names. Children can also include different rules that we have
in each place.
I will have paint available to the children to create a picture with paint of a community
place. They will then be able to turn to a friend and tell them about their picture they
created.
I will have puppets available for children to pretend with and explore as if they were in a
specific community place. This will help build on children language skills as well.
I will have books in the library based on community places and rules of our community.

Assessment:
Children will be assessed based on their completions of creating their pictures, and
writing out their sentences of why it is important.





Play Center
This play center will begin by having children create signs that they see in their
community, and there will be examples posted on each table of local business signs and safety
signs. Children will then be able to take their nicely made signs over to the blocks and cars that
are set up on the meeting rug. There we will be building our community together with building,
houses, and streets. Children will be able to express their understanding by participating in this
play center.

Letter

Dear Parents and/or Guardians,
We have a new theme that we will be engaging in starting at the beginning of the
month. The new theme of Our Community will allow children to learn about different aspects
of our community with a variety of learning opportunities. Children will have the chance to
express themselves in their learning in various ways throughout our new theme.
During this theme we will be exploring various community places that children visit, and
we will share those with others in the classroom. During this time if you would like to come in
and talk about an important community place for you and your family, we would love to hear
about it. Children will also be expressing themselves artistically during this time, as they begin
to understand the importance of different community places in our own community. We will
be participating in a nature walk as well that will help children to explore animals in plants that
we see in our community. In math we will be focusing on our counting skills, and so children
will be asked to bring in materials from their own community. Such items could include a straw
from a favorite restaurant, a favorite toy at home, or a small pebble from the neighborhood.
Another activity that we will be discussing during our theme will be the rules of our community,
and why they are important for us to follow.
We will be going on a field trip as well to a local restaurant for lunch one day during as a
part of our theme, and we would love to have parent volunteers for this experience. If you are
interested in going on the field trip, or coming in and discussing a community place that is
important to you and your family please feel free to e-mail or call me. I will get back to you at
your preference of e-mail or phone. I look forward to hearing from you.

Sincerely,
Mrs. Z


Assessments
Most assessment will be completed through observations of the lessons, and just making sure
that the children understand what they are doing and that they comprehend the main concept.
I will also be able to collect work samples from some of the activities, such as the social studies
one about what rules they follow and why. Children will also be assessed based on questions
they may be asked such as, Why is that rule important to follow? or What are some animals
that live in our community? I would also like to take pictures of them working, as well as the
final product of their work for some of the lessons.