Curriculum Map Template

Teacher: Tiffany Dunston

Subject/Grade Level: PreK4
Inquiry Unit Big Question: Literacy: Why are playgrounds important?
Math: How can we design and build a playground?
The Backwards Planning

Overview/rationale: Students in grade PreK 4 will learn how to plan and conduct an inquiry to answer the following research questions: Why are playgrounds
important? and How can we design and build a playground? In this unit, students will be taught how to select, collect, and organize relevant information to
answer the research questions. Students will also be able to draft, revise and edit a final research project. Finally, students will demonstrate an increase in
content knowledge of playgrounds related to the CCSS and Pre-K standards at DC Bilingual PCS as evidenced with final post-assessments.

ESTABLISHED GOALSList all the standards that apply even across

content areas.
Language Standards:9.a Uses a rich and expressive vocabulary
10.a Engages in conversation
Math Standards:PK4.20a.T4 Count 20-30 objects while monitoring for
errors and counts out a group of 10. Counts backwards from 10.
PK4.20b.T4 Instantly recognizes collections up to 5
PK4.20b.T4a Finds sums of part-part-whole problems within 5
PK4.22.T4 Compares small groups of differently-sized objects by
counting
PK4.13.T4 Groups objects by characteristic, then regroups them using
a different characteristic and indicates the reason
PK4.20c.T4 Uses numerals to 10 to represent and communicate
quantity (Functional Numeral User to 10)
PK4.21a.T4 Uses positional words indicating location, direction and
distance
PK4.21b.T4 Names and describes basic shapes using sides (Side
Recognizer)
PK4.23.T4 Extends ABB and ABC patterns
Literacy Standards:4. PK4.15a.T4 Decides whether two words rhyme
(Level 6)
4. PK4.15b.T4 Isolates and identifies the beginning sound of a word
(Level 8)
4. PK4.15c.T4 With support, verbally separates and blends onset and
rime (Level 5)
4. PK4.16a.T4 Identifies 50+ combined upper and lowercase letters
(95%) (Level 8)
4. PK4.16b.T4 Produces the sound for 25+ letters (95%) (Level 5)
4. PK4.17a.T4 With support, uses various types of book for their
intended purposes (Level 7)
of a line to the beginning of the next line (Level 8, ELB 13/13)
4. PK4.18a.T4 With prompting and support, identifies story-related
problems, events and resolutions (Level 5)
4. PK4.18b.T4 Reads Level A text using 1:1 correspondence (Level 7)
4. PK4.18c.T4 Independently retells a familiar story in proper sequence,
including major events, characters and setting (Level 6)

Transfer (What will students remember ten years from now?)

Students will be able to independently use their learning to
research
ask questions
use their senses
record findings
learn about a topic that interests them
read and write about things they learn
Conduct a Survey
Understand Bar graphs
Discuss and explain
Plan, Design, and Build
Work in groups

Meaning
Understandings/ Big Ideas
All children deserve a place to
play.
Playgrounds are important
because they build confidence,
provide opportunities for
excercise, and they provide
opportunities to make friends
Playgrounds shoulld be safe
and clean
The playground is for our
community, not just us.
Good builders make a plan first.
Good builders think about
shapes.
Good builders measure.

KNOWLEDGE

Essential Questions
Literacy:
E.Q. What makes makes a playground clean and safe?
What does it mean to be safe?
E.Q. Do kids have a right to play?
Do all kids deserve playgrounds?
Who gets nice playgrounds and who gets old playgrounds?
Are there any kids who don't have playgrounds at all?
What do they play with?
E.Q. What are the best parts of the playground?
E.Q. Who does the playground belong to?
E.Q. Besides having fun, how else does the playground help us?
Math:
E.Q. How do we incorporate others interests?
E.Q. How can make a great design/ plan for our playground?
Can we use shapes?
E.Q. How can we build our playground?

Acquisition (Objectives)
SKILLS

Evidence of Understanding (What assessment tools will you use?)

Performance Task Assessment

Assessment Evidence (Desired Results being assessed?)

PERFORMANCE TASK(S) (Summative):
Math: Students will design and build their ideal playground using household objects and materials.Students will
then label the parts of their playgrounds. Students will share their proposal at the Kaboom! planning day meeting
in March.
Literacy: Shared writing answering the big question: Why do all children deserve a playground? Students, with
guidance from teacher, will write a letter to Mayor Bowser of DC explaining why a certain neighborhood should
receive a [better] playground after visiting quality and unsatisfactory playgrounds based on a certain criteria.

Other Assessments

Other Evidence (Formative Assessments)

Pre/post assessment for vocabulary
Anticipatory guide (pre/post test)
Data collected for data chart with citations and accuracy
First draft of writing
Writing Revision
Anecdotal Notes

Vocabulary Knowledge Scale

Strongly agree/strongly disagree scale
Data wall
Writing rubric

PLAYGROUND FIELD STUDIES

Kennedy Recreation Center - 1401 7th Street NW, by Mt. Vernon Square Metro (3/14/2016) Girard St. Park 1480 Girard st. NW, by Columbia Heights Metro
Raymond Recreation Center 3725 10th Street NW, by Georgia Ave/Petworth Metro Turkey Thicket Recreation Center 1100 Michigan Ave. NE, by Brookland Metro Guy Mason
Recreation Center 3600 Calvert St NW, bus needed (4/20/2016) Riggs LaSalle Recreation Center 501 Riggs Rd NE, 11 minute walk from school (3/21/2016) Bruce Monroe Community
Park, 10 minute walk from Columbia OR 10 drive

GLAD STRATEGIES

LITERATURE CONNECTIONS

Comparative Observation Chart

Rosie Revere, Engineer by Andrea Beatty

My Dream Playground by Kate Becker
Lets Build a Playground by Michael J. Rosen

VOCABULARY
Slide
Tunnel
Swings
Monkey Bars

Queen of the Scene by Queen Latifah

Down The Dragon's Tongue by Margaret Mahy
Please Play Safe by Margery Cuyler
Pete the Cat Construction Deconstruction by James
Dean

clean
litter
safe
rights (children's)
healthy

Merry-go-round
Bridge
Ladder
Playhouse
See-Saw
destruction
WEEK 1

BIG QUESTION: LITERACY: Why are playgrounds important? MATH: How can we design and build a playground?
Week 1:
Essential Questions
Standards
Objectives

Assessments

Activities/

Resources/

Literacy:
Whose playground is this?
What are the parts of the
playground?

Language Standards:
9.a Uses a rich and expressive
vocabulary
10.a Engages in conversation

Language: SWBAT use

playground-specific vocabulary
and explain who the playground
belongs to

Math:
How do we incorporate others
interests?

Literacy:
PK4.18c.T3 With prompting and
support, retells a familiar story in
proper sequence, including major
events, characters and setting

Literacy: SWBAT name some

parts of a playground, and say to
whom the DCB playground
belongs.

Anticipatory Guide

Math:
Math:
PK4.20c.T4 Uses numerals to 10 to SWBAT conduct a survey.
represent and communicate quantity
(Functional Numeral User to 10)

3.14 - 3.18
Monday, 3.14

Book
---

Literacy Lesson
Field Trip to Kennedy Recreation Center

Tuesday, 3.15

Queen of the Scene

Who does the playground belong to?: Read Aloud of Queen of the
Scene. Students will explain who the playground belongs to.
Who does the playground belong to?: Read Aloud of Queen of the Survey of DCB students PK-5
Scene. Students will explain who the playground belongs to.
What are the best parts of the playground?: Read Aloud of Queen Survey of DCB students PK-5
of the Scene. Students will explain the best parts of the playground.
NO SCHOOL: DATA DAY

Wednesday,
Queen of the Scene
3.16
Thursday, 3.17 Queen of the Scene
Friday, 3.18

Field Trip to
Queen of the
Kennedy
Scene by
Recreation
Queen Latifah
Center:
Students will
document
(using the iPad
to take pictures)
the best parts of
the playground
to get ideas for
their playground
plan and model.

Math Lesson
Survey of classmates interests for new playground based on field
trip
Survey of classmates' interests for new playground

WEEK 2
BIG QUESTION: LITERACY: Why are playgrounds important? MATH: How can we design and build a playground?
Week 2:
Essential Questions
Standards
Objectives
3.21- 3.25

Literacy:
n/a assessments and plan for
presentation
Math:
How do we incorporate others
interests?

Language: SWBAT use

playground-specific vocabulary
and explain who the playground
belongs to

Letter ID/ Sound; Early Literacy

Behaviors
Anecdotal Notes

Literacy: --Math:
SWBAT consolidate data and
analyze the results from a
survey.

Activities/
Strategies
Field Trip to
Riggs LaSalle
Recreation
Center:
Students will
document
(using the iPad
to take pictures)
the best parts of
the playground
to get ideas for
their playground
plan and model.

Resources/
Texts
Queen of the
Scene by
Queen Latifah

Literacy Lesson
Field Trip to Riggs LaSalle Recreation Center

Math Lesson
Consolidate and Analyze the Survey Data on an Anchor Chart

Tuesday, 3.22

Assessments

Consolidate and Analyze the Survey Data on an Anchor Chart

Wednesday,
3.23
Thursday, 3.24 Queen of the Scene

Assessments

PLAYGROUND PLANNING MEETING: DESIGN DAY 3:00-4:00

3.21 - 3.25
Monday, 3.21

Friday, 3.25

Book
---

Language Standards:
9.a Uses a rich and expressive
vocabulary
10.a Engages in conversation
Literacy:--Math:
PK4.20c.T4 Uses numerals to 10
to represent and communicate
quantity (Functional Numeral
User to 10)

Assessments

MAKE UP:What are the best parts of the playground?: Read Aloud Movie Time and Extended Play
of Queen of the Scene. Students will explain the best parts of the
playground.
NO SCHOOL: DATA DAY

WEEK 3
BIG QUESTION: LITERACY: Why are playgrounds important? MATH: How can we design and build a playground?
Week 3:
Essential Questions
Standards
Objectives
4.4- 4.8

Language Standards:
Literacy:
What makes a playground clean 9.a Uses a rich and expressive
vocabulary
and safe?
10.a Engages in conversation

Language: SWBAT use

playground-specific vocabulary
and explain how and why we
should have clean and safe
playgrounds

Assessments
Anecdotal Notes

Math:
Literacy: PK4.19b.T4 Uses early
How can we use shapes to plan/ inventive spelling to convey meaning
design a playground?
Literacy: SWBAT engage in
(Level 5)
meaningful conversation about
keeping our playground clean
Math:
PK4.21b.T4 Names and describes
and safe
basic shapes using sides (Side
Recognizer)
PK4.23.T4 Extends ABB and ABC
patterns

4.4 - 4.8
Monday, 4.4
Tiffany Out

Book
Please Play Safe

Wednesday, 4.6 Please Play Safe

Thursday, 4.7

Please Play Safe

Friday, 4.8

Resources/
Texts
Please Play
Safe

Math: SWBAT use plans from

morning meeting and revise them

Literacy Lesson
Observation Chart using 2 provocative images of kids playing on dirty
playgrounds
Create "Do Not Litter" signs during small groups

Tuesday, 4.5
Please Play Safe
Tiffany Interview

Activities/
Strategies
Students will
clean up the
school
playground and
create "do not
litter" signs

Observation Chart using 2 provocative images of kids playing on dirty

playgrounds
Create "Do Not Litter "signs during small groups

Math Lesson
SWBAT understand that shapes exist beyond the classroom. We
can find shapes on the playground!
Make a list of what they want on their playground, using shapes
SWBAT understand that shapes exist beyond the classroom. We
can find shapes on the playground!
Make a list of what they want on their playground, using shapes

Let's clean up our playground!: Students hang up Do Not Litter

Let's look at our list and revise them!
signs and will pick up trash around the playground
Let's clean up our playground!: Students hang up Do Not Litter
Let's look at out list and revise them!
signs and will pick up trash around the playground
HALF DAY: Field Trip to Turkey Thicket: What shapes do you see on this playground?
WEEK 4

BIG QUESTION: LITERACY: Why are playgrounds important? MATH: How can we design and build a playground?
Week 4:
Essential Questions
Standards
Objectives
4.11- 4.15

Literacy:
N/A

Language Standards:
9.a Uses a rich and expressive
vocabulary
10.a Engages in conversation

Math:
How can we build a playground? Literacy: N/A

Math:
PK4.21b.T4 Names and describes
basic shapes using sides (Side
Recognizer)

Language: SWBAT use

playground-specific vocabulary
and engage in meaningful
conversation about keeping our
playground clean and safe
Literacy: N/A
Math: SWBAT use plans from
morning meeting and revise them

Assessments
Anecdotal Notes

Activities/
Strategies

Resources/
Texts

4.11 - 4.15
Monday, 4.11

Book

Literacy Lesson

Tuesday, 4.12

Field Trip to Girard Park

Field Trip to Girard Park

I can plan my playground design using my list!

Wednesday,
4.13

Field Trip to Imagination Stage

Field Trip to Imagination Stage

I can plan my playground design using my list!

Read for enjoyment/ preview book

Makeup: I can my playground design using my list! OR I can build

my playground using my design

Thursday, 4.14 Pete the Cat

Math Lesson
NO SCHOOL: PARENT TEACHER CONFERENCES

Friday, 4.15

NO SCHOOL: EMANCIPATION DAY

WEEK 5

BIG QUESTION: LITERACY: Why are playgrounds important? MATH: How can we design and build a playground?
Week 5:
Essential Questions
Standards
Objectives
4.18- 4.22

Literacy:
Besides having fun, how else
does the playground help us?
(Make friends and build
confidence)
Math:
How can we plan/ design a
playground?

4.18 - 4.22
Monday, 4.18

Book
Down the Dragon's Tongue

Tuesday, 4.19

Down the Dragon's Tongue

Wednesday,
--4.20
Thursday, 4.21
Friday, 4.22

Language Standards:
9.a Uses a rich and expressive
vocabulary
10.a Engages in conversation

Language: SWBAT use

playground-specific vocabulary

Assessments
Anecdotal Notes

Literacy: SWBAT explain another

reason the playground is
Literacy: 4. PK4.18a.T4 With
important (helps make friends,
prompting and support, identifies excercise, builds confidence)
story-related problems, events
and resolutions (Level 5)
Math: SWBAT use plans from
Math:
morning meeting and revise them
PK4.21b.T4 Names and
describes basic shapes using
sides (Side Recognizer)

Literacy Lesson
Playgrounds are important because they help build confidence on
the playground. Vocab: brave
Playgrounds are important because they help build confidence on
the playground. Vocab: brave
Field Trip: Guy Mason Playground: End of Unit Family Picnic

Activities/
Strategies
Field Trip to
Guy Mason
Recreation
Center:
Students will
have a family
picnic to
celebrate the
end of our
playground unit

Resources/
Texts
Down the
Dragon's
Tongue

Math Lesson
I can build my model playground using my plan!
I can build my model playground using my plan!
Students will show their playground models to families and friends

PROVOCATIONS FOR NEXT UNIT

MATH BY WEEK: HOW CAN WE DESIGN AND BUILD PLAYGROUND?
Week 1: 3.14-3.18

Monday
I can conduct a survey with my
peers

Tuesday
I can conduct a survey with my
peers

Wednesday
Thursday
Friday
I can conduct a survey with other I can conduct a survey with other NO SCHOOL: MATH DATA DAY
DCB students
DCB students

Standard: PK4.20c.T4 Uses numerals to 10 to represent and communicate quantity Investigation: I can conduct a survey.
Week 2: 3.21-3.25
Monday
Tuesday
Wednesday
Thursday
Friday
I can consolidate and analyze the I can consolidate and analyze the PLAYGROUND PLANNING
Movie time and extended play on NO SCHOOL: LITERACY DATA
results from a survey
results from a survey
MEETING
playground
DAY
Standard: PK4.20c.T4 Uses numerals to 10 to represent and communicate quantity Investigation: I can consolidate and analyze the results from a survey.
Week 3: 4.4 - 4.8
Monday
Tuesday
Wednesday
Thursday
Friday
SWBAT understand that shapes SWBAT understand that shapes Let's look at our list and revise
Let's look at our list and revise
HALF DAY: Field Trip (Turkey
exist beyond the classroom. We exist beyond the classroom. We them!
them!
Thicket) What shapes do you see
can find shapes on the
can find shapes on the
on this playground?
playground!
playground!
Make a list of what they want on Make a list of what they want on
their playground, using shapes
their playground, using shapes
Standard: PK4.21b.T4 Names and describes basic shapes using sides (Side Recognizer); PK4.23.T4 Extends ABB and ABC patterns Investigation: I can
look at my playground design plan and revise it. I can build a model playground using my designs.
Week 4: 4.11 - 4.15
Monday
Tuesday
Wednesday
Thursday
Friday
NO SCHOOL: PARENT
I can plan my playground design I can plan my playground design Make up day: I can plan my
NO SCHOOL: PARENT
TEACHER CONFERENCES
using my list!
using my list!
playground using my list! OR I
TEACHER CONFERENCES
can build my playgorund using
Standard: PK4.21b.T4 Names and describes basic shapes using sides (Side Recognizer); PK4.23.T4 Extends ABB and ABC patterns Investigation: I can
build a model playground using my designs
Week 5: 4.18 - 4.22
Monday
Tuesday
Wednesday
Thursday
Friday
I can build my model playground I can build my model playground Students will show their model
Provocations for next unit
HALF DAY
using my plan!
using my plan!
playgrounds to family and friends
Standard: PK4.21b.T4 Names and describes basic shapes using sides (Side Recognizer); PK4.23.T4 Extends ABB and ABC patterns Investigation: I can
build a model playground using my designs
LITERACY: MAKE-UP WEEK 4 (WEEK 6)
BIG QUESTION: LITERACY: Why are playgrounds important? MATH: How can we design and build a playground?
Week 4:

Essential Questions

Standards

Objectives

Assessments

Activities/
Strategies

Resources/
Texts

4.11- 4.15
Literacy:
Do all children have the right to
play?

Language Standards:
9.a Uses a rich and expressive
vocabulary
10.a Engages in conversation

Language: SWBAT use

playground-specific vocabulary
and engage in meaningful
conversation about keeping our
Math:
Literacy: 4. PK4.19b.T4 Uses early playground clean and safe
How can we build a playground? inventive spelling to convey meaning Literacy: SWBAT write "Do Not
Litter" signs using inventive
(Level 5)
spelling
Math:
PK4.21b.T4 Names and describes
basic shapes using sides (Side

Math: SWBAT use plans from

Anecdotal Notes

Students will
Pete the Cat:
write a shared Construction
letter to Mayor Destruction
Muriel Bowser
advocating for
an area to have
a playground
built or for a
playground to
be renovated.

4.11 - 4.15
Monday, 4.11

Book

Tuesday, 4.12

Pete the Cat: Construction

Destruction

Wednesday,
4.13

Pete the Cat: Construction

Destruction

Literacy Lesson

Math Lesson
NO SCHOOL: PARENT TEACHER CONFERENCES

Thursday, 4.14 Pete the Cat: Construction

Destruction

What are rights? Do we have the right to play?: Each student will
Students continue building their model playground and add labels
brainstorm a list of things they want to say to Mayor Bowser. I will then
compile their thoughts, read it to them, and we will write the letter together
What are rights? Do we have the right to play?: Each student will
Students continue building their model playground and add labels
brainstorm a list of things they want to say to Mayor Bowser. I will then
compile their thoughts, read it to them, and we will write the letter together
Morning Meeting: Read Info Text Let's Build a Playground. Look at Map of Play and
2 provocative images of playgrounds. Brainstorm a list of questions to ask KaBOOM
rep. Afternoon meeting: Skype call to KaBOOM representative

Students continue building their model playground and add labels

What are other rights that you have?: Students will understand that children have a
right to eat, sleep, play, give opinions, etc.

Friday, 4.15

NO SCHOOL: EMANCIPATION DAY