Unit Project Planning Workbook
Project title: “Who am I?”
Teacher(s): Emily Benton
School:
Grade level(s): Pre-K
Subjects: Science, Reading, Math
A. Begin with the End in Mind
| Summarize the theme for this project. Why do this project? The theme for my project is “Who Am I?” I chose this because it gives students an opportunity to explore who they are and also who their classmates are. It will pave the way for students to realize that we all look different, and are different. This ties in with learning The Five Senses because all of the students’ ears, nose, hands, mouth, etc. all look different and while they explore that, they will grasp the concept on why teasing because of others differences should not happen. |
| Identify the content standard that students will learn in this project (two to three per subject). Students will observe how their skin color, eye color, hair color, and how tall they are is made up from their families history/genes. Students will be able to identify their full name, their birthday, |
| Identify key skills students will learn in this project.List only those skills you plan to assess (two to four per person). Students will learn: How old they are, when they were born, how tall they are, how many siblings they have, what color eyes they have, their hair color, skin color and why it is important to be kind and accepting of our classmates differences. |
| Identify the habits of mind that students will practice in this project (one to two per project). Students will practice being kind and accepting of their classmates, along with other members of society due to everyone being different and observing some of the qualities that set them apart from others.I will have them share thoughts on why it is important to be kind to everyone regardless of their hair color, skin color, the way they walk, etc. I will have students give examples and draw pictures of what being accepting/kind looks like to them and show educational videos. |
REFLECT: Have you focused on student interests while scaffolding content area standards and student learning dispositions?
B. Craft the Driving Question
| Brainstorm possible driving questions. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. For guidance on writing driving questions review this page or this webinar. Be sure to follow the following guidelines:Record as many options as you can, trying different formats and styles.Do not stop to discuss, judge, or answer questions.Write down every question exactly as it is stated the first time. |
| State the essential question or problem statement for the project. |
| The essential question is ‘Who Am I?’ |
REFLECT: Have you posed an authentic problem or significant question that engages students and requires core subject knowledge to solve or answer?
C. Plan the Assessment
| Define the products for the project. What will you assess? |
| Early in the Project: I will make sure each student knows their first and last name, what color hair, eyes, and skin they have, and when they were born |
| During the Project: I will be watching and listening to the responses of the children when they realize how different in looks they all are from one another. |
| End of the Project: By the end of the project, the children will grasp a clear understanding of why it is important to treat everyone with respect and kindness no matter how different we are from each other. The kids will also all know their five senses from the lesson plan I created to tie into this unit plan. They will know their full names, birthdays, and hopefully addresses. |
D. Criteria for the Assessment
| State the criteria for exemplary performance for each product: |
| Product: The end product for the students will be knowing their 5 senses and how we all look different from each other. Criteria: Have students draw pictures of themselves, pictures of what it looks like to accept and be kind to others especially classmates regardless of physical appearances and differences |
| Product: Have students discuss in groups different things they like to eat, do, about their family and themselves Criteria: Show videos discussing why acceptance and kindness is important then give students the opportunity to share their comments |
| Product: Students understand that teasing is not tolerated and our classroom is a safe-zone for all. Criteria: Make a video of the drawings/paintings students work on showing what kindness and acceptance looks like to them |
| Product: By the end, students will know their five senses, names, birthdays, etc. watched the video of their artwork, and have an understanding of who they are and how to treat others (their classmates) Criteria: Videos, Artwork, Verbal discussion |
REFLECT: Do the products and criteria align with the standards and outcomes for the project?
E. Map the Project
| What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. |
| Major Product: Learn “Who they are” as in, their birthday, where they live, full names, what it means to be kind to others, their five senses, acceptance of themselves and others |
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