Developing and Implementing a Unit of Study (Fall Birds)

1. Developing and Implementing a Unit of Study (Fall Birds) CindyGennarelli, M.Ed. Liz Cottino, M.Ed. Hope D’Avino Jennings, ECE Emeritus

3. Hope • I am a retired early childhood educator. I live in a log cabin with my husband,4 bunnies,a guinea pig and a cat. • I garden,hike,watchwildlife,raise and butterflies,takecare of my furry family and enjoy photography. • I am a member of the Monarch Teacher Network.We are a group of teachers dedicated to helping educators bring nature into the lives • You can find me @ http://www.misshope.org/ or on Pinterest

4. Liz • I enjoy shopping and trying out new recipes • I like to travel and have been to many islands and countries • I am tri- lingual • You can find me on Pinterest

5. Cindy • I love family & family traditions, cooking, baking, crossword puzzles and hiking • I also love to have my home filled with family and friends • I am an aspiring photographer, gardener, hiker, and wish I could sing, play a musical instrument, dance and swim • Find me on Pinterest

6. Share – Reflect - Collaborate • The purpose of this presentation

7. Why have a P D workshop • We need to have background concrete information about a topic before teaching it • We need to know the difference between real experiences and meaningless experiences We need to be invested in the topic

8. Question to ponder… • Why is this curriculum topic worthwhile and is it worthy of the children’s time and energy?

9. Thoughts to remember • we can not expect the other adults in the classroom to be able to introduce and use the materials with children if they have not had an opportunity to explore with and understand the learning outcomes that can result from these materials • (i.e. If the adult does not feel comfortable using vocabulary, how can we expect the children to gain mastery of the words?)

10. Developing curriculum • Information Gathering • Turn and talk with a partner • (K and and W) • Use the green for the K chart • Use the white for the W chart

11. Setting the stage… • Does the curriculum focus on a deeper knowledge and understanding of the children’s natural environment?

12. Guided Imagery (eyes closed) • Imagine your ride to work • The cell phone rings • You spilled some coffee • You are stuck in traffic and are caught behind a school bus…. • You park and have to get into the building • What do you see? What do you hear?

13. Now let’s try this again Close your eyes and imagine you are walking from your car to the building You look on the ground you look in the sky you listen to the sounds of nature What do you see? What do you hear?

14. If you feed them they will come… Plan in advance… Pick a location fairly close to your window or your outdoor space… Involve the children – don’t be a party planner!

16. Teachers need to be intentional and purposeful without compromising the authenticity of the study or becoming didactic (for example)

18. Two preschool teachers interpretation of an investigative study of fall and winter birdsHope – former preschool teacher (3 year olds)Liz- preschool teacher(4 year olds)

21. Ask yourself • What new vocabulary might the children learn throughout this unit? • Turn and talk Together with your partner list at least 5 high frequency words (teach for comprehension) Use the pink cards

22. Children need to make connections between the text and their environment Teachers start collecting books. They always read the stories and make notations. This is how they start to develop the center activities.

23. Language Arts

29. Math

35. Children lead the way, they are the researchers, the investigators, and the protagonists of their own learning