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The
Circus Comes To Town
Designed
by: Marian Davis, Meadowfield Elementary
1)
CORE CURRICULUM OBJECTIVE(S):
Identify relative positions (such as over, under,
behind, in front of, between, etc.) (KPF1-6)
GRADE
LEVEL: Kindergarten SUBJECT:
Math
2)
OVERVIEW:
As an introduction to this activity, students will
listen to the story, "Harriet Goes To The
Circus". They will use
pictures of circus animals and two-sided counters
to work with positional words and reinforce their
understanding of these words.
3)
FOCUS/ESSENTIAL QUESTION(S):
How can we identify relative positions?
4)
TIME FRAME: One 45 minute lesson.
5)
RESOURCES/MATERIALS:
"Harriet
Goes To The Circus" by Betsy Maestro and
Giulio
Circus animal pictures
Scissors
Glue
Crayons
Two-sided
counters
6)
CULMINATING ASSESSMENT:
Teacher
observation/students' ability to identify relative
positions by following the teacher's directions.
The
Circus Comes To Town-Rubric
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Identify
relative positions.
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| 1
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Students
place all animals in the correct position
in the parade.
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| 0
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Students
are not able to place all the animals in
the correct position in the parade.
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7) INSTRUCTIONAL
ACTIVITIES:
1.To
introduce the concept of identifying relative
positions,
the teacher will read aloud the story,
"Harriet Goes To
The Circus" by Maestro and Maestro.
2.
Distribute pictures of circus animals to each
student. Have
them color and cut out the pictures. Explain
that
they are going to assemble the pictures into parade
formation by listening to the teacher's
directions.
3.Students
will glue the pictures onto a sheet of
construction
paper. The teacher may use any positional
words that he/she chooses.
Examples:
a)
Glue the elephant so that it is first
in the parade.
b)Glue
the tiger between the lion and the bear.
c)
Glue the dog so that it is last
in the parade.
d)
Glue the horse to the right of the gear.
e)
Glue the zebra so that it is after
the lion.
f)
Glue the monkey so that he is before
the horse. (Demonstrate by placing pictures
on the board
as you are giving directions).
4.
After students have their circus animals in parade
formation,
ask them how they can tell where the parade
begins. Have them draw a flag at the front of the line.
(Demonstrate by drawing a flag on the board
beside the
elephant which is at the front of the line).
5.
Use two-sided counters to model the activity that
the
students will be asked to complete.
6.
Tell students to put a white counter in the space
at the
front of the parade. Put a red
counter in the space that shows the end
of the parade (or last in line).
Put a white marker between
the bear and the monkey, a red counter
to the left/right
of the bear, a white counter under
the dog, and so on.
7.
Have students draw their own animal parade.
Have
them team up with a partner to talk about their
parades using positional words.
(Encourage discussion of more than one way
to describe a position)
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