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Social Studies - Kindergarten
Standard 3 Objective 1
Social Studies - Kindergarten
Standard 3 Objective 2
Students will "take a trip" just like Toot, in the story Toot and Puddle.
Children need to develop the understanding that maps and globes represent real places and that there are many different environments in the world. One way to begin to make this connection is to have students locate areas on maps and globes and for the students to learn a little about different locations, thus making the places seem real. In the book Toot and Puddle by Holly Hobbie, the character Toot travels around the world for a year while his friend Puddle stays home. In each different country, Toot sends a postcard to Puddle. The reader learns what sorts of activities Toot does in different parts of the world based on the climate. The reader also sees what types of activities Puddle does back home in Woodcock Pocket, Massachusetts. After reading the story, the students will have the opportunity to decide where they would like to travel. Like Toot, they will be writing a postcard home to their friends to tell them about their trip. As teachers, we know that with scaffolding (carefully planned support), a somewhat difficult activity can be accomplished by the students. This increases learning and the value of the activity. We also want to involve students families in their education. Therefore, part of this activity requires a home/parent involvement. However, it can be adjusted to work using aides in the classroom.
5. Understand and use basic concepts and skills
6. Communicate clearly in oral, artistic, written, and nonverbal skills.
Invitation to Learn
Tell the students that they are going to learn about a pig who loves to travel. They will get to learn a little about all the places that he visits. Ask the students to pay close attention to the types of activities that the pig is doing in each place that he visits and the type of clothing he needs for each area. In the book, the pigs best friend stays home. Tell the students to pay attention to the types of activities that the friend does at home during the year. Before reading, place a sticker on the map and blow-up globe to show where the students are and where Toot and Puddle live (near Boston).
Bredekamp, S. & Copple, C., (eds.) (1997) Developmentally appropriate practices in early childhood programs (rev. ed). Washington DC: National Association for the Education of Young Children. 22, 99.
A developmentally appropriate classroom is strengthened by the teachers knowledge of how each individual child learns. In an early childhood classroom, it is necessary for the teacher to learn about each child through a positive relationship with the childs family. A positive, strong, reciprocal relationship between teacher and family requires mutual respect, cooperation, shared responsibility and negotiation of conflicts toward achievement of shared goals(pg 22). Teachers and parents need to work together on a childs education. According to Vygotsky, children need opportunities to work in challenging learning situations where, assisted by adults or peers, they can achieve tasks that would otherwise frustrate them. When given a difficult task and given assistance with positive adult guidance, children are more likely to take initiative and work through the task thus feeling success and acquiring important skills and concepts.
Frazee, B. & Guardia, W. (1994). Helping your child with maps and globes. Glenview, IL. GoodYearBooks, Scott Foresman. 155
As quoted from the authors, As children begin to understand and work with maps, they should also begin to locate places on the globe. Familiar locations can be discussed and located on a map and then compared to the same area on the globe. The teacher should use every opportunity possible to compare and refer to the globe when studying maps because the globe shows the whole earth. Early exposure to the globe is essential because it shows worldwide relationships.
Haury, D. & Milbourne, L. (2000). Helping students with homework in science and math. ERIC Digest. Retrieved 11/28/2006. From http://www.eric.ed.gov
Teachers need to develop meaningful homework. One benefit of meaningful homework is that it can help students develop mastery of a concept that they have been learning in the classroom. Homework needs be a good learning experience for students and should be carefully planned by the teacher to have meaning to the students. Parents who help their children with homework naturally become more involved in their childs education and are more aware of what is happening in the school. This in turn can lead to a more positive relationship between teachers and parents.