Kindergarten
Subject/Grade: Kindergarten
Lesson Title: Class quilt
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
INK.2 Describe the diversity of groups represented in the classroom.
C) Identify individuals and groups that are important in children’s lives, and explain why these individuals and groups are important to them as individuals (e.g., family, elders, senior citizens, friends, storytellers, classmates, members of the activity groups to which children belong).
USCK.3 Explore that who I am includes more than my physical self.
B) Ask and explore ‘big’ questions about “Who am I?’’
H) Investigate sense of self as separate from, yet connected to, others.
CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them.
B) Use strategies to construct and confirm meaning when “reading”:
E) Know where to look for title and author/illustrator.
INK.2 Describe the diversity of groups represented in the classroom.
C) Identify individuals and groups that are important in children’s lives, and explain why these individuals and groups are important to them as individuals (e.g., family, elders, senior citizens, friends, storytellers, classmates, members of the activity groups to which children belong).
Key Understandings: (‘I Can’ Statements)
I can talk about and understand my family dynamic.
I can identify who’s a part of my family.
I can draw my family.
Essential Questions:
Who lives with me?
Do I have any animals?
Does my family look the same as others?
Prerequisite Learning:
Students should have an understanding of who lives with them and should be able to represent this through pictures.
Instructional Strategies:
Compare and contrast
Listening and viewing
Learning Activity Package
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed through discussion about their families and how some may be different than others but that each family is a family. Students will be assessed on drawing of families, and how accurate they are, how they can explain these drawings during a walk around.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 5 mins
Read “A family is a family is a family”. Discuss during reading the different families, and how everyone considers who’s in their family. Show students your drawing and explain who is all a part of it.
Development: Time: 20 mins
Student will draw their own families (stick to who they live with or their pictures may take too long).
Learning Closure: Time: 5 mins
Students will come back to the carpet and we will have a closure about who’s in the children's families, get a couple students to show pictures and tell the class who’s in their family. See students not every person has the same family members who live with them.
Materials/Resources:
-Book “A family is a family is a family”
-Drawing of my family
-Paper
-Markers
Possible Adaptations/Differentiation:
-Other writing utensils
-examples of families
Management Strategies:
-Listening quo’s
-seating arrangement
Safety Considerations:
-Personal space
Subject/Grade: Kindergarten
Lesson Title: Class quilt
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
INK.2 Describe the diversity of groups represented in the classroom.
C) Identify individuals and groups that are important in children’s lives, and explain why these individuals and groups are important to them as individuals (e.g., family, elders, senior citizens, friends, storytellers, classmates, members of the activity groups to which children belong).
USCK.3 Explore that who I am includes more than my physical self.
B) Ask and explore ‘big’ questions about “Who am I?’’
H) Investigate sense of self as separate from, yet connected to, others.
CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them.
B) Use strategies to construct and confirm meaning when “reading”:
E) Know where to look for title and author/illustrator.
INK.2 Describe the diversity of groups represented in the classroom.
C) Identify individuals and groups that are important in children’s lives, and explain why these individuals and groups are important to them as individuals (e.g., family, elders, senior citizens, friends, storytellers, classmates, members of the activity groups to which children belong).
Key Understandings: (‘I Can’ Statements)
I can talk about and understand my family dynamic.
I can identify who’s a part of my family.
I can draw my family.
Essential Questions:
Who lives with me?
Do I have any animals?
Does my family look the same as others?
Prerequisite Learning:
Students should have an understanding of who lives with them and should be able to represent this through pictures.
Instructional Strategies:
Compare and contrast
Listening and viewing
Learning Activity Package
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed through discussion about their families and how some may be different than others but that each family is a family. Students will be assessed on drawing of families, and how accurate they are, how they can explain these drawings during a walk around.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 5 mins
Read “A family is a family is a family”. Discuss during reading the different families, and how everyone considers who’s in their family. Show students your drawing and explain who is all a part of it.
Development: Time: 20 mins
Student will draw their own families (stick to who they live with or their pictures may take too long).
Learning Closure: Time: 5 mins
Students will come back to the carpet and we will have a closure about who’s in the children's families, get a couple students to show pictures and tell the class who’s in their family. See students not every person has the same family members who live with them.
Materials/Resources:
-Book “A family is a family is a family”
-Drawing of my family
-Paper
-Markers
Possible Adaptations/Differentiation:
-Other writing utensils
-examples of families
Management Strategies:
-Listening quo’s
-seating arrangement
Safety Considerations:
-Personal space
Subject/Grade: Kindergarten
Lesson Title: We’re different, We’re the same
Teacher: Miss Flunder
Stage 1: Identify Desired Results
Outcome(s)/ Indicator(s):
~INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.
A) Identify and categorize the attributes that make an individual unique (e.g., contributing).
~USCK.3 Explore that who I am includes more than my physical self.
b) Ask and explore ‘big’ questions about “Who am I?”
c) Recognize personal physical and non-physical gifts/strengths/qualities (e.g., listening skills, knowing an additional language).
d) Discuss self as an individual who has experiences that may or may not be similar to others.
h) Investigate sense of self separate from, yet connected to others.
~CRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity (e.g., exploring interests), community e.g., belonging), and social responsibility (e.g., contributing).
A) Make connections among oral language and personal experiences.
B) Share personal experiences and family traditions related to texts.
C) Relate aspects of stories and information to personal feelings and experiences.
Key Understandings: (‘I Can’ statements)
I can see how I fit into the classroom.
I can list qualities about myself.
I can identify different qualities.
I can draw a self-portrait with my qualities.
I can listen attentively.
I can spell my name.
Essential Questions:
-Who am I?
-What are some similarities I have with others in the class?
-What are some differences with others and myself in the class?
Prerequisite Learning:
Children have learnt the letters in their name.
Children have an understanding of their classmates and themselves.
Children have practiced their drawing skills.
Instructional Strategies:
Listening and viewing
Brainstorming
Focused imaging
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed during group discussion about who I am, and how they are different/similar to the other students in the classroom. Students will also be assessed based on how accurate their pictures are to themselves (Students have brown hair), and how well they can form a simple sentence with help from a teacher.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 10 mins
Students will discuss who they are and how they are different or similar to others in the class. The students in a circle discussion will brainstorm different quality’s they have; the teacher will make a list. Once students are done brainstorming the teacher will reread list to the class, and do a short activity based on who has what. An example would be “Who wears glasses” then all students who wear glasses will raise their hands. Names can be written underneath each question.
-I have glasses
-I have blue eyes
-I have green eyes
-I have brown eyes
-I have brown hair
-I have blonde hair
-I have red hair
-I have black hair
-I have long hair
-I have short hair
-I like hockey
-I like dance
-I like drawing
Development: Time: 5 mins
Introduce and discuss the story “We’re different, We’re the same” storybook. As reading stop on each page and ask students questions such as “Who has brown eyes”.
Learning Closure: Time: 15 mins
Students will be asked to think of what they look like. To start students will put their name on the top of the template, using their name cards if necessary. Then they will be able to draw a picture of whom they are. Students will be asked to include all physical features they have, including hair colour, glasses and more. Once students are finished their picture, they will form a short sentence with sentence structure “I am ________. Here they will fill in something about them that they can’t see such as “I am happy”. If students are not sure how to spell words, they will be encouraged to sound out their letters, or write any letters they know, or can use imaginary writing.
Materials/ Resources:
-Book, “We’re different, We’re the same”
-Who am I template
-Markers
-Pencils
-Chart paper
Possible Adaptions/Differentiation:
-Name templates
-List of words with pictures for sentences
-Sentence structure written on board
-Examples for how we are different/ similar
Management Strategies:
-Fidget toys
-Different seating
-Assigned seating
-Partner work
Safety Considerations
-Poking eyes with pencils
-Personal space on carpet
-Running around the classroom between activities
Subject/Grade: Kindergarten
Lesson Title: What do we need?
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.
B) Identify and categorize factors that individuals have in common, including basic physical needs of all people (e.g., food, water, clothing, shelter, love, and belonging).
CRK.3 Listen, comprehend, and respond to gain meaning in oral texts.
A) Listen attentively to others and respond appropriately.
B) Use strategies to construct and confirm meaning when listening:
F) Listen for different purposes (e.g., to retell, to direct others, for employment).
G) Identify important information.
H) Ask questions for clarification, and make comments relevant to the topic.
I) Connect story events and own experience.
J) Engage in conversation with others in an exchange of ideas, comments, or questions.
Key Understandings: (‘I Can’ statements)
-I can understand what I need to survive as a human.
-I can understand the difference between a need and a want.
-I can wait my turn patiently.
Essential Questions:
What is a need?
What is a want?
Why do we not need certain things?
Prerequisite Learning:
Students should have an understanding of basic needs that humans need and how to work the whiteboard.
Instructional Strategies:
Assigned questions
Brainstorming
Questioning
Listening and viewing
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed over their placement of each picture, depending on the needs and want category.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 6 mins
Read if you give a mouse a cookie, after we read the book, have the following discussion with the students, Boys and girls, when I was reading this book, I noticed something. This mouse sure wants a lot of things. Do you think the mouse needs everything that he wants? Can you tell me some things in the story that the mouse doesn't really need? I give the students some opportunity to share some of the things from the story that the mouse does not need and I ask them explain why they think it is something the mouse does not need? At this point it does not matter if their reasoning is correct. I am just encouraging the students to activate prior knowledge and apply it to gauge their understanding of needs and wants. When we are done with our discussion, we move over to the SmartBoard.
Development: Time: 15 mins
I gather my students in front of the Smartboard. I have cards with each student's name printed on. These cards are used for selecting who will come up to the Smartboard.
I open the first slide (SmartBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques (Click here to learn more about SIOP). I read these objectives aloud for my students.
Content Objective
I know the difference between needs and wants.
Language Objective
I can tell a friend if something is a need or a want.
Slide 3: Let's talk more about what we need. All animals need air to breathe. Without air, we cannot live. Sometimes the air that we breathe is dirty, or polluted. What do you think might happen if we breathe air that is dirty of polluted. I invite students to share their thoughts on this question.
Slide 4: All animals need water. Water is needed for life. The structures in our body cannot function without water. We can only live for about 3 days without water. When we need a drink, we can go to the faucet and get some water. We are lucky to have clean, safe water. What do you think would happen if we drank water that was not clean? Again, I ask students to share their ideas.
Slide 5: All animals need food. We can only live for about 3 weeks without food. Food is energy for our bodies. We need food to run, play and just do the things we do every day. We cannot grow without food. Our bodies tell us when we need to eat. Do you know what signs tell us our bodies want food? I ask students to share their ideas.
Slide 6: Animals need shelter. Shelter protects us from weather like snow or rain. We even need shelter to protect us on very hot days. There are many different types of shelter. People live in houses, apartments, trailers, even huts. Can you think of some different kinds of shelter that animals other than humans live in? This is a fun discussion for students to have. Being in a rural community, students quickly identify with a "barn". They need a little more probing to think of things like dens.
Slide 7: Humans need clothing. Clothing helps us to stay warm in cold weather and protects us from the sun in hot weather. Clothing is a need that people have that other animals do not. Why is clothing not a need for other animals? This is another good discussion question in which students can apply their knowledge of animals.
Slide 8: Explain to the students that a want is something that we do not need to live. A want is something we would like to have. Often it is something that is entertaining. Point to the pictures and ask the students what each item is and why it is a want.
Slide 9: Have the students sort the objects by needs and wants. Talk about why the item is a need or want.
Slide 10 and 11: It is now Turn and Talk Time. Turn and Talk allows my students to practice their academic language and develop their expressive English vocabulary. The students have assigned Turn and Talk partners. I ask them to hold hands with their partners and hold their hands in the air so I know that everyone has a partner. I then say to them, I want you to decide whether this item is a need or a want and why. I give them time to talk to their partner and when it is obvious that they have completed their discussion, I call on a student to share their discussion I cue the student to expand the "why" of the answer to continue to strengthen rationalization skills. We do the same thing on the next slide.
We then move to our seats for guided practice.
Learning closure: Time: 10 mins
Students will complete a what do we need work sheet; I distribute the sheet to the students and have them put their name at the top. I then tell the students, now it is time for you to complete a sort on your own. You are going to cut out the pictures on the bottom of the sheet and then decide if they are needs or wants. If the item is a need, you put it in the first box. If the item is a want, you put it in the second box. Continue until you have all the items sorted. Do NOT glue down your items until I have a chance to check your work.
I circulate around the room and check the students work. Since this is an introductory concept, I am looking for a basic understanding of the concept of needs and wants. As the students finish their work, they put it away.
Materials/Resources:
-What do we need? PowerPoint
-What do we need template
-Name template
Possible Adaptions/Differentiation:
-Cards with pictures
-Partner up
Management Strategies:
-Brain breaks
-Fidget toys
-Rocking chairs
-Student helpers
Safety Considerations:
-Personal space on carpet
Subject/Grade: Kindergarten
Lesson Title: My Favourite things
Stage 1: Identify Desired Results
Outcome(s)/ Indicator(s):
INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.
A) Identify and categorize the attributes that make an individual unique (e.g., physical features, cultural interests, personality characteristics).
USCK.3 Explore that who I am includes more than my physical self.
A) Develop the awareness of, and the language to talk about, all aspects of self.
F) Explore the concept of “inner self” as a part of “who I am” that one can choose to share with others.
H) Investigate sense of self as separate from, yet connected to, others.
CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs and informational texts read to them.
B) Use strategies to construct and confirm meaning when “reading”:
E) Know where to look for the title and author/illustrator.
Key Understandings: (‘I Can’ statements)
I can identify my likes.
I can write simple words.
I can draw symbols to represent my likes.
I can discuss with others.
Essential Questions:
What is your favourite movie?
What is your favourite song?
What is your favourite colour?
What is your favourite animal?
Can we have different likes than our friends?
Prerequisite Learning:
Students should have an understanding of their likes and interest. They should understand some individuals may have different likes, but that doesn’t mean they can’t be friends.
Instructional Strategies:
Brainstorming
Reflective Discussion
Listening and viewing
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed through completion of their body cutouts, and through discussion about the short story.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 5 Mins
In a large group the students will have a discuss about their likes, such as favourite movies, music, books, tv shows, colour, animal, sport.
Development: Time: 10 mins
Read the book “The Brand-New Kid”. Discuss how Lazlo was seen as different, and no one wanted to be his friend but when Ellie decided to give him a chance, she saw they had many interests/likes in common, and she decided she wanted him as a friend.
Learning Closure: Time: 15 mins
Students will receive people cutout; they will be able to decorate their person however they wish. Adding facial features, and their favourite things. They can wish to draw pictures or even write words. (can make a bulliten board if okay; We place the little paper children around the world holding hands to show that we are all friends. The earth was made by cutting and pasting large blue and green sheets of butcher paper together and laminating.
Materials/Resources:
-Book “The brand-new kid”
-People cutouts
-variety of art resources
Possible Adaptions/Differentiation:
-Common words spelled out
Management Strategies:
-Fidget toys
-Rocking chairs
-Seating arrangements
Safety Considerations:
-personal space on carpet
-Poking self/others with pencils
Subject/Grade: Kindergarten
Lesson Title: Saint Patricks day
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s): INK.2 Describe the diversity of groups represented in the classroom.
B) Describe Various cultural traditions, festivals, and celebrations recognized by children’s families and communities, and discuss the importance of these cultural traditions, festivals, and celebrations.
CRK.1 Respond to arts expressions verbally and non-verbally (e.g., through movement or drawing).
f) Observe and respond to a range of arts expressions, incorporating age-appropriate discussions of arts elements and
principles (e.g., lines and colours in picture book illustrations, rhythm or dynamics of a song, use of space in a dance, variety of
roles in a drama).
CRK.3 Listen, comprehend, and respond to gain meaning in oral texts.
A) Listen attentively to others and respond appropriately.
B) Use strategies to construct and confirm meaning when listening:
G) Identify important information.
Key Understandings: (‘I Can’ statements)
I can listen quietly and attentively to instructions.
I can show interest in-group readings.
I can raise my hand when I want to speak.
Essential Questions:
What is Saint Patrick’s Day?
When is Saint Patrick’s Day?
Prerequisite Learning:
Students should have an understanding of Saint Patrick’s Day, and some ideas behind the holiday. Students will be able to follow simple instructions to make a picture.
Instructional Strategies:
Listening and viewing
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed over their understanding of different holiday’s and their understanding of Saint Patrick’s Day
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 7 mins
Read the book “What is St. Patrick’s Day? (I like Holidays!)” - discuss the traditions that appear in the text; and where Saint Patrick’s Day originates from. Saint Patrick’s Day is celebrated on March 17th, Celebrated by the Irish and many other parts of the world like Canada.
Development: Time: 3 mins
Listen to the Saint Patrick’s Day for kids- Have you ever seen a leprechaun, encourage kids to dance and sing along to the song.
Learning Closure: Time: 20 mins
As a group, students will participate in leprechaun directed drawing. Remind students that each picture looks different but that they are both special in their own way. Go through each step one at a time and make sure to give time between steps for students to follow. Go around and help students when needed, use other teachers as assistance.
Materials/ Resources:
-Video: https://www.youtube.com/watch?v=2k-ht4lJJN4
-Book: “What is St. Patrick's Day? (I like Holidays!)”
-Drawing instructions: file:///Users/Home/Downloads/LeprechaunDirectedDrawingforStPatricksDay.pdf
Possible Adaptations/ Differentiation:
-Other text resources
-Pictures for kids to look at for directed drawing
Management Strategies:
-Rocking chairs
-Fidget toys
-Helpers
Safety Considerations:
-Personal space on carpet
Subject/Grade: Kindergarten
Lesson Title: The crayon box that talked
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.
A) Identify and categorize the attributes that make an individual unique (e.g., physical features, cultural interests, personality characteristics.
USCK.3 Explore that who I am includes more than my physical self.
a) Develop the awareness of, and the language to talk about, all aspects of self.
b) Ask and explore ‘big’ questions about “Who am I?’’
h) Investigate sense of self as separate from, yet connected to, others.
USCK.1 Develop basic habits to establish healthy relationships with self, others, and the environment.
j) Share what is known about healthy relationships (e.g., be kind to each other, laugh together, accept differences, feel like one belongs and contributes).
CRK.1 Respond to arts expressions verbally and non-verbally (e.g., through movement or drawing).
f) Observe and respond to a range of arts expressions, incorporating age-appropriate discussions of arts elements and
principles (e.g., lines and colours in picture book illustrations, rhythm or dynamics of a song, use of space in a dance, variety of
roles in a drama).
CRK.3 Listen, comprehend, and respond to gain meaning in oral texts.
A) Listen attentively to others and respond appropriately.
B) Use strategies to construct and confirm meaning when listening:
G) Identify important information.
Key Understandings: (‘I Can’ statements)
I can listen quietly and attentively to instructions.
I can show interest in-group readings.
I can raise my hand when I want to speak.
I can read understand when someone was mean to me.
Essential Questions:
How can we include everyone in the room?
How can we make our friends feel better when they are upset?
Prerequisite Learning:
Instructional Strategies:
Visual hooks
Listening and viewing
Games
Structured overview
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed over their understanding of their own uniqueness and how they fit into the classroom.
Stage 3: Build Learning Plan
Set (Engagement):
Length of Time: 10 mins
Instruct the children to create a picture but only give them one crayon. After, ask children how they feel when they were only allowed to use one crayon, and what they think about their pictures.
Development: Time: 7 mins
Everyone is important just like all the colors in the box of crayons! Some of us may be sillier than the rest of us, but we like everyone. We talk about all our experiences when someone has been mean to us.
"How does that make you feel? When someone is mean to us, we feel really sad. Sometimes we cry. I hope no one is mean to you again. And I hope that you will never be mean to my friends. Everyone is special, everyone can be nice.
Read the book “The crayon box that talked”. Go over each colour that appears in the book
Learning Closure: Time: 13 mins
Get students once again to create the same picture, if possible but with using as many colors as they want. Walk around and discuss with students while they work about how different their picture looks with multiple colors and which picture do, they like the best.
Materials/ Resources:
Book “The crayon box that talked”
Crayons
Blank paper (40 sheets)
Possible Adaptations/ Differentiation:
-Erasable crayons/pencil crayons
Management Strategies:
-Rocking chairs
-Fidget toys
-Helpers
Safety Considerations:
-Personal space on carpet
-Arguments during lesson about a mean situation
Subject/Grade: Kindergarten
Lesson title: Feelings
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.
A) Identify and categorize the attributes that make an individual unique e.g., physical features, cultural interests, personality characteristics).
USCK.3 Explore that who I am includes more than my physical self.
E) Recognize that thoughts and feelings are not always obvious to others.
PEK.3 Explore and practise ways to move the body in personal space at a progressing-towards-control level of skill when:
C) Explore shifting (transferring weight from one foot to the other, trying to stay in control (in balance).
F) Create and share various ways to ‘freeze’ (balance) on the spot.
G) Practice balancing in different body shapes, both self-created and given (e.g., balance creating a wide body shape; balance being as narrow was you can; balance in a twisted body shape).
Key Understandings: (‘I Can’ statements)
I can identify my feelings make me who I am.
I can identify important feelings.
I can identify what makes me feel positive emotions.
Essential Questions:
What is a feeling?
How do we deal with negative feelings?
What makes you happy, sad, angry?
Prerequisite Learning:
Children should have an understanding of animals, linked with the yoga movements. Children should have an understanding of their feelings and what makes them occur.
Instructional Strategies:
Brainstorming
Discussion
Stage 2: Determine Evidence for Assessing Learning
Student success will be shown during discussion of different feelings, and during the completion of the feeling chart.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 12 mins
Introduce the topic of feelings, and ask children to help brainstorm different feelings they feel. Ask the children to express how they feel with each emotion and what they can do to help the feeling improve if it is a negative feeling. Make a list with pictures to help the students identify “Big emotions”.
Development: Time: 7 mins
Have the students follow along with stretches (emotion yoga). Introduce each pose by describing it and then demonstrating the pose while encouraging the students to follow along.
Learning Closure: Time: 11 mins
Complete feeling chart as a class, ask students to help brainstorm pictures that represent each feeling. An example is angry, a friend not sharing a toy.
Materials/Resources:
-Feeling chart
-Yoga pose chart
Possible Adaptations/Differentiation:
-Changes of difficulties in stretches
-Examples of each emotion
Management Strategies:
-Rocking chairs
-Fidget spinners
Safety Considerations:
-Space awareness
Lesson Title: Class quilt
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
INK.2 Describe the diversity of groups represented in the classroom.
C) Identify individuals and groups that are important in children’s lives, and explain why these individuals and groups are important to them as individuals (e.g., family, elders, senior citizens, friends, storytellers, classmates, members of the activity groups to which children belong).
USCK.3 Explore that who I am includes more than my physical self.
B) Ask and explore ‘big’ questions about “Who am I?’’
H) Investigate sense of self as separate from, yet connected to, others.
CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them.
B) Use strategies to construct and confirm meaning when “reading”:
- Make connections to background knowledge (before)
- Identify important ideas and events (during)
- Recall (after)
E) Know where to look for title and author/illustrator.
INK.2 Describe the diversity of groups represented in the classroom.
C) Identify individuals and groups that are important in children’s lives, and explain why these individuals and groups are important to them as individuals (e.g., family, elders, senior citizens, friends, storytellers, classmates, members of the activity groups to which children belong).
Key Understandings: (‘I Can’ Statements)
I can talk about and understand my family dynamic.
I can identify who’s a part of my family.
I can draw my family.
Essential Questions:
Who lives with me?
Do I have any animals?
Does my family look the same as others?
Prerequisite Learning:
Students should have an understanding of who lives with them and should be able to represent this through pictures.
Instructional Strategies:
Compare and contrast
Listening and viewing
Learning Activity Package
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed through discussion about their families and how some may be different than others but that each family is a family. Students will be assessed on drawing of families, and how accurate they are, how they can explain these drawings during a walk around.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 5 mins
Read “A family is a family is a family”. Discuss during reading the different families, and how everyone considers who’s in their family. Show students your drawing and explain who is all a part of it.
Development: Time: 20 mins
Student will draw their own families (stick to who they live with or their pictures may take too long).
Learning Closure: Time: 5 mins
Students will come back to the carpet and we will have a closure about who’s in the children's families, get a couple students to show pictures and tell the class who’s in their family. See students not every person has the same family members who live with them.
Materials/Resources:
-Book “A family is a family is a family”
-Drawing of my family
-Paper
-Markers
Possible Adaptations/Differentiation:
-Other writing utensils
-examples of families
Management Strategies:
-Listening quo’s
-seating arrangement
Safety Considerations:
-Personal space
Subject/Grade: Kindergarten
Lesson Title: Class quilt
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
INK.2 Describe the diversity of groups represented in the classroom.
C) Identify individuals and groups that are important in children’s lives, and explain why these individuals and groups are important to them as individuals (e.g., family, elders, senior citizens, friends, storytellers, classmates, members of the activity groups to which children belong).
USCK.3 Explore that who I am includes more than my physical self.
B) Ask and explore ‘big’ questions about “Who am I?’’
H) Investigate sense of self as separate from, yet connected to, others.
CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them.
B) Use strategies to construct and confirm meaning when “reading”:
- Make connections to background knowledge (before)
- Identify important ideas and events (during)
- Recall (after)
E) Know where to look for title and author/illustrator.
INK.2 Describe the diversity of groups represented in the classroom.
C) Identify individuals and groups that are important in children’s lives, and explain why these individuals and groups are important to them as individuals (e.g., family, elders, senior citizens, friends, storytellers, classmates, members of the activity groups to which children belong).
Key Understandings: (‘I Can’ Statements)
I can talk about and understand my family dynamic.
I can identify who’s a part of my family.
I can draw my family.
Essential Questions:
Who lives with me?
Do I have any animals?
Does my family look the same as others?
Prerequisite Learning:
Students should have an understanding of who lives with them and should be able to represent this through pictures.
Instructional Strategies:
Compare and contrast
Listening and viewing
Learning Activity Package
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed through discussion about their families and how some may be different than others but that each family is a family. Students will be assessed on drawing of families, and how accurate they are, how they can explain these drawings during a walk around.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 5 mins
Read “A family is a family is a family”. Discuss during reading the different families, and how everyone considers who’s in their family. Show students your drawing and explain who is all a part of it.
Development: Time: 20 mins
Student will draw their own families (stick to who they live with or their pictures may take too long).
Learning Closure: Time: 5 mins
Students will come back to the carpet and we will have a closure about who’s in the children's families, get a couple students to show pictures and tell the class who’s in their family. See students not every person has the same family members who live with them.
Materials/Resources:
-Book “A family is a family is a family”
-Drawing of my family
-Paper
-Markers
Possible Adaptations/Differentiation:
-Other writing utensils
-examples of families
Management Strategies:
-Listening quo’s
-seating arrangement
Safety Considerations:
-Personal space
Subject/Grade: Kindergarten
Lesson Title: We’re different, We’re the same
Teacher: Miss Flunder
Stage 1: Identify Desired Results
Outcome(s)/ Indicator(s):
~INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.
A) Identify and categorize the attributes that make an individual unique (e.g., contributing).
~USCK.3 Explore that who I am includes more than my physical self.
b) Ask and explore ‘big’ questions about “Who am I?”
c) Recognize personal physical and non-physical gifts/strengths/qualities (e.g., listening skills, knowing an additional language).
d) Discuss self as an individual who has experiences that may or may not be similar to others.
h) Investigate sense of self separate from, yet connected to others.
~CRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity (e.g., exploring interests), community e.g., belonging), and social responsibility (e.g., contributing).
A) Make connections among oral language and personal experiences.
B) Share personal experiences and family traditions related to texts.
C) Relate aspects of stories and information to personal feelings and experiences.
Key Understandings: (‘I Can’ statements)
I can see how I fit into the classroom.
I can list qualities about myself.
I can identify different qualities.
I can draw a self-portrait with my qualities.
I can listen attentively.
I can spell my name.
Essential Questions:
-Who am I?
-What are some similarities I have with others in the class?
-What are some differences with others and myself in the class?
Prerequisite Learning:
Children have learnt the letters in their name.
Children have an understanding of their classmates and themselves.
Children have practiced their drawing skills.
Instructional Strategies:
Listening and viewing
Brainstorming
Focused imaging
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed during group discussion about who I am, and how they are different/similar to the other students in the classroom. Students will also be assessed based on how accurate their pictures are to themselves (Students have brown hair), and how well they can form a simple sentence with help from a teacher.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 10 mins
Students will discuss who they are and how they are different or similar to others in the class. The students in a circle discussion will brainstorm different quality’s they have; the teacher will make a list. Once students are done brainstorming the teacher will reread list to the class, and do a short activity based on who has what. An example would be “Who wears glasses” then all students who wear glasses will raise their hands. Names can be written underneath each question.
-I have glasses
-I have blue eyes
-I have green eyes
-I have brown eyes
-I have brown hair
-I have blonde hair
-I have red hair
-I have black hair
-I have long hair
-I have short hair
-I like hockey
-I like dance
-I like drawing
Development: Time: 5 mins
Introduce and discuss the story “We’re different, We’re the same” storybook. As reading stop on each page and ask students questions such as “Who has brown eyes”.
Learning Closure: Time: 15 mins
Students will be asked to think of what they look like. To start students will put their name on the top of the template, using their name cards if necessary. Then they will be able to draw a picture of whom they are. Students will be asked to include all physical features they have, including hair colour, glasses and more. Once students are finished their picture, they will form a short sentence with sentence structure “I am ________. Here they will fill in something about them that they can’t see such as “I am happy”. If students are not sure how to spell words, they will be encouraged to sound out their letters, or write any letters they know, or can use imaginary writing.
Materials/ Resources:
-Book, “We’re different, We’re the same”
-Who am I template
-Markers
-Pencils
-Chart paper
Possible Adaptions/Differentiation:
-Name templates
-List of words with pictures for sentences
-Sentence structure written on board
-Examples for how we are different/ similar
Management Strategies:
-Fidget toys
-Different seating
-Assigned seating
-Partner work
Safety Considerations
-Poking eyes with pencils
-Personal space on carpet
-Running around the classroom between activities
Subject/Grade: Kindergarten
Lesson Title: What do we need?
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.
B) Identify and categorize factors that individuals have in common, including basic physical needs of all people (e.g., food, water, clothing, shelter, love, and belonging).
CRK.3 Listen, comprehend, and respond to gain meaning in oral texts.
A) Listen attentively to others and respond appropriately.
B) Use strategies to construct and confirm meaning when listening:
- Make connections to background knowledge (before)
- Identify important ideas and events (during)
- Recall (after)
F) Listen for different purposes (e.g., to retell, to direct others, for employment).
G) Identify important information.
H) Ask questions for clarification, and make comments relevant to the topic.
I) Connect story events and own experience.
J) Engage in conversation with others in an exchange of ideas, comments, or questions.
Key Understandings: (‘I Can’ statements)
-I can understand what I need to survive as a human.
-I can understand the difference between a need and a want.
-I can wait my turn patiently.
Essential Questions:
What is a need?
What is a want?
Why do we not need certain things?
Prerequisite Learning:
Students should have an understanding of basic needs that humans need and how to work the whiteboard.
Instructional Strategies:
Assigned questions
Brainstorming
Questioning
Listening and viewing
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed over their placement of each picture, depending on the needs and want category.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 6 mins
Read if you give a mouse a cookie, after we read the book, have the following discussion with the students, Boys and girls, when I was reading this book, I noticed something. This mouse sure wants a lot of things. Do you think the mouse needs everything that he wants? Can you tell me some things in the story that the mouse doesn't really need? I give the students some opportunity to share some of the things from the story that the mouse does not need and I ask them explain why they think it is something the mouse does not need? At this point it does not matter if their reasoning is correct. I am just encouraging the students to activate prior knowledge and apply it to gauge their understanding of needs and wants. When we are done with our discussion, we move over to the SmartBoard.
Development: Time: 15 mins
I gather my students in front of the Smartboard. I have cards with each student's name printed on. These cards are used for selecting who will come up to the Smartboard.
I open the first slide (SmartBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques (Click here to learn more about SIOP). I read these objectives aloud for my students.
Content Objective
I know the difference between needs and wants.
Language Objective
I can tell a friend if something is a need or a want.
Slide 3: Let's talk more about what we need. All animals need air to breathe. Without air, we cannot live. Sometimes the air that we breathe is dirty, or polluted. What do you think might happen if we breathe air that is dirty of polluted. I invite students to share their thoughts on this question.
Slide 4: All animals need water. Water is needed for life. The structures in our body cannot function without water. We can only live for about 3 days without water. When we need a drink, we can go to the faucet and get some water. We are lucky to have clean, safe water. What do you think would happen if we drank water that was not clean? Again, I ask students to share their ideas.
Slide 5: All animals need food. We can only live for about 3 weeks without food. Food is energy for our bodies. We need food to run, play and just do the things we do every day. We cannot grow without food. Our bodies tell us when we need to eat. Do you know what signs tell us our bodies want food? I ask students to share their ideas.
Slide 6: Animals need shelter. Shelter protects us from weather like snow or rain. We even need shelter to protect us on very hot days. There are many different types of shelter. People live in houses, apartments, trailers, even huts. Can you think of some different kinds of shelter that animals other than humans live in? This is a fun discussion for students to have. Being in a rural community, students quickly identify with a "barn". They need a little more probing to think of things like dens.
Slide 7: Humans need clothing. Clothing helps us to stay warm in cold weather and protects us from the sun in hot weather. Clothing is a need that people have that other animals do not. Why is clothing not a need for other animals? This is another good discussion question in which students can apply their knowledge of animals.
Slide 8: Explain to the students that a want is something that we do not need to live. A want is something we would like to have. Often it is something that is entertaining. Point to the pictures and ask the students what each item is and why it is a want.
Slide 9: Have the students sort the objects by needs and wants. Talk about why the item is a need or want.
Slide 10 and 11: It is now Turn and Talk Time. Turn and Talk allows my students to practice their academic language and develop their expressive English vocabulary. The students have assigned Turn and Talk partners. I ask them to hold hands with their partners and hold their hands in the air so I know that everyone has a partner. I then say to them, I want you to decide whether this item is a need or a want and why. I give them time to talk to their partner and when it is obvious that they have completed their discussion, I call on a student to share their discussion I cue the student to expand the "why" of the answer to continue to strengthen rationalization skills. We do the same thing on the next slide.
We then move to our seats for guided practice.
Learning closure: Time: 10 mins
Students will complete a what do we need work sheet; I distribute the sheet to the students and have them put their name at the top. I then tell the students, now it is time for you to complete a sort on your own. You are going to cut out the pictures on the bottom of the sheet and then decide if they are needs or wants. If the item is a need, you put it in the first box. If the item is a want, you put it in the second box. Continue until you have all the items sorted. Do NOT glue down your items until I have a chance to check your work.
I circulate around the room and check the students work. Since this is an introductory concept, I am looking for a basic understanding of the concept of needs and wants. As the students finish their work, they put it away.
Materials/Resources:
-What do we need? PowerPoint
-What do we need template
-Name template
Possible Adaptions/Differentiation:
-Cards with pictures
-Partner up
Management Strategies:
-Brain breaks
-Fidget toys
-Rocking chairs
-Student helpers
Safety Considerations:
-Personal space on carpet
Subject/Grade: Kindergarten
Lesson Title: My Favourite things
Stage 1: Identify Desired Results
Outcome(s)/ Indicator(s):
INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.
A) Identify and categorize the attributes that make an individual unique (e.g., physical features, cultural interests, personality characteristics).
USCK.3 Explore that who I am includes more than my physical self.
A) Develop the awareness of, and the language to talk about, all aspects of self.
F) Explore the concept of “inner self” as a part of “who I am” that one can choose to share with others.
H) Investigate sense of self as separate from, yet connected to, others.
CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs and informational texts read to them.
B) Use strategies to construct and confirm meaning when “reading”:
- Make connections to background knowledge (before)
- Identify important ideas and events (during)
- Recall (after).
E) Know where to look for the title and author/illustrator.
Key Understandings: (‘I Can’ statements)
I can identify my likes.
I can write simple words.
I can draw symbols to represent my likes.
I can discuss with others.
Essential Questions:
What is your favourite movie?
What is your favourite song?
What is your favourite colour?
What is your favourite animal?
Can we have different likes than our friends?
Prerequisite Learning:
Students should have an understanding of their likes and interest. They should understand some individuals may have different likes, but that doesn’t mean they can’t be friends.
Instructional Strategies:
Brainstorming
Reflective Discussion
Listening and viewing
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed through completion of their body cutouts, and through discussion about the short story.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 5 Mins
In a large group the students will have a discuss about their likes, such as favourite movies, music, books, tv shows, colour, animal, sport.
Development: Time: 10 mins
Read the book “The Brand-New Kid”. Discuss how Lazlo was seen as different, and no one wanted to be his friend but when Ellie decided to give him a chance, she saw they had many interests/likes in common, and she decided she wanted him as a friend.
Learning Closure: Time: 15 mins
Students will receive people cutout; they will be able to decorate their person however they wish. Adding facial features, and their favourite things. They can wish to draw pictures or even write words. (can make a bulliten board if okay; We place the little paper children around the world holding hands to show that we are all friends. The earth was made by cutting and pasting large blue and green sheets of butcher paper together and laminating.
Materials/Resources:
-Book “The brand-new kid”
-People cutouts
-variety of art resources
Possible Adaptions/Differentiation:
-Common words spelled out
Management Strategies:
-Fidget toys
-Rocking chairs
-Seating arrangements
Safety Considerations:
-personal space on carpet
-Poking self/others with pencils
Subject/Grade: Kindergarten
Lesson Title: Saint Patricks day
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s): INK.2 Describe the diversity of groups represented in the classroom.
B) Describe Various cultural traditions, festivals, and celebrations recognized by children’s families and communities, and discuss the importance of these cultural traditions, festivals, and celebrations.
CRK.1 Respond to arts expressions verbally and non-verbally (e.g., through movement or drawing).
f) Observe and respond to a range of arts expressions, incorporating age-appropriate discussions of arts elements and
principles (e.g., lines and colours in picture book illustrations, rhythm or dynamics of a song, use of space in a dance, variety of
roles in a drama).
CRK.3 Listen, comprehend, and respond to gain meaning in oral texts.
A) Listen attentively to others and respond appropriately.
B) Use strategies to construct and confirm meaning when listening:
- Make connections to background knowledge (before)
- Identify important ideas and events (during)
- Recall (after).
G) Identify important information.
Key Understandings: (‘I Can’ statements)
I can listen quietly and attentively to instructions.
I can show interest in-group readings.
I can raise my hand when I want to speak.
Essential Questions:
What is Saint Patrick’s Day?
When is Saint Patrick’s Day?
Prerequisite Learning:
Students should have an understanding of Saint Patrick’s Day, and some ideas behind the holiday. Students will be able to follow simple instructions to make a picture.
Instructional Strategies:
Listening and viewing
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed over their understanding of different holiday’s and their understanding of Saint Patrick’s Day
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 7 mins
Read the book “What is St. Patrick’s Day? (I like Holidays!)” - discuss the traditions that appear in the text; and where Saint Patrick’s Day originates from. Saint Patrick’s Day is celebrated on March 17th, Celebrated by the Irish and many other parts of the world like Canada.
Development: Time: 3 mins
Listen to the Saint Patrick’s Day for kids- Have you ever seen a leprechaun, encourage kids to dance and sing along to the song.
Learning Closure: Time: 20 mins
As a group, students will participate in leprechaun directed drawing. Remind students that each picture looks different but that they are both special in their own way. Go through each step one at a time and make sure to give time between steps for students to follow. Go around and help students when needed, use other teachers as assistance.
Materials/ Resources:
-Video: https://www.youtube.com/watch?v=2k-ht4lJJN4
-Book: “What is St. Patrick's Day? (I like Holidays!)”
-Drawing instructions: file:///Users/Home/Downloads/LeprechaunDirectedDrawingforStPatricksDay.pdf
Possible Adaptations/ Differentiation:
-Other text resources
-Pictures for kids to look at for directed drawing
Management Strategies:
-Rocking chairs
-Fidget toys
-Helpers
Safety Considerations:
-Personal space on carpet
Subject/Grade: Kindergarten
Lesson Title: The crayon box that talked
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.
A) Identify and categorize the attributes that make an individual unique (e.g., physical features, cultural interests, personality characteristics.
USCK.3 Explore that who I am includes more than my physical self.
a) Develop the awareness of, and the language to talk about, all aspects of self.
b) Ask and explore ‘big’ questions about “Who am I?’’
h) Investigate sense of self as separate from, yet connected to, others.
USCK.1 Develop basic habits to establish healthy relationships with self, others, and the environment.
j) Share what is known about healthy relationships (e.g., be kind to each other, laugh together, accept differences, feel like one belongs and contributes).
CRK.1 Respond to arts expressions verbally and non-verbally (e.g., through movement or drawing).
f) Observe and respond to a range of arts expressions, incorporating age-appropriate discussions of arts elements and
principles (e.g., lines and colours in picture book illustrations, rhythm or dynamics of a song, use of space in a dance, variety of
roles in a drama).
CRK.3 Listen, comprehend, and respond to gain meaning in oral texts.
A) Listen attentively to others and respond appropriately.
B) Use strategies to construct and confirm meaning when listening:
- Make connections to background knowledge (before)
- Identify important ideas and events (during)
- Recall (after).
G) Identify important information.
Key Understandings: (‘I Can’ statements)
I can listen quietly and attentively to instructions.
I can show interest in-group readings.
I can raise my hand when I want to speak.
I can read understand when someone was mean to me.
Essential Questions:
How can we include everyone in the room?
How can we make our friends feel better when they are upset?
Prerequisite Learning:
Instructional Strategies:
Visual hooks
Listening and viewing
Games
Structured overview
Stage 2: Determine Evidence for Assessing Learning
Students will be assessed over their understanding of their own uniqueness and how they fit into the classroom.
Stage 3: Build Learning Plan
Set (Engagement):
Length of Time: 10 mins
Instruct the children to create a picture but only give them one crayon. After, ask children how they feel when they were only allowed to use one crayon, and what they think about their pictures.
Development: Time: 7 mins
Everyone is important just like all the colors in the box of crayons! Some of us may be sillier than the rest of us, but we like everyone. We talk about all our experiences when someone has been mean to us.
"How does that make you feel? When someone is mean to us, we feel really sad. Sometimes we cry. I hope no one is mean to you again. And I hope that you will never be mean to my friends. Everyone is special, everyone can be nice.
Read the book “The crayon box that talked”. Go over each colour that appears in the book
Learning Closure: Time: 13 mins
Get students once again to create the same picture, if possible but with using as many colors as they want. Walk around and discuss with students while they work about how different their picture looks with multiple colors and which picture do, they like the best.
Materials/ Resources:
Book “The crayon box that talked”
Crayons
Blank paper (40 sheets)
Possible Adaptations/ Differentiation:
-Erasable crayons/pencil crayons
Management Strategies:
-Rocking chairs
-Fidget toys
-Helpers
Safety Considerations:
-Personal space on carpet
-Arguments during lesson about a mean situation
Subject/Grade: Kindergarten
Lesson title: Feelings
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):
INK.1 Demonstrate an understanding of similarities and differences among individuals in the classroom.
A) Identify and categorize the attributes that make an individual unique e.g., physical features, cultural interests, personality characteristics).
USCK.3 Explore that who I am includes more than my physical self.
E) Recognize that thoughts and feelings are not always obvious to others.
PEK.3 Explore and practise ways to move the body in personal space at a progressing-towards-control level of skill when:
- balancing
- jumping and landing (on the spot).
C) Explore shifting (transferring weight from one foot to the other, trying to stay in control (in balance).
F) Create and share various ways to ‘freeze’ (balance) on the spot.
G) Practice balancing in different body shapes, both self-created and given (e.g., balance creating a wide body shape; balance being as narrow was you can; balance in a twisted body shape).
Key Understandings: (‘I Can’ statements)
I can identify my feelings make me who I am.
I can identify important feelings.
I can identify what makes me feel positive emotions.
Essential Questions:
What is a feeling?
How do we deal with negative feelings?
What makes you happy, sad, angry?
Prerequisite Learning:
Children should have an understanding of animals, linked with the yoga movements. Children should have an understanding of their feelings and what makes them occur.
Instructional Strategies:
Brainstorming
Discussion
Stage 2: Determine Evidence for Assessing Learning
Student success will be shown during discussion of different feelings, and during the completion of the feeling chart.
Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 12 mins
Introduce the topic of feelings, and ask children to help brainstorm different feelings they feel. Ask the children to express how they feel with each emotion and what they can do to help the feeling improve if it is a negative feeling. Make a list with pictures to help the students identify “Big emotions”.
Development: Time: 7 mins
Have the students follow along with stretches (emotion yoga). Introduce each pose by describing it and then demonstrating the pose while encouraging the students to follow along.
Learning Closure: Time: 11 mins
Complete feeling chart as a class, ask students to help brainstorm pictures that represent each feeling. An example is angry, a friend not sharing a toy.
Materials/Resources:
-Feeling chart
-Yoga pose chart
Possible Adaptations/Differentiation:
-Changes of difficulties in stretches
-Examples of each emotion
Management Strategies:
-Rocking chairs
-Fidget spinners
Safety Considerations:
-Space awareness