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Welcome to the Content Embedded Inquiry Cards!

These are brought to you by a collaboration between the Beaverton School District and Teaching Preschool Partners.

Led by the Angela Vargas, Saumi Bonds, and Erin Moulton in partnership with the Content Embedded Inquiry Teacher Cohort.

Here’s a link to:

Guidance on How to use these cards

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Science and Engineering Practices and Norms

Practices	Norms
Observe and ask questions. Use/draw models. Plan and do investigations. Look at data. Use math to solve problems. Use evidence to prove their thinking. Communicate their thinking. Design solutions	Work with teams Use materials Record thinking Organize information Make mistakes Stay curious

Driving Questions

How are you an observer of your surroundings?
How can you document your observations, ideas and expertise with materials?
How can you collaborate to plan and investigate?
How can you use materials to record and communicate your thinking in order to find design solutions?
How can you persist with curiosity, seeing mistakes as an opportunity to research and ask more questions?
How can you use mathematical thinking and data collection to organize your research?

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Kinder

Learning Target: How can we take care of each other?

Driving Questions

Who is in our class? / ¿Quiénes están en nuestra clase?
What needs do we share as humans? / ¿Qué necesidades compartimos como seres humanos?
What special needs do each of us have? / ¿Qué necesidades especiales tenemos cada un@ de nosotr@s?
What are our wants? / ¿Cuáles son nuestras aspiraciones?
What do these needs and wants mean for how we spend time together? /¿Cómo impactan estas necesidades y aspiraciones la manera en que pasamos tiempo junt@s?

Standards

SS K.1 Engage in respectful dialogue with classmates to define diversity comparing and contrasting visible and invisible similarities and differences.

SS. K.2 Use and identify respectful dialogue, taking turns, and explain how rules are different in different settings.ideas.

K.3 Develop an understanding of one's own identity groups including, but not limited to, race, gender, family, ethnicity, culture, religion, and ability. (Civics and Government)

K.4 Distinguish between personal wants and needs.

K.12 Use terms related to location, direction, and distance (such as over/under, here/there, left/right,above/below, forward/backward, between).

K.17 Make connections identifying similarities and differences including race, ethnicity, culture, disability, and gender between self and others. (Historical Thinking Skills)

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Learning Objective Guidance

SEL	What the students will be learning; aligned with SEL standard and practice.
Cultural Dr. Jose Medina	Amplify the voices of communities who have been marginalized Connect to the student and/or to the world beyond the classroom Strengthen metalinguistic awareness through cross-linguistic connections. Sustain and expand students’ linguistic repertoires.
Content	What the students will be learning; aligned with grade level standards.
Language Dr. Jose Medina	How the students will access or share their understanding the grade level standard through reading, writing, speaking, listening, metalinguistic awareness (4+1) and creating.

To create truly equitable and liberatory learning environments, it is essential to include Social-Emotional Learning (SEL), Cultural, Content, and Language Objectives in our instructional design. These objectives work together to center student voice, identity, and agency in the classroom.

SEL objectives foster healing, empathy, and interdependence, supporting students in developing emotional resilience and collective strength.

Cultural objectives affirm students’ lived experiences, honoring their identities, stories, and ways of knowing.

Content objectives guide rigorous, inquiry-driven learning that encourages critical thinking and challenges unjust systems of power.

Language objectives empower students to communicate their thoughts, advocate for themselves and others, and preserve language as a vital tool of cultural resilience.

Together, these objectives uphold the belief that knowledge is relational, identity is central, and education must be a path toward justice, healing, and shared liberation.

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Oregon’s Transformative Social and Emotional Learning Standards

Standard 1: Self-Awareness & Identity

Standard 1: Identify and reflect upon one’s thoughts, emotions, behaviors, intersectional identity, and capabilities across situations and environments.

Practice 1A: Identify and label emotions, thoughts, strengths, and potential (both personal and cultural).

Practice 1B: Understand the stress response system (regulation and dysregulation) and what environments and experiences activate those responses.

Practice 1C: Reflect on and evaluate how one’s emotions, thoughts, and perspectives (including values, biases, and prejudices) can influence behavior.

Practice 1D: Analyze personal and social intersectional identities and positionality, and how they relate to one's interests, purpose, and sense of belonging.

Standard 2: Self-Management & Agency

Standard 2: Use management strategies to build personal and collective agency that lead to achieving goals and aspirations.

Practices 2A: Manage and express thoughts, emotions, impulses, and stressors in ways that affirm one’s identity.

Practices 2B: Use management strategies while recognizing that various situations and environments may require different approaches for achieving personal and collective goals and aspirations in ways that affirm one’s identity.

Practices 2C: Plan, evaluate, and achieve personal and collective goals and aspirations.

Practices 2D: Develop personal and collective agency by using various forms of communication (i.e. verbal, body language, written, etc.) to make choices and take initiative.

Standard 3: Social-Awareness & Belonging

Standard 3: Develop social awareness that fosters a sense of belonging and leads to co-constructing equitable, thriving communities and a vibrant society.

Practice 3A: Demonstrate awareness and understanding of the similarities and differences that define, influence, and affirm personal and collective identities.

Practice 3B: Apply social skills (i.e., empathy, compassion, etc.) to develop and maintain healthy relationships that collectively achieve mutual goals while affirming identities and perspectives.

Practice 3C: Foster a sense of belonging that cultivates acceptance, support, inclusion, and encouragement of others within a diverse community, while addressing the impact of systemic injustices across situations and environments.

Standard 4: Relationship Skills & Collaborative Problem-Solving

Standard 4: Establish and maintain healthy, supportive relationships and effectively navigate diverse settings in order to collaboratively solve problems.

Practice 4A: Form authentic relationships that encourage autonomy while building cultural awareness and empathy through various forms of communication.

Practice 4B: Demonstrate empathy and affirm other’s perspectives during teamwork and collaborative problem solving.

Practice 4C: Recognize and acknowledge when there is harm to self and others and identify when support, agency, and practices to repair and restore are needed.

Practice 4D: Restore relationships through actively engaging with others, working collaboratively, and affirming cultural and social perspectives.

Standard 5: Responsible Decision-Making & Curiosity

Standard 5: Demonstrate curiosity and analysis of oneself and society in order to make caring choices that impact personal, social, and collective well-being across situations and environments.

Practice 5A: Demonstrate curiosity and open-mindedness while using critical thinking skills across various situations and environments.

Practice 5B: Make informed choices and identify solutions for personal and social injustices after analyzing all types of information.

Practice 5C: Anticipate, reflect and evaluate the impacts of one’s choices and contributions in promoting personal, family, and community well-being.

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Cross-Content Connections at a Glance

How can we think like explorers as we learn to take care of ourselves, each other and the community?	Scientific Practices
SS K.1 Engage in respectful dialogue with classmates to define diversity comparing and contrasting visible and invisible similarities and differences. SS. K.2 Use and identify respectful dialogue, taking turns, and explain how rules are different in different settings.ideas. K.3 Develop an understanding of one's own identity groups including, but not limited to, race, gender, family, ethnicity, culture, religion, and ability. (Civics and Government) K.4 Distinguish between personal wants and needs. K.12 Use terms related to location, direction, and distance (such as over/under, here/there, left/right,above/below, forward/backward, between). K.17 Make connections identifying similarities and differences including race, ethnicity, culture, disability, and gender between self and others. (Historical Thinking Skills)	Observe and ask questions. Use/draw models. Plan and do investigations. Look at data. Use math to solve problems. Use evidence to prove their thinking. Communicate their thinking. Design solutions

Literacy/Empathy Connection
Science Books Habits of Mind and Materials (in progress) MLD collection Social Science Books w/ Habits of Mind and Materials (in progress)


Writing Center	Art	Imaginative	Construction	Sensory/Science
Oral Storytelling Narrative Technology Markers/ Crayons	Markers watercolors Food coloring Mixing Trays	Loose Parts Small World	Legos Small Blocks Cardboard	Oil Based Clay Sand Outdoors

Introducing

Content

Problem Solving

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If…Then…

A guide for teachers’ sustainable problem solving

All
At times, students stretching rules and challenging perspectives to bring to light equity and power dynamics.
Writing Center
Students may… Utilize office materials out of the ordinary creative ways to use them, like tape for book binding, or brads that connect pictures or messages together, or creating a book strap out of a chain of paper clips. may move materials to other place, using office supplies in other areas for play. (For example using binder clips to create a zip line.) Include one another in their stories. For some this feels welcoming. For others this feels invasive.
Art
Students may… Muddy the colors, tatter a brush, smash marker tips at first. Spill liquids or draw beyond the paper onto the table.
Imaginative
Students may… Dump the containers of loose parts Need to navigate the concept of sharing, need, want, equity, equality and power dynamics over the scare amount of a material. Create, dismantle, create and continue in the pattern. Impermanence may feel hard for children, but their flexibility will grow over time. Use animals or people to show a variety of feelings and interactions, including body contact. (Animals fighting, rough playing, etc). Use this time to observe. Ask: What are the animals trying to communicate?
Construction
Due to different ideas, such as what to build or whether to knock the blocks down, children may have challenges with one another. The may need guidance for slowing down and listening to one another’s ideas and feelings. At times it is natural for children to stretch rules to understand equity and power dynamics. Relationships will face challenges before improving as knowing when to knock down and decide what to build in collaboration with others is huge executive function and cognitive brain work!
Science/Sensory
Children may want to give up until they get the satisfaction of warming up the clay enough so that it is easier to work with. Encourage them to not give up. Since children use all their senses to explore, pull, poke and maneuver sensory materials they may experiment with putting these materials in places they get stuck, step on it etc… making agreements and giving enough time to explore them and being held accountable to take care of them and clean it up with care will help to build care for the clay.
The Outdoors
Children will be excited to be outside and to test the limits of what’s possible, the boundaries of where they can be, they will need time to co-create agreements that will help keep them and others safe as they explore and build connections with the natural world. Bringing another adult with you, or exploring in a space that is fenced or near to the school can be another way to get outside with your students. Reminders that stick play, throwing rocks, climbing trees are natural instincts for children when outside, talking about how when we are with a large group the way we move and be outside needs to be in ways that help keep everyone safe and comfortable.

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Writing Center

Introducing Writing Center

Writing Center: Connecting Content

Writing Center: Building Community Through Problem Solving

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What do you know about caring for yourself and others? What do you know about caring for writing tools and stationary?

Driving Questions

How do you capture your ideas on paper?
What do you want people to know about you?
What do you know about yourself as a storyteller/writer?
What are stories that you have inside of you that you want to share with your community?
What agreements between us will allow everyone to be safe and access materials as needed in our classroom community?

Introducing the Writing Center

Literacy

SS K.1 SS K.2 SS K.3 SS K.4	SEL 1A SEL 2A SEL 2D

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Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Book Connections (Launch/Reference)
Keisha Ann Can (HMH) A Squiggly Story (HMH) Ralph Tells a Story	Kindergarten Kids (HMH) Schools (HMH) Not So Different (S)

Habits of Mind
Focuses Attention Pursues curiosity, responds to a challenge, and explores an idea Manages distractions, knows where to focus and what to ignore Communicates Uses materials and manipulatives to effectively express thoughts and emotions. Conveys a message/idea/story clearly so others understand. Listens and responds effectively to messages/ideas of others

Possible Materials
Paper (computer paper, lined w/a space, lined, booklets, construction paper) Pencils Flair Pens Crayons Glue sticks Name cards Power Words, frequently used words charts, phonics charts

Evidence of Learning (Purposeful play skills and behaviors)
I am being brave by using marks and/or symbols, drawings, words, sentences to share my thoughts and ideas. I can use any and all materials from the writing center to create and communicate (may not include traditional writing). I use charts, cards and my peer’s knowledge of letters and sounds as scaffolds for writing instead of always turning to my teacher, I see tools, others and myself as resources in my community. I co-create agreements and responsibilities that state what I want and need and ask questions to learn what others need. I may question agreements to learn more about equity/power dynamics. We use mentor texts, class discussions and reflection time to collectively highlight what is being created and strategies we are inventing and using.

Introducing the Writing Center

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Driving Questions

Tell me more about what you are creating?
What is special about you? What is special about the people in your classroom community?
How might storytelling help you share things that you are interested in to make connections with others in your community?
How does sharing our stories create space to discover new friendships and build trust?

Writing Center: Connecting Content

Literacy

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1A SEL 1D SEL 3C

How do we use what we know about ourselves and each other to grow and care for our community?

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Book Connections (Launch/Reference)
The Magical Yet (SS) The Day You Begin (SS) Alma and How She Got Her Name (SS)	Speak Up (SS) The Pronoun Book (SS) Drawn Together

Habits of Mind
Focuses Attention Persists, doesn’t give up easily. Listens with empathy Communicate Uses materials and manipulatives to effectively express thoughts and emotions Conveys a message/idea/story clearly so that others understand Expresses satisfaction stemming from, discovery, accomplishment, interaction, or relationship.

Possible Materials
Paper (computer paper, lined w/a space, lined, booklets, construction paper) Pencils Flair Pens Crayons Glue sticks Name cards Power Words, frequently used words charts, phonics charts

Evidence of Learning (Purposeful play skills and behaviors)
With encouragement, guidance, and inspiration I can self publish a variety of texts, pictures and messages for family and peers. I can explore the additional office materials to consider traditional and creative ways. I may move materials to other places such as to loose parts for explore. We use mentor texts, class discussions and reflection time to highlight what we are noticing about how our ideas may differ from others (including the teacher), to elevate each other’s voices, and to share our perspective and purpose for how we are using materials.

Writing Center: Connecting Content

Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Pronunciation Diversity Inclusion Pronoun Fair

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How do we use what we know about ourselves, each other and writing/ drawing to solve ___? (a problem that came up within our community)

Driving Questions

What is your expertise? What are your gifts? How might you use them to solve problems in your classroom community?
How might you use the materials to map your stories and/or ideas?
How does creating these maps help us represent and navigate our thoughts and feelings?
What agreements between us will allow everyone to access materials as needed in our classroom community?
How might writing help you overcome challenges you have with one another?

Writing Center:

Building Community Through Problem Solving

Literacy

SS K.2 SS K.3 SS K 12 SS K 17	SEL 2D SEL 4A SEL 4C

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Book Connections (Launch/Reference)
Together Tree I Walk with Vanessa I Forgive Alex	One Small Spark We Move Together (SS) Speak Up (SS)

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems and the big feelings I experience and use the writing center as a strategy for communicating. I make connections to the mentor texts and create an image(s) and/or writing that represent my connections I make from text to text, text to self or text to world. With encouragement, guidance, and inspiration I self publish a variety of texts, lists, maps, books, notes, blue prints, etc. I use various strategies and techniques like slowing down and sharing my thoughts to bond, create trust and a sense of belonging with community members. Our relationships will face challenges which we will overcome together. We use mentor texts, class discussions and reflection time to highlight what we are noticing about how our ideas may differ from others, (including the teacher’s) and come together to elevate our voices and share all the creative ways we are using the materials to express ourselves.

Writing Center:

Building Community Through Problem Solving

Possible Materials
Paper (computer paper, lined w/a space, lined, booklets, construction paper) Pencils Flair Pens Crayons Glue sticks Name cards Power Words, frequently used words charts, phonics charts

Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Idea Dream Offer Discover Mistake Puzzle Map	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Habits of Mind
Focused Attention Thinks before acting, self-regulates, delays gratification Persists, doesn’t give up easily Makes connections Connects and uses past experiences and knowledge in a new situation. Collaborates Exhibits a caring attitude Listens and engages with others with interest and empathy Demonstrates interdependent thinking Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

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Art

Introducing Food Coloring

Food Coloring: Connecting Content

Food Coloring: Building Community Through Problem Solving

Introducing watercolors

watercolors : Connecting Content

watercolors : Building Community Through Problem Solving

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What do you know about caring for yourself and others? What do you know about how to care for liquid food coloring?

Driving Questions

What do you know about food coloring?
How have you used it before?
What do you notice is special about food coloring?
Tell me about what you are creating and how you are exploring the material?
What strategies are you using to care for the materials?
What routines and agreements (rules) do we need to care for the materials in our classroom community?

Introducing Food Coloring

Art

SS K.1 SS K.2 SS K.3	SEL 2B,C SEL 3B SEL 5C

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Introducing Food Coloring

Vocabulary
Science	HMH	S.S
Scientist Draw Experiment Evidence Cause Effect Observe Prediction	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Possible Materials
Food Coloring Pipettes Clear containers Measuring pitchers to pour clean water Paper towels Ice cube trays Tray setting for spillage What it could look like: Video

Evidence of Learning (Purposeful play skills and behaviors)
I might spill some water or muddy the colors as I explore but will learn to help clean them up. Eventually I’ll show great care for the materials. I might explore different ways to mix colors as I discover more, I might use them to help me slow down and even create my own color. I can use various strategies and techniques slowing down and sharing them with my classmates. I can co-create agreements, rules and responsibilities for taking care of materials and storing new colors we make. This shared language will be used in our mini-lessons and reflections. We use mentor texts, class discussions and reflection time to discuss what we are noticing about all the possibilities of watercolors and we spread those noticings collaboratively to the whole community.

Book Connections (Launch/Reference)
Mixed (S) Maybe Something Beautiful (1st grade HMH) Little Blue and Little Yellow	Mouse Paint (S) Color Dance (S) Festival of Colors (S)

Habits of Mind
Focuses Attention Engages, slows down, notices detail Makes Connections Observes and notes distinguishing details (shapes, colors, characteristics) Connects and uses past experiences and knowledge in a new situation Communicates Conveys a message/idea/story clearly so that others understand Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

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How do we use what we know about ourselves and each other to grow our community?

Driving Questions

How can you use the materials to share what is special about you?
How might the color exploration help you share things that you are interested in, that gives you peace?
How might you create space to learn about others in your classroom?
How might you respond when you notice differences in others? How might you respond when you notice similarities between others?
How might we use the materials to create something that helps everyone feel welcome and included in our classroom community?

Food Coloring: Connecting Content

Art

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 A,D SEL 2 A,,D SEL 3 B,C SEL 4 A,B,C SEL 5 A,C

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Food Coloring: Connecting Content

Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Plan Polite Share Dream City Country Map	Alike DIfferent Pronunciation Diversity Inclusion Pronoun Fair

Book Connections (Launch/Reference)
Alma and How She Got Her Name (SS) Your Name Song (SS) How to Wear a Sari (S)	Green is a Chile Pepper (S) Red is a Dragon (S) Golden Domes and Silver Lantern (S)

Habits of Mind
Communicate ideas, thoughts, and emotions using words, materials, images, and/or positive gestures Expresses satisfaction stemming from a discovery, accomplishment, interaction, or relationship Engages in conversation and interacts comfortably with others Collaborate with others to accomplish a shared goal by listening and building on other’s ideas

Possible Materials
Food Coloring Pipettes Clear containers Measuring pitchers to pour clean water Paper towels Ice cube trays Tray setting for spillage Labels, paper, sticky note for children ideas

Evidence of Learning (Purposeful play skills and behaviors)
I may muddy the colors as I explore but I will return to help clean them. I use color in ways that I might think are interesting. As I discover more about how to use them I will slow down and show greater care. I use new vocabulary in my exploration. I use various strategies, techniques and connections to show my identity. I will share them with others and learn to listen with empathy while others share. I co-create rules and responsibilities for taking care of food coloring and tools. We use mini lessons and reflection time to discuss what we are noticing about all the possibilities of color mixing, sharing our noticings collaboratively to the whole community. We create shared language around patterns of color, connections to feeling, and abstract ideas that then can be highlighted in mini lessons and reflection time.

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How do we use what we know about ourselves, each other and food coloring to solve ___ (a problem that came up while using the material)?

Driving Questions

How might we use what we know about each other to celebrate and connect with each other?
How might you use your gifts/expertise to solve problems in your classroom community?
Which of our agreements will allow everyone to access materials as needed in our classroom community?
How has this experience with the liquid colors helped you overcome challenges?

Food Coloring:

Building Community Through

Problem Solving

Art

SS K.1 SS K.2 SS K.3 SS K.4 SS K.17	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Idea Dream Offer Stuck Discover Clue Mistake Puzzle	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Book Connections (Launch/Reference)
Together Tree I Walk with Vanessa I Forgive Alex Just Ask	One Small Spark Drawn Together Beautiful Oops The Dot

Possible Materials
Food Coloring Pipettes Clear containers Measuring pitchers to pour clean water Paper towels Ice cube trays Tray setting for spillage Labels, paper, sticky note for children ideas Multi media paper (to paint on)

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems and ask to discuss them as a community to come up with strategies to improve circumstances. We use mini lessons and reflection time to discuss what we are noticing and discuss all the possibilities of problem solving collaboratively with the whole community. I make connections to the mentor texts and use them as inspiration to create solutions. I use various strategies and techniques to slow down and share my thinking, and build on others ideas to bond and ensure we all feel like we belonging in our classroom community. I return to the rules, agreements and responsibilities for taking care of myself, stating what I need and asking question to learn what others need. Through our discussions about agreements, we create shared language around the concept of care that then can be used in mini lessons and reflection time.

Food Coloring:

Building Community Through Problem Solving

Habits of Mind
Focused Attention Thinks before acting, self-regulates, delays gratification Persists, doesn’t give up easily Makes connections Connects and uses past experiences and knowledge in a new situation. Collaborates Exhibits a caring attitude Listens and engages with others with interest and empathy Demonstrates interdependent thinking Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

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What do you know about caring for yourself and others? What do you know about taking care of watercolors?

Driving Questions

What do you know about watercolors?
Have you used them before?
What do you notice is special about watercolors? Brushes?
Tell me about what you are creating?
What strategies are you using to care for the materials?
What routines and rules do we need to care for our brushes and watercolors in our classroom community?

Introducing Watercolors

Art

SS K.1 SS K.2 SS K.3	SEL 2B,C SEL 3B SEL 5C

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Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Book Connections (Launch/Reference)
Mixed (SS) Maybe Something Beautiful (1st grade HMH) Little Blue and Little Yellow	Mouse Paint (S) Color Dance (S) Festival of Colors (S)

Possible Materials
Watercolor palettes Small brushes of varied sizes Small clear containers for water Measuring pitchers to pour clean water Sponges Paper towels Spray bottles Construction paper (for a mat) Multi media paper (to paint on)

Evidence of Learning (Purposeful play skills and behaviors)
I may muddy the colors as I explore, but I will return to help clean them. I use brushes in interesting ways. As I discover more about how to use them, I slow down and show greater care for the bristles. I use various strategies and painting techniques. I slow down and share them with others. I co-create rules, agreements and responsibilities for taking care of watercolors and brushes. We use mentor texts, class discussions and reflection time to discuss what we are noticing about all the possibilities of watercolors. We work collaboratively to spread our noticings throughout the whole community. We create shared language around the care and maintenance of watercolors that then can be highlighted in mini lessons and reflection time.

Introducing Watercolors

Habits of Mind
Focuses Attention Engages, slows down, notices detail Makes Connections Observes and notes distinguishing details (shapes, colors, characteristics) Connects and uses past experiences and knowledge in a new situation Communicates Conveys a message/idea/story clearly so that others understand Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

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How do we use what we know about ourselves and each other to grow our community?

Driving Questions

What is special about you?
What is special about the people in your classroom community?
How might the watercolors help you share things that you are interested in, that gives you peace?
How might watercolors help me listen to others and learn about others?
How might we use the watercolors to create something that helps everyone feel welcome in our classroom community and not feel like strangers?

Watercolors:

Connecting Content

Art

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 A,D SEL 2 A,,D SEL 3 B,C SEL 4 A,B SEL 5 A,C

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Pronunciation Inclusion Pronoun Fair

Book Connections (Launch/Reference)
Alma and How She Got Her Name (SS) Your Name Song (SS) How to Wear a Sari (S)	Green is a Chile Pepper (S) Red is a Dragon (S) Golden Domes and Silver Lantern (S)

Habits of Mind
Communicate ideas, thoughts, and emotions using words, materials, images, and/or positive gestures Expresses satisfaction stemming from a discovery, accomplishment, interaction, or relationship Engages in conversation and interacts comfortably with others Collaborate with others to accomplish a shared goal by listening and building on other’s ideas

Possible Materials
Watercolor palettes Small brushes of varied sizes Small clear containers for water Measuring pitchers to pour clean water Sponges Paper towels Spray bottles Construction paper (for a mat) Multi media paper (to paint on)

Watercolors: Connecting Content

Evidence of Learning (Purposeful play skills and behaviors)
I may muddy the colors as I explore, but I will return to help clean them. I use brushes in ways that I might think are interesting. As I discover more about how to use them I will slow down and show greater care. I use new vocabulary in my exploration as I discover all the possibilities of watercolors. I use various strategies, techniques and connections to my identity. I will share them with others and learn to listen with empathy while others share. I co-create rules, agreements and responsibilities for taking care of watercolors and brushes. We use our shared language when visiting mentor texts, class discussions and sharing our thinking during reflection time.

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How do we use what we know about ourselves, each other and watercolors to solve ___ (a problem that came up while using the material or with a community member?)

Driving Questions

How might we use watercolor to share about ourselves?
How might we use what we know about each other to celebrate and connect through paint?
How might you use your gifts/expertise to solve problems in your classroom community?
Which of our agreements will allow everyone to access materials as needed in our classroom community?

Watercolors:

Building Community

Through Problem Solving

Art

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Idea Dream Offer Stuck Discover Clue Mistake Puzzle	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Book Connections (Launch/Reference)
Together Tree I Walk with Vanessa I Forgive Alex Just Ask	One Small Spark Drawn Together Beautiful Oops The Dot

Habits of Mind
Focused Attention Thinks before acting, self-regulates, delays gratification Persists, doesn’t give up easily Makes connections Connects and uses past experiences and knowledge in a new situations Collaborates Exhibits a caring attitude Listens and engages with others with interest and empathy Demonstrates interdependent thinking Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

Possible Materials
Watercolor palettes Small brushes of varied sizes Small clear containers for water Measuring pitchers to pour clean water Sponges Paper towels Spray bottles Construction paper (for a mat) Multi media paper (to paint on)

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems and ask to discuss them as a community to come up with strategies to improve circumstances. I make connections to the mentor texts and use them as inspiration to create solutions. I use various strategies and techniques to slow down and share my thinking, and build on others ideas to bond and ensure we all feel like we belong in our classroom community. I return to the rules, agreements and responsibilities for taking care of myself, stating what I need and asking questions to learn what others need. Through our discussions about agreements, we create shared language around the concept of care that then can be used in mini lessons and reflection time.

Watercolors:

Building Community Through Problem Solving

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Imaginative

Introducing Loose Parts

Loose Parts: Connecting Content

Loose Parts: Building Community Through Problem Solving

Introducing Small World

Small World: Connecting Content

Small World: Building Community Through Problem Solving

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What do you know about taking care of yourself and others? What do you know about taking care of materials?

Driving Questions

What can it be? What can it do? (What else can it be and do?)
What do you notice is special about the materials?
What do these materials remind you of?
What strategies are you using to care for the materials?
How might you organize the materials?
What routines and agreements (rules) do we need to care for our loose parts in our classroom community?

Introducing Loose Parts

Imaginative

SS K.1 SS K.2 SS K.3	SEL 2C SEL 3B SEL 5C

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Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Book Connections (Launch/Reference)
A Boy Named Isamu: A Story of Isamu Noguchi I Walk with Vanessa Flashlight The Girl Who Thought in Pictures	The Hike Inside Outside That Neighbor Kid What if… by Samantha Berger

Habits of Mind
Focuses Attention Engages, slows down, notices detail Makes Connections Observes and notes distinguishing details (shapes, colors, characteristics) Sorts, categorizes, organizes items in a variety of ways based on observed relationships Communicates Conveys a message/idea/story clearly so that others understand Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

Possible Materials
Mats: could be fabric, felt, paper Various trays: flat and divided Small containers Upcycled small loose parts of various textures, shapes, colors, weights Loose parts ideas

Evidence of Learning (Purposeful play skills and behaviors)
I pour out containers as I explore, but I will help clean them up. I use loose parts in ways I find interesting. I will learn how to use them safely. As I discover more about how to use them I will slow down and show greater care for the placement of materials and abstract ideas they can represent. I use various strategies and techniques. I will share them with others. I co-create rules, agreements, and routines for taking care of, and organizing the materials. We use mini lessons and reflection time to create shared language and strategies around the care and use of loose parts to build trust within the classroom community.

Introducing Loose Parts

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Driving Questions

Tell me about what you are creating?
How did you choose which materials to use?
What messages are you trying to express with the materials?
What feelings are you expressing with these materials/composition?
How might you use materials to show what you need?
What ways can we use loose parts to tell stories about a caring community?
What have you discovered about yourself and others by using loose parts?

Loose Parts: Connecting Content

Imaginative

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 A SEL 2A,D SEL 3B SEL 4A, D SEL5 A,C

How do we use what we know about ourselves and each other to grow our community?

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Plan Polite Share Dream City Country Map	Alike Different Diversity Inclusion Pronoun Fair Equity Equality

Book Connections (Launch/Reference)
Lily Learns about Wants and Needs (SS) Don’t Hug Doug (SS) Benny Doesn’t Like to be Hugged (SS)	The Pronoun Book (SS) A Planet Like Ours (S) One Happy Classroom (HMH)

Habits of Mind
Focuses Attention Engages, slows down, notices detail Manages distractions, knows where to focus and what to ignore Works and plays with intention and purpose Listen with Empathy Makes Connections Connects and uses past experiences and knowledge in a new situations Communicate Uses materials and manipulatives to effectively express thoughts and emotions Conveys a message/idea/story clearly so that others understand

Possible Materials
Mats: could be fabric, felt, paper Various trays: flat and divided Small containers Upcycled small loose parts of various textures, shapes, colors, weights Loose parts ideas

Evidence of Learning (Purposeful play skills and behaviors)
I use new vocabulary in my play. I use loose parts to represent literal and abstract thinking. I make connections to books, conversations and ideas the community has been researching. I navigate the concept of sharing, need, want, equity, equality and power dynamics over the scarce amount of a material. We use mini lessons and reflection time to highlight what we notice about what is going well and what is feeling hard in the community. We continuously reflect on the process. The way I use loose parts communicate aspects of my identity, emotions, thoughts, perspectives, interests and culture. I listen with empathy when others share theirs.

Loose Parts: Connecting Content

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How do we use what we know about ourselves, each other and loose parts to solve ___ (a problem that came up while using the material or with a community member?

Driving Questions

How might you use your gifts to solve problems in our community?
As we problem solve together, what feels good and what feels hard?
How might we connect our ideas together?
How does it feel when your needs aren’t met? What about wants?
How can we make sure everyone in our community has their wants and needs met?

Loose Parts:

Building Community Through Problem Solving

Imaginative

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Idea Dream Offer Stuck Discover Clue Mistake Puzzle	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Book Connections (Launch/Reference)
The Smallest Girl in the Smallest Grade The Rabbit Listened Amy Wu and the Patchwork Dragon	The Magical Yet The Beautiful Oops I Forgive Alex

Habits of Mind
Focused Attention Thinks before acting, self-regulates, delays gratification Persists, doesn’t give up easily Makes connections Connects and uses past experiences and knowledge in a new situations. Collaborates Exhibits a caring attitude Listens and engages with others with interest and empathy Demonstrates interdependent thinking Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

Possible Materials
Mats: could be fabric, felt, paper Various trays: flat and divided Small containers Upcycled small loose parts of various textures, shapes, colors, weights Loose parts ideas

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems, recognize my big feelings, and ask to discuss them in order to develop strategies to improve circumstances. I make connections to the mentor texts and create images that represent the connections I make. I use various strategies and techniques like slowing down and sharing my thoughts to bond, create trust and a sense of belonging with community members. Our relationships will face challenges which we will overcome together. We co-create and revisit rules, agreements and responsibilities that state what we want and need. I ask questions to learn what others need. We use mini lessons and reflection time to highlight what we are noticing about problems arising in the classroom community and co-create strategies for growing together.

Loose Parts:

Building Community Through Problem Solving

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Driving Questions

What do you know about these materials?
How have you used them before?
What can be possible in small world?
What strategies are you using to care for and organize the materials?
What routines and rules do we need to care for our materials in our classroom community?

Introducing Small World

Imaginative

SS K.1 SS K.2 SS K.3	SEL 2C SEL 3B SEL 5A,C

What do you know about caring for yourself and others? What do you know about taking care of materials?

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Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Book Connections (Launch/Reference)
Over and Under the Pond (MLD) All Are Welcome (1st Grade SS, MLD) Planting a Rainbow (S)	Room For Everyone (MLD) The Noisy Classroom (SS) Not a Stick Not a Box (HMH Module 7)

Habits of Mind
Focuses Attention Engages, slows down, notices detail Makes Connections Connects and uses past experiences and knowledge in a new situation Communicates Uses materials and manipulatives to effectively express thoughts and emotions. Conveys a message/idea/story clearly so others understand. Listens and responds effectively to messages/ideas of others

Possible Materials
Animals Natural materials like pinecones, rocks, branches… People (dolls, peg people) Fabric remnants, felt, table cloths Loose parts Small blocks Handwriting Without Tears Blocks Various trays: flat and divided

Evidence of Learning (Purposeful play skills and behaviors)
I create, dismantle, and recreate, growing comfortable with impermanence. I use animals or people to show a variety of feelings and interactions to demonstrate what I know about relationships. I use various strategies and techniques like slowing down and sharing my thoughts to bond, create trust and a sense of belonging with community members. Our relationships will face challenges which we will overcome together. We co-create rules, agreements and responsibilities that state what we want and need. I ask questions to learn what others need. I share what I need. We use mini lessons and reflection time to highlight our creative ideas and think of ways to bring them to life.

Introducing Small World

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Driving Questions

What is your expertise? What are your gifts?
What is special about you? What is special about the people in your classroom community?
What is special in your small world?
How might this small world help you share things that you are interested in and make connections with others?
What feelings come up for you as you explore this small world?
What challenges might you come across as you explore? How might you overcome them?

Small World: Connecting Content

Imaginative

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 A SEL 2A,D SEL 3B SEL 4A, D SEL5 A,C

How do we use what we know about ourselves and each other to grow our community?

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Plan Polite Share Dream City Country Map	Alike Different Pronunciation Diversity Inclusion Pronoun Fair

Book Connections (Launch/Reference)
The Great Ball Game (SS) We Move Together (SS) The Noisy Classroom (SS) The Magical Yet (SS)		Room For Everyone (MLD) May I Come In? (MLD) Tiny Rabbit’s Big Wish(HMH,Module 2) What’s My Superpower

Possible Materials
Animals Natural materials like pinecones, rocks, branches… People Fabric remnants, felt, table cloths Loose parts Small blocks Handwriting Without Tears Blocks Various trays: flat and divided

Evidence of Learning (Purposeful play skills and behaviors)
I use vocabulary in my play. I make connections to the mentor texts and create images that represent my text to text, text to self or text to world connections. I use various strategies and techniques like slowing down and sharing my thoughts to bond, create trust and a sense of belonging with community members. Our relationships will face challenges which we will overcome together. I creatively bring materials from other areas to enhance my small world. We co-create rules, agreements and responsibilities that state what we want and need. I ask question to learn what others need. I state what I need. We use mini lessons and reflection time to invite each other to highlight what we are noticing about problems arising in the classroom community. We develop strategies for growing together.

Small World: Connecting Content

Habits of Mind
Focuses Attention Engages, slows down, notices detail Manages distractions, knows where to focus and what to ignore Works and plays with intention and purpose Listen with Empathy Makes Connections Connects and uses past experiences and knowledge in a new situations Communicates Uses materials and manipulatives to effectively express thoughts and emotions Conveys a message/idea/story clearly so that others understand

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How do we use what we know about ourselves, each other and small world materials to solve ___ (a problem that came up while using the material or with a community member?

Driving Questions

How can we use this small world to build stories? How does sharing our stories create kinship?
How might you use your gifts to help problem solve when experiencing scarcity with the materials?
How might you use the materials to create maps of familiar and imaginary places?
How does creating maps help us represent and navigate our feelings?
What agreements between us will allow everyone to access materials as needed in our classroom community?

Small World:

Building Community Through Problem Solving

Imaginative

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Idea Dream Offer Stuck Discover Clue Mistake Puzzle	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Book Connections (Launch/Reference)
You Hold Me Up by Monique Gray Smith (SS) You Matter (1st Grade SS) We Move Together (SS) Douglass, You Are a Genius (MLD)	What Can You Do with a Problem One Small Spark Little Brown Big Friends

Habits of Mind
Focused Attention Thinks before acting, self-regulates, delays gratification Persists, doesn’t give up easily Makes connections Connects and uses past experiences and knowledge in a new situation. Collaborates Exhibits a caring attitude Listens and engages with others with interest and empathy Demonstrates interdependent thinking Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

Possible Materials
Animals Natural materials like pinecones, rocks, branches… People Fabric remnants, felt, table cloths Loose parts Small blocks Handwriting Without Tears Blocks Various trays: flat and divided

Evidence of Learning (Purposeful play skills and behaviors)
I use vocabulary in my play. I make connections to the mentor texts and create images that represents my text to text, text to self or text to world connections. I use various strategies and techniques, slowing down and sharing with one another to bond and ensure belonging for community members. Relationships will face challenges before improving. I creatively bring materials from other areas to enhance my small world. We co-create rules, agreements and responsibilities that state what we want and need I ask question to learn what others need. I state what I need. We use mini lessons and reflection time to invite children to highlight what they are noticing about problems arising in the classroom community and develop strategies for growing together.

Small World:

Building Community Through Problem Solving

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Construction

Introducing Small Blocks

Small Blocks: Connecting Content

Small Blocks: Building Community Through Problem Solving

Introducing Legos

Legos: Connecting Content

Legos: Building Community Through Problem Solving

Introducing Cardboard

Cardboard: Connecting Content

Cardboard: Building Community Through Problem Solving

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Driving Questions

What do you know about small blocks?
What can you do with small blocks that is different than other materials?
What strategies are you using to sort and organize the blocks?
What routines and rules do we need to care for small blocks in our classroom community?

Introducing Small Blocks

Construction

SS K.1 SS K.2 SS K.3	SEL 2C SEL 3B SEL 5A,C

What do you know about taking care of yourself and others? What do you know about taking care of materials?

47 of 83

Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Book Connections (Launch/Reference)
The Rabbit Listened (2nd Grade SS) Jabari Tries What Do You Do With an Idea?	Room For Everyone (MLD) The Noisy Classroom (SS) Not a Box (HMH Module 7)

Possible Materials
Small blocks Natural materials like pinecones, rocks, branches Characters (people, animals, etc.) Fabric remnants, felt, table cloths Loose parts Various trays: flat and divided Small Containers Handwriting Without Tears Blocks

Evidence of Learning (Purposeful play skills and behaviors)
I build independently and/or collaboratively testing out how to create something connected to an idea. I use materials in interesting ways (ways that are interesting to me). As I discover more about how they work I use innovative ideas. I use blocks to represent metaphors of my ideas and to tell stories from my lived experience. I recognize my ideas are different from those of others. I share my ideas and listen to others’ ideas. I am open to guidance for slowing down and listening to one another’s ideas and feelings. We can co-create rules, agreements and responsibilities for taking care of materials and storing them. We use mini lessons and reflection time to discuss what we are noticing about all the possibilities with small blocks and the strategies we are using to work with the materials and each other.

Introducing Small Blocks

Habits of Mind
Focuses Attention Engages, slows down, notices detail Makes Connections Observes and notes distinguishing details (shapes, colors, characteristics) Connects and uses past experiences and knowledge in a new situation Communicates Conveys a message/idea/story clearly so that others understand Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

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Driving Questions

What is special about you?
What is special about the people in your classroom community?
How might the small blocks help you share things that you can do and create on your own?
How might we use the small blocks to collaborate so everyone feels connected?
How might you use the small blocks to create a map (or representation) of_____________? (a familiar place, your heart, your face…)

Small Blocks: Connecting Content

Construction

SS K.1 SS K.2 SS K.3 SS K 12	SEL 1D SEL 2A,D SEL 3B SEL 4A, D SEL5 A,C

How do we use what we know about ourselves and each other to grow our community?

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Plan Polite Share Dream City Country Map	Alike Different Pronunciation Diversity Inclusion Pronoun Fair

Book Connections (Launch/Reference)
The Shape of Home (SS) Quinito's Neighborhood (HMH, Module 3) The Alphabet from the Sky (HMH, Module 3) Places in My Community (HMH, Module 3)	Map My Neighborhood (HMH, Module 3) Over and Under the Pond (Sci) Small World by Ishta Mercurio The Best Story by Eileen Spinelli

Possible Materials
Small blocks Natural materials like pinecones, rocks, branches Characters (people, animals, etc.) Fabric remnants, felt, table cloths Loose parts Various trays: flat and divided Small Containers Handwriting Without Tears Blocks Cardboard Tape

Evidence of Learning (Purposeful play skills and behaviors)
I make connections to the mentor texts and create an image that represents my text to text, text to self, or text to world connections. I use various strategies and techniques like slowing down and sharing my thoughts to bond, create trust and a sense of belonging with community members. Our relationships will face challenges which we will overcome together. I will bring materials from other areas to creatively enhance our small world scene. We co-create rules, agreements, and responsibilities that state what we want and need. We ask questions to learn what others need. I critically consider rules to understand equity and power dynamics. We use mini lessons and reflection time to to highlight what we are noticing about problems arising in the classroom community and we develop strategies to grow together.

Small Blocks: Connecting Content

Habits of Mind
Focuses Attention Engages, slows down, notices detail Manages distractions, knows where to focus and what to ignore Works and plays with intention and purpose Listen with Empathy Makes Connections Connects and uses past experiences and knowledge in a new situations Communicates Uses materials and manipulatives to effectively express thoughts and emotions Conveys a message/idea/story clearly so that others understand

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How do we use what we know about ourselves, each other and blocks to solve ___ (a problem that came up while using the material)?

Driving Questions

What are some obstacles (problems) our community is facing?
What is your expertise? What are your gifts? How might you use them to solve problems in your classroom community to make it an inclusive space?
How might you use the materials to create maps of familiar and imaginary places?
How does creating maps help us represent and navigate our feelings?
What agreements between us will allow everyone to access materials as needed in our classroom community?
How can we use small world to build stories?
How does sharing our stories create kinship?

Small Blocks:

Building Community Through Problem Solving

Construction

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

51 of 83

Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Idea Dream Offer Stuck Discover Clue Mistake Puzzle	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Habits of Mind
Communicates Listens and responds effectively to messages/ides of others. Making Connections Makes connections between one thing and another. Collaborates Listens and engages with others with interest and empathy. Demonstrates interdependent thinking; builds upon the ideas of others.

Possible Materials
Small blocks Natural materials like pinecones, rocks, branches Characters (people, animals, etc.) Fabric remnants, felt, table cloths Loose parts Various trays: flat and divided Small Containers Handwriting Without Tears Blocks

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems, experience big feelings, and ask to discuss them to develop strategies to improve circumstances. I make connections to the mentor texts and create an image that represents text to text, text to self, or text to world comprehension connections. I use various strategies and techniques, slowing down and sharing with my peers another to bond and ensure belonging for community members. We co-create rules and responsibilities that state what we want and need and ask questions to learn what others need. I navigate the concepts of sharing, needs and wants, equity, equality, and power dynamics through experiencing naturally arising material scarcities (what do we do when there’s not enough?). We use mini lessons and reflection time to to highlight what we are noticing about problems arising in the classroom community and we develop strategies to grow together.

Small Blocks:

Building Community Through Problem Solving

Book Connections (Launch/Reference)
You Hold Me Up by Monique Gray Smith (SS) You Matter (1st Grade SS) We Move Together (SS) Douglass, You Are a Genius (MLD)	What Can You Do with a Problem One Small Spark Little Brown Big Friends

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Driving Questions

What do you know about Legos?
What do you notice is special about Legos?
What can Legos do? What is possible with Legos?
What strategies are you using to sort and organize the materials?
What routines and rules do we need to care for the Legos in our classroom community?

Introducing Legos

Construction

SS K.1 SS K.2 SS K.3	SEL 2C SEL 3B SEL 5A,C

What do you know about taking care of yourself and others? What do you know about taking care of Legos?

53 of 83

Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Possible Materials
Legos People, animal (or materials to create them with such as cardboard, markers) Paper Pencils Various trays: flat and divided Small Containers

Evidence of Learning (Purposeful play skills and behaviors)
I may build independently or collaboratively, testing out how to create an idea alone or with others. We start to connect our ideas. Due to different ideas, such as what to build or whether to knock the blocks down, we may have challenges with one another. We may need guidance for slowing down, getting curious about each other’s perspectives and help to listen to one another’s ideas and feelings. We will co-create agreements, rules and responsibilities for taking care of materials with support. We use mini lessons and reflection time to to highlight what we are noticing about problems arising in the classroom community and we develop strategies to grow together.

Introducing Legos

Book Connections (Launch/Reference)
The Rabbit Listened (2nd Grade SS) Jabari Tries What Do You Do With an Idea?	Room For Everyone (MLD) The Noisy Classroom (SS) Not a Box (HMH Module 7)

Habits of Mind
Focuses Attention Pursues curiosity, responds to a challenge, and explores an idea Engages, slows down, notices detail Makes Connections Observes and notes distinguishing details (shapes, colors, characteristics) Connects and uses past experiences and knowledge in a new situation Communicates Conveys a message/idea/story clearly so that others understand

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Driving Questions

What is your expertise? What are your gifts?
What is special about you? What is special about the people in your community?
What is your purpose in what you are creating?
How might Legos help you share things that you are interested in, and make connections with others?
What feelings live in Legos?
What challenges might legos help you overcome?

Legos: Connecting Content

Construction

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1D SEL 2A,B,D SEL 3B SEL 4A, D SEL5 A,B,C

How do we use what we know about ourselves and each other to grow our community?

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Plan Polite Share Dream City Country Map	Alike Different Pronunciation Diversity Inclusion Pronoun Fair

Book Connections (Launch/Reference)
We Move Together (SS) Map My Neighborhood (HMH, Module 3) Rise Up and Write It (SS)	Big Feelings by Alexandra Penfold One Small Spark by Ruth Spiro The Girl With Big, Big Questions

Possible Materials
Legos People, animal (or materials to create them with such as cardboard, markers) Paper Pencils Various trays: flat and divided Small Containers

Evidence of Learning (Purposeful play skills and behaviors)
I may build independently or collaboratively, testing out how to create an idea alone or with others. I use materials in interesting ways. As I discover more about how to use them, I slow down and demonstrate innovative ideas. We start to connect our ideas. Due to different ideas, such as what to build or whether to knock the blocks down, we may have challenges with one another. We may need guidance for slowing down, getting curious about each other’s perspectives, and help to listen to one another’s ideas and feelings. We will co-create agreements, rules and responsibilities for taking care of materials with support. We use mini lessons and reflection time to highlight what we are noticing about problems arising in the classroom community and we develop strategies to grow together.

Legos: Connecting Content

Habits of Mind
Focuses Attention Engages, slows down, notices detail Manages distractions, knows where to focus and what to ignore Works and plays with intention and purpose Listen with Empathy Makes Connections Connects and uses past experiences and knowledge in a new situations Communicates Uses materials and manipulatives to effectively express thoughts and emotions Conveys a message/idea/story clearly so that others understand

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How do we use what we know about ourselves, each other and Legos to solve ___? (a problem that came up while using the material

Driving Questions

What is our problem?
How might you use your expertise to solve problems in your classroom community?
How might you use the legos to create maps of familiar and imaginary places?
How does creating maps help us represent and navigate our feelings?
What agreements between us will allow everyone to access materials as needed in our classroom community?
How can we use Legos to build stories?
How does sharing our stories create kinship?

Legos:

Building Community Through

Problem Solving

Construction

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

57 of 83

Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Idea Dream Offer Stuck Discover Clue Mistake Puzzle	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Book Connections (Launch/Reference)
You Hold Me Up by Monique Gray Smith (SS) You Matter (1st Grade SS) We Move Together (SS) Douglass, You Are a Genius (MLD)	What Can You Do with a Problem One Small Spark Little Brown Big Friends

Habits of Mind
Focused Attention Thinks before acting, self-regulates, delays gratification Persists, doesn’t give up easily Makes connections Connects and uses past experiences and knowledge in a new situation. Collaborates Exhibits a caring attitude Listens and engages with others with interest and empathy Demonstrates interdependent thinking Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

Possible Materials
Legos People, animal (or materials to create them with such as cardboard, markers) Natural materials like pinecones, rocks, branches Fabric remnants, felt, table cloths Loose parts Various trays: flat and divided Small Containers

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems, experience big feelings, and ask to discuss them in order to develop strategies to improve circumstances. I make connections to the mentor texts and create images that represents my text to text, text to self, or text to world connections. I use various vocabulary, strategies, and techniques to slow down and share with my peers. This is an attempt to bond and ensure belonging. I use blocks to represent metaphors of my ideas and to tell stories from my lived experience. We co-create rules and responsibilities that state what we want and need and ask questions to learn what others need. We use mini lessons and reflection time to to highlight what we are noticing about problems arising in the classroom community and we develop strategies to grow together.

Legos: Building Community Through

Problem Solving

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Driving Questions

What do you know about cardboard?
Have you ever used it before to share your thinking?
What do you notice is special about cardboard?
As you explore it, what strategies have you discovered to care for the materials?
What routines and agreements (rules) do we need to keep ourselves and one another safe?

Introducing Cardboard

Construction/Engineering

SS K.1 SS K.2 SS K.3	SEL 2C SEL 3B SEL 5A,C

What do you know about caring for yourself and others? What do you know about using cardboard with care?

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Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Book Connections (Launch/Reference)
Not a Box (HMH Module 7) Big Friends Boxitects (2nd grade Sci) What to Do With a Box	What if… by Samantha Berger What Can You Do With an Idea? The Most Magnificent Thing Jabari Tries

Habits of Mind
Focuses Attention Persists, doesn’t give up easily. Makes Connections Connects and uses past experiences and knowledge in a new situation. Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions Collaborates Includes others;shares classroom resources with peers.

Possible Materials
Cardboard Scissors/cardboard cutters (if you have them) Tape Glue Brads (or other connector materials) Loose parts Cardboard tubes (toilet paper, paper, wrapping)

Evidence of Learning (Purposeful play skills and behaviors)
I use all my senses to explore, maneuver the cardboard. I demonstrate persistence as I don’t give up on cutting, bending or tearing the cardboard/tape. I invent various strategies and techniques to help me slow down and share with others. I might need guidance and support to ask for help from my classmates. I use cardboard to represent metaphors of my ideas and to tell stories from my lived experience. We co-create rules and responsibilities that state what we want and need and ask questions to learn what others need. We use mini lessons and reflection time to to highlight what we are noticing about problems arising in the classroom community and we develop strategies to grow together.

Introducing Cardboard

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Driving Questions

What is special about you? What is special about the people in your classroom community?
Tell me more about what you are creating?
How might cardboard help you share things that you are interested in to make connections with others in your community?
How might it help you overcome challenges you have with one another while you play?
How do you feel when you build with cardboard? What feelings come up for you?

Cardboard: Connecting Content

Construction/Engineering

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1D SEL 2 B,D SEL 3B SEL 4A, D SEL5 A, C

How do we use what we know about ourselves and each other to grow our community?

61 of 83

Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Plan Polite Share Dream City Country Map	Alike Different Pronunciation Diversity Inclusion Pronoun Fair

Book Connections (Launch/Reference)
What’s My Superpower? I Am René the Boy (HMH) Benny Doesn’t Like to be Hugged (SS) The Noisy Classroom (SS)	Douglass, You Are a Genius (MLD) Big Feelings The Way I Feel The Most Magnificent Thing

Habits of Mind
Focuses Attention Engages, slows down, notices detail Works and plays with intention and purpose Makes Connections Connects and uses past experiences and knowledge in a new situation Communicate Uses materials and manipulatives to effectively express thoughts and emotions Conveys a message/idea/story clearly so that others understand

Possible Materials
Cardboard Scissors/cardboard cutters (if you have them) Tape Glue Brads (or other connector materials) Loose parts Paper, writing utensils Cardboard tubes (toilet paper, paper, wrapping)

Evidence of Learning (Purposeful play skills and behaviors)
I use all my senses to explore and maneuver the cardboard. I demonstrate persistence as I don’t give up on cutting, bending, or tearing the cardboard/tape. I invent various strategies and techniques to help me slow down and share with others. I might need guidance and support to ask for help from my classmates. I use cardboard to represent metaphors of my ideas and to tell stories from my lived experience. We co-create rules and responsibilities that state what we want and need and ask questions to learn what others need. We use mini lessons and reflection time to to highlight what we are noticing about problems arising in the classroom community and we develop strategies to grow together.

Cardboard: Connecting Content

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How do we use what we know about ourselves, each other and cardboard to solve ___? (a problem that came up while using the material)

Driving Questions

What is our problem?
What is your expertise? What are your gifts? How might you use them to solve problems in your classroom community?
How might you use the materials to create maps of familiar and imaginary places.
How does creating maps help us represent and navigate our feelings?
What agreements between us will allow everyone to access materials as needed in our classroom community?
How can we use cardboard to build stories? How does sharing our stories help create an inclusive community?

Cardboard:

Building Community Through Problem Solving

Construction/Engineering

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Idea Dream Offer Stuck Discover Clue Mistake Puzzle	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Book Connections (Launch/Reference)
You Hold Me Up by Monique Gray Smith (SS) You Matter (1st Grade SS) We Move Together (SS) Just Ask (SS)	What Can You Do with a Problem One Small Spark Little Brown Big Friends

Habits of Mind
Focused Attention Thinks before acting, self-regulates, delays gratification Persists, doesn’t give up easily Makes connections Connects and uses past experiences and knowledge in a new situation. Collaborates Exhibits a caring attitude Listens and engages with others with interest and empathy Demonstrates interdependent thinking Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

Possible Materials
Cardboard Scissors/cardboard cutters (if you have them) Tape Glue Brads (or other connector materials) Loose parts Paper, writing utensils Cardboard tubes (toilet paper, paper, wrapping)

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems, experience big feelings, and ask to discuss them to develop strategies to improve my own circumstances. I make connections to the mentor texts and create images that represents my text to text, text to self, or text to world connections. I use various vocabulary, strategies, and techniques to slow down and share with my peers. This is an attempt to bond and ensure belonging. We co-create rules and responsibilities that state what we want and need, and ask questions to learn more about what others need. We use mini lessons and reflection time to highlight what we are noticing about problems arising in the classroom community and to generate solutions.

Cardboard Connecting:

Building Community Through Problem Solving

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Sensory/Science

Introducing Oil-Based Clay

Oil-Based Clay: C onnecting Content

Oil-Based Clay: Building Community Through Problem Solving

Introducing Sand

Sand: Connecting Content

Sand: Building Community Through Problem Solving

Introducing the Outdoors�The Outdoors: Connecting Content�The Outdoors: Building Community Through Problem Solving

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What do you know about taking care of yourself and others? What do you know about caring for oil based clay?

Driving Questions

What agreements between us will allow everyone to access materials as needed in our classroom community?
What can it be? What can it do? What else can it be and do?
What do you notice is special about oil based clay?
What strategies are you using to care for the clay?
Tell me about what you did or created with the clay?
What routines and agreements (rules) do we need to care for oil based clay in our classroom community?

Introducing Oil Based Clay

Sensory

SS K.1 SS K.2 SS K.3	SELSEL 2C SEL 3B SEL 5A,C

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Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Book Connections (Launch/Reference)
Play With Clay by Jenny Pinkerton Claymates Devorah by Petty & Lauren Eldridge The Magical Yet (SS)	Beautiful Oops Ish What Do You Do With an Idea?

Habits of Mind
Focuses Attention Persists, doesn’t give up easily. Makes Connections Connects and uses past experiences and knowledge in a new situation. Collaborates Includes others;shares classroom resources with peers. Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

Possible Materials
Oil Based Clay Plastic Placemat/Thin cutting board to protect the table Clay Cutter Washcloths for wiping residue off hands (Ask custodian)

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems, experience big feelings, and ask to discuss them to develop strategies to improve my own circumstances. I make connections to the mentor texts and create images that represent my text to text, text to self, or text to world connections. I use various vocabulary, strategies, and techniques to slow down and share with my peers. This is an attempt to bond and ensure belonging. We co-create rules and responsibilities that state what we want and need and ask questions to learn more about what others need. We use mini lessons and reflection time to highlight what we are noticing about problems arising in the classroom community and to generate solutions.

Introducing Oil Based Clay

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Driving Questions

What is special about you?
What is special about the people in your classroom community?
How might the clay help you share things that you can do and create on your own?
How might we use the clay to collaborate so everyone feels connected?
What happens when clay meets other materials?
How might you use the clay to create a map (or representation) of_____________? (a familiar place, your heart, your face…)

Oil Based Clay: Connecting Content

Sensory

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1D SEL 2A,B,D SEL 3B SEL 4A, D SEL5 A,B,C

How do we use what we know about ourselves and each other to grow our community?

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Plan Polite Share Dream City Country Map	Alike Different Pronunciation Diversity Inclusion Pronoun Fair

Book Connections (Launch/Reference)
Quinito’s Neighborhood (HMH) An Alphabet from the Sky (HMH) Draw the Line by Kathryn Otoshi A Line Can Be… by Laura Ljungkvist	My Map Book by Sara Fanelli The Way I Feel The Boy with the Big, Big Feelings Many Shapes of Clay: A Story of Healing by Kenesha Sneed

Habits of Mind
Focuses Attention Engages, slows down, notices detail Works and plays with intention and purpose Makes Connections Connects and uses past experiences and knowledge in a new situation Communicate Uses materials and manipulatives to effectively express thoughts and emotions Conveys a message/idea/story clearly so that others understand

Possible Materials
Oil Based Clay Plastic Placemat/Thin cutting board to protect the table Clay Cutter Washcloths for wiping residue off hands (Ask custodian) Clear plastic shower curtain to cover table

Evidence of Learning (Purposeful play skills and behaviors)
I use clay to represent literal and abstract thinking. I might create compositions of my emotions, thoughts, or perspectives. I use clay to express what I know about my own interests, identity, and culture. I make connections to books, conversations, and ideas the community has been researching. I navigate the concepts of sharing, needs and wants, equity, equality, and power dynamics through experiencing naturally arising material scarcities (what do we do when there’s not enough?). We use mini lessons and reflection time to highlight what we notice about what is going well and what is feeling hard in the community, so we can reflect on the process and make it better.

Oil Based Clay: Connecting Content

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How do we use what we know about ourselves, each other and oil based to solve ___ (a problem that came up while using the material or with a community member?)

Driving Questions

What are some obstacles (problems) our community is facing?
What is your expertise? What are your gifts? How might you use them to solve problems in your classroom community to make sure it’s inclusive?
How can we use clay to build stories? How does sharing our stories create kinship?

Oil Based Clay:

Building Community Through Problem Solving

Sensory

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Idea Dream Offer Stuck Discover Clue Mistake Puzzle	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Habits of Mind
Focused Attention Thinks before acting, self-regulates, delays gratification Persists, doesn’t give up easily Makes connections Connects and uses past experiences and knowledge in a new situation. Collaborates Exhibits a caring attitude Listens and engages with others with interest and empathy Demonstrates interdependent thinking Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions Demonstrates reflective thinking to learn from experiences

Possible Materials
Oil Based Clay Plastic Placemat/Thin cutting board to protect the table Clay Cutter Washcloths for wiping residue off hands (Ask custodian) Clear plastic shower curtain to cover table

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems, experience big feelings, and ask to discuss them to develop strategies to improve my circumstances. I make connections to the mentor texts and create images that represent my to text to text, text to self, or text to world comprehension connections. I use various vocabulary, strategies, and techniques to slow down and share with my peers. This is an attempt to bond and ensure belonging. We co-create rules and responsibilities that state what we want and need and ask questions to learn more about what others need. We use mini lessons and reflection time to highlight what we are noticing about problems arising in the classroom community and generate solutions.

Oil Based Clay:

Building Community Through Problem Solving

Book Connections (Launch/Reference)
You Hold Me Up by Monique Gray Smith (SS) You Matter (1st Grade SS) We Move Together (SS) Douglass, You Are a Genius (MLD)	What Can You Do with a Problem One Small Spark Little Brown Big Friends

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Driving Questions

What do you know about sand?
What does sand remind you of?
What do you notice is special about it?
What can sand do? What is possible with sand?
What strategies are you using to care for the materials?
What routines and (agreements) rules do we need to care for our the sand in our classroom community?

Introducing Sand

Sensory

SS K.1 SS K.2 SS K.3	SEL 2C SEL 3B SEL 5A,C

What do you know about taking care for yourself and others? What do you know about taking care of sand?

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Vocabulary
Science	HMH	S.S
Scientist Science Nature Observe Record Draw See	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Possible Materials
Kinetic sand Small wooden sandbox tools Small dustpan and brush Loose parts Deep tray with a lid (will dry out)

Evidence of Learning (Purposeful play skills and behaviors)
I pour/ spill sand as I explore. But I will help clean it up. I use sand in ways I find interesting. I will learn how to use it safely. I notice problems, experience big feelings, and ask to discuss them to develop strategies to improve my circumstances. I make connections to the mentor texts and create images that represent my to text to text, text to self, or text to world comprehension connections. I use various vocabulary, strategies, and techniques to slow down and share with my peers. This is an attempt to bond and ensure belonging. We co-create rules and responsibilities that state what we want and need and ask questions to learn more about what others need.

Introducing Sand

Book Connections (Launch/Reference)
Play With Clay by Jenny Pinkerton Claymates Devorah by Petty & Lauren Eldridge The Magical Yet (SS)	Beautiful Oops What If…By Samantha Berger What Do You Do With an Idea?

Habits of Mind
Focuses Attention Persists, doesn’t give up easily. Makes Connections Connects and uses past experiences and knowledge in a new situation. Collaborates Includes others;shares classroom resources with peers. Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

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Driving Questions

Tell me about what you are creating?
What is your expertise? What are your gifts?
What is special about you? What is special about the people in your classroom community?
How does creating with sand help us represent and navigate our feelings?
How might sand help you show things that you are interested in that helps you connect with others?
How do you feel when your hands are in the sand? What feelings come up for you?

Sand: Connecting Content

Sensory

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1D SEL 2A,B,D SEL 3B SEL 4A SEL5 A,C

How do we use what we know about ourselves and each other to grow our community?

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Plan Polite Share Dream City Country Map	Alike Different Pronunciation Diversity Inclusion Pronoun Fair

Possible Materials
Kinetic sand Small wooden sandbox tools Small dustpan and brush Loose parts Paper, writing utensils Deep tray with a lid (will dry out)

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems, experience big feelings, and ask to discuss them to develop strategies to improve my circumstances. I make connections to the mentor texts and create images that represent my to text to text, text to self, or text to world comprehension connections. I use various vocabulary, strategies, and techniques to slow down and share with my peers. This is an attempt to bond and ensure belonging. We co-create rules and responsibilities that state what we want and need and ask questions to learn more about what others need. We use mini lessons and reflection time to highlight what we are noticing about problems arising in the classroom community and generate solutions..

Sand: Connecting Content

Book Connections (Launch/Reference)
What’s My Superpower? I Am René the Boy (HMH) Benny Doesn’t Like to be Hugged (SS) The Noisy Classroom (SS)	Big Feelings The Way I Feel The Boy with the Big, Big Feelings The Most Magnificent Thing

Habits of Mind
Focuses Attention Engages, slows down, notices detail Manages distractions, knows where to focus and what to ignore Works and plays with intention and purpose Makes Connections Connects and uses past experiences and knowledge in a new situations Communicates Uses materials and manipulatives to effectively express thoughts and emotions Conveys a message/idea/story clearly so that others understand

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How do we use what we know about ourselves, each other and sand to solve ___? (a problem that came up while using the material)

Driving Questions

How might your gifts help overcome challenges you have with one another while you explore?
How might you use the materials to create maps of familiar and imaginary places?
How does creating maps help us represent and navigate our feelings as we work and face challenges?
What agreements between us will allow everyone to access materials as needed in our classroom community?
How can we use sand to build stories?
How does sharing our stories create kinship?

Sand:

Building Community Through Problem Solving

Sensory

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Idea Dream Offer Stuck Discover Clue Mistake Puzzle	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Habits of Mind
Focused Attention Thinks before acting, self-regulates, delays gratification Persists, doesn’t give up easily Makes connections Connects and uses past experiences and knowledge in a new situation. Collaborates Exhibits a caring attitude Listens and engages with others with interest and empathy Demonstrates interdependent thinking Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

Possible Materials
Kinetic sand Small wooden sandbox tools Small dustpan and brush Loose parts Paper, writing utensils Deep tray with a lid (will dry out)

Evidence of Learning (Purposeful play skills and behaviors)
I notice problems, experience big feelings, and ask to discuss them to develop strategies to improve my circumstances. I make connections to the mentor texts and create images that represent my to text to text, text to self, or text to world comprehension connections. I use various vocabulary, strategies, and techniques to slow down and share with my peers. This is an attempt to bond and ensure belonging. We co-create rules and responsibilities that state what we want and need and ask questions to learn more about what others need. We use mini lessons and reflection time to highlight what we are noticing about problems arising in the classroom community and generate solutions.

Sand: Building Community

Through Problem Solving

Book Connections (Launch/Reference)
You Hold Me Up by Monique Gray Smith (SS) You Matter (1st Grade SS) We Move Together (SS) Douglass, You Are a Genius (MLD)	What Can You Do with a Problem One Small Spark Little Brown Big Friends

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Driving Questions

What do you know about the outdoors?
What do you notice is special about the outdoors?
Tell me about what you are observing and how you can explore more?
What strategies are you using to care for the outdoors?
What routines and agreements (rules) do we need to care for the outdoors as a community?

Introducing the Outdoors

Sensory

SS K.1 SS K.2 SS K.3	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

What do you know about taking care of yourself and others? What do you know about taking care of the outdoors?

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Vocabulary
Science	HMH	S.S
Scientist Human Animal Habitat Environment Nature Non-living Shelter	Plan Share Idea Offer Stuck Discover Partners Mistake	Alike Different Need Wants Consent Equality Equity

Book Connections (Launch/Reference)
All Are Welcome (1st Grade SS, MLD) Nice to Meet You! The Hike by Alison Farrell `What’s In Your Pocket by Heather Montgomery	A Boy Named Isamu: A Story of Isamu Noguchi We All Play (Sci) Over and Under (Sci)

Possible Materials
Natural materials find outside Clear routines and procedure for how to be outside or what comes inside and stays outside, transitions to and from the room Protected outdoor class time Search for a special natural corner of the playground or space outside the school that you feel comfortable taking your class that you can revisit over time

Evidence of Learning (Purposeful play skills and behaviors)
I use all my senses to observe what’s outdoors. I notice the living and the non-living that’s there. I smell nature, the air, seasonal changes. I listenin to the natural and human made sounds. I feel plants, rocks, creatures and I look all around me. I demonstrate curiosity, wonder and awe as I explore the natural world. I might invent various strategies and techniques of play while immerse in a natural setting. I observe nature, ask questions and communicate my thinking verbally and non-verbally. We co-create rules and responsibilities for taking care of the earth, each other and living creatures. We use mini lesson and reflection times to create a shared language and strategies around the care and uses of the natural world and how we build a relationship with the natural world.

Introducing the Outdoors

Habits of Mind
Focuses Attention Persists, doesn’t give up easily. Makes Connections Connects and uses past experiences and knowledge in a new situation. Collaborates Includes others;shares classroom resources with peers. Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

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How do we use what we know about ourselves and each other to grow our community?

Driving Questions

How can you use the outdoors to share what is special about you?
How might your outdoors exploration help you share things that you are interested in, that gives you peace?
How might we use the outdoors to create something that helps everyone feel welcome in our community and not feel like strangers?
What have you discovered as you explore the outdoors?

The Outdoors: Connecting Content

Sensory

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 A,D SEL 2 A,D SEL 3 B,C SEL 4 A,B SEL 5 A,C

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Plan Polite Share Dream City Country Map	Alike Different Pronunciation Diversity Inclusion Pronoun Fair

Book Connections (Launch/Reference)
Welcome Home, Bear (MHM, Module 9) The World Needs the Wonder You See The Hike by Alison Farrell	The Red Knit Cap Girl (HMH, Module 9) We All Play (1st Grade Sci) Over and Under series (Sci)

Possible Materials
Natural materials find outside Clear routines and procedure for how to be outside or what comes inside and stays outside, transitions to and from the room Protected outdoor class time Search for a special natural corner of the playground or space outside the school that you feel comfortable taking your class that you can revisit over time Clipboards, paper, pencils, bin for collection, magnifying glasses

Evidence of Learning (Purposeful play skills and behaviors)
I develop a relationship with the natural world by spending time outside and being encouraged to slow down and notice my connection to living things. I use the materials I find in the natural world to represent literal and abstract thinking. I make connections to books, conversations and ideas the community has been researching. I navigate the concepts of sharing, needs and wants, equity, equality, and power dynamics through experiencing naturally arising material scarcities (what do we do when there’s not enough?). We use mini lessons and reflection time to notice what is going well and what is feeling hard in the community, so we can reflect on the process and invent solutions. I create and engage in communication about the place, my emotions, thoughts and perspectives. I use the outdoors to express what I know about my own interests, identity and culture.

The Outdoors: Connecting Content

Habits of Mind
Focuses Attention Engages, slows down, notices detail Manages distractions, knows where to focus and what to ignore Works and plays with intention and purpose Listen with Empathy Makes Connections Connects and uses past experiences and knowledge in a new situations Communicates Uses materials and manipulatives to effectively express thoughts and emotions Conveys a message/idea/story clearly so that others understand

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How do we use what we know about ourselves, each other and the outdoors to solve ___ (a problem that came up while using the material)?

Driving Questions

How might we use what we know about each other to celebrate and connect with one another?
How might you use your gifts/expertise to solve problems with your community?
Which of our agreements will allow everyone to explore the outdoors as needed in our community?
What agreements do we need in place to make sure we take care of the outdoors while we explore?
How has this experience with the outdoors helped you overcome challenges?

The Outdoors:

Building Community Through

Problem Solving

Sensory

SS K.1 SS K.2 SS K.3 SS K.17	SEL 1 ALL SEL 2 ALL SEL 3 ALL SEL 4 ALL SEL 5 ALL

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Vocabulary
Science	HMH	S.S
Human Safety Experiment Evidence Cause Effect Observe Prediction	Idea Dream Offer Stuck Discover Clue Mistake Puzzle	Inclusion Growth Mindset Resilience Ableism Sizeism Accessibility Disability Justice

Book Connections (Launch/Reference)
We Move Together (SS) What Can You Do with a Problem? Over and Under series (Sci)	Ten Beautiful Things by Molly Beth Griffin Hey Little Ant (HMH, Module 7) Sophie’s Masterpiece: A Spider’s Tale by Eileen Spinelli

Habits of Mind
Focused Attention Thinks before acting, self-regulates, delays gratification Persists, doesn’t give up easily Makes connections Connects and uses past experiences and knowledge in a new situation. Collaborates Exhibits a caring attitude Listens and engages with others with interest and empathy Demonstrates interdependent thinking Thinks Strategically Exhibits curiosity and imagination – creates novel ideas and solutions

Possible Materials
Natural materials find outside Clear routines and procedure for how to be outside or what comes inside and stays outside, transitions to and from the room Protected outdoor class time Search for a special natural corner of the playground or space outside the school that you feel comfortable taking your class that you can revisit over time Clipboards, paper, pencils, bin for collection, magnifying glasses

Evidence of Learning (Purposeful play skills and behaviors)
I develop a relationship with the natural world by spending time outside and being encouraged to slow down and notice my connection to living things. I use the materials I find in the natural world to represent literal and abstract thinking. I make connections to books, conversations and ideas the community has been researching. I navigate the concepts of sharing, needs and wants, equity, equality, and power dynamics through experiencing naturally arising material scarcities (what do we do when there’s not enough?). We use mini lessons and reflection time to notice about what is going well and what is feeling hard in the community, so we can reflect on the process and generate solutions. I create and engage in communication about the place, my emotions, thoughts and perspectives. I use the outdoors to express what I know about my own interests, identity and culture.

The Outdoors:

Building Community Through Problem Solving

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(List possible materials here)

Insert your lantern or spotlight question here

Blank template to make your own simplified cards

Insert photo to show set up