Preschool L1- L3 Unit

L1 L1

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L3

IPC Sample Document

At the Farm

At the Farm Second Edition

IPC SAMPLE DOCUMENT Introduction The International Preschool CurriculumÂŽ (IPC) sets high standards for early childhood education and provides teachers with a comprehensive framework for curriculum delivery, suggested activities and Assessment. Each thematic unit is drafted by one or more qualified and experienced curriculum drafters and reviewed by an advisory committee consisting of early childhood academics, consultants and teachers.

The IPC offers a support network for teachers to discuss their ideas and obstacles and encourages its members to be at the forefront of the organization’s development.

IPC Editorial Team Dr. Erika Burton, Ph.D. Prof. Donna Skinner Ph.D. Dr. Rebecca Reynolds Ed.D. Gabriela Brown, M.A.

About This Sample Document In this sample you will find one activity from each of the IPC’s Core Content Learning Areas: Language Arts, Socio-Emotional, Numeracy, Creative Arts, Science and Motor Skills. Also included are the individual learning aides for those activites, along with the assessment guide and parent newsletter.

This sample was designed to give an overview of the IPC Preschool Curriculum, therefore, this is not an entire unit. Units range from 40 to well over 100 pages. Currently, there are several additonal worksheets to compliment each unit, more than 1,000 learning aides for the entire preschool curriculum. Assessment Guides are provided in individual booklet files, as are all of the learning aides.

We sincerely hope that you like what you see and see the value in all of the benefits and services that we provide.

If you have any questions, comments and/or feedback we would love to hear from you. Please contact us through our website: http://www.ipc.education.

© COPYRIGHT NOTICE The contents and use of IPC materials is protected by registered trademarks and international intellectual property laws and treaties. Do not disseminate, photocopy, electronically transmit or duplicate any part of IPC materials without express and written consent of the copyright holder. Breach of copyright may result in criminal and civil penalties in a court of the copyright holder’s choice in accordance with your agreement with the IPC.

IPC SAMPLE DOCUMENT

How to Follow and Teach the IPC Curriculum

The IPC recognizes six content learning areas and more than a dozen sub content learning areas. Whenever you see this icon, you are following activities within a specific content learning area. By no means should you teach these content learning areas in chronological order, nor should you necessarily teach all activities within the same content learning area in the same day. Instead, the IPC’s editorial team suggests around one activity from each content learning area each day. Wherever possible, try to ensure that elements of language, play, numeracy and motor skills are accounted for each day.

The top text summarizes the sub content learning area that is being followed and is intended as a reference guide. The lower text indicates the activity’s title.

IPC SAMPLE DOCUMENT

The IPC includes a vast array of classroom and individual student materials.

Some materials will also have item numbers, to correspond with the materials provided by the IPC.

In order to benchmark assessment, the IPC uses learning objectives. The same learning objectives may apply for all age groups. In some circumstances, there are level specific objectives which are designed to reflect a more specific age group. The IPC editorial team takes the view that children develop at varying rates and that developmentally appropriate objectives often have no direct reference to age groups. Generally, the IPC suggests L1, L2 and L3 as levels for children aged 3,4 and 5+ respectively.

The activity section provides the teacher with clear instructions on how the activity should be undertaken and supervised. The IPC recommends second or third language instruction and has deliberately designed the activity instructions to be easily adaptable for any language use. These step by step instructions should be read carefully prior to engaging students in the activity. The IPC recommends that teachers plan their daily lesson plans at least one day in advance.

Examples of activity suggestions are provided whenever possible.

Assessments are available on IPC School Manager.

Farms around the World

Materials

□□ Cardstock □□ Coloring pencils, crayons or markers □□ ATF-C3 □□ LBRY3

Objectives

IPC SAMPLE DOCUMENT

1.2

Social Studies

L1

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L3

The student will recognize several different careers/ jobs in the farming industry.

L1

-

L3

The student will listen attentively to the story.

L1

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L3

The student will be able to name at least 2 careers / jobs in the farming industry.

IPC SAMPLE DOCUMENT

Activity 1. Begin lesson by reading LBRY3.

2. Discuss.

3. Using ATF-C3, take the students through a summary of possible careers/jobs that are needed in the farming industry.

4. Brainstorm and use the storybook to find jobs.

5. Once the teacher is satisfied with the student’s comprehension level of the different jobs that are needed to successfully run a farm, have the students sit comfortably and draw a picture of their ideal farming job.

6. Encourage the students to use their creativity by applying different colors to their drawing.

7. Once students complete the drawing, ask them about their drawing and on the back of paper write down what they say.

• Teacher observation of student’s ability to discuss and participate in discussion and ability to create drawing that illustrates a preferred farming career.

ATF-C3

International Preschool Curriculum ©2013

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International Preschool Curriculum ©2013

Farmer

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Inside Dirt

Materials

□□ 3 types of dirt* □□ Plastic spoons □□ Cups fort students □□ Water □□ Clear tubs

Objectives

IPC SAMPLE DOCUMENT

2.0

Agriculture

L1

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L3

The student will examine different types of soil.

L1

-

L3

The student will use all their senses except taste to complete the experiment.

L1

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L3

The student will begin to understand the importance of good soil in farmlands.

* Prior to the lesson the teacher should collect three samples of dirt. (Good places to find various samples: construction site, vegetable garden and school garden)

IPC SAMPLE DOCUMENT

Activity 1. Display the soil in clear tubs, labeling the tubs where the soil came from.

2. Allow enough time for the students to use all their senses except their sense of taste to explore the different types of soil.

3. Probe them by asking relevant questions about the texture and feel of each type of soil.

4. Then have each student spoon in a small amount of soil into their cup, of whatever kind they choose to explore deeper.

5. Add water to their cup, not much, to see the particles separate.

6. Discuss what they observe. Have groups of students with different types of soil switch and share their cups.

• Teacher observation of student’s participation during experiment and exploration of soil types.

• Teacher observation of each student’s ability to participate in age appropriate discussion about task at hand.

Hot Potato

Materials

Objectives â–Ąâ–Ą Medium size playground ball

IPC SAMPLE DOCUMENT

3.1

Gross Motor

L1

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L3

The student will demonstrate physical competency while playing a team sport.

L1

-

L3

The student will display knowledge of rules, safety and strategies for successful sport playing.

IPC SAMPLE DOCUMENT

Activity 1. The teacher will put a medium sized ball in the center of a circle “The Oven” along with a student chosen to be ‘it’.

2. The student who is ‘it’ pushes the ball with his/her feet, trying to get it out of the circle.

3. The other students try to stop the ball with their feet.

4. Once the ball is out, another leader is chosen.

5. The ball is called the ‘hot potato’ and the students will enjoy trying to keep it in the ‘oven’.

• Teacher observation of student’s ability to follow simple rules and ability to run and kick.

Singing at the Farm

Materials

Objectives â–Ąâ–Ą ATF-C5

IPC SAMPLE DOCUMENT

4.0

Music

L1

-

L3

The student will listen and sing age appropriate songs.

L1

-

L3

The student will engage in singing and repeating words of songs.

L1

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L3

The student will demonstrate positive attitude and self-expression through music.

IPC SAMPLE DOCUMENT

Activity 1. Begin lesson by having the students listen to some prerecorded songs if available.

2. Using a large ruler or pointer, along with ATF-C5 guide the students, as you all sing along to the farm theme songs.

• Teacher observation of student’s ability to observe and participate in the activity.

ATF-C5

The lamb was sure to go

P And everywhereM that Mary went, A went, Mary went,S Mary C Everywhere IP that Mary went

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International Preschool Curriculum ©2013

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Mary had a little lamb, Its fleece was white as snow

Mary had a little lamb, Little lamb, little lamb,

Written By: Sarah Josepha Hale, editor of Godey’s Lady’s Book, 1830’s

Mary had a little Lamb

Mary had a little lamb Card 1 of 2

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ATF-C5

Mary had a little lamb, Its fleece was white as snow...

A Mary had a little lamb, S C Little lamb, little lamb, IP

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It made the children laugh and play, Laugh and play, laugh and play, It made the children laugh and play To see a lamb at school

O D

It followed her to school one day School one day, school one day It followed her to school one day Which was against the rules.

International Preschool Curriculum Š2013

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Mary had a little lamb Card 2 of 2

IPC SAMPLE DOCUMENT

5.1

Reading Comprehension Jack and the Beanstalk

Materials Objectives

□□ Large craft paper □□ Large scale alphabet □□ Paint brushes □□ Paint □□ LBRY9

L1

-

L3

The student will listen attentively to story.

L1

-

L3

The student will understand that print and written symbols convey meaning and represent spoken language.

L1

-

L3

The student will describe meaning of pictures and illustrations when asked by the teacher.

L1

-

L3

The student will begin to distinguish between letter and numbers in a storybook.

L1

-

L3

The student will follow simple oral directions to accomplish a task.

L1

-

L3

The student will identify the letter Jj and Gg and begin identifying simple words with the beginning sound of Jj and Gg.

L1

-

L3

The student will be able to act out story using hand made puppets.

IPC SAMPLE DOCUMENT

Activity 1. Begin lesson by reading LBRY9.

2. Discuss.

3. Recite the alphabet or sing the alphabet song.

4. Have students come up and point to the letters Jj and Gg. Guide as needed. For the older students you may want to ask specifically for capital or lower case letters and a simple word with that beginning sound.

5. For the younger students look through the story together and point at the words that begin with the letter Jj and Gg. Go over the beginning sound and have the students repeat it.

• Teacher observation of students ability to listen attentively to the story and engage in purposeful post discussions.

• Teacher observation of student’s ability to follow simple steps in order to make their puppets and role-play the story with accuracy of sequence of events.

Animal Sorting

Materials

Objectives □□ Small plastic bags □□ ATF-S4

IPC SAMPLE DOCUMENT

6.2

Sorting

L1

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L3

The student will be able to sort according to farm, zoo and ocean animals.

L1

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L3

The student will use collaboration and concentration to reach a goal.

IPC SAMPLE DOCUMENT

Activity Teacher Preparation: The teacher will prepare a small plastic bag per student, with the (ATF-S3) worksheet for each student.

1. Begin the lesson by asking students, “What type of animals can be found on a farm?”

2. The teacher will prepare a small plastic bag per student, with the ATF-S4 worksheet for each student.

3. The students can work collaboratively with a friend sorting the animals into groups of zoo animals, farm animals and ocean animals.

4. Guide the students and observe their interaction with each other.

5. Encourage dialogue and allow enough time to play the game a few times.

• Teacher observation of student’s ability to follow simple steps to play game.

• Teacher observation of student’s ability to use prior knowledge to sort animals into the correct group.

ATF-S4

At the Farm

A E NT C O EN

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Student’s Name:_________________________________________

Student Resource

ATF-S4

At the Farm

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Student’s Name:_________________________________________

Student Resource

ATF-S4

At the Farm

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Student’s Name:_________________________________________

Student Resource

ATF-S4

At the Farm

Have students cut out each of the animals and glue them into the correct scene.

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Student’s Name:_________________________________________

Student Resource

Additional books to further the curriculum Apple Farmer Annie. Wellington, Monica.

New York: Dutton Children’s, 2001. Print.

Compost Stew. Siddals, McKenna.

Tricycle, 2010. Print.

Barnyard Dance! Boynton, Sandra.

New York: Workman Pub., 1993. Print.

*Additional books do not come included and are not necessary to purchase.

Newsletter

At the Farm

Dear Fa mily,

Over the next three weeks, we will be learning all about farms in our At The Farm unit of study! We will start our new IPC thematic unit with inquiry and playbased study and then examine learning objectives for the core competency areas of language arts, science, art, technology, numeracy, social and emotional skills and motor skills.

During the unit of study, we will journey through farms throughout the world.

We will learn the difference between an Asian farm, North American farm and African farm.

In Language Arts, we will read some excellent titles including “Winter on the Farm” and “1001 Things to Spot on the Farm.”

We will also learn about hard work through listening to “The Little Red Hen.”

In environmental skills, we will create our own compost and even raise some earthworms showing care and compassion.

At the Farm

In Social & Emotional Skills, we will recognize different careers in the farming business.

5 Things to do at home with your child 1.

Reinforce new vocabulary, such as compost, earthworms, tractor, farming, wheat, soil, etc.

2. Try growing your own vegetables

The IPC’s research confirms that family involvement in a child’s education is vital in fostering the development of early learning skills that are also essential in later life. We therefore encourage parents to engage their child in everyday learning activities.

Sincerely,

IPC Editorial Tea m For more information on how parents can better assist in the education of their child, please click on the parents’ link on the IPC website: http://www.internationalpreschoolcurriculum.com

or herbs.

3. Develop awareness skills by

discussing farm life and how important farming is to a community.

4. Refine numeracy skills by asking

your child to count how many earthworms he sees after a rain shower. Remind him to use care and compassion when redirecting the worms back into the soil.

5. Use websites to share facts about farms across the world.

International Preschool Curriculum©

110 East Broward Blvd, 17th Floor, Fort Lauderdale, FL, 33301 Info@internationalpreschoolcurriculum.com

Assessment Guide

At the Farm

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Š COPYRIGHT NOTICE The contents and use of IPC materials is protected by registered trademarks and international intellectual property laws and treaties. Do not disseminate, photocopy, electronically transmit or duplicate any part of IPC materials without express and written consent of the copyright holder. Breach of copyright may result in criminal and civil penalties in a court of the copyright holder’s choice in accordance with your agreement with the IPC.

Instructions on how the teacher can best achieve the learning objectives.

This is always at the beginning of each activity and should be read in advance to ensure that the teacher is comfortable and familiar withe activity.

This indicates the content learning area or subject area for the learning objectives and activities.

O O

O

IPC Editorial Team Dr. Erika Burton, Ph.D. Prof. Donna Skinner, Ph.D. Dr. Rebecca Reynolds, Ed.D. Gabriela Brown, M.A.

For assessment purposes, all learning objectives are achieved on a scale from 1-5. (See Assessment key for further detail)

All learning objectives are summarized at the beginning of each activity and duplicated in the assessment book for easy reference.

The International Preschool CurriculumŽ (IPC) sets high standards for early childhood education and provides teachers with a comprehensive framework for curriculum delivery, suggested activities and Assessment. Each thematic unit is drafted by one or more qualified and experienced curriculum drafters and reviewed by an advisory committee consisting of early childhood academics, consultants and teachers. The IPC offers a support network for teachers to discuss their ideas and obstacles and encourages its members to be at the forefront of the organization’s development.

Introduction

IPC SAMPLE DOCUMENT

Example of a filled out Assessment:

L3

L3

-

-

L1

L1

Jane Doe

The student will color in specific locations on a world map with assistance as needed.

The student will successfully locate Africa, Asia and North America on a large-scale map.

The student will follow a simple set of instructions to accomplish a task.

12/10/12

P

2

3

4

Excellent understanding of the learning objective. Demonstration of superior skills with an initiative to discuss, share and reflect on the completed learning objective.

5

P

5

Good understanding of the learning objective and demonstration of superior skills that allowed the objective to be completed without assistance.

Satisfactory understanding of the learning objective and execution of the activity.

Somewhat satisfactory understanding of the learning objective and execution of the activity.

Insufficient or very basic understanding of the learning objective. Learning objective not attained.

Absent or ungraded

Date Tested:

P

1

4

3

2

1

N/A

Assessment Key

Teacher:

L3

-

L1

N/A

• Teacher’s constant observation of student’s ability and demonstration of comprehension for following directions, answering questions and participating in discussion by providing relevant comments.

1.0 Geography

IPC SAMPLE DOCUMENT

L3

L3

-

L1

L1

The student will be able to name at least 2 careers/ jobs in the farming industry.

The student will listen attentively to the story.

The student will recognize several different careers/jobs in the farming industry.

Date Tested:

1

2

3

L3

L3

-

L1

L1

Teacher:

L3

-

L1

The student will begin to understand the importance of good soil in farmlands.

The student will use all their senses except taste to complete the experiment.

The student will examine different types of soil.

1

Date Tested:

N/A

2

3

• Teacher observation of each student’s ability to participate in age appropriate discussion about task at hand.

• Teacher observation of student’s participation during experiment and exploration of soil types.

2.0 Agriculture

Teacher:

L3

-

L1

N/A

4

4

• Teacher observation of student’s ability to discuss and participate in discussion and ability to create drawing that illustrates a preferred farming career.

1.2 Social Studies

5

5

IPC SAMPLE DOCUMENT

L3

-

L1

The student will display knowledge of rules, safety and strategies for successful sport playing.

The student will demonstrate physical competency while playing a team sport.

L3

L3

-

-

L1

L1

The student will demonstrate positive attitude and self-expression through music.

The student will engage in singing and repeating words of songs.

The student will listen and sing age appropriate songs.

Teacher Notes/Remarks

Teacher:

L3

-

L1

1

Date Tested:

N/A

1

Date Tested:

• Teacher observation of student’s ability to observe and participate in the activity.

4.0 Music

Teacher:

L3

-

L1

N/A

• Teacher observation of student’s ability to follow simple rules and ability to run and kick.

3.1 Gross Motor

IPC SAMPLE DOCUMENT

2

2

3

3

4

4

5

5

L3

L3

L3

L3

L3

L3

-

L1

L1

L1

L1

L1

L1

The student will be able to act out story using hand made puppets.

The student will identify the letter Jj and Gg and begin identifying simple words with the beginning sound of Jj and Gg.

The student will follow simple oral directions to accomplish a task.

The student will begin to distinguish between letter and numbers in a storybook.

The student will describe meaning of pictures and illustrations when asked by the teacher.

The student will understand that print and written symbols convey meaning and represent spoken language.

The student will listen attentively to story.

Teacher Notes/Remarks

Teacher:

L3

-

L1

1

Date Tested:

N/A

2

3

4

5

• Teacher observation of student’s ability to follow simple steps in order to make their puppets and role-play the story with accuracy of sequence of events.

• Teacher observation of students ability to listen attentively to the story and engage in purposeful post discussions.

5.1 Reading Comprehension

IPC SAMPLE DOCUMENT

• Teacher observation of student’s ability to follow simple steps to play game.

6.2 Sorting

L3

-

L1

The student will use collaboration and concentration to reach a goal.

The student will be able to sort according to farm, zoo and ocean animals.

Teacher Notes/Remarks

Teacher:

L3

-

L1

1

Date Tested:

N/A

2

• Teacher observation of student’s ability to use prior knowledge to sort animals into the correct group.

IPC SAMPLE DOCUMENT

3

4

5

Preschool Units

Around the World

Air Travel

At the Farm

Dinosaurs

Environment

Fairy Tales

Five Senses

Flowers and Plants

Food and Nutrition

Health, Safety and Hygiene

Let’s go to the Zoo

Money, Shops and Jobs

My Family

Olympics

Our Universe

Pets

Piece of Cake

Shapes and Patterns

Summer Time

Under the Sea

Who am I?

IPC SAMPLE DOCUMENT