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Sequencing in Kindergarten


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Keywords: , 3 Little Pigs, Coding, Sequencing
Subject(s): Math, Reading, Writing, Science, Technology
Grades K through 2
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Critical Thinking, Problem Solving, and Decision Making
  • Technology Operations and Concepts
View Full Text of Standards
School: Exploration Elementary Charter School for Science & Technology , ROCHESTER, NY
Planned By: Sabra Kuhlman
Original Author: Sabra Kuhlman, ROCHESTER
Literacy + STEM Integrated Lesson Plan
Focus Standards
Reading- KR2: Retell stories or share key details from a text.

Math- NY-K.CC.4d- Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers

Read Aloud: The 3 Little Pigs

Teacher reads the story aloud. T and Ss discuss characters and sequence.
Guiding Questions:
• What characters have we met so far?
• Why did the ___ house fall down?
• What do you think will happen next?
Teacher reads the story again. This time some students act out the story using puppets or costumes/props. After the 2nd read, T and Ss discuss what happened first, next, and last while students use the puppets/ costumes to model.

Math Integ- T and S discuss ordinal numbers briefly and how that relates to sequencing. First (1st), Second (2nd), Third (3rd). We’d practice whole group using https://www.turtlediary.com/game/picture-sequencing-kindergarten.html

Form Assess- Students will work independently to use the Seesaw app to sequence the story by matching the ordinal number to the correct illustration from the story.
Here is a link to a demo of what this would look like on Seesaw: https://drive.google.com/file/d/1kY0u9L6tgaZGGO_yZsVoOZ2iqhWgDacD/view?usp=sharing

Science/ Engineering- Ss will discuss what caused (made) the house fall down in collaborative groups. (ASK)
Guiding Questions:
• Which house would you want to live in? Why?
• What made the last house sturdy?
• What materials would you use to make your house sturdy? (IMAGINE)
Ss will use the planning sheet to circle what materials they want to use and draw a sketch of what they want their house to look like. Students will describe their sketch using this sentence starter: Our house is made of _______. (PLAN) Then, students will construct a house that can withstand a blow-dryer (wolfs huff and puff). (CREATE) Students will test their creations and get additional time to (IMPROVE) their designs for the final test.

***This will serve as an introduction to forces and motion and lead to a science lesson about pushes and pulls.
Tech Integration
• Seesaw Learning Journal
• Epic! Books- students will use this app to re-read (listen) to the text if needed
• TurtleDiary.com
Supporting Standards
KSL5: Create and/or utilize existing visual displays to support descriptions.

KR9: Make connections between self, text, and the world.

Science-PS3.C: Relationship Between Energy and Forces - A push or a pull may cause stationary objects to move, and a stronger push or pull in the same or opposite direction
Extension/ Next Steps-
• This activity would be a PERFECT starting point to introduce basic coding concepts to K students (by explaining that making a computer game/program is all about sequencing things the correct way). Students could start practicing with Scratch Jr. and Kodable.
• Students will continue to practice sequencing in daily centers by using physical and digital sequencing maps with other familiar stories (Humpty Dumpty, Goldilocks, etc).
• Teacher will reinforce in small groups during guided reading.
Cross-Curriculum Ideas
This is an integrated lesson plan that incorporates many reading, math, writing, science, and technology standards.
Follow-Up
Use codable.org to begin learning the basics of coding.
Materials: Wacom Tablets
Other Items: 10 Tablets, $100 each, total of $1000.00