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Our Earth Thematic Unit

$10.00

EARTH DAY, LANDFORMS, BODIES OF WATER THEME ACTIVITIES FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This Earth Day resource includes thematic lessons, activities, poems, songs and centers for your little learners.

Buy the BUNDLE and SAVE! You can purchase this resources in the Thematic Activities for Little Learners Bundle and the Little Learners Mega-Bundle!

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THIS RESOURCE INCLUDES

Lesson Resources

Week 31 Plans

This is a template for lesson plans during an Earth unit. Pick and choose what ideas and resources work for your learners.

Our Earth – Whole Group

These resources can be used during whole group instruction for an Earth theme. They include a poem, word cards, tracing page and table sign in sheets.

Earth Landforms Interactive Poem

Use this poem during a thematic lesson, whole group or a literacy center and have learners learn different types of landforms on our Earth.

Lesson Plans

Earth Thematic Plans

Use these plans as a guide for engaging Earth animal read alouds and activities in the classroom.

Take Care of Our Earth

Read 10 Things I Can Do to Help My World and create an anchor chart of way they can help the Earth. Learners can create posters to share around the school.

Landforms on Our Earth

Read Earth’s Landforms and Bodies of Water and create the Our Earth booklet base. Have learners add the landforms book to their Earth booklet.

Water on Our Earth

Read Water Land: Land and Water Forms Around the World. Have learners add the water sources book to their Earth booklet.

Dirt on Our Earth

Read Dirt: The Scoop on Soil. Have learners add the dirt examples book to their Earth booklet.

Rocks on Our Earth

Read Rocks: Hard, Soft, Smooth, and Rough. Have learners add their rock observations book to their Earth booklet

Earth Sensory Charts

Explore the Earth with the five senses. Complete the charts together and have learners draw and write about their experiences on the Earth using their senses on the interactive page.

Earth Predictable Chart Class Book

Use this resource to create a class book from the predictable chart created during the week.

Literacy Centers

Literacy Center | Alphabet Draw

Have learners choose a letter and write the capital and lowercase letter on the printable provided.

Literacy Center | Syllable Sort

Have learners sort the cards on a pocket chart by the syllables they hear.

Literacy Center | Sight Words

Have learners find the words around the room and write them on the printable.

Math Centers

Math Center | Missing Number

Have learners find the missing number in each set.

Math Center | Number Match

Have learners match the number cards on a pocket chart.

Math Center | Patterning

Have learners find the card that comes next for each pattern.

Table Tub | Recycling Sorting Center

Have learners sort items by how they should be disposed of.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a
Print many upper- and lowercase letters.
CCSSL.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
CCSSL.K.5c
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
CCSSRF.K.1c
Understand that words are separated by spaces in print.
CCSSRF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
CCSSRF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSSRF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSSRF.K.3c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSSRI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSSRI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSSRI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.
CCSSW.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Math

CCSSK.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSSK.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCSSK.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSSK.CC.B.4a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSSK.CC.B.4b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Next Generation Science Standards

NGSSK-ESS3-3
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.

Texas Essential of Knowledge and Skills

Langauge Arts

TEKSLA.K.2.A.iv
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: identifying syllables in spoken words.
TEKSLA.K.2.A.vi
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate phonological awareness by: segmenting multisyllabic words into syllables.
TEKSLA.K.2.B.iv
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply phonetic knowledge by: identifying and reading at least 25 high-frequency words from a research-based list.
TEKSLA.K.2.C.iii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate and apply spelling knowledge by: spelling high-frequency words from a research-based list.
TEKSLA.K.2.D.v
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: demonstrate print awareness by: identifying all uppercase and lowercase letters.
TEKSLA.K.2.E
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.
TEKSLA.K.5.B
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance.
TEKSLA.K.5.F
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: make inferences and use evidence to support understanding with adult assistance.
TEKSLA.K.5.G
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: evaluate details to determine what is most important with adult assistance.
TEKSLA.K.5.H
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: synthesize information to create new understanding with adult assistance.
TEKSLA.K.6.A
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: describe personal connections to a variety of sources.
TEKSLA.K.6.B
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: provide an oral, pictorial, or written response to a text.

Math

TEKSMA.K.2.A
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count forward and backward to at least 20 with and without objects.
TEKSMA.K.2.B
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.
TEKSMA.K.2.C
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order.

Science

TEKSSCI.K.3.A
Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: identify and explain a problem such as the impact of littering and propose a solution.
TEKSSCI.K.5.A
Matter and energy. The student knows that objects have properties and patterns. The student is expected to: observe and record properties of objects, including bigger or smaller, heavier or lighter, shape, color, and texture.
TEKSSCI.K.7.A
Earth and space. The student knows that the natural world includes earth materials. The student is expected to: observe, describe, and sort rocks by size, shape, color, and texture.
TEKSSCI.K.7.C
Earth and space. The student knows that the natural world includes earth materials. The student is expected to: give examples of ways rocks, soil, and water are useful.

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