PIRATES (FORCE AND MOTION) UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

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PIRATES (FORCE AND MOTION) UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This resources includes thematic lessons, activities, poems, songs and centers for a pirates theme for your little learners.

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THIS RESOURCE INCLUDES

Lesson Resources

Pirates – Whole Group

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

Pirates Interactive Poem

Use this poem during a thematic lesson, whole group or a literacy center and have learners read about pirates.

Lesson Plans

Pirates Thematic Plans

Use these plans as a guide for engaging pirate read alouds and activities that focus on force and motion.

Pirates Life

Read How to Be a Pirate and complete an anchor chart about jobs that a pirate does. Learners begin their Pirate Tales book.

Prepping the Ship

Read The Pirate Jamboree and learners can create a ship and make predictions about what will happen to their ship based on the force and motion cards. Learners add to their Pirate Tales book

Setting Sail

Read A Year on a Pirate Ship by Elizabeth Hovercraft and have learners work together to complete the force and motion scenarios. Learners add to their Pirate Tales book.

Anchors Away

Reread A Year on a Pirate Ship by Elizabeth Hovercraft and have learners pretend to be a ship and anchor to demonstrate force and friction.

Hunting for Treasure

Read How I Became a Pirate by Melinda Long and have learners complete the steps of the treasure hunt to earn a snack.

Pirate Sensory Charts

Explore a pirate ship with the five senses. Complete the charts together and have learners draw and write about their experience using their senses on the interactive page.

Pirates Predictable Chart Class Book

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

Literacy Centers

Literacy Center | Build a Word

Have learners create the sight words using the letter cards.

Literacy Center | Letter Match

Have learners match the capital and lowercase letters.

Literacy Center | Syllable Write the Room

Have learners find the cards around the room and count the syllables in each word.

Math Centers

Math Center | Number Mats

Have learners form, count and write on the number mats.

Math Center | Number Clip Cards

Have learners clip the number of X’s for each card.

Math Center | Positional Words

Have learners find the picture that goes with each of the cards.

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a

Print many upper- and lowercase letters.

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.2b

Count, pronounce, blend, and segment syllables in spoken words.

CCSSRF.K.3c

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

CCSSRL.K.3

With prompting and support, identify characters, settings, and major events in a story.

CCSSW.K.3

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Math

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.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.

CCSSK.CC.B.5

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

CCSSK.G.A.1

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Next Generation Science Standards

NGSSK-2-ETS1-2

Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

NGSSK-PS2-1

Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other. Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.

NGSSK-PS2-2

Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn. Assessment does not include friction as a mechanism for change in speed.

Texas Essential of Knowledge and Skills

TEKSLA.K.2.A.iv

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate phonological awareness by: identifying syllables in spoken words.

TEKSLA.K.2.A.vi

TEKSLA.K.2.B.iv

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing… 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 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 is expected to: demonstrate print awareness by: identifying all uppercase and lowercase letters.

TEKSLA.K.5.D

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: create mental images to deepen understanding with adult assistance.

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.

TEKSLA.K.6.F

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: respond using newly acquired vocabulary as appropriate.

TEKSLA.K.10.A

Composition: listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: plan by generating ideas for writing through class discussions and drawings.

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.

TEKSMA.K.2.D

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: recognize instantly the quantity of a small group of objects in organized and random arrangements.

Science

TEKSSCI.K.6.C

Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to: observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside.

TEKSSCI.K.6.D

Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to: observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow.