Common Core English Language Arts Strand Writing Kindergarten W.K.8.  With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Common Core English Language Arts Strand Speaking and Listening Kindergarten SL.K.1.  Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.5.  Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6.  Speak audibly and express thoughts, feelings, and ideas clearly.

Common Core Mathematics K-2 Cluster Analyze, compare, create, and compose shapes. Kindergarten K.G.5.  Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Visual Arts Level Pre-K Standard 1. Understands and applies media, techniques, and processes related to the visual arts

Life Skills, Working With Others

Level-PreK

Standard 1. Contributes to the overall effort of a group

Standard 4. Displays effective interpersonal communication skills

Language Arts

Level Pre-K

Standard 8. Uses listening and speaking strategies for different purposes

Students will:

• reflect on their own interests
• listen and collaborate with their peers about their interests during recess
• use fine motor skills to create sculptural representations of their ideas
• use expressive language skills to share what they have created with classmates

SmartBoard

computer

camera

• tracing paper
• tape
• markers
• masking tape
• paper towel rolls
• toilet paper rolls
• newspaper
• scissors
• lined paper with sentence starters
• pencils

• share: to partake of, use, experience, occupy, or enjoy with others
• cooperation: the action of cooperating; joint effort toward a common goal

Lesson 1: Brainstorming

1. Students will look at a picture of the empty play yard on the SmartBoard.  The class will list how they currently use the play yard during recess. The class will list what they would like to improve about the play yard.

2. Have the class brainstorm how they would like to use the play yard in the future.

3. Next the students will each individually sketch their ideas for how to improve the play yard.  Each student will be given an 8” x 11” photo of the play yard with a piece of tracing paper taped over it.  Students will be instructed to design their ideal play yard that can accommodate thirty students during recess.

4. Students will have ten minutes to sketch their dream play yard.

5. Presentation: Students will each share and explain their picture to the class.  Students will use their pictures to address the answers they gave about how they play and what they want to see built in the play yard.

1. Teacher will put students in pairs.

2. Students will be given back the pictures they drew during Lesson 1.

3. In their pairs, students will explain their pictures to one another.

4. Students will then be presented with paper towel rolls, toilet paper rolls, newspaper, and masking tape.  Students will be instructed to make a model of their playground with their partner.

5. After fifteen minutes, students will present their models to the class.

6. Students will write a sentence for their models using the sentence starter: On my playground we can...

Rather than pairing up and combining their ideas with a partner, students could be assigned “clients” from another class and design the playground of another student’s dreams.  (This would help them understand the concept of point of view and promote the development of empathy.)