Interdisciplinary Link(s): English Language Arts, Arts Education, Mathematics, Computer Skills

Carle, Eric. A House for a Hermit Crab, Saxonville, MA.: Picture Book Studio, 1987.
Field, Eugene. Wynken, Blynken, & Nod, New York, N.Y.: North-South Books, Inc., 1995.
Freeman, Don. The Seal and the Slick, New York, N.Y.: Viking Press, 1974.
Gibbons, Gail. Sea Turtles, New York, N.Y.: Holiday House, 1995.
Hoff, Syd. Albert the Albatross, New York, N.Y.: Harper Publishing Co., 1961.
Lionni, Leo. Swimmy, New York, N.Y.: Pantheon Books, 1968.
Pfanner, Louise. Louise Builds a Boat, New York, N.Y.: Orchard Books, 1989.
Pfister, Marcus. The Rainbow Fish, New York, N.Y.: North-South Books, 1992.
Raffi. Down by the Bay, New York, N.Y.: Crown Publishers, Inc., 1987.
Ryder, Joanne. Winter Whale, New York, N.Y.: William Morrow and Company, Inc., 1991.
Staub, Frank J. Sea Turtles, Minneapolis, MN.: Lerner Publications Company, 1995.
Tokuda, Wendy and Hall, Richard. Humphrey the Lost Whale: A True Story, Union City, CA.: Heian International, Inc., 1992.
Wilcox, Cathy. Enzo the Wonderfish, New York, N.Y.: Ticknor & Fields, 1994

Branley, Franklyn Mansfield. Floating and Sinking, New York, N.Y.: Crowell Publishing Company, 1967.
Darling, Kathy. Holiday Hoopla: Songs and Finger Plays, Palo Alto, CA.: Monday Morning Books, 1990.
Holley, Cynthia and Walkup, Jane. First Time Circle Time, Carthage, IL.: Fearon Teacher Aids, 1993.
Howard, Esther Moore and Faulk, Dianne. KinderUnits, Carthage, IL.: Fearon Teacher Aids, 1990.
Sherman, Anne. "Center Activities for a Unit about the Beach," Project Enlightenment, Raleigh, N.C., 1991.
Wake County Public School System. Kindergarten Curriculum, Raleigh, N.C., 1994.

Humphrey, the Lost Whale: A True Story. Reading Rainbow, Public Broadcasting Company, 1989.

1. Featured Character Traits: courage, kindness, good judgment, responsibility, integrity, perseverance, respect, self-discipline
2. Description:

This unit focuses on kindergarten students learning the character traits of courage, kindness, good judgment, responsibility, integrity, perseverance, respect, and self-discipline through the study of ocean animals. Students will examine the habitats of sea animals, their feeding habits, and how they co-exist. They will also be read fictional stories about sea animals displaying positive character traits. As children are acquainted with specific sea characters in children's literature, they will become aware of the difficulties, challenges, and hurdles that these sea creatures encounter and which character traits they use to overcome them.Students will also have opportunities to exhibit admirable character traits individually and as a team in and out of the classroom in order to meet specific needs within the school community.

3. Lesson Objectives:

To create a positive awareness of the elements of character and to develop a desire in the children to incorporate them into their daily lives.

At the end of this unit the students will be able to:

1) cite examples of courage, responsibility, good judgment, respect, integrity, perseverance, kindness, and self-discipline in sea characters studied in literature.

2) exhibit acts of courage, kindness, perseverance, etc., in and out of the classroom during a pre-determined period of time.

3) identify needs at school and develop and carry out a plan to meet one of those needs.

4) show a clear understanding of the meanings of courage, kindness, good judgment, responsibility, self-discipline, perseverance, respect, and integrity.

English Language Arts:

• R.K.A.2a Participates and listens during reading situations
• R.K.A.2c Chooses books as a free time activity
• R.K.A.3 Engages in talk about stories
• R.K.B.2.3 Knows concepts of word and letter
• R.K.B.3 Uses pictures as cues to meaning
• R.K.C.1b Responds to texts in a variety of ways such as orally, artistically, dramatically, and through other projects
• R.K.C.2a Recounts through retelling details, events, and ideas from familiar stories and other literary materials
• R.K.C.2c Demonstrates sense of story

• W.K.A. Perceives self as a writer
• W.K.A.1b Contributes to group stories
• W.K.A.1c Chooses to write as a free time activity
• W.K.B.1a "Reads," understands, and explains own writing
• W.K.C.1a Copies words from signs in immediate environment
• W.K.C.2a Uses a mixture of drawings and writing to convey and support an idea
• W.K.C.2b Retells story or experience using pictures

• M.1 The learner will identify and use numbers 0 through 10 and beyond
• M1.1 Use one-to-one correspondence
• M1.6 Recognize numerals: match to sets
• M1.9 combine sets: describe results
• M1.10 Remove objects from sets: describe results
• M.3.3 Sort by own rule: explain rule
• M.3.4 Identify/describe patterns

Social Studies:

• SS.1 The learner will exhibit traits of good citizenship in the classroom and school
• SS.1.2 Participate in democratic decision-making and act in keeping with group decisions
• SS.1.3 Assume responsibility in routine activities
• SS.2.2 Distinguish likenesses and differences
• SS.3 The learner will apply understandings about the social environment to daily situations
• SS.3.3 Demonstrate an understanding of appropriate behavior in different environments
• SS.4 The learner will apply understandings of authority, responsibility, and justice in a democratic society
• SS.9.4 Participate in activities that require division of labor

• Me.1.1 The learner will explore reading, listening, viewing sources and formats
• Me.1.2 The learner will identify criteria for excellence in design, content, and presentation of information and formats
• Me.1.4 The learner will relate ideas and information to life experiences

• S.2.5 Demonstrate the ability to measure
• S.3 The learner will develop the ability to use science manipulative skills
• S.4 The learner will develop a positive attitude toward science
• S.5.1 Develop self-awareness by asking questions and communicating with others
• S.5.2 Uses the senses to investigate the natural world and changes within it
• S.4 The learner will develop a positive attitude toward science

Computer Skills:

• C.2 The learner will demonstrate knowledge and skills in using computer technology
• C.2.3 Demonstrate correct use of a computer

• A.1 Develop positive attitudes about her/himself, about others, and about arts
• A.2 Develop the concepts necessary for understanding and producing art
• A.3 Develop the skills necessary for understanding and producing art

• D.6, D.7 Understand non-locomotor and locomotor movement

• Mu.4 Skills in music

• Dr.1 Develop confidence by participating in simple creative drama activities

4. Activities:

Lesson: Week 1, Lesson 1 - Defining Character Traits

Lesson will be expanded to five days by having subsequent guided readings on remaining character traits using these books:

2. Day 2 - The Rainbow Fish

3. Day 3 - Enzo the Wonderfish

4. Day 4 - A House for a Hermit Crab

5. Day 5 - Humphrey the Whale

Activity: Learning About Character Traits

Readiness for Activities

l. Gather materials needed

2. Prepare poster on character traits with corresponding pictures

3. Obtain copy of the books listed above

1. Present character trait poster to children in large group and discuss the meaning of each character trait

a. How important is it to talk about character traits?

b. Do you know of anyone who showed courage or responsibility or good judgment. Share.

c. What are some ways we can show those same character traits?

b. Children cite examples of Swimmy's character traits

Character Education Trait(s) - All

1. Movement activity to "Down by the Bay", by Raffi

2. Introduction to centers based on integrated ocean theme

Lesson: Week 2, Lesson 2 - Introducing the "Trait Patrol"

Activity: The Trait Patrol is on the Loose

Readiness for Activities

1. Gather materials needed

2. Make trait patrol record sheet to tally the number of times child has been on the trait patrol

3. Prepare Character Trait Chart with each child's name on side column

4. Prepare one Character Power Award for each student

a. Introduce the "trait patrol" concept

b. Discuss procedure for implementing "trait patrol"

c. Discuss voting procedure

d. Introduce Character Trait Chart

5. Introduce Character Power Award

f. Talk about News Correspondent at Daily News Time to cite students who have received stickers

Vote on "trait patrol" for the day (the voting process will take place daily on a rotating basis in order to allow each child an opportunity to participate)

1. What is a "trait patrol"?

2. How can we make sure everyone "gets a turn" in the patrol?

3. What are some good things about having a "trait patrol"?

4. How would you feel if someone told you that you were very responsible?, etc.

Character Education Trait

1. Select a responsible student to be the News Correspondent at Daily News Time to cite students for displaying positive character traits

2. Responsible student will receive fifteen minutes of free time to write creatively in journal

Lesson: Week 3, Lesson 3 - Identifying Needs at School

Activity: Voting on School Needs

1. Gather chart paper and markers

2. Prepare chart listing school needs

Class gathers in large group to see and hear presentation of school needs. Children then vote democratically (prior knowledge) on the need that our class would like to meet.

Small groups assemble for the purpose of creating a plan to meet a specific school need voted on the previous day.

Class meets as a group to vote on determined plan of action

Students assemble to discuss volunteering for specific job to carry out plan of action. Available jobs will involve division of labor

Students gather in committee for which each has volunteered. Begin tasks required to meet school need.

1. What does it mean to help someone in need? Which character trait(s) would that exhibit?

2. Why is it important to help people in the community that have needs?

3. Can you think of a time when you did help someone?

4. How did you feel when you helped to meet that need?

5. Do you think it is important to help meet a need here at our school? Why?

Character Education Trait(s)

Kindness, responsibility, self-discipline, good judgment, perseverance, courage, respect, and integrity

1. Drawing pictures and/or writing about the voting process

2. Viewing the Reading Rainbow video about "Humphrey the Whale" and/or write creatively about the prompt, "If I Were Humphrey, I Would..."

Lesson: Week 4, Lesson 4 - Understanding the Meaning of Character Traits

Activity: Who in the World Has Character Traits?

Readiness for Activities

1. Gather books previously read in Lesson 1 about sea animals

2. Have chart paper and markers on hand at easel

3. Gather and distribute journals

a. Students divide into small groups and are assigned a specific book previously studied.

b. Students will brainstorm to find as many character traits as possible in their story character.

c. Students will share information to create character trait story webs for each story

Students will write in journals about a favorite friend who acted with kindness, responsibility, good judgment, integrity, etc.

Students will have a class presentation of their big book entitled, Seagull, Seagull, What Do You See?

Students will perform the prepared skit on Swimmy

Students will receive "Character Power" awards for demonstrating positive character traits

1. Who would like to give an example of a character trait in your book/in a favorite friend?

2. Why is it important to have positive character traits?

3. If you don't feel so happy about a character trait that you have today, can you work at changing it so that you will feel better about yourself?

4. What is the word we use in our classroom that shows how we can work together to have more positive character traits?

Character Education Trait(s)

Respect, good judgment, responsibility, self-discipline, courage, kindness, perseverance, and integrity

1. Class will be involved in "Beach Day" activities - (previous plans and preparations have been made with the help of our classroom mothers).

a. Wading pools and sprinklers

b. Sand with buckets and sand toys

3. Sidewalk chalk
4. Bubble blowing

1. Picnic foods

3) Assorted raw vegetables

5) "Beach Cake"

(Cake decorated with blue and tan icing - for water & sand, Teddy grahams on striped gum for beach towel, Miniature beach umbrellas)

• Listens during shared readings about sea creatures
• Reads independently in reading
• Helps to prepare word lists, charts, and story webs
• Prints words in Playdough using visual prompts
• Uses pictures and print for information
• Discusses stories
• Identifies character traits in sea creatures

• Prepares one page as contribution to class big book
• Journal writing
• Uses prompts in environment to write a character trait describing a sea creature
• Uses class book to retell story

• Counts sea animals
• Uses one-to-one correspondence
• Creates sets of sea animals
• Adds sets of ocean animals
• Subtracts sets of ocean animals
• Sorts seashells
• Makes patterns with seashells and/or sea animals

• Learns character traits as a part of good citizenship
• helps to establish "trait patrol"
• Takes responsibility in exhibiting admirable character traits
• Lists likenesses and differences of sea characters
• Identifies needs at school and develops a plan to meet needs
• Cooperates in plan by taking part in one area of division of labor

• Uses children's literature
• Uses books, tapes, videos, and pictures
• Prepares class big book

• Uses float and sink experiment
• Measures the weight of assorted shells
• Creates an ocean in a bottle
• Uses large and small magnifying glasses

• Uses computer to draw pictures and to write admirable character traits

• Creates different ocean animals using a variety of art forms
• Participates in creation of ocean mural

• Uses music to move like sea creatures in personal space

• Uses musical instruments to beat rhythm of songs
• Dances to rhythm of ocean songs

• Participates in a skit about Swimmy

• Role plays a sea creature
• Fingerplays
• Plays ocean games

1. Assessment:

• Individual and group attentiveness
• Individual and group ability to cite examples of specific character traits in literature
• Individual and/or group enthusiasm exhibited
• Displayed desire of individuals to participate and cooperate in "trait patrol"
• Individual involvement in the voting process
• Individual and/or group response to plan of action
• Individual contributions to webbing character traits
• Individual journal entries about friends displaying traits
• Individual and/or group response to class presentations