Standards

AL1: Children engage in play as a means to develop their individual approaches to learning

[Begin] Show growing creativity and imagination in play

The project began when the children were pretending to be dinosaur families. As the project progressed the play became more elaborate and included aspects of habit and predator/prey behavior.

Lengthen attention span for self-selected open-ended tasks for reasonably long periods of time.

Fours - 10 to 20 minutes

Fives - 20 to 30 minutes

By the end of the project children who had had difficulty even making choices were choosing activities and attending for as long as 45 minutes.

AL2: Children show eagerness and curiosity as a learner.

[Begin] Demonstrate and eagerness and interest as a learner by questions and adding ideas

The children completed three "What do we want to know NOW?" charts by the end of the project and added ideas to discussions, books being written, and the script for the movie

Participate in an increasing variety of activities, tasks and play areas.

The children who had primarily focused on dramatic play activities began to expand their horizons and get involved in art, science and math activities.

AL3: Children demonstrate engagement, persistence, and initiative in learning.

Demonstrate [growing] initiative in selecting and carrying out activities.

The whole project was chosen by the children and many of the activities that became a big focus, including the movie, were initiated and carried out by the children.

Demonstrate [show increasing] ability to maintain interest in self-selected activities, tasks and play despite distractions and interruptions

The children who had primarily focused on dramatic play activities began to expand their horizons and get involved in art, science and math activities.

Begin to try more than one strategy to solve a problem encountered in play.

[try to solve problems]

Demonstrate delight or satisfaction when completing a task, solving a problem, or making a discovery.

When the children discover bones and rocks on the playground they were thrilled with the discovery. They had many questions. They tried books and the internet and when they couldn’t find answers to their questions they suggested we find an expert. They were thrilled to find answers and wrote books to share their new found information.

AL4: Children demonstrate an increasing ability to self-organize.

[Begin ] Demonstrate an increasing ability to understand a task can be accomplished through a series of steps.

When they decided to make a movie they made a plan about how to do it and then followed the steps in the plan.

1. "make a story"
2. "we need costumes and stuff"
3. "get a video camera and film us doing the story"

Demonstrate and increasing ability to organize themselves and materials in all aspects of the learning environment.

Organized and labeled rocks and fossils in the room. Made and organized materials for movie. Keep things in their place during the project.

Demonstrate an [increasing] ability to follow through with tasks and activities.

AL5: Children demonstrate an increasing ability to reasons and to remember.

[Begin] Demonstrate an increasing ability to find more than one solution to a question, task or problem.

Proposed several methods of finding new information. Came up with several ways to divided labor for fossil work and the movie project.

Demonstrate an increasing ability to identify and take appropriate risks.

Throughout the project all of the children showed an increasing willingness to take risks and try things they weren’t sure they could handle.

AL6: Children use their prior experience and knowledge to extend their learning.

[Represent] Communicate about events and personal experiences in [one] a variety of ways.

The children used told and wrote about what they were thinking and doing during the project. They also used a variety of art techniques to show their thinking.

Demonstrate a growing ability to predict possible outcomes.

[Demonstrate increasing ability] Use prior knowledge to understand new experiences.

The children had previously learned about herbivores and carnivores when they studied a hawk. They immediately began to study the same behavior in dinosaurs and developed play scenarios based on that understanding.

Communication

The student will recognize, demonstrate, and analyze the qualities of effective communication.

C1: The student will use speaking skills to participate in large and small groups in both formal and informal situations.

[Begin] Demonstrate the ability to use appropriate voice volume, phrasing, sentence structure (syntax), and intonation when speaking.

The children told stories, participated in discussions and used choral speaking to recite poems using all of the listed skills.

[Begin] Demonstrate the ability to initiate conversation, take turns and stay on topic.

Fours – take turns and stay on topic

This behavior was exhibited daily during whole class discussions, spontaneous discussions, and lunch table discussions.

[Begin] Continue responding in complete sentences.

This standard was met by everyone at the beginning of the year and continues to be demonstrated.

[Begin] Demonstrate the ability to participate in conversations and discussions by responding appropriately.

The children who had not previously met this standard began to be able to stay on topic as they became more engaged in the project.

[Begin] Demonstrate the ability to participate in choral speaking of short poems and rhymes, songs, and stories with repeated patterns.

The children learned several songs and poems and participated in choral speaking of a both.

[Begin] Continue participating in creative dramatics.

On a weekly basis many of the children participated in creative dramatic scenarios that they created themselves

[Begin] Continue using oral language for a variety of purposes.

During the project the children used oral language to ask questions, to answer questions, to discuss possibilities and share their thinking.

[Begin] Demonstrate the ability to give on-and two-step oral directions.

Followed directions for making cookies and for making "fossils" and for finding "fossils" in cookies.

[Begin] Continue telling and retelling stories and events in logical order

Used flannel board to retell Digging for Dinosaurs also told stories in a logical order

[No] Begin using visual aids such as pictures to support and extend his or her meaning in oral presentations.

[No] Begin using Standard American English in formal speaking situations and in the classroom.

This standard was met by the children prior to this project.

[No] Begin summarizing conversations and discussions.

As the project progressed the children began to summarize conversation had and decisions made by them after I had left the previous day. [I leave 2 hours before we close and many of the children were here for at least part of that time.]

The student will recognize, demonstrate, and analyze the qualities of effective communication.

C2: The student will use listening skills to comprehend and analyze information he/she receives in both formal and informal situations

[Begin] Demonstrate the ability to follow one- and two-step oral directions.

Followed directions for making cookies and for making "fossils" and for finding "fossils" in cookies.

[Begin] Demonstrate the ability to listen and respond to various types of literature read aloud.

Through out the project the children continued to respond either orally, with art, or writing to fiction, non-fiction and poetry read to them.

[ Begin] Demonstrate the ability to listen for meaning in conversations and discussions.

"What is an omnivore?" "Why are there no omnivore dinosaurs?" Questions asked in response to conversations or discussions.

[Begin] Demonstrate the ability to focus attention on the person who is speaking and listen politely without interrupting.

We had several "expert" guest come and visit our class. The children listened and responded with appropriate questions and comments.

[No] Begin summarizing conversations and discussions.

As the project progressed the children began to summarize conversation had and decisions made by them after I had left the previous day. [I leave 2 hours before we close and many of the children were here for at least part of that time.]

[No] Begin making predictions about the content of stories read aloud.

Whenever a fiction book was read the children were given the opportunity to look at pictures and make predictions. As we read the book we would revisit the predictions and modify them as we got new information.

[No] Begin listening for main ideas.

After reading a fiction book we would discuss the story. I would ask the children to tell me what the book was about. At this point in the year [March] many of the children can answer this question with a short phrase or sentence.

The student will recognize, demonstrate, and analyze the qualities of effective communication.

C3: the student will comprehend and analyze information he/she receives from nonprint sources.

[Begin] Continue recognizing nonprint sources.

At their suggestion we used the internet and "experts" as resources during the project.

[Begin] Continue making connections between material from nonprint sources and his or her prior knowledge, other sources, and the world.

"Oh, that is just like the hawk in our playground." This was one child’s response to reading about the predatory behavior of several carnivore dinosaurs. This is just one example of many that occurred during the project.

[No] Begin making predictions about the content of what he or she views.

We watched a brief video clip about dinosaurs. The children made predictions about what they would see based on title and cover pictures and also during the viewing of the video clip.

Reading

The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.

C3: the student will comprehend and analyze information he/she receives from nonprint sources

[Begin] Demonstrate an interest in reading-related activities.

All of the children chose books and "read" them. They also asked to be read to and participated in many book based activities.

[Begin] Demonstrate the ability to explore books independently.

Used a non-fiction books as reference books and would look for the section they thought might contain the answers to their questions.

[Continue] Demonstrate an understanding of the association between spoken and written words.

[Begin] Continue making connections to prior knowledge, other texts, and the world in response to texts read aloud.

"Oh, that is just like the hawk in our playground." This was one child’s response to reading about the predatory behavior of several carnivore dinosaurs. This is just one example of many that occurred during the project.

[Begin] Demonstrate the ability to retell stories.

Used flannel board to retell Digging for Dinosaurs also told stories in a logical order

[Begin] Continue asking and answering questions about texts read aloud.

X

[Begin] Demonstrate the ability to use pictures and words to make predictions about stories read aloud

[fives] or in predictable language books read independently.

X

Fours – Progresses in understanding how books are viewed.

Fives – Begin identifying the title and author of a text.

X

[Begin] Continue recalling details in texts read aloud.

X

[No] Begin drawing conclusions and making inferences.

X

[No] Demonstrate the ability to respond to texts through a variety of methods such as creative dramatics, writing, and graphic art.

X

The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.

R2: The student will use knowledge of the purposes, structures, and elements of writing to analyze and interpret various types of texts.

[Begin] Demonstrate the ability to identify characters and setting in a story read aloud.

X

Fours : Progress in understanding the feelings and motives of characters in situations in the natural and social worlds

Fives : Demonstrate ability to interpret the feelings, motives, and situations of characters from less familiar times and places.

X

The student will draw upon a variety of strategies to comprehend, interpret, analyze, and evaluate what he or she reads.

R3: The student will use knowledge of graphophonics and word analysis to read and determine the meaning of unfamiliar words.

[Begin] Demonstrate the ability to recognize environmental print such as [business logos and traffic signs] school and classroom labels.

X

Fours: Begin understanding how print is organized and read, using concepts about print.

Fives: Demonstrate the ability to recognize some high-frequency words.

X

[Begin] Demonstrate the ability to identify places where words are found, such as books, magazines, newspapers, and the Internet.

X

Fours: Begin recognizing that words are made up of letters and that letters make sounds.

Fives: Demonstrate the ability to understand how print is organized and read, using concepts about print

X

Fours: Begin recognizing letters in words.

Fives: Continue recognizing that words are made up of letters and that letters make sounds.

X

[Begin] Demonstrate the ability to identify rhyming words.

X

[No] Demonstrate the ability to recognize letter patterns in words.

[No] Demonstrate the ability to identify and sort words by category and sound.

X

[No] Demonstrate the ability to recognize and name all uppercase and lowercase letters of the alphabet.

[No] Demonstrate the ability to identify the beginning letter/sounds in single-syllable words; begin identifying the ending letter/sounds in single-syllable words.

Writing

The student will write for different audiences and purposes.

W1: the student will use a process approach to writing

[Begin] Demonstrate the ability to use pictures, oral language, and/or letters to create stories about experiences, people, objects, and events.

X

[Begin] Continue choosing topics and generating ideas about which to write.

X

[Begin] Demonstrate the ability to write in a variety of formats.

X

The student will write for different audiences and purposes.

W2: The student will write for a variety of purposes.

[Begin] Demonstrate the ability to use oral language, draw pictures, and/or use letters to explain and inform.

X

The student will write for different audiences and purposes.

W3: The student will respond to texts written by others.

[Begin] Demonstrate the ability to respond to texts read aloud by conversing with others, drawing pictures, and writing letters or words.

X

[No] Begin using literary models to develop his/her own writing.

The student will write for different audiences and purposes.

W4: The student will create legible texts.

[Begin] Demonstrate the ability to copy or print letters and words, including his or her name.

X

Research

The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge.

RS1: The student will select a topic for exploration.

[Begin] Demonstrate the ability to ask how and why questions about a topic of interest.

X

The student will access and use information from a variety of appropriately selected

Sources to extend his or her knowledge.

RS2: The student will gather information from a variety of sources.

[Begin] Continue identifying pictures and charts as sources of information.

X

[No] Begin gathering information from a variety of sources, including those accessed through the use of technology.

X

The student will access and use information from a variety of appropriately selected sources to extend his or her knowledge.

RS3: The student will use a variety of strategies to prepare and present selected information.

[Begin] Continue organizing and classifying information by constructing categories.

X

[Begin] Continue organizing information on the basis of observation.

X

[Begin] Continue presenting his/her research findings in a variety of formats.

X

Number and Operations

I. Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

A. count with understanding and recognize "how many" in sets of objects.

Fours: Begin to demonstrate one-to-one correspondence using real objects.

Fives: Tell how many are in a set of 10 or fewer concrete items by counting the number of items using 1:1 correspondence.

Sorted and counted dinosaur counters, fossils and rocks

Fours: Begin to explore the meaning of "more" and "less".

Fives: Compare 2 sets of 10 or fewer items and identify one set as having more, fewer, or the same number of members a the other set.

Compared sets of counters, fossils and rocks and identified more than and less than

Fours: Show beginning understanding of number (matching action with number)

Fives: Count forward to 20 and backward from 10.

Counted sets containing up to 42 items.

I. Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

B. Develop understanding of the relative position and magnitude of whole and of ordinal and cardinal numbers and their connections.

Fours: Identify the positions "first" "next" and "last".

Fives: Identify the positions first through tenth using and ordered set of objects.

Lined up objects by size and identified them as first, second, etc. up to twelth

Determine more than, less than, and equals based on counting [using manipulatives] and use of pictorial and symbolic representations.

Graphed # of chips, fossils, rocks and identified more than, less than, equal

I. Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

C. Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers.

[Begin] Discuss and explain how numerals are used in the environment (e.g., house numbers, phone numbers, dates).

Not addressed

D. Connect number words and numerals to the quantities they represent, using various physical models and representations.

Fours: Distinguish "one" from "many."

Fives: Identify the numeral that matches a quantity (1 – 10).

Counted sets and wrote the correct number for that set.

E. Understand and represent commonly used fractions, ¼,1/2, 1/3.

[No] Divide a set of objects into equal groups.

Arranged materials for decorating dinosaur cookies into equal groups

II. Understand meanings of operations and how they relate to one another.

A. Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations.

[No] Add and subtract whole numbers using up to ten concrete objects.

Adding numbers when they added new fossils to the fossil graph. Once realizing that she had added some rocks to the fossil graph one student and her friends had to subtract from the graph.

B. Understand the effects of adding and subtracting whole numbers.

[No] Relate the operation of addition to increase in quantity and subtraction to decrease in quantity.

"There are going to be more fossils now."

Algebra

I. Understand patterns, relations, and functions.

A. Sort, classify, and order objects by size, number, and other properties.

Fours: Recognize similar objects in their environment by color, shape, and size.

Fives: Sort and classify objects by one attribute (size, shape, or color).

The children sorted fossils by one attribute [shape] and rocks by several attributes [color, smell, taste]

(who knew some rocks smell like sweaty socks and that salt was a rock)

[No] Sort and classify objects by more than one attribute (size, shape, and color).

See above

Fours: Order three objects by size.

Fives: Order objects by size, quantities, and other properties.

The children sorted dinosaurs, rocks, and fossils but a number of properties including size, food preferences, color, shape, taste.

I. Understand patterns, relations, and functions.

B. Recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another.

Fours: Recognize a two-part pattern and extend.

Fives: Identify, describe, and extend a repeating relationship (pattern) found in common objects, sounds, and movements.

The children identified, described and extended patterns made with counters, dinosaur sounds and body movements

[No] Construct two-part and three-part patterns.

The children made patterns using counters and movements

C. Analyze how both repeating and growing patterns are generated.

[No] Determine a rule for repeating and growing patterns.

The children identified, described and extended patterns made with counters, dinosaur sounds and body movements

II. Represent and analyze mathematical situations and structures using algebraic symbols.

A. Illustrate general principles and properties of operations, such as commutativity, using specific numbers.

[No] Use concrete materials to construct addition and subtraction models.

The children used dinosaur counters to model addition and subtraction story problems.

B. Use concrete, pictorial, and verbal representations to develop and understanding of invented and conventional symbolic notations.

[No] Use language such as less than, more than, or the same number as to describe the relative sizes of sets of concrete objects.

Compared sets of counters, fossils and rocks and identified more than and less than

III. Use mathematical models to represent and understand quantitative relationships

A. Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols.

[No] combine two sets of objects and count the result.

Combined different sets of dinosaur counters and counted the results

[No] Given a set of objects, remove some and then count the result.

In the process of doing number stories subtracted dinosaurs from a set of counters and counted the results

Geometry

I. Analyze characteristics and properties of two-and-three-dimensional geometric shapes and develop mathematical arguments about geometric relationships.

A. Recognize, name, draw, compare, and sort two-and-three-dimensional shapes.

[Begin] Identify, model, and draw two-dimensional geometric shapes (circle, square, triangle, rectangle).

Fours: Investigate three-dimensional shapes in informal settings.

Fives: Identify, sort, and classify two-dimensional geometric shapes according to their attributes (size, shape, color).

Fours: Sort two-dimensional shapes according to attributes.

Fives: Identify examples of three-dimensional shapes seen in the environment (cube, sphere, cone, cylinder).

B. Describe attributes and parts of two-and three-dimensional shapes.

[No] Compare the size (larger/smaller) and shapes of plane geometric figures (circles, triangle, squares, rectangles)

[No] Locate two-dimensional shapes on parts of three-dimensional shapes

C. Investigate and predict the results of putting together and taking apart two-and-three-dimensional shapes.

Fours: Investigate the results of combining and partitioning geometric shapes (square, rectangle, triangle, circle)

Fives: Combine and subdivide geometric shapes and discus the results.

II. Specify locations and describe spatial relations using coordinate geometry and other representational systems.

A. Describe, name, and interpret relative positions in space and apply ideas about relative position.

Use positional words to describe the location of objects

Fours: up, down, on, off, over, under, next to).

Fives: near, far, up, down, below, above, beside, next to, between, over, under

Used positions words to describe placement of dinosaurs for stories

III. Apply transformations and use symmetry to analyze mathematical situations.

B. Recognize and create shapes that have symmetry.

[No] Identify and describe shapes that show symmetry across a line (i.e., nature, art, the human body)

IV. Use visualizations, spatial reasoning, and geometric modeling to solve problems.

C. Relate ideas in geometry to ideas in number and measurement.

Fours: Name object seen briefly.

Fives: Recall the configuration of dots on dominoes or name objects seen briefly.

[No] Identify, describe, and extend a repeating pattern found in common objects, numerals, sounds, and movements.

Fours: Order 3 objects by size.

Fives: compare the relative size of objects as bigger, smaller, or the same.

Compared sizes of counters, dinosaurs in stories, fossils and rocks

D. Recognize geometric shapes and structures in the environment and specify their location.

[Locate] Identify and describe objects in the environment that depict geometric figures (triangle, rectangle, square, and circle)

[No] Connect geometrical patterns and their relationships with other aspects of mathematics and with other disciplines.

Measurement

I. Understand measurable attributes of objects and the units, systems, and processes of measurement.

A. Recognize the attributes of length, volume, weight, area, and time.

Fours: Become aware that objects can be compared on the basis of different attributes.

Fives: Identify the attributes of length, volume, weight, area, and time by using manipulatives.

Measured length, width, and height for different types of dinosaurs. Measured length and weight of rocks and fossils.

Identified time for field trips and bus schedules

Identify [by picking them up] by using manipulatives, which of two objects is heavier.

Compared the weight of bones to fossils just by picking them up.

Demonstrate [through conversation a sense of time] an understanding of time (days of the week and characteristic events).

Talked about the days and times when particular events were going to take place or had already taken place, i.e. field trips, special visitors, or particular project work

I. Understand measurable attributes of objects and the units, systems, and processes of measurement.

B. compare and order objects according to their attributes

Fours: Use basic comparison words.

Fives: compare two objects by using direct comparisons according to one or more of the following attributes: length, height, weight, and time.

Fours: Describe objects and actions by noting their similarities and differences.

Fives: Order objects by length, height, and weight.

Measured length, width, and height for different types of dinosaurs. Measured length and weight of rocks and fossils.

Ordered all of the above by length, height, weight

I. Understand measurable attributes of objects and the units, systems, and processes of measurement.

C. Understand how to measure using nonstandard and standard units.

Fours: Use nonstandard units of measure to explore everyday objects.

Fives: Use nonstandard linear measures (fingers, hands, feet, and arms) to "measure objects.

Used sticks, unifix cubes, and body parts to measure the length of apatasaurus

[No] Use nonstandard measure to explore the area of everyday objects

[No] Compare quantities using nonstandard units of capacity.

Compared the length of Apatosaurus [see above] to the length of other dinosaurs including comsognathus

I. Understand measurable attributes of objects and the units.

D. Select an appropriate unit and tool for the attribute being measured.

Fours: Identify the instrument used to measure time.

Fives: Identify the instruments used to measure length, weight, time, day, month, and season, and temperature.

Used yard sticks, rulers, spring scales, balance scales, kitchen scales and bathroom scales, calendars, clocks, watches to measure, weight and time project related activities

[No] Use appropriate units of linear measure (foot rulers, yard stick, tape measures).

Used yard sticks, rulers to measure dinosaurs, fossils, and rocks

II. Apply appropriate techniques, tools, and formulas to determine measurements.

A. Use tools to measure

Fours: Begin to show awareness of time concepts.

Fives: Tell time to the hour by using analog and digital clocks.

Told time to the 5 minute mark in order to catch the bus for field trips

[No] Use a calendar to do the following:

1. read and write numerals to 31
2. Identify the day and date
3. Identify the day of the week
4. Identify the months of the year
5. Identify "yesterday", "today", "tomorrow".

[No] Identify a penny, nickel, dime, quarter, and dollar.

II. Apply appropriate techniques, tools, and formulas to determine measurements.

B. Develop common referents for measures to make comparisons and estimates.

[No] Make and use estimates of measurements.

Estimate how long apatasaurus would be on our playground

"He would be 15 kindergarteners." Etc.

[No] Identify the relationship between the minute hand and the hour hand on an analog clock.

Data Analysis

I. Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

A. Pose questions and gather data about themselves and their surroundings.

Collect data related to familiar experiences [by counting].

Collect data on how many fossils each child had collected

What is your favorite dinosaur?

How many "fossils" were in your cookie?

Etc.

B. Sort and classify objects according to their attributes and organize data about the objects.

Fours: Sort and classify by a single attribute and record data.

Fives: Compare, sort, and group objects by a given attribute and record data.

Graphed all of the data gather on the following questions:

Collect data on how many fossils each child had collected

What is your favorite dinosaur?

How many "fossils" were in your cookie?

Compared most, least, etc.

C. Represent data using concrete objects, pictures, and graphs.

Fours: Draw a picture to represent data.

Fives: Display information by using object graphs, pictorial graphs, and tables.

Graphed all of the data gather on the following questions:

Collect data on how many fossils each child had collected

What is your favorite dinosaur?

How many "fossils" were in your cookie?

Compared most, least, etc.

II. Select and use appropriate statistical methods to analyze data.

[No] Interpret information on a graph.

Read the information on class graphs and explained to visitors

Gross Motor Development

PD1: Children increasingly move their bodies in ways that demonstrate control, balance, and coordination.

Fours: Move with balance and control while walking, running, jumping, marching, hopping and galloping.

Fives: Move with balance and control, varying speed, rhythm, gait, and direction.

Used balance and control while pretending to move like various dinosaurs.

Coordinate movements to perform [more complex tasks] variety of tasks.

Moved their bodies to dig for fossils and to move heavy rocks.

Fine Motor Development

PD2. Children use their fingers and hands in ways that develop hand to eye coordination, strength, control and object manipulation.

Use strength and control to perform [more complex tasks] a variety of skills.

Chiseled specific rocks out of pieces of conglomerate rock that we found

Use hand-eye coordination to perform [more complex tasks] a variety of tasks.

Used hammers, chisels, scissors, pencils, markers to perform a variety of tasks related to the project.

Personal Health and Safety

Children begin to understand how daily activity and healthy behavior promote overall personal health and safety.

Perform some self-care task independently.

Fours: Follow basic health and safety rules most of the time.

Fives: Show understanding of and follows basic health and safety rules.

SE1: children will display a health self-concept in a safe, supportive, and stimulating learning environment.

Fours: Begin to identify similarities and differences between self and others.

Fives: Begin to accept differences between self and others.

Realized that children had different favorite dinosaurs

Began to recognize that different children were "experts" on different things.

"B. is good at cutting she can fix our masks."

"L. is a good singer – she can do the song in the play."

Show initiative and self-direction by making choices and performing age-appropriate tasks.

All of the children were very self-directed in choosing the work they wanted to do on the project. In fact, in most cases they came up with the particular activity,

e.g. searching for bones and rocks on the playground and categorizing them

Fours: demonstrate self-confidence by eagerly participating in most classroom activities, expressing emotions, exploring toys and materials, and interacting with others in the classroom.

Fives: demonstrate self-confidence by approaching new tasks and situations enthusiastically, recognizing and expressing emotions appropriately, and sharing information about themselves with others.

During group time the children talked about what they were working on and offered information they had to help other children. They chose their tasks and worked with energy for long periods of time to make dinosaur cookies, write dinosaur books for the younger children, write invitations to experts to come help us with our work, etc.

Fours: Begin to stand up for rights by asserting own needs and desires without being aggressive.

Fives: Begin to stand up for rights by taking action to avoid possible disputes.

The children felt strongly about the work they were doing and as a result there were differences of opinion. They used words to deal with their differences and with just a little adult help were able to come up with solutions that satisfied everyone

SE2: Children will demonstrate self-control and show respect and responsibility for themselves and others.

Follow simple classroom rules and routines [with reminders] most of the time.

Fours: Use classroom materials carefully with guidance and some reminders.

Fives: Use classroom materials purposefully and respectfully most of the time.

The children used materials in unexpected ways but they used them with a particular goal in mind and were generally respectful.

Fours: Adjust to changes (transitions) when told what to expect in advance.

Fives: Begin to adjust to changes (transitions) and learn that different situations call for different behaviors.

The activities of the project required us to change our schedule on several occasions. The children’s conversations indicated an understanding that special events required changes and they adjusted without problems.

[Begin} Recognize both positive and negative feelings and [to be able to describe them] begin to manage them appropriately.

[Begin] Take responsibility for own well being by [using self-help skills with few reminders] understanding the importance of self-help skills.

SE3: Children will for healthy social relationships.

Fours: Begin to make the transition from parallel play to cooperative play b taking turns and talking with other children during play.

Fives: Begin to play cooperatively with one or more children, listen to peers and understand their feelings, and solve problems together.

This was very evident in this project. The children planned most of the work together which required listening to each other and negotiating each others desires and ideas. They worked out problems with compromises

"first you can do it and then I will"

"some could be t-rexs and some could be stegosaurus"

Fours: Interact easily with familiar adults by engaging in conversations and following directions.

Fives: Interact easily with familiar adults by showing affection, responding to questions, initiating conversations, and following directions.

All of this exhibited on a daily basis during this unit.

Fours: Begin to show growing ability to participate in the group life of the class (sense of community) and an awareness of group expectations.

Fives: Begin to understand group life by contributing ideas, taking responsibility for events in the classroom, sharing knowledge of classroom routines and procedures, and following rules in group games and activities.

This project was the result of the children sharing their own ideas about they wanted to do and planning many of the activities for the unit including collecting and categorizing fossils and rocks, inviting a paleontologist and geologist to come talk to us, measuring dinosaur sizes, and writing a script to make a movie.

This all happened within the context of the existing community routines, rules and procedures.

Show and respond with empathy to peers who are in need, upset, or hurt [much of the time].

SE4: Children will use a variety of techniques in solving social problems.

Fours: Begin to learn alternatives from adults for solving problems.

Fives: Seek adult help and begins to use simple strategies to solve problems

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