RELATIONSHIPS

By: Ashley Panagiotides, Tori Zaborowski, Sarah Cario, Lauren Majetic, Brittney Donovan

Big Idea: Our big idea is based around the concept of relationships. It is very compelling and
invites children to learn more on the topic. Children can easily connect to this big idea through
experiences from their own lives. This big idea invites active engagement for these students
through authentic activities including the subject areas of Math and History with artistic tones.
These activities stem from different branches of relationships including: family, friends, and self.
In this context, relationships refer to a persons or things relative position to someone or
something else.

Context: Our unit on relationships is geared towards kindergarteners. There is no background

knowledge needed. Every child has experienced a relationship at some point throughout their
life. Relationships can be a sensitive topic and needs to be handled carefully. It is important to
make sure you are aware and positively acknowledge all types of relationships.

Objectives: Objectives that we plan to accomplish are guided by grade level and common core
standards from Math, History, and ELA. Essential questions that we plan to ask include: What
types of relationships can a person have? as well as, what is the importance of having
relationships? By the end of this unit, students will be able to define a relationship and
recognize several different types. They will be able to make connections to their own
relationships.

Art Concepts: The art concepts addressed in this unit are drama, photography, and visual arts.
For drama, the children will express relationships by performing a puppet show. For
photography, the children will model their knowledge of relationships to self. Finally, through
visual arts the children will be creating a family tree.

Content Areas:
Mathematics: Operations and Algebraic Thinking K.OA
Understand addition as putting together and adding to, and understand subtraction as taking apart
and taking from.
1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or equations.
Social Studies: H2 Living and Working Together
Use historical thinking to understand the past.
K H2.0.4 Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories,
videos).
Drama: Analyze and make connections
ART.T.V.K.2 Participate in arts activities that focus on everyday life.
ELA: CCSS.ELA-LITERACY.L.K.1.D
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
Visual Arts:
ART.VA.I.K.1 Identify and explore a variety of materials to communicate personal experiences.
ART.VA.I.K.2 Work with materials and tools safely with environmental awareness.

Photography:
ART.VA.I.K.3 Explore the elements of art through playful sensory experiences.
ART.VA.II.K.6 Experiment with different technologies.

Hook: Families, Families, Families! by, Suzanne Lang and Max Lang
Description: This text will be an introduction to the variety of relationships that are made in
families. It includes a range of families so students do not feel inferior to other students who
have different types of families.

Activity 1: Family Tree

Description: For the family tree activity the teacher will ask the students to go home and collect
any pictures they can find from their families. If they are unable to bring in any photos they will
be allowed to draw their families. They will also be asked to find any interesting facts from their
family heritage to include in their family tree. The teacher will then pass out construction paper,
crayons, markers, colored pencils, glue, and scissors to all the students. The teacher will instruct
the students to trace their hands on multiple pieces of construction paper and then cut them out.
These will represent family or friends on their tree. The students will then construct their tree.
Each will be based on the childrens family/friend history and creativity.

Materials: construction paper, glue, markers, family pictures (optional), scissors, crayons,
colored pencils

Assessment:
Checklist:
The students were able to bring knowledge from their friends/families past with photos and
create a family tree.
The students were able to construct a visible family tree that displays creativity; for example,
they were able to make choices about how to construct their own family tree by tracing their
hands, cutting them out, and placing them where they see fit. As well as, shows that the student
took time to incorporate details; i.e., photos or drawings of their family with information from
their background.
Students were able to work safely and responsibly with scissors.
Students were able to explore with glue, paper, markers, etc.

Examples of a family tree:

Activity 2: Puppet Show

Description: During this activity, students will showcase their knowledge of addition and
subtraction through drama. First, the teacher will model a variety of math problems using
puppets. Then, students will be paired up and given a simple addition or subtraction problem that
they must model for the class. After each group has created their puppets, they will each have an
opportunity to dramatize their math equation for their peers. Depending on their mathematical
ability, the partners will show their knowledge on their own or will receive support from the
teacher/class.

Materials: glue, stick on eyes, markers, crayons, colored pencils, yarn, paper bags, construction
paper

Assessment:
Checklist:
Students were able to successfully solve a simple addition or subtraction equation.
Students were able to express themselves through visual arts, by creating puppets.
Students were able to express themselves through drama in a real life situation.

Examples of a puppet:

Activity 3: Photo Booth (Culminating Event)

Description: During the culminating event, the students will be able to express emotions directly
related to themselves. First, the teacher will begin by modeling how to use the photo booth by
expressing a specific emotion. Then, the students will be invited to utilize the photo booth to
express specific emotions they have felt in their lives. After each child has had a turn to
investigate the photo booth, the teacher will ask them prompts to reflect upon their knowledge of
expressing emotions in relation to themselves.

Materials: Camera/phone, backdrop (optional), photo props; for example, fuzzy mustaches, big
glasses, variety of hats, etc.

Assessment:
Checklist:
Students were able to experiment with cameras and photo technology.
Students were able to respond verbally to various prompts; such as, Why are you feeling
happy? Why are you feeling sad? What makes you feel those emotions? What do you look
like when you are showing emotions? Etc.
Students were able to express their emotions using different facial expressions.