Kindergarten Understanding by Design Unit

Title of Unit Clothes and the stories they tell.

Time Frame 2 months.
Developed By Gayathri Rasiah
School McGill University. Course- Kindergarten Classroom Pedagogy.

Identify Desired Results (Stage 1)

Domain Areas: Curricular(subject) Areas:

C1 The Sensorimotor Domain: Science: Through a read-aloud of the book Where did my clothes come from and the class excursion to Quinn Farm, children
will learn about the clothes-making process. They will learn natural ways to dye cotton, wool, and fabric (denim and synthetic
• Psychomotor: Children will participate in a clothesline race where they are assessed for hand-eye fabric). (Considering allergies), children will squeeze pomegranates, tomatoes, red cabbage, and lemons to extract their juice
coordination. Can they grasp a clothespin and pin it on a clothesline, catch/throw a shoe, shirt, and dye the cotton, wool, fabric with it. Also, children will use condiments like ketchup and mustard to make designs and
etc. These activities require students to engage in physical movement, use their reflexes and coordination “paint” on the clothing. They will engage in scientific experimentation by mixing different juices such as lemon (an acid) with
to complete the assigned task accurately and efficiently. Thus, students will develop their spatial and red cabbage (a base) to make various color dyes. They will explore the idea of dilution to change the intensity of their dyes.
bodily awareness. Children will practice tie-dying fabric with the sponge painting technique, and with a pipette, they will add drops of lemon
juice (acid) to change the fabric's color.
• Gross motor: Every morning, students will dance and practice dress-up movements to the song “This is
the way.” By doing so, children will exercise and strengthen their arm, leg, and core muscles. Also, we Physical Education: Children will participate in a race where they will compete against other teams. In a sequence, one child
will observe student’s gross motor development (can students dance, jump, skip, raise their arms, etc.). per team will run to a bin filled with clothespins. There, they will collect one clothespin and continue running until they reach a
In the clothesline race, children will be strengthening their gross motor skills by running, walking, hamper filled with various seasonal clothing. Depending on the season that the teacher or student of the day calls out, the child
crawling, skipping, jumping, hopping on one leg, etc. must select an appropriate article of clothing and pin it to the clothesline. The child quickest to do so and run back to their team
earns a point for their team. The race is adjusted to be more difficult or easy by making children run, walk, crawl, skip, etc.
• Fine motor: Students will participate in activities that require the use of their fine motor skills. Children
will physically manipulate art materials such as soda can tabs, buttons, pompoms, crayons, markers, Language and Literacy: Children will read along with the teacher the book “Clothesline Clues to Jobs People do." The
pencil crayons, etc. Also, children will handle tools such as scissors, screwdriver, paintbrush, paint stick, teacher will emphasize rhyming words, vocabulary terms (articles of clothing and jobs) and ask students to repeat after them.
pipette, etc. These materials will help exercise their grip. Across all subject area lessons, children will These activities and learning opportunities will reinforce the vocabulary terms:
participate in activities that strengthen their fine motor skills, e.g., pinning a clothespin to a clothesline, • As a class, children will play an I-spy game on the SMARTBOARD to identify people dressed in uniforms like a chef,
displacing buttons, painting, etc. doctor, mail person, construction worker, barista, teacher, etc.

C2 The Affective Domain: Throughout the unit, children will express their thoughts, emotions, and opinions Social Sciences: Children will participate in a storytelling session of the book “Jacobs new dress,” that explores the themes of
about clothing and the many stories they tell. During activities, read-aloud, and group discussions, children are clothing choice, identity, perseverance, and gender stereotyping. Children will answer prompts that encourage them to: rethink
prompted to express their emotional response to their individual/peers’ beliefs and attitudes concerning identity, boys vs. girls' clothing, express their interests, define, and express their true selves, and be considerate of others' wishes.
self-expression, clothing preference/design, personal experiences, sentimentalism, preconceptions regarding
clothing, etc. The unit lessons will assess student’s willingness to listen to and be aware of themselves and the Arts:
other. • Music and Dance: Every morning children will reinforce their knowledge on different articles of clothing (long sleeves,
pants, coat, baseball cap, mittens, etc.) by mimicking “dress up movements” (rolling sleeves, stretching up arms,
shaking legs, etc.) with the “This is the way” song (This is the way we get dressed in the morning, dressed in the
C3 The Social Domain: Children will cooperate with their peers by participating in large and small group morning, dressed in the morning. This is the way we dressed in the morning, so early in the morning! This is the way
activities. Children will work as a class, in teams, and as groups of two and four, during class discussions and we put on our shirt, put on our shirt, put on our shirt. This is the way we put on our shirt, so early in the morning! –
activities. The teacher will assess if children are: engaging in group discussions, finding value in exchanging replace shirt with other articles of clothing, e.g., socks, roll up our sleeves, pants, hat, etc.).
beliefs and ideas, motivated to continue interacting and exchanging ideas with one another, working as a team to
complete a task, and celebrating their successes/failures with one another. • Fine arts: Children will use the makerspace to create a functional article of clothing (hat, scarf, mittens, shoes, pants,
shirt, dress, skirt, watch, etc.) that is special to them ( their creation can reflect their interests, a sentimental memory,
C4 The Language Domain: Children will communicate with one another during class discussions and group their culture, etc.). Children will manipulate and add to their art creation:
activities while being respectful and using vocabulary relevant to our unit (seasonal clothing, different articles of o Recyclable materials --> cardboard, plastic bottles, Kleenex boxes, toilet paper rolls, bread tabs, paper bags,
clothing, culture, identity, self-expression, creation, etc.). Children will expand their knowledge of vocabulary etc.
terms through class discussions (small and large group discussions), read-aloud, and the subject area activities. o Loose objects --> pinecones, twigs, leaves, flowers, screws, cotton buds, etc.
Children will demonstrate their understanding of the vocabulary terms by using them in individual, group, and o Art materials --> pompoms, pipe cleaners, playdough, buttons, lace, fabric scraps, zippers, etc.
class projects/activities.
 Children will handle tools such as pliers, scissors, glue, tape, screwdrivers, stapler, paintbrush, sponge, and pipette, to
C5 The Cognitive Domain: Children will develop their cognitive domain by building their knowledge of the help construct their creation. The paintbrush, sponge, and pipette help apply acrylic, fabric, watercolor, puffy, glow-in-
world: learning about clothing creation stories, being introduced to basic science principles – lemon juice the-dark paint to their art creations. Students will have access to markers, pencil crayons, pastels, crayons, and paint
changes the color of red cabbage water (acid/base), participating in daily sing-a-longs and dances, practice their pens. Once the art creations (articles of clothing) are dry, students photograph themselves wearing them and use them
vocabulary about articles of clothing, learn how to identify, sort, and classify objects according to (type, season, to play dress-up or shop in the dress-up corner.
colors, shapes, sizes, textures etc.), children will practice their numeration skills(counting up to ten), learn about
various occupations and their uniforms, broaden their views on gender expression, learn that different cultures Mathematics: Children will participate in a read-aloud of the book “Grandma’s button box.” During the reading, children will
dress differently learning that people approach clothing in different ways (sentimental, learn how to take care of practice their mathematical counting and sorting skills. Children will practice their numeration skills by counting-up buttons
clothes, understand ways in which clothing protect us from germs, children will practice answering/asking from one to ten, placing the correct number of buttons in its numbered basket (one button in basket number one, and so on).
questions, designing/creating articles of clothing, children will interact with the natural world by visiting a farm, Also, children will practice their sorting skills by sorting buttons according to color, shape, size, and preference (like and
etc. dislike). Also, we will have discussions about how buttons can be sentimental items, like how the different shape buttons tell
stories that are important to grandma and her grandchildren. For the art activity, children will construct a button box. In the
C6 To complete an activity or project: Children will explore the physical, human, and cultural environment, makerspace corner, they can create and decorate their button box. In this button box, they add ten buttons that they like.
through class activities, read-aloud, discussions, and excursions. Students will be motivated to continue Afterward, they will do a show-and-tell with 2 of their favorite buttons, e.g., "this is button number 1, this button is special
exploring the world concerning clothing and identity by completing activities/projects and documenting the because... ” Children are encouraged to be creative and make up the stories as they go.
development of their work. Children will celebrate their successes and express the satisfaction of completing a
project/activity by displaying it for others (peers, parents, teachers) to view, engaging in show-and-tells, etc.
Children will transmit the result of their activity/project through audio recordings, videos, and drawings of
themselves, discussing their challenges, successes, learnings, what they found interesting, wonderings. Thus,
assessing engaging in self-assessment.
Essential Questions Enduring Understandings
Open-ended questions that stimulate thought and inquiry linked to the content of the enduring
What do you want students to understand & be able to use several years from now?
understanding.
1. Where do our clothes come from? Children will understand:
2. How can we make clothing? 1. That there are many ways to making clothing.
3. What if we all had to dress the same? 2. That clothing helps us identify community workers.
4. How can clothing help us identify someone important? 3. That a clothing choice is a form of self-expression.
5. How can we protect others with our clothes? 4. That clothing protects us and others by keeping us from harm and hygienic.
6. What does clothes look like from around the world? 5. How to take care of clothes and do laundry.
7. What different kinds of clothes exist? 6. That clothing can have sentimental value.
8. Are we the only ones that influence our clothing choice? 7. That clothing looks different and has different names in other cultures.
9. What do our clothes say about us? 8. That weather influences our clothing choices.
10. Why are clothes special to us? 9. That clothing can be hand-made.
11. How do clothes protect us? 10. That clothing choice is not limited to shirts, pants, jackets, scarves, shoes, etc.
12. Why do we buy different types of clothes? 11. That there is a planning and design process to making clothing.
12. That clothing does not appear in shops; the material is harvested from animals, plants, or synthetically produced.
13. That different farm animals produce various clothing materials.
Assessment Evidence (Stage 2)

What assessment strategies /tools will help check for understanding? Performance Task (Overview)
Formative assessment: • Behavior charts. The teacher will have a checklist of skills, concepts, attitudes, and processes that will assess the
child’s progress and development.
• The teacher will be observing and recording student behavior, in observation charts, throughout the • (Daily) Students will be participating in the morning sing-along. Videos/pictures are taken of the class to record
unit. The teacher will have a checklist of skills, concepts, attitudes, and processes, assessing the child’s participation and children’s psychomotor and gross motor skills (is the child jumping, skipping, holding their arms up,
progress and development. coordinating movements to the rest of the group?).
• The teacher will hold conferences with an individual child or as a small group of 2-4 children. The • Conferences will ask students to self-assess, review, and communicate their behavior, progression of learning,
teacher will periodically hold conferences with the child’s parents. difficulties, etc. The conferences can be held before and/or after activities (both self-directed play and teacher-directed
• Children can keep track of their development by documenting their work in learning logs. activities, e.g., read aloud, class discussions), after school, through the phone (with parents), etc.
• Peer assessments. During sharing time or group activities, children will assess their peers’ skills and • Exit tickets where students self-assess their behavior, participation, expectations, and understandings, through audio
behaviors. recording or by coloring in faces (angry, happy, neutral, sad). Periodically, in-person, email, or on the telephone, there
 • Since there are close to no worksheets in Kindergarten, children will be assessed on story will be student-parent conferences where the teacher discusses the child’s progression of learning and socio-
comprehension, concept understanding, etc., by answering questions during circle time, read aloud, or emotional development. Weekly, group, or individual conferences, the teacher asks students how their day went,
in audio/video conferences. Children will ask and answer questions when engaged in activities. what did they learn, what they did not like, what did they want to know more about, etc. Example: The teacher will ask
• Children will do entrance and exit tickets. each child to recount their experience at the farm, what they liked/did not like, what they learned, what they wanted to
• There is an ongoing physical and digital portfolio for each student. know more about, etc. The teacher audio records this session.
• Entrance and exit tickets. Children will individually or as a group (verbally or through drawings) self-
Summative assessments: assess themselves (what did I learn, what was new, what was difficult, on a scale of happy to angry (color) how I
listened/cooperated with others/shared the tools/ participated/ how I felt today, etc.).
• Final fashion exhibition. • Peer assessments. The Authors Chair- where students share their work with their peers, or by doing Student of the
• Verbal demonstrations/interviews. at the end of their projects, children will communicate their Day- where peers interview a student for the day.
understandings, progression of learning, their projects with their peers as a show and tell. • (Daily) The class will fill out KWL charts to gather information at the beginning of the day about the lesson. These
• Performance tasks. Here, at the end of a lesson, students can be asked to demonstrate skills for teachers are one form of entrance tickets. The other entrance tickets are audio recordings to specific questions about the lesson
to evaluate the child’s abilities. and activities. Examples from the lessons: The teacher will tell the children that they will be exploring the unit of
• Summative and selective physical and digital portfolio for each student. clothes and the stories they tell. The teacher will collect information about clothes in a KWL chart to document what
students know about clothing, wonder about clothing, and learn about clothing. There is a class discussion where the
teacher asks children what stories the clothing help told, how they felt about the clothing, etc. The teacher will ask the
children where they think the clothes came from. The teacher discusses the clothing design process. The teacher will
ask the children how clothing has colors. The teacher will ask questions like What day is it? What season is it? What is
the weather outside like? (look out the window), etc. Children will participate in a discussion about the weather and
how seasons influence our clothing choices.
• While students engage in activities and learning centers, the teacher documents their work by taking photos, videos,
and audio recordings of them. Children will give their thoughts, feelings, and ideas concerning what they learned and
their experiences. Examples from the lessons: Make clothing observations (what type of clothing are there, what
cultural elements, whether it is a uniform, etc.). The teacher records the class observations on the SMARTBOARD and
places them in each child's Fashion Investigation Journal. The teacher asks students if they had an easier time
identifying the fireperson because they were in uniform. There will be a discussion on why some people must dress the
same. The teacher records this discussion on video. Examples: Science Center: The children record their observations
(are the items rough, soft, smooth, bumpy, hard, flimsy, colorful, dark, smelly, noisy, something new, something old,
etc.) in their Fashion Investigation Journals (as drawings, guided fill-in-the-blanks, etc.). Literacy Center: The
children will have access to pictures from the field trip. They will visually sequence the order of events in their
journals. There will be tablets with game applications that students can use to identify colors and the animals that give
us furs/wool. Photos are taken during the excursion.
• Verbal demonstrations. Children will express their lesson takeaways and their final creations through this show and
tell. These demonstrations can happen during circle time, a dedicated presentation time, calendar time, group time,
play, or writing time.
• Performance task. Children will demonstrate their ability to perform certain skills. Performance tasks are done as a
group, in pairs, or individually. For example, students are asked to lace on a lacing board, use a sewing board, sort
buttons according to shape, color, and size, etc. Example: In groups of four, the teacher will assess whether children
understand why people dress in uniforms. They will play an activity where they match magnet clothing on a person to
correspond to their occupation.
• Summative physical and digital portfolio. Here, children reflect on the elements in their portfolios and select works
that they feel represent their understanding of the unit and themselves to add in a “summative portfolio.” The teacher
may add student work that represents the child’s development in specific skills and competencies. This portfolio will be
assessed and shared with parents and teachers.
• Learning logs. The documentation can be in the form of drawings, short writings, audio recordings, videos, and
pictures. This information will be compiled in the child’s ongoing physical and digital portfolio and are shared with
parents, teachers, and anyone else that requests documentation of student work, e.g., psychologists, etc. Learning logs
will be filled during activities and after activities.
• Projects. Children construct clothing items and drawings of clothes special to them (works represent their identity and
tell a story). Projects: Children will draw their clothes creation story using pencil crayons. In pairs, children will
demonstrate story comprehension and information retention by drawing an image of themselves to add to their
portfolios. The paper is sectioned by the different seasons. In each section, the children will use crayons to illustrate
themselves wearing clothing appropriate to the season.
 • Final exhibition. The projects accompany a show-and-tell and dramatic play activity where students will express their
understandings concerning the unit- clothing and the stories they tell (with regards to the world, others, and
themselves). A summative show and tell and dramatic play activity where students will express their understandings
concerning the unit- clothing and the stories they tell (with regards to the world, others, and themselves).

Learning Plan (Stage 3)

The teacher will tell the children that they will be exploring the unit of clothes and the stories they tell. The teacher will collect
information about clothes in a KWL chart to document what students know about clothing, wonder about clothing, and learn
about clothing. Using the SMARTBOARD, the teacher will play the video Sesame Street: Dress Up from Elmo's World. The
teacher will pause and play the game with the students. The teacher provides students with a box of clothing and guides them
to make clothing observations (what type of clothing are there, what cultural elements, whether it is a uniform, etc.). The
How will you hook students at the beginning of the unit? (motivational set)
teacher records the class observations on the SMARTBOARD and later prints and places it in each child's Fashion
Investigation Journal. There is a class discussion where the teacher asks children what stories the clothing help told, how they
felt about the clothing, etc. The teacher will ask the children where they think the clothes came from. The children will answer
with, e.g., supermarket, my closet, my brother, my cousin, the store, etc. The teacher video records this discussion session. The
teacher will ask the children to read the tags on the clothing to see where it is made. The teacher will prompt students to think,
“how are clothes made?” Children will draw their clothes creation story using pencil crayons.
Routine and check-ins:

(Arts and Physical Education Lesson- Music & Dance): Every morning, children participate in a sing-along of the
song This is the way I... following the instructions of the song, mimicking dress-up movements, and vocalizing different
articles of clothing. This activity will engage students and reinforce clothing vocabulary terms.

Daily, in class at the end of the lesson, there will be exit tickets where students self-assess their behavior, participation,
expectations, and understandings, through audio recording or by coloring in faces (angry, happy, neutral, sad).

Periodically, at the end of the day or on the telephone, there will be student-parent conferences where the teacher discusses
the child’s progression of learning and socio-emotional development.

Weekly, at the end of the day, there will be group or individual conferences where the teacher asks students how their day
went, what did they learn, what did they not like, what did they want to know more about, etc.

Sequence of events
What events will help students experience and explore the enduring understandings and essential
questions in the unit? How will you equip them with needed skills and knowledge? How will you
A) “Clothing and the stories they tell” Hook:
organize and sequence the learning activities to optimize the engagement and achievement of all
students?
Circle time:
1. The teacher will tell the children that they will be exploring the unit of clothes and the stories they tell. The teacher will
collect information about clothes in a KWL chart to document what students know about clothing, wonder about
clothing, and learn about clothing.
2. Using the SMARTBOARD, the teacher will play the video Sesame Street: Dress Up from Elmo's World. The teacher
will pause and play the game with the students.
3. The teacher provides students with a box of clothing and guides them to make clothing observations (what type of
clothing are there, what cultural elements, whether it is a uniform, etc.). The teacher records the class observations on
the SMARTBOARD and later prints and places it in each child's Fashion Investigation Journal.
4. There is a class discussion where the teacher asks children what stories the clothing help told, how they felt about the
clothing, etc. The teacher will ask the children where they think the clothes came from. The children will answer with,
e.g., supermarket, my closet, my brother, my cousin, the store, etc. The teacher video records this discussion session.
The teacher will ask the children to read the tags on the clothing to see where it is made. The teacher will prompt
students to think, “how are clothes made?”
5. Children will draw their clothes creation story using pencil crayons.
Drama center: The teacher sets out bins of clothing (uniforms, donated clothing, costumes, fancy clothing, oversized clothing,
cultural clothing, etc.). Children engage in pretend play while wearing the clothes.

Science Center: Here, children continue making clothing observations using a light table, magnifying glass, mirror, flashlight,
and a tweezer to analyze various items such as fabrics, buttons, threads, feathers, beads, etc. The children record their
observations (are the items rough, soft, smooth, bumpy, hard, flimsy, colorful, dark, smelly, noisy, something new, something
old, etc.) in their Fashion Investigation Journals (as drawings, guided fill-in-the-blanks, etc.).

B) “Where do clothes come from?” Field Trip:

1. Children will go on an excursion to the Quinn Farm. Here, the teacher and farm staff will take turns reading Where Did
My Clothes Come From?
2. There will be a discussion about the clothing creation process.
3. The children will meet, pet, and feed farm animals that provide us furs and wool for clothing. The teacher
photographs/videotapes every step of the excursion, and children collect wool/fur samples.

Conferences/ Verbal demonstrations: The teacher will ask each child to recount their experience at the farm, what they
liked/did not like, what they learned, what they wanted to know more about, etc. The teacher audio records this session.

C) "Colorful clothes are fun!" In-class/teacher-led group activity (Science lesson):

1. The teacher discusses the clothing design process. The teacher will ask the children how clothing has colors. The
teacher records children’s responses in a KWL chart (class entrance ticket activity).
2. The teacher will bring out samples of red cabbage, pomegranates, tomatoes, beets, oranges, lemons, and blue/green
Kool-Aid. Children will participate in a sensory activity where they squeeze or soak the juice out of the samples.
3. The teacher will show students how adding water changes the color intensity of the juice and that adding an acidic
solution (lemon or orange juice) to a basic solution (red cabbage juice) will change the color of the juice.
4. The children will dye their fur and wool samples (as well as denim, silk, lace, and cotton sample) into different colors
using the prepared juice solutions. They will decorate their "clothes" samples with natural dyes and condiments
(ketchup and mustard). Children will be using a sponge technique to tie-dye their fabric samples.

Literacy Center: The children will have access to pictures from the field trip. They will visually sequence the order of events
in their journals. There will be tablets with game applications that students can use to identify colors and the animals that give
us furs/wool.

D) “What should I wear today?” Social science and physical education lesson:

Calendar time talk: The teacher will ask questions like What day is it? What season is it? What is the weather outside like?
(look out the window), etc. Children will participate in a discussion about the weather and how seasons influence our clothing
choices.

1. The class will read Different clothes for different weather.

2. The children will reinforce their knowledge by doing a group activity (4 students). They will dress up cut-out
characters according to the seasons.
3. Children will participate in a physical activity where they will reinforce their knowledge of seasonal clothing. Here,
they will be in different teams of four. They will compete against each other, racing to collect a clothespin and pin an
article of clothing on a clothesline (according to the season the teacher or the student of the day calls out). The child
who pins the correct clothes and runs back to their group the fastest earns a point for their team. The race is
differentiated by having rounds where children will walk, crawl, jump, hop on one leg, etc.

Verbal demonstrations/Performative Task (literacy and arts activity): In pairs, children will demonstrate story
comprehension and information retention by drawing an image of themselves to add to their portfolios. The paper is sectioned
by the different seasons. In each section, the children will use crayons to illustrate themselves wearing clothing appropriate to
the season.

E) “Clothes take care of us!” social science and art lesson:

1. The teacher asks the children, "how can clothes take care of us?" The teacher prompts children to think about protective
clothing. They may answer with armor, shin guards, helmet, mask, etc. The teacher records this information on a KWL
chart.
2. The teacher will remind children of the COVID-19 pandemic and highlight that a doctor mask protects us from germs
(and protects our loved ones as well)!
3. The class will participate in a read-aloud of the book We wear masks. We will discuss the importance of wearing
different masks and add words and pictures to our word and picture wall along the way.
4. Children will decorate their fabric masks with fabric paint and sponge painting techniques.

F) “Why are they dressed the same?” Social science and language and literacy lesson:

1. The teacher will ask the children if there are instances other than the weather where a specific type of clothing is
appropriate.
2. Children explore their dress-up corner to identify uniforms. In pairs, they will come back with a toy or article of
clothing that they consider to be a part of a uniform.
3. Children will participate in a read-aloud of the book Clothesline clues to jobs people do. During the read-aloud, they
will predict which uniform belongs to who, repeat vocabulary terms, add words to the word and picture wall (mail
person and a picture of a letter bag and hat). They will repeat after the rhyming words in the book.
4. Children will play an I-spy game on the SMARTBOARD where there are images of diverse peoples in uniform. They
will reinforce the vocabulary terms from the word wall to describe each uniform.
5. The teacher asks students if they had an easier time identifying the fireperson because they were in uniform. There will
be a discussion on why some people must dress the same. The teacher records this discussion on video.

Conference and Performative Task: In groups of four, the teacher will assess whether children understand why people dress
in uniforms. They will play an activity where they match magnet clothing on a person to correspond to their occupation.

G) “Our true selves!” Social science, language and literacy, and art lesson:

1. The teacher asks the children why people choose to dress differently. The teacher asks the children if they picked out
their clothes today and why they did.
2. Children will participate in a read-aloud of the book Jacobs New Dress. We discuss the term identity, self-expression,
and bullying and add them to our word wall. Conversation starters like I feel, I want, I am, are added to the word and
image wall.
3. Children reflect on their "true selves" and how they would represent this through clothing.
4. Children will illustrate an image of their “true selves” wearing clothing that they like. They will do so through drawing
and collage work. Children will use magazine clippings that reflect their clothing style and interests. The teacher
assesses creativity and the safe use of art tools (scissors, etc.).
5. Student of the day interview: A student will explain their “true self” to their peers. Peers provide respectful feedback,
practicing their language skills.

Literacy center: Children expand their thinking about clothing and culture while analyzing boys/men wearing dresses and
skirts (toga, kimono, sarong, kilt, etc.). They will use tablet applications to practice clothing vocabulary. There are flip cards to
match the name to the outfit.

Arts center: Children can use makerspace materials to construct three-dimensional clothing using any art mediums, loose
parts, recyclable materials, tools, etc.

H) “Our neighbor’s special clothes!” Social science, language and literacy, and art lesson:
 1. The teacher asks the children if they wear special clothing in their culture. The teacher records responses in a KWL
chart.
2. There will be a read-aloud of the book What We Wear: Dressing Up Around the World. The teacher will bring attention
to the different countries and clothes. The teacher will add them to their word and image wall.
3. The children will participate in an art activity where they recreate an article of clothing from the book using cotton bud,
marbles, fingerpaint, and sponge painting techniques. They can decorate their artwork with beads, rhinestones, and
feathers.
4. There will be an Author Chair activity where children can present their artwork, why they chose this outfit from the
book, which country it is from, explain any difficulties in the creation process, etc. This space allows children to assess
their peers’ work. The teacher can record these sessions to add to student portfolios.

Performative Task: In groups of 4, children will play an activity where they must match (felt board game) the clothing word
(kimono, saree, toga, etc.) to its image. The teacher will assess if the child can correctly do so.

I) “Japanese festival!” Social science, language and literacy, and art lesson:

1. The teacher prompts the children to reflect on why clothes have sentimental value to people. The teacher will ask
children if they have a favorite article of clothing and what makes it special. The teacher collects this information as
audio recordings as an entrance ticker activity.
2. Children will participate in a read-aloud of the book Suki’s kimono. The class will discuss Suki's feelings/perseverance,
Japanese culture, kimonos, and bullying.
3. In pairs, children will make kimonos. They will trace their bodies on butcher paper and draw a kimono outline. They
will decorate a kimono to gift their peer as grandma did for Suki.
4. The children will decorate the kimonos at the makerspace corner using any art mediums, scrap fabric, loose parts,
natural, recyclable items, etc. They will wear this kimono to their class festival.

J) Afterschool class festival (extension activity for Suki’s Kimono)- physical education, social science, and art activity:

*Family attends this festival as well, to emphasize community and collaboration.

1. Children and their family members will attend a class festival. The children wear the kimono that is gifted to them. The
kimono is atop their clothes (yarn attaching it to their body). The festival will have a music instrument corner, a group
dance, foods brought in by the parents, and a paper lantern-making art center. Children, their friends, and parents will
take pictures at a photo booth.

Conference: Children will sit in a circle time with their kimono photographs, and they will explain why their kimono is
special and what memories they made while in the kimono. The teacher will affirm student thinking and emotional response.

K) “I can explain!” Language and literacy and mathematics lesson:

1. The teacher will show the children buttons and ask them if they know what they are, their use, and if they are just
ordinary buttons. The teacher will record this information in a KWL chart.
2. The class will participate in a read-aloud of the book Grandma’s button box. They will learn about how buttons can be
important to someone.
3. The class will echo count-up from one to ten with pictures of buttons on the SMARTBOARD. There will be a 1 to 10
counting song.
4. Children organize buttons in a number bin (1 button in bin 1, 2 buttons in bin 2, until button 10). Then they will
reorganize the buttons according to color, shapes, and sizes.
5. Children will use their button box (brought from home- any small container). Here, they will store buttons that they
liked (10 buttons).
6. Children practice how to use items like buttons (buttoning, zipping, sewing, lacing, Velcro-ing, and clasping.)
 Author chair/ Verbal demonstration: The children will do a show-and-tell for their button box and tell the class about their
top 5 buttons. They will have to be creative and make up a story for their buttons (I got this white button in a snowstorm while
fighting bigfoot).

Arts center: Children can decorate their button boxes using makerspace items.

Mathematics center: Children will continue sorting buttons and examining them through magnifying glasses and light tables.
They can play with number cards and sequence buttons from 1 to 10. Children can play shop by buying articles of clothing
with button currency.

Performative Task: One at a time, the teacher will ask children to demonstrate their understanding of how to button, clasp,
Velcro, lace, sew, and zip.

L) “I can do my laundry!” social science and mathematics lesson:

1. The teacher asks the children, "what are different ways that we can take care of clothes?" The teacher will document
responses on a KWL chart using the SMARTBOARD.
2. Children will participate in a read-aloud of the book Laundry Day. Here, they will learn about how to wash, dry, and
fold clothes. The children will connect the story experience with their own life, giving examples of their laundry
experience.
3. They will reinforce their clothing vocabulary and add new terms to the word and picture wall. Pictures of laundry
detergent, washers, dryers, clotheslines, and pins will be added to the word and picture wall.
4. Children will participate in a class “laundry day.” Children will learn to sort the clothing based on colors, type, sizes,
shapes, etc. They will wash dolls' clothing in a washbasin using soap and water, ring the clothes, and pin it to a
clothesline for them to dry. They will count how many loads of laundry and clothes they washed/dried.

M) Closing clothing celebration:

1. We will close the unit on clothes by spending a class where children exhibit all their clothing creations to parents and
their peers.

*Throughout each lesson: photographs, drawings, recordings of the class, student, and group work, are posted on
bulletin boards, placed on shelves, or shown in individual physical and digital portfolios.

Conferences: Children will individually with the teacher throughout the final days of the unit, select and organize their
favorite work to put in their summative portfolio, and have a closing talk with the teacher.

Drama center: Children can play shop and dress up using the shopping carts, clothes rack, cash register, donated clothes,
clothes they made, and laminated bills and coins. Children can use the changing room, mirrors, and lights to play Fashion
Show. They can take pictures of mix and match outfits.
• Records of children thinking during circle time (KWL charts) are posted on the wall for students to refer to throughout
the unit.
• Children will have access to their portfolios to see the progression of their work and understanding. They can refer to
their work to address any misunderstandings or rethink their idea.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and • Children's work will be visible on open shelves and bulletin boards, prompting children to continue thinking about
refining their work based on your essential questions and enduring understandings? class discussions and rethink their clothing design choices so that every makerspace project looks different.
• The vocabulary words and image cards are posted on the word and image wall for children to revisit and reflect on.
• Children will have access to the books we read in this unit. They can revisit the books in their own time to rethink and
reflect on the books' themes.
• Children will have access to the list of our essential questions as they will remain in the corner on the
whiteboard/SMARTBOARD. We can revisit them together as a daily reminder.
 • Children's entrance and exit tickets will be available to them in their ongoing portfolios (digital and physical). They can
go over them with their teacher and rethink their behaviors and progression of learning.
• Children will have access to the manipulatives and objects we use throughout the lesson, e.g., fabric scraps on light
tables, buttons, lace, zippers, clothing, etc. They will be available in learning centers and the makerspace corner.
Children can refer to these items throughout the unit to observe and reflect on.
• The various conferences, performative tasks, and demonstrations help students reflect and rethink their understandings.

• Children will exhibit their growing skills, understandings, and knowledge through a class festival where parents can
observe their work.
• Children will hold a clothing exhibition where they will show everyone their makerspace creations and portfolios.
How will you help students to exhibit their growing skills, knowledge, and understanding throughout the • Children take pictures of their creations with a camera and post them on the bulletin board and their portfolios.
unit? • Children are told to select their favorite pictures, videos, and works to include in their summative portfolio that will be
viewed by teachers and their parents. Children will provide video commentary throughout the selection process to
exhibit their learning journey to their parents. The pictures could be about when the children were learning to dye
clothes, exploring animals at the farm, the kimono creation process, the mask making process exploring the fabric paint
and sponge painting techniques, etc.
Conversations
Environment What open ended questions can I ask to learn through conversations that will scaffold children’s learning?
(What will be added to the environment to support the unit?)

Gradually displayed on the walls: Science (cognitive, sensorimotor, and social development): How are clothes made?, What animals help us make clothes?,
• Poster counting to 10 using buttons. Which fruit juice will dye the shirt red?, Which animal makes wool?, Which animal makes this brown fur?, Where can we
• Children’s work on bulletin boards (photographs, drawings, etc.) harvest cotton?, Are all fabrics made from animal hair?, What does the fabric feel like?, What do the buttons feel and sound
• Images of clothing with the labels for each clothing item. like?, What temperature is the water?, What weather is it today?, What weather is it in X season?, What fruits are these?, What
• Word and Image wall with vocabulary cards. does laundry detergent and soap do? , What is COVID-19?
• Poster of seasons and weather appropriate clothing.
• Poster of how to do laundry. Arts (cognitive, affective, sensorimotor, and social development): What kind of jewelry do you wear?, What type of clothes
do you wear?, What design clothes do you like?, What color clothes did you wear yesterday?, What shape, size, and color
• Poster of self-expression and gender-expression.
buttons do you like?, Do you still wear the same style and size clothes as last year?, Have you ever made your clothes?, How
• Poster of multicultural clothing.
did you make your clothes?, How can you make clothes?, What are some different-looking clothes that you have seen or
• Poster of men/boys in “dresses and skirts.”
worn?, What colors look good on you or your friend?, Do you wear the same color, size, and style clothing as others?, What is
• Laminated buttons of different shape, size, and color. your favorite color X (pants, etc.)?, Ask your friend what they like to wear, What color does your friend like to wear?
• Laminated articles of clothing of different shape, size, and color.
• A sensory wall where different material clothing are pinned up so that children can feel each material Social Science (cognitive, socio-emotional development, affective, social, and language development): How do we wash
(denim, lace, cotton, etc.). clothes in Canada?, How else can we wash clothes? Sensorimotor, How do we take care of our clothes?, Do you think men
• Essential questions and KWL charts. should be allowed to wear skirts and dresses?, Do you think others have to dress the way you like?, Can people dress
• Kimono and Japanese culture poster differently?, Are there people that dress the same?, Why do people dress the same?, Do you feel different when you wear
• Poster of costumes and community workers different style clothes?, What do people think about your clothing choice?, Do you care about how others think of you?, Do
• Poster of animals that make wool/furs we use. you think your clothes reflect who you are?, How can our clothes tell others who we are and what we like?, Does anyone treat
• Science poster of acidic and basic solutions you differently when you wear your favorite clothes?, Is bullying bad?, How does it feel when you are supported or bullied?,
• Pandemic prevention poster & wash hands poster Would you wear donated clothing?, Why do people donate clothes?, Where can we get donated clothes?, What kinds of
• Photographs of field trip and class festival. clothing do people from other parts of the world wear?, Do you know if there is other cultural clothing native to Canada?,
What kind of traditional clothing do people from your or your family's culture wear?, How can you tell the difference between
Added to the learning environment: each culture's clothing?, When and where do you wear your traditional clothing?, Have you felt strange in the clothes you
• Hooks, selves, and a circular clothing rack for children to exhibit their clothing pieces and play with wear?, Have you felt like you are forced to wear something you do not like by your family?, When do you go shopping?,
articles of clothing. Where do you buy your clothing?, Where do you do your laundry?, Do you like uniforms are they a good idea?
• Cash counter along with shopping carts for children to play shop with.
• There will be fabric table mats of different pattern and textures to remind children of clothing. Mathematics (cognitive, social, and sensorimotor development):Do you like shopping for new clothes?, Do you often buy
new clothes?, How many clothes do you have?, How many buttons do you have?, What different categories would you sort
• Hooks, selves, and a circular clothing rack for children to exhibit their clothing pieces and play with
these buttons as?,
articles of clothing.
What different categories would you sort these clothes as?
• Cash counter along with shopping carts for children to play shop with.
 • A trunk of donated clothes from parents/teachers for children to use in their activities. Physical education (cognitive, physical/sensorimotor (gross, fine, and psychomotor) )development:
• A clothesline running across the ceiling pinned with different cutouts of clothing that children made. What movements do we make when we put on or take off our clothes?, How do you move when you wash your clothes?, How
• There will be decorative rugs, feathers, and beads in baskets for children to feel. do you dry and hang up clothes?, How do you use X tools?, How do you use clothespins? How does an animal move?
• There will be a changing room made of a curtain where children can go put clothes on themselves
without taking off their original clothes. Language and Literacy (affective, social, cognitive, and language development):
• There will be more mirrors on the walls for children to see their reflection and their creations. Tell me about your clothes., What is this that your friend is wearing?, How do you feel when wearing X clothing?, How do
• Light table you feel about your artwork?, What do you think of your friend's work?, How can we connect X book to X theme?, How do
you feel about X character?, How do you feel about the field trip or festival?, How do you relate to the characters in the book?,
Did this ever happen to you, just like X character?, What would you say to X character from the book?

Play
Resources
What activities can I offer to maximize the
What resources will you use in the learning Brief outline of planned lessons (for this activity 3 different subject areas)
children’s opportunities for learning and
experiences to meet the outcomes?
inquiry?
Resources: Learning centers: 1. “Our true selves!” (Social science, language and literacy, and art lesson):
• Quinn Farms
• Animal furs and wool from farm Drama center: Bins of clothing (uniforms, donated 1. Do the daily dance “This is the way…”
• Community (parents, teachers, students) clothing, costumes, fancy clothing, oversized clothing, 2. Ask the children why people choose to dress differently. The teacher asks the children if they picked out their
clothing donations cultural clothing, etc.). Pretend dress up and shop play. clothes today and why they did. Fill out a KWL chart.
• Parent made food for the festival. Children can play shop and dress up using the shopping 3. Do a read-aloud of the book Jacobs New Dress.
carts, clothes rack, cash register, donated clothes, clothes 4. Present the book cover, ask students what they observe about the illustration on the book, and to read the book
Books: they made, and laminated bills and coins. Children can use title. I point out to students the dress and ask them what they think of it. I will explain:
• “Clothesline clues to jobs people do” by the changing room, mirrors, and lights to play Fashion 5. “Everyone, look at the pictures on the cover, what color dress is this person wearing? Do you think the dress
authors Kathryn Heling & Deborah Show. They can take pictures of mix and match outfits. looks nice?” I will ask students to connect the color of the dress and the word purple on the book cover.
Hembrook and illustrated by Robert 6. I will point out the word favorite and ask the students if they have any favorite clothes and to name what it is
Davies. Science Center: A light table, magnifying glass, mirror, e.g., shirt, dress, pants, sweater, shoes, etc.
• “We wear masks” by Marla Lesage. flashlight, and a tweezer to analyze various items such as 7. I will then direct the students to the person on the cover of the book and ask them if the person looks happy,
fabrics, buttons, threads, feathers, beads, etc. The children sad, angry, etc.
• “Grandma’s button box” by Linda
record their observations (are the items rough, soft, 8. After a brief discussion I would ask students if they noticed the gender of the person on the book.
Williams Aber.
smooth, bumpy, hard, flimsy, colorful, dark, smelly, noisy, 9. Before reading, I will ask students to pay attention to the person’s clothes and their facial expressions, words
• “Laundry day” by author Karen Hjemboe
something new, something old, etc.) in their Fashion they use to describe their feelings, etc.
and illustrated by Shelly Hehenberger.
Investigation Journals (as drawings, guided fill-in-the- 10. I will then say “Are we ready to start reading? I need you to listen and help me read, I might ask you to look at
• “Where Did My Clothes Come From?” by blanks, etc.). pictures and to repeat words after me, 3, 2, 1, let’s go!”
author Chris Butterworth and illustrated by 11. Ask students questions about different pages and events in the book (Why did Christopher say X?, How did
Lucia Gaggiotti. Literacy Center: The children will have access to Jacob respond?)
• “Different clothes for different weather” by pictures from the field trip. They will visually sequence • After a reading of the line “Jacob, why do you always wear girl clothes? Put on the knight armor.
Bruce Larkin the order of events in their journals. There will be tablets That’s what the boy wears!” “Christopher, Stop telling us what to do!” said Emily.
• “Jacobs new dress” by authors Sarah with game applications that students can use to identify • I will ask children why they think Christopher said that and if Emily was being a good friend for
Hoffman & Ian Hoffman and illustrated by colors and the animals that give us furs/wool. Children sticking up for Jacob. Would they do the same? What are girl clothes?
Chris Case. expand their thinking about clothing and culture while • Point out the image where Jacob is wearing his witches dress.
• “What We Wear: Dressing Up Around the analyzing boys/men wearing dresses and skirts (toga, • How does Jacob feel here? How can you tell?
World” by authors Maya Ajmera, Elise kimono, sarong, kilt, etc.). They will use tablet • I will ask children if Christopher was right in pulling off Jacob’s clothes.
Hofer Derstine, and Cynthia Pon. applications to practice clothing vocabulary. There are flip • How does Jacob look here? How would you feel?
• “Suki’s Kimono” by author Chieri Uegaki cards to match the name to the outfit.
and illustrated by Stephane Jorisch. • Explain to children that they do not need to accept a bully’s behavior. Children can tell an adult, or
use words like STOP and that makes me feel… To convey that they are not happy.
Arts center: Children can use makerspace materials to
12. Ask students to connect the themes of the book (clothing, identity, gender-expression, bullying) to their life.
construct three-dimensional clothing using any art
Technology: 13. Have children look at images of men and boys wearing dresses and skirts from around the world. To end the
mediums, loose parts, recyclable materials, tools, etc.
discussion, I will have an activity and discussion around images of dresses men wear around the world and
• Class Cameras Children can decorate their button boxes using makerspace
explain to them that these dresses are normal to wear in those countries. Ask children to reconsider if there are
• Class voice recorders items.
boy or girls’ clothes. Play a matching game with these images.
• Class computer
14. Do a word and image wall for the terms that are mentioned.
• Magnification board Mathematics center: Children will continue sorting
• Light mirror buttons and examining them through magnifying glasses
 • Assistive apps (speech-to-text and text-to- and light tables. They can play with number cards and 15. Children illustrate an image of their “true selves” wearing clothing that they like. They will do a drawing and
speech) sequence buttons from 1 to 10. Children can play shop by collage activity. Children will use magazine clippings that reflect their clothing style and interests.
• Projector buying articles of clothing with button currency. 16. Children will explain their “true self” to their peers. Children will audio record their rationale for their designs.
• Light table 17. Children will take pictures of their work and post it on the bulletin boards/their portfolios.
• Printer/photocopier These activities are optional, not all of them will be 18. Do exit ticket assessing “How well I…” Have children color in faces reflecting their response.
• SMARTBOARD used. Provided the time and mood of the class, teachers
• Radio can use these games: Preschool competencies developed: 2, 3, 4, 5, and 6.
• Tablets
Clothing cookies: Make cookie dough and cut out 2. "Colorful clothes are fun!" (Science lesson):
• Game apps
different clothing shapes and a cookie person. Bake the
• Color detector pen (visually impaired) cookies, ice them, and dress them up! 1. Do the daily dance “This is the way…”
• Digital portfolios 2. Discuss the clothing design process, coloring clothes, making clothes patterns. Show examples of clothes with
Clothing bingo: Regular bingo but with clothes instead of different designs. Ask the children how clothing has colors. Record children’s responses in a KWL chart.
Materials: numbers. 3. Show samples of red cabbage, pomegranates, tomatoes, beets, oranges, lemons, and blue/green Kool-Aid.
• Butcher paper 4. Children will squeeze or soak the juice out of the samples.
• Maker space items/recyclable items – Clothing Go Fish! 5. Show students how adding water changes the color intensity of the juice and that adding an acidic solution
cardboard, corrugated carboard, nails, zip (lemon or orange juice) to a basic solution (red cabbage juice) will change the color of the juice.
ties, chopsticks, screws, popsicle sticks, Clothing vocabulary flashcards: Stick the flashcards on 6. Children will try this acid/base experiment themselves.
Kleenex boxes, zippers, fabric scraps of the board and have everyone look at them (give ten 7. Children will dye their fur and wool samples (as well as denim, silk, lace, and cotton sample) into different
different color, pattern, texture, felt, seconds to look). Tell everyone to close their eyes and colors using the prepared juice solutions. They will decorate their "clothes" samples with natural dyes and
buttons, lace, pom-poms, laces, remove a card or switch the position of a card. Ask condiments (ketchup and mustard). Children will be using a sponge technique to tie-dye their fabric samples.
rhinestones, feathers, sequins, pipe everyone which card is missing or which one moved. 8. Children will take pictures of their work and post it on the bulletin boards/their portfolios.
cleaners. Have the children come up and act as the card mover. 9. Children will audio record their rationale for their designs.
• Natural objects – feathers, leaves, twigs 10. Children will cooperate to share items and at the end of the lesson clean up the items.
• A magnifying glass, pocket mirror, full- Pick up the clothes race: Make two teams, line them up 11. Do exit ticket assessing “How well I…” Have children color in faces reflecting their response.
body mirror, flashlight, light table, against a wall. Have a pile of clothes at the other end of
tweezers. the room (could be played outside). Tell students to put on Preschool competencies developed: 1, 2, 3, 4, 5, and 6.
• Art mediums – paint sticks, crayons, an X (shirt, socks, pants, etc.). The teams will race to wear
colored pencils, markers, pencils, fabric the clothes. The team that comes back first wins a point.
paint, acrylic paint, glow in the dark paint, 3. “I can explain!” (Language and literacy and mathematics lesson):
paint sticks, chalk markers, watercolors, Clothing musical chairs: Have children play regular
pastels, sponges, paint brushes, cotton musical chairs except underneath each chair is a clothing 1. Do the daily dance “This is the way…”
buds, marbles. item. As the children sit on a chair, they will have to put 2. The teacher will show the children buttons and ask them if they know what they are, their use, and if they are
• Tools: Pipettes, glue, tape, washi tape, on that clothing item. The person at the last chair wins. just ordinary buttons. The teacher will record this information in a KWL chart.
scissors, pliers, screwdrivers. 3. The class will participate in a read-aloud of the book Grandma’s button box. They will learn about how buttons
• Clothing vocabulary cards can be important to someone.
• Image cards of men in “dresses.” Clothing Mural: Have children cut out magazine clippings 4. The class will echo count-up from one to ten with pictures of buttons on the SMARTBOARD. There will be a 1
• Image cards of diverse people in uniforms and glue them onto a poster board on the wall (this serves to 10 counting song.
• Bulletin boards as a unit mood board as well). 5. Children organize buttons in a number bin (1 button in bin 1, 2 buttons in bin 2, until button 10). Then they will
• KWL charts reorganize the buttons according to color, shapes, and sizes.
• Entrance and exit tickets Sock puppets: Make sock puppets and play theatre with 6. Children can decorate their button boxes using makerspace items.
them. 7. Children will use their button box (brought from home- any small container). Here, they will store buttons that
• Changing room
they liked (10 buttons).
• Clothes pins
Clothing blocks: Cover blocks in different fabric 8. The children will do a show-and-tell for their button box and tell the class about their top 5 buttons. They will
• Clothing lines
materials as a sensory play. Offer spools of yarn as well. have to be creative and make up a story for their buttons (I got this white button in a snowstorm while fighting
• Clothing bins bigfoot). Children will audio record their stories.
• Wash basin Felt characters: Dress up cardboard cut-outs of the 9. Children will gallery walk each other’s button boxes.
• Soap storybook’s (provided books) characters and dress them up 10. Children will take pictures of their work and of their favorite peers’ work and post it on the bulletin boards/their
• Doll clothing in felt cut-out clothing. Can do the same thing with a portfolios.
• Magnet board and magnet clothes magnet board. 11. Children practice how to use items like buttons (buttoning, zipping, sewing, lacing, Velcro-ing, and clasping).
• Seasonal clothing 12. Children will cooperate to share items and at the end of the lesson clean up the items.
• Donated clothes Find your shoe!: Make children take one shoe off. Place 13. Do exit ticket assessing “How well I…” Have children color in faces reflecting their response.
• Cotton and wool from the fieldtrip their shoes in the middle of a circle. Choose three children
 • Natural dyes, red cabbage, lemons, water, to race against each other and find their shoes, they must Preschool competencies developed: 1, 2, 3, 4, and 6.
ketchup, mustard, juice, beets, come back to their position in the circle. Send another
pomegranates three.
• Binders/portfolios, pocket folders, fashion
magazines, bookshelf, clothing rack, Sewing and Lacing: Punch holes in a foam cut-out
shelves, fashion journals. (different clothes). Provide lace and kid-friendly sewing
• Musical instruments needle and thread. Have them sew or lace the foam cut-
• Plain masks outs.
• Rugs
• Shopping baskets Match the clothes: Laminate cards of clothing. Make two
copies of each piece of clothing. Have them flip up the
• Paper money- laminated.
cards to match them.
• Curtains
• Beads
Clothing twister: Regular twister but with different color
• Cut outs of clothing. clothes.
• Cash register
• Makerspace corner Clothes donation drive: Have children and parents come
• Labels for makerspace bins. in and swap clothing.
• Buttons (variety pack of 200 buttons)
• button baskets (3 per student) Trace your clothes: Children go outside and trace their
• word and image wall and laminated cards clothes with chalk.
for them
• dress up corner and clothes for children to Clothing inspirations walk: Children go outside and find
play with natural materials that will inspire their clothing designs.
• Kid friendly sewing needle and board book They can take pictures or make drawings as well.
and felt.
• Zipper, button, Velcro, lace boards. Clothing shadows: Make shadows on the wall of different
• Buttons and home-brought button box clothing, as well as clothespins. Children have to guess
• Loose parts/natural- flowers, plants, bean which clothing item it is. Use a show box. Or you can
plants and seeds. project the item of clothing.

YouTube clips: Clothespin Math: Write numbers on clothespins and

(5) Sesame Street: Dress Up | Elmo's World - make students sequence them on a clothesline.
YouTube
(5) This Is The Way We Get Dressed | Kids Songs Clothes letters: Have cutouts of clothing with different
| Super Simple Songs - YouTube letters. Match the letter sound to the letter clothing cut-out.
Karaoke clip for daily morning song: (5) This Is
The Way We Karaoke - YouTube Socks!: Have students pair socks together (from a large
Relaxing background music: (5) Morning Relaxing sock bin).
Music - Positive Background Music for Kids
(Sway) - YouTube Wear it backward: Have children come in wearing their
Japanese festival music: (5) Japanese Koto Music | clothes backward.
Festival |Traditional Instrumental Japanese Music
Dress-up day: Have children come to school dressed up
🌸 1022 - YouTube
as somebody else (Costume, person, animal, thing, place-
get creative!).
Read alouds for students who want to hear the
book:
(5) Grandma's Button Box - YouTube
(5) We Wear Masks - YouTube
(5) Author and illustrator Marla Lesage introduces
We Wear Masks! - YouTube
(5) Clothesline Clues and the Jobs People Do -
YouTube
Supplemental story: (5) 💦 Mrs. McNosh Hangs
Up Her Wash 💦| Read Aloud for Kids! -
YouTube
(5) Kids Book Read Aloud: Where Did My
Clothes Come From? By Chris Butterworth Illust
by Lucia Gaggiotti - YouTube
Supplemental video: (5) Clothes on Different
Weather - YouTube
(5) Jacob's New Dress by Sarah and Ian Hoffman -
YouTube
(5) What We Wear Dressing Up Around The
World - YouTube
(5) Suki's Kimono by Chieri Uegaki, illustrated by
S. Jorisch | Read Aloud for Kids | The Reading
Booth - YouTube

Assess and Reflect (Stage 4)

My unit promotes lifelong learning as students will develop: their understanding of the world, the different clothes different
people from other cultures and identities wear, the different types of clothing we wear for different seasons, how to take care
of our clothing, how people express themselves through clothing, and how clothing can take care of us. The lessons promote
the development of the self as it encourages students to strengthen their creative skills as they design clothes and think about
their clothing preferences. Students will learn that clothing is an expression of oneself, and they will learn how to
communicate this. Students will learn to be nice to others even when they disagree with the way others represent themselves.
Students will learn about community workers and how to identify them based on their clothing. Students will learn to do their
part during a pandemic, wearing masks, social distancing to protect themselves and their community. The activities engage
Does my unit promote lifelong learning, encourage the development of self and community, and engage
students since: they bring students to the outside world (field trip), require students to move, dance, and pretend play, all of
students?
which are engaging for kindergarten children. Students will be interested in the activities as they are relevant to their lives
(laundry day). Students will host a festival and clothing exhibition day inviting their parents to their class to build community.
To develop the community, the teacher holds parent and student conferences and community clothing donation drives.
Students are engaged in their own and their peers’ progression of learning since they are: actively participating in group
discussions, read aloud, entrance, and exit tickets, the construction of their portfolios, there are conferences to keep up with
each student, there is media and technology included into the activities. The lessons, activities, projects, learning centers, and
games (for children to play if they have extra time) teach students about the self, the other, their community, other cultures,
and engages diverse learners (typically developing students and students with special needs). Through these activities,
children reflect on enduring understandings and essential questions, positioning them as lifelong learners.
My learning experiences will allow children to engage in multiple literacies since they: interact with nature, media
technologies/media literacy (game apps, using the computer, using the tablet, using projectors, cameras, digital portfolios,
audio recorders, color detecting pen, assistive apps such as speech-to-text, magnification boards, music from YouTube,
Do the learning experiences allow learners to use multiple literacies while constructing knowledge,
YouTube Elmo clips, YouTube read-aloud, etc.), and language and literature activities (story reading, story comprehension
demonstrating social responsibility, and acting autonomously in their world?
questions, reading apps). These activities help children: explore the natural world, their peers, people from around the world
and what they wear, social differences in clothing, their community and clothing donations, etc.; in doing so, children
construct knowledge, demonstrate social responsibility, and learn how to act autonomously in their world.
 In my unit, I have included simplifications and extension activities within the lessons, games, and learning centers to support
diverse children (typically developing students and students with special needs). I provide resources with multiple literacies:
digital, natural, and human, to supplement the child’s learning. The resources I provide are friendly for all learners of multiple
intelligences, learning styles, and cognitive/physical abilities. During the class activities and read-aloud, the students with
special needs and impairments will sit next to the teacher or assistant teachers. Students are provided with the necessary
assistive apps and audio/video/photo records to supplement their learning. The games (race) levels of difficulty are adjusted
to support students with special needs differentiating the activity for all learners (crawl, run, skip, jump, walk, hop, hop on
Adaptive Dimension:
one foot, etc.). The learning posters on the wall and scaffolding through portfolio/digital binder access help diverse children
Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices,
build their knowledge and revise their work. The daily, weekly, periodic conferences and check-ins allow the teacher to
and/or the learning environment to meet the learning needs of all my students?
adjust their lessons and activities based on the children’s needs and feedback. There is a peace corner for children to access
when they are stressed. Trauma-informed statements (we will be learning X today if you/your child feel uncomfortable with
that may step out, visit the peace corner, sit out of the lesson, etc.) are said to children and their parents (through email/phone
call for parents). There will be a sensory room for children to destress and release their tensions. Some games and activities
are held outside to differentiate the environment of instruction. Children have access to visual, audio, written, drawn,
technologies, and information that will supplement their learning. I give clear instructions and repeat my instructions when
directing a lesson. I have labels and action cards that visually tell children how to do an activity, use learning centers, and use
technologies. Thus, I have made purposeful adjustments to curriculum content, instructional practices, and the learning
environment to meet the needs of all my students.
In my learning opportunities and games, I have a variety of teacher and student-directed instructional approaches. The teacher
leads the class activities and guides the group activities. The teacher does the story read-aloud and has audio versions
available for children to explore at their own pace. Children have the agency to: select the art tools and materials they wish to
Instructional Approaches:
use to create their art projects (most of the activities), children can act as the game invigilator, children have the agency to use
Do I use a variety of teacher directed and student-centered instructional approaches?
learning centers on their own, children have the agency to revisit and rework their portfolios, children have the agency to take
pictures with the kid-friendly camera. Children lead the Author’s Chair and Student of the Day activities. Children are
responsible for their self-assessments and peer-assessments. I ask the children if there are any items that they wish to add to
the class’ wall, in the makerspace area, and the art tool section. Children direct the daily song as well as the teacher directing
it.
I have included formative and summative assessments reflective of students' needs and interests base on the curricular
outcomes. All my learning activities are centered around the child (child’s play, child’s exploration, child’s personal choices,
child’s design choice, child’s interests, etc.). The assessments are varied to be self, peer, group, individual assessments. Thus,
Student Evaluation:
catering to the students' needs and helps scaffold each student's learning (in the case of group (class, as four, or as pairs)
Have I included formative and summative assessments reflective of student needs and interests based on
activities). The assessments are recorded to support multiple intelligences (visual, audio, cognitive, and kinesthetic learners).
curricular outcomes?
There are: entrance and exit tickets (formative), conferences (formative), performance tasks (summative), verbal
demonstrations (formative and summative), projects (summative), physical and digital portfolio building (formative),
selective portfolios (summative), observation charts (formative), and exhibitions (summative). Children can complete their
work in the format they desire and are encouraged to use their creativity (depending on the lesson).
The children have access to a large variety of resources on an ongoing basis such as: human resources (the field trip), natural
resources (The field trip and outdoor activities), books, audiotapes & writing (each other’s work), YouTube videos, music
Resource Based Learning: (Radio and YouTube), makerspace items/tools/loose and natural parts, visual aids (posters and interactive visual games),
Do the students have access to various resources on an ongoing basis? assistive technology (speech-to-text and magnification board are some examples), the digital world (tablets, computer,
SMARTBOARD, game applications, YouTube, radio), children have each other as a resource (bulletin board and portfolios
with each other’s work), their community (donated clothing, parents making food for the class festival).
I have nurtured and promoted diversity while honoring each child’s identity throughout the unit through large, small, and
one-on-one conversations. For example, I have included movement activities because I wanted to promote movement and
diversity. As a whole class, we practice being different gardeners and plants to promote diversity; however, at the same time,
I am honoring each child’s identity because movement gives us access to a higher level of self-understanding.
Content and Perspectives/Gender Equity/Multicultural Education:
I have nurtured and promoted diversity while honoring each child’s identity throughout the unit by providing lessons on
Have I nurtured and promoted diversity while honoring each child’s identity?
Gender-expression and gender equity by: opening students’ perspectives to different styles of dressing and teaching them
that bullying for personal choices is hurtful, prompting students to think about social constructs of boy vs. girl clothing and
explaining that no one must follow these “rules,” I welcome diversity and agency of choice in how children’s clothing is
designed.
 Multicultural education by: doing lessons on clothing from around the world and exploring cultural differences (men and
boys wear dresses and skirts in other parts of the world- and this is normal!), I show children images and books with people
of diverse backgrounds/ethnicities/cultures/and languages (offer other language versions of the books). I have activities where
children explore other cultures, their outfits, and societal norms; children design and participate in their Japanese class
festival. Children engage in activities that are appealing to all socioeconomic class’ (visiting the farm, participating in
clothing donation drives, thrifting clothing, participating in a festival, etc.)

I encourage children to express themselves, their interests, and their design choices throughout the entire unit. Children are
asked open-ended questions and given design/creation opportunities where they express themselves (draw themselves, draw
their favorite clothes, construct articles of clothing based on their interests).

I honor each child’s identity as I design activities that: cater to their learning styles (variety in groupings and variety of
assessments- conference, group, self, peer), multiple intelligences (variety in ways children do/submit their work),
mental/physical abilities (assistive technology is offered and games levels of difficulties are adjusted to accommodate
students with special needs), offering copies of the book and audio read-aloud for those that need time to explore work their
own pace, I incorporate visual, auditory, cognitive, social, aesthetic, kinesthetic, and sensory experiences to accommodate for
diverse learners (typically developing students and students with special needs) and the interests of children. I offer
technology loaning programs and in-class resources for children and families that do not have access to technology. The
books, images, music, excursions, and activities have elements of diversity in (gender, ability, culture, ethnicity, language,
socioeconomic class, identity, gender identity, occupation, etc.).
Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development