Social Studies Unit for EDU 383 Social Studies Methods

Social Studies Unit Topic:

Community Helpers

Name _Brooke Morton____

Grade Level:
First Grade

Enduring Understanding
The students will understand and be aware of their place in the community, roles in the community, and the
goods and services surrounding them.

TABLE OF SPECIFICATIONS AND UNIT DESIGN

Essential Questions for the Unit (2-5)
1. How can you peacefully resolve a
dispute in the classroom or community?
(government/sociology)
2. What is your role as a citizen in the
community? (civics)
3. Why do we have private goods and
services?(economics)
4. Why are consumers, consumption,
producers, and production important?
(economics)
5. How can you use a map to locate a
specific place? (geography)

Background Materials Used:

http://www.pinterest.com/pin/370421138076296305/
http://vacareerview.org/k5/play-it/career-town/main.cfm
http://www.pinterest.com/brookeelaine33/edu-ss-methods-unit-plan/
http://cutecommunity.weebly.com/dessert.html

6. How has our community changed

from the past? (history)
7. What kind of culture does our
community represent? (anthropology)

Introductory Lesson Instructional

Objectives for Lesson
What is a community helper?
1) I can list and describe roles of
community helpers

Content Areas
Addressed

Expected Key Knowledge & Skills (GLEs/CCSS)

List 2-4 on each lesson

Civics
SWBAT identify examples of private goods and
Economics
services 4.A.SS2.Gr1
Speaking/Listening
CCSS.ELA-LITERACY.SL.1.1.B
Math

2)I can explain why we need goods and

services
3)I can dramatize the roles of
community helpers
Day #2 Lesson Instructional Objectives Content Areas
for Lesson
Addressed
What is my role?

Build on others' talk in conversations by responding to

the comments of others through multiple exchanges.
CCSS.MATH.CONTENT.1.MD.C.4

Organize, represent, and interpret data with up to three

categories; ask and answer questions about the total
number of data points, how many in each category,
and how many more or less are in one category than in
another.

Expected Key Knowledge & Skills (GLEs/CCSS)

List 2-4 on each lesson

1) I can identify where I am according to Geography

my surroundings
2) I can interpret where I am on a map
by using a compass rose and map key

SWBAT locate a place by pointing it out on a map

and by describing its relative location 5.B.SS1.Gr1
SWBAT use a compass rose to identify cardinal
directions 5.A.SS1.10.Gr1

3) I can identify my home, school, city,

state, country, continent, and planet
Day #3 Lesson Instructional Objectives
for Lesson
Producers and Consumers
1) I can classify needs and wants,
consumers and producers

Content Areas
Addressed
Economics
Math

2) I can explain why producers,

consumers, and products are important

CCSS.MATH.CONTENT.1.OA.A.1

Use addition and subtraction within 20 to solve word

problems involving situations of adding to, taking
from, putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using objects,
drawings, and equations with a symbol for the
unknown number to represent the problem.

3) I can identify producers, consumers,

and products in my own community

Day #4 Lesson Instructional Objectives

for Lesson
Keeping the Peace
1) I can peacefully resolve a dispute in
my community

Expected Key Knowledge & Skills (GLEs/CCSS)

List 2-4 on each lesson
SWBAT identify examples of private goods and
services 4.A.SS4.1.6.Gr1.
SWBAT describe the relationships among
consumers, consumption, producers, and
production 4.A.SS4.1.6.Gr1.

Content Areas
Addressed
Government
Sociology

Expected Key Knowledge & Skills (GLEs/CCSS)

List 2-4 on each lesson
SWBAT explain how people have common
physical, social, and emotional needs
6.A.SS6.1.10.Gr1.

SWBAT propose peaceful resolutions of disputes in

the classroom and on the playground
2.A.SS2.3.3.Gr1.
SWBAT list the rights and responsibilities of
citizens 1.B.SS2.Gr1

2) I can help others resolve a dispute

3) I can perform how to resolve a
dispute
Day #5 Lesson Instructional Objectives Content Areas
for Lesson
Addressed
1) I can identify our community's culture Anthropology
2) I can differentiate our community's
culture from another community's
culture

Expected Key Knowledge & Skills (GLEs/CCSS)

List 2-4 on each lesson
SWBAT explain how people have common
physical, social, and emotional needs
6.A.SS6.10.Gr1.
SWBAT identify artifacts (building structures and
materials, works of art, clothing, musical
instruments, tools, pottery, fossils representative
of cultures)

3) I can discuss another kind of culture

different from my own
Day #6 Lesson Instructional Objectives Content Areas
for Lesson
Addressed
1) I can investigate how our community
is different now than it was back then
2) I can compare our community helpers
today to our community helpers back
then

History
Math
Writing

Expected Key Knowledge & Skills (GLEs/CCSS)

List 2-4 on each lesson
SWBAT identify and use primary and secondary
sources (diaries, letters, people, interviews,
journals, and photos) 7.A.SS7.1.5.1.10.Gr1.
SWBAT identify library and media sources (videos,
electronic resources, books, and periodicals)
7.A.SS7.1.10.Gr1.
CCSS.MATH.CONTENT.1.MD.C.4

3) I can relate to the community of the

past

Organize, represent, and interpret data with up to three

categories; ask and answer questions about the total
number of data points, how many in each category,
and how many more or less are in one category than in
another.
CCSS.ELA-LITERACY.W.1.1

Write opinion pieces in which they introduce the topic

or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide
some sense of closure.

Day 7 - Possible Assessments to assess STUDENT

performance (list ideas you will elaborate on the
Assessment Plan)
Venn Diagram
Posters
Role Playing
Skits
Collages
Construct maps
Model a town
Me on the Map craft
Brochures
Student Survey
Jobs and Services Writing Sheet

Personal reflection on what was most challenging and

most rewarding for YOU during the planning of this unit
It was most challenging to figure out just how to
organize the unit plan and how to get everything you
need into each lesson. It is hard to imagine how the
lessons will go exactly and if the lessons will even work
out. It was challenging to find appropriate assessments
for the objectives. It was rewarding to be able to put it
together and be able to possible use it in the future.

List some of the ways you addressed the Cognitive,

Affective, and Psychomotor needs of students within
this unit plan

Reflections on things YOU plan to do differently when

using the unit plan in the future
I will probably do different activities and possibly
different assessments. I will plan out the assessments
C= Multiple choice test, KWLQ chart, oral presentation,
more thoroughly for my future unit. I will have a
concept map, primary and secondary sources, books,
different and personal format for my unit so it is easier
venn diagram, brochures, writing
for me to understand and gather information.
A= Student Survey, student opinion on what they want
to be, dress up, ownership over anchor charts, roles
and jobs in classroom, Job interest survey, Yes/no
cards, posters, videos
P= Kinesthetic skits, dress up, and role play.

If you choose to provide a performance event, describe what the event might look like (if you are NOT planning a
Performance Event, leave this section off).
Skit for community helpers - Kids can dress up as what they want to be and perform a 3-5 minute skit with a
group or partner about their job and the other group members job to show the class about that specific job and
so I can observe what they know about the jobs and so their peers can give them positive feedback and
constructive criticism about the information they presented through the skit. I can see what they have learned
about the jobs and community.