Professional Documents
Culture Documents
Social Studeies Unit
Social Studeies Unit
Jessica Garay
EDU 5380
November 21, 2014
Table of Contents
1
Unit Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Unit Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Unit Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5- 7
Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 8 - 9
Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 -11
Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 12-13
Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 14 - 16
Unit Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 -23
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit outline
This unit will focus on teaching students about family
contributions, then school contributions and finally community
contributions. The unit will start with lessons about the contributions
each family member brings to the family. It is important for students to
first learn about family contributions because they can use their
background knowledge and own experience to participate in the
lessons.
After students learn about family members and the contributions
that each family member brings to the family, students will learn about
school contributors. They will do some activities to learn who the
school staff is and how they contribute to the school. Example: Jonny is
the janitor; he helps maintain the school clean by sweeping and
moping the halls.
Towards the end of the unit, students will use the information
they learned about their family and school contributors to learn about
the community contributors. At the end of the unit, students should
have knowledge about who their family, school and community
contributors are and the way they all contribute to their community.
UNIT RATIONALE
Service
Community
Contributions
Roles
Family
Culture
LESSON PLAN 1
Family Contributions
Name: Jessica Garay
Date: November 21, 2014
4
TIME:
LESSON:
MANAGEMENT:
10 min
20
minutes
Content/Activity:
Students will work with a partner or
individually on their book about their
family. Students are to write the
contributions
that
each
family
member does to help out in their
family. After they write about at least
three
family
members
and
themselves, they could draw pictures.
15
minutes
Througho
ut the
lesson
Students will
transition from
the carpet to
their desks or
tables. Teacher
should count to
10 and students
should be on
their sits by 10.
1 LESSON PLAN 2
School Contributors/Helpers
Name: Jessica Garay
Date: November 21, 2014
Subject: Social Studies
Length of Lesson: 45 min
Grade Level: First Grade
Lesson Objective:
Social Studies Core Curriculum Objectives: Standard 2
(Citizenship): Students will recognize their roles and responsibilities in
the school and in the neighborhood.
Common Core Objective:
Writing Standard 2 Write informative/explanatory texts in which they
7
name a topic, supply some facts about the topic, and provide some
sense of closure.
Preparation: The teacher will need to make a power point with the
pictures, names and duties of the persons that work at the school. This
will help the students to know exactly who does what in the school.
Teacher should also have the materials necessary for the thank you
letters.
Materials:
Markers
Poster boards
Students booklet
TIME:
LESSON:
5 min
34 min
5 min
MANAGEMENT:
Read the book
for the whole
class preferably
in the carpet.
The transition
to their desks
or tables should
be fast and go
smoothly. Try to
have them
name three
school helpers
(whispering) as
they go from
the carpet to
their desks or
tables.
LESSON PLAN 3
Community Contributors/ Helpers
Name: Jessica Garay
Date: November 26, 2014
Subject: Social Studies/Art
Length of Lesson: 45 min
Grade Level: 1st grade
Social Studies Core Curriculum Objectives: Social Studies Core
Curriculum Objectives: Standard 2 (Citizenship): Students will
recognize their roles and responsibilities in the school and in the
neighborhood.
Common Core Objectives (ELA or Math):
Speaking and Listening Standard 4 Describe people, places,
things, and events with relevant details, expressing ideas and feelings
clearly.
9
TIME
:
5
min
30
min
10
min
LESSON:
MANAGEMEN
T:
Try not to
turn off the
lights when
showing the
video.
Turning off
the lights
may get
some
students to
think its okay
to talk or do
something
els. Also try
to walk
around the
classroom so
all students
are paying
attention to
the movie.
Remind
students that
they need to
use their
indoor voices
when
speaking
with their
partner.
Evaluation:
The paper that students write will be the
main form of evaluation. Participation in
the activity will be another form of
10
Adaptations: You can ask the students who are more proficient to
write more before handing them their hat to color. With the ELL
students, they can write it, say it verbally or draw about what
community helper they want to become.
Integration: Technology is incorporated into the lesson by the use of
the video. Art is also embedded into the lesson by having the students
color their hats.2
LESSON PLAN 4
Community Contributors/ Helpers
Name: Jessica Garay
Date: 11/26/2014
Subject: Social studies
Length of Lesson: 45 minutes
Grade Level: 1st grade
Lesson purpose: Students will be able to identify the objects/ tools
that are associated with the most popular community helpers/
professions.
Social Studies Core Curriculum Objectives: Social Studies Core
Curriculum Objectives: Standard 2 (Citizenship): Students will
recognize their roles and responsibilities in the school and in the
neighborhood.
11
TIME:
5 min
25 min
15 min
LESSON:
MANAGEMENT:
To keep the
students
engaged, try to
incorporate
movement into
the poem.
To keep the
students who
are not
participating
busy, have
them pair and
share about
where they
think their
picture goes.
This activity is
self-directed.
You need to be
clear about
instructions, so
students really
know what they
are expected to
do.
Every student
should get a
turn. They
should only
take about 2-3
minutes to
present. All
other students
12
should be
listening.
LESSON PLAN 5
Responsibilities
Service
Respect
Names of different occupations (ex. fire fighter, policeman, nurse
etc.)
Graph
Data
TIME:
8
minute
s
30
minute
s
LESSON:
Introduction: Have students read
the poem and then think- pair-pair
and share with their partner.
Students should talk to each other
about what community helper they
want to be and explain why they
want to become that community
helper. Students should follow this
sentence frame when speaking to
their partner. When I grow up, I
want to become a
____________because ____________.
Have some students share to the
whole class to serve as an example
to the rest of the class.
MANAGEMEN
T:
You should
walk around
the
classroom
using
proximity
control to
keep the
students
working.
Students will
be working in
the carpet
together, if
they get
noisy or
disruptive,
have them all
stand up and
sing a song
or just do a
short game
to get their
attention
back.
15
Unit closure
A good unit closure would be to invite either a firefighter and/or a
police officer. Young children enjoy having visitors and they will get
exited to learn about their profession and how these people contribute
to the community with their job. A firefighter will be a good option
because they can do a presentation on fire safety, their uniform and
tools and they can also show students their fire truck. If bringing a
police officer and or a firefighter is not possible, you can invite the
principal or any school helper. Encourage students to ask questions so
they can learn more about the presenters.
Assessment
16
17
18
19
1.
20
21
22
Bibliography
Books:
Skutch, R., & Zarrinnaal, L. (1995). Who's in a family?
Berkeley, Calif.: Tricycle Press.
Torrial, C. (n.d.). School Helpers.
Websites:
Community Helpers. (n.d.). Retrieved November 27, 2014,
from https://www.youtube.com/watch?v=5fSrq4k6UXk
Song:
My Mother is a Baker by Dr. Jean
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