Unit Plan #2: Where We Live

Submitted By: Sabrina Borden Partner: Mikayla Ozaki

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2013 Instructor: Karen Powell

UNIT PLANNER#2: Where We Live

Summary of Lesson Plan NV State Social Studies Objectives

Week 1 of 2
Notes

MONDAY week #1

Students will learn about our planet earth, oceans and attributes of the earth. This lesson uses the 1st Grade Houghton Mifflin Social Studies textbook School and Family (pg. 74-77.)

G5.1.1 Differentiate between and identify water and land on a map and globe and use the terms ocean and continent. G5.1.1A Identify water and land on a map and globe. Correctly use the terms ocean and continent. Make 25 copies of compare and contrast chart

G5.1.1 Differentiate between and identify water and land on a map and Students will learn about land forms globe and use the terms ocean and and features of the ocean. This continent. lesson uses the 1st Grade Houghton Mifflin Social Studies textbook G5.1.1A Identify water and land on a School and Family (pg.82-83.) map and globe. Correctly use the terms ocean and continent.

TUESDAY week #1

Make 25 copies of compare and contrast chart

WEDNESDAY week #1

This lesson explores natural resources and its many uses. Well uses the 1nd Grade Houghton Mifflin Social Studies textbook School and Family (pg. 88-93.)

G8.1.2 Identify locations for accessing basic resources available to the student, i.e., food, water.

Make 25 copies of pg. 23 Make 25 copies of pg. 24 Check out The Lorax from the library.

THURSDAY week #1

Students will learn about weather and seasons as well as its effects on G6.1.3 Identify patterns of change in people. This lesson uses the 1st Grade the community. Houghton Mifflin Social Studies textbook School and Family (pg. 96-101.) Students will compare and contrast the human and physical geography of cities, suburbs, towns, and farms. G7.1.3 Identify characteristics of st rural and urban communities. This lesson uses the 1 Grade Houghton Mifflin Social Studies textbook School and Family (pg. 102-107.)

Make 25 copies of pg. 27

FRIDAY week #1

Make 25 copies of pg. 30

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Mikayla Ozaki

UNIT PLANNER#2: Where We Live Summary of Lesson Plan NV State Social Studies Objectives

Week 2 of 2 Notes

MONDAY week #2

The students will be spending today review the information learned from the Houghton Mifflin book over the last 6 days. They will be doing a group activity with their peers to review for the test. Students will take a test on the unit we just finished on Where We Live. This test will cover pages 74107 in the 1st grade Houghton Mifflin Social Studies textbook on School and Family.

G6.1.3 Identify patterns of change in the community.

Make Jeopardy game Make quiz trade cards

TUESDAY week #2

G6.2.4 Identify patterns of change in the community. G7.1.3 Identify characteristics of rural and urban communities. G8.1.2 Identify locations for accessing basic resources available to the student, i.e., food, water.

25 copies of unit test

DAY 1

EDEL 453 - Spring 2013

FRIDAY week #2

THURSDAY week #2

WEDNESDAY week #2

Karen Powell- Instructor

Making a Plan #2

Submitted By: Mikayla Ozaki

Summary of the Lesson Plan: o Students will learn about our planet earth, oceans and attributes of the earth. This lesson uses the 1st Grade Houghton Mifflin Social Studies textbook School and Family (pg. 74-77.) Target Population: Grade Level: first grade Skill Level: Mixed skill levels Grouping: whole group/individual Materials: Houghton Mifflin TE Globe/Classroom Map Paper for compare and contrast chart Objectives: o NV State Social Studies Standards o G5.1.1 Differentiate between and identify water and land on a map and globe and use the terms ocean and continent. G5.1.1A Identify water and land on a map and globe. Correctly use the terms ocean and continent.

Student-Friendly Standards Students will learn the difference between ocean and continent when looking at a map or globe.

Procedure: Round robin at their teams: discuss what they know about the earth and where we live Discuss as a class what characteristics we know about earth Read pages 74 and 75 Ask questions in margin: "Talk About It" on page 75 What is the name of our Earth?

-What two things make up Earth's surface? What is a globe? What does a globe show?

5. On chart paper: make a two column compare and contrast chart. Write down a list of what we learned about oceans on half of the sheet of paper How many are there? Where are they located? How big are they?

6. Read page 76
Karen Powell- Instructor Making a Plan #2 Submitted By: Mikayla Ozaki

EDEL 453 - Spring 2013

 o o

Ask questions in the margins on page 76 "Talk About It" What is a continent? How many continents does Earth have?

-What continent do we live on?

7. On the opposite side of the compare and contrast chart write the information learned about continents (same questions as for the oceans) 8. CLOSURE: Review the chart with the students. Have them stand up hand up pair up and share one thing they learned about the Earth.

Assessment: o What will you use to measure student understanding? o o o We will assess the students by observing them during the stand up-hand up-pair up Explain how you will know students understand the concepts from the lesson. By informal assessment through observation and class discussions

DAY 2

Summary of the Lesson Plan: o Students will learn about land forms and features of the ocean. This lesson uses the 1st Grade Houghton Mifflin Social Studies textbook School and Family (pg.82-83.) Target Population: Grade Level: first grade Skill Level: Mixed skill levels Grouping: whole group/individual Materials: Houghton Mifflin TE Globe/Classroom Map Paper for compare and contrast chart ELMO and projector Objectives: o NV State Social Studies Standards o G5.1.1 Differentiate between and identify water and land on a map and globe and use the terms ocean and continent. G5.1.1A Identify water and land on a map and globe. Correctly use the terms ocean and continent.

Student-Friendly Standards Students will learn the difference between ocean and continent when looking at a map or globe.
Karen Powell- Instructor Making a Plan #2 Submitted By: Mikayla Ozaki

EDEL 453 - Spring 2013

 Procedure:

Students will compare and contrast land forms, including rivers, lakes, and oceans.

Have the students round robin and tell one thing they have seen around their home. trees, mountains, ponds, etc. Read page 82 and 83 with students. Stop and clarify vocabulary. Stop and answer questions in the margin on page 83 "Talk About It" -What is a mountain? -Tell how a plain is different from a mountain? -What is the name of the mountain in the picture on page 82? On the chart paper, compare and contrast a mountain and a plain. Read pages 84-85 Answer the questions on the margin "Talk About It"

-What is the difference between a river and a lake? -Look at the pictures on page 84, what do you see? On a second piece of chart paper, compare and contrast a river and a lake. Jigsaw puzzle the students to do the lesson review on page 85 Closure: Review the charts with students whole group

Assessment: o What will you use to measure student understanding? o o We will assess the students on understanding based on their interpretation and version of the compare and contrast charts. Explain how you will know students understand the concepts from the lesson.

DAY 3

By informal assessment through observation during the jigsaw activity

Summary of the Lesson Plan: o This lesson explores natural resources and its many uses. Well use the 1st Grade Houghton Mifflin Social Studies textbook School and Family (pg. 88-93.)

Target Population: Grade Level: 1st Grade Skill Level: Students at all learning levels Grouping: Whole group read and discussion, small groups for struggling students, individual assessment. Materials:
Karen Powell- Instructor Making a Plan #2 Submitted By: Mikayla Ozaki

EDEL 453 - Spring 2013

Houghton Mifflin Social Studies textbook p. 88-93 Paper and pencil Vocabulary and study guide worksheet (unit resources pg. 24) Reading skills worksheet (unit resources pg. 23) Objectives: o NV State Social Studies Standards o G8.1.2 Identify locations for accessing basic resources available to the student, i.e., food, water.

Student-Friendly Standards G8.1.2 I can find where basic resources are found in my area.

Procedure: Refer to notes on TE 88- Get Set to Read, o Explain the Study Guide students will complete as we read. o Call students attention to the Reading skills worksheet on the cause and effect of oil and coal. (Students will have time to finish after we read) o Identify and discuss the different kinds of natural resources. o Introduce vocabulary (natural resource) As a class, read pg. 88-91, stopping to ask questions as indicated in the margins of the TE. Students should take notes and record information on their Study Guide while we are reading. They can continue working on them when we finish reading. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about the different kinds of natural resources: (TE 89) What is a natural resource? (TE 89) Where do natural resources come from? (underneath pictures- pg. 89) What things do you see in your classroom that comes from wood? (TE 90) Where do oil and coal come from? (TE 90) Why do we need to save natural resources? (After paragraph 1- pg. 91) What can you do to save water and other natural resources? CLOSURE: Discuss the two statements in the Review and Assess section of TE 91. Assessment: o What will you use to measure student understanding? o o Together we will read the book, The Lorax. Once we finish reading each student will write a small passage about the main idea of the story. Explain how you will know students understand the concepts from the lesson.

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Mikayla Ozaki

Student will be able to Identify locations for accessing basic resources available to the student, i.e., food, water after reading The Lorax with the class. The book is about the disappearance of the Truffula Tree, an important resource to the community. The Lorax must then find a way to save it from getting wiped out.

DAY 4 Summary of the Lesson Plan: o Students will learn about weather and seasons as well as its effects on people. This lesson uses the 1st Grade Houghton Mifflin Social Studies textbook School and Family (pg. 96-101.) Target Population: Grade Level: 1st Grade Skill Level: Students at all learning levels Grouping: Whole group reading and discussion, small group for struggling students, individual assessment Materials: Houghton Mifflin Social Studies textbook p. 96-101 Paper and pencil Vocabulary and study guide worksheet (unit resources pg. 27) Reading skills worksheet (unit resources pg. 26) Objectives: o NV State Social Studies Standards o G6.1.3 Identify patterns of change in the community.

Student-Friendly Standards G6.1.3 I can see changes in my community.

Procedure: Refer to notes on TE 88- Get Set to Read, o Explain the Study Guide students will complete as we read. o Call students attention to the Reading skills worksheet on the cause and effect of weather. (Students will have time to finish after we read) o Identify and discuss weather and seasons and how they affect our lives. o Introduce vocabulary (Weather, season) As a class, read pg. 96-99, stopping to ask questions as indicated in the margins of the TE. Students should take notes and record information on their Study Guide while we are reading. They can continue working on them when we finish reading. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about the different kinds of natural resources: (TE 97) What is weather? (TE 97) What are two kinds of weather? (TE 97) Can it snow when it is hot? (TE 97) What is a season?
Karen Powell- Instructor Making a Plan #2 Submitted By: Mikayla Ozaki

EDEL 453 - Spring 2013

(TE 97) What are the names of the four seasons? (after paragraph 1- pg. 97) What season is it now? (TE 98) What is one way weather changes how people live? (After paragraph 2- pg. 98) What is winter weather like where you live? CLOSURE: Discuss the two statements in the Review and Assess section of TE 99. Assessment: o What will you use to measure student understanding? o The students will write at least two sentences of one thing they like to do in their community during each of the four seasons. They will then draw a picture to go along with their two sentences. o Example: I like to snowboard during the winter time. I like to go fast down the slopes when I snowboard.

Explain how you will know students understand the concepts from the lesson. Students will be able to identify patterns of change in the community by writing sentences of the different things they can do in their community during the different seasons.

DAY 5

Summary of the Lesson Plan: o Students will compare and contrast the human and physical geography of cities, suburbs, towns, and farms. This lesson uses the 1st Grade Houghton Mifflin Social Studies textbook School and Family (pg. 102-107.) Target Population: Grade Level: 1st Grade Skill Level: Students at all learning levels Grouping: Whole group read and discussion, small group for struggling students, individual assessment. Materials: Houghton Mifflin Social Studies textbook p. 102-107 Paper and pencil Vocabulary and study guide worksheet (unit resources pg. 30) Objectives: o NV State Social Studies Standards o G7.1.3 Identify characteristics of rural and urban communities.

Student-Friendly Standards G7.2.3 I can tell apart rural and urban communities.

Procedure: Refer to notes on TE 88- Get Set to Read,

Karen Powell- Instructor Making a Plan #2 Submitted By: Mikayla Ozaki

EDEL 453 - Spring 2013

o o o o

Explain the Study Guide students will complete as we read. Call students attention to the map on page 104-105. Identify and discuss the difference of rural and urban communities. Introduce vocabulary (city, town, suburb)

As a class, read pg. 102-105, stopping to ask questions as indicated in the margins of the TE. Students should take notes and record information on their Study Guide while we are reading. They can continue working on them when we finish reading. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions on rural and suburban communities: (TE 103) What is a city? (TE 103) What is a town? (after paragraph 2- pg. 103) How are cities different from towns? (TE 104) What is the same and different about cities, towns, and farms? CLOSURE: Discuss the two statements in the Review and Assess section of TE 105. Assessment: o What will you use to measure student understanding? o o o Split students into two groups. Group 1: Provide students with large sheet of yellow or white paper and black construction paper. Have children sketch and cut out 5 city buildings. Help them cut out windows in their buildings. Have them glue the buildings to the white or yellow paper to create a nighttime panorama of a city. Group 2: Provide students with a large sheet of white or blue paper and green, red, yellow, brown, and black construction paper. Have children sketch and cut out farm animals, buildings, bodies of water, and plants found on a farm. Help students sketch the pictures. Explain how you will know students understand the concepts from the lesson. Students will be able to identify characteristics of rural and urban communities by creating different layouts of a city and a farm.

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DAY 6

Summary of the Lesson Plan: o The students will be spending today review the information learned from the Houghton Mifflin book over the last 6 days. They will be doing a group activity with their peers to review for the test. Target Population: Grade Level: 1st Grade Skill Level: Students at all learning levels Grouping: whole group/students on their "team"
Karen Powell- Instructor Making a Plan #2 Submitted By: Mikayla Ozaki

EDEL 453 - Spring 2013

Materials: Team mates notes from the week Premade Jeopardy game Pre made quiz quiz trade cards. Objectives: o NV State Social Studies Standards o G6.1.3 Identify patterns of change in the community.

Student-Friendly Standards G6.1.3 I can see changes in my community.

Procedure: o - Using the "Jeopardy review game" keep the students in their groups. They will be allowed to use their notes, and their partners notes to answer the questions. Call on the group with the most team points for the week, they will go first.

- They will pick a category and a price they chose to answer. They have 30 seconds to answer the question for full points. - Next, call the second highest team, repeat game for all teams until the game has been won and all the questions have been answered. - Closure: Quiz-Quiz-Trade. Each student has a question from the previously played jeopardy game. They will stand up, put their hand up and find a partner. Each partner needs to answer the question and then they trade cards. Do this for the last 5 minutes.

Assessment: o What will you use to measure student understanding? The students will be assessed when they take the end of unit assessment. They will be graded on the how many questions they get correct. o Explain how you will know students understand the concepts from the lesson. I will be able to observe how well they are answering the questions with their teams and also with their partners during quiz-quiz trade.

DAY 7

Summary of the Lesson Plan: o Students will take a test on the unit we just finished on Where We Live. This test will cover pages 74-107 in the 1st grade Houghton Mifflin Social Studies textbook on School and Family.

Target Population: Grade Level: 1st grade Skill Level: Students at all learning levels
Karen Powell- Instructor Making a Plan #2 Submitted By: Mikayla Ozaki

EDEL 453 - Spring 2013

Grouping: Group discussion and individual assessment Materials: Unit test assessment options pg. 9-12 Pencil Personal reading books Objectives: o NV State Social Studies Standards o G6.2.4 Identify patterns of change in the community. G7.1.3 Identify characteristics of rural and urban communities. G8.1.2 Identify locations for accessing basic resources available to the student, i.e., food, water.

Student-Friendly Standards G6.2.4 I can see changes in a community. G7.1.3 I can tell apart rural and urban communities. G8.1.2 I can find where basic resources are found in my area.

Procedure: Students will clear their desks of all papers. They should only have a pencil out. Hand out tests one by one face down on each students desk. Discuss rules of test taking. (eyes on own paper, no talking, raise hand for questions) Start test. (Students will have 45 minutes to complete tests.) Turn in the tests to the back table. Students who finish early may read personal library books. CLOSURE: Discuss how students feel they did. Do they need any clarification? Did they study enough? Do they think they did well? Do they think they did badly? What could they have done to better prepare? Assessment: o What will you use to measure student understanding? o o o Students will be assessed on their ability to correctly answer the questions on the unit test. Explain how you will know students understand the concepts from the lesson. I will know students can, Identify patterns of change in the community, Identify patterns of change in the community, Identify natural resources and where they can be found in the neighborhood, and Recognize spatial patterns by successfully completing the unit test with an 85% or better.

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Mikayla Ozaki