ECS-580 Social Studies and ELA Integrated Five-Day Unit Plan

Week 1 Monday Tuesday Wednesday Thursday Friday

All Kinds of Jobs Community How do What Job Will I Interview A Community
Lesson Title,  Identify geographical Helpers do? Worker?
Objectives, and
Community
features and their  Identify  Identify
Brief Summary of effects on geographical
Helpers help geographical  Identify
Rationale community life features and you? features and geographical
 Recognize jobs and their effects  Identify their effects features and their
workers who affect on geographic on effects on
their lives and community al features community community life
community life and their life  Recognize jobs
 Differentiate goods  Recognize effects on  Recognize and workers who
and services and jobs and community jobs and affect their lives
their functions in workers who life workers who and community
community life affect their  Recognize affect their  Differentiate
 Categorize jobs and lives and jobs and lives and goods and services
their potential community workers community and their functions
 Recognize  Differentiate who affect  Differentiate in community life
responsibility for goods and their lives goods and  Categorize jobs
caring for the services and and services and and their potential
environment their community their  Recognize
functions in  Differentiat functions in responsibility for

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 community e goods community caring for the
life and life environment
 Categorize services  Categorize
jobs and and their jobs and
their functions their
potential in potential
 Recognize community  Recognize
responsibility life responsibility
for caring for  Categorize for caring for
the jobs and the
environment their environment
potential
 Recognize
responsibili
ty for
caring for
the
environme
nt

SS.E.E.01.PI.A.05 - ECONOMICS ~ SS.E.E.01.PI.A.05 - SS.E.E.01.PI.A.05 - SS.E.E.01.PI.A.05 - SS.E.E.01.PI.A.05 - ECONOMICS

State Specific understand how societies
Standards organize their economies to
answer three fundamental
(Include at least two
economic questions: What goods
social studies and services shall be produced
standards, one reading and in what quantities? How shall
standard, one writing goods and services be produced?
standard, and one For whom shall goods and
speaking and listening services be produced?
standard in the unit)  
SS.E.E.01.PI.A.06 - ECONOMICS ~
investigate how production,
distribution, exchange, and
ECONOMICS ~ ECONOMICS ~ ECONOMICS ~ ~ understand how societies
understand how understand how understand how organize their economies to
societies organize their societies organize societies organize their answer three fundamental
economies to answer their economies to economies to answer economic questions: What
three fundamental answer three three fundamental goods and services shall be
economic questions: fundamental economic questions: produced and in what
What goods and services economic questions: What goods and services quantities? How shall goods
shall be produced and in What goods and shall be produced and in and services be produced? For
what quantities? How services shall be what quantities? How whom shall goods and services
shall goods and services produced and in what shall goods and services be produced?
be produced? For whom quantities? How shall be produced? For whom  
shall goods and services goods and services be shall goods and services SS.E.E.01.PI.A.06 - ECONOMICS
be produced? produced? For whom be produced? ~ investigate how production,

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consumption of goods and
services are economic decisions
with which all societies and
nations must deal
 
SS.E.E.01.PI.A.01 - ECONOMICS ~
know some ways individuals and
groups attempt to satisfy their
basic needs and wants by utilizing
scarce resources
 
SS.E.E.01.PI.A.05 - ECONOMICS ~
understand how societies
organize their economies to
answer three fundamental
economic questions: What goods
and services shall be produced
and in what quantities?
VA:Cr1.2.1- use observation
and exploration in
preparation for making a
work of art.
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  shall goods and   distribution, exchange, and
SS.E.E.01.PI.A.06 - services be produced? SS.E.E.01.PI.A.06 - consumption of goods and
ECONOMICS ~   ECONOMICS ~ services are economic
investigate how SS.E.E.01.PI.A.06 - investigate how decisions with which all
production, distribution, ECONOMICS ~ production, distribution, societies and nations must deal
exchange, and investigate how exchange, and  
consumption of goods production, consumption of goods SS.E.E.01.PI.A.01 - ECONOMICS
and services are distribution, and services are ~ know some ways individuals
economic decisions with exchange, and economic decisions with and groups attempt to satisfy
which all societies and consumption of goods which all societies and their basic needs and wants by
nations must deal and services are nations must deal utilizing scarce resources
  economic decisions    
SS.E.E.01.PI.A.01 - with which all SS.E.E.01.PI.A.01 - SS.E.E.01.PI.A.05 - ECONOMICS
ECONOMICS ~ know societies and nations ECONOMICS ~ know ~ understand how societies
some ways individuals must deal some ways individuals organize their economies to
and groups attempt to   and groups attempt to answer three fundamental
satisfy their basic needs SS.E.E.01.PI.A.01 - satisfy their basic needs economic questions: What
and wants by utilizing ECONOMICS ~ know and wants by utilizing goods and services shall be
scarce resources some ways individuals scarce resources produced and in what
  and groups attempt to   quantities?
SS.E.E.01.PI.A.05 - satisfy their basic SS.E.E.01.PI.A.05 -
ECONOMICS ~ needs and wants by ECONOMICS ~ VA:Cr1.2.1- use
understand how utilizing scarce understand how observation and
societies organize their resources societies organize their
exploration in preparation
economies to answer   economies to answer
three fundamental SS.E.E.01.PI.A.05 - three fundamental
for making a work of art
economic questions: ECONOMICS ~ economic questions:
What goods and services understand how What goods and services
shall be produced and in societies organize shall be produced and in
what quantities? their economies to what quantities?
answer three
VA:Cr1.2.1- use fundamental VA:Cr1.2.1- use
observation and economic questions: observation and
What goods and
exploration in exploration in
services shall be
preparation for produced and in what
preparation for
making a work of art quantities? making a work of art
VA:Cr1.2.1- use
 observation and
exploration in
preparation for
making a work of
art
 Community  Community  Community  Community  Community
Vocabulary and  Occupation  Occupation  Occupation  Occupation  Occupation
Academic Language  Service  Service  Service  Service  Service
 Goods  Goods  Goods  Goods  Goods
 Responsibility  Responsibility  Responsibili  Responsibility  Responsibility
ty
Small groups, Small groups, Small groups, Small groups, Small groups,
Instructional direct/indirect instruction, direct/indirect direct/indirect direct/indirect direct/indirect
Strategy/Strategies interactive instruction instruction, instruction, instruction, instruction, interactive
Used interactive interactive interactive instruction
instruction instruction instruction
All Kinds of Jobs  Community How do What Job Will I Interview A Community
Summary of Community help Worker?
Ask students what they Helpers Do?
Instruction and you?
think their job is now (to Read Aloud: Katy
Activities for the o Using a Students will have to
work hard and do well in and the Big Snow 
Lesson We will review combination of interview a community
school. Also, ask what is https://www.youtu what we learned worker. It can be a
“What Do People
their job at home? This can be.com/watch? about Community family member or friend
Do All Day?”
be different chores and v=BKqRyv-GfGE  helpers and their or they can go out and
https://www.youtu
responsibilities, including a  Ask students how role. ask community helpers
be.com/watch?
connection to homework). Katy (and her driver) We will create an in their neighborhood.
v=yTjwiloPRg0 and
Discuss jobs that they know helped her anchor chart “Career Day”
about, that parents or community. Discuss discussing the role We will review who are
https://www.youtu
relatives might have, and whether an of the community community helpers and
be.com/watch? their role in the
begin a Word Wall of job individual would helpers in our
v=soKRa6D90WQ , community. Then the
names. The word wall will community and
have been able to talk with students
include pictures to go along how they help us class will have their
clear snow for the about what they Seesaw activity with all
with each word. Depending and why they help
entire community.

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on students’ verbal skills,
you may want to point out
the use of a job as an
occupation and job as how
you do something (“she did
a good job”).
 
Then introduce Richard
Scarry’s “What Do People
Do All Day?”
https://www.youtube.com
/watch?v=yTjwiloPRg0  job like Katy’s
 
Add names to the Word
Wall to enlarge students’
awareness of the wide
range of possible jobs. (Save
the chapter “Everyone Is a
Worker,” starting on page 6,
for Lesson 6 below.)
 
Reinforce Community
Helpers with the
BrainPopJr. Either create a
matching sheet showing
community helpers and
their jobs or use one of the
activities/games on
BrainPopJr. BrainPopJr on
Community Helpers:
(http://www.brainpopjr.co
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What would happen us. would like to do their interview questions
if each person or when they grow up. and blank slides where
family had to plow Students will draw o Use the job names they can post videos or
the street in front of a picture of their on the Word Wall to pictures of their
their own house? favorite remind students of interview and
Help students community helper. the many interviewee.
deduce that there possibilities. To get
are jobs that are too the conversation
big for each person started, you and
to do alone. other teachers in
Talk about what a the room might
describe what you
demands: wanted to be when
equipment and you grew up and
skills. how you came to be
  a teacher.
Read Aloud: Mike o Have students
Mulligan and His write and/or
Steam Shovel illustrate a
https://www.youtu description of
be.com/watch? themselves as
v=NQjHJKNyoUE  grown-ups working.
Have students Invite each student
compare the two to share his/her
(both involve descriptions.
machines and
workers who do big
jobs that help the
community). And
how are they
different? You might
m/socialstudies/communitie introduce the word
s/communityhelpers/), service here. Explain
that a service is
something someone
does to help. Katy
and her driver
provided a service
to the whole
community. Mike
Mulligan used his
steam shovel to help
the community, but
in a different way.
Students may also
identify some of the
services as needs,
such as “we need
hospitals when we
are sick.” Use this as
a segue into
understanding
goods and services.
For example, you
might use the word
goods in discussing
the photograph of
the grocery store or
the clothing store in
the PowerPoint.
Lead students to see
that photographs of

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 places like the fire
station or the
hospital show
services, things that
people do to
provide things or
activities to others.
o Students are sure
to notice that BBL is
represented in the
slide show. Talk with
them about ways in
which the people
who work at BBL
provide a service:
they are educating
young people.
Activity: You could
use the idea of
services as the basis
of a writing activity.
Students could
describe a service
they have used
recently. Or a
service they might
like to provide
when they grow up.

Students who are not Students who are Students who are Students who are Students who are not

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Differentiation catching on will work in not catching on will not catching on not catching on will catching on will work in
(identify researched- small group with teacher work in small will work in small work in small small group with teacher
based support group with teacher group with group with teacher
strategies for students teacher
with exceptionalities)

Smartboard, YouTube, Smartboard, Smartboard, Smartboard, Smartboard, Seesaw and

Materials, Resources, Read aloud books, iPad YouTube, Read YouTube, Read YouTube, Read iPad
and Technology aloud books, iPad aloud books, iPad aloud books iPad

Anecdotal notes Anecdotal notes Anecdotal notes Anecdotal notes Rubric presentation
Assessment Feedback questions Feedback questions Feedback Feedback questions Feedback questions
questions

Reflection
1. What challenges did you encounter when planning a five-day unit that integrates cross-disciplinary skills? One of the
challenges I encountered when planning a five day unit that integrates cross-disciplinary skills was time management. 
Planning a five day unit takes time to create meaningful and purposeful instructional activities to meet all skill levels.  Another
challenge I encountered was organizing skills to spiral throughout the days.  Each day it is helpful to reflect and adjust plans,
as needed. 
2. How does cross-disciplinary instruction benefit all student learning? Cross-disciplinary instruction benefits all student learning
by providing different ways of thinking about the same problem or subject.  This enable students to develop critical thinking
skills.  This presents many real word opportunities for growth.
3. How did you select the strategies you used to enhance language development and communication skills of individual students
through the integration of social studies content? I selected the strategies I used through discussions in grade level meetings. 
Also, the grade level planned the integration of social studies content to meet the needs of our students.  The social-emotional
learning needs have been a top priority for us this school year.

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