1 Richardsonrufli Socialsciencecharts
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Social Studies
Week One
Day 1
Day 2
Day 3
Day 4
Day 5
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
VA -The teacher will select a pictoral timeline and allow the students to study and observe the pictures on the timeline. A short caption should accompany each.
GA/MA -Pair the students, and have them choose one of the pictures of the timeline. The students will then be given a copy of the picture and caption.
CO -The teacher will discuss the purpose of a timeline, and the specific timeline that they have brought to the class, going over each picture.
W -Students will receive directions on the project; they will need to write information about the picture they choose, and what it is really about.
CC/RE -The students will be given time in the library to research the picture that they have chosen. A specific list of questions to be answered should be provided, as well as books picked out by the librarian. (They may need a tutorial on the library!)
W/CC -The students will be given time in the library to research the picture that they have chosen. A specific list of questions to be answered should be provided, as well as books picked out by the librarian.
RE -The students will be given time in the library to research the picture that they have chosen. A specific list of questions to be answered should be provided, as well as books picked out by the librarian.
DA – Students who need extra help will be given books to use and help with the partner.
Week Three
Day 11
Day1 2
Day 13
Day 14
Day 15
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
W -Students will begin forming the answers to the questions in paragraph form, thus creating a rough draft.
W -After editing, students will create a final draft of their summary on the picture that they chose.
FA -Students will create their own drawing as to what they feel was important about the picture they chose. It can be a replica or something in the picture that they think is important.
FA -Students will post their picture and summary on a sheet of construction paper, and may be given magazines to cut out from to decorate their timeline piece.
OL -Students will share about their piece of the timeline, making sure to relate it to the picture in front and behind their own. (If not done the teacher should be sure to clarify how they all relate.)
DA – Students who have trouble writing can use a word processor for the rough draft.
FA/MA -Students will arrange their pieces of the timeline in order to create the “bigger picture.”
Week Five
Day 21
Day 22
Day 23
Day 24
Day 25
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
FA -Students will participate in the online activity about George Washington:
W -Benjamin Franklin Ask the students to state facts that they know about Ben Franklin Write their responses on the tablet, then Write the words "Want to Know" Ask the students to volunteer questions that they would like answered about Benjamin Franklin.
Have each student cut out each of these items: drawing of a diamond to represent a kite, a string, and a key
George Washington:
OL -The class should discuss the LI -The teacher influence that should read the George printable to the Washington had students as they on writing the have it in front of Constitution of the them. http://www.instructo United States. rweb.com/lesson/ge http://memory.loc. orgewashington.asp gov/learn/lessons/ OL -The class should gw/gw2.html then discuss the answers in class. DA – Students will be called on if they do not speak out in class.
OL - Use the excerpt to discuss what he found to be of importance.
http://eduref.org/V irtual/Lessons/cros sroads/sec3/k2/uni t4/u4kinl1.htm D –Students will take turns pretending to be George Washington and give one sentence about his life.
R -Read a book about him, (focusing mainly on the questions about Benjamin Franklin's life/family, career/education, and his inventions).
W - Students will write one fact that they thought was interesting from the story on the diamond part of the kite. (For example, a student could write: Benjamin Franklin invented bifocals,etc) VA -Have each student draw a picture on the diamond part of their kite that illustrates their sentence. MA - Students will glue the string to their kite and their key to the string.
Week Seven
Day 31
Day 32
Day 33
Day 34
Day 35
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
Abraham Lincoln
VA - Students will review the pictures provided about early pioneer life during the days of Lincoln.
VA/W -Pair-up children and assign a different topic to each team. One member of the team draws and/or writes the modern version of these topics while the other member draws and/or writes the pioneer version. You can create a classbook, visit other classrooms and read their reports, or display this information in the hallway.
George Washington Carver
MA -Make peanut butter sandwiches, cookies, Edible Playdough, etc. to share and enjoy. Receipe for Edible Playdough 18 oz jar peanut butter, 6 T honey and nonfat dry milk Combine peanut butter and honey. Add dry milk until dough is the right consistency. Make shapes. It can be eaten.
R -Students will read the book:
Just Like Abraham Lincoln written and illustrated by Bernard Waber publisher: Scholastic 1964 Reading Level: Grade 2 Read Aloud Level: Kindergarten - Grade 2 OL -The class will discuss the important things that Abraham Lincoln did during and before his Presidency.
T -Students will complete the treasure hunt online. http://www.siec.k 12.in.us/~west/pr oj/lincoln/class.ht m DA –Other students can discuss tools used during pioneer days.
MU -Students will Sing: "Found a Peanut" Students will use resources to find other background information on peanuts. Students will read a trade book on George Washington Carver. Have students write one fact they think is interesting about Carver, besides the peanut butter!
Week Nine
Day 41
Day 42
Day 43
Day 44
Day 45
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
FA/MA/W -Students will develop a time-line listing the events, which led to the observance of President's Day as a National Holiday. (This may be a permanent display in the classroom and holidays may be added as the year progresses.)
OL -The teacher will prepare an investigative report to evaluate the evolution of the office of president. How have the powers of the presidency changed through the years? How has the office stayed the same? What forces have influenced these changes? How will the office evolve in the future?
President’s Day OL -Students will learn the importance and the associations of President’s Day. OL/CT -Students will discuss ways in which they could celebrate Presidents Day. http://www.patriotism .org/presidents_day/p age2.html
DA –Some students may work in pairs.
Columbus Day LI -The teacher will present the powerpoint on why we celebrate Columbus Day. http://www.rockingha m.k12.va.us/resource s/elementary/1history .htm#2lessonplans The teacher can add other important facts for her students: http://www.theholiday zone.com/columbus/h istory.html
VA -Students will complete the cut and paste art project from: http://atozteacherstuf f.com/Themes/Colum bus_Day/ MU -Students will listen to and sing along with the Columbus Day songs from: http://www.theholiday zone.com/columbus/s ongs.html D/OL – Students will take turns telling the class what they explored or found, pretending to be Columbus.
Week Eleven
Day 51
Day 52
Day 53
Day 54
Day 55
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
MA -Have students explore To Form a More Perfect Union to learn about the events leading up to the Declaration of Independence and the writing of the Constitution. Then ask them to create a timeline of the most important events on a poster board.
W -Students will construct their own Constitution. They may choose from either: the classroom, their family, or the country (US). They should write rights that they feel are important to them. (rough draft)
W/MA -Students will finalize their copy of the Constitution, and the teacher can even assist the students by dyeing their papers in tea, so that they look old like the US Constitution.
Independence Day: W -Students will list things that they already know about Independence Day. LI -Students will learn the history of Independence Day from a power-point.
R -Students will read a trade book about Independence Day such as Let's Get
Ready for Independence Day (Welcome Books: Celebrations) by Lloyd G. Douglas
OL -Students will discuss the things that they learned about Independence Day from the book.
DA – Students may work in pairs.
Week Thirtee n
Day 61
Day 62
Day 63
Day 64
Day 65
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.4 Developing Map Skills
MA -Have students create a torn paper mosaic to get them used to the idea of map-making. http://www.protea cher.org/c/103_Ma ps__Globes.html
MA/LI -Students will learn about all of the common symbols used on maps. They should be given examples of simple maps. (Ones with many symbols.)
W -Students will complete the worksheets and activities listed on the website: http://www.protea cher.com/090030. shtml
MA – Students will complete the map search activity on the website: http://www.protea cher.com/cgibin/outsidesite.cgi ?id=6347&extern al=http://interacti ve2.usgs.gov/lear ningweb/teachers/ lesson_plans.htm #maps&original= http://www.protea cher.com/090030. shtml&title=Worki ng%20with%20Ma ps
VA -Students will draw a small scale map of their classroom, using symbols for certain objects in the room. VA -Students will color code their maps, where every object is the same but different color. DA – Some students may need to work in pairs.
Week Fiftee n
Day 71
Day 72
Day 73
Day 74
Day 75
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.5 Applying Map Skills
ERCR SOL SS 1.5 Applying Map Skills
ERCR SOL SS 1.5 Applying Map Skills
MA -Students will explore the differences between state maps and a country map of the United States.
T -Students will complete the activity on drawing their own maps from: http://www.protea cher.com/cgibin/outsidesite.cgi ?id=6347&extern al=http://interacti ve2.usgs.gov/lear ningweb/teachers/ lesson_plans.htm #maps&original= http://www.protea cher.com/090030. shtml&title=Worki ng%20with%20M aps
VA -Students will draw a small scale map of their classroom, using symbols for certain objects in the room.
LI -Students will watch the video Maps: Where Am I? (Third Edition) : http://k3hss.pwne t.org/1grade/1_5.h tm
MA -Students will explore the differences between county maps and state maps. OL -The class will discuss the differences in each, and how very different symbols are used for the different scale maps. DA – Students may get into groups and brainstorm about the differences.
OL -The class will discuss the differences in each, and how very different symbols are used for the different scale maps.
VA -Students will color code their maps, where every object is the same but different color.
Week Sevent een Week Ninete en
Day 81 ERCR SOL SS 1.6
Day 82 ERCR SOL SS 1.6
Day 83 ERCR SOL SS 1.6
Day 84 ERCR SOL SS 1.6
Day 85 ERCR SOL SS 1.6
Geography and the Way We Live
Geography and the Way We Live
Geography and the Way We Live
Geography and the Way We Live
Geography and the Way We Live
The teacher will introduce the vocabulary for this unit. (hill, lake, mountain, ocean, plain, river). Then she will show the class a picture card for each word. The class will practice identifying these places when she holds up pictures of them.
The teacher will ask the class “Are we on land or water? How can you tell she will ask?
The teacher will use the text to show the class pictures of different landforms. The class will talk together and the teacher will make a list on the board of characteristics for each landform.
R-The teacher will read Patchwork Island by Karla Kuskin.
LI/M- The teacher will play “I Love the Mountains” The students will listen and then sing along. The teacher will write land and water on the board. She will ask the students to give examples of these landforms.
W/VA-The students will write a sentence for each word and then illustrate that word with a drawing. HW The students will write about the landform they live
SS/VA/W- The teacher will provide the students will magazines to cut out landforms. They will put together their pictures and make a landform collage. To reinforce the meaning of each type of landform the students will look up their definitions in their dictionary. They will write these definitions on the back of an index card and on
SS/A/MO/OL The students will work in groups of 4 and build landform displays. The teacher will make dough for them to do this. They will form the land, mountains, rivers, lakes, hills, oceans, and plains. When the dough is dried
SS/MO/LI: The class will go outside and there will be six circles drawn and labeled hill, lake, mountain, ocean, river, and plain. Choose one leaders who signals the children to jog around and choose a circle to stand in. Then the teacher will read a description of a landform. Whoever is standing in the circles of the landform described must run to another
SS/MO The students will take turns acting out activities you do on different landforms and the rest of the class will guess what landform they are talking about. W/A- The student
Week TwentyOne
Day 101 ERCR SOL SS 1.7
Day 102 ERCR SOL SS 1.7
Day 103 ERCR SOL SS 1.7
Economics: Free Market and other Systems
Economics: Free Market and other Systems
Economics: Free Market and other Systems
GA-The teacher will tell the class that we are going to have a classroom store. The teacher will set up items to sell. They assign a value to certain classroom jobs and activities (like keeping the class library neat) so that they can earn classroom currency to “spend” at the sort. The children will also decide how much each item costs/bartering.
The teacher will talk about how you have to work and earn money. This is called service. Then you can buy goods. The teacher will make a list the student’s help of goods, and services.
R- The teacher will read One Afternoon by Yumi Heo. The children will discuss the services in this book. The teacher will ask the children if they have pets. Do they need certain goods (food, water, color..) and do you have to give them any services?
DA: Students will be allowed to suggest other things they have done/ would do to earn money.
SS/MA: The students will have cards and they will sort them according to whether they are goods or services. In there journal the students will write about ways they can earn money and tell about the things that they would like to buy with their money.
VA/PS-Then the student will draw all the goods and services they give to their pets. Then they will share their pictures. The teacher will talk about the services that are offered at a pet shop, and veterinarian.
Day 104 ERCR SOL SS 1.8
Day 105 ERCR SOL SS 1.8
Economics and Scarcity
Economics and Scarcity
SS – The students will begin to save the pretend money for the class store at the end of the week. The class will make a list of what a person could buy with money. They will also talk about why it is important to save money for what a person wants or needs. The teacher will pass out the money and give the rules for the game. The teacher will also write on the board what the student’s think needs money.
SS – The students will see pictures of different jobs and will talk about why each one is important. They will also make a list of other jobs that were not seen. The teacher will show the student’s different pictures of jobs that are in the community. The teacher will also monitor the student’s as they write other jobs in the community. W – The students will view pictures of jobs in the community and then will write whatever other jobs they can think of.
Week TwentyThree
Day 111 ERCR SOL SS 1.8
Day 112 ERCR SOL SS 1.8
Day 113 ERCR SOL SS 1.8
Day 114 ERCR SOL SS 1.8
Day 115 ERCR SOL SS 1.8
Economics and Scarcity
Economics and Scarcity
Economics and Scarcity
Economics and Scarcity
Economics and Scarcity
The teacher will ask the students what would happen if the world ran out of food and why doesn’t it run out? The teacher will introduce the word scarcity as the concept has already been introduced.
CD: The class will discuss the events of yesterday and what happened.
CD/GA- The class will discuss how sometimes things run out and not everyone gets one. The students will set up the class shop. Some will be buyers, some sellers. The teacher will provide the items to sell. The students will experience scarcity as not all will be able to buy what they want.
W/VA- The students will come up with a class definition for the word scarcity and will each write it down on a picture they have drawn on something they have learned is scarce. H: The teacher will discuss the importance of brushing your teeth and that toothpaste should never be scarce. The students will each be given a mini tube of toothpaste.
Review/ Jeopardy DA: One student will be able to be the score keeper. All students will be able to write their own question for the review game.
Test
Field Trip
Week TwentyFive
Day 121 ERCR SOL SS 1.9
Day 122 ERCR SOL SS 1.9
Day 123 ERCR SOL SS 1.9
Day 124 ERCR SOL SS 1.9
Day 125 ERCR SOL SS 1.9
Economics and Managing Money R/ CD- The teacher will read the story, Spend or Save to the class. The class will discuss the issues that Penny had to deal with in the story. The students will talk about the importance of saving money.
Economics and Managing Money SS – The students will look at pictures and will guess where the people are working. The student’s will also talk about the importance of saving money. They will also count how much money they have for the store on Friday. The teacher will bring in pictures and let the students guess what job it is. The teacher will also lead the discussion about saving money and help them count their money for Friday’s store.
Economics and Managing Money SS – The students will make a shopping list for the grocery store. They will also talk about why it is important to save money for the groceries. The students will also make a list of the things that would happen if the family did not save money. The teacher will help the students make a list of groceries by bringing in some of hers. The teacher will also monitor the students as they work in groups.
Economics and Managing Money SS – The students will talk once more about money and why it is important. The students will also use the money they have earned to buy what they want at the store. The teacher will explain to the students that they can buy one big thing or more little things. The students will be able to buy things at the class store with the money they have saved over the week.
Economics and Managing Money
DR: The students will be put in groups and reenact their own version of the story.
M/W – The students will view the pictures and think of other jobs that are in the community. The students will count their money.
W – The students will make a list of groceries. They will also make a list of what will happen if there was no money.
Review and Quiz
DA: Students with special needs will be provided with an assistant and permitted to take the test outside the classroom.
Week TwentySeven
Day 131 ERCR SOL SS 1.9
Day 132 ERCR SOL SS 1.9
Day 133 ERCR SOL SS 1.9
Day 134 ERCR SOL SS 1.9
Day 135 ERCR SOL SS 1.9
Economics and Managing Money SS/GA: The teacher will again give the students play money. They will have the option of spending it, saving it, or giving it away. Throughout the week the students will be able
Economics and Managing Money PS: The students will present the results of their parent interview.
Economics and Managing Money R: The teacher will read, The Berenstain Bears’ Trouble with Money.
Economics and Managing Money M: The students will count the money the have left and figure out how much they spent/saved.
Economics and Managing Money
CD: The class will discuss the advantages/ disadvantages of each option. HW: The students will ask their parents how they manage their money and what their best advice is.
GA: Students will have a chance to buy and sell and put money in the ‘bank’ to manage their money supply. If the students choose to put their money in the bank they will earn interest. DA: Students who may not have parents will be allowed to ask their guardian or any other adult in their life.
M/W: The students will complete a worksheet from the Berenstain Bears’ Trouble with Money workbook and will write in their journal what the lesson of the book was about and what they have learned about managing money.
Test CD: The students will discuss what they have learned and what they would do differently next time. Review for Test
Week TwentyNine
Day 141 ERCR SOL SS 1.10
Day 142 ERCR SOL SS 1.10
Day 143 ERCR SOL SS 1.10
Day 144 ERCR SOL SS 1.10
Day 145 ERCR SOL SS 1.10
U.S. Citizens: The Role of a Good Citizen SS – The students will read a story about a homeless person. They will then discuss what they could do to help someone that is homeless. Teacher will read a story about a homeless person. The teacher will also lead the discussion asking the students what they could do to help a homeless person.
U.S. Citizens: The Role of a Good Citizen SS/CD – The students will read a story about all the heroes that are in the community. They will think about what it would be like to be in their shoes. Teacher will read a story about the different heroes in the community. The teacher will also give children the scenarios and help the students to see what it would be like in their shoes; the class will also discuss this.
U.S. Citizens: The Role of a Good Citizen SS – The students will talk about the importance of voting and what voting is used for. They will then vote for their favorite ice cream flavors. The students will also participate in the class vote for teacher of the week in first grade. The teacher will lead the discussion for voting. The teacher will also take the vote for the favorite ice cream flavor. The students will understand the importance of voting in the community and how this is part of being a good citizen.
U.S. Citizens: The Role of a Good Citizen SS – The students will participate in voting for the teacher of the week (for next week). They will also remember that voting is a private thing and the other students don’t have to talk about who they voted for. The teacher will help the students vote and will also talk about voting being a private affair. The students will actually vote for the teacher of the week for next week.
U.S. Citizens: The Role of a Good Citizen SS – The students will vote on a new school name, symbol, the playground, and the hours. The students will see the importance of voting and how it needs to be taken seriously. The students will also understand how voting is electing someone that will do the job correctly. Teacher will give the students different scenarios and they will see the importance of voting for the right person.
CT – The students will talk about what it would be like to be homeless. They will also think about what they could do to help someone that is homeless.
DA: Students that need will have an assistant with them to help them vote.
Week ThirtyOne
Day 151 ERCR SOL SS 1.10
Day 152 ERCR SOL SS 1.10
Day 153 ERCR SOL SS 1.10
Day 154 ERCR SOL SS 1.10
Day 155 ERCR SOL SS 1.10
U.S. Citizens: The Role of a Good Citizen CD/W – The students will make a list of other ways to be good citizens. They will also discuss that America is a free country and not all other countries can live the way we do. Teacher will help the students make a list of ways to be a good citizen and why it is important. The teacher will also lead the discussion on why America is unique and how we should be thankful. They will also begin to see that not all countries can live the way we do.
U.S. Citizens: The Role of a Good Citizen SS – The students will watch a video on another country. The students will see how we are lucky to live in America. The teacher will show the video and monitor the students as they watch.
U.S. Citizens: The Role of a Good Citizen
U.S. Citizens: The Role of a Good Citizen PS – The students will act out their scenarios. They will also give a solution at the end of their presentation. The teacher will monitor the students as they begin to act out their scenarios they were given.
U.S. Citizens: The Role of a Good Citizen SS – The students will finish up the presentations. The teacher will monitor the students as they present their scenarios.
T – The students will watch a video on other countries and see how we are lucky to live here in America.
CD/GA – The students will talk about what they can do to help in their community. They will get into groups and act out a scenario and give the solution to the problem. They will practice today and then act it out for the class tomorrow. Teacher will monitor the students as they begin to practice for their role play tomorrow.
D– The students will begin to practice acting out the scenario given by the teacher. They will begin to realize how it is important to be a good citizen.
D – The students will act out their scenarios for the class. They will also give a solution to the problem that they presented.
PS – The students will finish presenting their scenarios. DA- Students will be permitted to present their scenario to the teacher during recess/lunch not in front of the class.
Week ThirtyThree
Day 161 ERCR SOL SS 1.11
Day 162 ERCR SOL SS 1.11
Day 163 ERCR SOL SS 1.11
Day 164 ERCR SOL SS 1.11
Day 165 ERCR SOL SS 1.11
American Symbols and Patriotism SS – The students will talk about the Pledge of Allegiance and what it stands for. They will color a picture of the flag of the United States (with the pledge at the bottom) and then say the pledge as a class. The teacher will make copies of the flag for the students to color. She will also lead the students in the Pledge of Allegiance.
American Symbols and Patriotism
American Symbols and Patriotism
American Symbols and Patriotism
SS – The students will review the flag and what it stands for. The students will also talk about the bald eagle and why it is used as a symbol of the United States. The students will also color a bald eagle and write why it is important to Americans. Teacher will lead the discussion on the bald eagle and why it is important to our country. The teacher will also make copies of a bald eagle.
SS – The students will review from the last two days. They will also talk about the Statue of Liberty and what she stands for. The students will read several stories about her and why she was put in New York. The teacher will get several stories for the students to read about the Statue of Liberty. She will also talk about the statue and why it is important to the United States Of America.
CD/VA – The students will talk about the bald eagle and why it is important to Americans. The students will color a picture of an eagle
R/CD – The students will read stories about the Statue of Liberty. The students will also talk about why she is important to the United States.
SS/CD –They will also talk about Washington D.C. and why the Washington Monument is important to the United States. The students will begin to see there are many symbols of the United States of America. Teacher will review the last three days and then talk about Washington D.C and why it important. The teacher will also bring in a picture of the Washington Monument.
American Symbols and Patriotism SS – The students will review how we got our freedom and will make a list of why we should be thankful for our freedom. The students will also talk about each one of the Bill of Rights and how it is important to the United States. The teacher will also help the students understand what each one of the Bill of Rights stands for.
DA: The students will be given review sheets of what they have learned. They will go over it as a class.
W – The students will write what Americans have to be thankful for. They will also understand the Bill of Rights in a deeper way.
VA/CD – The students will color in the flag of America and then will say the pledge as class. They will also talk about what each part of the pledge stands for.
Week ThirtyFive
Day 171 ERCR SOL SS 1.12
Day 172 ERCR SOL SS 1.12
Day 173 ERCR SOL SS 1.12
Day 174 ERCR SOL SS 1.12
Day 175 ERCR SOL SS 1.12
Recognizing diversity, American customs, and Unity SS – The students will talk about Japan and how they live. They will compare and contrast the Japanese and the Americans. They will also talk about how Japanese live and what they eat, etc. The teacher will lead this discussion by reading some books about the Japanese and talking about how they are different from us.
Recognizing diversity, American customs, and Unity SS/MC/CD – The students will read a book about the African-Americans and how they are apart of our country. They will also talk about some of the traditions they have. The teacher will read a story about the AfricanAmericans and how they are apart of our country. She will also talk about the traditions these people have.
Recognizing diversity, American customs, and Unity SS/MC – The students will talk about China and the traditions that the Chinese carry on. They will also talk about food and the way of living for them. The teacher will lead this discussion by reading some books and helping the students understand China and how it is different from America.
Recognizing diversity, American customs, and Unity CD: The class will discuss some American customs and which ones are their favorite and why. The teacher will tell them where the customs came from.
Recognizing diversity, American customs, and Unity
MU- The students will listen and sing the song, Come on Board, by Paulette
MU- The students will again sing the song, Come on Board and will talk about what it
DA: Students will be given the option of researching another culture on their own for extra credit.
Review for test
Test
Legend CC –Collaboration with Colleagues CD- class discussion DA – Differientiation/Accomodation GA- group activity H- health MC- multicultural connection MU- Music OL – Oral Language/Public Speaking PS- public speaking R- Reading RE - Research SS- social studies T- Technology VA- visual art
Resources
(1996). Why we save. National Council on Economic Education, Retrieved December 9, 2007, from http://ecedweb.unomaha.edu/lessons/saveK-2.pdf Francis, A, & Carwile, R (1993). Columbus' voyage to america: A thematice unit for elementary students.Lester: Action Competencies for Teachers. http://atozteacherstuff.com/Themes/Columbus_Day/
http://eduref.org/Virtual/Lessons/crossroads/sec3/k2/unit4/u4kinl1.htm http://memory.loc.gov/learn/lessons/gw/gw2.html http://www.rockingham.k12.va.us/resources/elementary/1history.htm#2lessonplans
http://www.siec.k12.in.us/~west/proj/lincoln/class.htm http://www.theholidayzone.com/columbus/songs.html
Weitzman, D (1975). My backyard history book. Toronto, Ontario: Little, Brown and Company. www.songsforteaching.com www.educationworld.com
Week One
Day 1
Day 2
Day 3
Day 4
Day 5
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
VA -The teacher will select a pictoral timeline and allow the students to study and observe the pictures on the timeline. A short caption should accompany each.
GA/MA -Pair the students, and have them choose one of the pictures of the timeline. The students will then be given a copy of the picture and caption.
CO -The teacher will discuss the purpose of a timeline, and the specific timeline that they have brought to the class, going over each picture.
W -Students will receive directions on the project; they will need to write information about the picture they choose, and what it is really about.
CC/RE -The students will be given time in the library to research the picture that they have chosen. A specific list of questions to be answered should be provided, as well as books picked out by the librarian. (They may need a tutorial on the library!)
W/CC -The students will be given time in the library to research the picture that they have chosen. A specific list of questions to be answered should be provided, as well as books picked out by the librarian.
RE -The students will be given time in the library to research the picture that they have chosen. A specific list of questions to be answered should be provided, as well as books picked out by the librarian.
DA – Students who need extra help will be given books to use and help with the partner.
Week Three
Day 11
Day1 2
Day 13
Day 14
Day 15
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
ERCR SOL SS1.1 Past vs. Present: Timelines
W -Students will begin forming the answers to the questions in paragraph form, thus creating a rough draft.
W -After editing, students will create a final draft of their summary on the picture that they chose.
FA -Students will create their own drawing as to what they feel was important about the picture they chose. It can be a replica or something in the picture that they think is important.
FA -Students will post their picture and summary on a sheet of construction paper, and may be given magazines to cut out from to decorate their timeline piece.
OL -Students will share about their piece of the timeline, making sure to relate it to the picture in front and behind their own. (If not done the teacher should be sure to clarify how they all relate.)
DA – Students who have trouble writing can use a word processor for the rough draft.
FA/MA -Students will arrange their pieces of the timeline in order to create the “bigger picture.”
Week Five
Day 21
Day 22
Day 23
Day 24
Day 25
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
FA -Students will participate in the online activity about George Washington:
W -Benjamin Franklin Ask the students to state facts that they know about Ben Franklin Write their responses on the tablet, then Write the words "Want to Know" Ask the students to volunteer questions that they would like answered about Benjamin Franklin.
Have each student cut out each of these items: drawing of a diamond to represent a kite, a string, and a key
George Washington:
OL -The class should discuss the LI -The teacher influence that should read the George printable to the Washington had students as they on writing the have it in front of Constitution of the them. http://www.instructo United States. rweb.com/lesson/ge http://memory.loc. orgewashington.asp gov/learn/lessons/ OL -The class should gw/gw2.html then discuss the answers in class. DA – Students will be called on if they do not speak out in class.
OL - Use the excerpt to discuss what he found to be of importance.
http://eduref.org/V irtual/Lessons/cros sroads/sec3/k2/uni t4/u4kinl1.htm D –Students will take turns pretending to be George Washington and give one sentence about his life.
R -Read a book about him, (focusing mainly on the questions about Benjamin Franklin's life/family, career/education, and his inventions).
W - Students will write one fact that they thought was interesting from the story on the diamond part of the kite. (For example, a student could write: Benjamin Franklin invented bifocals,etc) VA -Have each student draw a picture on the diamond part of their kite that illustrates their sentence. MA - Students will glue the string to their kite and their key to the string.
Week Seven
Day 31
Day 32
Day 33
Day 34
Day 35
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
ERCR SOL SS 1.2
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
American Leaders and American Past
Abraham Lincoln
VA - Students will review the pictures provided about early pioneer life during the days of Lincoln.
VA/W -Pair-up children and assign a different topic to each team. One member of the team draws and/or writes the modern version of these topics while the other member draws and/or writes the pioneer version. You can create a classbook, visit other classrooms and read their reports, or display this information in the hallway.
George Washington Carver
MA -Make peanut butter sandwiches, cookies, Edible Playdough, etc. to share and enjoy. Receipe for Edible Playdough 18 oz jar peanut butter, 6 T honey and nonfat dry milk Combine peanut butter and honey. Add dry milk until dough is the right consistency. Make shapes. It can be eaten.
R -Students will read the book:
Just Like Abraham Lincoln written and illustrated by Bernard Waber publisher: Scholastic 1964 Reading Level: Grade 2 Read Aloud Level: Kindergarten - Grade 2 OL -The class will discuss the important things that Abraham Lincoln did during and before his Presidency.
T -Students will complete the treasure hunt online. http://www.siec.k 12.in.us/~west/pr oj/lincoln/class.ht m DA –Other students can discuss tools used during pioneer days.
MU -Students will Sing: "Found a Peanut" Students will use resources to find other background information on peanuts. Students will read a trade book on George Washington Carver. Have students write one fact they think is interesting about Carver, besides the peanut butter!
Week Nine
Day 41
Day 42
Day 43
Day 44
Day 45
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
FA/MA/W -Students will develop a time-line listing the events, which led to the observance of President's Day as a National Holiday. (This may be a permanent display in the classroom and holidays may be added as the year progresses.)
OL -The teacher will prepare an investigative report to evaluate the evolution of the office of president. How have the powers of the presidency changed through the years? How has the office stayed the same? What forces have influenced these changes? How will the office evolve in the future?
President’s Day OL -Students will learn the importance and the associations of President’s Day. OL/CT -Students will discuss ways in which they could celebrate Presidents Day. http://www.patriotism .org/presidents_day/p age2.html
DA –Some students may work in pairs.
Columbus Day LI -The teacher will present the powerpoint on why we celebrate Columbus Day. http://www.rockingha m.k12.va.us/resource s/elementary/1history .htm#2lessonplans The teacher can add other important facts for her students: http://www.theholiday zone.com/columbus/h istory.html
VA -Students will complete the cut and paste art project from: http://atozteacherstuf f.com/Themes/Colum bus_Day/ MU -Students will listen to and sing along with the Columbus Day songs from: http://www.theholiday zone.com/columbus/s ongs.html D/OL – Students will take turns telling the class what they explored or found, pretending to be Columbus.
Week Eleven
Day 51
Day 52
Day 53
Day 54
Day 55
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
ERCR SOL SS 1.3 Democracy and National Holidays
MA -Have students explore To Form a More Perfect Union to learn about the events leading up to the Declaration of Independence and the writing of the Constitution. Then ask them to create a timeline of the most important events on a poster board.
W -Students will construct their own Constitution. They may choose from either: the classroom, their family, or the country (US). They should write rights that they feel are important to them. (rough draft)
W/MA -Students will finalize their copy of the Constitution, and the teacher can even assist the students by dyeing their papers in tea, so that they look old like the US Constitution.
Independence Day: W -Students will list things that they already know about Independence Day. LI -Students will learn the history of Independence Day from a power-point.
R -Students will read a trade book about Independence Day such as Let's Get
Ready for Independence Day (Welcome Books: Celebrations) by Lloyd G. Douglas
OL -Students will discuss the things that they learned about Independence Day from the book.
DA – Students may work in pairs.
Week Thirtee n
Day 61
Day 62
Day 63
Day 64
Day 65
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.4 Developing Map Skills
MA -Have students create a torn paper mosaic to get them used to the idea of map-making. http://www.protea cher.org/c/103_Ma ps__Globes.html
MA/LI -Students will learn about all of the common symbols used on maps. They should be given examples of simple maps. (Ones with many symbols.)
W -Students will complete the worksheets and activities listed on the website: http://www.protea cher.com/090030. shtml
MA – Students will complete the map search activity on the website: http://www.protea cher.com/cgibin/outsidesite.cgi ?id=6347&extern al=http://interacti ve2.usgs.gov/lear ningweb/teachers/ lesson_plans.htm #maps&original= http://www.protea cher.com/090030. shtml&title=Worki ng%20with%20Ma ps
VA -Students will draw a small scale map of their classroom, using symbols for certain objects in the room. VA -Students will color code their maps, where every object is the same but different color. DA – Some students may need to work in pairs.
Week Fiftee n
Day 71
Day 72
Day 73
Day 74
Day 75
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.4 Developing Map Skills
ERCR SOL SS 1.5 Applying Map Skills
ERCR SOL SS 1.5 Applying Map Skills
ERCR SOL SS 1.5 Applying Map Skills
MA -Students will explore the differences between state maps and a country map of the United States.
T -Students will complete the activity on drawing their own maps from: http://www.protea cher.com/cgibin/outsidesite.cgi ?id=6347&extern al=http://interacti ve2.usgs.gov/lear ningweb/teachers/ lesson_plans.htm #maps&original= http://www.protea cher.com/090030. shtml&title=Worki ng%20with%20M aps
VA -Students will draw a small scale map of their classroom, using symbols for certain objects in the room.
LI -Students will watch the video Maps: Where Am I? (Third Edition) : http://k3hss.pwne t.org/1grade/1_5.h tm
MA -Students will explore the differences between county maps and state maps. OL -The class will discuss the differences in each, and how very different symbols are used for the different scale maps. DA – Students may get into groups and brainstorm about the differences.
OL -The class will discuss the differences in each, and how very different symbols are used for the different scale maps.
VA -Students will color code their maps, where every object is the same but different color.
Week Sevent een Week Ninete en
Day 81 ERCR SOL SS 1.6
Day 82 ERCR SOL SS 1.6
Day 83 ERCR SOL SS 1.6
Day 84 ERCR SOL SS 1.6
Day 85 ERCR SOL SS 1.6
Geography and the Way We Live
Geography and the Way We Live
Geography and the Way We Live
Geography and the Way We Live
Geography and the Way We Live
The teacher will introduce the vocabulary for this unit. (hill, lake, mountain, ocean, plain, river). Then she will show the class a picture card for each word. The class will practice identifying these places when she holds up pictures of them.
The teacher will ask the class “Are we on land or water? How can you tell she will ask?
The teacher will use the text to show the class pictures of different landforms. The class will talk together and the teacher will make a list on the board of characteristics for each landform.
R-The teacher will read Patchwork Island by Karla Kuskin.
LI/M- The teacher will play “I Love the Mountains” The students will listen and then sing along. The teacher will write land and water on the board. She will ask the students to give examples of these landforms.
W/VA-The students will write a sentence for each word and then illustrate that word with a drawing. HW The students will write about the landform they live
SS/VA/W- The teacher will provide the students will magazines to cut out landforms. They will put together their pictures and make a landform collage. To reinforce the meaning of each type of landform the students will look up their definitions in their dictionary. They will write these definitions on the back of an index card and on
SS/A/MO/OL The students will work in groups of 4 and build landform displays. The teacher will make dough for them to do this. They will form the land, mountains, rivers, lakes, hills, oceans, and plains. When the dough is dried
SS/MO/LI: The class will go outside and there will be six circles drawn and labeled hill, lake, mountain, ocean, river, and plain. Choose one leaders who signals the children to jog around and choose a circle to stand in. Then the teacher will read a description of a landform. Whoever is standing in the circles of the landform described must run to another
SS/MO The students will take turns acting out activities you do on different landforms and the rest of the class will guess what landform they are talking about. W/A- The student
Week TwentyOne
Day 101 ERCR SOL SS 1.7
Day 102 ERCR SOL SS 1.7
Day 103 ERCR SOL SS 1.7
Economics: Free Market and other Systems
Economics: Free Market and other Systems
Economics: Free Market and other Systems
GA-The teacher will tell the class that we are going to have a classroom store. The teacher will set up items to sell. They assign a value to certain classroom jobs and activities (like keeping the class library neat) so that they can earn classroom currency to “spend” at the sort. The children will also decide how much each item costs/bartering.
The teacher will talk about how you have to work and earn money. This is called service. Then you can buy goods. The teacher will make a list the student’s help of goods, and services.
R- The teacher will read One Afternoon by Yumi Heo. The children will discuss the services in this book. The teacher will ask the children if they have pets. Do they need certain goods (food, water, color..) and do you have to give them any services?
DA: Students will be allowed to suggest other things they have done/ would do to earn money.
SS/MA: The students will have cards and they will sort them according to whether they are goods or services. In there journal the students will write about ways they can earn money and tell about the things that they would like to buy with their money.
VA/PS-Then the student will draw all the goods and services they give to their pets. Then they will share their pictures. The teacher will talk about the services that are offered at a pet shop, and veterinarian.
Day 104 ERCR SOL SS 1.8
Day 105 ERCR SOL SS 1.8
Economics and Scarcity
Economics and Scarcity
SS – The students will begin to save the pretend money for the class store at the end of the week. The class will make a list of what a person could buy with money. They will also talk about why it is important to save money for what a person wants or needs. The teacher will pass out the money and give the rules for the game. The teacher will also write on the board what the student’s think needs money.
SS – The students will see pictures of different jobs and will talk about why each one is important. They will also make a list of other jobs that were not seen. The teacher will show the student’s different pictures of jobs that are in the community. The teacher will also monitor the student’s as they write other jobs in the community. W – The students will view pictures of jobs in the community and then will write whatever other jobs they can think of.
Week TwentyThree
Day 111 ERCR SOL SS 1.8
Day 112 ERCR SOL SS 1.8
Day 113 ERCR SOL SS 1.8
Day 114 ERCR SOL SS 1.8
Day 115 ERCR SOL SS 1.8
Economics and Scarcity
Economics and Scarcity
Economics and Scarcity
Economics and Scarcity
Economics and Scarcity
The teacher will ask the students what would happen if the world ran out of food and why doesn’t it run out? The teacher will introduce the word scarcity as the concept has already been introduced.
CD: The class will discuss the events of yesterday and what happened.
CD/GA- The class will discuss how sometimes things run out and not everyone gets one. The students will set up the class shop. Some will be buyers, some sellers. The teacher will provide the items to sell. The students will experience scarcity as not all will be able to buy what they want.
W/VA- The students will come up with a class definition for the word scarcity and will each write it down on a picture they have drawn on something they have learned is scarce. H: The teacher will discuss the importance of brushing your teeth and that toothpaste should never be scarce. The students will each be given a mini tube of toothpaste.
Review/ Jeopardy DA: One student will be able to be the score keeper. All students will be able to write their own question for the review game.
Test
Field Trip
Week TwentyFive
Day 121 ERCR SOL SS 1.9
Day 122 ERCR SOL SS 1.9
Day 123 ERCR SOL SS 1.9
Day 124 ERCR SOL SS 1.9
Day 125 ERCR SOL SS 1.9
Economics and Managing Money R/ CD- The teacher will read the story, Spend or Save to the class. The class will discuss the issues that Penny had to deal with in the story. The students will talk about the importance of saving money.
Economics and Managing Money SS – The students will look at pictures and will guess where the people are working. The student’s will also talk about the importance of saving money. They will also count how much money they have for the store on Friday. The teacher will bring in pictures and let the students guess what job it is. The teacher will also lead the discussion about saving money and help them count their money for Friday’s store.
Economics and Managing Money SS – The students will make a shopping list for the grocery store. They will also talk about why it is important to save money for the groceries. The students will also make a list of the things that would happen if the family did not save money. The teacher will help the students make a list of groceries by bringing in some of hers. The teacher will also monitor the students as they work in groups.
Economics and Managing Money SS – The students will talk once more about money and why it is important. The students will also use the money they have earned to buy what they want at the store. The teacher will explain to the students that they can buy one big thing or more little things. The students will be able to buy things at the class store with the money they have saved over the week.
Economics and Managing Money
DR: The students will be put in groups and reenact their own version of the story.
M/W – The students will view the pictures and think of other jobs that are in the community. The students will count their money.
W – The students will make a list of groceries. They will also make a list of what will happen if there was no money.
Review and Quiz
DA: Students with special needs will be provided with an assistant and permitted to take the test outside the classroom.
Week TwentySeven
Day 131 ERCR SOL SS 1.9
Day 132 ERCR SOL SS 1.9
Day 133 ERCR SOL SS 1.9
Day 134 ERCR SOL SS 1.9
Day 135 ERCR SOL SS 1.9
Economics and Managing Money SS/GA: The teacher will again give the students play money. They will have the option of spending it, saving it, or giving it away. Throughout the week the students will be able
Economics and Managing Money PS: The students will present the results of their parent interview.
Economics and Managing Money R: The teacher will read, The Berenstain Bears’ Trouble with Money.
Economics and Managing Money M: The students will count the money the have left and figure out how much they spent/saved.
Economics and Managing Money
CD: The class will discuss the advantages/ disadvantages of each option. HW: The students will ask their parents how they manage their money and what their best advice is.
GA: Students will have a chance to buy and sell and put money in the ‘bank’ to manage their money supply. If the students choose to put their money in the bank they will earn interest. DA: Students who may not have parents will be allowed to ask their guardian or any other adult in their life.
M/W: The students will complete a worksheet from the Berenstain Bears’ Trouble with Money workbook and will write in their journal what the lesson of the book was about and what they have learned about managing money.
Test CD: The students will discuss what they have learned and what they would do differently next time. Review for Test
Week TwentyNine
Day 141 ERCR SOL SS 1.10
Day 142 ERCR SOL SS 1.10
Day 143 ERCR SOL SS 1.10
Day 144 ERCR SOL SS 1.10
Day 145 ERCR SOL SS 1.10
U.S. Citizens: The Role of a Good Citizen SS – The students will read a story about a homeless person. They will then discuss what they could do to help someone that is homeless. Teacher will read a story about a homeless person. The teacher will also lead the discussion asking the students what they could do to help a homeless person.
U.S. Citizens: The Role of a Good Citizen SS/CD – The students will read a story about all the heroes that are in the community. They will think about what it would be like to be in their shoes. Teacher will read a story about the different heroes in the community. The teacher will also give children the scenarios and help the students to see what it would be like in their shoes; the class will also discuss this.
U.S. Citizens: The Role of a Good Citizen SS – The students will talk about the importance of voting and what voting is used for. They will then vote for their favorite ice cream flavors. The students will also participate in the class vote for teacher of the week in first grade. The teacher will lead the discussion for voting. The teacher will also take the vote for the favorite ice cream flavor. The students will understand the importance of voting in the community and how this is part of being a good citizen.
U.S. Citizens: The Role of a Good Citizen SS – The students will participate in voting for the teacher of the week (for next week). They will also remember that voting is a private thing and the other students don’t have to talk about who they voted for. The teacher will help the students vote and will also talk about voting being a private affair. The students will actually vote for the teacher of the week for next week.
U.S. Citizens: The Role of a Good Citizen SS – The students will vote on a new school name, symbol, the playground, and the hours. The students will see the importance of voting and how it needs to be taken seriously. The students will also understand how voting is electing someone that will do the job correctly. Teacher will give the students different scenarios and they will see the importance of voting for the right person.
CT – The students will talk about what it would be like to be homeless. They will also think about what they could do to help someone that is homeless.
DA: Students that need will have an assistant with them to help them vote.
Week ThirtyOne
Day 151 ERCR SOL SS 1.10
Day 152 ERCR SOL SS 1.10
Day 153 ERCR SOL SS 1.10
Day 154 ERCR SOL SS 1.10
Day 155 ERCR SOL SS 1.10
U.S. Citizens: The Role of a Good Citizen CD/W – The students will make a list of other ways to be good citizens. They will also discuss that America is a free country and not all other countries can live the way we do. Teacher will help the students make a list of ways to be a good citizen and why it is important. The teacher will also lead the discussion on why America is unique and how we should be thankful. They will also begin to see that not all countries can live the way we do.
U.S. Citizens: The Role of a Good Citizen SS – The students will watch a video on another country. The students will see how we are lucky to live in America. The teacher will show the video and monitor the students as they watch.
U.S. Citizens: The Role of a Good Citizen
U.S. Citizens: The Role of a Good Citizen PS – The students will act out their scenarios. They will also give a solution at the end of their presentation. The teacher will monitor the students as they begin to act out their scenarios they were given.
U.S. Citizens: The Role of a Good Citizen SS – The students will finish up the presentations. The teacher will monitor the students as they present their scenarios.
T – The students will watch a video on other countries and see how we are lucky to live here in America.
CD/GA – The students will talk about what they can do to help in their community. They will get into groups and act out a scenario and give the solution to the problem. They will practice today and then act it out for the class tomorrow. Teacher will monitor the students as they begin to practice for their role play tomorrow.
D– The students will begin to practice acting out the scenario given by the teacher. They will begin to realize how it is important to be a good citizen.
D – The students will act out their scenarios for the class. They will also give a solution to the problem that they presented.
PS – The students will finish presenting their scenarios. DA- Students will be permitted to present their scenario to the teacher during recess/lunch not in front of the class.
Week ThirtyThree
Day 161 ERCR SOL SS 1.11
Day 162 ERCR SOL SS 1.11
Day 163 ERCR SOL SS 1.11
Day 164 ERCR SOL SS 1.11
Day 165 ERCR SOL SS 1.11
American Symbols and Patriotism SS – The students will talk about the Pledge of Allegiance and what it stands for. They will color a picture of the flag of the United States (with the pledge at the bottom) and then say the pledge as a class. The teacher will make copies of the flag for the students to color. She will also lead the students in the Pledge of Allegiance.
American Symbols and Patriotism
American Symbols and Patriotism
American Symbols and Patriotism
SS – The students will review the flag and what it stands for. The students will also talk about the bald eagle and why it is used as a symbol of the United States. The students will also color a bald eagle and write why it is important to Americans. Teacher will lead the discussion on the bald eagle and why it is important to our country. The teacher will also make copies of a bald eagle.
SS – The students will review from the last two days. They will also talk about the Statue of Liberty and what she stands for. The students will read several stories about her and why she was put in New York. The teacher will get several stories for the students to read about the Statue of Liberty. She will also talk about the statue and why it is important to the United States Of America.
CD/VA – The students will talk about the bald eagle and why it is important to Americans. The students will color a picture of an eagle
R/CD – The students will read stories about the Statue of Liberty. The students will also talk about why she is important to the United States.
SS/CD –They will also talk about Washington D.C. and why the Washington Monument is important to the United States. The students will begin to see there are many symbols of the United States of America. Teacher will review the last three days and then talk about Washington D.C and why it important. The teacher will also bring in a picture of the Washington Monument.
American Symbols and Patriotism SS – The students will review how we got our freedom and will make a list of why we should be thankful for our freedom. The students will also talk about each one of the Bill of Rights and how it is important to the United States. The teacher will also help the students understand what each one of the Bill of Rights stands for.
DA: The students will be given review sheets of what they have learned. They will go over it as a class.
W – The students will write what Americans have to be thankful for. They will also understand the Bill of Rights in a deeper way.
VA/CD – The students will color in the flag of America and then will say the pledge as class. They will also talk about what each part of the pledge stands for.
Week ThirtyFive
Day 171 ERCR SOL SS 1.12
Day 172 ERCR SOL SS 1.12
Day 173 ERCR SOL SS 1.12
Day 174 ERCR SOL SS 1.12
Day 175 ERCR SOL SS 1.12
Recognizing diversity, American customs, and Unity SS – The students will talk about Japan and how they live. They will compare and contrast the Japanese and the Americans. They will also talk about how Japanese live and what they eat, etc. The teacher will lead this discussion by reading some books about the Japanese and talking about how they are different from us.
Recognizing diversity, American customs, and Unity SS/MC/CD – The students will read a book about the African-Americans and how they are apart of our country. They will also talk about some of the traditions they have. The teacher will read a story about the AfricanAmericans and how they are apart of our country. She will also talk about the traditions these people have.
Recognizing diversity, American customs, and Unity SS/MC – The students will talk about China and the traditions that the Chinese carry on. They will also talk about food and the way of living for them. The teacher will lead this discussion by reading some books and helping the students understand China and how it is different from America.
Recognizing diversity, American customs, and Unity CD: The class will discuss some American customs and which ones are their favorite and why. The teacher will tell them where the customs came from.
Recognizing diversity, American customs, and Unity
MU- The students will listen and sing the song, Come on Board, by Paulette
MU- The students will again sing the song, Come on Board and will talk about what it
DA: Students will be given the option of researching another culture on their own for extra credit.
Review for test
Test
Legend CC –Collaboration with Colleagues CD- class discussion DA – Differientiation/Accomodation GA- group activity H- health MC- multicultural connection MU- Music OL – Oral Language/Public Speaking PS- public speaking R- Reading RE - Research SS- social studies T- Technology VA- visual art
Resources
(1996). Why we save. National Council on Economic Education, Retrieved December 9, 2007, from http://ecedweb.unomaha.edu/lessons/saveK-2.pdf Francis, A, & Carwile, R (1993). Columbus' voyage to america: A thematice unit for elementary students.Lester: Action Competencies for Teachers. http://atozteacherstuff.com/Themes/Columbus_Day/
http://eduref.org/Virtual/Lessons/crossroads/sec3/k2/unit4/u4kinl1.htm http://memory.loc.gov/learn/lessons/gw/gw2.html http://www.rockingham.k12.va.us/resources/elementary/1history.htm#2lessonplans
http://www.siec.k12.in.us/~west/proj/lincoln/class.htm http://www.theholidayzone.com/columbus/songs.html
Weitzman, D (1975). My backyard history book. Toronto, Ontario: Little, Brown and Company. www.songsforteaching.com www.educationworld.com
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