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Community Helpers

March 15th, 2009

Abstract:

As a group, the students will learn that just as we have helpers in our classroom, there are helpers within the community we live in. Students will be introduced to various community helpers and the service/product they provide. Students will then have the opportunity to act as a community helper in a “team building” exercise.

Procedure:

The lesson will begin with the students sitting at their desks. They will be asked to recall that in our classroom we have helpers. The students will then be asked to recall why we have classroom helpers. The students will then be told that just as we have classroom helpers, we have helpers in the community or neighborhood that we live in. As a group, we will then discuss that community helpers have jobs that they get paid for and some community helpers have jobs that they do not get paid for. People who are not paid are called volunteers. The students will be given an example of a volunteer in the school. As a group, we will then discuss how community helpers either provide a service or provide a product. Examples of each will be given. The students will then be told that they are going to work as a community helper. The class will be divided in half. One team will be a group of workers providing a product. The other team will be providing a service. Each team will then be given a scenario of what company they work for and the job they are expected to do. Each team will be given specific instructions on how to do their job and the students will be told that they must work as a team to get their jobs done. Team “A” will act as an assembly line to produce a box of crayons. Team “B” will act as a dry cleaning service and will provide the service of folding and sorting laundry (specifically socks of various colors and T-shirts). The students will be given approximately 10-15 minutes to complete their jobs. The students will then be asked to gather on the “carpet area”. The students will be asked if they were able to finish their work and why they think they were/were not able to. The students should be able to recognize that when they work as a team, they will be able to accomplish more in a faster amount of time. The students will be told that community helpers, no matter what the job they work in, have to all work together to get the job done-that is how a community functions. The students will then be asked to share what they learned in this lesson.

Materials:

3 boxes of crayons, a large color assortment of clean laundry (specifically, socks and T-shirts)

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Posted in Social Studies

Tags: First Grade

America: The Land We Live In

March 15th, 2009

Grade Level: 1-2

Abstract: This unit will take place over a period of two weeks. During that time, students will engage in unit material during “center time”, whole group lessons (one per day) as well as through time spent at home completing research with parental assistance.

Lesson 1-Early America: Intro to Landmarks

Objective: Students will recognize the importance and significance of the Pilgrim’s arrival at Plymouth Rock. Students will also develop an understanding of what a “landmark”.

Procedure: As a group, the students will be asked to gather on the “carpet area”. Students will be asked if they know what a “landmark” is. Students may give various answers. The students will be told that a landmark is something with a historical significance. That there are many landmarks found around our country that are ” natural wonders” (like the Grand Canyon) or that people have either built or found and want to preserve for future generations because they are special places. Ask students if they can think of any local places that may be considered landmarks. After brainstorming, the students will then be told of one of the first places to become a national landmark-Plymouth Rock. The students will then be shown pictures and told a brief history of how America was founded and got its name. Students will have the opportunity to ask questions. After the discussion, the students will return to their seats. The students will then be told that they are going to make a landmark. Each student will be given a small river rock. The students will be told that since we cannot actually step foot on Plymouth Rock like the Pilgrim’s did, we will make our own historical Plymouth Rock landmark. Each student will be given a permanent marker.The students will be required to write “Plymouth Rock, December 11, 1620 on their rocks. Name and date should be written on the chalkboard for them to copy. The lesson will come to a close by the students being asked 1) What is a landmark? 2) Why is Plymouth Rock a landmark?.

Lesson 2: Locating Landmarks

Objective: Students will identify and describe various landmarks located throughout the United States.

Procedure: The lesson will be executed during “center time”. A small group of students will be selected for a demonstration. The students will be asked to recall the previous lesson on what a landmark is. They will then be told the objective. The students will be shown a colored map of the United States of America. The students will be told that they are going to use the map to find landmarks within the country we live in. The students will be shown how to use the map (each state borders another, they are color coded to show each state, some landmarks are already labeled on the map). Each student will need to use the map and the “Landmark Information Sheet” to find landmarks in the United States. Once a landmark is found, a student and their partner with answer two questions about the specific landmark. The landmarks include: The Statue of Liberty, the Grand Canyon, Mount Rushmore, and the White House. Students will be assisted as needed. Students will be assessed on their ability to work with a partner to complete the landmark packet.

Lesson 3: Georgia O’Keeffe: A Great American Artist

Objective: Students will recognize Georgia O’Keeffe as a well-known American painter. Students will use a theme (nature) comonly used by Georgia O’Keeffe to produce a replica of her painting of a red poppy.

Procedure: During “center time”, a small group of students will be selected for a demonstration. The lesson will begin with the students being asked if they know what an artist is. The children will be told that a painter is a type of artist. They will then be told told the objective. The students will be asked if they have ever heard of Georgia O’Keeffe or if they have ever seen her work (show picture of red poppy painting). The students will be given a brief biography of the artist. They will then be told that she is considered a well-known artist because of all her beautiful work. After showing a few examples of her work, the students will be asked if they notice a pattern or common theme in the things she painted. Students should notice that she painted many things found in nature, especially flowers. The students will be shown an example of what they are going to paint. Each student will get a worksheet of a poppy to trace on a white sheet of construction paper. After tracing the outline of the poppy on the white paper, students will be given watercolor paints. Draw ther attention to the types of colors she used in the poppy-red, yellow, orange, black for the middle. As students work, explain blending techniques. Once completed, have the students recall what they painted, and who Georgia O’Keeffe is. Dried paintings can then be mounted on a black pice of construction paper and hung on display. They really are beautiful!

Lesson 4: Mapping

Objective: Students will identify a map and a globe as two different pictures of the earth. Students will locate land and water on a globe and a map.

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Posted in Social Studies

Tags: First Grade Reading Second Grade

Wants and Needs

March 15th, 2009

Abstract:

This activity is fun and it allows children to work collaboratively.In this lesson, students will demonstrate their understanding of the difference between needs and wants. A lesson on living and nonliving things should preceed this lesson.

Subject(s):

Social Studies

Topic or Unit of Study:

This lesson belongs to the topic “our community”.

Grade/Level:

1

Objective:

Students will be able to identify what a “need” and a “want” is and will provide at least three examples of each.

IMPLEMENTATION

Learning Context:

This lesson is within the topic on “community”, which will lead into a unit on “America: The Land We Live In”.

Procedure:

Students will be asked to gather on the “carpet area”. They will be asked to recall that in our last lesson, we talked about community helpers and the jobs they have. The students will be asked if their parents have jobs that they go to. The students will then be asked why they think it is important for people to have jobs and make money at them. The children should recognize that everyone needs money to buy things in order to live (water, food, shelter, clothing, etc.) The students will then be asked what a “need” is. Students will be asked to recall the unit on plants and the things that they discovered plants need to live. A “need” will be defined as the thing(s) that living things must have to stay alive. Students will be asked to give examples. Examples will be written on the board in the form of a “T-chart” labeled with the words “needs” and “wants” at the top. Students will then be asked to define what a “want” is. Students should recognize that a “want” is not needed for survival. A “want” will be defined as something that we would really like to have, but is not needed for survival. Students will then be asked if the money their mom’s and dad’s make at their jobs pay for their families needs and wants. Students should agree that it does. Students will be told that people usually purchase their needs and will then purchase the things they want if there is extra money left over. Students will then be introduced to the activity. Students will be told that they are going to be divided into groups (predetermined by the teacher) and given a worksheet with a “T-chart” on it like the one on the board. They are to use magazines to cut out pictures that represent “wants” and “needs”. They will also be told that they are to have at least three pictures for each. The students will work until they hear the bell ring. They will then stop what they are doing and return to the carpet area. Students will be given 15-20 minutes to complete their activity. They will then return to the carpet for closure. Each group will be called to stand and present their work. The lesson will come to a close with the students being asked to turn to the person next to them and to tell that person how a “want” is different from a “need”.

Collaboration:

Students will work collaboratively & individually.

Time Allotment:

1 class period. 40 Min. per class.

MATERIALS AND RESOURCES

Resources:

Materials and resources:
dry-erase board, “Needs and Wants” T-chart (one per group), scissors (at least one pair per group), glue, various magazines

STANDARDS & ASSESSMENT

Standards:

Subject : Social Studies

Standard 4: Economics
Students develop economic reasoning skills to apply basic economic concepts, assess problems, make choices, and evaluate the choices of others as consumers, workers, and citizens participating in local, national, and global economies.

Grade Range : FOUNDATIONS (Grades 1-3)

Key Idea/Concept: Describe how scarcity affects students daily lives, with emphasis on:

the opportunity cost of a choice

the costs and benefits of personal spending and saving choices

Assessment/Rubrics:

Students will be assessed according to their participation within the group discussion and activity.

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Posted in Social Studies

Tags: First Grade

All About Me

March 15th, 2009

Abstract:

This is an introductory lesson for the unit on “My Heritage”. The unit enables students to learn about geography and culture through the exploration of their family’s heritage.

This lesson could also be used as a community builder during the first few weeks of school. Through this lesson, students will gain an understanding of how we are all different and alike in many ways. The lesson could be modified to have the students share their completed artwork as well as two things about themselves.

Subject(s):

Social Studies

Topic or Unit of Study:

This lesson serves as an introductory lesson to the unit of “My Heritage”.

Grade/Level:

1

Objective:

Students will be able to recognize diversities and similarities among themselves and will complete an image that demonstrates their individual uniqueness.

IMPLEMENTATION

Procedure:

Students will sit in a group on a carpeted area. The students will be asked if they think there is someone else in the world that is exactly like they are in the way they look, act, think, etc. The students will be asked to think about that question throughout the reading of the story Whoever You Are by Mem Fox. After the story is read, the students will be asked the question again. The students should agree that there is no one just like they are, but as humans our joys, our laughter, our love, even our pains are the same. The students will then be introduced to the unit as a whole. They will be introduced to the activity as it relates to the project that they will be presenting at the end of the unit. The activity will involve the students working individually at their seats. Each table will be given several body cutouts (approx. 16 X 8 inches) cut from tagboard. Each table will be supplied with crayons and materials such as fabric, yarn, stickers, buttons, sequins, etc. that will be glued onto the body cutouts. Each child will make their cutout look like themselves. Upon completion of each child’s cutout, each child will place their work in a folder with his/her name on it to be used later in the unit.

Collaboration:

Students will work individually.

Time Allotment:

1 class period. 1 Hr per class.

MATERIALS AND RESOURCES

Resources:

Materials and resources:
Book:
Fox, M. (1999). Whoever You Are. Scholastic Inc, New York.

Crayons, glue, scissors, buttons, fabric, sequins, miscelaneous decorative items (all to be spplied to each table)

STANDARDS & ASSESSMENT

Standards:

Subject : Social Studies

Standard 2: Civics/Government
Students understand the ideals, rights, and responsibilities of citizenship, and the content, sources, and history of the founding documents of the United States, with particular emphasis on the Constitution and how the government functions at the local, state, national, and international levels.

Grade Range : FOUNDATIONS (Grades 1-3)

Key Idea/Concept: Describe the varied backgrounds of people living in the United States and the ways they have become members of one nation, with emphasis on:

the diversity in ones school and community and the benefits and challenges of a diverse population

Assessment/Rubrics:

Students will be assessed according to the use of their listening skills during the story, their participation during the discussion, and their completion of a body replica.