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					FAMILIES

  Jenny Uglem

  Angie Suthers

 Brian Robertson

  Melissa John
                                     Teaching Literacy

                                      Professor Pickel

                                      December 2001

Unit Goals

      To Understand the differences and similarities between families and individuals
      To understand the roles of family members
      To get to know each other’s families
      To know the importance of families
      To complete a family tree
      To be sensitive to each child in the classroom, their family’s situations so that
       they are all honored.



Social Studies Activities

   1) People in my Family

               Objective:

                      The learner will be able to identify different family types.

                       The learner will have a better understanding of the different family types
                       his or her fellow classmates have.

               Materials:

                      Have the students bring in or draw a picture of their family.

                      A space on the wall to make a bulletin board with all the family pictures.

                      Book Love is a Family By Roma Powney

               Procedure:

                      Read the book.

                       Bring in a picture of your own family and show it to the class. Tell who
                       each person in the picture is and how he or she is related to you.
                       Have the students in the class show the class their picture and talk about
                       it.

                       Discuss all the different family types of the children in the class and that
                       each family is special because it is built with love.

               Assessment:

                       Listen to the children discuss their different family types.

                       As the week goes on assess the learners as they interact with each other
                       to see if they are being judgmental or accepting of each child’s family.



   2) My Extended Family

       a) Talk about aunts, uncles, cousins, grandparents and any other relatives not in the
          immediate household. This would be a discussion about family relatives and other
          cultures (example: Hmong families).

   3) Family History

       a) Send home family tree information – where parents/grandparents came from

       b) Open with what nationality the children are – and looking at a world map to gain a
          sense of where they came from.

   4) Families around the World

       a) Look at the particular country in which a child is from. Children may have a
          different map of the country for them to color. In their journals, the children will
          write about where their parents have come from.

   5) Family Day

       a) Last day of unit – A celebration with cookies and punch for the children and family
          members to come and visit the classroom and look at all that the children have done
          throughout the week.




Math Activities

   1) Graphing Families – 2 day activity

               Objective: After this lesson the children will be able to graph the number of
                          members in each group member’s household.
Materials:       Paper                            Pencils

                 Graphing Paper (Big squares)

                 Markers

Procedures:

       Anticipatory Activity –

                 Using manipulatives, already grouped, in either color or size and
                 ask the children “how the students think the teacher separated the
                 manipulatives.” Then tell them that there is a way to record this
                 information. Hand out the study sheets.

   Steps –

       1.    Each group (3-4 students) will have a study sheet on graphs in front
             of them.

       2.     When every one in finished come together as a group and discuss
             the answers that everyone came up with.

       3.     Graphs are used to record data for a variety of areas. Today, the
             class is going to graph the number of members in their household.
             Using the graph paper made on the board, with five children’s name
             on the bottom of each square, go around the room and ask each
             student how many members are in their family. Record these
             responses on the paper – the students may enjoy coloring in the
             number of squares that represent their family.

       4.    When this is completed, ask questions similar to that of the study
             guide

                 a.   These lines represent the number of people in each family –
                      one square = one person.

                 b.   Who has the largest number of family members in the class?
                      How many?

                 c.   Who has that smallest number of members in their family?

                                                                         i. It
                              doesn’t matter how many members one has in the
                              family – size doesn’t matter.

                 d.   Compare two different students number of families – how
                      many more?
                        5.   Make sure to answer any questions that may arise.

                        6.    In their groups, have each the student graph the number of members
                             in each of their families using graph paper.

                        7.   Display these graphs around the room.

                        8.   Post test (see attachment)

                Assessment:

        Did the groups complete the study guide? Were they able to graph each other’s family on
graph paper (Do they understand that one square = on person)?

   2) Family Adding

           a.   Use families as a base for addition. You can use the overhead, manipulatives, or
                chalkboard. For example: Brian’s family has 2 boys and 3 girls. Jenny’s family
                has 4 boys and 2 girls. How many girls are there in the two families? If Brian
                and Jenny’s family came together for lunch, how many seats would be needed?

   3) Family Subtracting – 2 day activity

           a.   Use this as the same activity as above with subtracting family members. For
                example: There are nine people in Angie and Melissa’s family. Three people
                decided to go see a movie. How many people went out to eat?

   4) Family Grouping – 2 day activity

           a.   Grouping children to their heights, adding two groups together, taking away.



Science Activities

   1) Nature Walk

           a.    Finding what is in the neighborhood, look at trees and find at least 7-8 leaves for
                family tree (according to the family tree information).

           b.    Talk and look for things in the neighborhood. Discuss the different types of
                trees that you see along the way.

   2) Pressing Leaves (lead in for art)

           a.    You will need, tag board, newspaper, and plywood or particleboard. In layers of
                plywood, tag board, and newspaper, place the leaves, then add another layer of
                newspaper, tag board, and then plywood. Tie together with string or twine. Or
                take a math, or science book and place the leaves inside.
    3) Animal Grouping - 2 day activity

            Objective: Students will categorize the 4 groups of animals. (mammals, fish, reptiles
               & amphibians)

            Purpose: This lesson will help students become familiar with the need for
               categorizing scientific information, in this case, animals. They will also connect
               the grouping of animals to animal families.

            Activities:

-Discuss with students the process of separating animals into groups or categories so that they are
more easily studied and discussed by scientists and others. Explain that the following activity
will help students learn about the categories of animals.

            -Discuss how families are groups, and how animal grouping relates to that.

            -Do not give any clues at this time as to how animals are to be categorized. Students
               will come up with their own unique system of grouping.

                  1.    Divide students into small groups of 3-5. Give each child 1-2 magazines,
                       which have a lot of animal pictures in them. (National Geographic, Field
                       and Stream, Etc)

                  2.    Students in each group look through the magazines and cut out any
                       pictures of animals that they find. Have students keep a common stack for
                       their group.

                  3.   After all pictures have been put into a pile, each group divides their pile of
                       pictures into 5-7 smaller categories. This is done through small group
                       discussion and decision-making.

                  4.    After all the groups are completed, bring the class back together and have
                       a group representative tell why they grouped things the way they did. (this
                       will be interesting.)

                  5.    Have kids complete drawings of the 4 groups along with the name of the
                       group and animal.

            Teach about the grouping of mammals, fish, reptiles and amphibians. Explain why
            they are grouped the way that they are.

            Assessment: Watch to see how the grouping goes. The second graders may not
               know all of the correct groups and so the effort is enough there. Participation on
               the discussion of actual grouping would be something to watch for. Final
               evaluation would be to look at the drawings that the kids have done.
Physical Education

   1) Hula-hoop - family cooperation

           a.    Children stand in a circle and all hold hands. The teacher temporarily separates
                the hands of two players, putting the hoop on the wrist of one of the players.
                Have those two hold hands again. Have the children figure out a way to get the
                hula-hoop around the circle with out letting go of hands. The two players having
                the hoop between them need to raise their arms so the hoop drops over the head
                of one of them. Then that player needs to step out of the hoop – without letting
                go- and move her arms so the hoop travels to the next player’s arm and over his
                head. The teacher can add more hula-hoops once the children have become
                comfortable with moving the hoop around the circle. (Jump for Joy)

   2) Parachute –variety of games. Popcorn

           a.    “World game” – Use the parachute, raising it up and having two children
                exchange spots under the chute. Add soft round balls on top of the chute and
                have the children shake it, making popcorn. Those that fall off stay off. The key
                is to keep all of the balls on the chute.

   3) Red Rover with strict safety rules

           a.    Have the children link arms (half a gym apart) in two lines and have the one side
                call a child from the other side over. That child then tries to break through the
                line on the opposite side.

Music

   1) “Families are all Different” (sung to “Ten Little Indians”)

           a.   Are there two or three or four

                In a Family?

                Five or six or more

                In a Family?

                I’m in a family,

                You’re in a family,

                Families are all different!



                Some have fathers,
           Some have mothers,

           Some have sisters,

           Some have brothers,

           Some have cousins,

           Some have others,

           Families are all different!



           Families large,

           And families small,

           And families short,

           And families tall.

           There’re not the same,

           As you’ll recall,

           Families are all different!



2) “Farmer in the Dell”

           Farmer in the dell,

           Farmer in the dell,

           Hi, Ho, the dairy-o,

           The farmer in the dell.



           The farmer picks a wife, etc, …

           The wife picks a child, etc, …

           The child picks a dog, etc, …
                The dog picks a cat, etc, …

                The cat picks a mouse, etc, …

                The mouse picks the cheese, etc, …

                The cheese stands alone, etc, …



Art

      3) Family Trees

                Materials: Leaves, laminate, markers, construction paper, crayons, Scissors

                Objective: Making a Family Tree for the students to help them understand their
                family background.

                Procedures:

                         a. Teacher will discuss how to make the Family Tree.

                         b. Student will get necessary supplies (markers, leaves, construction
                         paper)

                         c. Teacher will have the leaves laminated prior to class.

                          d. Student will draw a tree on construction paper, color it, then cut it
                         out.

                         e. Student will get laminated leaves from teacher.

                         f. Student will write each of their family members name on the leaf
                             (mother, father, etc.)

                    g.   Teacher will model how to put family members leaves on the tree.

                    h.    Students will glue leaves on the tree from oldest family member at the
                         top of the branches to the youngest near the bottom of the branch.

                    i.    The teacher will call on students to talk about their family tree.

            Evidence of Learning: The students will have a cut out of a tree, and will glue the
                     leaves that they collected on their nature walk, with the names on them to
                     the branches on the tree in the order the teacher has modeled.
4) Invitations

           Materials: construction paper, crayons, scissors, pencil

           Objective: Helping students create an invitation for their family and practice
                writing.

           Procedures:

             a. Teacher will write message on the board for the invitation.

             b. Teacher will explain procedure for making an invitation.

             c. Students will fold paper in half to make a card.

             d. Students will copy the words, "An Invitation" on the front of the card.

             e. Students will copy the message on the board on the inside of the card and
                 then decorate it.

             f. Students will sign their name on the inside of the card.

             g. Finished cards will go home on Friday with the students.

           Evidence of Learning: A finished card with the message written neatly and
                correctly



5) Drawing a Family

           Materials: construction paper, scissors, markers, crayons

           Objective: Have students draw their families and practice writing the names of
                each family member.

           Procedures:

            a. The teacher will describe to the students the lesson

            b. Students will gather supplies to work with

            c. Students will draw the family, color, and write the name of each family
                member (mother, father, brother, sister, etc.)

            d. Pictures will be put on the family wall.
                     Evidence of Learning: Students will have shown in their drawings who each
                          family member is by writing their name by the person.



Reading

1) Your Family by Gemser Publications – two-day activity

       Objective: Students will begin to learn about different family members

       Procedures:

           a. Ask the question "Who makes up a family?"

           b.        Teacher writes down the family member vocabulary words.

                                                    i. Mother                           brother

                                                   ii. Father                           sister

                                                  iii. Aunt                   uncle

                                                  iv. Grandma                 grandpa

                                                    i. Step – mother          step-father

                                1.    Vocabulary – Write the names on large note-cards (4x6 or 5x7)
                                     and have role-playing, present each person in a different voice or
                                     unique way holding the card in front of you. Have the student
                                     write the names on smaller note-cards (3x5) for future use.
                                     (Change any words to fit your classroom)

             c. Practice spelling the vocabulary words. Make sentences with the words in them.

             d. Read the book Your Family to the students.

                e.    While reading the book decode and highlight those words that were part of the
                      spelling test.

                f. Ask specific questions throughout the story about families as you come to those
                   specific sections.

             g. Have a posttest for the vocabulary words.

       Evidence of Learning: Students will be able to identify family member names and
                discuss who they are.
   2) The Important Book by Margaret Wise Brown

             Have the children write why their families are important.

   3) Julius: The Baby of the World by Kevin Henkes

             Talk about siblings (brothers and sisters)

   4) My Mama Sings by Jeanne Whitehouse Peterson

             Talk about things that moms and dads do special – (example: taking children out to
             eat)

   5) A Ride on Mother’s Back by Emery and Durga Benhard

             Ways that families take care of each other (different cultures)

   6) The Kissing Hand by Audrey Penn

             Make number of hands representing each family member.

   7) You are Special by Max Lucado

             Write about why children are special in their journals. Have a special sharing time
             where those that want to share what they have written.

   8) Tell me again about the day I was born by Jamie Lee Curtis

             Have a parent interview talking about the day the child was born. Including weather,
             date, time. The children will draw a picture about the information gathered.

   9)     Family day – see Social Studies activities



Writing

   1) Journal – Write about how the book relates to the students families

   2) Draw a picture and label the family members that the children have drawn.

   3) Look at the words in the song “Families are all different” – In their journals, have the
      children write the vocabulary words they find in the song.

   4) Vocabulary test with the words with activity one in reading
                Mother                   brother

                Father                   sister

                Aunt                     uncle

                Grandma                  grandpa

                Stepmother               stepfather

   5) Spelling Activity (Monday)

           a.   Have the children take a piece of construction paper, folding it in half (the long
                ways) and then folding it the long way four times. Cut the squares out and then
                have the children write the vocabulary words with a coloring crayon.

                       House                       Asia

                       Europe                      Africa

                       North America               South America

                       Kitchen                     Backyard

                       Games                       Party

   6) Write about why the child’s family is special in their journal.

   7) Vocabulary test with number 5 activity of writing. (Thursday)

   8) Family Day




Letter to the Parents




Dear Family Members,
        In our 2nd grade room 222, we will be learning about the family structure during
the next two weeks. Included in our studies the class will be discussing specific family
members, reading a book called, Your Family, constructing a family tree, writing
invitations, and making a family wall. We will discuss the similarities and differences of
family members. I would appreciate your assistance with this project and also talking to
your child about your family members (who they are, where they came from, etc.) There
will be homework that your child will need your assistance with also. You will be
receiving an invitation to Family Day soon, so look for it. I do hope you can come and
celebrate this fun day with us. I believe this will be a fun and worthwhile project for your
child. Thank you in advance for your help with this project.




Sincerely,



Brian Robertson

2nd Grade Teacher

   Room 222
Accommodations for Disabled/ESL


        Accommodations for disabled students would include pictures for students who
don't understand key words, a classmate who would show a student the words in the book
as they are read, or an interpreter for ESL students who are not English proficient.
Audiotapes could be used for students who are below grade level in reading, or who are
Auditory learners.




                                                                Math Study Guide
1. This is a __________

2. What is this used for?

      ____________________________________

3. What do the lines mean?

      ______________________________

4. How many family members are there in family C?

      __________________

5. How many more members are in family A than in family B?

      ___________________

6. How many more members are in family C than family B?

      ____________________

7. Which family has more members, family B or family D?

      ____________________


                                                    Math Post-Test
1. This is a __________

2. What is this used for?

      ____________________________________

3. What do the lines mean?

      ______________________________

4. How many family members are there in family C?

      __________________

5. How many more members are in family C than in family D?

      ___________________

6. How many more members are in family A than in family B?

      ____________________

7. Which family has more members, family B or family D?

   ____________________
                                   Bibliography




Mudpies to Magnets,1989. Robert Rockwell, Elizabeth Sherwood



More Mudpies to Magnets, 1990. Robert Rockwell, Elizabeth Sherwood



1-2-3 Science, 1993. Gayle Bittingger



Creative Resources 2000. Judy Herr, Yvonne R. Libby Larson



Thematic Poems and Fingerplays, 1993. Meish Goldish



Complete Resource Book, 1998. Pam Schiller, Kay Hastings



Jump For Joy. 1993 . Myra Thompson



Comprehensive School Health Education, 1996. Linda Meeks, Philip Heit, Randy Page



   Educating Everybody’s Children, (Diverse Teaching Strategies For Diverse
   Learners), 1995. Association for Supervision, and Curriculum Development

				
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