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									                                                                                                            Kindergarten Social Studies – Unit 1
   Teacher Name:________________________________________________ School Year:_____________________
                                Ascension Parish Comprehensive Curriculum
                                            Concept Correlation
                          Unit 1: Rules and Responsibilities at Home and in School

                                                           Time Frame: See Pacing Chart

Big Picture: (Taken from Unit Description and Student Understanding)
    Rules are needed at home and at school.
    Students have responsibilities in following rules and specific people are responsible for enforcing rules.
    Guiding Questions                    Activities           GLEs                                    Focus GLEs
Concept 1: School                Activity 1: Rule
                                                                              9 Identify home and class rules, and the persons
                                 Safety Team
                                                               11             responsible for enforcement (Knowledge)
1. Can students identify         GQ 1, 3
   rules at school and the
   reasons for them?             Activity 2: School                           11 Identify reasons for home and classroom rules
2. Can students understand Workers                            9, 11,          (Comprehension)
   their role(s) as a member GQ 2                             15
   of their school                                                            12 Identify responsibilities the student has at home and at
   community?                    Activity 3: Rules                            school (Knowledge)
                                                              11
                                 GQ 1
                                                                              13 Describe the student’s role as a member of the family,
                                 Activity 4: School                           class, and school (Knowledge)
                                 Rules
                                                              9, 11           15 Identify work people do and the name of related jobs
                                 GQ 1
                                                                              at home and school (Knowledge)
                                 Activity 5:
                                 Responsibility                      Reflections
                                                              9, 11,
                                 Helpers
                                                              12
                                 GQ 1, 2

                                   Activity 6: What’s
                                   My Role?
                                                                13
                                   GQ 2, 3

   Kindergarten Social Studies – Unit 1: Rules and Responsibilities at Home and in School                                                     1
                                                                                            Kindergarten Social Studies – Unit 1
                                   Activity 7: Where are
                                   We?
                                                         4
                                   GQ 3

Concept 2: Family                  Activity 8: Rules
                                                                9, 11,
3. Can students identify           GQ 3, 4
                                                                13
   rules at home and reasons
   for them?                       Activity 9: Family
                                                                12, 13,
4. Can students identify jobs      Stories
                                                                15, 18
   at school and/or home           GQ 3, 4
   and their responsibilities?     Activity 10: Monkey
                                   Business                     12, 13
                                   GQ 3, 4

                                   Activity 11: Me and
                                   My Family
                                                                13, 15
                                   GQ 4




   Kindergarten Social Studies – Unit 1: Rules and Responsibilities at Home and in School                                     2
                                                                              Kindergarten Social Studies – Unit 1
                      Unit 1: Rules and Responsibilities at Home and in School
                                         Concept 1: School

GLEs
Bolded GLEs are documented.
Highlighted area is focus of GLE within this concept.

4        Create simple maps to identify the location of places in the home or classroom
         (Knowledge) (focus on using a school map)
9        Identify home and class rules, and the persons responsible for enforcement
         (Knowledge) (focus on school)
11       Identify reasons for home and classroom rules (Comprehension) (focus on school)
12       Identify responsibilities the student has at home and at school (Knowledge)
         (focus on school)
13       Describe the student’s role as a member of the family, class, and school (Knowledge)
         (focus on student role at school)
15       Identify work people do and the name of related jobs at home and at school
         (Knowledge) (focus on school)
17       Use words to describe the chronology of the school day (e.g., first, next, last)
         (Application)


                 Guiding Questions                                         Assessment Ideas
       1. Can students identify rules at school and            Activity Specific Assessment: Activity 3
          the reasons for them?                                 (Include a copy of the students’ stars in
       2. Can students understand their role(s) as              the student portfolios)
          a member of their school community?                  Students orally recall rules written and
                                                                illustrated by the class.

                                    Recommended Vocabulary
  1.   listen           2. learn       3. quiet      4. cooperate                         5. friend
  6.   work            7. classmate    8. play       9. teacher                          10. principal
 11.   custodian       12. nurse      13. librarian 14. respect                          15. rules
 16.   cooperate       17. compromise 18. signs     19. stop light                       20. guard
 21.   crosswalk       22. crossing

                                              Resources
      Officer Buckle and Gloria, by Peggy Rothmann
      The Meanies Go To School- Storybook Read Together
      No David, by David Shannon
      Five Little Monsters Went to School, by Rozanne Williams
      Parishwide Positive Behavior Support Program




Kindergarten Social Studies – Unit 1: Rules and Responsibilities at Home and in School                          3
                                                                              Kindergarten Social Studies – Unit 1
                            Scott Foresman Correlation Resources
       Lesson 1.5 Why do we need rules at school? pp. 35 – 38 (GLE 9, 11)
       Lesson 1.6 Solving Problems pp. 39 – 42 (GLE 9)
       Lesson 1.7 Who helps us at school? pp. 43 – 46 (GLE 15)
       Lesson 2. 3 Signs pp. 77-80 (GLE 11)
       Lesson 2.4 Rules pp.81-84 (GLE 11)

Louisiana Comprehensive Curriculum/Teacher-Made Activities
Activity 1: Rule Safety Team (CC Unit 1, Activity 6) (GLE 11)
Materials List: Orange bulletin board paper, small sheets of paper stapled together to make safety
notepads, teacher-made safety badges
Begin a discussion on why rules are important at school. Tell the students that they are going to
be part of a Rule Safety Team. The teacher, using orange bulletin board paper, will make safety
vests. The teacher will also provide each student with a “safety notepad” (small sheets of paper
stapled together to make a notepad). As a class, take a tour of the school. Stop at various areas
throughout the school to review safety rules. Have the students demonstrate a “safe way” to
complete a task (e.g., going down the slide on their bottom, using “walking feet” in the hallway).
On the safety notepad have the students illustrate a safety rule. After returning to the classroom,
have the students identify the reason for the rules they illustrated. Upon completion of the
activity, give each student a safety badge for completing the activity.

Afterwards, have students identify the reasons that rules are important at home.

Activity 2: School Workers (Teacher-Made) (GLEs 9, 11, 15)

Take students on a tour around school to introduce them to the school employees. Discuss each
school worker’s job as you go.

Optional Activity 1: Make a T chart to list the school employees and their jobs.
Optional Activity 2: Make booklet on the school employees and their jobs.

Activity 3: Rules (CC Unit 1, Activity 5) (GLE 11)

Materials List: Officer Buckle and Gloria, pre-cut star-shaped pieces of paper (one per student)

Read the book Officer Buckle and Gloria by Peggy Rathmann. The What if? Category of
SPAWN writing (view literacy strategy descriptions) will be utilized to promote students’ thinking
about failure to follow a rule. SPAWN writing is an acronym that stands for five categories of
writing prompts for content area learning. On a star-shaped piece of paper, the students will
illustrate a picture to answer the question, "What if you did not follow a class or home rule?” For
example, “What if you throw food on the floor?” The illustration would depict the consequences
of the rule infraction and might include time out, losing privileges, etc.

Have students illustrate pictures of themselves following rules at home or in the classroom.
Circulate among the students and write their dictations under their pictures. Create a class big
book or display the pictures on a bulletin board.
Activity-Specific Assessment
Include a copy of the students’ stars in the student portfolios.
Kindergarten Social Studies – Unit 1: Rules and Responsibilities at Home and in School                          4
                                                                              Kindergarten Social Studies – Unit 1
Activity 4: School Rules (Teacher-Made) (GLEs 9, 11)

Read any story for the beginning of school that discusses rules (Examples: The Meanies Go To
School, The Monster Who Went to School, No David). Discuss the rules mentioned in the story
and why it is important to follow the rules. Brainstorm a list of classroom rules on chart paper.
Name it specifically for your class (Ex: Mrs. Brown’s Declaration of Rules), and have each child
sign it. Read the same story on another day to review rules.

Activity 5: Responsibility Helpers (Teacher-Made) (GLEs 9, 11, 12)

Teacher begins a bubble diagram on chart paper with the word responsibility in the center bubble.
Teacher then explains that responsibility means to care for yourself and the area you are in to
keep everyone safe. Teacher gives an example of returning a center tub back to the correct shelf
as a responsible action because the tub is safely out of the way and ready for the next child to use.
Leaving the center tub or parts of the activity out on the floor or table is not responsible because
some pieces could get broken, lost, or someone may trip over them and get hurt. Teacher then
writes “pick up all class items” in a bubble above the center bubble. Students are then
encouraged to describe how they can be a responsible member of the classroom. The teacher
continues adding the students’ responses in bubbles until all students have had a chance to
respond about their responsibility. When the bubble map is complete, it can be reviewed and
displayed. Teacher may also choose to put a small sticker or tally mark as listed responsibilities
are observed to encourage the use of responsible behaviors.

Activity 6: What’s My Role? (Teacher-Made) (GLE 13)

Read a book or story such as The Little Red Hen. Discuss the role each character should have
had in the story for the end product to be created (e.g. for The Little Red Hen, help was needed to
prepare the bread). Explain that things are easier when everyone does their part: their role.
Discuss how the class is like a family and that when someone does not do their part, everyone
else has a harder time (e.g. more mess to clean, less time to play/sing/read stories when waiting
for silly students to complete jobs such as cleaning up, toileting, or interrupting). Let each
student share what role he/she can do to help the class. Teacher may choose to record student
responses on chart paper to refer back to as student roles change and/or need to be re-addressed
throughout the school year.

Activity 7: Where are We? (Teacher-Made) (GLE 4)

Read any teacher chosen story about maps. Discuss how they are an important tool for helping us
find our way around. Explain that a school map will be used to locate the school’s office, library,
restrooms and cafeteria (any school drill map may be used as well as a simplistic hand drawn
map denoting the school locations the teacher wishes to visit as the above locations are only
suggestions). While walking to each destination, the teacher should hold the map and explain the
direction the class is walking (ex: to the back/front of the school, turn left when exiting the front
door, etc.). The teacher may have a sticker/die cut at each location that can be placed on the map
to mark the destinations the map helped to find. Upon returning to the classroom, the teacher
may choose to outline on the map the paths that were followed. This map could be laminated or
put on a pocket protector for students to independently use on errands or when the child must
move between points on the map/school campus without adult assistance.


Kindergarten Social Studies – Unit 1: Rules and Responsibilities at Home and in School                          5
                                                                              Kindergarten Social Studies – Unit 1
Sample Assessment Items

   Activity Specific Assessment: Activity 3 (Include a copy of the students’ stars in the student
    portfolios)
   Students orally recall rules written and illustrated by the class. Activity Specific Assessment:
    Activity 2 (Include a copy of the students’ stars in the student portfolios)




Kindergarten Social Studies – Unit 1: Rules and Responsibilities at Home and in School                          6
                                                                              Kindergarten Social Studies – Unit 1
                    Unit 1: Rules and Responsibilities at Home and in School
                                        Concept 2: Family

Social Studies GLEs
*Bolded GLEs are documented.
Highlighted area is focus of GLE within this concept.

      4          Create simple maps to identify the location of places in the home or classroom
                 (Application) (focus on locations in the home)
      9          Identify home rules and class rules, and the persons responsible for
                 enforcement (Knowledge)
      11         Identify the reasons for home and classroom rules (Comprehension)
      12         Identify responsibilities the student has at home and at school (Knowledge)
      13         Describe the student’s role as a member of the family (Knowledge)
      15         Identify work people do and the name of related jobs at home and at school
                 (Knowledge)
      18         Identify ways in which people are alike and different (Knowledge) (focus on
                 family)

             Guiding Questions                                           Assessment Ideas
3. Can students identify rules at home and                   Develop a checklist to assess students’
   reasons for them?                                          knowledge of home rules.
4. Can students identify jobs at school and/or               Students draw one classroom rule and one
   home and their responsibilities?                           home rule.
                                                             Activity-Specific Assessment: Activity 8

                                     Recommended Vocabulary
 1.   mother           2.   father       3. brother    4. sister     5. family
 6.   house            7.   townhouse    8. apartment  9. city      10. country
11.   share           12.   care        13. help      14. belonging 15. respect
16.   job             17.   together   18. work       19. play      20. cooperate
21.   routines        22.   daily

                                            Resources
      Five Little Monkeys with Nothing To Do, by Elieen Christelow
     Just Like Daddy, by Frand Asch
     There Was An Old Woman Who Lived in a Shoe
     The Three Little Pigs
     The Three Bears




Kindergarten Social Studies – Unit 1: Rules and Responsibilities at Home and in School                          7
                                                                              Kindergarten Social Studies – Unit 1
                           Scott Foresman Correlation Resources
       Unit 1 “The Night Before School” page 48 (GLE 17)
       Lesson 1.1 “Who is in a family” pp. 19 – 22 (GLE 18)
       Lesson 1.2 “Where do families live?” pp. 23 – 26 (GLE 18)
       Lesson 1.3 How do people in a family get along? pp. 27 - 30 (GLEs 12, 13)
       Lesson 3.1 What is your job? pp. 119 – 122 (GLE 15)
       Lesson 6.2 Everyday Routines pp. 305-308 (GLEs 11, 12)


Louisiana Comprehensive Curriculum/Teacher-Made Activities

Note: Any activities that are substituted must cover the same GLEs to the same Bloom’s level.

Activity 8: Rules (CC Unit 1, Activity 1) (GLEs 9, 11, 13)

Materials List: 3x5 cards, teacher-drawn pictures, clip- art or photos illustrating rules for home
and school, pocket chart or butcher paper, tape

The students will show agreement or disagreement with statements about various rules by holding
their thumbs up or down in response to items on an opinionnaire (view literacy strategy
descriptions). The students will be allowed opportunities to defend the position taken on each
statement. The emphasis is on students’ points of view not correctness during this introduction to
the topic of rules. Statements about rules, as in the examples below, should be presented before
exploring the topic further and should be written in such a way as to elicit attitudes and feelings.

What Are Your Opinions about Rules?
  1. Rules help keep us safe and happy.
  2. You should treat others how you would like to be treated.
  3. It is okay to hit or kick at school.
  4. It is never right to run at school.

Each statement should be discussed after students take positions. The discussion should serve as
a bridge for the following activity:
Ask students to explain why they believe rules are important in school and at home. Then ask
them to decide which rules are needed when they are at school and which are important when
they are at home. Construct a T-chart similar to the one shown below with teacher, principal, and
others at school figures drawn in the “Rules at School” column and a parent figure in the “Rules
at Home” column. Make cards that state rules for home and rules for school. Use clip art, teacher-
drawn pictures, or photos to illustrate the rules. As a large group activity have the students take
turns to sort the cards and place them on the chart by whose role it is to enforce the rule (teacher,
principal, others at school or parent), and where it is enforced. As each student takes a turn to
place a card, the teacher will encourage discussion of why the rule is important.


   RULES AT HOME                                     RULES AT SCHOOL


   Put my clothes away.                              Line up to go to the cafeteria.

Kindergarten Social Studies – Unit 1: Rules and Responsibilities at Home and in School                          8
                                                                              Kindergarten Social Studies – Unit 1

Refer to the T-chart of home and school rules and engage the students in discussing the positive
results of following the rules, the consequences for not following them, and the role of the
teacher, principal, and others in the school setting whose responsibility it is to enforce the rules,
and what role the student plays in following the rule.
Activity- Specific Assessment
Develop a checklist to assess student’s knowledge of home and school rules.

Activity 9: Family Stories (Teacher-Made) (GLEs 12, 13, 15, 18)
Read a story about a family doing something fun together, such as Just Like Daddy, The Three
Bears, etc. Discuss the things that families can do together. Make a chart listing children’s ideas,
and then have them draw a picture of their favorite family activity or one that they would like to
see their family do together. Students will share drawings with the class and then pictures will be
sorted into groups of how their family activities are alike. Students will also state what role they
play in the family activity.

Activity 10: Monkey Business (CC Unit 1, Activity 7) (GLEs 12, 13)
Materials List: Five Little Monkeys with Nothing to Do, butcher paper, markers
Read the book Five Little Monkeys with Nothing to Do by Eileen Christelow. The students will
list ways that they help around the home. Discuss with the students what kinds of things could
happen if they did not do their share of the work around the house. Role-play some of the
responsibilities the students have at home (e.g., taking out the trash, making their beds, picking up
their toys).
Afterwards, repeat the activity focusing on responsibilities at school and in the classroom.
Note: Other book titles can be substituted that follow ways that children help around the home.
Also, such home responsibilities can be compared and contrasted with earlier learned school
responsibilities.

Activity 11: Me and My Family (Teacher-Made) (GLEs 13, 15)
Read a poem or nursery rhyme about families or show a video relating to what makes a family.
Make a web of family members. Discuss the different family members who live in their home
and how many. Make a family necklace using colored beads or fruit loops, designating a
particular color for them self, mom, dad, grandparents, brothers, sisters or whichever family
member lives in their household, a family tree or any other type of activity that allows students to
demonstrate knowledge of the roles their family members play. Compare and contrast and/or
graph the makeup of different families.

Specific Assessment Items

Activity-Specific Assessment: Activity 8




Kindergarten Social Studies – Unit 1: Rules and Responsibilities at Home and in School                          9
                                                                                                     Kindergarten Social Studies – Unit 1
    Name/School_________________________________                                              Unit No.:______________

    Grade          ________________________________                                    Unit Name:________________


                                                        Feedback Form
                  This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.



Concern and/or Activity                               Changes needed*                                          Justification for changes
       Number




    * If you suggest an activity substitution, please attach a copy of the activity narrative formatted
    like the activities in the APCC (i.e. GLEs, guiding questions, etc.).




    Kindergarten Social Studies – Unit 1: Rules and Responsibilities at Home and in School                                            10

								
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