Kindergarten Social Studies: Myself and Others. Unit 1: Who Am I?

Transcription

1 Kindergarten Social Studies: Myself and Others Unit 1: Big Picture Graphic Overarching Question: Who am I and where do I live? Previous Unit: This Unit: Next Unit: Preschool Where Am I? Questions To Focus Assessment and Instruction: Types of Thinking 1. How are children alike and different? 2. How can we learn about the past? 3. Why is it important to get along with others and be responsible? Compare/Contrast Descriptive Michigan Citizenship Collaborative Curriculum Page 1 of 12

2 Graphic Organizer Michigan Citizenship Collaborative Curriculum Page 2 of 12

3 Unit Abstract: In this foundational unit students strengthen their sense of self and explore the importance of getting along with others and being responsible. Like all the subsequent units, this unit is well integrated with the English Language Arts Content Expectations. Lessons are designed to be at least one week in length so there is adequate time to develop concepts and make connections. The unit begins with a sharing session in which students explore ways they are alike and different from other students in the class. Children also begin to identify roles they have, e.g. a sister, daughter, friend, student. After the sharing of the book I Like Me! or a similar book, they celebrate themselves by identifying their positive characteristics and examples of responsible actions. In the next lesson, they begin to explore their role as students, and as a foundation for later lessons relating to geography, they begin to explore their classroom environment. The next lesson lays a foundation for history as students explore different tools used to measure time and distinguish between yesterday, today and tomorrow using a calendar. Building on this understanding of time they look at different ways we learn about the past and discover through creating a timeline of their own life that they have a past. The last two lessons which lay the foundation for subsequent lessons in civics explore the importance of getting along with others, responsibility, and good citizenship. Focus Questions 1. How are children alike and different? 2. How can we learn about the past? 3. Why is it important to get along with others and be responsible? Content Expectations K - H2.0.1: Distinguish among yesterday, today, tomorrow. K - H2.0.2: K - H2.0.3: K - H2.0.4: K - G2.0.1: K - C2.0.2: K - C5.0.1:. Create a timeline using events from their own lives (e.g., birth, crawling, walking, loss of first tooth, first day of school). Identify the beginning, middle, and end of historical narratives or stories. Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, videos). Identify and describe places in the immediate environment (e.g., classroom, home, playground) Explain why people do not have the right to do whatever they want (e.g., to promote fairness, ensure the common good, maintain safety). Describe situations in which they demonstrated self-discipline and individual responsibility (e.g., caring for a pet, completing chores, following school rules, working in a group, taking turns). Michigan Citizenship Collaborative Curriculum Page 3 of 12

4 Integrated GLCE s R.NT.00.03: Discuss setting, characters, and events in narrative text. (English Language Arts) R.CM.00.01: Begin to make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses. (English Language Arts) M.UN.00.01: Know and use the common words for the parts of the day (morning, afternoon, evening, night) and relative time (yesterday, today, tomorrow, last week, next year). (Math) M.TE.00.02: Identify tools that measure time (clocks measure hours and minutes; calendars measure days, weeks, and months). (Math) Key Concepts change citizenship common good cooperation different diversity future geographic theme of place historical evidence history past present responsibility same school sequence time timeline Lesson Sequence Lesson 1: I am a Person Lesson 2: I Go To School Lesson 3: I Know About Time Lesson 4: I Have a Past Lesson 5: I Can Get Along with Others Lesson 6: I am Responsible Michigan Citizenship Collaborative Curriculum Page 4 of 12

5 Assessment Selected Response Items Constructed Response Items Extended Response Items Performance Assessments Resources Equipment/Manipulative Art Paper and Drawing Materials Such as Markers and Crayons Chart Paper and Markers Overhead Projector or Document Camera and Projector Student Resource *Beaumont, Karen. I Like Myself! New York: Scholastic Inc., *Burch, Regina. Following the Rules: Learning about Respect. Huntington Beach, CA: Creative Teaching Press, Inc., *Burch, Regina. Working Together: Learning about Cooperation and Citizenship. Huntington Beach, CA: Creative Teaching Press, Inc., *Burch, Regina. Everyone is Special and Unique: Learning about Acceptance. Huntington Beach, CA: Creative Teaching Press, Inc., *Burch, Regina. You Can Count on Me: Learning about Responsibility. New York: Scholastic Inc., Carlson, Nancy. ABC I Like Me! New York: Puffin, Carlson, Nancy. I Like Me! New York: Puffin, Clock Song. CanTeach. 12 August 2009 < *Civardi, Anne. Usborne First Experiences: Going to School. Saffron Hill, London, England: Usborne Publishing Ltd., *Creech, Sharon. A Fine, Fine School. New York: Scholastic Inc., Curtis, Jamie Lee. When I Was Little. New York: Harper Collins, *Freeman, Don. Corduroy. New York: Scholastic Inc., Michigan Citizenship Collaborative Curriculum Page 5 of 12

6 The Friendship Song. Kinderplans.com. 12 August 2009 < Gainer, Cindy. I'm Like You, You're Like Me: A Child's Book About Understanding and Celebrating Each Other. Minneapolis: Free Spirit Publishing, Going to School is Your Job. United Learning Discovery Education. 12 August 2009 < *Henkes, Kevin. Chrysanthemum. New York: The Trumpet Club, Here in the Classroom. Songs for Teachers August 2009 < *I Can Be Responsible! (A Sunburst Title). Sunburst Discovery Education. 12 August 2009 < Johnston, Tony. Off to Kindergarten. New York: Cartwheel Books, *Krauss, Ruth. The Carrot Seed. New York: Scholastic Inc., Long Ago, Yesterday, and Today. 100% Educational Videos Discovery Education. 12 August 2009 < 93B1-0A325DE09218&blnFromSearch=1&productcode=US The Magic School Bus: Shows and Tells. Scholastic Discovery Education. 12 August 2009 < *Martin, Elena. Clues to Long Ago. United States of America: Harcourt, Inc. *Muth, John J. Stone Soup. New York: Scholastic Inc., *Parker, David. I Can Cooperate! New York: Scholastic Inc., *Parker, David. I Show Respect! New York: Scholastic Inc., *Parker, David. I Tell the Truth! New York: Scholastic Inc., *Parker, David. I m Respectful! New York: Scholastic Inc., *Penn, Audrey. Sassafras. New York: Scholastic Inc., Responsible Me (A Sunburst Title). Sunburst Discovery Education. 12 August 2009 < Michigan Citizenship Collaborative Curriculum Page 6 of 12

7 *Rey, Margaret & H.A. Curious George s First Day of School. New York: Houghton Mifflin Company, *Schwartz, Amy. Annabelle Swift, Kindergartener. New York: Orchard Books, *Simon, Charman. One Happy Classroom. Canada: Children s Press, Student Activity: Learning about the Past Through Artifacts. Los Angeles County Office of Education Discovery Education. 12 August 2009 < Tunes: Responsibility. Discovery Education Discovery Education. 12 August 2009 < Uttley, Tracy. Molly McSholly Conquers Kindergarten. Edina, MN: Beaver s Pond Press, Welcome to our Classroom. Songs for Teachers August 2009 < What Do Artifacts Tell about a Family from Long Ago. Los Angeles County Office of Education Discovery Education. 12 August 2009 < *Williams, Mo. Knufflebunny. New York: Scholastic Inc., *Yolen, Jane & Teague, Mark. How Do Dinosaurs Go to School? New York: The Blue Sky Press, *Zolotow, Charlotte. My Friend John. New York: Dragonfly Books, Teacher Resource Brown, Skila. Tick Tock: Teaching Kids About Time. Education.com. 12 August 2009 < > Clark, Jennifer. Supplemental Materials (Unit 1). Teacher-made material. Michigan Citizenship Collaborative Curriculum, Gainer, Cindy. A Leader s Guide to I'm Like You, You're Like Me: A Child's Book About Understanding and Celebrating Each Other. Minneapolis: Free Spirit Publishing, Hernandez, Beverly. Creative Ways for Teaching Time. About.com. 12 August 2009 < I'm a Special Person. Twin Sisters Discovery Education. 12 August 2009 < I m Special. Kinderplans.com. 12 August 2009 < Michigan Citizenship Collaborative Curriculum Page 7 of 12

8 Sheakoski, Megan. Teach Kindergarten Students Calendar Skills. Suite101.com. 12 August 2009 < Resources for Further Professional Knowledge Carol Hurst s Children s Literature Site. 12 August 2009 < Early Childhood Social Studies. 12 August 2009 < National Council for the Social Studies. 12 August 2009 < Social Studies for Early Childhood and Elementary School Children: A Report from NCSS Task Force on Early Childhood/Elementary Social Studies. 12 August 2009 < Social Studies Lesson Plans and Resources. 12 August 2009 < Strategies for Teaching Social Studies. 12 August 2009 < Teaching Social Studies. 12 August 2009 < Michigan Citizenship Collaborative Curriculum Page 8 of 12

9 Instructional Organization Lesson 1: I am a Person Content Expectations: R.CM.00.01: Begin to make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses. (English Language Arts) Key Concepts: different, diversity, responsibility, same Abstract: In this foundational lesson students explore their sense of self by discussing different roles they have (sister, brother, son, kindergartner, twin, etc.) and things they like about themselves. The lesson begins with a circle game called How Many of You?. With students seated in a circle the teacher asks a series of questions including: How many of you have a brother? How many of you have a sister? How many of you are someone s daughter? How many of you are a kindergartner? How many of you are the oldest child in your family? Students stand up if the question describes them. The teacher reminds students to look around to see who is standing amd points out students who are the same or different from themselves. Next, the teacher shares a book such as I Like Me! or ABC I Like Me!. After reading the story, the teacher leads a sharing session in which students identify and share something they like about themselves. Finally, the students begin a unit-long culminating activity by tracing their body and adding a role they have as a person. This project is added to throughout the unit and culminates in the last lesson. Lesson 2: I Go to School Content Expectations: K - H2.0.3: Identify the beginning, middle, and end of historical narratives or stories. K - G2.0.1: Identify and describe places in the immediate environment (e.g., classroom, home, playground). R.NT.00.03: Discuss setting, characters, and events in narrative text. (English Language Arts) Key Concepts: geographic theme of place, school, sequence Abstract: In this lesson students begin to explore their role as a student. The lesson begins with the teacher posing the following question: How did you feel about coming to kindergarten this year? Students share their responses. The teacher then shares one or both of the following books: Molly McSholly Conquers Kindergarten or Off to Kindergarten. (Note that students are guided to make text to self connections and if both books are used students can be guided to make text-to-text connections as part of language arts.) As the book is read the class identifies how the main character prepared for kindergarten, how she/he felt during kindergarten, and how she/he felt at the end of kindergarten. The teacher creates a 3-column chart labeled: Beginning, Middle, and End. Using one Michigan Citizenship Collaborative Curriculum Page 9 of 12

10 or both of the books, students help fill in the chart. Returning to the book the teacher shows students the illustration of the main character s classroom. Students will describe the classroom in the story and compare it to their own. As they describe the classrooms, the teacher introduces the concept of region. Classroom regions include the reading area, play area, etc. Finally, the students return to their I Am a Person drawings from the previous lesson and add a picture of something they like about their classroom. Lesson 3: I Know About Time Content Expectations: K - H2.0.1: Distinguish among yesterday, today, tomorrow. M.UN.00.01: Know and use the common words for the parts of the day (morning, afternoon, evening, night) and relative time (yesterday, today, tomorrow, last week, next year). (Math) M.TE.00.02: Identify tools that measure time (clocks measure hours and minutes; calendars measure days, weeks, and months). (Math) Key Concepts: time Abstract: In this lesson students begin to explore the concept of time by learning about the past, the present, and the future. This lesson integrates two math GLCE s dealing with time.the teacher introduces the idea there are tools that help people measure time. First, students begin to learn that a clock measures time in hours and minutes, but complete the development of the concept in a later math lesson. Second, the teacher guides them in identifying a calendar by helping students discover and discuss the terms yesterday, today, and tomorrow. Next, the students illustrate a simple 3- column chart labeled Yesterday, Today, and Tomorrow by drawing a picture of something they did yesterday, something they did today and something they plan on doing tomorrow. The lesson concludes with students adding a picture of a clock or a calendar to their I Am a Person project that will represent that they know about time. Lesson 4: I Have a Past Content Expectations: K - H2.0.2: Create a timeline using events from their own lives (e.g., birth, crawling, walking, loss of first tooth, first day of school). K - H2.0.4: Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, videos). Key Concepts: change, historical evidence, history, past, time, timeline Abstract: This lesson builds on the previous lesson by expanding students understanding of time. Using a calendar students recall events in previous months to understand they are part of the past. Next, the teacher shows a photograph of themselves as a baby or young child and explains that the Michigan Citizenship Collaborative Curriculum Page 10 of 12

11 photograph shows the teacher in the past. The teacher briefly shares information about their childhood and shows an artifact such as a toy or book. Students then explore the question: How Do We Learn About the Past? The teacher guides students in identifying photographs, stories, and artifacts (things) as ways people learn about the past. Students are told historians use historical evidence like photos, stories and artifacts to learn about the past. The lesson continues with students relating memories of their own past. With parental assistance students create a simple timeline illustrating four important events in their life. Finally, as a literature connection, the teacher reads the book When I Was Little, or a similar book, that explores the concepts of the past and change over time from a child s viewpoint. The lesson concludes with students drawing a picture of a memory of their past to add to their I Am a Person image. Lesson 5: I Can Get Along With Others Content Expectations: K - C2.0.2: Explain why people do not have the right to do whatever they want (e.g., to promote fairness, ensure the common good, maintain safety). Key Concepts: citizenship, common good, cooperation Abstract: In this lesson the students learn how getting along with others is beneficial. It begins with students listening to a short scenario which describes a kindergartner who does not get along with others. Following the story, students are guided to identifying the child s shortcomings which include failing to take turns, failing to share, being unkind to others, and believing he can do whatever he wants to do. The teacher poses the following question: Is it okay for him to behave this way? Why or Why not? Students begin to understand that people cannot do anything they want to do and rules benefit us all by keeping us safen and making things fair. Next, students examine ways to get along with others and how to be a good citizen. They discuss ways the child in the story could improve how he gets along with others. Students then listen to the story I m Like You, You re Like Me, or a similar book, and discuss the importance of understanding and caring about other people. The lessons concludes with students adding a picture of how they get along with others and ways they are good citizens to their I am a Person project. Lesson 6: I am Responsible Content Expectations: K - C5.0.1: Describe situations in which they demonstrated self-discipline and individual responsibility (e.g., caring for a pet, completing chores, following school rules, working in a group, taking turns). Key Concepts: citizenship, responsibility Abstract: This lesson begins with the teacher writing the term Responsibility on a large piece of chart paper and sharing some of his/her responsibilities including: I am responsible for keeping you Michigan Citizenship Collaborative Curriculum Page 11 of 12

12 safe; I am responsible for keeping the room organized; I am responsible for helping you learn; I am responsible for sharing with other teachers; I am responsible for taking care of my family, etc. The teacher then poses the following question: What responsibilities do you have? As students share ideas, the teacher writes their responses underneath the term Responsibility on the chart paper. When necessary the teacher prompts students with questions such as: Do any of you have some responsibility for a pet at home? What about school rules? What about some of the things we listed on our How to Get Along with Others and Be a Good Citizen Chart? Finally, each child finishes the stem: I am responsible when I and draws a matching picture. Finally, the students complete the last part of their I Am a Person project by adding one responsibility that they have at home or at school. Michigan Citizenship Collaborative Curriculum Page 12 of 12