CIVICS IN A SNAP! SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.

Transcription

1 CIVICS IN A SNAP! SS.K.C.2.1 Demonstrate the characteristics of being a good citizen. What are some activities that represent being a good citizen? *This lesson uses visual images to teach the concept of being a good citizen. LAFS.K.RL.1.1: With prompting and support, ask and answer questions about key details in a text [or deducing meaning from visual images].

2 SS.K.C.2.1 Demonstrate the characteristics of being a good citizen. Correlated Florida Standards LAFS.K.RL.1.1: With prompting and support, ask and answer questions about key details in a text [or deducing meaning from visual images]. Essential Question What are some activities that represent being a good citizen? Learning Goals With the images provided, students will be able to recite examples of individuals acting as good citizens. Overview Students will learn, through the use of images, what some examples of individuals acting as good citizens are. Materials This lesson and either copies or displayed copies of the images Activity Sequence Introduction (3 minutes) 1. Ask students if they have ever been asked to help a member of their family or household to do a task or chore around their home. (1 minute) 2. Ask students how they felt when their family member thanked them for their assistance? (1 minute) 3. Explain to students that just as they helped their family member, citizens of a country help their country by fulfilling certain responsibilities. (1 minute) Activity (10 minutes) Show the students the images included in this lesson.(6 minutes) Ask the students what they observed by looking at the images (questions such as what are the people doing? etc.) (4 minutes) Closure (2 minutes) Close the lesson by asking the students the essential question of this lesson. Optional Extension Have students draw an example of a person acting as a good citizen. Option for teachers: Use the Good Citizen certificate below to award, on a weekly/monthly basis, students who show good citizenship.

3 References for links, if applicable: All images are taken from bing.com images (see images below needed to implement this lesson).

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11 What is a rule? Why are rules important? SS.K.C.1.1 Define and give examples of rules and laws, and why they are important. LAFS.K.SL.1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. LAFS.K.W.1.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 1

12 SS.K.C.1.1 Define and give examples of rules and laws, and why they are important. Correlated Florida Standards (See Full Text on Cover Page) LAFS.K.SL.1.2, LAFS.K.W.1.2 Essential Questions What is a rule? Why are rules important? Learning Goal/Objective Students will be able to identify the meaning of a rule and explain why rules are important. Overview Students will view and discuss images of rules and how rules keep people safe. Materials Definition of Rule handout Pictures of students following rules Time minutes with additional time for extension activities Activity Sequence INTRODUCTION/HOOK 1. Pose the following question for discussion: What is a rule? 2. Project the definition of a rule. Rule a statement that tells you something you can or cannot do. ACTIVITY 3. Pose the following questions for discussion: Do we have rules in the classroom? At the school? Do you have rules at home? Why do you think you have rules in all of these places? 4. Explain to students that many classroom and school rules are in place to keep students safe. 5. Project each rule image, one at a time. 6. Discuss each image, explaining how each image shows students following rules that keep them safe during different activities. 7. Pose the following questions for discussion: Why is being safe at school important? Why are these rules important? CLOSURE 8. Give each student a post-it note and instruct students to draw a rule that keeps them safe. 9. Have students place their post-it on the board. 10. Review a few of the post-its as a whole class. OPTIONAL EXTENSION SUGGESTIONS 1. Have students role-play different situations with students following rules. 2. Give students scenarios of children not following rules and have them identify what rules were not followed. 2

13 Photo - Brett Cooner, Houston Chronicle, 3

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15 Why are school rules important? SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school, and community. LAFS.K.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. 1

16 SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school and community. Correlated Florida Standards (See Full Text on Cover Page) LAFS.K.W.3.8, LAFS.K.SL.1.1 Essential Question Why are school rules important? Learning Goal/Objective Students will be able to explain the importance of some school rules. Overview Students will discuss and illustrate school rules and why they are important. Materials Classroom Rules School Rules Chart Paper School Rule handout Time minutes with additional time for extension activities Activity Sequence INTRODUCTION/HOOK Teacher Note: Prior to the start of this lesson, you will need to select school rules that students will be able to understand and illustrate their importance. Each student will be responsible for illustrating one school rule. You will need to prewrite the selected rules on the School Rule handout. 1. Project the classroom rules. 2. Review each rule and share with students why each rule is important. ACTIVITY 3. Project the school rules. Teacher Note: If needed, modify your school rules into a short and kindergarten friendly list. 4. Choose one school rule, such as no running in the halls, and discuss with students why this rule is important. 5. Use the board or chart paper to create an illustration of why the rule is important. Teacher Note: illustrations could include a student falling in the hallway or a chaos in the hallway with too many students. 6. Select two or three additional school rules and review them as a whole class. 7. Pass out the School Rule handout and instruct students to create an illustration of why the rule is important. CLOSURE 8. Have students share their illustrations. OPTIONAL EXTENSION SUGGESTION 1. Have students draw a picture and explain (or write about) a situation when they did not follow a rule. 2. Have students create a collage of people following rules by finding images in magazines. 2

17 Name: School Rule: This rule is important because 3

18 What are some activities that represent being a good citizen? SS.K.C.2.1 Demonstrate the characteristics of being a good citizen. LAFS.K.SL.1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 1

19 SS.K.C.2.1 Demonstrate the characteristics of being a good citizen. Correlated Florida Standards (See Full Text on Cover Page) LAFS.K.SL.1.2 Essential Question What are some activities that represent being a good citizen? Learning Goal/Objective Students will be able to recite examples of individuals acting as good citizens. Overview Students will view and discuss images related to good citizenship. Materials Good Citizenship Images Time minutes with additional time for extension activities Activity Sequence INTRODUCTION/HOOK 1. Ask students if they have ever been asked to help a member of their family or household to do a task or chore around their home. 2. Ask students how they felt when their family member thanked them for their assistance. 3. Explain to students that just as they helped their family member, citizens can help their community. ACTIVITY 4. Display the Good Citizenship images. 5. Instruct students to look at each image carefully. 6. Pose the following questions for discussion: What do you see in the images? What are the people doing? What types of activities do you see? Are the people in the images being helpful? CLOSURE 7. Pose the following question for discussion and closure: Based on what you saw in the images, what are some activities related to being a good citizen? What are some ways that you can be a good citizen? OPTIONAL EXTENSION SUGGESTION 1. Have students draw a picture of someone acting as a good citizen. 2. Use the Good Citizen Award on a weekly or monthly basis to recognize students who show good citizenship. 2

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24 How can friends resolve conflicts? SS.K.C.2.2 Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen. LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. LAFS.K.SL.2.5 Add drawings or other visual displays to descriptions as desired to provide additional details. 1

25 SS.K.C.2.2 Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen. Correlated Florida Standards (See Full Text on Cover Page) LAFS.K.SL.1.1 LAFS.K.SL.2.5 Essential Question How can friends resolve conflicts? Learning Goal/Objective Students will be able to identify ways to resolve a conflict consistent with being a good citizen. Overview Students will engage in discussion and brainstorming and will illustrate an example of how to resolve a conflict consistent with being a good citizen. Materials Conflict Resolution images Problem Solving Brainstorm handout Time minutes with additional time for extension activities Activity Sequence INTRODUCTION/HOOK 1. Project the conflict resolution images. 2. Pose the following questions for discussion: What do you see in each image? How are the people in each image solving a problem? Which of these two ways should you use to solve a problem? ACTIVITY 3. Explain to students that we all experience times in our lives where a situation can make us feel mad or sad. 4. Pose the following question for discussion: What should we do in those situations? Should we solve our problem like the first image or the second? 5. Explain to students that conflicts should be resolved in ways that are in line with being a good citizen. Good citizens a members of a group who listen, share, and try to work problems out in a peaceful manner. 6. Project the Problem Solving Brainstorm handout and read the scenario aloud to the class. 7. Work as a whole class to brainstorm four different ways the problem can be resolved as a good citizen. Teacher Note: Some ideas include: share the toy, find a way to for each child to use the toy at different times, one child plays with a different toy and each child plays with a different toy. CLOSURE 8. Pass out a blank piece of paper to each student. 9. Instruct students to draw a picture of one way they would resolve the conflict of wanting to play with the same toy as their friend. OPTIONAL EXTENSION SUGGESTIONS 1. Have students role-play different situations that make them mad and a positive way to solve their situation. 2. Have students identify different situations that cause problems and brainstorm ways to fix these problems while being a good citizen. 2

26 CONFLICT RESOLUTION IMAGES 3

27 Problem Solving Brainstorm You and a Friend Both Want to Play with the Same Toy 4

28 How can groups make fair decisions? SS.K.C.2.3 Describe fair ways for groups to make decisions. LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. LAFS.K.SL.2.5 Add drawings or other visual displays to descriptions as desired to provide additional details. 1

29 SS.K.C.2.3 Describe fair ways for groups to make decisions. Correlated Florida Standards (See Full Text on Cover Page) LAFS.K.SL.1.1, LAFS.K.SL.2.5 Essential Question How can groups make fair decisions? Learning Goal/Objective Students will be able to identify fair ways in which groups can make decisions. Overview Students will learn fair ways to resolve conflicts as a group through discussion and creating an illustration. Materials Cake slice images Unfair/Fair handout Time minutes Activity Sequence INTRODUCTION/HOOK 1. Print and cut out the two cake slice pictures. 2. Explain to students that you just came from a party and you are going to share two slices of cake from the party. 3. Pick two random students to come up to the front of the room and hand each of them a picture of a piece of cake. Have the students return to their seats. 4. Tell students that you have no more cake to share. ACTIVITY 5. Project and read the definition of fair. Fair to treat people equally or the same. 6. Pose the following questions for discussion: Do you think how I handed out the cake slices was fair? Why or why not? What would have been a fair way for the class to decide how to pass out the slices of cake? 7. Have students share their opinions. 8. Share with students that there are many ways groups can make fair decisions. Some of these ways include: taking turns, building a consensus, voting, sharing, etc. CLOSURE 9. Pass out the Unfair/Fair handout to each student. 10. Instruct students to illustrate an unfair situation and a fair way to make a decision in order to fix the situation. 11. Have students share their drawings. 2

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