Mini Social Studies Unit
advertisement
Becky Chopp Community Helpers Mini Social Studies Unit ECH 3030: Inquiry, Social Studies, and Science Learning Beth Ruark 7/23/10 I. Overview of Unit A. Unit Goals and General Overview Throughout this particular unit, students will engage in a variety of activities as it relates to communities and community helpers. Students will begin by exploring what a community is, as well as who and what are in a community. Students will then think about their families in terms of a small community and what role their family members play in their small family community. Students will discover that everyone in their family has specific roles that they play in their small community and that they depend on each other. A classroom book of what each child can do to help out in their small communities (families) will help students individually think of what they can do to help out in their family. Students will then go into further detail about the community around them and the people that make up their community. They will get to explore their immediate surroundings, the school, and who makes it up. Students will then learn about more community helpers by looking at pictures. A project of choosing community helper will help students narrow the range of community helpers down to a more manageable amount to cover at once. Students will explore specific community helpers and their role in the communities. This unit will help students recognize pictures of community helpers as well as word recognition. Unit Goals: Students will learn new vocabulary words as they relate to community helpers and the roles they play. The students will also recognize their responsibilities as a community helper as well as their family’s roles of a community helper. Students examine interactions between human beings and their physical environment as well as exploring factors that contribute to one’s personal identity. Students will work on comprehension skills and listening skills so that they can get an understanding of the different jobs people have in the community. B. Explanation of Key Concepts Students will learn use comprehension and listening skills to learn about communities. As they learn about communities they will learn about their families and how they are like each other. They will learn that families are like a small community and everyone in the family has a role. They will also learn about various community workers and the importance they have to the community as well as some specifics of what they do. C. Concept Map II. Standards and Learner Outcomes This unit meets the following National Social Studies Standards III. People, Places, & Environments; h: examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locals and regions. Learner Outcome: Students will examine their own family and the interactions they have in their physical environment (home), and what they do that helps their family out. IV. Individual Development & Identity; b: describe personal connections to place associated with immediate surroundings, c: describe the unique features of one’s nuclear and extended families, and e: identify and describe ways family, groups, and community influence the individuals daily life and personal choices. Learner Outcomes: Students will recognize some different connections in their lives that have to do with community helpers. They will recognize that they know community helpers. Students will describe the different things people do within their families, they will describe their roles and how they help. The students will also describe and recognize the importance of community helpers. V. Individuals, Groups, & Institutions; a: identify roles as learned behavior patterns in group situations and g: show how groups and institutions work to meet individual needs and promote the common good, and identify examples of where they fail to do so. Learner Outcomes: Students will identify that people have to go to school to get the jobs that they get and that they have specific roles at the job they have. Students will also recognize their importance of all community helpers and how they make our lives good and how it would be if we did not have all of the different community helpers. III. Calendar Schedule for Implementing the Unit A. & B. (This lesson will not be taught at this time, so this is to be determined) IV. Pre assessment A. My pre assessment will consist of asking the students questions. I will ask them different questions about communities and community helpers throughout the unit to determine how much they know. In addition, as the lesson progress and we move onto new lessons I will ask questions based on prior knowledge. This way before I start the new lesson I can assess to see how many students understood the information from the last lesson. V. Daily Lesson Plans A. 3 Community Helper lesson plans (In order from 1st to 3rd) ECH Lesson Plan Format Becky Chopp 1. What is a Community? 7/23/10 Social Studies Kindergarten 25 Students 1 hour 2. Purpose/Rationale The purpose of this lesson is for individual children to understand what a community helper is. The children will also learn what types of things their families do at home to help out. Students will explore the different things that they can do at home to be a good community helper. Students will briefly explore what a community is so that they can understand what a community helper can do. Students will need to think about the things that the people in their families do and what might happen if these things do not get done. In addition, the purpose of this lesson is to cover national social studies standards. Specifically this lesson covers Standard IV. Individual Development & Identity; including sub-standards b, c and e. Children will recognize and describe personal connections to places associated with immediate surroundings; recognize and describe the unique features of one’s nuclear and extended families; as well as identify and describing ways family, groups and community influence the individual’s daily life and personal choices. 3. Objectives/Outcomes and how they will be assessed Objectives/Outcomes: How Assessed? Students will understand what communities are. Students will accurately communicate what types of things are in a community and who is in a community. Students will use personal experience to recognize Each student will create a picture of what the things that family members need to do to keep someone does in their household that needs to be their “community” (homes) running smoothly. done to keep things running like a community. Example: washing dishes, washing cloth’s, cleaning, etc. 4. Skills to be learned: Vocabulary: communities, community helpers, families, roles Active listening skills: students will need to listen to the book and concepts being discusses. As well as listing to their friends to understand what a community is and who is in a community. Comprehension/Understanding: learning about communities and the people in it. As well as their immediate or extended families and the things they do in their homes to keep it in one piece like a community. 5. Resources/Materials Community Helpers from A to Z, by Bobbie Kalman and Niki Walker Different community helper songs Construction paper Glue Scissors Tape Crayons, markers, and pencils White board Picture of a community (such as school, houses, police station, hospital, etc.) 6. Procedure Transition into the lesson- Children will be told to clean up or put away whatever they are doing at the time. They will then be directed to the circle time area. Introduction to and motivation for the lesson- I will ask children if they know what a community is. I will wait for some responses of what they think a community is. I will then hold up the book for them to see. I will let the students look at the cover and the back of the book and I will ask them what they think it will be about. During this time of questioning I will make sure to give a variety of students a turn. Once the children have responded, I will then say, “Let’s find out what the book is about!”. I will read the book, Community Helpers from A to Z, to the students. Lesson Body – Part of the lesson body will be reading the book, because I want to interact with the students when I am reading. For each page I will ask a variety of questions to the students that have to deal with that particular type of community helper. The questions will vary, but some examples are: “Do you know what this person does?”, “What do they do?”, “Do you know anyone who does this?”; “Do you think it would be fun? Why or Why not?”. After reading the book, I will ask students what a community is again. I will wait for some responses and then show them they types of things that would be found in a community. I will then ask them who works at those places, such as schools and hospitals. This will help students understand that these people are community helpers. We will not get into too much detail about specific community workers because those will be in the next lessons. This will be an over view of how people need to work together in a community and how they depend on each other. I will then ask students who is in their family. I will then draw some people on the white board. For example “Suzie’s” family there is a mom, dad, grandma, older brother, older sister, Suzie, and a younger brother. I will draw these people across the white board so that I can make columns underneath them. I will then ask students to think about their own family and what people do in their family. As a class we will discuss things that are done in a family. So one child might say their dad takes out the trash, so underneath the dad we will write takes out the trash. Then one student states that her mom does the dishes so we will write does the dishes underneath a mom. Another student might have an older brother or sister that cleans their own room, so we will write that underneath the brother and sister. We will continue to do this until we have a fairly large list underneath each person, and each person can have the same or different things underneath them. This will not take long because I will be the one writing them up on the board, but the students will be giving me answers. As a class we will then talk about what will happen if (for example) dad doesn’t take out the trash (and that is his job), what happens? For this part students will need to recognize that the house might get “dirty” or people might not get to eat, and so on. Students will start to recognize that everyone in the house needs to help out because those are things that need to get done every day. I will then talk to the students about how their family is like a community. For example everyone in the family has specific things that they need to do to keep the house (small community) together and running. Just like everyone in a large community has a job so does everyone in the small community. Closure to the lesson- At the end of our discussion and “graph” on the board I will inform students of their assignment/art project. Each student will get one piece of paper with other supplies at each table. Their assignment will be to choose one thing that they can do or help someone in their household do to make sure their family/small community runs smoothly. I will have students come up to the board and circle one item and declare it so that everyone does something differently. After they have circled it I will put their initials by that job or item so that we know who has what. In addition, if a student things of something else that is not on the board they can ask me about it and I will let them know if that’s okay and right it up on the board. When everyone is making their drawings I will come around to write a word or two on the bottom of the page describing what that job is, such as washing the dishes, doing the laundry, setting the table, etc. When everyone has completed their pages we will make a class book of things the students can do to help their small family community. 7. Accommodations for Diverse Learners I will make sure that all students are in their assigned spots at the circle time area and then at their tables so that the behavior problems are cute down to a minimum. In addition, I will be showing the students pictures, writing words on the board, and using discussion methods with them. This way I will target a variety of learning styles for the children. In addition, I will be making more specific accommodations to any students who have any disabilities of any sort. (I have not taught this lesson yet, nor am I in a classroom yet so I don’t know of any diverse learners yet) 8. Assessment Pre-Assessment- By asking students what communities are and who community helpers are I will be able to hear their ideas and thoughts. This will help me understand what they know in regards to communities and the roles people have including themselves. Evaluation of the objectives/outcomes- (I have not taught this lesson yet however here is what I would probably do) I will be able to evaluate what students know about communities by what they explain to me. For this to work I will need to hear from all of the children, and to do so I will continue to ask the students questions as they are working on their project. To evaluate how students understand their families as a small community I will be observing what students have to say about the roles the people in their households play as well as observing what they chose to draw about. I will continue to walk around and asks students questions about what they are drawing and why, such as, “Who will be doing this job?”, “Will you be helping with this job?”, “If you will not be helping with this job, what job will you be doing?”. I will assess each child’s answers to get a better understanding of how they view their own roles in their families and if they understand everyone plays a large role in a community. 9. Self Reflection on Lesson- (I have not taught the lesson yet) 10. References: (I cannot use MLA format because I do not have all of the information. Since I will not be teaching this lesson at this time specifically, I did not check out any books at the library so I do not have all of the information. I only looked at the books online. ) Community Helpers from A to Z By: Bobbie Kalman and Niki Walker ECH Lesson Plan Format Becky Chopp 11. Who are Community Helpers? 7/23/10 Social Studies Kindergarten 25 Students 1 hour 12. Purpose/Rationale The purpose of this lesson is to extend the students knowledge of different community helpers in our community. Students will focus on what different community helps look like and where they are found. The students will also start to explore what they want to be when they grow up. They will need to spend some time thinking about what they would want to do to help out the community in the future. In addition, the lesson covers several national social studies standards including: III. People, Places, & Environments, sub-strand h; IV. Individual Development & Identity, sub-strands e and f; and V. Individuals, Groups, & Institutions, sub-strand g. The purpose of this lesson is for students to: examine the interaction of human beings and their physical environments; recognize and describe ways in which families, groups, and community influence the individuals daily life and personal choices; explore factors that contribute to one’s personal identity such as interests, capabilities, and perceptions; as well as having an understanding of how groups and institutions meet individual needs and promote the common good. 13. Objectives/Outcomes and how they will be assessed Objectives/Outcomes: How Assessed? Students will name and recognize some On our “field trip” students will identify community workers/helpers. community workers in our school as well as naming more community workers that we don’t see. Students will choose what community Students will clearly state what community helper worker/helper they want to be and why. they want to be (at least for the project) and why they want to be that community helper. Example, what will they (that community helper) be giving or doing for the community. 14. Skills to be learned: Vocabulary: teacher, principal, secretary, bus driver, cook, police officer, firefighter, doctor, nurse, dentist, pilot, farmer, president, mechanic, mail carrier, veterinarian, flight attendant, pharmacist, judge, meteorologist, astronaut, and any more that the students come up with. Comprehension and listening: students must listen to what I am saying about community helpers as well as what their friends are saying about community helpers. Students will understand the formal names of different community helpers by what I say and their classmates say. 15. Resources/Materials Various books of different community helpershttp://www.mrsnelsonsclass.com/teacherresources/thematicunits/communityhelpers.a spx (this website has a list of many children’s books about many different community helpers) Pictures of many community helpers, other than the books Pictures of the students (the faces need to be cut out) Variety of colored construction paper Glue Scissors 25 pre-written phrase….. “I want to be a ___________.” Pre- cut out bodies of people in various shades (ginger bread shaped) White board 16. Procedure- Prior to the lesson I need to have 25 of the pre-written phases typed out and ready. As well as I need to make sure I have every student’s picture with just their face cut out. In addition, I need to have the bodies pre-cut out for the students. Transition into the lesson- Children will be told to clean up or put away whatever they are doing at the time. They will then be directed to the circle time area. Introduction to and motivation for the lesson- I will ask students what community helpers are. This will be a small review and should be prior knowledge. I will then tell the students that we are going to take a field trip to see some community helpers. After I have told the students this I will ask them where they think we are going to go. Lesson Body- I will inform students that there are community helpers everywhere and that we are going to take a field trip around our school to find out what type of community helpers we have within our own school. I will get a piece of paper for myself and inform the students that as we see the community helpers I want them to tell me what their job title is and I will write it down. This way we will have a list of the community helpers when we go back to our room. So we will go on our field trip and walk throughout the different areas of the school to see different people. We will not interrupt them if they are busy but will simply talk about who they are what they do to help the community. We will keep this field trip fairly simple and short so we can get back to our room. Once we have walked through the school and made a list of different community helpers we will go back to our room. I will write the community helpers on the board. I will then split students up into groups to look and share books about different community helpers. This will be a short activity because I just want them to look at pictures and come back to me with the names of different community helpers. I will give them about ten to fifteen minutes to look through the books. I will tell students to go back to their tables and get ready to give me names of different community helpers. I will start calling on students and writing the job titles of community helpers on the board. We will take some time to go over the job titles to make sure students have a least a little understand of what they do. For example certain things such as meteorologist may be hard for kids to remember. Closure to the lesson- I will then inform students of the project I want them to do. I will have a picture of all of the jobs we have mentioned and if I don’t have a picture I will draw a picture, such as if I didn’t have a mail carrier I would draw one on the board that shows visual aspects of a mail carrier. I will then tell the students that they can look at the pictures to help them but I want them to think of what they would love to be. I will inform them that I don’t have any “outfit” patterns for the students but I have their faces (which I will pass out to them) and bodies for them to choose from. The rest of the items will be in the front of the room for them to cut out clothes for their person and any items that they think their person needs. I will remind them to look at the picture of the people if they need help “dressing” their person. In addition, if I don’t have a picture of a particular community helper and I cannot seem to draw it, I will find a picture on the internet quickly and put it on the smart board. The students will then work on their person and fill in the blank on the pre-written phrases of what they want to be. 17. Accommodations for Diverse Learners I will make sure that all students are in their assigned spots at the circle time area and then at their tables so that the behavior problems are cute down to a minimum. In addition, I will be showing the students pictures, writing words on the board, and using discussion methods with them. This way I will target a variety of learning styles for the children. In addition, I will be making more specific accommodations to any students who have any disabilities of any sort. (I have not taught this lesson yet, nor am I in a classroom yet so I don’t know of any diverse learners yet) 18. Assessment Pre-Assessment- By asking students who are some community helpers I will be able to hear their ideas of thoughts. This will help me determine how much they know about who is in the community and what different job titles/community helpers there are. Evaluation of the objectives/outcomes- (I have not taught this lesson yet however here is what I would probably do.) I will be able to evaluate what students know about community helpers by what they explain to me. I will be able to see what community helper each student chose to be based upon what one they are making. I will then be able to ask each child individually why they chose that community helper and what they believe that community helper does. 19. Self Reflection on Lesson- (I have not taught the lesson yet) 20. References: (I cannot use MLA format because I do not have all of the information. Since I will not be teaching this lesson at this time specifically, I did not check out books at the library so I do not have all of the information. I only looked at the books online.) http://www.mrsnelsonsclass.com/teacherresources/thematicunits/communityhelpers.aspx This website had many different books on community helpers that I would plan on using, as well as sites from this site leading to more books on specific community helpers. ECH Lesson Plan Format Becky Chopp 21. What Community Helpers do 7/23/10 Social Studies Kindergarten 25 students 1 hour 22. Purpose/Rationale The purpose of this lesson is for individual children to understand what the different community helpers do. Students have already identified the names of different community helps and where you may find them. However, students do not have an in depth understanding of what all the different community helpers do. The students will explore books to gain more knowledge of what individual community helpers do. The purpose of this lesson is to also meet specific national social studies standards. The national social studies standards that are covered in this lesson include: III. People, Places, & Environments, substrand h; IV. Individual Development & Identity, sub-strands b and e; V. Individuals, Groups, & Institutions, sub-strands a and g. Students will: examine the interaction of human beings and their physical environments; recognizing and describing personal connections to place associated with immediate surroundings; identify and describe ways family, groups, and community influence the individual’s daily life and personal choices; identifying and describing roles as learned behavior patterns in group situations; as well as understanding how groups and institutions work to meet individual needs and promote the common good. 23. Objectives/Outcomes and how they will be assessed Objectives/Outcomes: How Assessed? Students will recognize more community helpers Students will name the community helpers in the by pictures. picture and have an understanding of what they do. Students will recognize visually the name of the Students will successfully match the name of each community worker. community helper to the picture. 24. Skills to be learned: Vocabulary: auto mechanic, taxi driver, garbage collector, construction worker, optometrist, veterinarian, farmer, doctor, teacher, banker, elected official, truck driver. (some of these may be different depending on what the students chose to do their community helpers on the previous lesson) Comprehension: students will understand what the different community helpers do and they will recognize the spelling and word of specific community helpers. Listening: Students need to listen to specific skills certain community helpers need and specific things that certain community helpers do. 25. Resources/Materials Various books of different community helpers- http://www.mrsnelsonsclass.com/teacherresources/thematicunits/communityhelpers.a spx (this website has a list of many children’s books about many different community helpers) Jobs People Do, by DK Publishing Worksheet whiteboard 26. Procedure- Prior to this lesson I will find books that relate specifically to the community helpers that the children have chosen to do for their projects the previous lesson. I will make sure the “homemade” worksheet has the correct community workers for all the community workers that the students had chosen, since those are the ones that we will be discussing on this particular day. Transition into the lesson- Children will be told to clean up or put away whatever they are doing at the time. They will then be directed to the circle time area. Introduction to and motivation for the lesson- I will go around the room and ask each student what community helper they made. This was from the previous lesson where they needed to choose a community helper to make using their own picture of their face. I will ask the students to share who they decided to be and why they decided to be that community worker. I am looking for answers that have to do with what they will help the community, such as if they are a police they may “stop the bad people”. I will ask questions as needed to guide the students in the right direction. Lesson Body- I will then tell the students that I want them to learn more about their specific community helpers and I will group students accordingly. If there is more than one student who has chosen the same community helper then they will be in a group together. I will give the students books on their community helpers to take to any part of the room and look at. These books will have as many pictures that are visually showing what that community helper does as well as words. I will then walk around the room to make sure students are staying on task and so I can read parts of their books to them so they learn about their community helpers. (For this part of the lesson I would love to have volunteers to help with the students. All of the books are very short and state small simple facts about specific community helpers but it is very important that each child or group has someone that can help them read about their community helper. Even if I can get help for just a short period of time, I would be happy. It would be hard for me to go around to all of the students by myself.) I will give the students up to a half hour to explore what their community helpers do. As a class we will then meet back at the circle time area and discuss what everyone (there community helpers) do. I will write down the different community helpers that we have in our room on the white board in a graph format. This way I can write one word concepts on the board about that community helper. As a class we will go through every community helper (that the students are) and discuss some of their roles. I will pose questions during this time about what would happen if we didn’t have a “doctor” (I will pose questions for all the community helpers) in our community. Students will then need to think about what it would be like if we didn’t have those community workers. Students will recognize how important our community helpers are because of the role they play in our community. Specific words of community helpers that are more complicated we will spend some more time on so the students have more visual time looking at the word and picture. I will dissect some words for them to help explain what that community helper does, such as auto-mechanic. Closure to the lesson- After we have discussed what all the community helpers do I will hand out the worksheet. The students will need to draw a line and match the word to the community helper. I will give the students as much time as they need and when they are done they can flip their paper over and come get a community helper book to look at until all of their friends are done and ready to move on. 27. Accommodations for Diverse Learners I will make sure that all students are in their assigned spots at the circle time area and then at their tables so that the behavior problems are cute down to a minimum. In addition, I will be showing the students pictures, writing words on the board, and using discussion methods with them. This way I will target a variety of learning styles for the children. In addition, I will be making more specific accommodations to any students who have any disabilities of any sort. (I have not taught this lesson yet, nor am I in a classroom yet so I don’t know of any diverse learners yet) 28. Assessment Pre-Assessment- By asking students about their community helpers and what they will do to help the community I will be able to hear their thoughts and ideas. This will help me understand what they already know about their community helpers and what misconceptions they may have about their community helpers. Evaluation of the objectives/outcomes- (I have not taught this less yet however here is what I would probably do.) I will be able to evaluate what students know about community helpers by what they tell me about their community helpers. I will also be able to see how well their word recognition is based upon their success in completing the worksheet. 29. Self Reflection on Lesson- ( I have not taught the lesson yet) 30. References: (I cannot use MLA format because I do not have all of the information. Since I will not be teaching this lesson at this time specifically, I did not check out books at the library so I do not have all of the information. I only looked at the books online. ) http://www.mrsnelsonsclass.com/teacherresources/thematicunits/communityhelpers.aspx This website had many different books on community helpers that I would plan on using, as well as sites form this site leading to more books on specific community helpers. Jobs People Do By: DK Publishing Worksheet that would be used and modified to my needs by coping and pasting from Google. Name _____________________________ Date ___________________ Match Community Helper Words Draw a line from each word to the matching picture. auto mechanic taxi driver garbage collector construction worker optometrist veterinarian farmer doctor teacher banker elected official truck driver B. (I have not done the lessons so I do not have any photos) VI. Post- assessment A. (I have not done the lesson yet) I will assess the students by asking individual questions to the students to see how much they understand about their community worker. I will also see how well the students do on the matching assignment. In addition, I might do a verbal KWL chart with the classroom making sure that I give a variety of students chances to answer my questions. VII. Unit Evaluation A. (I will not be teaching these lessons at this time.) B. (I will not be teaching these lessons at this time.) VIII. Home School Connection A. Some extensions that I would have for the students would include having the students interview people in their family. First they can interview people in the family to see what jobs they do at home. Students could also find out what roles their own family members play outside of the community, such as where do they work and why is it important. B. During this unit I would really love to have parent volunteers to be guest speakers. Every job can be a very important job and it would be perfect for students to hear what people do as community helpers. I would also like parent volunteers to come in and help students learn about their community helper they chose to do for their project. Parents could take specific students with the same community helper into groups and read books with them. IX. Bibliography A. There are many interactive sites for students to use but here are two that I found for communities and community helpers. a. http://www.hud.gov/kids/whatsjob.html - This little kid hub has some perfect interactive community games. Kids can play matching games with community helpers where they need to match the names to the pictures. Kids can also play community games such as take a field trip around the community as well playing scavenger hunt community games. b. http://bensguide.gpo.gov/k-2/neighborhood/index.html - This is a fun site where students can tour their community can click on the different buildings in their community. When they click on the community buildings pictures and a description pops up for the students to learn about that particular building. Such as schools, and who works there, hospitals and who works there, etc. B. Most of my print resources that I would use are taken from the internet. For this unit all of the print sources that I would use would include many books on many different community helpers. I would use many more than four and I would find the books at either the school library or the public library. C. I do feel that there are some sites for students to use but because my students for this lesson would be kindergarten I would rather not use URL sites. I will provide all of the information and the students will have the interactive games to help them learn more. In addition, I could use the smart board and do interactive lessons and games for the students to participate in. This would be much more effective than using the computer. Kindergartners do use computers but they do not do too much on them though. D. The internet has many different types of resources for teachers to use. Each site offers something different. One site offers print outs as well as activity ideas. Whereas some of the other sites offer ideas for community helper lesson plans. These are just a few that I stumbled on that may be useful for a teacher trying to teach a unit on community helpers. a. http://www.mrsnelsonsclass.com/teacherresources/thematicunits/communityhelpers.a spx b. http://edhelper.com/community_helpers.htm c. http://www.proteacher.org/c/620_Community_Helpers.html d. http://www.funsocialstudies.learninghaven.com/articles/chelp1.htm
