NCDPI – AIG Instructional Resource: Background Information
Resource Title:
Cause and Effect of Obeying Rules
Subject Area/Grade Level (s):
Social Studies/K
Time Frame 1-2 hours over the course of a week at school
Common Core/Essential Standard Addressed:
K.C&G.1 Understand the roles of a citizen
K.C&G.1.2 Explain why citizens obey rules in the classroom, school, home and neighborhood.
Additional Standards Addressed:
1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Brief Description of Lesson/Task/Activity: After reading books about obeying the rules and discussing the positive results that occur when rules
are obeyed and the negative consequences when rules are broken, all students will help produce a Cause and Effect chart like the one I have
attached as an example for obeying rules at school. Then higher-level students will extend their learning by working in a small group to create a
Cause and Effect chart of obeying rules in the neighborhood and one for adults obeying rules/laws in the community. Their charts that they
create will actually provide an opportunity for all students to be challenged to think about rules further.
Type of Differentiation for AIGs (include all that apply):
Adaptations for AIGs:
Content
x Process
Enrichment
x Extension
x Acceleration
x Product
Explanation of How Resource is Appropriate for AIGs: This task is appropriate for higher-level students because while they continue to work
with the Essential Standard for this grade level, they will also extend their learning by thinking more deeply about rules of a neighborhood and
rules for adults in the community. Students will use technology and create an activity for their classmates to further explore the idea of
following rules. This task is accelerated as students will be working on first grade level writing standards.
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
Needed Resources/Materials:
Books for reading about obeying rules:
•
Obeying Rules Brings Happiness by Arline Seibert Marcotte
•
Bea’s Own Good by Linda Talley
•
Following Rules by Cassie Mayer
•
Buzby the Misbehaving Bee: It’s All About Following the Rules by Max Lucado
•
Following the Rules by Regina Burch
•
Attachment “Cause and Effect of Obeying Rules”
Sources:
•
All clipart for “Cause and Effect of Obeying Rules” were taken from Microsoft Word Clipart.
TEACHER NOTES: The teacher should find books about following rules. I have listed some examples above in the Needed Resources/Materials section.
NCDPI AIG Curriculum Resource Outline
STAGE ONE: ENGAGE
What do you think about rules? Do you think they are good or bad? Give an example of a rule you think is helpful and why. Give an example of
a rule you think is unfair. Why do you think it is unfair? What if you were the person who made the rule (parent, principal, or teacher)? Think
from that person’s perspective. Is the rule still unfair? Why do you think they made that rule? As a teacher, I have to follow many rules. One
rule is…(explain a rule that you must follow as a teacher). What do you think would happen if I didn’t follow that rule? What would the
consequences be? Name a classroom rule. Why do you think we have that rule? What would happen if we didn’t follow that rule? Are some
rules in the classroom harder to follow than others? Why? What makes them more difficult to follow? Do you think we should just drop rules
we don’t like or just decide not to follow them?
The teacher will read books about following rules. She will discuss with students the positive outcomes for following rules. The class will also
discuss the negative consequences for disobeying rules. The teacher may even lead students in short skits to show what happens when rules
are not followed. For example, a student could demonstrate throwing trash on the floor in the cafeteria; then another student could come
along with his tray, unable to see the trash, and slip and fall on the trash (pretend, of course, so students are not injured).
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project
STAGE TWO: ELABORATE
After reading books and having discussions about obeying rules at school, in the classroom, at home, in the community, and in public, all
students will work with the teacher to develop a Cause and Effect chart like the attachment to show examples of positive consequences when
rules are followed and negative consequences when rules are disobeyed. After the whole class works on the Cause and Effect chart, the higherlevel students will begin working collaboratively to create a Cause and Effect chart of obeying rules in the neighborhood and another Cause and
Effect chart for adults following rules/laws in the community. Students will design the Cause and Effect charts so the causes and effects can be
matched up by the other students in the class. So when the students make the chart, they need to consider all the causes and effects that go
together and take notes. Then on the chart they will mix up the list of causes and the lists of effects in each column so students must read the
causes and effects and draw a line to match up each pair of causes and effects for each of the two charts (neighborhood and adults). Students
will create the charts on the computer in a student-friendly program. At a later time when the teacher has had a chance to check the charts and
print them, all students in the class can work on the Cause and Effect charts created by the higher-level students.
Next, the teacher can engage higher level students in an evaluation of the importance of rules in the school. She will tell students that while all
rules are probably important or they wouldn’t be in place, that some rules are more important than others. She will ask, “Why would some
rules possibly be more important than other?” Students may answer when safety is involved, the rule is more important. She will write the
following 10 rules on index cards or sentence strips so they can be manipulated (I would put them on strips and put magnets on the back. I
would place them randomly on the board). Students will move the rules in order from top to bottom on the board to show in what order rules
should be considered most important to least important (Rule 1: Most important all the way to Rule 10: least important). Students will work
collaboratively on this so rules may be moved around a lot before students come to a consensus. However, students must provide justification
for their changes (For example: “No pushing” is more important than “Walking in a straight line in the halls” because while students could get
hurt in either scenario, pushing will more likely immediately hurt someone or cause them to get angry and possibly strike back.)
No pushing; Walking in a straight line in the halls; Only get water when it is time; No running in the halls; Clean up spills; Ask to go to the
bathroom down the hall; No talking during a fire drill; No chewing gum; Don’t walk up the slide; Raise your hand before speaking in class.
STAGE THREE: EVALUATE
The teacher will observe the discussions made by students. She will look for the following in each student:
•
Does the student offer a variety of rules/laws when making the charts?
•
Does the student suggest creative/interesting consequences for obeying the rules?
•
Does the student suggest creative/interesting consequences for disobeying rules/laws?
•
Can the student brainstorm rules/laws and consequences that were not previously discussed in class?
•
Can the student suggest specific examples?
TEACHER NOTES: NA
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project