People and Places
By
Diana Garrett
Meredith Broyles
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People and Places
Grade Level: First Grade
 Unit: People and Places
 Lesson: A comprehensive study of people and places in
the surrounding community and world.
 Authors:
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Diana Garrett and Meredith Broyles
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Table of Contents

History
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– Benchmarks and Indicators
– Activities
– Websites
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People in Societies
– Benchmarks and Indicators
– Activities
– Websites
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– Benchmarks and Indicators
– Activities
– Websites
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Geography
– Benchmarks and Indicators
– Activities
– Websites
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Government
Citizenship Rights and Responsibilities
– Benchmarks and Indicators
– Activities
– Websites

Social Studies Skills and Methods
– Benchmarks and Indicators
– Activities
– Websites
Economics
– Benchmarks and Indicators
– Activities
– Websites
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History
Benchmarks and Indicators
Objectives:
Benchmarks
B. Place events in correct order on a time line.
C. Compare daily life in the past and present demonstrating an understanding that while basic
human needs remain the same, they are met in different ways in different times and places.
Indicators
2. Place events from one’s own life in chronological order.
3. Distinguish among past, present and future.
4. Raise questions about how families lived in the past and use photographs, letters, artifacts and
books to clarify what is known and what is unknown.
5. Compare past and present, near and far, with emphasis on daily life
History Activities Overview
1) Creating an All About Me Timeline
 2) Comparing Teacher’s Past and Student’s Present
 3) Interview Grandparents
 4) Comparing Past and Present Pictures
 5) Schools Past and Present
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History: Creating an
All About Me Timeline
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Students will either draw self-portraits or collect photos from
home to place in chronological order from birth to present.
– Discuss the past , present, and future:
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Last year/kindergarten was past; yesterday
Next year/second grade is in the future; tomorrow
Right now/present you are in the first grade; today
– Suggest to the students that they draw what they want to be when they
grow up. Have the students label this picture as “The Future.”
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Materials: Paper, Markers, Crayons, Photos
History: Comparing Teacher’s Past and
Students’ Present
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Give some personal examples about your daily life when you were a firstgrader and compare them to the students' daily lives today.
Record on a Venn diagram the similarities and differences with your daily life
during first grade and the lives of your students.
– Topics to Compare: technology, content learned, music, restaurants,
hobbies and activities, shopping, changes in community, etc.
Materials: Venn diagram, Markers
History: Interview Grandparents
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Read My Grandma is Wonderful by Nick Butterworth and begin discussing how their own grandparents
lives growing up may have differed from their own.
Get students thinking about the types of interview questions they could ask their grandparent or older
relative/family friend by giving the students the following questions and having them add to the list:
– What inventions do we have today that you did not have when you were growing up?
– What types of things did you do for fun when you were growing up (toys, hobbies, etc.)?
– Was your school life different than mine?
– If you could pick something from the past, an artifact, that tells who you are, what would you pick
and why?
Have students brainstorm ideas about how they can present their interview information and how they
can add creative elements to the presentation. Be sure that they bring an artifact to share and a video or
manuscript of the interview which can be written by or with the assistance of the grandparent. Invite
families to attend the presentations.
Materials: Book, Chart paper and markers, Interview question handouts, Letter to Families telling about
the project
History: Comparing Past and Present
Pictures
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Read If You Lived 100 Years Ago by Ann Mcgovern
Divide the class into two groups. One group represents the present and the other the past.
Discuss with the students the meaning of past and present. Show each group a picture of the
Mayflower and a picture of a modern ship. Allow each group to explain what they know
about each picture and how the two items are the same and different.
For each pair of pictures you may want to use two pieces of chart paper with a T-chart. One
chart (“What Do You See?”) can be used to record information about the pictures. The second
chart can be used to record the comparisons of the two pictures (“How are the Pictures the
Same and Different?).
Other pictures to compare: telephones, computers, cars, toys, clothing from various time
periods, stores, homes, architecture, etc.
Materials: Book (If You Lived 100 Years Ago by Ann Mcgovern), Chart paper, Various pictures
for comparison
http://www.old-picture.com/
History:
Schools Past and Present
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osoft.com/
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Read books about schools of the past and discuss how the schools
compare to schools today
– Recommended:
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Visit Caesar Creek Pioneer Village Schoolhouse
–
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Pioneer Life from A to Z by Bobbie Kalman
A One-Room School by Bobbie Kalman
Life on a Pioneer Homestead by Sally Senzell Isaacs
Schools were established very early in the 1800's, as soon as a small community developed. These were subscription schools
financed by local people. Some early teachers were paid sixty cents a day. Early pioneer schools were small in size, with little
furniture, light or comfort.
Materials: Books, Permission slips, Buses (transportation), Parent volunteers
History Websites
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Social Studies for Kids: Timelines – How to Make a Timeline
http://www.socialstudiesforkids.com/subjects/timelines.htm
 Scholastic: Graphic Organizers Venn Diagrams- offers a Venn diagram sample and ways to
use the graphic organizer
http://content.scholastic.com/browse/article.jsp?id=2997
 MP Video production: Grandparents- lists helpful questions to ask grandparents; offers
sample videos and slideshows the company has created
http://www.mpvideoproduction.com/
 Old Pictures- includes a variety of pictures categorized by theme
http://www.old-picture.com/
 Caesar’s Creek Pioneer Village- information regarding field trips and educational
programming
http://www.caesarscreekvillage.org/
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People in Societies
Benchmarks and Indicators
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Objectives:
Benchmarks
A. Identify practices and products of diverse cultures.
B. Identify ways that different cultures within the United States and the world have shaped our
national heritage.
Indicators
1. Describe similarities and differences in the ways different cultures meet common human needs
including: food; clothing; shelter; language; artistic expressions.
3. Describe family and local community customs and traditions.
4. Describe life in other countries with emphasis on daily life, including roles of men, women and
children.
People in Societies
Activities Overview
1) Your Family’s Traditions and Customs
 2) Holidays Around the World
 3) Exploring Cultural Foods
 4) Clothing
 5) Compare and Contrast Two Countries
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People in Societies: Your Family’s
Traditions and Customs
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crosoft.com/
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Discuss what family traditions and customs are and explain that they can
occur on a regular basis and can be a major event like a holiday or a simple
ritual like reading a book before bed.
Tell the students that they are going to be taking a letter home to their
families that explains that they will need to bring in an object or picture that
represents a family tradition to share at school.
Bring in your own item to share, modeling how the students will explain why
this tradition is important to their families and what they enjoy about the
tradition.
Materials: Letter home to Families, Items for sharing
People in Societies: Holidays Around the
World
http://crafts.kaboos
e.com/maracas.htm
l
Read Children Just Like Me: Celebrations! by Anabel Kindersley. Introduce each holiday with a
book and a discussion of how the holiday relates to a holiday the students celebrate.
 Cinco de Mayo- read Cinco de Mayo by Lola M. Schaefer, make styrofoam cup maracas
 Kwanzaa- read Seven Candles for Kwanzaa by Andrea Davis Pinkney, discuss the symbols of
Kwanzaa, create a kinara using red, green, and black construction paper
 Chanukah- read My First Chanukah by Tomie dePaola, make milk carton dreidels
 Chinese New Year- read Chinese New Year by Lola M. Schaefer, make crepe paper dragons
 Materials: Books, Styrofoam cups, Pom-poms, Construction paper, Beans, Scissors, Glue,
Milk cartons, Paint and brushes, Crepe paper
www.officialkwanzaawebsite.org
People in Societies: Exploring
Cultural Foods
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Select several countries from each continent. Send home a country sign-up
list to the families. They will select a dish from this country to prepare with
their child.
Have a cultural potluck, inviting families to attend. Encourage families to
select a dish from their own cultural heritage.
Materials: Sign-up list, Plates, Napkins, Utensils, Cups
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People in Societies: Clothing
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crosoft.com/
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Discuss the different types of clothing we wear, why we wear clothing, and
the various purposes: warmth, ceremonial, uniforms, fashion, protection.
Read Clothing (Around the World Series) by Margaret C. Hall and Clothing
Around the World by Kelly Doudna
Create paper dolls to decorate and provide with clothing from one of the
cultures discussed in the books. The students will present their dolls and
explain the purpose of the clothing they selected for their doll and the culture
from which it came.
Materials: Books, Paper doll cutouts, Various fabric samples, Construction
paper, Glue, Scissors, Additional photos of cultural dress
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
People in Societies: Compare and Contrast
Two Countries
Select two countries from different continents. On a Venn
diagram, make the following comparisons between the
two countries:
– Geographical location on globe, climate, dress, food, shelter,
language, holidays celebrated
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Materials: Venn diagram, globe, books and websites about
each country
People in Societies Websites
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Holidays: Holidays from Around the World http://falcon.jmu.edu/~ramseyil/holidays.htm
– Cinco de Mayo: Holidays Kaboose
http://holidays.kaboose.com/cinco-de-mayo/index.html
– Kwanzaa: Official website http://www.officialkwanzaawebsite.org/index.shtml
– Chanukah: Torah Tots http://www.torahtots.com
– Chinese New Year: Enchanted Learning crafts and activities
http://www.enchantedlearning.com/crafts/chinesenewyear/
 World Recipes: recipes from around the world
http://www.world-recipes.info/
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World Factbook: contains info on all the countries of the world, including maps, pictures of flags, statistics,
and info on each country's history, land, people government and money system.
http://kids.yahoo.com/reference/world-factbook
Geography
Benchmarks and Indicators
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Objectives:
Benchmarks
A. Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes
and other geographic representations.
B. Identify physical and human features of places.
Indicators
2. Construct simple maps and models using symbols to represent familiar places (e.g., classroom, school or
neighborhood).
3. Identify and use symbols to locate places of significance on maps and globes.
4. Locate the local community, state and the United States on maps or globes.
5. Identify and describe the physical features (lake, river, hill, mountain, forest) and human features (town,
city, farm, park, playground, house, traffic signs/signals) of places in the community.
Geography Activities Overview
1) Exploring Maps and Where We Live
 2) Learning About Landforms
 2) Create a Map of the Classroom
 3) Shoe Box Model of Your Room
 4) Playground Treasure Hunt
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Geography: Exploring Maps and
Where We Live
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osoft.com/
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Introduce maps by discussing the purposes for using maps, looking at the
different types of maps, and examining maps found in the classroom.
Using a globe and world map: pass around the globe having each student
locate the United States; look at the landforms; compare the globe and map
Using a U.S. map: have students locate Ohio on the map; name the
neighboring states and locate states students have visited
Using a map of Ohio: have students locate the city that live in; locate
Columbus on the map.
Students will make a map book. Each page will have a different map: World,
United States, Ohio. They will color or place a sticker on the location given:
United States, Ohio, Your City.
Materials: Globe, World map, U.S. map, Ohio map, Map books, Crayons,
Stickers
Geography:
Learning About Landforms
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Students will describe what landforms are and list various landforms. Show
pictures of landforms and have students identify each landform (island,
mountain, lake, river, hill, pond, etc.)
Students will create each landform using blue and green play dough. Have
students label and display their landforms.
Possible resource for students: Geography from A to Z: A Picture Glossary by
Jack Knowlton
Materials: Chart paper, Landform pictures, Blue and green play dough,
Geography from A to Z: A Picture Glossary
Geography: Create a Map of the
Classroom
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Discuss scale as it relates to maps and the purpose map keys serve.
Ask students to create a map of the classroom using a map key and a variety
of symbols. For example, green rectangles may represent the desks and blue
circles may represent the chairs.
Provide students with a large sheet of white construction paper to arrange
and glue their map pieces on. Students must provide a key on their map.
Materials: Construction paper, Scissors, Glue, Markers, Stickers, and any
other decorative items for the maps
Geography: Shoe Box Model of Your
Room
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Students will sketch a map of their bedroom at home.
They will bring their completed maps to class to begin
construction on a 3-D model based on their maps.
A variety of materials can be used by the students to create their
bedroom replicas for display.
Materials: Shoes boxes, Scissors, Glue, Construction paper, Milk
cartons, Cloth scraps, Felt, Cotton balls, Small boxes, Markers,
Paint, Paintbrushes
Geography: Playground Treasure
Hunt
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Students will be given a map of the playground with identifying features
labeled and displayed on the map.
Pair the students and have one partner from each pair hide four plastic gold
coins throughout the playground, marking the locations on their maps with
an “X”.
Their partners must then locate these coins by reading the marked map. Mark
each set of coins with a different colored sticker or other distinguishing mark
so that the students can determine if they retrieved their own set of coins.
Repeat this activity having the pairs switch roles.
Materials: Maps of the playground, Plastic coins, Stickers, Markers
Geography Websites
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National Geographic Map Machine- print a variety of maps of any location in the world
http://plasma.nationalgeographic.com/mapmachine/index.html
 NGA Kids Site - create and color maps; play a game with satellite images
http://www.nga.mil/ngakids/kids/games/index.html
 Maps Tools for Adventure - use maps to find places and solve clues
http://www.mywonderfulworld.org/toolsforadventure/games/family.html
 Landforms of the World: The Place to Find Out Characteristics of World Landforms- provides
descriptions and photos of landforms http://www.geocities.com/monte7dco/index.htm
 Google Earth- this website can serve as a supplemental activity for students to explore their community,
country, and world through satellite mapping images.
http://earth.google.com/

http://community.netscape.com/
Economics
Benchmarks and Indicators
Objectives:
Benchmarks
A. Explain how the scarcity of resources requires people to make choice to satisfy their wants.
B. Distinguish between goods and services and explain how people can be both buyers and sellers of goods
and services.
C. Explain ways that people may obtain goods and services.
Indicators
1. Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices.
2. Describe ways people produce, consume, and exchange goods and services in their community.
3. Explain ways that people may obtain goods and services that they do not produce including the use of
money and barter.
Economics Activities Overview
1) Making Choices
 2) I Have a Job Game
 3) From the Farm to the Store
 4) Unlimited Wants Story
 5) Class Market
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http://www.savvycontent.com/
Economics: Making Choices
http://www.ensi
sjv.com/
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Discuss the following situation with students.
– Your family is moving to a different state. You pack your toys, clothes, books,
toothbrush, and everything else you own in a moving truck. Moving day arrives, and
you find out that it costs too much money to move all of your family’s belongings. Your
parents tell you that you can take only one box. How do you decide what to bring?
How many things do you want to bring? How many things will fit in the box? What will
you do if you cannot bring something important?
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Instruct the students to take home a box, fill it with objects, or
photos/drawings of objects they would choose.
Have the students present their objects and answer the following questions.
– Why did you choose _______?
– What things were hard to leave behind? Why?
– Why did you have to make these choices?
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Materials: Boxes, objects from home
Economics:
I Have a Job Game
http://www.eco
nedlink.org/
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Students will choose a job. The teacher will encourage children to use both
producers of goods or providers of services.
The students will write three clues to their jobs and the answer on index
cards.
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I eat a lot of apples
I have lots of children.
My favorite letter is A.
I am a teacher.
Students will mix up the cards, and take turns reading them and guessing the
jobs.
Materials: Index cards, writing utensils
Economics: From the Farm to the
Store
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Read Farmer Brown Shears His Sheep - A Yarn About Wool by Teri
Sloat. Discuss how sweaters end up in stores, who helps make them,
and who buys them (producers, consumers).
Have students draw a sequence board, showing the process of making
yarn and sweaters.
Materials: Book, cotton balls, construction paper, glue, scissors,
markers, crayons, and various other art supplies
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Economics: Unlimited Wants Story
http://books.goo
gle.com/
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The teacher will read If You Give a Mouse a Cookie by Laura Joffee
Numeroff.
Discuss which things the mouse requested were goods and which
were services.
Explain that the mouse (and people) have unlimited wants.
Interactively write a class unlimited wants story. (If you give a
class a hamster…)
Materials: Book, chart paper, marker
Economics: Class Market
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Students will select a good or service and role-play being the producer of that
good or service in a class market.
Students must decide how to get goods and services they do not produce.
Students will write a journal explaining how they obtained goods and
services, with or without money.
Materials: Replicas or drawings of goods, play money (optional), paper,
writing utensils
http://rics.org/
Economics Websites
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Social Studies for Kids – read kid-friendly informative articles
http://www.socialstudiesforkids.com://
 Economics Education Link – distinguish between goods and services in this interactive site
http://www.econedlink.org
 Gamequarium Junior – practice obtaining goods with money at the farmer’s fruit stand
http://gamequarium.com/junior.html
 Wise Pockets World – learn about money and its use through these fun characters
http://www.umsl.edu/~wpockets/index.html
 H.I.P. Pocket Change (US Mint) – play games and learn about money
http://www.usmint.gov/kids/index.html
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http://www.destination360.com/
Government
Benchmarks and Indicators
Objectives:
Benchmarks
A. Identify elected leaders and authority figures in the home, school, and community, and explain reasons for having
persons in authority.
B. Recognize and explain the importance of symbols and landmarks of the United States
C. Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules.
Indicators
1. Recognize the role of authority figures in providing for the safety and security of individuals.
2. Explain how voting can be used to make group decisions.
3. Recognize symbols of the United States that represent its democracy and values including: The bald eagle, White
House, Statue of Liberty, and national anthem.
4. Recognize the need for rules in different settings and the need for fairness in such rules.
Government Activities Overview
1) Three Little Pigs Vote
 2) Class Animal Symbol
 3) Who’s in Charge?
 4) The Rule Book
 5) Sing and Understand our National
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http://www.savvycontent.com/
Anthem
Government: Three Little Pigs Vote
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Read and discuss The True Story of the Three Little Pigs by Jon
Scieska.
Ask the students which version they believe.
Discuss how they could come to a group decision about which
version the group believes.
Secretly vote.
Discuss results and the purpose of voting.
Materials: Book, ballots, ballot box, writing utensils, I voted
stickers (optional)
http://www.amazon.
com/
Government:
Class Animal Symbol
http://www.amazo
n.com/
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Ask students to create a class animal symbol for the class. What animal
should it be and why? Have students draw their choice and write their
reasoning. Share, focusing on why certain animals would symbolize certain
traits or characteristics.
Read The Bald Eagle (First Facts: American Symbols) by Debbie L. Yanuck
Discuss how the bald eagle represents America. Ask why the students think
that the founding fathers chose it to be their symbol.
Materials: Book, paper, writing utensils
Government: Who’s in Charge?
http://www.theo
nion.com/
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Discuss the following questions as a class.
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Who’s in charge at school? Why?
What would happen if he/she weren’t in charge?
How does he/she help you feel safe?
Would you feel less safe if he/she weren’t in charge? Why or why not?
Is it difficult to be in charge? Why or why not?
Using a graphic organizer, compare and contrast authority figures in
various environments (home, church, sports club, leisure activities, day
care, etc.)
Materials: White board, dry erase markers
Government: The Rule Book
http://www.bike
racing.com/
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Discuss different school settings (classroom, hallways, cafeteria,
playground, library, computer lab, etc.)
Discuss how different behavior is expected in different settings.
Discuss the need and usefulness for rules.
Create a set of rules for each setting. Emphasize the importance of
fairness and safety.
Publish in book form and keep in class.
Materials: Chart paper, markers, rulers, decorative materials
http://www.baldeaglecafe.com/
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Government: Sing and Understand
our National Anthem
Sing the national anthem.
Discuss the first stanza, using a poster or other large
representation. Create personal and developmentally appropriate
understandings of the lyrics.
Repeat daily or weekly until the song is complete.
Materials: A recording of the national anthem, chart paper, or
white board, markers
Government Websites
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White House Kids – take a virtual tour, learn facts and history
http://www.whitehousekids.gov
 America’s Library – browse kid-friendly articles, photos, and facts
http://www.amicaslibrary.gov
 Ben’s Guide to US Government for Kids – find information, photos
http://bensguide.gpo.gov
 National Anthems – listen to the U.S. and other national anthems
http://www.national-anthems.net
 The Democracy Project by PBS Kids – be President for a day, look inside a voting booth, learn how the
government affects kids
http://pbskids.org/democracy/
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Citizenship Rights and Responsibilities
Benchmarks and Indicators
Objectives:
Benchmarks
A. Describe the results of cooperation in groups settings and demonstrate the necessary skills.
B. Demonstrate personal accountability, including making choices and taking responsibility for personal actions.
Indicators
1. Demostrate the importance of fair play, good, sportsmanship, respect for the rights and opinions of others, and the idea
of treating others the way you want to be treated.
3. Demonstrate accountability for actions.
4. Demonstrate pride in personal accomplishments.
5. Demonstrate citizenship traits including: trustworthiness, fairness, self-control, and respect for those in authority.
http://office.microsot.com/
Citizenship Rights and Responsibilities Activities
Overview
1) Citizenship Tree
 2) What Would You Do?
 3) I’m Proud of Myself Night
 4) Stellaluna Follows the Rules
 5) A World Without Trust
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office.microsoft.com
Citizenship Rights and Responsibilities: Citizenship
Tree
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Read and discuss The Berenstain Bears to the Rescue by Stan and
Jan Berenstain.
Brainstorm how students can help people in the community.
Create a class tree on a bulletin board. Each student makes a leaf
with his/her idea printed on it in words or pictures.
Individual students, or the class as a whole, will try to complete as
many of the activities as possible during the school year.
Materials: Book, construction paper, writing utensils, bulletin
board
http://www.aliviasto
ys.com/
Citizenship Rights and
Responsibilities:
What Would You Do?
http://www.mtnho
mesd.org./
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Ask students 1-3 of the following questions. Have them respond with written
language or drawings and oral explanations.
– You find a watch on the playground. What would you do next? Why?
– Everybody is in a hurry. A kid near you trips and falls down. What would you do next? Why?
– Your teacher asks the class to be quiet after somebody said something really funny. What would you do next?
Why?
– You borrowed a pencil from the teacher’s desk and lost it. What would you do next? Why?
– You think somebody is being mean by making fun of a kid on the playground. What would you do next?
Why?
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Materials: Paper, writing utensils
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Citizenship Rights and
Responsibilites: I’m Proud of Myself
Night
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Instruct students to choose one to three assignments they are proud of
completing in different subject areas.
Have students write 1-2 sentences about why they are proud of themselves
for completing each item on sentence strips or paper.
Display the students’ chosen work and their explanations in subject area
centers around the room.
Invite the parents to come in with their children, explore the materials, and
listen to explanations.
Materials: Past student work, sentence strips or paper, writing utensils, parent
volunteers to help set up, flyers to invite parents
Citizenship Rights and Responsibilites: Stellaluna
Follows the Rules
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Read and discuss Stellaluna by Janell Cannon.
Ask the students the following questions:
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Why did Stellaluna act the way she did with the bird family?
How did the rules change when she lived with birds?
Why did she follow the bats’ rules?
Was Stellaluna responsible? Why or why not?
Compare and contrast the rules between the bird and bat family using a Venn
Diagram.
Materials: Book, white board, dry erase markers
http://www.ama
zon.com/
http://office.microsoft.com/
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Citizenship Rights and
Responsibilities: A World Without
Trust
Discuss with students what things/people they trust in the world and who
trusts in them.
Brainstorm scenarios of a world without trust. How would it be different?
What would everyday life be like?
Have students draw pictures of their vision of a world without trust.
Arrange pictures on green and blue construction paper in the shape of the
earth on a bulletin board.
Materials: Green and blue construction paper, bulletin board or wall space,
paper, pencils, chart paper, markers
http://office.microsoft.com/
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Citizenship Rights and
Responsibilities Websites
Good Character – character building opportunities and information for a variety of ages
http://www.goodcharacter.com
Institute for International Sport – watch videos about athletes’ thoughts on sportsmanship in
recognition of National Sportsmanship Day
http://www.internationalsport.com/nsd/index.cfm
Kids Next Door – where kids can learn more about being a good citizen
http://www.hud.gov/kids/
 The Giraffe Heroes Project – learn about heroes that have “stuck their necks out” for others
http://www.giraffe.org
 Mister Rogers Neighborhood by PBS Kids – listen to songs about fairness, responsibility, respect, and
trustworthiness, and download sheet music
http://pbskids.org/rogers/index.html
Social Studies Skills and Methods
Benchmarks and Indicators
Objectives:
Benchmarks
A.
Obtain information from oral, visual, print, and electronic sources.
B.
Predict outcomes based on factual information.
D. Identify a problem and work in groups to solve it.
Indicators
1.
Obtain information about a topic using a variety of oral and visual sources.
2.
Sequence information.
3.
Determine categories for sorting information.
4.
Identify main ideas from oral, visual, and print sources.
6.
Display courtesy and respect for others in group settings including: staying on topic, and focusing attention on
the speaker.
http://customersrock.wordpress.com/
Social Studies Skills and Methods Activities
Overview
1) Class Pet Research
 2) 9-11 Sequence
 3) Sort Ohio Animal Facts
 4) Big Ideas about the Wright Brothers
 5) Family History Week
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destiny-and-we.blogspot.com
Social Studies Skills and Methods: Class Pet
Research
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Introduce the idea of a class pet. Discuss responsibilities and
necessary knowledge.
Brainstorm types of pets that would work well as a classroom pet.
Ask the students how they would find the necessary care
information about each pet? Brainstorm ideas together and record
on chart paper.
Have each student or a group of students choose a pet to research,
using the methods suggested in class.
Materials: Chart paper, markers, a variety of resource materials.
http://www.theonio
n.com/
Social Studies Skills and Methods:
9-11 Sequence
http://www.amazo
n.com./
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Read (teacher will have to condense text) and discuss Attack on America: The
Day the Twin Towers Collapsed by Mary Gow. Emphasize the sequence of
events during discussion.
Distribute copies of illustrations and selected text to small groups.
Instruct children to sequence the events of September 11th.
Children will present their sequence and explain why they chose the order
they did.
Materials: Book, copies of illustrations and selected text
Social Studies Skills:
Sort Ohio Animal Facts
http://www.ohio
gameandfish.com
/
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Distribute Ohio animal fact cards. The cards should include pictures as well
as text. For example, a card about a deer could say “A deer eats only plants,”
and have a picture of a deer eating some plant material.
Read and discuss each card. Brainstorm how this information could be
organized into categories.
Select categories as a class, and have the students sort their cards using a
pocket chart and sentence strips.
Materials: Ohio animal fact cards, pocket chart, sentence strips, markers
Social Studies Skills and Methods: Big Ideas about the
Wright Brothers
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Read and discuss To Fly: The Story of the Wright Brothers by Wendie C. Old.
Discuss the “big ideas” presented in the book.
Have each child write one big idea on an index card. This may be a picture or
text.
Decide which big idea is the main idea and why.
Discuss how details and other big ideas support the main idea.
Create a web, showing the main idea, big ideas, and details from the text.
Materials: Book, white board, dry erase markers, index cards, writing utensils
http://www.capi
talchoices.com/
Social Studies Skills and Methods:
Family History Week
http://
www.un
e.edu.au
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Invite parents to teach a brief lesson about their family’s history. The lesson
should be no more than ten minutes long, and may or may not include an
activity.
Distribute lesson so that there are no more than three in one day.
Prepare the students by discussing what it means to be polite when a speaker
comes.
– Discuss staying on topic (talk only about what the speaker is talking about, ask questions
only about the speaker’s topic)
– Discuss paying attention (What does paying attention look like? Feel like? What should
you do if something distracts you?)
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Materials: Parent handout, adequate space
http://office.microsoft.com/
Social Studies Skills and Methods
Websites
CBeebies by the BBC – listen to songs, games, rhymes, and more that focus on listening skills
http://www.bbc.co.uk/cbeebies/
 Fun School by Kaboose – sequence pictures (no text) in this kid-friendly sequencing game
http://funschool.kaboose.com/
 Tina’s World by Game Goo: Learning that Sticks – follow Tina’s directions to find bugs for her
collection
http://www.cogcon.com/gamegoo/gooeyhome.html
 Kid Cyber – a search engine for primary students
http://www.kidcyber.com.au/
 Primary Resources – sorting activities online
http://www.primaryresources.co.uk/online/sorting.swf
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