Social Studies ELA Standard Concepts, Vocabulary terms, Teaching Material
Standard, goal, etc.
and objective Day 1 K.SS.3.1.1. CCSS-ELA-Literacy. Terms: wants, needs The Bag Im Taking to Observe that RL.K.1 With DLTA- Use this strategy with Grandmas House by all people have prompting and the story The Bag Im Taking Shirley Nietsel. needs and support, ask and to Grandmas House to help wants. answer questions the students understand the about key details in difference between wants and a text. needs. Chart- Create a chart on the board with one side being wants and the other needs and talk about what they needed to take to grandmas house vs. wanted. Daily Assessment: Each student will say one item that the main character brought to grandmas house, and then identify if it is a want or need with 100% accuracy. Day 2 K.SS.3.1.1. CCSS-ELA-Literacy Terms: Sorting Wants vs. Need objects. Observe that SL. K1 Participate DLTA: First, the class will Slips of paper for: all people have in collaborative discuss their daily needs. toothbrush, healthy food, needs and conversations with They will then discuss things water, soda, sleep, money, wants. diverse partners they want. On one side of the books, air, clothing, about kindergarten classroom there will be a blankets, musical topics and texts section labeled wants and on instruments, etc. with peers and the other side of the 6 Childrens magazines adults in small and classroom it will be labeled (One for each table) larger groups. needs. In the middle will be a Scissors place for all the in-between Glue objects. Each person in the 6 Poster boards (One for class will get a picture of a each table) want or need and be asked to go stand on the side of the classroom that the object falls under. Next each table group will get a childrens magazine. Students will cut out pictures of different wants and needs and sort them into piles and glue the pictures onto a poster board, representing wants vs. needs. Assessment: Students will write 3 sentences about the difference between wants and needs. Day 3 K.SS.3.1.1. CCSS.ELA- Terms: Producer, Home Paper, Markers, crayons, Observe that Literacy.W.K.2 Use environment colored pencils. all people have a combination of DLTA: Provide students with needs and drawing, dictating, blank paper and ask them to wants. and writing to draw a picture of themselves compose in their home environment informative/explan that shows how their family atory texts in which meets each of the needs for they name what human survival (sink or bottle they are writing for water, their closet for about and supply clothes, etc.). Students should some information label and circle or highlight about the topic. each need. You might also ask students to identify and label the goods they draw. At the end we will put all the students drawings together and make a class book about the subject. Next students will write 3 sentences about their home life that explain their pictures they have drawn. Daily assessment: Teachers will collect the sentences and see if the students completed their sentences with 100& accuracy. Day 4 K.SS.3.1.1. CCSS.ELA- Terms: Producers, consumer Video clip: Observe that Literacy.SL.K.6 Brainstorm: Remind students https://www.youtube.com/w all people have Speak audibly and that people are both atch?v=MlkoZfzlfxo needs and express thoughts, producers and consumers. Paper and pencil for wants. feelings, and ideas They can make and grow their brainstorming. clearly. own goods or offer services. They can purchase goods and services too. Have students or groups of students brainstorm what goods they can make or grow and what services they can offer. Teacher can show a video clip of consumers and producers to help the childrens understanding. Have students make a blueprint of what they can make and sell. Later in the year, they can have an open- air market where children buy and sell items they have produced. Next children will discuss their ideas in front of the class, and children may provide feedback to ideas to improve students work. Daily Assessment: Children will write their ideas on a piece of paper and turn them in at the end of class. Day 5 K.SS.3.1.1. CCSS.ELA- Terms: Presentation, BINGO Bingo sheets with pictures Observe that LITERACY.SL.K.4 BINGO: The class will all play of a house, pool, food, all people have Describe familiar games of wants vs. needs water, clothes, and cell needs and people, places, bingo. Each child will have a phone, etc. wants. things, and events BINGO sheet. On that sheet Bingo markers (could be and, with there will be pictures of a pretzels, markers we have prompting and house, pool, food, water, in the classroom) support, provide clothes, cell phones, etc. Software game: additional detail. Children will determine the https://www.superteacherto difference between wants and ols.us/jeopardyx/jeopardy- needs. review-game.php? After the game has been gamefile=355150#.WCYP2 played children will go to this 8dh2t8 website and complete a software game: https://www.superteachertools .us/jeopardyx/jeopardy- review-game.php? gamefile=355150#.WCYP28d h2t8 Daily Assessment: Students will write 4 sentences, 2 of them giving an example of a want and the other 2 giving an example of a need. Students will write these sentences with 100% accuracy. Day 6 K.SS.3.1.2. CCSS.ELA- Terms: Natural Resources A list for each child and on Recognize that Literacy SL.K.1.A DLTA: Children will have the that list will be leaves, people have Follow agreed-upon opportunity to go outside and woodchips, grass, limited rules for explore in nature. Children will branches, pinecones, etc. resources. discussions (e.g., be given a list in class, and Video clip: listening to others then they can go out on the https://www.youtube.com/w and taking turns playground and find those atch?v=9PnbKL3wuH4 speaking about the resources. Children will then topics and texts come back into class and under discussion). discuss as a class what we found, and what we can do with each thing. Teacher will monitor the discussion and check for understanding. Next children will write in their journal about what they have found and their ideas about what it can be used for. After the journal writing children will watch a video about natural resources: https://www.youtube.com/wat ch?v=9PnbKL3wuH4 Daily Assessment: Each student will tell the teacher one item that they found and something useful they can use it for. Day 7 K.SS.3.1.2. CCSS.ELA- Terms: Natural Resources Construction paper Recognize that Literacy.SL.K.5 Natural Resources Cont.: Glue people have Add drawings or Children will have the Natural resources from limited other visual opportunity to make a yesterday resources. displays to masterpiece with the descriptions as resources they found on the desired to provide playground the day before. additional detail. Children will be provided with paper and glue and thats it. Children will come to understand that you dont need much to make art. Next students will write 3 sentences about their art, and how it is a natural resource in their journal. After writing in their journal students will discuss their writings about their drawings with their peers at their table group. Daily Assessment: Teacher will walk around the classroom and monitor the childrens discussion and look at their art as well, and make sure their sentences are correct. Day 8 K.SS.3.1.2. CCSS.ELA- Term: Resources The Goat in the Rug, as Recognize that Literacy.W.K.5 Resources: Teacher will read told to Charles L. Blood and people have With guidance and the book The Goat in the Martin Link. limited support from Rug Paper and pencil. resources. adults, respond to As told to Charles L. Blood and Video clip: questions and Martin Link, to the students. https://www.tigweb.org/ima suggestions from After the story the teacher will ges/tiged/docs/activities/26 peers and add explain that Glenmae was a 7.pdf details to producer of rugs. Producers strengthen writing make goods or provide as needed. services. They use many things to make their products. Some of these things are called resources. Name some things Glenmae used to produce her rug. (Mohair from the goat, scissors, yucca plants, buckets, water, comb cards, spindle, large pots, loom, dye) As students answer, list the things on the board. Instruct students to write a personal narrative about something they produce at home. (Examples: make a sandwich, clean room, set table, do homework) Remind them this will be a personal narrative because they are telling the story. Students should remember to mention different types of resources used. Students will then watch a video about natural resources: https://www.tigweb.org/image s/tiged/docs/activities/267.pdf After watching the video, students will summarize what they learned in 2 sentences and write it in their journal. Daily Assessment: Students will share what they wrote in their journal with their peers at their table, teacher will walk around the classroom to monitor that what the students are writing down is correct. Day 9 K.SS.3.1.2. CCSS.ELA- Terms: Limited, scarcity Brown paper bags, Recognize that Literacy.SL.K.6 DLTA: Explain that a parent or Popcorn people have Speak audibly and the principal donated a snack Video clip: limited express thoughts, for the class and that students https://www.youtube.com/w resources. feelings, and ideas will come to the front of the atch?v=ij3m8iqPqU4 clearly. room, row by row, and serve themselves. Call the first row of students up to the front and give them brown lunch bags in which to put their popcorn. Allow them to take as much popcorn as they want, giving them extra lunch bags to hold popcorn if needed. Continue calling tables of students until the grocery bag of popcorn is empty. Student will ask for the popcorn in the other stapled grocery bags. Open the bags and act surprised to find crumpled newspaper. Explain that you thought that all of the grocery bags were filled with popcorn. Apologize to those students who did not receive a snack. Explain that everyone thought there was plenty of popcorn for all. Suggest that, if the first students served had known there was a limited amount, perhaps they might have been careful to leave enough for the rest of the class. Note: Students are likely to be very angry at the seemingly unfair situation; however, it is the purpose of this lesson for them to experience scarcity. Discuss with the class how we could have made it so everyone has a bag of popcorn equally. Have students write down in their journals what they could have done to have everyone have equal bags of popcorn. Have students watch a video about scarcity: https://www.youtube.com/wat ch?v=ij3m8iqPqU4 Daily Assessment: Students will write 3 sentences about what they learned in the activity and video about scarcity. Teacher will check the sentences. Day K.SS.3.1.2. CCSS.ELA- Terms: Venn Diagram Hoola Hoops 10 Recognize that Literacy.SL.K.3 Venn Diagram: First the class Natural Resources objects people have Ask and answer will discuss what we have vs. notbranches, leaves, limited questions in order learned about natural cookies, grass, water, resources. to seek help, get resources. Then there will be blankets, etc. information, or a hoola hoop Venn Diagram Paper and pencil. clarify something set up on the classroom floor. that is not There will be many objects understood. that the children will have to work together to sort into natural resources vs. not natural resources and think if there is anything in-between. Students will write 4 sentences about what a natural resources is vs. non natural resources. Daily Assessment: Children will turn in their sentences to the teacher, the teacher will correct their sentences and hand them back to them. Students will then have the opportunity to fix their mistakes.