Grade Level: k time Frame: Trimester 1 Key Words for Conceptual Understandings: Respect



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Christina School District Social Studies Curriculum


Unit 1: Follow the Rules Grade Level: K Time Frame: Trimester 1
Key Words for Conceptual Understandings:

Respect: To care about people’s feelings

Responsibility: Something that a person should take care of or do

Cooperate: To work together

Rule: tells us what we should do or not do

Leader: A person who helps a group plan what to do

Community: a group of people who live and work together in the same place

Citizen: A person who lives in and belongs to a community


PURPOSE – Students need to understand the concept of respect and cooperation among classmates in the classroom and school environment. Students will apply these skills as they participate in group projects in the classroom and exhibit ways to cooperate and divide responsibility among others working towards a goal. Students will be introduced to the concept that the role of an American citizen requires individuals to have specific responsibilities in their community.


Stage 1: Desired Results

DE Benchmarks Measured by the Formative Assessments

Civics Standard Three K-3a: Students will understand that American citizens have distinct responsibilities, right, and privileges.

Civics Standard Two K-3a: Students will understand that respect for others, their opinions, and their property is a foundation of civil society in the US.


Civics Standard Four K-3a: Students will acquire the skills necessary for participating in a group, including defining an objective, dividing responsibilities, and working cooperatively.

Civics Standard One K-3b: Students will understand that positions of authority, whether elected, appointed, familial, carry responsibilities and should be respected.

Big Idea: CITIZENSHIP (Make sure big idea is visible to all students during the unit.)





Enduring Understandings

Students will understand…

  • Respect for others is a foundation of civil society.

  • Effective citizens are committed to protecting rights for themselves, other citizens, and future generations, by upholding their civic responsibilities and are aware of the potential consequences of inaction.

  • Distinctions between a citizen’s rights, responsibilities, and privileges help to define the requirements and limits of personal freedom.

  • The purpose of authority and the need to respect it.

Essential Questions (Make sure they are visible to all students to reference throughout the unit.)

  • Why do we have rules?

  • Why should I respect others and property?

  • How should people work in groups to get things done?
  • Why is authority (a leader) needed?


Targeted Knowledge & Skill

Students will know…

  • School and classroom rules

  • Actions have consequences

  • Leaders have responsibilities

  • Civics vocabulary: rule, respect, right, responsibility, leader, consequence, cooperation, community


Students will be able to

  • Identify and follow the school and classroom rules

  • Take responsibility for their actions

  • Identify ways they can help at home, at school, and in the community

  • Identify who is a leader and what are his/her responsibilities






Stage 2: Resources & Lessons

Resources & Teaching Tips




  • What resources best enrich or support this unit?

Internet – www.timeforkids.com

Media – Suggested CDs: Dr. Jean CD, Jack Hartman CD


Print – Harcourt Horizons All About Me (Unit 2: Follow The Rules) Teacher Edition/Kit; Time For Kids Readers (set of 6 books for each of the three titles: To the Rescue(easy), Clara Barton and the Red Cross (average), Our Flag (challenging); Kindergarten Social Studies Curriculum Guide

Accommodation/Differentiation Ideas and Tips





  • Use TFK readers during Differentiating Instruction Time or Choice Time (note: teacher support will be needed for the students to be able to understand the concepts being taught; these books are support materials for students’ conceptual understandings not for ELA purposes.

  • Use Choice Time to offer students multiple experiences with the activities.

  • Small group support during Choice Time.

  • Heterogeneous grouping of students according to readiness.

  • Challenge students to work to their ability by scaffolding the questions.

  • Throughout this unit opportunities have been provided for the students to be engaged verbally, visually, and kinesthetically.



LESSON 1 Time Frame: 3 Days



Essential Question(s)

  • Why do we have rules?


DELAWARE STATE STANDARDS

Integrated in the Instructional Strategies

SS: Civics Standard Three K-3a: Students will understand that American citizens have distinct responsibilities, rights, and privileges.
ELA: Standard 1 – Use written and oral English appropriate for various purposes and audiences.
Activating Prior Knowledge/Building Background
  • Present the big idea: Citizenship and introduce the vocabulary word citizen: A person who lives in and belongs to a community: a group of people who live and work together in the same place.


  • Explain to the students what it means to be a good citizen and relate the concept to PBS.

  • Using the vocabulary card, introduce the word rule with the class. A rule is an instruction telling what must or must not be done; it tells us what we should or should not do.

  • Invite students to play the game “Follow the Leader”. Discuss the title of the game by posing the question – what does it mean to do what the leader does?

  • Ask the students to play a similar game, just change the title to “Follow the Rules”. Call out “rules” for students to follow.

  • Encourage the students to make a connection between the two ideas: rules need to followed, just as a leader needs to be followed.



Instructional Strategies


Strategy 1:


  • Introduce the essential question: Why do we have rules (Post the question)? Use pages 16 & 17 in the Big Book to assist with introducing the students to the essential question.

  • Invite the students to name things they should and should not do at school. List their responses.


Formative Assessment/Check For Understanding


    • Activity Book, page 8 Who Needs Rules



Instructional Strategies


Strategy 2:


  • Use a book of your choice to target the purpose of having rules.

  • Recall the definition of a rule using the vocabulary card.
  • Create a classroom rule chart (Tip: rules should be stated in a positive manner and connected to the four simple PBS rules)


  • Have students role play the rules and encourage the students to develop logical consequences that would help the students be safe, play fair, and get along with each other.

  • Revisit the classroom rule chart; discuss and post the positive and negative consequences for following and not following the rules

Formative Assessment/Check For Understanding


  • Teacher Edition, page 82 Performance Assessment and/or Activity Book, page 9 Rule Signs



Instructional Strategies


Strategy 3:


  • Use your school’s PBS program/lessons so students can apply the understanding of why we have rules.

  • Tip: take pictures of students following the rules and post them next to each of the rules.


Formative Assessment/Check For Understanding


  • Name a classroom rule. Why is this rule important?


LESSON 2 Time Frame: 3 Days



Essential Question(s)


  • Why should I respect others and property?


DELAWARE STATE STANDARDS

Integrated in the Instructional Strategies
SS: Civics Standard Two K-3a: Students will understand that respect for others, their opinions, and their property is a foundation of civil society in the US.
ELA: Standard 1 – Use written and oral English appropriate for various purposes and audiences.

ELA: Standard 4 – Students will be able to use literary knowledge accessed through print and visual media to connect self to society and culture.

Activating Prior Knowledge/Building Background


  • Discuss with the students what it means to show respect. Suggestion: use Teacher Edition page 93 Integrate Music on right-hand side of the page or play a song, such as Jack Hartmann’s RESPECT.



Instructional Strategies


Strategy 1:

  • Introduce the essential question: Why should I respect others and property?

  • Using the vocabulary card, discuss what the word respect means: to care about people’s feelings

  • Explain that good citizens show responsibility – take care of themselves and help take care of others in the community using Big Book page 20 – 21.

  • Invite students to suggest ways that they share, take turns, and cooperate or work together. List suggestions on a class chart.

Formative Assessment/Check For Understanding


  • Give class three to four respectful and non-respectful scenarios and have them respond with thumbs up and thumbs down.



Instructional Strategies


Strategy 2:


  • Recall what the word respect means, and review the students responses using the class list.

  • Read and discuss David Goes To School (Social Studies Guide/Community of Learners)


Formative Assessment/Check For Understanding

  • Activity Book page 10 What Happened – make a transparency copy and place on overhead; point to each picture and have the students tell whether the action is respectful or not respectful.


  • Individual assessment: shrink pictures, cut them apart and place in a baggie or envelope for each student. Give each student a T-Chart: labeled Respectful, Not Respectful. Students will sort and paste pictures in appropriate column.



Instructional Strategies


Strategy 3:


  • Recall what the word respect means.

  • Teacher Edition, page 79 Extension Activities for Home and School; No Rules School by Kathryn Corbett - read poem and have students act it out using puppets to show what would happen if someone does show respect to others or property.


Formative Assessment/Check For Understanding


  • Students will work in cooperative groups create a class book. Each student will illustrate their own page on how to be respectful to others and/or property.



LESSON 3 Time Frame: 2 – 3 Days



Essential Question(s)


  • How should people work in groups to get things done?



DELAWARE STATE STANDARDS


Integrated in the Instructional Strategies

SS: Civics Standard Four K-3a: Students will acquire the skills necessary for participating in a group, including defining an objective, dividing responsibilities, and working cooperatively.
ELA: Standard 1 – Use written and oral English appropriate for various purposes and audiences.

ELA: Standard 2 – Students will construct, examine, and extend the meaning of literacy informative and technical texts through listening, reading, and viewing.


Activating Prior Knowledge/Building Background


  • Pose the question “Have you ever needed help from someone else in order to do something?” Discuss student responses.



Instructional Strategies


Strategy 1:


  • Introduce the essential question: How should people work in groups to get things done?

  • Using the vocabulary card, discuss what the word cooperate means: to work together using the vocabulary card.

  • Big Book page 18.

  • Sing “The more we get together” from Jack Hartmann or other source. The words are in the Teacher Edition, page 84 under Motivate.


Formative Assessment/Check For Understanding


  • Teacher Edition, page 96 School Helpers, Helping Hands activity.



Instructional Strategies


Strategy 2:


  • Read and discuss the examples of working cooperatively in the story Swimmy (Social Studies Guide/Community of Learners).

  • Pose the question “Is it easier to work alone or with others?” And discuss students’ responses. Help them realize that when friends work together, the work is easier and is done faster.

  • The students will work in pairs to cut out pictures that show people sharing, taking turns, or helping each other from a variety of sources (magazines, newspaper).

  • The students will attach their pictures and share why they chose them and how working together is better than alone.


Formative Assessment/Check For Understanding

  • Teacher observation and class mural.




Instructional Strategies


Strategy 3:


  • Recall the definition of cooperation and how it applied to the book Swimmy.

  • Invite students to work together to plan an activity (i.e. party, community project, family event, field trip, etc.).

  • Have the students brainstorm ideas for the activity.

  • Then help them to consider how to divide the tasks so that everyone can help.

  • Help students record who should do each job.

  • Suggestion: Allow students to follow through on their planned event.



Formative Assessment/Check For Understanding


  • Use TE pages 64 & 65, Unit 2 Test items 1, 5 & 6 only to assess the essential question for this lesson. (Suggestion: copy and paste the items to create a new version of the test).


LESSON 4 Time Frame: 3 Days




Essential Question(s)


  • Why is authority (a leader) needed?


DELAWARE STATE STANDARDS

Integrated in the Instructional Strategies
SS: Civics Standard One K-3b: Students will understand that positions of authority, whether elected, appointed, familial, carry responsibilities and should be respected.
ELA: Standard 1 – Use written and oral English appropriate for various purposes and audiences.

ELA: Standard 2 – Students will construct, examine, and extend the meaning of literacy informative and technical texts through listening, reading, and viewing.


Instructional Strategies


Strategy 1:


  • Introduce the essential question: Why is authority (a leader) needed (Post the question)? Use page 19 in the Big Book to assist with introducing the students to the essential question.

  • Using the vocabulary cards, discuss the meaning of the word leader: a person who helps a group plan what to do and how they help out in the community: a group of people who live and work together in the same place.

  • Using a web graphic organizer with “Who is a leader?” in the center (TE page 88), encourage the students to list as many different leaders. Record responses on the web.

  • Extend the web layer to include who they lead.



Formative Assessment/Check For Understanding





  • Activity Book, page 11 Find Leaders.


Instructional Strategies


Strategy 2:


  • Read aloud a book about leadership (Book suggestion: Follow the Leader, by Erica Silverman).

  • Discuss how leaders are people in the community who help and guide other people.

  • Invite various leaders into the classroom (i.e. Principal, Teacher, Nurse, Cafeteria Manager, Custodian, and Secretary). Have the leaders explain their role and ask the students a question regarding their role (i.e. the principal explains their role and then asks, “What would happen if I allowed all of the students run up and down the hallways each day?”). The students will give the appropriate responses.

  • Revisit web to add new leaders and their responsibilities.



Formative Assessment/Check For Understanding


  • Orally Assess: Which leader would you like to be and why?


Instructional Strategies


Strategy 3:


  • Play the game “Simon Says”.

  • Ask students how they know what moves they have to make? Help them recognize that they should follow the teacher or leader.

  • Remind them that rules help us play fair, get along, and stay safe.

  • Revisit web for additional information.


Formative Assessment/Check For Understanding


  • Teacher Edition, page 90 Performance Assessment.



End of Unit Application Assessment/Check For Understanding


  • Have students complete the End of Unit Application Assessment.




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