Original Units
“Culture”
Third Grade Social Studies Unit
Teacher: Talisha Layne
I. Rationale
This Third Grade Social Studies unit will allow students to understand the diverse cultures that make up the United States. The unit will focus on cultural celebrations separating the category into religious or cultural holidays. Map skills will be reviewed as students use maps to apply knowledge to cultural understandings.
II. Source
The sources and materials used for instruction are the Tennessee State standards, the school provided social studies book, Houghton Mifflin’s Social Studies Tennessee, school approved informational books, appropriate fictional books, and music.
III. Duration
This unit will last for one week. (Five, 30-45 minute lessons.)
IV. Goals and Related Instructional Objectives (SPIs)
3.1.01a Recognize that changes in culture occur through the spread of people, languages, ideas, and goods.
3.1.01b Compare cultural differences in various regions of the United States and the world.
3.1.tpi.8 Describe customs, celebrations, and traditions of racial, ethnic, and religious groups in Tennessee and around the world.
3.1.spi.1 Recognize some of the major components of a culture.
3.1.spi.2 Determine similarities and differences in the ways different cultural groups address basic human needs by interpreting pictures.
3.3.01c Locate places on a map using cardinal and intermediate direction.
3.3.03c Define the characteristics that comprise a region.
3.3.spi.2 Recognize a map key.
3.3.spi6 Utilize skills to locate a place using cardinal directions and symbols given an appropriate map with a key.
V. Lesson Plans and Descriptions (in sequence)
This unit will last one week. Throughout the entire week, the children will learn about the diversity within the United States. Students will learn about different regions of the United States with a focus on the regions in Tennessee. Students will learn the characteristics of a culture. They will compare and contrast how cultures are alike and different. The following includes each day’s goal:
1. Monday – Review Map Skills
Students will review basic maps skills. Using a map projected on the overhead projector, the students will review the cardinal directions and parts of a map. The students will learn what each part of the map is used for and why it is important in analyzing the data featured on the map. The parts of the maps to be reviewed are map title, map key, and compass rose.
2. Tuesday – “What is a Region?
The students will learn about regions. The students will learn what a region is and discover different types of regions. The regions of Tennessee will be the main focus for the day. During this time, students will be introduced to the word culture. Today, they will learn what culture is and the characteristics of a cultural region.
3. Wednesday – “Looking at Culture”
This lesson will discuss different ways of life. Students will learn some of the things they do are different and are done in different ways in other cultures. The students will learn all cultures have wants and needs. The needs are the same while the wants will vary. Students will be introduced to the concepts of ethnic groups and needs versus wants.
4. Thursday – “Cultural Celebrations”
The children will learn about different cultural holidays. The students will learn that holidays are either religious or cultural. During this lesson, students will learn the characteristics of a cultural holiday versus a religious holiday. Students will learn about Kwanzaa, Cinco de Mayo, Rosh Ha-Shanan, Christmas, and Ramadan.
5. Friday – “Our Cultural Celebration” and Test Review
This is the final lesson for this unit. Today will be used for review for the test. Students will be divided into 2 teams where they will participate in a game-like test review. The test review will be made up of teacher created questions where students must answer. The teacher will ask the question and using a fly swat, the student must swat the correct answer. The student who swats the correct answer receives a point. Following the review, students will review key concepts of the unit once more before the celebration occurs. The celebration will consist of students listening to various cultural music pieces and tasting various cultural foods.
VI. Materials and Media
· Class social studies textbook
· Chosen informational books
· Chosen fictional books
· Music
· Cultural foods
· Pictures
· Map overhead transparency
VII. Evaluation Plan
Formative Assessments:
The teacher will observe the students during the whole group activities and discussions. The teacher will use questions to make sure students are comprehending the day’s lesson.
Summative Assessment:
The students will be given a unit test on Monday that will be assessed for accuracy.
VIII. Adaptations
The teacher will walk around monitoring students as they work. She will guide the students with questions as they work to check for comprehension. During the writing sections, students will be provided with personal word walls to attach in their writer’s notebook to assist with spelling. Some students will be given more choices to create a more well-rounded entry.
VIIII. Writing/Work Stations
Monday-
Writing-1.Write about a time you were lost and how a map would have helped. 2. Write about map experiences (using a map at amusement park, bike trails, in class etc…)
Seatwork: Create a map of the classroom or your bedroom. If students can’t think of one, let them complete create your own map worksheet.
Tuesday-
Writing-Write about a region you have visited such as Smokey Mountains, Chickamauga Lake, Daytona Beach in Florida. Tell me about the land, animals, and what makes it a region. Compare and contrast different region from your home.
Wednesday-
Writing- Tell me the difference between needs and wants. Tell me about some of your wants.
Seatwork: Cut out pictures from magazines and classify items as NEEDS or WANTS.
Thursday-
Writing- Write about your favorite holiday. Tell me about one of your personal experiences.
Computer: Watch clips about Kwanzaa and Cinco de Mayo.
Friday: Write about a favorite tradition that you do with your family.
Seatwork: Play review board game with group.
Third Grade Social Studies Unit
Teacher: Talisha Layne
I. Rationale
This Third Grade Social Studies unit will allow students to understand the diverse cultures that make up the United States. The unit will focus on cultural celebrations separating the category into religious or cultural holidays. Map skills will be reviewed as students use maps to apply knowledge to cultural understandings.
II. Source
The sources and materials used for instruction are the Tennessee State standards, the school provided social studies book, Houghton Mifflin’s Social Studies Tennessee, school approved informational books, appropriate fictional books, and music.
III. Duration
This unit will last for one week. (Five, 30-45 minute lessons.)
IV. Goals and Related Instructional Objectives (SPIs)
3.1.01a Recognize that changes in culture occur through the spread of people, languages, ideas, and goods.
3.1.01b Compare cultural differences in various regions of the United States and the world.
3.1.tpi.8 Describe customs, celebrations, and traditions of racial, ethnic, and religious groups in Tennessee and around the world.
3.1.spi.1 Recognize some of the major components of a culture.
3.1.spi.2 Determine similarities and differences in the ways different cultural groups address basic human needs by interpreting pictures.
3.3.01c Locate places on a map using cardinal and intermediate direction.
3.3.03c Define the characteristics that comprise a region.
3.3.spi.2 Recognize a map key.
3.3.spi6 Utilize skills to locate a place using cardinal directions and symbols given an appropriate map with a key.
V. Lesson Plans and Descriptions (in sequence)
This unit will last one week. Throughout the entire week, the children will learn about the diversity within the United States. Students will learn about different regions of the United States with a focus on the regions in Tennessee. Students will learn the characteristics of a culture. They will compare and contrast how cultures are alike and different. The following includes each day’s goal:
1. Monday – Review Map Skills
Students will review basic maps skills. Using a map projected on the overhead projector, the students will review the cardinal directions and parts of a map. The students will learn what each part of the map is used for and why it is important in analyzing the data featured on the map. The parts of the maps to be reviewed are map title, map key, and compass rose.
2. Tuesday – “What is a Region?
The students will learn about regions. The students will learn what a region is and discover different types of regions. The regions of Tennessee will be the main focus for the day. During this time, students will be introduced to the word culture. Today, they will learn what culture is and the characteristics of a cultural region.
3. Wednesday – “Looking at Culture”
This lesson will discuss different ways of life. Students will learn some of the things they do are different and are done in different ways in other cultures. The students will learn all cultures have wants and needs. The needs are the same while the wants will vary. Students will be introduced to the concepts of ethnic groups and needs versus wants.
4. Thursday – “Cultural Celebrations”
The children will learn about different cultural holidays. The students will learn that holidays are either religious or cultural. During this lesson, students will learn the characteristics of a cultural holiday versus a religious holiday. Students will learn about Kwanzaa, Cinco de Mayo, Rosh Ha-Shanan, Christmas, and Ramadan.
5. Friday – “Our Cultural Celebration” and Test Review
This is the final lesson for this unit. Today will be used for review for the test. Students will be divided into 2 teams where they will participate in a game-like test review. The test review will be made up of teacher created questions where students must answer. The teacher will ask the question and using a fly swat, the student must swat the correct answer. The student who swats the correct answer receives a point. Following the review, students will review key concepts of the unit once more before the celebration occurs. The celebration will consist of students listening to various cultural music pieces and tasting various cultural foods.
VI. Materials and Media
· Class social studies textbook
· Chosen informational books
· Chosen fictional books
· Music
· Cultural foods
· Pictures
· Map overhead transparency
VII. Evaluation Plan
Formative Assessments:
The teacher will observe the students during the whole group activities and discussions. The teacher will use questions to make sure students are comprehending the day’s lesson.
Summative Assessment:
The students will be given a unit test on Monday that will be assessed for accuracy.
VIII. Adaptations
The teacher will walk around monitoring students as they work. She will guide the students with questions as they work to check for comprehension. During the writing sections, students will be provided with personal word walls to attach in their writer’s notebook to assist with spelling. Some students will be given more choices to create a more well-rounded entry.
VIIII. Writing/Work Stations
Monday-
Writing-1.Write about a time you were lost and how a map would have helped. 2. Write about map experiences (using a map at amusement park, bike trails, in class etc…)
Seatwork: Create a map of the classroom or your bedroom. If students can’t think of one, let them complete create your own map worksheet.
Tuesday-
Writing-Write about a region you have visited such as Smokey Mountains, Chickamauga Lake, Daytona Beach in Florida. Tell me about the land, animals, and what makes it a region. Compare and contrast different region from your home.
Wednesday-
Writing- Tell me the difference between needs and wants. Tell me about some of your wants.
Seatwork: Cut out pictures from magazines and classify items as NEEDS or WANTS.
Thursday-
Writing- Write about your favorite holiday. Tell me about one of your personal experiences.
Computer: Watch clips about Kwanzaa and Cinco de Mayo.
Friday: Write about a favorite tradition that you do with your family.
Seatwork: Play review board game with group.
Kindergarten Original Unit
“Community Helpers”
Kindergarten Social Studies Unit
Teacher: Talisha Layne
I. Rationale
This Kindergarten Social Studies unit will allow students to understand the various jobs found within a community. The unit will introduce community helpers and their responsibilities to the students. The unit will be embedded within literacy lessons.
II. Source
The sources and materials used for instruction are the Common Core Standards, school approved informational books, appropriate fictional books, and music.
III. Duration
This unit will last for one week. (Five, 30 minute lessons.)
IV. Goals and Related Instructional Objectives (SPIs) from the Common Core Standards
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RL.K.4: Ask and answer questions about unknown words in a text.
RL.K.9: With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
RL.K.2: With prompting and support, identify the main topic and retell key details of a text.
W.K.2: Uses a combination of drawing, dictating, and writing to compose informative/explanatory
Texts in which they name what they are writing about and supply some information about the topic.
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.K.1(d): Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
V. Lesson Plans and Descriptions (in sequence)
This unit will last one week. Throughout the entire week, the children will learn about the various jobs within a community. Students will learn about the various jobs and responsibilities of the community helper. Students will work on literacy skills during the unit. The following outlines each day’s goal:
1. Monday – ABC of Jobs
Students will listen to the informational text learning about various community helpers. After the reading, students will match the correct community helper picture to letter and word on the teacher created Velcro board.
2. Tuesday – Check It Out: The Book About Libraries
Students will listen to the informational text about libraries. Following the reading, the students and teacher will create a chart organizing thoughts about the book into the following categories of who, what, where, when, and why.
3. Wednesday – The Post Office Book
Students will listen to the informational text about the post office and how mail moves. Following the reading, students will sequence the story by recalling the facts/steps of how mail moves.
4. Thursday – ABC’s of Jobs
The students will listen to the remaining parts of the informational text. After the reading, the students will answer questions about each community helper by completing the teacher created Velcro board. The students will match pictures to words to answer the questions.
5. Friday – A Very Busy Firefighter
The students will listen to the informational text on firefighters. After the reading, the students and teacher will compose a chart to organize ideas about the responsibilities of a firefighter based on the text.
VI. Materials and Media
Formative Assessments:
The teacher will observe the students during the whole group activities and discussions. The teacher will use questions to make sure students are comprehending the day’s lesson.
Summative Assessment:
The students will be complete an ABC book of community helpers that will assessed for completion and accuracy.
VIII. Adaptations
The teacher will walk around monitoring students as they work. She will guide the students with questions as they work to check for comprehension. During work stations, the teacher will work one-on-one with students to ensure letter and sound recognition. She will assist, when needed.
Kindergarten Social Studies Unit
Teacher: Talisha Layne
I. Rationale
This Kindergarten Social Studies unit will allow students to understand the various jobs found within a community. The unit will introduce community helpers and their responsibilities to the students. The unit will be embedded within literacy lessons.
II. Source
The sources and materials used for instruction are the Common Core Standards, school approved informational books, appropriate fictional books, and music.
III. Duration
This unit will last for one week. (Five, 30 minute lessons.)
IV. Goals and Related Instructional Objectives (SPIs) from the Common Core Standards
RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
RL.K.4: Ask and answer questions about unknown words in a text.
RL.K.9: With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
RL.K.2: With prompting and support, identify the main topic and retell key details of a text.
W.K.2: Uses a combination of drawing, dictating, and writing to compose informative/explanatory
Texts in which they name what they are writing about and supply some information about the topic.
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.K.1(d): Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
V. Lesson Plans and Descriptions (in sequence)
This unit will last one week. Throughout the entire week, the children will learn about the various jobs within a community. Students will learn about the various jobs and responsibilities of the community helper. Students will work on literacy skills during the unit. The following outlines each day’s goal:
1. Monday – ABC of Jobs
Students will listen to the informational text learning about various community helpers. After the reading, students will match the correct community helper picture to letter and word on the teacher created Velcro board.
2. Tuesday – Check It Out: The Book About Libraries
Students will listen to the informational text about libraries. Following the reading, the students and teacher will create a chart organizing thoughts about the book into the following categories of who, what, where, when, and why.
3. Wednesday – The Post Office Book
Students will listen to the informational text about the post office and how mail moves. Following the reading, students will sequence the story by recalling the facts/steps of how mail moves.
4. Thursday – ABC’s of Jobs
The students will listen to the remaining parts of the informational text. After the reading, the students will answer questions about each community helper by completing the teacher created Velcro board. The students will match pictures to words to answer the questions.
5. Friday – A Very Busy Firefighter
The students will listen to the informational text on firefighters. After the reading, the students and teacher will compose a chart to organize ideas about the responsibilities of a firefighter based on the text.
VI. Materials and Media
- Chosen informational books
- Chosen fictional books
- Music
- Pictures of community helpers
- Letter Cards A-Z
- Community helper words
- Teacher created Velcro board
Formative Assessments:
The teacher will observe the students during the whole group activities and discussions. The teacher will use questions to make sure students are comprehending the day’s lesson.
Summative Assessment:
The students will be complete an ABC book of community helpers that will assessed for completion and accuracy.
VIII. Adaptations
The teacher will walk around monitoring students as they work. She will guide the students with questions as they work to check for comprehension. During work stations, the teacher will work one-on-one with students to ensure letter and sound recognition. She will assist, when needed.