Social+Studies

Social Studies Units

__Goods and Services-__ Read the book, __If You Take A Mouse To School__. Separate and chart the mouse's wants into goods and services. Create a story using the same format filling in the blanks with various goods and services.

__Needs and Wants-__ Read __Harry The Dirty Dog__ by Gene Zion.






 * Unit 1: COmmunity Workers**

Document that has a list of books that have mapping themes if you don't have the whole 20 minutes for SS it would be nice to have some of these books on hand to pick up and read at dismissal or if you only have 5 minutes for SS>
 * Unit 2: At Home and School**

[] This link is listed on the JCPS planning document but I think it would take too much time for kids to map out the classroom as a whole or individually but if you can think of another way to use it I would put it on here.

[] another link from JCPS planning document

[] I modified the activity on this link with the following attachment:

I was hoping that I could talk the teachers from Trunnell into pairing up with us to complete the surveys and share with each other about each other's schools and incorporate technology, writing, social studies, & community. Im waiting to hear back from the teachers to see if they would be interested in doing it with us. [] Thank you Mr. Faullker (Students will identify the responsibilities of the workers in the school) Another quick activity if you don't have the whole 20 minutes for SS.

On United Streaming: 13 minute video "Going to School is Your Job" 5:31 minutes of the video "Tour of the School [] As students watch they will think of three different questions they would like to ask employees around the school that they may not have a lot of interaction with. Then over the next few days set up interviews with those workers (Mrs. Deely, Ms. Marshall, Jeanie, Nurse, Bookeeper, Custodian (Mr. John), FRC, Cafeteria workers) Record the answers on chart paper and then create a book for each worker with a picture of them doing their job and why that person is important to our school. I am attaching my plans for this SS unit. I went ahead and looked at the 1st three topics and have tried to get a lot of the learning targets with one class project with a individual student writing project at the end. Participation/Effort would be most of the assessment in this project. Here is the "Map It!" Book on PowerPoint for you to use with those text-dependent questions that we wrote during PD.
 * 210 Science/Social Studies ||
 * Introdce stduents to mapping by watching: http://www.brainpopjr.com/socialstudies/geography/readingmaps/preview.weml Take the quiz. Create an anchor chart for students to use tomorrow to create their own classroom map. (ex: a square represents a desk. A rectangle is the carpet) ||
 * SW use the SB activity "Maps" to learn what a map is and to distiguish btw good and bad maps. Explain that tomorrow we will all be working together to create our own map of our classroom. List the items that would be important to put on our map. ||
 * Using our list of important items and anchor chart of how we will represent items in the classroom students will take turns coming up to draw our classroom on the smarboard. (Assessment: Are students able to use somple ways to measure distance like tile squares or footsteps and do they use location words next to, beside, near) ||
 * Each student will have their own copy of the map we created together on the smartboard and they will label their map and create a key using the anchor charts we have created. ||
 * SW watch United Streaming video "Going to School is your Job" and during the "tour of the school" notice the questions they ask school staff members. Turn and Talk with your partner about who you would want to interview and what you would ask them. ||
 * SW create a list of 3 questions they want to ask school staff and who they would like to interview. Prinicipal, AP, Secretary, Nurse, Bookkepper, Cafeteria Manager, Custodian, FRC. Explain that I am going to set up some interviews and we are going to learn more about the workers in our school by asking them questions. ||
 * Using our list of people we would like to interview we will have interviews made for the next three days. SW ask the same questions to each staff member and we will record the answers on chart paper to be hung in the room. After all three interviews are completed students will pick one person to write about to be made into a class book about that worker. (The hope is that btw all 5 classrooms we could have a book for each worker and then share those books or since our kids move around so much they would see the other posters and learn about the other workers that way. Pictures of each worker will be on their poster. SW interview and record one school worker. ||
 * SW interview their second school worker and record their responses. ||
 * SW interview their 3rd school worker and record the responses. ||
 * SW pick one worker to write why they are important to our school. Students responses will be turned into a classbook. ||
 * Now that students know about the school workers they are going to learn more about the actual school . Read the questions on "YOUR SCHOOL" document. SW be working with a partner to answer the questions. Some questions you will have to research as a class. Do questions 1-3 reseraching #2. ||
 * SW answer questions 4-6 on Your School document with their partner. Researching # 5 as a class. ||
 * Students will walk through the school with the questions in mind and take pictures as they walk through the school. SW answer questions 6-10 with their partners. Reserching question 11. ||
 * Students will complete "Your School" questions 12 and 13 and draw a picture of the school. ||
 * Explain to students that our Twitter 1st grade friends have been doing the same activity and we are going to make a book of our school to send to them and they are going to send us one of their school. Each student will tell me their favorite feature of Klondike. (I will take the pictures for them or have Ms. McFall take them so everyone takes their own photo) Students will write about why this is their favorite thing about Klondike. ||

Election Ideas: Read Aloud Duck for President, Gracie For President, or My Teacher for President.

There's a Map on My Lap [] =**Topic 5: Homes Are A Part of a Community**= [] || [] || BrainPop: Homes and Community Workers (for when need something to fill 5 minutes of time. These are some smartboard activities that you might be able to use with this unit as well.
 * 210 Science/Social Studies ||
 * I can identify Louisville, Kentucky on a map. I can identify landmarks in Kentucky/Lousville. SS-EP-4.3.1 Students will locate and learn more about their city Louisville KY. Using wikipedea images. Students will chart things that are unique special about Louisville KY.
 * I can identify why people make their homes in different areas. (jobs, close to family, features of the city) SS-EP-4.3.1Students will watch "Neighborhoods: Understanding where we Live" on United Streaming. Students will write two reasons why people choose where they live.[[file:Why we Live Here.pub]] ||
 * I can compare and contrast different types of homes and identify why different types of marerials were used to build them. SS-EP-4.3.1 Students will watch Production Workers:And the Goods They Make 17 minutes or just the 2 minute clip on what homes are made of. SW then look at clips of different types of houses from interactive website http://www.educatorskonnect.com/CurriculumPortals/Communities/Houses/Houses.html. Then students will write about what tpye of house they would want to lie in and why.[[file:Types of homes.pub]] ||
 * Community Workers: Students will learn about different community workers in our community and chart A-Z community workers. Students will watch: Service Workers and the Services they Provide.
 * Community Workers: Students will learn about different community workers in our community and chart A-Z community workers. Students will watch: Production Workers and the Products they Provide. Tell students about the project they will be working on over the Thanksgiving Break about one Community worker. (//if you guys want a copy of this activity let me know and I can make you one. Students basically dress a paper doll into a community worker and then write a business card for that worker) [[file:Community-Project-Activity[1].pdf]]// ||

**UNIT 5 Historical Perspective**

 * I can identify Native-American Groups (SS EP 5.2.2)**
 * United Streaming: Native People of the Regions (3 Minutes)**

Lists Native American tribes from each of the five regions of the United States, including the Iroquois, Cherokee, Lakota Sioux, Hopi, and Zuni. [|http://www.history.com/videos/the-buffalo-and-native-americans#the-quaker-pen] How they used the buffalo

[] I don't know if this would be too much...but I was thinking we could each take a different type if Native Americans to teach our students about then they could make //projects/presentations to share with each other's class to compare/contrast the Tribe their class learned about to the tribe that so and so's class learned about.// //I used the books If you lived with the Iroquois and If you lived with the Cherokee for this graphic organizer. Could also be an example of writing to learn.// //This webpage gives facts about a lot of different tribes.// []O'Brien[|American Symbols United Streaming]