Katie Brown Grade 3 Commitments: 1) Integrate ESL supports into all lessons 2) Allow students to show their understanding through varied assessments 3) Investigating how your community fits into the global community 4) Integrating cross- curricular content and connections Month Content State and NCSS Standards Social Studies Processes Core Democrat ic Values and Cultural Universa ls ESL Supports Cross- Curricul ar Integrat ion Sample Activities August Unit 1: Where are We? Unit 2: Regions of the United States State Standards : 3.3.1 3.3.2 3.3.3 3.3.4 3.3.5 3.3.6 3.3.7 NCSS Standards Unit 1 Investiga te relations hips among people, places, and environme nts in CDV: Patrioti sm Truth Cultural Universa ls: Environm Backgrou nd Knowledg e Purposef ul Group Work Visual Represen tations Art Music Drama Movement Writing Unit 1 Begin by reading aloud Wow City. During the read aloud, give students the option to write down either descriptive words or illustrations about the city Izzy is in. As a class, create a word web about the city
Transcript
Katie BrownGrade 3Commitments:1) Integrate ESL supports into all lessons2) Allow students to show their understanding through varied assessments3) Investigating how your community fits into the global community4) Integrating cross- curricular content and connections
Month Content State and NCSS Standards
Social Studies Processes
Core Democratic Values and Cultural Universals
ESL Supports
Cross-Curricular Integration
Sample Activities
August Unit 1:Where are We?Unit 2:Regions of the United States
State Standards: 3.3.13.3.23.3.33.3.43.3.53.3.63.3.7
NCSS Standards:
3: People, Places, and Environments4: Individual Development and Identity
Unit 1
Investigate relationships among people, places, and environments in the school, community, state, region, and world through the use of atlases, data bases, charts, graphs, maps, and geospatial technologies
CDV:
Patriotism
Truth
Cultural Universals:
Environment
Background Knowledge
Purposeful Group Work
Visual Representations
Art
Music
Drama
Movement
Writing
Unit 1
Begin by reading aloud Wow City. During the read aloud, give students the option to write down either descriptive words or illustrations about the city Izzy is in.
As a class, create a word web about the city that Izzy sees in the book.
Then, create a large visual word web that describes Indiana and the city that the students live in. Show students Google Images of their city so they are able to see real satellite photos.
Have the students create their own “Wow, City” of their own city.
Creating illustrations and composing answers to geographic questions about people, places, and environments
Unit 2
Ask and find answers to geographic questions related to the school, community, state, and world
Constructing a map depicting the school, community, state, or region that demonstrates
They should create a picture book that includes illustrations and descriptions of their own journey through their city.
Unit 2
Background Knowledge: Introduce the Midwest. Explain this is the region we live in and important facts about the Midwest.
In groups of four, show students a map and ask them to point out major features that they already know about the Midwest.
Once this has been done, allow students to come up by group to the board and fill in the blank map of the Midwest to the best of their ability.
Allow students to research the remaining blanks on their iPads in order to complete the map of the Midwest.
Once the map is completed, have students come up with an interpretive presentation of the map in their groups. This can be a song, dance, poem, drawing, or more
an understanding of relative location, direction, boundaries, and significant physical features.
Presenting an artistic report that corresponds to a picture that shows land use locally or in other parts of the world
3: People, Places, and Environments4: Individual Development And Identity5:Individuals, Groups, And Institutions
collage of work roles in the community
Unit 4
Show how groups and institutions work to meet individual needs, and promote or fail to promote the common good
Writing paragraphs that describe relationships between individuals, groups, and institutions
Language
Environment
Recreation
Beliefs
Language Choice
information about the institutions, language, environment, recreation, and beliefs of each community. A sentence frame will be given to students to record this information.
Students will rotate to view each group’s work. Before they rotate, they will have to solve a math problem related to the current math content
Unit 4
Read Maybe Something Beautiful. Students will individually brainstorm ideas of issues within their school and/or community.
Students will share their individual ideas and the class will vote on one issue to work together on to solve.
The students will work on their service project together throughout the month and compile their results on a poster that includes photographs, data charts and graph, and illustrations. The poster will be displayed in the school.
Students will write a paragraph reflection on “This project is
important to me because…”. ESL students will have the opportunity to write in whatever language is best for them to express their ideas.
October Unit 5:History of CommunitiesUnit 6:History of Our Community
State Standards:3.1.13.1.23.1.33.1.43.1.53.1.63.1.7
Unit 5:Use historical methods of inquiry and literacy skills to research and present findings
CDV:
Truth
Diversity
Cultural Universals:
Introduction to Background knowledge on topic
Choice of Writing or Visual
Writing
Art
Reading
Movement
Unit 5:
Have students read Page 228 “Who owns the land?” After they read, they will have the option to do a free-write or complete a Flow Chart about who should own land and why.
2: Time, Continuity, and Change4: Individual Development and Identity5: Individuals, Groups, and Institutions
Using artifacts in discussions and reports to offer explanations about life in the past
Drawing illustrations to show their interpretation of multiple accounts of the same event and offering ideas about why the accounts differ
Unit 6:
Use a variety of sources to learn about the past
Writing Stories and descriptions
Economy
Institutions
Arts
Language
Environment
Recreation
Beliefs
Purposeful Group Work
Choral Reading
Next, students will analyze the primary sources on page 229, as well as other primary and secondary sources regarding Native Americans and their treatment during discovery of the New Land.
Students will create a Venn Diagram about this topic. One side will be “What I thought before” and the other side will be “What I know now” after analyzing the primary and secondary sources.
Finally, students will work in groups to create a poster illustrating these differences. The students will draw interpretations of their “What I thought before” and “What I know now” regarding Native American treatment during discovery of the New Land.
Unit 6:
Students will choral read the poem on page 200 to gain background information on the types of inquiries they are going to do.
Students will receive artifacts
about life in the past
reflecting the different cultures that contribute to their community and state history. Students will work in pairs to create a “Day in the life…” of one of the cultures that contributed to the founding of their state/community.
Students will be given an explicit rubric that they will use to develop their “Day in the life…” project. The teacher will grade the projects using this rubric.
The final product can include writing, dance, role-play, illustrations, and more.
November Unit 7:Exploring Communities around the worldUnit 8:Comparing Communities:How is our community similar and different from other communities?
State Standards:3.1.13.1.23.1.33.1.73.1.93.3.123.3.13
NCSS Standards:
1: Culture4: Individual Development and Identity5: Individuals, Groups, And Institutions9: Global Connections
Unit 7
Ask and find answers to questions about individual, group, and institutional influences
Studying important people in the community and nation,(and in other parts of the world) at the present time or in the past, to list qualities that make the special
Unit 8
CDV:
Truth
Diversity
Cultural Universals:
Economy
Institutions
Arts
Language
Environment
Recreation
Beliefs
Choice to use Visuals
Purposeful Group Work
Discussion
Art
Writing
Unit 7
Students will choose another community around the world and become an “expert” on that community.
They will have the option to create a brochure, poster, write an essay, or create a PowerPoint about the economy, institutions, language, environment, recreation, and beliefs of their chosen community.
Students will do a jigsaw activity where they will show their classmates their chosen country and discuss the qualities and people that make it special and unique
Unit 8
Read Aloud Malala’s Magic Pencil. After the read aloud, have students discuss what they noticed about Malala that is different from their own community.
Retelling a story about a child in another part of the world that relates how the child is like them and different from them.
Presenting a compare and contrast chart demonstrating the similarities and differences between two or more cultural groups in given categories (such as good, shelter, language, religion, arts, or beliefs)
Students will complete a Venn Diagram comparing Malala and her community to themselves and their community. (They will be reminded to analyze cultural universals in their comparisons)
Students will compose a journal entry where they will describe what they would do if they had their own Magic Pencil. ESL can write in the language that best helps them convey their ideas.
Connectedness:How are People, Places, and Environments ConnectedPart one: Local EmphasisPart two: Global emphasis
3.1.93.2.73.3.93.3.12
NCSS Standards:
1: Culture4: Individual Development and Identity5: Individuals, Groups, And Institutions9: Global Connections
Describe examples in which language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding
Participating in a regular exchange of information between their class and a class in another nation about cultural practices, events, and materials
Truth
Diversity
Individual Rights
Cultural Universals:
Economy
Institutions
Arts
Language
Environment
Recreation
Beliefs
Work
Written language choice
Science
Math
Writing
Lesson one:
Students in the school work together to help make the school greener. Each class will choose one project that they will commit to for the rest of the year. This project will show how individuals working together can make a positive change.
Students will create slogans, symbols, track data, and communicate and write to other classes throughout the project.
Students will be paired in groups and will share their project results with other classrooms in the school.
Lesson two:
Students will begin a correspondence with a class in another nation. Students will have the opportunity to suggest classes around the world that they may have a connection with, if they desire. (Important to not single out ESL students or make them speak on their cultures behalf- this should be their choice)
Throughout their correspondence, students will Skype and email to discuss their classroom and how it compares to the other classroom around the world.
Students will reflect in a journal regarding their comparisons with the other classroom after every correspondence.
The reflection can be in a language that allows the students to show their understanding.
4: Individual Development and Identity7: Production, Distribution, and Consumption
Ask and find answers to questions about the production, distribution, and consumption of goods and services in the school and community
Inventing a new product and organizing a classroom or individual business that markets that product to classmates or the community
Unit 11
Evaluate how they can express their
Equality
Cultural Universals:
Economy
Institutions
option
Visuals
Presentation flexibility
Purposeful Grouping
Art
Science
Math
Read Aloud Ox-Cart Man.Have students write down or draw goods and services that they noticed in the book.
With the whole class, students will add different good and services that they noticed to a T-chart categorizing goods and services.
Students will complete an interactive quiz where they drag objects to either the goods or services side.
Unit 11
Students will get to choose either a good or a service that they want to provide to their classroom community.
Students will brainstorm ideas in groups of two or three. Once they have agreed on their good or service to help the community, they will follow the engineering design process (link in other resources).
Students will present their findings to the class in the form of an oral presentation, poster, role-play, or more. Students will have the option
own identity and work productively with others
Inventing a new product and organizing a classroom or individual business that markets that product to classmates or the community
4: Individual Development and Identity7: Production, Distribution, And Consumption
and community
Developing a visual that illustrates strategies for distributing scarce resources in the classroom, school, or community
Unit 13
Analyze the difference between wants and needs
Evaluate how the decisions that people make are influenced by the trade-offs of different options
Economy
InstitutionsVisuals
Students will develop a decision-making grid together with possible choices down one side of the grid and the criteria used to judge those choices down the other side.
On their own, students will decide the option that they think is best. They will be given sentence frames to write down their final choice and why.
Unit 13
Students will read page 290 and 291. Students will brainstorm their own ways that they can make money. They will illustrate ways that they can earn money
In groups, student will share their ideas, as well as gain new ideas on how they can make money.
Students will choose an item that they want or need. They will keep track of their earnings and budget as modeled on page 293.
Students will write a reflection on what they learned from budgeting their money in their journals.
And Society presenting a project including illustrations or a model showing the positive and negative aspects of the uses of technology in the school or local community
Unit 15
Identify the points of view expressed in information sources regarding science and technology
Ask and find answers to questions about how individual identity forms
Environment
Recreations
Beliefs
object in groups of two and, using technology, create a presentation on how this object has evolved and impacted our society today. The presentation can be a power point, video, recorded song, or more.
Unit 15
Read aloud But I Read It on the Internet.Ask students to make text-world connections about information they have seen on the internet.
In groups of four, give students many news clippings from different sources that include facts and opinions. Have the students discuss and sort them out into a pile of facts and a pile of opinions.
The students will rotate to each table to analyze the facts and opinion piles of other groups. They may switch news clippings into the other group if they think it is appropriate.
Once the students are back at their table, have them create a T-chart describing key characteristics of facts and opinions, respectively.
5: Individuals, Groups, And Institutions6: Power, Authority, And Governance9: Global Connections
Discussing what rights are fundamental for humans in all parts of the world
Unit 17
Ask and find answers to questions about power, authority, and governance in the school, community, and state
Creating an illustration of systems of school, local, state, or national governance
Diversity
The Common Good
Cultural Universals:
Institutions
the class and explain why they did this. Students will compile this information into a chart displaying the characteristics of each type of government. This visual will be displayed in the classroom.
Students will be given a quiz where they will describe each type of government through drawing and written description.
Unit 17
Read aloud Madam President.During the read aloud, have students record jobs of the president in a word bubble visual.
Break students up into groups and each group will focus on one the different systems of school, local, state, and national governance.
Students will begin by researching the system they have and recording the roles and responsibilities in a flow chart.
Once they are experts, students will choose a song and movements to demonstrate the roles and responsibilities of their specific
May Unit 18:Rights and Responsibilities of a CitizenUnit 19:How can I be an Informed and Responsible Citizen?
State Standards:3.2.53.2.63.2.7
NCSS Standards:
4: Individual Development ad Identity5: Individuals, Groups, And
Unit 18
Identify and exercise the right and responsibilities of citizens
Examine issues involving the rights and responsibilities of
CDV:
Patriotism
Individual Rights
Popular Sovereignty
The Common Good
Cultural
Purposeful Discussion
Labels and Definitions
Purposeful Grouping
Reading
Music
Writing
Art
Unit 18
Read aloud Here we are: Notes for living on Planet Earth.
Have students discuss what they think the distinction is between a right and responsibility of a citizen.
Create a Word Web for rights and responsibilities, respectively. Have the class come up with a jingle to remember the difference between a right and a responsibility.
Institutions6: Power, Authority, And Governance10: Civic Ideals And Practices
individuals and groups in relation to the broader society
Unit 19
Examine issues involving the rights and responsibilities of individuals and groups in relation to the broader society
Drawing illustrations of examples of participation supportive of civic ideals and practices
Preparing a list of rules to support a just
Universals:
Institutions
Environment
Then, have students complete the matching worksheet that will demonstrate their understanding of what is a right and what is a responsibility of a citizen. The worksheet will have labels and definitions on each object.
Unit 19
Read aloud Press Here. Have students discuss how they think this is related to rights and responsibilities of citizens. Lead them to the conclusion that their actions affect others in the community.
In pairs, students will create a how to brochure on how to be a responsible citizen. In their brochure, they will include illustrations demonstrating how to be a responsible citizen.
They will share their finding with the class and display their brochures throughout the school.
Throughout my scope and sequence, I have integrated my four commitments thoroughly. ESL Supports, Cross-curricular integrations, varied assessments, and global connections are important to me personally and in my professional life. These are four things that I want to focus on in my students teaching and as a new teacher because they will greatly benefit my students’ growth. As a result, I have focused on them throughout the year and within individual lessons/activities. The cultural universals, CDV’s, and social studies processes guided the structure for my units and the focus of my lessons. They will help to transform my students into community and global thinkers.
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