Grade: 2 Unit Name: The Community Unit 1

Suggested Timeline: 2-3 weeks Social Studies Standards: 6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good. 6.1.4.A.2 Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy.

Cross Curricular Standards: Technology Standards: 21st Century Skills: _X Creativity and Innovation _X Critical Thinking and Problem Solving _X Communication _X Collaboration

Essential Questions: How do rules in your school protect you? How would having rules in your community keep you safe? What makes someone a good citizen? What is your role in your community? Why do we have a Bill of Rights and Constitution?

Enduring Understandings: Rules keep people safe. Rules keep your community safe and peaceful. A good citizen shows respect for others and their community. Everyone plays a different role in the community. People are guaranteed rights.

Vocabulary: community role citizen rule fair responsibility [Vocabulary flashcards located in the back of the teacher textbook]

Social Studies Skills: Chronological Thinking (CH) Spatial Thinking (SP) X Critical Thinking (CR) X Presentational Skills (PS)

Learning Targets Content Resources Unit 1 Lesson 1 -We will recognize the responsibilities of citizens in their community. -We will understand the need for rules to protect people.

1. Textbook reading with class discussion – students fill out worksheet about Communities during or after reading (template attached below) Project – School/Community Rules Puzzle (use TB 9A to help guide). Students think about the rules they have in their school and community. What would it be like if there were no rules? Have students draw a picture of what the community would be like if they did away with a certain rule.

Lesson 1 – Textbook

WB pg 1 Template Below Promethean Planet Flip Chart on

Communities - http://www.prometheanplanet.com/en-us/Resources/Item/63182/what-is-community

Lesson 2 -We will describe the different roles that people play in their families, schools, and communities. Unit 2 Lesson 5 -We will recognize and explain that the Constitution guarantees certain rights.

Cut the picture/paper into pieces to create a puzzle. Place into small bags. Have students rotate puzzles to out together. Generate discussions from the rule-less pictures! 2. Textbook reading with class discussion. Discuss how each role we have comes with responsibilities. Using the chart below, have students list their roles along with the responsibility that goes with it. (Modification – provide a word bank or students can draw pictures to represent their role and responsibility) Project – Community Roles. Fold a paper into four, brainstorm as a class student roles, each student will draw and label four of their roles (sample picture on pg 15). Service Learning Project – pen pal letter/card creating with the senior community Samuel Miller Senior Housing. 5. State Poem (TB 69A) – treat this as a challenge to learn. Read together as a class. Offer reward to students who can eventually recite it to the class. Textbook reading with class discussion – pause at vocabulary words to read and talk about the word. Use the flashcards from V23-V25 (back of the book) Read aloud – The U.S. Constitution. Students in small groups, lists some of their rights as citizens on construction paper with red and blue markers – class share and presentation to the class when

Lesson 2 – Textbook

WB pg 3 Template Below Brainpop Jr. – Community

Helpers Promethean Planet Flip Chart -

http://www.prometheanplanet.com/en-us/Resources/Item/26155/community-helpers

School to Home Newsletter – pg S1

Unit 2 Lesson 5 – textbook

Website – printable state worksheets - http://www.superteacherworksheets.com/maps.html

Vocabulary Cards – V23-V25 Book - The U.S. Constitution by

Kathy Allen Brainpop Jr – Rights and

Responsibilities Harcourt -

http://bensguide.gpo.gov/k-2/nation/index.html

Promethean Flip Chart – Constitution and Vocabulary -

Lesson 7 -We will know what makes a good citizen.

finished. 7. Describe each of the Character traits listed on TB pg 82 – 87; Individualism, Patriotism, Honesty, Fairness, Responsibility, Courage, Kindness, Perseverance, Cooperation, Self-discipline, Trustworthiness and Citizenship. Use the Power Point. Place students in small groups. Assign each two traits. Each child thinks of a person in their school/community that represents that trait. They will draw and label (Challenge – write a sentence or two describe how and why this person represents this trait). This will be put together in a classroom book {similar to the picture on pg 87A}

http://www.prometheanplanet.com/en-us/Resources/Item/61936/we-the-people-let-s-celebrate-constitution-day

Our Rights - http://www.prometheanplanet.com/en-us/Resources/Item/43596/constitution-day

President Obama being interviewed by Time for Kids student interviewers – speaking about the Constitution http://www.scholastic.com/browse/video.jsp?pID=1648673895&bcpid=1648673895&bclid=1123628604001&bctid=1124337415001 (under Scholastic News)

Unit 2 Lesson 7 – textbook

PowerPoint with Trait definitions in X Files. Under S.S. Promethean called Unit 2 L. 7 – Good Citizen Traits

School to Home Newsletter – pg S3

Assessments: Projects – Community Rules project, Community Roles Project, List of Rights (Constitutional Rights), and Character Traits Project (what makes a good citizen). Civics Question #85: What did Martin Luther King Jr. do? Answer: Fought for Civil Rights

Civics Question #75: What did A. Lincoln do? Answer: Freed slaves Modifications: Extended time, modified work, small group instruction, reading assistance

Grade: 2 Unit Name: Government Unit 2 Suggested Timeline: 2-3 weeks

Social Studies Standards: 6.1.4.A.7 Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels. 6.1.4.A.8 Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level. 6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels.

Cross Curricular Standards: Technology Standards: 21st Century Skills: _X Creativity and Innovation _X Critical Thinking and Problem Solving _X Communication _X Collaboration

Essential Questions: Why are your civic responsibilities important? What are the highest roles of the local, state, and countries elected representatives?

Enduring Understandings: Responsibilities and laws keep people protected and from getting hurt. Mayors, Governors, and presidents are elected by vote.

Vocabulary: Government Court Law Tax Consequence Election Mayor Vote Judge Appoint Council [Vocabulary flashcards located in the back of the teacher textbook]

Social Studies Skills: Chronological Thinking (CH) Spatial Thinking (SP) X Critical Thinking (CR) X Presentational Skills (PS)

Learning Targets Content Resources

Unit Two Lesson 1 -We will know how to be active participants through civil responsibilities at the community, state, national, and global levels. Lesson 2 -We will know the roles of our local, state, and national governments and how they interact. -We will compare the different types of government. Lesson 3 -We will know how people make decisions through voting. -We will identify a good leader.

1. Textbook reading with class discussion. In notebooks or on paper, have students write How laws and rules are alike? Relate the textbook reading to each level of government: community, state, country, and global. Students work in pairs to list a law or responsibility we must follow at each level. Chart attached below. 2. Explore the different types of government. On paper, answer the following writing prompt – If you were Mayor, what would you do? What changes would you make? Play BrainPop Jr. game under Local and State Government, as a class Create a vocabulary poster using definitions and pictures (example pg 57A). With this, students draw, label and define a mayor, governor, and president. 3. Textbook reading and discussion (TB 60-61). Read aloud – What Does a President Do? Using the textbook, read aloud, and resources, write what a president does in their notebooks. Project- What is a Leader? (TB 61A). Student draw a picture of what they feel makes a good leader. They must list and label four or five leadership qualities on the picture.

Lesson 1 – textbook

Following rules for safety, games - http://www.nfpa.org/riskwatch/kids.html#

Chart attached below WB pg 13

Lesson 2- textbook

Brainpop Jr. – Local and State Government

Promethean Planet - http://www.prometheanplanet.com/en-us/Resources/Item/112032/our-land-our-government

Time for Kids

Lesson 3 – textbook

Book – What Does a President Do? By Amanda Miller

Brainpop Jr. – President Promethean Flip Chart – president -

http://www.prometheanplanet.com/en-us/Resources/Item/36583/about-presidents

Website – What Does the President DO? http://teacher.scholastic.com/

commclub/president_activity1/index.ht

m

Assessments: Projects – Laws and Responsibilities Chart and Vocabulary Poster (mayor, governor, and president) Civics Question #44: What is your state capital? Answer: Trenton Modifications: Extended time, modified work, small group instruction, reading assistance

Grade: 2 Unit Name: Earth and Map Unit 3

Suggested Timeline:3-4 weeks Social Studies Standards: 6.1.4.A.14* Describe how the world is divided into many nations that have their own governments, languages, customs, and laws. 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. 6.1.4.B.8 Compare ways people choose to use and divide natural resources. 6.1.4.B.9* Relate advances in science and technology to environmental concerns, and to actions taken to address them.

Cross Curricular Standards: Technology Standards: 21st Century Skills: _X Creativity and Innovation _X Critical Thinking and Problem Solving _X Communication _X Collaboration

Essential Questions: What is your city and state? What are the seven continents and four different oceans? What are the important elements of a map? What are three natural resources from nature that people use? What technology systems have improved to help with our environment?

Enduring Understandings: We live in Mt. Holly, NJ. The seven continents of the Earth are North America, South America, Europe, Asia, Africa, Australia, Antarctica. The four bodies of water are the Pacific Ocean, Atlantic Ocean, Indian Ocean, and Arctic Ocean. Maps include a title, map key, compass rose. Natural Resources people use are water, air, trees, and soil. Technology has advanced over time to help improve our environment for example electrically powered cars.

Vocabulary: City natural resource State technology

Social Studies Skills: Chronological Thinking (CH)

Country Map Key Continent Compass Rose [Vocabulary flashcards located in the back of the teacher textbook]

X Spatial Thinking (SP) X Critical Thinking (CR) X Presentational Skills (PS)

Learning Targets Content Resources Unit 3 Start with a Story -We will know our city and state. -We will identify states on the US map. Lesson 3 -We will recognize the different oceans and continents. Skills -Compare and contrast information found on a map to determine when it is useful.

Start with a Story - Locate where we live on a map of the country. Identify our city and state. Read Tulip Sees America (pg 100) and map the states they visit using the Promethean board. Project – Postcards to Home (TB 111A). Students choose one of the states the young man and Tulip visit in the story. Write a postcard to a parent describing their visit. They should use information from the story within their letter. 3. Textbook reading with class discussion. While or following reading, label the world map (WB pg 30) On the page, also draw a compass rose. Project – Paper Plate Earth – labeling continents and oceans. Using cut out of the continents, student color and cut. They then color a paper plate blue and paste the continents on in the correct place. They will label the oceans around them last. Look at a map in small groups. Students identify elements of the map they notice and think might be important. Write on paper to share with the class.

Start with a Story - Map of United States Textbook Promethean Planet -

http://www.prometheanplanet.com/en-us/Resources/Item/44096/united-states-map

States game - http://www.playkidsgames.com/games

/statesFind/default.htm# Website – printable worksheets -

http://www.superteacherworksheets.com/maps.html

Lesson 3 – textbook Teacher Tube – Continents Rap Website – Continent Web Quest-

http://www.centennial.k12.mn.us/ Website-

http://www.mapsofworld.com/world-maps/world-map-for-kids.html

Interactive game website -http://www.playkidsgames.com/games/continentNames/default.html

Website – Fun Facts- https://sites.google.com/a/pacificu.edu/continents-and-oceans-for-kids/continent-fun-facts

Website – printable worksheets - http://www.superteacherworksheets.com/maps.html

Lesson 4 -We will compare various natural resources and where they come from in the world. Primary Sources

Textbook read and discuss. While reading, answer the Practice the Skills questions in notebooks. Read aloud Me On the Map. Cut out circles so that one fits inside another. In the middle is the smallest. This is where the students can paste or draw a picture of themselves. They place their name above the picture. The next biggest circle will be their city. This you label as well. Continue from here with county, state, country, continent, and Earth. Title this "_____’s place in space" Landforms – draw a label five basic landforms or use play dough to mold and form the landforms. Use textbook pages 112-115 and WB pg 27. Project – create your own continent, include map elements. Students create their own continent by coming up with a creative idea. Example could be “Taco Island”. It should include Landforms such as mountains and rivers, each with a creative name (Ground Beef Mountain, Hot Sauce River). It should include a map key and compass rose. 4. Textbook reading and class discussion. Students take notes in their notebooks on the natural resources they find while reading. Project – search through magazines, catalogs, and newspapers for pictures that represent the four main natural resources and where they can be found. Paste and label each (Challenge – write an explanation telling where they can be found and

Text Skills page 126-127 WB pg 31 Book – Me On the Map by Joan

Sweeny Brainpop Jr. – Reading Maps Promethean Planet Flip Chart -

http://www.prometheanplanet.com/en-us/Resources/Item/90571/the-compass-rose

Promethean Planet Flip Chart - http://www.prometheanplanet.com/en-us/Resources/Item/75140/maps-and-globes

Promethean Planet Flip Chart - http://www.prometheanplanet.com/en-us/Resources/Item/93693/landforms

Website – printable map skills worksheets - http://www.superteacherworksheets.com/map-skills.html

Website – printable landforms worksheets- http://www.superteacherworksheets.com/landforms.html

Lesson 4 – textbook

WB pg 32 Magazines, newspapers, catalogs

to cut from Website – Department of Natural

Resources -

-We will relate advances in technology to our environmental concern.

what these natural resources are used for) Textbook reading a discussion (TB pg 136-139). Copy worksheet from pg 139A of the textbook to complete during or after reading. Read aloud – Transportation Then and Now – have students point out pages with information about changes they want to remember, place post it notes on those pages. Video clip to tie in with past two lessons. Using information gained from the Textbook, Video Clip, and the Read aloud, Venn Diagram comparing transportation Then and transportation Now.

http://www.dnr.wa.gov/Pages/default.aspx

Website/Printable - http://www.scdhec.gov/environment/lwm/recycle

/pubs/natural_resources.pdf Brainpop Jr. – Natural Resources

Video - http://www.conocophillips.com/EN/tech/pages/tech-movie.aspx

Primary Sources – textbook pg 136-139

Book – Transportation Then and Now by Robin Nelson

Venn Diagram printable - http://www.eduplace.com/graphicorganizer/pdf/venn.pdf

Inventions in progress - http://www.forbes.com/sites/daviddisalvo/2011/07/29/10-big-science-and-technology-advances-to-watch/

Assessments: Projects – Postcard (knowing to mail the postcard to Mt. Holly, NJ), Paper Plate Globe (continents and oceans), Create Your Own Continent (map skills), Natural Resources Mural/Collage (Natural Resources), Venn Diagram (technology Then and Now) Civics Question #89: What ocean is to the west? Answer: Pacific Ocean Civics Question #92: What states borders Canada? Answers: Michigan, New York, Maine, Washington, North Dakota, etc. Modifications: Extended time, modified work, small group instruction, reading assistance

Grade: 2

Unit Name: People and Culture Unit 4 Suggested Timeline: 2-3 weeks

Social Studies Standards: 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. 6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people. 6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices. 6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives. 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world

Cross Curricular Standards: Technology Standards: 21st Century Skills: _X Creativity and Innovation _X Critical Thinking and Problem Solving _X Communication _X Collaboration

Essential Questions: What has caused communities to change over time? What is culture? How are cultures interpreted differently from different people?

Enduring Understandings: Immigration changes communities. Culture is the way a group of people live. Cultures are interpreted differently because everyone is unique and shares their own family traditions. Around the world lives are lived in many similar and different ways.

Vocabulary: Culture religion Unique tradition Immigrants holiday Customs language Heritage ancestor [Vocabulary flashcards located in the back of the teacher textbook]

Social Studies Skills: X Chronological Thinking (CH) X Spatial Thinking (SP) X Critical Thinking (CR) Presentational Skills (PS)

Learning Targets Content Resources Unit 4 Lesson 1 We will describe how tradition, beliefs, values, and ideas are expressed and influenced. All are unique and special. Lesson 2 and 3 -We will determine how and why communities change over time. Lesson 3 -We will explain how cultures struggle to maintain traditions. Lesson 4 -We will explain how experiences can be interpreted differently by people with different cultures. Lesson 5 -We will describe the importance of understanding perspectives of other cultures.

1. Textbook reading and discussion. Project – Our Unique Class (TB 168), create a class “Mosaic” with a picture of each student and something unique about them that makes them special. 2 and 3. Textbook reading and discussion about how and why communities change over time. Use vocabulary flashcards fro pages V47-V51 Explore the history of Mt. Holly and how it has changed over time. Create a class time-line of Mt. Holly History or a comparison picture of Mt. Holly before and Mt. Holly now. 4. Textbook reading and discussion. Have students describe the masks on page 187. Using the description on page 189A, students can create their own mask. Read aloud – Throw Your Tooth On the Roof. Compare what we know about the tooth fairy in America (The American Tooth fairy) to what happens to teeth in other countries (other countries’ “tooth fairies”). 5. Textbook reading and discussion. Read aloud – Everybody Bakes Bread. Written response about something you may do that is different than that of a neighbor or friend (Ex. Holidays, food, rules, dress, traditions, language)

Lesson 1 – textbook Promethean Planet Flip Chart -

http://www.prometheanplanet.com/en-us/Resources/Item/45536/culture-an-exploration

WB pg 40 Lesson 2 &3 – textbook

Book – Houses and Homes by Ann Morris Mt Holly History -

http://www.mountholly.info/index.php/community/history

Lesson 4 – textbook

Book – Throw Your Tooth On the Roof: Tooth Traditions from Around the World by Selby Beeler

Website – any culture you might want to explore - http://www.everyculture.com/

Website - http://www.cultures.com/welcome.html

Lesson 5- textbook

Book – Everybody Bakes Bread by Norah Dooley

Website – types of bread in the world - http://www.abigailsbakery.com/bread-recipes/types-of-bread-in-the-world.htm

Optional – bring is different types of bread, example Italian Bread (Italy) and Pan Dulce (Mexico)

Optional – Multicultural Day! Bring in item representing their family and culture (food, picture, music, etc) to share with the class.

Assessments: Projects – Mt. Holly Time-Line (or comparison picture) and Written Response showing an understanding of the different perspectives of other cultures. Modifications: Extended time, modified work, small group instruction, reading assistance

Grade:2

Unit Name: Past and Present Unit 5 Suggested Timeline: 2-3 weeks

Social Studies Standards: 6.1.4.C.18* Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world. 6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey. 6.1.4.D.6 Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government. 6.1.4.D.10 Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey. 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.

Cross Curricular Standards: Technology Standards: 21st Century Skills: _X__Creativity and Innovation _X__Critical Thinking and Problem Solving _X__Communication _X__Collaboration

Essential Questions: How have communication systems changed over time? What is a key event that led to the creation of the united states? What is the purpose of our patriotic symbols?

Enduring Understandings: Communication systems have changed over time through first electricity and various inventions and then the development and growth of technology. This helps promote world wide collaboration in an easier manner. Many events led to the creation of our country, for example the revolutionary war or signing of the Declaration of Independence. Patriotic symbols represent our country and its history.

Vocabulary: Communication patriotism Colony patriotic symbol Independence anthem Freedom peace [Vocabulary flashcards located in the back of the teacher textbook]

Social Studies Skills: X Chronological Thinking (CH) Spatial Thinking (SP) X Critical Thinking (CR) X Presentational Skills (PS)

Learning Targets Content Resources Unit 4 Lesson 6 -Explain how communication systems have changed over time. -Explain how the developmentally change has benefited world wide collaboration. Unit 5 Pages 238-239 -We will explain how key events lead to the creation of the United States. -We will describe leadership qualities of G. Washington, T. Jefferson, and B. Franklin.

Unit 4, lesson 6. Define the word communication. Students brainstorm with a partner the different ways to communicate with others (ex. Letter, email, phone). Textbook reading and discussion. Create a communication time line (TB 199A). On the back of the time-line – as group discuss and write how this helps bring the world together. Unit 5 Textbook reading and discussion. Play the sequencing game on BrainPOP jr – Thirteen Colonies History Sequencing Game (TB 241A). In groups, have students identify 3-5 events that led to the creation of the United States. They will write the event on an index card and draw a picture. They will mix them up and exchange with another group. Cards will be placed in order. Spend a few days to read and research Washington, Jefferson, and Franklin. Split students into groups. Each will present on one of the three. They can present with a flip chart, book, collage, song, skit, etc.

Unit 4 Lesson 6 – textbook Website – Interactive Time-line -

http://www.digitaluk.co.uk/schools/technology-timeline.php

Website – use this to pull any additional information you may desire - http://www.factmonster.com/ipka/A0193167.html

Brainpop Jr. – Blogs, Internet, or Alexander Gram Bell

Unit 5 Pages 238-239 WB pg 57 Brainpop Jr – Thirteen Colonies Book – Independence Day by Trudi

Strain Trueit Franklin – Book – Now and Ben by G. Barretta Book – Benjamin Franklin by Pamela H. Nettleton

Website - http://www.libertyskids.com/arch_who_bfranklin.html

http://www.brighthubeducation.com/history-homework-help/101237-interesting-and-fun-facts-about-ben-franklin/

Washington –

Textbook pages – 72, 245, (small amount of info)

Book – George Washington’s Mother

Unit 5 Pages 236-237, 254-255 -We will describe how the native Americans and Lenape Indians influenced regions of New Jersey

Unit 5 Textbook reading and discussion. Use website to share facts about NJ Native Americans and their history. Read aloud books. Use textbook, read alouds, and websites to create a fun fact poster in groups.

by J. Fritz Brainpop jr – George Washington

Websites – http://www.apples4theteacher.com

/holidays/presidents-day/george-washington/

http://www.libertyskids.com/arch_who_gwashington.html

Jefferson -

Textbook – pg 244 (small amount of info)

Websites – http://www.libertyskids.com/arch_

who_tjefferson.html http://classroom.monticello.org/kid

s/home/ Unit 5 Textbook - Unit 5 Pages 236-237, 254-255

Book – Giving Thanks: A Native American Good Morning Message by Jake Swamp

Sitting Bull by Susan Evento Website - http://www.native-indian-

tribes.com/history-of-native-americans/history-of-new-jersey-indians.htm

http://www.bigorrin.org/lenape_kids.htm **

http://www.lenapelifeways.org/lenape1.htm

http://www2.mtlaurelschools.org/MLHistory/ lennilenape.htm **

Textbook – Unit 2 Lesson 6 -We will explain historical symbols and holidays represent our country.

Unit 2, Lesson 6 Textbook reading and discussion. Project – design a patriotic T-shirt using the historical symbols (pattern on page P2 of textbook – in the very back)

Textbook – Unit 2 Lesson 6

Brainpop Jr – U.S. Symbols WB pg 21 Book – O, Say Can You See?

America’s Symbols, Landmarks, and Important Words by S. Keenan

Promethean Board Flip Chart - http://www.prometheanplanet.com/en-us/Resources/Item/37420/us-symbols

Assessments: Projects – Technology Time –Line, History Sequencing Index cards, Group Leadership Project, Lenape Fun Fact Poster, Symbol T-shirt Civics Question #86: What happened on September 11th? Answer: Terrorists attacked the twin towers Civics Question #68: What is one thing Ben Franklin did? Civics Question #63: When was the Declaration of Independence? Answer: July 4, 1776 Civics Question #62: Who wrote the Declaration of Independence? Answer: Thomas Jefferson Civics Question #96: Why does the flag have 13 stripes? Answer: 13 original colonies Modifications: Extended time, modified work, small group instruction, reading assistance

Grade: 2

Unit Name: People at Work Unit 6 Suggested Timeline: 2-3 weeks

Social Studies Standards: 6.1.4.C.1 Apply opportunity cost to evaluate individuals’ decisions, including ones made in their communities. 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations. 6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services. 6.1.4.C.8 Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community. 6.1.4.C.9 Compare and contrast how access to and use of resources affects people across the world differently. 6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives. 6.1.4.C.11 Recognize the importance of setting long-term goals when making financial decisions within the community.

Cross Curricular Standards: Technology Standards: 21st Century Skills: _X__Creativity and Innovation _X__Critical Thinking and Problem Solving _X__Communication _X__Collaboration 21st Century Life and Careers Standards 9.1.4.D.2 9.2.4.D.1 9.2.4.A.1 9.2.4.D.2 9.2.4.A.2 9.2.4.D.3 9.2.4.A.3 9.2.4.D.4 9.2.4.A.4 9.2.4.E.1 9.2.4.B.1 9.2.4.E.2

Essential Questions: What is a difference between something you need and something you want? What is the difference between goods and services? How does transportation assist people all around the world? Why is it important to set personal goals and save money?

Enduring Understandings: A need is something you must have in order to survive. A want is something you desire but can live without. Goods are items that can be bought or sold, while a service is work done by others for pay. Transportation helps the trade of goods around the world. Managing your money is important, you must always be sure to have enough money to buy what you need and then save for what you want.

Vocabulary: Goods income Services bank Transportation scarce Trade

Social Studies Skills: X Chronological Thinking (CH) Spatial Thinking (SP) X Critical Thinking (CR) X Presentational Skills (PS)

[Vocabulary flashcards located in the back of the teacher textbook] Learning Targets Content Resources Unit 1 Lesson 6 -We will distinguish how people make decisions based on needs, wants, and availability of resources. Unit 6 Lesson 1 -We will illustrate how production and consumption of goods and services are interrelated and affected. -We will distinguish the difference between goods and services Unit 6 Lesson 6 -We will compare and contrast the use of resources and how they affect people across the world.

Unit 1 Lesson 6 Opening Activity – Career Day!! Textbook reading and discussion. Brainstorm needs and wants. WB pg 10. Unit 6 Lesson 1 Begin with Project - students drawing a picture of a job they would like when they get older. Textbook reading and discussion. T-Chart brainstorm of jobs that supply goods and jobs that provide services. Determine if the picture they drew was an example of a job that provides goods or a service. Write it on the top of the picture. WB page 65. Unit 6 Lesson 6 Textbook reading with discussion. Place students in small groups. Assign each a mode of transportation. Have them draw a picture and caption the picture

Unit 1 lesson 6 - Textbook WB pg 10 Brainpop Jr.- Needs and Wants

Promethean Planet Flip Charts – http://www.prometheanplanet.com/en-

us/Resources/Item/146257/needs-and-wants http://www.prometheanplanet.com/en-

us/Resources/Item/31397/needs-and-wants Unit 6 Lesson 1 – textbook

WB pg 65 Brainpop Jr. – Goods and Services Promethean Planet -

http://www.prometheanplanet.com/en-us/Resources/Item/146258/goods-or-services

Lesson 6 – textbook

WB pg 72 Brainpop Jr. – Transportation

Unit 6 Lesson 4 -We will explain the role of money, savings, debt, and investment in individuals’ lives. Skills – page 290-291 -We will recognize the importance of setting goals when making financial decisions.

explaining how this mode of transportation helps people around the world (trade). Unit 6 Lesson 4 Berenstain Bears Trouble with Money book or video Textbook reading and discussion. Writing prompt Describe ways a person your age can save money Skills – page 290-291 Read over textbook pg 290 and complete workbook page 70. BrainPop Jr. Sequencing Game.

Lesson 4 – textbook

WB pg 69 Berenstein Bears Trouble with Money book or video Writing prompt printable -

http://www.superteacherworksheets.com/writing/21-makingmoney.pdf

Skills – page 290-291

WB pg 70 Brainpop Jr. – Saving and Spending WB pg 70 Interactive Website Games -

http://www.practicalmoneyskills.com/games/

Assessments: Projects – Job Picture (Labeled Goods Provider or Services Job), Transportation Trade Illustration and Explanation, Writing Prompt on Saving Money Modifications: Extended time, modified work, small group instruction, reading assistance

Unit 1 Lesson 1

A Community of People Answer these two questions as you read.

How are communities the same (page 6)?

_______________________________________________________________________________________________________

How are communities different (page 7)?

________________________________________________________________________________________________________

My Community

My City My State My Country

A detail about my community

A rule in my community What I like best about my community

Unit 1 Lesson 2 A Member of Different Groups Fill in the chart with four of YOUR roles and what responsibilities you have.

Role

Responsibility

1.

2.

3.

4.

Unit 2 Lesson 1 Getting Along in a Community

Work in pairs to fill out the chart.

What is a law you must follow in your…. Law/Rule

Community (Mt. Holly)

State (New Jersey)

Country (United States of America)

World (Earth)