Social Studies Unit - Stacy Wilson · 2018-09-27 · Social Studies Unit Plan 1. Cover Page 2. Unit...

SOCIAL STUDIES METHODS

Social Studies Unit

Stacy Wilson

12/11/2013

Social Studies Unit Plan

1. Cover Page

2. Unit Content Outline

3. Unit Idea Map/Key Concepts

4. Unit Rationale: Students will understand how goods and services are produced and consumed and how consumers consume items they want and need by paying for them with money they have earned.

5. Unit Objective: List key objectives of the unit. What do students need to know? Include key vocabulary and information. Also include any misconceptions you will need to address.

Key Ideas: What are goods and services? Where do they come from? Who are producers & consumers? How do we get goods & services? What goods & services do we purchase? Vocabulary: producer, consumer, good, service, want, need, purchase, community helper Misconceptions: items come from the store not from farms, factories, etc.; checks are not connected to money; things are free

6. Pre-assessment Goods & Services Race

7. Lessons (5 lessons minimum) a. What is a good? What is a service? b. Who am I? Riddles c. Good & Services Bar Graph Activity d. RAFT Writing Activity e. Let’s Go Shopping

8. Unit Closure Producer/Consumer Simulation

9. Assessment Observation, Student Artifacts, Discussion

10. Resources List

Goods &

Services

Producers vs. Consumers

-differences

-examples

-impact of wants & needs

Payment Methods

-cash

-checks

-credit cards

Income/Savings

-how to earn money

-how to budget

-where to put money to save

Goods vs. Services

-differences

-examples

-jobs

Needs vs. Wants

-differences

-examples

-how to decide between them

Common Misconceptions:

checks are not linked to

actual money

items come from the store

not farms, factories, etc

Necessary Background

Knowledge:

money knowledge

familiar with stores

Key Concepts/Ideas:

What are goods & services?

Where do they come from?

Who are producers &

consumers?

How do we get goods &

services?

What goods & services do

we purchase?

Concept Map for Goods & Services

Lesson Topic Core Objective/s Essential Questions Lesson Plan Activities

1 Goods & Services Standard 4, Objective 1 What are goods and services? Goods & Services Race (Pre Assesment)

2 Goods & Services

Producers

Standard 4, Objective 1

ELA Writing Standard 3

What goods and services are

provided by community helpers?

Who Am I? riddles (Saylor)

3 Goods & Services Standard 4, Objective 2

Mathematics: Represent and

Interpret Data

What is provided by the

businesses in our community

that we visit?

Graph Businesses on Bar Graph

4 Goods & Services Standard 4, Objective 2 Do the students understand the

differences between goods and

services?

Goods & Service Race (USU)

(Post Assessment)

5 Needs vs. Wants Standard 4, Objective 1 What is the difference between

needs and wants?

Needs & Wants Anchor Charts

6 Needs vs. Wants Standard 4, Objective 1

ELA Reading: Foundational Skills

Standard 4

What is the difference between

wants and needs?

Fluency Poem (Mize)

7 Needs vs. Wants Standard 4, Objective 1 What choices do consumers

make when purchasing goods?

Let’s Go Shopping (USU)

8 Producers & Consumers Standard 4, Objective 1 Where do goods in a store come

from?

How did that get in the grocery store?

9 Income/Savings Standard 4, Objective 2

ELA Writing Standard 1

What are ways we can earn

money to pay for goods and

services?

RAFT Writing Activity

10 Culminating Activity Standard 4 How do producers and

consumers work together?

Goods & Services Class Simulation

Unit Content Outline

SOCIAL STUDIES LESSON TEMPLATE

Length of Lesson: 30 minutes

Grade Level: 2nd Grade

Name of Social Studies Lesson: What is a good? What is a service?

Social Studies Core Curriculum Objectives:

Standard 4: Students will explain how the economy meets human needs through the

interaction of producers and consumers.

o Objective 2: Describe the choices people make in using goods and services.

Preparation: What materials will be needed?

What Can You Do with Money? by Jennifer S. Larson

3 sets of Goods & Services Cards (Red, Green, and Yellow set)

o (these cards include a picture and name of good or service)

2 containers (labeled “good” and “service”)

*Activity adapted from the USU Ag in the Classroom Source Search lesson plan.

TIME: LESSON: MANAGEMENT:

5 min

15 min

Introduction:

Read the goods and services chapter in the book What Can You

Do with Money? This chapter introduces goods and services and

provides kid friendly definitions for good and service.

After reading the chapter, review what a good and service is.

Content/Activity:

Have the 3 containers (red, green, yellow) already set up in the

middle of the room with the cards facing down on the floor about

6 feet away. There is a line taped on the floor for the students to

line up behind. (use gymnasium if possible for extra room)

Divide the students into three teams by having them line up

according to birth date. Then separate the students so there are 6

students in each group. Have the group line up in a straight line

behind their color cards and taped line.

Once the three teams are lined up behind their line explain the

following rules:

Students will be

sitting on the

rug.

Make sure the

desks are

arranged so

there is a large

open space in

the classroom.

Students already

know how to line

up by birth date.

10 min

during

only running from the line to the container and back

keep hands to yourself

students must stay in a straight line and the same order

each student must take a turn

The first person will pick up the top card, look at it, and must

decide if it belongs in the “good” or “service” container. They

must run to the container, place the card GENTLY in the container,

and then run to the back of the line. The next person may pick up

the next top card after the first person to look at it but may not

leave from behind the line until the first person has ran back and

crossed the line. This continues until every card has been placed in

a container.

Remind students they do not have to know the correct container

to place the card and just to make their best guess.

Begin the activity and make sure to observe the students closely to

make sure they are following the rules.

Closure:

I will close this lesson by going through each container and

discussing each card. We will decide as a group if the card was in

the correct container and if not we will discuss why it is or is not a

good or service. We will also discuss who provides the good or

service.

Evaluation:

This is a introduction activity to the goods and services concept so

I will expect the students to make some mistakes. But I will

assess their understanding by where they place each card and

from their responses as we discuss during the closure.

Students will sit

on the floor in a

circle around the

containers.

Adaptations: This activity provides a safe environment for students who receive extra support

and for ELLs because it provides a picture as well as a name and it allows them to make a

mistake without being embarrassed. If there is a student with a physical disability, provide

necessary help for them to reach the container to place their card in or find another job for

them to feel included.

Integration: This activity integrates health and physical education as the students are actively

running between the line and the containers.

getting a haircut

going to the doctor

riding in a taxi

fruits & veggies

shirt

pants

shoes

soccer ball

teaching

waiter serving food

toys

going to the dentist

Sample Goods & Services Cards


Length of Lesson: 45 minutes (2-3 days)


Name of Social Studies Lesson: Who Am I? Riddles





Common Core Objectives: ELA Writing

Standard 3: Write narratives in which they recount a well-elaborated event or short

sequence of events, include details to describe actions, thoughts, and feelings, use

temporal words to signal event order, and provide a sense of closure.

Preparation: What materials will be needed?

Movie Character riddle example, Doctor riddle example, construction paper (several colors),

riddle template, pencils, crayons, markers, glue, and the following books.

Book List:

People Who Help Us by Rebecca Rissman

Helpers In My Community by Bobbie Kalman

A Day in the Life of a…

o Garbage Collector by Nate LeBoutillier

o Librarian by Judy Monroe

o Farmer by Heather Adamson

o Police Officer by Heather Adamson

o Emergency Medical Technician by Heather Adamson

o Dentists by Heather Adamson

o Firefighter by Heather Adamson

o Veterinarian by Heather Adamson

o Construction Worker by Heather Adamson

o Nurse by Connie Fluet

o Doctor by Heather Adamson

o Teacher by Heather Adamson

o Child Care Worker by Heather Adamson

o Zookeeper by Nate LeBoutillier

Doctors by Josh Gregory

Veterinarians by Josh Gregory

Plumber by Josh Gregory

Chef by Josh Gregory

Teacher by Kevin Cunningham

Dentists by Gaetano Capici

Police Officers by Gaetano Capici

Firefighters by Jennifer Zeiger

Nurses by Jennifer Zeiger

I Want To Be A Librarian by Daniel Liebman

A Trip to the Post Office by Josie Keogh

*Riddle writing activity comes from a lesson by Mrs. Saylor


10 min

Introduction: How will I get the students’ attention and motivate them? I am going to read you a riddle and I want to see if you can figure out who I am talking about. I want everyone to have “think time” so if you figure it out please keep it in your brain and do not shout it out. I will have you guess when I am finished reading the riddle.

Read the Movie Character Riddle to the whole class. Ask the

students, “Who am I?”. Allow students share with a partner their

guess and then ask them to say the answer all together.

We are going to learn about community helpers and the goods

or services they provide. After we have learned about what

community helpers do, you each will write your own riddle about

a community helper.

How will I activate and develop background knowledge?

This book is titled “People Who Help Us” and the author is

Rebecca Rissman. This book will introduce us to many

community helpers and the things they do for our community.

While reading the book, ask the students to make connections

between the community helpers in the book and their

experiences. Next, ask the students to raise their hand and

name a community helper mentioned in the book. Make a list of

the community helpers on the easel as they name them.

How will you connect this lesson to previous lessons?

What do these helpers do for our community? Do they provide

Students will be

sitting on the

rug.

This will help

those who do

not figure out

the riddle feel

safe.

30 min

5 min

during

goods or services? Let’s review. What is a good? What is a

service? Now let’s decide what each of these helpers provide.

Go through each helper on the list and discuss if they provide a

good or a service to the community.

Dismiss students to return to their seats.

Content/Activity:

I will share an example riddle about a community helper and

then you will write your own riddle about a helper you choose.

Share Doctor Riddle example. Ask students to share who it is

with a partner and then whole class.

Have students select the community helper they would like to

write about and then group them into helper groups. Students

must choose one of the helpers provided by the teacher in order

for them to have a book to learn about their helper. Next, give

them the books on their community helper and allow them about

5 minutes to read about their community helper. Ask them to

look for characteristics of their helper and what their helper

provides to the community.

Gather them back together and have them return to their seats.

They will now begin to write their riddle. The first line must say

“I am a provider of a good/service.” The next line will be a

characteristic of the helper (where they work, what they wear,

etc.). The next line will be about something they give or do for

the community. The last line must say “Who am I?”

Closure: This lesson will end with the students working on their

rough draft. The next day we will continue to finish, edit and

revise the riddles and then share them with the whole class.

Evaluation:

I will know if the students understand the goods and services

community helpers provide by observing them during discussion

after the read-a-loud.

I will observe students as they are researching their community

helper in the books provided by asking them questions and

having them report what they have found.

Students will be

sitting at their

tables.

Call each helper

group, one at a

time, and assign

them to a

specific part of

the room as you

give them their

books.

The writing part

will be guided by

the teacher.

I will assess the students understand of writing a riddle as I look

over their rough drafts. Their riddle will provide allow me to see

if they understand providers of goods and services,

characteristics of these providers, and the things they provide.

Adaptations: Which students may need specific accommodations in order to successfully

complete the lesson? (Special needs, linguistically diverse, hearing impaired, etc.) What are the

accommodations? What will you do for early finishers or slow starters?

Integration: How would you take this topic and integrate it into other subject areas? (Visual

Art, Dance, Health, PE, Life Skills, Music, Drama, Writing, Listening, Grammar, Math) How could

you use technology to enhance this lesson?

Riddle Examples:

Movie Character Riddle Example:

I am in a children’s movie.

I have many friends that look similar to me.

I work for a mean super villain.

I am small, yellow, and wear goggles.

Who am I?

Doctor Riddle Example

I provide a service.

I work at a hospital.

I help people feel better.

Who am I?




Name of Social Studies Lesson: Goods & Services Bar Graph Activity





Common Core Objectives (ELA or Math):

Represent and Interpret Data:

o Draw a picture graph and bar graph to represent a date set with up to four

categories. Solve simple put-together, take-apart, and compare problems using

information presented in a bar graph.

Preparation:

Materials: bar graph template, crayons, goods & services cards from race activity


5 min

20 min

Introduction: I will pass out the cards to each pair evenly. I will

explain to the students they will take their cards and sort them

into a goods group and services group. I will review what goods

and services are before I let them sort their cards.

Content/Activity:

As the students are sorting their cards, I will distribute the

graphing materials to each table. After they have finished sorting,

I will explain they will now count and graph the goods and services

on the bar graph template. I will assign each student of every pair

one of the following roles: one person will count and graph the

goods and the other will count and graph the services.

The students will now complete their jobs by counting and

graphing the amount of goods and services in their pile. They will

use crayons to color in the bar graph for the goods and services.

Students will be

seated at their

tables with their

partner.

The students are

familiar with

graphing

because it is a

part of our daily

routines.

5 min

during

Closure: To close this lesson, I will ask the students to solve a

simple problem according to their data. I will ask these questions

each student will take turns with the partner answering the

questions.

How many goods did you have?

How many services did you have?

How many more goods/services did you have than

goods/services?

How many less goods/services did you have than

goods/services?

Evaluation:

I will be able to assess my students understand through

observation as they are sorting, counting and graphing their data.

I will also listen to their responses as they interpret and discuss

their data and solve the problems.

Adaptations: I would be very specific when I pair up my students and try to put together

students at a similar level to avoid having one student do all the work. I would also have the

lower students sit near the front of the room so I could constantly observe them. For my early

finishers, I would have them write down four different equations in their math journals

representing their data (fact families).

Integration: This activity is integrated with the Math core content of graphing.

10

9

8

7

6

5

4

3

2

1

GOODS SERVICES




Name of Social Studies Lesson: RAFT Writing Activity





Common Core Objectives (ELA or Math):

Writing Standard 1: Write opinion pieces in which they introduce the topic or book

they are writing about, state an opinion, supply reasons that support the opinion, use

linking words to connect opinion and reasons, and provide a concluding statement or

section.

Preparation:

Materials: What Can You Do with Money? Book (shown previously)

Journal Page (located below)

RAFT (located below)

crayons


5 min

20 min

Introduction:

Read the earning money chapter of What Can You Do with Money?

and discuss how people earn money to purchase their wants and

needs. If children do not have jobs, how can they earn money?

Brainstorm ideas of how students can earn money. These ideas

can be realistic or hopeful.

Content/Activity:

Explain to the student they will now complete a journal entry by

using a RAFT. A RAFT is a writing activity where they take on a

role and write in a format on a give topic. (see RAFT below) The

students will write as themselves to a friend who wants to earn

some money to purchase a birthday give for his or her mom.

When the students have finished writing, they may illustrate their

Students are

sitting on the

rug.

Students will

return to their

seats and get

out their

journals.

5 min

during

& after

idea with a picture.

Closure: We will end this lesson by completing a pair-share

activity of the students’ ideas. The students will share their

journal entry with their elbow partner (assigned) and then I will

ask for those who would like to share their entry with the whole

class.

Evaluation:

I will be able to assess my students understand as I observe their

writing and help facilitate correct writing. I will also be able to

assess their ideas as they share with their partner and whole class

as well as reading each individual journal entry.

Adaptations: The journal expectations are already set because they write in their journal

each day so each student already knows their expectations for letter formation, sentence

formation, ideas, and length.

Integration: This activity is integrated with writing.

R Role Self

A Audience Friend

F Format Journal Entry

T Topic

Your friend’s mother’s birthday is soon and your friend wants to buy his/her mother a beautiful necklace. But she does not have any money! Give her an idea of how she can earn money to buy the

necklace.



Grade Level: 2nd

Name of Social Studies Lesson: Let’s Go Shopping





Preparation:

Materials: empty food containers

Play money

Blank stickers for price tags

Shopping bags

-Prepare the empty food containers with appropriate price tags before activity and set them up

in a grocery store fashion.

*Activity adapted from USU Ag in the Classroom Let’s Go Shopping Lesson Plan


5 min

10 min

Introduction: Divide the students into groups of 3 and give them

a specific amount of money they can spend shopping. Explain

they will be shopping in groups and can purchase anything they

would like as long as they can afford it. They must make choices

about what to buy.

Content/Activity:

Allow the students to shop until they are ready to check out and

pay for their items. When they are ready, they may come to the

cashier (teacher) to pay for their items. Then they must return to

their seats and display all of the items they purchased.

Closure: When all groups have finished shopping, have them set

Store should

already be set up

when kids come

back in from

rotations. They

will immediately

sit on the rug.

Students will be

moving freely

around the

classroom store.

10 min

during

up their items on their table. Now each group may roam around

and observe what each of the teams purchased. When all of the

groups have finished observing, gather students together and have

a discussion of how things went. What decisions did you have to

make while shopping? Was it hard to purchase everything you

wanted? Did you purchase wants or needs? How do grown-ups

decide what to purchase? How do they pay for their items? What

is a credit card? What is cash? What is a check? Where do they get

this money?

Evaluation:

I will assess my students understanding of how much the items

cost and how much they can afford as they come to pay for their

items. I will be able to see how much they know about payment

methods, budgeting, and making choices while shopping. This

activity will lead into future lessons regarding these payment

methods.

Students will sit

in groups at the

tables.

Adaptations: This activity supports my lower students because they will be in a group with

students on all levels and will not have to complete the math if they are not able. I will have

my higher students complete the math as they come to pay for their items by writing down

addition problems.

Integration: This activity is integrated with math as the students have to use simple addition

to make sure they have enough money to pay for their items.

Unit Closure

Students will complete a culminating activity by participating in a

simulation where each student has a role and each role can only be done if

another role has been completed. Each role either has to have a service

completed or money paid in order to continue on to the next step.

Students will have to work together as producers and consumers for their

goods and services.

Assessment

Throughout the unit I will use observation, student artifacts, and discussion

to assess my students understanding.

References

http://saylorslog.blogspot.com/search/label/Economics

Producer Riddles Activity

https://utah.agclassroom.org/teachercenter/index.cfm?controller=main&action=lpsearch

Source Search Lesson Plan

Let’s Go Shopping Lesson Plan

http://saylorslog.blogspot.com/search/label/Economics

https://utah.agclassroom.org/teachercenter/index.cfm?controller=main&action=lpsearch

Social Studies Unit - Stacy Wilson · 2018-09-27 · Social Studies Unit Plan 1. Cover Page 2. Unit...

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Transcript of Social Studies Unit - Stacy Wilson · 2018-09-27 · Social Studies Unit Plan 1. Cover Page 2. Unit...