People and Places

1
People and Places

• By
• Diana Garrett
• Meredith Broyles

http//office.microsoft.com/
2
People and Places

• Grade Level First Grade
• Unit People and Places
• Lesson A comprehensive study of people and
  places in the surrounding community and world.
• Authors
• Diana Garrett and Meredith Broyles

http//office.microsoft.com/
3
Table of Contents

• History
• Benchmarks and Indicators
• Activities
• Websites
• People in Societies
• Benchmarks and Indicators
• Activities
• Websites
• Geography
• Benchmarks and Indicators
• Activities
• Websites
• Economics
• Benchmarks and Indicators
• Activities
• Websites

• Government
• Benchmarks and Indicators
• Activities
• Websites
• Citizenship Rights and Responsibilities
• Benchmarks and Indicators
• Activities
• Websites
• Social Studies Skills and Methods
• Benchmarks and Indicators
• Activities
• Websites

http//office.microsoft.com/
4
History Benchmarks and Indicators
http//office.microsoft.com/

• Objectives
• Benchmarks
• B. Place events in correct order on a time line.
• C. Compare daily life in the past and present
  demonstrating an understanding that while basic
  human needs remain the same, they are met in
  different ways in different times and places.
• Indicators
• 2. Place events from ones own life in
  chronological order.
• 3. Distinguish among past, present and future.
• 4. Raise questions about how families lived in
  the past and use photographs, letters, artifacts
  and books to clarify what is known and what is
  unknown.
• 5. Compare past and present, near and far, with
  emphasis on daily life

5
History Activities Overview

• 1) Creating an All About Me Timeline
• 2) Comparing Teachers Past and Students Present
• 3) Interview Grandparents
• 4) Comparing Past and Present Pictures
• 5) Schools Past and Present

http//office.microsoft.com/
6
History Creating an All About Me Timeline
http//office.microsoft.com/

• Students will either draw self-portraits or
  collect photos from home to place in
  chronological order from birth to present.
• Discuss the past , present, and future
• Last year/kindergarten was past yesterday
• Next year/second grade is in the future tomorrow
  
• Right now/present you are in the first grade
  today
• Suggest to the students that they draw what they
  want to be when they grow up. Have the students
  label this picture as The Future.
• Materials Paper, Markers, Crayons, Photos

7
History Comparing Teachers Past and Students
Present
http//office.microsoft.com/

• Give some personal examples about your daily life
  when you were a first-grader and compare them to
  the students' daily lives today.
• Record on a Venn diagram the similarities and
  differences with your daily life during first
  grade and the lives of your students.
• Topics to Compare technology, content learned,
  music, restaurants, hobbies and activities,
  shopping, changes in community, etc.
• Materials Venn diagram, Markers

8
History Interview Grandparents

• Read My Grandma is Wonderful by Nick Butterworth
  and begin discussing how their own grandparents
  lives growing up may have differed from their
  own.
• Get students thinking about the types of
  interview questions they could ask their
  grandparent or older relative/family friend by
  giving the students the following questions and
  having them add to the list
• What inventions do we have today that you did not
  have when you were growing up?
• What types of things did you do for fun when you
  were growing up (toys, hobbies, etc.)?
• Was your school life different than mine?
• If you could pick something from the past, an
  artifact, that tells who you are, what would you
  pick and why?
• Have students brainstorm ideas about how they can
  present their interview information and how they
  can add creative elements to the presentation.
  Be sure that they bring an artifact to share and
  a video or manuscript of the interview which can
  be written by or with the assistance of the
  grandparent. Invite families to attend the
  presentations.
• Materials Book, Chart paper and markers,
  Interview question handouts, Letter to Families
  telling about the project

http//office.microsoft.com/
9
History Comparing Past and Present Pictures

• Read If You Lived 100 Years Ago by Ann Mcgovern
• Divide the class into two groups. One group
  represents the present and the other the past.
  Discuss with the students the meaning of past and
  present. Show each group a picture of the
  Mayflower and a picture of a modern ship. Allow
  each group to explain what they know about each
  picture and how the two items are the same and
  different.
• For each pair of pictures you may want to use two
  pieces of chart paper with a T-chart. One chart
  (What Do You See?) can be used to record
  information about the pictures. The second chart
  can be used to record the comparisons of the two
  pictures (How are the Pictures the Same and
  Different?).
• Other pictures to compare telephones,
  computers, cars, toys, clothing from various time
  periods, stores, homes, architecture, etc.
• Materials Book (If You Lived 100 Years Ago by
  Ann Mcgovern), Chart paper, Various pictures for
  comparison

http//www.old-picture.com/
10
History Schools Past and Present
http//office.microsoft.com/

• Read books about schools of the past and discuss
  how the schools compare to schools today
• Recommended
• Pioneer Life from A to Z by Bobbie Kalman
• A One-Room School by Bobbie Kalman
• Life on a Pioneer Homestead by Sally Senzell
  Isaacs
• Visit Caesar Creek Pioneer Village Schoolhouse
• Schools were established very early in the
  1800's, as soon as a small community developed.
  These were subscription schools financed by local
  people. Some early teachers were paid sixty cents
  a day. Early pioneer schools were small in size,
  with little furniture, light or comfort.
• Materials Books, Permission slips, Buses
  (transportation), Parent volunteers

11
History Websites
http//office.microsoft.com/

• Social Studies for Kids Timelines How to Make
  a Timeline
• http//www.socialstudiesforkids.com/subjects/timel
  ines.htm
• Scholastic Graphic Organizers Venn Diagrams-
  offers a Venn diagram sample and ways to use the
  graphic organizer
• http//content.scholastic.com/browse/article.jsp?i
  d2997
• MP Video production Grandparents- lists helpful
  questions to ask grandparents offers sample
  videos and slideshows the company has created
• http//www.mpvideoproduction.com/
• Old Pictures- includes a variety of pictures
  categorized by theme
• http//www.old-picture.com/
• Caesars Creek Pioneer Village- information
  regarding field trips and educational programming
  
• http//www.caesarscreekvillage.org/

12
People in Societies Benchmarks and Indicators
http//office.microsoft.com/

• Objectives
• Benchmarks
• A. Identify practices and products of diverse
  cultures.
• B. Identify ways that different cultures within
  the United States and the world have shaped our
  national heritage.
• Indicators
• 1. Describe similarities and differences in the
  ways different cultures meet common human needs
  including food clothing shelter language
  artistic expressions.
• 3. Describe family and local community customs
  and traditions.
• 4. Describe life in other countries with emphasis
  on daily life, including roles of men, women and
  children.

13
People in Societies Activities Overview

• 1) Your Familys Traditions and Customs
• 2) Holidays Around the World
• 3) Exploring Cultural Foods
• 4) Clothing
• 5) Compare and Contrast Two Countries

http//office.microsoft.com/
14
People in Societies Your Familys Traditions and
Customs
http//office.microsoft.com/

• Discuss what family traditions and customs are
  and explain that they can occur on a regular
  basis and can be a major event like a holiday or
  a simple ritual like reading a book before bed.
• Tell the students that they are going to be
  taking a letter home to their families that
  explains that they will need to bring in an
  object or picture that represents a family
  tradition to share at school.
• Bring in your own item to share, modeling how the
  students will explain why this tradition is
  important to their families and what they enjoy
  about the tradition.
• Materials Letter home to Families, Items for
  sharing

15
People in Societies Holidays Around the World

• Read Children Just Like Me Celebrations! by
  Anabel Kindersley. Introduce each holiday with a
  book and a discussion of how the holiday relates
  to a holiday the students celebrate.
• Cinco de Mayo- read Cinco de Mayo by Lola M.
  Schaefer, make styrofoam cup maracas
• Kwanzaa- read Seven Candles for Kwanzaa by Andrea
  Davis Pinkney, discuss the symbols of Kwanzaa,
  create a kinara using red, green, and black
  construction paper
• Chanukah- read My First Chanukah by Tomie
  dePaola, make milk carton dreidels
• Chinese New Year- read Chinese New Year by Lola
  M. Schaefer, make crepe paper dragons
• Materials Books, Styrofoam cups, Pom-poms,
  Construction paper, Beans, Scissors, Glue, Milk
  cartons, Paint and brushes, Crepe paper

http//crafts.kaboose.com/maracas.html
www.officialkwanzaawebsite.org
16
People in Societies Exploring Cultural Foods

• Select several countries from each continent.
  Send home a country sign-up list to the families.
  They will select a dish from this country to
  prepare with their child.
• Have a cultural potluck, inviting families to
  attend. Encourage families to select a dish from
  their own cultural heritage.
• Materials Sign-up list, Plates, Napkins,
  Utensils, Cups

http//office.microsoft.com/
17
People in Societies Clothing

• Discuss the different types of clothing we wear,
  why we wear clothing, and the various purposes
  warmth, ceremonial, uniforms, fashion,
  protection.
• Read Clothing (Around the World Series) by
  Margaret C. Hall and Clothing Around the World by
  Kelly Doudna
• Create paper dolls to decorate and provide with
  clothing from one of the cultures discussed in
  the books. The students will present their dolls
  and explain the purpose of the clothing they
  selected for their doll and the culture from
  which it came.
• Materials Books, Paper doll cutouts, Various
  fabric samples, Construction paper, Glue,
  Scissors, Additional photos of cultural dress

http//office.microsoft.com/
18
People in Societies Compare and Contrast Two
Countries
http//office.microsoft.com/

• Select two countries from different continents.
  On a Venn diagram, make the following comparisons
  between the two countries
• Geographical location on globe, climate, dress,
  food, shelter, language, holidays celebrated
• Materials Venn diagram, globe, books and
  websites about each country

19
People in Societies Websites

• Holidays Holidays from Around the World
  http//falcon.jmu.edu/ramseyil/holidays.htm
• Cinco de Mayo Holidays Kaboose
• http//holidays.kaboose.com/cinco-de-mayo/ind
  ex.html
• Kwanzaa Official website http//www.officialkwan
  zaawebsite.org/index.shtml
• Chanukah Torah Tots http//www.torahtots.com
• Chinese New Year Enchanted Learning crafts and
  activities
• http//www.enchantedlearning.com/crafts/chinese
  newyear/
• World Recipes recipes from around the world
• http//www.world-recipes.info/
• World Factbook contains info on all the
  countries of the world, including maps, pictures
  of flags, statistics, and info on each country's
  history, land, people government and money
  system. http//kids.yahoo.com/reference/world-fact
  book

http//office.microsoft.com/
20
Geography Benchmarks and Indicators
http//office.microsoft.com/

• Objectives
• Benchmarks
• A. Identify the location of the state of Ohio,
  the United States, the continents and oceans on
  maps, globes and other geographic
  representations.
• B. Identify physical and human features of
  places.
• Indicators
• 2. Construct simple maps and models using symbols
  to represent familiar places (e.g., classroom,
  school or neighborhood).
• 3. Identify and use symbols to locate places of
  significance on maps and globes.
• 4. Locate the local community, state and the
  United States on maps or globes.
• 5. Identify and describe the physical features
  (lake, river, hill, mountain, forest) and human
  features (town, city, farm, park, playground,
  house, traffic signs/signals) of places in the
  community.

21
Geography Activities Overview

• 1) Exploring Maps and Where We Live
• 2) Learning About Landforms
• 2) Create a Map of the Classroom
• 3) Shoe Box Model of Your Room
• 4) Playground Treasure Hunt

http//office.microsoft.com/
22
Geography Exploring Maps and Where We Live

• Introduce maps by discussing the purposes for
  using maps, looking at the different types of
  maps, and examining maps found in the classroom.
  
• Using a globe and world map pass around the
  globe having each student locate the United
  States look at the landforms compare the globe
  and map
• Using a U.S. map have students locate Ohio on
  the map name the neighboring states and locate
  states students have visited
• Using a map of Ohio have students locate the
  city that live in locate Columbus on the map.
• Students will make a map book. Each page will
  have a different map World, United States, Ohio.
  They will color or place a sticker on the
  location given United States, Ohio, Your City.
• Materials Globe, World map, U.S. map, Ohio map,
  Map books, Crayons, Stickers

http//office.microsoft.com/
23
Geography Learning About Landforms

• Students will describe what landforms are and
  list various landforms. Show pictures of
  landforms and have students identify each
  landform (island, mountain, lake, river, hill,
  pond, etc.)
• Students will create each landform using blue and
  green play dough. Have students label and
  display their landforms.
• Possible resource for students Geography from A
  to Z A Picture Glossary by Jack Knowlton
• Materials Chart paper, Landform pictures, Blue
  and green play dough, Geography from A to Z A
  Picture Glossary

http//office.microsoft.com/
24
Geography Create a Map of the Classroom

• Discuss scale as it relates to maps and the
  purpose map keys serve.
• Ask students to create a map of the classroom
  using a map key and a variety of symbols. For
  example, green rectangles may represent the desks
  and blue circles may represent the chairs.
• Provide students with a large sheet of white
  construction paper to arrange and glue their map
  pieces on. Students must provide a key on their
  map.
• Materials Construction paper, Scissors, Glue,
  Markers, Stickers, and any other decorative items
  for the maps

http//office.microsoft.com/
25
Geography Shoe Box Model of Your Room

• Students will sketch a map of their bedroom at
  home.
• They will bring their completed maps to class to
  begin construction on a 3-D model based on their
  maps.
• A variety of materials can be used by the
  students to create their bedroom replicas for
  display.
• Materials Shoes boxes, Scissors, Glue,
  Construction paper, Milk cartons, Cloth scraps,
  Felt, Cotton balls, Small boxes, Markers, Paint,
  Paintbrushes

http//office.microsoft.com/
26
Geography Playground Treasure Hunt

• Students will be given a map of the playground
  with identifying features labeled and displayed
  on the map.
• Pair the students and have one partner from each
  pair hide four plastic gold coins throughout the
  playground, marking the locations on their maps
  with an X.
• Their partners must then locate these coins by
  reading the marked map. Mark each set of coins
  with a different colored sticker or other
  distinguishing mark so that the students can
  determine if they retrieved their own set of
  coins. Repeat this activity having the pairs
  switch roles.
• Materials Maps of the playground, Plastic
  coins, Stickers, Markers

http//office.microsoft.com/
27
Geography Websites
http//office.microsoft.com/

• National Geographic Map Machine- print a variety
  of maps of any location in the world
• http//plasma.nationalgeographic.com/mapmachine/i
  ndex.html
• NGA Kids Site - create and color maps play a
  game with satellite images
• http//www.nga.mil/ngakids/kids/games/index.html
• Maps Tools for Adventure - use maps to find
  places and solve clues
• http//www.mywonderfulworld.org/toolsforadventure
  /games/family.html
• Landforms of the World The Place to Find Out
  Characteristics of World Landforms- provides
  descriptions and photos of landforms
  http//www.geocities.com/monte7dco/index.htm
• Google Earth- this website can serve as a
  supplemental activity for students to explore
  their community, country, and world through
  satellite mapping images.
• http//earth.google.com/

28
Economics Benchmarks and Indicators
http//community.netscape.com/
Objectives Benchmarks A. Explain how the
scarcity of resources requires people to make
choice to satisfy their wants. B. Distinguish
between goods and services and explain how people
can be both buyers and sellers of goods and
services. C. Explain ways that people may obtain
goods and services. Indicators 1. Explain
that wants are unlimited and resources are
scarce, thereby forcing individuals to make
choices. 2. Describe ways people produce,
consume, and exchange goods and services in their
community. 3. Explain ways that people may
obtain goods and services that they do not
produce including the use of money and barter.
29
Economics Activities Overview

• 1) Making Choices
• 2) I Have a Job Game
• 3) From the Farm to the Store
• 4) Unlimited Wants Story
• 5) Class Market

http//www.savvycontent.com/
30
Economics Making Choices
http//www.ensisjv.com/

• Discuss the following situation with students.
• Your family is moving to a different state. You
  pack your toys, clothes, books, toothbrush, and
  everything else you own in a moving truck.
  Moving day arrives, and you find out that it
  costs too much money to move all of your familys
  belongings. Your parents tell you that you can
  take only one box. How do you decide what to
  bring? How many things do you want to bring?
  How many things will fit in the box? What will
  you do if you cannot bring something important?
• Instruct the students to take home a box, fill it
  with objects, or photos/drawings of objects they
  would choose.
• Have the students present their objects and
  answer the following questions.
• Why did you choose _______?
• What things were hard to leave behind? Why?
• Why did you have to make these choices?
• Materials Boxes, objects from home

31
Economics I Have a Job Game
http//www.econedlink.org/

• Students will choose a job. The teacher will
  encourage children to use both producers of goods
  or providers of services.
• The students will write three clues to their jobs
  and the answer on index cards.
• I eat a lot of apples
• I have lots of children.
• My favorite letter is A.
• I am a teacher.
• Students will mix up the cards, and take turns
  reading them and guessing the jobs.
• Materials Index cards, writing utensils

32
Economics From the Farm to the Store
http//office.microsoft.com/

• Read Farmer Brown Shears His Sheep - A Yarn About
  Wool by Teri Sloat. Discuss how sweaters end up
  in stores, who helps make them, and who buys them
  (producers, consumers).
• Have students draw a sequence board, showing the
  process of making yarn and sweaters.
• Materials Book, cotton balls, construction
  paper, glue, scissors, markers, crayons, and
  various other art supplies

http//office.microsoft.com/
33
Economics Unlimited Wants Story
http//books.google.com/

• The teacher will read If You Give a Mouse a
  Cookie by Laura Joffee Numeroff.
• Discuss which things the mouse requested were
  goods and which were services.
• Explain that the mouse (and people) have
  unlimited wants.
• Interactively write a class unlimited wants
  story. (If you give a class a hamster)
• Materials Book, chart paper, marker

34
Economics Class Market

• Students will select a good or service and
  role-play being the producer of that good or
  service in a class market.
• Students must decide how to get goods and
  services they do not produce.
• Students will write a journal explaining how they
  obtained goods and services, with or without
  money.
• Materials Replicas or drawings of goods, play
  money (optional), paper, writing utensils

http//rics.org/
35
Economics Websites
http//office.microsoft.com/

• Social Studies for Kids read kid-friendly
  informative articles
• http//www.socialstudiesforkids.com//
• Economics Education Link distinguish between
  goods and services in this interactive site
• http//www.econedlink.org
• Gamequarium Junior practice obtaining goods
  with money at the farmers fruit stand
• http//gamequarium.com/junior.html
• Wise Pockets World learn about money and its
  use through these fun characters
• http//www.umsl.edu/wpockets/index.html
• H.I.P. Pocket Change (US Mint) play games and
  learn about money
• http//www.usmint.gov/kids/index.html

36
GovernmentBenchmarks and Indicators
http//www.destination360.com/
Objectives Benchmarks A. Identify elected
leaders and authority figures in the home,
school, and community, and explain reasons for
having persons in authority. B. Recognize and
explain the importance of symbols and landmarks
of the United States C. Explain the purposes of
rules in different settings and the results of
adherence to, or violation of, the
rules. Indicators 1. Recognize the role of
authority figures in providing for the safety and
security of individuals. 2. Explain how voting
can be used to make group decisions. 3.
Recognize symbols of the United States that
represent its democracy and values including The
bald eagle, White House, Statue of Liberty, and
national anthem. 4. Recognize the need for rules
in different settings and the need for fairness
in such rules.
37
Government Activities Overview

• 1) Three Little Pigs Vote
• 2) Class Animal Symbol
• 3) Whos in Charge?
• 4) The Rule Book
• 5) Sing and Understand our National Anthem

http//www.savvycontent.com/
38
Government Three Little Pigs Vote

• Read and discuss The True Story of the Three
  Little Pigs by Jon Scieska.
• Ask the students which version they believe.
• Discuss how they could come to a group decision
  about which version the group believes.
• Secretly vote.
• Discuss results and the purpose of voting.
• Materials Book, ballots, ballot box, writing
  utensils, I voted stickers (optional)

http//www.amazon.com/
39
Government Class Animal Symbol
http//www.amazon.com/

• Ask students to create a class animal symbol for
  the class. What animal should it be and why?
  Have students draw their choice and write their
  reasoning. Share, focusing on why certain
  animals would symbolize certain traits or
  characteristics.
• Read The Bald Eagle (First Facts American
  Symbols) by Debbie L. Yanuck
• Discuss how the bald eagle represents America.
  Ask why the students think that the founding
  fathers chose it to be their symbol.
• Materials Book, paper, writing utensils

40
Government Whos in Charge?
http//www.theonion.com/

• Discuss the following questions as a class.
• Whos in charge at school? Why?
• What would happen if he/she werent in charge?
• How does he/she help you feel safe?
• Would you feel less safe if he/she werent in
  charge? Why or why not?
• Is it difficult to be in charge? Why or why not?
• Using a graphic organizer, compare and contrast
  authority figures in various environments (home,
  church, sports club, leisure activities, day
  care, etc.)
• Materials White board, dry erase markers

41
Government The Rule Book
http//www.bikeracing.com/

• Discuss different school settings (classroom,
  hallways, cafeteria, playground, library,
  computer lab, etc.)
• Discuss how different behavior is expected in
  different settings.
• Discuss the need and usefulness for rules.
• Create a set of rules for each setting.
  Emphasize the importance of fairness and safety.
  
• Publish in book form and keep in class.
• Materials Chart paper, markers, rulers,
  decorative materials

42
Government Sing and Understand our National
Anthem
http//www.baldeaglecafe.com/

• Sing the national anthem.
• Discuss the first stanza, using a poster or other
  large representation. Create personal and
  developmentally appropriate understandings of the
  lyrics.
• Repeat daily or weekly until the song is
  complete.
• Materials A recording of the national anthem,
  chart paper, or white board, markers

43
Government Websites
http//office.microsoft.com/

• White House Kids take a virtual tour, learn
  facts and history
• http//www.whitehousekids.gov
• Americas Library browse kid-friendly articles,
  photos, and facts
• http//www.amicaslibrary.gov
• Bens Guide to US Government for Kids find
  information, photos
• http//bensguide.gpo.gov
• National Anthems listen to the U.S. and other
  national anthems
• http//www.national-anthems.net
• The Democracy Project by PBS Kids be President
  for a day, look inside a voting booth, learn how
  the government affects kids
• http//pbskids.org/democracy/

44
Citizenship Rights and Responsibilities
Benchmarks and Indicators

• Objectives
• Benchmarks
• A. Describe the results of cooperation in groups
  settings and demonstrate the necessary skills.
• B. Demonstrate personal accountability,
  including making choices and taking
  responsibility for personal actions.
• Indicators
• 1. Demostrate the importance of fair play, good,
  sportsmanship, respect for the rights and
  opinions of others, and the idea of treating
  others the way you want to be treated.
• 3. Demonstrate accountability for actions.
• 4. Demonstrate pride in personal
  accomplishments.
• 5. Demonstrate citizenship traits including
  trustworthiness, fairness, self-control, and
  respect for those in authority.

http//office.microsot.com/
45
Citizenship Rights and Responsibilities
Activities Overview

• 1) Citizenship Tree
• 2) What Would You Do?
• 3) Im Proud of Myself Night
• 4) Stellaluna Follows the Rules
• 5) A World Without Trust

office.microsoft.com
46
Citizenship Rights and Responsibilities
Citizenship Tree

• Read and discuss The Berenstain Bears to the
  Rescue by Stan and Jan Berenstain.
• Brainstorm how students can help people in the
  community.
• Create a class tree on a bulletin board. Each
  student makes a leaf with his/her idea printed on
  it in words or pictures.
• Individual students, or the class as a whole,
  will try to complete as many of the activities as
  possible during the school year.
• Materials Book, construction paper, writing
  utensils, bulletin board

http//www.aliviastoys.com/
47
Citizenship Rights and Responsibilities What
Would You Do?
http//www.mtnhomesd.org./

• Ask students 1-3 of the following questions.
  Have them respond with written language or
  drawings and oral explanations.
• You find a watch on the playground. What would
  you do next? Why?
• Everybody is in a hurry. A kid near you trips and
  falls down. What would you do next? Why?
• Your teacher asks the class to be quiet after
  somebody said something really funny. What would
  you do next? Why?
• You borrowed a pencil from the teachers desk and
  lost it. What would you do next? Why?
• You think somebody is being mean by making fun of
  a kid on the playground. What would you do next?
  Why?
• Materials Paper, writing utensils

48
Citizenship Rights and Responsibilites Im Proud
of Myself Night
http//office.microsoft.com/

• Instruct students to choose one to three
  assignments they are proud of completing in
  different subject areas.
• Have students write 1-2 sentences about why they
  are proud of themselves for completing each item
  on sentence strips or paper.
• Display the students chosen work and their
  explanations in subject area centers around the
  room.
• Invite the parents to come in with their
  children, explore the materials, and listen to
  explanations.
• Materials Past student work, sentence strips or
  paper, writing utensils, parent volunteers to
  help set up, flyers to invite parents

49
Citizenship Rights and Responsibilites
Stellaluna Follows the Rules

• Read and discuss Stellaluna by Janell Cannon.
• Ask the students the following questions
• Why did Stellaluna act the way she did with the
  bird family?
• How did the rules change when she lived with
  birds?
• Why did she follow the bats rules?
• Was Stellaluna responsible? Why or why not?
• Compare and contrast the rules between the bird
  and bat family using a Venn Diagram.
• Materials Book, white board, dry erase markers

http//www.amazon.com/
50
Citizenship Rights and Responsibilities A World
Without Trust
http//office.microsoft.com/

• Discuss with students what things/people they
  trust in the world and who trusts in them.
• Brainstorm scenarios of a world without trust.
  How would it be different? What would everyday
  life be like?
• Have students draw pictures of their vision of a
  world without trust.
• Arrange pictures on green and blue construction
  paper in the shape of the earth on a bulletin
  board.
• Materials Green and blue construction paper,
  bulletin board or wall space, paper, pencils,
  chart paper, markers

51
Citizenship Rights and Responsibilities Websites
http//office.microsoft.com/

• Good Character character building opportunities
  and information for a variety of ages
• http//www.goodcharacter.com
• Institute for International Sport watch videos
  about athletes thoughts on sportsmanship in
  recognition of National Sportsmanship Day
• http//www.internationalsport.com/nsd/index.cfm
• Kids Next Door where kids can learn more about
  being a good citizen
• http//www.hud.gov/kids/
• The Giraffe Heroes Project learn about heroes
  that have stuck their necks out for others
• http//www.giraffe.org
• Mister Rogers Neighborhood by PBS Kids listen
  to songs about fairness, responsibility, respect,
  and trustworthiness, and download sheet music
• http//pbskids.org/rogers/index.html

52
Social Studies Skills and Methods Benchmarks and
Indicators

• Objectives
• Benchmarks
• Obtain information from oral, visual, print, and
  electronic sources.
• Predict outcomes based on factual information.
• D. Identify a problem and work in groups to
  solve it.
• Indicators
• Obtain information about a topic using a variety
  of oral and visual sources.
• Sequence information.
• Determine categories for sorting information.
• Identify main ideas from oral, visual, and print
  sources.
• Display courtesy and respect for others in group
  settings including staying on topic, and
  focusing attention on the speaker.

http//customersrock.wordpress.com/
53
Social Studies Skills and Methods Activities
Overview

• 1) Class Pet Research
• 2) 9-11 Sequence
• 3) Sort Ohio Animal Facts
• 4) Big Ideas about the Wright Brothers
• 5) Family History Week

destiny-and-we.blogspot.com
54
Social Studies Skills and Methods Class Pet
Research

• Introduce the idea of a class pet. Discuss
  responsibilities and necessary knowledge.
• Brainstorm types of pets that would work well as
  a classroom pet.
• Ask the students how they would find the
  necessary care information about each pet?
  Brainstorm ideas together and record on chart
  paper.
• Have each student or a group of students choose a
  pet to research, using the methods suggested in
  class.
• Materials Chart paper, markers, a variety of
  resource materials.

http//www.theonion.com/
55
Social Studies Skills and Methods 9-11 Sequence
http//www.amazon.com./

• Read (teacher will have to condense text) and
  discuss Attack on America The Day the Twin
  Towers Collapsed by Mary Gow. Emphasize the
  sequence of events during discussion.
• Distribute copies of illustrations and selected
  text to small groups.
• Instruct children to sequence the events of
  September 11th.
• Children will present their sequence and explain
  why they chose the order they did.
• Materials Book, copies of illustrations and
  selected text

56
Social Studies Skills Sort Ohio Animal Facts
http//www.ohiogameandfish.com/

• Distribute Ohio animal fact cards. The cards
  should include pictures as well as text. For
  example, a card about a deer could say A deer
  eats only plants, and have a picture of a deer
  eating some plant material.
• Read and discuss each card. Brainstorm how this
  information could be organized into categories.
• Select categories as a class, and have the
  students sort their cards using a pocket chart
  and sentence strips.
• Materials Ohio animal fact cards, pocket chart,
  sentence strips, markers

57
Social Studies Skills and Methods Big Ideas
about the Wright Brothers

• Read and discuss To Fly The Story of the Wright
  Brothers by Wendie C. Old.
• Discuss the big ideas presented in the book.
• Have each child write one big idea on an index
  card. This may be a picture or text.
• Decide which big idea is the main idea and why.
• Discuss how details and other big ideas support
  the main idea.
• Create a web, showing the main idea, big ideas,
  and details from the text.
• Materials Book, white board, dry erase markers,
  index cards, writing utensils

http//www.capitalchoices.com/
58
Social Studies Skills and Methods Family
History Week
http//www.une.edu.au/

• Invite parents to teach a brief lesson about
  their familys history. The lesson should be no
  more than ten minutes long, and may or may not
  include an activity.
• Distribute lesson so that there are no more than
  three in one day.
• Prepare the students by discussing what it means
  to be polite when a speaker comes.
• Discuss staying on topic (talk only about what
  the speaker is talking about, ask questions only
  about the speakers topic)
• Discuss paying attention (What does paying
  attention look like? Feel like? What should you
  do if something distracts you?)
• Materials Parent handout, adequate space

59
Social Studies Skills and Methods Websites
http//office.microsoft.com/

• CBeebies by the BBC listen to songs, games,
  rhymes, and more that focus on listening skills
• http//www.bbc.co.uk/cbeebies/
• Fun School by Kaboose sequence pictures (no
  text) in this kid-friendly sequencing game
• http//funschool.kaboose.com/
• Tinas World by Game Goo Learning that Sticks
  follow Tinas directions to find bugs for her
  collection
• http//www.cogcon.com/gamegoo/gooeyhome.html
• Kid Cyber a search engine for primary students
• http//www.kidcyber.com.au/
• Primary Resources sorting activities online
• http//www.primaryresources.co.uk/online/sort
  ing.swf