Final Project CTSE 130 Adrianna Markel

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Final ProjectCTSE 130Adrianna Markel

• Social Studies Lesson Plans
• 1st grade, Moiola Elementary School, Fountain
  Valley School District
• Fountain Valley, CA

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Racial Demographicsfor Moiola Elementary
School(652 students)

• American Indian/Alaskan Native .2
• Pacific Islander .2
• Other 10.4
• Hispanic or Latino 7.1
• Asian American 17
• White (non-Hispanic) 65.2

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Classroom Background

• Number of Students 18
• 10 Boys, 8 Girls
• Ethnicity
• 9 White (non-Hispanic)
• 6 Asian American
• 2 Latino
• 1 Pacific Island
• 1 Indian
• Technology
• Two computers

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Standards(same for each lesson)1st Grade Social
StudiesUnit on Citizenship

• 1.1 Students describe the rights and individual
  responsibilities of citizenship. 1. Understand
  the rule-making process in a direct democracy
  (everyone votes on the rules) and in a
  representative democracy (an elected group of
  people make the rules), giving examples of both
  systems in their classroom, school, and
  community.
• 2. Understand the elements of fair play and good
  sportsmanship, respect for the rights and
  opinions of others, and respect for rules by
  which we live, including the meaning of the
  "Golden Rule."

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Lesson Plan 1Thats mine-Personal Property

• Part of standard applicable to lesson
• Part 2 Respect for the rights and opinions of
  othersrespect for rules by which we live,
  including the meaning of the Golden Rule.

• Objective
• To understand that people's property needs to be
  respected and the use of property involves
  responsibility.
• To understand that laws and rules protect
  personal property (individual property) and
  public property (property which is not owned
  individually).

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Lesson Plan 1

• Materials to support lesson
• Any childrens story book which correlates with
  damage done to property
• A class set of teacher-made tag board or poster
  board thermometers
• Teachers questionnaire with scenarios (to be
  read out loud)
• Motivation
• Teacher begins the lesson by asking one of the
  students if she (the teacher) can borrow the
  students pencil. If the child says no, ask
  another child (commenting on how its OK the
  child says no because the pencil is his/her
  personal property.) When a child says yes, tell
  him/her the pencil wont be returned. See if
  this is OKchances are it wont be. If it is OK,
  try the same question about his/her backpack or
  other valuable.

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Lesson Plan 1

• Learning Experience
• Read and discuss story. Have children identify
  the personal property damaged in the story. Were
  there consequences as a result of damaged
  property? What could have happened to those
  characters who damaged the property? How would
  you feel if you had your property damaged?
• Have students brainstorm the names of objects in
  the classroom or on school grounds that belong to
  themselves, classmates, teacher, and school
  (those things which belong to everybody).
• Discuss the following questions Does damage done
  to property "by accident" or "on purpose" make a
  difference? Does it make a difference who damages
  the property?
• Students will listen to an accident read by the
  teacher and rank the severity of the situation by
  measuring it on their sliding thermometer. Zero
  degrees, with no red showing indicates not very
  severe and 100 degrees (all-red showing)
  indicates very severe.

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Lesson Plan 1

• Feedback/Assessment
• Feedback Students will summarize main ideas of
  ownership of property, respect, and
  responsibility towards property by reevaluating
  and discussing questions posed earlier by
  teacher.
• Assessment Students' understanding will be
  evaluated throughout the lesson by teacher's
  observations during the brainstorming and
  discussion period. Observation of the ranking
  students give to various scenarios will also
  indicate students' feelings and understanding.
• Technology to support lesson
• Possible computer game/CD-ROM

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Lesson Plan 2Cant We All Just Get Along

• Objective
• To understand the principles of getting along,
  treating one another with respect, playing
  fairly, and being a good sport at school.
• To understand that classroom, playground, and
  school rules are in place to make everyone happy.

• Part of standard applicable to lesson
• Part 2 Understand the elements of fair play and
  good sportsmanship, respect for the rights and
  opinions of others, and respect for rules by
  which we live, including the meaning of the
  Golden Rule.

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Lesson Plan 2

• Materials to support lesson
• Hug o War poem by Shel Silverstein
• Teacher-made drawings on cards depicting children
  fighting with one another/dealing with tough
  situations on the playground.
• Blank paper for students.
• Motivation
• Start by asking who in the class knows how to
  play tug o war. Explain how tug o war is
  played, illustrating how there are two sides
  pulling against one another.

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Lesson Plan 2

• Learning Experience
• Begin by reading Shel Silversteins poem and
  discussing the concepts of getting along,
  respect, and sportsmanship. Students can give
  examples of what it means to be fair or unfair.
  Why are there playground rules? Compare concepts
  of hug o war and tug o war.
• Teacher can inform the class that they are going
  to pretend they just came indoors after playing
  outside on the playground. Unfortunately, not
  everyone got along. Show drawings depicting
  children dealing with situations such as they
  wont let me use the swings, I was here first,
  and Johnny took the ball away. Would they like
  to be treated like this? How do they think
  others would like to be treated? Discuss how they
  might have handled this situation had they been
  the one involved. What if they had been the
  OTHER kid involvedperhaps a different
  perspective.
• .

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Lesson Plan 2

• Feedback/Assessment
• Teacher will provide blank paper and instruct the
  children to draw the same pictures that are on
  the teacher-made cards, instead showing how the
  situation might be resolved fairly and with a
  sportsman-like attitude.
• For follow-up, remind students to remember these
  ideas while on the playground and in the
  classroom. Encourage them to treat others how
  they might want to be treatedenforce with
  Friendships Rulea poem about the Golden
  Rule.
• After a few recess periods go by, ask students to
  share ways that they followed the playground
  rules. Why was doing so necessary?

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Lesson Plan 3Rock the Vote

• Part of standard applicable to lesson
• Understand the rule-making process in a direct
  democracy (everyone votes on the rules) and in a
  representative democracy (an elected group of
  people make the rules), giving examples of both
  systems in their classroom, school, and
  community.

• Objective
• Learn that voting is that way that groups in a
  democracy make choices that affect families,
  schools, communities, or the whole country.
• Identify voting as the way that a group makes a
  choice, demonstrating that voting is a fair way
  to make group decisions and solved problems.

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Lesson Plan 3

• Materials to support lesson
• Chalkboard
• Motivation
• Ask children the question, If you were a king
  and could have anything in the world brought into
  the classroom for everybody to share, what would
  it be? (i.e. all the candy in the world, a
  million dollars, lifetime no-homework passes)
• Begin to write ideas on the board.

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Lesson Plan 3

• Learning Experience
• The teacher then informs that the classroom can
  only choose ONE of these things, and that a vote
  must be taken to determine which kingly riches
  the class, as a group, wants.
• Discuss ways to vote secret ballot, raising
  hands. Eventually vote with hands up and heads
  on desks.
• Discuss the outcome of the decision. Explain
  that this is how taking a vote affected our
  classroom this is how our classroom made a
  choice. Discuss the concept of direct democracy.
  What are other modes of direct democracy in a
  classroom? (i.e. voting for class rules)

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Lesson Plan 3

• Learning Experience, cont.
• The teacher will then instruct the students to
  vote for ONE of their classmates that they would
  want to CHOOSE the classroom prize for the whole
  class. Discuss reasons why they might vote for
  the person. Do they trust them to make the right
  decision? Did that person want the same riches
  you wanted? Explain representative democracy in
  our school (i.e. voting for student council)
• Discussiondo you vote in your family? How do
  rules get made in your family? community?
• Feedback/Assessment
• Have the children draw a picture and write a few
  sentences explaining which method of voting they
  like the bestdid they like voting on the
  rules/decision or choosing a representative to do
  sowhich way would have given them what they
  wanted?
• Technology to support this lesson
• Again, a strategically chosen computer program or
  CD-ROM.

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Resources

• California State Department of Ed, Academic
  Standards
• http//www.cde.ca.gov/board
• National Council for Social Studies
• http//www.socialstudies.org
• Fountain Valley School District
• http//www.fvsd.k12.ca.us
• SCORE History-Social Science Grade 1
  http//score.rims.k12.ca.us/grade1/index.html

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Peer Discussion

• These are comments that Tu made throughout the
  Discussion Board about other students projects.
  Yes, I actually read them and thought about what
  he had said, just in case any of his comments
  would help me.
• With regards to standards, it may help to link
  them up directly to your lesson objectives
  (instructional experiences) and assessments
  (learning evidences).
• I did not see any references to state standards
  covered in each lesson. You can refer to the CTSE
  130 Reference Guide for various online resources.
  Also, given the limitations of Internet-enable
  classrooms (only 1), perhaps the student
  responses to each lesson module can be compiled
  electronically and linked to specific websites
  about eco-systems as a part of feedback and
  assessment process.
• You can find the link to update your personal
  website at http//rsoeweb2.usc.edu/Presentations.h
  tm .

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The End