School/District: Joyce Bullock Elementary/Levy County

[Unit Planner]

UNIT TITLE: Who are we? Conceptual Lens: Culture and Change Grade Level/Course: Kindergarten Author: Steve Masyada

Unit Overview: Who we are is ultimately a reflection of where we come from, what we are

raised with, and the experiences that change our lives and make us the citizens that we are. In this unit, students will learn about the factors that shape their young lives and the ways that people, places, and things can change over time, remaking who we are.

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Civics and Government History

Geography and Environmental Literacy Culture

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------------------------------------------------- Economics and Financial Literacy Other

h

Art

Math (timelines)

ELA/Common Core Literacy

-

http://elaccss.ncdpi.wikispaces.net/file/view/Standards

+Progression+K-5.pdf

Critical Content/Concept Web

K.C&G.1.1, K.C&G.1.2 RULES, FAIRNESS, RELATIONSHIPS,

CITIZENSHIP

Family, classroom, school rules; friends; playing nice;

good citizenship, Bill of Rights/Constitution

K.H.1.1, K.H.1.2, K.H.1.3 CHANGE OVER TIME, REGION, DIVERSITY

Timelines,, past, present, and future, sources, seasons,

place, entertainment, life events, families

K.G.2.2, K.H.1.2

REGION, CLIMATE, RESOURCES, NEEDS AND WANTS

Places we live, food, clothing, and shelter, seasons

and the weather

K.C.1.1, K.C.1.2, K.H.1.2, K.H.1.3

DIVERSITY, CULTURE, CHANGE OVER TIME, CLIMATE

Same and different, elements of culture, seasons and

us, life events, adjusting to new things, types of having fun

Who are We?: Culture

and Change

K.E.1.2, K.H.1.3 EMPLOYMENT, NEEDS AND WANTS,

DECISIONS, MONEY, RESOURCES

How we work, things that we want and need, how

we make decisions, life changes

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Essential Understandings (Generalizations) and Guiding Questions:

Generalizations Guiding Questions

History People can change over time as a result of

experiences and interactions.

History 1. How does change impact who we are?

2. What is a timeline? 3. How do we learn about the past,

present, and future? 4. What are the ways that people and

things change over time?

Geography & Environmental Literacy

Human-environment interaction and the availability of resources in the location we live may shape how we live.

Geography & Environmental Literacy

1. What are some ways that where we are affects what we can do?

2. What are some ways that where we live is different from where other people live?

3. How does where we live shape who we are?

Civics & Government Obeying rules and being good citizens can help promote fairness for everyone.

Civics & Government 1. What are some important rules that we have in our families, classrooms, and schools?

2. Why is it important to be fair to other people?

3. What are some ways that we can be good citizens?

4. Does it matter if you don’t want to be a good citizen?

Economics & Personal Financial Literacy

Families may make decisions based on what they need and what they want.

Economics & Personal Financial Literacy

1. What is the difference between a want and a need?

2. How do we make money to buy things?

3. How do you decide what you want and what you need?

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Culture

Culture may shape how we live through the interaction between people, places, and ideas.

Culture

1. What are elements of culture? 2. How is your culture the same as and

different from other people’s culture?

3. What is the relationship between environment, culture, and community?

Other Subjects

Other Subjects

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Critical Content and Skills

Students Will Know… (factual content) AC Students will be able to do… (key skills) AC

1. Elements of culture 2. Ways and reasons that people change over time 3. Features of geography that impact how we live. 4. Ways they can practice being a good citizen 5. Ways families make decisions about wants and needs. 6. Please note that the Asessment Codes listed are subject to change as the lessons are developed.

P, D

PT, D, O

WS, O, D,

P

PT

O, D, WS

1. Create a timeline 2. Use a calendar to identify changing seasons and months 3. Compare and contrast themselves and others 4. Use secondary sources to do research. 5. Learning how to work with others 6.

WS, O

WS, O

WS, O, D, PT

O, PT

O, D,

WS, PT

AC = Assessment Codes Q = Quizzes SA = Student Self-Assessment O = Observations T = Tests WS = Work Samples D = Dialogues P = Prompts PT = Performance Tasks

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Performance Tasks and Scoring Guides/Rubric

Performance Task #1 including Scoring Guide/Rubric

What: As a citizen of our school, you have been given the chance to work with other people to create board book for good citizenship. You and your team will read this board book to the pre-school students that come to visit our class. Why: In order to understand that: Obeying rules and being good citizens helps promote fairness for everyone. People can change over time as a result of experiences and interactions. How:

1. In small groups of 3 or 4, you and your partners will talk about the ways in which kids can be good citizens from when they are little to when they are older. You will each read a storybook about good citizens to help research the ways that kids can be good citizens.

2. After reading the assigned storybook, you will each tell someone else AND an adult about THREE things concerning citizenship that you read.

3. Once you have talked about what you read, you and your partners will brainstorm the ways that kids can be good citizens from when they are little to when they are older. An adult will help you write down what you talk about. Try to come up with at least 8!

4. Now, think about the OPPOSITES of the ways that kids can be good citizens. With the adult, brainstorm the opposites and write down your answers. Try to come up with at least 8!

5. Each group will share what they thought of and talk about similarities and differences between groups. 6. Now that you have the list, work together to begin your board book about citizenship! 7. Each of you will create 10 images. 5 images will show a different way that you have been a good citizen from when you were one to today. 5

images will show ways in which you could have been a bad citizen from when you were a little kid to today.

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8. With an adult, label the images that you have created. 9. Once everyone in the group has created their images, you will vote on the best ones to include.

-------at least one image from every person in the group -------the first five images must show good citizenship from age 1 to today. -------the second five images must show bad citizenship from age 1 to today.

10. Create and color your new board book with the images that you have created. Don’t forget to pick a picture for the cover, and give it a title. 11. Once everyone has finished their board books, we will all read and share our board books on good citizenship with our pre-school friends!

Criteria Excellent (4 pts) Proficient (3 pts) Adequate (2 pts) Limited (1 pt)

Research Read assigned book and could explain 3 different things about citizenship.

Read assigned book and could explain 2 different things about citizenship.

Read assigned book and could explain 1 thing about citizenship.

Did not read book or could not explain at least 1 thing about citizenship.

Individual Work/Content Created 5 positive and 5 negative images associated with citizenship. Collection of images demonstrate citizenship over time.

Created at least ten images; Created less than 5 positive OR less than 5 negative images associated with citizenship; images show citizenship over time

Created 5 positive and 5 negative images associated with citizenship. Collection of images do not always demonstrate citizenship over time.

Created 5 positive and 5 negative images associated with citizenship. Collection of images do not always demonstrate citizenship over time.

Collaboration Willingly worked with peers to brainstorm

---- Worked with peers to brainstorm with some prompting

----

Book Content Board book contains 10 images concerning citizenship, with 5 positive behaviors AND 5 negative; images show citizenship over time

Board book contains 10 images; does not contain 5 positive AND 5 negative images; contains at least 2 negative images; images show citizenship over time.

Board book contains 10 images, with at least 5 positive behaviors and 5 negative behaviors; images do not always indicate citizenship over time

Board book contains less than 10 images AND less than 5 positive or 5 negative behaviors AND images do not always indicate citizenship over time.

Presentation Willingly read/shared story with pre-school friends

---- Read/shared story with pre-school friends with some prompting

Did not read story

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Performance Task #2 including Scoring Guide/Rubric

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Suggested Learning Experiences

CORRELATIONS → (Note: With these learning experiences, students should be

collaborating as often as possible, to model good citizenship and problem solving.)

Enduring Understanding

Critical Content Key Skills

1. (a) Read storybooks about citizenship and culture and summarize what the stories said. (b) take turns reading these stories to others.

1. Obeying rules and being good citizens helps promote fairness for everyone.

Elements of good citizenship; rulemaking; elements of culture; importance of collaboration

Learning how to work with others

2. Create an image of yourself in your favorite clothes with your favorite things.

1. Human-environment interaction and the availability of resources in the location we live may shape how we live.

2. Culture may shape how we live through the interaction

between people, places, and ideas.

Elements of culture (time, place, location,

foods, entertainments, etc)

3. Compare and contrast yourself with your friends and family.

1. Human-environment interaction and the availability of resources in the location we live may shape

Elements of culture (time, place, location, foods, entertainments, etc); differences between needs and wants

Comparing and contrasting; research

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how we live. 2. Culture may

shape how we live through the interaction between people, places, and ideas.

3. Families may make decisions based on what they need and what they want.

4. Create rules for the class to follow, as well as the consequences. (this could be turned into a PT!)

1. Obeying rules and being good citizens helps promote fairness for everyone.

Elements of good citizenship; the

importance of rules and consequences;

elements of culture

Learning how to work together; how to participate in a

democratic system

2. Create a Venn Diagram that compares life in one region with life in another.

1. Human-environment interaction and the availability of resources in the location we live may shape how we live.

2. Culture may shape how we live through the interaction

Elements of culture; features of geography (landmasses, climate,

etc)

Comparing and contrasting

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between people, places, and ideas.

3. Create a timeline about you and one other member of your family in the model of a calendar.

1. People can change over time as a result of experiences and interactions.

2. Families may make decisions based on what they need and what they want.

3. Culture may shape how we live through the interaction between people, places, and ideas.

Seasons of the year; calendars; wants and

needs; families; elements of culture; ways that people can

change over time

Making a timeline; research; use a

calendar

4. Work with peers to create a concept web that shows elements of culture.

1. Culture may shape how we live through the interaction between people, places, and ideas.

Elements of culture Concept webbing; learning to work

together

5. Read a story about how individuals/families make decisions deciding between what they want and what they need. Talk about what you learned and provide students the chance to make their own decisions about what they want versus what they need.

1. Families may make decisions based on what they need and

what they want. 2. People can

Wants and needs; ways that people can change over time; elements of

culture

Learning to make good decisions

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change over time as a result of experiences and interactions.

3. Culture may shape how we live through the interaction between people, places, and ideas.

Unit Materials/Resources Teacher Notes Books about good citizenship:

We Live Here Too!: Kids Talk About Good Citizenship (Loewen and Wesley, 2006)

Being A Good Citizen (Vigliano, 2009) If Everybody Did (Stover, 1989)

Do I Have To?: Kids Talk About Responsibility (Loewen and Wesley, 2005)

I Am a Good Citizen (Kids of Character) (Hoffman, 2011)

A Bad Case of Tattle Tongue (Cook and DuFalla, 2005)

Following Rules (Mayer, 2007)

Note: the performance task will require at least 4 adult/parent volunteers (depending on class size). Emphasize the importance of collaboration. Consider having students bring in items that represent their culture. Work with media specialist in developing reading list/selections. Ensure a variety of texts at different reading levels. Differentiate based on student reading ability and goal of ensuring collaboration. Performance Task should have a minimum of 3 students per group.

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Citizenship (First Step Nonfiction Government) (Kishel, 2007)

We Live Here Too!: Kids Talk About Good Citizenship (Loewen and Wesley, 2006)

Books relating to culture and geography:

A Child's Introduction to the World: Geography, Cultures, and People - From the

Grand Canyon to the Great Wall of China (Alexander and Hamilton, 2010)

Around the World in 80 Tales (Pirotta, 2007)

Geography from A to Z: A Picture Glossary (Knowlton and Barton, 1997)

Children Around the World (Montanari, 2004)

A School Like Mine (DK Publishing and UNICEF, 2007)

If the World Were a Village - Second Edition: A Book about the World’s People

(Smith and Armstrong, 2011)

What Is Culture? (Our Multicultural World) (Kalman, 2009)

Families in Many Cultures (Life Around the World) (Adamson, 2009)

We All Have a Heritage (Holman and Kolmetiani, 2002)

Me on the Map (Sweeney and Cable, 1998)

Where do I Live? (Chesanow, 1995)

Books about wants and needs and making decisions

Be sure to give students the opportunity to reflect as you go!

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Needs and Wants (Olson, 2008)

Need It or Want It? (Serrano, 2010)

Need It or Want It? (Little World Social Studies) (Hord, 2011)

Everything a Dinosaur Could Want: Asking for Your Needs to Be Met (Green and

Mark, 1991)

Social Studies Graphic Organizers and Resources

http://www.ncpublicschools.org/acre/standards/support-tools/#gosocial

Democratic Classrooms (Readings For Teachers)

http://education.jhu.edu/PD/newhorizons/strategies/topics/the-democratic-

classroom/classrooms/index.html

Creating a Democratic Classroom: Three Themes for "Citizen Teacher"

Reflection (Pryor, 2004)

http://suite101.com/article/creating-classroom-rules-with-students-

a266928

Sample rubrics: http://www.rcampus.com/rubricshowc.cfm?code=G68492&sp=true

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http://www.rubrics4teachers.com/roleplay.php

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