Social Studies

Curriculum > Elementary > 2nd Grade
  • Curriculum Overview
  • Syllabus
  • Sample Lesson Plan
Curriculum Overview
Course Title Grade Course Length
Social Studies 2 nd 2 semesters
Course Description
Harcourt is a curriculum that has a primary goal engaging social studies to inspire our children to use their own knowledge of the world around them to understand the global community and be able to show compassion and understanding of themselves and others. Harcourt is composed of six units deriving “Big Ideas” from the themes of elementary social Studies criteria. With the “Big Ideas” presented through visuals, graphics, and specialized features that connect to students’ full understanding and can personally relate to the curriculum provided.

Unit 1: Governing the People

Informational Knowledge Objectives
Introducing the Unit with a big idea
  • A government makes laws to help people be safe and get along
  • Students will use a chart and understand and use information from charts.
  • Students will listen to various patriotic elements in a song and be able to identify them.
  • Students will know what the term citizens’ rights and responsibilities are in our community at school as well as at home.
  • Students will know and be able to describe the consequences of various situations.
Suggested activities:
  • Students will write sentences and draw pictures of the differences between communities, towns, and cities. They will use a Venn diagram to compare and contrast it.
  • Students will do a KWL chart about what they know about government and laws.
  • Students will read a variety of books based on different types of government and laws and write comments and questions about them.
Citizens in a Community
  • Students will know that rules and laws are a necessity.
  • Students will know how to identify the consequences of not adhering to the standards and rules.
Suggested Activities:
  • During Center activities students will make all different kinds of signs and explain how they can keep one safe. We will make a class book about all the signs.
  • Students will compare and contrast different signs and understand how they are similar and different write it down.
  • Students will act out themselves holding signs and guiding traffic. They will have some students follow the rules while others do not and will be sure to understand the consequences
Government for the People
  • Students will understand and know how to describe the different roles of governing society.
  • Students will comprehend how government works to help people by provided jobs which are paid by taxes.
  • Students will use a word web about government and understand how it helps form ideas.
Suggested activities:
  • Students will read all kinds of books about government services and write comments on post it notes.
  • Students will choose a service job they would love to do and write about it and draw a picture. We will make a class book about it.
  • Students will understand what taxes are and draw pictures and add the tax.
Our Leaders
  • Students will know why we need new leaders and be able to generate some names of leaders they know.
  • Students will know the difference between local, city and country leaders are
  • Students will know and understand the voting process.
  • Students will learn what the majority rule means and be able to demonstrate it by acting out different scenarios.
  • Students will learn about Susan B. Anthony and her contributions to make a difference in people lives.
Suggested activities:
  • Students will act out a very small play about Susan B. Anthony.
  • Students will have classroom votes each day and in that they will grasp the concept.
  • Students will write about who the president of the United States is and draw a picture of him.
  • Students will be able to name our mayor and governor and describe the difference.
Our Country’s Government
  • Students will know and understand the three branches of the United States Government and be able to describe what each one stands for.
  • Students will know that the constitution is the main document for what the United States government stands for.
  • Students will learn how one single person can make a difference.
Community and State Governments
  • Students will identify and know the form of the local and state governments.
  • Students will know how to compare and contrast different functions of the local, state, as well as national governments.
  • Students will be aware of how the symbol for a state capital is different than on for our national capital.
  • Students will learn that the White House is located in DC.
Review and Test Prep and Suggested activities:
  • Students will make various class posters about the different branches in government.
  • Students will draw a map of the white house and label it.
  • Students will use the classroom map to locate borders of states and capitals of states.
  • Class group projects and test for the unit to ensure students understanding.
Procedural Knowledge Objectives
  • Students will be able to name some laws in which they follow.
  • Students will be able to use visuals to understand the meaning of a word.
  • Students will be able to understand the concepts of freedom and bravery through acting it out.
  • Students will be able to solve a problem by gathering information, and coming up with a variety of different resolutions.
  • Students will be able to generate plausible rules and regulations for protocols at home, school, and in their community.
  • Students will be able to understand why we use signs and how they can keep us safe.
  • Students will be able to describe and identify the consequences of different solutions.
  • Students will be able to draw and write about services the US government provides.
  • Students will be able to grasp why it is important and why we need them.
  • Students will be able to explain how children choose leaders.
  • Students will be able to identify many different kinds of leaders and what contributions they have made.
  • Students will be able to compare and contrast different types of leaders.
  • Students will be able to create a voting election in the classroom.
  • Students will be able to understand that congress is the lawmaking branch of the United States government.
  • Students will be able to define what the executive and legislative branches do in our government.
  • Students will be able to study how if we work together we can come up with solutions to solve a community problem.
  • Students will be able to use a map and a map key to answer different questions and locate information.
  • Students will be able to make their own map and key of their home, and at school.
  • Students will be able to know the meaning of the White House and how it is a home for the president to work and live in.

Unit 2: The World Around Us

Informational Knowledge Objectives
Preview the Unit: The World Around Us
  • Students will know what a legend is and be able to understand the purpose of one.
  • Students will understand that maps can help us learn about the different kinds of land, water, and various places around us.
  • Students will be able to compare and contrast information from charts and use charts to compare it.
Maps and Locations
  • Students will learn the following terms: location, relative location, and absolute location and be able to use them in sentences.
  • Students will be able to describe and contrast absolute location and relative location.
  • Students will learn about Benjamin Banneker and be able to express how he made a difference in peoples’ lives.
Suggested activities:
  • Students will look at all sorts of books about maps of various places and understand that maps show different kinds of information. They will take notes on what kind of information they show.
  • Students will make a map of their school with a path going to their house from school. They will be able to show relative locations along the way and absolute locations.
  • Students will look at big books with all different kinds of maps of the United States and world and write post it notes with comments in the books.
North America
  • Students will be able to find the countries of North America.
  • Students will be able to understand that a landform is a kind of land with a special shape.
  • Students will understand that a region is an area of land with similar or same features.
Suggested activities:
  • Students will be provided with an outline of a local map where we are here at school. Students will use various materials and art supplies to make a three dimensional and textured map. Students will work on this map for the remainder of the week during centers or however long it takes.
  • Students will look in provided big books on maps and write down information they have learned in their Social Studies notebook.
  • Students will read books on maps and landforms and write post it notes on them with individual comments.
Seasons and Climate
  • Students will understand what the term climate stands for and be able to describe a climate of a place.
  • Students will understand how information is organized on a table or chart.
Suggested activities:
  • Students will draw different types climates and climates and draw pictures and write about them.
  • Students will make a chart of weather in the Philippines or where they are from and add monthly temperatures.
  • Students will write about all the seasons and draw pictures to show they grasp concepts.
World Regions
  • Students will learn and understand the cardinal directions on a given map.
  • Students will understand intermediate directions and understand that they are between cardinal directions.
  • Students will be able to find various landforms and bodies of water in a region.
  • Students will be able to name aspects of various seasons of the year.
Suggested activities:
  • Students will make a Venn Diagram and choose two different regions such as desert and jungle and compare and contrast them. Each day during centers students will choose two different regions and make a big book upon finishing.
  • Students will draw the map of the North and South America and use a map key to explain about different regions.
  • Students will draw and label the world with and equator line.
  • Students will be able to use big books with maps and locate the Northern Hemisphere and Southern Hemisphere.
Review and Test Prep
  • Students will take the test prep and review. Any area where students do not grasp content the teacher will pull small groups during centers to work with these students.
  • Students will choose a place near them and write a letter to a pen pal describing the region in which they live. Students will include a map that will assist their pen-pal to get around if they choose to visit. Students will share information with each other and write comments on each other's work.
Procedural Knowledge Objectives
  • Students will be able to recognize how a legend relates to the location of an area.
  • Students will understand the terms: location, landform, region, climate and cardinal directions and be able to use them in sentences.
  • Students will be able to define and describe a place by its absolute and relative location.
  • Students will be able to use a map grid and find places on a map.
  • Students will be able to identify landforms and bodies of water in North America.
  • Students will explore the map and be able to find many bodies of water on it.
  • Students will be able to compare and contrast climate and weather.
  • Students will be able to interpret information from a chart or a table.
  • Students will be able to locate the equator, North and South Pole, and recognize hemispheres on a map.
  • Students will be able to know what a compass rose is and understand that it shows directions on a map or globe.
  • Students will be able to understand that different regions contain different wildlife and structures in them.

Unit 3. Using our Resources (six weeks)

Informational Knowledge Objectives
Preview the Unit: Using our Resources
  • Students will know that people use the land and resources from it to assist them with living.
  • Students will learn the terms: natural resources, conservation, technology, and product and be able to understand them.
  • Students will understand that people depend on items from Earth to meet their eating needs.
Suggested activities:
  • Students will use the start with a story and write the process of how a tortilla is make using sequential order. Students will re read the story during centers and work cooperatively.
  • Students will read a variety of other provided books on making tortillas and bread and compare and contrast them.
Land and Water Resources
  • Students will understand what natural resources are and be able to describe how people use them.
  • Students will be able to know what different types of foods come from trees, and how do trees protect and provide shelter.
  • Students will know what a picture graph is and be able to determine information from it.
  • Students will learn who Rachel Carson is and be able to explain how she made a difference in people’s lives.
Suggested activities:
  • Students will make a picture graph of different types of water use and label and graph how they use water in their house.
  • Students will help set up recycling bins in our classroom and we will start recycling.
  • Students will write in their notebooks about various ways natural resources can be used and how they help us.
  • Students will use magazines to make a collage of different landforms and how they are being used to help feed people.
People Settle
  • Students will understand various factors that influence people as to where they settle.
  • Students will learn the terms: rural, urban, and suburban, and be able to define and give examples for each.
  • Students will learn what a learning log is and be able to use one in their Social Studies Notebook
Suggested activities:
  • Students will draw pictures of urban, rural, and suburban life and cut them out and make a class poster. They will write a short sentence describing what they stand for.
  • Students will draw a picture of their own community and decide what type of area they live in and be able to explain why.
Changing Our Environment:
  • Students will know how to compare and contrast the life of farming today verses long ago.
  • Students will know what a product map stands for and be able to compare various products on the map using the map key.
Connecting Communities
  • Students will know and be able to identify changes in communication as well as transportation.
  • Students will examine peoples’ opinions about changes in technology
Suggested activities:
  • Review the areas of rural, urban, and suburban and have children choose one area that they would prefer to live in and why?? Students will write a paragraph and draw a picture to complete the center.
  • Students will read various social studies books relating to the theme today and long ago and write down notes that they learn about how technology changes.
  • Students will make a map and show how they can use a route to follow to get to and from school.
  • Students will learn a few major inventors and be able to draw a picture of the inventions they made and how it helped change the world.
Test Prep and Review
  • Students will take the provided test prep and teacher will work individually or in a small group with those children who do not grasp the concepts during centers.
  • Students will read many different books on various different kinds of homes and draw and label about them.
  • Students will read books about farming and living off the land and make Venn Diagrams about different kinds of things that can grow on a farm.
  • Students will write a story about living on a farm and their daily routines.
Procedural Knowledge Objectives
  • Students will be able to discuss what they need in order to stay healthy.
  • Students will be able to recognize cause – and –effect relationships in a story.
  • Students will know what charts are and be able to gather information from them.
  • Students will research and be able to show different ways people can care and protect the Earth’s resources.
  • Students will be able to understand what conservation stands for and how recycling plays a major role in protecting the environment.
  • Students will be able to understand how the geography of an area defines how people live.
  • Students will be able to take notes to put their ideas and thoughts in proper order.
  • Students will be able to show how people use technology to change the environment.
  • Students will be able to show and comprehend features of a product map.
  • Students will be able to talk about new ideas of transportation, and communication and describe how they link people, places and things.
  • Students will be able to use a map to get from one place to another.

Unit 4. People Long Ago (six weeks)

Informational Knowledge Objectives
Preview the Unit: People Long Ago
  • Students will understand how people change over time.
  • Students will learn about how people lived long ago.
  • Students will compare and contrast daily life with life from long ago.
Suggested activities:
  • Students will draw a pictures of how we used to clean clothes long ago. They will draw modern ways we wash clothes now.
  • Students will draw and write about how we used lighting in the olden days and compare them to now a day.
  • Children will look through books of long ago and notice and compare the way children dressed as to today.
People and Places Change
  • Students will understand the terms past present and future and understand that some things change over time.
  • Students will learn what a family tree is and be able to make one of their own family.
Suggested activities:
  • Students will bring in pictures of draw pictures of their extended families and make family trees.
  • Students will look at books from long ago and today and notice the differences.
  • Students will re read the story of the week and write what happens in the beginning middle, and end and illustrate it.
Early America
  • Students will know that the first people to live in North America were the Native Americans.
  • Students will know who the colonies and settlers were.
  • Students will learn about the various ways of life of the Native Americans.
  • Students will know that primary sources provide people with understanding of their history.
Suggested activities:
  • Students will look through a variety of Native American books throughout the week and do a variety of different activities during center time. They will write post it notes on books and write what they have learned. Another day they will choose a tribe and locate it on the map and write what it specialized in. Students will spend a lot of time looking through books about Native Americans.
Independence Day
  • Students will know the events that happened in early American History.
  • Students will learn who Molly Pitcher and Peter Salem were and the impact they had.
  • Students will use a time line to place the order of events of Independence for the colonists.
  • Students will grasp the concept of voting and understand how it plays a major role for equality and freedom.
Suggested activities:
  • Students will be able to choose different things to vote for in our classroom and have make shift votes.
  • Students will be able look at books on voting and be able to write about the process in their social studies notebook.
  • Students will look at various books about colonists and the revolution and make comparisons and contrasts about how people lived verses today.
American Heritage
  • Students will learn and be able to identify symbols and landmarks of the United States heritage
Suggested activities:
  • Students will learn and be able to identify what the term heritage is and show symbols for heritage that they have from where they are from.
  • Students will make a poster of various landmarks around America and be able to write a short note about them.
  • Students will understand how memorials and monuments understand people and events. Students will then make their own monuments and explain what it stands for and why they decorated it as they did. We will share monuments at the end of the week and write comments on post it notes for our peers.
Heroes and Holidays
  • Students will know what a hero is and what a legend is.
  • Students will learn what a holiday is and be able to name some important holidays representing people who helped form our country.
  • Students will learn who Martin Luther King was and his impact and how he made a difference in other’s lives.
  • Students will learn about MLK and then write their own speech about various things they could help change in our own community or environment. Students will share it with the class and write comments on post it notes.
  • Students will pretend they are colonists that were coming to a new place across the ocean on a ship. They will write down things that happened upon entering the New World.
  • Students will read various books about heroes and choose a favorite and draw a picture and write about it and make a class poster of heroes.
  • Students will draw and write about their favorite holiday during centers and we will make a class book.
Review and Test Prep
  • Students will take the given test prep and teacher will work during centers with students who did not grasp concepts.
  • Students will research their community from long ago and bring in pictures and information about it. Students will compare and contrast modern day to the past.
  • Students will make a poster of long ago transportation and communication and modern technology to encourage students to see the changes.
Procedural Knowledge Objectives
  • Students will be able to compare and contrast the regular daily life of grandparents as well as great grandparents.
  • Students will be able to understand the vocabulary terms: change, history, colony, independence, and landmark.
  • Students will be able to answer how communities change over time with the use of visual aids.
  • Students will understand that a diagram is a chart that shows different pieces of something.
  • Students will be able to notice how long ago it was different for both Native Americans and settlers to meet their needs for food.
  • Students will be able to explain how life was different for a child in the colony that children live today.
  • Students will be able to understand that the colonies had help from other countries during the American Revolution to gain Independence from England.
  • Students will be able to vote and understand its process in the classroom.
  • Students will know that the terms heritage, memorial, and landmark stand for.
  • Students will learn and be able to name events and individuals who have been honored in their community.
  • Students will be able to name heroes and know what they stand for.
  • Students will be able to analyze details and factual and fictional accounts of history.
  • Students will be able to name important holidays that represent important history that took place to help shape America.

Unit 5. A World of Many People

Informational Knowledge Objectives
Preview the Unit: A World of Many People
  • Students will know and understand that the United States is made of many different countries and people.
  • Students will understand the terms recall and retell and be able to retell information in their own words, interpreting from charts.
  • Students will understand the term diversity.
Suggested activities:
  • Students will sing What a Wonderful world and make their own illustrations to various parts of the song. They will rewrite it and make it into a class book. Students will listen to various different artists sing the song as well and show a u-tube of it to them.
  • Students will look at books from various cultures and be able to understand that people are diverse. Students will write post it notes in the books and leave comments for their friends to read.
  • Students will brainstorm what kinds of things they do in their families. They will write down and draw different traditions they share and will make a large poster board so the students can see what their peers do.
World Cultures
  • Students will learn about cultures from all over the world.
  • Students will know how to make Venn Diagrams to compare and contrast different cultures.
  • Students will be able to find locations on a map and know what they are.
Suggested activities:
  • Students will play a game using the map where they ask a question about the location of a country and the student in that center has to find it.
  • Students will listen and watch dance during centers everyday for a while and learn about new countries and traditions this way.
  • Students will make or draw items that come from a country and write about it.
  • Students will pick a favorite country to write about and share it with the class. They will have books to choose from about many countries and their job will be to focus and get to know one and share it with their peers, write comments questions etc.
Many People One Country
  • Students will learn what an immigrant is and will be able to name some reasons as to why they come to the United States.
  • Students will be introduced to Amy Tan and be aware of her important actions.
  • Students will understand the term conflict and grasp that when people have different opinions this can lead to conflict.
Suggested activities:
  • Students will work in groups during centers and write down and draw pictures of all the words that they can name NOT in English.
  • Students will look through books about people from different cultures and write down different types of music or religion or food that they learned about. We will make this into a class poster for all their peers to see.
Celebrating Culture
  • Students will be aware that each and every culture has traditions and customs that help define who they are.
  • Students will understand the use of a calendar and be able to use one.
Suggested activities:
  • Students will get a blank calendar during centers and have to fill It out. They will work on it throughout the week making it the best month of their life. They can choose whatever they want to do and then on the last day will ask peers questions about their calendars. Students will hang calendars in the social studies area of the classroom.
Recognizing Americans
  • Students will be aware that people from various cultures have made major contributions to American society.
  • Students will understand that young citizens can help make a difference in the lives of other.
  • Students will understand the map or globe and be able to find various countries on it.
Test Prep and Review
  • Students will use provided test prep review and pre test. Teacher will work with any students that have not grasped concepts.
  • Students will write about a favorite tradition in their family.
  • Students will make a wall of diversity and name every nationality they come from and show it on the map. Students will see where kids are from because they will have their pictures on a pin to show what countries they come from. Students will write about customs and traditions and share it with the class.
Procedural Knowledge Objectives
  • Students will know the terms custom, tradition, immigrant, and culture, and be able to use them to grasp concepts about people from around the world.
  • Students will be able to show that schools have people from all over just like communities do.
  • Students will be able to name different aspects of a culture, for example know their food, clothing, and language and beliefs.
  • Students will learn the poles, hemispheres, and equator and be able to find it on a map or globe.
  • Students will be able to understand how cultures bring diversity to our country.
  • Students will know that different countries sometimes use different languages and will be able to name some words in different languages.
  • Students will be able to compare different cultures and their traditions.
  • Students will be able to use a calendar and show past events and future events.
  • Students will be able to describe how people can make a difference in other people lives.

Unit 6. People in the Marketplace

Informational Knowledge Objectives
Preview the Unit: People In the Marketplace
  • Students will use visuals to determine word meanings.
  • Students will know the following terms producer, services, marketplace, consumer, and goods and be able to understand how they relate to the marketplace.
Suggested activities
  • Students will look at all kinds of books about the marketplace and consumers and producers and write comments on post it notes about questions or things they have learned.
  • Students will use magazines to cut out pictures of things that they would like to sell. Our classroom will have an ongoing selling and buying section for a few weeks.
  • Students will make flyers about services they can provide and hang them up on the social studies wall.
Producers and Consumers
  • Students will be able to identify as well as explain the roles of a producer and a consumer.
  • Students will know what a bar graph is and be able to gather information from it.
  • Students will know who Wanda Montanez is and understand how she made a difference in people lives.
Suggested activities:
  • Students will be producers of something during an center and then use money they have made to consume something else. They will show the process of selling and buying and how people can do both.
Work and Income
  • Students will understand that people don’t always have enough money to purchase all they want.
  • Students will research and learn about different ways people spend their money.
Suggested activities:
  • Students will look through books and magazines and choose some things they would like to buy but understand that they are wants not needs.
  • Students will look through books and learn about different occupations and write about them. They will write about various occupations and draw pictures of each of them.
  • Students will learn about Annie Oakley and how she worked at a very young age to help earn money for her family. Students will compare their life now to hers and understand that in the olden days many children did not attend school.
From the Factory to You
  • Students will understand how raw materials and resources are used to make a product.
  • Students will learn the process in a production process.
  • Students will understand that products are shipped and sold to various markets.
Suggested activities:
  • Students will choose a product and create a flowchart to show the process. Students will share their flowcharts with their peers and write comments on it.
  • Students will work together to show how tomatoes are grown and the entire process from the vine to you. They will research the internet, use books, make pictures and grow tomatoes. This will be an ongoing process for a few weeks (maybe longer on the tomatoes).
How Much and How Many?
  • Students will understand the term scarcity and know that prices can go up or down due to it.
  • Students will use a KWL chart and know that it can help set a purpose for reading and be able to record information in it.
Suggested activities:
  • Students will make their own KWL charts about a book of their choice and enter information at the right time.
  • Students will write the definition of scarcity in their social studies journal and draw different ideas of how it could happen and what the consequences would be.
Barter and Trade
  • Students will be able to understand the terms barter and trade and know how they are used.
  • Students will grasp the concepts that countries trade with each other.
Suggested activities:
  • Students will make various items with arts and crafts and barter and trade them with each other.
  • Students will read books about trade and barter and write comment post it notes in them to show their grasp of concepts.
  • Students will use a map and show what they can trade with different countries.
Review and Test Prep
  • Students will take the review provided by Harcout and the teacher will pull children in small groups if they have not mastered concepts to ensure they do.
  • Students will have a showcase of most favorite products they created in the social studies center.
  • Students will make catchy signs to draw consumers into their business.
Procedural Knowledge Objectives
  • Students will be able to use charts to put information in order.
  • Students will be able to explain the process by which gods are delivered to various markets.
  • Students will be able to understand how producers are also consumers.
  • Students will be able to understand how people have many different occupations and recognize that people make choices about wants as they spend money.
  • Students will be able to use the terms raw materials, factory, human resources, capital resources, and raw materials in relation to producers and consumers.
  • Students will be able to use a flow chart to show the process to make a product.
  • Students will be able to understand that weather conditions affect the goods or natural resources of a place.
  • Students will be able to look around the room and make a list of things that are made from raw materials.
  • Students will be able to understand reasons why using money is easier and more efficient than bartering.
  • Students will be able to give examples of how counties help each other in times of need.
General Information
Class Meeting Times: 2:15-3:00
Classroom (location):Grade 2 room
Teacher’s Office Hours: Anytime after or before school.
Course Length: full year
Course Description
Harcourt Social Studies, Harcourt People We Know
Course Learning Objectives
  • MN.V.B2. Geography: Maps and Globes: The student will use maps and globes to demonstrate specific geographical knowledge.
  • V.B2.1. Students will locate on a map the major world countries, states and major cities of the United States. 23 Suggested Titles for Minnesota Social Studies State Standard V.B2.1.
  • MN.V.B2. Geography: Maps and Globes: The student will use maps and globes to demonstrate specific geographical knowledge.
  • V.B2.1. Students will locate on a map the major world countries, states and major cities of the United States. 23 Suggested Titles for Minnesota Social Studies State Standard V.B2.1.
Course Language Objectives
  • MN.VII.B2. Government and Citizenship: Beliefs and Principles of United States Democracy: The student will know key symbols, songs and locations that represent our nation and state.
  • VII.B2.1. Students will recognize the symbols, songs, locations that uniquely identify our nation. 21 Suggested Titles for Minnesota Social Studies State Standard VII.B2.1.
  • VII.B2.2. Students will recognize symbols that are significant for the state of Minnesota. 5 Suggested Titles for Minnesota Social Studies State Standard VII.B2.2.
  • VII.B2.3. Students will describe key national holidays and explain why people celebrate them. 23 Suggested Titles for Minnesota Social Studies State Standard VII.B2.3.
Resources
Harcourt Teacher edition People we Know, Teachers edition and student edition, Connecting workbook Harcourt Teacher for Assessment and homework.
Units, Themes, and Course Organization
Each Lesson uses a three step-teaching plan.
  1. Introduce the children to social studies content by drawing on their own life experiences or by having them recall prior learning.
  2. Teach Step 2 provides strategies to build students’ visual literacy; to develop their ability to analyze primary sources; and to increase their understanding of history, geography, economics, civics and government, and culture.
  3. Close Step 3 gives a summary of the lesson’s key content as well as suggested responses to the lesson review questions and activities.
  • Unit 1 Governing the People
  • The World Around Us
  • Using our Resources
  • People Long Ago
  • A World of Many People
Learning Activities and Methods
Each week students will touch on all of the following methods:
  • Differentiated instruction for group time, Strategic intervention, advanced learners, and English language learners, as well as on-level learners.
  • Phonics
  • Phonemic Awareness
  • Word Structure
  • Fluency
  • Vocabulary
  • Writing
  • Literature Connection
  • Informational Text
Assessment
In order to know your second graders, you need critical information all throughout the year. This data comes through a three-step process:
  1. Unit provided test
  2. Writing a list
  3. Unit project

[FOR EXAMPLE]

Evaluation:

evaluation example
Student school work 25%
Class Participation 15%
Test / Exams 50%
Homework and Attendance 10%

Grading Scale:

Grading Scale
SPAS Grading System
A+ 97 - 100 4.0
A 94 - 96.99 4.0
A- 90 - 93.99 3.7
B+ 87 - 89.99 3.3
B 84 - 86.99 3.0
B- 80 - 83.99 2.7
C+ 77 - 79.99 2.3
C 74 - 76.99 2.0
C- 70 - 73.99 1.7
D+ 67 - 69.99 1.3
D 64 - 66.99 1.0
D- 60 - 63.99 0.7
F 0 - 59.99 0
Rules and Policies
Include classroom rules, behavioral expectations, attendance policy, academic dishonesty policy, and school policies that may also apply to the classroom.
Supplies
Include basic supplies, include four notebooks, pencils and crayons.
Questions
Parents, guardians, and host parents: If you have any questions, comments, or concerns, please feel free to contact me. E-mail is the best way to reach me. I am happy to answer questions via e-mail, meet with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.
Other
Any additional information that you want to include that is pertinent or required for your course such as having a parent/host parent signing off on the syllabus.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...)
Arrival, transitions, lining up and moving through halls, bathroom procedures, recess, activity times, lunch signals, work sharing, whole group meetings, quiet time, clean up, dismissal
Weekly Procedural Knowledge Overview - (Students will be able to...)
Know teache’rs names, friends names, name interests of students inside and out side of classroom. Students will know basic expectations for and will successfully perform the following basic routines of the school day.
Monday
Tuesday
Wednesday
Thursday
Friday
***FIRST DAY OF CLASS***
Learning Objective:
welcome to school, students will learn basic routines of school.
Language Objective:
verbally learn teachers and students names
Main Activity:
learn names through various games…
Evaluation:
play games over and over incorporating names and places where kids are from
Vocabulary:
basic greeting
Homework:
Learning Objective:
continue teaching student basic rules and regulations
Language Objective:
have kids verbally share names interests things about their family
Main Activity:
various games and writing prompts incorporating students interests loves, hopes and dreams.
Evaluation:
share amongst each other with teacher observing
Vocabulary:
various words related to school, such as lining up , bathroom procedures, signals , quiet time
Homework:
Learning Objective:
continue teaching and reinforcing basic rules about school coupled with regulations and behavior
Language Objective:
have all children able to understand verbally rules and regulations of school
Main Activity:
Hopes and dreams activity where students create pictures and write about their hopes and dreams for this year at school.
Evaluation:
share hopes and dreams
Vocabulary:
children learn various words about students different hopes and dreams
Homework:
Learning Objective:
continue to reinforce classroom rules and regulations.
Language Objective:
students will verbally be able to understand and or motion (ell) what the rules of school are.
Main Activity:
create classroom rules finalized version that will go up on the wall
Evaluation:
implement behavior chart and have kids act out and reinforce different behaviors of school.
Vocabulary:
basic rules of school.. lunch , keep hands and feet to self, sound bell, students names, kids will verbally be able to say rules and help act out rules for ell learners
Homework:
Learning Objective:
kids will learn where their classmates are from
Language Objective:
kids will introduce themselves and be able to verbally attempt of say where they are from what interests they have.
Main Activity:
where are you from activity and what was your favorite thing over the summer. Draw and write about their families and interests.
Evaluation:
students will share in cooperative groups and switch till they all see and hear what their classmates did and where they are from.
Vocabulary:
different countries, places , interests, summer souvenir presentations vocab.
Homework:
Materials / Resources (including technology)
American music, paper, pencils, crayons
State of Minnesota Standards Covered
  • 7. The primary purposes of rules and laws within the United States constitutional government are to protect individual rights, promote the general welfare and provide order.
  • 2.1.4.7.1 Compare and contrast student rules, rights and responsibilities at school with their rules, rights and responsibilities at home; explain the importance of obeying rules. For example: Rules at school—follow the leader, put jackets in one's cubby. Rights at school—be treated with respect by teacher and other students, speak when called on, participate in activities. Responsibilities at school—follow school rules, listen to teachers and adults, treat other students with respect. Rights at home—be safe, fed, clothed, warm. Responsibilities at home—listen to parents or guardians, treat family members with respect, help when asked.
Weekly Informational Knowledge Overview - (Students will know...)
Rules, transitions, whole group meetings, have respect for their classmates and teacher, and learn rules, laws, constitution, government, citizen, judge, create and finalize class rules for school.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Rules, transitions, whole group meetings, have respect for their classmates and teacher, and learn rules, laws, constitution, government, citizen, judge, create and finalize class rules for school.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Class will work together to formulate and agree upon a set of classroom rules. Daily academic choice or activity will be established. Children will work cooperatively , play , and socialize in structured environment.
Language Objective:
Kids will be introduced to vocab words and learn what they mean.
Main Activity:
We will read in Social Studies student edition about what it is to be a community. Children will learn words such as citizen, government, laws, judge, vote, consequences.
Evaluation:
group discussion to determine that kids grasp meaning
Vocabulary:
citizen, government, laws, judge, vote, consequence.
Homework:
student notebook edition page on community
Learning Objective:
recognize need for rules in the home school and community. Identify authority figures at school. Recognize the need for fairness in rules.
Language Objective:
Learn how to make graphs, grasp different all about a community
Main Activity:
Read aloud and cooperative graph of all different types of rules in different communities. Have kid make own rules.
Evaluation:
check graphs walk and monitor graphs.
Vocabulary:
citizen, governent, laws, judge, vote, consequence, rural, suburban, urban.
Homework:
Learning Objective:
children will continue to learn what it is to be a community.
Language Objective:
Children will be able to graph and write about concept of community
Main Activity:
Hopes and dreams activity. Children will think and brainstorm their hopes and dreams for something that they want this school year. Kids will draw and share their work and then it will be mounted on the wall.
Evaluation:
Teacher will make sure kids are following the proper directions and help guide kids that might not understand.
Vocabulary:
community, hopes and dreams
Homework:
Learning Objective:
Continue rules and laws, children will grasp and master concept of rules and basic law.
Language Objective:
The children will use vocabulary to build on knowledge of community, specifically urban, suburban, rural meanings.
Main Activity:
Read the book We Planted a Tree. Have kids answer comprehension questions geared towards mastering concept of rural, urban, and suburban. Have kids go and draw a picture and label where they would love to live if they could. Have kids write and give definition of where they live.
Evaluation:
Walk around and monitor
Vocabulary:
urban, suburban, rural
Homework:
Learning Objective:
closure of complete comprehension of a community. Children will have mastered our own set of classroom rules that will be placed on the wall for each student to see.
Language Objective:
Students will use learned vocabulary from this week in their journal writing.
Main Activity:
Teacher will read several different read aloud books on various different communities and we will graph all different types of communities and governments through using community based books.
Evaluation:
teacher will monitor group project graphing and will be able to see who grasps concepts and who might need a little extra help.
Vocabulary:
community, government, consequences, law, president, leader, government workers.
Homework:
student edition work book take home practice sheet on communities.
Materials / Resources (including technology)
Music, Social Studies textbook, paper, pencils, crayons
State of Minnesota Standards Covered
  • MN.VII.A2. Government and Citizenship: Civic Values, Skills, Rights and Responsibilities: The student will understand the importance of participation in civic life and demonstrate effective civic skills.
  • VII.A2.1. Students will explain the importance of participation and cooperation in a classroom and community and explain how people can make a difference in others' lives. 20 Suggested Titles for Minnesota Social Studies State Standard VII.A2.1.
  • VII.A2.2. Students will describe how they can influence school rules by studying and discussing issues and presenting their concerns to the people in authority. 5 Suggested Titles for Minnesota Social Studies State Standard VII.A2.2.
  • VII.A2.3. Students will explain the importance of voting and how one vote can make a difference. 7 Suggested Titles for Minnesota Social Studies State Standard VII.A2.3.
  • VII.A2.4. Students will explain that people have diverse viewpoints and that speaking and listening to others is important. 18 Suggested Titles for Minnesota Social Studies State Standard VII.A2.4.
  • MN.VII.B1. Government and Citizenship: Beliefs and Principles of United States Democracy: The student will understand the role of government, rules, and law and why we have them.
  • VII.B1.1. Students will give examples of rules in the classroom/school and community, provide reasons for the specific rules, and know the characteristics of good rules. 15 Suggested Titles for Minnesota Social Studies State Standard VII.B1.1.
  • VII.B1.2. Students will explain that rules and laws apply to everyone and describe consequences for breaking the rules or laws. 15 Suggested Titles for Minnesota Social Studies State Standard VII.B1.2.
  • VII.B1.3. Students will know that the United States and the State of Minnesota each have a constitution that outlines the rules for government. 8 Suggested Titles for Minnesota Social Studies State Standard VII.B1.3.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know citizens, rights, and responsibilities at home, at school and the community. Understand the problem solving process.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will write about citizens, rights, and responsibilities at home, at school and the community. Use a problem solving process to identify a problem, gather information, and list possible solutions.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Understand the problem solving process.
Language Objective:
Use a problem solving process to identify a problem, gather information, and list possible solutions.
Main Activity:
Read story in text book and write problem and solution on the board. Read the sentences on page 14 that contain these highlighted words. Stress that solving a problem takes several steps. Ask children to identify steps of a problem.
Evaluation:
children will break into cooperative groups and discuss problems
Vocabulary:
problem solution
Homework:
Page I- Tale of a good citizen
Learning Objective:
Compare and contrast children’s daily lives to those of others. Explore different points of view about what individuals do to get along with one another.
Language Objective:
Identify describe functions of government. Identify phonemes. Review phonics, reinforce vocabulary, build text comprehension, and build fluency
Main Activity:
ask children to act out ways that citizens can participate in government. Choose school and local issues for small groups to act out such as…citizen voting, citizens running for office, perform a skit.
Evaluation:
Watch and assist with skits.
Vocabulary:
government service and judge
Homework:
Page three Follow the Money.
Learning Objective:
use a word web to connect related ideas. Create a word web about government based on ideas presented in the unity.
Language Objective:
Children will write a paragraph using word web using beginning, middle, and end discussing their communities.
Main Activity:
Have children read directions on page 22. Discuss the idea of community and the things we find in a community. Have children write their ideas to the web. Pg 23 Teachers guide.
Evaluation:
Teacher till monitor and observe and assist.
Vocabulary:
community, offices, people, roads….
Homework:
Learning Objective:
Describe why we need leaders. Explain how citizens choose leaders. Identify local, stae, and national leaders and their contributions.
Language Objective:
Reading support intervention: identify phonemes, practice phonics, reinforce vocabulary, build text comprehension, and build fluency.
Main Activity:
Read page 26 in student edition. Ask children to compare and contrast the items of information on the chart. Explain that president is also the commander in –chief of our countries military. Discuss the president’s role as our country’s leader. Tell children in history about Tutankhammen , boy king.
Evaluation:
Teacher will ask questions and have kids cooperatively share in groups.
Vocabulary:
mayor, governor, president
Homework:
Page 5 Fill in the leader.
Learning Objective:
Summary Have them repeat it in their own words. Citizens elect a mayor, governor, and president to lead their local state, and national governments. Describe voting process. Explain majority rule, have kids participate in a simulated election.
Language Objective:
Children will make graphs and tally their written responses.
Main Activity:
Imagine that your classroom is a city that wants to choose a new mayor. Make ballots that list the name of each person who wants to be mayor. Give each citizen a ballot to mark. After when everyone has voted, collect the ballots winner gets most votes.
Evaluation:
class participates
Vocabulary:
Vote, ballot
Homework:
Page 6 Tally the votes.
Materials / Resources (including technology)
Music, Social Studies textbook, paper, pencils, crayons
State of Minnesota Standards Covered
describe civic values, rights and responsibilities in a republic
  • VII.A1.1. Students will demonstrate knowledge of civic values that facilitate thoughtful and effective participation in civic life. 15 Suggested Titles for Minnesota Social Studies State Standard VII.A1.1.
  • VII.A1.2. Students will explain the rights and responsibilities of people living in a democracy, including the principle of majority rule and minority rights. 7 Suggested Titles for Minnesota Social Studies State Standard VII.A1.2.
  • MN.VII.A2. Government and Citizenship: Civic Values, Skills, Rights and Responsibilities: The student will understand the importance of participation in civic life and demonstrate effective civic skills.
  • VII.A2.1. Students will explain the importance of participation and cooperation in a classroom and community and explain how people can make a difference in others' lives. 20 Suggested Titles for Minnesota Social Studies State Standard VII.A2.1.
  • VII.A2.2. Students will describe how they can influence school rules by studying and discussing issues and presenting their concerns to the people in authority. 5 Suggested Titles for Minnesota Social Studies State Standard VII.A2.2.
  • VII.A2.3. Students will explain the importance of voting and how one vote can make a difference. 7 Suggested Titles for Minnesota Social Studies State Standard VII.A2.3.
  • VII.A2.4. Students will explain that people have diverse viewpoints and that speaking and listening to others is important. 18 Suggested Titles for Minnesota Social Studies State Standard VII.A2.4.
  • MN.VII.B1. Government and Citizenship: Beliefs and Principles of United States Democracy: The student will understand the role of government, rules, and law and why we have them.
  • VII.B1.1. Students will give examples of rules in the classroom/school and community, provide reasons for the specific rules, and know the characteristics of good rules. 15 Suggested Titles for Minnesota Social Studies State Standard VII.B1.1.
  • VII.B1.2. Students will explain that rules and laws apply to everyone and describe consequences for breaking the rules or laws. 15 Suggested Titles for Minnesota Social Studies State Standard VII.B1.2.
  • VII.B1.3. Students will know that the United States and the State of Minnesota each have a constitution that outlines the rules for government. 8 Suggested Titles for Minnesota Social Studies State Standard VII.B1.3.
Weekly Informational Knowledge Overview - (Students will know...)
Continue to identify and describe functions of government. Understand how government works to help citizens through services paid for by taxes.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Realize and understand that a government offers services to citizens and uses taxes pay for the service.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify and describe functions of government.
Language Objective:
Writing assessment with rubric.
Main Activity:
Read pages 20 and 21 in student edition. Talk about Preamble of the constitution. Have children make posters showing how different service groups help. Challenge students to discuss how neighbors can protect their homes through a neighborhood watch program. After have children build a word web centering with community and have children branch out different types of areas service groups can do.
Evaluation:
teacher checks and monitors cooperative posters.
Vocabulary:
judge
Homework:
p. 3 homework notebook
Learning Objective:
describe why we need leaders. Explain how citizens choose leaders. Identify local, state, and national leaders and their contributors. Local, state and national leaders work to solve problems and make sure people follow laws.
Language Objective:
same as above.
Main Activity:
pg. 26, 27 read aloud as a group and discuss comprehension questions.. Make a chart of government leaders and their jobs. Invite students to consider what your state and country would be like without leaders. Have children write about it in their notebooks.
Evaluation:
teacher walks around and monitors
Vocabulary:
President, mayor, governor
Homework:
Page four and five in homework book.
Learning Objective:
Describe voting process. Explain majority rules, Participate in a simulated election.
Language Objective:
Have kids nominate four classmates to put on a ballot. Encourage candidates to create a tally chart and take a class vote for presidency.
Main Activity:
Read pages 28-29 in social studies book and guide kids to make a choice by voting. Students will think about who will do best job, mark a ballot to vote in most elections. Count ballots. Have a winner of an election, which is person who gets most votes.
Evaluation:
guide kids to do a class vote together.
Vocabulary:
vote ballot
Homework:
Pg. 6 tally the votes
Learning Objective:
Understand importance of the actions and character of Susan B. Anthony and explain how she made a difference in others’ lives.
Language Objective:
Students will use phonemes to help complete writing assignment.
Main Activity:
Read pages 30 and 31 in textbook. Review government with children. Have them discuss what it means to be a citizen. Remind students that citizens are people who live in a country and have rights given to them by the government. Discuss Susan B. Anthony. Have volunteers read timeline from 1820- 1906 and invite them to discuss what happened.
Evaluation:
teacher monitors and discusses. If children have a hard time I will point and read and explain events from timeline.
Vocabulary:
government, citizen
Homework:
Learning Objective:
Describe three branches of government and explain their functions. Identify the constitution as the defining document for our country’s government.
Language Objective:
Identify phonemes, practice phonics, reinforce vocabulary, build fluency
Main Activity:
Read pages. 32-33 Discuss with children three branches of government. Draw a chart to compare the three branches of government and what they do. Legislative makes laws, Executive carries out the laws, and Judicial makes sure that the laws are fair. Have children make similar chart in their notebooks.
Evaluation:
watch and monitor as children create own charts in notebooks
Vocabulary:
Capital, Congress, Supreme Court, Constitution
Homework:
Go home and explain the branches of government to your family
Materials / Resources (including technology)
Music, Social Studies textbook, paper, pencils, crayons, poster paper, ballots
State of Minnesota Standards Covered
GEOGRAPHY
B. Maps and Globes
The student will use and create maps and globes to locate people, places and things.
1. Students will locate places by using simple maps, and understand that maps are drawings of locations and places as viewed from above.
2. Students will recognize and locate the outline shape of the state of Minnesota on a map/globe.
V. GEOGRAPHY
C. Physical Features and
The student will identify specific landforms and waterways on a map using geographical terms.
1. Students will locate major river systems and mountain ranges on continents studied.
2. Students will explain and use introductory geographical terms. (Expose)
Processes
Second Grade
3. Students will create and interpret simple maps using the map elements of title, direction, symbols, and a map key or legend.
4. Students will locate the continents and oceans on a map of the world and a globe.
5. Students will recognize the outline shape of the contiguous United States.
6. Students will recognize the outline shapes of continents and locate cultures and civilizations studied in history.
capital, congress, supreme court, constitution
Weekly Informational Knowledge Overview - (Students will know...)
Discuss the big idea. The land. Maps help us learn about the different kinds of land, water, and places around us.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Discuss what kind of maps you have used.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Discuss big idea of land.
Language Objective:
conventions
Main Activity:
pg. 57v 57 discuss the world around us. Teacher will ask comprehension questions about the photographs. Discuss why children are dressed like they are and why they are holding objects that they are. Have children work in pairs to discuss and ask and answer different questions about the pictures.
Evaluation:
Teacher walks around monitors and evaluates.
Vocabulary:
location, landform, region, climate, cardinal directions
Homework:
pg. 12
Learning Objective:
use visuals to determine word meanings. Use word and visuals to preview the content of the unit.
Language Objective:
Same as above.
Main Activity:
Make connections. Link pictures to words. Pg. 58 and 59. Discuss comprehension. Follow all the detailed questions and check comprehension of students by answering full group.
Evaluation:
teacher monitors and observes.
Vocabulary:
location, landform, region, climate, cardinal directions
Homework:
pg 12, 13
Learning Objective:
Compare and contrast information. Interpret information from charts.
Language Objective:
Write sentences that compare and contrast their own community with one of the cities described on page 60.
Main Activity:
Read pages 60-61. Make a class chart showing two different cities. Have students come up with comparing and contrasting elements.
Evaluation:
teacher will check students individual Venn diagrams
Vocabulary:
compare, contrast
Homework:
Learning Objective:
Identify the purpose of a legend. Recognize how a legend relates to the location of a place.
Language Objective:
have children locate phonemes in the legend.
Main Activity:
Read pages 62-63 . Prior to reading state the purpose. Have children read title. Explain that a title gives an idea of what the story is about. Invite children to predict what types of landforms might be mentioned in the legend. During reading engage students with supplied comprehension suggestions on pages 62 and 63
Evaluation:
Through discussion and questions, teacher will see who understands concepts.
Vocabulary:
compare contrast
Homework:
Learning Objective:
Compare and contrast absolute and relative location. Define and describe a place by its absolute and relative location. Locate children’s, school, community, state, and country on a map or globe.
Language Objective:
identify phonemes, phonics, reinforce vocabulary, build text comprehension
Main Activity:
Read pages 66-67, discuss compare and contrast. Follow guided questions for comprehension from teacher’s manual. Encourage children to list maps they have seen, such as road maps, world maps, or amusement park maps. Ask children to describe locations on these.
Evaluation:
Teacher provides maps and has children individually come up and locate various things on a map.
Vocabulary:
location, relative location, absolute location
Homework:
pg.13
Materials / Resources (including technology)
Social Studies textbook, paper, pencils, crayons, poster paper, maps, globe
State of Minnesota Standards Covered
geographical knowledge.
V.B2.1. Students will locate on a map the major world countries, states and major cities of the United States. 23 Suggested Titles for Minnesota Social Studies State Standard V.B2.1.
V.B2.2. Students will use an atlas to locate geographic information. 3 Suggested Titles for Minnesota Social Studies State Standard V.B2.2.
MN.V.C1. Geography: Physical Features and Processes: The student will distinguish between physical and human made features of places on the Earth's surface.
V.C1.1. Students will name and locate physical features of the United States, including places about which they have read. 7 Suggested Titles for Minnesota Social Studies State Standard V.C1.1.
V.C1.2. Students will name and locate major human made features of the United States, including features about which they have read. 7 Suggested Titles for Minnesota Social Studies State Standard V.C1.2.
MN.V.C2. Geography: Physical Features and Processes: The student will identify specific landforms and waterways on a map using geographical terms.
V.C2.1. Students will locate major river systems and mountain ranges on continents studied. 7 Suggested Titles for Minnesota Social Studies State Standard V.C2.1.
V.C2.2. Students will explain and use introductory geographical terms. 7 Suggested Titles for Minnesota Social Studies State Standard V.C2.2.
Weekly Informational Knowledge Overview - (Students will know...)
Children Will be able Read a Landform Map
Weekly Procedural Knowledge Overview - (Students will be able to...)
Seasons and Climate, Read a weather map
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS – Eidul Adha***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Contrast and Compare climate and seasons vary depending on location and time of the year.
Language Objective:
Venn Diagram writing using phonemes, phonics, vocabulary, and text comprehension
Main Activity:
Talk about why seasons and climate differ in different regions. Rd. pages 84-87 in student edition and using comprehension questions help children to understand weather and climates. Have children write a main idea sentence
Evaluation:
Cooperative groups explain how seasons change. Draw a visual diagram and share.
Vocabulary:
climate
Homework:
pg. 16
Learning Objective:
Read a table chart. Learn about world regions.
Language Objective:
phonemes and fluency in text.
Main Activity:
Children will learn and understand how information is organized on a table or chart. Read pages. 88-89 practice and discuss Temperatures in Newark , New Jersey. Have students make a table that shows you high and low temperatures of where you live. Share with your neighbors.
Evaluation:
Teacher will watch and observe. Kids will help each other to make sure they all understand.
Vocabulary:
table.
Homework:
pg. 17
Learning Objective:
Learn and or review world regions. Recognize the cardinal directions. Recognize hemispheres, the equator, pole, hemisphere and compare and contrast.
Language Objective:
phonemes, phonics, vocabulary, text comprehension, fluency.
Main Activity:
Read pages 90- 93. Learn how regions around the world are different. Where would you find the poles on a globe? Draw a picture of a world region. Show its climate, landforms, plants, and animals.
Evaluation:
have children work share together and share ideas.
Vocabulary:
cardinal directions, equator, pole, hemisphere
Homework:
pg. 18
Learning Objective:
Identify intermediate directions, Describe one place relative to another using cardinal and intermediate directions.
Language Objective:
phonemes, fluency text.
Main Activity:
read pages, p 94-97
Evaluation:
Discuss provided text and ask questions
Vocabulary:
compass rose, intermediate directions.
Homework:
pg. 19
Materials / Resources (including technology)
Social Studies textbook, paper, pencils, crayons, poster paper, maps, globe
State of Minnesota Standards Covered
V.A2.1. Students will use cardinal and intermediate directions to locate places. 31 
Suggested Titles for Minnesota Social Studies State Standard V.A2.1.
MN.V.B1. Geography: Maps and Globes: The student will use and create maps and globes to locate people, places and things.
V.B1.1. Students will locate places by using simple maps, and understand that maps are drawings of locations and places as viewed from above. 34 
Suggested Titles for Minnesota Social Studies State Standard V.B1.1.
V.B1.2. Students will recognize and locate the outline shape of the state of Minnesota on a map/globe. 6 
Suggested Titles for Minnesota Social Studies State Standard V.B1.2.
V.B1.3. Students will create and interpret simple maps using the map elements of title, direction, symbols, and a map key or legend. 31 
Suggested Titles for Minnesota Social Studies State Standard V.B1.3.
V.B1.4. Students will locate the continents and oceans on a map of the world and a globe. 5
Suggested Titles for Minnesota Social Studies State Standard V.B1.4.
V.B1.5. Students will recognize the outline shape of the contiguous United States. 7 
Suggested Titles for Minnesota Social Studies State Standard V.B1.5.
V.B1.6. Students will recognize the outline shapes of countries and locate cultures and civilizations studied in history. 24 
Suggested Titles for Minnesota Social Studies State Standard V.B1.6.
Weekly Informational Knowledge Overview - (Students will know...)
The world around us. Maps, countries and landforms making up North America. Seasons and climate differ in different regions.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Use visuals and self made books to understand about all concepts in the unit.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS- LA NAVAL CELEBRATION***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Features, landforms, climate, region
Homework:
Learning Objective:
Each region of the world has its own features, including landforms, climate, animals, and plants.
Language Objective:
Writing Assessment conventions, phonemes and phonics word work within the text.
Main Activity:
Have students break into small groups and understand what the word region means. Then have children do a series of quick sketches showing at least three kinds of land and two bodies of water and have kids color their drawings. Talk about how a landform map can help them locate and compare the different land forms in a region.
Evaluation:
Students will share each others work and walk around the room and share with different groups talking about key vocabulary especially region.
Vocabulary:
Features, landforms, climate, region
Homework:
Have students take home their maps and teach their parents about them.
Learning Objective:
Identify landforms and bodies of water of a region. Recognize unique features of a region, including wildlife, structures, and activities.
Language Objective:
conventions, phonics and phonemic awareness correlating to writing and word work coupled with above objective.
Main Activity:
Children will read pages 96-97 and discuss what a national seashore is. Children will learn that the land and water around that area are grounds for recreational and educational activities. Children will think of a local area here that could be made into a national park. They will discuss what kind of a national park it will be and what we could learn there. They will draw and write about it.
Evaluation:
Teacher monitors and watches.
Vocabulary:
national park including wildlife and structures and activities.
Homework:
pg. 21
Learning Objective:
pg. 98-99
Language Objective:
Point out to children that maps help people learn about the different places and the different kinds of land and water in the world.
Main Activity:
Charts to record weather, phonics and phonemes
Evaluation:
Have children do tic tac toe game on page 98 and then create their own and play with classmates.
Vocabulary:
landform, climate, equator, location, island.
Homework:
Page 21 Compare and contrast
Learning Objective:
review land, water, and maps.


Language Objective:
writing conventions, phonics, phonemes.
Main Activity:
Review pages 100-103 and have kids work in groups to discuss read and review and test prep. Students will write down vocabulary words and answers. Students will answer questions and make sure that they understand answers. Children will then start a nonfiction big book to cover all areas of the unit.
Evaluation:
Teacher will walk around and observe and make sure that students are grasping aspects of unit and work in smaller groups with kids who need help.
Vocabulary:
landform, climate, region, location, cardinal directions, North America
Homework:
Take home prep test for the weekend.
Materials / Resources (including technology)
Glue
Scissors
Music
Social Studies textbook, paper, pencils, crayons, poster paper, maps, globe
State of Minnesota Standards Covered
1. People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context.
2.3.1.1.3 Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States. For example: Physical features—the Atlantic Coast, Rocky Mountains, Mississippi River, Lake Superior. Landmarks—Statue of Liberty, Angel Island, Gateway Arch in St. Louis, Mount Rushmore, Crazy Horse Memorial.
1. People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context.
2.3.1.1.4 Use maps, photos, or other geographic tools to answer basic questions about where people are located.
For example: Where are we? What is this location
like? What are the characteristics of this location? How has this place been affected by the movement of people, goods and ideas? How do people modify the environment to fit their needs? How do people organize locations into regions? How is this place similar to or different from other places?
Weekly Informational Knowledge Overview - (Students will know...)
Using our resources. People read use resources to help them live.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Use visuals to determine word meanings.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Preview the unit. Use visuals to preview the content of the unit.
Language Objective:
Recognize cause and effect relationships in a text. Interpret information from charts. Recognize that people depend on things from earth to meet their food needs.
Main Activity:
Read the Pages 105v-105 and Explain that our natural resources are used to give us the things we need to live. Point out that it is important that we take care of these resources. Access prior knowledge with a word web with the main point being land.
Evaluation:
Have kids answer in whole group and teacher will monitor and observe who is grasping and work independently with those that have problems grasping.
Vocabulary:
Land and resources
Homework:
At home create web
Learning Objective:
Use visuals to determine word meanings. Use words and visuals to preview the content of the unit.
Language Objective:
phonemic awareness, phonics, and conventions in writing.
Main Activity:
Children will read pages 106-107 talk about pictures and what kids see in the pictures. Ask what they see for natural resources (cows, grass) Link all the pictures with words. Discuss why cows are a natural resource. Have children write sentences in small group time answering the following sentence. We need cows because it gives us__________________. Have them write about different animals and what they give us.
Evaluation:
teacher will monitor small groups.
Vocabulary:
natural resource, technology, conservation, product.
Homework:
Go home and write about what different animals can be used for.
Learning Objective:
Identify how a story can tell sequence. Recognize that people depend on things from earth to meet their food needs.
Language Objective:
Action words, phonemes, phonics,
Main Activity:
Read the Tortilla Factory and discuss. Set the purpose before reading describe foods they eat with most meals. Make sure students understand the story.
Evaluation:
have children draw and write about the main idea.
Vocabulary:
tortilla, factory.
Homework:
none
Learning Objective:
review all vocabulary for the previous several days.
Language Objective:
conventions phonemes, phonics,
Main Activity:
Reread tortilla story in center group time. Have children discuss and write down all the vocabulary in their notebooks. Have children discuss and talk about the story.
Evaluation:
Teacher will watch and monitor
Vocabulary:
Natural resource, fuel, conservation
Homework:
none
***NO CLASS, FEAST OF THE HOLY SEPULCHRE***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbook, paper, pencils, crayons, poster paper
State of Minnesota Standards Covered
2. The civic identity of the United States is shaped by historical figures, places and events and by key foundational documents and other symbolically important artifacts.
2.1.2.2.1 Explain why and when the Pledge of Allegiance is recited; provide examples of basic flag etiquette and other demonstrations of patriotism.
6. The United States government has specific functions that are determined by the way that power is delegated and controlled among various bodies: the three levels (federal, state, local) and the three branches (legislative, executive, judicial) of government.
2.1.4.6.1 Identify the president of the United States; explain that voting determines who will be president.
Page 22 of 151 May 6, 2013
1. Citizenship and Government
1. Citizenship and Government
1. Citizenship and Government
4. Governmental Institutions and Political Processes
2. Civic Values and Principles of Democracy
1. Civic Skills
Weekly Informational Knowledge Overview - (Students will know...)
Create earths resource flowchart for objectives for kids to see how we are using our resources
Weekly Procedural Knowledge Overview - (Students will be able to...)
Discuss people use the land the its resources to help them live.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Access prior knowledge.. Discuss the big idea of how people use the land for resources.
Language Objective:
phonemes, phonics and guided whole group reading comprehension.
Main Activity:
Access Prior knowledge. Read and talk about pages104 and 105. Make a word web with land in the center of it. Discuss what land can offer in terms of resources. Follow ELL box
Evaluation:
Have kids make their own word web during centers in their journals.
Vocabulary:
resources
Homework:
School to home news letter to parents on pages s7-s8
Learning Objective:
Use visuals to determine word meanings.
Language Objective:
Use words and visuals to preview the content of the unit
Main Activity:
Read pages 106-107 Link pictures with words and discuss in small groups. Talk about what they see in the pictures. What natural resources grow. During literacy work centers record vocabulary words into their notebooks and discuss and draw pictures.
Evaluation:
teacher checks and monitors
Vocabulary:
natural resources, conservation, technology and product.
Homework:
none
Learning Objective:
Cause and effect recognize cause and effect relationships in a text. Interpret information from charts.
Language Objective:
same as above
Main Activity:
read pages 108-109 read and then practice cause and effect charts as a whole group mini lesson and then in social studies journals have children write a chart and interpret it with their small group. It can be a communal chart.
Evaluation:
teacher breaks kids up in groups and can check their work tables
Vocabulary:
cause effect
Homework:
pg. 27
Learning Objective:
Identify how a story can tell sequence.
Language Objective:
recognize that people depend on things from Earth to meet their food needs.
Main Activity:
Read The Tortilla Factory. Pg 110. Follow the before reading purpose on page 110. Have children find all the action verbs on page 110 after discussing comprehension questions. Have kids come up with different verbs that can describe what happens once tortillas come home (roll, cut, slice, fill) continue reading story and ask comprehension questions
Evaluation:
comprehension through class participation
Vocabulary:
cause effect
Homework:
none
***HALLOWEEN PARTY***
Learning Objective:
games arts crafts written work to follow up with crafts
Language Objective:
same as above
Main Activity:
art crafts, movies, treats, trick or treating, classroom crafts and write
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Music Glue, Glitter, Social Studies textbook, paper, pencils, crayons
State of Minnesota Standards Covered
PO 3. Identify differences among natural resources (e.g., water, soil, and wood), human resources (e.g., people at work), and capital resources
Weekly Informational Knowledge Overview - (Students will know...)
People use land and its resources to help them live
Students will know about natural resources and how people use them. Students will understand ways people can care for and conserve Earth’s resources.
Students will know what a pictograph is.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Describe natural resources and tell how people use them. Identify ways people can care for and conserve Earth’s resources.
Identify parts and explain parts of a pictograph.
Tomato project plan
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Distribute Unit 3 project guidelines on page 23 of the assessment program about resources and how people use the land and its resources to help them live.
Language Objective:
phonemes, phonic, and conventions
Main Activity:
Children will break up into five cooperative learning groups, researchers, artist, recorders, organizers, and presenters. Allow children to choose a group based on their interests and talents. Work with each group to plan and carry out their tasks. Provide instructional support and materials as needed.
Evaluation:
teacher monitors groups
Vocabulary:
resources
Homework:
p22
Learning Objective:
Describe natural resources and tell how people use them. Identify ways people can care for and conserve Earth’s resources.
Language Objective:
Identify phonemes, practice vocabulary, practice phonics, build text fluency
Main Activity:
Read pages 114-119 Build background exercise on page 114. Discuss Vocabulary,
Evaluation:
Teacher will check kids notebooks during center times.
Vocabulary:
natural resources, fuel and conservation, wind turbines
Homework:
take transparency home and share
****** END OF GRADING PERIOD 1 ******
Learning Objective:
Identify parts and explain parts of a pictograph. Find and compare numbers using symbols on a picture graph.
Language Objective:
Children will understand and be able to make their own picture graph and explain it.
Main Activity:
Read pages 120-121. Do the Introduce on page 120. Talk about symbols. Create various different picture graphs and have children help you create and interpret them. During Literacy workshop have students create a Picture graph in their notebooks and discuss it with their peers.
Evaluation:
Children help each other and teacher monitors
Vocabulary:
Children help each other and teacher monitors
Homework:
pg. 23
***START OF GRADING PERIOD 2 ***
Learning Objective:
Understand the importance of the actions and character of Rachel Carson and explain how she made a difference in other peoples lives.
Language Objective:
Cause and effect write and understand it
Main Activity:
pg 122 Link to the big idea… and discuss biography and primary source to children. Read pages 122-123… Discuss. Integrate the Music environmental sounds into the lesson and discuss the sounds the children hear. Touch on make it relevant and Why characters count on page 123. In notebooks have children write about Rachel Carson.
Evaluation:
Class discussion and then center journal follow up write.
Vocabulary:
resources
Homework:
attached ditto
Learning Objective:
Describe the factors that influence where people live. Identify how geography impacts their lives.
Language Objective:
Have kids Identify phonemes, and practice phonics and build text comprehension.
Main Activity:
Read and talk about INTRODUCE on page 124. Do the Build Background part. Talk about Cause and effect of how people choose where to live. Discuss questions from teacher’s manual and history --discuss how a community develops over time.
Evaluation:
Write in notebook about where they would like to live and what resources they would
Vocabulary:
rural, suburb, urban
Homework:
pg 24
Materials / Resources (including technology)
Music, Social Studies textbook, paper, pencils, crayons, poster paper
State of Minnesota Standards Covered
2.2.4.5.1 Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources. 2.3.4.9.1 Identify causes and consequences of human impact on the environment and ways that the environment influences people.
2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
2.4.2.4.1 Compare and contrast daily life for Minnesota Dakota or Anishinaabe peoples in different times, including before European contact and today.
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
Connecting communities with transportation and communication. Identify changes in transportation and communication. Describe how new methods of transportation and communication link people, places, and ideas.
Weekly Procedural Knowledge Overview - (Students will be able to...)
How do people change their environment? Children will use conventions and phonics in their writing. Identify changes in transportation and communication. Describe how new methods of transportation and communication link people, places, and ideas.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Identify changes in transportation and communication. Describe how new methods of transportation and communication link people, places, and ideas.
Language Objective:
Writer’s workshop on transportation using conventions.
Main Activity:
Children will read pages 138 and 139 and discuss
Evaluation:
Teacher watches and monitors and ensures all kids grasp and understand concepts.
Vocabulary:
transportation and communication
Homework:
pg 28
Learning Objective:
Technology has changed how people communicate, making it much faster than in the past.
Language Objective:
interpret the features on a road map. Have students use conventions such as period and capital letters.
Main Activity:
Read pages 140-143. Draw a simple map with two crossing routes on construction paper. Draw each route in a different color. Label each with a large circled route number. Mark names of places along each route. Help children locate a starting place along one route and trace with their fingers. Have children then change directions and do so in a cooperative learning style so everybody gets a turn.
Evaluation:
Teacher watches and monitors as kids work together and separately.
Vocabulary:
route
Homework:
make a map at home
Learning Objective:
Compare and contrast children’s daily lives to those of others. Explore different point of how individuals view changes in technology.
Language Objective:
Vocabulary help. Remind children that communication is the sharing of ideas and information.
Main Activity:
Read pages 143-145 and discuss with kids. Have kids talk about different types of font that have arrived throughout the year. Have kids make up with own kind of font and discuss how technology has changed things that have happened throughout the years. Have kids work together to create a second grade secret font.
Evaluation:
cooperative learning groups and teacher monitors to ensure everybody gets it.
Vocabulary:
font
Homework:
none
Learning Objective:
review urban, rural, and suburban with the children.
Language Objective:
Have children write and draw where they live using conventions such as capital letters.
Main Activity:
Read pages 146-147. Preview the games. This game asks children to look at different parts of an urban city scene. Children should look for seven things in the scene that belong in a rural scene, not in an urban scene. Prompt children with questions. Have them write about it label and draw in their social studies notebook.
Evaluation:
Teacher checks and monitors notebooks and groups to ensure they understand.
Vocabulary:
urban, suburban, and rural
Homework:
pg. 31
Learning Objective:
Review cause and effect. Review resources and how people use land and its resources to help them live.
Language Objective:
Review conventions and phonics in supplement books.
Main Activity:
Have a review day where children read pages 148-149 and have them work together in cooperative learning groups to answer and talk about pages. Have students review critical thinking skills on page 150-150.
Evaluation:
teacher walks around and monitors small learning groups, and sees where children need assistance.
Vocabulary:
natural resource, conservation, technology, product
Homework:
take home review sheets and prepare for a small quiz next week
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.3.1.1.4 Use maps, photos, or other geographic tools to answer basic questions about where people are located.
2.3.1.1.4 Use maps, photos, or other geographic tools to answer basic questions about where people are located.
Weekly Informational Knowledge Overview - (Students will know...)
Review and wrap up Using our Resources. Preview next unit and learn about the history behind Thanksgiving
Weekly Procedural Knowledge Overview - (Students will be able to...)
Children will chronologically know how to use technology to bring crop and other products from the farm or even seed to the table. Children will understand Thanksgiving and how America got started.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Review unit 3 and prepare for quiz on Wednesday
Language Objective:
Children will orally do the test prep pages and write them with proper punctuation and phonemes in their social studies journal.
Main Activity:
Teacher will review basic points in the unit and read about them. Kids will break up into groups and work in teams to answer the test prep questions. They will then write on the little white boards different scenarios of cause and effect situations
Evaluation:
teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Cause and effect
Language Objective:
Children will break up into groups and write different cause and effect situations using proper phonemes and conventions.
Main Activity:
Pg. 148 read and discuss have children read and discuss and talk about facts and main ideas. They will
Evaluation:
teacher watches and monitors
Vocabulary:
review from last week
Homework:
Learning Objective:
Critical Thinking
Language Objective:
map skills
Main Activity:
P. 150-151 talk about products and maps keys and kids locating them and understanding different types of maps with different types of products.
Evaluation:
Teacher watches and monitors and helps if they don’t get it
Vocabulary:
product map
Homework:
make a product map
Learning Objective:
Continue with Product maps
Language Objective:
map skills locating map key and different products and locations on a map.
Main Activity:
Whole group we will make a wild and crazy product map as a group. Kids will come up with make believe products from make believe places. As a group we will come up with the map and then kids will write about it in their social studies journals.
Evaluation:
teacher watches and monitors and evaluates and helps kids who might not get the concept fully
Vocabulary:
maps
Homework:
pg. 31 32
Learning Objective:
descriptive paragraph to identify a farm product
Language Objective:
Proper conventions in writing such as punctuation and capitalization.
Main Activity:
Kids will brainstorm a possible farm product and then write about it in a descriptive paragraph. They will work in groups of three or four and talk and discuss and then have a writer take the notes.
Evaluation:
Teacher watches and observes.
Vocabulary:
Descriptive, farm product (both review)
Homework:
none share homework from last week with class
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.3.1.1.1Create sketch maps to illustrate detailed spatial information about settings from stories; describe the spatial information found on the maps.
2.3.1.1.2 Locate key features on a map or globe; use cardinal
directions to describe the relationship between two or
more features.
2.3.1.1.4 Use maps, photos, or other geographic tools to answer basic questions about where people are located.
Weekly Informational Knowledge Overview - (Students will know...)
Review cause and effect. Review unit and test prep. Students will understand vocabulary and facts about unit three.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Children will be able to write a paragraph about a farm product and how it gets to the table from a seed.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Test review questions. Students will understand vocabulary for the unit and be able to answer questions based on unit review.
Language Objective:
Conventions and punctuation.
Main Activity:
Teachers will review the unit and discuss and review pages 149 to 151. Children will orally answer questions and review together in small groups. Teacher will monitor and observe.
Evaluation:
Teacher will monitor and observe and assist if kids need help or are lacking in understanding.
Vocabulary:
Product, technology, cardinal directions
Homework:
Learning Objective:
Children will understand what product map is and create on in a small group
Language Objective:
Children will be able to make a map key and chart different products.
Main Activity:
children will review what a product map is and will work together in small groups to come of with an imaginary place and different kinds of products which are on it. They will produce a map key and they will draw and label the map as a team.
Evaluation:
children will share their maps with each other and make comments on them
Vocabulary:
map key, product map, team work
Homework:
pg. 33 of homework book
Learning Objective:
Colonial times and the meaning behind thanksgiving
Language Objective:
conventions such as capital letters and decoding of words.
Main Activity:
Children will write break up into groups and pretend that they are either colonial pilgrims or native Americans and they will act out with each other how it was in the olden times just through reading and listening to what happened when the mayflower arrived.
Evaluation:
teacher watches and monitors
Vocabulary:
colonial times, native Americans, Mayflower
Homework:
none
***AMERICAN THANKSGIVING***
Learning Objective:
children understand concept of being thankful
Language Objective:
Conventions and punctuation
Main Activity:
Children will write letters about what they are thankful for and do an art project of a turkey.
Evaluation:
kids will read their letters to each other
Vocabulary:
thankful
Homework:
pg. 34
Learning Objective:
review and discuss thanksgiving
Language Objective:
conventions such as writing and decoding words and punctuation.
Main Activity:
kids will do thanksgiving worksheets, word searches, crosswords and enjoy the am
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers, maps
State of Minnesota Standards Covered
2.3.1.1.1Create sketch maps to illustrate detailed spatial information about settings from stories; describe the spatial information found on the maps.
2.3.1.1.2 Locate key features on a map or globe; use cardinal
directions to describe the relationship between two or
more features.
2.3.1.1.4 Use maps, photos, or other geographic tools to answer basic questions about where people are located.
2.4.2.4.1 Compare and contrast daily life for Minnesota Dakota or Anishinaabe peoples in different times, including before European contact and today.
Weekly Informational Knowledge Overview - (Students will know...)
We will preview the unit People Long Ago
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will understand the difference between today and past. They will learn that history is the story of how people and places change over time.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Children will discuss and understand the meaning of history and how people change over time.
Language Objective:
Students will chart and create a time line accessing prior knowledge from long ago and today using proper spelling and charting written skills.
Main Activity:
Read pages 152-153 and discuss. Build on background by reading the practice and extend to the children. Integrate music into the curriculum. Talk chart and graph aspects of today and long ago.
Evaluation:
teacher watches and monitors
Vocabulary:
history
Homework:
Have students go home and discuss with their families music that links them to their culture.
Learning Objective:
Use visuals to determine word meanings. Use words and visuals to preview the content of the unit.
Language Objective:
Children will revisit synonyms and brainstorm and write one for each of the vocabulary words.
Main Activity:
Read and discuss pages 154-155 and discuss vocabulary and have students come up with synonyms for each of them. Discuss why would people choose to live in a new colony. Do practice and extend with kids.
Evaluation:
Class discussion teacher monitors
Vocabulary:
change, history, colony, independence, landmark and colony
Homework:
write a paragraph about living in the past.
Learning Objective:
Recognize a sequence of events. Interpret information from charts.
Language Objective:
Students will write a narrative using first, next and last.
Main Activity:
Read pages 156-157 Read and discuss. Have children practice first, next, and last chart on page 157. Have students come up with different ideas that they could chart. During centers have students write a narrative using the sequence of first, next and last. Have them specifically present events in order.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Teacher watches and monitors.
Homework:
Learning Objective:
Identify “when I was young” as realistic fiction about family history. Compare and contrast daily life with that of grandparents and great grandparents.
Language Objective:
Vocabulary power use short words and explain the way to write them.
Main Activity:
read story and set the purpose before you read during and after. Have students answer comprehension questions together. Integrate music in the 1950’5 into the class. Discuss how things in the story tell you that they are from the past. Focus on comprehension questions from the manual.
Evaluation:
teacher watches and monitors.
Vocabulary:
geography
Homework:
Learning Objective:
Understanding the story and its meaning.
Language Objective:
Students will write sentences using proper conventions.
Main Activity:
Re visit yesterdays story. Focus on practice and extend. Pg 160. Also Photography background on page 161. Talk about how pictures in the past we taken only with film. They were developed using different techniques. Back in the olden days taking pictures was super expensive and it would have been unusual and pricey for families to have a picture taken.
Evaluation:
teacher watches and monitors
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
2.4.2.4.1 Compare and contrast daily life for Minnesota Dakota or Anishinaabe peoples in different times, including before European contact and today.
Weekly Informational Knowledge Overview - (Students will know...)
Introduce and continue learning about people long ago and how history is the story of how people and places change over time.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Children will be able to tell the difference between life now and that of the past… They will work on time lines and write stories about the past.
Monday
Tuesday
Wednesday
Thursday
Friday
***NO CLASS, FOUNDATION DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
no school typhoon day
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Use visuals to determine word meanings.
Language Objective:
Recognize and write on a timeline a sequence of events.
Main Activity:
We read the story When I was young and discussed the meaning of family history. We compared and contrasted grandparents. Students got together in small groups and interviewed each other and talked about their grandparents and great grand parents and wrote a few comments about each other’s family tree.
Evaluation:
teacher watches and monitors
Vocabulary:
family tree
Homework:
page 37
Learning Objective:
Understand concept of time in terms of past, present, and future.
Language Objective:
Recognize that while some things change over time, other stay the same.
Students will identify a diagram as a chart that shows the parts of something.
Main Activity:
Read pages 176-177 students will chart and graph different things and discuss how people and places change over time.
Evaluation:
teacher watches and monitors
Vocabulary:
diagram
Homework:
pg 38
Learning Objective:
Children will discuss music from different time eras and discuss. They will notice differences in clothing and transportation.
Language Objective:
Sequencing, synonyms, shortened words, and word origins will all be discussed during the lesson.
Main Activity:
Students will listen to various types of music from different eras and discuss. They will chart the time periods of music and discuss. We will take a vote as to who likes which music from which period the best. Children will write down all the dates of different music and then write about their favorite time period for music and why.
Evaluation:
teacher watches and monitors
Vocabulary:
time period
Homework:
Materials / Resources (including technology)
Music, Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
2.4.2.4.1 Compare and contrast daily life for Minnesota Dakota or Anishinaabe peoples in different times, including before European contact and today.
Weekly Informational Knowledge Overview - (Students will know...)
This week in language arts we will focus on review in the writing and reading process. We will be writing stories related to Christmas using synonyms, antonyms, descriptive language and conventions such as capital letter and proper sentences.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to edit their writing and work in cooperative groups editing and making comments on each other’s writing.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will use a word web to write a descriptive paragraph about Santa.
Language Objective:
Students will use proper conventions such as capital letters and periods at the end of each sentence.
Main Activity:
Students will brainstorm and write crazy a story about how Santa had to be saved by them because he was in danger of being captured by a villain.
Evaluation:
Students will work together in small groups and assist each other, brainstorm, and work together.
Vocabulary:
captured
Homework:
Learning Objective:
Same as Monday. We will be working on the writing process and creating stories using our word web technique and writing process.
Language Objective:
Children will take their word webs and turn them into a rough draft.
Main Activity:
Students will finish up word maps and start their rough drafts
Evaluation:
Students are allowed to work together and help each other. Teacher will watch and assist when needed.
Vocabulary:
Homework:
Learning Objective:
Same as Monday and Tuesday. Review writing process using descriptive writing to write a story.
Language Objective:
Students will self edit their own writing using various posters around the room that are aids for them to follow aids for them to self check their work.
Main Activity:
Students will work on their stories
Evaluation:
teacher will monitor and check work.
Vocabulary:
Homework:
Learning Objective:
Students will use their skills of the writer’s workshop to complete their letters to Santa.
Language Objective:
Students will edit and self check their work to make sure that their sentences make sense. They will use proper writing conventions.
Main Activity:
Students will work on stories and hopefully be on their final draft by now.
Evaluation:
Children will work together to self check each others work.
Vocabulary:
Homework:
Learning Objective:
Students will know and understand the writing process.
Language Objective:
Students will be able to self check their work and be able to make sure it makes sense.
Main Activity:
Students will finish up their final drafts and draw pictures and share their work. They will make comments on sticky notes for their friends.
Evaluation:
Teacher will observe and assist when needed.
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers, post-it notes
State of Minnesota Standards Covered
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to identify “When I was Young” as realistic fiction about family history. They will be able to compare and contrast daily life with that of grandparents and great – grandparents.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able use phonemes and phonics skills to decode and read the text.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will be able to identify what realistic fiction is and compare and contrast daily life with that of grandparents.
Language Objective:
Students will be able to write a time line about their own families using a tree style chart.
Main Activity:
Before reading the story teacher will set the purpose using the prompts on page 158 in the teachers edition. Students will read and discuss the text orally by using comparing and contrasting skills. Students will brain storm a list of household chores that they need to do around the house and sequence them for getting things done efficiently. Students will share their work and relate it to the story we read in class.
Evaluation:
Students work in groups to discuss the main activity and help each other and teacher walks around and monitors
Vocabulary:
sequence
Homework:
take home their work and share with family
Learning Objective:
Understand the concept of time in terms of past, present, and future. Students will recognize that while some things change over time other things stay the same.
Language Objective:
Students will be able to write sentences and sequence them using proper conventions.
Main Activity:
Students will read pages 172-175 as a whole group and discuss with the teacher. The content focus will be on how changes take place slowly over a long time, while some things in life stay the same. Teacher will direct children to examine the photos on the pages and discuss the main idea. Teacher will use the manual to cover all the comprehension questions and will chart out different answers on the white board.
Evaluation:
The teacher will watch and observe and assist where need be.
Vocabulary:
past, future, present, and change.
Homework:
page 32 and 33 in homework book.
Learning Objective:
Students will identify a diagram as a chart that shows the parts of something. Students will be able to define and describe the relationships shown on a family tree.
Language Objective:
Students will be able to make a diagram.
Main Activity:
Students will read pages 176-177 and discuss. They will then work in groups and make their own family diagram and share.
Evaluation:
Teacher watches and monitors.
Vocabulary:
diagram
Homework:
share and finish diagram at home.
Learning Objective:
Students will recognize Native Americans as the first groups of people to live in North America. Students will know how to discuss and describe their lifestyles.
Language Objective:
Main Activity:
Students will read pages 178-179 and discuss. They will then break up into centers and the social study center will consist of about 20 books about different types of native Americans that lived in America. They will read and look at the pictures and write comments about them on sticky notes.
Evaluation:
teacher watches and monitors.
Vocabulary:
history, colony, settler
Homework:
pg. 33-34
Learning Objective:
Students will learn about colonies and settlers and how they came to North America long ago.
Language Objective:
Students will write about the settlers using decoding skills and phonemes and proper conventions to complete sentences.
Main Activity:
Students will read pages 180-181 and discuss. They will use visual literacy and study the painting on page 181, and imagine traveling long distances by ship. Discuss problems the settlers faced, such as keeping food fresh, and living in a very crowded space, storms, and illnesses.
Evaluation:
Teacher will watch and monitor during class discussion.
Vocabulary:
colony, Settlers, sequence, and history.
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers, post-it notes
State of Minnesota Standards Covered
2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
2.4.2.4.1 Compare and contrast daily life for Minnesota Dakota or Anishinaabe peoples in different times, including before European contact and today.
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
History is the story of how people and places change over time. This week students will know about MLK (because his birthday is on Jan 19 the third Monday each January. Students will understand the events in early American History. They will be able to identify important people related to our country’s independence. They will learn new vocabulary and also be able to read a time line of events in history. They will be able to sequence them in order. Students will also learn about citizenship and its role in history.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to read time lines and chart information onto paper themselves. They will be able to write a small story about recounting the revolution using good writing skills such as beginning, middle and end.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Today is Martin Luther King Day. We will learn all about him and how he was a hero and started the United states on its path to having civil rights’.
Language Objective:
Students will be able to write about having a dream about something they want to change in the world using proper writing conventions.
Main Activity:
Read aloud books on MLK, short documentary on MLK, students will chart graph and discuss how he was a hero and helped change American history.
Evaluation:
Projects…
Vocabulary:
Civil Rights, MLK
Homework:
Civil Rights, MLK
Learning Objective:
Students will understand events in early American history. Students will identify important people related to our country’s independence.
Language Objective:
Students will be able to chart sequence of history in their ELA journals.
Main Activity:
Students will read pages 186-191 and discuss people and new vocabulary introduced. Children will discuss the causes and effects of the revolution. Children will listen to music from the American revolution era.
Evaluation:
Class discussion question and answer and teacher keeps track on all those who understand.
Vocabulary:
independence, freedom
Homework:
Write a letter page
Learning Objective:
Students will know that the colonies fought the American Revolution to gain freedom from England.
Language Objective:
Students will use decoding skills to help read the text.
Main Activity:
Students will read pages 188-189 in the student edition and discuss. Teacher will use practice and extend to engage students and make sure they understand the content. Students will discuss the events of American Revolution and how they affect us today.
Evaluation:
Teacher watches and monitors
Vocabulary:
American Revolution
Homework:
page 35
Learning Objective:
Students will know that Thomas Jefferson, Paul Revere, and George Washington helped our country became independent. Children will use pictures as a springboard to discuss the main idea of a selection.
Language Objective:
Students will be able to write ideas in order of sequence using beginning middle and end.
Main Activity:
Students will read pages 190-191 and discuss. They will act out the story about Paul Revere. Students will look at different books that have Paul Revere in them and compare pictures and discuss. Students will draw a picture of Paul Revere and write a retell of his story using simple sentences.
Evaluation:
Teacher watches and monitors
Vocabulary:
independence.
Homework:
page 36
Learning Objective:
Students will know how to read a time line and place important events on a time line and describe them.
Language Objective:
Students will be able to make their own time lines.
Main Activity:
Students will read pages 192-193 and discuss. They will do the practice and extend in the teachers manual. Students will make a time line in groups using learned skills. Each group will share their time lines to the other groups.
Evaluation:
Students will be evaluated through sharing information on their time lines.
Vocabulary:
time line
Homework:
Materials / Resources (including technology)
Music, Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
2.4.2.4.1 Compare and contrast daily life for Minnesota Dakota or Anishinaabe peoples in different times, including before European contact and today.
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that history is a story of how people and places change over time. They will learn about the people who lived long ago. Students will know how the United States got their independence. Students will know how we honor American Heritage and how we honor people and events in our country’s history.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to write using sequence cues: beginning middle and end they will use helpers such as first, last, and after that, and finally in their writing.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand that voting is an important freedom. They will know how to vote by reading and learning about it.
Language Objective:
Students will be able to write down simple interviewing questions using proper conventions.
Main Activity:
Students will read pages 1194-195 and discuss whole group. Students will talk about what it is to vote and how lucky we are to be able to live in countries where we can vote. Students will write down two questions to ask their parents at home about voting.
Evaluation:
We will vote about some things in class. Teacher will monitor and observe.
Vocabulary:
vote
Homework:
voting page
Learning Objective:
Students will identify symbols and landmarks of our country’s heritage. They will be able to describe how landmarks honor our country’s history and ideals.
Language Objective:
Students will be able to write sentences using proper conventions.
Main Activity:
Read pages 196-199 and discuss. Students will use supplementary books on landmarks and countries heritage and create a picture of their favorite symbol. We will create a class poster and add to it as the week continues.
Evaluation:
Teacher watches and monitors
Vocabulary:
heritage, memorial, landmark
Homework:
pg 37
Learning Objective:
Students will know how to identify the actions of individuals and know how they make a difference in our lives and the lives of Americans.
Language Objective:
Students will be able to write using proper nouns.
Main Activity:
Students will read pages 200- 205. Students will discuss how we honor people and events in our Country. Students will be able to answer specific questions about national holidays. Students will choose an American that they would like to honor and create a special day. They will work on individual projects and then share and write comments on their peers work.
Evaluation:
Teacher watches and monitors.
Vocabulary:
hero, legend.
Homework:
Learning Objective:
Students will be able to distinguish between fact and fiction. They will be able to analyze details of factual and fictional accounts of history.
Language Objective:
Reading comprehension skills.
Main Activity:
Students will read pages 206-207 and discuss. The teacher will write several simple sentences on the board that describes things children have done in school. Some statements will be true, others false. Students will be able to determine if the sentences are fact. We will discuss fiction and non fiction.
Evaluation:
teacher watches and monitors and is always asking comprehension questions.
Vocabulary:
fact, fiction, non fiction
Homework:
page 39
***SEMESTER 1 EXAMS, END OF 1ST SEMESTER***
Learning Objective:
Review entire weeks work.
Language Objective:
Review.
Main Activity:
Discuss major points learned this week and ask questions.
Evaluation:
Teacher watches and monitors comprehension questions.
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.1.1.1.1 Demonstrate voting skills identify rules that keep a voting process fair, and explain why voting is important.
2.3.1.1.3 Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States.
2.4.1.1.1 Use and create calendars to identify days, weeks, months, years and seasons; use and create timelines to chronicle personal, school, community or world events.
2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
Weekly Informational Knowledge Overview - (Students will know...)
This week students will know and understand Memorials and monuments and how they honor people and events. Students will remind us of important people and events. Students will know how to determine between fact and fiction and nonfiction. Students will know and understand the importance of the actions and character of Dr. Martin Luther King Jr.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to make sequence time lines from ages 0 to 10 and plot about their individual lives understand past present and future.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF 2nd SEMESTER***
Learning Objective:
Students will know that memorials and monuments honor people and events.
Language Objective:
Students will be able to write sentences using proper conventions such as spacing and proper endings in sentences.
Main Activity:
Students will read pages 198-199 and discuss. They will draw and write about their favorite monuments. They will make a class poster and share it with each other.
Evaluation:
Teacher watches and monitors.
Vocabulary:
time line
Homework:
pg. 37
Learning Objective:
Students will identify how the actions of individuals make a difference in our lives and for our country. They will know about national heroes, legends, and holidays and their significances.
Language Objective:
Students will write about a hero using proper nouns correctly.
Main Activity:
Read pages 200-205 and discuss. Have children describe how people have made a difference and helped change our world. We will work on building back ground and we will have children read about different heroes. We will talk about holidays and discuss important people and impacts that had.
Evaluation:
Teacher will watch and monitor and observe.
Vocabulary:
hero, legend.
Homework:
pg. 38
Learning Objective:
Students will distinguish between fact and fiction. They will know how to analyze details of factual and fictional accounts in history.
Language Objective:
Write sentences using proper phonemes.
Main Activity:
Read pages 206-207 and discuss. Have children look at different types of books and decide if they are fiction or nonfiction and why.
Evaluation:
teacher will assist, monitor, and observe.
Vocabulary:
fiction, nonfiction
Homework:
none
Learning Objective:
Students will know the importance of actions and character of Dr. Martin Luther King Jr. and be able to explain how he made a difference in others’ lives.
Language Objective:
Students will be able to write sentences using proper conventions.
Main Activity:
Read pages 208-209 and discuss. Have students discuss characters and how they have helped our country.
Evaluation:
Teacher watches and monitors.
Vocabulary:
Heroes
Homework:
none
Learning Objective:
Review,
Language Objective:
review
Main Activity:
Test prep questions
Evaluation:
Students work in groups to discuss answers of questions.
Vocabulary:
Review Vocabulary
Homework:
none
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.3.1.1.3 Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States.
2.4.1.1.1 Use and create calendars to identify days, weeks, months, years and seasons; use and create timelines to chronicle personal, school, community or world events.
2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to distinguish between fact and fiction. They will know how to analyze details of factual and fictional accounts of history. Students will understand the importance of the actions and character of Dr. Martin Luther King Jr. And explain how he made a difference in others’ lives.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to tell the difference between fact and fiction. They will be able to make time lines and understand the concept of sequence aspect of it. Students will be able to understand what landmark, change, history, and colony mean.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know how to distinguish between fact and fiction.
Language Objective:
Students will be able to tell the difference between fact and fiction.
Main Activity:
Unit 4 pages 206-207. Students will read and discuss the difference between fiction and nonfiction. They will make it relevant on page 207 and look through many books during center time at a table and label them fiction or nonfiction. Students will do the practice page on 207, and discuss key words.
Evaluation:
Teacher watches and monitors
Vocabulary:
fact, fiction, nonfiction
Homework:
page 39 homework and practice book
Learning Objective:
Students will understand the importance of the actions and character of Dr. Martin Luther King Jr. And explain how he made a difference in others’ lives.
Language Objective:
They will be able to make time lines and understand the concept of sequence aspect of it.
Main Activity:
Unit 4 page 208-209. Students will read and understand the importance of the actions and character of Dr. Martin Luther King Jr., and explain how he made a difference in others’ lives. Students will write facts they have learned about MLK and draw pictures of him in their ELA journals.
Evaluation:
Teacher watches and monitors
Vocabulary:
none
Homework:
none
Learning Objective:
They will know how to analyze details of factual and fictional accounts of history
Language Objective:
Students will be able to understand what landmark, change, history, and colony mean.
Main Activity:
Unit 4 pages 210-211 Students will read and talk about how history is the story of how people and places change over time. We will talk about how every place has its own history and that each one is different. Students will do the holiday Mix-Up and then create their own mix up in groups and test each other on it. They will teach each other.
Evaluation:
Teacher and Students monitor and observe.
Vocabulary:
none
Homework:
page. 41
Learning Objective:
They will know how to analyze details of factual and fictional accounts of history.
Language Objective:
They will be able to make time lines and understand the concept of sequence aspect of it.
Main Activity:
page 212-215 Review and Test Prep. Students will break up into groups and take the review and test prep together. They will look up answers if they are not sure of them and talk about the questions. Students will make a time line each from age 0-10 and discuss main events such as being born, walking, talking, riding a bike.
Evaluation:
Students help each other and teacher observes and helps.
Vocabulary:
Homework:
Learning Objective:
Review
Language Objective:
Review
Main Activity:
Test and Free day of making valentines after the test.
Evaluation:
Test
Vocabulary:
None
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.1.1.1 Use and create calendars to identify days, weeks, months, years and seasons; use and create timelines to chronicle personal, school, community or world events.
2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know how to distinguish between fact and fiction. They will know how to analyze details of factual and fictional accounts of history. Students will understand the importance of the actions and character of Dr. Martin Luther King Jr. and explain how he made a difference in others’ lives.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to tell the difference between fact and fiction. They will be able to make time lines and understand the concept of sequence aspect of it. Students will be able to understand what landmark, change, history, and colony mean.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
The difference between fiction and nonfiction
Language Objective:
Identify fiction and nonfiction
Main Activity:
Unit 4 pages 206-207. Students will read and discuss the difference between fiction and nonfiction. They will make it relevant on page 207 and look through many books during center time at a table and label them fiction or nonfiction. Students will do the practice page on 207, and discuss key words.
Evaluation:
Vocabulary:
fact, fiction, nonfiction
Homework:
Learning Objective:
Dr. Martin Luther King Jr.
Language Objective:
Writing about historical figures.
Main Activity:
Unit 4 page 208-209. Students will read and understand the importance of the actions and character of Dr. Martin Luther King Jr., and explain how he made a difference in others’ lives. Students will write facts they have learned about MLK and draw pictures of him in their ELA journals.
Evaluation:
Teacher watches and monitors.
Vocabulary:
hero
Homework:
none
Learning Objective:
Language Objective:
Main Activity:
Subic field trip
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, CHINESE NEW YEAR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.1.1.1 Use and create calendars to identify days, weeks, months, years and seasons; use and create timelines to chronicle personal, school, community or world events.
2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
Weekly Informational Knowledge Overview - (Students will know...)
Introduce the unit. The big idea is that students will learn that the United States is made up of many different people and cultures. Students will know what a culture is and why the United States is a country of many cultures. Students will understand that families are different and alike. They will also know Who are some Americans who have made a difference in our lives.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use visuals to determine word meanings. They will use words and visuals to preview the content of the unit. They will be able to recall information from a text in a logical sequence. Students will be able to identify selected songs related to ethnic and cultural similarities and differences. Students will be able to recognize the forms of diversity in the school and community.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn that the United States is made up of many different people and cultures
Language Objective:
Students will be able to use visuals to determine word meanings.
Main Activity:
Students will read pages 216 and 217 and discuss how the United States is made up of many different people and cultures. Teacher will use Access Prior Knowledge chart about My Family. Students will discuss celebrations, special events, and other activities family members do together. Teacher will plot and fill it in on white board.
Evaluation:
Teacher watches and monitors
Vocabulary:
culture
Homework:
none for preview week
Learning Objective:
Students will know what a culture is and why the United States is a country of many cultures.
Language Objective:
Students will be able to use visuals to determine word meanings.
Main Activity:
Page 218-219 read and discuss with children. Students will make connections by linking pictures with words and have children read the words immigrant and definition. Teacher will draw a person and write the name. Then teacher will write the words culture, custom, and tradition on the body and kids will describe how each word is related to immigrant.
Evaluation:
Teacher watches and monitors and then has children make a vocabulary chart in their Social Studies Journals using columns.
Vocabulary:
culture, immigrant, custom, tradition
Homework:
none
***NO CLASS, EDSA REVOLUTION ANNIVERSARY***
Learning Objective:
Language Objective:
.
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will understand that families are different and alike
Language Objective:
They will be able to recall information from a text in a logical sequence.
Main Activity:
Page 220-221 Students will read and discuss. They will be able to recall information from a text in a logical sequence and retell the information in their own words through teacher prompting. Students will do the Practice and extend on page 220 theater activity.
Evaluation:
Teacher watches and observes.
Vocabulary:
recall, retell
Homework:
Learning Objective:
Students will know Who are some Americans who have made a difference in our lives.
Language Objective:
Students will be able to identify selected songs related to ethnic and cultural similarities and differences.
Main Activity:
Start with a song on page 222-225. What a wonderful World. Teacher will discuss origins of this song and help children understand how diverse a world we live in. Students will discuss before singing the song what the title means. Students will then discuss why this song is famous and important.. They will then write it down in their social studies notebook and draw about it.
Evaluation:
teacher watches and monitors.
Vocabulary:
Homework:
Materials / Resources (including technology)
Music, Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.1.1.1 Use and create calendars to identify days, weeks, months, years and seasons; use and create timelines to chronicle personal, school, community or world events.

2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
Introduce the unit. The big idea is that students will learn that the United States is made up of many different people and cultures. Students will know what a culture is and why the United States is a country of many cultures. Students will understand that families are different and alike. They will also know Who are some Americans who have made a difference in our lives.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use visuals to determine word meanings. They will use words and visuals to preview the content of the unit. They will be able to recall information from a text in a logical sequence. Students will be able to identify selected songs related to ethnic and cultural similarities and differences. Students will be able to recognize the forms of diversity in the school and community.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn that the United States is made up of many different people and cultures.
Language Objective:
Students will be able to identify selected songs related to ethnic and cultural similarities and differences.
Main Activity:
Start with a song on page 222-225. What a wonderful World. Teacher will discuss origins of this song and help children understand how diverse a world we live in. Students will discuss before singing the song what the title means. Students will then discuss why this song is famous and important. They will then write it down in their social studies notebook and draw about it.
Evaluation:
Teacher watches and monitors.
Vocabulary:
none
Homework:
none
Learning Objective:
Students will know what a culture is and why the United States is a country of many cultures.
Language Objective:
They will be able to recall information from a text in a logical sequence.
Main Activity:
Students will look at books from various cultures and be able to understand that people are diverse. Students will write post it notes in the books and leave comments for their friends to read.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will understand that families are different and alike.
Language Objective:
Students will be able to recognize the forms of diversity in the school and community.
Main Activity:
Students will brainstorm what kinds of things they do in their families. They will write down and draw different traditions they share and will make a large poster board so the students can see what their peers do.
Evaluation:
Poster project
Vocabulary:
Homework:
Learning Objective:
Students will understand that families are different and alike.
Language Objective:
Students will be able to recognize the forms of diversity in the school and community.
Main Activity:
Students will brainstorm what kinds of things they do in their families. They will write down and draw different traditions they share and will make a large poster board so the students can see what their peers do.
Evaluation:
Poster project
Vocabulary:
Homework:
Learning Objective:
Students will understand that families are different and alike.
Language Objective:
Students will be able to recognize the forms of diversity in the school and community.
Main Activity:
Students will share their poser projects with the class. Students will ask questions and give encouraging comments.
Evaluation:
Poster project
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
Introduce the unit. The big idea is that students will learn that the United States is made up of many different people and cultures. Students will know what a culture is and why the United States is a country of many cultures. Students will understand that families are different and alike. They will also know Who are some Americans who have made a difference in our lives.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Introduce the unit. The big idea is that students will learn that the United States is made up of many different people and cultures. Students will know what a culture is and why the United States is a country of many cultures. Students will understand that families are different and alike. They will also know Who are some Americans who have made a difference in our lives.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
They will know why the United States is a country of immigrant groups who have come there for various reasons.
Language Objective:
Students will learn about other cultures through you tube videos on various dancing and music.
Main Activity:
Students will read and discuss pages 236-241 in their Social Studies books. They will know why the United States is a country of immigrant groups who have come there for various reasons. Students will discuss this concept for a few days and do some various activities that will help them understand. Students will learn about other cultures through you tube videos on various dancing and music. Students will spend the next two to three days listening to music and watching dance and seeing different food they eat as well as cultural traditions.
Evaluation:
Students will draw pictures and write about various cultures
Vocabulary:
immigrant, diversity
Homework:
Learning Objective:
They will know why the United States is a country of immigrant groups who have come there for various reasons.
Language Objective:
Students will learn about other cultures through you tube videos on various dancing and music.
Main Activity:
Students will read and discuss pages 236-241 in their Social Studies books. They will know why the United States is a country of immigrant groups who have come there for various reasons. Students will discuss this concept for a few days and do some various activities that will help them understand. Students will learn about other cultures through you tube videos on various dancing and music. Students will spend the next two to three days listening to music and watching dance and seeing different food they eat as well as cultural traditions.
Evaluation:
Students will read peers work and discuss.
Vocabulary:
immigrant, diversity
Homework:
page 41
Learning Objective:
They will know why the United States is a country of immigrant groups who have come there for various reasons.
Language Objective:
Students will learn about other cultures through you tube videos on various dancing and music.
Main Activity:
Students will read and discuss pages 236-241 in their Social Studies books. They will know why the United States is a country of immigrant groups who have come there for various reasons. Students will discuss this concept for a few days and do some various activities that will help them understand. Students will learn about other cultures through youtube videos on various dancing and music. Students will spend the next two to three days listening to music and watching dance and seeing different food they eat as well as cultural traditions.
Evaluation:
Students will present the coolest culture they have learned about and be able to locate it on a map.
Vocabulary:
immigrant, diversity
Homework:
Learning Objective:
Students will recognize that people in a group have different points of view.
Language Objective:
Students will talk about following steps for working together in a group.
Main Activity:
Students will read pages 242-243 and discuss. Students will recognize that people in a group have different points of view. Students will talk about following steps for working together in a group. Students will read over these pages after we read as a group in small groups and discuss. Students will make an acrostic poem using the word DIVERSITY as a cooperative group. Teacher will hang poems so kids can read.
Evaluation:
Teacher watches and monitors.
Vocabulary:
conflict
Homework:
page 45
Learning Objective:
Students will recognize that people in a group have different points of view.
Language Objective:
Students will talk about following steps for working together in a group.
Main Activity:
Students will review pages 242-243 and discuss. Students will read the book “We Can Work it Out” and discuss. Students will map and brainstorm their ideas and talk about their experiences and chart and discuss.
Evaluation:
Student made charts
Vocabulary:
Compromise
Homework:
Materials / Resources (including technology)
Music, Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information. Students will read selected folktales about different countries and cultures and compare and contrast aspects of various cultures such as art, clothing and social practices. Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time. Students will learn and know about Native Americans and how they were the first people to live in North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify and use a flowchart to follow steps in a process. The students will be able to recognize that different immigrants come from different countries around the world to make a new home in America. Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will read selected folktales about different countries and cultures and compare and contrast aspects of various cultures such as art, clothing and social practices.
Language Objective:
Main Activity:
Students will read pages 245-246 and understand the importance of the actions and character of Amy Tan, and be able to explain how she made a difference in others’ lives. We will read The Chinese Siamese Cat by Amy Tan and discuss.
Evaluation:
Whole group teacher will discuss and monitor kids via their responses.
Vocabulary:
biography
Homework:
none
Learning Objective:
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information.
Language Objective:
The students will be able to recognize that different immigrants come from different countries around the world to make a new home in America
Main Activity:
Students will read pages 246-249 and be able to recognize that each culture has unique traditions and customs. Students will compare the traditions and customs of different cultures.
Evaluation:
teacher watches and monitors.
Vocabulary:
Homework:
Learning Objective:
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information.
Language Objective:
Students will be able to read about different experiences that happen in different countries including the different countries in our class
Main Activity:
Students will read pages 246-249 and discuss. Students will make Venn diagrams comparing different cultures.
Evaluation:
teacher watches and monitors.
Vocabulary:
custom, tradition.
Homework:
page 46
Learning Objective:
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information.
Language Objective:
Students will be able to read about different experiences that happen in different countries including the different countries in our class
Main Activity:
Same as Wednesday’s reading. Students will recall and retell parts of this reading in small groups.
Evaluation:
teacher watches and monitors.
Vocabulary:
custom, tradition
Homework:
46
Learning Objective:
This week in social studies students will know how to use a chart to show how two things are both the same and not the same.
Language Objective:
Students will be able to understand what it means that the United States is a diverse nation.
Main Activity:
Students will read and discuss pages 250-251 and be able to use a calendar. Students will be able to determine future and past dates and events using a calendar. Students will practice making up a calendar on a bland page.
Evaluation:
kids help kids, teacher is there to assist.
Vocabulary:
calendar
Homework:
page 47
Materials / Resources (including technology)
Music, Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.3.1.1.4 Use maps, photos, or other geographic tools to answer basic questions about where people are located
2.4.1.1.1 Use and create calendars to identify days, weeks, months, years and seasons; use and create timelines to chronicle personal, school, community or world events.
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information. Students will read selected folktales about different countries and cultures and compare and contrast aspects of various cultures such as art, clothing and social practices. Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time. Students will learn and know about Native Americans and how they were the first people to live in North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify and use a flowchart to follow steps in a process. The students will be able to recognize that different immigrants come from different countries around the world to make a new home in America. Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will read selected folktales about different countries and cultures and compare and contrast aspects of various cultures such as art, clothing and social practices
Language Objective:
Students will be able to read about different experiences that happen in different countries including the different countries in our class
Main Activity:
Students will read pages 245-246 and understand the importance of the actions and character of Amy Tan, and be able to explain how she made a difference in others’ lives. We will read The Chinese Siamese Cat by Amy Tan and discuss.
Evaluation:
Teacher watches and monitors
Vocabulary:
diverse
Homework:
attached sheets.
Learning Objective:
This week in social studies students will know how to use a chart to show how two things are both the same and not the same.
Language Objective:
Students will compare and contrast information
Main Activity:
Students will read pages 246-249 and be able to recognize that each culture has unique traditions and customs. Students will compare the traditions and customs of different cultures.
Evaluation:
Students work together to make posters of cultures and teacher monitors.
Vocabulary:
customs, culture
Homework:
attached sheets.
Learning Objective:
Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time.
Language Objective:
Students will compare and contrast information
Main Activity:
Students will read pages 246-249 and discuss. Students will make Venn diagrams comparing different cultures.
Evaluation:
Vocabulary:
customs, culture
Homework:
page.44
Learning Objective:
Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time.
Language Objective:
Students will compare and contrast information
Main Activity:
Students will read pages 246-249 and discuss. Students will make Venn diagrams comparing different cultures. Students will continue to work on posters creating and talking about different cultures.
Evaluation:
Posters
Vocabulary:
Culture, customs
Homework:
none
Learning Objective:
Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time
Language Objective:
Students will compare and contrast information
Main Activity:
Students will continue to work on posters creating and talking about different cultures. When finished students may share their posters with the class.
Evaluation:
Posters
Vocabulary:
Culture, customs
Homework:
Materials / Resources (including technology)
Music, Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information. Students will read selected folktales about different countries and cultures and compare and contrast aspects of various cultures such as art, clothing and social practices. Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time. Students will learn and know about Native Americans and how they were the first people to live in North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify and use a flowchart to follow steps in a process. The students will be able to recognize that different immigrants come from different countries around the world to make a new home in America. Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time.
Language Objective:
Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Main Activity:
review unit … make posters in small groups to share about various parts of the unit.
Evaluation:
teacher watches and monitors
Vocabulary:
role
Homework:
none
Learning Objective:
Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time.
Language Objective:
Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Main Activity:
same as Monday
Evaluation:
teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time.
Language Objective:
Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Main Activity:
Students will share posters and place them in the hall in our Social Studies area.
Evaluation:
Student’s posters
Vocabulary:
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
***NO CLASS, DAY OF VALOR***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
This week in social studies students will know how to use a chart to show how two things are both the same and not the same. Students will compare and contrast information. Students will read selected folktales about different countries and cultures and compare and contrast aspects of various cultures such as art, clothing and social practices. Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time. Students will learn and know about Native Americans and how they were the first people to live in North America.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to identify and use a flowchart to follow steps in a process. The students will be able to recognize that different immigrants come from different countries around the world to make a new home in America. Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time.
Language Objective:
Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Main Activity:
reread entire unit throughout the week and make class projects.
Evaluation:
Teacher watches and monitors
Vocabulary:
diversity
Homework:
Learning Objective:
Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time.
Language Objective:
Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Main Activity:
reread entire unit throughout the week and make class projects.
Evaluation:
Teacher watches and monitors
Vocabulary:
diversity
Homework:
Learning Objective:
Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time.
Language Objective:
Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Main Activity:
continue making posters on unit 5. Students will share posters/ projects with the class.
Evaluation:
Presentation of projects
Vocabulary:
diversity
Homework:
Learning Objective:
Students will learn where different cultures come from and how they can share similar beliefs yet be very different at the same time.
Language Objective:
Students will be able to read about different experiences that happen in different countries including the different countries in our class. Students will be able to understand what it means that the United States is a diverse nation.
Main Activity:
Students will make posters/projects and share, then write comments on each other’s work. We will listen to all kinds of music from people who have immigrated to the US.
Evaluation:
Student projects/posters of the unit.
Vocabulary:
immigrant
Homework:
***END OF GRADING PERIOD 3***
Learning Objective:
Review
Language Objective:
Review
Main Activity:
Test on Unit
Evaluation:
Test
Vocabulary:
Homework:
Materials / Resources (including technology)
Music, Social Studies textbooks, paper, pencils, crayons, poster paper, markers
State of Minnesota Standards Covered
2.4.1.1.1 Use and create calendars to identify days, weeks, months, years and seasons; use and create timelines to chronicle personal, school, community or world events.
2.4.1.2.1 Use historical records and artifacts to describe how people's lives have changed over time.
2.4.2.4.1 Compare and contrast daily life for Minnesota Dakota or Anishinaabe peoples in different times, including before European contact and today.
2.4.2.4.2 Describe how the culture of a community reflects the history, daily life or beliefs of its people.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that producers and consumers depend on each other for goods and services. Students will know how people get money to pay for goods and services. They will know how raw materials become products. Students will know why we sell, make, and buy more of some things than others. Students will know how trade helps people meet their needs.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use visuals to determine word meanings. They will use words and visuals to preview the content of the unit. Students will be able to classify information into groups, and interpret information from charts. Students will be able to recognize the importance of the supermarket for buyers in a community. Students will be able to explain the process by which goods are delivered from the farm or factory to the store.
Monday
Tuesday
Wednesday
Thursday
Friday
***START OF GRADING PERIOD 4***
Learning Objective:
Students will know that producers and consumers depend on each other for goods and services.
Language Objective:
Students will be able to use visuals to determine word meanings
Main Activity:
Read 265v-265 discuss
Evaluation:
Teacher watches and monitors
Vocabulary:
categorize, classify
Homework:
Learning Objective:
Students will know how people get money to pay for goods and services.
Language Objective:
They will use words and visuals to preview the content of the unit.
Main Activity:
Read and look over pages 266-267 and discuss. Students will use visuals to determine word meanings and use words and visuals to preview the content of the unit.
Evaluation:
Teacher watches and monitors
Vocabulary:
producer, goods, services, business, consumer
Homework:
Learning Objective:
They will know how raw materials become products.
Language Objective:
Students will be able to classify information into groups, and interpret information from charts.
Main Activity:
Students will read pages 268-269 and discuss, and be able to understand how to use categories to classify information into groups. They will interpret information from charts.
Evaluation:
Teacher watches and monitors
Vocabulary:
categorize, classify
Homework:
Learning Objective:
Students will know why we sell, make, and buy more of some things than others.
Language Objective:
Students will be able to recognize the importance of the supermarket for buyers in a community.
Main Activity:
Start with a story on page 270-275 and discuss.
Evaluation:
Teacher watches and monitors
Vocabulary:
producer, goods, services, business, consumer
Homework:
Learning Objective:
Students will know how trade helps people meet their needs.
Language Objective:
Students will be able to explain the process by which goods are delivered from the farm or factory to the store.
Main Activity:
Re read story and make a mobile of the story to hang in the classroom.
Evaluation:
Mobile
Vocabulary:
producer, goods, services, business, consumer
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, markers, mobile materials;cplored paper, glue, glitter, yarn, etc
State of Minnesota Standards Covered
2.2.3.3.1 Describe the trade-offs of a decision; describe the opportunity cost of a choice as the next best alternative, which was not chosen.
2.2.4.5.1 Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources.
2.2.4.5.2 Identify money as any generally accepted item used in making exchanges.
2.3.1.1.1Create sketch maps to illustrate detailed spatial information about settings from stories; describe the spatial information found on the maps.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that producers and consumers depend on each other for goods and services. Students will know how people get money to pay for goods and services. They will know how raw materials become products. Students will know why we sell, make, and buy more of some things than others. Students will know how trade helps people meet their needs.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use visuals to determine word meanings. They will use words and visuals to preview the content of the unit. Students will be able to classify information into groups, and interpret information from charts. Students will be able to recognize the importance of the supermarket for buyers in a community. Students will be able to explain the process by which goods are delivered from the farm or factory to the store.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know that producers and consumers depend on each other for goods and services
Language Objective:
Students will be able to use visuals to determine word meanings.
Main Activity:
We will begin to plan a market in our classroom and decide what we need to do in order to fulfill this. Students will get in groups and choose services and write about them. Students will start an accordion book about different kinds of services.
Evaluation:
Teacher watches and monitors
Vocabulary:
producer, goods, services, business, consumer
Homework:
Learning Objective:
Students will know how people get money to pay for goods and services.
Language Objective:
Students will be able to classify information into groups, and interpret information from charts
Main Activity:
Continue accordion book and read pages 268-269 discuss …
Evaluation:
accordion book
Vocabulary:
producer, goods, services, business, consumer
Homework:
Learning Objective:
They will know how raw materials become products.
Language Objective:
Students will be able to recognize the importance of the supermarket for buyers in a community.
Main Activity:
Students will read the Start with a Story on page 270-275 and discuss. They will focus on adjectives (integrate the curriculum)
Evaluation:
Teacher watches and monitors
Vocabulary:
producer, goods, services, business, consumer
Homework:
Learning Objective:
Students will know why we sell, make, and buy more of some things than others. Students will know how trade helps people meet their needs.
Language Objective:
Students will be able to explain the process by which goods are delivered from the farm or factory to the store.
Main Activity:
Students will re-read Story on page 270-275 with partners. They will write a response in their journal.
Evaluation:
Journal writing
Vocabulary:
producer, goods, services, business, consumer
Homework:
***NO CLASS, LABOR DAY***
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, markers,
State of Minnesota Standards Covered
2.2.3.3.1 Describe the trade-offs of a decision; describe the opportunity cost of a choice as the next best alternative, which was not chosen.
2.2.4.5.1 Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources.
2.2.4.5.2 Identify money as any generally accepted item used in making exchanges.
2.3.1.1.1Create sketch maps to illustrate detailed spatial information about settings from stories; describe the spatial information found on the maps.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that producers and consumers depend on each other for goods and services. Students will know how producers people get money to pay for goods and services. They will know how raw materials become products. Students will know why we sell, make, and buy more of some things than others. Students will know how trade helps people meet their needs.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use visuals to determine word meanings. They will use words and visuals to preview the content of the unit. Students will be able to classify information into groups, and interpret information from charts. Students will be able to recognize the importance of the supermarket for buyers in a community. Students will be able to explain the process by which goods are delivered from the farm or factory to the store.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know that producers and consumers depend on each other for goods and services.
Language Objective:
Students will be able to classify information into groups, and interpret information from charts.
Main Activity:
Students will read pages 270-275 and discuss.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will know how people get money to pay for goods and services.
Language Objective:
Students will be able to recognize the importance of the supermarket for buyers in a community.
Main Activity:
Students will read pages 276-279 and discuss.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Learning Objective:
Students will know how raw materials become products.
Language Objective:
Students will be able to explain the process by which goods are delivered from the farm or factory to the store.
Main Activity:
Students will write all vocabulary terms in their Social Studies Notebooks and start to discuss what goods and services their families use and or provide. Students will make a group class poster.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
***NO CLASS, JOSE ABAD SANTOS DAY**
Learning Objective:
Language Objective:
Main Activity:
Evaluation:
Vocabulary:
Homework:
Learning Objective:
Students will know why we sell, make, and buy more of some things than others. Students will know how trade helps people meet their needs.
Language Objective:
Students will be able to explain the process by which goods are delivered from the farm or factory to the store.
Main Activity:
Students will continue on class posters
Evaluation:
Posters
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, markers,
State of Minnesota Standards Covered
2.2.3.3.1 Describe the trade-offs of a decision; describe the opportunity cost of a choice as the next best alternative, which was not chosen.
2.2.4.5.1 Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources.
2.2.4.5.2 Identify money as any generally accepted item used in making exchanges.
2.3.1.1.1Create sketch maps to illustrate detailed spatial information about settings from stories; describe the spatial information found on the maps.
Weekly Informational Knowledge Overview - (Students will know...)
Students will know that producers and consumers depend on each other for goods and services. Students will know how producers people get money to pay for goods and services. They will know how raw materials become products. Students will know why we sell, make, and buy more of some things than others. Students will know how trade helps people meet their needs.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to use visuals to determine word meanings. They will use words and visuals to preview the content of the unit. Students will be able to classify information into groups, and interpret information from charts. Students will be able to recognize the importance of the supermarket for buyers in a community. Students will be able to explain the process by which goods are delivered from the farm or factory to the store.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will know that producers and consumers depend on each other for goods and services
Language Objective:
Students will be able to classify information into groups, and interpret information from charts.
Main Activity:
Students will read pages 281-281 and be able to read a bar graph. They will use the bar graph to interpret information. Students will then make their own bar graph about some sort of service of their choice.
Evaluation:
Bar graphs
Vocabulary:
bar graph
Homework:
Learning Objective:
Students will know how people get money to pay for goods and services.
Language Objective:
Students will be able to recognize the importance of the supermarket for buyers in a community.
Main Activity:
Students will be invited to design a product that shows pride in their own culture. Students will brainstorm ideas in small groups and work together in small groups to create their own product.
Evaluation:
Teacher watches and monitors
Vocabulary:
product, culture
Homework:
Learning Objective:
They will know how raw materials become products.
Language Objective:
They will use words and visuals to preview the content of the unit.
Main Activity:
Students will continue to make their own products and show how this product helps to honor their culture.
Evaluation:
Student made products
Vocabulary:
Homework:
Learning Objective:
They will know how raw materials become products.
Language Objective:
Students will be able to explain the process by which goods are delivered from the farm or factory to the store.
Main Activity:
Students will read pages 282-283 and discuss who Wanda Montanez was and how the importance of the actions and her character. Students will design their own tee shirt and use vivid colors.
Evaluation:
T-shirt designs
Vocabulary:
none
Homework:
Learning Objective:
They will know how raw materials become products.
Language Objective:
Students will be able to explain the process by which goods are delivered from the farm or factory to the store.
Main Activity:
Students will work in small groups to discuss and create a chart showing how foods get from the farm to the table. Students will look at pages 272-274 to review… We will make a class poster.
Evaluation:
Chart/poster
Vocabulary:
goods, transport
Homework:
Materials / Resources (including technology)
Social Studies textbooks, paper, pencils, markers, poster paper
State of Minnesota Standards Covered
2.2.4.5.1 Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources.
2.2.4.5.2 Identify money as any generally accepted item used in making exchanges.
Weekly Informational Knowledge Overview - (Students will know...)
Students will understand that people don’t always have enough money to purchase all they want. Students will research and learn about different ways people spend their money.
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to understand how people have many different occupations and recognize that people make choices about wants as they spend money.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will understand that people don’t always have enough money to purchase all they want.
Language Objective:
Students will recognize that people make choices about wants as they spend money.
Main Activity:
Students will look through books and magazines and choose some things they would like to buy but understand that they are wants not needs.
Evaluation:
Teacher watches and monitors
Vocabulary:
occupation, income, free enterprise, want, budget, bank
Homework:
Learning Objective:
Students will understand that people don’t always have enough money to purchase all they want.
Language Objective:
Students will be able to understand how people have many different occupations
Main Activity:
Students will look through books and learn about different occupations and write about them. They will write about various occupations and draw pictures of each of them.
Evaluation:
Teacher watches and monitors
Vocabulary:
occupation, income, free enterprise, want, budget, bank
Homework:
Learning Objective:
Students will understand that people don’t always have enough money to purchase all they want.
Language Objective:
Students will be able to understand how people have many different occupations
Main Activity:
Students will look through books and learn about different occupations and write about them. They will write about various occupations and draw pictures of each of them.
Evaluation:
Teacher watches and monitors
Vocabulary:
occupation, income, free enterprise, want, budget, bank
Homework:
Learning Objective:
Students will research and learn about different ways people spend their money
Language Objective:
Students will be able to understand how people have many different occupations
Main Activity:
Students will learn about Annie Oakley and how she worked at a very young age to help earn money for her family. Students will compare their life now to hers and understand that in the olden days many children did not attend school. Make pictures with captions of life then and now for a class book.
Evaluation:
Teacher watches and monitors
Vocabulary:
occupation, income, free enterprise, want, budget, bank
Homework:
Learning Objective:
Students will research and learn about different ways people spend their money
Language Objective:
Students will be able to understand how people have many different occupations
Main Activity:
Students will learn about Annie Oakley and how she worked at a very young age to help earn money for her family. Students will compare their life now to hers and understand that in the olden days many children did not attend school. Share class book and discuss.
Evaluation:
Teacher watches and monitors
Vocabulary:
occupation, income, free enterprise, want, budget, bank
Homework:
Social Studies textbooks, paper, pencils, markers, poster paper
Materials / Resources (including technology)
2.2.1.1.1 Given a goal and several alternative choices to reach that goal select the best choice and explain why.
2.2.3.3.1 Describe the trade-offs of a decision; describe the opportunity cost of a choice as the next best alternative, which was not chosen.
2.2.4.5.2 Identify money as any generally accepted item used in making exchanges.
State of Minnesota Standards Covered
Weekly Informational Knowledge Overview - (Students will know...)
Students will understand the term scarcity and know that prices can go up or down due to it.
Students will use a KWL chart and know that it can help set a purpose for reading and be able to record information in it.
Students will be able to understand the terms barter and trade and know how they are used.
Students will grasp the concepts that countries trade with each other
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to understand that weather conditions affect the goods or natural resources of a place.
Students will be able to look around the room and make a list of things that are made from raw materials.
Students will be able to understand reasons why using money is easier and more efficient than bartering.
Students will be able to give examples of how counties help each other in times of need.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will use a KWL chart and know that it can help set a purpose for reading and be able to record information in it.
Language Objective:
Recording information about trade/ markets
Main Activity:
Students will make their own KWL charts about a book of their choice and enter information at the right time.
Evaluation:
Teacher watches and monitors.
Vocabulary:
raw material, factory, human resources, capital resources, flowchart
Homework:
Learning Objective:
Students will understand the term scarcity and know that prices can go up or down due to it.
Language Objective:
Students will be able to understand that weather conditions affect the goods or natural resources of a place.
Main Activity:
Students will write the definition of scarcity in their social studies journal and draw different ideas of how it could happen and what the consequences would be.
Evaluation:
Teacher watches and monitors.
Vocabulary:
raw material, factory, human resources, capital resources, flowchart
Homework:
Learning Objective:
Students will be able to understand the terms barter and trade and know how they are used.
Language Objective:
Students will be able to understand reasons why using money is easier and more efficient than bartering.
Main Activity:
Students will read books about trade and barter and write comment post it notes in them to show their grasp of concepts
Evaluation:
Teacher watches and monitors.
Vocabulary:
raw material, factory, human resources, capital resources, flowchart
Homework:
Learning Objective:
Students will grasp the concepts that countries trade with each other
Language Objective:
Students will be able to give examples of how counties help each other in times of need.
Main Activity:
Students will use a map and show what they can trade with different countries.
Evaluation:
Teacher watches and monitors.
Vocabulary:
raw material, factory, human resources, capital resources, flowchart
Homework:
Learning Objective:
Students will grasp the concepts that countries trade with each other
Language Objective:
Students will be able to understand reasons why using money is easier and more efficient than bartering.
Main Activity:
Students will make various items with arts and crafts and barter and trade them with each other.
Evaluation:
Teacher watches and monitors.
Vocabulary:
raw material, factory, human resources, capital resources, flowchart
Homework:
Materials / Resources (including technology)
Maps, globe, Social Studies textbook, paper, pencils, crayons
State of Minnesota Standards Covered
2.2.3.3.1 Describe the trade-offs of a decision; describe the opportunity cost of a choice as the next best alternative, which was not chosen.
2.2.4.5.1 Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources.
2.2.4.5.2 Identify money as any generally accepted item used in making exchanges.
Weekly Informational Knowledge Overview - (Students will know...)
Students will understand the term scarcity and know that prices can go up or down due to it.
Students will use a KWL chart and know that it can help set a purpose for reading and be able to record information in it.
Students will be able to understand the terms barter and trade and know how they are used.
Students will grasp the concepts that countries trade with each other
Weekly Procedural Knowledge Overview - (Students will be able to...)
Students will be able to understand that weather conditions affect the goods or natural resources of a place.
Students will be able to look around the room and make a list of things that are made from raw materials.
Students will be able to understand reasons why using money is easier and more efficient than bartering.
Students will be able to give examples of how counties help each other in times of need.
Monday
Tuesday
Wednesday
Thursday
Friday
Learning Objective:
Students will grasp the concepts that countries trade with each other
Language Objective:
Students will be able to understand reasons why using money is easier and more efficient than bartering.
Main Activity:
Students will make various items with arts and crafts and barter and trade them with each other. Continue this from Friday- Trade items tomorrow.
Evaluation:
Teacher watches and monitors.
Vocabulary:
barter, trade, scarce, marketplace
Homework:
Learning Objective:
Students will grasp the concepts that countries trade with each other
Language Objective:
Students will be able to understand reasons why using money is easier and more efficient than bartering.
Main Activity:
Students will make various items with arts and crafts and barter and trade them with each other.
Continue this from Friday- Trade items today.
Evaluation:
Teacher watches and monitors.
Vocabulary:
barter, trade, scarce, marketplace
Homework:
Learning Objective:
Review
Language Objective:
Review
Main Activity:
Unit review- prepare for test tomorrow
Evaluation:
Teacher watches and monitors
Vocabulary:
barter, trade, scarce, marketplace
Homework:
Learning Objective:
Review
Language Objective:
Review
Main Activity:
Unit review- test today.
Evaluation:
Test
Vocabulary:
Homework:
Learning Objective:
Students will be able to understand the terms barter and trade and know how they are used.
Language Objective:
Students will be able to understand reasons why using money is easier and more efficient than bartering.
Main Activity:
Students will finish up the last of their market place trading and take home their items. We will discuss our thoughts about the process and write reflections in our journals.
Evaluation:
Teacher watches and monitors
Vocabulary:
Homework:
Materials / Resources (including technology)
Social Studies textbook, pencils, paper, paints, markers, crayons and other craft materials as needed for the marketplace.
State of Minnesota Standards Covered
2.2.3.3.1 Describe the trade-offs of a decision; describe the opportunity cost of a choice as the next best alternative, which was not chosen.
2.2.4.5.1 Classify materials that come from nature as natural resources (or raw materials); tools, equipment and factories as capital resources; and workers as human resources.
2.2.4.5.2 Identify money as any generally accepted item used in making exchanges.
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