Unit Plan #2: Social Studies RULES!

Submitted By: Alyce Partner: William

Mack

Hall

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2013 Instructor: Karen Powell

UNIT PLANNER#2: Social Studies RULES!

Summary of Lesson Plan NV State Social Studies Objectives Notes

Week 1 of 2

MONDAY week #1

This lesson is an introduction on classroom rules. The students are able to recognize the correlation CI14.4.1 Describe the relationship between classroom and school rules. between classroom and school rules.

Materials needed: Index cards Markers Pair of dice for each group Bubble maps

Students will be able to discuss rules that keep people safe and why they are used to help secure ownership of ones property in the state of Nevada. Students will provide examples of property and laws governing ownership.

TUESDAY week #1

C13.4.1 Identify and discuss examples of rules, laws, and authorities that keep people safe and property secure in the state of Nevada.

Turn Smart Board on for link:

http://leg.state.nv.us/NRS/NRS120.html#NRS120Sec100
KWL Chart

WEDNESDAY week #1

Students will be able to understand the concepts of voting by actively participating in voting on an assignment in class. Students will define majority rule and tally the results of their ballots.

C13.4.2 Explain that democracy involves voting, majority, rule, and setting rules.

Make small paper ballots and bring in a box for ballots Make arrangements with computer lab for students to access link:

http://pbskids.org/democracy/vote/

THURSDAY week #1

Students will understand traits that leaders possess. They will also learn that certain traits are more convincing than others by engaging in a writing activity.

Turn on Smart Board to play video :

C15.4.1 Describe the qualities of a good leader.

http://www.youtube.com/watch?v= UQfrcOX5tW4
T-chart on whiteboard and student notebooks

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Alyce Mack

UNIT PLANNER#2: Social Studies RULES!

Summary of Lesson Plan NV State Social Studies Objectives Notes

Week 1 of 2

FRIDAY week #1

Students will understand traits that leaders possess. They will also learn that certain traits are more convincing than others by engaging in a writing activity.

C15.4.1 Describe the qualities of a good leader.

Students will finish reading letters to classmates and working on Leader Presentations.

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Alyce Mack

UNIT PLANNER#2: Social Studies RULES!

Summary of Lesson Plan NV State Social Studies Objectives

Week 2 of 2
Notes

EDEL 453 - Spring 2013

FRIDAY week #2

THURSDAY week #2

WEDNESDAY week #2

TUESDAY week #2

MONDAY week #2

Karen Powell- Instructor

Making a Plan #2

Submitted By: Alyce Mack

A. Summary of the Lesson Plan: This lesson is an introduction on classroom rules. The students are able to recognize the correlation between classroom and school rules. B. Target Population: Grade Level: 4th Skill Level: For students at all learning levels Grouping: small groups of 3 to 4 students C. Materials: Index cards Markers Pair of dice for each group Bubble maps D. Objectives: o NV State Social Studies Standards C14.4.1 Describe the relationship between classroom and school rules. o Student-Friendly Standards I understand why we have classroom and school rules and what consequences follow.

E. Procedure: 1. Discuss with the students that classroom and school rules are set up for a purpose. They are designed to help guide students and help them understand how things are suppose to work. 2. Arrange students into groups of four. Give each group 15 blank index cards and a pair of dice. Give the teams 15 to 20 minutes to create and play a game that makes use of the dice and the cards. When time is up, have a member of each team explain the game the group invented. 3. The students will then have to pass their invented game to the group to the right and try to play the game without having the rules. The team will make a list of their frustrations by not having the rules. Each team will share their frustrations of the games and why they werent able to play successfully. 4. Teacher will pass out bubble map to each student. Students will work with partners and label each side of the bubble classroom and school rules. Students will then categorize rules to each section of the map. Students will also list 3 consequences that may happen if rules are not followed at school.

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Alyce Mack

5. CLOSURE: Students will discuss and share their bubble maps and the consequences chosen. F. Assessment: What will you use to measure student understanding? Teacher will use bubble maps to measure students understanding of classroom rules, school rules, and consequences. Explain how you will know students understand the concepts from the lesson. If students are able to produce rules from the classroom and school and also identify rules that can be used for both along with some consequences then I will know they understand the lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson will be getting the students to make up a game using index cards, markers, and dice. 2. Which part will be most challenging for you to teach? The most challenging may be for the students to understand how to play a game that was explained to them with no rules to follow. 3. How will you follow up or extend this lesson? I could have students create a game brochure that could be used to present a new game that could be used in the classroom. 4. What will you do for students who dont grasp the concepts? I would have these students work in a small group or independently with me to discuss the rules we have in school and the class and make a list of everywhere we use rules in our everyday lives. 5. Which part of the lesson, if any, do you think might need to change? I think the bubble map may be too easy for some students and may need another activity that goes along with the bubble map like having them chart where they have seen rules posted or research where other rules can be found. 6. When you were writing this lesson plan, what was the most difficult part? Is was difficult to find an activity to use other than the first weeks of school about school and classroom rules. I think it is important to be able to re-teach rules after students are comfortable in the class and some behaviors surface during the Spring.
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #2 Submitted By: Alyce Mack

A. Summary of the Lesson Plan: Students will be able to discuss rules that keep people safe and why they are used to help secure ownership of ones property in the state of Nevada. Students will provide examples of property and laws governing ownership. B. Target Population: Grade Level: 4th Skill Level: For students at all learning levels Grouping: Whole class and group discussions and independent work C. Materials: Smart board KWL chart Popsicle sticks with students names for sharing responses D .Objectives: o NV State Social Studies Standards C13.4.1 Identify and discuss examples of rules, laws, and authorities that keep people safe and property secure in the state of Nevada.

o Student-Friendly Standards Students will be able to understand what property is and research laws that govern the State of Nevada to keep people safe.

E. Procedure: 2. Teacher will first ask student to gather their backpacks and their belongings that they brought to school that day and bring it to the front of the class and return back to their seats. The teacher will then explain to the students that he/she is going to take home all of their belongings and ask students if that is okay with them. 3. Teacher will ask students to discuss and share within their groups what the word property means. One student from each group will share one response and then each group member will retrieve belonging from the front of the class and return back to their seats. 4. Teacher will display a KWL Chart on whiteboard and have students share reposes on what they know, and want to know about laws governing the State of Nevada about ones property and who is responsible for mandating these laws. 5. Teacher will search for Nevada laws on Smart Board using link: http://leg.state.nv.us/NRS/NRS-120.html#NRS120Sec100 Teacher will show students how to navigate through the website to find Nevada laws and discuss some of the vocabulary used and add information to the KWL
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #2 Submitted By: Alyce Mack

chart. Students will then be asked to utilize website to find a law that helps addresses safety and/or property ownership.

6. CLOSURE: Students will share their finding and add to class KWL chart what they have learned from researching State of Nevada Laws. F. Assessment: What will you use to measure student understanding? Student responses will be used to measure understanding by using popsicle sticks to call on every student. Explain how you will know students understand the concepts from the lesson. When students are called on to answer to discussions, if they are able to share responses then I know they understand concepts. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson will be having students bring up all their belongings to the front of the room and explaining to them that I will be taking their stuff home with me and if they are okay with that. 2. Which part will be most challenging for you to teach? The most challenging will be the exploration of the State of Nevada website. The vocabulary on the website used to define laws may be too difficult for 4 th graders. 3. How will you follow up or extend this lesson? This lesson could be extended to a lesson on careers when talking about people with authority like police officers, judges, and government officials. 4. What will you do for students who dont grasp the concepts? I will work with students individually or in small groups and break down laws to help better understand what they are saying. 5. Which part of the lesson, if any, do you think might need to change? The website may need to change to a more kid friendly version. 6. When you were writing this lesson plan, what was the most difficult part? Finding a kid friendly version of a website that contains laws in Nevada.

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Alyce Mack

A.

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Alyce Mack

A. Summary of the Lesson Plan: Students will be able to understand the concepts of voting by actively participating in voting on an assignment in class. Students will define majority rule and tally the results of their ballots. B. Target Population: Grade Level: 4th Skill Level: For students at all learning levels Grouping: Students will work individually, small groups and as a whole class. C. Materials: Scraps of paper for ballots Pencils Box for ballots Student notebooks Computer lab

D. Objectives: o NV State Social Studies Standards C13.4.2 Explain that democracy involves voting, majority, rule, and setting rules.

o Student-Friendly Standards Students will be able to understand how voting works by actively voting in class.

E. Procedure: 1. Teacher will tell students that they will be having a quiz but they get to vote on whether the test will be today or tomorrow. Teacher will then pass out ballots with 3 choices: today, tomorrow, and no preference. Students will take a vote and mark one option. 2. Teacher will have students discuss in their groups what the term majority rule and record their thoughts in their notebooks. One student from each group will share thoughts discussed and teacher will compare with definition: Majority Rule: control by majority: control of an organization or institution according to the wishes or votes of the majority of its members 3. Teacher will then collect ballots and have students create a chart in their notebooks to tally the results. Teacher will read off the ballots aloud and students will record tallies accordingly. The teacher will ask students to examine results and discuss in each group what the majority rule states from the results.
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #2 Submitted By: Alyce Mack

4. Teacher will then have students move to the computer lab to utilize computers to access link: http://pbskids.org/democracy/vote/ Students will be able to Step Inside the Voting Box and read about the importance of voting and cast their vote on important issues of their choice. 5. CLOSURE: Students will share and discuss different options chosen to what they believe should be presented on a ballot. Teacher will chart these options and compare with other 4th grade classes. F. Assessment: What will you use to measure student understanding? Student notebooks will be used to measure student understanding. Explain how you will know students understand the concepts from the lesson. By being able to observe student discussions In groups and responses made by students will tell me if students are understanding concepts of voting and majority rule. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of the lesson to teach would be having students vote to take a test for today, tomorrow, or no preference. I am almost certain the majority rule would be tomorrow. 2. Which part will be most challenging for you to teach? The most challenging would be presenting the lesson when it coordinates with the use of the computer lab. 3. How will you follow up or extend this lesson? It would be interesting to extend this lesson to the entire 4 th grade classes so the amount of voters would increase. The results could also be dramatically different. 4. What will you do for students who dont grasp the concepts? I would work with students individually and in small groups and provide different voting sessions and have students tally results and find the majority rule. 5. Which part of the lesson, if any, do you think might need to change? I do not think any changes are necessary.

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Alyce Mack

6. When you were writing this lesson plan, what was the most difficult part? Finding a kid friendly definition for majority rule.

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Alyce Mack

A. Summary of the Lesson Plan: Students will understand traits that leaders possess. They will also learn that certain traits are more convincing than others by engaging in a writing activity. B. Target Population: Grade Level:4th Skill Level: For students at all learning levels Grouping: Students will work individually, small groups and as a whole class. C.Materials: whiteboard notebooks pencils popsicle sticks smart board for internet access D.Objectives: o NV State Social Studies Standards C15.4.1 Describe the qualities of a good leader.

o Student-Friendly Standards I can describe traits that a leader possess.

E. Procedure: 1. Teacher will engage students in a discussion about who is considered leaders and what words come to mind when thinking about a person who is a leader. The teacher will make a larger T-chart on the whiteboard with Leader on one side and Traits on the other. Students will also create a T-chart in their notebooks. The teacher will call on students for responses using Popsicle sticks. 2. Teacher will then play video: http://www.youtube.com/watch?v=UQfrcOX5tW4 Teacher will have students mark off traits that are mentioned in the video from their charts in their notebooks.

3. Teacher will have students think back to what they decided was an important issue that they would have wanted to see on a ballot from yesterdays lesson. The teacher will explain to students that they are now the person in charge of making the important issue take place. They must now write a letter to the people to convince them that their issue is more important than anyone elses using examples of traits they possess.
EDEL 453 - Spring 2013 Karen Powell- Instructor Making a Plan #2 Submitted By: Alyce Mack

4. Students will read aloud letters that they have written and try to convince classmates that their issues are the most important and what traits were used to help be convincing. 5. CLOSURE: Students will decide what letters were more convincing and why. F. Assessment: What will you use to measure student understanding? Student participation during discussions, T-charts in student notebooks, and letter written by students will be used to measure student understanding. Explain how you will know students understand the concepts from the lesson. Student letters will be used to identify if students understand the concepts of the qualities of a good leader. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The entire lesson will be fairly easy to teach. 2. Which part will be most challenging for you to teach? I think time is the only challenging factor in this lesson but could have students write letters for homework and present the next day. 3. How will you follow up or extend this lesson? Extension could be for students to create and display a leader of their choice using evidence of traits that describe how and why this person is a leader. 4. What will you do for students who dont grasp the concepts? I would work with students individually or in small groups defining traits that a leader possess. 5. Which part of the lesson, if any, do you think might need to change? The only change I would make would be that maybe the length of the lesson be extended over two days. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult was choosing a video that represents leadership traits from a kids perspective.

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Alyce Mack

EDEL 453 - Spring 2013

Karen Powell- Instructor

Making a Plan #2

Submitted By: Alyce Mack