Unit 2

Kristen Cocco

2nd & 3rd grades

EDU 353

Table of Contents:

Overview – 3

Background Information – 3

Unit Objectives – 3

Vocabulary – 3

Initiation – 4

Individual Lessons – 5-10

Bulletin board Sketches/Pictures – 11

References – 11

Reflection – 11

Overview
My partner and I worked with students in the 2nd & 3rd grades from the Girls Inc. program in Omaha, Nebraska, and focused on applying science to real life. We focused on maps, community helpers, service, and Thanksgiving. The girls were taught information about each of these and able to engage in discussions and creating some things of their own to further involve them with the topics.
 
Background Information
In choosing our lessons we looked at a wide variety of ways social studies is applied every day.  We focused on the concepts of  maps, community helpers, service, and Thanksgiving.
We included discussions, writing, art, technology, and a service learning project for the girls to partake in.  This helped them actively apply what they learned.  
	
Unit Objectives
Lesson One:
Students will be able to:
research information about famous Nebraskans using a computer.
write about themselves and why they are important.

Lesson Two:
Students will be able to: 
Create a map of their own continent.
Identify map symbols and correctly put them into their own legend.
Ask questions if they are not sure how to represent a certain word on the map.

Lesson Three:
Students will be able to: 
Create a map of their favorite room in their house.
Create a list of things for a scavenger hunt in that room.
Explain why this is their favorite room in their house.

Lesson Four:
The students will be able to:
identify the contributions of community helpers to the community.

Lesson Five:
The students will be able to:
identify the contributions of community helpers to the community.

Lesson Six:
The students will be able to:
Create Thanksgiving cards for people in the hospice house.
Accurately describe what service means and who can do service.

Lesson Seven:
Students will be able to:
Describe what the first Thanksgiving consisted of.
Discuss their traditions with Thanksgiving, if any.
Create a turkey that shares what they are thankful for.

Vocabulary
Biography: a story written by someone else about a person's life.

Autobiography: a story written by someone about their own life.

Map: a representation of the features of the earth from above.

Legend: a table on a map listing and explaining the symbols used.

Community Helper: someone who contributes to the community.

Service: helping others.

Community: a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.

Help: to give or provide what is necessary. 

Volunteer: a person who offers themselves for a service.

Initiation

The girls were already acquainted from the science unit. When they first met, we had them introduce themselves during the habitat lessons. It was perfect because they got to share about themselves and it tied in with what we were discussing. Over time, the girls seemed to become closer, and if one girl was absent, the others would ask where she was. It has been fun watching them evolve from strangers to friends in such a short period of time.

Lesson Plans:
Lesson One: Biographies

Authors: Kate Geiger and Kristen Cocco

Grades: Second and Third 

Integrated disciplines Reading, Writing, Technology

NE Standards: (or National for SS) SS 2.4.2. Students will describe the development of people, events, ideas and symbols over time.

Objectives:
Students will research information about famous Nebraskans using a computer.
Students will write about themselves and why they are important.

Assessment: Students will complete a worksheet about the famous Nebraskan they choose to research.

Provision for special needs / diversification for any students: Some students may want/need individual prompting to stay on task.

Materials:
Worksheet on Famous Nebraskans
Worksheet-Getting to know me
List of famous Nebraskans
Computer lab

Procedures:
Springboard (Anticipatory Set) biography-this unit will help us learn about people who have made a difference in our State and City. Talk about Warren Buffet or Tom Osborne and see if the children can guess who they are. 

The teacher will: Introduce the topic, Read about Henry Ford and ask questions on what they learned, Lead discussion and assist with difficulties.

Students will: Answer questions as a group, Go to computer lab to learn information on famous Nebraskans after we pick names, fill out worksheets in computer lab.

Closure: Return to room and fill out a worksheet on ourselves. 

Reflection: The girls were a little distracted in the computer lab because we had them use Google and they wanted to click on everything except what they were looking up. Personally, I think having them research someone who might be more interesting to them would work better next time. 

Lesson Two: Maps

Authors: Kristen Cocco & Kate Geiger

Grades: 2 & 3

Subject: Social Studies

Time frame: 45 – 60 minutes

Nebraska State Standard: 1.3 Students will compare the relative location of people, places, and things.

Objectives:  The students will be able to: 
Create a map of their own continent.
Identify map symbols and correctly put them into their own legend.
Ask questions if they are not sure how to represent a certain word on the map.

Assessment: Formative.
         The students will accurately draw a map following the directions of the teacher.
         The students will create a legend that goes with their map.

Vocabulary: legend: a table on a map listing and explaining the symbols used.
                       map: a representation of the features of the earth from above.

Content Knowledge: First of all, the vocabulary is important. They need to know what a map is and what a legend is to make sure they can create their map accurately.

Teaching Methods: Lecture, one-on-one, hands-on, discussion, demonstration, draw.

Differentiation: Teachers will assist students as needed at a one-on-one level. 

Materials: paper, pencils, markers/crayons, white board, dry erase markers.

Anticipatory Set: “What do you know about maps? Have you ever used a map?”

Teacher will: Explain what a map is after asking the girls how they would explain a map. Have students describe what a map looks like. Explain the assignment. List all words the girls will need help spelling on the board. Depict my own continent on the board and my own legend for reference as we go. Will encourage them to use their own symbols. Let them use color at the end.

Student will: Answer questions that the teacher asks. Follow directions to draw their continent correctly. Create the map including: continent, cities, countries, lakes, rivers, railroads, mountain ranges, peninsula, bay, and cardinal directions. Create a legend including the symbols they use for each. Color the map as they wish at the end in a way that makes sense. 

Closure: Have each student share the name of their map and where they would like to live in their own continent.

Reflection: The girls absolutely loved this lesson. Only a few showed up, so we had a lot of time to help them really understand maps and what goes into creating them. They were excited to get to make their own continents and had fun deciding which area of their continent would be the best to live in and why. I am very grateful to have learned about this hands on project from Carol.

Lesson Three: A different kind of map

Authors: Kristen Cocco & Kate Geiger

Grades: 2nd & 3rd

Subjects: Social Studies

Time frame: 45 – 60 minutes

Nebraska State Standard: 1.3 Students will compare the relative location of people, places, and things.

Objectives:  The students will be able to: 
Create a map of their favorite room in their house.
Create a list of things for a scavenger hunt in that room.
Explain why this is their favorite room in their house.

Assessment: Formative.
         The students will accurately draw a map of their favorite room.
         The students will label things as needed and create a legend if necessary.

Vocabulary: legend: a table on a map listing and explaining the symbols used.
                       map: a representation of the features of the earth from above.

Content Knowledge: Same vocabulary as the last lesson. We will go over maps and legends to make sure they are retaining the information.

Teaching Methods: Lecture, one-on-one, hands-on, discussion, demonstration, draw.

Differentiation: Teachers will assist students as needed at a one-on-one level. 

Materials: paper, pencils, markers/crayons, white board, dry erase markers.

Anticipatory Set: “What are things you see around your community while driving?”

Teacher will: Have a sample floor plan ready on the board. Discuss the words and have the girls each describe what they know about maps and legends. Have the girls guess which room mine is and have them help me label my map and create my legend before starting their own.

Student will: Create a floor plan of their favorite room in their home. Write out why this is their favorite room in their house. Create a list of the things they would like someone to search for in their favorite room.

Closure: Each girl will share their map and all of the things they wrote down.

Reflection: The girls enjoyed making their “floorplan” maps of their room. Some of them drew actual pictures of things instead of using symbols, but they really enjoyed drawing something they were familiar with. They all shared great reasons why it was their favorite room and if they shared their bedrooms or not. Some girls did not use their bedroom, which I thought was surprising. 

Lesson Four: Community Helpers

Authors: Kate Geiger & Kristen Cocco

Grades: 2nd & 3rd

Subjects: Social Studies and Writing

NE Standards: ss2.1.1 students will identify and explain the responsibilities and rights of citizens in their communities.

Objectives: The students will be able to:
identify the contributions of community helpers to the community.

Assessment: A writing activity will be given on Thursday.

Vocabulary: 
Community: a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.
Help: to give or provide what is necessary 
Contribute: to give time, money, knowledge, assistance to a common supply
Volunteer: a person who offers themselves for a service

Teaching Methods: Brainstorming, discussions, hands on, technology

Differentiation: High activity girls are allowed to stand at chair if needed.

Materials: White board, markers, paper, pencils

Anticipatory Set: Review Science vocab.

Teacher will: Review science vocabulary and give quiz to girls. Guide word web and write brainstormed ideas on the board. Read aloud and guide worksheet. Divide girls into teams and have girls guess the community helpers: bus driver, teacher, dentist, doctor, nurse, fire fighter, police officer, etc. Write a paper about what community helper they would like to be.

Students will: Take their science quiz. Brainstorm jobs of community helpers. Raise hands during game. Answer the questions. Write their paper about community helper they would like to be. Draw picture of the community helper they would like to be.

Closure: “Do you know any community helpers?”

Reflection: The girls did okay on their science quizzes. We decided to continue the lesson onto Thursday because we only got to start the game. The girls really liked talking about the community helpers because they were knowledgeable about it already.

Lesson Five: Community Helpers Repeated

Reflection: The girls had trouble with the game. We went in a specific order and the same girl kept getting them right so the next girl always got the first hint and was harder for her to “get points.” They did enjoy the game, and had fun figuring the community helpers out. It was overall a good lesson and a fun continued game. 

Lesson Six: Service Learning

Authors: Kate Geiger & Kristen Cocco

Grades: 2nd & 3rd

Subjects: Social Studies 

NE Standards: 1.8 Students will recognize good citizenship and its importance. 

Objectives: The students will be able to:
Create Thanksgiving cards for people in the hospice house.
Accurately describe what service means and who can do service.

Assessment: The students will create holiday cards with correctly spelled words.

Vocabulary: Service: helping others.

Content Knowledge: Make sure girls know what service is and how they can do service. Why is it important?

Teaching Methods: Lecture, hands on, discussion, demonstration, observation, draw, service project. 

Materials: Colored paper, white paper, scissors, glue sticks, poster board, markers, pencils

Anticipatory Set: Ask the girls what type of service they have done, If any.

Teacher will: Pre-cut the feathers used for the turkeys. Have the students make the turkeys for the giant poster board for the hospice house. 

Students will: Trace their palm and thumb with a pencil onto brown paper and glue the feathers onto the turkey. They can do this however they like, and will write happy thanksgiving on the top. Trace the outline of the turkey with marker so it shows up.

Closure: Explain to the students the point of this, and make sure they understand why people do these things. What does it feel like to give?

Reflection: The girls really enjoyed this. Actually, the next class... Thursday, we had a girl who brought extra cards for us to deliver. She told her classmates about what we were doing and brought 20+ thanksgiving cards. It was so special. :)

Lesson Seven: Thanksgiving

Authors: Kate Geiger & Kristen Cocco

Grades: 2nd & 3rd

Subjects: Social Studies, History

NE Standards: 1.1 Students will demonstrate an understanding that history relates to events and people of other times and places.

Objectives: The student will be able to:
Describe what the first Thanksgiving consisted of.
Discuss their traditions with Thanksgiving, if any.
Create a turkey that shares what they are thankful for.

Assessment: During closer, the student will be able to explain to the teacher and peers what they know about Thanksgiving.

Content Knowledge: Share information about Thanksgiving after asking what they already know. This will help assess where the conversation should go.

Teaching Methods: Lecture, hands on, discussion, observation, draw.

Materials: Colored paper, white paper, scissors, glue sticks, poster board, markers, pencils

Anticipatory Set: What do you know about the First Thanksgiving?

Teacher will: Pre-cut the feathers used for the turkeys. Pre-cut the shape of the turkey. Read from the book about the first Thanksgiving. Ask questions regarding the reading. Explain the craft we will be doing. “I am thankful for......”

Students will: Share any Thanksgiving traditions. Make turkeys with feathers that say what they are thankful for.

Closure: Say our goodbyes. This is our last SMART lesson.

Reflection: The girls loved making these and were very open about sharing holiday traditions. It was fun to hear about the different things they do. One family goes to Golden Corral with her entire family. The rest of the girls said they had dinner at home with family. It was hard to say goodbye to the girls, but we did get to discuss saying goodbye at the pizza party open house on Tuesday.

Bulletin Board above

References:

Pinterest, First Thanksgiving Book, Wikipedia

Reflection:

Throughout the semester, working with the girls from Girls Inc was inspiring. I think this semester could be a deal maker or deal breaker for some college students. If you had fun during SMART and learned a lot by working with the girls, I think you realized that teaching is definitely the right career path. If you weren't so sure about working with the girls, writing lesson plans, learning classroom management, maybe teaching isn't for you. I am positive that I want to be a teacher. The challenges during this semester got easier and easier with practice. I loved being able to bond with the girls, and make learning fun for them. They really seemed to enjoy themselves, which made it a lot easier. I think that this is a great experience for future teachers because it puts us in charge and gives us the responsibility of creating units, lesson plans, rules, etc. with our instructor as the “guide on the side.” I really enjoyed learning how to write lesson plans and the in-class lessons the instructor had us do for practice with our Girls Inc. girls and in our future classrooms. I think that overall, I have grown and learned a lot of valuable information and skills that I will use without-a-doubt in the future.