My School Community A Transdisciplinary Social Studies Unit for Kindergarten - Unit Designers: Kindergarten Teachers Health Lessons Provided by ...
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My School Community
My School Community
A Transdisciplinary Social Studies Unit for
Kindergarten
Unit Designers: Kindergarten Teachers
Health Lessons Provided by Greenwich Health
CurriculumMy School Community
Theme: Creating a Classroom Community
Topic: My School Community
Unit Designers: Kindergarten Teachers
Transdisciplinary: Transdisciplinary learning is the exploration of a relevant issue or
problem that integrates the perspectives of multiple disciplines in order to connect new
knowledge and deeper understanding to real life experiences. Transdisciplinary units
culminate in authentic assessments with a genuine audience. Transdisciplinary units
weave throughout the school day and are taught though multiple disciplines. Although
content may be grounded in a discipline, the unit is not considered a science unit or social
studies unit.
Inquiry: A student-centered, active learning approach focusing on questioning, critical
thinking, and problem solving. It's associated with the idea "involve me and I
understand."
Unit Summary: This unit covers topics in the areas of social studies, language arts,
mathematics, health, media, and physical education. Students will examine their most
immediate community, their classroom, and set up classroom routines, rules, and
expectations. They will launch the reading and writing workshop and become a
community of learners. They will understand the meaning of good sportsmanship and
identify and understand feelings and how to solve conflicts with peers. As a final
performance task, students will ____________
Enduring Understanding:
My
community
influences
and
shapes
the
way
I
develop.
• Good
citizens
are
part
of
a
successful
school
community
• It
takes
many
individuals
working
together
to
create
a
school
community
• We
have
both
rights
and
responsibilities
in
our
communities
• We
have
rules
to
help
us
work
together
and
keep
us
safe.
Over-arching Essential Question
• What
does
it
mean
to
be
a
good
citizen
in
the
classroom
and
the
school
community?
• What
are
the
rules
that
we
need
to
follow
every
day?
• How
does
working
together
help
create
a
successful
school
community?
Unit Questions
Social
Studies:
• What
is
my
community?
• How
are
classmates
alike
and
different?
Math:
•
How
can
collecting,
organizing
and
displaying
data
help
us
analyze
information
and
make
reasonable
predictions
and
informed
decision?
My School Community
Language
Arts:
• How
are
we
developing
a
sense
of
ourselves
as
readers?
• How
are
we
building
a
reading
community?
Media/technology:
• How
can
reading
become
a
foundational
skill
for
learning,
personal
growth,
and
enjoyment?
• How
can
I
use
technology
to
be
productive
and
solve
problems?
Physical
Education:
• What
is
good
sportsmanship
and
how
will
it
help
me
be
a
member
of
a
community?
Health
• How
can
understanding
other
people’s
feeling
help
me
be
a
member
of
a
community?
• How do we deal with put-downs?
• How do we deal with our feelings?
• What are values and how do they influence our decisions?
• How can we resolve and manage conflict?My School Community
State/district standards
Social Studies
1.4
Geographical
space
and
place.
• 1.4.7
Explain
the
geographical
relationships
of
familiar
places
in
one’s
own
community
(e.g.
home
to
school,
home
to
store).
• 1.4.8
Identify
and
explain
the
significance
of
important
locations
in
one’s
neighborhood.
1.6
Patterns
of
human
movement
across
time
and
place.
• 1.6.10
Describe
types
of
transportation
and
related
geographical
features
(e.g.
boats
go
in
the
water,
cars
have
wheels
to
drive
on
land).
• 1.6.11
Explain
how
one
travels
to
and
from
school
and
other
places
in
the
community.
1.7 The
purpose,
structures
and
functions
of
government
and
law
at
the
local,
state,
national
and
international
levels.
• 1.7.12
State
basic
classroom,
school,
family
and
community
rules/laws.
• 1.7.13
Explain
the
reason
for
rules
related
to
basic
safety
and
fairness.
1.8 The
interactions
between
citizens
and
their
government
in
the
making
and
implementation
of
laws.
• 1.8.14
Work
collaboratively
to
develop
classroom
rules.
1.9 The
rights
and
responsibilities
of
citizens.
• 1.9.15
Participate
in
leadership
roles
within
classroom.
• 1.9.16
Give
basic
reasons
for
the
functions
of
classroom
leaders
(e.g.
line
leader,
messenger).
• 1.9.17
Discuss
responsibilities
students
have
to
classmates
and
school
community.
1.11How
different
economic
systems
organize
resources.
• 1.11.19
Identify
and
role-‐play
diverse
jobs.
• 1.11.20
Describe
basic
functions
of
key
community
roles
(e.g.
police
officer,
mail
carrier,
farmer,
merchant).
1.13
The
characteristics
of
and
interactions
among
culture,
social
systems
and
institutions.
• 1.13.22
Identify
cultural
characteristics
of
self
and
family
(e.g.
food,
language,
religion,
traditions).
3.1
Use
evidence
to
identify,
analyze
and
evaluate
historical
interpretations.
• 3.1.1
Predict
how
another
person
might
feel
given
a
simple
scenario.
My School Community
3.2
Analyze
and
evaluate
human
action
in
historical
and/or
contemporary
contexts
from
alternative
points
of
view.
• 3.2.2
Describe
similarities
and
differences
of
their
own
feelings
compared
with
others.
3.3
Apply
appropriate
historical,
geographic,
political,
economic
and
cultural
concepts
and
methods
in
proposing
and
evaluating
solutions
to
contemporary
problems.
• 3.3.3
Students
will
solve
conflicts
and
classroom
issues
using
appropriate
strategies.
Math
K.4-‐-‐Collect,
organize
and
display
data
using
appropriate
statistical
and
graphical
methods.
• K.22
Pose
questions
about
personal
experiences
and
the
environment.
• K.23
Collect
data
and
organize
information
through
counting,
sorting,
making
lists,
tallies
and
tables.
• K.24
Construct
real
graphs
and
picture
graphs
and
describe
the
data
using
the
terms
more,
less
and
same.
Language Arts
Comprehend
and
respond
in
literal,
critical,
and
evaluative
ways
to
various
texts
that
are
read,
viewed,
and
heard.
(taken
from
Unit
1
–
Building
Good
Reading
Habits)
• Practice the routines of reading time.
• Choose books that match interest and purpose.
• Discuss books with others.
• Read independently for 5 – 7 minutes.
Media
3.1
Use
technology:
Students
will
demonstrate
proficiency
in
the
use
of
computers
and
applications
including
sound
understanding
of
technology
concepts,
systems
and
operations.
• Demonstrate
beginning
skills
in
using
computers
and
applications
5.1
Develop
appreciation
and
self-‐motivation
as
a
reader.
• Demonstrate
active
listening
skills.
5.3
Determine
and
select
materials
appropriate
to
personal
abilities
and
interests.
• Understand
and
use
the
library
as
an
information
and
pleasure
reading
source.
My School Community
Physical Education
5.
Exhibits
responsible
personal
and
social
behavior
that
respects
self
and
others
in
physical
activity
settings.
• 5.2
Follow
game
and
safety
rules
when
playing
with
others.
• 5.4
Share
and
takes
turns
while
participating
in
physical
activities
(e.g.,
using
sports
equipment).
• 5.5.
Participates
in
class
physical
education
activities
with
respect
for
the
rights
and
feelings
of
others.
• 5.6
Work
cooperatively
with
others
regardless
of
differences.
Health
1.
Identify
themselves
as
unique
and
capable
individuals,
with
positive
traits
and
qualities,
worthy
of
care
and
respect.
2.
Identify
the
ground
rules
used
in
the
school
environment.
3.
Identify
that
diverse
backgrounds
contribute
to
the
uniqueness
of
individuals.
4.
State
the
importance
of
acknowledging
emotions,
and
identify
the
ways
of
appropriately
dealing
with
these
emotions.
My School Community Overview of Lessons Lesson 1: What is a community? Lesson 2: Our role in the classroom community Lesson 3: Our rights and responsibilities in the classroom. Lesson 4: Roles within the school community Lesson 5: Our role in the school community Lesson 6: Roles in the community outside of school Lesson 7: Modes of Transportation in Our Community Lesson 8 Diverse Community Members Lesson 9: Diverse Community Members Lesson 10: Diverse Community Members Lesson 11: Diverse Community Members Lesson 12: The Culture of a Community Lesson 13: Feelings in Our Community Lesson 14: Problem Solving in Our Community My School Community – Performance Task? *All text in italic are suggestions
My School Community
Lesson 1: What is a community?
Topic(s): What is a community?
Connecticut Social Studies Curriculum Framework Objectives:
1.9 The
rights
and
responsibilities
of
citizens.
• 1.9.17
Discuss
responsibilities
students
have
to
classmates
and
school
community.
Objective(s):
• Students will share ideas of what is a community and what it means to be part of
one.
• They will recognize their classroom as their most immediate community.
Materials list:
-Chart paper
-Ms. Bindergarten Gets Ready for Kindergarten by Joseph Slate and Ashley Wolff
Vocabulary: community, greeting, introduce, introductions
Procedure:
Name activities: The teacher can begin by introducing each student with a greeting and
have students repeat the greeting and name. To help students learn each other’s name
you can do different name games. (Jack be nimble poem, “What’s your favorite…?)
Greeting activities: Students learn to greet each other in different ways. (How do you
greet someone? What do you do when you don’t know someone’s name?)
*These activities can be incorporated into your morning meeting routine.
Assessment:
Teacher observations
Ask students to name other students in the classroom (at their table, in line, on the rug,
etc.)My School Community
Lesson 2: Our Role in the classroom community
Topic(s): Identifying the student’s role as a member of the classroom.
Connecticut Social Studies Curriculum Framework Objectives:
1.9 The
rights
and
responsibilities
of
citizens.
• 1.9.15
Participate
in
leadership
roles
within
classroom.
• 1.9.16
Give
basic
reasons
for
the
functions
of
classroom
leaders
(e.g.
line
leader,
messenger).
• 1.9.17
Discuss
responsibilities
students
have
to
classmates
and
school
community.
Objective(s):
Students will create jobs for the classroom and routines for completing the classroom
jobs.
Materials list:
-Chart paper
-Job Chart (see Everyday Math daily routine)
-Miss Bindergarten Has a Wild Day in Kindergarten by Joseph Slate
Vocabulary: role, job, responsibility
Procedure:
§ Tell the students that each one of us has something unique or important about us.
We also each work together to achieve our common goals. We call that the role
we play in our community. A role is the part that you play. Today we will start to
identify your role in our classroom community
§ Identify things in the classroom that need to be done. Make a list of the jobs that
are needed.
Assessment:
You may want to do a quick review of concepts learned so far by asking the class:
What is a community?
What is a role or job in our community?My School Community
Lesson 3: Our Rights and Responsibilities in the classroom
Topic(s): Rules of the classroom.
Connecticut Social Studies Curriculum Framework Objectives:
1.7 The
purpose,
structures
and
functions
of
government
and
law
at
the
local,
state,
national
and
international
levels.
• 1.7.12
State
basic
classroom,
school,
family
and
community
rules/laws.
• 1.7.13
Explain
the
reason
for
rules
related
to
basic
safety
and
fairness.
1.8 The
interactions
between
citizens
and
their
government
in
the
making
and
implementation
of
laws.
• 1.8.14
Work
collaboratively
to
develop
classroom
rules.
Health Curriculum Standard
Identify
the
ground
rules
used
in
the
school
environment.
Objective(s):
Students will recognize that as members of a community they have rules and routines that
need to be followed.
Materials list:
-‐Chart
paper
-‐No___________!
sheet
-‐No,
David!
and/or
David
Goes
to
School
by
David
Shannon
Vocabulary: rules, safety, responsibility
Procedure:
-‐Chart
paper
-‐Read
No,
David!
and/or
David
Goes
to
School
by
David
Shannon
aloud.
-‐Children
will
make
a
page
for
a
class
book,
“
No,
(Child’s
Name)”
which
illustrates
what
they
cannot
do
in
school.
Assessment:
Have students name rules created in the classroom.
Teacher observations of students applying those rules.
My School Community NO, ___________________________________!
My School Community
Lesson 4: Roles within the School Community
Topic(s): Identifying roles of members within the school community.
Connecticut Social Studies Curriculum Framework Objectives:
1.7 The
purpose,
structures
and
functions
of
government
and
law
at
the
local,
state,
national
and
international
levels.
• 1.7.12
State
basic
classroom,
school,
family
and
community
rules/laws.
• 1.7.13
Explain
the
reason
for
rules
related
to
basic
safety
and
fairness.
1.8 The
interactions
between
citizens
and
their
government
in
the
making
and
implementation
of
laws.
• 1.8.14
Work
collaboratively
to
develop
classroom
rules.
Objective(s):
Students will list school community members
Students will recognize the school community member roles within the schools
Materials list: chart paper
Pete the Cat Rocking In My School Shoes by Eric Litwin
Vocabulary: role, job
Procedure:
Read a book about school community
School Tour: Introduce students to school community members and where they are
around the building.
Take pictures of school community members to make a chart or class book for students to
refer back to throughout the year.
Assessment:
Students name at least one school community member and what they do.My School Community
Lesson 5: Our Role within the School Community
Topic(s): Identify our role in the school community
Connecticut Social Studies Curriculum Framework Objectives:
1.7 The
purpose,
structures
and
functions
of
government
and
law
at
the
local,
state,
national
and
international
levels.
• 1.7.12
State
basic
classroom,
school,
family
and
community
rules/laws.
• 1.7.13
Explain
the
reason
for
rules
related
to
basic
safety
and
fairness.
1.8 The
interactions
between
citizens
and
their
government
in
the
making
and
implementation
of
laws.
• 1.8.14
Work
collaboratively
to
develop
classroom
rules.
Objective(s):
Students will identify their role in various school settings (PE, Music, Art, etc.)
Materials list: chart paper
Vocabulary: role, expectations, same, purpose, collaborate
Procedure:
Have each specialist teacher come into your classroom for the first 10 minutes of their
specialist class time to discuss; what their role is in the school community, rules when
students are with them and what the students’ roles are when they are with that teacher.
Make a connection with the classroom rules and the specialist rules.
Assessment:
Once all Specialists have visited your classroom, you may want to create a chart that
shows the similarities about school community member roles and rules within your
classroom and the specialists.
Media Connection:
1. Create SMARTBoard document showing a picture of each school community
member and job in the school.
2. Create a power point with pictures of each community member and have student
voice-overs that tell the audience: the name of the school community member and
their job and what students roles are with that teacher. “This is Mrs. _____. She
teaches P.E. She helps us stay healthy and learn to be teammates. We need to be
safe and good listeners when we are in P.E.”My School Community
Lesson 6: Roles in the community outside of the school.
Topic(s): Identifying the roles of people outside of the school community.
Connecticut Social Studies Curriculum Framework Objectives:
1.4 Geographical
space
and
place.
• 1.4.7
Explain
the
geographical
relationships
of
familiar
places
in
one’s
own
community
(e.g.
home
to
school,
home
to
store).
• 1.4.8
Identify
and
explain
the
significance
of
important
locations
in
one’s
neighborhood.
1.11How
different
economic
systems
organize
resources.
• 1.11.19
Identify
and
role-‐play
diverse
jobs.
• 1.11.20
Describe
basic
functions
of
key
community
roles
(e.g.
police
officer,
mail
carrier,
farmer,
merchant).
Objective(s):
Students will identify one job in their neighborhood community and explain what their
role is in the community.
Materials list:
-chart paper
-Community Helper books (i.e. firefighter, police officer, etc.)
-Career Day by Ann Rockwell
Vocabulary: role, job, responsibility, helpers,
Procedure:
Read various books about community workers and discuss their roles within the
community.
Make connections with school community members and community workers.
“A policemen helps us be safe in the community and the principal
Assessment:
You may want to do a quick review of concepts learned so far by asking the class:
What is a community?
What is a role or job in our community?My School Community
Lesson 7: Modes of transportation in the community
Topic(s): Identifying how each student gets to school.
Connecticut Social Studies Curriculum Framework Objectives:
1.4 Geographical
space
and
place.
• 1.4.7
Explain
the
geographical
relationships
of
familiar
places
in
one’s
own
community
(e.g.
home
to
school,
home
to
store).
• 1.4.8
Identify
and
explain
the
significance
of
important
locations
in
one’s
neighborhood.
Greenwich Math Curriculum Standard
K.4-‐-‐Collect,
organize
and
display
data
using
appropriate
statistical
and
graphical
methods.
• K.22
Pose
questions
about
personal
experiences
and
the
environment.
• K.23
Collect
data
and
organize
information
through
counting,
sorting,
making
lists,
tallies
and
tables.
• K.24
Construct
real
graphs
and
picture
graphs
and
describe
the
data
using
the
terms
more,
less
and
same.
Objective(s):
Students will create a graph showing how they got to school that day.
Materials list:
This is the Way We Go to School by Edith Baer
Transportation icons (see next page)
Vocabulary: transportation, graph, data, more, less, equal
Procedure:
Teacher will ask students to share how they get to school. Students can pick the
appropriate and cut and color. Teacher and students will graph how each child gets to
school. Teacher should discuss why students go to school one way verses another.
Assessment:
Students will analyze graph with teacher.My School Community
My School Community
My School Community
Lesson 8: Diverse Community Members
Topic(s): Identifying the number of letters in students’ names.
Greenwich Math Curriculum Standard
K.4-‐-‐Collect,
organize
and
display
data
using
appropriate
statistical
and
graphical
methods.
• K.22
Pose
questions
about
personal
experiences
and
the
environment.
• K.23
Collect
data
and
organize
information
through
counting,
sorting,
making
lists,
tallies
and
tables.
• K.24
Construct
real
graphs
and
picture
graphs
and
describe
the
data
using
the
terms
more,
less
and
same.
Health Curriculum Standard
• Identify
themselves
as
unique
and
capable
individuals,
with
positive
traits
and
qualities,
worthy
of
care
and
respect.
• Identify
that
diverse
backgrounds
contribute
to
the
uniqueness
of
individuals.
Objective(s):
Students will create a graph showing how many letters are in their name.
Materials list:
Chrysanthemum by Kevin Henkes
boxed strip of paper
Chart/Graph paper
Background sheet of student’s name (Send this home and collect it back before you begin
the lesson.)
Vocabulary: graph, data, more, less, equal
Procedure:
Teacher will read and discuss Chrysanthemum.
Teacher will also have a discussion about where our names came from (if they know) and
encourage students to go home an
Students will write their name in a boxed strip of paper
S a r a h
Strips of paper are graphed to show the various lengths of names.
Assessment:
Students will analyze graph with teacher.My School Community
Name: __________________________
Dear Parents,
We are learning about each other’s names and the uniqueness among us.
Please complete the sheet with your child below to help your child
participate in this lesson.
Child’s
Name
and
Self-‐portrait
_________________________________________________________
Where
did
my
name
come
from?
My School Community
Lesson 9: Diverse Community Members
Topic(s): Identifying hair color.
Greenwich Math Curriculum Standard
K.4-‐-‐Collect,
organize
and
display
data
using
appropriate
statistical
and
graphical
methods.
• K.22
Pose
questions
about
personal
experiences
and
the
environment.
• K.23
Collect
data
and
organize
information
through
counting,
sorting,
making
lists,
tallies
and
tables.
• K.24
Construct
real
graphs
and
picture
graphs
and
describe
the
data
using
the
terms
more,
less
and
same.
Health Curriculum Standard
• Identify
themselves
as
unique
and
capable
individuals,
with
positive
traits
and
qualities,
worthy
of
care
and
respect.
• Identify
that
diverse
backgrounds
contribute
to
the
uniqueness
of
individuals.
Objective(s):
Students will create a graph showing the different hair colors in the classroom.
Materials list:
Mirrors
3x3 drawing paper
sample icons for hair coloring
chart paper
Amanda’s Perfect Hair by Linda Milstein
Vocabulary: graph, data, more, less, equal
Teacher will read and discuss Amanda’s Perfect Hair.
Students can share hair stories.
Students should use mirrors to help figure out their hair color. Then they should do a self
portrait and color in their appropriate hair color.
Assessment:
Students will graph hair color and analyze graph with teacher.My School Community
Sample icons for hair coloring.
My School Community
Lesson 10: Diverse Community Members
Topic(s): Identifying eye color.
Greenwich Math Curriculum Standard
K.4-‐-‐Collect,
organize
and
display
data
using
appropriate
statistical
and
graphical
methods.
• K.22
Pose
questions
about
personal
experiences
and
the
environment.
• K.23
Collect
data
and
organize
information
through
counting,
sorting,
making
lists,
tallies
and
tables.
• K.24
Construct
real
graphs
and
picture
graphs
and
describe
the
data
using
the
terms
more,
less
and
same.
Health Curriculum Standard
• Identify
themselves
as
unique
and
capable
individuals,
with
positive
traits
and
qualities,
worthy
of
care
and
respect.
• Identify
that
diverse
backgrounds
contribute
to
the
uniqueness
of
individuals.
Objective(s):
Students will create a graph showing the different eye colors in the classroom.
Materials list:
Mirrors
The Eye Book by Theo LeSieg
3x3 drawing paper
chart paper
Vocabulary: graph, data, more, less, equal
Procedure:
Teacher will read and discuss The Eye Book.
Students use mirrors to help figure out their eye color. Then they should draw an eye and
color in the appropriate eye color.
Assessment:
Students will graph eye color and analyze graph with teacher.My School Community
Lesson 11: Diverse Community Members
Topic(s): Identifying the number of boys and girls within the class.
Greenwich Math Curriculum Standard
K.4-‐-‐Collect,
organize
and
display
data
using
appropriate
statistical
and
graphical
methods.
• K.22
Pose
questions
about
personal
experiences
and
the
environment.
• K.23
Collect
data
and
organize
information
through
counting,
sorting,
making
lists,
tallies
and
tables.
• K.24
Construct
real
graphs
and
picture
graphs
and
describe
the
data
using
the
terms
more,
less
and
same.
Health Curriculum Standard
• Identify
themselves
as
unique
and
capable
individuals,
with
positive
traits
and
qualities,
worthy
of
care
and
respect.
• Identify
that
diverse
backgrounds
contribute
to
the
uniqueness
of
individuals.
Objective(s):
Students will create a graph showing the number of boys and girls in the classroom.
Materials list:
Chart paper
3x3 drawing paper
Ms. Bindergarten Gets Ready for Kindergarten by Joseph Slate and Ashley Wolff
Vocabulary: graph, data, more, less, equal
Procedure:
Teacher will read and discuss Ms. Bindergarten Gets Ready for Kindergarten.
Assessment:
Students will graph number of boys and girls and analyze graph with teacher.My School Community Sample Icons for boys and girls Sample Icons for boys and girls
My School Community
Lesson 12: The Culture of a Community
Topic: Identify family cultures, traditions and family groups.
Connecticut Social Studies Curriculum Framework Objectives:
1.13 The
characteristics
of
and
interactions
among
culture,
social
systems
and
institutions.
• 1.13.22
Identify
cultural
characteristics
of
self
and
family
(e.g.
food,
language,
religion,
traditions).
Health Curriculum Standard
• Identify
that
diverse
backgrounds
contribute
to
the
uniqueness
of
individuals.
Objective(s):
Students will understand that each community can be made of many different cultures,
traditions and family groups.
Materials list:
We Are All Alike, We are All Different by Cheltenham Elementary Kindergartners
It’s Ok to be Different by Todd Parr
Vocabulary: culture, traditions, celebrations
Procedure:
Teacher reads and discusses book.
Students draw a picture of their family and a celebration or tradition they do together.
(Or you can have students work with the media specialist/Art teacher to draw this on Kid
Pix)
(Pictures can be put together to form a quilt on butcher paper)
Assessment
Students share their drawings and family tradition with the class.My School Community
Lesson 13: Feelings in Our Community
Topic: Identify feelings
Connecticut Social Studies Curriculum Framework Objectives:
3.1
Use
evidence
to
identify,
analyze
and
evaluate
historical
interpretations.
• 3.1.1
Predict
how
another
person
might
feel
given
a
simple
scenario.
3.2
Analyze
and
evaluate
human
action
in
historical
and/or
contemporary
contexts
from
alternative
points
of
view.
• 3.2.2
Describe
similarities
and
differences
of
their
own
feelings
compared
with
others.
Health Curriculum Standard
• State
the
importance
of
acknowledging
emotions,
and
identify
the
ways
of
appropriately
dealing
with
these
emotions.
Objective(s):
Students will understand that each community member has different feelings.
Materials list:
Chart paper
Noisy Nora by Rosemary Wells
When Sophie Gets Angry-Really Really Angry by Molly Bang
I Was So Mad by Mercer Meyer
Today I Feel Silly: And other Moods That Makes My Day. By Jamie Lee Curtis
Vocabulary: feelings, happy, sad, angry, upset, disappointed etc.
Procedure:
The teacher reads one of the suggested books and discusses it with students.
Assign a feeling to a table and students draw things that elicit those feelings.
Assessment
Tables share their feelings posters and add the teacher can add to the posters based on
what the class shares and adds.My School Community
Lesson 14: Problem Solving in Our Community
Topic: Identify ways to solve problems in our classroom and in our school.
Connecticut Social Studies Curriculum Framework Objectives:
3.3
Apply
appropriate
historical,
geographic,
political,
economic
and
cultural
concepts
and
methods
in
proposing
and
evaluating
solutions
to
contemporary
problems.
• 3.3.3
Students
will
solve
conflicts
and
classroom
issues
using
appropriate
strategies.
Health Curriculum Standard
• State
the
importance
of
acknowledging
emotions,
and
identify
the
ways
of
appropriately
dealing
with
these
emotions.
Objective(s):
Students will understand how to solve problems within the classroom and the school at
large.
Materials list:
It’s Mine by Leo Lionni
Me First by Helen Lester
Boosty Barker Bites by Barbara Bottner
Vocabulary: problem, solution
Procedure:
The teacher reads one of the suggested books and discusses it with students.
Class role plays various classroom/school problems and discusses possible solutions.
Assessment:
The class creates a chart with a list of problems and possible procedures for solving the
problem.
Teacher observation.
Revised July 23, 2012You can also read
