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SOCIAL STUDIES CURRICULUM GUIDE |
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Objectives |
Core Curr. |
Instructional |
Assessment |
Resources |
GEPA |
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UNIT A * Describe his/her face. |
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Theme: Myself, My Family Student will use a mirror to describe his/her face. Send home letter 1. |
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| * Draw a picture of his/her
face. |
Student uses a mirror to draw a picture of himself/herself. Create a
bulletin board with self-portraits. |
Language Arts: oral language Social Skills: self-concept Critical Thinking Skills: following directions, reaching conclusions, compare/contrasting |
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| * Draw a life-size picture of himself/herself. |
Using butcher-block paper, students will trace around each other &
color their outlines. |
Language Arts: oral language Social Skills: self-concept, group participation Critical Thinking Skills: following directions, reaching conclusions, compare/contrasting |
Activity Sheet X | ||
| * Work in a group to record data in a non-written way. | Make a pictograph of color of eyes represented in class. Students will
use smiley face symbols from Activity Sheet X to fill in graph. Special Education: - Priority seating, peer tutor, model activity, demonstrate each step, picture cues. |
Language Arts: oral language Social Skills: self-concept, group participation Critical Thinking Skills: following directions, reaching conclusions, compare/contrasting Mathematics: graphing, number recognition, 1 to 1 correspondence |
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UNIT A * Use a graph to compare information. |
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Theme: Myself, My Family |
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| * Create a picture collage of favorite
foods. |
Students use old magazines to cut out & create a collage of their
favorite foods. |
Language Arts: oral language Social Skills: self-concept Critical Thinking: following directions, comparing/contrasting |
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| * Write or dictate a story about the favorite
food collage. |
Hand out paper for students to write about his/her favorite foods.
Students who are unwilling to write will dictate their stories. Create a
class book entitled "Our Favorite Foods." |
Language Arts: oral language, reading readiness, creative writing Social Skills: self-concept Critical Thinking: following directions |
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| * Draw a picture showing what he/she likes to do. |
6.4 6.5 |
Using drawing paper & crayons, students draw pictures of themselves
showing what they like to do on Saturday. Special Education: - Venn diagram, peer tutor, picture cues, tape recorder, computer graphics. |
Language Arts: oral language Social Skills: self-concept Critical Thinking: following directions, comparing/contrasting |
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UNIT A * Write or dictate a story about the picture. |
Theme: Myself, My Family Student writes about his/her picture. Teacher takes dictation from those unable to write. Create a class book entitled "Saturdays." |
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| * Work in a group to compare information about
families. |
Use Activity Sheet A to have students get family photos from home.
Compare different photos & discuss similarities & differences in
families. Special Education: - Peer tutor, computer graphics, photo cue cards, outline activity, student checklist. |
Language Arts: oral language Social Skills: self-concept, group participation Critical Thinking: following directions, comparing/contrasting, reaching conclusions, |
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| * Work in a group to create a pictograph. |
6.4 6.5 |
Use smiley faces from Activity Sheet X to create a pictograph
representing members of each student’s family. Entitle the graph
"Families." Special Education: - Priority seating, peer tutor, task analysis, picture cues, checklist, computer graphics |
Language Arts: oral language Social Skills: self-concept, group participation Critical Thinking: following directions, reaching conclusions, compare/contrasting Mathematics: graphing, number recognition, 1 to 1 correspondence |
Activity Sheet X | |
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UNIT A The student will be able to: * Use a pictograph to compare information. |
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Theme: Myself, My Family |
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| * Make a model of a home. | Use a shoe box or milk carton to have students create a model of a place to live. |
Language Arts: oral language |
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| * Write or dictate a story about the home model. |
Students write stories about their model homes. Collect stories in a
book titled Places to Live. Special Education: - Priority seating, peer tutor, task analysis, picture cues, checklist, computer graphics. |
Language Arts: oral language, reading readiness, creative writing |
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UNIT A The student will be able to: * Work in a group to compare where people live in other places in the world. |
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Theme: Myself, My Family Read class book Places to Live, reminding students about models of homes they made. Use First Map to outline the U.S. & tell students that this is where we live. Point out that people in the U.S. & people in other countries live in different kinds of homes. Use First Book to show students a picture of Argentina. Outline it on a map. Have them compare homes. Follow this procedure for each country listed under Preparation on p. 8 of ELS Teacher Guide. Summarize by telling the students that all families are alike because they need a place to live. Families are different because they live in different places. Special Education: - Priority seating, tape story, peer tutor, outline facts, use diagrams & copy for students. |
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| * Discuss how family members help each other. |
6.5 |
Have students think about & discuss how family members help each
other. Tell students to do one special job at home that night. Special Education: - Peer tutor, tape student responses, word processor, highlight facts. |
Language Arts: oral language, reading
readiness, creative writing Social Skills: self-concept, group presentation Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
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UNIT A * Work in a group to write a story describing how family members help each other. |
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Theme: Myself, My Family Special Education: - Peer tutor, tape student responses, word processor, highlight facts. |
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Primary S.S. Skills, Level B, Nystrom, 1989 |
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| * Draw a picture of himself/herself helping his/her family. |
6.4 6.5 |
Have students draw a picture of himself/ herself helping his/her family as written about in previous activity. |
Language Arts: oral language Social Skills: self-concept Critical Thinking: following directions |
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| * Write or dictate a story about his/her picture. |
6.4 6.5 |
Students write about their pictures. Create a class book Helping Our
Families. Special Education: - Peer tutor, computer graphics, word processor, tape recorder, priority seating, isolate each task. |
Language Arts: oral language, reading readiness, creative writing Social Skills: self-concept Critical Thinking: following directions |
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UNIT A * Work in a group to compare families in other places in the world. |
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Theme: Myself, My Family Turn to p. 20 in First Book, which shows a scene from Argentina. Point out Argentina on the First Map. Have students locate a family and then family members who are helping each other. Follow the same procedures with Mexico (p. 5), Ireland (p. 6), Australia (p. 8) & Poland (p. 10). |
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Primary S.S. Skills, Level B, Nystrom, 1989 |
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| * Name family celebrations. |
6.4 6.5 |
Tell students that another way that families can be the same or
different is the way they celebrate special occasions. Write
"Families Celebrate" at the top of chart paper. List special day
or times that the students celebrate. |
Language Arts: oral language, reading readiness, functional writing Social Skills: self-concept, group participation Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
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| * Draw a picture of his/her family celebrating a
specific occasion. |
Review the "Families Celebrate" list. Have students draw
pictures of their families celebrating a special occasion. |
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| * Write or dictate a story about the picture. | Have students write a story about their pictures. Collect the pictures
& stories into a book called Our Families Celebrate. Special Education: - Peer tutor, tape record responses, ask families for photos of holidays, computer/word processor, computer graphics. |
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UNIT A * Work in a group to compare celebrations in other places in the world. |
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Theme: Myself, My Family Special Education: - Isolate each task, highlight information, use picture cues, peer tutor. |
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UNIT B * Discuss a variety of classroom items. |
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Theme: A Step Out: My School Have students name specific objects in the class & discuss their uses. Send home letter 2. |
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Primary S.S. Skills, Level B, Nystrom, 1989 |
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| * Label a variety of classroom items. |
6.4 |
Put labels on classroom objects named in the previous activity. |
Language Arts: oral language, reading readiness, functional writing Math: 1 to 1 correspondence Social Skills: group participation Critical Thinking: following directions, reaching conclusions |
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| * Match classroom items with their labels. |
6.4 | Remove labels from classroom objects. Have students choose appropriate
label for each object named. |
Language Arts: oral language, reading readiness, functional writing Math: 1 to 1 correspondence Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving |
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| * Draw a picture of his/her favorite classroom activity. |
6.4 |
Have students draw a picture of themselves using a favorite item in the
room. Special Education: - Peer tutor, picture cues, computer graphics, label maker. |
Language Arts: oral language Social Skills: group participation Critical Thinking: following directions |
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UNIT B * Write a story about his/her picture. |
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Theme: A Step Out: My School Write a story about pictures drawn in the previous activity. Create a class book entitled A Busy Day In Our Classroom. |
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| * Label a variety of items at home. |
6.1 6.4 |
Send home Activity Sheet B, having students label items in their homes.
Students discuss items they labeled at home. |
Language Arts: oral language, reading readiness, functional reading Math: 1 to 1 correspondence Social Skills: self-concept, group participation Critical Thinking: following directions, comparing/contrasting |
Activity Sheet B |
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| * Work with a group to record data in a non-written way. | Use Activity Sheet B to remind students of items they labeled at home.
List items on a graph. Name first item. Have students stand if they have
the same item. Graph information with smiley faces. Repeat for each item. Special Education: - Take Polaroid’s, computer graphics, word processor, peer tutor, enlarge activity sheet, task analysis, isolate task focus. |
Language Arts: oral language, reading readiness Math: graphing, number recognition, 1 to 1 correspondence Social Skills: self-concept, group participation Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
Activity Sheet B | ||
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UNIT B The student will be able to: * Use a graph to compare information. |
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Theme: A Step Out: My School Have students compare information on the graph. Have students count smiley faces to confirm answers. |
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| * Discuss location words. |
6.4 |
Tell students that we have words to tell us where things are. List
location words: on, under, above, next to. Encourage students to use these
words to describe where the objects are. |
Language Arts: oral language, reading readiness, functional writing Social Skills: group participation Critical Thinking: following directions, reaching conclusions |
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| * Review location words. | Review that location words tell us where things are. Make cards with
location words. Special Education: - Priority seating, enlarge graph, word cards, peer tutor. |
Language Arts: oral language, reading readiness, functional writing Social Skills: group participation Critical Thinking: following directions, reaching conclusions |
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* Play a game using location words. |
6.4 | Have students guess which labeled item you are thinking about. Use location cards to describe where the item is. Review that everything has a name and location. | Language Arts: oral language, reading
readiness, functional writing Social Skills: group participation, self-concept Critical Thinking: following directions, reaching conclusions, problem solving |
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UNIT B * Discuss left and right. |
6.4 |
Theme: A Step Out: My School
Introduce 2 location words: left and right. Encourage students to
indicate left and right body parts. - Peer tutors, highlight tasks, checklist, flash cards. |
Language Arts: oral language, reading readiness, functional writing |
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| * Work in a group to label items shown on a classroom map. |
6.4 6.7 |
Make a simple map of the classroom. Have students name things on the map & then locate the item in the classroom. Write names of objects on map. |
Language Arts: oral language, reading readiness, functional writing Math: 1 to 1 correspondence Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving |
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| * Identify items on a classroom map & then locate them in the classroom. |
6.4 6.7 |
Use map of classroom to have students locate items in the classroom. Special Education: - Peer tutor, enlarge map, computerize map, highlight facts. |
Language Arts: oral language, reading readiness Math: 1 to 1 correspondence Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving |
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UNIT B * Draw a map of a room at home. |
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Theme: A Step Out: My School Send home Activity Sheet C which instructs the students to draw a map of a room at home. Discuss the maps. |
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| * Write or dictate a story about his/her map. |
6.7 |
Have students tell something about their map. Hand out paper so that
each child writes a story about his/her map. Create a class book titled Our
Maps of Rooms At Home. |
Language Arts: oral language, reading readiness, creative writing Social Skills: self-concept Critical Thinking: following directions |
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| * Work in a group to find the way to the
classroom from outside the school. |
6.7 |
Walk with students to school entrance. Ask which way do they go to get
back to the classroom. Point out familiar objects like the water fountain.
Have students notice what rooms you walk by & what is the route to the
classroom. Special Education: - Peer tutor, tape recorder, word processor, computer photos |
Language Arts: oral language Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving |
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| * Work in a group to label various rooms on a school map. | 6.7 | Make a simple unlabelled map of the school focusing on rooms that the students may go to during the day. Map should be 22" x 34". Point out your classroom on the map & have students locate other rooms. Label the rooms. | Language Arts: oral language, reading
readiness, functional writing Math: 1 to 1 correspondence Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving |
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UNIT B * Locate a room in the school using a map. |
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Theme: A Step Out: My School Special Education: - Peer tutors, priority seating, computerize map, photos. |
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| * Visit a school worker. |
6.1 6.4 6.6 6.7 |
Have students locate the school office on the school map. Ask who works
in the office & what do they do. Use the map to have the class visit
the school office. Over several days visit other workers & places in
the school. |
Language Arts: oral language Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving |
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| * Draw a picture of a school worker. |
6.1 |
Have students draw a picture of a school worker they have visited. |
Language Arts: oral language Social Skills: self-concept Critical Thinking: following directions |
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| * Write or dictate a story about a school worker. |
6.1 6.4 6.6 |
Students write a story about worker visited in previous activity.
Create a class book titled School Workers. Special Education: - Peer tutor, enlarge map, isolate task, repeat activity, photograph, tape story, word processor |
Language Arts: oral language, reading readiness, creative writing Social Skills: self-concept Critical Thinking: following directions |
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UNIT B * Identify ways you can keep your school clean. |
6.1 |
Theme: A Step Out: My School |
Language Arts: oral language, reading readiness, functional writing |
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| * Work in a group to help clean up an area outside the school. |
6.1 6.4 6.9 |
Take the class on a walk outside the school to pick up trash & put
it in a bag. Take the bag back to examine the trash. Summarize by telling
the students that throwing trash on the ground is a form of pollution. Special Education: - Priority seating, peer tutor, enlarge items, photo cues, plastic gloves, guided practice. |
Language Arts: oral language, reading readiness Social Skills: self-concept, group participation Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
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UNIT C * Learn or review his/her home address. |
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Theme: Moving On: My Community Send home a copy of Letter 3 & Activity Sheet D. Explain that an address shows where a building is located. Review the completed Activity Sheet D.
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| * Name different places in a community. |
6.4 6.5 6.6 6.8 |
Point out that there are many homes in your community. Ask students to name other places in your community by asking questions such as: "If you needed new shoes, where would you go?" "Where would you buy food?" List responses. |
Language Arts: oral language, reading readiness, functional writing Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving |
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* Work in a group to identify places to play & places to work in a community. |
6.1 6.4 6.5 6.6 6.8 |
Review list from previous activity. Divide the list into two separate
lists: Places Where People Play & Places Where People
Work. Have students determine which list each place belongs on. - Enlarge activity sheet, task analysis, tape recorder, peer tutor. |
Language Arts: oral language, reading readiness, functional writing Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving, comparing/ contrasting |
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| * Discuss place to play in his/her community. |
6.4 6.5 6.8 |
Use Places Where People Play list from previous activity to discuss places to go to have fun. |
Language Arts: oral language, reading readiness, functional writing Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving, comparing/ contrasting |
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UNIT C * Draw a picture of his/her family having fun. |
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Theme: Moving On: My Community |
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| * Write or dictate a story about his/her family. |
6.4 6.5 |
Hand back pictures from previous activity. Have students write about
his/her picture. Create a class book entitled My Family Having Fun. Special Education: - Priority seating, peer tutor, computer graphics, photos, word processor, note taker. |
Language Arts: oral language, reading readiness, creative writing Social Skills: self concept Critical Thinking: following directions |
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| * Compare recreational activities in other places in the world. |
6.4 6.5 6.7 6.8 |
Turn to page 1 in First Book, a picture of Nigeria. Point
it out on the First Map. Have students find children having fun in the
Nigerian picture. Follow this procedure for the following countries: China
(p. 3), and Italy (p. 4). Discuss how children in other countries have
fun. Special Education: - Limit focus of activity, peer tutor, computerize list. |
Language Arts: oral language, reading readiness Social Skills: group participation Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
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UNIT C * Work in a group to identify places in the community where people make or grow things, sell things, and help others. |
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Theme: Moving On: My Community Special Education: - Limit focus of activity, peer tutor, computerize list. |
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| * Identify workers and their jobs. |
6.1 6.4 6.5 6.6 6.8 |
Review 3 lists from previous activity with students. Ask if students can think of any more places to add to the lists. Summarize by telling students that there are many different kinds of work people can do. |
Language Arts: oral language, reading
readiness, functional writing Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving, comparing/ contrasting |
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| * Draw a picture of someone doing a job you might like to do when you get older. |
6.1 6.4 6.5 6.8 |
Review 3 lists again. Have students draw a picture of what they might
like to do when they get older. Special Education: - Enlarge list, outline task, student checklist, peer tutor, computer graphics, word processor. |
Language Arts: oral language, Social Skills: self-concept Critical Thinking: following directions, reaching conclusions |
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UNIT C * Write or dictate a story about your picture. |
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Theme: Moving On: My Community |
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| * Compare workers in other places in the world. |
6.1 6.4 6.5 6.6 6.7 6.8 |
Turn to page 1 in First Book which shows a scene from Nigeria. Point out Nigeria on First Map. Have students find a place where someone is working. Discuss what the worker is doing. Repeat procedure for Ireland (p. 6), Japan (p. 7), Australia (p. 8), Egypt (p. 9) and Thailand (p. 12). |
Language Arts: oral language, reading readiness Social Skills: group participation Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
First Book First Map (World) |
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* Name methods of transportation.
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6.4 6.5 6.8 |
Define transportation as the way people or goods travel from one place
to another. Write "Transportation" on chart paper. Have students
name some ways people get from one place to another. Make a list. Special Education: - Peer tutor, tape facts, picture cues, word processor. |
Language Arts: oral language, reading
readiness, functional writing Social Skills: group participation Critical Thinking: following directions, reaching conclusions, problem solving, comparing/ contrasting |
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UNIT C * Create a picture collage of different forms of transportation. |
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Theme: Moving On: My Community |
Language Arts: oral language |
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| * Write or dictate a story about his/her picture collage. |
6.4 6.5 |
Hand back collages. Have students write about their pictures. Create a
class book titled Transportation. - Copy list, peer tutor, word processor.
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Language Arts: oral language, reading
readiness, creative writing Social Skills: self-concept Critical Thinking: following directions |
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| * Compare forms of transportation in other places in the world. |
6.4 6.5 6.7 6.8 |
Turn to page 2 in First Book, a picture of Argentina. Point out
Argentina on First Map. Ask students to find a form of transportation on
page 2. Compare it to transportation that is familiar. Repeat procedure
with Italy (p. 4), Mexico (p. 5), Ireland (p. 6), Australia (p. 8), Egypt
(p. 9), Poland (p. 10) and Thailand (p. 12). Summarize by telling students
that people from all over the world need to go from one place to another. Special Education: - Peer tutor, enlarge pictures, isolate task, outline facts. |
Language Arts: oral language, reading
readiness Social Skills: group participation Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
First Book First Map (World) |
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UNIT C * Work in a group to record data in a non-written way. |
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Theme: Moving On: My Community |
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| * Use a graph to compare information. |
6.4 6.5 6.8 |
Have students compare information on the graph by asking how many used
each form of transportation. Have students count the smiley faces. Special Education: - Enlarge activity sheet, peer tutor, compare/ contrast diagram |
Language Arts: oral language Math: graphing, number recognition, 1 to 1 correspondence Social Skills: self-concept, group participation Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
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| * Identify the need for rules. |
6.1 6.4 6.5 6.8 |
Have students discuss rules for safety when coming to school. Special Education: - Priority seating, tape list, photo cues, peer tutor, computer graphics. |
Language Arts: oral language, reading readiness Social Skills: self-concept, group participation Critical Thinking: following directions, reaching conclusions, problem solving, comparing/ contrasting |
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UNIT C * Work in a group to list rules to follow for safety when coming to school. |
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Theme: Moving On: My Community |
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Primary S.S. Skills, Level B, Nystrom, 1989 |
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| * Work in a group to draw a mural. |
6.4 6.5 |
Have students work together to draw a mural of a street scene showing
people obeying safety rules. Special Education: - Priority seating, tape list, photo cues, peer tutor, computer graphics. |
Language Arts: oral language Social Skills: self-concept, group participation Critical Thinking: following directions, problem solving |
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UNIT D * Define north, south, east and west as directions. |
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Theme: Introducing the USA: My Label classroom walls with north, south, east and west signs, using Activity Sheets E through H. Send home a copy of Letter 4. |
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Primary S.S. Skills, Level B, Nystrom, 1989 |
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| * Label the walls of a room at home with the four main directions. |
6.1 6.4 6.5 6.7 6.8 |
Make copies of Activity Sheets E through I for each student. Have
students identify the sheet labeled "north" and color it a
specific color. Repeat with other directions using a different color for
each. Read Activity Sheet I with class, explaining that student will label
a room at home. Students will take home Activity Sheet E through I. Special Education: - Enlarge activity sheets, peer tutor, tape instructions, demonstrate & outline tasks. |
Language Arts: oral language, reading readiness, functional writing Math: 1 to 1 correspondence Social Skills: self-concept Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
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| * Identify north, south, east and west on a map of the world. |
6.4 6.5 6.7 6.8 |
Have students find the compass rose on the First Map. Explain the
compass rose. Label each edge of the map N, S, E & W. Special Education: - Enlarge compass & map, priority seating, peer tutor, computer atlas. |
Language Arts: oral language, reading readiness Social Skills: group participation Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
First Map | |
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UNIT D * Locate the United States, Canada, Mexico, the Atlantic Ocean & the Pacific Ocean on a map of the world. |
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Theme: Introducing the USA: My Point out & outline the U.S., Canada & Mexico on the First Map. Copy the countries’ name on a large sheet of chart paper. Point out the Atlantic & Pacific Oceans & copy their names on the chart paper. Special Education: - Enlarge compass & map, priority seating, peer tutor, computer atlas. |
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* Compare a map of the world with a map of the U.S.
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6.4 6.5 6.7 6.8 |
Review countries & oceans from the previous activity using the world map. Display the U.S map next to the world map. Have children locate the same countries & oceans on the U.S. map. | Language Arts: oral language, reading
readiness Math: 1 to 1 correspondence Social Skills: group participation Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
First Maps (World & U.S.) |
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| * Learn what the symbols on the U.S. flag mean. |
6.4 6.5 |
Explain that the U.S. flag is a symbol of our country. Explain stars
are a symbol of the states and the 13 stripes are symbols for the 13
colonies. Special Education: - Priority seating, peer tutor, outline facts. |
Language Arts: oral language, Social Skills: group participation Critical Thinking: following directions |
U.S. Flag First Map (U.S.) |
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UNIT D * Color a picture of the U.S. flag. |
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Theme: Introducing the USA: My Have students color Activity Sheet J. |
Language Arts: oral language, |
Primary S.S. Skills, Level B, Nystrom, 1989
Activity Sheets K - Q
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| * Discuss the meaning of the "Pledge of Allegiance." |
6.1 6.4 6.5 |
Make a copy of Activity Sheets K through Q for each student. Read the words of the Pledge of Allegiance & discuss their meaning. |
Language Arts: oral language, reading readiness |
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| * Draw pictures showing his/her idea of the meaning of the "Pledge of Allegiance." |
6.1 6.4 6.5 |
Hand out Activity Sheets K through Q. Have students draw a picture on
each sheet showing their ideas of the meaning of the words. Hand out
Activity Sheet J & use as a cover for their book. Special Education: - Enlarge sheet, peer tutor, computer graphics. |
Language Arts: oral language, reading readiness Social Skills: self-concept, group participation Critical Thinking: following directions, reaching conclusions, problem solving, comparing/ contrasting |
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UNIT D * Create a personal flag. |
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Theme: Introducing the USA: My Review that a flag is a symbol. Review the symbols of the U.S. flag. Have students use old magazines to make a personal flag that displays symbols of their favorite food, game, activity, etc. |
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| * Write or dictate a story about his/her personal flag. |
Have students write about their flags. Collect the flags & stories
in a class book titled My Own Special Flag. |
Language Arts: oral language, reading readiness, creative writing Social Skills: self-concept Critical Thinking: following directions, reaching conclusions, comparing/contrasting |
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| * Locate New Jersey on a map of the U.S. |
6.4 6.5 6.7 6.8 |
Have children locate & outline N.J. on the U.S. map. |
Language Arts: oral language, reading readiness Social Skills: self-concept, group participation Critical Thinking: following directions, problem solving |
First Map (U.S.) | |
| * Work in a group to write a letter to the governor of New Jersey. |
6.4 6.5 6.8 |
Point out & outline N.J. on the U.S. map. Point to the capital
& explain that the governor lives there. Write a letter on chart paper
& send it to the governor. Special Education: - Peer tutors, priority seating, enlarge map, computer graphics, word processor |
Language Arts: oral language, reading readiness, functional writing Social Skills: group participation Critical Thinking: following directions |
First Map (U.S.) | |
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UNIT D * Locate & color specific states on a map of the U.S. |
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Theme: Introducing the USA: My Make a copy of Activity Sheet R & S for each student. Have the children color N.J. on Activity Sheet R. Children take home Activity Sheet S. Special Education: - Peer tutors, priority seating, enlarge map, computer graphics, word processor |
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| * Work in a group to record data in a non-written way. |
6.4 6.5 6.8 |
Use completed Activity Sheet S to create a graph of states that the children have been associated with, using smiley faces from Activity Sheet X. |
Language Arts: oral language Math: graphing, number recognition, 1 to 1 correspondence Social Skills: self concept, group participation Critical Thinking: reaching conclusions, following directions, comparing/contrasting |
First Map (U.S.) Activity Sheet X |
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| * Use a graph to compare information. |
6.4 6.5 |
Students compare information on the graph (previous activity) by
counting the smiley faces. Special Education: - Computer graph, peer tutor, priority seating, computer atlas. |
Language Arts: oral language Math: graphing, number recognition, 1 to 1 correspondence Social Skills: self concept, group participation Critical Thinking: reaching conclusions, following directions, comparing/contrasting |
First Map (U.S.) | |
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UNIT D * Locate specific states on a map of the U.S. |
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Theme: Introducing the USA: My Write Places We Would Like to Visit across the top of chart paper. List the states as students name them. Have students locate them on the U.S. map. Special Education: - Computer graph, peer tutor, priority seating, computer atlas. |
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| * Vote for the state he/she would like to visit. |
6.1 6.4 6.5 6.8 |
Use list from the previous activity to have students decide where each
would like to take an imaginary trip. Have students vote for the state
that he/she would like to visit. Record the vote total on the list.
Summarize by telling students voting can often help a group of people make
a decision. |
Language Arts: oral language, reading
readiness Math: number recognition, 1 to 1 correspondence Social Skills: self concept, group participation Critical Thinking: following directions, reaching conclusions, problem solving |
First Map (U.S.) | |
| * Work in a group to write a letter to the governor of another state. |
6.1 6.4 6.5 6.8 |
Use the list to determine which state the most students voted for. Have
students locate the state on the map. Review the job of governor &
have the class write a letter to the governor of that state on chart
paper. Special Education: - Copy & enlarge list, priority seating, peer tutor, word processor |
Language Arts: oral language, reading readiness, functional writing Social Skills: group participation Critical Thinking: following directions |
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UNIT D * Work in a group to write a story about an imaginary trip. |
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Theme: Introducing the USA: My Have a student outline the state that won the vote in the previous activity. Have another student outline N.J. Have a third student draw a line connecting the two states. Write Our Class Trip on the top of chart paper. Write a group story about the trip. |
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| * Draw a picture about the imaginary trip. |
6.4 6.5 |
Read Our Class Trip with students. Have students draw pictures
of themselves on the imaginary trip. Create a class book titled Our
Imaginary Trip to _____. Act out the imaginary trip. Special Education: - Peer tutor, priority seating, computer atlas, tape story, computer publishing. |
Language Arts: oral language Social Skills: self concept Critical Thinking: following directions |
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| * Locate specific states & state capitals on a map of the United States. |
6.4 6.5 6.7 6.8 |
Have a student outline N.J. & underline its capital. Review the
function of a state capital. Have students outline other states &
underline each capital’s name. Special Education: - Compare/contrast diagram, peer tutor, highlight facts. |
Language Arts: oral language, reading
readiness Math: 1 to 1 correspondence Social Skills: group participation Critical Thinking: following directions, problem solving |
First Map (U.S.) | |
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UNIT D * Locate the national capital on a map of the United States. |
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Theme: Introducing the USA: My Explain that the U.S. has a capital & point out Washington, DC on a map. Discuss the nation’s capital. Special Education: - Compare/contrast diagram, peer tutor, highlight facts. |
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| * Work in a group to write a letter to the President of the U.S. |
6.1 6.4 6.5 6.8 |
Have students locate Washington, DC on the map. Explain that the
President lives there. Have the class write a letter to the President on
chart paper. Mail the letter & share response with the class. Special Education: - Priority seating, peer tutor, word processor/ scribe, highlight project focus. |
Language Arts: oral language, reading
readiness, functional writing Social Skills: group participation Critical Thinking: following directions |
First Map (U.S.) | |
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UNIT E * Name & locate the seven continents on a map of the world. |
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Theme: Expanding the View: My Write "Continents" at the top of the chart paper. List them. Have the students locate each continent on the map & circle its name. Send home letter 5. |
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Primary S.S. Skills, Level B, Nystrom, 1989
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| * Identify which continent their country is a part of. |
6.4 6.5 6.7 6.8 |
Have students locate the USA on the world map. Have them identify which continent it is a part of. |
Language Arts: oral language, reading readiness Social Skills: self-concept, group participation Critical Thinking: following directions, reaching conclusions, problem solving, comparing/ contrasting |
First Map (World) First Book Teacher’s Guide Appendix |
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| * Locate another country on a map of the world. |
6.4 6.5 6.7 6.8 |
Choose one of the countries from the First Book. Tell the
children some basic information about it. Have them locate it on the map
& identify which continent the country is a part of. Special Education: - Priority seating, computer atlas, peer tutor, word processor. |
Language Arts: oral language, reading readiness Social Skills: self-concept, group participation Critical Thinking: following directions, reaching conclusions, problem solving, comparing/ contrasting |
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UNIT E * Name methods of transportation. |
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Theme: Expanding the View: My Other Countries, Other CulturesShow the students the same page in First Book as used in the previous activity. Have students locate the country & their own country. Have them draw a line connecting the two countries. Discuss forms of transportation that could be used to get there. |
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Primary S.S. Skills, Level B, Nystrom, 1989
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| * Color the flag of another country. |
6.4 6.5 6.8 |
Locate the Activity Sheet that has the flag of the country you are
studying. Make a copy for each student. Discuss the meaning of the symbols
on the flag (in appendix) and have children color it. Special Education: - Priority seating, computer atlas, peer tutor, highlight goal. |
Language Arts: oral language, reading readiness Social Skills: self-concept, group participation Critical Thinking: following directions, comparing/contrasting | ||