UNIT: CIVICS AND GOVERNMENT
Citizens
WEEK 8
YESTERDAY AND TODAY
what is a citizen?
A citizen is a member of a community, state, or country. You are a citizen of your classroom and school. Being a citizen means you have rights and responsibilities.
ESSENTIAL QUESTION
What rights and responsibilities do I have?
Citizens
Rights Citizens have rights. Rights are freedoms that all people have. Rules and laws protect a citizen’s rights.
Find and circle the word “rights.”
Citizens Have Rights You are a citizen. You have rights. You have the right to be treated with respect. You have the right to be safe.
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Responsibilities Citizens have responsibilities. Responsibilities are things citizens should do.
Citizens Have Responsibilities You have the responsibility to follow rules and laws. You have the responsibility to respect others. You have the responsibility to make good choices.
Name one responsibility you have as a citizen.
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Name ______________________________________________________________________________
Responsible Citizens Responsible citizens make their classroom and community better. They participate in their classroom and community.
Point to each word as you read the article.
Being a Responsible Citizen Now! You can be a responsible citizen. You can help your school and community. You can help and respect others. You can help solve problems. You can work hard and be honest.
Images used in this unit courtesy of Getty Images.
UNIT: GEOGRAPHY
Physical Characteristics of a Place
WEEK 16
YESTERDAY AND TODAY
Read the labels on the image. What two physical characteristics are shown?
Land
Water
Physical characteristics tell us about a place. They are natural features of the Earth. Land and water are physical characteristics. Resources are, too. Physical Characteristics
ESSENTIAL QUESTION
What are the physical characteristics of a place?
Physical Characteristics of a Place
Landforms Landforms are big areas of land. Deserts and valleys
Mountains
are landforms. Coastal plains and mountains are landforms.
Desert
Coastal plains
Bodies of Water Bodies of water are areas on Earth where water collects and covers the land. Oceans and lakes are bodies of water. Rivers and ponds are bodies of water, too.
Pond
Point to and read the label on each picture.
Lake
River
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Oceans and Continents Earth is covered by oceans and continents. Oceans are large bodies of water. Continents are large areas of land.
Point to the two bolded words. Highlight the definition of each word.
Continent
Ocean
Continent
Ocean
Ocean
Continent
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Name ______________________________________________________________________________
Resources Resources help living things survive. Living things use resources to make what they need and want.
Earth’s Resources Natural resources come from the Earth. Water, air, and minerals are natural resources. Plants and animals are also natural resources.
UNIT: HISTORY
Changes Over Time
WEEK 21
YESTERDAY AND TODAY
Look at the picture. Predict what the word “timeline” means.
Timelines
A timeline shows things in the order that they happen. They can show past, present, and future events. Timelines can show days, weeks, months, and years. GUIDING QUESTION How do people and places change over time? ESSENTIAL QUESTION
Changes Over Time
You Change Over Time You grow and change over time. You were a baby. Now you are a child. You will grow to be an adult. Draw a picture of you in the past. Draw a picture of you in the present. Draw a picture of you in the future.
Present Future
Past
Make a timeline about you!
Page 2
Families Change Over Time Families change over time. Brothers, sisters, cousins, and pets can come into your family. Aunts, uncles, and other parents and grandparents can also come into your family. All families are different.
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Week 21 of 32 • Page 4
Name ______________________________________________________________________________
How has your class changed this year?
Our Class Changes Over Time Our class changes over time. New students join our class. Some students move away. We learn new things.
Neighborhoods Change Over Time Neighborhoods change over time. New houses and roads are built. New families move in. Other people move out. Communities can grow. People use the land for different things.
Long ago
Today
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UNIT: ECONOMICS
Economics
WEEK 28
YESTERDAY AND TODAY
Goods Goods are things people buy and sell. Clothes, tools, and food are examples of goods.
Find and read the bolded word. Highlight what the word means.
Services A service is work that one person does for someone else. Mail delivery is a service. Haircuts are a service.
ESSENTIAL QUESTION
How is money used in economics?
Economics
Money People work to earn money. They use money to pay for goods and services.
Producers Producers are people who make goods or provide services for other people. A construction worker is a producer. An artist is a producer. A banker is a producer.
Consumers Consumers are people who buy goods and services. You are a consumer when you buy a pizza. You are a consumer when you pay a mechanic to fix your car.
Week 28 of 32 • Page 3
Think about a time you were a consumer. What did you buy?
Buying and Selling When you sell something, you are a producer. When you buy something, you are a consumer. People buy and sell things that they need and want.
Week 28 of 32 • Page 4
Name ______________________________________________________________________________
Economics Economics is how we make goods and provide services. It is how people earn and spend money.
Share one thing you learned about economics this week. Use the pictures to help you.
8.1
Summary of the Week: Students will learn what a citizen is. They will explore the rights and responsibilities of citizens. The students will learn about how to be responsible citizens in their communities. Standards: N/A Teacher Background Knowledge: We use the term “citizen” frequently throughout the publication. Please be aware that we use this term in its broadest sense, with “citizen” meaning any member of a community. The term is often used to refer to only legal members of a community. Be aware that even in first grade, some children may be aware of this distinction. It is important to ensure that students understand that our definition includes all members and that everyone is an important part of their community. As citizens, we have rights and responsibilities. We have the responsibility to be responsible citizens and make our communities better. Notes for Teacher: ● The sequence of articles in this week is designed to build and support the learning of concepts for students. ● You will be using the Poster Pal T-chart “Rights and Responsibilities” and the Poster Pal chart “Responsible Citizens” in the lessons this week. ● The Poster Pal chart “Responsible Citizens,” made this week, will also be used in the following week, “Characteristics of Responsible Citizens.” Essential Question: What rights and responsibilities do I have? Learning Objectives : ● Students will be able to describe characteristics of responsible citizenship. ● Students will be able to explain the rights and responsibilities that they have as citizens. “I Can” Statements :
● I can describe characteristics of responsible citizenship. ● I can explain the rights and responsibilities I have as a citizen.
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Student Edition Vocabulary and Phrases:
citizen: a member of a community, state, or country responsibilities: things citizens should do rights: freedoms that all people have
Language for Social Studies Learning: N/A Critical Thinking Questions: ● Why is it important to be a responsible citizen in your communities? ● How does being a responsible citizen help you and others? Let’s Draw or Write: How can you be a responsible citizen in your school community? Write about two ways. Wellness Questions: ● What are some of the responsibilities you have in your home, classroom and community? (Answers will vary.) ● What happens if you do not fulfill your responsibilities? (Answers should demonstrate that students understand the consequences of not fulfilling their responsibilities. Example: if a student fails to fulfill a responsibility to feed a pet, the pet could be harmed.) Weekly Assessment Questions: 1. Fill in the blank: Choose the word that best completes the sentence. All citizens have rights and responsibilities . Distractors: pets 2. What is one responsibility you have as a citizen at school? a. to eat snacks b. to brush your teeth c. to follow school rules 3. Fill in the blank: Choose the word that best completes the sentence. Responsible citizens make their communities better. Distractors: books 4. Open response: On a separate piece of paper, draw a picture of how you can be a responsible citizen today. (Answers may vary.) 5. Fill in the blank: Choose the word that best completes the sentence. You are a citizen of your classroom. Distractor: leader
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Student Edition Week 8
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Present Essential Question to Class: ● Present the essential question, learning objectives, and “I can” statements using student-friendly language. Clarify any questions that students have about the content and learning objectives. ● Have students preview the text to identify the vocabulary words for this week. Unpack the weekly vocabulary as appropriate. Article 1: What Is a Citizen? Word Count: 29 Vocabulary: citizen: a member of a community, state, or country High Impact Teaching Strategies: Explicit Teaching, Worked Examples, Multiple Exposures Lesson Plan: 1. Review what was learned previously about communities. Have the students think of the communities that they are a part of. a. What communities are you a part of? (family, school, local) 2. Have the students point to the title of the article. Read the title of the article together. Have the students repeat the word “citizen” after you. Count the number of syllables in the word. 3. Read the article as a class as the students follow along. Discuss the word "citizen." Refer back to the article. Have the students find and point to the bolded word “citizen.” Together, read the definition of the word. Have the students highlight the definition. Ask: a. What is a citizen? (a member of a community, state, country, classroom, school, etc.) b. Explain to students that they are citizens because they are members of a community, state, and country. 4. Go through each community that was mentioned in the article. As you discuss each community, draw concentric circles, and display the images included in related media that show the different communities. Have the students draw the concentric circles with you in their interactive notebooks. a. Draw a circle on the board. Write the words “school community” in the circle. Explain that we are citizens in our class and school. Show the image of the school and children included in related media. Ask: i. Who are the citizens in our classroom and school? (We are citizens in our classroom and school.) ii. What types of things do you see in our classroom community? (Answers may vary.) b. Draw a larger circle around the first circle. Write the words “local community” in the circle. Explain that we are citizens in our local community. Show the images of a local community included in related media. Ask: i. Who are the citizens in our community? (Possible answers: family, neighbors, firefighters, police officers, the mayor, etc.) ii. What types of things do you see in our community? (Answers may vary.) c. Draw a larger circle around the first two circles. Write the words “state” in
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the circle. Show a map of your state. Show images of popular places in your state (parks, canyons, lakes, etc.). Ask: i. Who are the citizens in our state? (Possible answers: the governor, the state leaders, people from other towns, etc.) ii. What types of things do you see in our state? (Answers may vary.) d. Draw a larger circle around the other three circles. Write the word “country” in the circle. Explain that we are citizens of the United States. Show the map of the United States and images of what is found in the country, included in related media. Ask: i. Who are the citizens in our country? (Possible answers: people who live in other states, the president, etc.) ii. What different places are found in our country? (White House, Golden Gate Bridge, St. Louis Arch, Empire State Building, etc.) 5. Recap the lesson by reviewing what it means to be a citizen. 6. Give each student a copy of the graphic organizer I Am a Citizen. a. Have the students draw pictures of themselves in each community they are a citizen of. Brainstorm ideas of possible images if needed. Article Assessment Question: 1. What is a citizen?
a. an actor in a play b. a person on a team c. part of a small group d. a member of a community
Materials Needed: Map of your state, images of popular places in your state Graphic organizer I Am a Citizen
Online Related Media: Image: “United States Regions Map with State Capitals” Image: “Neighborhood” Image: “Golden Gate Bridge” Image: “Children on the Playground”
Image: “The White House” Image: “Grand Canyon” Image: “Empire State Building”
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Image: “St. Louis Arch” Image: “Friends” Image: “Students Raising Their Hands to Ask Questions in Class” Extended Reading Articles: N/A
Article 2: Rights (taught with “Citizens Have Rights”) Word Count: 16 Vocabulary: rights: freedoms that all people have High Impact Teaching Strategies: Collaborative Learning, Explicit Teaching Lesson Plan: 1. Review the previous lesson about what it means to be a citizen. Assess students' understanding as you review. Give feedback and reteach as necessary. 2. Read the article “Rights” together as the students follow along. Ask students to find and circle the word "rights." Have a discussion about why the word is bolded. a. Have a class discussion about what rights are. Rights are freedoms that we have as citizens. Help the students understand that rules and laws protect our rights. When we follow the rules and laws in our communities, we are able to enjoy the freedoms or rights that we have. 3. Read the article “Citizens Have Rights.” As you read, have the students highlight the rights mentioned. (be happy, be treated with respect, be safe) 4. Have a discussion about what it means for citizens to have rights. 5. Watch the video, “Your Rights - K.” Have the students listen for the two rights that the video mentions. 6. After the video, discuss that we have the right to learn and the right to be safe. Have a discussion about the responsibilities that come with those rights. 7. Reread the article together. Divide the class into groups. Assign each group one of the following sentences from the article. a. Sentence 1: You have the right to be treated with respect. b. Sentence 2: You have the right to be safe. 8. Give the students time to discuss that right. Ask: a. What does that right mean? (Answers may vary.) b. How does it make your life better? (Answers may vary.) 9. Show the Poster Pal T-chart, “Rights and Responsibilities.” Write the rights from the article on the T-chart. As a class, brainstorm others rights that we have as citizens and put them on the chart. (Note: The “Responsibilities” section of this chart will be filled out in the upcoming “Responsibilities” lesson plan.) Have the students think specifically about rights they have at home and in their school community. Ask: a. What rights do we have? (Answers may vary. Possible answers include: having a place to live, being treated fairly, having food to eat, to be safe, etc.) b. What rights do we have at school? (Answers may vary. Possible answers include: learning, being treated with respect, having a safe learning environment, etc.)
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8.7 10.Invite the students to share one right they have as a citizen. Give the students the choice on how they would like to share. Some options include drawing, writing a sentence, verbally sharing, or acting it out. 11.Recap the lesson by discussing what was learned and reinforcing the main concepts of the lesson. Article Assessment Questions: 1. What are rights?
a. things citizens should do b. freedoms all people have c. books that you should read d. games that you should play
Materials Needed: Poster Pal T-chart “Rights and Responsibilities”
Online Related Media: Video: “Your Rights - K” Extended Reading Articles: N/A
Article 3: Citizens Have Rights (taught with “Rights”) Word Count: 30 For instructions, see the lesson plan for the article “Rights.” Vocabulary: N/A High Impact Teaching Strategies: N/A Lesson Plan: N/A Article Assessment Question: 1. What is one right you have as a citizen? a. to make your bed b. to clean up your toys
c. to be treated with respect d. to come to school on time
Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A
Article 4: Responsibilities (taught with “Citizens Have Responsibilities”) Word Count: 9
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Vocabulary: responsibilities: things citizens should do High Impact Teaching Strategies: Multiple Exposures, Collaborative Learning, Differentiated Teaching Lesson Plan: 1. Review previous learning about rights. Assess student understanding of previous learning and give feedback. a. Explain: Rights are freedoms that every person has. b. Show the Poster Pal T-chart, “Rights and Responsibilities.” Together, review the rights written on the chart. 2. Read the title of the article as a class. Have the students repeat the word “responsibilities” after you. Count the number of syllables in the word. 3. Read the article as a class as the students follow along. Have the students locate and circle the bolded word. Have a discussion about why the word is bolded. Discuss the definition of the word “responsibilities.” a. Explain: Responsibilities are things we are expected to do. With our rights, come responsibilities. 4. Read the article “Citizens Have Responsibilities.” Reiterate that, as citizens, we have responsibilities. 5. Divide the class into three groups. Give each group a sentence from the article to discuss. a. Group 1: You have the responsibility to follow the rules and laws. b. Group 2: You have the responsibility to respect others. c. Group 3: You have the responsibility to make good choices. 6. Give the groups time to discuss the responsibility. Have the groups share their thoughts. Ask: a. What does that responsibility mean? (Answers may vary.) b. Why is that responsibility important? (Answers may vary.) 7. Explain that, as citizens, we have responsibilities wherever we go: at home, at school, in the local community. 8. Use the Poster Pal T-chart, “Rights and Responsibilities,” to brainstorm responsibilities citizens have. Write the responsibilities on the chart. Ask: a. What are some responsibilities that we have as citizens? (Answers may vary. Possible answers include: caring for the environment, treating people and animals with kindness, respecting others and their property, etc.) b. What are some responsibilities you have at home? (Answers may vary.) c. What are some responsibilities you have at school? (Answers may vary. Possible answers include: coming to school on time, respecting school property, walking in the halls, etc.) 9. Help the students to make connections between the rights and responsibilities on the T-chart. For example: a. We have the right to go to school and we have the responsibility to follow the rules at school. b. We have the right to have a place to live. We have the responsibility to keep our room clean. c. We have the right to have fun at the park. We have the responsibility to keep the park clean. 10.Have a discussion about how we have the responsibility to volunteer and help
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8.9 others. Explain what it means to volunteer, and think of ways the students can help and volunteer in their community. 11.Recap the concepts taught. Explain to students that at home, in the classroom, in your city, and in the country, rights and responsibilities are important. As citizens, we must always do our best to work together. This makes it possible to build and improve where we live. 12.Invite the students to share one responsibility they have. Give students the choice on how they would like to share. Some options include: drawing and labeling a picture, writing a sentence, or acting out the responsibility. Article Assessment Question: 1. What are responsibilities?
a. things citizens should do b. freedoms all people have c. books that people should read d. movies that people should watch
Materials Needed: Poster Pal T-chart “Rights and Responsibilities” Online Related Media: N/A Extended Reading Articles: N/A
Article 5: Citizens Have Responsibilities (taught with “Responsibilities”) Word Count: 24 For instructions, see the lesson plan for the article “Responsibilities.” Vocabulary: N/A High Impact Teaching Strategies: N/A Lesson Plan: N/A Article Assessment Question: 1. What is one responsibility you have as a citizen? a. to be safe b. to be happy c. to have fun at school d. to follow the rules and laws Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A
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Article 6: Responsible Citizens (taught with “Being a Responsible Citizen Now”) Word Count: 15 Vocabulary: N/A High Impact Teaching Strategies: Collaborative Learning, Multiple Exposures, Explicit Teaching Lesson Plan: 1. Show the Poster Pal T-chart, “Rights and Responsibilities,” that was completed in the previous lessons. Review what has been learned this week. Have the students share one right and one responsibility they have with a partner. Walk around and give feedback as students share. 2. Watch the video, “What is a Good Citizen? - 1st.” a. Have the students listen for ways they can be good and responsible citizens. Make a list on the board. Ask: i. What ways did the video say we could be responsible citizens? (respect others and be helpful, put trash in the garbage can, obey the law, vote, make good choices) 3. Read the article “Responsible Citizens,” as a class. Discuss that responsible citizens help their community to be better. Responsible citizens participate in their community. This means they are helpful and responsible in their communities. 4. Have a discussion about how responsible citizens make good decisions. Help the students understand the importance of making responsible decisions. Explain: a. When people make decisions, they should listen to the ideas and opinions of others. This is an example of being respectful and responsible. Listening and working with others contributes to the unity of the community and the United States. 5. Read the first sentence of the article “Being a Responsible Citizen Now.” Explain to the students that they can be responsible citizens in their communities. 6. Read the remainder of the article. Have the students highlight the ways they can be responsible citizens now. (help the school and community, respect others, solve problems, word hard, be honest) 7. Divide the class into groups. Give each group a sentence from the article and have them discuss how they can do those things at home, at school, and in the community. Give the groups time to share with the class. 8. Show the Poster Pal chart “Responsible Citizens.” Have a discussion about how the students can be responsible citizens at home, at school, and in the community. Write their ideas on the chart. a. How can you be a responsible citizen at home? (Answers may vary.) b. How can you be a responsible citizen at school? (Answers may vary.) c. How can you be a responsible citizen in the community? (Answers may vary.) 9. Give scenarios that are examples of being a responsible citizen and non-examples. a. Give students time to discuss with a partner whether or not the example shows how to be a responsible citizen or not. b. After the discussion, have the students stand up if it shows being a
Citizens | Week 8
8.11 responsible citizen and stay seated if it is not an example of being a responsible citizen. If it is a non-example, discuss how they could be a responsible citizen in that example. Note: If a student isn't physically able to stand up, provide them with alternative ways of indicating (i.e., raising their hands, giving a thumbs-up, or providing verbal cues). c. Examples for the game: i. You share your crayons with your sibling at home. (responsible citizen) ii. You shout at your friend at recess. (not a responsible citizen) iii. You pick up a piece of garbage on the sidewalk and throw it away. (responsible citizen) iv. You share your cupcake with your little sister. (responsible citizen) v. You don’t clean up your garbage at lunch. (not a responsible citizen) vi. You are not kind to a friend. (not a responsible citizen) vii. You are on time to school. (responsible citizen) viii. You draw on your desk at school. (not a responsible citizen) 10.Have the students share personal stories about when they have been responsible citizens at home, at school, or in the community. 11. Recap the week and reinforce the concepts taught this week. 12.Use the graphic organizer I Can Be a Responsible Citizen. a. Students will draw and label a picture of them being responsible citizens at home, at school, and in the community. b. Give students time to share their graphic organizer with a partner. c. Have students glue the graphic organizer in their interactive notebooks.
Article Assessment Questions: 1. Who is someone who makes their community better?
a. a nice citizen b. a funny citizen c. a creative citizen d. a responsible citizen
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Materials Needed: Poster Pal T-chart “Rights and Responsibilities,” Poster Pal chart “Responsible Citizens” Graphic organizer I Can Be a Responsible Citizen
Online Related Media: Video: “What Is a Good Citizen? - 1st” Extended Reading Articles: N/A
Article 7: Being a Responsible Citizen Now (taught with “Responsible Citizens”) Word Count: 31 For instructions, see the lesson plan for the article “Responsible Citizens.” Vocabulary: N/A High Impact Teaching Strategies: N/A Lesson Plan: N/A Article Assessment Question: 1. What is one way you can be a responsible citizen now?
a. by reading books b. by making cookies c. by drawing pictures d. by solving problems
Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A Additional Answer Keys: N/A
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Name _______________________________________________
Date _____________
The World Around Me Studies Weekly: Yesterday and Today
Citizens
Week 8 Assessment 1. Choose the word that best completes the sentence. All citizens have rights and __________. pets responsibilities
2. What is one responsibility you have as a citizen at school? a. to eat snacks
b. to brush your teeth c. to follow school rules
3. Choose the word that best completes the sentence. Responsible citizens make their __________ better. communities books
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4. Draw a picture of how you can be a responsible citizen today.
5. Choose the word that best completes the sentence. You are a __________ of your classroom.
leader citizen
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Summary of the Week: Students will investigate physical characteristics of a place. They will discuss characteristics like landforms, bodies of water, and Earth’s resources. Standards: N/A Teacher Background Knowledge: Place describes what a location is like. Geographers divide place into two categories: physical characteristics and human characteristics. This week focuses on physical characteristics and features, or the features of the Earth that are natural. Landforms, bodies of water, and Earth’s resources are physical characteristics that describe a place. ● Landforms are big areas of land. They are features of the Earth’s surface. Mountains, hills, valleys, plains, and coastal plains are all examples of landforms. ● Bodies of water are areas of land where water accumulates. Oceans, lakes, rivers, and ponds are all examples of bodies of water. ● Earth’s resources are natural resources that we use to produce goods. Water, soil, trees, minerals, and metals are all examples of Earth’s resources. Understanding and studying various physical characteristics of a place helps students to better understand their community and the world around them. Notes for Teacher: ● The sequence of articles in this week is designed to build and support the learning of concepts for students. ● The Poster Pal T-chart “Landforms and Bodies of Water” will be used during the “Landforms” and “Bodies of Water” lessons. ● You will need to print and cut out the Landforms and Bodies of Water Cards for use in the “Landforms” and “Bodies of Water” lessons. There are additional cards included that teach bodies of water and landforms not mentioned in the articles. You can choose to use these if you would like. Keep these cards for use in a later week, “Geography of Our Community.” ● You will be using the Poster Pal activity “Natural Resources Web” in the “Natural Resources” lesson.
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Essential Question: What are the physical characteristics of a place? Learning Objective : Students will be able to identify the physical characteristics of a place. “I Can” Statement : I can identify the physical characteristics of a place. Student Edition Vocabulary and Phrases: bodies of water: areas on Earth where water collects and covers the land continent: large areas of land landforms: big areas of land natural resources: resources that come from the Earth ocean: large bodies of water physical characteristics: natural features of the Earth that tell us about a place resources: help living things survive Language for Social Studies Learning: Language for Social Studies Learning includes any unbolded terms and phrases in the student edition and the teacher edition that enable student understanding. We suggest using a graphic organizer, such as a Frayer box, to assist in student understanding of the weekly vocabulary. resources: something living things use to make what they need and want Critical Thinking Question: What physical characteristics do you enjoy in your community? Let’s Write or Draw: What is your favorite landform or body of water? Why is it your favorite? Write your opinion about your favorite landform or body of water. Wellness Questions: ● What do you like and dislike about the physical characteristics of your town? ● What physical characteristics of your town make you want to stay or move? ● When you see mountains, rivers, or other physical features, how do you feel? ● How do you feel when you spend time outside? ● What can you do to protect your skin and eyes while you are outdoors? ● What can you do to be safe when you are around water?
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Weekly Assessment Questions: 1. Fill in the blank: Choose the word that best completes the sentence. Landforms are physical characteristics of Earth’s surface. Distractors: Resources 2. Labeling: Identify each group of physical characteristics. Draw a line from each term to the correct picture.
landforms
bodies of water
3. Choose the natural resource.
4. Fill in the blank: Choose the word that best completes the sentence. A river is a body of water that flows over land. Distractor: pond 5. Fill in the blank: Choose the word that best completes the sentence. A valley is a low area of land between mountains. Distractor: hill
Physical Characteristics of a Place | Week 16
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Student Edition Week 16
Physical Characteristics of a Place | Week 16
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Present Essential Question to Class: ● Present the essential question, learning objectives, and “I can” statements, using student-friendly language. Clarify any questions that students have about the content and learning objectives. ● Have students preview the text to identify the vocabulary words for this week. Unpack the weekly vocabulary, as appropriate. Article 1: Physical Characteristics Word Count: 23 Vocabulary: physical characteristics: natural features of the Earth that tell us about a place High Impact Teaching Strategies: Explicit Teaching, Structuring Lessons Lesson Plan: 1. Review what was previously learned about location. As you review, assess students’ understanding. Give feedback and reteach, if necessary. a. What is location? (Location tells us where a place is.) b. What is your location right now? (Possible answers include: the classroom, school, your city, etc.) 2. Write the word “place” on the board. Have a discussion about the word “place.” Ask: a. What do you think the word “place” means? (Answers may vary.) 3. Explain: Place tells us what an area is like. Location tells us where something is, and place tells us what we will see when we get there. a. Our location is our classroom. That is where we are right now. Place is what is around us in the classroom. i. What is it like in our classroom? (Answers may vary.) ii. How do you know that? (Answers may vary.) iii. What do we have in our classroom? (Answers may vary.) 4. Explain: Places around the world have different characteristics. Characteristics are the way something looks. This week, you will be learning about the physical characteristics of a place. 5. Read the first sentence of the article together. Discuss that places have physical characteristics. Physical characteristics tell us about a place. 6. Read the second sentence of the article. Have the students locate the bolded term. Write the term “physical characteristics” on the board. a. Explain: Physical characteristics are natural features of the Earth. These features are not made by people. b. Point out the things in your classroom. Explain that all of these objects were made by people. Physical characteristics are not made by people. 7. Read the rest of the article together. Have the students highlight the physical characteristics mentioned in the article. a. What are some physical characteristics? (land, water, resources) 8. Explain that physical characteristics are what we can see and experience around us. Land and water are the physical characteristics of where we live. 9. Have a discussion about physical characteristics of your community. Write the students' responses on the board.
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a. What is it like where we live? (Answers may vary.) b. What physical characteristics do we have in our community? (Answers may vary.) 10.Discuss how physical characteristics in our community/state can be places that we enjoy visiting. a. What fun things can we do outside in our community? (Possible answers include: hiking, camping, visiting lakes, etc.) b. List activities that are available and ones the students have been able to participate in. Explain that these places are physical characteristics. 11.Have students share physical characteristics in the community that they have been to or would like to go to someday with a partner and then the class. a. Is there a physical characteristic in our community that you have been to or that you would like to visit? (mountains, lake, beach, etc.) 12.Have each student share about the physical characteristic they chose and explain to a partner why they like it or would like to go there. a. Give students a choice of how they would like to share their answer. Some options include drawing a picture, writing a sentence, or verbally explaining. 13.Recap the lesson. Reinforce the main concepts taught. Explain that this week, they will be learning more about the physical characteristics of places. Article Assessment Question: 1. What are physical characteristics? a. tall buildings b. natural features
c. a specific location d. human interactions
Materials Needed: N/A Online Related Media: N/A Extended Reading Articles: N/A
Article 2: Landforms Word Count: 17 Vocabulary: landforms: big areas of land High Impact Teaching Strategies: Explicit Teaching, Multiple Exposures Lesson Plan: 1. For this lesson and the “Bodies of Water” lesson, you will be using the Poster Pal T-chart “Landforms and Bodies of Water.” You will be completing only the “Landforms” side of the T-chart during this lesson.
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2. Review what was taught in the previous lesson about physical characteristics. Give feedback and reteach, as necessary. Help the students to understand that physical characteristics are natural features of the Earth. They tell us about a place. Land and water are physical characteristics. 3. Have the students locate the title of the article. Read the title together. Point out the images associated with the article. Have the students use the pictures to determine what they will be learning about. 4. Read the first sentence of the article. Discuss that landforms are a physical characteristic of a place. Landforms are big areas of land on the Earth’s surface. 5. Watch the video “Landforms, Bodies of Water, and Physical Features - 1st.” Have students watch for one landform they have seen, visited, or heard of. After the video, discuss the landforms in the video. Use the T-chart “Landforms and Bodies of Water.” Write them down on the T-chart, under the heading “Landforms.” a. What landforms from the video have you seen or visited? (Answers may vary.) 6. Read the remainder of the article. As you read, have the students highlight the different landforms mentioned in the article. Use the images to aid in student understanding. 7. Discuss each landform. Show only the landform cards from the Landforms and Bodies of Water Cards as you discuss them. Have the students come up with a body movement or gesture to remember each type of landform. Write the landforms under the “Landforms” heading on the Poster Pal T-chart. Note: There are additional landforms included in the cards that are not mentioned in the article. You may choose to introduce these. a. Forests: Areas that have many trees. Many plants and animals live in forests. b. Wetlands: Areas where the land is covered by shallow water. The water doesn’t drain well in wetlands. Different kinds of plants live in wetlands. c. Coasts: The land next to the ocean. The waves from the water change the shape of the coast. d. Peninsulas: Areas of land almost surrounded by water. The land is connected to the mainland. e. Hills: Areas that rise above the surrounding land. Their tops are usually rounded. They are similar to mountains but not as high. f. Mountains: Landforms that rise above the surrounding land. Usually, a mountain will rise about 1,000 feet. g. Valleys: Low areas of land between hills or mountains. They are often considered quiet places. h. Plains: Large areas of land. They are grassy and flat. i. Coastal plains: Flat areas of land next to a sea coast. j. Deserts: Dry areas of land that have very little plant life and rarely receive rainfall. k. Islands: Areas of land surrounded by water. 8. Explain to the students that we can find these landforms on maps and globes. a. Show the image “Physical Map of the United States,” included in related media. Point out the key/legend. Discuss which symbols stand for landforms on the map. Identify the landforms on the map. b. Point out the area of your state on the map. Identify any landforms found in your state on the map. c. Show a globe. Together, identify the landforms on the globe. Help the students to understand why they are landforms. 9. Have a discussion about the landforms found in your community and state. Make Physical Characteristics of a Place | Week 16
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a list of these landforms on the board. Have the students share any experiences they may have with these landforms. 10.Use the graphic organizer Landforms and Bodies of Water. a. Have the students draw a picture of two landforms they learned about. b. Students will glue the graphic organizer into their interactive notebooks. They will be completing the remainder of the graphic organizer in the “Bodies of Water” lesson. Article Assessment Question: 1. What is a landform? a. hill b. river c. stream d. water Materials Needed: Poster Pal T-chart “Bodies of Water and Landforms,” globe Graphic organizer Landforms and Bodies of Water Cards (printed and cut out) Graphic organizer Landforms and Bodies of Water
Online Related Media: Video: “Landforms, Bodies of Water, and Physical Features - 1st” Image: “Physical Map of the United States” Extended Reading Articles: N/A
Article 3: Bodies of Water Word Count: 29 Vocabulary: bodies of water: areas on Earth where water collects and covers the land High Impact Teaching Strategies: Explicit Teaching, Multiple Exposures, Structuring Lessons, Differentiated Teaching Physical Characteristics of a Place | Week 16
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Lesson Plan: 1. Show the Poster Pal T-chart “Landforms and Bodies of Water.” Review that landforms are physical features of a place. Discuss the landforms that students have learned about. a. Have the students do the body movements or gestures that they made in the previous lesson to represent the types of landforms they learned about. 2. Have the students locate the title of the article. Read the title together. Point out the images associated with the article. Have the students use the pictures to determine what they will be learning about. 3. Read the first sentence of the article. a. Explain: Bodies of water are physical features. They are areas on the Earth where water collects and covers part of the land. There are many different bodies of water in the world. 4. Rewatch the video “Landforms, Bodies of Water, and Physical Features - 1st.” This time, have students watch for one body of water they have seen, visited, or heard of. After the video, discuss the bodies of water in the video. Write student answers on the Poster Pal T-chart, under the heading “Bodies of Water.” a. What bodies of water from the video have you seen or visited? (Answers may vary.) 5. Read the remainder of the article. As you read, have the students highlight the bodies of water mentioned in the article. Discuss the similarities between what is written in the text, and the images associated with the article. 6. Discuss each body of water. Show the bodies of water cards in the Landforms and Bodies of Water Cards as you discuss. Have the students come up with body movements or gestures to remember each type of body of water. Write the bodies of water under the “Bodies of Water” heading on the Poster Pal T-chart. Note: There are additional bodies of water included that are not mentioned in the article. You may choose to introduce these. a. Gulf: A part of the ocean or sea that is almost surrounded by land. b. Oceans: The largest bodies of water. They cover about 71 percent of the Earth. c. Rivers: Bodies of water that flow over land. This means the water in them moves. d. Lakes: Large areas filled with water. They are surrounded by land. The water in lakes usually remains still or moves very slowly. e. Ponds: Small bodies of water. The water remains still or moves slowly. 7. Explain to the students that we can find bodies of water on maps and globes. a. Show the image “Physical Map of the United States,” included in related media. Point out the key/legend. Discuss which symbols stand for bodies of water on the map. Identify the bodies of water on the map. b. Point out the areas of your state on the map. Identify any bodies of water found in your state on the map. c. Show a globe. Together, identify the bodies of water on the globe. 8. Have a discussion about the bodies of water found in your community and state. Make a list of these bodies of water on the board. Have the students share any experiences they may have with these bodies of water. 9. Use the graphic organizer Landforms and Bodies of Water. a. Have the students draw a picture of two bodies of water they learned about. 10.Extension activity: Show the images of landforms and bodies of water, included in related media. Physical Characteristics of a Place | Week 16
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a. Give the students the opportunity to discuss with a partner whether each image shows a landform or a body of water and what landform or body of water is shown. b. Have the students stand if it is a landform and stay seated if it is a body of water. Note: Be aware of student abilities during this activity. If students are unable to stand up and sit down, give them alternative ways to show their answers, or adjust your activity.
Article Assessment Question:
1. What is a body of water? a. island b. mountain
c. pond d. valley Materials Needed: Poster Pal T-chart “Bodies of Water and Landforms” Graphic organizer Landforms and Bodies of Water Cards Graphic organizer Landforms and Bodies of Water Online Related Media: Video: “Landforms, Bodies of Water, and Physical Features - 1st” Image: “Physical Map of the United States” Image: “Niagara Falls” Image: “Bridal Veil Falls, Yosemite National Park” Image: “Monument Valley National Park” Image: “Island of Palm Trees in the Caribbean” Image: “Atlantic Ocean Off Rhode Island” Image: “Mountain Valley and a Lake” Image: “Mountains and Hills”
Image: “Grand Canyon” Image: “Rocky Mountains” Image: “Lake Tahoe” Image: “Glacier” Image: “Sahara Desert” Extended Reading Articles: N/A
Article 4: Oceans and Continents Word Count: 19 Vocabulary:
ocean: large bodies of water continent: large areas of land High Impact Teaching Strategies: Multiple Exposures, Explicit Teaching Lesson Plan: 1. Point out the map and the image of the globe in the student edition. Physical Characteristics of a Place | Week 16
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a. Review that maps and globes show us land and water. They show us where places on Earth are located. 2. Have the students locate the title of the article. Read the title together. Point out the images associated with the article. Have the students use the pictures to determine what they will be learning about. 3. Read the article as a class. Discuss the article. Use the images to aid in student understanding of the text. Read the labels on the images. Ask: a. What two things cover the Earth? (oceans and continents) 4. Have the students use the pictures and the text to help them to understand the meanings of the words “oceans” and “continents.” 5. Reread the article. Have the students find and circle the two bolded words. Have a discussion about why the words are bolded in the text. Write the words “oceans” and “continents” on the board and discuss the definitions of the words. 6. Show a globe or point to the image of the globe in the student edition. Explain that the continents are the land, and the oceans are the large bodies of water on the globe. a. Help the students make the connection between landforms and continents and bodies of water and oceans. 7. Point out the oceans on the globe. Explain that oceans cover most of the Earth. There are five oceans. Point to the oceans as you say their names. Have the students repeat the name of each ocean after you. 8. Point to the continents on the globe. Explain that the continents are large areas of land. There are seven continents. Point to the continents as you say their names. Have the students repeat the name of each continent after you. a. Africa b. Antarctica c. Asia d. Australia e. Europe Point out your state on the globe. Discuss which continent you live on. (North America) 9. Show the map of the world or point to the map in the student edition. Discuss the oceans and continents on the map. Repeat the names of the oceans and continents and have the students say them with you as you point them out. 10.Use the graphic organizer Oceans and Continents. a. Have the students color the continents green or brown and the oceans blue. b. Together, identify and name the continents and the oceans. Have the students say the name of each ocean and continent as they point to them. c. When complete, have the students glue their graphic organizer into their interactive notebooks. a. Pacific Ocean b. Atlantic Ocean c. Indian Ocean d. Arctic Ocean e. Southern Ocean f. North America g. South America i.
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Article Assessment Question: 1. What is the term for land that covers the Earth? a. continent b. nation c. state d. ocean Materials Needed: Globe Graphic organizer Oceans and Continents
Online Related Media: Image: “Continents and Oceans of the World Map” Extended Reading Articles: N/A
Article 5: Resources Word Count: 16 Vocabulary: resources: help living things survive High Impact Teaching Strategies: Structuring Lessons, Explicit Teaching, Multiple Exposures, Questioning Lesson Plan: 1. Have the students locate the title of the article. Read the title together. Point out the images associated with the article. Have the students use the pictures to discuss what they think they will be learning about. 2. Read the article to the students. Have a discussion about what resources are. a. Explain: Resources are things we use to help us to live or survive. Tools, materials, and technology are all resources. Living things use resources to make what they need and want. b. Explain that we have resources that help us to have the things we want, but they don’t necessarily help us to survive. Physical Characteristics of a Place | Week 16
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3. Show the images of resources, included in related media. As you look at each image, have a discussion about how the resources help us or other living things survive. Give the students time to share their ideas with a partner and the class. a. How does this resource help us to survive? (Answers will vary.) 4. Have the students walk and look around the classroom and identify resources in the classroom that help us survive. Have the students check their thinking by asking, “Does this help me survive? Can I live without it?” Have the students predict how many resources they think they will find. a. How many resources do you think you can find in our classroom? (Answers may vary.) 5. After the students have time to walk and look around the classroom, have them share the resources they found. Make a list of the resources on the board. Have a discussion about how each resource helps us to survive. If it doesn’t, give feedback and correct the misconception. Remove it from the list. a. How many resources did you find? (Answers may vary.) b. How does that resource help us or other living things to survive? (Answers may vary.) c. Why do you think that? (Answers may vary.) 6. Have the students pick one resource from the list. Students will draw the resource in their interactive notebooks and write about how it helps them to survive. 7. Recap the lesson by discussing the importance of these resources. Article Assessment Question: 1. What helps living things survive?
a. books b. candy c. crayons d. resources
Materials Needed: N/A Online Related Media:
Image: “Coat” Image: “House” Image: “Food” Image: “Water” Extended Reading Articles: N/A
Article 6: Earth’s Resources Word Count: 20 Vocabulary: natural resources: resources that come from the Earth High Impact Teaching Strategies: Structuring Lessons, Explicit Teaching, Multiple Exposures Lesson Plan:
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