pathways for learning: k-6 - birmingham city schools ...€¦ · pathways for learning: k-6 152 v....

Pathways for Learning: K-6

Social Studies-1st

Pathways for Learning: K-6 151

I. COURSE OF STUDY CONTENT STANDARD

5. Develop an awareness of government.

• Helping establish rules, rewards, and penalties

Examples: helping define roles and responsibilities, proposing actions

to benefit the group, proposing solutions to classroom

problems, selecting/electing classroom leaders

II. ALABAMA HIGH SCHOOL GRADUATION EXAM (AHSGE) STANDARD

AND OBJECTIVE

II-1

III. OVERVIEW/PREPARATION

The purpose of the lesson is to develop an awareness of rules/laws and how

they affect groups.

Become familiar with Shiver, Gobble, and Snore: A Story About Why People

Need Laws by Marie Winn. Have the class assist in making a chart of class

rules either before or during the lesson. Have note cards available on which

to write problems and rules. Make a chart with two columns--PROBLEM and

RULE.

IV. TIME ALLOTMENT

30 minutes

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V. MATERIALS NEEDED

Two sheets of poster board

Markers

Note cards (eight or more)

VI. ACTIVITY

1. Read and discuss with students the story, Shiver, Gobble, and Snore: A

Story About Why People Need Laws by Marie Winn.

2. Read and discuss with students class rules, if they are already prepared.

If not, allow students to suggest and chart classroom rules. (Sample

chart provided.)

3. Write problems which can occur in a classroom on one set of note cards

and class rules on another set. (Suggested problems and rules provided.)

4. Have students match the correct rule to the related problem by

attaching the note cards in the correct column on the chart.

VII. RESOURCES

Winn, Marie. Shiver, Gobble, and Snore: A Story About Why People Need

Laws. New York: Simon and Schuster, 1971.

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CLASSROOM RULES

(RULES MAY VARY)

Problem Rule

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CLASSROOM RULES

KEY

(RULES MAY VARY)

Problem Rule

1. Bob does not have crayons.

2. Bill ran to the lunchroom.

3. Sue shouted the answer.

4. Jimmy skipped in line.

1. Share materials.

2. Walk in the building.

3. Raise your hand to speak.

4. Stand quietly in line.

Social Studies-1st



9. Compare features of communities.

• Rural

• Urban

• Natural

• Human-made


AND OBJECTIVE

V-2


The purpose of the lesson is to compare features of urban and rural

communities.

Prepare a collection of pictures/books describing rural and urban

communities.

IV. TIME ALLOTMENT

30 minutes

V. MATERIALS NEEDED

Magazines

Scissors (four pairs)

Glue

Poster board (four sheets)

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VI. ACTIVITY

1. Discuss with students the demographics of the area in which the school

is located. Include demographics such as buildings, transportation, and

jobs.

2. Have students describe urban and rural characteristics and determine

which most closely describes the school location.

3. Use the chalkboard to list demographics that students say would be

found in a rural versus an urban community.

4. Divide the class into four groups of students. Assign two groups as

Urban Communities and two as Rural Communities. Have students use

magazines to cut out related pictures to represent rural and urban

community life or features on poster board. (Sample graphics provided.)

5. Have groups display their posters and describe their communities.

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TEACHER’S GUIDE

RURAL URBAN

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11. Describe the impact of cultural changes on the locality over time.


AND OBJECTIVE

V-1


The purpose of this lesson is to develop an understanding that cultural

changes have an impact on communities.

Survey the local community and note changes that have occurred recently.

Have available the story The Town That Moved by Mary Jane Finsand.

Provide pictures showing changes in communities. Use the BLOOMING

WORDS AND PHRASES pattern to create two large poster board flowers.

The centers of the flowers should be labeled PAST and PRESENT. Cut

petals for each.

IV. TIME ALLOTMENT

30 minutes

V. MATERIALS NEEDED

Poster board

Markers

Tape/Glue

Scissors

Pictures depicting past and present American communities

The Town That Moved by Mary Jane Finsand

BLOOMING WORDS AND PHRASES (See flower pattern and sample

provided.)

Social Studies-1st


VI. ACTIVITY

1. Discuss with students the businesses/buildings/people in the local town

or city. Identify changes that have occurred. Include changes such as

new homes or neighborhoods, new stores or businesses, and new roads or

highways.

2. Ask students why these changes were made and how they improved the

town/city.

3. Read The Town That Moved by Mary Jane Finsand. Discuss with

students how progress changed the town and ways in which the people

dealt with these changes. Define and use words like present, recent, and past.

4. Display two big flower centers made of poster board and labeled PAST

and PRESENT. The petals of poster board will have pictures of objects

and people representing features of past- or present-day American

communities (example provided).

5. Have students attach the correct petal to each flower center.

VII. RESOURCES

Finsand, Mary Jane. The Town That Moved. Minneapolis, Minnesota:

Carolrhoda Books, 1983.

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Example

PRESENT (new)

PAST (old)

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BLOOMING WORDS AND PHRASES

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13. Exhibit an awareness of the ways personal actions benefit or harm the

local environment.

II. ALABAMA HIGH SCHOOL GRADUATION EXAM (AHSGE) STANDARDS

AND OBJECTIVES

V-1, V-2


The purpose of the lesson is to develop an awareness of the need to

conserve natural resources and to identify methods that accomplish this

need.

Collect a variety of pictures or actual examples of natural resources.

Provide a poster board graphic organizer cut into four sections with a

center labeled “Natural Resources.” Assign each of the four groups a

section of the graph. Use words and/or pictures (cut out/drawn) to tell

about each natural resource.

IV. TIME ALLOTMENT

30 minutes

V. MATERIALS NEEDED


Markers

Tape

Pictures/Examples of actual natural resources

GRAPHIC ORGANIZER POSTER (See sample and pattern provided.)

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VI. ACTIVITY

1. Discuss with students natural resources and ways people should care for

them.

2. Show students pictures or actual items of natural resources.

3. Discuss with students the role and responsibility of people in caring for

these resources.

4. Have students identify specific natural resources and tell how they can

be recycled/conserved.

5. Make a graphic organizer on poster board. The center of the graph will

be labeled “Natural Resources.”

6. Divide the class into four groups of students. Each group will have a

section of the graph. Complete the sections, asking students to give

“Name of Resource,” “Uses,” and “Conserve By” statement phrases. List

each phrase.

7. Attach each section to the large poster board to complete the graph.

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GRAPHIC ORGANIZER POSTER

SAMPLE

Name of Resource: Water

Uses: drink, clean, fun, cook

Conserve by: Turn faucets off;

don’t pollute

Natural

Resources

Nam

e o

f R

eso

urce

: P

eop

le

Use

s:

Tak

e c

are o

f ea

ch o

ther

and

E

arth

Con

serv

e b

y:

Be g

ood t

o eac

h o

ther;

obey

heal

th r

ules

Name of Resource: Trees

Uses: Make paper and wood

products

Conserve by: Recycle paper products;

don’t cut trees unless

needed

Nam

e of R

esource

: Air

Use

s: B

reath

e

Conse

rve b

y: Obeying law

s

for cars, factorie

s,

etc…

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GRAPHIC ORGANIZER

POSTER

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14. Discover why geographic changes occur over time and how these

changes affect the people who live and work in the area.


AND OBJECTIVE

VII-1


The purpose of the lesson is to identify geographic changes that occur in

communities and to develop an understanding of how these changes affect

the communities.

Survey and note changes such as new construction or clearing of land made

in the local or nearby communities due to weather. If possible, show a video

about severe weather. Construct a poster board time line. Include pictures

showing changes in communities or have students draw original pictures.

IV. TIME ALLOTMENT

30 minutes

V. MATERIALS NEEDED


Markers

Tape

Video

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VI. ACTIVITY

1. Discuss with students any recent changes in the community, such as

changes caused by severe weather, new buildings, or clearing land.

2. Show a video of a natural disaster, if available.

3. Have students decide if the changes mentioned in step 1 and 2 are good

or bad for a community.

4. Have students complete a time line of changes in a community. Students

may draw pictures or use pictures provided by the teacher.

5. Have students tell good and harmful effects of the changes to the

community. Write the list on the chalkboard.

6. Have students tell why the effect is good or why it is harmful.

VII. RESOURCES

Burton, Virginia Lee. The Little House. Boston: Houghton Mifflin Co., 1988.

Social Studies-1st



14. Discover why geographic changes occur over time and how these

changes affect the people who live and work in the area.


AND OBJECTIVE

VII-1


The purpose of the lesson is to learn about area banks and how they are

affected by the needs and events that occur in a community.

Collect information about area banks and their branches. (A transparency

made from the yellow pages listing banks might be helpful in presenting

information to the students.)

Prepare the Piggy Bank Game Board, transparency coin patterns for two

game pieces, and the game cards prior to the activity.

IV. TIME ALLOTMENT

45 to 60 minutes

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V. MATERIALS NEEDED

A TRIP TO THE BANK information sheet (See copy provided.)

Teacher-made transparency from the telephone directory yellow pages

listing banks or a list of banks and branches compiled by the teacher

BANK WORKSHEET handout (See sample provided.)

PIGGY BANK GAME BOARD transparency (See sample provided.)

Coins nickels, pennies, dimes for game pieces (See sample provided.)

Piggy Bank Game Cards (See samples provided.)

Overhead projector

VI. ACTIVITY

1. Read and discuss the information on the A TRIP TO THE BANK….sheet.

2. Discuss with students the information on the transparency from the

telephone directory yellow pages.

3. Work with students to complete the BANK WORKSHEET handout, using

the information provided on the transparency.

4. Divide the class into two teams of students.

5. Display the transparency of the PIGGY BANK GAME BOARD on the

overhead projector.

6. Read the instructions located on the PIGGY BANK GAME BOARD to

students.

7. Have one student from one team select a game card and move his/her

team’s game piece according to the instructions on the game card.

8. Repeat step 7 with a student from the other team.

Social Studies-1st


9. Continue until one team reaches the “You Made It” circle on the game

board. Declare this team the winner. (As the game is being played,

review banking terms found on the game cards.)

Extension Activity:

Take students on a field trip to an area bank.

VII. RESOURCES

Banking information summarized from World Book Encyclopedia.

Social Studies-1st


A TRIP TO THE BANK…

People have used banks for a long, long time. It is said that the Romans used

banking as far back as 395 A.D.

Today banks can do these things:

… Take money from people who do not need it at the moment and lend it to

people who do. When people borrow money from the bank, they pay it

back along with interest, an extra payment. The people who put their

money in savings accounts in the bank get a little extra money back from

the bank that is also called interest.

… Provide a safe place to put money because they can keep their cash in

fireproof vaults, special rooms with special locks.

… Give people a place (checking account) to put their money. Afterwards,

they can write and mail checks to pay their bills.

… Help people who cannot manage their money by creating trust funds for

them.

… Rent safe-deposit boxes in which people may store or keep important

papers and valuable items.

… Make available an automated teller machine (ATM) where people can

bank at any hour on any day by using special codes.

Many children and adults put their money in commercial banks or credit unions.

There are also other kinds of banks called savings and loan institutions, central

banks, and investment banks.

The first bank of the United States was created in 1791 in Philadelphia. Most of

the time, the banks were fine, but sometimes there would be problems when a

bank did not collect enough money. To solve this problem, the United States

started the Federal Reserve System to supervise banks.

Social Studies-1st


Once, in 1933, the United States went through a Great Depression when

businesses failed, farmers lost their homes, and workers lost their jobs. Then

people could not pay back money they owed to the bank, and some people took

their money out to pay their bills. Many banks had to close. To solve this problem,

President Franklin D. Roosevelt said that March 6 would be a bank holiday. All the

banks were inspected by federal officials and could only open if they were found

to have enough money. When you put your money in a bank now, it is insured.

When you grow up, you might want to work at a bank. There are many kinds of

jobs that you can do. You can be a teller, a machine operator who prepares bank

statements, a bookkeeper, a loan officer, or a trust officer. Banks also have

lawyers and accountants who work for them.

So the next time you go to a bank, take a good look around because there is a lot

to learn!

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BANK WORKSHEET

Name the banks in the area where you live and tell how many

branches there are.

BANK NAME HOW MANY BRANCHES

1.

2.

3.

4.

5.

6.

7.

8.

Did your town always have these banks?

Why would a town need more banks?

Why would a town need fewer banks?

Name

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PIGGY BANK GAME CARDS

How much money? Go

ahead three spaces.

All the cash is locked up in

the vault overnight.

Go ahead three spaces.

The President declares a

bank holiday. The bank is

closed until everything is

OK. Lose turn.

Everyone tries to take their

money out of the bank at

the same time.

Everyone go back three

spaces.

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You put your money in a

bank that is insured.

Go ahead four spaces.

You saved your money. The

bank gives you interest.

Go ahead five spaces.

You’re too young for a

checking account.

Go back one space.

You owe the bank money.

Go back three spaces.

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You forgot your ATM code.

Go back two spaces. You open a savings account.


You put your valuables in a

safe deposit box.

Go ahead one space.

How much money?

Go ahead two spaces.

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How much money?


How much money?


How much money?


How much money?

Go ahead one space.

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20. Exhibit an appreciation of the way life in a locality is enriched by the

world community.


AND OBJECTIVE

V-1


The purpose of the lesson is to understand characteristics of the economic

terms goods and services.

Locate information on goods and services and the workers who provide them

in both local and extended communities. Make examples of goods, such as a

car made of clay, or an item representing a service worker, such as a

fireman’s hat. Prepare a museum area, such as a tabletop covered with

paper drawn off into rooms.

IV. TIME ALLOTMENT

30 minutes

V. MATERIALS NEEDED

Clay

Construction paper

Scissors

Paint

Paint brushes

Tables for museums

Social Studies-1st


VI. ACTIVITY

1. Discuss goods and services, using pictures and actual objects.

2. Discuss goods produced in the local community and services provided.

3. Ask students to describe how these goods and services are alike and

different.

4. Divide the class into two groups of students: GOODS and SERVICES.

5. Direct students to make examples of goods (may use clay or construction

paper) and/or bring pictures of services.

6. Label the projects and make a GOODS Museum and a SERVICES Museum

on a table or counter top.

Extension Activity:

Invite community representatives to speak about goods and services.

Social Studies-1st



23. Compare the lives of children living today to the lives of children of a

different time period.


AND OBJECTIVE

V-1


The purpose of the activity is to help students understand that a quilt is

sometimes used as a diary to record important events in one’s life. Assess

students’ prior knowledge about pioneers traveling west by asking questions

such as “What kind of transportation did people use before there were

cars, motorcycles, buses, and airplanes?” or “Where were people going who

traveled in covered wagons?” Show a U.S. map and trace a possible route

pioneers traveled, such as the Oregon Trail or the Sante Fe Trail.

Review vocabulary: stampede, journey, pioneers, quilt, and oxen

IV. TIME ALLOTMENT

40 minutes

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V. MATERIALS NEEDED

Prepare ahead of time:

Bulletin board divided into small squares with colored ribbon.

Colored ribbon

White bulletin board paper

Markers

Quilts (to show as examples)

The Josefina Story Quilt by Eleanor Coerr

U.S. map

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VI. ACTIVITY

1. Read The Josefina Story Quilt.

2. Have students recall different events in the story and allow students to

determine why they think Josefina decided to illustrate these specific

memories.

3. Compare these events with others in the story and allow students to

determine why they think Josefina decided not to illustrate these

specific memories.

4. Show students examples of quilts and share any stories you may have

that go along with the quilts.

5. Ask students to recall a “special memory” they have had in their lives.

Tell them they will design a classroom quilt.

6. Have students choose a square on the bulletin board and use it to

illustrate their “special memory.”

7. Allow students to share their memories with classmates after the

classroom quilt has been completed.

VII. RESOURCES

Coerr, Eleanor. The Josefina Story Quilt. Illustrated by Bruce Degen.

New York: Harper and Row, 1986.

Social Studies-1st



23. Compare the lives of children living today to the lives of children of a

different time period.

II. ALABAMA HIGH SCHOOL GRADUATION EXAM (AHSGE) STANDARDS

AND OBJECTIVES

I-1, V-1, VII-2


The purpose of the lesson is to compare the lives of children today to the

lives of children of a different time period.

Collect pictures/materials depicting scenes of early America and present-

day America such as homes, schools, transportation, and communication.

Draw a Venn diagram on the board. Prepare to review writing a friendly

letter. Provide a student profile pattern on which to write a letter.

IV. TIME ALLOTMENT

30 minutes

V. MATERIALS NEEDED

VENN DIAGRAM (See sample provided.)

STUDENT PROFILE PATTERN –- one for each student (See sample

provided.)

Pictures of early and present-day life in America (homes, transportation,

clothes, communication)

Social Studies-1st


VI. ACTIVITY

1. Discuss/Look at pictures depicting early America and America today.

2. Compare homes, schools, transportation, communication, and clothes of

the two time periods.

3. Discuss how they are alike and different.

4. Draw a Venn diagram on the chalkboard and have students complete it

with examples of life in early America and life in America today. Have

students list examples that apply to both in the space provided.

5. Review writing a friendly letter.

6. Have students pretend to be children of early America or of today.

Have each student use the STUDENT PROFILE PATTERN to write a

letter to a child of the other time period. Tell students to express

thoughts and feelings about events of the time period.

7. Share letters and display them in the classroom.

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VENN DIAGRAM

GRAPHIC ORGANIZER

Early America Both

1.

2.

Present

Day

America

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STUDENT PROFILE PATTERN

SAMPLE

PAST:

Dear Bob, I am on a wagon train. We have been moving for two weeks. Sometimes I ride and sometimes I walk. We always look out for Indians and wild animals. We are trying to find a good place to build a home. At night my mom or dad tries to read with me. I’ll be glad

when we get to the new land. Write soon.

Your friend, Jim

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26. Develop an awareness of historical figures.


AND OBJECTIVE

III-1


The purpose of the lesson is to develop an awareness of historical figures

and events after the Revolutionary War.

1. The War of 1812 began when President Madison asked Congress to

declare war on Great Britain because American ships were being seized

by Great Britain. American sailors were being forced to serve in the

British Navy. During the course of the war, the British attacked

Washington and burned many buildings. Next, the British planned to

capture Baltimore, but they failed to do so because of the protection by

Fort McHenry. Francis Scott Key, an American who watched the battle

at Fort McHenry, wrote a poem about the American flag after the long

battle. The poem was entitled “The Star-Spangled Banner.”

2. Ask: “What do you know about Francis Scott Key?”

Ask: “What do the colors, stripes, and stars of the flag represent?”

IV. TIME ALLOTMENT

30 to 45 minutes

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V. MATERIALS NEEDED

The Star-Spangled Banner illustrated by Peter Spier

STORY MAP (See sample provided.)

MIND PICTURE (See sample provided.)

Copies of a drawing of the U.S. flag

Crayons

VI. ACTIVITY

1. Have students complete the STORY MAP handout after a discussion

about the War of 1812 and its effect on the United States.

2. Discuss with students the appropriate colors for the American Flag

after reading the book, The Star-Spangled Banner.

3. Provide students with a picture of the U.S. flag and instruct them to

color the flag.

4. Discuss with students what they know about Francis Scott Key.

5. Have students draw or write what Francis Scott Key might have been

thinking as he wrote the poem “The Star-Spangled Banner.” Use the

MIND PICTURE handout provided.

VII. RESOURCES

Lowitz, Sadyebeth and Anson. Mr. Key’s Song. Minneapolis: Lerner

Publishing Co., 1967.

Spier, Peter. The Star-Spangled Banner. New York: Scholastic Inc., 1973.

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STORY MAP

What happened

first? What happened

next?

What happened

last?

Beginning Middle End

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MIND PICTURE

Francis Scott Key

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AND OBJECTIVE

III-1


The purpose of the lesson is to develop an awareness of important historical

figures and understand the roles they played in American history.

Review facts about George Washington, Paul Revere, and Patrick Henry.

Create three patterns of doors from poster board. (See sample provided.)

Create six poster board keys. (See sample provided.) Write information on

the keys with a marker. (See examples provided.) Have the poem “Paul

Revere’s Ride” by Henry Wadsworth Longfellow available to read to the

class.

IV. TIME ALLOTMENT

30 minutes

V. MATERIALS NEEDED

Five sheets of poster board

Marker

Tape

Copy of “Paul Revere’s Ride” by Henry Wadsworth Longfellow

Social Studies-1st


VI. ACTIVITY

1. Discuss contributions of early American leaders, including George

Washington, Paul Revere, and Patrick Henry.

2. Make patterns of three doors (from poster board) as part of a bulletin

board. Label each door with the name of a leader and have students

draw pictures on each door that remind them of that leader. (See

sample provided.)

3. Give students poster board keys containing information written about

the leaders.

4. Read the information from each key aloud and have the student with

that key attach it to the correct door.

5. Read the poem “Paul Revere’s Ride” by Henry Wadsworth Longfellow to

the class. Students may act out the action in the poem.

Social Studies-1st


KEY

Examples of Information to

Write on Keys:

1. “Give me liberty or give me

death.”

2. First President of United

States of America

3. “The British are coming.”

4. Great speaker who wanted

Virginia to be free

5. “Midnight Ride”

6. Led Americans in fight against

England and resigned from

Army in 1783

George Washington

Patrick Henry

Paul Revere

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PATTERNS FOR KEYS

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AND OBJECTIVE

III-1


The purpose of the lesson is to identify famous Americans who have

dedicated their lives to the nation.

Ask students the following questions after showing a picture of George

Washington:

1. Who is the man in this picture?

2. Why is he famous?

3. Where have you seen his picture before?

Vocabulary: surveyor, commander-in-chief, monument, and capital/capitol

IV. TIME ALLOTMENT

60 minutes

Social Studies-1st


V. MATERIALS NEEDED

Picture of George Washington

George Washington – A Picture Book Biography by James Cross Giblin;

illustrated by Michael Dooling

WEB GRAPHIC ORGANIZER (See sample provided.)

Blank WEB GRAPHIC ORGANIZER (copy for each student)

One-dollar bill pattern copied on cardstock (two for each student)

Paper cut the same size as dollar bill pattern to use as pages (See pattern

provided.)

Copy of quarter pattern (See pattern provided.)

Yarn or metal paper rings to hold or keep books together

Crayons or colored pencils

Scissors

VI. ACTIVITY

1. Read George Washington – A Picture Book Biography.

2. Use the transparency to help students fill in their web with important

facts about George Washington. (Refer to the book when necessary.)

3. Instruct students to color the one-dollar bill patterns and cut them out.

4. Make a book, using dollar bill patterns as the front and back cover. (Use

yarn or metal paper rings to hold the book together.)

5. Ask students to write important facts about George Washington on each

page in the book.

6. Use a quarter pattern for one page.

7. Provide students time to illustrate their facts. (Place one fact and one

picture on each page.)

Social Studies-1st


WEB

GRAPHIC ORGANIZER

Jobs

1. Surveyor

2. Major (Army)

3. Farmer

4. Commander-in-Chief (armed

forces)

5. First President of the United

States

1. “The Father of His Country”

1. February 11, 1732

2. On a farm in Virginia

Birth

1. Mother and father

2. Brothers and sisters

3. Wife

4. Children

1. Quarter

2. One-dollar bill

1. National capital

2. One state

3. Coin, one-dollar bill

4. Statues

5. Mt. Rushmore

6. Washington Monument

Nickname

Family

Money

Monuments

George

Washington

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WEB

GRAPHIC ORGANIZER

Jobs

Birth

Nickname

Family

Money

Monuments

George

Washington

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pathways for learning: k-6 - birmingham city schools ...€¦ · pathways for learning: k-6 152 v....

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