boonton school district corequisites: ... different needs will be met with project based learning,...
TRANSCRIPT
Boonton School District
Course Title: Social Studies Grade Level(s ):
2
Curriculum Area / Level: Social Studies Credits: N/A
Course prerequisites and/or corequisites:
Course Description: In second grade, the students will learn about how families have changed over time.They will meet special people who we remember for the important work they have done. Students begin to understand their role as consumers in the economy by examining food production. Finally, the students will visit places near and far to see where people live and how they use the land around them.
Created by: Lynn Bariso Date: 7116
BOE Approval:
9/26/16
District Equity Statement:
As required by state law, it is the policy of Boonton School District not to discriminate on the basis of race, color, creed, religion, sex, ancestry, national origin, social or economic status, pregnancy, or physical handicap in its educational programs or activities and to maintain a learning environment that is free from sexual harassment. Courses of study and instructional materials shall be designed and selected in order to eliminate discrimination and promote understanding, sex equity, and mutual respect among people. No course offering, including but not limited to physical education, health, technology education, vocational, home economics, music and adult education, shall be limited on the basis of race, color, creed, religion, sex, ancestry, national origin, social or economic status, pregnancy, or physical handicap. Furthermore, there shall be no discrimination against students as to any educational activity or program because of pregnancy, childbirth, pregnancyrelated disabilities, actual or potential parenthood, or family or marital status. If a student requests to be excluded or a physician certifies that such is necessary for her physical, mental, or emotional wellbeing, she must be provided with adequate and timely opportunity for instruction to continue or make up her schoolwork without prejudice or penalty.
Division of Umbrella & Mini Units
Umbrella Unit 1 Topic / Name: Civics, Government and Human Rights
Mini Unit(s) (Add to the list of mini units as necessary) 1A. Governing the People
Umbrella Unit 2 Topic / Name: Geography, People and the Environment
Mini Unit(s) (Add to the list of mini units as necessary) 2A. The World Around Us 2B. Using our Resources
Umbrella Unit 3 Topic / Name: Economics , Innovations and Technology
Mini Unit(s) (Add to the list of mini units as necessary) 3A. People in the Marketplace
Umbrella Unit 4 Topic / Name: History, Culture and Perspectives
Mini Unit(s) (Add to the list of mini units as necessary) 4A. People Long Ago 4B. A World of Many People
UMBRELLA UNIT 1
Title: Civics, Government and Human Rights
Duration: 6 weeks
Essential Questions:
How does a government make laws to help people be safe and get along?
Summative Assessments: (Assessment at the end the
learning period)
Unit Test, Quizzes
Formative Assessments:
(Ongoing assessments during the
learning period)
Class discussions Student participation Teacher observation Projects Selfassessment
Differentiation: Different needs will be met with project based learning, written and literature based work, small group instruction, one on one learning, and peer mentoring.
TECHNOLOGY STANDARD (STANDARD 8)
CPI # CUMULATIVE PROGRESS INDICATOR (CPI)
8.1.2.A.1 8.1.2.A.3 8.1.2.A.4
Identify the basic features of a digital device and explain its purpose. Use digital devices to create stories with pictures, numbers, letters and words. Use basic technology terms in the proper context in conversation with peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard, and printer).
8.1.2.C.1 8.1.2.D.1 8.1.2.E.1
Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Develop an understanding of ownership of print and nonprint information. Use digital tools and online resources to explore a problem or issue.
21ST CENTURY LIFE AND CAREER (STANDARD 9)
CPI # CUMULATIVE PROGRESS INDICATOR (CPI)
9.1.4.A.1 9.1.4.F.2 9.1.4.G.1 9.2.4.A.1 9.2.4.A.3 9.2.4.A.4
Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on community development and quality of living. Describe how valuable items might be damaged or lost and ways to protect them. Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.
MINI UNIT 1A
Title: Citizens in a Community
Duration: 1 week
Overview: Citizens of a community can show they are responsible by following rules and laws.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
How citizens of a community show they are responsible.
6.1.4.A1
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Explain a citizens rights and responsibilities. 6.1.4.A1
Explain what it means to be a community. 6.1.4.A1
Explain what is your responsibility as a student. 6.1.4.A1
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.
6.1.4.A1
Why it is important to follow rules and laws. 6.1.4.A1
What can be a consequence of not following a rule or law.
6.1.4.A1, 6.1.4.A11
Why rules in the classroom are important. 6.1.4.A1
Resources Mini Unit 1A: Literature, trade books, videos, smartboard
MINI UNIT 1B
Title: Government for the People
Duration: 1 week
Overview: The government makes laws to people be safe and get along.
Essential Outcomes Upon completion of this course students will know (declarative):
,
How our community and state government help people.
6.1.4.A1 6.1.4.A.2 6.1.4.A.11
What a government does. 6.1.4.A.4
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
identify the structure and functions of local, and state national governments.
6.1.4.A.1 6.1.4.A.5, 6.1.4.A.6
Understand that government leaders are needed to help make rules and laws.
6.1.4.A.1 6.1.4.A.5 6.1.4.A.6
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
The need for rules and laws. 6.1.4.A.1 6.3.4.A.1
How the government works. 6.1.4.A.1 6.1.4.A.5 6.1.4.A.6
How the government services make a community better.
6.1.4.A.1 6.1.4.A.2 6.1.4.A.6
Resources Mini Unit 1B: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 1C
Title: Our Leaders
Duration: 1 week
Overview: Understand why we need leaders in government.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
Why we need leaders in government 6.1.4.A.1 6.1.4.A.6,
Government leaders are needed to make rules and laws.
6.1.4.A.1 6.1.4.A.6
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Understand the need for leaders. 6.1.4.A.1 6.1.4.A.6
Identify local, state, and national leaders.
6.1.4.A.1 6.1.4.A.6
Understand how citizens choose government leaders.
6.1.4.A.7 6.1.4.A.6
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How in a representative democracy, individuals elect representatives to act on the behalf of the people.
6.1.4.A.78
How the jobs of President, governor, and mayor are alike.
6.1.4.A.5 6.1.4.A.6 6.1.4.A.7
Resources Mini Unit 1C: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 1D
Title: Our Country’s Government
Duration: 1.5 weeks
Overview: To understand how our country’s government works.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
How our country's government works. 6.1.4.A.1 6.1.4.A.4
What the capital of the United States is. 6.1.4.A.6
What the Supreme Court is. 6.1.4.A.6
What the Constitution is.
6.1.4.A.2 6.1.4.A.4
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Name the three branches of government. 6.1.4.A5 6.1.4.A.6 6.1.4.A.7
Understand how the members of Congress are chosen.
6.1.4.A5 6.1.4.A.6 6.1.4.A.7
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
What the executive, judicial, and legislative branches of our government are.
6.1.4.A5. 6.1.4.A.6 6.1.4.A.7
Why the Constitution is important. 6.1.4.A5. 6.1.4.A.6 6.1.4.A.7
Resources Mini Unit 1D: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 1E
Title: Community and State Government
Duration: 1.5 weeks
Overview: To understand what the jobs of our community and state governments are.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
That a community and state both have different governments.
6.1.4.A.8
Governments do different jobs for their citizens. 6.1.4.A.8
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Identify how communities and state governments take care of citizens.
6.1.4.A.11
Describe what a council is and does. 6.1.4.A.11 6.1.4.A.12
Identify what ways city councils and state legislatures alike.
6.1.4.A.11 6.1.4.A.12 6.1.4.A.15
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How like our country’s government, community and state governments make laws and take care of citizens.
6.1.4.A.4 6.1.4.A.8
What one of the jobs of the government is. 6.1.4.A.4 6.1.4.A.8
Why new laws have been added to the Constitution. 6.1.4.A2 6.1.4.A4 6.1.4.A.8
Resources Mini Unit 1E: Literature, trade books, videos, smartboard, maps, teacher created resources.
UMBRELLA UNIT 2
Title: Geography, People and the Environment
Duration: 8 weeks
Essential Questions:
How do maps help people find locations? What countries and landforms make up North America? Why are seasons and climate different in different regions? How are regions around the world different? What natural resources to people use and how? What are some of the reasons people choose to live a place? How do people change their environment? How have transportation and communication changed over time?
Summative Assessments: (Assessment at the end the
learning period)
Unit Test, Quizzes
Formative Assessments:
(Ongoing assessments during the
learning period)
Class discussions Student participation Teacher observation Projects Selfassessment
Differentiation: Different needs will be met with project based learning, written and literature based work, small group instruction, one on one learning, and peer mentoring.
TECHNOLOGY STANDARD (STANDARD 8)
CPI # CUMULATIVE PROGRESS INDICATOR (CPI)
8.1.2.C.1 8.1.2.D.1 8.1.2.F.1
Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media . Develop an understanding of ownership of print and nonprint fiction. Use geographic mapping tools to plan and solve problems.
21ST CENTURY LIFE AND CAREER (STANDARD 9)
CPI # CUMULATIVE PROGRESS INDICATOR (CPI)
9.2.4.A.1 9.2.4.A.3 9.2.4.A.4
Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.
MINI UNIT 2A
Title: Maps and Location
Duration: 1 Week
Overview: How maps help people find locations.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
How maps help people find locations. 6.1.4.B.1 6.1.4.B.2 6.1.4.B.3
That there are many different types of maps. 6.1.4.B.1 6.1.4.B.2 6.1.4.B.3
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Understand difference between relative location, and absolute location.
6.1.4.B.1 6.1.4.B.2 6.1.4.B.3
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How the absolute location and the relative location of a place are different.
6.1.4.B.1 6.1.4.B.2 6.1.4.B.3
How to draw a map of your school. 6.1.4.B.1 6.1.4.B.2 6.1.4.B.3
Resources Mini Unit 2A: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 2B
Title: North America
Duration: 1 Week
Overview: Mexico, Greenland, Canada, Central America, the United States and the Caribbean make up North America.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What countries and landforms makeup North America.
6.1.4.B.4 6.1.4.B.5 6.1.4.B.6
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Identify the countries of North America. 6.1.4.B.4 6.1.4.B.5 6.1.4.B.6
Identify oceans, and continents on a globe or map. 6.1.4.B.4 6.1.4.B.5 6.1.4.B.10
Identify plains and hills. 6.1.4.B.10
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
The countries and landforms that make up North America and identify on map.
6.1.4.B.4 6.1.4.B.5 6.1.4.B.6
How to draw a map of North America, and label the countries, landforms, and bodies of water.
6.1.4.B.4 6.1.4.B.5 6.1.4.B.6
Resources Mini Unit 2B: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 2C
Title: Seasons and Climate
Duration: 1 Week
Overview: To understand how seasons and climate are different in different regions.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
Why seasons and climate are different in different regions.
6.1.4.B.4 6.1.4.B.5 6.1.4.B.6
What a region is. 6.1.4.B.4
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Understand why seasons change. 6.1.4.B.4 6.1.4.B.6 6.1.4.B.9
Identify weather and seasons. 6.1.4.B.4 6.1.4.B.6 6.1.4.B.9
Identify the climate in our region. 6.1.4.B.4 6.1.4.B.6 6.1.4.B.9
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How weather is different from climate. 6.1.4.B.4
How the location of a place affects the weather, climate, and seasons it will have.
6.1.4.B.4 6.1.4.B.5 6.1.4.B.7
Resources Mini Unit 2C: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 2D
Title: World Regions
Duration: 1 week
Overview: To understand how regions around the world are different.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What cardinal directions are. 6.1.4.B.1 6.1.4.B.3
What a pole is. 6.1.4.B.1 6.1.4.B.3
What a hemisphere is. 6.1.4.B.1 6.1.4.B.2 6.1.4.B.3
How the world has many different regions. 6.1.4.B.1 6.1.4.B.2 6.1.4.B.10
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Understand how a region near a pole would be different from a region near the equator.
6.1.4.B.1 6.1.4.B.3
Describe how regions of the world are the same/different.
6.1.4.B.1 6.1.4.B.2 6.1.4.B.10
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
Ways to identify and compare characteristics of world regions.
6.1.4.B.1
Describe how each region has its own landforms and climate.
6.1.4.B.4
Explain how a mountain region is like a tropical region, and how they are different.
6.1.P.B.1
Resources Mini Unit 2D: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 2E
Title: Land and Water Resources
Duration: 1 Week
Overview: People use the land and its resources to live.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What natural resources people use. 6.1.4.B.5
How people use natural resources. 6.1.4.B.8
What a fuel is. 6.1.4.B.8
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Demonstrate how people use water. 6.1.4.B.4
Recall why we must protect our resources. 6.1.4.B.9
Identify how people use land. 6.1.4.B.4
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
What a natural resource is and describe how people use them.
6.1.4.B.8
Different ways to conserve and how it saves resources.
6.1.4.B.8
Resources Mini Unit 2E: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 2F
Title: People Settle
Duration: 1 Week
Overview: To understand why people choose to live in a place.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
Why people choose to live in a place. 6.1.4.B.4
How people choose to live in a place due to its environment.
6.1.4.B.4
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
What a rural area is. 6.1.4.B.8
What and urban area is. 6.1.4.B.8
What a suburban area is. 6.1.4.B.8
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
Why many people in rural areas grow food and raise animals.
6.1.4.B.5
Why people choose to live in a suburb and the benefits.
6.1.4.B.5
What can cause an urban city to be a busy place to live.
6.1.4.B.5
Resources Mini Unit 2F: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 2G
Title: Our Changing Environment
Duration: 1 Week
Overview: To understand how people change their environment to meet their needs and make life easier.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What an environment is. 6.1.4.B.5
The meaning of hydroponics. 6.1.4.B.5
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Discuss the problems farmers faced growing crops long ago.
6.1.4.B.7 6.1.4.B.5
Recall the effects of using hydroponics. 6.1.4.B.5
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How to compare and contrast farming today with 6.1.4.B.7
farming long ago. 6.1.4.B.5
How technology helps farmers grow more crops. 6.1.4.B.9
Resources Mini Unit 2G: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 2H
Title: Connecting Communities
Duration: 1 Week
Overview: New ways of transportation and communication connect people more easily.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
The different types of transportation today and in the past.
6.1.4.B.5 6.1.4.B.7
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Describe what tool was made to make communication faster.
6.1.4.B.9
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How transportation and communication have changed over time.
6.1.4.B.9
What caused communication to change over time. 6.1.4.B.9
Resources Mini Unit 2H: Literature, trade books, videos, smartboard, maps, teacher created resources.
UMBRELLA UNIT 3
Title: Economics, Innovations and Technology
Duration: 6 weeks
Essential Questions:
How do producers and consumers depend on each other? How do people get money to pay for goods and services? How do raw materials become products? Why do we make, sell, and buy more of some things than others? How does trade help people meet their needs?
Summative Assessments: (Assessment at the end the
learning period)
Unit Test, Quizzes
Formative Assessments:
(Ongoing assessments during the
learning period)
Class discussions Student participation Teacher observation Projects Selfassessment
Differentiation: Different needs will be met with project based learning, written and literature based work, small group instruction, one on one learning, and peer mentoring.
TECHNOLOGY STANDARD (STANDARD 8)
CPI # CUMULATIVE PROGRESS INDICATOR (CPI)
8.1.2.A.1 8.1.2.A.3 8.1.2.A.4 8.1.2.C.1 8.1.2.D.1 8.1.2.E.1 8.2.2.A.1 8.2.2.A.2 8.2.2.A.5 8.2.2.B.1 8.2.2.B.2 8.2.2.B.4 8.2.2.C.1 8.2.2.C.2 8.2.2.E.1
Identify the basic features of a digital device and explain its purpose. Use digital devices to create stories with pictures, numbers, letters and words. Use basic technology terms in the proper context in conversation with peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard, and printer). Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Develop an understanding of ownership of print and nonprint information. Use digital tools and online resources to explore a problem or issue. Define products produced as a result of technology or of nature. Describe how designed products and systems are useful at school, home, and work. Collaborate to design a solution to a problem affecting the community. Identify how technology impacts or improves life. Demonstrate how reusing a product affects the local and global environment. Identify how the ways people live and work has changed because of technology. Brainstorm ideas on how to solve a problem or build a product. Create a drawing of a product or device that communicates its function to peers. List and demonstrate the steps to an everyday task.
21ST CENTURY LIFE AND CAREER (STANDARD 9)
CPI # CUMULATIVE PROGRESS INDICATOR (CPI)
9.1.4.A.1 9.1.4.A.2 9.1.4.A.3 9.1.4.B.1 9.1.4.B.5 9.1.4.D.1 9.1.4.E.2 9.1.4.F.2
Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. Identify potential sources of income. Explain how income affects spending and takehome pay. Differentiate between financial wants and needs. Identify ways to earn and save. Determine various ways to save. Apply comparison shopping skills to purchasing decisions. Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on
9.2.4.A.1 9.2.4.A.3 9.2.4.A.4
community development and quality of living. Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.
MINI UNIT 3A
Title: Producers and Consumers
Duration: 1 week
Overview: Producers and consumers depend on each other for goods and services.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What a producer is. 6.1.4.C.8
How goods are bought and sold. 6.1.4.C.2
What a service is 6.1.4.C.5
What a consumer does. 6.1.4.C.2
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Describe how goods and services are alike. 6.1.4.C.2
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How a person can be both a consumer and a producer.
6.1.4.C.9
How businesses provides goods for their community. 6.1.4.C.5
Resources Mini Unit 3A: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 3B
Title: Work and Income
Duration: 1 week
Overview: People work so that they can earn income to buy goods and services.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What an occupation is. 6.1.4.C.6
What income is and how to earn it. 6.1.4.C.10
What free enterprise is. 6.1.4.C.13
What a want is. 6.1.4.C.2
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Understand how people choose their occupations. 6.1.4.C.6
Understand how people decide what goods and services to buy.
6.1.4.C.1
Discuss how people get money to pay for goods and services.
6.1.4.C.10
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How children can take part in free enterprise. 6.1.4.C.13
What people do with income. 6.1.4.C.10
How to make a list of ways they can earn income. 6.1.4.C.14
Resources Mini Unit 3B: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 3C
Title: From Factory to You
Duration: 1 week
Overview: To understand how raw materials become products.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What raw materials are. 6.1.4.C.12
What a factory is and what it does. 6.1.4.C.6
What human resources are. 6.1.4.C.7
The difference between a capital resource and a human resource.
6.1.4.C.11
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Describe how goods are made and taken to the market.
6.1.4.C.15
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How raw materials become products at factories. 6.1.4.C.15
How companies use its capital resources. 6.1.4.C.10
Resources Mini Unit 3C: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 3D
Title: How Much and How Many
Duration: 1 week
Overview: Why we make,sell and buy more of some things than other.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What scarce means. 6.1.4.C.2
What is a marketplace is. 6.1.4.C.3
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Understand problems faced by farmers due to environmental factors.
6.1.4.C.17
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
The reason the price of things go up. 6.1.4.C.4
Understand supply and demand. 6.1.4.C.4
Resources Mini Unit 3D: Literature, trade books, videos, smartboard, maps, teacher created resources.
UMBRELLA UNIT 4
Title: History, Culture,and Perspectives
Duration: 9 weeks
Essential Questions:
How do people and places change over time? What do we know about the people who lived in North America long ago? How did our country get it independence What is culture? Why is the United States a country of many cultures? How are families different? How are they alike? Who are some Americans who have made a difference in our lives?
Summative Assessments: (Assessment at the end the
learning period)
Unit Test, Quizzes
Formative Assessments:
(Ongoing assessments during the
learning period)
Class discussions Student participation Teacher observation Projects Selfassessment
Differentiation: Different needs will be met with project based learning, written and literature based work, small group instruction,
one on one learning, and peer mentoring.
TECHNOLOGY STANDARD (STANDARD 8)
CPI # CUMULATIVE PROGRESS INDICATOR (CPI)
8.1.2.A.1 8.1.2.A.3 8.1.2.A.4 8.1.2.C.1 8.1.2.D.1 8.1.2.E.1 8.2.2.A.1 8.2.2.A.2 8.2.2.A.5 8.2.2.B.1 8.2.2.B.2 8.2.2.B.4 8.2.2.C.1 8.2.2.C.2 8.2.2.D.5 8.2.2.E.1
Identify the basic features of a digital device and explain its purpose. Use digital devices to create stories with pictures, numbers, letters and words. Use basic technology terms in the proper context in conversation with peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard, and printer). Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Develop an understanding of ownership of print and nonprint information. Use digital tools and online resources to explore a problem or issue. Define products produced as a result of technology or of nature. Describe how designed products and systems are useful at school, home, and work. Collaborate to design a solution to a problem affecting the community. Identify how technology impacts or improves life. Demonstrate how reusing a product affects the local and global environment. Identify how the ways people live and work has changed because of technology. Brainstorm ideas on how to solve a problem or build a product. Create a drawing of a product or device that communicates its function to peers and discuss. Identify how using a tool (such as a bucket or wagon) aids in reducing work. List and demonstrate the steps to an everyday task.
21ST CENTURY LIFE AND CAREER (STANDARD 9)
CPI # CUMULATIVE PROGRESS INDICATOR (CPI)
9.2.4.A.1 9.2.4.A.3 9.2.4.A.4
Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.
MINI UNIT 4A
Title: People and Places Changing
Duration: 1 week
Overview: Understanding how people and places change over time
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What is considered our past. 6.1.4.D.14
What is considered our present. 6.1.4.D.14
What is considered our future. 6.1.4.D.14
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
List words that name parts of time in order. 6.1.4.D.14
Discuss what is meant by changing over time. 6.1.4.D.14
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
What types of changes happen after more people move into a community.
6.1.4.D.11
How people change over time and give examples. 6.1.4.D.11
Resources Mini Unit 4A: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 4B
Title: Early America
Duration: 1 week
Overview: Native Americans were the first people to live in North America. Settlers from other countries later started colonies here.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What is meant when we discuss” history”. 6.1.4.D.14
What a colony is. 6.1.4.D.1
Who the settlers were. 6.1.4.D.2
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Identify who the first people in North America were. 6.1.4.D.1
Locate where the first settlers built a community. 6.1.4.D.1
Sequence the events after the settlers arrived. 6.1.4.D.5
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How the Native Americans helped the settlers. 6.1.4.D.4
The development of colonies and settlers. 6.1.4.D.6
Resources Mini Unit 4B: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 4C
Title: Independence
Duration: 1 Week
Overview: People in our colonies fought a war for independence from England. They won, and the colonies became a free country.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
How our country got its independence. 6.1.4.D.5
What freedom is considered. 6.1.4.D.8
What independence is. 6.1.4.D.4
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Why July 4, 1776 is an important date for our country. 6.1.4.D.5
Understand how our country got its independence by signing the Declaration of Independence, and fighting the Revolutionary War.
6.1.4.D.5
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
Who the important people related to our country’s independence are.
6.1.4.D.6
How to sequence the events that led up to independence in the order they happened.
6.1.4.D.5
Resources Mini Unit 4C: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 4D
Title: American Heritage
Duration: 1 week
Overview: To show how we honor our American heritage.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What heritage means. 6.1.4.D.15
How to identify a landmark. 6.1.4.D.17
Why we create a memorials and monuments. 6.1.4.D.17
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Identify that our American heritage is honored with special symbols.
6.1.4.D.17
Identify what our famous monuments and landmarks are and name them.
6.1.4.D.17
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How to write a report on a landmark or monument and understand why we honor it.
6.1.4.D.17
How to sequence the events of President Lincoln before the Lincoln Memorial was built.
6.1.4.D.17
Resources Mini Unit 4D: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 4E
Title: Heroes and Holidays
Duration: 1 week
Overview: We honor people and events in history by having holidays to remember them.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
How we honor people and events in our country’s history.
6.1.4.D.12
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Identify national heroes, legends, holidays and their significance.
6.1.4.D.13
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How to identify someone as a hero and give specific details why.
6.1.4.D.13
How to choose an American they would like to honor with a special holiday, and write how and why it would celebrated.
6.1.4.D.18
Resources Mini Unit 4E: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 4F
Title: World Cultures
Duration: 1 week
Overview: To understand that our country is made up of different people and cultures.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What a culture is 6.1.4.D.13
That people of different cultures speak different languages.
6.1.4.D.17
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Tell that people in different countries around the world have different cultures.
6.1.4.D.13
List ways to show how different cultures express their differences in a variety of ways.
6.1.4.D.19
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
To write a paragraph about a culture in their community, and describe things that are part of that culture.
6.1.4.D.19
Resources Mini Unit 4F: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 4G
Title: Many People, One Country
Duration: 1 week
Overview: Our country is made up of many different people and cultures
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What the meaning of immigrant is. 6.1.4.D.3
What diversity means, and how it is shown. 6.1.4.D.18
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Understand what a reason is that immigrants came to the United States.
6.1.4.D.1
Recognize that each culture has unique traditions and cultures.
6.1.4.D.19
Demonstrate how immigrants changed the United States.
6.1.4.D.18
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
What makes life hard at first in a new country. 6.1.4.D.14
What the different types of diversity there is in the United States.
6.1.4.D.19
Name immigrant groups that have come to the United States.
6.1.4.D.3
Resources Mini Unit 4G: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 4H
Title: Celebrating Culture
Duration: 1 Week
Overview: How families are different and alike.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
How to identify families that are alike and different. 6.1.4.D.15
What a custom is and how it is celebrated. 6.1.4.D.15
What a tradition is. 6.1.4.D.15
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Differentiate a tradition from a custom. 6.1.4.D.18
Name traditions celebrated in their family. 6.1.4.D.18
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How to make a storyboard to show traditions and customs that their family shares.
6.1.4.D.18
Resources Mini Unit 4H: Literature, trade books, videos, smartboard, maps, teacher created resources.
MINI UNIT 4I
Title: Recognizing People
Duration: 1 week
Overview: Some Americans have done important things that have made a difference in our lives.
Essential Outcomes Upon completion of this course students will know (declarative):
Alignment to Standards
What are important things that have been done by people that have changed our lives and cultures.
6.1.4.D.20
Essential Outcomes Upon completion of this course students will be able to (procedural):
Alignment to Standards
Explain that Americans from different cultures have made a difference in our lives.
6.1.4.D.18
Essential Outcomes Upon completion of this course students will understand (conceptual):
Alignment to Standards
How to describe how individuals can make a difference in people’s lives.
6.1.4.D.19
To identify a person who has affected their life and the reasons why.
6.1.4.D.19
Resources Mini Unit 4I: Literature, trade books, videos, smartboard, maps, teacher created resources.
Board of Education Adoption Date: 09/26/2016