Exploring our Communities: Richmond Past and Present

Grade 2/3 Integrated Social Studies Unit

 

Shannon Painter UBC Education: CITE

Steve Collins & Hermia Ting January 13, 2012

Spainter@interchange.ubc.ca

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Diversity Description:

My grade 2/3 class is comprised of 19 students who come together to create a very positive classroom environment. Overall, the personality of the group is very kind, calm, and motivated. The students in my class are very engaged and keen learners; many of the student can work independently or in groups for an extended period of time (sometimes a double block!). My students show their keenness for learning by making personal connections to the learning content and their lived experiences which helps to make the material more engaging and meaningful.

In terms of learning style diversity, all of my students learn and perform in unique ways for each subject area. For example, there are some students that like to use manipulative for math and think out loud and there are others that attempt much of the math in their heads silently. There is a small group of students that are very literal and struggle to create deeper meaning. These students require much modeling and prompting questions to express deeper meaning pictorially or through writing. However, there are also many students that are able to create deeper meaning and therefore, need to be stimulated and challenged to do so.

Most students are capable of working cooperatively and kindly in a group; however, there are some students who do not contribute much to group work and others that are often off task distracting to other group members. I have noticed two patterns with the students that are do not contribute their share to group work. First, some of the students that choose not to contribute are in groups with students that are natural leaders and motivated. I think that the students that do not contribute as greatly may feel that they do not need to because the leader in their group will do all of the work anyways. This pattern is concerning to me and I hope that we can work on it during our communities unit. Secondly, I have noticed that some students feel self-conscious sharing their ideas with their group. They may feel embarrassed of their writing or reading abilities and this may prevent them from getting involved. It will be my goal throughout the unit to try and provide these students with alternate ways of contributing to the group so that they will experience success and the feeling of collaboration. I will work with them to get to the point where they feel comfortable sharing with a group as I believe this is an important life skill. There are 3 students that are often very distracted during group work time and they can easily become a distraction for all other members of the class. It is best if these students are not placed together and are given a specific task to carry out.

With regard to individual work, there are about 4-6 students that consistently need assistance getting started. Two of these children are level 2 ELL and therefore, may need more explanation and prompting to begin. It may be an idea to have students who are naturally very motivated and engaged to sit with those who may need extra help getting started. I have approximately 2/3rd of the class that likes to share their ideas, experiences, connections; however, there are a group of students who do not consisitenly volunteer to share. I can tell from their guided practice work that they are understanding the ideas and concepts; however, they may feel uncomfortable sharing. Again, this something I would like to develop over the unit—are there alternate ways to share ideas besides group discussion?

Lastly, with regard to students with specific needs there are 2 students that are designated level 2 ELL. Both students have trouble expressing themselves through writing and making deeper connections with reading and writing. There are 3 students with

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hearing impediments and one that wears a heading aid. For this reason, the speaker must wear a microphone in the class. It is important to be sensitive to this student’s health and wellness as his hearing ability is reflective of his health. For example, if he has a cold, he will develop more fluid in the ear and his hearing ability will decrease. There is a grade 2 student who has a speech impediment. Often times it is hard for the students to understand her aural language; however, they are very sensitive to this. This student is also designated as a gifted learner and has a learning disability. She has very strong critical thinking skills; however, has difficult outputting her ideas through writing. Guiding Questions: Throughout the course of this unit the students will be attempting to explore and discover meaningful answers to the following focus questions:

o What is a community? o Why are communities important? o What types of communities are we part of? o What are our personal roles and responsibilities in our communities? o What is the difference between a need and want? o How do communities help meet our needs? o Who are the people within our communities that help meet our needs? o How do communities change over time? o What makes our community of Richmond unique? o What are problems within our school and Richmond community? o How can we help solve problems in our community (school and Richmond)? o How can we make our community a better place for the future?

Goals: o To provide students with hands-on enactive experiences that allow them to gain understanding, knowledge, and perspective

through doing o To provide students with critical thinking challenges which go past just gaining knowledge, but allow students to develop their

critical thinking skills o To provide students with autonomy and control over their own learning by proposing critical thinking challenges which encourage

collaborative problem solving and critical thinking in large group, small group, and independent learning environments

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Overall Objectives: At the conclusion of this unit, students will be able to: o Apply critical thinking skills including questioning, predicting, imagining, comparing and classifying to selected problems (in large

group, small group, independent learning environments) o Gather information from a variety of sources o Create a presentation on a selected topic o Formulate responses to a relevant community problem o Identify changes that occur in communities over time o Describe the importance of communities o Describe how an understanding of personal roles, rights, and responsibilities can affect the well-being of the school and

community o Compare ways in which needs and wants are met in communities

Rationale:

The community in which we live is an important element to an individual’s self-concept and sense of belonging. The Socials Studies unit begins with an exploration of communities and their purpose: to meet one another’s needs. It is my hope that students will gain an understanding of not only other’s roles and responsibilities in our community, but also their roles and responsibilities. Branching from this idea, I believe it is important that students are presented with opportunity to explore how our roles and responsibilities affect one another. All of my students live in Richmond and for this reason I believe Steveston is an idea starting point for exploring how communities changed over time. It is my belief that if students are provided with opportunity to enactively experience Steveston of past, they will be able to draw deeper comparisons over time to its present.

I have used the top-down approach to plan this unit so that I can ensure students are getting the big picture ideas: 1) Communities are meant to meet one another’s needs 2) Roles and responsibilities in our communities effect one another 3) communities develop and change over time. I strive to provide students with critical thinking challenges in a hands-on enactive way, so that they may develop greater meaning through doing. I do not impose knowledge upon children, but rather provide them with critical thinking challenges that encourage them to discover on their own; therefore, I am a facilitator of learning. I believe that it is important to provide my students with opportunities to connect our learnings to their own lived experiences so that it becomes more meaningful, connected, and engaging. Lastly, I provide students with opportunities to research on their own to make discoveries so that they come out of this unit feeling like they “own” their work.

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Integration Areas: As described throughout the unit overview, this unit is integrated with Language Arts, Visual Arts, and Computers Assessment: examples of assessment forms are included in the “assessment appendix” attached

Formative Assessment Summative Assessment o Self evaluation of group work and effort o anecdotal observations of students in exploratory and guided

practice activities ( to be recorded on “Anecdotal Observational Record”)

o teacher provides oral feedback during exploratory and guided practice activities

o Peer Assessment: “Love It!” feedback

o Rubrics for specific activities and assignments o Self evaluation of group work and effort o anecdotal observations of students in exploratory and guided

practice activities ( to be recorded on “Anecdotal Observational Record”)

Social Studies Prescribed Learning Outcomes: identified in each lesson throughout overview

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Unit Overview: Lesson Topic/PLOs/Learning Objectives Activities Assessment 1 Topic: Intro to the unit: what is a

community? SS PLOs: A1 apply critical thinking skills – including predicting, imagining, comparing, classifying to selected problems or issues D1 compare ways in which needs and wants are met in communities -work together? LA PLOs:

A1 use speaking and listening to interact with others for the purposes of: contributing to a class goal, sharing and explaining ideas, solving problems, completing tasks

Learning Objectives: o For students to work together to

develop an understand the ways that communities are structured to meet the needs and wants of people

o Recognize the importance of communities and that member in a community work together for a

1. Survival Challenge! o Tell students fictitious story about going on

a class cruise over spring break to Disney World in Floridia

o Our cruise ship starts to leak but we manage to paddle our survival boat to a deserted island

o As a group we brainstorm ideas about resources, places, and people we will need on the island to survive on the island community for at least 5 years

o Teacher will provide prompts to dig deeper (example: if “food” is given as example, ask how will we get our food?)

o sort our ideas into needs and wants—what are the things we actually need to survive and what are the things we would just like to have but do not need on the island

o what is a need, what is a want? o students will work in partners to create a

construction paper representation of one of the needs brainstormed (ex: farms, fire station, police)

o students paste their representations of needs on the large island outline

2. What do we know about communities? o Ask students to observe the island they

-Formative: anecdotal observation of: group work, cooperation, willingness to contribute ideas

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common purpose and to meet the needs and wants

o For students to practice working together as a large group and in pairs cooperatively

created and try and determine what they built? Prompt with questions and guidances if needed. Hopefully they will come up with the idea of a community!

o Brainstorm in groups what we know about communities

o Share and discuss ideas about community

2 Topic: Intro to the unit: what is a community? How do individuals contribute to meet the needs and wants of a community? SS PLOs: A1 apply critical thinking skills – including predicting, imagining, comparing, classifying,– to selected problems or issues D1 compare ways in which needs and wants are met in communities B2 describe ways individuals contribute to a community LA PLOs:

A1 use speaking and listening to interact with others for the purposes of: contributing to a class goal, sharing and explaining ideas, solving problems, completing tasks

Learning Objectives:

1. Brainstorm roles for community o as a group, brainstorm some of the people

that would work in/for the places we brainstormed last class

o create a T chart: Place and Person o Ex: if partners created a representation of

a farm, who would be the people working on the farm?

2. Role Interviews: how do you contribute? o Students take on the role of the person

making that contribution (ex: farmer) o in new partners, students interview one

another asking the following questions: a) what is your role/job in the community? b) why is your role important for the survival of the island community?

o review/model how an interview happens, important things to remember, etc.

o partner A asks questions and scribes, Partner B answers and then switch

o extension/critical thinking questions provided for gr.3s (ex: what problems might occur if you were not a part of the

-Formative: anecdotal observation of group work, cooperation, contribution of ideas -Formative: read interview answers to gain an understanding of where each student is at in terms of their emerging understanding of how needs and wants are met in a community by different members. Use this formative assessment for unit direction.

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o For students to work together to develop an understand the ways that communities are structured to meet the needs and wants of people

o Recognize the importance of communities and that member in a community work together for a common purpose and to meet the needs and wants

o To generate a definition of community

o For students to practice working together as a large group and in pairs cooperatively

community?) o perform interviews within table groups

3. Community Definition o create a definition of community as a class

Extension: go home and think of communities you are part of

3 Topic: What communities are you a part of? Introduction to Richmond as a community. SS PLOs B3: identify factors that influence who they are Learning Objectives: o To recognize the communities

that they are part of o To understand that we are all

part of multiple diverse communities

1. Hot air balloon community visualization o Ask students to put their heads down and

close their eyes and let me take them on an imaginary journey

o Do guided visualization of their community starting with their house, McNeely, their classroom, Richmond, extra curricular activity community, religious communities

o Students visualize the community that they live with in

2. What communities are you a part of? o Revisit the definition of community creates

as a group last class o As a group discuss some of the communities

people in our class may be a part of:

-Formative: are students able to come up with at least 2 unique communities that they are part of (use class list to record)

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families, neighbourhood, McNeely, classroom, Richmond

o Introduce Richmond as our community of focus for the unit. Explain that we will be looking at Richmond right now and comparing it to how Richmond used to be in the past

3.Create communities collage

o Students write the communities that they are a part of on pieces of construction paper

o Extension activity: include the role you play in your communities

o Example: soccer community—player o Students staple their construction

paper cut outs onto a board to create a collage

4 Topic: Introduction to Richmond Past—compare and contrast the life of a child in Richmond Past and Richmond Present SS PLOs A1 apply critical thinking skills-including imagining comparing B1 identify changes that occur in a communities over time B2 describe ways individuals contrubute to a community D1 compare ways in which needs and

1. Read aloud-Letter from child in the old days of Richmond and Noticing and New Thinking Activity

o Large venn diagram for the class on board o Children are provided with sticky notes and

a clip board with a piece of paper o While listening to the story about children

in Richmond’s past students are going to listen for:

o Grade 2’s: new things they learned about children’s roles in family

o Grade 3’s: new things they learned about what children did to have fun

-formative: simple check mark technique: check +, check, check – to assess ability to accurately compare and contrast the lives of Richmond children in the past and present -summative; rubric for letter which

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wants are met in communities D3 described how technology affects individuals and communities LA PLOs A1 use speaking and listening to interact with others for the purposes of: contributing to a class goal A3 listen attentively for a variety of purposes and demonstrate comprehension by retelling or paraphrasing information share orally, following 3 and 4 step instructions A8 engage in speaking and listening activities to develop a deeper understanding of texts C3 create imaginative writing and representations Learning Objectives: o For students to gain an

understanding of what life used to be like for children in old Richmond

o To be able to compare the lives of children in Richmond past and their own lives

o To make meaningful connections to the lives of children in Richmond past

o Write their ideas in one word on sticky note (at least 2 ideas)

o Compile all of our new leanings about children on Richmond past and place on “Children of Richmond Past” part of large venn diagram

o Brainstorm some of the roles they have in their families and add to “Children of Richmond Present” on large venn diagram

o Brainstorm some of the things that they like to do to have fun in Richmond and add to “Children of Richmond Present” on large venn diagram

2. Write a post card to children of Richmond past

o Components of post card: o 1 thing you learned about a job that they

have to do for their family o 1 question about the chore that they have

to do for their family o 1 job that you have to do for your family

that is different than theirs o 1 thing you learned about a fun activity

they like to do in Richmond o 1 question about that fun activity o 1 fun thing that you like to do in Richmond o Grade 3’s extension: why you like to do that

fun activity

will focus on: 1. Ability to identify change over time 2. Accurate description of information from read-aloud 3. Imagination and creativity in writing

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5 Art Lesson

Topic: illustrate the front of post card to children of Richmond past using the collage technique Art PLOs B3 descsribe and apply a variety of materials, technologies, and processes to create images (collage) A5 create 2-D images to represent specific places and based on issues topics in the community Learning Objectives: o to utilize a variety of paper

materials to create a collage

1. Model collage technique o access student’s prior knowledge and

experiences with collage o define collage and explain process

2. Illustrate front of post card o Students are provided with a variety of

Richmond related resources for their collage: Richmond news papers, leisure guides, tourism magazines

o Students will cut out images and words from the Richmond themed materials and create a collage about Richmond on the front cover of their post card

o Students may want to create a theme to their collage. Examples: my favourite places, activities in Richmond

o Label postcard with “Richmond 2012”

-formative: anecdotal observation of student ability to share materials with group members -formative: anecdotal observation of student’s ability to apply materials provided to create a collage and to follow collage processes

6/7/8 Topic: o Inquiry into Steveston Village as a

past community o Comparing the Steveston Village

community past and present

SS PLOs A3/A4 gather information from a variety fo sources for presentation A4 present information using oral, written, or visual representation A6 create a presentation on a

1. Tourism video about Steveston village present o Who has been to Steveston village before? o Group brainstorm: What do know about

Steveston village today? o Steveston village did not always look the

way it does today o Jump back in time to Steveston village in

______ 2.Steveston Village Past Model Project o Components of the project will be

completed over 3-4 lessons. Time will be

-formative and summative; self assessment of group work (must scaffold self assessment) -summative; create rubric for presentation as a class. Focus areas will be: Speech,

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selected topic B1 identify changes that can occur in communities over time B2 describe ways individuals contribute to a community (gr2) B2 describe the importance of communities (gr 3) D1 compare ways in which need and wants are met in communities Learning Objectives: o For students to gain practice at

gathering information from a variety of sources (books, hand outs, pictures)

o For students to gain practice orally presenting the information gathered

o For students to use the information they gathered to understand and describe how individuals contribute to a community

o For students to be able to experience Steveston Village past in a hands-on and enactive way so that they can identify the changes that occurred in the community over time

dependent upon students abilities and therefore not all students will be on the same step at the same time

o Components of the project include: a) Research o In pairs students will be working together

to inquire into a place in Steveston village past

o Students will be provided with an envelope which contains the following items: Pictures of their building and information sheets about their building

o Together students will inquire into their building using a guided research sheet (found in lesson plan)

o What is your building? o When was it built? o Who worked in the building? o What was their job? o Why was their job important in Steveston?

b) Create Building Model o Create model of building using variety of

art resources o Large map of Steveston village past will be

on the back table o Partners will place their model buildings on

appropriate e location of map of Steveston village past (locations will be written on map)

inclusion of all significant information, and creative script

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3) Creation of “A Walk through Steveston Village Past” o As a class students will generate the

criteria for this presentation portion. (eg. Speech, inclusion of all significant information, and creative script)

o partners practice presenting the information on research sheet can develop a short script of 5-7 sentences.

o Video component: students will present while the camera focuses on the model building they created

o Teacher will put all clips together to create a tourist video “A Walk through Steveston Village in the Past”

9 Topic: • Comparing and contrasting

Steveston village past and present

• Identifying how the community has changed over time

SS PLOs B1 identify changes that can occur in communities over time D1 compare ways in which need and wants are met in communities LA PLOs A1 use speaking and listening to

1) Time Traveller Stations: Compare Steveston village past and present

• 6 Stations to help students compare Steveston past and present

• Station 1-5: each station will have 2 pictures (1 Steveston past, 1 Steveston present)

• Station 6; observe the Steveston village past model community created by the class and compare it with the picture map of Steveston present

• Is the building you researched still in Steveston today? What else has changed? What has stayed the same?

• Each student will have a ‘Stations Record

-formative: anecdotal observation of their ability to compare Steveston past and present through looking at pictures

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interact with others for the purpose of: contributing to a class goal, sharing and explaining ideas A6 use a variety of strategies when listening to make and clarify meaning A7 demonstrate enhanced vocabulary knowledge and usage Learning Objectives: • for students to observe pictures

of Steveston past and compare them with pictures of Steveston present to look for similarities and differences

• for students to use these comparison to create an understanding of how the community has changed over time

Sheet’ or Venn Diagram to fill out as they move through the stations to help them organize their ideas about how the community of Steveston has changed over time

2) Group T-Chart activity: How has the community of Steveston changed over time?

• Report on station 6: which buildings stayed the same, changed location, and which buildings don’t exist anymore?

• Create a t-chart on chart paper with Past and Present to record the discussion

o Example: Under Past – Post Office, Under Present – either a check mark to signify that its still exists, or record “changed location”

• Add station 6 noticings to personal ‘station recordings sheet’ or venn diagram

10 LA Lesson

Topic: • Comparing and contrasting

Steveston village past and present

• Identifying how the community has changed over time

SS PLOs B1 identify changes that can occur in communities over time

1) Review T-Chart comparison • add any new comparisons students may have

identified

2) Journal Entry: compare and contrast life in Steveston present and past o journal entry topic: how would your life

change if you were transported back in time to Steveston 1890?

o Using venn diagram from lesson lesson 4 and 10

-summative: create a marking rubric to determine their ability to compare change in a community over time

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D1 compare ways in which need and wants are met in communities LA PLOs A7 demonstrate enhanced vocabulary knowledge and usage C3 create imaginative writing and representations Learning Objectives: o To be able to take the

information that they have gathered from comparing and contrasting their present community with Steveston community in 1900s and use it in a writing piece

11 LA Lesson Topic: History and daily life in the Gulf of Georgia Cannery SS PLOs B2 describe ways individuals contribute to a community D2 asses how technology affects individuals and communities LA PLOs A6 use a variety of strategies when listening to make and clarify meaning A7 demonstrate enhanced vocabulary

1. KWL Chart: Know o What do we know about canneries in

Steveston past? o What was their contribution to Steveston

and other communities? o Has anyone seen/visited Gulf of Georgia

cannery? Share experiences

2. KWL Chart; wonder o What doe we wonder about the canneries in

steveston past o Model question examples

3. Read Aloud and KWL Chart: Learn

-formative: anecdotal observation of ability to create questions under W of chart

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knowledge and usage A9 use speaking and listening to extend thinking Learning Objectives: o For students to develop a more

comprehensive understanding of the cannery’s role and contribution in Steveston past

o For students to gain specific cannery vocabulary in anticipation of field trip

o “My Monster Cannery” by Nat McHaffie o students have clip boards and sticky notes

to jot down things they learn throughout story

o share what we learned from story

12 Field Trip: Gulf of Georgia Cannery Learning Objectives: o For students to have a hands-on

and enactive experience at the Gulf of Georgia Cannery

o Students are given a glimpse of what life would have been like in historical Steveston Village

o To ask meaningful and purposeful questions

1. Guided Tour and Machine Demonstration (Suitable for all ages , including ESL) Social Studies I.R.P. Try your hand at peughing a salmon at the receiving dock and follow its journey from fishing net to airtight can. See the fish scales that still cover the walls and learn about the lives of the people who worked on the line 12 hours a day. One the herring reduction plan tour, students will find machinery that was adapted from other industries including diary, wine, and pulp and paper. The 20 minute film Journey Through Time is a perfect introduction to the history of the Cannery and BC’s fishing history for all ages. Resource: http://gulfofgeorgiacannery.com/visit-us/education

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2. “I saw, I liked, I learned” activity

(appendix) o upon returning, students will fill in this

field trip activity to encourage them to think about the field trip and its purpose

13 Topic:

• What is a contribution to community?

• Why do people contribute to their community?

SS PLOs B2 describe ways individuals contribute to a community C1 describe how an understanding of personal roles, rights, and responsibilities can affect the well-being of the school and community LA PLOs A1 use speaking and listening to interact with others for the purposes of exchanging ideas on a topic A3 listen attentively for a variety of purposes and demonstrate comprehension by retelling or paraphrasing info read orally A8 engage in speaking and listening activities to develop a deeper understanding of texts

1. share personal helping experiences o invite students to visualize a time when

they helped someone else and then when someone else helped them

o discuss the definition of a contribution to community—a contribution makes a positive difference to someone else

2. Read Aloud: Wanda’s Roses o Focus for reading: how are the characters

helping one another and what happened as a result of their help

o Students will be asked to focus on particular characters

o In groups students will fill in chart with the following components: character, what they did to help, result of their help

o Each group shares one idea with the class o Link idea of contribution developed in class

and contributions in the community

2. “Is it a contribution?” game o Provide students with scenarios and ask

them to think critically about if the person in the scenario is making a contribution to

-formative: “Assessing community contributions rubric” (p.76-Contributing to Family and Community)

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Learning Objectives • To develop an understanding of

contributions • To develop an understanding of

community interactions and their effects

another person or the community o Model a think aloud for students to show

the process of critically thinking about what a contribution really means

Resource: “Contributing to Family and Community”

14 Topic: • Community places, services, and

roles in our own community • Understanding of roles and

responsibilities of certain people in the community

SS PLOs B2 describe ways individuals contribute to a community (gr.2) B2 describe the importance of communities (gr.3) D1 compare ways in which needs and wants are met in communities LA PLOs A1 use speaking and listening to interact with others for the purposes of exchanging ideas on a topic A2 use speaking to explore, express, and present ideas and information by sharing connections made A3 listen attentively for a variety of purposes and demonstrate

1. Read Aloud: On the Town: A Community Adventure

o Focus for reading: Connections to Text o Students write down on sticky notes one

connection they make between the community in the story and Richmond

o Model example of metacognition “think aloud”

o Picture walk through story at end and students place sticky notes where they had connections and explain

2. Identification of community places and roles in read aloud o After reading and discussing connections,

discuss the following question: what places and people did Charlie discover in his community adventure?

o Record ideas on T chart with 2 columns: Places in Charlie’s community and People/Roles in Charlie’s Community

3. Identification of community places and

-formative: anecdotal observation of students abilities to make connection to text

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comprehension by sharing connections made Learning Objectives: • To gain an understanding of

community place and the people/roles that correlate

• To develop a knowledge of places, services, and roles in student’s own community

roles in Richmond o Students are provide with community places

cards and in partners they try to determine if this place exists in Richmond

o 3 column chart on board: Yes, Wonder, No o partners discuss and then place their place

in one of 3 columns o students must also write the people/roles

they may find at this community place o Extension: research at home the places

under the wonder column and talk to family to try and add more community places to chart

Resource: “Contributing to Family and Community”

15 Topic: • Community places and roles and

the ways in which they meet the communities needs

SS PLOs A1 apply critical thinking skills-including classifying B2 describe ways individuals contribute to a community B2 describe the importance of communities D1 compare ways in which needs and wants are met in communities Learning Objectives: • To develop an undestanding of

1. What are our basic human needs? o Review human basic needs brainstorm from

lesson 1

2. Critical thinking sort re: human needs and places and people/roles in our community o Table groups are given a variety of places in

Richmond (brainstormed from last class) o Sort the places into what need they are

helping meet (food, healthy, safety, learning, fun, make a living, get around, belong/feel loved)

o Determine how the person that works at that place is helping meet the need chosen

o Model example: dentist office is helping meet Richmond’s health needs because the dentist cleans peoples teeth

-summative: “Assessing community places and roles” rubric (p. 113 Contributing to Family and Community)

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how certain place and people/roles meet human needs in our communities

3.Stations: On the Town-A Richmond Adventure o 5 stations are set up around the room with

pictures of people working in the community of Richmond

o as a group work on example picture together to try and determine the roles and responsibilities of the person

o 4W questions will include: what is the person doing? Where is the person? Who is the person? How is the person contributing the community of Richmond?

o As a group, complete 4W chart o Students will work in partners to circulate

through the 10 stations and fill in their 4W chart

o Possible extension for LA: write our own On the Town book

16 Topic:

o what do we know and wonder about selected community roles?

SS PLOs A1 apply critical thinking skills-including questioning B2 describe ways individuals contribute to a community Learning Objectives:

1) Interview Introduction • inform students that as a class we will be

learning about 4 different community roles and interviewing them

2) Introduction and scaffolding of KWL

chart • What is a KWL chart? Know, Wonder, Learn • Explain how a KWL chart works • Each group will create their own KWL chart

with 3 columns: 1) What we know 2) what

-formative: self assessment of group work (appendix)

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o to access their prior knowledge regarding their selected community role/worker

o to apply critical thinking skills to generate questions to ask their selected community role/worker

we wonder 3) what we learned • Each group is assigned a community worker 3) Work on KWL chart

• as a group, start brainstorming and filling in the KW columns

• the W column will generate the questions that they will ask in their interviews

• computer extension: during the next computer block, students will decide who is asking which questions and type up their questions

17 Topic: o Interview day 1: police officer,

community center worker SS PLOs A1 gather information from a variety of sources LA PLOs A1 use speaking and listening to interact with others for the purposes of contruibuting to a class goal Learning Outcomes o to practice the interviewing

process o to practice recording answers o to generate new learnings that

answer their Wonder questions on

1) Interview assigned community worker o Group that completed the KW chart for

the assigned community worker will take turns asking their questions

o They will record their answers on the interview question sheet they created and printed in previous computer block

-formative: verbal and listening skills during interview using simple check mark technique: check +, check, check -

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the KWL chart/fill in the Learned component of KWL chart

18 Topic: Thinking about making a

difference in our community o What are some of the

environmental problems in Richmond?

o How can we personally contribute to help with those problems

SS PLOs A1 apply critical thinking skills including questioning, imagining to selected problems A7 formulate a response to a relevant community problem or issue C1 describe how and understanding of personal roles, rights, and responsibilities can affect well being of the community LA PLOs C3 Create a variety of imaginative writing and representations following patterns modeled from literature: an organization that develops logically from an engaging opening through to a satisfying end Learning Outcomes: o For students to think critically

1) Read Aloud: Miss Rumphius o Focus for reading is to think about hot

Miss Rumphius made a difference in her community

o discussion: what have you done to make a difference in the world?

o Goal for thinking and writing for class is to invite readers to think about making a difference

2) Identifying environmental problems in Richmond

o Using a mind map, students critically think about the environmental problems in our community at McNeely or Richmond

o Model mind map think aloud for students and generate some ideas about what they like about Richmond and what they would like to see improved

o Choose one environmental problem to write your story.

3) Making a difference story box o using the story box (in extended lesson

plan) planning sheet, students will write a story in 3rd person

o model 3rd person writing and use of story box

o students write story in story box planning

-summative: anecdotal observation of students ability to identify environmental problems in community and apply critical thinking skills to formulate a response to problem

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about the Richmond as a community

o To identify things that we think are good about Richmond as a community

o To identify ideas about problems in Richmond

o To identify ways that they can personally help with the problems identified

sheet

19 Interview Day 2: nurse, food bank worker

Same as Interview day 1 lesson

20 LA Lesson Topic: Letters of Appreciation o To thank our community members

who volunteered their time to help us with our inquiry and learning

o To thank our community members for helping meet needs in our community

o To identify the needs they help meet in our community

SS PLOs B2 describe ways individuals contribute to a community LA PLOs C5 use strategies during writing and

1) How do we write a letter? o Discover and learn the important

components of a letter

2) Generate a letter frame o as a class decide what we would like to

incorporate in our letters of appreciation

3) Write letters

o students will individually write letters to the community worker that they interviewed

o the criteria and components of the letter will be generated by the class

Summative: simple check mark technique: check +, check, check – to assess features and conventions of writing: -completed simple sentences, capital letters at the beginning of proper nouns and sentences, periods, question marks or exclamation marks at the end of sentences

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representing to express thoughts, including referring to class-generated criteria C10 use some features and conventions of language to express meaning in their writing and representing including: completed simple sentences, capital letters at the beginning of proper nouns and sentences, periods, question marks or exclamation marks at the end of sentences

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EXTENDED LESSON 1: Unit of Subject: Social Studies-Communities Lesson Duration: 45-50 minutes Grade: 2/3 Lesson number: 6/7/8 (maybe 9)

Objectives: o For students to gain practice at gathering information from a variety of sources (hand outs, pictures) o For students to gain practice orally presenting the information gathered o For students to use the information they gathered to understand and describe how individuals contribute to a community o For students to be able to experience Steveston Village past in a hands-on and enactive way so that they can identify the

changes that occurred in the community over time o To build critical thinking and compare and contrast skills Prescribed Learning Outcomes: SS PLOs A2 identify a variety of symbolic representations A3/A4 gather information from a variety of sources for presentation A4 present information using oral, written, or visual representation A6 create a presentation on a selected topic B1 identify changes that can occur in communities over time B2 describe ways individuals contribute to a community (gr2) B2 describe the importance of communities (gr 3) D1 compare ways in which need and wants are met in communities Materials: o Envelopes o Printed photographs of Steveston past and present o Information sheets regarding the Steveston past buildings/people/roles o Plasticine o Kleenex boxes o Other Scrap art material

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Grouping: The class will be working in pre-assigned pairs for project. See adaptations for more information. Lesson Development: Hook: Tourism video about Steveston Village present (Steveston Village Community Video: http://www.youtube.com/watch?v=cQcQO_u3DGM) • Questions to access prior knowledge: o who has been to Steveston village before? o What do we know about Steveston village today?

• Focus for watching video: are there buildings or places that you have seen or visited before? • Students make hand action for “cut” if they have a connection to a building or place they saw in the video. Students will explain

connection. • Steveston has not always looked this way so we are going to jump back in time to Steveston village in ________.

Activities: 1. Steveston Village Past Inquiry Model Project o Components of the project will be completed over 3-4 lessons. Time will be dependent upon student’s abilities and therefore

not all students will be on the same step at the same time. o Components of the project include:

1) Research o In pairs students will be working together to inquire into a place into Steveston village past o Possible places from Steveston past that we will be inquiring about:

a. The Gulf of Georgia Cannery b. Post Office c. Opera House d. General Store – Hunts store or J.C. Forlong Store e. First School f. Steveston Hotel g. Restaurant – Cannery Row Café h. Fire hall i. Police Station j. Japanese Fisherman’s hospital k. Steveston United Church

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l. Fisherman’s Wharf m. Northern Crown Bank

o Students will be provided with an envelope which contains the following items: Pictures of their building and information sheets about their building

o Together students will inquire into their building using a guided research sheet (appendix) that will include the following questions:

o What is your building? o When was it built? o Who worked in the building? o What was their job? o Why was their job important to the community of Steveston?

2) Create Building Model o Create model of building using variety of art resources o Large map of Steveston village past will be on the back table o Partners will place their model buildings on appropriate location of map of Steveston village past (locations will be written on

map) o Students will be provided with a manila tag template so they know how large to make their building o Resources on the back table should be fairly distributed amongst students. Have a conversation about how many of each type

of resource students can take. 3) Expo presentation of Steveston Past

o As a class students will generate the criteria for this presentation portion. (ex focus areas: Speech, inclusion of all significant information, and creative script) (blank rubric in appendix)

o Partners practice presenting the information on research sheet can develop a short script of 5-7 sentences. o Video component: students will present their information orally while the camera focuses on the model building they created o Teacher will put all clips together to create a tourist video “A Walk through Steveston Village in the Past”

Closure (of project): • watch presentations created by students • peers provide “Love It” feedback (appendix) Assessment: • Formative: self reflection of group work (appendix)

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• Formative: anecdotal observation about student’s abilities to gather information form a variety of sources (appendix) • Summative: rubric for presentation as generated by the class (outline in appendix) • Peer evaluation; “Love It!” Feedback (appendix) Extension Activity: • if students are finished their buildings earlier than others, they may begin adding other features to our model of Steveston

Village past (ex: planks of wood for roads, grass, carriages, horses, people)

Adaptations: Partner groupings will be determined based on reading ability, and ability to work independently, therefore if there are students that have difficulty reading then they may be partnered with a student who is a strong reader. However, it is important to ensure that this adaptation does not make the task too simple for the stronger reader. We will address this by providing varied levels/quantities of information on the fact sheets. Resources: Steveston: A Community History – Bill McNulty Childhood in the Old Days of Richmond – David Jelliffe

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Appendix:  1) Sample envelope for research component of project

Steveston Post Office Fact Sheet: In the 1890s William Herbert Steves thought that the community of Steveston needed a post office because the village was becoming a popular place to live. The other reason William thought that Steveston should have a post office was because the water front was a good landing place for mail delivery. The Steveston Post Office opened for business on May 1, 1890. The post office was located in the Steves Seed Store on the South end of Second Avenue between Bayview Avenue and Moncton Street, where there was also a wharf. W.H. Steves was the first mailman of Steveston. The post office received mail by a large steamboat from New Westminister three times a week. In 1894 the Steveston post office moved to Hunts General Store, which was located at the corner of Moncton Street and Second Avenue.

Steveston Fact Sheet:

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Name: Date:

What is the building?

When was it built? Who worked/lived in the building? What were their roles and responsibilities? Why was their job important to the community of Steveston?

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Extended Lesson 2: Unit of Subject: Social Studies-Communities Lesson Duration: 45-50 minutes Grade: 2/3 Lesson number: 10

Objectives: o for students to observe pictures of Steveston past and compare them with pictures of Steveston present to look for

similarities and differences o for students to use these comparisons to create an understanding of how the community has changed over time Prescribed Learning Outcomes:

SS PLOs A3 use simple maps to interpret and present information B1 identify changes that can occur in communities over time D1 compare ways in which need and wants are met in communities LA PLOs A1 use speaking and listening to interact with others for the purpose of: contributing to a class goal, sharing and explaining ideas A6 use a variety of strategies when listening to make and clarify meaning A7 demonstrate enhanced vocabulary knowledge and usage Materials: -­‐ Model community created by students in previous lessons -­‐ Enlarged picture map of Steveston present -­‐ 6 Stations with 2 photos on each (past and present) -­‐ Stations Record Sheet or venn diagram Lesson Development: Hook:“Today we are going to be taking on the role of historians. What does the word historian mean? Who are historians?”

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Activities: 1.Gallery Walk: Compare and contrast Steveston village past and present. • 6 Stations (4 students at each – pre-assigned groups) • At stations 1-5 there will be 2 pictures (one of Steveston past and one of Steveston present) • Each student will have a ‘Stations Record Sheet’ or venn diagram which will comprise of 2 columns: Steveston Past, Steveston

Present • Student will move though stations comparing the picture from Steveston past with the picture of Steveston present and will

record their findings on the ‘Stations Record Sheet’ or venn diagram (in appendix) • The purpose of the ‘Stations Record Sheet’ or venn diagram is to help organize their ideas about how the community of

Steveston has changed over time • Station 6 will be located at the back table with the Steveston village past model the students created • At this station, student will observe the Steveston village past model community and compare the past it with the picture map

of Steveston present (created by teacher) • Focus questions for this station: Is the building you researched still in Steveston today? What else has changed? What has

stayed the same? • Prior to commencing the station activities, model an example of one station so the students can gain an understanding of how

stations work, rotation, and the information they should be trying to collect • Students will get 5-7 minutes at each station • Station are as follows:

Station 1: Transportation Past: Horse and Carriage Present: Cars

o Station 2: Moncton Street Past vs. Present

o Station 3: People Past: Japanese fisherman, cannery workers, clothing Present: Depicts multiculturalism

o Station 4: School Past: First School Present: Talmey/McNeely

o Station 5: Wharf Past: Cannery Row and boats

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Present: Restaurants o Station 6: Model Station

Past: Student Built Community Model Present: Steveston Present Picture Map

2) Reporting Back • Once students have completed each station, students will report their findings from Station 6 to the group • Create a t-chart on chart paper with Past and Present to record the discussion regarding station 6 Example: Under Past – Post Office, Under Present – either a check mark to signify that its still exists, or “changed location Closure: • Think-Pair-Share: Why do you think the Steveston Village community has changed so much over time? • Talk to the person beside you and then share with the rest of table group Assessment: o formative: anecdotal observation of their ability to compare Steveston past and present through looking at pictures Extension Activity: • if students are done comparing and recording their findings before the time is up at their station, they may begin to think

about why the object/person/place in the picture has changed from Steveston past to present • example: why are our schools much bigger now? • students may record their ideas on their record sheet Adaptations: o option between stations recording sheet and venn diagram for the more visual thinker o students with low writing output may just draw pictures with one word descriptors Resources: Steveston: A Community History – Bill McNulty Childhood in the Old Days of Richmond – David Jelliffe

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Appendix: a) Stations Recording Sheet

Name: Date: Station

# Steveston Past Steveston Present

1

2

3

4

5

Station 6: Is your building still there? Yes No

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b) Venn diagram

Past   Present  

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Extended Lesson 3 Unit of Subject: Social Studies-Communities Lesson Duration: 45-50 minutes Grade: 2/3 Lesson number: 19

Topic: Thinking about making a difference in our community o What are some of the environmental problems in Richmond? o How can we personally contribute to help with those problems Learning Objectives: o For students to think critically about the Richmond as a community o To identify things that we think are good about Richmond as a community o To identify ideas about problems in Richmond o To identify ways that they can personally help with the problems identified

Prescribed Learning Outcomes: SS PLOs SS PLOs A1 apply critical thinking skills including questioning, imagining to selected problems A7 formulate a response to a relevant community problem or issue C1 describe how and understanding of personal roles, rights, and responsibilities can affect well being of the community LA PLOs A1 use speaking and listening to interact with others for the purposes of exchanging ideas on a topic Materials: o Miss Rumphius by Barbara Cooney o Making a difference story box guide

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Lesson Development: Hook: Read story of 2011 winner of Internation Children’s Peace Prize “Chaeli was born with Cerebral Palsy, through which the function of her arms and legs is limited. But where others see limitations, she sees possibilities; with her positive attitude, she is an inspiration to many. “Hope is what keeps us going,” Chaelisaid in her speech. “It’s what keeps us striving for the lives we deserve. I have hope for myself, but I also have hope for all other children with disabilities. I hope that my actions as an ability activist will leave the world more accepting and more accommodating for all people and not just people with disabilities, because we are all different and we all have the need to be accepted regardless of having a disability or not.” At the age of 9, Chaeli and her friends and sister started a project to raise money for an motorized wheelchair for Chaeli. In just seven weeks they raised more than enough money, soChaeli decided to help more disabled children. This project has become the Chaeli Campaign, a professional organization that annually helps more than 3000 children with disabilities in South Africa with equipment, physical therapy and which defends the rights and acceptance of disabled children. Chaeli inspires other children to start projects and for that she has developed an ambassadors program. ““I think we need to make a conscious decision to see the light in every person we meet. I think we need to be more positive about each other. If we see the light in each other, I believe we would live in a much brighter world. “ Activities: 1. Read Aloud: Miss Rumphius by Barbara Cooney o Discuss the “Reading Powers” and asks students to try and determine which “Reading Power” the writer is trying to invite

students to experience/use o Discuss students ideas once finished book. Provide students with prompts to guide them to correct “Reading Power”:

transformation! o Further discussion:

o What has the author invited us to think about? o Why do you think the author wanted us to think about that?

2. Access Prior Knowledge through Think-Pair-Share discussion o What have you done to make a difference in the world? o Provide prompts: something that you did at home, neighbourhood, school, etc. o Model an example of this type of thinking o Goal for writing today: to invite readers to think about making a difference for the environment

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3. Identifying environmental problems in Richmond o Using a mind map, students critically think about the environmental problems in our community at McNeely or Richmond o Model mind map think aloud for students and generate some ideas about what they like about Richmond and what they would

like to see improved o Choose one environmental problem to write your story on 4. Making a difference story box o Students will individually brainstorm ideas for story with focus on: how is the character (student) going to make a difference

to the environment? o Model example of this thinking for students o Explain that story will be written in 3rd person o Discuss the use of 3rd person and what it means: when the writer writes a story about him/herself but does not use the word I

instead uses name. Example: instead of saying “I” in my story, I will say Ms. Painter o Model planning for story box—generate an example story together using the story box on overhead o Students are then provided with time to work on their story box (appendix) Closure: • Share story with a partner • Students provide “Love It” feedback (appendix) Assessment: o Formative: anecdotal observation and note taking of student’s abilities to:

o apply their critical thinking skills to a select problem to formulate a response to the issue o demonstrate an understanding that their actions effect their community

o Formative; “Love It!” Feedback (appendix) Extension Activity: o Once students have completed their story box, they may begin to draw accompanying illiustrations Adaptations: o Story strip for emergent writers includes:

o If I see____, I can _____ o When I ____, I will try to ______ o When I ____, I can ______ o If I ______, maybe _____

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o This adaptation can also be used for students who are having a hard time using their critical thinking skills as this story strip provides a writing fram

Resources: Miss Rumphius by Barbara Cooney Writing Power by Adrienne Gear

Appendix: a) Making a Difference Story Box 1. Setting: draw

2. Beginning: introduce character 3. Problem: what is the problem?

4. Interaction: describe the act/deed one can take to solve problem

5. How was the problem resolved? 6. Ending: describe how the act made a difference in your community.

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ASSESSMENT APENDIX (for all lessons) a) Self-reflection of group work My group work today… Name:_____________ Date:_____________

Did I share my ideas?

Was I focused?

Was I respectful of others ideas?

What would you like to work on next time?

_________________________________________________________

_________________________________________________________

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b) Anecdotal Observation Form

Anecdotal Observation Record Date:___________________ Subject:_________________ Focus for Assessment (Learning Outcomes): Name Anecdotal Observations

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c) Rubric Outline for Class Presentation Area of Focus:

Fully Meets Expectations

Meets Expectations

Minimally Meets

Expectations

Does Not Meet

Expectations

Example: Speaking Skills

d) Peer Feedback: “Love It!” feedback o After watching our tourism video of Steveston past, students will provide eachothr with positive feedback o Students will be assigned a feedback partner prior to watching the movie and will be given a heart post it note to write one

piece of positive feedback on

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Resources: Teacher planning resource Books Resources used in lessons “Critical Challenges Across the Curriculum: Contributing to Family and Community” By Irene Agelatos et al. o A fantastic teacher resource that focuses on embedding critical

thinking into every lesson o Provides fully developed lesson plans and extension activities o Location: UBC Ed Library

“Wanda’s Roses” by Pat Brison o Great read aloud for introducing the idea of contributions and the

roles we play in our communities to meet other’s needs o Age: k-3 o Location: UBC Ed Library

“Nonfiction Matters: Reading, Writing and Research in Grades 3-8” by Stephanie Harvey

o Another fantastic teacher resource that focuses on inquiry based learning environments

o KWL chart description and exercises are very helpful for teacher candidates that are interested in the inquiry approach

o Location: UBC Ed Library

“On the Town” by Judith Casely o Great read-aloud for introuducing the idea of community places and

roles and how they meet our needs in communities o Word of caution: may be some stereotypes about community jobs o Age: k-3 o Location: UBC Library

“Steveston:A Community History” by Bill McNulty o has a wealth of facts, stories and pictures of Steveston from 1850

until today. o The books contents are separated into time periods, which is

significant to the development of the community as a whole. o Location: Richmond Public Library

“My Monster Cannery” by Nat McHaffie o Written by the Gulf of Georgia Cannery Society o Juvenile fiction with important facts and vocabulary about the

canneries in Steveston 1890s o Great lead up to a field trip to the GOGC o Location: Richmond Public Libraries

“Writing Power” by Adrienne Gear o Fantastic source that connects reading with writing o Focus is on the purpose of writing—to invite readers in to think a

certain way o Great resources for critical thinking writing pieces o Location: Kids Books

“Miss Rumphius” by Barbara Cooney o Invites readers to think about making a difference in the world o Focus for change: environmentalism o Age: k-4 o Location: UBC Ed Library

Childhood in the Old Days of Richmond – David Jelliffe o This resource tells the stories of the children who once lived in

Steveston village. It explores what life was like for you children going to school and what jobs their parents took on in the community.

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KINDERGARTEN LESSONS EXTENDED Unit  or  Subject:  Social  Studies—Families  

Lesson  number:  1  

Lesson  Duration:  30  minutes  

Grade:  kindergarten  

Learning  Objectives:    

• to  describe  and  recognize  different  members  of  a  family  • to  recognize  and  be  able  to  represent  the  members  of  their  immediate  family  through  drawing    Prescribed  Learning  Outcomes:  

Language  Arts:  

A2  engage  in  speaking  and  listening  activities  to  share  ideas  about  pictures,  stories,  information  text,  and  experiences    A6  use  oral  language  to  explain,  inquire,  and  compare   C1  create  simple  messages  using  a  combination  of  pictures  to  convey  meaning   C4  engage  in  discussions  before  writing  and  representing  to  generate  ideas  when  responding  to  text  and  classroom  experiences  (e.g.,  observing,  listening,  using  the  other  senses,  drawing,  brainstorming,  listing,  webbing,  partner-­‐talk)    

Social  Studies:  

A2 gather information from personal experiences, oral sources, and visual representations A3 present information using oral or visual representations B3 identify similarities and differences among families  

Materials:  

• envelope  for  picture  • family  picture  • chart  paper  • felts  for  chart  paper  

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• construction  paper  cut  outs  of  people  • puzzle  pieces  on  manila  tag  • crayons  (each  table)  • pencil  (each  table)  

 

Lesson  Body:  

1. Hook:  Mystery  family  activity  (Time:  5-­‐7  minutes)  o Have  an  envelope  labeled  “Private:  Do  not  peek!”  o Pull  out  the  picture  of  your  family  but  do  not  show  the  students  o Ask  them  to  guess  what  they  think  the  picture  is  of  by  giving  them  some  clues:    

There  are  people  in  the  picture   Some  of  the  people  in  the  picture  live  with  me   Some  of  the  people  in  the  picture  have  the  same  last  name  as  me   Some  of  the  people  in  the  picture  are  older  than  me  

o Help  prompt  students  to  guess  that  the  picture  is  an  image  of  my  family  o Show  students  picture  of  family  and  allow  them  to  pass  it  around  o Prompt  students  to  think  about  who  the  family  members  are  in  the  picture  while  observing  it    

Example:  is  my  mom  in  the  picture?  o Ask  students  to  keep  their  thoughts  in  their  brain  o Use  the  clapping  pattern  “1-­‐2-­‐3  pass”  to  notify  the  students  when  to  pass    

 2. Instruction:  

a) Accessing  Prior  Knowledge  (Time:  8  minutes)  o Ask  students  to  guess  who  are  the  family  members  in  the  picture  o Ask  them  to  think  of  the  names  they  know  for  people  in  their  family  or  other  families  o When  students  think  of  an  idea  write  it  on  a  cut  out  of  a  person    o Ask  them  if  they  know  the  relationship  of  the  family  member    

o Example:  who  is  a  grandma?  Is  a  grandma  a  mom  of  someone?  Who  is  a  grandma  a  mom  of?  o Encourage  students  to  use  family  names  that  they  may  use  in  their  culture  o Have  student  who  provided  example  tape  it  up  on  “What  we  know  about  families”  chart  (tape  will  already  be  placed  on  

chart  paper)    b) Puzzle  Activity:  who  are  the  people  in  our  family?  (Time:  15  minutes)  

o model  drawing  a  picture  of  your  family  on  a  big  puzzle  piece  (part  of  the  picture  will  already  be  drawn)  

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o emphasis  for  modeling:  detail,  colour,  height  of  different  family  members    o example:  what  kind  of  clothes  does  my  mom  like  to  wear?  What  colour  are  my  sisters  eyes?    

o Each  student  is  given  a  puzzle  piece  at  the  carpet  and  then  dismissed  to  seat  one  at  a  time  o Students  draw  their  family  on  the  puzzle  piece  using  crayons    o allow  them  to  try  writing  the  family  role  under  their  drawing  (mom,  dad,  etc)  or  scribe  for  them  if  needed  

 Extensions:   ask  them  to  add  more  specific  detail  while  guiding  them  with  questions     write  your  last  name  on  the  back  side  of  the  puzzle  

 c) Closure  (Time:  1  minute)  

o Gallery  walk  of  puzzle  pieces  on  table  o Art  gallery  rules:  hands  behind  back,  look  with  eyes  only  o Ask  them  to  notice  other  people  detail  in  their  drawings    

 

 

 

 

 

 

 

 

 

 

 

 

 

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Unit  or  Subject:  Social  Studies—Families  Lesson  number:  2  

Lesson  Duration:  30  minutes   Grade:  kindergarten  

Learning  Objectives:    

• To  work  cooperatively  in  a  group  environment  • To  describe  orally  what  they  already  know  about  families  • To  recognize  members  of  their  family  • To  describe  orally  their  questions  and  wonders  about  families  

 

Prescribed  Learning  Outcomes:  

Language  Arts:  

o A2  engage  in  speaking  and  listening  activities  to  share  ideas  about  pictures,  stories,  experiences   o A6  use  oral  language  to  explain,  inquire,  and  compare   o B2  respond  to  literature  through  a  variety  of  activities  (talking)  

 o SS:  o A1 participate co-operatively in groups o A2 gather information from personal experiences, oral sources, and visual representations o A3 present information using oral or visual representations o B3 identify similarities and differences among families Materials: • Group  puzzle  pieces  • Zip  lock  bag  for  puzzle  pieces  • “The  Family  Book”  by  Todd  Parr  • chart  paper  for  KW  activity  • felts  for  chart  paper  

 

Lesson  Body:  

 1. Hook  (Time:  5  minutes)  

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o Work  in  our  two  small  groups  to  put  the  family  puzzle  together  o Numbers  are  on  the  back  side  of  the  puzzle  pieces  along  with  a  numbered  template  of  the  puzzle  if  needed    o Since  the  groups  will  have  switched  from  lesson  1,  teacher  must  ensure  they  have  correct  puzzle  pieces    o Teacher  will  assist  students  in  working  together  as  a  group  

 2. Read  Aloud  and  KW  Chart  (time:  15  minutes)  

• Read  aloud  “The  Family  Book”  by  Todd  Parr    • Focus  for  listening  is  to  think  of  ideas  that  we  can  add  to  our  “what  we  know  about  families”  chart  • Teacher  will  guide  discussion  on  parts  of  the  book  that  are  indicated  by  sticky  notes  • Ask students questions as we read to prompt for “what we know” • Once the story is finished, ask students to give ideas from the book for our “what we know” chart • Example: we know that some families are big • Provide students with prompts using the pictures in the book • All of their ideas about families are recorded under “what we know about families” on flip chart or board and may be supported by

simple drawings

3. Family  Action  Game  (Time:  3  minutes)  • Teacher  will  create  questions  about  families  based  on  the  book  • Examples:    

o Jump  up  and  down  3  x  if  you  have  a  big  family  o Touch  your  toes  if  you  have  a  small  family  o Give  yourself  a  big  hug  if  you  like  to  hug  your  family  o 2  jumping  jacks  if  you  look  like  someone  in  your  family  o jump  up  hooray  if  you  celebrate  special  days  like  a  birthday  with  your  family  o walk  around  like  a  mouse  if  your  family  likes  to  be  quiet  

 

4. Closure:  What  We  Wonder  component  of  KW  chart  (Time:  7  minutes)  • Students  sit  back  down  on  the  carpet  • The students are then asked if they have any questions about families or anything that they wonder about surrounding families • Model a question or something you wonder about families:

o Example: I wonder how many people are in my whole big family • These ideas are scribed by the teacher under “what we wonder about families” in a web format  

 

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Unit of Subject: Social Studies—Families Lesson Duration: 30 minutes

Grade: Kindergarten Lesson number: 3

Objectives: One objective for this lesson is for students to understand that families work together cooperatively and help one another out in diverse ways. Another objective is for students to recognize and understand the ways that they help out in their family. Also, students will gain an understanding that there are similarities and differences among families in the class and the ways that they help out in their families. Prescribed Learning Outcomes: Social Studies: A1 participate co-operatively in groups A2 gather information from personal experiences, oral sources, and visual representations A3 present information using oral or visual representations B3 identify similarities and differences among families Language Arts: A2 engage in speaking and listening activities to share ideas about pictures, stories, information text, and experiences A6 use oral language to explain, inquire, and compare C1 create simple messages using pictures Materials: • Paper for drawing activity, “Franklin and Harriet” by Paulette Bourgeois, Long mural paper, Glue sticks, Pencils, Crayons, scissors Lesson Development: Guiding Questions: • What does it mean to help? • How do family members help one another? • How do I help in my family? • How does it feel to help my family? • How does my family feel when I help them? Hook: (3 minutes) • 3-5 pictures of families helping one another • teacher holds up one picture at a time and asks students “what do we think is happening in this picture?”

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• provide further prompts if needed to guide discussion. Example: “what is the girl helping her dad do?” • allow students to provide personal experiences with the situations depicted in photos

o Example: put up your hand/give me a thumbs up if you have helped your family by_____.

Lesson Objective • “Today Division 18, we will be talking about families and all the different ways we help in our families.”

Activities:

1) Review family member roles (1 minute) o Who are some of the people in our families we learned about?

2) Read Aloud: Franklin and Harriet (10 minutes)

o Before: Make predictions about story based on front cover: Who do we think Franklin is pushing? How is Franklin helping his little sister? Have you ever helped push someone on a swing? Has anyone ever helped push you on a swing? Does it look like Franklin likes helping his little sister?

o During: Focus for reading: to think of the ways Franklin helps his family Stop at points in the story where Franklin is helping his family and discuss and extend with personal experiences (marked

with sticky notes) o After:

Review some of the ways that Franklin helped his family in story Support their ideas with the appopriate picture in book If students need prompting show them a picture and ask them who and how Franklin is helping

3) How do we help in our families? and Family Helpers Action Game (5 minutes)

o After discussing the different ways that families are helping each other in the pictures, ask students for examples of how they help in their families

o Model an example: “I help my family by taking my dog Toby for a walk”

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o Discuss how we could act out helping by taking our dog for a walk o Act action out as a group o Use “cut” hand symbol as a signal for students to stop acting and sit down o Ask other students for ideas and guide with the actions o Scribe ideas on the white board/chart paper

4) Helping Collage (13 minutes)

o tell students that we will be drawing one way we help in our family o model drawing how I help my family (part of picture is already drawn) o emphasis on detail think aloud: what colour is toby’s fur? Where am I walking toby? what kind of weather? What am I wearing? o Gives students “thinking time” to decide what they want to draw o Once students have their ideas of how they help, ask students to close their eyes and visualize the picture they are going to draw

in the head: Who are you helping in the picture? What room are you in? in the kitchen, outside?

o Students aurally provide their idea one at a time and then are handed drawing paper and dismissed to their table (orange crayon basket tables)

o Provide students that are having difficulty starting with prompting questions o Students can either sound out a one word description (ex: cleaning) or the teacher can scribe (only ask students to do this once

they are done drawing so that they are not too heavily tasked at the beginning) o Once students are done their drawings, they can cut them out and paste them in the houses that are on our community collage

(Mandy’s lesson) Closure: (2 minutes) Activity: • If time permits, do a picture walk of everyone else’s work Assessment: • Observation assessment:

o participation in group dscussion o ability to offer ideas and personal experiences o ability to represent their idea of how they help their family in picture form

Extension Activity: o Once students have finished drawing, cutting and pasting they may play at tubs

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Unit of Subject: Social Studies—Families Lesson Duration: 30 minutes

Grade: Kindergarten Lesson number: 4

Objectives: One objective of the lesson is to provide students with the opportunity to learn about different families in their class. Students will bring in an artifact from their family that may represent something special about their family. For example, the artifact may be something that is culturally significant, it may be an item that represents an activity the family likes to do together, or it may be a photograph of a special family event or adventure. Through observing, sharing, and discussing our family artifacts, students will have the opportunity to learn about other families in our class. Prescribed Learning Outcomes: Social Studies: A1 participate co-operatively in groups A2 gather information from personal experiences, oral sources, and visual representations A3 present information using oral or visual representations B3 identify similarities and differences among families Language Arts: A2 engage in speaking and listening activities to share ideas about pictures, stories, information text, and experiences A6 use oral language to explain, inquire, and compare C1 create simple messages using pictures Materials: • Museum pictures, Tickets, 4 table cloths, family objects (each student) Lesson Development:

Guiding Questions: • How is your family unique and special?

• How are families in our classroom similar? • How are families in our classroom different?

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Hook: • Students enter into the classroom and it is set up like a museum (table cloths on tables, family artifacts are placed on

tables with students last name on place card) • Show students variety of pictures of a museum and ask them to give thumbs up or down if they know what each picture is

(ex: picture of a display, students give thumbs up/down) • After looking at variety of pictures, students make guesses about what the pictures are representing (a museum!) • Group brainstorm:

o What do we know about museums? A museum is a building with lots of old and new interesting objects such as art, science objects such as dinosaur fossils, and objects that were used a long time ago. People can pay to visit museums and look and learn about the objects on display.

o Has anyone visited a museum? • Show students that all our family objects are displayed in our classroom museum • State lesson objective: “today division 18 we have made our classroom into a museum. If you look over at the tables we have

all of the special family objects that we brought in. Today we will be looking and learning about our family objects that we brought into share.”

• Brainstorm name for classroom museum, write name on board Activities: 1, Gallery walk of the museum

o Before going on our gallery walk, brainstorm museum rules as a group Have you been to a museum before? Allow 2 students to share experiences What might be some of the rules we have to remember when we are at a museum? Prompt for rules: do you think it would be kind to touch other people’s artifacts? Museum rules: hands to self, quiet voices, observe closely, brain is busy thinking

o Sing/do actions for museum rules: “Museums, museums are lots of fun! Museums, museums are lots of fun! We keep our hands at our sides, We whisper like a mouse,

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We look very closely, And our brains are always thinking!”

o Have students stand in line, give students museum tickets and collect museum tickets as they “enter” the museum o Focus for gallery walk:

#1) observation of objects: Whose family object is it? #2) what do you think the object is?

o Organization for gallery walk: Ms Painters group only looks at blue tables Ms Yeung = Red tables Switch tables

2. Family artifact sharing (half of small group)

o Students sit in circle on carpet o Review kind audience behavior: kind hands are being quiet, kind eyes are watching the person sharing, kind mouth is

smiling at classmate sharing o Model sharing of artifact: “My family artifact is a journal I wrote when I drove to Manitoba with my family. This

artifact is special to me because my family used to drive to Manitoba together to visit my dad’s family like my grandma and grandpa.”

o One at a time student goes to table and gets their artifact (half of small group shares) o Sits on chair at front and shares object o Teacher guides sharing with questions: what it is? Why is it special to your family? o 3 comments or questions for student sharing artifact

Closure: • 4 people that shared stand at front in a line • other 4 shake their hands and say “thank you for sharing about your family” Assessment: • Observational assessment:

o Ability to answer simple questions about their family objects o ability to use language skills to explain about their family object

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Unit of Subject: Social Studies—Families Lesson Duration: 30 minutes

Grade: Kindergarten Lesson number: 4b

Objectives: One objective of the lesson is for students to provide students with the opportunity to learn about different families in their class. Students will bring in an artifact from their family that may represent something special about their family. For example, the artifact may be something that is culturally significant, it may be an item that represents an activity the family likes to do together, or it may be a photograph of a special family event or adventure. Through observing, sharing, and discussing our family artifacts, students will have the opportunity to identify similarities and differences among families. Prescribed Learning Outcomes: Social Studies: A1 participate co-operatively in groups A2 gather information from personal experiences, oral sources, and visual representations A3 present information using oral or visual representations B3 identify similarities and differences among families Language Arts: A2 engage in speaking and listening activities to share ideas about pictures, stories, information text, and experiences A6 use oral language to explain, inquire, and compare C1 create simple messages using pictures Materials: • Family objects (one per child), Playdough ,Piece of cardboard with names labeled to place their family object models • Extension: scissors, glue, mural, “family helping” pictures Lesson Development: Guiding Questions:

• How is your family unique and special? • How are families in our classroom similar? • How are families in our classroom different?

Activities:

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1. Family artifact sharing ( 2nd half of small group) • Students sit in circle on carpet • Review kind audience behavior: kind hands are being quiet, kind eyes are watching the person sharing, kind mouth is smiling at

classmate sharing • Model sharing of artifact: “My family artifact is a journal I wrote when I drove to Manitoba with my family. This artifact is

special to me because my family used to drive to Manitoba together to visit my dad’s family like my grandma and grandpa.” • One at a time student goes to table and gets their artifact (half of small group shares)

o Sits on chair at front and shares object o Teacher guides sharing with questions: what it is? Why is it special to your family? o 3 comments or questions for student sharing artifact

2. Gallery walk again • Tell students that we will be choosing someone else family object to make out of play dough • look at the family objects again and choose someone else’s to make out of play-dough • bring students to the tables and model choosing using think-aloud

3. Molding family objects out of play dough

• model building Ms Yeung/Ms Painter’s family object out of play dough • emphasis for modeling: colours, doesn’t have to be perfect, how to make shapes • talk about sharing play dough colours • model a scenario about sharing: would it be okay if I took all of this play dough to use for my model? No because other

people in my group wouldn’t have enough • check for understanding, have students point to the family object they are going to draw

Closure: • gallery walk of family object models Assessment: • anecdotal observation of:

o ability to share play dough with other table group members o ability to explain what their object is and why they chose it

Extension Activity: • once done, they will glue their “family helping” picture from lesson 3 into their house on our family mural

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