First Grade Social Studies Unit: 3 Lesson: 3 - bellaire - homebellaire.wikispaces.com/file/view/1stssunit3lesson3.pdf ·  · 2009-08-02First Grade Social Studies Unit: 3 Lesson:

First Grade Social Studies Unit: 3 Lesson: 3 Suggested Duration: 5 days

Meeting Basic Needs

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`Lesson Synopsis: In this final lesson on “Interacting With Others: Family”, students will learn the difference between wants and needs. They will understand the wants and needs of families and identify ways those needs are met. They will compare the way the wants and needs of the family are met in the present with the way they were met in the past.

TEKS: 1.3 History. The student understands the concept of time and chronology. The student is expected to:

1.3B Create a calendar or timeline; and 1.9 Economics. The student understands the value of work.

1.9A Describe the requirements of various jobs and the characteristics of a job well-performed; and 1.10 Government. The student understands the purpose of rules and laws. The student is expected to:

1.10A Explain the need for rules and laws in the home, school, and community; and 1.10B Give examples of rules or laws that establish order, provide security, and manage conflict.

1.14 Culture. The student understands how families meet basic human needs. The student is expected to: 1.14A Describe ways that families meet basic human needs; and 1.14B Describe similarities and differences in ways families meet basic human needs.

1.16 Science, technology, and society. The student understands how technology has affected daily life, past and present. The student is expected to:

1.16A Describe how household tools and appliances have changed the ways families live.

Process TEKS: 1.17 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a

variety of sources including electronic technology. The student is expected to: 1.17A Obtain information about a topic using a variety of oral sources such as conversations, interviews, and music; 1.17B Obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps,

computer images, literature, and artifacts; 1.17C Sequence and categorize information;

1.18 Social studies skills. The student communicates in written, oral and visual forms. The student is expected to: 1.18A Express ideas orally based on knowledge and experiences; and 1.18B Create visual and written material including pictures, maps, timelines, and graphs

GETTING READY FOR INSTRUCTION

Performance Indicator(s): Complete a Venn diagram (student-drawn or a printed diagram) to differentiate between chores done in the

past, in the present, and chores done in the past that are still done today. (1.14A; 1.16A)

1C, 1E; 5B

Illustrate and write a sentence comparing the way at least one job was done in the past to the way it is done in the present and describe how technology has affected daily life relative to that chore. (1.14A; 1.16A)

1C, 1E; 5B

Key Understandings and Guiding Questions: Families meet needs in different ways, and these ways often change over time.

— What are needs of a family?

— Do families’ needs differ?

— How do families meet their needs?

— Have families always has these needs?

— Have families always met their needs in the same ways?

— How have jobs in families changed over time?

Technology changes the way people live and work.

— How has technology contributed to the change in ways families operate?

— Has technology changed the things we need and do?

— How has technology changed the way we do things?

— How have jobs in families changed over time?

Vocabulary of Instruction: responsibility chore consequence

1st Grade

Social Studies Unit: 3 Lesson: 3

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need

want

job

past

present

Materials: Chart Paper

Family Task Cards from previous lesson

Pictures of wants and needs

Pictures from PowerPoint: Lesson 3 (Past)

Pictures of performing chores in the present

Plain 11x17 construction paper or 8 ½x11 white paper (one per student)

Sentence strips

Resources: Teacher Resource: Needs and Wants

Teacher Resource: Rubric

Teacher Resource: K.I.M.

Handout: K.I.M. Template

Handout: Teddy Bear

Handout: Ways We Meet Our Basic Needs Interview Form

Teacher Resource: Visual Analysis Procedures

Handout: The chore of ____

PowerPoint: Lesson 3

Handout: Chores in the Past/Chores in the Present

Advance Preparation: 1. Gather photographs, clip art, or real material to demonstrate the difference between needs and wants and

performing chores in the past and in the present. 2. Test out any videos scheduled to be used (such as Discovery Education Streaming: The Difference Between

Wants and Needs) 3. If not using the video streaming, prepare the poem Needs and Wants for class reading either on chart paper

or an overhead transparency). 4. Make a copy of the Interview Form for each student.

Background Information: (From the Social Studies Center) Basic Human Needs All humans require three things to survive: food, clothing, and shelter. People need food to eat, clothes to wear and a house to live in. They work to make a living to buy these things, or they make them. In some cultures people make their own clothes from wool they get from the sheep they raise. Others grow cotton and spin it into cloth for themselves or to sell to businesses which spin it and make it into clothing. Farmers provide most grain and meat to factories which process it into food for distribution through grocery stores. People can choose to pay rent or buy or build their own houses. These are some ways people meet their basic human needs. Some people experience better standards of living, they eat better food, wear nicer clothes and live in bigger houses than other people. While people can be happy with less, those who do not meet all three basic needs may not survive.

GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference.

INSTRUCTIONAL PROCEDURES

Instructional Procedures Notes for Teacher

ENGAGE NOTE: 1 Day = 30 minutes Suggested time: 1/6 Day

Day 1 – difference between wants and needs

Items could include water, toys, nutritious food, clothing, house, etc.

1st Grade

Social Studies Unit: 3 Lesson: 3

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Instructional Procedures Notes for Teacher Without any introduction, display three items before students – a glass of

water (a need) and two “not needs” or “wants” such as a toy. (You could use pictures instead)

After displaying these three items, ask students to “turn and talk” to determine which item they could not live without. (WATER)

“How do we get the things we need to live?” Lead discussion in such a way that students conclude that families meet their basic needs by performing chores like the ones described in previous lessons, and by taking responsibility.

“Today, we will explore the difference between things you want and things you need.”

“Let’s pretend you’re the first settlers on the moon. What will you need?” (air, water, food, clothes to keep warm, house to protect you, friends/other people to help you)

Usual answer is that we use money to pay for our basic needs and then buy what you want after your needs are met. Basic needs include food (also includes water and air), clothing, shelter as well as the need for companionship/belonging. Communities are formed to help the members meet needs. In this lesson we focus on food, clothing, and shelter.

EXPLORE Suggested time: 1/2 Day Use the attached poem, Needs and Wants as a shared reading (or use

Discovery Education Streaming video) to focus students on the differences between needs and wants.

Introduce the words Want and Need. Go back to the Engage activity and look again at the 3 items, asking, “Which of these items would not meet a basic need? Which one could we live without? Which of these would help us meet a real need?” or you may use “Which one could we live without?” depending on the items you have.

To build experientially students’ understanding of the difference between needs and wants, give groups of students (4 or fewer students) a set of three items or pictures of items. Students look at or manipulate three items and determine whether they are a need or a want in the 3 categories of basic needs.

When groups have determined which of their items represent needs, bring students back to the floor to report. As they report, identifying items as a want or a need, create a KIM chart with students. (see attached. See also the Region XIII Social Studies website - http://www5.esc13.net/socialstudies/downloads.html - for downloadable KIM chart form and directions).

Once the items have been sorted into Want or Need, take the Need pile and have students sort those items in to the three categories of basic needs. (Food, clothing, shelter) Create another KIM chart with students.

Discovery Education Streaming: The Difference Between Wants and Needs (16 total minutes long) If your class has a grasp on the difference, the poem will be fine.

Teacher Resource: Needs and Wants

Literature connections: “Old Mother Hubbard” If You Give a Mouse a Cookie, Laura Joffe Numeroff Sample set of items: balloons, money and a lunch box Teacher Resource: K.I.M. Handout: K.I.M. Template Basic Needs:

Food: nutritious food o Fresh Water: to drink o Clean Air: to breath

Clothing: body-regulated and to protect body

Shelter: protect from weather and keep us safe

Note: in this lesson we are not differentiating between want and need within a category (we need food to survive, we want an ice cream sundae; we need a place of shelter to protect us from storms, we want a $1.2 million mansion)

EXPLAIN Suggested time: 1/3 Day Students explain their understanding of the term Need by drawing the

things Teddy needs (see attached picture of Teddy Bear).

“Teddy is a happy bear because his needs have been met. Please finish the picture by drawing the things Teddy needs behind him. Label them.” (Label as food, clothing, shelter)

Handout: Teddy Bear

1st Grade

Social Studies Unit: 3 Lesson: 3

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Instructional Procedures Notes for Teacher

ENGAGE Suggested time: 1/6 Day Day 2 – What does my family need? How are those needs met?

“We know individuals have basic needs, and we have been studying how these needs are met. What about families? Do families have needs? Are they the same needs? How are a family’s needs met?”

Read aloud a book dealing with needs of families.

Read aloud ideas: Just Me and My Dad A Chair for my Mother Tight Times Jamal’s Busy Day

EXPLORE Suggested time: 1/3 Day

“Let’s think back to the jobs you do in your family. What needs do your jobs help your family meet? (Brief discussion. Example: Jobs that have to be done in order for the basic need of fresh water to be met include paying the bill, having clean glasses - so washing dishes.)

“Do you remember what it means to do that job well? Do you remember the criteria for a job well done?” (brief discussion.)

“Do you think people have always met basic needs in the same way?

“For your homework tonight, you are going to interview a parent, grandparent (or other “older person”) to find out about the jobs they did in their families when they were young.” Hand out interview form and discuss.

“Right now, let’s take a look at some of the chores people long ago had to do to meet their basic needs.”

Show PowerPoint: Lesson 3 and discuss chores done long ago. Use an analysis process to help students begin to analyze historic photographs.

If students do not have someone to interview at home, arrange to have them interview a faculty member. Handout: Ways We Meet Our Basic Needs Interview Form PowerPoint: Lesson 3 Project pictures (from Library of Congress) if possible, make copies for students to study up close. Teacher Resource: Visual Analysis Procedures

EXPLAIN Suggested time:1/2 Day

“From the pictures we just saw, choose a chore to talk about with your tablemates. Talk about the changes in how people do chores today as compared to a long time ago. What has made a difference? Maybe some of the chores aren’t done any more, or maybe they have changed a great deal. After you talk about the pictures for a couple minutes,

“Draw two pictures side by side.” (sample attached) The picture on the left is of you doing a chore like the one in the pictures you just studied. The picture on the right is of someone doing the chore a long time ago. Point out something different between the two.”

“Don’t forget to interview your parents about the chores they did when they were young! Tomorrow you will present what you learned to the class.”

Handout: The chore of ____

EXPLORE Suggested time: 2/3 Day Day 3

Students gather at the front of the room and review good audience behavior as students present their interviews. One by one students present interview.

As the students give their report on the interview, As students report, teacher scribes on sentence strips the jobs parents did. Display these sentence strips in a pocket chart. (Make at least one per child.)

As students report, other students listen to learn about chores done in families in the past.

“Are there any chores you perform at home that are not up here that

If some students did not interview someone last night, arrange to have them interview a faculty member before Social Studies time.

1st Grade

Social Studies Unit: 3 Lesson: 3

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Instructional Procedures Notes for Teacher help meet the basic needs of your family?” (Add any needed.)

EXPLAIN Suggested time: 1/3 Day

Hand each child one of the sentence strips. Students form two concentric circles facing each other.

“Talk about the chore on your sentence strip, including any changes in the way the chore is done today as compared to the way it was done in the past. Maybe some of the chores were only done in the past. Maybe some of the chores are only done today. Maybe some of the chores were done in the past and are still being done in the present.”

Give students directions such as “inside circle move two persons to your left” and repeat. Repeat a couple times to allow students to listen and talk several times.

Return the sentence strips to the pocket chart.

Inside-Outside Circle It is very important that the teacher is circulating among the students at this time to listen to their discussions about when these chores occurred. The teacher will redirect any misunderstanding in the moment.

EXPLORE Suggested time: 1/2 Day

Day 4 - Who are authority figures in the home? What roles do they play in the family?

Read aloud a book with an authority figure in the home that provides a safe, secure, and conflict-free atmosphere.

Tell a story from your (teacher’s) life when a family authority figure (parent, grandparent, older sibling) stepped in and resolved a conflict, helped keep you safe, or provided support and a secure atmosphere.

Discuss relying on others in the family as one way members of families interact.

Suggestions for read aloud: I Wanna Iguana by Karen Kaufman Orloff and David Catrow. The Tenth Good Thing About Barney by Judith Viorst.

EXPLAIN Suggested time: 1/2 Day

Have students tell stories about when an authority figure was needed and someone in their family acted as an authority figure.

ELABORATE Suggested time: 1/3 Day Day 5

Relate learning back to the Key Understandings through the use of a timeline and pictures. Discuss the questions as the students are placing the pictures in the appropriate area.

Families meet needs in different ways, and these ways often change over time.

o What are needs of a family? o Do families’ needs differ? o How do families meet their needs? o Have families always has these needs? o Have families always met their needs in the same ways? o How have jobs in families changed over time?

Technology changes the way people live and work. o How has technology contributed to the change in ways families

operate? o Has technology changed the things we need and do? o How has technology changed the way we do things? o How have jobs in families changed over time?

Draw a simple timeline on the board. Have the students place the pictures under the past or the present on the timeline.

EVALUATE Suggested time: 2/3 Day

Complete a Venn diagram (student-drawn or a printed diagram) to differentiate between chores done in the past, in the present, and chores done in the past that are still done today.

Illustrate and write a sentence comparing the way at least one job was done in the past to the way it is done in the present and describe how technology has affected daily life relative to that chore.

Teacher Resource: Rubric Handout: Chores in the Past/Chores in the Present

Past ( long ago) Present

1st Grade

Social Studies Unit: 3 Lesson: 3

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Needs and Wants

Every family has needs and wants

Families need basic things. Food, clothing, shelter

Are what they need to live. These are the three basic needs.

If a sandwich is a need … pat your head. If shoes are a need … stomp your feet.

If a house is a need … turn around.

Every family has needs and wants. Families want many things.

They don’t need these things to live But they make them happy.

If a TV is a want … slap your lap.

If toys are a want … touch your toes. If cookies are a want … clap up high.

Every family has needs and wants.

Families need basic things. Food, clothing, shelter

Are what they need to live. These are the three basic things.

1st Grade

Social Studies Unit: 3 Lesson: 3

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K. I. M.

Write the term or key idea (K) in the left column, the information (I) that goes along with it in the center column, and draw a picture of the idea, a memory clue, (M) in the right column. The key idea may be a new vocabulary work, or a new concept. The information may be a definition or it may be a more technical explanation of the concept. The memory clue is a way for students to fully integrate the meaning of the key idea into their memories. By making a simple sketch that explains the key idea, students synthesize and interpret the new information, making it their own. Then, students can reference their drawings to easily remember new key ideas.

K Key Idea

I Information

M Memory Clue

Popular sovereignty

Political power rests with the people who can create, alter, or abolish government.

Unrestricted submarine warfare

A German policy during World War I designed to challenge the supremacy of the British fleet in the Atlantic Ocean. Unrestricted submarine warfare was one of the main reasons for the entry of the United States into World War I.

1st Grade

Social Studies Unit: 3 Lesson: 3

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K.I.M. Template

K Key Idea

I Information

M Memory Clue

Want

Need

K Key Idea

I Information

M Memory Clue

Food

Clothing

Shelter

1st Grade

Social Studies Unit: 3 Lesson: 3

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Visual Analysis Procedures (Teacher resource) Alexander Gardner American, Maryland, October 2, 1862 Albumen print 8 5/8 x 7 3/4 in. 84.XM.482.1

Picture notes: Twenty-six thousand soldiers were killed or wounded in the Battle of Antietam on September 17, 1862, after which Confederate General Robert E. Lee was forced to retreat to Virginia. Just two weeks after the victory, President and Commander-in-Chief Abraham Lincoln conferred with General McClernand and Allan Pinkerton, Chief of the nascent Secret Service, who had organized espionage missions behind Confederate lines.

Lincoln stands tall, front and center in his stovepipe hat, his erect and commanding posture emphasized by the tent pole that seems to be an extension of his spine. The other men stand slightly apart in deference to their leader, in postures of allegiance with their hands covering their hearts. The reclining figure of the man at left and the shirt hanging from the tree are a reminder that, although this is a formally posed picture, Lincoln's presence did not halt the camp's activity, and no attempts were made to isolate him from the ordinary circumstances surrounding the continuing military conflict. http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=67188

The first step in visual analysis is description. Descriptions should remain objective, discussing what can be seen without drawing conclusions. For instance, when looking at Lincoln on Battlefield of Antietam, it would be appropriate to say, "The tall man in the middle is wearing a somber black suit," but inappropriate to say "the tall man in the middle is dressed as if going to a funeral." This is a subjective comment and should be reserved for a "reflection" section. A description can begin anywhere, but generally it is easiest to begin by discussing the subject matter. For example, a description of this photo might begin with the basic statement: "In this black and white image, three men stand in front of a tent." Once you have stated the subject matter, simply elaborate on what you can see: the man in the middle is the tallest, and is posed with his hands down at his sides, wearing a formal black suit with a bowtie and a tall stovepipe hat. The man to the left is wearing a worn dark suit and a bowler hat. The man to the right is dressed in a military uniform with bright buttons and epaulets. The tent is pitched on a grassy clearing with trees in the background. And so on.

What people are in the photograph? What objects are in the photograph? What activities are going on in the photograph? 1. What do I exactly see in the photos?

2. What has changed since the photographs were taken?

3. What has stayed the same?

4. What can you tell about the ways life then was different from life now?

5. When do you think these photos were taken? Why do you think so?

6. In what ways does this photo summarize what was happening at the time they were taken?

7. What are your impressions based on the photo?

1st Grade

Social Studies Unit: 3 Lesson: 3

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Visual Analysis

People Objects Activities

1st Grade

Social Studies Unit: 3 Lesson: 3

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The chore of ___________________ Me doing the chore in the present The chore a long time in the past

1st Grade

Social Studies Unit: 3 Lesson: 3

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Ways We Meet Our Basic Needs Interview Form

Name: _____________ Date: _____________

Person Interviewed: ___________________

BASIC NEEDS FOR WATER, FOOD, CLOTHING, SHELTER and FRESH AIR ARE MET BY OUR FAMILY.

1. What chore or chores did you have to do when you were a young child? __________________________ ___________________________________________________________________________________________

2. How did you perform this job? How did you know you did a good job? _____________________________ ___________________________________________________________________________________________

3. Is this job still performed the same way today? _____________________________________________ ___________________________________________________________________________________________

4. What basic need did this help to meet for your family? _______________________________________ ___________________________________________________________________________________________

5. Were there rules and consequences related to the chore? ______________________________________

___________________________________________________________________________________________ ** On the back of this paper, draw a picture of the person you interviewed performing the chore that helped meet one of their family’s basic needs.

1st Grade

Social Studies Unit: 3 Lesson: 3

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Rubric

1 2 3 4

Complete a Venn diagram (student-drawn or a printed diagram) to differentiate between chores done in the past, in the present, and chores done in the past that are still done today.

Student does not complete a Venn diagram.

Student attempts to complete the Venn Diagram, but is does not place at least one chore in each of the areas of the Venn Diagram (three areas are: chores done in the past, chores done in the present, chores done both in the past and present)

Student completes the Venn Diagram, and places at least one chore in each of the areas of the Venn Diagram (three areas are: chores done in the past, chores done in the present, chores done both in the past and present)

Student completes the Venn Diagram, and places more than one chore in each of the areas of the Venn Diagram. All chores are identified and placed correctly in each area.

Illustrate and write a sentence comparing the way at least one job was done in the past to the way it is done in the present and describing how technology has affected daily life relative to that chore. (1.14A; 1.16A; 1.17A; 1.18A B)

Student does not draw a picture comparing the way at least one job was done in the past to the way it is done in the present.

Student attempts to draw a picture, but the picture is not appropriately related to the task.

Student draws a picture and the illustration appropriately shows the way at least one job was done in the past to the way it is done in the present.

Detailed illustration conveys solid understanding of task, including technology. The unique illustration conveys higher level understanding of the relationship between work and technology over time.

Write a sentence comparing the way at least one job was done in the past to the way it is done in the present and describing how technology has affected daily life relative to that chore. (1.14A; 1.16A; 1.17A; 1.18A B)

Student does not write a sentence comparing a job in the past to the way it is done in the present.

Student writes a sentence, but does not successfully compare the way at least one job was done in the past to the way it is done in the present or describes how technology has affected daily life relative to that chore. Explanation is incorrect, unrelated to task, or doesn’t make sense.

Student writes a sentence that successfully compares the way at least one job was done in the past to the way it is done in the present or describes how technology has affected daily life relative to that chore.

Student writes a sentence that makes connections and uses sophisticated reasoning with evidence to support clearly made statements.

1st Grade

Social Studies Unit: 3 Lesson: 3

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Chores in the Past Both Chores in the Present

1st Grade

Social Studies Unit: 3 Lesson: 3

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Teddy Bear

1st Grade

Social Studies Unit: 3 Lesson: 3

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Bibliography

Books: Just Me and My Dad, Mercer Mayer, Random House Children’s Books. A Chair for my Mother, Vera B. Williams, HarperCollins Publisher. Tight Times, Barbara Shook Hazen, The Penguin Group. Jamal’s Busy Day, Wade Hudson, Just Us Books. I Wanna Iguana by Karen Kaufman Orloff and David Catrow, The Penguin Group. The Tenth Good Thing About Barney by Judith Viorst, Simon and Schuster Children’s Publishing. If You Give a Mouse a Cookie, Laura Joffe Numeroff, HarperCollins Publishers. Websites: http://www.esc13.net/socialstudies