Socialstudiesunit

Integrated Unit
Abigail Hallett
Rene Paradis
Courtney Wright
March 2nd, 2016
For our Integrated Unit, we have focused on Grade 1 curriculums of You and Your World (Social
Studies) and Reading and Writing (Literacy). We have decided to mainly focus on the You and
Your World content, using the strategies that we will learn and refine through literacy.
Social Studies - Grade 1
You and Your World
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/HealthPhysicalEducation/YouandYourWorldK-2.pdf
Unit 4 Community (Pg 103-116)
Students will be expected to
1.4.1 demonstrate an understanding that the way people live in their community evolves over
time;
1.4.2 demonstrate an understanding that signs, symbols, direction and scale are used to
represent landmarks and locations;
1.4.3 recognize that Aboriginal peoples relationship with place has changed over time;
1.4.4 explain how interactions between communities (local, national, and global) have changed
over time;
1.4.5 demonstrate an understanding of the factors that influence how needs and wants are met;
and
1.4.6 demonstrate an understanding of how communities depend on each other for the exchange
of good and services.
Week 1: Students will learn how to develop an understanding of time concepts, past, present,
future and relating them with the concepts then and now, by reading books that outline these
terms. They will then create a timeline for a book read to what happened in the past. They will
identify reasons for settlement and development of the local community, identify and describe
changes in their local community over time, and recognize that their community consists of
people and places with interesting stories to tell by having guest speakers come into the class.
Week 2: Students will be learning about signs, symbols, directions used to represent landmarks
and locations. Students will be learning these things through a book and class discussion. Then
after taking a tour of the school they will then use the knowledge they have learnt in class about
signs, and directions to create a map.
Week 3: Students will recognize that there are Aboriginal peoples, compare where Aboriginal
peoples live today with where they lived in the past, and give examples of past and present
interactions between Aboriginal peoples and place.
Week 4: Students will recognize that various kinds of communities exist in their province,
country and the world. Identify and describe how changes in transportation and communication
have allowed communities to interact more easily.
Week 5: Students will learn how to demonstrate an understanding of the factors that influence
how needs and wants are met.
Week 6: Students will recognize the difference between goods and services, give examples to
show that communities produce different goods, and recognize that services available in one
community may be different from those available in other communities.
Possible Field Trip: Maliseet Trail (Covered in week 5)
Literacy - Grade 1
Reading and Writing Achievement Standards
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/English/ReadingAndWriti
ngAchievementStandards-Grade1.pdf
Reading:
Text Complexity characteristics of fiction/nonfiction (information) texts
Reading Strategies and Behaviours learning behaviours students should exhibit when reading
texts independently
Comprehension Responses literal, inferential/interpretive, and personal/critical/evaluative
responses to texts
Writing:
Content/Ideas overall topic, degree of focus, and related details.
Organization structure and form, dependent on purpose and audience
Word Choice vocabulary, language, and phrasing
Voice evidence of authors style, personality, and experience
Sentence Structure variety and complexity of sentences
Conventions spelling, punctuation, capitalization, and usage (grammar)
Lesson 1
1.4.1 demonstrate an understanding that the way people live in their community
evolves over time.
Lesson 2
1.4.2 demonstrate an understanding that signs, symbols, direction and scale are used
to represent landmarks and locations.
Lesson 3
1.4.5 demonstrate an understanding of the factors that influence how needs and wants
are met
Date: February 22nd, 23rd 2016
Time: Roughly 45mins - 1 hour each day
Grade & Subject: Grade 1, Social Studies (You & Your World)
Lesson Description:
This lesson will last two days, and will introduce terms associated with time so students can
develop an understanding of time concepts, past, present, future and relate them with the
concepts then and now. The first day, I will read the book The Little House by Virginia Lee
Burton. We will discuss the terms past, present, and future, and how past and present can also
be seen as then and now. As a group we will talk about the story and how it progressed, using
the terms we learned to replay the book. The students will then create a timeline of events.
After being introduced to the concepts of past and present, students would be asked to
interview an elder in their family to talk about their experiences in school.
Day two consists of presentations of students interviews. We will talk about how school has
changed over time, discussing similarities and differences between what school was like then
and now. The end of this lesson will extend to the next topic of how other aspects of
community has evolved over time, and identify and describe changes in their local community
over time.
NB Curriculum Standards and Objectives
You & Your World
GCO:

This unit explores historical, geographic and economic interactions within and
among communities. Students will have the opportunity to examine these
interactions in their community and Aboriginal communities of the Atlantic region.
SCO:
1.4.1 demonstrate an understanding that the way people live in their community
evolves over time.
Literacy
Reading:
Reading Strategies and Behaviours learning behaviours students should exhibit when
reading texts independently
responses to texts
Writing:

Lesson Objectives: Students will learn how to develop an understanding of time concepts,
past, present, future and relate them with the concepts then and now, by reading The Little
House. They will apply this knowledge by interviewing an elder in their family, and ask about
how their experience in school was like. They will then create a timeline for a book read to
what happened in the past to present, and predict what might happen in the future.
Strategies for Differentiation:
Day One:
-Have students work in pairs for the timeline. This will give students a chance to discover
together and discuss their findings. Students can help each other and learn from each other.
-If students finish timeline quickly have them complete my past, present, and future handout.
-Students will be able to use words and pictures to answer worksheets.
Day Two:
-Allow students to write up to a page, but at least two sentences for the interview question.
They can also bring in pictures and talk about them if writing is very low
-If students do not feel comfortable speaking in front of the whole class, we could do it in
small groups, or that student can conference with me.
-Encourage students that like to present to go to a different class to show their findings.
Materials Needed:
- The Little House by Virginia Lee
- Timeline activity sheet (appendix A)
- My past, present, future activity sheet (appendix B)
- Interview question prompt (appendix C)
- Chart paper
- Markers
- Checklist (appendix D)
Engagement (Warm-up) 10 minutes
Teacher:
Day one: Teacher will gather
students on the mat and ask if
anyone know what the words past,
present, and future mean. After a
short discussion lead by students, I
will say that we will learn more
about them after reading the book.
I will read The Little House, and tell
them to make sure they pay
attention to what happens to the
little house throughout the book. I
will stop to ask questions such as,
is this book taking place is the past
Students:
Day one: Students will gather
on mat, quietly listen to story,
and raise hand to answer
questions. Add points to
conversation.
Reflection
or present? Does the time change

over the course of the book?
Day two: I will review the terms
from yesterday and ask how their
interviewing went.
Day two: Raise hands to

answer review questions, and
have a brief conversation about
interview.
Exploration (knowledge content, supporting learning) 10 mins

Teacher:
Day one: As a group we will talk
about the terms in more detail.
Talking about how the story has
both past and present represented in
the book, giving examples of each.
We would also talk about how at
the beginning of the story we were
in the present, but when the story
went on the beginning of the story
became the past, and we follow the
little house as the present. I will ask
how the words past and then, and
present and now are related.
Day two: I will talk about my
experience of when I was in school,
and compare it to what school is
like now.
Students:
Day one: Raise hands to add
any information, or thoughts
about past, present, and future.
Give any examples of past,
present, future, past, and
present.
Day two: Listen to teachers

experience. Raise hand to ask
questions.
Elaboration (Modeling, and thinking activities) 20-30 minutes

Teacher:
Day one: I will introduce what a
timeline is, and how it accounts for
the series of events that take place
in a story. We will talk about what
happens in the beginning, middle,
and end. I will ask student to give
examples, but not go over the entire
book. I will pass out timeline
activity sheets to students, and give
the option to work with a partner.If
students finish early they will get
the My past, present, and future
activity sheet.
Day two: Students will volunteer to
report on their interview, if no one
Reflection
Students:
Day one: Listen to teacher,
adding examples of beginning,
middle and end. Complete
timeline activity.
Day two: Raise hand to

volunteer, and give short
presentation on their interview
Reflection
volunteers, I will call on students.

Together we will make of list of
what is similar and different from
their interviews and their school
experience on chart paper.
question. Give examples of

similarities and differences.
Evaluation (Closure, reflection, review) 5 minutes

Teacher:
Day one: We will review the
concepts of past, present, and future
and now and then. I will explain
about the activity to do at home
tonight, and pass out the interview
question prompt. Noting if they
want to bring in pictures they are
encouraged to.
Day two: We will go over school
experiences from now and then, and
note that we will look at different
aspects of the past.
Reflection
Students:
Day one: Listen to teacher, and
raise hand if there are any
questions for clarity.
Day two: Listen to teacher,

giving examples for closure.
Assessment:
Day one: I will collect both activity sheets to determine if students understand the concepts
covered, and if I have to go over terms again to reinforce learning. They will be assessed both on
their writing and their comprehension of the terms past, present, and future and how they relate
to the book.
Day two: I will have a checklist, and make anecdotal notes about presentations. I will also
collect the interview prompts. I will also be assessing to make sure they used all the proper
conventions capital letters, spacing, and punctuation.
Date: March 1st,2nd, 3rd, 2016
Time: roughly 2hr over three days
Lesson Description:
This lesson will last about 2-3 days. First day will be focused on learning about some symbols
found in the community, reading a book, then learning about walks and how these symbols are
used in the community. Then students will draw an imaginary sign that could be used in the
community and what it is used for. Second day will be focused on taking a tour of the school
and talking about the different things they noticed on the walk. Another group discussion about
walks would begin and then an activity on recreating their tour of the school would be done on
a big piece of paper. Day Three we would look at our map that we created and Students would
create signs where they think would be necessary (stop signs, crossing signs, yield signs, etc.)
Then students would write a story about a walk they have taken with a family member, friend,
acquaintance, etc and what they noticed.
You & Your World
GCO:

SCO:
1.4.2 demonstrate an understanding that signs, symbols, and direction are used to
represent landmarks and locations;
Literacy
Reading:
responses to texts
Writing:
Lesson Objectives: Students will learn about their community and changes over time,
focusing on signs, symbols and directions, while also working on their writing and reading
goals.
Day one:
Struggling students can write just words instead of sentences to explain their sign. Higher level
students could create their sign with paper and write a description on the back about its
importance to the community and who it helps.
Day two:
Struggling students will work with the teacher on the map. Higher level students can recreate
their own personal map.
Day three:
Struggling students will draw a picture of their story about a walk they have had and use some
words to describe it. Higher level students can draw a map about where they went for their
walk with directions and signs.
Materials Needed:
-Rosies Walk - Pat Hutchins
-Big paper
-White paper
-Crayons
-Writing sheets
Engagement (Warm-up) 10 minutes
Teacher:
Day one: Will gather all the students
on the mat at the front of the room.
Teacher will open quick group
discussion about walks and what
students notice on walks. Teacher will
then read Rosies Walk to the class
Day two: Teacher will gather students
on mat, and have a talk about signs and
directions again to refresh students
knowledge.
Day three: Gather on mat and look at
their map they created and talk about
their tour of the school.
Reflection
Students:
Day one:Students are gathered on
the mat listening to the teacher.
Listen to the book that the teacher
is reading and participate in group
discussion on walks.
Day two: Students will talk about
signs.
Day three: Looking at map
created and talking about their
tour of the school.

Teacher:
Day one:They will open a quick group
discussion about signs (stop signs,
crossing signs, etc) and where they are
located to get students familiarized
with signs and what they mean.
Day two: Ask students about different
signs and what they do in the
community.
Day three: Look at map and talk about
signs that could have been placed on
the map.
Students:
Day one:They then participate in
the class discussion about signs.
Day two: Students respond to the
question posed about signs and
how they are used in the
community.
Day three: Students talk about
signs and where they could have
been placed in the school.
Reflection
Elaboration (Modeling, and thinking activities) 15 minutes

Teacher:
Day one: Teacher will demonstrate the
activity by creating a new sign that
could be used in the community. Then
explain the writing assignment.
Students will create a new sign and
draw it and explain what it would be
used for in the community and where it
could be located.
Day two: Bring students on tour of the
school. Pay attention to direction while
on the walk. Once returning discuss
where they went and what route they
took. Then getting whole class to help
design the map of their route.
Day three: As a class they will place
different signs on their map where they
think they could be placed. Then
demonstrate to the students what they
will writing about. Writing stories
about a walk they have taken with a
family member, friend, etc. and where
they went.
Students:
Day one: Will be expected to
create a new sign that can be used
in the community. Will need to
design and explain their new sign.
Day two: Go on tour of the
school and pay attention to the
classes and offices they pass.
Recreate the map of their route as
a whole class.
Day three: Placing different
signs on their map of their tour of
the school. Will write
independently about a walk they
have taken with a someone.
Evaluation (Closure, reflection, review) 5 minutes

Teacher:
Day three: Go over signs and
directions one last time with the
students so I know they have a good
understanding of what they are and
why we need them in the community.
Reflection
Reflection
Students: Listening to teacher

and discussion about signs.
Assessment:
Day one: Will be assessing their writing with a rubric on their new sign and how its used in the
community. They will be assessed both on their writing and their comprehension of what a sign
is supposed to do in the community which is help the people of the community. See Appendix E
Day two: A check list would be used to assess the students comprehension of creating a map,
signs, and directions. See Appendix F
Day three: Another checklist would be used to understand if all the students have understood the
concept of signs and directions. Also would be using the same checklist to assess their writing.
See Appendix G
Date: March 4th, 7th & 8th 2016
Time: 3 hours (1 hour per day)
You & Your World
GCO:

SCO:
1.4.5 demonstrate an understanding of the factors that influence how needs and
wants are met;

Literacy
Reading:
responses to texts
Writing:
Lesson Objectives: Students will learn about their community and changes over time, and
the wants and needs being met within their community, while also working on their writing
and reading goals.
Day 1 - Students who need enrichment can look forward in the reading and dive deeper into
wants vs. needs, and explore different ages that may have different needs. Students who need
support can work at their own pace and will be assessed according to their strengths.
wants vs. needs, and explore different cultures that may have different needs. Students who
need support can work at their own pace and will be assessed according to their strengths.
wants vs. needs, and explore different time eras that may have different needs. Students who
need support can work at their own pace and will be assessed according to their strengths.
Materials Needed:
-Access to smartboard/internet
-Something Good - Robert Munsch
-Alexander Who Used To Be Rich - Judith Viorst
-Wants vs. Needs Sheet A
-Wants vs. Needs Sheet B
-Paper
-Pencils
-Coloring pencils/markers/crayons
Engagement (warm up) 10 minutes
Teacher:
Day one:
-Teacher will read Something
Students:
Day one:
-Students will listen on the mat to the
Reflection
Good by Robert Munsch.

Day two:
-Teacher will bring up the
Maliseet Trail on the smart board.
(www.maliseettrail.com)
Day three:
-Teacher will go over worksheets
with students, as a refresher from
the previous day as to what a
want vs need is.
story read aloud by the teacher.

Day two:
-Students will listen to the virtual tour
of the Maliseet Trail
Day three:
-Students will do worksheets on want
vs need.
Students may work with friends or chat
quietly as tables to discuss their
opinions on the worksheet pictures.

Teacher
Day one:
-Teacher will talk about the
beginning middle, end of the
story, and the main themes of the
story (wants vs. needs)
Day two:
-Teacher will go over the
Maliseet Trail and discuss with
students that the Aboriginal
peoples who lived close by used
this trail for their essential needs
in life. They collected food,
goods and used this trail as a
main travel path for the peoples,
as well as the use of it during war
times and how beneficial it was to
have this trail created and
accessible.
Day three:
Teacher will read Alexander Who
Used To Be Rich by Judith Viorst
to the class, remind students to
think about the different wants vs.
needs.
Students:
Day one:
-Students will discuss the beginning,
middle and end of the book, as well as
different themes they noticed.
Day two:
-Students will ask questions, and give
ideas on the Maliseet Trail
Day three:
-Students will listen to the story, and
think about the wants vs needs in the
book.
Elaboration (Modeling, and thinking activities) 15 minutes

Teacher
Day one:
-Teacher will give examples of
wants vs. needs. (IE: I want a
milkshake, I need water.) Disucss
with students the essentials of
Reflection
Students:
Day one:
-Students will give ideas on what a
want is, vs what a need is.
Day two:
-Students will discuss different wants
Reflection
living, and why we need certain

things to survive, vs. why we
want things for pleasure or
purpose.
Day two:
-Teacher will discuss with
students different needs and
wants of Aboriginal peoples (IE:
hunting, fishing, culture, spiritual,
musical, rituals) how these may
differ from us?
Day three:
-Teacher will explain a wants vs.
needs game. In groups of two,
teacher will give students two
examples (ex: air or air
conditioning) and students will
have to plead their case as to why
they think they are the NEED in
life. Other students will guess,
which is a want, which is a need.
and needs within their home lives and

how that may differ from each home.
Day three:
-Students will take turns pleading their
case as objects as to why they are so
important in the world. (Ie: Air - I help
you breath! I am everywhere!
Aircondition - I keep you cool, you
would burn up without me!)
-Students will have fun and explore
how it may be confusing sometimes if
something is a want or a need.
Evaluation (closure, reflection, review) 10 minutes

Teacher
Day one:
-Teacher will ask students to give
examples and explain their
reasons, as a class we will make a
list on the smartboard (and save
for further writing uses)
Day two:
-Teacher will ask students to give
different wants and needs from
their own home lives, and discuss
how different families sustain
differently.
Day three:
-Teacher will explain to students
a written letter containing one
thing they need in their home,
school or community, and one
thing they want in their home
school or community.
-Teacher will display the list of
wants and needs the class made
Students:
Day one:
-Students will give examples of wants
vs. needs from their own experience
and lives.
Day two:
-Students will discuss different wants
and needs within our community and
how that may differ across the world.
Day three:
-Students will write in writers
notebook, one thing they want in their
home, school or community, and one
thing they need in their home, school
or community.
-Students may write using the list
provided or word wall words, or use
examples from the stories we have read
covering wants or needs.
Reflection
together on day one.

Assessment:
Day one: I will have a checklist and make anecdotal notes about students opinions,
comprehension and questioning. Today will mainly focus on learning and basic understanding of
wants and needs within our personal lives.
Day two: I will have a checklist and make anecdotal notes about students opinions,
comprehension and questioning. Today will mainly focus on learning and the understanding of
different wants and needs for others, of different cultures and also different time periods.
Day three: I will continue with my checklist and make anecdotal notes about students opinions,
comprehension and questioning. I will collect activity sheets to determine if students understand
the concepts covered and to check if I need to further explain any concepts. I will circulate the
classroom while worksheets are being completed to hear chatter about wants vs. needs and the
explanations or arguments given. Students will then be assessed on their understanding of the
concept as they act out a particular want, vs. need. For literary purposes, students will be
assessed based on their writing, spelling, grammar on work sheets.
Appendix C
Interview prompt
Tonight I will interview someone in my family who is older than me. (Example
Grandma, mom, aunt, step dad) I will ask them what it was like when they went to
school. How they sat in the class, what the playground was like, what the cafeteria
was like, their favourite subject etc. How it is different from school today. I will
write at least two interesting things I learned to share with my class.
Appendix D
What to look for
Needs
improvement
Students wrote at
least 2 sentences.
Used proper
punctuation,
capitalization and
spelling in their
writing.
Notes on presentation:
Getting there
Yes!
Appendix E
Appendix F
What to look for

Students
demonstrate
engagement in the
content.
Comprehends how
to create a map.
Students
demonstrate an
understanding in
signs and where
they are located.
Participated in the
map making.
Needs
improvement
Getting there
Yes!
Appendix G
What to look for

Students
demonstrate
engagement in the
content.
Students
demonstrate an
understanding in
signs and where
they are located.
Used proper
punctuation,
capitalization and
spelling in their
writing.
Needs
improvement
Getting there
Yes!

Socialstudiesunit

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Socialstudiesunit

Uploaded by

Copyright:

Available Formats

Integrated Unit

Time: Roughly 45mins - 1 hour each day

Unit 4 Community (Pg 103-116)

Sentence Structure variety and complexity of sentences

or present? Does the time change

Day two: Raise hands to

Exploration (knowledge content, supporting learning) 10 mins

Day two: Listen to teachers

Elaboration (Modeling, and thinking activities) 20-30 minutes

Day two: Raise hand to

volunteers, I will call on students.

question. Give examples of

Evaluation (Closure, reflection, review) 5 minutes

Day two: Listen to teacher,

Date: March 1st,2nd, 3rd, 2016

Time: roughly 2hr over three days

Unit 4 Community (Pg 103-116)

Exploration (knowledge content, supporting learning) 10 mins

Elaboration (Modeling, and thinking activities) 15 minutes

Evaluation (Closure, reflection, review) 5 minutes

Students: Listening to teacher

Date: March 4th, 7th & 8th 2016

Time: 3 hours (1 hour per day)

Unit 4 Community (Pg 103-116)

NB Curriculum Standards and Objectives

Good by Robert Munsch.

story read aloud by the teacher.

Exploration (knowledge content, supporting learning) 15 mins

Elaboration (Modeling, and thinking activities) 15 minutes

living, and why we need certain

and needs within their home lives and

Evaluation (closure, reflection, review) 10 minutes

together on day one.

What to look for

What to look for

What to look for

You might also like